USING THE SVAS WINDOW TO IMPROVE 4 IBNU QAYYIM PUPILS

ABILITY TO WRITE VERB TO-BE WITH CORRECT GRAMMAR.

By:
Muhammad Syauqi bin Zamry, Zaliha binti Abdullah
English Language Department, IPG Kampus Dato Razali Ismail
syaza3103@yahoo.com, zaliha2788@gmail.com

Abstract
An in-depth understanding and mastery of grammatical knowledge is important for Malaysian
pupil as second language learners to be proficient in English. Reflection of past teaching
experiences gained throughout the practicum phase showed that pupils did have problems in the
grammatical aspect of the language. Further scrutiny found that they have problems in
understanding the correct usage of verb to-be is and are. Therefore this action research was
carried out to improve 4 Ibnu Qayyim pupils ability to write verb to-be with correct grammar by
using the SVAs Window as an aid. Six research participants were chosen from the 4 Ibnu
Qayyum class. All of them were chosen based from the diagnostic test done with the class. The
instruments used as the data collection method in this research are observation, document
analysis and interview. The qualitative data derived from the three instruments above prove that
the use of SVAs Window help to improve pupils understanding and mastery of the grammar
rules pertaining the verb to-be is and are. The research finding substantiate the qualitative data
finding that research participants has shown gradual improvement in their understanding and
mastery of the usage of verb to-be. Thus the use of the SVAs Window is proven in improving
pupils ability to use verb to-be is and are correctly.
Keywords: understanding, mastery, verb to-be is and are, SVAs Window, improving

REFLECTION OF PAST TEACHING EXPERIENCES

The action research was carried out at Sekolah Kebangsaan Kompleks Tembesu, Kuala Nerus.
From the observation made by the researcher early on the practicum, researcher managed to
identify that some of the 4 Ibnu Qayyum pupils were having difficulties in using the verb to-be
is and are properly. Therefore the researcher understood that they were having problem in the
grammatical aspect the common aspects where second language learners has often encountered
difficulties in acquiring and mastering the language itself.
A diagnostic test was then carried out to identify those who are having difficulties in
understanding and use of verb to-be is and are. The result then shown that pupils in the class
were divided into three groups; high achievers, medium achievers and the low achievers group.
Thus to conduct the research in a fair and transparent manner, the researcher has decided to pick
two pupils from each groups mentioned earlier to form a group of six research participants.
Many factors need to be closely attend to in determining the factors that cause the problem to
happen in the first place.

PAST RESEARCH
The researcher have read and go through past researchers with relevant to the research objective
and question. Apparently there are lots of studies being conducted both locally and
internationally on grammar, writing and verb to-be in specifics. All these past researches reading
navigate and helped the researcher to understand the issues and the dynamics that cause it to
happen.
Surina and Kamarulzaman (2009) claim in their study that majority of pupils in Malaysia
still have problems with their subject verb agreement in their writing. As an essential component
that form the basis of English language structure, grammar is a very important component that
one as a learners has to master in order to enable himself to master the language itself.
The convention is that writing is considered as the most important medium of
communication aside verbal communication where it is use to deliver messages to others.
However, students need to be able to write with the correct sentence structure to ensure that their
message can be convey effectively. Usage of the correct grammatical rules need to be applied in

