2.0 Findings
2.1 Section A
2.1.1 Gender

Table 2.1.1 Number of Respondents Based on Gender Gender | Respondents | Percentage, % | Male | 12 | 24 | Female | 38 | 76 |

76%
76%
24 %
24 %

Figure 2.1.1 Percentage of Gender

The pie chart in Figure 2.1.1 displays the percentage of respondents based on gender. It is found that 12 of our respondents are male and 38 of them are female respondents. Both carried a percentage of 24% and 76% respectively in giving their opinions in this survey. 2.1.2 Age of respondents Table 2.1.2 Number of Respondents Based On Age Age | Number of respondents | Percentage, % | 18-20 | 27 | 54 | 21-23 | 22 | 44 | 24 and above | 1 | 2 | 2%
2%
44%
44%
54%
54%

Figure 2.1.2 Percentage of Age among the Respondents Based on the survey conducted, 54% of the respondents come from the age of 18-20. 44% of them are in the range of 21-23 years old. Only 2% of the respondents belong to 24 and above age group. The total number of respondents in this survey is 50 respondents. 2.1.3 Do you use English in your daily life? Table 2.1.3 Percentages of Respondents Who Use English in Daily Life Usage of English in Daily Life | Number of respondents | Percentages, % | Yes | 25 | 50 | No | 25 | 50 | 50%
50%

Figure 2.1.3 Percentages of Respondents Who Use English in Daily Life The chart above displays the percentages of respondents who use English in daily life. From the result that we obtained, the percentages of respondents who use English in daily life are equal to the number of those who do not use English which are 50% respectively.

2.1.4. Does your family speak English at home? Table 2.1.4 Percentages of Respondents whom their Family Speak English at Home Respondents whom their family speak English at home | Number of respondents | Percentages, % | Yes | 14 | 28 | No | 36 | 72 | 72%
72%
28%
28%

Figure 2.1.4 Percentages of Respondents whom their Family Speaks English at Home Figure above shows the percentages of respondents whom their family speaks English at home. Out of 50 respondents, only 14 respondents speak English with their family. Meanwhile, the rest of the respondents which is 36 do not speak English with their family at home. The percentage of students whom their family speaks English is 28% while those who do not speak in English at home are 72%. 2.1.5. How do you learn English? Table 2.1.5 Ways of Respondents in Learning English Methods in learning English | Number of respondents | School | 44 | Parents | 22 | TV/Radio | 38 | Internet | 39 | Book/Magazine | 37 | Newspaper | 27 | Others | 9 | Methods
Methods
Number of Respondents
Number of Respondents

Figure 2.1.5 Ways of Respondents in Learning English Graph above displays the ways of respondents in learning English. All 50 respondents are given the chance to choose more than one method in learning English according to their experience. 44 respondents learn English in school; primary and secondary. 22 respondents learn English personally through their parents. Meanwhile, 38 of them gain knowledge about English via programs on television and radio. 39 respondents choose to learn English through the internet while 39 of the respondents prefer to learn English through books and magazine. 27 respondents learn English when they read newspaper. Other than that, six respondents choose to learn English when they watch movies. Lastly, only one respondent learn English through songs and dictionary.

2.2: Section B Objective 1: to know the problems faced by the university students in mastering English. Question 6: Please rank the following English topics you find the most difficult to learn when you were in school? Figure 2.2.1 Ranking of English Topics by Respondents Figure above displays the ranking placed by the respondents on the level of difficulty of English topics. 27 respondents choose grammar as the most difficult topic in English while 15 respondents think that grammar is difficult to learn. Seven respondents think it is easy to learn grammar and only one respondent finds grammar is the easiest topic to learn. 17 respondents have ranked comprehension in the easiest and easy level respectively. 13 respondents think that comprehension is difficult to learn and three of them ranked comprehension as the most difficult topic to learn. Meanwhile, 17 respondents think that literature is the most difficult topic to learn in English. 10 respondents think that literature is difficult to learn. Eight respondents think it is easy to learn literature and 15 of them ranked literature as the easiest topic to learn in English. However, only five respondents have ranked vocabulary in the easiest level. 15 of them find it is slightly easy to learn vocabulary. Meanwhile, 15 of them think that it is difficult to learn vocabulary and only five respondents find it is most difficult to learn vocabulary. Question 7: When you were in school, did your English teacher stress on all four topics that have been mentioned earlier in his/her teaching? Table 2.2.2 All Topics Stressed by the Former English Teacher All topics stressed by the former English teacher | Number of respondents | Percentages, % | Yes | 41 | 82 | No | 9 | 18 | 18%
18%
82%
82%

