Facilitating student’s speaking performance through Audio Lingual Method in the 21st Century Putri Nur Alisa Binti Mohd Sazman Sany University Selangor (UNISEL), Bestari Jaya Campus [email protected] Muhammad Nur Ariff Bin Sazuri University Selangor (UNISEL), Bestari Jaya Campus [email protected] Abstract The study intended to investigate the significant effect in applying Audio Lingual Method (ALM) in the 21st century settings to facilitate and develop speaking performance among the struggling ESL pupils. Experimental qualitative research was chosen to observe the pupils’ speaking performance based on two processes which are pre-treatment and post-treatment because of its capability to provide rich and detailed data in a real-life situation. This study involves 4 respondents who are from Year 6 primary school pupils of different backgrounds such as social settings, background knowledge, interests and lifestyle. The whole class sessions took 4 weeks before the data was extracted and analysed. The findings of this study depicted that these pupils showed different adjustments, changes and development of speaking performance in English throughout the lessons. Pupils’ positive results towards English language learning and speaking performance is significant when they are taught in ALM. The findings have also shown that they are able to communicate well and provide reasons when communicating with their peers using basic English knowledge on a daily basis. Keywords: Audio Lingual Method, Drilling, Speaking, Fluency, Accuracy, Relevancy
1.0 Introduction English language teaching (ELT) is becoming increasingly vital in order to promote regular international communication, commercial integration, and economic progress. Furthermore, ELT has piqued the interest of many researchers and educators who are looking for more effective English teaching methods and approaches. It was also emphasised that each language's diverse techniques and methods for teaching have their own philosophy. The primary goal of teaching English is to improve pupils' understanding abilities in the language, particularly in its practical application. In order to help pupils use the target language in conversation, the Audio Lingual teaching methodology (ALM) emphasises word repetition. To break up tough words into smaller bits, repetition and drills are utilised. Drilling is a crucial part of audio-lingual language education approaches, which place a strong emphasis on verbally repeating structural patterns (Brown, 1998: 137). 1 The Audio-lingual method, however, is very different in that it emphasises the use of grammatical sentence patterns compared to the vocabulary learning through unveiling to its use in context (Larsen-Freeman, 2000)2 . As a result, the term “audio lingual approach” refers to techniques that emphasise memorization and repetition to avoid mispronunciation while learning a new language. Audio-lingual exercises provide a variety of dialogues for students to listen, repeat, and memorise in addition to short pattern drills. Hughes (2001: 73) claims that speaking in an engaging manner and in accordance with pragmatic goals through interactive conversation with a language speaker." In addition to saying vocalised pauses, losing ideas, and occasionally seeming visibly fearful of making 2 Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford University. Retrieved from: shorturl.at/cmvwV 1 Brown, H.D. (1998). Principles of Language Learning and Teaching. New Jersey: Prentice Hall.
mistakes, most students nowadays find it difficult to participate in speaking activities. There are also fewer pupils who speak English, and they frequently use improper grammar. Other issues that frequently arise in speaking classes are frequently dominated by other student activities. There are several activities available to engage and inspire pupils to learn English. The children can learn to talk using the Audio-Lingual approach to get over these issues. The English teacher should be aware of creative approaches and well chosen instructional techniques, especially when it comes to developing speaking abilities. Looking towards that, is the Audio Lingual Method still an effective methodology to improve speaking performance? Why does this research need to be conducted? Pupils nowadays are exposed to the CLT method compared to the Audio Lingual Method. Because the instructor assumes the role of a native speaker, teaching is a teacher-dominated profession. The teacher must be repeated by the students. The idea behind this method is to drill the students' pronunciation so that they can practise it on themselves. English teachers need to know creative approaches and well-chosen teaching techniques. Especially when it comes to developing speaking abilities. Additionally, this study is to investigate whether the Audio Lingual Method (ALM) is still relevant to be used or implemented these days and to examine the effectiveness before and after applying the Audio Lingual Method towards students' speaking performance. The following hypothesis serve to guide the present study: 1. How effective does the Audio Lingual Method affect students speaking in a classroom setting? This hypothesis led to analysis of the relevancy of Audio Lingual Method to be used in teaching and learning English. Even though the CLT is the most successful than the Audio Lingual Method, exercises allow students to work together in pairs or groups, but still there are so many weaknesses to be used among weakest students. For
instance, Medgyes (1986)3 contends that CLT lays unjustified expectations on instructors, asking them to perform at a degree above their capacity while simultaneously attempting to educate "communicatively." 2. What are the improvements before and after applying Audio Lingual Method? This hypothesis later will directly move towards conducting a class to see the improvements before and after applying the Audio Lingual method. Memorization and imitation are the main methods used in the Lingual Audio Method. Further descriptions of some frequent or common procedures closely related to the Audiolingual Method are provided by Larsen-Freeman (2000, p.47–50)4 : Memory exercises for dialogue include Reverse Construct (Extension Drills), repetition drills, chains, replacement drills which are the single slot, multiple slots, transformation drills, question-and-answer drills, usage of minimal pair analysis, conversational solution games, and others. 2.0 Literature Review The capacity to communicate is the most crucial. Speaking is a component of oral ability, which connects other talents such as vocabulary, grammar, pronunciation, and listening comprehension. Richards, J. C. (2005)5 defines oral proficiency as possessing good grammar and pronunciation as well as the capacity to respond swiftly and effectively in speaking settings. Furthermore, the researcher also states that "speaking skill itself depends on the capacity to identify and create key phonological elements of the target language and sufficient vocabulary knowledge to be used with its pattern accurately." This suggests that speaking is a person's method of verbally communicating with others, as well as their ability to respond quickly to speech and conversation situations. Moreover, according to Helgesen, 5 Richards, J. C. (2005). Communicative language teaching today. Singapore: SEAMEO Regional Language Centre. Retrieved from: shorturl.at/rJQ78 4 Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Second Edition. Oxford: Oxford University Press. 3 Medgyes, P. (1986). Queries from a communicative teacher. ELT journal, 40(2), 107-112. Retrieved from: https://doi.org/10.1093/elt/40.2.107
