Professional Documents
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Signature : ………………………........................
Date : ...........................................................
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DECLARATION OF INTEGRITY
“I hereby declare that this submission is my own words and that, to the best of my
knowlegde and belief, it contains no materials previously published or written by
another person nor material which to a substantial extent has been accepted for the
award of another degree or diploma of the university or other institute of higher learning
except where due acknowledgement has been made in the text.”
Signature : ................................
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DEDICATION
I dedicated this to
and my family
Thanks for the understanding, encouragement, and advice that has been given over the
years.
Who has never entertained boredom as to fully provide guidance and advice also share
My friends,
Thank you for the reminder, information, surely a memory that we have created together
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APPRECIATION
Alhamdulillah, thanks are due to Allah S.W.T because with His grace I can
finish this research. I would like to express tons of appreciation to the supervisor of tmy
action research, Mr. Ahmad Zulkiply Bin Mohd Yassin on guidance that has been given
throughout this study. Thanks a lot as he never tire to devote his knowledge to me.
Heartfelt appreciation also goes to my family which has always been very
friends. I will always remember our difficulties in order to overcome these obstacles.
Nobody can ever replace you and I hope all the good deeds will be rewarded by Him.
Thank you.
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ABSTRACT
This action research was done with the aims to improve teacher’s practice using “Self-
Assessment” method in increasing pupils’ Year 4 performance in the English test
particularly in the field of grammar. A total of 6 pupils consisting of 3 male and three
female pupils have been involved in this study. Initial observation found that the pupils
still making the same mistake despite answering the similar questions. The data was
collected and triangulated through three types of method which are the pre and post-test
instruments, the observation checklist form and the interview questions. The result
obtain from the study showed that the use of self-assessment method in this action
research provide a positive impact and increased pupils’ performance in the grammar
test.
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Table of Contents
vi
6.1 Structured observation ....................................................................................................... 23
6.2 Pre and post-tests ............................................................................................................... 25
6.3 Questionnaires ................................................................................................................... 29
7.0 FINDINGS ............................................................................................................................. 32
8.0 SUGGESTIONS FOR FURTHER RESEARCH .................................................................. 34
9.0 REFERENCES ...................................................................................................................... 36
10.0 APPENDICES ..................................................................................................................... 37
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TABLES
Table 4 Differences in pupils’ achievement in the personal pronoun pre and post-test .. 27
Table 5 Differences in pupils’ achievement in the possessive pronoun pre and post-test ............28
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FIGURES
Figure 1 Relationship between grammar, system of sound and written symbol ............... 5
Figure 2 Number of pupils answer correctly in grammar section inYear 4 Harmoni ..... 10
Figure 7 Differences in pupils’ achievement in the personal pronoun pre and post-test . 27
Figure 8 Differences in pupils’ achievement in the possessive pronoun pre and post-test ...........28
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APPENDICES
APPENDIX A …………………………………………………………………… 37
APPENDIX B …………………………………………………………………… 38
APPENDIX C …………………………………………………………………… 39
APPENDIX D …………………………………………………………………… 41
APPENDIX E …………………………………………………………………… 42
APPENDIX F …………………………………………………………………… 44
APPENDIX G …………………………………………………………………… 46
APPENDIX H …………………………………………………………………… 48
APPENDIX I …………………………………………………………………… 50
APPENDIX J …………………………………………………………………… 51
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1.0 INTRODUCTION
in school does not automatically ensure pupils competency level of the target language.
It takes more than finishing a syllabus to instil a proper system of English language
grammar in the primary school curriculum. Thus, even after six years of formal school
English language instruction, there are cases of failures in mastering grammar especially
in writing skills.
