IMPROVING PREPOSITION USING SELF ACCESS LEARNING APPROACH

CHAPTER I
1.1 Introduction
Independent, or Self-Access (SA) language learning, is learning a language through the use
of a self-contained learning environment which provides an independent study program with
readily accessible materials, makes available a form of help -- either through answer keys or
through counsel-ling, and possibly offers the latest technology (Dickinson, 1987). That is,
students are offered an environment in which they are active participants rather than
passive recipients of information.

In this pupils-centred environment students basically set their own curriculum. First, they
analyse their strengths and weaknesses and clarify their objectives. Then they select
materials relevant to those objectives, choosing not only the medium best suited to them,
but also the level appropriate to their ability. Time management plays a significant role in
SA learning. Pupils need to set priorities, decide when and where to study, and determine
how to pace their learning. There is a system of record keeping to indicate their progress.
Finally, they evaluate their learning and, if necessary, change their plan of action after
receiving feedback from a teacher.

1.2 Background of the study
In Malaysia, English is taught as a second language. Students lack motivation and they do
not know how and where to advance their English skills except by waiting for their teachers
to feed them an explicit instruction in the classroom. Students are mostly relying on the
teachers to learn grammar because they have no English grammar exposure back at home.
This SAL program is introduced to promote self-access language learning particular in
grammar to improve knowledge in this learning area.


1.3 Statement of the problem
Primary pupils rely heavily on the teachers for learning. This will hinder their critical, analytical,
and creative thinking. Teacher-centred, rather than student-centred, activities are conducted in
the classroom. Propositions are one of the most difficult aspects of English grammar to master
by NonNative Speakers and they account for a substantial proportion of all grammatical
errors by ESL learners (Chodorow, Tetreault& Han, 2007, p. 5).In the study of Bitchener and
colleagues (2005), errors related to prepositions were accounted by 29% of all the errors that
were detected in the writing of 53 post-intermediate ESL learners. Additionally, Dalgish (1985)
analyzed sentences taken from the Writing Skills Assessment Test and in-class essays of 350
ESL students enrolled in a writing course at an American university. The analysis was
undertaken to determine the most frequent errors in the writings of students from diverse
L1ssuch as Chinese, Russian, Vietnamese, Greek, and Polish through applying computer-
assisted analysis. A substantial number of the errors were related to the misuse of prepositions
followed by subject-verb agreement. In a more recent study (Abushihab, El-Omari&Tobat,
2011) that investigated the most frequent grammatical errors in the writing of 62 Arab EFL
learners enrolled in a paragraph writing course at a private Jordanian university, the
researchers stated that the largest number of errors were related to prepositions comprising
26% of the total errors followed by morphological errors 24%, articles 21%, verbs 11%, active
and passive8 %, and tenses7%.Moreover, Hinkel (2004) claims that even after many years of
L2 learning and use, advanced NNS students may have difficulty with the conventionalized uses
of tenses, aspects and the passive voice in written academic discourse (p.5).

1.4 Objectives of the study
The objectives are threefold:
a) To design a language learning model for SK Pinausok pupils via self-access language
learning experience;
b) To identify the prepositions that is the most difficult for ESL primary students;
c) To test the effectiveness of this learning model.

1.5 Research questions
RQ1: Will pupils accept the notion of self-access learning?
H1: Since pupils rely too much on the teachers for their grammar study, they may not
accept this notion.
RQ2: Is it difficult to promote self-access learning in Malaysian primary school?
H2: Since self-access learning mode is uncommon in Malaysia, it may take some time to
promote this kind of learning to pupils.
RQ3: Could SAL programe improve pupils achievement in prepositions?
H3: It depends on their commitment in following this program.

1.6 Significance of the study
The result of the present research will benefit pupils, teachers, and the English Language
Officer in District Education Office because SAL is rarely used in schools in Sabah. This
research will also could benefit exercise book writer and publishers

1.7 Limitations of the study
Due to time constraint, this research focuses only on grammar (preposition) achievement and
involving only 5 students. It is not possible to covers all skills in allocated time. Therefore, this
research does not cover overall achievement in all skills and would not represent the overall
result.

1.8 Definition of terms
Grammar
Grammar is defined as the rules that govern how a languages sentences are formed
(Thornbury, 2000, p. 1). English grammar has been traditionally viewed as a system of syntax
that decides the order and patterns in which words are arranged in sentences (Close, 1982, p.
13).
The Preposition
The Oxford Dictionary of English defines preposition as a word governing, and usually
preceding, a noun or pronoun and expressing a relation to another word or element in the
clause. A few years ago, Bill Dolan, quoting Lucy Vanderwende (both of the Microsoft NLP
group), suggested that prepositions are essentially just syntactic reflexes that have no real
meaning of their own, only taking on meaning in the context of a larger syntactic pattern.
Prepositions have basically 2 functions.
The 1st function of the preposition is to connect the noun (all types of nouns) to the rest of the
sentence
The 2nd function of the preposition is specify the position of the nouns (person or object)
There are basically 3 types of prepositions:

Time Prepositions - Time prepositions are used to clarify the time of that something or someone
of an action. An example of time prepositions are at, on, in, while, during etc.
Place prepositions - specify the place someone or somebody. Example of time prepositions are:
at, on, in, while, during etc
Direction Prepositions - Direction prepositions are used to clarify the direction of someone or
something. Examples of direction prepositions are: under, over, right, left etc.

