ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )

______________________________________________________________________________________________________

INTAN NURBAIZURRA
BINTI MOHD ROSMI

ASSIGNMENT
JANUARY 2013 SEMESTER
COURSE CODE

ETM 432

COURSE TITLE

TEACHING ENGLISH AS A SECONG

LANGUAGE METHODOLOGY

PROGRAMME

BACHELOR OF EDUCATION

STUDENTS NAME

MATRIC NO.

E 30103110097

ACADEMIC FACILITATOR

MRS. AZLINDA

LEARNING CENTRE

KUANTAN

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )
______________________________________________________________________________________________________

CONTENT
1.0 The underlying pedagogical approach of the KSSR

PAGE
3 - 14

English Curriculum is underpinned by the following

principles:
i.
ii.
iii.
iv.
v.

Back to basics
Learning is fun, meaningful and purposeful
Teaching is learner-centred
Integration of salient new technologies
Assessment for learning
Write an essay explaining the 5 principles providing specific
examples how you have implemented the ideas in your
teaching of English.

2.0 REFERENCES

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

15

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )
______________________________________________________________________________________________________

1.0 THE ESEI

3

Teachers are an important component of any education systems. The

knowledge that they carry has the potential to influence their instructional
decisions and their success with students learning experiences.
Kurikulum Baru Sekolah Rendah ( KBSR ) was introduced on trial basis
in 1982. Approximately 305 schools all over Malaysia were selected for the
pilot project, and it then was fully implemented in 1983. Ten years after that,
Kurikulum Bersepadu Sekolah Rendah ( also KBSR ) or Primary Integrated
Curriculum was implemented in 1993. The goal of KBSR is to help each
people attain an overall and balanced development in the physical, spiritual,
intellectual, social, emotional and moral development. The principles of KBSR
underlying of several aspects. The following principles are equal education
for all, integration of intellectual, spiritual, emotional and physical aspects,
enhancing the use of Malay Language and other languages (English,
Chinese, Tamil), life-long education, emphasis on noble values and the use of
existing knowledge and skills.
The Standard Curriculum for Primary Schools ( KSSR ) was introduced
as an effort to restructure and improve the existing curriculum to ensure
students are provided with the knowledge, skills and values relevant to the
current needs and challenges of the 21 st century. The concept of
transformation of primary school curriculum is based on the National
Education Philosophy and based on the principle of KBSR.

Namely,

integrated approach, holistic development of an individual, opportunities and

quality education for all students and education of lifelong addition, there are
six forms of curriculum transformation found in the KSSR, namely
communication, spiritual attitude and values, humanitarianism, literacy in
science and technology and also in personal development. KSSR main
function is to aid the Integrated Primary School Curriculum ( KBSR ) system
and help to improve the old system effectively. Along with that, the teaching
ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )
______________________________________________________________________________________________________

and learning process through KSSR will be using modules that will replace
4

the textbooks. Hence, the teachers are being prepared and trained. The
transformation of KSSR is intended to improve the educational system in
Malaysia systematically and the provision of quality education for the
children in school in order for them to get the benefit from the school
environment. This new curriculum includes the changes in form of school
organization, content, pedagogy, time allocation, assessment methods,
materials and curriculum management.
The implementation of KSSR brings about certain changes to the
curriculum content and practices in the primary school. The remodeling of
curriculum content through the introduction of new subjects, emphases on
sound pedagogical approaches and holistic assessment methods are among
the initiatives outlined in KSSR. In line with the NKRA, the curriculum for
Stage 1 primary schooling emphasizes the mastery of basic 3Rs, reasoning
skills, basic ICT, the development of socio-emotional, spiritual, physical,
cognitive, attitudes and values. The disciplined of knowledge is categorized
into 3 main modules, the core basic module, the core thematic module and
the elective module. The core basic module contains 6 subject which are
Bahasa Malaysia, English, Chinese or Tamil ( only for vernacular schools ),
Mathematics, Islamic Education ( for muslim pupils ) or Moral Education ( for
non-muslim pupils ) and Physical Education.