writing so that the writing is written with the correct sentence structure. However, most Second
Language (L2) learners face difficulties in constructing the correct grammatical sentence
structure in English.
The problem stem from the fact that they the L2 learners is not familiarise with the rule
of subject verb agreement as it is not applied in their first language (L1) which is Bahasa
Malaysia. Hence, learners should be taught from the very first basic of it or simply put from
simple to more complex structure (Lightbown & Spada, 2009).
Bahiyah & Basil Wijayasuria (1998) comfirm this finding through their research. They
find out that Malay learners who learn English as their second language have difficulty in the
subject verb agreement because Bahasa Malaysia does not differentiate between people be it
singular or plurals, and therefore it is not a necessity for verbs to agree with the subject that come
before it. Therefore this dissimilarities have create confusion among the L2 Learners thus
causing them to make the same mistake in their writing as the result of their generalisation of
ideas between the rule in their first language and second language.
Learning through playing concept or Play More Learn More ideas is widely believe to
be the next big thing in education. Christie and Roskos (2009) stated that children are able to
identify written words when they play. Teaching and learning process that include the element of
play can be seen to clearly improve pupils language and literature skill. Meanwhile, Abdul
Rahim and Hayazi Mohd Yassin (2008) mentioned that teaching kit is important thing to have in
a lesson as it can stimulate the pupils interest to learn. This opinion was also supported by
Ahmad Jaffni (1989) in Ng Ying Shya (2004) that mention interest as an important element in
education. Thus having a teaching kit in teaching and learning process will stimulate interest
from learners part to learn the language.
Ausubel, McLaughlin, Bialystok, Ellis, Anderson and others who support Cognitive
Theory in language, said that language learning was based on internal and mental process. It
focused on transferring, simplification, generalization and restructuring that involving the second
language acquisition. All of things that learners learnt and observed will have the result and the
result is from the internal activity based on the mental process.
On the other hand, although these Cognitive theories proponent stated that learners
should analyses their own learning and the learners should be responsible on their

acts,

constructs and plans their own learning, it can be opposed because in my opinion, learners
cannot be act on their own and they need some guidance especially from their teachers. In
addition, English is their second language and not all of learners are high achiever pupils, so
guidance and personal in charge are really crucial in helping them to acquire and improve in
language proficiency.
Skinner in his famous model of operant conditioning stated that the best way to
understand behaviour is to look at the causes of an action and its consequences. This cause and
consequences is the basis of his operant conditioning approach. In his model, human being like
other living organism will pursue a goal because they perceive reward for doing so (Brown,
2007). He stated that the approach means roughly changing of behaviour by the use of
reinforcement which is given after the desired response is achieve (McLeod, 2007).
Through these past research, the researcher try to use their finding as a guide on how I
should conduct this research. Researcher closely try to emulate their suggestion and adapt it to
suit my intervention kit the SVAs Window.

RESEARCH OBJECTIVE
The primary purpose of conducting research was to improve pupils 4 Ibnu Qayyim
understanding and mastery of the use of verb to-be is and are in order to enable them to write
verb to-be with the correct grammar.
RESEARCH OBJECTIVE
To find out if pupils from 4 Ibnu Qayyim will be able to write with correct Subject Verb
Agreement verb to-be is and are in simple sentence with the help of SVAs Table.
RESEARCH QUESTION
How do SVAs Window help pupils from 4 Ibnu Qayyim to write the correct verb to-be.

RESEARCH METHODOLOGY

This action research involved six research participants from 4 Ibnu Qayyim as the research
sample. All of them were chosen based from the diagnostic test done with the class. They were
then chosen to represent the three mix abilities group in the class that consist of the high
achievers, medium achievers and low achievers group. Then three instrument of data collection
method was used in gathering the data needed to determine the research progress and
achievement. The instruments are observation, document analysis and interview.
OBSERVATION
Observation can be a good way to tell about and individual or groups performance and their
level of proficiency in certain aspect. According to Cambridge Dictionaries Online (2015),
observation is defined as the process of observing or watching someone or something carefully
in order to find something out. By observing pupils performance in classroom, teachers can
immediately identify the pupils strengths and weaknesses in several aspects of knowledge and
skill.
By asking pupils to answer and complete certain task in grammar, the researcher was able spot
their mistakes especially during exercise on grammar. During the intervention, researcher had
decided to ask for peers to observe and check on certain aspect of evaluation such as the flow of
the activity, pupils involvement in the activity, pupils understanding of the intervention and
enjoyment in the activity.
DOCUMENT ANALYSIS
Document is important source for collecting information. Document in the form of teachers
lesson plan and pupils work such as written essay, worksheet provide details related to the
practices observed in the class. Paper like test paper will provide immediate knowledge on the
participant abilitys.
Thus in this research worksheets were used in order to collect the data. Right after the
intervention, the participants were given a worksheet in order to assess their understanding. All
of the research participants were involved in this process. The worksheet contain 10 question
each and the research participant were required to choose the correct verb to-be is and are as

