CONTENTS

No. Title Page

01 Task 1 2

02 Task 2 5

03 Task 3 8

04 Task 4 16

05 Appendix 20

06 Bibliography 24

1

TASK

1

2

TASK 1

Designing Classroom Activity

Class/Year Year 4

Level of Proficiency Average Level of Proficiency

Duration of Activity 40 Minutes

Method/Approach used Community Language Learning

Objective(s) of the Activity

At the end of the activity, the pupils will be able to:(i) Greet people in English.(ii) Introduces oneself or others in English.(iii) Ask for or give information.

Teaching Materials/Sources

Portable tape recorder, marker, white board

Focussed Skill(s) Speaking skills

Moral Value(s) Reliance, and respect

Activity Procedure(s)

Set Induction(5 minutes)

1. Teacher greets students, introduces himself & students introduce themselves (first language).

2. Teacher explains what students will be doing :a- conversation in English with teacher’s help (+ time

limit)b- conversation tape-recordedc- create a transcriptd- various activities using the language on the transcript

Step 1(5 minutes)

1. Teacher will divide the students into groups.2. Teacher will have the students to take their chairs and sit

in a circle.3. Teacher will give clear directions

-students will raise their hand-students say a phrase or a sentence in native language.-teacher will help the students to say it in target language.-students record the target language only.-students will listen to the recording.

4. Teacher will ask the students how they feel about the conversation.

5. The students will listen to the conversation

Step 2(10 Minutes)

1. Teacher will play the recording again and write English sentences on the board.

2. Teacher will ask if anyone would like to volunteer to give the native language equivalent

3. Teacher write the translation on the board4. Teacher asks students to relax and just listen while he

reads.Step 3

(15 Minutes)1. Teacher asks the students to say a phrase or sentence in

first language.2. Teacher will say them in English and stop only when the

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students stop.

3. Have the students to group themselves and create new sentences based on transcript.

4. Each group reads their sentences.

Closure(5 minutes)

1. Teacher asks the students to talk about their learning experience.

2. Teacher also emphasizes on the importance of helping each other to learn together.

4

TASK

2

5

TASK 2

It has been eight months since I started my first year in the degree program and it is

totally a different world than my foundation years. Meeting up with new lecturers, taking up

new courses and not to mention, the number of works and assignments increases as well.

But frankly speaking, I don’t really mind at all. I choose to be in this profession by my own

will and I am prepared to face any challenges that being given. Teachers must always be

ready for anything that will hit him, which is what my father always tells me.

This semester, one of the courses that we take is TSL 3103 : ELT Methodology. I

have to admit that it is a tough subject but still, some of the topics are related with another

course that I also took this semester which is EDU 3103 : Learning and The Learner. I learnt

a lot form this course, thanks to our lecturer, Miss Carol Val Madin for her dedication and

commitment towards educating us to become good teachers when we posted to teach in a

school someday. Besides her, I also wanted to thank my group mates for Task 1, Brendon

and Emieliezah and my classmates for their help and supports while in the process of

finishing this coursework.

We were given our coursework last July. The coursework may seem easy but when

you started doing it, you will find that it is actually quite difficult. Task 1 required us to work in

groups of three and plan a 40-minutes language teaching and learning activity based on any

one of the teaching and learning methods. As for my group, we have been assigned to

prepare a language teaching and learning activity based on Community Language Learning.

In brief, Community Language Learning(CLL) takes its principles from the

“Counseling Learning Approach” developed by Charles A. Curran. Learning is more

important than teaching. Learning develops itself, and the learners only need occasional

help which come through cooperation. My role as a teacher based on this method only as

the counsellor.

From our activity, I found that this method of teaching only suitable for a small group

number of people. For example, it only suitable for a maximum 20 pupils in a class since it is

hard to produce effective communication when we are in a big group, which we consider the

limitations during our presentation. However, this technique might works well with lower

levels especially those who are struggling to produce spoken English. As being supported by

Bertrand, J. (2004), through this teaching method, the class becomes a real community.

