CHALLENGES IN IMPLEMENTING SCHOOL BASED

ASSESSMENT IN THE ENGLISH LANGUAGE

SUBJECT: AN EXPLORATORY STUDY OF SELECTED

PRIMARY SCHOOLS IN CHERAS

BY

FATIMAH BINTI MOHD ZAIN

A dissertation submitted in fulfilment of the requirement for

the degree of Master in Education

Kulliyyah of Education

International Islamic University Malaysia

MAY 2017

ii

ABSTRACT

The Malaysian education system has experienced tremendous transformation with the

aim to produce knowledgeable students who are critical and creative in thinking and

are capable to compete at national level. One of the major changes in the nation‟s

education system is the implementation of the School Based Assessment through the

Primary School Standard Curriculum as the new assessment practice besides the

national examination. There have been numerous issues throughout the

implementation of School Based Assessment since it was first introduced in 2011. The

Ministry of Education placed great effort to cater the challenges faced by the teachers

in implementing the School Based Assessment from time to time. This study aims at

identifying the teachers‟ perception upon the implementation of School Based

Assessment in the Primary School for English Language subject in Cheras, Kuala

Lumpur. In this quantitative method research, a total of 62 participants; 60 females

and 2 males from 50 schools in Cheras are selected to complete the survey in the form

of questionnaire. The implications of this study will shed some light on how the

teachers perceived the School Based Assessment is being implemented at primary

school level by the teachers particularly in English Language subject after its fifth

year. The teachers‟ clarity regarding the School Based Assessment is recognized.

What the teachers knew about the amendments made by the Ministry of Education is

also discussed in the findings. The challenges that the teachers still faced after its fifth

year of implementation are identified. Suggestions from the respondents to improve

the SBA are included in the discussion.

iii

خلاصة البحث

شذ ظام الرؼلن الوالض ذحلا هلحظا فوا رؼلق ترحقق سؤح لقذ إ

لذن القذسج ػل الرفكش القذ الإتذاػ ذخشج طلاب ر هؼشفح

القادسي ػل الوافغح ػل الوغر الوحل. إى أحذ أن الرغشاخ

الشئغح ف ظام الرؼلن الط القام ترطثق ظام الرقن الوذسع

الذاخل ػل الواج الورجح ف الوذاسط الاترذائح تاػرثاسا هواسعح

ل الرقن إل جاة الاهرحااخ الطح الؼاهح. لقذ تشصخ جذذج ف هجا

الؼذذ هي القضاا خلال ذفز الرقن الوذسع هز ػشض أل هشج ف ػام

. قذ تزلد صاسج الرشتح الرؼلن جدا كثشج هي قد خش 3122

لواجح الرحذاخ الر قاتلد الوؼلوي أشاء ذطثق ظام الرقن الوذسع

الذاخل. ذذف ز الذساعح إل الرؼشف ػل ذصس الوؼلوي ػي ذطثق

ظام الرقن الوذسع الذاخل ف هادج اللغح الإجلضح ف إحذ الوذاسط

ف زا الثحس الكو، ذن ذصغ اعرثاى الاترذائح ف ششاص، كالالوثس.

هي 3الإاز هن هي 21هشاسكا، 23ػل أفشاد الؼح الوكح هي

هذسعح ف ششاص. إى اشاس الورشذثح ػل ز 01هي ذن اخراسن الزكس

الذساعح عف ذغلظ تؼض الضء ػل اطثاع هؼلو اللغح الإجلضح ذجا

ذطثق ظام الرقن الوذسع الذاخل ػل هغر الوذاسط الاترذائح

م الخاهظ ػل ذطثق. عرن خاصح ف هادج اللغح الإجلضح تؼذ هشس الؼا

قذ الرؼشف تضح ػل سأ الوؼلوي ف ظام الرقن الوذسع الذاخل.

هاقشح هذ اطلاع الوؼلوي ػل الرؼذلاخ الر أجشذا صاسج ذود

الرشتح الرؼلن. كوا ذن الرؼشف ػل الرحذاخ الر لا ذضال ذاج الوؼلوي

الاقرشاحاخ الوقذهح هي هيلك الظام. تؼذ الغح الخاهغح هي ذفز ر

الوشاسكي ذحغي ظام الرقن الوذسع الذاخل.

iv

APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion, it conforms

to acceptable standards of scholarly presentation and is fully adequate, in scope and

quality, as a dissertation for the degree of Master of Education.

