TRANSLATOR OF MALAY TEXT TO KOD TANGAN BAHASA MELAYU
MONALISSA MUHARAM
A project report submitted in partial fulfillment of the
requirements for the award of the degree of
Master of Science (Information Technology Entrepreneurship)
Faculty of Computer Science and Information Systems
Universiti Teknologi Malaysia
APRIL 2007
iii
To everyone who involve in i-KOD development, thanks for your full support.
iv
ACKNOWLEDGEMENT
First of all I would like to say my gratitude to the one and only to our mighty
God, Allah S.W.T. for giving me the strength, good health and talent to complete
this second part of this research project as one of the requirement for the conferment
of the Degree.
I would also like to thank my family and friends for giving me all the support
since the beginning of the course. Not to forget my respectful PM Ismail Mat Amin
who gave a lot of positive comments on technical part of the project. Last but not
least, Mr. Hishamuddin Amin who is my business sifoo and taught me how to make
the research project into money making. Also, to all staff of Sekolah Rendah
Pendidikan Khas, Taman Ungku Tun Aminah, Johor Bahru for gives me a lot of
information regarding on Sign Language.
Furthermore, I would like to dedicate thousands of appreciation to all my
beloved lecturers who had given me the motivation and inspiration to make this
research project a dream come true.
May Allah bless you all with love and
happiness in this world and the world after.
v
ABSTRACT
Communication is very important to human being. Even for the Deaf and
Mute community. They were using sign language to communicate between them,
also with normal people. Sign language is a language of hand shapes, facial
expressions and movement used as a form of communication. However, current
learning method cannot make them interesting to learn and understand the sign
language. Because of that, Vivid Splendour takes this opportunity to develop
software that will help hearing impaired to learn Manually Coded Malay. This
software is developed for primary school students for special education. This
dictionary contains over 800 entries in Manually Coded Malay. i-KOD was develop
by using Waterfall with prototyping methodology. The software is fully developed
using Visual Basic combined with other multimedia authoring tools, such as Sony
Vegas (video and sound editor) and Adobe Photoshop (image editor). From a recent
survey done on 74 students of the hearing-impaired it was found that 86.5% who use
i-KOD pass the test that was given. This shows the usefulness of using multimedia
elements in learning and education process at special school for hearing-impaired
students.
vi
ABSTRAK
Komunikasi adalah sangat penting dalam kehidupan seharian manusia yang
normal. Begitu juga bagi mereka yang pekak dan bisu. Mereka menggunakan
bahasa isyarat untuk berkomunikasi antara satu sama lain dan juga manusia normal
lain. Bahasa isyarat adalah satu sistem komunikasi yang berorientasikan visual dan
pergerakan tangan. Walaubagaimanapun, kaedah pembelajaran masa kini, agak
membosankan dan tidak dapat menarik minat pelajar ini untuk belajar menggunakan
bahasa isyarat serta memahaminya. Oleh itu, Vivid Splendour telah mengambil
inisiatif untuk membangunkan satu perisian yang dapat membantu mereka ini untuk
mempelajari Kod Tangan Bahasa Melayu. Perisian ini fokus kepada para pelajar
sekolah rendah yang bersekolah di sekolah pendidikan khas. Perisian ini seumpama
kamus yang mengandungi lebih daripada 800 kata dasar Kod Tangan Bahasa
Melayu. Perisian ini dibangunkan sepenuhnya dengan menggunakan Visual Basic,
dengan bantuan beberapa perisian multimedia authoring tool lain seperti Sony
Vegas (perisian penyuntingan video dan audio) dan Adobe Photoshop (perisian
penyuntingan imej). 86.5 peratus daripada 74 pelajar yang menggunakan i-KOD
dalam pembelajaran melepasi ujian yang telah diberikan. Ini membuktikan
kebekesanan pengunaan elemen multimedia dalam pengajaran dan pembelajaran di
sekolah pendidikan khas, bagi kanak-kanak bermasalah pendengaran.
vii
TABLE OF CONTENTS
CHAPTER
TITLE
PAGE
TITLE PAGE
PROJECT REPORT DECLARATION
1
2
DEDICATION
iii
ACKNOWLEDGEMNET
iv
ABSTRACT
v
ABSTRAK
vi
TABLE OF CONTENTS
vii
LIST OF FIGURES
xii
LIST OF TABLES
xiv
LIST OF APPENDIX
xvi
LIST OF ACRONYM
xvii
PROJECT OVERVIEW
1
1.1
Introduction
1
1.2
Background of Problem
3
1.3
Problem Statement
5
1.4
Project Objectives
5
1.5
Project Scope
6
1.6
Importance of Project
7
1.7
Chapter Summary
8
LITERATURE REVIEW
9
2.1
Introduction
9
viii
2.2
Terminology
2.2.1
Terminology of Translation
10
2.2.2
Terminology of Malay
10
2.2.3
Terminology of Kod Tangan Bahasa
Melayu
2.3
11
Difference between sign language, fingerspell and
Manually Coded Language
13
2.3.1
What is Sign Language?
13
2.3.2
What is fingerspell
13
2.3.3
What is Manually Coded Language
14
2.4
The Importance of Translation
2.5
Study On Technique and Tool Apply In Project
Development
15
17
2.5.1
Project Development Technique
17
2.4.2
Project Development Tool
18
2.6
The Importance of Multimedia
19
2.7
Components of Multimedia
21
2.8
A Review on Existing Product
22
2.8.1
2.8.2
2.9
3
10
Software for American Sign Language
23
2.8.1.1 Software Personal Communicator
23
2.8.1.2 Software : Signing Avatar Friends
24
2.8.1.3 Software : Hyper Sign Kids
25
Website for Malaysian Sign Language
26
2.8.2.1 Website : Sekolah Pekak
26
2.8.2.2 Website : My Sign Language
27
Chapter Summary
METHODOLOGY
29
30
3.1
Introduction
30
3.2
Research Design
31
3.3
Data Collection and Analysis
35
3.4
Methodology Used in Project Development
37
ix
4
3.5
Process Used in Creating Interactive CD
40
3.6
Project Schedule
45
3.7
Chapter Summary
46
FINDINGS AND RESULT
4.1
Organizational Analysis
47
4.2
Database Design
48
4.3
System Design
49
4.3.1
5
47
As-Is Process and Data Model
49
4.3.1.1
Usecase Diagram
49
4.3.1.2
Usecase Description
50
4.3.1.3
Main Success Scenario
50
4.3.1.4
Activity Diagram
51
4.3.2
User Requirement
51
4.3.3
To-Be Process and Data Model
51
4.3.3.1
Usecase Diagram
52
4.3.3.2
Usecase Description
52
4.3.3.3
Activity Diagram
54
4.4
Testing
55
4.5
Prototype Software
56
BUSINESS PLAN
60
5.1
Executive Summary
60
5.2
The Business
61
5.3
5.2.1
The Opportunity
61
5.2.2
Description of the Business
62
The Company
65
5.3.1
Background of Entrepreneur
65
5.3.2
Company Profile
66
5.3.3
Adviser : Consultants & Professional Support
Resources
67
x
5.4
5.5
5.6
5.7
Industry Analysis
5.4.1
Industry Analysis in Malaysia
67
5.4.2
Industry Analysis in Singapore
75
5.4.3
Industry Analysis in Indonesia
75
5.4.4
Industry Trends
77
5.4.5
Industry Size
78
5.4.6
Industry Forecast
79
5.4.7
Competitor Analysis
80
5.4.8
Competitive Strategy
81
Marketing Plan and Sales Strategy
5.9
6
81
5.5.1
Pricing Strategy
82
5.5.2
Promotion and Distribution
83
Financial Plan
84
5.6.1
Cash Flow
84
5.6.2
Profit and Loss
85
5.6.3
Balance Sheet
86
5.6.4
Sales Forecast
87
Assessment of Risk
5.7.1
5.8
68
SWOT Analysis
Long Term Development and Exit Strategies
89
89
90
5.8.1
Goals
90
5.8.2
Strategies
90
5.8.3
Milestones
91
5.8.4
Risk Evaluation
91
5.8.5
Exit Plan
92
Chapter Summary
92
DISCUSSION AND CONCLUSION
93
6.1
Achievements
93
6.2
Constrains and Challenges
94
6.3
Aspirations
94
xi
REFERENCES
95
APPENDIX A – J
97
xii
LIST OF FIGURE
TITLE
PAGE
Figure 2.1 : Alphabet code for Kod Tangan Bahasa Melayu
11
Figure 2.2 : Number sign for Kod Tangan Bahasa Melayu
12
Figure 2.3 : Snapshot Dictionary for Personal Communicator
23
Figure 2.4 : Snapshot Signing Avatar Friends
24
Figure 2.5 : Snapshot for HyperSign for Kids
25
Figure 2.6 : Snapshop for Sekolah Pekak
26
Figure 2.7 : Snapshot for My Sign Language
27
Figure 3.1 : Interview session with teacher
32
Figure 3.2 : Headmistress Sek. Keb. Pendidikan Khas, JB
36
Figure 3.3 : Observation in Bahasa Melayu
37
Figure 3.4 : Researcher are prepare for digital filming
42
Figure 3.5 : Camera operator setting on the camera
42
Figure 3.6 : Snapshot video editing using Sony Vegas
44
Figure 4.1 : Database Design
48
Figure 4.2 : Usecase diagram for As-is Process
49
Figure 4.3 : Usecase Diagram for Learning Process
50
Figure 4.4 : Activity Diagram for As-is Process
51
Figure 4.5: Usecase Diagram for To-Be Process
52
xiii
Figure 4.6 : Activity Diagram for To-Be Process
54
Figure 4.7 : i-KOD’s logo
55
Figure 4.8 : i-KOD splash screen
55
Figure 4.9 : Introduction about Kod Tangan Bahasa Melayu
56
Figure 4.10 : Feature 1 – i-KOD dictionary
57
Figure 4.11 : Feature 2 – i-KOD quiz
58
Figure 4. 12 : Scoring for i-KOD
58
Figure 4. 13 : Feature 3 – Update Patch
59
Figure 4. 14 : Finish Update Patch
59
Figure 5.1 : Indonesia’s specific data on disability on 2000
76
Figure 5.2 : Number of disabilities person based on age
76
Figure 5.3 : Industry Forecast
79
Figure 5.4 : Sales Forecast Graph
87
Figure 5.5 : Break-even point
88
Figure 5.6 : Profit and Loss Graph
88
xiv
LIST OF TABLE
TITLE
PAGE
Table 2.1 : The UML diagrams and their purposes
17
Table 2.2 : Comparison between websites provide sign language
service
28
Table 3.1 : Content for i-KOD Series 1
33
Table 3.2 : Content for i-KODSeries 2
34
Table 3.3 : Techniques used for information gathering
35
Table 4.1 : Usecase Specification for Learning Process
50
Table 4.2 : Usecase Specification for Dictionary
53
Table 5.1 : Number of pre-school student at SRKP (HearingImpaired) Year 2005
68
Table 5.2 : Number of pre-school student (hearing-impaired) at
integration school Year 2005
69
Table 5.3 : Development of pre-school program for special education
70
Table 5.4 : Statistic on Sekolah Kebangsaan Pendidikan Khas
(Hearing -Impaired) Year 2005
70
Table 5.5 : Statistic on Sekolah Menengah Pendidikan Khas (HearingImpaired) Year 2005
71
Table 5.6 : Statistic on secondary school student (hearing-impaired) at
integration school Year 2005
72
Table 5.7 : Statistic on Program Pendidikan Khas Integrasi at
Sekolah Menengah Teknik Year 2005
73
xv
Table 5.8 : Development on Special Education program (2001-2005)
73
Table 5.9 : Development on Special Education Program (Integration)
(2001-2005)
74
Table 5.10 : OKU registered with JKM
74
Table 5.11 : Brunei’s Special Program for disabilities
78
Table 5.12 : Cash Flow
84
Table 5.13 : Profit and Loss
85
Table 5.14 : Balance Sheet
86
Table 5.15 : Sales Forecast
87
Table : 5.16 : SWOT Analysis
89
xvi
LIST OF APPENDIX
TITLE
PAGE
Appendix A : Gantt Chart
97
Appendix B : Interpreter’s Profile
103
Appendix C : Head mistress’s Profile
105
Appendix D : Interview – Questions and Answers
107
Appendix E : Newspaper Articles
111
Appendix F : User Acceptance Test
121
Appendix G : Usecase
136
Appendix H : Activity Diagram
147
Appendix I : Coding
151
xvii
LIST OF ACRONYM
ASL
: American Sign Language
BIM
: Bahasa Isyarat Malaysia
CD
: Compact Disk
DBP
: Dewan Bahasa Dan Pustaka
ERD
: Entity Relationship Diagram
GUI
: Graphical User Interface
KTBM
: Kod Tangan Bahasa Melayu
MFD
: Malaysian Foundation Of Deaf
MYF
: Majudiri Y Foundation For The Deaf
OKU
: Orang Kurang Upaya (Disabilities Person)
PIBG
: Persatuan Ibu Bapa dan Guru
RAD
: Rapid Application Development
SE
: Signed English
UML
: Unified Modeling Language
VB
: Visual Basic
CHAPTER 1
PROJECT OVERVIEW
1.0
Introduction
Communication is the important means that people in a society use in their
correspondence to convey or exchange messages, news and information, thoughts
and feelings. Information and knowledge are expanding in quantity and
accessibility.
Communication is not everything. It is the only thing. However, people with
functional limitations, such as deaf people, often experience wide communication
gaps even though most of them have normal intellectual capacity. Due to the
hearing limitation, deaf people have developed their own culture and methods for
communicating among them as well as with hearing groups by rely on signing.
A sign language is a language which uses manual communication instead of
sound to convey meaning - simultaneously combining hand shapes, orientation and
movement of the hands, arms or body, and facial expressions to express fluidly a
speaker's thoughts (Wikipedia, 2006).
2
Sign languages commonly develop in deaf communities, which can include
interpreters and friends and families of deaf people as well as people who are deaf or
hard of hearing themselves. When people using different signed languages meet,
communication is significantly easier than when people of different spoken
languages meet. Sign language, in this respect, gives access to an international deaf
community.
A signed language is a language which uses manual communication instead
of sound to convey meaning - simultaneously combining hand shapes, orientation,
and movement of the hands, arms, or body and facial expressions to express fluidly
a speaker thought (Wikipedia, 2006). Communication between people using
different sign languages is easier than communication when people of different
spoken languages meet. Sign language provides access to an international deaf
community (Bellis, 2004).
However sign language is not universal. Sign language develops in
communities where deaf people exist, but like spoken languages, they vary from
region to region (Klima, 1979). Sign language of a certain region is not based on the
spoken language of that region; in fact their complex spatial grammars are
considerably different. Some sign languages have received recognition and are well
known throughout the world while some have received no acknowledgment at all.
Like spoken languages, sign languages emerge naturally in communities and
change through time. The following list is grouped into three sections (Wikipedia,
2006):
i. Deaf sign languages, which are the preferred languages of deaf communities
around the world;
ii. Signed modes of spoken languages, also known as Kod Tangan Bahasa
Melayu;
3
iii. Auxiliary sign systems, which are not native languages but are signed
systems of varying complexity used in addition to native languages.
1.1
Background of Problem
Researcher discovered that Deaf students were not making the connection
between what they signed in sign language, either Bahasa Isyarat Malaysia or Kod
Tangan Bahasa Melayu and what was written in Malay. They did not recognize
everyday words such as school and class.
Sign language differs from spoken languages in that it is visual rather than
auditory and is composed of precise hand shapes, facial expressions and movements
(Wikipedia, 2006). The book on Bahasa Isyarat Malaysia is in a clearly defined
format for deaf children and their families.
"This handy and user-friendly book is to encourage children, even from a very
young age, to communicate meaningfully with their parents and siblings”
(Malaysian Federation of the Deaf, 2000)
The book has over 1000 common signs or words ideal for children of all ages
and divided into the following topics: sports, foods, pronouns, conjunctions,
auxiliary verb, verb, adjectives, transportation, clothing, animals, colors and
education. It also includes Bahasa Isyarat Malaysia number signs and Bahasa
Isyarat Malaysia manual alphabet for handy reference.
