1

RIS

SEMESTER 1 SESI 2010/2011

KOD & NAMA KURSUS

KRL 3033

KAEDAH PENYELIDIKAN DALAM PENDIDIKAN SEKOLAH RENDAH

TAJUK

DISEDIAKAN OLEH:

NAMA NO. MATRIK PROGRAM

MUHAMMAD FAIZAL ZAKARIA

D20102046143

014-8108491

NAMA TUTOR E-LEARNING : Dr Mahendran A/L Maniam

KUMPULAN UPSI : (A122PJJ)

TARIKH PENYERAHAN: 27 April 2014

HOW TO USE SUBJECT VERB AGREEMENT TABLE TO OVERCOME

SENTENCE SONSTRUCTION PROBLEM FOR CHILDREN

PEMARKAHAN

2

Table of content

Chapter One (Research Problem ) Page

1.0 Introduction 3

1.1 Background Research 4

1.2 Statement of the problem 5 – 8

1.3 Conceptual frame 9

1.4 Research Objective 10

1.5 Research Question 11

1.6 Importance of Research 12

1.7 Limitation of research 13

1.8 Definition of Term 14

1.9 Advantages of Using SVA table 15

1.10 Summary 16

Chapter Two (Literature Review )

2.0 Introduction 17

2.1 Related Theory 18

2.2 3 Related Research 19 -23

2.3 Summary 24

Chapter 3 (Research Method)

3.0 Introduction 25

3.1 Research Design 26 -27

3.2 Population and Sample 28

3.3 Research Instrument 29 – 30

3.4 Data Analysis 31 – 32

3.5 Summary 33

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Introduction

Like all learning problems, difficulties in writing can be devastating to a child's education and

self-esteem. As children progress through school, they are increasingly expected to express

what they know about many different subjects through writing. If a child fails to develop

certain basic skills, he or she will be unable to write with the speed and fluency required to

excel as these demands increase. Indeed, for a child struggling with a writing problem, the

writing process itself interferes with learning. Students faced with such difficult odds have

trouble staying motivated.

Writing problems rarely occur in isolation, and improvements in writing go hand in hand

with the development of other non-writing-specific skills. Thus, a problem with the

development in one of these areas is likely to interfere with a child's progress as a writer. A

sentence is a group of words which starts with a capital letter and ends with a full stop (.),

question mark (?) or exclamation mark (!). A sentence contains or implies a predicate and a

subject.

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Research background

I choose my Year 6 pupils as the material for this research.These 35 pupils are classified in

intermediate class.The name of the class is 6 Al Khawarizmi.Their average score for English

is 55 to 60 something. In English in of primary school , they are set for 4 crucial skills such

as reading,speaking,writing dan listening.The school name is SK Seri Paka,Dungun

,Terengganu. For Year 6 pupils ,they are the candidates for formal and important examination

for their whole life for that time called UPSR.In English ,my pupils were told by their

teachers and parents to work hard and study as best as they can do.For English in

UPSR,students will have to answer two separate set of questions .They are call Paper 1 and

Paper 2.Paper 1 contain 40 objective questions including variety of components such as

vocabulary,collective nouns,social expression,cloze test and comprehension.My pupils

average score for this Paper is around 28 to 34 out of 40 question.It seems they don’t struggle

so much in this section since they do have choice and time to think the best answer

depending from the choices given( A,B,C and D).Also known as multiple choice questions

(MCQ).Well,the main purpose of this research is on my students behaviour and problem in

Paper 2.Paper 2 consists 4 parts of writing which surely test and challenge students on how to

construct sentences correctly along with proper punctuation and subject verb agreement .This

task on Paper 2 is also known as ―the killer‖ in English Paper.In addition,it is quite difficult

to bring people to get interested in writing especially in English.Their attitude and

missunderstanding of English makes they hate and bore in learning English.

