My proposal for coming thesis

7/30/2019 My proposal for coming thesis

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TABLE OF CONTENT

CONTENT PAGE

CHAPTER 1

1.1 Introduction 3

1.2 Research Background 3

1.3 Problem Statement 4

1.4 Conceptual Framework 5

1.5 Research Questions 6

1.6 Research Objectives 7

1.7 Research Hypothesis 8

1.8 Significance of Research 9

1.9 Limitation of Research 10

2.0 Definitions of Terms

2.1 Game 11

2.2 Grammar 11

2.3 Noun 11

2.4 Verb 11

2.5 Adverb 12

Summary 12

CHAPTER 2

LITERATURE REVIEW

2.1 Introduction 13

2.2 Related Literature 13

2.2.1 English Grammar 13

2.2.2 Games 14

2.3 Related Research 15

2.4 Summary 18

CHAPTER 3

RESEARCH METHODOLOGY

3.1 Methodology 19


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3.2 Research Design 19

3.3 Population and Sampling 20

3.4 Research Instrument 20

3.5 Date Collection Procedure 21

3.6 Date Analysis Procedure 21

3.7 Summary 22

References 23


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CHAPTER 1

1.1Introduction

This research is initially attempted to study and determine the effectiveness and

productiveness of games in grammar teaching and learning. The selected grammar items for

the purpose of this research are noun, verbs and adverb. A few important items are outlined in

this report which is critical in the quest to examine and determine the effectiveness and

productiveness of games in learning the grammar items. First is the research background.

Second is the problem statement. Third is the purpose of research. Fourth is the research

significance. Fifth is the limitation of research. The subjects of the study are predetermined to

be the low achiever students in English language. These students have low proficiency of

English language and are generally weak grammatically.

1.2Research Background

For the purpose of teaching English inside and outside the classroom, games

are accepted as one of the effective yet fun methods of teaching especially where the subjects

are the low achiever students with low proficiency of English language. In the context of

Malaysian education system today, the application of games in learning grammar is not

extensive. Therefore, this research also aims at the possibility of its wide usage in grammar

learning.


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In fact, games are rarely applied in grammar learning before but are gaining

frequency lately due to its proven effectiveness and productiveness based on previous

research and published reports. Games do give a positive impact on students performance.

The research and reports which are related relationship of games and its effectives in teaching

in plus learning English language clearly show that games play imperative role in English

language learning. Games are not just fun, entertaining and are able to create an alive teaching

and learning atmosphere but are also able to function as one of the motivational drive that

certainly assist the students to learn English language including the grammar items

effectively. Furthermore it is deemed suitable and can be tailored to the needs and ability of

low achievers for the purpose of teaching English grammar.

1.3Problem Statement

English grammar items have been given utmost priority in the teaching of English

language as a second language in Malaysian schools for so long. The problem of English

language inefficiency and poor grammar skills among Malaysian students; either in the lower

or higher learning institutions nowadays are evident. It is a fact which is undeniable anymore.

Grammatical incompetence is very common among todays Malaysian students in general.

This is most notably among the rural students. Baradan Kuppusamy in his article

entitled Malaysians Embrace English which was published on Wednesday, August 24th

, 2005

on Asia Times Online wrote that in Malaysia, about 20,000 graduates are estimated to be

unemployed because of poor communication skills and most of them are from rural

backgrounds.


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However, this problem also occurs in many urban schools. Incompetence of

English language grammar negatively promote difficulties in using the English language in

general thus lead to several critical problems which are English language related.

As such, this research seeks to investigate and determine the usage of games as

effective supporting teaching of grammar item of article method. This research also seeks

ways of using and applying games to minimize if not to solve entirely the existing English

language related personal and the language itself problems in learning English effectively and

acquire the grammar skills successfully.

1.4Conceptual Framework

This research seeks to establish the effectiveness and advantages of using and

applying games in grammar learning in comparison with the traditional and conventional

grammar teaching inside and outside the classroom. The research design, which is to be used

is an experimental design. The subjects will be divided into two groups. First is the

experimental group. The experimental group will be given games treatment. Second is the

control group. There shall be no games to be used for the control group. Subjects are chosen

from among the low achievers with weak grammatical skills.


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1.5Research Questions

The followings are the research questions which are formulated in order to meet the research

objectives.

i. Can teaching English grammar by using games be effective , productive yet fun andentertaining to the students?

ii. Can games assist in creating a less pressure English grammar is more preferable thanusing just the traditional and conventional way?

iii. Using games in teaching English grammar contribute towards smart learning andimprove performance?

iv. How games are able to function as a positive personality and motivational drive to thestudents in learning the English language?


