english language form 1 curriculum proposal

1ENGLISH LANGUAGE

FORM 1

CURRICULUM

3ENGLISH LANGUAGE FORM 1:ISU-ISU DALAM KURIKULUM

Graduan lemah & tidak fasihberbahasa Inggeris

Murid berada di bawah tahapkecekapan yang sepatutnya(Kaur & Thiyagarajah, 1999)

Gagal mempersiapkan diri bagimenghadapi pengajian di peringkat

tinggi(David & Govindasamy, 2006)

Tahap kemahiran membaca secarakritis dalam kalangan pelajar adalahsangat lemah (tiada KBAT) tiada

kemahiran inferens dan analitik(Zuhana, Wong & Shameem)

Pembelajaran kemahiranmembaca di sekolah tidak

cukup (Koo, 2008)

Guru tidak memberikan penekananterhadap kemahiran membaca

secara kritis (Norbaiyah, Roose, Farah Haneem & Juhaida, 2014)

Murid sekadar membaca tanpasebarang strategi membaca ibarat

beban dan tidak menyeronokkan(Deepak, 2004)

1 2

3 4

5 6

4ENGLISH LANGUAGE FORM 1:ISU-ISU DALAM KURIKULUM

Dasar Pengajaran dan

Pembelajaran Sains dan

Matematik dalam BI, 2003

Memastikan penguasaan

murid dalam subjek S&M bahan pembelajaran di

peringkat Tinggi adalah

dalam BI

Dasar Memartabatkan

Bahasa Melayu,

Memperkasa Bahasa

Inggeris, 2012

Meningkatkan profisiensi

murid dalam Bahasa

Inggeris

(OPS ENGLISH,

SISTEM SET)

PROGRAM TRENGLISH

Menggalakkan penguasaan BI murid Ting 1 hingga 4

Pelbagai pendekatan dalam bilik darjah& aktiviti kokurikulum

ETA T-Help : Graduan yang fasihberbahasa Inggeris (komunikasi lebih

mudah dengan murid)

2014

P&P kurang tumpuanterhadap aktiviti

membaca teknikmenjawab Dasar wajib

lulus BI 2016

5ENGLISH LANGUAGE FORM 1:DAPATAN REVIEW

6ENGLISH LANGUAGE FORM 1:DAPATAN ANALISIS KEPERLUAN

Aktiviti membaca hanyalah

sekadar read aloud dimana sebutan dititikberatkan,

seterusnya cari maksud

perkataan yang sukar

(dictionary skill)

Penekanan banyak diberikan

kepada kemahiran menulis

(writing) dan lisan (speaking)

Kemahiran membaca kurang

diaplikasikan dalam SPM

Soalan pemahaman boleh diteka

jawapannya, tidak memerlukan

murid memiliki kemahiran

membaca yang tinggi (Hazlina,

Nik Suryani & Aidil, 2012)

Kurikulum baru

Bahasa Inggeris

Tingkatan 1 :

Komponen Membaca

7ENGLISH LANGUAGE FORM 1:KOMPONEN MEMBACA (READING)

Langkah pertama meningkatkanpencapaian graduan tingkatkankemahiran membaca kritis dengan

perkenalkan kurikulum baru(Rajentharan & Deepak, 2004)

Telah cuba diterapkan ke dalamkurikulum Bahasa Inggeris sejak

dahulu lagi(Reza & Mojtaba, 2011)

Kemahiran membaca secara kritisakan mendedahkan murid dengan

kemahiran menganalisis, mensintesis dan menilai, melihat

sebab-akibat, membuatperbandingan, memilih pendiriandan pendapat yang kritis terhadap

apa yang dibaca (Hudson, 2007)

Melahirkan pembaca kritis sejak awal lagi sebagai persediaan

menghadapi keperluan dan cabaran akademik di peringkat pengajian

tinggi.

8ENGLISH LANGUAGE FORM 1:MODEL TYLER

9ENGLISH LANGUAGE FORM 1:TUNJANG

Falsafah Pendidikan

Kebangsaan

Memperkembangkan potensi

individu secara menyeluruh

serta melahirkan rakyat

Malaysia yang berilmu

pengetahuan

Dasar Pendidikan Kebangsaan

Memperkembangkan potensi

individu secara holistic yang

dapat menyediakan murid

untuk melanjutkan pendidikan

dan/atau menceburi bidang

pekerjaan

TUJUAN, MATLAMAT & OBJEKTIF

(AIMS, GOALS & OBJECTIVES)

10

ENGLISH LANGUAGE FORM 1:TUJUAN

The English Language curriculum for Secondary School aims to extend learners language proficiency for study,

work, leisure and everyday life; develop their knowledge, skills, values and attitudes; and promote lifelong learning

so as to enhance their holistic development and global competitiveness.

