198 You held me down, but I got up (hey) Already brushing off the dust You hear my voice, you hear that sound Like thunder, gonna shake the ground You held me down, but I got up (hey) Get ready ‘cause I’ve had enough I see it all, I see it now I got the eye of the tiger, a fighter Dancing through the fire ‘Cause I am a champion and you’re gonna hear me roar Louder, louder than a lion ‘Cause I am the champion, and you’re gonna hear me roar Oh-oh-oh-oh-oh-oh-oh Oh-oh-oh-oh-oh-oh-oh (yeah) Oh-oh-oh-oh-oh-oh-oh You’re gonna hear me roar Oh-oh-oh-oh-oh-oh-oh Oh-oh-oh-oh-oh-oh-oh (you’ll hear me roar) Oh-oh-oh-oh-oh-oh-oh You’re gonna hear me roar Songwriters : Katy Perry/ Bonnie McKee/ Lukasz Gottwald/ Henry Walter/ Martin Max
199 BIBLIOGRAPHY Chonghui, L., (2019). Maszlee: Bright future ahead for TVET in Malaysia 1 Dr. Tan Cheng Lim (2012). Strengthen English Vocabulary for Secondary Levels SAP Publications (M) Sdn. Bhd Roar ( Katy Perry) Songwriters-Katy Perry/Bonnie McKee/ Lukasz Gottwald/ Henry Walter/ Martin Max 2013 album : Prism
200 Enhancing Pre-University Second Language Learners’ Speaking Proficiency: The Use of “TCK ⁴ Vocab” in Vocabulary Development Maria Liza Binti Pakir Mohamed Latiff SMK Tinggi Bukit Mertajam 77, Jalan Sri Bukit, 14000 Bukit Mertajam, Pulau Pinang [email protected] ABSTRACT The study aims to explore the impact of implementing the Thematic Collocations Kit (TCK ⁴ Vocab) among first-semester pre-university students at HSBM. The decision to employ TCK ⁴ Vocab as a learning instrument for 34 students (6PBUUM and 6PBUTP) in their first semester of 2023 was driven by the aspiration to enhance students’ vocabulary learning experiences by making it more engaging and studentcentered. The research addresses the prevalent issue of insufficient vocabulary hindering students’ speaking performance. The primary focus is to develop a tool that fosters students’ vocabulary growth. This study outlines the introduction of TCK ⁴ Vocab in a gamified approach at the commencement of a speaking lesson, facilitating students in learning thematically linked words (thematic collocations). Students collaborate in groups to match suitable words from the provided TCK ⁴ Vocab cards, creating lists that they later cross-verify with the given list of acceptable collocations. Results indicate that the initial use of TCK ⁴ Vocab proved helpful, serving as a valuable exposure tool for students to enhance their vocabulary knowledge. Furthermore, the tool significantly contributed to improve the use of vocabulary in speaking, especially for students with lower proficiency levels. Key Words: Vocabulary Knowledge, Collocations, Thematic 1.0 Introduction It is a compulsory requirement for students who plan to pursue their tertiary education at Malaysian universities to sit for Malaysian University English Test (MUET), which is an English proficiency assessment that tests all four language skills, Listening, Speaking, Reading, and Writing (Malaysian Examination (Malaysian Examination Council, 2006). One of the elements that is assessed in all four major skills in MUET is vocabulary. It is crucial for language learners to have a wide range of vocabulary as it not only allows them to communicate effectively in a language, but it also helps to boost the learners’ confidence and motivation to practise and learn more about the language (Embi & Mohd Amin, 2010). Findings from previous studies showed that limited vocabulary of the English language is the biggest challenge for ESL learners (Mohamad et al., 2015; Misbah et al., 2017).
201 Research Questions 1. What is the current vocabulary size of the pre-university second language learners in the target language? 2. How can the integration of thematic collocations as vocabulary development activity enhance the speaking proficiency of pre-university second language learners? 2.0 Reflection of Previous Teaching and Learning The MUET Speaking test comprises two integral parts. Part 1 involves individual speech presentation, while Part 2 entails a discussion. A notable challenge faced by lower proficiency students during speaking activities is their limited vocabulary, hindering their ability to deliver comprehensive speech presentations. This limitation often results in them expressing themselves minimally and struggling to find appropriate words. Recognising the significance of diverse and suitable vocabulary for achieving a good MUET band, this study is dedicated to investigate the transformative impact of employing the Thematic Collocations Kit for Vocabulary (TCK ⁴ Vocab) among Lower Six students. The primary aim is to enhance their vocabulary, thus equipping them with the linguistic tools necessary for better communication and success in the MUET examination. 3.0 Literature Review Vocabulary knowledge is one of the most visible aspects of linguistic ability. A more in-depth definition on knowledge of words is offered by Nation (2002), who views it at the most general level involves form, meaning and use and further break up each level into smaller parts which deal with receptive knowledge and productive knowledge (Nation, 2002). Knowledge of form encompasses not only the written and spoken forms of a word, but also affixation, the addition of new components to a word, and the ways in which a word can alter to reflect changes in its grammatical function or add to its meaning. On the other hand, the knowledge of meaning comprises not just the basic meaning, but also the concepts, referents, and associations that a word may possess. Receptive vocabulary knowledge refers to knowing a word or able to recognize it when it is heard or seen whereas productive vocabulary knowledge is the knowledge of how to use words when we write or speak. In other words, to ensure that knowledge of a word is acquired, learners are required to know how word is written and pronounced, its meaning, other words which can be associated with it (collocations) (Nation, 2001). The notion of collocation was first introduced by Firth (1951).
