Monday, June 20, 2011
life is full of challenges,,,
setiap masa ada jer yg perlu diselesaikan dan ada jer benda yg perlu dibuat... tapi that is life, kalau tak xbermakna ler hidup kita kan.. erm.....
Sunday, April 5, 2009
BLOG INI DITUTUP
secara rasminya blog ini ditutup.. coz mulai skrg aku sudah punya tempat utk meluahkan isi hatiku.. wakakaka... moga ALLAH S.W.T merahmati hubungan aku.. amin...
Tuesday, March 17, 2009
Kajian: PPSMI 'bantut kecerdasan murid'
Kajian lapan universiti awam mendapati dasar Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris (PPSMI) "menimbulkan kerugian berganda kepada murid" dan "tidak menguntungkan, sebaliknya membantut tahap kecerdasan murid."
Kajian yang diusahakan Permuafakatan Badan Ilmiah Nasional (Pembina) dan melibatkan 53 pakar bahasa itu mendapati, pelaksanaan PPSMI hanya memberikan kesan minimum – kurang daripada 4 peratus – kepada pencapaian bahasa Inggeris secara menyeluruh.
"Dari segi perkiraan analisis kos-faedah dalam konteks pelaburan jangka panjang, amalan PPSMI tidak menguntungkan, sebaliknya membantut tahap kecerdasan murid serta merugikan generasi akan datang.
"Dengan ini, disarankan supaya dasar PPSMI diberhentikan.
"Ia juga harus diterokai pendekatan alternatif pengajaran bahasa Inggeris cara lain yang lebih konkrit dan praktikal, iaitu dengan menggubal dan menambahbaikan kurikulum dan pedagogi mata pelajaran bahasa Inggeris itu sendiri," laporan itu dipetik.
Laporan sepuluh halaman itu turut mendedahkan pelaksanaan PPSMI menimbulkan kerugian berganda kepada murid, terutama kepada 75 peratus murid sederhana dan lemah dalam tiga mata pelajaran terlibat – bahasa Inggeris, Sains dan Matematik.
Kajian yang diusahakan Permuafakatan Badan Ilmiah Nasional (Pembina) dan melibatkan 53 pakar bahasa itu mendapati, pelaksanaan PPSMI hanya memberikan kesan minimum – kurang daripada 4 peratus – kepada pencapaian bahasa Inggeris secara menyeluruh.
"Dari segi perkiraan analisis kos-faedah dalam konteks pelaburan jangka panjang, amalan PPSMI tidak menguntungkan, sebaliknya membantut tahap kecerdasan murid serta merugikan generasi akan datang.
"Dengan ini, disarankan supaya dasar PPSMI diberhentikan.
"Ia juga harus diterokai pendekatan alternatif pengajaran bahasa Inggeris cara lain yang lebih konkrit dan praktikal, iaitu dengan menggubal dan menambahbaikan kurikulum dan pedagogi mata pelajaran bahasa Inggeris itu sendiri," laporan itu dipetik.
Laporan sepuluh halaman itu turut mendedahkan pelaksanaan PPSMI menimbulkan kerugian berganda kepada murid, terutama kepada 75 peratus murid sederhana dan lemah dalam tiga mata pelajaran terlibat – bahasa Inggeris, Sains dan Matematik.
Sunday, March 15, 2009
my spp interview!!
topic : CARI BINI!!!
itu ler dier yg dato tu tanya... aku borak2 jer degn dier psl gadis2 sabah nih... aku nervous giler tapi itu jer yg dier tanya!! siut jer... tapi nasib ler dpt dato yg relax, if dpt yg stricit mampuih ler kome..allhamdullialah ler... best nyer dpt balik semenanjung nih.. recharge my spirit nih.. aduii.. the last few days amat2 menakjubkan.. semua nya berlaku dgn begitu pantas.. hope semuanya ok..
itu ler dier yg dato tu tanya... aku borak2 jer degn dier psl gadis2 sabah nih... aku nervous giler tapi itu jer yg dier tanya!! siut jer... tapi nasib ler dpt dato yg relax, if dpt yg stricit mampuih ler kome..allhamdullialah ler... best nyer dpt balik semenanjung nih.. recharge my spirit nih.. aduii.. the last few days amat2 menakjubkan.. semua nya berlaku dgn begitu pantas.. hope semuanya ok..
