USING TEACHER’S GRAMMAR PORTAL TO ENHANCE KNOWLEDGE

ON ENGLISH GRAMMAR

TAN GEOK LIN

UNIVERSITI TEKNOLOGI MALAYSIA

DECLARATION OF THESIS

Author’s full name : TAN GEOK LIN

Date of birth : 12th

OCTOBER 1977

Title : USING TEACHER’S GRAMMAR PORTAL TO ENHANCE

KNOWLEDGE ON ENGLISH GRAMMAR

Academic Session : 2011/2012

I declare that this thesis is classified as:

I acknowledged that Universiti Teknologi Malaysia reserves the right as follows:

1. The thesis is the property of Universiti Teknologi Malaysia.

2. The Library of Universiti Teknologi Malaysia has the right to make copies for

the purpose of research only.

3. The Library has the right to make copies of the thesis for academic exchange.

Certified by:

SIGNATURE SIGNATURE OF SUPERVISOR TAN GEOK LIN ASSOC. PROF. DR WAN FARA ADLINA WAN MANSOR

UNIVERSITI TEKNOLOGI MALAYSIA

√

CONFIDENTIAL (Contains confidential information under the Official Secret

Act 1972)*

RESTRICTED (Contains restricted information as specified by the

organisation where research was done)*

OPEN ACCESS I agree that my thesis to be published as online open access

(full text)

PSZ 19:16 (Pind. 1/07)

Date: JUNE 2012 Date: JUNE 2012

NOTES: * If the thesis is CONFIDENTIAL or RESTRICTED, please attach with the letter from the

organisation with period and reasons for confidentiality or restriction.

USING TEACHER’S GRAMMAR PORTAL TO ENHANCE KNOWLEDGE ON

ENGLISH GRAMMAR

TAN GEOK LIN

This report submitted in partial fulfilment of the

requirements for the award of the degree of

Master of Education (TESL).

Faculty of Education

Universiti Teknologi Malaysia

DECEMBER 2011

“I hereby declare that I have read this thesis and from my point of view, this

dissertation sufficient in terms of scope and quality for the award of the degree of

Master of Education (TESL)”

Signature :

Name of Supervisor : ASSOC. PROF. DR WAN FARA

ADLINA WAN MANSOR

Date : JUNE 2012

I declare that this dissertation entitled “Using Teacher’s Grammar Portal to Enhance

Knowledge on English Grammar” is the result of my own research except as cited in

the references. The dissertation has not been accepted for any degree and is not

concurrently submitted in candidature of any other degree.

Signature :

Name : TAN GEOK LIN

Date : JUNE 2012

To my beloved family,

friends

and

my supervisor Assoc. Prof. Dr Wan Fara Adlina Wan Mansor

ACKNOWLEDGEMENT

First of all, I wish to thank all those who have supported and helped me in

writing this report. A special thanks and a deepest appreciation to my supervisor,

Assoc Prof Dr Wan Fara Adlina Wan Mansor, who had taught me a great deal

throughout the course of this study, enabled me to see things more clearly,

encouraged, helped and guided me at any time needed.

Moreover, I also would like to extend my sincere appreciation to my entire

friends, who had kindly provided valuable and helpful comments in the preparation

of the report, and to those who have involved directly or indirectly in the preparation

of this report, whom I have not mentioned above.

Last but not least, I would like to express my gratefulness to my family for

their advice and moral support.

ABSTRACT

This study makes use of a teacher’s grammar portal which is linked to other

online resources on English grammar. The objectives of the study are to examine

whether the use of the portal able to enhance the students’ knowledge on English

grammar and to investigate their perceptions on the use of the portal for grammar

learning. Based on the theoretical perspectives of behaviorist and interactionist, the

online resources were drill and practise type of exercises to condition the students in

remembering the rules of grammar while building their knowledge on grammar. For

six months, the students were required to use the teacher’s portal in learning English

grammar repeatedly, checked the answers themselves and had discussions among

themselves (and with the teacher) through a facebook page created by the researcher

who is also the teacher. During the period of the study, they were also required to sit

for progress tests to assess the progress of their learning and answered a

questionnaire at the end of the period. Data for the study were gathered through

progress tests, questionnaire and the postings within the facebook page. To further

monitor their learning behaviour, in class and online, the researcher made use of

participant-observation which made it easier to gather field notes by being part of the

group. Analysis of the findings shows that most of the students were positive about

learning English grammar through the teacher’s portal which they regarded as

interactive and interesting. This study also highlights the pedagogical implications

and recommendations for future research.

ABSTRAK

Kajian ini menggunakan portal tatabahasa guru dimana lamanweb sumber-

sumber tatabahasa Bahasa Inggeris boleh didapati dalam portal tersebut. Objektif

kajian adalah untuk mengkaji sama ada penggunaan portal ini dapat meningkatkan

pengetahuan pelajar tentang tatabahasa dalam bahasa Inggeris dan mengkaji persepsi

mereka terhadap penggunaan portal untuk pembelajaran tatabahasa. Berdasarkan

perspektif teori behavorist dan interactionist, sumber-sumber Internet berbentuk

latihan berulang kali digunakan untuk melatih pelajar dalam mengingati peraturan

tatabahasa serta meluaskan pengetahuan tatabahasa di kalangan pelajar. Selama

enam bulan, pelajar dikehendaki menggunakan portal guru dalam pembelajaran

tatabahasa Inggeris secara berulang kali, menyemak jawapan sendiri dan melibatkan

diri dalam perbincangan dalam kalangan mereka (dan dengan guru) melalui laman

facebook yang dibina oleh penyelidik yang juga memainkan peranan sebagai guru.

