The In e na ional Jou nal o Mul imedia & I s Applica ions (IJMA) Vol.9, No.4/5/6, Decembe 2017
DOI: 10.5121/ijma.2017.9601 1
THE EVALUATION OF USER ACCEPTANCE OF AN IBAN
DIGITAL STORY TELLING (IDST) APPLICATION
AMONG IBAN LANGUAGE TEACHERS
Aslina Saad1, Kenne h Robin2, Sai a Banu Oma Khan1 and No Hasbiah
Ubaidullah1
1Compu ing Depa men , Compu ing & C ea i e Indus y, Tanjong Malim, UPSI,
35900,Malaysia
2Sek. Keb. Nanga En abai, 96600 Julau,Sa awak
ABSTRACT
The subjec o Iban language o Yea One’s s uden s is augh wi h elemen s o child en's s o y. Howe e ,
a p elimina y in es iga ion ound ha he cu en app oach in eaching his subjec using a ex book and
audio na a ion is no e icacious. Thus, an Iban Digi al S o y Telling (IDST) applica ion was de eloped o
assis eache s in eaching Iban language. The aim o his s udy is o examine he accep ance o DST
applica ion in e ms o ease o use and use ulness among eache s who each Iban language in se e al
p ima y schools. The s udy used a quali a i e app oach based on in e iews in ol ing 10 eache s, who
we e ec ui ed om se e al p ima y schools in Sa awak, Malaysia. The analysis o quali a i e da a showed
ha all eache s a ed he use ulness and ease o use o he IDST applica ion o be high, which oge he
helped hem o each he subjec ma e wi h mo e e icacy. Gi en hese p omising esul s, such a no el
lea ning applica ion can be used as an al e na i e eaching ool o u he imp o e he cu en p ac ice o
eaching Iban language o p ima y school child en.
KEYWORDS
Digi al S o y Telling, Use Accep ance, Use ulness, Ease o Use, Iban Language Teache s
1. INTRODUCTION
As one o he e o s o p ese e a and cul u e among he new gene a ion, he cu iculum o Iban
language o Yea One pupils has been e o med by in oducing elemen s o child en s o y in Uni
10 : Ense a Ki ai (Folklo es). In his uni , child en s o y se es as he main medium o eaching
and lea ning . Acco ding o Chemaline Osup in [1], Iban language has been augh o almos 47
yea s in Sa awak. Ch onologically, his local language was i s augh a he seconda y le el
be o e being in oduced o e ia y le el. La e , Iban language was in oduced in p ima y schools
h oughou Sa awak. None heless, he lack o no el aids a such schools, among o he s, has
impeded he p ocess o eaching and lea ning o Iban language.
Agains such backd op, he esea che s ca ied ou a p elimina y s udy based on a quali a i e
app oach, namely in e iew and obse a ion, in ol ing 15 esponden s who we e lea ning he
subjec ma e a ou p ima y schools in Julau dis ic . The indings showed ha eache s elied
on ex book as he main me hod in eaching Uni 10 o he Iban language. Mo e e ealingly, he
indings ound ha new eache s we e acing a numbe o p oblems due o hei lack o expe ience
and expe ise in s o y elling, esul ing in s uden s becoming less mo i a ed and less ocused.
Fu he mo e, such con en ional lea ning me hod was ound o be bu densome o eache s when
hey had o epea he same s o ies as eques ed by s uden s. A guably, epea ing a s o y mul iple
imes may no only be i ing bu also be p one o making mis akes, as he ones and s yles in he
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na a ion will a y conside ably. In addi ion, some s uden s complained ha hey had ouble in
unde s anding such s o ies.
