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https://ptsldigital.ukm.my/jspui/handle/123456789/488049Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Melor Md Yunus, Prof. Madya Dr. | - |
| dc.contributor.author | Vanitha Thambirajah (P92544) | - |
| dc.date.accessioned | 2023-10-11T09:36:30Z | - |
| dc.date.available | 2023-10-11T09:36:30Z | - |
| dc.date.issued | 2021-08-18 | - |
| dc.identifier.other | ukmvital:123514 | - |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/488049 | - |
| dc.description | Creative teaching of writing is an effective strategy to improve the writing skills in both first and second language learning and enhances the participation level of students in an ESL writing class. However, teachers in Malaysian secondary ESL classrooms are less skilled to utilise creative strategies and materials to help students improve their descriptive writing ability in terms of sentence constructions and vocabulary and enhance learning behaviour specifically participation. This practical classroom research focused on action research under the qualitative paradigm embarked to support students' learning of writing experiences, skills, and participation during writing class through Kemmis McTaggart's model. This study employed thirty nine student participants and four teacher participants. The data was collected through seven semi-structured interviews among students and two form four teachers, three focus group interviews among six students, six classroom. Besides, observation using an adapted instrument, 'Instrumen Rujukan Standard SKPMg-2' Standard 4 (2010) checklist was done, twice for each cycle and document analysis in the form of researcher's reflective note, students' reflection note, group and individual work as well as written tests. NVivo was utilized for data analysis. Findings from the preliminary study and Cycle 1 of the intervention showed that the students were massively challenged in descriptive writing and nature of classroom participation. Traditionally, language teachers less initiate creative pedagogical strategies and use a variety of materials to improve students descriptive writing skills other than rote learning and memorizing techniques. However, the students' writing skills in vocabulary and sentence construction improved alongside their participation using the creative pedagogical strategies and a vast variety of materials in their learning of descriptive writing. Based on the findings, this study brought transformation and transcendence in the learning of descriptive writing and classroom participation in the ESL context. This study paved ways to help Form Four students score better in descriptive writing in the SPM examination English Paper 2 thus, increased participation level tremendously through the intervention of the creative pedagogical strategies and materials. It was concluded that the teacher gained a greater scope and in-depth understanding of the pedagogical practices.,Ph.D. | - |
| dc.language.iso | eng | - |
| dc.publisher | UKM, Bangi | - |
| dc.relation | Faculty of Education / Fakulti Pendidikan | - |
| dc.rights | UKM | - |
| dc.subject | Creative teaching | - |
| dc.subject | ESL education | - |
| dc.subject | Writing skill | - |
| dc.subject | Universiti Kebangsaan Malaysia -- Dissertations | - |
| dc.subject | Dissertations, Academic -- Malaysia | - |
| dc.title | Creative pedagogical strategies on descriptive writing and classroom participation in a secondary ESL education | - |
| dc.type | Theses | - |
| dc.format.pages | 466 | - |
| Appears in Collections: | Faculty of Education / Fakulti Pendidikan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_123514+SOURCE1+SOURCE1.1.PDF Restricted Access | 6.32 MB | Adobe PDF |  View/Open |
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