Professional Documents
Culture Documents
CHAPTER 1
INTRODUCTION
1.0
Introduction
How, I wonder, can anyone learn a language without understanding its
grammar? Yet, according to the Minister of Education, grammar as we
understand it, has not been taught in school for many years.
Dato Johan Jaffar
(2012)
have gone through six years of learning English in schools (Maros, Tan & Khazriyati,
2007). Shaari (1987) also found that the major difficulty faced by many students is
learning the English grammar.
Khan (2005), Lim (1976), Azimah (1998), Vahdatinejad (2008) and Nik Safiah
(1978) found that secondary school students in Malaysia committed a lot of errors in
grammar especially in prepositions and tenses. In addition, Siti Hamin & Mohd
Mustafa (2009), Bhatia (1974), Munir (1991) and Surina & Kamarulzaman (2009)
claimed that a majority of students in Malaysia had problems with their subject-verb
agreement in their writing. They stated that students made mistakes in both general
and sub-general areas of subject-verb agreement in their writing.
To add to this, secondary school students in Malaysia still made errors on the
use of nouns. It is undeniable that students need to master the most basic word class in
English which is the noun in order to gain greater understanding in the reading,
writing, listening and speaking skills. Chew & NorhidaYahti (2012) have conducted a
research on 300 school students in the rural area of Hulu Selangor, Malaysia to
explore students mistakes in the noun components. The respondents were form one
students who are young learners of English. The findings found that the students
tended to make mistakes with the singular and plural nouns, collective nouns and
possessive nouns. Realizing the issue of grammatical problems associated with nouns
among secondary schools students in Malaysia, it is important to examine the use of
nouns in writing especially to comprehend the problem and find a solution to
overcome it.
2.0
Generally, students still committed errors on nouns in their English essays even
though it is the most basic word class in grammar. There is a large body of literature in
Malaysia that proved Malaysian students still commit errors on nouns. Studies that
focused on nouns were conducted by Sarimah & Kaur (2010), Chung (2010), Nael, M.
(2013) and Wan Nurul Elia (2009). The findings proved that students in Malaysia
often made mistakes on nouns in their English essays. They made errors on the
singular noun and the plural noun as the findings figured an over-usage of the singular
noun form.
Many researchers have explored mostly on the use of the abstract noun in
speaking but not in writing. Studies by Snedeken, et al. (2014), Valois & Royle
(2009), Krajewski, et al. (2012) have shown some importance of the use of the
abstract noun in speaking and the studies were only focusing on changes on early
language development from infant to teenagers. The study by Snedeken et al. (2014)
showed that the data were collected from parental reports and speech samples. The
findings suggested that cognitive development plays little role for the respondents
ability to learn some abstract words.
In addition, studies by Natalia Judith (2009), Crespo et al. (2006) and Nguyen
(2011) were focusing on the process of acquisition of language and noun morphology.
They used quantitative and qualitative approaches to gather the data. Nguyen (2011)
had stated that abstract nouns are very common and important in communication be it
via writing or speaking because without these nouns, expressions of feelings and ideas
would be impossible. He used data that was carried out over 1000 examples collected
from different sources which were not mentioned as to whether in speaking or writing
or examples of what. The findings showed similarities between abstract nouns in
English and Vietnamese that typically abstract nouns was derived from verbs,
adjectives or a noun for example, the word of marriage was derived from marry and
the majority of abstract nouns in Vietnamese also enjoy back formation from
adjectives, verbs or nouns.
All of stated issues above did not focus on the use of abstract nouns in writing
and did not follow one person for a period of time as the present study and this proved
that a study on abstract noun usage over a period of time should be carried out in a
detailed analysis. It also helps others or the syllabus writers, teachers and educators
understand in depth on abstract noun usage in writing.
3.0
Hence, the gap of this study is no longitudinal research has been done on the
use of abstract nouns by young learners of secondary school students in Malaysia.
Particularly, there are many studies on errors on nouns which have been carried out in
Malaysia but the types of errors as categorized under inflectional or derivational errors
are also not substantiated in a longitudinal study. There was no study that looks for
types of errors on abstract noun usage in the writing of secondary school students in
Malaysia over a period of time.
Overall, this present study hopes to examine the actual use of the abstract noun
by young learners as this study looks at the secondary school students usage on the
abstract noun in writing over a period of time. The present study will add to the
present knowledge and understanding of how youngsters use abstract nouns in
writing. This study will contribute a lot to those who write textbooks and syllabus.
4.0
Research Questions
6.0
Terminology
Nouns
Abstract Noun
An abstract noun which belongs to uncountable nouns is a word used to name an idea,
activity, action, a quality which is considered apart from the object to which it
belongs (Wren & Martin, 2000: pg 6).
Composition
Patricia & Bruce Herzberg (2001) stated that a composition is a word from Latin. It is
another word for writing. It refers to what something is made of. In short, composition
means an essay.
Inflections
Simona Herdan (2005) defined inflections as word formation process that changes the
morphological form of a word to fit a syntactic context. Inflection does not change the
grammatical category of the base and affect the meaning of a word.
Derivations
Longitudinal study
7.0
Analyzing the abstract noun usage in writing has been the concerns of many
educators, textbook writers and syllabus writers for several decades. The present study
could provide a guideline for writers especially text-book writers and syllabus writers.
