HBET4106-1 School-Based Research Mei 2008 The Research Proposal

1.0

Chapter One: INTRODUCTION

If you want knowledge, you must take part in the practice of changing reality. If you want to know the taste of a pear, you must change the pear by eating it yourself. - Mao Zedong, On Practice, July, 1937 There were many researches on grammar; one of the researches is on adjectives by one lady teacher who have been teaching for 16 academic years (Madam Latifah Omar) in one of the secondary in Johor Malaysia 2006. To make the students master on adjectives she had come out with a device and used it to them. The grammar of words is the way they change or order themselves when use together. Obviously learning to speak or write would be very difficult if every word had its own ways of behaving. Fortunately, there are general patterns, call rules of grammar. This can be descriptive, describing what happens in fact, and based on how people actually speak and write; and prescriptive, setting out how, in the opinion of experts and authorities, people ought to speak or write. So, it is a descriptive rule of general English grammar that the past tense of hangs is hung that is the way most people use the word; it is a prescriptive rule that hung should be hanged when the verb means to kill by hanging by the neck. This research proposal will be focusing on the tenses, simple present tense (regular and irregular verbs), simple past tense (regular and irregular verbs) and simple future tenses (is going to and are going to) only. In this study I will try to enhance student knowledge in learning language especially on the part of speech that I mention earlier by experience and integrating the English Language lesson with combination of Visual Art lesson. There goes to teaching the students to draw a stick people and construct sentences based on certain situation using Professor Andrew Wright from British Council method. Through multiple learning experience and students multiple intelligences teaching English Language through experience and integrated with Visual Art lesson will be a way to solve students problems in mastering the tenses.

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

Enhancing students skills to master tenses is a very complicated task and on going process for second language learning because it involves other parts of speech such as verbs, singular and plural, subject-verb-agreement and etcetera. But the focus here is tenses that is used to show the time at which the action of a verb takes place. Somehow without a proper method, approaches and strategies, students level of grammar knowledge will be below the needs of the educational policy. To develop a quality and appropriate teaching and learning method in order to improve our students ability in mastering the grammatical skills which is taught within the language lesson is making such a suffer and timeless for teacher to do so. With lots of efforts and responsibilities I will find out the effectiveness of experiential and integrated curriculum teaching and learning approaches in learning grammar (tenses - part 1) in comparison to the traditional method of teaching grammar. 1.1 Background Study Learning tenses (verbs) through listing of words in 3 separated columns of verbs in different tenses and substitution tables are common strategies used by many teachers in school as way of enhancing student skills and knowledge of grammar. Grammar acquisition through the usage of table of words listing and substitution tables has been in practice for many ages of learning and acquiring language skills. But according to (Nunan, 1999:5) Learning is seen as a process of self discovery and involves much experiential learning. These ideas are deeply rooted in humanistic psychology. Change within language education occurred because of the dissatisfaction with traditional methods of teaching and learning. Nunan, elaborated on the changes in methodology in relation to approaches to teaching, role of learners, texts, resources, classroom organization. To acquire grammar one may need to use systematic learning strategies and approaches to do so. As my research on this subject is localize, with the result gathered, I hope to convince other teachers, and myself to adapt the experiential (Contemporary) approach in teaching of grammar (tenses) in secondary school. 1.2 Statement Of Problem 2

