CHAPTER 1

INTRODUCTION

1.1 Background of the Study

Over years English become common practice by non-native speaker which turns it into
international language. Hence, the teaching and learning of English has inclined to a better
concern of intelligibility compared to what is likeness to the native speakers (Munro & Derwing,
2011). English is a well performed language that widely used in all career. It is also said that one
with high grasp of English able to survive in a career where English is the first language (Carson,
2007).

The English language is taught since preschool in Malaysia (Pandian, 2002). The
teaching continues to be taught at primary, secondary school and at higher level education. This
is equivalent to the age of their years of completing study. (Hazita Azman, 2010). Reading,
writing, listening and speaking skills are the main focus in learning English in Malaysia
(Rajadurai 2007).
1.1.1 Pupils Background

This research is conducted among students whose their mother tongue is Tamil. Therefore, the
usage of English as a means of communication are seldom and rare as the students had been
using Tamil in their daily life. Also, due the sociocultural of the school and at home, the
students received less exposure towards English in their daily life.

1.1.2 English Language

Since English is either the second or third language among students in Malaysia, some students
faced challenges in practicing English in daily routine. According to Marlyna, Tan &
Khazriyatis (2007) students face problems in writing specifically in the usage or articles and
SVA. The researchers also stated that grammar problems also occur due to the understanding in
Malay grammar. In addition, Neda, Mariaan & Seyyed (2012) found that students experiencing
problems in writing with proper grammar and punctuation due to first language interference.

In listening skills, students usually develop their ability in order to make sense of their
surroundings. Thus, they required gain information and process it. Listening and comprehending
works simultaneously in order to acquire knowledge (Cassell, 2004). Listening is not gain
naturally but the ability. It is learned by guidance of the people surround the students and also
their environment (Kupetz & Twiest, 2000). Listening to other students or adults serves better
chance for students to learn new language and gain more informations. In order to learn
language, students must be given the chance to listened and heard (Dickinson & Snow, 1987).
Effective conversation among adults and studnets encourage the student to speaks more thus
expands their ability.
 Meanwhile, reading skills usually begins as early as preschool. Students expand their
skills through reading. Students learn to recognize letters and words at first and eventually able
to relate the sounds of the letters and words.(Bowman, 2002). For some students reading will be
taught intensively in secondary school.

In writing, students are learning through a complex and precise manner to communicate
and express their mind. Students started to write by doddling and drawing pictures. Over time
they will be able to write letters and words afterwards (Sulzby & Teale, 1985).

1.1.3 School

SJK (T) Vivekananda is one of a trust school appointed by the Ministry of Education Malaysia
for its high performance in both academics and sports.

1.2 Statement of Problem

There are tremendous studies upon the English language among students in Malaysia. Studies by
Hamidah, Melor & Nor Zaini (2002), Noreiny Maarof (2003) & Hazita Azman (2006) revealed
that the students lack in mastering English is due to the attitude, location and ethnicity. A study
about the differences in structural between Malay language and English language shows that the
differences of these two languages deter the learning of grammar thus makes it impossible to
learn English harder. According to Marlyna, Khazriyati & Tan Kim Hua (2005) in their research
regarding the subject-verb agreement, it is shown that students make mistakes on doing the
subject-verb agreement due to the reason that SVA rule is not exist in Malay language.

Although there were tremendous research done to discover the problems of teaching and
learning in English at schools which coming together with the solutions, yet the ability of
mastering English among students is still decreasing (Jalaludin, Awal, & Bakar, 2008). It seems
like students lost their focus in learning language art due to exam oriented system.

English Language was long considered as one of the major contributors to the decreasing
of straight As candidates in Malaysia major examinations such as UPSR, PMR, SPM and STPM.
It is also has a bad reputation among most students and teachers and infamously known as a
killer subject in the exams (Hazita Azman, 2004) It is found not many pupils have acquired the
required language skills throughout the six years of learning the language in the primary school
(Arshad Abd. Samad & Hawanum Hussein, 2010).

In Malaysia, English is learnt and taught as a second language after Bahasa Malaysia yet
other language is also practice by different. This disturbance of ones mother tongue language
somehow contributes to the difficulties of learning the right way of English. Students tend to use
direct translation and dictionary in order to translate or understand English text. (Ambigapathy,
2002). Therefore, opportunities to learn English naturally within classroom becomes limite due
to this reason (Arshad Abd. Samad & Hawanum Hussein, 2010).

Most people agree that grammar does need to be taught. Grammar is not something that is
necessarily fun or exciting to learn, but learners can only learn to express themselves well using
complete sentences. It is quite impossible to learn the rules or usage of grammar without being
guided (Oldenburg, 2005). The learning of grammar is not just about errors and correctness but
to help us to understand how to make meaningful, clear and precise sentences and paragraphs.

Applying correct grammatical rules in writing is also another issue among our pupils. A
study conducted by Saadiyah Darus and Kaladevi (2009) showed that students have problems in
using right grammar in their writings. This study enforced other previous research upon the
usage of SVA, singular and plural forms.these problems were mainly caused by the wrong use of
verb tense, inappropriate choice of word along with preposition.

This study reminds us that student have not doing well with their grammar despite of having 10
yeaars of English class. Normazidah, Lie and Hazita (2012) in their research indicate that there
are two important issues towards learning English ini Malaysia. The issues are the fight system
of mother tongue language which affects the right use English. The second issues was about
teaching of English literacy abandoned the sociocultural of the language learning. This cause
more problems for the use of English language it communication. (Maros, Hua, & Salehuddin,
2007).
1.3 Research Questions
The study was mooted on the basis of the following research questions:

i. How does the use of language arts improve grammar skills among level 2 pupils?
ii. What are the skills that have shown the most improvement among the pupils?
iii. How many grammar topics are focused on to show the improvement?

1.4 Limitation of the Study

This study is limited to only level 2 pupils in SJK (T) Vivekananda, Brickfields, Kuala Lumpur.

1.5 Definition of Terms

1.5.1 Language Art

Language arts make all communication effective. It involves the ability of ones to understand,
create and express meaning through intense reading, listening, writing and speaking in many
aspects (Pandian, 2002). Language arts are made out of four important elements which are
listening, speaking, reading and writing. These elements are essential towards the curriculum and
learning process (Selvaraj, 2010).

These elements are important to the well- being og language especially in the era of mass
communication media (Azizah, Y., Nor Fariza, M. N. and Hazita, A, 2005). It is impossible or
encourages to learn from those elements separately although one may put more attention upon
one skills than the rest. (Seefeldt & Wasik, 2006). Language Arts is important in every aspects
including the curriculum and one ones educational learning. It is very important to teach
language art so do with the skills of writing, reading and listening. However, it is also important
for students to apply those skills among other subjects too (Lim, 1994).
 1.5.2 Grammar Skills

Grammar is important in language acquisition and is defined as study or analysis of rules in the
language (Huddleston & Geoffrey,2002). Grammar knowledge is the elemental foundation for
writing (Fearn & Farnan, 2007). Historically, grammar was learnt as a discrete set of rigid rules
to be memorized, practiced, and followed. This type of grammar, which focuses on rules and
drills is called as the prescriptive grammar. Many students were taught grammar in a systematic
way (Ayoob, 1999). Learners should find it interesting, fun and useful to learn grammar (Ayoob,
1999).

In order to make language easier to be understood, a grammatically standard language

must be created. This will ensure the understanding of what we are saying togethers.
(Ayoob,1999). Students must learn all of the skills in language in order to master English. The
whole concept was that grammar must be taught in the skill of reading, writing and speaking
(Hoffman, 2006).

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