4
Sign Language classes have, for many years, been the only way to learn Sign
Language. Books do not really help because they cannot show movement. Videos
are slightly better, but a pain when you want to quickly look up a specific sign,
replay one sign or test yourself. The problem with Sign Language classes is that you
have to stick to it. Attending regularly - especially after hours - quickly becomes a
real chore. i-KOD solves the problem. You can learn
i. As much as you want,
ii. when you want to,
iii. at your own pace,
iv. in your own home,
Sign language is not written language but rather a set of visual descriptors.
Therefore while using sign language think in pictures instead of words. When using
sign language there are various ways to express yourself by hand forms, arm
movements, head movements, facial expressions and also body language
(Wikipedia,2006).
The system database act as resource centre would not only benefit the deaf
community but also the public as those interested in learning more about
communicating in sign language. It would also help the deaf and hard-of-hearing
become more gainfully employed and self-reliant in future.
5
1.2
Problem Statement
How to improve education and learning process and makes it more effective and
interesting and to overcome the communication barrier between Deaf student?
i-KOD suite was developed to enable user to learn Kod Tangan Bahasa
Melayu in a fast, interactive and convenient way. After completing a module, user
is able to return to the previous module, learn, and can improve on previous module.
The best results are often achieved by picking a category, working through it and
then study it regularly. User can repeat the process until they mastered. By working
through constantly, user are able to memorize clearly. The users are advice to do not
try to learn all the categories at once. As with anything else in life, practice makes
perfect.
1.3
Project Objectives
Here are the project objectives.
i. To study about Kod Tangan Bahasa Melayu,
ii. To make a data collection about Kod Tangan Bahasa Melayu,
iii. To develop a centralized database about Kod Tangan Bahasa Melayu,
iv. To develop a prototype of product,
v. To have a user testing on product to make sure the product match with user
requirement.
6
1.4
Project Scope
i. Kod Tangan Bahasa Melayu
i-KOD is focus on Kod Tangan Bahasa Melayu. Contents for i-KOD is taken
from the book Komunikasi Seluruh Bahasa Malaysia Kod Tangan, published
by Dewan Bahasa dan Pustaka in 1987. Nowadays, Dewan Bahasa dan
Pustaka already documented over 1000 words on printed material.
ii. Use Malay language
For this time-being, researcher develops the software by using Malay language
as a medium. This is because of the end user is primary school student (special
education) and their age group between 5 to 12 years old. Therefore, purpose
of this project is to develop a learning aid method for hearing-impaired with
more interactive and interesting way.
iii. Features
i-KOD have features such as
a. User are able to search word by type the word in input box or
b. User also able to choose from categories list from pull down menu
and
c. i-KOD provide a movie that show on how to move their hand, fingers
and face impression. Besides, i-KOD also include a picture as an
additional feature. Therefore, user will be more understand on lesson
that they learn if they can see the picture and movie together
d. Each time after they have finished their lesson, they can take a game
to ensure they understand what they have learnt. i-KOD have three
types of game
e. i-KOD also have sound function
7
1.5
Importance of Project
“I think Sign language will continue to gain popularity because now there are many
people who are interested to learn the language and in South Africa it is an official
language. I think as Sign language users we must teach those who think sign
language is universal to understand that every language is unique so as sign
language.”
(B. Jamie, 2005)
The project main objectives are to develop a database of Kod Tangan Bahasa
Melayu in digital format; this is because sign language keeps on expanding and
changes through time.
By develop this system; researcher believe can provide a learning aid tools
and enable the hearing-impaired student to learn Kod Tangan Bahasa Melayu with
fast and interesting ways. Therefore it helps the education sectors to prepare a
method of education and learning by using multimedia element in the presentation.
The researcher also committed to assisting the parents who have those that are either
deaf or hard of hearing child to study on Kod Tangan Bahasa Melayu to enable them
to communicate thus ensuring that there are no barriers and no confusion among
them.
8
1.6
Chapter Summary
The prototype is to create a new and dynamic database for Kod Tangan
Bahasa Melayu. It uses to be education and learning method for teachers at special
primary schools. It also helps the parents who have hearing-impaired child to learn
sign language effectively by using multimedia elements such as video and graphics.
Hopefully this prototype can be one of the popular interactive dictionaries of Kod
Tangan Bahasa Melayu in the market.
CHAPTER 2
LITERATURE REVIEW
2.1
Introduction
Review of literature is a background study about the knowledge and
information gained to develop this project. The purpose of literature review is to get
a better understanding on the development tools that can be used to develop a
project and also to get a better idea on the development methodologies used by
developing a project. Besides that, review of literature also enables the developers
make comparisons on the past-developed projects and study the strength and
weakness of it. It will also give an overview of how to improve the weaknesses and
fulfill the requirements needed. Idea is something abstract that only the individuals
know what they want to create.
In order for others to know what the idea is, an academic style written should
be conveyed to so it will make the process of understanding more easily. In this
chapter, the researcher will divide into a few major topics that has relevant to the
project that is being created.
10
2.2
Terminology
2.2.1 Terminology of Translation
First of all, let us consider the word translation. According to The American
Heritage Dictionary of the English Language, translation is the act or process of
translating, especially from one language into another.
Translation is not only for the spoken language. For the people who
communicate by using sign language translation is also very important for them.
This is because of they communicate with the different medium with the normal
people. Therefore, it is important to translate sign language to speak language and
vice versa to ensure there is no communications breakdown. There are several
communication method which simultaneously combining hand shapes, orientation
and movement of the hands, arms or body, and facial expressions to fluidly express
a speaker's thoughts (Wikipedia, 2006). Therefore one sign may be used to convey
more than one word or meaning based upon its context and accompanying visual
gestures.
2.2.2 Terminology of Malay
According to The American Heritage® Dictionary of the English Language,
Malay is a western subfamily of Western Malayo-Polynesian languages. Malay is
spoken in Malaysia, Brunei and Singapore.
11
2.2.3 Terminology of Kod Tangan Bahasa Melayu
Kod Tangan Bahasa Melayu is the only form of sign language recognized by
Malaysia’s government as the language of communication for the Deaf (Dewan
Bahasa dan Pustaka, 1985). It is adapted from American Sign Language, with the
addition of some local signs, and grammatical signs representing affixation of nouns
and verbs as used in Malay. It is used in Deaf schools for the purpose of teaching
the Malay language (Dewan Bahasa dan Pustaka, 1985).
Figure 2.1 : Alphabet code for Kod Tangan Bahasa Melayu
Source : Dewan Bahasa dan Pustaka, 1985
12
Figure 2.2 : Number sign for Kod Tangan Bahasa Melayu
Source : Dewan Bahasa dan Pustaka, 1985
13
2.3
Difference between sign language, fingerspell and Manually Coded
Language
2.3.1 What is Sign Language
The American Heritage Dictionary of the English Language account for
sign language as
i. A language that uses a system of manual, facial, and other body movements
as the means of communication, especially among deaf people.
ii. A method of communication, as between speakers of different languages,
that uses hand movements and other gestures (M. Houghton, 2004).
While The Columbia Electronic Encyclopedia interpreted sign language as
gestural communication used as an alternative or replacement for speech. Sign
languages resemble oral languages in every way other than their modality. As with
oral languages, sign languages are acquired spontaneously and have highly intricate,
rule-governed grammar and phonology. The three classes of features that make up
individual signs are hand configuration, movement, and position to the body. Such
sign languages also may have a syntax and grammar that differs dramatically from
the language spoken locally.
2.3.2 What is Fingerspell
Finger spelling is a method of spelling words using hand movements. Finger
spelling is used in sign language to spell out names of people and places for which
there is not a sign. Finger spelling can also be used to spell words for signs that the
14
signer does not know the sign for, or to clarify a sign that is not known by the person
reading the signer. Finger spelling signs are often also incorporated into other signs.
People often ask why not just use finger spelling instead of sign language,
that way you would only have to learn 26 signs, and more people would be able to
understand. That is a good point, but it would be impractical just to use finger
spelling. Conversations would take hours, and it would be very hard to add feeling
and expression to a conversation that was just using finger spelling. Sign language
is a hugely more efficient form of communication when compared with just using
finger spelling.
The sign images are displayed from the perspective of the viewer, not the
signer. It is easy to remember this if you imagine that someone is signing to you
while you are viewing the word definitions. In Sign Language, facial expression
including the raising or lowering of the eyebrows while signing and body language
are integral parts of communicating. These actions help give meaning to what is
being signed, much like vocal tones and inflections give meaning to spoken words.
2.3.3 What is Manually Coded Language
Manually Coded Languages are representations of spoken languages in a
gestural-visual form; that is, sign language versions of spoken languages. Unlike the
sign languages that have evolved naturally in Deaf communities, which have distinct
spatial grammars, Manually Coded Languages are the invention of hearing people,
and follow the grammar of the spoken language or, more precisely, of the written
form of the spoken language. They have been mainly used in deaf education and by
sign language interpreters, although they have had some influence on Deaf sign
languages where their implementation was widespread.
15
2.4
The Importance of Translation
Translation is to ensure that the hearing-impaired students can understand the
learning process. There are also to make sure there is no communication breakdown
between parents and their hearing-impaired child. It motivates and challenges the
parents to understand the way their child communicate and master what is not
familiar sign language to gain understanding from both parents and hearingimpaired child. People who are hearing-impaired will be enjoying sharing their
experiences and story with their parents and people around them. In fact, it will help
the unable to build confidence in themselves and their abilities when talking with
others.
“Birth of deaf child will cause many impact and emotional impression to parents.
They are in dubitable condition…”
(Mohamed. R, 2001)
Therefore, researcher highlights the important of translation such as below;
i. Provide a learning aid to makes the education and learning process is more
effective and interesting.
ii. Motivating and simulating the conversation between normal people with the
hearing-impaired people.
iii. Motivating the parents to learn the sign language to enable them
communicates with their child.
iv. For the hearing-impaired, they are motivated and the will know that their
parents are love them and willing to learn the same language to enable to
communicate with effective ways.
16
v. For other people who is want to learn the sign language, the will get the
source of knowledge with easy and the can practice the language regularly.
2.5
Study on technique, and tool apply in project development
2.5.1 Project Development Technique
i-KOD will be developed using UML method and ERD technique.
i. Unified Modeling Language
The Unified Modeling Language (UML) is a language for specifying,
visualizing, constructing and documenting the artifacts of software system,
as well as for business modeling and other non-software system. (Object
Management Group, 2001).
17
Table 2.1 : The UML diagrams and their purposes (Whitten. J, 2002)
Use case diagrams
Graphically depict the interactions
between the system and external systems
and users. The use case narrative is used
in addition to textually describe the
sequence of steps of each interaction.
Sequence Diagram
Graphically depict how objects interact
each other via message in the execution
of a use case or operation. They
illustrate how message are sent and
received between objects and in what
sequence.
Activity Diagram
Graphically depict the sequential flow of
activities of either a business process or
a use case. They also can be used to
model actions that will be performed
when an operation is executing as well
as the result of those actions.
ii. Entity Relationship Diagram (ERD)
ERD is a technique for organizing and documenting a system’s data. It
depict data in terms of the entities and relationships described by the data.
Known as database modeling because a data model is eventually
implemented as a database.
18
2.5.2 Project Development Tools
i. Microsoft Office Visio 2003
As software developers use Microsoft Office Visio 2003 to represent software
applications using the Unified Modeling Language notation. Besides, it can be
use to illustrate and interpret software application relationships, actions, and
connections. Microsoft Office Visio 2003 also can be use to show high-level
static software structures in presentations and specification documentation.
ii. Visual Basic
Visual Basic is an event driven programming language and associated
development environment from Microsoft for its COM programming model.
Visual Basic was derived heavily from BASIC and enables the rapid
application development of graphical user interface applications. In business
programming, Visual Basic has one of the largest user bases. With 62% of
developers using some form of Visual Basic, it currently competes with C++
and JavaScript.
iii. Adobe Photoshop
Adobe Photoshop is the most popular image editing available for Macintosh
and Window-base computers. It is used as drawing, painting and designing
purpose. User can retouch an image, apply special effect and swap details
between photos. All these function are included under a set of user-friendly
editing tools in Adobe Photoshop. Besides, it also provides many shortcut
keys that easier and save time for user and those who do not like to use mouse.
19
iv. Sony Vegas
Vegas is a professional video and audio editing tools. The Vegas+DVD
Production Suite combines Vegas 7, DVD Architect 4, and Dolby Digital AC3 encoding software offer an integrated environment for all phases of video
and audio production. This suite and enable to edit and process Digital Video,
High Density Video and all XDCAM formats in real time, fine-tune audio with
precision, and author surround sound, dual-layer DVDs.
2.6
The importance of Multimedia
Multimedia is the use of a computer present and combine text, graphic,
audio, video with links and tools to let user navigate, create and communicate. An
interactive multimedia is when an end user controls what and when elements are
delivered. In definition of multimedia contains four essential components essential
to multimedia.
Firstly, there must be a computer to coordinate what you see and hear and
interact with. Secondly, there must be links that connected the information.
Thirdly, there must be navigational tools that let you traverse the web of connected
information. Finally, there must be ways to gather process and communicate one’s
own information and ideas.
Multimedia is very effective presentation and sales tools. If you are driven
somewhere in the back seat of a car, you may not remember how to get to your
destination, but if you had been driving the car yourself, chance is you could get
there again. Studies indicate that if you are simulated with graphic and interactive
multimedia presentation where you are really involve, the retention rate is high as
60%.
20
Albert Mehrabian, a well known psychologist discover that only 7 percent of
the meaning conveyed by uttered regarding our feeling and attitude come from the
word we use, 38 percent from our voice and 55 percent from our body language.
When our body conflicts with our words, listener will typically pay more attention to
our nonverbal message. (Mehrabian. A, 1972).
Multimedia is appropriate, whenever a human interface connect a person to
electronic information for any kind. Multimedia enhances traditional text-only
computer interface and yields measurable benefit by gaming and holding attention
and interest; multimedia improves information retention. Woven properly
multimedia can also be profoundly entertaining. Multimedia has the potential to
significantly enhance end-user interface and increase productivity. It is also a means
to relieve the information overload that has been accelerating in many industries.
Multimedia provides an effective way for interactive learning. Research into
the development and use of computer-based interactive technologies for instruction
and learning has revealed increasing evidence of their effectiveness (Bosco, 1986;
Dalton, 1986; Fletcher, 1990; and Maher, 1988). By interactive learning the users
are in control of their own learning progress, working at their own pace, allowing
interaction and providing feedback.
Briggs (1970) recommends that using the events for a given instruction as a
guide for selecting media often results in more than one medium being used due to
the different functions and stimuli required for each event. The study of Baker
(1994) indicates that interactive learning is a necessary and fundamental mechanism
for knowledge acquisition and the development of both cognitive and physical skills.
21
2.7
Components of Multimedia
Multimedia usually involves text, graphics, animation, and sound. Above
all, it requires interactive links to make it possible for program integration.
i. Text
Similar to printed publications and other media, text is the basic element of
communication and it is essential for any multimedia program. In fact,
multimedia packages often involve the conversion of a book to computerized
form, allowing the user to look up information quickly with built-in interactive
links.
ii. Graphic Images
By graphic images, we generally mean a still image such as a photograph or
line drawing. As humans, we find visual objects more interesting and easier to
be perceived than text. However, graphic files are larger than text files and
consequently require more computer storage space. This is one of the reasons
that multimedia applications require a large hard disk drive or equivalent
storage capabilities such as a CD-ROM.
iii. Animation
Animation refers to moving graphic images or videos. Just as a photograph is
a powerful communicating tool, video clip is even more powerful and is
especially useful for illustrating concepts that involve moving objects. As
animation files require much more storage space than ordinary graphic files
involving a single image, this often necessitates the use of a CD-ROM drive or
a large hard disk drive.
22
iv. Sound
It can substantially reinforce our understanding of information presented
together with text and graphic images. The incorporation of sound in a
multimedia program can provide the user with information not possible using
other methods. As with graphic images and animation, sound files are very
large and require lots of disk space.
v. Interactive Links
An important function of multimedia is its interactive nature. This means that
the user can manipulate screen objects such as clicking a button with a mouse
and cause the program to respond in a certain predetermined way. For
example, the user may click on a Pause or Replay button to control the
animation display. It is this interactive nature of multimedia that makes it
extremely useful in providing information to the user. Unlike a book, which is
designed to be read from page to page, sometimes called linear information,
multimedia allows users to access information any way they choose sometimes
called non-linear information access. Because of this, multimedia is a more
flexible and effective way to learn.
