Practicum Report for BBU_ Final Edition

7/30/2019 Practicum Report for BBU_ Final Edition

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BUILD BRIGHT UNIVERSITY

The Report of Teaching Practicum

at Kong Ren International Center

Prepared by:

1. SOM PISETH

2. CHHOUK ROTH

3. KRY PISETH

4. TUN BORETH

5. PHIN PHAL

6. OUCH CHEASOPHEARYGuided by:

Lecturer: NHEM BORA Advisor

The Formal Report of Teaching Practicum

Submitted in Partial Fulfillment of the Requirements for

The Degree of Bachelor of Arts (B.A)

in Teaching English as Foreign Language (FEFL)of the Students in Promotion VIII

Academic Year 2007-2011


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BUILD BRIGHT UNIVERSITY

The Report of Teaching Practicum

at Kong Ren International Center

Prepared by:

1. SOM PISETH

2. CHHOUK ROTH

3. KRY PISETH

4. TUN BORETH

5. PHIN PHAL

6. OUCH CHEASOPHEARY

Guided by:

Lecturer: NHEM BORA.......................... Advisor

The Formal Report of Teaching Practicum

Submitted in Partial Fulfillment of the Requirements for

The Degree of Bachelor of Arts (B.A)

in Teaching English as Foreign Language (FEFL)

of the Students in Promotion VIII

Academic Year 2007-2011


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DECLARATION OF ORIGINALARITY

We declare that this is an original study of our own work that we have not

submitted to any other tertiary of research institution to pursue a degree. We take a high

responsibility and accept that if the university found any fraud, cheating, copying from

other students work or achievement, our final practicum report paper will be given

failed and invalid.

Phnom Penh

Date//2011

Students signature and name

.........................................

Som Piseth

.........................................

Chhouk Roth

.........................................

Kry Piseth

.........................................

Tun Boreth

.........................................

Phin Phal

.........................................

Ouch Cheasopheary

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Contents

Contents...................................................................................................................ii

Title

Page............................................................................................................................... iv

1.1 Background............................................................................................................... 1

1.2 Significance of Report ..............................................................................................2

1.3 Purpose of Report..................................................................................................... 2

1.4 Scope and Limitation.................................................................................................3

1.5 Key words.................................................................................................................3

II Methodology...............................................................................................................5

2.1 Data collection techniques......................................................................................5

2.2 Sample description...................................................................................................6

2.3 Data analysis............................................................................................................6

III Result and Discussion........................................................................................7

3.1 Schools Profile........................................................................................................7

3.2. Students background..............................................................................................9

3.2.1 Demographic profile .......................................................................................9

3.2.2 English language background.......................................................................10

3.3 Teaching practicum ................................................................................................ 27

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3.3.1 Pre-teaching..................................................................................................27

3.3.1.1 Group assignment and schedule..............................................................27

3.3.1.2 Lesson plan ..............................................................................................27

3.3.2 Interactive teaching.............................................................................................. 29

3.3.2.1 Attendance................................................................................................. 29

3.3.2.2 Learning and acquisition............................................................................30

3.3.2.3 Classroom management ...........................................................................32

3.3.2.4 Teaching technique for four macro-skills, and grammar.............................34

3.3.2.4.1 Reading skill............................................................................................35

3.3.2.4.2 Speaking skill..........................................................................................36

3.3.2.4.3 Listening skill...........................................................................................36

3.3.2.4.4 Writing skill.............................................................................................. 37

3.3.2.4.5 Grammar...............................................................................................38

3.3.3 Post-teaching ..............................................................................................38

IV Conclusion and Recommendation......................................................................40

4.1 Conclusion..............................................................................................................40

4.2 Recommendation...................................................................................................41

References.............................................................................................................43

Appendix................................................................................................................44

Appendix 1: Questionnaire ...........................................................................................44

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Appendix 3: Teacher Evaluation Sheet.........................................................................57

TABLE OF CONTENT

Title Page

Contents...................................................................................................................ii

Title

Page............................................................................................................................... iv

1.1 Background............................................................................................................... 1

1.2 Significance of Report ..............................................................................................2

1.3 Purpose of Report..................................................................................................... 2

1.4 Scope and Limitation.................................................................................................3

1.5 Key words.................................................................................................................3

II Methodology...............................................................................................................5

2.1 Data collection techniques......................................................................................5

2.2 Sample description...................................................................................................6

2.3 Data analysis............................................................................................................6

III Result and Discussion........................................................................................7

3.1 Schools Profile........................................................................................................7

3.2. Students background..............................................................................................9

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3.2.1 Demographic profile .......................................................................................9

3.2.2 English language background.......................................................................10

3.3 Teaching practicum ................................................................................................ 27

3.3.1 Pre-teaching..................................................................................................27

3.3.1.1 Group assignment and schedule..............................................................27

3.3.1.2 Lesson plan ..............................................................................................27

3.3.2 Interactive teaching.............................................................................................. 29

3.3.2.1 Attendance................................................................................................. 29

3.3.2.2 Learning and acquisition............................................................................30

3.3.2.3 Classroom management ...........................................................................32

3.3.2.4 Teaching technique for four macro-skills, and grammar.............................34

3.3.2.4.1 Reading skill............................................................................................35

3.3.2.4.2 Speaking skill..........................................................................................36

3.3.2.4.3 Listening skill...........................................................................................36

3.3.2.4.4 Writing skill.............................................................................................. 37

3.3.2.4.5 Grammar...............................................................................................38

3.3.3 Post-teaching ..............................................................................................38

IV Conclusion and Recommendation......................................................................40

4.1 Conclusion..............................................................................................................40

4.2 Recommendation...................................................................................................41

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References.............................................................................................................43

Appendix................................................................................................................44

Appendix 1: Questionnaire ...........................................................................................44

Appendix 3: Teacher Evaluation Sheet.........................................................................57

ACKNOWLEDGEMENT

This practicum report was conducted to fulfill the requirement for Bachelor

Degree of Arts (B.A) in Teaching English as Foreign Language (FEFL). It would not

have been possible without the support of many people. For our academic performance

development and achievement, we would like to express our profound and deep

gratitude to the following people who devoted their time and energy to help us complete

this project paper successfully.

Firstly, we would like to express our thanks to Faculty of Science of Education

and Language at Build Bright University for providing the fruitful and skillfuleducation and fulfilling the career of teaching as foreign language. Moreover, we are

also deeply indebted to all lecturers at Build Bright University who disseminated their

knowledge to us and provided us with their fruitful advice to display our way to the

bright future.

Secondly, our deep sincere thanks also go to our helpful advisor, Mr. Nhem

Bora who has given his valuable time to assist, guide, encourage, supervise and edit our

final report project paper.

Thirdly, our thanks are due to all colleagues, classmates and all our friends who

helped us find the relevant books, sources, and documents to complete this project paper

successfully. Especially, we also express high respect and appreciation to the colleague

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and associate trainees in constantly cooperating and helping us survey and collect data

related to our topic.

Finally, we would like to show highly sincere gratitude to unforgettable person,

our parents, who have sacrificed their mental and physical energy in order to bring us up

properly without fear and exhaustion and provide financial support for our educational

development and academic achievement.

