Contents

1.0. Introduction...............................................................................................................................3
1.1. Teaching methods.................................................................................................................3
1.2. Games and interactive work..................................................................................................3
1.3. Technology............................................................................................................................4
1.4. (Connor, Farley, & Wise, 2010)Challenges.............................................................................4
1.5. Goals and Motivation.............................................................................................................5
2.0. Comparison of the respondents’ responses..............................................................................6
2.1. The respondents....................................................................................................................6
2.2. Best teaching method(s)........................................................................................................6
2.3. Games and Interactive work..................................................................................................7
2.4. Technology............................................................................................................................8
2.5. Challenges..............................................................................................................................9
2.6. Goals and Motivations.........................................................................................................10
3.0. Conclusion...............................................................................................................................11
3.1. Reflection from the interview..............................................................................................11
3.2. Summary and Ways to go about improving teaching of English in this 21 st century............12
4.0. References...............................................................................................................................14
6.0. Appendix..................................................................................................................................15
6.1. Respondents’ information...................................................................................................15
6.2. Transcription of interview with R1.......................................................................................16
6.3. Transcription of interview with R2.......................................................................................18
6.4. Transcription of interview with R3.......................................................................................20

1
1.0. Introduction

This essay will discuss the teaching methods experienced by three

interviewees. Interviews were done to three individuals. The interviewees’
informations and the interviews’ transcriptions can be referred in the appendix. There
were six key points being emphasised in the interviews; best teaching method(s),
games and interactive work, technology, challenges, motivations and goals.

1.1. Teaching methods

When it comes to teaching methods, the nature of teaching always

come to question. Should teacher directly instruct their students? Or is their
role simply to encourage and support students as they learn and construct
knowledge for themselves? The two popular beliefs of teaching methods are
constructivist beliefs where teachers are supposed to be the supporter for
students to learn and construct knowledge from their own activities and the
instructivist belief where direct teaching is the most effective form of teaching.
According to Westwood (2008), “Zevenbergen indicates that constructivist
believe that the very nature of human learning requires that each individual
created his or her own understanding of the world from firsthand experience.
On the other hand, instructivists believe firmly in the value and efficacy of
direct and explicit teaching, particularly for achieving certain goals in
education. Nowadays, chalk and talk method is not a very practical method to
be used especially for young learners. Therefore, educators need to have a
variety of methods in teaching the targeted language.

1.2. Games and interactive work

According to (Simpson, 2015) as quoted from Wright et.al (1984),

‘Language learning is hard work… Effort is required at every moment and
must be maintained over a long period of time. Games help and encourage
many learners to sustain their interest and work.’ That is one of the benefits of
using games in the classroom. Games, if used in the correct way, can be a
very great tool for teaching language. Simpson (2014) mentioned that ‘a good
game can be not only justified, but should be regarded as an important part of

2
 a teacher’s teaching repertoire.’ He ram on the ‘ten good reasons why we
should use games in the language classroom’;
- Games create a context for meaningful communication
- This meaningful communication serves as a basis for comprehensible
input
- Games add interest to what learners find boring
- Games can be used with all the language skills
- Games offer a fun experience
- Games encourage participation from all learners
- Games are learner-centered activities
- Games work outside of class
- Games promote cooperative learning
- Games fit into multiple intelligence theory

Indeed, games can teach. Through games, learners are offered a way
to practice new structures and add genuine enjoyment to a lesson. However,
when planning a game, it is critical to explain the rationale of the game to the
learners in the class. For example, when playing a game of hangman, the
teacher should imply that learners would be able to practice their
spelling/vocabulary. “A successful game is successful for the reason that it is
based on specific time allocation, it has clear relevance to the material, there
is appropriateness to all members of the class, and ultimately, the enjoyment
of the learners is increased through their actively engaging with the language.

