Thursday, 1 March 2012

~Reflection on Educational Policies~

How Malaysian culture affects English Language on Educational Policies ??

First of all, I would like to thank my group members for the great commitment and cooperation throughout the process of preparing the PowerPoint slides on given topics. We were asked to discuss about how Malaysian culture affects English Language especially on factor educational issues. From this task, I could refresh back my previous knowledge about educational issues which I had learned during foundation, English Language Profiency (ELP).  Therefore, I could learn more and understand better in every aspect of the issues.
We did some further research on how Malaysian culture affects English language especially on the educational issues in Malaysia. Besides, we also met with Madam Ira and Mr Tan Lay Yen to get some information and rough ideas on the topic. From the brilliant information given by our lecturer, we analyse and compare to our research.
One of the issue is about Bahasa Malaysia as a medium of communication. Especially in primary schools, there were lack of the English language environment unless during English Day and English Week.  As for me, Bahasa Malaysia is still become a first language of communication and English is the second language in school.
As my part for this presentation, I was given the oppurtunity to discuss and express my point of view on issue Examination Based Learning. It is undeniable, examination is the major purpose for the student to study. No matter it is in short term preparation or long term preparation, the aim is still same which is for examinations purpose only, not to apply indaily life. Due to the frequency test, teachers and pupils were pressured as the purpose of education has become learning for the examination and not learning to be intelligent. So, we as future teacher must sensitive with this situation and try to solve this kind of thinking culture.
Next issue which we had analyse is about PPSMI. I am really interested with the PPSMI programme which was introduced by our former Prime Minister, Tun Mahathir which aims to make sure that all students are able to proficient in English language. I found that PPSMI programme is actually a good medium for Malaysian students to master English better since it was taught in Science and Mathematics. I also do believe that the rural area students also can excel as urban students are. I think that the topology is not the main factor that should take as the main reason on why they abolished the programme. I also really impressed when I heard that the teachers in t hat school are willing to teach their students regardless of time and place. I am sure that not much of us willing to do so unless if we are really committed with our profession. Therefore, we must model these kind of teachers so that our future students will be able to achieve well in their academics as well in other aspects of life.
Let watch and understand this video.....=)

For MBMBMIs issue, our ministry of education has introduced a new policy which is MBMMBI (To uphold Bahasa Malaysia and to strengthen the English language) which replaced the previous PPSMI programme. By doing so, I hope that all the future generation will be able to master the English language better and have a very high level of proficiency in English language. This programme needs a quality English teacher, they need to attend courses to enhance their professionalism and learn about the latest development in the areas of language and pedagogy. I think this programme is good because it helps student to do well in both languages, Bahasa Malaysia and English language.

During completing this task, my members group had give a great effort and strong co-operation. We still work and discuss together even though we had our own part to present the issues. The interesting part during the discussion session is we practice English language among us. This is to motivate myself to communicate confidently in English. Thus, this had helped me to improve to communicate. Meanwhile during slide show presentation, I am thankful to Madam Ira for her guide by correcting my mistake in grammars and pronunciation. In the same time, she also motivate  me to present my opinion. Besides, I have gained a lot of information about the topic of how Malaysian culture affects the English language in Malaysia from the others groups presentation. I also have the opportunity to watch few interesting short clips that presented by the other group which contains many meaningful message. I also found that it is easier for me to understand the fact or examples if there are some short clips included.

Hence, as a future English teacher, we must be alert and more aware with all the educational issues and try to support and take part especially in the programmes regarding to English subject. Therefore, from the onwards I will always update myself with latest news and new information. Even though we learn more in English, our official language, the status or importance of Bahasa Malaysia, has never been threatened. 
In conclusion, back to our main point of discussion, Malaysian culture does influence the profiency of English Language in several factors as we know English is becoming a necessity if our country would like to compete in all over the country.

Monday, 20 February 2012

~language game "Word Poker"~

Then, as our tutorial, we need to conduct our language game that we prepared last week in front of the classroom. For our group, we have chosen a game entitled "Word Poker ". We decided to create a language game based on “scrabble” since this game is so popular around the world. Then, we combined it with some rules from the famous card game, “poker”. As a result, we named this game as “word poker”.

This game comes with some simple rules. Played in group consists of 4 – 6 person. Then, cards consists of letter and marks will be given to each group and shown in front of the class. Each group will try to create words with the given letter. The player that is able to create the word with the highest mark to become the winner.