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

The aim of Kurikulum Bersepadu Sekolah Menengah is teaching students grammar in every lesson informally to help the students to become a competent language user in speech and writing components. Realizing the above objectives, curriculum developers have drafted out list of grammatical items on each and everything including tenses according to the topic or certain themes for all learners starting from pre-school to higher secondary school. Students boredom is one of the main deterrents to successful teaching. Routine and predictability of much of classroom time are often two of major causes. There are other factors such as teaching materials, teacher characteristics etc. Students are wise about what occurs in the classroom daily so much so they can tell what will take place in class. Fanselow (1987 cited in Harmer, 1999:5) suggests that teachers need to violet their own behaviour to break the chain of routine in classrooms. For instance, if teacher usually dresses in casual clothes, he/she should occasionally turn up to formal attire; if he/she normally sits down, he/she should stand up; if he/she is usually energetic and noisy, he/she should sometimes be calm and talk slowly. According to Fanselow (1987), each time the teacher breaks her/his own rules, he/she sends a ripple through the class surprise and curiosity fosters student involvement. If students spend a 60 minutes lesson writing, a variety of other activities should be included to break the monotony. However, teachers need to create a balance between fixed learning and flexible learning. Another important issue to consider is the important of following a pre-arranged plan. An interesting lesson includes incorporating a variety of tasks even subject and being flexible during the lesson itself. A balance has to be struck between what teachers intend to achieve and responding to what students are saying or doing. For example, a lesson planned for 45 minutes required more time because the students could not finish one of the task or the students need to find ideas or learn how to draw stick people which shows such situation. Good teacher are flexible enough to cope with those situations. Because the focus is on student and their needs, teacher should be able to react quickly to any unplanned events. Good teacher are also recognized that their plans are only 3

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

prototypes and they may have to abandon some or all of them if things are too fast or too slow in the lesson. Grammar acquisition is very crucial in developing communication and literary skills. The knowledge of grammar will influence greatly his/her performance and competency of the language. Even thou the lists of grammar item and sentences pattern learners suppose to acquire has been exposed to teachers but there are no specific approaches or no systematic way to guide the teacher how he/she should presents it to their students. Due to the lack of a systematic ways of presenting grammar, most teachers adopted the traditional approach of teaching grammar in isolation to the students based on their own experience to make sure that the learning is in a safety mode. 1.3 Conceptual Framework The purpose of this study is to use the experiential approach to find out whether it is effective for teaching English grammar (tenses) based on the first column in the contemporary pedagogy in language acquisition. The content and methodology matches learners needs beyond the classroom. Integration of process and content. Nunan, D. (1999:89). Second language teaching and learning. Massachusetts: Newburry House. The study will be implemented through the used of an experimental design research device. The experimental group of 24 students of form 4 students of SMK Kuala Jenderis Kuala Berang, Terengganu will be exposed to teaching of tenses through experiential approach. The outcomes of the study will be the students performance, preferences toward method, motivation and discipline toward learning between the low proficiency group and the high proficiency group. From the information and study done by other researchers on other grammatical items, had showed that experiential approach together with integrated curriculum have more advantages compare to other method. The advantages are as follow:1. Students are more motivated towards learning English grammar through experience by using such devices with integration of other subject. 4

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

2.

A systematic teaching and learning processes enhance students skills in learning the language.

1.4 Aims of Study The aims of this study is to verify the effectiveness of teaching English grammar [simple present tense, simple past tense and simple future tense (is going to and are going to) with the simple English structure Subject + verb + etc. part 1] through experience with integration of other subject (visual art) through learning how to draw or looking at the serial picture of stick people in same action at different time. 1.4.1 a. b. Objectives of this study are: To determine how integrated curriculum and experiential approach motivate students towards teaching and learning English grammar (tenses) To determine how integrated curriculum and experiential approach enhance students level of knowledge on linguistic skills by speaking and writing creatively in a number of forms and guises. c. To determine how far teaching and learning give students the resources through which they can continue to develop as a writer in the target language. 1.4.2 a. b. c. Research Questions: How can experiential approach motivate students in acquisition of learning tenses? Can experiential approach be considered as an effective method of instructions? How many students prefer more of teaching tenses through the use of experiential approach? 1.4.3 Research Hypothesis

Three hypothesis statements have been formulated to facilitate the answers of the research questions above: 5

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

a. b.

Experiential approaches with integrated subject are only works as a motivational device for the best student. Experiential approach together with integrated curriculum is under contemporary pedagogy in language education which has been practicing by the educators until now and the methods keep changing to suit the students today.

c.

Every student will get the same level of teaching and learning preference toward the usage of experiential approach and integrated curriculum as a method of learning tenses.

