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REFLECTIVE WRITTEN JOURNAL

Number of Journal
Practicum Week
Date of Matter / Event
Title of Journal
:
:
:
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1
31
st
March 2014 4
th
April 2014
Language Barrier

1. Isu Yang Difokuskan :

The problem that I encountered in my first week at SK Seri Padang Sari is the
method that I used in my classroom. I integrated Direct method in my English
Language teaching as I used only one language which is English. I was trained and
informed to avoid using native language in my teaching and learning. Thus, I only
used English in delivering my teaching and giving instruction to students. My first
class was Year 1 pupils where I taught Writing module. When I asked several
questions to pupils, they were unable to respond to me as they did not comprehend
the instructions that I gave them. The same event occurred in my Year 4 class,
only some of the students were able to communicate with me throughout the
lesson.


2. Analisis Isu Yang Difokuskan (Punca dan Kesan Isu) :

I discovered that the cause of this problem might be that, their previous teacher
uses Grammar Translation method in their teaching and learning session. Thus,
pupils were used to teacher conducting the class by using both second and native
language. Other possibility that might trigger the language problem in my teaching
is the instruction that I gave to pupils. I was used to the act of giving a long
instruction and long sentences to describe things to pupils in my microteaching.
Thus, I was not able to cope and adapt myself with the practicality of using short,
brief and precise instructions in my lesson. My mentor explained to me that Year 1
pupils possess a low level of proficiency in the target language structure while on
the other hand, Year 4 pupils are a mixed abilities class where a few of them were
able to listen and follow my instruction. This problem leads to a miscommunication
in the classroom. I cannot communicate well with the students if I only use one
language. When the students could not comprehend the instructions given, they
will not be able to complete the task thus; it is difficult to achieve the learning
objective stated in the lesson plan. It is also difficult to control and manage the
class if the pupils are not responding to the instructions given. If I am able to
overcome this problem, it will be easy for me to conduct a communicative activity in
the classroom and at the same time, helps to encourage and motivate pupils to
communicate with their classmates by using English in learning activity.


3. Kajian Lampau (Literature Reiview) Terhadap Isu (Pengalaman atau Kajian
Lepas) :

There is a research which is related to this matter regarding the use of grammar
translation method and direct method. Kern (1994) conducted an interesting study
whereby he looked at the role of translating as a cognitive strategy in the L2
(second language) reading comprehension process. Kern found that students often
used translation to understand the text. Cook (1992) also added that second
language learners use their L1 (first language) while processing an L2. Her idea
that an instructor must not separate the L1 from the L2, but instead should make
use of the L1 while instructing the student. Meanwhile, The direct method of
teaching was developed as a response to the Grammar-Translation method.
According to Richard and Rodgers (1986), Direct method is when the teaching is
done entirely in the target language. The learner is not allowed to use his or her
mother tongue. Grammar rules are avoided and there is emphasis on good
pronunciation. Aspects of the Direct Method are still evident in many ELT
classrooms, such as the emphasis on listening and speaking, the use of the target
language for all class instructions, and the use of visuals and realia to illustrate
meaning


4. Cadangan dan Idea Penyelesaian Masalah :

a.) I need to provide short, brief and precise instruction so that the pupils will be
able to understand and follow. b.) I need to integrate non-verbal communication
such as facial expression, gestures and body movement in my deliveries of
teaching to help the pupils to derive meaning of the instruction for example, I will
show the gesture of opening book by my hands while providing the instruction,
"Open your book on page ...." c.) I will widen my view on the appropriate and
interesting teaching aids and materials to be used in the lesson to trigger pupils'
motivation in participating in the classroom activity such as simple games, pictures,
video song and etc. d.) I will also propose a rule which pupils must speak in English
during my lesson and prepares a token reward system to encourage pupils to
speak in English more.


5. Tempoh Masa Penyelesaian :

two weeks



6. Tindakan Susulan :

I will try to look for books and research on the best approach to use in the
classroom whether I have to use single language or both target and native
languages in classroom.


7. Tarikh Tindakan Susulan Dilaksanakan :

2014-04-09


8. Keberkesanan Langkah Yang Dicadangkan :

So far, I've introduced the rules and the token system to the class and I've been
getting positive impact from my pupils. Some of them were even eager too get the
star token and informed their friend who was absent on the day I imposed the
rules, to try to speak in English during my lesson. I discovered that they were also
became more interested in participating in the class activities.


