UPSI Digital Repository (UDRep)
|
|
|
Abstract : Universiti Pendidikan Sultan Idris |
This study aims to alleviate the low performance of writing proficiency by examining
the effectiveness of implementing self and peer assessment (SPA) approach in the
Collaborative-Student Takes Assessment Responsibility (Co-STAR) writing module of
the Year 5 low achiever learners (LALs). This study focuses on self and peer reviewing
as part of the writing process and as a pedagogical strategy that can help students
develop their writing and self-regulation learning skills. It was conducted through
mixed-methods based on Sidek’s Model which consists of two phases. In the first phase,
need analysis results showed 83.3% of 46 teachers in Gombak District agreed that the
SPA approach help to develop LALs’ writing skills and build up their confidence in
assessing their own writing. The second phase involved the item verification process
based on the agreement of seven experts using the Content Validity Index (CVI). A
total of five constructs consisting of 20 items received experts (n=7) consensus
reliability value (α) = 0.92. In total, 18 students participated in the study, which was
evaluated using a pre-test/post-test without control group evaluation design. There was
significant improvement in the participants’ achievement after post-test (M=4.33,
SD=3.32) compared to pre-test (M= 2.12, SD=2.64). It shows that the implementation
of SPA has an effect in improving the LALs’ writing. The overall results of observation
showed were deficient in putting extra work into task due to their cognitive level and
background. However, they are successful in helping peer, sharing idea and showed
positive attitude by being able to be self -driven in learning and cooperate with peer.
Document analysis of the participants’ essays showed improvement in structural of
writing. The interview received positive response on the four themes namely
collaboration of the students, writing skills development and progress as well as
motivation. The implication of this research has been proven that the assessment
process changes the LAL’s role from passive receiver into active participants in
classroom activities, teach the students on how to socialise better as well as enhancing
their motivation. Therefore, teachers need not hesitate to practice SPA approach to
ensure LALs are no longer left behind. |
References |
Abdullah, N., & Masran, M. N. (2021). The Application of Solo Taxonomy in Writing Module Based on Self and Peer Assessment for Primary Level in Malaysia: A Pilot Study. Adene, F. M., Umeano, E. C., Adimora, D. E., Ugwuanyi, C. S., Okeke, C. I., Offordile, E. E., & Ishiwu, E. N. (2021). Effectiveness of Peer Collaborative Learning Strategy on Self-Esteem of Pupils with Behaviour Problems in Nsukka Education Authority. Journal of Critical Reviews, 8(1), 1055-1069. Ahmad Ghulamuddin, N. J.., Mohd Mohari, S. K.., & Ariffin, K. (2021). Discovering Writing Difficulties of Malay ESL Primary School Level Students. International Journal of Linguistics and Translation Studies, 2(1), 27–39. https://doi.org/10.36892/ijlts.v2i1.105 Ahmad, J. (2002). Kesahan, kebolehpercayaan dan keberkesanan modul program maju diri ke atas motivasi pencapaian di kalangan pelajar sekolah menengah negeri Selangor (Doctoral dissertation, Universiti Putra Malaysia). Ajai, J. T. (2018). Evaluation of Students’ Achievement in Mathematics through Systematic and Explicit Instruction, Self-Instruction, Peer-Tutoring and Visual Representation. International Journal of Contemporary Research and Review, 9(8), 20345- 20353. Al-Hoorie, A. H., & MacIntyre, P. D. (Eds.). (2019). Contemporary language motivation theory: 60 years since Gardner and Lambert (1959). Multilingual Matters. Alih, N. A. C., Yusoff, M. A. M., & Abdul, A. H. (2020). Teachers’ Knowledge and Belief on the CEFR Implementation in Malaysian ESL Classroom. Educational Research (IJMCER), 2(5), 1-9. https://www.ijmcer.com/wp-content/uploads/2020/09/IJMCER_Q025012601 Allen, D., & Katayama, A. (2016). Relative second language proficiency and the giving and receiving of written peer feedback. System, 56, 96-106. https://doi.org/10.1016/j.system.2015.12.002 Almulla, M. (2017). An investigation of cooperative learning in a Saudi high school: A case study on teachers’ and students’ perceptions and classroom practices (Doctoral dissertation, University of Leicester). Al-Kefagy, M., & Nagy, C. (2021). Peer Review in EFL Writing: Its Effect on Critical Thinking Skills and the Role of Digital Tools in Facilitating the Process. Al-Rabai, A. (2014). Rubrics revisited. International Journal of Education and Research Rubrics, 2(5), 473-484. Alzaid, J. M. (2017). The Effect of Peer Assessment on the Evaluation Process of Students. International Education Studies, 10(6), 159-173. Andrade C. (2018). Internal, External, and Ecological Validity in Research Design, Conduct, and Evaluation. Indian journal of psychological medicine, 40(5), 498–499. https://doi.org/10.4103/IJPSYM.IJPSYM_334_18 Andrade, H. L. (2018). Feedback in the context of self-assessment. Ariza Martínez, Ana Virginia. (2005). The Process-Writing Approach: An Alternative to Guide the Students´ Compositions. Profile Issues in Teachers` Professional Development, (6), 37-46. Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning. Awang, Z. (2012). Research methodology and data analysis. Universiti Teknologi MARA Press. Azman, H. (2016). Implementation and challenges of English language education reform in Malaysian primary schools. 3L: Language, Linguistics, Literature®, 22(3), 65-78. http://ejournal.ukm.my/3l/issue/view/872 Bader, S. (2020). SOLO Taxonomy in a Visible Learning School: A Quasi- Experimental Design to Study the Effect of SOLO Taxonomy on Student Metacognitive Ability SOLO Taxonomy as a Framework of Designing Comprehension Strategies (Doctoral dissertation, The British University in Dubai (BUiD). Bahagian Pembangunan Kurikulum (2017). Dokumen Standard Kurikulum dan Pentaksiran, Kurikulum Standard Sekolah Rendah - Bahasa Inggeris tahun lima sekolah kebangsaan(semakan 2017): Kementerian Pendidikan Malaysia. Bai, B. (2018). Understanding primary school students’ use of self-regulated writing strategies through think-aloud protocols. System, 78, 15-26. Bai, B., & Guo, W. (2019). Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong. Language Teaching Research. https://doi.org/10.1177%2F1362168819859921 Bai, B., Wang, J., & Nie, Y. (2020). Self-efficacy, Task Values and Growth Mindset: What has the Most Predictive Power for Primary School Students’ Self- Regulated Learning in English Writing and Writing Competence in an Asian Confucian Cultural Context? Cambridge Journal of Education, 51(1), 65-84. https://doi.org/10.1080/0305764X.2020.1778639 Baker, K. M. (2016). Peer Review as a Strategy for Improving Students’ Writing Process. Active Learning in Higher Education, 17(3), 179-192. https://doi.org/10.1177/1469787416654794 Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033- 295X.84.2.191 Bandura, A. (1997). Self-Efficacy: The exercise of control. W. H. Freeman. https://psycnet.apa.org/record/1997-08589-000 Baran-Lucarz, M. (2019). Formative Assessment in the English as a Foreign Language Classroom in Secondary Schools in Poland. Report on a mixed method study. The Journal of Education, Culture, and Society, 10(2), 309-327. https://doi.org/10.15503/jecs20192.309.327 Battaglini, M., Díaz, C., & Patacchini, E. (2017). Self-control and peer groups: An empirical analysis. Journal of Economic Behavior & Organization, 134, 240- 254. Beesley, A. D., Clark, T. F., Dempsey, K., & Tweed, A. (2018). Enhancing formative assessment practice and encouraging middle school mathematics engagement and persistence. School science and mathematics, 118(1-2), 4-16. Bell, B. S. (2017). Strategies for supporting self-regulation during self-directed learning in the workplace. In Autonomous learning in the workplace (pp. 117-134). Routledge. Bellen, J. A., & Jomoc, A. B. (2017). Supporting struggling grade 8 science students’ motivation, participation and performance through peer-tutoring approach. Annals of Tropical Research, 39(1), 147-15. Belsi, A., & Murtagh, G. M. (2018). Peer tutoring in clinical communication teaching: the experience of 1st year students and their peer tutors. MedEdPublish, 7(135), 135. Bhatti, M. S., Iqbal, A., Mukhtar, R., Noreen, S., & Javed, Z. (2021). Studying the Role of Positive Reinforcement for Motivation to Learn the English Language at Secondary Level in Pakistan. Utamax : Journal of Ultimate Research and Trends in Education, 3(1), 14-20. https://doi.org/10.31849/utamax.v3i1.5899 Biggs, J. B., & Collis, K. F. (2014). Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome). Academic Press. Biggs, J.B., & Collis, K.F. (1982). Evaluating the Quality of Learning: The SOLO Taxonomy. Academic Press. Binu, P. M. (2021). Slow learners in the English Classroom. Notion Press. Birjandi, P., & Hadidi Tamjid, N. (2012). The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance. Assessment & evaluation in higher education, 37(5), 513-533. Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in education: Principles, policy & practice, 25(6), 551-575. Blatchford, P., Kutnick, P., Baines, E. & Galton, M. (2003). Toward a social pedagogy of classroom group work. International Journal of Educational Research, 39(1), 153–172. http://dx.doi.org/10.1016/S0883-0355(03)00078-8 Boud, D. (2013). Enhancing learning through self-assessment. Routledge. Bowen, Glenn. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal. 9. 27-40. 10.3316/QRJ0902027. Bowman-Perrott, L., Davis, H., Vannest, K., Williams, L., Greenwood, C., & Parker, R. (2013). Academic benefits of peer tutoring: A meta-analytic review of single- case research. School psychology review, 42(1), 39-55. Brabrand, C., & Dahl, B. (2009). Using the SOLO taxonomy to analyze competence progression of university science curricula. Higher Education, 58, 531–549. Bracht, G. H., & Glass, G. V. (1968). The external validity of experiments. American educational research journal, 5(4), 437-474. Brew, A. (1999). Towards autonomous assessment: using self- and peer assessment. In S. Brown and A. Glasner (Eds.), Assessment matters in higher education: Choosing and using diverse approaches (pp. 159-171). Open University Press. Brinkmann, S., & Kvale, S. (2018). Doing interviews (2. ed). Sage Publications. Brown, G. A., Bull, J., & Pendlebury, M. (2013). Assessing student learning in higher education. Routledge. Brown, G. T. L., and Harris, L. R. (2014). The future of self-assessment in classroom practice: reframing self-assessment as a core competency. Frontline Learn. Res. 3, 22–30. doi: 10.14786/flr. v2i1.24 Brown, G. T., & Hattie, J. (2012). The benefits of regular standardized assessment in childhood education. Contemporary debates in childhood education and development, 287. Browne, A. C. (1993). Helping children to write. SAGE. Bryman, A., & Cramer, D. (2011). Quantitative Data Analysis with IBM SPSS 17, 18 and 19: A Guide for Social Scientists. Routledge. Bugaj, T. J., Blohm, M., Schmid, C., Koehl, N., Huber, J., Huhn, D., & Nikendei, C. (2019). Peer-assisted learning (PAL): skills lab tutors’ experiences and motivation. BMC medical education, 19(1), 1-14. Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of educational research, 65(3), 245-281. https://doi.org/10.3102%2F00346543065003245 Caniglia, J. C., & Meadows, M. (2018). An application of the solo taxonomy to classify strategies used by pre-service teachers to solve" one question problems". Australian Journal of Teacher Education (Online), 43(9), 75-89. Castro, F. E. V., & Fisler, K. (2017, November). Designing a multi-faceted SOLO taxonomy to track program design skills through an entire course. In Proceedings of the 17th Koli Calling International Conference on Computing Education Research (pp. 10- 19). Chidziva, J. (2021). Using ubuntu values to enhance disruptive pedagogies for effective and meaningful teaching of grade 12 Euclidean geometry (Doctoral dissertation). Chorrojprasert, L. (2021). Learners' Perceptions on Peer Assessment in Team-Based Learning Classroom. LEARN Journal: Language Education and Acquisition Research Network, 14(1), 522-545. Cohen, L., Manion, L., & Morrison, K. (2017). Validity and reliability. In Research methods in education (pp. 245-284). Routledge. Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage publications. Cresswell, J. W. (2015). A concise introduction to mixed methods research. Sage Publication. Cresswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Sage Publication Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications. Dahaman, A. (2014). Pembangunan modul m-Pembelajaran Bahasa Arab di Institut Pendidikan Guru (Doctoral dissertation, University of Malaya). Daniela, L. (2019). Smart pedagogy for technology-enhanced learning. In Didactics of smart pedagogy (pp. 3-21). Springer, Cham. Dann, R. (2014). Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice. Assessment in Education: Principles, Policy & Practice, 21(2), 149-166. https://doi.org/10.1080/0969594X.2014.898128 Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied developmental science, 24(2), 97-140. Davies, P. (2006). Peer assessment: Judging the quality of students work by comments rather than marks. Innovations in Education & Teaching International. 43. 69- 82. 10.1080/14703290500467566. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Nature. Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology. Sage Publications Ltd. 416-436. Deci, E. L., & Ryan, R. M. (2018, February 13). Home. Self- Determination Theory. http://selfdeterminationtheory.org/ Dejene, W. (2019). The practice of modularized curriculum in higher education institution: Active learning and continuous assessment in focus. Cogent Education, 6(1), Deno, S.L. (1987). Curriculum-based measurement. Teaching Exceptional Children, 20, 41. https://eric.ed.gov/?id=EJ359417 Depdiknas (2008). Panduan Pengembangan Bahan Ajar. Direktorat Jenderal Pendidikan Dasar dan Menengah Direktorat Pembinaan Sekolah Menengah Atas. Dewi, P. Y. A., & Primayana, K. H. (2019). Effect of learning module with setting contextual teaching and learning to increase the understanding of concepts. International Journal of Education and Learning, 1(1), 19-26. Dillenbourg, P. (1999). Collaborative Learning: Cognitive and Computational Approaches. Advances in Learning and Instruction Series. Elsevier Science, Inc. Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The modern language journal, 78(3), 273-284. Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press. Duran, D. (2017). Learning-by-teaching. Evidence and implications as a pedagogical mechanism. Innovations in Education and Teaching International, 54(5), 476- 484. Dyevre, A., & Wijtvliet, W. (2019). Can Peer Assessment Be Used to Improve Students' Writing Skills? Evidence from a Randomized Controlled Trial. Evidence from a Randomized Controlled Trial (January 29, 2019). 484. EDUCATION, R. (2019). Can Self-Evaluations and Soft Performance Contracts Help Schools Achieve Education Standards? Ekorini, P. Z. (2021). Analysis on students’ mistakes in writing recount text (a case study on eighth-grade students of mts al-amin ngetos, nganjuk). Epigram, 18(1), 49-58. El-Koumy, A. S. (2020). Teaching English as a foreign language to students with learning disabilities at the intermediate and advanced levels: a multiple- strategies approach. Revised Edition (February 20, 2020). Published by Dar An-Nashr for Universities, Cairo, Egypt, Revised Edition. Ellis, R. (2008, January 9). Principles of instructed second language acquisition. Center for Applied Linguistics. Erarslan, A. (2021). English language teaching and learning during Covid-19: A global perspective on the first year. Journal of Educational Technology and Online Learning, 4 (2), 349-367.DOI: 0.31681/jetol.907757 Essays, UK. (November 2018). Theories of Motivation for Second Language Acquisition (SLA). Etikan, I., Musa, S.A., & Alkassim, R. S. (2016). Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11 Fajrina, D., Everatt, J., & Sadeghi, A. (2021). Writing Strategies Used by Indonesian EFL Students with Different English Proficiency. Language Teaching Research Quarterly, 21, 1-15. Falchikov, N. (2013). Improving assessment through student involvement: Practical solutions for aiding learning in higher and further education. Routledge. Falchikov, N., & Goldfinch, J. (2000). Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks. Review of educational research, 70(3), 287-322. https://doi.org/10.3102%2F00346543070003287 Fan, Y., & Xu, J. (2020). Exploring student engagement with peer feedback on L2 writing. Journal of Second Language Writing, 50, 100775. https://doi.org/10.1016/j.jslw.2020.100775 Faulkner, V. N., & Cain, C. R. (2013). Improving the mathematical content knowledge of general and special educators: Evaluating a professional development module that focuses on number sense. Teacher Education and Special Education, 36(2), 115-131. Ferguson, H., Bovaird, S., & Mueller, M. (2007). The impact of poverty on educational outcomes for children. Paediatrics & child health, 12(8), 701– 706. http://dx.doi.org/10.1093/pch/12.8.701 Forbes, K., & Fisher, L. (2018). The impact of expanding advanced level secondary school students' awareness and use of metacognitive learning strategies on confidence and proficiency in foreign language speaking skills. The Language Learning Journal, 46(2), 173-185. Freij, M., & Ahlin, L. (2014). Going forward with feedback: on autonomy and teacher feedback. In Text Analysis Symposium at Kristianstad University, April 2014. Kristianstad University Press. 42-48. Frey, B. (2018). The SAGE encyclopedia of educational research, measurement, and evaluation (Vols. 1-4). SAGE Publications, Inc. Gardner, R. C. (2010). Motivation and second language acquisition: The socio- educational model (Vol. 10). Peter Lang. Gardner, F. L., & Moore, Z. E. (2007). The psychology of enhancing human performance: The mindfulness-acceptance-commitment (MAC) approach. Springer Publishing Company. Gardner, H. (2021). Disciplined mind: What all students should understand. Simon & Schuster. Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. Edward Arnold. Gardner, R. C. (2001). Integrative motivation and second language acquisition. Motivation and second language acquisition, 23(1), 1-19. Garton, S. (2014). Unresolved issues and new challenges in teaching English to young learners: The case of South Korea. Current issues in language planning, 15(2), 201-219. https://doi.org/10.1080/14664208.2014.858657 Gay & Ariasian (2003). Educational Research: Competencies for Analysis and Applications (9th Ed). USA: Prentice Hall. Gay, L. R., Mills, G. E., & Airasian, P. (2006). edition 8. Educational research: Competencies for analysis and analysis and applications. Upper Saddle River, NJ. Pearson Education. GB (2019, January 12) Kupasan Mutu Jawapan UPSR, 2017. https://gurubesar.my/kupasan-mutu-jawapan-upsr-2017/ Getie, A. S. (2020). Factors affecting the attitudes of students towards learning English as a foreign language. Cogent Education, 7(1), 1738184. Ghazali Darusalam & Sufean Hussin (2018). Metodologi penyelidikan dalam pendidikan. Kuala Lumpur: Penerbit Universiti Malaya. Ghazali, N. H. C. M., Rabi, N. M., Wahab, N. A., Rohaizad, N. A. A., & Rahman, N. A. (2018). Development and validation of an instrument to measure understanding in daily lesson plan. Journal of Fundamental and Applied Sciences, 10(3S), 268-283. https://www.ajol.info/index.php/jfas/article/view/171521 Ghufron, M. A. (2016). Process-Genre Approach, Product Approach, and Students’ Self-Esteem in Teaching Writing. Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, 2(1),37-54. https://www.researchgate.net/deref/http%3A%2F%2Fejournal.kopertais4.or.id %2Findex.php%2Fefi Gombak Educational District (2018). Analisis keputusan UPSR 2018. https://www.moe.gov.my/ppd-gombak Gopalan, V., Bakar, J. A. A., Zulkifli, A. N., Alwi, A., & Mat, R. C. (2017, October). A review of the motivation theories in learning. In AIP Conference Proceedings (Vol.1891, No. 1, p. 020043). AIP Publishing LLC. Government of Malaysia (GoM) (2012). Malaysia Education Blueprint: 2013-2025. Putrajaya: Economic Planning Unit. Graham, S. (2019). Changing how writing is taught. Review of Research in Education, 43(1), 277-303. https://doi.org/10.3102%2F0091732X18821125 Gresham, F. M., MacMillan, D. L., & Bocian, K. M. (1996). Learning disabilities, low achievement, and mild mental retardation: More alike than different? Journal of learning disabilities, 29(6), 570-581. https://doi.org/10.1177/002221949602900601 Griffin, C. C., Dana, N. F., Pape, S. J., Algina, J., Bae, J., Prosser, S. K., & League, M. B. (2018). Prime online: Exploring teacher professional development for creating inclusive elementary mathematics classrooms. Teacher education and special education, 41(2), 121-139. Hadfield, J., & Dörnyei, Z. (2013). Motivating learning. Pearson. Hall, S. J. (2015). A past before a blueprint: Malaysia's challenges in English Language teaching. IDP Education. 