INOVASI DALAM PEMBELAJARAN DAN PENGAJARAN BAHASA

INGGERIS

DIVER FORMS Version 2.0

Dihasilkan oleh:
ZANURIN BIN MOHAMAD SAFAR
GURU CEMERLANG BAHASA INGGERIS
SEKOLAH MENENGAH KEBANGSAAN KULIM

DIVER FORMS (DIFFERENT VERB FORMS) VERSION 2.0

KERTAS KONSEP
1. PENGENALAN
Penulisan esei dalam Bahasa Inggeris sebagai bahasa kedua atau bahasa asing adalah
satu tugasan yang mencabar bagi kebanyakan murid. Murid-murid dinilai dari segi
pengembangan idea dan juga kualiti bahasa. Masalah yang lebih kompleks adalah
masalah kualiti bahasa terutamanya kesalahan tata bahasa dalam ayat-ayat yang
ditulis. Kesalahan-kesalahan tata bahasa yang kerap dibuat oleh murid menggugat
markah esei mereka serta mempengaruhi markah keseluruhan mata pelajaran Bahasa
Inggeris. Oleh yang demikian, satu usaha yang menyeluruh dan berterusan wajar
dilaksanakan di semua peringkat bagi menangani masalah kesalahan tata bahasa
dalam penulisan esei.
2. PROGRAM YANG DICADANGKAN
Program yang dicadangkan diberi nama DIVER FORMS, singkatan kepada Different
Verb Forms. Program ini memberi fokus kepada latih tubi pembinaan ayat yang
merangkumi pelbagai tenses seperti simple present tense, simple past tense,
continuous tense, perfect tense dan passive verb. Program ini dihasilkan oleh En.
Zanurin bin Mohamad Safar, Guru Cemerlang Bahasa Inggeris yang bertugas di SMK
Kulim, Kulim. Program ini telahpun dilaksanakan di SMK Kulim sejak tiga tahun yang
lalu dan telah membuahkan hasil yang positif. Rujuk Lampiran A untuk senarai DIVER
FORMS bagi murid Tingkatan 1 hingga Tingkatan 5. Rujuk Lampiran B untuk cadangan
pelaksanaan DIVER FORMS untuk proses pembelajaran dan pengajaran.
Nota: DIVER FORMS Version 2.0 merujuk kepada senarai kata kerja yang telah
dikemaskini.
3. KONSEP PROGRAM
Program ini mempunyai matlamat membantu murid yang above average atau above
intermediate yang merujuk kepada kumpulan murid yang mempunyai profisiensi Bahasa
Inggeris yang sederhana. Mereka mempunyai kemampuan menulis esei dalam Bahasa
Inggeris tetapi masih melakukan kesalahan tata bahasa yang kerap dan serius. Program
ini mengambil pendekatan focusing on accuracy yang berbeza dengan pendekatan
focusing on fluency. Disebabkan proses membetulkan kesalahan tata bahasa
mengambil tempoh masa yang lama, program ini adalah program jangka panjang;
dicadangkan dilaksanakan bermula daripada Tingkatan 1 hingga Tingkatan 5. Latihan
pembinaan ayat yang berfokuskan kepada tenses perlu sentiasa dilakukan secara
konsisten bagi mendapatkan impak yang dikehendaki. Adalah diharapkan, melalui
komitmen murid dan guru yang tinggi, murid-murid dapat mengurangkan kesalahan tata
bahasa dari segi tenses dan seterusnya meningkatkan kualiti penulisan esei. Dengan
itu, matlamat untuk mencapai sekurang-kurangnya gred B bagi PMR atau B+ bagi SPM
akan dapat dicapai.

