CONTENTS

NO. 1) 2) FOREWORD MICROTEACHING a) LESSON PLAN b) REPORT FOR THE LESSON c) TEACHING MATERIAL USED FOR THE LESSON d) PICTURE DURING THE LESSON e) ATTACHMENT 3) MICROTEACHING a) LESSON PLAN b) REPORT FOR THE LESSON c) TEACHING MATERIAL USED FOR THE LESSON d) PICTURE DURING THE LESSON e) ATTACHEMENT 4) MICROTEACHING a) LESSON PLAN b) REPORT FOR THE LESSON c) TEACHING MATERIAL USED FOR THE LESSON d) PICTURE DURING THE LESSON e) ATTACHMENT 5) REFERENCE CONTENT PAGE 2

FOREWORD

Grace be upon Allah the Almighty, with His blessing by giving me good health and sanity, I Noryusmania binti Junaidi

(E20101000826), has successfully completed individual assignment of subject KAH 1043 ENGLISH FOR YOUNG LEARNERS in a timely manner. I heartily thanks my mentor, my lecturer Mrs. Azila binti Alias, a lot of help in providing guidance, ideas and thoughtful comments to me from the very beginning of assignment until the completion of this task.

Do not forget, I also dedicate myself to thanks my beloved family that have given a lot of encouragement and motivation to me. With their prayer and blessing become the strength for me to succeed in the world and the hereafter. Insya-Allah.

Next, do not forget to thanks the other fellow who was also given opinion to resolve this individual task. Only Allah can repay your kindness.

Last but not least, a million of appreciation and gratitude to TASKI PASTI MAWADDAH, Tanjung Malim, Perak, who gave me permission and the flexibility to carry out tasks in their nursery.

Lastly, thanks to all who were involved and help in providing ideas, views, search for reference materials and encouragement in completing this work will individuals, either directly or indirectly. For the closing speech, we once again wish to extend our highest gratitude to Mrs. Azila binti Alias and Wassalam.

(NORYUSMANIA BINTI JUNAIDI)

MICROTEACHING
A) LESSON PLAN Date Name of class Age Theme Topic Component Objective : : : : : : : 22 December 2011 --4 years old. Animals. Introduction to a few kind of animal. Development of Cognitive. By the end of the lesson children will be able to, a) Know the names of animals. b) Identify the forms and the physical characteristics of animals. c) Spell animal names correctly. d) Identify animal sounds. e) Matching animal sounds with animal correctly. Time : 2.30 P.M. Number of children : 8

Previous knowledge :

Children know and understand a little bit of words and sentences in English

STAGE / TIME Set Induction (5 Minutes)

CONTENT Make children feel comfortable and happy through dance and sing a song.

TEACHER ACTIVITIES

CHILDREN ACTIVITIES 1. Children gather in circle when they hear their teacher sing the song. 2. Children listen and see the chicken dance introduce by their teacher and repeat the movement of the chicken dance. 3. Children sit in a circle and listen to teachers explanation about what are they going to learn.

TEACHING MATERIALS CD song of the chicken dance. CD player. Speakers.

COMENT AND REMARK

1. Teacher sing a song entitle let make a circle in order to ask student to gather in the circle. 2. Teacher introduces to the student by showing the movement that they have to do during the chicken dance. Then teacher asks student to repeat the dance. 3. Teacher asks student to sit in a circle again and tell what will the children going to learn. Introduction to the name of 1. Teacher show to the Set I children a mystery box (10 Minutes) the animal, how to pronounce names of the and ask children to animals, and the spelling of guess what is in the animals name using animal box. flashcard, 2. Teacher takes out the a) Cat. flashcard from the b) Chicken. mystery box and c) Cow. introduces to the d) Dog. children one by one

1. Children guess what is inside the mystery box. 2. Children listen and concentrate to the teacher explanation about the animal. 3. Children repeat the pronunciation of the name of the animal shown in the flashcard

Mystery box. Animal flashcard.

e) f) g) h) i) j)

Donkey. Duck. Goat. Horse. Rabbit. Sheep.

3.

Set II (5 Minutes)

Enhance childrens language development and cognitive development.

1.

2.

i) Improve childrens fine SET III motor skills (10 Minutes) ii) Worksheet of animal mask. a) Cat. b) Chicken. c) Cow. d) Dog. e) Donkey.

1.

2.

picture of animal in the flash card. Introduce the name, and the correct spelling of that animal name. Ask student to repeat the name, correct spelling of that animal name. Teacher asks children questions and their own opinion about the animal shown in the flashcard. After getting a response from the child, teacher explains further about the animals to increase children knowledge about the animals. Teacher distributes the worksheet of animal mask to the children and asks them to colour it. When the children finish colour the mask, teacher cut the mask and stick an ice-cream

one by one, the correct spelling of that animals names.

