AN EVALUATION OF
TEACHING AND LEARNING OF
SCIENCE IN ENGLISH IN A RURAL SCHOOL IN WEST COAST OF SABAH
SHIRLEY TAY SIEW HONG
UNiVc'RS; Ti SAP-Ali
THIS THESIS IS SUBMITTED IN TOTAL
FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY
SCHOOL OF EDUCATION AND SOCIAL DEVELOPMENT UNIVERSITI MALAYSIA SABAH
2007
i
DECLARATION
I hereby declare that:
" Except where due acknowledgement has been made, this work is that of mine alone;
" The work has not been submitted previously, in whole or in part, to qualify for any academic award;
" The content of the thesis is the result of work which has been
carried out since the official commencement date of the approved research programme.
PERPUSTAKAHN
UNIVERSITI Pr;, 1LAYq! H S. 46Aq
ý
Sh(rley Tay Siew Hohg
(Student
No.: PS 03-006-086)Date: ls` August 2007
ii
UNIVERSITI MALAYSIA SABAH
PENGESAHAN STATUS TESIS @
JUDUL: AN EVALUATION OF TEACHING AND LEARNING OF SCIENCE
IN ENGLISH IN A RURAL SCHOOL IN WEST COAST OF SABAH
IJAZAH: DOKTOR FALSAFAH
(PENILAIAN KURIKULUM)
SESI PENGA7IAN: NOV 2003
- NOV 2006
PERPUSTAKAAN
UNIVERSITI MALAYSIA SABAH
Saya, SHIRLEY TAY SIEW HONG mengaku membenarkan tesis Ph. D ini disimpan di Perpustakaan Universiti Malaysia Sabah dengan syarat-syarat kegunaan seperti
berikut:
1. Tesis adalah hakmilik Universiti Malaysia Sabah.
2. Perpustakaan Universiti Malaysia Sabah dibenarkan membuat salinan untuk tujuan pengajian sahaja.
3. Perpustakaan dibenarkan membuat salinan tesis ini sebagai bahan pertukaran antara institusi pengajian tinggi.
4. TIDAK TERHAD.
HIRL TAY MEW HONG
Tarikh: 1 OGOS 2007
Disahkan oleh,
ý
(Tandatangan Pustakawan)
Tanda tangan Penyelia
PROF. MADYA DR. VINCENT PANG
Sekolah Pendidikan clan Pembangunan Sosial, Universiti Malaysia Sabah.
Catatan: @ Tesis dimaksudkan sebagai tesis Ijazah Doktor Falsafah dan Sarjana secara penyelidikan.
III
ACKNOWLEDGEMENT
I praise and thank God Almighty for guiding and seeing me through this study.
My sincere thanks and appreciation to the following people who have provided me the support and encouragement throughout my journey in completing this thesis:
" The Ministry of Education, Malaysia for granting the scholarship and the three year study leave to allow me to pursue this doctoral study.
" Associate Professor Dr. Vincent, my supervisor whose patience has been extraordinary and whose help, stimulating suggestions and encouragement
through meetings and e-mails have helped me in all the time of research for and writing of this thesis.
" The Dean and lecturers of SPPS, UMS especially to Dr. Sabariah Sharif and Major Dr. Hamzah Bin Md. Omar who were so willing to offer intellectual input, guidance and support during my duration of the study. Thank you to Professor Dr. Shukery for his advice and words of encouragement, too.
" Special acknowledgement goes to Dr. Jeannie Ling who took time to read and comment on the draft and to give suggestions which helped to improve clarity on the overall context and structure of the thesis.
" All my friends and relatives in Sabah, Labuan and Peninsular Malaysia (Kuala Lumpur, Penang, and Johor) who have provided invaluable assistance in times of need especially to Aunty Polly and Uncle Steven for providing me with all the care I needed during my short stays in USJ.
" All the principals and teachers that have willingly rendered their assistance and cooperated with me in this research, who allowed me to observe and video record their lessons and granted me time from their busy schedules to be interviewed.
" My brothers and sister-in-law, Howard, Richard and lane, who have always supported, encouraged and believed in me in all my endeavours, a BIG thank you.
My 95 year-old grandma, Mak Cheng Hai who has always been a source of encouragement to me.
. My Mum, Madam Lily Ng for all her encouragement and profound understanding.
