Portfolio Internship

LAMPIRAN G

INSTITUT PENDIDIKAN GURU
KAMPUS GAYA

SENARAI SEMAK KANDUNGAN PORTFOLIO INTERNSHIP

Bahagian No. Perkara Tandakan Catatan

A Maklumat A01 Biodata Pelajar Ada Tiada
/

Diri

A02 Surat Pengenalan Diri /

A03 Salinan Borang Kehadiran /

A04 Pernyataan Profesional /

B Maklumat B01 Kertas Kerja Projek Inovasi /
/
Projek /

Inovasi

B02 Menyediakan Laporan Projek
Inovasi

B03 Cadangan Penambahbaikan

B04 Membuat rakaman video proses /
projek

B05 Catatan Refleksi

C Kurikulum C01 Rancangan Mengajar /
/
&

Kokurikulum

C02 Dokumen Kokurikulum

C03 Jurnal Reflektif Mingguan /

C04 Peranan-peranan lain /

D Lain-lain D1 Maklumat Tambahan Projek /
Inovasi

D2 Rakaman video yang disimpan /
dalam CDR / DDR / Thumb Drive /
Micro SD dll

D3 Panduan Pelaksanaan
Internship

D4 MK Versi Pelajar

(Nota: Dimasukkan ke dalam Portfolio sebagai senarai semak.)
269









A04

PERNYATAAN PROFESIONAL PROGRAM INTERNSHIP

Saya merupakan pelajar PISMP TESL Semester 9 dan akan menjalani Program
Internship di SK St Agnes, Likas. Pada dua semester yang lepas, saya telah menjalankan
praktikum yang kedua di sekolah yang sama. Program Internship ini bermula pada 18 April
2022 sehingga 20 Mei 2022. Ini bermakna saya akan menjalani tempoh Internship selama 4
minggu sahaja. Ini merupakan pengalaman kedua saya di sekolah ini dan pengalaman pada
kali ini adalah berbeza berbanding yang sebelumnya. Ini kerana, pada kali ini, kami akan
menjalankan Internship secara fizikal dan bukan secara atas talian seperti praktikum pada fasa
yang kedua. Bukan itu sahaja, oleh kerana tempoh kami berada di sekolah adalah singkat, saya
perlu mengatur masa saya dengan baik agar dapat membahagikan masa untuk menjalankan
penyelidikan tindakan saya, mengutip data, menyiapkan projek inovasi dan laporan, dan dalam
masa yang sama mengajar kelas yang diberikan kepada saya. Selain itu, kelas yang diberikan
kepada saya merupakan kelas ‘Dual-Language-Program’ yang bermakna kelas ini agak mahir
dalam Bahasa Inggeris. Saya bernasib baik kerana kelas yang diamanahkan kepada saya
merupakan kelas yang sama pada praktikum yang lalu. Oleh itu, murid-murid tersebut sudah
biasa dengan saya dan selesa untuk berinteraksi bersama saya. Perkara ini memudahkan
proses pengutipan data saya kerana saya telah mengenali murid-murid saya dan keupayaan
mereka dalam penulisan mereka.

Sebagai bakal guru, azam dan harapan saya melalui program internship in ialah untuk
membina jati diri seorang guru. Selain itu, melalui internship ini juga, saya dapat memahami dan
mengenali sedalamnya mengenai budaya murid dan guru serta suasana sebenar di bilik darjah
dan alam guru sebagai pendedahan dan pengalaman awal sebelum saya ditauliahkan sebagai
seorang guru nanti. Pendedahan awal sangat penting kepada bakal guru supaya teknik
pengajaran dapat dijalankan dengan betul mengikut ketetapan yang telah ditetapkan oleh
Kementerian Pelajaran Malaysia. Semoga saya akan dapat mengambil dan menimba ilmu
sebanyak mungkin dan pengalaman supaya dapat digunakan dan dipraktikkan semasa
mengajar.

Antara harap saya untuk membina jati diri guru ialah dapat menyesuaikan diri dengan
persekitaran sekolah. Selain itu, saya juga harus menunjukkan sikap mesraa terhadap warga
sekolah seperti kerani, guru besar, guru pembimbing dan juga guru-guru lain. Di samping itu,
saya dapat menjalankan hubungan profesional dengan guru-guru dan kakitangan sekolah.
Hubungan profesional ini dapat dijalinkan dengan bekerjasama dengan pihak sekolah dalam
melaksanakan aktiviti-aktiviti yang berkaitan. Saya juga dapat membantu meningkatkan prestasi

murid-murid dan sekolah. Akhir sekali, saya dapat meningkatkan prestasi dan kemahiran
saya bukan sahaja dalam Bahasa Inggeris, tetapi juga dalam aspek-aspek perguruan yang lain.



