Meaningful feedback

            Meaningful feedback is a valuable respond toward students’ efforts especially in writing which gives benefits to them. It is important to motivate them to take positive actions.

            One of the benefits of the meaningful feedback is to lead them to make revisions. It is supported by Silver and Lee (2007) who stated that low English proficiency and lack of appropriate strategies for providing explanations might not lead to successful revision by the students despite providing feedback. So, the teachers have to give feedback by strategies to encourage them to make revision which is important to success with flying colours.

            Besides, it can be a motivation. It can encourage them to read and analyse more to increase understanding about their mistake in writing and to make sure they do not do the same mistake next time.

            It helps them to pinpoint their strengths and weaknesses. We cannot identify our strengths and weaknesses without others. So, this situation encourages them to be aware of the parts that need to improve.

            Teacher is a challenging job. Even though he or she tried to do the best for their students but he or she still get complain. Certain students ignore about his feedback. No meaning of feedback without positive responses from the students.

            One of challenges faced by them when giving meaningful feedback is certain students just receive the feedback without take a relevant action. They never look at, try to understand, analyse and make a revision. They only interested on mark. So, this situation gives bad perception for them. Certain people assume that they do not know the correct way to educate the student. So, that is why they are failing to produce quality students.

            Sometimes, the students complain that they are not given guidance how to use the feedback to improve their performance. Actually, they are aware that the meaningful feedback is not enough to develop and improve the student. They need to explain more by verbal. But, if there are many mistakes made by the students, they will frustrate when they have to explain the same things many times.

            Another challenge is time constraint. They do not have enough time to check the essays at school because a lot of tasks. They have to make preparation for teaching, involve with co-curriculum activities, and involve with other responsibilities like as a secretary of examination. So, they do not enough time while, they have other responsibilities at home.  

In conclusion, whatever they try to do the best but other people still dissatisfaction to them and the students always right. They are not perfect people. They also have feelings. They will disappoint when the students rarely understand their sacrifice. Even though the students’ future do not related with them but they still concern about it. So, please appreciate their sacrifice.

Written corrective feedback

           Written corrective feedback (WCF) is also known as “grammar correction” or “error correction” in second language teaching. It involves students receive writing feedback from teachers while, the teachers have to check and correct on the students’ composition.

            WCF has several advantages. One of them is the students get feedback from the teachers. Feedback contains important information, which helps them to identify their error by writing. This feedback enables them to read and analyse their mistake and will be aware of the parts that they need to improve in future writing. The feedback also important to make sure the students understand where they currently stand and what steps they should take in order to achieve their writing goals. 

WCF also encourages better interaction, communication and close the gap between the teachers and the students. When they close each other, the students will give more attention and efforts to improve themselves in writing. That is because, when they close and comfortable with the teacher, automatically they will like the subject and will give more attention in the classroom.

However, WFC has several disadvantages. One of them is the teachers need a very time-consuming to check and give feedback to them. They do not have enough time to check in the classroom and have to finish at home. So, this situation will disturb their tasks at home and may effect to their family and life.

        Different people have different perception about WCF. For me, I believe the technique can increase the students’ performance. I believe that its advantages outweigh its disadvantages.

            One of my reasons, even though the teachers do not have enough time in the classroom and school but, they have to play their roles too. Their main responsibility is to educate students. So, they have to do the best to produce excellent students for their reputation, school, state and our country.

            Corrective in writing is the best method because they can make revision based on the feedback. If the teachers give a correction by verbal communication in the classroom, the students might not remember when they needed. This situation will save the teachers’ time in the learning process which they do not need to repeat the same things in the class.

            Even though some of the teachers in our school believe that WCF does not have any roles in developing students’ knowledge but, I disagree with this opinion. My students can learn something new. It can prove which they give respond on my feedback until now and anywhere, not only in the class.

            In conclusion, I rarely see the technique gives disadvantages for the students. What I see, the teachers have to deal with exhausting tasks which, they need to check the students’ writing while the students will burden with some essays. However, the dream is nothing without efforts.

            

Green energy

Green energy is good for us and the environment. Customers in Texas wish to have more green energy option but the real situation is they do not use 100% green energy because it is powered by solar and wind, and a combination of gas, oil, and coal too. So, the customers have to choose the right retailers. They have to be smart consumers too by learning the way to reduce the cost. They should know when the renewable energy is powering the grid in more quantity.

I agree if Malaysia uses the renewable energy like hydropower electricity. It is friendly towards the environment. It is fuelled by water, which means it will not pollute the air. It does not contribute greenhouse effects and global warming. The U.S. Department of Energy stated that hydropower is a clean, fuel source of water, which does not pollute the air like power plants that burn fossil fuels, such as coal or natural gas. Malaysia is suitable to use the energy because we receive rainfall during the year and our rivers are never dry. The water is needed to fill the dam while the dam controls the flow of water. The flowing water is needed to make sure the turbines are functioning. The turbines convert the kinetic energy of falling water into mechanical energy. When the turbines spin, it causes the generator to spin too. So, they will produce electrical energy to us.

I also agree if our country uses solar energy widely. It is supported by Rinkesh (2017) who stated that solar energy is an alternative to fossil fuels as it is a non-polluting, clean, reliable and renewable source of energy. It does not pollute the air by releasing harmful gases like carbon dioxide, nitrogen oxide or sulfur oxide. So, the risk of damage to the environment is reduced. As such, the government has to choose the solar energy as a second energy. It is suitable to be implemented in our country because we receive the sunlight throughout the year. So, we have to use the benefit for our nation. It will give several advantages for us. One of them is it can reduce electricity bill because we receive the sunlight free of charge through the systems which already exists in the buildings. Meanwhile, the systems do not use space of land to build them because photovoltaic (PV) systems are placed on the roof. Moreover, if we generate electricity more than we use, the surplus will be exported back to the grid. So, we will not waste the energy. It has many purposes too, not only to generate electricity, but also to distil water in a region with limited clean water suppliers.

