SCHOOL ORIENTATION PROGRAMME (S.O.P) REPORT

Figure 48 The topics related for
Kalimatus Sobah

Every year since before the outbreak, the Arabic language committee always prepare a
lot of initiatives in facing the annual contest related to the Arabic language such as Majlis Ihtifal
Sekolah-Sekolah (MISS) which was handled for the last time in 2019. Supposedly it will be
held physically in the next year, but due to the pandemic, it was postponed and conducted
virtually. This year, it should be held too but as the pandemic became more critical, it was
cancelled plus the students are cannot be meet face-to-face.

Despite being cancelled, the school decided to continue the preparation and they
assigned me to prepare some scripts for Kalimatus Sobah. The topics were classified into two
categories; lower form and upper form. Since I have experience in participating the Arabic
public speaking and pursuing in the Arabic field, this is the chance for me to polish my
capabilities and skills in Arabic writing related to public speaking.

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3.1.2 Dialogue of Performance with Form 5 students, Teachers and Parents’ Programme

Figure 49 The du’a recitation before the programme begins.

Figure 50 The picture above shows the explanation of creating Headcounts by Sir Lim to all
Form 5 students.
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To ensure the improvement of students’ progress in academics, the Form 5 students are
compulsorily invited to the Dialogue of Performance programme which was conducted on 14th
of August 2021 via Google Meet. It was held to give the opportunities to the principal,
administrators and the teachers to serve some bits of advice, motivations and encouragement
to their Form 5 students as they will sit for a public exam which is Sijil Pelajaran Malaysia
(SPM) this year.

Apart from that, the students were also briefed on how to make headcounts schedules
and graphs of their academic performance. Headcount is the process of identifying the
academic potential and career potential of each student. The strategy of headcount is tracking
the level of individual student achievement that influences class and school achievement, in
examinations as well as tests in school, to guide students towards excellence.

This alternative can be held by recording the grade and score for every examination
they sat and their targets to be achieved in the next assessment. This practice is already
implemented in all schools around the country as it befits the students to apply their direction
in their studies to be clearer as many students still lack self-vision. They had previously learned
without direction and focus making them lack earnestness in learning.

In the teacher’s aspect, the rationale for the application of headcount is that teachers are
always able to give full attention to teaching and students. The students are taught according
to their abilities and potential in a more organized and focused manner. Teachers are also able
to guide, motivate, recover and develop the potential of students to the optimum level in
addition to being able to teach more focused and clear on the strategies and methods that need
to be used.

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3.1.3 Miri District-Level of Malaysia Traditional Instrumental Contest

Figure 51 The picture above shows the poster for the contest.
Figure 52 The picture above shows the rules and regulations of the contest

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From 12th till 18th of August 2021, Miri District Educational Office (PPD) assigned
SMK Agama Miri to be the co-organizer of the Miri-District-Level of Secondary School
Malaysian Traditional Instrumental Competition 2021.

The competition is designed to give a positive impact in nurturing the talent and
potential of students to play traditional musical instruments solo with the help of teachers,
parents and guardians of students in facing the challenges of COVID-19 today. This
competition can also produce a generation that is disciplined and appreciates music in
performing and forming people who are emotionally balanced, creative and innovative. This
competition can emphasize the formation of self-quality and personality of students including
aspects of feelings, creativity, socialization values, aesthetics and ethics as well as the
appreciation of the local culture.

This competition is recommended as support and strengthening activity to the activities
in the classroom (curriculum) Music Education in addition to unearthing the talents of students
in playing various traditional musical instruments among students involved with the
monitoring and guidance of teachers, parents and guardians.

During the preparation of this competition, I was assigned to make a poster for the
competition and document the rules and regulations in line with competition rules at the
national level. This opportunity gave me a new experience in managing the preparation of the
competition at a larger level in the Miri district.

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3.1.4 Programme of “Tautan Ukhuwah Tingkatan 6”

Figure 53 The picture above shows the virtual banner for Minggu Tautan Ukhuwah
Programme for new Form 6 students

Figure 54 The picture above shows the Yaasiin Recitation programme as one of the slots in
the programme.
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From 26th till 28th of July 2021, the Form Six Management Committee conducted a
programme of “Tautan Ukhuwah Tingkatan Enam”. This programme is an orientation
programme for first-semester Form 6 students.

This programme is implemented to expose students to new learning situations at the
pre-university level. It is the responsibility of the school to explain to these students about the
subject package so that they understand the importance of the chosen subject and understand
their abilities. Indirectly, these students can unearth their strengths and build new goals in
further learning to prepare themselves for three semesters of Sijil Tinggi Persekolahan
Malaysia (STPM).

In general, the goal of implementing this programme is to reveal knowledge and
educate Form Six students to understand their strengths and weaknesses, while providing
support to them to continue to improve academic quality in the future. Therefore, the committee
hopes that students can plan learning strategies, time, self-management and pressure to face
learning situations at the pre-university level and even have the potential to record excellent
success in the future.

