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A policy suggestion to address non-supporting school environment for English Language Learning in SK Parun Suan, Serian

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Introduction
School plays a major role in providing quality education, motivating and building good

discipline to pupils. It also helps to mould pupils behaviour, personalities and social being by giving programmes such as welfare programmes and support services and by the same time enhancing their skills and talent in curriculum or co-curriculum activities throughout their schooling life. According to Dr. Ragbir Kaur (2008, p.313), each school has a big responsibility to provide a quality education to ensure excellent achievement of pupils in the field of academic, co-curriculum and as well as in the overall development of their personalities. Therefore, the management of the school must be responsible in succeeding all of the criteria above. The school management without a doubt is an integral part in an education organization. As the head of the school, the headmaster is an important figure in any department. They are responsible to provide good leadership, correct pathway and motivation necessary to succeed. According to Daniel Goleman (2002) in Fred and Alan (2008, p.116), the leader of a department is not about whos smarter or tougher but about qualities that they have or can develop. To achieve this type of qualities, the headmaster must figure out plans, organises, executes and controls in order to accomplish the desire goals. In this era of globalisation, the headmaster and the school must be dependable and strong in facing problems involving the students, the community and its surrounding. The tidal wave of problems concerning students with less moral values, lack of motivation, bunkoff school and many more generate complexity and failure to the school management. This definitely will affect the performance in academic and co-curriculum activities. As a manager, the headmaster must be capable of proposing, producing and executing a practical policy in order to overcome problems both in curriculum and discipline of the students. Policies can be diverse with each issue or problems. Policy can be defined as principles chosen by the government that influence the action based on rationality and with workout plans if it is reasonable and appropriate in particular situation. Policies also explicable in terms of process whereby it involves negotiation between different groups of people; aiming to secure particular outcomes (Jenny Ozga, 2000). The headmaster must take account of all factors before a policy can be proposed and implement. A policy must be related to our National Philosophy of Education (NEP). NEP is like a bench mark for the

2|Page school management because it helps the administrator to plan, create, propose, implement and evaluate policies in school.
Education in Malaysia is an on-going effort towards further developing the potential of individual in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving high levels of personal wellbeing as well as being able to contribute to the harmony and betterment of the family, the society and the nation at large. (Curriculum Development Center 2001)

Educational policy is typically describes as a series of law that control the activity of the educations system. It is meant to analyse procedures suggested in the sense of its practicality towards attainment o good result that can change an organisation, a down-toearth education policy to address problems that arise in the school environment.

Every school has its own policies including SK. Parun Suan. The school throughout the years has implemented all kind of policies just to fulfil the desire objectives. In this essay, there is one policy that SK. Parun Suan is currently working with. It is a policy to address non-supporting school environment for English Language learning problem in the school. In this essay, it contains the issues, the objectives, the implementation process and all the related items of policy making in a department.

1.1 Problem Statement

In the present time, SK Parun Suan is facing a problem that creates difficulty not only to the school management, but to the students themselves; which is a nonsupporting school culture for learning English Language. SK Parun Suan, is a small, rural school that was first established in 1959 and located 25 kilometres from Serian town. Geographically surrounded by legendary mountains; Mount Jangat, Mount Minampun, Mount Sadong, Mount Buros and Mount Nambi. The scenery was spectacular and fascinating. The school nearby, SK Parun Suan was attended by the children of Bidayuh.Bukar community from the nearby village; Kampung Kakeng, Kampung Jenan and Kampung Plaman Bantang. Since 80% of the students come from the Bidayuh communities, it is noticeable that they speak Bidayuh language all the time. This is not unusual in a country where English Language is their second language of communication. When

