ABSTRACT

The main aim of this research is to determine the effectiveness of Collaborative Learning
:.'

Method (eLM) in the teaching and learning of vocabulary in a Form Two classroom. This research is to find out to what extent the effectiveness of the content presentation and feedback contribute to the students' words knowledge. This research is designed to find out whether the method mentioned above can be an effective tool in creating positive atmosphere, attitude and motivation among language learners. The research will be

conducted through an experiment, in which the subjects in the group will be using the Collaborative Learning Method (called the experimental group) and the other group of students (control group) will not be using the method. They are going to use the traditional method of learning. The research instruments include questionnaire (Appendix 1, Appendix 2 and Appendix 3), observation (Appendix 7), tests (Appendix 4 and

Appendix 5) and interview (Appendix 6). The data will be analyzed using frequency, percentage, mean and standard deviation.

TABLE OF CONTENTS ABSTRACT

CHAPTER 1 : RESEARCH PROBLEM
1.1 I ntroducti on Background of the Research Statement of the Problem Conceptual Framework Purpose of the Research 2

1.2
1.3 1.4 1.5

1

3
3

1.5.1 Research Objectives 1.5.2 Research Questions 1.5.3 Research Hypotheses
'1.6 1.7 Significance of the Research Limitations of the Research

3
4
4

4-5
5

1.8

Definition of Terms
(a) (b) (c) (d) Collaborative Learning Method (CLM) Individual Learner Traditional Method or Direct Teaching Effectiveness

5
5 6 6

1.9

Summary

6

CHAPTER 2 : LITERATURE REVIEW
2.1 2.2 2.3 Introduction Definition of Collaborative Leaming Method The Teacher's Roles in Collaborative Learning Method 2.3.1 2.3.2 2.3.3 The Teacher as Inquirer The Teacher as Facilitator The Teacher as Observer 7

7-8
8 8

9 9

2.4 2.5 2.6 2.7

The Leamer Rationale for using Collaborative Learning Method Related Studies Summary

9 9-10

10
10

CHAPTER 3 : RESEARCH METHODOLOGY 3.1 3.2 3.3 3.4 Introduction Research Design Population and Sample Research Instrument Procedure for Data Collection Procedure for Data Analysis Summary 11 11 12 12 - 13 13 14 14

3.5
3.6 3.7

REFERENCE APPENDICES

15 16

CHAPTER RESEARCH

1

PROBLEM

1.1 Introduction This research attempts to find out the effectiveness of the content presentation and

feedback in the teaching and learning of vocabulary. It outlines the background of the research, statement of the problem, purpose of the research, significance of the research, limitations of the research and definition of terms.

1.2 Background

of the Research

In the teaching and learning of the English Language, one of the most important things the teachers have to realize is whether the learners are able to successfully learn some new words or vocabulary at the end of each English Language period. In this research, content presentation vocabulary. and feedback strategy are used to scaffold learners in learning

1.3 Statement

of the Problem

The teaching and learning of vocabulary in the English Language in the Malaysian classroom is one of the many obstacles face by many English Language teachers. As an area which is often neglected, vocabulary is seen as one of the most important parts of the language where learners should also be able to learn new words especially during the English Language periods. Sometimes learners will neglect words that they have never heard before. However, they often read or seen these words either passages, sentences, bulletins, letters or through their every day use Language classroom. This research will try to find out whether content presentation and feedback
In In

the reading the English

strategy really has the effect on that particular group of learners or otherwise. Besides that, it is also used to see how the method motivates and has an effect on the attitude and motivation among the language learners.

1.4

Conceptual Framework

The present research is an effort to prove the effectiveness of content presentation and feedback in the vocabulary learning compared to the traditional method of learning

vocabulary. The conceptual framework of the research is shown in Figure I. In this research, the learners are divided into two groups; one group is using the content presentation and feedback while the other group of learners works individually using the traditional method. The outcomes of the content presentation and feedback will be the students' performance, preference and opinions on the content presentation and feedback
:

and attitude as well as motivation towards learning. It is assumed that the content presentation and feedback will have a few advantages over the traditional method. The advantages of the content presentation and feedback includes discussions and decisions are made by the group members and the motivation created by each member in the group.

