Tugasan English ELT

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ELT AND THE SCHOOL CURRICULUM

COMPARE AND CONTRAST: KBSR AND KSSR ENGLISH TEXTBOOK YEAR 4

1.0 INTRODUCTION

The global educational assessment scenario has progressively moved from

the prevailing examination and testing culture to a more flexible assessment culture

where a wider range of assessment techniques is being implemented in the

classroom (Linn & Miller, 2! quoted by "u#ielee#, $enville and %hapman, 2' )n

line with the changing trends in assessment, in Malaysian context, "chool *ased

+ssessment has been introduced into schools under the rimary "chool "tandard

%urriculum (-"".' *oth policyma/ers and educators in Malaysia introduced "chool

*ased +ssessment as a catalyst for educational reform (0urnam, %han and "ar1it,

2' The Malaysian 3xamination "yndicate believes that "chool *ased

+ssessment is any form of assessment that is planned, conducted, examined and

reported by teachers in schools involving students, parents and other bodies (+di

*adio#aman, 24 quoted by %han & 0urnam, 2'

-*". being the pioneer for many trials that the 5ational 3ducation *oard

wanted toperform on Malaysian students -*". was more about integrating all the

s/ills especially in 3nglish Language Teaching (3LT' classrooms where the language

s/ills such as spea/ing, writing, listening and reading are emphasi#ed at a very basic

level 6e experienced the curriculum where it practically more about wor/ing on

7language across curriculum8 ob1ective

This refers to having the national language, Malay Language used as the

medium of instruction for all the sub1ects except 3nglish Language sub1ect 5ow, we

are going to touch on -*". and -"". in the aspect of contents, language

s/ills9focus covered and the text types used in teaching the reading and writings/ills -*". focuses on how to prepare students with basic language s/ills that

can be used in daily life communication meanwhile -"". focuses on improvising the

already basic learned s/ills to a better and effectively communication accordingly

*eing this as the aim for -""., it was implemented in early 2 with new:to:

Malaysian8s approach, the Modular based syllabus ;or primary school, the syllabus

of 3nglish Language is divided into two main components, Level compromising


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and Language +rts (Module ;our' will be taught in Level whereas grammar will be

added to these four modules in Level 2 *oth curriculums use textboo/ as their

primary source of /nowledge guidance in classrooms as it provides the standard

content and learning for the students The method of 3nglish Language teaching

might be slightly different but attractive and at the same time, interactive for the

students

"ince Language +rts is introduced to this curriculum, we believe it provides

an alternative for the teachers to actually come up with various ideas to convey a

meaningful lesson in a way which all the students en1oy This leads to student:

centered lessons where activities such as forum, debate, role:play and even some

language games for example "crabble and *oggle for the students to learn the

language by heart 6e personally experienced every radical increase in learning

3nglish Language when our teacher actually used all the methods above to provide

an efficient lesson for us This is why we believe with a curriculum li/e -""., it will

help the students to actually learn the language as natural as it can be and also for

en1oyment purpose The noticeable change would be the elevation from =M as in

Mengira (+rithmetic', Membaca (.eading' and Menulis (6riting' to >M by

maintaining the =M but adding one more, Menaa/ul (.eflection' to it 6e honestly

believe that this extra component actually helps to build a positive minded student

since he or she can reflect on the potentials and wor/s on it to be successful This is

a good thing because not everyone has the chance to reali#e their potentials and end

up ma/ing more wrong decisions than they actually should The differences between

these both systems can be shown here@

-"". -*".

Curriculu !"#i$% i# &'#"! (% )

'r"'#: %ommunication

A "piritual, +ttitude and $alues

A Bumanitarian

A hysical and +esthetical Cevelopment

A "cience and Technology

Curriculu !"#i$% i# &'#"! (% *

'r"'#: %ommunication

A Man and his environment

A "elf

A development of the individual

Curriculu M'+"ri'l#

A %urriculum "tandard documents

Curriculu M'+"ri'l#

A "tudy syllabus

D"#i$% (, +-" Curriculu:

A Modular

A The elements of creativity and

innovation, entrepreneurial, information

technology and communication

D"#i$% (, +-" Curriculu:

A Linear

A 3lements of analytical and creative

thin/ing s/ills

(cu#:

