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HOW MALAYSIAN PRIMARY ESL LEARNERS BUILD
VOCABULARY USING MULTIMEDIA TECHNOLOGY
BY
NUR SAKINAH BINTI AHMAD NASARUDDIN
A dissertation submitted in fulfilment of the requirement for
the degree of Master in Education
Kulliyyah of Education
International Islamic University Malaysia
AUGUST 2018
ii
ABSTRACT
English language is important in Malaysia but many students are still poor in English
vocabulary. Learning using multimedia technology can be an alternative to help them
to learn English vocabulary. Hence, this research intends to study the process of how
Malaysian primary ESL learners build English vocabulary using multimedia
technology. The types of multimedia technology tools chosen by the students and the
reasons why they chose the tools in learning vocabulary were also investigated. This
study used a qualitative approach by conducting semi-structured interviews with three
primary school students aged 12 years old from Sekolah Kebangsaan Desa Setapak. It
was found that the students chose three main types of multimedia tools which are
audio, audio-visual and video games. The reasons why they prefer to use the
multimedia tools in building English vocabulary are a positive feeling that the tools
provide, multi-tasking features of the tools and advantages of the multimedia tools.
The process of learning new words using multimedia tools is organised into four
stages: First encounter - Being curious to find out- Finding out - Remembering. The
findings suggest English teachers to include multimedia tools in teaching because it is
convenient for the students to build vocabulary as the words are learned in context and
enhanced with visuals.
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خلاصة البحث
تعتبر اللغة الماليزية لغة مهمة في ماليزيا، وعلى الرغم من ذلك يوجد العديد من الطلاب لديهم فقر في المفردات الإنجليزية. إن التعلم باستخدام تكنولوجيا الوسائط المتعددة يمكن أن يكون بديلًا لمساعدتهم
ملية بناء المفردات الإنجليزية على تعلم المفردات الإنجليزية. ولذلك فإن ىذا البحث يقوم بدراسة عباستخدام تكنولوجيا الوسائط المتعددة من قبل المالزيين المبتدئين في دارسة الـلغة الانجليزية كلغة ثانية.كما
ىذه تم البحث عن أنواع أدوات تكنولوجيا الوسائط المتعددة التي اختارىا الطلاب وأسباب اختيارىم دمت ىذه الدراسة نهجاً نوعياً من خلال إجراء مقابلات شبو منظمة استخ .الأدوات في تعلم المفردات
Sekolah Kebangsaan Desaسنة من 21لثلاثة طلاب في المرحلة الابتدائية من عمر Setapak. ىي و وقد وُجِدَ أن الطلاب اختاروا ثلاثة أنواع رئيسية من أدوات الوسائط المتعددة
أسباب تفضيلهم استخدام أدوات الوسائط المتعددة في بناء المفردات إن السمعية والمرئية وألعاب الفيديو.الإنجليزية ىي الشعور الإيجابي بأن ىذه الأدوات توفر ميزات الأدوات المتعددة المهام ومزايا أدوات
يمكن تقسيم عملية تعلم كلمات جديدة باستخدام أدوات الوسائط المتعددة إلى و الوسائط المتعددة. –المرحلة الثالثة الاكتشاف –المرحلة الثانية الفضول للمعرفة –احل: المرحلة الأولى المواجهة أربع مر
المرحلة الرابعة التذكر. وتشير النتائج إلى أن معلمي اللغة الإنجليزية يستخدمون أدوات الوسائط المتعددة مات في السياق وتعزيزىا مع في التدريس لأنها تساعد الطلاب على بناء المفردات من خلال تعلم الكل
الصور.
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APPROVAL PAGE
I certify that I have supervised and read this study and that in my opinion, it conforms
to acceptable standards of scholarly presentation and is fully adequate, in scope and
quality, as a dissertation for the degree of Master of Education.
…………………………………..
Rosemaliza Mohd Kamalludeen
Supervisor
I certify that I have read this study and that in my opinion it conforms to acceptable
standards of scholarly presentation and is fully adequate, in scope and quality, as a
dissertation for the degree of Master of Education.
…………………………………..