3|Page the students start their journey in school from an early age, they are alreadyproficient speakers of their mother tongue. In Malaysia, the student may speak fluently in Malay, Mandarin, Cantonese, Hokkien, Tamil, Iban and in SK. Parun, it is Bidayuh Language. English Language as the second language acquisition is seen as the process that people go through when they are confronted by need to use a language other than their native one for communication (Jason Peter: p.29, 2006). The culture of using their mother tongue in the classroom is a problem for many English teachers. It really has a negative impact in learning the language and weakens the quality of English grade in UPSR examination. Statistic have shown that English grade in UPSR was not good enough especially grades from rural area school such as SK Parun Suan. According to Nesamalar, Saratha and Teh Soo Choon (1995:3), urban pupils have greater exposure to English. They have more opportunities to hear it, being used and to use it themselves, compare to rural pupils that have limited exposure to English. Another reason of using mother tongue in English language is because it is common thing to do. For example, when they need to explains certain meaning, the students automatically will use their own language to explain. This should be limited to during teaching and learning practices because in the long run, it will not improve the student proficiency and performance in the language. This statement put the English Language in a critical mode and teachers must do something in order to balance the differences and to produce at least 60 percent students with good proficiency level and the rest of 40 percent will belongs to those with excellent proficiency level.

1.2 Objectives
English Language as we know is taught in both primary and secondary school in Malaysia. Its position is that of a second language. In the KBSM English Syllabus, (Ministry of Education of Malaysia, 2003), stated four important objectives of learning English. Below are the objectives mentions: 1. Form and maintain relationship through conversation and

correspondence; take part in social interactions; 2. Obtain, process and use information from various audio-visual and print sources; and present the information in spoken and written form

4|Page 3. Listen to, view, read and respond to different texts, and express ideas, opinions thoughts and feelings imaginatively and creatively in spoken and written form; and 4. Show an awareness and appreciation on moral values and love towards the nation. With the position as a second language, it justified the importance to fully master the language. In English Language, there are four important skills that a student must learn. These skills are listening skills, speaking skills, reading skills and writing skills. In UPSR and PKSR examination, pupils need to answer two papers. Paper one consist of forty multy-choice questions and Paper two consist of three section that tested the pupils ability to write English in word phase, phrase phase and sentence phase in correct grammatical order. Both papers consist of 40 marks each and paper 2 normally will decide whether the pupils would get good result or even failed. From 2006 to 2010, the percentage of passes for English Paper is only 58%. This really put the teachers and the school under pressure and a solution to this issue must be raise. This short piece of writing is produced to explain the policy taken by SK Parun Suan that needs to be talked with swift actions. The first main purpose is to discern the problem that has shackled the schools academic performance for the past few years. The identification of the matter lies on continuous study and observation upon the students achievement. Our deepest concern towards the situation it is necessary to expound the policys implementation. It needs to be systematically planned and put to action; ensuring its successfulness by the end of the day. Besides that, it aims to make a clear envision of the policy with a drawing of the policy model; simple and easy way to understand the policy process. Details pertaining how the policy started are presented in the bicycle chart below:

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1.Goal Setting

7. Goal achieve

2.Department Goal Setting

SK Parun Suan Policy Process

6. Improved target with new solution if any

3. Set teachers objectives based on capabilities

5. Get Feedback after implementation

4. Join other teachers together to help with the goal.

From the policy above, it is crucial that the head master plays a active roles in succeeding this policy. The head of department must creates an environment of trust and provide a platform for teachers to air their concerns and grievances. The head of department may either resolve these problems or present possible solution to Higher Management for an equitable resolution (Jason Peter Geyser: 251, 2006).

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1.3 Significance
The policy provides important roles in enhancing pupils understanding of the language. It is an important step to create a policy that could use to solve issues that degrading the school performance. Within the policy, there is a programme that could identify the hard core pupils that need special attention. These pupils must be put into this programme if the school want any hope on improving them and the performance of the school. This policy if successfully implemented, will provides an insight of a better understanding on the proposed policy that can trigger the desire to change the school atmosphere from non-English speaking to an English speaking environment that finally creates an English-speaking school community. By executing the proses of the policy, it is hoped that obviously, improvement does happen among the students in their learning of English Language that gradually, will help to progress the schools academic performance.

