The Effectiveness of Peer Tutoring in Malaysian Primary ENGLISH AS A Second Language (ESL) Reading Classroom Mohd Hafiz Bin Mungin (P71716) Graduate Student (TESL) Faculty of Education, Universiti Kebangsaan Malaysia

1.0 Problem Statement PISA Reading Literacy Scale 2012 (Malaysia): Scores 398 in Reading Ranking 52 out of 65 Global average score; 496 in Reading The implementation of LINUS Bahasa Inggeris (English Literacy) to the first cohort of Standard 1 beginning the year 2013 As the The implementation of LINUS Bahasa Inggeris (English Literacy) to the first cohort of Standard 1 beginning the year 2013. Malaysian English language education need to explore other potential teaching and learning methodology to be utilize as part of the pedagogical approaches in the clasroom. In order to explore different methodology and approaches, proper research and studies need to be firstly done in determining its effectiveness and its suitability to be implemented in Malaysian education landscape.

Table 1. Average scores of 15-year-old students on PISA reading literacy scale, by education system: 2012 Table 1. Average scores of 15-year-old students on PISA which stands for (programme for international student assessment) focusing on reading literacy scale, by education system: 2012 which had been released recently by the agency of Organisation for Economic cooperation and development (OECD) As we are all aware, Malaysia are ranked at the 52nd place out of 65 countries involved in the assessment You can see Malaysia in the red box. All the way down from Singapore and surprisingly Vietnam.

2.0 Literature Review 2.1 Definition of peer tutoring Tutoring can be defined as people who are not professional teachers helping and supporting the learning of others in an interactive, purposeful and systematic way. It is most usually done on a one-to-one basis, in a pair. (Topping, 1997) Tutoring can be defined as teaching with the proper guidelines should be structured in order to help maximize the potential of volunteer tutors. (Wasik, 1998) 2.2 Advantages of peer tutoring One-to-one tutoring is one of the most effective form of instruction (Bloom, 1981) Improving the learning of academic skills, the development of social behaviors and classroom discipline, and the enhancement of peer relations (Greenwood, Carta, and Hall, 1988). Peer Tutoring can be define as people who are not professional teachers helping and supporting the learning of others in an interactive, purposeful and systematic way. It is most usually done on a one-to-one basis, in a pair. Define by the most prominent scholar in Peer Tutoring which is Keith Topping in the year 1997. The advantages of peer tutoring had been outlined by the Greewood, Carta and Hall (1988). Improving the learning of academic skills, the development of social behaviors and classroom discipline, and the enhancement of peer relations. Besides that these researchers have also identified improvements in self-esteem and one of its components--internal locus of control. It is important to note that all such benefits accrue to both tutor and tutee.

2.0 Literature Review (continue) 2.3 Types of Peer Tutoring 2.3.1 Same-age peer tutoring 2.3.2 Cross-age peer tutoring 2.3.3 Classwide peer tutoring An approach: one child instructs another child in material on which the first is an expert and the second is a novice (Damon and Phelps,1989) The tutor is older than the tutee. However, sometimes the term peer tutoring is used to include both types. (Gaustad, 1993) Based on reciprocal peer tutoring and group reinforcement wherein an entire classroom of students is actively engaged in the process of learning and practicing basic academic skills simultaneously. (Terry, 2000) Peer tutoring is an approach in which one child instructs another child in material on which the first is an expert and the second is a novice

2.0 Literature Review (continue) 2.4 Peer Tutoring in Reading 2.4.1 Peer Reading 2.4.2 Duologue Reading structured method for supported or assisted reading (Topping, 2001). Reading Together – both members of the pair read all the words out loud together tutor modulating their speed to match that of the tutee, while giving a good model of competent reading. (Topping et. al. 2011) a paired reading technique that takes place during regularly scheduled reading practice time. for emergent readers who are working toward independence and hesitant readers who need extra assistance unlike most other paired reading techniques, Duolog Reading can be used successfully by nonteachers.

Figure 2. Flowchart of Duologue Reading

3.0 Past Studies Kreuger and Braun (1998) State that the success was greater than either teacher had envisioned at the outset. The children not only taught one another, but also taught the teachers how children learn to read Topping (1988) There seems to be remarkable consistency in the findings of positive effects from peer tutoring in all the reviews studied

3.0 Past Studies (continue) Giesecke, Cartledge, and Gardner (1993) Teachers may lack the skill to train their students properly to be tutors, they may be concerned about possible disruptive behavior in tutoring pairs, and they may question the quality of instruction offered by students, particularly high-needs students. Hairul N. Ismail & Alexander J.M (2005) Given the cost effectiveness, ease of learning, and success of peer tutoring, it seems to be a good candidate for inclusion in the development of the pedagogical approach, or model, for Malaysia.

4.0 Goal Statement 5.0 Research Question The purpose of this study was to examine if a peer-tutoring program is effective in contributing better results in Malaysian ESL reading class and improving students' attitudes towards reading for Year 4 students 5.0 Research Question Does peer-tutoring program effective in contributing better results in Malaysian ESL reading class? Is there any changes in the students’ attitude towards reading among the Year 4 students?

Conclusion This framework plan of study is the process of distinguishing the effectiveness of peer tutoring to be implemented as one of the teaching and learning methodology in ESL reading class. Teachers will be challenged to ensure that children have sustained opportunities to tutor their peers and to engage in collaborative endeavour. The daily routines need careful consideration and proper planning as these can inhibit or support these opportunities. Teachers need to adopt a responsive presence, balancing the power between learners and teachers. Positioning children as experts who can direct their learning in an enabling environment will ensure that the true intent of empowerment.

End of the slide Thank you