Sunday, March 8, 2009
Poor English impedes lessons
MANY students are already weak in Mathematics and Science.
Teaching these two subjects in English, a subject most students are poor in, only compounds the difficulty they have in understanding the subjects.
And it certainly does not help when nearly 60% of Maths and Science teachers are not fluent in communicating in English, while only 45% of them are comfortable teaching in the language.
These findings are some of the results from a research project conducted last year by Prof Datin Dr Juriah Long and her team from Universiti Kebangsaan Malaysia's Education Faculty.
Their objectives were to obtain information on the teaching of Maths and Science in English within the context of Malaysia’s diverse student population, and to gauge the effectiveness of this policy.
Commissioned by Dewan Bahasa dan Pustaka, the study involved 8,886 individuals from 242 schools in the country.
Divided into three categories, the participants included 1,650 school administrators, Maths and Science panel heads and teachers, as well as 7,236 Form Two students.
The study shows that there is a clear schism between the background of students who are comfortable learning the two subjects in English, compared with those who have difficulty understanding the lessons.
Not surprisingly, non-Malay students from urban areas with a high socio-economic background generally prefer learning Maths and Science in English.
Rural Malay students from national schools and coming from low-income families show the most concern over their difficulty in understanding those subjects in English.
These findings were reflected in the test scores for the 2004 mid-year Maths and Science exams for the Form Two students.
Students who prefer learning the subjects in English obtained higher results for both the subjects, compared with their compatriots.
About 95% of students feel they are not using English fully in their Maths and Science lessons, neither are they psychologically prepared to study those two subjects in English.
Almost half of them are worried over their difficulty in understanding the lessons, as well as their ability to answer exam questions in English.
The study also showed that while over three-quarters of Science teachers and two-thirds of Maths teachers are specialised in their field, their Sijil Pelajaran Malaysia (SPM) score for English was generally poor.
Less than 40% of teachers are able to effectively teach in English, although nearly 80% of them claim they are psychologically prepared to improve their teaching of Maths and Science in English.
Only slightly more than half were confident and enjoy teaching both subjects in English.
A good majority of the Maths and Science teachers involved in the study had attended courses relating to the policy, including curriculum-orientation and software.
Between 51% and 63% of Maths and Science teachers agree that the courses they attended and the buddy system, where they are paired up with an English teacher who assists them in terms of language, was a good approach.
Based on the data collected from teachers, there are five main problems in the implementation of teaching Maths and Science in English.
They are: students’ command of English, their method of learning, teachers’ method of teaching, equipment and mismatch between the implementation of the teaching of Maths and Science in English and the National Education Policy.
Among the recommendations of the study were that teachers be allowed to conduct Maths and Science lessons bilingually, especially in lower secondary classes, so that students can acquire a solid foundation in the subjects through their first language.
For students who are clearly disadvantaged in the implementation of this policy, motivational programmes in the form of English language camps and student exchange programmes should be conducted to help them improve their English language skills.
In addition, it was suggested that the Education Ministry should give these students an opportunity to continue studying Maths and Science in Bahasa Malaysia right up to the tertiary level, so that they may master the two subjects effectively.
The study concluded that the implementation of the teaching of Maths and Science in English was done in a hurried manner without proper in-depth study of the strengths and weaknesses of the policy.
The findings show that there is a mismatch between the objective and the implementation of the policy, which may result in disadvantaged students missing out on equal access to quality education.
Teaching these two subjects in English, a subject most students are poor in, only compounds the difficulty they have in understanding the subjects.
