GGGB6013 – KAEDAH PENYELIDIKAN 1

NAMA : HAMIZATUL HAMIZA BINTI ZAINON

NO. MATRIKS : P99336
TUGASAN : TUGASAN 1 – LITERATURE SYNTHESIS
PENSYARAH : DR. HAMIDAH BINTI YAMAT @ AHMAD

Title: Using Memorizing Approach to Improve English Speaking Skill among Upper Secondary Students

PERKARA Artikel 1 Artikel 2 Artikel 3 Artikel 4 Artikel 5

Nama Penulis: Nama Penulis: Nama Penulis: Nama Penulis: Duong Nama Penulis: Khalid
Shahab Sadri & Jafar Ikuo Kitagaki Wen-Chin, Min-Chuan Thi Hoang Oanh & Khabee Khamees
Firouzi Yang, Kuan-Ming Lin Nguyen Thu Hien
Tahun Penerbitan: Tahun Penerbitan:
Nama penulis (Author’s Tahun Penerbitan : 2013 Tahun Penerbitan: Tahun Penerbitan: 2016
name) 2017 2016 2006
Article’s Title: Article’s Title:
Tahun penerbitan (Year Article’s Title: Effects of English Short Article’s Title: Article’s Title: An Evaluative Study
published) The Impact of Cognition Sentences Memorization A Study of Applying Memorization and EFL of Memorization as a
on Memorizing Words in on the Speaking Skill Memorization Method Students' Strategies at Strategy for Learning
Tajuk artikel (Article’s Learners of English as a and E-learning of to Enhance Primary University Level in English
Title) Foreign Language English School Students’ Vietnam
English Oral Ability Journal:
Nama jurnal Journal: Journal: Journal: International Journal
(Journal’s Name) Journal of History Journal of Procedia – Journal: TESL-EJ 10.2, Sept. of English Lingusitics,
Culture and Art Research Social and Behavioral Journal of Economics, 2006 Vol 6, No. 4
Mukasurat (Pages) (ISSN: 2147-0626) Sciences 103 (2013) Business and
Penerbit (Publisher) Management, Vol. 4 Pages: 1 – 21 Pages: 248 – 259
Pages: 267 – 280 Pages: 348 – 351
Publisher: Karabuk Publisher: Pages: 627 – 631 Publisher: Hue Publisher: Canadian
University Tokyo City University Publisher: Chung Hua University, Vietnam Centre of Science and
University, Taiwan Education

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Pernyataan Masalah 1.friction between 1. effects of English 1. attitude toward 1. An argument whether Insufficient
(Problem Statement) teaching and learning short sentence memorization in order memorization and opportunities to use
strategies memorization on the to develop speaking communication English as a means of
speaking skill ability cannot coexist in an communication either
2. Lack of use of key and academic in the classroom or
effective strategies for 2. it is possible for the 2. researcher still finds a environment. outside the classroom.
foreign language student to do the large number of 2. Some teachers argue
learning. prompt oral students reluctant, that as non-native
translation easier afraid or even anxious speakers, they learn
for the Japanese. to speak this target English in a
language inside or conscious and
outside the classroom repetitive manner –
remember rules,
sentence structures
and vocabulary
systematically
Tujuan/Objektif kajian To introduce and classify to implement the to investigate the effects To identify learners' and Find out the reasons
(Purpose of Study or the language learning method of using an e- of applying teachers' beliefs about that drive them to use
Research Purposes) strategies and then Learning and short memorization to learning EFL in relation memorization as a
discuss about the sentence memorization language teaching on the to memorization as well learning technique.
necessity of use of them in English speaking skill sixth graders’ speaking as to provide an insight
in teaching foreign and ability, in addition to into the possible
especially English their attitudes toward effectiveness of
language. memorization memorization.
Kajian Literatur & Literature Review: Literature Review: Literature Review: Literature Review: Literature Review:
kerangka konseptual - descriptive-analysis - Previous experiment - Previous experiment -by definition of terms -by previous studies
kajian method related related -by previous studies
(Literature Review & - previous studies - Previous studies - Previous studies Framework:
Research Conceptual Framework: conceptual framework
Framework) Framework: Framework: Framework: -no specific conceptual
theoretical framework theoretical framework conceptual framework framework
in 4 different steps (mixed research)