1.3. Technology

Technology as we all know keep evolving as time passed. (Davison,

2014) said that every year there is a new gadget added to the never ending
“must have” list, and it seems that schools are buying into that ideology as
well – technology and new gadgets are the answer. Now that the world is
changing and growing into an ever more mobile and digital world, some
schools are now allowing the use of mobile gadgets in the classroom. With
the producing of educational apps keep increasing, it is no surprise that all
schools even in Malaysia would integrate the use of technology in the
classroom for lesson purposes.

3
1.4. (Connor, Farley, & Wise, 2010)Challenges

Being a teacher comes with many challenges. Each subject has its
own challenge that every teacher needs to solve. The challenges are not only
faced by teachers but also the students. One of the challenges faced by
students is the lack of exposure to the language. In Malaysia, especially in
rural areas, the students only use English Language during the English
lesson in the classroom. Lack of exposure and practice will make the
language acquisition more difficult. Therefore, teachers need to be
knowledgeable and skilled in getting their students to practice the language
better and more motivated.

1.5. Goals and Motivation

Goals are always related to motivations. The level of goals set by

individual will determine the effort given to reach the goals. In order to
achieve one’s goal, the goal itself needs to be logic and consistent. By setting
goals, students can improve their academic performance, increase their
motivation to achieve the goal, increase one’s pride and satisfaction in
performance and last but not least, improve their self – confidence.
What would motivate students to lear the language? Based on the
previous topics discussed in this essay, there are games and interactive work
and technology. The use of these tools will increase students’ motivation if
done correctly. The two methods introduced are both sources of extrinsic
motivation. However, the interviews will touch both intrinsic motivation and
extrinsic motivation.
It can be a challenge to motivate students to do tasks whether it be
schoolwork or perform in front of the class. Receiving the right motivation and
attention will transform students’ attitude towards the lesson. Every parents
want their children to succeed in school, including getting good grades.
However, grades are example of poor reflection of students’ knowledge.
Nevertheless, the schools in Malaysia are still exam oriented and this system
is resulting to focusing on good grades. Students quickly get in the habit of
learning something just until the test, then forget it once the test is over. This
is the opposite of the ideology of learning and curiosity and frequently results
in poor motivations. Therefore, as teacher, we should focus on mastery and
learning instead of grades. Perhaps, the teacher can ask about something

4
 they learned that interest them instead of asking what score they got on their
spelling test.

2.0. Comparison of the respondents’ responses.

2.1. The respondents

Table 1. Respondents information
Respondents 1 2 3
Gender Male Male Female
Age 17 16 17
Schools attended SK Tamu Darat SK Tamu Darat SK Tamu Darat
SMK Narinang SMK Narinang SMK Narinang
Kolej Vokasional Kolej Vokasional
Likas Likas

2.2. Best teaching method(s)

Interview questions:
1. Can you name some of the methods that your teacher in your current
school applied?
2. Among the methods/style of teaching you know, which are your favourites
and why?

Table 2 . Respondents’ responses on teaching methods.

Q R1 R2 R3
Role play Lecture method Lecture method
Lecture Method Unit method Unit method
1 Discussion method
Project method
Unit method
Role play: Role play: Project method:
Fun, can practice I love to act. Sometimes, I Projects usually help
speaking participate in church’s play me to understand on
from time to time. specific details better
2

5

Discussion method:
Not stressful and friends
can help me when I have
trouble
Discussion method: Discussion method:
I like to interact with I like to have
people when I learn discussion with my
friends while learning.

Based on the participants’ responses above, it can be seen that Respondent 1 (R1) was
exposed to a variety of method by his teacher. On the other hand, Respondent 2 (R2) and
Respondent 3(R3) both have the same methods being exposed; lecture method and unit
method.
When asked about their favourites teaching methods, the three respondents have
one similarity in favourites which is the discussion method. R1 and R2 have the same
favourite as well which is the role play method while R3’s other favourite is the project
method. If these methods are viewed in a very detailed perspective, it can be seen that the
methods are all student centered. Other than that, they are all activities which requires
interactions with other students. The chosen methods by the three respondents shows that
they favour the constructivist approaches. Constructivism stressed the essential role of
activity and firsthand experience in shaping human learning and understanding (Westwood,
2008). The respondents’ responses reflects their preferred method to learn the English
Language. They like their classroom to have interactions with their peers and the teacher
acts as facilitator or guidance in their lesson. All the activity or method that the respondents
had chosen required firsthand experience and thus conclude that they fall more towards
constructivist method.

