:: Synopsis Course Deparment of Educational Foundations| Synopsis Course Department of Educational Multimedia |
Synopsis Course Department of Science and Mathematics | Synopsis Course Department of Technical and Engineering Education |Synopsis Course Department of Social Science Education | General Synopsis Course
| Main Page ::


SYNOPSIS

SYNOPSIS SPORT SCIENCE

SPR 1822 Motor Learning

This course is designed to expose the students in applying the concept, principle and theory in motor learning. It will emphasize on the effect of affective domain such as learning psychology, stress, aggression, anger and others to skills or motor performance. The use of psychological stress techniques and improvement of high performance in sport will be part of the course. At the end of the course, students should be able to demonstrate and apply the knowledge by preparing and using testing apparatus to examine the influence of motor learning in sports. The students should also be able to work in team and adhere to professional ethics.

 

References :

Abbs, J.H.(1984). Control of Multimovement Coordination : Sensory Motor Mechanisms in Speed Motor Programming . Journal of Motor Behavior, Cambridge : MIT Press.

Brooks, V.B (1986). The Neural Basic of Motor Control. New York : Oxford Press.

Singer, R (1992). The Psychomotor Domain : Movement Behavior . Philadelphia : Lea & Febiger.

Yussen S.R.& Santrock, J.W. (1998). Child Development . Dubuque : Wm.C. Brown Company Publishers.

 

 

SPR 1832 Outdoors

This course consists of practical activities and theories sessions, which are designed to equip student to deal with real outdoor situation which needs someone to do a lot of things by him/herself to fulfill his/her needs in a days with minimum equipments. While outdoors activities are held, a lot of things they have to concentrate to make the activities smooth whether by technique, safety or how it going on. The major things of these activities are to assist students to adapt themselves to several of situation and built up teamwork among themselves in activities such as camping, tracking, fishing, kayak, survival and etc. At the end of the course, students should be able to demonstrate and apply the knowledge by leading or handling the proper camping for the groups in needs.

 

References :

Adams, S (1994). Campus Outdoor Education Center-Challenge Course, Facilitator's Manual.

Alexandria , V.A (1985). Outdoors , Time-Life Books.

Kementerian Pendidikan Malaysia (1994). Kursus Latihan Membina Semangat Panduan Jurulatih Kebangsaaan , Kuala Lumpur .

Logue , Victoria (1996). Kids Outdoors: Skills And Knowledge For Outdoor Adventures , Camden , ME : Ragged Mountain Press.

Seidman, David (1995). The Essential Wilderness Navigator: How To Find Your Way In The Great Outdoors , Camden , Me: Ragged Mountain Press

 

 

 

SPR 1852 Anatomy

This course is design to expose the students in knowing the human anatomy and function where all the system will be studied thoroughly. It will emphasize on the knowledge and understanding of anatomical and mechanical concepts as they relate to sport and essential to coaches who are working with athletes. To understand the body's ability to play sport requires a study of the structure and function of muscles, bones and ligaments. Knowledge of various systems of the body and their functions is essential for a complete understanding of sports. At the end of the course, students should be able to demonstrate the ability to master the knowledge by listing, describing and linking all the systems and its function especially towards sports.

 

References :

Gunstream, Benson, Talaro, A & Talaro, K. (1997). Anatomy & Physiology . N. York : WCB Mc Graw Hill.

Hoyle, G. (1990). How Is Muscle Turned On and Off . New York : Scientific American.

Rodman, G. (1993). Primer on the Rheumatic Diseases . Journal of Medical Association.

Van De Graaff & Fox, S. (1995). Concepts of Human Anatomy & Physiology . Singapore : WCB McGraw-Hill.

Wilson, C. (1998). The Musculoskeletal System : Process and Disorders. Philadelphia : Philadelphia Press.

 

SPR 1862 Sports Management

This course introduces students to the foundation and definition of management and administration; principles of organization, structures and organizational charts; managerial skills related to communication, technical, conceptual and interpersonal; management styles and responsibilities required in sports management programs and activities and purchase and care of equipments. This subject is emphasizing the students to prepare the quality of management which focus to the sports filed and organization. At the end of this course students should be able to demonstrate the quality sports management by conducting a small scale sports event either in or outside university. The students should be able to work in groups especially in organizing the sports like event.

 

References :

Horine Clement (1995). Administration and Law, Iowa : Brown and Benchmark Publishers

Omardin Ashaari (1998). Pengurusan Sukan : Utusan Publication and Distributors Sdn. Bhd

Pat Mueller (1979). Intramural Recreational Sports, Canada : JohnWiley ang Sons

Tillman K.G. (1995). The Administration of Physical Education, Sports and Leisure Program, 6 th Edition, Massachusetts : Allynand Bacon

Vanderwag H.J. Sports Management in Schools ad College (1984), Canada ; John Wiley and Sons

 

 

 

SPR 1912 Physical Fitness

This course is design to expose the students with the basic knowledge and application of proper sports activities in order to develop physical fitness. The course is emphasizing on the benefits of regular participation in activities which improve and maintain high levels of physical fitness. Some of the benefits of physical activities are physiological, while others are psychological which will enhance one's well-being. This course also meant to create the awareness to the subjects of the level at which they are capable of functioning through physical exercise. At the end of this course students should be able to design the proper schedule of sports participation which emphasizes the development of physical fitness trough sports activity.

References :

Allsen, Harrison & Vance (1993). Fitness for Life . Dubuque , Iowa : Wm. C. Brown Publishers.

Bompa, T. (1994). Theory and Methodology of Training . Iowa : Hunt Publishing.

Brown, R. (1994). Fitness : Running . Champaign : Human Kinetics.

Graham, G. (1992). Teaching Children Physical Education . Champaign : Human Kinetics.

 

SPR 1922 Track & Field

This course introduces the students with all knowledge required for tract and field event in sports. It will emphasize on the teaching and learning in track and field sport skills through strength, ability of muscles, cardiovascular fitness and the principles of training. Skills needed in track and field also require the technical instruction of warm-up, cool down, progression, repetition and skill analysis by using the high speed video. Students also involve in learning process as a track and field athlete where they have to learn psychomotor domain in exercising the techniques and application in the event. At the end of this course students should exhibit the proper techniques and application in performing the events and demonstrate the ability to conduct track and field events.

References :

Cureton, T. (1980). Encyclopedia of Physical Education, Fitness and Sports . Salt Lake City : Brighton Publishing Company.

Gerald, W. B. (1992). Professional Preparation in Athletic Training . Champaign : Human Kinetics.

Mood, Musker & Rink (1995). Sports and Recreational Activities . Dubuque : McGraw Hill.

Scrivner, J. (2001). Stay Young DETOX. Gloucester , GB : Mackays of Chatham Ltd.

 

SPR 1932 Basketball/Handball

This course is design to provide the students with knowledge and skills required for the game of basketball and handball. Students are taught on the history of basketball and handball in Malaysia , its rules and regulations on court measurement, officiating and playing equipment. The emphasize of the subjects involved the learning of the basic basketball skills, the position and movement of the guard, forward and center, the chest pass, bounce pass, overhead pass, one hand bounce pass, catching, shooting, dribbling and games of 3 vs 2, 2 vs 1, 3 vs 3, 5 vs 5. For handball, the basic skills are taught such as shooting at goal, receiving and passing, dribbling, blocking, small sided games based on the principle of attack and defense and training drills involving circuit training and pressure training. At the end of this course students should be able to demonstrate the playing skills of this game by performing the taught skills in game-play situation and application of the rules and management while organizing the small scale tournament.

 

References :

American Sports Education Program (1996) Coaching Youth Basketball 2 nd Edition Champaign : Human Kinetics

Anne Simplein (1998). A Handbook for Teaching Sports . London : Heinemann Educational Publishers

Dale Mood, Frank F. Musker, Judith E. Rink (1995). Sports and Recreational Activities : Mosby Publishing Excellant

Debby Jennings (1996) Basketball : Fundamentals and Team Play 2 nd Edition Dubuque : Times Mirror Co.

Jabatan Pendidikan Johor (1996). Panduan Pelaksanaan Kokurikulum, Bola Keranjang : Dewan Bahasa dan Pustaka

Teng Boon Tong (1997). Panduan Pengajaran Kemahiran Asas Permainan : Longman

Vickers J. N (199). Instructional Design for Teaching Physical Activities . Champaign : Human Kinetics

 

SPR 1942 Swimming

This course is design to provide students with the knowledge and skills of swimming. The all-stroke method begins by adjusting students to water, then several skill and some low-skill techniques are learned. Correct breathing habits are the next essential skill to teach. Instructor should emphasize skill learning by constant drill and action. Swimming safety rules are to be obeyed at all time. The bronze medallion course is also being taught in this course to provide students with qualification in water safety. Students were also taught with the ability to deliver knowledge to others by small class presentation. At the end of this course students should able to demonstrate the correct techniques of stroke in swimming, water safety procedures, basic first aid techniques, water confidence and teaching ability trough skills test batteries.

References :

Baker, A. (1995). Fitness for Swimming . London : Phoenix Sports Books.

Bory, E. (1991). Teach Your Child to Swim . Boston : Paul Hamlyn.

Juba , A. (1988). The Techniques of Swimming Strokes . Norwich : Jarrold and Sons.

Mood, Musker & Rink (1995). Sports and Recreational Activities . Dubuque : McGraw Hill.

 

SPR 2802 Sports Science Pedagogy

This course introduces the students with the quality teaching of sports science. The emphasize of this course includes creating a positive classroom learning environment; a prerequisite to learning, effective teaching and the concept of time, a general instructional model, characteristics of effective teachers, test and measurement in Sport Science and the development of Sport Science curriculum in schools. Students are also required to do the in-class teaching using the techniques taught in the class. At the end of this course students should be able to demonstrate the ability to apply the knowledge in conducting small class teaching presentation. Student should also apply their creative thinking in order to make the in class presentation reach the objectives stated at the beginning of the presentation.

 

References :

Bunker, D.(1986). Rethinking Games Teaching . UK : Loughborough University of Technology.

Kauchak, D.(1998). Learning & Learning : Research Based Methods. Singapore : Allyn & Bacon.

Mood, Musker & Rink. (1995). Sports and Recreational Activities . Bostan: WCB Mc Graw-Hall.

Seaton, D. (1995). Physical Education Handbook . N.Jersey : Prentice Hall.

Troster, C.(1996). Physical Education for School Students . New York : AAHPERD.

 

SPR 2813 Physiology

This course is design to expose the students with the bodily function from exercise. This course will emphasize on the changes in function and adaptation of body physiologically towards training and exercises, the organ systems and their general functions before, while doing and after exercises. It will also examine some key issues on prevention of diseases to keep our health in good shape and other exercise issues such as women in sport. A deep investigation will be applied as health is not a gift, but something everyone has to do some form of exercise throughout his life. At the end of this course students should demonstrate knowledge on exercise physiology, human physiological changes and responds following sports by examining themselves or subjects in laboratory situation.

References :

Gunstream, Benson & Talaro (1997). Anatomy and Physiology . New York : WCB Mc Graw Hill.

Guyton, A.C.(1995). Human Physiology Mechanisms of Disease . Philadelphia : W.B. Saunders.

Margaria, R.(1992). The Source of Muscular Energy . New York : Scientific American.

McEwen , B. (1996). Interactions Between Hormones and Nerves Issues . New York : Scientific American.

Van De Graaff & Fox, S. (1995). Concepts of Human Anatomy and Physiology . Singapore : WCB Mc Graw Hill.

 

SPR 2872 Adapted Physical Education

This course is design to expose the students with current phenomena of Adapted physical Education, Adapted Physical Activity, Special Education, Special Sport, Special Olympic and Paralympics among people with disabilities. It will emphasize on the terminology, philosophy and definition of handicapped or special education. It will examine some key issues on the physical ability, the performance of motor skills and the current practice of adapted physical education and special education in Malaysian school. The course will also examine the development of a sound prevention and rehabilitation programmers done by professional bodies and NGO's in the specific sport training agenda that involves the same principles of goal setting in any sport preparation. At the end of the course, student should be able to apply the theory and conduct a small-scale classroom study related to Adapted Physical Education program.

 

References

Surat Pekeliling Pendidikan Khas . K.Lumpur : Kementerian Pendidikan Malaysia , 1992.

Horvat, M. & Kalakian, L. (1996). Assesment in Adapted Physical Education and Therapeutic Recreation . Sydney : Brown & Benchmark Publisher.

