PROGRAM SATU SEKOLAH SATU KAJIAN TINDAKAN

THE 3 – STEP APPROACH To Better Writing

prepared by

Mercy Ratna Bye A/P P.T. MoorthySMK SULTAN YUSSUFJALAN ILMU, 31000 BATU GAJAH

ACTION RESEARCH PROPOSAL

This action research focus on improving students’ skills in using the verb forms correctly (unnecessary shifting of tenses) when writing essays. A total of 30 students of average proficiency in Form 5 Sains 2 were involved in this study. A pre test conducted on the students showed that the students made a lot of grammatical errors (verb form – tenses). They used verbs that did not indicate clearly when an action or condition is, was or will be completed. Therefore, it unintentionally changes the meaning of what they intend to convey and disrupts the flow of their writing. In order to solve the problem, several activities were planned and carried out. As a result, the students showed improvement as they made less grammatical errors (tenses) in their written work.

1. Statements of the Problem.

Errors are an integral part of any learningprocess. Form 5 Sains 2 students in SMK SultanYussuf make many errors especially in using theverb form (tenses) when writing essays. Actuallyby now, they should have mastered the tenses.They use verbs that does not indicate clearlywhen an action or condition is, was or will becompleted. Therefore, it unintentionally changes themeaning of what they intend to convey anddisrupts the flow of their writing.

Aims of the study

This study aims to:-master the usage of the correct verb

form (tense)-write correct, meaningful, logical

and grammatical sentences in essays

-improve the writing skills of the students.

1. a. General Objective:

- To improve students' ability to write essaysusing the correct verb form (tenses).

b. Specific Objective:

Students will be able to: - master the usage of the correct verb

form. - write correct, meaningful, logical and

grammatical sentences in essays. - improve the writing skills of the students.

2.0 METHODOLOGY2.1 Pre test

2.1.i A first pre test was conducted for the students in Form 5 Sains 2 They were asked to write an essay on ‘How I spent my holidays’.2.1.ii. A second pre test was conducted. The students were given a worksheet containing 30 questions to discover students problems with tenses.2.1.iii. The students showed that they had problems with tenses (refer PT1 and PT2). They were confused on the usage of the Verb Form.

When using the English Language, we indicate the time of the action through the verbs. The time shown in the verb is what we call the tense. Many students fail to realize the importance of tense in the English Language.

2.2 Lesson 1(Confusion between Simple Present Tense and the

Present Continuous tense)

2.2..i. The students were drilled on the usage of Simple Present Tense and Present Continuous Tense. In spite of the popular belief that drilling is an obsolete method; I insist that it is an highly effective method with my target group.Example: They go to aerobics class twice a week. (S. Present Tense) They cannot wait for you now. They are going to school. (Present Continuous Tense).2.2.ii. The students were given 30 questions to answer.2..2.iii. The students could answer although they had some problems in seeing the differences between the two tenses.

2.3 Lesson 2(Confusion between Present Perfect Tense and Past Perfect Tense)2.3.i. The students were drilled on the usage of the tenses.2.3.ii. They were given 30 questions to answer.2.3.iii. The students found this area particularly problematic. The simple Past Perfect (I had bought) and the Present Perfect Tense (I have bought) were often confused with one another.

2.4 Lesson 3(Confusion between Present Tense and Past Tense)2.4.i. Students were drilled on the usage of the Present Tense and the Past Tense.2.4.ii. Students were given questions to answer.2.4.iii. Students tend to forget whether the question is about present or past time when they are writing.

Unless there is a conscious shift of time from past to present or vice versa on the part of the writer, we would normally expect only the four present tenses to be used when referring to present time (simple present, present continuous, present perfect and present perfect continuous). We would use only the four past tenses when referring to past tense (simple past, past continuous, past perfect and past perfect continuous).

Tense inIndependentClause

Purpose of Dependent Clause/Tense in Dependent Clause

Example (s)

SimplePresent

To show same-time action, use the present tense

I am eager to go to the concert because I love the Wallflowers.

To show earlier action, use past tense I know that I made the right choice.

To show a period of time extending from some point in the past to the present, use the present perfect tense.