This game is very interesting and can be used during teaching students to make a word because this word game is also very simple and no need a lot of materials, just a card that can bring it anywhere and anytime.

Apart from that, I also enjoy the other language games which carried out by the other group. Among of those language games, I think that the best language games will goes to Normaliza’s and Edward’s groups as their games are very challenging, exciting and creative. For Normaliza’s group, they have variety of games which will not make the participants get bored easily and focus on several skills in English including writing and listening.  Meanwhile, for Edward’ group, I am very interested with their game’s concept and they used the bid concept for their game. They use sweet for player’s bid. Not only me, I think the others group are also really enjoyed with the games. The others group also did a great effort for their language games, but  the most important is we all enjoy doing this activity.

Throughout this activity, I have learned much from it in term of how to design and then choose a suitable game, how to handle a game, attract the player’s attention and arrange the order of each question according to its level. Other than that, those language games also give a lot of benefits for my future lesson with my students when I am having my practical session soon and being a teacher in future.

Thats all from me. Thank you.

Thursday, 16 February 2012

let twist our tongue !!

Tongue Twister

What is tongue twister?? 

When most people think of tongue twisters a childhood image comes to mind: Attempting to recite a tricky rhyme or phrase as fast as possible without tripping over the verbal challenges and hurdles lurking within these tongue-tying sentences. 

In my English for Language Teacher’s class, we were required to conduct a tongue twister competition between groups of four. It is very fun and exciting. My group was challenged to recite these tongue twisters:

1st tongue twister:
Fresh fried fish,
Fish fresh fried,
Fried fish fresh,
Fish fried fresh.

2nd tongue twister:
Rory the warrior and Roger the worrier were reared wrongly in a rural brewery.
It was really difficult for me to say words which involved these alphabets including ‘f’, ‘r’ and ‘w’ ..
Actually, this activity was helping us to practice our pronunciation accuracy.

During the presentation session, there was very fun and enjoyable in our class. Everybody try and follow the tongue twister of the group presenter.  I think Nickelson’s group are very entertaning group because they perform their part of tongue twister with the cute acting. We really enjoy it. 

I, myself still need more practice to speak a good English as well as we know that speaking skill is one of the main skill in studying English. So, I need to practice more on tongue twisters so that I will be able to master good pronunciation in English.

Beside that, I would like to share an article about tongue twister entitled,    

"Top 10 Most Difficult Tongue Twisters"

10. Slit a Sheet but don’t say Sh*t!
10. Slit a Sheet but don’t say Sht Top 10 Most Difficult Tongue Twisters
I slit a sheet, a sheet I slit.
And on a slitted sheet I sit.
I slit a sheet, a sheet I slit.
The sheet I slit, that sheet was it.

9. Are you tutoring a tooter?
9. Are you tutoring a tooter Top 10 Most Difficult Tongue Twisters
A tutor who tooted a flute,
Tried to tutor two tooters to toot.
Said the two to their tutor,
“Is it harder to toot
or to tutor two tooters to toot?”

8. The skunk on the stump stinks!
8. The skunk on the stump stinks Top 10 Most Difficult Tongue Twisters
A skunk sat on a stump.
The stump thunk the skunk stunk.
The skunk thunk the stump stunk.

7. The witch did what with the watch?
7. The witch did what with the watch Top 10 Most Difficult Tongue Twisters
Which witch wishes to switch a witch wristwatch for a Swiss wristwatch?

6. A three-toed toad that lives in a tree!
6. A three toed toad that lives in a tree Top 10 Most Difficult Tongue Twisters
A three-toed toad loved a two-toed he-toad that lived in a too-tall tree.

5. Did you bet for One-one or Two-two?
5. Did you bet for One one or Two two Top 10 Most Difficult Tongue Twisters
One-one was a racehorse.
Two-two was one too.
When One-one won one race,
Two-two won one too.

4. Is it your Joe or our Joe that has a banjo?
4. Is it your Joe or our Joe that has a banjo Top 10 Most Difficult Tongue Twisters
Our Joe wants to know if your Joy will lend our Joe your Joy’s banjo.
If your Joy won’t lend our Joe your Joy’s banjo,
Our Joe won’t lend your Joy our Joe’s banjo,
When our Joe has a banjo!

