NAMA JABATAN / UNIT: BAHASA INGGERIS

INSTITUT PENDIDIKAN GURU KAMPUS BAHASA ANTARABANGSA

LEMBAH PANTAI, 59200 KUALA LUMPUR

TUGASAN PENTAKSIRAN BERTERUSAN

(INDIVIDU)
SEMESTER 1 TAHUN 2 2023

Nama : NURUL AIN ZUHANIS BINTI MOHD ZAMRI

Angka Giliran : 2021212350288
Nombor Kad Pengenalan : 030923040076
Kumpulan/ Unit : PISMP TESL G AMBILAN JUN 2021 – MEI 2026
Kod dan Nama Kursus : TSLB3422 CLASSROOM LANGUAGE FOR TEACHERS
Nama Pensyarah : PN EZATUL HANIZAM BINTI MOHAMED FAUZI
Tarikh Hantar : 15 NOVEMBER 2023
Tarikh Diterima :

(Diisi Oleh Pensyarah)

Pengakuan Pelajar

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fahami.

Tandatangan Pelajar : Sign Jumlah markah:

Tarikh : 15 NOVEMBER 2023

Catatan : Pastikan pensyarah telah memberi maklum balas di dalam tugasan kerja
kursus pelajar.
 microteaching video link here

Pedagogy is the foundation of good teaching and includes a wide range of techniques
used by teachers to shape impactful learning experiences.This idea is supported by research
conducted by Kapur in 2019. This is indeed a critical factor affecting students' interest and
understanding. We examine a microteaching session in this essay, emphasising the critical
function of teacher speaking in the larger framework of pedagogy. The importance of pedagogy
becomes clear when one considers that it not only directs instructional strategies and
competencies but also acts as a guide through every aspect of the educational environment. An
inefficient instructional method can have serious effects, impairing pupils' comprehension and
limiting their ability to advance academically. Our goal is to evaluate the effectiveness of the
teacher’s talk. This essay will focus on evaluating three main elements, which are rate of
speech, vocabulary use, and repetition.

In assessing the vocabulary used during the microteaching session, the deliberate
inclusion of 76% A2 below words, categorised as easy and accessible. This intentional use of
simple language enhances the comprehensibility of the content, aligning with the cognitive and
linguistic development of young students. The teacher's choice of vocabulary not only
accommodates diverse learning needs but also fosters an environment where all students,
regardless of their linguistic proficiency, can actively participate and understand the instructional
content effectively. Moreover, this strategic selection of vocabulary is highly appropriate for a
TESL (Teaching English as a Second Language) context.

A TESL teacher's responsibility is not only to impart language skills but also to ensure
that the learning materials are accessible and conducive to language acquisition. By
incorporating predominantly easy words, the teacher is employing a proper language that
facilitates a positive learning experience for English language learners. This approach aligns
with the principles of communicative language teaching (Sinha and al-Khamisi, 2022),
emphasising clarity and understanding in language instruction. The teacher's conscious effort to
strike a balance between simplicity and complexity in vocabulary use reflects a pedagogical
awareness that enhances the overall effectiveness of the teaching approach.
Another aspect of Teacher Talk that will be highlighted is rate of speech. Huang and Graf (2020)
said that rate of speech expresses how fast speech is delivered or, in other words, what volume
of text is produced within a set period of time. The easiest way of finding this rate is by dividing
the words spoken with the length of speaking time in minutes (words per minute). This can give
a clear answer on how fast or slow a person is speaking. Gotz (2013) stated that speech rates
of native speakers of English are shown in the literature to range between 120 and 260 wpm.
Rate of speech that is above the average is considered to be fast while lower than average is
considered to be slow. In the lesson, the teacher spoke 2591 words in the span of 31 minutes.
This means that the teacher speaks at the rate of 86 words per minute. This value can be
interpreted as the teacher speaking very slowly when delivering the lesson. Slow rate of speech
is generally believed to be usually easier to comprehend than natural speech rate; this gives the
students enough time to process the stream of information at a slower rate of delivery (Hayati,
2010). As can be seen from the video, the teacher managed to speak in a calm and clear
manner. This helps the pupils to digest the input given during the lesson. If the teacher speaks
too fast, the pupils will not have enough time to process the information which will leads to lack
of understanding. Hence, the teacher did a very good job in speaking at a decent rate of
speech.

Repetition is also another aspect of Teacher Talk that can be seen in the video. It can be defined
as the repetition of words or phrases during the lesson. Indarsari and Utomo (2022) said that for
students with special needs, including slow learners, the teacher must repeat what he says until
the students understand. It is evidenced from the video that the pupils struggled to understand
what was being taught. This is where repetition plays its role. Through repetition, the teacher
can emphasizes on certain words or phrases. This includes key words and new vocabulary from
the learning topic. The pupils will also then repeat the phrases to further enhance their memory
of it. This was mentioned by Shah et al. (2020) who stated that repeated practice is carried out
by students until they find a mature concept from a learning material. It is important for the
pupils to also do the repetition because it can help them feel more invested in the lesson. Young
children tend to have a low attention span which can lead to various problems during lessons.
By asking the pupils to also repeat the phrases, it can grab their attention towards the lesson
and not somewhere else. The teacher did a very good job in integrating repetition in her lesson
delivery.
In conclusion, the three aspects of Teacher Talk discussed in this writing are very important in
lesson delivery. The choice of vocabulary will influence the pupils’ overall understanding, the
rate of speech can make it easy for the pupils to digest the input and the repetition used
emphasises the key points of the lesson. Teachers should always take into account these
aspects when teaching. The teacher in the video did fairly well in her lesson. Her vocabulary is
not too difficult, her rate of speech is decent and her use of repetition is excellent. It can be
concluded that her pupils can understand her teaching very well. Though there are still other
aspects of Teacher Talk that were not discussed in this writing. All of it is essential in order for
the teacher to maximize the input given towards the pupils.
Reference:
Al-Khamisi, K. and Sinha, Y. (2022) Communicative language teaching methodologies in Omani
EFL context. Open Journal of Modern Linguistics, 12, 481-503.
Kapur, R. (2019). Pedagogical approaches in early childhood education. International Journal of
Professional Studies, 8, 1-18.
Huang, L. F., & Graf, T. (2020). Speech rate and pausing in English:comparing learners at
different levels of proficiency with native speakers. Taiwan Journal of TESOL, 17(1), 57-86.
Götz, S. (2013). Fluency in Native and Non-native English Speech. Amsterdam: John
Benjamins.
Hayati, A. (2010). The effect of speech rate on listening comprehension of EFL learners.
Creative Education, 2, 107-114.
Indarsari, M. S., & Utomo, A. C. (2022). The use repetition and feedback methods in supporting
the learning of slow learners children. PROFUNEDU, 176-185.
Shah, D. P., Jagtap, N. M., Shah, S. S., & Nimkar, A. V. (2020) Spaced repetition for slow
learners. IEEE Bombay Sect Signat Conf IBSSC,146–51.