Lots of times, especially if you are self-editing, it's easy for little grammar
mistakes to slip by ones that are a letter or two off from the word you need, or just plain
usage errors that you are not sure about. These are genuine mistakes no one is actually
going out and writing these on purpose and hopefully your content is largely void of
But how do you prevent those grammar mistakes if you are not even aware that
you are making them? This idea of self-assessment allows pupils to detect or identify
their mistake straight away. It is proven that when the pupils identify their mistake, they
can memorize and avoid doing the same mistake again in the future. The role of the
teacher in this act is to tell the right answer, tell why it is supposed to be so and to
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Based on the, Dokumen Standard Kurikulum dan Pentaksiran Bahasa Inggeris
learning becomes effective, interesting, fun and relevant. Grammar should be taught in
context as well as explicitly so that pupils learn the rules of grammar and how to apply
these rules in speech and writing. Various activities such as language games, quizzes,
grammar songs and meaningful grammar drills will make the learning of grammar more
accessible and enjoyable. Through these, pupils will understand, grasp and apply
Also through this new syllabus, it has been allocated one specific day for
module emphasises the importance of having pupils develop a sound grasp of the
language structures and grammar of Standard British English, both orally and in writing.
process. After all, how could learners who are still in the process of acquisition,
a way to assess the pupils. But a closer look at the acquisition of any skill reveals the
importance, if not the necessity, of self-assessment. What successful learner has not
developed the ability to monitor his or her own performance and to use the data gathered
for adjustments and corrections? Successful learners extend the learning process well
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beyond the classroom and the presence of a teacher or a tutor, autonomously mastering
test’.
rationale of having assessment in the teaching and learning activities partly would be; to
According to Huba, Freed and Freed (as cited in Mihram, 2007), assessment is
the process of gathering and discussing information from multiple and diverse sources in
order to develop a deep understanding of what students know, understand, and can do
with their knowledge as a result of their educational experiences; the process culminates
3
As a whole, Palomba and Banta (as cited in Gardiner 2004) had simplify
assessment among pupils where they stated that assessment is the systematic collection,
review, and use of information about educational programs undertaken for the purpose
planning, to deciding whether to have dessert or not. But have you considered self-
individuals evaluate their own performance, skills, or attributes. The information is then
used to motivate the person to acknowledge gaps, set goals and achieve them.
Brown (2007) states that self-assessment derives its theoretical justification from
autonomy stands out as one of the primary foundation stones of successful learning. The
ability to set one’s own goals both within and beyond the structure of a classroom
independently monitor that pursuit are all keys to success. Developing intrinsic
motivation that comes from a self-propelled desire to excel is at the top of the list of
description of a language. Some also derive grammar as a set of rules and examples
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dealing with the syntax and word structures of a language, usually intended as an aid to
the learning of that language. Grammar can be divided into two that are descriptive
language as it's actually used by speakers and writers. Prescriptive grammar refers to the
According to Greenbaum and Nelson (2009), grammar refers to the set of rules
that allow us to combine words in English into larger units. Another term for grammar in
this sense is syntax. Grammar is the central component of English it mediates between
the system of sounds or of written symbols, on the one hand, and the system of meaning,
on the other.
my experience during my practicum, pupils are very weak in acquiring the target
and identify their errors or mistakes in grammar. This study will be focusing on the
prescriptive grammar.
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1.2 The Reflection of past teaching experience
In the year of 2013, the researcher had undergone a practicum in a rural school in Perlis
namely Sekolah Kebangsaan Kayang. During the practicum, the researcher gave several
task sheets to the pupils as enrichment activities at the end of every lesson. It was normal
to see some pupils making mistakes while attempting to answer the questions given. In
fact, it did not seem strange at all that most of the pupils are making mistakes when
answering the questions. What is expected for the second class pupils in a rural school
language but for some English is considered as the third or foreign language where the
Thai is their first. For the information, the researcher had been given the second class for
By the end of the month, the school had conducted a formative test to assess the
pupils’ performance. This was an effort made by the school independently eventhough it
was not instructed by the Office of District Education (PPD). For KSSR based classes,
there should not be any formative test but during that time, all of the classes in the
school were involved. The test took almost a week to be conducted. It comprises of all
major subjects such as Bahasa Melayu, English, Mathematics, Sciences and so on. The
problem arises when the researcher was marking their work on the test paper.
As been mention before, it did not seem strange for pupils to make mistakes
when answering questions. But it did feel odd if the pupils are making the same mistakes
even when answering the similar questions. How can the researcher be so sure? This
statement was based on their performance in grammar section. In this part, if you are
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wrong, you cannot be right. The answer is definitive. Grammar question is not a
subjective question where there can be many answers for the same question. This is how
the problem can be detected. This is because it was very obvious when you are making
mistakes in grammar.
