introduction to english language teaching

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BACHELOR OF TEACHING (PRIMARY EDUCATION) WITH HONOURS

MAJOR IN ENGLISH

SEMESTER 3

HBEL 2103

TEACHING OF LISTENING AND SPEAKING

NAME : CRISTINA JOHNNY

MATRICULATION NUMBER : 781226125338001

IDENTITY CARD NUMBER : 781226125338

TELEPHONE NUMBER : 012-8661887

EMAIL : [email protected]

[email protected]

LEARNING CENTRE : OUM TAWAU (TAWAU LEARNING CENTER)

TUTOR : MR. RUDY BIN NORDIN

mailto:[email protected]


Cristina Johnny 781226125338001

Content Page Number

1.0 Table of Contents 1 - 2

2.0 Introduction 3 - 4

3.0 How to Make An English Language Lesson Interesting

3.1 Interpersonal Skills 5

3.1.1 Approachable and Respectable 6

3.1.2 Responsible 7

3.1.3 Active and Proactive 7

3.1.4 Have a sense of Humour and Understands

The Students Expectations 7 – 8

3.2 Teaching and Learning Materials 9

3.2.1 Suitable and Manageable 9

3.2.2 Ample and Diverse 10

3.2.3 Up-To Date and Challenging 10 - 11

3.3 Teaching Attitude 12

3.3.1 Reduce the Level of tasks Difficulties 12

3.3.2 Promote Positive Attitudes toward English Learning 12 -13

3.3.3 Built Supportive Learning Environment 13

4.0 My Chosen English Lesson 14 - 17

5.0 The Findings Analysis 18 - 19

6.0 Conclusion 20

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7.0 List of References 21

8.0 Attachments 22

Attachment 1 23

Attachment 2 24

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2.0 Introduction

According to Mohd. Rosli Ghani, Mohd. Iskandar Daud, Adnan Yusoff, et al in the HBEL2103

Teaching of Listening and Speaking Module, allows people to compare and contrast; to

determine cause and effect; to get main ideas and supporting details; to sequence; and to infer.

According to Emmert, listening is an active process by which people receive, construct

meaning and respond to spoken and/or non-verbal messages. Learners need to understand what

they are listening for in order for them to be able to respond or answer appropriately.

The act of responding verbally is called speaking skill. Speaking skill, actually more

often than not, come hand in hand with listening skill. Hence, we usually call them listening and

speaking skills; together, rather than apart. According to Brown, speaking is an interactive

process in which people produce, receive and process information. Listening and speaking are

the skills that make communication possible. For ESL learners, communication is one of the

most effective ways for them to learn.

Listening and speaking skills is the basic skill that ESL (English as a Second Language)

learners really need to master in order to be fluent in English; or in any other language for that

matter. If listening and speaking skills being the foundation skill is not strong then the ESL

learners’ ability in the reading and writing skills will be wavy as well. Yet, it is not uncommon

for teachers to overlook this fact and focus more on writing; especially since it is more often than

not, that the learners’ ability to write will be the ones that will get the grade, not their ability to

listen or speak. In another word, the learners’ communication skill is being sacrificed to make

way for drilling on how to answer examination questions.

Hence, listening and speaking skills or communication skills, should be taught by

teachers and learnt by learners, first, above other. Role play is one of the more traditional

techniques used by teachers. This article suggested a few improvisation to the traditional

technique by fragmenting a role play session and allowing more room for the learners to use their

own creativity.

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The fact about English Language being one of the most important languages in the world

today is undisputed. In the Malaysian Times article written by Patsy Thomas, titled ‘English

Language and Its Importance to Malaysian Growth’, English is important due to the fact that it is

widely used in written and spoken language across the globe and also on the internet. So it is

acknowledged that English Language is the language of technology and used universally.

Yet learning English has been a pretty major issue amongst Malaysian students. In urban

areas, there are more people who use English Language as their first language whilst most people

consider English Language as their second language. Yet, in most places especially in rural

areas, the people acquire their mother tongue, for example the Kadazandusun Language, the

Murut language and so on, as their first language, then as they began their early schooling they

will learn Bahasa Melayu Language as their second language leaving English Language being

only the third foreign language. This makes it thrice as hard for the people in rural areas to learn

English Language.

