Get Smart Plus 4 Student's Book Year 4

Interview transcript for Observer B Date: 15.02.2022
Observer: B Item

Question

1 Do you think the pupils participate actively during the lesson?
Answer: The pupils participate actively during the lesson as all the pupils stayed
focused and volunteered to participate during the lesson.

2 Do you think eStorybook can enhance pupils’ adjectives?
Answer: eStorybook enhanced pupils’ adjectives as the content of the intervention
was very relevant and aids pupils’ learning of adjectives through the use of stories.

3 Do you think the eStorybook intervention was successful?
Answer: The eStorybook intervention was successful as the pupils were happy
when the teacher trainee used the intervention.

4 In your opinion, what modifications can be made to the eStorybook?
Answer: The number of questions in the worksheet that were assigned after the
implementation of the eStorybook could be more to challenge the pupils.

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Interview transcript for Observer C Date: 15.02.2022
Observer: C

Question Item

1 Do you think the pupils participate actively during the lesson?
Answer: Yes, as the pupils had fun learning stories using the eStorybook which
also help to enhance their adjectives.

2 Do you think eStorybook can enhance pupils’ adjectives?
Answer: Yes.

3 Do you think the eStorybook intervention was successful?

Answer: It was successful as I noticed the pupils were more confident in answering
and volunteering themselves during the lesson.

4 In your opinion, what modifications can be made to the eStorybook?

Answer: Allocate more in using the intervention as the pupils had good fun
learning through it.

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APPENDIX F OBSERVATION CHECKLIST

Classroom Observation Checklist

Date:
Time:
Observer:

Criteria Yes No Comments

The pupils were able to enjoy the learning in class.

The pupils were able to pay attention to the given
instructions.

The pupils were able to participate actively during
the lesson.

The pupils were willing to volunteer to ask
questions on adjectives without fear.

The pupils never stop trying to give answers.

The pupils were motivated.

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APPENDIX G TRANSCRIPTION OF OBSERVATION CHECKLIST
Observation checklist transcript for Observer A

Classroom Observation Checklist

Date: 08.02.2022
Time: 07.50 a.m.
Observer: A

Criteria Yes No Comments

The pupils were able to enjoy the learning in class. / Pupils were
happy.
The pupils were able to pay attention to the given /
instructions. Stay focused.

The pupils were able to participate actively during / -
the lesson.

The pupils were willing to volunteer to ask / -
questions on adjectives without fear.

The pupils never stop trying to give answers. / -
The pupils were motivated. /
Requested to
learn more using
the intervention.

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Observation checklist transcript for Observer B

Classroom Observation Checklist

Date: 08.02.2022
Time: 07.50 a.m.
Observer: B

Criteria Yes No Comments
The pupils had
The pupils were able to enjoy the learning in class. / fun and enjoyed
the lesson.
The pupils were able to pay attention to the given /
instructions. The pupils were
not getting
The pupils were able to participate actively during / distracted.
the lesson.
The pupils stayed
The pupils were willing to volunteer to ask / focused
questions on adjectives without fear.
throughout the
The pupils never stop trying to give answers. / lesson and
showed full
The pupils were motivated. / participation.
The pupils

volunteered to
ask their doubts
about adjectives

confidently.
The pupils
willingly answer
all the questions
that were asked
by the teacher.
The pupils
volunteered to
read the story.

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Observation checklist transcript for Observer C

Classroom Observation Checklist

Date: 08.02.2022
Time: 07.50 a.m.
Observer: C

Criteria Yes No Comments

The pupils were able to enjoy the learning in class. / Had fun

The pupils were able to pay attention to the given / Spin the Wheel
instructions. grasped pupils’
attention to stay
The pupils were able to participate actively during /
the lesson. focused.
-
The pupils were willing to volunteer to ask /
questions on adjectives without fear. Volunteered
themselves
The pupils never stop trying to give answers. / during the lesson

The pupils were motivated. / Pupils were more
confident.

Independent
learning.

