INTERNSHIP PORTFOLIO (DIGITAL)

PORTFOLIO INTERNSHIP NAME: NURIN HAMIZAH BINTI SHUHAZA IC NUMBER: 010619-01-0106 SCHOOL: SK KELEBANG BESAR SUBJECT: TEACHING ENGLISH AS A SECOND LANGUAGE MENTOR: MISS IRDAWATI BINTI BASRI LECTURER SUPERVISOR: DR. NORHASLYNDA BINTI A. RAHMAN

1 LAMPIRAN 7-5 INSTITUT PENDIDIKAN GURU KAMPUS PEREMPUAN MELAYU SENARAI SEMAK KANDUNGAN PORTFOLIO INTERNSHIP Bahagian No. Perkara Tandakan Catatan Ada Tiada A Maklumat Diri A01 Biodata Pelajar / A02 Surat Pengenalan Diri / A03 Salinan Borang Kehadiran / A04 Penyataan Profesional / B Maklumat Projek Inovasi B01 Kertas Kerja Projek Inovasi / B02 Menyediakan Laporan Projek Inovasi / B03 Cadangan Penambahbaikan / B04 Membuat rakaman video proses projek / B05 Catatan Refleksi / C Kurikulum & Kokurikulum C01 Rancangan Mengajar / 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/ Google Drive dll / D3 Panduan Pelaksanaan Internship / D4 MK Versi Pelajar /

A01 BIODATA PELAJAR A02 SURAT PENGENALAN DIRI A03 SALINAN BORANG KEHADIRAN A04 PENYATAAN PROFESIONAL Maklumat Diri A

INTERN SCHOOL PROFILE SCHOOL'S NAME: SK KELEBANG BESAR SCHOOL'S CODE: MBA 2022 SBE EXPERIENCES ADDRESS BIODATA NAME: NURIN HAMIZAH BINTI SHUHAZA IC NUMBER: 010619-01-0106 MOBILE PHONE NUMBER: 018-2517906 COURSE AND INTAKE: PISMP TESL 1 JUN 2020 RACE: MALAY GENDER: FEMALE MARIAL STATUS: NOT MARRIED ACADEMIC QUALIFICATION: BACHELOR'S DEGREE IN TEACHING CORE SUBJECT HOME ADDRESS: NO.12, JALAN MAKMUR 7/1, TAMAN BAKRI MAKMUR 84000 MUAR, JOHOR. STAYING ADDRESS: IPG KAMPUS PEREMPUAN MELAYU, JALAN MAKTAB, 75400 DURIAN DAUN, MELAKA FIRST SBE SCHOOL: SK PARIT ZAIN THIRD SBE SCHOOL: SK DUMPAR SECOND SBE SCHOOL: SK BAKRI BATU 2 CORE FIELD SUBJECT: ENGLISH CORE FIELD SUPERVISOR LECTURER: MDM NORHAIZA BINTI HAMDAN CORE FIELD GUIDANCE TEACHER: MISS IRDAWATI BINTI BASRI CORE ELECTIVE SUBJECT: ENGLISH CORE ELECTIVE SUPERVISOR LECTURER: MDM NORHAIZA BINTI HAMDAN CORE ELECTIVE GUIDANCE TEACHER: MISS IRDAWATI BINTI BASRI

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PROFFESIONAL STATEMENT INTERNSHIP NAME : NURIN HAMIZAH BINTI SHUHAZA IC NUMBER : 010619-01-0106 UNIT : TESL 1 MAJOR SUBJECT : ENGLISH ELECTIVE SUBJECT: ENGLISH From 29th April to 24th May, I had the opportunity to undertake my internship at SK Kelebang Besar, where I was assigned to teach Year 3 students. This experience was both challenging and rewarding, allowing me to apply theoretical knowledge in a real classroom setting. Throughout this period, I was involved in various teaching and administrative tasks, which enhanced my understanding of effective classroom management, lesson planning, and student engagement. The hands-on experience of working with young learners provided invaluable insights into their learning needs and behaviors, further solidifying my passion for teaching. During my internship, I made significant strides in my professional development by actively seeking and incorporating feedback from my practicum sessions. The constructive criticism and guidance from my mentor, school administrators, and fellow educators were instrumental in refining my teaching methods and strategies. I learned to adapt my instructional approaches to cater to diverse learning styles, ensuring that each student could grasp the concepts being taught. This reflective practice not only improved my teaching efficacy but also boosted my confidence in managing a classroom independently. In addition to teaching, I was involved in a collaborative project aimed at enhancing student learning through innovative methods. This project, named "Hava-Hop for HIP Corner," focused on making learning more interactive and engaging. Working on this project allowed me to develop my skills in project management, teamwork, and creative problem-solving. The positive feedback and participation from students and teachers alike underscored the project's success and its potential for long-term impact. Overall, my internship at SK Kelebang Besar was a transformative experience that has equipped me with the skills and knowledge to excel in my future teaching career.

B01 KERTAS KERJA PROJEK INOVASI B02 MENYEDIAKAN LAPORAN PROJEK INOVASI B03 CADANGAN PENAMBAHBAIKAN B04 MEMBUAT RAKAMAN VIDEO PROSES PROJEK B05 CATATAN REFLEKSI Maklumat Projek Inovasi B

7 SEKOLAH KEBANGSAAN KELEBANG BESAR KM 6.4, JALAN PULAU GADONG 75200, MELAKA PAPERWORK HAVA-HOP FOR HIGHLY IMMERSIVE PROGRAMME CORNER YEAR 2024 ORGANISER TEACHER TRAINEES OF IPG KAMPUS PEREMPUAN MELAYU MELAKA

1.0 INTRODUCTION The Highly Immersive English Programme (HIP) represents a holistic and dynamic approach to language acquisition, designed to immerse learners in an environment where English language skills are not only taught but lived. At its core, HIP seeks to create an atmosphere where English becomes the medium of instruction, communication, and interaction, fostering a deep and intuitive understanding of the language. The significance of HIP lies in its ability to transcend traditional language learning boundaries, offering learners an immersive experience that mirrors real-life language usage scenarios. By integrating English into various aspects of the learning environment, from classroom instruction to extracurricular activities, HIP nurtures linguistic competence while promoting cultural understanding and global awareness. One innovative method for making the grammar learning experience more accessible and enjoyable is by incorporating a physical game using Hava-Hop. As emphasized by Saricoban, A. and Metin, E. (n.d.), the utilization of games as a pedagogical tool for teaching grammar is deemed a particularly advantageous communicative approach. This is due to the fact that it imparts a purpose that transcends mere linguistic accuracy, thereby enriching the learning process. It is evident that young learners, due to their susceptibility to boredom and distraction, can benefit from being engaged in physical activities to maintain their focus and vitality. The fusion of physical activities with oral expression emerges as an optimal approach, as it aligns with the natural inclination of young learners to derive enjoyment from physical engagement. Subsequently, this paper initiates an examination into the Hava-Hop as a physical game that can serve as an invaluable pedagogical tool for addressing pupils' proficiency in distinguishing and effectively utilising auxiliary verbs 'have' and 'has' in their daily lives with game-based learning. 2.0 AIM The aim of this project is to develop and evaluate the effectiveness of a physical game, HavaHop, as a pedagogical tool within the Highly Immersive English Programme (HIP) framework. Specifically, the project seeks to address young learners' proficiency in distinguishing and effectively utilizing the auxiliary verbs 'have' and 'has' through an engaging, game-based learning approach. By integrating physical activity with oral language practice, this project intends to enhance linguistic competence and maintain the learners' interest and motivation. The ultimate goal is to provide an immersive and enjoyable learning experience that not only improves grammatical accuracy but also fosters a deeper understanding and practical application of English in daily communication.

