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|Abstract : Universiti Pendidikan Sultan Idris|
|This study involves a proposed module of teaching English as a second language called ‘Exploitation of a text in structured, constructive learning approach for writing skill and reading and comprehension skills (EXTEXT). This teaching module is the integration of principle of mastery learning (Bloom, 1976) principle of constructivism (Vygotsky, 1962) and theory of second language acquisition (Krashen, 1988). The integration of these three sets of principles form the basis of this approval in developing this proposed module of teaching English language for Form II students. This study looked into the implementation of this module and to see if there were improvements in the level of English Language proficiencies both in the Writing Skill and Reading and Comprehension Skills of thirty- four form two students of Sekolah Menengah Bagan Serai, after they are taught English Language using this module. The study intends to view if there are significant different in students’ Test Scores in the Writing Skill and Reading and Comprehension Skill and if there are significant improvement in the Mean Test Scores of Writing Skill and Reading and Comprehension Skills after these students learn English Language using the mentioned module ; as compared to Pre-Test before treatments. To determine if there are significant different in the Test Scores and significant improvement in the Mean Test Scores in the Writing Skill and in the Reading and Comprehension Skills of these students after treatments; as compared to Pre-Tests before treatments; PMR 12/1 Eng. Language Paper 1 is used to test Reading and Comprehension Skills and PMR 12/2 Eng. Language Paper 11 is used to test Writing Skill. These two types of test papers related to this study, have been cautiously and carefully formulated by the Eng. Language Panels of Sekolah Menengah Bagan Serai thus hereby to maintain the standard of requirements of the Malaysian Syndicate of Examination( Lembaga Peperiksaan Malaysia). The study also attempts to find out the student’s perception about this approach of teaching and learning for English Language learning namely ‘Exploitation of a text in Structured, Constructive Learning Approach for Writing Skill and Reading and Comprehension Skills( EXTEXT). For the purpose 24 of twenty-four of item survey questionnaire are used to conduct the survey. In addition, the study also surveys to find out the correlation of the student’s improvements in the writing skill and reading and comprehension skills test-scores with factors of environment (Factors of Eng. Language practices outside classroom). A survey is conducted with the students using ten of item survey questionnaire based-on factors of environment. And, it is also the concern of this study to find out the correlation of the students’ interest in English language with factors of environment (Factors of English Language practices outside classroom) using the same ten items of survey questionnaires. Thirty-four students of Form Two Kenanga of Sekolah Mennengah Bagan Serai are used as the samples in this study. There are fifteen boys and nineteen girls of mixed Eng. Language ability. They are also of different ethnic groups with different socio-economic status with diversity of socio cultural background. However, all these thirty-four students comprise solely of rural-areas Chinese, Malays and Indians students. Before treatment commences, these form two students are initially given a pre-test using PMR 12/1 English Language Paper 1 to test reading and comprehension skills and PMR 12/2 English Language Paper 11 is used to test writing skill. The test scores of these two tests are recorded. Then, the students are treated with five treatments where they are taught English Language using the approach ‘Exploitation of texts in structured and constructive learning approach for writing and reading comprehension skills (EXTEXT); using five texts formulated from the themes of ‘Nature and Environment’, ‘People and occupation ’, ‘Social Issues’,‘alues’ and ‘Science and Technology’, as ruled by Pusat Perkembangan Kurrikulum Malaysia for Form Two Syllabus. After receiving three treatments students will be retested in comprehension skill only. After completing all the five treatments, the students are once again tested both in reading and comprehension as well as in writing sills. The five treatments are using five different instruments of treatments and the intervention lasts for six months. Then, two surveys are also conducted with these samples after completing the five treatments. The first survey aims to find out the students’ views regarding their experience learning English language through this module. And the second survey aims to find out if there is relationship between factors of English language practices outside classroom and students’ interest in English language learning. The Data for the purpose of the study is derived from the following questions of item survey questionnaires: A. PMR 12/1 English Language Paper 1 – two different sets B. PMR 12/2 English Language Paper II C. Twenty-four of Item of Survey Questionnaires D. Ten of Item Survey Questionnaires on Factors of Environment All the Data’s are analyzed using the SPSS System, using percentage of Test Scores, Mean Test Scores, t-test, Frequency and Correlation. In its entirely, there are significant different in the students’ writing and reading and comprehension skills test scores and there are also significant improvement in the students’ writing and reading and comprehension skills mean test scores after ‘EXTREXT’ treatments; as compared to pre-test before treatments. Fundamentally based-on the Data, there seems to be a positive perception among the thirty - four students about this approach of teaching and learning for English language namely ‘Exploitation of a text in structured, constructive learning approach for writing skill and reading and comprehension kills( EXTEXT). It is also found that Factor of Student’s Interest of English language learning has shown relationship with Factors of Environment (English language practices outside classroom). Based-on the Data Analysis too, it is realized that the improvement in the student’s reading and comprehension skills has shown relationship with six of the ten factors of environment (Factors of English)|
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