One of the most important aspects of this study was examining the actual use of
abstract nouns by young learners. It has a critical role in preparing quality young
learners who are still learning to possess great knowledge. Therefore, the result of this
study might help those who are in the field of teaching English. The findings will help
the teachers and educators to discover a solution to teach English abstract nouns in
school and make the best use of it.
Furthermore, the findings of this research are also important in order to seek
further clarification of young learners performance on their abstract noun usage in
writing. The young learners performance should be assessed gradually as this
longitudinal case study is required to determine how the use of abstract noun usage in
writing influenced their performance. The findings of this study also help young
learners to develop their confidence in using the abstract noun in writing. The
exposure is crucial because it will enable the students to know their weaknesses well
and how to improve their abstract noun usage in writing.
8.0
This study is limited in a way it was only carried out on young learners in an
elite secondary school in Terengganu. Generalizing the findings to the different
population of other cultures or community in another elite secondary school in
Malaysia may not be true. Therefore, it cannot be assumed that its finding apply to
10
In addition, by having only four respondents for this study may also be a
limitation. The respondents who are young learners may have less knowledge and
experience regarding abstract noun usage in writing than the larger samples who will
offer wider experience and great language awareness. Moreover, the findings cannot
be true for tertiary level.
Another limitation in this study it focused only on abstract nouns. This study
may not be true to other types of nouns. The present study only focused on
derivational and inflectional errors not on appropriate use. Finally, this study is limited
to only compositions but not speeches.
9.0
Conclusion
This chapter provides the preliminaries to the actual framework of this study. It
covers the introduction to the study, its background, the statement of the problem, the
purpose of the study, research questions pertaining to the study, significance of the
study and limitations of the study. The chapter also includes a definition of terms to
11
ensure that it keeps within its focus and derives findings which are relevant and
meaningful to the parties involved. The next chapter will further explore related
studies and literature significant to the context of this study.
CHAPTER 2
LITERATURE REVIEW
2.0
Introduction
12
The previous study of Chew & NorhidaYahti (2012) found that students in the
rural area in Hulu Selangor, Malaysia tended to make mistakes with singular and
plural nouns, collective nouns and possessive nouns. Saadiyah & Subramaniam
(2009), Summaira (2011) and Fazaneh (2007) stated that secondary school students
who are non-native speakers of English in Malaysia made most common errors on the
singular and plural forms of nouns. To this, studies that focused on nouns are
conducted by Kaur & Sarimah (2010), Chung (2010), Nael, M. (2013) and Wan Nurul
Elia (2009). The findings proved that students in Malaysia often made mistakes on
nouns in their English essays. These findings concluded that young learners of English
in Malaysia tended to commit errors on noun in their English compositions.
Nguyen (2011) had stated that abstract noun is very common and important in
communication be it via writing or speaking because without these nouns, expressions
of feelings and ideas would be impossible. Radden & Driven (12, p.81-83) also agreed
with this view and added that abstract things have their linguistic expressions as
abstract nouns.
In this respect, this present study hopes to examine the actual use of abstract
nouns by young learners as this study looks at the secondary school students on the
abstract noun usage in writing over a period of time. This study will contribute a lot to
those who write textbooks and syllabus especially on inflections and derivations.
13
2.1
The history of noun begins when the ancient Greek of Noun noma interpreted
the Latin nmen "name". It is said that Pn ini in the Sanskrit language and by
Ancient Greek grammarians were the first to distinguish noun into word classes. They
also included definition in terms of their grammatical forms that they collect. In Greek
and Sanskrit, nouns are classified by gender and inflected for case and number.
Noun has been given different definitions by scholars relating to their field of
study, needs, plans, purposes and past experiences.
Defining the term noun is such a problem that many grammar books do not
even try to do it. Accepting the idea that the concept of noun is fairly abstract,
however can point us in the right direction, toward a reasonably acceptable
definition. From this perspective, nouns are the labels we use to classify the
world and our experiences in it
(James, 1999)
In parsing nouns, traditional grammar insisted on noting gender as well as
number and case. Modern grammars disregard this criterion, recognizing that
gender has no grammatical role in English. They do however find good
grammatical reasons for respecting the importance of several other traditional
contrasts, especially proper versus common and abstract versus concrete and
14
have developed the contrast between mass and count nouns into a major
dimension of subclassification.
(David, 2003)
2.2
15
who are non-native speakers of English takes place best in a setting in which
meaning is negotiated through interaction so that the learner has influenced on
the message being communicated (Michael, 1983). This suggests that for
young learners of English, early attention must focus on providing learners
with the ability to communicate in English classroom. In language learning
process, there is a factor within the learner and the learners social setting that
suggested age is strongly related to learning another language.
17
18
19
Ting et al. (2010) stated that plural form of nouns is one of the five
common grammar errors made by the learners who are less proficient in
English. The findings found that out of 55 errors in plural form, a majority are
omission errors (43) in which the inflectional morpheme s marking for
plurality was left out with fewer errors of addition
of the inflectional
morpheme s (4) and misformation (8). Ting et al. claimed that difficulty with
plural form may be due to the first language (L1) influence regarding a
conclusion made by Marlyna et al. (2007) based on their contrastive analysis
of 120 English essays written by Form One Malay students. Nik Safiah et al.
