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HBEL2103 TEACHING OF LISTENING AND SPEAKING

MOHD JUSNI BIN YUSOF 780717065603

PART A

1.0 INTRODUCTION

Teaching listening skills is one of the most difficult tasks for any English
Language teacher. Listening skills are vital for the student and the learners. Of the ‘four
skills’, listening is by far the most frequently used. Successful listening skills are
acquired over time and with lots of practice. It is frustrating for all the students because
there are no rules as in grammar teaching. Some students convince themselves that they
are not able to understand spoken English well and create problems for themselves.
Listening and speaking are often taught together, but beginners should be given more
listening than speaking practice.
“Listening is more than merely hearing words. Listening is an active process by
which students receive, construct meaning from, and respond to spoken and or nonverbal
message” ( Emmert, 1994 ). As such, it forms an integral part of the communication
process and should not be separated from the other language arts. Teachers can help
students become effective listeners by making them aware of the different kinds of
listening, the different purpose for listening, and qualities of good listeners.

2.0 LESSON PLAN

ENGLISH LESSON PLAN

Day / Date : Tuesday / 20th October 2010


Class : 6 Cerdas
Time : 8.45 – 10.05 a.m
Enrolment : 30 pupils
Theme : World of Stories
Title : The Stone-Cutter
Focused Skill : Listening
Integrated Skill : Speaking
Learning Outcome : 1.3 Acquire vocabulary and understand the meaning of
words and phrases in context.

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HBEL2103 TEACHING OF LISTENING AND SPEAKING
MOHD JUSNI BIN YUSOF 780717065603

1.7 Listen to and enjoy stories, fables and other tales of


imagination and fantasy and predict outcomes, and draw
conclusions at a level suited to the pupil’s ability.
2.5 Talk about the people, places and moral
values of the stories heard, read and viewed
in simple language.
Curriculum Specifications : 1.3.1 Listen and learn key words and phrases heard In
stories, announcements, etc.

1.7.2 Listen to stories and legends and give the sequence


of events.

4.6.2 Write simple descriptions with little or no guidance.


4.2.3 Complete mind maps, diagrams with information
from the texts.
Level : Intermediate
Language Content : Grammar- Adjectives
Vocabulary – careful, contented, rich, prosperous,
beautiful

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


1. Fill in the mind map with 10 adjectives of the
characters in the story heard.
2. Sequence correctly 5 events in the story..
3. Fill in the crossword puzzles with word correctly.
Previous Knowledge : Pupils have learned about folktales before.
Teaching Aids/Materials : worksheets and picture cards
Moral value : Thankful, grateful
Educational Emphases : Moral Education

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HBEL2103 TEACHING OF LISTENING AND SPEAKING
MOHD JUSNI BIN YUSOF 780717065603

Stage / Timing Content Rationale


Set Induction • Shows various pictures of • To connected to the
( 5 minutes )
beautiful stones or gems and talk story.
about their origin.

Pre-Listening • To arouse pupils previous


( 15 minutes ) • Teacher asks pupils to knowledge.
brainstorm and make predictions • To let the pupils listen to
about the story based on the their friends predictions and
pictures on the board. heard the language used.
• Teacher writes pupils’ • Effective listeners
predictions on the board. think about what they will
hear.
While Listening
( 30 minutes ) • Teacher reads the story aloud • To test pupils’ listening
while pupils listen carefully. skills and their
• Using pictures, mime, understanding of the story
dictionaries or sentence contexts, heard.
teacher explains the meanings of • To familiarize pupils to the
difficult words. new words.
Examples:
- contented -Satisfied; quietly
happy
- dull -Slow to learn or to understand
• Teacher reviews pupils’
predictions. Tick the correct
predictions on the board.
• Teacher reads the story again.
• Teacher talks about the story
with the pupils, the characters, the

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HBEL2103 TEACHING OF LISTENING AND SPEAKING
MOHD JUSNI BIN YUSOF 780717065603

plot, setting and sequence.


