Action research presentations for mid term
Criteria on evaluation of the task
MICROTEACHING on action research with PORTFOLIO submitting
Total score: 50
Gained score:
Task response
 The planning stage (10 p)
Identifying and limiting the topic (2p)
Gathering information (2p)
Reviewing the related literature(2p)
Developing a research plan(4p)
 The acting stage (15p)
Implementing the plan and collecting data
observation list(3p)
questionnaire for students(3p)
interview from teachers andstudents(3p)
Analyzing the data
the results of collected data(6p)
 The developing stage (15 p)
7. Developing an action plan
CASE STUDY
PRE TEST(2.5p)
LESSON PLAN 1 + MICROTEACHING(WITH DISK)(5p)
LESSON PLAN 2+ MICROTEACHING(WITH DISK) (5p)
POST TEST(2.5p)
 The reflecting stage(10 p)
8. Reflecting on the process
reflective essay on the whole process of action research by giving the
compared results of case study(written and oral)
I. PLANNING
STAGE
Topic: Engaging passive learners in the lesson through listening activities
Research plan
1. How does teacher deal with passive students and what methods uses for
motivate them?
2. What are some support and strategies teacher can use to engage passive
learners?
Reviewing The Related Literature
To master speaking and writing, listening comes as the bridge of those
productive skills because listening is an activity to get information which is has an
important role to understand foreign language and as input to learn speaking.
Listening activities can also be used to engage passive learners in the learning
process. Because not all students in the class have the same level of knowledge.
Someone can be good at speaking, someone can be good at writing, and someone
else can be good at listening. For this reason, I have conducted scientific and
practical research on ways to engage passive and inattentive students in the learning
process through listening. I have studied the books, articles, and scientific works of
scientists on my chosen topic, and in this research I have given examples from the
opinions of scientists.
Listening is the most important skill for language learning because it can be
mostly used in normal daily life and develops faster than the other language skills
which indicate that it makes easy the development of the other language skills. Many
people cannot communicate face to face unless the two types of skills are developed
in tandem (Anderson and Lynch, 2002:3 1). It means that without good listening skill
usually many people cannot speak fluently with others, they need listening skill to
help theirs to understand what someone says.
On the other side, teaching listening is not easy. One of the main problems in
practicing listening is about students’ attention that can be distracted easily.
Therefore, the teacher should have attractive teaching media for listening to attract
their students’ interest during the listening practice. However, good teaching media
can stimulated the students’ interest and encourage students’ interest and encourage
students’ participation in learning practice (Heinrich, 19932).
Furthermore, audio visual media are believed more effective to be used for
listening than the other types of teaching media. Through audio visual media, the
students will use their two multisensory, sounds and sight at the same time when
doing listening practice (Harmer, 19983). Moreover, audio visual media can attract
students’ focus and concentration more than audio or visual media only. Besides,
Hruby (2010)4 also said that audio visual media such as video may increase the
students‟ motivation and will make the students happy and fun when doing listening
practice that may affect the students to be more participated in teaching learning
process when listening.
1
Anderson and Lynch, 2002:3
Heinrich, 1993
3
Harmer, 1998
4
Hruby (2010)
2
To resolve boredom in the class, the teacher should make learning
environment very interesting. One interesting way is by using audio and video. It
can be watching English movies, watching news, listening to English music, and etc.
Armiun (2011:115) 5points out the two dominant ideas of using audio and video
document: “video document bring more information, although the information
partially transmitted through the visual channel. While, audio document endorses by
insisting on the fact that learners would have a hard time concentrating on what is
being said when they watch and listen simultaneously”.