1. Children answer teacher questions and give their own opinion about the animal shown. 2. Listen and concentrate to teachers explanations.

Animal flashcard.

1. Children colour the worksheet according to the picture of animal that they have learned earlier. 2. Give the worksheet to the teacher when they finish colouring.

Worksheet of animal mask. Colour pencil. Scissors. Ice-cream stick. .

f) Duck. g) Goat. h) Horse. i) Rabbit. j) Sheep CLOSURE Use of animal mask to (10 Minutes) teach children to imitate the sound of the animal correctly.

stick as a holder of the mask.

1. Teacher distributes the mask of the animal. 2. Teacher gives the instruction how they are going to use the mask. The children hold different kind of animal and when teacher call a name of the animal, children that hold the mask of that animal will make a sound of that animal.

1. The children get the mask and put that mask on their face. 2. The children that hold the animal mask that call by their teacher will make the sound of that animal.

Animal mask.

B) REPORT FOR THE LESSON When I get to TASKI Mawaddah on the first day, the children had just finished morning assembly. I feel a little scared because this was the first time I will be teaching at a nursery. All the children looked at me. In my opinion may be they look at me because they are not familiar with the visitors. Later I met directly with the teacher in the nursery teacher, Miss Jun, I was asked to wait in a class. The class is not too large. In my estimate that only 6 to 8 people only children that can be placed in this class without any furniture. But in this class there are 3 computers, equipment, teaching aids and the pictures possibly used in the learning process in this nursery. After waiting in 10 minutes, Miss Jun came back with children aged 4 and 5 years. The numbers of children submitted to me on the first day are 8 people in total. At the beginning the children look scared, embarrassed and ashamed of me. I was informed that these children are new students and they are still in the process of adapting to the situation in the nursery. See children are not passionate and shy, I have decided to start my lesson using dance within the song 'Chicken Dance'. I think it was the appropriate song and dance for me and the children on the first day of teaching, related to my lesson theme, animals. During the dance I noticed only some children can follow the movement I have indicated. For children who cannot follow all the movements that are shown, they only clap their hands. But when all movement is repeated, then they can follow all the movements. Next to bring together the children into a circle, I sing song, make a circle. I asked them to hold hands of their friends and listen to my instructions either sitting or standing. When the session is running, there are some children that Aishah and Mizah hit the table and falls. Here I acknowledge my offense, the selection of place to do my teaching. A narrow space such as this class can be a dangerous and restrict the movement of children. The selection of teaching and learning space should be tailored to the number of children and the activities to be carried out. Another thing I noticed was the child can understand simple instructions, even though I specify the order in English. I gave instructions as I gave up and sat down together with the movement. For example when I give instructions to their seats, and at the same time I will sit down. The same thing I do when giving instructions to their stand up.

After doing the dancing and singing, then I start teaching. When I want start my lesson, children stand up and go to the table that there are games on it. When I noticed that, I ask Aman to sit down and get back to the circle. Once I am sure the children are ready then I explain to them that I will teach about the animals. When I asked them what the animal is, not one child can answer. But when I ask again in the Malay, then a child says that the animal is haiwan in the Malay. I showed the first picture flashcard display a donkey. I ask the children what animal I have shown. Some children answer "it was a horse, teacher." There are children answered the goat. At the beginning I was surprised when they said that donkeys as horses and goats. I look at the picture. What are the similarities between horses and goats to donkeys until they said so? I told the children the flashcard shows a picture of a donkey and not a horse or a goat. I ask for them to pronounce the name correctly and teach them to spell together. Next I asked the children about the physical characteristics of the animal. I ask the children what colour a donkey. Brown said the child, but in the Malay language. I am not saying they are wrong, but agreed with their answers. But I explain that coklat in the English language is brown. The same thing happened when I asked the children questions how many feet a donkey had. They said in Malay. Then I ask them to count along in English. With the pictures on my flashcard I explain the physical characteristics of the donkey as the ear, tail, and so forth. When I describe the characteristics of a donkey, I noticed Aishah holding a donkey doll. I ask Aishah to lend his doll to me. At first I thought Aishah reluctance to lend the doll because I think the children of this age are egocentric in which refuse to share their belongings with others, but she does not. Donkey doll is a manipulative material. Manipulative materials are concrete materials which can be touch and manipulated by children. By using the doll I explain the physical characteristics of a donkey to the children. I asked them the colour, number of legs and the other physical characteristics of the donkey. Some children answered its a brown donkey when the donkey doll in blue. The point here, I'm teaching them remembrance before the brown donkey. Next, I introduce to children the sound of the donkey. I ask for them to repeat the