9 3.0 RATIONALE Hawthorne (2023) defines educational interventions as targeted instructional sessions that differ from regular teaching practices. This study introduces Hava-Hop, an intervention designed to improve young learners' use of the auxiliary verbs 'has' and 'have' through a physical game incorporating Total Physical Response (TPR) which is inspired by hopscotch. TPR engages students in movements that reinforce vocabulary and grammar, creating a multi-sensory and immersive learning experience, especially beneficial for young ESL learners. Hava-Hop addresses fundamental grammar skills crucial for primary school pupils before they move on to secondary education. The intervention is integrated into regular English lessons, covering singular and plural nouns related to people, animals, and objects. This comprehensive approach ensures that grammar learning is relevant and contextual. Previously, Hava-Hop used sturdy brown boxes arranged in a hopscotch pattern, with 'has' and 'have' written on them. However, for this project, Hava-Hop is transformed into a durable mural. This mural not only lasts longer but also expands its usability for a larger audience. The mural features vibrant, colorful designs to engage and attract students, making learning more enjoyable. The intervention is seamlessly incorporated into regular ESL classroom activities to avoid isolating the participants. This ensures that all students benefit from the intervention without feeling singled out, promoting an inclusive and equitable learning environment. The thoughtful integration of Hava-Hop into the broader curriculum enhances its effectiveness, making it a vital part of the overall language learning process. 4.0 ANALYSIS During my three months of practicum in my first school, I observed several issues with pupils' performance in speaking and writing, particularly their difficulty in differentiating between the auxiliary verbs 'has' and 'have' and a general lack of interest in learning grammar. The main problem I aim to address in this action research is the pupils' struggle to understand that these verbs indicate actions that began before the present time. Despite being fluent in speaking English and able to ask and answer questions, many pupils consistently made errors using 'has' and 'have' correctly in both speaking and writing. They often repeated mistakes like saying "I has" instead of "I have," showing confusion between singular and plural pronouns that require different auxiliary verbs.

Throughout the practicum, this issue persisted, with most pupils unable to use 'has' and 'have' accurately, despite emphasis during lessons. Pupils often perceived grammar as unimportant as long as they could speak English, contradicting the views of Savignon (2017), who emphasized that grammar is essential for constructing coherent sentences (Alijanian, 2012). Pupils who struggled to differentiate 'has' and 'have' often found it difficult to form coherent sentences and complete more challenging tasks, sometimes copying peers' work instead of completing it themselves. Reflecting on my teaching experience, I decided to implement the Hava-Hop intervention to help pupils better understand and master the use of 'has' and 'have.' 5.0 OBJECTIVE 5.1 To promote active learning and engagement 5.2 To increase the interest of learning English 5.3 To address nuances between the usage of has and have 6.0 TARGET Pupils and teachers of SK Kelebang Besar Melaka 7.0 IMPLEMENTATION Period : 29 April 2024 – 24 May 204 Day : Monday - Friday Venue : Canteen’s foyer Planning of project implementation : *Refer to appendix B 8.0 EXECUTIVE COMMITEE Chairman : Puan Noor Azimah binti Amat (Headmistress) Deputy Chairman Encik Anas bin Azis (Senior Assistant of Administrative) Vice Chairman 1 : Encik Zakaria bin Muhammad (Deputy Head Teacher) Coordinator : Cik Irdawati binti Basri (Head of English Language Panel) Commitee members : Cik Nurin Hamizah binti Shuhaza Cik Ainaa Syafiqah binti Mohd Shah (Teacher Trainee)

1 1 9.0 BUDGET BIL. ITEM QUANTITY PRICE PER UNIT (RM) ESTIMATED COST (RM) 1. Banner 1 RM160 RM160 2. Oil paint (Black) 1 tin (3.5L) RM65 RM65 3. Oil paint (Yellow) 1 tin (1L) RM20 RM20 4. Oil paint (Lime Green) 1 tin (1L) RM20 RM20 5. Brush 2 RM6 RM6 6. Warning tape 1 RM6 RM6 TOTAL COST (RM) RM277 10.0 CLOSURE In conclusion, the Highly Immersive English Programme (HIP) and innovative initiatives like Hava-Hop exemplify a revolutionary approach to language education. By immersing learners in an environment where English is not just taught but integrated into every aspect of their experience, HIP transcends traditional language learning boundaries. Hava-Hop, with its inventive methodology and accessible design, embodies the essence of the HIP, fostering English language proficiency while nurturing a positive and inclusive learning environment. With the support and commitment from all parties, it is hoped that the program planned will be able to fulfill the objectives stated. Pupils who anticipate the program held are aspired to become confident and to defeat all the insecurities they have when using the language. In line with the school mission and vision, the program will be able to produce pupils who are successful in all aspects of life.

1 3 REFERENCES Saricoban, A. & Esen, M. (2000). “Songs, Verse and Games for Teaching Grammar” http://iteslj.org/Techniques/Saricoban-Songs.html. iTeslj. Hawthorne, H. (2023, September 15). Effective Interventions in Education: Types and examples. The Hub | High Speed Training. https://www.highspeedtraining.co.uk/hub/effective-interventions-in education/#:~:text=When%20pupils%20fall%20behind%20their,contri ute%2 to%20students'%20overall%20wellbeing. Savignon, S. J. (2017). Communicative Competence. The TESOL Encyclopedia of English Language Teaching, 1–7. https://doi.org/10.1002/9781118784235.eelt0047 Alijanian, E. (2012). An Investigation of Iranian EFL Teachers` Beliefs about Grammar. Journal of Educational and Social Research, 2(3), 335. https://www.richtmann.org/journal/index.php/jesr/article/download 1190/1155