• Teacher asks pupils to describe
the characters in the story.
• Pupils describe the features of
the characters mentioned in the
story.
• In pairs, pupils fill in the mind
map (worksheet 1) about the
characters of the stone cutter and
the mountain spirit.
• Pupils present their task and
explain. Others may express their
opinions and views. Teacher asks
questions to assess comprehension.

Development 3 Post Listening


( 25 minutes ) • Pupils get into groups of five and
this time their task is to listen to the • To test their
story again and sequence the events listening skills and their
in the story ( worksheet 2 ). understanding of the story.
• Teacher goes through the • To state the moral
answers with pupils by asking values in the story pupils have
some groups to state their just heard.
answers.
• Teacher discusses the answers
with the pupils and explain the
reasons for wrong answers using
the story.
• Teacher talks about the value in
the story with pupils.

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HBEL2103 TEACHING OF LISTENING AND SPEAKING
MOHD JUSNI BIN YUSOF 780717065603

Example: be thankful and grateful


for who they are and the way God
created them.

Closure/Evaluation • Teacher carries out a simple • To test their


( 5 minutes ) word games. listening skills and their
• Teacher explain to pupils the understanding of the story.
task to be carried out.
• Stipulate a time frame for pupils • To give ideas
to complete the task.
• Get pupils to attempt the
crossword.
• Teacher goes through the
answers with pupils.

PART B

1.0 INTRODUCTION

This research is to know three main reasons why speaking in English is a problem
faced by Malaysian students and three ways to encourage them to speak English in their
classroom.
Many people are wondering whether they will be able to speak and write English like
a native speaker. Learning English as a Second Language can be very challenging and
there are many reasons why people are having challenges in learning the language.

2.0 METHODOLOGY

There are a lot of methods that can be used in this investigation to find the result
such as interviews, classroom observations, journal writings and analysis of lesson plans.

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HBEL2103 TEACHING OF LISTENING AND SPEAKING
MOHD JUSNI BIN YUSOF 780717065603

For this research, I have chosen to give a set of questionnaires to fifteen experienced
teachers in the primary schools.
The data collection is successful because all the teachers give their full
cooperation when I’m doing this research. After they answer all the questions, I collect
all the survey questions to compare their opinion.

3.0 DATA ANALYSIS

From the data collection, it shows that all the teachers agree speaking is important
to be taught and the students need to know the grammar rules and how to apply it in their
classroom. It is important because it can enable students to use English in daily activities
and in future for their works. The students also have the ability to use the language item
in reading, writing and listening comprehension. It is good enough if they have the
ability to apply all the grammar rules and structures correctly in sentences. It would make
fewer grammatical errors in their speech and in writing.

4.0 DISCUSSION AND INTERPRETATION ON THE DATA FINDINGS.


4.1 Three main reasons why speaking in English is a problem faced by Malaysia
students and three ways to encourage them to speak English in their classroom.

One of the biggest complaints in learning English as a second Language is poor


speaking skills. Many students are unable to communicate successfully because of the
inability to use the vocabulary and grammar in order to create a proper conversation.
Learning grammar and vocabulary is not enough to be able to speak the language. These
factors will only help them gain knowledge of the language that might not even be
translated to conversational skills.

The most common challenges is poor vocabulary. There are thousands of English
words and they are too many to learn. But learners don't need to know everything to be
able to converse in English. In fact, studies show that learners only need to know 800

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HBEL2103 TEACHING OF LISTENING AND SPEAKING
MOHD JUSNI BIN YUSOF 780717065603

words to be able to converse in English. Too many as it may seem, a perfect way to start
is by reading. You might be surprised at the number of words that are familiar to you.
The problem with most people learning the English language is they tend to forget the
new words as quickly as they learn them.

The best way to overcome this challenge is to list these words and keep reading
them. Make it a point to create a list of at least 10- 15 words a week. Write the definition
of each word as well. Study the different usage and learn how to use it in a conversation
with a friend or family. students can break this list to 3 words a day. Study the first three
words on the first day. On the second day, however, after students learned the 3 words
for that day write down yesterday's words and review them as well. Use this method of
review so you will retain what you have previously learned.

