Theme: IMPORTANCE OF GRAMMAR AT ELEMENTARY LEVEL

Sub-theme: GRAMMER WRITING

Topic: STUDY OF THE IMPORTANCE OF GRAMMER IN LEARNING

Question. 1: Why did you select this specific sub-theme and topic? Relate it to your

experience / problem in your classroom/ institution.

I select this topic because I want to describe the issue of grammar skills and explain its

possible contribution as a tool for teaching and learning and to find out through a

questionnaire survey among teachers of and 8th grade students, what their attitude is

towards using grammar skills exercises in their lessons, whether they see grammar

skills as a tool with positive effect on developing their language skills and how

frequently they actually use it in their teaching learning practice.

Background of the Study

Writing is the productive skill in the written mode. Writing is considered as a productive

skill because the writer creates new language. It is thought to be the most difficult of

the four language skills. Writing is essential to communication and learning. It is

considered as a powerful mode of communication. Like speech, writing helps to

produce the language. It is considered that learners can express their thoughts through

writing in an organized way. It helps us to convey ideas, solve problems and understand

our changing world .When we write we go through a mental process which is more

complex. We have to think, organize the idea, write, revise, and edit to get a perfect

writing and thus we can concentrate in language use more precisely. However, writing

is considered much more difficult language to learn like speaking rather than listening

and reading. Most of the learners need more time in acquiring writing skill successfully.

It is also important for career development. A person who can write well is perceived
as someone who is well educated, an effective communicator and a professional, and

this will always prove to be an advantage (Raimes, 1983).

Being able to communicate effectively is in the contemporary world one of the most

important qualities that a person should acquire no later than throughout his or her early

school years. Teaching students to communicate is definitely not as easy as a layman

would imagine. The variation among students is very high and each of them has a

different approach, different way of understanding and absorbing information. To teach

students and pupils to communicate successfully, a teacher should carefully choose

activities enhancing students ‘imagination, creativity, enthusiasm as well as reading and

writing skills. Critical thinking, creating powerful texts either as a means of

communication with the surrounding world or as a means of one‘s artistic expression

are skills that can and should be trained since the early stages of education.

Applying grammar skills in classroom from the early stages offers a great opportunity

for pupils and students to develop those well-appreciated writing skills as well as to

enhance their imagination, creativity, enthusiasm as well as motivation and most

importantly practice in subject. During the years when I attended primary and

elementary schools, the impact was predominantly on reading and speaking skills as

they are often seen as those students might use most often. However, I believe that all

of the language skills go hand in hand together and all of them should be practiced as

much as possible. To teach students writing skills, increase their motivation and stretch

their imagination a large number of creative tasks can be used in order to keep students

interested. Exploiting some aspects of grammar skills can broaden students‘ as well as

teachers‘ horizons, foster their artistic expression, entertain them as well as help

students find their identity and teachers to create a motivating environment (Piazza,

2006).
Now- a- days, Grammar skills is used by all people worldwide because of the ongoing

advantages in technology such as internet, and other businesses. Grammar skills plays

an important role in education and students are expected to use it effectively.

Communication through writing is an extremely critical component of education,

livelihood and basic functionality in a society. Especially, in higher education where

Grammar skills happens to be the medium of instruction, writing is extremely

important.

Grammar skills is a form of writing that expresses feelings, thoughts or ideas in an

imaginative way. It provides the learners new ways to play with the language. Grammar

skills enhances not only the writing skills of the learners but also it helps learners to

improve all the language skills. Most of the cases in school young children are not

expected to write themselves in a systematic manner as adult learners do. They are

exposed to do different types of writing activities which are more structured and

designed by their respective teachers. Many students are able to understand the

language, but most of the students face the problem of communicating their ideas

effectively.

The existing conditions of teaching and learning in secondary schools are very poor.

Grammar skills is mostly taught as a content subject. To make learning easier teacher

always choose mother tongue in explaining lessons. Many teachers think teaching

Grammar skills means explaining the content of the textbook to the students and

provide them readymade model answers for the examination. As a result, learners focus

on memorizing the selected answer from the text and reproduce it in the examination.

The students appeared to have many problems when writing in Grammar skills, like not

knowing how to get ideas, how to organize ideas and use proper language (McVey,

2008)
In our Pakistani context, if Govt secondary schools are considered than it can be seen

that grammar skill has been given much more importance than the other skills here, the

schools follow the National Curriculum and the students are being provided with some

particular topics as a syllabus. The students are supposed to prepare them and reproduce

them in the examination.

Writing in a foreign or second language is a courageous experience especially for

students whose native language is not of the same origin as the target language. Native

language speaking students learning Grammar skills is a good example here. These

students are faced with the school curriculum that includes the four main skills of

Grammar skills language. Among these skills, they find writing skill the most difficult

one and face many problems while composing simple short paragraphs...

Writing in general is the least lovable skill to the rural students and this can be

contributed to the fact that successful learning of the writing skill depends on the

success learners have with the learning of other skills. Normal teaching programs adopt

the natural order of listening, speaking, reading and writing in their teaching schedule.

Even though writing comes as the last skill, it can’t be neglected and needs a lot of

attention from the teacher and the student because it is necessary in daily academic life.

Students are expected to learn how to be good writers. If they can’t write correctly and

logically using appropriate language and style, life will be difficult for them not only at

school but in adult life, too (Neville, 1988).

Writing is one of the language skills which is considered a powerful mode of

communication. Like speech, writing helps to produce the language. It is considered

that learners can express their thoughts through writing in an organized way. When we

write we go through a mental process which is more complex. We have to think,

organize the idea, write, revise and edit to get a perfect writing and thus we can

concentrate on language use more precisely. However, writing is considered much more

difficult language skill to learn like speaking rather than listening and reading. Most of

the learners need more time in acquiring writing skill successfully.