Learning a language is a challenge; teachers should find a way of
implementing an efficient pedagogy to develop children’s listening skill,
implementing activities such as songs in which students have to fill the blanks,
watching films that could help the students to interact within round tables as well as
establish discussions about what they heard and watched. Furthermore, the teachers
should implement games which allow students to be active and enjoy the class,
reflecting on the learning component having a cognitive aim but also letting the
children interact among them. There are many reasons for using games in the
language classroom. Students, in the informal atmosphere of game play, are less
self-conscious and therefore more apt to experiment and freely participate in using
the new language. Games are useful, when we teachers think about motivation and
how to engage the students keeping in mind their interest.
The teacher should keep in mind that games could reinforce, review and enrich
students’ knowledge; ensuring participation, creativity and natural use of the
language. Argardizzo, C. (1993) 6explains that children in general learn well when
they are active; and when action is channelled into an enjoyable game they are often
willing to invest considerable time and effort in playing it. If we design our games
in such a way that they are productive of language learning then become an
excellent, even essential part of a programme of children’s language course. Teacher
should be concentrated in the quality of the game, how to organize it, involving clear
academic goals through performance of challenging tasks, and providing
participants with a felling of pleasant tension.
Music is a very good strategy to develop the listening skill at any stage of the
learning process and with any learner, especially the young ones, because as Gardner
(1995)7 states “using rhythm, chanting and songs students can increase their
attention and interest while motivating them to learn.”
As Aydan Ersoz (2000) 8said that: “Well-chosen games are invaluable as they
give students a break and at the same time allow students to practice language skills.
5
Armiun (2011:115)
Argardizzo, C. (1993)
7
Gardner(1995)
8
Aydan Ersoz (2000)
6
Games are highly motivating since they are amusing and at the same time
challenging. Furthermore, they employ meaningful and useful language in real
contexts. They also encourage and increase cooperation”. The teacher must prepare
a good and enrichment class and a very good way to promote/encourage students’
motivation is through games. In order to get student's attention and involvement in
the classroom activities; games work as a tool which provide enjoyment to students’
process and at the same time allow the teacher to give the students the information
that she/he wants to transmit.
REFERENCES
1. Anderson, A. and Lynch, T. (2002). Listening, London: Oxford University
Press.
2. Argardizzo, C. (1993) Children in action. Hemel Hempstead: Prentice Hall
International 3.
3. Harmer, J. (1998) How to teach English: An introductory to the practice
of English language teaching. England: Pearson Education Limited.
4. Hruby, J. (2010). Teaching aids-The Use of Video in English Language
Teaching. (BacheloreTesis; Univerzita Pardubice, FakultaFilozofika)
5. Lynch, T. (1996). Teaching Listening Communication in the Classroom.
Oxford: Oxford
University Press.
6. Gardner, H. (1985). Frames of Mind : The Theory of Multiple
Intelligences.New York: Basic Books.
II. Acting stage
Classroom Observation Checklist
Teacher
Soatmuradov Xurram
Observation Number
Observer: Xudoyberdiyeva Goʻzal
1
Date:
Respond to each statement using the following scale:
1=Not good
2=More emphasis recommended
3=Accomplished very well
Organization
Presented overview of lesson.
1
2
3
Paced lesson appropriately.
1
2
3
Presented topics in logical sequence.
1
2
3
Related today’s lesson to previous/future lessons.
1
2
3
Summarized major points of the lesson.
1
2
3
Presentation
Explained major/minor points with clarity.
1
2
3
Defined unfamiliar terms, concepts, and principles.
1
2
3
Used good examples to clarify points.
1
2
3
Showed all the steps in solutions to homework problems.
1
2
3
Varied explanations for complex or difficult material.
1
2
3
Emphasized important points.
1
2
3
Writes key terms on blackboard or overhead screen.
1
2
3
Integrates materials (examples, cases, simulations) from "real world".
1
2
3
Active, collaborative, and cooperative learning favored over passive learning.
1
2
3
Interaction
Actively encouraged student questions.
1
2
3
Asked questions to monitor student understanding.
1
2
3
Waited sufficient time for students to answer questions.
1
2
3
Listened carefully to student questions.
