1

212M KFP60604 Templat Bab Chapter 1 - 5

0 Comparing how to write “why use a t test” in a simplistic format (A) compared to a
more justified argumentative format (B)
A. Simplistic writing - Independent t test will be employed in this study (satu ujian t
bebas akan digunakan dalam kajian ini)
B. Justified argumentative format (bentuk berhujah) - Since the dependent
variable data distribution is normal and the scale measurement is scale, an
independent t test is more appropriate to test the difference between two groups as
prescribe by Salkind (2015) (oleh kerana taburan data pemboleh ubah bersandar
adalah normal dan data adalah skala, maka penggunaan ujian t bebas adalah
paling sesuai untuk mengesan perbezaan diantara dua kumpulan seperti yg di
cadangkan oleh Salkind (2015)

Comparing how to write “why use a stratified random sampling” in a simplistic

format (A) compared to a more justified argumentative format(B)
A. Simplistic writing For sampling purposes, the researcher will use stratified
random sampling
B. Justified argumentative format (bentuk berhujah) Considering the
multicomponent of the population, it is deemed necessary that the variation within
the population be considered, thus as suggested by Roberts (2018), a stratified
random sampling is implemented to have a more representative population.
Mengambil kira bahawa populasi bersifat pelbagai, adalah penting kepelbagaian ini
dambil kiraseperti yg dicadangkan oleh Roberts (2018), maka persampelan rawak
berstrata lebih berupaya menggambarkan populasi yg representatif.

Keywords in field to study – Contemporary journal articles required -Five articles

having quantitative findings, one article having qualitative findings and one article
concerning related theory
Kata kunci dalam bidang yg ingin dikaji – Artikel jurnal semasa yg diperlukan -
Lima artikel mempunyai dapatan data kuantitatif, satu artikel mempunyai dapatan
kualitatif dan satu artikel berkaitan teori dalam bidang yg ingin dikaji

HOW TO USE THE TEMPLATE

BAGAIMANA MENGGUNAKAN TEMPLAT INI
Write your thesis according to the segments already numbered in series. Reference
used in that segment must be placed within the same segment. Reference is written
as per APA IPS standards. Follow the example attached
Tulis tesis anda mengikut setiap segmen yg telah dinomborkan secara bersiri.
Rujukan untu segmen berkenaan mesti diletakkan pada segmen yg sama dan ditulis
seperti piawai APA IPS. Ikut contoh yg diberikan.
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A B C
Tajuk / Title
0 Abstract
This study is a quantitative study administered by correlation and quasi -experiments
conducted in the district in Taizhou, which focused on investigating the effect of
SVVR-based writing method on year 4 primary school students’ writing
achievement. The researcher made this study to see the difference in scores of the
writing achievement test between students taught with SVVR writing method as
compared to those taught with the traditional method. Researchers also wanted to see
the relationship between the level of emotional participant and the scores of students’
writing achievement. A total of 63 primary school students in Taizhou district were
selected as the study sample using purposive sampling method. Research data were
obtained using a questionnaire and observation checklist instruments to see the
relationship between students’ emotional participation and the score of writing
achievement. The test instrument was used to see the difference in students' Chinese
writing test scores between experimental group (using SVVR-based writing method)
and control group (using traditional method). All three instruments were constructed
with an examination of the validity and reliability of the items in the instrument with
internal validity and external validity threat control. Data collected by the researcher
through normality test using Shapiro Wilks test to see the normality of the data
distribution. The Spearman correlation parametric test was used to look at the
relationship of the variables used because the data distribution was not normal for
both study questions. To see the difference in student score between two groups, the
researcher used Mann-Whitney U non -parametric test given the abnormal
distribution of data. The results of the study show that there is a significant
difference in the Chinese writing score of students before and after the study, and
between experimental group and control group. However, when looking at the
relationship of two targeted variables in the research, there is significant relationship
r = 0.315 between the level of emotional participation and the scores of students’
writing achievement. The findings of this study are expected to help the Chinese
Ministry of Education in realizing the importance to the integration of educational
technology and subject education, and use technology to promote student learning.
And it also provides teachers guidance to product SVVR-based instruction module
and learning materials to learning how to integrate technology with education. In the
context of students, the present study helps pupils improve their writing skills,
enhance their observation and analysis skills.
Key words: SVVR-based writing method; Chinese writing achievement; Year 4
primary school student; emotional participation

1 Chapter 1 – Introduction
Bab 1 – Pengenalan
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2 Chapter 1 Background of the study

Bab 1 Latar belakang kajian
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3 Chapter 1 Problem statement (Research related theory)

Bab 1 – Pernyataan masalah (Teori berkaitan kajian)
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4 Chapter 1 Problem Statement (Arguments of pros and cons regarding the situation
available (what is known regarding the study)
Bab 1 – Pernyataan masalah (Hujah pro dan kontra berkenaan situasi sedia)
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5 Chapter 1 Problem statement - Formulation of an argument

