HBET4106-1 School-Based Research Mei 2008 The Research Proposal

1.0

Chapter One: INTRODUCTION

If you want knowledge, you must take part in the practice of changing reality. If you want to know the taste of a pear, you must change the pear by eating it yourself. - Mao Zedong, On Practice, July, !"# There were many researches on grammar; one of the researches is on adjectives by one lady teacher who have been teaching for 16 academic years (Madam Latifah Omar) in one of the secondary in Johor Malaysia 2 6! To ma"e the st#dents master on ad$ectives she had come o#t with a device and #sed it to them! The grammar of words is the way they change or order themselves when #se together! Obvio#sly learning to s%ea" or write wo#ld be very diffic#lt if every word had its own ways of behaving! &ort#nately' there are general %atterns' call (r#les) of grammar! This can be descriptive' describing what ha%%ens in fact' and based on how %eo%le act#ally s%ea" and write; and prescriptive' setting o#t how' in the o%inion of e*%erts and a#thorities' %eo%le o#ght to s%ea" or write! +o' it is a descri%tive r#le of general ,nglish grammar that the %ast tense of han s is h!n - that is the way most %eo%le #se the word; it is a %rescri%tive r#le that h#ng sho#ld be han ed when the verb means (to "ill by hanging by the nec")! This research %ro%osal will be foc#sing on the tenses' sim%le %resent tense (reg#lar and irreg#lar verbs)' sim%le %ast tense (reg#lar and irreg#lar verbs) and sim%le f#t#re tenses (.is going to. and .are going to.) only! /n this st#dy / will try to enhance st#dent "nowledge in learning lang#age es%ecially on the %art of s%eech that / mention earlier by e*%erience and integrating the ,nglish Lang#age lesson with combination of 0is#al 1rt lesson! There goes to teaching the st#dents to draw a stic" %eo%le and constr#ct sentences based on certain sit#ation #sing 2rofessor 1ndrew 3right from 4ritish 5o#ncil method! Thro#gh m#lti%le learning e*%erience and st#dents m#lti%le intelligences teaching ,nglish Lang#age thro#gh e*%erience and integrated with 0is#al 1rt lesson will be a way to solve st#dents) %roblems in mastering the tenses!

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

,nhancing st#dents s"ills to master tenses is a very com%licated tas" and on going %rocess for second lang#age learning beca#se it involves other %arts of s%eech s#ch as (verbs)' (sing#lar and %l#ral)' (s#b$ect6verb6agreement) and etcetera! 4#t the foc#s here is "tenses# that is #sed to show the time at which the action of a verb ta"es %lace! +omehow witho#t a %ro%er method' a%%roaches and strategies' st#dents) level of grammar "nowledge will be below the needs of the ed#cational %olicy! To develo% a 7#ality and a%%ro%riate teaching and learning method in order to im%rove o#r st#dents ability in mastering the grammatical s"ills which is ta#ght within the lang#age lesson is ma"ing s#ch a s#ffer and timeless for teacher to do so! 3ith lots of efforts and res%onsibilities / will find o#t the effectiveness of e*%eriential and integrated c#rric#l#m teaching and learning a%%roaches in learning grammar (tenses 6 %art 1) in com%arison to the traditional method of teaching grammar! 1.1 Background Study Learning tenses (verbs) thro#gh listing of words in 8 se%arated col#mn)s of verbs in different tenses and s#bstit#tion tables are common strategies #sed by many teachers in school as way of enhancing st#dent s"ills and "nowledge of grammar! 9rammar ac7#isition thro#gh the #sage of table of words listing and s#bstit#tion tables has been in %ractice for many ages of learning and ac7#iring lang#age s"ills! 4#t according to (Nunan, 1999:5) Learning is seen as a process of self discovery and involves much experiential learning . These ideas are dee%ly rooted in h#manistic %sychology! 5hange within lang#age ed#cation occ#rred beca#se of the dissatisfaction with traditional methods of teaching and learning! :#nan' elaborated on the changes in methodology in relation to a%%roaches to teaching' role of learners' te*ts' reso#rces' classroom organi;ation! To ac7#ire grammar one may need to #se systematic learning strategies and a%%roaches to do so! 1s my research on this s#b$ect is locali;e' with the res#lt gathered' / ho%e to convince other teachers' and myself to ada%t the e*%eriential (5ontem%orary) a%%roach in teaching of grammar (tenses) in secondary school! 1.2 Statement O !ro"#em 2

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

The aim of (<#ri"#l#m 4erse%ad# +e"olah Menengah) is teaching st#dents grammar in every lesson informally to hel% the st#dents to become a com%etent lang#age #ser in s%eech and writing com%onents! =eali;ing the above ob$ectives' c#rric#l#m develo%ers have drafted o#t list of grammatical items on each and everything incl#ding tenses according to the to%ic or certain themes for all learners starting from %re6school to higher secondary school! +t#dents) boredom is one of the main deterrents to s#ccessf#l teaching! =o#tine and %redictability of m#ch of classroom time are often two of ma$or ca#ses! There are other factors s#ch as teaching materials' teacher characteristics etc! +t#dents are wise abo#t what occ#rs in the classroom daily so m#ch so they can tell what will ta"e %lace in class! $an%e#o& '1()* c+ted +n ,armer- 1(((:./ s! ests that teachers need to violet their o$n %ehavio!r to %rea& the chain o' ro!tine in classroo(s) &or instance' if teacher #s#ally dresses in cas#al clothes' he>she sho#ld occasionally t#rn #% to formal attire; if he>she normally sits down' he>she sho#ld stand #%; if he>she is #s#ally energetic and noisy' he>she sho#ld sometimes be calm and tal" slowly! 1ccording to $an%e#o& '1()*/- each ti(e the teacher %rea&s her*his o$n r!les+ he*she sends a ripple thro! h the class , s!rprise and c!riosit- 'osters st!dent involve(ent) /f st#dents s%end a 6 min#tes lesson writing' a variety of other activities sho#ld be incl#ded to brea" the monotony! ?owever' teachers need to create a balance between fi*ed learning and fle*ible learning! 1nother im%ortant iss#e to consider is the im%ortant of following a %re6arranged %lan! 1n interesting lesson incl#des incor%orating a variety of tas"s even s#b$ect and being fle*ible d#ring the lesson itself! 1 balance has to be str#c" between what teachers intend to achieve and res%onding to what st#dents are saying or doing! &or e*am%le' a lesson %lanned for @A min#tes re7#ired more time beca#se the st#dents co#ld not finish one of the tas" or the st#dents need to find ideas or learn how to draw stic" %eo%le which shows s#ch sit#ation! 9ood teacher are fle*ible eno#gh to co%e with those sit#ations! 4eca#se the foc#s is on st#dent and their needs' teacher sho#ld be able to react 7#ic"ly to any #n%lanned events! 9ood teacher are also recogni;ed that their %lans are only 8

