Top
About KPM Web

|| Home » About KPM Web » Frequently Asked Questions » Frequently Asked Questions

Frequently Asked Questions

Question
FREQUENTLY ASKED QUESTIONS- TO UPHOLD BAHASA MALAYSIA AND TO STRENGTHEN THE ENGLISH LANGUAGE (MBMMBI)
Answer
1.    What is the MBMMBI Policy?

The MBMMBI Policy is the policy of the Ministry of Education Malaysia to ensure the usage of Malay Language as a medium of communication in all national schools and secondary schools, and to ensure that each child can master both Malay and English languages well and fluently.
 
2.    What is the difference between the PPSMI Policy and the MBMMBI Policy?

The PPSMI Policy made English as the medium of teaching and learning the subjects of science and mathematics in national schools, Tamil national-type schools, and secondary schools.
The MBMMBI policy sets the Malay Language as the medium of teaching and learning at the national schools and secondary schools, the Chinese Language at Chinese national-type schools and the Tamil Language at Tamil national-type schools.
 
3.    How is the MBMMBI Policy to be implemented in schools?

The MBMMBI Policy is carried out in schools through reinstating the Malay Language as the medium of learning and teaching science and mathematics, increasing the proficiency of Malay Language and English Language through extra teaching and learning periods, curriculum transformation, increase in teaching capacity and human resource, availability of materials and equipment as well as to integrate information technology and communication in teaching and learning.
 
4.    Why was the MBMMBI Policy introduced?

Studies conducted by various parties found that the implementation of PPSMI was not carried out as desired. Studies also disclosed that pupils found it difficult to learn mathematics and science in English as they were not proficient in the English Language. This has forced teachers to teach both the subjects in the Malay Language as this helped pupils understand the subject matter better. This problem was prevalent in the rural as well as urban areas. If the PPSMI policy is continued, a larger number of our pupils will fail to master mathematics and science and will eventually be left behind. Our studies have shown that most schools have carried out the teaching and learning of mathematics and science in the Malay Language.
 
5.  How has the soft landing approach been implemented in schools?

The MBMMBI policy is implemented in staged from the year 2010. During this transitional period, the teaching of mathematics and science is conducted in English and/or Malay Language in national and secondary schools. English and/or Chinese Language at Chinese national-type schools, English and or Tamil Language at Tamil national-type schools. This is to help teachers and pupils to adjust to the change in the policy. Soft landing enables primary and secondary school pupils who have learnt mathematics and science in English in or before the year 2010 to continue to do so until they complete From 5. This will largely depend on teachers and pupils readiness to do so. With the soft landing approach, the teaching and learning of mathematics and science will be carried out fully in Malay Language in 2016 in primary schools and in 2021 in secondary schools.
 
6.    How will teachers be trained to carry out the MBMMBI Policy?

The Ministry of Education has planned and carried out various programmes to support this policy. Courses have been formulated to in-service English teachers in order to enhance their professional development as well as equip them with pedagogical skills. ELTC as implemented the following programmes and courses:

a.   Training of Trainers for English Language Lecturers in Institutes of Teacher Education (ELITE-ToT) for IPG lecturers
b.  Certificate in the Practice of English Language Teaching (C-PELT) for non-option English Language Teachers
c.  Reinforcing English Language Teaching for Non-Option English Language Teachers (RELTNOTe) for Non option English Language teachers not following C-PELT
d.    Oral Proficiency in English for Secondary Schools (OPS-ENGLISH) to improve communication skills amongst From 1 pupils in Band 3 to 5 schools.
 
BPG has also carried out training programmes for Malay and English Language teachers in order to enhance their professionalism.
Training for Malay Language teachers :
                      i.        Short Course organized by the Institution (KPKI)
                     ii.        4 weeks in-service course; and
                    iii.        Collaborative courses with Dewan Bahasa dan Pustaka.
 
Training for English Language teacher:
                      i.        Proficiency Course for non-option English Language teachers;
                     ii.        Pedagogy Enhancement Course for English Language teachers; and
                    iii.        Contract teachers training
 
7.  How do we ensure the quality of Malay and English Language teachers?

a.    IPG will monitor the performance of new teachers for 6 months after their training when are placed in schools..
b.    “Teacher Study” for teachers to gauge their performance in schools.
c.  Equip pre-service teachers with pedagogical skills according to pupils’ learning styles and abilities
d.  Degree Programme for teachers, components of Professional Practice, School Based Experience (SBE) and practical skills have been included.
 
For SBE, each student will undergo practicum at least 3 times during their course of study as follows :

a.    Semester 5 – 4 weeks
b.    Semester 6 – 8 weeks
c.    Semester 7 – 12 weeks

Trainees will undergo an internship programme by conducting a study on difficulties in teaching and learning in schools during semester 8. This study will help trainees enhance their pedagogical skills.
 
Pedagogy Standards for English Language Teaching (PSELT) has been developed as an ELTC initiative to help English Language teachers identify their professional training needs as well as ascertain their continuous professional development. In addition, it can also be a guide in planning, designing and managing professional development of English Language teachers.
 
In addition, PISELT has a self-evaluative instrument which can be accessed on line by English Language teachers to identify their professional training needs as well as to apply for courses required for their continuous professional development.
 
8.  How does MOE ensure that there are sufficient Malay Language and English Language teachers to support the extra teaching period of Malay and English Language?

ELTC has launched a course for non-option teachers; namely Certificate in the Practice of English Language Teaching (C-PELT) for primary school teachers throughout the country. Successful participants are equipped to teach English Language in schools.

