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AN EDUCATIONAL PROGRAM

E:EDEM
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1.0 WHY LEARNING ENGLISH AND THE PROBLEM OF LEARNING
There are many reasons why Malaysian learns English; and our pupils probably do so for one
or more of these reasons;
a) English is a compulsory subject in the Malaysian school curriculum. So for many pupils,
their reason for learning English is because they have to.
b) Proficiency in English opens the door to greater opportunities for further education,
especially at tertiary level. It also enables pupils to gain access to the vast amount of
literature and information in all fields of learning, especially Science and Technology.
c) English is the language of international communication. Some pupils learn English because a
good knowledge of English will enhance their chances of securing a good job, and getting
promotions.
d) Status- Many pupils feel that ability to speak English is a status symbol. It makes them feel
better than those who can only speak their mother tongue.
The aim of English Language instruction in Malaysian school is to enable the learners to
communicate effectively and efficiently in English in social and professional situations. They
should be able to use English for different purpose for example, ask for information, and
understand instructions, read textbooks or manual and write reports. This mean they need to
learn to listen and understand, read and understand, speak and write accurately, fluently and
appropriately. To achieve this, they need to learn pronunciation, grammar, appropriacy and the
language skills-reading, speaking, listening and writing.
But it seems that learning English is always a big issue especially for those who live in
rural area in Malaysia included Beluran district in Sabah. English was always being said as a
killer subject for general examination either in primary school or secondary school. Writing is
the language skill that most pupils are least proficient with especially in tenses, singular-plural
rules and the position of adjectives and adverbs in a sentence.

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2.0 FACTORS of MASTERING ENGLISH PROBLEM: A CASE IN SK MOYNOD,
BELURAN, SABAH


Map 1: The location of SK Moynod, Beluran, Sabah
2.1 The school location
Beluran is a town and a district located in the Sandakan Division, in the east
Sabah, East Malaysia on the island of Borneo. It has 45 primary schools and 6 secondary schools
make a total of 51 schools. Most of the school are afar from the town it self. Some of the school
will spend three to four hours the reach Beluran town.

SK Moynod is located 40 km from the town of Beluran, Sabah and about 100 KM from
Sandakan. The school was built in Ladang Sabah Estate. The comunity races are Sungai, Dusun,
Kadazan, Visaya and Bugis. They are working as estate worker, farmers and also self-working. It
is operated in two session morning and evening.

The facility are a surau, estate clinic, solar electricity/ generator set provided by the
estate, water supply is based on tank availability and is keep from the rain. The school
connected to the main road by gravel road.

SK MOYNOD, BELURAN
Berkat Setia Sdn.Bhd
KTS Plantation Sdn. Bhd.
IOI Corporation Sdn Bhd
BELURAN TOWN
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E:EDEM
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The average registration of pupils yearly is about 150 to 250 pupils. Mainly, pupils are
from the family who works with Berkat Setia SDN. BHD., IOI Corporation and KTS plantation
SDN BHD and some from nearby villages estate small holders. The pupils from Berkat Setia
spend about 30 minutes to reach the school while from KTS Plantation needs about 1 hour.
Pupils from KTS Plantation are the most afar from the school.

SK Moynod has 23 teachers and 4 supporting staff. Administered by a headmaster, three
senior teachers and an afternoon session senior teacher.

2.2 Factors of English Learning Problem in SK Moynod
Learning English problem issues occur in SK Moynod are due to several factors as observed by
teachers in SK Moynod and by interview with pupils, headmaster and the Head Of Language
Unit, Beluran District Educational Office, Sabah;
i) Lack of interest among pupils towards English as they thought that English is a difficult
subject;
ii) English exposure is limited due to the limited coverage of electricity causing no television,
radio, CD/VCD/DVD player or other media. Some of the pupils resident electric supply are
on generator set that wont be available for the whole day as it is the estate policy ;
iii) Learning materials is limited which is solely dependent on the text books supplied by the
school because some of the parents are less able to buy additional materials or do not
understand the needs of children in learning;
iv) The parents are categorized as less-income and less educated unable to buy materials or even
to provide educating surrounding in house as analyzed in Pupils Information System (SMM).
v) No internet facility at home and school.
vi) No functioning computer lab in school.
vii) Limited contact hour in school as for year 1 and 2 they have only 5 hours contact per week
and for year 3 to year 4 only 3 and a half hour.
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So programs that can be implemented in a simplest way but overall teach all English
skills Speaking, Reading, Listening and writing must be innovated. This paper will propose a
school program that in our opinion will develop pupils interest in learning English for primary
pupils in a simple way but surely effective especially in mastering the grammar as the basic of
the English language.