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Metodologi Research Design: Research Design: Research Design: Research Design: Research Design:
- rekabentuk - Qualitative - Quantitative - Quantitative -value quantitative -quantitative
kajian, (Observation) (pre/post-test) (pre/post-test) -ethnographic method
- persampelan Participants
peserta kajian– Participants: Participants: Participants: Participants: - 66 undergraduate
siapa, mengapa, - self-regulated strategies - Japanese students - 45 primary students -20 teachers and participants
bagaimana - the concept of who less speaking in 70 students
- instrumentasi – metacognitive learning English Instruments Instruments:
apa, mengapa, - Questionnaire Instruments: - questionnaire
bagaimana Instrument: Instruments: - pre-test on Basic -questionnaire - open-ended
- kaedah analisis - experimental - i) learning method English Ability -interview questionnaire
data – apa, environment ii)educational Assessment
bagaimana - by observing evaluation - post-test on oral test Data Collection: Data Collection:
iii) competency aspect -data thematically - data analysis
Data Collection: - Data Collection: categorized and - statistically analysed
- descriptive analysis Data Collection: - data experimental compared to identify and individually
method - experimental analysis Instruction Analysis main and to build up discussed
- learning method : - Mainly using the confirmatory evidence.
memorize words SPSS to analyse the
- educational data.
evaluation : by hire - Using ANCOVA
three native speakers system to test the
to evaluate the degree results.
of competency
Keputusan/ Dapatan Knowledge about the English sentence The students not only The effects of It can be concluded
kajian kind of relation between memorization has an improved their abilities memorization not that memorization is a
(Conclusion / Results) the motivational believes effect on the of listening, speaking only on students’ low-level cognitive
and language learning enhancement of the and reading, but speaking and strategy that can be
strategies is important. speaking skill, which increased their writing abilities but used among other
may give a user of the knowledge of also their high- level cognitive
proposed e-learning the vocabulary and sentence communication strategies in the
educational structures. have been proved. process of learning
hint/motivation. English.

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Perbincangan/Implikasi Students have always When the feature of an -it is crucial that Suggests that awareness It is suggested that
kajian been faced with learning English e-learning is language instructors about good and poor learners of English,
(Discussion/ challenges and designed, it ought to be help students build a memorization should be especially, at the early
Implications) memorizing words and considered that correct and positive raised and highlighted, stages of language
learning foreign memorization as an attitude toward and that teachers should learning, have to be
language, so modern educational memorization, guide consider explaining and convinced that the use
methods have considered methodology is efficient them to memorize any constantly reminding of the intentional MS
advancement of quality in order to enhance the given materials with full students of the potential is extremely
level of learning. speaking skill. understanding, and roles of memorization in advantageous as it
make the whole process students' learning. familiarizes them with
more interesting and the various English
inspiring. language systems: the
phonetic, grammatical,
- text memorization is lexical, and more
not just about importantly, the socio-
memorizing linguistic system.
the materials given to
learners. It is of great
importance that
learners need to fully
understand the content
first and then
output the sentences
learned in the content
naturally after
memorizing them.

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Cadangan kajian induce the necessary
lanjutan motivation in language
(Recommendations learners using these
for Further Research) language learning
strategies
Komen / Analisis The study was nice but The intervention of E-
Comment / Analysis) need more research to learning to enhance
prove the title.
suggesting that English - Asking English
sentence memorization questions in a content-
has an effect on the based order is essential.
enhancement of the It not only helps learners
speaking skill get familiar with the
content and quickly
- memorize it but also
equips them with the
ability to find the correct
answers to the questions
and orally output them.
- more follow-up
speaking activities like
role-plays, Reader’s
Theater or Q&A can be
carried out to avoid
students from get bored
with the repetition
activities.
the experimental method
by memorizing the
speaking skill was the whole chapter in
great idea; it could be an textbook or even the
excellent experiment if traditional way of
the researcher increases learning by memorizing
the number of her some parts of it was a
participators. great research which I
can apply in my
research.
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Teachers should It is inadvisable to
consider explaining and depend solely on a
constantly reminding single strategy to learn
students of the potential English. The fact that
roles of memorization in has to be underlined
students' learning. here is that
memorization is a
strategy among other
various strategies that
can be jointly recruited
to enhance and
empower the process
of learning English.
The gathered data I found the study was
collection of quite short but it gave
questionnaire and me ample information
interviews using I need to cover my
ethnographic method research.
were good, I can make
use of it in my research
data collection too.
 CHAPTER 2

LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK

2.1 INTRODUCTION
There are many explanations about memorizing and memorization can be found in various
types of learning dictionary or either previous studies. According to Richards & Schmidt
(2013, p. 359), “memorization usually refers to the conscious process of establishing
information in memory.” This means that this strategy is a conscious process, i.e., it includes
some mental activities intentionally carried out by speaker or writer. A number of researches
about the usage, the implementation, the evaluation or even the effective of memorizing
approach have and had been made by previous scholars. It is shown that, this particular
cognitive way of learning is considerably as a part of teaching and learning strategy in term
of 4 ultimate skills; listening, speaking, reading and writing. Therefore, the use of
memorizing approach is believe could be an effective cognitive way to improve student’s
speaking skill, both in primary or secondary school as proven in these previous studies:

2.1.1 Memorization is a necessity in teaching foreign language

During study and learning English language, some researchers believe that self-regulation is
an important psychological program which helps learner in recognition of learning process
(Shahab Sadri & Jafar Firouzi, 2017). The aim of his study was to introduce and classify the
language learning strategies and then discuss about the necessity of use of them in teaching
foreign and especially English language. The problem area while conducting the study were
the friction between teaching and learning strategies and the lack use of key and effective
strategies for foreign language learning.

From the researcher’s perspective, the fields of English language teaching, needs of
learners, learning styles and strategies have been ignored to large extent, which in this regard
the gap between teaching and compile of books can be decreased by discovering of governing
learning strategies and effective strategies teaching for learning language skills. Next,
memorizing words also has reported in the study as, giving impact of cognition to learners
who learn English as their foreign language. The researcher’s descriptive-analysis study
initiated the problem; friction between teaching and learning and strategies and the lack of
use of key and effective strategies for foreign language learning. Another aim of the study

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was to show that learning and use of self-regulated strategies help learners in two “result-
based” and “process-based” when writing foreign language. As the findings of the study, the
researcher concluded that it is important to know the relation between the motivational
believes and language learning strategies give impact in learning English.

Therefore, the lack use of teaching and learning strategies by the second-language
teachers needs to be specified and enhance regularly. At the same time, learners too, in other
to master the language, should follow and learn the other way of learning; which is through
memorization.

2.1.2 Short sentence memorization is essential on the speaking skill

(Ikuo Kitagaki, 2013) in his experimental analysis learning method, effects of English short
sentences memorization on the speaking skill and e-learning of English where he divided the
method into: E-Learning method, educational evaluation method and competency method in
term of pre and post-test to several Japanese students who less in speaking English, and then
discovered that nearly seventy-five per cent of cases showed improvement during the
observation. The researcher stated the problems for his research which are the effect of
English short sentence memorization on the speaking skill and it is possible for the student to
do the prompt oral translation easier. The researcher has developed an English e-learning
system which aimed the enhancement of the speaking skill with three main steps: English
short sentence memorization, practice of pronunciation and prompt oral translation. Then,
another test had done by the researcher was, the speaking test conducted by hiring three
native speakers who evaluate the degree of competency of each Japanese students and the
result showed that sentence memorization has an effect on the enhancement of the speaking
skill.
Throughout the experiment, memorization did impacted the improvement in speaking
skill, especially for the non-native speakers, whereby if given continuous exercises and
practices, it is possible to the learners one day could acquire the language and speak
confidently without hesitation.