They more aware of their peers, their strengths and weaknesses and want to work as a

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team. From my own observation during the teaching and learning activity, the students (my

classmates) build a relationship among them while they were completing the task given to

them. You can see the spirit of cooperation among learners to achieve the learning goal.

For this task, I think my group mates and I did quite well based on the feedbacks

from our lecturer and classmates. I’ve learnt a lot from conducting the task. The prominent

development that I've experienced is that I could build my class management and improve

my speaking fluency especially on how to speak and explain the instruction clearly. I’ve also

learned how to attract the students’ attention by giving interesting set induction and class

activities. However, I still need to learn a lot to have a qualification to be a good teacher.

There are still many things that I need to improve, especially with my way of managing the

class and attracting the students’ attention.

Photo 1.0 The demonstration of activity of task 1a

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TASK

3

8

TASK 3

1. INTRODUCTION

TSL 3101 : ELT Methodology consisted of four tasks. One of the tasks was to

observe an English lesson of any Year 1 - Year 5 during the School Based Assessment

(SBE) Phase II that was conducted on the 19th until 23rd August 2013. The main purpose of

the observation was to see and describe the teaching and learning of any language skill,

grammar or language arts. From the observation, we can know more about how to design

language teaching and learning activities in the primary ELT classroom.

2. TARGET GROUP

2.1 The school

Sekolah Kebangsaan Sembirai, one of the primary schools in the district of

Kota Belud. The school is located 4 km from the Kota Belud town.

2.2 Class

The class chosen to be observed was Year 3 Marikh, the top class among the

Year 3 classes. The total number of students in the class was 29 pupils and

the number of boys and girls are almost balanced.

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3. THEME/TOPIC AND THE FOCUSED LANGUAGE SKILLS OR GRAMMAR

The topic discussed for the lesson was fresh fruits. The skills that was being focused

were listening and speaking skills. The learning standards were as follow :

Students are able to ;

(a) listen and follow simple instruction

(b) listen to and demonstrate understanding of oral texts by answering simple WH

questions.

4. TEACHING MATERIALS

For the lesson, the teacher used the English Year 3 textbook as her main teaching

reference. Fresh Fruits fall under Unit 12 in the textbook. Besides that, she also used the

KSSR English Year 3 module to guide her in the teaching and learning session.

In order to aid the pupils’ learning, she used flashcards about characteristics of fruits.

For example, juicy, sweet, and smooth. She showed each of the flashcards to her students

and let them name the fruit that possesses the characteristics stated. Besides flashcards,

she also asked her pupils to read their English textbook and answered the questions in

their English workbook.

All the teaching materials used were appropriate to fulfil the pupils’ needs for that

particular lesson. They learnt how to pronounce the words that were written in the flashcards

besides knowing its meaning. The dialogue text in their English textbook were used to train

them in answering simple WH questions and act as guidelines for their role play activity.

Lastly, the flashcards that were shown in the beginning of the lesson somehow helped them

in answering the questions in the workbook.

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Photo 2.0 English Year 3 textbook - the main teaching reference

Photo 3.0 The flashcards used by the teacher as one of her teaching materials

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5. ACTIVITIES

Set Induction

3. The teacher greeted the pupils.

4. The teacher asked whether anyone was absent.

5. The teacher asked the date and day.

6. The teacher asked the pupils to sit properly on their respective

seats.

Step 1

1. The teacher informed the pupils about the topic for today :

Fresh Fruits.

2. The teacher asked them about their favourite fruits.

Step 2

5. The teacher showed flash cards containing the characteristics

of fruits to the pupils.

6. The teacher pronounce the words first, then asked the pupils to

speak aloud the words.

7. The teacher asked the pupils which fruits possess the

characteristics.

Step 3

5. The teacher asked the pupils to open their textbook to Unit 12 :

Fresh Fruits.

6. The teacher read the dialogue text followed by the pupils.

7. The teacher asked the pupils to go around the class and

conduct a role play using the dialogue in the textbook.

8. The teacher asked the pupils to open their workbook and

answered the questions regarding to the topic.

Closure 1. The teacher summarized the topic.