Self-access / Self-access Centres and materials / SALL
Since self-access centers became the place where students were to carry out some of their
work as autonomous students and a different mode of learning derived from it, this section
aims to explain some of the ideas related to these terms.
Self access learning
Leslie Dickinson (1987:11) defines SAL as Learners using materials in a self-directed way to
facilitate learning
Malcolm Knowles (1975:18) reviewed SAL as a processin which individual takes the
initiative, with or without help from others, in diagnosing their own learning needs, formulating
learning goals, identifying human and resources for learning, choosing and implementing
appropriate learning strategies, and evaluating learning outcomes. He argued that learners
learn better than those who sit passively waiting to be taught. A learners who is self-directed
wll gradually take control of his own learning, to set his own realistic goals and select the
correct learning strategies to achieve these goals. The learners also know how to monitor his
own progress. L.Dickinson (1995:1) believe that self directed learning will indirectly encourage
learners to be life long learners.
As suggested from the above definitions, as long as the pupils knows how to make decisions
and take respondsibility for their own learning through the use of self-access system, it is self
directed/access/autonomous learning.

Self-learning materials
Self-learning materials are those materials which are designed, written or adapted by the
teacher for pupils to work in pairs, individually, or in group with or without direct supervision.
They maybe learning materials, practice of test materials and where possible an answer key is
provided. The materials are accessible and available to pupils during self-access learning
(Pusat Perkembangan Kurikulum 1991, p.19)
Self-access learning materials are those materials adapted and adopted by SAC teachers to suit
the difference profiency of pupils. The materials are self explanatory with answers keys
provided and pupils can work on the materials without or little supervision from the teachers.

1.9 Conclusion
SAL Corner is widely used and accepted in schools all over the world but this is uncommon in
Malaysia context. School administrators and teachers do not see its benefits and impacts on
student learning. Students still rely on formal traditional classroom teaching. This mind-set
should be changed from teacher-centred to student-centred learning, which is more effective.

As mentioned above, educators and academics in Malaysia are not aware of the importance of
autonomous learning and therefore do not promote self-access learning. In fact, this has been
promoted in Europe, the USA, Canada, and Australia for many years. The Malaysian
government should follow suit, set up a SAL center / corner in each school and help the
learners learn English by using the facilities in the centre since it benefits them profoundly.





















CHAPTER II
2.1 Introduction
2.2 Intervention of the research

Figure 1: The learning cycle

The learning cycle in SAL is based on the figure above. Teacher will explains pupils how to do
the SAL based on the given. The learning cycle explanation is as follows:
1. Mind-Set
Pupils will need to set goal for their achievement in the prepositions worksheet. This is
done based on the pretest result. Their will choose the worksheet based on the types of
preposition that was the lowest marks in the pretest.
2. Plan
After setting the goal, pupils need to set plan on what, how and when they will do the
SAL. This also may including how many worksheet they will do.
3. Action
After planning, pupils will do the SAL according to their plan. They will need to keep a
record book to write their activities. This record book is useful for them and the teacher
to monitor their progress.
4. Outcome
Outcome is the result they got in their SAL activity. Every time after answering each
worksheet, they will need to decide or give feedback based on the outcome of their
activity whether to continue with the same types of questions or starting to set a new
goal. In this condition, If pupils are not satisfied with their result, they will answer the
same types of questions again. If they are, then they will set a new goal.
Pupils will continue this learning cycle for a month.
2.3 Related Models and theories
2.3.1 Learning styles theory
There are numerous learning styles theories and while these are not explicit models of
independent learning, the claims made by learning styles theorists suggest that learning styles
may have a role in enabling learners to understand how they learn and thus improving their
learning and making them more independent learners. Learning styles theory originated in the
US and is derived from earlier work on multiple intelligences by Gardner (1983) and learning
theory by Kolb (1984). The British writer Hall (2005) suggests that there is a great appeal to
learning styles because of the focus on the learner rather than on the subject matter.
Importantly, the concept of learning styles may allow teachers and pupils to explore learning
and provide a common vocabulary in which strategies, motivation and the processes particular
to each learning experience can be discussed. Hall suggests that the learning style debate could
therefore be used for a constructive dialogue between teachers and pupils. It seems that this
aspect of learning styles theory may be of particular importance when considering independent
learning.