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

%rototy%es and they may have to abandon some or all of them if things are too fast or too slow in the lesson! 9rammar ac7#isition is very cr#cial in develo%ing comm#nication and literary s"ills! The "nowledge of grammar will infl#ence greatly his>her %erformance and com%etency of the lang#age! ,ven tho# the lists of grammar item and sentences %attern learners s#%%ose to ac7#ire has been e*%osed to teachers b#t there are no s%ecific a%%roaches or no systematic way to g#ide the teacher how he>she sho#ld %resents it to their st#dents! B#e to the lac" of a systematic ways of %resenting grammar' most teachers ado%ted the traditional a%%roach of teaching grammar in isolation to the st#dents based on their own e*%erience to ma"e s#re that the learning is in a safety mode! 1.0 Conceptua# $rame&ork The %#r%ose of this st#dy is to #se the e*%eriential a%%roach to find o#t whether it is effective for teaching ,nglish grammar (tenses) based on the first col#mn in the contem%orary %edagogy in lang#age ac7#isition! "The content and (ethodolo - (atches learners# needs %e-ond the classroo() .nte ration o' process and content) ) Nunan- D. '1(((:)(/. Second lan !a e teachin and learnin ) Massach!setts/ 0e$%!rr- Ho!se) The st#dy will be im%lemented thro#gh the #sed of an e*%erimental design research device! The e*%erimental gro#% of 2@ st#dents of form @ st#dents of +M< <#ala Jenderis <#ala 4erang' Terenggan# will be e*%osed to teaching of tenses thro#gh e*%eriential a%%roach! The o#tcomes of the st#dy will be the st#dents) %erformance' %references toward method' motivation and disci%line toward learning between the low %roficiency gro#% and the high %roficiency gro#%! &rom the information and st#dy done by other researchers on other grammatical items' had showed that e*%eriential a%%roach together with integrated c#rric#l#m have more advantages com%are to other method! The advantages are as followC6 1! +t#dents are more motivated towards learning ,nglish grammar thro#gh e*%erience by #sing s#ch devices with integration of other s#b$ect! @

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

2!

1 systematic teaching and learning %rocesses enhance st#dents) s"ills in learning the lang#age!

1.1 2+m% o Study The aims of this st#dy is to verify the effectiveness of teaching ,nglish grammar Dsim%le %resent tense' sim%le %ast tense and sim%le f#t#re tense (.is going to. and . are going to.) with the sim%le ,nglish str#ct#re (+#b$ect E verb E etc! - %art 1F thro#gh e*%erience with integration of other s#b$ect (vis#al art) thro#gh learning how to draw or loo"ing at the serial %ict#re of stic" %eo%le in same action at different time! 1.1.1 a! b! O"3ect+4e% o th+% %tudy are: To determine how integrated c#rric#l#m and e*%eriential a%%roach motivate st#dents towards teaching and learning ,nglish grammar (tenses) To determine how integrated c#rric#l#m and e*%eriential a%%roach enhance st#dents level of "nowledge on ling#istic s"ills by s%ea"ing and writing creatively in a n#mber of forms and g#ises! c! To determine how far teaching and learning give st#dents the reso#rces thro#gh which they can contin#e to develo% as a writer in the target lang#age! 1.1.2 a! b! c! Re%earch 5ue%t+on%C ?ow can e*%eriential a%%roach motivate st#dents in ac7#isition of learning tensesG 5an e*%eriential a%%roach be considered as an effective method of instr#ctionsG ?ow many st#dents %refer more of teaching tenses thro#gh the #se of e*%eriential a%%roachG 1.1.0 Re%earch ,ypothe%+%

Three hy%othesis statements have been form#lated to facilitate the answers of the research 7#estions aboveC A

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

a! b!

,*%eriential a%%roaches with integrated s#b$ect are only wor"s as a motivational device for the best st#dent! ,*%eriential a%%roach together with integrated c#rric#l#m is #nder contem%orary %edagogy in lang#age ed#cation which has been %racticing by the ed#cators #ntil now and the methods "ee% changing to s#it the st#dents today!

c!

,very st#dent will get the same level of teaching and learning %reference toward the #sage of e*%eriential a%%roach and integrated c#rric#l#m as a method of learning tenses!

1..