4. PELAKSANAAN PROGRAM
Lampiran B mencadangkan pelaksanaan program berkenaan. Pelaksanaan program ini
adalah fleksibel kerana perubahan-perubahan tertentu mungkin perlu dilakukan atas
sebab faktor-faktor tertentu seperti latar belakang murid, kebolehan murid serta
komitmen guru.
5. PENUTUP
Program ini memerlukan komitmen guru yang tinggi kerana sesungguhnya hanya guruguru Bahasa Inngerislah yang boleh membetulkan kesalahan tata bahasa yang dibuat
oleh murid. Program seperti ini atau mana-mana program yang lebih baik dan berkesan
amat perlu dilaksanakan melalui proses pembelajaran dan pengajaran kerana kualiti tata
bahasa murid dalam penulisan akan tetap rendah dan mungkin terus merosot sekiranya
pihak guru Bahasa Inggeris tidak mengambil sebarang inisiatif untuk menangani
masalah berkenaan. Tambahan pula, sekiranya pihak guru Bahasa Inggeris tidak
melaksanakan apa juga program yang boleh memberi impak untuk meningkatkan kualiti
tata bahasa murid semasa P&P, maka guru-guru Bahasa Inggeris telah menafikan hak
murid-murid untuk mendapat keputusan peperiksaan yang lebih baik.

LAMPIRAN A
DIVER FORMS (Different Verb Forms) Version 2.0
Developed by
ZANURIN BIN MOHAMAD SAFAR
Sekolah Menengah Kebangsaan Kulim
FORM 1
PRACTICE 1
1.
2.
3.
4.
5.
6.

Accept
Accepts
Has accepted
Are accepting
Is accepted
Accepted
PRACTICE 5

1.
2.
3.
4.
5.
6.

Encourage
Has encouraged
Is encouraging
Encourages
Are encouraged
Encouraged
PRACTICE 9

1.
2.
3.
4.
5.
6.

Increases
Has increased
Are increased
Increased
Increase
Is increasing

PRACTICE 13
1.
2.
3.
4.
5.
6.

Open
Has opened
Is opening
Opens
Are opened
Opened

PRACTICE 17
1.
2.
3.
4.
5.

Types
Typed
Are typed
Has typed
Is typing

PRACTICE 2
1.
2.
3.
4.
5.
6.

Bathe
Is bathing
Have bathed
Bathes
Bathed
Are bathed

PRACTICE 6
1.
2.
3.
4.
5.
6.

Fill
Is filled
Have filled
Are filling
Fills
Filled

PRACTICE 10
1.
2.
3.
4.
5.
6.

Joined
Have joined
Were joining
Joins
Join
Are joined

PRACTICE 14
1.
2.
3.
4.
5.
6.

Paint
Is painted
Have painted
Are painting
Paints
Painted

PRACTICE 18
1.
2.
3.
4.
5.

Waited
Have waited
Were waiting
Waits
Wait

PRACTICE 3
1.
2.
3.
4.
5.
6.

Carries
Were carried
Is carrying
Have carried
Carried
Carry

PRACTICE 4
1.
2.
3.
4.
5.
6.

PRACTICE 7
1.
2.
3.
4.
5.
6.

Is gathering
Has gathered
Are gathered
Gathered
Gathers
Gather

PRACTICE 11
1.
2.
3.
4.
5.
6.

Loves
Is loved
Is loving
Have loved
Loved
Love

PRACTICE 15
1.
2.
3.
4.
5.
6.

Is reporting
Has reported
Are reported
Reported
Reports
Report

PRACTICE 19
1.
2.
3.
4.
5.

Spray
Has sprayed
Is spraying
Sprays
Is sprayed

Decorated
Has decorated
Are decorated
Decorates
Are decorating
Decorate
PRACTICE 8

1.
2.
3.
4.
5.
6.

Helps
Helped
Are helped
Has helped
Is helping
Help

PRACTICE 12
1.
2.
3.
4.
5.
6.

Managed
Have managed
Is managed
Manages
Manage
are managing

PRACTICE 16
1.
2.
3.
4.
5.
6.

Spells
Spelled
Are spelt
Has spelt
Is spelling
Spell

PRACTICE 20
1.
2.
3.
4.
5.