(2007) expanded the similarity by referring this to the number or status of the
subject does not affect the structure in the sentence. For example, in Malay
language, plurality is expressed by using kata bilangan such as dua tugasan
and banyak tugasan and kata majmuk for instance tugasan-tugasan.
20
Form
It can be seen that for those students already displaying language difficulties
and committing errors in noun forms as derivations, it is suggested that
classroom-based interventions can present language instruction that is rich,
frequent and relevant to learners daily experiences.
2.3
Conclusion
The previous literatures that have been found show numerous studies have
been done in investigating the actual use of abstract nouns by young learners as it this
study looks at the secondary school students on the abstract noun usage in writing
over a period of time. All of these studies are generally aimed for ensuring the quality
and to enhance the educational goals and objectives.
CHAPTER 3
RESEARCH METHODOLOGY
22
3.0
Introduction
This research was conducted with the aim of examining the use of the abstract
noun over a period of time by the same student as to the usage whether increases,
decreases or stabilizes. Another purpose of this study was to investigate the use and
misuse of those nouns over the years. The last purpose was to identify whether those
errors are more of derivational or inflectional type. In order to gather the information,
this chapter will discuss the methodology used to seek the answers to the research
questions presented in Chapter 1. This chapter outlines the research design and how it
is utilized to fulfil the research objectives. Finally, instruments, data collection
procedures, data analysis are discussed accordingly.
3.1
Population
There were about 1550 students. The selection of site and respondents was
purposive as it fits the research objectives of the study. The target population of this
study was form four students who were approached in 2012. Out of the total of the
number of students, there were about 320 Form Four students. English is not their first
language but English has been considered as a second national language in Malaysia.
So, the population is not native speakers of English.
3.2
The target sample of this study was form four students of Sekolah Menengah
Imtiaz Kuala Terengganu, Terengganu. The samples of this study were non-native
speakers of English. Only four students were chosen for this study. They were young
learners who were still learning and improving their level of proficiency in English.
The study selected the respondents involved at the particular school randomly.
24
3.3
25
themes. The themes were the errors which were grouped into inflectional type
of error and derivational type of error.
This study adopted a case study to gather the data on the use of the
abstract noun in compositions written over a period of four years by four
26
Stake (1997) has identified three types of case studies. They are
intrinsic case study, instrumental case study and multiple- (or collective) case
study. This is an intrinsic study. The researcher investigated in detail, the
particulars of the case in order to examine on what was going on. The
researchers objective in each research question was to understand the case in
all parts, including its inner workings. All of these involved the study of a
single case.
3.3.2.1
A Longitudinal Study
type of writing is guided writing. The data were written not for the
purpose of the study but for their English courses. This longitudinal
study design was employed in a panel study. In this panel study, the
researcher surveyed four students performance for a period of time, so
the changes over a period of time on the use of abstract nouns in their
English compositions could be noted and assessed.
3.3.3 Instrumentation
The study involved the use of only one primary instrument which is
compositions. Therefore, a combination of quantitative and qualitative
methods was employed for the purpose of this study.
3.3.3.1
Composition
but not for the purpose of the present study. This data collection
procedure was deemed important as it aided the reliability of the
instruments and more realistic way of ensuring authenticity of the
instruments. Table 3.1 shows the distribution of compositions according
to the respondents.
Respondent
Form 1
Form 2
Form 3
20
20
20
20
Total
Form 4
Total
80
29
3.3.3.2
Type of Error
Example 2:
30
Administration
31
Later on, the respondents were given a small token of appreciation and
a letter thanking them for participating in the study. In addition, the letter also
32
3.5
Thus, the researcher combined both approaches for this study. The
researcher started the approach from Richard et al. (2002) & Caicedo (2009)
by identifying all the abstract nouns in the 80 compositions of four
respondents. The data was analysed manually and classified together into the
common themes. The themes were the abstract noun usage in writing, the
correct abstract noun usage in writing and the errors on abstract noun usage in
writing for each year. The data were calculated manually to examine the actual
use and misuse of the abstract noun in writing over the period of time. Later,
33
the type of error was identified. The researcher classified the errors into
derivational and inflection type of error.
Before any final conclusions were made, all the data were critically
classified and contrasted to ensure its accuracy and validity. To ease the
analysis process, the researcher used the approach by Miles & Huberman
(1994) where parts that were redundant were analyzed and irrelevant answers
were excluded. Data obtained from the compositions were analyzed based on
the research questions posed. The results of the finding were presented in the
forms of tables. Then, comparisons were made over the years.
34
3.6
Conclusion
This chapter has discussed the research approach, research design, data
collection, instrumentation, data collection and data analysis. The research design used
in this study explains the population, sample and sample selection, as well as the data
gathering instrument. This study employed a case study design. It involved four
secondary school students from Form Four studying at Sekolah Menengah Imtiaz
Kuala Terengganu, Terengganu. The data were collected using one instrument which
is compositions. The quantitative and qualitative data were analyzed manually
according to the reference by Richard et al. (2002) & Caicedo (2009). Both qualitative
data were identified, classified and systematically interpreted according to themes.
The following chapter will discuss the research findings. Then, the research questions
will be addressed accordingly.