2.8
A Review on Existing Product
Translation of Malay Text to Kod Tangan Bahasa Melayu is serving the
service to Malaysian community. It is only appropriate that a review is done on
existing product. This is to gather the strength and weakness of each existing
product. The web sites reviewed are mostly web sites that concern itself mainly
with the subject of Translation to Sign Language.
23
2. 8.1 Software for American Sign Language
2.8.1.1 Software : Personal Communicator
Personal Communicator developed by The Communication Technology
Laboratory and College of Education, Michigan State University on 1997. User can
type words or phrases to translate to American Sign Language by using word
processing or by using American Sign Language Dictionary option to find
definitions and to refer to corresponding signs.
While the American Sign Language playroom enable user to mouse click
objects to review the signs and receive audio and video feedback. The CD-ROM
runs on laptop or desktop computers and is designed for deaf children to use at
school and at home.
Figure 2.3 : Snapshot Dictionary for Personal Communicator
24
2.8.1.2 Software : SigningAvatarTM Friends
SigningAvatarTM Friends developed by Vcom3D Inc. on 2001. Signing
Avatar™ technology uses 3-D virtual human characters called Avatars to represent
signs used in ASL, the native language of the American Deaf Community. In this
CD, user are provided the option of viewing the content in either American Sign
Language or Signed English. Signed English means taking the signs of American
Sign Language and placing them in the grammatical order of the English language.
Figure 2.4 : Snapshot Signing Avatar Friends
25
2.8.1.3 Software : Hyper Sign Kids
Hyper Sign Kids published by Trinity Software Inc. on 2002. Hyper Sign
Kids containing 450 words and developed for preschoolers and early readers. Each
word from dictionary is accompanied by colorful picture and video. Users are able
to choose from category list or type a word to find the translated word to sign
language. Hyper Sign Kids contains games to test user understanding. This
dictionary contains basic words for communication, as it target user is preschooler
and early readers.
Figure 2.5 : Snapshot for HyperSign for Kids
26
2.8.2 Website for Malaysian Sign Language
2.8.2.1 Website : Sekolah Pekak
Figure 2.6 : Snapshop for Sekolah Pekak
Source : http://www.mfd.org.my/ssdeaf/?q=taxonomy/term/12
Sekolah pekak only preview certain sentences. The website is not regularly update
by the developer. At one time, only a sentence preview on the website.
The Sekolah Pekak can be view at url below.
http://www.mfd.org.my/ssdeaf/?q=taxonomy/term/12
This website was last reviewed on 10th August 2006.
27
2.8.2.2 Website : My Sign Language
Figure 2.7 : Snapshot for My Sign Language
Source :
http://www.geocities.com/mysignlanguage/mainmenu.html
This website focused on Deaf Sign Language in English, Chinese and Malay. Also,
there is no business intention in this website. And, the database of sign language for
this website is approximately 500 words. They present the sign language with black
and white line drawings of sign language
The My Sign Language can be view at url below.
http://www.geocities.com/mysignlanguage/mainmenu.html
This website was last reviewed on 10th August 2006.
28
Table 2.2 : Comparison between websites provide sign language service
CD-ROM /
Function
Word Translation
Picture
Video
Yes
NA
Yes
NA
NA
Yes
Basic American Sign
Yes, containing 450 words NA
Yes
Yes
Language Dictionary
and signs
It is a portal for the Deaf
NA
Yes
NA
Yes
Dictionary for Malaysian
Yes, contains 500 words
NA
Yes, for sign
NA
sign language
on sign language
language
Interactive KTBM
Yes, containing 823 words NA
Yes
Dictionary
on KTBM
Website
Sentence
Translation
Personal
English – American Sign
Yes, containing 4500
Communicator
Language Dictionary
English words
Signing Avatar
Communicate with avatar
NA
Friends
using American Sign
Language
Hyper Sign Kids
Sekolah Pekak
community
My Sign Language
i-KOD
NA – not available
Yes
29
2.9
Chapter Summary
The system is developed for anyone, either you are normal people or you are
having hearing-impaired. The system will teach you Kod Tangan Bahasa Melayu even if you cannot finger spell your own name. You do not need any prior
knowledge or experience in Kod Tangan Bahasa Melayu. There is also no age limit.
If you can read Malay, you can use this system to learn Kod Tangan Bahasa Melayu.
CHAPTER 3
METHODOLOGY
3.1
Introduction
The word methodology is combination of two words that is methodos and
logos. Methodos is a Yunani words that means way or route while logos means
knowledge in careful observation. Method is an important aspect for observing an
object carefully as a research material. Accuracy in method guidance will result in
an accurate research.
After a literature review done as a part of system development process, this
section is being done to explain regarding the development method system. The
main purpose of this analysis is to help people understand the system is going to be
developed. The analysis done cover most aspect of strategy and paradigm that will
be used in developing the system. They are several stages in project management
that need to be completed,
i. Determine project start time so that the next development activities can be
done effectively,
31
ii. Plan the project properly where it explains in detail activities and works need
to be completed. Execution of every plan must be monitored and update
according to the information received,
iii. Execute the program according to what has been planned,
iv. Observed the project flow and make necessary change if any part of the act has
a problem that cannot be solve or does not meet the original requirements,
v. Project closing is where the project management ends and it shows that the
project has archived its objectives and fulfills its original requirements.
3.2
Research Design
Research design: systematic planning of research to ensure the efficient use
of resources. It is including;
i. The formulation of a strategy to resolve a particular question
Based on the problem statement which is to improve education and learning
process and to overcome the communication barrier between Deaf students,
researcher comes out with the solution, which is i-KOD. i-KOD is an
interactive dictionary which is focus on early ages group of Deaf student.
i-
KOD contains words in sign language which is presented with video and
picture of each sign, to enable the student improve their communication
barrier. i-KOD is develop by using Visual Basic and it is contain multimedia
element that helps learning and education process.
32
ii. The collection and recording of the evidence
Data collection is made by using several techniques such as interview,
questionnaires, observation, brainstorming, library search, internet research.
Researcher conducted interview with teachers and En. Hishammudin Ahmad,
an Officer from Special Education Department, Ministry of Education
Malaysia. We also contact with a talent, which is a certified interpreter, Cik
Siti Norbiha to involve in digital filming. The digital video is transferred from
the digital video camera to a computer via a firewire cable (also called IEEE
cable). The process is called capturing the video. The software we use to
capture and edit video is Sony Vegas. It is fairly easy to learn and comes with
a very helpful tutorial.
Figure 3.1 : Interview session with teacher
iii. The processing and analysis of the data
Data collection made is base on book “Komunikasi Seluruh Bahasa Malaysia
Kod Tangan” or Total Communication Manually Coded Bahasa Malaysia,
published by Dewan Bahasa dan Pustaka and Kementerian Pelajaran Malaysia,
1985. This book contains 1647 words which are divided into 27 categories.
However, researcher separates the content into 2 parts.
33
Table 3.1 : Content for i-KOD Series 1
Item
No. of Item
Alam semula jadi
64
Benda-benda di rumah
81
Di rumah
36
Di sekolah
38
Hari dan bulan
19
Imbuhan
20
Kata bantu (Bahagian 1)
79
Kata ganti diri
16
Kata kerja siri 1
191
Kata sifat (Bahagian 1)
89
Kata tanya
14
Keluarga (Bahagian 1)
35
Kesihatan
18
Kod Angka
9
Kod Huruf
26
Masa siri (Bahagian 1)
40
Pakaian
29
Penjodoh bilangan
19
TOTAL
823
Table 3.1 show content for first series, while Table 3.2 show contents for second
series. Each series contains over 800 words.
34
Table 3.2 : Content for i-KOD Series 2
Item
No. of
Item
Arah
10
Bangsa, negeri, agama
29
Binatang
54
Kata bantu (Bahagian 1)
80
Kata kerja (Bahagian 1)
191
Kata sifat (Bahagian 1)
90
Keluarga (Bahagian 1)
35
Kenderaaan
22
Logam
13
Makanan
34
Manusia dan jawatan
30
Masa (Bahagian 1)
40
Permainan
22
Tubuh
56
Tumbuhan
84
Unit ukuran
34
TOTAL
824
iv. The publication of results
After all the data being collected and processed, its store in the database files.
Database is created by using Microsoft Access. Microsoft Access is
compatible with Visual Basic to store data such as image in .jpg format,
video in .mpg format and sound in .wav format.
35
3.3
Data Collection & Analysis
This phase involves the capturing of data for the system development.
Methods used in the elicitation of the requirements are listed below.
Table 3.3 : Techniques used for information gathering (Whitten. J, 2002)
i. Interview
A few interview sessions had been conduct with some
users in other real world to have better understanding
of their need toward the Translation of Malay Text to
Kod Tangan Bahasa Melayu can help them better.
ii. Observation
Observation includes watching how teacher at the
special school perform their task to teach the hearing
impaired students. Notes are taken on the actions
perform and interaction involved. Analysis exiting
documents will provide information on the procedure
and flow of certain processes.
iii. Brainstorming
Brainstorming is used in the preparation of questions
for interviewing the users that usually will involve.
iv. Library Research
I went to library to search books related online system
to have a deeper understanding on online system design
and how does an online system be implemented
effectively.
v. Internet Research
I have surf around the net for sometime to gain deeper
understanding about Translation from the text to Sign
Language and web technology available.
36
An interview was held on 2nd August 2006 with Puan Norihan Bt. Ahmad,
who is a Headmistress at Sekolah Kebangsaan Pendidikan Khas , Johor Bahru.
Figure 3.2 : Headmistress Sek. Keb. Pendidikan Khas, JB
Second interview was held on 7th February 2007 with Encik Hishammudin
Ahmad, who is Service Centre Officer at Training & Support Service Division,
Special Education Department, Ministry of Education Malaysia. He is serving for
Johor Special Education Service Centre which is located at Sekolah Kebangsaan
Pendidikan Khas, Johor Bahru.
Researcher get a permission from the Headmistress of Sekolah Kebangsaan
Pendidikan Khas, Johor Bahru to do an observation on learning and education
process. Researcher was in the Bahasa Melayu class conducted by Cik Hamizah,
who is Bahasa Melayu teacher.
37
Figure 3.3 : Observation in class Bahasa Melayu conducted by Cik Hamizah
Researcher held discussion with project’s mentor, Encik Hishamuddin Md.
Amin and meet with supervisor, Dr. Ismail Mat Amin to discuss and have
brainstorm to achieve the project objective and to gather more information about the
project.
3.4
Methodology Used in Project Development
The software development process can help to control thrashing by including
activities and sub process that enhance understanding. Prototyping is such a sub
process; a prototype is a partially developed product that enables developer to
examine some aspect of the system and decide if it is suitable for the final product.
If it not suitable, revisions are made at the early stage such as requirement analysis,
rather than at the more costly testing stage. There are processes involve in Waterfall
Model:
38
i. Requirement Analysis
Understanding and determining users need by having brainstorming, eliciting
and analyzing user requirements by having interview, survey or questionnaire
session, collecting and specifying all the user requirement and validating
requirements
ii. System Design
Outlining system functional by having feasibility studies or case studies on
current system, determining and specifying hardware or software architecture
and verifying system design
iii. Program Design
Determining and specifying program design and database design verifying
program design.
iv. Coding
Involving programming, personal planning, tool acquisition, database
development, component level documentation and programming management.
Unit and integration testing-Test units separately and integrate the tested units,
then testing on the integrated units.
v. System Testing
Combining all the integrated units into a system. Testing on the system.
Specifying, review and updating of the system test and validating of system.
vi. Acceptance Testing
Testing on the system completed. The system is delivered. Operation and
Maintenance-Control and maintain the system.
39
The system has to be validated and verified during the stage of system
testing. The verification is to make sure that the function in the Translation of
Malay Text to Kod Tangan Bahasa Melayu works correctly and to check the quality
of the implementation. The validation is to ensure that Translation of Malay Text to
Kod Tangan Bahasa Melayu has implemented all requirements in the specification.
Prototyping is a sub-process and prototype is a partially developed product
or a simple simulator of the actual system to examine the proposed system and
overview on the functionalities. A prototype of Translation of Malay Text to Kod
Tangan Bahasa Melayu will be built regarding to the project scope and the analysis
of the system before start to build the actual system.
Prototyping is very important because:
i. To ensure the system meet the performance goals or constraints
ii. To ensure the system are practical and flexible
iii. To ensure the system fulfill the users’ requirement
iv. To have an insight of how the module and sub-modules interact with each
other
“I am not denying the importance of prototyping or even user testing. These are
important stages of the process…I think it is a good way to communicate the design
between designers and programmers.”
(S. Carolyn, 2003)
40
In summary, this model is chosen because;
i. A simplicity of this model make it easier to explain to the user and easier to do
documentation
ii. The potential for changing the system early in this development
iii. The opportunity to stop development on a system that is not workable, which
is less costly rather then to find a finished system that is not suitable
iv. The possibility of developing a system that more closely address user’s needs
and expectations.
3.5
Process Used in Creating Interactive CD
Researcher conceived the idea of creating a series of interactive learning that
demonstrates vocabulary for various topic areas for use both in primary and
secondary settings. The only part of the project researcher is continuing to
outsource is the research of the signs and context information. Obviously, for those
tasks researcher want to use persons knowledgeable in the field, and interpreters and
deaf persons who can knowledgeably research the signs. Researcher have budgeted
money to pay the talent, therefore, researcher have worked closely with the
Interpreter from Sekolah Kebangsaan Pendidikan Khas, Johor Bahru.
Below, is the process involved in creating interactive CD.
i. Digital Filming
First of all, researcher plan a time to film, coordinating with the KUT,
MARAto use the incubator am as a place to shooting. Researcher also we
contact potential models. Our goal has been to have good diversity with deaf
and hearing persons. The models are scheduled to be in the incubator at a
41
specific time. Based on the number of sign to be filmed, we divide each
category wisely. During filming, there are one person play the tape and check
of concepts on the list. As was stated earlier, researcher does not sign the
concepts in alphabetical order, but by using category list. Since the final
product will be alphabetized, we felt that if the viewer chose to watching the
concepts in order, it would be more visually interesting to see a model, which
the same person on screen.
There are several considerations while filming. First of all, we mark the exact
spot on the floor for the model to stand, as well as the exact spots for the tripod
legs. By doing this, we assure that the model will be exactly in the center of the
frame every time. We adjust the height of the tripod based on the height of the
model.
A second consideration was glare. To reduce distractions in the final product,
we ask models to remove jewelry, and watches. Watching compressed video
on a computer screen is already more difficult to read than a videotape and
these precautions do seem to help. A third consideration was consistency of
appearance. We ask the model to wear a light colored shirts. The model must
wear the color which gives the best contrast for her hands and face.
In addition, to minimize the length of the tape to be edited, we pause the tape
after each signed concept. The camera operator starts the camera, states the
concept to be signed, waits three seconds, then signals for the model to
proceed. When the sign is completed, the model drops her hands and continues
to stand still for three more seconds.
42
Figure 3.4 : Researcher are prepare for digital filming
Figure 3.5 : Camera operator setting on the camera
43
ii. Editing Video
The digital video is transferred from the digital video camera to a computer via
a firewire cable. The process is called capturing the video. The software we
use to capture and edit video is Sony Vegas 7.
We capture the video in sections, by category. Each segment is re-named to
the name of the item for easy identification. Once the segments are renamed,
the original audio is removed. Voice talent is used to voice and record the
item. This is done on a different day than the filming. The audio is imported
into Sony Vegas 7 and edited. Like the video clips, each segment is re-named
to be the same as the item said. However, researcher decided to not provide a
sound together with the video clip. This is because researcher uses the same
database for the dictionary and quiz.
In each video segment, the screen behind the models has to be replaced with a
black background. After finish removes the audio, the video must be rendered.
This can be a time-consuming process. While the computer is rendering, it
cannot do anything else. So, it is best to start the rendering process as we leave
work for the day. Clips then converted to a Windows Media Player video and
checked for appearance, paying special attention to how the black screen
conversion looks when compressed. If the model moves position during
filming, that can also cause the black screen values to be different. This is
another reason why it is so important to have the models stand on mark.
