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Reasons for Disagreement (a few samples from 727 respondents; unedited language)

Theme 1: Cost

  1. Waste of money.
  2. why must we waste the taxpayers money on something that we can produce ourselves
  3. however, they are very costly
  4. We should not waste any money or resources by importing book
  5. I think that the textbook division should improve on the current books rather than getting imported books that cost up to RM100.
  6. More money will be spent on imported books.
  7. Apparently we are trying to implement the green technology to replace the usage of papers. So i disagree if we import it
  8. The cost will be too expensive for students (parents)
  9. Cost factor
  10. It would incur a huge cost. Change our text books to suit CEFR
  11. Increase expenses.. We hv our own local syllabus.. Use ours..
  12. The cost, fir long term purposes, will be unbearable.
  13. …more coming

Theme 2: Credibility  of local writers and local books

  1. Humiliating our local textbook writers
  2. We have smart people, from professors to experienced teachers who can write books of similar quality but customised to our culture.
  3. We need materials which suits us, suit our culture etc. Only we know what best for us.
  4. Besides, the move may also hamper the academic exercises among local academics especially in the field of book publishing.
  5. We have our own local education experts especially teachers to put together activities based on the allocated skills to teach our students as well as use the local environment to enhance learning…
  6. Local publications are at par with imported textbooks.
  7. We have enough local books for the purpose.
  8. We have our own expertise in writing our own text books.
  9. We have enough local books
  10. We malaysian Can afford to write our own textbooks.after all the books that are being used are relevant to our syllbus.hoping the school in malaysia can use it proper.
  11. can we assure the teachers in sabah , sarawak , kelantan and trengganu able to use the imported books woth their appropriate surrounding.think about it….
  12. Can the teacher mastered it before use it with their pupils in the classroom.furthErmore the textbook in primary and secondary should be linked with malaysia life.But we nwed foreign textbooks if we are in collegue or university.lf we do need we should well trained ourteachers especially teacjwrin sabah ,sarawak kelantan trengganu n pahang.
  13. Malaysian english teachers are not given a fair chance to develop their creativity in writing textbooks.
  14. We have so many english experts, local books are good enough for our school students
  15. Our local writers are equivalent to foreign writers; context differ; expensive;
  16. Our local writers are equivalent to foreign writers; context differ; expensive;
  17. It will lose the essence of Malaysian culture. We are capable of producing our own textbook.
  18. We have so many english experts, local books are good enough for our school students
  19. We have enough local reference and books.
  20. Kukuhkan dan tingkatkan pelaksanaan silibus sedia ada bukannya menggunakan buku teks yang diimport untuk meningkatkan kemahiran berbahasa Inggeris. Sebelum ini pun silibus tempatan kita mampu melahirkan golongan yang bijak dan pandai serta mahir menggunakan Bahasa Inggeris.
  21. We have our own identity that reflects through our textbooks. We have our own scholars as well and so, i don’t think this step is necessary for our education system.
  22. our local experts are among the best
  23. Malaysian writers obviously have the relevant background knowledge and familiarity of our students. Our students’ needs and demands could be met by local writers
  24. Malaysia has excellent, well trained and highly proficient English teachers and lecturers who are equally capable in writing Primary English textbooks for the consumption of our learners in the primary schools.
  25. Are we not believing our own strengths in producing quality textbooks?
  26. Our textbooks should be upgraded to the CEFR level. We have experts to do that.
  27. …..more coming