CHAPTER 4
35
FINDINGS
4.0
Introduction
This chapter reports the findings of the study. First, it describes the frequency only
for the quantitative data to see the progress on abstract noun usage over four years of
four secondary school students and this is followed by examining the findings based
on the research questions posed by the study. The purpose of this study was to
examine the number of occurrences of the abstract noun in compositions written over
a period of four years by young second language learners of English .This study also
analyzed the correct and incorrect use of these abstract nouns by these learners over
the years. Another objective of the study is to identify whether inflectional or
derivational type of error occurs more frequently with these abstract nouns over the
years as well as to identify the possible reasons for the above findings. Therefore, the
findings presented in this chapter are based on the purposes of this study and tables
are presented with the detailed explanations of the findings. The findings are presented
according to the subjects and comparisons are made based on the years. In brief, this
chapter provides the basis for the discussion presented in Chapter 5.
4.1
Analysis of Results
36
4.1.1 Respondent A
Responde
nt
A
Total use
of
abstract
nouns
Total
number
of errors
of
abstract
nouns
Total
number
of correct
use of
abstract
nouns
Form 1
(Text 1
5)
Form 2
(Text
15)
Form 3
(Text 1
5)
Total
Perce
nt
32
Form
4
(Text
15)
32
17
35
116
100%
10
29
25.0%
13
25
24
25
87
75.0%
As can be seen from Table 4.1, the table presents the abstract noun usage in
Respondent As compositions from Form 1 until Form 4. The total number of abstract
nouns used by Respondent A in all 20 compositions written was 116. From the 116
abstract nouns used, there were 17 abstract nouns used in Form 1, 35 abstract nouns
used in Form 2, 32 abstract nouns used in Form 3 and another 32 abstract nouns used
in Form 4. The highest number of abstract nouns used was in Form 2 with 35 which
was 30 percent of the total number of abstract nouns and the lowest usage of abstract
nouns in writings was in Form 1 which contributed to only 14 percent. The other 56
percent was of equal percentage of usage in Form 3 and Form 4. In conclusion, it
37
seems after the first year, Respondent A increased his use of the abstract nouns
drastically but more or less stabilized from the second to the fourth.
Based from the table, the total percentage of abstract noun errors in all
compositions from Form 1 to Form 4 was 25.0 percent of the total and the percentage
of correct usage of abstract nouns was 75.0 percent. The percentage of abstract noun
errors for Respondent A was much lower than the percentage of correct usage of
abstract nouns in Respondent As compositions. From this data, it could be implied
that Respondent A was quite good in using abstract nouns correctly in his
compositions.
The total number of abstract noun errors over four years for Respondent A was
29 errors. Out of the 29 errors, 4 (13.79%) errors were from Form 1, 10 (34.48%)
errors were from Form 2, 8 (27.59%) errors were from Form 3 and 7 (24.14%) errors
were from Form 4. The highest error percentage was in Form 2 with 34.48 percent or
a total of 10 errors out of 29 errors. On the other hand, the lowest error percentage was
in Form 1 with 13.79% or a total of only 4 errors out of 29 errors. In conclusion, it
seems after the first year, Respondent A increased his number of abstract noun errors
drastically and later more or less stabilized to the fourth.
The total number of correct abstract noun usage over four years was 87 out of
116 abstract nouns used in the compositions. Out of the 87 correct abstract nouns
used, 13 (14.94%) were in Form 1, 25 (28.74%) in Form 2, 24 (27.59%) in Form 3
38
and 25 (28.74%) in Form 4. The highest were in Form 2 and Form 4 with 28.74%
each or equal with 25 correct usage of abstract nouns. The lowest percentage was in
Form 1 with only 14.94%. Based from the percentages, it can be implied that
Respondent A showed improvement in using correct abstract nouns in his/ her
compositions as the percentages increased from Form 1 to Form 2 and decreased
slightly in Form 3 and increased again in Form 4.
4.1.2 Respondent B
Responde
nt
B
Total
use of
abstract
nouns
Total
number
of
errors
of
abstract
nouns
Total
number
of
correct
use of
abstract
nouns
Form 1
(Text
15)
19
Form 2
(Text
15)
36
Form 3
(Text 1
5)
34
Form 4
(Text
15)
41
Total
Percen
t
130
100%
20
15.38
%
15
32
25
38
110
84.62
%
Based from Table 4.2, the table shows the abstract noun usage in compositions
written by Respondent B from Form 1 until Form 4. The total number of abstract
39
nouns used was 130 with 19 abstract nouns found in Form 1 compositions, 36 abstract
nouns in Form 2, 34 abstract nouns in Form 3 and 41 abstract nouns in Form 4. As can
be seen, the highest number of abstract nouns used was in Form 4 with 41 abstract
nouns which were equal to 31.5 percent. The second highest was in Form 2 with 27.7
percent followed by 26.2 percent in Form 3. The lowest percentage of abstract nouns
used was 14.6 percent in Form 1. Again similar to Respondent A, the first year and the
second year showed a big difference in his/ her use of abstract nouns. In conclusion, it
seems after the first year, Respondent B increased his uses of the abstract noun
drastically but slightly droppped in Form 3 and increased again in Form 4.
The total number of correct abstract noun usage over four years was 110 out of
130 or 84.62%. Out of the 110 correct abstract nouns used, 15 (13.64%) in Form 1, 32
(29.09%) in Form 2, 25 (22.73%) in Form 3 and 38 (34.55%) in Form 4. The highest
percentage was in Form 4 which was 34.55% or 38 correct abstract nouns used. The
lowest was in Form 1 with 15 correct abstract noun usages out of the total 110. It can
be seen that Respondent B showed a marked improvement from Form 1 to Form 2
with a big difference between the two percentages but later decreased at the third and
then increased drastically to the fourth.