M. (2003)6 , "The use of language is often categorised into receptive and productive categories. Useful abilities are speaking and writing. Reading and listening are both receiving skills. Speaking is productive skills, which is the ability to create or generate. Anything, such as the ability to convey an idea or point of view. Speech education is a crucial part of language learning. Instructors should plan their speech lessons to encourage pupils to utilise the language. Teaching speaking is a difficult endeavour because of the emphasis on good communication. A teacher must be conversant with some notions of spoken instruction. so that the instructor may evaluate his or her performance in steering the discourse. The following are a number of the key components of teaching speaking, as stated in David Nunan's book: a) Recognize the contrasts between the environment for learning a second language and another one. The target language or the language learnt is no longer employed for social interaction in a foreign language context, but rather evolves into one in a second language setting. b) Allow youngsters to practise their accuracy and fluency. c) Reduce teacher chatter and provide students opportunity to communicate by using group or pair activities. d) Provide speaking activities that require you to negotiate meaning. e) Create classroom activities that teach and train students in transactional dialogue and engagement. Based on the ideas indicated above, the instruction of speaking is founded on those five notions. The first guideline concerns instructors' understanding of how language is taught and 6 Helgesen, M. 2003. “Listening.” In D. Nunan, Practical English Language Teaching. New York: McGraw-Hill
learned.Students' productive talents include speaking. Because it helps pupils to communicate their thoughts and feelings, speaking is vital and should be taught in schools. Students should routinely practise speaking out loud in order to communicate effectively. It is simpler for youngsters to absorb what they are learning when they speak effectively. According to Okonkwo, A. F. (2013)7 , the goal of speaking training is to guarantee that pupils can: a) Identify English sound patterns and appropriately produce English sounds b) Use sentence patterns and lists relevant to the circumstance and issue at hand to express their views in English. c) To communicate logically and meaningfully, they need to use correct emphasis, intonation, and rhythm in English. d) Use English to express your views and opinions. When talking about the Audio Lingual Method, of course we are focusing on the social and mental processing. Speaking success depends not only on language proficiency but also on the ability to digest information quickly. There are three things in it: a) The speakers must be able to compose and arrange the language in a consistent way as it is not only remembering but actually understanding the context. b) Speaking also involves one or more participants which require a lot of attention, awareness and understanding the language. c) Currently, in delivering information, a quick response communicator where it can deliver emotions and comments. 7 Okonkwo, A. F. (2013). FACILITATING AND LISTENING AND SPEAKING SKILLS FOR SCIENCE ACQUISITION USING EDUCATIONAL TECHNOLOGY MATERIALS IN PRIMARY SCHOOLS. Journal of Qualitative Education, 9(1), 2-4. Retrieved from: shorturl.at/afnPW
From the preceding description, speaking is a complicated skill composed of two major components that interact with one another to produce fluency and accuracy of speech. Speech is divided into three parts: information processing, interpersonal communication, and mental and social processing. This is caused by talking and has an effect on how you communicate with people when you wish to present an idea. 2.2 Research from Related Studies of Audio Lingual Method in Teaching Speaking There has been a wide range of studies done relating to speaking performance by using Audio Lingual Method over the past years. There are still many pupils who encounter English Speaking Teachers, despite the fact that some researchers claim that all English professors ensure that pupils have the potential to study and acquire English as a foreign language. Many studies have shown that attitudes towards speaking are closely correlated to teaching materials, speaking skills and comprehension that impact students’ academic success. First, a thesis proposal was initiated with a title by Putrinda Dwi Amelia from the first stratum of the Nurjati State Institute in Cirebon "The adoption of the audio-lingual teaching approach Addressing to MTs. Al Mayung Cirebon's eighth-grade classmates”. She used a qualitative approach, Ikhlas. Her study shows that teaching speaking to students in high school using the AudioLingual Method has a favourable effect on the students' speaking ability. 41,10 percent of the total of the students surveyed replied "yes,'' 22,77 percent of the total said "no," and 19,45 percent of the total stated they were "questionable." This study found out the difficulties that teachers and students encounter when using the Audio-Lingual method, there are numerous issues with teaching speaking. These issues are
related to the vocabulary deficit that some students experience, the fact that they are more accustomed to speaking Javanese than English, the teacher's inability to always maintain control of the class, and the students' inability to continue learning. The training of the audio-linguistic method is crucial for improving speaking abilities. According to the findings, the researcher recommends that one of the most successful ways to boost students' excitement for learning English is through the use of the Audio-Lingual Method. Thus, another study shows that using the audio lingual approach enhances speaking. As part of the same study, the researcher also looked at "The Effectiveness with Using Audio Lingual Teaching Method Speaking at the Eighth Grade Students of MTsN Padang Tarab." In a quantitative study, the researcher used a descriptive technique and used the students' speaking evaluations as an instrument. The objective of this research is to check and evaluate the efficiency of audiolingual approach towards speaking instruction. It is suggested in the researcher's conclusion that teaching speaking with audio-lingual means was successful. Speaking skills may be taught via the Audio Lingual Method, which the instructor employs in conducting the English language in teaching and learning process. As a way to. 3.0 Methods This study makes use of the experimental qualitative design. It is to provide a concrete result towards the relevancy of audio lingual method. This study aims to investigate whether the Audio Lingual Method (ALM) is still relevant or not to be implemented these days and to examine the effectiveness before - after applying the Audio Lingual Method towards pupils' speaking performance. Experimental qualitative research was selected to observe the pupils' performance based on two processes; pre-treatment and post-treatment. This method is able to enrich the data collected in more detail based on the real-world situation.
