TSL3103 691205086318

ELT METHODOLOGY MORGIANA BT HAMZAH

REFLECTION

1.0

INTRODUCTION There are many kinds or strategies or approach to teach Eng ish in the

c assroom. !e ha"e a#dio ing#a method$ si ent %ay$ s#ggestopaedia and many more. !e did a dra% ot in the c ass and that %as %hen I got the method & Direct method or sometimes ca ed the nat#ra method. O#r task %as to come o#t %ith a t%enty min#tes esson p an #sing the direct method. 'e(ore I proceed %ith the method in my c assroom teaching$ (irst thing that I did %as I ha"e to )ro%se the %e) sites as %e as %atch the yo# t#)es to get the #nderstanding and c earer "ie% o( the method.

*.0

'+C,-ROUND OF T.E /ET.OD From %hat I gather$ this method is #sed to teach (oreign ang#age ike

Eng ish. It is esta) ished in -ermany and France aro#nd 1000 once they disco"ered that the grammar trans ation method that they #sed %as a (ai #re. This method is #sed %hen teaching "oca)# ary$ grammar and other thro#gh pantomiming$ rea i(e o)1ects and other "is#a materia s. + teacher %i ha"e the 2#estion and ans%er session in the c ass to aro#se the p#pi s to con"erse in Eng ish. This method is )ased on the acti"e in"o "ement o( the st#dents in )oth speaking and istening ski s to the ne% ang#age in rea istic dai y sit#ations. The )asic r# e o( this direct method is there %i )e no trans ation or no #sage o( the (irst ang#age that is o#r mother tong#e 3 'ahasa /a aysia4 in the c ass. In other meaning$ the teaching sho# d )e con"eyed into the second ang#age that is Eng ish. I intend to #se this method %ith my 5, p#pi s %here most o( them are a"erage earners. It is hope that )y doing this method in my teaching$ it %i he p my st#dents to )#i d #p their con(idence in speaking as %e as thro%ing ideas in Eng ish. The aim o( my esson is to enrich their "oca)# ary .

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ELT METHODOLOGY MORGIANA BT HAMZAH

6.0

LE77ON 8L+N

FOCU79 T.E/E9 TO8IC9 CONTENT 7T+ND+RD9

LI7TENIN- +ND 78E+,IN!ORLD OF 7TORIE7 +NI/+L7 1.1 'y the end o( the :ear ; primary schoo ing$ p#pi s %i )e a) e to prono#nce %ords and speak con(ident y %ith the correct stress$ rhythm and intonation 1.1.* +) e to isten to and en1oy simp e stories 1.1.5 +) e to ta k a)o#t a stim# #s %ith g#idance 'y the end o( the esson$ p#pi s sho# d )e a) e to9 i. name characters in the story ii. respond to simp e 2#estions )ased on the story *0 min#tes CD>pict#re cards>

LE+RNIN- 7T+ND+RD79

O'<ECTI=E79

TI/E9 TE+C.IN- +ID79

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ELT METHODOLOGY MORGIANA BT HAMZAH

+cti"ity

Teaching Learning 7trategy

Notes

7ho% p#pi s pict#res Conte?t#a Learning )y dra%ing o( a (o? and a stork p#pi sA pre"io#s kno% edge +sk 2#estions B#estion and +ns%er session 8ict#re cards>7amp e 2#estions9 !hat is this@ Does it ha"e a ong short )eak@ !here does it i"e@

Te the story

7tory te ing o( the Fo? and the 7tork CD presentation o( a)o#t 5 min#tes. B#estion and ans%er session )ased 7amp e 2#estions9 on story %atched !ho %ere good (riends@ !hat did the (o? cook@ !hy co# dnAt the stork eat the porridge@

+sk 2#estions

5.0

+ 'RIEF 7TE8 OF /: TE+C.IN'e(ore I et them %atch a short story on the t" $ (irst$ I introd#ced them %ith the

pict#res o( a stork and a (o?. I had some eading 2#estions to ask them in order to make them ta k in Eng ish. Eg9 14 *4 64 !hat is this anima @ .o% many egs does this anima ha"e@ Does it ha"e a ong )eak@ 3

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ELT METHODOLOGY MORGIANA BT HAMZAH

The ne?t step o( my teaching %as to make them %atch a short story on the (o? and a stork. The d#ration o( the story %as a)o#t 5 min#tes. The ast step o( my teaching %as to ask them 2#estions pertaining to the story that they %atched ear ier. Eg9 14 *4 +re they )est (riends@ !hat did the stork cook@

C.0 +N+L:7I7 OF T.E TE+C.INThe teaching took a)o#t *0 min#tes and my (riend %as a) e to record my p#pi sA responses thro#gho#t the period. I co# d see ho% they )eha"ed as %e as acted and it %as rather shocking to see a that. !hen I %atched the p ay)ack$ I co# d see the strength and %eaknesses o( this method in %hich %e %i see in my ne?t point. a. STRENGTHS: their participations. In

!hen I did the teaching #sing this method$ I can (aci itate my p#pi s %hether they are a ert %ith my 2#estions or not as %e as o)ser"e other %ords$ I %i kno% %ho took part acti"e y or inacti"e y d#ring my c ass. For the (irst part o( my esson$ %hen I #sed the pict#re cards and asked 2#estions a)o#t it$ my p#pi s %ere p#tting #p hands and some %ere sho#ting o#t the ans%ers. 7ince they %ere reminded to #se on y Eng ish$ they had p#t an e((ort to #se it. I can say that this method moti"ates and he ps a ot in my p#pi sA con(idence to con"erse in the (oreign ang#age that is Eng ish. For the ne?t step o( %atching the d"d$ my p#pi s %ere "ery con(ident to gi"e opinions on the story %atched %hen I ga"e some eading 2#estions. They (e t (ree to gi"e ideas as ong as they sticked to the ang#age. !ith this method too$ it %o# d he p me to detect their speech and istening ski s and indirect y$ I %o# d correct their pron#nciation ad hoc. For e?amp e$ %hen I asked them a)o#t the (o?As (ood$ many o( them said anima and I corrected them )y saying (o? eats meat. 'y ha"ing a set o( 2#estions thro%n to them$ my p#pi s seemed to ha"e a c earer "ie% o( %hat they had %atched and they co# d easi y ans%er my 2#estions. This method tested their istening ski and )y this %ay$ I %o# d kno% %hether they %ere (o o%ing my esson or not.

