Pertanika J. Soc. Sci. & Hum.

25 (4): 1641 - 1650 (2017)

SOCIAL SCIENCES & HUMANITIES

Journal homepage: http://www.pertanika.upm.edu.my/

Enhancing Learners’ Sentence Constructions via “Wheel of

Grammar”
Grace Julan Chambers1* and Melor Md. Yunus2
Sekolah Menengah Kebangsaan Kanowit, 96700 Kanowit, Sarawak, Malaysia
1

Faculty of Education, Universiti Kebangsaan Malaysia, 43600 UKM, Bangi, Selangor, Malaysia
2

ABSTRACT
The purpose of this research was to strengthen students’ foundation of grammar in sentence
construction. The problem statement is that students are unable to perform well in the
English language classes, particularly in constructing simple sentences. Thus, this research
examined whether ‘Wheel Of Grammar’ (WOG) is able to help students in constructing
grammatically correct simple sentences. The rationale is to ensure students’ confidence in
the use of basic rules of Subject-Verb Agreement in sentence construction. Fifteen Form
5 students were chosen as sample based on their diagnostic test and first middle-semester
examination results to avoid any biasness. The research used mixed-method design where
quantitative data from pre- and post-tests were used to measure the outcome. To triangulate
data findings, responses from the informal interviews and classroom observations were
taken into consideration. The students’ response reflects the improvement in sentence
construction. They were able to apply correct basic rules of Subject-Verb Agreement, the
right usage of tenses and Verbs-To-Be in the tasks. Grammar lessons became less stressful
as they could easily search for answers in a fun and creative way.

Keywords: Grammar, simple sentences, Wheel of Grammar, Subject-Verb Agreement, tenses

INTRODUCTION
In Malaysia, English Language is taught as
a second language and every child is given
ARTICLE INFO a guarantee that he or she will master it
Article history: within a certain period of time (Malaysia
Received: 14 July 2016
Accepted: 08 September 2017 Education Blueprint 2013-2025, 2012).
E-mail addresses: Education in Malaysia emphasises on an
chambersgj78@yahoo.com (Grace Julan Chambers),
melor@ukm.edu.my (Melor Md. Yunus) individual’s academic achievements as
*Corresponding author

ISSN: 0128-7702 © Universiti Putra Malaysia Press

 Grace Julan Chambers and Melor Md. Yunus

important for his or her success in life . The First, most of the students are still confused
country’s education philosophy is aimed with the rules of Subject-Verb Agreement
at developing an individual’s potential (SVA). Second, they are unsure when to
holistically and integratively apart from use the present and past tenses. In addition,
being knowledgeable and able to contribute they tend to omit the use of the Verbs-To-Be
to the harmony of the family, society and the (VTB) whenever they construct sentences.
nation (Malaysia Education Blueprint 2013- As a result, related skills such as reading,
2025, 2012). In order to be at par with the speaking and listening are also hampered,
others and to keep pace in an increasingly causing them to gradually lose interest and
competitive world, it is essential for learners confidence in using the language. The best
to have a firm foundation in grammar. Crystal way to improve students’ English proficiency
(2012) claimed that English language will is to expose them to the language as early
certainly connect one with more people and as extensively as possible (Kim, Curby
compared with any other languages, thus, & Winsler, 2014).
serving as a motivation to learn it but it takes From the researcher’s own experience
a great effort to master it. Having a good in teaching and observing other colleagues
foundation in basic grammar is the biggest teaching SVA and VTB, it is clear that
challenge for today’s learners. In fact, lack students usually learn the rules better
of knowledge in grammar, vocabulary and through deductive instruction. Based on
generic structure are the main reason for this method, teachers introduce and explain
lack of proficiency in the target language the rules and functions of grammar before
this (Kee, 2013; Ali & Yunus, 2004). expecting them to complete given tasks as a
The study was conducted at SMK way to practise the concept learned. Farrell
Kanowit whereby majority of the 1313 and Lim (2005, cited in Hacer & Mehmet,
students are Ibans. Thus, it is common to 2014:5) supported this practice. They noted
see Malay, Chinese, Bidayuh, Kenyah, that teachers in Singapore believed that
Kayan, Melanau, Indian and Dusun student learners are able to use correct grammar
conversing in Iban language among faster as a result of deductive teaching as
themselves and with their teachers even the method involves direct teaching and
during English language classes. Due to explanation of rules for grammar structures,
this, students are unable to perform well drilling and error correction. Hence, this
in the English language classes. They have method was favoured. Another pull factor
difficulty constructing simple sentences and is that the SVA and VTB rules introduced in
this is clearly a major problem. Secondly, textbooks in primary and secondary schools
they face great difficulty in scoring good are usually in the form of tables. This can
results in the examinations due to inadequate slow down the learning process as most
exposure to the language. Three factors students find it distasteful. As it is important
have been identified as possible causes. for students to see the necessity of having