Tunku Badariah Tunku Ahmad
Examiner
This dissertation was submitted to the Department of Curriculum and Instruction and
is accepted as a fulfilment of the requirement for the degree of Master of Education
…………………………………..
Adnan Abd Rashid
Head, Department of Curriculum
and Instruction
This dissertation was submitted to the Kulliyyah of Education and is accepted as a
fulfilment of the requirement for the degree of Master of Education
…………………………………..
Ismail Sheikh Ahmad
Acting Dean, Kulliyyah of
Education
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DECLARATION
I hereby declare that this dissertation is the result of my own investigations, except
where otherwise stated. I also declare that it has not been previously or concurrently
submitted as a whole for any other degrees at IIUM or other institutions.
Nur Sakinah binti Ahmad Nasaruddin
Signature............................................ Date.........................................
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INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA
DECLARATION OF COPYRIGHT AND AFFIRMATION OF
FAIR USE OF UNPUBLISHED RESEARCH
HOW MALAYSIAN PRIMARY ESL LEARNERS BUILD
VOCABULARY USING MULTIMEDIA TECHNOLOGY
I declare that the copyright holders of this dissertation are jointly owned by the student
and IIUM.
Copyright © 2018 Nur Sakinah binti Ahmad Nasaruddin and International Islamic University Malaysia.
All rights reserved.
No part of this unpublished research may be reproduced, stored in a retrieval system,
or transmitted, in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise without prior written permission of the copyright holder
except as provided below
1. Any material contained in or derived from this unpublished research may
be used by others in their writing with due acknowledgement.
2. IIUM or its library will have the right to make and transmit copies (print
or electronic) for institutional and academic purposes.
3. The IIUM library will have the right to make, store in a retrieved system
and supply copies of this unpublished research if requested by other
universities and research libraries.
By signing this form, I acknowledged that I have read and understand the IIUM
Intellectual Property Right and Commercialization policy.
Affirmed by Nur Sakinah binti Ahmad Nasaruddin
……..…………………….. ………………………..
Signature Date
vii
ACKNOWLEDGEMENTS
Alhamdulillah, I am thankful to Allah for this nikmah and everything that He gave
me. Special thanks to my husband, parents, parents-in-law and family for endless
support and love. This past two years plus has been a roller-coaster ride but because of
them, I am who I am today.
I would like to express my gratitude to those who have spent their time and
effort for the success of this dissertation.
Last but not least, a special thanks to Asst. Prof. Dr. Rosemaliza Mohd Kamalludeen
for her continuous encouragement and support, may Allah bless all of us, always.
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TABLE OF CONTENTS
Abstract .........................................................................................................................ii
Abstract in Arabic .........................................................................................................iii
Approval Page ...............................................................................................................iv
Declaration ....................................................................................................................v
Copyright Page..............................................................................................................vi
Acknowledgements .......................................................................................................vii
List of Tables ................................................................................................................xi
List of Figures ...............................................................................................................xii
CHAPTER ONE: INTRODUCTION .......................................................................1
1.1 Background of the Study ............................................................................1
1.2 Statement of the Problem ............................................................................4
1.3 Research Objectives ....................................................................................5
1.4 Research Questions .....................................................................................5
1.5 Significance of the Study ............................................................................5
1.6 Delimitation of the Study ............................................................................6
1.7 Definitions of Terms ...................................................................................6
1.7.1 Vocabulary .........................................................................................6
1.7.2 Learning .............................................................................................7
1.7.3 Primary ESL Learners........................................................................7
1.7.4 Multimedia Tools ...............................................................................7
1.8 Summary .....................................................................................................8
CHAPTER TWO: LITERATURE REVIEW ..........................................................9
2.1 Introduction .................................................................................................9
2.2 Vocabulary in Language Learning..............................................................9
2.2.1 Form ...................................................................................................10
2.2.2 Meaning .............................................................................................10
2.2.3 Use .....................................................................................................10
2.3 Vocabulary Learning in Malaysia ...............................................................11
2.4 Previous Studies on Vocabulary Learning and Multimedia
Technology .................................................................................................15
2.4.1 Experimental Studies on Vocabulary Learning and
Multimedia Technology ....................................................................15
2.5 Other Studies on Vocabulary Learning and Multimedia Technology ........22
2.6 Theoretical Framework ...............................................................................26
2.7 Conceptual Framework ...............................................................................28
2.8 Summary .....................................................................................................29
CHAPTER THREE: RESEARCH METHODOLOGY .........................................30
3.1 Introduction .................................................................................................30
3.2 Research Design..........................................................................................30
