ZUHAILI JALIL

REVATHI RAJA KUMARAN NUR ALWANI FARIDAM HASNORIAH MD ZAKARIA

G1022950
G1024746 G1024044 G1026396

THE ROLE OF GRAMMAR WORKSHOP

INTRODUCTION
Background of study Statement of problem Purpose of study Research objectives Research questions Significance of study Limitation of study Definition of terms Conclusion

BACKGROUND OF STUDY
Writing shows how well students understand the language.
Students commit errors in writing. Grammar has become the worst part of errors

in their writing.

English teachers are searching for the best way to help them improve their grammar in writing.

STATEMENT OF PROBLEM
Form 3 MRSM students are having difficulties to use

proper grammar in English writing.

Teacher chooses grammar workshop as a way to help

the students and cuses on the students who got 60% and below. C 20%, D 1%, E 0% C 20%, D 1% E 0% C 15%, D, 2% E 0% C 20%, D 1%,E 0%

MRSM Balik Pulau MRSM Transkrian MRSM Batu Pahat MRSM K.Terengganu

PURPOSE OF STUDY
To examine how grammar workshop helps Form 3

MRSM students to improve their writing skills.

RESEARCH OBJECTIVES
To examine how grammar workshop helps students to

improve their writing skills. To identify the grammatical errors that the students often commit. To engage with their weaknesses in writing.

RESEARCH QUESTIONS
1. How does grammar workshop help the students to

improve their writing? 2. What are the grammatical errors often made by students? 3. What are the ways to help them in their writing skills?

Significance of the study

To investigate the effectiveness of grammar workshop

in helping the students to improve their writing. The errors can be identified. The students might find the writing is fun since they have been taught about grammar.

LIMITATION OF STUDY
Instrument:
Pre test, post test, questionnaires, and evaluative

interview.
Subject: 40 students of MRSM Balik Pulau, MRSM Transkrian,

MRSM Kuala Terengganu and MRSM Batu Pahat.

DEFINITION OF TERMS
Writing skills: strategies about writing, pointing, summarizing, and telling hollistically by leading the right way where the learners are able to immerse in the process of writing (Elbow, 1998) in (King, 2006) Grammar workshop: composition instruction based on the two kinds of activities: grammar

and usage lessons accompanied by workbooks with artificial sentences in the forms of writing (King 2006)

INTRODUCTION
Reveals the previous research done on the

importance of grammar workshop to improve their writing skills. without grammar very little can be conveyed; vithout vocabulary nothing can be conveyed. (wilkins, 1972)

WORKSHOP
Definition: The traditional response to grammar needs to be

changed. Teachers can awaken grammar instruction by allowing students to play with language, and have the courage to acknowledge what they do not know.
(Grammar Theory And Strategy In The Integrated Language by Regis Universitys student)

Similar to a seminar Participation, interaction, and hands-on exercises

that involve form 3 students where they will learn and practice the knowledge and skills on writing

GRAMMAR
Definition :
Patterson (1999) described this field as applied

grammar, which makes sense, in that, speakers and writers intend to apply the grammar to their task. The field of grammar has been divided and subdivided in many ways ;written and spoken language In this workshop, we will focus on writing

CONCLUSION
This review of literature has revealed the role of

workshop in improving the students writing.

RESEARCH METHOD
Pre test

English paper 2: Section A (guided writing) Questionnaire Post test English paper 2: Section A (guided writing) Evaluative interview

RESEARCH METHOD
QUANTITIVE METHOD
Questionnaire after

QUALITATIVE METHOD
Pre test Post test Evaluative interview

pre test Questionnaire after post - test

SAMPLE OF THE RESEARCH

Form three MRSM students
10 students from respective MRSM:

a. MRSM BSalik Pulau b. MRSM Batu Pahat c. MRSM Transkrian d. MRSM Kuala Terengganu Total participants: 40 students

LIMITATION
Form three MRSM students
Students who achieve 60% and less in their final

semester examination for English paper.

INSTRUMENTATION
Researcher will use the pre test and post test as

a comparison The pre test is given before the intervention: Grammar workshop The post test is given after the intervention: Grammar workshop

TIME FRAME
JUNE 2011

PILOT: PRE TEST & QUESTIONNAIRE RE CONSTRUCT PILOT QUESTIONS GATHER PARTICIPANTS PROTOCOL: PARTICIPANTS CONSENT FORM

JULY 2011

PRE TEST QUESTIONNAIRE GRAMMAR WORKSHOP 1: PARTS OF SPEECH

AUGUST 2011

GRAMMAR WORKSHOP2: TENSES GRAMMAR WORKSHOP 3: SUBJECT VERB - OBJECT

SEPTEMBER 2011

POST TEST QUESTIONNAIRE EVALUATIVE INTERVIEW INTERPRET DATA ACT ON EVIDENCE GATHER DATA

OCTOBER 2011

RESEARCH PROCEDURE
Stage 1 - Give pre - test -Prepare the questionnaires -Distribute the questionnaires to 40 respondents -Collect the questionnaires

Stage 2 -Analyze the data using statistical package for social sciences (SPSS)

Cont
Stage 3 -Identify the grammatical errors that students had done Stage 4 - interventions Grammar workshop 1 Grammar workshop 2 Grammar workshop 3

- Summarize the findings

Cont
Stage 6 Stage 5 -post test - Questionnaire - Evaluative interview -Analyze the data using statistical package for social sciences (SPSS) - Transcribe the interview using coding

- Collect the findings

Cont
Stage 7 -Discuss and interpret of the findings -Recommend and suggest for the next research -Conclude the discussion Stage 7 - Proofread - Research completed

FINISH