sound. At first they laughed when I ordered them to do so. However, they can imitate the donkey's voice correctly. And only then I move on to the next animal. The same thing happened when I ask the names of animals shown on the flashcard and the characteristics of the animals. They said in Malay. But there are also some animals such as cows they make animal sounds when I ask the name of the animal. Unexpected things happen when I was introducing cats to children. One child pee on her pant. At first I did not know how to handle the situation because this is the first time such things happen. I tried to control the situation because I fear the child will cry and her other friends laughed at her. I asked her whether she was urinating, and why he did not tell me that he wanted to go to the toilet. The student is quiet. I think he was embarrassed by the incident that touched her. Then I tell him it does not matter but I still remind him if he wanted to go to the toilet she should tell me. I call Miss Jun to inform the matter. After Miss Jun brings out the child I continued teaching. While these things cease teaching and other children began to play and stand up. It's hard to attract the attention of the child back to hear the explanation and my teaching about the next animal. Even after teaching began there are still children play games on the table nearby. Instead, I should be able to attract the children to follow the teaching and learning processes that take place. I think it's my fault for not creative in delivering lessons, that is why children are not interested to hear. After explaining all 10 types of animals, I will show the flashcard of the animal and asked the children to name the animals I shown. Only five animals that I introduced the children they remember, the donkeys, cats, rabbits, dogs, and ducks. Next I show the children pictures of animals mask. I ask them to colour the mask. To distribute the masks I ask the children to line up. I give them the opportunity to select the animal masks they want. After all children have their own mask, they start colouring. Most children ask me what colour that is used for colouring their masks. I told them that they are free to colour their masks according to their creativity. Colouring activity can be improved child fine motor skills, the coordination of control points, and their fingers when colouring and holding the pencil. In addition, through this colouring activity children can know the colour. For example, during their colouring they ask

"what colour is this teacher?" Or "teacher, what colour I should use to colour the cat, it is one of the questions asked by children during colouring activity. According to Vygotsky (1986), this learning is known as spontaneous learning where children learn about their environment such as colour through the use of objects such as pencils colour. After the children finished colouring each one of them gave their masks back to me for me to cut and paste it on an ice cream stick as a holder of the mask. I do not allow the child cut the mask on their own because fear they will hurt. While they waited for me to complete their masks, I ask the children to talk with me. Among the matters the subject of our conversation was about their daily activities, on their nursery, their ambitions and current issues close to the child such as their favourite television programs now. Through talking with these children could indirectly enhance their language development and cognitive development. Just as oracy and literacy are depending on one another, so, too, are linguistic and cognitive

developments. Vygotsky (1962) suggest that 'speech in infancy is the direct antecedent of thinking at a later stage. When children engage in conversation they are developing their knowledge of grammar and vocabulary extending their vocabulary. When the entire mask is ready I give back to children. The children seem very excited and happy with their masks. Some of them put the mask on your face and imitate the animal sounds. This shows my teaching successful where children were able to match the animal sounds with animal masks they hold properly. But overall I am not satisfied with the teaching that I run on the first day. So much I need to correct the deficiencies; not least the use of English as a lingua franca in teaching is less effective. This may be because I myself am not fluent in English; the use of complex sentences, causing the child does not understand what I am trying to said. In addition, in terms of teaching content is too dense, the number of animals that I introduce too much making it difficult for children to remember all the animals that I introduced. Should be at the beginning I was only introduced five types of animals to children in a more creative and easy to facilitate the children to understand and remember the content of the lesson that I teach.

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C)

TEACHING MATERIAL USED FOR THE LESSON

Mystery box.

Animal flashcard

Animal mask D) PICTURE DURING THE LESSON

Worksheet of animal mask

The children were dancing 'chicken dance'

Children form a circle while I sing the song 'Make a circle'

Introduced animals by using flashcard

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I use a donkey doll to explain more clearly about the donkey.

Children lined up for take mask worksheet.

Children colouring worksheet given.

I completed the mask while talking to the children.

Completed masks given back to the children and they imitate the sound of animals based on the mask that they hold.