Theme 3: Foreign Elements

  1. Many foreign cultural elements that are improper for Malaysians
  2. Many unfamiliar names, items, buildings, streets, foods, etc that are not strange to Malaysia and, thus, affect comprehension
  3. Most of the content is not relevant to local context. It will not help to promote 1 Malaysia aspiration
  4. Imported English textbook doesn’t make someone expert in English.
  5. We need more local content
  6. Imported books are too rigid where examples and explanations used are bias and diificult to understand due to cultural barrier. They may also mislead readers.
  7. Understanding may be difficult to achieve and lesson learnt may be quite impossible to be practiced due to the same reasons.
  8. Furthermore, the use of imported books may be used to spur / inculcate unwanted ideology which is difficult to control.
  9. Different culture
  10. Diificult contexts for students to understand
  11. Don’t agree with CEFR. Even the schools in UK don’t use it
  12. The context / content is probably not suitable for our Malaysian young kids.
  13. The books will not be in line with our local setting. This situation will definitely not provide any benefits to those in the remote and rural areas
  14. It is better for students to have a more localized context. Understanding the language is hard enough not to mention to understand the culture
  15. Konteks silibus tempatan lebih menepati keperluan pelajar kita kerana itulah yang dihasilkan oleh pakar2 bahasa di negara kita.
  16. Local children should be exposed to local value, not imported.
  17. English UK is ok, and most people either lecturer have good experiences in English uK. Or if the Minister Education can guarantee the good use of this new english version to lecturer and parents.
  18. In my opinion the locally produced textbooks are better as we can incorporate malaysian context in the textbooks
  19. Foreign contents are not appropriate to our culture.
  20. I believe learners will learn better when the setting or content is related to their real life environment.
  21. It may contain foreign material not suitable to our values, culture or context.
  22. Imported textbooks may not be culturally suitable . It could be suitable to native speakers of the language rather than ESL learners
  23. Language is not about learning of linguistic but it does comprise of the cultural and moral values of the society itself. Do we not have our identity, please ministry of education or the deputy minister who proposed this move check your self identity and values of our malaysian culture. Language is about expressing one’s inner self and harmonise through understanding of it own cultural values. East do not meet West culturally.
  24. The culture & context will be greatly different. Pupils could get confused.
  25. …more coming

Theme 4: Suitability of imported book in the curriculum

  1. Books are not the solution to solve the problem or language proficiency. There are many other important factors than textbooks to solve the problem
  2. The level may be tough for our students esp from rural areas. It is expensive.
  3. does not cater to our students’ level and understanding
  4. CEFR is not meant for Malaysian setting
  5. Because i think the students year one and two pupils are too young to start with the curriculum… they are starting to learn the basics English in their life so why they have to be approached with something not in their level …
  6. imported english textbook doesn’t make someone expert in english.
  7. There should be other ways/approaches to scale up the usage of English language. Please consider students” competencies & capabilities holistically who live in cities & villages
  8. The contents are too high for the students.
  9. Our textbooks are at the same par as the imported ones and can be integrated with the new English curriculum to achieve the so called CEFR standard
  10. Students will not understand what topic their learn.
  11. Practise make perfect.. Textbook from other country cannot make us become excellent.. always use english and practise speaking will provide us in english
  12. By importing english text book from outside of Malaysia does not make us malaysian fluent at english . Practice what make us know how to work english as our second language . Talk by using english in our daily life would help improve our english
  13. Textbook is not the problem in arresting the low proficiency level of English. There are other factors that will require lesser financial implications.
  14. Not only we are learning the language also the culture. Should acculturise the good malaysian culture.
  15. i prefer to use local textbooks which is more appropriate for our context…these textbooks can be adapted to suit the CEFR curriculum. Furthermore teachers need to be trained first to implement this new curriculum. Why are we rushing? We can take at least a year to prepare the teachers and the relevant local textbooks
  16. The level of the book is too high for Malaysian pupils.
  17. The level of the book is too high for Malaysian pupils.
  18. The contents is to high for the students.
  19. In my opinion the locally produced textbooks are better as we can incorporate malaysian context in the textbooks
  20. Standard is when quality is checked not because they come from overseas!
  21. Buku teks rekaan Malaysia sendiri telah membuktikan membawa kejayaan serta kefahaman dalam kalangan rakyat Malaysia terutamanya zaman KBSR. Berapa ramai pelajar cemerlang telah dilahirkan serta berapa ramai pemegang Ijazah Sarjana, Master serta Doktorat yang dilahirkan meskipun hanya menggunakan buku keluaran tempatan. Mengapa perlu dibazirkan wang dengan buku keluaran imporr sekiranya buku tempatan telah terbukti berkesan.? KPM hanya perlu menguatkuasakan sistem pembelajaran serta pengjaran
  22. How about the Context and content of the books. Can we make sure it comply or suit or align with Malaysian context?
  23. Why do we have to use theirs? The reason given is not convincing enough.
  24. …more coming

Theme 5: Others

5.1 Teachers

  1. It’s not the material of learning. It is the system of learning delivery. If the teacher does not have the skills to deliver the lesson, even the best material in the world cannot help.
  2. \Doubtful Another quick fix solution to improve proficiency. Wonder if teachers r ready n proficient enough.
  3. Need more proficient English teacher.
  4. Masalah yang kita hadapi bukan buku teks tetapi kekangan masa proses pengajaran dan pembelajaran (P&P) yang singkat dan kesibukan para guru dengan bebanan tugas sampingan yang menyebabkan kekurangan masa untuk mencungkil dan mempertingkatkan potensi pelajar. Proses Tambahan lagi bilangan pelajar dalam kelas yang padat. Maka, hasil yang diharapkan tidak dapat dicapai

