Page |3INTRODUCTION This is a journal of my School-Based Experince on the 16th to 20th August 2009 atSekolah Kebangsaan Bukit Sawa, Terengganu. I have chosen the school because I heard theeducation system in Terengganu is very good and it makes me feel interested to see how thesystem works. Following that, I need to complete the given assignment from the lecturer throughout mySchool-Based Experience. I have to work closely with my coordinating teacher and look for thetypes of communicative activities used by the teacher, analyse teacher‟s instructional languageand questioning techniques. Also, I have to compare teacher‟s and learner‟s roles and identifyeffective classroom management. Lastly, I have to collect samples of remedial and enrichmentactivities and write journals based on the observations. All of the reports are based on my experiences at the school through observations,interviews, references and discussion with all the school‟s members. I hope this journal couldhelps me in order to be a good-quality teacher one day.
Page |5DAY 1 : Observing English Language ClassDate : 16th August 2009Day : Sunday I have sought permission from an English Language teacher and I was allowed to observestandard three students in 3 Bestari class. It is the best standard 3 class among the four classes inthe school. It was an hour period lesson and I looked at the types of communicative activities used bythe teacher in the classroom and teacher‟s instructional language and questioning techniques. Isat at the back of the classroom so that I could see the teaching and learning process clearly.Also, I took some pictures and interviewed the teacher for the records what I have observed. The lesson started at 11 am with the topic „Plants‟. Teacher started the induction set withquestions and answers session. She asked the students about plants and their experiences with it.Students‟ responses were really good and they love to share their own stories with the class.Then, she showed a picture of a chili plant and described clearly about it. She told about thestructure of the plant, the colour, the habitat and the use of it. After that, teacher divided students into five groups and asked them to draw and labeledthe chili plant on the mahjong paper given with the group members. Teacher gave students 15minutes to complete the task. Then, a representative of each group presented the task andexplained about their drawings and share with the class members. Later, teacher distributed exercise paper about plants to each student and they wereencouraged to complete the exercise with their peer. They were allowed to discuss in pair or ingroups. After they have done the exercise, teacher discussed the answer with the whole class andlet the volunteers to answer each and every question. Finally, the class dismissed after a shortclosure. On the whole, I could see that the teacher used many types of communicative activities.In example, questions and answers session, group work and pair discussion. The studentsengaged actively in all the activities and they seem like to enjoy the lesson. In addition, the
Page |6teacher‟s instructional language was very simple and easy to understand. Teacher used simpleEnglish words and tried her best to used very limited Bahasa Melayu words. She only usedBahasa Melayu words to translate some complex English words. The teacher used the simplestway of questioning techniques. She asked the questions that the answers were very familiar withthe students. It is because she wants students‟ responses as many as they could and toencouraged them to involve in the communication.
Page |8DAY 2 : Observing for teacher’s and learner’s rolesDate : 17th August 2009Day : Monday On the second day, I get permission to observed standard 4 Cerdas. At this time, I lookedfor teacher‟s and learner‟s roles through teaching and learning process. I have interviewed theteacher and recorded the data‟s through lesson observation form and captured pictures. During the observation, I noticed that the teacher used two teaching strategies in herlesson which is teacher-oriented and learner-centered strategy. Teacher-oriented strategy wasshown at the introduction session of the lesson, teacher referred English text book and started toteach the topic entitled „Sports‟. Teacher read the comprehension dialogue and explained to thestudents. At this time, teacher is a controller and performer while the student is the listener oraudience. Also, there was only one way of communication during this time. Learner-centered strategy was proven when lesson activities started. During the activitiessession, teacher asked the student to get in a group and read the dialogue. Then, they have tochoose a representative for their group to make a role-play based on the dialogue. At this time,teacher‟s role was as an observer and a facilitator who observes and helps students during therole-play. On the other hand, students‟ role was as a performer, presenter and controller. Theyperformed actions as in the dialogue; they presented their acting creativity and controlled thesituation. At this time, there was two ways of communication process because teacher alsohelped students in the role-play. As a result of my observation, both the teacher and the learners‟ roles were importantduring the teaching and learning process. This is because both sides have to play their own roleeffectively so that both sides could achieve their goal. In this class situation, the teaching andlearning process take place effectively because I could see the students were enjoyed doing allthe activities and the teacher said she reached her learning outcomes that day.
