GLOVE METHOD TO TEACH PRESENT AND PAST CONTINUOUS TENSE IN A RURAL PRIMARY SCHOOL DURING PANDEMIC

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571 GLOVE METHOD TO TEACH PRESENT AND PAST CONTINUOUS

TENSE IN A RURAL PRIMARY SCHOOL DURING PANDEMIC

Zul Hylmie Bin Salim

English Panel, Sekolah Kebangsaan Muzaffar Syah (SKMS),Malaysia (E-mail: [email protected])

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Abstract : Covid-19 pandemic has disrupted education process especially moving from face to face interaction into the virtual setting. This require educators to come up with alternative yet creative method to help continue the teaching and learning process for their pupils. In the Malaysian education setting, teachers must carry out the teaching and learning process or PdPr during the pandemic via online or offline setting. Apart from ensuring the continuity of the process, teachers also face challenges in terms of managing and helping pupils with various learning difficulties. This action research aims to help teachers discover new techniques to help pupils overcome this limitations. This research, aims to help pupils to identify and use the present and past continuous tense. The sample is a group of year 5 pupils from a primary school in Johor. This research is to help the pupils to understand, utilize and use the correct form of present and past continuous tense during their lesson and their daily lives. The researcher did pre, during and post observation towards the sample group.

The researcher discovered that the pupils didn’t exhibit understanding and are easily confused with the topic. Thus the researcher constructed the Glove Method. The Glove Method is a method that the pupils can use to help, facilitate and accelerate understanding of grammatical concept of continuous tense. The researcher discovered that by utilizing this method, pupils were able to identify, understand and use the correct tenses in their exercises. The test result showed significant improvements towards pupils understanding of the subject matter. In a nutshell, the researcher discovered that the usage of the Glove Method definitely helped the pupils in their lesson.

Keywords : PdPr, pandemic, present continuous tense, past continuous tense, The Glove Method.

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1.0 Introduction

English language is one of the most spoken languages in the world (Akinwamide, 2012). In Malaysia, English is taught as a second language (L2) in primary and secondary schools. In responding to global challenges, The Ministry of Education has been emphasizing English as one of the top priorities in education Curriculum and English syllabus has been through many changes to produce students with great command of English. English has been placed in the curriculum from early primary school to advanced levels. Areas in the spot light are listening and speaking, reading and writing. Teachers are trained to teach these skills and develop materials to maximise teaching and learning impact. According to the Malaysia Education Blueprint 2013-2025 set by the Ministry of Education, one of the 11 shifts to transform Malaysian education system is 'Leverage ICT to Scale Up Quality Learning Across Malaysia'.

The shift to provide internet access and virtual learning environment to maximize the use of ICT for distance and self-paced learning. Thus integrating ICT in the teaching and learning in the classroom is a must. Schools to be also provided with internet access, laptops, and computer laboratories for teachers and students.

The benefits of integrating ICT whether to act as resources or as a medium to teach students have been noticed by teachers and educators for a long time. Because of the technological advances, it makes the presentation of computer and web-based multimedia

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572 instruction possible which includes: motion, voice, data, text, graphics, and still images (Grabowski, 2006). A tremendous boom of activity in regard for SLA vocabulary learning research over the past decade and a half have experience significant increase (Nation, 2011).

In English subject, numerous studies have suggested that integrating technology in language teaching and learning had positive impacts especially on learners (Ravichandran, 2000;

Warschauer & Healey, 1998).

2. Literature Review

As a English teacher teaching in a predominantly Malay setting, it is quite challenging as to teach English. But alas it is a responsibility that one have to carry. SK Muzaffar Syah is located in Felda Air Tawar 3 with the enrolment of 350 pupils al together. Each standard has 2 classes, Ibnu Sina and Ibnu Khaldun. Most of the pupils entered the kindergarten provided by the school which is Prasekolah Ibnu Sina and Prasekolah Ibnu Khaldun respectably. They are required to complete 2 years of prasekolah before moving into standard 1.

Pupils are required to undergo 9 periods of English lesson per week for 42 weeks in a year. For the secondary level, it is 10 periods per week of English lesson. There are 4 English teachers teaching all 12 classes in the school. All of them hold different classes and different phases.

The researcher is currently teaching year 4, 5 and 6 Ibnu Khalduns. The sample for this research is from the class 5 Ibnu Khaldun which comprises of 28 pupils, 13 girls and 15 boys.

These samples undergo the same education route, prasekolah then into the mainstream in the same school.

For this research purposes, the sample will be taken from year 5 Ibnu Khaldun. This class consist of 28 pupils, 13 girls and 15 boys. The samples are predominantly from the same background especially their demographic, education level and proficiency level. They are the CEFR Cohort 2 under the MOE’s CEFR integration into the curriculum since 2017. According to the Ministry aim, pupils from primary schools have to achieve A1 and A2 level of proficiency. Below is the target:

Figure 1: Curriculum Target Levels based on CEFR

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573 3. Research Methodology

a) Issues

In today’s language classrooms, grammar teaching and learning is increasingly supplemented by software products. The most important reason for this is the possibility of integrating different modalities, i.e. pictures, animations, video, and sound in the program and consequently creating interactivity with that (Al-Seghayer, 2001; Jones and Plass, 2002). All the four language skills are linked through a topic of a selected theme. Aspects of Grammar are infused during the teaching of these language skills. The grammatical elements aim to develop pupils’ awareness of the underlying conventions of language use.