We have to increase the use of green energies in our country. They have low or zero greenhouse emission and also toxic waste disposals. So, they will not provide air and water pollution. Solar, hydro, wind, biomass, geothermal and palm oil are examples of unlimited resources. They have no lifetime. So, we never got shortage problem and we do not need to depend on non-renewable energies like oil, gas, and coal. They are limited resources and will extinct. Their prices are also unstable compared to green energy. The green energies need less maintenance too. It is supported by Occupytheory (2014, April 20) which stated that the facilities to be used for renewable energy need less maintenance. The fuel that is derived from available and natural resources limits the overall costs, prior to operations. So, this situation gives good effects for suppliers and users. Besides, the project related to the renewable energies creates more job opportunities for people. Majority of the hydropower, the wind power, and the palm oil projects are situated at rural areas. So, they give jobs for rural people. Meanwhile, the solar energy creates more jobs for urban people too.

Texas did not get 100% green energy. It happened because they purchased the renewable energy credits (RECs) from voluntaries RECs. I think this situation will not happen in Malaysia because we are not using the procedure like them. Our electric power is monopolized by Tenaga Nasional Berhad. However, our country does not use 100% green energy too. As stated by Suruhanjaya Tenaga (2016, April 2), electricity generation fuel mix in 2014 did not change much from the previous year since the share of natural gas is at 43.9%, coal at 43.2%, fuel oil and diesel oil at 2.8%, hydro at 8.7% and renewables at 0.5%. Total installed capacity as at the end of 2014 was 29,938 MW (Megawatt), an increase of 0.6% from 29,748 MW in 2013. However, our ex-Prime Minister, Datuk Seri Mohammad Najib has launched Dasar Teknologi Hijau Negara to overcome that problem. The policy emphasizes on energy, environment, economic and social. In terms of energy, they want to find out a new green energy to reduce consumption of fossil fuels. For the environment, they want to protect and reduce the effects of greenhouse. In terms of economic, they want to increase country’s economics through technology whereas for social, they emphasise on quality life.  

In conclusion, even though Malaysia has enough fossil fuels, we have to take care of health and safety. As we can see, there are many bad effects happening now like acid rain, global warming, and depletion of ozone layer. All of them happened because of the previous generation. So, all people around the world have to be responsible towards the environment and its future. We have to think about our children and the new generation. If we love them, we must be concerned about their future and the earth where they lived. So, we have to take care of the earth by using green energy. Since Malaysia receives rain and sunshine year-round, we can use them to produce green energy. The government also has to play their role to increase the awareness about the environment among the society.

 

TEACHING APPROACHES

“The Communicative Approach to language teaching is the only feasible approach for the Malaysian classrooms” 

1.0 INTRODUCTION 

Communication is one of the important skills in teaching language. It needed when students and a teacher want to exchange opinion, explanation and share information.

According to Massila Hamzah and Arfah yusof (2013, August), “ communication is a process of interaction and sharing of meaning, exchanging ideas and opinions or sharing of information either in the form of writing, symbols, sounds or speech, transmitted face-to-face or via the mass media”.

            British Council stated (n.d.) “An approach is a way of looking at teaching and learning. Underlying any language teaching approach is a theoretical view of what language is, and of how it can be learnt. An approach gives rise to methods, the way of teaching something, which use classroom activities or techniques to help learners learn”.

According to Linguistik Id (2017, February 24), “The communicative approach is a learner-centred approach. This approach gives the learner not only grammatical competence but also a social skill as to what to say. How to say, when to say and where, in order to satisfy his daily needs as larger aim”.

The Communicative Approach is a famous in the last four decades which began in the 1960s in Great Britain and was proposed by Hymes (1972). This approach is used in the teaching of second and foreign language. This approach is seen to be potential in developing communicative skills among students in Malaysia.

This approach emphasizes on the communicative capabilities among the students while, a teacher act as a facilitator to them. The students need to communicate and use the effective techniques. They should express or convey ideas verbally or non-verbally.

 

 

 2.0 MY STAND ON THAT STATEMENT

There are many approaches used by teachers in teaching language. Some of them are Structuralist Approach, Non-structuralist approach, Learner-Centred Approaches and Communicative Approach.

I disagree that the communicative approach to language teaching is the only feasible approach for the Malaysian classrooms. Even though, the communicative approach is one of the best approaches to teach English but, I disagree if we only use the approach for the Malaysian classroom. One of my reasons is there is no approach is 100% perfect. Every approach has pros and cons. So, that is why we have to use variable approaches because, in a certain situation, the Communicative Approach is not suitable. For me, only learners know their strengths and weakness. So, the teacher has to ask them which method or approach is suitable for them to increase the level of understanding among them. Besides, we can analyse from students’ performance too. So, I prefer if we combine several of approaches. It is supported by a research who conducted by Anny Joukoulian (n.d.) which stated that to improve the quality of teaching and to get the best results, teachers ought to combine the advantages of all approaches and apply in their classrooms. She also advised not to ignore any approach no matter what. It is as supported by a research conducted by Viera Boumová (2008) which is stated from his research it seems that both traditional and modern methodologies bring results with respect to levels of encyclopaedic knowledge, but that modern methodology is also more effective in  encouraging children to communicate and in creating a positive attitude to the subject. However, the teacher needs to be knowledgeable too. He or she has to learn and search new knowledge and also improve his skills to teach this subject. He has to explore and practise a new approach to make sure his can deliver different method for a different topic. It is important to fulfil students’ needs and requirement.