>M (.eading, 6riting, %ounting and.easoning'

(cu#:

=M (.eading, 6riting, and %ounting'

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/.0 THE CONTENTS: KBSR AND KSSR ENGLISH TEXTBOOK YEAR 4

The 3nglish -"". Textboo/ content is designed to equip pupils with

basic language s/ills and /nowledge of the 3nglish language to enable them to

communicate effectively in accordance to the "tandard Cocument while for -*".,

the 3nglish textboo/ was written in pac/age was hopes to fulfill the linguistic

needs of the varied primary school pupils who come from different language and

ethnic bac/grounds as outlined in the current -*". 3nglish Language "yllabus for

The pac/age is based on learner:centeredness and comprises the upil8s

Textboo/, the Teacher8s 0uide, and My%C that has been written in such a way that

they complement and supplement each other and hence they can be used

independently or together

The 3nglish for rimary "chool 3nglish Language %urriculum (-"".'

content are divided into ! units and presented under four themes the 6orld of "elf,

;amily and ;riends, the 6orld of "tories, and the 6orld of -nowledge whereas in the

upil8s Textboo/ -*". consists only units based on the three broad

contexts as the 6orld of ersonal .elationships, 6orld of "tories, and 6orld of

-nowledge The units are designed in such way that the pupil8s move from their

home and school to the neighborhood, and to the states of Malaysia )n each unit, itsbegin with a concept page that is designed to stimulate pupil8s interest

%ompare to the upil8s Textboo/, the 3nglish -"". textboo/ contain

incorporates the 2 educational emphases to equip pupils to face the challenges of

the real world The modular approach ta/en in the textboo/ provides pupils the

opportunity to focus on and develop specific language s/ill in this order@

i Listening and spea/ingii .eading

iii 6ritingiv 0rammar v Language arts

Dnli/e -"". 3nglish textboo/, the materials and activities in the units

of -*". upil8s Textboo/ are designed to equip pupil with basic s/ills and /nowledge

of the 3nglish language to enable them to communicate, both orally and in writing, in

and out of school The language s/ill such as listening, spea/ing, reading, and

writing, also the language contents such as vocabulary, sound system, and grammar

are taught in context in an integrated manner *esides teaching the required learningoutcomes, each unit in this upil8s Textboo/ incorporates additional /nowledge

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information and )%T activities The activities also introduce the language s/ills to be

learned in a meaningful way and each unit ends with a review page that aims to

consolidate the learning items for each unit

UNIT CONTENTS IN ENGLISH TEXTBOOK YEAR 4: KSSR AND KBSR

KSSR KBSR

D5)T @ Eur %ommunity

D5)T 2 @ "pending 6isely

D5)T = @ @ *e "afe

D5)T ! @ .osemary and the ;our 0utsy

0nomes

D5)T ? @ %are for the "eaD5)T 4 @ *logging

D5)T F @ The rince and the Thieves

D5)T @ Eur "olar "ystem

D5)T @ Dnity in Civersity

D5)T @ The )nsect )nvestigators

D5)T 2 @ 0ood $alues

D5)T = @ 6or/ Bard, 6or/ "mart

D5)T > @ Barmony in the Gungle

D5)T ! @ 0oing laces

D5)T @ 6hat do you li/eH

D5)T 2 @ Loo/ing 0ood

D5)T = @ Bealthy Living

D5)T > @ "tory Time

D5)T ! @ 0etting %onnected

D5)T ? @ Moving +round

D5)T 4 @ Living in BarmonyD5)T F @ More "tories

D5)T @ %ome .ain or "hine

D5)T @ Malaysia, My %ountry

*.0 KBSR AND KSSR: THE LANGUAGE SKILLS OCUS COERED.

