Apakah pendapat peribadi anda tentang PPSMI?

Salam...
It’s been a long time since my last post...
It was and going to be very busy due to the practicum things. (The 1st and 2nd phase)


I was attracted to this topic...

“The view of PPSMI”

Erm… Let me put something down here…


The implementation of PPSMI doesn't much ever care about the pupil’s ability and capability in understanding duo language. When they learn science and math in English they totally have to endure two major problems, the 1st is the understanding the language of English itself then 2nd is the understanding of science or math itself. This kind of work is too hard for kids/ pupils to do it. But what come to worst is, to the pupils that have problem in mastering the reading and writing skills, they are totally can be called as handicap learning science and math in English.



Last semester practicum just leaved me a nice memory. But something doesn’t fix, the pupils that learning science in English.

I had taught two classes, the first is 3 Bestari and second is 4 Amanah.

Let we together study my class.



THESE ARE THE TRAITS OF MY CLASSES

3 BESTARI:

• 9 of the 23 pupils are non-mastering the reading and writing skills.
  2 of them still struggling
  And the rest is below average

4 AMANAH:

• Consist of 31 pupils, and all of them do master the reading and writing skills.

OBSERVATION

3 BESTARI

I’m using partial English and partial Malay in giving command. Because they are below average and they are not master the English (of course they don’t, cause they don’t even master the read and write skills). For example, I’m teaching them about plants part, that is the simple things. When I asked about the plants part, they perfectly can answer it very well in Malay. Never mind, so I put my effort to make them to understand the English words for the plants parts. So using the theory of behaviorism as the theory of repetition to them, using all kind of flash cards including drawing the plants on the blackboard to make them understand via their vision/sight. Then I start to repeat the words of plants part. As a whole class the totally can answer and follow me. But when the time I asked them individually, none of them can give the answer. I’m feeling so sad...

4 AMANAH

It is totally quite different to compare to the 3 BESTARI, all of them is good in understanding, but there a few of them is quite weak for this subject. But the still can catch up. They can give answer in English. They doesn’t understand English as a holistic, the just learned through fraction by fraction, portion by portion, their IQ quite good, they are bright students, they understands science totally, but its came to my disappointment when they answer my diagnostic test for their understanding what they have learned the result is they don’t understand the meaning of the question sheet, they don’t know how to answer in English. It’s so sad to me again.



ANALYZE

Their root problems is not the science but the English itself, it is the barrier that keep holding them back. It is not the pupils fault and guilt; it is the curriculum that went so hay wire. Based on the Theory of Humanistic all humans is intelligent and have potential to learn, but what made them left behind is the problems, obstacle that make them like that. Based on these two classes, all of them have the potential to learn science happily and enjoying the moment learning this knowledge, but seem it doesn’t happen like that.



CONCLUSION

At the end we believe that we have to respects the student’s ability and potential in learning, we as teacher should provide them the broader field of knowledge that doesn’t limit the potential and ability. The knowledge is their rights to learn, don’t take their rights to learn by serving this kind of obstacle. It is not the language that we fight for, but the knowledge itself should be put as a prior in this situation.

MUKADIMAH

This new things really have an impact on Malaysia for the second time after the PPSMI, every new leading higher order have their own aspiration and inspiration in doing things to make Malaysia a better place for us.


INTRODUCTION

When they giving a suggestion to make the English as a compulsory subject to pass the SPM, it driven the Malaysian into new sanity of thinking for the sake of future education in Malaysia. This thing has come to the mind of people and the Education Minister Tan Sri Muhyiddin Yassin himself about the failure of English would be mostly in the rural area in other word we say it "kampung". This awareness of our MOE (Ministry of Education) does make them to think twice about the implementation.

But there are some figures that believe that this implementation would be the best things to improve the Malaysian English especially the rural area students. The believe is on the economic conduct, when people knows English better, so the business negotiations would much easier rather less times consuming in hiring translators. This was our First Lady, Datin Seri Rosmah Mansor opinion about this matter.

And other opposite opinion is that, this is unfair for students to be denied an SPM certificate just because the failure in English paper. This was stated by Secretary-general Lok Yim Pheng.

Yet they are thousands of brilliant opinion about this case, we as a future teacher and a former SPM students should known better about this matter. There are pros and contradiction, so we have to analyze it as a whole, so we wouldn’t miss a thing to come to our final conclusion about this matter.