The core thematic module

contains 3 subjects which are Arts and Me, World of Science and Tehnology
and Malaysia Negaraku. The Elective Module contains language subjects
such as Chinese, Tamil, Iban, Arabic, Kadazandusun or Semai which schools
can choose to offer.
The KSSR requires teachers to apply classroom strategies which
promote creative and critical thinking and innovation among pupils. Teacher
needs to carry out teaching and learning activities which are studentcentred,

provide

opportunities

for

pupils

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

to

explore

and

test

their

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )
______________________________________________________________________________________________________

hyphotheses and ideas, solve problem and most importantly provide a fun
5

learning environment. Classroom practices such as inquiry-based, problembased and project-based are some recommended strategies which promote
critical and creative thinking and innovation among pupils. Teachers need to
be sensitive to students learning needs and be able to identify learning
styles which suits them best.
Underlying pedagogical principles of the curriculum is underpinned by
five following principles. The approach adapted in the Standard-Based
Curriculum namely, back to basic, learning is fun and meaningful, teacher is
learner-centred, integration of salient new technologies and assessment of
learning. In English language, the underlying principle to teach reading is
back-to basic skills which introduce the phonics skills in teaching reading
skill. A back-to-basic-approach and conventional method whereby the
phonics is outlined as basic principles in learning to read as compared to the
whole-language considered as revolutionary. It also includes all the skills
needed in a language mainly 4 skills, listening and speaking, reading and
writing plus the language art as a guideline in teaching and learning in
primary schools. Although English language teachers who have been
practitioners of this whole-language approach in KBSR for the past years, this
may seem a bit odd in a way of adapting phonics and basal reading to their
teaching. The common element of these reading approaches however is still
an early focus on teaching of English grapheme-phoneme correspondence to
read and write alphabetically (decoding and encoding). Thus, for most ESL
teachers, early and systematic emphasis on decoding leads to better
achievement than less systematic phonics instruction. For years, people
have been searching for the best approach to teach children to read.
Traditionally, the use of phonics is a popular approach among the teachers to
teach reading by associating letters or graphemes with the sounds. However,
many questions on the effectiveness as learning to read with phonics have
ignored the literary element of reading (Puerro, Michelle, 1997). The way the
ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )
______________________________________________________________________________________________________

children learn to read will contribute on their cognitive development

6

especially in reading and writing. A general assumption is made that the way
in which children learn the written language differs according to the way the
teacher presents it. Normally, reading skill is evaluated as one of the
language skill in Malaysian school English language syllabus. Not much
attention was given to the materials such as stories as they did not being
recorded as a formal evaluation. Teachers should not be blamed as the
pressure to pass the examination is greater as compared to be a successful
reader. Therefore, this has failed to develop a reading-habit nation especially
in the youngsters. According to Chitravelu et al. (1995) in ELT Methodology:
Principles and Practice, phonics is a system of teaching children to read by
paying special attention to help children to see the relationships between
English graphemes and their sounds, and blending them together to make
out meaningful words. Through the phonics approach, children will first learn
the isolated sound of each grapheme and then they put the sound together
to form the whole words. The theory underlying in this approach comprised
that the language is being learnt is phonemically regularly. Once the children
learned the phonemic elements, they can obtain the sound of the words by
blending the sounds in sequence. And once they had attained the sound of
the word, they will get to understand the meaning of it.
Phonemic awareness is the ability to hear, focus on, and manipulate
phonemes (sounds) in spoken words. It has been found that having good
phonemic awareness is the best indicator of future success in learning to
read. Online games and websites that recite nursery rhymes are a great way
to reinforce these necessary skills. There are certain activities we can apply
phonics programs in the classroom. The sequence of the first eight sounds (s
m c t g p a o) is taught together over six to eight weeks. Putting these
sounds together is called blending or synthesizing and produces over 40
words; which are not bad for a childs first few weeks at school! You can
imagine the confidence that comes from this level of progress. The first thirty
sounds can be taught in a period of around twenty weeks, in some cases
ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )
______________________________________________________________________________________________________

