Академический Документы
Профессиональный Документы
Культура Документы
No.
Content
Pages
1.
Introduction
2-8
2.
3.
Objective/Research Question
16
4.
16
5.
Recommended Action
17-24
6.
24-25
7.
References
26-27
8.
Appendix
8-15
28-
1.0
INTRODUCTION
Ellis (2006) has stated that there are several studies that shown that
instructed learners who get more form-focused grammar teaching achieve better
results and progress faster than those who do not get the same form-focused
grammar teaching. That is why second language users have lots of error in using
language. Therefore, we can conclude that grammar teaching plays an essential
role in second language acquisition. The teacher must able to identify which
grammar points to focus on and how to teach it to his/her students. When
develop activities for pupils, teacher should look into the pupils knowledge and
most common errors (Ellis, 2006). Most of the pupils do not have strong
foundation in Grammar especially in subject-verb agreement. This is why it is
important to detect errors made by them and analyse students most common
errors in order to help them improve their English in term of grammar point and
acquire a higher level of grammatical knowledge.
Hartsuiker and Barkhuysen (2006) reported that students make a lot of
subject-verb agreement error. This shows that in majority of the pupils have
problems with grammar especially in the using of subject-verb agreement. In the
presence of an increased memory load, individuals with low speaking span
committed more agreement errors than high span individuals. For subject-verb
agreement, based on English Language rules, the subject must agree with the
verb. For example, singular subject needs singular verb and plural subject
requires plural verb. The form of the verb has to match the number of things in
the subject. This kind of grammar rules also applies in simple present tense. That
is why when students are making mistakes or error, it is noticeable.
In Kurikulum Bersepadu Sekolah Rendah (KBSR), grammar was taught
implicitly and grammar module is not included in the teaching, but in Kurikulum
2
1.1
1.2
mandi
(verb)
di sungai.
(expansion)
di sungai.
(expansion)
agreement since primary school, they still have the problem to distinguish
the real meaning of subject-verb agreement. It may be because the
teacher teaches grammar in isolation and did not give the pupils wide
range of example and they did not explain much about that.
Nor Hashimah et al. (2008) identify subject verb agreement, affixes,
adverbs, adjectives, plural forms, and copula as the most common
mistakes made by students. Surina and Kamaruzaman (2009) claim that
majority of the Malaysian students still facing a lot of problems with their
subject verb agreement. The pupils have problem in discriminating the
singular subject and singular verb with plural subject and plural verb and
they are not able to apply correct rule of subject-verb agreement. As an
example, in writing, in order to construct meaningful sentences, the pupils
must adhere to the rules of subject-verb agreement. Bautista and
Gonzales (2006), state that the English spoken by Malaysians have
common errors which are misinformation and omission. For examples,
Malaysians students use He sick, Can, It missing, etc. Subject and
verbs are the two important elements that complement each other to
produce complete and correct sentence (Siti Hamin et al. 2010; Surina &
Kamaruzaman, 2009). They provide the very important aspect of language
production. This is why subject verb agreement needs to be stressed in
language learning. Subject verb agreement has been listed as an
essential grammatical component to be taught in all forms in school. It is
specified in the syllabus for the Integrated Secondary School Curriculum
for English language outlined by the Curriculum Development Center
(Ministry of Education, 2000).
Since the meaning is an important tool in teaching grammar, it is
important to contextualise any grammar point. Therefore, I decided to use
song as an intervention for my pupils problem. Foster (2006) has listed
some compelling reasons on why songs and chants should be used in the
language classroom. One of the reasons is song and chants valuable
6
Problem Statement
Based on the pupils exercise (appendix 1) and tasks given to them,
as well as during the pre-test (appendix 3), some of the pupils are not
Preliminary Investigation
This investigation carried out to help pupils to use correct subject
verb agreement. The subject for this research is Year 5 Hazim. The pupils
were chosen based on who met the criteria that will be valuable for the
research. For that, a preliminary investigation was carried out to identify
which pupils suits the criteria of having problem with using and practising
correct subject-verb agreement. Among 37 pupils, a sampling was done to
specifically choose six pupils only to complete the research. Interview,
document analysis method and diagnostic test were used to identify the
problem in pupils in using subject-verb agreement.