B01 Kertas Kerja Projek Inovasi

SK ST AGNES, LIKAS, KOTA KINABALU

KERTAS KERJA
PROJEK INOVASI HIGHLY IMMERSIVE PROGRAM (Hip)

TAJUK PROJEK
ENGLISH INTERACTIVE BOARD

DARIPADA
GURU INTERNSHIP INSTITUT PENDIDIKAN GURU KAMPUS GAYA

SK ST AGNES LIKAS
2022

TAJUK

“English Interactive Corner”’

LATAR BELAKANG

Inovasi adalah hasil cetusan idea-idea yang kreatif dan inovasi dalam mana-mana aspek kerja
yang dilaksanakan dalam aktiviti kelab/persatuan di sekolah dengan tujuan untuk meningkatkan
kualiti dan meningkatkan kualiti dan produktiviti kelab/persatuan, Pelaksanaan idea-idea ini
dapatmeningkatkan kecekapan dan keberkesanan sistem penyampaian, perkhidmatan serta
memberi faedah kepada warga sekolah dan komuniti setempat. Idea-idea ini, boleh
merangkumi apa-apa perubahan dalam bentuk sistem, prosedur, kaedah dan cara bekerja
mahu pun pengenalan teknologi yang terkini.

Projek yang dirancang oleh guru-guru internship IPG Kampus Gaya adalah menghias
papan kenyataan di sudut HIP dengan bahan bacaan subjek Bahasa Inggeris yang
mengandungi elemen 3D dimana murid-murid dapat dapat berinteraksi dengan bahan bacaan
tersebut di papan kenyataan. Menerusi papan kenyataan interaktif tersebut, murid-murid dapat
mempelajari tentang topik-topik berikut yang terkandung dalam silibus Bahasa Inggeris di tahap
1 dan 2: (1) Kata Kerja, (2) Imbuhan awalan, (3) Tatabahasa, (4) Superlatif, (5) Sinonim, dan (6)
Sajak.

Matlamat projek inovasi ini adalah untuk melahirkan modal insan yang berinovatif, dan
kreatif melalui penghasilan projek secara menyeluruh bagi setiap murid di Sk St Agnes. Di
samping itu, kewujudan projek inovasi tersebut juga akan menanam rasa cinta murid-murid
terhadap subjek Bahasa Inggeris.

OBJEKTIF
1. Meningkatkan pemerolehan perbendaharaan kata murid tentang topik yang berkaitan
dengan blablabla dalam penulisan dan bacaan mereka.
2. Meningkatkan pemahaman murid tentang sinonim bagi kata adjektif dan cara
menggunakan sinonim dalam ayat untuk membantu kemahiran menulis mereka.
3. Meningkatkan pemerolehan kata kerja murid melalui penggunaan buku pop timbul
secara kreatif dan interaktif.
4. Memanfaatkan masa rehat dan masa menunggu sebagai satu tempoh yang boleh
digunakan sebagai masa untuk menimba ilmu kepada murid-murid.

5. Membantu murid berkemahiran rendah dan sederhana untuk meminda dan menambah
baik perbendaharaan kata mereka yang sepatutnya diperkasakan oleh mereka pada
akhir persekolahan rendah 6 tahun.

6. Untuk menarik perhatian murid untuk belajar bahasa Inggeris jauh di luar bilik darjah.

KOS PROJEK

No. Bahan Unit Harga Unit Jumlah Unit
1. B. Paper 1 RM5.60 RM5.60
2. Book Cover 1 RM2.40 RM2.40
3. Cotton Twine Colour 1 RM2.60 RM2.60
4. Sticky Notes 2 RM3.90 RM3.90
5. Flat Pin 1 RM1.60 RM1.60
6. Craft Stick Plain 1 RM2.90 RM2.90
7. Cutter 1 RM3.40 RM3.40
8. Colour Pad 1 RM11.80 RM11.80
9. A3 Board 2 RM4.00 RM8.00
10. Manilla Card 2 RM0.80 RM0.80
11. Pri-Ma Manilla Card 4 RM0.80 RM3.20
12. Foster Board 4 RM2.80 RM11.20
21 JUMLAH RM62.10
JUMLAH

PELAN PERANCANGAN PROJEK (CARTA GANTT)

Bil Aktiviti Minggu Catatan
23
1. Perbincangan bersama 1 4
guru pembimbing / /
/ // /
2.. Penyediaan kertas kerja / /
/ // /
3.. Pembelian bahan-bahan /
/
4. Pembersihan papan
kenyataan

5. Penyediaan bahan-bahan
hiasan papan

6. Mula menghias papan
kenyataan dengan bahan
hiasan

7. Percubaan bermain
dengan elemen interaktif
di papan kenyataan

8. Dokumentasi

9. Penyediaan Laporan
Projek

PENUTUP

Semoga hasrat kami untuk memeriahkan sudut HIP di Sk St Agnes mendapat tempat dan
menjadi pilihan murid-murid di Sk St Agnes.