Is practising
Has practised
Are practised
Practised
Practises

6. Type

6. Are waited

6. Sprayed

6. Practise

DIVER FORMS (Different Verb Forms) Version 2.0

Developed by
ZANURIN BIN MOHAMAD SAFAR
Sekolah Menengah Kebangsaan Kulim
FORM 2
PRACTICE 1
1.
2.
3.
4.
5.
6.

Add
Is added
Are adding
Has added
Added
Adds

PRACTICE 5
1.
2.
3.
4.
5.
6.

Has entertained
Entertains
Are entertaining
Entertain
Are entertained
Entertained

PRACTICE 9
1.
2.
3.
4.
5.
6.

Identify
Is identified
Are identifying
Has identified
Identified
Identifies

PRACTICE 13
1.
2.
3.
4.
5.
6.

Is ordering
Have ordered
Are ordered
Has ordered
Ordered
Orders

PRACTICE 17
1.
2.
3.
4.

Trained
Is training
Have trained
Trains

PRACTICE 2
1.
2.
3.
4.
5.
6.

Have blackened
Blackens
Is blackening
Blacken
Is blackened
Blackened

PRACTICE 6
1.
2.
3.
4.
5.
6.

Fold
Is folded
Are folding
Has folded
Folded
Folds

PRACTICE 10
1.
2.
3.
4.
5.
6.

Is judging
Have judged
Are judged
Judge
Judged
Judges

PRACTICE 14
1.
2.
3.
4.
5.
6.

Paste
Pastes
Pasted
Are pasting
Is pasted
Have pasted

PRACTICE 18
1.
2.
3.
4.

Has warned
Warn
Warned
Warns

PRACTICE 3
1.
2.
3.
4.
5.
6.

Are calculating
Calculated
Calculates
Has calculated
Calculate
Are calculated

PRACTICE 7
1.
2.
3.
4.
5.
6.

Is greeting
Have greeted
Was greeted
Greets
Greet
Greeted

PRACTICE 11
1.
2.
3.
4.
5.
6.

Learn
Is learnt
Are learning
Has learnt
Learnt
Learns

PRACTICE 15
1.
2.
3.
4.
5.
6.

Removes
Has removed
Is removing
Are removed
Remove
Removed

PRACTICE 19
1.
2.
3.
4.

Is spoiling
Has spoilt
Are spoilt
Spoil

PRACTICE 4
1.
2.
3.
4.
5.
6.

Is delivering
Have delivered
Was delivered
Delivers
Deliver
Delivered

PRACTICE 8
1.
2.
3.
4.
5.
6.

Are handling
Handled
Handle
Has handled
Handles
Were handled

PRACTICE 12
1. Are memorised
2. Are memorising
3. Have
memorised
4. Memorise
5. Memorises
6. Memorised
PRACTICE 16
1.
2.
3.
4.
5.
6.

Scold
Is scolded
Are scolding
Has scolded
Scolded
Scolds

PRACTICE 20
1.
2.
3.
4.

Prepared
Is preparing
Have prepared
Prepares

5. Train
6. Is trained

5. Are warned
6. Was warning

5. Spoilt
6. Spoils

5. Prepare
6. Is prepared

DIVER FORMS (Different Verb Forms) Version 2.0

Developed by
ZANURIN BIN MOHAMAD SAFAR
Sekolah Menengah Kebangsaan Kulim
FORM 3
PRACTICE 1
1.
2.
3.
4.
5.
6.

Admire
Are admiring
Admired
Has admired
Admires
Were admired

PRACTICE 5
1.
2.
3.
4.
5.
6.

Examine
Are examining
Examined
Has examined
Examines
Were examined

PRACTICE 9
1.
2.
3.
4.
5.
6.

Instructs
Is instructed
Are instructing
Have instructed
Instructed
Instruct

PRACTICE 13
1.
2.
3.
4.
5.
6.