When being placed in Sekolah Kebangsaan Kubor Panjang for the next
practicum, the researcher found that the problems were also happening in his class. After
conducting a monthly test for March, the researcher realised that most of the pupils
cannot score on the test. Most of them answer wrongly in the grammar section. One may
say that this reflect on the teacher teaching. The researcher agreed with that. On the
other hand we can also look at the pupils’ confusion to differentiate on how to use
grammar properly. For instance, for singular noun, should we use the verb ‘kick’ or
‘kicks’ instead. This confusion has made the decision making for the pupils becoming
hard. Being pressured by the time, the pupils tend to answer for the sake of answering;
Realising this, the researcher have come up with the idea of conducting a
research to promote their marks in grammar test. The idea also came as the result of
doing some reading on the many examples of thesis available mainly on the net. One
that caught the researcher eyes was a thesis by Khalid Salim Al-Jardani entitled ‘An
Learners’. Based on this, the researcher was more certain to conduct a research about
self-assessment. Eventhough the researcher cannot access the entire component of the
thesis, the researcher can get the gist of the thesis solely on the title.
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Previously, the researcher found that the pupils still attempting the same mistake
they made eventhough the teacher had told them that they are wrong (orally). This is
after the teacher himself or herself marked the pupil’s work. By then, the researcher
realized that pupils were not able to identify their own mistake when the teacher only
The researcher believed that the pupils’ attention will rise when they found out
that they had made a mistake during the assessment. They will then concentrate on the
mistake and started thinking in the future to avoid making the same mistake again. The
researcher also believed that the self-assessment method will be able to improve
teachers’ practices in the classroom. Other than that, the success of this research will
assessment method.
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2.0 THE FOCUS OF RESEARCH
The researcher was certain that the issue to be controlled here was the making of the
same mistake even when given the similar types of question. For instance, the example
can be seen when the pupils answered the question in the field of grammar. Many were
still making mistake even when they were given the similar questions. The researcher
became more certain on this matter when the researcher himself experienced it. It was
experienced during two of the researcher’s practicum phase where both were done in a
rural school.
After several readings were completed, the researcher has chosen self-assessment
method to be used in attempting the intervention towards the pupils of Year 4 Harmoni.
The self-assessment method was chosen after considering the performance of the pupils
and the improvement that it will give when the pupils understand their mistake. The
researcher believed that the pupils will remember better when they found their mistakes
by themselves.
As the result, the researcher came up with an idea which was to study the
grammar test.
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2.2 Preliminary Investigation
Based on the researcher’s experiences, the researcher have gathered data as a prove of
problem and also as a starting point to conduct the research of ‘self-assessment focusing
on upgrading pupils’ performance in grammar test’ among Year 4 pupils. The researcher
had gathered data on a test conducted in March (see Appendix A). The data collected
were as follows:
30 28
25
25
21
20 19
15
Number of
10 9 pupils
0
Question 21 Question 22 Question 23 Question 24 Question 25
This was the grammar section of the test in March namely E-Pantau Mac Bahasa
Inggeris Tahun 4. The questions and choice of answers are as in Appendix B.The total
number of pupils in the classroom is 28. Based on the graph in Figure 2 above, all of the
pupils manage to answer correctly for question 21. 25 pupils manage to answer correctly
for question 24 which was the second highest for grammar section. The lowest score was
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numbers of pupils answer correctly were 9, 19 and 21 respectively. For information,
Based on Figure 2, it can be seen that the pupils answer poorly on question 23. Question
23 was on pronoun. For the question, only 9 pupils manage to answer correctly. More
than half answered wrong and this shows that the pupils of Year 4 Harmoni were weak
in grammar test especially in pronoun part. This was further amplified by the number of
pupils who manage to score correctly for question 25 where the question also was on
pronoun. Only 75% of the population of Year 4 Harmoni manage to answer correctly.
self-assessment, pupils assess themselves. This can encourage them to take greater
responsibility for their learning. For instance, teacher can encourage them to engage
with assessment criteria and reflection of their own performance. Indirectly, the pupils
will gain insight of their own performance and slowly build the urge to improve their
criteria of selection. The first one is the governance reliability. The governance
reliability should answer questions like “Can the intervention be done during the
teacher’s time in school?”, “Does the intervention needs more work forces to be
Next, the researcher also selected the intervention method based on the relevance
of the method to the school, the teachers and the pupils. The method should be able to
contribute positive enhancements towards the school, teachers and pupils. This means
that the method can help the school administration in the sense of the improvement of
the pupils’ result, can improve the teachers’ practices in the classroom when being
implemented and able to improve the pupils understanding towards the lesson.