3. Are you plucking pheasants for fun?
3. Are you plucking pheasants for fun Top 10 Most Difficult Tongue Twisters
I’m not the pheasant plucker,
I’m not the pheasant plucker’s son.
And I’m only plucking pheasants,
Till the pheasant pluckers come!

2. Fischer is a young fisher… got that?
2. Fischer is a young fisher… got that Top 10 Most Difficult Tongue Twisters
There was a young fisher named Fischer,
Who fished for a fish in a fissure.
The fish with a grin, pulled the fisherman in;
Now they’re fishing the fissure for Fischer.

1. Is the sheik sick or the sixth sheep?
1. Is the sheik sick or the sixth sheep Top 10 Most Difficult Tongue Twisters
The sixth sick sheik’s sixth sheep’s sick.

I got this article from 


Tuesday, 14 February 2012

let answer this worksheet together ! !

Another activity that we must design for the evaluation is a worksheet with two sentences for analysis using tree diagram and its suggested answer. Therefore, I have created two sentences as shown below which will be included in the worksheet that I have been created.

1.      Encik Azwan told us that the football club has training tomorrow.

2.      Scout uniform are usually used on Wednesday.

To avoid any grammatical mistakes or sentence analysis, we also have sent the worksheet as the draft to our lecturer for check, correction and modification. This activity will be conducted by exchange the worksheet among us so that we will have the chance to answer the questions that have been designed by our friends besides to increase our skill in grammar. 

In the process of designing these tree diagrams, I found that it's not easy to create a worksheet for others to try. We have to make sure that the questions given are correct in term of grammar and their orders. Sometimes, it is also to identify the word classes of certain words since some of the words are differ in term of meaning and function. Therefore, I have referred in the grammar book to make some preview on it and modify it so that it will be more challenging and interesting.

Morphemes are the building blocks that go to make up words and then, form a sentences is refer to syntax definition. The rules of syntax is combine words into phrases into sentences. This rules permit speakers to produce and understand a linguistic knowledge. Using tree diagrams can help us to understand clearly the grammatical structure of a sentence in a better and easier way. Syntax is an important part of language and is usually difficult to grasp. By observing a sentence which has been “broken down” into its constituents by means of a tree diagram we can see how each part combines to the others and fit together as a meaningful sentence. This is very useful for teachers and learners to study the formation of sentence.  

This activity will be carried out in this week during ELE3103 lesson. I hope that each of us will enjoy in answering the worksheets. This also will help us to recap the thing that we have learned from the ELE3103 especially in syntax topic. 

That's all from me. Thank you

Monday, 13 February 2012


What do you know about mime?

Mime is one of the most ancient forms of theatre, appearing around the time of the Greek tragedies. On the other words, mime is the theatrical technique of suggesting action, character, or emotion without words, using only gesture, expression, and movement. It is one of the non-verbal communications.

Miming appears very simple but it takes a lot of skill and practice to make it appear realistic. Mime study can be very useful, not only for actors and other performers, but for anyone who needs to communicate clearly. Use our body to talk, not mouth. Instead, use facial expressions and make use of our whole body to do the 'talking'. Use a mirror (or an audience) to assess what movements are the most successful in conveying emotions, feelings, attitudes and reactions. A full length mirror is a necessity for beginners but bear in mind the mirror is a friend you will need to leave behind at performance time. A video camera, if available, is also an invaluable tool to utilize.

For our Tutorial Week 3, we were asked to prepare a three minute mime (non-verbal communication) of a situation of our choice. It was difficult for us because we need to brainstorm for the storyline so that the audience will understand the message that we want to deliver.

My group has done a mime entitled “Love Story”. We meant to name the title like that because we thought that the class will guess what does the title actually means. 

This was the mime video by our group. Enjoy!

This is some of the information about mime that we can use it as teaching and learning activity in class. 

Mime can be a useful activity in encouraging and aiding students to:
  • develop their acting skills in terms of body language (posture, movements, gestures, etc);
  • gain a greater awareness of the importance of body language as a form of communication;
  • develop more confidence performing in front of others.
Students can focus on the following language skills:
  • listening: viewing and responding to videos;
  • speaking: planning a performance with a partner, discussing videos, reflecting on their, performance and/or commenting on the performance of others;
  • writing: reflecting on their performance;
  • reading: reading the reflections of other students;
  • vocabulary: learning key terms like facial expression, gesture, pose and exaggerated.