CHAPTER 1: Introduction In the past three decades, the application of computer in education has broaden quite drastically throughout

the globe. Developed countries such as the USA has used computers in their education system since 1950s and are still developing the use of it every day. This increment use of computers in school life is due to the rapid growth of computer technology and the large number of software and courseware developed. Today, education technologies have become more powerful, faster, easier to use and more convenient. In Malaysia, the use of computers as teaching aids started in the 1990s when the government launched the Smart Schools project that was based on Information and Communication Technologies (ICT) in Education concept. Therefore, both educators and students are exposed to new challenges and paradigm shift due to this phenomenon. To meet the demands of a knowledge driven society in this globalized world, educators must implement technology in the teaching and learning environment. Teachers all over the world try to make the language lessons more interesting yet meaningful with the aid of computer technologies in the classrooms. Nowadays, to find a suitable online program or website to be used in the classroom is not that hard as everything is at our fingertips. Everything a teacher needs are on the internet, it is just a matter of finding the right program to choose and be used. Malaysian government accorded English a second language status as stated in Article 152. Hence, English is a compulsory second language taught in Malaysian schools beginning at Year 1 or some were introduced as early as five years in pre-school. They would then continue to learn English until they reach Form 5, that is 17 years of age. In 1990, schools experienced

innovation in the teaching of English where Self-Access Learning (SAL) was introduced. The main objective of SAL was to allow students to evaluate and access their own learning and at the same time teaching them to be responsible for their own learning. The programme was developed by the Curriculum Development Centre, and with that learning materials and equipment were made available and accessible to students. This included worksheets, cassette tapes, videotapes, games and Computer Assisted Language Learning (CALL) programmes used in English lessons. CALL is a term used by teachers and students to describe the use of computers and ICT as part of a language course. The learner is first presented with a rule and some examples, and then answers a series of questions which test her/his knowledge of the rule and the computer gives appropriate feedback automatically and awards a mark, which may be stored for later inspection for the teacher. This means, students can do exercises on their own, and this is classified as one advantage computers has compared to other media. However, effectiveness of using computers in language lessons really depends on the way the teacher and students use them. work with the computer, as any other teaching aid, needs to be linked with ordinary classroom work and CALL lessons, like the other lessons, need to be planned carefully.