S+gn+ +cant o the %tudy! The ob$ective of this st#dy is to enhance st#dents) lang#age s"ills' cognitive and a

slight of motor s"ill to motivate them in learning how to learn in teaching and learning of grammar (tenses)! /t is ho%e that the o#tcomes of this st#dy will be #sed as a g#ideline for the local teachers to choose and ado%t the best and a%%ro%riate a%%roach when teaching grammar (tenses) to their st#dents! 4y enhancing st#dents) grammar in%#t the teacher wo#ld also facilitate other areas of lang#age ac7#isition as well s#ch' for e*am%le the %rod#ctive areas of s%ea"ing and writing! This st#dy can also hel% to resolve boredom of learning grammar by traditional a%%roach thro#gh list of words (tenses)' s#bstit#tion table and drill activities! Lastly' / ho%e that this st#dy will contrib#te to the research in this area! 1.6 a! 7+m+tat+on o the Study. +t#dents came with difference %ersonality and intelligence! /n this st#dy there is a fle*ibility area to those who was not gifted with vis#al and s%atial intelligence! They may wor"s in gro#% and delegate the drawing %art to other b#t it is not wrong to try o#t the sim%le s"etch! +t#dents selected as e*%erimental s#b$ects may incl#de those with lac" of le*ical item and

These are some of the limitation forecast to arise when carrying o#t this st#dy!

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

sentence b#ilding and this will definitely %ose as an obstacle to them when learning tenses (verbs) thro#gh te*t! b! Time is also the im%ortant as%ects to be ta"en into consideration! The st#dy will occ#r once and st#dents may not be %rovided with s#fficient re%etition of e*%os#re to the conte*t d#ring the st#dy! This factor will affect the st#dents) lang#age s"ills and learning of ,nglish grammar (tenses)! c! The level of integrity in the st#dents res%onses stated in the given 7#estionnaires may limit the acc#rately of this finding! 1.* De +n+t+on% O Term% a) 9rammar b) 5#rric#l#m c) ,*%eriential d) /ntegrated e) Tenses f) 0erb g) 1%%roach learning h) Method i) Bevice $) 2edagogy 6 6 6 6 6 6 6 6 6 6 The lang#age r#les! the gro#% of s#b$ects st#died in a school' college' etcC the school c#rric#l#m! based on one e*%erience to combine two or more things in order to become more effective! any of the forms of a verb which show the time at which an action ha%%ened! a word or %hrase that describes an action' condition or e*%erience! +%ecific %rinci%les in lang#age teaching that are drawn from theories concerning nat#re of lang#age %rocess! The strategies constr#cted based on a %artic#lar a%%roach in carrying o#t learning of lang#age s"ills! a method which is #sed to %rod#ce a desired effectC a literary>rhetorical device the st#dy of the methods and activities of teaching e*isting or ha%%ening nowC contem%orary m#sic>literat#re>art>fashion H ") 5ontem%orary 6

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

l) Traditional

5ontent and methodology decided with reference to the classroom and not with learner) real

comm#nicative needs! m) Learning n) 1c7#isition 6 6 1c7#isition and retention of lang#age s"ills thro#gh formal instr#ction! 1c7#iring lang#age s"ills thro#gh e*%os#re to lang#age and lang#age interaction in nat#ral environments! 1.) Summary Once we begin to ac7#ire lang#age' we want to "now what we can do with it! One way to do this' which has been #nder #tili;ed in ,LT' is es%ecially in the %rod#ction s"ills' s#ch as creative writing etc! 4y writing creatively' st#dent can learn abo#t the craft of writing' and how they can constr#ct and str#ct#re their own lang#age in a#thoritative and stri"ing new ways! /n every s"ill learnt there sho#ld not be the %rivate %ossession of native s%ea"ers or advance learners! 1t every stage of learning a new lang#age' we are involved in discovery' enco#raging st#dents to #se their new ling#istic s"ills in imaginative ways hel%s them to engage in that %rocess of discovery and "ee% the lang#age6learning %rocess alive!

2. Chapter 2 Re4+e& o Re#ated 7+terature

2.1 Introduct+on 1s +te%hen 4roo"field (1IJ8C 16) has commented' writers in the field of e*%eriential learning have tended to #se the term in two contrasting senses! On the one hand the term is #sed to describe the sort of learning #nderta"en by st#dents who are given a chance to ac7#ire and a%%ly "nowledge' s"ills and feelings in an immediate and relevant setting! ,*%eriential learning th#s involves a' Kdirect enco#nter with the %henomena being st#died rather than merely thin"ing abo#t the enco#nter' or only considering the %ossibility of doing something abo#t it!K (4or;a" 1IJ1C I 7#oted in 4roo"field 1IJ8)! This sort of learning is s%onsored by an instit#tion and might be #sed J

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

on training %rogrammes for %rofessions s#ch as social wor" and teaching or in field st#dy %rogrammes s#ch as those for social administration or geogra%hy co#rses! The second ty%e of e*%eriential learning is Ked#cation that occ#rs as a direct %artici%ation in the events of lifeK (?o#le 1IJ C 221)! ?ere learning is not s%onsored by some formal ed#cational instit#tion b#t by %eo%le themselves! /t is learning that is achieved thro#gh reflection #%on everyday e*%erience and is the way that most of #s do o#r learning! M#ch of the literat#re on e*%eriential learning' as 2eter Jarvis comments (1IIAC HA)' Kis act#ally abo#t learning from %rimary e*%erience that is learning thro#gh sense e*%eriencesK! ?e contin#es' K#nfort#nately it has tended to e*cl#de the idea of secondary e*%erience entirelyK! Jarvis also draws attention to the different #ses of the term' citing 3eil and Mc9illKs (1IJIC 8) categori;ation of e*%eriential learning into fo#r KvillagesKC 1illa e 2ne is concerned %artic#larly with assessing and accrediting learning from life and wor" e*%erience!!!! 1illa e T$o foc#ses on e*%eriential learning as a basis for bringing change in the str#ct#res!!! of %ost6school ed#cation!!!! 1illa e Three em%hasi;es e*%eriential learning as a basis for gro#% conscio#sness rising!!!! 1illa e 3o!r is concerned abo#t %ersonal growth and self6awareness! These KvillagesK of a%%roaches retain a foc#s on %rimary e*%erience (and do not really %roblemati;e the notion of e*%erience itself)! Jarvis (1IIAC HH6J ) ma"es the case for a concern for secondary or indirect e*%erience (occ#rring thro#gh ling#istic comm#nication)! 3hile there have been vario#s additions to the literat#re' s#ch as the above' it is the wor" of Bavid 1! <olb (1IH6; 1IJ1; 1IJ@) and his associate =oger &ry (<olb and &ry 1IHA) that still %rovides the central reference %oint for disc#ssion! &ollowing on from <olbKs wor" there has been a growing literat#re aro#nd e*%eriential learning and this is indicative of greater attention to this area by %ractitioners 6 %artic#larly in the area of

