THE EFFECTIVENESS OF WHOLE BRAIN TEACHING ON STUDENTS’ ENGAGEMENT AND SELF

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THE EFFECTIVENESS OF WHOLE BRAIN TEACHING ON STUDENTS’ ENGAGEMENT AND SELF

DISCIPLINE IN LEARNING ENGLISH

BY

SARAH AMJD BADEWI

A dissertation submitted in fulfilment of the requirement for the degree of Master in Education (Teaching Thinking)

Kulliyyah of Education

International Islamic UniversityMalaysia

APRIL 2016

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ABSTRACT

This study examined the effects of the Whole Brain Teaching (WBT) strategy on students’ engagement and self-discipline, in learning English. This study sought to answer the following questions: (1) Does whole brain teaching have a statistically significant effect on students' engagement in learning the English language? And (2) Does whole brain teaching have a statistically significant effect on students' self- discipline in learning the English language?

The subjects were 71 students from the Al-Amin Islamic School in Gombak, Malaysia. This research is a quasi experimental design. The treatment, Whole Brain Teaching, was administered over a period of two weeks. The 71 students have been divided to two groups, 36 in the control group and 35 in the experimental group. The control group received their English lessons via the traditional method, while the experimental group received their English lesson via WBT. The instrument used was a questionnaire that was administered twice as a pretest and posttest. A paired-sample t-test was run on the data to establish the effects of the WBT, results were effective for the experimental group as scores were different score from the pretest. Therefore the WBT treatment did have an effect on student engagement and self-discipline, in learning English. It is suggested that teachers use this method.

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ﺺﺨﻠﻣ ﺚﺤﺒﻟا

ABSTRACT IN ARABIC

ﻞﻣﺎﻜﻟا ﻞﻘﻌﻟا ﺲﻳرﺪﺗ ﲑﺗﺄﺛ یﺪﻣ ﯽﻠﻋ تﺰﻛر ﺔﺳارﺪﻟا ﻩﺬﻫ

) WBT

ﰐاﺬﻟا ﻆﺒﻀﻟا ﯽﻠﻋ

(

ﺔﻳﺰﻴﻠﳒﻻا ﻪﻐﻠﻟا ﻪﺳارد ﯽﻠﻋ ﻢﻫﺰﻴﻛﺮﺗ و بﻼﻄﻠﻟ .

ﻩﺬﻫ ﻦﻋ ﺔﺑﺎﺟﻼﻟ ﯽﻌﺴﺗ ﺔﺳارﺪﻟا ﻩﺬﻫ

ﺔﻠﺌﺳﻷا ١

. ﻞﻣﺎﻜﻟا ﻞﻘﻌﻟا ﺲﻳرﺪﺗ ﻞﻫ

) WBT

ﰐاﺬﻟا ﻆﺒﻀﻟا ﯽﻠﻋ ﺔﻴﺋﺎﺼﺣإ ﻪﻟﻻد وذ ﲑﺛﺄﺗ ﻪﻟ

(

؟ﺔﻳﺰﻴﻠﳒﻹا ﺔﻐﻠﻟا ﻢﻴﻠﻌﺗ ﰲ بﻼﻄﻠﻟ ٢

. ﻞﻣﺎﻜﻟا ﻞﻘﻌﻟا ﺲﻳرﺪﺗ ﻞﻫ

) WBT

وذ ﲑﺛﺄﺗ ﻪﻟ

(

ﻪﻟﻻد

بﻼﻄﻟا دﺪﻋ نﺎﻛ ؟ﺔﻳﺰﻴﻠﳒﻹا ﺔﻐﻠﻟا ﺔﺳارد ﯽﻠﻋ بﻼﻄﻟا ﺰﻴﻛﺮﺗ ﯽﻠﻋ ﺔﻴﺋﺎﺼﺣإ ٧١

ﻦﻣ ﺎﺒﻟﺎﻃ

ﺎﻳﺰﻴﻟﺎﲟ كﺎﺒﲨ ﰲ ﻪﻴﻣﻼﺳﻹا ﲔﻣﻻا ﻪﺳرﺪﻣ .

ﱯﻳﺮﲡ ﻪﺒﺷ ﻖﻳﺮﻃ مﺪﺨﺘﺳا ﺚﺤﺒﻟا اﺬﻫ .

ﺔﻠﻴﺳﻮﻟا

ﲔﻋﻮﺒﺳا ةﺪﳌ ﺖﻠﻤﻌﺘﺳا ﻞﻣﺎﻜﻟا ﻞﻘﻌﻟا ﺲﻳرﺪﺗ .