Other than that, the researcher also consider the pupils centred session where the
assessment and the explanation was done targeting on the pupils’ error. The teacher will
focus more on the question when there are many pupils committing mistakes for the
question.
Assessment
Assessment refers to the process of gathering information using various methods that
assessors use to systematically evaluate, measure, and document the academic readiness,
learning progress, and skill acquisition of students from preschool through college and
adulthood.
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Self-assessment
There are many types of assessments and one of them is self-assessment. Self-
Grammar
sometimes also phonology and semantics. Grammar is divided into eight parts of speech
which are noun, pronoun, verb, adverb, adjective, preposition, conjunction and
interjection.
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3.0 OBJECTIVES/ QUESTIONS OF RESEARCH
This research is mainly to examine the extent to which the use of self-assessment
effects?
autonomy?
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4.0 TARGET GROUP/ PARTICIPANTS
The researcher has conducted the research in a year 4 class. This research has been
conducted on several pupils consisted of boys and girls. The participants were from year
4 Harmoni where this class is the first class in their level. In this classroom, there were
28 pupils overall, 12 of them were boys and the others were girls. 6 of the pupils
consisting of three boys and three girls were selected to be as respondents of the
research.
The reason of selecting the pupils from the first class is that the researcher did
not want the incompetency of the pupils in English language to interfere with the
research. Pupils from the other classes are considered weak in reading especially in
English language.
These participants were from Sekolah Kebangsaan Kubor Panjang one of the
rural schools in Kedah located in the district of Pendang. Most of the pupils around the
area were influenced by the Thai dialect due to the many Siamese descendants. In
comparison from the researcher previous school which is Sekolah Kebangsaan Kayang,
the reseaercher found that the pupils’ cognitive level of this school was much lower than
the pupils in Sekolah Kebangsaan Kayang. To be precise, the researcher can say that the
pupils in Year 3 second class in Sekolah Kebangsaan Kayang are more competent than
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5.0 PLAN OF ACTIONS
Sedikides (2007) suggests that the self-assessment motive will prompt people to seek
information to confirm their uncertain self-concept rather than their certain self-concept
and at the same time people use self-assessment to enhance their certainty of their own
self-knowledge. For my intervention, the researcher will act as the information giver.
assessment and to apply them accordingly. Brown (2007) classifies the categories into
generated tests.
production and renders some kind of assessment of the performance. The teacher is to
facilitate the pupils and help them answer questions like ‘why their answer is wrong’
to look for resources. Internet sites offer many quizzes and tests. Teacher may assess a
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grammar quiz on the internet as one of the source for the test. For this research, the
few certain procedures of actions. The procedures of actions that had been carried out
were as follows:
Week one
Selection of participants
Week two
Pupils were given the pre-test of personal pronoun (see Appendix C).
The test which consisted of fifteen questions was in the form of multiple-choice
question (MCQ).
Pupils were asked to circle the right answer on the test paper.
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After each of the questions, the researcher stopped and explained on why the
answer should be as it was.
After the intervention was done, the researcher filled the researcher observation
form (see Appendix D)
To acquire information and data on how well the participants had done after
being carried out recommended intervention.
The personal pronoun post-test (see Appendix E) were designed exactly the same
as pre-test but with different questions so that the comparison of the results of
pre-test and post-test can be analysed easily and clearly.
To analyse and interpret findings of collected data from the pre and post-test
Week three
Pupils were given the pre-test of possessive pronoun (see Appendix F).
The test which consisted of fifteen questions was in the form of multiple-choice
question (MCQ).
Pupils were asked to circle the right answer on the test paper.
To acquire information and data on how well the participants had done after
being carried out recommended intervention.
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The possessive pronoun post-test (see Appendix G) were designed exactly the
same as pre-test but with different questions so that the comparison of the results
of pre-test and post-test can be analysed easily and clearly.