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

higher ed#cation! Bavid <olbKs interest lay in e*%loring the %rocesses associated with ma"ing sense of concrete e*%eriences 6 and the different styles of learning that may be involved! /n this he ma"es e*%licit #se of the wor" of 2iaget' Bewey and Lewin 3e ta"e a loo" at grammar #sage in %rod#ction s"ills; there were many st#dies on grammar es%ecially in writing s"ills! :ot mention only on tenses b#t the whole %art of s%eeches! ,sl writing teachers "now from e*%erience that their st#dents often have diffic#lties at both sentence and disco#rse level ,nglish grammar! 4esides' research has %rovided evidence that ,+L writers) error may negatively affect assessments of overall writing 7#ality! 1 st#dy by Mc9irt (1IJ@)' show a statistically significant difference between holistic ratings of ,+L essays with mor%h syntactic and mechanical errors of the same essays in which errors had been corrected! /n contrast' the difference in ratings for a control gro#% of native ,nglish s%ea"er essays with and witho#t errors was not significant! /t seems that misconce%tion abo#t the role of grammar in writing has res#lted from a narrowly defined view of (grammatical instr#ction) as traditional' deconte*t#alised grammar lessons with foc#s on formal analysis of sentence6level synta* (e!g! ty%es of cla#ses and>or a %reocc#%ation with correcting errors! /n contrast to this view as 3iddowson (1IIJ) disc#ssed in his article (9rammar' :onsense and Learning') is one of grammar as a reso#rce for comm#nication' or what 3iddowson terms Lthe ada%tation of le*isM (%!1A@)! in other words' grammar is regarded as an aid to lang#age #sers in an acc#rately comm#nicating their message' not as some isolated body of "nowledge that m#st be st#died for its own sa"e! 3iddowson states that LLang#age learning is essentially grammar learning and it is a mista"e to thin" otherwiseM (%!1A@)! 9rammar is an im%ortant as%ect of second lang#age learning and is reflected in the Malaysian syllab#s for ,nglish at both the %rimary and secondary levels! 4oth the <4+= and <4+M incl#de lists of grammar that need to be ta#ght! 2.2 89per+ent+a# 2pproach

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

There are @ ass#m%tions or so selected res%onses from a 9ooglism search for ,*%eriential ,d#cationC

e*%eriential ed#cation is based on e*%eriential learning which is based on the theory of e*%erience e*%eriential ed#cation is a systematic a%%roach to a%%lied learning whereby a st#dent engages in %rofessional N %rod#ctive e*%eriential ed#cation is a %rocess thro#gh which a learner constr#cts "nowledge e*%eriential ed#cation is %robably the oldest form of ed#cation e*%eriential ed#cation is to develo% s"ills in leadershi% and management e*%eriential ed#cation is learning by doing e*%eriential ed#cation is an ed#cational %hiloso%hy and related strategies to increase #nderstanding e*%eriential ed#cation is sometimes mis#nderstood e*%eriential ed#cation is really the oldest a%%roach to learning e*%eriential ed#cation is a %rocess e*%eriential ed#cation is a term thatKs come to stand in for o#tdoorsy %rograms li"e nols or o#tward bo#nd e*%eriential ed#cation is the most effective way to ma"e a %ositive difference e*%eriential ed#cation is a strategy designed to formally integrate the st#dentKs academic st#dy e*%eriential ed#cation is an ed#cation methodology which integrates the classroom with the wor"%lace e*%eriential ed#cation is any form of ed#cation that integrates st#dentsK e*%eriences into the c#rric#l#m e*%eriential ed#cation is a #ni7#e and %owerf#l training e*%erience that challenges wor"gro#%s to assess their strengths and disc#ss e*%eriential ed#cation is any form of teaching that #tili;es direct Ohands6onO e*%erience e*%eriential ed#cation is an ed#cational strategy that connects classroom theory with %ractice in the real world e*%eriential ed#cation is the %rocess of actively engaging st#dents in an e*%erience that will have real conse7#ences e*%eriential ed#cation is a relatively new conce%t b#t one which is %roving very %o%#lar e*%eriential ed#cation is a general term e*%eriential ed#cation is nothing new e*%eriential ed#cation is the %rocess of actively engaging learners in an e*%erience that will have real conse7#ences e*%eriential ed#cation is to contrib#te to ma"ing a more $#st and com%assionate world e*%eriential ed#cation is also #sed by schools and wor"%laces coming together to allow st#dents to a%%ly classroom learning in the comm#nity and wor"%lace e*%eriential ed#cation is gro#% dynamics 11

