1

RIS
SEMESTER 1 SESI 2010/2011

KOD & NAMA KURSUS



KRL 3033
KAEDAH PENYELIDIKAN DALAM PENDIDIKAN SEKOLAH RENDAH

TAJUK







DISEDIAKAN OLEH:

NAMA NO. MATRIK PROGRAM

MUHAMMAD FAIZAL ZAKARIA

D20102046143

014-8108491



NAMA TUTOR E-LEARNING : Dr Mahendran A/L Maniam
KUMPULAN UPSI : (A122PJJ)
TARIKH PENYERAHAN: 27 April 2014


HOW TO USE SUBJECT VERB AGREEMENT TABLE TO OVERCOME
SENTENCE SONSTRUCTION PROBLEM FOR CHILDREN

PEMARKAHAN

2

Table of content
Chapter One (Research Problem ) Page
1.0 Introduction 3
1.1 Background Research 4
1.2 Statement of the problem 5 8
1.3 Conceptual frame 9
1.4 Research Objective 10
1.5 Research Question 11
1.6 Importance of Research 12
1.7 Limitation of research 13
1.8 Definition of Term 14
1.9 Advantages of Using SVA table 15
1.10 Summary 16
Chapter Two (Literature Review )
2.0 Introduction 17
2.1 Related Theory 18
2.2 3 Related Research 19 -23
2.3 Summary 24
Chapter 3 (Research Method)
3.0 Introduction 25
3.1 Research Design 26 -27
3.2 Population and Sample 28
3.3 Research Instrument 29 30
3.4 Data Analysis 31 32
3.5 Summary 33

3

Introduction
Like all learning problems, difficulties in writing can be devastating to a child's education and
self-esteem. As children progress through school, they are increasingly expected to express
what they know about many different subjects through writing. If a child fails to develop
certain basic skills, he or she will be unable to write with the speed and fluency required to
excel as these demands increase. Indeed, for a child struggling with a writing problem, the
writing process itself interferes with learning. Students faced with such difficult odds have
trouble staying motivated.

Writing problems rarely occur in isolation, and improvements in writing go hand in hand
with the development of other non-writing-specific skills. Thus, a problem with the
development in one of these areas is likely to interfere with a child's progress as a writer. A
sentence is a group of words which starts with a capital letter and ends with a full stop (.),
question mark (?) or exclamation mark (!). A sentence contains or implies a predicate and a
subject.







4

Research background
I choose my Year 6 pupils as the material for this research.These 35 pupils are classified in
intermediate class.The name of the class is 6 Al Khawarizmi.Their average score for English
is 55 to 60 something. In English in of primary school , they are set for 4 crucial skills such
as reading,speaking,writing dan listening.The school name is SK Seri Paka,Dungun
,Terengganu. For Year 6 pupils ,they are the candidates for formal and important examination
for their whole life for that time called UPSR.In English ,my pupils were told by their
teachers and parents to work hard and study as best as they can do.For English in
UPSR,students will have to answer two separate set of questions .They are call Paper 1 and
Paper 2.Paper 1 contain 40 objective questions including variety of components such as
vocabulary,collective nouns,social expression,cloze test and comprehension.My pupils
average score for this Paper is around 28 to 34 out of 40 question.It seems they dont struggle
so much in this section since they do have choice and time to think the best answer
depending from the choices given( A,B,C and D).Also known as multiple choice questions
(MCQ).Well,the main purpose of this research is on my students behaviour and problem in
Paper 2.Paper 2 consists 4 parts of writing which surely test and challenge students on how to
construct sentences correctly along with proper punctuation and subject verb agreement .This
task on Paper 2 is also known as the killer in English Paper.In addition,it is quite difficult
to bring people to get interested in writing especially in English.Their attitude and
missunderstanding of English makes they hate and bore in learning English.



