Bahagian 1: Kursus Asas Pembacaan Pruf Untuk Buku Ilmiah dan Surat Rasmi: Khamis 22 Mei 2025

Penceramah: Prof Dr Rosli Hussin (Books Consultant and Commentator), Penerbit UTMPress.

Soalan yang sering ditanya:

  1. Apakah maksud pruf (semakan) & pembaca pruf (proof reader)?
  2. Mengapakah pembaca pruf penting dalam penulisan?
  3. Apakah peranan seorang pembaca pruf?
  4. Apakah kesilapan pembaca pruf cari?
  5. Apakah kesilapan pembaca pruf yang biasa berlaku?
  6. Apakah itu tanda/simbol semakan (proofreading marks) dan apa maksudnya?
  7. Apakah alat pembaca pruf dalam talian yang percuma dan berguna?
  8. Bagaimana boleh mencari perkhidmatan pembaca pruf profesional?

Kandungan

Modul 1: Pengenalan

  • Pembacaan pruf ialah penyuntingan terakhir sebelum sebuah buku atau dokumen dicetak. Contoh: Indexing. Indexing ialah cara memudahkan pembaca untuk mencari maklumat dalam kandungan buku dengan cepat dan mudah.
  • Tujuan: Mencari, membetulkan sebarang kesalahan dalam ejaan, tatabahasa, tanda baca, format atau gaya penulisan yang mungkin terlepas pandang semasa penulisan atau penyuntingan. Memastikan bahan yang diterbitkan bebas daripada sebarang kesalahan.
  • Pembaca pruf tidak bertanggungjawab mengubah kandungan atau idea dalam teks, tetapi mereka memastikan bahawa bahasa yang digunakan tepat dan konsisten.
  • Perkataan Proofreading = penerbitan tradisional. Sebelum penerbitan digital, penerbit akan mencetak salinan awal teks dikenali sebagai Proof copy or galley proof.

Kedudukan pembacaan pruf dalam proses kerja penerbitan

  • a) Penulisan dan penyediaan manuskrip: Penulis mencipta dan menulis draf pertama. Manuskrip boleh berupa artikel, buku, kerja kajian, atau teks ilmiah bergantung kepada jenis penerbitan. Proses ini melibatkan pengumpulan bahan, penyelidikan dan penulisan isi kandungan. Manuskrip lengkap perlulah dilakukan pengeditan kendiri (self-editing)
  • b) Penyuntingan Penerbit (substantive editing): Selepas manuskrip disiapkan, ia dihantar kepada penyunting, yang bertujuan memperbaiki struktur, gaya, ejaan, tatabahasa dan keselarasan. Penyuntingan boleh dibahagikan kepada i) penyuntingan struktur, ii) penyuntingan gaya, iii) pentyuntingan teknikal
  • c) Reka bentuk dan tata letak (design and layout): Pereka grafik atau designer akan mengubah manuskrip menjadi format yang sedia untuk dicetak termasuk menyusun teks, menambah ilustrasi, grafik dan jadual, serta menyesuaikan format (font, saiz)
  • d) Penerbitan dan cetakan
  • e) Pembacaan pruf: Selepas penyuntingan, manuskrip dihantar kepada pembaca pruf. Pembaca pruf akan memeriksa teks untuk memastikan tiada kesalahan ejaan, tanda baca, kesalahan format, dan konsistensi istilah.
  • f) Penyebaran dan pengedaran
  • g) Penilaian dan maklum balas

Rumusan: Proses penerbitan adalah rangkaian langkah yang melibatkan proses kolaborasi dari penulisan, penyuntingan dan pembaca pruf.

