Grammatical Awareness of Year 6 Pupils in a Rural Primary ...

GRAMMATICAL AWARENESS OF YEAR 6

PUPILS IN A RURAL PRIMARY SCHOOL

CHERYL LING LING

SCHOOL OF EDUCATION, LANGUAGES & COMMUNICATION

WAWASAN OPEN UNIVERSITY

2019

I

NAME : Cheryl Ling Ling

DEGREE : Master of Education

SUPERVISOR: Dr. Balasubramaniam A/L Sidamparam

TITLE : Grammatical Awareness of Year 6 Pupils in a Rural Primary

School.

DATE : January 2019

Project Report submitted in partial fulfillment

of the requirements for the award of

Master of Education

of

Wawasan Open University

Penang, Malaysia

II

ACKNOWLEDGEMENTS

I would like to take this opportunity to show my gratitude to my family and

friends for all their moral supports in encouraging and motivating me in

reaching to the end of my Master studies journey. Next, I would like to sincerely

thank my school’s administration and Year 6 pupils for their participation in

this research study. During my studies, there were difficulties and obstacles that

pouring in which challenge me in conducting my work commitments and my

studies where I did not see myself to be able to go through successfully. It was

during these times, words of encouragement from my beloved one that give me

the strength to move on.

I would also like to personally thank my supervisor, Dr. Balasubramaniam A/L

Sidamparam for providing me with all the guidance required to successfully

complete this research report. His encouragement, support, understanding and,

above all, his prompt, constructive and greatly appreciated criticism and

feedback, were valuable in writing and completion of this report.

Cheryl Ling Ling

May 2019

III

CERTIFICATE OF ORIGINALITY

This is to certify that the project titled “Grammatical Awareness of Year 6

Pupils in a Rural Primary School” is an original work of the student and is being

submitted in partial fulfillment for the award of Master of Education of

Wawasan Open University (WOU). This report has not been submitted earlier

either to this University or to any other University / Institution for the fulfillment

of a requirement of a course of study.

Declaration made by Student:

-------------------------------------------------

Name: Cheryl Ling Ling

Student ID: 082160073

Date:

Declaration confirmed by Project Supervisor:

---------------------------------------------------

Name: Dr. Balasubramaniam A/L Sidamparam

Project Supervisor ID: TU01340

Date:

IV

PLAGIARISM STATEMENT

I, Cheryl Ling Ling, declare that the attached report is all my own work and all

references contained within it have been correctly cited, the original authors

acknowledged and it contains no plagiarism.

After the completion of the project report, I have scanned the report through

TURNITIN software for plagiarism. The plagiarism report received from the

plagiarism detection software indicated that the work is very likely to be original

and that I had not plagiarised any substantive part of the report.

Declaration made by Student:

---------------------------------------

Name: Cheryl Ling Ling

Student ID: 082160073

Date:

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TABLE OF CONTENTS

Contents Page

Title Page I

Acknowledgement II

Certificate of Originality III

Plagiarism Statement IV

Table of Contents V

Abstract VI

CHAPTER ONE: INTRODUCTION OF THE STUDY 1

1.1 Introduction to the study 1

1.2 Background of the study 2

1.3 Problem Statements of the study 3

1.4 Research Objectives 4

1.5 Research Questions 4

1.6 Significance of the study 5

1.7 Rationale of the study 6

1.8 Limitations of the study 7

1.9 Summary 8

CHAPTER TWO: LITERATURE REVIEWS 9

2.1 Introduction 9

2.2 Importance of Grammar 9

2.3 Roles of Grammar 10

2.4 Purpose of Learning English Grammar 11

2.5 Learners’ Grammatical Awareness 11

2.6 Theoretical Framework 12

2.7 Summary 13

Contents Page

CHAPTER THREE: METHODOLOGY 14

3.1 Introduction 14

3.2 Research Design 14

3.3 Sampling 15

3.4 Location of the Research 16

3.5 Instrumentation 17

3.5.1 Pre-test Post-test (Grammar Proficiency Test) 17

3.5.2 Learners’ Perception Questionnaire 18

3.6 Pilot Test 19

3.7 Data Collection 19

3.8 Data Analysis Techniques 20

3.9 Summary 21

CHAPTER FOUR: FINDINGS AND DISCUSSIONS 22

4.1 Introduction 22

4.2 Data Reliability and Validity 22

4.3 Data Findings 23

4.3.1 Respondents’ Background 23

4.3.2 Pre-test Post-test Results 24

4.3.3 Questionnaires Results 30

4.4 Discussion of the Findings 41

4.4.1 Research Question 1: What are the learners’ perception

of grammar learning in language awareness? 41

4.4.2 Research Question 2: What is the level of learners’

Knowledge of the grammar items? 42

4.4.3 Research Question 3: What is the learners’ ability in

Identifying and correcting grammatical errors in sentences? 43

4.5 Summary 43

Contents Page

CHAPTER FIVE: CONCLUSIONS, IMPLICATIONS AND

RECOMMENDATIONS 44

5.1 Introduction 44

5.2 Conclusion 44

5.3 Implications 46

5.4 Recommendations 48

5.5 Implementation Time Frame 50

5.6 Summary 50

REFERENCES 51

APPENDICES 55

Appendix A: Pre-test (Grammar Proficiency Test) 56

Appendix B: Table of Specification for GPT (Pre-test) 58

Appendix C: Post-test (Grammar Proficiency Test) 59

Appendix D: Table of Specification for GPT (Post-test) 61

Appendix E: Learners’ Perception Questionnaires 62

Appendix F: Descriptors for Learners’ Performance Level 64

Appendix G: Letter of Approval 65

Appendix H: Intervention Notes 66

VI

NAME: Cheryl Ling Ling

DEGREE: Master of Education

SUPERVISOR: Dr. Balasubramaniam A/L Sidamparam

TITLE: Grammatical Awareness of Year 6 Pupils in a Rural Primary School.

DATE: January 2019

ABSTRACT

This paper reports on a study on grammatical awareness of Year 6 pupils in a rural

primary school. The study is to examine the perception about grammar learning in

language awareness, to explore the level of learners’ existing knowledge of the

grammar items and to identify learners’ ability in identifying and correcting

grammatical errors in sentences. A learners’ perception questionnaires and Pre-test

Post-test (Grammar Proficiency Test) are designed to elicit data from the selected

Year 6 pupils in the school. There are 50 participants in this study, they are randomly

selected from the above average to below average pupils. The findings of the study is

to see the positive and negative impact of their grammatical knowledge in their

English Language learning. After going through the pre-test post-test and

questionnaires survey, the researcher finds out that the Year 6 pupils had awareness of

the importance of grammar in their language acquisition. They understand the crucial

study of grammar in order to listen, speak, read and write well in English Language.

Although, they are weak in correcting errors but at least they tried their best in doing

so. They still need guidance of how to identify and correct their mistakes in grammar

sentences. From here, the researcher finally understand the degree of grammar levels

and awareness of the pupils in the school.

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CHAPTER ONE:

INTRODUCTION

1.1 Introduction to the Study

Grammar is the structure of a language. Grammar is very crucial in Second Language

Acquisition (SLA), it helps us to understand how sentences and paragraphs are clearly

connected to transmit meaningful messages during communication and written works.

Grammar is in the part of literature discussions, in poetry and stories that we had read,

and knowing grammatical patterns of all languages and dialects will help us to master

the languages (Brock Haussamen, 2002).

When learning English Language (EL), those who speak or communicate English as

their first language (L1) will be more fluent and smooth in learning the English than

those learners who learn or try to adopt this dominant language as their second

language (L2). L1 learners have been exposed to the language in their early age, they

can converse and write more skilfully and competently than the L2 learners. L1

learners’ language acquisition is innate in their genetic and they learn it naturally as

they grown up (Chomsky, 1986). For second language learners (L2), they will

encounter difficulties in learning English as they need to start from the basic by

absorbing grammar rules to master the language.

In Malaysian primary schools, grammar awareness is always a great concern in

teaching and learning process. Grammar sometimes goes untaught and students

become unsuccessful in grammar competency even though it was taught in or out of

the context (Gribbin, 2005). This is due to the teachers are not confident in teaching

grammar components (Tony, Anne and Richard, 2000). This had led to poor grammar

learning in second language acquisition (SLA). Shuib (2009) had conducted a study

and found that many are lacking of fluency and accuracy to be an effective teacher.

Without efficient teachers in teaching grammar, there will be no effective learning

imposed to the learners. Even though, English grammar is difficult to grasp but a

study on the learners’ ability in this component is important to look into from time to

time.

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This research is conducted to selected Year 6 pupils to examine their perception about

learning grammar in language acquisition and to see whether the pupils had acquired

ample knowledge about the grammar items learnt during their schooling years.

1.2 Background of the Study

English grammar is very important in build up the basic of the English Language in

the early stage of learning. It is the backbone of the language, and it must be clearly

understood in order for the pupils to communicate in the language more accurately.

With the foundation of grammar, we can discourse in correct words, phrases, and

sentences so as to convey correct meaning of messages to others. Language is a

function. Grammar is the analysis of this function. The effectiveness of teaching

grammar and the necessity of learning grammar for L2 learners is now a well-

established fact in Second Language Acquisition (Borg & Burns, Celce-Murcia,

Cullen, Davies, Ellis, Fotos, Sheen, as cited in Abbasian Boroujeni, 2012) which has

led to reconsideration of the role of grammar in L2 classroom.

Grammar is the learning of how sentences mean. The more we know about grammar

rules the better the meaning conveyed in our sentences, which will develop our ability

to express, question, respond and reply to this meaning. The more we know about the

usage of grammar, the better it will help in building precise and effective meaning in

our sentences. It can foster precision, detect ambiguity, and exploit the richness of

expression in English (David Crystal, 2004).

From here, we can see that grammar is an essential in language learning, grammar

helps us to understand words and sentences clearer and more interesting in reading

them. When we understand the grammar as a system of a language, then we can

articulate the language without any difficulties and we can speak fluently and

communicate with others correctly and appropriately. The main skills of listening and

speaking, reading and writing are crucial, but emphasize on the grammar skills is

similarly vital.

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1.3 Problem Statements of the Study

The research study is mainly focus on the primary school pupils, and there are very

little research done on the primary school children as most of them focus on the

English teachers’ grammar ability. Due to curiosity, a study is done on these learners

to see their actual ability in grammar acquisition and their level of grammar

terminology in their schooling years.

Grammar is not the precedence in SLA for L2 students, as teachers are less concern in

teaching grammar to their pupils, they are unclear of the components and their roles

of teaching grammar to their students. There are no extra practices nor enough drilling

are given to the learners to further familiarize the grammar usage in sentences. The

pupils are lacking of grammatical awareness on the importance and roles of grammar

in their communication and written works. That is why pupils always making

grammatical mistakes where they did not realize.

In some studies mentioned that when a teacher cannot reach their goal in teaching

grammar, he or she will blame the authority for insufficient exposure of grammar

knowledge during teachers’ training or any form of workshops. These studies shows

that teachers are indeed lack of English grammatical knowledge (Shuib, 2009; Farrel

and Thomas, 2005). Nowadays, the teachers are lacking of sufficient knowledge to

bring the students up to acceptable grammatical standards (William B. Bradshaw,

2013). The teaching of grammar has become more and more inconsequential as the

teachers become lay back due to lack of proper training, and the teaching

methodologies kept changing that teachers are confused of which methods or

approaches to use in teaching the pupils. When the teachers are confused, then they

will deliver their lesson vaguely.

The teachers in the school are aware of the needs of teaching grammar, but there are

no suitable teaching aids and methodologies references provided to the teachers to

enable them to teach proper grammar to the pupils. The teachers would just directly

teach the small content of grammar from the textbook, although it is insufficient but

we are just merely following the syllabus. With proper grammar instructions, the

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learners will be able to learn proper grammar and be aware of the importance of

learning second language in a proper manner.

