T1A3: PRACTICAL REPORT1.0INTRODUCTIONTeaching english in primary school is very intresting and challenging. Typical scenario hardly contributes to achieving the desired aims and objectives of english teaching and learning in general and teaching and learning grammar in primary schools. Lack of training in teaching grammar with innovative teaching techniques and unwillingness to devise any interesting, motivational, learner-cantered technique on the part of the teachers leads to monotonous grammar classes where learners, consequently, start developing negative attitude toward learning English grammar regarding it as very boring and waste of time activity. This also makes them demotivated learners, a problem commonly encountered and reported by most of the teachers. This situation, where both teachers and learners face problems while teaching and learning grammar, has been taken as a research problem for investigation in this study.2.0PREVIOUS TEACHING REFLECTION

Based on previous lesson that have been done, we can conclude that there factor that contribute in pupils reception and understanding in classroom. Based on discussion with my supervisor, Mr. Ashrol Bin Alidaud, we agreed that this 4 factor plays a very important role in teaching english english especially level 1 pupils. The factors are teacher, pupils, learning contain and the place of study which is the classrom.2.1Teacher

Teacher is the one who deliver the knowledge to the pupils during the teaching and learning process. Before going to the class, teacher have to prepare everything such as lesson pland and the activity during the lesson. As a teacher, i also do the same thing for my classes. What I teach is based on the lesson plan and teach using the techniques that ive been practising since I was a teacher. From the the discussin and feedback from my pupils, i can see not all of my pupils can answer the question given in the class based on the teaching that ive give during the class. It means my teaching technique is suitable for certain pupils only. All this while ive been practising teacher centered strategy with some group work during my presentation and explanation of the topic. I think not all the pupils pay attention on me during the class. It explain why are certain pupils only can answer the question eventhough the level of question are quite easy. From the discussion with my supervisor, we agreed to modified the taeching method by using i-THINK in the classroom.2.2PupilsAfter one month teaching with year 3 pupils, i have to accept that their level are different. Some pupils are easily understand the lesson in my class. Some of them need my extra attentions to teach and guide them in most activity in the class. So, i have to find new teaching method so that all pupils can understand in each lesson. Since i-THINK were intorduced to our education, I feel this teaching method are very interesting and useful. So in the next lesson, i will modified my lesson plan and include i-THINK as my teaching strategy.2.3ContentsEnglish study in primary school are divided into many skills such us grammar, reading, writing and listening and many else. In teaching grammar, there is a lot of rules that need to be followed by pupils in order to create good and correct sentences. Some grammar contents are very difficult to teach such as nouns. Because in nouns itself were divided into many types such as plural nouns. By giving notes and explanations is not the best way to describe and learn nouns. So, i need other teaching technique to teach nouns to my pupils. With some help from my supervisor, Mr. Ashrol and my english Mentor, Miss Julia, i have propose to them that i-THINK technique is a illustrative method to teach nouns. Using bubble map, one of the i-THINK thinking map, i plan my lesson plan on topic nouns.2.4Classroom EnvironmentSK Sri Tanjung Papat 2 is located along Sim-Sim highway and were built on the water (Sandakan Sea). During the afternoon, the wheather is very hot and make everybody feel tired and sleepy. Teacher centered method where taecher gives all the knowledge is quite boring to pupils. So , it required teacher to come out with atttractive teaching method and activities so that pupils enjoy and pay attention to the lesson. i-THINK teaching method with some fun activities will make pupils easy to understand the lesson and overcome classroom environment factor in teaching english. 3.0BACKGROUND OF THE STUDYThis study will be focused on the i-THINK teaching technique that will implemented during the lesson. The main reason of using this technique is to simplified the way of teaching and guide pupils to obtain the knowledge by themselves. This i-THINK teachnique consist a thinking map we call as bubble map to describe each grammar topic. As were discussed with my supervisor, the main problems that we have in teaching year 2 primary pupils is lack of concentration during the class and different level of english skills among the pupils. So, i-THINK teaching technique were proposed to overcome these problems.