Two programmes were initiated by BPG for this purpose:

                      i.       Extra Option Intervention Programme for mathematics and science teachers in secondary schools who have served between 1 to 5 years.
                     ii.        A special training programme for retired English Language teachers employed on a contract basis by MOE.
 
9.   What is the role of native speakers in the capacity building of teachers?

In 2008, the Ministry of Education decided to employ native speakers as experts or mentors to assist in capacity building of primary school English teachers and lecturers at teacher training institutions in this country. It was decided that programme would be implemented
from 2011 to 2013.
 
The Key Performance Indicator for the Native Speaker Programme is to increase the capacity of English language teachers in 1800 primary schools and lecturers at five Teachers Training Institutes which are named as Centres of Excellence. The Centres of Excellence are:

a.    IPG Kampus Batu Lintang, Kuching, Sarawak
b.    IPG Kampus Gaya, Kota Kinabalu, Sabah
c.    IPG Kampus Dato’ Razali Iamail, Kuala Terengganu, Terengganu
d.    IPG Kampus Bahasa Antarabangsa, Kuala Lumpur, dan
e.    English Language Teaching Centre, Kuala Lumpur
 
The role of Training Fellows placed in the five Centre of Excellence is to mentor and coach English Language Lecturers in order to enhance their professional development . Both training fellows and lecturers work together to develop training programmes. The role of training fellows is in-line with the needs and requirements of the aforesaid teacher training institutes.
 
Mentor placed in primary schools are to assist the English Language teachers in the following areas:

a.  To plan and carry out professional development programmes for English Language teachers;
b.   To organise and carry out programmes/workshops/trainings within clusters and in zones;
c.   To co-operate and organise activities with mentors from other clusters and zones;
d.    To plan and organise co-curriculum activities;
e.    To assist in support activities during teaching and learning;
f.     To conduct suitable action research;
g.    To work with Ministry officials for assessment of the programme; and
h.    To create a team of potential master trainers amongst teachers.
 
10. In order to achieve success in the MBMMBI policy, what are the materials provided?

The English Language Teaching Centre (ELTC) has prepared materials to enhance the professional development of teachers and their proficiency. A brief description of the materials follow:

a.    Pedagogy Standards for English Language Teaching (PSELT)
·       ELTC has published the Pedagogy Standards for English Language Teaching which will guide teachers to ascertain their training needs for continuous professional development.

b.    Oral Proficiency in English for Secondary Schools (OPS-ENGLISH)
·    OPS-English Guidebook for teachers which will enable teachers to teach speaking skills for communication effectively for Form 1 pupils in 2012.
·       A CD is supplied for teachers to use during English Language lessons in order to assist them to teach speaking skills for communication.
·       OPS-ENGLISH pupils handbook is also supplied.
 
The Technological Education Division has supplied digital materials to all schools. These materials have been specially chosen for the teaching and learning of Bahasa Malaysia and English Language. These are stand-alone Cds which can be used with all computers. The lessons emphasise language skills and the fun element has been infused.
 
11. How will the usage of language laboratories help in the acquisition of Bahasa Malaysia and English Language?

Language laboratories is an ICT initiative which is the main agenda in the implementation of the MBMMBI policy. The laboratories will be equipped with audio visual tools,software for pupils and interactive software in Bahasa Malaysia and English Language which
emphasies on the acquisition of language skills.
 
12. How is assessment carried out in schools?

Assessment in schools are carried out in two forms; they are:

·     Formative Assessment - assessment is carried out continuously with the aim of improving and enhancing the learning process (assessment for learning); and
·       Summative Assessment – assessment is carried out at the end of the learning process in order to evaluate how much has been learnt and acquired. (assessment of learning)

Formative assessment or assessment for learning does not concentrate on exams, correction, record keeping and analysing scores but most importantly it aims to record the learning development of pupils and also providing feedback to interested parties including the pupils themselves. As such, a written report is not to be produced periodically but the teacher should be able to give a written or verbal report as and when necessary when requested by interested parties such as parents, the school management or inspectorate of schools.
 
Summative assessment is administered by teachers in order to ascertain the level of achievement in learning by using various sources (quantitative and qualitative) which is obtained through various assessment activities. The information obtained has to be assessed and reported by the teacher. This evaluation will then be used by other teachers who will be teaching the aforesaid pupil(s) the following semester or year. Teachers need not compare pupils whether be in quantitatively or qualitatively.
 
13. Are the questions for public examinations (UPSR, PMR and SPM) for Science and Mathematics in Bahasa Malaysia, English Language or bilingual?

In line with the MBMMBI soft-landing approach, questions for public examinations for Mathematics and Science at UPSR, PMR and SPM will be set in two languages until the Year 2020. After 2020, all questions for both the subjects will be set in Bahasa Malaysia. This is in line with the MBMMBI policy.
 
14. How will the MBMMBI policy help students in the learning of Mathematics and Science at pre-university level?

In line with the MBMMBI policy, the Ministry of Education has introduced various effective initiatives in order to upgrade English Language proficiency amongst pupils. The initiatives include the allocation of additional time for the teaching and learning of English Language, enhancement of the English Language curriculum with the introduction of the Standard-Based Curriculum, deployment of teachers, recruitment of native speakers for capacity building of lecturers and teachers, providing readers and digital materials in order to support the teaching and learning in the classroom. As such with the implementation of the MBMMBI policy, it is hoped that it will help pupils master the English Language. This will help them further their studies at tertiary level.
 









Down