1.4 Research Objectives

The study aims at the grammatical awareness of the year 6 pupils in a rural primary

school. It is undoubtedly that the pupils in this rural primary school are relatively

weak in grammar due to lack of exposure of the usage of grammar in their daily life.

They speak more on their mother tongues and secondly is Bahasa Malaysia, then

comes to English. They only be able to practice in speaking and conversing in

English during their school hours in the class lessons, so their sentence structure is

below satisfaction and grammatical mistakes are rather severe. The purpose of this

study is:

1) to know about learners’ perception about grammar learning in language

awareness.

2) to explore the level of learners’ knowledge of the grammar items.

3) to identify learners’ ability in identifying and correcting grammatical errors in

sentences.

1.5 Research Questions

Due to changes made in the objectives, the research questions are rephrased to ensure

that research objectives and research questions are correlated in achieving the end

results. The research questions had been amended as well as follow:

1) What are the learners’ perception of grammar learning in language awareness?

2) What is the level of learners’ knowledge of the grammar items?

3) What is the learners’ ability in identifying and correcting grammatical errors in

sentences?

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1.6 Significance of the study

This study is mainly to focus on the grammatical awareness of Year 6 pupils in a rural

school. It is importance that not only we should look into the grammatical

consciousness of teachers but examine pupils’ level of grammar knowledge are

relatively crucial to ensure that teachers’ grammar instruction has achieved their goal

in line with the curriculum designed.

We need to know their perception and feeling about grammar instruction inserted in

their teaching and learning process, whether they find it useful or unnecessary. Their

perceptions will identify whether teachers’ instruction is effective and they can listen,

speak, read and write with zero grammatical mistakes in their tasks. Other than that,

we need to explore to what extend is the level of pupils’ grammatical knowledge will

be. Since they have been studying grammar components in Year 3 until Year 6, their

level of grammatical knowledge will be the time to reap.

Grammatical mistakes are always the major problems of the learners, they cannot

properly use the grammar rules in sentences writing and speaking. They always

making the same grammatical mistakes in the use of subject-verb agreement,

pronouns, apostrophe s, adjective of comparative, and punctuation. They are

influenced by the sentence structures of ‘Bahasa Malaysia’ and translate the

sentences into English, which is totally reversal of English grammar rules.

Even though, we know that learners’ today are getting weaker in their SLA as they

find it difficult and uninteresting in gaining the grammar knowledge. The

government as well as teachers are doing their best in ensuring quality teaching are

enforce and administer in a more apposite way to educate our children.

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1.7 Rationale of the Study

Since the introduction of new KSSR curriculum, the researcher found that the

importance of grammar learning is very minimal in the curriculum. In the case of

grammar acquisition, normally we expect adults to learn difficult items, and young

children just merely learning simple things, but since young children can learn their

own complex grammatical rules of their native language, so they can do the same

when learning other languages (Zuraidah Mohd Don, 2016). In ‘The Star Online’

dated 9 Jan 2011 entitled “School Should Focus on Teaching Real English Grammar”

stated that the teachers did not focus on teaching grammar rules nor grammar usage.

This is because the teachers themselves are lacking of grammatical knowledge in

educating the children. They are sceptical in teaching English grammar because they

are unsure of which grammar rules are suitable to be taught to learners and some

assumes that grammar is unnecessary to teach. The present generation is now

struggling to converse in English since the negligence of English grammar teaching

during the educational transition in 1970s (Mong Yoon Weng, 17 Aug 2011).

The new English Language curriculum for Year 1 was implemented in 2011. This

curriculum is focusing on the importance of the listening and speaking, reading,

writing and language arts skills. Here, the grammar skills are not emphasized. The

focus of grammar in Year 1 and 2 ‘Supermind’ textbooks are very slight; the learning

of grammar only started from Year 3 onwards. The grammatical awareness is not

emphasized in Year 1 and 2. They are focusing on the learning of phonics, singing,

rhyming, and role-playing. They are basically playing while learning, which is a good

methodology, but the grammar component is minimal or untaught while they enjoy

themselves during the lesson. The grammar instruction is not integrated thoughtfully

to ensure the language is critically highlighted in learning. A letter by Liong Kam

Chong “Stress on grammar, not phonics” (The Star, March 24, 2010) and Peter Ray

“Grammar matters more than phonetics” (The Star, March 25, 2010) have strongly

commented and stressed on the importance of grammar to the learners. We need to

improve our standard of English not phonics. The priority here is to focus on

grammar and how to effectively teach grammar to the learners in order to master the

language semantically and syntactically.

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The Education Ministry needs to revise the functionality of grammar at the early stage

of learning. This problem is growing as the introduction of ‘Supermind’ textbooks

into the school especially for rural schools in Sarawak. These children are lacking of

language awareness in learning the Second Language. As inserting the basic

grammar rules and usages of a language is very crucial for learners. It is the starting

point in learning from the early years.

1.8 Limitations of the Study

1. Due to geographical situation, only one rural school is taken into consideration in

doing this study. Nonetheless, the population in this rural school is still considered

big. It has reached around one thousand plus of students for both morning and

afternoon session. I had chosen Year 6 pupils due to their knowledge and ability in

understanding and comprehend the instructions better.

2. Beside variables covered in this research, there are other variables that might

influenced in data collecting such as time limitation, absentees, cultural differences

and peer influences may affect the results of the test.

3. Time constraint is another issue in conducting this research. Due to everyday

workload, the researcher is responsible in teaching Year 6 and also a Year 6 class

teacher. We have to deal with a lot of paperwork, school programs or activities, and

other unscheduled meetings and so on. We had just underwent a diagnostic test for

the pupils of Year 4, 5, and 6 in school, now the researcher is marking, analyzing, and

key-in the marks for these papers. Hopefully the progress report will go well as

planned.

4. Language awareness is another issue as English is not the respondents’ L1

language. An explanation of the instructions in their L1 language is needed. They

only can do the test seriously when they understand the instructions clearly. So, using

a dual language is very much needed in conducting the pre-test, post-test and

questionnaire.

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5. The school has packed with few activities and programs during end of March and

in April. These has caused some delay in conducting learners’ perception

questionnaire and post-test of grammar proficiency test. The obstacles are able to

overcome within the time frame and the instruments are completed early May.

1.9 Summary

This chapter mentioned about the introduction and the reasons the researcher needed

to do this study on the primary school pupils. As this study is to be conducted on

primary school pupils which are not an easy job, but the advantage is that it is a

familiar geographical area for the researcher, so she can overcome this problem with

no obstacles. With research objectives and questions set, the researcher is able to be

more firm and see clearly what she has to do next.

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CHAPTER TWO:

LITERATURE REVIEWS

2.1 Introduction

Grammar indeed is very significant in all kind of ways. According to Beverly Ann

Chin; William H. Sadlier (2000), the learners need to learn how to transfer their

knowledge of grammatical concepts from oral language to written language more

efficiently. When we write an essay, journal, books, we should be able to use proper

grammar to help us to write more confidently and interestingly. In the digital world

today, the teenagers are influenced by all these digital tools or technologies such as e-

mails, texting, messaging, chatting through smart phones. They use more written

words than speaking nowadays, so are all their written messages in complete

grammatical forms? They are now using cryptic half-sentences or broken English to

communicate as they see it as a trend or more interesting way to pass their messages

to the receiver. That is why they did not see the importance of the use of proper

grammar, sooner or later the grammar will be obsolete one day (Andrew Hindes,

2012).

2.2 Importance of Grammar

Baleghizadeh and Farshchi (2009) stated that grammar is very significant in language

acquisition whereas learners able to communicate well. Wu (2007) affirms that

grammar is very crucial in improving students’ listening, speaking, reading and

writing skills. This is to expose the students of the fundamental use of grammar in the

real life situation context. As we can see, giving exposure of the English grammar in

the early stage will stimulate their interest in learning the language and consequently

build up their communication and writing skills.

Without proper grammar, we cannot write proper written work to attract the readers.

Marie Rackhma (1998-2016) stated that grammar is the technique of English. She

mentioned that grammar is not only a valuable tool for creative writing but also a

wonderful aid for teaching. From here, we can see that with a good intention of

writing a piece of work by using proper grammar, for sure many will fascinated by

your writing ability and skills. Grammar makes written content more readable and in

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turn more interesting (Source: Jana Johnson: 2014). With a zero grammar errors piece

of work, for sure many readers will be fascinated by it.

2.3 Roles of Grammar

The roles of grammar teaching has been in discussions and disputes in teaching

foreign and second languages (Burgess & Etherington, 2002). Grammar teaching

previously was discouraged and most people discouraged of teaching and learning it

(see Ball, Kenny, & Gardiner, 1990). It was disputed that explicit grammar teaching

was not a way of developing communicative skills. The roles of grammar is

challenged and ignored during that time. Only in 1990s, people see the importance of

grammar instruction once again. According to Halliday (2002), grammar is part of

language and language is powered by grammatical energy. Other researchers such as

Rod Ellis (1997) and Patsy Lightbown (2013) argue that learning grammar is very

essential in linguistic and communicative development. Wu supports and states that

grammar instructions do improves learners’ listening, speaking, reading and writing

skills. William B. Bradshow (2013) also affirms that grammar is the foundation in

communication, people will understand the meaning of your message more if you use

an accurate grammar in delivering your message. This is why effective

communication starts with proper learning of grammar skills. Without expressing an

exact and precise message, an effective communication would be impossible (Crivos

& Luchini, 2012). Hence, with proper grammar instructions delivered, the knowledge

acquired will improve their learning skills greatly.

According to Chomsky (1986), first language (L1) acquisition is innate in their

genetic faculty. They learn L1 naturally and is origin from their heredity. For L1

learners, learning grammar will be seemingly easy for them as their mother tongue is

English. They only need to advance their grammar skills in order for them to perfect

their spoken and written works. But, for second language (L2) learners, learning

grammar skills need more efforts and determination to expertise it. Teachers need

more patience and confidence in delivering grammar instructions to enable the

learners to be more proficient in using the grammar rules in their communication and

writing. Terrell’s (1991) viewed that the learners who understand the role of grammar

instruction will enable them to use this knowledge in their daily conversation.

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2.4 Purpose of learning English Grammar

The purpose of learning English grammar is ensure effective communication.

According to Jana Johnson (2014), improper grammar can affect the meaning and

clarity of an intended message. In order to deliver the actual meaning of the message,

proper usage of grammar is important. Every sentence structure, punctuation, subject-

verb agreement, parts of speech and spelling are very crucial in making the message

meaningful and clearly understood. If we understand how grammar is used, it will

help us to make clear, interesting, and precise sentences in paragraphs and texts.

Learning grammar skills are useful in every aspect of life from education to

leadership, and social life to employment opportunities. (Source: Jana Johnson 2014).

In order to be an effective leader, the communication skills should be effective in

every aspect of life, from the classroom back to home, interaction with friends, and

writing messages to your love one. This is the beginning of learning grammar, but in

our country, English is our second language especially for those native group of

learners, they will encounter difficulty and uneasiness in learning the English

grammar. But, if these native group can expertise their English grammar acquisition,

it will make themselves proud and their parents and teachers greatly.

2.5 Learners’ Grammatical Awareness

The importance of learners’ grammatical awareness is very crucial in language

acquisition, it has to start as early stage as possible to enable the young children to

acquire the correct ways of using grammar in their interaction and written works.

Andrews (1999) argues that L2 teachers’ language awareness of explicit knowledge

about language is very important. Teachers’ language awareness are essentially

important in grammar instructions because students are depending on them in

language learning, with proper teaching of grammar skills, the students by then, be

able to absorb precise knowledge in a correct way. The importance of grammatical

awareness as stated by Denham and Lobeck (2002) that teachers have to be aware of

grammatical structures in order to help learners to identify patterns of errors. By

identifying and correcting their grammar errors, this will help them to write

confidently and good quality work. Andrews (2005) states that teachers should have

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ample knowledge of grammatical constructions to be better stand in helping young

writers (Shuib, 2009).