Still, as English teachers, we maintain the idea that our students are learning English as a

second language and strive hard to deliver our English Language lesson successfully. According

to Suthagar Narasuman, Ros Amisha Shabudin, Loke Khoon Ee, et. al, in the HBEL1103,

Introduction To English Language Teaching Module, there are several factors that affect second

language learning. Among the stated factors are; age related issues, motivation, inhibition and

self confidence issues amongst our English learners.

The older one is when he or she started to learn a language the harder it will be for them

to learn the language. So it will be hard for our students who only start to learn English in

schools to master the language quickly. Motivation also plays a great role in the students’

attitude towards English Language learning; they don’t understand the importance of English

Language through the course of their lives. Inhibitions also affect our students a great deal as

they will certainly feel embarrass to use English Language for fear of being mocked because of

their incorrect use of the language. Students often have low self confidence when it comes to

using English Language thus they will not try to venture into it further. They often regard

English Language learning as boring and take no interest in it.

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Hence, it is left to English teachers to change this attitude and this atmosphere. As

English teachers, it is our responsibility to make our English Language lesson interesting.

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3.0 How to Make an English Language Lesson Interesting

Teachers are the ones who will be able to make all the difference in an English Language

Lesson. If the lesson is interesting, the students will definitely enjoy it thus the English Language

learning can be optimized.

There are three main components which should be taken into consideration when English

teachers plan for their class as stated in the graphic organiser below;

3.0 (a)

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What English Language Teachers Should Take Into Consideration?

Interpersonal Skills

Approachable and respectable

Responsible

Active and motivated

Have a sense of humour

Teaching and Learning Materials

Suitable and manageable

Ample and Diverse

Up to Date and challenging

Teaching Attitude

Reduce the Level of Tasks Difficulties

Promote positive attitude towards English learning

Build Supportive Learning Environment


3.1 Interpersonal Skills

Interpersonal skills are often referred to as people skills or communication skills. According to

Wikipedia, the Free Encyclopaedia, interpersonal skills include persuasion, active listening,

delegation and leadership.

According to Makiko Ebata in her writing titled ‘Motivation Factors in Language

Learning’ published in April 2008 in the Internet TESL Journal, students prefer teachers who;

a) know how to deal with pupils.

b) do not force their ideas on students.

c) are responsible with a sense of humour.

d) are funny where necessary.

e) caring, friendly and active.

f) understand students’ expectations.

g) trustworthy.

I couldn’t agree more with the writer’s opinion. I cited 4 interpersonal skills that an

English teacher could make use of to try to make his or her lesson interesting as I had shown in

the 3.0 (a) graphic organizer.

3.1.1 Approachable and Respectable

Often students will say that along the course of their academic learning they are afraid of their

English teacher and they feel like they could not approach them. They are too afraid that they

will make mistakes and get scolded thus they will not participate much in the English lesson.

This also means that students are too afraid of their English teachers to learn how to

respect them. Hence, the change in the attitude of English teachers is much called for. English

teachers should present a much better picture of themselves. Do not be too formal or strict or

aloof that the students feel like we aren’t approachable. Always take time to greet our students

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often, tell them that making mistakes in learning is alright and guide them without losing patients

in their learning journey.

3.1.2 Responsible

English teachers should also be responsible and caring towards the students. All this while, with

English Language being the ‘killer’ subject in any major examinations in Malaysia, English

teachers often would go all out to teach English to the students in order for them to pass the

examinations.

In our vigour, we tend to forget that students have feelings that we should take into

account also. Yes, we want them to pass the examinations but we should also be responsible for

their feelings. If they don’t catch up with the lesson as quick as we want to, do not simply blame

it all on the students. Maybe we didn’t give them enough guidance or time to get into it; instead

of blaming, we should give them motivation to continue learning.

3.1.3 Active and Proactive

An active teacher will be able to stay focus on the lesson more and he or she will be able to urge

the students to be active as well. The students will not feel like it’s a boring lesson if teachers

themselves take part in the lesson actively as moderators and facilitators.