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

e*%eriential ed#cation is a str#ct#red semester e*%eriential ed#cation is essentially an ed#cational %hiloso%hy first develo%ed in the late 1Ith cent#ry e*%eriential ed#cation is a %owerf#l learning tool e*%eriential ed#cation is an #mbrella term which describes many different o%%ort#nities e*%eriential ed#cation is %ractically a Om#stO in technical ed#cation as we enter the new millenni#m e*%eriential ed#cation is red#ndant e*%eriential ed#cation is a vital %art of this c#rric#l#m e*%eriential ed#cation is a "ey to s#ccess e*%eriential ed#cation is a %rocess of ed#cation based on learning by direct e*%erience and #sing all the senses e*%eriential ed#cation is only for %eo%le who are interested in the o#tdoors and climbing roc"s e*%eriential ed#cation is based on the %hiloso%hy of coo%erative ed#cation e*%eriential ed#cation is to %rovide for the ed#cational and career develo%ment of the st#dent e*%eriential ed#cation is not se%arate from traditional ed#cation; rather it com%lements it by %roviding o%%ort#nities e*%eriential ed#cation is abo#t %eo%le e*%eriencing a nat#ral' yet often #nfamiliar environment e*%eriential ed#cation is learning that occ#rs thro#gh active involvement in what is being st#died e*%eriential ed#cation is committed to s#%%orting %rofessional develo%ment e*%eriential ed#cation is more involving P the learners are invited to %artici%ate e*%eriential ed#cation is a holistic a%%roach which incor%orates %hysical activity while also %roviding social and emotional challenges e*%eriential ed#cation is a %rocess that differs from traditional ed#cation by maintaining that "nowledge is individ#ally and comm#nally constr#cted by %eo%le (+o#rce C htt%C>>www!wilderdom!com>e*%eriential>,*%eriential3hat/s!html)

This a%%roach is fo#nded on fo#r ass#m%tionsC (1) The foremost st#dent)s writing is stim#lated by %ersonali;ed e*%erience (2) 3riting from e*%erience is e*ec#ted in vario#s modes of disco#rse' for instance e*%ository and academic modes (8) 3riting from e*%erience generally necessitates that st#dents write for an a#dience other than the teacher and (@) The writing framewor" is learned as one mo#lds ideas for an a#dience 12

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

This a%%roach commonly integrates the %rocess a%%roach for it foc#ses on learning by doing (rather than st#dying r#les)' %eer editing and self6assessment (+te%hen' 1IJ ) The %rocess a%%roach which was mention earlier was not left behind! 5#rrently' there has been a shift in foc#s in ,+L writing instr#ction from %rod#ct to %rocess! /n the %rocess a%%roach' teachers g#ide st#dents to discover ideas' %lan' draft' revise and edit their writing! ?ere' st#dents are to write n#mero#s writing drafts #ntil they are satisfied with their %rod#ct! Teacher feedbac" is tailored to assist st#dents reorgani;ed their writing o#tline; discover new ideas' words' and sentences to #se on s#bse7#ent drafts! 2.0 Integrat+4e 2pproach To accom%lish the above ob$ective' Oo+ and :+m Seoh '1((6/ concl#ded; 4le5is+ ra((ar and disco!rse sho!ld no lon er %e ta! ht o' %ein separate in the lan !a e6) 1n integrative a%%roach wo#ld allow the teacher to shift attention from one as%ect of the lang#age to the other and bac" again and all this can be achieved witho#t too m#ch strain by reorienting the more established a%%roach and thin"ing the term of activities rather than clearly se%arate a lesson! /ntegrated c#rric#l#m for ,nglish lesson in o#r co#ntry has beg#n long time ago; in early 2 o#r Ministry of ,d#cation had com%leted the c#rric#l#m s%ecification for teaching Math and +cience in ,nglish! Teachers who are teaching those s#b$ects find it diffic#lt to shift from the L1 to L2! The same %roblems occ#r seem they were not e*%osed to L2! 1ngelita Moreno)s %lea (M,T 0ol H :o 1) has highlighted one of stic"iest %roblems facing many of #s' a %roblem that needs to be shared! Motivating teenagers to s%ea" L2' es%ecially in large' male6dominated classes' is often slow and s#btle %rocess! The %roblem is of co#rse 9rammar ac7#isition! 2.1 89per+ent+a# 2pproach ; Integrat+4e 2pproach 9enerally' these a%%roaches in ,+L have been a%%roved by most schools of tho#ght! ?owever' some teacher 7#estions the validity of these combination a%%roaches es%ecially for develo%ing lang#age s"ills necessary to s#rvive in the academic 18

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

comm#nity! /n reaction to the a%%roaches' some ,+L teachers have advocated an a%%roach called L,nglish for academic or s%ecial %#r%ose'M in which the foc#s is on academic writing tas" design to teach st#dents to write %rose that will be acce%table in the 1merican academic setting (+ilva' 1II ; Le"i' 1II2) 4y combining all a%%roaches in one lesson might enhance st#dents) "nowledge and s"ills on grammar (tenses)! 3ith some effort here and there thro#gh activities %lanned will motivate the st#dents in learning the lang#age s"ills! 2.. Summary 9rammar is %resented thro#gh drills or integrated with comm#nicative e*ercises' b#t sho#ld not be e*%lained! 9rammatical r#les co#ld be e*%lained thro#gh s#bstit#tion tables and sit#ational c#es! /n the year of academic invention' the old fashioned ways mention was occasionally #se nowadays! 3ith the hel% of facilities %rovided nowadays teaching is become more interesting and challenging! Those facilities are s#%%lement to overcome st#dents) boredom in teaching and learning! The st#dents are more advanced in finding information and there are #sing ,nglish in comm#nicating with the materials!

