TASK 1 (PORTFOLIO)
INSTITUT PENDIDIKAN GURU KAMPUS TUN HUSSEIN ONN, 80009 BATU PAHAT, JOHOR DARUL TAKZIM PRKA3151 SCHOOL-BASED EXPERIENCE I (SBE I) TASK 1: PORTFOLIO NAME : SITI NUR ELYANIE BINTI AYOB I/C NO. : 030208-03-0530 INDEX NUMBER : 2021292340507 PROGRAM : BARCELOR’S DEGREE IN TEACHING (PISMP) INTAKE : JUNE 2022 UNIT : TESL SBE SUPERVISOR : MISS NENNY DJUHARA BINTI JOHARI DUE DATE : 2ND JULY 2023 STUDENT’S ACKNOWLEDGEMENT I acknowledge that this coursework assignment is my own work except for quotations and summaries, each of which I explain the source. Student’s signature:__________________________ Date: _____________________ EXAMINER MODERATOR Marks Marks Signature Stamp Signature Stamp Date Date STUDENT’S CONFIRMATION I confirm that I have read and understood the feedback given by the lecturer. Student’s Signature:__________________________ Date: _____________________
Attachment 2-10 No. Title Item Mark 1 Information of Placement 1.1 Self-Introduction Letter 2 Biodata 2.1 Name of Institute of Teacher Education 2.2 Photo 2.3 Student Name 2.4 Identification Card Number 2.5 Permanent Address 2.6 Phone Number and Email 2.7 Intake and Specialization 2.7 Intake and Specialization 2.8 Year and Semester: Year ___ Semester ____ 2.9 Dates of SBE 3 Professional Statement/Activity Contract (Attachment 2-8) 3.1 Statement before SBE 3.2 Report on the implementation of focused activities 4 Data Collection Instruments Related to Tasks (Choose appropriate ones) 4.1 Observation 4.2 Checklist 4.3 Interview 4.4 Survey Questionnaire 5 Collaboration (Attachment 2-11) 5.1 Discussion with School Administrators 5.2 Discussion with the mentor 5.3 Discussion with other teachers 5.4 Discussion with school staff 5.5 Interaction with Pupils 6 New Knowledge/ Information Through 6.1 Observation 6.2 Checklist 6.3 Interview 7 Reflection Report (Attachment 2-12) 7.1 Activities 7.2 Discussions/ Interactions 8 Final Report SBE Supervisor’s Comment: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Signature : ________________________________ Date: ___________________________ Name : ________________________________________________________________________
INFORMATION ON PLACEMENT Self-Introduction Letter
STUDENT’S BIODATA
INSTITUT PENDIDIKAN GURU KAMPUS TUN HUSSEIN ONN, 80009 BATU PAHAT, JOHOR DARUL TAKZIM STUDENT’S NAME SITI NUR ELYANIE BINTI AYOB I/C NUMBER 030208-03-0530 INDEX NUMBER 2021292340507 PROGRAM BACHELOR’S DEGREE IN TEACHING (PISMP) PERMANENT ADDRESS P/S 7 KAMPUNG GAJAH MATI, SEMERAK, 16700 PASIR PUTEH, KELANTAN PHONE NUMBER 011- 5355 0530 EMAIL 1. [email protected] 2. [email protected] INTAKE JUNE 2022 SPECIALIZATION TESL SK YEAR AND SEMESTER YEAR 1 SEMESTER 3 SBE SUPERVISOR MISS NENNY DJUHARA BINTI JOHARI DEPARTMENT ENGLISH LANGUAGE DEPARTMENT SBE DATE 11 JUNE 2023 – 22 JUNE 2023 SCHOOL NAME SEKOLAH KEBANGSAAN CHERANG RUKU SCHOOL ADDRESS SEKOLAH KEBANGSAAN CHERANG RUKU, 16700 PASIR PUTEH, KELANTAN
GENERAL INFORMATION OF THE SCHOOL
Attachment 2-14 GENERAL INFORMATION OF THE SCHOOL INSTRUCTIONS: Complete the following information in the provided form: No. Items Notes/ Data 1 School Name and Address SEKOLAH KEBANGSAAN CHERANG RUKU, 16700 PASIR PUTEH, KELANTAN 2 School Telephone Number 09-6912028 3 Email Address/ School Website [email protected] 4 Location (Urban/ Rural) RURAL AREA 5 Headmaster/ Headmistress’s Name MR. FAXRURAZI BIN NASIR@ISHAK 6 Senior Assistant of Administration’s Name MR. MOHD HASRIN BIN TAHIR 7 Senior Assistant of Student Affairs’ Name MR. MOHD FADZIL BIN JAFFAR 8 Senior Assistant of Co-curricular Activities’ Name MR. NORHAKIMI BIN MOHAMAD 9 Senior Assistant of Special Education MRS. NORKARIMAH BINTI MOHAMAD 10 Afternoon Supervisor’s Name 11 School Grade/ Level A 12 Number of teachers Male : 20 Female : 45 13 Number of Teachers According to Academic Qualifications Graduates : 61 Non-Graduates : 4 14 Number of classes 25 classes 15 Average Class Size ___30___ pupils 16 Total Number of Pupils Malay Chinese Indian Others Male 422 15 Female 338 5 17 Any other interesting information about this school 1. There are a few Siamese students here 2. 65 837
SCHOOL VISION “Pendidikan Berkualiti Insan Terdidik Negara Sejahtera” "Quality Education Educated People Prosperous Nation" SCHOOL MISSION “ Melestarikan Sistem Pendidikan Yang Berkualiti Untuk Membangunkan Potensi Individu Bagi Memenuhi Aspirasi Negara” "Preserving a Quality Education System to Develop Individual Potential to Fulfil National Aspirations" SCHOOL MOTTO “KEBERSAMAAN DEMI KECEMERLANGAN SKCR” "TOGETHER FOR EXCELLENCE SKCR” SKCR CUSTOMER CHARTER Provide friendly and prompt service and hospitality to all school members, students, and parents in all matters. • Manage the placement of students in a secondary school based on their suitability and the guardian's wishes. • Determining the effectiveness and quality of the Education program's implementation. • Enhance students' academic performance and character; • Collaborate with other organizations for the common good
Computer Lab Academic Buildingildi ng Canteen School Mosque Preschool Block School Field PPKI Block Preschool Block
SCHOOL PICTURES
PROFESSIONAL STATEMENT/ ACTIVITY CONTRACT
INTRODUCTION I, Siti Nur Elyanie Binti Ayob, from the Teacher Education Institute (IPGKTHO) Tun Hussein Onn Campus, am conducting School Based Experience (SBE) for year 1 semester 3 for my Bachelor's Degree in Teaching (PISMP) at Sekolah Kebangsaan Cherang Ruku (SKCR), Semerak, Pasir Puteh, Kelantan. I will be undergoing SBE at this school for two weeks beginning June 11, 2023, until June 22, 2023. School-Based Experience (SBE) is a Professional practice component for IPG Bachelor Degree in Teaching Program students. The implementation of SBE can provide students in the field of teaching with an early understanding of the world of schooling from the perspective of a teacher. SBE also provides students with the opportunity to understand the school as an educational institution, the role of the teacher in the classroom, and the role of the school community through observation, document research, reflection, and interaction with the teacher and the school community. Students can learn about