+ctually, both the -*". and the -"". 3nglish do have a few obvious

differences in terms of s/ills focused ;irst of all, -*". focuses only > basic s/ills in

the curriculum content whereas -"". focused on ! s/ills The s/ills that are focused

in -*". are listening, spea/ing, writing and reading Meanwhile, the s/ills focused in

-"". are listening, spea/ing, writing, reading and language arts Bowever, both

listening and spea/ing are combined together in the -"". as they are interrelated to

one another "ince those s/ills are merged, the ! s/ills are presented into > modules

which are listening & spea/ing, reading, writing and language arts

The s/ills emphasi#ed in the first module of the -"". syllabus are listening

and spea/ing +lthough the teaching emphasi#es more on learner:centered activities,

the activities are mostly conducted according to the teacher8s model Bere, in ,

the pupils will listen to the stories, songs and poems from various materials which

they will need to respond and give feedbac/ towards it ;or example in Dnit @ Eur

%ommunity, start with Let8s tal/ where the pupils has to loo/ at the picture printing

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onto their textboo/ and they have to answer orally according to the questions given

+t the end of the unit, this -"". Textboo/ provides material for students to

read contemporary literature and answer based on citation *oth listening and

spea/ing are seen as core s/ills of early literacy upils need to listen first before

spea/ing thoughts, ideas and feelings

;or reading and writing s/ills, both syllabuses shared the same

ob1ectives and aims The additional s/ill in -"". which is not in -*". is language

arts This s/ill is purposely added in the -"". with the aim to explore the

power of story, rhyme or song such as The )nventor of D"* ;lash Crive, Little .ed

.iding Bood and The 6olf or The 0reat 6all of %hina to activate the pupils8

imagination and interestI thus encouraging them to use 3nglish language widely

Bere, the pupils will be encouraged to plan and produce simple creative wor/s as to

provide an opportunity to integrate and experiment what they have leant in the other

= modules

The -"". syllabus is an improved version of the previous one There

are several areas that were improved and seen to be good improvements of the

content ;irstly, the ob1ectives have been altered to suit the current global needs

upils are not prepared for examinations or 1ust plain usage of the language, they are

prepared for something more "omething that is more valuable than 1ust lessons

upils are believed to have the ability to use the language to the fullest, to

communicate appropriately and b able to use appropriate language, style and form

through a variety media 0rammar is taught implicitly through the proposed modules

upils are not exposed with the engineering of the language but more too getting to

/now the language $ocabulary acquisition is emphasi#ed in -"".

This is such an important /ey to let the young learners in getting into the

language without burdening them with grammatical 1argons during the early years of

education )n the modules, listening and spea/ing is integrated into one solid module

This is to ensure that pupils are ready to listen and then respond to stimulus These

two s/ills complement each other and could not be separated as two different s/ills

Lastly, language arts are finally embedded into the syllabus reviously, we are all

aware that materials as such do exist and it has been used throughout schooling

years but it not included in the -*". Enly now the -"". has a specific

element for language arts, providing enough guidance for teachers to teach language

arts to students

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4.0 KBSR AND KSSR: THE TEXT TYPES USED IN TEACHING THE READING

AND 2RITING SKILLS.

The students are to be given written tas/ to do for each topics or learning

units The purpose of giving such tas/ is to reinstate the pupils understanding toward

their learning activities that they have had undergone This will somehow to help

them to understand and reinforce learning processes in their mind )n the table below,

it will show the differences in general of a comparison between the two text types

+s a whole, the textboo/ were designed as to meet the requirement of the

policy of the day Therefore upgrading of the syllabus need to be done accordingly, to

enable the learner to develop their mind to greater high )t is very important to have

textboo/ that will help to challenge the pupils mind and the give them the opportunity

to explore the new technology ()%T' as future generation will rely to such technology

in their daily life

4.1 R"'!i%$ S3ill#

The teaching of reading s/ills overview is@

> 3nables pupils to become independent readers who are able to

comprehend a text effectively and efficiently

>2 *egins at the word and phrase levels before progressing to sentence

recognition and reading at the paragraph level

>= ;ocuses on basic literacy with the use of phonics

>> Teaches pupils to extract specific information from a text and respond

to a text with their own ideas and opinions

)n order to achieve the abovementioned, content and learning standards have

been devised progressively The teaching of reading in the early stages begins at the

word and phrase levels before progressing to sentence recognition and reading at

the paragraph level 0radually, pupils are taught to extract specific information from a

text and to respond to a text with their own ideas and opinions

The content standards above are achieved through learning standards that

have been devised carefully throughout primary schooling Learning standards have

been developed from recognition of sounds in order for pupils to acquire the sounds

of the 3nglish language before learning to blend and segment words This is further