Bab 1 – Pernyataan masalah – Rumusan hujah

6 Chapter 1 Problem statement - GAP in terms of design, population, instruments, data

analysis
Bab 1 Pernyataan masalah – GAP yg ada dari segi rekabentuk, popukasi, instrumen,
analisis data
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7 Chapter 1 Purpose of the study

Bab 1 Tujuan kajian
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8 Chapter 1 Research objective

Bab 1 – Objektif kajian
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9 Chapter 1 Research question

Bab 1 – Soalan kajian
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10 Chapter 1 Null Hypothesis

Bab 1 – Hipotesis nul kajian
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11 Chapter 1 Alternative hypotheses of the study

Bab 1 – Hipotesis alternatif kajian
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12 Chapter 1 Research Conceptual framework of the study (in the form of diagrams and
diagram descriptions)
Bab 1 – Kerangka konseptual kajian (dalam bentuk rajah dan huraian rajah)
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*

13 Chapter 1 Definition of study operations (specifically how the variables will be

measured and how to analyze the findings)
Bab 1 – Definisi operasi kajian (khususnya bagaimana akan diukur pembolehubah
dan cara analisa dapatan)
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-
14 Chapter 1 Limitations of the study
Bab 1 Batasan kajian
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15 Chapter 1 Significance of the study

Bab 1 Kepentingan kajian
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16 Chapter 2 Introduction
Bab 2 – Pengenalan
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*

17 Chapter 2 Discussion related to theory

Bab 2 – Perbincangan berkaitan teori
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*

18 Chapter 2 Discussion related to the findings of the study that HAS BEEN conducted
Bab 2 – Perbincangan berkaitan dapatan kajian yg TELAH dijalankan
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19 Chapter 2 Summary of Chapter 2

Bab 2 – Rumusan Bab 2
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*

20 Chapter 3 – METODOLOGY – Introduction)

Bab 3 – METODOLOGI – Pengenalan
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21 Chapter 3 – List the research questions (Copypaste the research questions)

Bab 3 – Senaraikan soalan kajian (Copypaste the research questions)
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22 Chapter 3 – Research design and how to control threats to internal validity and
external validity. What are the independent variable (IV’s) and dependent variable
(DV’s) in a causal study design or Predictor variable (PV) and criterion variable
(CV) in a correlation. Why choose this research design
Bab 3 – Rekabentuk kajian dan bagaimana mengawal ancaman kepada kesahan
dalam dan kesahan luaran. Apakah pembolehubah bebas/ tidak bersandar (IV) dan
DVnya (pembolehubah bersandar) jika kajian sebab dan akibat atau pembolehubah
peramal (PV) dan pembolehubah kriteria (CV) jika kajian perkaitan atau korelasi.
Kenapa pilih rekabentuk kajian ini>
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23 Chapter 3 Population and sample – description of who are they that is being studied
Bab 3 – Populasi dan Sampel – huraian siapa mereka yg di kaji
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24 Chapter 3 – How is sampling conducted, the size of the sample and its justification)
Bab 3- Bagaimana persampelan dijalankan serta bilangan sampel dan kenapa
dijalankan sedemikian
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*

25 Chapter 3 – Instrument TEST –description of the instrument

Bab 3 – Instrumen UJIAN – huraian instrumen termasuk huraian deskriptifnya
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26 Chapter 3 – Instrument TEST –how it is administered,

Bab 3 – Instrumen UJIAN –cara mentadbirkannya
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*

27 Chapter 3 – Instrument TEST how it is scored

Bab 3 – Instrumen UJIAN –penskoran
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28 Chapter 3 – Instrument TEST and description of its validity and reliability

Bab 3 – Instrumen UJIAN –huraian kesahan dan kebolehpercayaan instrumen
 6

29 Chapter 3 – Instrument QUESTIONNAIRE –description of the instrument,

Bab 3 – Instrumen SOAL SELIDIK – huraian instrumen
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30 Chapter 3 – Instrument QUESTIONNAIRE –how it is administered,

Bab 3 – Instrumen SOAL SELIDIK –cara mentadbirkannya
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31 Chapter 3 – Instrument QUESTIONNAIRE –how it is scored

Bab 3 – Instrumen SOAL SELIDIK –penskoran
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32 Chapter 3 – Instrument QUESTIONNAIRE –description of its validity and

reliability
Bab 3 – Instrumen SOAL SELIDIK –huraian kesahan dan kebolehpercayaan
instrumen
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33 Chapter 3 – Instrument OBSERVATION –description of the instrument,

Bab 3 – Instrumen PEMERHATIAN – huraian instrumen termasuk huraian
deskriptifnya,
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34 Chapter 3 – Instrument OBSERVATION –how it is administered

Bab 3 – Instrumen PEMERHATIAN –cara mentadbirkannya
********************************************************************

35 Chapter 3 – Instrument OBSERVATION how it is scored

Bab 3 – Instrumen PEMERHATIAN –penskoran
********************************************************************
.