CHAPTER 2: Literature Review Computers have been used for language teaching for more than three decades. According to Warschauer & Healey (1998) the history of CALL can be divided into three stages: behaviouristic CALL, communicative CALL and integrative CALL. These three phases each corresponds to a certain level of technology and certain pedagogical theories. Behaviouristic Call
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was the first phase of CALL and it was implemented in the 1960s. It featured repetitive language drills, the so-called drill-and-practice method. Drill and practice courseware is based on the model of computer as tutor (Taylor 1980). It was based on the behaviourist learning model and as such the computer was viewed as little more than a mechanical tutor that never grew tired. According to Ahmad et al (1985), it was mainly used for extensive drills, explicit grammar instruction, and translation tests. In the late 1970s and early 1980s, behavioristic CALL was undermined by two important factors. First, behavioristic approaches to language learning had been rejected at both the theoretical and the pedagogical level. Secondly, the introduction of the microcomputer allowed a whole new range of possibilities. The stage was set for a new phase of CALL (Warschauer M. 1996). The second stage of Call, communicative CALL emerged in the 1970s and 1980s as a reaction to the Behaviourist approach to language learning. Communicative CALLs advocators rejected Behaviourist approaches at both the theoretical and pedagogical level. These proponents emphasized that CALL should focus more on using forms rather than on the forms themselves. This means, grammar should be taught implicitly and students should be encouraged to generate original utterances instead of manipulating prefabricated forms (Jones & Fortescue, 1987; Philips, 1987). Another critic of behavioristic CALL, Vance Stevens, argues that all CALL courseware and activities should build on intrinsic motivation and should foster interactivity both learner-computer and learner-learner. Popular CALL software in this era included text reconstruction programmers and simulations. Examples of these types of programs include courseware for paced reading, text reconstruction, and language games (Healey & Johnson 1995). In these programs, like the drill and practice programs mentioned before, the computer remains the "knower-of-the-right-answer" (Taylor & Perez 1989:3); thus this represents an
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extension of the computer as tutor model. But in contrast to the drill and practice programs, the process of finding the right answer involves a fair amount of student choice, control, and interaction. Integrative CALL, the third stage, seeks both to integrate the various skills of language learning (listening, speaking, writing, and reading) and to integrate technology more fully into language teaching (Warschauer & Healey, 1998). To this end the multimedia-networked computer provides a range of informational, communicative, and publishing tools that are potentially available to every student. According to Moras. S. (2001), these technological developments have brought text, graphics, sound, animation and video to be accessed on a single inexpensive computer, hence creating a more authentic environment for learning. These resources are all linked and called hypermedia, enabling learners to navigate and have great control through CD-ROMS and the Internet at their own pace and path, using a variety of media. Warschaeur and Healey (1998) and Lee (2000) cite individualization as a benefit of CALL. Students should be given an opportunity to work independently, as knowledge is a personal interpretation, individually and actively constructed on the basis of experience rather than transferred form a third party (McKenna and Laycock, 2004). According to Warschaeur and Healey (1998) using CALL programmes in classes has seven benefits that are (1) multimodal practice with feedback, (2) individualization in a large class, (3) pair and small group work on projects, either collaboratively or competitively, (4) the fun factor, (5) variety in the resources available and learning styles used, (6) exploratory learning with large amounts of language data, and (7) real-life-skill-building in computer use. Teachers need to carefully design and select materials and content of CALL programmes that mirror the needs of the learner and the aims of the curriculum, so that that their beneficial rewards can be develop to greatest advantage. This
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means the role of teacher is just as important as the software used in motivating the learner. The statement is supported by Carus and Mont Alvao (2007) saying computer, alone, cannot assume the function of teaching. Grammar is the system of a language. At its core, the term grammar refers to either the inherent structure of words and sentences in a language; or to the study and description of this structure, published as grammar rules in books about the language (Cook, 2005). For many years different kinds of grammar instruction were seen as the only way tolearn a second language. In traditional grammar teaching, learners produce language through drill-exercises (Lee & VanPattern 2003:139). To speak in a clearer and more effective manner, one must study grammar. A study by Marlyna Maros, Tan Kim Hua and Khazriyati Salehuddin showed that despite having gone through six years of learning English in school environment, the learners are still having difficulty in using correct English grammar in their writings and speaking. Aware of the fact that computers are most popular among students because they are associated with fun and games and considered to be fashionable, researcher has decided to implement a CALL programme to teach grammar. There are CALL exercises that let students practice grammar and these can be found on the Internet or on CD/DVD. Most common are webpages with different kinds of fill in the gap-exercises. The user can choose what subject or grammatical feature s/he wants to practice and the correct answer will appear instantly, or as soon as all the exercises on the page are filled in (Svensson 2008:222-223).The programme chosen by researcher will give a child a strong foundation in the English language and exposes children to a variety of sentence structures so as to enable him to write well. On top of that, the programme emphasizes on how to use verbs correctly.

CHAPTER 3: Method This part addresses the research design, participants, instruments, and data collection procedure. For this study, researcher has decided to use Grammar Playtime from A-Star Interactive, Singapores leading publisher of childrens CD-ROMs. The Grammar Playtime emphasizes on learning through playing, and the software was creatively designed to engage the students through the elements of fun and play. This set of programme consists of 6 CD-ROMs with each covers Prepositions, Asking Questions, Nouns and Determiners, Using Verbs, Tenses, and Adjectives. In each CD-ROM features grammar notes, interactive lessons, games, stories, poems, songs, brain teasers, type in screens and model essays. However, for this study, researcher only concentrates on Using Verbs CD-ROM.

