INSTITUT PENDIDIKAN GURU KAMPUS PERLIS JALAN BEHOR PULAI 01000 KANGAR, PERLIS

PROGRAM IJAZAH SARJANA MUDA PERGURUAN DENGAN KEPUJIAN (MATEMATIK/PJ/BI) PENDIDIKAN RENDAH

ELE 3102 PRINCIPLES OF ELT

SBE 4 TASK

NAME SEMESTER COURSE INTAKE LECTURER

: : : : :

NURLIANA BINTI MAHDOM PISMP SEMESTER 4 / 2013 MATEMATIK (B) JANUARY 2012 SIR NORASMADI BIN NORASIM

STUDENTS PROFILE

Nama No. K/P No. Matriks Kumpulan Ambilan

: Nurliana Binti Mahdom : 921109-01-5908 : 0610 / 1817 : PISMP Semester 4 Matematik (B) / 2013 : Januari 2012

SCHOOL BASED EXPERIENCE (SBE) REPORTS

PART 1 :

Records the discussions between the SBE 4 practicum supervisee and the English Language teachers about the principles of ELT and the roles they play in actual implementation in the classroom.

On 19th until 23rd September 2013, I went for my School Based Experienced (SBE) at Sekolah Kebangsaan Paya Panjang (SKPP), Muar, Johor. There are few tasks that I have to do. First one is to discuss with the English Language teachers about the principles of English Language Teaching (ELT) and the roles they play in actual implementation in the classroom.

My mentor at the school is an English Language teacher named Mrs. Salimah. She have been teaching English Language for more than 25 years. There was other English teacher too, named Mrs. Dewi Kartina and Mrs. Fatimah. I discussed with each of them regarding the principles of ELT. Thankfully they gave me full support and help me to fulfill my needs.

According to my mentor, there are few principles of ELT that was derived from the Linguistic Science. First principle is giving priority to sounds. The sounds of English should receive priority and appear in proper expressions. While for the sentences, it should be spoken with intonation and rhythm which would be used by a native speaker.

Second principle is language presented in basic sentence patterns. Teacher should let the students memorise basic sentence patterns used in day to day conversation. From small utterances the students can easily pass on to longer sentences.

Third principle is imitation. It is an important principle of language learning. Good speech is the result of imitating good models. The model should be intelligible. In this case, the teacher is the model.

Fourth principle is controlled vocabulary. Vocabulary should be kept under control. It should be taught and practiced only in the context of real situations. This way, meaning will be clarified and reinforced.

Fifth principle is the oral way which is a common principle to be used. Teachers believe that the oral way is the best way to let the students master in pronouncing the second language. Prof. Kittson says that, Learning to speak a language is always the shortest road to learning to read and write it. So, oral should be done in classroom so that the students can adapt to the language and feel confident to use it to communicate with others.

Last principle is to use mother tongue sparingly. The mother tongue should be sparingly and judiciously used in English classroom. Of course, at the early stage, some explanations will have to be given in students mother tongue. It is important to not let students use their mother tongue in the classroom.

My mentor also said that motivation is an important factor in language learning, particularly in learning a second language. It creates interest as well as the need to learn the language in hand. If the need for the language we use is felt, it is learnt easily. Students interest can be aroused in a number of ways, and language learning can be made increasingly interesting and attractive.

It can be done with the help of pictures, charts, models, flash cards, black board sketches and similar other visual devices. The use of tape-recorder can be most effective in the teaching of pronunciation. The aim is to have the students maximally exposed to the target language in variety of contexts and situations.

Teacher should also make immediate correction. Corrections make all the difference. It help in improving students responses. But when corrections are made, thay should be made

immediately. Moreover, the corrections should be made in such a way as will bring about learning and not frustration or discouragement.

Other than that, immediate reinforment is important too. It has been experimentally proved that reinforcement of correct responses helps in better learning. The student should be told his response is correct or wrong immediately after it is given by him.