1642 Pertanika J. Soc. Sci. & Hum. 25 (4): 1641 - 1650 (2017)
 Wheel of Grammar

a strong foundation in SVA and VTB when rules and functions of SVA and VTB when
constructing simple sentences, a change labelling the columns and organising the
must be made in the way SVA is taught wheels. This research attempts to answer
to trigger not only learners’ motivation the following research question:
but also to strengthen their knowledge on
How does the ‘Wheel of
basic grammar. This statement is further
Grammar’ help improve students’
supported by Quora (2014) who claimed
understanding of Subject-Verb
that studying grammar using other strategies
Agreement in constructing simple
will help students to learn it faster and better
sentences?
with less effort. In other words, learning
grammar will not only provide students with
Advantages of Using WOG in Enhancing
an understanding of the nuts and bolts of
Learners’ Grammar in Constructing
English but also provide them with a deeper Simple Sentences
understanding of the English language
There are a number of advantages in using
itself—a language learned unconsciously
WOG in enhancing students’ grammar
through constant practice.
foundation in constructing simple sentences.
In order to prove this, the researcher
These advantages are fundamentally
has designed a grammar-learning device
important to sustain their interest in
specifically focusing on SVA and VTB,
improving the quality of their sentence-
known as the Wheel of Grammar (WOG).
building skills.
The idea of designing this device came from
First, it is believed that the WOG will
the researcher’s personal experience when
be able to enhance learners’ foundation in
observing nurses at the Mother and Child
grammar specifically on their knowledge
Clinic who used a Wheel Calendar to check
and understanding of SVA in order to
the due dates of expected mothers. Using
improve their writing skills, particularly in
different colours to indicate the Present
constructing simple sentences. Thus far, the
Tense, Past Tense, Singular Verb and Plural
learners’ most frequent mistake in writing
Verb, students will have a stress-free time
is to translate directly from their mother
to construct grammatically correct simple
tongue into the English language. As stated
sentences.
by Kee (2013), “learners find it difficult to
The main objective of this study is to
express their thoughts in English as they
analyse 15 Iban students’ perception on
lack English proficiency and because they
the use of WOG as a stimulating tool in
usually think in their mother tongue” (p.
improving their foundation on SVA and
92). As a result, their ability to use correct
enabling them to construct simple yet
grammar is severely affected. By designing
grammatically correct sentences. Students
their own WOG under the researcher’s
will need to build their own WOG so that
supervision, learners will have hands-on
they have the hands-on experience with the

Pertanika J. Soc. Sci. & Hum. 25 (4): 1641 - 1650 (2017) 1643
 Grace Julan Chambers and Melor Md. Yunus

experience with the rules and functions occurred in natural stages over time through
of SVA when labelling the columns and the learners’ exposure to English” (p. 209).
organising the wheels.
Second, frequent reference to the WOG METHODOLOGY
is of paramount importance for the learners The focus of this research is to enhance
to have a vivid understanding of the rules of learners’ foundation in SVA as well as
VTB when constructing simple sentences. how well they are able to construct simple,
Through the exercises prepared in the form yet correct sentences apart from those
of handouts, learners are able to apply the printed on the WOG. A mix-method
correct rules and functions of SVA. For approach was used where the researcher
instance, when writing simple sentences collected both qualitative and quantitative
with reference to their WOG, learners will data simultaneously through classroom
also know when, why and how to use the observation, learners’ responses and learners’
past and present tenses. This is important as pre- and post-test results on SVA tasks. The
learners cannot make new sentences if they respondents selected were 15 Form Five
do not know the rules; they should analyse Iban learners from an Arts class who were
the rules in order to make new sentences by weak in their English. The selection of the
repeating and memorising the given ones learners was based on their results in the
(Wharton, 2007:4). diagnostic test and first middle-semester
Third, by using the WOG in a variety of examination to avoid biasness. Following
enrichment activities such as exercises done is the description of the innovative project:
on task sheets and sentence-building games, The coloured stickers on every piece of
it can help to sustain learners’ interest in the ‘wheel’ indicate certain rules. For example,
learning process. It is hoped that learners PINK from the first and second wheel
can gradually build their interest in using must be paralleled, and it indicates the
the language, particularly in sentence- PLURAL VERBS. GREEN indicates
building since this will not only be very the SINGULAR VERBS. BLUE from
beneficial in improving their writing skills, the second and fourth wheels must also be
but also help in enhancing and developing paralleled, and this shows the PRESENT
their speaking, reading and listening skills. TENSE. ORANGE, on the other hand,
In addition, the learning environment must indicates the PAST TENSE. In order to
be kept fun and enjoyable as it facilitates use the WOG, learners are only required
unconscious learning among students giving to rotate the wheels to align the colours in
them confidence in using the language the wheel in order to form grammatically
(Yunus et. al., 2011). As Scarcella (2009) correct sentences.
suggested, “English Language development