…………………………………..

Mohaida Mohin

Supervisor

…………………………………..

Che Noraini Hashim

Co-Supervisor

I certify that I have read this study and that in my opinion it conforms to acceptable

standards of scholarly presentation and is fully adequate, in scope and quality, as a

dissertation for the degree of Master of Education.

…………………………………..

Zainurin Abd Rahman

Examiner

This dissertation was submitted to the Department of Curriculum and Instruction and

is accepted as a fulfilment of the requirement for the degree of Master of Education.

…………………………………..

Madihah Khalid

Head, Department of Curriculum

and Instruction

This dissertation was submitted to the Kulliyyah of Education and is accepted as a

fulfilment of the requirement for the degree of Master of Education

…………………………………..

Hairuddin Mohd Ali

Dean, Kulliyyah of Education

v

DECLARATION

I hereby declare that this dissertation is the result of my own investigations, except

where otherwise stated. I also declare that it has not been previously or concurrently

submitted as a whole for any other degrees at IIUM or other institutions.

Fatimah binti Mohd Zain

Signature........................................................... Date.........................................

vi

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF

FAIR USE OF UNPUBLISHED RESEARCH

CHALLENGES IN IMPLEMENTING SCHOOL BASED

ASSESSMENT IN THE ENGLISH LANGUAGE SUBJECT: AN

EXPLORATORY STUDY OF SELECTED PRIMARY SCHOOLS

IN CHERAS

I declare that the copyright holders of this dissertation are jointly owned by the student

and IIUM.

Copyright © 2017 Fatimah binti Mohd Zain and International Islamic University Malaysia. All rights

reserved.

No part of this unpublished research may be reproduced, stored in a retrieval system,

or transmitted, in any form or by any means, electronic, mechanical, photocopying,

recording or otherwise without prior written permission of the copyright holder

except as provided below

1. Any material contained in or derived from this unpublished research may

be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print

or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieved system

and supply copies of this unpublished research if requested by other

universities and research libraries.

By signing this form, I acknowledged that I have read and understand the IIUM

Intellectual Property Right and Commercialization policy.

Affirmed by Fatimah binti Mohd Zain

……..…………………….. ………………………..

Signature Date

vii

This thesis is dedicated to my family and friends for supporting me in pursuing my

master’s degree while juggling with my career and motherhood. I can only say thanks

for everything and may Allah give you all the best in return.

viii

ACKNOWLEDGEMENTS

All glory is due to Allah, the Almighty whose Grace and Mercies have been with me

throughout the duration of my programme. Although it has been tasking, His Mercies

and Blessings on me eased the herculean task of completing this thesis.

I am most indebted to my supervisor, Asst. Prof. Dr. Mohaida Mohin, whose

enduring disposition, kindness, promptitude, thoroughness and friendship have

facilitated the successful completion of my work. I put on record and appreciate her

detailed comments, useful suggestions and inspiring queries which have considerably

improved this thesis. Her brilliant grasp of the aim and content of this work led to her

insightful comments, suggestions and queries which helped me a great deal. Despite

her commitments, she took time to listen and attend to me whenever and wherever

requested. The moral support she extended to me is in no doubt a boost that helped in

building and writing the draft of this research work. I am also grateful to my co-

supervisor, Assoc. Prof. Dr. Che Noraini Hashim, whose support and cooperation

contributed to the outcome of this work.

My gratitude goes to my beloved family; for their prayers, understanding and

endurance while away to quench my thirst for knowledge. To my mother, Hajah

Habibah binti Yahya, who sacrificed her passion to pursue her study, this is for you.

You have always been my inspiration. To my father, Haji Mohd Zain bin Hamzah,

thank you for all the effort that you showed to help me made it through. To my

husband, Azizol bin Ismail, thank you for your continuous encouragement throughout

my years of study. To my children, Maisarah and Mokhsin, thank you for the time that

I should have spent on both of you.