Rationale of the study

There was a great need to investigate the causes of low achievement in mathematics in

Pakistani society. This study will help the teachers, parents and students to know the

underlying causes that hinder high achievement in education. Applying grammar skills

in classroom from the early stages offers a great opportunity for pupils and students to

develop those well-appreciated writing skills as well as to enhance their imagination,

creativity, enthusiasm as well as motivation and most importantly practice Grammar

skills. During the years when I attended primary and secondary schools, the impact was

predominantly on reading and speaking skills as they are often seen as those students

might use most often. However, I believe that all of the language skills go hand in hand

together and all of them should be.

Question. 2: What was your discussion with your colleague/friend/senior teacher

or supervisor regarding the problem?

Since I began my teaching practice, I have been using as many creative tasks as

possible, not only strictly to teach writing. Since that time, I have also been wondering

whether other teachers of tend to pay attention to using grammar skills tasks in their

lessons or not. In my thesis I am therefore going to explore the possibilities of grammar

skills in order to develop students ‘grammar skills as well as to do a questionnaire

survey to find out whether teachers of 8th grade use grammar skills as a tool for teaching
Grammar skills as a foreign language, not only to motivate students but also help them

achieve their goals.

The Ministry of Education in Pakistan stipulates that Grammar skills must be taught

using the integrated approach. This involves teaching Grammar skills language and

literature in Grammar skills as one subject in the school curriculum. The integration

aims at strengthening and enriching each entity. Through exposure to literature, the

learners are expected to improve their language skills. They are to not only enrich their

vocabulary skills but also learn to use language in a variety of ways. Similarly, an

improved knowledge of the language should enhance the learners‟ appreciation of

literary material. The integrated approach also means that no language skill should be

taught in isolation. Listening, speaking, reading and writing skills should complement

each other. The following problems were highlighted during discussion with friends

and other staff.

Language skills

Grammar skills curriculum often builds on information learned in previous years. If a

student does not have the required prerequisite knowledge, then a Grammar skills

teacher is left with the choice of either remediation or forging ahead and covering

material the student might not understand.

Connections to Real Life

Consumer Grammar skills is easily connected to daily life. However, it can often be

hard for students to see the connection between their lives and Grammar skills grammar

sentences. When students do not see why they have to learn a topic, this impacts their

motivation and retention. Teachers can get around this by giving real-life examples
showing where students might use the grammar skills concepts being taught,

particularly in 8h grade level.

Cheating

Unlike courses where students have to write essays or create detailed reports, grammar

skills is often reduced to solving problems. It can be difficult for a Grammar skills

teacher to determine if students are cheating. Typically, Grammar skills teachers use

wrong answers and incorrect solving methods to determine if students did, in fact,

cheat.

Students Don't Take Their Study Seriously

Over time, repeated underperformance in Grammar skills can cause a student to become

demotivated and believe he or she is “stupid” or not good at the subject. Moreover, as

Grammar skills is cumulative, falling behind might mean a learner misses out on much

of what is taught for the rest of the school term? Having basic math skills is important,

regardless of the career an individual chooses to pursue.

There are a number of reasons why a child may be having problems with grammar skills

in Grammar skills at school, from low motivation caused by Grammar skills anxiety, to

a poor understanding of how to apply and perform grammar sentences. But sometimes

the root cause of under-performance is something different, like a learning difference

or a motor skills difficulty.

Students Become Too Dependent on the Teacher

Grammar skills is one of those subjects that is poorly understood by both children and

adults. This is because whereas pre-school Grammar skills is about practical problem

solving, noticing patterns, recognizing grammar skills in your environment and learning
to count, secondary and high school Grammar skills instruction becomes more abstract.

The importance of elementary Grammar skills education cannot be overemphasized.

Grammar skills is not a process of acquiring a set of facts or procedures, but a process

of becoming one who participates in a community that does creative work. People use

Grammar skills to collaborate and communicate with others. They make sense of

problems that are interesting and complex. They justify their ideas and work to

convince others of the validity of those ideas. They make sense of the justifications

posed by others to understand, critique and build on their thinking

Grammar is a subject that stresses many students out, as it can be quite confusing and

complicated. However, correct grammar is important for your writing and success, both

as a student and as a future employee. It is thus crucial to know some simple methods

to improve your grammar skills. Here are seven basic tips to try

Reading

Reading may be the number one way you can improve your grammar skills. When you

read, you reinforce correct grammar in your mind. It can be particularly helpful to read

out loud, as the combination of seeing, saying, and hearing assists in solidifying what

you have learned. In addition to improving your grammar, reading will help with all

aspects of your writing, from sentence fluency to increased vocabulary.

Get a grammar manual

It is useful to have a thorough reference book nearby that you can consult when writing.

This way, any time a grammatical question arises, you can quickly refer to the manual

to obtain the answer. There are many high quality grammar and writing guidebooks on

the market. Speak to a librarian or writing instructor for recommendations.

Question. 3: what did you find about the problem in the existing literature (books

/ articles / websites)?

I would like to provide a description of the areas of language learning on which using

of grammar skills in teaching Grammar skills might have a positive effect. I will focus

on the outcomes and the areas of language learning that are likely to benefit the most. I

will also provide an example of a successful grammar skills project from abroad.

Grammar skills is Different from Other Activities

Larkin (2009) suggested that even though it may seem to be widely believed that

grammar skills activities might be time consuming and not for everybody, many leading

figures in the field agree that using them can enrich all of the students, help them with

clarifying their thinking and also help them become more creative.