1.5

Significant of the study. The objective of this study is to enhance students language skills, cognitive and a

slight of motor skill to motivate them in learning how to learn in teaching and learning of grammar (tenses). It is hope that the outcomes of this study will be used as a guideline for the local teachers to choose and adopt the best and appropriate approach when teaching grammar (tenses) to their students. By enhancing students grammar input the teacher would also facilitate other areas of language acquisition as well such, for example the productive areas of speaking and writing. This study can also help to resolve boredom of learning grammar by traditional approach through list of words (tenses), substitution table and drill activities. Lastly, I hope that this study will contribute to the research in this area. 1.6 a. Limitation of the Study. Students came with difference personality and intelligence. In this study there is a flexibility area to those who was not gifted with visual and spatial intelligence. They may works in group and delegate the drawing part to other but it is not wrong to try out the simple sketch. Students selected as experimental subjects may include those with lack of lexical item and

These are some of the limitation forecast to arise when carrying out this study.

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

sentence building and this will definitely pose as an obstacle to them when learning tenses (verbs) through text. b. Time is also the important aspects to be taken into consideration. The study will occur once and students may not be provided with sufficient repetition of exposure to the context during the study. This factor will affect the students language skills and learning of English grammar (tenses). c. The level of integrity in the students responses stated in the given questionnaires may limit the accurately of this finding. 1.7 Definitions Of Terms a) Grammar b) Curriculum c) Experiential d) Integrated e) Tenses f) Verb g) Approach learning h) Method i) Device j) Pedagogy The language rules. the group of subjects studied in a school, college, etc: the school curriculum. based on one experience to combine two or more things in order to become more effective. any of the forms of a verb which show the time at which an action happened. a word or phrase that describes an action, condition or experience. Specific principles in language teaching that are drawn from theories concerning nature of language process. The strategies constructed based on a particular approach in carrying out learning of language skills. a method which is used to produce a desired effect: a literary/rhetorical device the study of the methods and activities of teaching existing or happening now: contemporary music/literature/art/fashion 7 k) Contemporary -

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

l) Traditional

Content and methodology decided with reference to the classroom and not with learner real

communicative needs. m) Learning n) Acquisition Acquisition and retention of language skills through formal instruction. Acquiring language skills through exposure to language and language interaction in natural environments. 1.8 Summary Once we begin to acquire language, we want to know what we can do with it. One way to do this, which has been under utilized in ELT, is especially in the production skills, such as creative writing etc. By writing creatively, student can learn about the craft of writing, and how they can construct and structure their own language in authoritative and striking new ways. In every skill learnt there should not be the private possession of native speakers or advance learners. At every stage of learning a new language, we are involved in discovery, encouraging students to use their new linguistic skills in imaginative ways helps them to engage in that process of discovery and keep the language-learning process alive.

2. Chapter 2 Review of Related Literature

2.1 Introduction As Stephen Brookfield (1983: 16) has commented, writers in the field of experiential learning have tended to use the term in two contrasting senses. On the one hand the term is used to describe the sort of learning undertaken by students who are given a chance to acquire and apply knowledge, skills and feelings in an immediate and relevant setting. Experiential learning thus involves a, 'direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it.' (Borzak 1981: 9 quoted in Brookfield 1983). This sort of learning is sponsored by an institution and might be used 8

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

on training programmes for professions such as social work and teaching or in field study programmes such as those for social administration or geography courses. The second type of experiential learning is 'education that occurs as a direct participation in the events of life' (Houle 1980: 221). Here learning is not sponsored by some formal educational institution but by people themselves. It is learning that is achieved through reflection upon everyday experience and is the way that most of us do our learning. Much of the literature on experiential learning, as Peter Jarvis comments (1995: 75), 'is actually about learning from primary experience that is learning through sense experiences'. He continues, 'unfortunately it has tended to exclude the idea of secondary experience entirely'. Jarvis also draws attention to the different uses of the term, citing Weil and McGill's (1989: 3) categorization of experiential learning into four 'villages': Village One is concerned particularly with assessing and accrediting learning from life and work experience.... Village Two focuses on experiential learning as a basis for bringing change in the structures... of post-school education.... Village Three emphasizes experiential learning as a basis for group consciousness rising.... Village Four is concerned about personal growth and self-awareness. These 'villages' of approaches retain a focus on primary experience (and do not really problematize the notion of experience itself). Jarvis (1995: 77-80) makes the case for a concern for secondary or indirect experience (occurring through linguistic communication). While there have been various additions to the literature, such as the above, it is the work of David A. Kolb (1976; 1981; 1984) and his associate Roger Fry (Kolb and Fry 1975) that still provides the central reference point for discussion. Following on from Kolb's work there has been a growing literature around experiential learning and this is indicative of greater attention to this area by practitioners - particularly in the area of