Once again, we glorify Allah for His endless mercy which enables us to

successfully round off the efforts of writing this thesis. Alhamdulillah. Thank you,

Allah.

ix

TABLE OF CONTENTS

Abstract .........................................................................................................................ii Abstract in Arabic .........................................................................................................iii Approval Page ...............................................................................................................iv Declaration ....................................................................................................................v Copyright Page..............................................................................................................vi Dedication .....................................................................................................................vii Acknowledgements .......................................................................................................viii List of Tables ................................................................................................................xi List of Figures ...............................................................................................................xii

CHAPTER ONE: INTRODUCTION ......................................................................1 1.1 Background of the Study ............................................................................1 1.2 Statement of the Problem ............................................................................14 1.3 Purpose of the Study ...................................................................................17 1.4 Research Objectives ....................................................................................18 1.5 Research Questions .....................................................................................19 1.6 Theoretical Framework ...............................................................................19 1.7 Teachers‟ Perception ...................................................................................20 1.8 Research Hypotheses ..................................................................................21 1.9 Significance of the Study ............................................................................22 1.10 Limitations of the Study............................................................................22 1.11 Definitions of Terms .................................................................................22 1.12 Chapter Summary .....................................................................................25

CHAPTER TWO: LITERATURE REVIEW .........................................................27 2.1 Introduction .................................................................................................27 2.2 The Change in Assessment Practice ...........................................................27 2.3 SBA as a Change in Assessment Practice...................................................41 2.4 Teachers‟ Understanding on the Implementation of the SBA ....................44 2.5 The Challenges Faced in Implementing the SBA .......................................46 2.6 Teachers‟ Awareness of the Enhanced SBA ..............................................50 2.7 Suggestions to Improve the Implementation of SBA .................................52 2.8 Chapter Summary .......................................................................................54

CHAPTER THREE: RESEARCH METHODOLOGY .........................................55 3.1 Introduction .................................................................................................55 3.2 Research Design..........................................................................................55 3.3 Respondents of the Study............................................................................56

3.4 Research Instrument....................................................................................57 3.5 Validity and Reliability ...............................................................................58 3.6 Data Collection Procedure ..........................................................................59 3.7 Data Analysis ..............................................................................................61 3.8 Chapter Summary .......................................................................................62

x

CHAPTER FOUR: DATA ANALYSIS AND FINDINGS......................................63 4.1 Introduction .................................................................................................63 4.2 Demographic Background ..........................................................................64

4.3 Teachers‟ Understanding on the SBA.........................................................65 4.4 Teachers‟ Awareness on the Amendments in SBA ....................................67 4.5 Challenges Faced by the Teachers in Implementing the SBA ....................69 4.6 Suggestions by the Teachers to Improve the SBA......................................70 4.7 Chapter Summary .......................................................................................72

CHAPTER FIVE: SUMMARY, DISCUSSION AND

RECOMMENDATIONS ............................................................................................74 5.1 Introduction .................................................................................................74 5.2 Summary of the Study ................................................................................74 5.3 Summary of Findings ..................................................................................75

5.4 Recommendations for Future Research ......................................................81

5.5 Conclusion ..................................................................................................83

REFERENCES ............................................................................................................84

APPENDIX A: CIRCULAR LETTER 22 FEBRUARY 2011 ............................91 APPENDIX B: CIRCULAR LETTER 31 MARCH 2014 ...................................96 APPENDIX C: CIRCULAR LETTER 9 OCTOBER 2015 .................................103

xi

LIST OF TABLES

Table No. Page No.

‎1.1 Frame for the Performance Standard in KSSR 7

‎3.1 List of Items on Teachers‟ Perception Variables 58

‎4.1 Demographic Background of the Respondents 64

‎4.2 Teachers‟ Understanding on the SBA 66

‎4.3 Teachers‟ Awareness on the Amendments in SBA 67

‎4.4 Challenges Faced by the Teachers in Implementing the

SBA 69

‎4.5 Suggestions by the Teachers to Improve the SBA 71

xii

LIST OF FIGURES

Figure No. Page No.

