DEVELOPING VOCABULARY LEARNING COURSEWARE FOR FORM ONE STUDENTS VALERIE JAMES FAKULTI PENDIDIKAN UNIVERSITI TEKNOLOGI MALAYSIA

DEVELOPING VOCABULARY LEARNING COURSEWARE FOR FORM ONE STUDENTS VALERIE JAMES FAKULTI PENDIDIKAN UNIVERSITI TEKNOLOGI MALAYSIA

DEVELOPING VOCABULARY LEARNING COURSEWARE FOR FORM ONE STUDENTS VALERIE JAMES Tesis ini dikemukakan sebagai memenuhi syarat penganugerahan Ijazah Sarjana Muda Sains Serta Pendidikan (TESL) Fakulti Pendidikan Universiti Teknologi Malaysia APRIL, 2006

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iv DEDICATION This is especially for the people that I love and who love me in return: To Mum and Dad who always believe in me To Chris, Angel and Kim who inspire me to do my best And to my dearest Ronnie who always there to encourage me and lift me up This is for all of you!

v ACKNOWLEDGEMENT All praise and glory be unto Him! In His grace and mercy, He has enabled me to complete this study. My gratitude also to Dr. Hadina Habil who has diligently guided me through the whole process of this study. Thank you for trusting me and letting me make the most out of this study. Thank you also to the examiners, Ms Fatimah Puteh and Mr. Faizal Yamimi, for your creative and helpful insight that had helped me to further improved this study. Thank you to all TESL and computer lecturers for the knowledge that I acquire in these 5 years. My appreciation also to my family members especially Mum and Dad for supporting me throughout these 5 years in UTM and for believing that after 5 years I would graduate and make both of you proud! I hope you are! To my two little sisters, if I can do it you girls can also do it. Reach up high and fulfill your dreams. To my one and only love, Ronnie, this one is for you. Thank you for upholding me through ups and downs. I love you! Sorry for making you wait so long. Finally, thank you to all my friends who are always with me through thick and thin. 5 SPL, CCC Tmn U and Eagle s Destiny, I will never forget all of you! You all had made studying 5 years worthwhile!

vi ABSTRACT The objective of this study is to develop a vocabulary learning courseware for Form One students. This study also seeks to find out whether the use of educational courseware makes learning English language more interesting and effective to the students or not. A prototype of a vocabulary learning courseware for Form One students has been developed for the purpose of this research. 15 Form One students of Sekolah Menengah Kebangsaan Majakir Papar, Sabah were involved in the implementation of this study. Pre and post tests had been carried out to observe the performance of the students before and after using the vocabulary learning courseware and a set of questionnaire had been distributed to the students to evaluate the vocabulary learning courseware. The study found out that 100 percent of the students agreed that the vocabulary learning courseware is interesting and 60 percent of the students show improvement in the post test after using the developed vocabulary learning courseware. Based on the findings from this study, it is concluded that learning is more interesting with the use of educational computer courseware and it is proven in this study that learning is more effective with the use of educational computer courseware.

vii ABSTRAK Objektif kajian ini adalah untuk membangunkan satu perisian pembelajaran Bahasa Inggeris untuk pelajar-pelajar Tingkatan Satu. Kajian ini juga ingin mengetahui sama ada pembelajaran Bahasa Inggeris lebih menarik dan berkesan dengan penggunaan perisian pembelajaran atau sebaliknya. Satu prototaip perisian pembelajaran perbendaharaan kata dalam Bahasa Inggeris untuk pelajar-pelajar Tingkatan Satu telah dibangunkan untuk tujuan kajian ini. 15 orang pelajar Tingkatan Satu dari Sekolah Menengah Kebangsaan Majakir Papar, Sabah telah terlibat dalam implementasi kajian ini. Ujian sebelum dan selepas penggunakan perisian pembelajarana tersebut telah dijalankan untuk melihat pencapaian para pelajar sebelum dan selepas mereka mencuba perisian tersebut dan satu set soal selidik telah berikan kepada para pelajar untuk menilai perisian pembelajaran Bahasa Inggeris yang telah dibangunkan. Kajian mendapati 100 peratus pelajar bersetuju bahawa perisian yang telah dibangunkan adalah menarik dan 60 peratus pelajar menunjukkan kemajuan dalam ujian selepas menggunakan perisian tersebut. Berdasarkan dapatan dalam kajian ini, boleh disimpulkan bahawa pembelajaran adalah lebih menarik dengan penggunaa perisian pembelajaran dan terbukti dalam kajian ini bahawa pembelajaran lebih berkesan dengan penggunaan perisian pembelajaran.