the school management system, student behavior, classroom management, and the actual duties of a teacher through SBE. This is significant because it allows me to appreciate the career of a teacher while also gaining specific knowledge about daily school management. In short, this assignment allows trainee teachers to practice interacting with other teachers and the school community in general. Meanwhile, the data that I discovered and analyzed will be compiled into a PBS portfolio. This assignment will allow me to become more acquainted with the school's administration and culture in order to improve the teaching professionalism of trainee teachers like myself. In general, the data research in this PBS allowed me to learn about: (a) Acknowledge and adapt to school culture. (b) Value a teacher's profession. (c) Collect information about school administration, teachers, students, and staff members. (d) Develop a positive mindset towards the teaching profession. (e) Take into account duties and responsibilities. I will have to undergo SBE for two weeks (10 days) In Sekolah Kebangsaan Cherang Ruku (SKCR). I hope I can run it as best as possible.
OBJECTIVESOFTHESCHOOLPROFESSIONALSTATEMENT The main purpose of the professional statement is to state the direction of the task to be carried out in the school in an effort to help the trainee teacher clearly plan the main objective of the task to achieve the objective to be achieved. So, trainee teachers can clearly state the objective of School-Based Experience (SBE) as provided by the IPG. This professional statement can also enable trainee teachers to measure the effectiveness of the implementation of focused activities in the school. This professional statement can also help trainee teachers to plan implementation strategies that have been carried out systematically. Timely planning SBE can help trainee teachers collect data in a detailed and professional manner. Based on the data obtained, professional statements can classify each role of administrators and teachers. Trainee teachers can list the strengths and advantages of a school, where the culture of each school is not the same and they have different environments from each other. With that, this professional statement can be used as a basis and guide for trainee teachers to identify weaknesses and strengths, then give suggestions in the reflection section for improvement, because this professional statement allows trainee teachers to be clearer about the objectives of their assignments. BEFORE SBE We received a briefing from one of the school-based experience coordinators before beginning School Based Experience (SBE) which was Mr. Ismadi bin Bani from Practicum Unit. Our meeting took place at the Dewan Seri Budiman IPGK Tun Hussein Onn in Batu Pahat. On June 11-22, 2023, we will be undergoing SBE for the first time. This program is intended to provide an understanding of the school environment's students-teachers as well as the perspective of a teacher. School-Based Experience (SBE) is a Professional practice component for IPG Bachelor Degree in Teaching Program students. The implementation of SBE can provide students in the field of teaching with an early understanding of the world of schooling from the perspective of a teacher. SBE also provides students with the opportunity to understand the school as an educational institution, the role of the teacher in the classroom, and the role of the school community through observation, document research, reflection, and interaction with the teacher and the school community. Students can learn about the school management system, student behavior, classroom management, and the actual duties of a teacher through SBE. I will have to undergo SBE for two weeks (10 days) In Sekolah Kebangsaan Cherang Ruku (SKCR). I hope I can run it as best as possible. Before running SBE, I have to know in advance about the number of students and the schoolday forthe school.
a. Main Focus of the Task I was required to carry out School-Based Experience (SBE) for two weeks at Sekolah Kebangsaan Cherang Ruku as part of assignment 1, which is the SBE portfolio. The main purpose of the assignment, which was created as an SBE objective for me to complete based on the guidelines provided by the IPGKTHO, is to learn in-depth about the school's main administrative management and analyze information on: a) Curriculum b) Co-curricular c) School Information, Community, and Current Education Policy For part (a) of the curriculum, I will look for information regarding human resource management, academic management, and student affairs management. Meanwhile, I will complete the network of information findings regarding co-curricular management, clubs and associations, uniformed units, sports and games, co-academics, and the 1 Pupil 1 Sports program for part (b) of the co-curriculum. I will get information on both aspects from the Senior Assistant Teachers, the subject committee's head teacher, the teachers, and the school clerk. Meanwhile, part (c), is general information about the school, the role of the community, and current educational policies. I will gather general information about the school through research and by asking questions to the school office clerks. In addition, I plan to interview the headmaster of this school as well as teachers who are in charge of ensuring that the school and the community work well together to learn more about the community's role there. In this section, I will concentrate on the role of the Current Education Policy which is the Parent-Teacher Association (PTA), and the challenge of managing human resources because they are members of the school community and play an important role in school management and development. Furthermore, for Task 2, the observation report, reflection must be made after this SBE to re-instill an understanding of the duties and responsibilities of a teacher. This is one of the self-assessment tools used to learn from the SBE results. By submitting complete and neat work, I will also provide photographs taken as part of the relevant evidence that I can attach to this portfolio for review by the SBE Supervisor.
