ENGLISH IN CAMP REPORT ENGLISH LANGUAGE PANEL SEKOLAH KEBANGSAAN BUKIT DAMANSRA 50490, KUALA LUMPUR, WILAYAH PERSEKUTUAN

1. TITLE

English Camp Report, English Language Panel, Sekolah Kebangsaan Bukit Damansara, 50490, Kuala Lumpur, Wilayah Persekutuan.

2. PROLOGUE

There has never been a language as widely spread and used as the English language. It is the lingua franca of the modern world. Roughly one quarter of the worlds population is already fluent or competent in English and this number is growing every day. The phenomenal spread of English in the last 200 years has not just been the result of the British Empire and American economic power, but also a third factor: international technology.

To facilitate these transitions, we have prepared a unique program to expose our young learners the very basics of English and the effective techniques in learning and mastering the language. A weak foundation is not a problem; frequent practice will turn weakness into strength.

3. INTRODUCTION English Camp program is designed as a branch of activity in the English committee. Pupils are exposed to the camp which consists of various activities using English Language as medium of interaction to students. The program is able to expose

the students to be more comfortable speaking in English to participate in exciting activities during the camp.

4. AIM, OBJECTIVES AND VISION

4.1

Aim

The aim of this camp is to create an opportunity for the participants to be totally immersed in using English Language in daily life.

4.2

Objectives

This program, organized by English Department SK Bukit Damansara, has been created precisely at achieving the following goals: i. Awareness of the effective ways in learning English; ii. Application of these effective ways in uplifting the participants level of English command; iii. Boosting participants confidence and interest in learning English; and
iv. This camp will also encourage the participants to feel free to speak and

interact using the English Language. All the activities will be carried out in the English Language and only the English Language will be used (except in performing prayers )

4.3

Vision

It is our vision to encourage and enhance the usage of the English Language not only for academic but also lifes purposes through the implementation of English In Camp.

5. PROGRAM DETAILS 5.1 Date 11th January 2011 (Saturday)

5.2

Duration of Time 7.30 am 5.30 pm

5.2

Target Group Weakest pupils in English subject base on Formative Test 1 in each class consist of pupils Year 4, Year 5 and Year 6. Total number of participants: Female: Male: Total: 45 35 80 pupils.

5.3

Venue

Bestari Hall, SK Bukit Damansara.

6.0

REPORT ON IMPLEMENTATION OF PROGRAMS

6.1

REPORT ON ENGLISH IN CAMP

The programs started at 7.30 am with the number of 80 pupils registered for this English Camp. The program started with aerobic exercise conducted by physical instructor En. Amzari Bin Yaakob. The aerobics exercise being conducted from 7.30 till 8.30 for one hour session. At 8.30 am the first slot started with the Treasure Hunt activity. The pupils have been divided to eight groups consisting of ten pupils for each group. During this activity, pupils were required to go from one check point to another to solve problems, riddles and quizzes given at each check point. This activity enhanced the used of problem solving in real life activities. The first slot ended at 9.30 am. The participants were briefed about the rules and regulations during the whole English Camp by Puan Rafidah Binti Abdul Aziz, the Camp Coordinator. These are the rules and regulations had to be followed by the participants: In the English Camp pupils must : Speak English at all time. Be punctual for all activities. Listen to and follow instructions given.

In the English Camp pupils do not : Leave the camp without permission Take what is not ours

Waste food and water Wear expensive jewellery or have in possession too much money.

After the brifing of rules and regulations of the English Camp, the pupils were given brunch at 9.30-10.00 am. The second slot started at 10.00 am with the Newspaper in English activity. The group were then divided into eight groups with two fasilitators for each group. With the guidance of the fasilitators, the pupils were required to built words, sentences and a paragraph using the newspaper articles. This encouraged tamwork in group and encourage the use of newspaper in class and this slot ended at 11.00 am.

The English In Camp continued with the third slot which name Wacky Song. With this slot, the pupils learned English Language through the art of music and movements in class. This slot was conducted by Miss Lee Ee Pei at the school Hall. The pupils required to sing, dance and move by the rhythms. The English In Camp had a short break for lunch and Zohor prayer from 12 noon till 2.00 pm. The English In Camp started back at 2.00 pm with Presentation slot. The pupils were required to perform their performance in group. The were drama, singing and reciting poems. The winning team recieved a hamper given by the headmistress Puan Zarina binti Jamil. Lastly, the English In Camp closed with the Closing Ceremony with the guest of honour from Jabatan Pelajaran Wilayah Persekutuan. The English In Camp ended at 6.00 pm. The end of the day or night was concluded with a Feedback Session. Here students aired their views about the activities going on or to come, and suggested changes. If there were any complaints, they were dealt with at that time. Suggestions on how to improve the camp were invited. Everyone was encouraged to be frank and constructive, thinking of the common good rather than criticizing for the sake of criticizing. The feedback sessions were very successful in the sense that students were speaking English to air their views which were relevant and important to them. No role playing or

simulation was necessary. This was the real thing. What was encouraging was the willingness of the students to speak up. One incident is worth reporting. The impact of the English In Camp is; 80% of the pupils shown their interest in English In Camp.