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LIST OF TABLES

Table 1: number of courses and students at KRIC...................................................8

Table 2: numbers of employees at KRIC..................................................................8

Table 3: Student gender...........................................................................................9

Table 4: number of fulltime and part-time students.................................................10

Table 5: Purpose of learning English .....................................................................11

Table 6: four macro-skills perception......................................................................12

Table 7: perception of students on easiness and difficulties in four skill learning....13

Table 8: Subject of Writing.....................................................................................16

Table 9: Subject of Reading .................................................................................. 20

Table 10: Place of listening ...................................................................................22

Table 11: Listening Materials ................................................................................22

Table 12: Reason for Listening to English..............................................................24

Table 13: Solutions for listening Difficulties.............................................................26

LIST OF FIGURES

Figure 1: Age of Students......................................................................................10

Figure 2: Learning duration of students..................................................................10

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Figure 20: Listening Difficulties...............................................................................25

Figure 21: Solutions to listening difficulties.............................................................26

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ABREVIATION

B.Ed : Bachelor of Education

CamTESOL : Teaching English to Speakers of other Languages in

Cambodia

MoEYS : Ministry of Education, Youth and Sport

T : Teacher

Ss : Students

STT : Student Talking Time

TTT : Teacher Talking Time

BBU : Build Bright University

TEFL : Teaching English as Foreign Language

TESL : Teaching English as Second Language

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I Introduction

1.1 Background

In the last a few decades, English Language is becoming the world leading

language because most countries around the world using it as second or foreign language

for business, education and so on. To develop the country, many counties decided to

incorporate English Language into the educational field and other sectors due to its

benefits. More specifically, many students are interested in pursuing Bachelor Degree in

English in order to study English as foreign language, it requires more time and effort to

study in all skills-peaking, reading, listening, and writing with deferent contexts. Since

Cambodia has become a peaceful country, which is more open to foreign investors as

well as tourists. Therefore, English has become increasingly more important and popular

in Cambodia, and most people want to learn this language. Obviously, learning a foreign

language, especially English is one way to have a better career in Cambodia. In addition,

English major prepares the students for the success in various fields since the

professional world increasingly demand the people who are proficient in listening,

writing, reading, and speaking with insightful thinking. As a matter of fact, English does

not only provide the students the ability to succeed in the careers of teaching, translation,

and interpretation, publishing, and journalists, but also enhances the mechanism to

pursue the education in the professional, master, doctor degree as well as scholarships.

Indeed, English is a real international language improving our interactions and helping

us change the world in which we live. As for nonnative speakers, they must be aware to

maintain their qualification unless they learn a foreign language where English-based

education as instructional language. The main purpose is any school curriculum must be

eligible and international standard, particularly English. After English learners have

been through any courses in English, they may adapt the language very well so that they

will be able to apply it accuracy and fluency in career. As the result, in order to provide

Cambodians with educational services, Ministry of Education Youth and Sport

(MoEYS) of Cambodia included English program since high school to university in

order to help students to prolong their study and search their relevant documents in

English related to the future skills. So far, the Royal Government of Cambodia has been

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conducive to holding three seminars on Teaching English to Speakers of other

Languages in Cambodia (CamTESOL) which provide both local and international

teachers and learners with numerous valuable experiences in teaching and learning

English alike. Specifically, Build Bright University which is one of private universities

plays an important role in building human resource in Cambodia. In the last 10 years, it

has built up thousands of students every year especially students specializing in English

as Foreign Language. In this faculty, students who are taking TEFL course have to

conduct a compulsory teaching practicum to fulfill partially in their degree.

1.2 Significance of Report

It has been recognized that practicum report is the practical experience, and it

plays an important role in reflecting the real teaching environment and capacity. This

practicum report may be useful for the several reasons. Firstly, it complete and fulfill the

school requirement for whom taking TEFL in bachelor and contribute the total mark of

school criteria. Secondly, the school could use as the reference for the next generation

who taking a bachelor in TEFL.

1.3 Purpose of Report

The overall purpose of this report paper is to fulfill the requirements of Bachelor

of Education in Teaching English as Foreign Language (TEFL), putting theories wehave learned into practice, discovering how students learn English as a foreign language,

evaluating the work we have done, seeking experience in writing such a work paper as

this one, strengthening our skills, and making us become real bachelor holder.

Specifically we are intended:

1- To put training, understanding and technique into practice

2- To become accustomed to teaching in classroom setting

3- To develop and expand each trainees expertise and confidence

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1.4 Scope and Limitation

The teaching practicum lasted 6 weeks, started from 06 February to 13 March,

2011 at the Kong Ren International Center (KRIC). During practicum the teacher

trainees were designed to teach New Snapshot Intermediate Level. All teacher trainees

had to teach at least four times during this practicum, and students were selected by the

KRIC director. There were about eight to fifteen students in each class. The teacher

trainees were responsible for researching and observing during the teaching practicum at

least ten timesbased on the university requirement. While one was teaching, other

members also came to observe and took note all the activities that the teacher trainees

did during the teaching time.

1.5 Key words

Assessment a process in which you make a judgment about a person or thing

Acquisition a process in acting to gain knowledge and skills

Data collection

methods

techniques used to collect information, from both Primary and

secondary sources, so as to amalgamate analyses Record them as

our report writing basis

Feedback

information responds to what learners say or do, e.g. a nod,

smile, puzzled frown, or clarifying question is all useful feedback

to learners

Evaluation assessment of quality of something which have been done

Lesson plan Instructional guide of teaching implementationLearning conscious process, usually involving with formal study

Motivation kinds of internal and external factor and drive that encourage

somebody to pursue a course of action

Macro-skills they linguistically refer to four main skill, namely Listening,

Speaking, Reading and Writing.

Questionnaire a list of questions used to collect or gather information and data

Observation the process of watching something or someone carefully for a

period of time.

Teaching

Methodology

the techniques and pedagogical practice which are used

practically and theoretically for teaching performance

Practicum a teaching practice which particular trainee conducted so as to

put theory into practice in the real teaching environment

Student centered a teaching approach that students talking time take over teacher

talking time

Teacher centered a teaching approach that teacher talking time is less than student

talking time

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Report a written information of the teaching activities and teaching

practicum

Student Talking

Time (STT)

The opportunities provide to student to practice all required

acidities in learning process.

Teacher Talking

Time (TTT)

The chances that teacher control the opportunities of his/her

teaching activities.

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II Methodology

2.1 Data collection techniques

Our report is based on teaching practice. In order to achieve practicum report,

there are two main divisions of data sources to be completed. Primary data is collectedfrom the students by using questionnaire, trainees evaluation and observation sheet.

However, secondary data is collected from internet, journal, or library which related to

education especially teaching English as Foreign Language (TEFL). The practicum

report is synthesized in the diagram below.

