T1A3: PRACTICAL REPORT

1.0

INTRODUCTION

Teaching english in primary school is very intresting and challenging.

Typical

scenario hardly contributes to achieving the desired aims and objectives of english
teaching and learning in general and teaching and learning grammar in primary
schools. Lack of training in teaching grammar with innovative teaching techniques
and unwillingness to devise any interesting, motivational, learner-cantered technique
on the part of the teachers leads to monotonous grammar classes where learners,
consequently, start developing negative attitude toward learning English grammar
regarding it as very boring and waste of time activity. This also makes them
demotivated learners, a problem commonly encountered and reported by most of the
teachers. This situation, where both teachers and learners face problems while
teaching and learning grammar, has been taken as a research problem for investigation
in this study.

2.0

PREVIOUS TEACHING REFLECTION

Based on previous lesson that have been done, we can conclude that there factor that
contribute in pupils reception and understanding in classroom. Based on discussion
with my supervisor, Mr. Ashrol Bin Alidaud, we agreed that this 4 factor plays a very
important role in teaching english english especially level 1 pupils. The factors are
teacher, pupils, learning contain and the place of study which is the classrom.
2.1

Teacher

Teacher is the one who deliver the knowledge to the pupils during the teaching and
learning process. Before going to the class, teacher have to prepare everything such as
lesson pland and the activity during the lesson. As a teacher, i also do the same thing
for my classes. What I teach is based on the lesson plan and teach using the
techniques that ive been practising since I was a teacher. From the the discussin and

feedback from my pupils, i can see not all of my pupils can answer the question given
in the class based on the teaching that ive give during the class. It means my teaching
technique is suitable for certain pupils only. All this while ive been practising teacher
centered strategy with some group work during my presentation and explanation of
the topic. I think not all the pupils pay attention on me during the class. It explain why
are certain pupils only can answer the question eventhough the level of question are
quite easy. From the discussion with my supervisor, we agreed to modified the
taeching method by using i-THINK in the classroom.
2.2

Pupils

After one month teaching with year 3 pupils, i have to accept that their level are
different. Some pupils are easily understand the lesson in my class. Some of them
need my extra attentions to teach and guide them in most activity in the class. So, i
have to find new teaching method so that all pupils can understand in each lesson.
Since i-THINK were intorduced to our education, I feel this teaching method are very
interesting and useful. So in the next lesson, i will modified my lesson plan and
include i-THINK as my teaching strategy.
2.3

Contents

English study in primary school are divided into many skills such us grammar,
reading, writing and listening and many else. In teaching grammar, there is a lot of
rules that need to be followed by pupils in order to create good and correct sentences.
Some grammar contents are very difficult to teach such as nouns. Because in nouns
itself were divided into many types such as plural nouns. By giving notes and
explanations is not the best way to describe and learn nouns. So, i need other teaching
technique to teach nouns to my pupils. With some help from my supervisor, Mr.
Ashrol and my english Mentor, Miss Julia, i have propose to them that i-THINK
technique is a illustrative method to teach nouns. Using bubble map, one of the
i-THINK thinking map, i plan my lesson plan on topic nouns.

2.4

Classroom Environment

SK Sri Tanjung Papat 2 is located along Sim-Sim highway and were built on the water
(Sandakan Sea). During the afternoon, the wheather is very hot and make everybody
feel tired and sleepy. Teacher centered method where taecher gives all the knowledge
is quite boring to pupils. So , it required teacher to come out with atttractive teaching
method and activities so that pupils enjoy and pay attention to the lesson. i-THINK
teaching method with some fun activities will make pupils easy to understand the
lesson and overcome classroom environment factor in teaching english.

