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Home | Afrah's Curriculum and Instruction Portfolio

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Home | Afrah's Curriculum and Instruction Portfolio

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2016675418

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2016866436

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2016675436

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Home | EDU 555 Curriculum & Instruction (ED241 4A)

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Home | EDU 555 Curriculum & Instruction (ED241 4A)

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2016817206

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MUHAMMAD SYAZWAN BIN AB RASHID (2016651634)

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MUHAMMAD SYAZWAN BIN AB RASHID (2016651634)

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The issues of Teaching and Learning of Science and Mathematics in English (PPSMI) and Upholding the Malay Language and Strengthening Command of English (MBMMBI) has been a hot topic that has been debated and discussed about thoroughly especially amongst scholars, teachers and the ministers. The issue aroused in late 2009 after the old policy, PPSMI is abolished by the government and replaced it with a new policy, MBMMBI where it involves the usage of Malay language as the medium of instruction of teaching Science and Mathematics subjects.

Based on the article, according to a study conducted by researchers at UPSI, the old policy, PPSMI shows a gravely declining of results in the achievement of Science and Mathematics among the rural and urban students in UPSR, PMR, and SPM with English as the medium of instruction compared to using Malay language. This is more likely due to, most students portray less interest towards Science and Mathematics subjects when they are conducted in English language. It is also stated that students' proficiency level of English language shows not more than 3% of improvement when PPSMI was implemented and this has shown the ineffectiveness of the policy. Apart from that, another issue brought up in the article is the effectiveness of the teachers and infrastructure. A research shows that there are at least 25% of Science and Mathematics teachers that are vested with an excellent command of English whereas others are vice versa.

Lastly, the main objective of the study, stated in the article, is to analyse tertiary students' perspectives towards both new and old policies and the results shown, students are more inclined towards the new policy, MBMBI. In the study, they have found that, students' English proficiency level is the main factor that affected students' achievement in Mathematics and Science courses. In overall, teaching of S&M in English can be associated with students' English competency level.

The first and the foremost, regarding the issue of using Malay language as the medium of instruction, it may have its own pros and cons. In my humble opinion, although Malay language offers a better understanding, especially for students in rural areas who have lower proficiency of English language, government should contemplate a bigger picture for the students. By that, I mean, Malaysia has taught science and math in English since 2003, when former Prime Minister Mahathir bin Mohamad implemented the English-language policy in an attempt to help graduates improve their English and employability. On a smaller scale, most of the universities in Malaysia, public or private, they use English as a medium of teaching and learning Math and Science-related courses. If students are accustomed to learn in Malay, they will have difficulties in familiarising themselves with new English terms as they step into a higher institution of education. Based on a research, most of the students that were trained in Malay medium, had problems using new terms and words correctly (Fadhli, Asri, Azman, et al 2009). I suggest that, government should consider using dual-language, first to give better understanding to students, and second to help students familiarize with English terms as a preparation before they step in a higher education.

Regarding teachers' effectiveness and infrastructures, undoubtedly, before settling in the students, the teachers themselves should be knowledgeable and have high proficiency not just in the subjects they are teaching, but also in English language. If teachers lack English language skills, it seems impossible to teach Science and Maths in that language which might cause students to be left confused and not able to learn to their full potential. In my opinion, I suggest that the teachers must take on the role of a translator in class. They first teach in English (to help familiarize), and then explain in Malay to help those who have lower English proficiency to understand better. It is almost a reflexive action among teachers that as soon as their students look lost or seem unable to comprehend, they resort to translating the terms or specific portion of that lesson. Last but not least, regarding the study that is conducted in UKM, although the result shows that most are inclined towards the new policy, this study is less an academic research and more political polemic camouflaged as a pseudo-scientific study to justify its authors' nationalist bias. This is due to the fact that, UKM practice teaching Science and Maths-related courses in Malay language. Furthermore, the questionnaire are only distributed to the students of their faculties hence the results may not be valid and reliable. They should account distributing them to those who, in reality experiencing the situations, the students as well as the teachers.

As a conclusion, The government should be positive minded in enhancing the knowledge of our future students by implementing the policy of teaching Mathematics and Science in English so that our country can produce more efficient and dedicated students who are high in knowledge and good proficiency in English language. Therefore, in classes where the majority of the students are academically able and linguistically proficient, the teachers must teach their lessons entirely in English. Meanwhile, with weaker classes, these teachers should use more Malay in class, by way of translation. This being the case, on the spot translation offers them the fastest route to achieving their goal of increasing students' comprehension. We should bear in mind that English is regarded as an important mechanism for direct acquisition of knowledge in the field of science and technology especially in a higher or tertiary education. For valid assessment of Science and Mathematics, the use of dual-language test-booklet as a language accommodation need to continue to ensure students are assess on their Science and Mathematics achievement and not their language ability. If our curriculum doesn't have fix methods of delivering the learning experience, it might cause our country's education system to be disorganized and highly unsystematic resulting our country's future to be in harm.

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The issues of Teaching and Learning of Science and Mathematics in English (PPSMI) and Upholding the Malay Language and Strengthening Command of English (MBMMBI) has been a hot topic that has been debated and discussed about thoroughly especially amongst scholars, teachers and the ministers.

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2016675412

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2016421912

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Home | EDU 555 - CURRICULUM AND INSTRUCTION

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Welcome to my EDU 555 - Curriculum and Instruction subject portfolio, a blog here for you to explore my 14 weeks of lessons. This subject has added such importance into my ongoing degree years, and I am excited to share the subject and its contents. Read on, and enjoy.

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Home | EDU 555 - CURRICULUM AND INSTRUCTION

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Welcome to my EDU 555 - Curriculum and Instruction subject portfolio, a blog here for you to explore my 14 weeks of lessons. This subject has added such importance into my ongoing degree years, and I am excited to share the subject and its contents. Read on, and enjoy.

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2016675414

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2016651618

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2016630232

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201660226

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2016630324

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2016630322 ED2424B

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2016630318 ED2424B

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2016630304 ED2424B

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2016675426 ED241 4A

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2016630308 ED2424B

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201630244 ED2424B

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2016630296 ED2424B

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2016630276 ED2424B

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MOHAMAD ALIFF DANIAL.BIN ABDULLAH
2016675434

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2016630236

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2016630274

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2016630228

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ENGKU NUR AISYAH BINTI CHE ENGKU MUHAMAD

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ENGKU NUR AISYAH BINTI CHE ENGKU MUHAMAD

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2016630252