As it is mentioned in the Based Curriculum and Assessment Document (DSKP) and the Scheme of Work which tie the various key components of a lesson namely; Themes, Topics, Content and Learning Standards, Cross Curricular Elements, Differentiation Strategies and Assessment together. All the four language skills are linked through a topic of a selected theme.

Aspects of Grammar are infused during the teaching of these language skills. The grammatical elements aim to develop pupils’ awareness of the underlying conventions of language use.

Taking this into hand, the researcher designed a few lesson plans integrating grammar as one of the supplementary skills based on the Based Curriculum and Assessment Document (DSKP) English Year 5.

Figure 2: Based Curriculum and Assessment Document (DSKP) English Year 5

But recently because of the pandemic, the researcher incorporated the simple version of Based Curriculum and Assessment Document (DSKP) English Year 5 which is Penjajaran 2.0. It is as follows.

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574 Figure 3: Dokumen Penjajaran Kurikulum 2.0

The content standard and the learning standard were incorporated into the topic 4.0 which is Learning World. The researcher also emphasize the writing skill together with grammar lesson. Based on the text given in page 44 from their English textbook, pupils have to choose the verb-to-be and verb+ing form to form the correct sentences. The researcher observed after the warm-up and presentation stage during the lesson, the researcher discovered that some of the pupils were not able to complete the task in the production stage. They were confused, especially using the werb-to-be and verb-ing form. The researcher then tried to remedy the situation by explaining to them using Google Jamboard. But sadly the pupils were not able to exhibit any clear understanding. The researcher had to end the lesson because the pupils had other classes to attend.

Keeping this situation in mind, the researcher carried out the same lesson, again the next day. The only difference was the exercise. This time it was a bit simple. But to much avail, these pupils were not able to grasp the concept again. The pupils were very much frustrated from not understanding the lesson. One of the issues that the researcher discovers is that the pupils are weak mastering in grammar rules especially the continuous form. Although pupils been exposed to learning English from 5 years old (kindergarten) until 11 years old (primary school), pupils still have a weak knowledge of various grammatical ability.

The researcher notices that some of the pupils have trouble differentiating the continuous form in various exercises. For example:

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575

Figure 4: Pupils initial work

As the researcher discovered the pupils were confused especially when it came to differentiating the tenses involved.The pupils tend to mix up between the sentences for example in present continuous than to use was and world meanwhile in past continuous pupils than to use is, are or even am. The researcher discovered that this was due to the fact that the pupils were not able to identify the correct verb to be in the sentences. This occurrence has happened quite a number of times. This also happens among three pupil's in the classroom. Upon discovering this the researcher decides to administer a simple action research.

b) Reflection towards observation

Through the initial observation, the researcher observed that some of the pupils in 5 Ibnu Khaldun exhibit lack of understanding especially during the grammar lesson. The researcher did a 3 lessons observation towards the pupils. Here are some of the observations :

i. Pupils were not able to focus on the lesson. They tend to get distracted easily.

ii. Pupils showed lack of understanding toward the lesson especially during the Grammar lesson.

iii. Pupils were not able to grasp the concept of using present and past continuous tense in a sentence.

iv. Pupils were not able to construct sentence integrating present and past continuous tense during their production stage in the teaching and learning process.

Upon further observation the research also discovered the pupils were not able to construct simple sentences using the correct answers involved for example, they tend to mix up between “I is go '' instead of “I am going” so this is what frustrates them in the classroom.

The pupils also tend to forget the usage of ‘-ing’ in their verb sequences. Apart from constructing the sentence wrong this also frustrates the pupils and prevents them from having a fully interactive learning experience. Some of them had become quite passive in the teaching and learning session.

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576 c) Planning: Objectives and Methodology

The researcher has also come out with a research objectives which is to help the pupils to be able to construct sentences in the correct continuous tense formed both in past and present form order. The researcher also identify the three samples to be used in the research.

d) Action : Intervention (Activity)

The researcher administered the intervention during the MCO lock down 3.0. It is unfortunate as it prevents the researcher from interacting face to face with the pupils but it is necessary to maintain safety distance for both the researcher and pupils. Below is the timetable of intervention:

Table 1: Remedial Sessions

Day / date Topic Sessions

Thurday,

13^th May 2021 Present Continuous 1

Thursday,

20^th May 2021 Past Continuous 2

Thursday,

27^th May 2021 Present and Past Continuous 3

The researcher choose the specific time and date as the intervention as it is the most convenient to administer the method. The pupils had free periods in their timetable during the time. Another factor is that they are available to Google Meet with the researcher during that time as they have to use their devices to access other classes for their siblings. The researcher managed to do 3 sessions with the duration of 1 hour 30 minutes per sessions with the pupils.