5.2 Miscellaneous

  1. I don’t think we’re addressing the real problem here. Its the teachers, method of teaching & student’s passion for English
  2. Sediakan guru dengan kursus kaedah dan teknik pengajaran. Guru yang akan ajar kepada generasi.
  3. Bagi mereka pendedahan dan penerangan yang jelas dan baik.
  4. Cadangan adalah tingkatkan waktu pembelajaran Bahasa Inggeris dalam kelas, tingkatkan kemudahan peralatan pengajaran dan pembelajaran yang berasaskan teknologi dan inovasi, berikan peluang kepada guru untuk menghadiri kursus yang membantu meningkatkan keupayaan dan teknik mengajar masing2.
  5. In my opinion as we are going to evaluate our pupils using the CEFR grade so in conjunction with it the level of the material will be use should be hand in hand with the level of grading
  6. Who gets the award to be the supplier? Is he related to anyone in the government?
  7. Not agreed. Only malaysian know what malaysian’s student need
  8. Just follow as what we did in early 60’s and 70’s
  9. if change our textbook language…what our gov. need show? Support current condition or make gap among our school and student? Any program for support before implement?
  10. Why fix what ain’t broken?
  11. Cannot be done abruptly! Concerned parties importantly the level of readiness among teaching competency is indeed vital here. Should weigh the implementation being executed gradually so as to enhance readiness and reach the desired outcomes.
  12. There are pros and cons in doing so. Need to conduct thorough study before making the decision.
  13. If ever, implementation should be on pilot basis.
  14. not too sure it’s a right decision to import these texts … let’s hope for the best
  15. I seldom use text book. Most of the time, i teach what i think my students need. Of course, preparing them for examination. I also use the huraian sukatan pelajaran as reference, just to make sure i don’t miss anything which they suppose to know for exam context too. Other than that, i teach what i think is necessary for them to know. Like how to book ticket flight, how to interact with other humans, etc. I also teach in accordance to what currently happening. Fifa, sea games, incest, raped, juvenile cases in malaysia, etc. So yeah. It doesn’t matter to me in whichever textbook version malaysia would decide for the malaysian.
  16. …..more coming

Reasons for Agreement (a few samples from 727 respondents; unedited language)