To analyse and interpret findings of collected data from the pre and post-test
Week four
Final test
To acquire information and data on how well the participants had done without
being carried out recommended intervention and after a week.
The post-test were designed exactly the same as pre-test but with different
questions so that the comparison of the results of pre-test and post-test can be
analysed easily and clearly.
The test consisted of 30 questions comprised of personal and possessive pronoun
questions.
Questionnaires
To analyse and interpret findings collected from the collecting data process to
test the effectiveness of the recommended intervention.
Report writing
Writing a full report of all the details of the research as well as reporting about
the findings of the research.
I've been doing triangulation to collect data related to the study of this action research.
According to the research guidelines of Division of Teacher Education (as cited in Nik
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Najmiah, 2011), triangulation can be divided into several types such as time
triangulation, method and research triangulation. To collect data for this action research,
the researcher have used the method triangulation or in other words, the triangulation of
Questionnaires
Observation Test
(observation form) (Pre and post-tests)
The first method that the researcher have done to collect the data of this study was the
observation. Observations can be used to observe the behaviour of the respondent based
research, the researcher has used structured observation because it was easier and
systematic. The researcher has identified the aspects that the researcher wanted to
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observe during this session. The researcher have prepared an observation form that
consists of ten observation item which use the scale rating from 1 to 5 for each item
The observation process was carried out while the researcher was conducting the
session. The researcher has filled this observation form immediately after the session
was over. This was to ensure that the researcher can make an accurate assessment and
provide the exact scale to the aspects of the observations that have been set before the
session.
The second method that the researcher has used to collect the data was the test. Test is a
method used to collect data to assess and track student comprehension of a lesson that
has been taught according to Ministry of Education (2008) in the manual of action
research. The researcher has done pre and post-tests to compare the performance of Year
Each set of pre and post-test consists of 15 questions with a total score of 20 (20
questions). Questions in pre and post tests were constructed in similar format which is
the multiple choice question. The pre and post tests were conducted in two session in
which each session tests the pupils of different types of pronoun that is the personal and
possessive pronoun. The final test (see Appendix H) consists of 30 questions that
combined the personal pronoun and the possessive pronoun questions. The final test was
constructed so that the researcher can collect the pupils’ performance based on their
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score. The pupils were given 15 minutes to answer the questions for the first and second
session. For the last session, the pupils were given 30 minutes to answer all the
questions.
5.2.3 Questionnaires
The third method that the researcher has implemented to collect data was a
questionnaire (see Appendix I). The questionnaire is one of the data collection tools that
is often used in research (Chow & Jaizah, 2011). The questionnaire is a structured
interview conducted in writing. Respondents only need to give a brief reply, or select
one option from the answers that were provided. Questionnaire which the researcher has
prepared includes ten items and assessed using Likert scale. Likert scale with the
disagree, disagree', 'not sure', 'agree' and 'strongly agree' (Ministry of Education, 2008).
faster and easier to be conducted. In addition, respondents were free to answer in their
time and at their own pace. The researcher had circulated a questionnaire to the
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6.0 INTERPRETATION OF DATA
The researcher has used three instruments to collect the data for this research. The
instruments are the structured observation, pre and post-tests and also the questionnaire.
To assess the finding of the observation and questionnaire, the researcher had set four
levels that will interpret the data to be weak, low, average and high like that had been
The researcher has carried out observations of two intervention sessions using the
immediately after each session to ensure that the researcher can make an assessment and
provide the exact scale aspects of the observations which the researcher has established
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No. Item 1 2 3 4 5 Min
1 Pupils fully respond and cooperate well. √√ 5.00
2 Classroom control is in good condition. √ √ 4.50
3 The technique used is suitable to the pupils. √ √ 4.50
4 Pupils give full attention during the session. √ √ 4.50
5 Pupils participate actively. √ √ 4.50
6 Pupils look energetic and motivated. √ √ 4.50
7 Classroom environment is cheerful and fun. √√ 4.00
8 Pupils are excited to answer the post test. √ √ 4.50
9 Pupils can identify the noun in the questions. √ √ 4.50
10 Pupils can answer question regarding pronoun √ √ 4.00
orally in the classroom.
