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PRAKTIKUM

JOURNAL

Bilangan Jurnal :2 MINGGU


: 8 August 2018
Tarikh Peristiwa / Kejadian
2
Tajuk : Difficulty in understanding the instructions in English

1. ISU YANG DIFOKUSKAN :

JOURNAL
I found out that pupils of Year 4 SJK(T) Ladang Chemor feel difficult to digest my instructions in English. So it
takes some time to explain them again and again until they are clear with the instructions.

2. ANALISIS ISU YANG DIFOKUSKAN (PUNCA DAN KESAN ISU) :


The reason why they feel difficult to understand my instructions is because they only use English during
English subject. Since the school is located in the middle of the estate, the pupils who are studying there
from the nearby area. Therefore, most of their parents are not well educated and unable to speak or
understand English. So there is only maximum usage of mother tongue compared to other languages.

3. KAJIAN LAMPAU (LITERATURE REVIEW) TERHADAP ISU (PENGALAMAN ATAU KAJIAN LEPAS) :
It is recognized in the literature that ‘language proficiency does affect how well a teacher can teach a
second language’ (Richards, 2015: 113, original emphasis). Teachers with a high level of target language
proficiency are believed to be more competent in providing extensive input for learners, which, as Ellis
(2005) states, is a key principle for successful instructed language learning. Second language acquisition
theorists (e.g. Ellis, 2005; Krashen, 1985) have recommended that learners acquire second language
through exposure to comprehensible input, i.e. input +1, or input that is within their zone of proximal
development, to use Vygostky’s (1978) term. This type of input is defined as the language which is at the
students’ next level of development.
4. CADANGAN DAN IDEA PENYELESAIAN MASALAH :
Based on the analysis on the issues I have identified, I propose several alternative solutions to these
problems, they are : -
i. Make the instructions more simpler to be easily understood.
ii. Keep repeating the same thing (drilling)

5. TEMPOH MASA PENYELESAIAN : 3 days

6. TINDAKAN SUSULAN :
I will make the instructions more simple so that it can be easily understood by the pupils. When they easily
understood they can complete the given task faster without further due. No time will be wasted repeating
the same thing again and again. Then I can also drilling method. I can keep repeating the same thing in
every class or often use the particular terms for them to remember easily.

7. TARIKH TINDAKAN SUSULAN DILAKSANAKAN : 13 August 2018

8. KEBERKESANAN LANGKAH YANG DICADANGKAN :


The actions that have been taken by using the proposed solutions that I have identified, had a positive
impact. I can see the pupils start doing their work right after instructions are given. They do not ask me to
repeat or ask their friends what did I said.

9. KESIMPULAN / REFLEKSI (KESAN TINDAKAN (PERLU) DAN HALANGAN (JIKA ADA) :


I feel satisfied with the pupils’ change in behaviour because they can complete the task given without any
delay in the fixed time when the instructions are made more simpler for the pupils.

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PRAKTIKUM

RUJUKAN
Ellis, R (2005) Principles of instructed second language learning. System 33(2): 209–24. Google Scholar,
Crossref
Krashen, SD (1985) The Input Hypothesis. New York: Longman. Google Scholar
Richards, JC (2015) Key Issues in Language Teaching. Cambridge: Cambridge University Press. Google
Scholar
Vygotsky, LS (1978) Mind in the Society: The Development of Higher Psychological Processes. Cambridge,
MA: Harvard University Press. Google Scholar

Disemak oleh Guru Pembimbing, Disahkan oleh Pensyarah Penyelia,

__________________________ __________________________
Tandatangan Tandatangan

Nama : RAVICHANDRAN A/L MURUGAN Nama : AZIZAH BT ABDUL KADIR

Tarikh : _____________________ Tarikh : _____________________

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