Harmer (2004) explained that in Grammar skills classes, there is usually hardly any

time left for unusual and out of ordinary activities, since practicing all four skills takes

all of the available time. Fortunately, using grammar skills in teaching Grammar skills

allows students to practice not only writing as a skill, but also practice grammar and

vocabulary, acquire new vocabulary, stretch imagination, develop creativity as well as

boost self-confidence and self-expression. Main difference is here the motivation and

a sense of informality and playfulness which goes hand in hand with allowing students

to express themselves freely, not in the previously marked out borders. Its contribution

can also be seen in its introduction to a world of literature and books. If learners find

their way towards their own grammar sentences, they are also likely to become

gradually interested in literature and reading, which has unfortunately been in decline

recently.
Language skills

It is considered that there are four basic skills of each language. They are- listening,

speaking, reading and writing. These skills can be further divided into two categories:

productive (speaking and writing) and receptive (listening and reading), depending on

whether students produce the language by themselves or not (Harmer, 2004).

According to Essex (1996), writing is an intentional, social communication that

involves literacy as well. In case of writing, it demands clear and comprehensive

message as there is no direct interaction between writer and readers. Through writing

we express our thoughts and ideas in an organized way and to make a successful writing

we go through a mental process.

As for the history of teaching of writing is concerned, it was not given much attention

to evident from scarcity of research studies related to this skill till the beginning of the

last decade of the twentieth century (Willis, 2001).

Harmer affirmed grammar skills as a term which implies “imaginative tasks, such as

writing poetry, stories and plays.” Grammar skills normally refers to the production of

texts which have an aesthetic rather than a purely informative, instrumental or

pragmatic purpose In general, researchers have found that possessing a major or minor

in mathematics or science is related to increased student achievement in these subject

areas.

Practical Aspects of Using Grammar skills in Grammar skills Classrooms

As I have already explained how beneficial grammar skills might be in terms of

language learning and practicing, I would like to pay attention to its actual use in
classrooms and its possible obstacles. In the following lines I will discuss the role of

the teacher, the relationship between the teacher and students, approach to grammar

skills language play, poetry and prose as well as possible topics. Last but not least, I

will describe possible obstacles that might occur in the classroom, the issue of

evaluation and assessment of grammar sentences, the importance of democratic

surroundings and the outcome of grammar skills and its publishing (Shahidullah,1998).

Role of the Teacher in Grammar skills

At the basis of each relationship are its participants. In language teaching, there are

students (or learners) on one side and a teacher on the other. In regular classes, they

usually have different positions – students should try to learn as much as possible and

the teacher should guide the students and provide them with enough opportunities to

practice and use the language themselves.

According to Nasir et., al. (2013), “we can see [grammar skills] any writing, fiction or

nonfiction that occurs outside of everyday professional, journalistic, academic and

technical forms of writing. Most typically we think of novels, short stories and poems

in this category, but it can also include screenwriting and playwriting, which are texts

to be performed, and creative nonfiction such as personal and journalistic essays.

In terms of grammar sentences, however, both of the participants share their goal to

practice their writing skills, stretch their imagination, use their creativity, play with

language, express themselves and share their feelings, emotions and texts. One might

object here that the teacher is not in the classroom to practice, however, as Malay points

out in his article – and I agree, ―there is little point in exhorting learners to engage in

[grammar sentences] unless we do so too. The power of the teacher as model, and as

co-writer is inestimable‖ (Malay, 2009). The more the teacher writes and shares with
students, the better connection might be created between them, and the better outcome

it can bring in terms of practicing Grammar skills.

Most of the time, such texts take the form of poems or stories, though they are not

confined to these genres. Letters, journal entries, blogs, essays, travelogues, etc. can

also be defined as grammar sentences. Grammar skills texts have a great deal with

intuition, imagination and personal memories (Calkins, 1986).

Teaching Grammar skills in classroom in Pakistan

In the classroom, as discussed above, students are instructed to learn – by heart, from textbooks

– the above mentioned types of writing. Incredibly, when they write a story or an essay, it is

the same for the whole class. They are not encouraged to write their own stories using genre

and process approaches. They do not know that ‘creativity’ means to create something

imaginatively. However, if grammar skills is taught effectively, it can provide the learners, as

Banu (2009) believes, with ‘an opportunity for skill building, communication, expression and

lays the foundation of their worldview’.

In Pakistan, the teaching of grammar skills is restricted to the teaching of classical

Grammar skills literature, such as the poetry of Wordsworth, Keats, Coleridge, the

dramas of Shakespeare, the novels of Charles Dickens and so on. However, in the

classroom, teachers mostly do not teach literature, they teach about the literature.

As Banu (2009) pointed out ‘most of the teachers of literature pay extra emphasis to

biographical details of the authors and literary movements. So instead of teaching

literature, they teach about literature’.

As a consequence, writing in Pakistan is taught in such a way, as Mersuo-Strom (2006)

remarks, ‘it ends up killing the creativity’. It is strongly suggested that methods used

for first language acquisition should be employed for second language acquisition.
However, in most of the schools and colleges, the teachers still prefer to teach the

writing skill through the product approach and not through the process genre approach

and the basic objectives of learning writing are not considered (Ahmed, 2005).

Writing is still being taught through the Grammar Translation Method which does not

consider the linguistic needs of learners. Banu (2009) argued ‘the translation method is

used to teach writing in Pakistan. It is ineffective in that communicative and creative

skills are ignored and a great deal of stress is laid on rules and exceptions of Grammar

skills language’.

The needs of the students are that they should be taught that writing is a craft which

may involve the writer in focusing, planning, organizing, reflecting and revising to

produce a product that is suited to its form, purpose and audience (Ainy, 2001).