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Practicum Report

Data Collection

Primary Data Secondary Data

QuestionnairesSchool Background

Students Profile

Books on internet and

LibraryStudents Profile

4 skills Learning and

Acquisition

Teaching Strength and

Weaknesses

Data Analysis

Result and Discussion

Final Report

Evaluation Sheet


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Diagram 1: Practicum Report Procedure

2.2 Sample description

The teaching practicum took place at Kong Ren International Center with six-

week performance in which each group of trainees carried out teaching responsibilitiesconsecutively based on schedules designed by the Build Bright University (BBU) in

English Department for Bachelor of Education. There were eleven teacher-trainees in

the group and a supervisor who plays a vital role in assessing the teaching and giving

some comment or feedback as well as mark. However, there were only seven students in

the intermediate class. As a result, the group report decided to select other students in

other classes for the data analysis. To be more concise and reliable, roughly 25 students

were selected randomly in the other classes in intermediate level because the number of

students in intermediate is not enough for target sample.

2.3 Data analysis

For the data analysis, both qualitative and quantitative data are needed. Our data

analysis is conducted with the support of data or information which is gathered directly

by questionnaires provided to the students in the fourth week of teaching performance.

In addition, the documents regarding to school background, the observation and

evaluation sheets, and record of each group member are qualitative data which is the

main source of data. All these data were analyzed and represented by using Microsoft

Word, Excel, and SPSS application to present in tables and charts.

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III Result and Discussion

3.1 Schools Profile

Founded in May 06, 2002 and accredited by the Phnom Penh Municipal

Education, Youth and Sports Department, Kong Ren International Centre visualizesbeing a leading centre and recognized by all environment around Cambodia. Currently,

it is building its potential to provide knowledge and skills on foreign languages and

computer so as to meet the requirement of local and international standard.

The Head Quarter of KRIC is located in #393, street 907, Sangkat Toulsangke,

Khan Russey Keo, and Phnom Penh, Cambodia. KRIC has developed and extended

other five operational branches:

1. Toulsanke branch is located in #393, street 907, Sangkat Toulsangke, Khan

Russey Keo, Phnom Penh, Cambodia, Tel: 023 632 5225.

2. Russeykeo branch is located in #615, national road 5, Sangkat Russeykeo, Khan

Russeykeo, Phnom Penh, Cambodia, Tel: 023 632 7227

3. Ponheakraek branch is located in #22, 23, 24c, street 93, Sangkat Toulsangke,

Khan Russeykeo, Phnom Penh, Cambodia, Tel: 023 632 8228

4. Chamroenphal branch is located in #80, Sangkat Boengtumpon, Khan Mean

Chaey, Phnom Penh, Cambodia, Tel: 023 632 9229

5. Preakleap branch is located along antional road 6A, Sangkat Prekleap, Khan

Russeykeo, Phnom Penh, Cambodia, Tel: 023 632 1221

Toulsangke Head Quarter with a total area of 1920 square meter consists of two

histories, four office rooms, a computer laboratory, a reception, a teacher room, and 18

English classrooms, and each room can load 30 students. The schedule is available from

Monday-Friday and on Weekend class with part-time and full-time English and other

short courses. Currently KRIC is offering the following course:

a. Khmer General Education(Kindergarten and primary)

b. Pre-school of English (K1-K8)

c. General English Program (12 Levels)

d. English for Specific Purpose

e. TESOL training course

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f. Computer Course

In addition, according to KRIC documentation (January, 2011) provided by

academic office has shown that there 55 operational classes with a total of 1000 students

who are studying in different courses.

Table 1: number of courses and students at KRIC

N0 Program Number of classes Number of students

1 English for Kindergarten program 19 538

2 Intensive English Program (Full-time) 4 39

3 Part-time English Program 24 353

4 Chinese 3 16

5 Korean 1 7

6 Computer 4 47

Total 55 classes 1000 students

Related to staffs statistic (January, 2011), there are two kind of staff_ academic

staff and non-academic staff with a total of 45 employees.

Table 2: numbers of employees at KRIC

N0 Position Number of employee

1 Branch Executive Director 1

2 Branch Executive Director 1

3 Receptionist 3

4 Security Guards 3

5 Cleaner 2

6 English Kindergarten teachers 14

7 ESL teachers 16

8 Chinese teacher 2

9 Korean teacher 1

10 Computer teacher 2

Total 45 employees

KRIC has vision to build up, to educate the people who want to study a second

language and provide the knowledge, skill, and ability to many children students and as

well as adult students such as English, Chinese, Korean language, computer skill and

some other courses. All in all, KRICs aim is to provide Cambodian students of all kinds

and interests with high quality education to contribute to the development of human

resources in our society.

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3.2. Students background

3.2.1 Demographic profile

There are 25 students who have been selected for students background

representation. During our teaching practicum, 25 students were selected from other

classes as well. According to the table below, 16 students are female, and 9 students are

male. Majority of students are female because they are made up of 64 percent whereas

male students account for 36 percent of the total students.

Table 3: Student gender

Description Number of students Percentage (%)Male 9 36

Female 16 64

Total 25 100

Not surprisingly, all the students are in the age group of younger than 15 years

old, 15-20 years old, and 21-25 years old. There are 16 students who are in age group of

below 15 years old, and 7 students in the age group of 15-20 years old. However, there

are only 2 students whose age is in the range of 21-25 years old. So, majority of the

students are dominated by the age group of below 15 years old which is account for 64

percent of the total students.

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Figure 1: Age of Students

The students who participated during teaching practicum could be fulltime

students and part-time student. There are 20 students who are part-time students whereas

other 5 students are fulltime students. Some students are taking a fulltime courses at

Kong Ren International Centre, and they come to study in the teaching practicum at the

weekend.

Table 4: number of fulltime and part-time students

Description Number of Students Percentage (%)

Fulltime Student 5 20

Part-time Student 20 80

Total 25 100

3.2.2 English language background

According to the analysis, it has been shown that individual students have

different learning background. Among 25 students, there are only 4 students who have

learnt English lest than a year, but other 15 student have leant English more than 3 years.It is clear that majority of students have learnt English for long period of time which

represents 60 percent.

Figure 2: Learning duration of students

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In accordance with purposes of learning, each student has distinct objectives

based on their interest. According to analysis, it has been noted that 25 students have 6

main different purposes and interests in job advancement, communication, parents

advice and business. However, it is remarkably illustrated that there are only 2 major

purposes of learning English (Table 5). They are job advancement and English teacher.

So, the students learn English so as to get a better job and to become English teachers.

Table 5: Purpose of learning English

Purposes Number of Student Percentage (%)

Job advancement 9 36

Communication 1 4

English Teacher 10 40

Parents' advice 2 8

Business 3 12

Total 25 100

Regarding to English learning motivation, the students learn English because

they have different motivations. According to analysis, it has been indicated in figure 3

that all 25 students want to learn English due to the motivation form teacher, parents andfriends which account by 56 percent, 40 percent, and 4 percent respectively. In short,

they feel motivated to learn English because of parents and teacher.

Figure 3: Learning motivation

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3.2.3 Learners strength and weakness in four macro-skills

General perception of students toward the four macro-skills is different. In term

of speaking, writing, listening, and reading skills are the significant components of

English language learning, but they have their own functions for any purposes. In the

meanwhile, according to analysis, it has been illustrated that all four main skills play a

vital role in their learning and acquisition process; consequently, they put effort to study

all these skills relatively. Majority of the students are perceived to consider four major

skills important for their learning success (table 6 and figure 4).