5

Problems
Sentence Construction Problem (Sentence Structure)
Because so many writing problem .Some of the problems are that people either run sentences
together without using proper punctuation, or they use sentence fragments (see below) when
they should use complete sentences. Another problem when writing sentences is the use of
run-on sentences (see below). In this section we will look into these problems (and others)
and analyse ways of avoiding them.rocesses need to be automatic, active working memory is
critical. Good writing does not exist without good sentences. Below are some of the more
common problems with sentences written by students.
Mixed Construction: In general, a mixed construction occurs when a student begins one
sentence and ends with another. Problems can occur on a grammatical level, when the mixed
construction leads to improper subject-verb agreement or pronoun reference, or they can
occur purely on the level of logic, where the sentence is technically correct, but makes no
sense. For example:
Incorrect: For most people who eat veal, they don't think about where it came from.
Correct: Most people who eat veal dont think about its origin.
Subject-verb Agreement: Often, an intervening phrase or clause can lead to a lack of
agreement between subject and verb. Correctly identify the subject and make sure the verb
agrees in number. For example:
Incorrect: One of the men who live in trailers want to move to a house.
Correct: One of the men who live in trailers wants to move to a house. My pupils may have
difficulty recalling spelling, grammar, and punctuation rules, accessing prior knowledge
6

while writing, or organizing ideas. A memory problem may manifest itself in a child's writing
as:
A ) poor vocabulary
B ) many misspelled words
C ) frequent capitalization, punctuation, and grammar errors
D ) difficulty with word sounds, spelling, and meanings
The errors and awkward phrasing in their childrens essays often surprise parents of
elementary school students. Usually children exhibit a stronger command of language in
conversation than on paper and dont begin to write at a level equivalent to their own speech
until grades four to seven. Here are some common errors in grammar, usage, and mechanics
that will help you identify the trouble spots in your childs writing.
Problem: Proper Nouns Not Capitalized
Example: I saw dr. smith in new york.
Solution: I saw Dr. Smith in New York.
Problem: Sentence Fragments
Example: Going to the grocery store for milk.
Solution: I am going to the grocery store for milk.
Problem: Run-on Sentences
Example: I like riding my bike after dinner first I have to help with the dishes.
Solution: I like riding my bike after dinner, but first I have to help with the dishes.
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Problem: Lack of Subject-Verb Agreement
Example: He run every day.
Solution: He runs every day.
Problem: Incorrect Noun Plurals
Example: The berrys are ripe.
Solution: The berries are ripe.
Problem: Incorrect Plural and Possessive Nouns
Example: My parents wedding photo is beautiful.
Solution: My parents wedding photo is beautiful.
Problem: Wrong End Punctuation
Example: What are you doing.
Solution: What are you doing?
Problem: Not Forming Compound Sentences
Example: Tom likes baseball his friend likes hockey.
Solution: Tom likes baseball, but his friend likes hockey.
Problem: Lack of Commas in a Series
Example: Our flags colors are red white and blue.
Solution: Our flags colors are red, white, and blue.
How Parents Can Help
There are many ways you can help your children enjoy and improve their writing.
Give positive feedback. When reviewing your childs essays, give positive feedback
along with talking about what needs improvement. Engage your child in the revision
process by discussing the mechanics of writing without disapproval of their ideas.
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Students should understand that writing is a process and all writers revise their work.
Remember, children need encouragement as much as correction. Also, speak in
private to avoid possible embarrassment.
Incorporate writing into family activities. There are lots of ways to bring writing
into daily family life. Ask your children to help you make lists and record messages.
Have your children write poems or skits for family events, or movie reviews to share
at the dinner table. Journals and pen pals are also great writing outlets. Encourage
your children to write about what interests themeven if its just a paragraph.
Dont rush writing. Make sure your child has a quiet place to write and help them
gauge how long it will take to complete a writing assignment. Writing usually takes
longer than we think. If the assignment is rushed, students may feel they cant write,
when they really just needed more time to revise.
Get extra help. Recognize when extra help is needed, either from the school or
outside professionals. Often children respond well to having a personal writing tutor.
Ask if your school has after school programs that target writing. Most importantly,
dont ignore writing problemsworking with teachers and utilizing available
resources can make a big difference.