Average Min 4.45
Table 2 Intervention by using self-assessment for Year 4 analysis
10
6
Session 2
4
Session 1
2
Based on Table 1 and graph 1, item 1 got the highest min which is 5.0. The
researcher assessed ‘the pupils fully respond and cooperate well’ with the scale of 5
because at that particular session, the researcher was very satisfied with their
cooperation. Based on Graph 1, the slightly decrease of points can be seen for the item
two which is ‘classroom control is in good condition’. This may be due to the fact that
24
the pupils were very excited, enjoy and became more active in the classroom. This can
be proven through the increased of points for the items 3, 4, 5, 6, 8, 9 and 10. For the
item 7 which is ‘classroom environment is cheerful and fun’, the points remain
unchanged which posted a 4 on the scale. The researcher believed that the classroom
environment was not fun and enjoyable due to the fact that the researcher used cliché
Sets of pre and post-test consist of 15 questions and resulted in a total of 30 test scores.
Test scores are divided into four stages, which are excellent (24-30), good (23-17),
Score Level
24-30 Excellent
17-23 Good
09-16 Average
0-8 Poor
Table 3 Levels of pre and post test scores
Pre tests
Pre-tests were conducted on the six participants in Year 4 before the intervention
sessions were performed. The pre-tests were conducted twice with different field of
grammar. The first one was on personal pronouns and the second one was on possessive
pronoun. The following were the scores of the pupils in the grammar pre-tests:
25
30
25
20
15
Personal
Pronoun
10 Possessive
Pronoun
5
0
1 2 3 4 5 6
Post tests
The researcher have conducted post-tests after the self-assessment session have been
implemented to the pupils of Year 4. The post-tests were also conducted twice similar to
the pre-tests. The following were the scores of the pupils in the grammar post-tests:
31
29
27 Personal
Pronoun
25 Possessive
Pronoun
23
1 2 3 4 5 6
26
Based on Figure 6, all of the participants manage to gain full mark except for one
participant who only managed to score 28 marks in post-test for possessive pronoun.
The researcher has obtained pre and post-tests results for pupils in Year 4 (see Appendix
J). The researcher have analysed the total score, the mean scores and the percentage of
pre and post-tests scores to see any increase in scores in grammar test after running the
self-assessment method. The following were the variances and analysis of pre and post-
Number of pupils
Score Pre-test Post-test
Excellent (24-30) 2 6
Good (17-23) 4 0
Average (09-16) 0 0
Poor (0-8) 0 0
Table 4 Differences in pupils’ achievement in the personal pronoun pre and post-test
7
6
5
4
Pre-test
3
Post-test
2
1
0
Excellent (24-30) Good (17-23) Average (09-16) Poor (0-8)
Figure 7 Differences in pupils’ achievement in the personal pronoun pre and post-test
27
Based on the figure and table above, there were significant development of the
respondents’ scores. Pre-test scores showed that only two respondents who achieved the
best performance in the range of 24 to 30 post-test scores showed that all respondents
were able to obtain the best performance in the same range. More than half of the
respondents were able to improve the performance and shows a positive development.
Number of pupils
Score Pre-test Post-test
Excellent (24-30) 2 6
Good (17-23) 2 0
Average (09-16) 2 0
Poor (0-8) 0 0
Table 5 Differences in pupils’ achievement in the possessive pronoun pre and post-test
7
6
5
4
Pre-test
3
2
Post-test
1
0
Excellent (24-30) Good (17-23) Average (09-16) Poor (0-8)
Figure 8 Differences in pupils’ achievement in the possessive pronoun pre and post-test
There were also significant developments of the respondents’ scores based on the
table and figure above. For the possessive pronoun test, it is shown that the data was
almost similar to the data of personal pronoun test. The only different can be seen during
pre-test where 2 of the respondents scored average which is in the range of 9 to 16.
Another two respondents scored good and the others scored excellent. Pre-test scores
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showed that only two respondents who achieved the best performance in the range of 24
to 30 post-test scores showed that all respondents were able to obtain the best
performance in the same range. More than half of the respondents were able to improve
the performance.