Addi ionally, exis ing audio lea ning aids, such as audio mp3 iles, had no been e ec i ely
u ilized, which occasionally had dis ac ed s uden s om lea ning. A guably, such dis ac ions
we e ine i able, as s uden s migh ha e o imagine he audio con en s con inually h oughou he
audio na a ion. Consequen ly, s uden s would be cogni i ely o e whelmed o ully g asp he
meaning o he s o y. Abo e all, he esponden s unanimously ag eed ha lea ning a s in Iban
language was ex emely di icul . Hence, i becomes impe a i e o eache s o he subjec ma e o
equip hemsel es wi h su icien eaching skills o impa knowledge o s uden s. The same
indings also e ealed ha all he eache s su eyed ag eed ha mo e mul imedia lea ning
ma e ials we e needed o imp o e he eaching o Iban language. In pa icula , new eache s
s ongly opined ha such lea ning ma e ials could help lessen hei eaching wo kload. The su ey
on exis ing educa ional p oduc s (in ei he digi al o ma o p in o ma ) indica ed ha
publica ion o Iban olklo es was ex emely limi ed. As such, i was ha dly su p isingly ha
eache s had o con inually use exis ing lea ning esou ces in he eaching and lea ning p ocess.
Cu en ly, he educa ional ma ke is eple e wi h digi al child en s o ies in many majo languages,
no ably in English. S udies ha e shown ha he use o digi al child en s o ies had posi i ely
a ec ed s uden s’ lea ning pe o mance and mo i a ion. None heless, se e al schola s ha e aised
conce ns abou he quali y o such ma e ials. Fo example, Peng [2] a gues ha mos child en
s o ies ha e been published me ely o inancial gains and en e ainmen , wi h scan ega d o
educa ional pu poses. In a iably, hese ma e ials may be used in he eaching and lea ning
p ocess o he sake o un and exci emen . O cou se, digi al child en s o ies can be de eloped
wi h quali y educa ional elemen s o each s uden s mo al alues, bu such digi al ma e ials a e
e y limi ed ha ha dly ha e an impac on s uden lea ning [2].
Hence, he lack o digi al child en s o ies in Iban language p o ided he impe us o he
esea che s o ca y ou his s udy. Speci ically, he main aim o his s udy was on he
de elopmen o digi al s o y elling (IDST) applica ion. A guably, he success ul adop ion o any
educa ional applica ion is de e mined by he accep ance o use s o ensu e i will be used
consis en ly and pe sis en ly. In his ega d, i is impo an o unde s and why a pa icula
echnology will be accep ed o ejec ed by use s [3]. Hence, his s udy also ocused on examining
he accep ance and sa is ac ion o Iban language eache s in using such applica ion in Malaysia.
In pa icula , wo ac o s ha in luence use accep ance, namely use ulness and ease o use, we e
e alua ed. Th ee esea ch objec i es o guide he s udy we e o mula ed as ollows:
a.
To de elop a IDST applica ion o eaching Iban language
b.
To e alua e he use ulness o he IDST
c.
To e alua e he ease o use o he IDST
To acili a e discussion, his pape is o ganized as ollows: Sec ion 2 discusses he e iew o
li e a u e ela ed o digi al s o y elling, Sec ion 3 elabo a es he esea ch me hodology o he
s udy, Sec ion 4 discusses he da a analysis and main discussion, and Sec ion 5 concludes and
summa izes he discussion o he s udy.
2. LITERATURE REVIEW
I has been widely acknowledged ha he use o mul imedia applica ions in he lea ning p ocess
helps expose child en o exci ing, engaging lea ning expe iences, as mul imedia elemen s can
exploi a ious senses o humans, no ably seeing and hea ing senses h ough he eyes and ea s,
espec i ely. Thus, lea ning using mul imedia is deemed mo e e ec i e ha lea ning using a
single medium, as 80% o lea ning o humans depends on isual and au al pe cep ions [4]. Hence,
such dependency on mul i-senso ial lea ning may en ail using mul imedia elemen s o help en ich
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and enhance s uden s’ lea ning expe iences. A guably, DST applica ions wi h mul imedia
elemen s will be able o help imp o e lea ning h ough engaging s o y elling. In ac , acco ding o
Pi le [5] as ci ed in [6], such echnology in eg a ion in he class oom can c ea e a conduci e
lea ning en i onmen in which eache s and s uden s will be able o engage in e ec i e eaching
and lea ning, espec i ely. In addi ion, such echnology in eg a ion can no only imp o e
s uden s’ lea ning, unde s anding, and achie emen bu also augmen s hei mo i a ion o lea n,
encou ages collabo a i e lea ning, and de elops c i ical hinking and p oblem-sol ing s a egies
[5]. S udies ha e shown digi al child en s o ies a e able o mo i a e s uden s and heigh en hei
in e es in lea ning.