2.3. Games and Interactive work

Interview questions:
1. Are games and interactive work being applied in your classroom?
2. Do you prefer having games and interactive work during class? Give
reason.

Table 3 . Respondents’ responses on games and interactive work

Q R1 R2 R3
1 Yes No No
2 Yes Yes Yes

Can learn in a fun way. Class is usually boring Fun and engaging
because we only read the

6
 Can reduce stress novel and textbook

Based on table 3, it can be seen that R1’s school is integrating games and interactive
work in the English lesson while R2 and R3’s school did not. A possible factor that R2 and
R3 has the same result could be the school system. Since they are from the same school, it
is possible that the school system is the reason that games and interactive work is not
emphasised for an English lesson. The second possible factor would be that R2 and R3 are
taught by the same teacher. The teacher himself/herself might not be a believer of games
integration in an English lesson which contradict with the preference of the respondent.
For question 2, they all answered Yes to games and interactive work. Simpson
(2015) believes that games add interest to what learners find boring and can also offer a fun
experience. The responses of the three respondents agrees with the belief. The three
respondents mentioned the ‘fun’ element and this is probably because they learned the
language for a very long time and it is difficult to sustain the effort. Simpson (2015) also
stated that ‘learning a language involves long-term effort and, as we all know from
experience, maintaining interest can mean sustaining effort.’ I believe that even for the most
committed learner, maintaining interest itself is very difficult.
For the 21st learning, I strongly believe that games and interactive works should be
integrated in the English lesson. Teacher needs to act only as guidance to the pupils and let
them explore and have trial and error moments while learning the language. Students now
are more expressive and therefore should be encourage to express themselves using the
language games and interactive works is a very good example ways to channel their feelings
and emotions.

2.4. Technology
Interview questions:
1. In your school, what is the scale of the use of technology for learning
during class?
Never Seldom Sometimes Frequently Often

2. Do you prefer the use of technology for learning purpose during lesson?
Give reason.

Table 4. Respondents’ responses on technology in the classroom.

Q R1 R2 R3
1 Seldom Seldom Seldom

7
 Yes Yes Yes

Difficulty in catching up Fun, interactive and can Paperless, convenient

2 when it comes to use anywhere even in the and I can do
traditional method (reading dormitory homework anywhere at
the novel) anytime

The three respondents said during the interview that their teacher seldom use
technology in the English lesson and yet they all prefer the use of technology in their English
lesson. Children now grow up surrounded by technology. Technology such as smartphones
become a compulsory and a necessity that it became a tool that some cannot live without.
As disturbing as it sound, smartphone has become the new oxygen to mankind. Therefore, I
believe that technology should be used as a teaching tool regularly in the classroom.
Technology can be a source of motivation for students to learn. They need to be exposed to
English language using the medium that they are familiar with and such medium is
technology. We are now in the 21st century where the students may find chalk and talk
method (instructivism) to be boring and uninteresting. Using technology, the learning
environment can improve where just by using a projector in the classroom itself will make
students to be more attentive in the lesson.
All three respondents stated their reasons of why technology should be available or
used in the classroom. Their responses can be conclude that they prefer the use of
technology for convenience and fun.
2.5. Challenges
Interview question:
1. What are the challenges that you face in learning the English language?

Table 5. Respondents’ responses to challenges.

R1 R2 R3
I do not have confident in The classroom environment Difficult to really understand
speaking the language is dull spoken language. Written is
because I am too shy okay.
Difficult to understand the I don’t have many There are not many
teacher’s instruction opportunities to practice opportunities for my to
sometimes speaking the language practice speaking the
language.