‎1.1 Standard Operating Procedure in Implementing the SBA 5

‎1.2 Framework of the Study 19

‎2.1 Key Processes in Changing Assessment Practice 29

‎3.1 Data Collection Procedure 61

1

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Education has become one of the main public policy issues in Malaysia and has been

seriously debated on in parliament. The role of education in the development of a

country could never be overstated. Since education is the bedrock of a nation‟s

progress, the government has invested tremendously to ensure the development of the

social and economic capital. As Malaysia is a developing country that is striving

towards achieving Vision 2020, which is to become a developed nation, its education

system must be well established and capable of producing Malaysian youth who could

think critically and creatively, knowledgeable, possessing leadership skills and are

competent to represent Malaysia in any other part of the world (PPPM, 2013). The

importance of education upon youth is undeniable as they are the voices of tomorrow.

Mary McLeod Bethune (1935) in her of her quotes expresses her view on education

by emphasizing on the powerful potential in youth and how their power should be

fully utilized in the right direction in order to produce positive results.

In tandem with education, assessment is an important part of the teaching and

learning process in the system. Nur Diana, Saedah, Norlidah and Mohammad (2013)

in her paper stressed on the important role that assessment played in teaching and

learning at any levels of learning institution all over the world. For the teachers, as

according to Gurnam, Chan and Sarjit (2011), assessment is an effective tool to

measure and monitor their students‟ performance and progress. Gardner, Harlen,

Hayward and Stobart (2008) as quoted by Black and William (2009) stated that

2

assessment, whether formative or summative which is conducted by the teachers is

part of an educational development. The result of the assessment offers significant

potential towards students‟ learning improvement.

Educationists all over the world have come to realize that children in this era

need more skills than the 3 Rs (Reading, wRiting, and aRithmetic) when they have

completed their school years (Malaysia Education Blueprint, 2013). The pupils need

to be equipped with high quality human capital that enables them to be marketable in

the society. In the Malaysia Education Blueprint 2013 – 2025 page 4-2, most countries

are all set to gear their education system towards the 21st century and beyond.

Singapore‟s Ministry of Education emphasizes on producing confident individuals,

self-directed learners, active contributors and concerned citizens for the 21st century.

Finland on the other hand set their education goals to achieve personal growth,

cultural identity and internationalism, media skills and communication, participatory

citizenship, responsible for the environment and ensures personal well-being and a

sustainable future.

Assessment policies in most developed countries such as United States of

America, Britain, New Zealand, Australia, Hong Kong, Japan and Finland have

undergone numerous significant changes from summative to formative based

assessments. Malaysian education system is also experiencing tremendous changes in

various aspects. One of those changes is the method of assessment. As stated in the

National Blueprint (2015), curriculum and assessment should work in parallel to the

international standard in order for the Malaysian students to acquire all the necessary

skills and knowledge to strive in the 21st century and beyond with great passion for

lifelong learning. The Minister of Education, Datuk Seri Hishammudin Tun Hussein

stated that Malaysian education system should be less examination-oriented and he

3

proposed that the Malaysian Examination Syndicate (Lembaga Peperiksaan Malaysia)

to consider on reducing the quantity of examination through the introduction of the

School Based Assessment (Utusan Malaysia, 22nd

March 2009).

The School Based Assessment was introduced in 2011and inculcated in the

KSSR as part of the new method of assessment in Malaysia. Nevertheless, the

chronology of the School Based Assessment implementation begins in 2005, during

the APEC International Colloquium on Educational Assessment: East Meets West in

Kuala Lumpur (Ministry of Education, 2011). The APEC reached the resolution

which suggests the needs to strike a balance between the central assessment and the

assessment run by the school administration. The benefit of School Based Assessment

is emphasized during the colloquium in which it provides a room for pupils to utilize

higher order thinking skills, values and behaviour.

During the Kuala Lumpur International Conference on Assessment (KLICA) –

Humanising Assessment in May 2006, the board of committee, who comprised of

educationists, proposed that the Malaysia Ministry of Education should form an

assessment system that applies to the Malaysian context. In 2007, during the

Educational Assessment System – Looking Ahead International Forum, the board of

committees had reached a consensus that the assessment transformation provides

holistic and realistic information regarding the pupils‟ progress. The students‟

progress in both academic and non academic aspects could be displayed through the

information gained (MOE, 2011).