By offering learners a vocabulary for understanding both how they learn and why they learn
more effectively in different contexts at different times, learning styles may help students to
become more autonomous, more motivated and more selfregulated.
(Hall, 2005, p56)
However, it is worth noting that the evidence base on learning styles theory has been
contradictory and therefore some claims in respect of some theories about learning style have
to be treated with caution. Likewise, there has been controversy about the misapplication of
learning styles theory to practice.


2.3.2 Related models
Pintrichs model
Pintrich (2000) proposes a model that aims to classify and analyse the different processes that
play a part during self-regulated learning. In Pintrichs model the processes of self-regulation
are organised according to four phases: planning, selfmonitoring, control and evaluation. These
four phases represent a general sequence, which pupils complete as they carry out tasks.
Within each of these phases self-regulation activities are in turn structured into four areas:
cognitive, motivational / affective, behavioural and contextual.

The process of self-regulation begins in the planning phase, where activities such as goal
setting occur. The self-monitoring phase includes activities that help pupils become aware of
their state of cognition, motivation and emotion. In response to the self-monitoring phase,
control activities are put into place, such as regulating time and effort. The evaluation/reflection
phase includes judgements and evaluations that pupils make regarding this task execution.
These judgements and evaluation influence the planning phase of subsequent learning tasks.

Zimmermans model
Extending Pintrichs model, Zimmerman (2002) proposes a model of the phases and
subprocesses of self-regulation, which demonstrates the important role of motivation. This
model suggests that self-regulated learners are proactive learners who incorporate various self-
regulatory processes (eg goal-setting, self-observation and self-evaluation) with task strategies
(eg study, time-management and organizational strategies) and self-motivation beliefs (eg self-
efficacy, intrinsic interest) (Zimmerman, 1989 and Zimmerman, 2000, cited in Cleary and
Zimmerman, 2004). Furthermore, this model considers self-regulatory processes in terms of
three cyclical phases: forethought, performance and self-reflection. The forethought phase
refers to those beliefs and processes that exist and occur before efforts to learn are made. It
consists of two major processes: task analysis and self-motivation. Task analysis involves
setting goals and undertaking strategic planning. Zimmerman stresses that there is considerable
evidence that if learners set specific goals for themselves, such as memorising a word list for a
spelling test, their performance improves. Similarly, there is considerable evidence for increased
academic performance if learners plan their learning, such as planning to use specific spelling
strategies.

Self-motivation
Self-motivation is based on Banduras (2001) model of self-efficacy, which stresses the
importance of pupils belief in being able to accomplish a specific learning outcome. This
indicates that if pupils believe in their personal capability, they are more motivated to learn in a
self-regulatory fashion. There are two major processes involved in the performance phase: self-
control and self-observation. Self-control refers to the use of specific methods or strategies that
were previously selected during the forethought phase. Examples of these specific methods and
strategies are imagery, self-instruction, attention-focusing and task strategies. Self-observation
refers to recording personal events and self-experimentation to determine the cause of events.
For example, pupils may be asked to record the time that they spend on specific tasks to make
them aware of the time they spend studying.

The self-reflection phase involves two major processes: self-judgement and selfreaction. One
type of self-judgement is self-evaluation. Self-evaluation involves comparing ones performance
against some form of standard, such as the performance of others or ones own prior
performance. Another type of selfjudgement is causal attribution. Causal attribution refers to
beliefs about ones successes and failures. Attributing failures to fixed abilities damages
motivation because it implies that any efforts will be in vain. In contrast, attributing failures to
controllable processes improves motivation because it implies that the use of different
strategies could lead to success.

One type of self-reaction is a feeling of satisfaction and positive emotions concerning ones
performance. This increases motivation, whereas a reduction in selfsatisfaction leads to a
reduction in further efforts to learn (Schunk, 2001, cited in Zimmerman, 2002). Self-reactions
also include defensive and adaptive reactions.

Defensive reactions are those that involve the protection of ones self-image by declining from
further opportunities to learn and perform. An example of a defensive reaction would be a pupil
dropping out of a course or being absent for a test.

Adaptive reactions are those that involve making adjustments aimed at increasing the
effectiveness of ones methods of learning. This model proposed by Zimmerman (2002) is
cyclical because self-reflections from previous efforts to learn influence subsequent forethought
processes. For example, Zimmerman and Bandura (1994, cited in Zimmerman, 2002) found
that selfdissatisfaction leads to a decreased level of self-efficacy and reduced efforts during
subsequent learning.

2.4 Previous research
Giles et al (2006) pointed out that research in education in the last few decades has
concentrated on the debate over which classroom methods best improve learning: teacher-
centered or student-centered. The authors stated that research support the idea of student-
centered for better learning. They conducted a study in an introductory university statistics
course using a Latin Square Design to experimentally collect both quantitative and qualitative
data basically about students performance. The study aimed to examine the impact of teaching
style on learning, evaluate these approaches in quantitative courses and establish protocols for
such studies using a statistically controlled design.

