EDU 542 : RESEARCH METHODS IN PRIMARY SCHOOL EDUCATION DR SITI MAFTUHAH DAMIO PREPARED BY SEMERAH BT MOHD ALI 2011925915 Do The teaching of grammar that lead to consciousness raising help teachers in improving students’ writing?

TAKING CHARGE OF LEARNING: PRODUCING ACCURACY IN WRITING : An Action Research Project Wan Nurul Elia Haslee Sharil, Proceedings of the 2nd International Conference of Teaching and Learning (ICTL 2009) INTI University College, Malaysia Abstract: This research was conducted at a private higher learning institution located in the Klang Valley. The purpose of this research was to bridge the gap between grammar instruction and writing. It aimed to find out whether grammar activities that lead to consciousness raising help learners to incorporate the correct form in their writing. From the pretest analysis, the researcher was able to determine two grammar items that required intervention  Articles and the use of Singular/Plural Nouns. The researcher was also able to identify 8 subjects for this study. They were selected based on the frequency of Articles and Singular/Plural Nouns errors they committed in the pretest. They were further categorized into students who made the most errors and students who made the least errors. The instrument used in this research was a model test paper of the Malaysian University English Test (MUET). During the intervention, the researcher used consciousness raising activities to allow learners to discover the features of the grammar items, i.e., Articles and Singular/Plural Nouns. A post-test study was conducted and it was found that learning grammar through consciousness raising activities only helped the weaker students than the better students. The weaker students were able to reduce their errors in their posttest, while the better learners’ errors in the posttest were increased, in comparison with the pretest.  

A short explanation of the theory Literature Review What is the theory used? Interactive approach by Doughlas Brown A short explanation of the theory The instrument used in this research was a model test paper in pretest and during the intervention, used consciousness raising activities and the posttest for the comparison.

Methodology What is the method used? Qualitative Analysis from test samples The researchers carried out a pretest. In this test the students were given a writing test that geared to the MUET. Then, in the intervention programs the numbers of 4 lessons where carried out . The intervention stage base on the errors they did in the pretest. All the lesson were taught the rules of grammar item deductively and the students doing an out of context practice such as sentence manipulation. The students were required to write sentences using the grammar item taught and were presented in front of the class for analyzed by the researcher and other students. During this point,the researcher tried to incorporate consciousness raising in the lesson. The 3rd lesson,was recapped the previous lesson and were given the writing that they did in pretest, the students were asked to focus on correcting grammar error in relation with only the 1`st grammar item that they have discussed. The 4th n 5th grammar lessons were similar to the 2nd and 3rd lesson.The 5th ,the students had already discussed two grammar items in total. The Posttest were given a similar writing topic as they had received in the pretest stage. After submitted to the teacher, the teacher analyzed the writing and calculated the number of errors they have made in the writing. This score was compared to the pretest and to see whether there was any improvement in their grammar when writing.

Findings State two (2) findings from the research 1.Pretest analysis was able to determine two grammar items that required intervention and also able to identify 8 subjects for this study. The frequency of articles and singular/plural nouns error 2. A post test study only helped the weaker students than the better students. The weaker students were able to reduce their errors in their posttest .

Conclusion State two (2) ways on how the article can support your research question / problem statement. 1. Skills that are taught to second language learners cannot be segregated from each other. 2. All of the skills must come hand in hand in order to enable learners to use a language effectively.

Reflection This article review gives me more idea to help the LINUS pupils in my school. How they be able to understand English language especially in grammar and how they write or built a sentences independently. By using this methodology of 3 stages, will help the weaker pupils develop their understanding and this also what we have in KSSR where the Band 1 until Band 6. If they unable to master the band 1 so they have to repeat the same paper until they be able to achieve.