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Problems

Sentence Construction Problem (Sentence Structure)

Because so many writing problem .Some of the problems are that people either run sentences

together without using proper punctuation, or they use sentence fragments (see below) when

they should use complete sentences. Another problem when writing sentences is the use of

run-on sentences (see below). In this section we will look into these problems (and others)

and analyse ways of avoiding them.rocesses need to be automatic, active working memory is

critical. Good writing does not exist without good sentences. Below are some of the more

common problems with sentences written by students.

Mixed Construction: In general, a mixed construction occurs when a student begins one

sentence and ends with another. Problems can occur on a grammatical level, when the mixed

construction leads to improper subject-verb agreement or pronoun reference, or they can

occur purely on the level of logic, where the sentence is technically correct, but makes no

sense. For example:

Incorrect: For most people who eat veal, they don't think about where it came from.

Correct: Most people who eat veal don’t think about its origin.

Subject-verb Agreement: Often, an intervening phrase or clause can lead to a lack of

agreement between subject and verb. Correctly identify the subject and make sure the verb

agrees in number. For example:

Incorrect: One of the men who live in trailers want to move to a house.

Correct: One of the men who live in trailers wants to move to a house. My pupils may have

difficulty recalling spelling, grammar, and punctuation rules, accessing prior knowledge

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while writing, or organizing ideas. A memory problem may manifest itself in a child's writing

as:

A ) poor vocabulary

B ) many misspelled words

C ) frequent capitalization, punctuation, and grammar errors

D ) difficulty with word sounds, spelling, and meanings

The errors and awkward phrasing in their children’s essays often surprise parents of

elementary school students. Usually children exhibit a stronger command of language in

conversation than on paper and don’t begin to write at a level equivalent to their own speech

until grades four to seven. Here are some common errors in grammar, usage, and mechanics

that will help you identify the trouble spots in your child’s writing.

Problem: Proper Nouns Not Capitalized

Example: I saw dr. smith in new york.

Solution: I saw Dr. Smith in New York.

Problem: Sentence Fragments

Example: Going to the grocery store for milk.

Solution: I am going to the grocery store for milk.

Problem: Run-on Sentences

Example: I like riding my bike after dinner first I have to help with the dishes.

Solution: I like riding my bike after dinner, but first I have to help with the dishes.

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Problem: Lack of Subject-Verb Agreement

Example: He run every day.

Solution: He runs every day.

Problem: Incorrect Noun Plurals

Example: The berrys are ripe.

Solution: The berries are ripe.

Problem: Incorrect Plural and Possessive Nouns

Example: My parent’s wedding photo is beautiful.

Solution: My parents’ wedding photo is beautiful.

Problem: Wrong End Punctuation

Example: What are you doing.

Solution: What are you doing?

Problem: Not Forming Compound Sentences

Example: Tom likes baseball his friend likes hockey.

Solution: Tom likes baseball, but his friend likes hockey.

Problem: Lack of Commas in a Series

Example: Our flag’s colors are red white and blue.

Solution: Our flag’s colors are red, white, and blue.

How Parents Can Help

There are many ways you can help your children enjoy and improve their writing.

Give positive feedback. When reviewing your child’s essays, give positive feedback

along with talking about what needs improvement. Engage your child in the revision

process by discussing the mechanics of writing without disapproval of their ideas.

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Students should understand that writing is a process and all writers revise their work.

Remember, children need encouragement as much as correction. Also, speak in

private to avoid possible embarrassment.

Incorporate writing into family activities. There are lots of ways to bring writing

into daily family life. Ask your children to help you make lists and record messages.

Have your children write poems or skits for family events, or movie reviews to share

at the dinner table. Journals and pen pals are also great writing outlets. Encourage

your children to write about what interests them—even if it’s just a paragraph.

Don’t rush writing. Make sure your child has a quiet place to write and help them

gauge how long it will take to complete a writing assignment. Writing usually takes

longer than we think. If the assignment is rushed, students may feel they can’t write,

when they really just needed more time to revise.

Get extra help. Recognize when extra help is needed, either from the school or

outside professionals. Often children respond well to having a personal writing tutor.