3.1 Respondents The subjects in this study came from 4 different pupils of year 6 from different primary schools (background areas). The classes were conducted through online sessions. Based on pupils' capacity, the conducted classes only able to have two students per class and two classes per week throughout the 4 weeks of online sessions. As table 1 shown below : Gender = (M- Male), (F- Female) Schools School A School B School C School D Areas Rural Rural Urban Urban Gender/Students M1 M2 F3 F4 Table 1 3.2 Research Instruments The research tool used to get the qualitative information on pupils' growth of experimental study utilising the audio lingual approach was a focus group observation. Throughout the class sessions, the platform used was Google Meet. Tools like slides presentation and video player also used to smoothen the sessions. A qualitative methodology enables a group of people with comparable traits to examine the researcher's topics. Thus, according to Morgan (1997)8 , the primary cause of this was because the test's initial supporters and other researchers who preferred other approaches in general mostly disregarded it. Focus groups, on the other hand, have lately grown in popularity among social science qualitative researchers. Thus, the researchers make full use of this method. 8 Morgan, D. L. (1996). Focus groups as qualitative research (Vol. 16). Sage publications. Retrieved from: shorturl.at/kntxC
3.3 Data Collection The researchers referred to the topics in the textbook of year 6 primary school in order to teach the lessons. The sessions were split into two types of approaches; Pre-class and Post-class. Under the pre-classes, the researcher makes use of audio lingual methods based on suitable topics from the primary school’s year 6 textbook in her lessons. The classes integrate drilling activities, drilling exercises as a way to engage the pupils in speaking and to arouse their verbal skills. It is the same as teaching aural and oral skills. Meanwhile, under the post-classes, the researcher observes the pupil’s progress based on their previous stage (pre-classes), and makes a clear comparison between the two types of sessions through activities, assessment and tests mainly focussing on communication, interaction and speaking skills of the pupils. 3.4 Data Analysis After data collection, the pupils' responses were analysed into 3 stages based on the lessons conducted which; 1) pre lesson, 2) lesson delivery 3) post lesson. As the design shown below is the two sessions of Pre and Post classes : Pre-Class Pre-Class Post-Class Post-Class ₁ ₂ ₁ ₂ Note: ₁ = First class using Audio Lingual Method ₂ = Second class using Audio Lingual Method ₁ = First class without using Audio Lingual Method ₂ = Second class without using Audio Lingual Method
Pre-class: For these sessions, firstly the researcher analyses the pupils' characters. By that, the researcher observes the pupils in the first and second lesson. Lastly, the researcher uses an audio lingual method and starts to conduct the class with drilling activities, drilling exercises to engage in speaking and to arouse speaking skills like teaching aural and oral. Post-class: Meanwhile from these sessions of post-class, the researcher observes the progress of the pupils. The researcher compares the progress observed from the previous pre-class afterward. Lastly, the researcher tests the student’s progress through activities and speaking tests (assessments). 4.0 Findings Based on the findings of this study, Audio Lingual Method did affect pupils' speaking abilities, despite the fact that their environments (rural and urban areas) differed, since they were able to recognise their pronunciation errors that focused on fluency. Starting with Student A (M1), who attends a remote school. Due to the addition of English to his mother language at the beginning of the class, (M1) was unable to speak it fluently. He is truly capable of reading and comprehending simple words in English. It aids him in reading and speaking the word correctly by employing the Audio Lingual Method. He was also introduced to fresh vocabulary that fit the curriculum. Even though he struggled to study because of his mother tongue mixing issues, he was nevertheless able to complete the lesson's goals. Likewise for Student B (M2), who resides in a rural location. (M2) is able to effectively convey and comprehend instructions. Unfortunately, (M2) refused to pay attention in class since he was too nervous to take part. Because of this, the researcher uses the Audio Lingual Method to incorporate a game into the class that makes the students more eager to participate. Personally, it is believed that the speaking environment (M2) has to be modified. In contrast, he is a very shy person (M2). The next is Student C (F3), an outgoing person who
can speak English effectively but occasionally pronounces it inaccurately. She can recognise the offered photographs using the Audio Lingual Method but she needs help. She was able to speak 8 lines properly and without any mistakes thanks to audio. The researchers deduced from the data that Student D (F4) had pronunciation issues with several terms. She is hesitant to talk even if she has the thoughts since her speaking accuracy is so poor. For these children, using an Audio Lingual Method is quite beneficial. To outline the findings based on the further session (Post-class), the researcher aims to test the respondents (students) through speaking activities and makes a comparison between the previous session (Pre-class). All the respondents emerge as responsive and active students throughout the session (Post-class) mainly in speaking activities such as demonstrating the dialogue and describing activities. Compared to the previous session (Pre-class); the respondents encountered the behaviour of shy (M2 & F4), lacking fluency, too confident in speaking (M1 & F3) and afraid to make mistakes towards the lessons (M1, F4). However, some struggle towards pronouncing particular words due to the fast pace of speaking, struggle to stress the /r/ sound and the way of speaking is influenced by the regional dialect from Kelantan (background status). In spite of that, they are able to speak and are able to use reasoning towards statements in speaking activities independently. Based on the findings from the Post-class session, the respondents showed positive changes in the ways of communicating through speaking activities and reasoning their own ideas. In a nutshell, the audio lingual method that has been used previously at the Pre-class by the researcher is still effective to be implemented in the classroom nowadays because the respondents showed the positive changes of improvements throughout the conducted classes during the Post-class session.
5.0 Discussion In this research, the study proves that even in the 21st century education or modern education, students who are left behind which lack vocabulary are able to influence their speaking ability. They need time to grasp the idea on how to translate the words or language from their own mother tongue into the second language which is English language. Thus, refers to the linguistic principles of structural approach, the language is a speech and not a writing. Thus, the learner must be taught the language and not about the language. It is totally two different things. Furthermore, it can be added that the language in Audio Lingual Method was also influenced by descriptive linguistics. According to (Larsen-Freeman, 2011)9All languages are unique in their own terms. They also have a system in several different levels consisting of phonology, morphology and syntax. Even the culture also involves everyday's or daily routine which influence behaviour and lifestyle. Having Audio Lingual Method as part of teaching and learning session gave a big impact where the students were drilled with more vocabs and sentence patterns. The vocabulary aids the children toward being aware and triggers their goal toward the language, their thoughts or ideas and behaviours. Thus, the Audio Lingual Method encourages students to learn directly from native language speakers without the need for an instructor throughout the execution of the learning process through additional practices, speaking assessments, drilling and vocabulary memorization. According to Richards and Rogers (1986:47)10 , the order of speaking, listening, reading and writing are used to teach language skills. Looking back at the results, the study also focuses on the pronunciation where the researchers are able to focus on how the students speak. It is due to the fact that it pertains to a linguistic process, which describes grammar-related functions built up of elements and rules that decide 10 Richard, J. C. (1986). Theodore. S Rodgers. Approach and Method in Language Teaching. Foreign Language Teaching and Research Press. Retrieved from: shorturl.at/adENR 9 Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford University. Retrieved from: shorturl.at/cmvwV
how to alter the sound of a word and reveal its structures. The ability to pronounce the correct way is able to make the learners understand why in some sentences, the stress tones are needed. When it comes to the slow learners, the Audio Lingual Method is a very effective way to let them explore more on how to pronounce certain words properly and stick with what they have learnt or previous knowledge. When it comes to pronunciation, it refers to how to pronounce the sounds correctly, how to use certain words (function) and to express the word in an appropriate way as a purpose to be able to convey a speech and start a conversation with others. Besides having problems in pronunciation, students also have problems in functional grammar where sometimes the students are actually eager to speak with their peers but they are lacking in functional grammar. This is a significant finding where it is very unique, where urban and rural areas were expected to use Communicative Language Teaching (CLT). But then again, the findings show that there is a need to use the Audio Lingual Method and its relevance is still used in terms of drilling the students to sharpen their grammar when it comes to speaking. When the speaker encounters problems with functional grammar, it results in the peers being likely misunderstood toward the conversation and at the same time confused about what the partner said. As a result, their conversations are meaningless because one cannot understand the messages that are being delivered. Thus, both lessons for pre-class and post-class were drilled with organising, constructing words into a structure based and words were drilled from easier to more difficult. The students also are learnt based on their understanding of feelings and even new phonemes are introduced to them aligned with their cognitive level to help them grasp the language quickly.
