JABATAN PELAJARAN PERAK

KAJIAN TINDAKAN BAHASA INGGERIS 2011

THE USAGE OF VERBS-TO-BE IS AND ARE BY

YUVARANI A/P SARAVANA SAMI SK ALL SAINTS KAMUNTING, PERAK

ACKNOWLEDGEMENT
First and foremost, Iwould like to thank the Headmisteress of SK All Saints,Pn. Hamimah Bt Hashim, En. Muhamad Yunos B. Koming, Penolong Kanan Pentadbiran and Pn. Lim Ping Hua, mentor for giving the opportunity to carry out this Action Plan. I would also like to thank all the English Language teachers who have contributed a lot of ideas towards this project. Finally, I would also like to thank all the teachers and pupils, especially the pupils of Year 3B, who have given their time and cooperation in order to make this project a success.

ACTION RESEARCH TITLE

THE USAGE OF VERBS-TO-BE IS AND ARE IN YEAR 5B TASK FORCE MEMBERS 1. MISS MALARVELLE D/O JERYARAMAN 2. MISS KZUZAIFAH BT ZAN 3. PN PUSPA GRACE D/O THANGAVELLO

1.PROBLEM STATEMENT
SK ALL SAINTS is located in Kamunting. The people around the area are mostly soldiers and with low income Their academic background is secondary school level. Therefore they seldom speak and use English either in school or at home. They are rather reluctant to use English in their daily conversation for fear of being laughed at by their friends. As a result, they neglected the importance of English Language as a third language. The pupils of Year 3 showed very low proficiency in grammar particularly in verbs-to-be is and are. Thus, this action research is carried out to the pupils of Year 3B in this area.

2.PREVIOUS TEACHING AND LEARNING ACTIVITY REFLECTION

The usage of verbs-to-be is and are are not given emphasis during teaching and learning activity. I feel by giving a clear explaination on its usage in sentence and sentence drills through substitution tables together with extensive written exercises, pupils will be able to construct sentences meaningfully.

3.FIELD OF FOCUS
In an initial survey conducted through a simple written exercise, it is very obvious that the pupils were not aware that the verb-to-be in a sentence must agree with its subject in number. This aspect is rather new to the pupils and quite complex and difficult to understand its usage. Therefore we have decided that the action research is focused on this grammatical item.

4.OBJECTIVES
The objectives of this action research are: 1. To enhance the usage of verbs-to-be is and are in Year 3B 2. To instill a positive attitude towards the learning of English. 3. To make the learning of grammar fun and enjoyable

5.TARGET GROUP Year 3B 6.SUGGESTED ACTIONS

1. Grammar aspect should be given emphasis during English lessons 2. Expand the pupils opportunity to express their ideas in English

7. METHODOLOGY

7.1 Type of research: The type of research which will be carried out is experimental. It will be done through of pre-test, an interview and observation. 7.2 Place of research: The place where the research will be done in Year 3B. 7.3 Research subject: The subjects are twenty pupils weak in verbs-to-be is and are from 3B. 7.4 Research instruments: The instruments are: a. Pre-test worksheet b. While-test worksheet c. Post-test worksheet 7.5 Scope of survey: The scope of study is chosen mainly to enhance the understanding and usage of verbs-to-be is and are among pupils. 7.6 7.7 Implementation Schedule Type of data collection: The data is collected from the pupils monthly test and daily work.

8. INITIAL SURVEY

8.1 Initial Data collection. (In this study, methods of Data Collection were used: 5.1.1 PRE-TEST 5.1.2 INTERVIEW 5.1.3 OBSERVATION 8.2 Analysis of PRE-TEST. 8.3 Analysis of INTERVIEW. 8.4 Analysis of OBSERVATION.

INITIAL SURVEY
8. Initial Data Collection. In this study, methods of Data Collection were used :

8.1.1 PRE-TEST a.) Pupils were given a worksheet containing twenty questions on fill in the blanks with is and are. (refer to appendix 1). b.) Teacher explained briefly on how to do the exercise. c.) Pupils were given twenty minutes on complete the exercise. The worksheets were collected and marked (refer to appendix 2). Teacher pointed out common errors pertaining to the usage of is and are. The aim of this Pre-Test was to identify the pupils proficiency in verbs to-be. 8.1.2 INTERVIEW a.) A simple interview was carried out to assess the pupils attitude towards language. Questions like: Do you like English? How often do you speak English? Do you know when to use is and are? Were posed to the pupils. Many of the answers given were negative. 8.1.3 OBSERVATIONS a.) Based on observation carried out, the following were noted: Some pupils have the habit of copying their friends work. There were very shy to converse English because they were afraid of being laughed at by their friends. They need to be reminded to do their corrections.