The objectives of the programme are to create close relationships between friends and
teachers who teach Form Six as well as the culture at SMK Agama Miri. In addition, students
can learn about the procedures and culture of learning at the pre-university level as well as gain
exposure to the subject package in Form Six. In addition, students can know and understand
the streams and roles of each stream and its relation to future careers. Furthermore, students
can remind and emphasize students about school rules and discipline and their responsibilities
as students.

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3.1.5 Miri-District-Level of Pesta Pantun Sekolah-Sekolah 2021

Figure 55 The picture above shows the backdrop of the District-level of Pertandingan Pesta
Pantun closing ceremony via Facebook Live streaming

Figure 56 The picture above shows the progress of the Miri District-level of Pesta Pantun
closing ceremony via Facebook live streaming
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During the 16th and 17th of August 2021, Miri District Educational Office (PPD) once
again assigned SMK Agama Miri to be the co-organizer of the Miri-District-Level of Pesta
Pantun Sekolah-Sekolah 2021.

The objectives of this competition are to maintain and develop the art of pantun as a
traditional poetry treasure and heritage of the nation. Students are also able to use their thinking
ability quickly and accurately as well as critically and creatively. Furthermore, students can
apply language skills in answering verses besides building self-confidence in competition and
be competitive in a healthy way.

SMK Agama Miri, fortunately, has earned first position in the Miri-District-Level of
Pesta Pantun Sekolah-Sekolah 2021. This is one of SMKAMi's benchmarks and sources of
pride, as the school is still ranked among the top three schools in Miri, Sarawak.

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3.2 REFLECTION
SMK Agama Miri is heavily involved in extracurricular activities and has a long history

of success in sports, uniform bodies, clubs, and other endeavours. Nonetheless, because of the
increased severity of the COVID-19 outbreak, the school must close and be replaced with an
online session. Because it is held online, the number of co-curricular activities is limited, and
only a handful can be completed. Nonetheless, I was permitted to participate in some online
activities organised by the school and teachers. The teachers and students face clear
shortcomings and limits when participating in extracurricular activities, but these concerns can
be addressed with the participation and cooperation of all teachers, students and administrators.

One of the strengths that may be seen during co-curricular events in this school is that
the teachers and students are well-prepared and have a great deal of experience running a
programme. This was seen in the pupils' accomplishments in a variety of activities and
competitions. Although the competition is virtual, the students still have a competitive spirit
when it comes to achieving success. The achievement of first place in Pesta Pantun Sekolah-
Sekolah at the Miri-District level proves this. The competition was done virtually since many
flaws may occur, yet the teachers and students came in first owing to their good spirits and
determination to win. Because the majority of co-curricular activities were held online, schools,
teachers, and students learned a wealth of new skills in terms of organising a programme and
executing a competition digitally.

On the other side, during my participation in co-curricular activities at this school, I
identified some flaws. It is evident that many problems, such as connection issues, have arisen
as a result of online sessions. Some competitions have had to be pulled from participation due
to challenges encountered by candidates who live in remote locations and find it difficult to

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maintain a stable connection to compete and participate in co-curricular activities. This
problem always occurred when it comes to on-live competition. Due to this challenge, some
programmes and activities have to be conducted offline where teachers are giving full trust to
students to participate independently without teacher supervision like assigning some activities
for them hoping this will ease their burden. Nonetheless, another problem will arise related to
students’ commitment and integrity in completing the task. These are some weaknesses
discovered when it comes to online activities.

Based on my personal experiences with co-curricular activities since the school closed
and was replaced with an online session, it would be a lie to claim that no concerns have
occurred. Due to the school's restricted amount of activities, having S.O.P throughout the
online session is pretty difficult for me. I had trouble acquiring updates on the activities until
they were communicated to me by the teachers or I got news through social media. Some
activities were not documented and disseminated via social media, resulting in
misunderstandings about their progress. Several programmes are limited to the school
community and are only disseminated in their circles since they are only limited to the school
community.

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SECTION 4: INTERVIEW REPORT
4.1 INTERVIEW REPORT 1
4.1.1 Interview 1: Senior Assistant of Co-Curricular Activities

USTAZ MOHD SOPEY BIN HUSSIN
SENIOR ASSISTANT OF CO-CURRICULAR ACTIVITIES
SEKOLAH MENENGAH KEBANGSAAN AGAMA MIRI
SMK Agama Miri's Senior Assistant of Co-curricular Activities is Mohd Sopey bin
Hussin. He was born on the 16th of June 1964 in Kampung Padang Air, Kuala Nerus, Kuala
Terengganu, and is now 57 years old. In 1971, Ustaz Mohd Sopey began his education at
Sekolah Kebangsaan Tok Jiring. He pursued his secondary schooling until 1979 at Sekolah
Menengah Kebangsaan Agama Tok Jiring (now SMK Agama Dato Haji Abbas). After
finishing the exam of Sijil Rendah Pelajaran (SRP) (recently known as Penilaian Tingkatan
Tiga), he persued his studies at Kolej Islam Klang (recently known as Kolej Islam Sultan Azlan
Shah) and sat for Sijil Pelajaran Malaysia (SPM) in 1981. He continued his education till 1983
as a Form 6 student at SMK Ugama Seremban, Negeri Sembilan (now SMK Sheikh Haji
Ahmad Said).