APPENDIX A DRAFT OF HAVA-HOP FOR HIGHLY IMMERSIVE PROGRAMME CORNER

APPENDIX B PLANNING OF PROJECT IMPLEMENTATION WEEK ACTIVITY 1 (29th April – 3rd May 2024) Discussion with mentor, headmistress and administration regarding the project and implementation Establishing the commitee members Prepare paper work 2 (6th – 10th May 2024) Measuring the size and pillars at the chosen venue Deciding the background for the wall Deciding the colours for Hava-Hop Deciding on the size of boxes for Hava-Hop Start sketching the boxes for Hava-Hop Create and print out words for sketching Prepare online materials for Hava-Hop (Pronouns) Prepare online instruction 3 (13th – 17th May 2024) Promoting Hava-Hop among teachers and students Bring pupils to the HIP Coner 4 (20th – 24th May 2024) Assessing the workability and practicality of the English Odyssey Preparing the report regarding the implemtation of the project

INTERNSHIP IMPLEMENTATION REPORT NAME : NURIN HAMIZAH BINTI SHUHAZA PROGRAMME : PISMP JUN 2020 SCHOOL’S NAME : SEKOLAH KEBANGSAAN KELEBANG BESAR NAME OF PROJECT : HAVA-HOP FOR HIGHLY IMMERSIVE PROGRAMME IMPLEMENTATION PERIOD: 29th APRIL 2024 – 24th MAY 2024 OBJECTIVE : 1) To promote active learning and engagement 2) To increase the interest of learning English 3) To address nuances between the usage of ‘has’ and ‘have’ 1.0 IMPLEMENTATION STRATEGY: 1. 29th APRIL 2024 – 3rd MAY 2024 (WEEK 1) NO. DATE ACTIVITY 1. 29th APRIL 2024 An analysis was conducted to determine the needs of teachers, schools, and pupils. Discussions were held with school administrators to understand their requirements. 2 30th APRIL 2024 Drafting proposals for internship project: - Initial plan: Do an email collbaoration with students from other schools. - Target groups: Year 4 Seroja of SK Kelebang Besar. - Relevance: Based on the SOW, Year 4 pupils should be able to write a simple email with different levels. For example, Year 4 pupils should be able to keep the conversation back and foth using simple sentences and vocabularies. Presenting proposal with mentor, GPK 1 and headmistress of the school to ensure that it is relevant to the school’s needs. - We were advised to change the project into something that involving innovation that can be leave in the school

for a long period of time for the school, teachers and students need. 3 1 st MAY 2024 Further discussion and adjustment of the project: - Change the project from email collboration into innovation project. 4 2 nd MAY 2024 Disucssion of the internship project wiith mentor - Mentor attended the internship briefing in IPG the day before and inform us about the informations she got from the briefing. 5 3 rd MAY 2024 Edits were made on the paperwork to ensure it fullfilled all requirements as written in the rubric. 2. 6 TH MAY 2024 – 10TH MAY 2024 (WEEK 2) NO. DATE ACTIVITY 1. 6 th MAY 2024 The updated paperwork was submitted to our mentor, GPK and headmistress to get their approval on the innovation project - Name of final project: Hava-hop for HIP Corner - Location: Walkaway in between canteen’s foyer and pond Target groups: Students of SK Kelebang Besar 2 7 th MAY 2024 Browse internet to search up for ideas and gather informations about iinnovation that suits the pupils needs. 3 8 th MAY 2024 Work began on the project paperwork. A committee was formed, roles were assigned, and a target group of students who struggled with learning was identified. 4 9 th MAY 2024 A discussion was held with the mentor about the project's implementation and progress. 5 10th MAY 2024 Creating a list on all the materials with expenditure needed.

3. 13TH MAY 2024 – 17TH MAY 2024 (WEEK 3) NO. DATE ACTIVITY 1. 13th MAY 2024 A discussion was held with the mentor, headmistress, and administrative staff regarding the project's implementation. Sketching words 2 14th MAY 2024 Materials for the innovation project were prepared. Start painting the first layer of paint on the floor. 3 15th MAY 2024 Layering another layer of oil paint for the boxes of Hava-hop 4 16th MAY 2024 Improvements were made to the innovation project based on the feedback received. 5 17th MAY 2024 More details of Hava-Hop were added to make it more interesting. 4. 20TH MAY 2024 – 24TH MAY 2024 (WEEK 4) NO. DATE ACTIVITY 1. 20th MAY 2024 Pilot test was conducted with some of the pupils from Year 3 Kenanga in the project implementation. Pupils were given a worksheet as an evidence for pre- and post test. 2 21th MAY 2024 Majlis anugerah gemilang 3 22th MAY 2024 Wesak Day 4 23th MAY 2024 Feedbacks were gathered Marketing efforts were initiated by promoting the project through social media such as whatsapp or instagram. Sharing the ideas of creating the innovation. Sharing the materials needed Emphasize on objectives of the project. 5 24th MAY 2024 A final report on the project’s progress and outcomes was compiled.

2.0 REFLECTION Week 1: 29th April 2024 – 3rd May 2024 During the first week, a comprehensive analysis was conducted to determine the needs of teachers, schools, and pupils. This involved detailed discussions with school administrators to understand their specific requirements and align the internship project accordingly. On 30th April 2024, we began drafting proposals for the internship project. The initial plan was to initiate an email collaboration with students from other schools, targeting Year 4 Seroja of SK Kelebang Besar. This idea was relevant to the Scheme of Work (SOW), as Year 4 pupils should be able to write simple emails and maintain conversations using basic sentences and vocabulary. We then presented the proposal to our mentor, GPK 1, and the headmistress to ensure its relevance to the school’s needs. However, we were advised to transform the project into something involving innovation that could remain useful to the school, teachers, and students over a longer period. On 1st May 2024, we held further discussions and adjusted the project, shifting from the email collaboration to an innovation project. The following day, 2nd May 2024, involved a discussion with our mentor who had attended an internship briefing at IPG. She informed us about the important information she had gathered from the briefing. By 3rd May 2024, we made the necessary edits to our paperwork to ensure it met all the requirements outlined in the rubric. Week 2: 6th May 2024 – 10th May 2024 In the second week, we submitted the updated paperwork to our mentor, GPK, and the headmistress for their approval of the innovation project. The final project was named "Hava-Hop for HIP Corner," and the chosen location for implementation was the walkway between the canteen’s foyer and the pond. The target group for this project was the students of SK Kelebang Besar. On 7th May 2024, we conducted extensive internet research to gather ideas and information about innovations that would meet the pupils’ needs. By 8th May 2024, work began in earnest on the project paperwork. We formed a committee, assigned roles, and identified a target group of students who struggled with learning. The next day, 9th May 2024, we had a detailed discussion with our mentor about the project’s implementation and progress, ensuring we were on the right track. Finally, on 10th May 2024, we created a comprehensive list of all the materials and expenditures needed for the project, ensuring we were well-prepared for the upcoming stages.