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Policy 2.1 Policy Name

The policy that we propose to curb the related issues is called The Chrysalis Breakaway policy. Chrysalis is defined by Oxford Advance Learners Dictionary (7 th Edition, 2006) as a hard case that encloses an insect during the stage of life when it changes from a grub to an adult insect; for example a butterfly. Breakaway, according to Oxford Advance Learners Dictionary (7th Edition, 2006) precisely stated as escape suddenly from captivity. The general notion of this policy is the act of trying to set free from a covering that holds the life without freedom for certain period of time; referring to the students who were living inside their non-supporting mother tongue chrysalis and try to escape like a butterfly to explore the outside world; equipped with the knowledge of English Language.

2.2 Policy Identification

This policy begins after three years of observation and analysis on the performance of the students in UPSR from 2008 to 2010 (Graf A). We also include the result for Year-End Examination analysis for English Language subject from Year 1 to Year 6 (Graf B). We included both of the graphs in our Data Gathering Process.

7|Page From the graph, we can conclude that the students attainment for this subject is overall unsatisfactory. We have identify the problems and slowly started to find the solution to the issues. This policy is the best solution so far to apprehend the matters. Deeply concerned about this matter, we went to observe the students learning session and what we can conclude is that the students still cannot achieve the expected level of speaking, understanding and reading; what more to say writing in English. English Language is not their mother tongue like what Emmer, Evertson, Clement and Worsham (1994) have stated and clearly pointed that it is difficult for teacher to fully implement using English Language in the classroom. The students communicate in Bidayuh Language at home; and the same thing goes in the school compound; inside and outside the classroom. This situation hardly helping the students learning English Language because they cannot practice the language in the classroom when communicate with the teacher. Chitravelu, Sithamparam and Teh Soo Choon (2001) stated that the first stage of language learning before the students meet with the language in written form is through repeatedly hearing the words in the environment. It means that they learn English Language basically from listening and speaking; then they are able to write. Regarding to the problem, the students of SK Parun Suan are still living in a Chysalis environment ; enclosed by non-supporting Bidayuh-speaking culture in the school environment. The atmosphere deprives them to develop English Language learning and it brings bad effect to their achievement in the subject. This policy is to free the students from the chrysalis restraint, so that they can breakaway like a butterfly towards the world of excellent in English Language.

2.3 Data Gathering

Data gathering is essential to ensure the development of the policy is developing smoothly. Any improvisation and amended on the policy all related to the data collected and the outcome of the policy. There are many ways of collecting data. One of them is from assessment and testing. This data gathering should be specific, measurable, and realistic and within the duration of time planned. Data gathering

should be done by teachers in charge with the policy. They will collect everything from assessment and testing to small information that will shape the outcomes of the data later.

8|Page It is noticeable for the school management and the teacher particularly to see that the students performance in English Language subject is not encouraging. As a concern manager, the headmaster with the help of the head of English Department should gather information regarding to the problems in order to create a suitable policy to curb it. i. Study on past years examination result The observation upon past year result; focussing on English Language subject can help to identify how well the performance of the students is. Based on the students attainment in UPSR for the past three years, the inconsistency in the graph trend quite enough explain the students incompetency in English Language (Graph A). Not only that, a continues observation and analysis from primary one to primary six of the final semester examination (Graph B) shows the same patterns of inconsistency.

100.00 90.00 80.00 70.00 60.00 50.00 40.00 30.00 20.00 10.00 0.00 45.3 65.80 61.5 UPSR 2008 UPSR 2009 UPSR 2010

Graph A: Percentage for UPSR English Paper from year 2008 to 2010

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100 90 80 70 60 60 50 40 30 20 10 0 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 48 50 50 45 55 50 45.5 37.8 2008 2009 2010 88 78 80 85 78 66 66 65 78

Graph B: Percentage for Year-End English Examination for Primary 1 to Primary 6 from year 2008 to 2010

ii.

Interviewing the students The data also can be obtained from the students themselves by engaging them with informal listening and speaking activity. Teacher can applies simple questionnaires, role play, conversations and others in order to identify their level of competency in the language (Appendix A). From the interview, we found out that the students fluency in English Language is very low; even to response some simple questions.