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E) ATTACHEMENT

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MICROTEACHING
A) LESSON PLAN Date Name of class Age Theme Topic Component Objective : : : : : : : 23 December 2011 --4 and 5 years old. Animals. Farm animals. Development of Cognitive. By the end of the lesson children will be able to, a) Know the different kind of animal farm, its sound and also its differences to other kind of animal. b) Sing the Old Mc Donald Had a Farm song according to the right lyrics and tempo. c) Communicate with their team member in order to finish the jigsaw puzzle. d) Express their feeling. Previous knowledge : Know the names, the physical characteristics, and sounds certain kind of animal. Time : 9.00 A.M. Number of children : 8

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STAGE / TIME Set Induction (5 Minutes)

CONTENT Lyrics of old McDonald had a farm song:

TEACHER ACTIVITIES

CHILDREN ACTIVITIES 1. Children gather in the centre of the class. 2. Children tell what they remember about the previous lesson. 3. Children listen and remember the song sung by their teacher and follow teacher sing the song. 4. Children stand up and sing the song together within the music.

1. Teacher asks children to gather in the centre of the class. Old McDonald had a farm, E-I-E-I-O 2. Teacher asks student what they And on his farm he had a cat, E-I-E-I-O, remember about their previous With a meow-meow here, and a meow-meow lesson. there, 3. Teacher sing a song entitle Old Here a meow there a meow, Mc Donald Had a Farm within Everywhere a meow-meow, Old McDonald had a farm, E-I-E-I-O (2X) the music then ask the children And on his farm he had a dog, E-I-E-I-O, to remember and follow teacher With a woof-woof here, and a woof-woof sing the song. there, 4. Teacher asks children to stand Here a woof there a woof, up and sing the song together Everywhere a woof-woof, Old McDonald had a farm, E-I-E-I-O (2X) by their own within the music.
And on his farm he had a duck, E-I-E-I-O, With a quack-quack here, and a quack- quack there, Here a quack there a quack, Everywhere a quack-quack, Old McDonald had a farm, E-I-E-I-O (2X) And on his farm he had a cow, E-I-E-I-O, With a moo-moo here, and a moo- moo there, Here a moo there a moo, Everywhere a moo- moo, Old McDonald had a farm, E-I-E-I-O (2X) And on his farm he had a turkey E-I-E-I-O, With a gobbie-gobbie here, and a gobbie gobbie there, Here a gobbie there a gobbie, Everywhere a gobbie-gobbie, Old McDonald had a farm, E-I-E-I-O (2X) And on his farm he had a sheep E-I-E-I-O, With a baa- baa here, and a baa-baa there, Here a baa there a baa, Everywhere a baa-baa,

TEACHING MATERIAL S CD song of Old Mc Donald Had a Farm. CD player. Speakers.

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Set I (5 Minutes)

Introduction to the farm animal and its sound. Children ask question to encourage their cognitive and communication developments.

1. Teacher show a picture of the farm and asks children what they see in the picture. 2. Teacher explains to the student they are going to learn about farm animal, state the differences of the animal farm from other kind of animal. 3. Teacher gives the opportunities for the children to ask question about the animal farm.

1. Children look at the picture shown by the teacher and tell the teacher what they see in the picture. 2. Children listen to teachers explanation. 3. Children ask question if there is anything they dont understand and want to know about the farm animal.

Big picture of the farm.

Set II (10 Minutes)

Train the children to work in a team and foster a spirit of cooperation with each other. Improve children's social skills in small groups.

Closure (5 Minutes)

Repeat the song to make children remember the song.

1. Teacher divides the class into 1. Children form two two cooperative groups. cooperative groups. 2. Teacher explains the rules of 2. Children listen, the jigsaw puzzle game to the understand and obey to children. the rules explain by 3. Teacher distributes one set of their teacher. jigsaw puzzle to each group. 3. Children complete the 4. Teacher asks children to jigsaw puzzle as fast as complete the puzzle according they can when the to the picture of a farm shown teacher ask to start the earlier as fast as they can. The game. group that finish the jigsaw puzzle first is the winner of this game. 5. Teacher gives present to the winner. 3. Teacher gathers the children 1. Children gather back back into one big group. into one big group. 4. Teacher plays the song of Old 2. Children sing the song Mc Donald Had a Farm and together again.

Two set of jigsaw puzzle.

CD song of Old Mc Donald

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asks children to sing the song 3. Children express their again. feeling and tell the 5. Teacher praise and give a big teacher what they have clap to appreciate what children learned. have shown during the lesson. 6. Teacher asks children what they feel and what they have learnt in this lesson.

Had a Farm. CD player. Speakers.