1644 Pertanika J. Soc. Sci. & Hum. 25 (4): 1641 - 1650 (2017)
 Wheel of Grammar

PINK PLURAL

GREEN SINGULAR

PRESENT
BLUE
TENSE

ORANGE PAST TENSE

i. To draw a [Singular] Simple-

Present-Tense sentence, learners align

a GREEN sticker from the first and

second wheels.

Eg: [She] [is]

ii. Learners may choose an activity of

their choice from the third wheel.

Eg: [She] [is] [watching television]

iii. The second wheel [BLUE] must be

paralleled with the fourth wheel.

Eg: [She] [is] [watching television]

[now].

RESULTS AND DISCUSSION were clear of what to do and able to use

This section discusses classroom the WOG in constructing simple sentences,
observation, learners’ observation and differentiating the present and past tenses in
9

results of the pre- and post-tests on SVA and the subjective and objective tasks as well as
VTB tasks using the WOG. applying the correct rules and functions of
SVA and VTB in their sentences.
The analysis of the observation showed
Classroom observation
that the weak learners were unsure of the
Throughout the lesson, an observation function of the WOG, but after being coached
was carried out to ensure that the learners and monitored by the researcher, they were

Pertanika J. Soc. Sci. & Hum. 25 (4): 1641 - 1650 (2017) 1645
 Grace Julan Chambers and Melor Md. Yunus

able to have hands-on experience on the own alternative in understanding

‘wheel’. Colours were used as guides as they the rules of SVA better—that is
represent the rules clearly. Throughout the through the sentence pattern.
learning process, unconsciously they read
out the simple sentences built through the The WOG is also user-friendly and easier
WOG softly and even coached their friends compared to if the rules and functions
confidently. Their self-discovery learning of SVA are transcribed in the form of
was well-used as the WOG is attractive and tables. Learners agreed that the information
simple to understand. in tables in textbooks are too lengthy,
confusing and not attractive. The lengthy
Learner Response explanation does not contribute much in
increasing their grammar-knowledge level,
From the interviews carried out randomly,
thus causing them to lose interest in the
the leaners found that the WOG has greatly
language (Thirusanku & Yunus, 2012). A
helped them to understand the rules and
learner responded that:
functions of SVA and VTB (Singular and
Plural Forms, and Present and Past Tenses). I feel that self-discovery learning
Learners also felt very motivated and through the ‘Wheel of Grammar’
had fun in completing the tasks. This was is indeed really fun and enjoyable
evident in the response given by a learner: compared to those (the grammar
rules) printed in textbooks where
The SVA rules on the ‘Wheel of
grammar rules are printed in tables.
Grammar ’ have taught me to
construct simple sentences step
Overall, all learners were in agreement that
by step.
the use of the WOG in learning the rules
and functions of SVA is undoubtedly very
Using, learners were able to match the SVA
effective. It gives them the chance to discover
correctly without any difficulties, including
the rules. Besides, hands-on learning process
a male student who was colour-blind. As he
motivates them to understand the language
was not able to complete the tasks on his
better. As supported by Kimberly et. al
own, he was paired up with another learner
(2000), learners can rise to the challenge
who later guided him on how to use the
that the activity presents when they are free
WOG. His response was:
to choose the way to perform the activity.
Because of my colour-blindness,
I am unable to use the ‘Wheel of Pre- and Post-test Results
Grammar’ effectively. But with a The third stage in this analysis was the pre-
friend’s guidance, I come up with my and post-tests that tested the learners’ level

1646 Pertanika J. Soc. Sci. & Hum. 25 (4): 1641 - 1650 (2017)
 referring to the WOG. However, for the post-test, they were allowed to refer to WOG. The sets

of questions were similar to ensure the reliability and validity of the results.