ﻢﻴﺴﻘﺗ ﰎ ٧١

ﲔﺘﻋﻮﻤﳎ ﯽﻠﻋ ﺎﺒﻟﺎﻃ ٣٦

ﰲ

ﻮﻤ ا و ﺔﻄﺑﺎﻀﻟا ﺔﻋ ٣٥

ﺔﻴﺑﺮﺠﺘﻟا ﺔﻋﻮﻤ ا ﰲ .

ﺖﻧﺎﻛ ﻪﻈﺑﺎﻀﻟا ﺔﻋﻮﻤ ا ﰲ ﺲﻳرﺪﺘﻟا ﺔﻘﻳﺮﻃ

ﻞﻘﻌﻟا ﺲﻳرﺪﺗ ﻪﻘﻳﺮﻃ ﻲﻫ ﺔﻴﺒﻳﺮﺠﺘﻟا ﺔﻋﻮﻤﺠﻤﻠﻟ ﺲﻳرﺪﺘﻟا ﺔﻘﻳﺮﻃ ﺖﻧﺎﻛ ﺎﻤﻨﻴﺑ ،ﺔﻳﺪﻴﻠﻘﺘﻟا ﺔﻘﻳﺮﻄﻟا ﻞﻣﺎﻜﻟا

) WBT

.

(

ﺔﺑﺮﺠﺘﻟا ﺪﻌﺑو ﻞﺒﻗ ﲔﺗﺮﻣ حﺮﻃ نﺎﻴﺒﺘﺳا ﻲﻫ ﺔﻣﺪﺨﺘﺴﳌا ةادﻷا ﺖﻧﺎﻛو .

ﰎو

ﻖﻴﺒﻄﺗ ماﺪﺨﺘﺳا رﺎﺒﺘﺧا

بﻼﻄﻟا ﻰﻠﻋ ةﺮﺛﺆﻣ ﻞﻣﺎﻜﻟا ﻞﻘﻌﻟا ﺲﻳرﺪﺗ ﺔﻠﻴﺳو ﺖﻧﺎﻛ اذإ يﺮﻨﻟ

T

ﻼﻣأ . ﻞﺒﻗ ﺔﺠﻴﺘﻨﻟا ﰲ فﻼﺘﺧا كﺎﻨﻫ نإ ﺚﻴﺣ ﺔﻴﺑﺮﺠﺘﻟا ﺔﻋﻮﻤ ا ﰲ ﻪﻴﺑﺎﳚإ ﺔﺠﻴﺘﻨﻟا ﺖﻧﺎﻛ

رﺎﺒﺘﺧﻻا ﺪﻌﺑو .

ﰐاﺬﻟا ﻆﺒﻀﻟا ﯽﻠﻋ ﻰﻠﻋ ةﺮﺛﺆﻣ ﻞﻣﺎﻜﻟا ﻞﻘﻌﻟا ﺲﻳرﺪﺗ ﺔﻠﻴﺳو ﺖﻧﺎﻛ اذإ

ﻪﻐﻠﻟا ﻪﺳارد ﯽﻠﻋ ﻢﻫﺰﻴﻛﺮﺗو بﻼﻄﻠﻟ ﺔﻳﺰﻴﻠﳒﻻا

. ﻪﻘﻳﺮﻄﻟا ﻩﺬﻫ ﻪﺳرﺎﳑ ﰲ ﻪﻌﺑﺎﺘﳌا ﻞﻀﻔﻳ ﻚﻟﺬﻟو .

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APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion, it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education(Teaching Thinking)..

………..

Siti Rafiah Abdul Hamid Supervisor

I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education(Teaching Thinking).

………..

Suhailah Hussien Examiner

This dissertation was submitted to the Department of Social Foundations of Educational Leadership and is accepted as a fulfilment of the requirement for the degree of Master of Education(Teaching Thinking).

………..

Azam Othman

Head, Department of Social Foundations and Educational Leadership

This dissertation was submitted to the Kulliyyah of Education and is accepted as a fulfilment of the requirement for the degree of Master of Education(Teaching Thinking).

………..

Nik Ahmad Hisham Ismail Dean, Kulliyyah of Education

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DECLARATION

I hereby declare that this dissertation is the result of my own investigations, exceptwhere otherwise stated. I also declare that it has not been previously or concurrentlysubmitted as a whole for any other degrees at IIUM or other institutions.

Sarah Amjd Badewi

Signature ... Date ...

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COPYRIGHT

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

THE EFFECTIVENESS OF WHOLE BRAIN TEACHING ON STUDENTS’ ENGAGEMENT AND SELF DISCIPLINE IN

LEARNING ENGLISH

I declare that the copyright holder of this thesis/dissertation are jointly owned by the student and IIUM.