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B) REPORT FOR THE LESSON My lesson on the second day running on the morning at 9.30 am. This time I ask the teacher TASKI Mawaddah to use other classroom which is the main room of the nursery. I decided to do so because I do not want things like today happen again. After gather the child, I talked with them. I inquired about their health, and whether they had taken breakfast. After that, I ask the children to recall the lesson yesterday. I ask the children to pronounce the names of animals that I had introduced yesterday. They managed to mention all the names of these animals. But there are also children who are only able to mention only five types of animals. I still feel good because they still can remember the names of at least some of these animals. This shows that the objective of teaching that I run on the previous day is reached. Teaching me begin by introducing the animal-related songs "Old McDonald Had a Farm. Music is naturally favoured by the children, understanding of the concepts and language can be enhanced through music, singing and movement. Increases language development can be developed through reference to the singing. Besides that they can learn new words and improve cognitive skills through music and singing (Dumtschin, 1987, McDonald & Ramsey, 1982). Before turn on the song, I ask first whether they had listened or familiar to the song. One child said that she had heard the song, but when I asked her to sing the song she refused. In my opinion, maybe he was ashamed or do not remember the lyrics. Therefore, I sing the song first. Then I played the song using my laptop. The music video contains animated animal pictures, lyrics and the sound of farm animals. In this way children can identify and match the animal sound. I played the song twice so that the child familiar with the lyrics, melody and tempo of the song "Old McDonald Had a Farm is. One thing that makes me unhappy is that all children cannot watch the music video that I play because I only play the video through the laptop screen only. It is small and not all children can see the view clearly. Better if I show the video through the monitor and projector. Then all children can watch the video clearly.

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When I are finished playing the song I asked the children, what kind of animal is in Old McDonald. All children can answer correctly. This means that even if they do not understand and remember the songs they still can remember the name of animals through this song. After that, I asked the children to sing together within the music. As they sang the song I saw and heard only some children are able to sing this song. This may be due to the fast tempo of this song. But there are also children who follow the song just at the part of animal sound. For example Lukman, he did not sing the song as the lyrics, he was just imitating the sounds of certain animals and animal names in the song "Old McDonald Had a Farm. Next to continue the lesson on farm animals; I have a set a game of puzzle solving which is more like a competition between girls and boys. Before the competition started I first show the complete picture puzzle, I tell the children that the picture is a picture of farm animals. Suddenly, when I show the picture a child named, Arif said that there were pictures of the pig in the picture. Most children in this Mawaddah TASKI are Muslim, and for them, pig is one of the very sensitive issues. I then asked the children whether they can touch and eat pork. One child replied no. I asked her back, why they cannot touch or eat pig. One child said it was illegal animal to touched or eaten. I then explained to the children more about why pork is forbidden animals. I told the pig is an animal which is forbidden for a Muslim and anyone who touched and ate pork, guilty because he had broken one of the prohibitions of Allah. Here, I also try to slip religious element in my teaching. Then I show one by one pictures of animals and children and make the name and the sound of the animals. When I ordered the child to form two groups, according to sex, a child named Ismail insisted on joining the group of girls because he wanted a group with his sister, Syafiqah. I tried to insist on it. I do not scold or use a high voice to say no. To me, if I use force or shout at him I believe he will feel uncomfortable and maybe he will show negative behaviour as rebellion. Therefore, I use a soft voice intonation and persuaded her to follow the instructions I have given. Although at first he refused to do so, but when I explained that my game was held between the boy and girl, then he understand and comply with my instructions to return to the group of boys.

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Before I started the competition, I put the full picture in front and make sure all children can see clearly. After that, I direct them to form a circle in the group when they started rushing me when I shown a set of puzzle pieces. I gave an explanation that the winner of this game depends on their speed in completing a given puzzle and promised gift. I ask each team to send a representative to collect a set of puzzles and here I find almost all the children came forward. To avoid confusion I said only one representative of the group or the leader to come take a set of puzzle. They understand, for the boys, Ismail forward and for the group of girls Syafeqah forward. Since then I began to realize that Ismail dominate the boys, which when compared with other children he can speak, and shows the chief characteristics of the other children. In my opinion this may be because he is a child of the oldest and has a large body size compared to other children. This shows the advantage that Ismail of him make he feel confident and able to socialize with me and other colleagues. The children seemed to be impatient to get started, then I ask them to be patient and listen to the instructions of when to start the game. When the game started I noticed in the group of boys, only one sit down and act as observers. Communications are less. But the group of girls they all solve puzzles together and there is communication between them. Although in the beginning it seems like the boys will win the game, but they failed to put the puzzle pieces neatly and this made the boys lost. Prior to declare a winner, I first ask the child who has been re-submit their completed puzzle to compare their puzzle with the true picture and ask them whether there are any differences between the puzzle that they had prepared with the actual picture. Here I want to teach children, which are one component of the early learning of mathematics involving the classification component comparison process. Comparison is between two objects related processes using specific characteristics as a basis for comparison (Gibbs and Castadena, 1975) and it is one of the processes involved in classifying the object. After that, I ask their opinion about which group won the competition. The children all agreed to say the girls are winners. In appreciation I give gifts to children. Appreciation is also