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

higher education. David Kolb's interest lay in exploring the processes associated with making sense of concrete experiences - and the different styles of learning that may be involved. In this he makes explicit use of the work of Piaget, Dewey and Lewin We take a look at grammar usage in production skills; there were many studies on grammar especially in writing skills. Not mention only on tenses but the whole part of speeches. Esl writing teachers know from experience that their students often have difficulties at both sentence and discourse level English grammar. Besides, research has provided evidence that ESL writers error may negatively affect assessments of overall writing quality. A study by McGirt (1984), show a statistically significant difference between holistic ratings of ESL essays with morph syntactic and mechanical errors of the same essays in which errors had been corrected. In contrast, the difference in ratings for a control group of native English speaker essays with and without errors was not significant. It seems that misconception about the role of grammar in writing has resulted from a narrowly defined view of grammatical instruction as traditional, decontextualised grammar lessons with focus on formal analysis of sentence-level syntax (e.g. types of clauses0 and/or a preoccupation with correcting errors. In contrast to this view as Widdowson (1998) discussed in his article Grammar, Nonsense and Learning, is one of grammar as a resource for communication, or what Widdowson terms the adaptation of lexis (p.154). in other words, grammar is regarded as an aid to language users in an accurately communicating their message, not as some isolated body of knowledge that must be studied for its own sake. Widdowson states that Language learning is essentially grammar learning and it is a mistake to think otherwise (p.154). Grammar is an important aspect of second language learning and is reflected in the Malaysian syllabus for English at both the primary and secondary levels. Both the KBSR and KBSM include lists of grammar that need to be taught. 2.2 Experiential Approach

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HBET4106-1 School-Based Research Mei 2008 The Research Proposal

There are 40 assumptions or so selected responses from a Googlism search for Experiential Education:

experiential education is based on experiential learning which is based on the theory of experience experiential education is a systematic approach to applied learning whereby a student engages in professional & productive experiential education is a process through which a learner constructs knowledge experiential education is probably the oldest form of education experiential education is to develop skills in leadership and management experiential education is learning by doing experiential education is an educational philosophy and related strategies to increase understanding experiential education is sometimes misunderstood experiential education is really the oldest approach to learning experiential education is a process experiential education is a term that's come to stand in for outdoorsy programs like nols or outward bound experiential education is the most effective way to make a positive difference experiential education is a strategy designed to formally integrate the student's academic study experiential education is an education methodology which integrates the classroom with the workplace experiential education is any form of education that integrates students' experiences into the curriculum experiential education is a unique and powerful training experience that challenges workgroups to assess their strengths and discuss experiential education is any form of teaching that utilizes direct "hands-on" experience experiential education is an educational strategy that connects classroom theory with practice in the real world experiential education is the process of actively engaging students in an experience that will have real consequences experiential education is a relatively new concept but one which is proving very popular experiential education is a general term experiential education is nothing new experiential education is the process of actively engaging learners in an experience that will have real consequences 11

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

experiential education is to contribute to making a more just and compassionate world experiential education is also used by schools and workplaces coming together to allow students to apply classroom learning in the community and workplace experiential education is group dynamics experiential education is a structured semester experiential education is essentially an educational philosophy first developed in the late 19th century experiential education is a powerful learning tool experiential education is an umbrella term which describes many different opportunities experiential education is practically a "must" in technical education as we enter the new millennium experiential education is redundant experiential education is a vital part of this curriculum experiential education is a key to success experiential education is a process of education based on learning by direct experience and using all the senses experiential education is only for people who are interested in the outdoors and climbing rocks experiential education is based on the philosophy of cooperative education experiential education is to provide for the educational and career development of the student experiential education is not separate from traditional education; rather it complements it by providing opportunities experiential education is about people experiencing a natural, yet often unfamiliar environment experiential education is learning that occurs through active involvement in what is being studied experiential education is committed to supporting professional development experiential education is more involving the learners are invited to participate experiential education is a holistic approach which incorporates physical activity while also providing social and emotional challenges experiential education is a process that differs from traditional education by maintaining that knowledge is individually and communally constructed by people (Source : http://www.wilderdom.com/experiential/ExperientialWhatIs.html)

