ASSIGNMENT

January 2016 SEMESTER

SUBJECT CODE

ECC 412

SUBJECT TITLE

COMPUTERS IN THE SECOND LANGUAGE

CLASSROOM

PROGRAMME

Bachelor of Education

STUDENTS NAME

NOOR ASYIKIN BINTI AHMAD

MATRIC NO.

E30109130036

ACADEMIC FACILITATOR

PN.HAJAH ANAWIYAH BT. SALLEH

LEARNING CENTRE

AEU JOHOR BAHRU

Part A: English Language Activities In Computer-Based Learning Environment: A Case

Study In ESL Malaysian Classroom. by Nadzrah Abu Bakar (2007), UKM.

a)

Describe the computer based activities use in this study

The 21st century has brought about a greater demand for the nation to produce quality
education; the road ahead is not going to be easy in producing the next generation of
youngsters that are well-equipped with knowledge in terms of communication, technology
and interpersonal skills. The government has taken great measures narrowing the digital
divide, integrating ICT in the teaching and learning process, strategizing teacher development
programmes and fulfilling the aspirations of education. One of the main measures taken is the
vast implementation of ICT through the teaching and learning as well as through the
management of the classroom which is through the 21st century teaching and learning.
Technology in the classroom is widely believed to help teachers promote a constructive class
environment and it is viewed by many researchers to have an influential effect on the
teaching and learning process as elaborated by Muir-Herzig (2004). It may work on some, but
on some situation of education, the integration of computers in the classroom may be difficult
and not as effective in teaching and learning when introduced within the traditional
curriculum setting (Jules Van Belle and Soetaert, 2001). As for schools with computer
facilities, the uses of computers in the classroom have been incorporated into the curriculum
to enable the use of computers for the teaching and learning of English.

Means (1994) mentions that having computer as a single medium of ICT does
actually bring any meaningful activities unless the computer have any educational-related
software or games that can be used to teach the students. Means further argues that in order to
provide students with beneficial computer-based activities, it is important to plan instructions
for activities that supported by computers. For this, she classify four main categories of
various types of learning using computer where computers in language learning can be used
as a tutor, an exploratory environment, a tool and a communication medium. It is important
for teachers to understand different categories of computer usage before they incorporate
computers in their lessons. This is to make sure that the teacher does not get confused and
mixed up the lesson with different computer usage. For instance, teachers should well aware
that in teaching listening and speaking, they should not use computer as an exploratory
environment, rather use it as a communication medium for the students to exchange the

messages intended, whether it is through emails or Skype. Without any understanding of the
different categories, teachers may not be able to fully utilize the use of computers in their
lessons.

Teachers need to bear in mind that in using and applying computer-based activities,
students need to have at least basic knowledge on how to use a computer. In this case,
students need to have the computer skills needed and are able to use the computer with
minimal help from their teachers. The skills expected to be basically mastered by the students
are the basic computer skills, PowerPoint, Word Processing and Internet search skills. From
educators perspectives, with a variety of computer-based activities, computer can help
facilitate needs and challenge students learning practices (Warschauer and Healey, 1998).
This is somehow proven to be true as computer may bring students to a different level of
practices as they are usually more familiar with worksheet or hard-copied materials or
interacting with each other that are their friends in the classroom. By having computer and
Internet connection, students will be able to widen their skills of communication with other
people from the other side of the world. This will help them in gradually improving their
English as well as their computer-based skills. The lesson will also be more interesting and
challenging as the students are assigned with activities that they are not familiar with and are
new to.

Computers like other teaching tools would not promise to bring any benefit to
students unless the practical use of computer in a particular context is explored in detail and
implemented accordingly as stated by Kern and Warschauer (2000). In addition, Warschauer
(2000) discovered in his study that the activities in the language classroom were found
successful when students understood the purpose of doing them and when they found the
activities were culturally and socially relevant. In learning English, topic or content taught
needs to be related or close to the students as the language is already new or different to
them. The type of activities and how they are constructed in the classroom is found as one of
the important factors that contribute to the success of utilizing the computer-based activity in
the classroom. The teachers, on the other hand, are one of the resources to manipulate and to
make the computer-based learning environment work and succeed. Teachers should facilitate
their students as close as possible in the beginning, but digressing away as the students grasp
the basic skills in dealing with the computer-based activities. Apart from the teachers
themselves being responsible to make this computer-based activities work, the administrative,

capital, space and others that may influence and contribute to the computer-based learning
environment. In terms of language instruction, the uses of computers have a great influence in
education, especially in teaching the second language. Computer-supported learning
environment is predicted to be one of the ways to give students an authentic learning
environment and this condition helps students to learn English better than the daily classroom
context. The change of the education system direction that now focuses on the social context
and no longer learning in isolation opens a wider perspective to implement computers in
education.

