FAKULTI PENDIDIKAN DAN BAHASA

SEPTEMBER /2014

HBEL3203

TEACHING OF GRAMMAR

NAMA : WAN MAZLAN BIN WAN CHIK

NO. MATRIKULASI : 641229025119001

NO. KAD PENGENALAN : 641229025119

NO. TELEFON : 0127162061

E-MEL : wmazlan@gmail.com

PUSAT PEMBELAJARAN : KELANTAN LEARNING CENTER

HBAE 3103TABLE OF CONTENTS PAGE

1.0. INTRODUCTION 1 - 2

1.1. EXPLICIT OR IMPLICIT METHOD OF TEACHING 2

1.1.1. What is explicit learning? 2

1.1.2. What is explicit teaching? 3

1.1.3. What is implicit learning? 3

1.1.4. What is implicit teaching? 3 - 4

1.2. PROBLEM STATEMENT 4

2.0. DATA COLLECTION METHOD 5

2.1. TECHNIQUE OF COLLECTING DATA 5 - 6

2.2. RESEARCH INSTRUMENT 6 - 9

3.0. DESCRIPTION AND JUSTIFICATION OF METHODS OF GRAMMAR INSTURCTION.

9

3.1. PARTICIPANTS 9

3.2. RESEARCH INSTRUMENT 9 - 10

3.3.DESCRIPTION OF THE METHOD OF GRAMMAR

INSTRUCTION10

3.4. EXPLICIT APPROACH 10 - 11

3.5. IMPLICIT APPROACH 11 - 12

3.6. METHOD USED FOR THIS STUDY 12 - 13

4.0. ANALYSIS OF ESSAYS: USE OF PRESENT TENSE 13 - 15

4.1. DATA ANALYSIS 15

5.0. ANALYSIS OF ESSAYS : USE OF PAST TENSE 16

5.1. DATA ANALYSIS 16 - 17

6.0. FIVE ESSAYS BY THE STUDENTS. 18 - 22

7.0. CONCLUSION 23

REFERENCES 24

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1.0. INTRODUCTION

It is undeniable that English is the most common and the most important language in the

world. The speakers can be found almost anywhere, whether native or non-native. The

expansion and acceptance of English is still growing. According to Zaharuddin (1993),

this widespread use of English is due to two successive periods where two English

speaking countries dominated the world with their wealth, strength, economic power and

advanced technology. During the period of the 19th century, the English controlled the

world trade. After that, from the 20th century onwards, the United States of America

takes over. Malaysia learns English as a result of the British colonisation, similar to other

countries which have had the same experience, and takes the language as the second

language because of its importance in the development and modernisation.

Presently, Zaharuddin (1993) stated that English is used by a number of countries

totalling about 600 million people. Half of the population is native speakers while the

other half is of the non-native speakers. Since English is still expanding, it is estimated

that the number of non-native speakers of English may exceed the number of native

speakers. Strevens (1980) stated that it would be an area of interest, since “the larger the

total number of users, the larger the number of differentiated versions of the language

which will develop.”

One of, if not the most common, problem faced by ESL students is the tense of their

writing and more specifically the consistency of these tenses. Mistakes relating to tense

may be made for a number of reasons. ESL students may be unsure how to form the

present or past tense of certain verbs or may simply be uncertain about whether certain

sections of their essay should be written in present or past tense. One of the problems in

this area is failure to maintain tense continuity. Godfrey (1980), defines maintaining tense

continuity as ”once a tense is used representing a particular temporal reference central to

the topic with which it is associated is exhausted. When a new topic with a new temporal

reference call for a new tense, the former tense is terminated and a new one is initiated.”

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Tenses are often perceived as one of the most difficult grammar items to be learned and

taught to English Second Language (ESL) students. Teachers usually face problems in

determining the proper way to instruct them. For example an ESL students may be unsure

how and when to employ the present or past tense of certain verbs or may simply be

unsure about whether certain segments of their essay should be written in present or past

tense. This will be the problem for the teacher to insure that their student make correct

choice in using the tense.

1.1. EXPLICIT OR IMPLICIT METHOD OF TEACHING

Nearly every language teacher in the world will agree that the argument around the

effectiveness of explicit and implicit teaching has been questioned for decades. Some

researchers agree that explicit teaching methods are more beneficial for learners, some

researchers agree that implicit teaching methods are more beneficial for learners, and

some researchers believe that a combination of the two methods is beneficial for optimal

learning.

