Related Articles For My Research Proposal
SUMMARY 1
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Syafini, I., & Tengku Norizan, T. M. (2000). International Conference SoLLs.INTEC.09 (pp. 400-434). Bangi: Universiti Kebangsaan Malaysia. | Objective: The objective of this study is to investigate the effects of cooperative learning on students‟ writing performance at a secondary school. This research will focus on the effects of cooperative learning in enhancing students‟ writing performance in the narrative genre. Research Questions: What are the effects of cooperative learning on students‟ writing performance? Ho1: There is no significant difference in the mean gain scores (μ) of the writing performance before and after the incorporation of cooperative learning. Ha1: There is a significant difference in the mean gain scores (μ) of the writing performance before and after the incorporation of cooperative learning. Significance level is set at α=0.05 Methodology: · The study adopted the quantitative research method with a quasi experimental design. The one- group time series design was employed for the quantitative research method since it involved ongoing measurement and the group experienced experimental treatment within a period of time. · The data sampling were drawn from two form one classes of intermediate level in an urban government school. · The research instrument used to carry out the research which was the pre-test and the post-test essay writing. Findings: · The findings showed that there was a statistically significant difference between the pre-test and the post-test. · The findings indicated that the students performed better in the post-test compared to the pre-test. · This proved that the inclusion of cooperative learning had a positive effect on the students‟ performance for mechanics in narrative writing. Conclusion: · This study elucidates that cooperative learning enhances students writing performance. · The findings lend credence to the positive effects of cooperative learning in enhancing writing performance. · The findings of this study would be useful for teachers in adopting this learning as a viable alternative in teaching writing. | Cooperative Learning Writing Performance |
SUMMARY 2
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Gillies, R. M. (2004). Learning and Instruction , Vol. 14 pp. 197-213. | Objective: The objective of this study is to investigate the effects of cooperative learning on junior high school students. Research Questions: The specific questions this study sought to address were: 1. What are the effects of structured and unstructured cooperative learning experiences on students behaviours, interactions, and learning? 2. Do students’ perceptions of what happens during cooperative learning differ for students in structured and unstructured groups? Methodology: · The study adopted the quantitative research method with a quasi experimental design. The one- group time series design was employed for the quantitative research method since it involved ongoing measurement and the group experienced experimental treatment within a period of time. · The data sampling were drawn from 5 high schools with a total number of two hundred and twenty-three junior high school students participated and worked in three or four-person, mixed gender and achievement groups. Complete data were only available on 147 students, because of absences from school or timetable changes on the day the research team visited the schools. · The research instrument used to carry out the research was a Mathematics questionnaire and group observations. Findings: · The results show that the children in the structured groups were more willing to work with others on the assigned tasks and they provided more elaborate help and assistance to each other than their peers in the unstructured groups. Furthermore, as the children in the structured groups had more opportunities to work together, they developed a stronger perception of group cohesion and social responsibility for each other’s learning than their peers in the unstructured groups. Conclusion: The study showed that providing children with the opportunity to work cooperatively together on a regular basis in structured cooperative groups encourages students to be more involved with each other, to actively promote each other’s learning, and to develop those social behaviours that encourage participation in the group’s activities | Cooperative Learning Students' engagement and commitment Encourage participation in group |
SUMMARY 3
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Sharifah Nor, P., Rashidah, R., & Aidah, A. K. (2010). Procedia Social and Behavioral Sciences , vol. 7, pp. 580-587. | Objective: This study aims to investigate low achievers’ views towards writing skills in English, identify their writing difficulties as well as their needs to master the skills. This study aims to a) identify the low achievers’ view towards writing skills in English b) identify the difficulties the low achievers face with writing in English c) identify the writing needs and support in writing in English. Research Questions: There are four research questions identified for the study as follows: 1. How do the low achievers view the skills of writing in English? 2. What kind of writing tasks in English do the low achievers perform in their studies and daily interactions? 