Table 6: four macro-skills perception

Four

Skills

Very important Important Not important Total

number % number % number percent N %

Speaking 23 88 2 12 0 0 25 100

Writing 16 64 8 32 1 4 25 100Listening 14 56 10 40 1 4 25 100

Reading 18 64 8 32 1 4 25 100

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Figure 4: students perception on four skills

Similar to students perception on four major skills, easiness and difficulties are

also perceived by individual student. According to the analysis, it is found that speaking,

writing, listening, and reading skills similarly causes the students feel easy and difficult

to learn them. Not surprisingly, it may be inferred that listening skill is the most

challenging problem for majority of the students because roughly 72 percent of student

considers it hard to learn whereas 28 percent feel easy to learn (table 7 and figure 5).

Table 7: perception of students on easiness and difficulties in four skill learning

four skills

Hard to learn Easy to learnTotal

number Percent number percent

Speaking 13 52% 12 48% 25 100%Writing 10 40% 15 60% 25 100%

listening 18 72% 7 28% 25 100%

Reading 10 40% 15 60% 25 100%

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Figure 5: perception of students in four skill learning

a. Speaking Skill

Speaking skill is one the most interesting skills that most of the students are

fount of learning. Regarding to analysis, it has shown the result that there is no students

who never speak English. There are three students who occasionally and always speak

English equal to 12 percent. Majority of the students sometime speak English that equal

to 52 percent of total students.Figure 6: speaking frequency of the student

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The table 7 shows the speaking activities taking place and the person who

students usually spoke with. According to the table below, students have many

opportunities to speak English. But there are 2 students who could speak English at

home with their parents, whereas a total of 20 students enjoy speaking English in

classroom with their friends and teacher during the learning time. In addition, there are

so few students who have had opportunities to speak with foreigners.

Figure 7: place of speaking and person for conversation

Description Parents Friend Teacher Foreigner Total

in class 0 14 6 1 21

at home 2 0 0 1 3

at work place 0 0 0 1 1

Total 2 14 6 3 25

b. Writing Skill

Writing skill is also the most important reproductive skill that the students are

willing to learn. In figure 8, it has been shown that the students have different ways of

learning writing English. Majority of students learn mostly with teacher which equal to

roughly 80 percent. This means that writing process learning was taking place in the

class activities, while other 24 percent could possibly improve their writing ability with

their friends. It is also remarkably noted that 8 percent of students learn writing skill

individually.

Figure 8: how the students learn writing

In accordance with writing skills, the writing frequencies also vary from

individual students. In figure 9, it indicates that some students try hard to write in

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English language, whereas some students are careless of writing activities. Based on the

analysis, there is few student are never write any English. However, majority of them are

trying hard write all most every day.

Figure 9: Writing frequency

In addition to writing frequency and ways of writing, students practice writing

about different things such as story, general things, and homework which provided by

teacher. In table 10, it illustrates subject of writing. There are 12 students practice their

writing with their assigned homework that is equal to 48 percent of total student. Some

students also enjoy writing about story equal to 32 percent, but they never wrote about

personal record.

Table 8: Subject of Writing

Description Number of student Percentage (%)

personal record 0 0

Story 8 32

general thing 5 20

homework/class work 12 48

Total 25 100

According to the analysis, it has been indicated that students attempt to write

about particular subject because they have their internal and external motivations. Figure

10 shows the writing motivation. There are 44 percent of students writing English with

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encouragement from teacher, whereas other students practice writing in order to

appreciate with themselves and their friends which account 20 percent and 32 percent

correspondently.

Figure 10: Writing motivation

According to the data analysis, it has been clearly illustrated that obstacle for

students in writing English is vocabulary that is perceived by 52 percent, whereas 36

percent of students think that grammar is difficult for them to write English. But, there

are several students who think that their writing ability is challenging with sentence

structure and idea deficiency which is account for 16 percent and 8 percent respectively

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Figure 11: Writing difficulties

c. Reading Skill

Reading skill is one of the most important skills that some students have

commonly enjoyed learning as well. Figure 12 show the reading frequencies of

the students. According to analysis, it indicates that some students try hard to read

English; however, 48 percent of students sometime read in English. In addition, there are

20 percent students who spend more time on reading because they usually read, whereas

other 20 percent of students read English every day. It is also noted that there fewstudent who never read English which is account for 8 percent. In brief, majority of the

students are font of reading.

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Figure 12: Reading frequencies

In additional to reading frequency, the students have different perspectives of

reading activities. According to analysis, it has been illustrated that students are willing

to read because of 4 main different reasons. Figure 14 shows that 11 students participate

in read activities so as to improve or build more vocabularies. However, reading

improvement and general knowledge are the purposes of 6 and 7 students respectively.

Figure 13: Purpose of Reading

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Regarding to data analysis, the students are similarly reading a variety of subjects

such as course book, story, magazine, newspaper and journal. The table 10 shows that

students like reading story books that is equal to 28 percent. Moreover, course book is

the part of materials use for reading which has percentage of 28 percent. If we mention

about newspaper and magazine have equal percentage of 16 percent, whereas only 12

percent of students select journal as subject of their reading (figure 13).

Table 9: Subject of Reading

Subject of Reading Number of student Percentage (%)

course book 7 28

newspaper 4 16

magazine 4 16

Journal 3 12

Story 7 28Total 25 100

Figure 14: Percentage of Reading Subject

In relation to reading skill, the students face several difficulties. According to the

data analysis, it could be inferred that majority of students who account for 60 percent

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meet vocabulary difficulties. Furthermore, 28 percent of students are challenging with

complex structure, whereas other 12 percent have limited understanding while reading.

Figure 15: Reading Difficulties

d. Listening Skill

Similar to other skills, listening skill is also the most important and difficult skill

for students. In figure 16, it has been shown that the students have different points of

view on this skill. According to the data analysis, Majority of students reply with thesatisfaction with listening skill which equal to 72 percent of total students; however, 28

percent of the students dont have any satisfaction for reading skill because it is hard to

listen.

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Figure 16: Listening Skill Satisfaction and Dissatisfaction

In additional to the listening skill satisfaction, students normally practice listening

to English at different places (table 11). According to data analysis, it could be said that

64 percent of students normally practice listen English at school. However, other 36

percent of students try to listen at home because they may have their own listening

materials.

Table 10: Place of listening

Place of listening Number of students Percentage (%)

at home 9 36

at school 16 64

Total 25 100

In term of listening materials, table 12 shows the listening materials used by the

students to practice their listening. It is also clearly indicated that they listen to variety of

listening materials such as radio, TV, Cassette recorder, CD/DVD player. There are 12

students which equal to 48 percent of students have commonly used CD/VCD player to

listen to English. It is also note that radio and TV are popular for the students because

they are used by student with the same percentage which is equal to 24 percent (figure

17).