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The next year, he was offered a 5-year scholarship to study Islamic Studies at the
National University of Malaysia (UKM), Bangi, where he graduated in 1989. He began
working as a substitute teacher in SMK Agama Sheikh Abdul Malek, Kuala Terengganu, in
the middle of 1989 and remained as an untrained substitute teacher in SMK Manir, Kuala
Terengganu, for another year. He pursued his Kursus Perguruan Lepasan Ijazah (KPLI) in
Maktab Perguruan Islam, Bangi, till 1993, after two years of teaching experience. He was
officially offered a position as a trained teacher at Sekolah Menengah Kebangsaan Agama Miri
on July 17, 1993. Until now, he had served the school for almost 26 years.

Based on the interview, he stated that among the main things that need to be applied as
best practices and management for the development of students is the emphasis on prayer,
especially obligatory prayer. This is because prayer is a pillar of religion which is the backbone
of life as a Muslim. The prayer will educate the students to produce people with good morals
and good character. When his personality is good, then it will also have a good effect on other
aspects including academics, leadership and co-curriculum.

During the pre-COVID-19 period, the hostel students were taught to get up early in the
morning, before daylight, at 4.30 a.m., to prepare for congregational Subh prayer in the musolla.
Almost all of the students stayed at the hostel, and it was required of them to pray in the
congregation five times a day. After performing Maghrib prayer, the students will sit in a circle
and recite 4 pages of the Quran together before continued to attend the preparation class.

Furthermore, before going to bed or after conducting Isya' prayer, the pupils would sit
in a circle and recite Surah Al-Mulk in musolla every night. Last year, despite the school's
opening only a few months after the epidemic, the recitation of Al-Mulk continued to be held
under Standard Operation Procedure (SOP). The students will recite the surah separately in the

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room, while a volunteer will recite it aloud with a microphone in the hostel's warden room. It
can be seen that, despite the outbreak, the school continues to teach these activities to their
students for their spiritual development. In conclusion, the school places great emphasis on
manners and morals. excellence in manners and morals will lead to excellence in academics
and other aspects.

In terms of academics, students are also stressed to respect teachers. Every time they
meet with the teachers, students are required to greet them. Before the pandemic, not only greet
but students were also required to shake hands with teachers of the same gender, besides paying
full attention to the teacher's teaching in the classroom. In terms of personality and leadership,
students are also encouraged to show their talents in the field of leadership. At the school, there
is a student leader as well as a line of prefects. They are the ones who help teachers in shaping
the personality and discipline of students. The school also emphasizes other areas such as co-
curriculum and so on, but the most important is the emphasis on manners because manners and
personality are the pillars of student excellence in other fields.

He also addressed some of the obstacles and challenges that schools, teachers, and
students have when it comes to administering online classrooms. He noted that every career in
the world, including teaching, has its own set of challenges and obstacles. The biggest
challenge that arises during online teaching and learning, according to his observations, is the
students' commitment to attending and engaging in the online classes. It occurs in practically
every school, and SMKAMi is no exception. The issue arises as a result of the connection
issues that practically all students experience, as some of them live in remote locations and find
it difficult to connect to the Internet and maintain a stable connection to attend class. Some of
them already have decent facilities, but due to deficiency of awareness and discipline, they are

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still having trouble attending online lessons. Some pupils may not have enough devices in their
homes and must share them with their siblings, which results in the absence of online classes.

To tackle these issues, the school decides to create a shortlist of students who are
frequently absent from online classes, identify their concerns, and visit their homes. The school
also works with certain NGO's, PIBG, and teachers to gather donations to sponsor some
facilities for underprivileged pupils, such as gadgets and phone data. The school also visits
some pupils that lack discipline and awareness in attending classes by meeting their parents,
identifying the problems, and providing some encouragement.