Week 3: 13th May 2024 – 17th May 2024 During the third week, we held a crucial discussion with the mentor, headmistress, and administrative staff regarding the project’s implementation. This meeting, held on 13th May 2024, helped in finalizing the plans and ensuring everyone was aligned with the project’s objectives. We also began sketching words for the project. On 14th May 2024, we prepared the materials required for the innovation project and started painting the first layer of paint on the floor. This initial layer was foundational for creating the "Hava-Hop" boxes. The following day, 15th May 2024, we applied another layer of oil paint to reinforce the boxes, ensuring they were durable and visually appealing. On 16th May 2024, based on feedback received, we made several improvements to the innovation project. This included refining the design and making adjustments to better meet the students' needs. By 17th May 2024, we added more detailed elements to the Hava-Hop, making it more engaging and interesting for the pupils. These enhancements were aimed at capturing the students' interest and making the learning process more enjoyable. Week 4: 20th May 2024 – 24th May 2024 In the fourth week, a pilot test was conducted on 20th May 2024 with some pupils from Year 3 Kenanga to evaluate the project's implementation. The pupils were given worksheets to provide evidence for pre- and post-test comparisons, allowing us to measure the project's effectiveness. On 21st May 2024, we participated in the Majlis Anugerah Gemilang, a school event that highlighted various achievements. By 22nd May 2024, we had gathered various feedbacks regarding the innovation project from both teachers and pupils. This feedback was crucial for making further adjustments. On 23rd May 2024, we initiated marketing efforts by promoting the project through social media platforms such as WhatsApp and Instagram. We shared ideas about the innovation, detailed the materials needed, and emphasized the project's objectives. This helped in creating awareness and garnering support from a broader audience. Finally, on 24th May 2024, we compiled a comprehensive final report on the project's progress and outcomes. This report documented all stages of the project, the feedback received, and the overall impact, providing a valuable resource for future reference and potential replication in other schools.

3.0 REFLECTION: 3.1 Strengths: The project exhibited several strengths that contributed to its initial success. A key strength was the vibrant choice of colors for the Hava-Hop, which not only made the project visually appealing but also engaged the students effectively. The collaboration with various parties, including mentors, lecturers, school administrators, and fellow interns, was another significant strength. This collective effort ensured that the project was well-rounded and benefited from diverse perspectives and expertise. The thorough initial analysis and needs assessment also laid a strong foundation, ensuring the project was tailored to meet specific educational requirements. Furthermore, the structured approach to project planning and execution, including the formation of a dedicated committee and systematic progress tracking, facilitated smooth project development. 3.2 Weaknesses: Despite the strengths, the project encountered several weaknesses. One major weakness was the time constraints, which caused delays in the project’s progress. These delays were partly due to the late receipt of financial support, which affected the timely procurement of materials. Another issue was the quality of paint used; due to budget limitations, oil paint was chosen instead of epoxy paint, which would have been more suitable for the floor. This compromise on materials impacted the durability and overall quality of the Hava-Hop. Additionally, the initial project design could have been more robust, as multiple adjustments were needed based on feedback, indicating that the first draft was not thoroughly vetted. 3.3 Opportunities: The project presented several opportunities for growth and improvement. Identifying specific student difficulties with "has" and "have" provided avenues for creating more tailored and effective teaching tools. Feedback from mentors and lecturers was invaluable, offering insights that could refine and enhance the project further. The official launch and subsequent marketing through social media opened a platform to reach a wider audience, potentially attracting more support and resources. This exposure could also lead to networking opportunities with other educators and institutions facing similar challenges. The successful

implementation of the project could serve as a model for future initiatives, demonstrating the effectiveness of collaborative and innovative approaches in education. Additionally, the project's visibility on social media helped in creating a positive image for the school and the innovative methods being employed. 3.4 Threats: However, the project was not without its threats. One significant threat was potential resistance to change from educators or students accustomed to traditional teaching methods. Ensuring consistent engagement and participation from all students was another challenge, particularly those who continued to struggle despite the innovations. Reliance on social media marketing posed risks, given the variability in audience responses and the potential for negative feedback. Logistical issues, such as delays in material preparation and technological challenges, could also disrupt the project's timeline and affect its overall execution. Maintaining momentum and ensuring sustained improvements in student learning beyond the initial implementation phase posed a long-term challenge, particularly if ongoing support and resources were not secured. Additionally, the dependency on financial support and the quality of materials could continue to affect the project's sustainability and effectiveness. 4.0 SUGGESTIONS FOR IMPROVEMENT: Based on the implementation strategy and reflection, several improvements can be made to enhance the project's effectiveness and sustainability. Firstly, developing multiple drafts and backup plans from the outset could mitigate delays caused by late approvals and ensure a more robust initial project design. Securing financial support earlier in the process would allow for the purchase of higher-quality materials, such as epoxy paint instead of oil paint, improving the durability of the innovation. Additionally, increasing the frequency and depth of feedback sessions with mentors and lecturers could help identify and address potential issues sooner. Expanding the collaborative efforts to include more stakeholders, such as parents and community members, might also provide additional resources and support. Finally, diversifying marketing strategies beyond social media, incorporating in-person events, and creating informative brochures could broaden the project's reach and engagement, ensuring sustained interest and participation from both students

and educators. These improvements would contribute to a more seamless execution, greater impact, and long-term success of the project. 5.0 CONCLUSION: In conclusion, the first four weeks of the internship project have been a period of significant learning and development. The initial analysis and needs assessment provided a strong foundation, while the vibrant and engaging Hava-Hop innovation showcased the project's potential to enhance educational experiences. Despite encountering challenges such as time constraints, financial limitations, and material quality issues, the project's collaborative nature and the feedback received from various stakeholders have been invaluable in driving continuous improvement. The SWOT analysis highlighted both the strengths and areas for growth, offering a clear path forward. By implementing suggested improvements, such as preparing multiple drafts, securing early financial support, and expanding marketing efforts, the project can achieve its goals more effectively. Overall, this internship project not only aims to address specific educational needs but also sets a precedent for innovative and collaborative approaches in education, with the potential to serve as a model for future initiatives.