Table 11: Listening Materials

Listening Materials Number of Student Percentage (%)

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Radio 6 24

TV 6 24

Cassette Recorder 1 4

CD/DVD player 12 48

Total 25 100

Figure 17: Listening Materials

In the meanwhile, the students have different times and duration for individual

listening practice. The graph below describes about the frequency of students listen to

above listening materials in English. Regarding to data analysis, there are few students

whose responses are never and occasionally listening to English. On the other hand, 60

percent of the students replied that they sometimes listen to English. Not surprisingly,

there are several students always listen to English.

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Figure 18: Listening frequencies

The figure and table below shows about the purpose of students listens in

English. Regarding to the responses of the students, we possibly infer that approximately

50 percent of students prefer listening because they want to more information. Similarly,

other students who represent 32 percent of students listen to English in order to improve

their listening skill. It is also noted that several students enjoy with listening for their

entertainment.

Table 12: Reason for Listening to English

Reason for Listening Frequency Percentage (%)

listening skill improvement 8 32

gaining information 12 48

Entertainment 4 16

familiarity with different

accents1 4

Business 0 0

Total 25 100

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Figure 19: Percentage of Reason for Listening to English

Regarding to listening difficulties, students face variety of challenges such as

understanding ability, vocabulary, accent, and inaudible speech. Figure 20 indicates the

difficulties of students that they usually face. According to data analysis, it could be

stated that 44 percent of the students have difficulties in listening because of too fast

speech so that they are unable to catch up with the listening. Similarly, different accents

also cause difficulties for students because 20 percent of students encounter accent

difficulties for listening.

Figure 20: Listening Difficulties

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In correspondence with listening issues, table 14 and figure 20 indicate the

solutions that the students have used when they encountered the difficulties. According

to the analysis, it is clearly students usually deal with the problem by asking the teacher

because there 64 percent of students who need the help from teacher when they faced

difficulties. In additional to teacher support and help, other 32 percent of total students

try hard to listen over again so that they could compromise the problem. Fortunately,

there is no student who ignores the learning difficulties.

Table 13: Solutions for listening Difficulties

Solutions Number of Students Percentage

ask teacher 16 64

listen again 8 32

Ignorance 0 0

reading text prior to

listening1 4

Total 25 100

Figure 21: Solutions to listening difficulties

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3.3 Teaching practicum

3.3.1 Pre-teaching

3.3.1.1 Group assignment and schedule

The teaching practicum lasted 6 weeks, starting from 06 February to 13 March,

2011 at Kong Ren International Center (KRIC) in which each group of trainees carried

out teaching responsibilities consecutively based on schedules designed by the Build

Bright University (BBU) in English Department for Bachelor of Education. During

practicum, a group of eleven teacher trainees was designed to teach New Snapshot

Intermediate Level with 15 students in this class. In addition, teacher trainees had to

teach at least four times during this practicum, the teacher trainees were responsible for

observing other trainees during the teaching practicum at least ten times based on the

university requirement. While one was teaching, other members also came to observe

and took note all the activities that the teacher trainees did during the teaching time.

3.3.1.2 Lesson plan

Lesson plan plays a significant role in our teaching practicum, and it is a

compulsory for each teacher trainees. Prior to teaching, the group teaching members had

to discuss and divide lesson into different parts for individual trainees. After that they

had to prepare lesson plan individually on the part which is required by teaching group

members.

The good teacher must have the lesson plan before teaching students in the

classroom. A lesson is an extremely useful tool that serves as a combination guide,

resource and techniques. In addition, teacher trainees have to prepare instructional plans

that have to conclude the chronological components:

1. The title or aim of the lesson

2. Duration for Teaching practice

3. A list of required material

4. Skill focus which clearly stated for students

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5. The instructional components which illustrate the sequent of techniques

including the instructional input (presentation), and guided practice

(an opportunity).

6. Independent practices (production). This component allows student to

enhance their knowledge both in production and comprehension.

7. The summary which is normally raised in the closing part of the instructional

plan to summarize and suggest the further studies for the students.

The book we used in teaching practicum was New Snapshot Intermediate. In

correspondence to the classroom requirement, we have bought a set of materials (student

book, teacher book, and other extra materials) for our teaching. Moreover, we produced

many activities and supplementary material which made our teaching effective enough

to meet the learner need, ability and expectation.

Moreover, the success of the lesson plan is not solely based on the above

components, but majority of the success is resulted from previous trainees abilities,

motivation, flexibilities, understanding, and training. And, in order to be successful, we

had to make good decision on a number of factors such as: Lets now look more closely

at the three points in making a good lesson plan.

However, according to the teaching practice setting, the trainees in the teaching

group were working hard to prepare the lesson plan because of the importance in class

evaluation and monitoring how a trainee could succeed his/her time and teaching

techniques to reach the underlying objectives. In the process of observation, it is

remarkably recommended that they concentrated primarily on three main points in their

instructional plan.

Aim of the lesson: this is the first thing to come into consideration, for it holds the

way the lesson goes or is conducted in every step. In fact, we can make a lesson aim

long or short, simple or complicated, but we do not go beyond the lesson real nature.

Objective of the lesson: this is often confusedly considered as a point with the same

nature as aim .Really, objective of the lesson in what we expect SS will be able to

archive at the end of the lesson-skill, abilities, proficiency. Also, we expect SS to be able

to demonstrate these effectively in their real lives after they are taught.

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Technique for activities in the lesson: they are very important instrument to guide us

to conduct each activity correctly and efficiently. Technique are, in the simplest sense,

way to work in each step.

Extra technique and material: it has been recognized that majority of the trainees not

only prepare the instructional plan but also try very hard to find extra technique and

materials to maintain the class in a smooth manner. The following item is the sample of

lesson plan.

3.3.2 Interactive teaching

Interactive or while-teaching activities are the most important parts for teachers.

In the practicum period, the trainees paid much attention to the class interaction and

setting. Consequently, there are several aspects to be taken into account. They are class

attendance, learning and acquisition, classroom management, and teaching technique for

four macro-skills, vocabulary and grammar.

3.3.2.1 Attendance

Attendance plays a significant role and factor in learning and teaching success. It

has been clearly stated that the success of students academic preparation is consistently

correlated with the class participation. While the teaching performance is in progress,

the useful features and activities are provided to the students so that they feel easier to

understand and participate in learning process. However, for those who never get

involved the class, they face many difficulties for learning. Consequently, they

participate less in the classroom. According the real class setting in the observational

record, all the trainees firstly took the attendance into account because teacher trainees

always checked Ss attendance in every first session. As the example, there are 15

students listed in students name list for intermediate level, but in reality there are only 7

students participated in classroom. This indicated that roughly 50 percent of students are

absent. In additional to class participation, the students who were absent have caused the

difficulties for the teacher trainees because they could not experience with large class

management and preparation. It is clear that Absenteeism has negative impacts on

students learning and class participation.

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3.3.2.2 Learning and acquisition

According to the class observation, it has been recognized that the students are

enthusiastic to learn all the class activities. In term of learning and acquisition, the

students put more effort to learn all the skills. They always participated in learning

because teacher arranged the either individual or pair work for them. In addition, they

can answer the question the answer from the book and from the teacher question. It also

noted that the teacher trainees committed to speak English as much as possible so that

students were accepted to speaking with the teacher trainees as well. It is clear that

learning process of students are improved which is consistent with teaching approach

and methodology.