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1.6Research Objectives

This research is carried out with an intention to meet the following objectives :

i. To study whether games can be applied as one of the means or methods in successfulEnglish language instruction and learning.

ii. To study whether games are able to motivate students to learn English languagegrammar and be successful in the efforts.

iii. To study whether games are more preferable in comparison with the traditionalmethod of teaching and learning English.

iv. To study whether games are able to positively drive and change the students behaviortowards English language in general and English grammar specifically.


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1.7Research Hypothesis

The followings are the five constructed hypothesis to answer the research questions. Ho

refers to null hypothesis and Ha refers to alternative hypothesis.

Ho1 : Games create a fun, entertaining yet fruitful and effectively learning of English

grammar item among the students.

Ha1 : Games do not create a fun, entertaining yet fruitful and effective learning of English

grammar item among the students.

Ho2 : Games reduce the pressure in English language learning.

Ho2 : Games do not reduce the pressure in English language learning.

Ho3 : Methodology of teaching using games and without games will be given equal

preference in teaching and learning English language.

Ha3 : Methodology of teaching using games and without games will be not be given equal

preference in teaching and learning English language.

Ho4 : Smart learning is promoted by games as well

Ha4 : Smart learning is not promoted by games.


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Ho5 : Games motivate students to learn better and retain their interest and attention span in

learning English language.

Ha5 : Games do not motivate students to learn better and retain their interest and attention

span in learning English Language.

1.8 Significance of Research

English grammar learning is at most times are a difficult task. Therefore, it is

common that many Malaysian students fall under the category of low achievers in English

language. They have weak English language capability. Finding the best method and tool are

necessary to create , stimulate and drive students to learn and enable the students to learn by

having fun with less pressure.

It is also important to promote productive and effective English language learning

apart from improving the students grammar skills and language proficiency in the long run.

Furthermore, this research will provide a significance insight supporting the promising role of

games application. Games help students to understand grammar easily, comfortably since

there are elements of fun cooperative learning and joyous atmosphere.

Apart from the above, grammar is an important component of the English

language and cant be underestimated. Furthermore, grammar skills are important in order to

be proficient in English grammar items.


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1.8Limitation of Research

The followings are among the predicted problem which might be encountered when the actual

research is carried out.

i. The random selection in terms of sampling may not show the exact and actualrepresentation of the subjects.

ii. The research is limited only to the low achievers with weak English Grammar skills.

iii. There is the possibility of unappealing games to different students as differentindividuals may differ in various ways which certainly will affect the end outcome.

iv. End results cannot be generalized to other category of students or to students of otherschools.

v. There is the possibility that the research findings may not represent the actual fact.


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2.0 Definitions of term.

2.0.1 Game

A game is a combination of mental and physical activity or simulation of various

activities which has fun elements for the purpose of enjoyment. A game is also referred to as a

structured or semi-structured activity, and at time is also used as an educational tool.

2.0.2 Grammar

Grammar is the study of rules governing the use of language. Therefore, English

grammar refers to the rules that govern the use of English language.

2.0.3 Noun

A noun is the name of a person, place, thing or idea.

2.0.4 Verb

A verb refers to the word which expresses action or being.


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2.0.5 Adverb

An adverb is referred to as a word that tells more about a verb, an adjective or an

adverb.

Summary

The present research is actually an attempt to examine and investigate the

effectiveness and the productiveness of using games in the learning process of English

grammar items. The objectives of the research in overall are to determine whether games in

learning grammar item can really be an effective yet measureable tool as well as foster

positive attitude positively and motivate the students at the same time. The research questions

shall guide the conduction of the actual research and the hypotheses are to be tested

concurrently. Although some limitations may hamper the proceeding and outcome of the

research, it is hoped that it shall be kept at a minimum level possible.


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CHAPTER 2

LITERATURE REVIEW

2.1 Introduction

This chapter presents the related literature and research with English grammar

and the usage of games in the teaching and learning of English. It addresses the importance of

grammar in English language, the benefits of using games in the teaching and learning

English grammar plus its contribution at being a motivation driver for the purpose of teaching

and learning English.

2.2 Related Literature

2.2.1 English Grammar

Grammar is part of the general study of language called linguistics and it is also a

way of thinking about language . The subfields of grammar are morphology, syntax,

semantics, phonetics, phonology and pragmatics.

English grammar is a body of rules that specify how meanings are created in

English and there are many accounts of the grammar. The descriptivist group describes the

patterns through which meanings are typically created in functional speech and writing; and

the prescriptivist group sets out pre-existing rules as to how meanings are created.