APPENDIX A BEFORE PROJECT IMPLEMENTATION DURING PROJECT IMPLEMENTATION AFTER PROJECT IMPLEMENTATION

LAMPIRAN 2a CATATAN REFLEKSI ( Perlu disediakan bagi setiap aktiviti yang dijalankan oleh pelajar) 1. Isu / Perkara yang difokus: - Discussion with the mentor and school administrators regarding the idea for the internship project. 2. Analisis isu / perkara yang difokus: 2.1 Kekuatan: - I have prepared a draft of my project paperwork that includes the innovative idea, objectives, and other relevant details. 2.2 Kelemahan: - I only created one draft and did not prepare backup plans, which delayed the agreement and approval of my project paperwork. 3. Cadangan penambahbaikan: - I should prepare multiple drafts and backup plans to obtain earlier approval, allowing me to start working on my project sooner. (sila simpan dokumen ini di dalam portfolio anda)

CATATAN REFLEKSI ( Perlu disediakan bagi setiap aktiviti yang dijalankan oleh pelajar) 1. Isu / Perkara yang difokus: - Painting floor - Implementation of innovation 2. Analisis isu / perkara yang difokus: 2.1 Kekuatan: - The Hava-Hop project can be started as I was provided with financial support from school to buy the materials for the project such as oil paint, brushes, warning tape and banner. 2.2 Kelemahan: - The project could not be completed ahead of schedule due to time constraints and delays in receiving financial support. 3. Cadangan penambahbaikan: - I should have ask on the details on how to ask for financial support from pibg earlier. - The planning should be done earlier before internship started (sila simpan dokumen ini di dalam portfolio anda)

CATATAN REFLEKSI ( Perlu disediakan bagi setiap aktiviti yang dijalankan oleh pelajar) 1. Isu / Perkara yang difokus: - Report writing 2. Analisis isu / perkara yang difokus: 2.1 Kekuatan: - I managed to complete my report by the end of week 3 with all th details such as implementation strategy, SWOT analysis and reflection that was written in the report. 2.2 Kelemahan: - Time constraints: Eventhough the report have been done, I did not mange to write and complete my report thoroughly as there are insufficient time in doing so due to the delay of project and school programmes. 3. Cadangan penambahbaikan: - I should have planned and initiate my ideas of my project during the end of practicum so that I have more time to make changes or amendments that is needed in making sure the project can be run thoroughly. (sila simpan dokumen ini di dalam portfolio anda)

CATATAN REFLEKSI ( Perlu disediakan bagi setiap aktiviti yang dijalankan oleh pelajar) 1. Isu / Perkara yang difokus: - Implementation of project and innovation 2. Analisis isu / perkara yang difokus: 2.1 Kekuatan: - Pupils show high interest in learning English through the project innovation HavaHop that was created at the Highly Immersive corner. 2.2 Kelemahan: - Time constraint: Only a few pupils were be able to be selected in conducting the pilot test of my innovation project as I only get to have the pupils during class relief. 3. Cadangan penambahbaikan: - In the upcoming classes with my pupils, I will bring them all to test the innovation project of mine so that all of them get to be involved. (sila simpan dokumen ini di dalam portfolio anda)

C01 RANCANGAN MENGAJAR C02 DOKUMEN KOKURIKULUM C03 JURNAL REFLEKTIF MINGGUAN C04 PERANAN-PERANAN LAIN Kurikulum & Kokurikulum C

Subject: English Year/Form: 3 Kenanga Day/Date: Tuesday / 30.4.2024 Duration/Time: 9:10-10:10 a.m. Theme: World of Self, Family & Friends Topic: Right now Language Focus: Present continuous statements (be+ing) Focus Skill: L/S/R/W/LA Main Skill Complementary Skill Speaking Listening Content Standard: 2.1 Communicate simple information intelligibly 1.1 Recognise and reproduce target language sounds Learning Standard: 2.1.5 Describe people and objects using suitable words and phrases 1.1.1 Recognise and reproduce with support a range of target language phonemes Learning Objectives: At the end of the lesson, pupils will be able to: 1. Describe each drawing by using present continuous sentence. Success Criteria: 1. Pupils can describe at least 2 drawings by using present continuous sentence. Assessments: Oral and observation Cross-Curricular Elements: Language; Values Lesson Activities/Outlines: Pre-Lesson 1. Pupils recap on what they learned in previous lesson by singing the ‘Action song’ together. 2. Pupils will b asked questions related to what they have learned before starting the lesson. Lesson Development: Stage 1 1. A few drawings will be drawn by teacher. - Playing the guitar - Making a cake - Cleaning - Washing-up - Watering the plants - Making the bed 2. Random pupils will be selected to describe any picture using present continuous. Example: She is making a cake 3. The same step will be repeated and once done, they will read the sentences for each drawing together. Stage 2

Reflection: The whole lesson was successfully conducted however, it seems that most of the pupils have difficulty in reading the dialogues individually. Therefore, the whole class was asked to reread the dialogues together as a class. Overall, they still managed to achieve lesson objective as they are able to describe the drawings/pictures. 1. Pupils are to open textbook page 26. 2. Pupils read the dialogues together. 3. Pupils answer questions related to the picture using present continuous. Stage 3 1. Pupils complete activity in fun book related to present continuous. 2. Once done, pupils submit their work to the teacher. Post-lesson: 1. Pupils are asked questions about what they learned in the lesson. Materials Differentiation Strategies 1. Speaker 2. Marker 3. Textbook 4. Funbook 1. Low proficient pupils will be asked questions frequently to drill them on certain topics. 2. Advanced pupils are expected to use a correct present continuous sentence in describing the drawings.

Subject: English Year/Form: 3 Kenanga Day/Date: Thursday / 1.5.2024 Duration/Time: 7:40-08:40 a.m. Theme: World of Self, Family & Friends Topic: Right now Language Focus: Present continuous questions (be+ing) Focus Skill: L/S/R/W/LA Main Skill Complementary Skill Reading Reading Content Standard: 3.2 Understand a variety of linear and nonlinear print and digital texts by using appropriate reading strategies 3.2 Understand a variety of linear and nonlinear print and digital texts by using appropriate reading strategies Learning Standard: 3.2.1 Understand the main idea of short simple texts 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and the topic Learning Objectives: At the end of the lesson, pupils will be able to: 2. Answer questions related to the text. 3. Match the drawings with the correct sentences. Success Criteria: 2. Pupils can answer more than 2 questions related to the text orally. 3. Pupils can match at least 2 drawings with the correct sentences. Assessments: Oral and observation Cross-Curricular Elements: Language; Values Lesson Activities/Outlines: Pre-Lesson 3. Pupils be prepared for the lesson. 4. Pupils be quite and listen to a song played from Student’s Book, p.25. 5. Have pupils sing along and do the actions. Lesson Development: Stage 1 4. Pupils will be introduced to new vocabularies. 5. A few drawings will be drawn by teacher on the board (left side) and different sentences that corresponds with each picture will be written (right side). 6. Random pupils will be selected to match each picture with the correct sentences. 7. The same step will be repeated and once done, they will read the sentences for each drawing together. Stage 2 4. Pupils are to open textbook page 26. 5. Pupils are told to reread the text together. 6. A few questions related to the text will be asked to the pupils. 7. Pupils are to answer orally by saying yes or no.