And it certainly does not help when nearly 60% of Maths and Science teachers are not fluent in communicating in English, while only 45% of them are comfortable teaching in the language.
These findings are some of the results from a research project conducted last year by Prof Datin Dr Juriah Long and her team from Universiti Kebangsaan Malaysia's Education Faculty.
Their objectives were to obtain information on the teaching of Maths and Science in English within the context of Malaysia’s diverse student population, and to gauge the effectiveness of this policy.
Commissioned by Dewan Bahasa dan Pustaka, the study involved 8,886 individuals from 242 schools in the country.
Divided into three categories, the participants included 1,650 school administrators, Maths and Science panel heads and teachers, as well as 7,236 Form Two students.
The study shows that there is a clear schism between the background of students who are comfortable learning the two subjects in English, compared with those who have difficulty understanding the lessons.
Not surprisingly, non-Malay students from urban areas with a high socio-economic background generally prefer learning Maths and Science in English.
Rural Malay students from national schools and coming from low-income families show the most concern over their difficulty in understanding those subjects in English.
These findings were reflected in the test scores for the 2004 mid-year Maths and Science exams for the Form Two students.
Students who prefer learning the subjects in English obtained higher results for both the subjects, compared with their compatriots.
About 95% of students feel they are not using English fully in their Maths and Science lessons, neither are they psychologically prepared to study those two subjects in English.
Almost half of them are worried over their difficulty in understanding the lessons, as well as their ability to answer exam questions in English.
The study also showed that while over three-quarters of Science teachers and two-thirds of Maths teachers are specialised in their field, their Sijil Pelajaran Malaysia (SPM) score for English was generally poor.
Less than 40% of teachers are able to effectively teach in English, although nearly 80% of them claim they are psychologically prepared to improve their teaching of Maths and Science in English.
Only slightly more than half were confident and enjoy teaching both subjects in English.
A good majority of the Maths and Science teachers involved in the study had attended courses relating to the policy, including curriculum-orientation and software.
Between 51% and 63% of Maths and Science teachers agree that the courses they attended and the buddy system, where they are paired up with an English teacher who assists them in terms of language, was a good approach.
Based on the data collected from teachers, there are five main problems in the implementation of teaching Maths and Science in English.
They are: students’ command of English, their method of learning, teachers’ method of teaching, equipment and mismatch between the implementation of the teaching of Maths and Science in English and the National Education Policy.
Among the recommendations of the study were that teachers be allowed to conduct Maths and Science lessons bilingually, especially in lower secondary classes, so that students can acquire a solid foundation in the subjects through their first language.
For students who are clearly disadvantaged in the implementation of this policy, motivational programmes in the form of English language camps and student exchange programmes should be conducted to help them improve their English language skills.
In addition, it was suggested that the Education Ministry should give these students an opportunity to continue studying Maths and Science in Bahasa Malaysia right up to the tertiary level, so that they may master the two subjects effectively.
The study concluded that the implementation of the teaching of Maths and Science in English was done in a hurried manner without proper in-depth study of the strengths and weaknesses of the policy.
The findings show that there is a mismatch between the objective and the implementation of the policy, which may result in disadvantaged students missing out on equal access to quality education.
Kepulangan...
best rasanyer nk pulang nih... berjumpa dgn family.. aku really perlukan pulihkan jiwa dan semangat.. my soul need recharge battery dowh.. mmg 2 bulan lebih ni agak2 taxing... cant wait to go back..
Sunday, March 1, 2009
Less than 2 weeks...
what have i got myself into..... wakkakaa.. this is juz crazy man.. entah ler, is this the right move or it would be disastrous?? i dunt have a clue what going to happen.. but all the best,, hope my heart can and want to accept this sudden changes in my life..hope aku dpt menerima seadanya.. tapi jika semuanya xmenjadi spt yg aku mahu, juz move on man.. the time would come.. rite??
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