202 Firth (1951) does not really define collocation but refers to collocation as a level of meaning. Halliday quotes Firth’s (1957) original comment: Collocations of a given word are statements of the habitual or customary places of that word in collocational order but not in any other contextual order and emphatically not in any grammatical order. (Halliday 1966b, 161) Barnbrook et al (2013) suggest the use of the word collocation in three main ways: a) to describe the way in which words group together in their normal use in text, b) to describe the analysis tool used to explore this grouping and to assess its significance and implications, and c) to describe an aspect of language production in which pre-fabricated chunks of language are used to build up utterances. In this study, collocation is defined as a grouping of two or more words that commonly co-occur and represent a specific type of thematically linked word combination. Knowledge of collocations is crucial for language learners as it empowers them to use language more fluently and enhances their speaking proficiency. 4.0 Focus of the Research The teacher has identified the lower proficiency students and the importance to enhance their productive vocabulary knowledge. This study focuses on how the gamification of TCK ⁴ Vocab will help to improve students’ vocabulary knowledge and their speaking performance. 5.0 Objectives of Research 1. To measure students’ receptive vocabulary knowledge. 2. To investigate the extent to which TCK ⁴ Vocab helps students to improve their vocabulary knowledge. 6.0 Methodology This study is designed to investigate the use of TCK ⁴ Vocab in the development of students’ vocabulary knowledge to improve their speaking performance. The details of the methodology are explained in the research design and the research procedure.
203 6.1 Research Design This study employs a comprehensive research approach that combines both quantitative and qualitative methodologies. To address the first research question, the research design utilizes the Vocabulary Size Test (VST) to assess the students’ receptive vocabulary knowledge, providing a baseline measure of their exiting linguistic proficiency. Prior to the introduction of Thematic Collocations Kit for Vocabulary (TCK ⁴ Vocab), a pre-oral test, aligned with real MUET exam questions (Part 1) centered on the theme of road safety, was administered to 9 low proficiency students- comprising 6 students (CEFR A2) and 3 students (CEFR B1). After two reinforcement collocations practices, a follow-up oral test was conducted, employing another MUET Speaking question that was thematically linked. Both the pre-test and post-test involved 2-minute individual speech presentations, which were transcribed orthographically to identify and analyse the collocations used. Figure 1: Framework of study Analysis of students’ SPM English language grades and CEFR levels Identify 9 students with low speaking proficiency Administer Vocabulary Size Test (measure receptive knowledge) Pre-test (speech recording) Part 1 (2 min individual speech presentation) Employ TCK ⁴ Vocab in classroom (Gamification & exposure to collocations) Reinforcement Activity 1 (Thematically linked passage) In given context Reinforcement Activity 2 (Thematically linked passage) In given context Post-test (speech recording) Part 1 (2 min individual speech presentation)
204 6.1.1 Thematic Collocations Kit for Vocabulary (TCK ⁴ Vocab) The Thematic Collocations Kit for Vocabulary (TCK ⁴ Vocab) is an educational tool which consists of set of word cards that can be paired to create collocations and these collocations are thematically linked. It comes with manual of instruction on its use and can be played individually or in groups. It acts as exposure to possible collocations that can be used in speaking and writing. Students have to pair and list down as many words as possible in the given time (depending on the teacher) and they will be able to check their answers using the list of collocations given. The tool can be gamified in classroom as the list of collocations also includes scores. This means that students can be divided into two groups, and they can compete with each other. TCK ⁴ Vocab that was used in this study is only on the theme of Commuting. It serves as a prototype for the development of other themes for learning. Some of the cards in TCK ⁴ Vocab (Commuting) 6.1.2 PRE-TESTS - Vocabulary Size Test (VST) According to Nation & Webb (2013), the Vocabulary Size Test (VST) is the most useful in measuring the learners’ knowledge of the highest frequency vocabulary at each 1,000-word level up to 14,000-word level, as well as determining the total vocabulary size. The Vocabulary Size Test (VST) is a test designed to provide a valid and reliable measure of lexical knowledge as a whole rather than individual frequency levels (Webb et al., 2017). The test uses frequency levels based on the British National Corpus word family lists up to now the 25th 1000 for the sampling and provides multiple choice questions to measure largely decontextualized knowledge of the
205 word although the tested word appears in a single non-defining context in the test (Nation, 2012). Although VST does not measure the vocabulary knowledge needed for speaking or writing, the research still employed the test as it can be used as a measure of total receptive written vocabulary size for both native and non-native speakers (Nation, 2012). The more recent 20,000 version B of the VST, which covers 20,000 word families containing 100 multiple choice questions was used instead of the 14,000 version. The links to the online vocabulary size tests are freely available at https://my.vocabularysize.com and https://www.lextutor.ca and there are also links to different VST, which include monolingual and bilingual versions, that are made available to be downloaded at Paul Nation’s resources website at https://www.wgtn.ac.nz/lals/resources/paul-nations-resources/vocabulary-tests. For this research, the 20,000 monolingual version of the test was chosen and downloaded over the bilingual version. The test was shared via Google Form to participants who have given their consents to take part in the study. 6.1.3 Participants of the Study Generally, there were 34 pre-university students of HSBM in their first semester involved in this study. Analysing their SPM English language (Speaking) CEFR band, it becomes evident that in terms of speaking proficiency, 7 students are basic users (CEFR A2), the majority of 21 students fall into the category of lower independent users of the language (CEFR B1) and only 2 students are designated as upper independent users of the language. Generally, the students have varied level of English language proficiency as shown below: Table 1: Students’ SPM English Language Results SPM CEFR (SPEAKING) SPM GRADES A+ A A- B+ B C+ C D E G TOTAL A2 1 2 3 1 7 students B1 2 2 4 4 4 1 3 1 21 students B2 1 1 2 students C1 C1+ TOTAL 30 students
