˘ ˇ - fp.utm.my filemy greatest gratitude goes out to my supervisor, pn. haliza jaafar, who has...
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A STUDY ON TESL TRAINEES’ PERCEPTIONS TOWARDS CLASSROOM DELIVERY SKILLS
TINA KOH CHEO LING
A thesis submitted in partial fulfillment of the
requirements for the award of the degree of
Bachelor of Science with Education (TESL)
Faculty of Education
Universiti Teknologi Malaysia
APRIL 2009
ii
I declare that this thesis entitled “A Study on TESL Trainees’ Perceptions towards
Classroom Delivery Skills” is the result of my own research except as cited in the
references. The thesis has not been accepted for any degree and is not concurrently
submitted in candidature of any other degree.
Signature : ....................................................
Name : TINA KOH CHEO LING
Date : 29 APRIL 2009
iii
ACKNOWLEDGEMENT
My greatest gratitude goes out to my supervisor, Pn. Haliza Jaafar, who has inspired
me and guided me throughout this research. I would like to thank her for her support
and especially her patience throughout the two semesters. Without her continuous
advice to inspire me further to produce better work, I would not have completed this
report. I am also very thankful to all my course mates, the 4th and 3rd year TESL
students who have participated in this research as my respondents. A very big thank
you also goes out to those who have willingly participated in the interviews. I am
very grateful for their cooperation and help given during the administration of
questionnaires and interviews. Besides that, this goes out to my parents and family
members who have always been there when I needed their support. Last but not least,
for those who have helped me with this research directly or indirectly, from the
bottom my heart, thank you very much.
v
ABSTRACT
This study examines the perceptions of TESL trainees in Universiti
Teknologi Malaysia (UTM) towards classroom delivery skills. The focuses of this
study include techniques of questioning and techniques of giving explanation and
demonstration being employed during teaching practicum as well as the effects of
these techniques towards students’ understanding. Data were collected from 50
TESL trainees from Faculty of Education, UTM. A set of questionnaire which
consists of four parts was used as the instrument in this research. Besides
questionnaires, seven trainees were interviewed to identify their perceptions of
questioning, explanation and demonstration techniques. The result of this study
shows that trainees are aware of the importance of these techniques and they had
employed various strategies during their teaching practice. However, there are
several aspects of questioning which trainees are still weak in. These aspects are
sequence of questioning; habitual repetition of questions and students’ responses;
asking too many questions at a time and the difficulty level of questions asked. On
the other hand, trainees also show high level of awareness in terms of techniques of
giving explanation and demonstration. 50 respondents had provided interesting
introduction; used appropriate examples; showed positive teacher attitude as well as
making sure presentations were visible and audible by students. Trainees’
perceptions on several aspects of explanation and demonstration are still in moderate
level. These areas are informing learning goals to students; providing model and
topic framework; encouraging peer learning in explanation as well as using concrete
examples during explanation and demonstration. As a conclusion, trainees’ skills and
techniques in questioning, explanation and demonstration can be improved in order
to maximize the environment for effective learning and also to enhance students’
level of understanding.
vi
ABSTRAK
Kajian ini bertujuan untuk mengkaji persepsi pelatih TESL di Universiti
Teknologi Malaysia (UTM) terhadap kemahiran penyampaian di bilik darjah. Fokus-
fokus utama kajian ini adalah teknik penyoalan, teknik penerangan dan demonstrasi
yang diaplikasikan pelatih sewaktu menjalani Latihan Mengajar (LM) serta
kepentingan teknik tersebut. Data kajian dikumpul daripada 50 orang pelatih TESL,
Fakulti Pendidikan, UTM. Borang soal selidik yang mengandungi empat bahagian
telah digunakan sebagai instrumen utama dan tujuh orang pelatih TESL juga
ditemuduga untuk mengetahui tentang persepsi mereka. Kajian dapatan
menunjukkan bahawa pelatih TESL mempunyai kesedaran yang tinggi terhadap
kepentingan teknik penyoalan serta teknik penerangan dan demonstrasi. Pelatih-
pelatih telah mengaplikasikan pelbagai strategi teknik penyampaian tersebut.