  1. So that students can study more efficiency in a classroo
  2. the new texts are CEFR aligned
  3. the standard of English among Malaysian students is surely deteriorating. Thanks to the non-English speaking English teachers. Their sheer incompetence is alarming and now it’s beginning to show, gauging by their students’ standard of English.
  4. it increases the mastery of the English language of children
  5. If it is a way to make Malaysia students more interest in english than before.so its was okay
  6. Yes, because the implementation use imported English textbooks should be used in teaching and learning systems whether at the primary and secondary level schools to measure the efficiency of the English language among the students and to improve the mastery of the English language more effectively and efficiently. This implementation is also able to improve the teaching and learning system of the English language more effectively than ever before because the use of this imported textbook is of higher quality than the relevance aspect of the English language and should be used for primary school students as an initial disclosure in exposing the relevance of the English language and the development of English language proficiency
  7. It is one of a good way to improve ones English language
  8. The English is better
  9.  using the book pupils will be able to do reading, listening, speaking and writing at each level.
  10. More practical and nature English.
  11. The best class(better fluency) uses only imported ones while the mediocre class uses both (to help supplement the local ones so as to help improve to better fluency)& the weaker ones follow local ones only
  12. It’s a good move to improve the standards of our kids’ English
  13. Not only importing the text books but importing teachers too from European country. Our school system should revert back to English Medium.
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25593931_1532780833444051_853709822844851476_nSaya pernah ROTAN pelajar masa saya jadi cikgu mulai 1986. Tapi rasional saya pilih rotan dan cara rotan saya mungkin berbeza dan saya suka nak kongsi sedikit di sini.
Dalam satu insiden kesalahan disiplin yang “serius”, yang sudah dijanjikan akan dirotan jika langgar disiplin, saya tanya kepada pelajar saya yg lakukan kesalahan, “kamu nak dirotan cara Islam atau cara konvensional?” Pelajar kata, “nak cara Islam” tanpa dia tanya bagaimana bentuk cara rotan cara Islam.
Sebelum saya rmulakan sesi rotan, saya beri sedikit tazkirah dulu. Selepas saya rotan pelajar pertama, semua pelajar lain mahu dirotan cara Islam, dan mereka senyum selepas itu….dan mereka kata sesama mereka, kalau Cikgu Supyan jadi cikgu disiplin kan bagus.
Dalam Islam, merotan juga ada ilmu dan ada akhlaknya. Cara merotan dalam Islam ialah
a. pada tempat kulit yang tebal (di belakang..pada badan atau punggung)
b rupa rotan mesti sempurna, tidak sumbing, tidak pecah di hujung, tidak bersepai (untuk elak luka)
c. perotan tidak boleh angkat tangan tinggi hingga ternampak ketiak semasa hayun rotan (hayunan tangan tidak nampak ketiak akan hasilkan pukulan yang perlahan atau sederhana)
d. semasa merotan, tidak boleh sentap atau tarik rotan dari badan, tapi rotan yg kena pada bhg dirotan harus berhenti dan kemudian diangkat dan diulang jika perlu, tapi bukan disentap atau ditarik (kalau disentap atau ditarik maka boleh berlaku kecederaan sampingan)
e. merotan dengan rasa “kasih sayang” untuk mendidik, bukan merotan dengan geram dan emosi panas
f. merotan untuk mendidik, membentuk akhlak, bukan mencederakan atau membinasakan
g. merotan tidak sampai kepada cacat, patah, atau luka
h. merotan diiringi doa agar pelajar ini diberi petunjuk oleh Allah untuk menjadi pelajar yang baik dan berguna pada masa akan datang.
Itulah rasional dan cara yang saya merotan. Bukan sakit kena rotan itu yang jadi matlamat, tapi menyatakan kesalahan serius itu yang menjadi matlamat. Kesalahan serius dihukum cara serius. Memberi amaran, memberi khidmat kauseling itu bukan hukuman serius tapi elok dikembarkan dengan hukuman rotan atau hukuman yang serius.
Alhamdulillah semua pelajar yang pernah saya rotan jadi kawan saya hingga hari ini dan kami sering bertemu. Kami saling hormat menghormati, ingat mengingati dan sayang memyanyangi.
Rotan itu satu gesture, satu perbuatan simbolik utk menyatakan kesalahan yang serius, dan bukan semua kesalahan perlu dirotan. Apabila seseorang pelajar dirotan secara terbuka depan khalayak, maka pesalah tahu ia lakukan kesalahan yang serius dan pelajar lain juga tahu ia satu kesalahan yang serius.
25994954_1532773713444763_8844552059936521394_nMerotan ditangan, tapak tangan, muka, bhg depan badan, peha, betis adalah amat TIDAK WAJAR kerana kulit pada bahagian berkenaan adalah nipis dan mudah cedera.
Merotan pada badan atau punggung dalam keadaan tanpa pakaian adalah TIDAK WAJAR pada pandangan Islam.
Hari ini biar pun KPM telah menghadkan amalan rotan, dan kuasa merotan hanya ada pada Pengetua dan Guru Disiplin, mereka harus tahu beza rotan cara Islam dan rotan cara konvensional.
Boleh atau tidak kalau kesalahan serius tidak dirotan? Boleh atas sebab kesihatan, dan diganti dengan hukuman lain atau tunggu pesalah sihat.
Bukankah merotan depan awam akan memalukan pelajar?
Tapi kenapa tidak rasa malu pula buat kesalahan serius depan awam?
Bukankah apabila seorang yang lakukan kesalahan serius dihukum depan awam akan menjadi pengajaran dan menyelamatkan jumlah pelajar yang lebih ramai agar tidak lakukan kesalahan serius yang sama?
Isunya bukan rotan. Fokusnya bukan rotan. Alat lain juga boleh digunakan untuk menghukum. Cara lain pun boleh digunakan untuk mendidik kesalahan yang serius. Isunya kenapa mesti nak langgart disiplin sekolah?
Kalau semasa belajar mengaji Quran, pelajar salah baca atau salah sebut ayat yang dibaca, adakah perlu dirotan? Pada saya, TIDAK WAJAR ustaz atau ustazah pukul pelajar dengan rotan. Ia bukan kesalahan serius. Silap dalam menjawab, silap dalam bacaan adalah satu proses belajar, maka proses belajar tidak akan sempurna kalau tidak buat silap. Tapi melakukan kesalahan tidak sama dengan melakukan kesilapan. Dalam proses belajar, kesilapan itu satu yang tabiie dan diperlukan sebelum boleh kuasi sesuatu ilmu.
Jom bincang dengan berhemah.