Disediakan oleh, DISEMAK OLEH:

_______________________ _________________________
(SITI NURUL FARAH NABILA) (JAIME BINTI ONONG)
Guru Pelatih IPG Kampus Gaya Guru Bahasa Inggeris

DILULUSKAN OLEH:

____________________
(JENIFER PETER BALANG)
Guru Besar Sk St Agnes

B02 Menyediakan Laporan Projek Inovasi

SEKOLAH RENDAH KEBANGSAAN ST. AGNES, LIKAS

INDIVIDUAL INNOVATION PROJECT REPORT
“ENGLISH INTERACTIVE BOARD”

PREPARED BY
SITI NURUL FARAH NABILA BINTI JARAHIM
PISMP TESL JUN 2018 INTAKE SEMESTER 3 YEAR 4

TEACHER TRAINEE
INSTITUT PENDIDIKAN GURU KAMPUS GAYA

KOTA KINABALU

1.0 Name of Innovation

This innovation is called “Interactive English Corner”, an English bulletin board with interactive
games about topics in the English language syllabus comprising primary one to primary six.
Instead of displaying the usual laminated paper about idioms, (end of the word), stories, or
format of informal and formal letter on the English bulletin board, “Interactive English Corner” will
showcase topics on the English syllabus in a new approach by including pop-up elements such
as exploding box, board games blablablabla, and other interactive elements that was designed
to enhance pupils’ vocabulary acquisition, improve their understanding on the use of synonyms,
penghujung ayat, and improving their verb acquisition to help with their writing and reading in a
different and creative approach.

2.0 Objectives

This project aims:
2.1 To enhance pupils’ vocabulary acquisition on topics related to blablabla in their
writing and reading.
2.2 To improve pupils’ understanding on the synonyms for adjectives and how to use the
synonyms in a sentence to help with their writing skills.
2.3 To improve pupils’ verb acquisition through the use of pop-up books in a creative and
interactive way.
2.4 To make use of the recess time and the waiting time as a period that can be utilised
as a time to gain more knowledge for the pupils.
2.5 To assist low and average proficiency pupils to amend and improve their
vocabularies that should be empowered by them at the end of the 6-year primary
schooling.
2.6 To attract the pupils’ attention to learn English deep outside of the classroom.

3.0 Implementation Strategy

3.1 Before

Prior to the implementation of this project, my internship partners and I held a meeting
on the second day of the internship week to discuss some of the innovations that we
could do as our innovation project throughout our internship program. Before we could
come up with any ideas, one of our mentors suggested that we could work on the High
Immersive Program (HIP) bulletin board for English language at the HIP corner as our

innovation project. The previous displays on the bulletin board were outdated and were
almost colourless. The topic was exciting but the presentation of the topic was a bit less
interesting. The pupils of the school were uninterested to read the incomprehensible
information presented on the board.

We held another discussion to decide the appropriate approach that we can
integrate in our bulletin board to attract pupils to read the board in their leisure time. We
finally settled on including 3-dimensional and pop-up elements to the bulletin board such
as pop-up book, zynga, synonym-fries, jar of gratefulness, spin-the-wheel, the giving
tree, and exploding box and making the board interactive besides prioritising on the fun
learning elements. We came up with a design draft of the bulletin board including what
types of pop-up elements to display on the board. We spent some time researching
about the topics that we wanted to present using the pop-up elements and how we
intended to adapt the topics to suit the design of our displays. The topics that we
decided on are synonyms, vocabulary, poems, verbs, comparative and superlatives, and
the ending words which were derived from topics in Primary One to Primary Six. The
topics aforementioned will be interactive and playable, while the rest of the displays
which include tongue twisters and so on will just be a reading text for the pupils to
practice their pronunciation.

The materials for each of the interactive elements were listed down along with
the estimated price of each item. We checked with our mentor on the items that are
available to use in this school such as stapler gun, coloured papers, double tapes,
laminating papers, and glue and crossed these items off of our list. This way, we were
able to roughly estimate the total cost of the items we need and decide on a budget.
Once we received the funds for this project, we went out to Karamunsing where we
mainly shopped at Lowes’ for most of the items.