Ask if your school has after school programs that target writing. Most importantly,

don’t ignore writing problems—working with teachers and utilizing available

resources can make a big difference.

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Conceptual Frame

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Research Objective

Learning to use correct sentence structure often proves difficult for many students. Making

sure all of the ―parts‖ are present can be a tedious task for a writer until it becomes second

nature to them. The purpose of this research is to help my pupils learn to express their

thoughts completely and concisely, while always ensuring that basic ―building blocks,‖ or

components, are present in each sentence. After the basic building blocks are in place, other

considerations, such as varying the constructions of sentences, can be addressed . Adapt

sentence construction to different text types, purposes and readers.

A ) Punctuate sentences accurately, including use of speech marks and apostrophes .

B ) Write complex sentences, selecting and using a wide range of subordinators.

C ) Adapt or rearrange sentences in relation to text types, using subordinate clauses to add

information, to give reasons and to explain.

D ) Select appropriate words and order them in sentences to create interest and increase

precision, clarity and economy.

E ) Use punctuation to create effects, e.g. slowing the pace of a sentence.

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Research Questions

A ) How am I going to use Subject Verb Agreement Table to overcome this problem ?

A ) Why is sentence structure important?

B ) Why most of my students don’t understand the sentence construction concept?

C ) What are the most difficult skills for children in order to master sentence construction

D ) What is the most obvious mistake appear in sentence construction process ?

E ) How can I understand and overcome this situation/problem ?

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Importance of this research .

There are many ways in which the same combination of facts can be 'packaged' in sentences.

Pupils need to be aware of some of the main options for varying the structures within a

sentence, for example by using subordinate clauses and passives. These options allow

information to 'flow' through a sentence so that it is clear which parts are most important.

They also improve the flow of information within the whole text, because they help the writer

to integrate each sentence with those on either side of it. Sentences provide us with the

framework for the clear written expression of our ideas. The aim in writing is always to write

in complete sentences which are correctly punctuated. Sentences always begin with a capital

letter and end in either a full stop, exclamation or question mark. A complete sentence always

contains a verb, expresses a complete idea and makes sense standing alone. Sentence

structure and punctuation are important parts of writing. If you can not create a sentence or

don't know proper punctuation, you will be unable to effectively get your point across. There

are several things that you need to understand in order to understand sentences. This lesson

will cover constructing a proper sentence and how to punctuate a sentence. Clauses make up

sentences. Pupils could not understand sentences if teacher does not understand clauses. A

clause is a group of words that contains a subject and a verb. There are independent clauses

and dependent clauses.

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Limitation of the research

There are two important limitations to Subject-verb agreement. Firstly, agreement only

applies when the verb is in the present tense. In the past tense, there is no overt agreement

between and secondly, agreement applies only to third person Subjects. There is no

distinction, for example, between a first person singular Subject and a first person plural the

Subject and the verb .These limitaions make me quite difficult to approach my students and

think about the most suitable approach to overcome the problem.

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Definiton of term

Independent Variable

An independent variable is exactly what it sounds like. It is a variable that stands alone and

isn't changed by the other variables you are trying to measure. For example, someone's age

might be an independent variable. Other factors (such as what they eat, how much they go to

school, how much television they watch) aren't going to change a person's age. In fact, when

you are looking for some kind of relationship between variables you are trying to see if the

independent variable causes some kind of change in the other variables, or dependent

variables.

Dependent Variable

Just like an independent variable, a dependent variable is exactly what it sounds like. It is

something that depends on other factors. For example, a test score could be a dependent

variable because it could change depending on several factors such as how much you studied,

how much sleep you got the night before you took the test, or even how hungry you were

when you took it. Usually when you are looking for a relationship between two things you

are trying to find out what makes the dependent variable change the way it does.