Giving correct responses is a psychological principle that can strengthen the language skills. The techniques used by the English teacher should encourage the maximum rate of correct responses. This will give students the feeling of success, achievement and assured progress.

Lastly, the language should be practiced in everyday situations. A language is best learnt when its need is felt in everyday situations. In short, the students, their environment and their experiences, should be the starting point. Let them recall something familiar which is already in their schemata and related to or contrasts with a new language item to be learnt.

Some advices from the English teachers at SKPP are ; to teach the language not about the language, to teach the language as a skill not as an intellectual task, to teach the language in interesting situations and to use mother tongue as a tool, not a medium.

PART 2 :

Highlights remedial and enrichment activities the English Language teachers do in the classroom.

Remedial education is intended to improve a persons ability to read, write or something, especially when they find these things are difficult. It is related to special teaching, teaching methods or material for backward and slow learners. Remedial activities can be defined as planned activities in order to help student to overcome their learning problem and to enhance the students potentialities and talents.

Enrichment is a planned activity in order to make sure the student get different experience based on their thinking and abilities. Enrichment is said to relate learning with new areas and providing students with experiences outside the regular curriculum. It is an additional activities for the basic learning activities which usually conducted during class period or after school period.

At the school, during English lesson for Year 1, the teacher used an A4 paper, folded it into parts and cut one of its edge turning it into a little notebook. It is somehow a new thing to me as I have never known about it before. She taught about phonetic letter D, /d/. Words that the students had to write on their little notebook were door, diamond, desk, durian, doll and dice. They had to draw the images and colour them nicely.

For the remedial students, the teacher focused more on them and guided them on how to do the little notebook. While for the enrichment students, as they had finished with their little notebook, the teacher gave them worksheets to be done. Both remedial and enrichment students had their own tasks to do and the class activity remain controlled.

PART 3 :

Describes the English Language teachers selection and simplication of resources in the primary classroom.

Teachers are a key element in learning English. Their influence plays a fundamental role in students progress. A positive attitude in a teacher makes all the difference. Such attitude helps the students in excelling in their studies. Since different students learn in different ways, it is important for an English teacher to employ variety ways of his teaching techniques.

Designing an effective plan is also a key to success. Keeping in mind the students requirements and expectations from a particular course, its particulars should be designed. Whether a student needs attention in vocabulary, grammar or tenses, a good teacher is the one who can crack the hardest nut, and help his students to overcome any difficulty he or she is facing.

The resources that teacher choose will a great side effect to the students performance in classroom. Based on my SBE 4, most of the teachers said that remedial resources and enrichment resources are both different. For remedial, the contents should include more words and fewer requirements. The questions given should be less while options of answers are available and uses simple words so that students may understand what it is about. It must not need critical and creative skills to be answered and close-ended answers is better for them.

For enrichment, it is all the opposite of remedial resources. The contents should have less words with more requirements. But no option of answer are available. More questions are given and requires open-ended answers. It should need critical and creative skills to be answered. The only similar thing is both remedial and enrichment should use simple words according to the level of students proficiency.

PART 4 :

Entails a reflection of the experience and value of the whole assignment.

Alhamdulillah, thanks to Allah that finally, here I am at the end of the assignment and writing the reflection for my task. Truthfully, this assignment means a lot to me. I feel very grateful for having the chance to do and complete the tasks. Somehow, I feel like this is the most enjoyable English task that I have ever done.

For the SBE tasks, I feel grateful enough for having a mentor that I can always refer to. She gave me lots of advices and new information regarding English Language Teaching. By learning and observing her teaching, I feel like wanting to be the same as her. Or even better than that. She knows how to handle the students and the classroom itself. She conducted her teaching excellently using good materials and resources.

Another task in my assignment is collecting sources regarding English Language Teaching and conducting a forum about it. It is all about the theories, approaches, methods and techniques of second language teaching.

Last but not least, I would like to say thank you to my English lecturer, Mr. Norasmadi Bin Norasim for helping and guiding my friends and I throughout the tasks.

RESOURCES

APPENDICES