AR Verb To Be

5/27/2018 Kajia n Tinda ka n Ba ha sa Ingge r is - slide pdf.c om
JABATAN PELAJARAN PERAK
KAJIAN TINDAKAN BAHASA INGGERIS

2010
THE USAGE OF VERBS-TO-BE
„IS‟ AND „ARE‟
OLEH
SK MANONG
33800 MANONG, PERAK.
http://slide pdf.c om/re a de r/full/kajia n-tinda ka n-ba ha sa -ingge r is-56216694a 8119
JULAI 2010 1/40

ACKNOWLEDGEMENT
First and foremost, the English Language Panel of
SK MANONG, would like to thank the Headmaster of SK
MANONG Tn Hj Abdul Wahab b. Mad Noor and Senior
Assistant (1) Cik Hjh Che Mazwar bt for giving the
English
Plan. WePanel thealso
would opportunity to carry
like to thank outEnglish
all the this Action
Language teachers who have contributed a lot of ideas
towards this project. Finally, we would also like to thank
all the teachers and pupils, especially the pupils of Year
5b, who have given their time and cooperation in order
to make this project a success.
http://slide pdf.c om/re a de r/full/kajia n-tinda ka n-ba ha sa -ingge r is-56216694a 8119 2/40

ACTION RESEARCH TITLE
THE USAGE OF VERBS-TO-BE ‘IS’ AND

‘ARE’ IN YEAR 5B
TASK FORCE MEMBERS

1. MISS MALARVELLE D/O JERYARAMAN
2. MISS KZUZAIFAH BT ZAN
 3. PN PUSPA GRACE D/O THANGAVELLO

1.PROBLEM STATEMENT
SJK (C ) WAN HWA 1 is located 10 km to the south of
Ipoh. The people in Menglembu and nearby villages mostly
do odd jobs in cottage industries to earn a living. Their
academic background is secondary school level. Therefore
they seldom speak and use English either in school or at
home. They are rather reluctant to use English in their daily
conversation for fear of being laughed at by their friends.
As a result, they neglected the importance of English
Language as a third language.
The pupils of Year showed very low proficiency in

grammar particularly in verbs-to-be “is” and “are”. Thus,
this
this action
area. research is carried out to the pupils of Year 4J in

2.PREVIOUS TEACHING AND LEARNING

ACTIVITY REFLECTION
The usage of verbs-to-be “is” and “are” are

not given emphasis during teaching and learning
activity. I feel by giving a clear explaination on
its usage in sentence and sentence drills through
substitution tables together with extensive
written exercises, pupils will be able to construct
sentences meaningfully.
3.FIELD OF FOCUS
In an initial survey conducted through a

simple written exercise, it is very obvious that
the pupils were not aware that the verb-to-be in
a sentence must agree with its subject in
number. This aspect is rather new to the pupils
and quite complex and difficult to understand its
usage. Therefore we have decided that the
action research is focused on this grammatical
item.

4.OBJECTIVES
The objectives of this action research are:-

 1. To enhance the usage of verbs-to-be
“is” and “are” in Year 5B
 2. To instill a positive attitude towards the
learning of English.
 3. To make the learning of grammar fun
and enjoyable

5.TARGET GROUP
Year 5B
6.SUGGESTED ACTIONS
 1. Grammar aspect should be given

emphasis during English lessons
 2. Expand the pupils‟ opportunity to
express their ideas in English

7. METHODOLOGY
 7.1 Type of research:

The type of research which will be carried out is experimental. It will be done through
of pre-test, an interview and observation.
 7.2 Place of research:

The place where the research will be done in Year 5B.

7.3 Research subject:

The subjects are twenty pupils – weak in verbs-to-be “is” and “are” from 5B.
 7.4 Research instruments:
The instruments are:
a. Pre-test worksheet
b. While-test worksheet
c. Post-test worksheet

7.5 Scope of survey:
The scope of study is chosen mainly to enhance the understanding and usage of
verbs-to-be „is‟ and „are‟ among pupils.
 7.6 Implementation Schedule

 7.7 Type of data collection:
The data is collected from the pupils‟ monthly test and daily work.

8. INITIAL SURVEY
 8.1 Initial Data collection. (In this study,

methods of Data Collection were used:
5.1.1 PRE-TEST
5.1.2 INTERVIEW
5.1.3 OBSERVATION
 8.2 Analysis of PRE-TEST.
 8.3 Analysis of INTERVIEW.
 8.4 Analysis of OBSERVATION.