Speci ically, Pie e se and Quilling [7] s a e ha p e ious esea ch shows ha digi al s o y- elling
can be a success ul educa ional ool o deal wi h emo i e issues. This is inline wi h Psomos and
Ko daki [8], digi al s o y elling, he mode n and challenging successo o s o y elling, eme ged
o e he las ew yea s as a powe ul eaching and lea ning ool, engaging bo h eache s and hei
s uden s. In he 21s cen u y, we ha e s a ed o ell s o ies using compu e -based ools. As wi h
adi ional s o y elling, digi al s o y elling ocuses on a speci ic opic, has cha ac e s, a se ing and
a plo , and con ains a pa icula poin o iew. Bu , by inco po a ing images, audio na a ion,
ideo clips and/o music alongside adi ional ex , we ob ain a mo e dynamic s o y, which
cap i a es lea ne s and enhances hei c ea i i y as well as hei English language skill [9]. B an
[9] added ha s o ies a e he bed ock o e e y cul u e which allow people o unde s and someone
else’s expe iences in a pe sonal way, hus c ea ing empa hy. Digi al s o ies build on adi ional
s o ies and p o ide a ec i e lea ning ha can lead he lea ne o a desi e o mo e cogni i e
lea ning.
Howe e , o la e, eache s and ins uc o s a e slowly neglec ing he use o such child en s o ies as
a medium o lea ning. Pa ly, he lack o use lies wi h he low educa ional alues o digi al
child en s o ies, as hei de elopmen s a e no based on sound lea ning p inciples bu a e ocused
mo e on comme cial and en e ainmen alues [2]. This misplaced ocus is un o una e, as
esea ch has shown ha pa en s would like o use quali y DST p oduc s ha ha e bo h
en e ainmen and mo i a ional elemen s. Sadly, mos DST p oduc s a ailable in he ma ke lack
hese mo i a ional elemen s. In ac , Miswan, Hamedi, and Saad [10] ound ha a majo i y o he
lea ning applica ions a e no e icacious due o wo main easons. Fi s , he con en s o hese
applica ions a e oo ocused on g aphics, e ec i ely neglec ing he equi ed educa ional
componen s. Second, e en hough he lea ning applica ions may ha e su icien educa ional
con en s, he deli e y o such con en s a e oo s e eo yped and s ale. As such, Tsai and Huang
[11] asse ha mo e in e ac i e elemen s should be embedded in DST applica ions o make hem
bo h educa ional and en e aining. In his ega d, mo e e o s a e needed o no only de elop such
no el applica ions bu also ca y ou esea ch on hei eaching e icacies [12].
The in eg a ion o echnology in language lea ning has become a popula esea ch ocus
nowadays. A guably, mos a ailable DST applica ions a e oo igid in hei p esen a ion, hus
ende ing hem ine ec i e o a ac s uden s’ a en ion in lea ning. Thus, mo e esea ch is
equi ed o imp o e he design o such applica ions o make hem become appealing and lexible
in deli e ing lea ning con en s ([13]; [14]). In his espec , Kukulska-Hulme and Shield [13] (ci ed
in [10]) emphasize ha he de elopmen o mobile lea ning applica ions o language should
ocus on con en s and design. Fu he mo e, he de elopmen o lea ning ma e ials and ac i i ies
should ocus on lea ning con en s. Typically, such de elopmen ends o pay mo e weigh o
deli e ing con en s by a o mal app oach a he han by a leisu e app oach. In con as , he
de elopmen o applica ions emphasizing on design aspec s ends o use a na u al, in o mal
app oach o deli e lea ning con en s. Such di e ences in app oach is ha dly su p ising, as he
sophis ica ion o ools and so wa e has li le impac on use s’ pe o mance. In ac , he
de elopmen o lea ning applica ions should ake ele an pedagogical aspec s in o accoun based
on lea ne s’ needs [15].