No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below

1. Any material contained in or derived from this unpublished research may be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieved system and supply copies of this unpublished research if requested by other universities and research libraries.

By signing this form, I acknowledged that I have read and understand theIIUM Intellectual Property Right and Commercialization policy.

Affirmed by Sarah Amjd Badewi

……..……….. ………..

Signature Date

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ACKNOWLEDGEMENTS

All praise be to Allah who has guided us. Never could we have found guidance had it not been for the will of Allah. I seek His forgiveness and rahma. Allah has blessed me with the opportunity to pursue a postgraduate degree, and the ability to accomplish my goal in writing this dissertation, and hence complete my master's degree. Peace be upon His messenger, Muhammad (S.A.W), whom Allah sent to His ummah to teach them Islam.

I thank my family for their unconditional love, support, and prayers. Without them, I could not have gotten through. Thank you for always pushing me and guiding me to succeed. I would like to dedicate this research to my grandfather Hussein, my parents, my siblings, and to Nora, Salma, and Lamees

Finally, to all the friends that I made during the years of my stay here in IIUM, thank you for making it easier.

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LIST OF TABLES

Table 2.1 The Five Rules of Whole Brain Teaching 13

Table 2.2 Schechty's (2002) Five Levels of Student Engagement 14 Table 2.3 Contributions of Self-Discipline to Personal Growth 16

Table 2.4 Meta-Analysis 17

Table 3.1 Gender Composition of the Research Subjects 38

Table 3.2 WBT Studies Used in Instrumentation 39

Table 3.3 Self-Discipline Sub-skills and Indicators (Vasiloff/Lenz, 1984) 41 Table 3.4 Questionnaire Items on the Subjects' Reactions to engagement in

learning and self discipline 41

Table 3.5 Reliability of Questionnaire Items 42

Table 3.6 Data Collection Procedures 43

Table 3.7 Data Analysis Technique 45

Table 4.1 Demographic Characteristics of the Research Subjects 47 Table 4.2 The Control Group's Engagement in Learning English: Pretest

Statistics (n = 36) 47

Table 4.3 The Control Group's Engagement in Learning English: Posttest

Table 4.4 The Experimental Group's Engagement in Learning English:

Pretest Statistics (n = 35) 48

Table 4.5 The Experimental Group's Engagement in Learning English:

Posttest Statistics (n = 35) 49

Table 4.6 The Control Group's Self-Discipline in Learning English: Pretest

Table 4.7 The Control Group's Self-Discipline in Learning English: Posttest

Table 4.8 The Experimental Group's Self-Discipline in Learning English:

Pretest Statistics (n = 35) 51

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Table 4.9 The Experimental Group's Self-Discipline in Learning English:

Posttest Statistics (n = 35) 52

Table 4.10 Mean Pretest and Posttest Scores for Engagement in Learning English for the Control and Experimental Groups (N = 71) 53 Table 4.11 Mean Pretest and Posttest Scores for Self-Discipline in Learning

English for the Control and Experimental Groups (N = 71) 54 Table 4.12 Pair wise t-test Results for Engagement in learning, and Self-

discipline of the control group 55

Table 4.13 Pairwise t-test Results for Engagement in learning, and Self-

discipline of the experimental group 56

Table 5.1 The Study's Research Questions and Hypotheses 59

Table 5.2 Summary of the Research Results 62

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LIST OF FIGURES

Figure 4.1 Comparison of mean scores between pre-tests and post- tests for

engagement in learning 56

Figure 4.2 Comparison of mean scores between pre-tests and post- tests for

self-discipline 57

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CHAPTER ONE INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Whole Brain Teaching (WBT) was introduced in 1999 when three teachers from the USA came up with this idea after observing that the average student in the American school system was two years behind the actual grade level. Since then, Chris Biffle, Jay Vanderfin, and Chris Rekstad have been giving seminars for the last ten years for teachers of all levels in countries around the world (Pederson, 2011). Whole Brain Teaching then became a fast growing movement. The goal of WBT is to create a fun and peaceful learning environment while students repeat core information and practice basic skills. WBTis an instructional approach derived from neuro-linguistic descriptions of the functions of the brains’ right and left hemispheres.

When students lose track of a lesson, teachers would want to steer their attention back to the lesson. Generally, teachers around the world try their best to make their students more engaged in the lesson; they want them to read, listen, and speak at the same time, and for that to happen, teachers want their students to use all four quadrants of the brain, the upper left, upper right, lower left, and lower right.

When students use all four quadrants, it means that they are using the whole brain.