Content Presentation and Feedback [Collaborative Learning Method]

Outcomes

• • • •

Performance Preferred method Feedback Attitude and

motivation

Traditional Teaching Method

Figure 1 : Conceptual Framework of Research

2

1.5

Purpose of the Research
of this research
IS

The main purpose

to determine

the effectiveness

of content

presentation and feedback in vocabulary learning. The research objectives, questions and hypotheses are given in the section that follows.

1.5.1 Research Objectives
This research intends to meet the following objectives: (a) To check whether content presentation and feedback can be an effective way of learning vocabulary. (b) To examine whether content presentation and feedback is a preferred method in vocabulary teaching and learning compared to traditional method. (c) To find out whether the feedback in content presentation and feedback can

contribute to the successful development of vocabulary learning. (d) To examine whether content presentation and feedback can solve attitude and motivation problems face by the learners towards learning vocabulary.

1.S.2

Research Questions

The following research questions are formulated in order to meet the research objectives. The questions are: (a) Can content presentation and feedback be considered as an effective way of learning? (b) Which method - content presentation and feedback or traditional method is

preferable in vocabulary teaching and learning? (c) Is the feedback in content presentation and feedback can contribute to the

successful development of vocabulary learning? (d) How can content presentation and feedback solve attitude and motivation

problems of the learners towards learning vocabulary?

3

1.5.3

Research Hypotheses

Four hypotheses are constructed to answer the research questions. The hypotheses are: (a) The number of vocabulary learnt through content presentation and feedback and traditional method will be different. (b) Content presentation

and feedback and traditional

method

IS

given equal

preference in teaching and learning vocabulary. (c) The feedback in content presentation and feedback will contribute greatly to the development of vocabulary than to the traditional method. (d) Content presentation and feedback helps learners to remember longer and create more motivation towards learning the language as compared to the traditional method.

1.6 Signifi.cance of the Research Teaching of vocabulary in the English Language classroom is an uphill task especially for the teachers. It has not been given enough emphasis and attention to make the learning of vocabulary the main agenda i.n language learning. Hopefully this research will assist teachers to find ways in reducing the problems of learning English lexis among learners. It is also to provide an insight in explaining the promising role of content presentation and feedback in language teaching arid learning in the context of Malaysian classroom.

1.7 Limitations

ofthe Research

Below are some limitations of the research: (a) The research is centred in one rural secondary school in Kuching. Therefore it does not represent all the secondary schools in Sarawak and in Malaysia as a whole .. The findings may not be applicable in other secondary schools in other parts of Malaysia.

4

(b)

There are only twenty students Therefore

involved

as respondents

in this research.

the respondents do not represent the whole population of students in

Malaysia and since the students are of different levels, this may affed the [earnjng outcomes.

1.8 Definition of Terms The following defmitions are given to the terms used in this study: (a) Collaborative Learning Method (eLM)

Collaborative Learning is a method of teaching and learning in which students or learners are grouped together to explore a significant question or task and to create a meaningful learning. It is a specific kind of cooperative learning. Tn other words, the students who are leaming in a group, work as a team. They are the 'players' who must work together in order to achieve goals successfully. Research has shown an advantage of Collaborative

Learning (as opposed to individual learning) on such factors as "promoting intrinsic
motivation heightening self-esteem creating caring and altruistic relationship and lowering anxiety and prejudice" (Oxford,1997; 445). Included in the Collaborative Learning are varied cultural expectations, individual learning styles, personality

differences and relying on the first language (Crandall, 1999). Through this method, the learner engages "with more capable others (teachers, advanced peers, etc.) who provide assistance and guidance" (Oxford, 1999; 444).

(b) Individual

Learner

Individual learner here means the learner does not belong in any group but works and does his or her learning and exercises all by himself or herself. He or she has to work alone and going through the process of learning only with the help and guidance of the teacher.