149-168. Han, C., & Fan, Q. (2020). Using self-assessment as a formative assessment tool in an English-Chinese interpreting course: student views and perceptions of its utility. Perspectives, 28(1), 109-125. Harris, K., Graham, S., & Mason, L. (2006). Improving the Writing, Knowledge, and Motivation of Struggling Young Writers: Effects of Self-Regulated Strategy Development with and without Peer Support. American Educational Research Journal, 43(2), 295-340. http://dx.doi.org/10.3102/00028312043002295 Harrison, K., O' Hara, J., & McNamara, G. (2015). Re-Thinking Assessment: Self- and Peer- Assessment as Drivers of Self-Direction in Learning. Eurasian Journal of Educational Research, 60, 75-88. https://doi.org/10.14689/ejer.2015.60.5 Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. Hattie, J., & Jaeger, R. (1999). Assessment and classroom learning: A deductive approach. Assessment in Education: principles, policy & practice, 5(1), 111- 122. https://doi.org/10.1080/0969595980050107 Hattie, J., & Timperley, H. (2008). The power of feedback. Review of Educational Research, 77, 81–112. https://doi.org/10.3102%2F003465430298487 Hattie, J., & Yates, G. C. (2013). Visible learning and the science of how we learn. Routledge. Headley, M. G., & Plano Clark, V. L. (2020). Multilevel mixed methods research designs:Advancing a refined definition. Journal of Mixed Methods Research, 14(2), 145-163. Hennink, M. M. (2013). Focus group discussions. Oxford University Press. Hook, P., & Mills, J. (2012). SOLO Taxonomy: A Guide for Schools. Planning for Differentiation. Essential Resources. Horkoff, T. (2015). Putting Ideas into Your Own Words and Paragraphs. Writing for Success 1st Canadian Edition. Hyland, K. (2019). Second language writing. Cambridge university press. Ibrahim, N., Shak, M. S. Y., Mohd, T., Zaidi, A., & Yasin, S. M. A. (2015). The importance of implementing collaborative learning in the English as a second language (ESL) classroom in Malaysia. Procedia Economics and Finance, 31, 346-353. IDEK, M. S. B. (2020). Fostering ESL critical reading skills through solo taxonomy (Doctoral dissertation, Universiti Teknologi MARA). Ien, L. K., Yunus, M. M., & Embi, M. A. (2017). Build Me Up: Overcoming Writing Problems Among Pupils in A Rural Primary School In Belaga, Sarawak, Malaysia. Jurnal Pendidikan Humaniora, 5(1), 1-7. http://journal.um.ac.id/index.php/jph Iivari, N. (2018). Using member checking in interpretive research practice: A hermeneutic analysis of informants’ interpretation of their organizational realities. Information Technology & People. Ilker, E., Sulaiman, A. M., Rukayya, S.A. (2016). Comparison of Convenienc Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics., 5(1), 1-4. http://dx.doi.org/10.11648/j.ajtas.20160501.11 Internet World Stats (2020). Most common languages used on the internet as of January 2020, by share of internet users. https://www.statista.com/statistics/262946/share-of-the-most-common- languages-on-the-internet/ Ismail, M. I. H., & Aziz, A. A. (2019). TS25 school teachers’ perceptions of differentiated learning in diverse ESL classrooms. Journal of Education and Social Sciences, 13(1), 95-107. Jais, N. F. M., Ishak, S. A., & Yunus, M. M. (2022). Developing the Self-Learning Interactive Module using ADDIE Model for Year 5 Primary School Students. International Journal of Academic Research in Progressive Education and Development, 11(1), 615–630. Jamia’an, Z., & Jano, Z. (2016). The effectiveness of using cooperative learning in teaching reading comprehension. Journal of Human Capital Development (JHCD), Jamrus, M. H. M., & Razali, A. B. (2019). Using Self-Assessment as a Tool for English Language Learning. English Language Teaching, 12(11), 64-73. http://dx.doi.org/10.5539/elt.v12n11p64 Jensen, E. (2009). Teaching with poverty in mind: What being poor does to kids' brains and what schools can do about it. AScD. 9(1), 107- 118. Kalai Selvi & Parilah Mohd Shah. 2018. The Anxiety and Motivation of Malaysian Students towards Learning English Language. 11th Language for Specific Purposes International Conference. Kalayci, G., & Öz, H. (2018). Parental Involvement in English Language Education: Understanding Parents' Perceptions. International Online Journal of Education and Teaching, 5(4), 832-847. Kamarozaman Abd. Razak (2018, July 2022). Kemurungan kalangan guru serius- NUTP. http://web.jiaozong.org.my/doc/2018/july/20180726-001.pdf Kane, M. T. (2013). Validating the interpretations and uses of test scores. Journal of Educational Measurement, 50(1), 1-73. Kayani, M. A. H., Ajmal, M., & Rahman, F. (2010). Teachers’ perception regarding examination based on SOLO taxonomy. International Journal of Academic Research, 2(6), 208-211. http://www.ijar.lit.az/ Keith J. T. (2005) Educational Psychology. Trends in Peer Learning, 25(6), 631- 645. https://doi.org/10.1080/01443410500345172 Keith J. T. (2009). Peer Assessment. Theory into Practice, 48(1), 20-27. https://doi.org/10.1080/00405840802577569 Kelly, A. V. (2003). Barriers to low achievers’ success in the elementary classroom as perceived by teachers: a qualitative study. The University of Florida Digital Collections (UFDC) Kim, S. & Nor, M. (2019). The Effects of Self-regulated Learning Strategies on Preschool Children’s Self-efficacy and Performance in Early Writing. International Journal of Education, 11(2), 99-108. http://dx.doi.org/10.17509/ije.v11i2.14504 Kim, W., Ok, M. W., & Yoo, Y. (2018). The Effects of Self-and Peer-Monitoring in Social Studies Performance of Students with Learning Disabilities and Low Achieving Students. Learning Disabilities Research & Practice, 33(2), 87-98. https://doi.org/10.1111/ldrp.12158 Kkese, E. (2019). L2 writing assessment: The neglected skill of spelling. Cambridge Scholars Publishing. Klien, J. D., & Richey, R. C. (2007). Design and Development Research Method, strategies, and Issue. Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological bulletin, 119(2), 254. http://dx.doi.org/10.1037/0033-2909.119.2.254 Koestner, R., & Hope, N. (2014). A self-determination theory approach to goals. The Oxford handbook of work engagement, motivation, and self-determination theory, 400-413. Kong, A., & Teng, M. F. (2020). The operating mechanisms of self-efficacy and peer feedback: An exploration of L2 young writers. Applied Linguistics Review. Krashen, S. D. (1988). On course: Bilingual education's success in California. California Association for Bilingual Education. Kristen Nielson (2014). Self-assessment methods in writing instruction: a conceptual framework, successful practices and essential strategies. Journal of Research in Reading, 37(1), 1–117. https://doi.org/10.1111/j.1467-9817.2012.01533.x Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia-social and behavioral sciences, 31, 486-490. https://doi.org/10.1016/j.sbspro.2011.12.091 Larsen-Freeman, D. (2000). Techniques and principles in language teaching. oxford University. Lau, Kl. (2020). The effectiveness of self-regulated learning instruction on students’ classical Chinese reading comprehension and motivation. Read Writ 33, https://doi.org/10.1007/s11145-020-10028-2 Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103-122. Leclercq, P., & Edmonds, A. (2014). How to assess L2 proficiency? An overview of proficiency assessment research. Measuring L2 proficiency: Perspectives from SLA, 3-23. http://dx.doi.org/10.21832/9781783092291-004 Lembaga Peperiksaan Malaysia (2011). Panduan dan Peraturan PBS. Putrajaya. Available at: http://www.scribd.com/faridooi/d/81532201-Panduan- DanPeraturan-Pbs-2011. Lenski, S., & Verbruggen, F. (2010). Writing instruction and assessment for English language learners K-8. Guilford Press. Leseman, P. (2002, June). Early childhood education and care for children from low- income or minority backgrounds. In a paper for discussion at the OECD Oslo Workshop. Li, H., Xiong, Y., Hunter, C. V., Guo, X., & Tywoniw, R. (2020). Does peer assessment promote student learning? A meta-analysis. Assessment & Evaluation in Higher Education, 45(2), 193-211. Lim, T. D. (2014). Analyzing Malaysian English Classrooms: Reading, Writing, Speaking & Listening Teaching Strategies (Doctoral dissertation). University Of Washington. Lin, J. W. (2018). Effects of an online team project-based learning environment with group awareness and peer evaluation on socially shared regulation of learning and self-regulated learning. Behaviour & Information Technology, 37(5), 445-461. Liu, J., Xiao, B., Hipson, W. E., Coplan, R. J., Li, D., & Chen, X. (2017). Self-control, peer preference, and loneliness in Chinese children: A three-year longitudinal study. Social Development, 26(4), 876-890. Ljubojevic, D. A. N. I. J. E. L. A. (2014). Implementing peer assessment tools to enhance teaching writing. The Fifth International Conference on e- Learning, 131-134. Loh, C. Y. R., & Teo, T. C. (2017). Understanding Asian students learning styles, cultural influence and learning strategies. Journal of Education & Social Policy, 7(1), 194-210. Looi, S. (2016, Nov. 18). Ministry of Education: English writing skills need improvement. The Malaymail. Macalister, J., & Nation, I. P. (2019). Language curriculum design. Routledge. MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562. Madihie, A., & Noah, S. M. (2013). An application of the Sidek Module development in REBT counseling intervention module design for orphans. Procedia-Social and Behavioral Sciences, 84, 1481-1491. http://dx.doi.org/10.1016/j.sbspro.2013.06.777 Mahamod, Z., & Somasundram, B. (2017). Effectiveness of cooperative learning on the achievement and motivation of the student in learning Malay language. Creative Education, 8(15), 2438-2454. Mahbib, U. K., Esa, A., Mohamad, N. H., & Mohd Salleh, B. (2017). Cooperative learning (CL) as 21st century’s teaching method in improving English proficiency among primary school student: Teachers’ perception. VOL. 25 (S) APR, 39. Mahmood, A., Ali, M. Q., & Hussain, W. (2014). Understanding of Elementary School Teachers of 3rd World Country about Levels of SOLO Taxonomy. Mediterranean Journal of Social Sciences, 5(23), 1135. http://dx.doi.org/10.5901/mjss.2014.v5n23p1135 Majid, F. A. (2011). School-Based Assessment in Malaysian Schools: The Concerns of the English Teachers. Online Submission. Mohd Majid, K. (1998). Kaedah Penyelidikan Pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka. Majlis Peperiksaan Malaysia (2011). https://www.mpm.edu.my/component/content/?id=241&Itemid=519 Mansur, A. F. U., & Alves, A. C. (2018). The importance of peer assessment & self-assessment in PBL applied to an administration course. Revista Ibero- Americana de Estudos em Educação, 13(1), 451-467. Mayer, R. E. (2017). Using multimedia for e-learning. Journal of computer assisted learning, 33(5), 403-423. McKillip, J. (1987). Need analysis: Tools for the human services and education: Sage. Meichenbaum, D. (2017). Teaching Thinking. The Evolution of Cognitive Behavior Therapy: A Personal and Professional Journey with Don Meichenbaum. Routledge. Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge University Press. Merriam, S. B., & Grenier, R. S. (Eds.). (2019). Qualitative research in practice: Examples for discussion and analysis. John Wiley & Sons. Merriam, S.B & Simpson, E.L (2000). A Guide to Research for Educators and Trainers of Adults (2nd ed.). Krieger. Meyer, C., & Jones, T. B. (1993). Promoting active learning: Strategies for the college classroom. Jossey-Bass. Ministry of Education Malaysia. (2016). English Language Education Reform in Malaysia: The Roadmap 2015-2025. English Language Standards and Quality Counsil. Misbah, N. H., Mohamad, M., Yunus, M. M., & Ya’acob, A. (2017). Identifying the Factors Contributing to Students’ Difficulties in the English Language Learning. Creative Education, 8(13), 1999. https://doi.org/10.4236/ce.2017.813136 Mitchell, M. L., & Jolley, J. M. (2012). Research Design Explained, 8th Edn. Balmont. Mohamad Uri, Nurul Farehah, Abd Aziz, Mohd Sallehhudin (2018). Implementation of CEFR in Malaysia: Teachers’ awareness and the Challenges. The Southeast Asian Journal of English Language Studies, 24, 168-183. http://doi.org/10.17576/3L-2018-2403-13 Mohammad Aziz Shah, M. A. (2018). Pembinaan dan pengujian modul. Modul GOT PIMEV: PRO-IN-MOD-EKS-VIVA. Psychology and Counselling Academy. ISBN: 978-967-15692-1-4. Mohd Noah, S., & Ahmad, J. (2005). Pembinaan modul: Bagaimana membina modul latihan dan modul akademik. University Putra Malaysia. Morrison, G., Ross, S., & Kemp. J. (2007). Designing Effective Instruction. Wiley Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction. John Wiley & Sons. Moser, A., & Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis. European journal of general practice, 24(1), 9-18. Moss, C. M., & Brookhart, S. M. (2019). Advancing formative assessment in every classroom: A guide for instructional leaders. ASCD. Muhammad Sidek Said & Arfah Ahamad. (2017). Program i-Think dan Kemahiran Berfikir Aras Tinggi (KBAT) Memacu Kejayaan Program Transformasi Sekolah 2025 (TS25) Muijs, D., & Reynolds, D. (2017). Effective teaching: Evidence and practice. Sage. Mullen, P. M. (2003). Delphi: myths and reality. Journal of Health Organization and Management, 17(1), 37–52. https://doi.org/10.1108/14777260310469319 Muniza, M., Nagina, P. (2015). Intrinsic Motivation of the High and Low Academic Achievers. American Journal of Educational Research, 3(11), 1481-1483. http://pubs.sciepub.com/education/3/11/20 Murray, D. M., & Hashimoto, I. (1982). Writing with Power: Techniques for Mastering the Writing Process. College Composition and Communication, 33(2), 208-12. Mustafa, M. S. I., Abdullah, M. K. K., & Nadzeri, M. B. (2022). Development And Evaluation Of" CTWrite" Module on English Writing Skills Among Primary School Students.Iinternational journal of education, islamic studies and social science research, 7(1), 98-105. Myers. (2010). Psychology. Eighth Edition in Modules. Worth Publishers. Nair, G. K. S., Setia, R., Samad, N. Z. A., Zahri, R. N. H. B. R., Luqman, A., Vadeveloo, T., & Ngah, H. C. (2014). Teachers’ knowledge and issues in the implementation of school-based assessment: A case of schools in Terengganu. Asian Social Science, 10(3), 186. http://dx.doi.org/10.5539/ass.v10n3p186 Nawas, A. (2020). Grading anxiety with self and peer-assessment: A mixed-method study in an Indonesian EFL context. Issues in Educational Research, 30(1), 224-244. Ndoye, A. (2017). Peer/Self-Assessment and Student Learning. International Journal of Teaching and Learning in Higher Education, 29(2), 255-269. Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090 Nielsen, K. (2014). Self-assessment methods in writing instruction: A conceptual framework, successful practices and essential strategies. Journal of Research in Reading, 37(1), 1- 16. Nielsen, K. (2019). Peer and self-assessment practices for writing across the curriculum: learner-differentiated effects on writing achievement. Educational Review, 1–22. https://doi.org/10.1080/00131911.2019.1695104 No more class streaming system in Putrajaya schools (2018, January 3) The Star. https://www.thestar.com.my/news/nation/2018/01/03/no-more-class- streaming-system-in-Putrajaya-schools/ Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language learning, 50(1), 57-85. Noraini I. Isahak H. Tunku M. Fatimah H. Sharifah N. Abdul G. Fatimah H. Noraini A. Foziah M. & Mohd Y. (2001). Satu kajian tentang penggunaan modul pengajaran bagi mata pelajaran bahasa melayu bahasa inggeris matematik dan jawi di Kawasan luar bandar. Norshafinaz Abdul Sani & Faridah Yunus. (2018). Amalan Perancangan, Pelaksanaan dan Pentaksiran dalam Proses Pengajaran dan Pembelajaran Pranumerasi di Tadika Swasta. Jurnal Pendidikan Malaysia, No.43, Vol. 2, 101-110 N., Sam M.S., "MOTIVATION," in PsychologyDictionary.org, April 7, 2013, https://psychologydictionary.org/motivation/ Nunan, D. (2003). Practical English language teaching. Singapore: McGraw Hill. Nunnally, J. C. and Berstein, I. H. (1994). Psychometric theory. 3rd edn: McGraw-Hill. Nyaga, N. K. (2020). Effects of Peer Assessment on Academic Performance Case Study- Tharaka Boys High School (Doctoral dissertation, University of Nairobi). Odanga, Sylvester. (2018). Strategies for Increasing Students’ Self-motivation. Asian Research Journal of Arts & Social Sciences, 6(4), 1-16. http://dx.doi.org/10.9734/ARJASS/2018/41354 Othman, J. (2019). Reform in assessment: teachers’beliefs and practices. Journal of Teaching English for Specific and Academic Purposes, 6(3), 501-512. http://dx.doi.org/10.22190/JTESAP1803501O Öztürk, M., & Çakiroglu, Ü. (2021). Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills. Smart Learning Environments, 8(1), 1-20. Palmer, G., Peters, R., & Streetman, R. (2017). Ch. 7 Cooperative Learning. Instructional Methods, Strategies and Technologies to Meet the Needs of All Learners. Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8. Panadero, E., & Alqassab, M. (2019). An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading. Assessment & Evaluation in Higher Education. Panadero, E., Andrade, H., & Brookhart, S. (2018). Fusing self-regulated learning and formative assessment: A roadmap of where we are, how we got here, and where we are going. The Australian Educational Researcher, 45(1), 13-31. Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self- regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74-98. Pandey, P., & Pandey, M. M. (2021). Research methodology tools and techniques. Bridge Center. Park, Y., Ambrose, G., Coleman, M. B., & Moore, T. C. (2017). The effects of teacher directed writing instruction combined with SOLO Literacy Suite. Journal of Computer Assisted Learning, 33(1), 20-34. Patton, M. Q. (2002). Qualitative research & evaluation methods. sage. Peloghitis, J. (2019). Effect of Peer Feedback on Self-assessment in Writing. ... .= ICU Language Research Bulletin, (34), 36-46. Pelto, P. J. (2017). Mixed methods in ethnographic research: Historical perspectives. Routledge. Petrillo, A., De Felice, F., Cioffi, R., & Zomparelli, F. (2018). Fourth industrial revolution: Current practices, challenges, and opportunities. Digital transformation in smart manufacturing, 1-20. Phungphai, K., & Boonmoh, A. (2021). Students’ Perception towards the Use of Rewards to Enhance Their Learning Behaviours and Self-Development. JEE JournalofEnglishEducation, 7(1),39–55. https://doi.org/10.30606/jee.v7i1.637 Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Prentice Hall. Pintrich, P.R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A.Wigfield & J.S. Eccles (Eds.), Development of achievement motivation (pp. 64). CA: Academic. Plotnik, R. & Kouyoumjian. H. (2011) Introduction to psychology. Wadsworth. Polit, D. F., & Beck, C. T. (2006). The content validity index: are you sure you know what's being reported? Critique and recommendations. Research in nursing & health, 29(5), 489-497. Praputpittaya, T., & Yasri, P. (2020). The COPE Model for Promoting Cooperative Learning in Classrooms. International Journal of Innovation, Creativity and Change, 12(6), 349-361. Pui, W. S. W. (2019). Empowering Voices of Students with Learning Difficulties – Implementing Self-Regulated Learning Strategies in a Special School through Participatory Action Research. Polish Journal of Educational Studies, 72(1), 125-144. https://doi.org/10.2478/poljes-2019-0009 Puteh, S. N., Rahamat, R., & Karim, A. A. (2010). Writing in the Second Language: Support and Help Needed by the Low Achievers. Procedia - Social and Behavioral Sciences, 7, 580–587. http://dx.doi.org/10.1016/j.sbspro.2010.10.078 Pyle, A., & DeLuca, C. (2017). Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices. The Journal of Educational Research, 110(5), 457-466. Quddus, L., Khalid, M., & Khan, M. W. A. (2019). Teachers’ Self-Assessment of Their Teaching Effectiveness at Higher Secondary Level in Pakistan: A Case Study. KnE Social Sciences, 807-817. https://knepublishing.com/index.php/Kne-Social/article/view/5089 Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2021). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 1-21. Rahmawati, R., Lestari, F., & Umam, R. (2019). Analysis of the effectiveness of learning in the use of learning modules against student learning outcomes. Desimal: Jurnal Matematika, 2(3), 233-240. Rajkamal, A & Prema, N. (2018). Effectiveness of Counselling on Academic Achievement of Low Achievers. International Journal of Environmental and Science Education, 13(1), 11-16. http://www.ijese.net/makale/2005.html Ramburuth, P., & Mladenovic, R. (2004, July 12). Understanding Student Learning: A Study Utilising the SOLO Taxonomy and Study Process Questionnaire (SPQ). Ramirez, N. P. G. (2020). Instructing Teachers About Learning Disabilities in ELLs: Identifying the Issues and Teaching Techniques (Doctoral dissertation, Greensboro College). Ratminingsih, N. M., Marhaeni, A. A. I. N., & Vigayanti, L. P. D. (2018). Self- Assessment: The Effect on Students' Independence and Writing Competence. International Journal of Instruction, 11(3), 277-290. Richey, R. C., Klein, J. (2007). Design and developmental research, New Jersey: Lawrence Erlbaum Associates. Rietdijk, S., Van Weijen, D., Janssen, T., van den Bergh, H., & Rijlaarsdam, G. (2018). Teaching Writing in Primary Education: Classroom Practice, Time, Teachers’ Beliefs and Skills. Journal of Educational Psychology. http://dx.doi.org/10.1037/edu0000237 Rios, S. (2014, October 2). Non-English Speakers at Steep Disadvantages. The Standard Times. Rob, M., & Rob, F. (2018). Dilemma between constructivism and constructionism: Leading to the development of a teaching-learning framework for student engagement and learning. Journal of International Education in Business, 11(2), 273-290. Roscoe, R., & Chi, M. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors’ explanations and questions. Review of Educational Research, 77, 534–574.10.3102/0034654307309920 Roulston, K. (2018). Triangulation in qualitative research. Russell, J. D. (1974). Modular instruction: A guide to the design, selection, utilization and evaluation of modular materials. Burgess Publishing. Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publishing. Saad, Z. M., Vejaratnam, N., bin Nordin, M., Yunus, Y. M., Mokhtar, N. M., Yusof, J., & Senin, M. S. (2021). Case Study: Implementation of Education Performance Test for Year 3 in Batu Pahat. LINGUISTICA ANTVERPIENSIA, 2546-2554. Sabbir, F. (2019). Perceived view of teachers towards Pentaksiran Tingkatan Tiga (PT3) (Form Three assessment) English language: A case study. Asian Journal of University Education, 15(3), 34-44. Safii, Azman. (2017). Program TS25. Retrieved from PRISMA (Pasukan Profesionalisme SIPartners+ Malaysia: http://www.jprisma.com/v1/index.php/program/sekolah-transformasi-2025 Saldaña, J. (2014). Coding and analysis strategies. The Oxford handbook of qualitative research, 581-605. Sanchez, C. E., Atkinson, K. M., Koenka, A. C., Moshontz, H., & Cooper, H. (2017). Self-grading and peer-grading for formative and summative assessments in 3rd through 12th grade classrooms: A meta-analysis. Journal of Educational Psychology, 109(8), 1049-1066. https://doi.org/10.1037/edu0000190 Sardareh, S. A. (2018). Formative feedback in a Malaysian primary school ESL context. MOJES: Malaysian Online Journal of Educational Sciences, 4(1), 1-8. https://eric.ed.gov/?id=EJ1088642 Schallert, D. L. (2017). The role of illustrations in reading comprehension. Theoretical issues in reading comprehension, 503-524. Schütz, R. (2007). Stephen Krashen’s theory of second language acquisition. English made in Brazil, 2(2), 2007. Shaffer, D. R., Wood, E., & Willoughby, T. (2002). Developmental psychology: Childhood and adolescence (1st Canadian ed.). Thomson Nelson, Scarborough, ON. Shahrom Noordin & Yap, K.C. (1991). Ke arah mengindividukan pengajaran menerusi pengajaran bermodul. Jurnal Pendidikan Guru, 7, 89-107. Shirmohammadi, M., Beigi, M., & Stewart, J. (2019). Understanding skilled migrants’ employment in the host country: A multidisciplinary review and a conceptual model. The International Journal of Human Resource Management, 30(1), 96- 121. Sidhu, G., Kaur, S., & Chi, L. (2018). CEFR-aligned school-based assessment in the Malaysian primary ESL classroom. Indonesian Journal of Applied Linguistics, 8(2), 452-463. https://doi.org/10.17509/ijal.v8i2.13311 Sieberer-Nagler, K. (2016). Effective classroom-management & positive teaching. English Language Teaching, 9(1), 163-172. Siew, N. M., & Chin, M. K. (2018). Design, development and evaluation of a problem- based with cooperative module on scientific creativity of pre-schoolers. Journal of Baltic Science Education, 17(2), 215. Singh, C. K. S., Singh, R. K. A., Singh, T. S. M., Mostafa, N. A., & Mohtar, T. M. T. (2018). Developing a Higher Order Thinking Skills Module for Weak ESL Learners. English Language Teaching, 11(7), 86-100. Siti Sukainah Che Mat & Melor Md. Yunus. (2014). Attitudes and Motivation towards Learning English Among FELDA School Students. Aust. J. Basic & Appl. Sci., 8(5), 1-8. Slavin, R. E. (1980). Cooperative learning. Review of educational research, 50(2), 315- 342. http://dx.doi.org/10.3102/00346543050002315 Slavin, R. E. (2013). Cooperative learning and student achievement. School and classroom organization, 129-156. Solomon, M. B. (2013). Teaching academic writing to graduate English as Second Language (ESL) students: the effects of instruction on student academic writing at the Adventist International Institute of Advanced Studies (AIIAS), Philippines (Doctoral dissertation). Stapa, S. H., & Majid, A. H. A. (2017). The use of first language in limited English proficiency classes: good, bad or ugly?. Jurnal Sains Sosial dan Kemanusiaan, 1(1). http://www.ukm.my/e-bangi/ Statista Research Department (2022, August 23) Most Common Languages Used on the Internet 2020. https://www.statista.com/statistics/262946/share-of-the- most- common-languages-on-the-internet/ Storch, N. (2018). The TESOL Encyclopedia of English Language Teaching. Wiley. 1–6. Stuart Ian Boon (2014): Increasing the uptake of peer feedback in primary school writing: findings from an action research enquiry, Education. International Journal of Primary, Elementary and Early Years Education, 44(2), 212-225. https://eric.ed.gov/?id=EJ1091062 Su Ping, R. L., Verezub, E., Adi Badiozaman, I. F. B., & Chen, W. S. (2020). Tracing EFL students’ flipped classroom journey in a writing class: Lessons from Malaysia. Innovations in Education and Teaching International, 57(3), 305- 316. Suen, H. K., & Ary, D. (2014). Analyzing quantitative behavioral observation data. Psychology press. Supriadi, Kasman & Ansari, Khairil & Adisaputera, Abdurahman. (2019). Development of Module Teaching Materials Writing Short Texts of Literacy- Based for Students of Senior High School Parulian 1, Medan, Indonesia. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal. 2. 398-409. Surbhi,S. (2021, August 5). Differences between collaborative learning and cooperative learning. Key differences. Tabel, K. (2018). The use of Crobach’s Alpha when developing and reporting research instruments in science education. Research in Science Education, 48. 1273- 1296. https://doi.org/10.1007/s11165-016-9602-2 Taherdoost, H. (2016). Sampling method in research methodology: How to choose a sampling technique for research. International journal of Academic Research in management (IJARM), 5(2). 