b)

What are the findings of the study

The study has shown that the activities using computers in the class were subjected to
the demand of English syllabus. The teachers followed the attended learning outcome in the
syllabus closely for the computer-based activities. The findings show that the computer-based
activities root from the functions of the computer itself. The English language curriculum
emphasizes a shift from students being totally dependent learners to being independent or
autonomous learners. Students move from being fed by the teachers to independently search
for the knowledge on their own. In the observations conducted in the study, it was noted that
the activities carried out in the class involved three different classroom environments. These
environment engaged students by using different teaching approaches, changing from a
teacher-centred class environment to a student-centred class environment as what mentioned
by Nadzrah Abu Bakar (2007). The teachers varied the ways in which computers were used
to complement the various activities in the teaching and learning in the classroom.

For the majority of time in the class students were involved in group work activities.
To make sure students are successful in learning, there are many activities can be conducted
in the classroom such as cooperative and collaborative learning. Malaysia Education
Development Plan has highlighted about human capital and one of the characteristics of
human capital is to be able to work in team. According to Maszuria A. Ghani et. al. (2014), a
quality teacher is willing to take responsibilities to produce human capital. Teacher should
plan a cooperative and collaborative learning. This can be done through group activities in
the classroom. The types of activities in class were varied according to the teachers planned
learning outcomes. Activities carried out in the classes were closely related to desire learning

outcomes taken directly form the curriculum and the syllabus. In Malaysian education case,
all learning outcomes are based from the guidance of curriculum specifications planned and
constructed by the Ministry of Education, particularly English Language for Primary School
through the Standard Curriculum for Primary Schools (KSSR).

Most activities in the classes engaged students in using English interactively, as is

reflected in the high proportion of group work undertaken. The curriculum emphasizes a shift
from students being totally dependent learners to being independent or autonomous learners.
This can be seen in the group discussions. The students were left to work independently in
their small group in order to complete the task. Dooley, M (2008) stated in cooperative
learning, learners do not passively receive knowledge from the teacher; teaching becomes a
transaction between all the stakeholders in the learning process. Students take responsibility
to work together to complete the task assigned and teacher acts as facilitator monitoring
students activities to ensure the learning process is meaningful. Students can have the
opportunities to work together, exchange the ideas and improving together.

From the data analyzed, it was noted that the activities carried out in the class
involved three different classroom environments. These environment engaged students by
using different teaching approaches, changing from a teacher-centred class environment to a
student-centred class environment. The teachers varied the ways in which computers were
used to complement the various activities and environments. There is limited use of
computers in terms of as tutorial aids. According to Means (1994), the function of computers
as tutorial aids is when computers are used directly to teach students by providing
information, demonstration, and practice opportunity. The only program used by the
students was installed in the SSMS (Smart School Management System) which was provided
by the Ministry of Education to support teaching and learning. According to the findings of
the study, the computer-based activities done in the classroom using the SSMS gave students
opportunity to use English language by giving students opportunities to practise their
listening, to learn new words, to learn making short notes, identify topic sentences and
supporting sentences from the reading text.
Computers is also used as tools in the teaching and learning where the general uses of
computer to accomplish task such as computers for the purpose of writing, data storage and
data analysis. During the observations, computers were mostly used as tools to accomplish
the writing activities, such as using word processing and PowerPoint presentation. Besides,

computers are used as exploratory devices to encourage active students to explore and
discover their learning. Students searched reading materials from the Internet for the purpose
of discovering new information or knowledge related to their learning purposes. The findings
from their Internet search will be presented in the form of PowerPoint or Microsoft Word to
be shared with the others. The function of computers as means of communication categorised
by Means (1994) includes e-mail, computer conferences, computer-collaborative learning
system (CCLS) system, and the Internet. However, not much of the computer is used for
communication purposes.

c)

