Research Slideshare Cindy

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Research Slideshare Cindy

  1. 1. By:Cindy Acosta
  2. 2. • Preliminary ResearchCHAPTER I INTRODUCTORY FRAMEWORK• Final Research Project• Chapter I• Introduction– Topic– Statement of the Problem• 1.2.1 Problem Formulation– Justification– Objective• General Objective• Specific Objective– Variable Identification– Variable Definition• Variable 1• Variable 2– Dimensions– Delimitations– Hypothesis planning
  3. 3. • INTRODUCTIONLearning a language is a hard task which cansometimes be frustrating because of thegrammatical rules. Constant effort is requiredto understand, produce and manipulate thetarget language. There is a commonperception that all learning should be seriousand that if students are having fun andlaugher, then it is not really learning; this is awrong idea. It is possible to learn a languageas well as enjoy oneself at the same time..Games help students to make and sustain theeffort of learning. They encourage students tointeract and communicate.
  4. 4. Also, games can contribute to students’skills if they are incorporated into theclassroom particularly if they are used toreinforce or introduce a grammaticalstructure. This study attempts to confirmthat learners can acquire better the use ofpossessive pronouns, namelymine, yours, hers, his, theirs, ours, throughgames. It is focus on a 14-year-oldbeginner student from a Public high schoolat David. The findings in this study couldserve as a useful tool in teachinggrammatical rules through interactivegames.
  5. 5. • TOPIC:Games: A meaningful tool to teach PossessivePronouns
  6. 6. • PURPOSE STATEMENTENTThe purpose of this experimental studyis to test the theory of relating gameswith possessive pronouns for a secondlanguage learner, beginner at a publicHigh School in David.The independentvariable possessive pronouns will bedefined as a marker of possession anddefines who owns a particular object orperson. The dependent variable gameswill be defined as a system in whichplayer engages in an artificialconflict, defined by rules that result ina quantifiable outcome. They will bestatistically controlled in the study.
  7. 7. • 1.2.1 Problem FormulationThe problem is why many studentshave weakness in this area? Theyneed something meaningful to bemotivated and learn at the sametime.• 1.3 JustificationLast year, I saw that many studentsfail in grammar because they haveweakness in this area. One of themost difficult topic was aboutPossessive Pronouns. Then, we haveto find a way to teach students In ameaningful way that really motivatethem to learn.
  8. 8. 1.4 Objective• The objective of the final project is toresearch about the effective methodologygames have in students to developidentification of possessive pronouns.1.4.1 General objective• To identify how can learners acquire theEnglish possessive pronouns using games.• To measure students improvementthrough this motivated activity useful toteach possessive pronouns.
  9. 9. 1.4.2 Specific Objectives• To measure how gamesfacilitate learners’acquisition of possessivepronoun.• Games are effective for theteaching of grammar skills.• To diagnostic the effectgames have in the teachingof possessive pronouns.
  10. 10. 1.5 Identification of variables• The variable identification is that students from a highschool level were having problem in grammar class lastyear. As a result, many students fail it.• It affect, because the government want that studentspass the subject, so we have to find a way to learn andenjoy it at the same time.1.6 Definition of Variables• Games a meaningful way to teach possessive pronounswith students of a high school level (8th grade)
  11. 11. • 1.6.1 Variable 1Independent Variable:MacFadyen, H. (1996) considered that “Apossessive pronoun indicates that thepronoun is acting as a marker ofpossession and defines who owns aparticular object or person.
  12. 12. 1.6.2 Variables 2Dependent Variable:According to Salen & Zimmmerman ,game is a system in which player dealwith artificial conflicts, defined by rules,that leads to a quantifiable outcome.(2003)Handfield, J. (1987) stated that “game isan activity with rules, a goal and anelement of fun” (iii).
  13. 13. • 1.7 DimensionsThe study is going to be develop withstudents of a public high school of 8thgrade that fail last year in that subject andsee the improvement of the use of gamesto teach the students.
  14. 14. • 1.8 DelimitationsThis study has some dimensions asthat the time of exposure to thetreatment was only six days of classes.Also, it uses only on type of test tomeasure her acquisition.
  15. 15. 1.9 Hypothesis• Learners can acquire possessive pronounsbetter using games.• Learners can acquire possessive pronounsworse using games.• Learners can acquire possessive pronounswith or without games.
  16. 16. CONCLUSIONTo conclude, there is a big progressteaching possessive pronouns usinggames because it helps the students toacquire it more effectively. It candevelop the comprehensionand reading skills whichare learn in a meaningfulway.
  17. 17. • This is a link that can give more informationabout this interesting topic.• http://sdst.libguides.com/researchtools• http://www.ereadingworksheets.com/writing/research-paper-topics/
  18. 18. Activities• Activity 1:• Create a good topic to research using the correct:IntroductionMethodological Preparation• Activity 2:Develop general overview of the field(s)Develop personal research toolsCreate introductory and background documentsBegin a funding proposalConsider alignment with a domain-based organization• Activity 3:Create strategy, and assign and implement sub-tasksEvaluateConclusion
  19. 19. WebliographyCreswell, J.W. (1994).Research design: Qualitativeand quantitative approaches. Thousand Oaks, CA.Sage Publications.http://penningtonpublishing.com/blog/grammar_mechanics/how-and-when-to-teach-pronouns/http://myedison.tesc.edu/tescdocs/Web_Courses/rubrics/project_rubric_EDL510-JUN09.htm
  20. 20. PTE

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