Walaubagaimanapun, segelintir pelatih didapati masih lemah dalam aspek teknik
penyoalan seperti urutan penyoalan; kekerapan mengulang soalan dan jawapan;
menanya lebih daripada satu soalan serta tahap kesusahan soalan yang ditanya.
Pelatih juga menunjukkan tahap kesedaran yang tinggi terhadap kepentingan teknik
penerangan dan demonstrasi sewaktu mengajar. 50 orang pelatih TESL telah
menyampaikan pengenalan yang menarik; mempelbagaikan contoh-contoh;
menunjukkan perangai positif serta memastikan bahawa penyampaian boleh dilihat
dan didengar oleh pelajar. Tetapi, persepsi pelatih tentang aspek pemberitahuan
objektif pengajaran kepada pelajar; penggunaan kaedah model dan kerangka topik;
menggalakkan pembelajaran dan penerangan antara pelajar serta penggunaan contoh
yang konkrit masih dalam tahap sederhana. Oleh yang demikian, kemahiran pelatih
TESL dalam teknik penyoalan serta teknik penerangan dan demonstrasi masih boleh
diperbaiki. Ini adalah penting untuk suasana pembelajaran yang berkesan dan
seterusnya ia dapat meningkatkan tahap kefahaman para pelajar.
vii
TABLE OF CONTENTS
CHAPTER TITLE PAGE
TITLE PAGE i
DECLARATION ii
ACKNOWLEDGEMENT iii
DEDICATION iv
ABSTRACT v
ABSTRAK vi
TABLE OF CONTENTS vii
LIST OF TABLES xi
LIST OF FIGURES xii
LIST OF ABBREVIATIONS xiii
LIST OF APPENDICES xiv
1 INTRODUCTION 1
1.0 Introduction
1.1 Background of Study
1.2 Statement of Problem
1.3 Objectives of Study
1.4 Research Questions
1.5 Significance of Study
1.6 Scope of Study
1.7 Definition of Terms
1.8 Conclusion
1
2
4
5
5
6
7
7
9
viii
2 LITERATURE REVIEW 10
2.0 Introduction
2.1 Teaching
2.1.1 Teaching Process
2.1.2 Effective Teaching
2.2 Teaching Skills
2.3 Skill of Questioning
2.3.1 Functions of Questioning
2.3.2 Classification of Questions
2.3.2.1 Types of Questions
2.3.3 Questioning Techniques
2.3.4 Effective Questioning
2.4 Skill of Giving Explanation and Demonstration
2.4.1 Characteristics of Explaining
2.4.2 Types of Explaining
2.4.3 Techniques of Explanation and
Demonstration
2.4.4 Effective Explanation and
Demonstrations
2.5 Conclusion
10
11
12
13
14
15
16
19
22
25
26
27
29
31
31
33
35
3 RESEARCH METHODOLOGY 36
3.0 Introduction
3.1 Respondents
3.2 Data Collecting Instruments
3.2.1 Questionnaires
3.2.2 Interviews
3.3 Research Procedures
3.3.1 Administration of Questionnaires
3.3.2 Administration of Interviews
3.4 Data Analysis
3.5 Conclusion
36
37
37
37
38
39
40
40
40
41
ix
4 FINDINGS AND DISCUSSIONS 42
4.0 Introduction
4.1 Findings
4.1.1 Demographic Details of Respondents
4.1.2 Techniques of Questioning
4.1.3 Techniques of Giving Explanation and
Demonstration
4.1.4 Trainees’ Perceptions towards Questioning
and Explanation
4.1.4.1 Perceptions towards Questioning
4.1.4.2 Perceptions towards Giving
Explanation and Demonstration
4.1.5 Overall Perceptions of Classroom Delivery
Skills
4.2 Discussion of Findings
4.2.1 Techniques of Questioning Employed by
TESL Trainees
4.2.2 Techniques of Giving Explanation and
Demonstration Employed by TESL
Trainees
4.2.3 Perceptions of the Effects of Techniques
Employed by TESL Trainees towards
Students’ Level of Understanding
42
42
43
44
50
55
55
56
57
58
58
61
65
x
5 CONCLUSIONS AND RECOMMENDATIONS 67
5.0 Introduction
5.1 Summary of Findings
5.2 Recommendations for This Study
5.3 Recommendations for Further Research
5.4 Conclusions
67
67
70
71
71
REFERENCES 73
APPENDICES 76
xi
LIST OF TABLES TABLE NO. TITLE PAGE 2.1 Basic Seven-Step Planning Process 12 2.2 Purposes of Questioning with regards to stages in lesson 18 plan 2.3 Reasons for asking questions 19 2.4 Category, purpose and example of questions according 21 to Bloom’s Taxonomy 2.5 Types, explanation, purposes and examples of questions 23 2.6 Effective Questioning 27 2.7 Characteristics of Explaining 30 2.8 Effective Demonstrations 34 4.1.1 Demographic Details of Respondents 43 4.1.2 Techniques of Questioning Employed by Respondents 45 Based on Frequency, Percentage and Mean Level 4.1.3 Techniques of Giving Explanation and Demonstration 51 Employed by Respondents Based on Frequency, Percentage and Mean Level