During
To ensure the completion of this project on time before the end of our internship,

we planned a schedule and divided the workload evenly among the three of us. One of
us will work on the synonym-fries, another one will work on the jar of gratitude, and the
last one will work on the pop-up book, exploding box, and zynga. All of us will work on
the giving tree altogether. We started creating the materials and took down the previous
displays on the board. We received feedback from our mentor regarding the topics that

we should present and include in the bulletin board. We made sure to make progress
everyday for the bulletin board each opportunity we got in between our classes.

After
We continued to complete the last bit of the innovation down to our last days at the
school. Once we completed the innovation project, we took pictures of the final look of
the board and recorded videos explaining the significance of each of the interactive
elements on the board. Then, we informed the Headmaster and the teacher in charge of
the HIP program about the completion of our project. Lastly, we reported our progress in
the form of report writing.

4.0 Justification
Today, the pupils’ generation are known as digital natives as they are surrounded by advanced
technology and unlimited access to information on the internet with just a click away. Although
the technological advancements are commendable, it cannot be denied that this also results in
the short attention span in children nowadays. Therefore, teachers need to design activities that
can attract pupils’ attention and engage them actively in learning. The use of interactive
elements on the bulletin board such as using pop-up books and other playable material will
motivate the pupils to learn. Santyasa (2007) stated that authentic material is the tool to deliver
message, stimulus, attention, and pupils’ interest to achieve the learning goals. It will also look
more attractive as the interactive and pop-up materials include text, line, shape, colour,
composition, and other elements that can be moved and interacted with.

5.0 Target Group
The target group of this project are all the pupils from Primary One to Primary Six in Sk St
Agnes.

6.0 Date and Duration of Implementation
Date: 18 April 2022 - 20 May 2022
Place: HIP Corner, Sk St Agnes
Duration: 1 month (4 weeks)

7.0 Estimated Cost

No. Items Units Price Unit Total Unit
1. B. Paper 1 RM5.60 RM5.60
2. Book Cover 1 RM2.40 RM2.40
3. Cotton Twine Colour 1 RM2.60 RM2.60
4. Sticky Notes 2 RM3.90 RM3.90
5. Flat Pin 1 RM1.60 RM1.60
6. Craft Stick Plain 1 RM2.90 RM2.90
7. Cutter 1 RM3.40 RM3.40
8. Colour Pad 1 RM11.80 RM11.80
9. A3 Board 2 RM4.00 RM8.00
10. Manilla Card 2 RM0.80 RM0.80
11. Pri-Ma Manilla Card 4 RM0.80 RM3.20
12. Foster Board 4 RM2.80 RM11.20
21 TOTAL RM62.10
TOTAL

8.0 Reflection

8.1 Strength of Project
We reflected the strength of our board and discovered its strength and positive

contribution it brings to the pupils and the HIP corner at school. First and foremost, we
decorated the HIP bulletin board and transformed it into an interactive and colourful
board that could attract pupils of all primary levels to interact with it. As the board is filled
with many interactive activities that comprises different language functions or topics,
pupils will be able to acquire a lot of input at once and all within their reach. Besides that,
the board is located in a strategic place that is at the public waiting area. This means that
the board can be publicly viewed and is accessible by the pupils who are waiting for their
parents to fetch them or if they just simply pass by the area to go to the canteen during

recess. Next, as the board is filled with fun interactive activities, it will help to instil pupils’
love for learning and love for the target language. The English bulletin board supports
fun learning activities where pupils can learn the language by playing. Last but not least,
the topics presented on the interactive board will contribute to the improvement of their
vocabulary acquisition to help with their writing and speaking skills. As pupils play and
interact with the board, they will subconsciously acquire the new vocabularies which will
then help them in their writing and speaking.

8.2 Weakness of Project

After we completed decorating the bulletin board, there were some issues that
arose and that contributed to a minor weakness to our project. Firstly, as some materials
were made with paper that was not laminated, there is a chance that some of the
interactive activities may not last very long if the pupils are not careful when playing with
them. Some of the materials could not be laminated properly due to the recently broken
laminating machine that could not heat properly. Furthermore, as the interactive activities
on the board were big and took a lot of space, there was limited space to display the
other topics that we planned on presenting. This is due to the reason that we
overestimated the size of the board and prepared our materials in big sizes in hopes to
fill in the empty space on the board. As a result, we had to remove one interactive
activity from the board as there was not enough space left on the board. Lastly, although
the board is located in quite a strategic area, with lots of pupils and teachers passing by,
and the area being a waiting place for the pupils, the board is unfortunately located in a
hot place so some pupils may refuse to stay long and play with the board.