Massengale, J.D. & Swanson, R.A. (1997). The History of Exercise and Sport Science . Champaign : Human Kinetics.

Shazryl, E. & Hanks, J. (1994). Sports and Stress Theraphy . Oklahama : Eskay Inc.

 

SPR 2922 Hockey

 

This course consists of practical activities and theories sessions, which are designed to equip student with the following aspects: basic skills in hockey, sport pedagogy (hockey), rules of games and competition, organization and management of training and programs. This knowledge will apply when the student work at school or other sector that related to hockey. In this course will also provide student the knowledge on how to select the best team players, test of hockey skills, organized and managed hockey training and programs. At the end of this course, student should be able to demonstrate the correct techniques of every hockey skills required for the game, application of the rules, the ability to build a team and managing the team in sports tournament by conducting small scale hockey tournament and skills test.

References:

(2000). Rules of Hockey 2000 , The International Hockey of Federation, England .

Ahmad Wafi (1995). Hoki , Kuala Lumpur : Goodmark Enterprise.

Fong, Donna (1982). The Coach's Collection of Field Hockey Drills , Illionois: Leisure Press.

Wee, Eng Hoe (1996). Kegiatan Ko-Kurikulum (Sukan) , Shah Alam: Fajar Bakti.

Yusof Ismail (1991). Hoki , Shah Alam: Fajar Bakti.

 

SPR 2932 Coaching of Sports

This course is design to expose the students of the good characteristic of sports coach. In this course students are introduced to the principles of coaching, coach approach, psychological and scientific approaches and techniques in dealing with the athletes. The emphasize of this course includes an introduction to the roles, duties, and characteristics of a good coach; skills needed of a coach in influencing athlete's performance; the psychological application in athletic training; suitability of training plan in relation to games and environment and coach's analysis on behavioral changes of athlete during training and competition. At the end of this course students should be able to apply the theory to the sports scenario by solving the given sports problems.

 

References :

Anne Simplein (1998). A Handbook for Teaching Sports , London : Heinemann Educational Publishers

Dietrich Harre (1982). Principle of Sports Training , Berlin : Sportverlag

Gallon A.J (1980). Coaching Ideas and Ideals , Boston : Houghton Mifflin Co.

Marten R. et al ( 1983). Coaching Young Athlete , Champaign : Human Kinetics

Terry Orlick (1986), Psyching for Sports Champaign : Leisure Press

 

SPR 2942 Training Methodology

This course is design to expose the students to the scientific approach in training and latest finding in training methods. This course requires the student to apply the sports science discipline such as physiology, biomechanics, psychomotor and pedagogy in sport training sessions. Providing knowledge on planning training scheme sessions, macro and micro, and organizing systematic and scientific training sessions in term of yearly program or long term program for certain sport skills. Students were exposed to important aspects in planning training session to attain the training goal. This course is the application of training approaches to variety of sports and recreational participants. At the end of this course students should be able to plan and develop annual training plan (periodization of training) for specific sports.

References :

Bompa, T. O. (1983). Theory and Methodology of Training . Iowa : Kendall/Hunt Publishing Company

Bompa, T. O. (1994). Periodization of Strength, the New Wave in Strength Training , Toronto : Veritas Publishing Company

Bompa, T. O. (1996). Theory and Methodology of Training, the Key to Athlete Performance . Iowa : Kendall/Hunt Publishing Company

Vasco, D. E. (1994). Supercomposition in Training , Iowa : Prentice Hall

 

SPR 2952 Tennis

This course introduces the students to every aspect of tennis from history of tennis, the games of tennis to the current issues in tennis. The emphasize of this course is teaching and learning of all skills required for tennis game, rules of tennis and officiating the tennis game, managing tennis team and specific drills and training for this sports. Knowledge of the history of tennis, the various grand slam tournaments, court surfaces, the choice and made of rackets on the basic of its size and weight were also learnt. Students learn the basic skills of how to grip the racket, the forehand and backhand drive, volleys, smash, lobs and mini tennis games. At the end of this course students should be able to demonstrate the ability to play tennis with correct techniques and able to manage team, plan a specific training and arrange the tournament by arranging the small scale sports tournament and skills test.

 

References :

Anne Simplein (1998) A Handbook for Teaching Sports London : Heinemann Educational Publishers

ITF (1999) Rules of Tennis , London ITF Ltd

Jennie Petro (1995) The One, Two, Three of Tennis , Canada : John Wiley Inc.

Stan Smith (1981) Guide to Better Tennis Florida : Professional Tennis Registry

Dale Mood, Frank F. Musker, Judith E. Rink (1995). Sports and Recreational Activities . Mosby : Publishing Excellant

 

 

SPR 3802 Sport Injuries

This course is design to expose the students to the injury upon involvement in sports. This course will emphasize on sports injury prevention, types of injuries, precaution and actions should be taken as a first aid and rehabilitation for sports injury. This course also analyzes practices which induced sports injuries. Students were also introduced to the real time sports injury scenario trough an academic excursion to hospitals, sports rehabilitation centre and physiotherapy outlets. At the end of the course students should demonstrate a broad knowledge of prevention, rehabilitation and treatments techniques related to sports injury. In addition, student should demonstrate correct techniques in dealing with sports injury.

 

References :

Zatsiorsky. V. M (2000) Biomechanics in spor : performance enhancement and injury prevention . Malden , Mass. : Blackwell Science

Bahr, R .Mæhlum, S. Bolic, T.(2004) Clinical guide to sports injuries . Champaign , IL : Human Kinetics

Peter, B. Khan. K. (2002). Clinical sports medicine. 2nd rev. ed . Sydney ; London : McGraw-Hill

Williams. J.G.P. (1980) A colour atlas of injury in sport. London : Wolfe Medical

Mostofsky, D. I. Zaichkowsky, L.D. (2002) Medical and psychological aspects of sport and exercise . Morgantown , W. Va. : Fitness Information Technology, Inc

Delforge. G. (2002) Musculoskeletal trauma: implications for sports injury management . Champaign , IL : Human Kinetics

Flegel. M. J. (2004) Sport first aid. 3rd ed. Champaign , Ill. : Human Kinetics

Anderson, M. K. Hall, S. J. M. Martin. (2000) Sports injury management . 2nd ed. Philadelphia : Lippincott Williams & Wilkins

Shamus, E. Shamus, J. (2001) Sports injury: prevention & rehabilitation . New York : McGraw-Hill Medical Pub. Div

B.Walker. (1998) The stretching handbook : your guide to avoiding sports injury & improving athletic performance ! Robina Town Centre, Qld. : Walkerbout Health & Leisure

P. D. Howe. (2004) Sport, professionalism, and pain: ethnographies of injury and risk London ; New York : Routledge

 

SPR 3813 Biomechanics

This course is designed to expose the students on the important of this subject as a sub-discipline of Sport Science. Students will investigate the mechanics principals in human biology system and it relation with movement and sport activities. Students require encompassing the basic knowledge of movement analyses from kinematics and kinetic aspects. The course also emphasis on the application oh mechanic law such as Newton 's law, Lever law etc in analyzing movement and sport skill. At the end of this course, student should be able to apply the knowledge to describe, analyze and evaluate the human movement with argument based on principle of movement mechanic and biomechanics.

 

References:

Bloomfield, J., Acklands, T. R., Elliott, B. C. (1995). Applied Anatomy and Biomechanics in Sport . Melbourne : Blackwell Scientific Publication

Enoka, R. M (1994). Neuromechanical Basis of Kinesiology (2 nd . Ed). Illinois : Human Kinetics

Hall, S. J. (1991) Basic Biomechanics . Boston : Mosby Year Books

Kreighbaum, E., Barthels, K. M. (1981). Biomechanics A Qualitative Approach for Studying Human Movement . Minnesota : Burgess Publishing Company

 

SPR 3822 Measurement and Evaluation in Sport Sciences

 

This course is design to expose the students to the aspect of test, measurements and evaluation in sports science. This course consist of topic on selecting, organizing, administrating, testing, scoring, measuring and evaluating the results of sport measurement. Developing scientific test, emphasizing on the reliability and validity of tests, data analysis, norm/criterion references. This course are also emphasize on measurement of flexibility, strength, muscular endurance, cardiorespiratory, speed, balance, reaction, power, anthropometric, sport skill and motor performance. Students also examine the issues related to previous, current and new techniques of skill assessment. At the end of this course, students should demonstrate the ability to derived data from the sports participations and sports science field, analyze and present the results and finding by conducting lab and practical measurements and evaluation.

 

References:

Montoye, H. J., Kemper, H. C. G., Saris, W. H. M. Washburn, R. A. (1996). Measuring Physical Activity and Energy Expenditure . Champaign , IL : Human Kinetics Publishers, Inc.

Morrow, J. R., Jr., Jackson, A. W., Disch, J. G., Mood, D. P. (2005). Measurement and Evaluation in Human Performance (3rd Ed ). Champaign , IL : Human Kinetics Publishers, Inc.

Thomas, J. R., Nelson, J. K., Silverman, S. J. (2005) Research Methods in Physical Activity (5 th ed). Champaign , IL : Human Kinetics Publishers, Inc.

Vincent, W. J. (2005). Statistics in Kinesiology-(3rd Ed) . Champaign , IL : Human Kinetics Publishers, Inc.

Welk, G. J., (2005). Physical Activity Assessments for Health-Related Research . Champaign , IL : Human Kinetics Publishers, Inc.

 

SPR 3902 Sports Business

 

This course introduces students to the business aspects of the sports. Students will be exposed to small size of sports business to the multimillion sports business. This course will emphasize on the introduction to the type of business through sole proprietorship, partnership, company limited, clubs and societies and the Acts involved in its establishment; the coordination of activities in marketing; promotion tools; research methods and the marketing of sport products and events through packaging and taught to the students. At the end of the course students should be able to apply the theory of sports business in planning the small scale potential sports business of their own.

 

References:

Brooks C.M (1994). Sports Marketing : Competetive Business Strategies for Sports , New Jersey : Prentice Hall

George Torkildsen (1992), Leisure and Recreation Management , 3 rd Edition , London : E e FN Spon

Mullin B.J (1993). Sports Marketing Champaign : Human Kinetics

Abu Bakar Abd Hamid, Md. Mohar Muhammad, Fauziah Sh Ahmad, Mohd Shoki Md Ariff, Ahmad Sharifuddin Shamsuddin, Nor Zafir Md. Salleh, Rohaizat Baharun (2002). Prinsip Pemasaran , Universiti Teknologi Malaysia : Asian Customized Edition

Faudziah Zainal Abidin, Faizah Ismail, Nasruddin Zainuddin ( 2000). Prinsip Pengurusan Kewangan , Universiti Utara Malaysia : Prentice Hall Sprintprint

 

 

 

SPR 3912 Soccer/Sepak Takraw

 

This course is design to expose the students to every aspect of the soccer and sepak takraw game. Students will learn from the history of these games to the currents issues related to these games. This course is emphasize on skills development as required to play soccer and sepak takraw games, its rules and regulations on court measurement, officiating and playing equipment. The basic football skills learn are passing and receiving with feet, dribbling and kicking, heading and tackling, goal keeping, attacking and defensive skills and opposed and unopposed play. The sepak takraw skills involve are related to individual and court skills of kicking, healing, feeding or passing and the serve. At the end of this course students should be able to demonstrate the ability to play these games with the correct techniques, planning the specific training for these games and develop and manage the team for competition by skills test and organizing a small scale tournament.

 

References:

Anne Simplein (1998) A Handbook for Teaching Sports London : Heinemann Educational Publishers

Asia Football Confideration (1999) 1 st AFC Condition Course . Kuala Lumpur : AFC

Dale Mood, Frank F. Musker, Judith E. Rink (1995). Sports and Recreational Activities : Mosby Publishing Excellent

Daud Hj. Ibrahim (1990). Manual Latihan Sepak Takraw , Kuala Lumpur : MSN

Jabatan Pendidikan Johor (1996). Panduan Pelaksanaan Kokurikulum, Bola Sepak : Dewan Bahasa dan Pustaka

Majlis Sukan Negara Malaysia (1989), Kursus Penyelarasan untuk Guru-guru Bola Sepak Shah Alam : CIAST

Persatuan Bola Sepak Malaysia (1995), Undang-undang Permainan dan Panduan Universal untuk Pengadil , Kuala Lumpur : FAM

Teng Boon Tong (1997). Panduan Pengajaran Kemahiran Asas Permainan : Longman

 

SPR 4802 Sport Science Seminar

This course introduces students with knowledge and skill related to seminar, writing paper work and academic articles, presenting papers and conducting a seminar. Students will examine the current issues related to sport from every aspects of sport discipline. Students are also exposes to the technique to identify controversial issues and scientific method to solve problem through reading, scientific observation, discussion, presentation, forum, workshop and report presentation. At the end of the course, students should be able to produce scientific article or paper concept on issues that had been examined.