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Good and Bad Literature Review 2017

Click here Good and Bad Literature Review 2017 to download the presentation slide

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wasiat-sultan-2

Kenyataan Kementerian Kesihatan Kesihatan (KKM) baru-baru ini agar diberikan kelonggaran syarat lulus Bahasa Melayu tahap SPM kepada kakitangan kontrak khususnya doktor pelatih (housemen) untuk berkhidmat di hospital kerajaan mengundang kontroversi. Ia bertolak dari kenyataan Ketua Pengarah Kesihatan Datuk Dr Noor Hisham Abdullah dalam satu kenyataan semalam berkata Jabatan Perkhidmatan Awam (JPA) telah memberi persetujuan untuk kelonggaran syarat itu pada 23 Feb lalu untuk pelantikan secara kontrak ke jawatan Pegawai Perubatan Gred UD41 di Kementerian Kesihatan. Perubahan polisi ini teleh mencetuskan satu gelombang yang boleh mencemaskan banyak pihak sehingga kabinet terpaksa bermesyuarat dan akhirnya menolak cadangan ini pada 5 Julai 2017.

Alangkah baik kalau KKM merujuk dulu kepada Kementerian Pelajaran Malaysia, Kementerian Pengajian Tinggi, Dewan Bahasa dan Pustaka, pakar-pakar bahasa dan pendidkan di universiti sebelum membuat perubahan polisi yang berkaitan dengan syarat lulus Bahasa Melayu. Kadang-kadang kita terlupa bahawa isu Bahasa Melayu ini adalah satu isu sensitif kerana ia merupakan salah satu wasiat raja-Raja Melayu agar ia dipulihara dan dipertahankan status dan martabatnya.

Wasiat Raja-raja Melayu merujuk kepada 7 wasiat yang disampaikan semasa Raja-Raja Melayu menurunkan tandatangan persetujuan pembentukan Perlembagaan Persekutuan Tanah Melayu pada 5 Ogos 1957 .

  1. Kami namakan dan kami panggil dia, bumi yang kamu pijak dan langit yang kamu junjung PERSEKUTUAN TANAH MELAYU (sekarang dikenali dengan nama Malaysia);
  2. Kami isytiharkan dan kami simpan untuk kamu dan kami benarkan kamu isytihar dan simpan untuk anak cucu kamu, selain gunung-ganang, tasik dan hutan simpan, TANAH SIMPANAN MELAYU sehingga nisbah 50 peratus, selebihnya kamu rebutlah bersama-sama kaum lain;
  3. Bagi menjaga kamu dan bagi melindungi anak cucu kamu serta harta hak milik kamu, kami tubuhkan REJIMEN ASKAR MELAYU selain untuk membanteras kekacauan dalam negara dan ancaman dari luar negara;
  4. Kami kekalkan dan kami jamin Kerajaan dan Kedaulatan RAJA-RAJA MELAYU memerintah negara ini;
  5. Kami isytiharkan ISLAM adalah Agama Persekutuan;
  6. Kami tetapkan bahasa kebangsaan ialah BAHASA MELAYU;
  7. Kami amanahkan dan kami pertanggungjawabkan kepada Raja-Raja Melayu untuk melindungi KEDUDUKAN ISTIMEWA ORANG MELAYU dan KEPENTINGAN SAH KAUM-KAUM LAIN. (Kemudian ditambah kedudukan istimewa anak negeri Sabah dan Sarawak).

Dalam satu majlis pelancaran 3 buku Allahyarham Prof Datuk Dr Syed Hussein Alatas, berjudul Mitos Peribumi Malas, Intelektual Masyarakat Membangun, dan Rasuah : Sifat, Sebab dan Fungsi, sempena Seminar Antarabangsa Legasi Pemikiran Syed Hussein Alatas di Dewan Bahasa dan Pustaka  pada 5 Ogos 2009,  Raja Nazrin mengingatkan kita sebelum merdeka terdapat Wasiat Sembilan Raja Melayu itu terdiri dari empat Negeri Melayu Bersekutu dan lima Negeri Melayu Tidak Bersekutu, disampaikan sebelum Merdeka kepada rakyat Melayu, yang merupakan rakyat asal dan subjek Raja-Raja Melayu.

