Peer Teaching Strategy in Learning Malay Affixes Among Chinese National-Type Primary Students
Abstract
This study aims to examine the effectiveness of the peer teaching strategy, one of the active learning methods in improving the mastery of Malay verb affixes meN-kan, meN-i, di-kan and di-i among Year Five students of Chinese National-Type Primary Schools. A quantitative design was used in this study. Data was collected using an experimental method. The study sample consisted of 224 Year Five students from Chinese National-Type Primary Schools in South Seberang Perai. The sample was divided into two groups: the experimental group and the control group. The experimental group underwent intervention with the peer teaching strategy. The instruments used in this study were pre-tests and post-tests. Test data were analyzed using analysis of covariance (ANCOVA) to determine whether there are any significant differences between two independent groups on a dependent variable. The findings of this study prove the effectiveness of the peer teaching strategy in improving the mastery of Malay verb affixes namely meN-kan, meN-i, di-kan and di-i. The estimated post-test mean scores for the experimental group and the control group were 14.975 and 11.750 respectively. There was a mean difference of 3.225 between the two groups. This shows that the experimental group achieved higher performance compared the control group in the post-test. In conclusion, the use of effective teaching techniques not only attracts students' interest in learning Malay verb affixes but also improves their mastery of Malay affixes Click or tap here to enter text.
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