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Tujuan- Kajian ini bertujuan mengenal pasti pedagogi guru awal Matematik dalam kalangan kanak-kanak di Pusat Anak PERMATA Negara (PAPN) dan mengenal pasti sejauh manakah pendekatan leksis berdasarkan Teori Prosodi Semantik dapat menjelaskan kekaburan kemahiran prosedur dan terminologi awal Matematik. Metodologi- Kajian ini melibatkan 20 orang guru dan 60 orang kanak-kanak yang berumur 4 tahun. Sebanyak 4 lokasi kajian dipilih, iaitu di PAPN Bercham, PAPN Sg. Siput, PAPN Teluk Intan dan PAPN Besout 1. Instrumen yang digunakan dalam kajian ini ialah soal selidik dan senarai semak pencerapan dan pemudahcaraan (PdPc). Proses pencerapan PdPc hanya melibatkan 8 orang guru yang terpilih secara rawak. Kajian ini juga mengaplikasikan korpus daripada Pangkalan data Dewan Bahasa dan Pustaka (DBP) untuk meneliti kolokasi kata dan konteks berkaitan leksikal padanan, kumpul, mengasingkan dan banding. Dapatan- Hasil kajian mendapati bahawa PdPc, guru mengajar konsep padanan dengan menjelmakan perkataan cari yang sama, pilih yang sama, sama tak bentuk, sama dengan, dan tarik, manakala konsep kumpul dijelmakan dengan leksikal seperti mengikut yang sama, dan ambil semua. Seterusnya konsep asing dijelmakan dengan leksikal kira, cuba kira, ambil, masukkan, cari dan mana. Seterusnya, konsep membanding diajarkan dengan menyebut leksikal bezakan dan yang mana. Pendekatan leksis berasaskan Teori Prosodi Semantik dapat menunjukkan konteks awal Matematik, iaitu konsep padanan, kumpul, asing dan membanding dengan tepat dari pelbagai perspektif kolokasi. Signifikan- Kajian ini mengetengahkan pendekatan leksis yang dapat menawarkan strategi baharu dalam pengajaran awal Matematik berteraskan Teori Prosodi Semantik.

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House Building Tips is the title of a classic text containing historical information on early house construction in Malay communities. These tips were written by a scholar with knowledge of house construction through observation of the surrounding environment. In Malaysia, written sources or records of house construction are scarce and underexposed. As such, this research was conducted to guarantee the written legacy of the construction of Malay houses. The purpose of this paper is to introduce a statistical data source of house building tips that is laden with Malay ingenuity and identity. The wordlists generated from this study can become a source of reference for the field of Malay architecture. Accordingly, this study utilises the quantitative method by applying the Linguistic Corpus Statistical Approach; these data utilise specific corpus development procedures, beginning with text collection, scanning and cleaning processes, text annotation, and data storing in plain text. Next, the data analysis procedure utilises a corpus software, LancsBox, to generate specialised wordlists. The bubble graphs are developed based on these wordlists through the Tableau software, and illustrate the most used lexical items with the raw and relative frequency values. This facilitates searches for, and the reading of, architectural words and architectural word references. These data represent written sources that need to be preserved and become points of reference concerning Malay architectural ingenuity and identity.

In this paper, the authors discuss the principles and models of authentic learning, which have been proposed by several leading experts in the field of authentic learning. Among the principles, authentic learning materials, authentic assessment, and teaching and learning activities based on the real world are the core principles shared by most models. In particular, the authors propose an authentic learning model that will be used for the essay teaching process in the classroom consisting of six important principles, namely actual (hands-on) learning materials, easily accessible learning sources that are realistic and tangible, emphasis on community input, outdoor activities, and freedom for students to express their views and interpretations, and authentic assignments. Using these principles, the authors propose a practical implementation of the teaching and learning activities based on this approach for the teaching of essay writing. With such proposed activities, teachers and instructors will be able to plan and carry out their essay writing classes more effectively through which their students will learn more meaningfully.