The method can best present material for the different students is considered to use

during the teaching activities. This also very much puts on to the work of Krashen (1994)

who used the explicit and implicit standards for his distinction between language learning

and speech learning. The goal was to gain a clearer understanding of how effectively they

learned. Hence, choosing the right method of teaching will permit the pupils to read more

distinctly.

1.1.1. What is explicit learning?

Explicit learning is a “conscious awareness and intention” (Brown, 2007,

p.291) to learn. In addition, explicit learning involves “input processing to

find out whether the input information contains regularities, and if so, to

work out the concepts and rules with which these regularities can be

captured” (Brown, 2007, p.291). Explicit learning is an active process where

students seek out the structure of information that is presented to them.

Some synonyms of explicit learning are: active, intentional, deductive,

rational, formal, intellectual, conscious, monitoring, problem-solving,

analysis, abstract, metacognitive, inferencing, and systemic study.

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1.1.2. What is explicit teaching?

Explicit teaching involves directing student attention toward a specific

learning target in a highly structured environment. Subjects are taught in a

logical order directed by the teacher through demonstration, explanation and

exercise. Explicit teaching also involved modelling thinking patterns. This

requires a teacher thinking out loud while running through a “problem” to

help pupils see how they should think about executing a project. The

attention of pupils is really important since explicit teaching is very teacher-

centred. Explicit instruction is nearly related to deductive teaching, which

means that rules are applied before any lessons are considered.

1.1.3. What is implicit learning?

Implicit learning is “learning without conscious attention or awareness”

(Brown, 2007, p.291). In addition, implicit learning occurs “without intention

to learn and without awareness of what has been learned” (Brown, 2007, p.

292). Implicit learning a passive process, where students are exposed to

information, and acquire knowledge of that information simply through that

exposure.

1.1.4. What is implicit teaching?

Implicit teaching involves teaching a certain subject in a suggestive or

implied manner; the aim is not simply expressed. Implicit teaching is nearly

related to inductive teaching, which means that rules are deduced from the

examples presented first.

Errors constitute a lively piece of data in the field of speech, learning and production of

oral communication by scholars, both in spoken and composed varieties of words. In the

past, errors were considered ” annoying, distracting, but inevitable byproduct of the

process of learning a language.”

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In English using tenses are quite difficult because of various causes. Unlike ”Bahasa

Melayu”, English has a tense system. It will be harder for students to use tenses correctly

in English. Foppoli (2011) insist that it is indeed really important; quoting that grammar

is the foundation of a language. Therefore, the students must know how to use the simple

present and past tense correctly.

Corder (1978) as cited in Ho (2003:2) has published an article distinguishing ‘mistakes’

with ‘errors’ where the former refers to “unsystematic errors of learners as opposed to the

systematic errors of learners from which we are able to reconstruct their knowledge of the

language to date”. Therefore, the teacher can analyze the errors and study the strategies

to improve the students’ understanding.

Objectives

The objectives of this study are twofold:

a. To distinguish the areas where students commit most errors on the use of the

simple present tense.

b. To distinguish the areas where students commit most errors on the usage of the

past tense.

c. The best ways to correct the students’ errors with regard to the role of the simple

present tense and the simple past tense.

d. Designs to see out some sources of faults committed by the students and thirdly, it

purports to discover efficient ways to tackle or solve the mistakes.

1.2. PROBLEM STATEMENT

In terms of Second Language Acquisition (SLA), students confronted with same logical

problems faced in the process of gaining the first words. Furthermore, this learning is also

determined, either positively or negatively by the first speech. The students often thought

that learning Simple Present Tense and Past Tense were difficult. This assumption made

the students afraid and not motivated to hit the books. As a consequence, most of the

pupils were afraid to ask the points that they did not understand to the teacher.

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2.0. DATA COLLECTION METHOD

For this research investigation the term strategies was defined as, “…the approaches that

can be used across curricular areas to support the learning of students” (Herrell and

Jordan 2004:5) which “…may be used only on occasion” (Ritchhart, Church and

Morrison 2011:48).