206 • Unknown- 4 students (all from the same school and claimed that they did not get the SPM CEFR certificates from their school) 6.1.4 Data Collection and Research Instruments Data for this study are collected from quantitative instrument (Google Form Quiz) for the Vocabulary Size Test and qualitative instrument, speech recording. The tool that was used as an intervention in this study is TCK ⁴ Vocab. 7. 0 Research Findings In this section, both research questions will be answered and discussed. Quantitative and qualitative data are analysed to find out the extent to which TCK ⁴ Vocab can be beneficial to help low proficiency students improve their speaking proficiency. Research Question One: What is the current vocabulary size of the pre-university second language learners in the target language? The VST used in the pre-test is the 100 item versions measuring up to the 20th 1000 word family level. Since there are five words for each 1000 word family level, the total score needs to be multiplied by 200 (Nation, 2012). In answering the test, the participants have to have a moderately developed idea of the meaning of word and this makes VST to be a slightly more difficult test than the Vocabulary Levels Test (Schmitt, Schmitt, & Clapham, 2001) (Nation & Beglar, 2007). Table 2 below shows the results of Vocabulary Size Test (VST) Scores of the students. S1- S8 are 6PBUUM students and S9-S35 are 6PBUTP students. S1 and S13 had the highest score (14,000). Table 2: Vocabulary Size Test Scores TEST VST PARTICIPANTS Score Word Family Level /100 /20,000 S1 70 14,000 S2 68 13,600 S3 47 9,400 S4 47 9,400 S5 61 12,200 S6 61 12,200
207 S7 53 10,600 S8 46 9,200 S9 60 12,000 S10 48 9,600 S11 41 8,200 S12 61 12,200 S13 70 14,000 S14 50 10,000 S15 46 9,200 S16 39 7,800 S17 39 7,800 S18 TH TH S19 36 7,200 S20 51 10,200 S21 46 9,200 S22 42 8,400 S23 49 9,800 S24 36 7,200 S25 42 8,400 S26 23 4,600 S27 62 12,400 S28 41 8,200 S29 33 6,600 S30 32 6,400 S31 41 8,200 S32 62 12,400 S33 35 7,000 S34 49 9,800 S35 57 11,400 The majority of the students except for S26 who had the lowest score (4,600) were equipped with the receptive vocabulary knowledge to read various kinds of texts as shown in Table 2 below. For learners who wish to deal with a variety and range of unsimplified spoken and written texts, the goal of around 8,000 word families is seen as essential (Nation, 2012). Table 2: Vocabulary sizes needed to get 98% coverage (including proper nouns) of various kinds of texts (Nation, 2012) Texts 98% coverage Proper nouns Novels 9,000 word families 1-2% Newspapers 8,000 word families 5-6%
208 Children’s movies 6,000 word families 1.5% Spoken English 7,000 word families 1.3% However, it needs to be understood that VST is only used to measure the written receptive vocabulary knowledge, which is the vocabulary knowledge for reading. This means that it does not measure listening vocabulary size, or the vocabulary knowledge needed for speaking and writing. According to Hiebert & Kamil (2005), receptive vocabulary is larger than productive vocabulary. PRE-TEST & POST-TEST Data Analysis of Transcribed Students’ Speeches Research Question Two: How can the integration of thematic collocations as vocabulary development activity enhance the speaking proficiency of pre-university second language learners? STUDENTS PRE-TEST (collocations) POST-TEST (collocations) S1 (SPM SPEAKING - CEFR A2) - Wearing a helmet - Road safety - Fellow candidates - Young driver - Show off - Valid license - Driving centre - Family member - Close relative - Formal lesson - Little knowledge of driving - Traffic laws - Road users - Act recklessly - Focus on the road - Innocent people - The highest risk - Involved in accients S2 (SPM SPEAKING- CEFR B1) - Crossing road - Young drivers - Valid driving license - Driving license - Formal lesson - Driving centres - Speed limit - Motorcycle riders
209 - Pillion riders - The highest rate S3 (SPM SPEAKING - CEFR A2) - Dark clothes - Young driver - Ride very recklessly - Driving school - Important role - Effective measure - Road accident S4 (SPM SPEAKING - CEFR A2) - Good morning - Car accident - Illegal racing - Lack of love - Release their stress - Mass media - Real life - Give attention S5 (SPM SPEAKING - CEFR A2) - Crossing roads - Normal road - Ride on motorcycle Quit F6 S6 (SPM SPEAKING - CEFR A2) - Wearing a helmet - Young driver - Driving license - Driving experience - Heightened emotion - Struggle with - Demand of driving S7 (SPM SPEAKING- CEFR B1) - Damage our health - On the road - Phone holder - Greater performance - Illegal racing - Better performance - Road user - Race for fun - Young people S8 (SPM SPEAKING - CEFR A2) - Limit the speed - Under the influence of alcohol - Traffic fatalities - Innocent pedestrians - Fatal accidents - Drunk driving - Emotional trauma - Lasting impact - Raise awareness - Promotes responsible choices - Key consequences - Significantly increases
210 S9 (SPM SPEAKING- CEFR B1) - Wearing a helmet - Protect our head - Driving license - Car accident - Emergency brake - Lack of experience - Driving at night - Effective measure - Young drivers As can be seen, the number of collocations used in the students’ speech in the post-test has increased and not just limited to the collocations introduced by the teacher in TCK ⁴ Vocab. Based on the interview with the students, they enjoyed learning collocations in a gamified way and hope that there will be more themes available in TCK ⁴ Vocab to improve their vocabulary knowledge for speaking and writing. 8.0 Conclusion and Limitation of Study This study showed that students have started using collocations in their speaking and they feel more motivated in developing their vocabulary knowledge. As this study only investigated the use of TCK ⁴ Vocab to low proficiency students, it is important to acknowledge several limitations that may affect the generalizability of the findings. First, the study is based on a relatively small sample of participants. It is important to recognise that the participants may not fully represent the diversity of pre-university L2 learners in the Form Six college. Various factors, including gender, motivation, reading habits, and other individual attributes, can significantly influence linguistic development and oral performance. Due to practical constraints, these factors were not comprehensively accounted for in this study. Second, the evaluation of speech transcripts was just to find the use of collocations by students. Other linguistics aspects such as pronunciation, fluency, lexical diversity, lexical sophistication, other important elements, such as grammar and syntactic complexity, were not fully examined. This limitation may affect the comprehensiveness of the analysis of oral proficiency. Furthermore, this research primarily relies on a single task modality: individual speech presentations. It is essential to recognise that L2 oral ability can manifest differently across various communicative contexts. Thus, the findings may not fully capture the broader spectrum of oral proficiency in diverse linguistic situations.
211 In addition, this research only make use of single theme Commuting as its prototype for TCK ⁴ Vocab. With the development of many other themes in TCK ⁴ Vocab, students will have more options that cater to their vocabulary needs. In summary, these limitations should be considered when interpreting the results and implications of this study.