On the other hand, Pakistani students do not have awareness about the various steps

involved in writing. They do not plan, draft, revise and re-edit their writing. They just

read model essays and reproduce them instead of relying on sensory descriptions,

observation and real life experiences. Their marked essays lack constructive feedback,

so they continue to commit the same errors repeatedly.

Grammar skills language assessment in Pakistan

There are different qualities which can maximize the overall usefulness of a Grammar

skills language test. A good test should have construct validity, reliability, authenticity,

instructiveness, impact and practicality to foster creativity and independent learning

(Ainy, 2001).

One major problem in the testing of grammar skills in Pakistan is that it tends to lack

many of these factors. In Pakistan, it is seen that assessment has a direct relationship

with teaching in the classroom.

As Ahmed (2005) asserts, ‘in Pakistan the impact of assessment is conspicuous. It is an

assessment system that has emerged as an omnipotent force that is calling the shots in

the educational scenario of Pakistan. Each new government claims to realize its

significance but hardly takes any practical, meaningful, holistic, and sustainable steps

towards streamlining the system’. Despite the fact that Grammar skills language testing

does not measure students’ creativity and critical thinking, and that this is realized, no

significant efforts are being made to improve the situation.

These stories are prescribed in the syllabus. The question of story writing is easy and

the learners need not think critically and imaginatively. In the test, the students have to

remember the logical sequence of the events or paragraphs as they are given in the

textbook, otherwise they would lose their score, because the examiners would keep the

model compositions in view. The students do not write the stories themselves. They are

not taught to develop the plot, characterization or dialogue. The research therefore asks,

what is the purpose of such an examination? Does it measure originality of ideas,

language and organization? The students’ grammar skills does not possess these

characteristics.

As Ahmed (2005) believes, ‘in Pakistan, the assessment system excludes creativity and

critical thinking out of its legitimate boundaries’. It is stated in the National Education

Policy (1992) that ‘we are caught in a vicious circle; the cycle begins at a badly

constructed syllabi and ends at a rag bag system called examination’.

Question. 4: What were the major variables / Construct of your project? Give

definitions/ description from literature.

Study Variables
Creswell (2005) describes variables as key ideas that researchers seek to collect

information to address the purpose of their studies. These include independent,

intervening and dependent variables.

Independent Variable

Goldenberg (2011) described independent variables as changes that occur in an

experiment that are directly caused by the experimenter. He said an independent

variable is an attribute or characteristic that influences or affects an outcome or

dependent variable. In this study, independent variables included: (i) Teaching

Strategies (ii) Teacher Qualifications (iii) Students ‘Attitudes (iv) Teachers ‘Attitudes

and (v) Teaching Resources. Other independent variables included adequate curriculum

materials and equipment, information technology.

Intervening Variables

In this study, intervening variables included causes affecting reading abilities which

are: Effective Teaching Methods, Qualified Teachers, Improve Students Attitude,

Improve Teachers ‘Attitudes and Suitable Instructional Resources,

Dependent Variable

Dependent variable is presumed to be the output. It can be changed as required, and its

values do not represent a problem requiring explanation in an analysis, but are taken

simply as given (Graves, 1983). In this study, the dependent variable is Improvement

is grammar skills.

Question. 5: What did you want to achieve in this research project?

Purpose of the Study

The purpose of the study is to investigate “Study of the importance of grammar in

learning”. Moreover, in which certain areas they are facing the difficulties mostly and

whether there is any impact or effect regarding those difficulties among them or not.

Since grammar skill is a very important skill in learning and teaching a second language

and due to the existence of many problematic areas in writing, this study intends to

make a perception about some writing problems among learners. Such perception will

help teachers to adapt their teaching style according to frequent writing problems of

students

Objectives of the research

 To find out the possible criteria through which the 8th grade students are

developing their grammar skills.

 To identify the difficulties that 8h grade students faced in grammar

 To suggest suitable methods to solve these problems at 8th grade level.

Research Questions

 What are the possible criteria through which the 8th grade students are

developing their grammar skills?

 What are the difficulties that 8h grade students faced in grammar?

 What are the suitable methods to solve these problems at 8th grade level?

Question.6: Who were the participants in your projects?

The participants of this study are consisting of 25 students ranging in the same age

group of 12-15 years. They are the students of pre-intermediate level studying in class

8th. They all are from public schools. Among them 12 students were male and 13

students were female. They all are from 4 different Charhoi schools. They are taught in
Curriculum of Punjab. All of them are familiar with four language skills: listening,

reading, writing and speaking. They have practiced different kinds of grammar skills in

their classes such as essay writing, picture describing, story writing, and letter writing

etc. which are usually prescribed in their syllabus. Though they are students from Public

schools, so their level of proficiency are not that much high. However, they take ideas

from different composition books to make their piece of writing better so that they can

get goods marks.

Moreover, in order to get good marks they usually memorize their piece of writing

though they all know that they should practice writing themselves which will help them

to learn Grammar skills language more precisely. Two target groups have been eligible

for the research. They are the students and the teachers. Both the groups have taken part

in qualitative and quantitative research. One of the motivating factors in encouraging

students to immerse into grammar skills is also regular publishing of the outcome that

students create. Students thus tend to pay attention not only to the topic and the way

they express their ideas, but also the quality of their writing.

In my view, grammar skills can be used in many cases with majority of students.

However, it is important to pay enough attention to preparation of the activities and

choosing the right ones that would suit the needs and expectations of the students. For

this and many other reasons, I believe that many obstacles can be overcome, either by

good choice of activities – tailored to the particular group of students or by a teacher‘s

approach. The outcome that this tool can offer to both teachers and students is in my

view very beneficial and therefore worth doing a research.