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APPENDIX H SAMPLE LESSON PLAN

UNIT PENGAJIAN INGGERIS
JABATAN BAHASA
IPG KAMPUS IPOH

DAILY ENGLISH LANGUAGE LESSON PLAN

T & L Details English
Subject 09th of February 2022 / Wednesday
Date/ Day 7.50 a.m. – 8.50 a.m.
Time Year 4
Class 18
Number of Pupils World of Stories
Theme The Hungry Lion Goes Hungry
Topic Main: Reading

Focus Skills: L/S/R/W/LA Complementary: Reading

Pupils’ Prior Knowledge Animals
Content Standard Main: 3.2 Understand a variety of linear and non-linear

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Learning Standard print and digital texts by using appropriate reading
Learning Objectives strategies

Complementary: 3.3 Read independently for information
and enjoyment

Main: 3.2.2 Understand specific information and details of
simple texts of one or two paragraphs

Complementary: 3.3.1 Read and enjoy A1 fiction/non-
fiction print and digital texts of interest

Main: By the end of the lesson, pupils will be able to read
the story in eStorybook and answer
comprehension questions based on their reading of
the story text with a minimal amount of guidance
and support.

Complementary: By the end of the lesson, pupils will be
able to read and enjoy themselves
learning about adjectives using the
eStorybook.

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Success Criteria Pupils

I can:

i. read the story in eStorybook and answer
comprehension questions based on their reading
of the story text with a minimal amount of
guidance and support.

ii. read and enjoy themselves learning about
adjectives using the eStorybook.

Assessment Formative assessment – Comprehension questions (Worksheet)

Thinking Skills (KBAT) Critical and creative thinking skills (CCTS)
• Problem-Solving

Language

Cross-Curricular Elements (EMK) Values
Information and Communications Technology

Responsibility

Moral values Cooperation
Respect

Teaching Materials Video, eStorybook

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ASPECTS OF TEACHER’S GUIDANCE

Focused Theme during Planning

Supervision

Elements of Guidance CS: Communicative skills, TS: Teamwork skills
Soft Skills (KI)
21st C- Learning: Critical thinking, cooperation,
New Pedagogies (PMI) communication, creativity

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Steps / Time Content T & L Activities Remarks
(Minutes)

Start off Session! Activity: Start Off Educational Emphases
•To arouse pupils’ Session!
interest to learn.
1. Teacher • Thinking skills
Pre- Lesson prepares pupils • Generating ideas
(5 mins)
for Start Off
eStorybook
Session.

2. Teacher displays
Multiple Intelligence

pictures of the

characters from • Visual-Spatial

the story of ‘The • Interpersonal

Hungry Lion

Goes Hungry’

which was
Teaching Aid

incorporated in

eStorybook. • Pictures

3. Through brisk • eStorybook

questioning,

teacher

introduces the

topic and leads

them to the

lesson.

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Activity 1: Story Time!

Story Time! Activity (25 mins) (L.O 2) L.O 2
1. Teacher carries Educational Emphases
Lesson • To introduce
Development out Story Time! • Critical Thinking

the context Thinking Skills
• Critical & Creative
(50 mins) (new input) to activity. Thinking Skills
(CCTS)
pupils 2. Teacher conducts

• To be actively a reading session

involved in using the

gaining new intervention,

knowledge eStorybook.

3. Teacher reads the Multiple Intelligence

story text. • Verbal-linguistic
4. Then, pupils are • Musical
• Visual-Spatial
chosen using the • Interpersonal
Spin the Wheel
eStorybook application which

was incorporated Soft Skills

in the eStorybook • Teamwork skills

to read the story (TS)

text. • Communicative

5. Teacher clicks on skills (CS)

the bold words to
Teaching Aids

explain the

adjectives. • eStorybook

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Activity 2: Practice L.O 1

Time! Educational Emphases

(25 mins) (LO 1) • Thinking skills

6. Teacher prepares • Generating ideas

Practice Time! the pupils for • Critical Thinking
Activity Practice Time
Activity. Thinking Skills
• Critical & Creative
• To 7. Pupils are Thinking Skills
(CCTS)
demonstrate explained with the
pupils’ guidelines of the Multiple Intelligence
understandin activity. • Verbal-linguistic
g of the • Visual-Spatial
• Interpersonal
lesson. 8. Pupils are given a
Soft Skills
worksheet which

contains

comprehension

questions on

adjectives based • Communicative

on the story learnt. skills (CS)

9. Pupils are given • Creativity

time to complete Teaching Aids
the worksheet. • Worksheet
10. Teacher provides

guidance when

necessary.

Worksheet

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11. Then, teacher
discuss the
answers with the
pupils.

Activity: Note to My
Teacher!

1. Pupils are

Note to My Teacher! introduced to Teaching Aid
Activity the Note to My Sticky Note
Teacher!

Activity.