 

References:

Robertson, G. E., Caldwell, G., Hamill, J., Kamen, G., Whittlesey, S. (2004). Research Methods in Biomechanics Champaign , IL : Human Kinetics Publishers, Inc.

Thomas, J. R., Nelson, J. K. (2001). Graphics Package for Research Methods in Physical Activity-4th Edition . Champaign , IL : Human Kinetics Publishers, Inc.

Thomas, J. R., Nelson, J. K. (2001). Research Methods in Physical Activity-4th Edition . Champaign , IL : Human Kinetics Publishers, Inc.

 

SPR 4812 Sport Sociology

 

This course is designed to student to investigate human behavior and social interaction in culture and social context. Sport sociology is a sub-discipline of sociology that seeing sport as part of social activities and culture of the community. It will investigate some key issues related to theories and approach that applied to examine social activities in sports, on environmental aspect that influence social especially in sport. The topics on how sport is structured, development of sport behavior and influence factor: politic, economic and social will also be included in this course. At the end of this course, student will be able to apply the knowledge to the sports scenario by solving the given sports sociology problems.

 

References:

ASEP (2001). Gender & Sport Education Kit . Champaign , IL : Human Kinetics Publishers, Inc.

Gruneau, R. (1999). Class, Sports, and Social Development . Champaign , IL : Human Kinetics Publishers, Inc.

McPherson, B. D., Curtis, J. E., Loy, J. W., Jr. (1989). The Social Significance of Sport . Champaign , IL : Human Kinetics Publishers, Inc.

Sands, R. R. (2002). Sport Ethnography . Champaign , IL : Human Kinetics Publishers, Inc.

Senn, A. E. (1999). Power, Politics, and the Olympic Games . Champaign , IL : Human Kinetics Publishers, Inc.

Yiannakis, A., Melnick, M. J. (2001). Contemporary Issues in Sociology of Sport . Champaign , IL : Human Kinetics Publishers, Inc.

 

SPR 4832 Sport Psychology

This course will discuss about the concept, scope, history and development of sport psychology, aggressive and leadership in sport, sport motivation, relationship between athlete's anxiety and performance, teamwork, human factor and coaching. It will emphasize on several psychological approaches in managing athlete behavior in sport, such as mental training skills, stress management, cognitive strategies and consultancy services. It will examine other factor that affected the athlete's psychology is coaches, spectators, friends, family and teammates. At the end of this course, the students should be able to apply the knowledge by solving the given sports psychology problems.

 

References:

Boff, Kenneth R. (1986). Handbook of Perception and Human Performance , New York : John Wiley.

Butt, D.s (1987). Psychology of Sport: The Behavior, Motivation, Personality and Performance of Athlete s, New York : Van Nostrand Reinhold.

Fournies, Ferdinand F. (2000). Coaching for improved work performance , New York : Liberty Hall Press.

Lenskyj, H. (1991). Women, Sport and Physical Activity : Research and Bibliography, Ottawa : Communication Group.

McNally, J. (1975). Cooperative Sport Structure: A Preliminary Analysis , Movement Press.

 

 

 

SPR 4882 Sports Nutrition

This course is designed to expose the students in understanding of how the body utilizes its food intake relative to energy output. It will emphasize on the numerous factors influence how the body reacts to a specific diet or an exercise paradigm. It will also examine some key issues related to the risks or benefits of vitamin supplementation and the effects of drugs on various heart parameters. At the end of the course, student should be able to plan a healthy diet as required by athletes that involved in different type of sports at different phase of training, pre, during and after competition; suitable diet to increase performance and appropriate diet for injured athletes and during rehabilitation.

 

References:

Burke,L. (1992). The Complete Guide to Food for Sports Performance . St. Leonards , Australia : Allen and Unwin.

Christian, J. (1995). Nutrition for Living . N.York: The Benjamin Publication.

Stull, A.(1995). Encyclopedia of Physical Education, Fitness and Sports . Salt Lake City , Utah : Brighton Publishing Company.

Lumpkin, A.(1998). Physical Education and Sport . New York : WCB Mc Graw Hill.

 

 

 

SPR 4912 Gymnastic

 

This course is designed to exposed students on the importance of gymnastic skill as the basis of educational movement. This course will emphasize on the theories and practical of gymnastic skill and routine. This course will also emphasize the most important of safety during performing the gymnastic activities. All of these activities will support by spotter (their friend). The topics are artistic gymnastic and floor dance. Basic knowledge of educational movement was a very basic learning of gymnastic. Student will train themselves with differ of techniques and equipments for gymnastic and they will practice it in school soon. Both boys and girls have to learn both types of gymnastics. The rational is that teacher has to know and experience the technique for both types of gymnastics to teach them gymnastics. At the end of this course students should be able to demonstrate the ability to perform gymnastics routine with correct techniques and able to manage team, plan a specific training and arrange the tournament by arranging the small scale sports tournament and skills test.

 

References:

Yusof Ismail (1992). Gimnastik , Shah Alam: Fajar Bakti.

Lo, Joo Sim (1995). Gimrama , Shah Alam: Fajar Bakti.

Low, Trevor (1990). Gymnastics: floor, vault, beam and bar , Marlborough , Wiltshire: The Crowood Press.

Graham, G. (1992). Teaching Children Physical Education , Champaign : Human Kinetics.

Munrow, A.D (1996). Gymnastics and Tumbling , Annapolis Press.

 

 

 

 

SPR 4922 Volleyball

 

This course introduces students on the history of volleyball, its rules and regulations pertaining to court measurements, officiating and equipment. It will emphasize on game skills such as digging, setting, smash, blocking, the various type of service, small sided games that involves tactical play of attack and defense. At the end of this course students should be able to demonstrate the ability to play volleyball with correct techniques and able to manage team, plan a specific training and arrange the tournament by arranging the small scale sports tournament and skills test.

 

References:

Anne Simplein (1998). A Handbook for Teaching Sports London : Heinemann Educational Publishers

Seaton, D (1995). Physical Education Handbook New Jersey : Prentice Hall

Teng Boon Tong (1997). Panduan Pengajaran Kemahiran Asas Permainan : Longman

Vickers J. N (1990). Insrtuctional Design for Teaching Physical Activities . Champaign : Human Kinetics

Walker L.E (1991). Coaching Youth Volleyball . Champaign : Human Kinetics

 

 

 

SPR 4932 Rugby/Netball

 

This course introduces students on the history of rugby in Malaysia , its rule and regulations that govern the games of fifteen, ten and seven players in a team. It will emphasize on game skills through progression the individual, unit and team skills of catching, receiving, running with the ball, tackling, the formation of set and loose scrums, line outs, kicking and small sided games of touch rugby. Students are also taught on the history of netball, its rules and regulations on court measurement, equipment, officiating and the various tournament and championship organized by its members. The basic skills taught are the chest pass, overhead pass, bounce and side pass, shooting and defending, attacking skills during a free pass and throw up and defending skills of one to one marking, zone defense and interception. At the end of this course students should be able to demonstrate the ability to play rugby and netball with correct techniques and able to manage team, plan a specific training and arrange the tournament by arranging the small scale sports tournament and skills test.

 

References:

Anne Simplein (1998) A Handbook for Teaching Sports London : Heinemann Educational Publishers

Dale Mood, Frank F. Musker, Judith E. Rink (1995). Sports and Recreational Activities . Mosby : Publishing Excellent

International Rugby Football Board (1997) Laws of the Game of Rugby Football , IRFB Handbook.

Jabatan Pendidikan Johor (1996). Panduan Pelaksanaan Kokurikulum, Bola Jaring : Dewan Bahasa dan Pustaka

New Zealand Rugby Football Union (1977) Rugby Football , Wellington : Keating Govt. Printer

Persatuan Bola Jaring Malaysia (1997) Undang-undang Rasmi Bola Jaring : Kuala Lumpur : PBJM

Rugby Football Union (1977) A Guide for Coaches , Twickeinhem : Walker ad Co. Printers Ltd

Toy Martin (1997) Netball Fundamentals Singapore : Not. Printers (Pte) Ltd

 

 

 

 

SYNOPSIS TESL

 

SHL 1002 Fundamentals of Grammar

 

The course aims to introduce to students the scope and the elements of grammar of the English Language. It also aims to introduce and consolidate students' knowledge and understanding of the various grammatical features of the English Language through review and analysis of language data. Practice in accurate use of grammatical items to enhance students' grammatical proficiency forms an essential component of this course. The topics included are scope of grammar, elements of grammar : word class, phrases, clauses, sentences, nouns and noun phrases, adjectives and adjective phrases, adverbs and adverb phrase, verbs and verb phrases, determiners, pronouns, quantifiers, prepositions and prepositional phrases, conjunctions, tenses, conditionals, elements of clauses and basic patterns, elements of sentences, basic patterns, different types, voice, functions in communication.

 

References:

Carter, R., Hughes, R. and McCarthy, M. (2000) Exploring Grammar in Context. Cambridge :

Cambridge University Press.

Delahunty, G. P. and Garvey, J. J. (1994) Language, Grammar and Communication: A Course for Teachers of English New York : McGraw-Hill, Inc.

Eastwood, J. (1994) Oxford Guide to English Grammar Oxford : Oxford University

Greenbaum, S. and Quirk, R. (1999) A Student's Grammar of the English Language Essex :

Longman.

Hudson , R. (1998) English Grammar London : Routledge.

 

 

SHL 1013 Structures of English

 

This subject aims to introduce and familiarize students with the structure of English words, phrases and sentences. It also aims to equip students with different approaches and analyses of the structure of the language. Students are given the opportunity to explore and investigate structural patterns of the language with a view of more practical ways of teaching the language in the classroom. Structural and grammatical analyses to gain familiarity with the structures form a significant part of the course. Topics covered: Brief historical perspective on language (English), brief description of language and language learning, elements that make up language and grammar, phonemes, morphemes, lexemes, syntax of the major word classes, structure of the major phrases, clauses, simple, compouund and complex sentences, functional perspective of language: notion of rank and functions of language, functions of sentence elements: subject, finite, predicator, complement and adjunct, structure of messages in sentences,t analysis of sentence structures, Phrase Structure Grammar, phrase marker, constituency and developing tree diagrams, syntactic processes : transformations.

 

References:

Butt, D. Fahey, R. Spinks and Yallop, C. (1995) Using Functional Grammar : An Explorer's Guide . Sydney : Macquarie, National Centre for English Language Teaching and Research.

Fabb, N. (1994) Sentence Structure . London: Routledge.

Greenbaum, S. and Quirk, R. (1999) A Student's Grammar of the English Language . Essex :

Longman.

Halliday, M.A.K. (1994) An Introduction to Functional Grammar . London : Edward Arnold.

Tallerman, M. (1998) Understanding Syntax . London: Arnold.

 

 

SHL 1312 French I

 

This is an introductory subject comprising speaking, listening, reading and writing skills essential to learning French. This subject will provide the foundation for students who are keen to proceed to advanced level French. Students will be exposed to some aspects of French culture and civilization. Assessment will be given throughout the semester in the form of dictation, spelling, quizzes/short tests, assignment, listening test and examination.

 

References:

Bernard, E. et al., (1996) Tempo I – Methode de Francais . Paris : Didier/Hatier

Capelle and Gidon (1990) Reflets I – Methode de Francais . Paris : Hachette

Kaneman-Pougatch Massia et al., (1999) Café Crème I Methode de Francais . Paris : Hachette

 

 

SHL 1322 Japanese I

 

This subject is intended to equip the students with basic skills in Japanese. It is developed following the communicative method of Y2K which comprises the skills of YOMI (reading), KAKI (writing) and KAIWA (conversation). Activities are planned and developed toward the Y2K where students will be exposed to Japanese within communicative contexts. This will benefit students in their future career or act as a catalyst for them to take up higher level Japanese in the future.

 

References :

Minna no Nihongo I

Shokyuu Nihongo I. Tokyo : Foreign Language University , Foreign Students Japanese Language Centre.

 

 

SHL 1332 French II

 

This subject emphasizes the communicative skill in the language. Students are expected to communicate with one another and to express their opinions. They will be exposed to a variety of authentic and semi-authentic materials to enable them to construct meaningful dialogues/opinions. Assessment will be given throughout the semester in the form of dictation, short quizzes, assignment, listening test and examination.