viii TABLE OF CONTENTS CHAPTER SUBJECT PAGE TITLE i DECLARATION ii DEDICATION iv ACKNOWLEDGEMENT v ABSTRACT vi ABSTRAK vii TABLE OF CONTENTS viii LIST OF FIGURES xiv LIST OF TABLES xv LIST OF ACRONYMS xvi LIST OF APPENDICES xvii

ix SECTION ONE INTRODUCTION ONE INTRODUCTION 1 1.1 Background Of Problem 2 1.2 Statement Of Problem 3 1.3 Objectives Of The Study 5 1.4 Research Questions 6 1.5 Significance Of The Study 6 1.6 Scope Of The Study 7 SECTION TWO LITERATURE REVIEW TWO LITERATURE REVIEW 8 2.1 CALL 9 2.1.1 The Role Of The Computer 9 2.1.2 Brief History Of CALL 11 2.1.3 Types of CALL Program 12

x 2.2 Interdisciplinary Of CALL 14 2.2.1 The Ahmad Model 16 2.2.1.1 The Learner And The Computer 16 2.2.1.2 Language And The Computer 17 2.2.1.3 Language And The Learner 18 2.2.2 ARCS Model 19 2.2.3 Teaching And Learning Theories 21 2.2.4 Instructional Design Model 23 2.2.4.1 ADDIE Model 24 2.3 Ways Of Learning Vocabulary 26 2.3.1 Visual Techniques 26 2.3.2 Verbal Techniques 27 2.3.3 Translation Method 27 2.4 What Is Multimedia? 28 2.5 Previous Research Of Using CALL And Multimedia Application In Education 30 2.6 Theoretical Framework 32 2.6.1 Learner And Computer 33 2.6.2 Language And Computer 33 2.6.3 Language And Learner 35 2.6.4 Conclusion 35

xi SECTION THREE METHODOLOGY THREE METHODOLOGY 36 3.1 Analysis 37 3.1.1 Need Analysis 37 3.2 Design 38 3.2.1 Objectives Of The Courseware 38 3.2.2 Procedure 39 3.3 Development 39 3.3.1 Gathering Documents And Raw Materials 39 3.3.2 Software Used In Developing The Courseware 39 3.3.2.1 Sonic Foundry Sound Forge 7.0 40 3.3.2.2 Adobe Photoshop 7.0 40 3.3.2.3 Macromedia Authorware 6.5 41 3.3.3 Hardware And Software Requirement For The Developer 42 3.3.3 Hardware And Software Requirement For Users 43 3.4 Implementation 43 3.4.1 Sample 43 3.4.2 Procedure 44 3.5 Evaluation 44

xii SECTION FOUR FINDINGS FOUR FINDINGS 45 4.1 Research Tools 46 4.2 Pre-Test And Post-Test 46 4.3 Pre-Test And Post-Test Results 47 4.4 Questionnaire 49 4.5 Analysis Of The Questionnaire 50 4.5.1 Students Computer Background 50 4.5.2 Frequency Of Students Using The Computer 51 4.5.3 The Competency Of Students In Using The Computer 52 4.6 Conclusion 58 SECTION FIVE DISCUSSION AND CONCLUSION FIVE DISCUSSION AND CONCLUSION 59 5.1 Discussion 60 5.1.1 Factors Affecting The Performance Of The Students 62 5.1.2 Feedback On The Vocabulary Learning Courseware 62 5.2 Problems Faced In The Project 64 5.3 Recommendation For Improving The Project 66 5.4 Recommendation For Future Research 67 5.5 Conclusion 68

xiii SECTION SIX REFERENCES REFERENCES References 69-71 SECTION SEVEN APPENDICES APPENDICES Appendices 72-80