Reflection: 32/39 pupils attended the class. The pupils were able to achieve lesson objective but some of them took some time in understanding the whole text. Stage 3 3. Pupils will play a broken telephone game that includes the new vocabularies that they learned early in the lesson. 4. Pupils will be divided into groups. 5. Each leader for each group will come forward and listen to the sentence said out by teacher. 6. The leader will go back to their group and tell the person behind the sentence and continue until the end. 7. Groups who got the most complete sentence will get a point. Post-lesson: 2. Pupils will be asked to complete an activity in fun book as their homework. Materials Differentiation Strategies 5. Speaker 6. Marker 7. Textbook 8. Funbook 3. Low proficient pupils will be asked questions frequently to drill them on certain topics. 4. Advanced pupils are expected to use a correct present continuous sentence in describing the drawings.

Reflection: The whole lesson except for lesson development could not be done as the class is out of control. Therefore, the pupils are asked questions during lesson development that’s related to what they learned before. Subject: English Day/Date: Friday / 3.5.2024 Duration/Time: 11:10-12:10 p.m. Theme: World of Self, Family & Friends Topic: Right now Language Focus: Present continuous questions (be+ing) Focus Skill: L/S/R/W/LA Main Skill Complementary Skill Writing Writing Content Standard: 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media 3.2 Spell an increased range of familiar high frequency words accurately in guided writing Learning Standard: 4.3.2 Spell an increased range of familiar high frequency words accurately in guided writing 3.2.2 Understand specific information and details of short simple texts Learning Objectives: At the end of the lesson, pupils will be able to: 4. Answer questions related to the text. Success Criteria: 4. Pupils can answer more than 2 questions related to the text orally. Assessments: Oral and observation Cross-Curricular Elements: Language; Values Lesson Activities/Outlines: Pre-Lesson 6. Pupils review vocabularies through a spelling game. 7. Blanks will be written and pupils are to fill in the blanks with the correct spelling based on the clue described by teacher. Lesson Development: 8. Scrambled words will be written on the board. 9. Pupils rewrite each words by unscrambling it and spell it correctly in their exercise book. 10. Pupils discuss on the meaning of each word. Post-lesson: 3. Pupils complete tasks in fun book that can help them drill on spelling. Materials Differentiation Strategies 9. Marker 10. Exercise book 11. Funbook 5. Advanced pupils are expected to use a correct present continuous sentence in describing the drawings.

Lesson: 39 Week: 9 Day : Thursday Date: 9 May, 2024 Time : 7.40 am - 8.40 am Class : 3 Kenanga Subject : English language Theme: Word of Self, Family and Friends Topic : MODULE 3 : RIGHT NOW Language Focus : Present continuous questions (be+ing) Skills Main: Speaking Complementary: Speaking Content Standard: 2.1-Communicate simple information intelligibly 2.2 -Use appropriate communication strategies Learning standard: 2.1.5 Name or describe objects using suitable words from word sets 2.2.2 Ask for attention or help from a teacher or classmate using one word or a fixed phrase Objectives By the end of the lesson some pupils will be able to: 1) Describe pictures using correct present continuous forms. 2) Ask questions to a friend Success Criteria/ Can do statements 1) Pupils can describe at least more than 2 pictures using correct present continuous forms. 2) Students can ask any questions related with present continuous form to a friend. Teaching aids LCD projector, laptop, speaker, worksheets CCE : Language HOTS: Application Differentiation Strategies: Type and amount of support 21 CL : Pair / Group Discussion Pre Lesson 1. Pupils recall on the vocabularies that they have learned in previous lesson. 2. Pupils are asked questions on how and when to use –ing forms to see if they remembered what they learned. Lesson Development 1. Pupils are told to play a charade game. 2. Random pupils will be chosen for each round to act out and the others guess the vocabulary for each action. 3. Pupils be in pairs and open fun book page 58. 4. In pairs, they need to ask and answer questions to each other based on the fun book page 58. Post Lesson 1. Pupils recall on when to use –ing forms. 2. Pupils give feedback orally on the lesson Assessment Observation Reflection: Attendance / 35/38 pupils attended the class. 8 out of 38 are not able to achieve lesson objective as they are not able to understand instruction which lead them to not be able to use the –ing form in asking and answering questions but they can form the –ing sentences only when I gave them extra guidance. Remarks The lesson was carried out successfully.

Lesson: 40 Week: 9 Day : Friday Date: 10 May, 2024 Time : 11.10 am - 12.10 pm Class : 3 Kenanga Subject : English language Theme: Word of Self, Family and Friends Topic : MODULE 3 : RIGHT NOW Language Focus : Present continuous negative statements Skills Main: Reading Complementary: Reading Content Standard: 3.2 -Understand a variety of linear and nonlinear print and digital texts by using appropriate reading strategies 3.2 -Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Learning standard: 3.2.1 Understand the main idea of very simple phrases and sentences 3.2.2 Understand specific information and details of very simple phrases and sentences Objectives By the end of the lesson some pupils will be able to: 3) Share the main idea of texts about ‘Let’s Exercise’ from textbook. Success Criteria/ Can do statements 1) Pupils can share at least one out of three main ideas of texts about ‘Let’s exercise’ from textbook orally. Teaching aids Textbook, worksheets CCE : Language HOTS: Application Differentiation Strategies: Type and amount of support 21 CL : Pair / Group Discussion Pre Lesson 3. Pupils will learn about exercise and then have a chance to move around for 2–3 minutes in the classroom. 4. Afterward, the teacher will teach them new words like Zumba or aerobics based on what they did. 5. Pupils are asked to list out any other sports or outdoor activities that they know. 6. Each activity or sports said by the pupils will be written on the board. Lesson Development 5. Pupils play a charade game. 6. One selected pupil in front of the class is not allowed to look at the whiteboard. 7. The others will look at one of the activity pointed by teacher on the board and act it out. 8. The representative will need to guess the activity. 9. Pupils open textbook page 28. 10. Pupils read all the texts and guess the activity of each picture. 11. Pupils hear to a brief explanation by teacher on the use of is and isn’t. 12. Pupils open fun book and complete page 61 & 62. Post Lesson 3. Pupils’ comprehension will be tested through a true or false quiz based on the text they read. Assessment Observation Reflection: Pupils attended the class and are able to list out exercises from the textbook. Remarks The lesson was carried out successfully. The lesson was postponed due to meeting/ briefing/CRK/public holidays/school programme.