Doll (1996) : Matlamat pendidikan seharusnya menumpukan kepada

Intelektual (kognitif) iaitu pemerolehan &

pemahaman pengetahuan

Peribadi-sosial (social-personal) iaitu bagaimana manusia menyesuaikan diri dalam

kehidupan, keluarga & masyarakat

Produktifiaitu mendidik murid

agar berfungsi di rumah, di alam

pekerjaan & sebagai masyarakat

TUJUAN

(AIM)

11

ENGLISH LANGUAGE FORM 1:MATLAMAT

The English language curriculum for secondary school enables

learners to:

I. Speak, write and represent ideas, opinions, thoughts and feelings

for different purposes and audiences

II. Listen, read and view critically, understand and appreciate a wide

range of literary, informational and non informational text from

various print and non print sources

III. Understand and use English grammar and vocabulary

appropriately as well as understand and use language to

communicate meaning and achieve objectives.

IV. Show an awareness and appreciation of moral values and love

towards the nation.

MATLAMAT

(GOAL)

Memenuhi keperluan semasa tetapi tetap relevan untuk masa hadapan(Ornstein & Hunskin, 2009)

12

ENGLISH LANGUAGE FORM 1:OBJEKTIF (MEMBACA / READING)

By the end of Form 1, students shall:

i. use variety of strategies to comprehend

informational and functional texts from various

print and non-print sources

ii. become self-directed learner by engaging in

literacy experiences for information and enjoyment

OBJEKTIF

(OBJECTIVE)

kognitif

afektif

13

ENGLISH LANGUAGE FORM 1:SISTEM MODULAR

Lesson 1

(60 mins)

Lesson 2

(60 mins)

Lesson 3

(60 mins)

Lesson 4

(60 mins)

Lesson 5

(60 mins)

Listening & Speaking Reading Writing/Grammar Grammar/Writing

Language Arts

14

ENGLISH LANGUAGE FORM 1:PENDEKATAN (APPROACHES)

KURIKULUM BERASASKAN STANDARD

underpinned

15

ENGLISH LANGUAGE FORM 1:REKABENTUK (DESIGN)

Sistem Modular & Kurikulum berasaskan

standard

Skop (scope) disusunberdasarkankemahiran / pengetahuan yang boleh ditunjukkanmurid di akhirpelajaran

Pentaksiran secaraperformance based

(Band)

Ujian Rujukan Kriteria : Murid melakukansesuatu tugas / kemahiranberdasarkanstandard yang ditetapkan dankemampuan masing-masing

Pentaksiran alternatif

Portfolio, projek, review menerapkan murid ke dalam situasisebenar danmencari sendirimaklumat mengasahkemahiran inkuiri menolakpeperiksaan pensildan kertas (rote learning)

16

ENGLISH LANGUAGE FORM 1:REKABENTUK (DESIGN)

Integrasi (Integration)

Kemahiran bahasayang lain tetapditerapkan

Kemahiran abadke-21

Nilai murni kedalam setiap topik/ tema pengajaran

Kesinambungan(Continuity)

Kemahiranmembaca telah di ajar sejak murid berada di Tahun 1 dan diteruskan pula ke peringkat sekolahmenengah

Kebolehgunaan(Validity)

Kemahiranmembaca secarakritis dapatdigunakan secaraberterusan di peringkatpengajian tinggimahupun dalamkerjaya

Feasibility (Kebolehlaksanaan)

Tiada kekanganmasa, sumber dansekitaran

17

ENGLISH LANGUAGE FORM 1:KANDUNGAN KURIKULUM (SILABUS); SUMBER DAN KAEDAH PENGAJARAN; DAN KAEDAH PENTAKSIRAN

ENGLISH LANGUAGE FORM 1 (READING):

Kandungan Kurikulum (Silabus); Sumber dan

Kaedah Pengajaran; dan Kaedah Pentaksiran

diterjemahkan

PEMETAAN KURIKULUM (CURRICULUM MAPPING)

Jacobs (1997) : Merekodkan kandungan dan kemahiran yang sepatutnya diajar dalam

bilik darjah dan merupakan gambaran kasar proses perkembangan pembelajaran murid.

18


CONTENT STANDARD: i. By the end of Form 1, students shall use variety of strategies to

comprehend informational and functional texts from various print and non-print sources.

Kecerdasan

Pelbagai

Integrasi dengan

subjek lain

Kepelbagaian

sumber

(Differentiation)

Senang ke sukar

Kemahiran abad

ke-21 : Menaakul,

memberi

pandangan dan

pendapat

19




Kesinambungan kaedah

pentaksiran berasaskan sekolah

(berdasarkan standard pencapaian,

disusun mengikut kompetensi

murid) yang juga digunakan untuk

standard kandungan yang lain

Aplikasi elemen Response to

Intervention (RTI) - tiered

instructional processes.

Meneruskan kaedah pengujian

diagnostik 2x setahun sedia ada

bagi mengenalpasti kedudukan

murid dalam pembelajaran. Pembahagian murid mengikut

Sistem SET sedia ada agar

pengajaran terbeza (differentiaton

instruction) dapat dilaksanakan.

