CHAPTER ONE

INTRODUCTION

1.1

Background of the Study National Curriculum transformation predicates upon the decision of Mesyuarat Susulan Jemaah Menteri, chaired by the Minister of Education on 23rd May 2008. An improvement effort in the education system particularly at the primary level should be implemented so that the school curriculum faces the needs and challenges as well as the next. In this regard, the Ministry of Education (MOE) has undertaken a study and found that there is a need to transform the primary school curriculum. Transformation of the primary school curriculum means restructuring and upgrading existing primary school curriculum. The purpose of the transformation is to ensure that students are provided with the knowledge, skills and values that are relevant to the current needs to face the challenges of the 21st century. Transformation of the primary school curriculum focus is on the skills of reading, writing and arithmetic (3M) but taking into account the reasoning skills, creativity and innovation, Information and Communication Technology (ICT) as well as entrepreneurial. In the process of transforming the primary school curriculum, the MOE has done the benchmarking with the school curriculum in developed countries to ensure that the national school curriculum developed is at par with global

education. In addition, the MOE also gets the inputs from various stakeholders such as NGOs, industries, academics and parents. Consequently, the concept of primary school curriculum gained the approval from the Central Curriculum Committee Meeting on 2nd October, 2009. MOE develops the Standard Curriculum for Primary School (KSSR) based on the principles of the Integrated Curriculum for Primary School (KBSR) and the National Philosophy of Education. The developed curriculum also includes Special Education curriculum. To ensure that the curriculum is established, the pilot implementation was done in selected primary schools throughout the country (KSSR, http://www.kssr.bpk.my).

1.2

Rationale of the Study KSSR stands for Kurikulum Standard Sekolah Rendah and it was launched last year (2011) in the primary school. KSSR is introduced as an effort to restructure and improvise the components in the current curriculum which is KBSR. The objective of the implementation of KSSR is to ensure that students have the relevant knowledge, skills, and values to face the challenges of the 21st century. Also, this implementation is one of the actions taken to enhance students performance and interest in learning English. (KSSR,http://www.moe.gov.my/en/soalan-lazim:2) There are a few differences in KSSR that shows it has been improvised from the current curriculum. The curriculum design of KSSR is based on 6 major areas, in to contrast 3 areas in the KBSR, communication, man and his environment and self-development of the individual. The six areas include communication, spiritual, attitude, and values, humanitarian, physical and aesthetical, development, and science and technology. In the structure of KSSR, listening and speaking skills are combined in the syllabus because they are inter-related; that is, in the learning process, the two skills are integrated. In the KSSR, the activities that should be held in classroom are organized by the teacher. Students will listen to various materials and they will need to give out their respond and feedback towards it. That is the reason why KSSR syllabus combines the two as if they are of one component. Listening and speaking skill are taught separately in the KBSR syllabus.

One of the objectives of the KBSR syllabus in primary school for teaching English language is to equip students with the basic skills and knowledge of the English to enable them to communicate. Looking through this objective, it shows that the English syllabus in KBSR is aiming at creating a group of students who can use English to communicate. On the other hand, KSSR, is an improvised curriculum which accentuates on holistic development of the students and it includes new elements such as grooming of creativity and innovation, entrepreneurship, and integration of Information and

Communication Technology (ICT) in the syllabus. The main objective to include these elements in the syllabus is to complete students with basic language skills in English language. Through the basic skills, it will enable students to communicate using English confidently and effectively in a variety of contexts which suitable for the students level of development. The governments main objective of this improvised curriculum is to create or generate fluent English speakers in the future by training and enhancing them to communicate effectively using English from the starting point. (MOE, 2012) KSSR is a newly-implemented syllabus and its effectiveness is still contestable. Thus, it the purpose of this study to investigate the effectiveness of this newly launched syllabus to fill in the gap in the literature on KSSR.

1.3

Research Questions Based on the rationale and justification given, this study aims to answer the following research questions: 1.3.1 How does KSSR affect the students performance in English listening and speaking skills? 1.3.2 What are the factors that affect the students performance in the listening and speaking skills?

1.4

Objectives of the Study In this study, a few specific objectives have been identified. The main concern of this study is to identify the effectiveness of KSSR in enhancing students performance in listening and speaking skills. The first objective of the study is to examine the students performance in English listening and speaking skills. This study also wants to see the KSSRs effectiveness to enhance the performance under which listening and speaking skills are taking place. Besides that, the second objective of this study is to explore the factors affecting the students performance in the listening and speaking skills. This study is carried out to see the factors that influence the students performance.

1.5

Research Framework The Impact of KSSR on Students in Malaysian Primary Schools: A Case Study on Standard 2 Students at Sekolah Kebangsaan Padang Kemunting, Kuala Terengganu.

RESPONDENTS 51 standard two students of Sekolah Kebangsaan Padang Kemunting Two English KSSR teachers of Sekolah Kebangsaan Padang Kemunting

Data collection : Pretest-Posttest, Interviews and Questionnaire

Analysis of the data

Results

Conclusion

1.6

Scope and Limitations The scope of this study consists of two. The factors are the number of the repondents and the methods used in collecting the data. The researchers only focus to the students in year 2 Sekolah Kebangsaan Padang Kemunting, Kuala Terengganu that are only 51 students. The researchers use pretest/posttest and questionnaire for collecting the data from the students meanwhile interview are used to collect the data from the English KSSR teachers. The biggest limitation while conducting this research is to find the articles, journals and etc. regarding the effectiveness of KSSR in enhancing students performance in listening and speaking skills. Only a few researchers did research on corrective feedbacks related to the performance in listening and speaking skills. As the results, the researchers have to organise the information on performance in listening and speaking accordingly so that our literature review is strong and has many evidence. Next limitation that the researchers face during conducting the research is limitation of time. The time given to conduct this research is quite short and because of clashing schedule between the researchers and respondents. Researchers need to follow the school schedule and need to make appointments with the senior assistant and English KSSR. Sometimes the appointments had to cancel because of difficulty that are facing by researchers and respondents.