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developed through vocabulary activities to widen pupils8 vocabulary *y the end of


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ii +ble to apply word attac/ s/ills by@a 0rouping words according to word categoriesb identifying words similar in meaningc identifying words opposite in meaning

iii +ble to read and understand phrases and sentences in linear and

non:linear textsiv +ble to read and understand simple and compound sentencesv +ble to read and understand a paragraph with simple and compound

sentencesvi +ble to apply dictionary s/ills to locate words

a 3ntry pointsb 3xit points

*y the end of the ?:year primary schooling, pupils will be able to read

independently for information and en1oyment

i +ble to read for information and en1oyment with guidance@a ;ictionb non: fiction

4./ 2ri+i%$ S3ill#

To achieve the abovementioned, content and learning standards have been

devised progressively The teaching of writing in the early stages begins with pre:

writing activities to develop pupils8 visual s/ills as well as develop hand:eye

coordination This is later developed to writing letters of the alphabet and copying

words, phrases and simple sentences upils begin constructing simple sentences

with the teacher8s guidance and later develop to become independent writers by the

end of primary schooling

*y the end of the six year primary schooling, pupils will be able to@

i ;orm letters and words in neat legible print including cursive writingii write using appropriate language, form and style for a range of

purposesiii 6rite and present ideas through a variety of media

%ontent standards are achieved through learning standards that have been

devised carefully throughout primary schooling Learning standards have been

developed progressively, from acquiring fine motor control of hands and fingers to

copying writing activities, before being taught to write with guidance linear and non:

linear texts using appropriate language, form and style The use of various media is

also encouraged and pupils can create both linear and non:linear texts with guidance

or independently

The %ontent and Learning "tandards for writing are@

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i *y the end of the ?:year primary schooling, pupils will be able to form

letters and words in neat legible print including cursive writing

a +ble to write in neat legible print with correct spelling@

hrases

simple sentences

b +ble to write numerals in neat legible print with correct spelling@

numeral form

word form

ii *y the end of the ? year primary schooling, pupils will be able to write

using appropriate language, form and style for a range of purposes

a +ble to complete@

linear texts

5on:linear texts

b +ble to write with guidance

simple sentences

compound sentences

questions

c +ble to punctuate correctly@

exclamation mar/

comma

d +ble to spell common sight words

iii *y the end of the ?:year primary schooling, pupils will be able to write

and present ideas through a variety of media using appropriate

language, form and style

a +ble to create simple texts using a variety of media with

guidance@

non:linear

linear

.0 CONCLUSION

+s the need to develop the country into a well:developed country by the year

22, it is clear that the Malaysian 0overnment is trying to improve the 3ducation

system as meet the demand of human capital in future )n the -"". textboo/ )%T

learning is to be given great emphasis ( especially with the introduction of the newly

declared 3ducation Cevelopment lan M' The learning model of the

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developed country in the world has been scooped up to be implemented in the

system as enable the plan achievable

The revolutionary change in -"". from -*". is the assessment and the

amount of exposure one student gets out from their syllabus -*". is very muchexam:oriented approach where the students are assessed formatively according to

their academic performance in examinations meanwhile -"". is a combination of

both formative and summative assessment where the teacher will assess more on

development of s/ills and it is done more individually This is a great feature of

-""., we would say 6e believe with -"". being implemented students will have

more chances to succeed as they can develop many s/ills and assessed accordingly

to land themselves in a satisfaction side of life

The amount of exposure we meant here was the themes that are integrated in

lessons such as "cience, Technology and Bumanity for a better understanding

*ased on what we learned in Teaching Methods, this part of the curriculum is more or

less li/e the %ontent:*ased +pproach where the teacher focuses on the target

language and how it is used effectively to convey the lesson using the bigger scale

content

R","r"%c"#

Lim ec/ %hoo, 0urnam -aur "idhu, +#man +#lna +#mar (2F' EnglishYear 4 Textbook KBSR, -uala Lumpur, Cewan *ahasa & usta/a

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2 Lim 3ng "eong, Lee oh Lin, -hor Bui Min (2=', English Year 4 SK KSSR,-uala Lumpur, Cewan *ahasa & usta/a

= *rown, 0, &

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