even faster. Synthetic phonics aims for zero reading failure so that from day
7

one, lesson one, struggling children are identified for small amounts of
attention. The aim is that no one in the class should be left behind before the
class moves on to the next unit. We want the first years of teaching to be as
effective as possible rather than waiting for literacy support in years to
come. Once a child can hear phonemes in a word, he or she needs to learn
that we can assign a letter to represent each phoneme. For example to read
the word CAT, the child has to recognize that the C represents the
phoneme /c/ the A, /a/ and the T, /t/; then blend or glue each of these
together to read the word CAT. Similarly to spell the word, CAT, the child
needs the skills to break the word CAT into each of the three phonemes and
then choose a letter to represent each one, thereby spelling the CAT. A
particular emphasis from some phonics programs has been to insist on the
target of fluency, or automaticity being developed at each level with a fast
read of the target words. So we are looking for cat not c-a-t. This frees up
working memory capacity, making the next stage easier to learn and also
assists in improving comprehension. The easier the decoding process for the
child, the more working memory is left for comprehension. Online phonics
programs encourage children to play the same games over and over again. It
is this repetition that allows children to recognize phonemes quickly and
automatically which leads to fluency and ultimately better comprehension.
The guiding principle in using phonics to teach reading is for the pupils to
enjoy the activities selected. Hence the use of songs, rhymes, poems, stories
and pictures to make phonics instruction more enjoyable is encouraged.
Teachers are encouraged to gauge the literacy level of their pupils in Year
One, if pupils are able to read well, teachers will not have to deal with the
phonemes individually. Teachers can then develop challenging language
activities and games which will hone their vocabulary development. If pupils
have difficulty articulating particular phonemes then teachers will have to
deal with problematic phonemes individually although pupils may be reading
well.
ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )
______________________________________________________________________________________________________

Regarding to back to basic principles included the penmanship. With

the new learning standard of KSSR, teacher can be more focusing for writing
begins with pre-writing skills, which addresses penmanship, the formation of letters, words as
well as numbers in clear print. Specific learning standards are attributed to penmanship so that
even from a young age, pupils are taught good writing habits. Special attention should be given
in order to strengthen the muscles of the hand, develop visual skills, enhance gross and fine
motor skills as well as develop hand-eye coordination to help pupils acquire penmanship. Correct
formation of letters of the alphabet is important in order to help pupils write neatly and later
write words, phrases and sentences legibly. Yet, pupils will master the mechanics of writing and
then learn to write at word, phrase and sentence levels. Specific writing activities devised during
lessons will enable pupils to begin writing for a purpose as stipulated in the learning standards.
In order to create fun, meaningful and purposeful learning, KSSR also
had one additional skill besides of four literacy skills. Listening and Speaking
are combined where pupils have to communicate and gives respond. Thus, it
can train the pupils to communicate confidently and appropriately. This will
then enhance their social skills yet, able to use correct sentences structure,
tempo, stress, rhythm and intonation while communicate in their daily life. It
is more effective to use these two skills together because they are quite
dependant on each other. For instance, you can play some animal sounds
while telling the story yet you can ask them some opinion about the story.
Once you asked some opinion from them, it leads them to have speaking
skill. In other words, both skills work as double edged sword and two heads
are better than one, thats why the integration of two skills could produce
effective pupils. Language Arts, the new item of which is introduced in KSSR
provides golden opportunity for the pupils to have fun via different language
activities such as games, jazz chant, making scrapbooks, role-play,
storytelling, poem and songs. It is a new component designed to create
appreciation and enjoyment amongst pupils as they learn language in the
new curriculum. The rationale behind Language Arts is to steer the

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )
______________________________________________________________________________________________________

continuous growth and development of pupils thinking and language

9

abilities. The standards for Language Arts cover arrange of creative and
literary works in English; including rhymes, songs, poems, stories, and plays
to activate pupils imagination and interest. Pupils will enjoy to plays with
language where rhymes and songs are constantly utilised. Here, the teacher
is the model for pupils. Pupils develop their oral skills through listening to
nursery rhymes, action songs and jazz chants, using and interpreting
nonverbal actions to demonstrate understanding. In this stage, pupils will
produce simple creative works based on the nursery rhymes, action songs,
jazz chants and the fairy tales learnt with teacher guidance. The Language
Arts module provides pupils an opportunity to integrate experiment and
apply what they have learnt in the other modules in fun-filled, activity-based
and meaningful experiences. As a result, it will be a good strategy to
encourage the pupils to participate well in the lesson. Furthermore,
Language Arts can be a good solution to introvert pupils as well. These pupils
are usually shy and have inferiority amongst them. Thus, by having
Language Arts, they can be active learners by involving with the activities.
By having Language Arts, pupils will explore the power of story, rhyme and
song to activate their imagination and interest, thus encouraging them to
use English language widely. This component will ensure that they benefit
from hearing and using language from fictional as well as non-fictional
sources. Through fun-filled and meaningful activities in this component,
pupils will gain a rich and invaluable experience in using the English
language. When taught well, pupils will take pride in their success. They will
also benefit strongly from consistent praise for effort and achievement by the
teachers with the aim of making their learning as rewarding as possible.
Pupils will also be encouraged to plan, prepare and produce simple creative
works. Some activities that can be adapted in the Language Arts are Arts and
Crafts. Teachers may want to encourage pupils to be creative as they can use
whatever means to present their understanding of the text learnt by using
arts and crafts activities. Through arts and craft pupils will also learn about
ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )
______________________________________________________________________________________________________