4.1.3 Respondent C
Responde
nt
C
Total
use of
abstract
nouns
Total
number
of
errors
of
abstract
nouns
Total
number
of
correct
use of
abstract
nouns
Form 1
(Text
15)
16
Form 2
(Text
15)
23
Form 3
(Text 1
5)
35
Form 4
(Text
15)
35
Total
Percen
t
109
100%
13
22
20.18
%
15
20
30
22
87
79.82
%
41
According to Table 4.3, the abstract noun usage in compositions written over
four years by Respondent C from Form 1 until Form 4 is presented. The total number
of abstract nouns used in Respondent Cs compositions was 109. From the 109
abstract nouns used, there were 16 abstract nouns in Form 1, 23 in Form 2, 35 each in
Form 3 and Form 4. The highest number of abstract nouns used was in Form 3 and 4
with 35 abstract nouns which was 32.1 percent each and the lowest usage of abstract
nouns was in Form 1 which contributed to only 14.7 percent. The other 21.1 percent
was for Form 2. In conclusion, it seems after the first year, Respondent C increased
his use of the abstract noun to the third and then stabilized to the fourth.
Based from the table, the total percentage of abstract noun errors in all
compositions from Form 1 to Form 4 was 20.18% of the total and the percentage of
correct usage of abstract nouns was 79.82%. The percentage of abstract noun errors
for Respondent C was much lower than the percentage of correct usage. From this
data, it could be implied that Respondent C was quite good in using abstract nouns
correctly in his/ her compositions.
4.1.4 Respondent D
Responde
nt
D
Total
use of
abstract
nouns
Total
number
of
errors
of
abstract
nouns
Total
number
of
correct
use of
abstract
nouns
Form 1
(Text
15)
22
Form 2
(Text
15)
21
Form 3
(Text 1
5)
30
Form 4
(Text
15)
25
Total
Percen
t
98
100%
8.16%
20
18
29
23
90
91.84
%
43
Based from Table 4.4, the abstract noun usage in compositions written by
Respondent D from Form 1 until Form 4 is presented. The total number of abstract
nouns found in Respondent Ds compositions was 98. Out of the 98 abstract nouns
found, 22 (22.5%) were found in Form 1, 21 (21.4%) in Form 2, 30 (30.6%) in Form 3
and 25 (25.5%) in Form 4. The highest frequency or percentage of abstract nouns was
found in Form 3 with 30 abstract nouns or 30.6 percent. The lowest abstract noun
error was found in Form 2 with 21.4 percent or 21 abstract nouns. In conclusion, it
seems after the first year, Respondent D decreased his use of the abstract nouns
slightly but increased at the third and decreased again at the fourth.
Based from the table, the total percentage of abstract noun errors in all
compositions from Form 1 to Form 4 was 8.16 percent of the total and the percentage
of correct usage of abstract nouns was 91.84 percent. The percentage of correct
abstract noun usages for Respondent D was much higher than the percentage of
abstract noun errors in Respondent Ds composition. From this data, it could be
implied that Respondent D was very good in using abstract noun correctly in his
composition.
44
his number of abstract noun errors slightly and later more or less stabilized to the
fourth.
The total number of correct abstract noun usages over four years was 90
abstract nouns. From the total, 20 (22.22%) correct abstract noun usages are found in
Form 1, 17 (18.89%) in Form 2, 29 (32.22%) in Form 3 and 23 (25.56%) in Form 4.
The highest percentage was in Form 3 with 32.22% or 29 abstract nouns. The lowest
was in Form 2 with 17 abstract nouns or 18.89%. In conclusion, it seems after the first
year, Respondent D decreased his correct abstract noun usages slightly but later
increased drastically to the third and then decreased to the fourth.
45
Respondent A+B+C+D
Form 3
Form 4
131
133
Total use of
Form 1
74
Form 2
115
abstract nouns
Total number of
(100%)
11
(100%)
20
(100%)
23
(100%)
25
errors of abstract
(15%)
(17%)
(18%)
(19%)
nouns
Total number of
63
95
108
108
(85%)
(83%)
(82%)
(81%)
correct use of
Total
453
Percent
100%
79
17.44%
374
82.56%
abstract nouns
The results in Table 4.5 indicate an overall abstract noun usage for all four
respondents over the years. The overall total of abstract nouns used by all four
respondents in all 80 compositions written over four years was 453. The total number
of abstract nouns used by the respondents in Form 1 was 74, 115 in Form 2, 131 in
Form 3 and 133 in Form 4. Respondents exhibited the highest total use of abstract
nouns in Form 4 with 133 which was 29.36% of the overall total of abstract nouns and
the lowest total used in Form 1 which contributed to only
74 (16.34%) . In
conclusion, it seems after the first year, all four respondents increased their use of the
abstract noun drastically but later stabilized from the second to the fourth.
Based from the table, the total percentage of abstract noun errors in all
compositions of all four respondents from Form 1 to Form 4 was 17.44% of the
overall total and the total percentage of correct usage of abstract nouns was 82.56%.
46
The percentage of abstract noun errors for all four respondents was much lower than
the percentage of correct usage of abstract nouns in the respondents writings. From
this data, it could be implied that all four respondents were quite good in using
abstract nouns correctly in their compositions.