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known as a form of reinforcement or reinforcement. According to behaviourism theorys introduced by B. F Skinner, Edward Thorndike and John B. Woston, in the strengthening of the class is often used to shape behaviour. Positive reinforcement just like giving praise and prizes. Overall, my teaching at this time is better than yesterday. In which the child-friendly, talking, communication between me and them even better, they can speak in English but only for the verses, simple and easy words, while the use of my English improved when compared with the teaching before. C) TEACHING MATERIAL USED FOR THE LESSON

Big picture of the farm D) PICTURE DURING THE LESSON

Two set of jigsaw puzzle

Children and I sang 'old McDonald had a farm" within music videos.

I show the real picture puzzle will be completed by the child later

I explained to the child rules of the game before I distribute set of puzzles for children

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Group of girls try to solve the puzzle

Group of boys try to solve the puzzle

I distributed gifts to children as a token of appreciation for what they do.

E) ATTACHEMENT

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MICROTEACHING
A) LESSON PLAN 3 Date Name of class Age Theme Topic : : : : : 23 December 2011 --4 and 5 years old. Animals. Story Telling and Re-telling story from a Big Book Entitle The Donkey and The animals. Component Objective : : Development of Language and Communication Skills. By the end of the lesson children will be able to, a) Know different kind of jungle animal such as porcupine, mouse, tiger, and squirrel. b) Understand how to greet others. c) Relate the story to their daily life. d) Solve the problem occurred in the story. Time : 11.00 A.M. Number of children : 8

Previous knowledge:

Know the different kind of animal, its sound and some information about the animals.

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STAGE / TIME Set Induction (5 Minutes)

CONTENT Rules are made to control the behaviour of children. One of the rule is the child should raise their hands if they want to answer or ask any questions. Use of intonation and exciting action in telling a story made the children can appreciate and understand the stories more easily. Question and answer session during read alo ud can encourage child to think and stimulate their brain development. Encourage children to express their feelings. Teach children to take values from the story to be good models for them to practice in daily life.

TEACHER ACTIVITIES 1. Teacher asks children to gather so the read aloud session can start. 2. Before start to read the story, teacher tells and writes the rule on the whiteboard. 1. Teacher makes sure the children are ready to hear the story. 2. Teacher starts the reading activities. Teacher using his creativity is delivering the story by using different voice intonation and expression. 3. During the story teacher asks any question and allows children to ask if they have any question related to the story. 6. After finish reading the story, teacher asks children what they think about the story. 7. Teacher tells the children what they can learn from the stories. For example the moral values of the

CHILDREN ACTIVITIES 1. Children gather in front of their teacher. 2. Children listen and understand the rules made by their teacher.

COMENT TEACHING AND MATERIALS REMAR K Whiteboar d. Whiteboar d marker pen.

Set I (5 Minutes)

4. Children get ready to hear Big book the story. entitle The 5. Children listen to the story Donkey read by the teacher. and The 6. Children answer question Animals. ask by their teacher. 7. Children that have question about the story, rise their hand and ask the question when get the permission from the teacher.

Set II (10 Minutes)

4. Children tell what they think and express their feeling after hear the story. 5. Children listen and understand what they teacher told them. 6. A few children volunteer

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Train the child to speak in front of people.

8.

9.

Closure (5 Minutes)

Improve childrens fine motor skills

1.

2. 3.

story that they can make them self to come in front as example. and re-telling The Teacher call a few Donkey and The Animals volunteer to come in story. front, to retelling the story. Teacher praise and give a present to appreciate the children that volunteer. Teacher distributes the 1. Children colour the colouring worksheet that colouring worksheet contain picture of given by their teacher. character in the book, 2. After finish colour the The Donkey and The worksheet, they give back Animals. the worksheet to their Teacher asks children to teacher. colour the worksheet. After children finish colouring the worksheet, teacher collect the worksheet and put it in the childrens personal file or bag.

The colouring worksheet. Colour pencil. Personal file or bag.