Therefore, teachers come up with different methods to accomplish that, and that is where the whole brain teaching comes in. When learning a language, specifically in English classes, teachers want their studentsto be able to master the four language skills, namely reading, writing, listening, and most importantly, speaking. Introducing the whole brain teaching in an English class entails a challenging classroom experience, yet probably an effective one. Moreover, the whole brain teaching method

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has five rules that students have to follow during the whole class, and the paired teaching component of the method will help to improve their speaking skills, as students re-teach what teachers taught them. This technique enables them to understand the English lessons and practice speaking more effectively.

1.2 THINKING FROM THE ISLAMIC PERSPECTIVE

Thinking is an essential element in human life. It starts in the womb even before a human is born as the fetus recognizes the sound of its parents. Thinking is a mental activity that happens inside the brain, and it involves reflecting and observing things with deep thoughts. When you meditate, it means that you are thinking deeply, almost with all your senses. In the Holy Qur'an, we find many verses talking about thinking.

Allah SWT wants us to think about cosmic phenomena, the creation of man, and everything that exists between the earth and the sky. This is described in the following verse:

ﲔﺟوز ﺎﻬﻴﻓ ﻞﻌﺟ تاﺮﻤﺜﻟا ﻞﻛ ﻦﻣو ارﺎ أو ﻲﺳاور ﺎﻬﻴﻓ ﻞﻌﺟو ضرﻷا ﺪﻣ يﺬﻟا ﻮﻫو ) نوﺮﻜﻔﺘﻳ مﻮﻘﻟ تﺎﻳﻵ ﻚﻟذ ﰲ نإ رﺎﻬﻨﻟا ﻞﻴﻠﻟا ﻲﺸﻐﻳ ﲔﻨﺛا ) (

ﺪﻋﺮﻟا : ( ٣

Meaning:

“And it is He who spread the earth and placed therein firmly set mountains and rivers; and from all of the fruits He made therein two mates; He causes the night to cover the day. Indeed in that are signs for a people who give though” (Al-Ra'ad:3).

In this verse, Allah SWT wants Muslims to think about all that exist in their surroundings. Allah has given humans the gift of the mind and made them special from all other creatures because of humans' ability to use their brains and to think. Islam encourages humans to think, but there are restrictions that Muslims

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should follow. Among these restrictions isnot to think and ponder about things that no human being is given knowledge of:

نوﺮﺼﺒﻳ ﻻ ﲔﻋأ ﻢﳍو ﺎ نﻮﻬﻘﻔﻳ ﻻ بﻮﻠﻗ ﻢﳍ ﺲﻧﻹاو ﻦﳉا ﻦﻣ اﲑﺜﻛ ﻢﻨﻬﳉ ﺎﻧأرذ ﺪﻘﻟو ) ﺴﻳ ﻻ ناذآ ﻢﳍو ﺎ نﻮﻠﻓﺎﻐﻟا ﻢﻫ ﻚﺌﻟوأ ﻞﺿأ ﻢﻫ ﻞﺑ مﺎﻌﻧﻷﺎﻛ ﻚﺌﻟوأ ﺎ نﻮﻌﻤ

(

) فاﺮﻋﻷا : ( ١٧٩

Meaning:

“And We have certainly created for Hell many of the jinn and mankind.

They have hearts with which they do not understand, they have eyes with which they do not see, and they have ears with which they do not hear. Those are like livestock; rather, they are more astray. It is they who are the heedless” (Al-Aa'raf:179).

From the Islamic perspective, Muslims are encouraged to think for themselves in matters pertaining to religious or worldly affairs. The thinking and solving of these issues will make the Muslim civilization grow further.The whole brain teaching method is acceptable in Islam because it constitutes an explanation of how the brain works and how humans can control their mind. Islam teaches that human beings should be able to control their thinking by accepting what is right and blocking what is wrong. All types of socio-economic issues can be solved in contemporary Muslim societies by the whole brain teaching because this method makes us understand issues more clearly. Therefore, when it comes to socio-economic issues, there will be many solutions, as the mind will be focused on solving these issues. With this advanced technique of whole brain teaching, all the senses will be engaged in solving an issue.

This will make it easier for Muslims to understand and be able to come up with plausible solutions. The whole brain teaching method embraces the divergent thinking approach. Muslims should refer to this approach when they cannot find solutions for their problems either in the Holy Qur'an or in thehadith. It is the duty of parents and

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educators to emphasize thinking and educate their children and students on the ways of thinking critically.