44
Figure 3.6 : Snapshot video editing using Sony Vegas
iii. Develop Content
After edited all the video, audio and image files, researcher categorize each
item in a group of category. By sort the file by category, it helps in
manipulating the content easily.
iv. Dictionary Development
Once the content is finalized, the audio, video and graphic file can be store in
Microsoft Access database as a dictionary file. The dictionary contains the
same item that are displayed on each page in the final product.
v. Review Process
It is time to review the product. The software should be reviewed multiple
times. Each time, contents should be review. And in addition to the content
review, each and every button, video, audio must be tested. It is important to
have a number of people review the product, to help eliminate errors.
45
3.5
Project Schedule
Now that the researcher has an overview on what kind of methodology to be
used for this project, a proper timeline or schedule must be outlined in order to make
the project run smoothly.
In drafting the project schedule, the researcher has chosen Microsoft Project
2003 for designing the project schedule. Microsoft Project 2003 is software
essential for project managers. It helps a project manager to stay on schedule and
also on budget. Furthermore, when developing software systems, understanding and
exploiting infrastructure services and other existing resources can be at least half the
battle. It is important that people working on a project discover early in its lifecycle
what its dependencies are, what services and resources are available, and how to use
them appropriately.
The project manager, as part of doing project planning, should identify key
areas with which the project must integrate. Actual integration work will typically
be done by project team members working with suppliers of infrastructure services,
external application services, or other resources. Since integration by definition is
about the connections between your project and things outside of it, negotiation
about where integration work happens, and who does it, is necessary and important.
In general any system or service
i. On which a project depends,
ii. Which depends on the result of a project, or
iii. Is affected by the project, is a candidate for integration.
46
While this list will vary from project to project, some infrastructure services are
commonly used across many software systems. These include:
i. Usability: user testing,
ii. Security: authentication and authorization,
iii. Business continuity: backup,
iv. Development environment: source code control,
v. User support
Addressing these requirements will help ensure that a project makes the best
use of complex infrastructure, and avoids reinventing the wheel. It also makes clear
to infrastructure providers any additional requirements placed on them by the
project. It will also make the division of responsibility clear between the project and
its related pieces. A full detail on the schedule can be found in Appendix A.
3.6
Chapter Summary
From the research above, researcher found that only American Sign
Language product available in current market. Only Epekak.net.my and
www.geocities.com/mysignlanguage provide translation for Malaysian Sign
Language. While not yet product related with Kod Tangan Bahasa Melayu available
in current market.
i-KOD will enable more sign language stored in the database. It will make
easier to find a references on sign language.
CHAPTER 4
FINDING AND RESULT
4.1
Organizational Analysis
Current education and learning process for hearing-impaired student are
conducted similarly with normal student.
As a result, they cannot completely
understand what they have learned. For pre-school and primary student they taught
sign language by using flash card and pictographic material. Which is there are
many constraint on using such material.
Deaf children should be taught sign language as early as possible if they
want to be successful in the future. Therefore, by using multimedia element in their
learning process, they will be more interactive learning and more interesting to
students to learn.
48
4.2
Database Design
Data storage is considered by some to be the heart of an information system.
It is a central source of data meant to be shared by many users for variety of
applications. For i-KOD,
KOD, there are three tables contains data, which is Table
Dictionary, Table Quiz, Table HallofFame and Table Version.
Table Dictionary contains data such as Word, Category, Image, Audio and
Video. While Table Quiz contains data such as Word, GameType and Question.
Table HallofFame is a table for scoring. The table contains
contains PlayerName, Category,
Score, Duration and PlayDate.
Figure 4.1 : Database Design
49
4.3
Systems Design
System implementation in software development is a process to convert
system requirements into program cedes. The initial stage of system implementation
involves setting up the development. This includes setting up development tools to
facilitate the system implementation. Generally, the development environment is
suited according to different development phases, which can be categorized into
system design and system development.
4.3.1 As-Is Process and Data Model
4.3.1.1 Use Case Diagram
Figure 4.2 : Usecase diagram for As-is Process
50
4.3.1.2 Use Case Description
Table 4.1 : Usecase Specification for Learning Process
Use case 1
: Learning process
Function
: Teachers teach sign language to their students by using
flash card and pictures as a learning aid.
Primary actor
: Teacher
Secondary actor
: Student
Goal
: To enable student to understand sign language
Pre-condition
: Teacher must have flash cards
Post condition
: Student able to use sign language
Figure 4.3 : Usecase Diagram for Learning Process
4.3.1.3 Main success scenario
1. Teachers must have learning aid to teach student.
2. Learning process done by teacher.
51
4.3.1.4 Activity Diagram
Figure 4.4 : Activity Diagram for As-is Process
4.3.2 User Requirement
i. Current learning process is not interactive to attract hearing-impaired students.
ii. Student are enable to use the software / study without full attention from
teacher.
iii. Enable parents who have hearing-impaired child in their family member to
learn sign language with interesting and interactive.
52
4.3.3 To-Be Process and Data Model
4.3.3.1 Use Case Diagram
Figure 4.5: Usecase Diagram for To-Be Process
53
4.3.3.2 Use Case Description
Table 4.2 : UseCase Specification for Dictionary
Use case 1
: Dictionary
Function
: User is identified
Primary actor
: Users
Secondary actor
: Researcher
Goal
: To be a learning aid tools for teacher, parents and care
centre
Pre-condition
: User run i-KOD software
Post condition
: Users able to understand sign language
Researcher able to release patch to add new word to
: existing category.
: Users are able to download patch
54
4.3.3.3 Activity Diagram
Figure 4.6 : Activity Diagram for To-Be Process
55
4.4
Testing
The main function of testing is to establish the presence of detects in a
program and to judge whether the program is suitable in real application. Before
source code is deploying, codes are reviewed line by line to discover any syntax
error as well as semantic error. If errors are discovered, they are corrected
immediately.
4.5
Prototype Software
Figure 4.7 : i-KOD’s logo
Figure 4.8 : i-KOD splash screen
56
i-KOD is a dictionary which it is translate Malay text into Manually Coded
Malay. The target user was an education sector for special education. Also, i-KOD
is available for parents who have hearing-impaired child also for care centre.
After splash screen, user will be display the introduction for Kod Tangan
Bahasa Melayu. After read the introduction, user can click button Seterusnya to
proceed to i-KOD interactive dictionary.
Figure 4.9 : Introduction about Kod Tangan Bahasa Melayu
i-KOD dictionary contains over 800 words in Kod Tangan Bahasa Melayu.
Users are able to search the words by type the word or choose the words form the
category list. After user makes their selection, they are able to play the sign
language video. The sign language is display in video format; enabling user to use
the panels to control the video playback. User also can clicks to the image of the
word to review how the word suppose to pronounce. This function is for the student
who still has sense of hearing and other user such as parents, teachers, therapists and
peers.
57
Figure 4.10 : Feature 1 – i-KOD dictionary
i-KOD is fully developed using Visual Basic combine with other multimedia
authoring tools, such as Sony Vegas for video and sound editor and Adobe
Photoshop image editor. i-KOD comes with quiz, to enable the user to test their
understanding. User Each quiz contains at least 10 questions, which is selected
random from the database. Every time user answers the question, user can click to
button Jawab, to know whether their answer is correct or wrong. Users are able to
playback the video clip, but user cannot reinsert the answer. After user completed
answer all the question the must click button Selesai and user will be prompt to enter
their name and directly displayed with their score and name. The scoring is
developed base on how many correct answer and time they answer the question.
58
Figure 4.11 : Feature 2 – i-KOD quiz
.
Figure 4. 12 : Scoring for i-KOD
59
Each time researcher update with new sign, researcher will release a patch to
make sure user are always update with new sign release by Ministry of Education.
Figure 4. 13 : Feature 3 – Update Patch
Figure 4. 14 : Finish Update Patch
Users are able to update patch for their dictionary. User will be informed
through email by the developer if there any new patch release. Users are able to
update their patch after developer receives their payment.
CHAPTER 5
BUSINESS PLAN
5.1
Executive Summary
Vivid Splendour currently is developing learning aid software for primary school
(special education). i-KOD is a dictionary for primary school (special education).
As for a time being it is a learning aid method for hearing-impaired student with
more interactive and interesting manner.
Communication is the important means that people in a society use in their
correspondence to convey or exchange messages, news and information, thoughts
and feelings. Therefore, Vivid Splendour develops i-KOD which it is translate
Malay text into Kod Tangan Bahasa Melayu. The target user was an education
sector (special education). Also, i-KOD is available for parents who have hearingimpaired child and care centre.
i-KOD will be selling on reasonable price. As Deaf community is increasing
at 8 percent a year, Vivid Splendour will get growing revenue allowing for positive
income. For first 2 years, Vivid Splendour will focus on primary school learning
61
method. Our business will be expanding to secondary school learning aid method
for hearing-impaired student.
In order to make this venture possible, Vivid Splendour is seeking a
RM40,000 loan that will be used to develop the software, purchase equipment and
providing some working capital. The collateral for the loan will include all business
asset of Vivid Splendour. After studying the feasibility and viability of this business,
Vivid Splendour allows to feel very satisfied with its potential profit.
5.2
The Business
5.2.1 The Opportunity
Education sector is so wide; therefore there are still opportunities anyhow.
We still lack of local product in term of Malaysian sign language or Kod Tangan
Bahasa Melayu. Therefore we can see there are foreign products such as American
Sign Language: Personal Communicator, Hyper Sign Kids in our market. However,
education product for Kod Tangan Bahasa Melayu is rarely found in the market.
Even, there is only a product from Malaysia Foundation of Deaf, which is Bahasa
Isyarat Malaysia.
The opportunity is, Kod Tangan Bahasa Melayu is a official language use by
the Deaf at school. However, teaching process at special school still using same
material to educate normal student for their special student. They really need special
learning aid to enable the student to understand what they learn.
62
Besides, special schools there are care centre, speech therapy centre which
are our target market. The development of special education sector will helps to
market i-KOD widely.
5.2.2 Description of the Business
My product has a competitive advantage, which makes it cannot be
replicated by another company in the future. At this moment, Vivid Splendour in
the process to get a permission from Head of Director, Dewan Bahasa dan Pustaka,
Kuala Lumpur, to get a right to republish their material in digital format.
Anyhow, verbal discussion was held with Puan Saleemah bt. Abdul Latiff
who is Pegawai Perancang Bahasa, Bahagian Multimedia, Jabatan Penerbitan,
Dewan Bahasa dan Pustaka, At the meeting Dewan Bahasa dan Pustaka are willing
to co-operate with researcher in developing i-KOD.
Vivid Splendour co-operate with a local company, which is Aspati Sdn. Bhd.
to produce this product. We are collaborate in the data collection, which is we are
using their expertise in video capturing. Dewan Bahasa dan Pustaka also play a
main role in this business, in the view of content of i-KOD.
Vivid Splendour offer a product which is a learning aid for Deaf or herd of
hearing student to enable them to learn bahasa Melayu. i-KOD makes a business
mutually beneficial for a business and it customer too. There are many potential
beneficiaries of a program that could be used to effectively learn sign language or
Kod Tangan Bahasa Melayu.
63
Listed below are some of the groups of people we think could benefit from
this software and what we think their benefit might be. This list is certainly not
exhaustive.
i. Family Members of Hearing-Impaired Children (grandparents, aunts,
uncles, cousins, mothers, fathers, sisters, brothers)
Since communication is the key in the life of a family, we consider this the
most important user group for this product. Our experience has shown that
fluent, effective communication is a primary concern of the parents of hearing
impaired children. Parents often feel they cannot communicate with their
hearing-impaired child (How could s/he hear what I am saying?) or that the
signs they use will not be correct. This is especially frustrating since early
stimulation and communication is a necessity in establishing the parent-child
bond and building a foundation for skills learned later in life. Children learn
about the world and themselves through language. It is often difficult for
parents to schedule time to take sign language classes and the classes
themselves are often intimidating. Parents are often afraid to imitate, ask for
repetitions, or try out their skills at home.
This software provides a confidential, self-paced learning tool for parents and
other family members. It allows them to design their own lessons and practice
at home and provides instant access to signs they need in the home not merely
those listed in a book or taught in a class.
ii. Medical Care-givers Working with Doctors or in Hospitals
These personnel may have contact with Deaf persons in both emergency and
non-emergency situations. Knowledge of the basic vocabulary relating to
illness and injury would make their care of Deaf individuals more effective and
more efficient. Deaf persons would also feel less threatened if someone in the
medical environment could communicate with them until a professional
interpreter arrived.
64
iii. Peers (Playmates) of Hearing-Impaired Children
Through play children learn about things and how they work. Important social
skills including sharing, rules, competition, losing, and negotiating are also
learned through play. Jean Piaget, who is a Swiss psychologist remembered for
his studies of cognitive development in children said “play is a child’s work”.
Even though language is not a prerequisite for play, it enhances the value of
play and stimulates the development of interpersonal relationships.
iv. Classroom Teachers and Other School Personnel
Deaf children are mainstreamed into neighborhood schools. Even though Deaf
children are provided with professional interpreters, they still report feeling
like outsiders in school. These feelings of isolation and loneliness could be
significantly reduced if classroom teachers knew and could use conversational
signing and if other school personnel (cafeteria people, secretaries, bus drivers,
school nurses, playground supervisors, etc.) would learn basic conversational
signs.
v. Sign Language Learners
Learning sign language (or any language) is difficult unless there are
opportunities for repeated exposure to both the vocabulary and the rules of use.
People also learn and retain vocabulary and language that serve a purpose in
their daily lives. This program provides a tool through which vocabulary can
be learned and reviewed.
vi. Pre-professionals or Professionals in Speech-Language Pathology,
Audiology, and Special Education
A familiarity with Malaysian Sign Language or Kod Tangan Bahasa Melayu
would be advantageous for these professionals since professional interpreters
are usually not available when they are consulting with Deaf persons. In
addition, sign language has also been used successfully to establish
communication with persons who are retarded, autistic, or who display other
problems which prohibit or impede ordinary spoken communication.
65
5.3
The Company
5.3.1 Background of Entrepreneur
Monalissa Muharam, Manager of Vivid Splendour
Mona serves as Research Assistant at Faculty of Engineering,
University of Malaya, before incorporated Vivid Splendour on
January 2006. Since September 2004 until Jun 2005 she is working in
the Deputy Dean Office to manage all the information about the
postgraduate programs and research activities in the Faculty of
Engineering. She also involves in planning promotion strategies to
promote Masters and Ph. Ds programs. Besides, she involved in
exhibitions such as SMIDEX 2004, Science and Technology
Exhibition 2004 and Research, Science and Innovation Exhibition
2004 to promote research activities and postgraduate programs.
Mona is a Master of Sciences Information Technology
Entrepreneurship candidate July 2005 at the University of Technology
Malaysia. She received her Bachelor of Science in Information
Technology (Multimedia) from University of Malaya on 2005.
66
5.3.2 Company Profile
Company
: Vivid Splendour
Registered Address
: Suite IT 4, Kompleks Usahawan Teknologi MARA,
Technovation Park UTM, 81300 Skudai, Johor
Operational Address
: Suite IT 4, Kompleks Usahawan Teknologi MARA,
Technovation Park UTM, 81300 Skudai, Johor
Tel. No.
: 012 - 7320765
Email
: monalissa_muharam@yahoo.com
Co. Registration No.
: JM 0446539 - H
Registration Date
: 27th January 2006
Business Activity
: Software, multimedia design and development
Type of Business
: Sole Proprietor
Bank
: Maybank, Labis Branch
Account No. : 501114120429
Owner Name
: Monalissa Bt. Muharam
IC No.
: 820501-01-5758
67
5.3.3 Advisers: Consultants & Professional Support Resources
In doing research in this field of study, I get a lots of help from several
resources such as En. Amir Hamidi, President of Perak Society of Deaf. He also has
hearing-impaired. There are some of organization that I get the professional support
resources and help such as Malaysian Foundation of Deaf (MFD) and Majudiri Y
Foundation for the Deaf (MYF).
Information about Malaysian Foundation of Deaf can be search at
http://www.epekak.net.my. While the information for the Majudiri Y
Foundation for the Deaf can be found at
http://www.mydeafoundation.org.
Majudiri Y Foundation for the Deaf can be contact with Lucy Lim –Yip ,
The Assistant Manager / Sign Language Interpreter for Majudiri Y Foundation for
the Deaf at 03-22743766.
Kod Tangan Bahasa Melayu is used to teach Bahasa Melayu at special
school (hearing-impaired). Therefore researcher also contact with teachers from 3
special schools around Johor Bahru. The special school was
i. Sekolah Kebangsaan Pendidikan Khas, Johor Bahru
ii. Sekolah Menengah Kebangsaan Taman Sutera, Johor Bahru and
iii. Sekolah Menengah Pendidikan Khas (Vokasional) Indahpura, Kulai.