During these 3 sessions, the researcher implemented the “Glove Method”. This method comprises several elements. Below is the picture:

Figure 5: The initial sketch for the Glove Method

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577 Figure 6: The final product for the Glove Method

The Glove Method draws inspiration from the common usage of gloves during the pandemic. The researcher tried to find a solution for the pupils predicament. Thus the idea of using the gloves come about. Also whenever the pupils reciting their dua, they will put their palm together and recite their dua. This is something that is common practice. So the researcher doesn’t have to introduce pupils to something rather extreme method of learning as it will hinders them. Also this method will help them to be familiar with the idea behind it easily.

This method uses the hand as a form of reference for the pupils to remember their tenses. For example, the fingers signify the pronouns while the palm shows the tenses. In order for pupils to construct a grammatically correct sentense, it must abide the grammar rule which is:

subject + verb + agreement

Subjects constitute the pronouns (usually) follows by the verb (action) and complemented by the agreement (phrase that complement the subject and verb). The usage of continuous tense here is to show that the action that is being done in the sentence is currently happening or had already happened. It is crucial to be able to construct the sentences as it shows the users ability to understand, interpret and construct the sentences.

During these intervention sessions, the researcher organized a group Google Meet sessions with the pupils. This is to create a more lively and less intimidating environment for the. It is also to make sure their Affective Filter are lowered especially seeing their friends whom they have not met for quite sometime during the lock down.

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578 The researcher started the session just like if they were in school setting. Reciting the doa, asking them how they are, and how has it been for them. The researcher later explained the usage of the glove. The researcher have asked them to copy the glove into their work book as a reference pre class. It is a bit of a regret that the researcher weren’t able to distribute the actual glove for the pupils to use as it will surely have impacted the research going forward.

The researcher explained the usage of the fingers as a pronoun indicator, while the palm as the verb/continuous tense form. Table 2 explains more:

Table 2: The Glove Method components

Left Palm Right Palm

Fingers He She It I You We They

Palms

Is was

Present Continuous

am Past Continuous

Are were

Verb + ing

The researcher uses colour to distinguish the tenses and the singular and plural form for the pupils. Left palm consist of the singular form which is in blue colour are he she it and the singular form of present continuous is and past continuous was. Meanwhile the right palm which is in red are in plural form for you we they and the plural form for present continuous are and past continuous were. In the middle is the pronoun I together with the present continuous am. Using different colours help the pupils to better associate the tenses together with the correct pronouns and verbs.

The researcher then proceeds to associate the colour together with the tenses with the pupils. For example, if the sentence is in present continuous tense, the pupils will have to associate the colour blue. Example:

Figure 7: Sample question

In picture 3.0, the researcher will associate the tenses with the glove method. The pupils have to actively seek out the pronoun ‘they’ in the sentence and immediately associate the tenses with the sentences. They can choose to use ‘are’ or ‘were’ depending on the sentences.

If the instruction states Present Continuous Tense, then the pupils have to use are or vice versa.

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579 Figure 8: Sample question

For picture 4.0, the pupils will independently seek out the pronoun ‘he’ and associate it with the colour blue which is either present or past continuous tense. Again this tenses is dictates by the instruction in the exercise.

4. Results

The researcher gave 6 sets of these exercises to be done by the pupils in the Google Meet sessions and also a set for homework. Teacher then will virtually mark their work and gives feedback. Below some of the improvements made by one of the pupils:

Figure 9: Pupils final work

Through the findings, the researcher is fully satisfied that the pupils managed to identify the correct continuous tense. They are also able to distinguished the plural and singular form of the subjects. Although the allocation of time for the research to be conducted was a short one, the researcher is fully satisfied that the result shows positive outcomes. Despite being in a pandemic and in a new norm, the pupils were able to grasp the concept of present continuous and past continuous tense is a miracle by itself.

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580 5. Discussions and Conclusions

If the researcher were to be given a chance to improve, it would definitely be providing the pupils with actual glove for them to be able to use themselves. This will definitely help them to internalize the concept better and will take a shorter time for them to muster the topic. Apart from that, the researcher would like to explore another language aspect which is listening and speaking activity in the future.

References

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http://digitalcommons.brockport.edu/ehd_theses

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National seminar on CALL. Retrieved from http://members.rediff.com/eximsankar/call.htm

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http://doi.org/10.1108/JEIM-04-2012-0011

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Language Teaching. 31, 57–71.

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581 Attachments

These are the exercises that the researcher did with the pupils:

https://www.liveworksheets.com/lk516982mo https://www.liveworksheets.com/jy864773yg https://www.liveworksheets.com/qi127913ak https://www.liveworksheets.com/sx1355054bx https://www.liveworksheets.com/ye596458va

QR code for the researcher social media account and the research video format:

Tiktok Account

Research Video