" My husband, Vun Yun Hin and my lovely children, Olivia and Ivan for enduring all my complaints, stressful situations and for believing in me. Their patience, endurance and love have encouraged me through this challenging process of research, writing and completing the study.
" This thesis is especially dedicated to my father, Mr. Tay Liong who did not live to see, but is always there to guide. His words of wisdom are always an inspiration for me to strive harder, to persevere and yet be persistent to accomplish any goal
in life.
i%
ABSTRACT
The purpose of this study was to evaluate the implementation process of the teaching and learning of Science in English at the lower secondary level. The study sought to investigate the realities in the implementation process of the new education policy (i. e. Teaching Science in English) in the lower secondary science classrooms in a rural school in Sabah. The thesis focused on two major aspects of teaching and learning Science in English in a rural school in Sabah: (i) The Science instructional methods adopted by the lower secondary school Science teachers (ii) The use of multiple semiotic resources to make meanings in Science lessons. This case study hoped to provide a practical guide for administrators and educators to evaluate science instruction using
English in the lower secondary levels in the rural schools context. A qualitative case study approach was adopted to investigate 'the real-life context' which is bounded in terms of the scope of the study, participants,
place and time. The participants of this research are five lower secondary school teachers and their students. The data were collected through extensive classroom observations which were carried out for a period of six
months in the rural school. Field notes and video recordings were the main sources of data. The data collected were triangulated with data collected through interviews with the Science teachers concerned, English language teachers, students, Head of Science and Mathematics Department and school
administrators. In addition, the data were compared to the information obtained through the responses provided by the participants in the questionnaires. Among the techniques used to ensure the validity and reliability of this research are triangulation, members check, prolonged engagement on-site, peer examination, audit trail and clarifying researcher's biases. The findings reveal that the teachers worked hard to use English to teach Science but they were very concerned about their students' ability to understand the content in English. Hence, the use of translation from English to bahasa Melayu and code-switching between both languages were the main strategies adopted in their teaching. The lack of opportunities to observe different teaching techniques is one of the main factors contributing to their teaching strategies. An evaluation report and a feedback session was conducted in the school to allow Science teachers to reflect on their own teaching and to deliberate on the instructional methods adopted by other
teachers in teaching Science in English. With the findings, theories of Science learning and second language acquisition, and research findings elsewhere, the study suggested appropriate instructional methods to integrate Science content learning and English language development in a rural school context, thereby extending the knowledge of teaching Science in English generated by researchers from other countries as stated in the research literature.
Keywords: Evaluation study, rural school, lower secondary school Science, implementation of science instruction, integration of learning Science and English.
ý
ABSTRAK
Satu Penilaian Pengajaran dan Pembelajaran Sains dalam Bahasa Inggeris di Sebuah Sekolah Luar Bandar di Sabah
Kajian lni bertujuan menilal proses pelaksanaan program pengajaran dan pembelajaran Salns da/am bahasa Inggerls di per/ngkat sekolah menengah
rendah. Sehubungan itu, pengkaj/ berusaha meneroka keadaan sebenar yang berlaku dalam pelaksanaan dasar pendidikan baru yang sedang dilaksanakan pada peringkat sekolah menengah rendah di salah sebuah sekolah menengah
luar bandar Sabah. Tesis /ni memberi fokus pada dua aspek utama, yakni (i) kaedah-kaedah guru Tingkatan Satu dan Tingkatan Dua menyampalkan
pengajaran Salns dalam kelas masing-masing, dan (ii) penggunaan 'multiple semiotics resources' oleh guru guru dalam melaksanakan program pengajaran dan pembelajaran Sains dalam bahasa Inggeris. Mela/ui kajian
kes ini, pengkajl berharap satu panduan praktikal dapat dikemukakan bagi golongan pentadbir dan pendidik untuk men/la/ penyampaian mata pelajaran
Sains da/am bahasa Inggeris di peringkat sekolah menengah rendah di luar bandar. Kaj/an kes ini menggunakan pendekatan kualitatif bagi meneroka konteks kehidupan sebenar dalam satu slstem batasan berasaskan skop kajian, peserta, tempat dan masa. Kajian ini telah mellbatkan lima orang guru Sains menengah rendah dan pelajar pelajar mereka. Kutipan data telah dibuat melalui kaedah pemerhatian dalam bilik darjah secara ekstensif selama kira-kira enam bulan di sekolah yang terpilih. Catatan kerja lapangan dan rakaman video merupakan sumber data utama dalam kajian lni. Data yang
diperoleh telah disahkan melalui kaedah triangulasi (triangulation), iaitu dengan mengendalikan temubual dengan guru guru Sains berkenaan, guru- guru Bahasa Inggeris, pe/ajar pelajar, Ketua Bidang Sains dan Matematik dan pentadbir-pentadbir sekolah. Selain itu, data tersebut dibandingkan dengan
maklumat yang diperolehi daripada maklum balas peserta kajian dalam bentuk soal selidik. Teknik untuk menentukan kebolehpercayaan dan kesahan kajian lni adalah proses triangulasi, pemeriksaan ahll, pemerhatian jangka panjang, pemeriksaan sebaya, jejak audit dan penjelasan tentang pandangan
serta anggapan diri pengkaji sendir/ (researcher's biases). Dapatan kajian ini telah menonjo/kan kekuatan dan ke%mahan kaedah pengajaran Sains da/am bahasa Inggeris yang diamalkan oleh guru-guru sekolah berkenaan.
