Sub-Task 1:

Description of grammar/ language skills lesson observed during PBS II

During the second day of my School Based Experience in Sk. Kampung Bukit
Wan , I was permitted to enter Year 3 Arif class by my tutor who was an English teacher,
Mr. Mohd Nor Bin Che Abdullah , I asked him to give a cooperation because the reason
is I want to complete my coursework task on English Language Teaching Methodology
assignment. When i in the class, based on my observation, the students mostly came
from the rural area because the location of the school is far away from the countryside.
There were 24 students in the class and all of them were not so naughty as they are
clever and very obedient. Mr Mohd Nor could handle the class so well without any
distraction. As his class started 8 0clock in the morning, he ask his students to go
through his previous teaching lesson on the theme of Let Sing Together and the song
was Bukcle my shoes. Before he started to teach, he asked his students to put the
book aside. When he started to teach, he asked his students to read after him. The
students read the song loudly as they had written the song in their exercise book. Then,
he explained to the students by introducing new vocabularies and the meaning of words
to his students. The aim reasons for these were to increase the vocabulary and give
them new knowledge about the song.
The language skill he focused in his teaching today was reading and singing. He
introduced the new vocabularies and explained the meaning of words to them.
Sometimes, he asked his students to pronounce the words with his guidance one by
one and also asked them to use dictionary to find the meaning. Within this method, he
could realize the weakness and strengthen of his students in pronouncing the new
words. He also called a few students in the class to stand up and try to pronounce some
words that had been practiced. All students were able to pronounce it clearly and loudly,
and mostly the students in the class were capable to pronounce the words as they are
really intelligent.

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The students was enjoyed the lesson and participated so well in the class. I also
could see all of them were smiling happily and Mr Mohd Nor didnt seems to be having
any problems with them . He always maintained his voice when read the song to
students because he want to ensure his students can pronounce the words and he
could detect any mistakes from his students.
After eighteen minutes had gone, he proceeded to the next steps which sang the
song with body movement and gestures. At this time, the students will move their body
according to the lyric of the song which facilitated by himself. He make some movement
of hand and also body part. For several times, he guided his students to read the text of
the song loudly and clearly. Then, he asked them to read it by themselves. If any
students make mistakes, he never scolds them but he patiently taught his students until
they can follow his instruction. This entirely gave the students motivation and ensured
them to engage and experience the learning was meaningful.
After he finished that session, he told his students to take a 5 minutes break and
allow if any student want to go to the toilet. He also asked his students to do some
exercises in the textbook. I am very shocked to see that all students followed their
teachers instruction carefully and they always rose up their hands whenever they had
problems with the exercises given. Not only that, they also asked me to give a hand for
them and I felt so happy as they called me Sir. Im just felt that Im being appreciated
as this is first time I teach the students in English subject. This shows that the students
had become independent and really easy go-on with their teacher. What I could see that
Im really fascinating with the commitment of the students in the class on that day.

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Sub-Task 2: Discussion of one learning theory with reference to the lesson

observed

1.0 Introduction
As we are going further to the relation of the learning theory in the English lesson which
was applied in the lesson, it would be better for us to comprehend the four learning
theories so that we can find the suitable learning theory to be associated with the
English lesson that I had observed during my last School Based Experience II.

2.0 Analysis on Learning Theories

i.

Behaviorism
Behaviorism is a worldview that operates on a principle of stimulus-response.
All behavior caused by external stimuli (operant conditioning). All behavior can be
explained without the need to consider internal mental states or consciousness.
Behaviorism is a worldview that assumes a learner is essentially passive,
responding to environmental stimuli. Behaviorism precedes the cognitivist
worldview.

ii.

Cognitivism
The cognitivist paradigm essentially argues that the black box of the mind
should be opened and understood. The learner is viewed as an information
processor (like a computer). A response to behaviorism, people are not
programmed animals that merely respond to environmental stimuli; people are
rational beings that require active participation in order to learn, and whose
actions are a consequence of thinking.

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iii.

Social Constructivism
Social constructivism as a paradigm or worldview posits that learning is an
active, constructive process. The learner is an information constructor. People
actively construct or create their own subjective representations of objective
reality. Take a look at this excerpt, Learning would be exceedingly laborious, not
to mention hazardous, if people had to rely solely on the effects of their own
actions to inform them what to do. Fortunately, most human behavior is learned
observationally through modeling: from observing others one forms an idea of
how new behaviors are performed, and on later occasion s this coded
information serves as a guide for action. (Bandura 1977: 22). Also, the learner is
not a blank slate (tabula rasa) but brings past experiences and cultural factors to
a situation.

iv.

Humanism
Humanism is a paradigm/philosophy/pedagogical approach that believes learning
is viewed as a personal act to fulfill ones potential. Humanism, a paradigm that
emerged in the 1960s, focuses on the human freedom, dignity, and potential. A
central assumption of humanism, according to Huitt (2001), is that people act
with intentionality and values. This is in contrast to the behaviorist notion of
operant conditioning (which argues that all behavior is the result of the
application of consequences) and the cognitive psychologist belief that the
discovering knowledge or constructing meaning is central to learning.