The total number of correct abstract noun usage was 374 out of 453 abstract
nouns used in the compositions. Out of the 374 correct abstract nouns used in the
compositions, 63 (16.84%) were in Form 1, 95 (25.40%) in Form 2, 108 (28.88%) in
Form 3 and Form 4. The highest were in Form 3 and Form 4 with 28.88% each or
equal with 108 correct usages of abstract nouns. The lowest percentage was in Form 1
with only 16.84%. This seems to indicate that not only did these respondents increase
the number of use of abstract nouns over the years, but they were able to improve their
use more and more over the years.
Although the occurrences of the correct use of the abstract noun increased over
the years, there were also errors flawed. The total number of abstract noun errors over
four years for all four respondents was 79 errors. Out of the 79 errors, 11 (13.92%)
errors were from Form 1, 20 (25.32%) errors were from Form 2, 23 (29.11%) errors
were from Form 3 and 25 (31.65%) errors were from Form 4. Out of four forms, Form
4 had the highest total number of errors of abstract nouns with 31.65% or a total of 25
errors out of 79 errors. On the other hand, the lowest error percentage was in Form 1
with 13.92% or a total of only 11 errors out of 79 errors. In conclusion, it seems after
the first year, all four respondents increased their number of abstract noun errors
drastically and later increased slightly to the fourth.
47
These findings indicate that even though there was an increase in the correct
use of the abstract noun over the years, there was also an increase of the incorrect use
over the years as well.
48
Form
Form
Form
Respondent
A
Respondent
B
Respondent
C
Respondent
D
Overall
Form
Form
Form
Form
17
12
11
14
14
16
47
11
32
49
Total
As can be seen from Table 4.6, the table presents types of errors on
abstract noun usages for all four respondents from Form 1 until Form 4. The
total number of errors with inflections by Respondent A in all 20 compositions
written over four years was 17. From the 17 errors, there were 3 errors in Form
1, 4 errors in Form 2, 5 errors in Form 3 and Form 4. The highest number of
errors with inflections was in Form 3 and Form 4 with 5 which was 29.41% of
the total number of errors with inflections and the lowest number of errors was
in Form 1 which contributed to only 3 (17.65%).
inflections for the first two years. However, Respondent B made errors with
inflections more frequently than errors with derivations by looking at the total
of occurrences of errors for both types of errors.
52
53
with derivations and the lowest number was in Form 3 which contributed to 0
(0%).
54
4.2
Discussion of Results
All four respondents increased their use of abstract nouns from the first
year to the second and later stabilized to the fourth. This explains that there
was a marked increase in the occurrences of abstract nouns in the compositions
between Form 1 and Form 2 and the findings further revealed that after Form
2, all the respondents stabilized their abstract noun usages to the fourth.
55
This indicates that the respondents began with few abstract noun usage
in their writing at the first year where input in learning was not enough. It
seems that during the first year, they were still young and they were still
learning. They were comfortable with their first language but not with the
second language. However, when they grew older and received input in
English classroom for four years, they started to gain confidence and were able
to use abstract nouns in their compositions.
The analysis of data also reports that all four respondents were able to
use correct than incorrect abstract nouns in their compositions. All showed
more correct use over the years. The possible reason is they had more
confidence in using abstract nouns because they were exposed lot through the
years. The findings indicate that even though there was an increase in the
correct use of the abstract nouns over the years, there was also an increase of
the incorrect use over the years as well. This is to be expected in learning a
56
foreign language or a second language. This indicates that these students still
did not master their second language due to the abstract concepts are not found
in Malay language.
uncountable concepts were difficult for these students. There were too many
rules to comprehend with including singular or plural concept as well as
irregular concept. It clearly shows that to master those rules is not easy task for
those who want to learn second language especially young learners of English.
The increase in the number of errors with inflections can also indicate a
worrying situation. If not captured and corrected, those errors could be
fossilized.
4.3
Conclusion
This chapter has provided an in-depth analysis of the results of the four
research questions posed in this study. It presents the results in using tables and
interpretations of the findings obtained from the combination of quantitative and
qualitative data. The overall findings of the quantitative analysis indicate that the
abstract noun usages by all four respondents in composition increased from year to
year. Apart from this, it can be seen that all four respondents were able to use abstract
nouns by looking at the increasing number of correct abstract noun usages in their
composition. All presents more correct use over the years. Based on both quantitative
and qualitative data, it also reported that the type of error committed most by students
was inflectional type of error. The possible reason is these students were still unsure
about the singular and plural concept with abstract nouns.
The next chapter will summarize, discuss and conclude key findings of the
study as well as make suggestions and recommendations for future research.
58
CHAPTER 5
59
5.0
Introduction
This chapter summarizes the major findings of the study and discusses the
conclusions and implications of the findings as a whole. It also lists several issues that
emerged as a result of this study and highlight a number of recommendations in
improving the research.
5.1
The study examined the use of abstract noun usage in writing over the period
of four years of four students in a secondary school. The study involved one highperformance school which was Sekolah Menengah Imtiaz Kuala Terengganu, located
in Kuala Terengganu, Terengganu. The respondents of the study involved four Form
Four students. The findings from this case study aimed to provide valuable input on
abstract noun usage in English composition and also to provide useful input for
teachers, educators and individuals involved in the education system and suggest
improvements to the current teaching and learning in secondary schools in Malaysia.