1.7

Definition of Terms

KSSR :

KSSR stands for Kurikulum Standard Sekolah Rendah. KSSR was introduced as an effort to

restructure and improvise the components in the previous curriculum, KBSR.

Modular Approach :

One of the units which together make a complete course taught especially at a college or university. (Cambridge Advanced Learners Dictionary, 2003)

Cognitive Development :

Cognitive development is one of the fields of study

in psychology focusing on a several terms in a childs development in terms of children information processing, conceptual resources, perceptual skill, language learning, and other aspects of childrens brain progress compared to the point of view of an adult. In other words, the definition of cognitive development is the emergence of the ability of the children to think and understand a situation that happens around them. Listening and speaking : In KSSR, listening and speaking are an integrated skills.

1.8

Summary

This chapter is hoped to give a brief explanation about the introduction of this research and for the readers to have a bit of understanding about this research before going through the other parts of this research report. By viewing this chapter, the audience will have some information about the background, research problem, objectives, research framework, scope and limitations and definition of terms of the present study.

CHAPTER TWO

LITERATURE REVIEW

2.1

Introduction Communication can thus be defined as the process of creating meaning between two or more people. (Tubbs & Moss, 2000:p.8) Communication is the usage of sounds or symbols used to express ourselves and to communicate with others. It is known as communication by word or also known as power of vocal communication. Language is a purely human and non-instinctive method of communicating ideas, emotions and desires by means of voluntarily produced symbols (Sapir, 1939). It is a system for delivering ideas and feelings using sounds, gestures of the body, and signs. A language is a written and spoken methods of combining words to create a sentence and deliver the meaning of an ideas used by a group of people in other to communicate. A language [is] a set (finite or infinite) of sentences, each finite in length and constructed out of a finite set of elements. (Chomsky, 1957:13)

2.2

The Importance of English in Malaysia

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The usage of English language as a global language has been acknowledged all over the world. English language has become more dominant as a language used for communication around the world. In Malaysia, English has been used as the second language after the mother tongue and English is one of the most important subjects in Malaysian primary and secondary schools. There are many factors contributing to the rising of English as a lingua franca. The most highlighted factor that English has been used in communication between different countries to connect people. The concepts of language and citizenship have always been linked, at least implicitly, to each other and both of them to notions of nationality in political thought and consequently, they have also been present in educational policies, and particularly those concerning language education (first, second, or foreign)...

(Language and Intercultural Communication, Guilherme, 2007: np)

English is also the language used in technology that helps to communicate among people around the world via the Internet, e-mail and social networks. It is an advantage for the people who are fluent of English since it can help them use the Internet and offer computer technologies in this cyber age, which is regard information and communications revolution. Nowadays, people can learn English language through the Internet and students may search for knowledge also via internet. Learning English through internet has been the most chosen way of learning because it supplies learners with the interesting and creative way of learning instead of learning in a classroom. Lacina (2004, as cited in Lin, 2009) claims that

11

Utilizing and combining graphics, video, and audio can address varied styles of learning in a more effective way and be a tremendous support to English language learners. Finding a way to infuse technology into instruction not only helps English language learners acquire a second language, but also enhances motivation and confidence The presence of English as a global language assumes completely the usage of the English language is important due the fact that more people leave their countries not only for the sake of business and pleasure, but also for studying the language. Education has increased the role of English as the one of the need to enhance their knowledge. Nowadays, each profession stated that candidates for most of the job should be able to communicate using English. This is one of the highlighted factors that assist to the rising of the English language. There are program run by local people cooperate with other people from other countries for those who want to learn English language. The CIE (Comprehensive Interactive English) program is run by qualified, dedicated and outstanding teachers and lecturers from the United Kingdom, United States, Australia and Malaysia. (Murni College, http://www.murni.edu.my) It is quite clear that English has become one of a need in todays life. The use of the language has been authorized in a different field. In Malaysia, English has become the second language after the mother tongue. By acquire the language it will be able to help people become more realistic and look forward to the future as the current time, English has been used all over the world as the medium of communication between people from different countries. 2.3 Theoretical Framework

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The structure base of KSSR curriculum is the implementation of theory of cognitive development. Cognitive development refers to the changes that occur in an individuals cognitive structure, abilities, and processes. Cognitive development is the transformation of the childs undifferentiated, unspecialized cognitive abilities into the adults conceptual competence and problem solving skill (Driscoll, 1994) The curriculum recently had a lot of flaw issues. Most of the issues are related to the students itself and the syllabus system such as students is facing problems in academic achievement such as slow learning, a complicated syllabus and inexperienced teachers in the classroom. An action have been taken to solve this problem, from the KBSR, an improvised curriculum, KSSR purposing on changing teaching methods from using textbooks as the main materials in the lesson to modular based education system. Looking through at the KSSR syllabus, there is an approach known as a Modular Approach where it focused on five main modules which are listening and speaking module, reading module, writing module, language arts module, and grammar module. In the modular approach, listening and speaking module are combined, unlike during the KBSR years, these two skills are separated. This module is basically based on the theory of cognitive development which focused on the development of children ways of thinking skill and problem solving. Based on what has been stated from Marcy Driscoll (1994), there are three basic instructional principles on which Piagetian theorists generally agree about the effective way of learning and the environment to enhance students