COMPARISON


PROS:

First, are the pros of this implementation, such I said earlier it is because the economic conduct that acquires a knowledgeable, a skillful as the same time is good in English businessman. As for that, in a long term it would increase our economy. Moreover the English is commerce language, and language of the world. English also the language of ICT, language of knowledge and the language of everything. Thus, the students should instill the English language in their life so that they wouldn’t turn to be missing their carrier. That is the view of why language is important.

Now is the view why this implementation is beneficial to SPM students. What we know, Malaysia education is based on the pragmatism. Pragmatism is the theory that believes action causes consequence, as for that the measurement of the actions should be measure through the value, and the pragmatic used the instrumental judgment to measure the value of education. And Malaysia does follow this kind of philosophy and therefore resulting the exam-oriented systems in our educations believe. All school is implementing this kind of education schemes, and teaching their students to achieve a level of good and great grade in school.

Compare the other countries in some other places especially the west, the skills are more likely instilled into those students. Starting at the young age they would do the magnificent piece of work as we Malaysian do it in the secondary schools. Based on my experienced, during the second semester of degree, we have learned the Science Curriculum in Malaysia and compare to those early days. And we are also comparing to the curriculum other country such as America. At elementary school they have been Science project that only Malaysian does when they enter secondary schools. it It is turn to be that the science project was totally different and student-centered, and there is evaluation marks on those projects. The emphasizing on the skills is truly essential for students because of the learning potential they have. Malaysia does neglect that kind of development in students.

However when it comes to the exam-oriented we are good at it. So, we Malaysian don’t have to be very hesitating when the obligation in SPM to pass the English paper is implemented. Because I’m pretty sure that the teacher will try the utmost in succeeding the students to pass the English paper. All the drilling and comprehension will be given when the exam is in the corner.


CONS:

Seconds, are the cons of implementing the compulsory of English to pass in SPM. As we know many rural areas kids/ students are not very good in English, and what come to the worst some of them totally are left behind in English. And the consequence is they didn't mastering the English.

There are many questionable question appear to my mind, are the rural area school deficiency of English teacher? What I mean the deficiency is not just by number but also by the quality of teacher back in the rural area. Is this teacher can ensure their students to pass the English paper?

Another question is, are the rural area are ready for this big transformations as the first wave of PPSMI already hit them severely. Considering their level and their family background, almost of them are thinking that education holistically won’t bring you anywhere. That was based on my practicum, I had meeting with the senior assistant of the SK Gunong about the pupils of the schools. She said to me please don’t be surprised that the kids are not eager to learn and study. There are many reasons she told me, and one of the clear reasons is the family background who doesn’t insist in having education as the survival of their live. The parents are not care whether their kids doesn’t do homework or not, and what had turn to the worst is the parents doesn’t care if their kids doesn’t come to school or not. The neglecting does give school troublesome in maintaining the school achievement over the UPSR result. So, by that we can see even a normal prior of subjects in school is really burdening the teacher and the students in school to overcome, how about this new ongoing or ingoing implementation.

And another question is, are the curriculum and the strategic plants of MOE about this obligation is totally perfect and flawless. Because on fact we know the, without any perfect and proper planning would be resulting in devastation of our future education as we have already endure it. The very proper planning does guarantee the future of our students with a concern of their life also.


ANALYZE:

Analyzing this situation, we should be realizing that is pros and cons in implementing it. Considering the capacity that the MOE have to produce the competent English teacher as well other subjects teacher, to produce well planning curriculum and give fully support to those students that are consider weak in English. I believe this is a very noble aspiration of the MOE, but please consider and judge thoroughly, methodically and systematically the intention of having English as a condition to pass in SPM. As long as that, why some of this issue appear? it is because we have to study the origin of everything happened, is back to our education believe of the exam-oriented.


Rationally thinking, why we need to pass the English is really highly connected to our exam-oriented system whereas all things should be good in grades. Exam-oriented really answer the whole things because we really depends on it. As I said before in another opinion in the FT, we cannot denied the students right to learn. The things that we should look deeper, it is not the Language, it is not the Science, it is not the Math, but it is the knowledge itself that does matter. We teacher want to convey the knowledge to the students sincerely and purely without any of stigma that going to hold us back.


CONCLUSION:

The conclusion nevertheless, is we the future teacher should be very aware of students needs whatever the curriculum has changed or not. Fulfill their needs of education and don’t violate their rights to learn. Gambling their education up and down is really something will make them sick of school, furthermore that doesn’t provide them the place to be tranquil of their way of learning. Be gentle on them.