ANALYSIS

8.1 ANALYSIS OF PRE-TEST From the analysis of errors based on the fill in the blanks exercise. It was obvious that the pupils were not aware that the verbs to-be in a sentence must agree with its subject in number and person. As verbs to-be do not exists in Chinese language, the pupils find it difficult to understand the usage. 8.2 ANALYSIS OF INTERVIEW Based on the interview, it was obvious that the pupils were weak in grammar. This could be due to the KBSR syllabus which does not emphasize much on grammar. Furthermore, all the pupils here come from non-English speaking background. As far as English is concerned, it is not used at all at home or even in class during English period which is four times per week. On top of that, these pupils are from the below average groups. 8.3 ANALYSIS OF OBSERVATION The attitude of pupils towards their studies show lack of enthusiasm. Most of them do not finish their homework. They usually do it at the last minute by copying their friends work the following morning. The pupils also found it difficult to understand the instructions in English. So, is has to be translated into Chinese language to make things easier for them.

9. PLANNING STRATEGY

9.1 Identifying the issue/problem: The issue/ problem is that the pupils in Year 4J are weak in grammar, particularly in their verbs-to-be is and are. 9.2 Data Collection: Based on the monthly test and daily work, the subject teacher discovered that there were 20 pupils who were very weak in their verbs-to-be is and are. 9.3 Data analysis: (refer to table 9.3) 9.4 Planning strategy Based on the initial findings of the survey, this action plan will focus mainly on verbs-to-be :is and are. Prior to this, pupils have been given drills through substitution tables (refer to Appendix 3). This is done to ensure positive results during the implementation of the action plan. 9.5 Implementation of Action (refer to 9.5) 9.6 Data Collection (after the implementation of Action Plan) (refer to table 9.6 and table 9.7) 9.7 Assessment: (refer to table 9.7) From the table above, all the twenty pupils have shown a moderate improvement in their marks. This shows that if proper planning, personal attention and care are given to a smaller number of pupils, these pupils who are weaker compared to the whole class, can also excel in their studies.

9.3 ANALYSIS OF THE MONTHTLY TEST

No 1. 2. 3. 4. 5. 6. 7. 8. 9.

Name Lok Kah Weng Lee Zhao Jun Chai Yu Huan Lau Xuan Hang Lee Sie Lin Lee Wai San Tham Yoek Kit Chow Si Qi William Lit

February(%) 36 53 25 36 41 34 39 43 50

May(%) 48 61 26 59 43 40 41 44 54

10. Lee Kah Wai 11. Ho Jia Min 12. Law Jie Heng 13. Ng Lai Kuan 14. Ng Poh Yee 15. Michelle Tham 16. Chong Kar Hin 17. Poon Jien Ying 18. Chor Kar Lok 19. Chan Kok Wai 20. Lee Yi Feng

45 35 38 26 24 36 24 34 41 28 48

55 40 38 45 44 43 36 44 41 46 48

9.5 IMPLEMENTATION OF ACTION PLAN

The following is a simple plan: Subject : Year : Time : Topic : Thinking Skills Objectives to :: :

English Language Year 3B 60 minutes On the Farm 6.3.1 Verbs to-be : is / are Comparing and Contrasting By the end of the lesson, pupils should be able 1. Recognize the verb to-be is and are. 2. Fill in the blanks with is or are correctly. 3. Proof read their own work and carry out peer correction effectively. 6.3.1 Usage of verb to-be is and are in the topic On the Farm Mahjong paper, riddle cards, worksheets.

Skills Audio Visual Aids

: :

Set Induction : Teacher asks three pupils to come forward to read the riddle on their respective cards. Step 1 : Teacher revises with pupils is and are Step 2 : Teacher distributes worksheets with illustration on the farm to pupils (refer to Appendix 4) Step 3 : Teacher instructs pupils to fill in the blanks by using is or are in each sentence. Step 4 : Pupils do the exercise on their worksheet. Step 5 : Pupils proof read their work and carry out peer correction. Step 6 : A random, teacher asks each pair of pupils to read their answers aloud. Step 7 : Pupils paste the worksheet in their exercise book.

Closure Charades e. g.

The teacher is teaching . He is watering the plants. They are singing. The boys are playing football. They are flying kites.