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4.1.2 Interview 2: Head of Arabic Language

USTAZ MOHD. NAFIRUDDIN BIN MD. SIADID
HEAD OF ARABIC LANGUAGE SUBJECT

SEKOLAH MENENGAH KEBANGSAAN AGAMA MIRI
Mohd. Nafiruddin Bin Md. Siadid is a skilled Arabic language educator who was just
titled Head of Arabic Language Subject at the school. He was born in Pelabuhan Klang,
Selangor. He attended Sekolah Kebangsaan Pelabuhan Utara in Pelabuhan Klang for primary
school and Sekolah Menengah Agama Sungai Selisek in Hulu Selangor for high school. He
received an opportunity to study Islamic Studies at Hassan II University Mohammedia,
Morocco, after only a few months as a Form 6 student.
In 2010, he worked as an untrained substitute teacher in Sekolah Menengah
Kebangsaan Tengku Ampuan Jemaah, Pelabuhan Klang and continued his contract as a
substitute teacher in Sekolah Menengah Kebangsaan USJ 12, Subang Jaya in 2011. Then, he
got a one-off offer to further his studies in Diploma Pendidikan Lepasan Ijazah (DPLI) in
Islamic Education. In 2014, he officially posted to SMK Agama Miri as a trained teacher. He
began his career as an official teacher teaching Islamic Education subjects and PJK. The next

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year, he got the responsibility to teach the Arabic language and eventually became Head of
Arabic Language subject until now.

Based on the interview, he addressed some of the best practices and management of the
school especially during Teaching and Learning at Home (PdPR). He said every teacher and
support staff play their role in developing the students physically, spiritually and intellectually.
For the academic aspect, there are many initiatives the school did to ensure the students’
academic track especially during PdPR such as conducting a virtual meeting with all Form five
students including their teachers and parents as a platform to maintain the engagement with
them, give some motivations, examination reminders, bits of advice and encouragement so that
they aware their status as examinations candidates.

The school has a substantial variety of programmes in the planning. In terms of co-
curricular activities, students are expected to keep their commitment by virtually attending club
and association meetings using the platform given by their advisors. As can be seen, this
activity can help students develop their identities, create generosity and teamwork among
classmates, and provide them with new knowledge and experiences. Despite being conducted
digitally, the school did not overlook the pupils' engagement in co-curricular activities. In terms
of student affairs, teachers will continue to identify students who are absent during online
classes, figure out their difficulties, and offer some advice and support, as many students are
deterred to participate in online classes as a result of the outbreak's uncontrollable problems.

When the strikes of pandemic COVID-19 affects individuals intellectually, financially,
physically, and spiritually all around the world. It is impossible to deny that challenges always
arise in our lives, regardless of the situation, with or without the pandemic. He claimed that
during face-to-face meetings, students could meet the teacher and a variety of programmes

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could be held, nevertheless, in online sessions, the progression of the programme is limited for
both teachers and students. Almost all activities are impossible to carry out, apart from a few
that have been carried out digitally. Coupled with the fact that most of the programmes were
performed online, most of them had a low level of students’ involvement. Due to the limited
number of programmes available, subject panel teachers were also challenged with decreased
use of Bantuan Geran Per Kapita (PCG) for the subject requirement.

Meanwhile, when it came to challenges in online classrooms, the biggest issue he
addressed was the students' attitude. Because students engaged in the teaching and learning
from home, the majority of them had connection issues, which caused them to miss class. He
also mentioned that some students live in rural regions and had trouble getting a sustained
internet connection to attend online classes. On the other hand, a few students take advantage
by not offering their fullest commitment to attend the class even without encountering any
challenges and are already equipped with full facilities. These are the issues that practically
every teacher in every school faces.

As a result, some solutions have been proposed for overcoming these challenges and
scenarios. He explained that there are three options for ensuring that pupils are not left behind
and are kept informed about the teaching and learning sessions. The first is an online class in
which a teacher conducts a synchronous class. Yet, as some students will be unable to join the
online platform, they will be given the option of accessing an offline class, in which the teachers
will record their online class session and share it with the students. This is an alternative for
students who are unable to attend synchronously. The third option is to take several classes in
a single session. Because the content is the same, this option helps teachers by allowing them

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to teach students in different classes at the same time. The teacher can even save time by giving
their students additional time to accomplish the exercises and homework assigned to them.

He also remarked that the solution to this problem is different for each individual. Some
students, for example, have difficulty attending online sessions synchronously due to
inconsistent Internet connections or a lack of virtual participation devices and gadgets. As a
result, students who find themselves in this scenario should know what to do next, such as
informing the teacher about their absence due to unforeseen circumstances and asking the
teacher if there are any assignments they need to complete or if there is a recording of the
session so they can make up for the lesson they missed. This is an example of how a responsible
student should respond to a problem like this.

Aside from that, he also advised the students who took for granted for not attending
online classes without any solid reason to know their responsibilities as students. They should
know that they are students and they have to learn. He also stressed out that the online classes
are official and the same as usual but on different platforms.

Furthermore, the role and commitment of parents is an important factor in resolving
this issue. Understandably, most parents work during the same hours as their children's classes,
making it difficult for them to keep track of their children's participation in online classes.
Parents, on the other hand, should not overlook the fact that they must ensure that their children
attend the online lesson and cooperate with their teachers in accepting any reports. Some
parents just dismiss school complaints about their children, believing that they have pampered
them by placing too many high standards on them. As a result, their children begin to take their
parents' compassion for granted. In comparison to a teacher who is responsible to look after
four to five classes of students, they simply have to supervise their children.