 

References:

Capelle and Gidon (1991) Reflets I – Methode de Francais . Paris : Hachette

Kaneman-Pougatach Massia et al., (1990) Café Crème I – Methode de Francais . Paris : Hachette

 

 


SHL 1342 Japanese II

 

This subject is a continuation to Japanese I with emphasis on the Y2K method within a bigger scope. Students will be given more difficult tasks to practice on the four skills of the language. Students will also be exposed to write in KATAKANA and KANJI characters. Students' knowledge of the Japanese grammar will be developed and more practice in the communication skills will be given.

 

References:

Minna No Nihongo I

Shokyuu Nihongo I. Tokyo Foreign Language University , Foreign Students Japanese Language Centre.

 

 

SHL 1352 Oral Communication Skills

 

This course blends theory and performance skills. The focus is on both speechmaking in society and student presentations and discussions in classroom with emphasis on critical thinking and critical listening skills. Thus, students are encouraged to work on their communicative skills individually and in both small and large groups. Assessments are done progressively on both content and communicative skills.

 

References:

Adler, R.B. (1996) Communicating at Work. New York : McGraw-Hill Companies, Inc.

Comfort, J.E. (1995) Effective Presentations. Oxford : Oxford University Press.

Gronbeck, B.E., McKerrow. R.E. Ehninger, D. & Monroe, A.H. (1996) Principles and Types of Speech Communication. New York : Longman.

Lucas, S.E. (1998) The Art of Public Speaking. 6 th . Edition. U.S.A. : McGraw-Hill Companies, Inc.

 

 

SHL 1362 Effective Writing Skills

 

This course intends to introduce students to different writing patterns (such as description, comparison and contrast, persuasion). The types of writing will cover academic and non-academic areas. Students will also be required to undertake research to produce authentic writings supported by facts and figures. Students will be required to write extensively and intensively throughout the course.

 

References:

Coffey, M.P. (1987) Communication Through Writing. New Jersey : Prentice-Hall.

Oshima, A. & Hogue, A. (1999) Writing Academic English. New York : Addison Wesley Longman.

Hall, D. (1982) Writing Well. Toronto : Little, Brown & Company.

Oster, W. (1984) From Reading to Writing. Ohio : Charles E. Merri8ll Publishing Co.

Reid, J.M. (1988) The process of Composition. New Jersey : Prentice Hall.

 

 


SHL 1462 Introduction to Literature

 

This is an introductory subject to the study of English literature. Students will be exposed to the various literary genres such as poetry, short stories and plays. Discussions will be based on the different forms and styles of these genres. The development of English literature from the Elizabethan to the Modern period will be explored.

 

References :

Baugh, A.C. (ed.) (1948) A Literary History of England . New York : Penguin

Boardman, R. & J. McRae (1984) Reading Between the Lines . Cambridge :C.U.P.

Burton , S.H. (1994) The Criticism Of Poetry . London : Longman.

Carter, R.A. (ed.) (1982) Language and Literature . New York : Allen & Unwin

Gower, R. anPearson, M. (1986) Reading Literature . London : Longman

Lee, D. & Charleswort, R.A. (1964 ) An Anthology of Verse . Canada : O.U.P.

 

 

SHL 1472 Literary Appreciation

 

The reading and criticism of several selected literary works will be the main focus of this course. The structure, style, approaches, underlying values, and morals of these literary works will be discussed. Exposure to various approaches to literary criticism and styles of writing by different writers will enhance and expand students' appreciation and views of written literary works.

 

References:

Austen, J. (1813) Pride and Prejudice . London : Penguin

Bloom, H. (1998) Shakespeare: The Invention of the Human . New York : Riverhead Books

Copeland, E. (ed.) (1997) The Cambridge Companion to Jane Austen . Cambridge : Cambridge University Press.

Hamburger, K. (1973) The Logic of Literature . Bloomington : Indiana University Press.

Iser, W. (1978) The Act of Reading : A Theory of Aesthetic Response . Cambridge : Cambridge University Press.

Shakespeare, W. (1607) King Lear . London : Penguin

 

SHL 2023 Linguistics I

 

This subject provides a useful introduction to the field of linguistics as it is intended for beginning students with no previous knowledge or training in the subject. Specifically, the course is designed to introduce basic concepts in linguistics for students who are preparing for a career in language teaching profession. This course explores the universal nature of language and its aims, and the general method and principles of linguistic theory. We will survey the fundamental linguistic concepts in phonetics, phonology, morphology, syntax, semantics, and pragmatics. After having been exposed to the basic principles in these core linguistic sub-fields, students will, hopefully, have a sharper ear for language, a deeper understanding of its nature, and a healthier interest in all its manifestations.

 


References:

Fromkin, V and Rodman, R. (1998) An Introduction to Language . 6 th Edition. New York : Harcourt.

Finegan, E. (1999) Language: Its Structure and Use . 3 rd ed. New York : Harcourt Brace.

Frommer, P. R and Finegan, E. (1999) Looking at Languages: A Workbook in Elementary Linguistics . 2 nd edition. New York : Harcourt.

Hudson , G. (2000) Essential Introductory Linguistics . Oxford : Blackwell.

O'Grady, W., Dobrovolsky, M. and Katamba, F. (1998) Contemporary Linguistics: An Introduction . London : Longman.

 

 

SHL 2032 Linguistics II

 

This subject is a continuation to the introductory course in Linguistics. Having been introduced to the theoretical fundamentals of core linguistic areas earlier, students will now be invited to explore the applied areas of linguistic applications. We will survey the dynamics of language issues in areas such as pragmatics, language variation, language change/decay, history of language, language and the brain, language and power, and written/conversational discourse analysis. At the end of the course, students will be required to write a short analytical paper consisting of their own observation of a linguistic phenomenon and its relations to the relevant linguistic reasoning/theory that lies hewing it.

 

References:

Akmajian, A., Demers, R., Farmers, A. and Harnish, R. (1995) Linguistics: an Introduction to Language and Communicatio n 4 th Ed. Cambridge , MA : The MIT Press.

Fromkin, V and Rodman, R. (1998) An Introduction to Language . 6 th Edition. New York : Harcourt.

Finegan, E. (1999) Language: Its Structure and Use . 3 rd ed. New York : Harcourt Brace.

Frommer, P. R and Finegan, E. (1999) Looking at Languages: A Workbook in Elementary Linguistics . 2 nd edition. New York : Harcourt.

Hudson , G. (2000) Essential Introductory Linguistics . Oxford : Blackwell.

O'Grady, W, Dobrovolsky, M. and Katamba, F. (1998) Contemporary Linguistics: An Introduction . London : Longman.

 

 

SHL 2162 Methodology in TESL I

 

This course encourages learners to examine how theories and beliefs of language teaching/learning are put into practice. Learners will be introduced to major trends and developments in second/foreign language teaching and learning. Each trend would be discussed and analyzed so that learners would be better informed about the nature, strengths and weaknesses of each of the trend. Having gained insights into the theoretical and practical aspects of second/foreign language teaching and learning, learners would thus be able to make informed choices when entering the teaching profession.

 


References:

Brown, H.D. (1994). Teaching by Principles – An Interactive Approach to Language Pedagogy. USA. Prentice-Hall, Inc.

Larsen-Freeman, D. (1986). Techniques and Principles in Language Teaching. Hong Kong. Oxford University Press.

Lightbown, P.M. and Spada, N. (1993). How Languages are Learned. Oxford. Oxford University Press.

Long, M.H. and Richards, J.C. (1987). Methodology in TESOL – A Book of Readings. USA. Heinle and Heinle Publishers.

Richards, J.C. and Rodgers, T.S. (1988). Approaches and Methods in Language Teaching - A Description and Analysis. Cambridge. Cambridge University Press.

 

 

SHE 2173 Language Learning Theories

 

The course introduces students to the difference between first and second language acquisition, the role of L1, age and motivation in L2 learning, Behaviourist, Innatist and Interactionist views of language learning, group work and Interaction Analysis. Students will be assigned a group project to investigate second language learning in the L2 classroom.

 

References:

Brown, H.D. (2000) Principles of Language Learning and Teaching (4th edition) New York : Addison Wesley Longman

Ellis, R. (1985) Understanding Second Language Acquisition Oxford : Oxford University Press

Gass, S.M. and Selinker, L. (2000) Second Language Acquisition (2nd edition): An Introductory Course . Mahwah , NJ : Lawrence Erlbaum Associates

Lightbown, P.M. and Spada, N. (1999) How Languages are Learned . Oxford : Oxford University Press

 

 

SHL 2183 Methodology in TESL II

 

This is a follow-up subject to Methodology in TESL 1. Its aim is to further develop students' understanding of the principles and practices of ELT. The emphasis is on the principles of Communicative Language Teaching and the teaching of the four language skills. Practice in lesson planning will be provided to prepare students for their teaching practice.

 

References:

Chitravelu, N., Sithamparan, S. and Teh , S.C. (1995). ELT Methodology: Principles and Practices . Shah Alam: Fajar Bakti.

Hadley, A.O. (2001) Teaching Language in Context . Boston , Mass. : Heinle & Heinle.

Harmer, J. (1998). How to teach English . Essex : Longman.

Harmer, J. (1991). The Practice of English Language Teaching . Essex : Longman.

Larsen-Freeman, D. (1986). Techniques and Principles in Language Teaching . New York : Oxford University Press.

Nunan, D. (1991). Language Teaching Methodology – A Textbook for Teachers . London : Prentice-Hall.

 

 

SHL 2372 Academic Communication for Teachers of ESL

 

This course is designed to further enhance and consolidate student's language learning skills. It adopts the project-based approach where students are expected to incorporate the four language skills and academic skills towards the completion of their project. Input/data for the project will be from both primary and secondary sources. The output of the project will be presented in a seminar presentation both in oral and written form.

 

References:

Daff, A. (1998). Teach English: A Training course for teachers . Cambridge . Cambridge University Press.

Dulay, H. & Krashen, S. (1982). Language Two . New York : Oxford University Press.

Ellis, R. (1994). The Study of Second Language Acquisition . Oxford . Oxford University Press.

Lightbown, P. M. & Spada, N. (1993). How Language are Learned . New York : Oxford University Press.

Nunan, D. (1992). Research Methods in Language Learning . U. S. A. : Cambridge University Press.

 

 

SHL 2812 Classroom Observation

 

This subject is divided into two parts: Part I is Classroom Observation where students will be required to go into the classrooms to observe how the proficiency classes are being conducted. This will take place for 7 weeks. Part II is Classroom Discussion where students will be required to discuss critically what they have observed in the classrooms. This will also take 7 weeks. The two parts of the subject will run alternately.

 

References:

Nunan, D. (1991) Language Teaching Methodology – A Textbook for Teachers. London : Prentice-Hall.

Nunan, D. and Bailey, K. (1996) (eds.) Voices from the Language Classroom: Qualitative Reasearch in Second Language Education. Cambridge : Cambridge University Press.

 

 

SHL 3042 Sociolinguistics

 

This course will examine theories, discoveries, and topics discussed in various research in the study of language. Its central focus is on language learning and teaching in relation to social and cultural contexts. It allows students to read and discuss the sociolinguistic situations selected from local cases and also abroad. Some topics which will be looked into include language and society, language and culture, language and variation, language and interaction, and language in education. For each topic there is an overview of central issues in sociolinguistics and a discussion of implications for the language classroom. As an introductory course in a teacher-training programme, it addresses the pedagogical implications of current theories and research in sociolinguistics. This will equip the teacher-trainees with the necessary knowledge to effectively teach culturally diversed classrooms and optimize their students' learning.


References:

Abdullah Hassan (1994) Language Planning in Southeast Asia . Kuala Lumpur : DBP.

Awang Sariyan (2000) Warna dan Suasana: Perancangan Bahasa Melayu di Malaysia .

Kuala Lumpur : DBP.

McKay, S. & N. Hornberger (eds) (1996 ) Sociolinguistics and Language Teaching.

Cambridge : Cambridge U. P.

Spolsky, B. (1998) Sociolinguistics. Oxford : Oxford U.P.

Wolfson, N. (1989) Perspectives: Sociolinguistics and TESOL. Philadelphia : Newbury

House.