Trouble between two variables

Many people have trouble remembering which is the independent variable and which is the

dependent variable. An easy way to remember is to insert the names of the two variables you

are using in this sentence in they way that makes the most sense. Then you can figure out

which is the independent variable and which is the dependent variable:

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Advantages Of Using Subject Verb Agreement Table

1. Subject and verb agreement is paramount for effective and clear communication. It helps

my students write good grammar and work that can be read and understood with ease. To

test for subject-verb agreement, substitute the subject in the sentence with 'he' / 'she' or 'they'.

2. Pupils may be knowledgeable about a certain area of expertise, but if they cannot

communicate effectively, their ability to share that knowledge is affected. Incorrect subject-

verb agreement can cause their writing to be confusing to the reader.

3. We should study subject and verb agreement to make ourselves better understood .

when we talk. An added benefit of this study is that we sound educated when we speak

correct English.

4. Understanding the significance behind subject-verb agreement can help you write

better and make your writing much easier to understand.

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Summary

Subject Verb Agreement Table is the approach and method that I am going to use to

overcome my students problem in Sentence Building .I have to arrange,sequence and

understand the best approach on how to get my students understand the method easily.It is

not an easy task to have my students to master variety of knowledge as their preparation to

get a better understanding and finally able to construct a good sentence.The items included in

a sentence such as punctuation,sentence order,vocabulary and good choice of words are the

main point and should be master by students.Direct translation is the biggest border that

interrupt my pupils way of think and understanding.In my opinion,Subject Verb Agreement is

back to basic approach but it will cause big impact for my students at the end of the day.

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Literature Review

Introduction

A literature review is an evaluative report of information found in the literature related to

your selected area of study. The review should describe, summarise, evaluate and clarify this

literature. It should give a theoretical base for the research and help me determine the nature

of your research. Works which are irrelevant should be discarded and those which are

peripheral should be looked at critically .In this research I am going to use Subject Verb

Agreement method in order to overcome my students problem in building a correct

sentence.There are some articles,journal and research that I referred to as the materials for my

studies.These information hopefully will give me better understanding and clear view in

order to seek the truth about the real problem of children writing problem. Students need to

clearly write what they want to convey in order to transmit their messages effectively to the

receiver. In other words, choices of words and correct grammatical rules need to be employed

by them. However, these students of L2(a language which is not a native language in a

country but , it is widely used as a medium of communication) in the researcher’s class have

difficulties in constructing correct sentences in English. This is because they have problems

in the subject-verb agreement rules. These students have problems in subject-verb agreement

because in their L1 (generally a person’s mother tongue or the language acquired first) which

is Bahasa Malaysia, it doesn’t have rules regarding subject-verb agreement. That’s why

majority of learners have problems in their writing.

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Syntactic theory

Syntactic provides a rich array of representational assumptions about linguistic knowledge

and processes. Such detailed and independently motivated constraints on grammatical

knowledge ought to play a role in sentence comprehension. However most grammar-based

explanations of processing difficulty in the literature have attempted to use grammatical

representations and processes per se to explain processing difficulty. They did not take into

account that the description of higher cognition in mind and brain encompasses two levels: on

the one hand, at the macrolevel, symbolic computation is performed, and on the other hand,

at the microlevel, computation is achieved through processes within a dynamical system. One

critical question is therefore how linguistic theory and dynamical systems can be unified to

provide an explanation for processing effects.

Psycholinguistics

Psycholinguistics assesses difficulties in sentence processing by means of several

quantitative measures. There are global measures such as reading times of whole sentences or

accuracies in grammaticality judgement tasks which provide metrics for overall language

complexity on the one hand (Traxler and Gernsbacher 2006; Gibson 1998), and online

measures such as fixation durations in eye-tracking experiments or voltage deflections in the

event-related brain potential (ERP) paradigm on the other hand (Traxler and Gernsbacher

2006; Osterhout et al. 1994; Frisch et al. 2002). To explain the cognitive computations during

sentence comprehension, theoretical and computational linguistics have developed qualitative

symbolic descriptions for grammatical representations using methods from formal language

and automata theory (Hopcroft and Ullman 1979).

