PRAKTIKUM

JURNAL

Bilangan Jurnal :1 MINGGU

th
: 15 FEBRUARY 2021
Tarikh Peristiwa / Kejadian
1
Tajuk : JUMBLED AND CONFUSING INSTRUCTIONS

1. ISU YANG DIFOKUSKAN :

JURNAL
I was teaching Year 3 Dinamik for the first time and it was done through Google Meet. Pupils' response to
the lesson was satisfactory. However, I found that some pupils have trouble understanding the task and
content taught to them. Several pupils experienced difficulties in answering questions that I asked.

2. ANALISIS ISU YANG DIFOKUSKAN (PUNCA DAN KESAN ISU) :

After some reflection, the cause for the pupils having difficulties in answering questions is mainly my use of
jumbled and confusing instructions. The instructions that I used sometimes are too long. On top of that,
there are times where I backtrack my instructions and change them. These circumstances cause confusion
to the pupils especially when they are doing tasks.

3. KAJIAN LAMPAU (LITERATURE REVIEW) TERHADAP ISU (PENGALAMAN ATAU KAJIAN LEPAS) :
According to Chilcoat and Stahl (1986), it is advised to use short, complete sentences and precise, concrete
terms. This is to ensure that pupils will be able to understand what is expected of them. They also
suggested avoiding vague terms such as "some," "a few," or "a couple"

4. CADANGAN DAN IDEA PENYELESAIAN MASALAH :

Based on the analysis that I have done on said issue, I suggest that I should establish an instruction pattern
and set expectations regarding classroom procedures.

i. Explain. The teacher explains the routine and the reasons for its use. It is
explained in easy-to-understand language using short, concise sentences. Key
messages are repeated.

ii. Demonstrate and Model. If the routine is complicated, the teacher breaks it
down into smaller steps. Once the routine is explained in detail, the teacher demonstrates or
models the task, using the pupil’s visual or written plan. The teacher then asks
the pupils to repeat the step. Occasionally, parts of the routine will need to be
adapted in order to increase independence.

iii. Rehearse/Guided Practice. As pupils practise the routine, corrective

feedback is provided by the teacher.

iv. Perform Independently. The pupils perform the routine during the course
of the lesson. Praise and encouragement are given for
successful completion of the routine.

v. Review/Reteach. The teacher periodically reviews the routine and reteaches

it. Cue cards or flashcards may be useful.

5. TEMPOH MASA PENYELESAIAN :

1 Minggu

6. TINDAKAN SUSULAN :
I will make improvements with my method of giving instructions by using short, complete sentences and
precise, concrete terms to ensure that pupils will be able to understand what is expected of them. I will
also avoid using vague terms such as "some," "a few," or "a couple".

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 PRAKTIKUM
7. TARIKH TINDAKAN SUSULAN DILAKSANAKAN :
22nd February 2021

8. KEBERKESANAN LANGKAH YANG DICADANGKAN :

The intervention done had given a positive impact to the teaching and learning experience. This can be
seen by the increase of pupil’s participation and response. Furthermore, the number of works submitted in
the Google Classroom in the assigned time period had also increased.

9. KESIMPULAN / REFLEKSI (KESAN TINDAKAN (PERLU) DAN HALANGAN (JIKA ADA) :

I feel satisfied that the pupils were able to understand the instructions clearly and in turn were able to
complete the task given appropriately. Through this, pupils will be able to experience a more fruitful lesson
especially in the online learning situation.

RUJUKAN
Chilcoat, G. W., & Stahl, R. J. (1986). A framework for giving clear directions: Effective teacher verbal
behavior. The Clearing House, 60(3), 107-109.

Disemak oleh Guru Pembimbing Disahkan oleh Pensyarah Penyelia

__________________________ __________________________
Tandatangan Tandatangan
Nama : _____________________ Nama : _____________________
Tarikh : _____________________ Tarikh : _____________________

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