 

 

SHL 3192 Curriculum Studies in TESL

 

This course introduces participants to issues in curriculum studies with special focus on TESL and the national English language curriculum, Kurikulum Bersepadu Sekolah Menengah (KBSM). At macro level analysis, several broader philosophical and theoretical considerations in language-in-education planning, curriculum planning and curriculum decision making will be discussed. The microscopic analysis will include planning processes and classroom implementation. Participants will be required to make critical analysis of selected readings or issues through classroom discussion and writingassignments to show their understanding on key issues. Also, they will work in small groups to design and/or evaluate their own selected syllabi.

 

References:

Henson, T.K. (2000) Curriculum Planning: Integrating Multiculturalism, Constructivism, and Education Reform. New York : McGraw-Hill.

Johnson, R. (Ed.). 1989. The Second Language Curriculum. Cambridge : Cambridge University Press.

Kamaruddin Hj. Husin, 1994 . KBSM Dan Strategi Pengajaran Bahasa. Kuala Lumpur : Season.

Kelly, A.V. 1989. The Curriculum: Theory and Practice . London : Paul Chapman.

Kennedy, K. (Ed.) 1989 . Language Planning and English Language Teaching. New York : Prentice Hall.

 

SHL 3482 Literature in ELT

The subject introduces students to potential approaches in the teaching of English through literature. Students will be required to examine the appropriacy of using different types of literary texts such as short stories, poetry and plays. A variety of classroom activities to complement the literary texts will also be generated. Class discussions will also be held on issues related to the use of literature in ESL classrooms.

 

References:

Carter, R. and Long, M. (1991) Teaching Literature . London : Longman.

Kennedy, X.J. and Gioia, D (1999) Literature: An Introduction to Fiction, Poetry and Drama . New York : Lnogman.

Little, K. and Brown, T. ( 1987) A Short Guide to Writing About Literature . London : Longman.

Mohammad A. Quayum and Rosli Talif (2000) Dictionary of Literary Terms . Petaling Jaya: Printice Hall.

Mohammad A. Quayum and Wicks, P. (2001) Malaysian Literature in English: A Critical Reader . Petaling Jaya: Longman.

Reaske, M. and Knott, G. (1995) Mirrors: An Introduction to Literature . New York : Harper Collins.

Talif, R. (1995) Teaching Literature in ESL: The Malaysian Context . Kuala Lumpur : Penerbit Uviversiti Pertanian Malaysia .

 

 

SHL 3562 Computer Assisted Language Learning I (CALL I)

 

This course will introduce students to the concept of Computer Assisted Language Learning (CALL) by providing the different definitions associated with the terminology and discussing the historical, interdisciplinary perspective and theoretical background of CALL. The roles that the teacher and the computer can play in the teaching and learning of the English Language will also be highlighted in the course. In addition, students will be given the opportunity to explore and evaluate several types of language learning and language teaching software currently in the market

 

References:

Jonassen, D.H., Peck, K.L. & Wilson, B.G. (1999) Learning with Technology: A Constructivist Perspective. New Jersey : prentice Hall Inc.

Kenning, M. M. and Kenning, M.M. (1990) Computers in Language Classroom. Essex : Longman Group, UK Limited.

Levy, M. (1997) Computer Assisted Language Learning: Context and Conceptualization. New York : Oxford University Press.

Sperling, D. (1997) The Internet Guide to English Language Teachers. New Jersey : Prentice Hall Inc.

 

 

SHL 3612 Drama in ESL

This course introduces students to the theatre and drama component. It gives details of the history of the theatre by looking at the Greek theatre, Roman theatre, and Elizabethan theatre. It also examines the Eastern influences like the Kabuki, Noh, and the Wayang Kulit on the western theatre. Non-Western Theatre: Boria, Makyong, Bunraku and Beijing Opera will also be studied. This course also exposes students to the different drama forms like tragedy, comedy, farce, melodrama, absurd, and epic theatre. Students will also learn how drama can be used in language teaching, the roles and functions of drama in the ESL classroom. Creative drama in action like using poems and puppets will be explored.

 

References:

Barnet, S. & et. al. (2001). Types of Drama: Plays and Contexts. New York: Longman.

Cameron, K. & Gillespie, P. (1996). The Enjoyment of Theatre. Maryland: Allyn & Bacon.

Fingerhut, A. (1995). Theatre: Choice in Action. New York : Harper Collins.

Heathcote, D. (1985). Drama as a Learning Medium. Washington: National Education Association.

Martin, A. & Hill, R. (1995 ). Modern Plays. New York: Prentice Hall.

McCaslin, N. (2000). Creative Drama in the Classroom. New York: Longman.

SHL 3622 Interactive Skills for Academic Purposes

 

This subject is concerned with two important and interrelated dimensions of speaking effectively. The first is that speaking is an activity that is integrated as part of social and academic behaviour. Each time that people speak together, in addition to making choices about what they are going to say, they must also decide how formal, how direct and even how silent they should be. They make these choices so that their ‘speaking behaviour' fits the norms of interaction for the social situation in which they are participating. The second dimension of speaking effectively is that people who speak together create an interdependent flow of discourse that takes its shapes with each speaking turn. This ability to speak responsively and flexibly is as important a part of effective speaking as is related skill of using language that is appropriate to the social situations.

 

References:

Adler, R. B. (1996) Communicating at Work . New York : McGraw-Hill Companies, Inc.

Candace, M (1990) Professional Interactions New Jersey : Prentice-Hall.

Delahunty, G. P. and Garvey, J. J. Language, Grammar and Communication. New York :

McGraw-Hill Companies, Inc.

Gronbeck, B. E. (1996) Principles and Types of Speech Communication. New York : Longman.

Kayfetz, J. L (1992) Speaking Effectively. Boston : Hienle & Heinle.

 

 

SHL 3632 Issues in Language Teaching

 

This subject addresses issues and problems in second language learning and teaching. It provides a platform for teacher trainees to discuss problems of classroom management, particularly those related to learner discipline, classroom size, learner ability, learner motivation, learner attitudes and perception, compatibility of textbook and learner proficiency, etc. Students are encouraged to draw on their experiences gained during practical teaching sessions in the seminar-like discussions.

 

References:

Internet TESL Journal.

Journal of Educational Issues for Language Minority Students.

The English Teacher: An International Journal.

 

 

SHL 3642 Issues in Literacy

 

This subject will discuss the concept of literacy from the standpoint of language teacher of English as a second language. The topics that will be covered include the definition of literacy, workplace literacy, emergent literacy, reading in English as a second language, and reading and writing connections.

 


References:

Kozol, J. (1992) Savage Inequalities . New York : Harper Perennial.

Martin, L. (1991) A Strategy for Developing Reading Skills (2 nd . Ed.) Boston : Heinle & Heinle.

Purves, A. and NONEes, O. (1984) Becoming a Reader in a Complex Society . Chicago : Chicago University Press.

Rose, M. (1989) Lives on the Boundary . New York : Penguin Books.

 

 

SHL 3652 Language Games in the Classroom

 

The subject emphasizes on the technique of using language games in the classrooms. Theoretical background of the technique will be discussed and students will participate in a series of activities that lead to the discovery of learning points. They will also be assigned projects which require independent work and which provide practice on planning and facilitating language games. In addition, students will be introduced to the principles and use of Weblog as a form of communication tool for the sharing of ideas and experience amongst the students.

 

References:

Ghazali, B. (2000) Language Games in the Classroom (on-line) Available with Password: http://www.nicenet.org/ICA/CLASS/HOME.CFM ( 10/11/2000 ).

Lee, W.R. (1993) Language Teaching Games. Oxford : Oxford University Press.

McCallum, G.P. (1980) 101 Word Games . New York : Oxford university Press.

Nesamalar, C., Saratha S., & The, S.C. (1999) ELT Methodology: Principles and Practice . Shah Alam: Fajar Bakti.

Oller. K/ (Ed.). (1993) Methods That Works . Boston : Heinle & Heinle.

Rinvoluccri, M. (1984). Grammar Game: Cognitive, Affective and Drama Activities for EFL Students . Cambridge : Cambridge University Press.

 

 

SHL 3662 Professional Writing

 

This is an advanced writing course on various genre types such as creative, journalistic, technical and academic. Students will be taught the different moves characteristic of each genre type and the mechanics for writing each type. Special emphasis will be given to journalistic and technical writing and editing. In addition, students will learn the skills of developing competencies in the writing and editing of the different genre types.

 

References:

Bhatia, V.K. (1983) An Applied Discourse Analysis of English Legislative Writing . University of Aston .

Miller, T. (ed) (1997) Functional Approaches to Written Texts: Classroom Applications . United states Information Service.

Penrose, J. et al (19960 Advanced Business Communication . Cincinnati : Thompson.

Swales, J.M. & Feak, C. (1994) Academic Writing for Graduate Students . University of Michigan Press.

Zinsser, W. (1990) On Writing Well . New York : Harper and Row.

 

 

SHL 3672 Speech Training

 

This course introduces students to a two-pronged framework to speech training. The first focuses on discrete elements of pronunciation aimed at improving intelligibility and linguistic competence while the second focuses on general features of speech communication aimed at improving communicability. Participants will be trained in areas of sound discrimination and modification and oral discourse stress, rhythm, intonation, rate and volume.

 

References:

Bowler, B. & Cunningham, S. (1991) Headway Pronunciation . London : Oxford University Press

Brazil , D. (1994) Pronunciation for Advanced Learners . Cambridge : Cambridge University Press

Brown, A. (1991) Pronunciation Models . Singapore : Singapore University Press

Kelly, G. (2000) How to Teach Pronunciation . London : Longman

Morley, J. (ed) (1994 ) Pronunciation, Pedagogy and Theory . Teachers of English to Speakers of Other Languages Inc.

 

 

SHL 4052 Discourse Analysis

 

This subject will introduce students to the basic principles of analyzing a unit of language larger than the sentence – a discourse—and consider its applications for second language teaching and learning. Students will be directed to examine the relationship between texts, both in spoken and written forms, the socio-cultural contexts in which they function, and the meaning they construe. In this course, we will survey major theoretical advances in the description of discourse, and more importantly, we will explore its practical relevance to classroom activities in second/ foreign language teaching/ learning contexts.

 

References:

Celce-Murcia, M and E Olshtain (2000) Discourse and Context in Language Teaching . London : Cambridge .

Cornbleet, S and R. Carter (2001) The language of Speech and Writing . London : Routledge.

Goatly, A. (2000) Critical Reading and Writing . London : Routledge.

Hoey, M. (2001) Textual Interaction: An Introduction to Written Discourse Analysis . London : Routledge.

Jaworski, A and Coupland, N. (eds) (1999) The Discourse Reader . London : Routledge.

Johnstone, B. (2002) Discourse Analysis. London : Blackwell.

Pridham, F. (2001) The Language of Conversation . London : Routledge

 

 

SHL 4203 English for Specific Purposes (ESP)

 

This subject introduces students to the theory and practice of teaching English in specific contexts. Course content includes definition and characteristics of ESP, arguments for and against ESP, Target Situation Analysis (TSA) and ESP methodology in the teaching of reading, writing, speaking and listening skills. Students will be assigned a project in conducting a TSA on a specific discourse community.

 


References:

Dudley-Evans, T. and St. John , M.J. (1998) Developments in English for Specific Purposes: A Multi-Disciplinary Approach . Cambridge : Cambridge University Press

Hutchinson, T. and Waters, A. (1987) English for Specific Purposes: A Learning-Centred Approach. Cambridge : Cambridge University Press.

Khairi Izwan Abdullah (Manuscript) Teaching English for Specific Purposes.

Martin, I. (1992) An Invitation to Explore ESP. Singapore: SEAMEO Regional Language Centre.

Robinson, P.C. (1991) ESP Today: A Practitioner's Guide. New York : Prentice Hall

 

 

SHL 4213 Materials Adaptation and Design

 

This course introduces learners to materials design and adaptation and to some major issues and concerns in the area of language resource books. The course provides the principles and theories of materials selection, evaluation, design as well as adaptation. The main aim of the course is to enable learners to evolve their own views and be informed about course books and resource materials for classroom use.

 

References:

Cunningsworth, A. (1995) Cho osing your Course Book. Oxford : Heinemann.

Leela Mohd Ali and Thurgood, G. (1991) Materials Production and Adaptation: An Integrated Approach. Petaling Jaya: Federal Publications Sdn. Bhd.

 

 

SHL 4222 Teaching Macro Skills in TESL

 

This subject examines in further depth and detail the principles and practice of teaching reading, writing, speaking and listening skills introduced in Methodology in TESL II. It focuses on a wide range of techniques and activities in teaching the four skills and explores ways of integrating the skills in ESL lessons. Students will also be introduced to techniques and activities in form-focused instruction.