Therefore researcher also gets an expertise talent to interpret Malay Text to
Kod Tangan Bahasa Melayu. Cik Siti Norbiha Safie is our expertise talent. She is
certified as an interpreter by Lembaga Peperiksaan Malaysia. She also a diploma
holder from Maktab Perguruan Ilmu Khas, Kuala Lumpur.
68
5.4
Industry Analysis
5.4.1 Industry Analysis in Malaysia
There are 23 Sekolah Rendah Pendidikan Khas (Pendengaran) in Malaysia on 2005
that open their special program for pre-school student.
Table 5.1
Number of pre-school student at SRKP (Hearing-Impaired)
Year 2005
No.
School
State
No. of Student
1
SKPK Perlis
Perlis
10
2
SKPK Alor Setar
Kedah
14
3
SKPKSungai Petani
Kedah
4
4
SKPK Persekutuan Pulau Pinang
Penang
3
5
SKPK Jalan Hutton
Penang
3
6
SKPK Taiping
Perak
4
7
SKPK Ipoh
Perak
9
8
SKPK Selangor
Selangor
9
9
SKPK Kampong Baharu
Kuala Lumpur
7
10
SKPK Jalan Peel
Kuala Lumpur
3
11
SKPK Seremban
N. Sembilan
3
12
SKPK Muar
Johor
4
13
SKPK Melaka
Melaka
6
14
SKPK Batu Pahat
Johor
6
15
SKPK Johor Bahru
Johor
6
16
SKPK Kuantan
Pahang
4
17
SKPK Kuala Terengganu
Terengganu
10
18
SKPK Besut
Terengganu
8
19
SKPK Kelantan
Kelantan
5
69
20
SKPK Kota Samarahan
Sarawak
6
21
SKPK Sibu
Sarawak
6
22
SKPK Miri
Sarawak
4
23
SKPK Kota Kinabalu
Sabah
4
TOTAL
138
Source : Maklumat Pendidikan Khas (2005)
Table 5.2 : Number of pre-school student (hearing-impaired) at integration school
Year 2005
No.
State
No. of School
No. of Student
1
Kelantan
1
5
2
Terengganu
2
4
3
Pahang
2
4
4
Johor
7
25
5
Melaka
2
8
6
Negeri Sembilan
1
6
7
Selangor
2
14
8
WP Kuala Lumpur
3
16
9
Perak
4
23
10
Kedah
2
6
11
Penang
1
5
12
Perlis
1
5
13
Sabah
1
3
14
Sarawak
2
10
15
WP Labuan
1
3
TOTAL 32
Source : Maklumat Pendidikan Khas (2005)
137
70
Table 5.3 : Development of pre-school program for special education
Pre-school program for special education
2004
2005
Sek. Keb. Pendidikan Khas
127
162
Program Pendidikan Khas Integrasi
15
173
142
335
TOTAL
Source : Maklumat Pendidikan Khas (2005)
Table 5.4 : Statistic on Sekolah Kebangsaan Pendidikan Khas (Pendengaran)
Year 2005
No.
School
No. of
No. of
No. of
Student
Class
Teacher
Hostel
1
SKPK Perlis
29
6
15
/
2
SKPK Alor Setar
88
12
23
/
3
79
9
21
/
45
8
18
/
5
SKPKSungai
Petani
SKPK Persekutuan
Pulau Pinang
SKPK Jalan Hutton
43
8
16
X
6
SKPK Taiping
24
6
13
X
7
SKPK Ipoh
103
11
21
/
8
SKPK Selangor
105
14
25
/
9
57
10
21
X
10
SKPK Kampong
Baharu
SKPK Jalan Peel
45
10
20
X
11
SKPK Seremban
82
13
25
/
12
SKPK Muar
34
7
15
X
13
SKPK Melaka
66
12
23
/
14
SKPK Batu Pahat
38
9
18
X
15
SKPK Johor Bahru
128
16
30
/
16
SKPK Kuantan
107
15
28
/
4
71
119
14
18
/
18
SKPK Kuala
Terengganu
SKPK Besut
45
7
15
/
19
SKPK Kelantan
113
14
29
/
20
93
13
26
/
21
SKPK Kota
Samarahan
SKPK Sibu
41
8
17
X
22
SKPK Miri
20
5
8
X
23
SKPK Kota
Kinabalu
TOTAL
70
12
27
/
1574
286
564
15
17
Source : Maklumat Pendidikan Khas (2005)
Table 5.5 : Statistic on Sekolah Menengah Pendidikan Khas (Pendengaran)
Year 2005
No.
1
School
No. of
No. of
No. of
Student
Class
Teacher
252
27
55
/
141
19
40
/
SMPKV Indahpura
45
5
30
/
TOTAL
438
51
125
3
SM Pendidikan
Hostel
Khas Vokasional,
Shah Alam
2
SMPK Persekutuan
P. Pinag
3
Source : Maklumat Pendidikan Khas (2005)
72
Table 5.6 : Statistic on secondary school student (hearing-impaired) at integration
school Year 2005
No.
State
No. of
No. of
No. of
No. of
School
Student
Teacher
Class
1
Perlis
1
11
3
2
2
Kedah
3
94
23
13
3
Penang
-
-
-
-
4
Perak
5
93
20
15
5
Selangor
10
88
19
13
6
WP Kuala Lumpur
5
114
23
18
7
Negeri Sembilan
1
62
11
7
8
Melaka
1
54
10
8
9
Johor
7
170
30
22
10
Pahang
3
57
10
9
11
Terengganu
1
86
12
10
12
Kelantan
1
69
12
8
13
Sarawak
3
81
23
15
14
Sabah
2
65
14
6
15
WP Labuan
-
-
-
-
43
1046
210
146
TOTAL
Source : Maklumat Pendidikan Khas( 2005)
73
Table 5.7 : Statistic on Program Pendidikan Khas Integrasi at Sekolah Menengah
Teknik Year 2005
No.
School
No. of Student
Form 4
Form 5
1
SMT Batu Pahat
9
9
2
SMT Kerian, Bagan Serai
6
0
3
SMT Langkawi
0
2
4
SMT Tanah Merah
3
8
5
SMT Keningau
18
0
36
19
TOTAL
Source : Maklumat Pendidikan Khas (2005)
Table 5.8 : Development on Special Education program (2001-2005)
Sek. Pendidikan Khas
(Hearing-impaired)
Primary
2001
2002
2003
2004
2005
23
23
23
23
23
2
2
2
3
3
25
25
25
26
26
1752
1713
1717
1589
1574
706
523
514
523
438
2258
2238
2231
2121
2012
School
Secondary
School
TOTAL
PROGRAM
Primary
School
Secondary
School
TOTAL
STUDENT
Source : Maklumat Pendidikan Khas (2005)
74
Table 5.9 : Development on Special Education Program (Integration) (2001-2005)
Special Education Program (Integration)
(Hearing-impaired)
Primary
2001
2002
2003
2004
2005
28
41
34
40
34
26
39
39
37
43
54
80
73
67
77
594
448
429
616
636
917
965
940
1008
1046
1511
1413
1369
1424
1682
School
Secondary
School
TOTAL
PROGRAM
Primary
School
Secondary
School
TOTAL
STUDENT
Source : Maklumat Pendidikan Khas (2005)
Table 5.10
OKU registered with JKM
Type of Disability
2003
2004
2005
Blindness
14,154
15,364
16,302
Hearing-Impaired
22,728
24,712
26,294
Body
45,356
51,090
56,738
Mind
49,340
0
0
Learning Problem
0
57,483
66,130
Cerebel Palsy
0
34
623
Others
1,077
1,934
4,368
TOTAL
132,655
150,617
170,455
Source : Jabatan Kebajikan Masyarakat Malaysia
75
5.4.2 Industry Analysis in Singapore
Media Corp reported that as at 31 March 2006, 5450 Singaporean registered
with Singapore Association for the Deaf (SADeaf) as a member. SADeaf estimates
that there maybe some 98,000 people who suffer from varying degrees of hearing
loss. In addition, base on the statistic that 6 out of every 1000 born in Singapore
have a degree of hearing loss, almost 20,000 Singaporeans may have hearing loss,
based on Singapore’s population in 2005.
In Singapore, the education of children with disabilities is provided in
Special Education (SPED) school. As at January 2004, there are 20 SPED schools
run by Voluntary Welfare Organization (VWOs). Hearing impaired pupil who
communicate using sign language can opt to attend one of 2 designated secondary
school;
i. Boon Lay Secondary School
ii. Balestier Hill Secondary School
5.4.3 Industry Analysis in Indonesia
The UN reports that there are about 24 public special school for children
with disabilities, the intellectually disabled, physically disable, hearing impaired and
the multiply disable. Also, there are over 700 special school managed by NGOs.
Figure 5.1 show a chart on the percentage of disability people in Indonesia on 2000.
76
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s
i
c
a
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i
s
a
i
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i
t
y
b
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t
V
i
s
u
a
l
I
m
p
a
i
r
m
m
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e
n
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t
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e
a
r
i
n
g
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m
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a
i
r
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O
v
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y
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a
t
r
i
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n
e
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l
l
e
c
t
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a
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D
i
t
y
a
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I
l
s
%
i
l
i
t
y
i
s
a
Figure 5.1 : Indonesia’s specific data on disability on 2000
ntre Bureau 2001, Jakarta
Source : Statistic Centre
Intellectual Disability
1
9
0
45-64 Years
4
1
9
3
Visual Impairment
Hearing Impairment
0
4
1
2
7
5
1
4
7
8
2
0
6
25-44 Years
2
2
0
5
1
1
5
3
9
15-24 Years
3
5
2
7
8
1
5
3
5-14 Years
2
2
6
2
3
2
1
6
5
9
9
1
6
3
3
9
1-4 Years
Under 1 Year
5
8
5
4
4
1
7
4
7
4
3
Figure 5.2 : Number of disabilities person based on age.
Source : Yayasan Bina Swadaya (2001), The Country Profile on Person with Disabilities
2
9
1
3
77
In Brunei, the Special Education Unit was established in this year and in
other countries the issue was given more attention in policy development and
implementation at this time. Brunei also began development of special education
programs for teacher training in 1994.
In Brunei, the main educational providers are the government and NGOs,
though their efforts are, in general, closely coordinated in terms of which services
are offered to which groups. Some children may attend both NGO programs and
formal schooling. The government is the main provider of formal schooling to
children with disabilities with the NGO providers helping with non-formal programs
children with high-support needs, children with autism and vocational training for
older children with disabilities.
5.4.4 Industry Trends
In future, e-learning will be widely implemented in Malaysia. Therefore, we
at Vivid Splendour already prepare for the merging of technology in education,
especially in special education. For the time being we cater for the primary school.
Therefore our customer comes from education sector. However, we already plan to
widen our target customer. In the future, we target to cater all segmentation in the
special education sector from primary school to secondary school.
78
5.4.5 Industry Size
The industry is not just in Malaysia, but it can be expand to other country
that using Bahasa Melayu in communication, such as Brunei, Singapore and
Indonesia. Vivid Splendour aim at least 0.025% of total population in Malaysia, as
a target market.
While in Singapore, there are about 20,000 people who are having varying
degree of haring loss with about 20special education school run by Voluntary
Welfare Organization.
While in Brunei, the national database is only in development stages.
However, records are not regularly collated or shared. As reported by UNESCO
Bangkok-AIMS Project on 5 June 2005, there are 1,947 registered children with
disabilities. Nevertheless, only 1285 registered persons accounted for through these
centers.
Table 5.11 : Brunei’s Special Program for disabilities
Centre
Member registered
Association of the Blind
45
KACA (an NGO which serve for
357
Cerebral palsy, hearing disorders and
autism)
PAPDA (the association of physically
253
disabled persons)
SMARTER (the group of parents of
49
children with autism)
Special Education Unit
363
Other regional centers
167
Pusat Ehsan
51
Source : UNESCO Bangkok-AIMS Project (2005)
79
5.4.6 Industry Forecasts
Industry Forecast
50000
No. of Deaf
40000
30000
20000
10000
0
2006
2007
2008
2009
2010
2011
Year
Number of Deaf
User
Figure 5.3 : Industry Forecast
From Figure 5.1, show number of Deaf people and the potential user of sign
language product. As we can see there are growing revenue allowing for positive
income. This situation is affected by increasing number of Deaf people and
consumer needs regarding the application also increasing. According to Jabatan
Kebajikan Masyarakat, statistic of the deaf people is increase by 8% per year,
therefore on figure 5.3 is Vivid Splendour projection on i-KOD user.
On the year 2006, i-KOD is still new to the market. Although from the
survey, there are infrastructures to proceed with interactive learning, but the user
itself is not familiar yet with the new learning method. They comfort with current
learning method. However, the situations change by year 2007. User started to use
the product and school infrastructure is much better. i-KOD will be widely use on
the next year. Main factor was transformation from CD as a medium to mobile
application.
80
We at Vivid Splendour believe that mobile application will cater more users
on sign language product. Instead of dictionary for the Deaf, Vivid Splendour will
extend our product to another learning product for the hearing-impaired, such as
English, Math and Science for the Deaf.
5.4.7 Competitor Analysis
Competitor 1 : http://www.epekak.net.my
Epekak actually developed by Malaysian Deaf Foundation to help deaf
society explore on information technology field. However, Epekak can be a direct
competitor to i-KOD. They also produce a CD on learning sign language. But,
Epekak target customer is deaf society, while my focus group is for education sector.
Epekak also published their own book on Malaysian Sign Language to deaf society.
Even they also used talent as a presenter; the website is not update regularly.
Because of that, the database is not dynamic.
Competitor 2 : http://www.geocities.com/mysignlanguage.htm
This website is indirect competitor to i-KOD. This website focused on Deaf
Sign Language in English, Chinese and Malay. Also, there is no business intention
in this website. And, the database of sign language for this website is approximately
500 words. They present the sign language with black and white line drawings of
sign language (see Figure 2.9).
81
These two products is different from i-KOD in term of functionality of the
system. i-KOD enable user to search the words by type it or choose it from the
categories list or select from the selected sentences. While these two products only
allowed user to choose from index.
The important point is, i-KOD is purposely developed for Kod Tangan
Bahasa Melayu, which is a medium to teach Bahasa Melayu at special school.
5.4.8 Competitive Strategy
As an emergent in this industry, our approach is pursuing the emerging of
opportunities. Result from our research shows that there are less learning aid
products for special primary school. Therefore Vivid Splendour comes with i-KOD.
i-KOD is focusing for special primary school. It will help teachers in leading and
education process. By using multimedia element it is easier for the students to
understand what they learn. Teacher can control the presentation by using Windows
Media Player control panel.
5.5
Marketing Plan
For marketing plan, firstly, Vivid Splendour will approach Kementerian
Pendidikan Khas Malaysia, to use i-KOD for education and learning process in
primary school with special education in hearing-impaired. We also approach
Jabatan Kebajikan Masyarat Malaysia to channel i-KOD to parents who have
82
hearing-impaired child in their family. Therefore, we will do a road show to
introduce i-KOD to our target customer.
Promotion is doing by put pamphlets and brochures at shopping complex,
hospitals and libraries. Our next stage is to approach the medical care-givers
working with doctors or in hospitals, also pre-professionals or professionals in
Speech-Language Pathology, Audiology, and Special Education.
Last but not least is to approach sign language learners and peers or
playmates of hearing-impaired children. As said by Jean Piaget, who is a Swiss
psychologist remembered for his studies of cognitive development in children said
play is a child’s work.
5.5.1 Pricing strategy
The main objective of i-KOD development is to enable parent and family who have
hearing-impaired to learn the sign language in very convenient way. Not just that,
we are also concern about our product price. Because of our target market is so
niche and focus to special education sector, we will sell our product by license per
head basis.
However, we also appoint our sales agent to sell i-KOD, such as in book stores,
libraries, hospitals and etc. Each i-KOD will be selling at RM25.00 per unit.
83
5.5.2 Promotion and Distribution
We are using several types of media as tools of promotion. For kick-start we use
printed material such as news paper, magazine, poster and fliers as a medium of
promotion. We also will conduct a road show to promote i-KOD. Seminar and
special school is the best place to do road shows. We also will place our pamphlet
and brochure at any necessary place such as shopping malls, book stores, and
libraries to promote i-KOD as a general sales strategy. We also appoint a sales
agent to as our distribution channels. Bookstores, libraries, Persatuan Ibu bapa dan
Guru (PIBG) also a part of our distribution channels.