1
2
3
Responded appropriately to student questions.
1
2
3
Restated questions and answers when necessary.
1
2
3
Demonstrates respect for diversity and requires similar respect in classroom.
1
2
3
Content Knowledge and Relevance
Presented material at an appropriate level for students
1
2
3
Presented material appropriate to the purpose of the course.
1
2
3
Classroom Observation Checklist
Teacher
Observer:
Musayeva Gulhayo
Observation Number 2
Xudoyberdiyeva Goʻzal
Date:
Respond to each statement using the following scale:
1=Not good
2=More emphasis recommended
3=Accomplished very well
Organization
Presented overview of lesson.
1
2
3
Paced lesson appropriately.
1
2
3
Presented topics in logical sequence.
1
2
3
Related today’s lesson to previous/future lessons.
1
2
3
Summarized major points of the lesson.
1
2
3
Presentation
Explained major/minor points with clarity.
1
2
3
Defined unfamiliar terms, concepts, and principles.
1
2
3
Used good examples to clarify points.
1
2
3
Showed all the steps in solutions to homework problems.
1
2
3
Varied explanations for complex or difficult material.
1
2
3
Emphasized important points.
1
2
3
Writes key terms on blackboard or overhead screen.
1
2
3
Integrates materials (examples, cases, simulations) from "real world".
1
2
3
Active, collaborative, and cooperative learning favored over passive learning.
1
2
3
Interaction
Actively encouraged student questions.
1
2
3
Asked questions to monitor student understanding.
1
2
3
Waited sufficient time for students to answer questions.
1
2
3
Listened carefully to student questions.
1
2
3
Responded appropriately to student questions.
1
2
3
Restated questions and answers when necessary.
1
2
3
Demonstrates respect for diversity and requires similar respect in classroom.
1
2
3
Content Knowledge and Relevance
Presented material at an appropriate level for students
1
2
3
Presented material appropriate to the purpose of the course.
1
2
3
Questionnaire for student
1. What is your gender?
*male
*female
2. What is your age?
*13-14 years old
*15-16 years old
*17-18years old
3. Which methods do you prefer for English lesson?
*Traditional teaching methods
*Modern teaching methods
4. In your school, which methods teachers use the most for teaching
english you?
*Traditional teaching methods (use only book)
*Modern teaching methods ( use book, handouts, games, videos, music, role
play)
5. Do you try to get good grades by being active in every lesson?
*Yes, I try
*No, I don’t try
6. Do you prefer work in groups or individually?
*Working in groups
*Working individually
7. Is it interesting and useful for you to do listening activities?
*Yes, I like it
*No, I don’t like it
8. Do you actively participate if the teacher plays listening games in
class?
*Yes, I participate actively
*No, I don’t want participate
Interview from teacher
I: Good morning!
T: Good morning!
I: What is your full name:
T: I’m Xursanova Sarvinoz
I: I have some questions for you!
Which subject do you teach?
T: I teach English
I: How many years of experience do you have?
T: I have 11 years of experience
I: What do you think which methods are effective to use in this subject?
T: Chain drill, snowball methods are effective to use in this subject
I: In what ways do you think passive students can be interested in the lesson?
T: I think passive students can be interested in the lesson with many interesting
activities, boardgames, roleplays, pantomime game
I: What can you say based on your experience about problems of students who try
to do listening activities for the first time?
T: Many of my students couldn’t understand words when they listened first time
I: Do you think it is possible to engage students in the learning process through
listening activities?
T: Yes, of course it is possible and effective way. Teacher organize listening quizzes,
test, and games to engage and evaluate passive learners
I: Have you ever used this way of teaching?
T: Yes, I use this kind of way sometimes, but not always
I: Do you think that doing listening tasks every day can help students pronounce
words correctly and speak clearly?
T: Yes, of course. It is very effective. They can improve their pronounciation when
they listen to music, videos, films every day or every lesson
Student’s interview
I: Good morning!