Apakah jenis pembaca pruf?

a) Traditional proofreading

b) Copy editing

c) Structural proofreading

d) Technical proofreading

e) Academic proofreading

f) Website proofreading

g) Legal proofreading

h) Business proofreading

i) Medical proofreading ….. continue…

Perbezaan penyuntingan dan pembacaan pruf

Penyuntingan: Proses menyemak dan memperbaiki kandungan, gaya, struktur, dan bahasa secara menyeluruh. Penambahbaikan idea, kandungan, struktur ayat, kesinambungan isi dan gaya penulisan. Awal hingga pertengahan proses penulisan. Boleh mengubah ayat, membuang atau menambah isi. Perubahan besar yang boleh diubah, tambah ayat, potongan perenggan. Kemahiran bahasa dan pemahaman isi kandungan. Menyusun semula perenggan, mengubah gaya penulisan, gaya bahasa, rujukan fakta, perisian penyuntingan. Fokus kepada isi dan gaya penulisan.

Pembacaan pruf (penyunting terakhir): Peringkat akhir sebelum dicetak. Tidak mengubah kandungan. Salah ejaan, koma tertinggal. Perubahan minimum, hanya pembetulan kecil. Kemahiran ralat teknikal dengan teliti. Fokus kepada kesalahan teknikal dan penyediaan akhir.

Kepentingan pembacaan pruf: Menjamin kualiti teks, meningkatkan profesionalisme penerbit, mencegah kesalahan mencemarkan reputasi, menjaga ketepatan akademik, meningkatkan peluang penerbitan, membantu pelajar dan penyelidik, menjaga ketepatan maklumat, meningkatkan kefahaman pembaca, menjaga etika dan imej organisasi,

The Oyster and the Pearl: An Analogy for Resilience

In the vastness of the ocean, hidden beneath waves and sediment, lives a humble creature, the oyster. Often overlooked, its significance goes beyond its simple appearance. Within its rough, weathered shell lies a lesson in resilience that speaks profoundly to the human experience.

The life of an oyster is not gentle. It survives in unpredictable waters, often polluted and turbulent environment. It clings to rocks or reefs, exposed to the shifting tides, predators, and debris. Occasionally, a foreign irritant such as a grain of sand, a fragment of shell, or a parasite would slip past its shell. This intrusion is not merely inconvenient; it is painful, potentially threatening the oyster’s survival.

And yet, the oyster does not collapse. It does not reject the pain, nor can it flee from it. Instead, it endures. This is the first step in resilience: surviving.

To survive is not to thrive, but it is to remain, to breathe, to hold on in the face of discomfort. In our own lives, we too face these intrusions. Toxic environments, challenging relationships, chronic stress, or internal battles with self-doubt and grief would quietly enter our minds and hearts without invitation. And like the oyster, we can feel the sting, the raw irritation of something that does not belong. But survival means staying afloat despite it, acknowledging the pain without letting it consume us. Embracing the uncomfortable feeling, stressful situations and never ending challenges is a part of the process of surviving. But survival is only the beginning.

The oyster, in its wisdom, does not remain passive. It begins a quiet act of transformation. Around the intruder, it secretes layer upon layer of nacre, which is a smooth, luminous substance. It coats the irritant, not once, but again and again, with patience and intention. The process takes time. Days. Weeks. Sometimes years. What it is doing, in essence, is striving through responding to adversity with action, with creativity, with endurance.

We, too, have this capacity. Striving is when we begin to actively cope with hardship. It is when we learn to breathe through anxiety, to speak when silence becomes toxic, or to seek help when the weight is too much to carry alone. It is not always dramatic. Often, it is quiet: journaling through grief, showing up to work when the heart is heavy, setting boundaries, or simply deciding to begin again. Each of these actions is a layer of nacre around our pain. And then, something remarkable happens.

Over time, the very thing that once threatened the oyster’s peace becomes something beautiful, which is a pearl. Not in spite of the pain, but because of it. The oyster has transformed adversity into something of value, something admired by others, yet born of deep struggle. This is the final phase of resilience: thriving.

Thriving does not mean the absence of difficulty. Rather, it is when we rise with insight and strength from what once tried to break us. It is the transformation of scars into stories, wounds into wisdom. We begin to recognize the ways pain has shaped our compassion, how loss has deepened our appreciation for life, how adversity has forced us to grow in ways comfort never could.