10 | P a g e Appendix A

1) Personal Information What's your name? My name is......... Where are you from? / Where do you come from? I'm from ... I come from ... What's the weather like? What's your surname / family name? My family name is........ Would you like some coffee / tea / What's your first name? My first name is......... iii. Classroom Observation What's your address? My address is...... Where do you live? I live in...... What do you like? I like playing tennis, reading and listening to music. food? Yes, thank you. I'd like some coffee. Would you like something to drink / eat? Thank you. Could I have a cup of tea? It's raining at the moment. What does he look like? He's tall and slim. What would you like? I'd like a steak and chips.

11 | P a g e Previous research (Wacana Profes, Bilangan 4, 2004) says that a school manager can participate in a non-participant classroom observation of English Language lesson in progress to collect information in various aspects. It is focussing on learning environment under these aspects; (a) Learning strategies choice It refers to any learning strategies applied during teaching and learning session; whether teacher-centred or learner-centred learning. According to Abdul Rahman Aroff (1987), teacher-centred learning; a traditional education trend is focussing on teacher who directs the learning process and associated chiefly with the transmission of knowledge. As for learner-centred learning, it gives attention to the students whereby knowledge production is vital when providing students the opportunity to explore their own learning styles and fully engaged in active learning process. Learning strategies used in teaching-learning activities is significant to ensure successfulness in English Language Learning. (b) Opportunity for self-learning This aspect is concerning about the students and the chance given to them to study, tackle about and explore more about the things that they have learnt. This is more to learner-centred learning that is under the influence of progressivism education like what Gerald. G.Gutek(2004) had stated. Then, the teacher gave the opportunities to the students to contribute ideas about the subject that they discuss and observe the way they express their opinion using simple English Langauge. If they are able to do so, they have the experience on learning to speak using the language that can motivates them to learn more. (c) Suitability of the activities conduct with the pupils In the classroom, we are dealing with students with different abilities; good, average and weak or in other words, heterogeneous group. Citravelu, Sithamparam and Teh Soo Choon (2001), shares the view that grouping students according to their abilities will allow them to work on their own pace. Reflecting on that, different group of students with different ability should be handled wisely by giving them suitable kind of activities and it must be based on their level. By doing so, they will be able to learn something from the learning session that will help them to excel more on the language.

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2.4 Data Processing and Decision Making

Based from the information that has been collected, it is important to process the date; taking into account the aspects under observation in order to decide appropriate activities under the policy suggested. The policy makers should meet regularly, to discuss on the data gathered and the targets and further action that should be taken. It is also important to ensure the policy objectives and implementation did not sway from its original setting. Concerning on the study of the examination result, we can conclude that the students unsatisfactory achievement in English Language should be deal with seriously to find the root of the problem. The examination result lies fully on the students ability in certain subjects; for instance if the students have a good command in English Language, surely they will have no problem in scoring the best grade for the subject. On the contrary, it is very hard for them to achieve good grade if their basic in English Language is very weak. In view with the importance of a supporting school environment to generates English-speaking school culture, suitable activities need to be organized and implemented to motivate the students communicating in English Language especially when doing listening and speaking activities. The rational is when the learner is exposed to English Language; the students will apply the language they heard and gradually master the language they need to communicate with others. Roger Gower, Diane Philips and Steve Walters (2003:163), suggested that if the students learning of a subject has been a happy experience, they associate that particular subject with happy feeling and stating to like the language. It means that the student s can be motivated through fun activities. Here are suggested activities that go together under The Chrysalis Breakaway policy. (a) Inside classroom activities The students particularly participate inside classroom activities when teaching and learning is in progress. During the English Language learning, it is wise for the teacher to engage the students with more listening and speaking activities as prelesson, during lesson and post-lesson activity. Here are the suggested activities for:-

13 | P a g e Pre-lesson; Start Your DayThe teacher calls two or more students to come to the front and introduce themselves to their friends, say greetings (Good Morning, good afternoon) giving instruction s and sing songs with their friends. During Lesson Say Out and ShineTeacher calls the students and encourages them to distribute ideas about the subject that they are going to learn; for example teacher, name all kinds of flower that you know. Teacher also guides the students to reflect on what they have done during the activity in the classroom.

Post Lesson Call It A DayTeacher gives opportunity to the students to reflect back on the activity that they have learnt and experience and to talk about their feelings upon the activities conducted.