xiv LIST OF FIGURES FIGURE TITLE PAGE 2.1 CALL and its related disciplines, Levy (1997) 15 2.2 The Ahmad Model 1985 16 2.3 ADDIE Model by Jammaludin et.al (2001) 24 2.4 Project Theoretical Framework adapted from Ahmad Model 32 4.1 UPSR English background of the students involved in this study 48 4.2 Improvement in test results 49 4.3 Students Owning computers at home 50 4.4 Frequency of students using the computer 51 4.5 The competency of students in using the computer 52 4.6 Students experience in using such coursewares 53 4.7 Students interest in the courseware 54 4.8 Students opinions in whether the courseware helped them to improve their English or not. 55 4.9 Students interest in using the courseware in the future 56 4.10 Elements of the courseware as agreed by the students 57

xv LIST OF TABLES TABLE TITLE PAGE 2.1 Characteristics of the Four Levels of CALL 13 2.2 ARCS Model s Description 19 2.3 Ideas based on ARCS Model 20 2.4 Phases in ADDIE Model 25 2.5 The description of the elements of Multimedia 29 2.6 Phases and process in ADDIE 34 3.1 Words used in the courseware 38 4.1 Pre-Test and Post-Test Results 47 5.1 Overview of the pre and post test and the questionnaire as responded by the students who improved 60 5.2 Overview of the pre and post test and the questionnaire as responded by the students who did not improved 61 5.3 Overview of the pre and post test and the questionnaire as responded by the students who were not consistent 61

xvi LIST OF ACRONYMS CALL - Computer Assisted Language Learning ESL - English as a Second Language KBSM - Kurikulum Bersepadu Sekolah Menengah MCALL - Multimedia Computer Assisted Language Learning MSC - Multimedia Super Corridor UPSR - Ujian Penilaian Sekolah Rendah UNIMAS - Universiti Malaysia Sarawak

xvii LIST OF APPENDICES NO. TITLE PAGE 1 Needs Analysis 72 2 Pre And Post Test 73 3 Questionnaire 76 4 Letters Of Approval 77

CHAPTER 1 INTRODUCTION This study is conducted to develop an educational computer courseware that will enhance vocabulary competency among Form One students. It is also to find out whether the use of educational computer courseware can help in the reinforcement of the teaching of vocabulary. Due to the fact that vocabulary is important in a language, language teachers should try new and innovative techniques or approaches to teach vocabulary in order to sustain the students interest and effort in learning. Reinforcement is important in order for students to remember the new words that they have learned. This reinforcement can be done through the use of educational computer courseware. By using the ADDIE Model (Analysis, Design, Development, Implementation and Evaluation) as a framework in building an educational computer courseware, a step by step process will be carried out to build an educational computer courseware for Form One students.

2 1.1 Background Of Problem Computer technology had long gained attention in the educational field. Education is not far behind in implementing the technology in teaching and learning process. In fact, it had been implemented since 1960s (Warschauer & Healey, 1998). There are many researches done in the past to find out how useful the computer technology is to the field of education. This area of language teaching and learning is known as Computer Assisted Language Learning (CALL). According to Levy (1997) CALL is the search for and the study of the computer in language teaching and learning. In other words, CALL is used in the teaching and learning of a language, both in the classroom and for independent learning by a learner. And with the rapid growth of the computer technology, computer courseware becomes one of the methods to learn a language in a non-traditional drill and practice exercises. In Malaysia, the development of Multimedia Super Corridor (MSC) project had triggered the Celik IT campaign. The Government aimed to have a society that is able to use computers or computer literate society, and also a well-informed society as they tap on the information that is readily available on the Internet. But the decline in the standard of English among Malaysian students has dampened the move. This is because many of the websites on the Internet are in English, so Malaysian students with low proficiency level of the language will not be able to utilize this facility that is made available to everybody. Thus, the Government introduced the KBSM revised syllabus in 2003, which introduces English as the medium of instructions to Mathematics and Science subjects. Therefore, English is again regarded as important. Today, English is not just a subject on its own anymore, but it is the instructional language of mathematics and sciences in schools in Malaysia. Therefore students will have to have a good grasp of the language in order to excel in their studies.