36 Chapter 3 – Instrument OBSERVATION description of its validity and reliability

Bab 3 – Instrumen PEMERHATIAN –huraian kesahan dan kebolehpercayaan
instrumen
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37 Chapter 3 Pilot study

Bab 3 - Kajian rintis
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38 Chapter 3 Procedure for the collection of data

Bab 3 – Prosedur Pengumpulan data
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39 Chapter 3 Procedure to analyse data including description of the descriptive and

inferential statistic test to be employed
Bab 3 Prosedur menganalisa data termasuk huraian ujian statistik deskriptif dan
inferensi yg akan digunakan
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40 Chapter 3 Summary of Chapter 3

Bab 3 – Rumusan Bab 3
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41 Chapter 4 Findings and Analysis

Bab 4 Dapatan kajian
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42 4.0 Introduction
4.0 Pengenalab
**********************************************************
This chapter presents the results of the study findings obtained through tests,
questionnaires, and observation checklists performed on the targeted sample. The
findings of this study were analyzed with a descriptive description to see the
demographics of the sample, while the data collected through the above instruments
were analyzed using SPSS (Statistical Package for the Social Science) software to
examine the difference between the independent variable (IV) and dependent
variable (DV), and the relationship between predictor variable (PV) and criterion
variable (CV).

43 4.1 Instruments in Answering Study Questions

4.1 Instrumen untuk menjawab soalan kajian
*************************************************************
Based on the objectives of the study identified by the researcher, there are two
research questions that need to be answered using the appropriate instruments that
have been built by the researcher.
Research Question 1: Is there any statistically significant difference in scores of the
writing achievement test (DV) between students taught with SVVR writing method
(IV) as compared to those taught with the traditional method?
 8

This research question focuses on the difference in students' Chinese writing test
scores before and after the teacher applies the technique of SVVR in learning
Chinese writing.
i. The test
To answer this question, the researcher used an 8-item test instrument conducted
on the sample students in which the test was administered before and after the
learning course which last 8 weeks.
Research Question 2: Is there any significant relationship between the level of
emotional participant (PV) and the scores of students’ writing achievement (CV)?
This research question focuses on the level of emotional participant of students for
which the researcher would like to see the relationship of the level of emotional
participant and the scores of students’ writing achievement. To answer the question
of this study, questionnaire and observation checklist were used to collect data to
examine students’ emotional participant.
i. Questionnaire
The questionnaire used consists of two parts, namely parts A and B. In part A, the
researcher submits questions related to the demographics of the sample that need to
be answered in its entirety. This section allows the respondents' personal information
to be obtained for analysis in the demographics section. The information contained in
this section A is related to gender, age, level of grade, class, and the home location.
For part B, the items that will be asked are questions on students’ emotional
participation, that is students’ perceptions of their behaviors and the course in writing
instructions.
ii. Observation Checklist
The observation checklist instrument was focused on students’ behaviors during
the instruction, including their interaction with both teacher and classmates, and their
own emotional expressions and participations.

44
4.2 Findings of the Study
4.2 Dapatan kajian
***********************************************************
After collecting the sample data using the relevant instruments, the researcher then
analyzed the data and analysis using the relevant inferential tests were used to
answer the research questions.

45 4.2.1 Demographic Information

4.2.1 Maklumat Demografi
***********************************************************
The following is the demographic information of 86 sample persons consisting of
the students of primary schools in Taizhou, Zhejiang Province district who were
selected based on a purposive sampling method collected through questionnaire
instrument. The sample size was 7 fewer than the original plan of 70.
 9

Table 1: Distribution of samples by gender

Gender Percentage (%) Frequency
Male 58.7 37
Female 41.3 26
Number 100 63

Of the forces shown in the table, 58.7% which is 37 people from the total students
sample are boys while 41.3% which are girl students (n=26).

Table 2: Distribution of samples by age

Age Range Percentage (%) Frequency
10 years 34.9 22
11 years 44.4 28
12 years 20.6 13
Number 100 63
In terms of age range, a total of 34.9% consisting of 22 people of the sample is a
sample aged around 10 years. The student who is 11 years old was the largest
component, 28 people, which accounts for 44.4% of the total sample. While the age
of 12 of students accounted 20.6%, consisting of 13 people of the sample.

Table 3: Distribution of samples by grade

Grade Percentage (%) Frequency
4th garde 100 63
Number 100 63

Looking at the distribution of sample data according to grade, 100% of the total
sample consisting of 63 students are all from fourth grade.

Table 4: Distribution of samples by class

Teaching Experience Percentage (%) Frequency
Class 1 47.6 30
Class 2 52.4 33
Number 100 63
The findings collected showed that 47.6% representing 30 people of the sample is
a sample that is selected from class 1 and 52.4% representing 33 people of the
sample is a sample that is selected form class 2.

Table 5: Distribution of samples by home location

Home Location Percentage (%) Frequency
Rural 39.7 25
Urban 60.3 38
Number 100 63
 10

When it comes to home location of the sample, 39.7% of population (n=25) are from
rural and 60.3% population (n=38) come from urban.