5

(c) Traditional This traditional

Method or Direct Teaching method or direct teaching sometimes refers to as "talk and chalk

method", In this method, the learners usually face the teacher in front of the classroom.

The teacher presents to the class the lesson while the learners will listen attentively to the
teacher's explanation. While doing so, they do their tasks or exercises as instructed. The learners' response each time the teacher asks questions during Jesson.

(d) Effectiveness In the Oxford Advanced Leamer's Dictionary (1989), effectiveness means "having an

effect, producing the intended result". In this research, the effect or the intended results refers to the effectiveness of using the eLM in the teaching and learning of vocabulary in an English Language classroom.

1.9 Summary The present research is an attempt to find out the effectiveness of using eLM in the teaching and learning vocabulary in an English Language classroom. The objectives of the research are to determine whether eLM can be an effective way of learning vocabulary and also fosters attitude and motivation toward learning.

6

CHAPTER

2

LITERATURE REVIEW
2.1 Introduction This chapter focuses on the various literatures pertaining to this research. It addresses the definition of Collaborative Learning Method or CLM, rationale for using CLM in the teaching and learning and related studies.

2.2 Definition of Collaborative

Learning Method

The term Collaborative Learning Programme in the teaching and learning process refers to a method in which students or learners in a particular classroom are put in groups to explore a significant question or create a meaningful project through learning. The students have to work in a group of 3 to 6 and then try to go through the task given as a team. The students are responsible for their work and each member has something to contribute during the learning process. According to Brown (2001), as "students work together in pairs and groups, they share information and come to each other's aid. They are a "team" whose players must work together in order to achieve goals successfully". The eLM has advantages over individual learning. It works on factors such as creating caring and

"promoting intrinsic motivation, " ,.heightening self-esteem,

altruistic relationships and lowering anxiety and prejudice" (Oxford, 1997; 444). Collaboration is a philosophy, a way of thinking about how we can interact and work with others. It suggests that we respect individual group members' abilities and appreciate their individual contributions to a group task. In Collaborative Learning, there is a sharing of authority and acceptance of responsibility among group members. The premise of Collaborative Learning is based on consensus building. The collaborative learning is founded in constructivist philosophy, which proposes that people learn

because they actively construct their own knowledge. The learners do not passively accept knowledge from the teacher or curriculum but activate their existing cognitive structures or construct new ones to subsume new information or input. 7

Learning is something the learners do, not something that is done to them. Constructivist philosophy perceives the teacher as someone who helps to develop

students' competencies and talents and considers education to be a personal transaction among students and between the teacher and students as they work together. Some of the important attributes of Collaborative Learning are: (a) (b) a group task is designed based on shared learning goals and outcomes. it involves planning, sharing of resources, making group decisions and practicing team support. (c) (d) the learners work in small groups of3 to 6. positive interdependence tasks delegation.
(e)

is developed through the setting of mutual goals and

individual accountability, role fulfillment and task commitment are expected of group members. In a learning classroom situation, the teacher assigns learners tasks that will

require them to research language. use and make use of what they learn. In group activities, the learners take charge of their own learning. Team spirit is stressed as studentsleam together to accomplish a conunon goal. The whole team is held responsible

for each group member's learning and each learner's objective is not only to complete the task but also to learn something as a team. The success of one student aids others. Working together can reduce learners' anxiety and increase their motivation and selfesteem.

2.3 The Teacher's Roles in Collaborative Learning Method
In the CLM, the teacher has a few roles to play. Some of the roles are:

2.3.1 The Teacher as Inquirer
According to Goodman (1986), the teacher as inquirer must understand students, their language and how they study. This knowledge goes beyond intuitive and emotional thinking. It helps and enables teachers to make knowledgeable decision by examining and question their beliefs, values and assumptions. 8

2.3.2 The Teacher as Facilitator
The role of facilitator denotes that the teacher is prepared to step aside to offer the students a more meaningful role. They support and encourage the students' enthusiasm to learn. They can be seen moving between the groups of students, helping students as need arise. During this time, the teacher interacts, teaches, refocuses, questions, clarifies, supports.expands, celebrates and empathies. Facilitators are giving feedback, supervising

the groups, asking questions to clarify and rationalize actions and encouraging the groups to solve their own problems.