Data Collection is an important facet of any type of research work. Inaccurate data

collection can affect the result of a survey and ultimately lead to invalid results. There are

two types of data aggregation:

i. Quantitative data collection method

ii. Qualitative data collection method

2.1. TECHNIQUE OF COLLECTING DATA

Technique of collecting data in this research is using qualitative and quantitative

information. Qualitative is derived from observation within the physical bodily function

in the classroom and interview to be exhibited to the teacher. On the other side, the

quantitative data in this research use the questionnaire.

Interviewing

Interviews are basic fact-finding interactions where one individual asks questions while

another responds. By conducting interviews, researchers obtain a clearer understanding of

an individual’s background and experience. Knowledge of this experience helps the

researcher better understand the context for an individual’s behavior and decision-making

rationale (Seidman, 1998).

Depending upon the type of information sought, interviews can be loose or formal.

Informal interviews elicit purposeful conversation by soliciting responses that may pass

the audience down an unplanned or unexpected way. Compassion, empathy, flexibility,

and reciprocity from the interviewer to the interviewee are necessary in order for

informal interviews to succeed (Arhar, Holly, & Kasten, 2001; Patton, 1987; Seidman,

1998). According to Patton (1987), “interviewing becomes an art and science requiring

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skill, sensitivity, concentration, interpersonal understanding, insight, mental acuity, and

discipline” (p. 108).

a. Interviews

In interviews information is obtained through inquiry and recorded by census takers.

Structured interviews are performed by using survey forms, whereas open intervals are

notes taken while talking to respondents. The notes are subsequently structured

(interpreted) for further analysis. Open-ended interviews, which demand to be read

and analysed even during the interview, have to be transported out by well - prepared

teachers.

As in preparing a questionnaire, it is important to pilot test forms designed for the

interviews. The best attempt to clarify and focus by the designer cannot anticipate all

possible respondent interpretations. A small-scale test prior to actual use for data

collection will assure better data and avoid wasting time.

Although structured interviews can be practiced to hold virtually any data, as with

questionnaires, information is based on personal belief. Data on variables such as a

catch or effort are potentially open to large errors, due to poor estimates or intentional

errors of sensitive data.

Before implementing Classroom Action Research (CAR) teacher conducts the

interview to obtain out the students’ involvement in English language before

considering the method to be used for teaching the present tense and the past tense.

2.2. RESEARCH INSTRUMENT.

Anglea (2009) suggests that the questioning process in qualitative interviewing enable

researcher to explore into the minds of the sample and coherently gauge their

perspectives on issues being raised throughout the interviewing process.

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Qualitative interview proves to be a more potent instrument for data collection as it can

retrieve data that cannot be recovered by other modes of research instruments.

Two a approaches have been used in this field, which is; ”general interview guide” and

“semi structured interview”.

The General Interview Guide

The general interview guide approach is more structured than the informal,

conversational interview, although there is still quite a bit of flexibility in its composition

(Gall, Gall, & Borg, 2003). The ways that questions are potentially worded depend upon

the researcher who is conducting the interview.

Semi-Structured Interview

A semi-structured interview is a method of research used in the social sciences. While a

structured interview has a rigorous set of questions which does not allow one to divert, a

semi-structured interview is open, allowing new ideas to be brought up during the

interview as a result of what the interviewee says. The interviewer in a semi-structured

interview generally has a framework of themes to be explored.

These approaches are then blended together to attend a more beneficial outcome for the

researcher to devise the questions specifically related to the research questions and asks

the subjects to answer in sequence in order. By using this approach the questions will be

prepared beforehand, thus this will ensure the researcher is on the right track with the

subject matter of the study during the interview session.

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Table 1: Instrument For The Interview And The Result

NUM. QUESTIONS PARTICIPANT Yes No%

Yes

%

No

1 Do you like English lesson? 20 10 10 50 50

2Do you like to read English story

books?20 6 14 30 70

3Do you like to watch an English

movie?20 20 0 100 0

4 Do you know what is present tense? 20 8 12 40 60

5 Do you know what is past tense? 20 8 12 40 60

6The student is motivated in learning

English Grammar.20 8 12 40 60

7Student have difficulty in using

different subjects in simple past tense20 15 5 75 25

8The student could not remember the

formula of the simple past tense.20 18 2 90 10

9The students do English exercise

individually.20 16 4 80 20

10The students use the simple past

tense in their life20 3 17 15 85

The questions above was constructed by the writer’s friend Mr. Syed Mohamad and

being used by the writer for the interview. From the outcome of the interviews before

implementing of CAR, the writer would wish to make some explanations. From the data,

students are still having low motivation in learning the simple past tense and most of

them still have difficulties in using the simple past tense meaningfully.