7.0

STRENGHT AND WEAKNESS 7.1 Strenght of Programs 7.1.1 7.1.2 7.1.3 7.1.4 7.1.5 Participation of all students to participate in phase 2 of this camp. Moderators and facilitators are experienced in English field. Most of the activities attract students to learn English in a fun way. Students are disciplined and to comply with established regulations. Some students had the courage to try speaking English with full confidence in oral activities planned by the moderators.

7.2

Weaknesses of Programs 7.2.1 7.2.2 7.2.3 7.2.4 The relatively short courses time. Been conducted in just one day. There are activities that do not involve the passive and weak pupils. Only the second stage involves the students. Lack of oral activity between teachers and pupils.

8.0

SUGGESTIONS AND RECOMMENDATIONS

Based on the observations and the autopsy performed, there are a few suggestions for improvements in the future and to benefit pupils. Among the proposals and comments that can be applied are:

a. The Committees member may add to the variety of activities that either verbal or

physical activities involve pupils with teachers and pupils with pupils. This will help them to build up their communication skills.

b. Improve and extend the period of time to the two-day camp for more reliable and

educational activities to be added.

c.

Increase activities that involve critical thinking skills to brush up their ideas and their proficiency in English.

d. Involve pupils at all levels to have the opportunity to participate and involves in

the camp.

e. Provide activities specifically for pupils who are weak in cognitive level so that

they can participate at whole rounded and will not be left out

f. Teachers should be more assertive and rebuked the disciples still did not want to

and are ashamed to speak in English. Teachers should create activities that encourage them to use and speak in English. 9.0 CONCLUSION My congratulation goes to the committee that successfully planned the English In Camp activities to the pupils. Some activities have attracted the interest of students to use English as a second language. The program is also successful in fostering the discipline of students of the camp rules. Pupils are also trying to use proper English while communicate with each other. The Committee members have been able to plan activities that are more fun than learning in class. This has motivates the pupils to use English in everyday life. Hence, it is clear that the program is designed to give many benefits to teachers and pupils.

ENGLISH WEEK ENGLISH LANGUAGE PANEL SEKOLAH KEBANGSAAN BUKIT DAMANSRA 50490, KUALA LUMPUR, WILAYAH PERSEKUTUAN
6. TITLE

English Week Report, English Language Panel, Sekolah Kebangsaan Bukit Damansara, 50490, Kuala Lumpur, Wilayah Persekutuan.

7. INTRODUCTION English Week is a week where a variety of language activities are carried out in order to provide ample opportunity and time for the use and practice of English Language among the pupils. It is also organized to arouse realization of the importance of the English Language as a second language in this country and also as an international language . English Week Program focus on weak pupils by the results obtained from the assessment carried out in schools. Therefore, the Committee English Panel in collaboration with administrators successfully designing and planning a week-long activities for pupils level one and two. English Week Program offers several interesting activities for pupils to get involves actively.

8. AIM, OBJECTIVES AND VISION

4.4

Aim

The aim of this English week is to create an opportunity for the participants to improve their English and more confidence in using the language.

4.5

Objectives

This program, organized by English Department SK Bukit Damansara, has been created precisely at achieving the following goals:
i.

To provide enrichment activities and cultivating interest in the English Language among the pupils of SK Bukit Damansara.

ii. iii. iv.

To build up the pupils proficiency and confidence in the use of the English Language. To promote unity and fellowship among teachers and pupils. To provide effective language learning and opportunities to the use and practice of the language among the pupils.

4.6

Vision

It is our vision to encourage and enhance the usage of the English Language not only for academic but also lifes purposes through the implementation of English Week.

5. PROGRAM DETAILS 5.1 Date 14th till 18th March 2011

5.2

Duration of Time 5 days (Monday till Friday)

5.2

Target Group All the pupils in SK Bukit Damansara Total: 1130 pupils.

5.3

Venue Bestari Hall, SK Bukit Damansara.