0. Chapter 0 Re%earch <ethodo#ogy

0.1 Introduct+on. This cha%ter will be divided into few sections as follow! &#rther information will be given on the to%ic below! a! =esearch design b! 2o%#lation and sam%ling c! =esearch instr#ments d! 2roced#re for data collection e! 2roced#re of analy;ing the collected data 0.2 Re%earch De%+gn

1@

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

&irst' classroom observation %rocess will be carried o#t while they were answering the 7#estions orally on the 8 tenses! 1t the end of the observation %rocess a set of 7#estionnaires will be distrib#ted to all the st#dents selected for this st#dy! This =ue%t+onna+re 78ppendi5 19 will be #sed to gather the bac"gro#nd information of the st#dents and their attit#de towards the ,nglish lang#age learning %rocess! The final ste%s at this %art sho#ld be' answering the set of =ue%t+onna+re (!ppendix ") by the st#dents to find o#t of their readiness and awareness toward the a%%roach! 1fter that a pre te%t (8ppendi5 :9 will be cond#cted to all the st#dents! This test is cond#cted with the ob$ective of finding o#t the st#dents) level of grammar "nowledge (tenses) "e ore the ne*t co#rse of action can be carry o#t! &irst of all the st#dents will be given the e*am%les of %re%ared gra%hics that shows different tenses' sim%le %resent' sim%le %ast and f#t#re tense (.is going to.and are going to.) with ,nglish basic str#ct#re (+#b$ect E verb E ob$ect!) in a %iece of 1@ %a%er! (!ppendix 5) :e*t' will be the cond#cting of the %lanned lesson for the st#dents! The st#dents will be ta#ght to learn tenses thro#gh the #se of gra%hic ( experiential approach) $hey will be e%ploring the world outside the class to see action done by their friends and base on the e%amples gi&en they try to refresh their memories on the action done and start drawing the serial and write down sentences related. (8ppendi5 69! The st#dent will be divided into gro#%s of three and start to r#n the draw 8 different sit#ations on tenses according to e*am%le given! The teacher distrib#tes a %iece of %a%er for each gro#% and monitors their %rogress! They are allowed to choose any sit#ational c#es! They are given a few min#tes to finish #% their tas"s! They are as" to %resent their wor"! 1fter all st#dent have gone thro#gh the %lanned lessons in a sti%#lated time a %ost6test 'po%t>te%t ? !ppendix #/ will be hand o#t to the st#dents in order to find o#t their scores! 0.0 7ocat+on o re%earch- popu#at+on and %amp#e

1A

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

Twenty &o#r &orm &o#r st#dents from +M< <#ala Jenderis' ?#l# Terenggan#' Terenggan# will be chosen to ta"e %art in this st#dy! These st#dents) %roficiency level will follow the fi*ed scale #sed by the secondary schools! The st#dents and ty%e of school are selected to find o#t the effectiveness of #sing integrated c#rric#l#m a%%roach in a &orm &o#r classroom! +t#dy will be carried o#t on st#dents from all the st#dents! The aim of the st#dy is to find o#t the relevant effects of the above a%%roach! The st#dents) ,nglish ,*amination res#lt will be #sed to classify the st#dents) %roficiency level as show in Table 1! Score 1 -J HI - 6 AI 6 @ 8I- 2 1I 6 1 I 6 below Range ,*cellent 0ery good 9ood 2ass 3ea" 0ery %oor @roup 9ood 9ood 1verage 1verage 3ea" 3ea"

Ta%le 1/ Scale ;sed B- Secondar- School To <eter(ine St!dents# =evel 2' E''icienc0.1 i! ii! iii! iv! In%trument% Q#estionnaires Test ,*am%les Observation

/nstr#ments constr#cted for the st#dy areC

+. 5ue%t+onna+re% The first set of 7#estionnaire will be distrib#ted to all the st#dents ta"ing %art in this st#dy! The ob$ective is to collect or identify st#dents) "nowledge and their bac"gro#nd information towards ,nglish lang#age! +econd set of 7#estionnaires will be given to all st#dents the end of the st#dy to differentiate the scores! ?ere the readiness and awareness of the st#dents will be gathered!

16

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

++. Te%t Two tests will be carried o#t in this st#dy! 1 %re6test is done to identify st#dents) tenses "nowledge in relation to the lesson designed for the st#dy! 1 %ost6test similar to the %re6test will be carried o#t at the end of st#dy to determine the st#dents) %rogress after going thro#gh a few tas"s! +++. Te9t B#ring the %resentation %eriod' the st#dents will learn tenses thro#gh the #se of sit#ational c#es in the form of gra%hic and sentence %attern! The gra%hic was create by the teacher before the lesson! The grammar item is ta"en from form A ?+2! The %#r%ose of choosing gra%hic is to bring first im%ression in learning the lang#age h#moro#sly! The a#thenticity of the gra%hic is believed to %rovo"e the interest and motivation among the learners! 4asically' the %#r%ose of the gra%hic is to enhance st#dents) s"ills on tenses! +4. O"%er4at+on /t is a teacher $#dgment on st#dents based on their bac"gro#nd' attit#des' motivation and disci%line towards learning and teaching of ,nglish Lang#age! The observation will be carried o#t d#ring ,nglish lang#age teaching session in the classroom! 0.. Data Co##ect+on and !rocedure 1 few methods will be #se in the st#dy to gather information regarding the effectiveness of the integrated a%%roach in teaching and learning tenses! The method #sed here are observation (teacher)s $#dgment on st#dents coo%eration' disci%line' motivation and etc)' two sets of 7#estionnaires' s"etch sheet' %re6test and %ost6test! The first set of 7#estionnaire will be given to all the st#dents involved in the st#dy! 1 second set of 7#estionnaire will be given only when they have gone thro#gh the e*%eriment %hase! The %re6test %a%er will contain 1 7#estions! +t#dents will be instr#cted to match and write the correct tenses according to the sentence! 1ll the st#dents ta"ing %art in the e*%eriment will be given 1 min#tes to com%lete the %re6test! ?ere st#dents will be 1H