In Nazari (2013) study, he investigated how implicit and explicit methods of grammar

instructions might affect the learners’ achievement in an open manner. He concluded

that explicit teaching strategy was more effective than the implicit one. Learners who

know grammatical rules will feel more confident and motivated in the classroom

environment. Needless to say, we realized that learning grammar is undeniably

important for L2 learners at the early stage as English is not their first language,

starting to learn the basic as early as possible will benefit the children more. This will

help them to be aware of the fundamental of grammar skills in early stage.

Sometimes, learning grammar is a gut feeling and the belief of the children

concerned, whether they willing or unwilling to accept the knowledge or not. Riley

(1996) claimed that learners’ language learning is influenced by their beliefs. It is

influenced greatly by the learners own belief whether or not this knowledge can help

them or not. Normally, learners will reject the learning approaches or activities just

because these methods are different from their thinking of the way of teaching and

learning. They are dissatisfy and displease with the way of teaching or influence by

the learning environment. These will decrease their interest of learning greatly.

2.6 Theoretical Framework

This study is basically to identify the grammatical awareness among the rural primary

school pupils’ and their perception of grammar instructions as well as degree of

grammar knowledge they have attained. In order to be an effective communicator and

writer, the learners must be able to draw implicit and explicit grammar knowledge to

reflect themselves on the knowledge on the underlying systems of the language.

The study adopted Andrews (1999) Theory of Grammatical Awareness, he states that

grammatical awareness consists of four types:

1. Ability to recognize meta-language,

2. Ability to produce appropriate meta-language terms

3. Ability to identify and correct errors,

4. Ability to explain grammatical rules

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The study is connected with finding on respondents’ perception on grammatical

awareness which is very similar to the study that the researcher is doing now. So,

taking this theory by Andrews (1999) will be suitable for my study.

The first type is to test learners’ recognition in identifying grammatical categories

such as subject-verb agreement, noun, verbs, adjectives and other grammar items.

This will be apply in the questionnaire in examine learners’ knowledge of

grammatical items learnt. The second type is the ability to give grammatical terms of

the given words or phrases. This is to see learners’ abilities in choosing the correct

answers by knowing each grammatical items. The third one is concerning about the

ability to identify and correct the grammatical errors in the sentences. Last and final

type is related to the explanation of grammatical rules of the given sentences. This is

the part where the learners’ understanding of grammar rules is seen through the

treatment.

2.7 Summary

This chapter is touched on the literature review about grammar awareness and the

importance of learning grammar. Learning grammar is very important in language

acquisition as with proper grammar, one can listen, speak, read and write brilliantly

and be more confident in converse in foreign language without feeling discomfort and

being able to impress others.

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CHAPTER THREE:

METHODOLOGY

3.1 Introduction

In methodology section, quantitative design is used to collect statistical data to find

the end results for the research questions. It introduces data about the profile of the

participants involved in the research which is their gender, age, level of interest in

grammar, and their perception over learning the grammar terminology.

This study will employ a questionnaire and randomised pre-test post-test design to

gain the data. It will be tested on selected Year 6 pupils in a rural primary school.

The researcher need to know how passionate and enthusiastic of the pupils in learning

English grammar. According to the research questions, the researcher will examine

the pupils on their existing knowledge of the grammar components learnt and what is

their perception about grammar instructions whether they are lacking or have master

the grammar items they had acquired.

3.2 Research Design

The research design is based on the primary and secondary research collected.

Primary research involves the collection of the new data and results that has not yet

been gathered before. The use of questionnaires and pre-test post-test are designed to

gain statistics from the treatment and control group. Secondary research concerns

with the gathering of the current data that can be obtained from the articles, books,

newspapers and Internet. This is more cost effective and less time consuming as the

materials can be retrieved directly from the secondary sources.

The study will be conducted using quantitative design. This research will be taking 6

months of time in collecting data to achieve the objectives set. Quantitative research

is a research that is based on the objectives, statistics and numeric data. The

advantage of the quantitative research is that it is easy to measure and analyse as the

results are obvious and clearly stated. As the results are obtained from the primary

sources so the validity of the data is undisputable and the results are easily predicted.

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The researcher will employ a primary research on collecting data of from the

questionnaire and pre-test post-test (Grammar Proficiency Test). The first stage of

pre-test has been implemented, and subsequently an intervention lesson will be given

to the experimental group and a post-test will be administered to the both groups, and

lastly a questionnaire will in insert thereafter. The information gathered will be

compiled and keyed in into the Statistical Package for Social Sciences (SPSS)

software so that the data gathered from the participants will be examine and analyse

(Saunders, Lewis and Thornhill, 2016).

SPSS is a very useful instrument for various fields from social science to businesses

and education as it can be used with just the basic knowledge of the statistical

software in analyzing the data (Daniel Arkkelin, 2014). SPSS is used by numerous

researchers for complex statistical data analysis. SPSS is broadly coveted by many

users as it has a very straightforward, thorough and understandable command in using

it. With the use of SPSS, the research can analyse the data to get the statistical results

for the mean, median, standard deviation, statistical descriptive, reliability of the data,

as well as a wide range of charts and histogram.

3.3 Sampling

Sampling is a process of selecting a number of individuals to involve in the study.

Sampling is more accurate than studying the entire population, as the researcher has

the most control over the participants or subjects. The purpose of the sampling is to

gather the data about the selected population in order to test and make inference of the

research objectives.

There will be a total number of 50 respondents participating in this research. They are

randomly assigned into experimental and control group equally (25 participants for

each group). The female consist of 30 pupils and male is 20 pupils. 10 pupils will be

randomly selected from the 5 classes of Year 6. All the participants are 12 years of

age. There is a great differences of the females and males sampling because females

are of a great population for Year 6 this year. They are of the same homogeneous

group which enable the researcher to get a valid data from the similar background,

age and education. They will be assigned into the treatment group and control group

16

in taking the pre-test and post-test (English Proficiency Test) to collect quantitative

data about their degree of knowledge of grammar items they had learned since Year 3.

As for the questionnaire, all the participants will be taking it at the same time to

examine their perception about the grammar in language acquisition. The participants

will be ranged from high, average and below average pupils.

Table 1 shows the overall gender of the participants.

Table 1:

Gender of the respondents

Gender Frequency Percentage (%)

Male 18 36%

Female 32 64%

Total 50 100%

3.4 Location of the research

The geographical area of the study is in a rural primary school situated outside the

main town. This is a developing township which is expanding rapidly in population

and development, there are 2 primary schools and a secondary school in this area at

the present time. The research will be conducted in a rural district primary school

which is 26 kilometres from the major town. This rural district is a developing

township with an ever increasing population. The township is growing bigger each

year, and the population is increasing quickly as more and more people are finding

opportunity in this township.

The selected rural school consists of 256 of Year 6 pupils and only 50 pupils are

randomly selected in this research. The sampling is randomly selected from each of

the class ranging from high to below average learners. This rural school has a

population of thousand over pupils, they are divided into two sessions to enable the

teaching and learning take place. It has forty eight classes, two science laboratories,

two computer labs, a resource centre, an access centre, a compound, a big field and

other speciality rooms. Taking this school to conduct study is very ideal as all the

materials needed is ever ready for the researcher to employ.

17

3.5 Instrumentation

Instrumentation is the process of constructing the research instruments that can be

used appropriately and suitably in data gathering of the research. The most

commonly used instruments in data collections are the questionnaires, interviews and

observation. Research instruments are the tools the researchers used in collecting

information and data to answer the research questions. To elicit data from the

respondents, this study will employ a perception questionnaire and randomised pre-

test post-test (English Proficiency Test) in data collection.

3.5.1 Pre-test and post-test (Grammar Proficiency Test)

Pre-test post-test designs are used to compare groups and measuring change resulting

from the experimental treatments. Pre or post-test is a valuable diagnostic tool for

more effective results in comparing treatment and control group performance levels in

grammar. During the pre-test, the participants will utilize their existing and previous

knowledge to predict rational answers. By taking the post-test the participants should

be expected to answer more questions accurately due to the increase in knowledge

and understanding. A sample of pre-test (Appendix A) and post-test (Appendix C)

are attached with a specification table (Appendix B & D) and descriptors (Appendix

F) for rating their performance level.

The Grammar Proficiency Test (GPT) is extracted from the past Ujian Pencapaian

Sekolah Rendah (UPSR) papers of 2016 and 2017 based on Kurikulum Standard

Sekolah Rendah (KSSR) format and from British Council’s website

(https://learnenglishkids.britishcouncil.org/grammar-practice). As British Council is

our major learning role model so extracting grammar items from the website is

considered valid. The grading of the GPT will be based on the KSSR Dokumen

Standard Kurikulum dan Pentaksiran (DSKP) descriptors in testing their performance

level. The test will include 15 multiple-choice questions for different grammar items

and 5 grammatical errors sentences to test their ability to identify and correct the

errors. The time allocated for the each test is 20 minutes maximum.

A pre-teaching or an intervention session on the grammatical items will be conducted

to the treatment group after the pre-test. A notes (Appendix H) is given to the 25 of

https://learnenglishkids.britishcouncil.org/grammar-practice

18

them. The pre-teaching is administered to the treatment group to repeat and recall

their grammar knowledge. Pre-test is given to determine and examine the background

of grammatical knowledge of the treatment and control groups. Then, a post-test is

carried out to see the progress of the treatment group after the intervention and test the

control group’s ability on the post-test.

3.5.2 Learners’ Perception Questionnaires

A questionnaire is the tool to collect primary data (Cohen, 2013). Primary data are

collected for the research purpose and the process of collecting the data are through

either questionnaires or other methods (O’Leary, 2014). Questionnaires are widely

used by the researchers to discover what the participants are thinking. These include

the evaluations, feedback, opinions and participants’ perception (O’Leary, 2014).

The reason that the researcher chose to make use of the questionnaire as one of the

methods for collecting data is to be able to view and gather information as a whole

group. By using questionnaire, it will be easier for the researcher to gather and

compile the findings as well as it is less time-consuming in collecting and sorting the

responses from the respondents. The purpose of the questionnaire was to examine

learners’ perception about grammar learning in the school. From there, the researcher

will see how is the feeling of the respondents towards grammar learning during their

schooling years.

The advantage of a questionnaire is that the learners’ work will be less demanding,

less time consuming for the researcher to sort and edit the responses where necessary.

It also helps the researcher to easy compare and deal with the responses wholly. The

questionnaires is adapted from different sources of Horwitz (1987), Farrell (2005),

Borg (1999), Burgess and Etherington (2002). A selected-response of 30 items will

be adapted from the sources to inspect the respondents’ perception about importance

of grammar and its knowledge they had learnt. Each questionnaire consists of two

sections. The first section is the profile of the learners’ gender, age and background,

as the second section is the questionnaires section concerning learners’ perception of

grammar acquisition. The questionnaire will be explained in L1 language to enable

them to understand the questions better. Here, a bilingual explanation is crucial to get

19

valid responses from the respondents. The instructions and contents of the

questionnaires will be elucidate more clearly in Bahasa Malaysia to enable the below

average participants, who is weaker in English Language, to understand the

statements more, so as to get a more valid data from them.

The survey will be using a five-point Likert-scale which ranged from 5 indicates

strongly agree, 4 for agree, 3 for neutral (neither agree nor disagree), 2 for disagree

and 1 for strongly disagree. This scaling method is easy to understand and if used

appropriately a valid data can be obtained to seek the answers. A 20 minutes is given

to allow the respondents to accomplish the questionnaires. The data collected from

the questionnaires will be analysed and converted to percentages and means in final

report. A sample of learners’ perception questionnaire can be found in Appendix E.

3.6 Pilot Test

According to Bell & Waters (2014), a more pertinent steps are needed to pilot test the

questionnaire and grammar proficiency test with the participants in order to guarantee

and certain that the methods or instruments are effective and able to make further

adjustment if necessary. A pilot test is necessary before the main study. The

researcher will test the study with the participants first to avoid any mistakes or

weakness encountered to save time and money.