In addition, when talking about accuracy, there also must be fluency in learning a language. Fluency can be defined as the capability to speak very fluently and accurately. The signs of fluency are reflecting on how the speaker speaks and only have a few pauses. This shows that the speaker does not spend time searching for the words before they speak. Throughout this research, the common part is fluency where it is caused by self-confidence, motivation, social background, vocabulary, interest, grammar and many more. To make it clearer, when students start to compare their conversations, the students look for comprehension and the absence of misunderstandings. Based on this study, if the students are missing one or more of the components, it will affect their ability to talk. For instance, if the students lack vocabulary, they will require more time to consider their options before speaking. Other than that, if a student is not able to master the grammar functions, their partner would not either, which lowers their grammar and comprehension grade. However, the Audio Lingual Method lessens the impact of not having all the conversational elements and it can enhance their performance especially towards speaking and communication. 6.0 Conclusion The researcher draws a concrete conclusion that Audio Lingual Method had a considerable impact on the pupils’ speaking abilities based on the study’s findings especially in mixed areas. When compared to the teachers who did not implement the use of Audio Lingual Method, the results of the students speaking abilities utilising this method are superior. The outcome of the data analysis are from the pre-class and the post-class. There are few suggestions that will be used in upcoming research which starts with the teachers. English teachers are suggested to develop the way of teaching by the use of Audio Lingual Method in classes so that the pupils are able to improve their speaking ability as well
because this method is still relevant nowadays. Besides, if any researchers are interested in doing research regarding speaking performance especially towards the pupils, the Audio Lingual Method (ALM) is one of the best choices especially for the slow learner to improve their performance towards speaking skill quickly and it is more towards teacher as a role model (example) for the students which is helpful towards slow learners because they need a concrete guidance and clear example in order to grasp the idea of using the English Language. 7,0 Recommendations For this study, it would be better to be done in a case study. The use of experimental qualitative design was not suitable since the respondents were too small in amount of number (4). Therefore, conducting a case study would enhance the quality of this study and smoothen the process of collecting and extracting the data afterwards. Furthermore, this study also likely to be bias in some ways. For example, the respondents for this study involved were 4, meaning each pairs would have a class for a week only and not involving too much contribution in term number of participation. Thus, the bias or prejudice could growth among the peers and the teacher as well. Therefore, conducting an experimental qualitative design for a small number of respondents is not suitable for this study. In addition, for the implication and conclusion mentioned that in order to operate the functional grammar, ALM is still relevant to sharpen the vocabulary. Vocabulary is not under the grammar, thus it is more appropriate to focus just on the grammar itself. Vocabulary, accuracy and fluency can be seated aligned because grammar and vocabulary are not under the same area.
References Brown, H.D. (1998). Principles of Language Learning and Teaching. New Jersey: Prentice Hall. Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford University. Retrieved from: shorturl.at/cmvwV Medgyes, P. (1986). Queries from a communicative teacher. ELT journal, 40(2), 107-112. Retrieved from: https://doi.org/10.1093/elt/40.2.107 Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Second Edition. Oxford: Oxford University Press. Richards, J. C. (2005). Communicative language teaching today. Singapore: SEAMEO Regional Language Centre. Retrieved from: shorturl.at/rJQ78 Helgesen, M. 2003. “Listening.” In D. Nunan, Practical English Language Teaching. New York: McGraw-Hill Okonkwo, A. F. (2013). FACILITATING AND LISTENING AND SPEAKING SKILLS FOR SCIENCE ACQUISITION USING EDUCATIONAL TECHNOLOGY MATERIALS IN PRIMARY SCHOOLS. Journal of Qualitative Education, 9(1), 2-4. Retrieved from: shorturl.at/afnPW Denscombe, M. (2017). EBOOK: The good research guide: For small-scale social research projects. McGraw-Hill Education (UK). Retrieved by: shorturl.at/bGHX1 Morgan, D. L. (1996). Focus groups as qualitative research (Vol. 16). Sage publications. Retrieved from: shorturl.at/kntxC Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford University. Retrieved from: shorturl.at/cmvwV Richard, J. C. (1986). Theodore. S Rodgers. Approach and Method in Language Teaching. Foreign Language Teaching and Research Press. Retrieved from: shorturl.at/adENR
APPENDICES Findings (Table form) Stages/ Students ₁ ₂ ₃ ₄ Before Lesson - Not able to speak fully English - Added with his mother tongue - Very responsive - understand basic word -Unable to interpret English words. - He has ideas to share but is reluctant to speak. - Understand the instructions - Able to communicate well but refuse to be a responsive learner. - Able to answer the simple text of answers. - Need simple instructions. - Extrovert student -Able to speak English well. -The accuracy in pronunciation is low. -Has ideas to share basic knowledge -Partially extrovert - Not very communicative in terms of speaking in English Language - The accuracy in pronunciation is low. - Able to answer the simple text of answers. Pre-Lesson - Can construct a sentence verbally with the help of the illustrations given on the jamboard, independently. - Able to provide examples but with guidance. - Managed to utter 4 sentences by - Able to construct 2 sentences verbally with the help of the illustrations given on the jamboard, individually - managed to explain and describe certain words. - Manage to construct 3 sentences verbally with the help of the illustrations given on the jamboard, individually - Able to identify pictures given. - Able to construct a sentence verbally with the help of the illustrations given on the jamboard individually - Able to repeat the audio in full sentences with correct pronunciation.