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

eval#ated of their level of grammar "nowledge! 1t the end of the e*%eriment' after all the st#dents have gone thro#gh the %lanned lesson' a %ost6test will be distrib#ted to them to identify their %rogress! /n the test' st#dents will be instr#cted to com%lete 1 sentences by filling in the blan" with words tenses within 1 min#tes! The lesson will be cond#cted observer by the researcher himself! The research of the st#dy ob$ectives will be e*%lained to all the st#dents and why they sho#ld give their coo%eration d#ring the whole lesson! The st#dents sho#ld ta"e into consideration in learning the tenses in im%roving their com%etency and %erformance lang#age learning! 0.6 Data 2na#y%+% Bata collected by the end of the e*%eriment will be co#nted and tab#lated! Bata collected will then %o%#late in term of %ercentages and %resented in the form of gra%hs for easy analyses and inter%retation! 1ssessment res#lt collected on the st#dents) %rogress in their vocab#lary "nowledge will be eval#ated! Bata gathered from the %re6test and %ost6test will be analy;ed' inter%reted and com%ared between the st#dents with low and high achievement to find o#t the effectiveness of the a%%roaches em%loyed in the e*%eriment! Bata collected from the 7#estionnaires and both the test will be analyses and %resent in term of %ercentages and mean scores! =es#lt of the analy;ed data will be #sed to determine the e*tent of effectiveness of both the a%%roaches in hel%ing the st#dents to ac7#ired and retained or im%rove the st#dents) grammar (tenses) "nowledge! 0.* Summary! The instr#ments designed in this cha%ter 8 will hel% to o%en #% st#dents mind in learning how effective is the integrated a%%roach in hel%ing and im%roving the level of st#dents) grammar "nowledge! 4#t the finding can only be verified after this st#dy has been carried o#t and all the data collected are analy;ed and inter%reted! Re erence% htt%C>>www!learningfrome*%erience!com>images>#%loads>Rama;a"iSandS<ayes!%df htt%C>>en!wi"i%edia!org>wi"i>,*%erientialSlearning 1J

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

htt%C>>www!infed!org>biblio>b6e*%lrn!htm htt%C>>www!reviewing!co!#">research>e*%eriential!learning!htm htt%C>>www!ericdigests!org>1III68>fo*fire!htm htt%C>>www!wilderdom!com>e*%eriential> htt%C>>www!challengemasters!com>ed#cation!htm htt%C>>www!wilderdom!com>e*%eriential>,*%eriential3hat/s!html

9ardner' =! and Lambert 3! 1IH2! 1ttit#de and motivation in second lang#age learning! =owleyC :ewb#ry ?o#se! 4rown' ?!B! 1II@! 2rinci%les of lang#age learning and teaching! :ew Jersey C 2rentice ?all <nobla#ch' 5!?! and lil 4rannon (1IJ@)' =hetorical Traditions and the teaching of writing! T%%er Montclair' :JC4oyton>5oo" 2#blisher' /nc! ,schhol;' 2a#l!1 (1IJ ) LThe %rose Models 1%%roachC Tsing 2rod#cts as 2rocess!M /n T!=! Bonawan and 4!3!!Mc5lelland' (,ds!) ,ight 1%%roaches to Teaching 5om%ositionC Trbana! /LC :ational 5o#ncil of Teachers of ,nglish! Be 4ea#grande' = (1IJ )! Te*t' Bisco#rse and %rocess! :orwood' :JC 1ble* 1ndrew 3right' 2rof (2 2) (1 1 %ict#res for teacher to co%y') 4ritish 5o#ncil

5elca6M#rcia' M!' N ?illes' +!(1IIJ) Techni7#es and =eso#rces in teaching grammar! :ew Ror"C O*ford Tniversity 2ress! +addington' 1! (n!d!)! 3hat is ,*%eriential LearningG htt%C>>www!el!#ct!ac!;a> +mith' M! <! (2 1)! Bavid 1! <olb on e*%eriential learning! the enc-clopedia o' in'or(al ed!cation' htt%C>>www!infed!org>b6e*%lrn!htm ' brief o&er&iew of progressi&e education ($he John )ewey Pro*ect on Progressi&e +ducation, ,-'. Introduction to informal education (Mark -mith, /00", www.infed.org. 'lternati&e education1 2hat does it mean, what does it look like3 (4ay 5andley, c./00/, 4+'6 -chool, ,-'. htt%C>>www!socialresearchmethods!net>"b>desintro!htm

1%%endi* 1
5ue%t+onna+re% 1 2lease fill in the data re7#ired in the s%ace %rovided! 1I

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

:ame C .............. 9enderC ........! 1ge C ........!

&orm C ........! =ace C ........! />5 U C ........!

OT/ 1 ,nglish =es#lt OT/ 2 ,nglish =es#lt Mid Rear ,nglish =es#lt &ather)s occ#%ation Mother)s occ#%ation !#ea%e c+rc#e your cho+ce.

C ....................!! C..................... C..................... C..................... C.....................

1! ,nglish is yo#r first lang#ageG 1! Res 4! :o 5! 5onf#se 2! 3here do yo# #s#ally #se s%ea" ,nglishG 1! 1t home 4! 1nywhere 5! 1t school 8! 3hen do yo# #s#ally s%ea" ,nglishG 1! 4! 5! 1! 2arents 4! Ro#rself 5! Ro#r friends 2 /n the morning Meeting with friends Tal"ing to the teacher

@! 3ho enco#rage yo# to s%ea" the ,nglishG

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

B! Ro#r ,nglish teacher

A! Bo yo# "now what ,nglish grammar isG 1! Res 4! :o 5! 5onf#se 6! Bo yo# "now what tenses areG 1! Res 4! :o 5! 5onf#se H! Bo yo# thin" learning ,nglish 9rammar is diffic#ltG 1! always 4! +eldom 5! :ever J! Boes yo#r teacher enco#rage yo# to learn tensesG 1! Res 4! :o 5! 5onf#se I! Bo yo# "now the difference of tensesG 1! Res 4! :o 5! 5onf#se 1 ! Bo yo# "now the similarity of tensesG 1! Res 4! :o 5! 5onf#se 11! ?ow often do yo# refer as" yo#r teacher on tensesG 1! 1lways 4! +eldom 5! :ever 12! Bo yo# li"e drawingG 1! Res 4! :o 5! 5onf#se 18! Bo yo# "now how to draw stic" %eo%leG 1! Res 4! :o 21

