Diamond Poems as Vocabulary Building Enablers for Malaysian ESL Primary School Students

Abstract

Malaysian ESL primary school students often struggle with vocabulary acquisition due to traditional, monotonous learning methods. This study explores the effectiveness of using diamond poems to improve vocabulary acquisition among these students by asking three key questions: (1) How do diamond poems impact vocabulary acquisition?, (2) How do students perceive this learning approach?, and (3) What challenges arise in its implementation? Utilizing a Sequential Explanatory Mixed Methods (SEM2) design, the study involved 10 primary students and one teacher from a school in Kota Belud, Sabah, Malaysia. Data collection was carried out through pre- and post-tests, document analysis, questionnaires, and classroom observations. The data were analyzed using descriptive statistics, paired t-tests, and thematic analysis. The findings revealed that the use of diamond poems led to significant improvements in students' vocabulary acquisition, with notable gains in vocabulary usage accuracy. Students reported high levels of engagement and enjoyment in learning through this method. However, the study also identified challenges, such as time constraints and resource limitations faced by teachers in implementing this approach. Overall, the study underscores the importance of innovative teaching strategies in ESL education, particularly the potential of diamond poems to create a more effective and enjoyable learning environment. The insights gained are valuable for policymakers, educators, parents, and students, advocating for the adoption of creative methods to enhance vocabulary learning and student engagement in ESL classrooms.