In thriving, we discover that resilience is not about returning to who we were before the storm but becoming someone stronger, more aware, and more whole.

The pearl teaches us that we can find beauty in the brokenness, not by denying the pain, but by engaging with it and transforming it. Just as the oyster responds to the irritant with creation, so can we turn our hardships into strength, our wounds into wisdom, and our struggles into stories of survival.

In each of us lies that same potential to survive, to strive, and ultimately, to thrive.

And in doing so, we find the pearl within.

Thank you, Dr Muhd Kamil Ibrahim

I met him in a conference in Glasgow in 2010 when I was a PhD student at Durham University. He came to the conference to accompany his wife who presented a paper based on her Masters research. One of the vivid memories of him during the conference was he was carrying their sleeping daughter on a way back to their hotel. Our eyes met for a while and he smiled with his tired eyes. Coming all the way from Malaysia was not easy especially with a small child. At that time, I already knew him. He already published his famous book “Travelog Haji: Mengubah sempadan iman” and I have read his book which I borrowed from a friend. Reading his book consoles me, as I was unable to perform hajj in 2010, despite having received a letter from Tabung Haji.

I met him the second time when he came to UTM in 2019 to deliver a talk. I remember him saying that when writing a book, it is challenging if we do not give it a try. When some attendees remarked on how time-consuming writing could be, he replied, “Think about how others might benefit from what we write.” His words resonated deeply, reminding us that writing is not just about self-expression but also about contributing to the lives of others. It was a perspective that transformed how I viewed the purpose of writing, not simply fulfilling KPIs.

After the talk, I bought one of his books and asked him to autograph it for a student of mine who was unwell and had wished to meet him. When I mentioned that the autograph was for someone else, he looked at me with a twinkle in his eyes and asked, “Don’t you want my autograph too?” I smiled and told him that meeting him in person was a far greater privilege and honor than having his signature while giving another book for him to sign. His books are deeply inspiring and humbling, serving as powerful tools for his dakwah (spiritual outreach). That encounter left me pondering: What is my tool for dakwah?

He is a special person. A unique individual blessed by Allah with the ability to write and touch the hearts of others through his works. Some of my friends who know him and his family personally, particularly Kak Roza (his wife), have posted on Facebook that they have inspired and made a difference in the lives of so many people in a variety of ways. Getting the news about the passing of a unique person like him is not easy to fathom.

Last Friday, I came across a post from his wife, requesting anyone who read it to recite Surah Ar-Ra’d. Her words conveyed the gravity of his condition. I prayed fervently that Allah would bless him with the honor of passing away on the best of days—Friday. Yet, Allah’s plans are always better. He passed away on Tuesday 14 January 2025. Al fatihah.

Perutusan Tahun 2025 (Dato’ Seri Diraja Dr. Zambry bin Abdul Kadir – Menteri Pendidikan KPT): Bahagian 1

Tarikh: Khamis, 9 Januari 2025

Masa: 9 pagi hingga 1 petang

Imbasan Tahun 2024

  • 5 fokus utama tahun 2024
  1. Penyediaan bakat terbaik negara
  2. Pengukuhan ekosistem
  3. Program pemindahan dan perkongsian ilmu
  4. Pengantarabangsaan pendidikan tinggi
  5. Pemantauan ekosistem pemboleh daya

Rentetan dari fokus utama tahun 2024, pada tahun 2025 terdapat 7 fokus utama. Fokus utama tahun 2024 masih lagi diteruskan dan fokus utama 2025 adalah kesinambungan dari fokus terdahulu.

