IS AND ARE KAJIAN TINDAKAN BAHASA INGGERIS 2010 OLEH SK MANONG 33800 MANONG, PERAK. JULAI 2010 ACKNOWLEDGEMENT First and foremost, the English Language Panel of SK MANONG, would like to thank the Headmaster of SK MANONG Tn Hj Abdul Wahab b. Mad Noor and Senior Assistant (1) Cik Hjh Che Mazwar bt for giving the English Panel the opportunity to carry out this Action Plan. We would also like to thank all the English Language teachers who have contributed a lot of ideas towards this project. Finally, we would also like to thank all the teachers and pupils, especially the pupils of Year 5b, who have given their time and cooperation in order to make this project a success. ACTION RESEARCH TITLE TASK FORCE MEMBERS 1. MISS MALARVELLE D/O JERYARAMAN 2. MISS KZUZAIFAH BT ZAN 3. PN PUSPA GRACE D/O THANGAVELLO THE USAGE OF VERBS-TO-BE IS AND ARE IN YEAR 5B 1.PROBLEM STATEMENT SJK (C ) WAN HWA 1 is located 10 km to the south of Ipoh. The people in Menglembu and nearby villages mostly do odd jobs in cottage industries to earn a living. Their academic background is secondary school level. Therefore they seldom speak and use English either in school or at home. They are rather reluctant to use English in their daily conversation for fear of being laughed at by their friends. As a result, they neglected the importance of English Language as a third language.
The pupils of Year showed very low proficiency in grammar particularly in verbs-to-be is and are. Thus, this action research is carried out to the pupils of Year 4J in this area.
2.PREVIOUS TEACHING AND LEARNING ACTIVITY REFLECTION The usage of verbs-to-be is and are are not given emphasis during teaching and learning activity. I feel by giving a clear explaination on its usage in sentence and sentence drills through substitution tables together with extensive written exercises, pupils will be able to construct sentences meaningfully. 3.FIELD OF FOCUS In an initial survey conducted through a simple written exercise, it is very obvious that the pupils were not aware that the verb-to-be in a sentence must agree with its subject in number. This aspect is rather new to the pupils and quite complex and difficult to understand its usage. Therefore we have decided that the action research is focused on this grammatical item. 4.OBJECTIVES The objectives of this action research are:- 1. To enhance the usage of verbs-to-be is and are in Year 5B 2. To instill a positive attitude towards the learning of English. 3. To make the learning of grammar fun and enjoyable 5.TARGET GROUP Year 5B 6.SUGGESTED ACTIONS 1. Grammar aspect should be given emphasis during English lessons 2. Expand the pupils opportunity to express their ideas in English 7. METHODOLOGY 7.1 Type of research: The type of research which will be carried out is experimental. It will be done through of pre-test, an interview and observation.
7.2 Place of research: The place where the research will be done in Year 5B. 7.3 Research subject: The subjects are twenty pupils weak in verbs-to-be is and are from 5B. 7.4 Research instruments: The instruments are: a. Pre-test worksheet b. While-test worksheet c. Post-test worksheet 7.5 Scope of survey: The scope of study is chosen mainly to enhance the understanding and usage of verbs-to-be is and are among pupils.
7.6 Implementation Schedule 7.7 Type of data collection: The data is collected from the pupils monthly test and daily work. 8. INITIAL SURVEY 8.1 Initial Data collection. (In this study, methods of Data Collection were used: 5.1.1 PRE-TEST 5.1.2 INTERVIEW 5.1.3 OBSERVATION 8.2 Analysis of PRE-TEST. 8.3 Analysis of INTERVIEW. 8.4 Analysis of OBSERVATION. INITIAL SURVEY 8.1.1 PRE-TEST a.) Pupils were given a worksheet containing twenty questions on fill in the blanks with is and are. (refer to appendix 1). b.) Teacher explained briefly on how to do the exercise. c.) Pupils were given twenty minutes on complete the exercise. The worksheets were collected and marked (refer to appendix 2). Teacher pointed out common errors pertaining to the usage of is and are. The aim of this Pre-Test was to identify the pupils proficiency in verbs to-be.
8.1.2 INTERVIEW a.) A simple interview was carried out to assess the pupils attitude towards language. Questions like: Do you like English? How often do you speak English? Do you know when to use is and are? Were posed to the pupils. Many of the answers given were negative.