P a g e | 10DAY 3 : Observing Classroom ManagementDate : 18th August 2009Day : Tuesday The third day observation was to find out how a teacher manages her classroom forlearning and the different teaching styles. On the day, I get the opportunities to observe standard5 Pintar. Before the class begun, all the students were line up outside the classroom because theclass was at 7.45 am which was after the school bell rang. After they have done their prayer, theyentered the classroom, cleaned up the class and sat at their own places. Then, teacher entered theclassroom and prepared for the lesson. Suddenly, there was a sound of a phone ringing, “ringring”. The entire student looked for the sound and then teacher asked what the sound was.Actually the topic of the lesson of the day was „Getting Connected‟ and that was how the teachergained the pupil‟s attention. Then, teacher explained and gave an overview about the topic. After that, teacher asked students to take out their „E-Book‟ or an electronic book andsearched for the topic. Students followed the instruction and read the comprehension dialogue onthe topic. Then, teacher read the dialogue and the whole students imitated her. Later, teachercalled some volunteers to act a role-play in front of the class. One boy and one girl volunteeredthemselves to be in the play. The lesson continued with a group discussion about the topic.Teacher divided students into four groups and they had to discuss with the group members aboutthe advantages and disadvantages of telephone. Students were allowed to move around the classand chose their own working area. They could sat at the back of the classroom, had their groupcircle or any kind of discussion style they had preferred. They used their E-book to access theresources and teacher moved around the class to observe and monitored the discussion progress.Also, teacher helped and support students who were weak and work slowly than the others. Sheexplained clearly to them about what they have to do and get the peers who are work morequickly to help the weak ones. Not only that, teacher told the students to raised up their hand ifthere was any inquiries and came over to the teacher to get the explanation.
P a g e | 11 After the discussion time, teacher asked the group representative to present their groupwork in front of the class. After all the group had presented their task, teacher asked all thestudent to sat at their own places and kept all the apparatus or materials like the e-book, mahjongpaper and marker pens. Then, teacher let the monitor collected all the group‟s tasks and askedthem to put it on the class wall. Later, teacher had a short closure by giving a feedback abouttheir group work and gave reward to the best group presentation. Lesson ended with a reminderfrom the teacher to students to complete their E-book exercise and students lined up outside theclass to go to the computer lab for the next lesson. Based on my observation, the teacher was able to manage the inappropriate behavior. Ithad shown when some of the students were talking during the lesson. Teacher called thestudents‟ name and asked them what they were talking about. They automatically stopped talkingand focus at the lesson. Also, the teacher gave a compliment and a reward (sticker) to studentswho showed a good behavior during the class. That was the way of the teacher to encouragepositive behavior in the classroom.
P a g e | 13DAY 4 : Techniques in Teaching Language SkillsDate : 19th August 2009Day : Wednesday On the fourth day of my School-Based Experience, I get the chance to observe Puan BakiSetia English lesson. The purpose of the observation was to see her techniques in teachinglanguage skills. As a result of the observation, I noticed that she is a good quality teacher. The way shebrought herself to class was very confident and organized. Her voice projection was very loudand clear and that was made her looked very sure in her presentation. Also, she kept an eyecontact with all her students to make sure they were focused and listened to the lesson. In addition, she asked question frequently and used facial expression and bodymovements while teaching. In the other hand, she looked very assertive and care about thestudents‟ needs. She marked any student who looked confused and not understand what had shetaught and repeated again until the student understood. Not only that, her production stageslooked systematic because she stood in front of the class, at the center where every student couldsaw her. Sometimes, she moved around the class to monitor the students at the back. Also, herpresentation time was organized very well and she could control all her students in a time. The topic of the lesson was „Animal and Us‟ and the students were learning about „Pet‟.Puan Baki Setia integrated all the four language skills which were listening, speaking, readingand writing in her lesson. She started the lesson with reading skill where all of the students readthe comprehension text in their E-book. Then, she used a radio and let the students hear to adialogue and animals sounds. She asked the students about the dialogue and sounds they heardand let the students to guess what the sound was. Later, she got back to the comprehensiondialogue and called three students to read out loud the dialogue. After that, she discussed aboutthe comprehension dialogue with the students and explained to them what all was about. Thelesson continued with writing activity where student had to write a short essay about theirfavourite pet.
P a g e | 14 In addition, grammar and vocabulary also integrated in her lesson. She requested thestudents brought a dictionary every time during English lesson. That was because she wanted herstudents to learn grammar and vocabulary on their own. They were encouraged to search in thedictionary for the word that they do not understand.