The researcher has conducted a pilot test to check respondents’ understanding of the

questions and the format. It is to check that no sensitive questions been used to make

the participants feel defensive and reluctant to give valid answers. The pilot test is to

ensure that the instruments can be accomplished in the appropriate time frame.

3.7 Data Collection

Data collection is the process of collecting, gathering and measuring information on

variables of interest. It enables the searcher to test and answer the stated research

questions and evaluate the outcomes. Accurate data collection is important to gain

valid data through newly developed instruments of the researcher.

20

Data collection methods are categorise into primary data and secondary data. Primary

data is the first time freshly developed tools and it is an original instrument in helping

the researcher to collect data. Quantitative design is the primary data collection

method, it is cheaper and economical to apply. The time frame and duration of data

collection is relatively shorter than qualitative method. Quantitative findings is

uncomplicated as it is in numeric forms to compare and contrast. The results is very

straightforward and clearly stated.

Secondary data is the existing documents and materials available for researchers’

references. The methods used in collecting primary data is using the questionnaires

and pre-test post-test in grammar which are adapted and modified by the researcher in

data collection. The secondary data are obtained from the published or unpublished

materials, newspapers, journals, articles or Internet sources. There are plenty of

resources available for references related to the research area.

3.8 Data Analysis Techniques

Data analysis is a process of using statistical techniques to analyse, interpret and

evaluate the data. The use of different types of analytical procedures provide

inferences and readings from the data and distinguish the findings to answer the

research questions. Data analysis summarizes collected data. The researcher

analysed the collected data and interpreting them in order and find the answers from

the mass of collected data (Marshall and Rossman, 1999). Kreuger and Neuman,

Robson (2011) confirm that the importance of the views on the analysis and

interpretation of data is crucial in getting the actual findings of the study.

Descriptive analysis is carried out to describe the data collected. It comprises the act

of organizing, summarizing and displaying data to the research questions. Descriptive

statistics provides the mean, median, mode, percentage, frequency counts, standard

deviation, range as well as in the form of tables, charts, graphs, and histogram. It

presents absolute numeric data and explain the reasoning behind those numbers. It

gives the researcher a clear picture of the kind of data she had collected. After the

data is collected, the results will be keyed into the SPSS to calculate and analyse the

21

findings. After the data is input into the system, the perception questionnaire and tests

are analysed so that the pattern of the participants can be generated.

3.9 Summary

This chapter explained the methodology used in conducting the research.

Quantitative method is used as it is an easy way to collect and interpret data from the

research conducted. The research adopted approaches of using learners’ perception

questionnaires and pre-test post-test (grammar proficiency test) in finding the answers

to the research questions. The instrumentation process went on as planned and all the

data collected in full with just a glitch in minor obstacles which has already been

solved. The data is analysed using SPSS which is a brilliant system in assessing and

evaluating the findings.

22

CHAPTER FOUR:

FINDINGS AND DISCUSSION

4.1 Introduction

In order to elicit data from the treatment and control group, the first step of pre-test

had been administered to the two groups respectively. With the headmaster’s consent,

the research on the learners will not be limited or obstructed. The data gathering of the

pre-test, post-test and questionnaires from the learners are successfully executed

without any complication. Nevertheless, there are still some minor issues during the

process of data gathering such as school exams, activities, and programs that prohibit

the researcher to switch or postpone the date to gather the data especially in

conducting the intervention, post-test and questionnaires section.

A pre-test and post-test have been conducted to ensure the data collected is relevant to

the objectives of the study. After pre-test and post-test had been proceeded, the

researcher can further refine and organize the data in a more detailed manner. After

the collection of data from the pre-test and post-test of Grammar Proficiency Test

(GPT) as well as the perception questionnaire, a Descriptive Statistics (DS) technique

will be employed. Descriptive Statistics is used to seek whether the data collected has

achieved the research objectives and research questions set. The researcher need to

organize, summarise, and present the data collected. In descriptive statistics

technique, the data is displayed, measuring the central tendency and variability of data.

4.2 Data Reliability and Validity

Data reliability and validity are very significant in data collection procedure. It is

crucial in indicating the effectiveness of the instruments in identifying individual’s

performance and their perception towards grammar awareness. The instrumentation

used must be valid in achieving the research objectives of this research.

The pre-test (Grammar Proficiency Test) is adapted from the UPSR 2016 and 2017

questions as well as extracted from British Council Website which is considered as

reliable and valid in testing the learners’ grammar ability and knowledge. By using a

valid test, the researcher hopes to gather reliable data which can achieve research

objectives and answered research questions stated.

23

As for the questionnaire, it is adapted from the sources of Horwitz (1987), Farrell

(2005), Borg (1999), Burgess and Etherington (2002). The reliability and validity of

the questionnaire is confirmed by the three experts. There is no doubt in using their

sources in this study.

4.3 Data findings

Based on the research findings, the answers for the three research questions are now

being discussed and related to within the relevant data where appropriate. The data

are collected via using two instruments namely pre-test post-test (GPT) and learners’

perception questionnaire. The instruments will be analyzed and interpreted in relation

to the research questions.

4.3.1 Respondents’ Background

According to the data obtained, the respondents have been grouped into two portions

by gender. The male respondents’ consist of 20 people which is 40% out of the total

sampling, while the female respondents were 30 people which is 60% in total. The

findings shows that more female respondents are participated in this survey as

female’s population is larger this year in the school. All the respondents are coming

from the homogeneous population as they are learning under the same roof together

for so many years. They have similar ways of learning and perceiving the instructions

given by the school teachers’. That is why it is easy to get valid and reliable data

from them.

Table 2:

Respondents’ Level of Mastery in English.

Level of Mastery Frequency Percentage (%)

Good 1 2

Moderate 45 90

Poor 4 8

Total 50 100

The findings in Table 2 shows the respondents’ level of mastery in English. The

higher their English level the better they would be able to understand grammar

instructions more. The respondents’ had assessed their own English level as they

know their abilities the most. There is 90% of the respondents stated that their

English is moderate. That means they know how to read, write and understand the

24

language with just little guidance. There are 4 respondents (8%) who are not

confident and lack of self-assured in English, these are normally below average

learners who need full guidance in answering the papers and questionnaire in

bilingual language.

4.3.2 Pre-test Post-test Results

In order to seek all the participants’ level of grammar awareness in language

acquisition, a pre-test post-test (GPT) had been administered to the selected treatment

and control group to get the data. The following is the frequency distribution of the

treatment and control group in pre-test and post-test of Grammar Proficiency Test

(GPT). The total marks for each test is 20.

Table 3:

Treatment group GPT scores

No. Gender Pre-test

(treatment)

Post-test

(treatment)

1 Male 12 16

2 Female 13 18

3 Male 14 15

4 Female 8 18

5 Female 16 19

6 Female 16 19

7 Male 16 18

8 Female 16 19

9 Male 7 10

10 Female 8 13

11 Female 6 14

12 Female 11 11

13 Female 9 12

14 Male 7 11

15 Male 8 12

16 Female 8 6

17 Female 13 12

18 Female 10 13

19 Male 11 16

20 Female 13 19

21 Female 14 18

22 Female 14 18

23 Female 12 17

24 Male 12 16

25 Male 13 17

No. Gender Pre-test

(control)

Post-test

(control)

1 Female 11 9

2 Male 8 15

3 Male 5 14

4 Female 8 12

5 Female 6 9

6 Female 5 5

7 Male 5 5

8 Female 7 9

9 Female 5 8

10 Female 7 6

11 Female 5 10

12 Female 10 6

13 Male 7 9

14 Female 11 5

15 Female 4 7

16 Male 9 8

17 Female 5 7

18 Female 5 8

19 Male 9 7

20 Female 8 8

21 Male 9 9

22 Female 9 5

23 Male 4 9

24 Male 12 12

25 Female 13 15

Table 4:

Control group GPT scores

25

According to the data gathered, the above descriptive statistics is calculated for pre-

test and post-test grammar test. In Table 5 and 6, both pre-test and post-test have

normal distributions, as the kurtosis and skewedness statistics are between -1 and +1

which is the indicator of normal distribution. Below is the graphical representation of

the distribution of data, Figure 1 and 2 were drawn and presented in histogram. By

looking at these figures, they have a bell-shaped curve which shows that it is a normal

distribution.

Figure 1:

Normal distribution curve of pre-test.

Figure 1 shows that the mean value for pre-test is 9.48 that is consider high. The

standard deviation is 3.50, which indicates that the data collected is within the normal

distribution range. The grammar proficiency test is considered up to standard and

acceptable by the respondents for this study.

Table 5:

Descriptive Statistics for pre-test.

Descriptive Statistics

N Minimum Maximum Sum Mean

Std.

Deviation Skewness Kurtosis

Statistic Statistic Statistic Statistic Statistic Statistic Statistic Std.

Error Statistic Std.

Error

Pre-test

score

50 4 16 474 9.48 3.501 .267 .337 -.955 .662

Valid N

(listwise)

50

Table 6:

Descriptive Statistics for post-test.


N Minimum Maximum Sum Mean

Std.

Deviation Skewness Kurtosis

Statistic Statistic Statistic Statistic Statistic Statistic Statistic

Std.

Error Statistic

Std.

Error

Post-test

score

50 5 19 594 11.88 4.556 .119 .337 -1.295 .662

Valid N (listwise)

50

26

Figure 2:

Normal distribution curve of post-test.

Figure 2 shows that the mean value for post-test is 11.68 which has a great increase

compare to pre-test. The standard deviation is 4.56, this points out that the data

collected is within the normal distribution range. The post-test is also accepted for

this study.

To investigate the reliability of the pre-test and post-test, the SPSS software has

calculated the reliability of the items as shown in Table 7 and 8. The Cronbach’s

alpha coefficient is the most commonly used to test the reliability of the variables with

the research. According to Julie Pallant (2007), the scale of Cronbach’s alpha

Table 7:

Reliability test for pre-test.

Reliability Statistics

Cronbach's Alpha

Cronbach's Alpha

Based on

Standardized

Items N of Items

.718 .700 18

Table 8:

Reliability test for post-test.


Cronbach's Alpha

Cronbach's Alpha

Based on

Standardized

Items N of Items

.842 .831 20

27

is >0.70 will be more preferable for the independent and dependent variables. Refer

to Table 7 and 8, both pre-test and post-test had shown their reliability of 0.7 and 0.8

in the statistics. Returning to the research questions, the results indicate that both

experiment and control groups are at similar level of grammatical achievement

without influence by other factors.

Table 9:

Mean scores, Median, standard deviation for pre-test and post-test. Group Pre-test score Post-test score

Treatment Mean 11.48 15.08

Std. Deviation 3.151 3.499

Median 12.00 16.00

Minimum 6 6

Maximum 16 19

Control Mean 7.48 8.68


Median 7.00 8.00

Minimum 4 5

Maximum 13 15

Total Mean 9.48 11.88


Median 9.00 12.00

Minimum 4 5

Maximum 16 19

After the data gathering process, the descriptive statistics was calculated using

Statistical Package for the Social Science (SPSS) software program. The mean and

standard deviation of the descriptive statistics for both groups are shown in Table 9.

A paired-samples t-test was calculated to compare and contrast the treatment and

control group pre-test and post-test scores before and after the implementation of the

Table 10:

Independent Sample T-Test

Independent Samples Test

Levene's

Test for Equality of

Variances t-test for Equality of Means

F Sig. t df

Sig. (2-

tailed)

Mean

Difference

Std. Error

Differ

ence

95% Confidence Interval of the

Difference

Lower Upper

Pretest score

Equal variances assumed 1.340 .253 4.896 48 .000 4.000 .817 2.357 5.643

Equal variances not assumed 4.896 46.331 .000 4.000 .817 2.356 5.644

Posttest score

Equal variances assumed 1.918 .173 6.974 48 .000 6.400 .918 4.555 8.245

Equal variances not assumed 6.974 46.757 .000 6.400 .918 4.554 8.246

28

tests. The treatment group pre-test shows mean (M) = 11.48 and standard deviation

(SD) = 3.15, and post-test M=15.08 and SD=3.50.

