JABATAN PENGKHUSUSAN BAHASA INGGERIS

INSTITUT PENDIDIKAN GURU

KAMPUS ILMU KHAS, KUALA LUMPUR

EDU 3093

SEMESTER: 8

TAHUN: 2015

TEACHER AND CURRENT CHALLENGES

DISEDIAKAN OLEH:
Haslilah binti hj. Selamat
No. K/P: 790731-01-5708
Program: PPG Ambilan FEB 2012
Kumpulan Akademik: ANGKA GILIRAN:
PPG TESL COHORT 2
2012171360108
P8.3 (sem. 8)
PENSYARAH:

MADAM ROSE MARIA BINTI AHMAD

JAILANI
TARIKH SERAHAN:
8 AUGUST 2015

TARIKH DITERIMA:
12 SEPTEMBER 2015

JABATAN PENGKHUSUSAN BAHASA INGGERIS

TASK 1-ESSAY WRITING

Identify two issues and challenges faced by teachers nowadays and give relevant
recommendations to solve the challenges they are facing. Based on the speech by Deputy
Prime Minister in conjunction with New Year Message 2015 by Ministry of Education.
Teachers in todays world are under a growing pressure to perform. Higher expectations
and greater needs now pressure the teachers to perform effectively in classroom. It all comes
down to quality teachers who are determinants of student achievement. Even the most prepared
and genuinely qualified teacher still has a great deal to learn when they begin to teach. Hence it
is vitally essential that teachers are well prepared when they learn when they begin to teach and
they continue to improve their knowledge and skills throughout their careers. The 21 st century
has brought about a greater demand for the nation to produce quality teacher. The road ahead
is not going to be easy in producing the next generation of teachers. According to Chickening
and Gamsons (1987) classic Seven Principles for Good Practice in Undergraduate, the quality
teacher can be define as encourage contact with students, develop reciprocity and cooperation
among students, encourage active learning, get prompt feedback, emphasize time on task,
communication high expectation and respect diverse talents and ways of learning. To fulfill it the
government has taken great measures in achieving its graduate target in primary and secondary
education, narrowing the digital divide, integrating ICT in the teaching and learning process,
strategizing teacher development programs, fulfilling the aspirations of education defined by
National Key Result Area (NKRA), developing innovative leadership and definitely improving to
a great extend proficiency and mastery in the English Language.
To uphold the education transformation, the professional teachers development has
become an increasingly challenging task for Malaysias younger generation for Malaysias
younger generation which has a higher set of values and greater expectations from life. With the
growing needs and expectations of the society, teachers are not only expected and seen as
imparters of knowledge but also to shoulder the responsibility of moulding and shaping a better
citizenry. Based on this scenario, the Malaysia Ministry of Education constantly encourages her
teachers to pursue courses in critical and relevant areas such as ICT, thinking skills, technical
and technic education by offering remuneration packages and potential promotions. According
to Rahimah Hj. Ahmad in her journal stated that the eleven years of schooling (six years
elementary and five years secondary) at one and the same time, prepares students for the work
market as well as to further their education to higher levels. Students are thus no more

streamed into specialized areas, (Arts, Science, Technical or Vocational streams),

although there is room for them to have subject concentration through their choice of elective
subjects. The upper secondary curriculum consists of core subjects required of all students
(general education), and four groups of subjects from four areas (Humanities, Science,
Technical and Vocational, and Islamic Education). Students are allowed to choose their
electives from two of the four areas. This may also mean paving the way for the ultimate
abolishment of the technical and vocational schools. To generate the students talent the teacher
play specific roles in order to fulfill the government policy.
In the speech by Ministry of Education mentioned about the moral value among the
teachers and students. Moral and values education has always been recognized and
acknowledged in the Malaysian school curriculum. It dates back to the time of the British
colonial government, when missionary work was one of the reasons for providing education for
the people. The curriculum had included Scripture as one of the subjects at the secondary level,
and ethics for the non-Christian pupils. Mukherjee (1986, p. 151) states that there were weekly
slots on ethics (given) to their nonChristian pupilswith liberal extracts from the Bible
accompanied by frequent exhortations to be good. Following the English school tradition then,
the National School System included Islamic Religious Education, then known as Agama
(Religion) in the curriculum for the Muslim pupils. For the non-Muslim students, some form of
moral education was given in place of Agama. More fervor is given to values education in the
present curriculum. The Kurikulum Baru Sekolah Rendah (KBSR), that is the New Primary
School Curriculum, and the Kurikulum Bersepadu Sekolah Menengah (KBSM), or the Integrated
Secondary School Curriculum, which have completed their first cycle recently, emphasize the
teaching of values in order to enhance quality individual development, as well as creating
Malaysian citizens of the future, through education. The moral and value are very critical
subjects nowadays as the students faced with so many moral problems, in order to decrease
the moral problems my suggestion is our government has to strengthen the moral and value
subjects in school by give merit if the students done good deeds.
Apart from that, the higher education also has various initiatives at national and faculty
levels that are carried out to improve teaching quality at Malaysian universities. Measures such
as auditing and accrediting university programs and obtaining certification for quality
management help improve program management and standardize students learning
experiences. However, these do not guarantee quality teaching within the classrooms. Initiatives
at faculty levels do not promise quality teaching as staff development often takes place within
workshops and training sessions that rarely promote sustainable learning resulting in minimal

