3 STEPS TO BETTER WRITING

1. PROGRAM SATU SEKOLAH
SATU KAJIAN TINDAKAN
THE 3 – STEP APPROACH
To Better Writing
prepared by
Mercy Ratna Bye A/P P.T. Moorthy
SMK SULTAN YUSSUF
JALAN ILMU, 31000 BATU GAJAH

2. ACTION RESEARCH PROPOSAL
This action research focus on improving students’ skills in using
the verb forms correctly (unnecessary shifting of tenses) when
writing essays.
A total of 30 students of average proficiency in Form 5 Sains 2
were involved in this study. A pre test conducted on the students
showed that the students made a lot of grammatical errors (verb
form – tenses). They used verbs that did not indicate clearly when
an action or condition is, was or will be completed. Therefore, it
unintentionally changes the meaning of what they intend to convey
and disrupts the flow of their writing.
In order to solve the problem, several activities were planned
and carried out. As a result, the students showed improvement as
they made less grammatical errors (tenses) in their written work.

3. 1. Statements of the Problem.
Errors are an integral part of any learning
process. Form 5 Sains 2 students in SMK Sultan
Yussuf make many errors especially in using the
verb form (tenses) when writing essays. Actually
by now, they should have mastered the tenses.
They use verbs that does not indicate clearly
when an action or condition is, was or will be
completed.
Therefore, it unintentionally changes the
meaning of what they intend to convey and
disrupts the flow of their writing.

4. Aims of the study
This study aims to:
-master the usage of the correct verb
form (tense)
-write correct, meaningful, logical
and grammatical
sentences in essays
-improve the writing skills of the
students.

5. 1. a. General Objective:
- To improve students' ability to write essays
using the correct verb form (tenses).
b. Specific Objective:
Students will be able to:
- master the usage of the correct verb
form.
- write correct, meaningful, logical and
grammatical sentences in essays.
- improve the writing skills of the students.

6. 2.0 METHODOLOGY
2.1 Pre test
2.1.i A first pre test was conducted for the students in Form 5 Sains 2
They were asked to write an essay on ‘How I spent my holidays’.
2.1.ii. A second pre test was conducted. The students were given a
worksheet containing 30 questions to discover students problems
with tenses.
2.1.iii. The students showed that they had problems with tenses
(refer PT1 and PT2).
They were confused on the usage of the Verb Form.
When using the English Language, we indicate the time of the action
through the verbs. The time shown in the verb is what we call the
tense. Many students fail to realize the importance of tense in the
English Language.

7. 2.2 Lesson 1
(Confusion between Simple Present Tense and the
Present Continuous tense)
2.2..i. The students were drilled on the usage of Simple Present
Tense and Present Continuous Tense. In spite of the popular
belief that drilling is an obsolete method; I insist that it is an
highly effective method with my target group.
Example: They go to aerobics class twice a week. (S. Present Tense)
They cannot wait for you now. They are going to school.
(Present Continuous Tense).
2.2.ii. The students were given 30 questions to answer.
2..2.iii. The students could answer although they had some problems
in seeing the differences between the two tenses.

8. 2.3 Lesson 2
(Confusion between Present Perfect Tense and Past Perfect Tense)
2.3.i. The students were drilled on the usage of the tenses.
2.3.ii. They were given 30 questions to answer.
2.3.iii. The students found this area particularly problematic.
The simple Past Perfect (I had bought) and the
Present Perfect Tense (I have bought) were often
confused with one another.
2.4 Lesson 3
(Confusion between Present Tense and Past Tense)
2.4.i. Students were drilled on the usage of the Present Tense and
the Past Tense.
2.4.ii. Students were given questions to answer.
2.4.iii. Students tend to forget whether the question is about present
or past time when they are writing.

9. Unless there is a conscious shift of time
from past to present or vice versa on the part of the
writer, we would normally expect only the four
present tenses to be used when referring to present
time (simple present, present continuous, present
perfect and present perfect continuous). We would
use only the four past tenses when referring to past
tense (simple past, past continuous, past perfect and
past perfect continuous).

10. Tense in
Independent
Clause
Purpose of Dependent Clause/
Tense in Dependent Clause Example (s)
Simple
Present
To show same-time action, use the
present tense
I am eager to go to the concert because I love
the Wallflowers.
To show earlier action, use past tense I know that I made the right choice.
To show a period of time extending
from some point in the past to the
present, use the present perfect tense.
They believe that they have elected the right
candidate.
To show action to come, use the future
tense. The President says that he will veto the bill.

