Muhammad Asyraf Norli

Writing an excellent introduction for a research paper is crucial as it sets the tone, establishes the context, and outlines the significance of the researcher’s study. Here are some steps to help a researcher write an exceptional introduction:

1. Provide Background Information: Introduce their research topic and provide essential background information to orient their readers. Define key terms, concepts, and theories relevant to your study to ensure clarity and understanding.
2. State the Research Problem or Question: Clearly state the research problem or question that your study aims to address. Explain why this topic is important and worthy of investigation. Highlight any gaps, controversies, or unresolved issues in the existing literature that their research seeks to explore.
3. Review Relevant Literature: Provide a brief overview of the existing literature related to your research topic. Summarize fundamental studies, findings, and theories that have informed their research and shaped their understanding of the subject matter. Identify areas of consensus and disagreement among scholars and highlight the need for further inquiry.
4. Explain the Purpose and Objectives: Clearly articulate the purpose and objectives of their research. Describe what to achieve through their study and outline the research questions or hypotheses they will address. Clarify the scope and limitations of their research to manage reader expectations.
5. Outline the Methodology: Briefly describe the research methodology and approach they will use to investigate their research questions or hypotheses. Discuss the research design, data collection methods, sampling strategy, and data analysis techniques they plan to employ. Justify why their chosen methodology is appropriate for addressing their research objectives.
6. Highlight the Significance of the Study: Emphasize the importance of their research and potential contributions to the field. Discuss how their study fills a gap in the existing literature, advances theoretical understanding, informs practice, or addresses practical concerns. Clearly articulate the broader implications of their findings and why they matter.
7. Engage the Reader: Write concisely and engagingly to captivate the reader’s interest and encourage them to continue reading. Use compelling language, vivid examples, and persuasive arguments to grab readers’ attention and motivate them to explore their research further.
8. Provide a Roadmap: Conclude the introduction by providing a brief overview of the structure and organization of their research paper. Outline the main sections or chapters that follow and explain how they contribute to addressing their research objectives.
9. Revise and Refine: Once they have drafted their introduction, revise and refine it to ensure clarity, coherence, and effectiveness. Pay attention to the flow of ideas, logical transitions between paragraphs, and the overall coherence of the introduction.

By following these steps and guidelines, a researcher can write an excellent introduction for his research paper that effectively engages readers, establishes the significance of the study, and sets the stage for the rest of the research paper.

EXAMPLE INTRODUCTION ESSAY

USE OF ENTERTAINMENT (DIDIK HIBUR) IN LEARNING AND LECTURE (PDPC) MALAY LANGUAGE SUBJECT

INTRODUCTION

In this age of globalization, the world community has received various changes influenced by the development of technology. Industry and education in a country will be affected because the services provided are for the improvement and change of a community or society that now receives technological skills. All information or info is shared with various technology mediums that can be reached by various levels of society, especially the internet and technology tools that are well available. The education system is the backbone of a country. A good country has an education system with value and quality that can be used as an example. The smoothness and effectiveness of the education system are seen in planning or strategy and in the seriousness, commitment, knowledge, awareness, and skills of the community that implements it. The intended community is teachers or educators, pupils or students, parents or guardians, and the local community. The Malaysian Education Development Plan 2013-2025 (PPPM 2013-2025) guides the education system in a predetermined period. There are five educational aspirations, six student aspirations, and eleven primary shifts to transform the country’s education system. The teacher’s role in fulfilling educational aspirations and student aspirations needs to be from various holistic aspects. Teachers must convey information, knowledge, and values and provide a robust learning environment.

A Didik Hibur Professional Learning Community (PLC) is conducted at the school level to identify and guide fellow teachers in implementing Didik Hibur. However, after the observation was carried out through PLC, many teachers still need to use didik hibur even once in PdPc, especially teachers who have long served. In this age of globalization, the world community has received various changes influenced by the development of technology. Industry and education in a country will be affected because the services provided are for the improvement and change of a community or society that now receives technological skills. All information or info is shared with various technology mediums that can be reached by various levels of society, especially the internet and technology tools that are well available.

