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TEACHER QUESTIONNAIRE

This questionnaire aims to capture the effectiveness of the Highly Immersive Programme implemented in 1200 primary and secondary schools
There are 3 sections in this questionnaire.
Section A captures information relating to demographics.
Section B, you are required to provide information relating to the HIP activities carried out in your school. This section captures data from 3
types of activities which are out of class, extra class and outreach activities. Please provide detailed information regarding the activities in this
section.
Section C, the questionnaire captures data relating to key thematic areas of the HIP programme. In the last column of this section you are
required to provide description to your choice. Please provide detailed description where requested.

The questionnaire is to be filled by the HIP coordinator in the school, not more than 5 English Language teachers and at least 5 teachers of
other subjects in the school. Your honest views towards the items in the questionnaire are most appreciated. All information regarding the
respondents within this questionnaire will be kept confidential.
Guide to questionnaire:
The following scale and descriptors have been used in the questionnaire.
Scale
1 - Minimal
2 - Average
3 Good
4 - Excellent

Descriptors
hardly any evidence or only very little evidence to
reflect the content of the item.
occasional or some evidence to reflect the content of
the item.
much evidence to reflect the content of the item.
content in the item is a daily culture and an ongoing
activity within the school.

LAWATAN SUSULAN HIGHLY IMMERSIVE PROGRAMME


4 HINGGA 14 OKTOBER 2016
BORANG KAJI SELIDIK

SECTION A: DEMOGRAPHICS

Name of state

Name of PPD

Name of school and address

4.

School Code

School enrolment

Total number of teachers in the school

Number of teachers teaching English

Level of immersiveness
(Please tick)
Mean Score
(Please state)

Level 1
(0-80)

Level 2
(81-160)

Level 3
(161-240)

Level 4
(241-320)

SECTION B

Please fill in the following. Please provide some information on the impact of HIP activities carried out in your school.

Impact of activities on student language improvement.

10

Out of class activities

Extra class activities

Outreach activities

SECTION C: Please highlight the most appropriate scale for each item.

DEVELOPMENT OF A HIGHLY IMMERSIVE ENVIRONMENT

11
12
13
14
15

The schools physical environment is rich with


English resources/materials.
The English resources/materials promote
language use among students.
The language resources/materials promote
students critical thinking skills.
The English language resources/materials
promote students creativity.
The language resources/materials promote
students English proficiency.

Minimal

Average

Good

Excellent

Minimal

Average

Good

Excellent

Name the resources/


materials. (type in the list of
resources/materials)
e.g.charts,vocabulary list etc.

DEVELOPMENT OF THE WHOLE SCHOOL APPROACH

17

School Head shows involvement in HIP


activities.

18

School Head ensures the school community


(teachers, gardeners, cleaners, support staffs,
security guard, canteen operators etc.) is
involved in HIP.

Describe how

19

Teachers across subjects contribute to HIP


activities.

20

All teachers encourage students to take part in


English language activities.

21

Students take charge of their language learning.

22

The school encourages parents to be involved in


language activities in school.

23

The school encourages the alumni to be


involved in language activities in school.
(if applicable)

24

The school encourages the community to be


involved in language activities in school.

STUDENT LANGUAGE OUTCOMES


The HIP activities in the school support students English language development in the following ways:
Minimal

Average

Good

Excellent

25

Students understand spoken or heard


information in English language.

26

Students participate in language activities.

27

Student develop confidence in English language


use.

28

Students develop the ability to communicate in


English in a variety of contexts.

Describe how

29

Students develop fluency in their English


language use.

30

Students take part in discussions using the


English language.

31

Students can describe events and experiences


in English.

32

Students can give opinions in English.

33

Students can make clear announcements on


various topics.

34

Students can make presentations on a variety of


topics in English.

35

Students understand main ideas read in English


language materials.

36

Students can synthesise information from a


variety of sources in English.

37

Students can produce written text on a range of


topics in English.

Minimal

Average

Good

Excellent

STUDENT CHANGE IN BEHAVIOUR


38

Students show positive change in behaviour


towards English language use.

39

Students organise language activities in


schools.

40

Students help other students in learning English.

41

Students self-initiate English language activities


in schools.

Describe how

Students develop values that promote national


42 identity by participating in the English language
activities in school.
Students develop problem solving skills by
43 participating in the English language activities in
the school.
CONTRIBUTION OF SIP / SISC+/ FASILINUS

Minimal

Average

Good

Excellent

44

Contribution by SISC+

45

Contribution by FasiLINUS (if applicable)

SUSTAINABILITY
Please fill to describe

What are the challenges/issues faced during the


implementation of HIP in your school?
46

Describe how

47

What are your future plans for HIP in your


school?

HIP ETHOS IN SCHOOL


Please highlight to indicate

48

49

Students, teachers and


administration begin to
recognise the importance of
English language

Students, teachers and


administration demonstrate
actions to support HIP language

Students, teachers and


administration embrace the HIP
philosophy

Students, teachers and


administration embrace the HIP
philosophy and extend this to
include the wider community.

The school environment


shows that HIP activities are
beginning to take place.

The school environment shows


that HIP is a common practice.

The school environment shows


some evidence that HIP is
embedded in the school's
directions.

The school environment shows


some evidence that HIP is a
culture within the school.

Thank you for your cooperation

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