The findings explained that after the pre-teaching or intervention lesson, there is a

statistically significant improvement in treatment group’s grammatical knowledge. A

repetition or revision of the grammar rules with examples did enhance participants’

grammar items knowledge greatly. As for the control group, the pre-test shows

M=7.48 and SD=2.60, and the post-test M=8.68 and SD=2.97; (t=4.90, p=0.00 as

shown in Table 10). Even though, there are significantly difference of the mean and

standard deviation between treatment and control group but control group has shown

some increase of the mean of 1.2 and standard deviation of 0.37 after the post-test.

There is no drastic change compare to treatment group which has increase of mean of

3.6 and standard deviation of 0.35, but control group shown a fairly satisfy result that

they have acquired sufficient grammar knowledge to enable them to answer the tests.

These results indicate that the level of respondents’ knowledge in grammar

terminology is moderate to high.

Table 11:

Pre-test and post-test mean scores of the treatment and control group on grammatical components.

Report

Group Pre-test_GK Post-test_GK


Std. Deviation .17355 .23180

Minimum 1.07 1.07

Maximum 1.67 1.80

Median 1.2667 1.3333



Minimum 1.20 1.27

Maximum 1.73 1.93

Median 1.5333 1.6000

Total Mean 1.3947 1.5067


Minimum 1.07 1.07

Maximum 1.73 1.93

Median 1.4333 1.5667

29

As for the above descriptive statistics points out the results of the pre-test and post-

test of the grammatical items tested on the respondents. Table 11 and 12 displays a

statistical difference between two groups, t(49)=4.89, p>0.05. There are significant

difference between respondents’ mean scores in the Grammar Proficiency Test.

Hence, the participants’ are clearly heterogeneous for both groups. In testing on the

grammatical knowledge of the treatment and control group each had a mean score of

1.25 and 1.53, both has performed similarly in the pre-test. In the post-test, the

treatment and control group had shown an increase of the mean to 1.37 and 1.64

respectively. Therefore, the respondents’ exhibit that they are able to apply the

grammatical items learnt in answering the pre-test and post-test questions

satisfactorily. From here, we can answer the research question of the level of the

grammar knowledge in the respondents are fairly high.

Table 13:

Pre-test and Post-test mean scores of the treatment and control group error corrections ability.

Report

Group Pre-test_ECo Post-test_ECo



Minimum 1.40 1.00

Maximum 1.80 1.80

Median 1.6000 1.2000



Minimum 1.40 1.20

Maximum 1.80 2.00

Median 1.6000 1.8000

Total Mean 1.5840 1.4360


Minimum 1.40 1.00

Maximum 1.80 2.00

Median 1.6000 1.4000

Table 12:

Paired Samples Test showing Pre-test and Post-test grammatical components.

Paired Samples Test

Paired Differences

t df

Sig. (2-

tailed) Mean

Std.

Deviation

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair 1 Pre-test_GK –

Post-test_GK

.11200 .16187 .02289 .06600 .15800 4.893 49 .000

30

Table 13 and 14 above are the findings connected to the error corrections ability in

sentences within the respondents. In GPT, five statements with mistakes are given to

the respondents to test on their ability to correct the grammatical mistakes in the

sentences. The treatment and control group had a mean score of 1.60 and 1.57

respectively in the pre-test. The treatment group score moderately during the pre-test

but shown a decrease of M=1.20 in the post-test. They find it difficult to identify

errors in the sentences by themselves, they are quite weak in identifying errors in

sentences. As for the control group, the results are similar during the pre-test but they

show an increase of mean to 1.67 in the post-test. This is unexpected as they

possessed better ability in error corrections.

4.3.3 Questionnaires Results

A learners’ perception questionnaire is given to all the 50 participants after they

attended pre-test and post-test of the grammar proficiency tests . The questionnaire

consists of 25 items to seek their agreement or disagreement on the statements given.

Their perception about the grammar is collected and analyzed, and the descriptive

statistics is calculated as below.

As shown in Table 15, the mean of the questionnaire is M=3.94 and its SD is 0.47.

Based on these results, we can see that learners’ perception on these items are highly

acceptable and their data are valid.

Table 15:

Descriptive Statistics for Learners’ Perception Questionnaire.


N Range Minimum Maximum Mean

Std.

Deviation Variance

Statistic Statistic Statistic Statistic Statistic

Std.

Error Statistic Statistic

Questionnaires 50 2.96 3.12 6.08 3.9464 .06715 .47484 .225

Valid N (listwise) 50

Table 14:

Paired Samples Test showing Pre-test and Post-test respondents’ error corrections ability.

Paired Samples Test

Paired Differences

t df

Sig. (2-

tailed) Mean

Std.

Deviation

Std. Error

Mean

95% Confidence Interval of the

Difference

Lower Upper

Pair 1 Pre-test_EC – Post-test_EC

.14800 .39344 .05564 .03619 .25981 2.660 49 .011

31

In order to ensure the reliability of the Learners’ Perception Questionnaire, the

Cronbach’s Alpha are tested to ensure all aspects of the questionnaire are acceptable,

which is in the range of 0.80. The reliability of the questionnaire is up to standard as

shown in Table 16.

A. Definition of grammar:

Table 17:

Grammar is a set of structures and rules of a language (A1). Frequency Percent Valid Percent Cumulative Percent

Valid Disagree 8 16.0 16.0 16.0

Neutral 26 52.0 52.0 68.0

Agree 16 32.0 32.0 100.0

Total 50 100.0 100.0

According to Table 17, majority of the respondents neither agree nor disagree that

grammar is only a set of rules in learning language (52%). They are still unsure of

whether grammar is a rule in a language or not. This followed by 16 respondents

(32%) agree with this statement and another 8 (16%) disagree with this.

Table 18:

Grammar can help in writing proper sentences (A2). Frequency Percent Valid Percent Cumulative Percent

Valid Neutral 3 6.0 6.0 6.0

Agree 18 36.0 36.0 42.0

Strongly agree 29 58.0 58.0 100.0

Total 50 100.0 100.0

In Table 18, 29 respondents (58%) are strongly agree that grammar can help them in

writing sentences, and 18 of them (36%) agree with this statement. There are only 3

respondents (6%) cannot decide on this item. The majority of the respondents agree

that grammar is important in writing.

Table 16:

Reliability Statistics for questionnaire.


Cronbach's Alpha

Cronbach's Alpha

Based on

Standardized

Items N of Items

.527 .806 25

32

Table 19:

Grammar is concerned with using correct tenses (A3).

Frequency Percent Valid Percent

Cumulative

Percent

Valid Strongly disagree 2 4.0 4.0 4.0

Disagree 3 6.0 6.0 10.0

Neutral 16 32.0 32.0 42.0

Agree 19 38.0 38.0 80.0

Strongly agree 10 20.0 20.0 100.0

Total 50 100.0 100.0

Refer to Table 19, the majority of the respondents that is 19 (38%) agree with this

statement. There are 10 respondents (20%) strongly agree, 16 respondents (32%)

stand neutral, 3 (6%) disagree and 2 (4%) strongly disagree that grammar is only

connected with using correct tenses.

Table 20:

Grammar facilitates communication (A4).


Cumulative

Percent


Disagree 6 12.0 12.0 16.0

Neutral 9 18.0 18.0 34.0

Agree 27 54.0 54.0 88.0

Strongly agree 6 12.0 12.0 100.0

Total 50 100.0 100.0

Based on Table 20, the data shows that most of the respondents which is 27 (54%)

agree that grammar facilitates communication. This is followed by 6 respondents

(12%) strongly agree, and 9 respondents (18%) neither agree nor disagree with the

statement. The minority of 6 respondents (12%) disagree and 2 respondents (4%)

strongly disagree with this statement. Hence, majority of the respondents still admit

that grammar indeed facilitates communication.

Table 21:

Grammar helps in making sentences meaningful (A5).


Cumulative

Percent


Neutral 8 16.0 16.0 20.0

Agree 17 34.0 34.0 54.0

Strongly agree 23 46.0 46.0 100.0

Total 50 100.0 100.0

33

According to Table 21, the majority of 23 respondents (46%) saying that they are

strongly agree that grammar helps in making sentences meaningful. Another 17

respondents (34%) agree to this statement and 8 (16%) stands neutral, lastly only 2

respondents (4%) disagree with this statement.

B. The Importance of Learning Grammar in Language:

Table 22:

Grammar is important and has to be learnt in English Language (B6). Frequency Percent Valid Percent Cumulative Percent

Valid Neutral 4 8.0 8.0 8.0

Agree 10 20.0 20.0 28.0

Strongly agree 36 72.0 72.0 100.0

Total 50 100.0 100.0

Based on Table 22, there are 36 respondents (72%) strongly agree, followed by 10

respondents (20%) agree and only 4 respondents (8%) neither agree nor disagree with

this statement. Majority of the respondents are strongly agree with this statement that

grammar is very important in learning English Language.

Table 23:

It is important to learn grammar to better understand and communicate in the language

better (B7).


Cumulative

Percent


Neutral 9 18.0 18.0 22.0

Agree 19 38.0 38.0 60.0

Strongly agree 20 40.0 40.0 100.0

Total 50 100.0 100.0

In Table 23 shows that 20 respondents (40%) are strongly agree with the statement.

Those who agree is 19 (38%), and 9 respondents (18%) stand neutral, and only a

minority of 2 respondents (4%) disagree with the item. Majority of the respondents

are strongly agree that learning grammar is important to better understanding and

communicating in the language further.

34

Table 24:

Using the knowledge of grammar will stimulate creative writing (B8).


Cumulative

Percent


Neutral 12 24.0 24.0 36.0

Agree 21 42.0 42.0 78.0

Strongly agree 11 22.0 22.0 100.0

Total 50 100.0 100.0

In accordance with Table 24 above, there are 11 respondents (22%) strongly agree, 21

respondents (42%) agree, followed by 12 respondents (24%) stand neutral, and lastly

6 (12%) are disagree with the statement. From here, we can see that most of the

respondents are agree that with the knowledge of grammar will stimulate creative

writing.

Table 25:

Proper grammar will make one looks more intelligent, impressive and knowledgeable

(B9).


Cumulative

Percent


Disagree 7 14.0 14.0 16.0

Neutral 19 38.0 38.0 54.0

Agree 21 42.0 42.0 96.0


Total 50 100.0 100.0

According to Table 25, majority of the respondents are agree that proper grammar

will make one looks more intelligent, impressive and knowledgeable, which is 21

(42%) of them. This is followed by 2 respondents (4%) strongly agree, 19

respondents (38%) neither agree nor disagree. The minority of 7 respondents (14%)

are disagree and only 1 (2%) strongly disagree with the statement.

C. Learners’ Perception of Learning Grammar:

Table 26:

For writing more meaningfully and expressively (C10).


Cumulative

Percent


Neutral 12 24.0 24.0 26.0

Agree 29 58.0 58.0 84.0


Total 50 100.0 100.0

35

Table 26 above shows that 8 respondents (16%) are strongly agree, and 29 of them

(58%) agree, another 12 (24%) are neutral with the statement. There is only 1

respondent (2%) disagree with the item. The majority feel that grammar can help

writing more meaningfully and expressively.

Table 27:

For improving communication ability (C11).


Cumulative

Percent


Neutral 16 32.0 32.0 36.0

Agree 19 38.0 38.0 74.0

Strongly agree 13 26.0 26.0 100.0

Total 50 100.0 100.0

Refer to Table 27, majority of the respondents that are strongly agree is 13 (26%), 19

respondents (38%) agree and 16 respondents (32%) neither agree nor disagree with

the statement. The minority of those 2 (4%) are disagree. The most of the

respondents agree that learning grammar will improve their communication ability.

Table 28:

Be more confidence in delivering the language (C12).


Cumulative

Percent


Neutral 13 26.0 26.0 28.0

Agree 21 42.0 42.0 70.0

Strongly agree 15 30.0 30.0 100.0

Total 50 100.0 100.0

Table 28 above stated that, 15 of the respondents (30%) are strongly agree, and 21

respondents (42%) are agree with the statement. This is followed by 13 respondents

(26%) stand neutral, and lastly only 1 respondent (2%) strongly disagree. Most of the

respondents agree that learning grammar will make them more confident in delivering

the language.