They believe that they have elected the right candidate.

To show action to come, use the future tense. The President says that he will veto the bill.

SimplePast

To show another completed past action, use the past tense.

I wanted to go home because I missed my parents.

To show an earlier action, use the past perfect tense.

She knew she had made the right choice.

To state a general truth, use the present tense.

The Deists believed that the universe is like a giant clock.

PresentPerfectorPastPerfect

For any purpose, use the past tense.

She has grown a foot since she turned nine.The crowd had turned nasty before the sheriff returned.

Future

To show action happening at the same time, use the present tense.

I will be so happy if they fix my car today.

To show an earlier action, use the past tense.

You will surely pass this exam if you studied hard.

To show future action earlier than the action of the independent clause, use the present perfect tense.

The college will probably close its doors next summer if enrollments have not increased.

FuturePerfect

For any purpose, use the present tense or present perfect tense.

Most students will have taken sixty credits by the time they graduate.Most students will have taken sixty credits by the time they have graduated.

The 3 – Step Approach The students needed constant coaching in order to make them understand better. To arouse students’ interests and to help them master the correct usage of the Verb Form (tense), The 3 – Step Approach to Error Definition, Classification and explanation was introduced. Correcting all of the students’ errors is not recommended as it does not help them to learn from the errors made.

A better alternative is to indicate to students the type of errors made, using a code of symbols and then allow them to correct the errors themselves. For example:

Table 1 (code can very)

TENSE CODE

Present Tense Pr. T

Past Tense PT

Present Continuous Tense

Pr. CT

Present Perfect Tense Pr. PT

Past Continuous Tense

PCT

Past Perfect Tense PPT

A 3 – Step Approach is adopted for the analysis of students’ errors. This approach can be used in any grammar parts. The following outlines the steps involved with the use of a table. (Table 2)

(Table 2) Error Definition, Classification and Explanation

Identification of errors

Errors Definition and Classification

Explanation of rule

e.g: It is raining very heavily in November and December.

Tenses – Present Continuous Tense

Wrong usage of the tense. It should be in Present Tense: It rains very heavily in November and December.- habitual / repeated action.

Each of the three steps will be explained:1.Identification of error: - write out the sentence containing the error. - underline/highlight word / phrase / clause which shows the error.2. What is the type of problem? (Definition and classification of error) - state type of error – verb form (tense) - classify error type – wrong usage of tense

3. How can you explain the problem? (Explanation of rule and exemplification) - state the grammar rule which has been violated. e.g.: It is raining very heavily in November and December is wrong. It should be: It rains very heavily in November and December because it shows habitual or repeated actions and eternal truths. Therefore, it should be in Present tense and not Present Continuous Tense.

2.5 Post test After much drilling on tenses and coaching on how to detect and rectify students’ own errors, they are then asked to write the same as essay as in the pre test. They went through their essays themselves using The 3 – Step Approach method.The test was conducted to analyze whether the students had any progress in writing. The students were also given grammar questions to answer.

3. ASSESSMENT AND REFLECTION Based on my observation, I found that:

From the Post test it was found that students were able to use the correct verb form and made less grammatical errors in using the tenses in their essays. They also showed improvement in the grammar test, based on the Post test.

The drilling method helped students to comprehend better the differences of the verb forms (tenses).

The 3 – Step Approach method really appeared to be very useful especially after the drilling where the students could analyze the errors made by themselves.

4. CONCLUSION There is a need for students to recognize the significance of errors which occur in their writing and to fully grasp and understand the nature of the errors made. This requires English Language Teachers to be better equipped, more sensitive and aware of the difficulties students face with regard to grammar. This can be done with the help of The 3 – Step Approach to deal with various errors in grammar. Attention to error type and an understanding of the violation or misuse of specific grammar rules offer teachers a means of helping students deal with language and usage problems.

Attention to students’ errors in the language will empower teachers in the following ways:

Teacher knows the progress of the learner.

Teacher knows how language is learnt or acquired.

Teacher knows the strategies used as assumptions.

And / or hypotheses about how students learn are tested and revised accordingly.