The learners are important in teaching and learning process. We have to make the processes become meaningful for them to attract and tackle their attention. Learning is quite boring for them because they have to face and learn every day. It made them fed up. So, that is why we have to use a great technique. We cannot only use the communicative approach in teaching language. The teacher needs to choose a teaching method and approach that can engage teacher and students to learn together. It is supported by Ministry of Education Malaysia (2002) which stated that teachers should try to provide a meaningful learning experience to the students so that they do not only have fun but also show and display an interest in searching further from their own information. Students should also be given an opportunity to be independent, explore and experience learning themselves.

            In Malaysia, examinations and assessments are important in our education system. People measure the students based on the examinations and assessments. If they get the highest result in the examinations and assessments, they will have a high perception among students, teachers, parents and public. So, that is why they emphasize on their examinations and assessments. They prefer to learn sentence structures, vocabulary, and grammar than communicative, interactions and language skills because their examination based on them. Most of the students are less interest in this approach. So, that is why I disagree with the statement. It supported by Nikian, S., Mohamad Nor, F., Rejab, A., Hassan, H., and Zainal, Z. (2016) which stated that although communicative approach rapidly gained extensive acceptance in western countries, adopting communicative approach as a curriculum innovation has generally been difficult in Asian countries. The factors that contribute to this lack of success in the implementation of the communicative approach in Asian regions include the exam-oriented education system that is practiced in some countries.

            According to research conducted by Reza Raissi and Fazirah Mohd Nor (2013) among ESL teachers in secondary schools, Pasir Gudang, Johor who stated that 76.7% of their respondents mentioned favourable attitudes regarding the implementation of this approach in Malaysian secondary schools. The respondents who had unfavourable attitudes regarding CLT principles mention it is too difficult to apply a communicative approach in a class with the students with different first language background. So, that is one of my reasons I disagree with the statement. The level of mastery of English among Malay, Chinese and India is different. So, it is too hard for us to use the approach among different level of mastery English because some of them cannot follow the lesson.

            My stand is supported by Reza Raissi and Fazirah Mohd Nor (2013) too, which the respondents expressed regarding the CLT principles related to teaching grammar, they believed that when you are teaching grammar implicitly students cannot understand grammar principles and they believed that teaching grammar by old methods and introducing sentence patterns and structures, students can learn better and teaching grammar by implicit instruction cannot help the learners to be proficient in grammar enough. I agree with their opinion. Even though the students can improve their communicative by CLT but they still have grammar problems. They not too understanding and confuse in any aspects of grammar. CLT only focus on fluency rather than accuracy. So, that is why they always made mistakes when talked. The teachers have to comment on the rules of sentences and words order to make sure that the students are aware and pinpoint about the grammatical mistake.

 

 

 3.0 DISCUSSION ON THE STATEMENT

            In my opinion, the statement of “The Communicative Approach to language teaching is the only feasible approach for the Malaysian classrooms” is a false statement. There is no circular from Ministry of Education asks teachers to use only this approach in the classroom. They can use any approaches as long as they give positive impacts to the students. We have to create a win-win situation. We hope the students can improve their education and career in future while, the government who invest in education hope several benefits from the young workforce to compete for jobs in the international market.

            The teachers have to use various methods of teaching to give positive effects to both parties. There are many of language teachers in Malaysia misunderstood about Communicative Approach. They think that linguistic knowledge is not important and all they have to do is talk to people. So, they rarely emphasize about grammar and pronunciation to their students. So, this situation will give negative effects to the students. It is supported by Zuraidah Mohd Noor (2016 July 10) which stated that they have to combine the traditional content knowledge associated with language teaching with an understanding of how linguistic knowledge is used in communication. Communicative teaching is sometimes misunderstood, and taken to mean that linguistic knowledge is unimportant, and that to learn a language, all you have to do is talk to people. This misunderstanding has led to a decline in the teaching of grammar and pronunciation all over the world, including Malaysia.

            That is a false statement which Reza Raissi and Fazirah Mohd Nor (2013) stated in their research which the respondents expressed that all of the secondary schools of the Johor state should use the same textbook which seems to be adapted to this district, but they have mentioned that they are not only focusing on the assigned textbooks by Ministry of Education of Malaysia but they are using some supplementary materials like grammar and workbooks. This situation means that, the teachers should use several types of materials which they think the materials can give the best for the students. They cannot focus 100% only for the Ministry of Education syllabus and techniques but they should modify their techniques according to the students’ development.

            Besides, Reza Raissi and Fazirah Mohd Nor (2013) also stated in their research which the secondary school teachers’ belief, as they had weak students in different skills and components of English, they had to use translation in the ESL classes, and they mentioned that they have to apply translation in their classes as students cannot understand different words, idioms or paragraphs fully in English which seems to be another challenge for teachers to apply CLT fully in Malaysian secondary schools. So, the CLT is not the only feasible approach for the Malaysian classroom. That is a false statement. The teachers are more understood about their students. The students with lower achievement, especially in English, always think that learning English is difficult, feel anxious and embarrassed with their friends and teachers. They learnt in fear. So, the government cannot give a strict order about teaching approaches or methods whereas, the teachers have to identify a suitable method or approach for their students.

            Besides, we cannot only use CLT fully for primary and secondary school at the rural area because students at rural area are less exposed to English. They have been using their mother tongue in daily conversation. So, it is too difficult to encourage them to speak in English. They have no confident to use English in communication. They might be a passive student in English class. They only can speak and answer in simple sentences. It is supported by Kozue (2013) asserted that many children in rural areas begin school in a language that they are not familiar with and/or do not fully understand. This is indeed true in the Malaysian context, whereby those children in the rural area have difficulties in learning English. This might be due to the surrounding that does not support the exposure of English language. It is as supported by Ting et al. (2011) that for some quarters of the Malaysian population, learning English may be like learning a foreign language and they have limited need for the language in daily life. Therefore, they face difficulties in learning English language in schools.