11. Simple
Past
To show another
completed past action, use
the past tense.
I wanted to go home because I missed
my parents.
To show an earlier action,
use the past perfect tense.
She knew she had made the right
choice.
To state a general truth,
use the present tense.
The Deists believed that the universe is
like a giant clock.
Present
Perfect
or
Past
Perfect
For any purpose, use the
past tense.
She has grown a foot since she
turned nine.
The crowd had turned nasty
before the sheriff returned.

12. Future
To show action happening at the
same time, use the present tense.
I will be so happy if
they fix my car today.
To show an earlier action, use the
past tense.
You will surely pass
this exam if you studied
hard.
To show future action earlier than
the action of the independent clause,
use the present perfect tense.
The college will
probably close its
doors next summer if
enrollments have not
increased.
Future
Perfect
For any purpose, use the
present tense or present
perfect tense.
Most students will have taken sixty
credits by the time they graduate.
Most students will have taken sixty
credits by the time they have
graduated.

13. The 3 – Step Approach
The students needed constant coaching in order to
make them understand better. To arouse students’
interests and to help them master the correct usage of
the Verb Form (tense), The 3 – Step Approach to
Error Definition, Classification and explanation was
introduced.
Correcting all of the students’ errors is not
recommended as it does not help them to learn from
the errors made.
A better alternative is to indicate to students the
type of errors made, using a code of symbols and
then allow them to correct the errors themselves.
For example:

14. Table 1 (code can very)
TENSE CODE
Present Tense Pr. T
Past Tense PT
Present Continuous
Tense
Pr. CT
Present Perfect Tense Pr. PT
Past Continuous
Tense
PCT
Past Perfect Tense PPT

15. A 3 – Step Approach is adopted for the analysis of students’
errors. This approach can be used in any grammar parts.
The following outlines the steps involved with the use of a
table. (Table 2)
(Table 2) Error Definition, Classification and Explanation
Identification of
errors
Errors
Definition and
Classification
Explanation of rule
e.g: It is raining very
heavily in November
and December.
Tenses – Present
Continuous Tense
Wrong usage of the tense.
It should be in Present
Tense:
It rains very heavily in
November and December.
- habitual / repeated action.

16. Each of the three steps will be explained:
1.Identification of error:
- write out the sentence containing the error.
- underline/highlight word / phrase / clause which shows the
error.
2. What is the type of problem? (Definition and
classification of error)
- state type of error – verb form (tense)
- classify error type – wrong usage of tense
3. How can you explain the problem? (Explanation of
rule and exemplification)
- state the grammar rule which has been violated.
e.g.: It is raining very heavily in November and December
is wrong. It should be:
It rains very heavily in November and December
because it shows habitual or repeated actions and
eternal truths. Therefore, it should be in Present tense
and not Present Continuous Tense.

17. 2.5 Post test
After much drilling on tenses and coaching
on how to detect and rectify students’ own
errors, they are then asked to write the same as
essay as in the pre test. They went through their
essays themselves using The 3 – Step Approach
method.
The test was conducted to analyze whether the
students had any progress in writing. The
students were also given grammar questions to
answer.

18. 3. ASSESSMENT AND REFLECTION
Based on my observation, I found that:
From the Post test it was found that students were able to
use the correct verb form and made less grammatical
errors in using the tenses in their essays. They also
showed improvement in the grammar test, based on
the Post test.
The drilling method helped students to comprehend
better the differences of the verb forms (tenses).
The 3 – Step Approach method really appeared to be
very useful especially after the drilling where the
students could analyze the errors made by themselves.

19. 4. CONCLUSION
There is a need for students to recognize the
significance of errors which occur in their writing
and to fully grasp and understand the nature of the
errors made. This requires English Language
Teachers to be better equipped, more sensitive and
aware of the difficulties students face with regard to
grammar. This can be done with the help of The 3 –
Step Approach to deal with various errors in
grammar.
Attention to error type and an understanding of
the violation or misuse of specific grammar rules
offer teachers a means of helping students deal with
language and usage problems.

20. Attention to students’ errors in the language will
empower teachers in the following ways:
Teacher knows the progress of the learner.
Teacher knows how language is learnt or acquired.
Teacher knows the strategies used as assumptions.
And / or hypotheses about how students learn are
tested and revised accordingly.