4.0SCOPE OF THE STUDYSince I was taeching in year 2 classes, i have choose to teach 2 Arif class for this observation. This class have 26 pupils with different level of english. Since I teach them in year 1 2014, I can see that this class is very challenging and need more attention. 5.0IMPLEMENTATION OF MODIFIED LESSON PLAN

After a week of planning, I invite my supervisor together with miss Julia to attend my english class on Monday, 10th November 2014. My topic is nouns and I have plan my lesson plan acccordingly as I wanted to implement i-THINK techniques in my lesson.

5.1 Lesson PlanLESSON PLANSubject

:English

Class

:2 Arif

Date/Time

:10 November 2014 /60 minutesTitle

:Animal in the FarmFocused Skill

:GrammarContent Standard:4.1Learning standard: 4.1.2

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

a) sing action song pertainingto classroom commands.

b) recite jazz chantswith correct pronounciation, rhythm

and intonation.

c) Identifed singilar and plural nouns.

Teaching aids

:Jazz chants lyrics, manila cards, pictures of animals.Added value

:Self dicipline, classroom rules.

Activities

PhaseActivities

Induction set1. Teacher asked pupils and guide them to sing a jazz chants2. Pupils stand up and follow their teacher.

Enrichment1. Teacher then divided pupils into groups. Each group were given a picture. Then pupils in group attach the picture into its category.2. Teacher using simplified bubble map to explain singular and plural nouns. Pupils doing activities in group and identified the nouns themselves.

Assessment1. Teacher then give pupils a worksheet based on the topic learn today.2. Teacher guide pupils to answer the question.3. Then teacher discussed the answer in the class.

4. Pupils respond by checking their answer.

Closure1. Teacher helps pupils to summarize the lesson.

Reflection1.

6.0LESSON REPORT

My lesson plan to teach nouns using i-THINK technique has succesfully done. My learning objective were achieved and everything is going so well.

6.1Learning Activity

My lesson start with indcution set. I asked pupils in the class to stand up and sing a song. This song related to lesson topic which is nouns. My supervisor, Mr. Ashrol and my mentor are at the back of the class observing my teaching. All the pupils enjoy the song and I give them introduction of what they are going to learn.

Next, I divide the pupils into group. I asked to them to identify the nouns into two category which is singular and plural nouns. To make it easy, I already print some picture and cut it into small pieces. The pieces show nouns in single or plural nouns. Then, pupils in group will select the items and attach it on manila card at the whiteboard. At the manila card, we apply i-THINK technique which differentiate singular or plural nouns. Then I explain to pupils what is the reason we do the activity so that have a clear view of they learn just now. Pupils respond ny asking question

After I explain the contain and objectives of the lesson and pupils take note, I give them a worksheet as assessment of their understang to the topic. I gude them to answer the question by askeing them question that bring to the correct answer. At this point, I noticed that most of the pupils can asnwer the question after doing the bubble map.6.2Strength and Weakness of the lesson.After the lesson finish, I disscused with my mentor and supervisor regarding my teaching just now. We agreed that there are strength and weakness in my teaching and have room for improvement.

The advantages of using i-THINK strategy during this class are;

Pupils find it easy to understand the topic.

The lesson become fun and happening. Pupils understanding increase.The weakness that we find out during the session is

Pupils is making noise and uncontrol

Required more time to run all the activities.

So we come out with some recommendation as below;

Teacher have to prepare wisely to run the lesson.

Teacher prepare the griup early.

6.3Collection of Data

Data of this study will be collected using pre test data and post test data collected during the practical training before and after implementation of i-THINK strategy. Also, I have distributes some questionnare to pupils and other english teacher to find out their perception on i-THINK.7.0COMCLUSIONAs conclusion, i-THINK is a very interesting and effective teaching technique to use and very useful to help improving english skills among the pupils especially at SK Sri Tanjung Papat 2 Sandakan.