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Study of Subject-Verb Agreement: From Novice Writers to Expert Writers

By : Surina Nayan

August 2009

Academy of Language Studies, Universiti Teknologi MARA Perlis

02600, Arau Perlis, Malaysia

Writing involves constructing sentences correctly. Therefore, in English for students to

effectively communicate their ideas well in writing, they must be able to construct

meaningful sentences that have correct grammar. Dorn (2000) states that the sentences

created by words and phrases are the essential blocks of meaning that allow us to

communicate thoughts. If there are not constructed carefully, they can make reading difficult.

He further states that major basic usage and grammar slips in written English are those

associated with verbs. Based on the fact that subject-verb agreement area is very important to

express ideas especially in writing, where non verbal communication is absent, the students

really need to master this rule in order to write effectively. As a result, they can convey their

message clearly and effectively. By writing a piece of work that is error free, it shows that

learners have mastered the English grammar rules and it will give a good impression to others

who read their work. subject-verb, mainly on semantic level and syntactic level. In detail as

follows:

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Semantic level It is concerned with inappropriate choices of tense, aspect, voice or mood.

E.g.,

the subject-verb pair recognition is correct, but the verb form does not agree with the context

onthe semantic level. Such as, He *ate some bread for his breakfast. The predicate verb ‘ate’

is in past tense, it agrees with the subject on sentence level. But if its context features need it

to be in future tense, the verb form will have to be modified. Here, the checking is only done

on syntactic level without considering the context.

Syntactic level As the second type, it can be subdivided into two sub-classes:

(1) Too many modifiers in the sentence may disturb the dependency parsing and phrase

syntactic parsing. E.g., The under *frame, the tension *spring, the swing *arm and the tensile

force constant *device are all equipped in the protecting cover. Parsed as follows in Figure

1:

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Dependency Grammar Based English Subject-Verb and Agreement Evaluation1

By : Dongfeng Cai , Yonghua Hu , Xuelei Miao and Yan Song

November 2010

Department of Chinese, Translation and Linguistics

City University of Hong Kong

83 Tat Chee Ave, Kowloon, Hong Kong

Sentence simplification is an interesting point in this paper. Grefenstette (1998) applies

shallow parsing and simplification rules to the problem of telegraphic text reduction, with as

goal the development of an audio scanner for the blind or for people using their sight for

other tasks like driving. Another related application area is the shorting of text to fit the

screen of mobile devices (Corston-Oliver, 2001; Euler 2002). We employ the sentence

simplification as a pre-processing operation by deleting some kinds of adjective, adverb,

modified noun and some kind prepositional phrase, so that the sentence becomes more simple

with the trunk elements, such as the subject, the verbs and the object, left. By analyzing the

training data, a positive simplification categories set is picked out .

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Stromswold, Why Children Understand and Misunderstand Sentences 1

Why Children Understand and Misunderstand Sentences: An Eye-tracking Study of

Passive Sentences*

Karin Stromswold

ABSTRACT. Although by 3- or 4-years of age, children are remarkably good at

understanding most sentences, many studies have shown that even 5- and 6-year old children

have difficulty understanding some types of sentences. The reason(s) why are unclear in large

part because we know little about how children process sentences. To investigate how

children process the sentences, we collected accuracy, reaction time, and eye-gaze

data while 3- to 6-year old English-speaking children listened to active and passive sentences

and performed a picture-matching comprehension task. Consistent with previous work,

children were faster and more accurate on active than passive sentences. Our data suggest

that, although 3-year old children have (at least some of) the linguistic machinery that

underlies passives, they cannot interpret them, and even 6-year old children’s

processing of passives is not yet adult-like insomuch as it is off-line. Our data further suggest

that at age 5, children still rely on a 1st NP = Agent heuristic to process active and passive

sentences, but that by age 6, children only use the 1st NP = Agent heuristic when they

misinterpret passives. Thus, we argue that children misinterpret passives, not because of

syntactic limitations, but rather because of sentence processing limitations. More generally,

we argue that children’s sentence processing is still developing at age 6. For several reasons,

passive sentences are an ideal test case for investigating how children’sgrammars and

language processors develop. First, we know a great deal about what features makes

passives easier and harder for children to understand. Second, because 6-year old children

continue to have difficulty understanding passives, we can study how children’s sentence

