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THE USE OF SONGS FOR WEAK PUPILS OF YEAR 5 IN A RURAL SCHOOL OF SEKOLAH
KEBANGSAAN BATU, KULIM BANDAR BAHARU DISTRICT TO HELP MEMORISE THE USE OF “IS”
AND “ARE” FOR SINGULAR AND PLURAL SUBJECT IN SIMPLE PRESENT TENSE
• Grammar is one of the difficult aspects of a foreign language to master
• For primary school pupils in rural area especially face difficulty to memorise and understand grammar.
• Focusing on Subject-Verb Agreement, an important aspect is learning to identify the subjects in sentences.
• Pupils were still confused with the use of “is” and “are” in subject-verb agreement for simple present tense.
• “The girls (is/are) playing with their dolls”, most of the pupils chose to answer “is”.
• “The men (is/are) working in the office.”, most of the pupils chose to answer “is” too.
For primary students, the best songs would be those that are either familiar to the children or those, though maybe not familiar, which have an international nature, such as Old MacDonald
As stated by Lo and Fai Li (1998:8), learning English through songs also provides a non-threatening atmosphere for students, who usually are tense when speaking English in a formal classroom setting.
This research aims to :
i. Use song for weak pupils of 5 Seroja to help them memorise the use of “is” and “are” for singular and plural subjects in the simple present tense
The research question is:
i. How can the use of songs help the weak pupils of 5 Seroja to help them memorise the use of “is” and “are” for singular and plural subjects in the simple present tense
• The target group comprised of six pupils from 5 Seroja (a pseudonym) class in a rural school located in Kulim Bandar Baru District
• From the result of the pre-intervention, there were six pupils who scored the lowest marks
THE ACTION PLAN
THE PICTURES
• the use of song for weak pupils of year 5 Seroja helped the pupils to memorise the use of “is” and “are”.
•I had answered my RQ because the percentage showed improvement from the pre- and post Intervention result.
•The questionnaires showed that the pupils showed more interests in learning and retaining memories on the use of “is” and “are”.
• Pupils’ showed positive improvement compared to before intervention and the research carried out.
• They could memorise list of singular subjects such as he, she, Abu, the girl or the lady.
•They could also memorise the list of plural subjects such as we, they, Ali and Abu, the ladies, the firemen and the boys.
•They could even match the list of subjects to their correct verb-to-be of “is” and “are”.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 401 DAENG DINIE ADLI B. DAENG SHAMSUL 1 1 1 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 1 1 0 1 1 1 0 1 1 1 1 1 1 0 1 0 1 1 302 HAZIQ SYAZANI BIN SAÍMAN 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 343 MOHAMAD ZAILANI BIN SAPARI 0 1 1 0 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 0 1 0 0 1 1 1 1 1 1 1 1 1 0 0 1 1 1 304 MUHAMAD SYAFIZZAN BIN MOHAMAD SANTOSA 0 1 1 1 1 0 0 1 1 1 1 1 0 0 1 1 1 1 1 0 0 1 1 1 1 0 0 1 1 1 1 1 1 0 1 1 1 1 1 0 295 