9

Conceptual Frame






10

Research Objective
Learning to use correct sentence structure often proves difficult for many students. Making
sure all of the parts are present can be a tedious task for a writer until it becomes second
nature to them. The purpose of this research is to help my pupils learn to express their
thoughts completely and concisely, while always ensuring that basic building blocks, or
components, are present in each sentence. After the basic building blocks are in place, other
considerations, such as varying the constructions of sentences, can be addressed . Adapt
sentence construction to different text types, purposes and readers.
A ) Punctuate sentences accurately, including use of speech marks and apostrophes .
B ) Write complex sentences, selecting and using a wide range of subordinators.
C ) Adapt or rearrange sentences in relation to text types, using subordinate clauses to add
information, to give reasons and to explain.
D ) Select appropriate words and order them in sentences to create interest and increase
precision, clarity and economy.
E ) Use punctuation to create effects, e.g. slowing the pace of a sentence.






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Research Questions

A ) How am I going to use Subject Verb Agreement Table to overcome this problem ?
A ) Why is sentence structure important?
B ) Why most of my students dont understand the sentence construction concept?
C ) What are the most difficult skills for children in order to master sentence construction
D ) What is the most obvious mistake appear in sentence construction process ?
E ) How can I understand and overcome this situation/problem ?











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Importance of this research .
There are many ways in which the same combination of facts can be 'packaged' in sentences.
Pupils need to be aware of some of the main options for varying the structures within a
sentence, for example by using subordinate clauses and passives. These options allow
information to 'flow' through a sentence so that it is clear which parts are most important.
They also improve the flow of information within the whole text, because they help the writer
to integrate each sentence with those on either side of it. Sentences provide us with the
framework for the clear written expression of our ideas. The aim in writing is always to write
in complete sentences which are correctly punctuated. Sentences always begin with a capital
letter and end in either a full stop, exclamation or question mark. A complete sentence always
contains a verb, expresses a complete idea and makes sense standing alone. Sentence
structure and punctuation are important parts of writing. If you can not create a sentence or
don't know proper punctuation, you will be unable to effectively get your point across. There
are several things that you need to understand in order to understand sentences. This lesson
will cover constructing a proper sentence and how to punctuate a sentence. Clauses make up
sentences. Pupils could not understand sentences if teacher does not understand clauses. A
clause is a group of words that contains a subject and a verb. There are independent clauses
and dependent clauses.




13

Limitation of the research
There are two important limitations to Subject-verb agreement. Firstly, agreement only
applies when the verb is in the present tense. In the past tense, there is no overt agreement
between and secondly, agreement applies only to third person Subjects. There is no
distinction, for example, between a first person singular Subject and a first person plural the
Subject and the verb .These limitaions make me quite difficult to approach my students and
think about the most suitable approach to overcome the problem.













14

Definiton of term
Independent Variable
An independent variable is exactly what it sounds like. It is a variable that stands alone and
isn't changed by the other variables you are trying to measure. For example, someone's age
might be an independent variable. Other factors (such as what they eat, how much they go to
school, how much television they watch) aren't going to change a person's age. In fact, when
you are looking for some kind of relationship between variables you are trying to see if the
independent variable causes some kind of change in the other variables, or dependent
variables.
Dependent Variable
Just like an independent variable, a dependent variable is exactly what it sounds like. It is
something that depends on other factors. For example, a test score could be a dependent
variable because it could change depending on several factors such as how much you studied,
how much sleep you got the night before you took the test, or even how hungry you were
when you took it. Usually when you are looking for a relationship between two things you
are trying to find out what makes the dependent variable change the way it does.
Trouble between two variables
Many people have trouble remembering which is the independent variable and which is the
dependent variable. An easy way to remember is to insert the names of the two variables you
are using in this sentence in they way that makes the most sense. Then you can figure out
which is the independent variable and which is the dependent variable:

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Advantages Of Using Subject Verb Agreement Table
1. Subject and verb agreement is paramount for effective and clear communication. It helps
my students write good grammar and work that can be read and understood with ease. To
test for subject-verb agreement, substitute the subject in the sentence with 'he' / 'she' or 'they'.
2. Pupils may be knowledgeable about a certain area of expertise, but if they cannot
communicate effectively, their ability to share that knowledge is affected. Incorrect subject-
verb agreement can cause their writing to be confusing to the reader.
3. We should study subject and verb agreement to make ourselves better understood .
when we talk. An added benefit of this study is that we sound educated when we speak
correct English.
4. Understanding the significance behind subject-verb agreement can help you write
better and make your writing much easier to understand.









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Summary
Subject Verb Agreement Table is the approach and method that I am going to use to
overcome my students problem in Sentence Building .I have to arrange,sequence and
understand the best approach on how to get my students understand the method easily.It is
not an easy task to have my students to master variety of knowledge as their preparation to
get a better understanding and finally able to construct a good sentence.The items included in
a sentence such as punctuation,sentence order,vocabulary and good choice of words are the
main point and should be master by students.Direct translation is the biggest border that
interrupt my pupils way of think and understanding.In my opinion,Subject Verb Agreement is
back to basic approach but it will cause big impact for my students at the end of the day.











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Literature Review
Introduction
A literature review is an evaluative report of information found in the literature related to
your selected area of study. The review should describe, summarise, evaluate and clarify this
literature. It should give a theoretical base for the research and help me determine the nature
of your research. Works which are irrelevant should be discarded and those which are
peripheral should be looked at critically .In this research I am going to use Subject Verb
Agreement method in order to overcome my students problem in building a correct
sentence.There are some articles,journal and research that I referred to as the materials for my
studies.These information hopefully will give me better understanding and clear view in
order to seek the truth about the real problem of children writing problem. Students need to
clearly write what they want to convey in order to transmit their messages effectively to the
receiver. In other words, choices of words and correct grammatical rules need to be employed
by them. However, these students of L2(a language which is not a native language in a
country but , it is widely used as a medium of communication) in the researchers class have
difficulties in constructing correct sentences in English. This is because they have problems
in the subject-verb agreement rules. These students have problems in subject-verb agreement
because in their L1 (generally a persons mother tongue or the language acquired first) which
is Bahasa Malaysia, it doesnt have rules regarding subject-verb agreement. Thats why
majority of learners have problems in their writing.



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Syntactic theory
Syntactic provides a rich array of representational assumptions about linguistic knowledge
and processes. Such detailed and independently motivated constraints on grammatical
knowledge ought to play a role in sentence comprehension. However most grammar-based
explanations of processing difficulty in the literature have attempted to use grammatical
representations and processes per se to explain processing difficulty. They did not take into
account that the description of higher cognition in mind and brain encompasses two levels: on
the one hand, at the macrolevel, symbolic computation is performed, and on the other hand,
at the microlevel, computation is achieved through processes within a dynamical system. One
critical question is therefore how linguistic theory and dynamical systems can be unified to
provide an explanation for processing effects.
Psycholinguistics
Psycholinguistics assesses difficulties in sentence processing by means of several
quantitative measures. There are global measures such as reading times of whole sentences or
accuracies in grammaticality judgement tasks which provide metrics for overall language
complexity on the one hand (Traxler and Gernsbacher 2006; Gibson 1998), and online
measures such as fixation durations in eye-tracking experiments or voltage deflections in the
event-related brain potential (ERP) paradigm on the other hand (Traxler and Gernsbacher
2006; Osterhout et al. 1994; Frisch et al. 2002). To explain the cognitive computations during
sentence comprehension, theoretical and computational linguistics have developed qualitative
symbolic descriptions for grammatical representations using methods from formal language
and automata theory (Hopcroft and Ullman 1979).