46 4.3 Data Analysis of Study Questions

4.3 Analisa data dari soalan kajian
***********************************************************
In this study, tests instruments, questionnaire, and observation checklists were
used to collect data to answer two research questions. From the data collected, the
researcher analyzed the data using several inferential tests involved.

47
4.3.1 Differences in Student Writing Test Scores
4.3.1 Perbezaan dari aspek skor Ujian Menulis
*****************************************************
In order to answer the question whether there is a significant difference in scores
of the writing achievement test before and after the study, and also between students
taught with SVVR writing method as compared to those taught with the traditional
method, the researcher analyzed the test instrument data.

i. Normality Analysis
To obtain the results for this analysis, Normality Test was performed on the entire
sample using Shapiro-Wilk normality test.

Table 6. Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Gained Socre .205 63 .000 .919 63 .001
PostTest Total .183 63 .000 .934 63 .002
a. Lilliefors Significance Correction

Looking at the Shapiro-Wilk Test, the value of sig. for post test score and gained
score are both p = .00, which indicates that this value is p <.05, then this data
indicates that the data distribution is abnormal. Therefore, researchers need to use
non -parametric tests to analyze these data. If it is assumed that the distribution of
these data is normal, parametric tests can be used to analyze the data of this study.
To answer the question of this study which is one test to examine the difference in
scores of the writing achievement test between two groups which are students taught
with SVVR writing method (experimental group) as compared to those taught with
the traditional method (control group), and the data distribution is abnormal after
 11

testing by Shapiro-Wilk normality test, thus Mann-Whitney U test was conducted as

follows.

ii. Mann-Whitney U Test

Table 7. Ranks
Class N Mean Rank Sum of Ranks
Class 1 (SVVR method) 30 39.63 1189.00
Class 2(traditional
Gained Socre 33 25.06 827.00
method)
Total 63

Table 8. Test Statisticsa

Gained Socre
Mann-Whitney U 266.000
Wilcoxon W 827.000
Z -3.275
Asymp. Sig. (2-
.001
tailed)
a. Grouping Variable: Class

The findings of the study showed that the mean rank value of the student's score
after the application of the SVVR writing teaching method was 39.63, and the mean
rank value of the student's score after the application of the traditional method was
25.06. Looking at the value of Asymp. Sig. (2-tailed) i.e. 0.001 indicates that the
value of p <.05, thus, the null hypothesis was rejected. There is statistically
significant difference between experimental group and control group of the study,
meaning that the interventions- SVVR-based writing method- is more effective and
better to enhance students’ writing performance than traditional method.

iii. Wilcoxon U Test

Table 9. Ranks
N Mean Rank Sum of Ranks
Negative Ranks 0 a
.00 .00
PostTest Total - PreTest Positive Ranks 60 b
30.50 1830.00
Total Ties 3 c

Total 63
a. PostTest Total < PreTest Total
b. PostTest Total > PreTest Total
c. PostTest Total = PreTest Total
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Table 10. Test Statisticsa

PostTest Total
- PreTest Total
Z -6.807b
Asymp. Sig. (2-
.000
tailed)
a. Wilcoxon Signed Ranks Test
b. Based on negative ranks.

The findings of the study showed that the mean rank value of the student's score
after the application of the SVVR-based writing method and the traditional method
was 30.50. Looking at the value of Asymp. Sig. (2-tailed) i.e. 0.000 indicates that the
value of p <.05, thus, the null hypothesis should be rejected, which means that there
is statistically significant difference between pre-test and post-test. After writing
teaching, students in both experimental group and control group had improvement in
their Chinese writing scores.

48
4.3.2 Difference in Students Emotional Participation
4.3.2 Perbezaan dari Penglibatan emosi para pelajar
******************************************************
To answer this question, the researcher analyzed the observation checklist data to
answer the question whether there is a significant difference in students’ emotional
participation between the group who taught by SVVR-based writing method as
compared to those who taught by traditional method.

i. Normality Analysis
For the checklist data, the researcher also analyzed the normality of the data to
determine whether the entire data collected is normally distributed or not to allow the
researcher to determine the use of statistical tests to be used are parametric or non -
parametric tests.
To obtain the results for this analysis, Normality Test was performed on the entire
sample using Shapiro-Wilk normality test.

Table 11. Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Total score Observation .209 63 .000 .900 63
a. Lilliefors Significance Correction
 13

Looking at the Shapiro-Wilk Test, the value of sig. for the data of observation
score is p = .00, which indicates that this value is p <.05, then this data indicates that
the data distribution is non-normal. Therefore, researchers need to use non-
parametric tests to analyze these data. If it is assumed that the distribution of these
data is normal, parametric tests can be used to analyze the data of this study.