b. Objectives of Task Based on the IPGM assignment, the goal of this SBE assignment is to provide training teachers with an initial overview of the environment and school administration methods, as well as the culture and behaviour of students and teachers. With this, training teachers are expected to be problem-free and to be prepared for more difficult tasks or challenges when they begin working as permanent teachers in a school. Furthermore, the goal of this assignment is to develop and encourage all training teachers to interact with all people in a school, including teachers, students, as well as school staff, through collaborative assignments mandated by the IPG. The assignment required student teachers to conduct interviews with school members to learn about administration, class management, and other topics. This is intended to help a trainee teacher improve her/his social skills as well as her/his ability to gather information through direct or indirect experience and observation. As a result, these training teachers are expected to be prepared to take on the role of educator in the future. c. Implementation of Strategy Trainee teachers have been given two weeks (June 11-22, 2023) to complete School Based Experience (SBE) at school. During the 2 weeks, trainee teachers must obtain critical information contained in the IPG assignments. As a result, trainee teachers must devise a detailed plan for what they intend to accomplish in the next ten days. Among the plans I've devised are: a) Make a list of the information that needs to be gathered. b) Creating questions to be submitted to relevant parties for collaborative projects. c) Keep track of daily activities at school to complete the reflection report. d) Get to know all SKCR members to learn about the role of the community in school development. e) Inspect the school environment by photographing it as evidence of the portfolio's relevance.
d. Self-assessment Instruments Self-assessment instruments are one type of data collection tool that can be used to complete SBE tasks. Its goal is to make it easier for training teachers to obtain information about students, teachers, and school administration. The evaluation instrument is very effective with good cooperation from all parties involved, and the information obtained is true and reliable. As a result, before implementing SBE, assessment instruments should be prepared to begin the process of gathering information. Among the evaluation tools I will use in carrying out this SBE assignment are: a) Checklist b) Interviews c) Observation d) Questionnaire Each instrument that is used is appropriate when carrying out the task. Reflection will also be made as one of the self-assessment instruments for this PBS. The reflection will be used as a PBS Observation Report.
DURING SBE a. Carried Out Task/ Implemented Strategy During my 10-day SBE, I completed several activities as planned using the task checklist provided. The following are the actions I took during my SBE year at Sekolah Kebangsaan Cherang Ruku. DAY/ DATE ACTIVITIES SUNDAY 11TH JUNE 2023 Reported to the school headmaster as an IPGKTHO student for SBE. Attend the weekly assembly. The Malay Language Week will be launched at the SKCR level session 2023-2024 (for one week). Took some pictures The headmaster introduced me to the guidance teacher (Puan Rohana). Familiarization session with teachers and support staff in the school office and teacher's office. Interviewed Mrs. Surahayati, and accompanied her to teach class 4 JUJUR with two other SBE friends (Bahasa Melayu Subject). Examined and determined the existence of school infrastructure. Learnt about the school’s information in general. MONDAY 12TH JUNE 2023 Replaced class 3 AMANAH for English Subject (with other SBE mates) Replaced class 5 MULIA for Bahasa Melayu Subject (alone). Get information about the school by reading the yearly planning book of the school. Interviewed the school security guard. (Regarding school safety) TUESDAY 13TH JUNE 2023 Interviewed the school office staff regarding the school’s management. Interviewed the Senior Assistant of Students Affairs Interviewed the Senior Assistant of Co-curricular Activities regarding the Cocurricular activities in SKCR. WEDNESDAY 14TH JUNE 2023 Accompanied Mrs. Surahayati to teach class 4 JUJUR with two other SBE friends (Bahasa Melayu Subject). Replaced class 3 MULIA (Teaching English) Observed class 5 IKHLAS while Puan Zunira teaching English (grammar) Took some pictures of all those activities THURSDAY 15TH JUNE 2023 Mrs. Wan Norma's Retirement Ceremony Helped teachers to dress up and make up the female students who acted as dancers and escorts for Puan Norma. The ceremony was held in the Year 6 Hall.
