Week 6

NAMA PELAJAR :SITI LIYANA BINTI OMAR

NO KAD PENGENALAN :950622-06-5634
PROGRAM PENGKHUSUSAN/OPSYEN :PISMP/ TESL SK AMBILAN JUN 2014
SEKOLAH :SK PARIT BILAL
MINGGU PRAKTIKUM :6
TARIKH :1st SEPTEMBER 2016
TAJUK :TIME MANAGEMENT
KATEGORI :PENGURUSAN BILIK MASA
PENSYARAH PEMBIMBING :YEE BEE CHOO
GURU PEMBIMBING :SUHAILY BINTI HEAIT

1. Isu Yang Difokuskan :

The lessons could not be carried out smoothly due to time management. If one activity consumed
a lot of time, it would effect other activities as well. Some activities had to be cut short so that the
lesson could be ended in time. As to that, it would result to the lesson planned could not be carried out
efficiently.

2. Analisis Isu Yang Difokuskan (Punca dan Kesan Isu) :

Poor time management would cause pupils to miss some of the learning content for that
particular lesson. Which affect pupils to not be able to master that particular topic and would not be
able to do exercises given to them very well. Based on observation, poor time management happened
due to time wasted for pupils to come to class from other class. Pupils would spend quite a long time
to retrieve their books and stationeries from the class to the language lab.

3. Kajian Lampau (Literature Reiview) Terhadap Isu (Pengalaman atau Kajian Lepas) :

Darn and Aslan (2006) argue, to an inevitably hasty and overloaded delivery of requisite language
patterns, skills, and strategies. Consequently students suffer from inability to absorb information and
insufficiency of consolidation time. Due to insufficient time for the teacher to carry out the activity, pupils
would also not able to digest the learning content taught to them. This view was formalized by Carroll’s
Time-On-Task hypothesis (1963). According to this hypothesis, longer engagement with learning materials
is one factor that promotes learning (among several other factors, such as student’s aptitude,
perseverance, and quality of instruction). Therefore, the teacher should allocate enough time for each
activity.

4. Cadangan dan Idea Penyelesaian Masalah :

First of all, the teacher should remind the place where the lesson would be done and also remind
them to be punctual. So that, they would already know the venue and would quickly rush to the class.
Other than that, the teacher could go to pupils class five minutes earlier to alert them that the next
period the should be prepared to go to the language lab. Moreover, the teacher should always be
aware of the time and follow it diligently.

5. Tempoh Masa Penyelesaian :

1 month

6. Tindakan Susulan :

Pupils able to come class earlier than before and if they were late, the teacher proceed the lesson
as usual. The teacher also tried waiting outside of their class and gushed them to quickly enter the lab.
 Week 6

7. Tarikh Tindakan Susulan Dilaksanakan :

6th September 2016

8. Keberkesanan Langkah Yang Dicadangkan :

The time management was improved even though sometimes the teacher dragged on few
activities but managed to complete the lesson.

9. Kesimpulan / Refleksi (Kesan Tindakan (Perlu) dan Halangan (Jika Ada) :

As it is, the teacher should continue to make sure to follow the allocated time for each activities
accordingly. Other than that, the teacher should also always come up with strategies to improve her
time management.

10. Rujukan :

Carroll, J.B. (1963). A model of school learning. Teachers College Record, 64, 723-733.
th
Darn, S. & Aslan, G. (2006). Strategies for efficient use of teaching time. Paper presented at the 9
Middle East Technical University International ELT Convention, Ankara.