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All Journal Cakrawala Pendidikan English Education Journal Studies in English Language and Education
Charanjit Kaur Swaran Singh
Sultan Idris Education University
Education Languange, Linguistic, Communication & Media

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THE 5E INQUIRY LEARNING MODEL: ITS EFFECT ON THE LEARNING OF ELECTRICITY AMONG MALAYSIAN STUDENTS Eng Tek Ong; Devi Govindasamy; Charanjit Kaur Swaran Singh; Md Nasir Ibrahim; Norwaliza Abdul Wahab; Mohamad Termizi Borhan; Siew Wei Tho
Jurnal Cakrawala Pendidikan Vol 40, No 1 (2021): Cakrawala Pendidikan (February 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i1.33415

Abstract

The effectiveness of the 5E Inquiry Learning Model as compared to the teacher-centred traditional method on science achievement in electricity was examined in this study. The quasi-experimental pretest-posttest control group research design was utilized. A total of 65 students (33 and 32 students in the experimental and the control groups, respectively) from two Year 5 intact classes in Malaysia participated in this study. A test comprising 54 dichotomously scored items with overall KR-20 reliability of 0.84 was used in the pretest and posttest. Given the significant difference in the pretest and posttest, it was presumed that the analysis could be done using the ANCOVA. However, on further analysis, the assumption for homogeneity of the regression slope was violated and ANCOVA could not be performed. Instead, the covariate was categorized into two equally-spaced categories (i.e., low and average achievers) and further t-test supported the equivalency of the experimental and control groups. When analyzed using the t-test, the two groups differed significantly in the posttest means across the two categories of students. These findings unequivocally indicate the effectiveness of employing the 5E Inquiry Learning Model in enhancing students’ science achievement among the low and average achieving students.
Arising reading patterns in understanding literary texts Revathi Gopal; Charanjit Kaur Swaran Singh
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (470.802 KB) | DOI: 10.24815/siele.v7i2.16663

Abstract

This paper reviews reading attempts made by students at the lower secondary -- level in oral reading and retelling to understand literary texts. The study involved a qualitative research method in collecting data, which relates to the students’ reading patterns in understanding literary texts and the impact of students’ reading patterns on literary texts comprehension. The sample in this study comprised six average ability Form One (i.e. seventh grade) students from a secondary school. Data collection techniques included content analysis of students’ oral reading and retelling. Students’ oral reading and retelling were centred in the literature textbook currently used in lower secondary school. Data collected were subsequently analysed by using frequency counts in the form of percentages. The findings from oral readings show that students formed their own mental framework to guide them through in text comprehension, and the results of retellings analysis suggest that the literary texts were readable and were within the students’ comprehension level. However, none was able to infer beyond the text and to relate the text to one’s own life. This did not influence students’ text comprehension. The study indicates that different forms of patterns arose during oral reading among students in ways how they connected the ideas on the page to comprehend the literary texts. This aided teachers in their choices of classroom instructions that best fit the students’ reading ability.
Well-structured electronic portfolio as a facilitator of engagement in EFL skills Yan Li; Charanjit Kaur Swaran Singh
English Education Journal Vol 13, No 4 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v13i4.28669

Abstract

Electronic portfolios have been widely accepted as the learning and assessment tool for enhancing language skills and competence in higher education. However, previous studies have not profoundly examined how e-portfolios with well-defined structure influences students’ engagement. More information on e-portfolios and engagement is also needed. Therefore, this study was conducted to investigate the well-structured e-portfolios on students’ engagement in learning activities as these activities consist of self-and peer-assessment. To serve this intention, an explanatory sequential mixed method with questionnaires and interviews was used to obtain data. The questionnaires and reflective notes were analyzed using descriptive statistics, and the results of the interview were analyzed based on the qualitative thematic analysis technique. The findings show that there is no difference between EFL students’ perception and language skills. It was also indicated that self-assessment plays an essential role in engagement which informs constructs of e-portfolio. Further, a wider range of information on e-portfolio structure to deepen engagement was constructed. The conclusion profoundly informs and implicates instructional design and pedagogy in further study.
Arising reading patterns in understanding literary texts Revathi Gopal; Charanjit Kaur Swaran Singh
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i2.16663

Abstract

This paper reviews reading attempts made by students at the lower secondary -- level in oral reading and retelling to understand literary texts. The study involved a qualitative research method in collecting data, which relates to the students’ reading patterns in understanding literary texts and the impact of students’ reading patterns on literary texts comprehension. The sample in this study comprised six average ability Form One (i.e. seventh grade) students from a secondary school. Data collection techniques included content analysis of students’ oral reading and retelling. Students’ oral reading and retelling were centred in the literature textbook currently used in lower secondary school. Data collected were subsequently analysed by using frequency counts in the form of percentages. The findings from oral readings show that students formed their own mental framework to guide them through in text comprehension, and the results of retellings analysis suggest that the literary texts were readable and were within the students’ comprehension level. However, none was able to infer beyond the text and to relate the text to one’s own life. This did not influence students’ text comprehension. The study indicates that different forms of patterns arose during oral reading among students in ways how they connected the ideas on the page to comprehend the literary texts. This aided teachers in their choices of classroom instructions that best fit the students’ reading ability.
Co-Authors Devi Govindasamy Eng Tek Ong Md Nasir Ibrahim Mohamad Termizi Borhan Norwaliza Abdul Wahab Revathi Gopal Siew Wei Tho Yan Li