1.3 STATEMENT OF THE PROBLEM

In every educational environment, teachers want to see their students interacting in the classroom because they have understood and enjoyed the lesson. When a teacher prepares for a lesson, he/she envisions the outcome clearly, which is a classroom full of students who participate, interact with one another, and respond to the questions asked. In every class, teachers want students to be on their best behavior so they will not interrupt the lesson, and enjoy it. Teachers need a method that could keep the students engaged during the entire learning period as students might lose concentration. Teachers have continued to seek methods in teaching that inspire them to be better educators. In Malaysia, some studies have shown that Malaysian students display poor effort in learning English even though its importance is generally acknowledged (Parilah, 2002). This may be because Malaysian students feel nervous when they are asked to speak English in class. Their anxiety and fear are possible factors that hamper their learning of the language. Anxiety has a great influence on students' attitude to learn English (Hashimah, 2007). Apart from this, the Malaysian language too has a strong influence over the learning of the English language; it interferes in learning the use of English grammar rules, morphology, and syntax (Ambigapathy, 2002; Nambiar, 2007). Also, English is taught as any other subject and teachers expect students to learn it as it is, and not as a language that can be used in daily life situations (Razianna, 2005). In the attempt to resolve some of these problems, this research aimed to help teachers keep their students’ focused and engaged in the lesson, as well as being self-disciplined in English classes by using the

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whole brain teaching (WBT) method. Since, little research exists about whole brain teaching in Malaysia (Saleh, 2012),thus, this research hopes to determine whether or not the whole brain teaching method affects students’ engagement and self-discipline in English language classes.

1.4 OBJECTIVES OF THE STUDY

The objective of this study was to determine the effects of whole brain teaching on students’ engagement and their self-discipline in English language classes.

1.5 RESEARCH QUESTIONS

1. Does whole brain teaching have a statistically significant effect on students' engagement in learning the English language?

2. Does whole brain teaching have a statistically significant effect on students' self-discipline in learning the English language?

1.6 RESEARCH HYPOTHESES

The following hypotheses were examined:

H1: The subjects in the experimental group perceived themselves to be more engaged in learning English than those in the control group.

H2: The subjects in the experimental group perceived themselves toexhibit greater self-discipline in learning English than those in the control group.

1.7 SIGNIFICANCE OF THE STUDY

This study sheds light on whole brain teaching as an effective teaching method in school and how it will help teachers to overcome the difficult learning situations that

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they are confronted with daily. The method may help to change some aspects in the classroom that negatively affect students’ self-discipline and engagement in learning.

The results of this study may bring whole brain teaching to appropriate use in the classroom that will be of an immense benefit to both teachers and students.

1.8 LIMITATIONS OF THE STUDY

The research had limitations in terms of duration and number of subjects.The study was conducted in a short period of two weeks, and the subjects comprised only 74 students. Thus the results must be interpreted with caution. It was also limited in terms of location, where the study was confined to one school in the Gombak area. The students were second language learners of English and were of the same age.

1.9 DEFINITION OF TERMS Whole-Brain Teaching

Whole-brain teaching is an instructional approach derived from neuro-linguistic explanations of the purposes of the brain’s left and right hemispheres (Biffle, 1999) Whole brain teaching is a method that teachers use in class to engage their students and make them focus on the subject that they should learn. WBT makes students eager to learn more in class, even for subjects that they do not like. It will help students increase their abilities to learn and make it easier for them to understand. Whole Brain Teaching is an approach used in classrooms to make both the right and the left hemispheres of the brain engaged with information and action. It emphasizes active learning. WBT makesall students interact in class and increases their in-class participation.

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7 Students’ Engagement

When students make a psychological investment in learning, they try hard to learn what the school offers. They take pride not simply in earning the formal indicators of success (grades), but in understanding the material and incorporating or internalizing it in their lives. Student engagement is frequently used to depict students' willingness to participate in routine school activities, such as attending class, submitting required work, and following teachers' directions in class. However, the term is also increasingly used to describe meaningful student involvement throughout the learning environment, including students' participating in curriculum design, classroom management, and school building climate (Chapman, 2003).

Students’ Self-Discipline

Self-discipline is a combination of self-control, self-restraint,self-reliance, and independence. It requires training and controlling oneself and one's conduct, feelings, desires, and other aspects for personal improvement. Self-discipline is the ability to get yourself to take action regardless of your emotional state (Pavlina, 2005). Self- discipline can be considered a type of selective training, creating new habits of thought, action, and speech toward improving oneself and reaching one's goals. Self- discipline can also be task oriented and selective (Bukkapatnam, 1996).

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CHAPTER TWO LITERATURE REVIEW

2.1 INTRODUCTION

This chapter primarily focuses on the literature on whole brain teaching, its five class room rules, students’ engagement in learning, and students’ self-discipline. In addition, the literature on the effectiveness of the whole brain teaching, how teachers use the whole brain teaching in class, communication via the whole brain teaching method and how the whole brain teaching improves students’ behavior is presented in order to be used as a foundation for this study.