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B) REPORT FOR THE LESSON My last lesson in Mawaddah started after the child drinks. The children are not focus and I try to attract them to return to study and focus on my next lesson. This can be seen on Syahid who cannot sit still and keep his friends interfere with others. To make him listen to and follow my instruction, I promise, if he behaves well and listen, I will give a gift to him. Next to control a noisy class, I direct them to silence by singing the songs of my own design put one finger on your mouth. It works because then the children quiet. These shows in giving commands to the children we can use methods that are more creative, such as singing and movement. For this final session I held read aloud session using story book entitled "The Donkey and The Animals'. Before beginning my story, I first introduced to the children the story books I going to read. I use a big book that comes with attractive illustrations and simple story. Story can make a powerful contribution to the personal, linguistic and conceptual development of young child. Children should hear stories read and should be Told Aloud encouraged to tell their own stories. Stories enable children to develop their own feelings and emotions by identifying with the story characters and plot by proxy. Beside that, children can reflect on they own and other people's actions, ideas, values, etc. without the risk of actual Involvement. By showing the front page of the big book I ask the children to point out which one is the picture of a donkey. Donkey is one animal that I had introduced to the children in my teaching that before. So easy for children to answer in which a picture of a donkey. After ensuring that all children are ready then I start the story. I do not continue reading the text of the story, but first I asked the children a variety of questions based on pictures found on the first page of the storybook. The questions I ask are:
o o

What's in this picture? Which donkey is the greatest?

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Here I would like to encourage the child to speak as well as teach them about the difference in size. The children were able to answer the questions I ask. After that I started the story by reading the text appearing in the pages while my finger pointing to the word I say to facilitate the child. In these pages there is a donkey with his mother. A child asks why donkeys mother doesnt eat the grass. So I replied that it does not eat grass because it wanted to take care of its child were eating. On page two, after I finished reading the text of one of the children repeat the verse that I read in the Malay language. This indicates that children understand words that I read. Perhaps because the verse found in these books is a simple sentence easily understood by the children. After that, I ask the children to read the text together. For this page I also asked lots of questions, such as:
o o o o

Can you see the other animals in this picture? Why is no one other than this donkey? Who have a good friend? How do you feel if do not have any friends?

They said no one in the picture the other donkeys. I explain to them that this donkey had no friends. Then I said about feeling sad when we do not have friends. All the children say that they have friends. For example Lukman stating his best friend is Shahid. This indicates that children already know how to socialize with peers. When I read the text on the next page the child did not understand. So I had to translate the text into the Malay language. I explained that the donkey did not have friends so they hope to have friends. A child interjected and said "teacher, for sure the donkey was sad because have no friends". Then I tell the children if we have no friends we have to find friends because if we do not have friends, we will feel boring, and sad.

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Next I read the story text first, then said that there was a squirrel in this picture and asked where the squirrels. A child shows a squirrel sitting on a tree. Lukman was trying to pronounce the word 'squirrel' but it sounds wrong. He says 'Squid-el'. I correct his pronunciation and asked all the children pronounce the name of the squirrel with the correct pronunciation. Using the next picture in my story book teaches children how to greet a friend, by say "Hello". By using a different intonation I show examples of how donkey and squirrel greeted and asked whether they could be friends or not. I asked the children what will the squirrels are saying. All the children said yes. In the next page is the word happy. I asked the children what is meant by happy. They say the definition of happy in the Malay language. This shows that they understand some abstract words such as happy. Next, I explain that the donkey and squirrels feel happy, and ask them why they are happy. Syafeeqah can answer the question I asked. This shows that he was able to relate what is happening in the story with the previous storylines. The picture on the book pages of this story is squirrel sitting on a donkey. Next I asked the children why the donkey was not angry when squirrels sit on it, Lukman said it was because the donkey was a good and kind donkey. From Lukman's answer just now, I can make the assumption that Lukman already know some good values. I add my own answer by told them that they had become friends that are why the donkey was not angry. To explain the next story I make a mistake when using the Malay language in telling a story. Besides my pronunciation of word tortoise is incorrect. Apart from that while I was reading the story Shahid complained by saying Ismail disturb him. Story I paused for a moment to direct Ismail to sit properly and not interfere Shahid. I was lucky that Ismail listening and I could continue the story that had stalled. I do not want something like this to happen because they fear will lead to children lost focus and did not remember that I present the story before.

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After the children focus to continue the story, I asked the children where donkeys and squirrel meet the other animals. Najwa said that near to the water. I mentioned that water is called the river. Once again in the next pages I teach children how to greet others. But this time I insert that when the donkey met with many animals, it should greet all animals by saying hello everybody.