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Our country, according to Ustaz Nafir, is still not ready for virtual education and
learning in general due to several hurdles and obstacles. Illiteracy rates among kids, particularly
in primary schools, will rise as a result. He hopes that the Teaching and Learning from Home
(PdPR) will be postponed and the face-to-face session would begin as soon as possible to deal
with these issues. His advice to pupils is that it does not matter how well the students grasp
their studies as many initiatives will be prepared by the school and teachers to assist them, as
long as they put out the effort and motivation to strengthen their comprehension.

4.1.3 Reflection
Based on these two interview sessions with the administrator, who is the Senior

Assistant of Co-curricular Activities, and the Head of the Arabic Language Subject, I
discovered that both of these individuals are highly dedicated and have their aims in terms of
maintaining the trust as a leader. Both of them are excellent persons who can inspire others that
come into contact with them. Their future vision is extremely clear about what they aim to
accomplish because it was both aspirational and futuristic, as well as timely and relevant.

The major aspect on which should be focused on while developing students' potential
is their manners and moral growth. The teachers should ensure that their student's behaviour is
in line with the teachings of Islam. Good manners will influence their development in other
areas such as academics, leadership, and co-curricular activities. As a result, Muslims should
prioritise congregational prayer five times a day as the most fundamental aspect of our life as
Muslims. Based on the hadith narrated by Baihaqi; Rasulullah Sallallahu ‘Alaihi Wasallam
said: “Salat is the pillar of the religion. He who leaves it has demolished his religion.” The
importance of obligatory prayer in Muslim life has already been proven by the hadith. Other

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parts of a student's life will improve as a result of praying. This is why the school places a
strong emphasis on salah in the lives of its students.

It is impossible to deny that every profession has difficulties and obstacles, whether
among teachers or pupils. The teacher's intelligence and critical thinking should play a big role
in overcoming unanticipated hurdles, particularly in dealing with student problems or
miscommunication among teachers. When confronted with this situation, the educator must act
professionally without mixing any personal concerns or making a fuss. Parental cooperation is
crucial in dealing with their children's problems rather than simply delegating responsibility to
the school,

Apart from that, pupils are not exempt from having a significant impact on their growth
as well as the consistent performance of the school. It is impossible to achieve success in any
part of development without their commitment and awareness. They are the foundations for
their future success and potential. Students' realization of their obligations as learners must also
be reinforced, as they are the ones who determine their entire future.

Consequently, the success of the school administration and the development of the
students is the consequence of collaboration among all parties. Everyone, including school
administrators, teachers, parents, and students, should play a key role in building a great society
that will soon contribute intellectually and spiritually to the nation and religion.

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4.2 INTERVIEW REPORT 2
4.2.1 Interview 3: Active Student in Online Classes

MOHAMAD AUDI AL-AMIN BIN AMIN
STUDENT OF SEKOLAH MENENGAH KEBANGSAAN AGAMA MIRI
In Sekolah Menengah Kebangsaan Agama Miri, Mohamad Audi Al-Amin Bin Amin is
one of the great student figures. In school, he occupies the role of Pembimbing Rakan Sebaya
(PRS), which entails assisting teachers in providing motivation to students and guiding them
as peers. He is from 5 Ar-Rasyid which is an accounting stream. He was born in Miri Sarawak.
He is the youngest among the siblings. His father is a religious teacher, while his mother is a
housewife. He attended Sekolah Kebangsaan Anchi in Miri and graduated with 2A’s, 3B’s,
and 1C in Ujian Penilaian Sekolah Rendah (UPSR). In 2017, he enrolled in SMK Agama Miri
and got Penilaian Tingkatan Tiga (PT3)’s result with flying colours. His greatest achievement
in co-curricular activities is his involvement as Sarawak representative in Short Video Contest
and got 3rd place on the National stage. He is also appointed to be one of the persons in charge
of TV PSS SMKAMi.

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According to an interview with him, Teaching and Learning from Home (PdPR) has
replaced Learning and Facilitation (PdPc), which is generally conducted in school. It is
impossible to deny that PdPR has advantages and disadvantages. He claimed that he had no
problems with connectivity, but he revealed that he had missed several lessons owing to other
issues such as being too comfortable at home and becoming distracted by the amenities and
devices, causing him to overlook any updates from teachers regarding classes.

Face-to-face sessions are far more comfortable, efficient, and productive for students
to learn and receive input when compared to PdPR. If students had any doubts or enquiries
during regular classes, they could easily ask their teachers immediately and resolve the
misunderstanding. Nonetheless, most students find it difficult to communicate with teachers
owing to unforeseen issues, including the fact that each student lives in a different area or
region. He also stated that PdPR isn't all that horrible. One of the benefits is that students are
constantly close to their family and, for some, as comfortable as they are at home.