The result of the interview revealed that from first statement and second, 50% (10

students) like English Language and 30% (6 students) like to read story books. The

statement number 3 100% (20 students) like to watch movies and 40% (8 students) knew

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the present tense. The statement 5 40% (8 students) knew what is past tense and

motivated to learn English. For statement 6 40% (8 students) is motivated in learning

English Grammar, 75% (15 students) have difficulty in using different subjects in simple

past tense. For statement 8, 90% (18 students) the student could not remember the

formula of the simple past tense. For statement 9 showed that 80% (16 students) could

not do English exercise individually and for statemen 10 only 15% (3 students) use the

simple past tense in their life.

From the result we can conclude that the ability of the students and their interest in

learning English language, especially the simple past tense and simple present need to be

boost up. Therefore the implementation of the explicit teaching method is in order so that

it will improve students’ ability and motivation.

3.0. DESCRIPTION AND JUSTIFICATION OF METHODS OF GRAMMAR

INSTURCTION.

In getting good result from the research, it is vital to choose the research method. The

aims of this case study is utilizing error analysis of learners’ writing performance,

specifically on Simple Present Tense and the Simple Past Tense as well as to find out the

frequencies of errors committed, to detect the sources of errors committed by the learners

and lastly, find out the effective ways to solve the errors.

3.1. PARTICIPANTS

20 students Year 5 Bestari 1 from Sekolah Kebangsaan Jeli 2, Jeli, Kelantan participated

in this research. The actual students for this class is 34 but only 20 were selected. These

students mother tongues is Bahasa Melayu.

3.2. RESEARCH INSTRUMENT

Students were given a topic which is ‘How I spent my last holiday’ and it is a guided

essay. This essay title was choosen because the question was undoubtedly valid for

students in terms of the context, theme as well as a syllabus. Students were given 30

minutes to write an essay of 120 – 150 words in the present tense after using explicit

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method. A week later, the teacher teaches past tense and write an essay on the same topic.

Students were given 30 minutes to write an essay of 120 – 150 words in the past tense

3.3. DESCRIPTION OF THE METHOD OF GRAMMAR INSTRUCTION

Grammar is very important within the English language, since it is, in effect, the glue that

holds the language together. With the use of incorrect grammar sentences can become

meaningless and their message is unclear. This means that you aren’t able to

communicate effectively and the person who is reading your work may well be quite

confused as to your meaning.

All educators agree that students are better writers when they have an understanding of

grammar. To be effective writers in school and to effectively communicate later in life

when in the workplace, students need to use proper grammar.

In order to truly master English grammar, a student must have both declarative and

procedural knowledge. Memorizing grammar rules are not useful unless a student

understands how to apply these rules to daily communication.

According to researcher Calkins (1980) indicates that is more effective to teach

punctuation, sentence variety, and usage in the context of writing than approach the topic.

Weaver (1998) writes, “What all students need is guidance in understanding and

applying those aspects of grammar that are the most relevant to writing.”

3.4. EXPLICIT APPROACH

Explicit teaching is not just merely giving students clear directions or even stating the

learning goals at the beginning of a lesson, it is a way of thinking about and acting out

teaching and learning in a principled way throughout the lesson.

Explicit instructional talk is evident when it directly and intentionally prepares students

for their learning, informs them of the learning path and enables them to develop

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metacognitive strategies for knowing that learning has taken place. It is an approach that

clearly explicates and maintains the ‘what’, the ‘how’ and the ‘why’ of any given lesson.

Explicit grammar knowledge “refer to a conscious knowledge of grammatical forms and

their meaning” (Purpura, 2004). DeKeyser (1995) indicates that this explicit grammatical

instruction involves the explanation of rule or request to focus on grammatical feature.

The instructions can happen both deductively, where the learners are presented examples

first then to generate rules and make generalizations.

3.5. IMPLICIT APPROACH

By contrast, some teachers think that people can acquire language without any overt

grammar instruction much in the same way children learn their mother tongue. They

believe that conscious use of language forms may result in high affective filter and

consequently poor language proficiency and fluency. These teachers prefer language use

to language usage and focus on meaning rather than form. For language activities, they

provide contextualized and authentic language and do not refer to rules or forms at all.