This approach is founded on four assumptions: 12

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

(1) The foremost students writing is stimulated by personalized experience (2) Writing from experience is executed in various modes of discourse, for instance expository and academic modes (3) Writing from experience generally necessitates that students write for an audience other than the teacher and (4) The writing framework is learned as one moulds ideas for an audience This approach commonly integrates the process approach for it focuses on learning by doing (rather than studying rules), peer editing and self-assessment (Stephen, 1980) The process approach which was mention earlier was not left behind. Currently, there has been a shift in focus in ESL writing instruction from product to process. In the process approach, teachers guide students to discover ideas, plan, draft, revise and edit their writing. Here, students are to write numerous writing drafts until they are satisfied with their product. Teacher feedback is tailored to assist students reorganized their writing outline; discover new ideas, words, and sentences to use on subsequent drafts. 2.3 Integrative Approach To accomplish the above objective, Ooi and Kim Seoh (1996) concluded; lexis, grammar and discourse should no longer be taught of being separate in the language. An integrative approach would allow the teacher to shift attention from one aspect of the language to the other and back again and all this can be achieved without too much strain by reorienting the more established approach and thinking the term of activities rather than clearly separate a lesson. Integrated curriculum for English lesson in our country has begun long time ago; in early 2000 our Ministry of Education had completed the curriculum specification for teaching Math and Science in English. Teachers who are teaching those subjects find it difficult to shift from the L1 to L2. The same problems occur seem they were not exposed to L2. Angelita Morenos plea (MET Vol 7 No 1) has highlighted one of stickiest problems facing many of us, a problem that needs to be shared. Motivating

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HBET4106-1 School-Based Research Mei 2008 The Research Proposal

teenagers to speak L2, especially in large, male-dominated classes, is often slow and subtle process. The problem is of course Grammar acquisition. 2.4 Experiential Approach + Integrative Approach Generally, these approaches in ESL have been approved by most schools of thought. However, some teacher questions the validity of these combination approaches especially for developing language skills necessary to survive in the academic community. In reaction to the approaches, some ESL teachers have advocated an approach called English for academic or special purpose, in which the focus is on academic writing task design to teach students to write prose that will be acceptable in the American academic setting (Silva, 1990; Leki, 1992) By combining all approaches in one lesson might enhance students knowledge and skills on grammar (tenses). With some effort here and there through activities planned will motivate the students in learning the language skills. 2.5 Summary Grammar is presented through drills or integrated with communicative exercises, but should not be explained. Grammatical rules could be explained through substitution tables and situational cues. In the year of academic invention, the old fashioned ways mention was occasionally use nowadays. With the help of facilities provided nowadays teaching is become more interesting and challenging. Those facilities are supplement to overcome students boredom in teaching and learning. The students are more advanced in finding information and there are using English in communicating with the materials.

3. Chapter 3 Research Methodology

3.1 Introduction. This chapter will be divided into few sections as follow. Further information will be given on the topic below. a. Research design 14