INITIAL SURVEY
8. Initial Data Collection.
In this study, methods of Data Collection were used :
 8.1.1 PRE-TEST
a.) Pupils were given a worksheet containing twenty questions on fill in
the blanks with „is‟ and „are‟. (refer to appendix 1).
b.) Teacher explained briefly on how to do the exercise.
c.) Pupils were given twenty minutes on complete the exercise.
 The worksheets were collected and marked (refer to appendix 2).
 Teacher pointed out common errors pertaining to the usage of „is‟ and „are‟. The aim of this Pre-Test
was to identify the pupils‟ proficiency in verbs to-be.
 8.1.2 INTERVIEW
a.) A simple interview was carried out to assess the pupils‟ attitude
towards language. Questions like:
Do you like English?
How often do you speak English?
Do you know when to use is and are?
Were posed to the pupils. Many of the answers given were negative.
 8.1.3 OBSERVATIONS
a.) Based on observation carried out, the following were noted:
Some pupils have the habit of copying their friend‟s work.
There were very shy to converse English because they were afraid of being laughed at by their
friends.
They need to be reminded to do their corrections.

ANALYSIS

8.1 ANALYSIS OF PRE-TEST
From the analysis of errors based on the fill in the blanks exercise. It was obvious
that the pupils were not aware that the verbs to-be in a sentence must agree with its
subject in number and person. As verbs to-be do not exists in Chinese language, the
pupils find it difficult to understand the usage.
 8.2 ANALYSIS OF INTERVIEW
Basedbe
could ondue
the to
interview,
the KBSRit was obvious
syllabus that
which thenot
does pupils were weak
emphasize much in on
grammar. This
grammar.
Furthermore, all the pupils here come from non-English speaking background. As far
as English is concerned, it is not used at all at home or even in class during English
period which is four times per week. On top of that, these pupils are from the below
average groups.
 8.3 ANALYSIS OF OBSERVATION

The attitude of pupils towards their studies show lack of enthusiasm. Most of them
do not finish their homework. They usually do it at the last minute by copying their
friend‟s work the following morning. The pupils also found it difficult to understand
the instructions in English. So, is has to be translated into Chinese language to make
things easier for them.

9. PLANNING STRATEGY
 9.1 Identifying the issue/problem:
The issue/ problem is that the pupils in Year 4J are weak in grammar,
particularly in their verbs-to-be “is” and “are”.
 9.2 Data Collection:
Based on the monthly test and daily work, the subject teacher discovered that
there were 20 pupils who were very weak in their verbs-to-be “is” and “are”.
 9.3 Data analysis:
(refer to table 9.3)

9.4 Planning
Based onstrategy
the initial findings of the survey, this action plan will focus mainly on
verbs-to-be :is” and “are”. Prior to this, pupils have been given drills through
substitution tables (refer to Appendix 3). This is done to ensure positive results
during the implementation of the action plan.
 9.5 Implementation of Action
(refer to 9.5)
 9.6 Data Collection (after the implementation of Action Plan)
(refer to table 9.6 and table 9.7)

9.7 Assessment:
(refer to table 9.7)
From the table above, all the twenty pupils have shown a moderate improvement in
their marks. This shows that if proper planning, personal attention and care are
given to a smaller number of pupils, these pupils who are weaker compared to the
whole class, can also excel in their studies.