Teachers who move around and gives ample guidance will certainly catch the students’

attention as oppose to teachers who only sit in one place and give instructions. The students will

stay focus on the lesson and will not have time to wander off mentally.

3.1.4 Have a Sense of Humour and Understand the Students’ Expectations

Teachers with great sense of humour will also attract students to participate in an English lesson.

Teachers should allow themselves to be funny when necessary.

A straight forward, too formal lesson is a boring lesson. Instead, if teachers put in a joke

here and there or use funny idioms to describe certain situations, then the lesson will be more

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attractive. Students will be able to learn in a happy, nurturing and relaxed environment. Students

will look forward to a lesson where they feel happy and relaxed. As it is written by Lakoros

Tsiplakades and Areti Keramida in their writing titled ‘Promoting Positive Attitude in ESL/EFL

Classes, published in The Internet TESL Journal, that it is how teachers are able to make students

feel comfortable in the class that will ensure learning success for the students.

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3.2 Teaching and Learning Materials

According to Beth Lewis in the Elementary Education website, teaching and learning materials

refer to a spectrum of educational materials that teachers use in the classroom to support specific

learning objectives, as set out in their lesson plans.

There are three components that I believe English teachers should really consider when

they are preparing teaching and learning materials for their lesson.

3.2.1 Suitable and Manageable

As good English teachers, we should know our students well to understand what they need so

that they will be able to gain the optimum knowledge from our lesson.

A good lesson should provide suitable teaching and learning materials for students. We

must understand the context of our culture and the students’ background so that they will find the

teaching materials to be fruitful instead of confusing. For example, our students are all Malay

students wearing tudung and songkok, it would not be suitable to use picture cards with pictures

of skimpily clad girls, would it? Instead, we can use pictures of people that our students can

relate to well. The students must also know how to use the teaching materials for them to use it

in their learning. For example, if the students have never ever been introduced to the internet, we

cannot expect them to participate well in an interactive game online. We should take into

consideration all of these things before we come up with our teaching materials.

Apart from that, our teaching and learning materials should also be manageable not only

by our students but also by us, as the moderators and facilitators of the lesson. The teaching and

learning materials will be of no use if we ourselves do not know how to present the materials

well to our students. For example, we ourselves do not know how to surf the internet well but we

ask our students to do a quiz online and then when our students need guidance, we ourselves do

not know what to do- that would be a waste of time. There’s no point in trying to incorporate a

teaching material that is too hard for us to manage.

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3.2.2 Ample and Diverse

English teachers should also provide ample and diverse teaching and learning materials to cater

for the needs of all the students in the class.

Ample teaching and learning materials mean that the materials will be able to get all the

students in the class to be involved in the lesson, not at once but stage by stage. English teachers

should try to provide teaching and leaning materials that are able to be used by the all of the

students and not a selective number of students only. We should minimize the feeling of ‘being

left behind’ amongst our students. The notion that teachers only choose those who are good in

English to hold or use the materials should be stopped. Instead, we must involve all of our

students and provide teaching and learning materials for all of them. Yes, this probably means

hard work as we have to prepare more teaching materials but the attitude towards of the students

towards English lesson will be better and that is the main objective.

Apart from providing ample teaching and learning materials, we should also take into

consideration the diversity of our teaching and learning materials. For example, we can use

combinations of picture cards, word cards then ask the pupils to wear masks and do role plays

after they listened to a pre-recorded story. The use of printed and non-printed materials as well a

little bit of electronic materials will definitely be more interesting than the use of only printed

materials.

3.2.3 Up-To-Date and Challenging

We must always remember that in this day and age, we can no longer be content using the same

old teaching and learning materials in our teaching anymore. We must learn how to make use of

the technology to take advantage of it and use it as our teaching and learning materials no matter

how challenging it might be. I am talking about the computer and the internet, of course.