Figure 2.2.2 All Topics Stressed by the Former English Teacher Chart above demonstrates the number of respondents’ former teacher who stressed on all four topics. 82% of the respondents agree that their former English teacher in school stressed on all four topics equally. Only 18% of the respondents think that their teacher does not focus on all topics fairly. 8. I have trouble to use proper grammar when I speak in English Table 2.2.3 Level of Mastery in Using Proper Grammar while Speaking Level of agreement | Number of respondents | Percentages, % | Strongly agree | 6 | 12 | Agree | 31 | 62 | Disagree | 9 | 18 | Strongly disagree | 4 | 8 | Level of Agreement
Level of Agreement
Percentages, %
Percentages, %

Figure 2.2.3 Level of Mastery in Using Proper Grammar while Speaking The graph above represents the level of mastery of the respondents in using proper grammar while speaking. 12% of the respondents are strongly agreed that they have difficulties to use proper grammar when they speak. 62% of them agree that they face some difficulties in grammar when they speak in English. However, 18% of the respondents think that they can use proper grammar when they speak and 8% of the respondents believe that they already master the grammar in speaking skill. 9. I have trouble to use proper grammar when I write in English Table 2.2.4 Level of Mastery in Using Proper Grammar while Writing Level of agreement | Number of respondents | Percentages, % | Strongly agree | 7 | 14 | Agree | 25 | 50 | Disagree | 15 | 30 | Strongly disagree | 3 | 6 | Level of Agreement
Level of Agreement
Percentages, %
Percentages, %

Figure 2.2.4 Level of Mastery in Using Proper Grammar while Writing The graph above represents the level of mastery of the respondents in using proper grammar while writing. 7% of the respondents are strongly agreed that they have difficulties to use proper grammar when they write in English. 62% of them agree that they face some difficulties in grammar when they write in English. However, 18% of the respondents think that they can use proper grammar when they write and 8% of the respondents believe that they already master the grammar in writing skill. 10. I have difficulties to identify grammar mistakes in my writing Table 2.2.5 Difficulties in Identifying Grammar Mistakes Level of agreement | Number of Respondents | Percentages, % | Strongly agree | 8 | 16 | Agree | 27 | 54 | Disagree | 12 | 24 | Strongly disagree | 3 | 6 | Percentages, %
Percentages, %
Level of Agreement
Level of Agreement

Figure 2.2.5 Difficulties in Identifying Grammar Mistakes Figure above shows the respondents ability to identify grammar mistakes in their own writing. 16% of the respondents strongly agree that it is very difficult to recognize their own mistakes in grammar. 54% of them agree that they also face some difficulties to identify grammatical errors. 24% of the respondents are disagreed and 6% are strongly disagreed. 11. I find it hard in correcting other people’s grammatical errors

Figure 2.2.6: The percentage of the UiTM students that find it hard in correcting other people’s grammatical errors

The pie chart in Figure 2.2.6 above shows the percentage of the UiTM students that find it hard in correcting other people’s grammatical error. 58% of our respondents are agreeing that they find it hard in correcting other people’s grammatical errors while 20% of them are disagreeing. Besides, 14% from our respondents are strongly agree that it hard in correcting other people’s grammatical errors while only 8% are strongly disagree.

12. Do you have any difficulties in using English to converse with your friends, family members or lecturers? If yes, why do you find it difficult?

Figure 2.2.7: The numbers of the UiTM students that have and have not any difficulties in using English to converse with friends, family members or lecturers

From the graph in Figure 2.2.7 above, we can see that out of 50 UiTM students, 28 of them have difficulties in using English to converse with friends, family members or lecturers while 22 of them told that they have not face these difficulties. The respondents that have difficulties stated the reason why they face these difficulties because they weak in vocabulary, cannot understand English very well, do not have self-confidence, having problems in using proper grammar, do not have interest in English and lack of practices.

13. Do you have any difficulties in using English to complete your written project or assignment? If yes, why do you find to difficult?