Similarly, the next page where the story is about the same time squirrels and donkey met and became friends. In this book incorporates elements repetition. The repetition of this story is not deliberate, but it has its own reason. That is because based on repetition theory introduced by B.F. Skinner, repetition is the best way to teach children and help them remember. I tuck the next storyline suspense element, which says to use intonation to ask the children about who is asking help voice is heard by a donkey and squirrel. I was imitating the sounds of people shout for help and create mystery by asking whose voice is it. Children begin to guess which animal were screaming. Here I try to allow the children to guess and predict that the next storyline. Before I could flip to the next page, children ask me who is screaming. I say rabbit screaming because she fell into the pit. Ismail said the pit is a trap, but I corrected him and said the same pit as dip hole. After that, I ask the opinion of the child, how suppose the donkey help rabbit out of the pit. I received a variety of views. Among them are the opinion Syafeeqah, Shahid, and Aishah, they said the donkey rescued using a stick, meanwhile Ismail said using donkeys tail, while Lukman stated that use the wind, then the rabbit will fly out of the pit, and Fikri said that ask for help from other animal. The answer they give, for me quite creative and quite funny especially the opinion given by Lukman. This shows the imagination of child is high enough. Actually the purpose I asked for their opinions is to train them to solve problems, and at the same time stimulate the brain for children to think critically and creatively to

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enhance their cognitive development. I flip to the next page, I say on this picture donkey was rescued rabbits using a stick. I applaud Syafeeqah, Shahid and Aishah because have guessed correctly. Next I asked how the rabbit out of the pit. Ismail said that "walk or climb through the long stick, teacher. and I show how the rabbit was climb through the stick. I also show the action of climbing wood rabbit. I submit the story does not end there because on the new page there are other animal characters created in order to create suspense element. Animal character is a tiger. I tell that there are tigers are watching a donkey and his friends. Then I ask again who is being watched by a tiger? Lukman said the squirrel, the way a reference Lukman this time correctly. While Shahid is said that the tiger will fall into the pit. It seems that he is starting to guess the next story. Next, I once again ask the children to guess the storylines for the next page; I asked what they would do when they see the tiger approached them. As before the various answers given by children. Among them is to save themselves by using wood, but Shahid said there was no need to catch and do not kill the tiger. These shows that Shahid have compassion for animals. I also received a different answer, from Najwa say they will save theirs elf by run for their lives. After I read the story text to the next page in English, Shahril and Lukman repeat last verse that I read in the Malay language. This shows that they understand the text that I read. I also explained that the tiger did not see that there are pit near the donkey and his friends because it was too busy watching donkey and his friends. At the end of the story all the animals in the story is happy. I explain to children why the animals happy. It is because there is no more cruel tiger, which will eat them, or hurt them. After the story ended I asked the children whether they enjoy the story or not. They said they liked the story. I was relieved.

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In closing session for my teaching today, I have distributed to children colouring book containing the animal characters in books that I read earlier. I gave them each a book and they are required to colouring them based on pictures found in books that I read earlier. But when the children are colouring book I noticed there were children like Lukman and Syahril colouring pictures of animals found in the book I give according to their creativity, they would not get the colour of the animal based on the pictures in the book that I put before. They instead paint the picture using different colours and more colourful.

C) TEACHING MATERIAL USED FOR THE LESSON

The colouring worksheet

Big book entitle The Donkey and The Animals

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D) PICTURE DURING THE LESSON

Introduce the book

Children pay attention to the story

Children rise their hand to ask and answer the question

I ask student opinion about what going to happen next.

Children giving their opinion on how to save the rabbit

I giving the instruction to the children to colour the worksheet

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Children colour the worksheet given according to the picture shown in front.

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E) ATTACHEMENT

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REFERENCE Azizah Lebai Nordin. Pendidikan Awal Kanak-kanak : teori dan amali. Kuala Lumpur : Penerbit Universiti Malaya, 2002. Diane Godwin & Margaret Perkins. Teaching Language and Literacy in Early Years : second edition. London : David Fulton Publishers, 2002. Elizabeth Sharp. Learning Through Talk in the Early Years : Practical Activities for the Classroom. London : Paul Chapman Publishing, 2005. Hilda L. Jackman. Early education curriculum a child's connection to the world. Albany, NY: Delmar, 2001. Judy Herr, Yvonne Libby Larson. Creative resources for the early childhood classroom. Clifton Park, NY: Thomson Delmar Learning, 2009. Margaret Collins. Circle time for the very young. London; Thousand Oaks, Calif.: Paul Chapman Pub. London; Thousand Oaks, Calif.: SAGE, 2007. Robert P. Pangrazi. Lesson plans for classroom teachers kindergarten through second grade. Boston: Allyn and Bacon, 1997. Rohani Abdullah, Nani Menon & Mohd. Sharani Ahmad. Panduan Kurikulum Prasekolah. Selangor : PTS Profesional Publishing, 2007. Saayah Abu. Menjadi Guru Tadika. Kuala Lumpur : PTS Profesional Publishing, 2009. Sandra E. Fisher. Early childhood themes using art masterpieces. Westminster: Teacher Created Materials, 2001.

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