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Clea ly, s uden s will be able o imp o e hei in e es and engagemen in lea ning using no el
lea ning applica ions. Ne e heless, almos all he applica ions need u he imp o emen o be
able o ully mee s uden s’ lea ning needs [16]. O la e, many s udies ha e been de o ed o
alida ing he e ec i eness o compu e -based lea ning and mobile lea ning using a ious
app oaches [12]. As such, he e ec i eness o lea ning based on s o y elling should be examined in
se e al con ex s, in pa icula in lea ning Iban language. To acili a e such esea ch, he
de elopmen o DST o child en needs o be u he e ined o emphasize aspec s o lea ning and
eaching. Hence, digi al s o y elling in Iban language needs o unde go a comp ehensi e
ans o ma ion o ensu e s uden s will be exposed o no only he en e ainmen aspec s bu also
educa ional aspec s as well. To achie e such an educa ional exposu e, he design o DST
applica ions should ocus on mul imedia and pedagogical elemen s o help de elop e ec i e
digi al s o y elling ma e ials.
3. METHODOLOGY
The me hodology o his esea ch encompasses bo h he de elopmen and e alua ion o he IDST
applica ion. The de elopmen o DST was based on ADDIE model, which consis o i e phases,
namely Analysis, Design, De elopmen , Implemen a ion, and E alua ion. A quali a i e app oach
using in e iew was used in he e alua ion o his applica ion. Figu e 1. illus a e me hodology o his
esea ch oge he wi h main ac i i ies wi hin each phase.
Figu e 1: ADDIE Me hodology o IDST esea ch
In he analysis phase, a numbe o echniques we e used, namely s uc u ed in e iew, li e a u e
e iew, and obse a ion. Collec i ely, his app oach helped he esea che s o examine he cu en
eaching and lea ning p ac ice o Iban language in a p ac ical con ex . Based on his analysis, he
needs o use s o IDST applica ion could be de ined clea ly.
This s udy in ol ed wo ypes o design, namely he design o cou sewa e and he design o ideo
s o y. Fo he o me , a s o y boa d was concep ualized o help guide he de elopmen o IDST.
Fo he la e , a s o y boa d wi h sc ip s, cha ac e s, and backg ound music we e ea ma ked o
c ea e he ideo. In addi ion, mul imedia elemen s, such as anima ion, ex s, g aphics, and ideo
we e de e mined acco dingly. In addi ion, he app op ia e in e ace design and he colou s o
cha ac e s we e also iden i ied. Likewise, he p ope na iga ional links we e also de e mined o
ensu e a smoo h low o ac i i ies o he cou sewa e. Toge he , hese selec ed design c i e ia we e
used o guide he de elopmen o he IDST (see he de ails in Sec ion 4). The p o o ype o his
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applica ion would hen be used as a eaching and lea ning ool in he class oom p io o
e alua ing i s e icacy. A e wo weeks o deploymen , he e icacy o IDST was e alua ed
quali a i ely (see he de ails in Sec ion 5).
The esea ch me hod used in he e alua ion o use accep ance o he applica ion was based on a
quali a i e app oach h ough in e iew. This me hod helped he esea che s o collec da a
pe aining o he use accep ance o IDST applica ion, namely, use ulness (PU) and ease o use
(PEOU). Fo he in e iew, 10 eache s we e ec ui ed om se e al schools in he s a e o
Sa awak, pa icula ly in he dis ic s o Julau and Kapi , who we e eaching he subjec ma e .
Be o e he in e iew, hey we e gi en he lea ning applica ion o be used in hei class oom o
wo weeks. Then, in e iews we e held a hei espec i e schools, wi h each in e iew session
las ing be ween 30 minu es and 45 minu es. The ins umen used o he s uc u ed in e iews was
de eloped based on he Technology Accep ance Model (TAM) o help collec in o ma ion
ega ding he use ulness and ease o use o he digi al lea ning applica ion.