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Leith (1997) defined grammar for linguistics are the level of their analysis of

linguistics structure which concerns the organization of words into sentences. There are

prescriptive grammar and also descriptive grammar. Grammar is the system of a language.

Regina Avalos (2001) in her article of writing stated the importance of grammar

in English language and that the use of proper grammar is always important in writing both

for non-fiction and fiction. Poor grammar tends to lead to miscommunication. Grammar

teaching can be done in many ways and with various tools and activities including games.

2.2.2 Games

Lin Hong of the Guangdong Foreign Language Institution in China states that

school students may wish to play games purely for fun but its the teachers that need to

consider which games to use, when to use them, how to link them up with the programme and

how different games will benefit students in different ways as supported by Khan (1996).

According to Lin Hong, the key to a successful language game is that the rules

are clear, the ultimate goal is well defined and the game must be fun. Without these elements,

games may not turn out to be exactly as the expectation of both teacher and students. It may

also hamper the objective of lesson as well. Therefore, it is an utmost priority for teachers to

emphasis on these elements while planning and carrying out games for the purpose of

teaching language.


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Lin Hong also stated that when giving instructions to beginners, a few words in

the mother tongue would be the quickest way to make everything clear. Games are the best set

up by demonstration rather than by lengthy explanation. However, it is very important not to

play a game for too long as there is a risk that students will begin to lose interest. It is best

recommended to stop a game at its peak.

2.3 Related Research

Chomsky (1957) proposed that a grammar should describe a native speakers

intuitive understanding of the language he or she uses. Chomsky uses the terms deep

structure and surface structure to describe that intuitive knowledge. In the beginning

Chomsky tried to explain how actual language users created and understood grammatical

structures they had never encountered in previous experience.

Chomsky later established a set of transformational rules that explained a

users competence with language. According to him, this competence explains how language

users could generate grammatical sentences. Chomsky explained that competence in language

use did not mean a user could invoke the generative rules of the language but it is needed to

be looked at the term generative grammar in order to better understand Chomskys point.

Chomsky has identified three basic types of syntactic structures: finite state

grammar, phrase structure grammar and transformational grammar. Transformational

grammar is a means of dealing with constituent structures. This is possible through a set of

rules that are based on the phrase structure, the horizontal structure, the vertical and tree

structure.. Those rules transform phrase structures into other forms and provide a more

economical explanation of how language functions. Transformational grammar explains the

deep structure of a language.


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In the 1970s there was a great optimism regarding transformational grammar

where it emphasis on how surface structures can be generated from deep structures and how

structures can be transformed into stylistic variants.

Many authors including Rixon (1979) agree that even if games resulted merely

in noise and entertained students but games are still worth implementing in the classroom in

view of the fact that games do motivate learners , promote communicative competence, and

generate fluency. Rixon (1979) suggests that games be used at all stages of the lesson with the

condition that they are suitable and carefully chosen. He also added that games ought to be at

the heart of teaching foreign languages.

Rixon (1981) stated that games which are organized according to rules are

academically beneficial as well as are enjoyable and most games require choral responses or

group works. Games are generally used after the presentation in the practice part due to the

reason that such communicative tasks can only be handled after acquiring sufficient grammar

and lexical points. Through well-planned games , students can practice and internalize

grammar extensively with the mixture of fun and entertainment.

Rixon (1981) stated that while playing games, the students attention is on

message and not on the language. In a way, students acquire language unconsciously since

their whole attention is engaged by the activity. The grammar games can be at times simulate

real life situations. Furthermore, play and competition that are provided by games also reduce

the stress in the classroom.


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W.R. Lee (1979) holds that most language games make students use the language

instead of thinking about learning the correct forms and he also adds that games should be

treated as central not peripheral to the foreign language teaching programme. On the other

hand, Hillocks (1986) pointed out in his meta-study on the teaching of grammar as a tool in

writing instruction that teaching transformational grammar did not seem to have a beneficial

effect on student writing.

Richard Amato (1988) stated that games can lower anxiety thus making the

acquisition of input more likely and he also believes games to be fun. Students are often

enthusiastic about practicing language by means of games as games are not only fun but assist

students to learn without a conscious analysis or understanding of the learning process whilst

they acquire communicative competence as second language users especially for the case of

low achievers.

Richard Amato (1988) stated that games add diversion to the regular classroom

activities, break the ice, and are be able to be used at the same time to introduce new ideas

which can boost performance of the learners. Zdybiewska (1994) believes games to be a good

way of practicing language because games provide a model of what students will use the

language for in real life in the future thus promotes good performance.