212 BIBLIOGRAPHY: Barnbrook, G., Mason, O., & Krishnamurthy, R. (2013). Collocation: Applications and implications. Springer. Embi, M. A., & Mohd Amin, M. Z. (2010). Strategies for Successful English Language Learning (SELL). Shah Alam: Karisma Publications Sdn. Bhd. Forsberg Lundell, F., Lindqvist, C., & Edmonds, A. (2018). Productive collocation knowledge at advanced CEFR levels: Evidence from the development of a test for advanced L2 French. Canadian modern language review, 74(4), 627-649. Hiebert, E.H., & Kamil, M.L. (Eds.). (2005). Teaching and Learning Vocabulary: Bringing Research to Practice (1st ed.). Routledge. https://doi.org/10.4324/9781410612922 Ministry of Education Malaysia. (2013). Malaysia Education Blueprint 2013 - 2025. Ministry of Education Malaysia. (2015). English language education reform in Malaysia : The Roadmap 2015-2025. Putrajaya: Ministry of Education Malaysia. Misbah, N. H., Mohamad, M., Yunus, M., & Ya, A. (2017). Identifying the Factors Contributing to Students ’ Difficulties in the English Language Learning. Creative Education, 8, 1999– 2008. https://doi.org/https://doi.org/10.4236/ce.2017.813136 Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge University Press.
213 APPENDIX 1 PRE-TEST ORAL QUESTION (MUET SPEAKING S1, 2022) Part 1 Situation: There have been an increase in the number of road accidents. What can you do to stay safe? Candidate A: You have to give a presentation to your class. Talk about wearing a helmet. Candidate B: You have to give a presentation to your class. Talk about crossing roads at the right places. Candidate C: You have to give a presentation to your class. Talk about not wearing dark-coloured clothes at night. Candidate D: You have to give a presentation to your class. Talk about not using phone while on the road. Part 2 Situation: How can the government improve road safety? • Increase fines • Better road signs • Speed limit • Driving age • Education
214 APPENDIX 2 PRE-TEST SPEECH TRANSCRIPTS (Part 1) Individual Speech Presentation S1 (SPM SPEAKING - CEFR A2) We must we must wearing a helmet for a safety to improve road safety because (long pause) if we are not wearing a helmet. We have to wearing a helmet to safety. We must to wearing a helmet to safety in road. In case accident happen aaa nothing serious nothing serious injured be injured (long pause). S2 (SPM SPEAKING- CEFR B1) I I crossing road (mispronunciation)at the right (mispronunciation) right (mispronunciation) place because aa we want to to reduce the accident …aammm on website JPJ around (mispronunciation) nineteen percent nineteen percent the accident case aa because is aa crossing road at the at the wrong side haa at the wrong place aa it is because maybe maybe the riders (mispronunciation) not not “apa” not see not see the signboard and maybe he want he want to go to the work aa…For me, for me crossing crossing road at the right (mispronunciation) place is is the best because we we want to safe my love and my life and mmm…and any and any my life haa…and I need the the use of roads (mispronunciation)aa…Besides, besides crossing the crossing (mispronunciation) the road (mispronunciation) at the right (mispronunciation) place cannot cannot to be fine at the police be bec because police put the CCTV to scam to scare the riders aa….not crossing road at the right (mispronunciation) place aa…and the police can be fine around (mispronunciation) hundred hundred hundred ringgits aa to to be aware the riders (mispronunciation) to use it cross roads (mispronunciation) at the right (mispronunciation) place. And but but mmm but now around (mispronunciation) hundred about hundred fif fifty percent the riders of the road is not using the the right place for crossing the roads (mispronunciation) but but he he take he take the roads (mispronunciation) take the roads (mispronunciation) apa.. S3 (SPM SPEAKING - CEFR A2) Talk about not wearing dark cloth clothes at night. Its very danger because aa people can see (aa sat jgn tgk camtu – to friend) people can see aaa where we drive drive at the night because we use aa a black like black t-shirt, mmm (pause…) so, we use black t-shirt danger because people can see where we drive and …and and (kata apa dalam bahasa English…pause) and and… (long pause) so when night aa people can see we use aa…use a …use a dark colour clothes because ii aa limited to see when we drive. For example aa, . ‘Ni kita guna motor’ sat (laughed) We use motorcycle (mispronunciation) but don’t have (laughed) don’t have (laughed) …light. S4 (SPM SPEAKING - CEFR A2) Hello and good morning everyone. Ok aa today I want to talk about not using phone while on the road. Okay, right now many people don’t concentrate when they drive (mispronunciation) like they always using phone aaa…because aa when you use phone on the road they can disturb your mind like feeling aa like aa.. they are example that example that aa feeling the
215 music song or calling with your friend. This factor that that (pause) that cause many passenger get accident like motor accident or car accident. Aa..furthermore, aa not when you using phone, you can you can give aaa…dangerer for other passenger. Because you you don’t give a good concentrate and give 100 percent you’re your eyes on the road. Aa beside that aa using phone you can not using phone you can aaa make sure your passenger is safe on the road. Conclusion my conclusion is aa you must to concentrate on the road and not using phone when you drive. Aa that’s all from me. Thank you. S5 (SPM SPEAKING - CEFR A2) My question is Candidate B is about crossing roads at the right place. Ok, first of all as in Malaysian many aa many drivers like driver in in road yes like to using a short short cut. Short cut aaa short cut aaa than using normal road. First of all, (pause) like like aaa passenger using a riding ..a ride on motorcycle ..ishk..takes an advantage (pause) the advantage to (long pause) to the drive to drive in in the short in the short in the short road because he want to avoid aa avoid the traffic about the traffic (pause). About the traffic issue and (pause) some of some of driving (unclear) some of using ride a motorcycle didn’t have lesen (mispronunciation). They also…. S6 (SPM SPEAKING - CEFR A2) Good morning teacher. Today I got candidate A. there have been an increase in the number of road accident. I got..i need to talk about wearing a helmet. Wearing a helmet can make our head more safety. Err.. (long pause). If if we not wearing a helmet we can get.. we..our head our head gets cracks. (pause) and then wearing a helmet also safe our face gets ..safe our face ..safe our face gets scratch or get a holm (not clear) because of the accident (long pause). S7 (SPM SPEAKING- CEFR B1) Ok so I would like to talk about not using phone while on the road. So, this is …sorry, so this we cannot do when we are driving or anything when we on the road. This will make we not focus on the road and can make people surrounding to be danger. Next, we we can cause aa…to accident and it maybe will damage our health and will make our part of body will damage. Next aa.. sorry, so please don’t holding the phone while aa while on the road because aa.. people usually use their phone for looking for GPS and call people that they want so this will make our health to be damage. For example, we can use..sorry. So, we can use the phone holder but we should (mispronunciation) use the accessory for example, we can use phone holder for the GPS. For now the phone holder has many type which aa..has at the car or motorcycle. There are many type such as the magnet or the phone holder to make to help sorry, to help us to easy to look at the phone. S8 (SPM SPEAKING - CEFR A2) Ok. Good morning to examiners. Today I want to talk about how the government improve the road safety. First, first of all the government should limit the speed to the driver so make sure they are safety at the road. (long pause). Today I want to talk about how the motorcycle should
216 wearing a helmet because they make sure the motorcycle driver is more safety at the road. (long pause). S9 (SPM SPEAKING- CEFR B1) Good morning and …good morning to examination. So I want to talk about wearing a helmet. So wearing a helmet can make us safety from mmm accident. Beside that we also can …wearing a helmet can protect our head from (groping for word)…protect our head mmm… (pause). Wearing a helmet also can (long pause) wearing a helmet (long pause). Wearing a helmet also can make us safety.