using sentence patterns. Lesson Delivery - Able to fill in the blanks at least 3 words by using audio stories - Pronounced clearly by having drillings. (describe and categorise the words) - Able to fill in the blanks at least 4 words by using audio stories -Uttered the words according to the audio Managed to explain the words in his own terms. - Able to fill in the blanks at least 5 words by using audio stories -She was given a short passage. -She heard the audio twice -She can read it without mistakes. - Able to fill in the blanks at least 4 words by using audio stories -She was given a short passage. -She heard the audio twice She can read but is not very fluent. Post-Lesson - Able to explain at least 2 sentences based on what they listened to, individually. -Managed to rearrange the words by listening to the audio. - Able to explain at least 3 sentences based on what they listened to, individually. -He loves games. -When it comes ot game, he can be very responsive - Able to explain at least 3 sentences based on what they listened to, individually. -Very responsive when it comes to show and tell. -A bit mixed with her mother tongue - Able to explain at least 3 sentences based on what they listened to, individually. -Very responsive when it comes to show and tell. -A bit mixed with her mother tongue Table 1 shown, 1st pre-class data. Stages/ Students ₁ ₂ ₃ ₄ Before Lesson -Able to come out of a few things - Like to share ideas and pick - Can share ideas and pick random - Eager to share ideas and pick
around him by utter common things. -For example, paddy field, fishing rod and cycling random things. -For example, roblox game, lego and puzzle. things. -For example, Barbie doll, watercolour and cooking kits. random things. -For example, Barbie doll, watercolour and cooking kits. Pre-Lesson -Asked a few words that he does not understand. -Pronounced the word correctly after the audio was played twice. -Able to identify some demonstrative pronouns from the story. -Able to explain what he understood from the story by using simple sentences. -Asked a few words that he does not understand. -Pronounced the word correctly after the audio was played twice. -Able to identify all demonstrative pronouns from the story - A bit confused with the storyline but understand the instructions very well. -Able to reread the story by helping with the audio. -Asked a few words that she does not understand. -Pronounced the word correctly after the audio was played twice. -Able to identify all demonstrative pronouns from the story -Able to explain what she understood from the story by using complex sentences. -Able to reread the story without mistakes. -Asked a few words that she does not understand. -Pronounced the word correctly after the audio was played twice. -Able to identify all demonstrative pronouns from the story - A bit confused with the storyline but understand the instructions very well. -Able to reread the story but in need of guidance. Lesson Delivery - Show positive communication with peers in the English Language - Can communicate with peers in English Language to form groups. - Manage to communicate with peers in English Language before - Good communication with peers in English Language
to form groups. - Able to suggest a few genres to be done. (need help in translate some words) -Able to create 3 sentences by include few demonstrative pronouns - Able to suggest a few genres to be done. form groups - Able to suggest a few genres to be done. before form groups - Able to suggest a few genres to be done. (need help in translate some words) Post-Lesson - Can produce a short story in group -But it is a bit hard to expand the sentences. -Showed positively in interactions with peers. -Able to read his own story but in need of guidance for some words. -Able to read other groups' stories. -Always shows that he can catch up with other students. -A bit slow when it - Can produce a short story in group -Able to expand the sentences. -Showed positively in interactions with peers. -Able to read his own story. -Able to read other groups' stories. -A bit passive but he has ideas to share. - Manage to provide a short story in group -Able to expand the sentences. -Showed positively in interactions with peers. -Able to read his own story. -Able to read other groups' stories. -An active learner -She has ideas to share. - Able to produce short story in group - Can expand the sentences. -Showed positively in interactions with peers. -Able to read his own story. -Able to read other groups' stories. - Need some guidance. -A bit passive learner -She has ideas to share.
comes to generating ideas. Table 2 shown, 2nd pre-class data. Stages/ Students ₁ ₂ ₃ ₄ Before Lesson - Lack of fluency towards English Language. - Open towards both languages (Bahasa and English). - Able to describe 5 pictures independently. - Able to introduce and describe himself independently. -Show positive communication among peers. - Not a responsive student before the lesson. - Hard to pronounce certain new vocab/words provided. - Able to communicate using simple conversation among peers and teacher. - Able to describe 3 pictures, things and himself independently. - Open towards both languages instructions very well (Bahasa and English Language) - Have the basic - A very responsive student but only uses short and direct feedback to communicate with others.. - Actively providing feedback towards questions. - Able to describe herself using simple statements and opinions. - Manage to describe 5 out of 6 pictures independently before the lesson starts. - Struggle in pronouncing some new vocab/words - Responsive student towards questions. - Able to describe 5 out of 6 pictures very well independently. - Struggling to construct sentences but able to speak in English slowly. - Open up towards both Bahasa and English. - Able to pronounce the new vocab/words provided independently. - Understand simple short instructions.
knowledge towards English Language provided (7). - Understand the instructions. Pre-Lesson - Able to understand basic instructions and questions in English quickly. - Able to understand the usage of new vocab/words with guidance. - Quite struggle to pronounce a few new vocab/words. - Struggle to stress the /r/ sound properly - Able to make full use of sentence pattern examples to grasp the idea of the topic taught. - Able to describe things and construct sentences using the new - Understand the instructions and commands given with guidance. - Able to understand and pronounce the new vocab/words with guidance. - Able to provide meaning and usage of new vocab/words independently. - Able to make full use of sentence pattern examples to grasp the idea of the topic taught independently. - Able to communicate and answer spontaneous questions among - A good learner towards the pre-lesson. - Able to listen and understand the lesson by providing feedback. - Able to pronounce correctly the new vocab/words provided. - Understand the meaning and the usage in the sentence pattern provided through feedback with little guidance. - Slowly able to expand the way of communicating with peers and teacher. - Need more clear guidance and instructions from the teacher for better understanding. - Struggle to understand the lesson but with a lot of guidance and examples, she is able to provide feedback among peers.