3 With the emergence of MSC, Sekolah Bestari or Smart School is also introduced. The idea of the Smart School is a modern school with the latest technology in every aspect. In order to cope with the latest development of teaching and learning, the government also announced that every school in Malaysia will have a computer lab. With all these moves, students should have a better grasp of the English language in order to survive in school. There are many educational computer coursewares in the market today. One can easily obtain an educational computer courseware on vocabulary in most part of Malaysia. But the problem with the readily available educational computer coursewares is that they do not cater for the needs of the local students. Most of the educational computer coursewares are developed by developers outside of Malaysia, such as the Sesame Street Learning Series, Learning Series by Dorling Kindersley Ltd., and the Jumpstart learning series. Thus, there are cultural differences and they might not be suitable for our students. In terms of the level of difficulty also, the readily available educational computer coursewares are much too difficult for our students who are of lower proficiency level. Educational computer coursewares might be motivating and interesting but they must also be suitable for the learners in order for meaningful learning to occur. 1.2 Statement Of Problem When Malaysia launched her Multimedia Super Corridor (MSC) project, Sekolah Bestari (Malaysian Smart School) is the top priority of the project. Since then, the Sekolah Bestari concept in education is one of the most talked-about topics among educators and trainers in Malaysia. With the Smart School concept, computers and

4 Internet will be readily available to the students. Thus, every student must learn how to operate a computer. The Government also introduces computer literacy subject in schools. So, students should be able to use and operate a computer. The Government had also lunched the One home, one computer campaign to encourage the use of computers among Malaysians. In spite of that, it is sad to note that the standard of English of Malaysian students has steadily declined over the years. Therefore, the Government has introduced the KBSM revised syllabus where mathematics and science will be taught in English. The move has made English more important in the education system. The first year of implementation saw the decline in the percentage of students passing mathematics and science. This might be caused by students inability to comprehend the instruction in English. Hence, the situation showed us how urgently and importantly the English language needs to be improved. The process of improvement should start from learning the vocabulary. Students should learn the meaning of words in order to understand and use the words themselves. There are many ways to acquire new words. According to Chitravelu (2002), one of the ways to learn new words and how or where to use it, is through doing repeated exercises. Reinforcement is important in learning new words. This is to ensure that students remember what they have learned. Learning and mastering the English language cannot be done instantly. It is a slow process which requires repetition and a lot of practice, but the process of teaching and learning need not and should not be boring. Teachers should be creative and make use of fun activities, which will enable students to have fun and learn at the same time. One of the ways to make the lessons more interesting and enjoyable is through the use of language coursewares. Language coursewares provide students with an opportunity

5 to use the language meaningfully in a practical manner. This will also help to reinforce concepts they had learned thereby promoting further understanding and retention of information learnt. And today with the development of the computer technology, language courseware can be made more fun and meaningful through integrating various multimedia in educational language courseware, or through CALL. One of the natures of CALL is such that it is able to promote independent learning by a learner. The microcomputer allows the student to respond individually, actively and at his own pace. The computer is also able to give accurate and immediate feedback to the student. Everybody has different attributes, different learning speeds and different pre-existing long term memories in his brain before a new learning task is attempted. There is a natural, effective learning speed for everyone. Therefore, an ideal learning system should be able to pace itself to the requirements of the students (Hudson, 1984). 1.3 Objectives Of The Study The objectives of this study are as below: a. To develop a curriculum-specific educational computer courseware for vocabulary learning. b. To evaluate the effectiveness of the developed educational computer courseware.

6 1.4 Research Questions This study seeks to answer the research questions below: a. Are learning more interesting with the use of educational computer courseware? b. Are learning more effective with the use of educational computer courseware? 1.5 Significance Of The Study Vocabulary plays an important role in the learning of the English language. When students face problems in acquiring the vocabulary, teachers should find alternatives to motivate students to build their vocabulary. Thus, it is hoped that the use of educational computer courseware that will be developed for this study would be a useful tool that will enable students to acquire new vocabulary. By developing an educational courseware, it is hoped that the educational courseware would be an additional material to the materials that are already provided in school labs. This project is carried out to catch up with today s modern technology and use it in the field of education. Instead of pen and paper or chalk and talk, computer technology via CD-ROM will be used in learning. It is a useful tool for independent learning as immediate response and feedback will be given to the learners who use this educational courseware.