The effectiveness of self-access learning programme on English learning strategies of form two students at Maahad Hamidiah Secondary School / Papaliitele Moeimanono Fouvaa

Papaliitele Moeimanono , Fouvaa (2003) The effectiveness of self-access learning programme on English learning strategies of form two students at Maahad Hamidiah Secondary School / Papaliitele Moeimanono Fouvaa. Undergraduates thesis, Universiti Malaya.

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Abstract

The research report is based on the study of the effectiveness of Self-Access Learning Programme on English Learning Strategies of Form Two Students, at Maahad Hamidiah, National Secondary Religious School, Kajang, Selangor. The data for this study were collected from responses of the two interview sessions which were administered to thirteen (13) students of Form Two classes that were randomly selected, as well as three (3) English teachers. There were also classroom observations undertaken, so that the researcher would have abundant information about the topic. In addition to, some of the information used in this research were from the principal, whom she did not want her opinions to be tape recorded. This study also would assist the teachers to enhance learning strategies of English in secondary schools. The findings revealed that the most significant learning strategies students engaged themselves at the Self-Access Learning Centre were from speaking skills. Students asked their teachers for further assistance if did not understand the meanings of words, talked with their friends and discussed their opinions, practised their oral communication skills as well as their pronunciation of words. The second important learning strategies students studied were from reading skill. During reading, they chose whatever text they preferred, conducted their silent reading to obtain more understanding about the texts, read aloud in order to practise their pronunciation, learnt the applications of new words by reading numerous texts and improved their spelling. The third crucial learning strategies students engaged themselves at the Self-Access Learning Centre were from the writing mode. Students answered the activities from the task sheets into their self-access learning exercise books, recorded their marks in their self-Access learning exercise books, applied and used new words to produce better compositions as well as sentence construction. Students were also recorded the rules of grammar in their exercise books for further studies and to be remembered. In Listening skill, all students employed in the research stated that there was no listening learning strategy provided by the Self-Access Learning Centre. From this research findings, should we consider that Self-Access Learning Programme provided additional learning strategies of English in Malaysian schools' system. Recommendation for further research, would be bigger population and samples employed not only in urban area schools but also in the rural area schools so that the effectiveness of learning strategies on English through Self-Access Learning Strategies and other aspects, would be activated. The teachers would obtain numerous English learning strategies to be employed in their classroom learning activities. The Ministry of Education would encourage all schools to set up the Self-Access Learning Programme so that students would acquire more understanding on English by studying English learning strategies.

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