The Effectiveness of the Improvised Sociogram Model in the Heterogeneous Classroom in Improving Interaction among the Primary School Learners in the English Language Lesson

Improvised sociogram model was introduced as one of the grouping strategies in this experimental research in measuring its effectiveness in improving the interaction in the heterogeneous classroom of primary school learners in the English language lesson. Three research questions were drawn from this aim to look for the patterns of classroom grouping strategies used by the teachers, the significant effect of the improvised sociogram model in improving the learners’ interaction using the target language and also the potential of this model to be used in the future teaching practice. The research samples were selected from a group of 33 year 5 learners in one of the schools in Johor, Malaysia and also the teacher who directly involved in the lesson. The finding from the questionnaire showed that the teacher initially used random grouping strategies to the learners. At the same time, the result also showed that improvised sociogram model significantly impacted the learners. The correlation result also proved that this model has significant potential to be used in the teaching practice. Having this sociogram model in the classroom practice could benefit both teachers and learners especially in improving the interaction in the language lesson.