Are offered
Offers
Has offered
Offer
Offered
Are offering

PRACTICE 2
1.
2.
3.
4.
5.
6.

Is boiling
Was boiled
Boils
Have boiled
Boil
Boiled

PRACTICE 6
1.
2.
3.
4.
5.
6.

Frighten
Are frightening
Frightened
Has frightened
Frightens
Were frightened

PRACTICE 10
1.
2.
3.
4.
5.
6.

Has kissed
Kissed
Kisses
Are kissed
Is kissing
Kiss

PRACTICE 14
1.
2.
3.
4.
5.
6.

Plan
Is planning
Have planned
Is planned
Plans
Planned

PRACTICE 17

PRACTICE 18

1. Is touching
2. Was touched

1. Are watered
2. Waters

PRACTICE 3
1.
2.
3.
4.
5.
6.

Were cheated
Cheats
Has cheated
Cheat
Cheated
Are cheating

PRACTICE 7
1.
2.
3.
4.
5.
6.

Is guarding
Was guarded
Guards
Have guarded
Guard
Guarded

PRACTICE 11
1.
2.
3.
4.
5.
6.

List
Are listing
Listed
Has listed
Lists
Were listed

PRACTICE 15
1.
2.
3.
4.
5.
6.

Reduces
Has reduced
Are reducing
Reduce
Reduced
Is reduced

PRACTICE 19
1. Snatches
2. Snatch

PRACTICE 4
1.
2.
3.
4.
5.
6.

Destroyed
Destroy
Have destroyed
Destroys
Was destroyed
Is destroying

PRACTICE 8
1.
2.
3.
4.
5.
6.

Were hugged
Hugs
Has hugged
Hug
Hugged
Are hugging

PRACTICE 12
1.
2.
3.
4.
5.
6.

Is measuring
Was measured
Measures
Have measured
Measure
Measured

PRACTICE 16
1.
2.
3.
4.
5.
6.

Share
Are sharing
Shared
Has shared
Shares
Were shared

PRACTICE 20
1. Pack
2. Were packing

3.
4.
5.
6.

Touches
Have touched
Touch
Touched

3.
4.
5.
6.

Has watered
Water
Watered
Are watering

3.
4.
5.
6.

Snatched
Have snatched
Was snatching
Was snatched

3.
4.
5.
6.

Packs
Were packed
Packed
Has packed

DIVER FORMS (Different Verb Forms) Version 2.0

Developed by
ZANURIN BIN MOHAMAD SAFAR
Sekolah Menengah Kebangsaan Kulim
FORM 4
PRACTICE 1
1.
2.
3.
4.
5.
6.

Advise
Is advised
Have advised
Are advising
Advised
Advises

PRACTICE 5
1.
2.
3.
4.
5.
6.

Was explained
Are explaining
Explain
Explains
Has explained
Explained

PRACTICE 9

PRACTICE 2
1.
2.
3.
4.
5.
6.

PRACTICE 6
1.
2.
3.
4.
5.
6.

1.
2.
3.
4.
5.
6.

1.
2.
3.
4.
5.
6.

1.
2.
3.
4.
5.
6.

PRACTICE 17

Face
Is faced
Have faced
Are facing
Faced
Faces

PRACTICE 10

1. Introduced
2. Is introducing
3. Were
introduced
4. Introduces
5. Introduce
6. Has introduced
PRACTICE 13
Have observed
Observe
Observes
Is observed
Are observing
Observed

Burns
Burnt
Is burning
Are burnt
Has burnt
Burn

Killed
Have killed
Are killed
Kill
Kills
Is killing

PRACTICE 14
Presented
Is presenting
Were presented
Presents
Present
Has presented

PRACTICE 18

PRACTICE 3
1.
2.
3.
4.
5.
6.

Have compared
Compare
Compares
Is compared
Are comparing
Compared

PRACTICE 7
1.
2.
3.
4.
5.
6.