vocab/words independently. - Show interest towards discussion among peers and teacher. (responsive) peers and teacher. Lesson Delivery - Understand the instructions given quickly. - Able to finish the exercises (worksheets) with guidance. - Manage to create 4 out of 5 short sentences using the example given, independently. - Responsive towards questions and discussions. - Understand the instructions and commands given by the teacher. - Able to finish the exercises with guidance and examples shown. - Able to communicate and interact with peers using English Language for study purpose. - Can create short sentences with guidance and examples first. - Need short and clear instructions in order to understand the lesson. - Able to finish the exercises individually and among peers. - Able to communicate among peers using simple English Language. - Communicate and interact very well among the teacher and peers. - Active providing feedback and opinions. - Able to finish the exercises with guidance and in pair. - Able to brainstorm ideas and share opinions. Post-Lesson - Manage to use previous knowledge and the new vocab/words. - Able to grasp the idea of the dialogue, instructions and - Able to read and understand the dialogue provided individually. - Fast reader - Often mislead the correct pronunciation of
- Able to demonstrate the dialogue in pairs with guidance. - Able to roleplay the dialogue in pairs -Show positive communication among peers. - Able to fill 5 out of 6 in the blanks verbally. - Able to provide more examples when answering spontaneous questions from the teacher. commands. - Slow reader but able to understand the dialogue with guidance and example (demonstration). - Able to pronounce the new vocab/words from the dialogue independently. - Able to demonstrate and role play the dialogue among peers. - Able to guess 4 out of 6 blanks independently. - Quiet struggle to pronounce certain words and slow reader. - Need help/guidance towards stressing the sound of some words. - Able to demonstrate and roleplay the dialogue with peers. -Show positive communication among peers. - Able to guess 4 0ut of 6 blanks provided from the dialogue. some words. - Able to role-play and demonstrate the dialogue with peers. -Show positive communication among peers. - Able to guess 6 out of 6 correct answers from the dialogue given. - Provide her own reasoning and opinions among peers. Table 3 shown, 1st post-class data.
Stages/ Students ₁ ₂ ₃ ₄ Before Lesson - Able to describe all pictures using simple and direct words independently. - Able to understand the instructions and task given before the lesson starts. (Find any 1 book) - Lack of response (sickness) - Responsive and active towards communicating before the lesson starts among the others. - Able to describe all pictures independently. - Able to understand the instructions and task given before the lesson starts. (Find any 1 book) - Energetic and responsive. - Have the basic knowledge of the pictures and be able to describe them all well. - Use complex answers to provide her own statements towards questions and conversations. - Have the basic knowledge of the pictures and be able to describe them independently. - Need more guidance, support and interaction from teacher and peers. - Use simple and straightforward words to communicate. Pre-Lesson - Able to grasp the idea from the video. - Manage to answer 5 out of 6 questions based on a video provided with guidance and sample answer. - Depend on clear instructions and active teacher to - Manage to watch and understand the video provided and answer 4 out of 6 questions with guidance. - Able to share among peers his own reasons toward the answers. - Use a versatile - Show interest towards the video. - Able to understand the video and answer 6 out of 6 questions with guidance using short and simple words. - Actively provide feedback among peers and teacher. - Quite struggle to understand the whole storyline of a video but able watch the video provided and answer 4 out of 6 questions with guidance. - Provide feedback by communicating with others.
get a better understanding towards lesson. - Use slightly complex answers to provide feedback on some questions. way of answering (not direct and short simple answers). Lesson Delivery - Manage to understand the instructions and provide positive feedback. - Use simple and short sentences when describing/reviewin g his book “5 Short Plays” with guidance. - Able to insert own opinions and reasoning into his statements. - Make use of the sample questions to share and tell about his book with guidance. - Can get the instructions and commands clearly. - Able to tell and share about his chosen book “Kampung boy” to others independently and clearly. - Need clear examples and guidance because he finds it is difficult but able to share opinions towards the book. - Able to describe the book clearly using the sample questions. - Provide positive - Manage to listen and understand the instructions given quickly. - Tell and share about her book “Burung Puchong” independently. - Quite a struggle to describe the story of the book but have a lot of basic knowledge toward it. - With guidance, she is able to reconstruct the words and is able to describe the book generally. - Can get the idea of the instructions given quickly. - Able to share generally about her chosen book “Yakin boleh” with proper guidance. - Use simple and short words to describe the book. - Struggle to pick and use some particular words. - Show positive feedback.
engagement and feedbacks towards storytelling (reviewing book). - Use own reasoning and ideas to answer the questions. Post-Lesson - Struggle to answer a particular question on the bubble map provided but able to answer 3 out of 4 questions independently. - Able to understand the instructions and commands given. - Able to share the answer slightly in a wider range of structuring the sentences and opinions. - Responsive towards questions asked among the others. - Understand the instructions given quickly. - Able to answer 4 questions clearly on a bubble map provided independently. -Show positive communication among peers. - Able to answer spontaneous (simple questions) and complex questions from the teacher regarding - Able to follow the instructions clearly and independently. - Make full use of the questions posted on bubble map as guidance to share and tell about his most favourite story. -Able to use more complex sentences when answering spontaneous questions among the others. - Able to understand the instructions given. - Able to make full use of the questions on bubble map to construct sentences independently. - Able to use previous knowledge to expand her speaking and reasoning skills.