2.3.3 The Teacher as Observer
In this role, the teacher watches, facilitates the learning of students and try to discover why learners do what they do. Observation is the basis of decision-making learner's progress. Through the groups learning, it provides about each

the teacher with the

opportunity to observe, reflect and intervene in supportive and constructive ways.

2.4 The Leamer
The learner here refers to the students in the classroom. They are divided into groups of 4 students which are going to use the CLM whereas another group of students will follow the traditional method of teaching. The traditional teaching group will face the teacher and they become passive listeners to the teacher. After the teacher finishes explaining to them what they need to do, both groups ~ the CLM group and the students will go through the tasks given to them.

2.5 Rationale for using Collaborative Learning Method
Throughout the years, the teaching and learning methods in the classroom do not change greatly. As a result, students prefer to follow the old traditional way of leaming that is doing the exercises or tasks in the classroom on their own. The students do not go through any discussions, do not share their goals in the classroom and do not practice

9

team support. However, through this research of using the Collaborative

Learning

Method, learners are put together in groups whereby they can interact with one another, share each other's experiences and accept the responsibility among the group members. Thus, the learners will learn to support one another and to accept the role they play in that particular group. At the end of the teaching and learning process, the learners will have a strong foundation of consensus building through activities that they have gone through in their respective group. This will give them the motivation and the right attitude they need to face any task during their learning process.

2.6 Related Studies There is limited related research that had been done on the effectiveness of Collaborative Learning Method in the teaching and learning process of vocabulary in a classroom. Richards (1985) says that students are considered as active partners in language teaching and learning process. Delanoy (1997) agrees to the statement and says that learners should have something to offer in a classroom discussion. The classroom discussion here refers to working with other students in activities organized by the teacher. Therefore, through this research, the outcome will be something like active participation from the learners in their respective group, resulting in the effectiveness of the method chosen together with the right attitude and motivation for any language learning situations.

2.7 Summary
The review of literature in this chapter suggests that the Collaborative Learning Method is a new method of teaching and learning in a classroom. This research will find out the effectiveness of the CLM in the teaching and learning vocabulary in a classroom and to find out whether the method proposed is able to contribute to the motivation and change of attitude in that process of learning. The findings and feedback from this research is important in order to identify the effectiveness of Collaborative Learning Method as put forward by the researcher.

10

CHAPTER 3 RESEARCH METHODOLOGY
3.1 Introduction The present research attempts to find out the effectiveness of content presentation and feedback in the teaching and learning vocabulary in an English Language classroom. This chapter describes the methodology that is going to be used in this research. It is divided into five sections. Section I is research design, section 2 is population and sample, section 3 is research instruments, section 4 is procedure for data collection and the lastly, section 5 is procedure for data analysis.

3.2 Research Design In this experimental research, the researcher will observe the second and third periods of the English Language lesson on the 4U1 of September 2005 in an on-going English Language teaching session in a particular classroom. After the classroom observation (Appendix 7), a set of questionnaire (Appendix 1) will be given to all the students

involved in the research. The main purpose of this questionnaire is to obtain students' background information and their learning process in language classroom. Later, the researcher will administer the pre-test (Appendix 4) to both the control and experimental groups. The purpose is to check for learners' knowledge. Both groups will carry out the activity prepared by the researcher. In this activity (Appendix 5 - post-test), the students will be in their respective groups. One group is doing the exercise by discussing their answers in the group. The other group is doing the task individually. Next, the

questionnaire forms (Appendix 3) will be distributed to the learners in the experimental groups to obtain information regarding the effectiveness of the Collaborative Learning Method in the learning of vocabulary.