As for the pre and post-test results, their level of understanding of SVA rules used in the

construction of simple yet grammatically

Wheel ofcorrect
Grammarsentences has improved. This can be seen in the

improvement
of grammar. For theofpre-test,
their post-test results.
they were asked In the pre-test,
seen in the7 learners (46.7%)ofscored
improvement their marks between
post-test
to answer subjective and objective questions results. In the pre-test, 7 learners (46.7%)
0% and 39%, 7 learners (46.7%) scored between 40% and 49%, and only 1 learner (6.7%) scored
without referring to the WOG. However, for scored marks between 0% and 39%, 7
51%. Asthey
the post-test, for the
werepost-test,
allowed 3 learners
to refer(20%) scored marks
to learners ranging
(46.7%) frombetween
scored 60% to 69%,
40% 2and
learners
WOG. The sets of questions were similar 49%, and only 1 learner (6.7%) scored 51%.
(13.3%) scored between 70% and 79% and 10 learners (66.7%) managed to score within the
to ensure the reliability and validity of the As for the post-test, 3 learners (20%) scored
results.80% to 100% range. marks ranging from 60% to 69%, 2 learners
As for the pre and post-test results, their (13.3%) scored between 70% and 79% and
level of understanding of SVA rules used in 10 learners (66.7%) managed to score within
the construction of simple yet grammatically the 80% to 100% range.
Table 1
correct sentences has improved. This can be
Pre & Post Test Results

Pre & Post Test Results

20
Number of Students
Pre-Test
0 Pre-Test
Post-Test
80-100 70-79 60-69 50-59 40-49 0-39

Percentage (%)

Figure 1. Pre and post-test results

12

This showed that all weak students need possible which can be in the form of printed
to be given a second chance to learn and materials such as magazines and newspapers
understand basic grammar rules because or even electronic media like the internet,
every learner has a different learning style. television, radio, movie as well as mobile
As stated by Brown (2001), “a teacher phones. Printed cards such as WOG surely
must realise that every learner is unique falls into this category of printed materials.
and to cater to the different abilities, (a) There was only one limitation identified
teacher must be able to adopt and enlighten throughout this research. One male student
the tasks” (p.14). It is unfortunate that was identified as having colour-blind. Due
these learners are still lacking far behind to this, he was not able to match the colours
in grammar when at this age, they should on the WOG correctly. To overcome this,
have been able to write error-free sentences. another student was paired to assist him until
Mohamed Amin Embi (2010:7) suggested he managed to see the pattern of SVA on the
that successful language learners must WOG and apply it to the tasks successfully.
make use of the target language as best as

Pertanika J. Soc. Sci. & Hum. 25 (4): 1641 - 1650 (2017) 1647
 Grace Julan Chambers and Melor Md. Yunus

CONCLUSION sentences. It is equally important for a

This paper aimed to describe the use of the teacher to be a mentor, listener and buddy.
WOG to improve students’ understanding Teachers can better understand the students
of SVA in constructing simple sentences. if they put themselves in the students’ shoes.
Overall, the frequent use of WOG can Different classroom activities are essential to
rebuild better confidence among learners cater to the learners’ different needs so that
when constructing grammatically simple they do not feel that they are being left out of
sentences. Their self-discovery learning the learning process. As highlighted by Snell
process can be more fun, meaningful and (2004), “students should be encouraged to
enjoyable. Tomlinson (2011) supported assess their own learning as well as their
this in his research when he stressed that notions of how they learn, by giving them
printed materials are interactive and useful opportunities to reflect on the teaching/
for learners as they enable them to receive learning process” (p. 34). If learners enjoy
feedback on the spoken or written language. this activity and are able to improve on their
It is important to identify the specific grammar, we can be certain that WOG is an
aspects of learners’ weaknesses in applying activity that would help Malaysian learners
correct rules of grammar when constructing to succeed in learning grammar.
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