Walaupun guru guru Sains menengah rendah telah berusaha dengan bersungguh-sungguh mengajar Sains dalam bahasa Inggeris namun mereka kurang yakln terhadap keupayaan pelajar mereka memahami kandungan pelajaran Sains yang disampaikan dalam bahasa Inggeris. Dleh sebab itu, penggunaan kaedah penterjemahan (code-switching) istilah daripada bahasa Inggeris kepada bahasa Melayu menjadi strategi utama dalam pengajaran
Sains mereka. Tambahan Pula, kekurangan peluang untuk guru Sains memerhati kaedah pengajaran Sains dalam bahasa Inggeris yang berlainan turut menyumbang kepada kelemahan cara pengajaran yang dipraktikkan oleh guru Sains seko/ah berkenaan. Satu /aporan penilaian dan sesi maklum balas khas bagi guru guru Sains di sekolah /ni telah dilaksanakan oleh pengkaji. Berdasarkan dapatan kajian, teori-teori pembelajaran Sains, pembelajaran bahasa Inggeris dan dapatan penyelidikan dari tempat lain, pengkaji mengesyorkan beberapa kaedah pengajaran yang sesual untuk
vi
menyepadukan pengajaran isi kandungan mata pelajaran Sains dan perkembangan pembelajaran bahasa Inggeris di luar bandar. Dengan itu, kajian ini juga dapat meningkatkan perkembangan teori pengajaran Sains da/am bahasa Inggeris yang telah dikemukakan oleh pengkaji pengkaji luar negara.
Kata Kunci: Kajian penilaian, sekolah luar bandar, Salns di peringkat menengah rendah, pelaksanaan pengajaran Sains,
Kesepaduan mempelajari Sains dan Bahasa Inggeris.
vii
LIST OF ABBREVIATIONS
CD Compact Disk
CIPP Context, Input, Process, and Product
ELL English Language Learners
ETeMS English for the Teaching of Mathematics and Science programme HSC Higher School Certificate
ICT Information and communication technology
IT Information technology
KBSM Kuriku/um Bersepadu Seko/ah Menengah (Secondary School Integrated Curriculum)
KK Kota Kinabalu
L1 First language
L2 Second language
LCD Liquid crystal display
LWC Language of wider communication
MOI Medium of instruction
NGO Non-governmental Organisation
OC Observer's Comment
PCK Pedagogical Content Knowledge
PEKA Pentaksiran Kerja Amali (Assessment Of Science Practical) PMR Peni/aian Menegah Rendah (Lower Secondary Evaluation)
PPSMI Pengajaran dan Pembelajaran Sains dan Matematik dalam bahasa Inggeris (Teaching of Science and Mathematics in English)
SES Socio-economic status
SPM Sij// Pe/ajaran Malaysia (Malaysian Certificate of Education) STPM Sýj// T/ngg/ Perseko/ahan Malaysia (Higher School Certificate) TeSME Teaching of Science and Mathematics in English
TV Television
UPSR Ujian Pencapaian Sekolah Rendah (Primary Schools Achievement Test)
VCD Video compact disk
viii
CONTENTS
Title Page
Declaration
Approval Page Acknowledgement
Abstract
Abstrak (Bahasa Malaysia)
List of Abbreviations Contents
List of Figures List of Tables
List of Appendices
CHAPTER 1: INTRODUCTION 1.1 Introduction
1.2 Background of Study
1.3 Statement of the Problem 1.4 Purpose of the Study
1.5 Research Questions
1.6 Significance of Study 1.7 Definition of Terms
1.8 Assumptions
1.9 Limitations of Study
1.10 Organisation of the Thesis
ii
ill iv
V
vi
VIII
IX
xviii
xix
xxi
1 3
8 12
14
15
17
21
21
23
ix
CHAPTER 2: REVIEW OF THE LITERATURE
2.1 Introduction 26
2.2 Historical Background of Education Development in Malaysia 27
2.3 Science Education and Language Policy Change
in Malaysia 2,
2.4 Theory of Change 3, '
2.5 Theory of Curriculum and Instruction 33
2.6 Process Evaluation: the Curriculum and the Teacher 39
2.7 Science Education at the Lower Secondary Level 45
2.7.1 The Organisation of the Lower Secondary Science Content 46
