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A STUDY ON TESL TRAINEES’ PERCEPTIONS TOWARDS CLASSROOM DELIVERY SKILLS

TINA KOH CHEO LING

A thesis submitted in partial fulfillment of the

requirements for the award of the degree of

Bachelor of Science with Education (TESL)

Faculty of Education

Universiti Teknologi Malaysia

APRIL 2009

ii  

I declare that this thesis entitled “A Study on TESL Trainees’ Perceptions towards

Classroom Delivery Skills” is the result of my own research except as cited in the

references. The thesis has not been accepted for any degree and is not concurrently

submitted in candidature of any other degree.

Signature : ....................................................

Name : TINA KOH CHEO LING

Date : 29 APRIL 2009

iii  

ACKNOWLEDGEMENT

My greatest gratitude goes out to my supervisor, Pn. Haliza Jaafar, who has inspired

me and guided me throughout this research. I would like to thank her for her support

and especially her patience throughout the two semesters. Without her continuous

advice to inspire me further to produce better work, I would not have completed this

report. I am also very thankful to all my course mates, the 4th and 3rd year TESL

students who have participated in this research as my respondents. A very big thank

you also goes out to those who have willingly participated in the interviews. I am

very grateful for their cooperation and help given during the administration of

questionnaires and interviews. Besides that, this goes out to my parents and family

members who have always been there when I needed their support. Last but not least,

for those who have helped me with this research directly or indirectly, from the

bottom my heart, thank you very much.

iv  

To my beloved parents, family and friends……

v  

ABSTRACT

This study examines the perceptions of TESL trainees in Universiti

Teknologi Malaysia (UTM) towards classroom delivery skills. The focuses of this

study include techniques of questioning and techniques of giving explanation and

demonstration being employed during teaching practicum as well as the effects of

these techniques towards students’ understanding. Data were collected from 50

TESL trainees from Faculty of Education, UTM. A set of questionnaire which

consists of four parts was used as the instrument in this research. Besides

questionnaires, seven trainees were interviewed to identify their perceptions of

questioning, explanation and demonstration techniques. The result of this study

shows that trainees are aware of the importance of these techniques and they had

employed various strategies during their teaching practice. However, there are

several aspects of questioning which trainees are still weak in. These aspects are

sequence of questioning; habitual repetition of questions and students’ responses;

asking too many questions at a time and the difficulty level of questions asked. On

the other hand, trainees also show high level of awareness in terms of techniques of

giving explanation and demonstration. 50 respondents had provided interesting

introduction; used appropriate examples; showed positive teacher attitude as well as

making sure presentations were visible and audible by students. Trainees’

perceptions on several aspects of explanation and demonstration are still in moderate

level. These areas are informing learning goals to students; providing model and

topic framework; encouraging peer learning in explanation as well as using concrete

examples during explanation and demonstration. As a conclusion, trainees’ skills and

techniques in questioning, explanation and demonstration can be improved in order

to maximize the environment for effective learning and also to enhance students’

level of understanding.

vi  

ABSTRAK

Kajian ini bertujuan untuk mengkaji persepsi pelatih TESL di Universiti

Teknologi Malaysia (UTM) terhadap kemahiran penyampaian di bilik darjah. Fokus-

fokus utama kajian ini adalah teknik penyoalan, teknik penerangan dan demonstrasi

yang diaplikasikan pelatih sewaktu menjalani Latihan Mengajar (LM) serta

kepentingan teknik tersebut. Data kajian dikumpul daripada 50 orang pelatih TESL,

Fakulti Pendidikan, UTM. Borang soal selidik yang mengandungi empat bahagian

telah digunakan sebagai instrumen utama dan tujuh orang pelatih TESL juga

ditemuduga untuk mengetahui tentang persepsi mereka. Kajian dapatan

menunjukkan bahawa pelatih TESL mempunyai kesedaran yang tinggi terhadap

kepentingan teknik penyoalan serta teknik penerangan dan demonstrasi. Pelatih-

pelatih telah mengaplikasikan pelbagai strategi teknik penyampaian tersebut.