the values of cooperating with people of different race, gender, ability,

10

culture heritage, religion, economic, social background, and to understand

and appreciate their values, beliefs and attitudes. Each of them will also
develop knowledge, skills and attitudes, which will enhance personal life
management and promote positive attitudes. Language Arts creates ample
opportunities for pupils to speak in English in a very relaxed atmosphere.
Due to fun elements of language arts, it is hoped pupil's presentations or
dialogues spoken helps to increase pupil's confidence in using the English
language.
In KSSR, the approach that being used is mostly focuses on
constructivism. It focuses more on learner-centered, whereby pupils are the
main contributors in delivering ideas rather than teacher being the controller
of the class mostly practiced in KBSR. Learner-centered teaching is an
approach to teaching that is increasingly being encouraged in higher
education. Learner-centered teachers do not employ a single teaching
method. This approach emphasizes a variety of different types of methods
that shifts the role of the instructors from givers of information to facilitating
student learning. KSSR also provides better refined syllabus in order to build
pupils character and be independent in their own learning in terms of
voicing out their opinions and take the lead in classroom discussions. It
enhances pupils to reach out more creative and innovative in their ideas,
thus creates a better environment that is fun and interactive for pupils to be
in. Thats why, teacher are required to facilitate rather than spoon-feeding all
the time. In addition, it requires teacher to apply classroom strategies which
promote creative and critical thinking among pupils. Teachers need to carry
out teaching and learning activities which are student-centered, provides
opportunities for pupils to explore and test their hypothesis and ideas, solve
problem and most importantly provide a fun learning environment.
Classroom practices such as inquiry-based, problem-based and project-based
are some recommended strategies which promote critical and creative
thinking and innovation among pupils. Teachers need to be sensitive to
ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )
______________________________________________________________________________________________________

students learning needs and able to identify learning styles which suits them
11

best. There are many activities teacher can produces learner-centered. One
of the activities is the information gap activity. Information gap is the
traditional grid format information gap where two learners have half of the
information and must ask specific questions to their partner to get the other
half of the information. This activity is very easily made learner-prepared on
the condition that the learners know exactly which information they have to
provide. This can be done by providing the grid with half of the squares
shaded or differently coloured. Once the subject is decided for example
personal information such as age, hobbies, ambition, person and the names
are chosen for the people in the grid the learners can complete the squares
which have been designated to them. One learner completes the non-shaded
squares and the other completes the shaded squares. Now they have an
original information gap to complete. In practical terms, this activity has now
become a generic activity. This means that a teacher can keep a pile of
copies of the grid, ready for use at any time perhaps when the photocopier
has broken down or for a number of purposes. Alternatively, the grid can be
copied by the learners into their books.

Other

than

implementing

the

learner-centered activities, the curriculum is also been designed to equip all

students with language, numeracy, scientific and ICT skills. These in turn
enable students to successfully pursue their ambitions in various careers and
jobs which have been created in the Malaysian marketplace and industry. In
developing

the

curriculum

both

at

primary

and

secondary

schools,

acquisition of knowledge and skills have been maintained. However, various

pedagogical approaches such as Mastery Learning, Contextual Learning and
Constructivism have been introduced to teachers to enable the shift of the
learning process from being exclusively teacher-centered to more learnercentered. These initiatives have been introduced to engage students more
actively in the learning process. However, it must be admitted that some of
our students have not been successful in meeting the learning outcomes
specified in the curriculum. Based upon feedback obtained, the Ministry has
ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )
______________________________________________________________________________________________________

