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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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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!
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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!
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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.
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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.
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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
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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
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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
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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
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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
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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
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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
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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
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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.
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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.
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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
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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
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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.
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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.