            Even though the communicative approach is a modern approach but it has its disadvantages too. It is not suitable to implement in too many students in the class because of it so hard for us to focus on their communication one by one. Even though we have to encourage them to communicate but at the same time we have to check their language and it is too hard for us to check alone. So, that is why I say that is a false statement. It is supported by Qiang and Ning (2011) which stated that teaching large classes is difficult for teachers to discipline the class, especially for students who lack self-managing in studying, to satisfy all the needs of students who have different interests (personalities and capabilities), to organise efficient class activities due to the constraints of time and space, to provide equal chances for the students to participate and practise; to give timely and effective feedback and evaluation. Actually, it is so many problems arise when we have to conduct a large number of students in a class. Some of them are hard for us to control their discipline and activities; difficult to contact with the students sitting at the back and for students to get individual attention, and to evaluate the effectiveness of learning process. 

            We have used a traditional approach like deductive approach in a long time. So, it is too hard for the students to accept the new approach because of some of them more biased to traditional teaching styles which are dominated by the book-centred approach, teacher-centered approach, emphasize on memorise, focus on reading writing, vocabulary and translation. So, that is why I argue with the statement. It is supported by Incecay and Incecay (2009) which commented that it is not easy for EFL students to forget their traditional learning styles and habits which are full of teachers and book-centred approaches. Because of it, they do not enjoy with communicative activities. No matter what we have done, they still fear and afraid in making mistake. They are shy when other students pay attention to them. Besides, they have nothing to say because the teacher has selected unsuitable topic for them and they do not have information about it.

 

 

4.0 CONCLUSION

            The communicative teaching language has been recognized as a good approach to implement in the world includes Malaysia. However, it is still difficult to apply in Malaysia because of several factors even though the teacher has tried their best to implement this approach but still have some problems.

            Even though we want our students to be able to talk fluency and confidently but, at the same time they have to use grammar and pronunciation correctly. So, that is why the teachers need to use other methods together to overcome this problem. The students need to learn grammar in an implicit manner. They need to learn how to pronounce words correctly to make sure native speakers can understand what they say.

            CLT is a suitable and favourable method in Malaysia but, it should be modified to a context of Malaysia. It should be combining with other techniques. Grammar Translation Method has to use until now because it gives clear explanations about grammar and it helps the students to learn better.

            Whatever approaches have we applied, we have to analyze the effectiveness to our students. If we saw the approach gave positive impacts to our students, we have to continue the approach. However, they are human. They have feelings and they might bore if we use the same approach. So, we have to use several methods to avoid them from sleepy in our lesson. Make sure that we can create a fun environment.

As a teacher, our task is not only teaching but we are responsible to overcome problem students’ like laziness, truancy, not interested, less motivation and not fully focused too. So, we have to find out causes of the problems and be their friends to motivate them. As long as their problems are not settling, they will give many negative impacts to us, their parents, school, society and country. Remember we are the person who shapes our society and country.

The cognitive learning theory and the constructivism learning theory

1.0 INTRODUCTION

Learning can happen in different ways. One of the ways is when we share our lessons with others and they can learn. Learning also happens by experience, change in behaviour and test our hypothesis. Learning can occur consciously or unconsciously.

According to Peter (2001) “theory is a set of interrelated and interdependent principles that are designed to explain phenomena of interest. Specifically, a theory of human learning would combine principles of human memory, behaviour, and learn in order to explain and predict human thought and action”.

Learning theory (2017, September) is defined as a conceptual framework describing how knowledge is absorbed, processed, and retained during learning.

Explorable (n.d.) stated that Cognitive learning theory explains why the brain is the most incredible network of information processing and interpretation in the body as we learn things.

The cognitive learning theory is one of learning theories that apply in a classroom. The theory focuses on thinking. It involves how our mental gain, store, memories and applies the knowledge in daily activities. Cognitive psychologists believe that learning involves mental process of perception and conceptual development. The theory has several types. There are:

• Gestalt's learning theory
• Information processing model
• Gagne's learning theory
• Ausebel's learning theory
• Bruner's learning theory
• Constructivism learning theory

 

Nowadays, the teachers in Malaysia emphasis on constructivism learning theory which is this approach believes that students can build their own knowledge or concept actively based on their existing knowledge or experience. So, this approach is based on the learners as central while, the teachers as facilitators. 

 

2.0 THE SIGNIFICANT OF THE COGNITIVE LEARNING THEORY

            The cognitive learning theory uses mental or brain to obtain, store, memorise, process and apply the information or knowledge. When the students use it in the learning process, means they have exercised their brain. The exercise helps our mind to be better and sharper. So, this situation will improve its ability to understand, memorise, store, think, calculate and process the information. It is supported by Scientific American (2017) which stated that research shows that when we exercise, blood pressure and blood flow increase everywhere in the body, including the brain. More blood means more energy and oxygen, which makes our brain perform better.

            Information processing model involves of mental activities to receive, memorise and produce information. The students who have a long-term memory can recall the knowledge when they want to use it in future. However, teachers must be creative in the teaching process. That is because they can process a limited amount of information in certain times whereas, they need to use in future. So, creativity makes them remember in a long time. It is supported by information processing model which, Woolfolk (1998) stated that the humans’ activities related to receiving, memorising and producing information. For example, a teacher asks them to act by using passive words. So, they have to understand the passive voice first before making a dialog. The practices make them more understand and remember it in a long time. Whereas, the audience will pay more attention because they are interested to see their friends act.