initiated several new programmes such as the national preschool education

12

and child care, Literacy and Numeracy (Linus), and Standards Based
Curriculum in both primary and secondary schools. It is hoped that these
programmes will produce future citizens who have the knowledge, skills and
courage to transform Malaysia into a developed nation by 2020. The ability
to innovate and be creative is in-built in the above-mentioned programmes
so that lessons will provide for activities and approaches that will stimulate
students to understand, think critically and be creative in applying their
knowledge and skills.
Due to the advancement of technology, the integration of new
technologies in classroom such as internet and other electronic media are
also being implemented in the KSSR syllabus. The integration of ICT in the
classroom would be great as children nowadays are widely exposure to all
kinds of electronic devices such as smart phones, internet, social networking
such as facebook and window live spaces, twitter and so on. Hence, in order
to attract their interest in learning, the education must do some changes to
accommodate to the childrens needs.
It becomes an important part of teaching and learning within the classroom
as well as working with fully online environments. Resources for educating
the best practices for using technology have become crucial. These
resources need to go beyond how to work with specific software and
educators need to understand the ways in which these new tools can make a
significant difference in student learning. Technology also helping teachers to
expand beyond linear, text-based learning and to engage students who learn
best in other ways.
I believe that KSSR is more practical and beneficial in our education
system. According to an article on Tuesday, September 27th 2011, Putrajaya,
KSSR receives positive feedback from parents as well as teachers which
catch and increased the interest of learning English among students. The
article mentioned that KSSR approach focus on a fun way of learning in
ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )
______________________________________________________________________________________________________

which I fully agree with. One of the statement mentioned by Education

13

Deputy Director-General (Policy), Prof Dr Khair Mohamad Yusof that shows

why KSSR is the best approach because

KSSR not only emphasizes on

language proficiency, but also communication among the students. It also

uses

other

methods

such

as

games

and

music

I agree that students nowadays love focusing on the modern way of learning
with the help of technology instead of learning in a traditional way which
only uses the chalks and blackboards. Students easily feel bored because
there is no center of attraction in the learning process. Normally primary
students especially Year 1, 2 and 3 love colors, pictures, animations, games,
videos and music which will help them learn better. Students will feel
motivated to participate actively to complete the activities or tasks since the
tasks are also student-centered. Hence, while enjoying the games and
activities, students will love the language too because they will learn how to
express their feelings, thoughts and opinions conveying the real message.
Besides, this method will also encourage fluent communication among
students as well as the teachers at the same time working cooperatively with
each other. To integrate technologies in the classroom, there are some
activities that teachers can adapt in teaching. Digital simulations and models
can help teachers explain concepts that are too big or too small, or
processes that happen too quickly or too slowly to demonstrate in a physical
classroom. A classroom simulation is a method of teaching/learning or evaluating learning of
curricular content that is based on an actual situation. The simulation, designed to replicate a
real-life situation as closely as desired, has students assume roles as they analyze data, make
decisions and solve the problems inherent in the situation. As the simulation proceeds, students
respond to the changes within the situation by studying the consequences of their decisions and
subsequent actions and predicting future problems or solutions. During the simulation students
perform tasks that enable them to learn or have their learning evaluated. A simulation includes
time for reflection and processing which allows students to share their experiences, assess their
learning and evaluate their assessments against the intended outcomes of the simulation. In
addition to accomplishing the objectives of the simulation activity, students often become
ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )
______________________________________________________________________________________________________

interested in the real world system on which it is based and what makes it work the way it does.
14

Classroom simulations motivate students by keeping them actively engaged in the learning
process through requiring that problem solving and decision making skill can be used to make
the simulation run. As the simulation runs, it is modeling a dynamic system in which the pupils
involved. Thus, participation in simulations enables students to engage in systems thinking and
enhances the understandings of systems as well as in science concept. Asking children to
learn through multimedia projects is not only an excellent form of projectbased learning that teaches teamwork, but it's also a good way to motivate
students who are excited to create something that their peers will see. In
addition, it makes sense to incorporate a component of technology that has
become so integral to the world outside of the classroom. There are many
definitions of multimedia. Multimedia defines as the integration of text,
graphics, animation, sound or video. Using these broad definitions of
multimedia,

multimedia

in

the

classroom

could

include

PowerPoint

presentations that are created by the teacher, commercial software such as

multimedia encyclopedia that is used for reference or activities the students
using multimedia to construct and convey knowledge. Students can also
using multimedia through concept-mapping software to brainstorm, using a
spreadsheet or graphing to collect data and produce charts, creating a digital
movie video to demonstrate procedure, designing a class website to display
the artwork and so on.
The exposure to the new standard of assessment for learning in KSSR
proposes the implementation of school based assessment to gauge students
potential and the effectiveness of the teaching and learning process in the
classroom. This formative assessment will inform teachers on suitable
remedial or enhancement treatments for pupils. It will also help teachers to
identify and plan salient effective classroom strategies. The implementation
of formative and summative assessment could give a holistic review of
student achievement. Formative assessments are used to monitor students
progress and would be useful for follow up action of the lesson. Meanwhile,
ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )
______________________________________________________________________________________________________

summative assessment focuses on students achievement. What is the

15

definitions of school-based assessment or Pentaksiran Berasaskan Sekolah ?

