INSTITUT PENDIDIKAN GURU KAMPUS SULTAN ABDUL HALIM

08000 SUNGAI PETANI, KEDAH

LINKING THEORY TO PRACTICE (TSL 3103)

NAME

: RENUKA D/O KUNA SAIKARAN

INDEX NO

: 920612075276

NRIC NO.

: 920612-07-5276

GROUP/UNIT

: P5J

COURSE & COURSE CODE: LINKING THEORY TO PRACTICE (TL 3103)

TITLE OF PROJECT

: PART 3: CRITICAL REFLECTION

LECTURERS NAME

: MADAM HAAIYOON BT. AHMAD

MISS RAGUNA ARUMUGAM

DATE OF SUBMISSION

: 23RD MARCH 2015

Drawing on your microteaching experience, the feedback you received and relevant
literature, write a critical reflection in about 1500 words on the insights gained from this
assignment.

1.0 Introduction
Basically, microteaching is the focussed practice of teaching one or more skills in a
classroom (Wan Zarina & Nik Azraini, 2010). Teacher trainees will definitely have ample of
oppurtunities to practice their teaching skills under the observation of the lecturers where
constructive feedbacks take place for teaching betterment. It could be done individually, pairs or
in groups. We carried out a microteaching session during one of the lectures on the 4 th March
2015 by having our classmates as the pupils in an ESL classroom. After approximately an hour,
we received feedbacks from the lecturer and peers which encompassed both strengths and
weaknesses of the session. Based on my microteaching, I gained useful insights on conducting
a smooth teaching and learning which enables trainee teachers to alter and adapt proper
teaching skills to be able to imply it during their teaching practice or the real teaching world
(Wan Zarina & Nik Azraini, 2010).
For this coursework, we conducted the microteaching session in pairs. A complete one
hour lesson plan was prepared to teach listening and speaking skills for the Year 5 pupils who
are at above average level of language proficiency. The unit chosen was from World of
Stories which is Unit 7; The Kings Decision (Poh Lin & Siti Shakilah Nirmala, 2014).
Basically, it was aimed to develop listening and speaking skills in enabling pupils to use
directions by listening, following and giving directions to their peers based on the map
given. The planned lesson are aimed to ensure pupils to listen and respond appropriately in
formal and informal situations for a variety of purposes. Thus, the selected teaching
approaches, designed teaching aids and materials followed by the planned teachinglearning activities are targeted to enable pupils to achieve these objectives.
2.0 Lesson Planning
Our team designed an effective lesson to make the implementation workable. This is mainly
because we have to take each pupils proficiency level into account to achieve the aimed
language skills or the learning outcomes (Chitravelu, Sithamparam, & Teh, 2005). Firstly, my
partner and I were engaged ourselves in few discussions to implement a smooth lesson. Thus,

we had to take few crucial factors into the account such as time allocation, suitability of the
activity in terms of listening and speaking development, teachability, pupils participation
and the utilization of teaching materials/aids (Chitravelu, Sithamparam, & Teh, 2005).
From my point of view, the major element which aided throughout the planning was
our collaborative approach. This is due to the fact that we got an opportunity to sit, discuss,
exchange variety of ideas and adapt it according to the chosen learning standards. For
example, I faced some difficulties to come up with a suitable and interesting set induction for the
chosen topic. Hence, my partner assisted me to do some read up accompanied by a discussion
to avoid monotonous introduction. Other than that, it was our first time of conducting a
microteaching on listening and speaking skill. We tried our best to equip ourselves with the
crucial skills in order to deliver a listening and speaking lesson effectively. Among them are we
referred back to our 3rd semesters modules, discussed with our seniors on their experiences
and to have important guidelines, gained insights from lecturers and exchanged ideas with other
peers. In this case, we were able to take turn to practice the planned activities in pairs and
another one rectified any errors. Thus, peer check was so helpful since we had to prepare
ourselves in the nick of time with other workloads. In addition, we worked together in order to
produce teaching learning resources such as audio clip, LCD projector, computer, box, task
sheet, textbook, map (mahjung paper) & word cards. Thus, I personally feel that this
collaborative method worked out very well before and after the microteaching.
Finally, our ultimate discussion was on the teaching steps and allocation for each of us.
We divided the teaching-learning stages into five parts and presented separately where set
induction and presentation stage were covered by myself. From my point of view, we learnt to
foster a sense of tolerance in order to assign ourselves in a convenient way. This is mainly
because my partner was quite anxious in starting the lesson, so I volunteered myself to kick off
with the set induction. I personally felt relieved because I managed to help my partner in a way
that it will benefit both of us to present a smooth implementation.
3.0 Lesson implementation
Based on the feedbacks and analysis, designed activities adhered crucial aspects of a
lesson such interactively fun followed by the relevant authentic context which caters pupils
different learning styles and previous knowledge (Harmer, 2007).
During the set induction (warm-up), a highlighted point will be our smart action
to use alternative ways to conduct the set induction, even though there was a technical error.