The ceremony continued with a 'wave of love' event. Be a tray carrier and accompanied the teachers' group to Puan Norma's house. SUNDAY 18TH JUNE 2023 Attend the weekly assembly. The Ceremony for the Appointment of Small Leaders (School Prefect, School Librarian, Class Leader, Assistant Leader, and Peer Guidance) Interviewed Preschool Teacher. Interviewed Mr. Nazra. (Regarding classroom assessment). Replaced Class 3 MULIA (Teaching English). PIBG Meeting MONDAY 19TH JUNE 2023 Interviewed Mrs. Hamsah. (Regarding CEFR) Replaced class 4 IKHLAS (play games). Interviewed the Special Education (PPKI) teacher. TUESDAY 20TH JUNE 2023 Interviewed Mr. Kamal Bin Awang. (Regarding Students’ Discipline) Interviewed Mrs. Nur Hanan. (Regarding TS25) Replaced class 3 IKHLAS (sing/dance). WEDNESDAY 21ST JUNE 2023 Replaced class 5 JUJUR (English Quiz) Replaced class 1 IKHLAS (Teaching English) Interviewed Mrs. Rohana (Regarding teaching English at this school). Interviewed class 5 AMANAH (English Quiz) Replaced class 5 AMANAH (English Quiz). Replaced class 2 JUJUR (sing/ dance). THURSDAY 22ND JUNE 2023 Obtain confirmation of attendance and evaluation from the headmaster. Replaced class 2 JUJUR (Making Origami). b. Collecting and Recording the Information During the information collecting and recording phase, I took the initiative to obtain school management information based on the school's administrative focus. I will keep track of all school files and data. I also included the photographs evidence in the portfolio as part of the relevant evidence. The collected data will be used as a checklist provided by the institute to complete the SBE assignment.
The task of gathering this data is to teach teacher candidates how to be proactive. The data collected includes information about the school's organization, infrastructure, and curriculum. This knowledge will help me develop my sensitivity as a trainee teacher. After gathering the basic school information, I conduct some research to gain a better understanding of management. Based on the content of the discussions, I was able to learn about their experiences and management problems, as well as how they solve those problems as administrators. Two-way discussions like this can help me improve my interpersonal skills as a trainee teacher and prepare me to interact with the community. AFTER SBE a. Evaluate During this phase, I will gather the information and findings that have been discovered and documented in the portfolio. This will be evaluated through reflection. I was required to select one curriculum-related and one extracurricular (co-curricular) program by analyzing the daily reporting. These two topics will be the focus of Task 2's reflection and discussion. At the same time, I discovered that I had gained an enormous amount of useful knowledge that I will put to use in the future. For example, the knowledge of good communication techniques and data collection methods is a skill that I have to master. Trainee teachers should have these interpersonal skills to master themselves in any future research. The right questioning technique can assist me in quickly and easily obtaining the information I looking for. b. Report After completing the portfolio, this assignment will be sent to the SBE supervisor for evaluation. I will submit this portfolio for review and further action by the IPG.
DATA COLLECTION INSTRUMENTS RELATED TO TASKS
DATA COLLECTION INSTRUMENTS RELATED TO TASKS 1. OBSERVATION In collecting data related to this assignment, the first instrument I used was observation. I observed the curriculum in this school, the co-curricular activities, the student affairs, also about the community roles such as Parent-Teacher Association (PIBG) at this school. a) PDP LEARNING MANAGEMENT AND PBD PROCESS What I got through the curricular observation is about the curricular management of this school. This school is well-managed by the headmaster, Mr. Faxrurazi bin Nasir@Ishak with all the help from the senior assistant teachers, the other teachers, the office staff, and from the security guard and cleaning workers. The school session at this school also runs smoothly every day. However, the achievement of this school's curriculum is not impressive if compared to other schools, especially in English subjects. This matter is taken seriously by the headmaster and he will try to improve this school’s curriculum achievement. Launching of Bahasa Melayu Week PdP in the classroom Fun activities during PdP
b) CO-CURRICULUM MANAGEMENT Furthermore, I discovered that this school’s co-curricular activities are quite active. The curriculum at this school is managed by Mr. Norhakimi bin Mohamad as a Senior Assistance of Co-curricular Activities since 3 to 4 years ago. Throughout my time here, I found that extracurricular activities were quite slow due to the ban on outdoor activities enforced by the ministry. Even though the ban has turned into permission a few weeks ago, the management of co-curricular activities in this school still does not have the opportunity to carry out more outdoor co-curricular activities like other schools. Uniformed Unit meeting Students’ PAJSK record book c) STUDENTS AFFAIRS MANAGEMENT Next, I also observed the student affairs of this school. The management of student affairs is good. The student affairs management of this school is managed by Mr. Mohd Fadzil bin Jaffar as a Senior Assistance of Student Affairs. The RMTS breakfast aid program is still effective and well-liked by students. This program offers free breakfast to students who are financially struggling (B40) in an effort to lessen their burden. The meals offered also include wholesome dishes that the students enjoy. Other student affairs programs are still going well at this school such as the ‘Ziarah Kasih’ program where the teachers will visit the students houses that have issues coming to school.
Guidance and Counseling Room d) COMMUNITY ROLES I have also seen how the community plays a part in this school. According to my observation, the community has done a good job supporting this school. For instance, during the PIBG meeting, which calls for parent attendance. I can tell that parents that attend the meeting cooperate well with the school. In my opinion, they were very supportive in making any event held by the school to success no matter what kind the event was. Apart from the parents, other community parties such as the Cherang Ruku Police Station, Cherang Ruku Clinic, and other parties. PIBG for the 46th time
e) CURRENT EDUCATIONAL POLICIES In addition, I took advantage of the opportunity to observe the teaching and learning processes in the classroom at this school. Various techniques and approaches used by teachers during this process are in accordance with each student's individual differences. This is because the teacher considers each student's individual differences and then attempts to adjust so that the students understand what the teacher wants to convey throughout the process. The number of students in each class is not evenly distributed. The average number of students in a class is 25 to 30. Classroom Assessment (PBD) TS25
2. CHECKLIST A checklist is the second tool I employ. During the SBE 1 briefing, I was given a guide to help me with this assignment. This guide is designed to help trainee teachers implement and prepare a portfolio of School-Based Experience assignments in accordance with the specifications and format specified by the Practicum Unit. All trainee teachers were given a checklist as part of the guide. The checklist includes tasks such as biodata, professional statements, data collection instruments related to tasks, collaboration, knowledge or new knowledge, reflection, and the final report. The provided checklist can indeed guide and provide me with a clearer picture of what I need to obtain when conducting SBE through various data collection processes throughout my time at the school. After all, this guide was extremely helpful in completing this task. 3. INTERVIEW Throughout the assignment, I have also used the interview instrument as one of the main instruments in data collection regarding the assigned assignment. Throughout my stay at the school to undergo SBE for two weeks, I interviewed several respondents such as the headmaster, the extracurricular teacher and an English teacher. At first, I was a bit shy to interview relevant parties as it is a new environment, but it is trying to adapt. While conducting this interview, I asked some questions to the respondents in relation to the assignment given. The cooperation given by them is very good. I have also received very satisfactory answers in relation to all the questions that have been asked to the respondents.