9.0 SUGGESTION(S) FOR IMPROVEMENT

Reflecting on the strengths and weaknesses aforementioned, there are some
improvements that could be made to improve the effectiveness of the board. Firstly, regarding
the issue with some of the materials on the board that could not be laminated properly. Given
more time, this issue could be solved immediately and this will enhance the outcome of the
interactive board more and make it look more professional and not look sloppy. It will also
ensure the longevity of the board. Other than that, the topics presented in the interactive board
could be improved in terms of its adaptability and suitability to all levels of primary pupils. In
other words, instead of just using the “-ll” ending sound and the “ch-” beginning sound that are

limited, it can also be turned into vocabulary acquisition activity where pupils can learn the
meaning of the words and also the sentence building. This incentive will save some space on
the board while allowing more opportunities for pupils to learn more topics using the same
material/ interactive elements.

10.0 CONCLUSION
In summary, although we have limited time to complete this innovation project that

overlapped with other tasks such as our research report writing, classes, relief class, and other
school activities, we managed to complete the project successfully within the internship week
with the support from our mentors and the synergy and mutual teamwork we had among us.

Prepared by, Checked by,

_________________ ______________________

(SITI NURUL FARAH NABILA JARAHIM) (JAIME BINTI ONONG)
Teacher Trainee, Mentor,
Institut Pendidikan Guru Kampus Gaya English teacher,
Sekolah Kebangsaan St. Agnes
Verified by,
_________________
(JENNIFER)
Headmaster,
Sekolah Kebangsaan St. AgnES



C01 Rancangan Mengajar

WEEK 1

DAILY LESSON PLAN YEAR 5 AGAPE

DAY MONDAY YEAR 5
SUBJECT English Language
MODULE Listening
THEME World of knowledge DATE
18 APRIL 2022

TOPIC Module 1: Towns and cities TIME 11:20 - 12:20

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard: Pre-lesson: Teacher introduces two images of buildings
Main: 1.2 Understand meaning in a variety of (an old building and a modern building) in Malaysia.
familiar contexts Teacher asks pupils why one is called old and the other
is called modern. Teacher explains that they are
Complementary: 4.3 Communicate with opposites.
appropriate language form and style for a range Lesson delivery:
of purposes in print and digital media 1. Pupils refer to textbook page 16 Exercise 1. Pupils
match the adjectives with their opposites. Pupils listen to
Learning Standard: CD1-16 to check their answers.
Main: 1.2.2 Understand with support specific 2. Teacher asks pupils to choose 4 adjectives to
information and details of longer simple texts on construct sentences. Teacher shows an example and
a range of familiar topics gives some time to pupils. Pupils can share their answers
with the class.
Complementary: 4.3.2 Spell a range of high 3. Teacher asks pupils why it’s important that places are
frequency words accurately in independent safe, clean and friendly. Pupils are given some time to
writing think and share their answers.
5. Pupils refer to Exercise 3 and write down the names of
the people. Pupils listen to CD1-17 and write what each
person talks about.
Post-lesson: Pupils refer to Exercise 4 and read the
sentences. Pupils listen to CD1-17 again and answer
orally whether the sentences are True or False.

OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be able
to listen and understand the sentences. textbook songs/audio clips

Complementary: At the end of the lesson, pupils a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
will be able to spell a range of high frequency Applying Think-Pair-Share
words accurately. d) 21ST CL METHOD:
b) CLASSROOM-BASED Learning skills/process
ASSESSMENT: Task

REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.

DAILY LESSON PLAN YEAR 5 AGAPE

DAY WEDNESDAY YEAR 5
SUBJECT English Language
THEME World of knowledge MODULE Speaking
DATE
20 APRIL 2022

TOPIC Module 1: Towns and cities TIME 11:20 - 12:20

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard: Pre-lesson: Teacher writes the names of two cities. Pupils
Main: 2.1 Communicate simple information compare the two cities using comparative adjectives.
intelligibly Teacher can start with an example. Teacher can use
the comparative adjectives poster.
Complementary: 1.1 Recognise and reproduce Lesson delivery:
target language sounds 1. Pupils refer to textbook page 17 Exercise 1. Pupils are
guided to complete the table based on Exercise 4
Learning Standard: page 16. Teacher and pupils check if the spelling of the
Main: 2.1.2 Find out about and describe adjectives is correct.
experiences up to now 2. Pupils refer to Exercise 4. Teacher explains that the
activity is about the pronunciation of -er at the end of
Complementary: 1.1.1 Recognise and the adjectives. Pupils listen to CD1-18.
reproduce with little or no support a wide range 3. Pupils refer to Exercise 5. Pupils can brainstorm two for
of target language phonemes the things mentioned in the box for pupils to compare.
Pupils can choose a few things from the box. In pairs or
in groups, pupils can compare the things using their
examples and opinions based on the example given.
Teacher can also demonstrate a few comparisons for
the pupils.
4. Pupils conduct the comparison activity.
Post-lesson: Teacher writes some random nouns and ask
pupils to compare using the adjectives.

OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be able
to find out and describe based on opinions. textbook songs/audio clips Choose an item.

Complementary: At the end of the lesson, pupils a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
will be able to recognize and reproduce the Creating Pair/Group discussion
target sounds. d) 21ST CL METHOD:
b) CLASSROOM-BASED Pupil-centred
ASSESSMENT: Task

REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.

WEEK 2









WEEK 3

DAILY LESSON PLAN YEAR 5 AGAPE

DAY MONDAY YEAR 5

SUBJECT English Language MODULE Writing
DATE
THEME World of knowledge 9 MAY 2022

TOPIC Module 1: Towns and cities TIME 11:20 - 12:20

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard: Pre-lesson: Pupils do a recap on the nouns and
Main: 4.2 Communicate basic information adjectives that they have learned from the previous
intelligibly for a range of purposes in print and lessons.
digital media Lesson delivery:
1. Pupils refer to textbook page 19 and read the text
Complementary: 3.2 Understand a variety of about Edinburgh again. Teacher writes 1) What the
linear and non-linear print and digital texts by writer likes about the city? 2) Other places and transport
using appropriate reading strategies in the city. 3) Where the city is?
2. Pupils write the answers to the questions and
Learning Standard: sentences based on the text in their exercise books.
3. Based on the town or city that they have shared in
Main: 4.2.5 Connect sentences into one or two Lesson 22, pupils do Exercise 5 in textbook page 19.
coherent paragraph using basic coordinating 4. Pupils must first write a short description of 4-5
conjunctions and reference pronouns sentences based on the city or town. Teacher can
guide pupils with the description with an example
Complementary: 3.2.1 Understand the main based using adverbs and adjectives. The, pupils look at
idea of simple texts of two paragraphs or more B and answer the questions.
5. Pupils refer to C and are guided to start the 3
paragraphs about their city of town.
Post-lesson: Teacher provides feedback to pupils’
write-up.

OBJECTIVES TEACHING AIDS:

Main: At the end of the lesson, pupils will be able textbook Choose an item. Choose an item.
to connect sentences using basic coordinating
conjunctions. a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Complementary: At the end of the lesson, pupils Creating
will be able to read and understand the text. Choose an item.
b) CLASSROOM-BASED
ASSESSMENT: Task d) 21ST CL METHOD:
Learning skills/process

REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.

DAILY LESSON PLAN YEAR 5 AGAPE

DAY WEDNESDAY YEAR 5

SUBJECT English Language MODULE Language Art
DATE 11 MAY 2022
THEME World of stories TIME 11:20 - 12:20

TOPIC Serenade

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard: Pre-lesson: Teacher plays the game ‘Hangman’ with
Main: 5.2 Express personal responses to literary pupils based musical instruments.
texts Lesson delivery:
1. Teacher reads the poem to pupils and asks pupils in
Complementary: 3.3 Read independently for between on how to sound a fiddle, tra-la-la,
information and enjoyment drum-boom, boom
2. Pupils are divided into 3 big groups and assigned a
Learning Standard: stanza.
3. Pupils practise and read the poem with gestures.
Main: 5.2.1 Explain in simple language why the 4. For the second round, when one group reads, the
like or dislike an event, description or character other two groups must make the sound effects.
in a text 5. Pupils can ask their friends choice of instrument to
play and share what they like and why the like it.
Complementary: 3.3.1 Read and enjoy A2 Post-lesson: Pupils can try to make home percussion or
fiction/non-fiction print and digital texts of classroom percussion using anything they can find at
interest home or in the class. Teacher can explain the different
sounds involved by showing sample videos.

OBJECTIVES TEACHING AIDS: Choose an item.
Main: At the end of the lesson, pupils will be able textbook video
to explain in simple language why they like or
dislike an event or description. a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Creating Performing
Complementary: At the end of the lesson, pupils d) 21ST CL METHOD:
will be able to read and enjoy the poem b) CLASSROOM-BASED Pupil-centred
ASSESSMENT: Performance

REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.