On the other hand, he cannot disagree that PdPc or regular classes are still the best and
have the greatest impact on students' understanding. In contrast to online classrooms, where
teachers cannot supervise their students' behaviour and activities behind the webcams, students'
manners and moral development are kept and can be directly monitored by school and teachers
during physical sessions. Their practices on congregational prayers also cannot be ensured and
hopping that their parents play their roles to take care of their children obligatory practices as
a Muslim to pray five times a day.

He identified certain concerns and problems that students had while teaching and
learning from home based on his observations. The biggest difficulty is a lack of internet
connection. When it comes to internet access, the connection is always an issue, since online

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learning is still a relatively new phenomenon whose efficiency is still being evaluated and
improved. This issue arose because some students lived in rural locations where maintaining a
stable Internet connection is challenging. This will result in a higher rate of student absences,
as well as a higher probability of misunderstanding about the topic being taught.

Furthermore, some pupils may not even have adequate technology to attend online
lessons and will be required to share with their siblings. Additionally, some of them never
attend any online classes because the only device they have is the one brought by their parent
to work. Nonetheless, he stated that while some of them had no difficulty attending lessons,
they continued to do so for no apparent reason other than an unawareness. He demonstrated
that some of his acquaintances participate in online game broadcasting but not in online classes.

According to him, the only way to solve this problem is for students to become more
alert. They should be aware of their responsibilities as students, particularly those who will be
taking public exams, such as Form 5 and Form 6 students. He also emphasised the importance
of maintaining decent manners. To receive the blessing for their entire life as a student, they
must follow their teachers' advice, complete the assigned schoolwork, and consistently respect
them.

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4.2.2 Interview 4: Inactive Student in Online Classes

MUHAMMAD AKMAL DANISH BIN ADZRIN
STUDENT OF SEKOLAH MENENGAH KEBANGSAAN AGAMA MIRI
Muhammad Akmal Danish bin Adzrin is one of the outstanding students of Sekolah
Menengah Kebangsaan Agama Miri. He serves as a Pembimbing Rakan Sebaya (PRS) at
school, which comprises supporting teachers in motivating pupils and guiding them as peers.
He is from the accounting stream, 5 An-Nabil. He was born in Miri, Sarawak. Among the
siblings, he is the oldest. His father works as a marine technician, and his mother works as a
clerk. He graduated with 2As, 3Bs, 2Cs, and 1D in Ujian Penilaian Sekolah Rendah (UPSR)
from SJK(C) Chung Hua Krokop, Miri. He enrolled in SMK Agama Miri in 2017 and received
4As, 4Bs, 1C, and 2Ds in Penilaian Tingkatan Tiga (PT3). His greatest achievement in co-
curricular activities is his involvement as a district representative in Festival Nasyid Sekolah-
Sekolah in 2019 and got 2nd place. He is also appointed to be one of the persons in charge of
TV PSS SMKAMi.
According to the interview, Teaching and Learning at Home (PdPR) is difficult and
complex for a variety of reasons. Some of them are unable to attend online classes because of

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unforeseen circumstances. It is because, to avoid misinterpretation during online classes, they
must use appropriate gadgets with a stable internet connection. He also revealed that he had
missed some classes due to late wake-ups, particularly during the morning session. Not being
aware of and alert to information and updates provided by teachers via online platforms
regarding virtual classes can also be a reason for not attending virtual classes.

He claims that he prefers the Learning and Facilitating (PdPc) lesson since it is
conducted physically. The advantage of face-to-face classes is that students can meet their
teachers in person. If there is confusion during the session, they can immediately meet with
their teacher and, if necessary, create a separate appointment. It is the most efficient approach
to recall how much they have learned so far in the class. When it comes to online lessons,
however, students are more likely to be distracted because they are not in a classroom where
they will be observed by teachers. For instance, some of them may open and play games behind
their cameras, diverting their attention away from the class. This will eventually lead to a lack
of understanding of the topic being taught, and that they will fall behind.

According to his acquaintances' stories, the majority of them had trouble connecting to
the Internet. The inconsistent connection was caused by the fact that their homes were located
far away from a high-bandwidth area. This will have an impact on their academic progress, and
they will eventually fall behind owing to their inability to attend online classes. As he
previously stated, some students do not have any difficulties in participating in virtual lessons,
but they took advantage of the opportunity to avoid attending classes due to negative attitudes
and behaviours for no apparent reason.

In response to these concerns, he made several recommendations for student
involvement in online classes. He stated that the teacher must plan the class schedule on the

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availability of the students. The aim behind this is to guarantee that pupils are prepared to attend
courses on time. Apart from that, parental involvement is important in encouraging pupils to
participate in class. As the online classes are conducted from home, parents should keep a close
eye on their children, reminding them to enter the classes and avoiding pampering them so that
they are aware of the necessity to attend the class. Last but not least, he noted that raising
student awareness is the most crucial factor in resolving this problem. Students should be aware
of their responsibilities as learners and keep track of their class schedules. Without their
awareness, the contributions of others will be meaningless, as they are the ones who will decide
their fate.