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

5! 5onf#se 1@! Bo yo# often ma"ing ass#m%tion or %rediction when loo"ing at %ict#reG 1! 1lways 4! +eldom 5! :ever 1A! Bo yo# agree that %ict#re means something to yo#G 1! 1lways 4! +eldom 5! :ever

1%%endi* 2
5ue%t+onna+re% 2

22

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

!#ea%e c+rc#e your cho+ce% +n the opt+on pro4+ded. Th+% %et o =ue%t+onna+re% o"ta+n +n ormat+on regard+ng your re%pon%e% to&ard% the +ntegrated and e9per+ent+a# approach 1! Bo yo# thin" by loo"ing at serial %ict#re can im%rove yo#r tensesG 1! Res 4! :o 5! :ot +#re 2! 3hat do yo# thin" of learning tenses thro#gh serial %ict#reG 1! /nteresting 4! Tsef#l 5! &#n B! 4oring 8! 3ill yo# draw serial %ict#res to im%rove yo#r tenses in the f#t#reG 1! Res 4! May be 5! :o B! :ot +#re @! Bo yo# %refer to be ta#ght #sing this method in the f#t#reG 1! Res 4! :o 5! :ot s#re A! Bo yo# en$oy learning tenses thro#gh serial %ict#resG 1! Res 4! :o 6! 3hat do yo# feel learning ,nglish with other s#b$ectG 28

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

1! 4oring 4! /nteresting 5! &#n B! :ot +#re H! Bo yo# find any %roblem in learning tensesG 1! Res 4! :o 5! :ot s#re J 3hat is the easy way to learn tensesG 1! Brill 4! ,*ercise 5! Memori;e B! :ot +#re I! Bo yo# %refer learning ,nglish with other s#b$ect s#ch as m#sic or artG 1! Res 4! :o 5! :ot s#re 1 ! Bo yo# li"e to learn tenses #sing this methodG 1! Res 4! :o 5! :ot s#re 11! ?ow do yo# feel after learning tenses #sing this methodG 1! ?a%%y 4! 4l#r 5! ,*cellent 12! /s it diffic#lt to learn tensesG 2@

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

1! Res 4! :o 5! :ot s#re 18! Bo yo# li"e to learn ,nglish grammarG 1! Res 4! :o 5! :ot +#re 1@! 5an yo# do the drawingG 1! Res 4! :o 5! :ot s#re 1A! /s it hel%s yo# to #nderstand the tensesG 1! Res 4! :o 5! :or s#re

1%%endi* 8
!re>te%t

2A

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

Name : AAAAAAAAAAAAAA.. IBC No. : AAAAAAAAAAAAAA.

$orm : AAAAAAA.

&ill in the blan"s with 2resent' 2ast or &#t#re tense forms of the verbs in brac"et! 1!They .....(loc") the door before they left! 2!/ .....(be) fifteen years old ne*t wee"! 8!+he .....!!(wal") in the %ar" every evening! @!2lease ret#rn the boo" that / .....(lend) yo#! A!The gardener .....(c#t) the grass yesterday! 6!3e .....(drive) #% a narrow' winding road and finally reached the resort! H!This %air of shoes was chea%! /t .....(cost) =M@ ! J!3henever it .....(rain)' the road gets flooded! I!O#r visitors .....(arrive) tomorrow afternoon! 1 ! The giraffe)s long nec" ..... (enable) it to reach food high above the gro#nd!

1%%endi* @
!o%t>te%t

26

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

Name : AAAAAAAAAAAAAAA IBC No : AAAAAAAAAAAAAAA

$orm : AAAAAAAA.

&ill in the blan"s with 2resent' 2ast or &#t#re tense forms of the verbs in brac"et! a! +he .....(b#y) a new dress once a month! b! 3e .....(go) to the %arty tomorrow night! c! ?e .....(thin") that he ..... (be) clever! d! Mr Lee ..... (wear) a tie last +at#rday! e! +he ..... (stay) behind this afternoon f! O#r teacher .....(tell) #s a story a wee" ago! g! The s#n .....(rise) in the east; it .....(set) in the west! h! The wind ..... (blow) strongly last night! i! / ..... (hel%) my brother to coo" the dinner! $! ?e ..... (hang) the %ict#re on the wall an ho#r ago!

2!!8NDIC . 89amp#e% '@raph+c%/

2H

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

+he is going to %ost the letter!

+he %osts the letter!

+he %osted the letter!

?e is going to sit on the cahir!

?e sits on the chair!

?e sat on the chair!

2ppend+9 6 OBS8RD2TION C,8C:7IST 2J

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

!ut a 'E/ &here app#+ca"#e + + + + + + + + + =emar"s 1!+t#dents li"e learning tenses 2!+t#dents li"e grammar lesson in school 8! +t#dents thin" grammar lesson is interesting @! +t#dents find it easy to answer grammar 7#estions! A!+t#dents have confidence in answering grammar 7#estions! Num"er o %tudent% + 1 2 8 @ A 6 H J I 1

Remark% 1. Student% #+ke #earn+ng ten%e%. 2. Student% #+ke grammar #e%%on% +n %choo#. 0. Student% th+nk grammar +% +ntere%t+ng. 1. Student% +nd +t ea%y to an%&er grammar =ue%t+on%. .. Student% ha4e con +dence +n an%&er+ng grammar =ue%t+on%

2I