8.1.3 OBSERVATIONS a.) Based on observation carried out, the following were noted: Some pupils have the habit of copying their friends work. There were very shy to converse English because they were afraid of being laughed at by their friends. They need to be reminded to do their corrections. 8. Initial Data Collection. In this study, methods of Data Collection were used : ANALYSIS 8.1 ANALYSIS OF PRE-TEST From the analysis of errors based on the fill in the blanks exercise. It was obvious that the pupils were not aware that the verbs to-be in a sentence must agree with its subject in number and person. As verbs to-be do not exists in Chinese language, the pupils find it difficult to understand the usage.
8.2 ANALYSIS OF INTERVIEW Based on the interview, it was obvious that the pupils were weak in grammar. This could be due to the KBSR syllabus which does not emphasize much on grammar. Furthermore, all the pupils here come from non-English speaking background. As far as English is concerned, it is not used at all at home or even in class during English period which is four times per week. On top of that, these pupils are from the below average groups.
8.3 ANALYSIS OF OBSERVATION The attitude of pupils towards their studies show lack of enthusiasm. Most of them do not finish their homework. They usually do it at the last minute by copying their friends work the following morning. The pupils also found it difficult to understand the instructions in English. So, is has to be translated into Chinese language to make things easier for them. 9. PLANNING STRATEGY 9.1 Identifying the issue/problem: The issue/ problem is that the pupils in Year 4J are weak in grammar, particularly in their verbs-to-be is and are. 9.2 Data Collection: Based on the monthly test and daily work, the subject teacher discovered that there were 20 pupils who were very weak in their verbs-to-be is and are. 9.3 Data analysis: (refer to table 9.3) 9.4 Planning strategy Based on the initial findings of the survey, this action plan will focus mainly on verbs-to-be :is and are. Prior to this, pupils have been given drills through substitution tables (refer to Appendix 3). This is done to ensure positive results during the implementation of the action plan. 9.5 Implementation of Action (refer to 9.5) 9.6 Data Collection (after the implementation of Action Plan) (refer to table 9.6 and table 9.7) 9.7 Assessment: (refer to table 9.7) From the table above, all the twenty pupils have shown a moderate improvement in their marks. This shows that if proper planning, personal attention and care are given to a smaller number of pupils, these pupils who are weaker compared to the whole class, can also excel in their studies. 9.3 ANALYSIS OF THE MONTHTLY TEST No Name February(%) May(%) 1. Lok Kah Weng 36 48 2. Lee Zhao Jun 53 61 3. Chai Yu Huan 25 26 4. Lau Xuan Hang 36 59 5. Lee Sie Lin 41 43 6. Lee Wai San 34 40 7. Tham Yoek Kit 39 41 8. Chow Si Qi 43 44 9. William Lit 50 54 10. Lee Kah Wai 45 55 11. Ho Jia Min 35 40 12. Law Jie Heng 38 38 13. Ng Lai Kuan 26 45 14. Ng Poh Yee 24 44 15. Michelle Tham 36 43 16. Chong Kar Hin 24 36 17. Poon Jien Ying 34 44 18. Chor Kar Lok 41 41 19. Chan Kok Wai 28 46 20. Lee Yi Feng 48 48 9.5 IMPLEMENTATION OF ACTION PLAN The following is a simple plan: Subject : English Language Year : Year 4J Time : 60 minutes Topic : On the Farm 6.3.1 Verbs to-be : is / are Thinking Skills : Comparing and Contrasting Objectives : By the end of the lesson, pupils should be able to :- 1. Recognize the verb to-be is and are. 2. Fill in the blanks with is or are correctly. 3. Proof read their own work and carry out peer correction effectively. Skills : 6.3.1 Usage of verb to-be is and are in the topic On the Farm
Audio Visual Aids : Mahjong paper, riddle cards, worksheets. Set Induction : Teacher asks three pupils to come forward to read the riddle on their respective cards.
Step 1 : Teacher revises with pupils is and are
Step 2 : Teacher distributes worksheets with illustration on the farm to pupils (refer to Appendix 4)
Step 3 : Teacher instructs pupils to fill in the blanks by using is or are in each sentence.
Step 4 : Pupils do the exercise on their worksheet.
Step 5 : Pupils proof read their work and carry out peer correction.
Step 6 : A random, teacher asks each pair of pupils to read their answers aloud.
Step 7 : Pupils paste the worksheet in their exercise book.
Closure : Charades e. g.