Ellis and Chia (2003) conducted a study in Singapore, on students from the Peoples Republic of
China. They considered the effectiveness of self-access language learning for students of the
self-access centre. Their study examined how useful the centre was for improving language
skills. The survey showed that most learners believed that engaging them in selfaccess learning
made them more responsible in learning English. Themajority of learners liked the freedom of
the centre. On the other hand, the author provided some important recommendations to be
considered in such studies; learners should, first, understand the benefits of autonomous
learning and they should be prepared before engaging in the activities of self- access learning.
Second, teachers should initially suggest activities for the learners so that students can
gradually become more responsible for their own learning.

Usuki (2002) conducted a study in Japan on forty-six first year learners of English as a foreign
language. She found that her learners believed that the role of the learner should be activated
and the teachers role must be a facilitator or adviser. She also found that her learners behavior
was affected by the environment that might be influenced by the relationship between the
teacher and the learners and between learners. (Ellis and Chia, 2004)

Gardener and Miller (1997) surveyed 541 self-access centre users in Hong Kong. They found
that Chinese learners had no difficulty with self-access learning and that this method was an
effective one for Chinese learners. (Morrall, 2003)

Whitehouse (2002/2003) initiated an action research to develop teaching methods which aimed
to support chemistry students improving their responsibility for managing their learning. He
found that students have increased their confidence in less- teacher directed method.

Kantamara et al (2006) conducted a study in Thailand to test the innovative curriculum. They
found that that the curriculum was successful self-learning encourages a learner-centered
approach rather than a teacher centered one.

2.5 Conceptual Framework
Getting the coursework task frm the lecturer it 13
th
September 2014
Defining The title of the research in non-Face-to Face meeting with lecturer-26
th
September
2014
Finishing chapter 1-3 -26
th
September- 18
th
October 2014
Field work- conducting the research with participants at SK Pinausok Ranau 20
th
-23
rd
November
2014
24
th
November 2014 10
th
December 2014 Writing the research report
11
th
December 2014 submitting the research task

CHAPTER III
3.1 Introduction

3.2 Participants
This research will involve 5 participants selected randomly from Year 6 pupils at SK Pinausok
Ranau. Language learning materials that is the grammar (prepositions exercise) exercises
worksheets has been provided at the classroom SAL corner.

3.3 Instruments
Pre-test Questions (30 objective questions)
Post-test questions (30 objective questions)
Self-Access Learning worksheets
Record book
Questionnaires
4 Data collection
Data Collection Instruments and procedures
Pre- and Post-Tests.
To study the improvement made the students, I will give the students a test at the beginning
(pre-test) and at the end (post-test) of the program. All randomly selected students, were
notified to voluntary participate in the pre- and post-tests. A total 5 students sat for the pre-
and post- tests. After each test, students were given written feedback on their performance.
In order to ensure accurate measurement of improvement made in the tested language skills by
students after taking the programme, the same amount of questions are given. These questions
consist of 30 objective questions divided by 3 categories. They are 10 questions of prepositions
of time, 10 questions of preposition of place and another 10 questions of preposition of
directions.
Questionnaires.
To obtain information on students' perceptions of the effectiveness of the course and attitudes
towards the SA mode of learning, I will ask students to complete a Student Evaluation
Questionnaire (Appendix A) at the end of the research. The rating scale used was the 5-point
Likert scale, with 5 representing strongly agree and 1 strongly disagree. Students were assured
of confidentiality of their comments and were not required to write their names on the
questionnaires.
Qualitative research method is employed in this study. Data collection is by means of giving
pre-test and post-test to the pupils. Data collected from these two tests will be compared to
identify whether if there is improvement in pupils achievement or otherwise. Questionnaires will
be also conducted. The questionnaires form will be in Likert scoring procedures. The marks for
each students in this questionnaire will be the based to answer the research question the pupils
perception about the course about the In order to check the effectiveness of this program, a
record book is kept by each participant to record their own learning achievement. Pre-test and
post-test is conducted to know whether this learning model is effective in improving pupils
grammar knowledge or not.

3.5 Validity and reliability
The same paper was used for both tests in order to obtain a reliable measure of students'
improvement in their grammar (preposition). Although such a "repeated measures" design was
not perfect (Seliger & Shohamy, 1989, p. 139), it was used to make the measurement of
improvement more reliable as our subjects, and receiving different treatment, were not
homogeneous.


Please remember not to write lengthy report. Instead, include important points only. Refer to
Iteslj, Asian EFL, and other journals for reference.
Please use APA (6th Ed) for reference https://owl.english.purdue.edu/owl/resource/560/01/