The Effectiveness of Peer Learning on Malay Affixes MeN-kan Among Chinese National-Type Primary Students
Abstract
This study aims to examine the effectiveness of the peer teaching strategy (peer learning) in improving the mastery of Malay verb affixation meN-kan 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 descriptive statistical methods, namely mean, median and mode to determine the probability of the sample representing the total student population. The findings of this study prove the effectiveness of the peer teaching strategy in improving the mastery of Malay verb affixation, specifically meN-kan. The most common error made by the experimental group in the pre-test was the meN-kan affix, accounting for 31%. The errors made by the experimental group in the post-test decreased to 22%. In conclusion, the use of effective teaching techniques not only attracts students' interest in learning Malay verb affixation but also improves their mastery of Malay affixation Click or tap here to enter text.
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