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processing develops over a relatively long period of time. Third, it is easy to tell when

children misunderstand passives because the meanings of active and passive sentences are

very different. Fourth, passives are well studied linguistically. Fifth, although passive are

rarer than actives, passives are not a fringe part of language cross-linguistically or within

English (i.e., they aren’t like English’s ―respectively‖ construction, e.g.,

John and Mary got a B and an A, respectively). Lastly, the structural characteristics of

passives differ from language to language and this means children must learn how passives

are formed in their language. Subject-verb agreement is a complicated and difficult problem

in Machine Translation Evaluation, it is involved with complicated grammar, long

dependency relationship, and subordinate clause factors, and so on. Especially for the science

and technology literature sentences, such as patent corpus, which are too long or with too

many modifiers in, it gets worse.

We have proposed a hybrid method for subject-verb agreement evaluation on dependency

grammars with the processing of phrase syntactic parsing and sentence simplification for

subject-verb discovery. It is completely automatically done, and the results show its

efficiency.

By the way, the categories we use for sentence simplification and wh- type subject reverting

operation may be not much appropriate, the better categories are made, the better the system

performs.

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Summary

Children need to write lots of reports based on the projects done. Since they are at the tertiary

level of education, they are required to use English in their writing. This is to ensure that

they are able to function well in English later at the workplace. Writing requires students to

apply rules regarding sentence structures, grammar and also its mechanic that refers to

punctuation and capitalization. However, many of the pupils have problems in applying these

rules in their writing even though they have been learning English for about 12 years in

school. The researcher gathered information for this study through their observation,

interview and written assignment given to students. The findings from the study are of

significant important since this will help the teacher to further enhance their teaching

methods and find ways to help students improve their writing and avoid making errors in

subject-verb agreement as possible. Based on my observation, I noticed that my students have

mistakes in these both general and sub-rules of subject-verb agreement in their writing. The

researcher tried to investigate the difficulties in the use of subject-verb agreement in their

writing and also to determine remedial actions that need to be taken in order to overcome

their difficulties in using subject-verb agreement correctly in their written performance.

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Chapter 3 (Research Method)

Introduction

Methodology is the systematic, theoretical analysis of the methods applied to a field of

study, or the theoretical analysis of the body of methods and principles associated with a

branch of knowledge. It, typically, encompasses concepts such as paradigm, theoretical

model, phases and quantitative or qualitative techniques.

A methodology does not set out to provide solutions but offers the theoretical underpinning

for understanding which method, set of methods or so called ―best practices‖ can be applied

to a specific case.

Research Methodology is also a way to find out the result of a given problem on a specific

matter or problem that is also referred as research problem. In Methodology, researcher uses

different criteria for solving/searching the given research problem. Different sources use

different type of methods for solving the problem.

The Advanced Learner’s Dictionary of current English lays down the meaning of research as

a careful investigation or inquiry especially through search for new facts in any branch of

knowledge. Redmen & Mory (2009), define research as a systematized effort to gain new

knowledge. The classic way to distinguish between 'qualitative' and 'quantitative' research is

through what sort of data it analyses. The statistical analysis of numbers signifies quantitative

research, while the analysis of 'text' is the remit of qualitative research. Text, in this context,

also refers to talk, to images and to observations of actions.

The purpose and process of research in these two different approaches is also distinctive; that

they look for different things, in different ways. While some research methods overlap - for

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instance interviews, questionnaires or content analysis - the ways that these are framed and

proceed depend on which kind of research they take place in.

Research Design

Analysis:

Classes of data are collected and studies conducted to discern patterns and formulate

principles that might guide future action.