3.0 English teaching programs

There were many programs applied by school in order to get better achievement in English such
as School Based Assestment SBOA, Buddy Support System (Sistem Bimbingan Taulan),
Proffessional Learning Community (PLC) and the latest program applied is the English
Language Teacher Development Project (Native Speaker) between Ministry of Education and
British Council.

In school level activities like a word a day, a sentence a day, singing/action song, choral
speaking, public speaking and drama competition, walking dictionary, big book, small book,
role-play, tongue twister, word attack, dictation and Spell It Right (SIR) are the examples of
activities done in such selected program like English Day, English, Month, English Camp or
English Village.

There are lots of activities and program done but still there always a need for innovation
of activities or program that meet the need of effective learning English in different purpose.

4.0 EVALUATION OF PROGRAMS

Talking on how to improve English achievement, there were many programs introduced in order
to maximize the achievement of school objectives which is pupils will be able write with
minimal or absolutely zero grammar error. The SWOT analyses of those programs are stated in
the table 1.
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Table 1: The SWOT analyses of some programs
Programs Strength Weakness Opportunity Threat
SBOA Focus on listening
and speaking skill
of pupils.
Improve pupils
communication in
English


Pupils cant
understand the
questions or even
speak .
Did not emphasize
on grammar rules.

Pupils motivated to
challenge other
pupils to
communicate.
Pupils have limited
vocabulary.
Unable to use
grammar correctly
as no further
improvement in
grammar. It is just
interviewing.
Buddy
Support
System
Improve teachers
ability to teach
English.
Non-optionist will
be able to
understand the
knowledge of
English that should
be taught.
Improve teachers
English skills.
Need extra time for
discussion which is
1 hour per week.

Teacher with good
English aggregate
able to share their
knowledge.
Time available for
teachers for
discussion are
limited.

Proffessio
nal
Learning
Communit
y (PLC)
Improve teachers
teaching strategies.
Identify most
difficult topic to be
mastered.
Encourage
teamwork.
Emphasize only
one topic in a
lesson.
Happen only as
scheduled.
More contact hour
among teachers to
discuss the lesson
problem.
Research nature
applied among
teacher towards
excellence of
teaching.
Time constraint
among teachers to
optimally applied.
English
Language
Teacher
Developm
ent Project
(Native
speaker)
English teacher for
Level 1 classes, for
selected schools
will be given
expert advice from
the English native
speaker as the
teachers mentor.
Improving
teachers teaching
and learning
strategies.
Contact hour with
the mentor is
limited that is only
one day per week
per school.
Not based on
students learning
only focus on the
teachers.
Not emphasized on
pupils achievement
in grammar.
All teachers and
students motivated
to speak English.
Expert services on
building good
nature of teaching
English.
Teachers desire to
cooperate with
mentors are
lowered as they
have to complete
their own daily
task.
Teachers unable to
speak good English
that wont help
much in building
good discussion.
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5.0 E:EDEM PROGRAM

E:EDEM PROGRAM is a method of English learning that cost effective but to allow all
students learn English especially grammar in optimum time. This method will also provides the
basic of learning English which allow them learning grammar especially in the mastery of parts
of speech: nouns, pronouns, verbs, adverbs, preposition, articles and adjectives.

Besides the limited interactive learning that is 5 hours/ 10 periods per week of learning
under KSSR policy and 3 hours / 7 periods per week in KBSR, pupils urged to study extra
time in a smart way themselves.