INTERVIEW FORM Topic of Discussion: An overview of school facilities and infrastructures. Name: Mr. Faxrurazi Bin Nasir@Ishak Position: Headmaster of SK Cherang Ruku Questions: 1. Can you provide an overview of the current facilities available at the school? The current facilities of this school are good. We have enough blocks for education including two academic blocks, a preschool block, a special education block, a computer lab block, and a field. But in my opinion, this school is still not sufficient. For example, our school does not have a proper hall for school gatherings such as weekly assemblies. Our school’s assembly point is also not convenient for students and teachers. When the weather is too hot or rainy, we cannot hold our weekly assembly. We still need a lot of help in terms of facilities for the comfort of the school. 2. What recent improvements or additions have been made to the school’s facilities? The recent improvement we have made to this school is a few months ago we repaired the drain system because the previous system caused water retention and flooded the preschool block area during the last rainy season. In addition, we also have improved our school look through gotongroyong repainting the school building. 3. How does the school ensure that the facilities meet the needs of all students? In my opinion, the school facilities meet the needs of all students here and align with the sufficient classroom we have. However, we still hope for the needs such as tables and chairs for students to be supplied continuously to this school. The needs supplied were not enough to replace damaged tables and chairs. And because of that, our initiative is, we ask for help from the school workers to repair the repairable damage to make sure all students’ needs are met. 4. Are there any plans or ongoing projects to upgrade or expand the existing facilities? If any, could you provide some details? We have a lot of plans to upgrade our school facilities. For example, we want to build an open hall at the assembly point to provide comfort for students and teachers. We also have a plan to repair the wiring system in the computer lab and we will receive the new computers in upcoming August. We have also requested cooperation from the PPD to carry out a project to raise the floor of the preschool block by at least 1 foot. This is because the drainage system repair project is still not fully effective to prevent water from stagnating and entering the classroom in the preschool block.
5. How does the school handle any maintenance issues or repairs that may arise in its facilities? Under whose responsibility (financial)? We handle the maintenance issues at our school level, for example, by asking our workers to repair the broken facilities. For example, we asked them to repair the broken teacher’s table. Even if it’s not perfectly fully restored, at least we still can use the facilities. We will get a financial contribution from the PPD to repair those broken facilities. 6. Do you have any ideas on how to solve the problem of insufficient school infrastructure? The solution for the insufficient school infrastructure is through the application. For example, the PPD provides the ‘google form’ platform regularly, usually once a year. The school has to fill out the form and state the needs in terms of facilities. We also apply from the nearby school, if they have excess facilities and will be sent to this school.
INTERVIEW FORM Topic of Discussion: The implementation of CEFR in the classroom. Name: Mrs. Hamsah Binti Ngah. Position: English Assistant Teacher. Questions: 1. What do you think about the implementation of CEFR in the classroom at this school? In my opinion, the implementation of CEFR at school is something that is new, and most of the teachers here are not skilled enough to incorporate it in their teaching and learning process. In addition, SKCR is a school in the rural area and all the students here are not really mastered in English compared to students in the other school in the urban area. So, it is kind of hard for teachers in SKCR to use CEFR in the classroom. Besides, the CEFR syllabus is too Western and it is a big problem for the students to learn about CEFR. 2. Do you incorporate the CEFR in your teaching and learning process? For me, I don’t really use CEFR in my teaching. As I said, teachers here are not skilled for that including me. 3. What are the challenges that you face to incorporate CEFR in the classroom? There are many challenges in incorporating CEFR in the classroom. For example, the level of the students. Using CEFR in the classroom is not suitable for the student’s level at this school. This is because the students’ level is too low to digest or adapt to all the aspects of CEFR in their learning lesson. They always need guidance from me and cannot be independent. I don’t know why, but I think the level of students from this school is quite low compared to the students from the other schools. Also, the English teachers here are not familiar with the CEFR and cannot use it in their teaching process in the classroom.
4. What are your strategies to overcome the challenges? For me, what have I done to overcome these challenges is I will try to simplify the lesson to make sure all the students in my classroom understand my teaching and no one is left out. 5. What is your overall opinion about the implementation of CEFR at this school? I think the implementation of CEFR at this school is poor and I think this issue could be solved. The ministry should focus more on the students from the rural area schools by giving them more guidance to master English subjects as well as the students from the urban schools.