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Study of Subject-Verb Agreement: From Novice Writers to Expert Writers
By : Surina Nayan
August 2009
Academy of Language Studies, Universiti Teknologi MARA Perlis
02600, Arau Perlis, Malaysia
Writing involves constructing sentences correctly. Therefore, in English for students to
effectively communicate their ideas well in writing, they must be able to construct
meaningful sentences that have correct grammar. Dorn (2000) states that the sentences
created by words and phrases are the essential blocks of meaning that allow us to
communicate thoughts. If there are not constructed carefully, they can make reading difficult.
He further states that major basic usage and grammar slips in written English are those
associated with verbs. Based on the fact that subject-verb agreement area is very important to
express ideas especially in writing, where non verbal communication is absent, the students
really need to master this rule in order to write effectively. As a result, they can convey their
message clearly and effectively. By writing a piece of work that is error free, it shows that
learners have mastered the English grammar rules and it will give a good impression to others
who read their work. subject-verb, mainly on semantic level and syntactic level. In detail as
follows:


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Semantic level It is concerned with inappropriate choices of tense, aspect, voice or mood.
E.g.,
the subject-verb pair recognition is correct, but the verb form does not agree with the context
onthe semantic level. Such as, He *ate some bread for his breakfast. The predicate verb ate
is in past tense, it agrees with the subject on sentence level. But if its context features need it
to be in future tense, the verb form will have to be modified. Here, the checking is only done
on syntactic level without considering the context.
Syntactic level As the second type, it can be subdivided into two sub-classes:
(1) Too many modifiers in the sentence may disturb the dependency parsing and phrase
syntactic parsing. E.g., The under *frame, the tension *spring, the swing *arm and the tensile
force constant *device are all equipped in the protecting cover. Parsed as follows in Figure
1:









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Dependency Grammar Based English Subject-Verb and Agreement Evaluation1
By : Dongfeng Cai , Yonghua Hu , Xuelei Miao and Yan Song
November 2010
Department of Chinese, Translation and Linguistics
City University of Hong Kong
83 Tat Chee Ave, Kowloon, Hong Kong
Sentence simplification is an interesting point in this paper. Grefenstette (1998) applies
shallow parsing and simplification rules to the problem of telegraphic text reduction, with as
goal the development of an audio scanner for the blind or for people using their sight for
other tasks like driving. Another related application area is the shorting of text to fit the
screen of mobile devices (Corston-Oliver, 2001; Euler 2002). We employ the sentence
simplification as a pre-processing operation by deleting some kinds of adjective, adverb,
modified noun and some kind prepositional phrase, so that the sentence becomes more simple
with the trunk elements, such as the subject, the verbs and the object, left. By analyzing the
training data, a positive simplification categories set is picked out .