himself independently. - Able to provide examples when answering spontaneous questions. Pictures (Proof)
FACULTY OF EDUCATION AND SOCIAL SCIENCES B. ED (HONS) TEACHING ENGLISH AS A SECOND LANGUAGE LESSON PLAN (DEDUCTIVE) PREPARED BY : MUHAMMAD NUR ARIFF BIN SAZURI 4211002091 6A
DAILY LESSON PLAN WEEK 1 Tick ( √ ) Teaching Strategies Inquiry Based Learning Problem Based Learning Intergrating Technology / Project Based DAY Thursday Date: 26 December 2022 TIME 8.00 pm - 9.00 pm Duration: 1 hour CLASS 6 Aman (4 Pupils) SUBJECT English Language THEME Outdoor activities TOPIC Unit 3: Outdoor activities GRAMMAR FOCUS Present Perfect Tense MAIN SKILL (><70%) Speaking COMPLIMENT ARY SKILL (>< 30%) Listening CONTENT STANDARD (CS) Main Skill : Speaking 2.1 Communicate simple information intelligibly Complementary Skill : Listening 1.2 Understand meaning in a variety of familiar contexts LEARNING STANDARD (LS) Main skill : Speaking 2.1.1 Give detailed information about themselves and others Complimentary skill : Listening 1.2.5 Understand more complex supported questions LEARNING OBJECTIVE(S) (LO) (General) By the end of the lesson, students should be able to; 1- Listen and understand the meaning of present perfect tense “has and have” individually based on the table. (listening) 2- Brainstorm and create at least 5 short sentences in a pair. (speaking) 3- Demonstrate a role-play though the dialogue given in a pair. (Speaking) SUCCESS CRITERIA (SC) (Specific: ABCD) By the end of the lesson, pupils/students can: i. Understand the definition of present perfect tense (has have) ii. Able to create short sentences. iii. Demonstrate focus words and grammar focus in a role -play based on the dialogue. DIFFERENTIAT ION LEARNING STRATEGIES (Mix-Ability Class) High Mid Low i. Understand all the 9 focus words through the text as a whole class. iii. Identify the definition of all 9 focus words by creating a correct sentence as a group. iv. Demonstrate on all 9 of the focus words in a text. . i. Understand at least 7 focus words through the text as a whole class. ii. Identify the definition of all 7 focus words by creating a correct sentence as a group. iii. Demonstrate on all 7 of the focus words in a text given. i. Understand at least 5 focus word through the text as a whole class. iii. Identify the definition of 5 focus words by creating a correct sentence as a group. iii Fail to demonstrate on one of the focus words in a text as a 21st Century Classroom Teaching and Learning Round Table Think, pair, Share / Hot Seat Games 3 Stay and 1 Stray Presentation Role Play / Gallery Walk Plickers Poem recitation / Singing Entry card/ Exit card Brainstorming / Combo Mat KWHLAQ Debate Others (State) I-THINK MAP Circle Map Bubble Map / Double Bubble Map Brace Map Tree Map Flow Map Multi Flow Map Bridge Map LEARNING DOMAIN / HOTS Create / Evaluate Analyse Apply / Problem solving Not Applicable LEARNING STRATEGIES Active Enquiry Problem solving Future Research Based Contextual Constructivism Project-Based STEM Approach Self-Access Learning Thinking Skills / ICT Based
MORAL VALUES - Be active to keep healthy - Fit body ensure the brain to stay relax and calm - Seek a new hobby FOCUS WORDS (Vocabulary List) 1. landscape 2. wildlife 3. skiing 4. views 5. kayaking 6. paddle 7. instructor 8. scenery 9. hot-air balloon 10. flame SENTENCE PATTERNS (only for mix-ability class/low proficiency students) Present Perfect Tense (Has& Have) Subject + (has/have) + (past participle : ed,d,) For example : I have looked this face before. For example : She has lived in Liverpool all her life. For example : They have moved into a new house. RESOURCES/ TEACHING MATERIALS (Technical and Non- technical Aids) LCD Padlet PowerPoint Jamboard STAGE/TIME CONTENT/SKILL TEACHER AND STUDENTS’ ACTIVITIES RATIONALE/AVA SET INDUCTION (5 minute) Main Skill: Listening - landscape - wildlife - skiing - views - kayaking - paddle - instructor - scenery - hot-air balloon - flame 1. Teacher greets the student. 2. Teacher posts some pictures. 3. Teacher explains about the pictures. 4. Teacher posts all the vocab words. 5. Teacher tells the students about today’s topic “Outdoor activities” 6. Students provides feedback. Rationale: i. To arouse student’s interest and focus toward the lesson. Ava : 1- Pictures CROSS CURRICULAR ELEMENTS: Language / Environment Sustainability / Values Science and Technology Patriotism and Citzenship Creativity and Innovation Entrepreneurship Information and CommunicationTechnolog y Global Sustainability Financial Education ASSESSMENT Written exercise (eg.Essay) Test / Exam Report / Experiment / Project-Based Oral Presentation / Quiz Worksheet / Others (Pls. specify) : Commenting others answers ........................................ Not Applicable
D E V E L O P M E N T S T E P S PRE- LESSON 15 minutes Main skill: Listening Complementary skill: Speaking Whole class participation 1. Teacher proceeds to the lesson. 2. Teacher posts and explains the meaning of all the vocab words. 3. Students provides feedback. 4. Teacher posts the sentence pattern. (table 1) 5. Teacher emphasizes the rules and usage from the table. 6. Students provides feedback by provides the meaning and usage. 7. Teacher praises students. Rationale: i. To strengthen student’s memory skill. ii. To enhance pronunciation. iii. To enhance vocabulary. iv. To boost communication skill. AVA: 2. PowerPoint (Table 1) - Present Perfect Tense Has Have. - past participles verbs examples LESSON DELIVE RY (30 minutes ) Main skill: Speaking Complementary skill: Listening Instructions : - Change the verbs given into past participle - create short present perfect tense sentences. - Each pair will be given 10 minutes to brainstorm. - Share your answer. Whole class participation Group activity. 1. Teacher proceeds the lesson with a worksheet. 2. Teacher gives instructions. 3. Teacher projects the worksheets. (worksheet 1 and 2) 4. Students gives feedback. 5. Teacher checks the answers. 6. Teacher praises students. AVA: 3. Worksheet 1 and 2 To test student’s speaking skills POST- LESSON (25 minutes ) Main skill: Speaking Complementary skill: Listening Instructions: - Demonstrate a roleplay/dialogue using the given present perfect tense verbs. - Each group will be given 10 -15 minutes. Group activity. 1. Teacher proceeds the lesson with an activity. 2. Teacher gives instructions and demonstrates the situation. 3. Students gives feedback by participates in the activity. 4. Teacher praises students. 5. Teacher ends the activity. To strengthen student’s memory skill. To enhance pupils’ understanding of comprehension activity. To test student’s speaking skills CLOSURE (5 minutes) Main skill: Speaking Complementary skill: Listening Questions: 1) What did we learn today? 2) give me the 1. Teacher recaps the lesson. 2. Teacher plays an activity based on the lesson with students. (Yourselves in two years later) 3. Students gives feedback by 4. PowerPoint To recaps the lesson. To ensure student’s understanding towards the lesson.
moral values towards today’s lesson? participates in the activity. 4. Teacher praises students. 5. Teacher ends the lesson. To test student’s speaking skills TEACHER’S REFLECTION ATTENDANCE ............/35 ............. from 35 students have achieved SC1. ............. from 35 students have achieved SC2. ............. from 35 students have achieved SC3. ............. from 35 students have not achieved the SC. FURTHER ACTION TAKEN 1. ........... absentees today will be given a guide book/ personal tutoring /peer explanation (you may add to the activities) on today’s lesson by the teacher/group members in the next lesson. 2. Lesson is postponed because ........................................................................................................... SELF-REFLECTION (to be written in 1 short paragraph of about 50 words) - What have I achieved? - What have I failed to achieve? How can it be improved/ solved?