13

cognitive development. During the KBSR years, the approach was known as the chalk and talk method, but in the KSSR curriculum, the syllabus is focused on a more fun way of learning English in the classroom. Principle 1: The learning environment should support the activity of the child (i.e.,an active, discovery oriented environment) (Driscoll, 1994) The syllabus does not only focus on language proficiency, but it also focus on communication among the students. The two principles laid down here include: Principle 2: Childrens interactions with their peers are an important source of cognitive development (i.e. peer teaching and social negotiation)

Principle 3: Adopt instructional strategies that make children aware of conflicts and inconsistencies in their thinking (i.e., conflict teaching and Socratic dialog (Driscoll. 1994)

The main purpose of this combined module is, they will become more towards the role of passive receivers. An action has been taken by combining the speaking skill with listening skill as these two skills are inter-related. Therefore students will learn to be more integrated as both skills are used at the same time every day in real life situation in a of variety contexts of communication. For example, in the learning outcomes of the lesson, it is that

14

students will be able to listen and give their respond properly whether in a formal or informal situations for a variety of purposes.

2.4

The Integrated Skills: Listening and Speaking The use of appropriate teaching materials in the language classroom is one of the most powerful factors that determine the overall quality of the instruction in the class. As the need to be able to communicate in English around the world grows, the number of the language teaching materials including textbooks increased. Attention to oral language skills of listening and speaking, pronunciation is critical in second language learning and teaching (Flowerdew & Miller, 2009; Murphy, 1991; Folse 2009) However, the Malaysian ministry of Education (MOE) (2011) claims that KSSR is a new curriculum document to teaching English currently implanted by the Ministry of Education (MOE). The document comes with changes in approaching the teaching of the four skills of listening, speaking, reading and writing using a modular approach and an added element of Language Art. A lack of knowledge in the KSSR implies that teachers are still approaching the teaching of the English Language based on the earlier curriculum. Integrated skills used coincides with the way we communicate in real life, and integrating the skills such as speaking and listening can bring plenty of benefits to English teaching. It is a worthwhile experiment in a communicative classroom despite its higher demanding for teachers (Jing, 2006).

15

Integrating the two skills, example listening and speaking emphasises the focus on realistic language. Therefore, this skills lead to students all-round development of communicative competence in English (Jing, 2006). Nunan (1989) believes that integrated skills such speaking and listening is an important feature of language learning, which appeals to interaction, task continuity, real world focus, language and learning focus and task outcomes. (Mohan, 1986) stressed the need for integrated skills such as speaking and listening in language learning or lessons since each language skill is not used separately in real life communication. The English language teaching can use activities such as simulated conversations in pairs and small groups, storytelling, picture description, and etc. Moreover the integrated-skill approach allows teachers to track students progress in multiple skills at the same time (Rebecca L. Oxford, 2001). With careful reflection and planning, it can accelerate learning process. They should be encouraged to select instructional materials, audio-visual aids that promote the integration of four language learning skills. The teachers may begin with one skill and later on integrate the other language skills through proper activities. The teaching should contrive and exploit such teaching strategies that are helpful in enhancing the students performance in learning language skills.

2.5

The Positive Feedback of KSSR

16

The newly-implemented Primary School Standard Curriculum (KSSR) has received positive feedback from teachers and parents. It has increased the interests among students to learn English. According to Education Deputy Director-General (Policy), Prof. Dr. Khair Mohamad Yusof, the KSSR approach is no longer the 'chalk and talk' method but it focuses more on an interesting way of learning English. "KSSR not only emphasises on language proficiency, but also communication among the students. It also uses other methods such as games and music." (Bernama, 25th September, 2011) Besides, the KBSR syllabus was regarded by many as out-dated (Ganakumaran, 2011; Khair Mohammad Yusof, 2011). In a visit made to numerous schools since the KSSRs inception in 2011, it was found that many teachers have shown their interests in the new approach (Khair Mohammad Yusof, 2011).

2.6

Summary The literature review helps us identifying and exploring the factors that are related with the effectiveness of KSSR in enhancing students performance in listening and speaking skills. In the next chapter, we will discuss the research used in our research paper.

CHAPTER THREE
17

RESEARCH METHODOLOGY

3.1

Intoduction To ensure the reliability, accountability and validity of the findings, all project papers must employ a research methodology. There are the numbers of methods to be chosen from. In the research, a few practical methods that are the most effective in order to get the best result have been employed. Three instruments were employed for data collections in this research: pretest/postest, the questionnaire, and interview. The collected data gathered were to answer the research objective set in chapter one.

3.2 3.2.1

Data Collection Population and Sample

3.2.1.1 Population The population for this research was year 2 KSSR students at Sekolah Kebangsaan Padang Kemunting. The sample derived from the population of KSSR students consists of year 1, year 2 and year 3 that was equal to 140 students.

3.2.1.2

Sample

18

The sample was taken by using one type of non-probability sampling which is purposive sampling. Purposive sampling means that the sample is chosen because of specific criteria together with the purpose of the research. Therefore, purposive sampling fitted perfectly as this research intended to investigate the effectiveness of this newly launched syllabus. 3.2.1.2.1 Primary School Students The sample consists of 51 students in standard 2 Uranus and 2 Zuhal from Sekolah Kebangsaan Padang Kemunting, Kuala Terengganu. The respondents of the study comprise both boy and girl students. They were selected to answer the questionnaires. 3.2.1.2.2 English Teacher The sample consists of 2 English KSSR teachers from Sekolah Kebangsaan Padang Kemunting Kuala Terengganu. The respondents were chosen based on the list of English KSSR teachers in that school.