We did not make it as an excuse and we managed to alter the situation and continued. Then, I
set up a scenario where the classroom was named Artista with the teacher being the kings
guard wearing attire as such while pupils were the villagers. Then, I triggered their prior
knowledge on vocabulary related to give or listen to directions before introducing the topic. Yet,
a more effective questioning technique should be used in order to elicit pupils response
because pupils were seen passive and teacher had to say some of the vocabulary (Chitravelu,
Sithamparam, & Teh, 2005). It is also proposed by Piaget that the schema takes place as the
pupils had to relate what they are learning to their knowledge or experience in order to construct
meaning (Mok Soon, 2006). Thus, top-down processing should be used as the main technique
in order to elicit their existing vocabulary. Then, it should be enhanced through the introduction
of the main vocabulary which were walk along, walk across, turn right and turn left before
the presentation stage. From my point of view, the usage of pictures, word cards, audio clips,
videos or even mind mapping (bubble map) to elicit pupils prior knowledge is a workable
strategy because it aids their visual memory to recall it (Chitravelu, Sithamparam, & Teh, 2005).
Based on the feedbacks, I also managed to figuratively put pupils in the story by the Royal
Drawing Competition context where pupils will be directed to the castle by me. In another
word, turning a text book activity into an authentic and meaningful context for listening and
speaking was an effective way to enhanced anticipation for the lesson as an attempt to create a
meaningful beginning for the lesson (Kang Shin & Crandall, 2014). However, a better clarity in
terms of learning outcomes should be considered as well. In my opinion, the concept of
WALT (We Are Learning To) is an effective way to acknowledge pupils accountabilities to
be aware of their learning outcomes at the end of the lesson written on the board and the
teachers teaching content in accordance to it. Thus, there is room for confusion on the content
and learning outcomes of the lesson (Gererd, 2005). After all, an effective set induction is a key
to sustain pupils concentration throughout lesson (Kang Shin & Crandall, 2014).
Referring to my presentation stage, the implementation of a direction map (mahjong
paper) followed by word cards act well as a tool to introduce and explain the function of using
directions in a meaningful context. It was done by demonstrating the route to reach the kings
castle using four main vocabulary which is turn left, turn right, walk across and walk along
as suggested in Kurikulum Standard Sekolah Rendah (KSSR) words list. In fact, I learnt to
modify and adapt the teaching aids in a more relevant way than before. This is due to the fact,
effective teaching aids are the main tools or assistance of a teacher in order to provide a
comprehensible input in a lesson (Harmer, 2007). Hence, the use of appropriate shape of word

cards and a more logical pictures according to the castles concept on the map will enhance
pupils understanding in listening and giving directions. For instance, word cards can be
replaced with foot step symbols or arrows meanwhile, the map can be improved with popped up
pictures to captivate pupils interest. In sum, adaptation of the teaching aids and materials is
among the foremost element to fulfil the needs of pupils according to the learning objectives
due to the fact that pupils are exposed to the real use of language, provides variety of
interaction and practice in the classroom (Harmer, 2007).
However, this should come along with a clearer explanation because body gestures
and movement around the classroom to indicate directions is clearly a workable method as per
my lecturers feedback. Furthermore, instructional language in terms of verbal and non-verbal
communication should be implied more significantly as a way to deliver the lesson in future
(Kang Shin & Crandall, 2014). In this case, I did successfully enhance the presentation with a
well-modulated voice quality in terms of loudness and clarity. It was a clear cut that the words
were pronounced clearly and loudly throughout the performance where pupils can actually
engage and repeat some words when asked to do so. This plus point clearly aided to repeat
instructions minimally, yet I lost the control of the speech rate and pace. I realized that it was an
effect of my anxiety and excitement, hence I spoke quite fast to the pupils. Although, my voice
modulation helped them to comprehend even better, yet it is time consuming and might affect
the flow of the lesson at the same time. Hence, consistent speech practice should be done
especially with peers or in front of the mirror because an instruction will only be workable if it is
presented with an appropriate rate with necessary pauses or fillers in between of the sentences
(Wright, 2012). In my opinion, pupils are from different proficiency level, hence their learning
styles vary as well. Support and scaftfolding by the teacher as proposed by Vygotsky should be
enhanced to provide the input of targeted language structure (directions) in accordance to it
(Mok Soon, 2006). As a result, it provides the right amount of support to move students towards
the individual and pair work in using the targeted language structure (Harmer, 2007).
4.0 Conclusion
As teachers, it is imperative for us to draw our attention to the factors to be considered
in planning and conducting an effective lesson This is to ensure that the lesson is outlined with
the suitable approaches to meet the requirements of young learners particularly, the different
learning styles, their prior knowledge and level of proficiency in the classroom (Kang Shin &
Crandall, 2014). Meanwhile, the main aim of supervision is to help the students for selfdiscovery by encouraging the development of the skills of perception and interpretation of

significant events encounters (McGarvey & Swallow, 1986, as cited in Wan Zarina & Nik Azraini,
2010). These feedbacks will be great points of departure for teacher trainees to improve on their
teaching skills so that they will be able to deliver meaningful lessons in the future (Wan Zarina &
Nik Azraini, 2010).
1599 WORDS

REFERENCES

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Dixie, G. (2003). Managing your classroom. (pp. 5-34) New York: Continuum.

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Wan Zarina & Nik Azraini. (2010) A Study On Microteaching As Perceived By UTM TESL
Undergraduates. Retrieved on March 24, 2014, from
http://eprints.utm.my/11623/1/A_Study_On_Microteaching_As_Perceived_By_UTM_TE
SL_Undergraduates.pdf
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