Thesis (MPhil)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The writing of this thesis has been an attempt to respond to the problem of
students who do not seem to be able to express themselves succinctly and
clearly in English. Madadeni College of Education enrols students who have
passed grade twelve, at least most of them have passed English. Their passing
English at grade twelve presupposes that they can use English freely during the
teaching and learning situation, for all courses are studied and presented through
the medium of English.
On realising this serious handicap the researcher decided to come up with
something that can probably help contribute in shaping good prospective English
teachers who will in turn teach many generations to come.
There was decided on co-operative learning as the possible technique that can
be used in higher education with the view to influencing students to use English
practically. It needs to be stressed that co-operative learning is a learning
technique or strategy (not a teaching method) that is used to make participants
use English practically.
The central problem of this thesis therefore is that students fail to express
themselves clearly in English. This means the sample of sixty student
participants who were drawn from the primary section of teacher training got
involved in practical co-operative learning activities in order to practice English in
small manageable co-operative learning groups. Co-operative learning is a
special type of group work where each participant is given a specific function or
task to do.
Chapter 1 of this thesis explores the problem of the research and is followed by
the hypothesis. The purpose of the research is spelt out that it is to examine and
diagnose how co-operative learning can be used as an instrument for improving
students' English-speaking skills through active and participatory learning. The research methodology, which uses a descriptive approach becomes part of
this thesis. It outlines the activities that are part of this research.
Student participants became involved in practical co-operative learning for three
weeks. After these activities had been completed, a questionnaire was
developed and constructed. The purpose of the study was to examine and
diagnose how co-operative learning can be used as an instrument for improving
students' English-speaking skills through active and participating learning.
Student respondents or participants were respondents.
Chapter 2 deals with a critical review of the literature which was completed
mainly to identify possible solutions and effective ways to educate the next
generations about the problem.
Chapter 3 focuses on the research and the research methodology where a
research design, which spells out the population sample, research procedures
and the design of the questionnaire are central.
Chapter 4 deals with the presentation, analysis, and interpretation of the results.
As a penultimate chapter, the researcher is able to evaluate (from student
participants' responses) the success or the shortfalls of the research.
Chapter 5 focuses on the synthesis of findings, conclusions, recommendations
and the conclusion of this research. / AFRIKAANSE OPSOMMING: Die skryf van hierdie tesis was 'n poging om die probleem aan te spreek van
studente wat dit moeilik vind om hulle duidelik en bondig in Engels uit te druk.
Die meeste studente wat met die vereiste graad 12-kwalifikasie tot Madadeni
Onderwyskollege toegelaat word, het ook in graad 12 in Engels geslaag. Dit
veronderstel dat hulle tydens die onderrig-en-Ieerproses Engels met gemak
behoort te kan gebruik, maar dit is ongelukkig nie so nie. Alle kursusse by
genoemde kollege word deur medium Engels aangebied.
Hierdie ernstige leemte ten opsigte van Engels waarmee die studente te kampe
het, het die navorser gemotiveer om 'n bydrae te maak tot die ontwikkeling van
goeie Engelse onderwysers wat vir vele toekomstige geslagte waardevolle
onderrig kan gee.
Daar is besluit om kooperatiewe leer in die navorsing te gebruik as In moontlike
tegniek wat in hoër onderwys aangewend kan word ten einde studente aan te
moedig om Engels te gebruik. Daar word beklemtoon dat kooperatiewe leer 'n
leertegniek of -strategie is (nie 'n leermetode nie) wat gebruik word om
deelnemers te motiveer om Engels in die praktyk te gebruik.
Die kernprobleem waarmee hierdie tesis te make het, is dat studente hulle nie
duidelik in Engels kan uitdruk nie. Die steekprroef van 60 studente wat vanuit die
primêre afdeling van onderwyseropleiding getrek is, het betrokke geraak by
praktiese kooperatiewe leer-aktiwitete, om sodoende in klein, beheerbare
kooperatiewe groepe Engels te praat. Kooperatiewe leer is 'n spesiale soort
groepwerk waar elke deelnemer 'n spesifieke funksie vervul, of 'n besondere taak
het om uit te voer.
Hoofstuk 1 van hierdie tesis ondersoek die navorsingsprobleem. Die hipotese
volg daarop. Die doel van navorsing word uiteengesit, naamlik om te ondersoek en te diagnoseer hoe koëperatiewe leer aangewend kan word om studente se
taalvaardigheid in Engels te verbeter deur aktiewe en deelnemende leer.
Die navorsingsmetodologie, wat 'n beskrywende benadering volg, is deel van
hierdie tesis, en dit skets die aktiwiteite wat deel uitmaak van hierdie navorsing.
Deelnemende studente was vir drie weke lank betrokke by praktiese
koëperatiewe leer. Daarna is 'n vraelys geïmplementeer. Die doel van die studie
was die ondersoek en diagnose van hoe koëperatiewe leer as instrument gebruik
kan word om studente se "engels-sprekende" vermoëns deur aktiewe en
deelnemende leer te bevorder.
Hoofstuk 2 is 'n kritiese oorsig van die literatuurstudie, wat hoofsaaklik gerig is op
moontlik oplossings en effektiewe maniere om nuwe studente aan die probleem
bloot te stel.
Hoofstuk 3 belig die navorsing en die navorsingsmetodologie. 'n Navorsingsontwerp
wat die steekproef, navorsingsprosedures en die vraelysontwerp
uiteensit, staan sentraal.
Hoofstuk 4 behandel die aanbieding, ontleding en interpretasie van die resultate.
Uit die deelnemende studente se reaksie poog die navorser om die suksesse en
tekortkominge van die probleemgebied te bepaal.
Hoofstuk 5 sluit die tesis af met 'n sintese van die bevindinge, afleidings en
aanbevelings van die navorsing.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52522 |
| Date | 03 1900 |
| Creators | Khumalo, Kwazi Herman |
| Contributors | Kapp, C. A., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 154 p. |
| Rights | Stellenbosch University |
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