8
 Based on Table 5, both R1 and R3 have difficulty in comprehending spoken English.
This could be due to lack of exposure or practice in the language. Almost all English as
Second Language learners, I believe only use English Language during the 60 minutes
period in school. Other than that, it is back to their mother tongue. That period is definitely
not enough as practice time to learn the English language. That doesn’t even considering
their concentration in the classroom. R2 and R3 mentioned that they do not have many
opportunities to practice speaking the language. This affect the respondents’ acquisition of
the language in the long run. Lack of opportunities to practice the language will results in
drop of the proficiency and eventually might decrease their motivation to learn the language
altogether.
To summarise on this topic, it is best if the teacher or the school board find solutions
that enable students to use the language orally regularly. One of the implementation done by
the government is the ‘ Program which is to develop or create an English environment
school. However, the effectiveness of this program still lies at the hand of the school
committees.

2.6. Goals and Motivations

Interview questions:
1. If given the opportunity, what would you like to do/ to have during lesson? What
would motivate you to learn the language better than you are now?
2. How do you see the English language?
3. What is your goal? What do you want to achieve in the language?

Table 6. Respondents’ responses on goals and motivations

Q R1 R2 R3
1 Comic book Do more role play like how The use of technology
Reading is fun when the we used to do in my in class like powerpoint
text has cool illustrations previous school presentations.

Watch movies and talk

2 Very difficult to understand
and I have difficulty in
speaking the language
3 To pass my SPM
examination
about the movie
English is a tool to help in English is important for
job opportunities in the getting job in the
future future.
To be able to speak To pass my
comfortably in the language examination

9
 To be able to have To be able to speak
conversation in the comfortably and
language confidently in the
language

According to Cherry (2018), “Intrinsic motivation refers to behaviour that is driven by

internal rewards. In other words, the motivation to engage in a behaviour arises from within
the individual because it is naturally satisfying to you. This contrasts with the extrinsic
motivation, which involves engaging in a behaviour in order to earn external rewards or
avoid punishment. Based on Table 6, R1 and R3’s source of motivation to learn the English
language are extrinsic motivation while R2’s motivation is intrinsic. Cherry (2018) also stated
that “Intrinsic motivations occurs when we act without any obvious external rewards. We
simply enjoy an activity or see it as an opportunity to explore, learn, and actualise our
potentials.” This element can be seen in R2 because he enjoyed learning the language and
wanted to learn the language for the sake of having the ability to speak or have conversation
in the language comfortably. The other two respondents however requires a tools to have
the motivation to learn the language.
In question 2, both R2 and R3 said that they see the English language as a tool for
job opportunities in the future. This view can have a negative impact on an individual. If they
are too focused on learning the language for the purpose of getting job opportunities in the
future, they might be too focused on getting high grade in their English subjects. This will
lead to exam oriented classroom because they only focus on grades instead of mastering
the language as a full. On the other hand, R1 sees the English language as a burden. This
will lead him to give fewer effort in mastering the language because he is showing an
example of learners who lacks motivation to learn the language.
In question 3, when asked about their goal in the language, R1 and R3 wanted to
pass their examination. Since both respondents are having SPM examination this year, they
are striving for good grade in their English. This might be the factor that affect their view on
the English language because of the exam oriented system. This will also affect how they
study in their English subject. They will focus on grades instead of mastery. R2’s goal is
different than the other two’s. His goal is solely to be better in the language (mastery
learning). With this goal setting in mind, R2 have the potential to simply enjoy learning the
language and see it as an opportunity to explore, lear, and actualise his potential as what
was quoted from Cherry (2018).

10
3.0. Conclusion
3.1. Reflection from the interview
After conducting the interview, I learned valuable informations and skills
required in order to have a good session. An important matter that an
interviewer needs to take into consideration is how comfortable the
respondents are. I realised how gesture gave impact in giving confident to the
respondents, which facial expression to use, and the complexity of the
questions.
I have to explain some of the terms that might be unfamiliar to the
respondents and this step really help during the session. During the interview
session, I let the respondents use bilingual (Malay and English) since they
have difficulties in speaking English. Nevertheless, this does not affect the
results of the interview.
Another considerations needed to be taken was time. The session
was done at the Internet Centre in Kampung Tamu Darat. Since not all
respondents were available on the same day, the session was done on a
different day for each participants. As the interviewer, I need to comply with
my respondents’ time.
The session with R2 however was done twice. In the first trial of the
interview, R2 did not take the session seriously and showing a few characters
that interrupt the session. This is another lesson that I learned. I need to be
more firm in conducting the interview. Characteristics of the respondents are
also considerations that I need to be aware of before conducting the session.