4. THE DEVELOPMENT OF IDST
Essen ially, he IDST consis s o h ee pa s, namely he synopsis o he s o y, con en s o he
s o y, and ein o cemen p ac ice. In he de elopmen phase, mul imedia elemen s, such as ex ,
g aphics, audio, anima ion, and ideo we e included in he s o y elling p ojec acco ding o he
ou lines o he s o y boa d, which was p epa ed a he design phase. Addi ionally, he de elopmen
o he ideo in ol ed he modelling o cha ac e s o he s o y. To comple e his de elopmen ,
backg ound music and audio we e mixed and combined in o he lea ning applica ion. Ca ying
ou he abo e ac i i ies en ailed he use o a hos o so wa e packages as ollows
4.1. De elopmen o Cou sewa e
Figu e 2 shows he main page o he lea ning applica ion showing he i le and g aphical
cha ac e s o he s o y. Use s need o unlock his page be o e logging in on he applica ion. To
unlock he applica ion, use s a e equi ed o selec and d ag he unlock key o a key hole. The
pu pose o he unlocking echnique is o add an ex a in e ac i e elemen o he applica ion such
ha use s, namely child en, will be exposu e o new expe ience ha is un and in e es ing. The
use o sui able colou s depic ing a lush ield agains he as open skies and a child passiona ely
eading a book in okes a eeling o happiness. In addi ion, he use o sui able backg ound music
makes use s eel con en and elaxed. Mo eo e , a bu on wi h audio guides use s o na iga e wi h
ease. Figu e 2 shows he main page o he IDST.
Figu e 2: The main page o he IDST
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The combina ion o a ac i e colou s helps a ac use s’ a en ion and make hem en husias ic
when using he applica ion. The in e ace was designed o be simple and o ganized, wi h selec ion
menu loca ed a i s le side (see Figu e 3). Fu he mo e, each menu has i s own ansi ion o
u he imp o e he applica ion’s ease o use. In ui i ely, use s will be able o use he applica ion
using such a use - iendly in e ace design. Figu e 2 shows he menu in e ace o he IDST.
Figu e 3: The menu in e ace o he IDST
Figu e 4 shows he page highligh ing he synopsis o he s o y, wi h an audio “ ease ”, when use s
p ess he “Kedu Je i a” bu on.
Figu e 4: The synopsis page o he IDST
The s o y page o he ISDT has h ee icons ha will ake use s o h ee di e en links, namely he
cha ac e s, ideo s o y, and ocabula y, as shown in Figu e 5. These links in oduce use s o he
main cha ac e s o he s o y ha helps use s iden i y he ole o each cha ac e . In ac , each
cha ac e ’s ole is explained using ele an images and audio. Once, use s ha e amilia ised he
ole o each cha ac e , only hen hey will be aken o he s o y scene. The ocabula y space is
p o ided o enable use s o lea n new wo ds and o u he en ich hei ocabula y.
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Figu e 5: The s o y page o he IDST
The ein o cemen page o IDST has link o a ques ions bank ha helps measu e use s’
unde s anding o he s o y lea ned. Clicking his link will di ec use s o he in e ace o he
ques ions bank.
This ques ions bank has 10 ques ions, wi h inc easing le els o di icul y, o es use s’
knowledge in iden i ying, assessing, and a anging o wo ds. Use s a e gi en wo a emp s o
answe each ques ion. Acco dingly, each co ec and w ong answe will be gi en awa d and
penal y, espec i ely, based on speci ic sound. None heless, o inco ec a emp s, he co ec
answe s will be displayed on a “pop-up” box o use s o hei e e ence. Use s a e equi ed o
comple e he ques ions in a p esc ibed ime o help assess hei achie emen s, which will be use
o measu e he use pe o mance a he end o he session. A sc eensho o he esul s in e ace o
he IDST will be displayed.