3.0

BACKGROUND OF THE STUDY

This study will be focused on the i-THINK teaching technique that will implemented
during the lesson. The main reason of using this technique is to simplified the way of
teaching and guide pupils to obtain the knowledge by themselves. This i-THINK
teachnique consist a thinking map we call as bubble map to describe each grammar
topic.
As were discussed with my supervisor, the main problems that we have in teaching
year 2 primary pupils is lack of concentration during the class and different level of
english skills among the pupils. So, i-THINK teaching technique were proposed to
overcome these problems.
4.0

SCOPE OF THE STUDY

Since I was taeching in year 2 classes, i have choose to teach 2 Arif class for this
observation. This class have 26 pupils with different level of english. Since I teach
them in year 1 2014, I can see that this class is very challenging and need more
attention.

5.0

IMPLEMENTATION OF MODIFIED LESSON PLAN

After a week of planning, I invite my supervisor together with miss Julia to attend my
english class on Monday, 10th November 2014. My topic is nouns and I have plan my
lesson plan acccordingly as I wanted to implement i-THINK techniques in my lesson.

5.1

Lesson Plan

Subject
Class
Date/Time
Title
Focused Skill
Content Standard
Learning standard
Learning Objectives

:
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:
:
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Teaching aids

LESSON PLAN
English
2 Arif
10 November 2014 /60 minutes
Animal in the Farm
Grammar
4.1
4.1.2
By the end of lesson, pupils should be able to;
a) sing action song pertainingto classroom commands.
b) recite jazz chantswith correct pronounciation, rhythm
and intonation.
c) Identifed singilar and plural nouns.
Jazz chants lyrics, manila cards, pictures of animals.

Added value

Self dicipline, classroom rules.

Activities
Phase
Induction set
Enrichment

Activities
1. Teacher asked pupils and guide them to sing a
jazz chants
2. Pupils stand up and follow their teacher.
1. Teacher then divided pupils into groups. Each
group were given a picture. Then pupils in group
attach the picture into its category.
2. Teacher using simplified bubble map to explain
singular and plural nouns. Pupils doing activities
in group and identified the nouns themselves.

Assessment

1. Teacher then give pupils a worksheet based on

Closure

1. Teacher helps pupils to summarize the lesson.

Reflection

1.

6.0

LESSON REPORT

My lesson plan to teach nouns using i-THINK technique has succesfully done. My
learning objective were achieved and everything is going so well.
6.1

Learning Activity

My lesson start with indcution set. I asked pupils in the class to stand up and sing a
song. This song related to lesson topic which is nouns. My supervisor, Mr. Ashrol and
my mentor are at the back of the class observing my teaching. All the pupils enjoy the
song and I give them introduction of what they are going to learn.
Next, I divide the pupils into group. I asked to them to identify the nouns into two
category which is singular and plural nouns. To make it easy, I already print some
picture and cut it into small pieces. The pieces show nouns in single or plural nouns.
Then, pupils in group will select the items and attach it on manila card at the
whiteboard. At the manila card, we apply i-THINK technique which differentiate
singular or plural nouns. Then I explain to pupils what is the reason we do the activity
so that have a clear view of they learn just now. Pupils respond ny asking question

After I explain the contain and objectives of the lesson and pupils take note, I give
them a worksheet as assessment of their understang to the topic. I gude them to
answer the question by askeing them question that bring to the correct answer. At this
point, I noticed that most of the pupils can asnwer the question after doing the bubble
map.

6.2

Strength and Weakness of the lesson.

After the lesson finish, I disscused with my mentor and supervisor regarding my
teaching just now. We agreed that there are strength and weakness in my teaching and
have room for improvement.
The advantages of using i-THINK strategy during this class are;

Pupils find it easy to understand the topic.

The lesson become fun and happening.

Pupils understanding increase.

The weakness that we find out during the session is

Pupils is making noise and uncontrol

Required more time to run all the activities.

So we come out with some recommendation as below;

6.3

Teacher have to prepare wisely to run the lesson.

Teacher prepare the griup early.

Data of this study will be collected using pre test data and post test data collected
during the practical training before and after implementation of i-THINK strategy.
Also, I have distributes some questionnare to pupils and other english teacher to find
out their perception on i-THINK.

7.0

COMCLUSION

As conclusion, i-THINK is a very interesting and effective teaching technique to use