ISSN: 2222-6990
Open access
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.
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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)
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