II

3.3 Population

and Sample

The subjects in this research are from a Form Two class of Simpang Empat Secondary School, Kuching. The students in that class are going to be divided into two groups. One group is the experimental group (I0 respondents) while the second group (10

respondents) is the control group. The respondents in the experimental group will be selectively chosen among the students in that class. The criterion of choosing these students are based on their examination results especially in their UPSR and 2005 midyear examination. They consist of high and low achievers. The respondents in the high achievers are selected to prove the effectiveness of Collaborative Learning Method by discussing the answers with their peers in the same group and to help them in learning the language, specifically vocabulary. As for the low achievers, do they feel motivated and responsible for their own learning in doing the task.

3.4 Research Instrument Several instruments are going to be used in this research namely observation (Appendix 7), test (Appendix 4 and Appendix 5), questionnaire (Appendix 1, Appendix 2 and

Appendix 3) and interview (Appendix 6). The first instrument used is the questionnaire (Appendix I). In this questionnaire, the respondents need to fill in the respondents' All the students are given the questionnaire

profile and answer three simple questions.

for the purpose of gathering their background information and to seek out details of vocabulary learning. The other questionnaire (Appendix 2) is given out to the same

students to elicit information on the teaching method used by their language teacher. This is to find out which method has motivated them in learning English Language. The last questionnaire information (Appendix 3) is prepared for the experimental group to find out some about the effectiveness content presentation and feedback through the

Collaborative Learning Method. The next instrument is the test. The two tests are the pre-test (Appendix 4) and the post-test (Appendix 5). The first test is to determine students' word knowledge in relation

12

to the lesson designed for this research. Then, the post-test will be conducted in tile experimental group is using the CLM. Here, the reason is to determine students' reactions in the form of feedback towards CLM. The next instrument to be employed in the data collection is observation. The reason is to observe the students' attitude and behavior towards the method used.

3.5 Procedure

for Data Collection

As stated earlier, questionnaire, pre-test, post-test, observation and interview techniques will be used to collect the data for this research. There are three types of questionnaire to be used in the research. The first

questionnaire (Appendix 1) will be given a day before the actual research is being carried out. The second questionnaire (Appendix 2) deals with the learning method that takes place in their language classroom. It is given out to the students before the researcher uses the Collaborative Learning Method in the classroom. The third questionnaire

(Appendix 3) will be distributed to the respondents in the experimental group after they have gone through the experiment. The next part is the two tests. The pre-test contains 20 words and their meanings (Appendix 4). It will take 20 minutes and will be administered simultaneously. in the two groups

Then, the post-test (Appendix 5) will be given to the students in both

groups - control and experimental groups. Again, they will be given 20 minutes to complete the 20 multiple choice questions. Finally, after completing the post-test, the researcher will proceed with personal interviews with the respondents in the experimental group using the questions in Appendix 6. In the interview, the researcher will interview 5 respondents from tbat group. The interview session will be conducted the following day during their English Language period.

13

3.6 Procedure for Data Analysis
The final part of this research is to collect all the data and information for writing the final report. The final part is to describe the profile of the respondents and the second part is to answer the four research questions. First, the researcher will make sure that all the respondents will attempt at

answering all items in the questionnaire forms and in the two tests. Besides that, the researcher must make sure that all the data from the interviews and observations are conducted. The procedure for data analysis is explained in the following section: (a) (b) Frequencies and percentages to describe the profile of the respondents. To describe the performance of respondents (Research Question 1)) means and standards deviations will be used. (c) Frequencies and percentage will be used to determine respondents' preference of the method for teaching and learning of vocabulary (Research Question 2). (d) Frequencies and percentage will be used to determine the feedback can contribute to the successful development of vocabulary learning (Research Question 3). (e) Frequencies and percentage will be used to determine the extent the content presentation and feedback can solve attitude and motivation problems in learning vocabulary (Research Question 4).