INTERVIEW FORM Topic of Discussion: An overview of the extracurricular activities and extracurricular equipment at the school. Name: Kamaruddin Bin Zainal Position: Secretary of PAJSK Questions: 1. How are extracurricular activities going at school at the moment? Is it active or not? From what I observed, the extracurricular activities at this school are going smoothly. As you know that recently we are not able to hold any outdoor activities due to the extremely hot weather, and because of that our extracurriculars were slightly affected. We are unable to carry out extracurricular activities according to our school’s annual planning schedule. But now, since the ministry already allowed outdoor activities, we try to catch up on our extracurricular planning schedule. Our school extracurricular activities are always active throughout the year. 2. How about the student’s participation in the cocurricular activities? Does every activity that is held get a good response from the students? The student’s participation in the cocurricular activities is very good. Every activity that our school is held will always get a good response from all the SKCR students. 3. What is the highest level at which this school has participated in extracurricular activities? In what competition? The highest level this school has participated in extracurricular activities was the ‘Bicara Berirama” or choral speaking competition in Bahasa Melayu at the national level. And our latest achievement is when our traditional dance team represented the school in the traditional dance competition at the state level. 4. What types of extracurricular facilities are available at the school and their current condition? We have all the facilities for extracurriculars. For example, the balls for football activities, netball activities, and the mattress for the high jump activities are also still in good condition. I also sponsored the school hockey team with all the hockey equipment including hockey sticks, hockey balls, and hockey outfits. All the extracurricular facilities right now are in good condition, but there’s a few of them are already broken. 5. Are the extracurricular facilities provided by the school sufficient for students to use? In my opinion, the extracurricular facilities provided in the cocurricular store room are not sufficient
for students according to the number of students here. However, I will say that it is sufficient for students to use the facilities as they all were not using them at the same time. 6. Are there any restrictions on the usage of the cocurricular facilities, such as specific times or limitations on certain activities? Of course, there are restrictions on the usage of the co-curricular facilities. For example, students are allowed to use the facilities only with monitoring by the subject teacher or their guidance teacher and they are allowed to use them only when their extracurricular period or sports practice. Students also need to record the things that they took from the school sports store room in the record book provided in the room. This approach is done to prevent the loss of those facilities belonging to the school. Teachers also have to be responsible and guide their students well to make sure the students didn’t damage the facilities. 4. QUESTIONNAIRE In addition to the three above methods, I have also used the questionnaire. I have created a questionnaire form that must be answered by a student and a teacher. This method is used to obtain additional information about the school. I have interviewed one of the students at this school. I ask students about the learning environment and what is interesting about this school. I also interviewed one of the teachers to gain information about the implementation of PAK-21 in every classroom at this school. Based on the form, I will assess how much PAK 21 is used by English teachers in this school during teaching and learning (PdP), as required by the Malaysian Ministry of Education.
_____________________________________________________________________________________ QUESTIONNAIRE FORM (STUDENT) SECTION A: PERSONAL INFORMATION NAME : ___IRIS QAISARA BINTI MOHD YOSOFF__ CLASS : ______4 AMANAH_____________________ SECTION B: [Please mark (/) in the space provided] NUMBER QUESTIONS YES NO 1) Do you like the school environment? / 2) Does your teacher use an interesting method to teach English in the classroom? / 3) Do you like to come to school? / 4) Is your school environment clean? / 5) Do you like to visit the library? / 6) Does your teacher give you homework every day? / 7) Do you feel overwhelmed with all the homework? / 8) Did you behave well throughout school? / 9) Do you like to join any co-curricular activities? / 10) Have you ever needed/ use the school’s counselling service? / 11) Do you satisfy with the school canteen service? / 12) Do you feel safe when you are at school? / IPG KAMPUS TUN HUSSEIN ONN KM 7.75 JALAN KLUANG 83000, BATU PAHAT, JOHOR NO. TEL: 07- 4323271
_____________________________________________________________________________________ QUESTIONNAIRE FORM (TEACHER) SECTION A: PERSONAL INFORMATION NAME : __MRS. AZNI AYU BINTI APANDI __________ POSITION : _______PAK 21 COORDINATOR___________ SECTION B: [Please answer all the questions given] 1. Are learning materials such as subject areas created in the classroom? a) Yes b) No 2. How are these learning materials used? a) In general b) Sometimes (according to the suitability of the subject) c) Directly not used 3. Is the table setting characteristic of the 21st century? a) Yes b) No 4. Are there facilities to use ICT in class? a) Yes b) No 5. What is the main source of students' learning material? a) Textbook b) Workbook/ exercise c) Other material provided by the teacher 6. What about the allocation of learning time for a subject? a) According to the time set in the schedule. b) According to the teacher’s craft. c) According to the student’s interest. IPG KAMPUS TUN HUSSEIN ONN KM 7.75 JALAN KLUANG 83000, BATU PAHAT, JOHOR NO. TEL: 07- 4323271
COLLABORATION (CURRICULAR, CO-CURRICULAR, SCHOOL INFORMATION, COMMUNITY, AND CURRENT EDUCATION POLICY)
COLLABORATION For collaboration purposes, I have posted a record of collaborations with some school staff and students to collaborate in the form provided with signature confirmation. I think that collaboration is essential to get the information we need in addition to increasing the skills to communicate with others and also increase your self-confidence when interacting. a) Discussion with School Administrators b) Discussion with the mentor c) Discussion with other teachers d) Discussion with school staff e) Interaction with pupils.