 

References:

Brown, H.D. (2001) Teaching by Principles: An Interactive Approach to Language Pedagogy. (2 nd edition). New York : Addison Wesley Longman.

Nunan, D. and Miller, L. (Eds.) (1995) New Ways in Teaching Listening. Alexandria , VA : Teachers of English to Speakers of Other Languages.

Nuttal, C. (1996) Teaching Reading Skills in a Foreign Language . (2 nd edition). Oxford : Heinemann .

 

 

SHL 4233 Language Testing and Evaluation

 

The course is a comprehensive introduction to language testing and measurement for language practitioners. It discusses theoretical issues and testing problems, particularly those related to the question of how, when and what to test. Topics covered include functions and types of tests, test requirements, item building and analysis and construction of testing procedures to meet the needs of language practitioners. To this end, there will be considerable practical work on tests construction and test results analysis.

 

References:

Alderson, J., Clapham, C. & Wall, D. (1995) Language Test Construction and Evaluation . Cambridge : Cambridge University Press

Heaton, J.B. (1988) Writing English Language Tests . London : Longman

Henning, G. (1987) A Guide to Language Testing . New York : MA Newbury House Publishers

Hughes, A. (1989) Testing for Language Teachers . Cambridge : Cambridge University Press

Weir, C.J. (1990) Communicative Language Testing . New York : Prentice Hall

 

 

SHL 4242 Teaching English for Science and Technology

 

This subject examines the theoretical and practical aspects of teaching English for Science and Technology (EST). It discusses the nature of scientific and technical English in comparison with general English and the role of the English teacher in teaching EST. Students will examine ways of applying general TESL methodologies in the teaching of EST and explore techniques of integrating the teaching of English into the students' mainstream science and technical subjects.

 

References:

Dudley-Evans, T. and St. Johns , M.J. (1998) Developments in English for Specific Purpose: A Multi-Disciplinary Approach. Cambridge : Cambridge University Press.

Hudson , T. (1991) A Content Comprehension Approach to Reading English for Science and Technology. TESOL Quarterly, 25/1:77-103.

Lynch, B.K. and Hudson , T. (1991) EST Reading. In M. Celce-Murcia (ed.), Teaching English as a Second or Foreign Language (2 nd edition). Boston , Mass. : Heinle and Heinle Publishers. pp. 216-232.

Trimble, L. (1985) English for Science and Technology. Cambridge : Cambridge University Press.

 

 

SHL 4572 Computer Assisted Language Learning II (CALL II)

 

This course will introduce students to the roles that computers, specifically, the internet, can play, in the teaching and learning of the four language skills. It will very briefly focus on the history and development of the usage of the internet in language learning and teaching. Then students will be introduced to several facilities of the internet such as electronic communication and on-line resources that can be used for language teaching and learning. They will also be exposed to the potential of using the internet for designing language learning and language teaching materials in the form of web documents. Students will be given the chance to evaluate a language learning/teaching web page and finally they will be given some hands-on experience in producing language learning and language teaching materials via the web.

 


References:

Jonassen, D.H., Peck, K.L. & Wilson, B.G. (1999) Learning with Technology: A Constructivist Perspective. New Jersey : prentice Hall Inc.

Kenning, M. M. and Kenning, M.M. (1990) Computers in Language Classroom. Essex : Longman Group, UK Limited.

Levy, M. (1997) Computer Assisted Language Learning: Context and Conceptualization. New York : Oxford University Press.

Sperling, D. (1997) The Internet Guide to English Language Teachers. New Jersey : Prentice Hall Inc.

Uschi, F. (1998) Virtual Language Learning: Finding the gems among the pebbles. Melbourne , Australia .

Warschauer, M. (1995) (ed.) The Virtual Connections: On-line Activities and Projects for Networking Language Learners. Honolulu : Hawaii , Univ. of Hawaii Press.

Williams, B. (1999) The Internet for Teachers. 3rd. Ed. Foster City : IDG BooksWorldwide.

Windeatt, S., Hardisty, D. & Eastment, D. (2000) The Internet Resource Book for Teachers. Oxford : Oxford University Press.

 

COURSE SYNOPSIS OF ISLAMIC STUDIES EDUCATION

BACHELOR OF SCIENCE AND EDUCATION (ISLAMIC STUDIES)

 

SLQ 1012 The Qur'an And Memorization

 

This course will expose students to the readings and memorizing certain chapters of the Qur'an according to the rules of tajwid . The chapters to be memorized are al-Fatihah , al-Sajadah , Yasin , al-Waqi‘ah , al-Jumu‘ah , al-Naba' , al-Nazi‘at , ‘Abasa , al-Takwir , al-Infitar , al-Mutaffifin , al-Inshiqaq , al-Buruj , al-Tariq , al-A‘la , al-Ghashiyah , al-Fajr , al-Balad , al-Syams dan al-Layl . The discussion will also include the methods of reading and memorizing the Qur'an, basics of tajwid rules, makhraj and sifat al-huruf , the rules of nun sakinah , tanwin , mim sakinah , categories of Idgham , categories of Izhar , categories of Mad , Waqf and Ibtida' as well as an introductory to Rasm Uthmani and Imlai' and an introductory to the arts of Qira'at al-Qur'an . At the end of the course, students are able to analyze and apply the rules of tajwid , memorize the selected chapters and be acquainted with the arts of Qira'at al-Qur'an . Throughout the learning process, some aspects of generic skills namely team working, communication skills and ethics will be emphasized.

 

SLQ 1022 Aqidah Islamiah I

 

The course introduces students to the fundamental concepts of Islamic theology ( ‘aqidah ). It discusses on the pillars of the Islamic ‘aqidah according to the Qur'an and the Sunnah, Tawhid Uluhiyyah , Tawhid Rububiyyah and Tawhid Asma' wa Sifat . In addition it, discusses on the degrees of tawhid (maratib al-tawhid ), prophetology ( nubuwwah ), the unseen and the eschatology ( sam'iyyat ), associating Allah with partners ( shirk ), innovation in religion ( bid'ah ), superstitions ( khurafat ), the cults and the invalidators of the shahadah . Besides, the course explains about the differences between the terms: Aqidah , philosophy and theology ( 'Ilm al-Kalam ), the Qur'anic methodology to instill faith, benefits of the Islamic creed, the characteristics of Muslim believers, the concepts of Wala' and Barra' , Ahl al-Qiblah : its definition and views of Muslim believers towards Ahl al-Qiblah . At the end of the course, students will able to explain the Islamic ‘ Aqidah according to the Qur'an and the Sunnah as well as capable to analyze the positive impacts of the Islamic ‘Aqidah on the life and dynamism of thinking. Throughout the learning process, some aspects of generic skills namely team working, communication skills and ethics will be emphasized.

 

SLQ 1202 Methodology Of Arabic Language I

 

The course introduces students to the theoretical and practical aspects of the connection between words in phrases, clauses and sentences; structures and divisions of words in Arabic Language. Topics discussed comprise ism ,, fi'il, harf ; and its classifications, al-Mu'rabah wa al-Mabniyyah , alamat al-I'rab ; and Marfu'at al-Asma', : al-Mubtada, al- Khabar, Ism Kana , Khabar Inna , al-Fa'il, Na'ib al-Fa'il , and al-Tawabi' . The course also exposes the Arabic words according to its patterns of syntax: al-Ism al-Sahih wa Ghayr al-Sahih al-Akhir , al-Nakirah wa al-Ma'rifah , (al-Jamid wa al-Mutasarrif, Mufrad , Muthanna and Jama' . At the end of the course, students will be able to master the grammar and syntax of the Arabic Language, to identify the terms and analyze them within the classical and modern sentence structure. The generic skills emphasized during the teaching and learning includes team working, communication skills, self-esteem and ethics.

 

 

 

 

SLQ 1232 Al-Qiraah Wa Al-Maqal

 

The course introduces students to the basic techniques of reading and writing in the Arabic Language. They will be exposed to authentic materials including reports, letters, articles in magazine, websites, newspapers, essays, poems and poetry to enhance their understanding on the application of Uslub in the Arabic Language. The lessons comprise comprehension of clauses, practices of answering comprehension questions and formation of sentence structure. The course also imparts descriptive writing skills on various scopes, for instance local and global current issues; skills to translate Arabic texts into Malay Language and vice versa. Towards the end of the course, students will be able to read and understand classical and modern Arabic texts, capable of writing in Arabic with good techniques and styles, and competent to translate Arabic texts into Malay Language and vice versa. The generic skills emphasized throughout the course include team working, communication skills, self-esteem and ethics.

 

SLQ 1302 Fiqh Islam I

 

The course will familiarize students with the discussions pertaining to fiqh al-‘ibadah . It discusses on the problems of a Muslim's daily life based on the four prominent Islamic schools of jurisprudence. The topics will include Taharah (purification): its wisdom, types of impurities; Prayer: the obligation of salat al-fard , Friday prayer and traveling prayer; Alms giving or Zakah : its distribution and role in developing the ummah ; Hajj and Umrah : its implementation: between understanding and reality, as well as the rituals of hajj and umrah (its legal rulings, the integrals, etc). At the end of this course, students will be able to explain the contemporary fiqh issues pertaining to the ‘ibadah on the basis of the four prominent Islamic schools of jurisprudence. Throughout the learning process, some aspects of generic skills namely team working, communication skills and ethics will be emphasized.

 

 

SLQ 1322 Principles Of Islamic Jurisprudence I

 

The course acquaints students with the early chapters of the discussions on the principles of Islamic Jurisprudence ( Usul al-Fiqh) . The topics contain the Introductory to the Principles of Islamic Jurisprudence: its introduction, definition, emergence, historical background; the Islamic Legal Rulings: its definition, its categories such as taklifi and wadh`iy , al-hakim , al-mahkum fih , al-mahkum ‘alayh , al-ahliyyah ; Sources of Islamic Jurisprudence: The Qur'an: Qat`iyat al-thubut al-wurud , dilalah nusus al-Quran : qat`iyyah and zanniyyah; The Prophet's Tradition: its divisions according to the aspects of sanad and wurud : qat'iyyah and zanniyyah . The topics will embrace discussions on dilalah : qat'iyyah and zanniyyah , the role of Hadith; Ijma' : its definition and validity; Qiyas or anology: its validity and non consesus views. At the end of this course, the student will be able to explain the methodologies employed by the Mujtahids in deducing the shari'ah rulings from the Islamic primary and auxilliary sources as well as capable to apply them in daily life. Throughout the learning process, some aspects of generic skills namely team working, communication skills and ethics will be emphasized.

 

SLQ 2032 Aqidah Islamiah II

 

The course is designed to acquaint students with the sequel to the discussions on the Islamic ‘aqidah . It discusses on the doctrines and teachings held by scholars of Ahl al-Sunnah wa'l-Jama'ah including Abu al-Hasan al-Ash'ari, Al-Baqillani, Abu Mansur al-Maturidi, Al-Bazdawi, Al-Juwayni, Al-Ghazali, Ibn Taimiyyah, Muhammad ibn Abdul Wahhab and Muhammad Abduh on God, actions of man ( af'al al-'ibad ) and the Life after Death. It also covers the discussion of mutashabihat verses, ta'wi l and t ashbih. At the end of the course, students will be able to explain the differences of views among the scholars pertaining to ‘aqidah , as well as capable to elucidate the views of scholars of Ahl al-Sunnah wa al-Jamaah and analyze various issues on ‘aqidah based on the doctrines held by Ahl al-Sunnah wa al-Jamaah . Throughout the learning process, some aspects of generic skills namely team working, communication skills and ethics will be emphasized.

 

SLQ 2102 Islamic Ethics And Sufism

 

This subject will expose the students to the concept of ethics according to the teachings and practices of the Islamic sufism ( tasawwuf ). It discusses on tasawwuf as a discipline of knowledge; its history, development, principles and its position according to the Islamic perspective. It also discusses the issues of Islamic ethics such as the developing of ethics and building characters through spiritual purification; mujahadah , muraqabah and mushahadah, the concepts of states ( ahwal ) and stages ( maqamat ) in attaining the highest dignity of ethics. It furthermore covers the discussion on ahwal : bast , qabd, wajd and maqamat : tawbah , zuhd , sabr , shukr , khawf wa raja' , ridha, tawakkal and mahabbah . At the end of the course, students will be able to explain the concept and role of tasawwuf in building good and noble characters, able to apply sufi practices according to the Qur'an and the Sunnah as well as able to distinguish between tasawwuf sunni and tasawwuf falsafi . Throughout the learning process, some aspects of generic skills namely team working, communication skills and ethics will be emphasized.