Discuss ICT in the Malaysian Education System

In Malaysia, the importance of ICT in the education system has been pictured as one
way to achieve the 2001-2010 Education Development Plan. The aim of the Ministry of
Education (MoE) to implement ICT in education is to educate students to become computer
literate citizens, and to position ICT as a teaching and learning tool. Besides, it is to increase
the productivity, efficiency and effectiveness of the management system (Malaysia, 2000).
The former Prime Minister, Tun Dr Mahathir Mohamad (1991), stressed that for the country
to be developed, it is important for citizens to be technologically informed. To fulfil and to
stand in par with other developed countries, the government has facilitated the integration of
computers in school education in order to improve the usefulness of the education received
by the students on a personal and a national level. Despite the sufficient computer facilities in
schools, computer usage in education remains low. This is most probably because the
teachers are not interested to use computers in their lessons. Therefore, it is a challenge for
schools and teachers to incorporate computer use in their lessons and while keeping the
syllabus on track and get flying-colour-passed students in line.

The development of computers in education is reported in the Pembangunan

Pendidikan 2001-2010 (Kementerian Pendidikan Malaysia, 2001). The earliest used of ICT in
schools was in the early 1990s where the implementation of ICT in schools was carried out
in stages in selected schools. Teachers were given trainings for teaching and learning using
computers. MoE also implemented the computer use in the Malaysian Smart School project.
Smart School is a new school concept in Malaysia which aim is to give students skills,
knowledge and a background technology use and application (Ministry of Education

Malaysia, 1997). It is important for teachers to be aware of learning potential that students
may gain during doing activities using computers. Kong Siew (1997, cited in Rahman, 2000)
identified three key factors that hold teachers back form integrating computers into their
classes which are limited time, limited computers as well as limited computer knowledge.
Under the right circumstances computers can become a helpful and well-functioning
instructional tool. However, all parties especially the education organization as a whole, need
to take part in significant changes for the effective use of computers to be realized.

References

Dooley,
M.
(2008).
Constructing
Knowledge
Together.
Retrieved
from
http://pagines.uab.cat/melindadooly/sites/pagines.uab.cat.melindadooly/files/Chpt1.pdf
on 24th March 2016.
Jules Van Belle, G. C., & Soetaert, R. (2001). Breakdown into the virtual user-involved
design and learning. Journal of Technology and Teacher Education, 9(1), 31-42.
Kementerian Pendidikan Malaysia, (2001). Pembangunan Pendidikan 2001-2010. Kuala
Lumpur: Kementerian Pendidikan Malaysia.
Kern, R., & Warschauer, M. (2000). Introduction: Theory and practice of network-based
language teaching. In M. Warschauer & R. Kern (Eds.), Network-based Language
Teaching: Concepts and Practice (pp. 1-19). New York: Cambridge University Press.
Mahathir Mohamad (1991). The way forward: Vision 2020. Retrieved from
http://unpan1.un.org/intradoc/groups/public/documents/apcity/unpan003223.pdf on 1st
April 2016.
Maszuria A. Ghani, Salina Omar, Marina Abdul Majid & Rosnah A. Rajak. (2014). Guru &
Cabaran Semasa. Kuala Lumpur: Freemind Horizons Sdn. Bhd.
Means, B. (1994). Introduction: Using technology to advance education goals. In B. Means
(Ed.), Technology and Education Reform: The Reality Behind the Promise.
California: Jossey-Bass Inc.
Ministry of Education Malaysia, (1997). Smart School Flagship Application: The Malaysian
Smart School A Conceptual Blueprint. Kuala Lumpur: Ministry of Education.
Muir-Herzig, R. G. (2004). Technology and its impact in the classroom. Computers &
Education, 42(2), 111-131.
Nadzrah Abu Bakar (2007). English Language Activities in Computer-Based Learning
Environment: A Case Study In ESL Malaysian Classroom. GEMA Online Journal of
Language Studies, 7(1), 33-49.
Rahman, F. A. (2000). Isu cabaran dan hala tuju pengajaran dan pembelajaran menggunakan
komputer di kalangan guru bahasa dan sastera melayu. Paper presented at the
International Conference 'Education & ICT in the New Millenium', Park Royal, Kuala
Lumpur.
Warschauer, M. (2000). Online learning in second language classroom: An ethnographic
study. In M. Warschauer & R. Kern. (Eds.), Network-based Language Teaching:
Concept and Practice. New York: Cambridge University Press.