3.2.2

Pretest & Posttest An activity of listening and speaking skills was conducted for the Year 2 students. We choose the students randomly from two classes, 16 students from Year 2 Uranus and 10 students from Year 2 Zuhal. There are total number of 11 male students and 15 female students from both classes. The test was conducted in Media Room at the school from 8.45 a.m. until 9.15 a.m. The procedure of the test started with, a worksheet was given to the students. The students have to listen to the record and choose the answer given in the box to fill in the blank. Teacher plays the

19

record for three times. First play is for the students to understand the story. Second play is for the students to pick an answer from the box. Third play is for the students to check their answer. 3.2.3 Questionnaire The questionnaire is a quick and relatively cheap method to collect certain type of information or data. The questionnaire is formed with close-ended questions. The information that the author gets from the answer of the questionnaire will guide the researchers to achieve those objectives and hypothesis of the research questionnaires. 3.2.4 Interview Interview is a conversation, such as one conducted by a reporter, in which acts or statements are elicited from other. It is also knows as secondary way to collect data. I had been warned that [he] was a tough interview that he doled out flip answer.to questions he was tired of being asked (David Roberts, 2003)

The interview was done by English teachers from Sekolah Kebangsaan Padang Kemunting. The respondents were asked questions regarding the school population and their English KSSR teaching and learning process in school.
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3.3 3.3.1

Data Analysis Pretest and Posttest The data from the worksheet given to the students was analyses by followed the marking scheme. The marks achieved by the students shows the level of the students proficiency. The increase of marks achieved by the students from pretest to the posttest shows the improvement in the students level of proficiency. The marks are given based on the correct answers. The marks achieved by the students were shown in the graph.

3.3.2

Questionnaire The questionnaire were analysed thoroughly based on its sections. All the data from the whole sections answered the research question for this research. The data are shown in the two types of chart which are pie charts and bar charts. The usage of both charts will make it easy for the readers to read and understood the results.

3.3.3

Interview For the interview, the data had seen analysed and provide a way to make a parallel answer from the questionnaire given. All the answer from the interview sessions were transcribed into written script for the analysis part.

3.4

Summary This chapter is to shed to light to the methodology used in investigating the effectiveness of KSSR in enhancing students performance in listening and

21

speaking skills. In the next chapter, we will discuss the findings and discussion that have we got after we carried out the methodology.

CHAPTER FOUR
FINDINGS AND DISCUSSION

4.1

Introduction

22

In this chapter, we will discuss the results we obtained from the research that has been conducted for these few weeks. The purpose of this section is to provide the research findings on the relationship of KSSR structure and students performance based on our research question: 4.1.1 How does KSSR affects the students performance in English listening and speaking skills? 4.1.2 What are the factors that affect students performance in the listening and speaking skills?

4.2

Findings in relation to the Learners Profile

Research Question 1: How does KSSR affects the students performance in English Listening and speaking skills?

This research was carried out at Sekolah Kebangsaan Padang Kemunting with a total number of 51 respondents among Year 2 students. We choose 16 students from Year 2 Uranus and 10 students from Year 2 Zuhal. There are total number of 11 male students and 15 female students. The students have been exposed to KSSR since they were in Year 1.

4.3

Findings in relation to Reserch Question 1 4.3.1 Pretest and Postest

23

Pretest and Posttest Relations

25 20

Number of students

15 10 5 0 Pretest Posttest

Low (0-3 marks) 3 0

Medium (4-7 marks) 4 4

Good (8-10 marks) 19 22

Figure 4.1 Grades in Pretest and Posttest

Based on the graph above, for the pretest, it was found that 73% (19 students) from the students achieved 8-10 marks while 12% (3 students) of the students achieved 0-3 marks. The rest of the students achieved 4-7 marks. For the posttest, it was found that there was a difference on the percentage of the students in good and low achievement from the pretest. In posttest, the percentage of students achieved 8-10 marks had increased to 85%, while for the medium achievement, it remained stable. Several assumptions could be made due to the increase of students achievement in the posttest. In the posttest, the percentage of students achieved 8-10 marks had increased due to the reason that they have been exposed to the pretest earlier. From the listening and speaking activity, it shows that the students preferred a fun way of learning English, where they enjoyed the lesson

24

and gave a good feedback young learners like fun classes, the classes where the students are fully engaged and take an active part. Fun in here doesnt necessarily a class full of sings and games. (Derman, 2006)

4.4

Findings and Discussion in Relation to Research Question 2 What are the factors that affect the students performance in the listening and speaking skills?

4.4.1

Questionnaire Question 4 : Grades obtained for the English paper in the last year final examination (2012). Table 4.1 : English grade for final exam

It shows that 14 (45.2 %) of the respondents in 2 Uranus got A for the English paper, 16 (51.7 %) got B and only 1 (3.2 %) got D in the final examination last year

25

while in 2 Zuhal, there are 13 (65 %) respondents who got A, 4 (70 %), 2 (10 %) and 1 (5 %) got B, C and D. Besides that, nobody got an E grade in both 2 Uranus and 2 Zuhal. This might be due to the effectiveness of KSSR. Besides that, most of the respondents from 2 Uranus said that their English teacher use English and Malay when she/he teaches while most of the respondents from 2 Zuhal stated that their English teacher use English only. It means that both teachers in the two classes are using English language. This could be one of the factors that affect the students performance especially in the listening and speaking skills. Question 6 : What do you think about English? Table 4.2 : The frequency and percentage of students thought about English 2 Uranus Frequency It is interesting to learn English. Learning English helps students to communicate effectively. English should not be taught in primary schools. Total 14 17 Percentage (%) 45.2 54.8 Frequency 20 0 2 Zuhal Percentage (%) 100 0