The teacher is teaching . He is watering the plants. They are singing. The boys are playing football. They are flying kites. 9.6ANALYSIS OF WHILE-TEST No Name Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9 Q 10 Total % 1. Lok Kah Weng / / / / / / 6 60 2. Lee Zhao Jun / / / / / / / 7 70 3. Chai Yu Huan / / / / / / 6 60 4. Lau Xuan Hang / / / / / / 6 60 5. Lee Sie Lin / / / / / / 6 60 6. Lee Wai San / / / / / / 6 60 7. Tham Yoek Kit / / / / / / 6 60 8. Chow Si Qi / / / / / / 6 60 9. William Lit / / / / / / / 7 70 10. Lee Kah Wai / / / / / / 6 60 ANALYSIS OF POST-TEST No Name Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9 Q 10 Q 11 Q 12 Q 13 Q 14 Q 15 Q 16 Q 17 Q 18 Q 19 Q 20 Total % 1. Lok Kah Weng / / / / / / / / / / / / 12 60 2. Lee Zhao Jun / / / / / / / / / / / / / / / 15 80 3. Chai Yu Huan / / / / / / / / / / / / / / / 15 75 4. Lau Xuan Hang / / / / / / / / / / / / / / 14 70 5. Lee Sie Lin / / / / / / / / / / / / / / 14 70 6. Lee Wai San / / / / / / / / / / / / / / 14 70 7. Tham Yoek Kit / / / / / / / / / / / / / / 14 70 8. Chow Si Qi / / / / / / / / / / / / 12 60 9. William Lit / / / / / / / / / / / / / / / / / / / 19 95 10. Lee Kah Wai / / / / / / / / / / / / / / / 15 75 11. Ho Jia Min / / / / / / 6 60 12. Lau Jie Heng / / / / / / 6 60 13. Ng Lai Kuan / / / / / / 6 60 14. Ng Poh Yee / / / / / / / 7 70 15. Michelle Tham / / / / / / 6 60 16. Chong Kar Hin / / / / / / / 7 70 17. Poon Jien Ying / / / / / / / / 8 80 18. Choo Kar Lok / / / / / / / / 8 80 19. Chan Kok Wai / / / / / / / 7 70 20. Lee Yi Feng / / / / / / 6 60 11. Ho Jia Min / / / / / / / / / / / / 12 60 12. Lau Jie Heng / / / / / / / / / / / / / / 14 70 13. Ng Lai Kuan / / / / / / / / / / / / / 13 65 14. Ng Poh Yee / / / / / / / / / / / / / / 14 70 15. Michelle Tham / / / / / / / / / / / / 12 60 16. Chong Kar Hin / / / / / / / / / / / / / / 14 70 17. Poon Jien Ying / / / / / / / / / / / / / / /
15 75 18. Choo Kar Lok / / / / / / / / / / / / / / / / / / 18 90 19. Chan Kok Wai / / / / / / / / / / / / / / / 15 75 20. Lee Yi Feng / / / / / / / / / / / / / 13 65 10. REFLECTION A pupil would be able to use the verbs to-be is and are correctly if the teacher explains clearly its usage in a sentence (if possible with illustrations or real objects showing singular or plural as the saying goes, seeing is believing, the teacher gives lots of drills (through substitution tables) and lots of written exercise on a regular basis as the saying goes, practice makes perfect,. These activities will enhance their memory. But the key to improving proficiency in English is the efficient teaching of grammar right from the start -that is from Year 1 itself. 11. SUGGESTIONS 8.1 All English Language teachers should emphasize more on grammar at all levels.
8.2 Conduct the 10 minutes Introductory Reading Session during the teaching and learning process in the class.
8.3 Revise the syllabus where more emphasis will be given on grammar, just like the English Language Books in the 70s. 12. CONCLUSION Pupils are able to use verbs to-be is and are correctly in their speech and written work. They have shown a renewed interest in learning grammar. They also enjoyed learning verb to-be through charades and games. Learning English through fun definitely helped them learn better and remember longer. The pupils also did their while-test satisfactory (refer to Appendix 4a/4b). Most of them scored well in their post-test (refer to Appendix 5). Nevertheless, constant revision on grammar from time to time is a must especially for pupils studying in an urban area schools. A good teacher is the one who never gives his pupils the fish, but rather teaches them how to catch it. Appendix ( Pre-Test ) ENGLISH Name: ________________________ Date: ___________ Fill in the blanks with is or are 1.Puan Aminah ____________ a hardworking teacher 2.Christina _____________ my friend. 3.That boy ____________ Jason. 4.Hamid and Kamal _____________ neighbours. 5.My sisters room ______________always clean. 6.The butterflies ____________ beautiful. 7.You ____________very clever. 8.He ____________ a postman. 9.The rabbit ____________ clean and cute. 10.The girls ____________singing on the stage. 11.My parents _____________ teachers. 12.There _____________ many animals at the zoo. 13.The cat _____________sleeping under the car. 14.This _____________an orchid plant. 15.They ______________brothers and sisters. 16.Janets hair _____________longer than mine. 17.Hanif ___________a polite boy. 18.The birds ____________on the roof. 19.The children _____________flying kites. 