Guesses
Guessed
Is guessing
Are guessed
Has guessed
Guess

PRACTICE 11
1.
2.
3.
4.
5.
6.

Label
Is labeled
Have labeled
Are labeling
Labeled
Labels

PRACTICE 15
1.
2.
3.
4.
5.
6.

Rejected
Have rejected
Are rejected
Reject
Rejects
Is rejecting

PRACTICE 19

PRACTICE 4
1.
2.
3.
4.
5.
6.

Divided
Is dividing
Were divided
Divides
Divide
Has divided

PRACTICE 8
1.
2.
3.
4.
5.
6.

Have hunted
Hunt
Hunts
Is hunted
Are hunting
Hunted

PRACTICE 12
1.
2.
3.
4.
5.
6.

Mixes
Mixed
Is mixing
Are mixed
Has mixed
Mix

PRACTICE 16
1.
2.
3.
4.
5.
6.

Support
Is supported
Have supported
Are supporting
Supported
Supports

PRACTICE 20

1.
2.
3.
4.
5.
6.

Tastes
Tasted
Is tasting
Are tasted
Has tasted
Taste

1.
2.
3.
4.
5.
6.

Have weighed
Weigh
Weighs
Is weighed
Are weighing
Weighed

1.
2.
3.
4.
5.
6.

Scattered
Is scattering
Were scattered
Scatters
Scatter
Has scattered

1.
2.
3.
4.
5.
6.

Protected
Have protected
Are protected
Have protected
Protect
Protects

DIVER FORMS (Different Verb Forms) Version 2.0

Developed by
ZANURIN BIN MOHAMAD SAFAR
Sekolah Menengah Kebangsaan Kulim
FORM 5
PRACTICE 1
1.
2.
3.
4.
5.
6.

Allow
Allows
Are allowed
Has allowed
Allowed
Is allowing

PRACTICE 5
1.
2.
3.
4.
5.
6.

Expect
Are expected
Expects
Are expecting
Expected
Has expected

PRACTICE 9
1.
2.
3.
4.
5.
6.

Have invited
Invited
Is invited
Invites
Invite
Is inviting

PRACTICE 13
1.
2.
3.
4.
5.
6.

Obtains
Are obtaining
Obtain
Has obtained
Obtained
Were obtained

PRACTICE 2
1.
2.
3.
4.
5.
6.

Are burying
Have buried
Buries
Bury
Is buried
Buried

PRACTICE 6
1.
2.
3.
4.
5.
6.

Fix
Fixes
Are fixed
Has fixed
Fixed
Is fixing

PRACTICE 10
1.
2.
3.
4.
5.
6.

Kicks
Is kicked
Are kicking
Has kicked
Kick
Kicked

PRACTICE 14
1.
2.
3.
4.
5.
6.

Have punished
Punished
Is punished
Punishes
Punish
Is punishing

PRACTICE 3
1.
2.
3.
4.
5.
6.

Confesses
Are confessing
Confess
Has confessed
Confessed
Were confessed

PRACTICE 7
1.
2.
3.
4.
5.
6.

Are guiding
Have guided
Guides
Guide
Is guided
Guided

PRACTICE 11
1.
2.
3.
4.
5.
6.

Launch
Launches
Are launched
Has launched
Launched
Is launching

PRACTICE 15
1.
2.
3.
4.

Reproduced
Is reproducing
Has reproduced
Were
reproduced
5. Reproduces
6. Reproduce

PRACTICE 4
1.
2.
3.
4.
5.
6.

Have dropped
Dropped
Is dropped
Drops
Drop
Is dropping

PRACTICE 8
1.
2.
3.
4.
5.
6.

Harasses
Are harassing
Harass
Has harassed
Harassed
Were harassed

PRACTICE 12
1.
2.
3.
4.
5.
6.

Are moved
Have moved
Moves
Move
Is moved
Moved

PRACTICE 16
1.
2.
3.
4.
5.
6.