61
61
Table 5.13 : Vivid Splendour – 3 Years Profit and Loss
YEAR 1
127,157.27
YEAR 2
159,763.37
YEAR 3
217,107.12
ROB
72,000.00
5,500.00
5,952.00
360.00
6,000.00
600.00
0.00
360.00
2,400.00
200.00
72,000.00
5,500.00
5,952.00
360.00
6,000.00
600.00
0.00
360.00
2,400.00
100.00
72,000.00
5,500.00
5,952.00
360.00
6,000.00
600.00
0.00
360.00
2,400.00
100.00
SERVICE EXPENSES
Domain / Web Hosting
Software
Replication
0.00
7,784.27
12,716.45
15,976.34
21,710.71
MARKETING
Promotion
Insurance
10,000.00
2,000.00
10,000.00
2,000.00
10,000.00
2,000.00
2,000.00
2,000.00
2,000.00
DEPRECIATION
Computer Equipment
pc server
937.50
0.00
820.31
717.77
TOTAL EXPENSES
NET PROFIT
128,810.22
(1,652.95)
124,068.65
35,694.72
129,700.49
87,406.64
SALES
(COST)
MANAGEMENT EXPENSES
Salary
Allowance
KWSP & SOCSO
Office equipment
Contingency
rental -office
rental-webhosting
Streamyx / Fax
Transportation
Loan Interest
62
Table : 5.14 : Vivid Splendour – 3 Year Balance Sheet
Year 1
Year 2
Year 3
PC (Server)
6,562.50
0.00
5,742.19
0.00
5,024.41
0.00
TOTAL FIXED ASSET (NET)
6,562.50
5,742.19
5,024.41
23,984.55
52,499.59
132,624.00
150.00
0.00
2,000.00
150.00
150.00
2,000.00
2,000.00
26,134.55
54,649.59
134,774.00
FIXED ASSET
Computer Equipment
CURRENT ASSET
Cash
Office Deposit
web hosting
bank deposit
TOTAL CURRENT ASSET
(NET)
CURRENT LIABILITY
Creditor
0.00
NET CURRENT ASSET
32,697.05
60,391.77
139,798.41
LONG TIME LIABILITY
MARA’s Loan
32,000.00
24,000.00
16,000.00
697.05
36,391.77
123,798.41
2,350.00
0.00
(1,652.95)
2,350.00
(1,652.95)
35,694.72
2,350.00
34,041.77
87,406.64
697.05
36,391.77
123,798.41
TOTAL NET ASSET
OWNER EQUITY
CAPITAL
Accumulative Profit
(+) NET PROFIT
TOTAL OWNER EQUITY
63
Table : 5.15 : Sales Forecast
Month
Year 1
Sales
(RM)
Year 2
Sales
(Unit)
Sales
(RM)
Year 3
Sales
(Unit)
Sales
(RM)
Sales
(Unit)
1
1,432.80
72
7,744.88
387.24
12,136.72
606.84
2
3,496.03
175
8,472.90
423.64
12,986.29
649.31
3
4,265.16
213
9,269.35
463.47
13,895.33
694.77
4
5
5,203.49
6,348.26
260
317
10,140.67
11,093.89
507.03
554.69
14,868.00
15,908.76
743.40
795.44
6
7,744.88
387
12,136.72
606.84
17,022.38
851.12
7
8
9,448.75
11,527.48
472
576
13,277.57
14,525.66
663.88
726.28
18,213.94
19,488.92
910.70
974.45
9
14,063.53
703
15,891.08
794.55
20,853.14
1,042.66
10
17,157.50
858
17,384.84
869.24
22,312.86
1,115.64
11
12
20,932.15
25,537.23
1,047
1,277
19,019.01
20,806.80
950.95
1,040.34
23,874.77
25,546.00
1,193.74
1,277.30
TOTAL
127,157.27
6,358
159,763.37
7,988
217,107.12
10,855
$
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0
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64
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(
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Figure 5.6 : Profit and Loss Graph
T
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65
5.7
Assessment of risk
5.7.1 SWOT Analysis
Table 5.16 : SWOT Analysis
STRENGTH
WEAKNESS
Different from other competitor’s
Vocabulary of sign language is limited
product in term of functionality and
because of certain limitation.
features.
Not much function compare to overseas
Focus on Kod Tangan Bahasa Melayu
products.
which is used by Deaf student in
Developer do not competent in sign
communication.
language
Sign language is stored in dynamic
database.
Ease of use and user friendly.
OPPORTUNITY
THREAT
First sign language software develops for Do not have expertise on sign language
Kod Tangan Bahasa Melayu.
Education sector for the Deaf is
increasing at 8 percent each year.
Can be use to support conventional
method of education and learning for
special primary school for hearingimpaired.
Need to learn on pedagogy for the Deaf
66
5.8
Long-Term Development & Exit Plan
5.8.1 Goals
i. To study about Kod Tangan Bahasa Melayu
ii. To make a data collection about Kod Tangan Bahasa Melayu
iii. To develop a centralized database about Kod Tangan Bahasa Melayu
iv. To develop a prototype of product
v. To have a user testing on product to make sure the product match with user
requirement
5.8.2 Strategies
In the next 2 years, Vivid Splendour will extend our product. Our target
market stills the same. But we approach the wider segmentation. We propose to
develop an interactive learning CD for the hearing-impaired student. As they now
are using the same material as the normal student, we are trying to produce a special
material for the hearing-impaired student to learn by using the interactive learning.
However, as the technology emerge, we consider to use mobile application
as a medium instead of CD. Perhaps, by the time, PDA is a common gadget as hand
phone now.
67
5.8.3 Milestones
In drafting the project schedule, the researcher has chosen Microsoft Project
2003 for designing the project schedule. Microsoft Project 2003 is software
essential for project managers. It helps a project manager to stay on schedule and
also on budget. Furthermore, when developing software systems, understanding and
exploiting infrastructure services and other existing resources can be at least half the
battle. It is important that people working on a project discover early in its lifecycle
what its dependencies are, what services and resources are available, and how to use
them appropriately.
Briefly, the project is started on July 2006. Until October 2006, we have
done the Project Overview, Literature Review, Methodology and Initial Findings.
While for the Business Plan section also done excluding Financial Plan. By
November, we will start our product development process. A full detail on the
schedule can be found in Appendix A.
5.8.3 Risk Evaluation
i-KOD is a CD-based product. Therefore, there are possibly several problem
will occurs.
i. Virus issue
We will ensure i-KOD is free from any virus. Before distribute our system, we
will conduct an evaluation process to check availability of our product.
68
ii. Pirate issue
Vivid Splendour cannot control about piracy issue. To secure our market, we
only release our patch to the end customer after their payment is clear. Vivid
Splendour will contact them by email and each user will give a unique serial
number to enable them to update patch for their software.
5.8.5 Exit Plan
From Gantt Chart (Appendix A), shows that the development process will
complete on June 2007. Therefore, we aspect at the end of June 2007 our product
will be ready to market. Vivid Splendour currently developing the i-KOD. This is
to show our commitments on this product and our objective and passionate to help
our special community. By involved with this project we also carry out with our
social responsibility.
5.9
Chapter Summary
This chapter define the whole business plan for i-KOD. This business plan
will be a manual for Vivid Splendour to make sure i-KOD will be able to penetrate
market and able to get a growing revenue allowing for positive income. Therefore,
the strategy to market i-KOD will be review and evaluate from time to time to
ensure the availability of product.
CHAPTER 6
CONCLUSION
6.1
Achievements
This project is based on the study held by the researcher. For the time-being,
user requirement are collected through survey and interview. Researcher conducted
survey to collect information from parents and hearing-impaired student. Interview
is to collect information and get some idea from teachers. From the interview, we
share information about hearing-impaired student and their behavior.
From the study that has been done, researcher already identified all the
technique, tools and technology that will be use for system development. After 5
month of conducting research for this project, the researcher manages to collect and
prepare information for prototype development.
94
6.2
Constraints & Challenges
Major constrains in this project is for data collection especially for the video
clips. The video clips were collected in .avi format. However, by using Sony Vegas
7, researcher converts the file into .mpeg format. Therefore, researcher needs a big
size of memory to store all the data and video clips. Besides, researcher also needs
to prepare all the equipments to record and store all the sign language data.
For initial data collection, researcher needs to visit 3 special schools around
Johor Bahru. The special school was, SR. Pendidikan Khas Johor Bahru, SMK
Taman Sutera, Johor Bahru and SM Pendidikan Khas (V) Indahpura, Kulai.
However, cost and time constraint was key challenge to collect all the information
and do extra research related to the existing product in market.
6.3
Discussions & Recommendations
The aspiration to proceed with this project is to develop a learning method
for hearing-impaired student with more interactive and interesting way. It also will
help the hearing-impaired student to communicate with their teachers, friends and
family. Besides, our objectives are to create a database that collect and stored the
Kod Tangan Bahasa Melayu in digital format and dynamic database. This is
because sign language keeps on expanding and changes through time. Therefore,
we need to documentation the sign language in the dynamic forms.
Currently, researcher implements mastering learning in i-KOD. Later in the
future, researcher plan to add an additive learning feature as an enhancement. This
feature is to give value added to the product.
95
REFERENCES
Baker, Mona (1994). In Other Words. A Coursebook on Translation, Routledge,
p. 54.
Baker, P.G., (1994). Designing Interactive Learning. In T. Jong & L. Sarti,
Design and Production of Multimedia and Simulation-based Training.
Netherlands: Kluwer Academic Publishers.
Bosco, J., (1986). An Analysis of Evaluations of Interactive Video, Educational
Technology, 26(5), 7-17.
Briggs, L.J., (1970). Handbook of Procedures for the Design of Instruction,
Pittsburgh: American Institutes for Research.
Country Profile Study on Persons with Disabilities (2001).
Swadaya – JICA.
Yayasan Bina
Craig Larman (2002). Applying UML and Patterns : An introduction to objectoriented analysis and design the unified process (2nd Edition), Prentice Hall
PTR.
Dalton, D.W., (1986). How Effective is Interactive Video in Improving
Performance and Attitude? Educational Technology, 26(5), 27-29.
Fletcher, J.D., (1990). Effectiveness and Cost of Interactive Videodisc
Instruction in Defense Training and Education, [IDA Paper P-2372]
Alexandria, VA: Institute for Defense Analyses.
Harwell, R, Aslaksen, E, Hooks, I, Mengot, R, Ptack, K (1993). "What is a
requirement?", Proc. 3rd Ann. Intl Symp. Natl Council Systems Eng,.
Jeffery L. Whitten (2000). System Analysis and Design Method. 5th Edition.
Prentice Hall, International, Inc.
96
Klima, Edward S.; & Bellugi, Ursula (1979). The signs of language. Cambridge,
MA: Harvard University Press.
Komunikasi Seluruh Bahasa Malaysia Kod Tangan (1985). Dewan Bahasa dan
Pustaka.
Maher, L., (1988). Hands-on Verification of Mechanics Training, A Cost
Effectiveness Study of Videodisc Simulation, Sacramento: California
Department of Consumer Affairs, Bureau of Automotive Repair.
Malaysian Sign Language (2000). Malaysian Federation of the Deaf, Kuala
Lumpur.
Mehrabian, Albert. (1972). Nonverbal communication. Chicago: Aldine
Atherton.
Mohamed , R , (2002). Language for the Deaf child and family unity, Dewan
Bahasa, p36 – 38.
Snyder. C, (2003). How effective is paper prototyping?
The American Heritage® Dictionary of the English Language, Fourth Edition
Copyright © (2004). 2000 by Houghton Mifflin Company. Published by
Houghton Mifflin Company.
The Columbia Electronic Encyclopedia, Sixth Edition Copyright © (2003).
Columbia University Press. Licensed from Columbia University Press.
References from internet
Title : How effective is paper prototyping
Url : http://www.onclipevent.com/archives/enterfrape/000079
Date Accessed : September 7, 2006
Title : Innovations for the hearing-impaired
Url : http://inventors.about.com/library/inventors/bltty.htm
Date Accessed : September 4, 2006
97
Title : Manually Coded Language
Url : http://www.answer.com/manually-coded
Date Accessed : September 3, 2006
Title : Popularity of Sign Language
Url : http://deafness.about.com/mbiopage.htm
Date Accessed : September 10, 2006
Title : What is finger spell
Url : http://www.waterfallrainbows.co.um/learningsignlanguage
Date Accessed : September 2, 2006
APPENDIX A
GANTT CHART
ID
Task Name
Duration
Start
Finish
S
1
Project 2
81 days?
Mon 1/1/07
Fri 4/20/07
Wed 1/3/07
2
Install Software
3 days?
Mon 1/1/07
3
Configure Software
5 days?
Thu 1/4/07
Tue 1/9/07
4
Info Gathering
24 days?
Wed 1/10/07
Mon 2/12/07
5
Project Development
47 days?
Thu 1/11/07
Fri 3/16/07
6
Alpha Testing
2 days?
Mon 2/12/07
Tue 2/13/07
7
Software Review
1 day?
Mon 2/19/07
Mon 2/19/07
8
Beta Testing
2 days?
Tue 2/20/07
Wed 2/21/07
Fri 2/23/07
9
Potential User Acceptance Testing
10
Report Writing
11
Interim
12
Submit Report to Supervisor
13
Correction
14
Project Presentation
15
Correction
16
Submit Draft Report
17
Correction
18
Final Presentation
19
Correction
20
21
Project: Project2
Date: Thu 4/19/07
1 day?
Fri 2/23/07
10 days?
Mon 2/26/07
Fri 3/9/07
1 day?
Thu 3/8/07
Thu 3/8/07
2 days?
Fri 3/9/07
Mon 3/12/07
4 days?
Wed 3/14/07
Mon 3/19/07
1 day?
Wed 3/21/07
Wed 3/21/07
6 days?
Mon 3/26/07
Mon 4/2/07
1 day?
Tue 4/3/07
Tue 4/3/07
4 days?
Wed 4/4/07
Mon 4/9/07
1 day?
Tue 4/10/07
Tue 4/10/07
5 days?
Fri 4/13/07
Thu 4/19/07
Submit Correction
1 day?
Thu 4/19/07
Thu 4/19/07
Submit Hard Binding Thesis
1 day?
Fri 4/20/07
Fri 4/20/07
Dec 31, '06
S M T
W
T
F
S
Jan 7, '07
S M T
Task
Milestone
External Tasks
Split
Summary
External Milestone
Progress
Project Summary
Deadline
Page 1
W
T
F
S
Jan 14, '07
S M T
W
T
F
S
Jan 21, '07
S M T
W
T
F
S
ID
1
Task Name
Duration
Project 2
Start
Finish
81 days?
Mon 1/1/07
Fri 4/20/07
3 days?
Mon 1/1/07
Wed 1/3/07
2
Install Software
3
Configure Software
5 days?
Thu 1/4/07
Tue 1/9/07
4
Info Gathering
24 days?
Wed 1/10/07
Mon 2/12/07
5
Project Development
47 days?
Thu 1/11/07
Fri 3/16/07
6
Alpha Testing
2 days?
Mon 2/12/07
Tue 2/13/07
7
Software Review
1 day?
Mon 2/19/07
Mon 2/19/07
8
Beta Testing
2 days?
Tue 2/20/07
Wed 2/21/07
Fri 2/23/07
9
Potential User Acceptance Testing
10
Report Writing
11
Interim
12
Submit Report to Supervisor
13
Correction
14
Project Presentation
15
Correction
16
Submit Draft Report
17
Correction
18
Final Presentation
19
Correction
20
21
Project: Project2
Date: Thu 4/19/07
1 day?
Fri 2/23/07
10 days?
Mon 2/26/07
Fri 3/9/07
1 day?
Thu 3/8/07
Thu 3/8/07
2 days?
Fri 3/9/07
Mon 3/12/07
4 days?
Wed 3/14/07
Mon 3/19/07
1 day?
Wed 3/21/07
Wed 3/21/07
6 days?
Mon 3/26/07
Mon 4/2/07
1 day?
Tue 4/3/07
Tue 4/3/07
4 days?
Wed 4/4/07
Mon 4/9/07
1 day?
Tue 4/10/07
Tue 4/10/07
5 days?