5. VIDEO DEVELOPMENT
The s o y boa d ha was p epa ed ea lie was used as a guide o he de elopmen o he ideo.
Based on he analysis, child en’s in e es and a ibu es we e aken in o accoun in he
de elopmen by ocussing on ele an cha ac e s, oice, and landscape.
5.1 Technique
In his s udy, he “clay-ma ion” echnique was used o de elop he s o y ideo. Essen ially, his
echnique en ails o ming a cha ac e using clay and cap u ing i s mo emen in sequence. La e ,
all he mo emen s a e combined in o a comple e ideo. In ac , his echnique is widely used in
he en e ainmen indus y o p oduce many success ul child en’s ideos, including he Chicken
Run. Be o e shoo ing he ideo, he scene y o he s o y needs o be de eloped i s o help c ea e a
ealis ic se ing. Fo his ideo, he selec ed scene was a jungle, in which he ees we e c ea ed
using plas ics. To add g ea e appeal o he s o y, he colou s o he backg ound and backg ound
loo we e chosen o be blue and g een, espec i ely. Once he backg ound and backg ound loo
we e se up, app op ia e p ops, such as ees and clouds, we e embedded in o he scene y o c ea e
a ealis ic jungle. Subsequen ly, he de elopmen o he ou main cha ac e s we e de eloped.
A e he de elopmen o he cha ac e s, he shoo ing session was pe o med based on he
s o yboa d. The cha ac e s we e inc emen ally posi ioned a a ious o ien a ions o p oduce he
equi ed mo emen s om scene o scene. Once shoo ing was comple e, he oice eco ding
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session was ca ied ou o add he sound elemen s in o he s o y. A e he comple ion o hese wo
sessions, he edi ing session was pe o med using Powe Di ec o . Using his edi ing ool, images
we e combined in o a ideo o a pa icula scene. Once all he equi ed scenes we e edi ed, hey
we e hen combined in o a ideo oge he wi h he backg ound music. In addi ion, sub i les we e
also added o help iewe s unde s and he con e sa ions o o help eache s ead he dialogues o
he s o y wi h hei s s uden s. Finally, he publishing p ocess was ca ied ou a e he e we e no
mo e amendmen s o be made o he s o y. Figu e 5 shows one o he ideo page.
Figu e 6: Video page.
6. DATA ANALYSIS, RESULTS AND DISCUSSION
The da a analysis was pe o med o help he esea che s o add ess he ollowing esea ch
ques ion o he s udy: Do he ease o use and use ulness o he IDST applica ion well ecei ed by
he in e iewees?
To help measu e he ease o use o he IDST applica ion, he in e iewees we e asked o espond o
ques ions ha ocused on he ollowing elemen s:
a.
The objec i e o using he IDST applica ion- whe he i is clea and easily unde s ood
b.
The use o he IDST applica ion - does i en ail excessi e men al e o
c.
The use o he IDST applica ion- does i able o ul il he needs o use s
d.
The use o he IDST applica ion- does i easy
e.
The sc ip s –does i eloquen ly c a ed o help s uden s emain ocused h oughou he lea ning
p ocess
.
The audio na a ion – does i has high quali y sound o help s uden s hea he s o y wi h ease
g.
The images o he IDST applica ion - does i has high esolu ion o help s uden s see hem wi h
ease
h.
The selec ion o lea ning con en s- does i app op ia e o a pa icula opic and should con ain
ele an ins uc ional componen s
i.
The music o he IDST applica ion – does i be a an app op ia e le el ha is sui able o he
lea ning con en s
j.
The s o y na a ed in he IDST applica ion – is i app op ia e, no oo sho o oo long
k.
The use o g amma in he IDST applica ion- is i app op ia e wi h he chosen dialec .
Fo he measu emen o he use ulness o he IDST applica ion, he ollowing a e he elemen s o
which he in e iewees we e equi ed o espond:
The In e na ional Jou nal o Mul imedia & I s Applica ions (IJMA) Vol.9, No.4/5/6, Decembe 2017
9
a.