Regarding to English language acquisition, students got involved in the teaching

practicum with a variety of interests, backgrounds, and motivations consequently, their

competency and capacity to learn and acquire knowledge of the English language are

also distinct. According to data analysis, it is clearly illustrated that learning and

acquisition of English language are taken place in different places based on students

learning strategy and opportunities. For instance, some students are try hard to learn at

school, other student give more time opportunities to practice and comprehend at home.

In the meantime, learning and acquisition process of the students depends on class

participation, classroom management, teaching approaches, and class activities whichare prepared and provide by individual teacher trainees.

a. Class participation

As mentioned earlier, class participation is a key factor that every learner has to

get involved successfully in learning process. However, according to attendant list there

are fifteen students in the class, but the real figure are seven students who attend class in

every session until the end of teaching practicum. The students involvement and

participation during the practicum have been illustrated both negative and positive

consequences for learning and teaching. The positive result is that teacher trainees have

much more time to control the students so that students felt motivated to learn. With a

seven-student classroom, the trainees didnt face many difficulties because they could

facilitate and monitor them very well. In contrast, teacher trainees didnt learn much

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about a large classroom management because they enjoyed teaching small number of

students. It is good idea that a trainee have experienced in a large classroom

environment because the practicum is the lesson learnt for them.

b. Teaching Approaches

There are many different approaches have been used by individual trainee in every

session. Those approaches are classified into two main categories, namely student

centered and teacher centered approach. According to the observation, these two main

approaches are used differently based on the skill focus. For example, while the trainee

was teaching reading and writing, he/she preferred the Ss to work in pair rather than

working in group because of the time limitation and seat arrangement. However, it has

been recognized that most of the trainees were try hard to activate the students by

providing more opportunities to practice. This means that student talking time (STT) is

higher than teacher talking time (TTT). Similarly, there were many things to deal with

teacher centered approach. Some teacher trainees enjoyed using this to activate the

students when they taught grammar because they need to spend more time on rule and

principle of particular usages. Consequently, students talking time was overlapped by

teacher talking time. Not surprisingly, this approach was applicable for grammar

instruction, presentation, and practice. In brief, both student centered and teacher

centered approaches were applied in the period of teaching practicum.

c. Use of language

According to observation, it was so surprising that every trainee put more effort

to speaking everything in English which met the course requirement and students

expectation. Even though some of the trainees could not speaking English accurately and

fluently, they still practice and motivated students to speak English as much as possible.

This indicated that they are able to teach and master the practicum quite well in term of

English speaking competency and accessibility.

d. Class activities

In accordance with class activities, the teacher trainees had their own technique

and activities to perform their teaching go smoothly, so we saw the variety of the

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techniques and activities appeared in the classroom in the each session .The technique

we mostly used in the classroom when we taught were: pair work, individual work,

whole class activities. The teacher use brainstorming, guess the meaning, Bing Go, Rub

Out and recall to present new vocabularies. The students work in pair, individual to ask

and answer question from the reading text. In grammar teaching, the teacher used Cover

(deductive) and Overt (inductive) to explain students, but majority of activities provided

by trainees is individual work in doing exercise after that they comprehended in a whole

class. Similarly, in the action of teaching speaking and writing, trainees allowed students

to look at the model paragraph which is understandable for them with some further

explanation. So, they were assigned to individually or collectively on the similar writing.

3.3.2.3 Classroom management

Classroom management is one the most important aspect of teaching

performance because it is closely connected with learning and teaching success.

Classroom management is very important that can lead the class have a very good

environment and comfortable as well. In order to have discipline in class teacher have

very important role and obligations, as in the class teacher is the controller, he or she not

control only what the students do, and also what they speak and what language they use,

it is vital that control should be relaxed if students are to be allowed a chance to learn

rather than be tough.To teach effectively and efficiently, the teachers has to manage a well-organized

classroom which they could maintain and keep the class move on smoothly and

successfully. Class management deals with the moods of mastering and controlling the

students work and performance in a controlled manner. As a matter of fact, teacher as

the assessor, and a major part of the teachers job is to assess the student work, to see

how well they are performing or performed. This case we must make a difference

between correction and organizing feedback. As the suggestion, when the students have

mistakes or errors, the teacher function is to show what they are wrong so that they can

find the right one. Other style of correction called gentle correction, no need to make

seriously damage the atmosphere to the students. Organizing feedback occurs when

students have performed some kind of task and intention of assessment is for them to see

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the extent of their success or failure and to be given ideas as to how language problems

might be solved.

Teacher as a prompter, often teacher need to encourage the students to participate

or need to make suggestion about how student may proceed in an activity when there is

a silence or when they are confuse about what to do next. The teacher might need to

prompt the students with information they have forgotten. This is the important one

called rule of prompter.

Teacher as a participant, all occasion it will be difficult to do as equal, teacher

might join simulations as participants, sometimes playing rule themselves. The teacher

as a resource, the teacher should always be ready to offer help if students need. Thus we

make ourselves available so that students can consult us when they wish. Teacher as a

tutor, the teacher would be able to help them clarify ideas and limit the task. This tutorial

rule approximately counseling function is often in intermediate and advanced levels.

Teachers also have to act themselves as the investigator all the rule above have to

do with the teachers behavior as it relates to the students. But teacher themselves will

want to develop their own skills and they will hope for a gradually developing insight

into the best ways to foster language learning, teacher who do not investigate who do not

actively seek their own personal and professional development, may find the job of

teaching increasingly monotonous.

So, when we mention about classroom management, there several important

points to take into account. During the practicum, there were 4 main components that

have been observed so as to judge the classroom management of individual trainee.

a. Seating

There has been recognized that the classroom is large enough for a comfortable

leaning environment. There are suitable tables which each student can sit easily.

However, there are some difficulties in arranging the seats for student because all the

tables are wide tables which are a bit hard to move and organize the task in group. So the

students are arranged to seat in row. No matter how the seat is organized, we still taught

the class well.

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b. Posture

There have been noted that posture helps teachers to control the class. To be

more enjoyable and well-prepared, a teacher who was the dominator in the classroom

should produce a movement to any particular points that they want to monitor the class.

Positions that teacher stand could possibly affect students learning process. This means

that a teacher should walk around to check and comfort the student learning. During the

practicum, there were some notifications that the trainee were performing well with

posture in classroom without any standstill. However, there were some weak

performance in posture due to poor preparation with the instructional plan and trainees

ability. In brief, owing to the first experience in teaching, some trainees are not prepared

well so that they had some difficulties in class management in term of movement. As a

point of view, they conducted a good job in way of classroom management.

c. white board

Regarding with white board uses, all the trainees have followed very well. It is

an easy task that they can do without face any difficulties. The white board division has

been used all the time of teaching because the teacher trainees want to practice

managing the white board and writing in clear and neat manner. It has been

recommended that individual trainee implement the teaching principles in practical way.

d. Time ManagementTime management is a challenge for every trainee. We found hard to assess the

time for teaching because the time or duration we set in the instructional plan are more

flexible than reality was. In the practicum period, the time allowed is 45 minutes for

their teaching, but some trainees didnt teach on time because of the difficulties in

focusing points particularly grammar point. However, they could teach successfully and

effectively even thought they finished the lesson in 5 or 10 minutes late.

