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USING CONTENT BASED WRITING APPROACH TO IMPROVE WRITING SKILLS AND PERFORMANCES AMONG YEAR 4 PUPILS IN SK CLIFFORD
ZAHARUDDIN BIN ABDULLAH
LAPORAN AKHIR INI DIKEMUKAKAN UNTUK MEMENUHI SEBAHAGIAN DARIPADA SYARAT MEMPEROLEH IJAZAH SARJANA MUDA PENGAJARAN DENGAN KEPUJIAN
FAKULTI PENDIDIKAN DAN BAHASA OPEN UNIVERSITY MALAYSIA 2009
i
Abstract The study intends to investigate the level of effectiveness of Content Based Writing as an enhancement to students’ skills and performances in writing. Creating a chance for the students to write in a free environment and not too stress about the rules and guide that have been making them rigid and not creative at all. This paper presents a new technique in improving pupils writing. This technique is already famous in USA, UK and Canada for teaching students who is an ESL learner. The integration of language and content has been a growing phenomenon in the language field since the early 1980s. The main aim of the project is to give pupils not just language but content and information also a stress free and enjoyable lesson that will make them enjoy and not drilled up to exhaustion in typical classroom lesson. The theoretical assumption which emphasizes a combination of product and process oriented approaches are taken into consideration for both language and content. It is implemented in SK Clifford. The timeframe was 10 months from Jan 2008 to October 2008. The study adopts the Pretest Posttest Two Group Design. The research attempts to measure the level of effectiveness between groups. It will also adopt two approaches in data collecting, quantitative and qualitative. Quantity here is the results or marks of the writing examination and the quality is their writing skills and mastery of the talent. In the quantitative data collection the research uses use norm-referenced tests (Pretest and Posttest). One exam paper using section C and note expansion base on UPSR format. The used of this test will definitely answer the needs of the study to find out the students potential and their level. The researcher marks the anwers by himself. For the qualitative data. There will be a questionaire for the final results and to seek the students satissfaction and emotions on how did they feel after the lesson for 10 months and how are they now.
ii
DECLARATION
I hereby declare that the work in this thesis is my own except for quotations and summaries which have been duly acknowledged.
Date : 24/04/2009
Signature
Name ZAHARUDDIN BIN ABDULLAH
Matrik No. 79071206544002
iii
ACKNOWLEDGEMENT
Thanks to The Almighty, at last this most important academic paper for my graduation is finally completed in spite of all the challenges and obstacles faced. It has changes the way I think and solve a problem. I would like to express my deep and sincere gratitude to my supervisor Cik Raja Norita binti Raja Shamsudin. Her wide knowledge and her logical way of thinking have been of great value for me. Her understanding, encouraging and personal guidance have provided a good basis for the present thesis. To the headmaster of SK Clifford, a warm thank you for allowing me to carry out the test instrument in our school. During this work I have collaborated with my colleagues (English teachers) for whom I have great regard, and I wish to extend my warmest thanks to all those who have helped me with my work. To the students (Year 4 Effective) my gratitude to them for their co-operation and assistance in carrying out the Content Based Approach into their classroom. I owe my loving thanks to my wife and my daughter. They have lost a lot due to my research. Without their encouragement and understanding it would have been impossible for me to finish this work.
iv
Content CHAPTER ONE Abstract 1.1
INTRODUCTION
1
1.2
Background of the study
1
1.3
Statement of The Problem
2
1.4
Aim of the Study
3
1.5
Objectives of the Study
3
1.6
Research Questions
4
1.7
Research hypothesis
4
1.8
Significance of the Research
5
1. 9
Limitation of the Study
6
1.10
Definition of Terms
6
1.11
Summary
9
CHAPTER TWO LITERATURE REVIEW 2.1
Why Teach Writing?
