english language form 1 curriculum proposal
DESCRIPTION
English Language Form 1 Curriculum Proposal (Reading Component)TRANSCRIPT
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1ENGLISH LANGUAGE
FORM 1
CURRICULUM
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2
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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
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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
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5ENGLISH LANGUAGE FORM 1:DAPATAN REVIEW
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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
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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.
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8ENGLISH LANGUAGE FORM 1:MODEL TYLER
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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)
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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)
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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)
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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
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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
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ENGLISH LANGUAGE FORM 1:PENDEKATAN (APPROACHES)
KURIKULUM BERASASKAN STANDARD
underpinned
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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)
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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
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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.
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ENGLISH LANGUAGE FORM 1:KANDUNGAN KURIKULUM (SILABUS); SUMBER DAN KAEDAH PENGAJARAN; DAN KAEDAH PENTAKSIRAN
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
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ENGLISH LANGUAGE FORM 1:KANDUNGAN KURIKULUM (SILABUS); SUMBER DAN KAEDAH PENGAJARAN; DAN KAEDAH PENTAKSIRAN
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.
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.
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ENGLISH LANGUAGE FORM 1:KANDUNGAN KURIKULUM (SILABUS); SUMBER DAN KAEDAH PENGAJARAN; DAN KAEDAH PENTAKSIRAN
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.
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
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ENGLISH LANGUAGE FORM 1:KANDUNGAN KURIKULUM (SILABUS); SUMBER DAN KAEDAH PENGAJARAN; DAN KAEDAH PENTAKSIRAN
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.
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
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ENGLISH LANGUAGE FORM 1:KANDUNGAN KURIKULUM (SILABUS); SUMBER DAN KAEDAH PENGAJARAN; DAN KAEDAH PENTAKSIRAN
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)
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ENGLISH LANGUAGE FORM 1:KANDUNGAN KURIKULUM (SILABUS); SUMBER DAN KAEDAH PENGAJARAN; DAN KAEDAH PENTAKSIRAN
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)
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ENGLISH LANGUAGE FORM 1:KANDUNGAN KURIKULUM (SILABUS); SUMBER DAN KAEDAH PENGAJARAN; DAN KAEDAH PENTAKSIRAN
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
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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
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ENGLISH LANGUAGE FORM 1:
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RUJUKAN
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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.
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RUJUKAN
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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.