REPORT OF THE IMPLEMENTATION OF INTERNSHIP

NAME

: ZAHIRAH BINTI DZANIMI

PROGRAM

: PISMP TESL B SEMESTER 8

SCHOOL

: SRK PUTERA, JLN. PDG. KATONG, 01000 KANGAR,

PERLIS

PROJECT/ACTIVITY

: LANGUAGE ARTS WORKSHOP (ANIMAL MASKS)

DATE/DURATION

: 20 OCTOBER 2015

OBJECTIVE(S)

1) To promote fun and meaningful learning of English in school.

2) To attract students interests in learning English.
3) To enhance the effectiveness of hands-on activities in learning English.
4) To guide the students to work smartly within the allocated time (the
importance of time management).
5) To widen the methods and techniques of teaching English.

STARATEGY OF THE IMPLEMENTATION:

Firstly, I have discussed with my mentor about my project. She agreed that I
carry out a language art workshop and she added some suggestions for
improvement. There were several benefits of integrating language arts in teaching

and learning. As quoted from Wells, 1981, 1986, 1990; Vygotsky, 1978, children and
young adults develop literacy - the ability to write, read, speak, listen, and think - by
having "real" experiences with writing, reading, speaking, listening, and thinking and
by getting support from more experienced literacy learners. Integrating the language
arts means that the elements of literacy are developed and taught with a set of
common experiences, using pieces of authentic literature; these experiences involve
reading, writing, speaking, listening, and thinking as they would normally be used by
literacy learners.
Children learn all aspects of language by using language in purposeful
situations (Halliday, 1975). As adults, we use all aspects of literacy simultaneously.
By integrating the language arts for classroom instruction, we put children in
situations that match the way in which they naturally learn and use language.
Second, by integrating the language arts, children and young adults develop better
critical thinking abilities. This is especially true when reading and writing are taught
together (Tierney & Shanahan, 1991).
After my mentor had approved the paperwork, I proceed to get an
endorsement from my Headmistress. She was glad with my efforts to help to
enhance the students participation in teaching and learning activity. As this project
was carried out individually, I ran all the tasks by myself.
Next, I started to prepare the materials needed for the students to create the
animal masks. On 20th October 2015, I carried out my project with Year 3 Taqwa
students. In short, the project was done successfully and it benefited the students in
many ways.

REFLECTION:
This project worked as tools that could the students to explore all other areas
of the elementary curriculum. When teachers integrated reading, writing, listening,
viewing, speaking, and visual representation throughout the curriculum, students
learned to apply the language arts in all areas of their learning. In a real sense, as
students learned concepts in social studies or science, for example, they are also
practicing one or more of their language skills.
Besides that, I observed that students were very excited to participate in the
activity. Some of the disruptive students showed a good improvement when they
also carried out the activity. The instruction given was also able to be understood by
the students because I have simplified them.
SUGGESTION FOR MODIFICATION:
I suggest that teachers vary the implementation of language arts for teaching other
skills like listening and speaking, reading and writing. For the workshop that I have
carried out, I can prolong it by organising other themes and topics that are in the
syllabus. I planned to organise a workshop of language arts on the topic Fruits
during my post-internship period.

CONCLUSION:
As a conclusion, the project was successfully done. I really hope that it can benefit
both teachers and students. The objectives of the workshop were successfully
achieved based on my observations and the increasing of pupils participation during
English lesson.