20




Learning standard

yang disusun

mengikut aras

kesukaran (scope,

sequence)

Kemahiran

membaca secara

kritis

Cadangan aktiviti :

Portfolio

Penerapan kemahiran

mencari dan memilih

maklumat betul

Differentiation

instruction (Process) :

Tomlinson (2000)

Pengajaran disusun

mengikut tahap

kesukaran

21




Alternative

assessment : Instrumen pelbagai.

Guru bebas memilih

instrument yang

dirasakan sesuai.

Gabung jalin

(integration) dengan

subjek lain membantu

menambah

kefahaman murid

Pentaksiran untuk

pembelajaran

(assessment for

learning) dapat

memantau

perkembangan dan

kesukaran yang

dihadapi murid agar

penambahbaikan

dapat dilakukan

22


CONTENT STANDARD: ii. By the end of Form 1, students shall become self-directed learner

by engaging in literacy experiences for information and enjoyment.

Learning standard

yang disusun

mengikut aras

kesukaran (scope,

sequence)

Kemahiran

membaca secara

kritis

3 level in the

layered

curriculum

(Nunley,

2001)

23


The Layered-Curriculum approach features a 3-layer model that requires students to use higherlevel thinking skills as they work through thelayers. The layers are often connected to grades:

The C Layer is the basic layer of competencyand reflects what all students must do. Ifstudents successfully complete the tasksrequired in the C Layer, they earn a C grade. These activities typically ask studentsto collect factual information.

The B Layer provides students with theopportunity to apply, manipulate, and playwith the information they gathered whilecompleting the C Layer activities. Studentswho successfully complete the C and B Layers can earn a B grade.

The A Layer asks students to think criticallyabout an issue. It consists of questions thatask students to analyze a topic. frequently, no right or wrong answer exists. Studentswho successfully complete C, B, and A Layers can earn an A grade.

Nunley (2001)

24


CONTENT STANDARD: ii. By the end of Form 1, students shall become self-directed learner

by engaging in literacy experiences for information and enjoyment.

layered curriculum :

adding students

choice (Nunley, 2001)

Students reflection

25

ENGLISH LANGUAGE FORM 1:

Too often we give children answers to remember rather than problems to

solve.

Roger Lewin

The object of education

is to prepare the young

to educate themselves

throughout their lives.

Robert Maynard Hutchins

The aim of education should be to teach us rather how to think, than what to think

rather to improve our minds, so as to enable us to think for

ourselves, than to load the memory with thoughts of

other men. Bill Beattie

ENGLISH LANGUAGE FORM 1:

RUJUKAN

27

Kaur, S. & Thiyagarajah, R. (1999). The reading habits of ELLS students in University Science Malaysia. Kertas

dibentangkan di 6th International Literacy and Education Research Network Conference on Learning.

David, M.K. & Govindasamy, S. (2006). National identity and globalisation in Malaysia. Dalam Tsui, A.B.M. & J.W.

Tollefson (Eds.), Language Policy, Culture, and Identity in Asian Contexts (pp. 55-72). Lawrence Erlbaum: New

Jersey.

Hazlina Abdullah, Nik Suryani Nik Abdul Rahman & Airil Haimi Mohd Adnan. (2012). The secondary school English

Language reading curriculum: A teachers perceptions. Kertas dibentangkan di Seminar On Pedagogy Of Malay,

Indonesian, And Other Languages, Bandung: Indonesia. Diakses dari http://0-

files.eric.ed.gov.opac.msmc.edu/fulltext/ED533649.pdf

Rajentharan , Subbiah and Deepak Ratan , Singh (2004) Problems in reading comprehension in English among weak

rural secondary school students: a study of four rural secondary schools in the district of Segamat / Rajentharan

Subbiah , Deepak Singh. Research Reports. Institute of Research, Development and Commercialization ,

Universiti Teknologi MARA.

RUJUKAN

28

Reza Zahibi & Mojtaba Pordel. (2011). An investigation of critical reading in reading textbook: A qualitative analysis.

International Education Studies. 4(3). 80-87.

Hudson, T. (2007). Teaching second language reading. Oxford: Oxford University Press.

Doll, R. C. (1996). Curriculum improvement: Decision making and process, 9th Ed. Boston: Allyn and Bacon.

Ornstein A.C. & Hunkins, F.P. (2009). Curriculum foundations, principles and issues. (5th ed). Boston: Allyn and

Bacon.

Hannafin, M. J., & Hannafin, K. M. (2010). Cognition and student-centered, web-based learning: Issues and

implications for research and theory. Dalam Learning and instruction in the digital age (hal. 11-23). Springer US.

Tomlinson, C. A. (2000). Differentiation of instruction in the elementary grades. ERIC Digest. Diakses dari

http://files.eric.ed.gov/fulltext/ED443572.pdf

Nunley, K. F. (2001). Layered curriculum: The practical solution for teachers with more than one student in their

classroom. Brains.Org.

english language form 1 curriculum proposal

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