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The activities conducted were appropriate to the pupils’ needs. The pupils were fully

involved in the activities and the role of the teacher as the facilitator successfully conveyed

throughout the lesson. In the end of the lesson, the pupils seem to understand what are the

characteristics of fruits and they learnt how to answer simple questions through the role play

activity conducted. Thus, the lesson standards was achieved.

Photo 4.0 Set induction by the teacher

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Photo 5.0 Role play activity

Photo 6.0 English Year 3 KSSR workbook

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6. CONCLUSION

The teacher had conducted the teaching and learning session smoothly. Her class

management was quite good and she managed to grab the attention of her pupils

throughout the lesson.

Conducting the task certainly had opened my eyes that language teaching and

learning is not an easy job. You will have to consider many things such as teaching aids,

method of teaching, set induction and being empathy towards your pupils as well. We cannot

assume that all of them are the same. Therefore, proper planning of the teaching and

learning activities is a must for a teacher.

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TASK

4

16

TASK 4

"Don't try to fix the students; fix ourselves first. The good teacher makes the poor student

good, and the good student superior. When our students fail, we as teachers, too, have

failed."

(Collins, 2003)

The statement above clearly shows that teachers play a key role in producing a

better future generation. If the teachers do not give their full commitment to this profession,

then what would happen to their students? These kinds of teachers might produce low

quality students. They might as well become drug addicts or criminal, they are certainly are

more prone of becoming a bad citizens in the future. Can you imagine the next Prime

Minister of Malaysia is a drug addicts and does not possess good leadership skills and has a

low foundation of knowledge? What would happen to Malaysia? The country would fall and

we might as well be colonized by colonizer again. If that happens, the root of the problem

would certainly begin with a teacher. Yes, a teacher. Teachers with low performance would

produce low quality of work as well as low quality of students. That’s why before a teacher

could teach, he or she must first have the basic of how to manage their teaching and

learning session.

Teaching is an assignment activity which is systematically planned, organized,

implemented and assessed by the teacher. The teacher would apply suitable teaching

methods and techniques to guide and motivate their students to take their own initiative to

learn thus achieving the learning objectives. Learning on the other hand, refers to a relatively

durable change in behaviour of any organism.

According to Mok Soon Sang (2008), through learning, human beings are able to

perceive and think of matters and experiences in their surroundings, and use reasoning

power to analyse, interpret and conceptualize them. Thus, it enable individuals to acquire

knowledge, skills and understanding so as to apply them in problem solving, or transfer of

knowledge in a new but similar situation. However, as learning will only begin when there is

a response towards a certain stimulus, it will only continue if there is suitable motivation

which requires active participation by the students. The learning process will end when the

change in behaviour is formed and sustained.

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As a teacher, we need to understand concisely how pupils learn, and use the suitable

language learning theories to relate with teaching methods and techniques and guide their

students to achieve effective learning result. The theories of language learning refer to

general language learning principles which have been derived from research by education

psychologist. Basically, these theories can be classified into five main theoretical

perspectives, namely: behaviourism, cognitivism, social constructivism and humanism.

One of our ELT Methodology short coursework tasks for this semester is to observe

one English lesson conducted in a class. The task was to be conducted during the School

Based Experience (SBE) that was on the 19th until 23rd August 2013. I’ve conducted my

second School Based Experience (SBE) at Sekolah Kebangsaan Sembirai, Kota Belud. The

school was located about 4 km away from the Kota Belud town.

During my School Based Experience (SBE), I’ve got the chance to experience the

school environment, met up with the staffs and students. I was not alone, there were actually

eight of us conducting our SBE in the same school. There were three of us from IPG

Kampus Gaya (Marcellus, Shazrina and myself), three from IPG Kampus Keningau and the

other two are from IPG Kampus Darul Aman. Only the three of us from IPG Kampus Gaya

who are in the second semester of our degree programme.

In order to complete the short coursework, Marcellus, Shazrina and I met with the

Head of English Language to ask for her permission to observe one of the English classes

conducted in the school. We were very fortunate that she allowed us to observe her English

lesson with Year 3 Marikh, the top class for Year 3.