            Gagne's learning theory introduce how to use the principle, formula, generalisation and concept in solve problems. So, it helps help them to solve problems effectively. Before they make a decision, they have to follow the steps:

·        identify the problems

·        seek information

·        identify potential solutions

·        choose an alternative

·        implement the plan

·        evaluate outcomes

They have to follow all the steps of decision making by using their healthy brain. The healthy brain is essential to make sure they can think rationally and make a relevant and effective decision.  Learning process also involves in decision making. For example, there are many calculations in Mathematics that needs problem-solving. Below is an example of question involves in problem-solving:

The ratio of number of boys and girls is 5:3. If there are 18 girls, find the number of boys in the class and the total number of students in the class.

 

            The constructivism learning theory cultivates them to be an active student. The active students are always increasing their knowledge. They can find the knowledge themselves and rarely depend on teachers or others. They are able to settle problems themselves. They can choose the best option for solving the problem. They can make own decision to achieve their targets because they can think rationally and can evaluate possible targets. They also can choose the best for them in any aspects of lives because this theory makes them be a mature person which can plan their own future. Besides, they are intelligent in choosing important information in teaching and learning process. They know which information is relevant and important.

            The constructivism learning theory also cultivates them to be independent people and not depend on their teacher only. That is because this theory encourages them to explore and construct knowledge themselves and not receive 100% from their teacher. In this situation enables the teacher to organise activities in their classroom and he or she can focus more on teaching than educate students' behaviour. Besides, they can improve their academic performance themselves because they have motivated to work hard to achieve what they want.

 

3.0  THE WAYS COGNITIVE LEARNING THEORY CONTRIBUTES TO THE TEACHING AND LEARNING PROCESS IN MATHEMATICS

According to Elaine (2013), “mathematics is the science that deals with the logic of shape, quantity, and arrangement”. We have learned Mathematics informally at home with our parents before we went to a school. Our parents tough about numbers, addition and subtraction. Then, when we went to a school, our teachers tough new knowledge and more detail. So, we have combined the new knowledge with the existing knowledge and experience stored in long-term memory. This learning process involves a change in one cognitive structure. It becomes meaningful when it is connected to what we have known.

The Gagne's learning theory introduces the concept of decision making which we use in teaching and learning of mathematics. In this situation, the teachers help the students in construct a deep understanding of mathematical concepts. Example of mathematics question:

m + 2 – m – 3 = 4

            2            5

What is the value of m?

This question needs them to explore, calculate and solve the problem to find the value of m.

            Ministry of Education Malaysia has set up a guideline that they need to learn this subject since kindergarten. The guideline is produced suitable for brain development and growth which is, it emphasizes on a basic first. This guideline is supported by Gagne’s learning theory which the teachers have to teach the basic or the easiest first before they teach high order skills. For example, the students have to know numbers first then, simple calculations like addition, subtraction, multiplication and distribution. After that, they learn a high level of calculations.

             Certain topics in Mathematics need them to memorise formulas and apply it in the different situation either in examination or daily lives. This is parallel with the theory wanted. Example of mathematics question:

The diagram shown a composite solid formed by the combination of a cylindrical solid with a base diameter of 8cm and a height of 20 cm and a cone that has a slant height of 12cm. calculate the volume of the combined solid in cm3.

 

The question above needs them to apply the formulas of volume for solid cylinder and cone that they have memorised, to find the volume of the combined solid.

             Mathematics concepts are related each other. Every basic of the mathematics concepts have a relationship with the higher level of mathematics concept. So, it is easy to the students to learn a new concept if they master the basics. This is one of the ways that the Gagne’s learning theory helps them to learn the new knowledge. For example, if they have mastered in addition, subtraction, multiplication and division, they can learn fraction easily because it has a relationship with the four topics. Another example, formula for area and volume are quite same. If they have mastered in the area, they have no problem to learn volume because they have a relationship with shapes.

            Ausebel’s learning theory claims that learning should develop from general to specific or from principle to example. That is what we have been implementing in Malaysia. For example, in the teaching area, the teachers explain the principles and formulas first before giving example. In explain about numbers, they explain about number one first before explains about number 100.

 

 4.0  THE PROBLEMS FACED BY THE TEACHERS WHEN APPLY THE THEORY

The constructivism learning theory encourages the students to give an opinion. It is supported by Khadijah Rohani Mohd Yunus, Mahani Razali and Ramlah Jantan (2008, December), “learning and teaching using constructivism approach can be implemented by focusing on these issues:

(i) Let students give their opinion about a concept”

However, the motives will not achieve when they are silent and shy to talk and give their opinion. Sometimes, they think their opinions are stupid. So, they have no confidence to talk. They learn in anxiety. This situation happens seriously when there are many intelligence students in the class. The teachers will face a hard situation to create environment or activities that encourage them to talk.

Our feeling can change anytime, happy, sad, cheerful or angry. When they are in bad mood, they will not give more attention to the lesson. Their brain cannot focus on all information. Their brain may process half of the information. That is cognitive learning theory which emphasizes on brain and mind. In this situation, the learning and teaching process cannot achieve the targets. So, even though the teachers try to do the best but, it is nothing when the students do not give full attention. Teaching and learning process will be a success when both of them give full cooperation.

The constructivism learning theory also encourages the students to work in a group. However, there are some of the students do not like it. That is because they think work in the group will waste their time. If they work alone, they can make a decision and finish the task quickly because they can make a decision without asking anyone. Sometimes, some of the group members like to take advantage by not giving cooperation in the group discussion, do not do the tasks given and do not show up.

The teachers will face a hard situation when they teach something that does not connect with the old knowledge or students’ experience because they do not have any background about it and their minds are zero. They need more time and explanation from the teachers. Certain students still cannot understand and ask their friends or another teacher from another institution to describe clearly. For example, a student who was born in a family who never speak English at home will have a hard situation when they have to learn the language at school.

