This research aimed at studying the ability of using the Rainbow Tower to teach primary rural school pupils to write present continuous sentence. This study also aimed to learn the effect of using this innovation whether it improved the pupils writing skills. The sample for this research was of 8 pupils from two schools in the interior of Sarawak. They were chosen based on their midterm assessment’s results and some document analysis. A mixed method design was used where the quantitative data obtained from the pre-test and post-test conducted is used to measure the pupils’ capability of constructing present continuous sentence before and after using the Rainbow Tower to learn sentence construction. To further understand about the effectiveness of the Rainbow Tower, semi-structured interviews were carried out and their responses were recorded using a checklist prepared beforehand. The research highlights that with the aid of the intervention, pupils were able construct present continuous sentence. Based on the participants’ responses, their writing skills were seen to improve positively after they used Rainbow Tower to construct sentences during writing lessons. With this innovation, it was hoped to be able to be beneficial for both teachers and pupils as an alternative yet interesting teaching tool to teach sentence construction.
Abdi, A. (2014). The Effect of Inquiry-based Learning Method on Students ’ Academic Achievement in Science Course. Universal Journal of Educational Research, 2(1), 37–41. https://doi.org/10.13189/ujer.2014.020104
Bipinchandra, J. S. a/p, Shah, P. M., Puteh, S. N., Din, R., Rahamat, R., & Aziz, J. A. (2014). User Needs Analysis in Learning Argumentative Writing via Mobile Platform. Procedia - Social and Behavioral Sciences, 118, 198–205. https://doi.org/10.1016/j.sbspro.2014.02.027
Graham, S., Gillespie, A., & Mckeown, D. (2013). Writing?: importance , development , and instruction. Springer Science+Business Media, (June 2012), 1–15. https://doi.org/10.1007/s11145-012-9395-2
Huy, N. T. (2015). Problems affecting learning writing skill of grade 11 at Thong Linh High School. Asian Journal of Education Research, 3(2), 53–69.
Jha, S. K. (2014). Shall We Teach English as a Subject or as a Language?? Education Practice and Innovation, 1(1). https://doi.org/10.15764/EPI.2014.01004
Kurasaki, R., Bloor, K., Sy, M., & Huguenin, C. (2017). Evidence-Based Assessment and Intervention for Problems with Writing in School Psychology Criteria for Written Expression. Springer International Publishing Switzerland 2017. https://doi.org/10.1007/978-3-319-45166-4
Lim, K. I., Yunus, M. M., & Embi, M. A. (2017). Build Me Up?: Overcoming Writing Problems Among Pupils In A Rural Primary School In Belaga , Sarawak , Malaysia. Jurnal Pendidikan Humaniora, 5(1), 1–7.
Madut, I. T., & Yunus, M. (2016). Popsicle Simile?: An Innovative Tool in Promoting Creative Writing among Rural Primary School ESL Learners. In Education in the 21th Century: Responding to Current Issues Popsicle (pp. 425–431).
Mokhtar, F. A. (1989). Rethinking Conventional Teaching In Language Learning And Proposing Edmodo As Intervention?: A Qualitative Analysis. Malaysian Online Journal of Educational Technology, 4(2), 22–37.
Myhill, D., Jones, S., & Wilson, A. (2016). Research Papers in Education Writing conversations?: fostering metalinguistic discussion about writing. Research Papers in Education, 1522(March). https://doi.org/10.1080/02671522.2016.1106694
Nunes, V. M. D. (2018). Learning to learn – using self-awareness of learning styles to promote language learning Inglês no 1o Ciclo do Ensino Básico.
Suran, R. D. A., & Yunus, M. M. (2016). A Survey on Students’ Learning Styles and Strategies in a Rural Secondary School in Meradong District. In Education in the 21th Century: Responding to Current Issues.
Tan, C. (2017, March 25). Poor English skills a major complaint in every industry. The Star Online. Retrieved from https://www.thestar.com.my/news/nation/2017/03/25/poor-english-skills-a-major-complaint-in-every-industry/
Toikka, T. (2016). : A material package for introducing more kinaesthetic exercises into upper secondary school English classes.
Uzho, S. P. A., & Salame, P. C. del R. M. (2016). USE OF BODILY-KINESTHETIC INTELLIGENCE THEORY TO IMPROVE THE CREATIVE LEARNING OF THE ENGLISH LANGUAGE IN STUDENTS OF 1ST EGB AT UNIDAD EDUCATIVA BILINGUE INSTITUTO PARTICULAR ABDÓN CALDERÓN.
Yap, W. L. (2016). Transforming Conventional Teaching Classroom to Learner-Centred Teaching Classroom Using Multimedia-Mediated Learning Module. International Journal of Information and Education Technology, 6(2), 105–112. https://doi.org/10.7763/IJIET.2016.V6.667
Yunus, M. M., & Chan, H. C. (2016). The Use of Mind Mapping Strategy in Malaysian University English Test ( MUET ) Writing. Scientific Research Publishing, 7(April), 619–626.
Yunus, M. M., Salehi, H., Amin, M., Shojaee, M., & Wang, Y. F. (2016). ACTIVITIES AND SUGGESTIONS FOR USING SOCIAL NETWORKING IN TEACHING ESL WRITING. Journal of Theoretical and Applied Information Technology, 84(2), 170–182.
In-Text Citation: (Lau, Anthony, & Yunus, 2019)
To Cite this Article: Lau, J. L., Anthony, E.-L. A., & Yunus, M. M. (2019). Teaching Present Continuous Sentence with Rainbow Tower in Rural Primary School. International Journal of Academic Research in Business and Social Sciences, 9(2), 538–544.
Copyright: © 2019 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