CURRICULAR (CURRICULUM MANAGEMENT, HUMAN RESOURCE MANAGEMENT, AND STUDENTS AFFAIRS MANAGEMENT)
CURRICULUM MANAGEMENT Attachment 2-11 COLLABORATIVE/ INTERACTION/ DISCUSSION RECORD (School Manager/ Teacher/ Lecturer/ School Staff/ Interviewed Pupil) SCHOOL-BASED EXPERIENCE Date: _11th JUNE 2023____ Time: ____9.00 a.m._______ Title/Subject: __Challenges faced as a Headmaster to manage the school. _______________________ Discussion Issue(s) Proposed Action(s) 1. How long have you been serving as headmaster at this school? I have been serving here since the year 2019 which is already 5 years. 2. What are the challenges that you face as a headmaster to manage this school? Among the challenges I face to manage this school in terms of creating a school climate which takes quite a long time. Before coming to this school, I also found that the human resource management in this school is quite weak. The control over the movement of teachers is so loose that they can leave at will without informing the school administrator that this has violated school rules. This is because the headmaster at that time did not tighten the rules and this has given me a challenge to repair the rules again during my service here. My next challenge is to meet the requirements of PPD to cheer up the school environment. In addition, there are also some teachers who do not carry out their responsibilities well. 3. How do you overcome those challenges? My strategy for resolving these issues is to put more effort into strengthening the underwhelming human resource management. Additionally, I was able to get a RM 10,000 to enliven the school atmosphere. I started by repainting the school's building. With the 1. Teachers must act more professionally in carrying out their duties at school so that they can be a role model for students to succeed in the future. 2. In order to prevent their children from falling behind in their academics, parents must keep an eye on their attendance at school. 3. When a student misses class frequently, the school meets with them to find out why, and if the absences continue, a letter to the parents is written.
help of the other workers at the school, the painting was completed. In addition, I will summon the teacher to my office to discuss her/his issue in order to address the issue of an unprofessional teacher. In order for other teachers to aspire to me, I also make sure that I am a competent teacher. 4. How about the cooperation given by the parents on the issues at this school? Parents provide excellent cooperation with the school. The proof is, during the PIBG meeting a few days ago where the event received a good response from parents, the registration forms that were distributed ran out. Their presence is many and very satisfying. 5. Can you provide examples of successful collaboration or partnerships the school has established with other organizations or institutions? Yes, we have made a collaboration with IPG Kota Bharu Campus (IPGKKB). This school is one of 29 schools involved in the 4P program (Student Performance Improvement Program) held on the coast. In addition, every activity or competition will also be invited by the IPGKKB to be participated by this school while all funds will be managed by them. In addition, this school also established a collaboration with the Cherang Ruku police station, as well as the Cherang Ruku clinic. Periodically, the Cherang Ruku clinic will come to our school to carry out health checks for local residents for free. 6. What about cases involving students’ discipline? Although it has decreased, there are still students who have attendance problems and often missed school without reason.
Signature : ____________________________________ Name : _ MR. FAXRURAZI BIN NASIR@ISHAK____ Position/ Role : __HEAD MINISTER OF SKCR____________
Attachment 2-11 COLLABORATIVE/ INTERACTION/ DISCUSSION RECORD (School Manager/ Teacher/ Lecturer/ School Staff/ Interviewed Pupil) SCHOOL-BASED EXPERIENCE Date: __19th JUNE 2023___ Time: ____11.00 a.m.____ Title/Subject: __The management and teaching of special needs students._________________________ Discussion Issue(s) Proposed Action(s) 1. How many classrooms are provided and how many students are here? We have 4 classes here which are KSSR standard 1 (Mawar), KSSR standard 2 (Matahari), KSSR standard 3 (Melur), and KSSR standard 4 (Melati). We have 30 students here. 2. What are the problems faced by the students to place them here? The main category is if they have learning difficulties such as autism, slow learning, or ADHD. And what's special about this school is that we don’t have students with Down Syndrome. 3. What are the challenges that you face while managing students here? For me, there are no challenges because I am accustomed to this environment and the problems that the students are experiencing are still under the control of the teachers here. However, there is a student here who has autism who enjoys acting violently and rages when his demands are not fulfilled. However, we can still keep the student under control. 4. What are the teaching aids that teachers use in PdP process? We have textbooks, but the content of the standard curriculum in the book is not necessarily suitable for all students in one class. To overcome the problem, teachers 1. When figuring out how to teach children with learning difficulties, PPKI teachers must be more inventive. 2. Teachers also have to be more professional and patient in handling the special needs students. 3. Parents also must give a great cooperation with the school to make sure their children manage to gain knowledge at that school, and have to be more aware of their children needs. 4. The facilities also have to be improved from time to time.
must be more creative in developing and planning learning content based on the teaching materials provided so that it becomes more interesting for all students in a class. 5. After going through all these 4 standards, what is their next path? They will be going to the next KSSR standard at SMK Cherang Ruku, where the male students will usually learn gardening skills, while female students will learn cooking skills. 6. Are these students eager to learn? It actually depends on the subject and the teacher her/himself. they will be eager to learn if the subject is interesting to them only. They will also be more interested in learning with teachers who have interesting and creative teaching methods. 7. Are the facilities provided sufficient? Yes, we have a 60” television for students to watch the learning videos. Tables and chairs are sufficient for all students. The classrooms are very convenient. Signature : _________________________________________ Name : __MRS. NORKARIMAH BINTI MOHAMAD_______ Position/ Role : _SENIOR ASSISTANT OF SPECIAL EDUCATION_
Attachment 2-11 COLLABORATIVE/ INTERACTION/ DISCUSSION RECORD (School Manager/ Teacher/ Lecturer/ School Staff/ Interviewed Pupil) SCHOOL-BASED EXPERIENCE Date: __19th JUNE 2023___ Time: ___9.00 a.m.______ Title/Subject: ___The prestation of English Subject in SK Cherang Ruku._______________________ Discussion Issue(s) Proposed Action(s) 1. How long have you been teaching here? I have been here for 2 years. 2. How do you approach teaching English to primary school students? Based on the pupils’ level, I have to simplify the lesson to meet their abilities. I also have to downgrade the lesson level. 3. What strategies do you use to engage young learners in the English language? My strategies are I make sure that my teaching has to be interesting and I will diversify the teaching methods. It also includes fun learning activities such as games or quizzes. I have to use basic English to make sure they understand the instruction. 4. How do you differentiate instruction to meet the diverse needs of students in your classroom? I will give an instruction first and if there are students that are not understood, I will repeat the instruction using simpler words or I will simplify the instruction. If I have to use Bahasa Melayu, then I will use it. 1. Teacher needs to work harder in order to make English is the favorite subject of students. 2. Teachers have to diversity the teaching methods in the classroom to make sure the lesson are interesting for the students. 3. School has to hold any English program to increase the students’ interest in learning English. 4. Students have to be interested in learning English by improving their vocabulary skills.