Question.7: How did you try to solve the problem?

This answer presents the methods that were employed to achieve research objectives.

The answer is structured into research design, location of the study, target population,

sampling techniques and sample size, research instruments, validity and reliability of

the instruments, data collection and data analysis.

Research Design

This study adopted descriptive survey research design. The researcher studied

individuals and phenomenon in their natural setting hence chose quantitative approach

(Creswell, 2005). Descriptive survey research studies have the following characteristics

which suited the study.

 They use the logical methods of inductive-deductive reasoning to arrive at

generalizations.

 They often employ methods of randomization so that error may be estimated

when reserving population characteristics from observations of samples.

 The variables and procedures are described as accurately and completely as

possible so that the study can be replicated by other researchers.

Location of the Study

The research was carried out in district Kotli tehsil Charhoi.. Languages of

communication which are Urdu and Grammar skills as opposed to some rural schools

where mother tongue is used as the language of communication by learners in 8th grade

which influence later learning in secondary schools. It is also where the researcher came

from hence purposively selected.

Target Population
The population from which the sample was selected was composed of the secondary

and elementary schools in the district Kotli. The main focus of the population was to

find the problem of 8th class students in grammar skills in Grammar skills. It was

considered that 8th grade students have not very good exposure to the main skills of

Grammar skills and other related tasks such as modes of questions.

Sampling Technique

The sample was selected through a simple random sampling technique from a list of

public secondary schools in Kotli District. The schools were categorized into

elementary and secondary schools. From these categories, schools per category were

selected through random sampling, and used for the purpose of this study.

Sample Size

The sample of the study consisted of twenty per cent of the target population as Gay

(1992) stipulated that the minimum sample size should be at least 20 per cent of the

target population. Once a school was sampled, five 5 students were selected from each

8th class. In total, there were 20 students and 15 teachers. The total respondents were

80 in number.

The Research Instruments

Two instruments were used in the study. One was the Grammar skills Teacher

Questionnaire and the second was a 8th grade student’s questionnaire related to

Grammar skills

The Teacher Questionnaire

The teacher of Grammar skills questionnaire was preferred because of its ability to

quickly get information from a large population. It was, therefore, a faster way of
obtaining data compared to other instruments. It gave teachers freedom of response and

also gave detailed data on their views on teaching reading comprehension and use of

various teaching techniques. In addition, the questionnaire approach enabled the

researcher to preserve respondents’ anonymity which made it possible to elicit candid

responses.

8th grade Students Questionnaire

The questions asked from the 8th grade students about grammar skills. The mode of

testing involved asking students to read and answer questions on the selected choice.

Validity of the Instruments

Validity is the degree by which the sample of test items represents the content the test

is designed to measure (Kombo & Tromp, 2006). Tools were constructed by the

researcher as per the requirements of the study. They were tested on the respondents

with the help of the supervisors during pilot study and correction done as required to

increase the content validity and language clarity.

Reliability of the Instruments

Reliability is a measure of the degree to which a research instrument yields consistent

results or data after repeated trials (Magenta and Magenta, 2003). This study intended

to use measures of consistency to ensure reliability, split-half is a common method and

was used to determine reliability. A spearman-Brown correlation was computed and an

index of 0.7 was obtained in the piloting stage.

Data Collection Procedure

The researcher made courtesy visits to the area District Commissioner and District

Education Officer in order to introduce herself and her research. Then the researcher
delivered copies of research authorization from DEO secondary to the schools to inform

the principals and the teachers the purpose of the study. The researcher conducted the

research by administering questionnaires and collecting them from the respondents

herself the same day. Cloze tests were administered in a separate day with the help of

Grammar skills teachers and collected the same day. They were given as a group test

in a specified time schedule. After filling in the cloze test in groups of four where two

students read the reading orally as the teacher computed the score respectively.

Data Analysis Techniques

The completed questionnaires were checked for completeness and consistency before

processing the responses. Questionnaires were sorted out from cloze tests for coding

purpose. The codes on the questionnaire were categorized on the basis of similarities of

information provided by the respondents and those on cloze tests were according to the

scores. The information was tabulated and analyzed using descriptive statistics, namely;

frequency tallies and percentages. The statistics were generated using Statistical

Package for Social Sciences (SPSS). The information was later presented using tables

and figures for ease of understanding and analysis.

Question.8: What kind of instrument was used to collect the data?

Accurate and systematic data collection is critical to conducting scientific research.

Data collection allows us to collect information that we want to collect about our study

objects. Depending on research type, methods of data collection include: documents

review, observation, questioning, measuring, or a combination of different methods.

Questionnaire
A questionnaire is a data collection instrument consistent of a series of questions and

other prompts for the purpose of gathering information from respondents. The

questionnaire was invented by Sir Francis Galton.

Steps taken to design and administer a questionnaire

Defining the Objectives of the Study

A questionnaire should allow us to collect the most complete and accurate data in a

logical flow. This is done in order to reach reliable conclusions from what we are

planning to observe. A well-designed questionnaire should meet the research goal and

objectives and minimize unanswered questions—a common problem bound to many

surveys.

Define the target respondents and methods to reach them

The researcher should clearly define the target, study populations from which she/ he

collects data and information. Main methods of reaching the respondents are: personal

contact, group of focus interview, mail /Internet-based questionnaires, telephone

interview.

Questionnaire Design

Before writing the questionnaire researcher should decide on the questionnaire content.

Each question should contribute to testing one or more hypothesis/ research question

established in the research design. Questions could be: Open format questions that are

without a predetermined set of responses. Closed format questions that take the form of

a multiple-choice question.