Diagram 1: Screenshot of Using Verbs menu In the Using Verbs CD-ROM, there are 6 different components a learner must go through to master the programme and they are What are Verbs, Singular and Plural Verbs, Using Verbs Correctly, Using Verbs Effectively, Text-type Exercises and Grammar Notes. In each

components are divided into smaller parts except for Grammar Notes. Table below explains in greater details about each component and their parts. Table 1: Justifications of Components in Using Verbs CD-ROM Component What are Verbs? Part 1. Action theater of verbs Charmaine introduces verbs. 2. Get the Action Familiarise learner with action words. Learner must click on the correct picture according to the word given by Charmaine 3. More Verbs Charmaine introduces the verbs to be, the have verbs and the do verbs. 4. Shape Up Your Verbs Listen to how the verbs to be, the have verbs and the do verbs are used. the action Chameleon words as Photo Example

5. House All the Verbs Game 1 & 2 Revision speed round where learners are tested on their speed to recognize the relational verbs. Singular & Plural Verbs 1. The Case of the Missing Singular Verbs Recognize the singular form of an action verb 2. Help the Furballs Board the Bus Game 1 & 2 Revision recognize to the help children and

singular

plural action verbs 3. Singular and Plural Non-Action Verbs Teaches the singular and plural form of the non-action verbs. 4. Bowl Those Singles and NonAction Words Over! Game 1 & 2 Revision recognize to the help learners and

singular

plural non-action verbs

Using Correctly

Verbs

1. Algies Agreement Algie and his twin brother shows the basic rule of subjectverb agreement

2. Tiki vs. Joey Round 1 3 An exciting boxing match on subject- verb agreement

3. Lets Bet on Billy Revision on the basic subject verb agreement rules by Billy the goat.

4. Using Singular and Plural Verbs correctly Highlights the common

mistakes and confusion 5. Dino vs Joey Round 1-3 An exciting new challenge for Joey the boxing Kangaroo. Tests the common confusion in concord rules

Using Effectively

Verbs

1. Watch That Stress! Enrichment section. Where and How to use reflexive verbs and reflexive pronouns for correct emphasis. 2. Whats cooking? Learn to use common verbs with nouns correctly to describe everyday actions 3. Milos Badminton Cup Round 1 Tests verbs and nouns

combinations 4. Using Verbs for Old MacD Answer fill in the blanks

questions with the correct verbs to gaiz prize to buy animals for MacD.

Text-type exercises To familiarize learners with grammar conventions of different text-types

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Grammar notes Resource on Using Verbs for a quick and precise clarification.

The participants for this study consist of 10 Year 4 pupils from Sekolah Kebangsaan Kampong Batu, Rembau and 3 English teachers of the same school. The 10 chosen pupils were selected from the intermediate proficiency group. Intermediate proficiency means they can read and write in English but with limited understanding and commands of the language. The 3 English teachers were chosen because they are the only English teachers in the school as it is a small rural school. Another reason why more than one teacher were chosen because each teacher had taught English for different period of time, therefore, they had varied teaching experiences. Instruments used for this study were pre and post tests, interviews and questionnaires. All 10 pupils were given pre and post tests, interviews and questionnaires, but the teachers were only interviewed and given questionnaires. Pre test was held before the pupils were introduced to Grammar Playtime and their marks were recorded, then Post test was held after the pupils have gone through 3 weeks of Grammar Playtime intervention. Again, their marks for the test were recorded to be analysed. For pre test and post test, researcher used the same questions so that it would be easier to compare the marks achieved by the pupils. The questions for pre test and post test can be found in Appendix 1 and Appendix 2. After post test, questionnaires were given to the participants to be answered. The questions in the questionnaires are in English but with translation in Malay below the English questions. This is because the pupils are from
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intermediate proficiency group and most probably cannot understand long English sentences. Therefore, Malay translation is needed so that the pupils understand the questions correctly and can tick the correct feedbacks. The questionnaire was developed using the Likert Scale. A Likert scale measures attitudes and behaviors using answer choices that range from one extreme to Researcher did not use a simple yes / no question, because a Likert scale allows researcher to uncover degrees of opinion on Grammar Playtime. Questionnaires can be found in Appendix 3. Interviews were conducted after questionnaires where participants give comments and feedback about Grammar Playtime. For the pupils, the interviews were held in Malay because it is the native language and the pupils were more comfortable to speak in that language. Furthermore, researcher found it easier for the pupils to express themselves clearly without limitations when they are speaking in Malay. For the teachers, the interviews were held in English as the teachers can converse well in the language. The interviews were recorded and transcribed to be analysed. Each interview lasted between 10 to 15 minutes depending how much the participants had to say about the programme. The interview questions can be found in Appendix 4. The interviews and questionnaires were conducted for the researcher to know the participants perception of Grammar Playtime programme. Hence, the data collection procedure can be summarized into a table such as below:

