Enhancing Students’ Understanding of a Japanese Language Lesson through a Classroom Quiz: the Improvised Approach & the Witty Way

Bin Mohd Noor, Petani (2012) Enhancing Students’ Understanding of a Japanese Language Lesson through a Classroom Quiz: the Improvised Approach & the Witty Way. In: 2nd International Conference on Foreign Language Teaching and Applied Linguistics (FLTAL’12), 4-6 May 2012, Sarajevo.

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Abstract

Classroom quizzes come in many forms of practices. They are performed generally as a testing method or as a closure of a certain lesson. From the perspectives of many Malaysian students, a classroom quiz often involves a one way interaction from a teacher to students in transmitting any tested questions or problems to be answered by them. It is scarce to see a classroom quiz integrates some psychomotor or a two-way interaction between a student and a teacher. Due to that matter, some students might find it a bit bored or unattractive. A study had been carried out in order to investigate whether the new approach and the witty way of a classroom quiz would enhance students’ understanding in the learning of Japanese language. The study involved 20 form two candidates of Dato’ Ahmad Maher Secondary School for two months. Data were collected by using a pre-test and a post-test. The results showed that the new approach and the witty way of the classroom quiz would enhance students’ understanding in the learning of Japanese language.

Item Type: Conference or Workshop Item (Paper)
Subjects: P Language and Literature > P Philology. Linguistics
Depositing User: Mr. IT Center Editor
Date Deposited: 14 Jun 2012 10:55
Last Modified: 14 Jun 2012 10:55
URI: http://eprints.ibu.edu.ba/id/eprint/954

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