According to (Brown, 2007) “learning without conscious attention or awareness”. In

addition, implicit learning occurs “without attention to learn and without awareness of

what has been learned” (Brown, 2007).

Reber (1967), describes a situation where a person acquires knowledge of covariations in

the environment without explicit intention of learning, without awareness of the learning

process and without knowledge of what has been learned. In the artificial grammar

learning experiment, participants are instructed to memorize stimuli structured by a rule.

In a later test phase, they are able to classify stimuli into regular and irregular items with

above-chance accuracy without being able to verbalize the rule.

In the instructed learning condition, a brief explanation of the rule and written

instructions were given. After training, all participants were instructed to classify

previously seen and novel sentences as grammatical or ungrammatical. If implicit

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learning is an effective way of learning second language grammar, one would expect

participants in the implicit training condition to be good at classifying both new and old

sentences, and performance on new sentences to be as good as more explicitly instructed

participants.

Implicit learning a passive process, Students acquire knowledge of new information

through exposure. It evolve outside of awareness, and cannot be consciously recalled, but

causes changes in behavior. Students are exposed to information, acquire knowledges of

that information simply through that exposure..

3.6. METHOD USED FOR THIS STUDY

Tenses is the major problem for ESL students. So a good approach needs to be designed

by teachers to help students learn and understanding those English. The best method to

apply to the teaching of the teachers is explicit method. It can the learners remember the

rules of English tenses.

In this study the writer uses the explicit method of teaching. Teacher starts the lesson

with the presentation and explanation of the tense rules and followed by few exampels.

Sudents then give few samples orally and then write them on the blackboard. This is for

the teacher to know whether students understand the lesson.

3.7. JUSTIFICATION

The purpose of teaching tenses is not to get students to learn or memorize the material

right away but to get an overview of this variety of tenses and see how they relate to each

other.

English tenses seem difficult for speakers of other languages because they are full of

exceptions to grammar rules. It can appear to some students that so many words are

exceptions to the rule. As Harmer says (Harmer 1987:10). In order to achieve this teacher

must design a strategy to achieve this goal.

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To implement this strategy suggested by the writer well, teachers should know the

benefits and the problems that they may find during the implementation of the strategy.

Teacher should inovate this strategy to suit their students.

4.0. ANALYSIS OF ESSAYS: USE OF PRESENT TENSE

One important English verb tense is the simple present. This is actually not a very good

name because its meaning is not exactly simple and the time for which it is used is not

exactly present.

When teaching the Present Simple the ultimate goal is to make sure your students

understand that it’s used to describe routines, habits, daily activities, and general truths.

Also important is the contrast between the Present Simple and the Present Progressive.

Wrong perception of Simple Present Tense will affect the students’ ability in constructing

or understanding Simple Present Tense sentences.

There are different simple present tense forms for be and for other verbs.

BE (affirmative)

I am

you are

he is

she is

it is

we are

you are

Other Verbs (affirmative)

I base form

you base form

he / S / form

she / S / form

it / S / form

we base form

they base form

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There are also differences when be and other verbs

are negative in simple present tense:

BE (negative)

I am not

You are not

he is not

she is not

it is not

we are not

they are not

Note: Contractions are often used for not, am not, is not, and are not:

are not ---> aren't

is not ---> isn't

I am not ---> I'm not

you are not---> you're not

he is not---> he's not

she is not---> she's not

it is not---> it's not

we are not---> we aren't

they are not---> they aren't

Other Verbs (negative)

I do not + base form

you do not + base form

he does not + base form

she does not + base form

it does not + base form

we do not + base form

they do not + base form

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Note: Contractions are often used for do not and does not:

I do not ---> I don't

you do not ---> you don't

he does not ---> he doesn't

she does not ---> she doesn't

it does not ---> it doesn't

we do not ---> we don't

they do not ---> they don't

4.1. DATA ANALYSIS

Grammatical Errors Committed by ESL Learners in Writting

Table 4.1 : Errors Committed in Simple Present Tense

 

No Types of Errors Total Students = 20 Percentage

1 The rule of affirmative 11 55%

2 Subject verb agreement 15 75%

3 Errors in using verbs 17 85%

The table shows three types of grammatical errors identified based on the students’

narrative writing . Errors in using verb are the most frequent types of error being

committed which is 85%, while subject verb agreement 75% and followed by The rule of

affirmative 55%. (Table 4.1)

This shows that student is still weak in there grammar. Without any mistake students

cannot learn the language. Errors using verbs such am, is and are. For the second

writing activities base on the same title , their writing have improve.There shows that the

students are trying their best to improve in writing essay.