217 APPENDIX 3 Vocabulary Size Test: Version B Paul Nation (2012) (https://www.wgtn.ac.nz/lals/resources/paul-nations-resources/vocabulary-tests) 1. drive: He <drives> fast. a swims b learns c throws balls d uses a car 2. jump: She tried to <jump>. a lie on top of the water b get off the ground suddenly c stop the car at the edge of the road d move very fast 3. shoe: Where is <your shoe>? a the person who looks after you b the thing you keep your money in c the thing you use for writing d the thing you wear on your foot 4. standard: <Her standards> are very high. a the bits at the back under her shoes b the levels she reaches in everything c the marks she gets in school d the money she asks for 5. basis: This was used as the <basis>. a answer b place to take a rest c next step d main part 6. maintain: Can they <maintain it>? a keep it as it is b make it larger c get a better one than it d get it 7. stone: He sat on a <stone>. a hard thing b kind of chair c soft thing on the floor d part of a tree
218 8. upset: I am <upset>. a tired b famous c rich d unhappy 9. drawer: The <drawer> was empty. a sliding box b place where cars are kept c cupboard to keep things cold d animal house 10. joke: We did not understand his <joke>. a attempt at humour b false statement c way of speaking d way of thinking 11. pave: It was <paved>. a prevented from going through b divided c given gold edges d covered with a hard surface 12. rove: He couldn't stop <roving>. a getting drunk b traveling around c making a musical sound through closed lips d working hard 13. lonesome: He felt <lonesome>. a ungrateful b very tired c without company d full of energy 14. allege: They <alleged it>. a claimed it without proof b stole the ideas for it from someone else c provided facts to prove it d argued against the facts that supported it 15. remedy: We found a good <remedy>. a place to eat in public b way to fix a problem c way to prepare food d rule about numbers
219 16. dash: They <dashed> over it. a moved quickly b moved slowly c fought d looked quickly 17. peel: Shall I <peel it>? a let it sit in water for a long time b take the skin off it c make it white d cut it into thin pieces 18. bacterium: They didn't find a single <bacterium>. a small living thing causing disease b plant with red or orange flowers c animal that carries water in lumps on its back d thing that has been stolen and sold to a shop 19. thesis: She has completed her <thesis>. a talk given by a judge at the end of a trial b first year of employment after becoming a teacher c long written report of study carried out for a university degree d extended course of hospital treatment 20. authentic: It is <authentic>. a real b very noisy c old d like a desert 21. miniature: It is <a miniature>. a an instrument for looking at very small objects b a very small thing of its kind c a very small living creature d a small line to join letters in handwriting 22. fracture: They found a <fracture>. a break b small piece c short coat d discount certificate 23. patience: He <has no patience>. a has no free time b has no faith c will not wait happily d does not know what is fair
220 24. scrub: He is <scrubbing it>. a cutting shallow lines into it b repairing it c washing it energetically d drawing simple pictures of it 25. vocabulary: You will need more <vocabulary>. a words b skill c money d guns 26. accessory: They gave us <some accessories>. a papers giving us the right to enter a country b official orders c ideas to choose between d extra pieces 27. compost: We need some <compost>. a strong support b help to feel better c hard stuff made of stones and sand stuck together d plant material fertilizer 28. fen: The story is set in <the fens>. a a piece of low flat land partly covered by water b a piece of high, hilly land with few trees c a block of poor-quality houses in a city d a time long ago 29. puritan: He is a <puritan>. a person who likes attention b person with strict morals c person with a moving home d person who keeps money and hates spending it 30. awe: They looked at the mountain <in awe>. a with a worried expression b with an interested expression c with a sense of wonder d with a feeling of respect 31. bristle: The <bristles> are too hard. a questions b short stiff hairs c folding beds d bottoms of the shoes
221 32. erratic: He was <erratic>. a without fault b very bad c very respectful d d unsteady 33. null: His influence <was null>. a had good results b did not help much c had no effect d lasted a long time 34. perturb: I was <perturbed>. a made to agree b worried and puzzled c corruptly sexual d very wet 35. peasantry: He did a lot for the <peasantry>. a local people b place of worship c businessmen's club d working class people 36. palette: He lost his <palette>. a container for carrying fish b wish to eat food c young female companion d artist's board for mixing paints 37. devious: Your plans are <devious>. a tricky and threatening b well-developed c not well thought out d more expensive than necessary 38. stealth: They did it by <stealth>. a spending a large amount of money b hurting someone so much that they agreed to their demands c moving secretly with extreme care and quietness d taking no notice of problems they met 39. hallmark: Does it have a <hallmark>? a stamp to show when it should be used by b stamp to show the quality c mark to show it is approved by the royal family d mark or stain to prevent copying
222 40. haze: We looked through the <haze>. a small round window in a ship b unclear air c cover for a window made of strips of wood or plastic d list of names 41. gimmick: That's a good <gimmick>. a thing for standing on to work high above the ground b small thing with pockets for holding money c attention-getting action or image d clever plan or trick 42. yoga: She has started <yoga>. a handwork done by knotting thread b a form of exercise for the body and mind c a game where a cork stuck with feathers is hit between two players d a type of dance from eastern countries 43. sizzle: Listen to it <sizzle>. a turn to stone b release pressure and untwist c make noise while being cooked d d force out liquid 44. psychotherapy: She wanted <psychotherapy>. a the mutual operation of two things b the ability to govern c an unfriendly reaction d treatment for a mental illness 45. heyday: The town was <in its heyday>. a at its peak of success b on top of the hill c very wealthy d admired very much 46. mystique: He has lost <his mystique>. a his healthy body b the secret way he makes other people think he has special skill c the woman he dated while he was married to someone else d the hair on his top lip 47. communique: Have you seen their <communique>? a critical report about an organization b garden owned by many members of a community c printed material used for advertising d official announcement