 

 

5.0 THE WAYS THAT CAN BE TAKEN BY THE TEACHERS IN SOLVING THE PROBLEMS FACED IN THE TEACHING AND LEARNING PROCESS

            Certain students are hard to talk and give an opinion as the constructivism learning theory wants. However, they can use the theory too to settle the problem. The teachers can use the persuasive method and appreciate all students' input. They have to encourage them to give the first opinion while the teachers have to respond in a positive way. The first opinion will encourage them to give other opinions in future. It is supported by Marilla (2001) who stated that one easy first strategy rests on the principle of early success: if the students are given an opportunity to provide early feedback and they see that their feedback is acted on in a positive way, that early success signals to them that this particular instructor is serious about feedback.

Bad mood will effect of teaching and learning process. It also effects to their brain to process information. The learning cognitive theory emphasizes on brain first. So, one of the ways that the teachers can do to reduce the bad mood is by reducing their stress on brain and feeling. It can do by creating something funny which can attract their attention to make them laugh, happy and cheerful. These positive attitudes will forget the causes of a bad mood. The teachers have to start their class with a cheerful environment to avoid student from boring and stress. Tackle their attention is important in teaching and learning process to achieve its objective.

Work in the group is one of the teaching and learning processes that do not like the students. It gives many benefits to them to cultivate good values. It is supported by Deakin University (2017) which explain that the ability to listen to others, to negotiate and collaborate will help you not only in your studies but in your career and life in general. You’ll not only learn how to communicate your ideas concisely but also how to take into account and incorporate other people’s ideas. This opinion is supported by social cognitive theory too which social influence in the learning process. So, the teachers have found the best ways to overcome the problem. The teachers can ask them to choose their partners. When they work with their close partners, they may give more cooperation and negotiation because they are compatible each other. The teachers also can divide the tasks suitable for their interests, skills, and abilities. This situation can avoid them to be a sleeping partner. However, the teachers cannot arrange the group by a multi-level grouping of stronger and weaker students because they cannot produce what the teachers hope for. The stronger will dominant the group while, the weaker will be a passive member.

When the teachers want to teach a new knowledge and do not relate to the existing knowledge of students, they have to make more preparation. They have to find the easiest way to deliver the knowledge and to make sure the students can understand. They can use simple or kid language. They also can create activities which connect to the students’ experience to make them easier to understand. It is supported by the Ausebel’s learning theory which emphasises that the students have to learn the easiest first before learn the difficult one.

 

 6.0 CONCLUSION

            In conclusion, the brain is the most powerful organ in a human body. It produces memory, though, feeling, experience and action. We can do anything properly because of it. It is still active even though we sleep.

            The cognitive learning theory has many advantages for the students. Some of them, they can solve problems rationally, store a large amount of information, recall the information needed, analyse information and organize though. So, they can use these advantages to focus on the outcome of the learning process and encourage understanding,

            The constructivism learning theory gives chances to the students to build positive characters like active, independent, creative, innovative, confidence and build social skills. Ministry of Education Malaysia hopes the characters and social skills will help them not only in learning and teaching process but can implement them anywhere. Even though there are many challenges in implementing this theory but the teachers have to do the best because there are many positive effects will produce.

            Even though this theory is considering as the best theory now, but we do know what will happen in future. Time is always changing, so do the students. So, the teachers have to be creative, sensitive with the changing and use the most creative teaching and learning methods to tackle them. 

Tenses

1.0 INTRODUCTION

The English tense system is used in English Language. According to English Club (n.d.), “Tense is a verb-based method used to indicate the time, and sometimes the continuation or completeness of an action or state in relation to the time of speaking”.

Andrew and Carol (2013) explained, “Tense is defined as the linguistic expression of time relations realised by verb forms. Time is independent of language and is common to all human beings. Most of grammarians conceptualise it, as being divided into past time, present time and future time”.

            We use tenses in English to refer about time likes past, present and future while, the time refers to when an action takes place. It is same with other languages like Arabic. However, there is no concept of tenses in Malay Language.

            Majority of people in Malaysia have been learning English and most of them are struggling with the same things. One of the most problematic areas is to master in the English tenses. They have learnt tenses since standard one but, they still cannot master tenses well.

            The government have introduced many methods to improve teaching system however, the problem stills exist. They tried to attract learners’ attention to interest and love English but their performance is still unsatisfactory. The learners are easily become bored and give up when they cannot improve themselves in English.

            Many of Malaysian only can master four tenses. They are simple present tense, simple past, simple future and present continuous. They can make easy sentences by using the four tenses. However, they will have problems when it involves long sentences and shift tenses.

 

 2.0 TENSES

            Tenses are divided into three. They are present, past and future. Grammarly Inc. (2017) explained the following:

Verbs come in three tenses: past, present, and future. The past is used to describe things that have already happened (e.g., earlier in the day, yesterday, last week, three years ago). The present tense is used to describe things that are happening right now, or things that are continuous. The future tense describes things that have yet to happen (e.g., later, tomorrow, next week, next year, three years from now).

            However, in this assignment, I want to explain about the simple past, past perfect, past progressive and past perfect progressive tenses.

 

3.0  THE SIMPLE PAST TENSE 

Simple past tense is a basic form of past in English. If we can master the simple present tense, it will be easy for you to master simple past. The past tense has two verbs to be. They are was and were. It used in certain conditions:

 

1. It talks about certain action happened once in the past likes:

o   Liza met her husband in 2000

o   Liza went to Beijing for holiday

 

It is very basic form of past. Majority of students have no problem to understand and master it. They can differentiate something that happened.