9.3 ANALYSIS OF THE MONTHTLY TEST
No Name February(%) May(%)

1. Lok Kah Weng 36 48
2. Lee Zhao Jun 53 61
3. Chai Yu Huan 25 26
4. Lau Xuan Hang 36 59
5. Lee Sie Lin 41 43
6. Lee Wai San 34 40
7. Tham Yoek Kit 39 41
8. Chow Si Qi 43 44
9. William Lit
50 54 15/40

10. Lee Kah Wai 45 55

11. Ho Jia Min 35 40
12. Law Jie Heng 38 38
13. Ng Lai Kuan 26 45
14. Ng Poh Yee 24 44
15. Michelle Tham 36 43
16. Chong Kar Hin 24 36
17. Poon Jien Ying 34 44

18. Chor Kar Lok 41 41
19. Chan Kok Wai 28 46
20. Lee Yi Feng
48 48 16/40

9.5 IMPLEMENTATION OF ACTION PLAN

 The following is a simple plan:
Subject : English Language
Year : Year 4J
Time : 60 minutes
Topic : On the Farm
6.3.1 Verbs to-be : „is‟ / „are‟
Thinking Skills : Comparing and Contrasting
Objectives : By the end of the lesson, pupils should be able
to :-
1. Recognize the verb to-be „is‟ and „are‟.
2. Fill in the blanks with „is‟ or „are‟ correctly.
3. Proof read their own work and carry out peer
correction effectively.
Skills : 6.3.1 Usage of verb to-be „is‟ and „are‟ in the
topic – On the Farm
Audio Visual Aids : Mahjong paper, riddle cards, worksheets.

Set Induction :
Teacher asks three pupils to come forward to read the riddle on their respective cards.
Step 1 :
Teacher revises with pupils „is‟ and „are‟
Step 2 distributes worksheets with: illustration “on the farm” to pupils

Teacher
(refer to Appendix 4)
Step 3 :
Teacher instructs pupils to fill in the blanks by using „is‟ or „are‟ in each sentence.
Step 4 :
Pupils do the exercise on their worksheet.
Step 5 :
Pupils proof read their work and carry out peer correction.
Step 6 :
A random, teacher asks each pair of pupils to read their answers aloud.
Step 7 :
Pupils paste the worksheet in their exercise book.
Closure :
Charades e. g.
“The teacher is teaching .”

“He is watering the plants.”
“They are singing.”
“The boys are playing football.”
“ They are flying kites.”

9.6ANALYSIS OF WHILE-TEST
No Name Q Q Q Q Q Q Q Q Q Q Total %
1 2 3 4 5 6 7 8 9 10
2. Lee Zhao Jun 7 70
3. Chai Yu Huan 6 60
4. Lau Xuan Hang 6 60
5. Lee Sie Lin 6 60
6. Lee Wai San 6 60
7. Tham Yoek Kit 6 60
8. Chow Si Qi 6 60
9. William Lit 7 70
10. Lee Kah Wai 6 60

ANALYSIS OF POST-TEST
No Name Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Total %
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
1. Lok Kah Weng / / / / / / / / / / / / 12 60
2. Lee Zhao Jun / / / / / / / / / / / / / / / 15 80
3. Chai Yu Huan / / / / / / / / / / / / / / / 15 75
4. Lau Xuan Hang / / / / / / / / / / / / / / 14 70
5. Lee Sie Lin / / / / / / / / / / / / / / 14 70
6. Lee Wai San / / / / / / / / / / / / / / 14 70
7. Tham Yoek Kit / / / / / / / / / / / / / / 14 70
8. Chow Si Qi / / / / / / / / / / / / 12 60
9. William Lit / / / / / / / / / / / / / / / / / / / 19 95
10. Lee Kah Wai / / / / / / / / / / / / / / / 15 75