the answers. As a measure to avoid cheating, the participants were placed at a distance with each
other so that they were able to answer the worksheet on their own.

INTERVIEW
An interview was done after the each intervention session with the participants. All of them were
involved in the interviews. A structured interview was chosen in order to obtain information and
feedback from the participants. The question and answer session was conducted in Malay
Language to enable the participants to easily understood the questions asked. This is due to the
fact that the research participants felt more comfortable to express their opinions and feedbacks
in their mother tongue because they would not be restricted by their own English proficiency.
The participants could talk freely and feel confident to share their thoughts regarding the
intervention done when using Malay.

INTERVENTION SPECIFICATION
The SVAs Windows kit come with two sentences prepared on it each page. Pupils were also
given a small note which serve as a guide on how to complete sentences prepared on the kit.
However, research participant were only allowed to look into the note before they used the
SVAs Windows kit. Thus they were given one minute each prior to the intervention session to
read and understand the correct use of verb to-be is and are.
First, the research participant were required to read the sentences prepared on the kit. The
sentences prepared on the kit were not complete sentences because the verb has been omitted
from the sentences. The research participant were then required to fill the empty space in the
sentences with the correct verb to-be. All they need to do is to pick the answers provided on the
right column beside the kit and place it in the empty space.
The verb to-be of is and are used in the SVAs Window were differentiated by colours. The
verb to be is was printed in green while the verb to be are was printed in red. The reason

behind the differentiation is to help participant to understand and remember the correct verb tobe by associating it with colours.

Figure 1 SVA's Windows Kit

After they have finished completing the sentences prepared on the kit, we will discussed answers
together.
RESEARCH FINDING

From the finding of this action research, the results from the analysis of data collected
throughout the intervention sessions indicated that the use of SVAs Windows had a positive
impact in improving the research participants understanding verb to-be is and are. They were
able to differentiate the different setting between the usage of the singular and plural verb with
the help of cartoon picture. By being able to differentiate the singular and plural form of the
sentence subject they as displayed in the result finding were able to choose the correct use of
verb to-be.

Participant's Score
10
9
8
7
6

Number of Questions

5
4
3
2
1
0

Adanish

Amirul
1st Cycle Test

Fatimah

Izzah

Maisurah

2nd Cycle Test

Chitravelu, Sithamparam, & Choon, (2005) in the published ELT Methodology Principle and
Practices book stated that learning grammar requires multiple repetition which is boring. Thus,
very few children enjoy learning grammar. However by injecting the element of fun through
games or rewarding token as extrinsic motivations actually remove the mental block inside the
learner that perceive learning grammar as boring. I tried to inject those element of fun by using
visual picture to describe the situation of the sentences use on the kit and by providing rewards
based from the research participants achievement. Positive impact were indicated throughout the
research. The finding result from the test given were as follow:
Figure 3: Participant progress throughout the research

Figure 4 above shows the progress undergone by research participants in term of marks obtained by
answering questions related to the use of verb-to-be 'is' and 'are' on the worksheet prepared. The
figure shows the all research participants score indicated an increase from cycle 1 to cycle 2. This
confirmed that the SVAs Window helps pupils to understand the use of the singular and plural verbs
to-be.

Nadiah

Even though the action research only involved small number of research participants, it was
proven that introduction of SVAs Windows managed to help in improving research participants
understanding of grammar in this case the verb to-be is and are. The usage of visual image
also help to make the research participant to understand context of the question better.

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