Part B: Report on Integration of Technology in Teaching English in My School

In teaching English, various ways are implemented and applied to ensure that
the students get the best of knowledge they can gain despite their different language
proficiency, social background and learning preferences. Teachers always strive to serve the
best medium of learning for the students. Wenglinsky (2000) claimed that what happens in
the classroom is critical and that how a teacher teaches is important. Therefore, teacher is
responsible to conduct the activities during teaching and learning because it will give the
significant impacts on students achievement. Students have their own potentials, abilities
and levels of development. Some are competent enough to succeed in their lives especially in
academic performance.

Towards globalization, students are globally competent. The most important criterion
at this 21st century is ICT skills. Students are able to use computers in the classroom because
they have been exposed to the ICT. ICT promotes a positive attitude towards information
technology as an essential part of a gaining interest in learning. It means that students are
knowledgeable and become open minded. Hennessy (2010) stated teachers see ICT as
kindling students interest and learning in the subject. This is in line with Malaysia Education
Blueprint set by Ministry of Education (2012) where one of the eleven shifts to transform
education system is leverage ICT to scale up quality learning across Malaysia to achieve
desired students outcomes. They are also be given the opportunities to access internet to
search for relevant information. Thus, every pupil should possess this good quality of
globally competent.

In my school, the use of technology in teaching English has been a vast application.
There are LCD projector, LCD screen, computers, smart TV and Internet connection
available in school. However, limited use of LCD projectors occurs as there is only one
projector functioning and that is kept in the office. Sometimes, it is a hindrance and a fuss to
go up to the office to ask for the LCD projector. Hence, the teachers opt for easier choices
such as the laptops and smart TV. Having computers with weak Internet connection does not
give much help in the teaching and learning. Most of the times, the Yes network goes offline,
making it difficult for the teachers to expose the students to various use of technology such as
communication tool and exploratory object. Luckily, the number of students in each class is
not more than 20, making it convenient for the teachers to teach even by using the smart TV

or laptop. There is wide use of flash cards, video clips, songs and games as well as
educational websites in teaching and learning of English in my school.

The English teachers use various types of technology in the teaching and learning of
English despite the limited and weak Internet connection in the school. Other than the use of
computers and LCD projectors, the teachers are creative and innovative enough to use other
medium of technology and get the students exposed instead of limiting themselves, the
students and their teaching in a chalk-and-talk session and piles of worksheets. The teachers
use flash cards, posters, brochures, pictures and vocabulary cards which are actually more
practical, easy to handle and low in cost of production. More visual- based materials and
activities were applied and used so that the lesson will not get boring and dry. Following
what is mentioned in an article by Variquest (2012), visual-based activities can be used to
enhance instruction and help students meet and exceed standards. Besides, pupils are more
interested to the lesson if the materials are catchy to their eyes and colourful as what stated by
Edelenbos, P. (2006) where teaching materials should be responsive to students interest.
Following Sheldons checklist (1988), pictures are also easily accessed via the Internet and
available all the time. This helps the teacher to prepare the materials easier and quicker.

Besides, the teachers also use audio clips and video clips in the teaching and learning
process especially in teaching listening and speaking skills or phonics during reading. Using
audio clips and video clips are awesome ideas for teaching students as they get to listen and
watch moving scenes as compared to the still pictures shown to them. The teachers also use
language games and educational websites to gather information that are related to the topic
been taught to the students. Sometimes teachers let the students to handle the learning when
games from websites are being used in the teaching especially when they are learning about
the grammatical items. Teachers need to introduce the use of technology in the classrooms
through the use of computer, LCD projector and LCD screen as well as the Internet while
teaching. This is stated in the pedagogical principle in KSSR (2011) which is the integration
of salient new technologies. Some pupils do not have the access to the technological
inventions. Thus, teachers need to give them opportunity to explore by themselves the ample
benefits from being technology-savvy. By taking pupils to the computer laboratory, asking
them to touch the mouse and keyboard and doing other computer-and-Internet-related
activities, teachers have actually opened the door to the global communication and
competition. Vision 2020s sixth challenge is establishing a scientific and progressive

society, not only as a consumer of technology but also a contributor to the scientific and
technological civilization of the future. If pupils do not have the insight on how to operate
the ICT facilities, probability of them being left behind in rapid transformation of
globalisation is high. Thus, it is important for teachers to abide by the new transformation in
education system and prepare pupils to be technology-savvy individuals.

In primary school KSSR English lessons, English is to be taught two periods daily in
every school week. Thus, most of these materials stated previously are used in every period
of English depending on its suitability and the time of the lesson being conducted. Most of
the times, teachers use audio clips, video clips and interactive pictures or stories during
teaching and learning. This is because those materials are the most favoured by the students
and are easier to be extracted from the Internet. Once these materials are downloaded or
extracted from the educational websites, they can be replayed even with the condition of no
Internet connection.