The best way to teach speaking is using different method in teaching. This is to
avoid the students feel bored learning in the same activities and method. There are a lot
of different methods in teaching speaking. Teachers also will know which activities that
suit to their students. Teachers can change the activities according to the lesson and the
ability of their students. For example, if the class has lower achievement students,
teachers can teach basic rules of the speaking such as exchange greeting. Then, teachers
must drill the students until they understand about what they had learnt for that day.
Although teachers just teach them basic rules, at least the students get something from the
lesson. There are many sources that teachers can use in teaching speaking. Teachers must
creative in making the lesson more meaningful. So, it can attract the students’ attention to
learn speaking in English .
They have no confidence and nervous when speak in English.
they are worried that they will make a mistake and other people will laugh at them. The
students need to know the grammar rules before they apply it in their speaking skills. In
classroom practices, teachers must integrated the activities like reading and writing to
improve students speaking skill. So, students will know how and when they need to use
the rules. Teachers also believe that their students can get benefit with their approach in
integrated the skills. For example, by doing grouping activities, this can allow the

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HBEL2103 TEACHING OF LISTENING AND SPEAKING
MOHD JUSNI BIN YUSOF 780717065603

students to speak and write while they are in the discussion session. Learning to speak in
English is pupil-centered. This is because the teacher is suitable as a facilitator to the
students. The best way in teaching is the teachers monitor all the students’ work. The
activities are done by the students after teachers gives explanation about the topic. So,
teachers must drill their students first before give them activities to do. This can avoid
the students do the same errors in their exercises. The students also feel excited to do the
activities given. The teachers also can used pictures to teach speaking.

5.0 CONCLUSION

Listening skills are essentials for learning since they enable students to acquire
insights and information, and to achieve success in communicating with others. Life
within and outside school affords many listening opportunities, but some students fail to
seize them because they let their minds wander or they may concentrate what they want
to say themselves rather than on what a speaker is saying. Teachers can show students
why good listening is useful and even crucial in some situations. Poor listening can lead
to unnecessary arguments and problems. As in the case of doctors, careful listening and
questioning might even save lives. So, it is very important to teach and learn listening
skills to teachers and students.
A part from that, teaching speaking is also a very important part of second
language learning. The ability to communicate in second language clearly and efficiently
contributes to the success of the learner in school and success later in every phase of life.
Therefore, it is essential that language teachers pay great attention to teaching speaking.
Rather than leading students to pure memorization, providing a rich environment where
meaningful communication take place is desired. With this aim, various speaking
activities can contribute a great deal to students in developing basic interactive skills
necessary for life. These can make students more active in the learning process. Thus,
teachers also have to choose the suitable activities and techniques in teaching speaking.

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HBEL2103 TEACHING OF LISTENING AND SPEAKING
MOHD JUSNI BIN YUSOF 780717065603

6.0 REFERENCES

Ministry of Education Malaysia, Curriculum Development Centre(2003). Sukatan


pelajaran kurikulum bersepadu sekolah rendah : Bahasa Inggeris (Primary school
integrated curriculum : English Language

Underwood, M. (1989). Teaching listening, London : Longman.

http://writing .colostate.edu/guides/teaching/esl/listening.cfm

Brown, H. D, (2001), Teaching By Principles: An Integrative Approach to


Language Pedagogy, Longman.

Harmer,J, (2004), How To Teach English, Longman.

