CHAPTER 1: INTRODUCTION
In Malaysia, the education has gone through a lot of processes periodically especially in the 21st century. The government has invested a lot of money in the education sector which believe that education is a weapon to bring the development in line of need and inspiration to the society, country, nation and religion (M. Syarina, 2007). As a developing country, Malaysia has been through a lot of changes in development of education. For Malaysians, the education’s concepts are intellectual, spiritual, physical and emotional (JERI) which can create a society who has believe in God, good personality, self balance, self integrated, self concept and peaceful as pursuant to the National of Philosophy (NEP) 1987. With the status as a second language, English has become compulsory subject in all primary and secondary schools curriculum. The Cabinet Committee Report on review of the implementation of education policy 1979 states that the teaching of English is to enable all schools leavers to use English in certain everyday situations and work situations, it is also allow students to pursue higher education in the medium of English (KBSM). Nowadays, English is becoming increasingly important in information and communication Technology (ICT) as a global language. However, in Malaysia, many of the students have low proficiency in English. This situation can be seen obviously in rural area. The slow improvement in English language among students in rural areas has worried the government as it leads to high number of jobless percentage. As such, lack of cooperative learning during English class lesson should be taken into consideration as one of the factors which has influenced the English proficiency among the students. The revised curriculum of the primary and secondary schools emphasized the use of cooperative learning as an alternative to traditional method of teaching (Kementerian Pendidikan Malaysia, 2001). Efforts should be taken now to direct the lessons away from the traditional methods to a more student cantered approach (Z. Effendi and I. Zanaton, 2006).
1.2 Background of Study
The study will be conducted in SMK Pengkalan Chepa 1 and SMK Pengkalan Chepa 2 in Kelantan. This study will focus on these two schools only. The sample of this study is Form 2 students of those particular schools. I will collect the data by using questionnaire. The questionnaire will be distributed to students who have had experienced participating in cooperating learning activities in class. The questionnaire that is constructed should be able to gain data regarding the usage of cooperative learning activities in English subject among secondary school students. This study also will take into account students’ opinion regarding cooperative learning as an alternative to traditional method and their role in assisting students’ learning.
1.3 Statement of Research Problems
In preparing the students of today to become successful individuals of tomorrow, English teachers need to ensure that their teaching is effective. The quality of education that teachers provide to student is highly dependent upon what teachers do in the classroom. According to Effendi and Zanaton (2006), in Malaysia, research on cooperative learning has been carried out since 1990s. Cooperative learning has proven able to increase students’ achievement in subject learning. However, in Malaysia, most of teachers prefer to use traditional method or teacher centered approach in their teaching as it is the fast way to complete the syllabus in time. In teacher-centered approach, teachers become the main sources of information. Students, on the other hand, become passive participants in the class. This situation is proven by the study done by Effendi and Zanaton (2006). They identify two pedagogical limitations as the major shortcomings in traditional secondary education: lecture-based instruction and...
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