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Table 2: Data collection procedure

Participants selection

Pre test (for pupils only)

Intervention - introduction to Grammar Playtime programme

Post test

Questionnaire

Interview

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CHAPTER 4: Findings To see the effectiveness of the programme, researcher has recorded the marks achieved by the 10 pupils in pre test and post test. The results are then compared and analysed using graphs and tables. There were 10 questions on using verbs needed to be answered by the pupils. The table below shows the mark achieved in both tests and their increment. Table 3: Pre and Post Test Score Frequency and Increment Pupil 1 2 3 4 5 6 7 8 9 10 Pre test (%) 20 20 30 0 40 0 40 40 30 30 Post test (%) 80 90 100 70 100 80 100 100 100 90 Increment (%) 60 70 70 70 60 80 60 60 70 60

Based on the table, we can see clearly that before the pupils were introduced to the programme, none of them passed 50%. Only three out of ten pupils got 40%, that is, 4 correct answers from 10 questions. On top of that, there were 2 pupils who did not get any correct answers. However, after the intervention and post test was carried out, all 10 pupils managed to
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get 70% and above. Analysis shows five out of ten pupils managed to get 100% for post test and there was one pupil with a drastic increment of 80% after the intervention. Moreover, all the pupils showed at least 60% of increment in their marks after the post test. From this comparison between pre test and post test, we can summarize that the Using Verbs CD-ROM has helped the pupils to understand the functions of verbs better. The increment of test marks shows that the programme is effective to the pupils. The bar graph below shows more clearly the comparison between the pre test marks and the post test marks of the ten pupils.

Bar graph of comparison of pre test and post test marks

120

100

80

60

Pre Test Post Test

40

20

0 Pupil 1 Pupil 2 Pupil 3 Pupil 4 Pupil 5 Pupil 6 Pupil 7 Pupil 8 Pupil 9 Pupil 10

Diagram 2: Bar graph showing comparison of pre test and post test marks.

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Next, the questionnaires forms were analysed and the results were put in a table like below: Table 4: Questionnaire analysis Statement Scale Strongly Disagree Undecided Agree Disagree I like Grammar Playtime programme (Using Verbs) I find Grammar Playtime programme (Using Verbs) easy to understand Grammar Playtime programme (Using Verbs) can help attract pupils attention to learn English Grammar Playtime programme (Using Verbs) makes learning more fun and enjoyable I prefer interactive programmes like Grammar Playtime programme (Using Verbs) rather than traditional teaching I think Grammar Playtime programme (Using Verbs) should be used more in lessons 2 11 13 13 3 10 1 6 6 4 Strongly agree 9

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From the table above, we can see that there are five statements on Grammar Playtime programme (Using Verbs). With each statement, there are 5 different degrees of responses, strongly disagree, disagree, undecided, agree and strongly agree. 9 out of 13 participants said they strongly like Grammar Playtime programme (Using Verbs) while the other 4 said the like the programme. 6 participants find the programme is very easy to understand, another 6 find it moderately easy to understand while 1 participant was undecided about the statement. Despite that, all participants believe that this programme can help in attracting pupils; attention in class and to learn English as it is an interactive programmes. Also, they all strongly agree that this programme makes learning moe fun and enjoyable and they all prefer Grammar Playtime programme (Using Verbs) rather than the traditional chalk and talk. From the questionnaire we can conclude that all participants gave positive feedbacks on the programme and they enjoyed using the programmes whether to learn or to teach grammar. All in all, the questionnaire is another proof that this programme is effective to be used in class. Then, each participants were interviewed individually to get their detailed feedbacks on Grammar Playtime programme (Using Verbs). There were 4 questions and their feedbacks have been analysed and coded like below: Question 1: What do you like about Grammar Playtime programme (Using Verbs)? Codes Interactive & fun Cartoons Colourful Games Participants 7 13 10 13