9.6ANALYSIS OF WHILE-TEST
No Name 1. 2. 3. Lok Kah Weng Lee Zhao Jun Chai Yu Huan Q Q Q Q Q Q Q Q Q 1 2 3 4 5 6 7 8 9 / / / / / / / / / / / / / / / / / / / Q 10 Total % 6 7 6 60 70 60

4.
5. 6. 7.

Lau Xuan Hang

Lee Sie Lin Lee Wai San Tham Yoek Kit

/
/ / / / /

/
/ / /

/
/ /

/
/ /

/
/

/
/ / / / / / /

6
6 6 6

60
60 60 60

8.
9.

Chow Si Qi
William Lit

/
/ /

/
/ /

/
/

/
/

/
/ / / /

/
/

6
7 6

60
70 60

10. Lee Kah Wai

ANALYSIS OF POST-TEST
No 1. Name Lok Kah Weng Q 1 / Q 2 / Q 3 Q 4 / Q 5 / Q 6 Q 7 / Q 8 / Q 9 / Q 10 Q 11 Q 12 Q 13 / Q 14 / Q 15 Q 16 Q 17 / Q 18 Q 19 / Q 20 / Total 12 % 60 2. Lee Zhao Jun / / / / / / / / / / / / / / / 15 80

3.

Chai Yu Huan

15

75

4.

Lau Xuan Hang

14

70

5.

Lee Sie Lin

14

70

6.

Lee Wai San

14

70

7.

Tham Yoek Kit

14

70

8.

Chow Si Qi

12

60

9.

William Lit

19

95

10.

Lee Kah Wai

15

75

11.
12. 13. 14.

Ho Jia Min
Lau Jie Heng Ng Lai Kuan Ng Poh Yee

/
/ / /

/
/ / /

/
/ / / /

/
/ / /

6
6 6 7

60
60 60 70

/ /

/ /

15.
16. 17. 18. 19. 20.

Michelle Tham

/
/ / / / / /

/
/ / / / / / / / / /

/
/ / / / / /

/
/

/
/ /

6
7 8 8 7 6

60
70 80 80 70 60

Chong Kar Hin / Poon Jien Ying Choo Kar Lok Chan Kok Wai Lee Yi Feng / / / /

/ / /

/ / /

11.

Ho Jia Min

12

60

12.

Lau Jie Heng

14

70

13.

Ng Lai Kuan

13

65

14.

Ng Poh Yee

14

70

15.

Michelle Tham

12

60

16.

Chong Kar Hin

14

70

17.

Poon Jien Ying

15

75

18.

Choo Kar Lok

18

90

19.

Chan Kok Wai

15

75

20.

Lee Yi Feng

13

65

10. REFLECTION
A pupil would be able to use the verbs to-be is and are correctly if the teacher explains clearly its usage in a sentence (if possible with illustrations or real objects showing singular or plural as the saying goes, seeing is believing, the teacher gives lots of drills (through substitution tables) and lots of written exercise on a regular basis as the saying goes, practice makes perfect,. These activities will enhance their memory. But the key to improving proficiency in English is the efficient teaching of grammar right from the start -that is from Year 1 itself.

11. SUGGESTIONS
11.1 All English Language teachers should emphasize more on grammar at all levels. 11.2 Conduct the 10 minutes Introductory Reading Session during the teaching and learning process in the class. 11.3 Revise the syllabus where more emphasis will be given on grammar, just like the English Language Books in the 70s.

12. CONCLUSION
Pupils are able to use verbs to-be is and are correctly in their speech and written work. They have shown a renewed interest in learning grammar. They also enjoyed learning verb to-be through charades and games. Learning English through fun definitely helped them learn better and remember longer. The pupils also did their while-test satisfactory (refer to Appendix 4a/4b). Most of them scored well in their post-test (refer to Appendix 5). Nevertheless, constant revision on grammar from time to time is a must especially for pupils studying in an urban area schools.
A good teacher is the one who never gives his pupils the fish, but rather teaches them how to catch it.

Appendix ( Pre-Test ) ENGLISH Name: ________________________ Date: ___________ Fill in the blanks with is or are

1.Puan Aminah ____________ a hardworking teacher 2.Christina _____________ my friend. 3.That boy ____________ Jason. 4.Hamid and Kamal _____________ neighbours. 5.My sisters room ______________always clean. 6.The butterflies ____________ beautiful. 7.You ____________very clever. 8.He ____________ a postman. 9.The rabbit ____________ clean and cute. 10.The girls ____________singing on the stage.