This program will be done to be conjoined with School Based Oral Assessment (SBOA)
program. SBOA program is focused in fluency, pronunciation, grammar, ethics and mannerism.
E:EDEM will provide a space to discuss some grammar rule such as subject-verb-agreement,
singular-plural and even the placement of adverbs and adjectives in a simple sentence.

It is believe E:EDEM will be a good match for SBOA as all language skills writing,
reading, listening and speaking will be tested.

The key of English sentence is the verbs (so do in Bahasa Malaysia). Without verbs the
sentences result incomplete. E: EDEM will emphasize on recognition of verbs so pupils will be
understand the whole sentences easily by understanding the verbs.


5.1 CONCEPT

The concepts of the program are:
i) The program is based on student self- access learning but monitored by the teacher.
ii) The program done by planned schedule.
iii) The activity is organized by the English panel.
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iv) To push pupils to study English in a simplest guided way.
v) It is a yearly program.

5.2 PURPOSES

The purposes of the program are:
i) To gain pupils basic knowledge in grammar items-subject-verb-agreement, singular-
plural rules, adjectives and adverbs.
ii) To motivate pupils to learn English every minutes they are free.
iii) To improve the quality of learning among pupils by familiarizing themselves to use
dictionary frequently.
iv) To improve the result of English Language in general examination.
v) To gain pupils interest in learning English.


5.3 METHOD OF IMPLEMENTATION

The methods of implementation are:

i) Form the committee in school.
ii) Pupils given the instrument and complete the tasks based on the planned schedule.
iii) Teachers basically the subject teacher will do the marking and give some comments to
improve pupils writing according to certain rules;
o Subject-verb-agreement
o Singular plural
Spelling
Capitalization
Fragment error.

iv) Pupils do their correction on the mistake done.
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v) The panel attends meetings to discuss the pupils achievement and plan activities to
rectify the weakness of pupils where appropriate.
vi) Successive activities done to improve remedial pupils achievement.
vii) Teacher will do some interview for all pupils to trace and discuss the problem faced the
most by the pupils and to suggest the way to improve themselves.

5.4 ORGANIZATION: STEERING COMMITEE

CHAIRMAN
The School Headmaster

VICE CHAIRMAN
All Penolong Kanan

COORDINATOR
The Head of English Panel

SECRETARY
English Teacher (Level 2)

MEMBERS
All English teacher


5.5 EXPECTED RESULT

The expected result from the program are:
i) All pupils able to build the nature of learning English in every corner of time available.
ii) Improvement of general examination result.
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iii) All school implement the bench-marking method to improve their teaching and learning
method.
iv) Will fulfill the MBMMBI policy: Back to the basic (which is one of the element is to
improve the knowledge of basic grammar).
v) To improve teachers methodology of teaching in class.
vi) Pupils will be able to construct sentences with minimal grammatical error.

6.0 IMPLEMENTATION OF PROGRAM
6.1 PROGRAM TIMELINE
Table 2: The Program Timeline
Project First Activity Timeline
Activities Time line Person responsible
Established Steering committee in School Level

Begin Monthly meeting
January GB, Penolong Kanan
Kurikulum, Head panel
Promote facilitator for each class February Head Panel, facilitator
Distribution of material and complete task Phase 1.
Marking of pupils task.
Discussion with and correction job.
Februari Facilitator, head panel
Completion of task Phase 2.
Marking of pupils task.
Discussion with and correction job.

Monthly Test 1.
March Facilitator, head panel
Steering committee begin a monthly review
1
st
quarterly report

March

Facilitator and pupils

Completion of task Phase 3
Marking of pupils task.
Discussion with pupils and correction job.

April

Facilitator and pupils
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Continue
Project First Activity Timeline
Activities Time line Person responsible
Completion of task Phase 4
Marking of pupils task.
Discussion with pupils and correction job.
Mid term examination.
May Facilitator and pupils
Steering committee begin a monthly review
2
nd
quarterly report.

May

Facilitator, head panel
Completion of task Phase 5
Marking of pupils task.
Discussion with pupils and correction job.