Mann-Whitney U Test
Table 12. Ranks
Class N Mean Rank Sum of Ranks
Class 1 (SVVR method) 30 38.87 1166.00
Class 2(traditional
Total score Observation 33 25.76 850.00
method)
Total 63

Table 13. Test Statisticsa

Total score
Observation
Mann-Whitney U 289.000
Wilcoxon W 850.000
Z -2.968
Asymp. Sig. (2-
.003
tailed)
a. Grouping Variable: Class

The findings of the study revealed that the mean rank value of class 1 was 38.87,
and the mean rank value of class 2 was 25.76. Looking at the value of Asymp. Sig.
(2-tailed) i.e. 0.003 indicates that the value of p <.05, thus, the null hypothesis was
rejected. There is statistically significant difference in the emotional participation
between experimental group and control group of the study. And the emotional
participation in class 1 where using SVVR-based writing method got higher
observed marks than the class 2 where using traditional method.

49
4.3.3 Relationship of Emotional Participation and Writing Achievement
4.3.3 Perkaitan emosi Penglibatan dengan pencapaian menulis
****************************************************
To answer this question, the researcher analyzed the data using questionnaire data
to answer the question of whether there is a significant relationship between the level
of emotional participant and the scores of students’ writing achievement.
 14

i. Normality Analysis
This analysis is performed to determine whether the entire data collected is
normally distributed or not to enable researchers to determine the use of statistical
tests that will be used are parametric or non -parametric tests. To obtain the results
for this analysis, Normality Test was performed on the entire sample using Shapiro-
Wilk normality test.

Table 14. Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df
Questionnaire Average
.153 63 .001 .950 63
score
a. Lilliefors Significance Correction

Looking at the Shapiro-Wilk Test, the value of sig. for students’ emotional
participation in Chinese writing course is p = .012 and indicates that this value is p
<.05, then this data indicates that the data distribution is abnormal. Therefore,
researchers need to use non -parametric tests to analyze these data.
So, to answer this research question, a Spearman Correlation coefficient test was
conducted to determine whether there is a relationship between the level of
emotional participant and the scores of students’ writing achievement.

Spearman Correlation Test

Table 15. Correlations

Questionnaire
Average score
Correlation
1.000
Questionnaire Average Coefficient
score Sig. (2-tailed) .
N 63
Spearman's rho
Correlation
.315*
Coefficient
Post Test Score
Sig. (2-tailed) .012
N 63
*. Correlation is significant at the 0.05 level (2-tailed).

Based on the data output analyzed using Statistical Package for Social Science
(SPSS) software, it is known that N or the total research data is 63 of which this
number refers to 63 people of the sample studied. The value of sig. (2-tailed) is 0.012
indicating that the value of sig. <0.05, thus the null hypothesis should be rejected.
The findings mean that there is significant relationship between the level of
 15

emotional participant and the scores of students’ writing achievement. From this
output as well, it is clearly shown that the value of Correlation Coefficient, r = 0.315,
meaning moderate correlational relationship between students’ emotional
participation level and the achievement of students’ Chinese writing. The higher the
level of emotional engagement of students, the more likely they are to achieve better
performance in Chinese writing.

50
4.4 Conclusion
4.4 Kesimpulan
***************************************************
In general, the researcher has described in detail the findings of the study based on
the research instruments that have been used in the implementation of this study. The
instruments of the study were tests, questionnaires and observation checklists.
This discussion and analysis of data provides an explanation of the difference in
students writing achievement and students emotional participation between the
experimental group using SVVR-based writing teaching method and the control
group using traditional writing teaching method. The findings showed that there is
statistically significant difference in students Chinese writing achievement between
students who taught by SVVR-based writing method and students who taught by
traditional method. It also revealed that there is statistically significant difference in
students’ emotional participation between these two different methods.
And it also provides an explanation of the relationship between students’
emotional participation and students writing achievement. It told that there is
significant relationship between students’ emotional participation and students
writing achievement.

51
CHAPTER 5 Discussion, Conclusion, Recommendations
Bab 5 Perbincangan, Kesimpulan dan Cadangan

52
5.1 Introduction
5.1 Pengenalan
********************************************************
The findings of the study reported in Chapter 4 are discussed and summarized in
this chapter. The discussion in this chapter is divided into four parts, namely (1)
summary of the study, (2) discussion of the study findings, (3) implications of the
study findings and concludes with (4) further study recommendations.

53
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5.2 Summary of The Study

5.2 Rumusan Kajian
************************************************************
Taking into account that Chinese writing is essential to develop the literacy ability
of student, and nowadays, there are still big challenges in writing teaching and
learning, such as, students' low motivation in writing as they perceive writing as
tedious and challenging (Chen, M., Chai, C. S., Jong, M. S. Y., & Chao, G. C. N.,
2021), teachers' traditional teaching mode, lack of teaching resources, etc.
After the reading is done by the multiplier to find the VR-based teaching method
that leads in that direction, the researcher found that the VR technology used in
instruction can improve students’ writing performance in terms of content and
appearance, enhance their learning experience to be more enjoyable in their learning
and foster their creativity tendency and writing self-efficacy (Bogusevschi, D. et
al.,2018; Huang, H. L. et al., 202; Sun, F. R. et al., 2018). However, writing teaching
integrate with VR technology still has challenges in less studies on long term
classroom instruction and the lack of multiple-instrument used in the study.