3.3.2.4 Teaching technique for four macro-skills, and grammar

During the teaching practicum, we were focusing much on four macro-skills

namely, Reading, Speaking, Writing, and Listening. In addition, the practicum also

concentrated on grammar which is most challenging for students. In the meanwhile, all

trainees came up with some difficulties; however, they put more effort to compromise

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all those challenges by using teaching method and doing more research on extra teaching

materials. The four macro-skills and grammar conducted by different techniques in

accordance with trainees skill and competency.

3.3.2.4.1 Reading skill

Reading is the most common skills that majority of the trainees taught during

practicum period. The main purpose of reading is to provide the students vocabulary

building and text concept understanding. According to the observation, there were some

difficulties for some trainee because they are lack of vocabulary and ability to explain to

the student. Not surprisingly, they still maintained and taught the class smoothly and

effectively.

+ Warm UpAt the beginning of the lesson, the trainees greeted his students by asking them

some questions before checking students attendance to ensure that students are given

enough attention for attending his class. Then he reviewed previous lesson and told

students what they are going to learn.

+ Pre-reading

In pre-reading activities, the trainees usually prepared the brainstorming

activities to give some background information related to topic of reading. They

naturally ask the real experience of student and let them answer freely. After that

trainees got into the points. They selected one or two students to read out to the class. In

the meanwhile, they are assigned to look and comprehend vocabulary in context which

could help students understand and cope with difficult words that can slow down their

reading.

+ Main reading

In main reading activities, trainees not only ask students to read the text again for

detail but also to find the main idea of the articles. In this, stage trainees tried to ask the

main points of the reading text to emphasis and give some cues to students proceeding

by true or false question or/and comprehension question which students could work

individually or collectively.

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+ Post-reading

After students completed all the tasks in main reading, trainee let the students

write the answer to the class or compare the answers with their peers.

3.3.2.4.2 Speaking skill

As a matter of fact, during the teaching practicum at Kong Ren International

Centre, we intended to focus on speaking skill as well. Speaking skill was one of the

skills with the purposes to improve in English speaking by asking students to make

conversation or communication with each other. Some teacher trainees encountered

some difficulties to instruct this skill because they need more research, practice, clear

instruction and time consuming. Moreover, according to teaching observation, some

teacher trainees couldnt find good method to teach students smoothly, and they couldnt

attract the student attention. Fortunately, intermediate students are willing and

enthusiastic to participate all learning activities. Consequently, we still maintained and

achieved in teaching this skill to the students.

Moreover, it could be mentioned that speaking skill need more active

participation for the students. So, students can make conversation consistent with text

book or other speaking materials such as the sample of conversation in Cambodia

context that makes sense for student to practice their creative conversation. They can

improve their English speaking by discussing or working with their friends day to day.

3.3.2.4.3 Listening skill

Listening is kind of receptive skills, and it is very important for communication

processes that are suitable for students all levels. After conducting a teaching practice at

Kong Ren International Centre, it could be said that listening skill is also difficult for

learning and teaching. Even though listening skill was also taught at Kong Ren

International Center, the inadequacy and difficulties still remain for students learning

process because listening material is not available for in-class teaching; therefore, we

decided to make a copy of listening parts for student to read rather than listening due to

the unavailability of listening aids such as VCD, tape Recorder, or cassette.

Furthermore, the school did not have listening aids or materials to play the listening

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session. It is clear that listening is the most challenging skill for teacher trainees and

student in the period of teaching practicum because of inaccessibility of listening

materials at Kong Ren International Centre.

3.3.2.4.4 Writing skillIt is generally stated that the objective of writing skill is to get the learners to

acquire the abilities and skills they need to produce a range of different kinds of writing

competency. So we shall look at some writing tasks and examine what each in fact does

for the learners. First, does it really teach writing or just use writing as a means to teach

some other aspect of language like grammar for example. If it does focus on writing

itself, what short of a balance does it maintain between micro aspect (spelling,

punctuation, etc) and macro (content, organization). Here, writing as a means refer to

process that focus on instruction like get student note down new vocabulary, copy out

grammar rule, write out answer to reading or listening comprehension questions, do

writing tests. Writing as an end focuses on objective and content such as micro level and

macro level. Sometime, teacher can use both mean and end that is the third kind of

activities combines purposeful and original writing with the learning or practice of some

other skill or content. For writing for content and/or form, the purpose of writing, in

principle is the expression of ideas, the conveying of a message to the reader; so the idea

themselves should arguably be seen as the most important aspect of the writing. One of

problems in teaching writing is to maintain a fair balance between content and form

when defining requirement and assessing.

According to the teaching observation and feedback, writing skill was also

conducted for teaching at Kong Ren International Centre. During the teaching

practicum, writing skill was applied in accordance with intermediate level. It generally

consists of writing skill at the end of each lesson. Therefore, the responsible teacher

trainees always taught this skill because it aimed to improve students response inproduction. As a matter of fact, it may be inferred that the students seemed to be more

well-prepared and familiar with writing because they have enough ability produce the

similar sentence or paragraph with the compliance to the sample writing paragraph given

by the teacher trainees.

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3.3.2.4.5 Grammar

Grammar is one of the most important and difficult skills that many teacher

trainees have taught to students. The students who participated during the teaching

practicum were very interested in learning grammar because they want to improve their

ability to deal with grammatical aspects. Grammar can be defined as grammatical

structure and grammatical meaning. Grammatical structure refers to form as we make a

sentence, for example its can be tenses, plural and singular verb or noun, the

comparison of adjectives and so on. According to observation, it could be stated that

grammatical lesson is the most difficult skills that majority of trainees faced during the

teaching practicum because the grammar in the intermediate class quite difficult for the

trainees; therefore they have to be prepared both lesson and extra-materials in advance.

Even though some trainees faced the difficulties in teaching grammar, they put much

effort to do more research to teach students. Consequently, they could achieve a good

result of teaching at the end of the day. For instance, it could be said the trainee have

used variety of techniques to teach grammar focus such as Meaning to Form and Form

to Meaning which could be more convenient to students comprehension. To be more

practical and effective for grammar focus teaching, the trainees have to enhance the

comprehensive capability for their teaching performance; nonetheless, they are not be

able to teach grammar effectively and efficiently.

3.3.3 Post-teaching

One again, after teaching practicum, it was found that the teaching practicum

went smoothly despite it lasted in a short period of time. One of the most significant

evaluations is that the teacher trainees had good personality and preparation. In response

to teaching practicum, individual trainee tried the best to convey professional that can

impress the students comfort in learning. Moreover, classroom preparation and

management also show a good image because individual trainees could manage and

control the class properly. This might be resulted from the number of 7 students

involving in classroom. More importantly, all the students were satisfied with learning

environment because they could enjoy doing the classroom activities which were

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required by individual trainee. Another productive notification is that prior to participate

in learning New Snapshot Intermediate Course, the students had already taken this class;

as a result, it makes an ease for teacher trainee teaching process.