June

Facilitator and pupils
Completion of task Phase 6
Marking of pupils task.
Discussion with pupils and correction job.
Monthly Test 2.

July

Facilitator and pupils
Steering committee begin a monthly review
3rd quarterly report

August

Facilitator, head panel
Completion of task Phase7
Marking of pupils task.
Discussion with pupils and correction job.

September

Facilitator and pupils
Steering committee begin a monthly review
4rd quarterly report
October Facilitator, head panel

* Discussion with pupils will be done to identify the problem writing sentences especially on S-V-S, S-P rules, adjective and adverbs.





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6.2 ACTIVITIES BY PHASE PER CLASS
Table 3: Activities Per Class
Action Verbs by
Phase
Activities Per class
Year 3 Year 4 Year 5 Year 6
(SIMPLE SENTENCES BASED ON A
SENTENCE STRUCTURE FORMULA)
1 (1 10)
February
Simple Present
Tense
Simple Present
continuousTense
Compound
sentences
Complex
sentences
2 (11-25)
March
Simple Present
Tense
Simple Present
continuousTense
Compound
sentences
Complex
sentences
3 (26-40)
April
Simple Present
Tense
Simple Present
continuousTense
Compound
sentences
Complex
sentences
4 (41-60)
May
simple past tense simple past
Continuous tense
Compound
sentences
Complex
sentences
5 (61-80)
June
& simple past tense simple past
Continuous tense
Compound
sentences
Complex
sentences
6 (81-100)
July
simple past tense simple past
Continuous tense
Compound
sentences
Complex
sentences
7 (101-120)
September
Future Tense simple past
Continuous tense
Compound
sentences
Complex
sentences
* If pupils are fast learner, they are encourage to refer to the dictionary to identify other form of
verbs and construct their own sentences. Or even to write sentences for the whole types of tense
for the whole action verbs : that would be 600 sentences.
(120 action verbs * 5 types of tenses
i) present tense for singular and plural subject,
ii) past tense,
iii) present continuous tense,
iv) past continuous tense,
v) future tense)
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6.3 THE INSTRUMENT
6.3.1 Action verbs list
Table 4: The list of Actions verbs
BIL PRESENT PAST MEANING
1 bathe bathed mandi
2 brush brushed berus
3 buy bought beli
4 collect collected kumpul
5 comb combed menyikat
6 come came datang
7 cook cooked masak
8 do(es) did buat
9 draw drew lukis
10 drink drank minum
11 eat ate makan
12 fish fished memancing
13 go went pergi
14 has had ada
15 have had ada
16 hop hopped lompat
17 is was ialah
18 jump jumped lompat
19 learn learnt belajar
20 like liked suka
21 play played main
22 pray prayed sembahyang
23 read read membaca
24 run ran lari
25 sing sang menyanyi
26 sleep slept tidur
27 walk walked berjalan
28 add added tambah
29 am was ialah
30 are were ialah

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BIL PRESENT PAST MEANING
31 catch caught tangkap
32 clean cleaned membersihkan
33 crawl crawled merangkak
34 croak croaked menguak
35 cycle cycled berbasikal
36 drive drove memandu
37 fly flew terbang
38 glide glided menyusur
39 kick kicked tendang
40 ligt lighted memasang
41 listen listened dengar
42 live lived tinggal
43 open opened buka
44 ride rode menunggang
45 roar roared mengaum
46 sell sold jual
47 show showed tunjuk
48 substract substracted tolak
49 sweep swept sapu
50 swim swam berenang
51 take took ambil
52 turn turned toleh
53 twinkle twinkled berkelipan
54 wake up woke up bangun
55 watch watched memerhati
56 write wrote tulis
57 work worked bekerja
58 water watered menyiram
59 bark barked menyalak
60 beat beat pukul