Points to be considered when writing and interpreting questionnaires:

Clarity (question has the same meaning for all respondents).

Phrasing (short and simple sentences, only one piece of information at a time, avoid

negatives if possible, ask precise questions, in line with respondent level of

knowledge…).

Sensitive question: Avoid questions that could be embarrassing to respondents.

Hypothetical Questions: Should be avoided if possible.

Questionnaire design is a multi-step process

Questionnaires allow collection of both subjective and objective data in a large sample

of the study population in order to obtain results that are statistically significant,

especially when resources are limited. It is a good tool for the protection of the privacy

of the participants. The validity of data and information depends on the honesty of the

respondent. The questionnaires can measure both qualitative and quantitative data, but

is it more appropriate for quantitative data collection.

Interview

Interviews consist of collecting data by asking questions. Data can be collected by

listening to individuals, recording, filming their responses, or a combination of

methods.

Question.9: what were the findings and conclusion?

Findings

We found that the percentage of student participated in this research. From public

schools 12 (48%) students were male and 13 (52%) students were female participated

in this study.

The responses of the percentage of responders that “The role of grammar in language

is as a framework for the rest of the language a basic system to build everything else
on”. In public schools 38 % students were strongly agreed, 31 % were agreed, 5% were

Undecided, 16 % were disagree and 10 % were strongly disagreed.

The responses of the percentage of responders that “The role of grammar in language

is as the building blocks of language which are combined to form a whole”. In public

schools 54 % were strongly agreed, 25% were agreed, 12 % were undecided, 2% were

disagree and 7% were strongly disagreed.

The responses of the percentage of responders that “The role of grammar in language

is as something which is added on to language proficiency, a refinement of more basic

language knowledge”. In public schools 62 % were strongly agreed, 27% were agreed,

10 % were undecided, 1% were disagree and 0 % were strongly disagreed.

The responses of the percentage of responders that “The role of grammar in language

is as an equal pillar in supporting language proficiency”. In public schools 34 % were

strongly agreed, 22 % were agreed, 18 % were undecided, 20 % were disagree and 6 %

were strongly disagreed.

The responses of the percentage of responders that “Students can learn grammar

through exposure to language in natural use” In public schools 49 % were strongly

agreed, 29 % were agreed, 10 % were undecided, 10 % were disagree and 2 % were

strongly disagreed.

The responses of the percentage of responders that “Formal instruction helps learners

to produce grammatically correct language” In public schools 47 % were strongly

agreed, 30 % were agreed, 8 % were undecided, 10 % were disagree and 5 % were

strongly disagreed.
We found that the percentage of qualification of teachers in this research. From public

schools 6 (40%) teachers were BA/BSC qualified, 6 (40%) teachers were MA/MSC

qualified and 3 (20%) teachers were MPhil/PhD.

Conclusion

Grammar skills is a versatile tool that can help students with developing language skills

on all language levels. Writing creatively can lead to an independent language use on

the side of students as well as it allows them to think deeply about situations that they

would normally take for granted, re-think them, change them or relive them. Exploiting

some aspects of grammar skills can broaden students ‘as well as teachers ‘horizons,

foster their artistic expression, entertain them and help students find their identity. With

its artistic value, it can also bring amusement and enjoyment into the classroom and

still be used easily along the syllabus.

In the theoretical part, I described the theoretical background of grammar skills as a

tool for teaching Grammar skills. I paid attention to language skills, grammar skills and

motivation, theoretical as well as practical aspects of using grammar skills in teaching

Grammar skills. The practical part was subsequently focused on the actual research

based on an online questionnaire survey performed among teachers of Grammar skills.

The analysis of the area focused on views on the importance of language skills showed

that writing is seen among the teachers who took the survey as the least important skill.

The majority of the teachers had thought about using the tool in their lessons before,

but unfortunately for various reasons they have not used it yet. It also showed that the

teachers often believe that grammar skills activities can help with practicing writing

only. However, the activities can be used for practicing all skills if prepared

accordingly.
Question.10: Summary of the Project

By analyzing the data which the respondents provided about themselves and their

experience with teaching Grammar skills I assume that majority of the teachers are

rather young and at the beginning of their teaching careers. I believe that this might be

the reason why they took part in the survey, because they might be interested in various

approaches to teaching Grammar skills which can enrich their teaching portfolio.

I addressed many experienced teachers from various schools and regions, however, they

decided not to take part in the survey. For this reason I assume that they might not use

grammar skills in teaching Grammar skills or they might feel they do not have anything

to share concerning the topic.

At the same time I wanted to find out whether the teachers consider grammar skills as

an activity suitable for developing language skills of their students or not. Last but not

least, I asked the teachers to state the language skills which they think might be

developed the most by using grammar sentences.

All the opinions of the teachers are put together, it is apparent that writing is seen as the

least important skill, with only 41% of the respondents checking it. For me, this is

actually quite alarming, especially when taking into consideration that a large part of

our daily communication actually takes place in writing and to be able to communicate

successfully, it is important to pay enough attention to writing as well as to other

language skills.

Despite the fact that the teachers do not see writing as one of the most important

language skills, the majority of them have already thought about using grammar skills

in their lessons. Even though they do not have to necessarily use it in their classes, they

expressed that they are aware of this option.

To explore further the importance of language skills and their development, I asked the

teachers to state what language skills they think might be developed the most by using

grammar skills activities.

By using grammar skills activities students can develop more language skills than

writing. Apart from writing, reading and understanding of written texts can be practiced

as well as listening skills (i.e. if the teacher reads the outputs) and also speaking can be

practiced if there is a subsequent discussion of the texts in the classroom.