But bear in mind, before we ask our students to use the computer and the internet, we

ourselves must first learn how to use them. Don’t deprive our students of this experience simply

because we feel like we are ‘too old to learn’. Our students will be left behind if don’t expose

them to technology-based teaching and learning materials. After we learn how to use, for

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example, online interactive games on the internet then we must teach the pupils bit by bit. We

can’t ask them to simply get into the interactive games without guidance. And this will be an

ongoing process in which we can’t be content with only using it once but use it over and over

again in the future lessons. As time goes by, the students will be more and more knowledgeable

about computers and internet.

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3.3 Teaching Attitude

According to Wikia, in the Psychology Wiki, teachers’ attitude means the characteristic or

component of a personality. Thus teaching attitude, for me, means the style or the way we try to

deliver a lesson. It’s more about the characteristic of our teaching style and not our personal

style.

Nguyen Minh Hue, in her writing titled ‘Encouraging Reluctant ESL/EFL Learners to

Speak in the Classroom’ published on the Internet TESL Journal, said that there are three

components to consider when applying good teaching attitude; reduce the level of tasks

difficulties, promote positive attitudes and build supportive learning environment.

3.3.1 Reduce the Level of Tasks Difficulties

We must be very careful when we are conducting our lesson because what we had planned in our

lesson plans might not work as well in the real learning environment, thus we must be flexible in

our lesson.

We must be able to change the difficulties of the task that we ask our pupils to do if we

see that the task is too hard for them. Or if only a certain number of students are able to do the

task, then for the rest who aren’t, we can improvise the task to suit their ability. In this way, all

our students will be able to gain knowledge from the lesson.

3.3.2 Promote Positive Attitudes toward English Learning

We must encourage our students to use English continually not only in our English class but also

outside of the classroom and in their everyday life.

Students must be given opportunity on how they can improve their English. For example,

promoting English reading by preparing a mini library corner, where all the books are in English

or organising English competitions often. When students are exposed more to English, they will

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gradually feel that English Language is not foreign anymore and that English Language is not

that hard to learn after all, instead they feel like learning English is fun.

3.3.3 Build Supportive Learning Environment

English teachers should persuade students to help and motivate each other in their English

Language learning. Mocking is strictly prohibited so that the attitude of the students towards

English will change.

Apart from the environment where students support each other, we should also persuade

our fellow teachers to support English Language learning. For example, we can make one day in

a week as an ‘English Speaking’ day, where all school members, teachers, students and even the

non-teaching staff will be using English in the school. Parents can contribute as well by doing a

similar activity at home, where parents will make one day as an ‘English Speaking’ day for the

whole family. The objective is not to speak grammatically correct sentences but only to expose

our students to English learning environments.

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4.0 My Chosen English Lesson

I had chosen one activity that I had presented earlier, to carry out in class to see how my students

react to my English lesson using that particular activity. The graphic organiser below shows the

flow of my lesson and the activities I conducted.

4.0 (a)

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Induction Set (15 minutes)

1) I came into class smiling and asked my students how they are doing that day.

2) We exchanged simple stories of how felt and then I told them that I will start the lesson.

3) I showed the pupils a few pictures of different sized houses and the students respond to the pictures by saying what they saw. Some of the responses were;

“ A big house!”

“A double-storey house, like mine!”

4) I took out a flannel board that had three columns; adjective, comparative and superlative and asked my students whether they still remember what adjectives are. If they did I told them to past the pictures in their correct columns.

5) A student put up his hand and said he did and I asked him to try and pasted the pictures in the correct column.

6) He did and it was correct.

7) Then I guided my pupils to come up with a sentence to describe the pictures.

8) After my guidance, the students managed to say sentences like;

“ A big house.”

“A bigger house.”

“The biggest house.”

Class : 5 Berlian Date : 3rd October 2012 (Wednesday)No. Of Pupils : 31 Time : 8.15am – 9.45am (1 hour 30 minutes)Theme : World of Self and Personal Relationships Topic : Where Do You LiveSkills and Specifications : 1.3.1 Listen to key words and phrases in stories, recounts, and descriptions heard.3.6.6 Use words that show comparison.4.4.2 Construct simple sentences and compound sentences based on a given stimulus.