S: Good morning!
I: What is your full name?
S: I’m Mahmadaminova Rayhona
I: Where are you study?
S: I’m 11TH grade student of N5 school
I: Are subjects taught by modern method?
S: If I tell the truth, teachers don’t always lead lessons through new modern methods
I: How would you like English lessons to be taught?
S: Basically we get bored in lessons. In my opinion, the reason for this in only the
lessons taught in the traditional way. For example, the lessons would not be boring
for us if the teacher taught lesson not only from the textbook, but also through other
new information, interesting games, listening and reading activities that are useful
and necessary for us
I: Do you think it is possible to involve your classmates in the lesson process through
various listening activities and games, roleplays?
S; I think with this way teacher can encourage them to be active in class. Because
every student wants to get good marks
I: Thank you your answers!
S: Not at all!
Analyzing data collection
Both qualitative and quantitative methods were used in this analysis. The
quantitative approach was based on an attitudinal questionnaire that looked into the
attitudes of school teachers and students toward involving passive learners in the
lesson through listening exercises and what types of approaches are most useful.
Teacher and student interviews, as well as a classroom observation checklists and a
questionnaire, made up the qualitative portion of this research.
Questionnaire
First data collecting tool is questionnaire from school students. The
questionnaire is aimed at determining the methods of teaching in the school and how
much interest students in the English lesson which based on listening activities and
games. You can see the results in this table:
Which methods do you prefer for English
lesson?
*Traditional teaching methods
*Modern teaching methods
In your school, which methods teachers
use the most for teaching english you?
*Traditional teaching methods (use only
book)
*Modern teaching methods ( use book,
handouts, games, videos, music, role play)
Do you try to get good grades by being
active in every lesson?
*Yes, I try
*No, I don’t try
Do you prefer work in groups or
individually?
*Working in groups
*Working individually
Is it interesting and useful for you to do
listening activities?
*Yes, I like it
*No, I don’t like it
Do you actively participate if the teacher
plays listening games in class?
*Yes, I participate actively
*No, I don’t want participate
Answers from 12
students
3 Students
9 Students
2 Students
10 Students
8 Students
4 Students
7 Students
5 Students
6 Students
6 Students
7 Students
5 Students
Interview and observation
The second data collection tool is interview from school student and teacher.
The teacher said about useful methods and her experience. According to the
teacher’s opinion, engaging passive learners in English lesson through listening
activities is good and effective way. Because students try to be active for taking good
marks and improve their pronounciation and speaking skill.
According to the student’s opinion, teachers don’t use always modern
methods and they become bored as a result of doing only textbook activities.
III Developing stage
 Pre-test
 Lesson plan + microteaching
 Post test
Pre-test 1
Backstreet Boys - As Long As You Love Me
[00:18]Although loneliness has always been a(1)
[00:24]I'm leaving my life in your hands
[00:29]People say (2)
.and that (3)
[00:34]Risking it all in a glance
[00:38]And how you got me blind is still(4)
[00:43]I can't get you out of my head
[00:48]Don't care what is written in your history
[00:53]As long as you're (5)
Chorus
[00:57]I don't care who you are
[01:00]Where you're from
[01:03]What you did
01:05]As long as you love me
[01:08]Who you are
[01:10]Where you're from
[01:12]Don't care what you did
[01:14]As long as you love me
[01:18]Every little thing that you have said and done
[01:22]Feels like it's (6)
[01:27]Doesn't(7)
if you're on the run
[01:32]It seems like we're meant to be
[01:39]Chorus
[02:04]As long as you love me (x2)
[02:07]I've tried to (8)
so that no one knows
[02:11]But I guess it shows
[02:13]When you look (9)
[02:17]What you did and where you're coming from
[02:21]I don't care, (10)
baby
LESSON PLAN 1
Teacher’s name: Xudoyberdiyeva Goʻzal
Topic: About myself
Grade: 7th grade
Time: 45min
Materials: handouts, computer, listening tracks
Aim: to attract the attention of students through listening activities
to engaging and motivating passive students in the classroom as well
to demonstrate knowledge by doing true or false test and taking notes from video
Warm-up activity: (5min)
Objectives: to create language atmosphere, brainstorm student’s ideas on the title
of the topic they are going to listen to
Teacher ask some questions related to the topic:
How old are you? What is your hobby? Do you like watching TV?