Given below are the summary and discussion of the main findings of this study based
on the research questions as provided in the Chapter One.
5.1.1
Research Question 1
Does the occurrence of the abstract noun in the students compositions
increase, decrease or stabilize over the years? What are the possible
reasons for the findings?
60
The overall total of abstract nouns used by all four respondents in all 80
writing texts is 453. From the 453 occurrences of the abstract noun, there were
74 abstract nouns used in Form 1, 115 abstract nouns used in Form 2, 131
abstract nouns used in Form 3 and another 133 abstract nouns used in Form 4.
These findings revealed that after the first year all four respondents increased
the occurrence of the abstract noun in their compositions but later stabilized
from the third to the fourth.
The respondents began with few abstract noun usages in their
composition during the first year and this indicates that input in learning was
not enough. According to the developmental approach by Steiners theory, he
claimed that at the age of 13, the young learners learn through presentations
and activities appealing to their feelings and imagination and depend on
received input in English classroom. The possible reason is they were not
matured or confident enough to come up with abstract nouns on their own. At
this age, they were too dependent on their teachers to provide those words for
them. As they grew older, maturity and confidence also increased. These
helped them to be braver to use more abstract concepts. Hence, this is the
reason why Form 4 had the most number of abstract nouns.
5.1.2
Research Question 2
Do these young learners of English use those abstract nouns correctly or
incorrectly in their compositions written over the years? What are the
possible reasons for the findings?
These young learners were able to use more abstract nouns correctly
than incorrectly in their compositions written over the years. This finding
indicates that all four respondents were good in using abstract nouns correctly
in their writings. The possible reason is these students had become familiar
61
with vocabulary choice of abstract nouns. The teacher probably gave them a
lot of practice on those words and they had more exposure through the years.
Hence, they gain confidence and maturity of their mind grows along with the
age. In addition, the abstract noun might have been provided for them in the
guided writing.
The findings further indicated that though each individual had more
occurrences of using abstract nouns correctly but there were still situations
where they incorrectly use them. The Input Hypothesis gives a powerful reason
for this finding. Simply deciding to use the target language is not enough but
how abstract concepts are learnt among young learners of English who are
non-native speakers of English. It must be used in such a way that the message
is understood by the learner at all times even though every word may not be
familiar to the learner and abstract things are things that they cannot see or
touch. This is expected in learning a second language and of course there are
still errors as part of learning.
The possible reason is when these young learners of English use those
abstract nouns incorrectly in their compositions, it may be because these
learners are using the target language at a level that is too far beyond these
young leaners current ability to understand or i+10 or perhaps i+50. Learners
who are presented with language too far beyond their current level may well
conclude that they are not good learners and that this language is simply too
hard to be learnt. The interference of the first language and certain concepts is
difficult to comprehend with the target language and this will be elaborated in
research question number three. This explains those situations when there were
times these young learners used those abstract nouns incorrectly in their
compositions written over the years.
62
5.1.3
Research Question 3
Which type of errors do these students commit more with abstract nouns
when writing compositions over the years: inflectional or derivational?
What are the possible reasons for the findings?
The findings displayed from the overall total for all four respondents of
errors with inflections, there were 8 errors in Form 1, 9 errors in Form 2, 14
errors in Form 3 and 16 errors in Form 4 and the overall total of errors with
inflections by all four respondents is 47 whereas the overall total of errors with
derivations was only 32. These show that students commit more inflectional
type of error with abstract nouns than derivational type of error when writing
compositions over the years.
The findings of this study were in line with the findings by Florentina
(2009) who stated that it could be because these English as Second Language
Users are confused about countable, uncountable nouns and irregular plurals.
So, this suggests that these students were still not clear with countable and
uncountable nouns. They were still not very sure how they work for abstract
nouns.
There are two possible reasons for this. First is the interference of the
first language. Malay language has no inflectional morphemes for the plural
63
form. If the noun is used in a plural form, the noun will be reduplicated as
kerusi-kerusi. Second, the target language has many forms of the plural for
instance -s, -es and -ies. It is difficult for these young learners to
remember all the rules and apply those with abstract nouns.
5.2
Implications
This section will address the implications derived from the study. The study
has provided helpful insights on the overall analysis of the abstract noun error of four
secondary school students. First and foremost, one of the key findings in this study is
that teachers would be able to improve their teaching abilities during English
classroom. They may be able to approach teaching abstract nouns in a better way.
The findings suggested that, despite differences in the outcomes, this study
brought with it common issues and needs as outlined by previous researchers. With
reference by Saara Sirkka Mungungu (2010), the findings of this study confirm the
significance of positive information from the students English essays in analyzing
64
abstract noun errors which is to show proof that learning does take place despite the
number of errors.
5.3
Recommendations
65
I.
Since the site of this study is a high-performance school, the study may
be replicated to see if the findings will be similar in different academic
setting for example at the private Chinese independent schools,
II.
III.
more essays and the findings will be more valid and reliable.
For the present study, data collection was done through document
analysis from the compositions. Thus, the limitation of data collection
has to be noted. Future research should consider conducting classroom
IV.
V.
66
VI.
VII.
VIII.