Bogusevschi, D., Bratu, M., Ghergulescu, I., Muntean, C. H., & Muntean, G. M.
(2018, April). Primary school STEM education: using 3D computer-based
virtual reality and experimental laboratory simulation in a physics case study. In
Ireland International Conference on Education, IPeTEL workshop, Dublin.
Chen, M., Chai, C. S., Jong, M. S. Y., & Chao, G. C. N. (2021). Modeling learners’
self-concept in Chinese descriptive writing based on the affordances of a virtual
reality-supported environment. Education and Information Technologies, 1-20.
Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of Peer Assessment
Within the Context of Spherical Video-Based Virtual Reality on EFL Students’
English-Speaking Performance and Learning Perceptions. Computers &
Education, 146:103751.
Howe, L., & Van Wig, A. (2017). Metacognition via Creative Writing: Dynamic
Theories of Learning Support Habitsof the Mind in 21st Century Classrooms.
Journal of Poetry Therapy, 30(3):139-152.
Jiang P (2010). Primary school Chinese curriculum and teaching. Higher Education
Press.
Liu, Q.Y., (2019). Research on the effect of cooperative learning on primary school
students' writing performance in the VR teaching context (Master's thesis,
Wenzhou University).
Liu, R., Liu, C., & Ren, Y. (2018, July). A virtual reality application for primary
school mathematics class. In 2018 International Symposium on Educational
Technology (ISET) (pp. 138-141). IEEE.
Yang, G., Chen, Y.T., Fang, J.W., & Wang, Y.M. (2021). Emotional Engagement in
Experiential Learning: An Empirical Study of Writing Learning Supported by
SVVR. Modern Distance Education Research. 33(02):33-42.
 17

54 5.3 Discussion
5.3 Perbincangan
********************************************************
In this section, the researcher focuses on a discussion of the difference in students
writing achievement and students emotional participation between the experimental
group using SVVR-based writing teaching method and the control group where uses
traditional writing teaching method. And it also focuses on the relationship between
students’ emotional participation and students writing achievement.

55
5.3.1 Student Writing Test Score Improvement Differences
5.3.1 Perbezaan Peningkatan skor ujian menulis pelajar
***************************************************
The result of the analysis in Chapter 4 found that there is statistically significant
difference in students’ writing achievement between the group taught by SVVR-
based writing method and the group taught by traditional method. Students who
taught by SVVR-based writing method got higher scores than those who taught by
traditional method. And as for the results of pre-post-test, there is statistically
significant difference between pretest and posttest, meaning that students in both
experimental group and control group had significant improvement in their Chinese
writing achievement.
As we known that, writing ability is a comprehensive manifestation of language
literacy (Jiang P, 2010), and meanwhile this research just tells us that SVVR-based
writing method is an effective instruction method to aid developing students writing
ability and language literacy. The result is in accordance with previous studies, the
application of VR improved students’ academic achievements in learning language
(Chien et al., 2020; Chen, M., Chai, C. S., Jong, M. S. Y., & Chao, G. C. N., 2021). It
also in keeping with that the class using virtual reality teaching was better than the
traditional teaching class in terms of concentration, knowledge acceptance and
comprehension (Liu, Q.Y., 2019). And this also can be attributed to the study
conducted by Yang, G.’s (2021) research that found that SVVR can effectively
improve students’ writing performance (Yang, G., Chen, Y.T., Fang, J.W., & Wang,
Y.M., 2021).

Chen, M., Chai, C. S., Jong, M. S. Y., & Chao, G. C. N. (2021). Modeling learners’
self-concept in Chinese descriptive writing based on the affordances of a virtual
reality-supported environment. Education and Information Technologies, 1-20.
Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of Peer Assessment
Within the Context of Spherical Video-Based Virtual Reality on EFL Students’
English-Speaking Performance and Learning Perceptions. Computers &
 18

Education, 146:103751.
Howe, L., & Van Wig, A. (2017). Metacognition via Creative Writing: Dynamic
Theories of Learning Support Habitsof the Mind in 21st Century Classrooms.
Journal of Poetry Therapy, 30(3):139-152.
Jiang P (2010). Primary school Chinese curriculum and teaching. Higher Education
Press.
Liu, Q.Y., (2019). Research on the effect of cooperative learning on primary school
students' writing performance in the VR teaching context (Master's thesis,
Wenzhou University).
Yang, G., Chen, Y.T., Fang, J.W., & Wang, Y.M. (2021). Emotional Engagement in
Experiential Learning: An Empirical Study of Writing Learning Supported by
SVVR. Modern Distance Education Research. 33(02):33-42.