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From question 1, we can see that participants gave more than one reason why they like the programme. All 13 participants agree that they liked it because of the cute cartoons and the interesting games. 10 participants liked the programme because it is colourful, hence attracts attention, while 7 of the participants said the programme is interactive and fun. Question 2: Do you think the programme is effective in teaching grammar? Why? Codes Attracts attention Easy to understand Many games and activities Participants 11 13 13

Analysis of question 2 shows that all participants agree that the programme is effective to be used to teach grammar. Reason for that is because the programme is an eye-catcher as it attracts attention of the pupils with the colours, cartoons and games. According to one teacher, the key to effective teaching is to get the pupils attention to learn the topic. Once the pupils are engaged, steps afterward would be much easier. Hence programmes like Grammar Playtime are useful and effective to be used in teaching grammar. Also, this programme aids the pupils to have better understanding of the topic learnt. This statement is approved by all the participants of the study. Each verbs used in the programme was clearly explained using pictures and movements so that the pupils understand what they really mean. The teachers also agreed that the programme has explained some of the rules better than they could explain it to the pupils. On top
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of that, this programme comes with lots of interactive games and activities for the pupils to do after they have learnt a sub-part of the topic. The teachers commented that with this programme, pupils can do and answer the activities on their own and the programme will check the answer for them. Hence, teachers do not have to spend extra time marking exercises in books and use that time to facilitate the pupils when using the programme. Moreover, the games and activities are so merriment and interesting that the pupils do not see them as exercises, which make them more excited to do the activities.

Question 3: Do you think teachers should use Grammar Playtime programme more often in class? Codes Yes Balanced Participants 10 3

From question 3, we can see that the participants were divided into two groups of answers, where one group think teachers should use the Grammar Playtime programme more often in class and the other group consist of only 3 participants believe that the use of the programme should be balanced with the traditional way of teaching. Ironically, the 10

participants that think teachers should use the programme more often are the 10 pupils, while the remaining 3 are the teachers.

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Question 4: Do you think that the programme is more effective than traditional teaching of grammar? Codes Yes Depends Participants 11 2

Based on the question, 11 of the participants believe that this programme is more effective than the traditional teaching of grammar, that is chalk and talk. They believe so because they were referring to the increment of the post test scores and believed that the increment was because of the help of the programme. Also, the 11 participants believe, with the programme, a dull looking English class can be transformed into a lively interactive lesson. However another two participants, who are both teachers, believe that the effectiveness of the programme depends on how the programme is being carried out or used. The two English teachers commented that, since the programme is in full English language, the weaker pupils might have problem in understanding it. Hence, the help of a teacher is needed by their side. Therefore, this programme might work for some pupils but not all. There are still pupils that cannot understand well when a computer teach them, but comprehend better when a teacher explain it to them.

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CHAPTER 5: Conclusion

The use of CALL technologies in education has developed almost in parallel. This technology has been found to play a beneficial role in language learning by being interactive, motivational, entertaining, individualistic and interesting. From the observation and analysation, researcher can conclude that the Grammar Playtime Programme (Using Verbs) is effective in teaching grammar to the pupils. First of all, the programme helps to create more variation in the classroom, which lead to increased motivation in the pupils and thus better conditions to learn the English language. Secondly, the pupils can work at their own pace and can repeat doing the same activity or game if they are not satisfied with the scores for the games. Moreover, the pupils tend to wanting to learn more of the English language when using computers. Before this, English is like a taboo subject to the pupils, but after the introduction of the programme, they began to like English classes more than before. However, one cannot simply undervalue the importance of the teacher. Research has shown that teacher development and training is cental to the successful implementation of any educational technologies. Therefore, teachers are central to the effectiveness of the Grammar Playtime programme. Overall, the learning through playing concept was the key to the success of this programme and the reason behind why it was effective in teaching grammar.

