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’. 1
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HBET4106-1School-Based Research
Mei 2008The 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.
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
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‘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 column’s 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
The aim of ‘Kurikulum Bersepadu Sekolah Menengah’ is teaching students
grammar in every lesson informally to help the students to become a competent language
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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
prototypes and they may have to abandon some or all of them if things are too fast or too
slow in the lesson.
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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.
2. A systematic teaching and learning processes enhance students’ skills in
learning the language.
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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 Objectives of this study are:
a. To determine how integrated curriculum and experiential approach motivate
students towards teaching and learning English grammar (tenses)
b. 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 Research Questions:
a. How can experiential approach motivate students in acquisition of learning
tenses?
b. Can experiential approach be considered as an effective method of
instructions?
c. 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:
a. Experiential approaches with integrated subject are only works as a
motivational device for the best student.
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b. 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 Limitation of the Study.
These are some of the limitation forecast to arise when carrying out this study.
a. 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
sentence building and this will definitely pose as an obstacle to them when
learning tenses (verbs) through text.
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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 - The language rules.
b) Curriculum - the group of subjects studied in a school, college, etc:
the school curriculum.
c) Experiential - based on one experience
d) Integrated - to combine two or more things in order to become more
effective.
e) Tenses - any of the forms of a verb which show the time at which an
action happened.
f) Verb - a word or phrase that describes an action, condition or
experience.
g) Approach - Specific principles in language teaching that are drawn
from theories concerning nature of language
learning process.
h) Method - The strategies constructed based on a particular approach in
carrying out learning of language skills.
i) Device - a method which is used to produce a desired effect: a
literary/rhetorical device
j) Pedagogy - the study of the methods and activities of teaching
k) Contemporary - existing or happening now: contemporary
music/literature/art/fashion
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l) Traditional - Content and methodology decided with reference to the
classroom and not with learner’ real
communicative needs.
m) Learning - Acquisition and retention of language skills through formal
instruction.
n) Acquisition - 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
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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
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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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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 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
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experiential education is essentially an educational philosophy first developed in the late 19th centuryexperiential 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