Lesson: 43 Week: 10 Day : Thursday Date: 15 May, 2024 Time : 7.40 am - 8.40 am Class : 3 Kenanga Subject : English language Theme: Word of Self, Family and Friends Topic : MODULE 3 : RIGHT NOW Language Focus : Present continuous + negative statements Skills Main: Listening Complementary: Writing Content Standard: 1.2 – Understand meaning in a variety of familiar contexts 4.3-Communicate with appropriate language form and style for a range of purposes in print and digital media Learning standard: 1.2.2 Understand with support specific information and details of very simple phrases and sentences 4.3.3 Plan, and write words and phrases Objectives By the end of the lesson some pupils will be able to: 4) Listen and answer questions about a text. Success Criteria/ Can do statements 2) Pupils can listen and answer at least more than 2 questions orally based on a text through an audio. Teaching aids Textbook, worksheets CCE : Language HOTS: Application Differentiation Strategies: Type and amount of support 21 CL : Pair / Group Discussion Pre Lesson 7. Pupils open textbook page 29 activity 3. 8. Pupils are asked describe about what kind of activities that they can see in the picture as a starter. Lesson Development 13. Pupils listen to an audio on activity 3. 14. Pupils discuss with their friends about the answers. 15. Pupils are given a second chance to listen to the audio carefully. 16. Pupils are asked a few questions related to the audio. Post Lesson 4. Pupils look at activity 3. 5. Pupils need to describe about the picture through playing a musical ball. 6. During the musical ball game, a song will be played. 7. Pupils who got the ball needs to stand up, choose any character in the picture and describe it using present continuous + negative statements correctly with teacher’s guidance. Assessment Observation Reflection: Attendance / Lesson could not be conducted due to a teacher’s day programme. Remarks The lesson was postponed due to teacher’s day programme.

Lesson: 43 Week: 10 Day : Friday Date: 17 May, 2024 Time : 11.10 am - 12.10 am Class : 3 Kenanga Subject : English language Theme: Word of Self, Family and Friends Topic : MODULE 3 : RIGHT NOW Language Focus : Present continuous + negative statements Skills Main: Listening Complementary: Writing Content Standard: 1.2 – Understand meaning in a variety of familiar contexts 4.3-Communicate with appropriate language form and style for a range of purposes in print and digital media Learning standard: 1.2.2 Understand with support specific information and details of very simple phrases and sentences 4.3.3 Plan, and write words and phrases Objectives By the end of the lesson some pupils will be able to: 1) Listen and answer questions about a text. Success Criteria/ Can do statements 1) Pupils can listen and answer at least more than 2 questions orally based on a text through an audio. Teaching aids Textbook, worksheets CCE : Language HOTS: Application Differentiation Strategies: Type and amount of support 21 CL : Pair / Group Discussion Pre Lesson 9. Pupils open textbook page 29 activity 3. 10. Pupils are asked describe about what kind of activities that they can see in the picture as a starter. Lesson Development 2) Pupils listen to an audio on activity 3. 3) Pupils discuss with their friends about the answers. 4) Pupils are given a second chance to listen to the audio carefully. 5) Pupils are asked a few questions related to the audio. Post Lesson 8. Pupils look at activity 3. 9. Pupils need to describe about the picture through playing a musical ball. 10. During the musical ball game, a song will be played. 11. Pupils who got the ball needs to stand up, choose any character in the picture and describe it using present continuous + negative statements correctly with teacher’s guidance. Assessment Observation Reflection: Attendance / Lesson could not be conducted as a colouring competition was held during the hour. Therefore this lesson will be conducted in the upcoming class. Remarks The lesson was postponed due to a colouring competition for year 1-3.

INTERNSHIP JOURNAL WEEK: 1 DATE: 29th MAY 2024 TITLE: Mixed abilities classroom 1. Focused Issue: Throughout my experience in this school since practicum till now, I think that mixed abilities students in the classroom needs to be concerned as there is a huge gap between students who are proficient in english and those who have difficulty in learning english. This can be observed whereby most pupils in my class can complete their tasks in a short period of time, however, those who are low proficient in English will take some time in completing the tasks provided. 2. Analysis of the Focused Issue: The reason for this circumstance is most schools no longer applied streaming classes according to students level which cause them to be mixed up togetehr in a class and somehow affect the whole teaching and learning progress. This is because, most teachers will need to give extra guidance and focus more on low proficient students and cause the others to not getting any extra supports too. 3. Literature Review on the Issue (Previous Experience or Studies): Mixed ability classroom refers to the differing of students level in skills, proficiency and abiilities which will sometimes cause the low proficient ones to feel lack of motivation as they are treated unequally by some teachers (Chapman & King, 2003, as cited in Muneerah S. Al-Subaiei, 2017). Therefore, ways to acoomodate with this issue needs to be taken into consideration. 4. Proposed Solutions and Ideas: From my way of thinking, I think differentiation of worksheet can be vital to be applied in mixed abiltiies classrooms. 5. Time Frame for Resolution: 1 week 6. Follow-up Actions: The effectiveness of the strategy was not drastically seen but there are some improvements made by students. 7. Implementation of Follow-up Actions: 3rd May 2024 8. Effectiveness of the Proposed Measures: It can be seen that differentiation worksheet does help in making sure that pupils get an equal treatment in class. 9. Conclusion/Reflection: In conclusin, teachers need to know their students and their abiltiies in order to make sure that we as teachers can help to find a solutin to make sure that these children are not left behind. 10. References: Al-Subaiei, M. S. (2017). Challenges in mixed abiltiies classes and strategies utilizied by ELI Teachers to cope with The,. English Language Teaching, 10(6), 182.

INTERNSHIP JOURNAL Week: 2 Date: 6/05/2022 Title: INTERRUPTIONS DURING TEACHING AND LEARNING 1. Focused Issue: During the teaching & learning process (T&L) in the class of 3 Kenanga, the T&L process successfully met my satisfaction as the pupils gave their full cooperation during the process, however, I noticed that some of the pupils tend to lose their focus in class after 15 minutes by interfering in the middle of the T&L process. 2. Analysis of the Focused Issue: According to my point of view, one of the factor that causes a number of pupils to lose their focus during the class is because of unexciting teaching aids & materials that is aim to reduce the boredom of pupils. Besides, the pupils might also easily lose their attention because the way the lesson was delivered was not effective. In the meantime, these factors will affect the whole lesson as they will not be able to master the lessons that are delivered. 3. Literature Review on the Issue (Previous Experience or Studies): According to Gamar Al-addar & Nurul Azmi (2020), teaching aids and strategy is very crucial to ensure that pupils feel more motivated and will get more active in participating class activities. 4. Proposed solutions and ideas: According to the analysis that I have done regarding this issue, I believe that there are certain alternatives or strategies that can be implemented by teachers in keeping students feel motivated and focus are: i) Form teaching aids that contains video ii) Variations of teaching strategy iii) Create more group activities 5. Time frame for resolution One week 6. Follow up actions Actions will be taken by creating more interesting teaching aids and materials that contains video and visuals that is related to the class topic. 7. Tarikh Tindakan Susulan Dilaksanakan: 10.05.2024 8.0 Keberkesanan Langkah Yang Dicadangkan: Actions that had been implemented have had a beneficial impact on my current classes as the number of pupils who paid attention during teaching and learning process had increased to be compared with my previous lesson. 9.0 Kesimpulan / refleksi (Kesan Tindakan (Perlu) dan Halangan (Jika Ada): The new strategies of attracting the pupil attention during teaching and learning process that was implemented have met my satisfaction as the pupils are getting more interested in learning with variations of teaching aids to ensure the pupils keep focus during the whole period of class. Rujukan: Gamar Al-Haddar & Nurul Azmi. (2020). The Use of Teaching Aids in Increasing Student Motivation at Elementary School. MUDARRISA: Jurnal Kajian Pendidikan Islam. 12. 137-149.