3.3 Role of Researcher ......................................................................................31
3.4 Data Collection Procedure ..........................................................................31
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3.4.1 Selection of Participants ....................................................................32
3.4.2 Pilot Study ..........................................................................................33
3.4.3 Interview Protocol ..............................................................................34
3.4.4 Interview Procedure ...........................................................................36
3.5 Data Analysis Procedure .............................................................................37
3.5.1 Transcribing .......................................................................................37
3.5.2 Coding ................................................................................................37
3.5.3 Thematic Analysis .............................................................................37
3.6 Trustworthiness ...........................................................................................38
3.6.1 Credibility ..........................................................................................38
3.6.2 Transferability ....................................................................................39
3.6.3 Dependability .....................................................................................39
3.6.4 Confirmability ....................................................................................39
3.7 Ethical Consideration ..................................................................................40
3.8 Summary .....................................................................................................40
CHAPTER FOUR: ANALYSIS OF DATA AND FINDING .................................41
4.1 Introduction .................................................................................................41
4.2 Demographic Information ...........................................................................41
4.3 Types of Multimedia Tools Chosen by Students in Building English
Vocabulary ..................................................................................................42
4.3.1 Audio-Visual ......................................................................................43
4.3.2 Audio..................................................................................................44
4.3.3 Video Games ......................................................................................45
4.4 Reasons Why Students Prefer Those Multimedia Tools ............................46
4.4.1 Additional Information ......................................................................46
4.4.2 Presence of Visuals ............................................................................47
4.4.3 Convenience .......................................................................................47
4.5 Process of Learning New Words Using Multimedia Tools ........................48
4.5.1 First Encounter ...................................................................................48
4.5.2 Being Curious to Find Out .................................................................50
4.5.3 Finding Out ........................................................................................51
4.5.4 Remembering .....................................................................................51
4.6 Ways of Overcoming Problems Faced in Understanding a Word
While using the Multimedia Tool ...............................................................52
4.6.1 Guidance from a Teacher ...................................................................53
4.6.2 Search Independently .........................................................................53
4.7 Emerging Themes .......................................................................................54
4.7.1 Non-Multimedia Tools in Building English Vocabulary ...................54
4.7.1.1 Communication ......................................................................55
4.7.1.2 Text-Based .............................................................................56
4.7.2 Non-Linguistic Advantages of the Tools ...........................................56
4.7.3 Disadvantages of Using Multimedia Tools in Building English
Vocabulary ........................................................................................57
4.7.3.1 Inappropriate Content ............................................................57
4.7.3.2 Unsuitability for Beginners ....................................................58
4.7.3.3 No Guidance from a Teacher .................................................59
4.7.4 Reasons Why Teachers Should Include Multimedia Tools in
Schools to Teach English Vocabulary ...............................................59
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4.7.5 How the Students Started to Use the Multimedia Tools ....................60
4.7.5.1 Family Influence ....................................................................60
4.7.5.2 Friend‟s Influence ..................................................................61
4.8 Summary .....................................................................................................61
CHAPTER FIVE: DISCUSSION, CONCLUSION AND
RECOMMENDATIONS ............................................................................................62
5.1 Introduction .................................................................................................62
5.2 Discussion on Findings ...............................................................................62
5.2.1 Research Question 1 ..........................................................................63
5.2.2 Research Question 2 ..........................................................................64
5.2.3 Research Question 3 ..........................................................................66
5.3 Recommendations .......................................................................................69
5.3.1 Recommendation to English Teachers ...............................................69
5.3.2 Recommendation to School Administrators ......................................70
5.3.3 Recommendation for Future Studies .................................................70
5.4 Conclusion ..................................................................................................71
REFERENCES ............................................................................................................73
APPENDIX A: INFORMED CONSENT FORM ....................................................77
APPENDIX B: GENERATING THEME FROM REPONDENTS .......................78
APPENDIX C: SEMI-STRUCTURED INTERVIEW QUESTIONS ...................92
APPENDIX D: VERBATIM TRANSCRIPTION PARTICIPANT 1 ...................94
APPENDIX E: VERBATIM TRANSCRIPTION PARTICIPANT 2 ...................121
APPENDIX F: VERBATIM TRANSCRIPTION PARTICIPANT 3 ....................141
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LIST OF TABLES
Table No. Page No.