56
5.3.2 Student Emotional Participation Differences
5.3.2 Perbezaan Penglibatan Emosi Pelajar
*******************************************************
Additionally, this study also indicated that there is statistically significant
difference in students’ emotional participation between experimental group using
SVVR-based writing method and control group using traditional method. This means
the environment that supports experience learning was crucial for enhancing
students’ participation and emotional experience as it provides learners opportunities
to immerse themselves in visualized learning scenes and to interact with learning
materials that distance, time, or safety factors make unavailable (Liu, R., Liu, C., &
Ren, Y., 2018), which in line with the experience learning theory and previous
studies which found that SVVR technology can enable students to maintain a high
degree of emotional and behavioral participation in writing (Howe et al., 2017).
Howe, L., & Van Wig, A. (2017). Metacognition via Creative Writing: Dynamic
Theories of Learning Support Habitsof the Mind in 21st Century Classrooms.
Journal of Poetry Therapy, 30(3):139-152.

57
5.3.3 The Relationship of Emotional Participation with the Improvement of
Pupils' Writing Achievement
5.3.3 Perkaitan Penglibatan Emosi dgn Peningkatan Pencapaian Menulis
Pelajar
*************************************************************
According to the results, there is significantly moderate relationship between
students’ emotional participation and students writing achievement. Emotional
participation was a significant predictor of improving pupils’ writing achievement.
 19

This indicated that students under SVVR-based writing learning environment would
have better emotional participation and have better academic behavior than under
traditional teaching method. The present findings seemed congruent to previous
studies about emotional participation with learning to write (Yang G et al., 2021). In
the study conducted by the team of Yang G et al., it reported that emotional
participation is an important factor affecting students' writing performance (Yang G
et al., 2021).
However, this discussion arose from the results of data analysis performed by
simulation in this study for the purpose of completing the assignment.
Yang, G., Chen, Y.T., Fang, J.W., & Wang, Y.M. (2021). Emotional Engagement in
Experiential Learning: An Empirical Study of Writing Learning Supported by
SVVR. Modern Distance Education Research. 33(02):33-42.

58
5.4 Implications of The Study
5.4 Implikasi Kajian
***********************************************************
The findings of the study show that as a whole, SVVR-based writing learning
method is conducive to promoting students Chinese writing achievement. It provides
more opportunities for students to immerse themselves in visualized learning scenes
and to interact with learning materials, thus to improve their writing achievement.
Findings also show that there is a positive relationship on students’ emotional
participation and students writing achievement. Students in higher the level of
emotional participation, the more likely they are to achieve better performance in
Chinese writing.
From this study conducted, the findings of the study are expected to help the
Chinese Ministry of Education attach importance to the integration of educational
technology and subject education, and use technology to promote student learning.
The present study appeals teachers to learn something about VR or SVVR
technology, to attach importance of VR or SVVR technology and use the technology
to assist writing teaching, so as to further improve pupil's language and writing
ability. It also provides teachers the example module of a long term SVVR-based
writing. In addition, the current study implicates teachers to create an experience
learning environment in a learning session, which gives students more chances to
experience and immersive themselves in learning.
In the context of students, the present study helps pupils improve their writing
skills, enhance their observation and analysis skills, and cultivate their correct
outlook on life, values and world, thereby enhancing their comprehensive literacy.

59
5.5 Recommendations for Future Studies
5.5 Cadangan Kajian Lanjutan
 20

*****************************************************
Researchers are of the opinion that further research needs to be conducted to
ensure a more robust research findings in an effort to apply the SVVR-based writing
method in student learning in school.
Among the further research suggestions suggested by the researcher include:
i. Since this study was conducted on 4th grade students in the district of Taizhou,
and the sample is still small, thus, the researcher suggested that this similar
study be extended the scope of the study to a larger population so that the
findings of the study can represent a wider population. The related researches
can be conducted on different grades and other district in China.
ii. Although the results of the study showed that the writing performance of the
experimental group was significantly better than that of the control group,
this did not rule out the influence of some potential factors, such as the
expectation effect of teachers and students on new technologies, the
preference effect of teachers on experimental activities, etc. Therefore, these
factors also need to be considered in follow-up research.
iii. In addition, researcher suggested that to product the modules related to
SVVR-based instruction is also a needed study in future.

60
References:
Rujukan
****************************************************
Bogusevschi, D., Bratu, M., Ghergulescu, I., Muntean, C. H., & Muntean, G. M.
(2018, April). Primary school STEM education: using 3D computer-based
virtual reality and experimental laboratory simulation in a physics case study. In
Ireland International Conference on Education, IPeTEL workshop, Dublin.
Chen, M., Chai, C. S., Jong, M. S. Y., & Chao, G. C. N. (2021). Modeling learners’
self-concept in Chinese descriptive writing based on the affordances of a virtual
reality-supported environment. Education and Information Technologies, 1-20.
Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of Peer Assessment
Within the Context of Spherical Video-Based Virtual Reality on EFL Students’
English-Speaking Performance and Learning Perceptions. Computers &
Education, 146:103751.
Howe, L., & Van Wig, A. (2017). Metacognition via Creative Writing: Dynamic
Theories of Learning Support Habitsof the Mind in 21st Century Classrooms.
Journal of Poetry Therapy, 30(3):139-152.
Jiang P (2010). Primary school Chinese curriculum and teaching. Higher Education
Press.
 21