xiii
LIST OF ABBREVIATIONS
TESL - Teaching English as Second Language
UTM - Universiti Teknologi Malaysia
LM - Latihan Mengajar
xiv
LIST OF APPENDICES
APPENDIX TITLE PAGE
A B C D
Questionnaire Interview Questions Raw Data for Analysis (Section B: Techniques of Questioning) Raw Data for Analysis (Section C: Techniques of Giving Explanation and Demonstration)
76 81 82 84
CHAPTER 1
INTRODUCTION
1.0 Introduction
The task of teaching is a complex process whereby it involves a wide range
of personal characteristics, professional skills and specialised based of knowledge
(Cole and Chan, 1994). Cole and Chan (1994) also mentioned that teaching requires
the learning of a great number of skills. Thus, in order to achieve the instructional
goals of classroom teaching, teachers need to integrate different teaching skills such
as explaining, classroom management, questioning and other related skills which
should be integrated and not learned in isolation.
The integration of various teaching skills is crucial as it can help teachers to
meet different challenges in the classroom (Price and Nelson, 2007). Among the
challenges that teachers face in today’s diverse classroom includes students not
paying attention in class and students are not participating actively. Besides, teachers
also face difficulties in presenting information effectively as well as having problems
in planning lessons. Hence, in this context, teaching skills refer to the skills that
teachers use to enhance students’ learning through the teaching and learning
activities in a classroom (Kyriacou, 2001). A few examples of teaching skills are
2 skill of questioning, skill of explaining and illustrating with examples, skill of
reinforcement, skill of lecturing and skill of closure (Paintal, 1980).
In addition, Morgan and Saxton (2006) mentioned that effective teaching
happens when effective learning takes place as students are participating actively in
the classroom teaching and learning process. Thus, these teaching skills are essential
as it constitutes the essence of being an effective teacher and when these skills are
being integrated in classroom teaching, it will foster pupil learning (Kyriacou, 2001).
It also entails teachers being responsive and sensitive to students’ needs (Price and
Nelson, 2007). When teachers are aware of the needs of students, teachers will be
able to apply a variety of teaching skills to accommodate the needs of different types
of students.
Therefore, it is important for future teacher trainees to master these essential
teaching skills in order to become an effective teacher. Teacher trainees who will
become teachers should also know the importance of these teaching skills and how to
employ these skills effectively in their classrooms.
1.1 Background of Study
Under the Bachelor of Science in Education (TESL) programme which is a
four-year undergraduate programme offered by the Faculty of Education, Universiti
Teknologi Malaysia (UTM), it is a requirement that students or teacher trainees must
complete the Microteaching subject (SPA2001) which is a two credit hour subject
before going for their twelve-week teaching practice. Students are then required to go
for their teaching practice during the first semester of their third year of study.
According to Paintal (1980), microteaching is a training technique where a teacher
practices with a small group consisting of six to ten pupils for a short duration (five
3 to ten minutes). It also involves a simple concept lesson and focuses on a particular
skill.