Recap the lesson 2. Teacher

• To recall what provides pupils
has been
Post Lesson learnt with sticky
(5 mins)

notes.

3. Pupils are

required to write

a new word

(adjective) and

its meaning that

they have learnt

today on the

sticky note.

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4. Teacher
concludes the
lesson by giving
cognitive and
social closure.

5. Teacher
concludes the
lesson by giving
cognitive and
social closure

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APPENDIX I WORKSHEET 1 Class: Year 4 Date : ________________
Name : _________________

WORKSHEET 1
STORY: The Hare and The Tortoise

1. Where do Thomas and Horace stay?
a. In a huge jungle
b. In a small jungle
c. In a mini jungle

2. Which of the following describe the hare, Horace?
a. Gigantic, long and good looking
b. Naughty, big and fast
c. Good-looking, fast and quick

3. Horace and Thomas were talking while resting under a _______
tree.
a. tall
b. shady
c. wet

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4. Horace addressed Thomas as a _________ tortoise.
a. old
b. young
c. intelligent

5. Horace lost the competition as he took a ___________ sleep.
a. long
b. good
c. short

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APPENDIX J WORKSHEET 2 Class: Year 4 Date : ________________
Name : _________________

WORKSHEET 2
STORY: The Greedy Lion Goes Hungry

1. What does ‘greedy’ mean?

a. Excessive desire
b. Oversized
c. Brilliant

2. The greedy lion found a ____________ hare sleeping.
a. thin
b. dead
c. chubby

3. The lion was not able to catch the deer because it was very
________.

a. big

b. fast

c. tiny

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4. The lion gave up catching the deer because he was _________.
a. tired
b. hungry
c. sleepy

5. The lion stood with his tongue hanging out and his empty tummy
flapping against his backbone.
Replace the bold word with its synonym.

a. filled
b. heavy
c. unoccupied

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APPENDIX K POST- INTERVENTION TEST PAPER

POST-TEST PAPER

SEKOLAH JENIS KEBANGSAAN (TAMIL) GUNUNG RAPAT
NO. 1, MAIN ROAD, GUNUNG RAPAT, 31350,
IPOH, PERAK

NAME:
CLASS:
DATE:
INSTRUCTIONS

4. This test paper contains 5 multiple-choice questions.
5. Answer the questions based on the story that you have learnt, The

Jungle Book.
6. Answer all the questions. Do not leave anything blank.

DO NOT OPEN THE QUESTION PAPER UNTIL YOU ARE
INSTRUCTED TO DO SO.

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Circle the correct answer.

1. Who does Mowgli live with?
d. Mowgli lives with his wild Mother Wolf and Father Wolf.
e. Mowgli lives with his funny Mother Wolf and Father Wolf.
f. Mowgli lives with his gentle Mother Wolf and Father Wolf.

2. Who is Baloo?
d. The gigantic tiger.
e. the gigantic bear.
f. The small-sized bear.

3. Mowgli is ___________ with his family and friends in the jungle.
d. tired
e. excited
f. happy

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4. How does Mowgli describe the Monkey-people?
d. calming
e. beautiful
f. frightening

5. Why do Baloo and Bagheera look for Kaa, the python to help them
to find Mowgli?
d. Because Kaa is intelligent
e. Because Kaa is helpful
f. Because Kaa is knowledgeable

_______________________ THE END_________________________

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APPENDIX L PICTURES OF eSTORYBOOK
Story for First Action of Intervention

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Story for Second Action of Intervention
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Story for Third Action of Intervention (Post-Intervention Test)
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APPENDIX M CONSENT FORM

School Headmistress Consent Form

Using eStorybook To Teach Adjectives In A Primary ESL Classroom

I give consent for you to approach 5 pupils from Year 5 Jujur to participate in the proposed
research.

I have read the research proposal which explains the core purpose and objectives of the
project and understand that:

• The role of the school is voluntary and highly appreciated.
• The research is conducted within the premise of the school.
• The terms and conditions of the research are explained in detail to the participants of

the research.
• The information gathered from the participants will not be manipulated for the sake of

the research.
• The names of the participants will not be revealed in the written report of the

research.
• Participants have full rights to withdraw from the research at any time.
• Further information about the progress of the participants and research can be

obtained from Thivyah A/P Thiruchelvan at [email protected].

__________________________ ______________________
(MARIAMALA/P SURINARAYANAN) Date
Headmistress,
SJKT Gunung Rapat

(Adapted from Nelson Mandela Metropolitan University,2009)

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