31

100

20

100

This question asks the respondents about English subject. 14 students (45.2 %) from 2 Uranus had the opinion that it is interesting to learn English while 17 of them (54.8 %) gave the opinion that learning English helps students to communicate effectively. For 2 Zuhal, all of the respondents think that it is interesting to learn English. None in both classes agreed with the statement that English should not be

26

taught in primary schools. This can be explained in terms of many activities during the lesson such as role-play and story-telling. According to Gathered and Jeffs (1980 : np) in their book, Language Skill through the Secondary Curriculum, language is a vehicle of communication because when we communicate with other people, we also communicate with ourselves. Question 7 : English is easy to understand. Table 4.3 : The frequency and percentage of students agreement of English is easy

2 Uranus

2 Zuhal

Frequency Agree Undecided Disagree Total 31 0 0 31

Percentage (%) 100 0 0 100

Frequency 13 2 4 20

Percentage (%) 65 10 20 100

All of the respondents from 2 Uranus agree that English is easy to understand while there are 13 (65 %) agree, 2 (10 %) undecided and 4 (20 %) disagree that English is easy to understand for 2 Zuhal. However, one of the respondents from 2 Zuhal did not answer this question. This might be due to the way of teaching by the teacher which makes it easier for them to understand.

Question 8 : I dont like studying English because its such a boring subject.

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Figure 4.2 : English is such a boring subject From the pie chart above, there are only 4 (12.9 %) respondents in 2 Uranus who agreed that they dont like studying English because its such a boring subject but most of them, 27 (87.1 %) disagree with the statement. In 2 Zuhal, it shows that 7 (35%) of the respondents agree, 4 (20 %) undecided and 9 (45 %) disagree. This can be explained in terms of their now perception that studying English is not boring anymore. It is an interesting course. According to Education Deputy Director-General (Policy), the KSSR approach is no longer the 'chalk and talk' method but it focuses more on an interesting way of learning English. (Bernama, 2011)

Question 10 : When learning English, listening and speaking in particular, does your teacher make it fun and lively? Therefore it can change the way you
28

think of English listening and speaking.

It indicates that majority of the respondents in 2 Uranus, 27 (87.1 %) agree that their teacher make English fun and lively when learning listening and speaking in particular. Therefore it can change the way they think of English listening and speaking. Besides that, 4 (12.9 %) of them are undecided. While in 2 Zuhal, there are 17 (85 %) respondents who agree and only 3 (15 %) disagree. This could be due to the activities done by the teacher such as use games, quizzes or any group activities which are interesting. They are also find that listening and speaking skills are easier in learning English compared to reading and writing skills. Question 13 : How often do you speak English?

Figure 4.3 : The frequency of English Use in Class In 2 Uranus, 14 (45.2 %) of the respondents answered that they always speak English followed by 13 (9.7 %) who answered sometimes and 4 (12.9 %) never. While

29

in 2 Zuhal, there are 4 (20 %) respondents answered always and sometimes for this question and 12(60 %) never. The percentage of 2 Uranus respondents who always speak English is higher than the percentage of 2 Zuhal respondents. What can be discussed from the findings is that the level of proficiency of the respondents is high since they were in standard 1. So, they tend to speak English frequently when they have the opportunity in the class. Prof. Dr. Khair Mohamad Yusofs statement that "KSSR not only emphasises on language proficiency but also communication among the students. (Bernama, 2011) Question 14 : You have high self-confident while speaking. Majority of the respondents in 2 Uranus, 24 (77.4%) agree that they have high self-confident while speaking compared to 2 Zuhal only 3 (15 %), 7 respondents from both classes undecided, none from 2 Uranus disagree but 10 (50 %) respondents of 2 Zuhal disagree with the statement. This can be explained in terms of their motivation and the encouragement from the teachers in the school. Question 15 : My English class is so different from other classes. Its fun! Table 4.4 : The frequency and percentage of students agreement that the KSSR English class is enjoyful 2 Uranus Frequency Agree Undecided Disagree Total 23 5 3 31 Percentage (%) 74.2 16.1 9.7 100 Frequency 7 4 9 20 2 Zuhal Percentage (%) 35 20 45 100

Based on the table above, most of the respondents in 2 Uranus, 23 (74.2 %) agree that their English class is so different from other classes and it was fun. 5 (16.1 %)

30

of them undecided and only 3 (9.7 %) disagree with the statement. Compared to 2 Zuhal, 7 (35 %) of the respondents agree, 4 (20 %) undecided and most of them, 9 (45 %) disagree. What can be discussed from the findings is that different ways of teaching by the teacher attracted their attention in class and interest in English subject. 4.4.2 Interview The interview was conducted with two KSSR English teachers Sekolah Kebangsaan Padang Kemunting who have been teaching English for about 17 years. Both of the teachers had different opinion about the KSSR according to their differences background of teaching before. Question 1 : What do you think about the KSSR syllabus for English subject?

One of KSSR English teachers mentioned that the KSSR syllabus of English subject reflects the organisation of the contents of the KSSR syllabus learning standards. According to her, this syllabus is more meaningful and purposeful; the language inputs are presented under themes and topics which are appropriate for students. Meanwhile, the other KSSR English teachers added that KSSR is planned or designed to provide students with a strong foundation in the English Language. The curricular emphasis the development of basic language skills, so that students will have a strong foundation to build their proficiency in the language. Both of the teachers seem liked to the KSSR syllabus because they felt that it is more meaningful and purposed affect the students performances in the listening and speaking. This might be due the curricular emphasis the development of two basic language skills which is speaking and listening. It could be one of factors that affect the

31

students performance in English especially in speaking and listening (Kirkpatrick, 2007). Question 2 : Do you agree with the statements that teachers should not have to create or look for different activities and materials to complement different skills such as speaking and listening among students at the same time? Give your reasons.