Wasiat ini dihasilkan atas kehendak Raja-Raja Melayu untuk mengekalkan kesinambungan sejarah, kedaulatan, dan kuasa politik Melayu (yang terletak pada Raja-Raja Melayu) kepada kesinambungan kedaultan negara kepada Raja-Raja Melayu serta mendapat penerimaan rakyat melalui wakil-wakil sah yang mempunyai locus standi, maka Perlembagaan Persekutuan mempunyai fasal-fasal tertentu.

Raja Nazrin Shah telah merujuk kepada :

  1. Perkara 3 (1) (2) (3) dan (5)
  2. Perkara 11
  3. Perkara 12
  4. Perkara 38 (5)
  5. Perkara 152
  6. Perkara 153
  7. Perkara 181 (1).

Fasal-fasal ini memerlukan izin Majlis Raja-Raja Melayu untuk sebarang pindaan.

7 Wasiat yang diterjemahkan dalam perlembagaan persekutuan adalah:

  1. Malaysia –Perkara 1 (Nama, Negeri-negeri dan Wilayah-wilayah Persekutuan)
    –> Persekutuan dinamai Malaysia pada 16 September 1963. Negeri-negerinya terdiri daripada Johor, Kedah, Kelantan, Melaka, Negeri Sembilan, Pahang, Perak, perlis, Pulau Pinang, Sabah, Sarawak, Selangor dan Terengganu.
  2. Tanah Simpanan Melayu – Perkara 89 (Tanah Rizab Orang Melayu)
    –> Mana-mana tanah di sesuatu negeri yang menjadi tanah rizab orang Melayu sebelum hari merdeka mengikut undang-undang yang ada, maka tanah itu boleh terus-menerus menjadi tanah rizab orang Melayu mengikut undang-undang itu sehingga selainnya diperuntukkan oleh Badan Perundangan Negeri dengan suatu Enakmen.
  3. Rejimen Askar Melayu – Seksyen 16(1) Akta Angkatan Bersenjata 1972
    –> Seksyen tersebut menyatakan “Mana-mana orang boleh diambil masuk ke dalam angkatan tetap; dengan syarat bahawa hanya orang Melayu boleh diambil masuk ke dalam Askar Melayu Diraja”. Askar Melayu Diraja diilhamkan pada tahun 1902 dan ditubuhkan pada tahun 1932 di bawah Malay Regiment Ordinance. Pasukan pertama Askar Melayu Diraja terdiri daripada 23 orang dan meningkat kepada 2 batalion pada tahun 1941. Askar Melayu Diraja pernah berperang dengan tentera Jepun di Pengkalan Chepa, Kelantan dan di Singapura dalam Perang Dunia Kedua. Angkatan Tentera Malaysia terdiri daripada tiga perkhidmatan iaitu udara, darat dan laut yang semuanya terbuka kepada semua kaum. Askar Melayu Diraja hanya satu komponen dalam pelbagai bidang ketenteraan dan berperanan mempertahankan negara dari ancaman dan pencerobohan dari luar negara tetapi tidak terlibat dalam ketenteraan awam dan keselamatan dalam negara.
  4. Raja-Raja Melayu – Perkara 32 (Kepala Utama Negara Bagi Persekutuan dan Permaisurinya)
    –> Kepala Utama Negara bagi Persekutuan digelar Yang di-Pertuan Agong yang mengambil keutamaan mengatasi segala orang dalam Persekutuan. Raja Permaisuri Agong mengambil keutamaan mengatasi segala orang lain dalam Persekutuan selepas Yang di-Pertuan Agong. Yang di-Pertuan Agong dipilih oleh Majlis Raja-Raja selama tempoh jawatan lima tahun.
  5. ISLAM – Perkara 3 (Agama bagi Persekutuan)
    –> Islam ialah agama bagi persekutuan tetapi agama-agama lain boleh diamalkan dengan aman dan damai di mana-mana bahagian Persekutuan. Raja/Sultan di setiap negeri ialah Ketua Agama Islam bagi negerinya dan bagi negeri-negeri yang tidak mempunyai Raja/Sultan, Yang di-Pertuan Agong adalah ketua Agama Islam negeri itu termasuklah Wilayah Persekutuan Kuala Lumpur, Labuan dan Putrajaya.
  6. Bahasa Melayu – Perkara 152 (Bahasa Kebangsaan)
    –> Perlembagaan Persekutuan memperuntukkan bahasa kebangsaan di Malaysia ialah Bahasa Melayu. Kedudukan Bahasa Melayu sebagai bahasa kebangsaan bagaimanapun tidak menafikan kedudukan dan hak bahasa lain untuk digunakan, dipelajari dan dikembangkan sekalipun dengan menggunakan dana awam. Pindaan kepada perkara ini tidak boleh diluluskan dengan tiada perkenan Majlis Raja-Raja.
  7. Kedudukan Istimewa Orang Melayu Dan Kepentingan Sah Kaum-Kaum Lain – Perkara 153 (Perizaban Kuota Mengenai Perkhidmatan, Permit dan Sebagainya untuk Orang Melayu)
    –> Perlembagaan Persekutuan memberikan tanggungjawab kepada Yang di-Pertuan Agong memelihara kedudukan istimewa orang Melayu dan Bumiputera mana-mana negeri Borneo dan kepentingan-kepentingan sah kaum-kaum lain. Perlembagaan Persekutuan memperuntukkan rizab kuota orang Melayu dan bumiputera dalam perkhidmatan awam, kemudahan pelajaran, permit dan lesen perniagaan.

