UNIVERSITI TEKNOLOGI MARA

THE IMPLEMENTATION OF OPS ENGLISH: TEACHERS VIEW, PRACTICES AND

CHALLENGES

You are being invited to participate in a research study. This form is designed to provide you
with information about this study.

In 2012, Malaysian Ministry of Education (MOE) has introduced a programme, Oral

Proficiency in English for Secondary Schools (OPS-English) to highlight and put forward the
concerns of many stakeholders on secondary school students lack of English proficiency and
communication skills. In the district of Kuala Selangor, this programme was being introduced
in 2014 involving 10 schools and followed by 10 more schools in 2015.However, since it is
being implemented, there has been hardly any research conducted to investigate on the
implementation of OPS English in Malaysia particularly in Kuala Selangor. Since the
teachers who are responsible for delivering the curriculum in the classroom, how teachers
perceive and understand the curriculum will affect how it is implemented. Thus the
researcher believes that it is a suitable time for this research to be implemented out for the
purpose of highlighting the teachers view and their concern in adopting OPS English and at
the same time, the research also seeks to investigate how teachers adopt OPS English as an
approach to enhance oral competency of students. This questionnaire will cover on teachers
view, belief, attitude, readiness, knowledge and practices in relation to English teaching and
OPS-English implementation. Apart from that, this questionnaire will find out on the issues
and challenges face of OPS-English implementation.

DEMOGRAPHIC PROFILE
Instructions to participants: Please TICK ( ) your choice or provide the relevant information in
the corresponding boxes provided.
1. Gender:

Male
Female

2. Age (in years) : ______

3. Years of teaching
Less than 5 years

5-10 years

4. Highest academic qualification obtained:

Diploma

Master

Bachelor Degree

PHD

11-15 years

More than 15 years

What is OPS-English in your view?

Please indicate ( ) on ONE of the statement below.
SA=Strongly Agree; A= Agree; U=Uncertain; D=Disagree; SD=StronglyDisagree.

No
1)

Items
OPS-English
means teaching
speaking only.

2)

OPS-English
focuses on
speaking and
listening.
OPS-English gives
less importance on
reading and
writing.
OPS-English does
not teach
grammar.

3)

4)

5)

OPS-English
demands using
only English in the
classroom.

6)

OPS-English
requires teachers
to have high
proficiency in
English.
OPS-English
emphasizes
fluency
over
accuracy
OPS-English will
help students to
enrich their
vocabularies.
OPS-English
requires a lot of
time to prepare
class activities.

7)

8)

9)

No
10
)

Items
OPS-English puts
too much pressure
on teachers.

11) OPS-English
incorporates fun
activities in
learning English.

SA

SD

SA

SD

Below are the statements related to teachers belief and attitude with regards to English
teaching and learning.
Please indicate ( ) on ONE of the statement below. SA=Strongly Agree; A= Agree;
U=Uncertain; D=Disagree; SD=Strongly Disagree.

No
1)

SA

SD

Items
SA
Teaching grammar
is the most
important thing for
English teachers.
9) Teachers need to
keep students
active and
interested.
10 Language
)
teachers need to
be language
experts.
11) Teachers should

SD

2)

3)

4)

5)

6)
7)

No
8)

Items
Language learning
is best promoted
through using the
language in
authentic
situations in the
classroom.
Meaning is best
conveyed through
translation
between the target
language and the
mother tongue.
English class
should be mostly
taught in English.
English syllabus
should be based
on know areas of
difficulty in
grammar and
pronunciation.
Vocabulary is the
most important
part of a language.
English class
should be fun.
English syllabus
should be based
on the students
communicative
needs outside the
classroom.

Below are statements related to teachers readiness and knowledge pertaining to English
teaching and OPS-English implementation.
Please indicate ( ) on ONE of the statement below. SA=Strongly Agree; A= Agree;
U=Uncertain; D=Disagree; SD=Strongly Disagree.

No
1)

Items
I always ready to
teach
communicatively.

2)

I am ready to let
my students to
take my dominant
role in class.
I have been
provided enough
time to understand
OPS-English, so I
am ready to
implement it.
I have been
provided enough
training to
implement OPSEnglish, so I am
ready to
implement it.
I have been
provided with
enough facilities
to implement
OPS-English, so I
am ready to
implement it.
I have been
provided with
enough resources
(materials) to
implement OPS
English, so I am
ready to
implement it.
I am ready to
implement OPS
English.
I have the
expertise to teach
English.
Items
I am proficient to
teach
communicatively.

3)

4)

5)

6)

7)

8)

No
9)

10
)

I am worry about
my own
proficiency in
conducting
speaking

SA

SD

SA

SD

Below are the statements related to teachers practices in teaching English and OPSEnglish incorporation in their class.
Please kindly report only what you actually practice, not what you think is correct or would
like to practice by indicating () to ONE of the statement below.

No
1)
No

Items

Very often

I use the target

Items
Very often
language (English)
all the time in
13 I make use of the
class.
)
audio and video
2) I am the one who
aids provided to
do most of the
teach OPSspeaking in my
English.
class.
14 I make use of the
3) I use mother
)
OPS- English
tongue to translate
students
in my class.
4) guidebook
I promote in my
class.
learners
autonomy in my
15 I make use of the
class.
)5) OPS-English
I let my students
teachers
to take charge of
guidebook
in my
their own learning.
6) class.
I let my students
to speak broken
16 IEnglish.
follow the
)7) instruction
given
I can tolerate
the
in
the
teachers
noise during
guidebook
in my
speaking activities
lesson.
in class.
8) I correct my
17 Istudents
incorporate
most
language
)
of
the
activities
every time they
suggested
in class.
the
speak in my
9) OPS-English
I incorporate many
teachers
activities in my
guidebook
in my
class.
10 class.
I incorporate many
)
teaching aids in
18 Imy
based
on my own
class.
)11) teaching
My class has
experience
always beento
teach
OPSteachercentered.
12 My
class
English. is always
)
students centered.

Often

Sometime
s

Rarely

Never

Often

Sometime
s

Rarely

Never

Below are the statements related to the issues in implementing OPS-English.

Please indicate ( ) on ONE of the statement below. SA=Strongly Agree; A= Agree;
U=Uncertain; D=Disagree; SD=Strongly Disagree.

No
1)

2)

3)

4)

5)

6)

7)

8)

9)

No
10
)

Items
SA
Teachers' lack of
sufficient spoken
English
competence
Teachers lack
training to
implement OPS
English.
Teachers lack of
understanding to
implement OPSEnglish.
Teachers have
low resources to
prepare for OPS
English.
Teachers have
insufficient time to
prepare for OPSEnglish.
Teachers are
reluctant to
implement OPS
English.
My students have
low proficiency in
English.
My students are
less confident for
OPS English.

SD

SD

My students are
less prepared for
OPS-English.

Items
SA
My students resist
in active
participation in
communicative
activities.
11) Large class size is
a hurdle for OPS
English.
12 Classrooms
are
)
not equipped with
A/V aids for OPS

- THANK YOU FOR YOUR COOPERATION -