36

Table 29:

For improving reading skills (C13).


Cumulative

Percent


Neutral 10 20.0 20.0 28.0

Agree 23 46.0 46.0 74.0

Strongly agree 13 26.0 26.0 100.0

Total 50 100.0 100.0

According to Table 29, there are 13 respondents (26%) strongly agree, 23 respondents

(46%) agree, 10 respondents (20%) neither agree nor disagree. The minority of those

4 respondents (8%) are disagree with the statement. The majority of the respondents

agree that learning grammar will improve their reading skills.

Table 30:

For language development (C14).


Cumulative

Percent


Neutral 14 28.0 28.0 30.0

Agree 24 48.0 48.0 78.0

Strongly agree 11 22.0 22.0 100.0

Total 50 100.0 100.0

Based on Table 30, we can see that 11 respondents (22%) strongly agree, and 24

respondents (48%) agree with this item. This is followed by 14 respondents (28%)

stand neutral and only 1 respondent (2%) disagree with this statement. Most of the

respondents agree that learning grammar will help language development.

Table 31:

For future achievement in gaining good occupation (C15).


Cumulative

Percent


Neutral 9 18.0 18.0 20.0

Agree 15 30.0 30.0 50.0

Strongly agree 25 50.0 50.0 100.0

Total 50 100.0 100.0

In accordance with Table 31 above, the data indicates that 25 respondents (50%) are

strongly agree that learning grammar will help them in future in gaining good

occupation. This is followed by 15 respondents (30%) agree, 9 respondents (18%) are

neutral, and lastly only 1 respondent (2%) disagree with this statement.

37

D. Learn Grammar in the Best Ways:

Table 32:

Grammar should be clearly presented in class by using bilingual language (D16).


Cumulative

Percent

Valid Neutral 12 24.0 24.0 24.0

Agree 15 30.0 30.0 54.0


Strongly disagree 1 2.0 2.0 100.0

Total 50 100.0 100.0

Table 32 above shows that 22 respondents (44%) strongly agree, 15 respondents (30%)

agree, and 13 respondents (24%) neither agree nor disagree with the statement. The

minority of only 1 respondent (2%) is strongly disagree. The majority of the

respondents agree that learn grammar should be presented by using bilingual language,

which is their L1 language.

Table 33:

Learners learn grammar better by starting with examples follow by rules (D17).


Cumulative

Percent


Neutral 12 24.0 24.0 28.0

Agree 20 40.0 40.0 68.0

Strongly agree 16 32.0 32.0 100.0

Total 50 100.0 100.0

Based on the Table 33, there are 16 respondents (32%) stated that they can learn

grammar better if the lesson starts with examples then rules. This is followed by 20

respondents (40%) agree and 12 respondents (24%) are neutral in this statement. The

minority of 2 respondents (4%) disagree with this.

Table 34:

Frequent practice is a key for learners to improve grammar accurately (D18).


Cumulative

Percent


Neutral 11 22.0 22.0 26.0

Agree 16 32.0 32.0 58.0

Strongly agree 21 42.0 42.0 100.0

Total 50 100.0 100.0

38

According to Table 34, the majority of respondents that are strongly agree is 21 (42%),

and 16 respondents (32%) agree with this statement. Another 11 respondents (22%)

are neutral and 2 respondents (4%) are disagree with the item. Most of the

respondents find it that frequent practice will improve grammar greatly.

Table 35:

Learning reading skills will develop learners' grammar knowledge (D19).


Cumulative

Percent


Neutral 9 18.0 18.0 24.0

Agree 33 66.0 66.0 90.0


Total 50 100.0 100.0

Table 35 shows that 5 respondents (10%) are strongly agree, 33 respondents (66%)

are agree, 9 respondents (18%) neither agree nor disagree and 3 respondents (6%)

disagree with this statement. The majority of the respondents agree that through

learning reading skills will develop learners’ grammar knowledge.

Table 36:

Memorizing grammar rules can improve my knowledge (D20).


Cumulative

Percent


Disagree 11 22.0 22.0 28.0

Neutral 27 54.0 54.0 82.0

Agree 6 12.0 12.0 94.0


Total 50 100.0 100.0

Based on Table 36, we can see that 3 respondents (6%) strongly agree, and 6

respondents (12%) agree with the statement. This is followed by 27 respondents

(54%) neither agree nor disagree, 11 respondents (22%) disagree and lastly 3

respondents (6%) strongly disagree that memorizing grammar rules can improve their

knowledge.

39

E. Errors Correction and Feedback:

Table 37:

When I make errors, I expect teacher to correct me and explain it to me (E21).


Cumulative

Percent


Neutral 3 6.0 6.0 8.0

Agree 11 22.0 22.0 30.0

Strongly agree 35 70.0 70.0 100.0

Total 50 100.0 100.0

In Table 37, most of the respondents are strongly agree that they expect teacher to

correct their errors and explain to them, which is 35 (70%). This is followed by 11

respondents (22%) agree and 3 respondents (6%) stand neutral. The minority of 1

respondent (2%) strongly disagree with the statement.

Table 38:

I expect to have an opportunity to evaluate my own learning (E22).


Cumulative

Percent


Disagree 1 2.0 2.0 4.0

Neutral 21 42.0 42.0 46.0

Agree 19 38.0 38.0 84.0


Total 50 100.0 100.0

According to Table 38, 8 respondents (16%) are strongly agree with this statement, 19

of them (38%) agree, and 21 respondents (42%) neither agree nor disagree. This

minority of those 1 respondent (2%) disagree and another 1 respondent (2%) strongly

disagree. Most of the respondents agree that they would like to have an opportunity

to evaluate their own learning.

Table 39:

I would like my classmates to correct my errors (E23).


Cumulative

Percent


Neutral 14 28.0 28.0 46.0

Agree 18 36.0 36.0 82.0


Total 50 100.0 100.0

40

Table 39 above shows that 9 respondents (18%) strongly agree, 18 respondents (36%)

agree, and 14 of them (28%) stand neutral with the statement. The least respondents

of 9 (18%) disagree to it. The majority of the respondents agree that they would like

their classmates to correct their errors in grammar.

Table 40:

Teacher should examine whether I have understood the learning of grammar taught

(E24).


Cumulative

Percent


Disagree 2 4.0 4.0 6.0

Neutral 13 26.0 26.0 32.0

Agree 17 34.0 34.0 66.0

Strongly agree 17 34.0 34.0 100.0

Total 50 100.0 100.0

In accordance to Table 40, the data shows that there are 17 respondents (34%)

strongly agree, and 17 others (34%) agree that teacher should examine their

understanding of the grammar taught. There are 13 respondents (26%) are neutral.

The minority of 2 respondents (4%) disagree and another 1 (2%) strongly disagree

with the statement.

Table 41:

Learners should work together and evaluate each other learning (E25).


Cumulative

Percent


Disagree 1 2.0 2.0 6.0

Neutral 5 10.0 10.0 16.0

Agree 21 42.0 42.0 58.0

Strongly agree 21 42.0 42.0 100.0

Total 50 100.0 100.0

According to Table 41, it shows that 21 respondents (42%) are strongly agree with the

item. Another 21 (42%) agree, and 5 respondents (10%) are neutral with the

statement. There is 1 respondent (2%) who is disagree as well as 2 respondents (4%)

who are strongly disagree. Majority of the respondents agree that they should work

together with other classmates and evaluate each other learning.

41

4.4 Discussion of the findings

4.4.1 Research Question 1: What are the learners’ perception of grammar

learning in language awareness?

Regarding research question one, the researcher had used the questionnaire technique

in gaining the answer to this question. The researcher used a five-point Likert-scale

to seek the perception of the learners about grammar and their views of importance of

grammar learning in language acquisition. From the findings, the researcher found

that most of the respondents are highly agree that leaning grammar is very significant

in language acquisition. These respondents (80%) are highly alert of the importance

of learning grammar in the present as they know that good grammar will provide them

with exceptional occupation in the future. The responses are unexpectedly high

towards learning grammar in their life. Their perception towards grammar in reading,

writing, communication, and language development are extremely high, which means

that 71% of the respondents are totally feel that grammar acquisition is crucial for

them to learn and adapt in their education. Although 92% of the respondents are

aware of the importance of learning grammar, but they did not show their potential in

school formative and summative tests. This is an issue that need to look through to

raise their attention to do their tests more seriously and attentively.

Apart from this, 78% of the respondents are alert that grammar helps them better in

communicating and speaking of the language. With creative and gorgeous tenses in

speaking, many sure will fascinated by it. 72% of the respondents also think that the

best way to learn grammar is through using bilingual language. They preferred

teachers to use L1 language to explain the rules and examples of grammar to make

them better understanding on how to use grammar correctly in sentences. By giving

examples of grammar taught and frequent practices will enhance them in grammar

learning. Even though, the respondents are very conscious of grammar learning, there

is one that they cannot decide on, that is whether or not to memorize grammar rule to

increase their knowledge. These 54% of the respondents stay neutral in this aspect.

Hence, these learners’ perception to grammar learning is very direct and clear

instructions and learning examples are very important to them.

42

4.4.2 Research Question 2: What is the level of learners’ knowledge of the

grammar items?

As for this research question, a pre-test post-test of Grammar Proficiency Test (GPT)

are conducted to gain information about their level of knowledge in grammar. The

descriptive statistics indicates that the respondents had shown a significant increase in

the post-test scores. The mean value of 2.00 or below is considered low and 2.01 to

4.00 is moderate while those above 4.01 is considered as high. During the pre-test,

the treatment group gain a mean value of 11.48 and standard deviation of 3.15.

After the post-test, the value has an increase of 3.6 for the mean and 0.35 for the

standard deviation. This has point out that there is a significant improvement in both

tests for the treatment group. This is particularly obvious as they had undergone an

intervention session before the post-test and together with their existing knowledge of

grammar, they managed to score beautifully in their tests. Their level of grammar

knowledge is considered as high.

With these results, the research found out that the learners’ see grammar learning is

crucial because it helps them to learn a language better. These knowledge helps them

to know how listening, speaking, reading and writing skills can help them mastering

the language.

As for the control group, they shown a pretty good effort done in taking these tests

without any involvement in any kind of intervention to help them to revise or go

through the grammar components learnt previously. From the results, though they did

not have any pre-teaching beforehand, they still can score quite satisfactorily. Their

mean value for pre-test is 7.48 and 2.60 for standard deviation. They had gained a

growth of 1.2 for the mean and 0.37 for the standard deviation in the post-test. Hence,

their level of knowledge is considered as moderate.

43

4.4.3 Research Question 3: What is the learners’ ability in identifying and

correcting grammatical errors in sentences?

According to the descriptive statistics of the error corrections ability in the pre-test

and post-test, both groups had scored relatively low in the pre-test, but the control

group outshine the treatment group with an increase of mean=0.1 in the post-test.

Although this is the case, both groups still did not hold the ability to identify and

correct grammatical errors in sentences. They find it difficult to identify and correct

the sentences with grammatical mistakes, as they only practice on using them and not

in correcting them like teachers do. Although the treatment group already gone

through the intervention session, but they still unable to catch up the skills of

identifying and correcting the errors in sentences. The control group had shown an

increase of mean value, this signify that some respondents in the control group

possess the ability to correct grammatical mistakes in the sentences better than the

treatment group.

As in the questionnaire findings, the respondents preferred teachers to correct their

errors and explain to them rather than they realize the mistakes themselves. 92% of

the respondents are agreed that the teachers have to do the job to identify the errors

and assist them in learning. The learners still reluctant in evaluating their own

learning, 42% of the respondents stand neutral as they are unsure how to evaluate

their own learning that is why we cannot expect them to be able to correct their own

grammatical errors in sentences as they still need guidance from the teachers. They

still need teachers to examine and guide them through learning, 68% of the

respondents react to that. Thus, be able to possess error corrections ability is not

preferable for the respondents.