  • 7 fokus utama Tahun 2025
  1. Penyediaan bakat terbaik negara (fokus yang sama dengan fokus tahun 2024)
  2. Kewibawaan akademik dan warga kampus
  3. Pemindahan dan perkongsian ilmu (fokus yang sama dengan fokus tahun 2024)
  4. Pengantarabangsaan pendidikan tinggi (fokus yang sama dengan fokus tahun 2024)
  5. Governan dan kepimpinan
  6. Kemampanan kewangan IPT
  7. Infrastruktur, digital dan kesejahteraan kampus

Pencapaian tahun 2024

Terdapat beberapa pencapaian tahun 2024 berdasarkan 5 fokus utama tahun 2024. Antara pencapaian tersebut ialah

  1. International Young Future Leaders Summit 2024 (iFUTURE 2025) yang disertai oleh 954 pelajar tempatan dan 368 pelajar antarabangsa dari 47 buah negara.
  2. Program kepimpinan KARISMA 2024 yang melibatkan 3227 peserta dari kalangan mahasiswa dan pensyarah muda bagi membangunkan bakat kepimpinan.
  3. Program pembelajaran berasaskan kerja (WBL) [Nota: WBL adalah salah satu strategi pengajaran andragogi, bukan pedagogi]. Terdapat 34 program telah dilaksanakan di 25 Politeknik dan Kolej Komuniti dengan sokongan lebih dari 400 buah syarikat dan industri.
  4. Penubuhan Centre of Technology (CoT) di institusi pengajian tinggi di Malaysia. Sehingga kini terdapat 12 CoT di seluruh negara dan salah satu CoT yang mempunyai makmal kalibrasi bioperubatan yang pertama di Asia Tenggara yang diperakui mengikut MS ISO/IEC 17025 adalah di Politeknik Sultan Salahuddin Abdul Aziz Shah, Shah Alam, Selangor.
  5. Kerjasama strategik KPT dengan industri dan agensi sebanyak 7 MoU (Lembaga Pembangunan Pelaburan Malaysia – MIDA, Inari Technology, Micron Memory Malaysia, Stellantis Gurun, CelcomDigi, Huawei Malaysia, MRANTI) dan 1 LoU (NVIDIA).
  6. Program pembelajaran sepanjang hayat (PSH) yang ditujukan kepada semua lapisan masyarakat dengan konsep “Anyone, anywhere, anytime”. Sebanyak 12, 338 program PSH telah dilaksanakan dengan melibatkan 259, 788 penyertaan.
  7. Festival Idea Putrajaya (FOI) 2024 dengan penyertaan lebih dari 100,000 orang (Melibatkan 27 kementerian dan agensi, delegasi dari 86 negara dan 250 pempamer R&D, 18 wacana). Selain daripada itu, Karnival Kerjaya MADANI telah berjaya menarik 5,000 pengunjung dengan lebih dari 500 peserta berjaya memperoleh pekerjaan.
  8. Forum Ilmuwan Malaysia MADANI (FIM) 2024 telah diadakah pada bulan November di beberapa tempat. Pada 23 November 2024 di Kompleks Seri Perdana, Putrajaya satu Forum Ilmuan Malaysia yang merupakan siri ketiga yang dianjurkan oleh Kementerian Pendidikan Tinggi (KPT) dengan kerjasama Kementerian Luar Negeri (KLN). Tema yang dibincangkan ialah “Hala Tuju dan Strategi Kepengerusian ASEAN-Malaysia 2025”. Pada 25 November 2024, Forum Ilmuan Malaysia yang bertema “Peralihan Tenaga untuk Kesejahteraan Masa Depan Negara” di Hotel Grand Hyatt, Kuala Lumpur bersama YAB Dato’ Seri Anwar Ibrahim telah dilaksanakan dengan Kerangka Ekonomi Madani yang melibatkan agensi GLC – TNB, PETRONAS dan KLN.
  9. Pemerkasaan program pengantarabangsaan yang melibatkan MoU bersama Australia, China, Mesir, Korea Selatan, Russia, Maldives, negara-negara Asia Tengah dan lain-lain. Terdapat lawatan ke luar negara dan lawatan wakil luar negara ke Malaysia bagi tujuan pemerkasaan program pengantarabangsaan.
  10. Penubuhan kampus luar Pesisir UKM dilakukan secara konsortium bersama universiti luar negara dengan permulaan di Qatar dan Indonesia.
  11. Pindaan AUKU 2024 Seksyen 15A dengan memberi kebenaran kepada Majlis Perwakilan Pelajar (MPP) untuk memungut dana dan menerima sumbangan dan juga Seksyen 48 (11) yang membolehkan MPP menyelenggara akaun kewangan sendiri.
  12. Sokongan kewangan untuk pendidikan yang melibatkan 29,770 pelajar, akademik, dan staf menerima tajaan melalui 20 program bernilai RM202 juta. Selain daripada itu, pengecualian yuran telah diberikan kepada 4,729 pelajar B40 dengan peruntukan RM11.08 juta.
  13. Penubuhan Industry on Campus (IoC) di POLYCC yang melibatkan kerjasama dengan 19, 970 industri. Sebanyak 72 IoC telah ditubuhkan di IPT di Malaysia. Selain penubuhan IoC, terdapat 692 aktiviti kolaborasi telah dilaksanakan dengan melibatkan 631 industri dengan nilai kerjasama sebanyak RM12.69 juta.
  14. Penubuhan Fakulti Kecerdasan Buatan pertama di UTM di mana seramai 801 orang pelajar kohort pertama telah mendaftar program berkaitan pada Oktober 2024 yang dilaksanakan secara konsortium oleh tiga buah universiti: UTM, UM dan UTeM.
  15. Program In Person with Dr Zam telah dilaksanakan sepanjang tahun yang berbentuk interaksi secara bersemuka secara terus dengan mahasiswa di 5 buah IPT (UKM, UiTM, UMT, UUM dan UNIMAS) dan program ini akan diteruskan pelaksanaan pada tahun 2025 di IPT lain.