3.2. Summary and Ways to go about improving teaching of English in

this 21st century.
To sum up, for the teaching method, respondents are more interested
in creating their own learning experience through activities in class. They do
not prefer the instructivist ideology. Respondents also prefer to have the
element of fun in learning. They want to change the traditional way of
teaching to curb boring lesson and be more comfortable in class. Other than
that, respondents favour the use of technology in the classroom because it is
a more convenient tools for learning nowadays. After analysing the responses
for the first three topics of the interviews, I believe some changes are required
to improve teaching of English in the 21st century. Learners are more
comfortable to be interactive in the classroom rather than just sitting down
being spoon fed by their teachers. Therefore, teaching methods need to focus
more on constructivist theory where the lesson are more student centered

11
and allow them to acquire new knowledge by themselves. Since students
prefer interactive work, games needed to be integrated in the lesson.
Students especially children have low attention span. Therefore, games help
to let students practice and use the language in a comfortable manner.
Technology also needed to be taken into considerations. The use of
technology definitely boost students’ attentiveness in the lesson.
The challenges that the respondents have in learning the language
are lacking in confident and not enough place and time to practice the
language orally. This is a common issue in the ESL classroom. Therefore,
school committees and community need to cooperate in ensuring students
are exposed to the language even outside of the classroom. One way that
they can help is by supporting the governments’ new implementation, the
‘Highly Immersive Program which was launched in 2017 in every Malaysian
government school. This program aims to create an English environment
school so that students are familiar and comfortable with the English
language.
Last but not least, I also learned that motivations and goals play
important roles in learning the language. To tackle the 21st century
learners/students, I need to create a suitable classroom culture so that my
students would develop intrinsic motivation to learn the language.

12
4.0. References

Bracco, N. (2018, August 3). 6 Ways to Motivate Your Child For Good. Retrieved from

Scribd.com: https://www.scribd.com/article/385399811/6-Ways-To-Motivate-Your-

Child-For-Good

Connor, B. M., Farley, D., & Wise, G. A. (2010). School Administrators and Technology.

America: British Library Cataloging in Publication Information Available.

Davison, L. (2014). Technology - to use or not to use in the classroom. In A. Vold, M.

Sumpter, N. Elsobkey, J. Leibson, A. Dykman, L. Davison, & A. Comer, Teaching

with Technology (pp. 15-22). Smashwords ebook.

Hui, L. C. (2018). Language day plan hailed. Malaysia: The Star Online.

Kamenetz, A. (2018, January 24). Laptops and Phones In the Classroom: Yea, Nay Or A

Third Way? Retrieved from National Public Radio: https://www.npr.org

Ling, S. (2017). Urgent need to improve English. Malaysia: The Star Online.

Norton, B. (2016). Intrinsic Motivation: How to motivate yourself from within and achieve

your goals with blazing speed. Retrieved from PerfectlyatPeace.com:

www.PerfectlyatPeace.com

Simpson, A. (2015). Using Games In The Language Classroom. ebook Smashwords.

Tampin. (2016). A better hope for our English. Kuala Lumpur: The Star Online.

Vold, A., Sumpter, M., Elsobkey, N., Leibson, J., Dykman, A., & Comer, L. D. (2014).

Teaching with Technology. Smashwords ebook.

Westwood, P. (2008). What teachers need to know about Teaching methods. Australia:

Camberwell, Vic, : ACER Press, 2008.

5.0.

