TITLE OF THE STUDY:

The evaluation of OPS-English

implementing to Form one students
YONG PO LI MT1312364T

 To identify the effectiveness of the

implementation of the programme.
To identify the weaknesses of the
programme.
To provide suggestion or
recommendation for improvement of
the programme.

 Is the OPS-English effective in

achieving its objectives?
What are the weaknesses detected
during the implementation?
What are the amendments can be
done in order to encounter the
problems faced and improving the
programme?

Sample
Form 1 student about 30.

RESEARCH
INSTRUMENT

Strength

Weaknesses

interesting; no
more chalk and
talk

The influences of
L1; multi cultural
background

Opportunities

Threats

All form 1
students have
the chance

Poor L2
proficiencies

RESEARCH
INSTRUMENT

DATA
COLLECTION & ANALYSIS
Questionnaire
Pre-post oral test
Interviewing the stakeholders
SPSS & observation

Reflection
Different background of student, different L1
& cultures
One result has been a great expansion of
bilingual education to provide for the
educational needs of students with limited
proficiency in English.(PPSMI-MBMMBI)
To better understand programming needs,
some clarification of terms is necessary
clarification that can lead to far more effective
instructional methods.

Cont
In language learning, students should be encouraged
to use their previous experiences with oral and
written language to develop their second language
and to promote their growth to literacy (Au and
Jordan 1981; Hudelson 1986, Edelsky 1986; Cummins
and Swain 1986; Enright and McCloskey 1988).
Students bring to school cultural identities,
knowledge, and experiences that should be awarded
by instructional practices rather than replaced or
forgotten as learning takes place (Cummins 1986;
Heath 1983; Jordan 1985; Moll and Diaz 1987).

Cont
It is also acknowledged that it is
impossible to totally separate
language and culture. Consequently,
the term bilingual education includes
the concept of bicultural education
(Ovando and Collier 1985).

 Therefore, [Bilingual education is a]

new way of conceiving the entire range
of education especially for the nonEnglish child just entering school.
Bilingual learning necessitates
rethinking the entire curriculum in
terms of a child's best instruments for
learning, of his readiness for learning
various subjects, and his own identity
and potential for growth and
development.

Underlying Principles of
Second-Language
Acquisition

Second-language acquisition (L2) is

developmental, continuous, interactive
with cognition, and rule-governed. It is
acquired by the student through
interaction with the environment. The
affective variables include motivation,
environment, attitude, and
socioeconomic status.