As a matter of fact, there are some difficulties for some teacher trainees because

they have limited ability to reveal ability and skill to impress the student confident but

students still motivated to learn because other observed trainees could facilitated and

gave him/her a hand to solve the difficulties during his/her teaching responsibility. It is

clear that the mutual cooperation can improve the teaching improvement.

More significantly, it is clearly noted that the teacher trainees activated the

students to speak English in class all the time. This is long term impact for students in

new learning habit of speaking English as much as possible in spite of teaching trainees

limited ability.

In according to lesson preparation, it was a good idea that every trainee decided

to prepare instructional plan and guide for their teaching. It could be said that they

conducted a well-performed tasks in applying the teaching activities consistent with a

prepared lesson plan. In contrast, it is admittedly stated that majority of trainee have

encountered some difficulties in time management. This may be resulted from a short

duration (45 minutes) for each session, so they cannot balance the good time for each

technique. Sometime, they could not complete the lesson they have planed.

Regarding to four macro skills, vocabulary and grammar teaching, there are

several difficulties and solutions to the problem which are implemented during the

practicum. According to the analysis, it has been illustrated that the teacher trainees have

different techniques to implement their own teaching practice. For instance, reading skill

was taught with different stage of pre-reading activities and while-reading and post-

reading technique. Brainstorming was used for students to warm up and built up some

basic information related to the reading. In the meanwhile, vocabulary also provided

with word hunting or vocabulary matching that was commonly used in correspondence

to reading skills. Similarly, speaking and writing skills were more difficult than reading

because they are quite challenging both students and trainees. Some trainees could not

write and speak well so that they could not teach very well because they followed the

books. However, in order to solve the problem, the teacher trainees have changed and

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chosen the extra topic and materials to teach instead of following everything in the

course book.

In addition to four macro skills, grammar skills also caused more difficulties for

the trainees. It required more time and ability to explain the students. However, some

trainee decided to meaning to form or form to meaning teaching technique with

supplement exercises at the end of teaching presentation.

IV Conclusion and Recommendation

4.1 Conclusion

After fully completed the practicum for six weeks at Kong Ren International

Centre, it could be mentioned that practicum have provided opportunities to teacher

trainees to integrate the theory and knowledge of the learning course contents with the

application of principles practices in a real teaching environment. One of the most

important things of the practicum is that the trainees leant to observe, inspect, check,

examine, notice, and analyze the activities of teaching practice. In complementarity to

teaching methodology and theory, the trainees are exposed to gain experience-based

teaching activities and performance. This means that they start teach in the real teaching

environment; therefore, they go accustomed to perform more effectively and efficiently.

Even thought teaching practicum which was assigned for the trainees had a short

duration, the trainee have learnt to conduct teaching preparation, reflection, assessment,

evaluation, and analysis in all phase of pre-teaching, interactive teaching, and post-

teaching stage. In term of pre-teaching activities, each trainee had conducted acceptable

teaching preparation because they prepared the instructional plan in advanced. In

addition, they tried very hard to do more research for their teaching responsibilities.

In accordance with the while-teaching stage, it was also remarkably noticed that

the trainees have dealt with classroom management, class participation, and four macro

skills concentration in a very acceptable manner. As a matter of fact, the numbers of the

students are only seven students; however, the trainees had more convenience with class

management and class participation for an enjoyable teaching environment.

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Regarding to four macro skills performance, it is surprisingly indicated that the

experiences of teaching reading, listening, writing, speaking, vocabulary and grammar

were productive for both students academic performance and trainees teaching

performance. All these skills have been taught conscientiously even though there were

some difficulties for listening skill owing to listening material unavailability. More

importantly, there were some satisfactions expressed by individual students toward the

teacher trainees academic teaching performance in consistence with teacher student-

based evaluation and assessment.

4.2 Recommendation

To be more effective and efficient for the next teaching practicum, there have

been some recommendations and suggestions toward the following stakeholders:

Teacher Trainee should

Improve the teaching capacity and more prepared for teaching

Try to cooperate with other trainees because all trainees have to teach

consecutively; therefore, you will have a good cohesion in teaching

Should pay much attention and participate in other trainees as much

as possible because it is the opportunities for each trainee to learn

from each other and give some feedbacks for improvement

Put more effort to do more research on extra material because it is

targeted for student s interest and concentration

Illustrate the teaching approaches that have been learnt in school-

based teaching course because it can complement to the teaching

improvement

Kong Ren International Centre should

Prepare and arrange more students to participate in teaching

practicum

Equip the other learning facilities such as listening materials

Build Bright University should

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Inform the trainees in advance about teaching schedule and course

that the teaching group has to take responsibility because it might be

more convenient for teaching preparation

Provide more staff to supervise the trainees teaching performance

and give more feedback for next improvement

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References

BBU Publication, 2009-2010, Teaching Methodology, Year Four Semester One,

Cambodia.

BBU Publication, 2009-2010, Foundation of Education, Year Four Semester One,

Cambodia.

BBU Publication, 2009-2010, Foundation of Education, Year Four Semester Two,

Cambodia.

BBU Publication, 2009-2010,Applied Linguistics, Year Four Semester One, Cambodia.

BBU Publication, 2009-2010,Applied Linguistics, Year Four Semester Two, Cambodia.

BBU Publication, 2009-2010,Report Writing, Year Four Semester One, Cambodia.

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Appendix

Appendix 1: Questionnaire

I. Students profile

Sex: Male Female

Age: Below 15 15-20 21-25 Over 25

Job: fulltime student part-time student

Level: beginner elementary pre-intermediate intermediate

II. Learning Background

2.1 How long have you learnt English?

Below 1year 1-2 years 2-3 years Over 3 years

2.2 Why do you want to learn English?

Interest/pleasure Job advancement Communication

English Teacher Parents advice Business

2.3 Who motivate you to learn English?

Teacher friends or peers Parents colleague

III. Leaning macro-skills

3.1 Which skills do you think are important for your study/work?

Skills Very important Important Not important

Speaking

Writing

Listening

Reading

3.2 What skills you think it is hard or easy to learn?

Skills Hard to learn Easy to learn

Speaking

WritingListening

Reading

IV. Perception and learning hobbies

a. Speaking

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1. How often do you speak English?

never occasionally sometime usually always

2. Where do you speak English?

in class at home at workplace

3. Who do you speak English with?

parents friends teacher foreigner

4. Why do you want to speak English ?

pleasure study purpose communication business

b. Writing

5. How do you learn to write?

with teacher with friend individual

6. How often do you write in English?


7. Why do you want to write in English?

Improve writing skill to practice writing naturally

easy to take note in English

8. What do you normally write about?

personal thing story general thing homework/classwork

9. Who motivate you to write?

teacher friends parents myself

10. What is your obstacle in writing English?

Vocabulary Grammar Sentence Structure Lack of ideas

c. Reading

11. Do you like reading in English? Yes No

12. How often do you read?


13. Why do you want to read?

pleasure reading im

Practicum Report for BBU_ Final Edition

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