The implementation of School Based Assessment in Malaysia began on

January 1st, 2011 together with the introduction of the Standard-Based Curriculum or

Kurikulum Standard Sekolah Rendah (KSSR) to replace the Kurikulum Bersepadu

Sekolah Rendah (KBSR). The KSSR was established based on five principles which

4

are back to basics, learning is fun, meaningful and purposeful, teaching is learner

centered, integration of salient new technologies and character-building infused

(Ministry of Education, 2011).

According to Bahagian Pembangunan Kurikulum (BPK) or Curriculum

Development Centre (2011), standard is the key in the KSSR for four reasons; i) to

ensure all pupils could achieve the levels determined in the standard, ii) to enable the

knowledge, skills and values to be measured precisely, iii) to focus on the

effectiveness in teaching and learning implementation and iv) to identify the

improvement strategy in the assessment for learning. The School Based Assessment,

as highlighted by Rohaya, Mohd Zaki, Hamimah and Adibah (2014) is used as the

measuring tool in the KSSR and aims at i) achieving the aspiration of National

Philosophy of Education towards developing learners‟ physical, emotional, spiritual

and intellectual abilities, ii) reducing exam-oriented learning, iii) evaluating learners‟

learning progress, and iv) enhancing teachers‟ integrity in the aspect of assessment,

recording and reporting the learners‟ learning. Figure 1.1 elaborates the standard

operating procedure on how the SBA should be implemented based on the

improvisations for UPSR and PMR made by the MOE in 2012.

5

COMPANY LOGO

Have not achieved

the performance

standard

Achieved the

performance

standard

Remedial

START

STEPS IN SCHOOL BASED ASSESSMENT

Figure 1.1 Standard Operating Procedure in Implementing the SBA (MOE, 2012)

The Malaysian Education Blueprint or Pelan Pembangunan Pendidikan

Malaysia (PPPM) 2013 – 2025 planned by the Ministry of Education (2013) places

great emphasis in striving to improve the students‟ competency in the higher order

thinking skills (HOTS) that can be achieved through a transformed curriculum.

Aidarwati and Abdul Ghani (2013) quoted on Hj. Muhyiddin Hj. Mohd Yassin, the

Minister of Education in his speech (Ministry of Education, 2012) whom emphasized

the importance of School Based Assessment in providing the opportunities for pupils

to improve their overall self potential and to become more creative and innovative

with continuous assistance from teachers.

With reference to the details by the Ministry of Education (2011), the School

Based Assessment or Pentaksiran Berasaskan Sekolah are divided into two

components which are academic and non-academic. Under the academic component

falls the school assessment or Pentaksiran Sekolah (PS) and Central Assessment or

6

Pentaksiran Pusat (PP). On the non-academic components are the Psychometric

assessment and also the physical Sports and co-curricular activities assessment or

Pentaksiran Aktiviti Jasmani Sukandan Kokurikulum (PAJSK).

The school assessment or Pentaksiran Sekolah (PS) is a formative assessment

that is aligned with the teaching and learning process in order to assess the students‟

learning progress. The school assessment is also comprehensive of the summative

assessment carried out at the end of a learning unit, semester, month or year to assess

the students‟ performance named the assessment of learning. The assessment is

conducted from year 1 until 6, and form 1 until form 5. The school is responsible in

preparing the instrument in the form of formative and summative assessment. For the

formative assessment, a report will be in the form of band and performance. The

summative assessment, on the other hand will be in the form of grades.

The central assessment or Pentaksiran Pusat (PP) is an assessment carried out

by the school administration and teachers. However, the assessment instruments,

tasks, scoring guides, and grading chart are prepared by the Malaysia Examination

Syndicate or Lembaga Peperiksaan which later will be reported by the school. To

ensure the quality of the assessment, the MOE has provided sufficient training to the

assessors. The report of the central assessment will be in the form of grades.

The physical, sports and co-curricular activities assessment or Pentaksiran

Aktiviti Jasmani Sukandan Kokurikulum (PAJSK) on the other hand is an assessment

being administered, recorded and reported through the pupils‟ participation and

performance in sports, co-curricular and extra-curricular activities. For this

component, pupil‟s involvement in non-academic activities whether in or outside the

classroom is compulsory according to their capability.