Table and graph on the previous page show the number, mean and percentage
difference of scores obtained from grammar pre and post tests for Year 4 pupils. The
number of pre-test score was 252 and the number of post-test score is 358. Post test
scores showed an increase of 106 or 29.45% compared the pre-test. Post-test mean score
increased to 59.67, compared to 42 in the pre-test and showed a difference of 17.67. The
percentage of test scores for pre-test was 70% compared to 99.45% for the post-test. The
post test score higher than pre-test showed a positive development of using the self-
6.3 Questionnaires
The questionnaires have been distributed to Year 4 pupils at after the performance test to
study the effectiveness of ‘self-assessment method’. The data of the study using
questionnaires were reported in the form of descriptive reports using min. To evaluate
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these findings, the researcher has put four levels that will interpret the data to be weak,
low, average and high like that had been tabulate in Table 1.
Based on this level conditioning, the researcher was able to identify the
researcher was also able to evaluate the acceptance and feelings of the pupils of Year 4
when the teaching and learning was done using ‘self-assessment method’. The findings
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5.2
5 5 5 5
5
4.77
4.8
4.67 4.67
4.6 4.5
3.8
1 2 3 4 5 6 7 8 Total
mean
Based on Table 7 and Figure 9, item 2, 3, 4 and 7 showed the perfect scores with
the mean of 5.00 which is the highest. The other items scored more than 4.00 for the
mean. This is considered to be high if compare to 5.00, the highest mean possible to be
attained. Based on these results, it showed that the pupils were fairly happy, attracted
and prefer this method of assessment compare to the normal one. No item has recorded
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7.0 FINDINGS
The researcher has gathered the research data using three instruments which are the
observation, questionnaire and test (pre and post-tests). The result of the observations
showed the effectiveness of using self-assessment method in improving the pupils result
in grammar test where the data indicated that the pupils’ mean was 4.45. The pupils of
Year 4 gave respond and attention during the conduction of the intervention. The pupils
of Year 4 Harmoni were very excited, active and enjoy during the intervention session
because they understand and able to identify the noun in the questions. As the result, the
The findings of the grammar pre and post-tests analysis showed the improvement
of Year 4 Harmoni pupils by 29.45%. This proved that the pupils’ result in grammar test
can be improved with the help of self-assessment. On the other hand, self-assessment
method was shown suitable to be used based on the analysis of questionnaire performed
by Year 4 Harmoni pupils with the total mean of 4.77 where 5.00 is the highest mean.
have been filled by the Year 4 Harmoni. The findings of the observation and
questionnaire showed that they did not deviate from each other. This has proved that the
self-assessment method can be used to improve the teachers practice in the classroom,
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can help teachers to control the classroom other than to motivate the pupils in the
classroom.
It is clear from the data that there were changes in the pupils’ result in grammar
test. In particular, over the period of the study, learners completed the test in less time
compare to the time required by the test. This can be seen when the researcher
The findings of this study suggest that self-assessment can make an important
their result in grammar test. The teacher’s role in supporting the pupils is central. As the
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8.0 SUGGESTIONS FOR FURTHER RESEARCH
While the findings of this research showed positive grades in improving the pupils’
result in grammar test, many efforts can be taken to improve the validity of this result.
There are a few recommendations that should be taken into consideration by teachers
and syllabus designers to improve the pupils result in grammar test as the research was
First, future researcher can consider on taking more pupils as respondents. This
can improve the accuracy of the data gathered where the data would be more precise.
The researcher needs to collect more data to obtain reliable data. The more data you
have, it may lead to more accurate your information. According to A Technical Guide
for State and Local Governments, the analyst should review the survey instrument for
possible bias, the sample selection method, the size of the sample, the degree of training
Secondly, future researcher can also consider including teaching aids when
giving explanation during the self-assessment session. During the session, the researcher
should already know on what topic the test is on. If possible, the researcher can prepare
teaching aids earlier to explain on the topic. Using teaching aids can make the lesson to
be more meaningful and further will help the pupils to retain the information.
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Finally, future research can also be done on different area of grammar such as on
verb, adverb, adjective and so on. The researcher can also consider on doing research by
using different types of test such as cloze test, subjective test and many more. Try to find
future researcher can also find whether different types of data collection methods
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9.0 REFERENCES
Sedikides, C., & Strube, M.J. (2007). Self-evaluation: To thine own self be good, to
thine own self be sure, to thine own self be true, and to thine own self be better.
Advances in Experimental Social Psychology, 29, 209-269.