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5.0. ANALYSIS OF ESSAYS : USE OF PAST TENSE

The Simple Past Tense, often just called the Past Tense, is easy to use in English. If

students already know how to use the Present Tense, then the Past Tense will be easy. In

general, the Past Tense is used to talk about something that started and finished at a

definite time in the past.

Students for whom English is a second language sometimes (quite understandably) have

trouble distinguishing between the Simple Past and the Present Perfect tenses. The use of

Simple Past is to express the idea that an action started and finished at a specific time in

the past ( e.g., yesterday, last night, two days ago, in 1990) (Azar, 1992:18). It is also for

actions completed in the past at a definite time. The simple past tense usually talks about

an action or situation in the past.

5.1. DATA ANALYSIS

Grammartical Errors Committed by ESL Learners in Writing

Table 5.1 : Errors Committed in Past Tense

No Types of Errors Total Students = 20 Percentage

1. The errors of Simple Past Tense in

regular verb.

15 75%

2. The errors of past tense in irregular

verb

18 90%

3. The Past Tense of verb be 17 85%

The table shows three types of grammatical errors identified based on students’ narrative

writing. Some of the errors detected by the students in their first attempt are the

confusing of using Simple Past Tense in regular verb; “went” confused with “go” and

the use of “-ed” in the verb. 75% of the students made errors for Simple Past Tense in

regular verb.

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Error made by the students for the errors of past tense in irregular verb usually occurs

because the students do not understand the use of “-ed” or “-d”. 90% of the students

make this mistake. For example; “My father take d (took) us to a strawberry farm..” . The

students still confused with the “-d”.

85% errors on the simple past of each irregular verb. The students have the difficulty

when to use “were, was” and how to use “-ing” for example;

I was enjoyed myself there. (wrong)

I was enjoying myself there. (correct)

I enjoyed myself there. (correct)

The first two sentences show errors on the use of Verbs in relation to Past Continuous

Tense.

After teacher point out the students’ errors, the students shows their improvement on their

writing. Errors should be put into context so that the students would have aclear view on

the courses of errors and correct their mistake.

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6.0. FIVE ESSAYS BY THE STUDENTS.

Image 1: Image of Student’s essay (Present tense)

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Image 2: Image of Student’s essay (Past Tense)

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Image 3: Image of Student’s essay (Past Tense)

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Image 4: Image of Student’s essay (Past Tense)

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Image 5: Image of Student’s essay (Past Tense)

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7.0. CONCLUSION

Grammar is the backbone of a language and without it any single thing you know may be

in flux, in a sort of jelly without much consistency. In a nutshell, grammar provides you

with the structure you need in order to organize and put your messages and ideas across.

It is the railway through which your messages will be transported.

It's very important to ESL learners to master grammar so they can communicate personal

views within the proper format. Redmond (2003) notes that the creation of the English

past participle involves demand of four sophisticated grammatical contexts: the inactive,

today's the past, the past perfect, and perfect model. Since they involve speakers to

organize numerous associations between tense, voice, aspect, and disposition inside the

verb phrase from semantic and syntactic views, all of consumption is known as

complicated in accordance with simple effective sentences. Using verb tenses imprecisely

or inconsistently can also distract a reader and block communication.

Many of our primary school students have the problems using tenses, especially simple

present tense and past tense. The study has shown that explicit method of teaching will

give better result. In explicit teaching method, students will presented with the rules and

examples of a given structure performing better than implicit method. Analysis of the

students’ work demonstrated a wide range of grammatical errors.

By using the explicit approach teacher can minimize the errors made by the student.

The Teacher also must innovate their teaching technique so that the can students love

English thus make them want to know more about English. Again, our primary goal as

second language teachers must be to create users or the language, not linguists! It escapes

the aim of this article to describe how we can achieve this but basically we are going to

name the main elements to consider to create "language users."

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