Page 80 - BUKU PROGRAM eSEDIP2021

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COACHING OF ENGLISH LANGUAGE TEACHER USING THE IMPACT CYCLE
DURING THE COVID19 PANDEMIC: WHAT HAVE WE ACHIEVED?

NORSARIHAN BIN AHMAD, PhD
Institut Pendidikan Guru Kampus Sarawak
Jalan Bakam, 98000 Miri, Sarawak
norsarihan_ahmad@yahoo.com

A great teacher goes the extra mile in supporting the students to excel in all
aspects. However, teachers are often disconcerted with perplexity and need
professional support to hone their skills and confidence throughout their profession.
This study explores the coaching journey of an English language teacher's (ELT)
experience and collaboration with an Instructional Coach (IC) in applying Deep
Learning in the teaching and learning process in the classroom. This study is even
challenging because the process of coaching and Deep Learning occurs during the
Covid19 Pandemic. This Impact Cycle Coaching is a strategic collaboration and
effort with one English language teacher from a Primary school in Miri and IC from
the Institute of Teacher Education (ITE). This study follows the partnership
principles model of the Impact Cycle strategy (Knight 2007, 2013, 2017). The Big
Four strategy (Knight, 2007) is used as a focal point to assist the teacher in
realizing behaviour, content, instruction, and formative assessment. The findings
showed that apart from understanding the concept of Deep Learning in teaching
and learning, the teacher could also improve her teaching methods and improve
both teacher and student's motivation. This study promotes an instructional
coaching approach that could benefit teachers, especially ELT and IC, in their
journey as ELT teachers or Instructional Coaches. The findings of this study could
further generate a better perception of how a teacher could change their mindset
towards meaningful teaching and learning during the Covid19 pandemic.
Keywords: Deep Learning, ELT, C19 Pandemic, Impact Cycle, The Big Four
Strategy.

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TEACHERS’ PERSPECTIVE: HOW CHALLENGING IS ESL FLIPPED
CLASSROOM?

3
2
1
YONG ZHEN QI , NGO HUI KIANG , HO SUOK TING
1 2
Institut Pendidikan Guru Kampus Rajang, Bintangor, Sarawak; SK Ulu Pedanum,
3
Julau, Sarawak; SJK(C) Su Tak, Sarikei, Sarawak
1 2
zhenqiyong@ipgm.edu.my, huikiang928@gmail.com
3 hosuokting5512@yahoo.com

Student-centred teaching and learning methods are in favouritism as they tend to
foster active and collaborative learning. In flipped classroom approach, student-
centred teaching and learning is the focus of the learning process. The approach
has garnered the attention of educators from all levels worldwide. The present
study sought to explore the challenges faced by the Malaysian ESL (English as a
Second Language) teachers in the implementation of the approach, through a
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