2.7.2 Scientific Skills 49
2.7.3 Teaching-Learning Strategies in Science Classroom 50
2.7.3.1 Science Inquiry Approach 52
2.7.3.2 Constructivism 55
2.7.3.3 Cooperative Learning 57
2.7.3.4 Direct Instruction 59
2.7.3.5 Classroom Teaching Exchange 64
2.7.3.6 Using Questions 67
2.8 Multiple Semiotics Resource Systems and Science Language 70
2.8.1 Linguistic Language of Science 73
2.8.2 Language Learning Theories 77
2.8.3 Cognitive Academic Language Proficiency (CALP)
and Basic interpersonal Communicative Skills (BISC) 78
2.8.4 Bilingualism 80
2.8.5 Language Proficiency and Academic Achievement 82
2.8.6 Sociolinguistic Environment and Learning Hnciuage 8-1
2.9 Science Literacy 86
2.10 Principles in Integrating Science Content Instruction
with Language 88
2.11 Cultural Factors in Language and Learning 93
2.12 A Review of the Issues in the Teaching and Learning
Process of Secondary School Science Subject 94
2.12.1 Teachers' Instructional Methods 95
2.12.2 Students' Attitude towards Science Learning 96
2.12.3 Classroom Learning Environment 97
2.12.4 Other Issues 98
2.12.5 English Language Problems Faced By
Teachers and Students 99
2.13 Issues Identified in Other Parts of the World 102
2.13.1 Teachers' Instructional Methods 102
2.13.2 Language Issue 103
2.13.3 Science Content Knowledge and Pedagogical Content
Knowledge 104
2.13.4 Teachers' Behaviour 107
2.13.5 Classroom Learning Environment 108
2.14 Conceptual Framework of Study 109
2.15 Conclusion 111
X1
CHAPTER 3- METHODOLOGY
3.1 Introduction 113
3.2 Research Design of the Study 114
3.2.1 Evaluation Research 116
3.2.2 Qualitative Evaluation Research 120
3.2.3 A Qualitative Case Study Design 124
3.3 Statement of Ideologies 127
3.4 The Research Plan 129
3.4.1 The Fieldwork Schedule 135
3.5 Participants and Site 135
3.5.1 Participants and Site of Preliminary Studies 136
3.5.2 Participants and Site of Pilot Studies 138
3.5.3 Participants and Site of Actual Study 138
3.6 Gaining Access and Permissions 141
3.6.1 Gaining Access and Permissions of Preliminary Studies 142
3.6.2 Gaining Access and Permissions of Pilot Studies 142 3.6.3 Gaining Access and Permission of Actual Study 143
3.7 Data Collection and Instruments Used 144
3.7.1 Classroom Observation and Field Notes 147
3.7.1.1 Classroom Observation and Field Notes in 148 Preliminary Studies
3.7.1.2 Classroom Observation and Field Notes in Pilot 150 Studies
3.7.1.3 Classroom Observation and Field Notes in Actual 152 Study
3.7.1.4 Video Recording 156
xii
3.7.2 Interviews 160
3.7.2.1 Students' Interview in Pilot Studies 162
3.7.2.2 Students' Interview in Actual Study 163
3.7.2.3 Teachers' Interview in Preliminary Studies 164
3.7.2.4 Teachers' Interview in Pilot Studies 165
3.7.2.5 Teachers' Interview in Actual Study 165
3.7.3 Questionnaires 167
3.7.3.1 Students' Questionnaires in Preliminary Studies 167
3.7.3.2 Students' Questionnaires in Pilot Studies 168
3.7.3.3 Students' Questionnaires in Actual Study 170 3.7.3.4 Teachers' Questionnaires in Pilot Study 170
3.7.3.5 Teachers' Questionnaires in Actual Study 171
3.7.4 Document Analysis 171
3.7.5 Types of Data 173
3.7.6 When To Cease Data Collection? 173
3.7.7 Implications of Pilot Studies and Supervision of Trainee 175 Teachers
3.8 Transcribing Data 177
3.9 Data Analysis 180
3.9.1 Data Analysis of Pilot Studies 182
3.9.2 Data Analysis of Actual Study 183
3.9.3 Coding and themes 185
3.9.3.1 First and Second Level Coding 185
3.9.3.2 Within-Case and Cross-Case Analysis 186
3.10 Research Ethics 188
3.11 The Question of Reliability and Validity 189
