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Throughout the first week, I received a number of relief classes. Every class I attended, I
tried to break the ice in english. Unfortunately, I do not get responses from pupils. A few
pupils do not even look at me. After a few tries, I conversed in Bahasa Melayu. Instantly,
the class turned lively. Pupils started responding and were interested in the activities that
I conducted.
I realised that the pupils have limited vocabulary in english and could hardly understand
my instructions.
I approached a few pupils tried to talk to them slowly. I found that the majority of the pupils do not speak English at all
at home. They don’t watch English cartoons, movies nor listen to English songs. As children, they did not get the
opportunity to read English story books too. A few of the pupils admitted they did understand a little bit of my
instructions but do not know how to reply in English.
Then, I tried to conduct a small quiz. I asked the pupils to randomly name some objects in English. For example, chairs,
desk, cupboard, cars, train, sky and clouds. Pupils did have trouble with naming the objects- they have limited
vocabulary.
Kajian Lampau (Literature Review) Terhadap Isu (Pengalaman atau Kajian Lepas) :
Amal Ali Alkaff (2013), recommends that more emphasis be given to teaching vocabulary and
speaking, allowing students sufficient time for practicing and recycling the new words. Helping the
students build a solid base of vocabulary will hopefully not only give them more confidence in
speaking, but it will also improve their writing skill.
Cadangan dan Idea Penyelesaian Masalah :
The experience gave me a rough idea on the levels of my pupils. Therefore, I realised that I have to take the following
measures in my classroom:
Tindakan Susulan :
Provide opportunity for students to explain a meaning of a word without the use of another
language.
Provide a speaking podium for pupils.
Rujukan :