Fri 4/13/07
Thu 4/19/07
Submit Correction
1 day?
Thu 4/19/07
Thu 4/19/07
Submit Hard Binding Thesis
1 day?
Fri 4/20/07
Fri 4/20/07
Jan 28, '07
S M T
W
T
F
S
Feb 4, '07
S M T
Task
Milestone
External Tasks
Split
Summary
External Milestone
Progress
Project Summary
Deadline
Page 2
W
T
F
S
Feb 11, '07
S M T
W
T
F
S
Feb 18, '07
S M T
W
T
F
S
Feb
S
ID
1
Task Name
Duration
Project 2
Start
Finish
81 days?
Mon 1/1/07
Fri 4/20/07
3 days?
Mon 1/1/07
Wed 1/3/07
2
Install Software
3
Configure Software
5 days?
Thu 1/4/07
Tue 1/9/07
4
Info Gathering
24 days?
Wed 1/10/07
Mon 2/12/07
5
Project Development
47 days?
Thu 1/11/07
Fri 3/16/07
6
Alpha Testing
2 days?
Mon 2/12/07
Tue 2/13/07
7
Software Review
1 day?
Mon 2/19/07
Mon 2/19/07
8
Beta Testing
2 days?
Tue 2/20/07
Wed 2/21/07
Fri 2/23/07
9
Potential User Acceptance Testing
10
Report Writing
11
Interim
12
Submit Report to Supervisor
13
Correction
14
Project Presentation
15
Correction
16
Submit Draft Report
17
Correction
18
Final Presentation
19
Correction
20
21
Project: Project2
Date: Thu 4/19/07
1 day?
Fri 2/23/07
10 days?
Mon 2/26/07
Fri 3/9/07
1 day?
Thu 3/8/07
Thu 3/8/07
2 days?
Fri 3/9/07
Mon 3/12/07
4 days?
Wed 3/14/07
Mon 3/19/07
1 day?
Wed 3/21/07
Wed 3/21/07
6 days?
Mon 3/26/07
Mon 4/2/07
1 day?
Tue 4/3/07
Tue 4/3/07
4 days?
Wed 4/4/07
Mon 4/9/07
1 day?
Tue 4/10/07
Tue 4/10/07
5 days?
Fri 4/13/07
Thu 4/19/07
Submit Correction
1 day?
Thu 4/19/07
Thu 4/19/07
Submit Hard Binding Thesis
1 day?
Fri 4/20/07
Fri 4/20/07
25, '07
M T
W
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F
S
Mar 4, '07
S M T
Task
Milestone
External Tasks
Split
Summary
External Milestone
Progress
Project Summary
Deadline
Page 3
W
T
F
S
Mar 11, '07
S M T
W
T
F
S
Mar 18, '07
S M T
W
T
F
S
Mar 25,
S M
ID
1
Task Name
Duration
Project 2
Start
Finish
81 days?
Mon 1/1/07
Fri 4/20/07
3 days?
Mon 1/1/07
Wed 1/3/07
2
Install Software
3
Configure Software
5 days?
Thu 1/4/07
Tue 1/9/07
4
Info Gathering
24 days?
Wed 1/10/07
Mon 2/12/07
5
Project Development
47 days?
Thu 1/11/07
Fri 3/16/07
6
Alpha Testing
2 days?
Mon 2/12/07
Tue 2/13/07
7
Software Review
1 day?
Mon 2/19/07
Mon 2/19/07
8
Beta Testing
2 days?
Tue 2/20/07
Wed 2/21/07
Fri 2/23/07
9
Potential User Acceptance Testing
10
Report Writing
11
Interim
12
Submit Report to Supervisor
13
Correction
14
Project Presentation
15
Correction
16
Submit Draft Report
17
Correction
18
Final Presentation
19
Correction
20
21
Project: Project2
Date: Thu 4/19/07
1 day?
Fri 2/23/07
10 days?
Mon 2/26/07
Fri 3/9/07
1 day?
Thu 3/8/07
Thu 3/8/07
2 days?
Fri 3/9/07
Mon 3/12/07
4 days?
Wed 3/14/07
Mon 3/19/07
1 day?
Wed 3/21/07
Wed 3/21/07
6 days?
Mon 3/26/07
Mon 4/2/07
1 day?
Tue 4/3/07
Tue 4/3/07
4 days?
Wed 4/4/07
Mon 4/9/07
1 day?
Tue 4/10/07
Tue 4/10/07
5 days?
Fri 4/13/07
Thu 4/19/07
Submit Correction
1 day?
Thu 4/19/07
Thu 4/19/07
Submit Hard Binding Thesis
1 day?
Fri 4/20/07
Fri 4/20/07
07
T
W
T
F
S
Apr 1, '07
S M T
W
Task
Milestone
External Tasks
Split
Summary
External Milestone
Progress
Project Summary
Deadline
Page 4
T
F
S
Apr 8, '07
S M T
W
T
F
S
Apr 15, '07
S M T
W
T
F
S
Apr 22, '07
S M T
APPENDIX B
INTERPRETER’S PROFILE
104
TEACHER’S PROFILE
Name
: Cik Siti Norbiha bt. Mohd. Safie
Age
: 24 years old
Date of Birth
: 21 Dec 83
Post
: Teacher
Sekolah Rendah Pendidikan Khas Johor Bahru
Education
: 1 - Diploma Perguruan Pendidikan Khas
Maktab Perguruan Ilmu Khas, Kuala Lumpur(2004)
2 - Sijil Penterjemahan Bahasa Isyarat
Lembaga Peperiksaan Malaysia, 2006
Option
: English
Tel. No.
: 07-5566281
APPENDIX C
HEAD MISTRESS’S PROFILE
106
HEAD MISTRESS’S PROFILE
Name
: Puan Norihan Bt. Ahmad
Age
: 51 years old
Date of Birth
: 30-04-1955
Post
: Headmistress
Sekolah Rendah Pendidikan Khas Johor Bahru
Education
: SMK (P) Sultan Ibrahim (1974)
Maktab Perguruan Perempuan Melayu, Melaka (1977)
Experiences
: SM Munshi Ibrahim, Bt. 21 (1978 - 1982)
SMK Majidi Baru, JB (1983 - 1995)
SRPK JB (Dec 1995 - now)
Option
: ERT, English, Art
Tel. No.
: 07-5566281
APPENDIX D
INTERVIEW : QUESTIONS AND ANSWERS
108
We conducted our research by using qualitative method. Sekolah
Kebangsaan Pendidikan Khas Johor Bahru has been chosen to be our case study
sample.
By using qualitative method, there are 3 ways to conduct a research.
i.
Observation
ii.
Interview
iii.
Document Analysis
An interview session has been conducted with Head mistress Sekolah
Kebangsaan Pendidikan Khas, Johor Bahru. Puan Norihan Binti Ahmad. The
interview has been held on 15 November 2006 at Sekolah Kebangsaan Pendidikan
Khas Johor Bahru.
Follow is an interview questions and answers.
109
SURVEY QUESTIONS
SPECIAL EDUCATION SCHOOL (HEARING-IMPAIRED)
1. How the early education for hearing-impaired student was conducted?
The early education for hearing-impaired was conducted by using learning aid
method such as flash card, LCD and chart.
2. Can the hearing-impaired student receive the lesson? Is there any problem
raised?
Some of the students are to slow to absorb the lesson. The main factor is
because of student is to late expose to sign language. Problem rose when they
communicate with family by not using sign language, while at school they use
sign language to communicate with teacher and friends.
3. How was parent’s acceptance to current learning method?
Because of this school is boarding school, most of the parents just leaving the
responsibility and learning process to teacher at school.
4. Learning and education process at school was conducted by using KTMB, where
did the student learn to use BIM?
Yes, learning process in classes was conducted in KTBM. However, they also
learn Malaysian Sign Language from other sources.
5. Is there any problem due to different language is used in learning and education
process?
Yes, there are problems by using these languages. However, if they can’t find a
word in KTBM, they will use BIM in education and learning process.
6. Which one is more effective, KTBM or BIM?
110
For students, KTBM is more effective, because they used it in class. However,
for adult they prefer to use BIM. Nevertheless, BIM is effective in
communication.
7. Is there any problem exist between hearing-impaired child with their parents and
their community?
Yes, absolutely. Sometime problem occur when communication breakdown
between hearing-impaired child with their parents and community.
8. If YES, how schools help the parent to solve this problem?
School helps these parents by conduct a class for them. Besides, we also
promote them a sign language book, so that their child can practice with them at
home.
9. Is there any parents that take initiative to learn or take a sign language class?
Yes, however their percentage is not too much. As I said before, they just leave
their responsibility to school.
10. Do you think, interactive learning through CD will help hearing-impaired
student in learning process?
Yes, of course. Beside, before this we just use the same material as normal
student. However, they can’t absorb the lesson and give full attention. His is
because they cannot understand contains in the CD. As we know, they speak in
different language.
11. Does school have all the facilities to conduct an interactive learning?
Yes, we have computer / laptop and LCD projector. We also have a computer
lab. All we need now, only a learning aid that can help hearing-impaired
student in their education and learning process.
APPENDIX E
NEWSPAPER ARTICLES
112
113
114
115
116
UCAPAN BAJET TAHUN 2005
UCAPAN BAJET TAHUN 2007
117
118
119
120
APPENDIX F
USER ACCEPTANCE TEST
122
We conducted our research by using qualitative method. Sekolah
Kebangsaan Pendidikan Khas Johor Bahru has been chosen to be our case study
sample. By using qualitative method, there are 3 ways to conduct a research.
i.
Observation
Observation includes watching how teacher at the special school perform
their task to teach the hearing impaired students. Notes are taken on the
actions perform and interaction involved. Analysis exiting documents
will provide information on the procedure and flow of certain processes.
ii.
Interview
A few interview sessions had been conduct with some users in other real
world to have better understanding of their need toward the Translation
of Malay Text to Kod Tangan Bahasa Melayu can help them better.
iii.
Document Analysis
An experiment test has been conducted at Sekolah Kebangsaan
Pendidikan Khas Johor Bahru. There are 74 students from pre-school
until standard 3 involves in this testing phase. We randomly divided the
group into two groups. Group A contains 37 students which is using iKOD in their learning process, while Group B contains another 37
students which is using the ordinary method of learning.
From the experiment, we can obviously see that, Group A result is better
compare to Group B result. Below is the result from the test.
123
3
3
3
2
5
0
2
2
2
0
1
1
1
4
5
3
5
0
5
5
0
U
s
i
n
g
i
-
K
O
P
D
a
N
s
s
t
h
e
t
e
s
t
N
o
t
p
o
a
t
s
u
s
t
s
h
i
n
e
g
t
i
e
-
s
K
O
D
t
Figure : Result from experimental test
From the generated graph, we can see that 86.5 percent of students which is
using i-KOD
KOD pass the test that given after their learning session. While only 35.13
percent of student from Group B, which is using the ordinary learning method pass
the test. As mention earlier, the group is separate in random, means that in each
group consist of students from pre
pre-school until standard 3 students.
5 students from Group A which is did not pass the test comes from prepre
schools class. All of them are not familiar yet with sign language and hand
movement. While 24 students in Group B, which is using ordinary learning method,
did not pass the test. . Firstly, all the students will be teach on selected topic, Group
A conducted by using i--KOD
KOD as a learning aids method, while Group B conducted
using ordinary learning method. After certain period, all the students are needed to
answer a set of question. Both group answered
answered the same set of question. Video
clips on sign language are projected in the classroom. Here, researcher includes a
sample set of question which is given to both groups of students to answer.
124
Soalan 1
A
B
C
PINTU
TINGKAP
KAMPUNG
A
B
C
TANDAS
KEBUN
LONGKANG
A
B
C
LACI
KOTAK
AKUARIUM
A
B
C
MEJA
SEKOLAH
KERUSI
A
B
C
BUKU
LOCENG
PEN
VIDEO :
PINTU
Soalan 2
VIDEO :
KEBUN
Soalan 3
VIDEO :
AKUARIUM
Soalan 4
VIDEO :
KERUSI
Soalan 5
VIDEO :
PEN
125
Soalan 6
A
B
C
SATU RATUS
SATU
SEPULUH
A
B
C
TIGA
ENAM
SEMBILAN
A
B
C
DATUK
KELUARGA
ADIK
A
B
C
MERAH
KUNING
HIJAU
A
B
C
EKOR
KEPING
PELEPAH
VIDEO :
SEPULUH
Soalan 7
VIDEO :
ENAM
Soalan 8
VIDEO :
KELUARGA
Soalan 9
VIDEO :
HIJAU
Soalan 10
VIDEO :
PELEPAH
APPENDIX G
USE CASE
127
As-Is Process and Data Model
Usecase Diagram
Usecase diagram for As-is Process
128
Use Case Description
Use case 1
Function
Primary actor
Secondary actor
Goal
Pre-condition
Post condition
: Learning process
: Teachers teach sign language to their students by using
flash card and pictures as a learning aid.
: Teacher
: Student
: To enable student to understand sign language
: Teacher must have flash cards
: Student able to use sign language
Usecase Specification for Learning Process
Current Education
Process
Learning Process
Teacher
Student
Usecase Diagram for Learning Process
Main success scenario
1. Teachers must have learning aid to teach student.
2. Learning process done by teacher.
129
Use Case Description
Use case 2
Function
Primary actor
Secondary actor
Goal
Pre-condition
Post condition
: Exercise
: Student are given exercise to ensure they understand what
they have learnt
: Student
: Teacher
: To test student’s level of understanding
: Teacher prepare for the exercise
: Student able/unable to do the exercise
Usecase Specification for Exercise
Current Education
Process
Exercise
Teacher
Student
Usecase Diagram for Exercise
Main success scenario
1. Teacher prepare for the exercise.
2. Students do the exercise.
3. Students submit the exercise.
4. Teacher discusses answer with students.
130
To-Be Process and Data Model
Use Case Diagram
Usecase Diagram for To-Be Process
131
Use Case Description
Use case 1
Function
Primary actor
Secondary actor
Goal
Pre-condition
Post condition
:
:
:
:
:
:
:
Dictionary
User enter dictionary module
Users
To be a learning tools for users
User need to run i-KOD software
User are able to understand sign language (Kod Tangan
Bahasa Melayu)
Usecase Specification for Dictionary
Diagram for Dictionary
Main success scenario
1. User run i-KOD
2. User enters text in the input box.
3. User click on “play” button at Windows Media Player control panel
4. Software will display sign language and picture.
5. User clicks on image to play sound / pronunciation of the object.
6. user repeat step 2.
132
Alternate scenarios
1. User run i-KOD
2.
a) User choose from category list.
3. User click on “play” button at Windows Media Player control panel
4. Software will display sign language and picture.
5. User clicks on image to play sound / pronunciation of the object.
6. User repeat step 2.
7. User exit Dictionary module
133
Use Case Description
Use case 2
Function
Primary actor
Secondary actor
Goal
Pre-condition
Post condition
: Quiz
: User can take a quiz to ensure they understand what they
have learnt
: Users
: : To test users’ level of understanding
: User prepare for the exercise
: User can preview their score if their score is in 20 best
result
Usecase Specification for Exercise
Usecase Diagram for Quiz
Main success scenario
1. User enter quiz module.
2. User choose quiz to play
3. User choose the category of word
4. User click on “MULA” button
5. User click on “PLAY” button at Windows Media Player to play the video clip
6. User answer the question
7. User click on “SETERUSNYA” button for next question
134
8. User repeat step 5, until all the question answered
9. User will be prompt to enter their name
10. User will be displayed with their score
11. User exit from Quiz module
135
Use Case Description
Use case 3
Function
Primary actor
Secondary actor
Goal
Pre-condition
Post condition
:
:
:
:
:
:
:
Patch
Enable user to get update patch
User
Researcher
To enable user to update their update patch file
Researcher upload update patch file
User download update patch file
Usecase Specification for Report
Usecase Diagram for Update Patch
136
Main success scenario
1. User click on Update Patch button
2. User enter serial code provided by researcher
3. User browse for MSL_Update.mdb file
4. User click on Update button, database were updating
5. User click on Close button, after finish update
APPENDIX H
ACTIVITY DIAGRAM
138
ACTIVITY DIAGRAM
Activity Diagram for Dictionary
139
Activity Diagram for Quiz
140
Activity Diagram for Update Patch
APPENDIX I
CODING
142
A part of coding for i-KOD main interface.
