INSTITUT PENDIDIKAN GURU KAMPUS ILMU KHAS, KUALA LUMPUR

----------------------------------------------------------------------------------------------------ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS (ELE 3104)

NAME IC NUMBER GROUP SEMESTER LECTURERS

: : : : :

NOR HIDAYAH BINTI ISHAK 901129-04-5188 G 6.2 SEMESTER 6 MISS ONG SIOW KIM WONG SWEE CHIN MADAM KANAKA

DATE DUE

12TH JULY 2013

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TOPICS REFLECTION RESOURCE APPENDIX

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REFLECTION On 8th July 2013, my team mates and I conducted a macroteaching based on

a language arts lesson plan. we picked A Ride In the Safari Park topic based on the Year 3 KSSR textbook. There were some weakness and strengths about my macroteaching. During set induction, the pupils looked very excited. It is because I started the lesson in a cheerful and friendly approach. I made the banananananan sound to introduce the food and that thrilled my pupils. Being friendly is a gimmick strategy to approach pupils. According to Geersteen et al (1979) Gimmicks are interactive, attention getting teaching techniques, students. Next, is the presentation stage, the nursery rhymes activity using audio-visual on LCD made the pupils excited. They were attracted and engaged in the lesson. According to Andre Lestage(November 1959) it is the educator and the educator alone who chooses the means which is best adapted to his subject, his audience and his circumstances. It is thus clear that audio-visual aids cannot be separated from educational materials in general. that require some sort of response from

For the practice stage, the activity was good and went on smoothly. It is because in this activity there was collaboration and cooperation among the pupils. They had to create their own nursery rhyme using recycled materials as their percussion. In the follow up production stage all the pupils in the class were actively engaging in the lesson. When two groups of them were asked to performed in front of the class, the other students played the role as evaluators to judge the best performing group.

During the presentation stage, my pupils looked tired and bored singing the same nursery rhymes over and over again about animals and their food. Therefore I suggest that the activity should be changed by assigning different animals to each group to sing the nursery rhymes. So each group will not keep on singing the same nursery rhymes. I took extra time for the set induction and presentation stages. Instead of 20 minutes, I used 30 minutes. So my pupils had to rush in the production stage. In future I should reorganise my activities and reallocate time more accurately. For the final weakness is, during the closure stage, pupils make a guess about the animals based on the gesture by their friend. The activity is not challenging to evaluate pupils understanding since they could gust easily the name of the animals by the obvious gestures. To make this stage more challenging, I should use riddles to stimulate pupils thinking about all the clues given in the riddles. For example, It is always hungry, and has a beard and sounds like a boat engine, what am I? The answer is lion. Challenging activity is important to ensure there is cognitive development in pupils and this is based on Piagets Theory that a challenging activity can motivated student to learn (Piaget, 1920).

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RESOURCES

Lestage, A. (1959). UNESCO CHRONICLES. THE USE OF AUDIO-VISUAL AIDS IN EDUCATION. Schahct, S. P. (1992). Teaching Sociology. Interactive/User-Friendly Gimmicks For Teaching Statistics, 329. http://psychohawks.wordpress.com/2010/09/05/theories-of-cognitive-development-jean-piaget/