PEMARKAHAN

KRL 3033
KAEDAH PENYELIDIKAN DALAM PENDIDIKAN SEKOLAH RENDAH
TAJUK
XXXXXXXX

DISEDIAKAN OLEH
NAMA

NO MATRIK

NAMA TUTOR E-LEARNING : XXXXXXXX

KUMPULAN UPSI : XXXXXXX
TARIKH PENYERAHAN : 20 MAC 2015

Table of content

PROGRAM

Page
1. Introduction

2. Background Research

3. Research Objective

4. Importance of Research

5. Limitation of research

6. Problems

7. Research Question

8. Research Instrumen

9. Advantages of Using SVA table

10. Summary

11. Bibliography

10

Introduction
Like all learning problems, difficulties in writing can be devastating to a child's education
and self-esteem. As children progress through school, they are increasingly expected to express
what they know about many different subjects through writing. If a child fails to develop
certain basic skills, he or she will be unable to write with the speed and fluency required to
excel as these demands increase. Indeed, for a child struggling with a writing problem, the
writing process itself interferes with learning. Students faced with such difficult odds have
trouble staying motivated.
Writing problems rarely occur in isolation, and improvements in writing go hand in hand
with the development of other non-writing-specific skills. Thus, a problem with the
development in one of these areas is likely to interfere with a child's progress as a writer. A
sentence is a group of words which starts with a capital letter and ends with a full stop (.),
question mark (?) or exclamation mark (!). A sentence contains or implies a predicate and a
subject.

Research background
I choose my Year 6 pupils as the material for this research. These 28 pupils are classified
in multiple ability class. The name of the class is 6 Arif. Their average score for English was 40
to 60. In English in of primary school, they are set for 4 crucial skills such as reading, speaking,
writing and listening. The school name is SK Trosor, Sg.Siput (U) Perak. For Year 6 pupil, they
are the candidates for formal and important examination for their whole life for that time called
UPSR. In English, my pupils were told by their teachers and parents to work hard and study as
best as they can do. For English in UPSR, students will have to answer two separate set of
questions. They are call Paper 1 and Paper 2. Paper 1 contains 40 objective questions including
variety of components such as vocabulary, collective nouns, social expression, cloze test and
comprehension. My pupil average score for this Paper is around 28 to 34 out of 40 question. It
seems they dont struggle so much in this section since they do have choice and time to think the

best answer depending from the choices given( A,B,C and D). Also known as multiple choice
questions (MCQ). Well, the main purpose of this research is on my student behavior and problem
in Paper 2. Paper 2 consists 4 parts of writing which surely test and challenge students on how to
construct sentences correctly along with proper punctuation and subject verb agreement .This
task on Paper 2 is also known as the killer in English Paper. In addition, it is quite difficult to
bring people to get interested in writing especially in English. Their attitude and misunderstood
of English makes they hate and bore in learning English.

Research Objective
Learning to use correct sentence structure often proves difficult for many students. Making sure
all of the parts are present can be a tedious task for a writer until it becomes second nature to
them. The purpose of this research is to help my pupils learn to express their thoughts completely
and concisely, while always ensuring that basic building blocks, or components, are present in
each sentence. After the basic building blocks are in place, other considerations, such as varying
the constructions of sentences, can be addressed. Adapt sentence construction to different text
types, purposes and readers.
A) Punctuate sentences accurately, including use of speech marks and apostrophes.
B) Write complex sentences, selecting and using a wide range of subordinators.
C) Adapt or rearrange sentences in relation to text types, using subordinate clauses to add
information, to give reasons and to explain.
D) Select appropriate words and order them in sentences to create interest and increase
precision, clarity and economy.
E) Use punctuation to create effects, e.g. slowing the pace of a sentence.