223 48. thesaurus: She used <a thesaurus>. a a kind of dictionary b a chemical compound c a special way of speaking d an injection just under the skin 49. dissonant: That is <very dissonant>. a full of sounds that are not nice together b full of signs of death c full of unwanted stops and starts d likely to get you into trouble 50. tracksuit: She was wearing <a tracksuit>. a the upper part of a dress b a set of clothing for running c a knitted shirt with no buttons d an angry expression 51. spleen: His <spleen> was damaged. a knee bone b organ found near the stomach c pipe taking waste water from a house d respect for himself 52. caffeine: This contains a lot of <caffeine>. a a substance that makes you sleepy b strings from very tough leaves c ideas that are not correct d a substance that makes you excited 53. impale: He nearly got <impaled>. a charged with a serious offence b put in prison c stuck through with a sharp instrument d involved in a dispute 54. jovial: He was very <jovial>. a low on the social scale b likely to criticize others c full of fun d friendly 55. dingy: It was a <dingy> place. a cold, damp b poorly lit c delightful d hot, dry
224 56. kindergarten: This is a good <kindergarten>. a activity that allows you to forget your worries b place of learning for children too young for school c strong, deep bag carried on the back d place where you may borrow books 57. locust: There were hundreds of <locusts>. a unpaid helpers b people who do not eat meat c creatures with wings d brightly coloured wild flowers 58. lintel: He painted the <lintel>. a beam across the top of a door or window b small boat used for getting to land from a big boat c beautiful tree with spreading branches and green fruit d board which shows the scene in a theatre 59. upbeat: I'm feeling really <upbeat> about it. a upset b good c hurt d confused 60. pallor: <His pallor> caused them concern. a his unusually high temperature b the faint colour of his skin c his lack of interest in anything d his group of friends 61. skylark: We watched a <skylark>. a show with planes flying in patterns b human-made object going round the earth c person who does funny tricks d small bird that flies high as it sings 62. beagle: He owns two <beagles>. a fast cars with roofs that fold down b large guns that can shoot many people quickly c small dogs with long ears d houses built at holiday places 63. atoll: The <atoll> was beautiful. a low island with sea water in the middle b art created by weaving pictures from fine string c small crown with many valuable stones d place where a river flows through a narrow spot with rocks
225 64. hutch: Please clean the <hutch>. a thing with metal bars to keep dirt out of water pipes b space in the back of a car used for bags etc c round metal thing in the middle of a bicycle wheel d cage for small animals like rabbits 65. gauche: He was <gauche>. a talkative b flexible c awkward d determined 66. cordillera: They were stopped by <the cordillera>. a a special law b an armed ship c a line of mountains d the firstborn son of the king 67. limpid: He looked into her <limpid> eyes. a clear b sad c deep brown d beautiful 68. aperitif: She had <an aperitif>. a a long chair for lying on b a private singing teacher c a large hat with tall feathers d a drink taken before a meal 69. scrunch: It was <scrunched up>. a done with many mistakes b crushed together c cut into large, rough pieces d thrown violently into the air 70. instantiate: you need to <instantiate that>. a make that happen quickly b put that into the correct place c give a real example of that d explain that 71. landfall: The days after the <landfall> were busy. a ceremony to bless the land for a church b bike event on a mountain c acceptance of foreign control after a war d the seeing of land after a journey by sea or air
226 72. headstrong: He was a <headstrong child>. a very clever child b child who has been given too many good things c very fat child d child that is determined to do what it wants 73. supercilious: She suddenly became <supercilious>. a proud and not respectful b extremely stupid c able to think about only one thing d over weight 74. torpor: She sank into <a torpor>. a a deep soft chair b an inactive state c a very unhappy state d a bed cover filled with feathers 75. coven: She is the leader of a <coven>. a small singing group b business that is owned by the workers c secret society d group of church women who follow a strict religious life 76. sputnik: He told them about the <sputnik>. a rare animal like a rabbit found in cold countries b trap set by the police c object that travels high in the sky round the earth d secret organization with evil plans 77. mozzarella: We'll need some <mozzarella>. a sweet sauce made from fruit b cheap wine c mild cheese d substance that keeps insects away from you 78. workaday: These are <workaday clothes>. a plain and practical clothes b clothes suitable for parties after work c old and worn out clothes d clothes that are thrown away after each working day 79. lemur: We saw a <lemur>. a priest from an eastern religion b person with a very bad skin disease c furry animal with a long tail d purple fish from hot countries
227 80. pantograph: The <pantograph> is broken. a instrument which plays music from a metal tube b instrument which measures the amount of breath a person has c framework of moving bars for copying plans d pen with a metal point for writing on hard surfaces 81. planetarium: The <planetarium> was interesting. a place where planes are built b place where a machine shows the way planets move c course to teach people good planning skills d place where fish are kept 82. vitreous: These rocks are <vitreous>. a very heavy b easy to break c full of small holes d like glass 83. cerise: Her dress was <cerise>. a a bright red colour b made of a thin, soft material c a pale blue-green colour d made of expensive fabric with pretty patterns and small holes 84. frankincense: He brought some <frankincense>. a sweet smelling white flowers b soft cheese made in France c food made from yellow coloured rice and shellfish d good smelling substance that comes out of trees 85. feint: He made a <feint>. a small cake with dried fruit b thing with wheels for moving heavy objects c pretend attack to trick the enemy d serious mistake 86. muff: This <muff> belonged to my mother. a tube of animal hair for keeping the hands warm b cover for a teapot c long rope of feathers to wear around the neck d bed cover made from squares of material sewn together 87. ablution: He <performed his ablutions>. a did his exercises to stay healthy b played his very difficult piece of music c did all his duties as a church minister d washed himself to get ready
228 88. exactitude: She was well known for her <exactitude>. a courage under pressure b sense of fairness c habit of making unreasonable demands d ability to be very accurate 89. speedometer: The <speedometer> stopped working. a instrument that shows changes in the weather b thing that measures how fast you go c thing that keeps a room at an even temperature d tube put into a person to let liquids in or out of their body 90. serviette: Where is my <serviette>? a girl who helps in the house b piece of glass which makes things look bigger c large flat plate d piece of cloth or paper for wiping your mouth 91. scrumptious: This is <scrumptious>. a extremely funny b very expensive c delightful in taste d very dirty and untidy 92. poppadom: Did you put the <poppadoms> on the table? a thin, slightly hard pieces of fried bread b small pieces of food, usually raw, eaten before a meal c cloths for protecting clothes while eating d small sweet baked cakes 93. hydrofoil: He studies <hydrofoils>. a crops produced from the sea b devices that push boats clear of the water c components of rocks d amazing curls and twists 94. bylaw: They made a <bylaw>. a publisher’s list of older books b secondary law c code made of lines, read by machines d law that morally condemns people 95. nymphomaniac: Don’t be such <a nymphomaniac>! a a person expressing uncontrolled sexual desire b an antisocial person c an innocent rural person d a person who repeats the same crime after punishment