Walaubagaimanapun, segelintir pelatih didapati masih lemah dalam aspek teknik

penyoalan seperti urutan penyoalan; kekerapan mengulang soalan dan jawapan;

menanya lebih daripada satu soalan serta tahap kesusahan soalan yang ditanya.

Pelatih juga menunjukkan tahap kesedaran yang tinggi terhadap kepentingan teknik

penerangan dan demonstrasi sewaktu mengajar. 50 orang pelatih TESL telah

menyampaikan pengenalan yang menarik; mempelbagaikan contoh-contoh;

menunjukkan perangai positif serta memastikan bahawa penyampaian boleh dilihat

dan didengar oleh pelajar. Tetapi, persepsi pelatih tentang aspek pemberitahuan

objektif pengajaran kepada pelajar; penggunaan kaedah model dan kerangka topik;

menggalakkan pembelajaran dan penerangan antara pelajar serta penggunaan contoh

yang konkrit masih dalam tahap sederhana. Oleh yang demikian, kemahiran pelatih

TESL dalam teknik penyoalan serta teknik penerangan dan demonstrasi masih boleh

diperbaiki. Ini adalah penting untuk suasana pembelajaran yang berkesan dan

seterusnya ia dapat meningkatkan tahap kefahaman para pelajar.

vii  

TABLE OF CONTENTS

CHAPTER TITLE PAGE

TITLE PAGE i

DECLARATION ii

ACKNOWLEDGEMENT iii

DEDICATION iv

ABSTRACT v

ABSTRAK vi

TABLE OF CONTENTS vii

LIST OF TABLES xi

LIST OF FIGURES xii

LIST OF ABBREVIATIONS xiii

LIST OF APPENDICES xiv

1 INTRODUCTION 1

1.0 Introduction

1.1 Background of Study

1.2 Statement of Problem

1.3 Objectives of Study

1.4 Research Questions

1.5 Significance of Study

1.6 Scope of Study

1.7 Definition of Terms

1.8 Conclusion

1

2

4

5

5

6

7

7

9

viii  

2 LITERATURE REVIEW 10

2.0 Introduction

2.1 Teaching

2.1.1 Teaching Process

2.1.2 Effective Teaching

2.2 Teaching Skills

2.3 Skill of Questioning

2.3.1 Functions of Questioning

2.3.2 Classification of Questions

2.3.2.1 Types of Questions

2.3.3 Questioning Techniques

2.3.4 Effective Questioning

2.4 Skill of Giving Explanation and Demonstration

2.4.1 Characteristics of Explaining

2.4.2 Types of Explaining

2.4.3 Techniques of Explanation and

Demonstration

2.4.4 Effective Explanation and

Demonstrations

2.5 Conclusion

10

11

12

13

14

15

16

19

22

25

26

27

29

31

31

33

35

3 RESEARCH METHODOLOGY 36

3.0 Introduction

3.1 Respondents

3.2 Data Collecting Instruments

3.2.1 Questionnaires

3.2.2 Interviews

3.3 Research Procedures

3.3.1 Administration of Questionnaires

3.3.2 Administration of Interviews

3.4 Data Analysis

3.5 Conclusion

36

37

37

37

38

39

40

40

40

41

ix  

4 FINDINGS AND DISCUSSIONS 42

4.0 Introduction

4.1 Findings

4.1.1 Demographic Details of Respondents

4.1.2 Techniques of Questioning

4.1.3 Techniques of Giving Explanation and

Demonstration

4.1.4 Trainees’ Perceptions towards Questioning

and Explanation

4.1.4.1 Perceptions towards Questioning

4.1.4.2 Perceptions towards Giving

Explanation and Demonstration

4.1.5 Overall Perceptions of Classroom Delivery

Skills

4.2 Discussion of Findings

4.2.1 Techniques of Questioning Employed by

TESL Trainees

4.2.2 Techniques of Giving Explanation and

Demonstration Employed by TESL

Trainees

4.2.3 Perceptions of the Effects of Techniques

Employed by TESL Trainees towards

Students’ Level of Understanding

42

42

43

44

50

55

55

56

57

58

58

61

65

x  

5 CONCLUSIONS AND RECOMMENDATIONS 67

5.0 Introduction

5.1 Summary of Findings

5.2 Recommendations for This Study

5.3 Recommendations for Further Research

5.4 Conclusions

67

67

70

71

71

REFERENCES 73

APPENDICES 76

xi  

LIST OF TABLES TABLE NO. TITLE PAGE 2.1 Basic Seven-Step Planning Process 12 2.2 Purposes of Questioning with regards to stages in lesson 18 plan 2.3 Reasons for asking questions 19 2.4 Category, purpose and example of questions according 21 to Bloom’s Taxonomy 2.5 Types, explanation, purposes and examples of questions 23 2.6 Effective Questioning 27 2.7 Characteristics of Explaining 30 2.8 Effective Demonstrations 34 4.1.1 Demographic Details of Respondents 43 4.1.2 Techniques of Questioning Employed by Respondents 45 Based on Frequency, Percentage and Mean Level 4.1.3 Techniques of Giving Explanation and Demonstration 51 Employed by Respondents Based on Frequency, Percentage and Mean Level