2.2.1 Interview
An interview takes place with my supervisor to have clearer
view of pupils that have problems on subject-verb agreement and
suit the criteria to carry out the investigation. However, based on
the interview, the pupils cannot be pointed out easily because there
was almost each and every pupil facing the problem. Based on the
interview, there are 2 most critical students who need helps in using
subject verb agreement (appendix 4). That is one of the reasons
why the method of observation dropped. Observation can only help
to identify the surface issue of the investigation and not the overall
issue. Now, the target group can be identifying to carry out
investigation.
9
continuing their way to the next stage of selection because they did many
subject verb agreement error. For the second method that was document
analysis method, 9 pupils were found to have made some subject-verb
agreement errors in their exercise books. The remaining 18 pupils also
made subject-verb agreement errors, but they make more mistakes in
other grammar area, and this shows that they can grab better input for
subject-verb agreement. After finished with the document analysis method
stage, the last method carried out by conducting test and the six final
participants were identified and will participate in the intervention. The
remaining 3 pupils did only few errors during the test, so they were
excluded in taking part in the research. The six pupils were chosen so that
attention and focus can be given to each pupil when applying the
intervention.
2.4 Criteria of Selection
Six criteria has been analysed to carry out this investigation. The
criteria are as below:
2.4.1 Administrability
Abubakar and Hailaya (2004), claim that administrability is
the ability of the test or tool to be managed easily. Thus, using
songs to teach the use of subject-verb agreement to pupils was
administrable since there are only six pupils to carry out the
intervention on and it is easier to gather the data. Teacher can put
more focus on six pupils in teaching subject verb agreement rather
than focusing on teaching 37 pupils. Additionally, using songs helps
the pupils to create fun environment in the classroom. The
effectiveness in learning subject verb agreement using songs can
be shown in the pupils works and exercises.
11
2.4.2 Significance
In the Dokumen Standard Kurikulum dan Pentaksiran
(DSKP) Year 5, grammar is being emphasized by the Ministry of
Education. The investigation will be significant for both pupils and
school itself as it enables teachers to improve their pupils use of
subject verb agreement in a more fun ways that is using songs.
Teachers will take an initiative to use songs to teach subject verb
agreement. Teachers can change or adapt the songs or teaching
style to suit the needs of the pupils. When the teacher starts to use
songs for teaching, pupils will be more attracted towards learning
and feel motivated to learn and improve their academic
achievement. The school will also get the benefits as it develops
the schools academic performance.
The intervention help pupils to use correct subject verb
agreement rules in learning. That means using correct use of
subject-verb agreement rules are necessary to help pupils to
achieve perfection in every skill. This study can be a starting point
for other teachers to make use of songs to teach subject-verb
agreement in their class later or to teach other grammar point as
well. Besides that, this strategy of using songs also helps to build
teacher-students relationship, increase pupils motivation, and helps
in using correct rules of subject verb agreement. Use of repetitive
words in songs in the intervention helps pupils to engage in a fun
way of learning subject verb agreement and help them to
remember the rules better.
2.4.3 Practicality
As said by Rosov (2007), we are not sure why songs are
powerful, but from a personal angle they are. Songs have provided
pupils with a comfortable atmosphere and help them learn English,
their target language better. To make the intervention more practical
12
2.4.4 Control
Controlling the investigation is easy as there is only one
researcher who will carry out the investigation. The problem of this
faced by pupils in this investigation is the wrong use of the subject
verb agreement rules. The main aim of the investigation is to
improve pupils use of subject verb agreement by using songs.
Douville (2004) argues that the rhythm and repetitive characteristics
of songs helps to reinforce students' oral language development
and motivation. So, using of songs can help to improve pupils use
of subject verb agreement as they have repetitive lyrics. Songs can
be used explicitly as it is a fun and engaging tools that contain a lot
of repetitive words, and it helps me a lot as a researcher to control
the investigation.
2.4.5 Collaboration
In order to carry out this research, I am collaborating with
both the schools management and also the English teacher that
13
teach Year 5 Hazim. I interviewed the teacher about the issue of the
investigation. Both teachers and the school authorities are willing to
help and give their cooperation whenever I need help in my
investigation. The use of songs to teach them can be received well
by the teacher as he knows that pupils have lots of interest in
music.
14
desire learning. It can help pupils to enjoy the songs to learn the teaching
point and easy to memorize the songs.
Subject-Verb Agreement: Siti Hamin et al. (2010) stated that subject and
verbs are the two important elements that complement each other in
producing complete and correct sentence. Subject verb agreement is a
grammar rules which requires the subject to agree with the verb.