3.7 Summary
This chapter explains the methodology used such as the research design, population and sample, the research instrument, the procedure for data collection and procedure for data analysis. Hopefully the data obtained would allow the researcher to examine the

effectiveness vocabulary .

of the Collaborative

Learning Method in the teaching and learning of

14

REFERENCE

AS. Hornby. (1989). Oxford Advanced Learners' Dictionary of Current English. (4th ed.). Oxford: Oxford University Press

-

.

Brown, H. Douglas. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. (2nd ed.). San Francisco: Addison Wesley Longman, Inc.

John F. Canney. (1995). Working On Words. Washington: Gallaudet College Press.

Nunan, D. (1991). Language Teaching Methodology: A Textbookfor Teacher. New York: Prentice Hall.

Open University Malaysia. (2003). HBET 1503: Foundations For TESL Methodology. Selangor: Malindo Printers Sdn. Bhd.

Richards, J.C. (1985). The Context of Language Teaching. Cambridge: Cambridge University Press ..

Richards, J.C, & Rodgers, T.S. (2001). Approaches and Methods in Language Teaching. (2nd ed.). Cambridge: Cambridge University Press.

:

15

APPENDIX 1 QUESTIONNAIRE 1

This set of questionnaire is distributed in order to getinfonnation

regarding students'

ba,ckground< Your full cooperation isneeded to answer the questions. Please write all the information required in the spaces and circle vow choice in the options provided.

RESPONDENTS'

PROFILE

Name Race UPSR English Result : 2005 Mid-Year English Result: Father's Occupation: Mother's Occupation: ~ marks _

Gender: MALE/FEMALE Age

------------

I.

Do you speak English? A.Yes B.No

2.

Who encourage you to speak the English Language?

A. Parents
B. Your English teacher C. Your friends D .. Yourself

3.

Where do you usually use or speak the language? A. At home B. Everywhere C. In your English class ~ THANK YOU!

APPENDIX 2 QUESTIONNAIRE 2

This set of questionnaire

is distributed

in order to obtain information

regarding

vocabulary learning that takes place in your English Language classroom. Your full cooperation is needed in answering all the questions desigI1ed. Please circle your choices in the options provided.

VOCABULAR Y LEARNING IN THE CLASSROOM

I.

Do you have an English dictionary?
A. Yes

B. No B. Sometimes B. Seldom B. No
B. No C. Seldom D. Never

2.

Do you bring your dictionary to school every day? A. Always

3.

How often do you use your dictionary? A. Always C. Often D. Never

4.

Does your teacher encourage you to use dictionary during English lesson?
A. Yes

5.
6.

Do you use dictionary in your English class? A. Yes

How do you increase your word knowledge? A. By reading magazines, storybooks, newspapers etc.
B. By watching television and listening to English programs on radio

C. By talking to your friends, neighbours or family members 7. Who help you to learn new words in English Language? A. Teacher B. Friends C. Parents

-.

8.

How do you get the meaning of a word? A. By looking up the meaning in the dictionary B. By asking the meaning from the teacher C. From my friend THANK YOU!

APPENDIX 3
QUESTIONNAIRE 3 This set of questiOilUaire is distributed. in order to obtain information regarding your response and feedback towards the application of Cotlaborative Learning Method (eLM). Your [1.111 cooperation is needed in answering all the questions designed. Please circle your choices intheoptions and write your response in the spaces provided.

THE eLM STUDENT 1. Have you ever learnt in a group before? A. Yes 2. B. No

How do you find the activity done in your group just now?
A. Interesting

B. Useful
B. No

C. Fun

D. Boring

3.

Have you ever used group work in your English Language activity before? A. Yes

4.

Does the activity in your group work help you to remember certain words better?

A. Yes
5..

B. No

Do you find the discussions with your friends in your group are useful to develop your word knowledge? A. A lot B. Not really C. A little

6.

Do you think group work can help your other classmates to learn new English words? A. Yes

B. No

7.

Are you motivated and interested to learn new words in your English class using group work? A. Yes

B. No
B.No

8.

Do you find working in group is useful in learning new English words? A.Yes

Why? Give your reason(s).

THANK YOU!