Importance of this research

There are many ways in which the same combination of facts can be 'packaged' in
sentences. Pupils need to be aware of some of the main options for varying the structures within
a sentence, for example by using subordinate clauses and passives. These options allow
information to 'flow' through a sentence so that it is clear which parts are most important.
They also improve the flow of information within the whole text, because they help the writer to
integrate each sentence with those on either side of it. Sentences provide us with the framework

for the clear written expression of our ideas. The aim in writing is always to write in complete
sentences which are correctly punctuated. Sentences always begin with a capital letter and end in
either a full stop, exclamation or question mark. A complete sentence always contains a verb,
expresses a complete idea and makes sense standing alone. Sentence structure and punctuation
are important parts of writing. If you cannot create a sentence or don't know proper punctuation,
you will be unable to effectively get your point across. There are several things that you need to
understand in order to understand sentences. This lesson will cover constructing a proper
sentence and how to punctuate a sentence. Clauses make up sentences. Pupils could not
understand sentences if teacher does not understand clauses. A clause is a group of words that
contains a subject and a verb. There are independent clauses and dependent clauses.

Limitation of the research

There are two important limitations to Subject-verb agreement. Firstly, agreement only
applies when the verb is in the present tense. In the past tense, there is no overt agreement
between and secondly, agreement applies only to third person Subjects. There is no distinction,
for example, between a first person singular Subject and a first person plural the
Subject and the verb .These limitations make me quite difficult to approach my students and
think about the most suitable approach to overcome the problem.

Problems
Sentence Construction
Through my observation most of my pupils made many mistakes on tenses. They do not
know on how to differentiate between Simple Present Tense and Present Continuous Tense. They
keep repeating the same mistakes without knowing their impact to their sentence. Besides than
that, many of my students are still weak in certain particular part of writing including sentence
structure),Spelling and Vocabulary Punctuation represent the lowest mistake occurred during this
sentence construction task. The mistakes happen because of their sloppiness .The mistakes
including small and initial letter, full stop and comma at the wrong place.

My observation in writing essay witnessed that most of my pupils do the same mistake in
sentence construction. This strengthen that most of my pupils do not understand clearly about the
tenses mistakes and usage. It is quite disappointed looking at this result. But ,in this section
Spelling and Punctuation represent the lowest mistake happened with a quite large number.
Because of so many writing problem .Some of the problems are that people either run
sentences together without using proper punctuation, or they use sentence fragments (see below)
when they should use complete sentences. Another problem when writing sentences is the use of
run on sentences (see below). In this section we will look into these problems (and others) and
analyze ways of avoiding them. Processes need to be automatic, active working memory is
critical. Good writing does not exist without good sentences. Below are some of the more
common problems with sentences written by students.
Mixed Construction: In general, a mixed construction occurs when a student begins one sentence
and ends with another. Problems can occur on a grammatical level, when the mixed construction
leads to improper subject-verb agreement or pronoun reference, or they can occur purely on the
level of logic, where the sentence is technically correct, but makes no sense.
For example:
Incorrect: For most people who eat veal, they don't think about where it came from.
Correct: Most people who eat veal dont think about its origin.
Subject-verb Agreement: Often, an intervening phrase or clause can lead to a lack of agreement
between subject and verb. Correctly identify the subject and make sure the verb agrees in
number.
For example:
Incorrect: One of the men who live in trailers wants to move to a house.
Correct: One of the men who live in trailers wants to move to a house.
My pupils may have difficulty recalling spelling, grammar, and punctuation rules, accessing
prior knowledge while writing, or organizing ideas. A memory problem may manifest itself in a
child's writing as:
A) poor vocabulary
B) many misspelled words
C) frequent capitalization, punctuation, and grammar errors
D) difficulty with word sounds, spelling, and meanings

The errors and awkward phrasing in their childrens essays often surprise parents of elementary
school students. Usually children exhibit a stronger command of language in conversation than
on paper and dont begin to write at a level equivalent to their owned speech until grades four to
seven. Here are some common errors in grammar, usage, and mechanics that will help you
identify the trouble spots in your childs writing.
Problem: Proper Nouns Not Capitalized
Example: I saw dr. smith in new york.
Solution: I saw Dr. Smith in New York.
Problem: Sentence Fragments
Example: Going to the grocery store for milk.
Solution: I am going to the grocery store for milk.
Problem: Run-on Sentences
Example: I like riding my bike after dinner first I have to help with the dishes.
Solution: I like riding my bike after dinner, but first I have to help with the dishes.
Problem: Lack of Subject-Verb Agreement
Example: He run every day.
Solution: He runs every day.
Problem: Incorrect Noun Plurals
Example: The berrys are ripe.
Solution: The berries are ripe.
Problem: Incorrect Plural and Possessive Nouns
Example: My parents wedding photo is beautiful.
Solution: My parents wedding photo is beautiful.
Problem: Wrong End Punctuation
Example: What are you doing.
Solution: What are you doing?