Both of teachers the English KSSR English teachers said they did not agree with the statement. One of them said it has because teacher should be more creative in creating different activities and materials to attract students more towards learning and the reasons that have given by the one of other teachers also same but she add the teacher also need to see the level of activities is suit to students level before decided in changing, fixing or using the activities or materials in the lessons. The opinion might be due their experiences in teaching English KSSR which is the new syllabus that the teachers necessarily need to be creative and smart in changing, fixing or using activities or materials in the lessons. The previous teachers experiences might be one of the factors that affect the students performances in learning English especially in speaking and listening lessons (Springer & Collins, 2008).

Question 3 :

Give examples of the activities and materials that have been used in the KSSR English class for listening and speaking?

The examples of the activities and materials that have given by one of the KSSR English teachers Sekolah Padang Kemunting is sing-song, games, and role-play.
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The other teachers added that, the activities like listening to stories and talking about characters or to predict the abilities using Big Book, listening to songs or sounds and sing with action or imitating sound heard using material like cassette, and many, can help students to talk and understand English better and confidently and this suit with listening and speaking skills. The activities that have given by both of the teachers would be suit with the speaking and listening lessons if there have changed in making the lessons become more interesting. The innovation in the lessons is needed to make the students understand more and give participation in the lessons (Peregoy & Boyle, 2000). It might be due the activities and material which are more practical and the level of activities suit with the level of students especially in speaking and listening skills. It is can be one of the factors that affect students performances. Question 4 : Do you agree that the lessons in KSSR suit all students learning style that they would be able to develop their potentials in learning? Why?

Both of English KSSR agreed with the statement. Both of them believe that students can explore and have the real situations in using English especially in English classes. One of the teacher said, teacher had to choose and use suitable or appropriate approaches, activities, and teaching materials to suit the differing needs and abilities or capabilities of students. The approaches that be used by both teachers in English affect the students performances in the listening and speaking and increase their interest in the lessons and in the same time acquire two skills which is speaking in English as their second language. In achieving that the teacher use appropriate approaches , activities, and

33

teaching materials to suit the differing needs and abilities or capabilities of students. Improving the methods time by time is the best way in attract students in love with English and in the same time ensure better results of the students to understand the change in lessons (India Department of Education, 2004)

Question 5 :

What are the limitations or constraints you are experiencing while conducting the KSSR syllabus?

Both of the teachers listed out the problems they are facing including internet problem, cost, different activities or learning capabilities of students and some problem related to find or to choose suitable teaching materials and time constraint in conducting the KSSR because this is new syllabus and needs a lots of item and also technologies that need to be provided by the teachers. The limitation or constraint in finding or choosing suitable teaching materials in English KSSR also a one of the factors that will affect students performances in the English KSSR lessons. If the teacher take that as something that not really important, the students will get the effect (Piller and Skillings, 2005). So that, the teachers has to take the initiative to provide the teaching materials and use technologies because it is really needed in KSSR syllabus. Question 6: If you are given a choice, which of the syllabuses would you choose, the KBSR or KSSR, why?

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One of teachers she would choose the KBSR syllabus because the syllabus is easier to conduct by the teachers and she feels easy to measure the level of students achievement easily to suit with learning. The other teacher said she would choose the KSSR syllabus because the contents are simpler and systematic and the themes and topics are appropriate for students. She said the students would have the opportunity to experience fun and meaningful learning. When we asked them about if them given a choices, which syllabuses would they choose, both of the teacher give different answer. One of the teachers preferred the KBSR then KSSR because is more easily to conducted and the teacher can easily to measure the students achievement to suit with the learning. But the other teacher said she prefer the KSSR syllabus more because it is more fun and meaningful. Nowadays the KSSR seems very suitable. It is supported by Haris Jadi (1991) that in this new era, the skills like speaking and listening are beneficial really need to be developed during childhood and in early education (i.e. primary schools).

4.6

Summary Findings and discussion are the most important section of the research report. In this section, we present, discuss, explain, analyse, compare, evaluate, interpret, and infer the findings or the results of the research based on the research questions and supports the conclusion. The conclusions and recommendations in this paper will be discussed in Chapter Five.