Teachers use technology mainly to get the students actively engage in the lesson and
are able to interact with others independently within and out of the context of learning. In the
classroom context, teaching should be interactive to improve students outcomes. Teacher
can promote two ways of interaction in the classroom teaching. Rather than being passive,
students become the active learners. They are actively participated in the classroom activities
and there are positive interactions occur. This also allows pupils to strengthen their skills
such as interpersonal and communication skills through Skype or writing emails with other
persons who are not within their social circle.
Apart from that, students involvement in teaching and learning is very important.
Teacher can make change in the teaching methods from teacher-centred to students-centred
approach. Through the use of technology, teachers can allow the students to take control of
the lesson by having them to participate and interact fully in the lesson. Pupils involvement
will allow pupils to experience the learning that can contribute to their performances. Since
pupils have different level of proficiency, the use of technology and the materials may be
differentiated. The use of technology is a vital tool that should be incorporated into the
curriculum to ensure that pupils can perform successfully on a global platform. Thus, to
expose pupils to ICT knowledge and skills, teachers need to be the initiators.

Besides, the use of technology can cater students various learning needs and
preferences. Bucholz and Sheffler (2009) stated classrooms that encourage emotional wellbeing create an atmosphere for both learning and emotional development. It is indeed
important for teacher to look into pupils learning styles that help pupils develop holistically.
Students are more engaged in their learning through multiple intelligence activities. For
example, some pupils are with musical intelligence. They prefer teacher to use audio clips in
teaching vocabulary during the English lesson, so they can understand better and enjoy the
lesson very well. It is vital to accommodate pupils learning needs by incorporating multiple
intelligences in the classroom because it will bring significant impacts to pupils
achievement.

However, some teachers opt to say no to using technology in their lessons. Most of
the reasons that they give circle around the problem of getting Internet connection, the
unskilful students when it comes to dealing with technology and the hassle that they have to
go through when they want to use the technology such as the LCD projectors and LCD
screen. Besides, they also do not have the knowledge or basic experience in using and
applying technology in their lesson as they are of the more senior teachers. They believe that
technology is to be used by younger teachers who are more technology-savvy as compared to
them. Having limited number of projector also makes them choose other options of materials
in teaching English. Most of the LCD projectors are not functioning anymore and if the
teachers want to use it, they have to apply in the provided form. There are sets of CDs with
audio clips or video clips related to the lesson in English that teachers can use whenever it is
suitable.
In conclusion, teachers should be Jack-of-all-trade in terms of ICT facilities and
technological updates towards achieving the inspiration of world-class education. Thus, to
expose pupils to ICT knowledge and skills, teachers need to be the initiators. If pupils do not
have the insight on how to operate the ICT facilities, probability of them being left behind in
rapid transformation of globalisation is high. Thus, it is important for teachers to abide by the
new transformation in education system and prepare pupils to be technology-savvy
individuals. Wong, Mas Nida Mohd Khambari, Moses and Ahmad Fauzi Mohd Ayub (2010)
agree that the use of laptop during teaching-learning has helped teachers improve their
classroom instruction, teachers quality of work and their efficiency in class management.

Through this, teacher advance the another level in professionalism as they can deal with
technology to teach and to fulfilled the assigned tasks set by the school administrators.

References

Bucholz, J. L., & Sheffler, J.L. Creating a Warm and Inclusive Classroom Environment:
Planning for All Children to Feel Welcome. Journal for Inclusive Education, 2 (4), pp.
1-10
Edelenbos, P., Johnstone, R. and Kubanek, A. (2006). The Main Pedagogical Principles
Underlying the Teaching of Languages to Very Young Learners. Cited from
http://ec.europa.eu/education/policies/lang/doc/young_en.pdf. Accessed on 5th March
2016.
Hennessy, S. (2010). Teacher Factors Influencing Classroom Use of ICT in Sub-Saharan
Africa. Journal of African Studies, 2, pp. 39-54
Machado, J. M. (1999). Early Childhood Experiences in Language Arts. USA: International
Thompson Publishing.
Malaysian Education Blueprint. (2012). Putrajaya: Ministry of Education
Ministry of Education (2010). Kursus Jurulatih Utama Kurikulum Standard Sekolah
Rendah (KSSR): 2011 Primary English Language Curriculum.
Sheldon, L. E. (1988). Evaluating ELT Textbooks and Materials. ELT Journal, 42(4), pp237246.
Variquest (2012). Lessons and Activities. Cited from http://www.variquest.com/lessons-andactivities. Accessed on 10th March 2016.
Wenglinsky, H. (2000). How Teaching Matters: Bringing The Classroom Back Into
Discussions Of Teacher Quality. Princeton, NJ: The Milken Family Foundation and
Educational Testing Service.
Wong, S. L., Mas Nida Mohd Khambari, Moses, P. & Ahmad Fauzi Mohd Ayub (Eds.)
(2010). Proceedings of the 18th International Conference on Computers in Education.
Putrajaya, Malaysia: Asia-Pacific Society for Computers in Education.