Through Cheah Yi Lin & Wan Muna Ruzanna (2020), according to the study of Hafizan Mat Som, Ibrahim Panah, and Amzari Jihadi Ghazali (2020), student technology factors play a more critical role in providing readiness for online class attendance is revealed. However, many still prefer conventional methods to move and complete tasks, especially those that do not require technology. In Malaysia, many educators still use old or traditional methods to convey knowledge and enlighten and guide students in PdPc (Learning and Facilitation). Based on observations during the practicum and after being placed in schools to teach, it was found that many teachers still use the ‘Chalk and Talk’ method as a strategy and approach in PdPc in the classroom. Many teachers still need to start using a student- and material-centered approach. This causes the PdPc conducted to be passive, less fun, and needs to train the students’ various senses. There are still many teachers who only use textbooks and workbooks provided as the primary material in the classroom.

According to Mohd Rosmadi and Hafizha Zulkifli (2020), conventional classroom methods are no longer suitable for the education of the 21st century. This is so because, according to Azura and Zakaria (2009) and Zaidatol Akmaliah (2005), traditional teaching strategies are identified as the cause of students who are academically weak or at risk of becoming less motivated towards lessons conducted traditionally. Ee Ah Meng (1988) stated that in the teaching and learning process, teachers should create students’ interest in learning, guide them with effective learning methods, clarify doubts, help them solve problems, supply teaching materials, improve their mastery of skills, form a correct learning attitude, fosters lofty idealism and high virtues.

According to Mohd Tarikh (2001), the way of teaching and learning and the facilities provided will affect a student’s motivation student’s motivation and then affect the student’s academic performance. The effectiveness of learning also depends on the teaching method used by the teacher. Only active learning will produce such results (Melvin L. Silberman 2007). According to Mohd Rosmadi and Hafizha Zulkifli (2020), some students learn by accepting all learning content easily and quickly and following organized steps. On the other hand, some students receive the lesson’s content gradually and need to be faster to understand a specific content or concept. Learning is not just pouring information automatically into the student’s mind. It requires the mental involvement and actions of the student himself. Explanations and demonstrations alone will not lead to real and lasting learning.

The speaking skills of non-native students were found to be problematic, weak, and unsatisfactory. The speaking skills of non-native students were found to need help in pronunciation and very short and limited utterances. Therefore, practical learning and facilitation (PdPc) is essential. Due to the pandemic, the use of technology in PdPc needs to affect problems involving speaking skills faced by non-native students positively. Concern about PdPc that is ineffective and does not involve face-to-face learning that makes students limited. Pupils need to gain skills in using technology and have technology tools such as smartphones, computers, and tablets, causing learning motivation to be weak.

Cheah Yi Lin & Wan Muna’s study (2020) examines the willingness of Chinese students to receive teaching and facilitation (PdPc) of online Malay language skills with the application of didik hibur. Based on the study’s findings, student involvement boosts oral skills in PdPc in fun learning activities because it shows commitment to involve themselves in face-to-face activities planned by the teacher voluntarily. However, online face-to-face platforms result in limited student engagement. This causes students to have obstacles and limitations in developing Malay oral skills. Interview analysis proves that interaction with fellow students and teachers in the classroom or anywhere in the school is a factor in constructing a learning environment that is motivated to train students’ oral skills.

An action study carried out by Nik Nur Azizah Nik Halman (2019) involving Indigenous people to take a deeper look at how to use the didik hibur approach in daily teaching and learning activities at school. Through fishing competitions, letter card games, and playing with balloons while counting in the educational fun game category, it was found that students could actively engage in mastering the skills found in each activity. Singing and music used in teaching and learning (PdP) attract students to engage in activities while mastering the skills learned. The researcher suggested that innovation be carried out for improvement and expanding the knowledge space about didik bur that can be applied in the curriculum in both primary and secondary schools.

Therefore, this brief survey was conducted based on the following objectives and questions. Through this brief review, the researcher can:

1. Make observations on Malay teachers’ knowledge about didik hibur.
2. Making observations on using didik hibur in classroom learning and facilitation (PdPc).
3. Making observations on the teaching and entertaining skills of Malay teachers in PdPc.
4. Identifying aspects that are obstacles to the use of entertainment in the classroom.

Through this brief review, the following questions can be answered:

1. Do Malay language teachers know didik hibur?
2. Do Malay teachers use didik hibur in PdPc in the classroom?
3. Are Malay teachers good at applying didik hibur in PdPc?
4. What aspects are obstacles to teachers using fun education (didik hibur) in the classroom?