Attribute VB_Name = "frmMain"
Attribute VB_GlobalNameSpace = False
Attribute VB_Creatable = False
Attribute VB_PredeclaredId = True
Attribute VB_Exposed = False
'Dim cn As ADODB.Connection
Dim rs As ADODB.Recordset
Dim Flag As Boolean
Private Sub cmbCategory_Change()
Call cmbCategory_Click
End Sub
Private Sub cmbCategory_Click()
Dim strSQL As String
lblWordDisplay.Caption = ""
lblSentenceDisplay.Caption = ""
listSentences.Clear
imgWord.Picture = LoadPicture()
'Clear the picturebox.
'
recNoVideo.Visible = True
'Cover the video screen with
the rectangle.
MediaPlayer1.AllowChangeDisplaySize = False
MediaPlayer1.FileName = ""
'Clear the video.
MediaPlayer2.FileName = ""
'Clear the audio.
lblWordAudio.Visible = False
If cmbCategory.Text = "Semua" Then
strSQL = "Select Word FROM Dictionary ORDER BY Word"
ElseIf cmbCategory.Text = "" Then
strSQL = "Select Word FROM Dictionary WHERE Category IS NULL
ORDER BY Word"
Else
strSQL = "Select Word FROM Dictionary WHERE Category = '" &
cmbCategory.Text & "' ORDER BY Word"
End If
Call Me.ListingWords(listWord, strSQL)
End Sub
Private Sub cmdAddPicture_Click()
dlgPicture.Flags = cdlOFNFileMustExist Or _
cdlOFNHideReadOnly Or _
cdlOFNExplorer
dlgPicture.CancelError = True
dlgPicture.Filter = "Graphics Files|*.bmp;*.ico;*.jpg;*.gif"
On Error Resume Next
dlgPicture.ShowOpen
If Err.Number = cdlCancel Then
Exit Sub
ElseIf Err.Number <> 0 Then
143
MsgBox "Error " & Format$(Err.Number) & " selecting file." &
vbCrLf & Err.Description
Exit Sub
End If
lblWordDisplay.Caption = UCase(txtWord.Text)
imgWord.Picture = LoadPicture(dlgPicture.FileName)
cmdSavePicture.Enabled = True
End Sub
Private Sub cmdAddSentences_Click()
If listSentences.ListIndex >= 0 Then
listSentences.Selected(listSentences.ListIndex) = False
End If
txtAddSentences.Text = ""
txtAddSentences.SetFocus
cmdUpdateSentences.Enabled = False
cmdDelSentences.Enabled = False
cmdAddVideo.Enabled = False
End Sub
Private Sub cmdAddVideo_Click()
dlgVideo.Flags = cdlOFNFileMustExist Or _
cdlOFNHideReadOnly Or _
cdlOFNExplorer
dlgVideo.CancelError = True
dlgVideo.Filter = "Video Files|*.avi"
On Error Resume Next
dlgVideo.ShowOpen
If Err.Number = cdlCancel Then
Exit Sub
ElseIf Err.Number <> 0 Then
MsgBox "Error " & Format$(Err.Number) & " selecting file." &
vbCrLf & Err.Description
Exit Sub
End If
'Set sentences for video.
lblSentenceDisplay.Caption = listSentences.Text
'Set Video.
MediaPlayer1.FileName = dlgVideo.FileName
recNoVideo.Visible = False
cmdSaveVideo.Enabled = True
End Sub
Private Sub cmdAddWord_Click()
Dim strSQL As String
144
If MsgBox("Pasti hendak tambah perkataan '" &
UCase(txtWord.Text) & "'?", vbYesNo) = vbYes Then
'
Set rs = New ADODB.Recordset
'
rs.Open "Dictionary", cn, adOpenKeyset, adLockOptimistic,
adCmdTable
'
'
rs.AddNew
'
rs!Word = UCase(txtWord.Text)
'
rs.UpdateBatch
'
'
rs.Close
'
'
'
'
'
If cmbCategory.Text = "" Then
MsgBox "Sila Pilih Kategori"
Flag = True
Exit Sub
End If
cn.Execute "insert into dictionary (Word) values ('" &
UCase(txtWord.Text) & "')"
strSQL = "Select Word FROM Dictionary WHERE Word LIKE '%" &
txtWord.Text & "%' ORDER BY Word"
Call Me.ListingWords(listWord, strSQL)
End If
End Sub
Private Sub cmdDelPicture_Click()
If MsgBox("Pasti hendak buang gambar '" & UCase(txtWord.Text) &
"'?", vbYesNo) = vbYes Then
cn.Execute "UPDATE Dictionary SET Picture = null WHERE Word
='" & txtWord.Text & "'"
cmdDelPicture.Enabled = False
lblWordDisplay.Caption = ""
'Clear the word for
imgWord.Picture = LoadPicture()
'Clear the picturebox.
picture.
End If
End Sub
Private Sub cmdDelSentences_Click()
Dim strSQL As String
If MsgBox("Pasti hendak buang ayat '" & listSentences.Text & "'
untuk perkataan '" & UCase(txtWord.Text) & "'?", vbYesNo) = vbYes
Then
cn.Execute "DELETE Sentences.* FROM Sentences WHERE Word ='"
& txtWord.Text & "' AND Sentences = '" & listSentences.Text & "'"
'Prepare SQL Statement to get list of sentences for the
selected word.
strSQL = "Select Sentences FROM Sentences WHERE Word = '" &
listWord.Text & "' ORDER BY Sentences"
''Calling sub Function ListingWords.
Call ListingWords(listSentences, strSQL)
145
txtAddSentences.Text = ""
cmdSaveSentences.Enabled = False
cmdUpdateSentences.Enabled = False
cmdDelSentences.Enabled = False
cmdAddVideo.Enabled = False
cmdSaveVideo.Enabled = False
cmdDelVideo.Enabled = False
End If
End Sub
Private Sub cmdDelVideo_Click()
If MsgBox("Pasti hendak buang video '" & listSentences.Text &
"'?", vbYesNo) = vbYes Then
cn.Execute "UPDATE Sentences SET VideoForSentences = null
WHERE Word ='" & txtWord.Text & "' and Sentences = '" &
listSentences.Text & "'"
lblSentenceDisplay.Caption = ""
recNoVideo.Visible = True
MediaPlayer1.AllowChangeDisplaySize = False
MediaPlayer1.FileName = "" 'Clear the video.
MediaPlayer1.AutoStart = False
'
cmdDelVideo.Enabled = False
End If
End Sub
Private Sub cmdSavePicture_Click()
If MsgBox("Pasti hendak letak/tukar gambar '" &
UCase(txtWord.Text) & "'?", vbYesNo) = vbYes Then
cn.Execute "UPDATE Dictionary SET Picture = '\PIC\" &
UCase(dlgPicture.FileTitle) & "' WHERE Word ='" & txtWord.Text & "'"
Set fs = CreateObject("Scripting.FileSystemObject")
fs.CopyFile dlgPicture.FileName, App.Path & "\PIC\" &
dlgPicture.FileTitle
cmdSavePicture.Enabled = False
cmdDelPicture.Enabled = True
End If
End Sub
Private Sub cmdSaveSentences_Click()
Dim strSQL As String
If cmdUpdateSentences.Enabled Then
cn.Execute "UPDATE Sentences SET Sentences = '" &
Trim(txtAddSentences.Text) & "' WHERE Word ='" & txtWord.Text & "'
AND Sentences = '" & listSentences.Text & "'"
GoTo Exit_Sub
End If
If MsgBox("Pasti hendak tambah ayat '" & txtAddSentences.Text &
"' untuk perkataan '" & UCase(txtWord.Text) & "'?", vbYesNo) = vbYes
Then
146
cn.Execute "insert into Sentences (Word,Sentences) values
('" & UCase(txtWord.Text) & "','" & txtAddSentences.Text & "')"
GoTo Exit_Sub
End If
Exit Sub
Exit_Sub:
'Prepare SQL Statement to get list of sentences for the selected
word.
strSQL = "Select Sentences FROM Sentences WHERE Word = '" &
listWord.Text & "' ORDER BY Sentences"
''Calling sub Function ListingWords.
Call ListingWords(listSentences, strSQL)
txtAddSentences.Text = ""
cmdSaveSentences.Enabled = False
cmdUpdateSentences.Enabled = False
cmdDelSentences.Enabled = False
cmdAddVideo.Enabled = False
cmdSaveVideo.Enabled = False
cmdDelVideo.Enabled = False
End Sub
Private Sub cmdSaveVideo_Click()
If MsgBox("Pasti hendak letak/tukar video untuk ayat '" &
listSentences.Text & "'?", vbYesNo) = vbYes Then
cn.Execute "UPDATE Sentences SET VideoForSentences =
'\VIDEO\" & UCase(dlgVideo.FileTitle) & "' WHERE Word ='" &
txtWord.Text & "' and Sentences = '" & listSentences.Text & "'"
Set fs = CreateObject("Scripting.FileSystemObject")
fs.CopyFile dlgVideo.FileName, App.Path & "\VIDEO\" &
dlgVideo.FileTitle
cmdSaveVideo.Enabled = False
'''cmdDelPicture.Enabled = True
End If
End Sub
Private Sub cmdUpdateSentences_Click()
txtAddSentences.Text = listSentences.Text
End Sub
Private Sub Form_Load()
Dim strSQL As String
'Me.Picture = LoadPicture(App.Path & "\icon\1800x1200bg.jpg")
'MsgBox App.Path
frmWord.Height = 6810
listWord.Height = 4935 - 300
lblWordCount.Top = listWord.Top + listWord.Height + 100
recNoVideo.Top = MediaPlayer1.Top
recNoVideo.Left = MediaPlayer1.Left
147
Set cn = New ADODB.Connection
' The ConnectionString contains the path of the database.
cn.ConnectionString = "Provider=Microsoft.Jet.OLEDB.4.0;Data
Source=" & App.Path & "\MSL.mdb;Jet OLEDB:Database Password=1"
cn.Open
Call txtWord_Change
strSQL = "Select Category FROM Dictionary GROUP BY Category
ORDER BY Category"
Call ListingWords(cmbCategory, strSQL)
cmbCategory.AddItem "Semua"
End Sub
148
A part of coding for i-KOD update patch.
Attribute VB_Name = "frmUpdateData"
Attribute VB_GlobalNameSpace = False
Attribute VB_Creatable = False
Attribute VB_PredeclaredId = True
Attribute VB_Exposed = False
Dim cn1 As ADODB.Connection ''connection for Update database.
Dim rs1 As ADODB.Recordset ''connection for Update recordset.
Dim rs2 As ADODB.Recordset ''connection for current recordset.
Private Sub cmdClose_Click()
Unload Me
End Sub
Private Sub cmdOK_Click()
Dim i As Integer
On Error GoTo Err_Handler
'
allDrives$ = Space$(64)
'
'
ret& = GetLogicalDriveStrings(Len(allDrives$), allDrives$)
'
'trim off any trailing spaces. AllDrives$
'
'now contains all the drive letters.
'
allDrives$ = Left$(allDrives$, ret&)
'
'
Do
'
'first check that there is a chr$(0) in the string
'
pos% = InStr(allDrives$, Chr$(0))
'
'if there's one, then...
'
'
If pos% Then
'
'extract the drive up to the chr$(0)
'
JustOneDrive$ = Left$(allDrives$, pos% - 1)
'
'
'and remove that from the Alldrives string,
'
'so it won't be checked again
'
allDrives$ = Mid$(allDrives$, pos% + 1,
Len(allDrives$))
'
'
'with the one drive, call the API to
'
'determine the drive type
'
DriveType& = GetDriveType(JustOneDrive$)
'
'check if it's what we want
'
'
If DriveType& = 5 Then 'then it is a CD Drive
'
'Print UCase$(JustOneDrive$) & " is a CD Drive"
'
If ("" & Dir(App.Path & "\Update\MSL_Update.mdb"))
<> "" Then
'
GoSub Find_Update_Files
'
End If
'
'Else
'
'
Print UCase$(JustOneDrive$) & " is NOT a CD Drive"
'
End If
'
'
End If
'
'
Loop Until allDrives$ = ""
149
'
Label1.Caption = "Status : File Update Tidak Ditemui."
If Trim(txtPwd.Text) = "" Then
MsgBox "Masukan Kod Pengaktifan.", vbCritical, "Update Patch
for i-Kod"
Exit Sub
End If
cmdClose.Enabled = False
Set fs = CreateObject("Scripting.FileSystemObject")
Set f = fs.OpenTextFile(App.Path & "\ST6UNST.LOG", 8,
TristateFalse)
GoSub Find_Update_Files
Exit Sub
Find_Update_Files:
Set cn1 = New ADODB.Connection
' The ConnectionString contains the path of the database.
cn1.ConnectionString = "Provider=Microsoft.Jet.OLEDB.4.0;Data
Source=" & dlgVideo.FileName & ";Jet OLEDB:Database Password=" &
txtPwd.Text
cn1.Open
sql1 = "SELECT Word, Category, Picture, Audio, Video FROM
Dictionary ORDER BY Word;"
Set rs1 = New ADODB.Recordset
rs1.Open sql1, cn1, adOpenStatic, , adCmdText
Do Until rs1.EOF
sql2 = "SELECT Word, Category, Picture, Audio, Video FROM
Dictionary WHERE Word = '" & rs1!Word & "' AND Category = '" &
rs1!Category & "' ORDER BY Word;"
Set rs2 = New ADODB.Recordset
rs2.Open sql2, cn, adOpenStatic, , adCmdText
If rs2.EOF Then
Label1.Caption = "Status : Transfering " & rs1!Word
Me.Refresh
For i = 2 To 4
If "" & rs1(i) <> "" Then
If ("" & Dir(App.Path & "\" & rs1!Category,
vbDirectory)) = "" Then
fs.CreateFolder App.Path & "\" &
LCase(rs1!Category)
f.Write "ACTION: CreateDir: """ & App.Path &
"\" & LCase(rs1!Category) & """"
f.Write Chr(13) + Chr(10)
f.Write Chr(13) + Chr(10)
End If
fs.CopyFile Left(dlgVideo.FileName,
Len(dlgVideo.FileName) - Len("MSL_Update.mdb")) & "\" & rs1(i),
App.Path & rs1(i)
150
f.Write "ACTION: PrivateFile: """ & App.Path &
rs1(i) & """"
f.Write Chr(13) + Chr(10)
f.Write "(File was not found or was an older
version -- new file copied)"
f.Write Chr(13) + Chr(10)
f.Write Chr(13) + Chr(10)
End If
Next
cn.Execute "insert into Dictionary (Word, Category,
Picture, Audio, Video) values ('" & UCase(rs1!Word) & "','" &
rs1!Category & "','" & rs1!Picture & "','" & rs1!Audio & "','" &
rs1!Video & "')"
End If
rs1.MoveNext
Loop
rs1.Close
cn1.Close
rs2.Close
f.Close
Timer1.Interval = 4000
Exit Sub
Err_Handler:
If Err.Description = "Not a valid password." Then
MsgBox "Masukkan Kod Pengaktifan yang betul.", vbCritical,
"Update Patch i-Kod"
Else
MsgBox Err.Description, vbCritical, "Update Patch i-Kod"
End If
End Sub
Private Sub cmdBrowse_Click()
dlgVideo.Flags = cdlOFNFileMustExist Or _
cdlOFNHideReadOnly Or _
cdlOFNExplorer
dlgVideo.CancelError = True
dlgVideo.FileName = "MSL_Update.mdb"
dlgVideo.Filter = "*.mdb"
On Error Resume Next
dlgVideo.ShowOpen
If Err.Number = cdlCancel Then
Exit Sub
ElseIf Err.Number <> 0 Then
MsgBox "Error " & Format$(Err.Number) & " selecting file." &
vbCrLf & Err.Description
Exit Sub
End If
Label4.Caption = dlgVideo.FileName
cmdOK.Enabled = True
151
End Sub
Private Sub Timer1_Timer()
Dim strSQL As String
strSQL = "Select Category FROM Dictionary GROUP BY Category
ORDER BY Category"
Call frmMain.ListingWords(frmMain.cmbCategory, strSQL)
frmMain.cmbCategory.AddItem "Semua"
frmMain.txtWord.Text = " "
frmMain.txtWord.Text = ""
frmMain.Refresh
Label1.Caption = "Status : Update Data Selesai."
cmdClose.Enabled = True
Timer1.Interval = 0
End Sub