13
6.0. Appendix

6.1. Respondents’ information

Table 7. Respondents’ information

R1 R2 R3
Name Beckham Buni Oby Jaintin Clarissa Yanah
Gender Male Male Female
Age 17 16 17
Academics SK Tamu Darat SK. Tamu Darat SK. Tamu Darat

Smk Narinang SMK Narinang SMK Narinang

(current)

Kolej Vokasional Kolej Vokasional

Likas (current) Likas (current)

14
 6.2. Transcription of interview with R1

Interviewer : Devan Butang (Q)

Interviewee : R1
Interview Setting : Interview conducted in an Internet centre’s conference room.
The interview was conducted at 9.10 am on Saturday
morning. (1 December 2018).
Affiliation with interviewee: R1 is a student in SMK Narinang. We are from
the same hometown.

Before the interview begin, I took some time to explain some of the terms that will used in
the interview. This is done because as a student, he might not understand or have difficulty
with the vocabulary which might disrupt the interview later.

(start of interview)

Q : You have been learning the English Language for 13 years now. Being at your
current school now, what are the methods that any of your English teacher had
used?

R1 : Only one?

Q : Can be more than one.

R1 : Oh, the teaching methods that the teacher used are Lecture method,
Discussion, Project and Unit method where we tackle the textbook unit by
unit.

Q : For the past 13 years of learning English, what teaching methods are to your
liking? Can you name two of them?

R1 : Role play and discussion.

Q : Why do you like those?

R1 : I like role play because it is fun and I can practice speaking the language.
Discussion on the other hand is not stressful. If I have difficulty with
understanding a sentence or phrase, my friends can help me.

Q : Are games and interactive work being applied in your classroom?

R1 : Sometimes. My teacher used it at least once a week.

Q : Do your prefer having games and interactive work during class? And your
reason?

R1 : Yes I agree. Games are fun and I don’t feel stress when we do games.

Q : In your school, what is the scale of the use of technology for learning during
class? The scale are 1. Never, 2. Seldom, 3. Sometimes, 4. Frequently, 5.
Often.

R1 : I think it is around 2, seldom. We pretty much use textbook most of the time

15
 because SPM is this year, we usually learn to tackle our exam.
Q : Do you prefer the use of technology for learning purposed during lesson? And
your reason?

R1 : Yes. It is because I find it difficult to catch up when we only read from the
textbook and novel.

Q : What are the challenges that you face in learning the English language?

R1 : Challenges in school?

Q : The language in general. It can be school, it can be the challenge you faced
when you are studying English at home.

R1 : Oh, my big problem with English is I am to shy to speak in English. I don’t

have
the confidence. I also have difficulty in understanding what the teacher speak
sometimes.

Q : What do you usually do if you don’t understand?

R1 : I had to ask again and the teacher will repeat in Malay.

Q : If given an opportunity, what would you like to do / to have during lesson?

What
would motivate you to learn the language better than you are now?

R1 : Maybe comic book. Like the one that my younger brother used in his school,
they used comic book to learn a story. The Jungle book.

Q : How do you see the English language?

R1 : I think the English language is very difficult to understand and I have difficulty
in speaking the language.

Q : Last question, What is your goal? What do you want to achieve in the
language?

R1 : I just want to pass my SPM examination this year.

Q : Well, thank you for your time today R1.

R1 : You’re welcome.

16
 6.3. Transcription of interview with R2

Interviewer : Devan Butang (Q)

Interviewee : R2
Interview Setting : Interview conducted in an Internet centre’s conference room.
The interview was conducted at 2.00 pm on Sunday
(2 December 2018)
morning.
Affiliation with interviewee: R2 is a former student of SMK Narinang and moved to Kolej
Vokasional Likas this year (form 4).. We are from the same
hometown.

Before the interview begin, I took some time to explain some of the terms that will used in
the interview. This is done because as a student, he might not understand or have difficulty
with the vocabulary which might disrupt the interview later.

(start of interview)

Q : You have been learning the English Language for 12 years now. Being at
your
current school now, what are the methods that any of your English teacher
had
used?