6.0

REPORT ON IMPLEMENTATION OF PROGRAMS

6.1

REPORT ON ENGLISH WEEK

A program for the English week was drawn up. Each day, which started on the 14th March 2011 (Monday) and ended on 18th March 2011 (Friday), was divided into activity periods. This served as a time-table for the week. Every morning, the pupils read the bulletin board first to find out whether there were any changes in program or special instructions. This was a reading activity which involved them directly. Each day started with the Quotation for the Day. A quotation was put up by the teachers and explained. The pupils were given a few minutes to react or not react - it was up to them. A Request Corner was set up where the pupils could browse through reading materials or finishing projects. It was just a tape recorder played over the public address system. Requests were sent in by other pupils and everyone had a chance at being a disc-jockey. There was no correction of language by the teachers at that time since it was more for fun and confidence building. To make announcements over the PA system meant mistakes would be amplified too. Knowing this, it took great courage to speak into the microphone. With practice the pupils became "natural" and this helped build confidence. At the end of every daily session, games were organised by the pupils. Pupils and teachers participated. All instructions were in English. The objectives were to make sure that the

studious ones had exercise, instill a sense of togetherness and cooperation, and develop a closer relationship between pupils and teachers. The pupils came up with telematches, treasure hunts, party games and one session of tortuous physical exercises which left everybody with sore muscles. The end of the week was concluded with a Feedback Session. Here pupils aired their views about the activities going on or to come, and suggested changes. If there were any complaints, they were dealt with at that time. Suggestions on how to improve the camp were invited. Everyone was encouraged to be frank and constructive, thinking of the common good rather than criticizing for the sake of criticizing. The feedback sessions were very successful in the sense that pupils were speaking English to air their views which were relevant and important to them. No role playing or simulation was necessary. This was the real thing. What was encouraging was the willingness of the pupils to speak up. One incident is worth reporting.

6.1.1

The Graffiti Board

Mahjong paper was taped onto the wall. Pupils could write anything they liked on it related to the topic of the day. Every day had a different topic - e.g. Happiness is A friend is.... etc. The ground rules were: pupils were not to write anything which could offend others and the language mistakes could be corrected by anyone. The part about teachers correcting language mistakes was a moot point. At the expense of perhaps stifling creativity, we chanced that since the entries were anonymous, pupils wouldn't be embarrassed if their mistakes were corrected. At least we were sure that the rest of the class would be reading correct English. The Board was a popular one with many interesting remarks -very topical and localized. The pupils were spurred on to exercise their wit and humor after reading the first few entries. Some examples: "A good teacher is someone who knows how to frighten his pupils before they

frighten him." "To be educated is to be one step better than you are now." "A friend is someone who pushes you when you're stuck." For their own consumption, each was asked to keep a Graffiti Book in which friends could write what they wanted - there were no ground rules as it was a personal hook. In the end, however, the pupils exhibited their books.

6.1.2

The Word Wall

The Word Wall used a part of the wall at one corner of the classroom. A picture of a brick wall with missing bricks was put up. Each day a new word with definitions and examples of use was written on a "brick" and added to the wall to build it up. All could "see" their vocabulary expanding as the wall became bigger and higher. Everyone was to try to use the word as often as possible in his conversation for that day. For the week, we chose new "in" words from America because these were available from magazines and newspaper articles. We had to choose between words which might have looked pedantic - too much like "learning" - or new words which other young adults in the in-crowd were using. The effect was more than we expected. The pupils started using the words with glee and it fostered closeness because when they used it in conversation outside, their friends didn't know what was going on. It made our pupils feel special. Later, a piece of paper was put up beside the Word-wall for requests for definitions of other words. This enabled the pupils to ask for what they needed.

6.1.3

Reading Board

This was a soft board set up in a English Language Lane. Short excerpts from various sources were pinned up. Contributions were from teachers and pupils - anything they found interesting or challenging (puzzles and riddles) to be shared with others. This didn't prove to be popular as there was the Knowledge Pot which had a similar aim. Most items pinned up were puzzles, riddles and problems (set by teachers) which asked for reactions from the reader. The Reading Board could have been further developed but there were so many more interesting activities happening simultaneously that this was under-utilised.

6.1.4

Knowledge Pot

When pupils wanted to share anything with others, it was put into the knowledge pot (a decorated glazed flower pot). Jokes copied or cut out, short snippets of news and personal comments on life or the class were put in. "Used" materials were filed separately so that every day, when one dipped into the knowledge pot, one would get new reading material.