2.2 THE HERMANN WHOLE BRAIN THEORY METHOD

The Hermann Whole Brain Theory (WBT) is one of many ways of learning a language. The WBT method considers the brain to be composed of four quadrants, logical-rational, feelings-interpersonal, big picture-creative, and organized-planned (University of California, 2012). The theory considers each of the quadrants equally important and believes each person to have all the quadrants, although people have different strengths depending on their personal preferences. Many experts believe nature and nurture are involved in developing the four quadrants.

An important part of the Hermann WBT theory is the belief that all organizations need people with competencies and preferences from all four quadrants, and people from all four quadrants need to respect each other’s diversity. Such diversity is essential when learning a new language with new topics, ideas and assumptions.

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One of the best strengths of the Hermann WBT model is its flexibility and creativity. Despite dividing the brain into quadrants, the model is very intuitive and is intended to spark creative insights via this framework. The model is often used to teach many different skills. When conducting the literature review, it quickly appeared that the WBT is used to teach everything from language to physical education and more.

Of course, there are many ways of learning English. Some learns English the old fashioned way by memorizing texts, word lists, and grammar. Howeverthe Hermann WBT model was used to introduce new topics and ideas, and to make learning English part of learning other skills as well. Indeed learning English as part of learning other topics of interests makes it a perfect example of WBT, because many different parts of the mind are used, not just the logical part of memorization.

2.3 WHOLE BRAIN TEACHINGMETHOD

Whole brain teaching is a method that teachers use in class to engage their students and make them focus on the subject that they should learn. WBT makes students eager to learn more in class, even in subjects that they do not like. It will help students increase their abilities to learn and make it easier for them to understand.Whole Brain Teaching is an approach used in classrooms to make both the right and the left hemispheres of the brain engaged with information and action. It emphasizes active learning. WBT engages everyone in the class simultaneously and increases students'participation in the learning process.

In Whole Brain Teaching, the teacher uses both verbal language and non- verbal cues to deliver information to students. To make sure that students understand, the teacher makes them repeat what he/she had just told them using the same verbal

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and non-verbal methods. This technique is two-pronged; it helps the teacher to master the content of the subject that is beingtaught, at the same time making the students reflect on the content and understand it more deeply. Whole Brain teaching will enhance students' emotional intelligence because the lesson will be hooked to the long-term memory from the fun and joy that it has created in class. Such a teaching will likely make students remember the information all the time.

When a teacher loses management of the classroom and learning becomes dull for both the teacher and the students, then the teacher should change the strategy and find asolution to get out of this problem. In this regard, WBT can change things for both parties. Theteacher will regain power and control over the class again and the students will once again be willing to learn. The interaction between the teacher and the students will be made more meaningful as both parties will be participating. There will be social interaction in class when it is time for students to repeat the lesson in the

"Class-Teach", where the teacher puts students in groups of twos and asks them to teach each other. It will make them feel as if they are in a competitionwith their peers.

For the one on one teaching, students will be eager to finish recalling the lesson to get points from their teacher. There will be a chart for that, not just for competing with each other, but also for the whole class against their teacher, after which there will be rewards and recognition that will definitely motivate the students to achieve more.

Learning is effective when it is done through: aurally, visually, or both.

Students will be focused more with the teacher, when using both because it will activate the short term memory and it help them process new information easily. So when a teacher uses his hand for gestures and his voice to explain, the lesson will be planted in the students’ minds.

(23)

11

WBT affects the teaching and learning process because it improves learning efficiency. Classes will become more organized and more interactive. Students' grades will improve. Hence, both teacher and studentswill achieve a greater amount of self- esteem, and have the power to learn and teach.

WBT encourages students to use their imagination when comprehending the lesson. Theymay visualize what they learn through drawing, and may use drama to acquire and memorize the new knowledge. Whole Brain Teaching can also be used for students of all ages from preschool through secondary school and even college. Many educators prefer the WBT processes, because it can help toimprove students in so many fields. Whole Brain Teaching can help to improve students' reading abilities, problem solving, and engagement in the classroom. It is a fun and easy method to use with students. If the rules are fun, the students will follow. If the whole brain is engaged with the learning process, there will be no space left for students to indulge in disruptive behaviors.

2.3.1 Class-Yes

The class yes is one of the most important parts of the whole brain teaching. It is the attention-getter that will make students focus on their teacher, as it presents habituation. It prepares students for the next step of the lesson, as they know once the teacher says “class” an important point of the lesson will be presented. The way it works, is that whenever the teacher says “class” the students have to reply “yes”, no matter how many times the teacher says it and how it is said, for example if the teacher says “class, class” they have to respond “yes, yes” if the teacher says

“Classity-class-class!’ they have to say ‘Yessity-yes-yes!” and so on. It is an effective approach that will make the students active and attentive throughout the whole class.

