ACKNOWLEDGEMENT

I would like to express my gratitude and appreciation towards those who have been involved in this study. Thank you for the cooperation and support given to me in completing the study. Your helps and kindness is much appreciated. Thank you to: Pn. Ha ah !"i"ah binti Hamdan# the Headmistress of $% $ungai Tukang $idin &n. 'uhamad $hamsul bin $aad# my beloved husband Teachers of $% $ungai Tukang $idin Year ( !l)%hindi pupils of $% $ungai Tukang $idin Hilir Perak &ducational *istrict +ffice ,abatan Pela aran Perak

ABSTRACT The %-$. syllabus of &nglish /anguage focuses on four skills# which are reading# listening# speaking and writing. In addition# grammar item is an essential aspect that needs to be integrated in the teaching and learning process. I believe that in order to be good in the other four skills# the pupils need to master the grammar item first especially when writing skill is concerned. The purpose of this study is to examine whether the $Pa)0 method is effective in improving the pupils1 understanding on $ub ect)2erb !greement 3$2!4. 5or that purpose# the pupils need to master the concept of singular and plural nouns which is a very crucial aspect in determining the sub ect in $2!. However# the failure of differentiating between these two nouns will lead them to the misconception of the topic. Therefore# drilling activities on differentiating singular and plural nouns is important and re6uired before further steps of the study could be done. The activities will be further discussed in next chapter.

1.0

TEACHING AND LEARNING REFLECTION Through my observation# I found out that most of my pupils are weak in grammar. They

are always get confused where to put the letter s either on the nouns or the verbs necessarily. This happens because they still do not have the concept of singular and plural as well as sub ect) verbs agreement in their mind. Therefore# grammar becomes a ma or problem for them. They also do not show their interest especially when it comes to sentence writing and it is hard for them to write even one simple sentence correctly. !s a result# my writing lessons always end up with me who1s the one guiding them with the correct answers and putting the s1 here and there. This situation makes me wonder# how they are going to get the good marks especially in &nglish Paper 7 which re6uires them to be pretty good in sentence writing and expanding the notes into a short composition. However# it is deniable that most the pupils of Year ( !l)%hindi are pretty good in reading# whereby most of them can read the text fluently and have correct and accurate pronunciation of the words. +n top of that# they are very interested in learning &nglish and very eager to volunteer in teaching and learning activities especially when it involves reading and role) plays# which they loved most# when they were in /evel 8 3Year 8 9 Year :4

2.0

ISSUE The research focuses on grammatical aspect of &nglish /anguage particularly $ub ect)

2erbs !greement 3$2!4. It is hoped that through the method that being applied# the pupils will be able to understand the concept of $2! and use it accurately and correctly. +n top of that# I hope that it will guide them to score good result in their &nglish /anguage particularly in answering ob ective 6uestions $ection ; 3<rammar section4 of Paper 8 as well as in sentence construction 3Paper 74.

3.0 i.

RESEARCH OBJECTIVES <eneral +b ective: To improve the pupils understanding on grammatical item particularly $ub ect)2erbs !greement through $Pa)0 method. ii. $pecific +b ective: a4 To ensure that the pupils will be able to differentiate between singular and plural nouns. b4 To ensure that the pupils will be able to use both singular and plural sub ect and verbs correctly and accurately.

4.0

TARGET GROUPS

The target group of this research is 8= pupils of Year ( !l)%hindi# $% $ungai Tukang $idin# which comprises of 8> boys and = girls. This class consists of mixed)ability pupils. Their T+2 of 5inal Year &xamination 7>>? was ?@A compared to the result of B ian Pengesanan 8 3'arch4# where the number of passes decreased to @=A. This is due to their first exposure to &nglish BP$. format# which comprises two papers. !s the result# most of them couldn1t get satisfactory marks especially in Paper 7. However# as I do mentioned earlier# the pupils have positive attitude towards learning &nglish /anguage. They are good in reading and always show their interest in learning activities. Thus# this positive aspect perhaps will make me easier to gain their attention and focus throughout this study.

5.0

IMPLEMENTATION 5.1 OBSERVATION 'y observations through the teaching and learning process show that these pupils are weak in grammar especially when $ub ect 2erb !greement is concerned. This is resulted from their lack of understanding on the concept of both singular and plural verbs. 5urthermore# they were sometimes unable to differentiate between singular and plural nouns accurately# which functioned as the sub ect of every sentence. !s the results# they were unable to answer ob ective 6uestions particularly grammar item 3$ection ;4 of Paper 8. They were also tend to do mistake whenever constructing sentences and this is the reason why they could not score good marks in Paper 7# which where writing is concerned. Therefore# in overcoming this drawback# the pupils need to have a very good understanding on the concept of $ub ect)2erb !greement as it lays the most essential aspect in grammar.

5.2 PRE-TEST ! pre)test was done where the pupils were given with 7> sub ective 6uestions. They need to complete the sentence with a correct form of verb. They need to answer the 6uestions within (> minutes and with no guidance was provided. 3Please refer to !8 attachment in !ppendix4

5.3 APPLICATION OF METHOD

Subject

Verb

S Pa

C $ $
Table 8

$ C $

SP -!" #$ %& 'SP -!( M)&*+# $Pa)0uadrant is the method that I formed based of the concepts of $ub ect 2erb !greement. This method focused on where and when to put the letter Ds1 3to show the plural4 correctly and accurately. The abbreviations used carry these meanings:

S Pa X S

= = = =

singular plural, and no "s" is added "s" is added

5or example :

5.4 DRILLING ACTIVITIES =.(.8 =.(.7 =.(.: *rilling !ctivities 8 *rilling !ctivities 7 *rilling !ctivities :

5.5 POST-TEST

,.0 FINDINGS COMPARISON BETWEEN PRE-TEST AND POST TEST RESULT

E+ 8 7 : ( = @ ? H G 8> 88 87 8: 8( 8= Pupil ! Pupil Pupil ; Pupil * Pupil & Pupil 5 Pupil < Pupil H Pupil I Pupil , Pupil % Pupil / Pupil ' Pupil E Pupil >

E!'&

$;+.& 3 YF7> 4 P.&)T&$T

3 4 6 6 6 6 7 7 8 11 14 13 13 10 16

P+$T)T&$T 8= 8: 8( G H 8G 8H 8@ 8@ 8( 8@ 8G 8H 8: 8G

Table 7

PRE TEST AND POST TEST RESULT

P* +, S, 20 18 16 14 12 10 8 6 4 2 0
Pu pi lA Pu pi l Pu B pi l Pu C pi l Pu D pi l Pu pi l Pu ! pi l" Pu pi l# Pu pi l Pu $ pi l Pu % pi l Pu & pi l Pu ' pi l( Pu pi l Pu ) pi l0
<raph 8 PRE-TEST AND POST-TEST RESULTS ANAL-SIS
.!E<& +5 '!.%$ $core > ) = $core @ ) 8> $core 88 ) 8= $core 8@ ) 7> E+ +5 PBPI/$ P.&)T&$T 2 7 . 1 A 13 47 33 7 P+$T)T&$T > 7 = H A > 8: :: =: 7 = > ? 8:.: ::.: >.> (@.? IT&' 8 7 : ( *I55&.&E;& A

P-S,+, S,

Table :

PRE TEST PRE-TEST GRAPH

7/ 13/

33/

47/

S0ore 0 + .

S0ore 6 + 10

S0ore 11 + 1.

S0ore 16 + 20

<raph 7 ?.> .&;+''&E*!TI+E