P a g e | 16DAY 5 : Types of Remedial and Enrichment ActivitiesDate : 20th August 2009Day : Thursday I have collected the samples of remedial and enrichment worksheets from the teacher Ihave observed. The remedial and enrichments materials are for standard 5 students. I havecompared and contrast both worksheets. COMPARISON i. Both worksheets are based on students‟ ability. Enrichment worksheet is for students who learn quickly and remedial worksheet is for students who are slower than others. ii. Both worksheets are based on mastery-learning where the students have to master every level from bottom to reach the top level.iii. The reasons to complete the worksheets are to identify students‟ ability, level of understanding, their strengths and weaknesses. iv. Teacher could use the worksheets as a testimony of students‟ records of achievements or failure, other than examination papers. v. The worksheets are based on English syllabus and both are created by the teacher.
P a g e | 17 CONTRAST Enrichment Remedial i. Set for the high-flyer i. Set for the weak achieverii. The task is difficult and challenging ii. The task is easy and straightforwardiii. Helps to polish students‟ strengths iii. Helps to enhance students‟ weaknessesiv. Difficulty level of task increase when iv. The exercise repeats until students student mastered a level master the topic/level. v. To encourage students to be more v. To teach strategies for coping with interested in learning. future difficulties.vi. Enhance a student‟s education by vi. To close the gap between the students bringing new concepts to light or using in the class. old concepts in new ways.
P a g e | 19REFLECTION Five days of School-Based Experience in Sekolah Kebangsaan Bukit Sawa, Terengganuhave given me a lot of information, experiences, knowledge, skills, and have changed myimpression towards many things such as students‟ ability, teacher‟s credibility, schools‟environment and school‟s facilities. I felt very happy and thankful because I have given the chance to observe and learntmany things from the observations. I learned many things through the observation and interviewson the first day. As a teacher, I have to know how to create the activities for my students.Teacher should know the abilities of his/her students because not all of them have the sameabilities. Some of the students are weak and some are excellent. Also, teacher should know howto make student involve actively in the teaching and learning process so that the teaching andlearning goals could be achieve. On the second day, I could see the relationship or repo between the teacher and herstudents. She tried her best to make the students engaged actively in the teaching and learningprocess. Teacher‟s role was as a coordinator, instructor, and sometimes as a friend to thestudents. On the other hand, learner‟s role was as a listener, an audience, a performer andsometimes as a „teacher‟ to the others. I have learnt that as a teacher, I should know how to playmy role in the class. I have to create the activities creatively so that both sides (teacher andstudent) could play their role actively in class. The third day of observation of standard 5 Pintar has changed a bit of my impressiontowards school‟s kids. My assumption was standard 5 students could behave themselvesappropriately in class because they were big enough. Actually, it was wrong because it was noteasy to control them! I learnt many things about classroom management from the teacher thatday. When the teacher walked in to the class, automatically the class were soundless andeveryone seem like were ready for the lesson. I have asked the teacher how she copes with thestudents, and she said that as a teacher we should be assertive and be strict to the students in theright way. Not only that, I have noticed that the way of the teacher „keep in touch‟ with thestudents during the lesson were very good. She kept an eye-contact with the entire students in the
P a g e | 20class and always interacts actively with them. Also, she used a reward technique in avoidingpotential behavior problem. My observation continued until the fourth day where I have to look for teacher‟stechniques in teaching language skills. Puan Baki Setia credibility is very good and high-quality.I have learnt many things from her teaching and learning techniques. The way she presented herlesson in the class was very organized and systematic. She looked very confident with herself.Also, her voice projection, body language and facial expression were excellent and interesting.So, as a teacher, I should follow her style of presentation so that my lesson could be interestingand motivating. As a result of my School-Based Experience, I was very surprised when the first time Iknew that each student in standard five could have their own „E-book‟ or an electronic book.They were using the E-book in their lesson without using a text book. The E-book was given byThe Ministry of State Education Terengganu to all the standard five students in Terengganustarted this year. The best part was it is free! How lucky they are. I felt very thankful and excitedduring the five days in Sekolah Kebangsaan Bukit Sawa because I have given the chance to learnmany things from head to toe. I hope I could apply all the experiences, knowledge and skills Ihave learnt throughout the School-Based Experience later, when I have become a real graduatedteacher.