xii  

LIST OF FIGURES FIGURE NO. TITLE PAGE 2.1 Functions of Questioning 17 3.4 Mean Level 41

xiii  

LIST OF ABBREVIATIONS

TESL - Teaching English as Second Language

UTM - Universiti Teknologi Malaysia

LM - Latihan Mengajar

xiv  

LIST OF APPENDICES

APPENDIX TITLE PAGE

A B C D

Questionnaire Interview Questions Raw Data for Analysis (Section B: Techniques of Questioning) Raw Data for Analysis (Section C: Techniques of Giving Explanation and Demonstration)

76 81 82 84

CHAPTER 1

INTRODUCTION

1.0 Introduction

The task of teaching is a complex process whereby it involves a wide range

of personal characteristics, professional skills and specialised based of knowledge

(Cole and Chan, 1994). Cole and Chan (1994) also mentioned that teaching requires

the learning of a great number of skills. Thus, in order to achieve the instructional

goals of classroom teaching, teachers need to integrate different teaching skills such

as explaining, classroom management, questioning and other related skills which

should be integrated and not learned in isolation.

The integration of various teaching skills is crucial as it can help teachers to

meet different challenges in the classroom (Price and Nelson, 2007). Among the

challenges that teachers face in today’s diverse classroom includes students not

paying attention in class and students are not participating actively. Besides, teachers

also face difficulties in presenting information effectively as well as having problems

in planning lessons. Hence, in this context, teaching skills refer to the skills that

teachers use to enhance students’ learning through the teaching and learning

activities in a classroom (Kyriacou, 2001). A few examples of teaching skills are

2 skill of questioning, skill of explaining and illustrating with examples, skill of

reinforcement, skill of lecturing and skill of closure (Paintal, 1980).

In addition, Morgan and Saxton (2006) mentioned that effective teaching

happens when effective learning takes place as students are participating actively in

the classroom teaching and learning process. Thus, these teaching skills are essential

as it constitutes the essence of being an effective teacher and when these skills are

being integrated in classroom teaching, it will foster pupil learning (Kyriacou, 2001).

It also entails teachers being responsive and sensitive to students’ needs (Price and

Nelson, 2007). When teachers are aware of the needs of students, teachers will be

able to apply a variety of teaching skills to accommodate the needs of different types

of students.

Therefore, it is important for future teacher trainees to master these essential

teaching skills in order to become an effective teacher. Teacher trainees who will

become teachers should also know the importance of these teaching skills and how to

employ these skills effectively in their classrooms.

1.1 Background of Study

Under the Bachelor of Science in Education (TESL) programme which is a

four-year undergraduate programme offered by the Faculty of Education, Universiti

Teknologi Malaysia (UTM), it is a requirement that students or teacher trainees must

complete the Microteaching subject (SPA2001) which is a two credit hour subject

before going for their twelve-week teaching practice. Students are then required to go

for their teaching practice during the first semester of their third year of study.

According to Paintal (1980), microteaching is a training technique where a teacher

practices with a small group consisting of six to ten pupils for a short duration (five

3 to ten minutes). It also involves a simple concept lesson and focuses on a particular

skill.