CHAPTER FIVE
CONCLUSIONS & RECOMMENDATIONS

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5.1

Introduction

In this chapter, we will discuss the conclusions and recommendations based on our findings on the KSSR approach and students achievement. 5.2 Conclusion in Relation to the Findings in Section 4.3 Based on the pretest and posttest result, the percentage of students achieved 8-10 marks had increased from 73% to 85%. On the other hand, the percentage of students achieved 0-3 marks had decreased from 12% to 0%. This shows that there was an improvement in students achievement from the two tests based on the KSSR interesting way of learning English listening and speaking skills. Thus, we can conclude that through KSSR approach, students achievements had increased. This shows that KSSR is successful approach of teaching English for Year 1 and Year 2 students. Since KSSR is the improvised curriculum structure from KBSR, the methods of changing textbooks as the main materials in the lesson to modular based education has somehow succeed to attract students attention during the lesson. This modular approach is basically based on the theory of cognitive development of children since that the lessons in KSSR structure are designed to attract students attention for them to be more focused during the lesson and managed to possess both skills; listening and speaking. Through this research, we manage to discover the way KSSR affect students performance in English listening and speaking skills. In the KSSR
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structure, speaking and listening skills have been integrated in one lesson. The syllabus in KSSR is not only focus on language proficiency, but it also focus on communication among the students. This interesting way of learning helps the students to be more outspoken and have confidence to using English to communicate. During the lesson, the students gave full participation when they communicate with their friends. Children like communicating and should be encouraged to use the language they are learning as much as possible. In class, this can be achieved by creating situations through activities that enable them to use their imagination and build up their confidence, and outside it, by encouraging them to use English whenever they can, also when speaking with their friends (Feher, 2006) 5.3 Conclusion in Relation to Research Question 2 Based on the results of the questionnaires and the interviews, it can be concluded that one of the factors that affects students performance in class is the integrated skill: listening and speaking, and the way the lesson was conducted. The students preferred an interesting lesson in order for them to fully participate during the lesson. They seemed to feel bored when there was nothing in the lesson that caught their attention. In KSSR structure, the syllabus is fully designed with interesting lesson to be conducted in class by the teacher in order to attract the students attention and avoid them from being bored. Cooperative learning is a learning approach which has been proven to culminate positive results and outcome. This approach is believed to enhance students performance and achievement in various subjects and aspects of the language and producing positive social outcomes. (Syafini Ismail & Nor Rizan Mohamad Maasum : 401)

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As for the conclusion, through KSSR approach, students achievements had increased due to the interesting way of learning English. This has proved that, KSSR is a better approach in learning style yet effective to the students.

5.3.1

Conclusion in Relation to the Findings in Section 4.4.1 This study has shown that 14 students (45.2 %) from 2 Uranus had the opinion that it is interesting to learn English while 17 of them (54.8 %) gave the opinion that learning English helps students to communicate effectively. For 2 Zuhal, all of the respondents think that it is interesting to learn English. It can be concluded that interesting activities during the lesson enhancing students performance in listening and speaking skills. Besides that, for question 7, all of the respondents from 2 Uranus agree that English is easy to understand while there are 13 (65 %) agree, 2 (10 %) undecided and 4 (20 %) disagree that English is easy to understand for 2 Zuhal. This can be concluded in terms of the teaching methods used by the teacher make the lesson easier for the students to understand. Lastly, majority of the respondents in 2 Uranus, 24 (77.4%) agree that they have high self-confident while speaking compared to 2 Zuhal only 3 (15 %), 7 respondents from both classes undecided, none from 2 Uranus disagree but 10 (50 %) respondents of 2 Zuhal disagree with the statement. What can be concluded from the findings is that the students performance will enhance if they have motivation and encouragement from teachers and parents.

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5.3.2

Conclusion in Relation to the Findings in Section 4.4.2 To sum up, interview results have relation to the findings in section 4.4 of the research. I have interviewed two English KSSR teachers. After the long interview process, I have concluded that the teachers are very delicate in conducting and adjust the syllabus KSSR to suit the students especially in listening and speaking skill because this syllabus is still new.

In other words, the teachers are very outgoing and loves being with students. In addition, they have a background of teaching English for about 17 years. The answers reveal the teachers are a good person. It shows that they are not just thinking about themself but to conduct the KSSR syllabus but towards the students too.

5.4

Recommendations From the research done, a few suggestions are proposed in order to enhance the factors that affect the students performance in the listening and speaking skills. The recommendations are considered appropriate after analysing all the facts and conclusions. The recommendations are as follows:
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5.4.1

Improve the teaching methods From the study, it was stated that the students will be interested to learn English if the approaches used by their teachers are interesting. Based on the questionnaires with the students, the approaches that can attract students in learning listening and speaking and make it easier for them to understand are games, quizzes or any group activities such as role-play and songs. Quizzes are suitable be used to test students understanding and their knowledge. Besides that, role-play is one of the best methods should be introduced since the activity requires students to communicate with each other. Using a song is also the most interesting activity because students will not only learn, but also at the same time they can enjoy the educated entertainment provided for them. So, teachers have to use these interesting activities in enhancing students performance in the listening and speaking skills.

5.4.2

Enhance students motivation and interests The best way to maintain students motivation is with internal motivation. This means that motivation has to come from the inside and out of the students. They need to have a genuine interest in the topic and have high self-motivation. It is not easy to instill internal motivation in all students but

40

teachers and parents can encourage them. They also play a role in students performance. Parents should create more conducive environment for English learning, listening and speaking in particular. Parents, in their efforts to improve students competence should encourage their children to speak English at home, listen to the radio and watch television. In addition, they should always highlight the importance and the usefulness of English to their children. Besides that, teachers can give a few points of information in class and let them discuss. Ask them how they can apply those points in real life. By implementing many interactive activities, students will be much more likely to pay attention and be interested in the lesson. Teachers must help low achiever students until they can improve their performance and do not just give surface help to teach the group of students. If not, their motivation will ruin. The students performance in the listening and speaking skills will enhance if they have positive thinking and motivation in themselves.

5.4.3

Increase time duration outside the classroom Usually, time allocated in learning English especially listening and speaking skills is not enough even though during a double period. Many activities are planned for the students in a way to enhance their performance. Long duration of time will help to ensure the effectiveness in learning process and make the lesson easier for the students to understand well.

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5.4.4

Provide conducive environments Classroom is not convenience to carry out activities which require oral response from the students. This is because of the level and numerous sources of disruptional noise whether internal or external in the classroom. It should be carried out in a language laboratory. Besides that, students are enjoyed and will not get bored if the teacher brings them to learn outside the classroom. It helps in arouse their interest and attract their attention to the lesson. Teachers nowadays need to be more creative to make a difference in teaching.