Teaching and Learning Materials;1) Picture cards2)flannel board

1) I proceeded to ask the students to sit in a relaxed manner as I was about to let them listen to a story (which I had pre-recorded earlier using different tones to my voice to differentiate characters).

2) I set up my lap-top and speakers and then let them listen to the story of Mr. Big, Mr. Green and Mr. Blue. The text is actually in the students’ text book page 136.

3) The students and I listen together to the story and I can see them smiling as they heard my voice changed according to the characters I tried to portray.

4) After the students listened to the story I asked them whether they can remember some of the details in the story by asking questions such as;

“Does Mr. Big have a house?”

“Is it bigger than Mr. Blue’s house?”

5) Some of the pupils managed to give correct answers but some of them needed more guidance to come up with the answers.

6) Then, I told the students to turn to page 136 in their text book. The pupils then read the story quietly to understand it better.

7) Next, I told the students that the activity we’re going to do next is a role play activity. I told the students to nominate three of their friends to play the characters, one other student to be the story teller and the rest of them will be the picture cards and word cards holders who will come out along the course of the story, when they are mentioned by the characters. For example;

The story teller will read, ‘Mr. Green’s house is as big as Mr. Blue’s. Mr. Big’s house is bigger than Mr. Green’s house.’ The picture cards holder of the mentioned houses will go and stand next to the characters of Mr. Big, Mr. Green and Mr. Blue, followed by the word cards holder.

8) In the end, all of the picture cards and word cards will be standing behind the characters who owned them.

9) Then, I played the story, which I had recorded, to them once again. I asked the characters to look at the picture cards and word cards they had; whether they are all in the right places or not.

10) From the 13 word cards 3 were misplaced and from the 9 picture cards only one was standing behind the wrong owner. Nevertheless, the students took the initiative to collaborate among themselves so that everybody was standing where they’re supposed to be. It was fun to watch. I moved around and giving little guidance because the students seemed to be able to do the corrections themselves.

11) I thanked and praised the students for their efforts and collaboration in making the activity a success.

12) The students gave themselves a big round of applause. The pictures on this stage is as put in the attachment section.


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Practice Stage (30minutes)Teaching and Learning Materials;1) Lap-top, speakers and text book2) Pre-recorded story3) Picture cards and word cards


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Production Stage (35minutes)

1) I ask the students to paste the picture cards and the word cards on the flannel board that I had presented earlier.

2) I put the flannel board in front of the class where the students can see it.

3) Then I asked the students to take out the materials that I had to make a picture book depicting the story of Mr. Big, Mr. Blue and Mr. Green.

4) I also wrote the instruction of the next activity on the whiteboard. The instruction that I gave was;

“Make a picture book about the three friends; Mr. Big, Mr. Blue and Mr. Green. Introduce the characters and the things they owned in words and draw the pictures of the characters and things they own too.”

5) I told them that the picture book is more or less like what’s on the flannel board only with longer and complete sentences rather than phrases.

6) I wrote a sentence on the whiteboard and pasted one of the pictures as an example;

Mr. Big has the biggest .

7) The pupils did the activity individually and managed to finish their picture books by the end of the allocated time.

8) I had to move around to check on their progress from time to time as well as giving them encouragement and motivation.

Teaching and Learning Materials;1) Whiteboard and markers2) Drawing book/ folio3) Colour pencils


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Closure (10 minutes)

1) I asked the students to say how they felt about the friendship between Mr. Big, Mr. Blue and Mr. Green. I was happy that the students were observant enough that they knew that even though the three friends had different things, they were not envious of each other. Amongst the students’ answers were;

“They were very friendly.”

“Even though Mr. Big is the richest, he is still humble.”

2) Then I asked them to think about their everyday lives, whether they had been applying the same principles as the characters in the story.

3) I gave situations and asked the pupils to respond to the situations emphasizing on the values. The situations that I gave them were;

1) What do you do when you meet a new friend?

2) If you like your new friend, would you leave your old friends behind?

3) What are the things that you have in life, which you should be thankful for?

