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USING TEACHER’S GRAMMAR PORTAL TO ENHANCE KNOWLEDGE
ON ENGLISH GRAMMAR
TAN GEOK LIN
UNIVERSITI TEKNOLOGI MALAYSIA
DECLARATION OF THESIS
Author’s full name : TAN GEOK LIN
Date of birth : 12th
OCTOBER 1977
Title : USING TEACHER’S GRAMMAR PORTAL TO ENHANCE
KNOWLEDGE ON ENGLISH GRAMMAR
Academic Session : 2011/2012
I declare that this thesis is classified as:
I acknowledged that Universiti Teknologi Malaysia reserves the right as follows:
1. The thesis is the property of Universiti Teknologi Malaysia.
2. The Library of Universiti Teknologi Malaysia has the right to make copies for
the purpose of research only.
3. The Library has the right to make copies of the thesis for academic exchange.
Certified by:
SIGNATURE SIGNATURE OF SUPERVISOR TAN GEOK LIN ASSOC. PROF. DR WAN FARA ADLINA WAN MANSOR
UNIVERSITI TEKNOLOGI MALAYSIA
√
CONFIDENTIAL (Contains confidential information under the Official Secret
Act 1972)*
RESTRICTED (Contains restricted information as specified by the
organisation where research was done)*
OPEN ACCESS I agree that my thesis to be published as online open access
(full text)
PSZ 19:16 (Pind. 1/07)
Date: JUNE 2012 Date: JUNE 2012
NOTES: * If the thesis is CONFIDENTIAL or RESTRICTED, please attach with the letter from the
organisation with period and reasons for confidentiality or restriction.
USING TEACHER’S GRAMMAR PORTAL TO ENHANCE KNOWLEDGE ON
ENGLISH GRAMMAR
TAN GEOK LIN
This report submitted in partial fulfilment of the
requirements for the award of the degree of
Master of Education (TESL).
Faculty of Education
Universiti Teknologi Malaysia
DECEMBER 2011
“I hereby declare that I have read this thesis and from my point of view, this
dissertation sufficient in terms of scope and quality for the award of the degree of
Master of Education (TESL)”
Signature :
Name of Supervisor : ASSOC. PROF. DR WAN FARA
ADLINA WAN MANSOR
Date : JUNE 2012
I declare that this dissertation entitled “Using Teacher’s Grammar Portal to Enhance
Knowledge on English Grammar” is the result of my own research except as cited in
the references. The dissertation has not been accepted for any degree and is not
concurrently submitted in candidature of any other degree.
Signature :
Name : TAN GEOK LIN
Date : JUNE 2012
To my beloved family,
friends
and
my supervisor Assoc. Prof. Dr Wan Fara Adlina Wan Mansor
ACKNOWLEDGEMENT
First of all, I wish to thank all those who have supported and helped me in
writing this report. A special thanks and a deepest appreciation to my supervisor,
Assoc Prof Dr Wan Fara Adlina Wan Mansor, who had taught me a great deal
throughout the course of this study, enabled me to see things more clearly,
encouraged, helped and guided me at any time needed.
Moreover, I also would like to extend my sincere appreciation to my entire
friends, who had kindly provided valuable and helpful comments in the preparation
of the report, and to those who have involved directly or indirectly in the preparation
of this report, whom I have not mentioned above.
Last but not least, I would like to express my gratefulness to my family for
their advice and moral support.
ABSTRACT
This study makes use of a teacher’s grammar portal which is linked to other
online resources on English grammar. The objectives of the study are to examine
whether the use of the portal able to enhance the students’ knowledge on English
grammar and to investigate their perceptions on the use of the portal for grammar
learning. Based on the theoretical perspectives of behaviorist and interactionist, the
online resources were drill and practise type of exercises to condition the students in
remembering the rules of grammar while building their knowledge on grammar. For
six months, the students were required to use the teacher’s portal in learning English
grammar repeatedly, checked the answers themselves and had discussions among
themselves (and with the teacher) through a facebook page created by the researcher
who is also the teacher. During the period of the study, they were also required to sit
for progress tests to assess the progress of their learning and answered a
questionnaire at the end of the period. Data for the study were gathered through
progress tests, questionnaire and the postings within the facebook page. To further
monitor their learning behaviour, in class and online, the researcher made use of
participant-observation which made it easier to gather field notes by being part of the
group. Analysis of the findings shows that most of the students were positive about
learning English grammar through the teacher’s portal which they regarded as
interactive and interesting. This study also highlights the pedagogical implications
and recommendations for future research.
ABSTRAK
Kajian ini menggunakan portal tatabahasa guru dimana lamanweb sumber-
sumber tatabahasa Bahasa Inggeris boleh didapati dalam portal tersebut. Objektif
kajian adalah untuk mengkaji sama ada penggunaan portal ini dapat meningkatkan
pengetahuan pelajar tentang tatabahasa dalam bahasa Inggeris dan mengkaji persepsi
mereka terhadap penggunaan portal untuk pembelajaran tatabahasa. Berdasarkan
perspektif teori behavorist dan interactionist, sumber-sumber Internet berbentuk
latihan berulang kali digunakan untuk melatih pelajar dalam mengingati peraturan
tatabahasa serta meluaskan pengetahuan tatabahasa di kalangan pelajar. Selama
enam bulan, pelajar dikehendaki menggunakan portal guru dalam pembelajaran
tatabahasa Inggeris secara berulang kali, menyemak jawapan sendiri dan melibatkan
diri dalam perbincangan dalam kalangan mereka (dan dengan guru) melalui laman
facebook yang dibina oleh penyelidik yang juga memainkan peranan sebagai guru.