3. Which areas of writing do the low achievers need help? 4. What kind of support do the low achievers think will help improve their writing skills? Methodology: · The study adopted the quantitative research method using a survey method was done in order to look at the students’ view towards writing in ESL. · The data sampling were drawn from The respondents of the study were 37 Form Four students in one of the secondary schools in Seremban, Negeri Sembilan. This group of students were those who are categorized as low to intermediate language proficiency · The instrument used in to collect the information consists of a set of questionnaire adapted from Tan Bee Hoon (2006). Findings: The findings of the survey show that the students have positive opinions towards the skills of writing in English as they believe that it is important for their academic as well as future professional career. Using appropriate approaches and strategies, ESL teachers can assist the students to improve their writing in English. One of the findings found that the students prefer to have a face-to-face support, thus, it is essential for teachers to create a warm, supportive, accepting and trusting climate in the English language classroom Conclusion: This study showed that the ability to write in English is an essential skill in school. Although there is no best method can be claimed to be the most effective ones, teachers need to be creative to make the writing task enjoyable and not so difficult for the students | Writing in ESL Low Achievers |
SUMMARY 4
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Heng, C. S., Tan, H., & Ain Nadzimah, A. (2003). Studies in Foreign Language Education , 143-156. | Objective: The study aimed to investigate Malaysian students’ educational attainment with reference to knowledge bases and attitudes towards writing in their L2 educational system. It also highlights the demands made on ESL writing through an understanding of the link between writing processes and attitudes, thus contributing to the comprehensiveness of writing theory to be set into practice. Research Questions: The study seeks to 1. What are the students’ educational attainment with reference to knowledge bases and attitudes towards writing in the second language context 2. What are the demands made on ESL (English as a Second Language) writing through an understanding of the link between writing processes and attitudes thus contributing to the comprehensiveness of writing theory for translation into practice. Methodology: · The study adopted the quantitative research method using a survey method was done in order to look at the students’ view towards writing in ESL. · The data sampling were drawn from random sample of 108 students who were enrolled in the Expository Writing course in the Bachelor of Arts (English) and Bachelor of. Education (TESL) programs at Universiti Putra Malaysia (UPM). · The instrument used is a questionnaire survey was administered to the respondents. Findings: The findings of the survey show that writing is a social act to which the writer brings his or her beliefs and fears. This study concluded that writing is a neglected skill when looking at respondents’ prior experience. Conclusion: The principal goal of the study was to determine the different writing experiences a segment of Malaysian L2 writers had acquired and their knowledge bases about writing that they had internalised as they enter tertiary education. Thus, in attempting to understand writing as a social act, this study has confirmed the belief that the act of writing is embedded in an array of wider social and cognitive processes. | Writing in ESL Students’ beliefs and fears of ESL |
SUMMARY 5
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| Puteri Rohani, M., & Norlida, A. R. (2003). 6th International Conference on Language and Development (p. 10). Tashkent, Uzbekistan: PPI Ilmu Pendidikan. | Objective: This paper aims to discuss a few strategies that English teachers are currently practicing in Malaysia to enhance learners' autonomy and look into how teachers in Malaysia can prepare and scaffold their students towards learner autonomy Research Questions: The study seeks to 1. What are the strategies that English teachers are currently practicing in Malaysia to enhance learners' autonomy and look into how teachers in Malaysia can prepare and scaffold their students towards learner autonomy? Methodology: · The study adopted the qualitative research method to study the strategies that English teachers are currently practicing in Malaysia to enhance learners' autonomy. Findings: The findings of the In this paper we only demonstrate two skills that are reading and writing skills. In speaking skills the same approach in using task-based approach can also be used to allow learner autonomy to take place in a classroom. Conclusion: Many features that promote autonomous learning are already in place in Malaysian school curriculum. Generally students have to complete tasks given by teachers all by themselves, and some with a group of classmates. The following questions need to be asked: Are the significance of becoming autonomous learner made clear to students? Are they aware of how much they can do if they are in charge of their own learning? Do they know what are the long-term benefits of becoming an autonomous learner? | Learner Autonomous Writing in ESL Students’ beliefs and fears of ESL |