Usaha mencabar syarat lulus Bahasa Melayu dalam perkhidmatan kerajaan adalah satu percubaan yang boleh dianggap menghina Bahasa Melayu yang telah termaktub kedudukannya dalam Perkara 152 Perlembagaan. Oleh itu sebarang usaha untuk mengubah sesuatu polisi berkaitan dengan status Bahasa Melayu, maka hendakalah dibuat dengan hati-hati dengan melibatkan pelbagai pihak berkepentingan.

photo_2017-07-06_08-45-55

Syarat lulus Bahasa Melayu ini dianggap amat minima bagi rakyat Malaysia yang tidak mengambil SPM kerana mereka mengikuti pelajaran sekolah  menengah di luar negara dan kembali ke tanah air dengan ijazah pertama atau kedua dan berhasrat untuk berkhidmat dalam sektor awam.  Mereka dikehendaki mengambil kertas Bahasa Melayu tahap SPM dan lulus sekirangya mereka ingin berkhidmat dengan sektor awam, tetapi mereka juga ada pilihan untuk berkhidmat dengan pihak swasta yang tidak memerlukan syarat lulus Bahasa Melayu peringkat SPM.

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Visit this excellent site that offers you to practice  speaking English correctly. If you are an English language teacher, you can use this site to train your students to articulate English words correctly with appropriate intonation of the words in the sentences.

englishspeak

You can also download this mobile apps from Google Play and train yourself or your students to practice and improve their articulation of words and sentences in English correctly.

16938827_1253815041340633_226651727554038864_n16998927_1253815244673946_9093697168585385047_n

Meaningful understanding of a language is an outcome of the interaction of three elements: grapho-phonemic, syntax, and semantic. Grapho-phonemic: ability to recognize the text and sound of the words. Syntax: ability to construct sentences grammatically. Semantic: ability to use correct word choices, correct intonation patterns, and correct grammar in appropriate contexts. Technology can help language learners to enhance their mastery of the target language.
  • In audio-lingual method, language lab, audio cassette, and CD/DVD are excellent tools.
  • In communicative approach, TV, videos and now YouTube are great tools.
  • In eclectic approach, MULTIMEDIA PLATFORM that combines texts, audios, videos, graphics, and animations constructed in structured and integrated lessons in websites and mobile apps IS A MARVELOUS TOOL

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4 types of Apps in Mobile Environment (Supyan Hussin. 2017. Nano Workshop: KNovasi in Teaching and Learning, Universiti Kebangsaan Malaysia. 15 Feb 2017)

1. Mobile Apps (general applications)
2. Mobile Learning (ML) apps (for learning purpose, minimal interaction)
3. Mobile-Assisted Learning (MAL) apps (have 2 important criteria: individualized instruction and bidirectional and have 2-4 pedagogical procedures for specific subjects)
4. Mobile-Assisted Language Learning (MALL) apps (have 2 important criteria: individualized instruction and bidirectional and has 4 pedagogical procedures for language subject only)

My Assessment

English Conversation is a Mobile-assisted language learning (MALL) app for listening, reading, and pronunciation/speaking. It meets 2 important criteria: individualized instruction (un/structured lessons, different levels of challenges , and bidirectional (feedback, progress report). It consists of 1. Demo, 2. Drills. 3. Assessment . Categorized as an “excellent” program for in-class, individual, pair, group activities; as well as Self-Directed Learning for outside classroom

English Grammar is a Mobile-assisted language learning (MALL) app for writing and grammar enrichment. It meets 2 important criteria: individualized instruction (un/structured lessons, different levels of challenges , and bidirectional (feedback, progress report). It consists of 1. Concepts 2. Demo, 3. Drills. 4. Assessment
Categorized as an “excellent” program for in-class, individual, pair, group activities; as well as Self-Directed Learning for outside classroom.