4.5 Summary

The chapter explained the findings of the data collections. The use of SPSS has been

a great tool in helping the researcher to calculate, analyse, assess and evaluate the data

clearly to find the effectiveness of the instruments in finding the results that the

researcher seek. The research questions have been answered in this point. The

researcher can make the conclusions in the next chapter.

44

CHAPTER FIVE: CONCLUSION, IMPLICATIONS AND

RECOMMENDATIONS.

5.1 Introduction

We have come to the end of the research project, this chapter will elaborate on the

conclusion of the research, implications that this research will bring, and

recommendations for further study. This has been a long, tiring, and meaningful

moment since I take this course, it has up and down and time to give up but in the end

I still manage to complete it. I will give myself a pat on the back, as my hectic days

have yield a fruitful result.

5.2 Conclusion

This study has examined on the grammatical awareness of Year 6 pupils in a rural

school. There is no many researches done on the grammatical awareness on the

pupils in primary school, mostly the study is more focus on teachers or university

students. This study had answered the doubts of the researcher that learners did

understand the significant of grammar in their language acquisition.

The general findings in this study indicate that the learners in this primary school has

conscious of the importance of grammar in their learning. Though the school’s

majority race is ethnic groups, but their potential and hard work in learning is

undeniable. Their backgrounds and cultures have a great impact in their ways of

perceiving and accepting modern education. Thus, they are doing their best to make

themselves in adopting and adapting to the latest curriculum and learn in a steady

pace.

Through this study, the learners had undergone a pre-test and post-test of grammar

proficiency test. These tests are a great challenge for these young learners, it helps

them to flash back the grammar items they had learnt, and put them to test when they

are in Year 6. The majority of the respondents had answered the questions with care

and full attention, they try to impress themselves and others with high scores. There

are 11 grammar items tested namely Simple Past Tense, Simple Present Tense,

Adverbs, Prepositions, Conjunctions, Past Continuous, Present Continuous,

Adjectives of Comparisons, Articles, Pronouns and Punctuations. These are the most

45

popular topics in Ujian Pencapaian Sekolah Rendah (UPSR), by exposing and testing

on these topics will have a clear picture on how conscious are the respondents on the

grammar instructions learnt. During the pre-test, both treatment and control group

have significant difference in their scores, the treatment group score higher than the

control group, which means the treatment group are familiar with the grammar rules

and instructions they learnt, as for the control group, there are minority respondents

that are still on the adaptation stage to familiarize with the test format. After the post-

test, the treatment group unquestionably score even higher than their pre-test,

especially they are the group that attended the intervention session to enhance their

learning. As for the control group, their post-test results is similar to their pre-test

scores, therefore, we can summarize that having an intervention program is very

practical and functional before a test is given.

In terms of learners’ perception of learning grammar, the findings of the present study

affirms that the majority of the respondents agree that learning grammar is very

crucial and critical in language acquisition. The respondents reflected that grammar is

important and has to be learnt in English Language. It is important to learn grammar

to better understanding and communicating in the language better. Proper grammar

will make one looks more intelligent, impressive and knowledgeable. They are aware

that by learning grammar, they can write more meaningfully and expressively, as well

as improving their communication skills. One who can converse in proper

grammatically correct sentences will be more confidence and assured of their own

ability. The most important of all is that they know their future with be guarantee

with good occupation.

Through this study, we are able to know how effective our grammar teaching

influence learners’ level of acceptance and usage of proper language after they

acquired the grammar terminology learned in school. Although, the learning of

grammar items are limited in school, which is starting from Year 3 onwards but

through their own initiative, the pupils did enhance and improve their grammar

language, it has created awareness among the leaners to make them understand that

grammar is a very useful for them in present as well as in future. Learning proper

grammar will definitely benefits all learners in all kind of ways, especially when they

46

furthering studies, doing global business, communicate with foreigners, sharing

information and connecting with people all around the world.

5.3 Implications

From the findings, the researcher will discern the possible implications of this

research towards the learners and teachers. Grammar awareness issue has been

encircled the teaching profession for quite sometimes already.

In terms of teachers, the result of the findings would be more or less has some impacts

on teachers as teachers would be thrill if their own students had achieve well under

their teaching and supervision. The positive impact is that the teachers would be

more confident in teaching grammar although they might not be proficient in

grammar components but they will push themselves to the limit in educating the

pupils of these components. With the findings above, they would be more self-

approve in teaching grammar and teach more diligently in carry out their tasks with

passion and conscientious in seeking new experiences and ideas for the pupils.

Teachers’ commitment will be more firm as they willing to invest more time and

energy in keeping up their involvement with pupils in school. Teachers ultimately

will seek ways to enhance their teaching profession and establish an efficient and

effective learning environment for their pupils to allow them to study comfortably to

reach their goals and targets. Passionate teachers via creative learning environment

will endeavor in increasing the learning potentials of their pupils.

The negative is that there are rather limited grammatical awareness of teachers that

may affect the accuracy of their teaching and indirectly affect the accuracy of what

they input to the learners. When young learners lack of grammar knowledge and do

not even know how to write correct and meaningful sentences, then they will be

rejected by the society, in the end they will blame teachers for their failure. So,

teacher’s role as a facilitator and educator is very important. Nowadays, teachers still

find it difficult to teach grammar to the young learners, as the minority of the teachers

do not have the knowledge of grammar terminology in delivering and passing on the

knowledge of grammar correctly. These minorities are struggling to understand

grammar language themselves what is more teaching the young children. When

47

teachers are unsure of the knowledge of grammar, they might teach according to their

own understanding or they just merely skip the grammar parts and did not even touch

on the contents deeply. They did not take teaching of grammar seriously as they are

more focus towards exam-oriented education than quality-oriented education.

Teachers are focused on learners’ grades and how well their performance level in

helping the school to reach a better standing in the UPSR achievement. It is very

important when choosing the right teachers to be trained in the right option, choosing

the teachers who are teaching in the option they prefer will benefit the learners more

as they are the next generation that will step out to the society.

In terms of the young learners, as they are still at the beginning stage of learning, they

are wholly depend on the teachers’ guidance and follow the pace of learning without

any questions. The learners entrust teachers to deliver proper knowledge to them so

that they can learn to their fullness, and apply their knowledge correctly and pass on

their abundance knowledge to the next generation. As these young learners are still at

the early stage of receiving knowledge, they need guidance and attention in assisting

them to go in the correct path to enjoy and receiving knowledge correctly. If young

learners learn well about grammar, for sure he or she will be more confident and be

proud of him or herself more, as he or she can converse in full and complete sentences.

People will captivate with he or her good language and more opportunity will come to

them. With proper teaching, pupils will contribute good results, take this research as

example, these respondents know their level of knowledge, what they want to learn

and how they want to learn grammar the ways they desire. A teacher who can explain

and correct their errors in learning will assist these pupils to learn the components to

increase their understanding and raise their interest in learning. The pupils needs

feedback not judgment.

Effective teacher is the most important factor in contributing to pupils’ achievement

in grammar components. Choosing an effective teachers in teaching primary pupils

are critically important for the school in improving their school performance. Having

effective teachers who undergo English professional training which emphasize on

grammar components will ensure pupils’ awareness more in grammar learning. A

teacher who equipped with verbal ability, pedagogical skills, knowledge of the

48

grammar terminology and content knowledge will contribute desirable results for the

school. The pupils will learn better with interesting teaching aids, humorous character,

caring attitude, fairness and respect for pupils. Every pupils needs an inspiring model,

new ideas, needs a chance to practice and needs affirmation from the teachers. These

factors will help the pupils to be success in future.

5.4 Recommendations

In recommendations section, there are a few suggestions turn up in the researcher’s

mind on the matters that need to look into. A further study or research could be done

to seek deeper answers about primary pupils’ grammatical awareness related to other

factors like different age perceive of grammar learning, what are the impact due to

difference in the level of education, culture diversity, geographical areas and the

influence of different family backgrounds. These are some of the aspects that future

study can be conducted as these studies need more time and energy in executing it. A

further investigation of the effectiveness of grammar instructions on these primary

pupils and how the above factors will affect and raise the consciousness of the pupils

towards grammar components and their uses and rules more.

The language teachers is another reason to assist the children to learn more accurately.

They need to attend more related training from time to time to enhance and improve

their teaching techniques and skills so as to help the pupils to learn in a more

appropriate and effective way. Furthermore, the teachers should always integrate and

include recent and latest materials or supplementary resources to help them in

capturing pupils’ attention in learning. Primary pupils are more attracted to pictorial

and vivid materials which will arouse their excitement in acquiring the knowledge.

Apart from that, the teaching of grammar should focus more on activity and not just

the grammar rules. They need ample opportunity in practicing the questions and

tenses form. The pupils’ should be encouraged to explore the usage of the grammar

in language, as most of the language teachers will just directly provide the answers

without giving waiting time for the pupils to answer the questions. Moreover, proper

and related exercises and worksheets can be distribute to the pupils occasionally and

encourage the pupils to do it in pairs or small groups. Those who successfully

answered the exercises correctly will be credited with merits points in order to give

49

them encouragement, reassurance, and confident in learning the grammar. The

teaching of grammar in a language is taught to improve one’s focal knowledge and

competence of the language. The pupils need more practices in order to master the

language even better, as the saying ‘practice makes perfect’ is a good quote in

inspiring pupils to upgrade and advance through practice. Teaching Mathematics and

Science in second language is actually a good example that previously has done to

boost pupils’ language learning. Subsequently, it had dropped out due to some

unavoidable issues. During those period, the pupils’ skills in listening, speaking,

reading and writing did improve.

The attitude concept is also another essential component that need to look into in

grammar learning. A positive attitude towards grammar learning will heighten their

spirit to improve more and go further as pupils will be an independent learner and will

learn automatically with little guidance. A positive attitude will indirectly motivate

the pupils to learn as they are aware of the importance of learning grammar and

understand their uses for the betterment of their future. Apart from pupils, teachers

should also show mutual respect, consideration, concern about their pupils’ feelings,

beliefs and behaviours before they start their teaching. If learners possess positive

attitudes towards learning, they will for sure enjoy acquiring the target language. so,

teachers should create an encouraging and inspiring atmosphere in the classroom to

promote pupils’ positive attitudes towards grammar acquisition.

A negative attitude will hinder the development and progress of the pupils to grow

and become an indolent person which will be unwelcome by others. Some of the

pupils possess the attitude of not wanting to study, this is due to the influence of their

peers and family background which causes them to dislike gaining knowledge and

prefer to play and disturb others. These bad attitudes should be taking care of

seriously as they will become a big issue if their attitudes persist. Normally, the

school authority is too concern of their image and reputation that they suppress the

issue internally without really solving the problem rightfully. This is to help the

pupils to go into the right path in gaining knowledge.

Education is a never ending process regardless your age and education background.

Learning is not just the involvement between teachers and students only, other

stakeholders as well need to play their roles in educating our children. These children

50

will be out next generation that will change our world. All the stakeholders need to

nurture them in order to make our world better.

5.5 Implementation Time Frame

The implementation Time Frame is planned as follow:

NO. TASKS

DESCRIPTION

INITIAL

DATE

PROPOSED

ENDED

DURATION

(DAYS)

EXTENSION

APPLIED

DUE DATE

1 Project Proposal 01/11/2018 30/12/2018 60 No 30/12/2018

2 Pre-test Design 01/01/2019 17/02/2019 48 No 17/02/2019

3 Pre-test Implemented

27/02/2019 28/02/2019 02 No 28/02/2019

4 Progress Report 01/01/2019 10/03/2019 69 No 10/03/2019

5 Post-test Design 01/04/2019 08/05/2019 38 No 08/05/2019

6 Questionnaire Design

08/04/2019 24/04/2019 17 No 24/04/2019

7 Post-test Administered

10/04/2019 08/05/2019 29 No 10/05/2019

8 Questionnaire Distributed

02/05/2019 08/05/2019 07 No 10/05/2019

9 Data Collections 27/02/2019 08/05/2019 71 No 10/05/2019

10 Data Analysis 09/05/2019 25/05/2019 17 No 26/05/2019

11 Report amendment and Compilation

13/05/2019 31/05/2019 19 No 31/05/2019

12 Final Report Submission

01/06/2019 02/06/2019 2 No 02/06/2019

5.6 Summary

Last but not least, the researcher has come to the end of the study and the answers to

the research questions had already been answered. The research objectives had

achieved. The findings shows that respondents did aware of the importance of

grammar in their language learning. Though, some respondents are not proficient in

grammar components and are weak in identifying grammatical errors in sentences but

they are conscious of its significance in their language acquisition.