11. Ho Jia Min 6 60
12. Lau Jie Heng 6 60
14. Ng Poh Yee 7 70
15. Michelle Tham 6 60

16. Chong Kar Hin 7 70
17. Poon Jien Ying 8 80
18. Choo Kar Lok 8 80
19. Chan Kok Wai 7 70
20. Lee Yi Feng 6 60

5/27/2018 11. Ho Jia Min / / / / / / / / / /
Kajia n Tinda ka n Ba ha sa Ingge r is - slide pdf.c om / / 12 60
12. Lau Jie Heng / / / / / / / / / / / / / / 14 70
/ / / / / / / / / / / / /
14. Ng Poh Yee / / / / / / / / / / / / / / 14 70
15. Michelle Tham / / / / / / / / / / / / 12 60
16. Chong Kar Hin / / / / / / / / / / / / / / 14 70
17. Poon Jien Ying / / / / / / / / / / / / / / / 15 75
18. Choo Kar Lok / / / / / / / / / / / / / / / / / / 18 90
19. Chan Kok Wai / / / / / / / / / / / / / / / 15 75
20. Lee Yi Feng / / / / / / / / / / / / / 13 65

10. REFLECTION
A pupil would be able to use the verbs to-be „is‟

and „are‟ correctly if the teacher explains clearly
its usage in a sentence (if possible with
illustrations or real objects – showing singular or
plural – as the saying goes, “seeing is believing”,
the teacher gives lots of drills (through substitution
tables) and lots of written exercise on a regular basis as
the saying goes, “practice makes perfect”,. These
activities will enhance their memory. But the key to
improving proficiency in English is the efficient teaching
of grammar right from the start –
-that is from Year 1 itself.

11. SUGGESTIONS
8.1 All English Language teachers should emphasize more on

grammar at all levels.
8.2 Conduct the “10 minutes Introductory Reading

Session” during the teaching and learning
process in the class.
8.3 Revise the syllabus where more emphasis will be given on
grammar, just like the English Language Books in the 70‟s.

12. CONCLUSION
Pupils are able to use verbs to-be „is‟ and „are‟ correctly
in their speech and written work. They have shown a
renewed interest in learning grammar. They also
enjoyed learning verb to-be through charades and
games.
them Learning
learn English
better and throughlonger.
remember fun definitely helped
The pupils also
did their while-test satisfactory (refer to Appendix 4a/4b).
Most of them scored well in their post-test (refer to
Appendix 5). Nevertheless, constant revision on
grammar
pupilsfrom time to
studying in time is a must
an urban area especially
schools. for
• A good teacher is the one who never gives his pupils the fish, but rather teaches them how to catch it. •

5/27/2018 Appendix １ ( Pre-Test ) Kajia n Tinda ka n Ba ha sa Ingge r is - slide pdf.c om
ENGLISH
Name: ________________________ Date: ___________
Fill in the blanks with „ is ‟ or „ are ‟
1.Puan Aminah ____________ a hardworking

teacher
2.Christina _____________ my friend.
3.That boy ____________ Jason.
4.Hamid and Kamal _____________ neighbours.
5.My sister‟s room ______________always clean.
6.The butterflies ____________ beautiful.
7.You ____________very
8.He ____________ clever.
a postman.
9.The rabbit ____________ clean and cute.
10.The girls ____________singing on the stage.

11.My parents _____________ teachers.

12.There _____________ many animals at the zoo.
13.The cat _____________sleeping under the car.

14.This _____________an orchid plant.
15.They ______________brothers and sisters.
16.Janet‟s hair _____________longer than mine.

17.Hanif ___________a polite boy.
18.The birds ____________on the roof.
19.The children _____________flying kites.

20.There ____________ a burger stall by the
roadside.

27/40
ANALYSIS OF PRE-TEST
No Name Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Total %
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
/ / / / / / / / / / /
2. Lee Zhao Jun / / / / / / / / / / / / 12 60
3. Chai Yu Huan / / / / / / / / / / 10 50
4. Lau Xuan Hang / / / / / / / / / / / 11 55
5. Lee Sie Lin / / / / / / / / / 9 45
6. Lee Wai San / / / / / / / / / / / 11 55
7. Tham Yoek Kit / / / / / / / / / / / 11 55
8. Chow Si Qi / / / / / / / / / / 10 50
9. William Lit / / / / / / / / / / / / / 13 65
10. Lee Kah Wai / / / / / / / / / / 10 50