Supply
Supplies
Are supplied
Has supplied
Supplied
Is supplying

PRACTICE 17
1.
2.
3.
4.
5.
6.

Turn
Have turned
Are turned
Turns
Turned
Is turning

PRACTICE 18
1.
2.
3.
4.
5.
6.

PRACTICE 19

Wraps
Are wrapping
Wrap
Has wrapped
Wrapped
Were wrapped

1.
2.
3.
4.
5.
6.

Have separated
Separated
Is separated
Separates
Separate
Is separating

PRACTICE 20
1.
2.
3.
4.
5.
6.

Preserved
Has preserved
Is preserving
Preserves
Preserve
Was preserved

LAMPIRAN B
PELAKSANAAN DIVER FORMS Version 2.0
1. Teacher revises the basic grammar rules for these tenses using the following handout:
Note: Teacher may also need to revise the different types of noun.
Tense
Simple
present

Simple past

Continuous
tense

Usage
To show a habitual
or regular action /
to state a truth or
fact / to show an
action that
happens at
present

Formula
Singular subject / + singular
Uncountable noun
verb

Example
She plays netball.
Ali buys a new car.

Plural subject / + plural Plural noun

verb

They play netball.

My teachers buy some books.

To show an action
that happened at a
certain time in the
past

Singular
/ Plural
subj.

To show an action
taking place at the
moment of
speaking

Am, is, are

[me../ber]

past
tense
verb
[me./ber]

+
Was, were

verb
&
ing

[sedang me]

To show an action
that was
happening in the
past while another
action took place
or was taking
place

Perfect

To show an action

Has, have

+ past participle

She played netball ten

minutes ago.
Ali bought a new car
yesterday.
They played netball last week.
My teachers bought some
books two days ago.
She is playing netball.
Ali is buying a new car.
They are playing netball.
My teachers are buying some
books.
Siti was playing netball when
I saw her.
They were buying a new car
when I telephoned them.
She was playing netball when
he was reading the novel.
They were buying a new car
while I was admiring a sports
car.
She has played netball.

tense

Passive
verb

that has just

happened or
completed but the
time is not
specified

Had

To show
something is done
to something else
or someone

is, are
was, were

verb
[telah me]

They have bought a new car.

She had played netball.
They had bought a new car.

*Teacher may need to revise past

participle verbs
+ past
participle
verb

The game is played by her.

The cars are bought by them.
She was sent home.
We were sent home.

[di.]
2. Teacher must always remind students that Singular or uncountable subject takes singular verb
and plural subject takes plural verb.
3. Teacher reminds students of SubTiMe which refers to the three crucial questions which
students must ask themselves when they look at each of the verbs given to them:
3.1 Question 1: Sub stands for subject Students must determine the status of the subject in
the sentence by determining the status of the verb. They ask themselves, Is the verb
singular or plural?
3.2 Question 2: Ti stands for time Does the action happen at present or in the past?
3.3 Question 3: Me stands for meaning What does the verb mean?
Asking themselves the three questions above BEFORE THEY CONSTRUCT EACH
SENTENCE should help students to reduce errors in their sentences.
4. Teacher marks every sentence. Teacher may:
4.1 Correct each error for the students
4.2 Circle / underline the errors and they are corrected by the students
4.3 Circle the clue/s for the correction which is done by the students
4.4 Encourage peer correction group work
4.5 Ask volunteers to write their sentences on board for the sentences to be examined
5. Teacher may add the verb list, if necessary.

6. Teacher should proceed to the next stage of essay writing that is paragraph writing. The focus will
be both on fluency and accuracy. Students are asked to develop the idea/s in the paragraph as
much as they can and at the same time maintain the language accuracy.
7. The proposed steps above may be amended to suit students pace and proficiency.

Disediakan oleh,

ZANURIN BIN MOHAMAD SAFAR,

Guru Cemerlang Bahasa Inggeris,
Sekolah Menengah Kebangsaan Kulim.