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Bibliography Dudeney, Gavin. (2007) The Internet and the Language Classroom. Cambridge: Cambridge University Press Kenning, Marie-Madeleine. (2007) ICT and Language Learning. Chippenham and Eastbourne: Antony Rowe Ltd. Warschauer, M., & Healey, D. (1998) Computers and language learning: An

overview. Language Teaching, 31, 57-71. Levy, M. (1997) Computer-Assisted Language Learning Context and Conceptualization. London: Oxford University Press Jones, C. & S. Fortescue. (1987) Using Computers in the Language Classroom. London: Longman. Taylor, M. & L. Perez. (1989). Something to Do on Monday. Houston, TX: Athelstan. Svensson, P. (2008) Language Education in a Digital World. Finland: Norstedts Akademiska Frlag. n.a. (n.d). A-Star interactive. Retrieved January 10, 2013, from http://www.a-

star.com.sg/index.htm.

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Pre test Underline the verbs in the sentence 1. At night before bedtime, Grandpa and I jump on the bed. 2. After I drink my milk, I eat two eggs and a piece of toast. 3. At school I study, at home I play. Underline the correct verb in the sentence 4. She always (go / goes ) swimming with a buddy. 5. Always (walk / walks) don't run on wet pool surfaces. 6. They (jump / jumps) so high in the sky Fill in the blanks with has or have 7. I _________ finished my homework 8. Badri ___________ left the building 40 minutes ago . 9. She _______ two cute kittens 10.Do you ________ a sharpener?

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Post test Underline the verbs in the sentence 1. At night before bedtime, Grandpa and I jump on the bed. 2. After I drink my milk, I eat two eggs and a piece of toast. 3. At school I study, at home I play. Underline the correct verb in the sentence 4. She always (go / goes ) swimming with a buddy. 5. Always (walk / walks) don't run on wet pool surfaces. 6. They (jump / jumps) so high in the sky Fill in the blanks with has or have 7. I _________ finished my homework 8. Badri ___________ left the building 40 minutes ago . 9. She _______ two cute kittens 10.Do you ________ a sharpener?

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Tick the appropriate box. (Tandakan dikotak yang anda rasa sesuai.)

Statement

Scale Strongly Disagree Undecided Agree Disagree Strongly agree

I like Grammar Playtime programme (Using Verbs) Saya suka program Grammar Playtime (Using Verbs) I find Grammar Playtime programme (Using Verbs) easy to understand Saya mendapati program Grammar Playtime (Using Verbs) ini mudah difahami Grammar Playtime programme (Using Verbs) can help attract pupils attention to learn English Program Grammar Playtime (Using Verbs) boleh menarik minat murid untuk belajar Bahasa Inggeris Grammar Playtime programme (Using Verbs) makes learning more fun and enjoyable Program Grammar Playtime (Using Verbs) membuatkan pembelajaran lebih menarik I prefer interactive programmes like Grammar Playtime programme (Using Verbs) rather than traditional teaching Saya lebih menggemari program seperti Grammar Playtime (Using Verbs) daripada pengajaran secara tradisional I think Grammar Playtime programme (Using Verbs) should be used more in lessons Saya rasa program Grammar Playtime (Using Verbs) perlu digunakan dengan lebih kerap di dalam kelas.
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Interview questions Question 1: What do you like about Grammar Playtime programme (Using Verbs)? Question 2: Do you think the programme is effective in teaching grammar? Why? Question 3: Do you think teachers should use Grammar Playtime programme more often in class? Question 4: Do you think that the programme is more effective than traditional teaching of grammar?

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