How many people have in your family? Do you like listening music in your free
time?
Pre-listening activity: (10min)
Objectives: to teach to listen for a gist, for detailed information
to check if students can hear the track carefully
Teacher explains to the students how they do the task and distributes handouts.
Students listen the track and choose True or False. After they finish, the teacher
checks answers and tells who finds more answers and the gives points for their true
answers(for 0 mistakes-3poits, 2-3mistakes -2points, 4-5mistakes – 1point).
While listening task: (12min)
Objectives: to develop listening skills and their attention
to learn taking a note by listening carefully
Teacher explains to the students how they do task. Students listen the track
and take notes. For example: words or sentences. After they finish, the teacher
checks answers and gives 3points for more than 10words or sentences, 2points for
less than 10answers, 1point for less than 6answers.
Post listening activity: (15min)
Objectives: to remember and memorize words through actions
to encourage all students to actively participate in the lesson process
Students play a game pantomime. They should listen the track about hobbies
with earplug and the they try to show what hobby is it with their actions. They musn’t
use words. Teacher controls them and gives points for true answers.
Homework: (3min)
Write about your future plans and what profession do want to choose?
Listening 1
1.
a.
b.
2.
a.
b.
3.
a.
b.
4.
a.
b.
5.
a.
b.
6.
a.
b.
7.
a.
b.
Alex lives in Bedford
True
False
Bedford is a big town
True
False
There is a river in the town
True
False
The old tower is 2000 years old
True
False
Alex’s dad is ateacher
True
False
Alex’s sister is twenty-three
True
False
Alex calls her brother “little monkey”
True
false
LESSON PLAN 2
Teacher’s name: Xudoyberdiyeva Goʻzal
Topic: Traveling around the world
Grade: 7th grade
Time: 45min
Materials: handouts, computer, listening tracks, video
Aim: to attract the attention of students through listening activities
to engaging and motivating passive students in the classroom as well
to demonstrate knowledge by doing listening quizzes, music
Warm-up activity: (10min)
Objectives: to check homework and mark all students
to create language atmosphere, brainstorm student’s ideas on the title of the topic
they are going to listen to
Firstly, Teacher ask what tasks were gave for homework and checks them. Then she
asks some questions related to the topic:
Do you want to go travelling around the world?
Which places do you want to go?
Which amazing place do you know to travel?
Do you like to travel alone or go with someone close to you?
Pre-listening and while-listening activity: (20min)
Objectives: to teach to listen for a gist, for detailed information
to check if students can hear the track carefully
to teach how fill the missing words, put the lines in the correct order and how match
two halves
Teacher explains to the students how they do the task and distributes handouts.
In this activity, Students do three tasks. Firstly , they listen the track and write the
missing words. In the second task, they listen and put the lines in the correct order.
In the third task, students listen again the track and match to lines . After they finish,
the teacher checks answers and tells who finds more answers and the gives points
for
their
true
answers..
Post listening activity: (12min)
Objectives: to remember and memorize words through actions
to encourage all students to actively participate in the lesson process
Teacher tell the instruction, divide students into three groups and give them pappers,
colored pencils. Students see and listen the video and then take notes which places
and what you can see and do in there. After taking notes they draw a pictures of
place based on what they write from video
Homework: (3min)
Write about place where you want to go. Why you want to go there and what kind
of amazing things are located? Do you want travel alone or go with your close
people?
