2/12/2015 MyPOROMS

http://myporoms.mydcoms.com/rekod_jurnal_4.php?idJurnal=2616&Kod_Ipgm=JMA0002 1/3

JURNAL PRAKTIKUM

Nama Pelajar : PAVITTHRA A/P ARULCHELVAN

No Kad Pengenalan : 921005055112

Program : PISMP

Pengkhususan / Opsyen : 2012 / 01 - BAHASA INGGERIS (KUMPULAN 2)

Sekolah : SK Seri Puteri

Minggu Praktikum : 1

Tarikh : 05-02-2015

Tajuk : Incomplete Homework

Kategori : Pengajaran dan Pembelajaran

Pensyarah Pembimbing : BALKIS BINTI HJ. ABDUL AZIZ

Guru Pembimbing : Cik Shereen

1. Isu Yang Difokuskan :

On every Sunday, teacher in duty reports about pupils’ behaviour and updates other relevant issues and upcoming eventsat school. From my observation, there were many complaints made on incomplete homework. Pupils frequently forget tocomplete homework thus end up at school with empty notebooks and lame excuses. When teachers try to activate theirprior knowledge during the next lesson, pupils were unable to respond because their incomplete homework failed toactivate their prior knowledge and memory.

2. Analisis Isu Yang Difokuskan (Punca dan Kesan Isu) :

The main reason was caused by pupils’ unawareness towards homework and laziness. They never take note of whatbeing said by their teachers in class. In fact, they tend to play around and seem to be never bothered about theirhomework. They either forget homework or purposely never complete it. On the next day, I saw them complaining tothe teachers that they forgot to bring book, lost the books, and few of them did not even understand how to completethe homework. Pupils also never care to check their bags once they have returned home. Sometimes, after completingtheir homework, they forget to keep the books in their school bags. Few of them even postponed homework that atthe end of the day they totally forgot about them. Moreover, pupils also gave many lame excuses for not bringing theirown homework. They replaced the misplaced or lost books with new ones. This caused a tremendous problem whenteacher wanted to check their homework and refer to the class work done earlier. Feedback from teacher for furtherimprovisation gets delayed because of pupils’ being contempt towards homework.

3. Kajian Lampau (Literature Reiview) Terhadap Isu (Pengalaman atau Kajian Lepas) :

For over 100 years, U.S. educators have debated the importance of homework and the amount of homework studentsshould be assigned. In the early 1900s, many school districts banned homework, especially at the elementary level, in aneffort to discourage rote learning. In the 1950s, the cold war and Russia’s launch of the Sputnik satellite led to increasedhomework loads. In the late 1960s and throughout the 1970s, homework assignments again declined, but fears aboutthe country’s economic competitiveness created pressure on educators to assign more homework. During the 1980s and1990s, the majority of the public supported homework. Today, however, there is increasing disagreement about thevalue of homework and how much homework to assign (Center for Public Education, 2007b; Brewster & Fager, 2000;Ratnesar, 1999). Homework has been defined simply as “tasks assigned to students by school teachers that are meant tobe carried out during non-school hours” (Cooper, 1989). But definitions of homework become more complicated whenvariations in the types of assignments given are considered: difficulty level; skill or subject area; completion deadline(short- or long-term); degree of individualization; social context (completed independently or with other students);mandatory or voluntary; and if it will be submitted for grading (Cooper, 2007; Coutts, 2004). Furthermore, teachersassign homework for many different reasons, although researchers have noted that most assignments usually servemultiple purposes. Some educators have cautioned that when districts set up homework policies in advance, they are

2/12/2015 MyPOROMS

http://myporoms.mydcoms.com/rekod_jurnal_4.php?idJurnal=2616&Kod_Ipgm=JMA0002 2/3

admitting homework is not dictated by the lesson or by students’ needs, but by a predetermined schedule (Moorman &Haller, 2006c; Northwest Regional Educational Laboratory, 2005; Thomas, 1992). Moorman and Haller (2006c) statedthat policies governing the amount of homework to be assigned insure that homework will be given whether or not it ’sappropriate. They suggested that a commitment to daily homework increases the odds that it will be meaningless andrepetitive. Kohn (2006c) asserted that homework policies communicate to students and parents that “we’ve decidedahead of time that children will have to do something every night (or several times a week). Later on we’ll figure outwhat to make them do.” Some studies have found that the most effective teachers vary homework assignmentsaccording to the task at hand. Many of these teachers view formal policies as undermining their curricular goals andpersonal teaching style (Corno, 1996; Adoption Media, n.d.).

4. Cadangan dan Idea Penyelesaian Masalah :

a) Set classroom routines and rules on the very first day. Continuously remind them about the necessary of completinghomework and its advantages. Teacher can also include the reward system in it. Award points or remarks for pupils whohave been completing their homework without fail and have pleasant handwriting. Hence, pupils will feel motivated tocomplete the tasks on time and together improve their handwriting. b) Positive reinforcement can come from anyone.Use this as an advantage by requesting assistance from other teachers and teaching and learning aids. Pupils need toknow that they have a support group, but also that everyone is on the same page. The more the consistency in thepupils’ life, the better the results. c) Investigate and Intervene. Teachers have to begin to ask questions as soon as theyrealize there is a problem. Ask the pupil if there is a quiet place for him to do homework, if there is an adult to help, ifthey have supplies available. Listen for clues that the pupil is distracted. Maybe there is a recent change in the familydynamic. Talk to the pupil, but also to other teachers who may have noticed the same issue. Often there arecircumstances in a pupil’s life that we are unaware of. Asking questions can uncover information that may help establish aplan to redirect the pupil. d) Encourage pupils to have their own pocket sized memo book or calendars. They can writeon all their homework and other reminders and check them daily to get the works done. In this way, they would not begiving any lame reasons because they will be alerted by their reminders. Anyhow, parents can also help by remindingpupils to check on their memo books and guide them with their homework. e) Send a reminder note to the pupil'sparents. If a pupil is prone to forget about homework, send home a note informing her parents of the events anddeadlines. Extend that practice by sending the notices to all parents to the class. Send the notice the same time eachweek or month so parents come to expect it. Teachers might attach the homework guideline together. f) Assign a teamconsisting of 4-5 pupils of different academic levels and age. So, each pupil will have a partner who can help and assistwith the work. They can get together at canteen to complete homework and do peer checking. The good ones canhelp the lower level pupils. g) Being consistent in offering praises for doing it. Offer incentives for doing it. Make thehomework more connected to what they do rather than a particular point in time. h) Talk to them about the value ofhomework and ask them why they do it and why they don't do it.

5. Tempoh Masa Penyelesaian :

1 WEEK

6. Tindakan Susulan :

Teachers, parents and pupils can surely overcome this issue together. Extra care should be taken while checking theirschool bags for homework. Parents can also meet teachers regularly to know about their children’s progress to overcomethis issue quicker.

7. Tarikh Tindakan Susulan Dilaksanakan :

8. Keberkesanan Langkah Yang Dicadangkan :

9. Kesimpulan / Refleksi (Kesan Tindakan (Perlu) dan Halangan (Jika Ada) :

2/12/2015 MyPOROMS

http://myporoms.mydcoms.com/rekod_jurnal_4.php?idJurnal=2616&Kod_Ipgm=JMA0002 3/3