7

The Psychometric Assessment or Pentaksiran Psikometrik (PPsi) is a method

used systematically to gather the information that describes psychological traits which

are the pupils‟ aptitude and personality. This component aims at measuring the innate

ability as well as the acquired ability within the student. The Psychometric Instrument

will be provided and prepared by the Malaysia Examination Syndicate. However, its

implementation in school will be carried out by a counselor or a guide and counseling

teacher that has been appointed by the school administration. This component also

serves the purpose to develop the students‟ potential, inclination, preference and

talent. Besides, it also aims to expand the students‟ attitude and personality growth.

The impact of this assessment is hoped to achieve the career of the pupils‟ choice. The

assessment of the psychometric test will be reported in descriptive form.

The method in implementing the school based assessment is based on the

performance standard which has been planned and provided by the Ministry of

Education. Table 1.1 shows the frame for the performance standard.

Table 1.1 Frame for the Performance Standard in KSSR

Band Standard Statement Descriptor Evidence

1

2

3

4

5

6

Generic / public

statement pertaining the

learning progress (with

reference to the

objectives of the subject)

WHAT students know and

capable of (with reference to

the standard curriculum of

the respective years for

particular subject)

HOW students

show what they

know and what

they are capable

of

(Ministry of Education, 2011)

Through the introduction of the school based assessment, the MOE has also

introduced the School Based Assessment Management System or the Sistem

Pengurusan Pentaksiran Berasaskan Sekolah (SPPPBS). This system has been

8

developed by the MOE for academic and non-academic components. The SPPBS has

also served the purpose to record and to store information pertaining the pupils‟

achievement in the school based assessment as well as to produce a report when

needed. The SPPBS was developed in a technology environment web based which

consists of two applications for academic and non academic reports.

As school based assessment is still new in the Malaysian education system,

many have questioned its reliability. The MOE has looked into this matter by

imposing quality control in which every individual involved in the school based

assessment, in developing or implementing, will be responsible in assuring its quality.

The indicators of quality assurance are the verification, trustworthiness, manageability

and equality. There are four steps involved in the process of assuring the quality of the

school based assessment. The first is the mentoring process in which assistance and

guidance are provided. The second step is the observation process. This process

ensures the implementation of the assessment is conducted according to its procedure.

The third process is the standardization in which the scoring is standardized based on

the performance standard outlined by the MOE. The fourth process is the

identification process in which the strength and effectiveness of the assessment are

ensured.

One of the aims by the Ministry as stated in the Malaysia Education Blueprint

is to develop students who are proficient in Bahasa Malaysia and the English

language. As stated in the English Language Dokumen Standard Kandungan dan

Prestasi (DSKP).

9

English is taught as a second language in all Malaysian primary and

secondary schools. The mastery of English is essential for pupils to

gain access to information and knowledge written in English. In line

with the government‟s policy on strengthening English, the curriculum

has been designed to produce pupils who will be proficient in the

language. The goal of the English language curriculum is to help pupils

acquire the language in order to help them use it in their daily lives, to

further their studies, and for work purposes.

(Ministry of Education, 2011 p.4)

With reference to the report by the Malaysia Examination Syndicate,

Malaysian students‟ performance in English language is the lowest of the core

subjects at UPSR, PMR and SPM level (Malaysia Education Blueprint, 2013). This

matter grasps the Ministry‟s attention in order to improve the Malaysian students‟

proficiency in the English Language.

The English Language subject in the new curriculum is also experiencing

several changes as compared to the previous curriculum which is the KBSR. The

periods for English Language subject in KSSR have been increased to 300 minutes

where as in the KBSR, only 210 minutes were allotted. The syllabus and curriculum

specifications were replaced by the standard documents and the Content and Learning

Standards. Under the KSSR, the curriculum for English Language is organized based

on a modular approach with five modules being introduced: module 1 for listening

and speaking, module 2 for reading, module 3 for writing, module 4 for language arts

and module 5 for grammar. The first four modules are introduced to year 1 and 2,

while module 5, which is grammar, is introduced to year 3 onwards. These modules

are arranged in such a manner with the purpose to allow pupils to learn the English

language in an interesting way. This is specified in the KSSR Teacher‟s guidebook for

English Language Year 4 page 8;

10

English is the second language for pupils in schools. Thus, it is

believed prudent and pedagogically sound to defer the learning of

grammar to a later stage. Pupils should be given the opportunity to

develop an awareness of grammar in their first language and this

awareness may then be exploited when English grammar is introduced

in year 3. This approach will reduce the load and the stress of learning

in the early years where the emphasis is on learning through fun and

play

(Bahagian Pembangunan Kurikulum, 2013)