4) The students managed to answer with simple sentences and even when they gave answers in phrases or with many grammatical errors, I accepted them because the purpose for a closure is the values.

5) I emphasized again, about the students’ take on the values they should cherished in life. The students agreed that they should be thankful for whatever they had in their lives and that they should not be envious of other people’s possessions.

Teaching and Learning Materials;1) Students 2) Teacher people


5.0 The Findings Analysis

At the end of my lesson, I had distributed to each of my students a feedback form about what

they thought of the lesson that day. The feedback form sample is as I put in the attachment

section.

I stated clearly to the students that they should be honest in their feedback and that there

was no need for them to write their names on it. I told them that the feedback form was aimed to

evaluate the lesson that day so that I could improve my next lesson with them. From the 31

students in 5 Berlian Class, 28 of them had handed back the form to me within the week.

From the feedback form, which they had answered, I was able to say that the lesson that

day was a success. The students really liked the idea of me, their teacher, to record the story

using different tones. It really made it easier for the pupils to carry out the role play without

feeling shy as I had done the role play myself. In another word, they felt confident to do variation

in their tones because they had heard me do it first.

The students really felt happy that they got involved in the lesson even though only as

picture cards holders. They felt like they were a part of the lesson and that I didn’t discriminate

them and this gave the students more motivation to learn. The involvement of the students also

gave the students less time to wander off mentally and participate in the lesson actively thus they

were able to pay attention to the lesson more.

The students also liked the individual activity that I had devised for them, which was

making a picture book. They students liked producing a work instead of just answering

worksheets. They seemed to enjoy making the picture book and although I did help some of

them with their sentences, nevertheless I think learning did happen in a much quicker way than

usual. It was really satisfying seeing them doing their work with smiles on their faces as they

looked at each other’s picture book and praising each other. Their feedback also clearly stated

this.

As for me, I was satisfied with my English lesson that day but I did think that there were

still much room for improvement. I knew that I could do better and that there were certain things

that I can add in my lesson to make it more interesting.

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Firstly, I think role plays should be played more than once. Maybe I can organise role

plays to be carried out in groups in the future and the masks of the characters will be made by the

students themselves instead of me, providing the masks for them. I think giving more students

the opportunity to be the ‘lead’ characters will motivate them further.

Secondly, the class is a bit too crowded for the students to carry out the role play, and I

think in the future I should take the students some place else, with more space for us to carry out

the activity. For example, I can take them to the hall or under the trees near the field. I think, the

lesson will be delivered in a much smooth way, without the tables and chairs getting in the way.

Finally, I can make the lesson more interesting by organising the role play as group

competition and I will video-tape their performance. We will take time to watch the performance

later on. This will create a competitive situation and urge the students to give it their best.

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6.0 Conclusion

The Teaching of English Language should not be taken lightly. English is hard enough for our

Malaysian students to learn as it is, so we must really give it our best to make our lessons

interesting.

Before entering the class however, English teachers should make enough preparations to

ensure that the lesson will be able to catch the interest of the students. A boring lesson will not be

a fruitful lesson, thus the teachers’ interpersonal skills, teaching and learning materials and also

teaching attitude should be taken into real consideration.

As English teachers, we must build a real bonding with our students to shake off the

notions that English teachers are cold, too strict and unapproachable. Once we present ourselves

as friendly and happy teachers, the students will definitely pay more attention to us. This isn’t

exactly hard to do, even knowing our students by names and greeting them with a smile would

be enough to break the ice.

Teaching and learning materials are also a vital part of making our lessons interesting. If

we come into the class prepared with enough teaching and learning materials that are suitable

and diverse enough for our students, then the lesson will surely attract their participation. The

activities that we carry out must also be outlined clearly, with us being effective moderators and

facilitators. The students’ participation in the activities will ensure that we get their full attention

and hopefully they will learn better.

Our teaching attitude will also ensure that we deliver a successful lesson. Even though we

had made plans on what we are going to teach, we should be flexible when we conduct the real

lesson. If we see that there are things we should improvise or we should change a bit during the

course of the lesson, we shouldn’t hesitate to do so. This will help our students in their

understanding of the English Language. Engaging the students to learn English not only in the

class but also outside the class will also promote English learning amongst our students. This

definitely need team effort; participation by the rest of the school and also parents at home. Yet,

it should be up to the English teachers to start with these steps.