WEEK 4

DAILY LESSON PLAN YEAR 5 AGAPE

DAY WEDNESDAY YEAR 5
SUBJECT English Language
THEME World of knowledge MODULE Writing (Consolidation 2)
DATE
18 MAY 2022

TOPIC Module 1: Towns and cities TIME 11: 20 - 12:20

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard: Pre-lesson: Pupils refer to textbook page 20 Exercise 1.
Main: 4.3 Communicate with appropriate Pupils match the words and the pictures. Pupils can
language form and style for a range of purposes answer orally.
in print and digital media Lesson delivery:
1. Pupils refer to Exercise 2. Teacher explains that pupils
Complementary: 2.2 Use appropriate rewrite the sentences with the opposite adjectives.
communication strategies Pupils have to make sure that ‘a/an’ before the
adjectives also matches the opposite. Teacher shows
Learning Standard: an example. Pupils do the exercise in the exercise
books.
Main: 4.3.2 Spell a range of high frequency 2. Pupils refer to Exercise 5. Teacher can display the
words accurately in independent writing comparative adjective poster from Lesson 24. Pupils are
guided to write comparative sentences based on the
Complementary: 2.2.1 Keep interaction going in given points. Ex: the sea/dangerous/the river = The sea is
short exchanges by using suitable questions more dangerous than the river. Pupils share the answers
and teacher gives feedback.
3. Teacher asks pupils why do we need a map and the
kinds of map that we have these days.
3. Teacher gives 6 adjectives ending in -y (pretty, ugly,
busy, friendly, noisy, dirty). Pupils write sentences using
the comparative forms of the adjectives (M). Pupils are
guided to write short sentences using the adjectives (L).
Post-lesson: Pupils take turns to share their answers.
Teacher emphasizes on the spelling of the words.

OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be able
to spell a range of high frequency words textbook Choose an item. Choose an item.
accurately independent writing.
a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Complementary: At the end of the lesson, pupils Creating Think-Pair-Share
will be able to keep interaction going in short d) 21ST CL METHOD:
exchanges. b) CLASSROOM-BASED Learning skills/process
ASSESSMENT: Written work

REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.

C02 Dokumen Kurikulum (DSKP)
QR CODE (DSKP YEAR 5)

C03 Jurnal Reflektif Mingguan

JURNAL REFLEKTIF MINGGUAN/ CATATAN REFLEKSI

First Week

1. Isu/ Perkara yang difokus:
● Class control

2. Analisis isu/ perkara yang difokus
a. Kekuatan: As the pupils and I have known each other since the last practicum,
the pupils instantly became comfortable with me and were able to interact
comfortably with me. It was a bonus for me as not only were the pupils already
familiar with me, I also know about their proficiency and level of engagement in
class.

b. Kelemahan: As the pupils already knew me, they felt like they could act however
they wanted in class. This includes, walking around to talk to their friends,
screaming randomly, and going out countless times. The class environment was
out of control most of the time this week as I was unable to control the pupils due
to the seat arrangement and my weak voice projection.

3. Cadangan Penambahbaikan:
For my next lesson, I am planning on using a class cheer at the beginning of the

lesson and to set a few ground rules about the pupils’ expected behavior during my
lesson. I am also planning to use a microphone so that I can project my voice better for
the pupils at the back of the class.

CATATAN REFLEKSI

Second Week

1. Isu/ Perkara yang difokus:
a. Classroom management

2. Analisis isu/ perkara yang difokus
a. Kekuatan: As this time I applied the classroom cheer, I was able to get the pupils’
attention most of the time throughout the lesson when they start to get rowdy.
Besides that, my voice projection improved thanks to the microphone that I used
during my lesson. So, I did not have to shout and the pupils at the back could
hear my voice clearly.

b. Kelemahan: Although the classroom cheer was able to get the pupils’ attention
most of the time, they will still be noisy after a few minutes yelling the cheer. As
there are many extroverted pupils in this class, everybody tries to stand out and
that means someone will scream randomly here and there, some will randomly
go to the front of the class and draw on the board, and some would not do the
task at all. Other than that, as I was using a microphone, sometimes there would
be ringing sounds which were so noisy and hindered the T&L process.

3. Cadangan Penambahbaikan:
As I reflected on my teaching, I realised that it may be hard for pupils to focus in class
and will start to get noisy because they were unable to engage in the activity. Hence, I
will try to make the activity more interesting to attract pupils’ attention so they will be able
to focus their attention towards the task given to them. Lastly, I will try to not use the
microphone for my next lesson so I can practice to project my voice better and to avoid
any noise interruption that can hinder the pupils’ learning process.