Wierus and Wierus (1994) stated that in the easy and relaxed atmosphere which

is created by using games, students tend to remember things faster and better. Hansen (1994)

stated that games are highly motivating and entertaining , plus can give shy students more

opportunity to express their opinions and feelings. Additionally, games also enable students to

acquire new experiences within a foreign language that are not always possible during a

typical lesson and this motivates the students to learn as well.


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Muhammad Faiq (2005), on his research related to the teaching of English in

Afghanistan stated that simulations, physical models games and role-playing are also very

useful and interesting strategies for teaching languages especially English including the

grammar items.

2.4 Summary

In summary previous publications and research showed that games are indeed

beneficial in the teaching and learning process of English language. However, its sffectivness

and productivity is primarily determined by the teacherss role and careful arrangement.

Games are good way to review and practice English. It is not a wasting effort to utilize for the

purpose of teaching and learning English in the classroom.


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CHAPTER 3

RESEARCH METHODOLOGY

3.1 Introduction

Since this research seeks to investigate the effectiveness and productiveness

of games in grammar teaching, the accurate and systematic research methodology was

employed. The items which are to be discussed in this chapter include the aspects of research

design, sample and population of research, procedure, research location as well as data

collection , administration and analysis.

3.2 Research Design

A research design is a plan to carry out the intended research. A quantitative

research design which is the experimental research design is employed for the purpose of this

research. It is a sort of group comparison study where different group of subjects are

compared in terms of one or more outcomes. An experiment is design and conducted where it

maximize the influence of the independent variable on the dependent variable. At the same

time it will minimize the extraneous factor influences. A total of 50 students are taken as the

respondents for this research. The control group and experimental group each consisted of 25

students.


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3.3 Population and Sampling

The population , which is the group of students to which the results of the

research which has been ideally generalized were the form two students with weak English

grammar knowledge and skills of a rural government school in the district of Keningau,

Sabah. A sample size was determined and the students were randomly selected to represent

the population of low achievers. Low achievers with poor English grammar were selected in

order to fulfill the requirement of this research.

3.4 Research Intruments

There are a number of instruments which were employed in this research. The

first instrument which was given was the test. The first was the pre-test which was given just

before the actual research begins with the main aim to determine the students of both groups

grammar knowledge in relation to the lesson designed for this research.

After the pre-test, the experiment is carried out. The experimental group was

given games treatment. Among the games which are proposed for the research purpose are the

name game of identifying and locating nouns in the surrounding , the verb game of acting,

and the adverb game of song. The games treatment was conducted and completed withintwo

weeks time.


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The next instruments which was employed was the post test with the aim of to

determine the current performance after the treatment among the experimental group. At the

end of the research , questionnaires were distributed among the experimental group to assess

their opinions and to get relevant feedback on the experiment particularly on games treatment.

3.5 Data Collection Procedure

The pre-test consists of 30 multiple choice questions on grammar item which was

answered by the students in both groups within45 minutes. It was administered in the two

classes of different groups on the same time and same day. The pre-test was given and

collected back a week before the actual research starts.

The post-test was given to the students in both groups after the games treatment

on the experimental group ended, which was the last day of the research. The post test

contains 30 multiple choice questions and was answered within 45 minutes. The test paper for

both test were collected manually by the researcher from respondents for checking and results

comparison between both groups. After completing the post-test , questionnaires were

distributed to the students in the experimental group to be answered in class to measure the

effectiveness of learning by having games in learning grammar and were collected back

immediately at the of the day.


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3.6 Data Analysis Procedure

Before proceeding to the data analysis, all students in both groups were made sure

to answer the pre-test, post-test and the questionnaires and the answer sheets were collected

back safely.

Percentage is used to describe the perceived effectiveness of using games in

learning grammar as well as its role in creating less stress environment of learning grammar in

the class. Frequencies and percentage is used to describe the respondents prefer method of

teaching and learning the grammar items. Means, standard deviations and P values are used to

describe the performance of the respondents before and after the games treatment. Percentage

and frequencies are used to determine the extent games can contribute towards the aspect of

solving the motivation problem in learning English as a whole and English grammarspecifically. The collect quantitative data are presented in table and graph forms along with

the explanation for the purpose of a clear research findings presentation.

3.7 Summary

This chapter outlines the methodology which is used in the current research. The

scope of research methodology includes the research design, population and sampling,

instruments of research , data collection and analysis as well. It is hoped that the data obtained

will allow the researcher measure and examine the effectiveness of games method in grammar

teaching and learning thus consider it as a tool to help the weak students to learn English

better yet interestingly.


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My proposal for coming thesis