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

b. Population and sampling c. Research instruments d. Procedure for data collection e. Procedure of analyzing the collected data 3.2 Research Design First, classroom observation process will be carried out while they were answering the questions orally on the 3 tenses. At the end of the observation process a set of questionnaires will be distributed to all the students selected for this study. This questionnaire (Appendix 1) will be used to gather the background information of the students and their attitude towards the English language learning process. The final steps at this part should be, answering the set of questionnaire (Appendix 2) by the students to find out of their readiness and awareness toward the approach. After that a pre test (Appendix 3) will be conducted to all the students. This test is conducted with the objective of finding out the students level of grammar knowledge (tenses) before the next course of action can be carry out. First of all the students will be given the examples of prepared graphics that shows different tenses, simple present, simple past and future tense (is going toand are going to) with English basic structure (Subject + verb + object.) in a piece of A4 paper. (Appendix 5) Next, will be the conducting of the planned lesson for the students. The students will be taught to learn tenses through the use of graphic (experiential approach) They will be exploring the world outside the class to see action done by their friends and base on the examples given they try to refresh their memories on the action done and start drawing the serial and write down sentences related.(Appendix 6). The student will be divided into groups of three and start to run the draw 3 different situations on tenses according to example given. The teacher distributes a piece of paper for each group and monitors their progress. They are allowed to choose any

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HBET4106-1 School-Based Research Mei 2008 The Research Proposal

situational cues. They are given a few minutes to finish up their tasks. They are ask to present their work. After all student have gone through the planned lessons in a stipulated time a post-test (post-test Appendix 4) will be hand out to the students in order to find out their scores. 3.3 Location of research, population and sample Twenty Four Form Four students from SMK Kuala Jenderis, Hulu Terengganu, Terengganu will be chosen to take part in this study. These students proficiency level will follow the fixed scale used by the secondary schools. The students and type of school are selected to find out the effectiveness of using integrated curriculum approach in a Form Four classroom. Study will be carried out on students from all the students. The aim of the study is to find out the relevant effects of the above approach. The students English Examination result will be used to classify the students proficiency level as show in Table 1. Score 100 80 79 60 59 - 40 39 20 19 - 10 9 - below Range Excellent Very good Good Pass Weak Very poor Group Good Good Average Average Weak Weak

Table 1: Scale Used By Secondary School To Determine Students Level Of Efficiency 3.4 i. ii. iii. iv. Instruments Questionnaires Test Examples Observation

Instruments constructed for the study are:

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HBET4106-1 School-Based Research Mei 2008 The Research Proposal

i. Questionnaires The first set of questionnaire will be distributed to all the students taking part in this study. The objective is to collect or identify students knowledge and their background information towards English language. Second set of questionnaires will be given to all students the end of the study to differentiate the scores. Here the readiness and awareness of the students will be gathered. ii. Test Two tests will be carried out in this study. A pre-test is done to identify students tenses knowledge in relation to the lesson designed for the study. A post-test similar to the pre-test will be carried out at the end of study to determine the students progress after going through a few tasks. iii. Text During the presentation period, the students will learn tenses through the use of situational cues in the form of graphic and sentence pattern. The graphic was create by the teacher before the lesson. The grammar item is taken from form 5 HSP. The purpose of choosing graphic is to bring first impression in learning the language humorously. The authenticity of the graphic is believed to provoke the interest and motivation among the learners. Basically, the purpose of the graphic is to enhance students skills on tenses. iv. Observation It is a teacher judgment on students based on their background, attitudes, motivation and discipline towards learning and teaching of English Language. The observation will be carried out during English language teaching session in the classroom. 3.5 Data Collection and Procedure A few methods will be use in the study to gather information regarding the effectiveness of the integrated approach in teaching and learning tenses. The method used

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here are observation (teachers judgment on students cooperation, discipline, motivation and etc), two sets of questionnaires, sketch sheet, pre-test and post-test. The first set of questionnaire will be given to all the students involved in the study. A second set of questionnaire will be given only when they have gone through the experiment phase. The pre-test paper will contain 10 questions. Students will be instructed to match and write the correct tenses according to the sentence. All the students taking part in the experiment will be given 10 minutes to complete the pre-test. Here students will be evaluated of their level of grammar knowledge. At the end of the experiment, after all the students have gone through the planned lesson, a post-test will be distributed to them to identify their progress. In the test, students will be instructed to complete 10 sentences by filling in the blank with words tenses within 10 minutes. The lesson will be conducted observer by the researcher himself. The research of the study objectives will be explained to all the students and why they should give their cooperation during the whole lesson. The students should take into consideration in learning the tenses in improving their competency and performance language learning. 3.6 Data Analysis Data collected by the end of the experiment will be counted and tabulated. Data collected will then populate in term of percentages and presented in the form of graphs for easy analyses and interpretation. Assessment result collected on the students progress in their vocabulary knowledge will be evaluated. Data gathered from the pre-test and post-test will be analyzed, interpreted and compared between the students with low and high achievement to find out the effectiveness of the approaches employed in the experiment. Data collected from the questionnaires and both the test will be analyses and present in term of percentages and mean scores. Result of the analyzed data will be used to determine the extent of effectiveness of both the approaches in helping the students to acquired and retained or improve the students grammar (tenses) knowledge. 3.7 Summary. 18