6.1.5

Story-writing

Many small pictures were cut out and put in a hat. Pupils then had to pick out 3 pictures each, at random. They then had to write a story to link those pictures together. The pupils were free to develop the stories in any way they chose. The stories which came out were so imaginative that we approached the School Magazines Committee for advice on how to get a few of them published. The pupils read out their stories to the rest of the class and the response was absolutely positive - 96% said they

gained from this activity. The pupils were asked to choose a few stories for an oral presentation during Presentation Day when the public would be invited. The authors were to read their work out aloud.

6.1.6

I-Like-You Slips

To keep the atmosphere and attitude positive throughout the camp, many activities were planned as much for language and confidence improvement as for fostering positiveness and togetherness. Each pupil and teacher was to put an envelope with his or her name on it pinned to the wall. Each had to write a TRUE positive statement about each member of the class (teachers included). No time limit was given. The slips were then put in the envelopes e.g. I like your new hairstyle. This activity was very successful. The pupils made individualized decorated envelopes in all sorts of shapes. You should have seen their faces when they went to check their slips from time to time. The look of expectancy and the smiles of pleasure when they actually read the slips. It really built up their self-concept and we believed it helped learning. They were reading very agreeable things about themselves in English.

7.0

STRENGHT AND WEAKNESS 7.1 Strenght of Programs 7.1.1 7.1.2 7.1.3 7.1.4 Participation of all pupils to participate in English week. Teachers and facilitators are experienced in English field. Most of the activities attract pupils to learn English in a fun way. Some pupils had the courage to try speaking English with full confidence in oral activities planned by the teachers.

7.2

Weaknesses of Programs 7.2.1 7.2.3 7.2.3 There are activities that are not appropriate and do not involve the passive and weak pupils. Lack of oral activity between teachers and pupils. The Reading Board could have been further developed but there were so many more interesting activities happening simultaneously that this was under-utilised.

8.0

SUGGESTIONS AND RECOMMENDATIONS

Based on the observations and the autopsy performed, there are a few suggestions for improvements in the future and to benefit pupils. Among the proposals and comments that can be applied are:

g. The English Language Committees member may add to the variety of activities

that either verbal or physical activities involve pupils with teachers and pupils with pupils. This will help them to build up their communication skills.

h. Increase activities that involve critical thinking skills to brush up their ideas and

their proficiency in English.

i.

Provide activities specifically for pupils who are weak in cognitive level so that they can participate at whole rounded and will not be left out.

j. Teachers should create activities that encourage them to use and speak in English in crowds.

9.0

CONCLUSION When all the activities were taken as a whole, we were pleasantly surprised to find

improvements in the students surpassing our expectations. It is hard to pinpoint which activities inspired them to be committed students. A questionnaire was issued to all (but only 823 returned them) to find out the effects of the camp. Some relevant findings are presented below. To the question, "Was there a turning point when you became aware that your confidence was increasing?", 513 answered "yes" and most said it was during activities in front of the whole class - public speaking or drama. All (1007%) agreed that their attitude towards English was now positive but only 750 (78%) thought they were capable of improving their English further on their own. Students' selfrating was employed to provide a rough gauge of the program. The gains, in their opinions, were generally very positive. Asked to grade themselves before the program on a scale of 10, 91% rated themselves 5 and below; but 65% rated themselves 7 and above after the camp. Sixty-one percent (61 %) felt their grammar had improved more than a little while 44% felt their vocabulary had improved more than a little. Though 100% felt their English had improved, only 17% felt it had improved more than 50%. As for the methodology, the students were about equally divided on whether the teachers should guide them more. Obviously, half would have preferred to work on their own after being given a project and the other half still needed the security of having the teacher at their side. They were also about equally divided (43% agreed and 57% disagreed) as to whether the teachers should join in their games. The teachers felt they were being "sporting" to join in and that this would be appreciated by the pupils, but it appears to have been only in the minds of the teachers.

Of all the activities, 3 were highlighted for comments by the students: speaking activities (public speaking, storytelling etc), drama and writing. Fifty-seven percent (57%) said speaking was the most important skill, followed by writing and drama. On the whole, in the minds of the students, they had improved. From observations by the teachers the pupils have generally improved, though sad to say one teacher's remark holds true: They are still making grammatical mistakes but they are making them confidently now. The important point is that the students were motivated to master English on their own. Their mental set was very positive and we believe we have made the motivation intrinsic rather than extrinsic. This was evident through feedback from students who stated so on a Comments Board which they created on their own. Almost all focused on the enjoyment they had had and the confidence they had gained.