2.1 Summary of Studies on Vocabulary Learning in Malaysia 14
2.2 Summary of Experimental Studies on Vocabulary Learning
and Multimedia Technology 20
2.3 Summary of Other Previous Studies 25
3.1 Interview Protocol 35
4.1 Demographic Information of Study Participants 42
xii
LIST OF FIGURES
Figure No. Page No.
2.1 Cognitive Theory of Multimedia Learning 28
2.2 Conceptual Framewok generated from Mayer‟s Cognitive
Theory of Multimedia Learning 29
4.1 Types of Multimedia Tools Chosen by Students in
Building English Vocabulary 42
4.2 Reasons Why Students Prefer Multimedia Tools 46
4.1 Process of Learning New Words Using Multimedia Tools 48
4.2 Emerging Themes 54
4.3 Non-multimedia Sources in Building English Vocabulary 55
4.4 Disadvantages of Using Multimedia Tools in Building
English Vocabulary 57
5.1 Relationship between First Encounter of New English
Words via Chosen Multimedia Tools and Mayer‟s
Cognitive Theory of Multimedia Learning (2005) 67
5.2 Relationship between being Curious to Find Out and
Finding Out Process with Mayer‟s Cognitive Theory of
Multimedia Learning (2005) 68
5.3 Relationship between Remembering New English Words
and Mayer‟s Cognitive Theory of Multimedia Learning
(2005) 68
1
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
It is undeniable that English language is an international language and is being spoken
worldwide. English is globally used in education, trading, business and tourism. It is
surprisingly practised more by non-native speakers than native speakers with the ratio
of 3:1 (Power, 2005 as cited in Yoneda, Suzuki & Sasaki, 2006).
Vocabulary in Teaching and Learning
In the teaching and learning of any language, vocabulary is the first and essential
knowledge to be taught (Constantinescu, 2007; Easterbrook, 2013). When learners
have mastered a certain amount of vocabulary, communication becomes possible. This
is because, with vocabulary, people can understand what other people are
communicating. They could also express their feelings and thoughts in the language
they are communicating (Lessard-Clouston, 2013). Wilkins noted that in
communication, one might express his thoughts even without correct grammar.
However, without vocabulary, one might not be able to express his thoughts
effectively (as cited in Lessard-Clouston, 2013).
The Roles of Multimedia Technology in Vocabulary Teaching and Learning
Multimedia is a combination of the word „multi‟ and „media‟. „Multi‟ means many
while „media‟ is the plural form for the word „medium‟. „Medium‟ can be defined as
means used to inform people about something. Multimedia technology is the media
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that involve computer applications and they are used to provide information
(McGloughlin, 2001).
Nowadays, everyone is exposed to multimedia technology including the youth
generation. Multimedia technology tools are largely used in communication as they
enable people to connect and share ideas anytime anywhere (Jacobs, 2010 as cited in
Clark, 2013). When multimedia technology is applied in communication, it impacts
the youth who are also school students in terms of language acquisition.
Multimedia technology makes vocabulary learning of a language easily
accessible for the students. It is also effective to help them to learn a language which
includes vocabulary as they are able to read, write, listen and speak the language when
communicating using technology tools. Brand, Favazza and Dalton (2012) stated that
multimedia technology plays a big role in facilitating students to focus and engage in
vocabulary learning (as cited in Clark, 2013). Not only that, multimedia technology
also helps students in organising and remembering vocabulary that they have learnt
(Brand, Favazza & Dalton, 2012 as cited in Clark, 2013).
