Having Fun with Puppets!

Level           : Form 1 (Intermediate)

Time           : 20 to 30 minutes

Aims:
To collect information on the internet regarding on the steps that are involved n preparing sock puppets and correctly write the steps in accurate order.

Technical Requirements:

A mobile device with high speed internet connection for every group.

Procedures:

1.      Teacher asks students’ opinions on what can be done using old socks.

2.    Teacher gives a clear explanation that the students are going to search on how to make a sock puppets using the internet.

3.  Teacher asks the students to form a few groups and each group will be provided with a mobile device.

4.     Students are requested to watch a video on how to make a sock puppet by the link given by the teacher.

5.     Students have to look for additional information regarding on the topic.

6.     Teacher distributes the worksheet to every group where they have to list down all the steps on how to make a sock puppet.

7.   In the worksheet, every group is allowed to add a few extra steps on how to decorate the sock puppet according to their own creativity.

Follow-Up Activity:

Using the sock puppets that they have created, every group is asked to record a video of them doing a puppet show and post the video online.

Language Focus:

Writing – students list down all the procedures on how to make a sock puppet.

Worksheet

Below is the list of the equipment needed in preparing a sock puppet. List down all the steps on how to make a sock puppet according to your own creativity. Make use of the video and the additional information that you have as a guideline.

§  Socks

§  Glue

§  Buttons

§  Scissors

§  Pompom

§  Cotton batting

§  Rubber band

§  Others

*You may have extra steps on how you can decorate your own sock puppets.

STEPS:                                

TASK 2: ARTICLE REVIEW

PART A

The title of the chosen journal article is The Effectiveness of Using Movies in the EFL Classroom–A Study Conducted at South East European University, which was written by Merita Ismaili on May 2013 focuses entirely on the helpfulness of using media which is more motivating apart from the usage of books and CDs in teaching English. The journal article, Volume 2 No 4, it concerns in proving the effectiveness of using movies in teaching, a study has been conducted on how movies are helpful in teaching and learning process especially in terms of the students’ competency and performance in the educational setting. Before the study is conducted by Merita Ismaili, several other researchers have also conducted the similar study regarding on this issue. Herron and Seay (1991) conducted a research which focuses on using video in listening comprehension for EFL students while Pezdek, Lehrer and Simon (1984) prove that movie fragments help enhance memory and recovery of information in reading and listening based on the study that they have conducted.

PART B

1. Aims

One of the main purposes of conducting this research is to provide elaboration and examine the efficacy of the usage of movies or films in developing students’ language competency and performance in the learning process. Secondly, it also focuses on looking at the engagement and usefulness of using movies in attracting the learners’ interest in the reading activities. Another aim of this study is to investigate the possibility of using movies in the classroom as the bridge between learning skills and language objectives (output).

2. Methods 

In conducting the research, the researcher has used two main methods in collecting the data which are questionnaire and quiz. In the first method, questionnaire, it emphasises more on studying teachers and students’ attitude towards movie-based teaching and learning process. A 5-point Likert scale ranging from "Strongly Disagree" to "Strongly Agree.” is being used in designing the questionnaire. The questionnaires are being distributed to 60 students and six LC English teachers. The second method that is used in conducting this study is quiz which is distributed at the end of the reading section. The distribution of the quiz involves both controlled and experimental group. For the experimental group, 28 students are involved. These students are requested to watch a novel-based movie in English before their reading class where they are going to read the same novel after they have watched the movie. On the other hand, the control group which consists of the remaining 32 students are not requested to watch the movie although they are going to be reading the same novel. Both groups will have to attend a quiz after the reading section. This method of data collection is being used since there is a study that has been conducted saying that the normal in-class reading without the use of movies is rather boring and the students are easily get distracted. Thus, this method can really look at the effectiveness of movies in teaching.

3. Subject/Sample

The study is carried out at the South East European University (SEEU) in the academic year 2012. In getting the teachers’ perception on using movies in English classroom, six teachers who agree to get involved in this study and have implemented the usage of movies in their teaching and learning process are being given a set of questionnaire. Apart from the teachers, the questionnaires are also being distributed to 60 male and female selected students between the ages of 18 to 25. All the students are from the multicultural classroom setting and their proficiency level is pre-intermediate and intermediate. Besides the distribution of the questionnaires, a quiz has also being conducted where the students are being divided into two different groups; experimental and control groups. The quiz has been conducted after the reading section has ended. The study takes place over three month period of time.

4. Findings

The findings can be reviewed from two different perspectives; teachers and students based on the questionnaire and quiz that have been conducted to both parties.  From the distributed questionnaires, the teachers agree that movies have a positive impact on the students’ language learning process. The teachers claim that the students are more active in the classroom activities apart from the improvement in their language competency. From the students’ perspective based on their answers in the questionnaires distributed, most of the students claim that they enjoy the assigned activities in the classroom and more motivated to see and listen to real-life situations than to follow the activities in the graded book. Besides, the usage of movies provides a relaxed learning atmosphere for students. They also agree that using movie is a good way to improve English vocabulary and provides them with more opportunities to practice the language. Most of students said that they have learned new words (approximately 3-5) mainly because those words that have been repeated many times throughout the film. Apart from the results from the questionnaires, the quiz that has been conducted after the reading section shows significant differences between experimental and control group of students. The experimental group of students show better performance in the quiz compared to the control group. It can be conclude that motivational factors associated with movie-based teaching helped to increase the efficiency of the teaching and learning process.

