Syazwan Azhari Bin Kamarulzaman D20102039975

Journal Entry 1 Role-play activity is a socio-interactive activity that I think it would be an effective teaching. In order to improve fluency and accuracy in using the language, students need to be familiar and comfortable with the target language. Language study in Malaysia mainly focuses in accuracy in using the language not fluency. On the other hand, through the roleplay activity, the students are practically using the language. Before acting, they need to learn many things about the language included in their scripts. Thus, this gives chance for the students to learn the tone, intonation, pragmatic features, and semantic features as well as other linguistic elements directly and indirectly. That is why, in my opinion, an interactive students-based activity like role-play works the best to help the students in acquiring the language in term of fluency. Kindsvatter, Willen and Ishler (1988) states in Exploring Teachers Beliefs (Richard & Lockhart, 1996), all teachers were once students, and their beliefs about teaching are often a reflection of how they were taught. From my experience, role-play motivates me as a learner. During my schooldays, I was an accurate English language user. I tend to make very few mistakes when writing, reading and listening. However, I was afraid to speak using English language. When I encountered role-play activity, I felt refreshed and I had the courage to use the language verbally. It was something different yet wonderful and amazing. I felt like that was the first time I was actually practically using the language. From time to time, after more and more role-play activity, it became easier to be accurate while being fluent. As a future teacher, this gain will benefit me. Besides that, my personality also affects my teaching in the future. According to Kindsvatter, Willen and Ishler (1988) in Exploring Teachers Beliefs (Richard & Lockhart, 1996), some teachers have personal preference for a particular teaching pattern because it matches their personality. As for me, I like to engage with my students. I like to listen to people and I want my students to talk a lot in a controlled situation. Thus, role-play activity can produce a good mood and environment in the class. I want to show my empathy to the students by being in the role-play. Therefore, role-play activity gives me chances to be an active and cheerful teacher to guide my students to be active in a controlled situation. In short, role-play helps the students to acquire the language in term of fluency and from time to time, it increases the ability to integrate accuracy along with fluency.

Syazwan Azhari Bin Kamarulzaman D20102039975

Journal Entry 2 In the beginning, I felt that listening and speaking skills were not worth to be focused on as I could learn them indirectly through movies and other electronic media. In addition, in formal context, there was not much of evaluation during my schooldays. However, on a higher level, these two skills became more important. During presentation, I have to talk using English language. When my coursemates were presenting, I need to listen and chunk the information. I started to realise the importance of these two skills. During a seminar, Neglect No More: Enlivening the Listening and Speaking Skills, Prof. Christine Goh has emphasized that this oracy skill is essential for any language user. In teaching and learning language syllabus, these skills need to be focused and many activities must be integrated in order to improve these skills as they represent the proficiency level of a language user. Listening is an active process as it involves cognitive process. To have purpose when listening derives the understanding process. Listen for details, main ideas and global understanding, listen selectively and listen and infer are the core skills when listening. Prof. Christine Gohhas said that listening completes the communication process. This is because the listener will receive and interpret the information and finally making response to the speaker. For one-way listening, she has said that the notes jotted down, the information organised and the option selected are the outcomes of the listening. To teach listening in the future, I need to consider the ways and strategies to suit my students. From the seminar, I have noted that I must set the goal for my students. After that, I need to prepare the materials and I must expect what my students will listen and what difficulties they may encounter. Then, I need to evaluate my students understanding before they listen again. After that, I must give them task for them to apply what they have listened. A good speaker does not only have the knowledge on the topic, but also has good language proficiency as well as the skill to start and maintain a conversation. For speaking, Prof. Christine Goh has stated that it involve phonological, speech function, interaction management and discourse organization. These are the skills required in speaking. Production feature in speaking requires fluency, accuracy and complexity however, some teachers tend to focus on fluency only in speaking. This because they think accuracy is not a problem since it has been practised in other skills such as writing and reading

Syazwan Azhari Bin Kamarulzaman D20102039975

In teaching speaking, I must focus on my students attention on speaking. Then, I have to provide input such as vocabulary to be used and social and linguistic context for that particular activity. When conducting the task, I need to ensure they develop the meaning through their expression of words. During this task, I can employ the appropriate oralcommunication strategies such as degree of politeness, tone and intonation as well as style in speaking.