 

 

SLQ 2112 Methodology Of Tafsir

 

The course introduces students to various methods used in the Qur'anic interpretation. It discusses the concept of manhaj tafsir bi al-ma'thur , bi al-ra'y and tafsir sufi ( isyari ); tafsir tahlili , ijmali , al-muqarin and mawdu‘i ; hermeneutics, textual, contextual, interdisciplinary, multidiscipline, positivistic, rationalistic, phenomenology, realistic and metaphysics. At the end of this course, the students will be able to explain the concept of Manhaj al-Tafsir and its aspects. Besides, they are able to analyze different kinds of tafsir methods as well as to examine the materials employed in the mawdu'i method. Throughout the learning process, some aspects of generic skills namely team working, communication skills and ethics will be emphasized.

 

SLQ 2212 Arabic Syntax II

 

The course exposes students to the theoretical and practical aspects of connection between words in phrases, clauses and sentences; structures and divisions of words in Arabic Language. The topics discussed comprise Mansubat al-Asma' : Khabar Kana wa Akhawatuha , Ism Inna wa Akhawatuha , al-Maf'ul bih , al-Maf'ul Mutlaq , al-Maf'ul li Ajlih , Maf'ul Fih, Maf'ul Ma'ah , al-Hal and al-Mustathna . The course also discusses topics on al-Fi'i , al-Sahih wa al-Mu'tall , al-Fi'il Lazim wa al-Muta'ddi , the al-Fi'il al-Mujarrad wa al-Mazid, al-Fi'il al-Madhi , al-Mudari', al-Amr , al-Fi'il al-Mabni li Ma'lum wa al-Mabni li al-Majhul , al-Hamzah ; and al-I'lal wa al-Ibda l. At the end of the course, students will be able to master the grammar and syntax of the Arabic Language, to identify the terms and analyze them within the classical and modern sentence's structure. The generic skills emphasized during the learning and teaching includes team working, communication skills and ethics.

 

SLQ 2242 Balaghah

 

The course discusses the basic rhetoric of the Arabic Language including the style, expression, meaning, idealistic and realistic, which exhibits the beauty and artistry of the Arabic Language. Lessons comprise al-Fasahah wa al-Balaghah, al-Bayan, al-Tashbih , al-Haqiqat, al-Majaz, al-Kinayah , Ilm al-Ma'ani: al-Khabar, al-Insha', al-Qasr, al-Ijaz, al-Itnab, al-Musawat, al-Fasl, and al-Wasl . It also discusses Ilm al-Badi' : al-Muhsinat al-Lafziyyah and al-Muhsinat al-Ma'nawiyyah . In due course, students will be able to identify and apply (Uslub Balaghah ) in the Arabic Language in conversation as well as in writing. Students will also be able to appreciate the beauty of Arabic Literature and internalize the wonders of the Qur'an through the lessons. Throughout the course, the generic skills emphasized include team working, communication skills, self-esteem and ethics.

 

SLQ 2312 Islamic Jurisprudence II

 

The course exposes students to the contemporary Islamic law which is based on the four prominent Islamic schools. The discussion will be focused on the Islamic criminal law that includes the wisdom underlying ‘uqubah namely, hudud ; qisas ; diyat and ta'zir. At the end of this course, the student will be able to elucidate the contemporary fiqh pertaining to the Islamic criminal law. Moreover, they will grasp the logic and wisdom behind the rulings. Throughout the learning process, some aspects of generic skills namely team working, communication skills and ethics will be emphasized.

 

 

SLQ 2342 Islamic Economics

 

This course will expose students to the introduction of conventional economics; its development, theoretical framework and critiques on the disadvantages of the conventional system from the conventional as well as from the Islamic perspective. The course will also focus on the Islamic economics system that embraces issues of Islam and economics life, principles and characteristics of Islamic economics, the important of ethics in Islamic economics, business principles in Islam and the advantages of Islamic economics as compared to the conventional system. It also discusses the institutions of Islamic economics such as the banking system, insurance and stock market. At the end of the course students are expected to be familiar with the Islamic economics system, its advantages and put into practice the knowledge that they have into their daily life. In implementing the course, generic skills to be infused are team working, communication skills and character building.

 

SLQ 2412 TEACHINGS Methodology For Arabic Language

The course exposes students to the concept and methodology of teaching the Arabic Language teaching. It stresses on the definition of language and its characteristics, an introduction to linguistic sciences, the importance of Arabic language and its advantages. The discussions include methodologies in foreign language teaching such as grammar and translation, direct method, speaking, listening and eclectic method. It also acquaints students with the language teaching skills, preparing lesson plans, micro teaching practice, the use of various types of evaluations and assessments, developing teaching instruments as well as a brief overview on the teaching of Arabic language in Malaysia. At the end of this course, the students are able to master the theories of the Arabic Language teaching. Furthermore, they will be able to effectively apply methodologies of the Arabic Language teaching. Generic skills such as team working, communication skill and ethics will be applied during the learning session.

 

SLQ 2422 Teaching Method ology Of Islamic Education

 

The course exposes students to the methods of teaching Islamic Education in schools. Its central focus is on the topics related to the philosophy, missions and objectives of the Integrated Secondary School Curriculum ( KBSM), the organization of contents, the Qur'anic teaching strategies: reciting, memorizing, tajwid and understanding; strategies for teaching Ulum Syar‘iyah : aqidah , ibadah, Sirah Nabawiyyah, prominent Muslim scholars and Islamic civilization, strategies for teaching Islamic ethics; the appreciative-applied ( hayati amali ) approach; Fardhu Ain evaluation approach and the writing of lesson plans. At the end of the course, students are able to apply various teaching strategies based on the concept and philosophy of Islamic education. Besides, they are able to effectively practise the teaching of Islamic education in schools. Generic skills particularly team-working, communication skill and ethics will be applied in this course.

 

SLQ3062 Sciences Of Logic

 

The course introduces students to the brief history of the science of logic, its concepts and the methodology of true reasoning. The discussion encompasses a brief historical overview, definition of mantiq ; tasawwurat which comprises the discussion on speech, word, knowledge, truth and basic reasoning, definition and classification; tasdiqat which discusses on qadhiyyah or proposition and its classifications; istidlalat or syllogism and its classifications, istqra' or generalization and its classifications; tamthil or analogy and its classifications as well as forms of defective reasoning and its factors. At the end of the course, student is able to explain the aspects of ideas and definitions or tasawwurat , the aspects of judgment, inferences and proofs or tasdiqat and able to analyze the methodology of true reasoning based on the science of mantiq . Throughout the learning process, some aspects of generic skills namely team working, communication skills and ethics will be emphasized.

SLQ 322 Arabic Syntax III

 

The course familiarizes students with the theoretical and practical aspects of an the connection between words in phrases, clauses and sentences; structures and divisions of words in the Arabic Language. The discussion comprises Mansubat al-Asma' :

al-Munada , al-Tamyiz , al-Tawabi'; Majrurat al-Asma' : Harf Jar , al-Idafah , al-Tawabi' ; and types of al-Asalib : al-Qasam, al-Madh wa al-Zamm, al-Ta'ajju,, al-Ikhtisa s, al-Shar) and al-Istifham . In addition, it also discusses the formation of words in al-Tasghir, al-Nasab forms. At the end of the course, students will be able to master the grammar and syntax of Arabic Language, to identify the terms and analyze them within the classical and modern sentence's structure. The generic skills emphasized during the learning and teaching include team working, communication skills and character building.

 

SLQ 3332 Principles Of Islamic Jurisprudence II

 

This course is a continuation to the Principles of Islamic Jurisprudence I. The topics will include Maqasid al-Shari'ah , al-Ta'arudh wa al-Tarjih , al-Ijtihad , al-Taqlid , al-Talfiq and al-Ifta` . At the end of this course, the student will be able to explain the methodology employed by the Muslim eminent scholars to deduce the rulings pertaining to the novel problems arised in the contemporary live. During the process of learning, the student will develop the generics skills such as team working, communication, ethics and self esteem .

 

SLQ 3342 Methodology Of Jurisprudence

 

The course will introduce students to the utilization of the Islamic legal maxims to deduce the Islamic rulings. The topics consist of an introductory to the Islamic legal maxims, a brief overview on the process of their formation and development and its significance. Furthermore, it discusses the difference between the Islamic Jurisprudence and the Islamic legal maxims, the emergence of eminent scholars in the Islamic law and jurisprudence; the role of the Islamic legal maxims as a tool to derive Islamic rulings, its position in the process of issuing fatawa and decree in courts, as well as its classifications that are based on the fundamental and non fundamental methods. At the end of this course, students will be able to explain the methods employed by the Islamic prominent jurists to construct methods of deriving the Islamic rulings. During the process of learning, the student will develop the generics skill such as team working, communication, ethics and moral, and self esteem.

 

SLQ 4042 Sciences Of Al-Qur'an

 

The course will expose students to the basic themes of the Qur'anic Sciences, which are a pre requisite to the studies of the sciences of tafsir. It discusses the definition of ‘Ulum al-Qur'an , the history of recording and compilation of the Qur'an during the Prophet's time as well as the Companions', Makkan and Madinan revelations, Muhkam verses and Mutashabih that includes views of ulama on the verses, aqsam and amthal verses, inimitability ( i'jaz ) of the Qur'an, munasabat, asbab al-nuzul , ‘am and khass verses, as well as nasikh and mansukh verses . At the end of the course, students are able to comprehend the definition, concepts and discussions on ‘Ulum al-Qur'an as well as able to apply ‘Ulum al-Qur'an in the studies of the Qur'an and tafsir . Throughout the learning process, some aspects of generic skills namely team working, communication skills and ethics will be emphasized.

 

SLQ 4052 Sciences Of Hadith

 

The course introduces students to the basic discussions on the sciences of hadith. It discusses the classification of hadith, role of hadith towards the Qur'an, the position of hadith in the Islamic law, method of accepting and transmitting of hadith, hadith nabawi and hadith qudsi , science of jarh and ta‘dil , history of recording of hadith, hadith mawdhu‘ and its fabrications, studies on several hadith mawdhu‘ as well as definitions of some related terminologies and names employed by muhaddithin such as hujjah , hafiz , muhaddith , rawi and rumuz . At the end of the course, students are able to explain the importance of hadith as one of the primary sources in Islam. They moreover, will be able to elucidate the history of recording and compilation of hadith as well as able to classify hadiths according to their types and degrees. Throughout the learning process, some aspects of generic skills namely team working, communication skills and ethics will be emphasized.

SLQ 4072 Biography Of The Prophet

 

The course exposes students to the importance of knowledge on the history of the Prophet in understanding the teachings of Islam. It will discuss on the Jahili environment, Prophet Muhammad s.a.w. as the best role model who developed moral and good characters, head of the family, ruler, commander, counselor, psychologist, manager etc. The discussion will also include the prophethood, da'awa , hijra and their significances in forming a civil society as well as an analysis of current issues from the perpective of sirah nabawiyyah . At the end of the course, students should be able to explain the importance of sirah nabawiyyah in order to understand Islam, to clarify the high standing of the Prophet s.a.w as the best role model to be emulated as well as able to apprehend the wisdom underlying events/accounts of sirah nabawiyyah from the perspective of Fiqh al-Haraki . Throughout the learning process, some aspects of generic skills namely team working, communication skills and ethics will be emphasized.

 

SLQ 4082 Islamic Mission & Methodology Of Management

 

The course introduces the methodology of da‘wah and its management. It discusses the definition of da‘wah and its concept, the history of da‘wah movements , the principles and pillars of da‘wah , its target, characters of a good da ‘i, the concepts, principles and importance of da‘wah management, the concept of amal jama'i , the characteristics of organized da‘wah bodies as well as the development and contribution of da‘wah Islamiyyah in Malaysia. At the end of the course, students will be able to explain the principles and methodologies of the Islamic da‘wah and management. They are also able to find solutions for contemporary problems pertaining to the activities of da‘wah in Malaysia . The generic skill particularly team-working, communication skill and ethics will be applied in this course.

 

SLQ 4092 Islamic Thought

 

This subject will expose students to the different schools of thoughts in the Islamic world. It discusses the history of early Islamic thoughts, the different school of thoughts such as Qadarites, Jabarites, Murjiites, Mutazilites, Ahlu Sunnah, Salafiah, Shiite as well as the thoughts of Muslim philosophers and sufis. At the end of the course, students will be able to acquaint with the history of early Islamic thoughts, analyse the schools of thought s and to distinguish them based on the true teachings of Islam. Furthermore, they are expected to apply the method s and approaches of those scholars. Throughout the learning process, some aspects of generic skills namely team working, communication skills and ethics will be emphasized.