The ability to be able to use the foreign language in all its forms is necessary and

probably grammar skills could be an enjoyable way of practicing it – whether in a form

of exchanging emails with pen-friends, writing short stories or poems. Despite the fact

that teachers believe that mostly writing can be practiced by using grammar skills

activities, its versatile character allows practicing all language skills.

Despite writing might seem a lot easier to master (in comparison with speaking), it is

actually more demanding. At first, it might sound as a simple noting down of what has

been spoken, but there is a lot more than that. Writing and written communication in

general has many of its specific elements and mastering them takes a lot of time and

practice. As demanding as learning writing itself, is also teaching writing.

Question. 11: How do you feel about this practice? What have you learnt?

The main focus of the research was on the actual using of grammar skills activities in

Grammar skills in 8th grade class. When creating the questions for this research area, I

tried to reflect the ideas and issues presented in the theoretical part. I paid attention to

the idea of sharing writings with students which is important in terms of role-modelling,

the frequency of using grammar skills activities, sources of the activities, space for
grammar skills in lessons, ways of using it and its preferred form discovered that instead

of pinpointing the problems themselves, the teachers agreed on having only a little.

Experience and lacking information concerning the resources. Generally, these

problems reflect my presumptions and can easily be solved if the teachers decided to

explore the possibilities offered by grammar sentences. As their main weakness in

connection with using the tool the teachers see evaluation. What is rather positive is the

fact that they mostly feel somewhat competent to use the tool. Taking into consideration

all the obstacles revealed by the research, most of them can be overcome easily by

consulting the right materials.

Teachers ‘own experience with using the tool as learners of Grammar skills is also

positive, one third of the teachers experienced using the tool during their studies and

they found it beneficial. Many of the teachers had not experienced it during their

studies, but they would have liked to. The majority of the teachers also write creatively

themselves (even though only irregularly and from time to time) which is positive.

Taking into consideration all these findings, all my presumptions were proved.

Teachers in Charhoi schools are aware of the fact that grammar skills might be

beneficial for the development of their students ‘language skills.

However they believe they do not have enough time to exploit the tool themselves with

their own students and thus use it rarely. They are not aware of available literature

concerning grammar skills activities that can be easily obtained from the Internet and

book stores but they would be willing to use grammar skills as a tool for teaching

Grammar skills if the issue was introduced to them beforehand.

I could not pay attention to all of the interesting topics and issues which grammar skills

as a tool for teaching Grammar skills offers for investigation. I believe that the topic
will be further explored in the future, as it gradually receives more and more attention

among teachers of Grammar skills and educators worldwide.

I believe the discussion of using grammar skills as a tool for teaching Grammar skills

as a foreign language as well as the questionnaire survey raised awareness of the issue

at least among those who took part in the research and that the teachers will possibly

try to find information about the tool on their own and try using some of the activities

in their lessons in order to help their students develop language skills as well as raise

their motivation and self-esteem..

Question. 12: What has added to your professional skills as a teacher?

In the practical part of the thesis I provided a questionnaire survey which I spread

among teachers of Grammar skills using the snowball method of sampling. The sample

group provided me with material which I later analyzed.

As I have expected, I found out that despite being used to some extent by several

teachers, using grammar skills as a tool in teaching Grammar skills still does not have

enough attention as it would deserve, especially considering its benefits it may bring to

developing language skills... As really positive information concerning the teachers

‘experience with using grammar skills activities themselves I see the fact that the

majority of them create something on their own from time to time. It is quite demanding

to find time to write creatively so I appreciate that the teachers write at least sometimes

and irregularly. This is a rather optimistic finding which how’s that despite the fact that

the teachers do not use grammar skills activities in their teaching – whatever the reason

– they see it as a beneficial tool and I believe they would use it in their lessons if they

learnt more about it.

Because teacher‘s own experience and creative personality can influence his or her

attitude to using grammar skills activities, I asked them whether they write creatively

themselves and whether they experienced using these activities during their own

studies.

Trying to find various obstacles and issues that might prevent teachers from using

grammar skills activities in their lessons, I discovered that the problems are

predominantly the following: teachers have not heard about using grammar skills in

teaching Grammar skills yet, they would be keen on trying it if they were aware of any

useful materials, and they also stated that they would be interested in some useful

materials from their colleagues.

Based on the above mentioned answers, I assume that the problem with grammar skills

is not its wrongly-believed time consuming character, but rather the fact that teachers

are not informed enough about it and that they do not know about any useful materials.

They also mostly do not know any colleague using grammar skills on a regular basis

and thus they do not know anyone they could consult the issue with. Teachers

encountered any problem with students in terms of using grammar sentences, however,

despite they could provide more details they did not do so.

Being able to communicate with not only your students but with parents and staff is an

essential skill. Think about it: Almost all of a teacher’s day is spent communicating

with students and colleagues so it is crucial to be able to talk clear and concise in order

to get your point across.

Teachers may spend their days imparting knowledge to others, but that doesn’t mean

they should stop learning themselves. Whether they choose to take classes, read books,

or just talk with their colleagues, professional development offers a chance to become
a better and wiser teacher. There are numerous resources out there on the web, making

finding, sharing, and accessing great tools for development easier than ever.

In order my research to be complete it is inevitable to pay attention also to possible

obstacles that might occur while using grammar skills activities in teaching Grammar

skills. To uncover and describe them I asked the teachers who use the tool to state

whether they encountered any problems. I was also interested in what teachers see as a

possible weakness on their side, whether they see grammar skills as a rather positive or

negative tool and whether they see themselves as competent enough for using this tool.