Pictures Word list
Table 1
Worksheet 1 Worksheet 2
Read and demonstrate the dialogue below with pair.
Recap (to test their speaking and listening)
Week 3 Day Wednesday Date 4/1/2023 Subject English Time 8.00 pm - 9.00 pm Class 6 Amal No. of Students 4 Proficiency Level Intermediate Pupils’ background knowledge Students have been taught previously and have basic knowledge about English learning Theme World of stories Topic Tell me a story Focus Skills Speaking Integrated Skills Listening Content Standard By the end of the 6-year primary schooling, pupils will be able to: - Main skill : Speaking 2.3 Communicate appropriately to a small or large group Complementary skill : Listening 1.2 Understand meaning in a variety of familiar contexts Learning Standard By the end of the lesson, pupils will be able to: - Main Skill : Speaking 2.3.1 Narrate short stories, events and experiences Complementary skill : Listening 1.2.5 Understand more complex supported questions Learning Objectives By the end of the lesson, my pupils should be able to:- 1. Able to understand at least 4 questions which use complex language from the teacher with guidance. 2. Able to tell and share about a book with guidance individually to the whole class. 3. Able to provide at least 3 reasons on opinions in a group. Focus Word (s) 1- Story 2- A boy 3- Trees 4- Animals CCE Linguistics Arts Entrepreneurship Leadership Musical Creative and Innovative Patriotism Others ___________ ICT & Communication Computer / Laptop LCD Radio Others: _______________
21 st Century Elements Creative and Innovative Flexibility Information Literate ICT Literate Social Skills Initiative Leadership & Responsibility Productivity & Accountability Communication and Collaboration Skills Critical Thinking & Problem Solving Skills Others: ______________________ i-THINK (Peta Pemikiran) Circle Map Bubble Map Double Bubble Map Tree Map Flow Map Multi-flow Map Brace Map Bridge Map Teaching & Learning Assessment P. Level 1 P. Level 2 P. Level 3 P. Level 4 P. Level 5 P. Level 5 Moral Values 1- We need to befriend with others. 2- Do not create problems. 3- Stay positive and be happy. Impact / Reflection & Homework Objectives achieved ____ / _____ pupils achieved the objectives stated in the lesson. ____ / _____ pupils need guidance and remedial exercises The lesson is postponed due to ______________________________
Stage / Time Content / Skills Students’ and Teacher’s A Set Induction (5 - 7 minutes) Main Skills: Speaking Questions: I. What is picture number 1’s about? II. How about picture 2? III. Tell me anything about picture 3. Complement Skills: Listening Whole Class participation 1. Teacher greets studen 2. Students provides feed 3. Teacher post some pic 4. Teacher ask questions 5. Students provides feed 6. Teacher introduces tod 7. Teacher praises stude Pre Stage / Presentation (7 - 10 minutes) Main Skills: Listening Instructions: I. Watch and listen to the video carefully. II. Answer the questions. Complement Skills: Speaking Whole Class participation 1. Teacher proceed the le 2. Teacher provides instr 3. Teacher plays a video. 4. Teacher explains abou 5. Teacher post question 6. Students provides feed questions from the tea 7. Teacher praises the st While Stage (15 - 30 minutes) / Main Skills: Speaking Instructions : 1. Teacher proceed the le 2. Teacher gives instruct 3. Teacher provides 10 m
ctivities Rationale / AVA nts. dback. ctures. s regarding the pictures. dback. day’s topic. ents. To arouse pupils’ interest towards today’s lesson. AVA : 1- Pictures (appendix A) esson. ructions. . ut the video. ns to students. dback individually by answering the acher. tudents. To ensure pupils’ understanding towards’ today’s lesson AVA: 2- A video (appendix B) esson with the next activity. tions. minutes for each students to To check on pupils’ understanding on the topic’s taught
Practice (10 – 15 minutes) I. Choose any 1 book nearby with you or at your house. II. Make sure you already read the book before this. III. Tell us a story of the book or anything that you can. Complement Skills: Listening Individual presents and tells abo 4. Students provides feed 5. Teacher encourages s 6. Teacher praises the st . Post Stage (10 - 15 minutes) / Production (15 – 30 minutes) Main Skills: Speaking Instructions : I. Based on your opinions, tell us what book or story do you like the most? Complement Skills: Listening Speaking Individual 1. Teacher proceed the le 2. Teacher displays the b 3. Teacher gives instruct 4. Teacher provides 10 m presents. 5. Teacher encourage stu 6. Students provides feed 7. Teacher praises the st Closure (3 - 5 minutes) Main Skills: Speaking Questions: I. What have you learnt? 1. Teacher recaps today’ 2. Pupils provides feedba 3. Teacher emphasize m 4. Teacher praises the pu 5. Teacher ends the less
ut their books. dback by tells the story of the book. students by posts some questions. tudents. AVA: 3- Books (appendix C) esson with the next activity. bubble map. tions. minutes for each students to udents by posts some questions. dback. tudents. To test on pupils’ listening and speaking skills AVA: 4- Bubble map (appendix D) s lesson. ack. oral values. upils. on. To recaps the lesson Moral values
Complement Skills: Listening
Appendix A
Appendix B Listen and watch the video below. https://youtube.com/watch?v=kPfoSZFHNs4&feature=shares Questions : 1- What is the title of this video? (The ugly duckling) 2- What is this story’s about? (The different of ugly duckling and unaccepted by family) 3- How many eggs did mother duck laid? (5 eggs) 4- What made the last duckling different with others? (Very big, ugly, different colour, grey color) 5- Why the ugly duckling was so sad? (because no one accept him into the new family) 6- At the end of story, what happened to the ugly duckling? (fall in love and turned into a handsome swan)