 

2. It uses for something that happened again and again in the past. For instances:

o   When I was in primary school, I walked every day to school.

o   I always played badminton with my friends

 

3. It also explains and mentions an action that happened at any time in the past. Even though the action just happened, it also consider as past. For example:

o   I just arrived at home.

o   I just finished my homework.

o   I wrote the letter

           

4. It also used to talk and explain about a completed action in a time before now or in the past. For example:

o   Siti died yesterday

o   She got married last year

 

5. It used to explain about something that was true for some time in the past. For instances:

o    I lived in Penang for three years

o    I enjoyed when I was in Sydney

o    I studied at Universiti Teknologi MARA

 

6. According to Grammarly Inc. (2017), “You can also use the simple past to talk about a past state of being, such as the way someone felt about something. This is often expressed with the simple past tense of the verb to be and an adjective, noun, or prepositional phrase”.

For example:

o   Liza was happy with the result

o   Liza was a slim girl when she was kid

o   The Petronas Towers were the tallest buildings in the world from 1998 to 2004

o   After several minutes, we located the book under the table

 

 3.1 FORMING THE SIMPLE PAST TENSE

 

3.1.1 Simple past tense for regular verbs

Ø  Affirmative

Subject + verb + ed

o   I played football yesterday

o   I cleaned the toilet last week

 

Subject + verb to be @ verb to have @ verb to do

o   I was in Seoul last year

o   I had a bicycle 10 years ago

o   I did my assignment yesterday

 

Ø  Negative statement

Subject            + did not + infinitive

o   I didn’t play yesterday

o   Tasya did not listen the radio last night

 

Ø  Interrogative

Did + subject + infinitive

o   Did she play yesterday?

o   Did Tasya listen the radio last night?

 

Ø  Interrogative negative

Did not + subject + infinitive

o   Didn’t she play yesterday?

o   Didn’t Tasya listen the radio last night?

 

 3.1.2 Simple past tense for irregular verbs

Some verbs are irregular in the simple past like ate, wrote and went. For example:

o   I went to night market last night

o   I gave her a watch for her birthday

o   I wrote the letter 2 years ago

 

 

4.0 PAST PERFECT TENSE

Formula for the past perfect tense:

Subject + had + Past participle

 

It used for these conditions:

 

Ø  The past perfect used to show that one past action had taken place or was completed before another past action took place. For instance:

o   Siti had brushed her teeth and took a bath before she come to office

o   Liza had finished cooking before her husband came back

o   Lisa came to her office after she had prepared breakfast

 

Ø  It also used when we want to tell or report people's words or thoughts, for example:

o   Liza said that she never had eaten kimchee before

o   Liza wondered why he had been so busy

o   I thought I had been at Selera Signal Restaurant, but I was wrong

 

 5.0 PAST PROGRESSIVE TENSE

Formula for past progressive tense:

Subject + was/ were + verb (ing)

 

It used for these conditions:

Ø  According to Education First (n.d.), “The past continuous describes actions or events in a time before now, which began in the past and is still going on at the time of speaking. In other words, it expresses an unfinished or incomplete action in the past”. For example:

o   He was drawing when the phone rang

o   While Ali was sleeping, Ahmad stole his hand phone

 

Ø  It also explain about two actions that were in progress at the same time in the past

For example:

o   I was washing dishes while, my sister was sweeping the floor

o   The teacher was teaching while his students were listening

 

Ø  Use for an action that was happening again and again

For example:

o   I was studying every day, 5 hours per day

o   We were always snoring in the class

 

Ø  It used with verbs which show change or growth

For example:

o   Shasha was going old

o   His personality was changing

           

Ø  To show that something continued for some time

For example:

o   They were laughing

o   They were watching the movie

6.0 PAST PERFECT PROGRESSIVE TENSE

 

Formula for past perfect progressive tense:

Subject + had been + present participle

 

Ø  We use it to show an action started in the past and continued up until another time in the past

For example:

o   She had been cooking for an hour before her husband arrived

o   She had been painting the door before her father called

 

Ø  We use before another action in the past to show cause and effect.

For example:

o   Siti was tired because she had been cleaning her room

o   My eyes are sore because I had been reading too much last night

 

 7.0 PROBLEMS EXIST AMONG ESL LEARNERS TO MASTER ASPECTS IN THE ENGLISH TENSES

            There are 12 basic tenses in English. They are simple present, present continuous, present perfect, present perfect continuous, past simple, past continuous, past perfect, past perfect continuous, future simple, future continuous, future perfect and future perfect continuous. One of the problems arise among ESL learners in term of grammatical area is to master in the English tenses. That is because:

 

1.  Struggle to understand the use of various past tense pronunciations

According to Education First (n.d.), “English language learners often struggle with understanding when to use the various past tense pronunciations of the English sounds for –ed at the end of regular English verbs. They get confused with when they should use the [d], [əd] or [t] sounds”.

This problem can overcome when the ESL learners know and understand when the “ed” sound can be used. We have to use the “ed” sound when the verb end with the consonants voice of ‘t’ and ‘d’. For instant:

o   Exit                 -           exited

o   Hate                -           hated

o   Decide             -           decided

o   Create              -           created

 

So, as a learner, we should know how to pronouns words correctly to make sure we do not make any mistakes. By teaching pronunciation, students learn to listen and correct themselves more and more.

 

2.  IRREGULAR VERB

Irregular verbs are verb that do not follow the normal rules which is we do not need to put “ed” or “d” at the back. There is no formula for the verbs and they have to memorize the verbs to make sure they do not do any mistakes when writing. For instance:

  Present                        Past                 Perfect

o   Begin               began               begun

o   Cut                  cut                   cut

o   Take                took                 taken

o   Come               came                come

 

3.  CANNOT DIFFERENTIATE BETWEEN THE TENSES

            Tenses are about actions. So, when we talk about action, we need to consider about present, past and future. The verbs need to change depend on the time of speaking. For instance,

“Siti cooks for her mum every day”.