Dalam tempoh kajian itu, mereka juga dikehendaki menduduki ujian kemajuan
untuk menilai kemajuan pembelajaran mereka dan menjawab soal selidik pada akhir
kajian. Oleh itu, data kajian ini dikumpul melalui ujian kemajuan, soal selidik, dan
perbincangan atas talian melalui halaman facebook. Untuk memantau sikap
pembelajaran di dalam kelas dan atas talian, kaedah pemerhatian secara ”participant-
observation” digunakan supaya merekod pemerhatian. Dapatan kajian ini
menunjukkan bahawa kebanyakan pelajar mempunyai persepsi yang positif terhadap
pembelajaran tatabahasa Bahasa Inggeris melalui portal guru yang interaktif dan
menarik. Kajian ini juga membincangkan implikasi pedagogi dan cadangan untuk
kajian akan datang.
vii
TABLE OF CONTENTS
CHAPTER TITLE PAGE
TITLE i
DECLARATION ii
DEDICATION iii
ACKNOWLEDGEMENT iv
ABSTRACT v
ABSTRAK vi
TABLE OF CONTENTS vii
LIST OF TABLES x
LIST OF FIGURES xi
LIST OF ABBREVIATIONS xiv
LIST OF APPENDICES xvi
1 INTRODUCTION 1
1.1 Introduction 1
1.2 Background of the Study 2
1.3 Statement of the Problem 5
1.4 Objectives of the Research 6
1.5 Research Questions 7
1.6 Significance of the Study 7
1.7 Scope of the Study 8
1.8 Theoretical Framework 8
1.9 Operational Definition of Terms 12
1.9.1 Online English Grammar Resources 12
1.9.2 Online Learning or e-learning 13
1.9.3 Teacher’s Grammar Portal 13
viii
1.9.4 Behaviorism 14
1.9.5 Interactionism/Interactionist 14
1.9.6 Computer-Assisted Language Learning 15
1.10 Summary 15
2 LITERATURE REVIEW 16
2.1 Introduction 16
2.2 The Importance of English Grammar 16
2.2.1 English Grammar in Historical Perspective 18
2.2.2 English Grammar Teaching and Learning in SLA
Theories 19
2.2.2.1 Behaviorism 20
2.2.2.2 Interactionism 21
2.3 New Trends toward Grammar Instruction 22
2.3.1 CALL in English Grammar Teaching and Learning 23
2.3.2 Learning English Grammar Online 26
2.3.3 Using Teacher’s Grammar Portal in ESL 28
2.4 Summary 30
3 METHODOLOGY 31
3.1 Introduction 31
3.2 Research Design 31
3.3 Research Setting 33
3.4 Participants 34
3.5 Sampling 35
3.6 Data Collection Methods and Instruments 35
3.6.1 Teacher’s English Grammar Portal 37
3.6.2 Progress Tests 38
3.6.3 Postings through facebook Group 39
3.6.4 Participant-Observation 40
3.6.5 Questionnaires 42
ix
3.7 Research Procedures 42
3.8 Data Analysis 46
3.8.1 Content Analysis 47
3.8.2 Descriptive Statistical Technique 48
3.9 Summary 50
4 FINDINGS AND DISCUSSIONS 51
4.1 Introduction 51
4.2 Enhancing English Grammar Learning through Teacher’s
Grammar Portal 52
4.3 Students’ Perceptions on Learning English Grammar
using Teacher’s Grammar Portal 54
4.3.1 Resources for Learning Grammar in the
Teacher’s Grammar Portal 54
4.3.2 Easy Access 55
4.3.3 More Appealing if compared to Traditional
Method 56
4.4 Providing a Platform for Learning English Grammar 58
4.5 Discussions 60
4.6 Summary 63
5 CONCLUSIONS AND RECOMMENDATIONS OF THE
STUDY 64
5.1 Introduction 64
5.2 Summary of Findings 64
5.3 Conclusion 65
5.4 Limitations of the Study 67
5.5 Pedagogical Implications 69
5.5.1 Design and Selection of Online Resources or
Websites 69
5.5.2 Using Online Resources to Reinforce Existing
x
Practice 69
5.5.3 Online Communicative Applications 70
5.6 Recommendations for Further Study 70
REFERENCES 73
Appendices A – E 85 - 109
xi
LIST OF TABLES
TABLE NO. TITLE PAGE
3.1 Summary of the Relationships among Research Questions,
Data Collection and Data Analysis 49
xii
LIST OF FIGURES
FIGURE NO. TITLE PAGE
1.1 Background of the Study 4
1.2 Theoretical Framework of the Study 10
3.1 Research Design 32
3.2 Teacher’s Grammar Portal for the Study 37
3.3 Design and Development of the Teacher’s Grammar Portal
of the study 38
3.4 Research Procedures 43
4.1 Comparison between Scores of Progress Tests 1st and 8
th 53
5.1 Google Analytics - Report 68
xiii
LIST OF ABBREVIATIONS
Abbreviation Expression
CALL - Computer Assisted Language Learning
CLT - Communicative Language Teaching
CMC - Computer-Mediated Communication
ESL - English as a Second Language
FB - Facebook Group
ICT - Information and Communications Technology
LAD - Language Acquisition Device
L2 - Second Language
PT - Progress Test
SLA - Second Language Acquisition
SMK - Sekolah Menengah Kebangsaan
SPM - Sijil Pelajaran Malaysia
S-R - Stimulus-Response
UG - Universal Grammar
WWW - World Wide Web
xiv
LIST OF APPENDICES
APPENDIX TITLE PAGE
A Progress Tests 85
B Average Progress Test Scores 93
C Questionnaires 95
D Participant-Observation Notes 97
E Schedule 109
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