DAILY KSSR LESSON PLAN

Subject

: English Language

Class

: Year 5 Progresif

Enrolment

: 25 pupils (13 boys, 12 girls)

Date

: 27th March 2016

Focus

: Listening skills

Theme

: World of Knowledge

Topic

: Unit 5: Moving Forward

Content Standards

1.2

By the end of the 6-primary schooling, pupils will be able to listen and
respond appropriately in formal and informal situations for a variety of
purposes.

1.3

By the end of the 6-year primary schooling, pupils will be able to

understand and respond to oral texts in a variety of contexts.

Learning Standards

1.2.2

Able to listen to, follow, and give instructions.

1.3.1

Able to listen to and demonstrate understanding of oral texts by:

(a) giving main ideas
(b) giving supporting details

Learning objectives

: By the end of the lesson, pupils should be able to:

i) listen carefully to the main ideas and write them back according to
their understanding in given worksheet.
ii) listen carefully to the supporting details and write them back
according to their understanding in given worksheet.
iii) listen to the main ideas with supporting details given and write
paragraphs according to them.

Time

: 60 minutes

Teaching aids

: audio text, worksheet, power point presentation, speakers, earphones,

computer sets, and internet connection

Moral values

: Cooperation, confidence, patience

CCE

: Classifying

Rationale for
Stage/Time

Teaching and Learning Activities

choosing the

Notes

Activities
Teachers role:
1. Teacher shows the power

CCTS:
Integrated technology

Generating ideas

point presentation slide that

in lesson : to make the

MI:

has 5 theme related to the

lesson more interactive

Verbal- linguistic

topic.

and attractive

and interpersonal

To build the pupils

intelligence

confidence

Resources:

2. Teacher assists the pupils to

volunteer themselves to give

a talk in the class.

3. Teacher briefs the pupils on

Set Induction
(5 minutes)

Power

Stimulate with

point

aspects that they can talk

questions : generate

presentatio

based on their selected topic.

ideas

n
-

Pupils role:

LCD
projector

1. Pupils volunteer themselves.

Coloured interactive

2. Pupils choose the coloured

slide : has element of

Computer

button in the slides shown by surprise in lesson.

the teacher through LCD
projector.
3. Pupils listen to the stimulus

Respond to the

given by the teacher as

stimulus to generate

guidance in their one

ideas to talk.

minute talk.
4. Pupils give impromptu talk

Make pupils to be

based on the selected theme

prepared if needed :be

chosen.

spontaneous

Teachers role:
Presentation
(20 minutes)

1. Teacher uses speakers to let

the pupils to listen to the

CCTS:
Let the pupils to listen
for pleasure.

Classifying

audio text.
2. Teacher distributes the

MI:
Individual task.

worksheet to the pupils.

3. Teacher assists the pupils to

Visual-spatial and
Linguistic

Learn to pronounce the

intelligences

read the information together words correctly: make

through immediate

them to be aware of

correction (if needed).

their own

Resources:
-

Workshe

pronunciation.

et of

Use Frog VLE via Wi-

ticking

the pupils to open Frog VLE

Fi connection:

the

and click to the stated link.

exposure to the

correct

technology.

answer

While listening

that they

minutes to listen to the audio

activity: test their

listen in

and answer the worksheet.

concentration and

audio

attention to the audio

text.

4. Teacher gives instructions to

5. Teacher gives the pupils 2

6. Teacher facilitates the

listening activity if any

text.

problems happen.
7. Teacher collects the
worksheet.

Frog
VLE

Evidence on testing the

listening skill.

Pupils role:

Compute
r sets

Speakers

Internet
connectio

1. Pupils listen to the audio text To make pupils get few

prepared by the teacher.

gist of the content of

the text.