xiii
3.12 Reporting Findings to Science Teachers 193
3.13 Summary 195
CHAPTER 4- FINDINGS
4.1 Introduction 197
4.2 Overview of Findings 197
4.3 Naturalistic Setting and History of School 199
4.4 Description of Science Teachers 201
4.4.1 Teacher Andy 201
4.4.2 Teacher David 204
4.4.3 Teacher Karl 206
4.4.4 Teacher Lina 207
4.4.5 Teacher Roy 209
4.5 The Teachers' Instructional Methods and Principles 211
4.6 Analysis of themes 218
4.6.1 Classroom instructional Methods 222
4.6.1.1 Whole Class Lecture 224
4.6.1.2 Whole Class interactive
- Teacher-centred 226
4.6.1.3 Doing Experiment 230
4.6.1.4 Group Work 232
4.7 Multiple Systems of Semiotic Resources in Science 235
4.7.1 Language in Classroom
- Linguistic Semiotic Resource
Systems 235
4.7.1.1 Instructing 237
4.7.1.2 Using Language To Tell and Provide 238
Information
XiN
4.7.1.3 Scientific Discourse 240
4.7.1.4 Asking Questions and Probing 243
4.7.1.5 Using Questions in Textbook and Printed
Worksheets 245
4.7.1.6 Motivating Students 247
4.7.2 Visual Representations 249
4.7.2.1 Using CD-Rom Multimedia Courseware 249
4.7.2.2 Drawing Pictures and Diagrams 251
4.7.2.3 Using Mathematical Operations 253
4.7.3 Teachers' Gestures and Actions 254
4.7.3.1 To Explain Concepts 254
4.7.3.2 To Encourage Students 255
4.7.4 Experimental Operations 256
4.8 Teachers' Behaviour 258
4.9 Teachers' Perceptions and Expectations 260
4.9.1 Perceptions About Students 261
4.9.2 Teachers' Concerns and Needs 263
4.10 Students' Behaviour in Science Classrooms 267
4.10.1 Students' Time-On Task 268
4.10.2 Students' Inattention 270
4.10.3 Students' Expectations in Science Class 271
4.11 Summary of Chapter 277
xv
CHAPTER 5- DISCUSSION, CONCLUSION AND IMPLICATIONS
5.1 Introduction 279
5.2 Statement of the Problem 279
5.3 Overview of Findings 280
5.4 Science Instructional Methods 280
5.4.1 Teachers' Instructional Methods and Thoughtful
Classroom 281
5.4.2 Direct instruction 284
5.4.3 The Classroom Discourse and Providing Feedback 286
5.4.4 Questions and Thoughtful Classroom 287
5.4.5 Students' Group Work, Presentation and Scientific Literacy 290
5.5 Languages of Science and Multiple Semiotics 294
5.5.1 Language Used in Science Classroom 295
5.5.2 Visual Representations and English Language 298
5.5.2.1 Language and CD-Rom 298
5.5.2.2 Language and Drawings, Pictures, Diagrams 304
5.5.2.3 Language and Mathematical Functions 306
5.5.3 Gestures 307
5.5.4 Experimental Procedures 308
5.6 The Classroom Process 310
5.6.1 The Role of Science Teachers 310
5.6.2 Students' Behaviour and Expectations 319
5.6.3 School's Learning Environment 322
5.7 The Dynamics of Classroom Process in the Rural School 323
5.8 Implications For Science Instruction 328
5.8.1 Teaching the Linguistic Structures of Science:
Vocabulary, Sentence Structure, Logical Connectors 330
xvi
5.8.1.1 Vocabulary 332
5.8.1.2 Sentence Structure 334
5.8.1.3 Logical Connectors 335
5.8.2 Using Multiple Semiotics Resources 335
5.8.3 Using Bahasa Malaysia 336
5.8.4 A Proposed Model for Science Instruction in th, c Fzuml School
5.9 Suggestions for Further Studies 3.40
5.10 Reflections on the Study 342
5.11 Conclusion 345
References 347
\411
LIST OF FIGURES
Figure 2.1: Curriculum as an Output-Input of One System 35
Figure 2.2: The Interaction of Four Systems 37
Figure 2.3: The Components of Meaningful Learning 38
Figure 2.4: Curriculum model with all feedback lines 40
Figure 2.5: A Transactional Model of the Teaching-Learning Process 41
Figure 2.6: Components in Curriculum Process Evaluation 44