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ELT METHODOLOGY MORGIANA BT HAMZAH

I co# d kno% and g#ess their e"e o( #nderstanding %hen they co# d ans%er a the 2#estions raised to them. /any o( them %ere "ery eager to ans%er my 2#estions and most o( the 2#estions %ere ans%ered correct y. There %as a st#dent %ho co# d not di((erentiate )et%een a )o% and a p ate. di((erence in Eng ish as %e as #sing s#ita) e gest#res. b. WEAKNESSES + tho#gh this method has its strength$ I co# d a so sense its %eaknesses. I noticed that this method is on y testing on the istening and speaking ski s. It does not (oc#s on the reading and %riting ski s. !hat a)o#t my p#pi s %ho co# d earn (aster )y %riting or reading acti"ity@ !ith this method$ I %o# d not get (# (eed)ack o( the %ho e c ass. D#ring the initia esson$ I co# d see (rom the recording$ some o( my p#pi s %ere "ery 2#iet. They %ere not concentrating on my esson. Those acti"e p#pi s %ere the ones %ho ans%ered a most my 2#estions. There %ere a so st#dents %ho %o# d ans%er my 2#estions i( their names %ere ca ed e?amp e a gir named +me ia. 7ince she %as a shy gir I co# d not predict her e"e o( #nderstanding to%ards my teaching. + (e% )oys %ere a so (ee ing "ery rest ess and I co# d see a )oy ying do%n aDi y as he might )e )ored %ith the Eng ish esson. !hen it came to %atching d"d session$ some o( them %ere not (oc#ssing on the story and %hen I asked %hy$ they to d me that they did not #nderstand %ith the story ine. It co# d )e c ear y seen (rom the %ay they )eha"ed. 7ome o( the gir s %ho %ere seated at the ast ine %ere p aying %ith their hands and a (e% )oys %ere ta king and gigg ing tho#gh they %ere (or)id to do so. 7o$ I e?p ained the

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ELT METHODOLOGY MORGIANA BT HAMZAH

D#ring the 2#estion and ans%er session$ the same p#pi s ike !arren %ho are good at Eng ish ans%ered %e %hi e those shy earners remained si ent #nti their names %ere ca ed o#t. I %as (acing %ith a di((ic# ty to kno% the e?act n#m)er o( p#pi s %ho #nderstood (# y my teaching as %e as my e?p anation as they %ere in a arge gro#p. Those p#pi s %ho co# d hard y #nderstand or con"erse in Eng ish %o# d )e the ones %ho achie"ed nothing d#ring my teaching as I #sed on y Eng ish. Norma y$ I %o# d #se direct trans ation %ith them in order to make them #nderstand )etter.

c) CHANGES AND RATIONALE This Direct /ethod %i )e "ery e((ecti"e i( a (e% changes are made.7ince a the p#pi s in the c ass are not (ast earners$ teachers sho# d )e %e &e2#ipped %ith 2#estions as to ead them to%ards the earning as it is pro"ed in my recorded teaching that %itho#t eading 2#estions$ s o% earners %i earn nothing and the o)1ecti"e %i not )e achie"ed. Other than eading 2#estions$ teachers too can #se )ody gest#res to con"ey the meaning o( certain %ords. !hen the teacher #ses )ody gest#res and come o#t %ith their o%n 2#estions$ p#pi s can interprete and g#ess them . 7choo s sho# d create more rooms to minimiDe the n#m)er o( p#pi s in a c ass %here opport#nities %i )e gi"en to a to in"o "e in the c assroom acti"ity. Less p#pi s in a c ass is )etter as teachers can cater a disc#ssions and e?p anation e((ecti"e y .Less time is a so needed as teachers are (# y a) e to interpret the meanings o( a)stract %ords.

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To ens#re that this method is a s#ccess$ I think that a the p#pi s sho# d )e gi"en the opport#nities to in"o "e in the c assroom acti"ity. To do so$ teachers sho# d make s#re that e"eryone in"o "e in it. In my opinion$ teachers sho# d kno% the names o( the p#pi s so that they %i )e a ert and an?io#s to kno% %ho %i )e ne?t to ans%er. Last )#t not east$ to make a my st#dents #nderstand my teaching$ I sho# d "ari(y the ski s %here %riting and reading acti"ities are in"o "ed. This is to ens#re that a my shy earners %i earn and get as m#ch kno% edge as the acti"e earners.

;.0 CLO7URE The o)1ecti"e o( teacherAs teaching %i )e achie"ed once the teacher gets (# participation (rom a the st#dents. In order to c# ti"ate the second ang#age in p#pi s$ teachers sho# d p ay an important ro e %here)y they sho# d not #se the (irst ang#age in the teaching. Once this method is #sed o(ten in the c assroom$ I )e ie"e p#pi s %i ha"e the con(idence to ta k and interact %ith others #singEng ish.