(24)

12 2.3.2 Five Classroom Rules

Five classroom rules are important elements in the WBT class.The rules should be displayed in front of the students at all times so that they can remember them. The five rules should be memorized before the beginning of each lesson. There is an assigned gesture to every rule.The gesture will activate students’ motor cortex in the brain’s most powerful area for creating and retaining memories, as well as it will make the rules entertaining and fun to rehearse which will engage the students’ limbic system (Biffle, 2002). The five rules are: (i) following directions quickly; (ii) raising your hand to ask for permission to speak; (iii)raisingyour hand for permission to leave your seat; (iv) making smart choices; and (v) keeping the teacher happy. Table 2.1 explains the five rules in detail. The five rules are related to the brain because the brain learns in five ways, namelythrough seeing, saying, hearing, doing, and feeling. When the teacher uses these signs, the students'minds become more operational because they will see the teacher using the signs and they will say it by repeating after him/her and hearing it and doing the same gestures.By doing all this, they will feel the fun and enjoy their lesson. (Appendix B).

THE EFFECTIVENESS OF WHOLE BRAIN TEACHING ON STUDENTS’ ENGAGEMENT AND SELF

THE EFFECTIVENESS OF WHOLE BRAIN TEACHING ON STUDENTS’ ENGAGEMENT AND SELF

DISCIPLINE IN LEARNING ENGLISH

BY

SARAH AMJD BADEWI

A dissertation submitted in fulfilment of the requirement for the degree of Master in Education (Teaching Thinking)

Kulliyyah of Education

International Islamic UniversityMalaysia

APRIL 2016

ABSTRACT

ﺺﺨﻠﻣ ﺚﺤﺒﻟا

ABSTRACT IN ARABIC

ﻞﻣﺎﻜﻟا ﻞﻘﻌﻟا ﺲﻳرﺪﺗ ﲑﺗﺄﺛ یﺪﻣ ﯽﻠﻋ تﺰﻛر ﺔﺳارﺪﻟا ﻩﺬﻫ

ﰐاﺬﻟا ﻆﺒﻀﻟا ﯽﻠﻋ

ﺔﻳﺰﻴﻠﳒﻻا ﻪﻐﻠﻟا ﻪﺳارد ﯽﻠﻋ ﻢﻫﺰﻴﻛﺮﺗ و بﻼﻄﻠﻟ .

ﻩﺬﻫ ﻦﻋ ﺔﺑﺎﺟﻼﻟ ﯽﻌﺴﺗ ﺔﺳارﺪﻟا ﻩﺬﻫ

ﺔﻠﺌﺳﻷا ١

. ﻞﻣﺎﻜﻟا ﻞﻘﻌﻟا ﺲﻳرﺪﺗ ﻞﻫ

ﰐاﺬﻟا ﻆﺒﻀﻟا ﯽﻠﻋ ﺔﻴﺋﺎﺼﺣإ ﻪﻟﻻد وذ ﲑﺛﺄﺗ ﻪﻟ

؟ﺔﻳﺰﻴﻠﳒﻹا ﺔﻐﻠﻟا ﻢﻴﻠﻌﺗ ﰲ بﻼﻄﻠﻟ ٢

. ﻞﻣﺎﻜﻟا ﻞﻘﻌﻟا ﺲﻳرﺪﺗ ﻞﻫ

وذ ﲑﺛﺄﺗ ﻪﻟ

ﻪﻟﻻد

بﻼﻄﻟا دﺪﻋ نﺎﻛ ؟ﺔﻳﺰﻴﻠﳒﻹا ﺔﻐﻠﻟا ﺔﺳارد ﯽﻠﻋ بﻼﻄﻟا ﺰﻴﻛﺮﺗ ﯽﻠﻋ ﺔﻴﺋﺎﺼﺣإ ٧١

ﻦﻣ ﺎﺒﻟﺎﻃ

ﺎﻳﺰﻴﻟﺎﲟ كﺎﺒﲨ ﰲ ﻪﻴﻣﻼﺳﻹا ﲔﻣﻻا ﻪﺳرﺪﻣ .

ﱯﻳﺮﲡ ﻪﺒﺷ ﻖﻳﺮﻃ مﺪﺨﺘﺳا ﺚﺤﺒﻟا اﺬﻫ .

ﺔﻠﻴﺳﻮﻟا

ﲔﻋﻮﺒﺳا ةﺪﳌ ﺖﻠﻤﻌﺘﺳا ﻞﻣﺎﻜﻟا ﻞﻘﻌﻟا ﺲﻳرﺪﺗ .