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The instruments designed in this chapter 3 will help to open up students mind in learning how effective is the integrated approach in helping and improving the level of students grammar knowledge. But the finding can only be verified after this study has been carried out and all the data collected are analyzed and interpreted. References http://www.learningfromexperience.com/images/uploads/Yamazaki_and_Kayes.pdf http://en.wikipedia.org/wiki/Experiential_learning http://www.infed.org/biblio/b-explrn.htm http://www.reviewing.co.uk/research/experiential.learning.htm http://www.ericdigests.org/1999-3/foxfire.htm http://www.wilderdom.com/experiential/ http://www.challengemasters.com/education.htm http://www.wilderdom.com/experiential/ExperientialWhatIs.html
Gardner, R. and Lambert W. 1972. Attitude and motivation in second language learning. Rowley: Newbury House. Brown, H.D. 1994. Principles of language learning and teaching. New Jersey : Prentice Hall Knoblauch, C.H. and lil Brannon (1984), Rhetorical Traditions and the teaching of writing. Upper Montclair, NJ:Boyton/Cook Publisher, Inc. Eschholz, Paul.A (1980) The prose Models Approach: Using Products as Process. In T.R. Donawan and B.W..McClelland, (Eds.) Eight Approaches to Teaching Composition: Urbana. IL: National Council of Teachers of English. De Beaugrande, R (1980). Text, Discourse and process. Norwood, NJ: Ablex Andrew Wright, Prof (2002) 1001 pictures for teacher to copy, British Council

Celca-Murcia, M., & Hilles, S.(1998) Techniques and Resources in teaching grammar. New York: Oxford University Press. Saddington, A. (n.d.). What is Experiential Learning? http://www.el.uct.ac.za/ Smith, M. K. (2001). David A. Kolb on experiential learning. the encyclopedia of informal education, http://www.infed.org/b-explrn.htm A brief overview of progressive education (The John Dewey Project on Progressive Education, USA)

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Introduction to informal education (Mark Smith, 2003, www.infed.org) Alternative education: What does it mean, what does it look like? (Ray Handley, c.2002, REAL School, USA) http://www.socialresearchmethods.net/kb/desintro.htm

Appendix 1
Questionnaires 1 Please fill in the data required in the space provided. Name : Gender: . Age : . Form : . Race : . I/C # : . : .. : : : :

OTI 1 English Result OTI 2 English Result Mid Year English Result Fathers occupation Mothers occupation Please circle your choice.

1. English is your first language? A. Yes B. No C. Confuse 2. Where do you usually use speak English? A. At home

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HBET4106-1 School-Based Research Mei 2008 The Research Proposal

B. Anywhere C. At school 3. When do you usually speak English? A. B. C. A. Parents B. Yourself C. Your friends D. Your English teacher In the morning Meeting with friends Talking to the teacher

4. Who encourage you to speak the English?

5. Do you know what English grammar is? A. Yes B. No C. Confuse 6. Do you know what tenses are? A. Yes B. No C. Confuse 7. Do you think learning English Grammar is difficult? A. always B. Seldom C. Never 8. Does your teacher encourage you to learn tenses? A. Yes B. No C. Confuse 9. Do you know the difference of tenses? A. Yes B. No C. Confuse 10. Do you know the similarity of tenses? A. Yes B. No 21

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

C. Confuse 11. How often do you refer ask your teacher on tenses? A. Always B. Seldom C. Never 12. Do you like drawing? A. Yes B. No C. Confuse 13. Do you know how to draw stick people? A. Yes B. No C. Confuse 14. Do you often making assumption or prediction when looking at picture? A. Always B. Seldom C. Never 15. Do you agree that picture means something to you? A. Always B. Seldom C. Never