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BIL PRESENT PAST MEANING
91 hold held pegang
92 hope hoped berharap
93 introduce introduced memperkenalkan
94 iron ironed menggosok
95 join joined sambung/ikuti
96 leave left tinggalkan
97 lend lent pinjamkan
98 lift lifted angkat
99 make made buat
100 meet met bertemu
101 move moved bergerak
102 paint painted mengecat
103 paste pasted menampal
104 pat patted membelai
105 peel peeled mengopek
106 pin pinned mengepin
107 plan planned merancang
108 plant planted menanam
109 practise practised berlatih
110 prepare prepared menyediakan
111 press pressed tekan
112 pretend pretended berpura-pura
113 purr purred mengiau
114 receive received terima
115

repair repaired
116 repeat repeated ulang
117 ring rang berdering
118 rise rose terbit
119 hear heard dengar
120 help helped tolong


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BIL PRESENT PAST MEANING
121 score scored menjaringkan
122 scream screamed menjerit
123 serve served menghidang
124 sew sewed menjahit
125 shop shopped membeli
126 slip slipped tergelincir
127 spin spinned berpusing
128 spread spread menebar
129 stop stopped berhenti
130 bargain bargained menawar
131 carry carried angkat/bawa
132 circle circled bulatkan
133 count counted kira
134 cover covered tutup
135 cross crossed menyeberang
136 deliver delivered hantar
137 destroy destroyed musnah
138 design designed melakar
139 dig digged menggali
140 engage engaged bertunang
141 enjoy enjoyed suka
142 enter entered masuk
143 excited excited bersorak
144 explore explored menyelidik
145 fall fell jatuh
146 finish finished habis
147 guide guided memandu/bawa
148 march marched berkawat
149 need needed perlu
150 roll rolled bergolek

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BIL PRESENT PAST MEANING
151 rush rushed bergegas
152 think thought berfikir
153 throw threw baling
154 use used guna
155 visit visited melawat
156 wave waved lambai
157 weigh weighed berat
158 wipe wiped mengelap
159 wish wished harap
160 answer answered jawab
161 sketch sketch melakar
162 steam steamed kukus
163 stuff stuffed menyumbat
164 surround surrounded mengelilingi
165 tell told beritahu
166 touch touched sentuh
167 try tried cuba
168 wrap wrapped bungkus
169 slice sliced hiris
170 chop chopped potong
171 fry fried goreng
172 hiss hissed bunyi ular
173 buzz buzzed bunyi lebah
174 cluck clucked berkokok
175 grunt grunted bunyi beruang
176 hoot hooted bunyi burung hantu
177 meow meowed bunyi kucing
178 neigh neighed bunyi kuda
179 quack quacked bunyi itik
180 gallop galloped lari kuda





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BIL PRESENT PAST MEANING
181 flutter fluttered sembelih
182 obey obeyed menurut perintah
183 operate operated mengendali
184 pick picked ambik/angkat
185 point pointed tunjuk
186 prefer prefered lebih suka
187 pull pulled tarik
188 pull out pulled out keluar
189 remove removed keluarkan
190 see saw lihat
191 say said cakap
192 depart departed berlepas
193 praise praised puji
194 scold scolded marah
195 wear wore pakai
196 break broke pecah
197 kill killed bunuh
198 sting stung sengat
199 slip slipped tergelincir
200 shout shouted menjerit
201 strike stroke pukul
202 stick stuck melekat
203 announce announced mengumumkan
204 inform informed memberitahu
205 arrive arrived tiba
206 push pushed tolak
207 punish punished denda
208

209






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SUBJECT GROUP

To be able to write subject-verb agreement correctly, pupils shoud know the subject group.
Table 5 : The Subject Group
Verb to be Verb to do Verb to have

GROUP 1

I
am
was
do
did
have
had



GROUP 2

He
She
It
Ali
(Singular)
is
was
does
did

has
had



GROUP 3


You
We
They
Ali and Abu
(plural)
are
were
do
did
have
had







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6.4 THE SENTENCE STRUCTURE
Pupils may be expose to the sentence structure to simplify the way they make sentences.

6.4.1 Structure 1 = Simple sentences







The boy is eating an apple.





6.4.2 Structure 2 = Simple sentences with adjectives







The boy is eating a red apple.