impact on instructional practice. To improve teaching, staff development effort should promote
professional learning within communities of practice in which teaching experience and dilemmas
are shared and reflected upon. A close scrutiny of the teacher learning culture in many higher
educational institutions in Malaysia, however, reveal that such effort would be an arduous task
due to the numerous challenges to be overcome. To encourage the formation of communities of
practice within faculties to improve teaching quality in Malaysian universities requires drastic
changes to the policies which govern academic staffs achievement and success. It also
requires the setup of a new entity under the Ministry of Higher Education (MOHE) to monitor
staff development efforts in Malaysian universities. At university level, forming communities of
practice within faculties requires drastic changes to the job description of staff developers.
Albert Schweitzer once said, Example is not the main thing influencing others. It is the
only thing. Over and again, the world has seen organisations change successfully and
unsuccessfully during the process of transformation. From the discussion above, the current
change agents have to maintain high integrity for transformation to happen effectively. Their
sense of purpose to remain relevant will make them enlighten to continuously work together for
the good of the organizations. One block of hindrance that mangers of change must never
ignore is the emotional shift: from those emotions that hinder change and those that facilitate
change. The leaders/managers have to be prepared with facing anger, pessimism, cynicism,
anxiety and insecurity. Therefore, leaders and mangers by exemplary models help to change
these emotions to those of trust, optimism, enthusiasm and hope. The power of the people is
another crucial agent for change to take place. Leaders need to address the initiative to
colleagues and subordinates very clearly of the need for change. The establishment of relevant
committees to assist the management is another approach to attract the people to work together
to achieve a shared vision for the university. It is the centre of learning to play its role effectively
and efficiently. Finally, the crucial ingredient that mobilizes change is finance. Thus, University
has taken a very proactive step in generating income for its sustainability. The dynamics of this
effort involve competence of the university treasury, product suppliers credibility and
maintenance provider. In managing transformation in the university, financial distribution and regeneration has to be done fairly, with transparency and clear procedures. With all these issues
addressed and placed in the right frame of mind and attitude, it is hopeful that any change
initiatives that take place in the university will reap good for all.

REFERENCES
Chickening and Gamsons (1987) Classic Seven Principles for Good Practice in Undergraduate
29:39
Journal of Further and Higher Education. Volume 38, Issue 5, 2014
Special Issue: Global, international and cultural perspectives in further and higher
education
Kementerian Pendidikan Malaysia, (1989), Kurikulum Bersepadu Sekolah Menengah (The
integrated Secondary School Curriculum), Kuala Lumpur:Pusat Perkembangan
Kuriklum.
Kementerian Pendidikan Malaysia, (1990), Kurikulum Baru Sekolah Rendah (The New Primary
School Curriculum), Pusat Perkembangan Kuriklum, Kuala Lumpur.
Kementerian Pendidikan Malaysia, (1990), Pendidikan di Malaysia (Education in Malaysia),
Bahagian Perancangan dan Penyelidikan Pendidikan, Kementerian Pendidikan
Malaysia, Kuala Lumpur
Mahathir, M. (1991), Malaysia: the way forward (Vision 2020), paper presented by the Prime
Minister, in a Conference of the Malaysian Business Council, 28 February 1991.
Ministry of Education (1993), Education in Malaysia, Educational Planning and Research
Division, Kuala Lumpur
Mukherjee, H. (1986), Moral education in a developing society: the Malaysian case, in The
Revival of Values Education in Asia and the West, Comparative and Education Series,
Vol. 7, Ch. V, pp. 147-62.
Rahimah, H.A. (1993), Perkembangan dan reformasi pendidikan:Dilema pelaksanaan nilai
(Educational development and reformation: the dilemma of implementing values),
paper presented at the 30th Anniversary Seminar of the Faculty of Education, University
of Malaya, 3-5 November 1993

TASK 3 GROUP WORK GRAPHIC ORGANIZER

THE
USED
OF
BOARD
GAME
TO
REDUC
E
IRREG
ULAR
VERBS
ERROR
IN
WRITIN
G
YEAR 5

WEEK 3
WEEK 2
WEEK 1
How board game helped to reduce year 5 low profciency level students irregular verbs err

ACTION PLAN

ES
The use of board game as an efective tool to reduce year 5 students irregular verbs error in writing
OBJECTIV

E USE OF BOARD GAME TO REDUCE IRREGULAR VERBS ERROR IN WRITING YEAR 5