28/40
5/27/2018
11. Ho Jia Min / / / / / / / / /
Kajia n Tinda ka n Ba ha sa Ingge r is - slide pdf.c om
/ / 11 55
12. Lau Jie Heng / / / / / / / / / / / / 12 60
13. Ng Lai Kuan / / / / / / / / / / / 11 55
14. Ng Poh Yee / / / / / / / / / / / / 12 60
15. Michelle Tham / / / / / / / / / / 10 50
16. Chong Kar Hin / / / / / / / / / / / / 12 60
17. Poon Jien Ying / / / / / / / / / / / / / 13 65
18. Choo Kar Lok / / / / / / / / / / / / 12 60
19. Chan Kok Wai / / / / / / / / / / / 11 55
20. Lee Yi Feng / / / / / / / / / / 10 50

29/40

30/40
Appendix ３ (While Test)

31/40
5/27/2018
ENGLISH Kajia n Tinda ka n Ba ha sa Ingge r is - slide pdf.c om
Name:_______________ Date:____________
Fill in the blanks with „ is ‟ or „ are ‟
１．The farmer ______ feeding the chickens.

２． A dog ______ standing behind the farmer.
３． A cat ____ sitting between the dog and the
goat.
４．The fat cow ____ standing near the shade.
５．There _____ three goats. Two of them
_______ eating grass.
６． A cockerel ______ crowing.

7. There ______ many chickens feeding on

the grains. Two of them ________
fighting.
8. Many ducks ______ swimming in the
pond while some ____ moving towards
the pond.
9. There ______ a durian tree on the farm.
The papaya trees _______ bearing a lot
of fruits.
10. There ______ a bird on the roof of the
shed.
Appendix 4
ENGLISH
Name: _________________ Date: _________
 There are some errors in the sentences given below.
Identify and circle the words used.
 Write the sentences again in the space given.
 1. My brother is in his room.
_________________________________________.
 2. They is coming to the party.
_________________________________________.
 3. You are an honest boy.
_________________________________________.
 4. We are at home.
_________________________________________.
 5. My grandparents is old.
_________________________________________.
 6. The trees are big and tall.
_________________________________________.
 7. The flowers is beautiful.

_________________________________________.

8. There are many pupils at the canteen.

_______________________________________.
 9. The apple is sweet.
_________________________________________.
 10. The dog are barking loudly.
_________________________________________.
 11. The pupils are cleaning their classroom.
____________________________________.
 12. This is an electric iron.
_________________________________________.
 13. The cat are playful.
_________________________________________.
5/27/2018
 14.Francis and Jane is cousins. Kajia n Tinda ka n Ba ha sa Ingge r is - slide pdf.c om
_________________________________________.
 15.My hands is dirty.
_________________________________________.
 16.Her bicycle is red.
_________________________________________.
 17. The car are expensive.
_________________________________________.
 18.He is in 4J.
_________________________________________.
 19.You are a helpful boy
_________________________________________.

20.My school is SJK (C) Wan Hwa 1, Menglembu.
_______________________________.
5/27/2018
Appendix 5
Kajia n Tinda ka n Ba ha sa Ingge r is - slide pdf.c om
Based on the picture, write one correct sentence. You

must use both the words given.
１.
---- farmer --- vegetables
＿＿＿＿＿＿＿＿＿＿＿
２.
Mary ----- blowing
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
３.
Ali ---- riding ------
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
４.
They ------ assembly ------
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
５.
---- dogs ------ cage –
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
5/27/2018
Appendix 6 (Post-Test) Kajia n Tinda ka n Ba ha sa Ingge r is - slide pdf.c om
Name: __________________ Date: _____________

Fill in the blanks with “is” and “are”.
1.Puan Aminah ____________ a hardworking teacher

2.Christina _____________ my friend.
3.That boy ____________ Jason.
4.Hamid and Kamal _____________ neighbours.
5.My sister‟s room ______________always clean.
6.The butterflies ____________ beautiful.
7.You ____________very clever.
8.He ____________ a postman.
9.The rabbit ____________ clean and cute.
10.The girls ____________singing on the stage.
5/27/2018
11.My parents _____________ teachers. Kajia n Tinda ka n Ba ha sa Ingge r is - slide pdf.c om
12.There _____________ many animals at the zoo.
13.The cat _____________sleeping under the car.