INTERNSHIP JOURNAL Week: 3 Date: 13/05/2024 Title: CLASSROOM CLEANLINESS AND CHEERFULNESS Isu Yang Difokuskan: Though out the whole three weeks of practicum in the school, I noticed that one of the main issue that also needs to be taken into concern is regarding the cleanliness of each class. The reason for this circumstance is a clean and cheerful class is one of an important aspect in conducting a lesson. Analisis Yang Difokuskan: In my opinion, this issue often occurs due to pupils' lack of exposure to the importance of having a clean and cheerful class. Due to that, each pupil will not have the realization of and responsibility in them to make sure their class is always clean. Kajian Lampau (Literature Review) Terhadap Isu (Pengalaman atau Kajian Lepas): More study and research indicates that a clean school environment has a substantial effect on pupils' clean lifestyle behaviour and is known as one of the prominent factor of pupils' habits in school. (Tagor Alamsyah, et al., 2018). Cadangan dan Idea Penyelesaian Masalah: A few actions need to be taken in order to make sure that this issue can be solved is by asking the pupils to always pick up rubbishes around the class and clean the floor each time before starting a lesson everyday as a habit. Therefore, pupils will already know that making sure there are no rubbish in the class is one of their daily routine and responsibility. As a teacher, I will also make sure to keep the pupils motivated to ensure the cleanliness of their class by relating the importance of cleanliness and learning process. Tempoh Masa Penyelesaian: One week Tindakan Susulan: I will start to record the cleanliness of each class daily and reward classes that shows satisfying cleanliness of class. Tarikh Tindakan Susulan Dilaksanakan: 17.05.2024 Keberkesanan Langkah Yang Dicadangkan: Actions that had been implemented which is by daily recording the progress of cleanliness by each class and rewarding them for them behaviour seem to be succeed. This is because the pupils seem to already understand the importance of class cleanliness and cheerfulness as they cleaned the class according to their duty each time before starting a lesson. Kesimpulan / refleksi (Kesan Tindakan (Perlu) dan Halangan (Jika Ada): The new strategies of rewarding pupils for cleaning their class was implemented and met my satisfaction as the pupils have adapted it as one of their responsible which shows a good behaviour in them. However, new strategies need to be think and renew every time to make sure the pupils stick to the good behaviour until they finish their studies. Rujukan: Tagor Alamsyah, Asep Saefuddin, Etty Riani, & Bambang Indriyanto. (2018). International Journal of Scientific & Technology Research - IJSTR. IJSTR. Retrieved August 31, 2022, from https://www.ijstr.org/final-print/mar2018/The-Relationship-Between-Clean-School-EnvironmentAnd-Students-Clean-Lifestyle-Behaviour-In-Indonesia-Junior-And-Senior-High-School.pdf

INTERNSHIP JOURNAL Week: 4 Date: 21/05/2024 Title: INTERRUPTIONS DURING TEACHING AND LEARNING Isu Yang Difokuskan: During the teaching & learning process (T&L) in the class of 3 Hijau, the T&L process successfully met my satisfaction as the pupils gave their full cooperation during the process, however, I noticed that some of the pupils tend to lose their focus in class after 15 minutes by interfering in the middle of the T&L process. Analisis Yang Difokuskan: According to my point of view, one of the factor that causes a number of pupils to lose their focus during the class is because of unexciting teaching aids & materials that is aim to reduce the boredom of pupils. Besides, the pupils might also easily lose their attention because the way the lesson was delivered was not effective. In the meantime, these factors will affect the whole lesson as they will not be able to master the lessons that are delivered. Kajian Lampau (Literature Review) Terhadap Isu (Pengalaman atau Kajian Lepas): According to Gamar Al-addar & Nurul Azmi (2020), teaching aids and strategy is very crucial to ensure that pupils feel more motivated and will get more active in participating class activities. Cadangan dan Idea Penyelesaian Masalah: According to the analysis that I have done regarding this issue, I believe that there are certain alternatives or strategies that can be implemented by teachers in keeping students feel motivated and focus are: i) Form teaching aids that contains video ii) Variations of teaching strategy iii) Create more group activities Tempoh Masa Penyelesaian: One week Tindakan Susulan: Actions will be taken by creating more interesting teaching aids and materials that contains video and visuals that is related to the class topic. Tarikh Tindakan Susulan Dilaksanakan: 24.05.2024 Keberkesanan Langkah Yang Dicadangkan: Actions that had been implemented have had a beneficial impact on my current classes as the number of pupils who paid attention during teaching and learning process had increased to be compared with my previous lesson. Kesimpulan / refleksi (Kesan Tindakan (Perlu) dan Halangan (Jika Ada): The new strategies of attracting the pupil attention during teaching and learning process that was implemented have met my satisfaction as the pupils are getting more interested in learning with variations of teaching aids to ensure the pupils keep focus during the whole period of class. Rujukan: Gamar Al-Haddar & Nurul Azmi. (2020). The Use of Teaching Aids in Increasing Student Motivation at Elementary School. MUDARRISA: Jurnal Kajian Pendidikan Islam. 12. 137-149.

PERANAN-PERANAN LAIN AJK PELAKSANAAN MERENTAS DESA SSKB 2024 10.1 Pelaksanaan Latihan Merentas Desa : 30 April 2024 (Selasa) Masa berhimpun : 2.30 petang Masa pelepasan : 3.15 petang Dijalankan pada : 3 Mei 2024 (Jumaat) Masa berhimpun : 8.00 pagi Masa pelepasan : 8.30 pagi Pelepasan oleh : Pn. Noor Azimah Binti Amat (Guru Besar SK Kelebang Besar) 10.2 Aturcara Majlis 7.30 pg - Perhimpunan pagi / Bacaan Yaasiin 7.40- 8.00 pg - Ambil kehadiran murid oleh guru kelas (semua tahun) 8.00 – 8.30 pagi - Taklimat peserta - Pemanasan badan, regangan dan Senamrobik 8.30 pg - ACARA DIMULAKAN Pelepasan oleh Pn. Noor Azimah Binti Amat - Murid Tahun 4 – Perempuan - Murid Tahun 5 – Perempuan - Murid Tahun 6 – Perempuan - Murid Tahun 4 – Lelaki - Murid Tahun 5 – Lelaki - Murid Tahun 6 – Lelaki 9.30 pg - peserta terakhir dijangka sampa 9.45/10.00 pg - UPACARA PENUTUP DAN PENYAMPAIAN HADIAH 10.40 pg - Bersurai dan murid berehat ke kantin 11.10 pg – 12.10 ptg - PdP mengikut jadual