Does he use o IDST applica ion inc eases he eache s’ con idence in eaching he subjec
ma e
b.
Does he use o IDST applica ion imp o e eaching p oduc i i y by eache s
c.
Does he use o IDST applica ion imp o e he eache s’ class managemen when eaching he
subjec ma e
d.
Does he use o IDST applica ion helps s uden s o lea n he subjec ma e
The in e iewees o his s udy consis ed o 10 p ima y school eache s, who ha e been eaching he
Iban language a se e al schools loca ed in he dis ic s o Julau and Kapi , Sa awak. In e ms o
gende , hey comp ised se en male eache s and h ee emale eache s.
The indings showed ha h ee in e iewees (1 emale, 2 males) and ou in e iewees (1 emale,
3 males) had pos g adua e and unde g adua e quali ica ions, espec i ely. Two in e iewees (1
emale, 1 male) and one male in e iewees indica ed ha hey had diploma and ce i ica e
quali ica ions, espec i ely. In e ms o expe ience, he indings showed ha wo in e iewees (1
emale, 1 male) had eaching expe iences o less han a yea and one male in e iewee had no such
expe ience. Fou in e iewees (2 emales, 2 males) esponded ha hey had eaching expe iences in
he ange be ween one and wo yea s. None o he in e iewees had any eaching expe ience in he
ange be ween wo and h ee yea s. Th ee male in e iewees epo ed ha hey had eaching
expe ience o mo e han h ee yea s.
Fo he sou ce o mo i a ion, one male esponden indica ed ha his iends had mo i a ed him o
y he applica ion. O e whelmingly, se en in e iewees (2 emales, 5 males) indica ed ha hei
s ong desi e o lea n he no el ool had mo i a ed hem o use such an applica ion. Two
in e iewees (1 emale, 1 male) indica ed ha he p izes o e ed we e hei main mo i a ion o use
such an applica ion. In his in e iew, he oles o ins uc o s and o he ac o s did no appea o
be he mo i a ion o he in e iewees o use such an applica ion. In e ms o com o , exac ly
hal o he in e iewees (2 emales, 3 males) indica ed ha hey we e com o able in using
compu e echnology. Almos equally, ou in e iewees (1 emale, 3 males) indica ed ha hey
we e e y com o able in using such a echnology. Su p isingly, one male in e iewee indica ed
ha he was no su e abou his le el o com o in using compu e echnology.
All he eache s we e also in e iewed o elici hei opinions on he ease o use and use ulness o
he IDST en i led Je i a Bubu enggau Ruai. Fo he in e iew, hei opinions on he ease o use
and use ulness o he IDST we e p obed h ough i e and 11 ques ions, espec i ely.
6.1 Use ulness
Fo he use ulness o he IDST, he eache s we e asked whe he he use o such eaching
applica ion had imp o ed hei con idence in eaching Iban Language. O e whelmingly, nine
eache s indica ed hei con idence in eaching he subjec ma e had somewha imp o ed. In
con as , only one eache emained neu al, as he was an Iban eache and had been eaching he
subjec o o e i e yea s, sugges ing ha such a no el lea ning ool has a minimal impac on his
con idence. P omisingly, all he eache s in e iewed ag eed ha he use o IDST had made hem
become mo e p oduc i e, wi h eigh o hem indica ed ha he ime spen on p epa ing he opic o
be augh was subs an ially educed. As such, he ime sa ed can be used o ocus on he eaching
and lea ning o o he subjec s.
All he eache s ag eed ha he use o IDST helped hem become mo e e ec i e in eaching
managemen , as he no el lea ning ool has ou lea ning modules, including s o y, ein o cemen ,
ocabula y, and ques ions. Such ques ions, which ha e been s uc u ed based on a ying deg ees
o di icul y, helped he eache s o assess hei s uden s’ unde s anding. F om s uden s’
pe spec i e, eigh eache s ound he lea ning applica ion o be ex emely use ul o hei s uden s.
In ac , hei s uden s we e obse ed o be highly exci ed and engaged in using IDST as hey we e
