HBEL 3303

LINGUISTICS AND LANGUAGE TEACHING

MAY 2014 SEMESTER

NAME : HASMAYAH ABDUL GHANI
MATRIX NO : 800725125990001
EMAIL : maeamaezhra@gmail.com
HP NO : 0145708903














YEAR 5 : THE TIGER AND THE MOUSEDEER
( BEHAVIOURIST APPROACH )

OBJECTIVE
To be able to tell and write the stories accordingly and find out the moral values of the stories.
MATERIALS
Picture series of The Tiger and The Mousedeer
OUTLINE
DESCRIPTIONS TIME
Intro
Show the picture series of The Tiger and The Mousedeer to the
students. Encourage them to talk about the stories

Conversation
Have the students to look at the picture series. Introduce them to the
characters of the picture series. Encourage them to talk about the
characters in the pictures.

Behaviourist Approach
Teacher tells the story to the students, and uses great intonations and
mimic. The stories are according to what the teacher says.

Then, have the students to get into 4 groups which consists 7 students
each. Each group are provided with manila card and marker pen. They
need to write the story according to what the teacher tells before and
write it on the manila card.

Teacher will go to every group to inspect them and help with the

5 minutes




10 minutes






40 minutes





vocabulary.

The delegate from each groups need to come forward and tell their story.
Then the manila card will be paste on the whiteboard, next to each other.

Teacher will be a listener and correct spelling errors or wrong usage of
vocabulary.

The students will then go back to their seat, and write their groups
versions of story.

Review
Ask the students about what they can learn from the story. Which
character is representing a good deed and which is not?












5 minutes














YEAR 5 : THE TIGER AND THE MOUSEDEER
( INTERACTIONIST APPROACH )

OBJECTIVE
To be able to tell and write the stories accordingly and find out the moral values of the stories.
MATERIALS
Picture series of The Tiger and The Mousedeer
OUTLINE
DESCRIPTIONS TIME
Intro
Show the picture series of The Tiger and The Mousedeer to the
students. Encourage them to talk about the stories

Conversation
Have the students to look at the picture series. Introduce them to the
characters of the picture series. Encourage them to talk about the
characters in the pictures.

Interactionist Approach
Teacher discuss the story with the students. Have the students to talk
about each of the characters in the picture. Discuss whether it is suppose
to be done or there might be any other behaviour the characters should
imply. Talk about what the moral value of the stories.

Any ideas from the students are written on the whiteboard.

Have the students to write their own story according to the picture series
individually. The students are free to write their own version of story.

5 minutes




10 minutes






40 minutes






Teacher will go to each student to inspect them and help with the
vocabulary.


Review
Ask the students about their opinion of what should or should not do by
the characters in the story. Encourage them to stand for their opinions.







5 minutes


















2. In my opinion, the Behaviourist Approach is most suitable for my students. As what
we know, behaviourism is a theory of the psychologist B F Skinner. He stresses the idea that
the cause and effect is the method of controlling behaviour, not the reason or mind.
As far as we know, there are two sides of the Behaviourist approach. One is Classical
Conditioning and the other is Operant Conditioning. Classical Conditioning is literally about
conditioning through a natural stimulus. For example, the sounds of the bell that will
automatically get response from the students by go to their class. While, on the other hand, the
Operant Conditioning is a behaviour that is reinforce by punishment or reward. For example,
give a gift to a well behave student and berate bad behaviour. In both Classical and Operant
Conditioning, Behaviourism is only about behaviour, no cognitive thought that processes of
the higher brain.
Blooms Taxonomy is representing by the pyramid of learning. The lowest part is for
the students who can only recall. This can be seen on the year 1 students who recite the
alphabet. While the pinnacle of the Blooms Taxonomy represent the ability to evaluate. This
is normally seen to the higher students who can evaluate or generate a new and fresh idea.
As for me, I am teaching in the rural area where most of the students come from the
non-academics family. Most of them normally communicate in their mothers tongue
language, whereby, speaking English become a real problem to them. Therefore, I need to
prepare a very convenient lesson outline, or create one, to make sure that my students can
actually digest what are there for them in English.
The Behaviourist view in terms of teaching includes well prepared lesson outline.
Strategies include lectures, demonstrations and direct instructions. It approaches are more
suitable to a class of young or less able learners. This is because the objectives are very clear
and easy to measure.
There are no cognitive thinking involve is Behaviourist Approach. Therefore, it is
easier to apply, especially in my classroom of 28 students, who spend more time speaking in
their mothers tongue language than speak in Malay. Therefore, for them English is a horror.
For my teaching and learning session, in writing lesson, I will explain the stories in the
picture series ( if there are any ) in English before translating it into Malay. I need to use a
very good intonation, gestures, mimic so that there will be easier for them to understand the
stories. This process might take quite some times, because my students are mostly lack of
vocabularies. So, they will digest directly whatever knowledge I am going to shower them
with. In short, they take it as what it is. There are no higher thinking, or doubt.
Other than that, I will need to encourage them to generate more idea by looking at the
pictures given. They might give me a Malay sentence, but I will help them by preparing a list
of vocabulary that might exist in the store, write it on a manila card and paste it on the
whiteboard for their reference. They can refer to it anytime they want. By sitting in the group
also will help them to be more eager to find the answer, or come out with a great idea, or
correct sentence, as they are more comfortable when they are among their friends. The
combination of self confidence and maybe a little help from me, their teacher, somehow, they
are actually come out with a very good story.
A little preparation on good intonation, understandable gestures and funny mimics
might also help them understanding more about the language I spoke. Furthermore, I will
provide them with the picture series and lists of vocabulary as a reference.
The Behaviourist Approach will definitely be my choice of teaching because of the
students condition itself. But, it will be upgraded slowly when the students can reach the
target, or the objectives of teaching are fulfilled.









3. One of the characteristics of the Interactionist Approach is that the use of the native
language is acceptable where feasible, and translation may be used when necessary.
I personally agree with this statement of view. The background of my student, where
Malay language is also a foreign language to them, the usage of the native language is very
much needed. Even though I do not speak their language, but it might help as there are a few
students can converse in Malay. This is to make the conversation between me and my
students are more understandable and meaningful. So, there will be no more neglected
students in the class, and all of them can take part in the lesson.
Secondly, translation is actually a useful method when one is teaching in the rural
area, where any other language other than the native language of the local is hard to hear.
Even though, it might take quite some time, but it really worth it. The students will understand
the lesson, while I at the other hand, will know their problems better. Sometimes, it will
actually boost the students confidence level, because they can give the meaning correctly,
when they are mouthing me upon my translation. This can give a good environment in the
classroom because they will trying frantically to give a good meaning for the words, and
really proud of it.