4.2.3 Reflection
According to the interview with these two students, they have identical thoughts and

points of view. They have already witnessed the situation and are somewhat familiar with the
impending issues that may surface during PdPR because they are experienced with student
behaviour. They spoke about their experiences taking online classes and their thoughts on the
subject from the perspective of a student or learner.

Based on the experiences told by both, it can be assumed that the majority of them had
similar problems and challenges and that even though they did not face them directly, they
were aware of the circumstances of their classmates or friends who were having difficulty with
online classes.

A lot of students faced problems with internet connection. Since students are living in
different regions and areas, it is undeniable that some places may face difficulties in reaching
the sustained connection to attend the virtual classes. As we can see, this problem is
uncontrollable and they are the ones who will be the victim who misses their lesson and affect

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their academic progress. Regarding this matter, the involvement of the government plays a vital
role in encountering these unforeseen problems for the sake of students’ development. Strong
bandwidth should be established as quickly as feasible, as online learning is being undertaken
constantly as a result of the outbreak so that students living in remote places can participate in
online classes alongside others.

Students' awareness of their responsibility to attend online classes should also be
highlighted. Even though they had great facilities and technologies at home, it is impossible to
argue that some pupils did not attend lessons on purpose. This type of student should be
thankful for the excellent facilities and surroundings that they have for their online studies,
unlike others.

Parental roles are important in contributing to the overall development of students.
Parents should be aware that, aside from teachers, they are the most crucial component in their
children's growth. Parents' encouragement, motivation, and collaboration aid the teacher in
developing and enhancing the potential and talents of their pupils. To generate autonomous
learners who are not always in their comfort zones, over-pampering and spoiling them should
be avoided.

In conclusion, the awareness of all parties in collaborating should be instilled initially
to achieve the holistic development of students' performances and potential for the sake of their
future. Everyone, including school administrators, teachers, parents, and students, should play
a vital role in developing holistic persons who are specialists in all areas and will contribute to
the family, society, nation, and religion in the future.

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SECTION 5: CLASSROOM OBSERVATION

5.1 CLASSROOM OBSERVATION

5.1.1 Classroom 1

Teacher Ustazah Nur Afdhalina binti Mohamad Jaafar

Class 1 An-Nabil, 1 Ar-Rasyid & 1 Az-Zaki

Date / Day 29th July 2021 (Thursday)

Time 8.30 a.m. – 9.30 a.m.

Topic “Hayya Bil Arabiyyah”

Platform Telegram

Pedagogical Skills Teacher-centred Learning
This class was very teacher-centred. The teacher was in charge of
the class all the time. The students only responded when the
teacher asked for the answers from the students. The teacher also
used authority in the lesson, for example, the teacher called
random names to read the Arabic words that were shown on the
pictures given in the Telegram chat. The teacher asked any
students to volunteer first, and if there is no one to answer, she
called a random name. Then, the teacher also asked the
volunteered students to write down the word that has been
answered in the chat with the meaning for others’ references.
Engagement
Some students were not engaged with the lesson. The students
seemed to pay attention only when the teacher was initiating

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questions. When the teacher challenged the students, the students
were passive. The students still participated but were not active
enough. It could be observed that few students took a long time to
respond when their names were called. The students were also
quiet most of the time in the class.

Drilling - Repetition
The teacher asked the students to repeat every word she said and
followed by its meaning. Then, the male students were asked to
say the Arabic words, followed by their meaning by the female
students.

Reflection
Overall, since the class was conducted online, it was difficult for
the teacher to monitor her students. Some students might take for
granted not to participate since it was optional. Some students also
have a problem in answering questions due to poor internet
connection. There were some of them volunteered to speak out the
answer but due to this problem, their voices were ambiguous and
difficult to understand. For future improvement, the teacher should
give some options to answer such as write down the answer in the
chat so that the students who countered the connection problem
have chances to get involved in the classroom.
Besides, the students also faced problems in repeating the
teacher’s instruction because every student has different

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Instructional connection’s strengths. When repeating the word said by the
Materials teacher, will result in non-uniformity responses from students and
lead to misunderstanding. The task aims to make sure students
pronounce it right. Instead of asking the students to repeat, the
teacher may give another alternative such as speak out their voices
through a voice message to ensure the students pronounce it right.

Materials
1. Textbook

Students refer to the textbook as the main source throughout
the teaching and learning session. They also used the
information in that book to further explanation for the question
given when they have to do so.

2. Pictures
The teacher sent the picture of every point in the topic discussed
in the telegram chat to show some examples of the points listed.
The pictures are also available and standardized with the
pictures in the textbook so that students could refer them online
at any time after the class.