Problem: Not Forming Compound Sentences

Example: Tom likes baseball his friend likes hockey.
Solution: Tom likes baseball, but his friend likes hockey.
Problem: Lack of Commas in a Series
Example: Our flags colors are red white and blue.
Solution: Our flags colors are red, white, and blue.

Research Questions
A) How am I going to use Subject Verb Agreement Table to overcome this problem?
B) Why is sentence structure important?
C) Why most of my students dont understand the sentence construction concept?
D) What are the most difficult skills for children in order to master sentence constructions?
E) What is the most obvious mistake appears in sentence construction process?
F) How can I understand and overcome this situation/problem?

Research Instrument
First Instrument
Writing essay with several mistakes on Sentence Construction.
Second Instrument
Another mistake appear in sentence construction including various mistakes of
punctuation, spelling, wrong choice of word ,sentence pattern and vocabulary.

Advantages of Using Subject Verb Agreement Table

1. Subject and verb agreement is paramount for effective and clear communication. It helps my
students write good grammar and work that can be read and understood with ease. To test for
subject-verb agreement, substitute the subject in the sentence with 'he' / 'she' or 'they'.
2. Pupils may be knowledgeable about a certain area of expertise, but if they cannot
communicate effectively, their ability to share that knowledge is affected. Incorrect subject-verb
agreement can cause their writing to be confusing to the reader.
3. We should study subject and verb agreement to make ourselves better understood when we
talk. An added benefit of this study is that we sound educated when we speak correct English.
4. Understanding the significance behind subject-verb agreement can help you write better and
make your writing much easier to understand.

Summary
Teachers need to collect and review students learning goals and analyses to identify content
areas and skills that need to be reinforced and factors that may motivate student learning. For
example, teachers can organize small-group instruction around the subsets of goals students
prioritized for themselves, or can reteach concepts that a majority of students identified as their
weaknesses. Data collection is the process of gathering the various quantitative information
about the educational system. This could be carried out in a variety of ways such as through
observation, use of questionnaire or checklists, situation and resource appraisal, as well as, by
interviewing school personnel. Data analysis is a process of collation, presentation and
interpretation of the information contained in the data to aid decision making. There are
mathematical techniques that are usually adopted in aiding data analysis. For example, we could
use frequency counter, averages, mode, median, percentages, standard deviation, ratio and
percentile ranks for descriptive analysis of educational data. Some of these analysis that are
common in schools include teacher/pupil ratio, non-schooling gap, enrolment ratio, promotion
rate, repetition rate, drop-out rate, transition rate, admission rate, retention rate, completion rate,
graduation rate and wastage rate.

Study of Subject-Verb Agreement: From Novice Writers to Expert Writers

By : Surina Nayan
August 2009
Academy of Language Studies, Universiti Teknologi MARA Perlis
02600, Arau Perlis, Malaysia
(Traxler and Gernsbacher
2006; Osterhout et al. 1994; Frisch et al. 2002)
Dependency Grammar Based English Subject-Verb and Agreement Evaluation1
By : Dongfeng Cai , Yonghua Hu , Xuelei Miao and Yan Song
November 2010
Department of Chinese, Translation and Linguistics
City University of Hong Kong
83 Tat Chee Ave, Kowloon, Hong Kong
Stromswold, Why Children Understand and Misunderstand Sentences 1
Why Children Understand and Misunderstand Sentences: An Eye-tracking Study of
Passive Sentences*
1997 Karin Stromswold