English teachers are expected to teach these five modules separately,

individually and in sequence. With reference to the KSSR Standard Document,

through the modular curriculum, "pupils will be able to focus on the development of

salient language skills or sub-skills under each module through purposeful activities in

meaningful contexts" (KSSR Standard Document, p.7). The modular approach

includes the integration of skills (Bahagian Pembangunan Kurikulum, 2013). The

integration of skills, however, is strategically exploited to enhance the pupils‟

development of specific language skills which has been described in the content and

learning standards in a module.

Another aspect of the English KSSR that differs greatly from KBSR is the

curriculum content which is the Basic Literacy. This content emphasizes on phonics

which was previously known as the Sound System and Whole Language approach in

KBSR. As the KSSR focuses on back to basics learning, the penmanship skill is one

of the main highlights to ensure students possess and practice proper and correct

handwriting. Apart from that, the Language Arts component is taught with the aim to

help students learn in a fun and interesting manner. Contextualized as well as

purposeful activities are believed to promote the element of fun in learning English

language. In the KSSR, teaching is learner centered in which teaching approaches,

11

lessons and curriculum materials must apply to the different needs and abilities of

pupils. Teachers need to bear in mind that appropriate activities and materials are used

with pupils of different learning capabilities in order to develop their full potential

(Bahagian Perkembangan Kurikulum, 2013).

As the 21st century teaching and learning is the key in the KSSR, the

integration of salient new technologies is highly emphasized in tandem with growing

globalization. The vast information via the internet and other electronic media will be

essential for knowledge acquisition. Network facilities will become more effective and

practical for the pupils to share and increase their knowledge. Character building on

the other hand is an important principle that needs to be inculcated through the

curriculum to infuse character building. The lessons that are well-planned by the

teachers based on values have to be incorporated in teaching and learning with the aim

to disperse the importance of good values for holistic development of individuals

(Bahagian Perkembangan Kurikulum, 2013).

In the KSSR, the Educational Emphases are added with regards to the

globalization and development in education. All the eleven skills in the Educational

Emphases are woven and infused into classroom lessons with the goal to prepare

pupils for the challenges of the real world. Even though critical and creative skills are

included in the previous curriculum, namely the KBSR, the importance of these two

skills are given greater emphasis in the KSSR. Critical and creative thinking skills are

inculcated in the learning standards to allow pupils to solve problems, make decisions

and also to express themselves creatively in simple language. Information and

Communication Technology Skills (ICT) include the use of multimedia resources

such as television documentaries and the internet. This includes the use of computer

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related activities such as the usage of e-mail, networking and interacting using

electronic courseware.

The Mastery Learning is another educational emphases highlighted that will

ensure that pupils master the learning standards laid out in the KSSR. The mastery

learning approach requires quality teaching and learning that takes place in the

classroom in which teachers need to ensure that pupils gain a learning standard before

they could proceed to the next learning standard. Besides that, the theory of Multiple

Intelligence highlights eight different intelligences that human beings possess. In order

to maximize teaching and learning in the classroom, these intelligences that exist

within the pupils will be identified and even refined by the teachers.

As the constructivism theory is widely used in the current curriculum, the

inculcation of this theory will help to enable pupils to build new concepts and

knowledge based on existing knowledge or schema that exist within the student.

Through this theory, teachers play their role by assisting the pupils to acquire new

knowledge and solve problems through pupil-centered active learning. On the other

hand, the contextual learning approach is used in the KSSR which helps in building a

connection between the contents learnt in pupils‟ daily lives, the community in which

they live in as well as the working world. According to the Bahagian Perkembangan

Kurikulum (2013), learning will only take place once a pupil is able to associate the

new knowledge acquired in a meaningful manner in their lives.

Learning How to Learn Skills are also integrated in the learning standards and

aim to enable pupils to hold their responsibility for their own learning (MOE, 2011).

These skills will equip the pupils to become independent life-long learners. The values

contained in the Standard based Curriculum for Moral is incorporated into the English

Language lessons. The patriotism and citizenship elements are instilled during lessons