3.0
Based on this model, I went through the issue of subjectverb agreement problem in pupils. I came out with a plan and
designing a plan of action on how to overcome the issue. Kemmis
(2009) states that an action research aims at changing three things
that are, practitioners practices, their understandings of what they
are practicing, and the conditions in which they practice. By using
this action, I believe that I can achieve my aims and objective in
order to improve the teaching strategies and also improve the
16
of the change
Reflecting on the process and consequences
Replanning
Acting and observing again
Reflecting again
Method of data
Phase
Action taken
collections
17
Plan
Interview
Document Analysis
of teaching and
Diagnostic test
learning practice
the intervention.
There will be 3 sessions of the
to be improved.
Collect and
analyse data.
A pre - test
(appendix 1)
3 sessions of the
intervention.
One song
(Appendix 2) used
agreement.
Date: 4th-13th of
February 2015
Act
The intervention
process start.
Pupils will sing the
song.
Teach the subject
verb agreement.
Task given to the
pupils.
Drilling
Second session, new
Data collected
At the end of the
substitution table.
Task given (appendix 7) for the
be given a post-test
Interview
Conduct and
Songs
Exercises
18
Date: 16th-27th of
February 2015
their progress.
Pupils were interviewed involved
individually as data collection.
Observe
Songs
Observing the
Checklist
pupils involved
carefully.
Observe the
effectiveness of
using songs.
so
that
can
make
the
same
cycle
will
be
repeated.
5.4
first session in the first cycle and the post-test will also be carried out
once after the intervention is used in the research. The pupils score
in these two tests will be used and tabulated in a table form to
analyse the pupils progress and performance in using subject verb
agreement for each session.
22
Date
16/02/15
27/02/15
Action
02/03/15
of the pupils.
Carried out the preliminary investigation on the
issue identified.
Collecting and analysing data about the issue.
Designing an intervention for the observed
06/03/15
09/03/15
13/03/15
problem.
Constructing
data
collection
tools
and
intervention.
Teacher carried out grammar lessons by using
6.2
Budget
My budget is as below:
23
Items
Manila card
A4 papers
Printer Ink
Photocopy
TOTAL
24
Quantity
5
2 reams
1
10
RM 50.80
REFERENCES
Corder, S.P (1967). The significance of learners errors. IRAL Vol. 5, No. 4. Pp.161-169
Bahiyah Abdul Hamid & Basil Wijayasuria. (1998) English Grammar for Malaysians.
Bangi: Universiti Kebangsaan Malaysia
Dorn, D. (2000). Building Essays: A reader centered writing guide: New Jersey: prentice
Hall.
Munir Shuib (1991). An analysis of Malaysian learners English agreement errors.
University of Essex.
Chitravelu, N, Sithamparam, S., & The, S.C. (2001). ELT Methodology: Principles and
Practice. Selangor: Penerbit Fajar Bakti Sdn. Bhd.
MOE. (n.d). Year 4 Dokumen Standard Kurikulum dan Pentaksiran. Retrieved February
10th, 2015, from http://www.kssronline.com/p/kssr.html
Idek, S., Fong, L., & Sidhu, G. K. (2013). The Use of Consciousness-Raising Tasks in
Learning and Teaching Subject-Verb Agreement. English Language Teaching, 6(6),
p113.
Hinkel, E. (2012). Cognitive-Code Learning. Encyclopedia of the Sciences of Learning.
Retrieved April 25, 2012 from http://download.springer.com/static/pdf/48/prt%253A9781-4419-1428-6%252F3.pdf?
auth66=1398543314_28a043e55f2ae8bd001120aa4c2077cfa&ext=.pdf
Foster, E. (2006). The Value of songs and chants for young learners. Encuentro, 16, 6368.
Chitravelu, N. et. at (2005). ELT Methodology: Principles and Practice. Selangor: Fajar
Bakti.
Lo, R. & Fai Li, H. C. (1998). Songs enhance learner involvement. English Teaching
FORUM, 36/3:8-11
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26
Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
Interview
X
X
O
X
X
X
O
X
X
X
O
X
X
O
X
X
X
O
X
X
X
O
X
X
O
O
X
X
O
X
X
X
X
X
O
X
X
O = Students passed
X = Students failed
27
Document Analysis
O
O
X
X
X
O
X
O
Test
O
O
X
X
-
O
O
X
O
O
X
O
O
X
O
O
O
O
X
O
O
X
O
O
O
X
X
X
X
-