2. Pupils read the instruction

immediately after receiving

To be clear on what to
do next.

the worksheet and ask the

teacher if did not understand.
3. Pupils in whole class read
the worksheet and being
corrected if needed.

To check and correct

their pronunciation

4. Pupils use their tablets to

Integrated technology:

open the Frog VLE websites

they are given

and logon their ID.

authority to take charge

of their own learning

5. Pupils click to the stated link

The use of headphones:

in the Teachers dashboard

to avoid any unwanted

and start listening to the

noise from surrounding

audio text by using the

headphones.
6. Pupils start to tick the

Practice their listening

correct answers while

skills to alert on the

listening to the text.

important information
highlighted.

7. Pupils collect the worksheet

and hand in to the teacher.

Teachers role:
1. Teacher makes the pupils to

To cooperate

Identifying

cooperative learning.

MI:

To brief on the flow of

Interpersonal,

the activity.

Visual-spatial and

3. Teacher sends to each pair

The use of Wi-Fi

verbal-linguistic

two different paragraph

connection: other

intelligences

through links in teachers

method to make

dashboard on the Frog VLE.

learning activity fun.

Moral values:

Written practice:

Diligence,

writing skill.

cooperation

Get feedbacks on the

Resource:

sit facing each other in pairs.

2. Teacher gives instructions to
the pupils on what to do.

Practice
(15 minutes)

CCTS:

4. Teacher gives each pair a

worksheet.
5. Teacher asks questions to
the pupils on the

instructions given

instructions.

earlier. Stay on focus.

heet of

Help to smooth the

table

flow of the activity.

for

6. Teacher facilitates the

activity.

i)

Works

main

ideas
and

Pupils role:
1. Pupils choose their partners

support
Authority to choose

ing

and sit in front of their

pair: get to work

details.

partners.

comfortably.

2. Pupils listen to the teachers

explanation on the activity.
3. Pupils get a paragraph each

ii)

Be clear: know their

learning outcomes.

Frog
VLE

iii)

Making learning more

Compu
ter sets

which is differ from their

interactive: develop

partners through the stated

two-ways

connect

link in Frog VLE.

communication.

ion

4. Pupils receive the worksheet

from the teacher.
5. Pupils respond to the

iv)

Internet

Writing skill: taking

note.
Check on

questions given by the

understanding of the

teacher based on the flow of

activity.

the activity.
6. Pupils start to take turn

Pupil A: Use tablet to

reading the paragraph while

read the paragraph.

their partners listen to them

Pupil B: Jot down the

and write down the main

main idea and

idea and the supporting

supporting details in

details of the paragraph.

the worksheet.

Teachers role:
1. Teacher gives details on the
activity.
Production
(15 minutes)

2. Teacher send the worksheet

CCTS:
Let the pupils to know

Applying

their activity outcomes.

Use internet to make

MI:

in the Frog VLE to be

the learning more

Linguistic

accessed by the pupils.

interesting.

intelligence

3. Teacher read the main ideas

and supporting details

Listening skills: let the

pupils to practice

clearly.

4. Teacher responds to the

listening to English

Moral values:

text.

Diligence,

Make sure the learning

pupils while they are writing

is clearly understood

the paragraph based on the

by the pupils. Get

details given before by the

instant feedback.

teacher.

explanation on the activity.

2. Pupils get the worksheet

i)

Works
heet

ii)

Frog
VLE

Pupils role:
1. Pupils listen to the teachers

Resources:

iii)
Understand the activity
clearly.

Compu
ter sets

iv)

Use Wi-Fi to get

Earpho
nes

from the Frog VLE and

accessed to the

download it on their tablet.

materials.

connect

Note taking. Access

ion

3. Pupils listen to main ideas

and supporting details while

v)

Internet

their listening skill.

jotting them down.

4. Pupils construct a paragraph
for each main idea and

Writing skill. Product

of the lesson in written.

supporting details and ask

the teacher if any doubt or
confusion.

Teachers role:
1. Teacher instructs the pupils

To make pupils stay

Identifying

focus on the activity.

MI:

Less distracted.

Interpersonal and

2. Teacher gets two volunteers

Build confidence to

Intrapersonal

to share their paragraph with

share the work with

Intelligence

the class.

others.

Moral value:

Let the pupils to give

Diligence

to sit in circle.

Closure
(5 minutes)

CCTS:

3. Teacher opens sharing

opinion session after each of

opinion about the

the talk by the pupil.

better way to do it.