R2 : I think they are just lecture and unit method.

Q : For the past 12 years of learning English, what teaching methods are to your
liking? Can you name two of them?

R2 : I have to say discussion and role play because I can interact with my friends.
Not just sit and listen to the teacher. Oh, and I love acting. Just last year I
was
in the acting team for the Christmas celebration in church.

Q : Are games and interactive work being applied in your classroom?

R2 : No.

Q : Do your prefer having games and interactive work during class? And your
reason?

R2 : I do. Class is usually boring because we only read the novel and textbook. It
would be fun to have games sometimes.

Q : In your school, what is the scale of the use of technology for learning during
class? The scale are 1. Never, 2. Seldom, 3. Sometimes, 4. Frequently, 5.
Often.

R2 : Seldom.

Q : Do you prefer the use of technology for learning purposed during lesson? And
your reason?

17
R2 : Yes. It is because with technology, the lesson can be fun and interactive.
Furthermore, I can use it anywhere even in the dormitory.

Q : What are the challenges that you face in learning the English language?

R2 : First, we have a dull classroom environment. Second, I don’t have many

opportunities to practice speaking the language.

Q : If given an opportunity, what would you like to do / to have during lesson?

What
would motivate you to learn the language better than you are now?

R2 : I would like my class to do more role play like the one we used to do in my
previous school.

Q : How do you see the English language?

R2 : I see English language as a tool for job opportunities in the future.

Q : What is your goal? What do you want to achieve in the language?

R2 : I want to be able to speak comfortably and confidently in the language. I also

want to be able to have conversation in the language.

Q : Well, that was the last question. Thank you for your time MR. R2.

R2 : No problem.

18
 6.4. Transcription of interview with R3
Interviewer : Devan Butang (Q)
Interviewee : R3
Interview Setting : Interview conducted in an Internet centre’s conference room.
The interview was conducted at 3.00 pm on Sunday
(2 December 2018)
morning.
Affiliation with interviewee: R3 is a former student of SMK Narinang and moved to Kolej
Vokasional Likas last year (form 4).. We are from the same
hometown.

Before the interview begin, I took some time to explain some of the terms that will used in
the interview. This is done because as a student, he might not understand or have difficulty
with the vocabulary which might disrupt the interview later.

(start of interview)

Q : You have been learning the English Language for 13 years now. Being at
your
current school now, what are the methods that any of your English teacher
had
used?

R3 : Lecture and Unit method.

Q : For the past 13 years of learning English, what teaching methods are to your
liking? Can you name two of them?

R3 : Discussion method and Project method

Q : Why do you like those?

R3 : I like to have discussion with my friends while learning and project usually
help me to understand on specific details better. For example, when I did my
geography project in form three, I understand the terms better. Maybe the
same would apply to English.

Q : Are games and interactive work being applied in your classroom?

R3 : No

Q : Do you prefer having games and interactive work during class? And your
reason?

R3 : Yes. With games, learning can be fun and engaging.

Q : In your school, what is the scale of the use of technology for learning during
class? The scale are 1. Never, 2. Seldom, 3. Sometimes, 4. Frequently, 5.
Often.

R3 : Seldom

Q : Do you prefer the use of technology for learning purposed during lesson?
Your reason?

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R3 : Yes. Lesson can be paperless and the use of technology is convenient. I can
even do my homework anywhere and any time.

Q : What are the challenges that you face in learning the English language?

R3 : I don’t have many opportunities to practice speaking the language and it is

difficult to really understand spoken language. Written is okay.

Q : If given an opportunity, what would you like to do / to have during lesson?

What would motivate you to learn the language better than you are now?

R3 : I would really like to have technology to be used in the classroom like the
powerpoint presentations or movie watching that we can discuss afterwards.

Q : How do you see English language?

R3 : I think English language is important for getting job in the future.

Q : What is your goal? What do you want to achieve in the language?

R3 : To be able to speak comfortably and confidently in the language. I also would

like to try having conversation in English sometimes in the future. Lastly, I
want to pass my SPM examination.

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