Post-test
1. What time does Heather's brother arrive in town?
7pm Thursday
9pm Tuesday
8pm Tuesday
8pm Thursday
2. Where is he flying from?
London
Paris
Mexico
Melbourne
3. What are they going to do on Thursday evening?
Go to restaurant
Stay at home
Go to visit friends
Go to Melbourne
4. How long is Terry going to stay with her?
Two weeks
Until Friday
Until Monday
A week
5. What are the plans for Friday afternoon?
Lunch at restaurant
Picnic at beach
Picnic in countryside
Swimming at beach
6. Where is the Mexican restaurant?
17th Avenue
27th Avenue
7th Avenue
57th Avenue
7. Where are they going to have lunch on Saturday?
In 7th Avenue
In Central Park
In the museum
In a Japanese restaurant
8. What surprise does Heather have for her brother?
A basketball match
A party
A fishing trip
Meeting a famous person
I checked and compared the findings one by one at the end of the class. The
difference between pre-test and post-test results is important. To begin with, in my
pre-test activity, 30 to 35 percent of students correctly completed the exercises. After
I taught 2 lessons, this students reached good results. 70-75 percentage of students
correctly completed the tasks. They learned how listening tasks do correctly and
what they should do while listening
IV. Reflecting stage
Reflection
I have faced many challenges while doing this action research. My first
problem was choosing a good, helpful, and at the same time problematic topic. I
even changed the theme I chose a few times without liking it. Then I chose the topic
of engaging passive learners in the lesson through listening activities. I chose this
topic because of the observational results of my 1 month internship at the school.
Because in school, teachers conduct lessons mainly only through school textbooks.
As a result, many students have lost interest in the lesson. They sit carelessly in class
and make noise, disturbing students who want to read more.
First stage, I have observed this situation in many lesson processes and have focused
the main aim of my action research on working with passive learners. I have read
the books, articles, and scholarly works of many professors and teachers to shed light
on this topic with clear theoretical and practical evidence. I can also add that this is
my chosen topic and the methods I used when I was doing microteaching are really
good and effective. I think that the information and experience I have gained will
help me a lot in my future teaching career.
In the second stage, I presented the results of my questionnaire interviews with
school teachers and students based on my topic. During the collection of this
information, I became acquainted with the views of teachers and students on modern
and traditional teaching methods. According to students, traditional teaching
methods are too boring for them. For this reason, most students are not interested in
the lesson, preferring to go to a tutor to learn English in class. Most teachers choose
a method that is easy for them, i.e., they just go through the lesson from the textbook.
Because new creative methods need to be explored. According to the students, doing
listening activities and playing games is very interesting and useful for them.
Because all students want to get good marks during the lesson. I focused on each
student’s opinion and used those ideas in my microteaching lessons.
I took a test to check students ’knowledge before my microteaching lesson on listing.
The results of the students were not satisfactory. Because they had done very few
listening tasks before. But after 2 lessons I took the test again to see what results I
got. Happily, 70-75 percent of students achieved good results on this test.
I took a test to check students ’knowledge before my microteaching lesson on listing.
The results of the students were not satisfactory. Because they had done very few
listening tasks before. But after 2 lessons I took the test again to see what results I
got. Happily, 70-75 percent of students achieved good results on this test. I also
encountered a number of challenges during the lesson. The excitement and fear were
strong in the first lesson. I even forgot to give students homework because I was so
excited and in a hurry in the first lesson. But the students in the class I entered were
very orderly. They took an active part in the lesson and respected me as well. Passive
learners who did not attend the class also took an active part. During the lesson, I
gave points to each correct answer of the students and rewarded the students who
scored the most points at the end of the lesson. I awarded the student with the highest
score with a paper crown. It was a lot of fun for them.
In conclusion, I can say that I have gained a lot of new knowledge during
this action research. I practiced methods that were new to me while teaching
students, and became acquainted with the opinions of professors and scientists.