10
2.2
Best Practices in Content Based Writing
10
2.3
Related Literature
11
2.4
Summary
12
CHAPTER THREE 3.1
Research Design
3.2
Sample
13
13 3.3
Instruments
14
3.4
Data Analysis
16
v
CHAPTER FOUR 4.1
Respondent’s Names
17
4.2
Respondent’s Names AND Marks for Pretest
4.3
Analysis of the Dependent-T Pretest marks
21
4.4
Respondent’s Names AND Marks for Posttest
23
4.5
Analysis of the Dependent-T Posttest marks
25
4.6
Analysis of the questionnaire
27
19
CHAPTER FIVE 5.1
Introduction
29
5.2
Research Summary
30
5.3
Results and Discussion
30
5.4
Suggestions To Improve Future Lessons
31
5.5
Suggestions for further Research
32
References
33
vi
vii
ZAHARUDDIN BIN ABDULLAH
LAPORAN AKHIR INI DIKEMUKAKAN UNTUK MEMENUHI SEBAHAGIAN DARIPADA SYARAT MEMPEROLEH IJAZAH SARJANA MUDA PENGAJARAN DENGAN KEPUJIAN
FAKULTI PENDIDIKAN DAN BAHASA OPEN UNIVERSITY MALAYSIA 2009
i
Abstract The study intends to investigate the level of effectiveness of Content Based Writing as an enhancement to students’ skills and performances in writing. Creating a chance for the students to write in a free environment and not too stress about the rules and guide that have been making them rigid and not creative at all. This paper presents a new technique in improving pupils writing. This technique is already famous in USA, UK and Canada for teaching students who is an ESL learner. The integration of language and content has been a growing phenomenon in the language field since the early 1980s. The main aim of the project is to give pupils not just language but content and information also a stress free and enjoyable lesson that will make them enjoy and not drilled up to exhaustion in typical classroom lesson. The theoretical assumption which emphasizes a combination of product and process oriented approaches are taken into consideration for both language and content. It is implemented in SK Clifford. The timeframe was 10 months from Jan 2008 to October 2008. The study adopts the Pretest Posttest Two Group Design. The research attempts to measure the level of effectiveness between groups. It will also adopt two approaches in data collecting, quantitative and qualitative. Quantity here is the results or marks of the writing examination and the quality is their writing skills and mastery of the talent. In the quantitative data collection the research uses use norm-referenced tests (Pretest and Posttest). One exam paper using section C and note expansion base on UPSR format. The used of this test will definitely answer the needs of the study to find out the students potential and their level. The researcher marks the anwers by himself. For the qualitative data. There will be a questionaire for the final results and to seek the students satissfaction and emotions on how did they feel after the lesson for 10 months and how are they now.
ii
DECLARATION
I hereby declare that the work in this thesis is my own except for quotations and summaries which have been duly acknowledged.
Date : 24/04/2009
Signature
Name ZAHARUDDIN BIN ABDULLAH
Matrik No. 79071206544002
iii
ACKNOWLEDGEMENT
Thanks to The Almighty, at last this most important academic paper for my graduation is finally completed in spite of all the challenges and obstacles faced. It has changes the way I think and solve a problem. I would like to express my deep and sincere gratitude to my supervisor Cik Raja Norita binti Raja Shamsudin. Her wide knowledge and her logical way of thinking have been of great value for me. Her understanding, encouraging and personal guidance have provided a good basis for the present thesis. To the headmaster of SK Clifford, a warm thank you for allowing me to carry out the test instrument in our school. During this work I have collaborated with my colleagues (English teachers) for whom I have great regard, and I wish to extend my warmest thanks to all those who have helped me with my work. To the students (Year 4 Effective) my gratitude to them for their co-operation and assistance in carrying out the Content Based Approach into their classroom. I owe my loving thanks to my wife and my daughter. They have lost a lot due to my research. Without their encouragement and understanding it would have been impossible for me to finish this work.
iv
Content CHAPTER ONE Abstract 1.1
INTRODUCTION
1
1.2
Background of the study
1
1.3
Statement of The Problem
2
1.4
Aim of the Study
3
1.5
Objectives of the Study
3
1.6
Research Questions
4
1.7
Research hypothesis
4
1.8
Significance of the Research
5
1. 9
Limitation of the Study
6
1.10
Definition of Terms
6
1.11
Summary
9
CHAPTER TWO LITERATURE REVIEW 2.1
Why Teach Writing?
10
2.2
Best Practices in Content Based Writing
10
2.3
Related Literature
11
2.4
Summary
12
CHAPTER THREE 3.1
Research Design
3.2
Sample
13
13 3.3
Instruments
14
3.4
Data Analysis
16
v
CHAPTER FOUR 4.1
Respondent’s Names
17
4.2
Respondent’s Names AND Marks for Pretest
4.3
Analysis of the Dependent-T Pretest marks
21
4.4
Respondent’s Names AND Marks for Posttest
23
4.5
Analysis of the Dependent-T Posttest marks
25
4.6
Analysis of the questionnaire
27
19
CHAPTER FIVE 5.1
Introduction
29
5.2
Research Summary
30
5.3
Results and Discussion
30
5.4
Suggestions To Improve Future Lessons
31
5.5
Suggestions for further Research
32
References
33
vi
vii
