Mahirah Binti Othman D20102039956 900715-03-5228

INSTITUT PENDIDIKAN GURU

KAMPUS DARULAMAN
06000 JITRA KEDAH


Name : Mahirah Binti Othman
Course & Intake : PISMP 2011
Practicum Duration : 16 weeks
Major : B. Ed. TESL-UPSI
Supervisor : En. Foozi bin Saad
Cooperative Teacher : En Abdul Wahid Che Lat
Week : 16
Date : 22
nd
June 26
th
June 2014
Issue : Students correctness

I . Problem Faced
I often think that I should provide my students immediate correction because learning
second language is now and forever making mistake. However, during my whole weeks of
practicum, it was impressive to see that my students put attempt to correct themselves. At
certain time, I was just there to help them to know that watch out, you are making mistake.
Actually, I set a line or boundary between fluency and accuracy. To elaborate on this, when
students were trying to say new language correctly during the teaching and learning practise,
I called that as accuracy activity. Meanwhile, when students were engaged in communicative
speaking activities, I called that as fluency activity. I helped my students mostly to say new
language they learnt correctly, partly by showing them what mistakes they were making so
that they could fully understand what they were learning. When students were involved in
fluency work, I was more careful about when and how to correct them. I was quite relief that
my action in correcting their mistakes, has at least helped them improved in their speaking
skill and has shaped them to be more alert to write the language.

I I . Analysing the Problem
Correcting students mistake is the best practise should be practiced in the classroom.
This is because, experts believe that immediate response from the teacher could lessen the
Mahirah Binti Othman D20102039956 900715-03-5228
probably of repeating the mistake. There are many ways to correct the students mistakes.
However, it is believed that the action of correcting best to work on The Silent way as
proposed by Caleb Gattegno (1988). He promoted a teaching method called The Silent Way,
because teachers do as little talking as possible. After modelling new language, the teacher
nominates the students in turn, which is usually with a silent gesture. The students each have
to say the new language. If they cannot do this, the teacher silently nominates other students
and keeps doing this until one of them say the new language correctly. The teacher then uses
that student as model until everyone else can say the new language as well as the successful
student. The students reliance on each other is very powerful and forces them to pay
attention really carefully.

I I I . Recommendation(s)
I would like to suggest a few ways on how to help students correct themselves;
a) Teacher show something is wrong by using facial expression, for example a
raised eyebrow or some other surprise or quizzical expression,
b) Teacher can echo what the students have said using rising intonation. This
indicates that we expect something more.
c) Teacher draws students attention to the actual mistake by stressing the part of
the sentence where the mistake was made.

I V. Duration
Throughout the practical(until 26
th
June 2014).

V. Conclusion
It is always the teachers role in educating the students for better performance.