 

English Grammar – an excellent MALL (Mobile-Assisted Language Learning) app. It starts with assessment, provides feedback performance, then introduces the concepts, followed by demos and drills, and finally, test again. However the intro and demo of concepts are not comprehensive. This MALL app can be used for SDL, life-long learning and enrichment program, either in class or outside class, or both. It has reading comprehension materials, grammar materials, tenses, and vocabulary building materials as well as vocabulary for speaking

Teach Me Anatomy, an excellent MAL (Mobile-assisted Learning) app. It is good for medical, science, nursing, and pharmacy students. It offers 1. Concepts 2. Guides 3. Drill-practices 4. Assessment. It also provides feedback and progress report of users’ performance. It can be used as supplemental materials for SDL approach or F2F class meeting or both.

 

Psychology Book – A mobile learning app with unidirectional mode. Offers SDL (self-directed learning) exercises. No interaction. No feedback. No progress report. Good for reference. It is not a MAL (mobiles-assisted learning) app.

Culinary Cooking Essentials – A Mobile Learning app that offers concepts/ideas (dictionary) and demos/examples (recipes, videos). No drill exercises, no feedback, no progress report. Unidirectional approach in teaching. A good reference app for culinary subject for Technical and Vocational students

 

Quantum, a mobile-assisted learning offers learning materials including concepts, demos, drill-practice (tests) and progress report. This app is “good” for novice physics learners. Most ML or MAL apps are independent of web once you installed them into your smartphone.

Hydraulic Cylinder. This is a mobile app, like a calculator. It is only a tool that help users to solve mathematical problems for hydraulic -related matters. Engineering students can use this tool to master the concepts and formulas that they had learned in the class. It is good for reinforcement of learning. It is not a mobile learning app nor a mobile-assisted learning app. It doesn’t have 1. Concepts 2. Guides 3. Drills or 4. Tests.

This World History Quick e-Book mobile app is categorized as Mobile Learning app, and it is not a Mobile-assisted learning app. It presents information (concepts/ideas) in one way. Still, the content is very comprehensive; therefore, it is good for reference. This ML app is like an encyclopedia. No drill-exercise, no assessment. No feedback, No progress report.

Complete chemistry is a mobile-learning (ML) app, not Mobile-assisted learning app (MAL). It contains 1. Concepts and 2. Demo. It does not have any drill-exercise nor assessment. No interaction. No feedback. No progress report. Categorized as a “fair” package. One-way “learning”, not “two-way” or bidirectional.

Complete Physics is a Mobile-assisted learning (MAL) containing 1. Concepts, 2. Demo, 3. Drills, and 4.Tests. However, the package does not provide progress report. Categorized as “very good” mobile-assisted learning apps. Can be used for self-directed learning outside classroom to enhance understanding and skills.

English Idioms is a Mobile-assisted language learning (MALL) app for grammar, syntax, speaking. It meets 2 important criteria: individualized instruction (un/structured lessons, different levels of challenges , and bidirectional (feedback, progress report). It consists of 1. Test, 2. Drills. 3. Demo. Categorized as a “good” program. However. the instructional design of this package is not very good. Still the content of this MALL can be used in-class for individual, pair, group activities; as well as Self-Directed Learning for outside classroom

If we can differentiate Mobile apps, Mobile learning apps, and Mobile-assisted learning (MAL), then we know what is best for our students. Later, we ask students to download and install the best MAL packages into their HP. Once installed, there is no need for printed copies; eventually, we save more trees around us globally. Let’s go mobile, go digital.

17022138_1256991624356308_8226963686601135535_nElectrical symbol, a Mobile learning app.

17103736_1256990651023072_1644543696785897268_nElectrical study, a Mobile-Assisted Learning (MAL) app 17021568_1256990074356463_6221147009377218525_n Electrical calculations, a Mobile app, tool to computer

17098299_1256989704356500_671817797327488275_nLearn Electrical wiring, a Mobile app, tutorial only

 

Note: More assessments will be posted in my FB supyanukm hussin

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