Figure 2.2.8: The number of the UiTM students that have and have not any difficulties in using English to complete the written project or assignment

The graph in Figure 2.2.8 above shows the result from our respondents which are the UiTM students on whether they have or have not any difficulties in using English to complete the written project or assignments. From the graph above, we can see that only 23 of them have difficulties in using English to complete the written project or assignment while the rest 27 students do not have these difficulties. The respondents that find it difficult stated the reasons because lack of knowledge in grammar rules, lack of confidence, lack of vocabulary, do not used English in daily life and English is difficult. 2.3: Section C Objective 2: To know whether or not the grammar teaching style in school is effective
14. Do you still remember the grammar lesson that you had learned when you were in school? (If yes, answer Question 15. If no, answer Question 16)

Figure 2.3.1: The number of the UiTM students that still remember or not the grammar lesson that they had learned when they were in school

The Figure 2.3.1 above shows the graph of the number of the UiTM students that respond on whether they still remember or not the grammar lesson that they had learned when they were in school. From 50 respondents, 32 of them said yes while 18 respondents said no.

15. Why do you still remember it? (Please tick (/) only one box)

Figure 2.3.2: The percentage of reasons why the UiTM students still remember the grammar lesson they had learned when they were in school

The pie chart in Figure 2.3.2 above shows the answer from 32 respondents that said yes on Question 14. The pie chart is to find out the percentage of each of the reasons why these students still remember the grammar lesson they had learned when they were in school. 50% respondents agree that the effective teacher’s learning style is the reason why they still remember the grammar lessons while interesting in learning grammar is at the second place with 18.75% of respondents. Furthermore, 15.63% respondents tick on ‘want to improve in English subject’ as their reason and 12.50% choose ‘know the importance of grammar’. The rest 3.13% choose others.
16. Why do you think you cannot remember it? (Please tick (/) only one box)

Figure 2.3.3: The percentage of the reasons why the UiTM students cannot remember what they had learned when they were in school

The pie chart in Figure 2.3.3 above shows the percentage of the reasons on why they cannot remember what they had learned when they were in school that chosen by the 18 respondents that said ‘no’ on Question 14. 38.89% of the 18 respondents choose difficult to learn as their reason while 27.78% of the respondents agree that ‘boring and dull teaching style’ as their reason why they cannot remember the grammar lesson. ‘Not interested to learn English Grammar’ is at the third place with 22.22% respondents tick on it. No one from the respondents chooses ‘difficult to learn’ as their reason while 11.11% of the respondents choose others.

17. Do you think that your English teacher taught grammar effectively in class?

Figure 2.3.4: The number of students that agree or disagree that their teacher taught grammar effectively in class

The Figure 2.3.4 above shows the number of the respondents whether they agree or disagree that their teacher taught grammar effectively in class. 40% of the respondents agree that their teacher taught grammar effectively in class while only 10% disagree that their teacher taught grammar effectively.

2.4: Section D Objective 3: to know whether grammar should be taught in separate lesson
18. Do you think that your teacher should have focused more on grammar?

Figure 2.4.1: The number of UiTM students that agree and disagree that their teacher should have focused more on grammar

The Figure 2.4.1 above shows what the respondents respond towards the question whether their teacher should focus more or not in grammar. From the figure, we can see that out of 50 respondents, 48 of them agree that their teacher should have focused more on grammar while 2 respondents are disagreeing.

19. Do you agree or disagree that grammar should be taught in a separate lesson in school? State your reason.

Figure 2.4.2: The percentage of UiTM students that agree or disagree that grammar should be taught in a separate lesson in school

For this open-ended question, the pie chart in Figure 2.4.2 above shows that 74% of the respondents agree that grammar should be taught in a separate lesson in school. They stated the reasons why they agree because they said they can focus more on grammar, grammar is the basic thing of English, grammar is important in daily life and it will be easier for them to understand the rules in grammar. While, 26% of the respondents disagree that grammar should be taught in a separate lesson in school. They state the reason why they disagree because English should be taught as a whole subject, it will burdening the students, English is interrelated like Grammar, literature and vocabulary and very important to each other, students do not have enough time to study for another subjects and it will be more difficult for the students.

20. In your opinion, grammar as a separate subject should be taught in:

Figure 2.4.3: The percentage of the UiTM students who agree that grammar should be taught as a separate lesson in schools

The pie chart in Figure 2.4.3 above shows the result from 37 respondents that agree grammar should be taught in a separate lesson in school. From 37 respondents, 72.97% respondents choose that grammar as a separate subject should be taught in both primary and secondary school. For primary and secondary school, the respondents respond is the same for both with 13.51%.