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Stromswold, Why Children Understand and Misunderstand Sentences 1
Why Children Understand and Misunderstand Sentences: An Eye-tracking Study of
Passive Sentences*
Karin Stromswold
ABSTRACT. Although by 3- or 4-years of age, children are remarkably good at
understanding most sentences, many studies have shown that even 5- and 6-year old children
have difficulty understanding some types of sentences. The reason(s) why are unclear in large
part because we know little about how children process sentences. To investigate how
children process the sentences, we collected accuracy, reaction time, and eye-gaze
data while 3- to 6-year old English-speaking children listened to active and passive sentences
and performed a picture-matching comprehension task. Consistent with previous work,
children were faster and more accurate on active than passive sentences. Our data suggest
that, although 3-year old children have (at least some of) the linguistic machinery that
underlies passives, they cannot interpret them, and even 6-year old childrens
processing of passives is not yet adult-like insomuch as it is off-line. Our data further suggest
that at age 5, children still rely on a 1st NP = Agent heuristic to process active and passive
sentences, but that by age 6, children only use the 1st NP = Agent heuristic when they
misinterpret passives. Thus, we argue that children misinterpret passives, not because of
syntactic limitations, but rather because of sentence processing limitations. More generally,
we argue that childrens sentence processing is still developing at age 6. For several reasons,
passive sentences are an ideal test case for investigating how childrensgrammars and
language processors develop. First, we know a great deal about what features makes
passives easier and harder for children to understand. Second, because 6-year old children
continue to have difficulty understanding passives, we can study how childrens sentence
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processing develops over a relatively long period of time. Third, it is easy to tell when
children misunderstand passives because the meanings of active and passive sentences are
very different. Fourth, passives are well studied linguistically. Fifth, although passive are
rarer than actives, passives are not a fringe part of language cross-linguistically or within
English (i.e., they arent like Englishs respectively construction, e.g.,
John and Mary got a B and an A, respectively). Lastly, the structural characteristics of
passives differ from language to language and this means children must learn how passives
are formed in their language. Subject-verb agreement is a complicated and difficult problem
in Machine Translation Evaluation, it is involved with complicated grammar, long
dependency relationship, and subordinate clause factors, and so on. Especially for the science
and technology literature sentences, such as patent corpus, which are too long or with too
many modifiers in, it gets worse.
We have proposed a hybrid method for subject-verb agreement evaluation on dependency
grammars with the processing of phrase syntactic parsing and sentence simplification for
subject-verb discovery. It is completely automatically done, and the results show its
efficiency.
By the way, the categories we use for sentence simplification and wh- type subject reverting
operation may be not much appropriate, the better categories are made, the better the system
performs.





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Summary
Children need to write lots of reports based on the projects done. Since they are at the tertiary
level of education, they are required to use English in their writing. This is to ensure that
they are able to function well in English later at the workplace. Writing requires students to
apply rules regarding sentence structures, grammar and also its mechanic that refers to
punctuation and capitalization. However, many of the pupils have problems in applying these
rules in their writing even though they have been learning English for about 12 years in
school. The researcher gathered information for this study through their observation,
interview and written assignment given to students. The findings from the study are of
significant important since this will help the teacher to further enhance their teaching
methods and find ways to help students improve their writing and avoid making errors in
subject-verb agreement as possible. Based on my observation, I noticed that my students have
mistakes in these both general and sub-rules of subject-verb agreement in their writing. The
researcher tried to investigate the difficulties in the use of subject-verb agreement in their
writing and also to determine remedial actions that need to be taken in order to overcome
their difficulties in using subject-verb agreement correctly in their written performance.






25

Chapter 3 (Research Method)
Introduction
Methodology is the systematic, theoretical analysis of the methods applied to a field of
study, or the theoretical analysis of the body of methods and principles associated with a
branch of knowledge. It, typically, encompasses concepts such as paradigm, theoretical
model, phases and quantitative or qualitative techniques.
A methodology does not set out to provide solutions but offers the theoretical underpinning
for understanding which method, set of methods or so called best practices can be applied
to a specific case.
Research Methodology is also a way to find out the result of a given problem on a specific
matter or problem that is also referred as research problem. In Methodology, researcher uses
different criteria for solving/searching the given research problem. Different sources use
different type of methods for solving the problem.
The Advanced Learners Dictionary of current English lays down the meaning of research as
a careful investigation or inquiry especially through search for new facts in any branch of
knowledge. Redmen & Mory (2009), define research as a systematized effort to gain new
knowledge. The classic way to distinguish between 'qualitative' and 'quantitative' research is
through what sort of data it analyses. The statistical analysis of numbers signifies quantitative
research, while the analysis of 'text' is the remit of qualitative research. Text, in this context,
also refers to talk, to images and to observations of actions.
The purpose and process of research in these two different approaches is also distinctive; that
they look for different things, in different ways. While some research methods overlap - for
26