5. What are your challenges as an English teacher to teach students? In my opinion, the abilities of students here are too low. Their vocabulary is weak, they also seem like don’t have any interest in learning that vocabulary. They easily forgot about what they have learned, which makes me have to repeat the same lesson. Their skills in using the dictionary are also very weak. 6. How is the performance of the students’ English subject lately? Their students’ performance is very low. Their enthusiasm to learn is low. Their attendance at school also declined. The situation worsened with the UPSR exam being dissolved which has left students with no target to achieve. Signature : _________________________________________ Name : _MRS. ROHANA BINTI ISMAIL (MENTOR)_____ Position/ Role : _ENGLISH SUBJECT ASSISTANT TEACHER____
Attachment 2-11 COLLABORATIVE/ INTERACTION/ DISCUSSION RECORD (School Manager/ Teacher/ Lecturer/ School Staff/ Interviewed Pupil) SCHOOL-BASED EXPERIENCE Date: ___18th JUNE 2023____ Time: ____11.00 a.m._____ Title/Subject: ______The management of preschool students.________________________________ Discussion Issue(s) Proposed Action(s) 1. How many students are here? In each class we have 25 students. We also have 3 preschool classes. 2. What are the eligibility requirements to register students at this preschool? We will select students according to the 'e-preschool' system which is filled out by parents every year. The system requires parents to fill in student information, parental income, and others. those things influence us in choosing preschool students. 3. What are the challenges faced by preschool teachers? Challenges faced include the ability of students to adapt to the new environment at school. for example, on the first day of school, there will be students who cry, and do not want to be at school. next, the challenge of teaching them to recognize letters and numbers because they all have different levels of mastery. 4. Are there teaching aids to use? We have prepared a module that we will print the module and distribute to students one by one. We will also use resources from the internet to be used as teaching aids. Our teaching also focuses on the level of each student so that they are all able to follow each learning session well without anyone missing out. 1. Preschool teachers need to use a variety of approaches in trying to educate students according to their level of intelligence. 2. Preschool teachers need to be firmer and patient when dealing with diverse students. 3. Preschool teachers can set a good example for students.
Signature : _________________________________________ Name : __MRS. RADHIAH BINTI MOHAMAD___________ Position/ Role : ___PRESCHOOL TEACHER__________________
HUMAN RESOURCE MANAGEMENT Attachment 2-11 COLLABORATIVE/ INTERACTION/ DISCUSSION RECORD (School Manager/ Teacher/ Lecturer/ School Staff/ Interviewed Pupil) SCHOOL-BASED EXPERIENCE Date: _13th JUNE 2023______ Time: ____11. 00 a.m. ___ Title/Subject: ____The management of human resources of SKCR.__________________________ Discussion Issue(s) Proposed Action(s) 1. How long have you been working here as an office staff? I have been here for 3 years. 2. How many office staff are working in this school? Are they sufficient? There are 10 office staff here and they are sufficient for the school management so far. 3. What are the challenges that you and your coworkers face as an office staff? This school is quite large as compared to the number of professors and kids, so there are an excessive number of jobs that need to be finished. I think that’s is the only challenge that I face as an office staff here. 4. Are there any training programs or courses provided for the school office staff? There are. The superiors will call us to participate in any course. For instance, a few months back, we travelled to Langkawi to take a course on managing school finances. 1. To lessen their workload in school administration, the school may be able to hire a few new office staff members.
Signature : ________________________________________ Name : __ANITA BINTI MAT________________________ Position/ Role : __OFFICE STAFF__________________________
Attachment 2-11 COLLABORATIVE/ INTERACTION/ DISCUSSION RECORD (School Manager/ Teacher/ Lecturer/ School Staff/ Interviewed Pupil) SCHOOL-BASED EXPERIENCE Date: __12th JUNE 2023____ Time: ____12.00 p.m.___ Title/Subject: ____School safety.______________________________________________________ Discussion Issue(s) Proposed Action(s) 1. At what time was the school gate open every morning? The gate will open at 6.30 a.m. every school day. 2. Does the main gate will be closed during school hours? Yes, we will close the main gate during school hours and only open the small gate beside the main gate. 3. Do outsiders were allowed to get into the school areas during school hours? The outsiders are not allowed to enter the school area. If they have any business with the school, they need to show the official evidence. 4. Are parents allowed into the school area to pick up their children? Technically they are not allowed. Parents are only allowed to wait for their children outside the school gate. However, if they have an urgent matter to meet their children, we will allow them to enter. 5. Are you comfortable working here as a security guard? Yes, I do feel really comfortable working here. My job as a Security Guard is made easier by the relatively simple task, as well as the attentiveness and good collaboration of the school staff members. 1. School security guards need to be more sensitive to school security by patrolling regularly. 2. The school security guard can apply to the school's superiors to increase the manpower to facilitate school care matters.