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Title:	The effects of active, creative and joyful learning strategies towards English language achievement among primary school students in Riau province, Indonesia
Authors:	Abdullah Hasan (P42847)
Supervisor:	Rohaty Mohd. Majzub, Prof. Dr.
Keywords:	Learning strategies Study and teaching (Primary)
Issue Date:	2014
Description:	Many English language teachers of Primary Schools in Indonesia especially in Riau province adopt teacher centered learning approach. More teachers teach abstract things and explain grammar explicitly to students that may result the students becoming less motivated and frustrated to learn English. These cause hindrances to grasp English language properly and to achieve the learning objectives. The main objective of the study was to examine the effects of language learning strategies through active, creative, effective and joyful learning toward the students' English language achievement. It also identified teachers' perception on the students' language learning strategies toward their behavioral changes and their English language achievement. The study utilized quantitative and qualitative data. The quantitative data were collected using English test of a pre-test and a post-test. A quasi-experimental research of the pre-test- post-test non equivalent group design was conducted. The participants of the study comprised 181 year-four students of Elementary schools and three teachers of the selected schools in the Riau province, Indonesia. Language learning strategies through ACEJ learning were used on three experimental groups (n=89), while three control groups (n=92) were taught using non ACEJ learning. The quantitative data were analyzed using descriptive and inferential statistics of an independent t-test, a paired sample t-test, ANOVA and MANOVA. The result of descriptive analysis showed that composite mean score of pre-test for both groups was almost similar (EC=53.03 and CG=50.26), while the composite mean score of post-test showed significant improvement of EG (75.46) and CG (64.35). The findings of inferential statistics of the composite mean score of pretest showed no significant difference between EG and CG (p>0.05), while composite mean score of post-test showed significant difference between EG and CG (p<0.05). The result of paired-sample t-test for both experimental and control groups showed significant difference of mean (p<0.05) of five pre-post domains and pre-post composite. It could be determined that it showed the significant effects of LLS through ACEJ learning toward students' English language achievement between EG and CG. The qualitative data were collected using an interview protocol of three English teachers of selected schools and the responses were analyzed through a content analysis. Data generated based on the interview illustrated that the teachersgave very positive comments on their perceptions of the students' language learning strategies toward students' behavioral change through ACEJ learning of the elements presented in the English classroom. It is hoped that implications and recomendations for future research would assist English teachers in improving the English teaching and learning.,PHD
Pages:	238
Call Number:	LB1524.A235 2014 tesis
Publisher:	UKM, Bangi
Appears in Collections:	Faculty of Education / Fakulti Pendidikan

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