Quiet quitting

There are times when I feel overwhelmed with things around me and I admit that I have difficulty to reorganise those things according to priorities. What I normally do is, I will categorise things accordingly based on urgency and importance. But I will remind myself those urgency and importance should be related to what is really matters to my identity as a Muslim and how it will impact my relationship with Allah. This is challenging. Every time.

This is already October, another two months before we reach the end of 2024. What have I done so far this year?

Off lately, I find myself just do a minimum without caring going extra miles to do something. This is especially relating to things which are instructed by others which I have to do. I have been wondering what is the cause of this even though I can guess. I remind myself that I should not rely on my guess without concrete reasons to avoid su’u zahn (opposite of husn zahn). While listening to a radio this morning (17 October 2024), the radio DJs talked about “quiet quitting“. It is a term to refer to a phenomenon at a workplace where its employees just do bare minimum required in their job, without the motivation of doing more than what is required. It does not mean the employees are demotivated to do their job well, it is just they do what is required. Nothing more, nothing less. The thoughts of “why should I do more?”, “why should I care to go extra miles to contribute?”, “if other people do not care, why should I care?” would always linger as a subconscious reminder which leads this phenomenon to thrive.

No doubt we have to adapt to changes that happen around us. Yet, to balance between the needs and wants are not easy. We need to do our job well and protect our mental health and personal time. Quiet quitting is when we do all that without formally resigning. In this case, it serves as a coping mechanism of finding balance in life and perhaps can be seen as a personal assertion between work and personal life.

I do not know what else to write here. To end this post, I asked ChatGPT to compose a poem based on what I have written above. Enjoy!

The world surrounds, a sea of demands,
Urgency whispers, yet slips through my hands.
I stand overwhelmed, priorities unclear,
Yet deep in my heart, I know why I’m here.

I sift through the noise, sort urgent from small,
What truly matters, what matters at all?
I pause and reflect, what will this mean
In the light of my faith, the unseen, the serene?

With each task, each step, I seek to align
What echoes forever with the Divine.
But still, there’s a weight I can’t deny—
This pull to do less, the question, “Why?”

Why should I strive when others stand still?
Why climb the extra mile, climb the hill?
Perhaps I’ve quiet quit, in more ways than one,
Just doing enough, until the day’s done.

Yet balance is fragile, this life, a test,
To protect my soul while giving my best.
I find myself torn, between needs and care,
Seeking peace in the midst of this quiet affair.