PBS is a holistic form of assessment which assesses the cognitive, affective
and psychomotor domains encompassing intellectual, emotional, spiritual
and physical aspects. Thus, PBS is in tandem with the Primary School
Standard Curriculum as well as the National Education Philosophy. It covers
both academic and non academic fields. PBS is carried out continuously in
schools b teachers during the teaching and learning process. There are 4
components in the PBS mainly central assessment, school assessment,
assessment

of

sports

and

co-curricular

activities

and

psychometric

assessment. Eventually, the concept of PBS is not new. Homework, quizzes,

question and answer sessions are all examples of PBS activities. However,
there are two new features to improve the PBS. Namely,

the concept of

Standard Referenced Assessment in which learners achievements are

measured against a Performance Standard which determines what learners
are expected to achieve and the introduction of SPPBS or PBS Management
System which will make it easier for teachers to record and store data
concerning learners achievement.
The differences between PBS and the present assessment focusing on
whereby

the PBS is more holistic and emphasizes all aspects including

physical, emotional, spiritual and intellectual. The present assessment

focuses on learners achievement through examination results. PBS assesses
both the learning outcome as well as the learning process. Therefore both
formative and summative assessment which encompass assessment for
learning and assessment of learning are employed. Presently the focus is
mainly on assessment of learning at the end of the learning process which is
largely summative in nature. In an effort to make the present assessment
better, Standard Referenced Assessment is introduced to track the growth
and development of each pupil through his/her performance. In the process it
is possible to find out what each pupil know (tahu), understand (faham) and
can apply (boleh buat) or have mastered what has been learnt based on the
ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )
______________________________________________________________________________________________________

Performance Standards which is mapped from the Standard Curriculum.

16

Furthermore, Standard Referenced Assessment does not compare a pupils

achievement with his/her peers instead it reports each pupils growth and
development by comparing his/her performance against a statement of
standards. PBS gives autonomy and due recognition to teachers to carry out
formative and summative school-based assessment at their discretion. In this
manner teachers integrity and credibility will be enhanced.
This transformation of curriculum will also provide fun learning based
on critical, creativity and innovation that eventually will abolish the exam
oriented system in our education. Besides, teacher will be able to identify the
students' needs and make different adjustments to their teaching methods
that will meet the students' learning styles because not all the students
have the same understanding and speed of retrieving the input since some
are fast learners, slow learners, average learners and also some of them are
learning

disabilities

students.

Concluding my whole point of view, KSSR is much more beneficial

because it helps to develop the cognitive thinking of students as well as
motivating them to give their fullest learning in a fun way. As an educator, in
order to produce all rounder that excel in various field without much hassle,
KSSR is a good practical solution. Dreams will be more realistic and the
curriculum itself will help to drill the pupils to prepare themselves in line of
international standard of education. Through KSSR, teaching and learning
helps to increase the usage of Malay and English in Education especially for
young ages. Teaching and learning techniques (P&P) will be more attractive
and interactive environment where it involves the usage of two languages
and to increase the share of teachers to teach Mathematics and Science in
line with government objectives.

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )
______________________________________________________________________________________________________

17

2.0 REFERENCES
1. Laman Web Rasmi Bahagian Pembangunan Kurikulum. Retrieved March 7,
2013.
www.moe.gov.my/bpk/

New Multimedia Language Activities. Retrieved March 9, 2013.

www.esl_lab.com/like 1/movietheater-vt.htm.

3. Portal KSSR Online. Retrieved March 24, 2013. www.kssr.org/

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )
______________________________________________________________________________________________________

4. Phonic Games. Retrieved March 9, 2013.

18
www.familylearning.org.uk/phonics_games.html.

5. Ten Simple Phonics Activities Requiring Little Preparation iteslj. Retrieved

March 24, 2013.
www.Iteslj.org/Techniwues/Wilson-PhonicsActivities-html

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY

Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )
______________________________________________________________________________________________________

19

ETM 432 TEACHING ENGLISH AS A SECOND LANGUAGE METHODOLOGY