It can be seen from the results of this study that students of Bangla medium are

motivated having grammar skills classes. They are interested to write themselves using

their creativity rather following the teachers’ instructions. Moreover, their response

towards grammar skills suggests that teachers should give them more opportunities to

practice different type of writing.

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 SURVEY QUESTIONAIRE (Appendix-A)

Respected Students,

Assalam-o-Alaikum!

I feel great honor to have your attention to my personal as well as National educational

cause. I am a student of B.Ed. Program at Allama Iqbal Open University and working

on my research topic “STUDY OF THE IMPORTANCE OF GRAMMER IN

LEARNING”. You are requested to kindly spare your precious time for filling up this

questionnaire. I ensure you that this information will be used only for research purpose.

Regards

QUESTIONNAIRE FOR STUDENTS

SECTION A: DEMOGRAPHIC DATA

1. Name (Optional): ______________________________________

2. School Name: _________________________________________

Note: Please Tick (√ ) the relevant box

3. Gender Male Female

4. Age: _______________

SECTION B

Note: Given below are some statements followed by five levels of your agreement

or disagreement. Please Tick (√ ) the box which is the closest to your opinion.

SA= Strongly Agree A= Agree UNC= Undecided DA=

Disagree

SDA= Strongly Disagree

Sr Answer Options
No Statement SA A UNC DA SDA
1 2 3 4 5
5. The role of grammar in language is as a
framework for the rest of the language a
basic system to build everything else on.
6. The role of grammar in language is as the
building blocks of language which are
combined to form a whole.
7. The role of grammar in language is as
something which is added on to language
proficiency: a refinement of more basic
language knowledge.
8. The role of grammar in language is as an
equal pillar in supporting language
proficiency.
9. Students can learn grammar through
exposure to language in natural use.
10. Formal instruction helps learners to
produce grammatically correct language.

THANKS
 SURVEY QUESTIONAIRE (Appendix-B)

Respected Sir/Madam,

Assalam-o-Alaikum!

I feel great honor to have your attention to my personal as well as National

educational cause. I am a student of B.Ed. Program at Allama Iqbal Open University

and working on my research topic “STUDY OF THE IMPORTANCE OF

GRAMMER IN LEARNING”. You are requested to kindly spare your precious time

for filling up this questionnaire. I ensure you that this information will be used only for

research purpose.

Regards

QUESTIONNAIRE FOR TEACHERS

SECTION A: DEMOGRAPHIC DATA

1. Name (Optional): ______________________________________

2. School Name: _________________________________________

Note: Please Tick (√ ) the relevant box

3. Gender Male Female

4. Age

22- 30 years 30-40 years above 40 years

5. Qualification

BA/BSC MA/MSC MPhil/PhD

6. Professional Qualification

P.T.C/C.T B.Ed. / B.S.Ed. M.Ed. / M.S.Ed

 7. Teaching Experience

0-5 Years 5-10 years 10-15 years above 15

years

SECTION B

Note: Given below are some statements followed by five levels of your agreement

or disagreement. Please Tick (√ ) the box which is the closest to your opinion.

SA= Strongly Agree A= Agree UNC= Undecided DA=

Disagree

SDA= Strongly Disagree

Sr Answer Options
No Statement SA A UNC DA SDA
1 2 3 4 5
8. The role of grammar in language is as a
framework for the rest of the language a
basic system to build everything else on.
9. The role of grammar in language is as the
building blocks of language which are
combined to form a whole.
10. The role of grammar in language is as
something which is added on to language
proficiency: a refinement of more basic
language knowledge.
11. The role of grammar in language is as an
equal pillar in supporting language
proficiency.
12. Students can learn grammar through
exposure to language in natural use.
13. Formal instruction helps learners to
produce grammatically correct language.

THANKS
 Appendix-C

Results

DEMOGRAPHIC ANALYSIS OF STUDENTS

This sector analyses the several demographic characteristics of the students.

Gender, age, class and figures are provided, where appropriate.

Gender of Students

Gender orientation contrasts additionally require diverse situating techniques

dependent on advances that could strike the suitable harmony among the target

population.

Table : Gender of Students

Gender Number of Respondents Percentage

Male 12 48 %

Female 13 52%

Total 25 100%

SECTION-B FOR STUDENTS

Table: The role of grammar in language is as a framework for the rest of the language

a basic system to build everything else on.

Strongly Agree Undecided Disagree Strongly Total

Agree Disagree

38 % 31% 5% 16% 10% 100%

Table : The role of grammar in language is as the building blocks of language which

are combined to form a whole.

Strongly Agree Undecided Disagree Strongly Total

Agree Disagree

54% 25% 12% 2% 7% 100%

Table : The role of grammar in language is as something which is added on to language

proficiency, a refinement of more basic language knowledge.

Strongly Agree Undecided Disagree Strongly Total

Agree Disagree

62% 27% 10% 1% 0% 100%

Table: The role of grammar in language is as an equal pillar in supporting language

proficiency.

Strongly Agree Undecided Disagree Strongly Total

Agree Disagree

34% 22% 18% 20% 6% 100%

Table: Students can learn grammar through exposure to language in natural use.

Strongly Agree Undecided Disagree Strongly Total

Agree Disagree

49% 29% 10% 10% 2% 100%

Table: Formal instruction helps learners to produce grammatically correct language.

 Strongly Agree Undecided Disagree Strongly Total

Agree Disagree

47% 30% 8% 10% 5% 100%

DEMOGRAPHIC RESPONDENTS FOR TEACHERS

Qualification of the Teacher

Table : Qualification of the Teacher

Qualification Number of Respondents Percentage

BA/BSC 6 40 %

MA/MSC 6 40 %

MPhil/PhD 3 20%

Total 15 100%