The effects of cooperative learning instruction on the comprehension of narrative text among ESL learners / Hasnah Razali

The in-depth nature of this study gives an integrated picture of the role of cooperative learning instruction in ESL comprehension of a short story, i.e. a form of narrative text. The study aimed to examine three aspects of a short story comprehension using cooperative learning instruction among for...

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Main Author:	Razali, Hasnah
Format:	Thesis
Language:	English
Published:	2004
Subjects:	Language and education Comprehension
Online Access:	http://ir.uitm.edu.my/id/eprint/15657/ http://ir.uitm.edu.my/id/eprint/15657/1/TM_HASNAH%20RAZALI%20%20ED%2004_5.PDF

id	uitm-15657
recordtype	eprints
spelling	uitm-156572016-12-18T10:25:16Z http://ir.uitm.edu.my/id/eprint/15657/ The effects of cooperative learning instruction on the comprehension of narrative text among ESL learners / Hasnah Razali Razali, Hasnah Language and education Comprehension The in-depth nature of this study gives an integrated picture of the role of cooperative learning instruction in ESL comprehension of a short story, i.e. a form of narrative text. The study aimed to examine three aspects of a short story comprehension using cooperative learning instruction among form four secondary school ESL learners. The research questions are: 1) Is there any significant difference in the performance of the ESL students’ reading comprehension of a short story in terms of plot, characterization and theme due to cooperative learning instruction?, 2) Is there any significant difference in the overall performance of the ESL students’ reading comprehension of a short story due to cooperative learning instruction? and 3) What are the ESL students’ perceptions of cooperative learning instruction on their comprehension of a short story? A total of 72 ESL students from two classes of a secondary school participated in the study. One form four class formed the experimental group, and the other formed the control group. The ESL students in the experimental group used the cooperative learning instruction in comprehending the short story, while the ESL students in the control group used the individualistic traditional learning instruction. Two types of tests were used: a) literary test, and b) pretest and posttest. The analyses of data for this study involved the calculation of the differences in performance between the experimental and the control groups in the literary test in terms of plot, characterization and theme of the short story. Statistical analyses of the data revealed three important findings. Firstly, the ESL students in the experimental group performed better than the control group in understanding the plot, characterization and theme of the short story. Secondly, the cooperative learning instruction had significant facilitative effect on the ESL subjects’ overall comprehension performance of the short story. Thirdly, the subjects in the experimental group had positive perception towards cooperative learning instruction in comprehending a short story. In general, the current study fully supports the use of cooperative learning instruction for improving ESL students’ comprehension of a short story which is one type of narrative text. 2004 Thesis NonPeerReviewed text en http://ir.uitm.edu.my/id/eprint/15657/1/TM_HASNAH%20RAZALI%20%20ED%2004_5.PDF Razali, Hasnah (2004) The effects of cooperative learning instruction on the comprehension of narrative text among ESL learners / Hasnah Razali. Masters thesis, Universiti Teknologi MARA.
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Teknologi MARA
building	UiTM Institutional Repository
collection	Online Access
language	English
topic	Language and education Comprehension
spellingShingle	Language and education Comprehension Razali, Hasnah The effects of cooperative learning instruction on the comprehension of narrative text among ESL learners / Hasnah Razali
description	The in-depth nature of this study gives an integrated picture of the role of cooperative learning instruction in ESL comprehension of a short story, i.e. a form of narrative text. The study aimed to examine three aspects of a short story comprehension using cooperative learning instruction among form four secondary school ESL learners. The research questions are: 1) Is there any significant difference in the performance of the ESL students’ reading comprehension of a short story in terms of plot, characterization and theme due to cooperative learning instruction?, 2) Is there any significant difference in the overall performance of the ESL students’ reading comprehension of a short story due to cooperative learning instruction? and 3) What are the ESL students’ perceptions of cooperative learning instruction on their comprehension of a short story? A total of 72 ESL students from two classes of a secondary school participated in the study. One form four class formed the experimental group, and the other formed the control group. The ESL students in the experimental group used the cooperative learning instruction in comprehending the short story, while the ESL students in the control group used the individualistic traditional learning instruction. Two types of tests were used: a) literary test, and b) pretest and posttest. The analyses of data for this study involved the calculation of the differences in performance between the experimental and the control groups in the literary test in terms of plot, characterization and theme of the short story. Statistical analyses of the data revealed three important findings. Firstly, the ESL students in the experimental group performed better than the control group in understanding the plot, characterization and theme of the short story. Secondly, the cooperative learning instruction had significant facilitative effect on the ESL subjects’ overall comprehension performance of the short story. Thirdly, the subjects in the experimental group had positive perception towards cooperative learning instruction in comprehending a short story. In general, the current study fully supports the use of cooperative learning instruction for improving ESL students’ comprehension of a short story which is one type of narrative text.
format	Thesis
author	Razali, Hasnah
author_facet	Razali, Hasnah
author_sort	Razali, Hasnah
title	The effects of cooperative learning instruction on the comprehension of narrative text among ESL learners / Hasnah Razali
title_short	The effects of cooperative learning instruction on the comprehension of narrative text among ESL learners / Hasnah Razali
title_full	The effects of cooperative learning instruction on the comprehension of narrative text among ESL learners / Hasnah Razali
title_fullStr	The effects of cooperative learning instruction on the comprehension of narrative text among ESL learners / Hasnah Razali
title_full_unstemmed	The effects of cooperative learning instruction on the comprehension of narrative text among ESL learners / Hasnah Razali
title_sort	effects of cooperative learning instruction on the comprehension of narrative text among esl learners / hasnah razali
publishDate	2004
url	http://ir.uitm.edu.my/id/eprint/15657/ http://ir.uitm.edu.my/id/eprint/15657/1/TM_HASNAH%20RAZALI%20%20ED%2004_5.PDF
first_indexed	2023-09-18T22:54:21Z
last_indexed	2023-09-18T22:54:21Z
_version_	1777417753870729216

The effects of cooperative learning instruction on the comprehension of narrative text among ESL learners / Hasnah Razali

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