CATATAN REFLEKSI

Third Week

1. Isu/ Perkara yang difokus:
a. Classroom activities

2. Analisis isu/ perkara yang difokus:
a. Kekuatan: Throughout this week, I gave the pupils a variety of activities
for them to immerse themselves in and to see whether this will contribute
to a successful classroom management. The activities provided were
successful to keep the pupils engaged and under control for most of the
time.

b. Kelemahan: The pupils were able to stay engaged in the lesson for most
of the time, before eventually they got noisy again. This was mainly
because the pupils’ ability and level of engagement varies from each
other. Some pupils who finished first would disturb their friends who were
doing the given task, some who were slower than the rest needed extra
assistance so they focused on the task more. As a result, I had to run
around the classroom to assist these pupils and to remind the others to
keep their voice down.

3. Cadangan penambahbaikan:
As I reflected on this week’s activity, I realised that I should adapt the activity so
that it will suit the interest and levels of all the pupils regardless of their
proficiency level.

CATATAN REFLEKSI

Fourth Week (Final week)

1. Isu/ Perkara yang difokus:
a. Classroom activities

2. Analisis isu/ perkara yang difokus:
a. Kekuatan: For our final week of internship, I only had to teach one lesson for my
class. There were only around 15 of the pupils in the class since the others had
to attend the prefect’s meeting at the hall. Therefore, class control was easier this
time. The pupils enjoyed the activity and were engaged throughout the activity.

b. Kelemahan: Although there were only 15 pupils left in class, all of them were the
extroverted ones. It took me a while to control the pupils but they were all fully
engaged with the activity so I only had to control them at the beginning of the
lesson. Besides that, most of the pupils were unfamiliar with the activity so it took
me a few minutes to explain the game and the rules to the pupils.

3. Cadangan penambahbaikan:
As I reflected on my lesson today, I realised that I need to prepare myself better when I
want to introduce a new game to the pupils. This includes a clear instruction to the
pupils, and maybe a demonstration if necessary. This will save a lot of time for the pupils
to play the game and enjoy it more.

C04 Peranan-peranan Lain
1) Membantu guru untuk relief kelas

2) Mengurus perjumpaan agung Kelab Bahasa Inggeris

3) Membantu mengaturcara sukaneka semasa Hari Guru



Picture 1: The ‘before’ look of the board.
Picture 2: The process of taking down all the older pictures on the board.

Picture 3: The board after we took down the pictures.

Picture 4: Preparing the materials to stick on the board.
Picture 5: The early look of the interactive board.

Picture 6: The process of putting all the materials together on the board.
Picture 7: The final look of the innovation project.

D3 Panduan Pelaksanaan Internship

5. INTERNSHIP

5.1 Konsep
Internship ialah satu program latihan di lapangan yang bertujuan untuk mengaitkan
pengetahuan, kemahiran dan pengalaman sedia ada dengan amalan sebenar tugas guru
permulaan. Pelajar dikehendaki merancang, melaksana dan menilai projek/aktiviti yang
mengandungi elemen-elemen inovasi di dalam atau luar bilik darjah yang sesuai dengan
amalan dan budaya sekolah. Pada peringkat ini, pelajar perlu menunjukkan sifat kepemimpinan
dalam pengurusan pelbagai aktiviti sekolah dengan bimbingan mentor. Internship juga memberi
peluang kepada pelajar untuk meningkatkan keyakinan diri, jati diri, ketahanan diri, membentuk
sifat kepemimpinan dan memupuk nilai profesionalisme keguruan ke arah melahirkan guru
permulaan yang berkesan. Manakala Internship kaunseling merupakan pengalaman klinikal
pasca praktikum yang diselia dengan tujuan untuk membolehkan pelajar menghalusi,
meningkatkan dan memantapkan pengaplikasian pengetahuan dan kemahiran kaunseling di
tempat latihan profesional.

5.2 Objektif
Melalui Internship, pelajar dapat:

5.2.1 merancang dan melaksanakan aktiviti kurikulum dan kokurikulum.
5.2.2 menyediakan kertas kerja dan melaksanakan projek/aktiviti yang mengandungi
elemen-elemen inovasi.
5.2.3 menampilkan ciri-ciri kepemimpinan cemerlang semasa melaksanakan
projek/aktiviti.
5.2.4 menunjukkan komitmen yang tinggi ke arah kecemerlangan dan integriti dalam
melaksanakan tugas.
5.2.5 membina hubungan dan kerjasama dengan rakan sejawat untuk
meningkatkan kejelekitan pasukan.
5.2.6 berkomunikasi secara berkesan dengan komuniti sekolah dalam pelbagai
situasi.
5.2.7 menguruskan masa, emosi dan tekanan secara berkesan sesuai dengan
sahsiah seorang guru.