However, due to the short duration of Microteaching subject for TESL

trainees of UTM, it might not be sufficient for trainees to explore or develop

themselves with a variety of teaching skills and to apply it appropriately and

effectively before they go out to teach in schools. This is because in the

Microteaching subject offered by Faculty of Education, a TESL trainee will have an

average of conducting a maximum of two microteaching lessons whereby each

lesson only lasts for 15 to 20 minutes.

As a result of inadequacy of time in conducting microteaching lessons, TESL

trainees do not have sufficient training before they go for their teaching practice.

Trainees who lack experience and training in terms of teaching skills might face

difficulties during their teaching practical in schools whereby it involves a real

classroom teaching. Therefore, when they undergo their teaching practice, some are

still in the process of developing their teaching skills in order to handle different

situations in their classroom teaching.

In a research of the level of readiness among TESL teacher trainees in

performing teaching practice conducted by Sajehan (2007), results had shown that

TESL trainees were prepared in terms of interest and attitudes but they are not ready

in terms of subject competence and teaching skills. These teaching skills include

delivery and explanation, questioning techniques, class control and management,

evaluation and reinforcement as well as teaching method. This shows that teaching

skills are essential to enhance the teaching and learning process which will in turn

help students grasp certain concepts or knowledge (Paintal, 1980).

4 Thus, it is also important for trainees to be aware of the effectiveness of

teaching skills such as questioning, explanation and demonstration and how to

implement them in the classroom.

1.2 Statement of Problem

Good (1990, as cited in Dill, 1990) mentioned that well-developed teaching

skills are crucial for successful teaching and thus teacher trainees should be trained in

acquiring these skills which are essential in the teaching and learning process. He

also states that beginning teachers are often assigned to teach the most difficult or

challenging classes.

Therefore, in order to meet the challenges in today’s classrooms, it is crucial

that trainees are prepared with the knowledge of the essential teaching skills. As

mention earlier, the integration of multiple teaching skills is important to enhance the

teaching and learning process. In order to promote students’ understanding and

learning in the classroom, the implementation of different teaching skills can

increase the effectiveness of teaching. Hence, TESL trainees should be aware of the

importance of using various teaching skills as well as how to implement these

teaching skills effectively during their teaching practice.

With regards to the above point, this study is conducted to investigate TESL

trainees’ perceptions of certain teaching skills which are commonly used in the

classroom delivery process. This study will be carried out to identify the techniques

employed by TESL trainees, specifically in terms of questioning and providing

explanation and demonstration.

5

In addition, this study also looks at their perceptions regarding the

effectiveness of these two skills. Therefore, this study focuses only on two specific

teaching skills which are the techniques of questioning and techniques of explaining

and demonstration.

1.3 Objectives of Study

It is hoped that through this study, the researcher will be able to:

1.3.1 identify the questioning techniques which are employed by TESL trainees

throughout their practical teaching

1.3.2 identify the techniques of giving explanation and demonstrations which are

employed by TESL trainees throughout their practical teaching

1.3.3 investigate TESL trainees’ perceptions on whether these teaching skills affect

students’ level of understanding.

1.4 Research Questions

The study will attempt to provide answers to the following questions:

1.4.1 What are the questioning techniques employed by TESL trainees throughout

their practical teaching?

6

1.4.2 What are the techniques of giving explanation and demonstrations employed

by TESL trainees throughout their practical teaching?

1.4.3 Do these teaching skills used by the TESL trainees affect the level of

understanding of the students?

1.5 Significance of Study

The significance of this study is to highlight the usage of specific teaching

skills in a language classroom which are the questioning techniques and also

techniques of giving explanation and demonstrations. Besides, this study will be

conducted to find out the perceptions of TESL trainees regarding the importance or

effects of these teaching skills.

From this study, it is hoped to identify the weaknesses of teacher trainees in

terms of implementing specific questioning and explanation techniques. Besides, this

research is also done to provide some insights into trainees’ perceptions and to

suggest recommendations to improve trainees’ teaching skills.

Therefore, the findings of this study could also provide useful information to

the faculty and lecturers. This will enable the authorities and parties involved to

improve teacher trainees’ skills before they undergo their teaching practice.

Consequently, this will also help teacher trainees to do better in their teaching when

they are sent to schools.