20.There ____________ a burger stall by the roadside. ANALYSIS OF PRE-TEST No Name Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9 Q 10 Q 11 Q 12 Q 13 Q 14 Q 15 Q 16 Q 17 Q 18 Q 19 Q 20 Total % 1. Lok Kah Weng / / / / / / / / / / / 10 50 2. Lee Zhao Jun / / / / / / / / / / / / 12 60 3. Chai Yu Huan / / / / / / / / / / 10 50 4. Lau Xuan Hang / / / / / / / / / / / 11 55 5. Lee Sie Lin / / / / / / / / / 9 45 6. Lee Wai San / / / / / / / / / / / 11 55 7. Tham Yoek Kit / / / / / / / / / / / 11 55 8. Chow Si Qi / / / / / / / / / / 10 50 9. William Lit / / / / / / / / / / / / / 13 65 10. Lee Kah Wai / / / / / / / / / / 10 50 11. Ho Jia Min / / / / / / / / / / / 11 55 12. Lau Jie Heng / / / / / / / / / / / / 12 60 13. Ng Lai Kuan / / / / / / / / / / / 11 55 14. Ng Poh Yee / / / / / / / / / / / / 12 60 15. Michelle Tham / / / / / / / / / / 10 50 16. Chong Kar Hin / / / / / / / / / / / / 12 60 17. Poon Jien Ying / / / / / / / / / / / / / 13 65 18. Choo Kar Lok / / / / / / / / / / / / 12 60 19. Chan Kok Wai / / / / / / / / / / / 11 55 20. Lee Yi Feng / / / /
/ / / / / / 10 50
Appendix (While Test) ENGLISH Name:_______________ Date:____________ Fill in the blanks with is or are The farmer ______ feeding the chickens. A dog ______ standing behind the farmer. A cat ____ sitting between the dog and the goat. The fat cow ____ standing near the shade. There _____ three goats. Two of them _______ eating grass. A cockerel ______ crowing. 7. There ______ many chickens feeding on the grains. Two of them ________ fighting. 8. Many ducks ______ swimming in the pond while some ____ moving towards the pond. 9. There ______ a durian tree on the farm. The papaya trees _______ bearing a lot of fruits. 10. There ______ a bird on the roof of the shed. Appendix 4 ENGLISH Name: _________________ Date: _________
There are some errors in the sentences given below. Identify and circle the words used. Write the sentences again in the space given. 1. My brother is in his room. _________________________________________. 2. They is coming to the party. _________________________________________. 3. You are an honest boy. _________________________________________. 4. We are at home. _________________________________________. 5. My grandparents is old. _________________________________________. 6. The trees are big and tall. _________________________________________.
7. The flowers is beautiful. _________________________________________. 8. There are many pupils at the canteen. _______________________________________. 9. The apple is sweet. _________________________________________. 10. The dog are barking loudly. _________________________________________. 11. The pupils are cleaning their classroom. ____________________________________. 12. This is an electric iron. _________________________________________. 13. The cat are playful. _________________________________________. 14.Francis and Jane is cousins. _________________________________________. 15.My hands is dirty. _________________________________________. 16.Her bicycle is red. _________________________________________. 17. The car are expensive. _________________________________________. 18.He is in 4J. _________________________________________. 19.You are a helpful boy _________________________________________. 20.My school is SJK (C) Wan Hwa 1, Menglembu. _______________________________. Appendix 5 Based on the picture, write one correct sentence. You must use both the words given. .
---- farmer --- vegetables
. Mary ----- blowing
.
Ali ---- riding ------
. They ------ assembly ------
.
---- dogs ------ cage
Appendix 6 (Post-Test) Name: __________________ Date: _____________ Fill in the blanks with is and are. 1.Puan Aminah ____________ a hardworking teacher 2.Christina _____________ my friend. 3.That boy ____________ Jason. 4.Hamid and Kamal _____________ neighbours. 5.My sisters room ______________always clean. 6.The butterflies ____________ beautiful. 7.You ____________very clever. 8.He ____________ a postman. 9.The rabbit ____________ clean and cute. 10.The girls ____________singing on the stage.
11.My parents _____________ teachers. 12.There _____________ many animals at the zoo. 13.The cat _____________sleeping under the car. 14.This _____________an orchid plant. 15.They ______________brothers and sisters. 16.Janets hair _____________longer than mine. 17.Hanif ___________a polite boy. 18.The birds ____________on the roof. 19.The children _____________flying kites. 20.There ____________ a burger stall by the roadside.