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JABATAN PELAJARAN PERAK

THE USAGE OF VERBS-TO-BE

IS AND ARE

KAJIAN

TINDAKAN BAHASA INGGERIS

2010

OLEH

SK MANONG

33800 MANONG, PERAK.

JULAI 2010


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ACKNOWLEDGEMENT

First and foremost, the English Language Panel ofSK MANONG, would like to thank the Headmaster of SKMANONG Tn Hj Abdul Wahab b. Mad Noor and SeniorAssistant (1) Cik Hjh Che Mazwar bt for giving the

English Panel the opportunity to carry out this ActionPlan. We would also like to thank all the EnglishLanguage teachers who have contributed a lot of ideastowards this project. Finally, we would also like to thankall the teachers and pupils, especially the pupils of Year

5b, who have given their time and cooperation in orderto make this project a success.


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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 ANDARE IN YEAR 5B


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1.PROBLEM STATEMENT

SJK (C ) WAN HWA 1 is located 10 km to the south ofIpoh. The people in Menglembu and nearby villages mostlydo odd jobs in cottage industries to earn a living. Theiracademic background is secondary school level. Thereforethey seldom speak and use English either in school or athome. 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 EnglishLanguage as a third language.

The pupils of Year showed very low proficiency ingrammar particularly in verbs-to-be is and are. Thus,

this action research is carried out to the pupils of Year 4J inthis area.


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2.PREVIOUS TEACHING AND LEARNING

ACTIVITY REFLECTION

The usage of verbs-to-be is and are arenot given emphasis during teaching and learning

activity. I feel by giving a clear explaination onits usage in sentence and sentence drills throughsubstitution tables together with extensivewritten exercises, pupils will be able to constructsentences meaningfully.


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3.FIELD OF FOCUS

In an initial survey conducted through a

simple written exercise, it is very obvious thatthe pupils were not aware that the verb-to-be ina sentence must agree with its subject innumber. This aspect is rather new to the pupilsand quite complex and difficult to understand its

usage. Therefore we have decided that theaction research is focused on this grammaticalitem.


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4.OBJECTIVES

The objectives of this action research are:-

1. To enhance the usage of verbs-to-beis and are in Year 5B

2. To instill a positive attitude towards thelearning of English.

3. To make the learning of grammar fun

and enjoyable


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5.TARGET GROUP

Year 5B

6.SUGGESTED ACTIONS

1. Grammar aspect should be givenemphasis during English lessons

2. Expand the pupils opportunity toexpress their ideas in English


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7. METHODOLOGY

7.1 Type of research:The type of research which will be carried out is experimental. It will be done throughof 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 pupilsweak in verbs-to-be is and are from 5B. 7.4 Research instruments:

The instruments are:a. Pre-test worksheetb. While-test worksheetc. Post-test worksheet

7.5 Scope of survey:The scope of study is chosen mainly to enhance the understanding and usage ofverbs-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.


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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 INTERVIEW5.1.3 OBSERVATION

8.2 Analysis of PRE-TEST.

8.3 Analysis of INTERVIEW.

8.4 Analysis of OBSERVATION.


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INITIAL SURVEY

8.1.1 PRE-TESTa.) 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 INTERVIEWa.) 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 OBSERVATIONSa.) 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 theirfriends.They need to be reminded to do their corrections.

8. Initial Data Collection.

In this study, methods of Data Collection were used :


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ANALYSIS

8.1 ANALYSIS OF PRE-TESTFrom the analysis of errors based on the fill in the blanks exercise. It was obviousthat the pupils were not aware that the verbs to-be in a sentence must agree with itssubject in number and person. As verbs to-be do not exists in Chinese language, thepupils 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. Thiscould 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 faras English is concerned, it is not used at all at home or even in class during Englishperiod which is four times per week. On top of that, these pupils are from the belowaverage groups.

8.3 ANALYSIS OF OBSERVATION

The attitude of pupils towards their studies show lack of enthusiasm. Most of themdo not finish their homework. They usually do it at the last minute by copying theirfriends work the following morning. The pupils also found it difficult to understandthe instructions in English. So, is has to be translated into Chinese language to makethings easier for them.


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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 thatthere 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 strategyBased on the initial findings of the survey, this action plan will focus mainly onverbs-to-be :is and are. Prior to this, pupils have been given drills throughsubstitution tables (refer to Appendix 3). This is done to ensure positive resultsduring 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 intheir marks. This shows that if proper planning, personal attention and care aregiven to a smaller number of pupils, these pupils who are weaker compared to thewhole class, can also excel in their studies.


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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


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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 4418. Chor Kar Lok 41 41

19. Chan Kok Wai 28 46

20. Lee Yi Feng 48 48


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9.5 IMPLEMENTATION OF ACTION PLAN

The following is a simple plan:Subject : English LanguageYear : Year 4JTime : 60 minutesTopic : On the Farm

6.3.1 Verbs to-be : is / are

Thinking Skills : Comparing and ContrastingObjectives : By the end of the lesson, pupils should be ableto :-

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 thetopicOn the Farm

Audio Visual Aids : Mahjong paper, riddle cards, worksheets.


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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 iswatering the plants.They aresinging.The boys areplaying football.

They are flying kites.


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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


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ANALYSIS OF POST-TESTNo 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


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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


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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


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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 objectsshowing singular or

pluralas the saying goes, seeing is believing,

the teacher gives lots of drills (through substitutiontables) 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 toimproving proficiency in English is the efficient teaching

of grammar right from the start

-that is from Year 1 itself.


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11. SUGGESTIONS

8.1 All English Language teachers should emphasize more ongrammar at all levels.

8.2 Conduct the 10 minutes Introductory ReadingSession during the teaching and learning

process in the class.

8.3 Revise the syllabus where more emphasis will be given ongrammar, just like the English Language Books in the 70s.


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12. CONCLUSION

Pupils are able to use verbs to-be is and are correctlyin their speech and written work. They have shown a

renewed interest in learning grammar. They alsoenjoyed learning verb to-be through charades and

games. Learning English through fun definitely helpedthem learn better and remember longer. The pupils alsodid their while-test satisfactory (refer to Appendix 4a/4b).

Most of them scored well in their post-test (refer toAppendix 5). Nevertheless, constant revision on

grammar from time to time is a must especially forpupils 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.


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Appendix( Pre-Test )

ENGLISH

Name: ________________________ Date: ___________

Fill in the blanks with is or are

1.Puan Aminah ____________ a hardworkingteacher

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.


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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.


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ANALYSIS OF PRE-TESTNo 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


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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


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Appendix (While Test)


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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.


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7. There ______ many chickens feeding onthe 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


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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.

_________________________________________.


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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.

_________________________________________.


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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._______________________________.


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Appendix 5Based on the picture, write one correct sentence. You

must use both the words given.

.---- farmer --- vegetables

.Mary ----- blowing


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.Ali ---- riding ------

.They ------ assembly ------

.

---- dogs ------ cage


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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.


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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 theroadside.

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