The class was conducted in the first hour in the morning, right after the school bell

rang. The topic was fresh fruits. The teacher have used several methods and applied various

language learning theories in order to teach the students about the topic.

Behaviourism is a theory of learning based upon the idea that all behaviours are

acquired through conditioning. Conditioning occurs through interaction with the environment.

Behaviourists believe that our responses to environmental stimuli shapes our behaviours.

For that particular lesson which falls under the topic fresh fruits, the teacher used flashcards

about the characteristics of fruits. She showed each of the flashcards to her students and

pronounced it first before the student did. The learners are essentially viewed as passive

and learn language step by step. They learn to speak by imitating what the teacher said and

strengthen their responses by the repetitions and corrections. Therefore, the language is

practice based. The main focus is on inducing the student to behave with the help of

mechanical drills and exercises. Flashcards can be an excellent learning and teaching tool

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especially when introducing new vocabulary or drilling familiar words. Besides that, it can be

bright and colourful and make a real impact on visual learners.

From the way the lesson was being conducted, it can also be seen that the teacher

applied another learning theories which was humanism. Humanistic psychologists

concerned with the idea of self-actualization, the growth of a person to achieve whatever

degree of individual satisfaction they are capable of achieving. According to them, teacher is

a facilitator and not a disseminator of knowledge. He or she creates an educational

environment that fosters self-development, cooperation, positive communications, and

personalization of information. For instance, during the lesson, the teacher asked the

students to go around the class and conducted a role play. The students were having fun

since they were free to move around the class and met each other. They were assigned to

ask and answer simple WH question based on what is written in their textbook. Moving

around the class and meeting with their classmates gave the students a sense of

collaboration. They learnt from each other, how to pronounce certain words or how to

answer a question. When they talked to each other, they actually listen to what their partner

was saying and when someone did wrongly in the conversation, their partner will correct

them. Thus, self-actualization of the student can be achieved through communicating with

other people.

I learnt a lot form this course, thanks to our lecturer, Miss Carol Val Madin for her

dedication and commitment towards educating us to become good teachers when we posted

to teach in a school someday. Besides that, I also wanted to thank my friends for their help

and supports while in the process of finishing this coursework. Certainly, I’ve gained a lot

from conducting this task. I got to know more about how activities were designed for primary

ELT classroom. It somehow gave me a view on what am I going to do when I go for my

practicum in my third year of degree programme.

Teaching is a helping profession. Indeed, it demands a great deal of self-sacrifice.

Therefore, as future teachers, we must always be ready and prepared for anything that will

hit us. Be proud of who we are. Proud to a TEACHER!

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APPENDIX

20

21

22

23

BIBLIOGRAPHY

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BIBLIOGRAPHY

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Brown, H. D. (2007). Teaching by Principles An Interactive Approach to Language

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Cherry, K. (n.d.). What Is Behaviorism? How It Works and How It Influenced

Psychology. Psychology - Complete Guide to Psychology for Students, Educators &

Enthusiasts. Retrieved September 2, 2013,

from http://psychology.about.com/od/behavioralpsychology/f/behaviorism.html

Fromkin, V., Rodman, R., & Hyams, N. (2011). An Introduction to Language (9th

edition/International Edition ed.). Canada: Wadsworth Cengage Learning.

Hornby, A. S. (2010). Oxford Advanced Learner's Dictionary (8th edition/International

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Humanism | Learning Theories. (n.d.).Learning Theories. Retrieved July 29, 2013, from

http://www.learning-theories.com/humanism.html

Learning Theories. (n.d.). Learning Theories. Retrieved September 1, 2013, from

http://www.learning-theories.com

Mitchell, R., & Myles, F. (2004). Second Language Learning Theories. Great Britain: Hodder

Arnold. (Original work published 1998)

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Mok Soon Sang. (2013). Learner and Learning Environment. Ipoh, Perak : Penerbitan

Multimedia Sdn Bhd. (Original work published 2008)

Stern, H. (2005). Fundamental Concepts of Teaching Language. China: Oxford University

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