APPENDIX 4 PRE-TEST Match the words in Column A to their correct meanings in Column B. Column A Column B A. behaving in a kind and pleasant way B. to express admiration of somebody or something of

1. haze 2. scientist 3. friendly 4. pollutant 5. legend 6. well-known 7. admire 8. nutritionist 9. kindness 10. pottery 11. recycle 12. participated 13. disagree 14. beauty 15. well-fed 16. breakfast 17. weak I 8. massage 19. savages 20. participants

c. a situation

commonly caused by the accumulation

particles in the air D. a quality of being a person who is caring about the feelings of others E. first meal of the day F. rubbing and pressing the body G. a person or thing that is beautiful H. a group of people taking part in an event I. known to many people; famous J. an expert in tbe field of science K. substance that pollutes the air L. an expert in the study of nutrition M. the skills of making pots by hand N.lacking strength or power

O. persons who are wild and fierce P. having good meals regularly Q. a process to treat a product so that it can be used again R. story handed down from one generation famous person or people R. took part in an activity or competition S. to have different opinion; Dot agree THANK YOU! to another of

APPENDIX 5 POST-TEST
Circle the correct answer for each question.

1. On a
A. sun

day there is a lot of sun. B. sunny C. sunshine

2. A A..humor

story is full of humor.

B.. humorously

C. humorous

3. A new driver drives very -----A. carefully B. careful

C. carefulness

4..The children danced ------A. delightfully B. delight

C. delightful

5. The movie wi II ----A. pleasant B. please

most audience. C. pleasure

6. Teenagers often A. admiration B. admiring

movie stars.
C. admire

7. We A. eagerness

awaited the results of the Malaysian Idol contest. B. eager C. eagerly

8. The young girl A. fearless

walked up to the large dog.

B. fearlessly

C. fear

9. I love to paint. I think painting is ---------------A. enjoyment B. enjoying C. enjoyable

10. He started a fire with a match. He used a match to ----------- the fire. A. inflame B. ignite C. blaze

I I. Forensic Science is to solve crimes. A. challenge B. challenger

and exciting because it involves investigation

C. challenging

12. A radio show producer has to look for guests

in his show.

A. participant

B participation

C. participate

13. A person who studies different plants is called a
A. nutritionist

_

B. Linguist

C. botanist

14. Sarawak is a popular A. destination B. spot

for jungle trekking. C. hobby

15. In 1947., Tun Dr Mahathir bin Mohamad VII College of Medicine in Singapore. A.learning B. graduated C. enrolled

at the King Edward

16. Tun Dr Mahathir is the --------------- Prime Minister of Malaysia. A. four B. fourth C. fort

17. People became famous because of their A. contributions B. contribute

towards society. C. contributing

18. Terampang is a busy and A. crowd B. crowded

town. C. crow

19. One of the
to absorb the rain water. A. causes

offlash floods is that there is not enough natural land

B. cause

C. caused

20. Self-defence class has taught me to be A. fearful B. fear C. fearless

of bullies.

THANK YOU!

APPENDIX 6

INTERVIEW QUESTIONS SHEET (To be completed by the Researcher)

Name:

..

-------------------

Class: -------

Questions

1. Do you enjoy working in your group with your friends? Why?

2. Do your friends in your group give you the motivation to learn new English words?

.
-

3. Can you give me some of the words you remember from the exercise you have done? a.
b.

__
__

c.
d.

__

e.

---------------------

__

4. Are you motivated and interested tolearn new words in English using group work? Why?

THANK YOU!

APPENDIX 7 OBSERVATION SHEET

Class: -----1. Topic:

Date: _----_

Time: -_----

2. Teaching methods used by the teacher: 3. Do the students response to the teacher?
A. Yes B. No

_

4. How does the teacher get the students to participate in the teaching and learning process/lesson?
\

5. Does the teacher use group work in the lesson? A. Yes B. No

6 ..Do the students response to the teacher in the class? How?

7. Does the teacher end the lesson effectively? A Yes

B. No

8. Is there any written work given by the teacher? A. Yes

B. No

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