Liu, Q.Y., (2019). Research on the effect of cooperative learning on primary school
students' writing performance in the VR teaching context (Master's thesis,
Wenzhou University).
Liu, R., Liu, C., & Ren, Y. (2018, July). A virtual reality application for primary
school mathematics class. In 2018 International Symposium on Educational
Technology (ISET) (pp. 138-141). IEEE.
Yang, G., Chen, Y.T., Fang, J.W., & Wang, Y.M. (2021). Emotional Engagement in
Experiential Learning: An Empirical Study of Writing Learning Supported by
SVVR. Modern Distance Education Research. 33(02):33-42.

61
Appendices
Appendix 1- Instrument Test
Chinese Writing Test

Please write an article named “Underwater World” no less than 350 words, including
the following elements:
i. The environment of the underwater world;
ii. Marine creatures living in the ocean world;
iii. The characteristics of these creatures.
(Time limitation-30 mins)

Evaluation Criterion:
No. Indicators Pass Fail
1 No less than 350 words.
2 Describe the environment of the underwater world
no less than 2 sentences.
3 Describe marine creatures living in the ocean world
no less than 2 sentences.
4 Describe the characteristics of these creatures no
less than 2 sentences.
5 Submit before the due time.
 22

6 Mistakes of the words used in the article no more

than 5.
7 Use one of the rhetoric in the article.
8 The description is detailed, focusing on the 2-3
characteristics of the main things.
Total
* “Pass”=1, “Fail”=0

62 Appendix 2- Instrument Questionnaire

Questionnaire of Student’s Emotional Participation in Writing Course
Dear students:
Hello there! Welcome to participate in this questionnaire survey on thinking skills.
Your answer is of great value to my research. There is no right or wrong answer to
the questionnaire, and it has nothing to do with your grades. I hope you can tell me
your truest thoughts.
Thank you!
Part A: Demographic Information
Gender: □Boy □Girl
Age: □10 years old □11 years old □12 years old
Grade: □1st Grade □2nd Grade □3rd Grade
□4th Grade □5th Grade □6th Grade
Class: □Class 1 □Class 2
Home Location: □Rural □Urban

Part B: Questionnaire Content

SD= Strongly Disagree; D= Disagree; N=Neutral; A=Agree; SA= Strongly Agree
Please tick "✔" in the corresponding box according to your actual situation in the
writing course.
Questionnaire for SVVR-based writing class:
No. Questions SD D N A
1 I feel that I was with a good spirit in the writing class.
2 I devoted myself to learning, hoping to make progress in
my writing.
 23

3 I found the content of the course very interesting and

attractive.
4 I would like to have more writing lessons taught in such
way (using SVVR)
5 I am very satisfied with my performance in class.

Questionnaire for traditional writing instruction class:

No. Questions SD D N A
1 I feel that I was with a good spirit in the writing class.
2 I devoted myself to learning, hoping to make progress in
my writing.
3 I found the content of the course very interesting and
attractive.
4 I would like to have more writing lessons taught in such
way
5 I am very satisfied with my performance in class.

63 Appendix 3- Observation Checklist

Observation Check of Student’s Emotional Participation in Writing Course
This observation checklist is designed to observe students' emotional participation
during the writing class, and the information provided will be kept confidential and
used only for research purposes.

Demographic Information:
Name Observer:
Name of Observed Student:

Please mark "✔" in the corresponding column according to what you observed in the
classroom.
No. Observable indicators Yes No

1 When the teacher was teaching, the students looked

at the teacher with piercing eyes.
2 Students actively participate in class speeches.
3 Students actively listen to teacher and each other with
smiles.
4 When the task was completed, students stretched
their brows and showed knowing smiles.
5 Students appear to flip through books aimlessly, or
 24

whisper to classmates.
*“Yes” =1, “No” =0

64 Output
Validity of test
Kesahan ujian
*******************************
65 Output
Reliability of test
Kebolehpercayaan ujian
***********************************
66 Output
Validity of questionaiire
Kesahan soal selidik
**********************************
57
58
59
70
71
72
73
74
75

APPENDICES/ LAMPIRAN
The purpose of appendix is to provide evidence of authorship credibility but not to disrupt the
flow of thoughts and write up
Tujuan lampiran adalah untuk membuktikan kebolehan pengkaji tanpa mengganggu
kelancaran pemikiran dan penulisan
1. All articles attached (Semua artikel disertakan)
2. Summaries of each article (Rumusan setiap artikel)
3. Matrix table of all articles (Jadual matrik semua artikel)
4. The complete instruments (Instrumen lengkap)
 25

5. Data to support validity and reliability (data untuk menyokong kesahan dan
kebolehpercayaan)
6. Output of relevant statistical tests (output ujian statistic yg relevan)
7. Other related materials (Lain-lain yg berkaitan)