2.1.3 Memorization enhances oral ability

There are so many of studies and researches give similar opinions and thoughts on the
effectiveness of memorization. There were a few researchers had conducted a study of
applying memorization method to enhance English oral ability among 45 sixth graders of
primary school students’, stated the problems occurred in the attitude toward memorization in

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order to develop speaking ability and researcher still finds a large number of students
reluctant, afraid or even anxious to speak this target language inside or outside the classroom
and they found the major findings of the method for both experimental through instructions
and traditional. (Wen-Chin, Min-Chuan Yang, Kuan-Ming Lin, 2016) stated that, in their
quantitative and ethnographic method, the memorization had better effects on students’ oral
ability than traditional approach. There was a significant difference in the subjects’ oral
accuracy and fluency between the two groups, whereas the experimental group which was
asked to memorize the whole contents in the textbook performed better than the traditional
group. Next, the researchers also found the memorization method enabled the students to deal
with questions related to their personal lives. Not only the memorization approach enhances
the students’ ability in oral but the teaching process through memorization also improved the
students’ abilities of listening and reading too. The last finding, students held positive
attitudes towards learning English through memorization and the speaking activities adopted.
The implications of the study, as for improvement, it is crucial that language instructors help
students build a correct and positive attitude toward memorization, guide them to memorize
any given materials with full understanding, and make the whole process more interesting
and inspiring.
It is so far, memorization give positive impact to improve and enhance student’s
ability in speaking. Although at the first place, the cognitive process of memorizing is
difficult to be implemented, at the end of the research, it showed improvement that leads to
succession.

2.1.4 The relationship between memorization and learning

Duong Thi Hoang Oanh and Nguyen Thu Hien (2006) investigated whether memorization is
accepted as a strategy in the process of learning EFL in EFL students; and teachers’
perspectives. The research aims is to identify learners’ and teachers’ belief about learning
EFL in relation to memorization as well as to provide an insight into the possible
effectiveness of memorization. The area of problem statement for the study was an argument
whether memorization and communication cannot coexist in an academic environment. The
researchers conducted their study by using quantitative and ethnographic methods which
involved 20 teachers and 70 students as the participants. The results, which collected via
questionnaire and interview were thematically categorized and compared to identify and to
build up confirmatory evidence, has found that; the effects of memorization not only on
students’ speaking and writing abilities but their communication also have been improved.

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Meanwhile, the teachers had specifically doubted that memorization has the “good” and
“bad” in both terms; speaking and communication. As to answer whether memorization is
considered as a learner strategy or not, the researchers found that, it is considered as a
learning strategy where majority of students in about 96% stated that they used memorization
as a strategy to learn vocabulary such as grammar and idioms. About 85% teachers had
claimed that, memorization was needed for learning vocabulary and grammar structures and
70% thought memorization was needed for learning idioms and phrases. As to suggests, the
awareness about good and poor memorization should be raised and highlighted, and that
teachers should consider explaining and constantly reminding students of the potential roles
of memorization in students' learning. And as a conclusion, the study has showed that,
memorization not only improves their ability to remember many vocabularies, it also helps
them to confidently speak and communicate using English language.

2.1.5 Memorization is also part of learning strategies

Not only for analytical subjects but (Khalid Sabie Khamees, 2016) stated language too comes
with an evaluative study which revealed the memorization is efficiently used as a learning
strategy. The researcher explained about the type of learning strategies based on O’Malley et
al. (1985) which classify learning strategies into three categories; metacognitive such as
selective attention, directed attention and self-evaluation. Next is a cognitive strategy such as
repetition, remembering, elaboration, inference and summarizing. The other learning strategy
is social strategies such as asking for clarification and cooperation. 66 undergraduate
participants answered a thirty-item of open-ended questionnaire, and the results were
collected through data analysis. The researcher also statistically analysed and individually
discussed the results and it revealed the most efficient as well as inefficient learners used the
memorization strategy mainly for learning vocabulary, definitions and literary texts. As the
main result, it can be concluded that memorization is a low-level cognitive strategy that can
be used among other high- level cognitive strategies in the process of learning English. In
order to understand and feeling the significant of literature, ones should be explained and
introduced about the topic first, then followed by the memorization activity. Consequently,
this kind of strategy showed impact towards students who learn English. It is suggested that
learners of English, especially, at the early stages of language learning, have to be convinced
that the use of the intentional MS is extremely advantageous as it familiarizes them with the
various English language systems: the phonetic, grammatical, lexical, and more importantly,
the socio-linguistic system.