18-27. http://doi.org/10.2139/ssrn.3205035 Talib, R., Kamsah, M. Z., Naim, H. A., Latif, A. A., Abu Naim, H., & Abdul Latif, A. (2014). From principle to practice: Assessment for learning in Malaysian school- based assessment classroom. International Journal of Social Sciences and Education, 4(4), 850-857. Teaching and Educational Development Institute, University of Queensland (2015). Biggs’ structure of the observed learning outcome (SOLO) taxonomy. http://www.tedi.uq.edu.au/downloads/biggs_solo.pdf Theofanidis, D., & Fountouki, A. (2018). Limitations and delimitations in the research process. Perioperative Nursing-Quarterly scientific, online official journal of GORNA, 7(3 September-December 2018), 155-163. Thomas, W., & Edward, P. (2018). Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback. Assessment & Evaluation in Higher Education, 43(7), 1032- 1047. https://doi.org/10.1080/02602938.2018.1427698 Thurston, A., Cockerill, M., & Chiang, T. H. (2021). Assessing the differential effects of peer tutoring for tutors and tutees. Education Sciences, 11(3), 97. Topping, K. (2003). Self and peer assessment in school and university: reliability, validity and utility. Bulletin of Education and Research, 30(2), 61-77. https://link.springer.com/chapter/10.1007/0-306-48125-1_4 Topping, K. (2017). Peer assessment: Learning by judging and discussing the work of other learners. Interdisciplinary Education and Psychology, 1(1), 1-17. Topping, K. J. (2009). Peer Assessment. Theory into Practice, 48(1), 20–27. https://doi.org/10.1080/00405840802577569 Topping, K. J. (2018). Using peer assessment to inspire reflection and learning. Routledge. Topping, K. J. (2020). Peer Tutoring and Cooperative Learning. In Oxford Research Encyclopedia of Education. Torrefranca, E. C. (2017). Development and validation of instructional modules on rational expressions and variations. The Normal Lights, 11(1). Trianto, M. P. T. K. (2011). Strategi Dan Implementasinya Dalam Kurikulum Tingkat Satuan Pendidikan (KTSP). Cetakan ke-4, (Jakarta: PT Bumi Aksara, 2012). Tuckman, B. W., & Waheed, M. A. (1981). Evaluating an individualized science program for community college students. Journal of research in science teaching, 18(6), 489-495. Umida, K., Zarina, R., & Shahram, A. (2020). Characteristics, significance, and role of motivation problems in foreign language learning. Asian Journal of Multidimensional Research (AJMR), 9(3), 61-65. Vallerand, Robert. (1997). Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation. Advances in Experimental Social Psychology - ADVAN EXP SOC PSYCHOL. 29. 271-360. 10.1016/S0065-2601(08)60019-2. Villardón-Gallego, L., García-Carrión, R., Yáñez-Marquina, L., & Estévez, A. (2018). Impact of the interactive learning environments in children’s prosocial behavior. Sustainability, 10(7), 2138. Villegas, A. M., SaizdeLaMora, K., Martin, A. D., & Mills, T. (2018, April). Preparing future mainstream teachers to teach English language learners: A review of the empirical literature. In The Educational Forum (Vol. 82, No. 2, pp. 138-155). Routledge. Vuyiseka, L. (2019). Factors contributing to poor academic performance faced by students, at a selected department rural university, Limpopo province (Doctoral dissertation). Vygotsky, L. S. (1962). Thought and word. Vygotsky, L.S. (1978) Mind in Society: The development of higher psychological processes. Harvard University Press. Vygotsky, L. S. (1987). The collected works of LS Vygotsky: Problems of the theory and history of psychology (Vol. 3). Springer Science & Business Media. Walsh, P. F. (2017). Teaching intelligence in the twenty-first century: towards an evidence-based approach for curriculum design. Intelligence and National Security, 32(7), 1005-1021. Wan Ibrahim, W. K.., & Othman, Z. (2021). Error Analysis on the Malaysian Students’ Writing for ESL Classroom. LSP International Journal, 8(2), 55-65. https://doi.org/10.11113/lspi.v8.17936 Wan Yusoff, W. M. (2018). The Impact of Philosophical Inquiry Method on Classroom Engagement and Reasoning Skills of Low Achievers. Journal of Curriculum and Teaching, 7(1), 135-146. Wanner, T., & Palmer, E. (2018). Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback. Assessment & Evaluation in Higher Education, 43(7), 1032-1047. Willey, K., & Gardner, A. (2012). Collaborative learning frameworks to promote a positive learning culture. Frontiers in Education Conference Proceedings, 1-6. ,.http://dx.doi.org/10.1109/FIE.2012.6462401 Williams, D. (1983). Developing criteria for textbook evaluation. ELT Journal, 37(3), 251–255. Williams, K. J., Walker, M. A., Vaughn, S., & Wanzek, J. (2017). A synthesis of reading and spelling interventions and their effects on spelling outcomes for students with learning disabilities. Journal of learning disabilities, 50(3), 286- 297 Winkler, R., Söllner, M., & Leimeister, J. M. (2020, August). Improving Students’ Problem-Solving Skills with Smart Personal Assistants. In Annual Meeting of the Academy of Management (AOM).-Vancouver, Canada. Wrenn, J., & Wrenn, B. (2009). Enhancing learning by integrating theory and practice. International Journal of Teaching and learning in higher education, 21(2), 258-265. Wuli, J. T. R., Susilowati, S. M. E., & Prasetyo, A. P. B. (2017). The Influence of Self and Peer Assessment on Science Learning. Journal of Primary Education, 6(3), 218-223. Yassin, S., Ariffin, A., Rubani, S. N. K., Hamzah, N., & Zakaria, N. (2022). Development of Learning Module Building Technology using Model Sidek. Research and Innovation in Technical and Vocational Education and Training, 2(1), 105-112. Yen, S. C., & Lee, A. Y. (2019). Jumpstart program efficacy: The impact of early childhood education advancement initiatives on low-income preschool children’s literacy, agency, and social relations. Cogent Education, 6(1), 1592063. Ysseldyke, J. E., Algozzine, B., Shinn, M. R., & McGue, M. (1982). Similarities and Differences Between Low Achievers and Students Classified Learning Disabled. The Journal of Special Education, 16(1), 73–85. http://dx.doi.org/10.1177/002246698201600108 Yu, S., & Hu, G. (2017). Can higher-proficiency L2 learners benefit from working with lower-proficiency partners in peer feedback? Teaching in Higher Education, 22(2), 178-192. Yu, S., & Lee, I. (2016). Peer feedback in second language writing (2005– 2014). Language Teaching, 49(4), 461-493. Zaki, A. W., & Darmi, R. B. (2021). CEFR: Education towards 21st Century of Learning. Why Matters? Journal of Social Science and Humanities. Zhang, D., & Zhang, L. J. (2019). Metacognition and self-regulated learning (SRL) in second/foreign language teaching. Second handbook of English language teaching, 883-897. Zhang, Z. V., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90-102. Zikmund, W. G., Carr, J. C., Griffi, M., & Fuller-jacobsen, B. (2010). Business Research Methods. South-Western, Cengage Learning, 8(1), 1–18. https://doi.org/9781285401188 Zubaidah Harun & Kamarul Arifin Hamzah. (2018). Program Menuju Puncak dikalangan Murid Sekolah Rendah Luar Bandar. Prosiding Konvensyen Kebangsaan 2018 Program Transformasi Sekolah 2025, 11-15. Zulkifli Osman (2012). Pembangunan modul pengajaran Bahasa Melayu secara bersepadu . Tesis doktor falsafah yang tidak diterbitkan. Universiti Malaya: Kuala Lumpur.
|
This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |