Ni Proposal HBEF

HBET4106-1School-Based Research

Mei 2008The 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, 1937

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 2006. To make the students master on

adjectives she had come out with a device and used it to them.

The grammar of words is the way they change or order themselves when use

together. Obviously learning to speak or write would be very difficult if every word had

its own ways of behaving. Fortunately, there are general patterns, call ‘rules’ of grammar.

This can be descriptive, describing what happens in fact, and based on how people

actually speak and write; and prescriptive, setting out how, in the opinion of experts and

authorities, people ought to speak or write. So, it is a descriptive rule of general English

grammar that the past tense of hangs is hung – that is the way most people use the word;

it is a prescriptive rule that hung should be hanged when the verb means ‘to kill by

hanging by the neck’.

This research proposal will be focusing on the tenses, simple present tense

(regular and irregular verbs), simple past tense (regular and irregular verbs) and simple

future tenses (…is going to… and …are going to…) only. In this study I will try to

enhance student knowledge in learning language especially on the part of speech that I

mention earlier by experience and integrating the English Language lesson with

combination of Visual Art lesson. There goes to teaching the students to draw a stick

people and construct sentences based on certain situation using Professor Andrew Wright

from British Council method. Through multiple learning experience and students

multiple intelligences teaching English Language through experience and integrated with

Visual Art lesson will be a way to solve students’ problems in mastering the tenses.

Enhancing students skills to master tenses is a very complicated task and on going

process for second language learning because it involves other parts of speech such as

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‘verbs’, ‘singular and plural’, ‘subject-verb-agreement’ and etcetera. But the focus here is

‘tenses’ that is used to show the time at which the action of a verb takes place. Somehow

without a proper method, approaches and strategies, students’ level of grammar

knowledge will be below the needs of the educational policy. To develop a quality and

appropriate teaching and learning method in order to improve our students ability in

mastering the grammatical skills which is taught within the language lesson is making

such a suffer and timeless for teacher to do so. With lots of efforts and responsibilities I

will find out the effectiveness of experiential and integrated curriculum teaching and

learning approaches in learning grammar (tenses - part 1) in comparison to the traditional

method of teaching grammar.

1.1 Background Study

Learning tenses (verbs) through listing of words in 3 separated column’s of verbs

in different tenses and substitution tables are common strategies used by many teachers in

school as way of enhancing student skills and knowledge of grammar. Grammar

acquisition through the usage of table of words listing and substitution tables has been in

practice for many ages of learning and acquiring language skills.

But according to (Nunan, 1999:5) ‘Learning is seen as a process of self

discovery and involves much experiential learning’. These ideas are deeply rooted in

humanistic psychology. Change within language education occurred because of the

dissatisfaction with traditional methods of teaching and learning. Nunan, elaborated on

the changes in methodology in relation to approaches to teaching, role of learners, texts,

resources, classroom organization.

To acquire grammar one may need to use systematic learning strategies and

approaches to do so. As my research on this subject is localize, with the result gathered, I

hope to convince other teachers, and myself to adapt the experiential (Contemporary)

approach in teaching of grammar (tenses) in secondary school.

1.2 Statement Of Problem

The aim of ‘Kurikulum Bersepadu Sekolah Menengah’ is teaching students

grammar in every lesson informally to help the students to become a competent language

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user in speech and writing components. Realizing the above objectives, curriculum

developers have drafted out list of grammatical items on each and everything including

tenses according to the topic or certain themes for all learners starting from pre-school to

higher secondary school.

Students’ boredom is one of the main deterrents to successful teaching. Routine

and predictability of much of classroom time are often two of major causes. There are

other factors such as teaching materials, teacher characteristics etc. Students are wise

about what occurs in the classroom daily so much so they can tell what will take place in

class.

Fanselow (1987 cited in Harmer, 1999:5) suggests that teachers need to violet

their own behaviour to break the chain of routine in classrooms. For instance, if teacher

usually dresses in casual clothes, he/she should occasionally turn up to formal attire; if

he/she normally sits down, he/she should stand up; if he/she is usually energetic and

noisy, he/she should sometimes be calm and talk slowly.

According to Fanselow (1987), each time the teacher breaks her/his own rules,

he/she sends a ripple through the class – surprise and curiosity fosters student

involvement.

If students spend a 60 minutes lesson writing, a variety of other activities should

be included to break the monotony. However, teachers need to create a balance between

fixed learning and flexible learning.

Another important issue to consider is the important of following a pre-arranged

plan. An interesting lesson includes incorporating a variety of tasks even subject and

being flexible during the lesson itself. A balance has to be struck between what teachers

intend to achieve and responding to what students are saying or doing. For example, a

lesson planned for 45 minutes required more time because the students could not finish

one of the task or the students need to find ideas or learn how to draw stick people which

shows such situation. Good teacher are flexible enough to cope with those situations.

Because the focus is on student and their needs, teacher should be able to react quickly to

any unplanned events. Good teacher are also recognized that their plans are only

prototypes and they may have to abandon some or all of them if things are too fast or too

slow in the lesson.

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Grammar acquisition is very crucial in developing communication and literary

skills. The knowledge of grammar will influence greatly his/her performance and

competency of the language.

Even thou the lists of grammar item and sentences pattern learners suppose to

acquire has been exposed to teachers but there are no specific approaches or no

systematic way to guide the teacher how he/she should presents it to their students. Due

to the lack of a systematic ways of presenting grammar, most teachers adopted the

traditional approach of teaching grammar in isolation to the students based on their own

experience to make sure that the learning is in a safety mode.

1.3 Conceptual Framework

The purpose of this study is to use the experiential approach to find out whether it

is effective for teaching English grammar (tenses) based on the first column in the

contemporary pedagogy in language acquisition. ‘The content and methodology matches

learners’ needs beyond the classroom. Integration of process and content.’ Nunan, D.

(1999:89). Second language teaching and learning. Massachusetts: Newburry House.

The study will be implemented through the used of an experimental design

research device. The experimental group of 24 students of form 4 students of SMK Kuala

Jenderis Kuala Berang, Terengganu will be exposed to teaching of tenses through

experiential approach. The outcomes of the study will be the students’ performance,

preferences toward method, motivation and discipline toward learning between the low

proficiency group and the high proficiency group.

From the information and study done by other researchers on other grammatical

items, had showed that experiential approach together with integrated curriculum have

more advantages compare to other method. The advantages are as follow:-

1. Students are more motivated towards learning English grammar through

experience by using such devices with integration of other subject.

2. A systematic teaching and learning processes enhance students’ skills in

learning the language.

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1.4 Aims of Study

The aims of this study is to verify the effectiveness of teaching English grammar

[simple present tense, simple past tense and simple future tense (…is going to… and …

are going to…) with the simple English structure ‘Subject + verb + etc. – part 1] through

experience with integration of other subject (visual art) through learning how to draw or

looking at the serial picture of stick people in same action at different time.

1.4.1 Objectives of this study are:

a. To determine how integrated curriculum and experiential approach motivate

students towards teaching and learning English grammar (tenses)

b. To determine how integrated curriculum and experiential approach enhance

students level of knowledge on linguistic skills by speaking and writing

creatively in a number of forms and guises.

c. To determine how far teaching and learning give students the resources

through which they can continue to develop as a writer in the target language.

1.4.2 Research Questions:

a. How can experiential approach motivate students in acquisition of learning

tenses?

b. Can experiential approach be considered as an effective method of

instructions?

c. How many students prefer more of teaching tenses through the use of

experiential approach?

1.4.3 Research Hypothesis

Three hypothesis statements have been formulated to facilitate the answers of the

research questions above:

a. Experiential approaches with integrated subject are only works as a

motivational device for the best student.

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b. Experiential approach together with integrated curriculum is under

contemporary pedagogy in language education which has been practicing by

the educators until now and the methods keep changing to suit the students

today.

c. Every student will get the same level of teaching and learning preference

toward the usage of experiential approach and integrated curriculum as a

method of learning tenses.

1.5 Significant of the study.

The objective of this study is to enhance students’ language skills, cognitive and a

slight of motor skill to motivate them in learning how to learn in teaching and learning of

grammar (tenses). It is hope that the outcomes of this study will be used as a guideline for

the local teachers to choose and adopt the best and appropriate approach when teaching

grammar (tenses) to their students.

By enhancing students’ grammar input the teacher would also facilitate other

areas of language acquisition as well such, for example the productive areas of speaking

and writing. This study can also help to resolve boredom of learning grammar by

traditional approach through list of words (tenses), substitution table and drill activities.

Lastly, I hope that this study will contribute to the research in this area.

1.6 Limitation of the Study.

These are some of the limitation forecast to arise when carrying out this study.

a. Students came with difference personality and intelligence. In this study there

is a flexibility area to those who was not gifted with visual and spatial

intelligence. They may works in group and delegate the drawing part to other

but it is not wrong to try out the simple sketch. Students selected as

experimental subjects may include those with lack of lexical item and

sentence building and this will definitely pose as an obstacle to them when

learning tenses (verbs) through text.

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b. Time is also the important aspects to be taken into consideration. The study

will occur once and students may not be provided with sufficient repetition of

exposure to the context during the study. This factor will affect the students’

language skills and learning of English grammar (tenses).

c. The level of integrity in the students responses stated in the given

questionnaires may limit the accurately of this finding.

1.7 Definitions Of Terms

a) Grammar - The language rules.

b) Curriculum - the group of subjects studied in a school, college, etc:

the school curriculum.

c) Experiential - based on one experience

d) Integrated - to combine two or more things in order to become more

effective.

e) Tenses - any of the forms of a verb which show the time at which an

action happened.

f) Verb - a word or phrase that describes an action, condition or

experience.

g) Approach - Specific principles in language teaching that are drawn

from theories concerning nature of language

learning process.

h) Method - The strategies constructed based on a particular approach in

carrying out learning of language skills.

i) Device - a method which is used to produce a desired effect: a

literary/rhetorical device

j) Pedagogy - the study of the methods and activities of teaching

k) Contemporary - existing or happening now: contemporary

music/literature/art/fashion

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l) Traditional - Content and methodology decided with reference to the

classroom and not with learner’ real

communicative needs.

m) Learning - Acquisition and retention of language skills through formal

instruction.

n) Acquisition - Acquiring language skills through exposure to language

and language interaction in natural environments.

1.8 Summary

Once we begin to acquire language, we want to know what we can do with it.

One way to do this, which has been under utilized in ELT, is especially in the production

skills, such as creative writing etc. By writing creatively, student can learn about the craft

of writing, and how they can construct and structure their own language in authoritative

and striking new ways. In every skill learnt there should not be the private possession of

native speakers or advance learners. At every stage of learning a new language, we are

involved in discovery, encouraging students to use their new linguistic skills in

imaginative ways helps them to engage in that process of discovery and keep the

language-learning process alive.

2. Chapter 2 Review of Related Literature

2.1 Introduction

As Stephen Brookfield (1983: 16) has commented, writers in the field of

experiential learning have tended to use the term in two contrasting senses. On the one

hand the term is used to describe the sort of learning undertaken by students who are

given a chance to acquire and apply knowledge, skills and feelings in an immediate and

relevant setting. Experiential learning thus involves a, 'direct encounter with the

phenomena being studied rather than merely thinking about the encounter, or only

considering the possibility of doing something about it.' (Borzak 1981: 9 quoted in

Brookfield 1983). This sort of learning is sponsored by an institution and might be used

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on training programmes for professions such as social work and teaching or in field study

programmes such as those for social administration or geography courses.

The second type of experiential learning is 'education that occurs as a direct

participation in the events of life' (Houle 1980: 221). Here learning is not sponsored by

some formal educational institution but by people themselves. It is learning that is

achieved through reflection upon everyday experience and is the way that most of us do

our learning.

Much of the literature on experiential learning, as Peter Jarvis comments (1995:

75), 'is actually about learning from primary experience that is learning through sense

experiences'. He continues, 'unfortunately it has tended to exclude the idea of secondary

experience entirely'. Jarvis also draws attention to the different uses of the term, citing

Weil and McGill's (1989: 3) categorization of experiential learning into four 'villages':

Village One is concerned particularly with assessing and accrediting learning from life

and work experience....

Village Two focuses on experiential learning as a basis for bringing change in the

structures... of post-school education....

Village Three emphasizes experiential learning as a basis for group consciousness

rising....

Village Four is concerned about personal growth and self-awareness.

These 'villages' of approaches retain a focus on primary experience (and do not really

problematize the notion of experience itself). Jarvis (1995: 77-80) makes the case for a

concern for secondary or indirect experience (occurring through linguistic

communication).

While there have been various additions to the literature, such as the above, it is

the work of David A. Kolb (1976; 1981; 1984) and his associate Roger Fry (Kolb and Fry

1975) that still provides the central reference point for discussion. Following on from

Kolb's work there has been a growing literature around experiential learning and this is

indicative of greater attention to this area by practitioners - particularly in the area of

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higher education. David Kolb's interest lay in exploring the processes associated with

making sense of concrete experiences - and the different styles of learning that may be

involved. In this he makes explicit use of the work of Piaget, Dewey and Lewin

We take a look at grammar usage in production skills; there were many studies on

grammar especially in writing skills. Not mention only on tenses but the whole part of

speeches. Esl writing teachers know from experience that their students often have

difficulties at both sentence and discourse level English grammar. Besides, research has

provided evidence that ESL writers’ error may negatively affect assessments of overall

writing quality.

A study by McGirt (1984), show a statistically significant difference between

holistic ratings of ESL essays with morph syntactic and mechanical errors of the same

essays in which errors had been corrected. In contrast, the difference in ratings for a

control group of native English speaker essays with and without errors was not

significant.

It seems that misconception about the role of grammar in writing has resulted

from a narrowly defined view of ‘grammatical instruction’ as traditional,

decontextualised grammar lessons with focus on formal analysis of sentence-level syntax

(e.g. types of clauses0 and/or a preoccupation with correcting errors. In contrast to this

view as Widdowson (1998) discussed in his article ‘Grammar, Nonsense and Learning,’

is one of grammar as a resource for communication, or what Widdowson terms “the

adaptation of lexis” (p.154). in other words, grammar is regarded as an aid to language

users in an accurately communicating their message, not as some isolated body of

knowledge that must be studied for its own sake. Widdowson states that “Language

learning is essentially grammar learning and it is a mistake to think otherwise” (p.154).

Grammar is an important aspect of second language learning and is reflected in the

Malaysian syllabus for English at both the primary and secondary levels. Both the KBSR

and KBSM include lists of grammar that need to be taught.

2.2 Experiential Approach

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There are 40 assumptions or so selected responses from a Googlism search for

Experiential Education:

experiential education is based on experiential learning which is based on the theory of experience

experiential education is a systematic approach to applied learning whereby a student engages in professional & productive

experiential education is a process through which a learner constructs knowledge experiential education is probably the oldest form of education experiential education is to develop skills in leadership and management experiential education is learning by doing experiential education is an educational philosophy and related strategies to

increase understanding experiential education is sometimes misunderstood experiential education is really the oldest approach to learning experiential education is a process experiential education is a term that's come to stand in for outdoorsy programs

like nols or outward bound experiential education is the most effective way to make a positive difference experiential education is a strategy designed to formally integrate the student's

academic study experiential education is an education methodology which integrates the

classroom with the workplace experiential education is any form of education that integrates students'

experiences into the curriculum experiential education is a unique and powerful training experience that

challenges workgroups to assess their strengths and discuss experiential education is any form of teaching that utilizes direct "hands-on"

experience experiential education is an educational strategy that connects classroom theory

with practice in the real world experiential education is the process of actively engaging students in an

experience that will have real consequences experiential education is a relatively new concept but one which is proving very

popular experiential education is a general term experiential education is nothing new experiential education is the process of actively engaging learners in an

experience that will have real consequences experiential education is to contribute to making a more just and compassionate

world experiential education is also used by schools and workplaces coming together to

allow students to apply classroom learning in the community and workplace experiential education is group dynamics experiential education is a structured semester

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experiential education is essentially an educational philosophy first developed in the late 19th centuryexperiential education is a powerful learning tool

experiential education is an umbrella term which describes many different opportunities

experiential education is practically a "must" in technical education as we enter the new millennium

experiential education is redundant experiential education is a vital part of this curriculum experiential education is a key to success experiential education is a process of education based on learning by direct

experience and using all the senses experiential education is only for people who are interested in the outdoors and

climbing rocks experiential education is based on the philosophy of cooperative education experiential education is to provide for the educational and career development of

the student experiential education is not separate from traditional education; rather it

complements it by providing opportunities experiential education is about people experiencing a natural, yet often unfamiliar

environment experiential education is learning that occurs through active involvement in what

is being studied experiential education is committed to supporting professional development experiential education is more involving — the learners are invited to participate experiential education is a holistic approach which incorporates physical activity

while also providing social and emotional challenges experiential education is a process that differs from traditional education by

maintaining that knowledge is individually and communally constructed by people

(Source : http://www.wilderdom.com/experiential/ExperientialWhatIs.html)

This approach is founded on four assumptions:

(1) The foremost student’s writing is stimulated by personalized experience

(2) Writing from experience is executed in various modes of discourse, for instance

expository and academic modes

(3) Writing from experience generally necessitates that students write for an audience

other than the teacher and

(4) The writing framework is learned as one moulds ideas for an audience

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This approach commonly integrates the process approach for it focuses on

learning by doing (rather than studying rules), peer editing and self-assessment (Stephen,

1980)

The process approach which was mention earlier was not left behind. Currently,

there has been a shift in focus in ESL writing instruction from product to process. In the

process approach, teachers guide students to discover ideas, plan, draft, revise and edit

their writing. Here, students are to write numerous writing drafts until they are satisfied

with their product. Teacher feedback is tailored to assist students reorganized their

writing outline; discover new ideas, words, and sentences to use on subsequent drafts.

2.3 Integrative Approach

To accomplish the above objective, Ooi and Kim Seoh (1996) concluded; “lexis,

grammar and discourse should no longer be taught of being separate in the language”.

An integrative approach would allow the teacher to shift attention from one aspect of the

language to the other and back again and all this can be achieved without too much strain

by reorienting the more established approach and thinking the term of activities rather

than clearly separate a lesson.

Integrated curriculum for English lesson in our country has begun long time ago;

in early 2000 our Ministry of Education had completed the curriculum specification for

teaching Math and Science in English. Teachers who are teaching those subjects find it

difficult to shift from the L1 to L2. The same problems occur seem they were not

exposed to L2. Angelita Moreno’s plea (MET Vol 7 No 1) has highlighted one of

stickiest problems facing many of us, a problem that needs to be shared. Motivating

teenagers to speak L2, especially in large, male-dominated classes, is often slow and

subtle process. The problem is of course Grammar acquisition.

2.4 Experiential Approach + Integrative Approach

Generally, these approaches in ESL have been approved by most schools of

thought. However, some teacher questions the validity of these combination approaches

especially for developing language skills necessary to survive in the academic

community. In reaction to the approaches, some ESL teachers have advocated an

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approach called “English for academic or special purpose,” in which the focus is on

academic writing task design to teach students to write prose that will be acceptable in

the American academic setting (Silva, 1990; Leki, 1992)

By combining all approaches in one lesson might enhance students’ knowledge

and skills on grammar (tenses). With some effort here and there through activities

planned will motivate the students in learning the language skills.

2.5 Summary

Grammar is presented through drills or integrated with communicative exercises,

but should not be explained. Grammatical rules could be explained through substitution

tables and situational cues. In the year of academic invention, the old fashioned ways

mention was occasionally use nowadays. With the help of facilities provided nowadays

teaching is become more interesting and challenging. Those facilities are supplement to

overcome students’ boredom in teaching and learning. The students are more advanced in

finding information and there are using English in communicating with the materials.

3. Chapter 3 Research Methodology

3.1 Introduction.

This chapter will be divided into few sections as follow. Further information will

be given on the topic below.

a. Research design

b. Population and sampling

c. Research instruments

d. Procedure for data collection

e. Procedure of analyzing the collected data

3.2 Research Design

First, classroom observation process will be carried out while they were

answering the questions orally on the 3 tenses. At the end of the observation process a set

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of questionnaires will be distributed to all the students selected for this study. This

questionnaire (Appendix 1) will be used to gather the background information of the

students and their attitude towards the English language learning process.

The final steps at this part should be, answering the set of questionnaire

(Appendix 2) by the students to find out of their readiness and awareness toward the

approach.

After that a pre test (Appendix 3) will be conducted to all the students. This test

is conducted with the objective of finding out the students’ level of grammar knowledge

(tenses) before the next course of action can be carry out.

First of all the students will be given the examples of prepared graphics that

shows different tenses, simple present, simple past and future tense (…is going to…and

are going to…) with English basic structure (Subject + verb + object.) in a piece of A4

paper. (Appendix 5)

Next, will be the conducting of the planned lesson for the students. The students

will be taught to learn tenses through the use of graphic (experiential approach) They will

be exploring the world outside the class to see action done by their friends and base on

the examples given they try to refresh their memories on the action done and start

drawing the serial and write down sentences related.(Appendix 6).

The student will be divided into groups of three and start to run the draw 3

different situations on tenses according to example given. The teacher distributes a piece

of paper for each group and monitors their progress. They are allowed to choose any

situational cues. They are given a few minutes to finish up their tasks. They are ask to

present their work.

After all student have gone through the planned lessons in a stipulated time a

post-test (post-test – Appendix 4) will be hand out to the students in order to find out

their scores.

3.3 Location of research, population and sample

Twenty Four Form Four students from SMK Kuala Jenderis, Hulu Terengganu,

Terengganu will be chosen to take part in this study. These students’ proficiency level

will follow the fixed scale used by the secondary schools. The students and type of school

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are selected to find out the effectiveness of using integrated curriculum approach in a

Form Four classroom.

Study will be carried out on students from all the students. The aim of the study

is to find out the relevant effects of the above approach. The students’ English

Examination result will be used to classify the students’ proficiency level as show in

Table 1.

Score Range Group

100 – 80 Excellent Good

79 – 60 Very good Good

59 - 40 Good Average

39– 20 Pass Average

19 - 10 Weak Weak

9 - below Very poor Weak

Table 1: Scale Used By Secondary School To Determine Students’ Level Of Efficiency

3.4 Instruments

Instruments constructed for the study are:

i. Questionnaires

ii. Test

iii. Examples

iv. Observation

i. Questionnaires

The first set of questionnaire will be distributed to all the students taking part in

this study. The objective is to collect or identify students’ knowledge and their

background information towards English language. Second set of questionnaires will be

given to all students the end of the study to differentiate the scores. Here the readiness

and awareness of the students will be gathered.

ii. Test

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Two tests will be carried out in this study. A pre-test is done to identify students’

tenses knowledge in relation to the lesson designed for the study. A post-test similar to

the pre-test will be carried out at the end of study to determine the students’ progress after

going through a few tasks.

iii. Text

During the presentation period, the students will learn tenses through the use of

situational cues in the form of graphic and sentence pattern. The graphic was create by

the teacher before the lesson. The grammar item is taken from form 5 HSP. The purpose

of choosing graphic is to bring first impression in learning the language humorously. The

authenticity of the graphic is believed to provoke the interest and motivation among the

learners. Basically, the purpose of the graphic is to enhance students’ skills on tenses.

iv. Observation

It is a teacher judgment on students based on their background, attitudes,

motivation and discipline towards learning and teaching of English Language. The

observation will be carried out during English language teaching session in the

classroom.

3.5 Data Collection and Procedure

A few methods will be use in the study to gather information regarding the

effectiveness of the integrated approach in teaching and learning tenses. The method used

here are observation (teacher’s judgment on students cooperation, discipline, motivation

and etc), two sets of questionnaires, sketch sheet, pre-test and post-test.

The first set of questionnaire will be given to all the students involved in the

study. A second set of questionnaire will be given only when they have gone through the

experiment phase.

The pre-test paper will contain 10 questions. Students will be instructed to match

and write the correct tenses according to the sentence. All the students taking part in the

experiment will be given 10 minutes to complete the pre-test. Here students will be

evaluated of their level of grammar knowledge. At the end of the experiment, after all the

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students have gone through the planned lesson, a post-test will be distributed to them to

identify their progress. In the test, students will be instructed to complete 10 sentences by

filling in the blank with words tenses within 10 minutes.

The lesson will be conducted observer by the researcher himself. The research of

the study objectives will be explained to all the students and why they should give their

cooperation during the whole lesson. The students should take into consideration in

learning the tenses in improving their competency and performance language learning.

3.6 Data Analysis

Data collected by the end of the experiment will be counted and tabulated. Data

collected will then populate in term of percentages and presented in the form of graphs

for easy analyses and interpretation.

Assessment result collected on the students’ progress in their vocabulary

knowledge will be evaluated. Data gathered from the pre-test and post-test will be

analyzed, interpreted and compared between the students with low and high achievement

to find out the effectiveness of the approaches employed in the experiment.

Data collected from the questionnaires and both the test will be analyses and

present in term of percentages and mean scores. Result of the analyzed data will be used

to determine the extent of effectiveness of both the approaches in helping the students to

acquired and retained or improve the students’ grammar (tenses) knowledge.

3.7 Summary.

The instruments designed in this chapter 3 will help to open up students mind in

learning how effective is the integrated approach in helping and improving the level of

students’ grammar knowledge. But the finding can only be verified after this study has

been carried out and all the data collected are analyzed and interpreted.

References

http://www.learningfromexperience.com/images/uploads/Yamazaki_and_Kayes.pdf

http://en.wikipedia.org/wiki/Experiential_learning

http://www.infed.org/biblio/b-explrn.htm

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http://www.reviewing.co.uk/research/experiential.learning.htm

http://www.ericdigests.org/1999-3/foxfire.htm

http://www.wilderdom.com/experiential/

http://www.challengemasters.com/education.htm

http://www.wilderdom.com/experiential/ExperientialWhatIs.html

Gardner, R. and Lambert W. 1972. Attitude and motivation in second language learning. Rowley:

Newbury House.

Brown, H.D. 1994. Principles of language learning and teaching. New Jersey : Prentice Hall

Knoblauch, C.H. and lil Brannon (1984), Rhetorical Traditions and the teaching of writing. Upper

Montclair, NJ:Boyton/Cook Publisher, Inc.

Eschholz, Paul.A (1980) “The prose Models Approach: Using Products as Process.” In T.R.

Donawan and B.W..McClelland, (Eds.) Eight Approaches to Teaching Composition: Urbana. IL:

National Council of Teachers of English.

De Beaugrande, R (1980). Text, Discourse and process. Norwood, NJ: Ablex

Andrew Wright, Prof (2002) ‘1001 pictures for teacher to copy,’ British Council

Celca-Murcia, M., & Hilles, S.(1998) Techniques and Resources in teaching grammar.

New York: Oxford University Press.

Saddington, A. (n.d.). What is Experiential Learning? http://www.el.uct.ac.za/

Smith, M. K. (2001). David A. Kolb on experiential learning. the encyclopedia of

informal education, http://www.infed.org/b-explrn.htm

A brief overview of progressive education

(The John Dewey Project on Progressive Education, USA)

Introduction to informal education

(Mark Smith, 2003, www.infed.org)

Alternative education: What does it mean, what does it look like?

(Ray Handley, c.2002, REAL School, USA)

http://www.socialresearchmethods.net/kb/desintro.htm

Appendix 1

Questionnaires 1

Please fill in the data required in the space provided.

19

http://www.realschool.org/masterswebsite/alternativeeducationreview.html

http://www.infed.org/i-intro.htm

http://www.uvm.edu/~dewey/

http://www.uvm.edu/~dewey/articles/proged.html

http://www.el.uct.ac.za/



Name : …………………………………… Form : …………………….

Gender: ……………………. Race : …………………….

Age : ……………………. I/C # : …………………….

OTI 1 English Result : ……………………………………………………..

OTI 2 English Result :………………………………………………………

Mid Year English Result :………………………………………………………

Father’s occupation :………………………………………………………

Mother’s occupation :………………………………………………………

Please circle your choice.

1. English is your first language?

A. Yes

B. No

C. Confuse

2. Where do you usually use speak English?

A. At home

B. Anywhere

C. At school

3. When do you usually speak English?

A. In the morning

B. Meeting with friends

C. Talking to the teacher

4. Who encourage you to speak the English?

A. Parents

B. YourselfC. Your friends

20



D. Your English teacher

5. Do you know what English grammar is?A. YesB. NoC. Confuse

6. Do you know what tenses are?A. YesB. NoC. Confuse

7. Do you think learning English Grammar is difficult?A. alwaysB. SeldomC. Never

8. Does your teacher encourage you to learn tenses?A. YesB. NoC. Confuse

9. Do you know the difference of tenses?A. YesB. NoC. Confuse

10. Do you know the similarity of tenses?A. YesB. NoC. Confuse

11. How often do you refer ask your teacher on tenses?A. AlwaysB. SeldomC. Never

12. Do you like drawing?A. YesB. NoC. Confuse

13. Do you know how to draw stick people?A. YesB. No

21



C. Confuse

14. Do you often making assumption or prediction when looking at picture?A. AlwaysB. SeldomC. Never

15. Do you agree that picture means something to you?A. AlwaysB. SeldomC. Never

Appendix 2

Questionnaires 2

22



Please circle your choices in the option provided. This set of questionnaires obtain

information regarding your responses towards the integrated and experiential

approach

1. Do you think by looking at serial picture can improve your tenses?

A. Yes

B. No

C. Not Sure

2. What do you think of learning tenses through serial picture?

A. Interesting

B. Useful

C. Fun

D. Boring

3. Will you draw serial pictures to improve your tenses in the future?

A. Yes

B. May be

C. No

D. Not Sure

4. Do you prefer to be taught using this method in the future?

A. Yes

B. No

C. Not sure

5. Do you enjoy learning tenses through serial pictures?

A. Yes

B. No

6. What do you feel learning English with other subject?

23



A. Boring

B. Interesting

C. Fun

D. Not Sure

7. Do you find any problem in learning tenses?

A. Yes

B. No

C. Not sure

8 What is the easy way to learn tenses?

A. Drill

B. Exercise

C. Memorize

D. Not Sure

9. Do you prefer learning English with other subject such as music or art?

A. Yes

B. No

C. Not sure

10. Do you like to learn tenses using this method?

A. Yes

B. No

C. Not sure

11. How do you feel after learning tenses using this method?

A. Happy

B. Blur

C. Excellent

12. Is it difficult to learn tenses?

24



A. Yes

B. No

C. Not sure

13. Do you like to learn English grammar?

A. Yes

B. No

C. Not Sure

14. Can you do the drawing?

A. Yes

B. No

C. Not sure

15. Is it helps you to understand the tenses?

A. Yes

B. No

C. Nor sure

Appendix 3

Pre-test

25



Name : …………………………………….. Form : ………………….

I/C No. : …………………………………….

Fill in the blanks with Present, Past or Future tense forms of the verbs in bracket.

1.They ……………(lock) the door before they left.

2.I ……………(be) fifteen years old next week.

3.She ……………..(walk) in the park every evening.

4.Please return the book that I ……………(lend) you.

5.The gardener ……………(cut) the grass yesterday.

6.We ……………(drive) up a narrow, winding road and finally reached the resort.

7.This pair of shoes was cheap. It ……………(cost) RM40.

8.Whenever it ……………(rain), the road gets flooded.

9.Our visitors ……………(arrive) tomorrow afternoon.

10. The giraffe’s long neck …………… (enable) it to reach food high above the

ground.

Appendix 4

Post-test

26



Name : ……………………………………… Form : …………………….

I/C No : ………………………………………

Fill in the blanks with Present, Past or Future tense forms of the verbs in bracket.

a. She ……………(buy) a new dress once a month.

b. We ……………(go) to the party tomorrow night.

c. He ……………(think) that he …………… (be) clever.

d. Mr Lee …………… (wear) a tie last Saturday.

e. She …………… (stay) behind this afternoon

f. Our teacher ……………(tell) us a story a week ago.

g. The sun ……………(rise) in the east; it ……………(set) in the west.

h. The wind …………… (blow) strongly last night.

i. I …………… (help) my brother to cook the dinner.

j. He …………… (hang) the picture on the wall an hour ago.

APPENDIX 5

Examples (Graphics)

27



She is going to post the letter. She posts the letter. She posted the letter.

He is going to sit on the cahir. He sits on the chair. He sat on the chair.

Appendix 6

OBSERVATION CHECKLIST

28



Put a (∕) where applicable

Remarks

S

1

S

2

S

3

S

4

S

5

S

6

S

7

S

8

S

9

S

10

1.Students like learning tenses

2.Students like grammar lesson in school

3. Students think grammar lesson is interesting

4. Students find it easy to answer grammar

questions.

5.Students have confidence in answering

grammar questions.

Remarks Number

of students

1. Students like learning tenses.

2. Students like grammar lessons in school.

3. Students think grammar is interesting.

4. Students find it easy to answer grammar questions.

5. Students have confidence in answering grammar questions

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