Figure 2.7: Linguistics world of students in the rural school 86
Figure 2.8: Conceptual Framework of the Study 111
Figure 3.1: The first phase of study 130
Figure 3.2: The second phase of study 132
Figure 3.3: The third phase of study 133
Figure 3.4: The fourth phase of study 134
Figure 4.1: Elements observed during a Science lesson 198
Figure 5.1: Communication pattern in a typical science classroom
in SMK Aman 297
Figure 5.2: Framework for Integrating Listening Skills in Science Lesson 302
Figure 5.3: The Dynamics of the Classroom Process 323
Figure 5.4: Four-Square Vocabulary Grid 334
Figure 5.5: A Proposed Model for Science Instruction for Lower Secondary
Classes in SMK Aman 340
XVIII
LIST OF TABLES
Table 1.1: Research aims and research questions 15
Table 2.1: Summary of development of education in Malaysia 28
Table 2.2: Developments of lower secondary Science education in Malaysia 30
Table 2.3: Content of the Form 1 Science 47
Table 2.4: Content of the Form 2 Science 48
Table 2.5: Scientific skills at lower secondary school level 49
Table 2.6: Learning and Teaching Principles that aid in the acquisition
of both language and content 93
Table 3.1: Schedule of studies 135
Table 3.2: Number of research participants in this study 140
Table 3.3: List of teachers in this study 141
Table 3.4: Evaluation Plan 145
Table 3.5: Types of data collected 173
Table 3.6: Codes used in the transcripts 179
Table 4.1: Summary of classroom observations 212
Table 4.2: Teaching Principles of the five Science Teachers in SMK Aman 217
Table 4.3: Common teaching principles in lower secondary
Science classrooms in SMK Aman 218
Table 4.4: Coding a page from a sample classroom observation transcript 220 Table 4.5 Summary of SMK Aman Science teachers' instructional methods
used in Science lessons 222
Table 4.6: Frequency of students asking questions in class
Table 4.7: Group work
230
232
Table 4.8: Types of drawings used to make meanings 252
Table 4.9: Characteristics of Form 1 and Form 2 Science teachers
in SMK Aman 258
Table 4.10: Teachers' concerns, issues and needs 265
xix
Table 4.11: Students' preference of medium of instruction in Science
subject 274
Table 4.12: Students' perception about learning Science in English 274
Table 4.13: Number of students interested or not interested in learning
Science 275
Table 4.14: Students' reasons for interest in learning Science 275
Table 4.15:
Students' reasons why they are not interested in learning
Science 276
Table 5.1: A Comparison of effective direct teaching approach with
direct teaching in SMK Aman 285
Table 5.2:
Table 5.3:
Table 5.4:
Table 5.5:
Table 5.6:
Some examples of questions used by Science teachers 289
Some pronunciation errors made by lower secondary Science teachers in SMK Aman
Some examples of words that have different meanings when used in different context in this study
Principles of teaching Science in English as observed in SMK Aman lower secondary Science teachers
304
307
315
A summary of the situation in SMK Aman 325
xx
LIST OF APPENDICES
1. RESEARCH INSTRUMENTS
APPENDIX CONTENT
I Classroom Observation Schedule and Coding Scheme
II Classroom Observation Schedule II
III Observation Schedule (Teachers)
Observation Schedule (Students)
IV (a) Students' Questionnaire (Pilot Study) (b) Soal Selidik Pelajar (Kajian Perintis)
V (a) Students' Questionnaire (Revised Version for Actual Study) (b) Soal Selidik Pelajar (Diubahsuai)
VI (a) Teachers' Questionnaire (b) Soal Selidik Guru
VII (a) Teachers' Interview Schedule (b) Temuduga Guru
VIII (a) Students' Interview Schedule (b) Temuduga Pelajar
xxi
2. DOCUMENTS
APPENDIX CONTENT
IX Statistics of Teachers and Students Population in SMK AMAN
X Letter of Approval from EPPRD, Ministry of Education, Malaysia
XI Letter of Approval from Sabah State Education Department
XII A Sample Letter of Consent from Teachers
XIII Statistics of Hostel Students in SMK AMAN
XIV Student's Assessment of Science Practical or Pentaksiran Kerja Amali (Peka)
3. SAMPELS OF TRANSCRIPTION & REPORTS
APPENDIX CONTENT
XV (a) Field Notes
(b) Example of Field Notes
XVI Classroom Observations Transcriptions
XVII Teachers' Interview Transcriptions
XVIII Administrators' Interview
XIX Students' Interview Transcriptions
XX Professional Development Programme for Science Teachers
XXI Report on Findings for SMK AMAN
XXII Feedback Form (from Science Teachers)
xxii
4. ANALYSIS OF DATA
APPENDIX CONTENT
XXIII Description of the Teachers' Lessons Observed
XXIV Analysis of Teachers' Instructional Methods and Teaching Principles
XXV Examples of First Level Coding and Second Level Coding
XXVI An Example of Linking Data
XXVII Data Display
5. MAP and PHOTOGRAPHS
APPENDIX CONTENT
XXVIII Location Map of Villages/Feeder Schools
XXIX Rural Setting of Research Area (i)
XXX Rural Setting of Research Area (ii)
XXXI School Surroundings
XXXII Local News about Research Area (i)
XXXIII Local News about Research Area (ii)
\X111
CHAPTER 1
INTRODUCTION
1.1 Introduction
The Malaysian education system is based on national ideology also known as
Rukunegara. The aspirations and principles of the Rukunegara and the more
recent Vision 2020 or Wawasan 2020, are manifested in the National Philosophy of Education, which forms the policy of the Malaysian education
system. Realising that science and technology and English will be the driving force for the economic development and industrialisation of a country, the
Ministry of Education Malaysia has taken bold and drastic steps to re- introduce teaching Science and Mathematics in English after it successfully
changed the medium of instruction in schools from English to bahasa Malaysia in the 1970s. This language policy change involves the teaching of Science and Mathematics in English for Primary 1, Form 1 and Lower 6
students and the extensive usage of technology to complement and enhance the teaching and learning process in schools (Kementerian Pendidikan
Malaysia, 2002). Thus, with this latest educational reform in Malaysia there is
a need to promote teaching change, especially in the use of instructional
strategies that are appropriate for low English proficiency students in the
rural areas.
The purpose of the study was to describe and evaluate the
implementation process of the teaching and learning of Science in English at
the lower secondary level. The evaluation study which was focused on the
I
REFERENCES
Ab. Rahim Selamat. 2000. Kemahiran Dalam Sekolah Bestar,. Johor: Badan Cemerlang Sdn. Bhd.
Abdullah Hassan. 2005. Language Planning in Malaysia: The first hundred years. In English Today 84, Vol. 21, No. 4 (October 2005). UK: Cambridge University Press. Retrieved on 15`h January 2006 from http: //www. languageinworld.
com/
Ain Nadzimah Abdullah & Chan, S. H. 2004. Promoting Global Language Proficiency In Malaysia The Challenge Of Learning Mathematics And Science In English.
Language In World. Volume 1: 1 December 2004. Retrieved on 23 January 2006 from http: //www. anguageinworld. com/dec2004/ainpapermalaysia2.
html
Akhramsyah M. U. Sanusi
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