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2.2 CONCEPTUAL FRAMEWORK

There have been a number of qualitative frameworks by the previous same field researchers.
Most of the frameworks related and qualified with the research. But there are some gaps
which the researcher found that it needs to be concealed with a brand new framework. To
solve the problem, (Ikuo Kitagaki, 2013) came up with the framework where memorizing of
short sentences helped in building students’ oral ability. The conceptual framework seemed
weak because she did not show any variables in her research.

Then, I decided to construct my own conceptual framework, which it is an improvement from

previous framework with the additional variables, systematically explained as the Figure 1
below:

Reading the Short Vocabulary

Pre-Post Test
textbooks Memorization

Survey

Intensive Memorizing
Approach Applied

Students’ Speaking Skill Improved

Figure 1: Conceptual Framework

Source: The researcher’s own build of conceptual framework

The conceptual framework above is constructed by the researcher for her research, to see
whether her intervention of applying memorization approach intensively will improve the
speaking skill among her upper secondary students or not. There are three (3) variables
method she will use to get the improvement in student’s speaking skill; by reading the
textbooks traditionally and teacher will apply and intensive memorizing approach by asking
the students to memorize a topic which consist about 2 pages and observe the students’
response when the Q&A session conducted. Next, the researcher prepare a number of short
vocabularies to be memorized in about 10 minutes by the students, then through a survey, the
researcher will collect the data from her survey, when she provided the students a sheet of

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paper and ask them to rewrite the vocabulary again; how many students could get the
vocabularies. The last, the pre-post-test will be conducted by the researcher, where she set a
class of students with a pre-test, testing the students level of understanding. Then, the
researcher apply her intervention by giving memorization approach intensively by giving the
students to open textbook or revision book for 15 minutes, and close it. Next, the students are
given the same test as during the pre-test, and get the result of her intervention.

2.3 SUMMARY

To sum up, educators especially teachers should apply a multiple teaching and learning
strategies to improve the speaking skill among the students, generally the upper secondary
students. It is because, when they leave the school after the examination, it is important for
them to speak or communicate at least; using English not to make them like the native, but
enough if they could convey the message clearly and then get a brief response on the
message. Good activities such as writing in a foreign language, an intervention of
memorizing words through an E-learning system, the experimental method by memorizing
the whole chapter in textbook or even the traditional way of learning by memorizing some
parts of it, a data collection from triangulation method by interviewing and questionnaire or
an evaluative study on the effectiveness of memorization in learning of English, are all have
significant and holes that need further recommendations via the researcher’s research,
whereas it will combine thoroughly in her qualitative research.

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 REFERENCES

Wen-Chin Chen, Min-Chuan Yang, & Kuan-Ming Lin. 2016. A Study of Applying
Memorization Method to Enhance Primary School Students’ English Oral Ability.
Journal of Economics, Business and Management 4(11): 627 – 631.
https://www.joebm.com/vol4/464-MM0004.pdf [25 March 2019].

Khalid Sabie Khamees. 2016. An Evaluative Study of Memorization as a Strategy for

Learning English. International Journal of English Linguistics 6(4): 248 – 259.
https://www.researchgate.net/publication/305712506 [25 March 2019].

Ikuo Kitagaki. 2013. Effect of English Short Sentences Memorization on the Speaking Skill
and the E-learning of English. Procedia – Social and Behavioral Sciences 103: 348 –
351. https://www.sciencedirect.com/science/article/pii/S1877042813037889 [24
March 2019].

Hoang Oanh, D.T. & Thu Hien, N. 2006. Memorization and EFL Students’ Strategies at
University Level in Vietnam. TESL-EJ 10(2): 1 – 21. http://www.tesl-
ej.org/pdf/ej38/a4.pdf [25 March 2019].

Shahab Sadri & Jafar Firouzi. 2017. The Impact of Cognition on Memorizing Words in
Learners of English as a Foreign Language. Journal of History Culture and Art
Research 6(1): 267 – 280. https://www.researchgate.net/publication/314162986 [23
March 2019].

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