MUHAMED IKMAL BIN MOHAMMAD ISA 0 1 1 0 0 0 1 1 1 1 1 0 0 0 1 1 0 1 1 0 1 1 0 1 0 1 0 1 1 0 1 1 1 1 1 0 1 1 0 1 256 MUHAMMAD ADIB BIN RAMLI 0 1 1 0 0 1 0 1 1 1 1 1 1 1 1 1 0 1 1 0 0 1 1 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 1 207 MUHAMMAD HAIKAL BIN ARBA'AI 1 1 1 1 0 0 0 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 338 MUHAMMAD HAIQAL HAFIZY B. SARLAN 0 1 1 0 0 0 0 1 1 1 1 0 1 0 1 0 0 1 1 0 1 1 0 1 0 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 269 MUHAMMAD HAZMAN BIN HAMIDI 1 1 1 0 1 0 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 35
10 MUHAMMAD IZZUDIN B. WAHID 1 1 0 1 1 0 0 1 1 1 1 1 0 1 1 1 0 1 1 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3211 ZULHILMI HAFIZI B. BUKARI 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 0 0 0 0 1 1 1 1 1 1 1 0 0 1 3212 AISYAHADDA BTE JOHN.F AFFENDI 1 1 1 0 0 1 0 1 1 1 1 1 1 1 1 1 0 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 3213 ARNI AYUNI BTE ASNGARI 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 0 0 1 1 0 1 0 0 1 1 1 0 0 0 0 1 1 1 1 1 0 1 1 1 0 2714 ATIQAH BINTI SUKOR 0 1 1 0 0 1 0 1 1 1 1 1 1 1 1 1 0 1 1 0 0 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 3015 AYU NADZWIN BT AHAMAD 1 1 1 1 0 0 0 1 1 1 1 0 0 0 1 1 0 1 1 0 0 1 1 1 0 1 0 1 1 0 1 1 1 0 0 0 1 1 1 0 2416 FARHA FASYA BINTI RAZALI 1 0 0 0 0 0 0 0 1 1 0 1 0 1 1 0 1 1 1 1 0 1 0 1 0 1 0 1 0 1 1 1 1 1 1 0 0 1 1 0 2217 FARHANA BINTI MOHD SALIKHIN 1 1 1 0 0 0 0 1 1 1 1 1 0 0 1 1 0 1 0 0 0 1 0 1 0 1 1 1 1 1 1 1 0 1 0 0 0 1 1 0 2318 NABIHAH BT AHMAD 0 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 3419 NADHIRAH BT SAMIDI 1 1 1 0 0 0 0 1 1 1 1 1 0 0 1 0 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 0 1 1 0 0 2620 NAJLA ALIYAH BINTI EHWAN 1 1 1 0 0 0 0 1 1 1 1 1 1 1 1 0 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 3121 NOR' AINA RADHIAH BINTI MOHD NORDEN 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 0 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 3322 NOR SHAFIQAH BINTI MOHD AZMAN 1 1 1 0 1 0 0 0 1 1 1 1 0 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 3123 NORA BT AJIS 1 1 1 0 0 1 0 1 1 1 1 1 1 1 1 0 0 1 1 0 0 1 1 1 0 0 1 1 0 1 1 1 1 1 0 0 1 1 1 1 28
SECTION B SECTION C SECTION D
ITEM ANALYSIS - ENGLISH PAPER 1 - UPPM 1 - 2011
NO NAMENO OF QUESTIONS/SECTION
TOTAL MARKS
SECTION A SECTION E
Grammar items
Pupils Number of Correct
Answers from Workbooks
Number of Correct
Answers from Exercise Book
A 3/5 1/2
B 3/5 1/2
C 2/5 0/2
D 3/5 1/2
E 2/5 0/2
F 2/5 0/2
DA DG
Pupils Number of Correct
Answers
Percentage of Correct
Answers A 3/10 30 %
B 3/10 30 %
C 2/10 20 %
D 3/10 30 %
E 4/10 40 %
F 4/10 20 %
PARTICIPANT
SCORE (%) DIFFERENCE (%)
PRE-INTERVENTION
POST-INTERVENTION
A 3/10 30% 10/10 100% 70%
B 3/10 30% 10/10 100% 70%
C 2/10 20% 8/10 80% 60%
D 3/10 30% 8/10 80% 50%
E 4/10 40% 9/10 90% 50%
F 4/10 40% 10/10 100% 60%
Pupils Number of Correct
Answers
Percentage of Correct
Answers A 8/10 30 %
B 8/10 30 %
C 7/10 20 %
D 9/10 30 %
E 10/10 40 %
F 10/10 20 %
Item Agree Percentage%
Disagree Percentage%
1 6/6 100 % 0/6 0%
2 6/6 100 % 0/6 0%
3 6/6 100 % 0/6 0%
4 6/6 100 % 0/6 0%
5 6/6 100 % 0/6 0%