Dalam tempoh kajian itu, mereka juga dikehendaki menduduki ujian kemajuan

untuk menilai kemajuan pembelajaran mereka dan menjawab soal selidik pada akhir

kajian. Oleh itu, data kajian ini dikumpul melalui ujian kemajuan, soal selidik, dan

perbincangan atas talian melalui halaman facebook. Untuk memantau sikap

pembelajaran di dalam kelas dan atas talian, kaedah pemerhatian secara ”participant-

observation” digunakan supaya merekod pemerhatian. Dapatan kajian ini

menunjukkan bahawa kebanyakan pelajar mempunyai persepsi yang positif terhadap

pembelajaran tatabahasa Bahasa Inggeris melalui portal guru yang interaktif dan

menarik. Kajian ini juga membincangkan implikasi pedagogi dan cadangan untuk

kajian akan datang.

vii

TABLE OF CONTENTS

CHAPTER TITLE PAGE

TITLE i

DECLARATION ii

DEDICATION iii

ACKNOWLEDGEMENT iv

ABSTRACT v

ABSTRAK vi

TABLE OF CONTENTS vii

LIST OF TABLES x

LIST OF FIGURES xi

LIST OF ABBREVIATIONS xiv

LIST OF APPENDICES xvi

1 INTRODUCTION 1

1.1 Introduction 1

1.2 Background of the Study 2

1.3 Statement of the Problem 5

1.4 Objectives of the Research 6

1.5 Research Questions 7

1.6 Significance of the Study 7

1.7 Scope of the Study 8

1.8 Theoretical Framework 8

1.9 Operational Definition of Terms 12

1.9.1 Online English Grammar Resources 12

1.9.2 Online Learning or e-learning 13

1.9.3 Teacher’s Grammar Portal 13

viii

1.9.4 Behaviorism 14

1.9.5 Interactionism/Interactionist 14

1.9.6 Computer-Assisted Language Learning 15

1.10 Summary 15

2 LITERATURE REVIEW 16

2.1 Introduction 16

2.2 The Importance of English Grammar 16

2.2.1 English Grammar in Historical Perspective 18

2.2.2 English Grammar Teaching and Learning in SLA

Theories 19

2.2.2.1 Behaviorism 20

2.2.2.2 Interactionism 21

2.3 New Trends toward Grammar Instruction 22

2.3.1 CALL in English Grammar Teaching and Learning 23

2.3.2 Learning English Grammar Online 26

2.3.3 Using Teacher’s Grammar Portal in ESL 28

2.4 Summary 30

3 METHODOLOGY 31

3.1 Introduction 31

3.2 Research Design 31

3.3 Research Setting 33

3.4 Participants 34

3.5 Sampling 35

3.6 Data Collection Methods and Instruments 35

3.6.1 Teacher’s English Grammar Portal 37

3.6.2 Progress Tests 38

3.6.3 Postings through facebook Group 39

3.6.4 Participant-Observation 40

3.6.5 Questionnaires 42

ix

3.7 Research Procedures 42

3.8 Data Analysis 46

3.8.1 Content Analysis 47

3.8.2 Descriptive Statistical Technique 48

3.9 Summary 50

4 FINDINGS AND DISCUSSIONS 51

4.1 Introduction 51

4.2 Enhancing English Grammar Learning through Teacher’s

Grammar Portal 52

4.3 Students’ Perceptions on Learning English Grammar

using Teacher’s Grammar Portal 54

4.3.1 Resources for Learning Grammar in the

Teacher’s Grammar Portal 54

4.3.2 Easy Access 55

4.3.3 More Appealing if compared to Traditional

Method 56

4.4 Providing a Platform for Learning English Grammar 58

4.5 Discussions 60

4.6 Summary 63

5 CONCLUSIONS AND RECOMMENDATIONS OF THE

STUDY 64

5.1 Introduction 64

5.2 Summary of Findings 64

5.3 Conclusion 65

5.4 Limitations of the Study 67

5.5 Pedagogical Implications 69

5.5.1 Design and Selection of Online Resources or

Websites 69

5.5.2 Using Online Resources to Reinforce Existing

x

Practice 69

5.5.3 Online Communicative Applications 70

5.6 Recommendations for Further Study 70

REFERENCES 73

Appendices A – E 85 - 109

xi

LIST OF TABLES

TABLE NO. TITLE PAGE

3.1 Summary of the Relationships among Research Questions,

Data Collection and Data Analysis 49

xii

LIST OF FIGURES

FIGURE NO. TITLE PAGE

1.1 Background of the Study 4

1.2 Theoretical Framework of the Study 10

3.1 Research Design 32

3.2 Teacher’s Grammar Portal for the Study 37

3.3 Design and Development of the Teacher’s Grammar Portal

of the study 38

3.4 Research Procedures 43

4.1 Comparison between Scores of Progress Tests 1st and 8

th 53

5.1 Google Analytics - Report 68

xiii

LIST OF ABBREVIATIONS

Abbreviation Expression

CALL - Computer Assisted Language Learning

CLT - Communicative Language Teaching

CMC - Computer-Mediated Communication

ESL - English as a Second Language

FB - Facebook Group

ICT - Information and Communications Technology

LAD - Language Acquisition Device

L2 - Second Language

PT - Progress Test

SLA - Second Language Acquisition

SMK - Sekolah Menengah Kebangsaan

SPM - Sijil Pelajaran Malaysia

S-R - Stimulus-Response

UG - Universal Grammar

WWW - World Wide Web

xiv

LIST OF APPENDICES

APPENDIX TITLE PAGE

A Progress Tests 85

B Average Progress Test Scores 93

C Questionnaires 95

D Participant-Observation Notes 97

E Schedule 109