English Language in Malaysia
In Malaysia, English language is the second language used and it comes after Bahasa
Malaysia which is the national language. The history of how English language came
to Malaysia can be traced back to the time when Malaysia (then Malaya) was
colonised by the British Empire in the early 19th
century. The British colonised
Malaysia long enough that it influenced the education system in Malaysia. During the
British colonisation, schools were divided according to ethnicity whereby Malays
went to Malay schools, Chinese went to Chinese schools and Indians went to Indian
3
schools. Every school had different medium of instruction during that time and the
curriculum was based on the country of origin of each ethnicity.
After independence, the education system changed and Bahasa Malaysia was
made to be the medium of instruction in national schools. However, this did not stop
the practice of English as English was made as one of the compulsory subjects to be
taught in schools.
As time went by, Malaysia has been moving forward as a developing country
and people have realized the importance of English in their lives. English language
competency is a must in the domains of business, employment, education, media,
tourism, law and translation (Hanapiah, 2004).
Since English is important, it is also emphasised in education whereby the
Ministry of Education has announced the separation for English paper in Ujian
Pencapaian Sekolah Rendah (UPSR), a standardised primary level examination that
students sit before they finish their primary level education. Previously, UPSR English
paper consisted of only one paper which combined comprehension and writing.
Starting 2016, UPSR English paper is separated into two papers which one paper
focuses on comprehension while the other focuses on writing. This has raised
concerns among teachers, parents and students about the challenges to pass two
English papers instead of just one. Muniandy (2015) stated that Malaysians should be
positive regarding this transition as the focus of learning English is not just to pass the
subject but English should be learnt because it has become vital. English language is
applied extensively worldwide including in Malaysia.
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1.2 STATEMENT OF THE PROBLEM
Despite the importance of English language in Malaysian education, many students
are still poor in terms of their English language proficiency and most of them are due
to low vocabulary level (Ghabool, Mariadass & Kashef, 2012; Mokhtar, 2009). When
their vocabulary level is low, they will face difficulty in understanding the language.
This will lead to incompetency to read, write, listen, or speak the language. Various
methods have been done to help students to improve their English vocabulary. Since
technology is more advanced today than ever before, learning using multimedia
technology can be an alternative to help students learn new English vocabulary
(Passey, Rogers, Machell & McHugh, 2004; Sze, 2005). This is because, multimedia
technology incorporates multi-modal approach which can cater to many types of
learners regardless of their passions and interests (Szeto & Cheng, 2014).
Various literatures have been reviewed pertaining this phenomenon. It was
found that there are empirical studies done on vocabulary learning among primary
school students in Malaysia. Most of the studies are mainly focused on effects of
vocabulary learning using multimedia technology (Azabdaftari & Mozaheb, 2012;
Clark, 2013; Pinar, 2010; Rodríguez & Parra, 2005). However, the process of how
Malaysian primary school students build English vocabulary using multimedia
technology is lacking in the previous literatures. It is crucial to study this phenomenon
as they are among those who frequently use multimedia tools. By addressing this
problem, English language teachers will be able to plan their lesson by incorporating
suitable multimedia tools in vocabulary teaching and learning.
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1.3 RESEARCH OBJECTIVES
The objectives of this research are:
1. to explore the types of multimedia tools chosen by Malaysian primary
school students in building English vocabulary;
2. to investigate why Malaysian primary school students choose those
multimedia tools in building English vocabulary; and
3. to explore how Malaysian primary school students use multimedia tools in
building English vocabulary.
1.4 RESEARCH QUESTIONS
1. What are the types of multimedia tools chosen by Malaysian primary
school students in building English vocabulary?
2. Why do Malaysian primary school students choose those multimedia tools
in building English vocabulary?
3. How do Malaysian primary school students use multimedia tools in
building English vocabulary?
1.5 SIGNIFICANCE OF THE STUDY
Multimedia technology has started to be implemented in school education to be in line
with the 7th
shift of the Malaysian Education Blueprint (Ministry of Education, 2012).
One of the shifts states that ICT usage is to be maximized to enable students to learn
independently. This study is aimed to explore how students build English vocabulary
using multimedia technology tools outside of classroom context.
