This research focuses on the usage of compound sentences in essay writing among students of Tamil-type schools, or Sekolah Jenis Kebangsaan Tamil (SJKT). This research aims to analyze the frequency of using sequential compound sentences and opposite compound sentences in essay writing among Tamil school students. The researcher chose 40 Primary 5 students as the sample group. The location of the research is SJKT Saraswathi, Kuala Lumpur. The choosing of the sample is selected according to equivalent level of academic achievement and possesses essay-writing skills. The research subjects are chosen by the purposive sampling method. The researcher linked Goal-Free Evaluation Model by Scriven (1972) to this study. The model emphasizes on the concept of independent goal evaluation – the researcher is within the education programme itself and conducts the study to evaluate all outputs. The researcher uses the research content analysis method, interview method, and the observation method. Instruments such as essay-writing practices, audio interview recordings, and observation notes to collect data. Essay-writing practices are analyzed to identify the frequency of usage of sequential compound sentences and opposite compound sentences in essays by students of Tamil-type schools. The interview is conducted on the Malay Language teachers to ascertain the level of usage of compound sentences in essays. The analysis of the data is done based on the qualitative method. The results of the research creates awareness to the teaching staff especially the Malay Language teachers of SJKT on the level of mastery and usage of compound sentences in essay-writing among Tamil-type school students. Therefore, this may encourage teachers to improve their teaching methods for learning and facilitation.
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In-Text Citation: (Punniaseelan & Subramaniam, 2022)
To Cite this Article: Punniaseelan, M., & Subramaniam, V. (2022). Usage of Compound Sentences in Essays by Students of Tamil-Type Schools. International Journal of Academic Research in Business and Social Sciences, 12(8), 431–442.
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