3499 words (excluding the graphic organiser)

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7.0 List of References

Makiko Ebata. (Vol XIV/ April/2008). Motivation Factors in Language Learning. The

Internet TESL Journal. [email protected]. Digital Hollywood University. Tokyo. Japan.

Nguyen Minh Hue. (Vol.XVI/ March/ 2012). Encouraging Reluctant ESL/EFL Learners to

Speak in The Classroom. The Internet TESL Journal. [email protected]. Vietnam

National University. Hanoi. Vietnam.

Suthagar Narasuman. Ros Amisha Shahbudin. Loke Khoon Ee. Et. al. (Second Edition/

December/2011). HBEL1103Introduction To English Language Teaching. Open University

Malaysia. Malaysia.

Lakoros Tsiplakides. Areti Keramida. (Vol XVI/January/2012). Promoting Positive Attitude

in ESL/EFL Classes. The Internet TESL Journal. [email protected]. Loannina. Greece.

Jack C. Richards. David Bohlke. (2011). Creative, Effective Language Lessons. Cambridge

University Press. New York. USA

Patsy Thomas. (3rd August 2012). English Language and Its Importance to Malaysia’s

Growth. The Malaysian Times. Can be read at http://www.themalaysiantimes.com.my/english-

language-and-its-importance-to-malaysia%E2%80%99s-growth

Karen a. Carrier. (November/2005). Key Issues for Teaching English Language Learners1 in Academic Classrooms. Middle School Journal. Association For Middle Level Education. Can be reached at http://www.amle.org/Publications/MiddleSchoolJournal/Articles/November2005/Article1/tabid/634/Default.aspx

Beth Lewis. (n.d). Teaching and Learning Materials. Elementary Education. Can be reached at http://k6educators.about.com/od/educationglossary/g/gtlm.htm

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http://k6educators.about.com/od/educationglossary/g/gtlm.htm

http://www.amle.org/Publications/MiddleSchoolJournal/Articles/November2005/Article1/tabid/634/Default.aspx

http://www.amle.org/Publications/MiddleSchoolJournal/Articles/November2005/Article1/tabid/634/Default.aspx

http://www.themalaysiantimes.com.my/english-language-and-its-importance-to-malaysia%E2%80%99s-growth

http://www.themalaysiantimes.com.my/english-language-and-its-importance-to-malaysia%E2%80%99s-growth





8.0 Attachment

1. Sample of Feedback Form

2. Pictures of the Activities Conducted

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Attachment 1

Attachment 2

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B) Answer the simple questions below based on the activity conducted. Jawab soalan-soalan ringkas di bawah berdasarkan aktiviti yang dilaksanakan.

Did you take part in the activity?Adakah anda mengambil bahagian di dalam aktiviti yang dilaksanakan?...................................................................................................................

Did you enjoy the activity?Adakah anda rasa seronok dengan aktiviti tersebut?..................................................................................................................

3. Would like to have a similar activity to be conducted again? Why?Adakah anda mahu aktiviti yang serupa dilaksanakan semula? Mengapa?........................................................................................................................................................................................................................................ Cristinajohnny

skkunak1

Feedback FormBorang Maklumbalas

Date :............................................

A) Please rate the activity that was conducted. Sila beri markah and untuk aktiviti yang dilaksanakan.

Indicators :

Excellent (Cemerlang) : 3Satisfactory (Memuaskan) : 2Unsatisfactory (Tidak memuaskan) : 1

What do you think of the activity?Apa pendapat anda tentang aktiviti tersebut?

What was the level of your understanding about the topic at the end of the lesson?Bagaimanakah tahap pemahaman anda tentang topik di akhir pelajaran?


Pictures of the Activity Conducted

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introduction to english language teaching

Documents

speaking skill

listening skill

teaching of listening

learners communication

communication skills

language learners

esl learners ability

esl english