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HBET4106-1 School-Based Research Mei 2008 The Research Proposal

Appendix 2
Questionnaires 2 Please circle your choices in the option provided. This set of questionnaires obtain information regarding your responses towards the integrated and experiential approach 1. Do you think by looking at serial picture can improve your tenses? A. Yes B. No C. Not Sure 2. What do you think of learning tenses through serial picture? A. Interesting B. Useful C. Fun D. Boring 3. Will you draw serial pictures to improve your tenses in the future? A. Yes B. May be C. No D. Not Sure 4. Do you prefer to be taught using this method in the future? 23

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

A. Yes B. No C. Not sure 5. Do you enjoy learning tenses through serial pictures? A. Yes B. No 6. What do you feel learning English with other subject? A. Boring B. Interesting C. Fun D. Not Sure 7. Do you find any problem in learning tenses? A. Yes B. No C. Not sure 8 What is the easy way to learn tenses? A. Drill B. Exercise C. Memorize D. Not Sure 9. Do you prefer learning English with other subject such as music or art? A. Yes B. No C. Not sure 10. Do you like to learn tenses using this method? 24

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

A. Yes B. No C. Not sure 11. How do you feel after learning tenses using this method? A. Happy B. Blur C. Excellent 12. Is it difficult to learn tenses? A. Yes B. No C. Not sure 13. Do you like to learn English grammar? A. Yes B. No C. Not Sure 14. Can you do the drawing? A. Yes B. No C. Not sure 15. Is it helps you to understand the tenses? A. Yes B. No C. Nor sure

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HBET4106-1 School-Based Research Mei 2008 The Research Proposal

Appendix 3
Pre-test Name : .. I/C No. : . Fill in the blanks with Present, Past or Future tense forms of the verbs in bracket. 1.They (lock) the door before they left. 2.I (be) fifteen years old next week. 3.She ..(walk) in the park every evening. 4.Please return the book that I (lend) you. 5.The gardener (cut) the grass yesterday. 6.We (drive) up a narrow, winding road and finally reached the resort. 7.This pair of shoes was cheap. It (cost) RM40. 8.Whenever it (rain), the road gets flooded. 9.Our visitors (arrive) tomorrow afternoon. 10. The giraffes long neck (enable) it to reach food high above the ground. Form : .

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HBET4106-1 School-Based Research Mei 2008 The Research Proposal

Appendix 4
Post-test Name : I/C No : Fill in the blanks with Present, Past or Future tense forms of the verbs in bracket. a. She (buy) a new dress once a month. b. We (go) to the party tomorrow night. c. He (think) that he (be) clever. d. Mr Lee (wear) a tie last Saturday. e. She (stay) behind this afternoon f. Our teacher (tell) us a story a week ago. g. The sun (rise) in the east; it (set) in the west. h. The wind (blow) strongly last night. i. I (help) my brother to cook the dinner. j. He (hang) the picture on the wall an hour ago. Form : .

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HBET4106-1 School-Based Research Mei 2008 The Research Proposal

APPENDIX 5 Examples (Graphics)

She is going to post the letter.

She posts the letter.

She posted the letter.

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HBET4106-1 School-Based Research Mei 2008 The Research Proposal

He is going to sit on the cahir.

He sits on the chair.

He sat on the chair.

Appendix 6 OBSERVATION CHECKLIST Put a () where applicable S S S S S S S S S Remarks 1.Students like learning tenses 2.Students like grammar lesson in school 3. Students think grammar lesson is interesting 4. Students find it easy to answer grammar questions. 5.Students have confidence in answering grammar questions. Number of students 29 S 1 2 3 4 5 6 7 8 9 10

Remarks 1. Students like learning tenses.

HBET4106-1 School-Based Research Mei 2008 The Research Proposal

2. Students like grammar lessons in school. 3. Students think grammar is interesting. 4. Students find it easy to answer grammar questions. 5. Students have confidence in answering grammar questions

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