5.4
Conclusion
This study adopted a longitudinal case study to examine the use of abstract nouns
in English compositions over a period of time in a secondary school. More
specifically, it set out to identify the use and misuse of abstract nouns by young
learners in English compositions. 80 English compositions written by four students
formed the primary data. The data revealed what type of error is made by the students
and their frequency of occurrences. The findings displayed that all four respondents
increased their use of abstract nouns over the years. Another finding shows these
young learners were able to use those abstract nouns correctly in their compositions
written over the years. The further findings revealed that the respondents displayed a
higher level of inflectional type of error than derivational type of error.
67
REFERENCES
Asmah Hj. Omar. 1986. Nahu Mutakhir Melayu. Kuala Lumpur: Dewan Bahasa
dan Pustaka
Asmah Haji Omar. 1994. English in Malaysia: A Typology of Its Status
and Roles. In
Thiru Kandiah & John Kwan-Terry (eds.), English & Language
Planning: A Southeast Asian Contribution. Singapore: Times
Academic Press, 242-260.
68
70
from:
72
76
Yin, R.K. (1994). Case Study Research: Design and Methods. London: Sage.
Young, R., and Lee, S. 1984. EFL Curriculum Innovation and Teachers' Attitudes.
(ERIC Document Reproduction No. ED 274179)
APPENDIXES
77
The List of Abstract Noun Usages in Compositions Written over Four Years
Respondent
A
Form 1
(Text 1-5)
Celebration
Care
Morning
Day (3)
Hope
Time
Holiday
Month
Experience (2)
Internet
Ache
Appreciation
Activity
Year
Form 2
(Text 1-5)
Opinion (2)
Day
Mind
Time
Activity (6)
Tourism (3)
Morning (3)
Speech (2)
Ways
Chance
Aim
Care (2)
Pollution
Sound
Air (3)
Advantages
Work
Disease
Life
Time (2)
Routine
Form 3
(Text 1-5)
Talk
Contact
Conversation
Years
Morning (5)
Time (3)
Routine
View
Suggestion
Activities (5)
Problem (3)
Fortnight (2)
Holidays
Year
Holiday (2)
Interests
Weakness (2)
Activities
Weekends (2)
Information
Hobby
Attitude
Week
Day (2)
Week (2)
Time (2)
Midnight
Night
Causes (3)
Global warming
(2)
Evening
Scenes
Valuable
Journey
Trust
Duty
Honesty (3)
78
Form 4
(Text 1-5)
32
Morning
Talk
Importance (2)
Activities (5)
Time
Opportunity
(2)
Application
Knowledge
Day (2)
Idea
Awareness (2)
Environment
Speech
Nervous
Preparation
Effort
Cleanliness
Faith
Conscious
Stress
Boredom
Problem
Activity
Aim
Reason
Experience (2)
Competition
Information
Morning (3)
Chance (2)
Speech (2)
Advantage
Programmes
Reason (2)
Knowledge
News
Way
Life
Afternoon
Evening
Gas
Water vapour
Carbon dioxide
(6)
Methane
Ozone
Atmosphere (2)
Effect
Production
Greenhouse
Deforestation
Levels
Heat
Schedule
Noise
Sound
Answers
Questions
Day
Information
Evening
Sound
Information
Night
Day
Weeked
Morning
Discovery
Hesitation
Pain
Activities (2)
Session
Talent (2)
Magic
Day
Hand
Help (3)
Vacation (2)
Days
Holiday (2)
Alternative
Air
News
Cancer
Advices
Effort
Positive
Mind
Situation
Months
Atmosphere
Hesitation
Minutes
Week
Preparations (3)
Health
Works (2)
Reasons
Times (2)
Activities
Time
79
Day
News
Right
Deed
Key
Strength
Motto (2)
Way
Life (2)
Question (2)
Flaws
Advice
Loss
Carbon dioxide
Air
Heat
Temperature
(2)
Climate
Weather
Global
warming
Conclusion
Day
Life
Advice
Year
Week (2)
Weeks
Hobby (2)
Time (3)
Habits
Programme (7)
Knowledges
Stress
Morning
Culture
Month
Spirits
Journey
Minutes
News
Situation
Way
Cancer (2)
Opinion (2)
Advice
Appearance
Information (3)
Problem
Environment
(2)
Nature (3)
Pollution (3)
Opportunity
Importance
Activities (4)
Advantages
Skills (2)
Activity
Diseases
Asthma
Migrain
Generation
Problem
Ways
Years
Power
Appliances
Hour
Night
Morning (4)
Hour (2)
Minutes
Paradise
Span
Day (3)
Week (2)
Days
Way
Plans
Vacation (2)
Choices
Destination
Month (2)
Journey
Ways (2)
Importance
Life
Dengue (2)
Disease
Problem (3)
Tips
Week (2)
Knowledge
Health (2)
Information (2)
Holiday (2)
Time
Break
Work
Evening
Sound
Activities (3)
Celebrations
Pain (3)
Voice
Health (2)
Rest (2)
Works
Competition
Activity
Memories
Hours
Diet
Evening
Habits (2)
Cleanliness (2)
Regards
80
Tips (2)
Day (3)
Holiday (2)
Week
View
Night
Feelings
Evening (2)
Opinion
Activities
News
Fever
Knowledge
Rest (2)
Diet
Activity (2)
Time
Rest (2)
Diet
Purpose
Time (3)
Regard
Life
Hygiene
Guide
Morning (3)
Conversation
Activities
Day (2)