Pupils role:
1. Pupils sit in circle with their
paragraph done earlier.
2. Pupils volunteer themselves

Easily to focus and to

listen to.

to share their work with their Have authority on their

friends.

learning.

3. Pupils respond to the

paragraph read by their

Listen to the idea

friends by giving their

presented. Share the

opinion on it.

better ideas. Talk in

4. Pupils who volunteer take

positive manners.

note the opinion (if

necessary).

Be familiar with
constructive
environment.

1. Pupils listen to the audio text 1) Presentation

and complete the worksheet

2) Practice

given.

3) Production

2. Pupils listen to their partners

Assessment

for information and jot it

down.

Resources:
i)

Audio text
and
worksheet

ii) Worksheet
for pairing

3. Pupils listen to the teachers

activity

information and write a

iii) Worksheet to

paragraph for each details

write

given.

paragraph.

Reflection:
In this lesson, I have identify two weaknesses when conducting this lesson. The first
one is the activity consumed extra times as the pupils could not get the audio or utterance by
friends and the teacher clearly. They seemed to take more time to understand it and to write
something based on it. After few reflection, I think that the worksheets are too confusing and
did not have clues for them to get the clear understanding for it. Besides, the low achiever
seemed to be distracted although I was beside him to guide and give hints whenever needed.
Thus, I should change the worksheet to be more clear and understanding for the pupils. I
should put myself into their place and view the worksheet as a learner so that I can identify
the level of completeness when conducting the activities.
The second weakness is the distraction of sound from the outside the classroom. This
was happening when the activity they need to listen for ticking the correct answer
(presentation stage). At that time, some workers were cutting the grass near the class.
Although I had conducted the lesson in English lab, the sound distraction was still there and
becoming the problems to the pupils as they could not concentrate on the activity. Thus, to
overcome this problem, I should have replace the speakers and send the audio text to them
via Frog VLE. Then, they can access to the audio by listening to them using the earphones
provided.
In this lesson, I could see the effectiveness of the activity as the pupils were able to
present their paragraph and make them more competitive to share their work with friends. I
could identify one of my pupils who was a low achiever to volunteer themselves to present
the work that he had done earlier. They were becoming more open to receive others people
opinion as I kept the environment to be as positive as they could be. I believe that this activity
should be added to each of the lesson as the pupils were excited to share their work and did
not become defensive as they were not being attacked orally by their friends but they saw it
as one of the formal conversation as they were free to express their opinion.

Worksheet for presentation stage:

Listen to the audio carefully and tick two (_/) correct supporting
details for each of main ideas.
Supporting details

Supporting details

Main ideas
E Books can
be purchased
on the Internet
from
publishers or ebookstores.

Nowadays,
more people
are choosing to
read e-books.

The future of
e-books is
bright.

We can only pay for

these books using
credit cards.

Credit or debit cards are

being used to pay the e
books.

Purchasing an ebook is faster

compared to
purchasing a book
from a bookstores.

Purchasing an e-book is
not so faster compared to
purchasing a book from a
bookstores.

People can download

and access to the
material anywhere.

This books are also

environmentally friendly
as they reduce the number
of trees being chopped
down.

The materials could

not be downloaded
and accessed
anywhere.

The number of trees being

cut increases because e
books are also
environmentally friendly.

It allows us to bring
the whole library
with us wherever we
go.

The gaining of
unpopularity of e-books
happened because of its
inconvenience.

The library will

always with us
although the access to
the books in
unlimited.

E - Books are slowly

gaining popularity because
of its convenience.

Worksheet for production stage:

Main idea

Supporting details

Main idea

Supporting details

Teachers sheet

Main idea

There are many functions in a mobile phone.

Supporting details The function in mobile phone is making and receiving calls
and text messages.
It can be used to send emails, photo, and videos.

Main idea

The future of the mobile phone is bright.

Supporting details It is ever changing and ever evolving.

Most people cannot live without it because of what it can

do.

Pupils A
Today, a mobile phone is one of the most
important gadgets to have. It has become
an important tool of communication.
Keeping in touch with family and friends
and accessing emails are a few reasons
why it is important.

Pupils B
Most mobile phones have a number of
features in common. They are sleek, thin,
and sophisticated. In addition, text
messaging is a basic feature where we can
send messages via SMS (Short Message
Service). Other extra features include a
clock, calculator, calendar, and notepad.

Main idea

Supporting
details