(b) Outside Classroom Activities

This activity will be carried out for one week every morning during recess time form Monday to Friday. The name of the activity is Morning Glory. In this activity, the students will take turn to say greeting, words of prayer, recite poems, story-telling or simple public speaking. Teachers on duty will help to monitor students progress. Every student will be participating in this activity, starting with Year 1 and 2 on Tuesday morning, Year 3 for every Wednesday morning and meanwhile Year 5 and Year 6 starts on Thursday and Friday respectively. The activity will be carried out at the school hall. Another activity is called English Titbits. This activity last for 15 minutes and only been implemented during recess time. Just like Morning Glory, the students will take turn everyday in class order to present Word of a day, short story telling and so on. With this suggested activities, hopefully it can support the Chrysalis Breakaway policy to address the problem in SK Parun Suan.

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2.5 Creating Policy Instrument

The instruments that will be used to run this policy are;

(a)

Banner The school management will prepare a banner to promote this policy

so that everyone including the community nearby will get a clear vision and information on the policy and its practicality. Additionally, the Chrysalis Breakaway policy banner will guide the students on their mannerism for the support of the policy execution.

(b)

Handbook The Chrysalis Breakaway policy should be put into documentation in

a handbook as a guidance for the school management to implement it and it will be a good policy to be refer to if any related issues raise later. In the manual, the policy process must be stated clearly so that the policy development, objectives, instruments and execution can be understood and carried out wisely.

2.6 Policy Alternatives and Selection

This policy has no alternatives and selection. The current policy is good enough to tackle the problem.

2.7 Policy Execution

The policy execution comes in several phase. First of all, there will be held a staff meeting to discuss on selected issues. In this case, they will discuss on the problems of English Learning. During the gathering, teachers and headmaster discuss on the issues raised and set a new policy for the school. To achieve the policy, the headmaster set realistic goals and the related teachers need to contribute to achieve the goal. Teachers will be divided into their own specialities based on their capabilities. During the implementation of the policy, teachers could coordinate with other teachers to motivate the selected pupils. Along the course of implementation, headmaster would get feedbacks and reports from the chief of programme regarding

15 | P a g e on the status of the programme. If any problems and issues raise, headmaster will set up a new meeting to raise the issues and a new set of alternatives will be implement if any. Within a certain period of time, the policy should reach its goal in improving English Language among the students.
The Goal Action Responsibility Requirement Time Period Re-evaluation Date -Every June Success Criteria -Student should be able to use listen, speaks, read and write in English in good manner.

Curriculum Development and Resources -Provide a set of effective curriculum for the programme. -Change the current curriculum to adept with the programme. -Headmaster -Head of English Panitia -English Teachers -resource books i English. -Teaching courseware in English -Teaching aids on various topic. -flash cards and pictures. -sentence strips. -Projectors and laptops. -the school library. February September (every year)

The table above shows the execution of policy on the issue raised based on the goal and action. 2.7.1 Policy Time Run The period of time needed to execute this policy is within 6 years. For Year 1 to Year 3, the efficacy of the policy can be observed when they get to year 4 while the upper primary, Year 4 to Year 6, the result can be seen after UPSR examination. At the end of the duration, the students should be able to speak, read and write in good English manner.

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2.7.2 Policy Process The policy process to address non-supporting school environment for English Language Learning in SK Parun Suan is shown below:

Headmaster and Head of English Department discuss on issues raised

The Headmaster set the overall goal

The teachers set the objectives based on observation and evaluation

Create tools and equipments to promote and execute the policy

Liaise with staff and set specific targets with motivation approach

Get feedback on the development and discuss with the headmaster for any alternative.

Achieve the goal

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2.8 Policy Evaluation

This policy can be evaluated through; (a) Academic competition The pupils ability in using English Language can be observed through the academic competition that can be organized in the school such as story telling competition, public speaking competition, action songs and many more. These activities should be guided by English Language teachers.

(b)

Teacher-students conversation Teacher should set a time after class to have a few minutes of friendly

discussion to address certain issues with the students. This could build good rapport between teacher-student and thus could give a positive impact to the students.