5.4.5

Improve listening and speaking assessments The completion of performance assessments of students in speaking and listening should provide a valuable learning experience in the

class. Performance assessments especially in speaking and listening require more time to administer than do other forms of assessment. The investment of this classroom time should result in higher priority. It is because this priority should include both an increase in the teacher's understanding of what students know and can do and an increase in the students knowledge of lessons. Performance assessments in speaking and listening should be fair and free from bias. It is because the task should not give an unfair advantage to a particular subset of students. The teacher need think about whether there are elements of the task that do not follow directly into the goals and objectives of the lessons. If such factors exist, changes may need to be made to the lesson or a new lesson may need to be selected. 5.5 Research Limitations

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This study is a small study that needs to improvise a lot. This study cannot be generalised due to the finding and results are only from one school. So I recommend that this research be continued by other researchers because this is a newly-implemented syllabus and its effectiveness is still contestable. 5.6 Suggestions for Future Research Since this study involved only a group of standard 2 students from Sekolah Kebangsaan Padang Kemunting, it is suggested that further studies be carried out more students involving from other schools to see whether there are any similarities in the findings. Furthermore, further research should also be carried out to investigate the effectiveness of KSSR in enhancing students performance. 5.7 Summary The conclusion section sums up the main points of the report. It is clearly related to the objectives and results of the research. the recommendation section provides suggestion for further research.

APPENDIX A
QUESTIONNAIRE

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DIPLOMA IN TEACHING OF ENGLISH AS A SECOND LANGUAGE (TESL)

FACULTY OF LANGUAGES AND COMMUNICATION

QUESTIONNAIRE

Title : The Impact of KSSR on Students in Malaysian Primary Schools

All information given will not be revealed as they are for research only. Instructions : Please tick ( / ) in the spaces given.

1. Sex : Male Female

( (

) )

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2. Age : 8 years old 9 years old 10 years old

( ( (

) ) )

3. Standard :

3 Uranus 3 Zuhal

( (

) )

4. Grade obtained for the English paper in the last year final examination. A B C D E ( ( ( ( ( ) ) ) ) )

5. What language does your English teacher use when she/he teaches? a. English only b. English and Malay c. Malay only ( ( ( ) ) )

6. What do you think about English? a. It is interesting to learn English. b. Learning English helps students to communicate effectively. c. English should not be taught in primary schools. ( ( ( ) ) )

7. English is easy to understand. a. Agree ( )

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b. Undecided c. Disagree

( (

) )

8. I dont like studying English because its such a boring subject. a. Agree b. Undecided c. Disagree ( ( ( ) ) )

9. Which of the following skills do you find easier in learning English? a. Listening and speaking b. Reading and writing ( ( ) )

10. When learning English, listening and speaking in particular, does your teacher make it fun and lively? Therefore it can change the way you think of English listening and speaking. a. Agree b. Undecided c. Disagree ( ( ( ) ) )

11. In what way would you prefer learning listening and speaking to make it easier for you to understand? a. Teach and then give examples. b. Have many exercises during the lesson. c. Use games, quizzes or any group activities which are interesting. 12. How often do you listen or view television and radio in English? a. Always ( ) ( ) ( ( ) )

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b. Sometimes c. Never

( (

) )

13. How often do you speak English? a. Always b. Sometimes c. Never ( ( ( ) ) )

14. You have high self-confident while speaking. a. Agree b. Undecided c. Disagree ( ( ( ) ) )

15. My English class is so different from other classes. Its fun! a. Agree b. Undecided c. Disagree ( ( ( ) ) )

APPENDIX B
PRETEST AND POSTTEST

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Name: Class: Year 2 ________

Date:

Listen and choose the answers in the box. Eight Brother housework policeman Family Lives Clerk Father Saiful studies

Laila is ______ years old. She ________ in Gong Badak, Kuala Terengganu. She _______ at Sekolah Kebangsaan Tunku Kurshiah. Her ________ is En.Amran. He works as a ____________. Her mother is a _________. She works in a bank. Laila has a younger ________. Her brothers name is _________. He is five years old. Every weekend, they like to spend time by doing the ____________ together. She loves her __________.

Name : _____________ Class : Year 2 ________

Date: ___________

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Listen to the story and choose the answer given in the box. Leave Two Three Green Big Food Egg four five One

There is a little egg on a (1) __________. In the morning, a little caterpillar came out of the (2) ________. He started to look for some (3) _______. On Monday he ate (4) _________ apple. On Tuesday he ate (5) ________ pears. On Wednesday he ate (6) _________ plums. On

Thursday he ate (7) ________ strawberries.

On Friday he ate (8)

__________ oranges. On Saturday he ate many kinds of food. At night he had a stomach ache. The next day he ate (9) __________ leaves. Now, he was a (10) ________ and fat caterpillar.

Worksheet Assessment

Score

0-3

4-7

8-10

Achievement

Low

Medium

Good

APPENDIX C
INTERVIEW QUESTIONS

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1. 2.

What do you think about the KSSR syllabus for English subject? Do you agree with the statements that teachers should not have to create or look for different activities and materials to complement different skills such as speaking and listening among students at the same time? Give your reasons. Give examples of the activities and materials that have been used in the KSSR English class for listening and speaking. Do you agree that the lessons in KSSR suit all students learning style that they would be able to develop their potentials in learning? Why? What are the limitations or constraints you are experiencing while conducting the KSSR syllabus? If you are given a choice, which of the syllabuses would you choose, the KBSR or KSSR, why?

3.

4.

5.

6.

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