PART C

1. Does the research interest you?

Attracting the students’ interest in learning English by implementing movies in the classroom really get my interest. Living in an era where technology is being widely used, the traditional way of learning which involves reading, writing, listening and speaking alone is rather out-dated causing the students to be less fascinated in learning. Thus, using movies in teaching could be one of the best ways in teaching the students nowadays which can be practices by the teachers and future teachers out there in order to make their classrooms more livelier and fun.

2. Do you think the research is well-conducted?

It is undoubtedly true that the research has been successfully conducted since it has revealed the significant impact on the usage of movies in teaching and learning process. The findings have proven that movies can help in increasing the students’ motivation and urge to learn English in the classroom. However, there is always a room for improvement. It might be better if the researcher get the teachers who never or rarely use movies in the classroom and look at their opinions and thoughts regarding on this issue. Hence, the research can be used to look at the pros and cons of using movies in teaching.

3. What is/are the implication(s) of the research in the teaching and learning of ESL (in the general and Malaysian contexts)?

In general, this research can be an eye-opener to teachers and future teachers so that they can be more creative and inspirational especially in making the students wanting to learn. It can clearly be seen that reading is no longer the best method in teaching especially during this globalised era. The usage of media can be really helpful since it is more attractive especially to the learners. In Malaysia, the statistic shows that the amount of books read by Malaysians are around 2 to 5 books per year. Apart from the decreasing of interest in reading, there are researches that have proven that movies can be very helpful especially in teaching the students speaking since the language used is more authentic and it can be practiced by the students inside and outside of the classroom. Thus, the research has successfully widen up the horizon of the educators to be more creative in teaching.

Website:

www.mcser.org/journal/index.php/ajis/article/viewFile/114/270

Website Evaluation

1. What does the website attempt to “teach”? Are exercises included in the website? What are the types of exercise included? Are there immediate feedback? Are there different levels of difficulty for different proficiency levels? 

This website is being divided into two categories; teachers and students. For teachers, it focuses on teaching grammar, reading, writing, vocabulary, speaking and listening. It also includes materials such as videos and films that can be used by the teachers to teach. For students, this website focuses on grammar, vocabulary, slang, expressions, phrasal verbs and reading. Apart from that, exercises are included for both categories where the users will be tested in two different ways which are games and quizzes. One of the best features that has been provided in this website is immediate feedback is provided for all the games and quizzes. It will be very helpful especially for the students since they do not have to refer or check the answers with their teachers since the answers are provided. They can immediately know their mistakes and learn from them. Moreover, all the games and quizzes are divided into three different level which are easy, medium and difficult. Thus, the students can attempt to various level according to their own level of proficiency. 

For teachers

For students

Immediate feedback

2. What are the learners/visitors required to do with regards to learning the content of the website? 

Before attempting certain exercises, the learners will have to go through prompts that will assist them in answering the questions. For instance, there are exercises that are related to songs where the students need to go through the lyrics before answering the related questions. Some of the questions might require them to give the meaning of the songs or identify the slang that is used in the songs. Apart from that, there are also exercises which require the students to always refer to the videos of films before attempting the questions. Basically, the exercises are closely related to the support materials that have been provided for the students. 

3. While you are going through the website, does it remind you of anything you do in a classroom, or with a teacher, or with a fellow classmate, or in self-study?

The contents of this website are mostly different from what I have encountered in the classroom, with teacher, classmates or even in self-study. The activities, for instance, are way more interactive compared to ones I have done. The topics chosen in teaching are also different from the usual topics that are being used in schools. Some of the topics that are available in this website are dating and relationships, food, internet and travel. Instead of learning on the common topics like environment, people or even lifestyle, the learners are being exposed to the reality through the chosen topics which are closely related to them. Apart from that, the learners' proficiency is being tested through various interesting ways which involve games, songs and videos. The common multiple-choice questions are also available especially for the learners who are less proficient in using English. Although this type of exercises are quite common among the students, it is necessary since it will be very useful for the students who are less proficient in using the language in attempting the exercises provided in the websites.   

Topics

4. Does the website present learners with something that cannot be done in a textbook/workbook? If yes, how so.

Apart from the usage of songs and videos, this website also provides additional references for both learners and teachers which include articles or other websites' links for future studies which can rarely be found in any textbooks or workbooks. Although the exercises that have been provided in this website complement all categories; beginners, intermediate and advance, it provides various suggestions on the websites that should be visited for more information. It will be very helpful since the users do not have to search for more information on their own. Besides that, the availability of moving objects somehow can attract the students' attention to learn compared to reading texts and static objects on the textbook or workbooks. It is undoubtedly true that the students especially the young ones will find it exhausting if they were to do all the exercises on the black and white workbooks. By having moving graphics on the website, it will indirectly help the learners to stay motivated in doing the exercises. 