instance interviews, questionnaires or content analysis - the ways that these are framed and
proceed depend on which kind of research they take place in.
Research Design
Analysis:
Classes of data are collected and studies conducted to discern patterns and formulate
principles that might guide future action.
Case Study:
The background, development, current conditions and environmental interactions of one or
more individuals, groups, communities, businesses or institutions is observed, recorded and
analyzed for stages of patterns in relation to internal and external influences.
Comparison:
Two or more existing situations are studied to determine their similarities and differences.
Correlation-Prediction:
Statistically significant correlation coefficients between and among a number of factors are
sought and interpreted.
Evaluation:
Research to determine whether a program or project followed the prescribed procedures and
achieved the stated outcomes.
Design-demonstration:
New systems or programs are constructed, tested and evaluated
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Experiment: One or more variables are manipulated and the results analyzed.
Survey-questionnaire:
Behaviors, beliefs and observations of specific groups are identified, reported and interpreted.
Status:
A representative or selected sample of one or more phenomena is examined to determine its
special characteristics.
Theory Construction:
An attempt to find or describe principles that explain how things work the way they do.
Trend Analysis:
Predicting or forecasting the future direction of events.









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Population and Sample
Population
I choose Year 6 pupils as the populations of my research.They are around 172 pupils of them
I focus the pupils from my class as there are my sample for this research .They are around 35
pupils and their class name is 6 Al Khawarizmi .I choose them because there are still serious
mistake and error occur during their writing.This is seriously happened .This problem worry
me so much.I am thinking about using Subject Verb Agreement as the new approach for my
pupils better understanding .I think this is the best approach since they are going to step into
secondary school in a few months left.

6 Al Khawarizmi achievement through observation based from written task given
Gender Excellent Intermediate Low
Boys 2 10 3
Girl 8 10 2







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Research Instrument
First Instrument
Writing essay with several mistakes on Sentence Construction




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Second Instrument
Another mistakes appear in sentence construction including various mistakes of
punctuation,spelling,wrong choice of word ,sentence pattern and vocabulary.




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Data Analysis
Section Punctuation Vocabulary Tenses Sentence
Structure
Spelling
Sentence
Construction

5

10

21

15

13
Essay
Writing

15

18

25

20

15

Sentence Construction
Through my observation in above task most of my pupils made many mistakes on
tenses.They do not know on how to differentiate between Simple Present Tense and Present
Continous Tense .They keep repeating the same mistakes without knowing their impact to
their sentence.Besides than that,many of my students are still weak in certain particular part
of writing including sentence structure (15 pupils),Spelling (13 pupils) and Vocabulary (10
pupils).Punctuation represent the lowest mistake occurred during this sentence construction
task.The number of mistakes just only ten of them.The mistakes happen because of their
sloppiness .The mistakes including small and initial letter,full stop and coma at the wrong
place.




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Writing essay
My observation in writing essay witnessed that 25 of my pupils do the same mistake in
sentence construction.This strengthen that most of my pupils do not understand clearly about
the tenses mistakes and usage.It is quite disappointed looking at this result.But ,in this section
Spelling and Punctuation represent the lowest mistake happened with a quite large number.It
is 15.













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Summary
Teachers need to collect and review students learning goals and analyses to identify
content areas and skills that need to be reinforced and factors that may motivate
student learning. For example, teachers can organize small-group instruction around the
subsets of goals students prioritized for themselves, or can reteach concepts that amajority of
students identified as their weaknesses. Data collection is the process of gathering the various
quantitative information about the educational system. This could be carried out in a variety
of ways such as through observation, use of questionnaire or checklists, situation and
resource appraisal, as well as, by interviewing school personnel.
Data analysis is a process of collation, presentation and interpretation of the information
contained in the data to aid decision making. There are mathematical techniques that are
usually adopted in aiding data analysis. For example, we could use frequency counter,
averages, mode, median, percentages, standard deviation, ratio and percentile ranks for
descriptive analysis of educational data. Some of these analysis that are common in schools
include teacher/pupil ratio, non schooling gap, enrolment ratio, promotion rate, repetition
rate, drop out rate, transition rate, admission rate, retention rate, completion rate, graduation
rate and wastage rate.