(c)

Examination Result The examination result will definitely play a massive role whether the policy is

working according to plan. School examination should be analysed to ensure the successfulness of the policy. If the result is good, then the students competency in English Language is supposed to be improved and they are able to apply the language in their examination.

2.9 Policy Circle

The policy circle for this Chrysalis Breakaway is based on the main criteria of a policy execution. They are: (a) Problem identification (b) Agenda setting (c) Policy formation (d) Decision making

18 | P a g e (e) (f) Policy implementation Policy analysis and evaluation

Based on the criteria of policy above, our group decided to use a very unique policy model based on the circle life of a butterfly.

1.Goal Setting

7. Goal achieve

2.Department Goal Setting

6. Improved target with new solution if any

3. Set teachers objectives based on capabilities

5. Get Feedback after implementation

4. Join other teachers together to help with the goal.

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2.10 Policy Model

This policy model is very unique to our group because it resembles all the criteria for the related issues in the school. The eggs represent the early age of students in the school. The caterpillar symbolizes the challenged faced by the pupils in the form of friends, parents and the community that disrupt the flow of learning English as the second language. The chrysalis symbolizes the shell that the student having right now because of lack of exposure and scared in using the language. They think that they are safe in the case but actually, they are preventing themselves to excel in life. The butterfly represents the last stages of the policy where the teachers successfully managed to guide them to come out from the chrysalis and be brave to explore the world and at last they are free and successful in their life.

Life Cycle of a Butterfly

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Parents support Teacher

Parents support

Good competency In English Language

English-speaking school culture

Excel in English Language

Students Parents support

Parents support

Chrysalis Breakaway Policy

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Conclusion
As a conclusion, we would like to stated that the policy that been implemented in

the school is what we think is the best policy so far. No policy is the best but it depends on the time of the policy been implemented. This study has made a big contribution in generating a school culture that speaks and use English Language. This policy also can motivate not only the students but the management of the school team as well and to make them realize how significant it is to cultivate the love of the English Language among the students. With the managers and the teachers wholehearted commitment in running their responsibilities under this suggested policy, the problem faced by SK Parun Suan could be solved.

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References:
Abdul Rahman Aroff & Zakaria Kasa. (1987). Falsafah dan Konsep Pendidikan. (Edisi Kedua). Shah Alam: Penerbit Fajar Bakti Sdn. Bhd. Chitravelu N., Sithamparam S., Teh S.C.(1995). ELT Methodology: Principle and Practice. Shah Alam: Penerbit Fajar Bakti Sdn. Bhd. Curriculum Development Center. (2001). National Philosophy of Education. Aims and Mission of the Education. Ministry of Education Malaysia. Kuala Lumpur. Dr. Ragbir Kaur. (2008). An Education Revision Guide for KPLI Primary and Secondary Trainees.(First Edition). Kuala Lumpur: Kumpulan Budiman Sdn. Bhd. Emmer, E.T, Evertson, C.M, Clements B.S, Worsham, M.E. (1994). Classroom Management for Secondary Teachers. (2nd ed.) New Jersey: Allyn and Bacon. Fred C. Lunenburg & Allan C. Ornstein. (2008). Education Administration: Concept & Practices.(Fifth Edition). United States of America:Wadsworth Cengage Learning. G.Gutek & Gerald (2004). Philosophical and Ideological Voices in Education. Boston: Pearson Jason Peter Geyser. (2006). English to the World: Teaching Methodology Made Easy. Selangor: August Publishing Sdn. Bhd. Jenny Ozga. (2004). Policy Research In Educational Setting. Philadelphia: Open University Press. Kementerian Pelajaran Malaysia. (2003). Huraian Sukatan Pelajaran: Kurikulum Bersepadu Sekolah Rendah. Persatuan Perkembangan Profesionalisme Pendidikan Sarawak (PROFES). (2004). Pemantapan Perkembangan Pendidikan Melalui Budaya Penyelidikan: Bilangan 4 Roger Gower, Diane Philips & Steve Walters. (2003). Teaching Practice Handbook. Hong Kong. Macmillan Heinemann. Wehmeir, S. (2006). Oxford Advance Learners Dictionary. (7th Edition). Oxford: Oxford University Press.