51

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55

APPENDICES

56

APPENDIX A

PRE-TEST (Grammar Proficiency Test)

Section A

1. Gender : Male Female

2. Age : __________________________

3. Is English your first language?

Yes No

3. Rate your own English level.

Good Moderate Poor

Section B

Choose the BEST answer to complete the sentence.

1. John: Nina, is this book _________ ?

Nina: No, it is not ___________.

(A) your, mine (B) yours, mine (C) yours, my (D) your, my

2. These farmers have been living here _____ many years.

(A) at (B) in (C) for (D) since

3. I saw ___ lion and ____ elephant at _____ zoo.

(A) a, an, the (B) a, an, -- (C) a, a, the (D) a, a, --

4. The cat is _______ than the mouse, but the cheetah is the ________.

(A) fast, fast (B) faster, fast (C) faster, fastest (D) fastest, faster

5. I ________ cartoons every day.

(A) watch (B) watches (C) watching (D) watched

6. We are __________ English now.

(A) study (B) studies (C) studied (D) studying

7. They are coming by car ______ they should be here soon.

(A) then (B) so (C) because (D) and

8. I _______________ a computer game when the doorbell rang.

Dear leaners,

The purpose of this test is to test the level of your knowledge in grammar items. Your

participation in this research will contribute meaningful results in this study. Please kindly

spare 20 minutes in answering the following questions. Your cooperation is very much

appreciated.

57

(A) playing (B) is playing (C) was playing (D) am playing

9. I was walking home, whistling happily, when I ____ two masked men run out

of the bank.

(A) see (B) seeing (C) sees (D) saw

10. This soup _____ awful.

(A) taste (B) tastes (C) tasted (D) tasting

11. My best friend plays the piano _____________.

(A) beautifully (B) beautiful (C) beauty

12. (A) We will be in dragon hotel on New Year’s eve.

(B) We will be in Dragon Hotel on New Year’s eve.

(C) We will be in Dragon Hotel on new year’s eve.

(D) We will be in dragon Hotel on New year’s eve.

Select the structure used in each clause.

13. The sun was shining.

(A) Present Continuous (B) Past Continuous (C) Simple Past

14. I feel ill.

(A) Simple Past (B) Simple Present (C) Adjectives

15. Some people hate cats.

(A) Subject-Verb Agreement (B) Conjunctions (C) Prepositions

Correct grammar errors in the sentences. Rewrite the sentences.

16. I is reading a story book in the library.

_________________________________________________________.

17. The sun rise in the east and set in the west.

_________________________________________________________.

18. The cat was licking it’s tail.

_________________________________________________________.

19. My sister is reading a magazine in the chair.

_________________________________________________________.

20. where are you going just now

_________________________________________________________.

58

APPENDIX B

TABLE OF SPECIFICATION FOR GRAMMAR PROFICIENCY TEST (PRE-TEST)

No. Grammar Items Item Placement Types of Items Items

answers Easy Average Difficul

t

Multiple

Choices

(1 pt each)

Grammar

Errors

(1 pt each)

1 Pronouns 1 1 B

2 Prepositions 1 1 C

3 Articles 1 1 A

4 Adjectives of

Comparisons 1 1 C

5 Simple Present

Tense 1 1 A

6 Present

Continuous

Tense

1 1 D

7 Conjunctions 1 1 B

8 Past Continuous

Tense 1 1 C

9 Simple Past

Tense 1 1 D

10 Subject-verb

Agreement 1 1 B

11 Adverbs 1 1 A

12 Punctuations 1 1 B

13 Past Continuous

Tense 1 1 B

14 Simple Present

Tense 1 1 B

15 Subject-verb

Agreement 1 1 A

16 Present

Continuous

Tense

1 1 am

17 Simple Present

Tense 1 1 rises,

sets

18 Possessive

Pronouns 1 1 its

19 Prepositions of

place 1 1 on

20 Punctuations 1 1 Where,

?

TOTAL POINTS 15 5 20

POINT

S

59

APPENDIX C

POST-TEST (Grammar Proficiency Test)

Section A


2. Age : __________________________

3. Is English your first language?

Yes No

3. Rate your own English level.

Good Moderate Poor

Section B

Choose the BEST answer to complete the sentence.

1. Many electrical appliances ______ destroyed in the fire last night.

(A) is (B) are (C) was (D) were

2. Mother walked ___________ into the bedroom as the baby was fast asleep.

(A) lazily (B) quietly (C) soundly (D) gracefully

3. Before entering a mosque, we have to take __________ our shoes.

(A) on (B) of (C) out (D) off

4. He can carry several bags of rice _________ he is a small man.

(A) so (B) before (C) because (D) although

5. My parents _______ up very early every day.

(A) get (B) gets (C) got (D) getting

6. We are __________ a cake for mum’s birthday now.

(A) making (B) makes (C) make (D) made

7. I think English homework is ________ than history homework.

(A) easy (B) easier (C) easiest (D) more easy

8. I saw ____ shark and ______ octopus.

(A) a, a (B) an, an (C) a, an (D) an, a

Dear leaners,

The purpose of this test is to test the level of your knowledge in grammar items. Your

participation in this research will contribute meaningful results in this study. Please kindly

spare 20 minutes in answering the following questions. Your cooperation is very much

appreciated.

60

9. My parents were ____________ me play in a tennis match at the weekend.

(A) watch (B) watched (C) watches (D) watching

10. _____ am Tom. _____ is Lisa. ______ like playing with cats and dogs.

(A) I, She, We (B) He, He, We (C) I, He, They (D) I, She, They

11. My brother never ________ peanuts because he’s allergic.

(A) eat (B) eats (C) eating (D) ate

12. Choose the correct sentence.

(A) Did you visit Amy at Damai Hospital yesterday?

(B) Did you visit amy at damai hospital yesterday?

(C) Did you visit Amy at Damai hospital yesterday?

(D) Did you visit Amy at Damai Hospital Yesterday?

Select the structure used in each clause.

13. We visited our grandparents last month.

(A) Simple Past Tense (B) Simple Present Tense (C) Past Continuous Tense

14. The hamster is very cute.

(A) Conjunctions (B) Subject-Verb Agreement (C) Pronouns

15. The River Nile is longer than the Mississippi.

(A) Adjectives of Comparison (B) Simple Present Tense (C) Prepositions

Correct grammar errors in the sentences. Rewrite the sentences.

16. did you watch TV last night

_________________________________________________________.

17. There are a cat in the garden.

_________________________________________________________.

18. I always sit on my best friend in class.

_________________________________________________________.

19. Mandy plays the piano beauty.

_________________________________________________________.

20. Last Christmas, my family with I visited New Zealand for two weeks.

_________________________________________________________.

61

APPENDIX D

TABLE OF SPECIFICATION FOR GRAMMAR PROFICIENCY TEST (P0ST-TEST)

No. Grammar Items Item Placement Types of Items Items

Answers Easy Average Difficult Multiple

Choices

(1 pt each)

Grammar

Errors

(1 pt each)

1 Simple Past

Tense 1 1 D

2 Adverbs 1 1 B

3 Prepositions 1 1 D

4 Conjunctions 1 1 D

5 Simple Present

Tense 1 1 A

6 Present

Continuous

Tense

1 1 A

7 Adjectives of

Comparisons 1 1 B

8 Articles 1 1 C

9 Past Continuous

Tense 1 1 B

10 Pronouns 1 1 A

11 Subject-verb

Agreement 1 1 A

12 Punctuations 1 1 A

13 Simple Past

Tense 1 1 A

14 Subject-verb

Agreement 1 1 B

15 Adjectives of

Comparisons 1 1 A

16 Punctuations 1 1 Did, ?

17 Simple Present

Tense 1 1 is

18 Prepositions of

Place 1 1 beside

19 Adverbs 1 1 beautifu

lly

20 Conjunctions 1 1 and

TOTAL POINTS 15 5 20

POINT

S

62

APPENDIX E

LEARNERS’ PERCEPTION QUESTIONNAIRE

SECTION A


2. Age : __________________________

3. Do you have interest in learning grammar?

Yes No

SECTION B

The following questionnaire will be using a five-point Likert-scale which ranged

from 5 indicates strongly agree, 4 for agree, 3 for neutral (neither agree nor

disagree), 2 for disagree and 1 for strongly disagree.

A: Definition of grammar: Strongly

Agree

Agree Neutral Disagree Strongly

Disagree

1. Grammar is a set of structures

and rules of a language.

2. Grammar can help in writing

proper sentences.

3. Grammar is concerned with using

correct tenses.

4. Grammar facilitates

communication.

5. Grammar helps in making

sentences meaningful.

B. The importance of learning

grammar in language:

Strongly

Agree


Disagree

6. Grammar is important and has

to be learnt in English Language.

7. It is important to learn grammar

to better understand and

communicate in the language

better.

8. Using the knowledge of grammar

will stimulate creative writing.

9. Proper grammar will make one

looks more intelligent, impressive

and knowledgeable.

The goal of this research is to study learners’ perception about grammar

awareness in language. Your participation in this questionnaire will definitely help

in achieving this purpose. Please kindly spare a few minutes of your time to fill

out this questionnaire. Thank you for your cooperation.

63

C. Learners’ perception of

learning grammar:

Strongly

Agree


Disagree

10. For writing more meaningfully

and expressively.

11. For improving communication

ability.

12. Be more confidence in delivering

the language.

13. For improving reading skills.

14. For language development.

15. For future achievement in gaining

good occupation.

D. How to learn grammar in

the best

ways:

Strongly

Agree


Disagree

16. Grammar should be clearly

presented in class by using

bilingual language.

17. Leaners learn grammar better by

starting with examples follow by

rules.

18. Frequent practice is a key for

learners to improve grammar

accurately.

19. Learning reading skills will

develop leaners’ grammar

knowledge.

20. Memorizing grammar rules can

improve my knowledge.

E. Error correction and

feedback in language:

Strongly

Agree


Disagree

21. When I make errors, I expect

teacher to correct me and explain

it to me.

22. I expect to have an opportunity

to evaluate my own learning.

23. I would like my classmates to

correct my errors.

24. Teacher should examine whether

I have understood the learning of

grammar taught.

25. Learners should work together

and evaluate each other learning.

64

APPENDIX F

Descriptors for learners’ performance level

The performance level of pupils are arranged as follow:

Performance Level Descriptors

1 – 3 Show very limited understanding of the grammar items and

require a lot of guidance to perform basic language tasks.

4 – 6 Show limited understanding of the grammar items and require

guidance to perform basic language tasks.

7 – 9 Show satisfactory understanding of the grammar items. They

have the ability to use language adequately but require some

guidance in language tasks.

10 – 12 Show good understanding of the grammar items. They have

the ability to use their grammar knowledge in language fairly

well but require guidance in more complex language tasks.

13 – 16 Show very good understanding of the grammar items. They

have the ability to use the grammar knowledge in language

very well and independently. They are able to perform

challenging and complex language tasks with minimal

guidance.

17 - 20 Show excellent understanding and use of the grammar items in

language study. They have the ability to use grammar

knowledge independently. They are able to perform

challenging and complex language tasks without guidance.

65

APPENDIX G

Letter of Approval for data gathering from the school administration.

66

APPENDIX H

Intervention notes

1 2

3 4

67

5 6

7 8

68

9 10

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