However, due to the short duration of Microteaching subject for TESL
trainees of UTM, it might not be sufficient for trainees to explore or develop
themselves with a variety of teaching skills and to apply it appropriately and
effectively before they go out to teach in schools. This is because in the
Microteaching subject offered by Faculty of Education, a TESL trainee will have an
average of conducting a maximum of two microteaching lessons whereby each
lesson only lasts for 15 to 20 minutes.
As a result of inadequacy of time in conducting microteaching lessons, TESL
trainees do not have sufficient training before they go for their teaching practice.
Trainees who lack experience and training in terms of teaching skills might face
difficulties during their teaching practical in schools whereby it involves a real
classroom teaching. Therefore, when they undergo their teaching practice, some are
still in the process of developing their teaching skills in order to handle different
situations in their classroom teaching.
In a research of the level of readiness among TESL teacher trainees in
performing teaching practice conducted by Sajehan (2007), results had shown that
TESL trainees were prepared in terms of interest and attitudes but they are not ready
in terms of subject competence and teaching skills. These teaching skills include
delivery and explanation, questioning techniques, class control and management,
evaluation and reinforcement as well as teaching method. This shows that teaching
skills are essential to enhance the teaching and learning process which will in turn
help students grasp certain concepts or knowledge (Paintal, 1980).
4 Thus, it is also important for trainees to be aware of the effectiveness of
teaching skills such as questioning, explanation and demonstration and how to
implement them in the classroom.
1.2 Statement of Problem
Good (1990, as cited in Dill, 1990) mentioned that well-developed teaching
skills are crucial for successful teaching and thus teacher trainees should be trained in
acquiring these skills which are essential in the teaching and learning process. He
also states that beginning teachers are often assigned to teach the most difficult or
challenging classes.
Therefore, in order to meet the challenges in today’s classrooms, it is crucial
that trainees are prepared with the knowledge of the essential teaching skills. As
mention earlier, the integration of multiple teaching skills is important to enhance the
teaching and learning process. In order to promote students’ understanding and
learning in the classroom, the implementation of different teaching skills can
increase the effectiveness of teaching. Hence, TESL trainees should be aware of the
importance of using various teaching skills as well as how to implement these
teaching skills effectively during their teaching practice.
With regards to the above point, this study is conducted to investigate TESL
trainees’ perceptions of certain teaching skills which are commonly used in the
classroom delivery process. This study will be carried out to identify the techniques
employed by TESL trainees, specifically in terms of questioning and providing
explanation and demonstration.
5
In addition, this study also looks at their perceptions regarding the
effectiveness of these two skills. Therefore, this study focuses only on two specific
teaching skills which are the techniques of questioning and techniques of explaining
and demonstration.
1.3 Objectives of Study
It is hoped that through this study, the researcher will be able to:
1.3.1 identify the questioning techniques which are employed by TESL trainees
throughout their practical teaching
1.3.2 identify the techniques of giving explanation and demonstrations which are
employed by TESL trainees throughout their practical teaching
1.3.3 investigate TESL trainees’ perceptions on whether these teaching skills affect
students’ level of understanding.
1.4 Research Questions
The study will attempt to provide answers to the following questions:
1.4.1 What are the questioning techniques employed by TESL trainees throughout
their practical teaching?
6
1.4.2 What are the techniques of giving explanation and demonstrations employed
by TESL trainees throughout their practical teaching?
1.4.3 Do these teaching skills used by the TESL trainees affect the level of
understanding of the students?
1.5 Significance of Study
The significance of this study is to highlight the usage of specific teaching
skills in a language classroom which are the questioning techniques and also
techniques of giving explanation and demonstrations. Besides, this study will be
conducted to find out the perceptions of TESL trainees regarding the importance or
effects of these teaching skills.
From this study, it is hoped to identify the weaknesses of teacher trainees in
terms of implementing specific questioning and explanation techniques. Besides, this
research is also done to provide some insights into trainees’ perceptions and to
suggest recommendations to improve trainees’ teaching skills.
Therefore, the findings of this study could also provide useful information to
the faculty and lecturers. This will enable the authorities and parties involved to
improve teacher trainees’ skills before they undergo their teaching practice.
Consequently, this will also help teacher trainees to do better in their teaching when
they are sent to schools.
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