DOCUMENTATION OF TEACHING-LEARNING PROCESS STAGES Set induction 1.

TEACHING-LEARNING ACTIVITIES Pupils listened to the audio sound of animals and stated the name of animals sound that they heard. 1. IMPLEMENTATION Teacher played the audio sound of animals and teacher asked the name of the animal on the spot while pupils circled the animals in the worksheet. 1. REFLECTION W1: Teacher used too much time at this stage because she played a sound and after that she asked the name of the animals on the spot. In fact, teacher can play the all the 2. Teacher asked about the name of animals again after played all the animals sound by asking volunteers to come forward and told to the class the name of the animals. audio sounds first and after that she discuss the answer by asking question directly in the worksheet. Example : What is the first animal that you heard?

By that way, she uses less time in the induction stage because the rationale is to attract and introduce the pupils for the lesson.

2.

W2 : Teacher repeated the same teaching and learning activities by asked the same question during and after she played the sounds. In other hand, she can asks more interesting question by ask WH question about their daily life that interact to the animals. Example : Did you hear the sound before?

Where do you hear the sound?

3.

S1 : The activities encouraged pupils to think to the sound that they heard in order they looked so curious during teacher played the audio sound of the animals. The activity was good to help the pupils recalled back what they had learnt before about the animals.

Presentation

1.

Teacher played the song Are You Sleeping video Teacher introduced nursery rhymes What do you eat?

1.

Teacher played the video and asked pupils if they know the rhythm of the song.

1.

S1 : The lesson was interesting and fun because pupils enjoyed the song as they sang together and moved and sounded like the

2.

3.

Pupils sang based on the picture showed by the teacher.

2.

Teacher introduced the nursery rhymes that created by herself using powerpoint slide and then show the pictures of animals and their foods.

animals in the rhymes. That was because the teacher was creative to create the rhymes that integrated movement, sound and food together.

4.

Pupils mixed and matched the picture with their food in the table.

3.

Teacher and pupils sang together based on the pictures.

2.

W1 : During mix and match activity, it took too much time because pupils need to mix and match oneby-one picture. Meaning that, teacher called one person to mix a picture in the animals column and another person to match the picture of animals food in the column. In other hand, the teacher can ask a

pupil to mix and match the pictures of animals and their foods together at the same time. In that way, it also can avoid confusing to the teachers purpose in the stage which is to let the pupils know the animals food by using nursery rhymes.

Practice

1.

Pupils decorated the mask and create movement and music artistically by using provided percussion (plastic bottles, plastic bags and spoons)

1.

Pupils were given a mask of animals (cheetah, buffalo, zebra, ostrich) randomly with their separated part of their bodies and they decorated the mask individually.

1.

S1 : Pupils struggled to decorate the mask by their creativity by cutting and pasting the parts of the animals bodies using their own creativity. Besides, they also created their rhymes with music to perform. This activity helped pupils to think critically and creatively in order to encourage their imagination skills.

2.

Teachers asked whether they done with the mask or not and after they finished, they went to their group based on their mask.

3.

In the group, teacher gave Mahjong paper and they need to create rhymes using the animals and foods given in the envelope. Pupils referred to the rhymes showed by the teacher on the slide however the rhymes changed due to the animals and their foods. 3. 2.

S2 : Pupils able to finish the task because teacher gave the clear instructions by using loud voice and simple language. W1 : The activity was quite took many times because they need to prepare the rhythm, the music and the movement at the same time. The teacher needs to fix the time boundary as a guide to the pupils to manage their time and distribute

4.

Teacher also provided percussion to the group such as spoons, plastic bottles and plastic bags and pupils creates music with the percussions to support the nursery rhymes during

performance. 5. Production 1. Perform the rhymes and compete between groups. 1. Pupils were instructed to finish the task. Teacher asks pupils to perform the performance that they planned in the previous stage. 2. Pupils used all the percussion to sing with the rhymes. 1.

their task to every member.

W1 : One of the group performed new rhythms for the rhymes. In fact, the previous teacher did not mentioned to the pupils to produce new rhythms for the rhymes but the teacher wanted the pupils to produced music and movement of animals using the percussion given. However, pupils were too creative until they made new rhythms for the rhymes. So, the rules have to mention very well to remind the pupils that they cannot changed the rhythms and if pupils disobey the rules they are disqualify. Besides, teacher needs to fix rules that every group can accept and understand what the teacher wants for the activity and task.

2.

W2 : I can realize during the final round, the pupils refused to perform until I took decision to give many stars to most voted group during first and second round of the performance. May be they were boring to perform

the same things on that time. So, to overcome the weakness, I want the pupils to perform something difference such as singing with real music during the final stage. 3. S1 : I love the way that I used the scoreboard. Those groups who won every round of the performance got a star. That was an effective way to attract pupils to give best performance during the lesson as they competed between each other. However, I can improve the way by give them rewards, tokens or present to the winner during the lesson. By the way, they are push to give more efforts on that activity and take part in the lesson directly. Closure 1. S2 : Pupils is pursued to me after I gave them some advices to preserve the animals as I reminded to the pupils to love the animals well. In the next lesson, I need to keep advice them to let them know how important to have good moral values in life and at the end of the lesson pupils can apply in

their daily life. 2. W3 : I forgot to bring the worksheet for the homework task. It showed that I was careless and a good teacher needs to prepare materials very well in order to smooth the teaching and learning process. However, I overcome the problems by asked the monitor of the class to take the worksheet in teachers room. So, next time I must check what do I need and what do my pupils need before start any lesson. OVERALL COMMENTS I enjoyed the learning process. This is because the language arts is something new for me as I need to sing together with the pupils and the lesson encouraged me to give 100% effort on this lesson besides became more creative to make the lesson is so fun and effective. In the lesson, I spoke and gave instruction clearly with loud voice. As consequences, pupils understood and followed my instructions.

During the lesson, I applied pupil-centered lesson. I gave chance to the pupils to perform and also to judge their friends performance by clapping their hands. By this way, pupils were given choices to choose the best group and they learnt to make decision well.