Verbs Articles Nouns
Pronouns
Nouns Adjectives
Verbs Articles Nouns
Pronouns
Nouns
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6.4.3 Structure 3 = Using Preposition and adjectives (could be without adjectives)








The boy is at the city park.





6.4.4 Structure 4 = Using adverbs








The boy is sitting leisurely.




Note:
Teachers are advised to paste the formula of sentence structure in their class or language learning
room to simplify the way they teach.


Adapted from: Azizah Othman dan Samidon Abdullah. 2006.


Verbs Articles Nouns
Pronouns
Nouns Adjectives Preposition
Verbs Nouns
Pronouns
Adverbs
NOUNS/PRONOUNS VERBS PREPOSITION ATICLES ADJECTIVES NOUNS(P
3
AF
2
) ADVERBS
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7.0 SWOT ANALYSIS FOR E:EDEM
7.1 STRENGTH
1. The learning process will focus on mastering grammar in a simplest way.
2. Pupils know the placement of adverbs and adjectives in a sentence.
3. The learning process encourage pupils to learn the language from the basic to more
complex as in Year 3 & 4 they will construct sentences in simple structure and in Year 5
and 6 compuound sentences and complex sentences respectively.
4. Pupils will familiar with the types of tenses and how to write correctly.
5. Enable better way to introduce subject-verbs-agreement (S-V-A).
6. Enhance pupils knowledge in singular-plural (S-P) usage in a sentence.
7. Clarify pupils understanding the difference of rules between S-V-A and S-P.
8. Pupils will have their proof of acvievement.
9. Highly motivate pupils to improve themselves every after discussion activity.


7.2 WEAKNESS
1. Emphasize only on simple, compound and complex sentences and not writing a
composition in paragraph.
2. Needs so much time in discussing pupils understanding on the concept of E:EDEM.
3. Need to copy instruments every year.
4. Pupils need to bring the book all the time and there will be a tendency to be damage as
pupils unable to take care of the book.
5. The sentence construction is only based on active voice.

7.3 OPPORTUNITY
1. The English panel has the cost support from the school budget.
2. The number of pupils in the school are not too big and will not burdening much for
facilitator to do the interview session.
3. The pupils parents are mostly working and they know the importance of mastering
English. Support from family will help to achieve the objectives.
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7.4 THREAT
1. Non-optionist teacher. They themselves did not have the English basic such as Tenses
and the sentence structure.
2. The teacher burdened with other tasks reporting, filing system, co-curriculum activity.
3. Time constraints.
4. Pupils behaviour are un - predictable.
5. Pupils thinking skill are limited.
6. spoon-feeding nature among pupils unable to optimize pupils skill.

8.0 Suggestion

In order to make sure the program is a success, there are certain matters to be considered as
stated below:

1. Teachers must be very motivated to spare some more time out of his/her teaching period as
the program will ask some extra time for marking the answers given by pupils. The more
pupils in the class, the more tasks the teacher will handle. If there are too many pupils and it
is burdening for teachers, the task could be given in group but the challenge is, there will be
members that rely on his/her friend effort and wont be cooperative. In that way it will
harder to evaluate ones achievement.

2. Some pupils especially remedial pupils will unable to complete the task because the
knowledge of constructing sentences is very limited. The teacher must be very committed to
force them to involve actively as this is the only way they can learn instead of zero skill.

3. This task will ask very high commitment for teachers to make sure the program is a success.
So the school authority must understand the task of teachers by not giving so much
administration task. The school also can provide sufficient teachers and fairly distribute
teaching schedule for teachers. Providing sufficient English teachers is a challenge as we
know that the numbers of English teachers are still insufficient. There are scenarios that
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Ustaz and Ustazah be a bidan terjun. This issue can be rectified by providing effective
training.

4. Teacher must be very strick to their pupils as they have to complete each phase on-time.

9.0 CONTIGENCY PROGRAM
The E:EDEM program proposed may face problem especially in big number of pupils. So a
contigency program can be done.