Therefore, it is hoped that the findings can help English teachers to plan wisely
in incorporating multimedia technology tools in teaching vocabulary. English teachers
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will be able to select which type of multimedia tools to be used in their teaching and
learning based on the students‟ needs and preferences. This is so that it will be suitable
with students‟ vocabulary learning process using the said tools. The findings may also
be significant for school administrators in implementing multimedia technology in
schools.
1.6 DELIMITATION OF THE STUDY
The study focuses on primary school students in Kuala Lumpur, Malaysia specifically
in Desa Setapak. Three students from Sekolah Kebangsaan Desa Setapak, Kuala
Lumpur were selected by purposive sampling as the participants of this study. This
study is qualitative in nature and the purpose of a qualitative study is not to generalise
the finding but to get an in-depth understanding of how Malaysian primary school
students build English vocabulary using multimedia technology tools.
1.7 DEFINITIONS OF TERMS
1.7.1 Vocabulary
Vocabulary can be defined as words that exist in a language which convey meanings
or concepts. These words also include phrases or word combinations that have
meanings just like individual words do (Lessard-Clouston, 2013). In this study,
vocabulary refers to any English word that the primary school students have known or
have not encountered yet.
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1.7.2 Learning
Oxford Living Dictionaries (n.d.) defined learning as knowledge or skills that are
acquired by a person via study, experience or being taught by someone. In this study,
the researcher defines learning as vocabulary that is acquired by Malaysian primary
school students from encountering the words when they were using multimedia tools.
1.7.3 Primary ESL Learners
ESL is an abbreviation for English as a second language. It is a field of study which
takes place when the learners who are learning English language have different native
language (also known as first language) (Harmer, as cited in Badli, 2013).
The definition is applicable in Malaysia as English is acknowledged as the
second language used in Malaysia. English comes after Bahasa Malaysia, the national
language of Malaysia. Both Bahasa Malaysia and English are compulsory language
subjects in all public schools. They include preschools, primary and secondary schools
including national-type schools (Chinese or Indian schools). In this study, primary
ESL learners are students aged 7 to 12 years old who are in primary schools learning
English as a second language.
1.7.4 Multimedia Tools
Tool is defined as a device or a thing that is used to help perform a job (Oxford Living
Dictionaries, n.d.). Whereas, multimedia involve computer applications that are used
to provide information (McGloughlin, 2001). In this study, multimedia tools refer to
any computer-related applications that exist in the forms of image, text, audio, video
and animation which are used by primary school students in the process of building
new English vocabulary.
8
1.8 SUMMARY
This chapter introduces the background of this research. It discusses the problem faced
by most Malaysian students in English proficiency. One of the causes is due to low
English vocabulary level. Learning using multimedia technology would act as an
alternative for students to build English vocabulary. The research purpose is stated
whereby this study intends to explore how Malaysian primary school students build
English vocabulary using multimedia technology. The research objectives and
research questions are also presented in this chapter. These are followed by the
significance of the study which points out how the finding will benefits English
teachers and school administrators. Lastly, all the important terms in the study are also
defined.
9
CHAPTER TWO
LITERATURE REVIEW
2.1 INTRODUCTION
The study explored how Malaysian primary school students build English vocabulary
using multimedia technology. It investigated the how the students build English
vocabulary using multimedia technology tools specifically outside of classroom
context. This chapter includes literature review followed by theoretical and conceptual
framework on multimedia tools application in vocabulary learning. The sources of
literature review are from journal articles, theses, dissertations, books, newspapers and
other reliable sources. The theoretical and conceptual frameworks discuss Mayer‟s
Cognitive Theory of Multimedia Learning.
2.2 VOCABULARY IN LANGUAGE LEARNING
Vocabulary can be defined as words that exist in a language which convey meanings
or concepts. These words also include phrases or word combinations that have
meanings just like individual words do (Lessard-Clouston, 2013).
There are three important aspects in learning English vocabulary. Nation
(2005) highlighted that when learners learn a new word, they learn these three aspects
which are form, meaning and use.