Case Study:

The background, development, current conditions and environmental interactions of one or

more individuals, groups, communities, businesses or institutions is observed, recorded and

analyzed for stages of patterns in relation to internal and external influences.

Comparison:

Two or more existing situations are studied to determine their similarities and differences.

Correlation-Prediction:

Statistically significant correlation coefficients between and among a number of factors are

sought and interpreted.

Evaluation:

Research to determine whether a program or project followed the prescribed procedures and

achieved the stated outcomes.

Design-demonstration:

New systems or programs are constructed, tested and evaluated

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Experiment: One or more variables are manipulated and the results analyzed.

Survey-questionnaire:

Behaviors, beliefs and observations of specific groups are identified, reported and interpreted.

Status:

A representative or selected sample of one or more phenomena is examined to determine its

special characteristics.

Theory Construction:

An attempt to find or describe principles that explain how things work the way they do.

Trend Analysis:

Predicting or forecasting the future direction of events.

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Population and Sample

Population

I choose Year 6 pupils as the populations of my research.They are around 172 pupils of them

I focus the pupils from my class as there are my sample for this research .They are around 35

pupils and their class name is 6 Al Khawarizmi .I choose them because there are still serious

mistake and error occur during their writing.This is seriously happened .This problem worry

me so much.I am thinking about using Subject Verb Agreement as the new approach for my

pupils better understanding .I think this is the best approach since they are going to step into

secondary school in a few months left.

6 Al Khawarizmi achievement through observation based from written task given

Gender Excellent Intermediate Low

Boys 2 10 3

Girl 8 10 2

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Research Instrument

First Instrument

Writing essay with several mistakes on Sentence Construction

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Second Instrument

Another mistakes appear in sentence construction including various mistakes of

punctuation,spelling,wrong choice of word ,sentence pattern and vocabulary.

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Data Analysis

Section Punctuation Vocabulary Tenses Sentence

Structure

Spelling

Sentence

Construction

5

10

21

15

13

Essay

Writing

15

18

25

20

15

Sentence Construction

Through my observation in above task most of my pupils made many mistakes on

tenses.They do not know on how to differentiate between Simple Present Tense and Present

Continous Tense .They keep repeating the same mistakes without knowing their impact to

their sentence.Besides than that,many of my students are still weak in certain particular part

of writing including sentence structure (15 pupils),Spelling (13 pupils) and Vocabulary (10

pupils).Punctuation represent the lowest mistake occurred during this sentence construction

task.The number of mistakes just only ten of them.The mistakes happen because of their

sloppiness .The mistakes including small and initial letter,full stop and coma at the wrong

place.

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Writing essay

My observation in writing essay witnessed that 25 of my pupils do the same mistake in

sentence construction.This strengthen that most of my pupils do not understand clearly about

the tenses mistakes and usage.It is quite disappointed looking at this result.But ,in this section

Spelling and Punctuation represent the lowest mistake happened with a quite large number.It

is 15.

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Summary

Teachers need to collect and review students’ learning goals and analyses to identify

content areas and skills that need to be reinforced and factors that may motivate

student learning. For example, teachers can organize small-group instruction around the

subsets of goals students prioritized for themselves, or can reteach concepts that amajority of

students identified as their weaknesses. Data collection is the process of gathering the various

quantitative information about the educational system. This could be carried out in a variety

of ways such as through observation, use of questionnaire or checklists, situation and

resource appraisal, as well as, by interviewing school personnel.

Data analysis is a process of collation, presentation and interpretation of the information

contained in the data to aid decision making. There are mathematical techniques that are

usually adopted in aiding data analysis. For example, we could use frequency counter,

averages, mode, median, percentages, standard deviation, ratio and percentile ranks for

descriptive analysis of educational data. Some of these analysis that are common in schools

include teacher/pupil ratio, non schooling gap, enrolment ratio, promotion rate, repetition

rate, drop out rate, transition rate, admission rate, retention rate, completion rate, graduation

rate and wastage rate.