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ENGLISH LANGUAGE

FORM 1
CURRICULUM

ENGLISH LANGUAGE FORM 1:


ISU-ISU DALAM KURIKULUM

Graduan lemah & tidak fasih


berbahasa Inggeris
Murid berada di bawah tahap
kecekapan yang sepatutnya
(Kaur & Thiyagarajah, 1999)

Tahap kemahiran membaca secara


kritis dalam kalangan pelajar adalah
sangat lemah (tiada KBAT) tiada
kemahiran inferens dan analitik
(Zuhana, Wong & Shameem)

Murid sekadar membaca tanpa


sebarang strategi membaca ibarat
beban dan tidak menyeronokkan
(Deepak, 2004)

Gagal mempersiapkan diri bagi


menghadapi pengajian di peringkat
tinggi(David & Govindasamy, 2006)

Pembelajaran kemahiran
membaca di sekolah tidak
cukup (Koo, 2008)

Guru tidak memberikan penekanan


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

ENGLISH 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

2014 PROGRAM TRENGLISH

Dasar Memartabatkan
Bahasa Melayu,
Memperkasa Bahasa
Inggeris, 2012

Meningkatkan profisiensi
murid dalam Bahasa
Inggeris
(OPS ENGLISH,
SISTEM SET)

P&P kurang tumpuan


terhadap aktiviti
membaca teknik
menjawab Dasar wajib
lulus BI 2016

Menggalakkan penguasaan BI murid


Ting 1 hingga 4
Pelbagai pendekatan dalam bilik darjah
& aktiviti kokurikulum
ETA T-Help : Graduan yang fasih
berbahasa Inggeris (komunikasi lebih
mudah dengan murid)
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ENGLISH LANGUAGE FORM 1:


DAPATAN REVIEW

ENGLISH 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

Kurikulum baru
Bahasa Inggeris
Tingkatan 1 :
Komponen Membaca

Soalan pemahaman boleh diteka


jawapannya, tidak memerlukan
murid memiliki kemahiran
membaca yang tinggi (Hazlina,
Nik Suryani & Aidil, 2012)

ENGLISH LANGUAGE FORM 1:


KOMPONEN MEMBACA (READING)

Langkah pertama meningkatkan


pencapaian graduan tingkatkan
kemahiran membaca kritis dengan
perkenalkan kurikulum baru
(Rajentharan & Deepak, 2004)

Kemahiran membaca secara kritis


akan mendedahkan murid dengan
kemahiran menganalisis,
mensintesis dan menilai, melihat
sebab-akibat, membuat
perbandingan, memilih pendirian
dan pendapat yang kritis terhadap
apa yang dibaca (Hudson, 2007)

Telah cuba diterapkan ke dalam


kurikulum Bahasa Inggeris sejak
dahulu lagi
(Reza & Mojtaba, 2011)

Melahirkan pembaca kritis sejak


awal lagi sebagai persediaan
menghadapi keperluan dan cabaran
akademik di peringkat pengajian
tinggi.
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ENGLISH LANGUAGE FORM 1:


MODEL TYLER

ENGLISH 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

TUJUAN
(AIM)

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

Produktif
iaitu mendidik murid
agar berfungsi di
rumah, di alam
pekerjaan & sebagai
masyarakat
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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

kognitif

afektif

OBJEKTIF
(OBJECTIVE)

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ENGLISH LANGUAGE FORM 1:


SISTEM MODULAR

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

(60 mins)

(60 mins)

(60 mins)

(60 mins)

(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)
disusun
berdasarkan
kemahiran /
pengetahuan yang
boleh ditunjukkan
murid di akhir
pelajaran

Pentaksiran secara
performance based
(Band)
Ujian Rujukan Kriteria :
Murid melakukan
sesuatu tugas /
kemahiran
berdasarkan
standard yang
ditetapkan dan
kemampuan masingmasing

Pentaksiran alternatif
Portfolio, projek,
review
menerapkan murid
ke dalam situasi
sebenar dan
mencari sendiri
maklumat
mengasah
kemahiran inkuiri
menolak
peperiksaan pensil
dan kertas (rote
learning)

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ENGLISH LANGUAGE FORM 1:


REKABENTUK (DESIGN)

Integrasi (Integration)
Kemahiran bahasa
yang lain tetap
diterapkan
Kemahiran abad
ke-21

Nilai murni ke
dalam setiap topik
/ tema pengajaran

Kesinambungan
(Continuity)
Kemahiran
membaca telah di
ajar sejak murid
berada di Tahun 1
dan diteruskan pula
ke peringkat sekolah
menengah

Feasibility
(Kebolehlaksanaan)
Tiada kekangan
masa, sumber dan
sekitaran

Kebolehgunaan
(Validity)
Kemahiran
membaca secara
kritis dapat
digunakan secara
berterusan di
peringkat
pengajian tinggi
mahupun dalam
kerjaya

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ENGLISH LANGUAGE FORM 1:


KANDUNGAN KURIKULUM (SILABUS); SUMBER DAN
KAEDAH PENGAJARAN; DAN KAEDAH PENTAKSIRAN

ENGLISH LANGUAGE
FORM 1 (READING):

PEMETAAN KURIKULUM

diterjemahkan

Kandungan Kurikulum
(Silabus); Sumber dan
Kaedah Pengajaran; dan
Kaedah Pentaksiran

(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.

Integrasi dengan
subjek lain
Kepelbagaian
sumber
(Differentiation)
Kecerdasan
Pelbagai
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.
Pengajaran disusun
mengikut tahap
kesukaran
Cadangan aktiviti :
Portfolio

Learning standard
yang disusun
mengikut aras
kesukaran (scope,
sequence)
Kemahiran
membaca secara
kritis

Penerapan kemahiran
mencari dan memilih
maklumat betul

Differentiation
instruction (Process) :
Tomlinson (2000)

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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 3layer model that requires students to use higher
level thinking skills as they work through the
layers. The layers are often connected to grades:

Nunley (2001)

The C Layer is the basic layer of competency


and reflects what all students must do. If
students successfully complete the tasks
required in the C Layer, they earn a C
grade. These activities typically ask students
to collect factual information.

The B Layer provides students with the


opportunity to apply, manipulate, and play
with the information they gathered while
completing the C Layer activities. Students
who successfully complete the C and B
Layers can earn a B grade.

The A Layer asks students to think critically


about an issue. It consists of questions that
ask students to analyze a topic. frequently,
no right or wrong answer exists. Students
who successfully complete C, B, and A
Layers can earn an A grade.

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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.

Students reflection

layered curriculum :
adding students
choice (Nunley, 2001)

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ENGLISH LANGUAGE FORM 1:

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

Too often we give


children answers to
remember rather
than problems to
solve.
Roger Lewin

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ENGLISH LANGUAGE FORM 1:

RUJUKAN
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
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.

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