10
2.2.1 Form
Form deals with the spoken and written form of the word. In other words, form is
related with how the word is pronounced and spelled (Lessard-Clouston, 2013). Form
also consists of phrases or words that are used in groups like a prefix that comes
before a root word followed by a suffix (Nation, 2001). An example noted by Lessard-
Clouston (2013) is uncommunicative whereby un- which brings the meaning of being
opposite. It is the prefix that comes before the root word communicate which is
followed by a suffix –ive which means that the subject “is able to do something” (p.3).
2.2.2 Meaning
When learners encounter a new word, not only they learn its form, they also relate the
word meaning with its form. This means that form and meaning come together in the
process of learning new vocabulary (Nation, 2001). This is done when the learners
associate the new word with what they have already known in first language. Some
words especially words that learners have not encountered before in their first
language require them to see images, videos, demonstrations and etc. in order to
associate the words with its meaning (Lessard-Clouston, 2013).
2.2.3 Use
When the learners have learnt the form and meaning of the new words, they are taught
on how to use the word in context with correct grammatical pattern (Nation, 2001).
Just like any other language, English words must be used in context and it is important
for learners to know how to use the words correctly. This is because, incorrect use of
words might imply different meaning than what was intended by the learners and this
11
might cause misunderstanding in the communication process (Lessard-Clouston,
2013).
2.3 VOCABULARY LEARNING IN MALAYSIA
It is found that a majority of literatures written pertaining vocabulary learning in
Malaysia were focused on vocabulary learning strategies among ESL learners. A
study was conducted by Ab Rashid (2011) to investigate whether children‟s stories
can be used in developing vocabulary among less proficient secondary school
learners. Interviews were conducted to 15 Form Two students (aged 14 years old) and
their written accounts in learning diaries were analysed. The duration of the study took
nine weeks and it was found that using children‟s stories helped the less proficient
students in their vocabulary. From the analysis of their learning diaries, the study
reported that the students were able to use appropriate words as well as correct
synonyms and antonyms compared to the first week. As one of the evidences, Ab
Rashid (2011) included two samples of a student‟s writing from Week 1 and Week 5.
In Week 1, the student used the word „beautiful‟ to describe a princess in a children‟s
story called Sleeping Beauty. Meanwhile, in Week 5, the same student used the words
„sweet‟, „beautiful‟, „pretty‟, „attractive‟ and „good-looking‟ to describe Cinderella,
the main character of another children‟s story entitled Cinderella. These showed that
their vocabulary improved by learning English using children‟s stories.
Another study was conducted by Mohd Noor, Nik Yusoff, Md. Yasim and
Kamarudin (2016). The study samples were secondary school students as well.
However, the objective and study approach employed were different. The study
objective was to identify the level of vocabulary learning strategies applied by
students. The researchers adapted a questionnaire from Mahamod et al. (2010) and
12
gave a written test to collect data from 157 Form Four (aged 16 years old) students in
National Religious Secondary School (SMKA). The students‟ Arabic vocabulary
learning strategies were discussed using descriptive statistics. The result of the
questionnaire was presented in mean scores. In terms of the written test, the
achievement scores were divided into five levels. Level 1 was interpreted as very poor
while Level 5 was interpreted as excellent. The study found that both the students‟
Arabic vocabulary learning strategies as well as their writing achievement scores were
in Level 3 which was moderate.
Mustapha and Asgari (2011) did a similar research to examine vocabulary
learning strategies among university students taking Teaching English as Second
Language (TESL) course. An interview was conducted individually with ten TESL
students studying in Universiti Putra Malaysia. The results showed that a majority of
them learnt new vocabulary by reading, using monolingual dictionaries, using media
in English language and practising new words learnt in daily communication.
In comparison, Nayan and Krishnasamy (2015) conducted a research among
university students with a different objective and method. The objective was to
investigate the usefulness of vocabulary learning strategies among 52 students in the
Faculty of Accountancy in a public university in northern Malaysia. Data was
collected by distributing a questionnaire to each participant. The study revealed that
the students claimed communicating and reading in English as well as listening to
English songs were the most useful strategies in vocabulary learning. According to
Nayan and Krishnasamy (2015), the students studied were among Generation Y who
use technology tools daily. Downloading English songs and listening to them while
walking to class had become a norm. In a way, the students became familiar with new