 

SET OF ELECTIVE COURSES I

SLQ 1502 Development Of Islamic Legislation

The course exposes students to the history of Islamic legislation and jurisprudence and its application in the recent time. It discusses on the definition of tarikh tashri‘ , tashri‘ in various periods that include the pre Islamic period, the Prophet period, the development of ijtihad during the Sahabi period, Ummayads, Abbasids and Ottomans, sources of tashri‘ , the Quran and the Sunnah as the basis of tashri‘ , the position of tashri‘ during the occupation and after. At the end of the course, students will be able to explain the definition and history of the development of the Shar‘iah rulings, describe the appropriateness of the Shari ‘ah regardless place and time , analyse the flawless of the Islamic rulings either from the original rulings or ijtihad . Throughout the learning process, some aspects of generic skills namely team working, communication skills and ethics will be emphasized.

 

SLQ 1512 Islamic Jurisprudence In Malaysia

 

The course will expose students to the Malaysian Islamic law and legal system. It discusses on the historical background of the legislation of the Islamic law before and after the independence, the position of Islam in the Malaysian constitution, the role and the authority of the Malay rulers concerning the religion, the dualism of laws in Malaysia, the Shariah enactment and its jusrisdiction, the appointment of shari'i judges and the criminal procedure and mal . The sources, characteristics and the objectives of Islamic Law will also be discussed. At the end of the course students will be able to explain the Islamic law and its implementation in Malaysia, to identify the position of Islam and the Islamic legal authorities, the judiciary system as well as sources, characteristics and objectives of the Shari'ah law. Throughout the learning process, some aspects of generic skills namely team working, communication skills and ethics will be emphasized.

 

 

SET OF ELECTIVE COURSES II

SLQ 1572 Juristic Textual Studies

 

The course will focus on the studies of major and classical works in the Islamic jurisprudence ( fiqh ) with the purpose to familiarize students with the methodology of fiqh texts. In so doing, students will be able to comprehend the discussions on fiqh as written in the texts. The topics discussed comprise history of the compositions of fiqh works till the emergence of four prominent schools of fiqh , introductory to the names of major classical texts in fiqh and their classifications according to matan , sharh , schools and risalah fiqhiyyah ; introductory to the common terminologies employed in fiqh texts, studies on fiqh text and comparative law schools ( madhahib ) in particular chapters on fiqh , i.e. chapters on transaction, advance purchase ( bay' salam ), mortgage, bankruptcy, marriage, divorce by redemption ( khulu‘ ), (gifted divorce), divorce, re-marriage ( al-raj‘ah ) and maintenance ( nafaqah ). At the end of the course, students will be able to identify the major classical texts in fiqh as well as able to comprehend the literary styles and methodology employed by the prominent Muslim scholars of the past. In addition, students will be able to explicate texts of the comparative fiqh in particularly of the four prominent schools. Throughout the learning process, some aspects of generic skills namely team working, communication skills and ethics will be emphasized.

SLQ 1542 Textual Studies In Islamic Faith

 

This course introduces students to the studies of the classical texts ( Turath ) in tawhid . The discussion will emphasize on various texts such as Sharh al-Tahawiyyah by Ibn Abi al-`Izz, al-Shamil fi Usul al-Din by al-Juwayni, aI-Risalah al-Tadmuriyyah by Ibn Taimiyyah, Sharh al-Usul al-Khamsah by al-Qadi Abd al-Jabbar, al-Milal wa al-Nihal by al-Shahrastani, Ihya' Ulum al-Din by a1-Ghazali, Manahij al-Adillah by Ibn Rushd, al-Ruh by Ibn al-Qayyim, Tamhid al-Awa'il wa Talkhis al-Dala'il by al-Baqillani and al-Farq bayn al-Firaq by al-Baghdadi. At the end of the course, students will be able to explicate the principles of the Islamic theology held by the Muslim well-known scholars as found in their magnum opus . Furthermore, they will be able to analyze various issues pertaining to the Islamic theology based on primary sources. Throughout the learning process, some aspects of generic skills namely team working, communication skills and ethics will be emphasized.

 

SET OF ELECTIVE COURSES III

SLQ 3552 Comparative Religions

 

This course will expose the students to the discussions on comparative religions including Judaism, Christianity, Islam, Hinduism, Buddhism, Sikhism, Shinto's and Confucianism. Its central focus is on the concepts, methodologies, approaches, historical aspects, sources, texts, literary, documentations and related issues of those religions. The discussion also focuses on the doctrinal aspects such as theological aspects, religious dialogue, concepts, collaboration's issues, challenges and religious values in the contact of globalization. Throughout the learning process, some aspects of generic skills namely team working, communication skills and ethics will be emphasized.

 

SLQ 3562 Tajdid Wa Islah

 

This course acquaints students with the reformist movements and related schools of thoughts in the Muslim world. It discusses the definition of tajdid and islah , their movement and history of their emergence and development. It also discusses the prominent reformists ( Mujaddid ) and their achievements, philosophy of tajdid and islah and its importance. At the end of the course, students will be able to wisely apply principles of tajdid Islami as well as able to present suggestions and solutions to contemporary issues for the sake of the development of the ummah . The generic skills particularly team-working, communication skill, self-esteem and ethics will be applied in this course.

 

SET OF ELECTIVE COURSES IV

SLQ 4582 Contemporary Issues In Islamic Economics

 

The course introduces students to the contemporary issues in Islamic Economics. The focus will begin with an introductory to the philosophy of Islamic Economics, its basic principles and characteristics. Several contemporary issues will be discussed from the Islamic perspective including some aspects on Islamic banking, insurance, mortgage, stock market and capital market, Islamic Dinar , foreign exchange, zakat and waqf institutions. Other issues to be dealt with are environment and economics development, ethics in the business world, development of Islamic economics and cooperation among Muslim countries. At the end of the course, students are expected to be able to identify contemporary issues in Islamic economics, able to analyze and find solution to the issues addressed and put into practice in their daily life. Generic skill elements to be infused are team working, communication skills and character building.

 

SLQ 4592 Islamic Management

The course will familiarize students with the aspects of management from the Islamic perspective. It begins with discussions on the background of management from the Islamic perspective such as its concept, history from the time of the Prophet and his Companions, its functions, planning, organization, leadership and supervision, communication, decision making, conflict management and contemporary issues in Islamic management. At the end of the course students are expected to be able to explain the concept of Islamic management during the time of the Prophet and his Companions and able to put into practice the Islamic management strategies at their organization. In implementing this course, among the generic skills will be imparted are team working, communication skill and character building.

 

SLQ 4602 Islam And Contemporary Schools Of Thoughts

 

The course introduces students to various patterns of thought in the history of human civilization. It will discuss on secularism, scientism, capitalism, communism, socialism, liberalism, nationalism, orientalism, materialism, feminism, post-modernism, globalism, deviant teachings in Islam and the Islamic stance on the issues. At the end of the course, students are expected to be able to explain important basic elements of those contemporary thought streams, its similarities and differences. They are also expected to be able to compare and evaluate the thoughts based on the Islamic teachings besides offer a few suggestions and approaches in encountering the challenges. Generic skill to be gained in this course are team working, communication skill, problem solving skill and building self confidence.

 

SLQ 1532 Islamic Family System

 

The course acquaints student with the family institution in Islam. It discusses on the topic of marriage in Islam which concerns the aspect of laws prevail, objective of marriage, choosing spouse, engagement, conditions and pillars of the marriage, wife and husband responsibilities, responsibility towards children, custody, suckling ( rada ‘ah ) and other issues pertaining to family institution. At the end of the course, students are expected to posses the right knowledge on the subject of the Islamic family institution especially on the aspect of its importance, functions and role in establishing the Muslim society. In implementing the course, generic skill such as team working, communication skill and character building will be instilled.

 

SLQ 4622 Qur'anic Verses And Traditions Of Jurisprudence

The course introduces students to the Qur'anic verses and traditions of the Holy Prophet that are related to the Islamic Jurisprudence. The quotations of the Holy Qur'an and tradition discussed in this subject are on the questions of faith, worship, marriage, criminal, education, family, society, moral behavior, economics, jihad and politics. At the end of the course students are expected to be able to explain and discuss various verses of the Holy Qur'an and the tradition of the Holy Prophet pertaining to the Islamic Jurisprudence. Students are also expected to be able to analyze the reason underlying the revelation of those texts and traditions. Generic skill such as team working, communication skill and character development are specially being injected.

UNIVERSITY COMPULSORY COURSES

 

ULT 1022 Islamic And Asian Civilization

 

The course familiarize students with the Islamic and Asian Civilization. It discusses on the science of civilization that embraces an introductory to the science of civilization, the interactions of various civilizations (Malay, China and Indian); Islam in Malay Civilization and its role in establishing the Malaysian civilization, contemporary issues on the Islamic and Asian Civilization, Islam Hadhari and nation-building. At the end of the course, student will be extensively exposed to the history, principles, values and fundamental aspects of the civilizational studies in Malaysia as well as able to strengthen the integrity of Malaysian as citizen of a multi-racial country which has a high tolerance towards others . Throughout the learning process, some aspects of generic skills namely team working, communication skills and ethics will be emphasized.

 

 

ULT 2122 ULT 2032 Islamic Institutions

 

The course exposes students to the comprehensiveness of Islam via its distinctive institutions. It discusses on various institutions including family, social, education, economics, legislative and jurisdiction, enforcement and politics. The discussion will be focused on the concepts of family: its internalizing and implementation, the concept of society and the social responsibility, Islamic philosophy and educational system, concepts of Islamic economics, insurance and banking, the concept and characteristics of law and legislation, the position of Islamic law in the Malaysian constitution, witness, allegation, evidence and demonstration, wilayah al-Qadha' , wilayah al-Hisbah and al-Mazalim , and the concepts of Islamic politics and its dominion. At the end of the course, students are able to understand the concepts and roles of various Islamic institutions which can be an alternative solution to overcome the problem of Ummah. Students are also able to work in team and equipped with communication and problem solving skills.

 

ULT 2132 / ULT 3052 Islam And Current Issues

 

The course acquaints students with various topics on current issues and the Islamic approaches to overcome the problems and to encounter the challenges. The topics comprise discussions on globalization, clash of Eastern and Western civilizations, moral decadency, ethical issues in science and technology, economic issues, development and environmental issues, post-modernism, governance and administration, issues that challenge the credibility of Islam, as well as fundamentalism and extremism. Issues pertaining to the ethnic relations and ethnic chauvinism and the current challenges of Muslim people will also be discussed. At the end of the course, students will be able to explain the Islamic views pertaining to current issues and able to provide answers and alternatives to the problems by referring to the Islamic principles. They are also able to work in team and equip themselves with communication and problem solving skills.

 

 

 

 

 

ULT 3042 Philosophy Of Islamic Science And Technology

 

The course exposes students to the concepts and the philosophy of Islamic science and technology. It discusses the differences between the Islamic and the western concepts of knowledge, philosophy, science and technology. It also discusses the methodology of Islamic science, the achievements of Islamic civilization in myriad fields such as mathematics, astronomy, geography, physics, chemistry pharmacology, medicine, architecture, urban development, engineering and military. In addition to that, the concepts of Islamic cosmology and the concept of the creation of man will also be discussed. At the end of the course, students will be able to articulate the concepts of science and technology from the Islamic perspective and furthermore, practice and instill the Islamic values and ethics in the scientific and technological activities and their professional life in order to strengthen the building of nation. They are also able to work in team and equipped with communication and problem solving skills.

 

UHW 6022 Philosophy Of Science And Social Development

The course discusses the philosophy of science and its relation pertaining to the issues on technology and social life. The discussion comprises the concept of Philosophy of science, the philosophy of UTM, the Islamic worldview, the importance of worldview in shaping the cultures and civilization of mankind; worldview and the concept of the creation of the universe, the concept of life as well as philosophical comparisons on epistemology, ontology and axiology. It discusses further issues in philosophy of science as it pertains to the scientific and technological researches, education, economic, social and family development. At the end of the course, students are expected to be able to apply and internalize the philosophy of science and social development in line with the Creator's will . Throughout the learning process, some aspects of generic skills namely team working, communication skills and ethics will be emphasized.

 

 

 

 

 

 

 

 



Copyright 2008 © Faculty Of Education, UTM Skudai