The Development of Malay Language Conversation Skills and Achievement Using Peer-Assisted Learning and Role-Playing in Malay Language Course for Fifth-Year Secondary School Students

Abstract

            The objectives of this research were: 1) to compare Malay language conversation skills of students after peer-assisted learning combined with role-playing versus peer-assisted learning alone, 2) to compare academic achievement in Malay language among students after peer-assisted learning combined with role-playing versus students who received peer-assisted learning alone, and 3) to study students' satisfaction with peer-assisted learning combined with role-playing in Malay language courses. The sample consisted of fifth-year secondary school students, obtained through cluster random sampling by drawing lots. Room 5/1 served as the control group with 33 students, and room 5/2 served as the experimental group with 33 students. Statistics used for data analysis included mean, standard deviation, and hypothesis testing using Independent t-test. The research findings revealed that: 1) conversation skills of students after peer-assisted learning combined with role-playing were significantly higher than students who used peer-assisted learning alone at the .05 level of statistical significance, 2) academic achievement of students after peer-assisted learning combined with role-playing was significantly higher than students who used peer-assisted learning alone at the .05 level of statistical significance, and 3) students' satisfaction after peer-assisted learning combined with role-playing was at the highest level.