The Ministry and State Educational Department had introduced a Near Miss Pass and
Near Miss Excellent which is:
i) Near Miss Pass
Is a target to help pupils that in low achievement but has the potential to pass in
examination. The schools are urged to plan improvement programs for the group that
identified to enable to pass.

ii) Near Miss Excellent
Is a target to help pupils that in moderate achievement but has the potential to be
excellent in examination. The schools are urged to plan improvement programs for the
group that identified to enable to be excellence.

The program can be done only for the selected pupils. The subject teacher can polish the
pupils potential attentively. The advantage of this plan is that teachers will not burdened too
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much to check pupils answer. The percentage of program success will be more achieveable as
the focus group is smaller and given more attention.

10.0 CONCLUSION

ENGLISH: EVERY DAY, EVERY MINUTES (E:EDEM) is a program that believe
as cost effective, more practical in rural area but also practicable in town area. It is focus on
writing simple sentences but can be expand to constructing compound and even complex
sentences. The sentence constructions are based on a list of actions verbs as the key of
sentences.

The result of applying E:EDEM is expected pupils will be able to write sentences with
less grammatical error.

We are highly positive that the program will give the best way to introduce English
grammar to young English learner.














AN EDUCATIONAL PROGRAM
E:EDEM
JM40261, JM40275
25

REFFERENCE

Anna Fung Wai Choo, Chai Moo Hung, Irene Loo Pat Tai, Lee Fun Chow, Margaret Fong, Mary
Anne Fernando & Ruth Suppiah. 1992. Foundation English 1: Grammar and writing. Shah
Alam :Institut Teknologi Mara.

Azizah Othman dan Samidon Abdullah. 2006. Meningkatkan Kemahiran Murid Membina Ayat
Mudah Dengan Struktur Yang Betul Dalam Bahasa Inggeris Menggunakan Formula
P/NVPA/PO/ S
2
CD/OP
3
/AF
2
. Jurnal Kajian Tindakan Negeri Johor (Sekolah Rendah).
http://www.arjpnj.com/ktindak/files/binaayat.pdf.

Ministry Of Education Malaysia. 2001. English Curriculum: Sekolah Kebangsaan . Ministry Of
Education Malaysia: Curriculum Development Centre.

Ministry Of Education Malaysia. 2003. Curricullum Specifications Year 5: Sekolah Kebangsaan.
Ministry Of Education Malaysia: Curriculum Development Centre.

Ministry Of Education Malaysia. 2003. Curricullum Specifications Year 4: Sekolah Kebangsaan.
Ministry Of Education Malaysia: Curriculum Development Centre.

Ministry Of Education Malaysia. 2003. Curricullum Specifications Year 3: Sekolah Kebangsaan.
Ministry Of Education Malaysia: Curriculum Development Centre.

Ministry Of Education Malaysia. 2004. Curricullum Specifications Year 6: Sekolah Kebangsaan.
Ministry Of Education Malaysia: Curriculum Development Centre.

Mustafa Zubair. 2002. Basic English Grammar : Asas Tatabahasa bahasa Inggeris. Cetakan
pertama. Selangor: Crescent News (KL) Sdn. Bhd.

Nesamalar Citravelu, Saratha Sithamparam & The Soo. Choon. 2005. ELT Methodology:
Principles and Practice. 2
nd
edition. Selangor: Penerbit Fajar Bakti.

SK Moynod. 2008. SK Moynod Strategic Plan 2008-2012.

Internet Refference

http://en.wikipedia.org/wiki/English_grammar
http://grammar.about.com/od/rs/g/syntax.htm
http://www.usingenglish.com/reference/irregular-verbs/
http://en.wikipedia.org/wiki/Beluran
http://en.wikipedia.org/wiki/Education_in_Malaysia




AN EDUCATIONAL PROGRAM
E:EDEM
JM40261, JM40275
26

Interview:

Interview with The Headmaster of SK Moynod. 18
th
April 2012.

Interview with English teachers of SK Moynod. 18
th
April 2012.

Speech by the Head of Language Unit, Mr Ramli Idtol, PPD Beluran in conjunction with Bahasa
Melayu Camp 2012 at SK Moynod. 19
th
April 2012.

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