ﻢﻴﺴﻘﺗ ﰎ ٧١

ﲔﺘﻋﻮﻤﳎ ﯽﻠﻋ ﺎﺒﻟﺎﻃ ٣٦

ﰲ

ﻮﻤ ا و ﺔﻄﺑﺎﻀﻟا ﺔﻋ ٣٥

ﺔﻴﺑﺮﺠﺘﻟا ﺔﻋﻮﻤ ا ﰲ .

ﺖﻧﺎﻛ ﻪﻈﺑﺎﻀﻟا ﺔﻋﻮﻤ ا ﰲ ﺲﻳرﺪﺘﻟا ﺔﻘﻳﺮﻃ

ﻞﻘﻌﻟا ﺲﻳرﺪﺗ ﻪﻘﻳﺮﻃ ﻲﻫ ﺔﻴﺒﻳﺮﺠﺘﻟا ﺔﻋﻮﻤﺠﻤﻠﻟ ﺲﻳرﺪﺘﻟا ﺔﻘﻳﺮﻃ ﺖﻧﺎﻛ ﺎﻤﻨﻴﺑ ،ﺔﻳﺪﻴﻠﻘﺘﻟا ﺔﻘﻳﺮﻄﻟا ﻞﻣﺎﻜﻟا

.

ﺔﺑﺮﺠﺘﻟا ﺪﻌﺑو ﻞﺒﻗ ﲔﺗﺮﻣ حﺮﻃ نﺎﻴﺒﺘﺳا ﻲﻫ ﺔﻣﺪﺨﺘﺴﳌا ةادﻷا ﺖﻧﺎﻛو .

ﰎو

ﻖﻴﺒﻄﺗ ماﺪﺨﺘﺳا رﺎﺒﺘﺧا

بﻼﻄﻟا ﻰﻠﻋ ةﺮﺛﺆﻣ ﻞﻣﺎﻜﻟا ﻞﻘﻌﻟا ﺲﻳرﺪﺗ ﺔﻠﻴﺳو ﺖﻧﺎﻛ اذإ يﺮﻨﻟ

ﻼﻣأ . ﻞﺒﻗ ﺔﺠﻴﺘﻨﻟا ﰲ فﻼﺘﺧا كﺎﻨﻫ نإ ﺚﻴﺣ ﺔﻴﺑﺮﺠﺘﻟا ﺔﻋﻮﻤ ا ﰲ ﻪﻴﺑﺎﳚإ ﺔﺠﻴﺘﻨﻟا ﺖﻧﺎﻛ

رﺎﺒﺘﺧﻻا ﺪﻌﺑو .

ﰐاﺬﻟا ﻆﺒﻀﻟا ﯽﻠﻋ ﻰﻠﻋ ةﺮﺛﺆﻣ ﻞﻣﺎﻜﻟا ﻞﻘﻌﻟا ﺲﻳرﺪﺗ ﺔﻠﻴﺳو ﺖﻧﺎﻛ اذإ

ﻪﻐﻠﻟا ﻪﺳارد ﯽﻠﻋ ﻢﻫﺰﻴﻛﺮﺗو بﻼﻄﻠﻟ ﺔﻳﺰﻴﻠﳒﻻا

. ﻪﻘﻳﺮﻄﻟا ﻩﺬﻫ ﻪﺳرﺎﳑ ﰲ ﻪﻌﺑﺎﺘﳌا ﻞﻀﻔﻳ ﻚﻟﺬﻟو .

APPROVAL PAGE

DECLARATION

COPYRIGHT

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

THE EFFECTIVENESS OF WHOLE BRAIN TEACHING ON STUDENTS’ ENGAGEMENT AND SELF DISCIPLINE IN

LEARNING ENGLISH

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

CHAPTER ONE INTRODUCTION

ﲔﺟوز ﺎﻬﻴﻓ ﻞﻌﺟ تاﺮﻤﺜﻟا ﻞﻛ ﻦﻣو ارﺎ أو ﻲﺳاور ﺎﻬﻴﻓ ﻞﻌﺟو ضرﻷا ﺪﻣ يﺬﻟا ﻮﻫو ) نوﺮﻜﻔﺘﻳ مﻮﻘﻟ تﺎﻳﻵ ﻚﻟذ ﰲ نإ رﺎﻬﻨﻟا ﻞﻴﻠﻟا ﻲﺸﻐﻳ ﲔﻨﺛا ) (

ﺪﻋﺮﻟا : ( ٣

(

) فاﺮﻋﻷا : ( ١٧٩

CHAPTER TWO LITERATURE REVIEW