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From that four learning theories above, I had analyzed and summarized it so that
we can indicate all these four learning theories and understand the different of each
other which are developed by the entire famous people.

3.0 The Observed Lesson and Learning Theories

For this part, I will relate one of the learning theories which present in Year 3 Arif class
that I had choose and make my observation to complete this task. During 1 hour of
spending my precious and valuable time in the class, I am capable to use my extra
knowledge on one of all these four learning theories which also has been applied by Mr.
Mohd Nor, who is the English teacher at the school. From the class conducted by Mr
Mohd Nor ,I saw the way he handled it is related to the Social Constructivism theory.
The lesson conducted is focusing on reading skills where students are exposed to a
song text which is taken from Year 3 KSSR syllabus English textbook.

The teacher has introduced the students the new words and explained the
meaning of it. After that, the students are asked to repeat pronouncing the words again.
This obviously shows the evidence of Social Constructivist theory of learning. In this
situation, the teacher becomes the model while the students parrot and imitate upon
him. Based on the originator of this theory, Albert Bandura who is says Most human
behavior is learned observationally through modeling: from observing others, one forms
an idea of how new behaviors are performed, and on later occasions this coded
information serves as a guide for action. (Bandura). Besides, the students are very
capable to pronounce the words with the guidance of the teacher, they are asked again
to read aloud along with the teacher. During in this part, the teacher guided the students
to read before they are able to read on their own after the whole class later. This is

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evidence had proved that the Social Constructivism theory was applied in this English
lesson.

Moreover, there is also evidence proved the extension of this Social

Constructivism theory is the students give full cooperation. We can see this when they
are being asked one by one to pronounce the words and read the text, they reflected
quickly hand up and try to pronounce and read it correctly, clearly and loudly.Thus, it
shows that the active learning process occur as when they are actively involved in the
learning process with the teacher. In this ways, the teacher also plays the important role
as a facilitator. The teacher acts was to assist the students when the students are
having some problems in pronouncing the words and they were unable to read the text
fluently.
In fact, some the students raise up their hands in order they need to be helped.
This shows that the students also want to learn, not just in the class but they also will
experience it in especially the real life situation. For example, when they do not know
about something or confuse to think, they will ask the right person which is their teacher.
Students also show that they are engaging in serious discussion with the peers and
teachers. All these evidences are exactly can be related with the social activities which
constructivists have emphasized during lesson.

4.0 Conclusion
The learning theory involved in this English lesson Year 3 Ariff class is mostly using a
Social Constructivism theory. The teacher also use this theory so that the students will
be very well participate during the lesson. The students also will give full commitment
and actively involved especially during the discussion with peers and teachers. The
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teacher also gives a hand and facilitates them to help students solve their problems. All
these things are the most reasons why I had related the Social Constructivism with the
English lesson which I observed during my last Scholl Based Experience II.

REFLECTION

First of all, Alhamdulillah, finally I finished my course work for subject ELT
Methodology after struggle and having hard time. As the time given so suitable, I
managed to finish up my assignment by hook or by crook. In fact, Im struggling myself
with patiently to find the suitable sources for this challenging task. However, this task
given for the assignment is not so easy as I have to do many work and research about
the description of grammar and language skills lesson observed during my School
Based Experience II. I also spend my time in the library several times and surfing the
internet.
During completing this coursework, I have

discus with friends about Social

Constructivism theory to ensure that the right point, opinions and idea as I want to
provide a good and excellent essay about the language learning theory that I have
chosen. Furthermore, this assignment also requires my friends and me to cooperate
and give full teamwork to ensure everything is going according to plan. In this
assignment, the essay is about the English lesson observed during my SBE II. So, the
task make me to create an informative and attractive essay as to fascinate and
persuade my great lecturer, Madam Mariah Bt Ismail. Therefore, I have to settle a lot of
things to provide good essay. For me, to complete that I felt very confident because I
know that satisfaction is guaranteed and I am the first person will be very happy to know
if my essay is approved.
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Lastly, with a great pleasure, thank you again to Madam Mariah Bt Ismail as for
giving me a full boost of confidence, facilitating and guiding me through this coursework.
Thanks for your tolerance and commitment with my friends and me. I hope that you will
correct my mistakes and kindly mark my assignment with a big smile . Thank you.

BIBLIOGRAPHY
Books
Bandura, A. (1977) Social Learning Theory, Englewood Cliffs, NJ: Prentice Hall.
Chitravelu, N., Sithamparam, S., & Choon, T. S. (2005). ELT Methodology: Principles
and Practices. Shah Alam: Penerbit Fajar Bakti Sdn. Bhd.
Internet
Retrieved on Sept, 9, 2012 from Learning-Theories.com
http://www.learning-theories.com/social-learning-theory-bandura.

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