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INSTITUT PENDIDIKAN GURU MALAYSIA KAMPUS BAHASA ANTARABANGSA,

LEMBAH PANTAI, 59200, KUALA LUMPUR


BORANG MAKLUM BALAS KERJA KURSUS (PROJEK/AMALI)
Nama : Amani Nabilah Binti Azaman

Angka Giliran Pelajar : 930326-08-5026

Tajuk Tugasan : Reflection


Pensyarah : Mdm. Razimah / Mdm
Hasnah

Kursus / Mata pelajaran : PISMP TESL JAN 2013

Tarikh Hantar : 13/10/2014

Tarikh Diterima ( Diisi oleh pensyarah):

Pengakuan Pelajar
Saya mengaku tugasan ini adalah hasil kerja saya sendiri kecuali nukilan dan ringkasan
yang setiap satunya saya jelaskan sumbernya.
Tandatangan :____________________________
( AMANI NABILAH AZAMAN )

Tarikh : _13_ / 10 / 2014_____

Perincian Maklum Balas Tugasan


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Kekuatan:

Aspek yang boleh diperbaiki:

Aspek yang boleh diperbaiki:

Tandatangan:
Tarikh:

Tandatangan:
Tarikh:

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Tandatangan Pelajar :
Tarikh :

INTERNATIONAL LANGUAGES CAMPUS, KUALA LUMPUR


PROGRAM IJAZAH SARJANA MUDA PENDIDIKAN
TESL
INTAKE JANUARY 2013
SEMESTER 4
TSL 3073
TEACHING OF WRITING
IN THE PRIMARY ESL CLASSROOM

NAME OF STUDENT

: AMANI NABILAH BINTI AZAMAN

INDEX NUMBER

: 930326-08-5026

DATE OF SUBMISSION

: 13th OCTOBER 2014

LECTURERS NAME

: MDM. RAZIMAH / MDM. HASNAH

INTRODUCTION
This semester we are required to carry out a micro teaching as one of the task for
Teaching Writing for primary classroom. On the last 1st October 2014, my group consists of
Anati, Hafsah and I have presented our microteaching and luckily it went out well as
planned. We have discussed and divided the lesson plan equally among us. Each of us took
one stage and carried it out during the microteaching. I was assigned to do the post-reading
stage as well as the closure. Basically, we have decided to choose a topic on Pets World
for year 3 students as we found out that the topic is interesting for young learners. This is
because the topic focuses on the real things that closely related to the students which is pet
and thus the students already have the prior knowledge on the topic. Cox (2014) suggested
that the students should have some background knowledge of the topic so that they will be
motivated to learn.
STRENGTH
There is some strength that I have identified from the lesson which we have
conducted the other day. One of the strengths is the smoothness of the lesson. When we
were conducting the lesson, we were able to carry it out in order. We did have a clear plan of
what we were going to teach. Before conducting the lesson, we did study our lesson plan to
make sure that all of the stages in the lesson plan can be carried out well. Thus, I was glad
that the lesson went out well as expected. Besides that, we also delivered the lesson clearly
with the use of simple and clear instructions. Despite of using complex and long sentences,
we decided to use simple sentences to ensure that the students were able to understand our
instruction. This is important as clear instructions will lead to students understanding of the
lesson. This can be supported by Archer and Hughes (2011) who claim that clear and explicit
instructions are effective methodology for teaching academic skills.
Besides, the lesson that we carried out was clearly a writing lesson as the students
were taught on how to write in all the stages taught. At the beginning of the lesson, we did
give some input on writing and later on, the students are given chance to practice writing.
Other than that, it was a good decision that we used various teaching materials in our
teaching such as printed and multimedia teaching aids. With the use of colourful and various
teaching aids, we were able to catch the students attention. Besides, it is believe that by
using teaching aids, it will aid the students understanding of the lesson taught. This can be
supported by David (2009) as she mentioned that students learn best if accompanied by
teaching aids and materials.

