Abstract
Grammar lessons can be dull especially when the lessons are conducted in a one-way interaction where pupils are required only to listen and absorb the information conveyed by the teacher. This lacklustre teaching practice should be changed. This research was intended to create a new way of teaching and learning grammar which is a transition from boring drilling towards exciting grammar lesson. Employing Action Research design, this research aimed to test a new method of teaching and learning grammar which is using Grasia (Grammar through Tarsia) in English language grammar lesson. The respondents of the research were from primary and secondary school pupils. 19 pupils from two primary schools in Daro and Lubok Antu, as well as, 21 pupils from a secondary school in Baram district were chosen as participants through convenient sampling method. The data of this research were obtained through teacher observation questionnaire and self-assessment survey which were carried out before and after Grasia was implemented in grammar lesson. The findings indicated a positive outcome among the participants after teaching and learning session through Grasia. This finding is fundamental to give an insight to all the teachers that a change is needed in order to carry out a fun and meaningful grammar lesson. Grasia provides alternative methods for teachers to introduce grammar items in a fun and engaging way rather than chalk and talk lesson.
Highlights
In view of current development in globalisation, mastering English language has an indispensable skill for people
This paper aims to explore the use of Grasia in teaching grammar, in terms of group level of motivation and participation before and after applying Grasia
It is hoped that more teachers will employ Grasia in their grammar lesson
Summary
In view of current development in globalisation, mastering English language has an indispensable skill for people. Teachers are responsible to make their lessons interesting and they have to consider their pupils’ different learning styles when planning their lessons and preparing the materials This is supported by Rahamat et al (2011) where the development of teaching and learning materials is part and parcel of improving the delivery of knowledge from teachers to pupils. This is agreed by Chun & Yunus (2016) where teachers play important roles in ensuring learners attain their second language alongside their first language and/or mother tongue
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