9. Kesimpulan / Refleksi (Kesan Tindakan (Perlu) dan Halangan (Jika Ada) :

I feel satisfied with the students' increasing interest and motivation during my
teaching and learning. This Behaviour Modification approach really helps me in
improving students' desire in using English to communicate in the classroom.

Checked by Mentor

Signature :
.............................................
Name :
.............................................
Date :
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Approved by Lecturer

Signature :
.............................................
Name :
.............................................
Date :
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Number of Journal
Practicum Week
Date of Matter / Event
Title of Journal
:
:
:
:

2
7
th
April 2014 11
th
April 2014
Ways to Get PupilsAttention in the Classroom

1. Isu Yang Difokuskan :

It is quite difficult to draw pupils' attention especially when they were too engaged
with the tasks given. I am teaching both Year 4 and Year 1 classes. So far, my
Year 4 pupils were able to listen to my instructions well. My Year 1 pupils were
good in terms of participating in the activities conducted in the classroom but once
they were too engrossed with the activities for instance, copying
sentences,colouring pictures and cutting and pasting sentences in their book, their
focus and attention were not on me anymore. It was difficult for me to draw their
attention to bring them to the next activity in my lesson.


2. Analisis Isu Yang Difokuskan (Punca dan Kesan Isu) :

I discovered that the cause of this event is that the Year 1 pupils were used to the
behaviour of finishing their tasks during the lesson. Other teachers usually
instructed them that they must complete their task and submit it before the school's
time ended. Thus, explains why the pupils were too keen in finishing the work given
by the teacher. If this problem continues, it will be difficult for me to carry out the
activities planned in my lesson thus affecting the time estimated for each activity
and the objective of the lesson will not be achieved. If I'm able to overcome this
problem, it will helps me in carrying my lesson according to the flow smoothly.


3. Kajian Lampau (Literature Reiview) Terhadap Isu (Pengalaman atau Kajian
Lepas) :

According to Hodgson (2014), attention plays a very important role in students
success in the classroom. Attention allows students to tune out unrelated
information, background noise, visual distractions, and even their own thoughts. By
doing this, students are able to concentrate and focus on the important information
being given by teachers. All students can have problems attending to their teachers
from time to time. Therefore, teachers have a critical role in keeping students on
task and attentive.


4. Cadangan dan Idea Penyelesaian Masalah :

1)To attract these pupils's attention, I will try to infuse a rule during my lesson
which is when I said, "One, Two, Three, Freeze!", they are not allowed to move and
freeze their motion like a statue. I will also try to infuse gesture such as clapping
my hands to draw their attention. 2)I will try to give a manageable amount of work
that the student is capable of doing independently suitable to the time planned.


5. Tempoh Masa Penyelesaian :

2 days


6. Tindakan Susulan :

I will try to discuss this matter with my peers, mentor and lecturer. I will also try to
search for appropriate approach to be used for these pupils.


7. Tarikh Tindakan Susulan Dilaksanakan :

2014-04-11


8. Keberkesanan Langkah Yang Dicadangkan :

I already tried this method in my class, and it worked! Year 1 pupils really enjoyed
playing games, thus I imposed this rule indirectly as a game rule and I told my
students that I will do this each time I entered their class. When they froze, they
waited for my instruction for them to unfreeze. I will said, "Okay" and then they will
be allowed to move and next, they gave their full attention to me.


9. Kesimpulan / Refleksi (Kesan Tindakan (Perlu) dan Halangan (Jika Ada) :

In conclusion, there are a lot of strategies that can be use to engage pupils'
attention towards teacher's instruction and the lesson itself. In my case, I need to
identify the pupils' learning style and try to vary my teaching approach. I can also
engage students by incorporating dance, drama, music, puppets, experiments, and
other forms of active or hands-on learning activities. Students can also learn by
doing projects or giving presentations with another classmate or in small groups. I
must always remember to relate the topics of discussion to the students interests
which can greatly helps in increasing classroom attention and participation.




Checked by Mentor

Signature :
.............................................
Name :
.............................................
Date :
.............................................
Approved by Lecturer

Signature :
.............................................
Name :
.............................................
Date :
.............................................