WEAKNESS
Despite of the strength that we have, there are few weaknesses that can be found
from the lesson. During the lesson, we were not so sure of what we were doing. We should
have more confidence in carrying out the lesson as it somehow affect the students
understanding of the lesson. There is time when we were not sure of what we want the
students to do and this has affected the flow of the lesson. It is important for a teacher to be
confident in delivering the lesson as it is one of the key ideas of an effective learning
(Bandura, 1997).
Besides, we were also having few problems with blackboard management. It was
mentioned by the lecturer that we should take the backboard management into
consideration as it will affect the students focus towards the lesson. As for example, we
should not paste everything on the board on the same time. We should have brought down
the materials pasted on the board after using it. This is important in order to emphasis the
materials that we were using at that point of time. If we were to paste the all of the materials
together, we might obstruct the students focus towards the lesson. Other than that, I was not
having a good interaction with the students during the microteaching. During the lesson, thus
the teaching looks more towards teacher centered lesson by which I am the one who
controlled the class. Varies mode of interactions such as group work, individual work and
pair work is needed as it will make the students engaged with the lesson (Candlin, 1996).

CHANGES TO BE MADE
If I were given a chance to conduct the lesson again, I would surely make some
changes to make the lesson much more effective. Among the changes that I would make is
to include individual task in the lesson. An individual task is the most important part in the
lesson as it will determine the students understanding of the lesson. Besides, by having
individual task, the teachers will be able to assess the students achievement. Based on my
previous lesson, there was no individual task included as the students are required to do
group work. Thus, it was a bit difficult for the teachers to identify whether all of the students
have acquired the skills taught. Other than that, I will also change the closure of the lesson
into something better. As suggested by the lecturer, it will be better if we could create a short
and simple activity as the closure instead of summing up the lesson and tell the moral of the
lesson directly to the students. It is belief that by having an activity, the students will

remember the lesson and moral values better. For an example, we can have a riddle or short
quiz session to end the lesson instead of giving a summary.
NEW EXPERIENCE
I was glad that there are many new things that I have learned through my experience
of conducting the lesson. One of the most valuable experiences is that I get to see a clearer
view of a writing class. Honestly, for me, a writing class is the most difficult class to be
carried out and I am lack of ideas to create interesting writing activities. After I saw my
friends microteaching, I finally get lots of new ideas on how to teach writing. It was a good
platform for us to share ideas and practice the skills to teach writing. Furthermore, by
conducting the lesson, I also get a clearer picture of the approaches that are used to teach
writing. As for my lesson, it was a product approach by which students need to produce a
product of the lesson which is writing a paragraph. Besides, I am able to get ideas on how to
create activities for every approaches and see the differences of each of them.
CONCLUSION
As a conclusion, I would say that the microteaching done by us was a great
opportunity for us to practice and apply what we have learned. It was also a good platform
for us to improve our teaching skills and share our ideas with our friends. By having the
microteaching, we were able to exchange ideas on how to conduct a writing class by using
variety of suitable activities in order to develop intended skills. Thus, the microteaching
session was somehow benefits me in various ways. I was not only developing my teaching
skills but I was also able to develop my soft skills.

Reference
Archer. A. L., Hughes. C. A. (2011). Explicit Instruction: Effective and Efficient Teaching.
New York : The Guilford Press.
Candlin, C. N. (1996). Interaction in the language curriculum : awareness, autonomy &
authencity. London : Pearson Education Limit.
Cox, C. (2014). Teaching language art a student centered classroom. United States of
America : Pearson Education Inc.
David. M. (2009). Effective learning and teaching in UK higher education : A Commentary by
the Teaching and Learning Research Programme. United Kingdom : The Higher
Education Academy.
Porter, L. (2007). Student Behaviour. New South Wales: National Library of Australia.
Wright, T. (1991). Roles of teachers & learners. London : Oxford University Press.

This can be supported by Wright (1991) who claims that group works will make the
students involve actively in a lesson.
According to Carl Rogers, Maslow and Bugetal, education should focus more on
students-centred which emphasize on students individual potential (Porter, 2007).