5. Can you pinpoint some theories of language learning and/or teaching underlying the application? 

Since this website is divided into two categories; teachers and students, the teachers' section apply the concept of Zone of Proximal Development (ZPD) by a psychologist named Lev Vygotsky that focuses on scaffolding or in other words giving examples that can be followed by fellow teachers. There are many lessons that can be replicated into the classroom. Based on this website, the teachers are being thought on how to teach grammar, reading, writing, vocabulary, speaking and listening through various mediums or teaching aids. The teachers just have to modify the lessons suggested according to the proficiency of their students in order for the lessons to be effective. 

In the students' section, it can clearly be seen that this website follows Hierarchy of difficulties by Clifford Prator who has compartmentalised  the difficulties in several different levels. It has been applied in this website by differentiating the exercises provided to the students according to their specific level of proficiency; beginner, intermediate and advance. 

6. An important criterion for evaluating a CALL program, task or activity is the potential for language learning. Does the website fulfill this criterion? If yes, how so? 

This website proves that it provides an adequate potential for language learning through the variety of exercises that have been provided. The exercises are varied according to the learners' level of proficiency which is divided into three categories; easy, medium, difficult. Though compartmentalizing the exercises into three different levels, the learners can easily distinguish their own level of proficiency. Once they have achieved certain improvement, they can continue with the next level, which is the harder one. Apart from that, something that is quite interesting about this website is it provides some ideas for the classroom discussion for every topic chosen. 

Example: MOVIE

Who's your favourite actor?

Do you like action movies? Why or why not?

How often do you go to the movies?

By providing the questions for discussions, the extra time can be wisely used for the students to voice out their answers instead of being used by the students to brainstorm the ideas. It will give them more time to learn together with their classmates. As for the teachers' section, it has variety of lessons that can be implemented in the classroom which encompasses many interesting topics that will somehow attract the learns' attention. From this website, the teachers can also learn on how to make use of the technology in teaching. For instance, the teachers are thought to use internet, videos and songs as a medium in teaching apart from using the textbooks or workbooks in delivering the lessons. Hence, this website provides the opportunity to learn for both teachers and students. 

7. Would you like to use the application yourself in your future work? Yes? Give reasons: No? Give reasons: 

I personally think that I will make use of this website in the future because I find it very helpful and interesting. It provides us with various types of ideas in teaching. For instance, it gives an example of how to teach the students using songs, films and videos. Besides that, this website will help as guidance especially when I run out ideas to teach since there are several of exercises that are available on the website. On top of that, it will be very useful when it comes to giving my students extra exercises so that they can continuously improve their proficiency of using the language. Most importantly, the main reason why I would like to make use of this website is entirely because of the topics chosen which are up-to-date and closely related to the teenagers nowadays. Some of the topics are travel, food dating and relationships which I find interesting and can be used in the classroom discussions. 

WEBSITE:

https://www.eslpartyland.com/ 

Well hello! 

I'm Nur Izzati binti Abd Rahman and you can call me Zati. 

A Kedahan.

How would you rate yourself in terms of your computer skills and why?

In terms of computer skills, I would prefer to place myself among the novices since my knowledge regarding on computer is rather limited. There are lots of other things that I do not know and still need to learn.

What computer software and hardware knowledge do you have?

Some of the software that I commonly use are Microsoft, Padlet and Prezi which are very helpful when it comes to presentation. I also have been exposed to Adobe Photoshop which can be used in photo-editing. For hardware, I have knowledge in using all the basic hardware such as CPU and so on. 

Have you experienced learning via the computer ?

I have experienced learning using the computer. During my foundation year, I have been exposed to a course which is Computer Literacy. Besides, throughout my degree years, there are several courses that require the students to make use of the computer. For example, in PELT, I have been introduced to blended learning and in Basic Data Analysis, I have been introduced to SPSS.

What is your opinion on the use of computer/technology in language teaching?

Since we are living in an era where almost everything involves computer or technology, it would be great for the students if the teaching process is being conducted using the technology that we have nowadays. Apart from teaching them the language itself, we can help the students to be more capable in using the technology since they are young. 

What are your expectations from this course?

Hopefully I will gain more knowledge regarding on how to make use of the computer and technology in teaching language so that the knowledge gained will be useful especially when I go to school to teach later on. Besides, teaching through technology will be more exciting compared to the normal way of teaching which is lecture. 

What is the topic chosen for your Academic Exercise? Why have you chosen the topic? Who is your supervisor?How do you plan to complete your AE so that it follows the designated processes (chapter by chapter) and can be submitted on time?  

The topic that I have chosen entitled "A Study on Factors That Lead to Second Language Anxiety in Impromptu Speaking Among Form 4 Students at A Selected School in Shah Alam, Selangor."

I have chosen this topic because I am curious to know what are the main causes that contribute to the students' passiveness in the classroom. By knowing the major reasons of that issue, I might be able to come out with several solutions so that the students can learn better in a less threatening environment.

In order to submit the Academic Exercise on time, I should start doing it now so that during the final semester, I just need to focus on collecting data since I will be busy with my practicum although I have not been assigned to any supervisor at the time being.