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HBEL2103 TEACHING OF LISTENING AND SPEAKING
MOHD JUSNI BIN YUSOF 780717065603

7.0 APPENDIX

A SURVEY

Background Information

1. Sex : Male Female


2. Age : ______________
3. Number of years of teaching experience :________________
4. Highest academic qualifications. Please tick one box only.
Teacher’s certificate
Diploma
Bachelor degree
5. Type of school you are teaching in
Government
Independent
6. Level at which you are teaching
Primary
Secondary
7. District / School Area : _____________________
8. Teaching College : ________________

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HBEL2103 TEACHING OF LISTENING AND SPEAKING
MOHD JUSNI BIN YUSOF 780717065603

RESEARCH QUESTIONS

Three main reasons why speaking in English is a problem faced by Malaysian


students:-

1. ___________________________________________________________

___________________________________________________________

2. ___________________________________________________________

___________________________________________________________

3. ___________________________________________________________

___________________________________________________________

Three ways to encourage them to speak English in their classroom:-

1. ________________________________________________________

________________________________________________________

2. ________________________________________________________

________________________________________________________

3. ________________________________________________________

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HBEL2103 TEACHING OF LISTENING AND SPEAKING
MOHD JUSNI BIN YUSOF 780717065603

________________________________________________________

WORKSHEET 1
NAME:___________________________________ CLASS:_____________

THE STONE-CUTTER

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HBEL2103 TEACHING OF LISTENING AND SPEAKING
MOHD JUSNI BIN YUSOF 780717065603

THE MOUNTAIN
SPIRIT

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HBEL2103 TEACHING OF LISTENING AND SPEAKING
MOHD JUSNI BIN YUSOF 780717065603

NAME: __________________________________ CLASS: ______________________


WORKSHEET 2

Sequence the events in the story and paste them accordingly on the given paper
based on the story heard.

And the rock he was. Proudly he stood, gloried in his power. Neither the heat of the sun
nor the force of the rain could move him. 'This is better than all!' he said to himself. One
day he heard a strange noise at his feet. When he looked down to see what it could be, he
saw a stone-cutter driving tools into his surface. A trembling feeling ran all through him
and a great block broke off and fell upon the ground. Then he cried in his wrath: 'Is a
mere child of earth mightier than a rock? Oh, if only I were a man!'

And a prince he was. Before his carriage, rode one company of men and another behind
it; servants dressed in scarlet and gold bore him along, the coveted umbrella was held
over his head, and everything heart could desire was his. But yet it was not enough. He
looked round still for something to wish for, and when he saw that in spite of the water he
poured on his grass the rays of the sun scorched it, and that in spite of the umbrella held
over his head each day his face grew browner and browner, he cried in his anger: 'The
sun is mightier than I; oh, if only I were the sun!'

And a man he was, and in the sweat of his brow he toiled again at his trade of stone-
cutting. His bed was hard and his food scanty but he had learned to be satisfied with it
and did not long to be something or somebody else. And as he never asked for things he
had not got or desired to be greater and mightier than other people He was happy at last
and heard the voice of the mountain spirit no longer.

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HBEL2103 TEACHING OF LISTENING AND SPEAKING
MOHD JUSNI BIN YUSOF 780717065603

And the sun he was and felt himself proud in his power. He shot his beams above and
below, on earth and in heaven; he burnt up the grass in the fields and scorched the faces
of princes as well as of poorer folk. But in a short time he began to grow tired of his
might, for there seemed nothing left for him to do. Discontent once more filled his soul.
When a cloud covered his face and hid the earth from him, he cried in his anger: 'Does
the cloud hold captive my rays, and is it mightier than I? Oh, that I were a cloud, and
mightier than any!'

And a cloud he was, and lay between the sun and the earth. He caught the sun's beams
and held them, and to his joy the earth grew green again and flowers blossomed.
However, that was not enough for him. For days and weeks he poured forth rain till the
rivers overflowed their banks and the crops of rice stood in water. Towns and villages
were destroyed by the power of the rain. Only the great rock on the mountain side
remained unmoved. The cloud was amazed at the sight, and cried in wonder: 'Is the rock,
then, mightier than I? Oh, if only I were the rock!'

Paste the strips of paper according to the sequence of the story heard.

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HBEL2103 TEACHING OF LISTENING AND SPEAKING
MOHD JUSNI BIN YUSOF 780717065603

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HBEL2103 TEACHING OF LISTENING AND SPEAKING
MOHD JUSNI BIN YUSOF 780717065603

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HBEL2103 TEACHING OF LISTENING AND SPEAKING
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