229 96. maladroit: He is <maladroit>. a feeling sick to his stomach b physically awkward c rather silly but likeable d quickly angry and easily depressed 97. taxon: I think it belongs in this <taxon>. a tax category b small and light container for fruit c category of creature d room for safely keeping valuables 98. canoodle: They’re always <canoodling>! a spreading false and evil ideas about others b looking for a free meal c merging into the crowd d stroking and kissing one another 99. stupa: Look at the <stupa>. a tall hairstyle b woman with a bad sexual reputation c temporary platform for a dead person’s body d Asian religious memorial 100. dramaturgical: It has <a dramaturgical> effect. a a theatrical b a glorious c a human-centring d an oily and unpleasant
230 APPENDIX 4 THE USE OF TCK ⁴ VOCAB Students worked in group matching the words (TCK ⁴ VOCAB ) to create collocations and listing them down (COMMUTING)
231
232 APPENDIX 5 POST TEST ORAL QUESTION ACE Ahead MUET Coursebook 2023 2nd Edition (CEFR-aligned Test Specifications)- Publisher: Ehsan
233 APPENDIX 6 POST-TEST SPEECH TRANSCRIPT (Part 1) Individual Speech Presentation S1 Good morning to all examiners and my fellow candidates. The task that I have been given to present is young drivers. What is young driver? Young driver means any person who is under 25 years of age. Youngsters nowaday love to drive to show off to their friend that they can drive. This also mean that they don’t have a valid license because they did not attempt formal lesson (mispronunciation) from driving centre. Instead, they learn to drive from family member or close relative. With only little knowledge of driving, this young driver will not follow the traffic laws. This can be really dangerous for them and other road users. They also can’t (American pronunciation) control their emotion and this can lead them to act recklessly. As an example when young driver playing phone while driving it will make them not focus on the road. This can lead to …this can lead them to all accident involving others users who has been following the traffic law. As you can see, this shows that innocent people get included (mispronunciation) because of others’ fault. That’s why young drivers have the have the highest (mispronunciation) risiko ..risk of being involved (mispronunciation) in accidents. Thank you. S2 Assalamualaikum and hello to the examiners and fellow candidates. Now, I want to tell about young drivers. Young drivers is aged around 13 to 17 years old. And they have a feel to try new things like motorcycles. In statistics around (mispronunciation) 18 percent cases road (mispronunciation) accident in Malaysia about young drivers. They not have a valid driving license (mispronunciation) or they not have a driving license (mispronunciation). The statistic shows that teens start learn to drive around age 14 years old. The youngest driver not attend formal lesson (mispronunciation) at driving centres because they assume its wasting (not clear) time. The younger driver (mispronunciation) not be able control the emotion on the roads (mispronunciation) such as driving over the limit (wrong use- driving over the speed limit) the speed limit (self corrected). The effects can lead to death. On Berita Harian says road (mispronunciation) accident and death statistic were released at the end of January (mispronunciation) two thousand twenty one, motorcycles and motorcycle riders (mispronunciation) and pillion riders (mispronunciation) continue to lay the highest rate (mispronunciation) of the death of the four thousand two hundreds sixty four deaths recorded. Last year a total of three thousand one hundred eighty involve (mispronunciation) motorcycle and passengers. This show that more than fifty percent of death on the road involve motorcycles, riders (mispronunciation) and pillion riders. That’s all from me. Thank you. S3 Assalamualaikum and good morning to the examiner (mispronunciation), teacher and fellow candidates. And my question is Candidate A about the young driver. As you can see today in Malaysia, road accident have (mispronunciation) been increase ..have been increase every year by year. One of the most cause about the road accident is young (mispronunciation) driver. I talk about the young driver it is because among on young (mispronunciation) driver
234 drove (naker??- not clear) just like motorcycle, car under below eighty years old without a lesen (mispronunciation). And…for example lah for example, some (oxygen? -not clear) ride a motorcycle without a lesen (mispronunciation) and parent observation if student just ride very recklessly on the road, (not clear- slurry) manner they cause death at that’s collide with an older (slurry) people can cause a dead. Next, most young driver didn’t have a lesen (mispronunciation) to rode of vehicle (slurry). This is because they are lets too lazy too lazy to take a lesen (mispronunciation) and doesn’t want go to training of the driving school. In fact, (…not clear) to be heavier, many traffic off…offers (okio???) (mispronunciation) of it affecting others driver. Moreover, young (mispronunciation) driver also didn’t control the emotion on the road. This (mispronunciation) is also because young (mispronunciation) driver (slurry-not clear) control their emotion just like drive at the car very fast without a care others on the road. And this is my last ..speaking, in my conclusion, the parent need to take action or …for their children when they drive a vehicle (mispronunciation) and also party must to take important role taking a effective measure and mmm measure what lagi hah? Measure what pa lagi..to ensure that road accident can be reduce (mispronunciation). This is the end from me. Thank you. S4 A very good morning to my examiners and all my candidate. Right now road accident on the road from one year to another year get impress me. Base on statistic start from two thousand twenty one until the end of twenty..two thousand twenty two road accident on the road is about one million (not clear). One of the reason of this is illegal racing. What is (mispronunciation) illegal racing? Illegal racing is the (big kepikali and unsuchti anet???