11.My parents _____________ teachers. 12.There _____________ many animals at the zoo. 13.The cat _____________sleeping under the car. 14.This _____________an orchid plant. 15.They ______________brothers and sisters. 16.Janets hair _____________longer than mine. 17.Hanif ___________a polite boy. 18.The birds ____________on the roof. 19.The children _____________flying kites. 20.There ____________ a burger stall by the roadside.

ANALYSIS OF PRE-TEST
No 1. Name Lok Kah Weng Q 1 / Q 2 / Q 3 Q 4 / Q 5 / Q 6 Q 7 Q 8 / Q 9 / Q 10 Q 11 Q 12 Q 13 / Q 14 / Q 15 Q 16 Q 17 / Q 18 Q 19 / Q 20 / Total 10 % 50 2. Lee Zhao Jun / / / / / / / / / / / / 12 60

3.

Chai Yu Huan

10

50

4.

Lau Xuan Hang

11

55

5.

Lee Sie Lin

45

6.

Lee Wai San

11

55

7.

Tham Yoek Kit

11

55

8.

Chow Si Qi

10

50

9.

William Lit

13

65

10.

Lee Kah Wai

10

50

11.

Ho Jia Min

11

55

12.

Lau Jie Heng

12

60

13.

Ng Lai Kuan

11

55

14.

Ng Poh Yee

12

60

15.

Michelle Tham

10

50

16.

Chong Kar Hin

12

60

17.

Poon Jien Ying

13

65

18.

Choo Kar Lok

12

60

19.

Chan Kok Wai

11

55

20.

Lee Yi Feng

10

50

Appendix (While Test)

ENGLISH Name:_______________ Date:____________ Fill in the blanks with is or are

The farmer ______ feeding the chickens. A dog ______ standing behind the farmer. A cat ____ sitting between the dog and the goat. The fat cow ____ standing near the shade. There _____ three goats. Two of them _______ eating grass. A cockerel ______ crowing.

7. There ______ many chickens feeding on the grains. Two of them ________ fighting. 8. Many ducks ______ swimming in the pond while some ____ moving towards the pond. 9. There ______ a durian tree on the farm. The papaya trees _______ bearing a lot of fruits. 10. There ______ a bird on the roof of the shed.

Appendix 4 ENGLISH Name: _________________

Date: _________

There are some errors in the sentences given below. Identify and circle the words used. Write the sentences again in the space given. 1. My brother is in his room. _________________________________________. 2. They is coming to the party. _________________________________________. 3. You are an honest boy. _________________________________________. 4. We are at home. _________________________________________. 5. My grandparents is old. _________________________________________. 6. The trees are big and tall. _________________________________________.

7. The flowers is beautiful. _________________________________________. 8. There are many pupils at the canteen. _______________________________________. 9. The apple is sweet. _________________________________________. 10. The dog are barking loudly. _________________________________________. 11. The pupils are cleaning their classroom. ____________________________________. 12. This is an electric iron. _________________________________________. 13. The cat are playful. _________________________________________.

14.Francis and Jane is cousins. _________________________________________. 15.My hands is dirty. _________________________________________. 16.Her bicycle is red. _________________________________________. 17. The car are expensive. _________________________________________. 18.He is in 4J. _________________________________________. 19.You are a helpful boy _________________________________________. 20.My school is SJK (C) Wan Hwa 1, Menglembu. _______________________________.

Appendix 5
Based on the picture, write one correct sentence. You must use both the words given.

---- farmer --- vegetables

.
Mary ----- blowing

Ali ---- riding -----

.
They -----assembly -----

---- dogs

------ cage

Appendix 6 (Post-Test) Name: __________________ Date: _____________ Fill in the blanks with is and are.

1.Puan Aminah ____________ a hardworking teacher 2.Christina _____________ my friend. 3.That boy ____________ Jason. 4.Hamid and Kamal _____________ neighbours. 5.My sisters room ______________always clean. 6.The butterflies ____________ beautiful. 7.You ____________very clever. 8.He ____________ a postman. 9.The rabbit ____________ clean and cute. 10.The girls ____________singing on the stage.

11.My parents _____________ teachers. 12.There _____________ many animals at the zoo. 13.The cat _____________sleeping under the car. 14.This _____________an orchid plant. 15.They ______________brothers and sisters. 16.Janets hair _____________longer than mine. 17.Hanif ___________a polite boy. 18.The birds ____________on the roof. 19.The children _____________flying kites. 20.There ____________ a burger stall by the roadside.