ENGLISH LANGUAGE PANEL

SEKOLAH MENENGAH KEBANGSAAN KULIM

PARAGRAPH WRITING SCHEME (PAWS)

Developed by
Zanurin bin Mohamad Safar (2015)
PELAN TAKTIKAL

Isu strategik : Memantapkan tatabahasa pelajar dan mengurangkan kesalahan tatabahasa

Objektif :
1. Mengulangkaji tajuk-tajuk terpilih tatabahasa
2. Membina ayat berdasarkan perkataan yang diberi
3. Menulis perenggan berdasarkan tajuk yang diberi

Bil. Program/ Pelan Tanggung Pelan Catatan

Tempoh Kos / Sumber Output
Tindakan Jawab Kontigensi
1 Paragraph Writing Zanurin bin Feb-Ogos RM50 Kesalahan
Scheme (PAWS) Mohamad (Dokumentasi) tatabahasa
Safar / Panitia dapat
dikurangkan

PELAN OPERASI
NAMA Paragraph Writing Scheme (PAWS)
PROGRAM
OBJEKTIF Memantapkan tatabahasa pelajar dan mengurangkan kesalahan tatabahasa
TEMPOH Feb-Ogos 2015
SASARAN Semua pelajar
KOS RM4 seorang / Ditanggung pelajar
LANGKAH PROSES KERJA TANGGUNGJAWAB TEMPOH / MASA PELAN KONTIGENSI
1. Proses persiapan awal: Zanurin Mohamad 10-20 Dis 2014
- Menentukan bahan Safar (ZMS)
untuk fokus
perenggan

2. Taklimat PAWS kepada guru- ZMS 28.1.2015

guru Bahasa Inggeris

3. Pelaksanaan PAWS Fasa 1 Semua guru BI 1.2.2015-31.3.2015

4. Pemantauan Impak 1 ZMS 1.4.2015-5.4.2015

5. Pelaksanaan PAWS Fasa 2 Semua guru BI 1.4.2015-30.6.2015

6. Pemantauan Impak 2 ZMS 1.7.2015-5.7.2015

7. Pelaksanaan PAWS Fasa 3 Semua guru BI 1.7.2015-31.8.2015

8. Pemantauan Impak 3 ZMS 1.9.2015-5.9.2015

9. Pelaporan dan post-mortem ZMS, semua guru BI 15.9.2015

GUIDELINES:
1. PAWS is carried out at least once a month. If the
teacher plans to carry it out more than once a
month, the teacher has to come out with other
starting lines on his or her own.
2. Teacher gives the starting line to the students.
Teacher is encouraged to change the starting
line based on the students’ interest (what they
prefer to write about). However, the grammar
focus in the paragraph should be retained.
3. In 5-10 minutes, they write the paragraph. They
can write about anything as long as it is related
to the given starting line.
4. Length: 40-80 words. The length depends on
students’ proficiency.
5. Paragraph writing can be done individually, in
pairs or small groups.
6. The paragraph is written on a piece of paper as
a draft.
7. Possible ways to highlight language accuracy
through PAWS:
7.1 Teacher asks the students/groups to write
the paragraph on a piece of poster paper.
Then, language accuracy is discussed. Ask
 the students to highlight and correct each
error. The teacher may highlight and correct
the errors in weak classes. The relevant
grammar rules are explained to the students.
7.2 Teacher goes through selected paragraphs
written by the students. Teacher identifies 1-2
errors in the paragraph. Ask the students to
write on the whiteboard the specified error/s.
Language accuracy is discussed based on the
sentences written on the whiteboard.
7.3 Teacher selects a paragraph written by a
group. Ask the group members to write the
paragraph on the whiteboard. Language
accuracy is discussed. Red marker is used to
underline and correct each error. All students
copy the original as well as the corrections
(with red marks) in their exercise books.
7.4 Teacher may also explore other ways.

Note: Choose a strategy that does not burden

teachers with excessive marking yet effective
to reduce language errors.
 8. At the end of the lesson, teacher must ask
students to highlight the grammar rules
covered/discussed.
9. Teacher must ask the students to write in their
exercise book:
“Today, I learn ….”

NOTES:
PAWS is also encouraged in weak classes. The aim
is not to produce error-free paragraph but to reduce
multiple-word errors. Teacher must highlight
MWEs in PAWS and suggest ways to the weak
student how to reduce MWEs.

For good and POTENTIAL A students, teacher must

discuss possible 2-3 merits that can be included in
each paragraph presented.
PAWS:

Form 1 Form 2 Form 3 Form 4 Form 5

Fe Siti and The We do Student Studying

b her book many s must at a
friends exhibitio things to take local
use n is very decorate care of universit
different good. … our their y is
strategie class. … safety better.
s to all the …
study. time. …
…

Ma Our Yesterd I just My My first

r holiday ay, my attended friends date
in family a very and I with Lisa
Penang and I interesti had a yesterda
was went ng great y was
great. … shoppin camping time memora
g. … .… when ble.
we were
in form
3.
Ap Next My new We will I will fly
I will
r week, neighbo sit for to organize
Shila ur will our first Singapo
my
and I will move in test next re next
birthday
go to next week. … week. …
party
K.Lump week. … next
ur. … month.
…
Ma Teacher’ My I do not I love to Mr. Tan
y s Day is school want to take part invites
a sports miss my in the us to his
special day is school cross open
day for always Canteen country house.
teachers grand. Day. … event. …
.… … …
Ju Langka Kampun I love to There Kuala
ne wi Island g Mulia go to are Lumpur
is is a very Camero many is a very
famous peaceful n tourist develop
for its village. Highlan attractio ed city.
beaches … ds. … ns in …
.… Kedah.
…
Jul I would I would
I would I would I would
like to like to
like to like to like be a
meet my travel to
buy have the millionai
idol, _______
_____ power to re and
_______ ___. …for my _______ ______.
__. … parents. .… …
.…
Au There There There There There
g are are are are are
many many many many many
ways to ways to ways to ways to ways to
show we help the protect curb enhance
love our poor. … nature. social one’s
family … ills. … maturity.
member …
s. …