But, when we talk about past, we have to change the verb. It becomes “cooked”. The sentence also needs to change, “Siti cooked for her mum yesterday”.

            The learners always make the mistake when they do not change the verbs. It happens when the learners cannot differentiate when to use present tense, past continuous tense and the other tenses. They still get confuse even though they have learn in a long time. For example:

“The Petronas Towers were the tallest buildings in the world from 1998 to 2004”

Students always make a mistake in the sentence because they think, this is a fact sentence. So, they tend to use simple present tense. Actually, they made a wrong.

            They know the suitable tenses when it involves simple sentences but, they get confuse when it involves complex sentences.  For example:

1.      “Mona has been sleeping since this morning”

2.      “I had gone to my office before I went to the English class”

 

For the first sentence, the learners tend to use past continuous tense because they think the action was going. Actually, they have made a mistake. For the second example, they tend to use past tense for both actions.

           

4.  PROBLEM IN LEARNING PRESENT PERFECT TENSE AND SIMPLE PAST TENSE

            The function of present perfect and past simple are quite same. So, that is why the learners so confuse, complicated and difficult to use them in sentences. They should understand the simple past tense should be used for completed action in the past with the specific time likes yesterday, last year, ago etc. For instance:

o   I went to Beijing last year

o   Siti visited her grandmother last week

 

We use the simple perfect to mention an action that happened at unspecific time before now and we do not know the specific date. We cannot use with specific time expression like last weekend, last week etc. For instance:

o   I have told them about the party

 

We cannot say, “I told them about party”. That is because they do not mention about time.

 

5.  ATTEMPT TO USE “WAS” AND “WERE” IN ALL CASES IN SIMPLE PAST

As we know, when we want to write a sentence in simple past tense, we cannot use “was” and “were” before verb. For instance:

I saw an accident yesterday

We cannot say, “I was saw an accident yesterday”. The learners attempt to use “was” and “were” and always make the same mistake.

 

6.  RARELY OR NEVER USE ENGLISH LANGUAGE IN DAILY CONVERSATION

They rarely or never practise English language in daily conversation. They do not confident. They are afraid and shy if they make any mistake. Actually, practise is the best way to improve our English. They do not need to scare because the more they make mistakes, the more they have learnt. It is one of the learning processes.

Every sentence has subject and predicate. So, automatically they will not avoid from tenses when they talk. If they use the language in daily conversation, they can improve their weaknesses in tenses.

 

7.  SO MANY TENSES IN ENGLISH GRAMMAR

Malay Language has no tense. We no need to change subject and predicate when we want to talk about present, past or future. It is supported by Soo and Nor Haniza Hasan (2014, March 6), “Verbs in the Malay language do not explicitly indicate time. Verbs in Malay are accompanied by aspectual markers which help to explain the time aspect of an action”. For example,

o   Liza pergi ke rumah datuknya kelmarin

o   Mereka akan pergi ke rumah datuknya

o   Liza pergi ke rumah datuknya setiap minggu

 

Even though we talk about past and future, the verb never changes in Malay language. In English Language, we have to change the verb according to the time of the action is happening:

o   Liza went to her grandfather house yesterday

o   They will go to their grandfather house

o   Liza goes to her grandfather house every week

 

There are 12 tenses in English. Every tense has their functions. They have to remember the functions to make sure they use the correct verbs. The verbs always change according to the situation. So, that is why they cannot master the tenses even though they have learnt the tenses several times.

According to Ismail Cakir (Feb, 2011), “Tense is a matter of inflection that is the changing of the shape of a verb by adding or not adding a morpheme. It should be borne in mind that "tense" and "time” are not to be regarded as synonymous in English. The term "tense" is used to refer to a verb form, not to chronological time”.

 

8.  MIX VERB TENSES

It is one of the problems faced by them. They often struggle to use suitable tenses when there is a shift in time frame. For instance:

o   Lisa is an intelligent student. She likes to do revision every day. As a result, she got 12A for SPM

 

They often do not realise and tend to use the present tense for the verb “got” because the first and the second sentences use the simple present. As a result, they may write, “she gets 12A for SPM”.

 

9.   FORGET TO PUT “WAS” AND “WERE” IN PAST SENTENCES

For example:

o   Liza was happy with the result

o   Liza was a slim girl when she was kid

o   When I was young, I was a beautiful girl

 

The students always make mistakes in the sentences which is, they forget to put verb to be before adjective and noun.

8.0 CONCLUSION

            As we known, English is an important language in the world and a second language in Malaysia. So we have to master it for education and career life. We will have a hard situation in higher lever if we do not master it since primary and secondary school. In career life, we have to master it to get a better job.

            Tenses are one of the learners’ problems. So, they have to identify cause of their problems. If they cannot differentiate between tenses, they have to understand their concept and formula first. When they understand them, they have to practice. Practice is a good way to master the tenses. They can practice by writing, reading and listening. These skills can practices alone.

            They have to do many exercises to overcome their weaknesses especially when they involve mix tenses. They can find the exercises from library, exercise books and internet. The more mistakes they have made, the more they can identify their weaknesses.

            Communication in English is the best way to improve the tenses. They have to try to speak in English with others even though in simple sentences. The more they talk, the more they can improve their skills. Communication can build their confident level. They do not need to scare when they do any mistakes. The mistakes can improve them better.

            Teachers and lecturers have to play their roles to overcome this problem. They have to use the best teaching techniques to attract them to like English. If they like English, they will pay more attention to the lesson and will overcome their weaknesses especially in term of tenses.

            Individual has to work hard to improve his or her English. Some people need only several times to master tenses and some people need many years to master them. So, we have to identify our strengths and weaknesses. When we know ourselves, we can identify the best techniques to improve ourselves.