- mispronunciation- not clear) and illegal form of auto racing that (akuse? Mispronunciation) on a public road. As we know illegal racing give bad impact not many benefit to you. Cause of illegal racing is a lack of love and attention from their parents. This reason are parent are busy with their own career (mispronunciation) without thinking to give attention to their sons. Their son feel lonely and influence from their friend that that that that is my second point what why illegal racing can happen. They think they spend spend time with their friend can make their life happy and can release their stress and affected to try the new something like illegal racing. Example I can give is aaa illegal racing on busy road and can give impact to your your self and their ..to others person their (not clear) on the road. Lastly, influence of mass media. Because of media …student or son can try a new something to try in their real life like watch (mispronunciation) a racing movie and try to do in the real life, on road, on street that can give impact like aa…accident like..give injuries for the son and the student. That that’s all from me. I hope you like my video and thank you. S5- Quit F6 S6 Good morning for my teacher and my friend. Today I wanna talk about young driver. So, young driver refer to aaa…individuals who have recently obtained (mispronunciation) their (mispronunciation) driving license (mispronunciation) and they are in their early stage of driving experience. This group often include teenager and young adult. Typically aa… in the age range of sixteen to twenty five years old due to a combination of factor such as inexperience, risk (mispronunciation-rice) taking behaviour it (krashe??- mispronunciation) for
235 young driver to follow the (disins???- mispronunciation- not clear). The (disins) license? (mispronunciation) requirement. Aaa drivers aa… drivers to follow the (disinsmispronunciation) requirement some of young driver may struggle with emotion control aa.. due to their limit experience and heighten emotion associate (mispronunciation) with youth (mispronunciation). However, many young driver learn to manage their emotion as they gain experience (mispronunciation) and become more accustomed (mispronunciation) for the demand of driving. Thank you. S7 Assalamualaikum and good morning to examiners and my fellow candidate. Now I will talk about illegal racing in our country. Illegal racing never stop from past until now. This has been some habit for half people in our country especially for young people that start join in racing world. From there, they will addicted in illegal racing. People who modified their vehicle (mispronunciation) will be more close with this illegal racing. They will race with another racer to prove that who has a greater performance of vehicle. Some of them will race for fun but some of them will race for betting. From the betting, they will upgrade their vehicle (mispronunciation) to get a better performance of vehicle (mispronunciation). For example, we can see many people will race when weekend at the highway. This habit will harm other road user. It also will harm their life. In two thousand twenty three, forty six percent of accident from illegal racing. The conclusion is, racing is not for fun but it will harm people life. Stop do a illegal racing because life life cannot buy at the shop. Thank you. S8 Good morning to examiners and fellow candidates. The task has given to me is drunk driving. Nowadays road accidents are on rise in Malaysia. Drunk driving or driving under the influence of alcohol is a critical issues that holds? (mispronunciation- not clear) suffering to our road and endangers lives. The consequences of drunk driving can be severe and far reaching affecting not only the individuals involve but also society as a whole. Here are some of the key consequences of drunk driving. Drunk driving significantly increases the risk of accidents which can result in injuries ranging (mispronunciation) from minor to severe. Besides, drunk driving is a leading cause of traffic fatalities worldwide. Innocent pedestrians, passengers and others motorists are often the victims of these fatal accidents. Lastly, survivor of drunk driving accident as well as families of victims often suffer from emotional trauma that can last a lifetime. Overall, the consequences of drunk driving extend beyond the immediate incident and can have a long (mispronunciation) lasting impact on the lives of those involve. It is essential to raise awareness and promotes responsibles choices to prevent this consequences and make our road safer for everyone. That’s all from me. Thank you. S9 Good morning examinations and fellow candidate. This day we can see around seventeen to thirty (kristikoli??? -mispronunciation) there are so many young drivers on road, who age around seventeen to thirty years old. Each years goes by the percentage of car incident (peer out??? Mispronunciation). Most of them have a official driving license (mispronunciation) but it’s still dangerous for them to drive on the road…at such as young age. Due to unprofessional
236 skill of handling the car during (expented ???- mispronunciation) event on the road for example, emergency (braid?? – mispronunciation-brake) that they had to attempt while spending during car jam. And of course they (attempt for formalase? - slurry mispronunciation) lessons for sixty hours as, its has driving nursery??? (mispronunciation) order by government transportations department. I don’t think driving nursery??? (mispronunciation) for the youngsters because they are not able to control their emotion on road and it was distracts them while driving and can lead to a worse situations. Conclusions, young driver (mispronunciation) tend to involve in accident. There are dististik??? (mispronunciation) Kat kat catastrophic than they ought to be considering their numbers. The main (mispronunciation) factor contributing to this situation is their age, attitude, driving at night, lack of experience, carrying passenger (excess speak and wait ??? – not clear) conditions. It (eksetes??? – mispronunciation) to introduce effective measure to reduce the number of injuries among young drivers. Thank you.
237 APPENDIX 7 Description of vocabulary knowledge (Nation, 2001) Form Spoken R What does the word sound like? P How is the word pronounced? Written R What does the word look like? P How is the word written and spelled? Word parts R What parts are recognizable in this word? P What word parts are needed to express the meaning? Meaning Form and meaning R What meaning does this word form signal? P What word form can be used to express this meaning? Concept and referents R What is included in the concept? P What items can the concept refer to? Associations R What other words does this make us think of? P What other words could we use instead of this one? Use Grammatical functions R In what pattern does this word occur? P In what patterns must we use this word? Collocation R What words or types of words occur with this one? P What words or types of words must we use with this one? Constraints on use (Register, frequency…) R When, where, and how often would we expect to meet this word? P Where, when, and how often can we use this word? Note. In column 3 R= receptive knowledge, P= productive knowledge
TERIMA KASIH KEPADA SEMUA GURU TINGKATAN 6 PUSAT TINGKATAN 6 SMK TINGGI BUKIT MERTAJAM