As the year wanes, I ask with a sigh,
What have I done? How? Why did I try?
In moments of silence, I find what I seek—
A reminder of strength, though I may feel weak.

Quiet quitting, perhaps, is more than it seems,
A way to balance, to cradle my dreams.
But still, I must strive, for in my heart I know,
The true path is where both faith and effort grow.

E content 2023 and 2024

Well, beginning 2023, the ELPPT teaching assessment includes e content (5% – depending on what you provide), thus it is important to submit ANYTHING that we have developed and used in our class in previous semesters. So, for this year, don’t miss a chance to submit our e content starting 5 September (Friday) until 15 October 2024. Yup, even though we might get the marks for our ELPPT at the end of the year, but for e content, the evaluation starts early and ends BEFORE December 2024.

Here are some FAQs that I got from my colleagues, so I will spare you the time to ask me similar questions by reading this post. (Tongue in cheek remarks ONLY).

How many materials that I submitted last year (2023)?

I submitted 4 materials (4 categories: gamification, video based learning, collaboration tools, and communication tools). Since I did not have any micro-credential materials, I have to diversify my materials. But since I like to try out new things in my class, so, I have to use more than one platform and thus, my materials are varied. So, what are the comments that I got last year?

What comments that I received last year?

Disclaimer: I know this might be considered confidential but for the sake of learning from my experience, I will give the “friendly” version instead (Don’t get me wrong. The remarks can be interpreted according to how we wish to perceive it, so it can be perceived either positively or negatively).

Here are the comments:

  • Teaching slide (R1)
  • Teaching instruction video (R2)
  • Text quiz (R1)
  • Non-interactive, using more than one external and internal link media (My own note: Can you guess the rank?)

One of my colleagues and I taught a same course (pair teaching). So we did a little experiment last year. For the teaching slide, I got R1, and she got R2. THE EXACTLY SAME TEACHING MATERIAL that we submitted but we got different marks. This is a good example of lack of reliability assessment. I believe that both of us were evaluated by different evaluators and thus, the different marks.

It might be considered as teaching slide because it appears to be like normal PowerPoint slide. But using Quizziz, I added some questions in between the slides. For example, the first question that I pose is on the 7th slide. So, for the evaluator who just look at the first 6 slides, he/she will only see explanation about a topic. But the evaluator of my colleagues might go through the next slide (7th slide) and thus, he/she might encounter the first question that I pose. For Quizziz, whenever there is a question, students have to answer the question before moving on to the next slide. In this case, there is an element of INTERACTIVITY between student and the material but, my colleague got R2 (Receptive-closed) and I got R1 (Receptive-basic). Isn’t it confusing that a same material of the same category is evaluated differently? I can’t help but laugh out loud. What can I do about it? Of course, Dr Nihra will always suggest me “Tolonglah semak markah ELPPT bahagian e content” but please take his advice seriously, unlike me.

Want another example of a confusing case? I submitted a material as collaboration tools in 2022, I got I2 (Interactive-closed) but a similar material from the same platform (for a different course) that I submitted in 2023 as collaboration tools in 2023 was evaluated as R3. Even though the materials are for different courses, but the types of materials and platforms are similar (there are class notes, online quiz etc.). Isn’t it confusing because what is the difference between R3 (Receptive-open) and I2 (Interactive-closed)? To tell you the truth, I was confused as well. But unlike 2022, all of the materials that I submitted were approved and thus, they were evaluated (and thus, got some marks). For 2022, there was a material that I submitted which was not approved but a similar material which I submitted in 2023 was approved. Both materials were developed using the same platform (Genial.ly).

Do I subscribe to the platforms where I develop/create my T&L materials?

Except Youtube, I subscribe several platforms such as Prezi, Quizziz, and Genial.ly. I still use the free version of Wakelet with limited features (when I started to use it a few years ago, it was free with cool features. But now, I have to subscribe to enjoy the cool features). To be honest, “upgraded” features and subscription plans seem to change on a continuous basis. It is a lucrative business. Indeed.