14.This _____________an orchid plant.
15.They ______________brothers and sisters.
16.Janet‟s hair _____________longer than mine.

17.Hanif ___________a polite boy.
18.The birds ____________on the roof.
19.The children _____________flying kites.
20.There ____________ a burger stall by the
roadside.

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5/27/2018 Kajia n Tinda ka n Ba ha sa Ingge r is - slide pdf.c om

JABATAN PELAJARAN PERAK

KAJIAN TINDAKAN BAHASA INGGERIS

5/27/2018 Kajia n Tinda ka n Ba ha sa Ingge r is - slide pdf.c om

5/27/2018 Kajia n Tinda ka n Ba ha sa Ingge r is - slide pdf.c om

ACTION RESEARCH TITLE

THE USAGE OF VERBS-TO-BE ‘IS’ AND

TASK FORCE MEMBERS

5/27/2018 Kajia n Tinda ka n Ba ha sa Ingge r is - slide pdf.c om

The pupils of Year showed very low proficiency in

5/27/2018 Kajia n Tinda ka n Ba ha sa Ingge r is - slide pdf.c om

2.PREVIOUS TEACHING AND LEARNING

The usage of verbs-to-be “is” and “are” are

In an initial survey conducted through a

The objectives of this action research are:-

 1. Grammar aspect should be given

 7.1 Type of research:

 7.2 Place of research:

7.3 Research subject:

 7.6 Implementation Schedule

 8.1 Initial Data collection. (In this study,

 8.2 ANALYSIS OF INTERVIEW

 8.3 ANALYSIS OF OBSERVATION

9.3 ANALYSIS OF THE MONTHTLY TEST

No Name February(%) May(%)

10. Lee Kah Wai 45 55

17. Poon Jien Ying 34 44

9.5 IMPLEMENTATION OF ACTION PLAN

Audio Visual Aids : Mahjong paper, riddle cards, worksheets.

Step 2 distributes worksheets with: illustration “on the farm” to pupils

“The teacher is teaching .”

1. Lok Kah Weng / / / / / / / / / / / / 12 60

2. Lee Zhao Jun / / / / / / / / / / / / / / / 15 80

3. Chai Yu Huan / / / / / / / / / / / / / / / 15 75

4. Lau Xuan Hang / / / / / / / / / / / / / / 14 70

5. Lee Sie Lin / / / / / / / / / / / / / / 14 70

6. Lee Wai San / / / / / / / / / / / / / / 14 70

7. Tham Yoek Kit / / / / / / / / / / / / / / 14 70

8. Chow Si Qi / / / / / / / / / / / / 12 60

9. William Lit / / / / / / / / / / / / / / / / / / / 19 95

10. Lee Kah Wai / / / / / / / / / / / / / / / 15 75

11. Ho Jia Min 6 60

12. Lau Jie Heng 6 60

13. Ng Lai Kuan 6 60

14. Ng Poh Yee 7 70

15. Michelle Tham 6 60

17. Poon Jien Ying 8 80

18. Choo Kar Lok 8 80

19. Chan Kok Wai 7 70

20. Lee Yi Feng 6 60

12. Lau Jie Heng / / / / / / / / / / / / / / 14 70

14. Ng Poh Yee / / / / / / / / / / / / / / 14 70

15. Michelle Tham / / / / / / / / / / / / 12 60

16. Chong Kar Hin / / / / / / / / / / / / / / 14 70

17. Poon Jien Ying / / / / / / / / / / / / / / / 15 75

18. Choo Kar Lok / / / / / / / / / / / / / / / / / / 18 90

19. Chan Kok Wai / / / / / / / / / / / / / / / 15 75

20. Lee Yi Feng / / / / / / / / / / / / / 13 65

A pupil would be able to use the verbs to-be „is‟

8.1 All English Language teachers should emphasize more on

8.2 Conduct the “10 minutes Introductory Reading

1.Puan Aminah ____________ a hardworking

11.My parents _____________ teachers.

Name: ______ Date: _