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10.0 APPENDICES
APPENDIX A
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APPENDIX B
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APPENDIX C
Name:_________________________________________________________
1. My cousin and her friend were at the mall. _____ were at the mall.
A He B They C She D It
A He B They C She D It
3. Does your aunt know what happened? Does _____ know what happened?
A He B They C She D It
A He B They C She D It
5. My friend Linda and I are going on a trip. ______ are going on a trip.
A You B She C It D We
A They B You C He D It
A They B You C He D It
A They B You C He D It
A They B You C He D It
A You B We C It D He
11. Today Kamal didn't bring ___ book to school. I think he left it at home.
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A he B his C him D himself
12. It's my mother's birthday next week. I am going to buy ______ a present.
13. I live in a house with two friends; Man and Amran. ______ eat dinner together every
day.
A We B Us C Our D Ours
A me B my C mine D myself
15. If you win the game, I am going to give ___ a bar of chocolate.
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APPENDIX D
Date: _______________
Scale
1 Strongly disagree
2 Disagree
3 Less agree
4 Agree
5 Strongly agree
No. Item 1 2 3 4 5
the classroom.
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APPENDIX E
Name:_____________________________________
A She B He C We D They
A She B He C We D They
A She B He C We D They
4. You and I have to talk about the test. _______ have to talk about the test.
A She B He C We D They
A We B They CI D It
A We B They CI D It
A We B They CI D It
8. Faudhil and I are the same age. _______ are the same age.
A We B They CI D It
A She B We C He D It
10. My cousin Sayutie just graduated from high school. _______ just graduated from high
school.
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A She B We C He D It
11. Shandra and Seri never speak _____ language in English classes. They always speak
English.
12. My neighbour's cat cannot walk very well. I think it hurt one of ___ legs.
13. I sometimes go with Najib and Easa to the shop. Then we buy ___ lunch together.
14. Maybe Riduan bought this newspaper today. I think the newspaper is ___ .
15. My notebook is green and white. That notebook is blue. It isn't ____ . Maybe it's Aina.
A me B me's C my D mine
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APPENDIX F
Name : ___________________________________________________
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A yours B hers C his D theirs
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APPENDIX G
Name: ______________________________________
3. These suitcases belong to you and your wife. These suitcases are ________.
My grammar book is different from your grammar book. ____12____ has 278 pages, but
____13____ has only 275.
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12. A yours B hers C ours D theirs
15. Mariam, is this your bike? No, ________ bike is behind the house.
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APPENDIX H
FINAL TEST
Name:__________________________________________________
4. You cannot have any chocolate! These belong to me! It's all _______.
A theirs B him C hers D mine
8. Yesterday Halina and ______ new boyfriend visited us. He's nice.
A my B their C his D her
11. We are going to the disco. Do you want to come with ______?
A us B him C her D me
14. Last year we had a holiday with Uncle Salleh and Aunt Laili and _____ children.
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A their B my C his D her
15. Where is she? I want to talk to ______.
A my B their C his D her
16. When I was seven I had an accident and broke _____ leg. It was terrible.
A their B my C her D his
18. I think Izzue Iskandar is a great actor, and I like ______ new film.
A her B them C his D its
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APPENDIX I
Self-assessment questionnaires
Date : _____________
Assessment scale:
1 Strongly disagree
2 Disagree
3 Not sure
4 Agree
5 Strongly agree
No. Question/Item 1 2 3 4 5
1 I am feeling very happy to learn grammar using the
self-assessment method.
2 I understand grammar better by using self-assessment
method.
3 Self-assessment makes me understand lesson faster
and easier.
4 I prefer self-assessment more than normal assessment.
5 Without self-assessment method, I find it is hard to
know why I am wrong.
6 I think I am able to correctly answer questions
regarding pronouns after this.
7 I prefer to assess my answer paper rather than my
friends’ answer papers.
8 I think I can save up time in grammar section when
answering test in the future.
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APPENDIX J
individually.
Pre1-Pre2)
M1 26 24 30 30 10 16.67
M2 20 22 30 30 18 30.00
M3 18 16 30 28 24 40.00
M4 26 24 30 30 10 16.67
M5 22 18 30 30 20 33.33
M6 20 16 30 30 24 40.00
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