Using Active, Creative, Effective and Joyful (ACEJ) Learning Strategies toward English Achievement and their Behavioural Changes among Primary School Students

Abstract

This paper presents a study that experiments the ACEJ Language learning Strategies focusing on its effects toward students’ English language achievement and their behavioural changes. Data is collected through a quantitative and qualitative method. A quasi-experimental approach is adopted with a pre-post-test analysis. A total of 181 year-four students of Elementary Schools in Riau province and three teachers were involved as the participants of the study. The quantitative data showed significant differences on students’ English language achievement scores between experimental and control groups through ACEJ learning. The qualitative data on the other hand, dealt with teachers’ perception towards students’ behavioural changes during the process of the treatment of LLS through Active, creative, Effective and Joyful learning.