3. Song
The teacher turned on the song in the early session that has been
given in the previous class. The teacher also provided the
YouTube link of the song for the students’ references in the
future.
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Analysis on Effectiveness
For textbook usage, it is a common way for students to catch up
on the lesson since it was conducted virtually. Some students have
a bad Internet connection, which results in misunderstandings and
difficulties in downloading the pictures sent by the teacher. The
usage of textbooks helps students to keep updated on what was
been taught throughout the class since the information and the
pictures given in Telegram are standardized with the textbook.
Apart from that, turning on a song at the beginning of the class
grabbed the students’ attention to be more energetic and recalled
the previous learning at the same time. The pictures are given in
the Telegram also help the students to refer to them anytime
without opening the physical source such as a textbook.

Reflection
It can be seen that the materials used by the teacher are quite
practical and suitable for students during the online class such as
textbook which was owned by all students. It eases the students to
learn without depending only on the online materials since it was
conducted virtually. The students were also provided with some
pictures which were similar to the pictures in the textbooks to
make sure students get many options to have the information and
enhance their understanding at the same time. Based on Kunari
(2006), visual aids in teaching is one mode to enhance lesson plans

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and give students additional ways to process subject information
(Kunari, 2006). However, the teacher may provide bigger and clear
pictures next time since they were provided unclearly and seems
so small which result in difficulties to observe them well. Most
students used devices such as a smartphone for the class and it
burdens them to zoom it in since the size of the device is not big
enough to view a small and ambiguous picture. For the song, the
teacher provided it to grab the students’ attention. It was a common
approach yet effective to attract them either face-to-face class or
online. However, due to bad connections for some students, they
will face difficulties listening to it. Even so, the teacher seems to
know the problem will happen and overcome it by providing the
YouTube link for the students’ references in the future.

Types of Assessment

- Question-and-Answer Session

During this session, some students volunteered to answer the

Types and Materials questions given by the teachers. The students who answered the
Used for Assessment question were asked to write the answer on telegram chat and
the other students could write it to their exercise book as

references and notes. The teacher also gave alternative

meanings for certain words for additional information and

knowledge.

Materials Used

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- Exercise Book
Reflection
Overall, the teacher does not use any specific form for students’
assessments. She only asked questions, corrected them and asked
to write them down in their exercise book for their references. This
way might look easy for the teacher but it seems effective to assess
the students. Copying down what has been written by other
students seems difficult to ensure their understanding of the lesson.
It might be some students did not even participate and attend the
class and they just copy what has been shown in the Telegram chat
without proper understanding of what has been taught instead of
repetition and memorization of the new word they have learnt. For
the improvement, the teacher should assign the students some tests
after the session such as Quizizz or Wordwall so that the teacher
can identify which student has a better understanding of the lesson
by analysing the result of the test.

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The teacher showed some pictures
in the chat.

The students wrote down the word
and its meaning in the chat after
answering a question

The left picture showed the teacher
used Telegram voice throughout
the lesson.

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5.1.2 Classroom 2 Ustazah Nurul Iqlima binti Yahya
Teacher 4 Az-Zaki
Class 2nd August 2021 (Monday)
Date / Day 10.45 a.m. – 11.45 a.m.
Time "‫“ "المعلم مضيء الدروب‬Guru Penyuluh Jalan”
Topic
Platform Google Meet

Set Induction
The teacher showed an animation video from YouTube about a
dialogue between family members in a house. The content of the
video showed a clue on a topic that will be learnt on the day. Then,
the teacher asked the students to guess the topic.

Pedagogical Skills Teacher-centred Learning
This class was teacher-centred. The teacher was in charge of the
class all the time. The students only responded when the teacher
asked for the answers from the students. The teacher also used
authority in the lesson, for example, the teacher called random
names to read the Arabic words that were shown on the slides
presented in Google Meet and guessed their meaning. The teacher
asked for a volunteer first, and if there is no one to answer, she
called a random name. Almost all of them were not open their
cameras except the teacher. Some students might take for granted

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not to participate in the class or doing unnecessary things behind
the cameras. Some students also had a problem opening the camera
and giving some responses to the teacher due to poor internet
connection. There were some of them volunteered to speak out the
answer but due to this problem, their voices were ambiguous and
difficult to understand.

Engagement
Some students were partially engaged with the lesson. The
students seemed to pay attention only when the teacher was
initiating questions and calling their names. When the teacher
challenged the students, the students were passive and seems slow
to respond. The students still participated but were not active
enough. It could be observed that few students took a long time to
respond when their names were called. The students were also
quiet most of the time in the class. Most of them respond in the
chatbox instead of speak out through the microphone.

Reflection
Overall, since the class was conducted online, it was difficult for
the teacher to monitor her students, plus the students did not open
their cameras. Maybe some of them faced the problem with
connection make it difficult for them to open the camera since
Google Meet requires a strong Internet connection meanwhile
most students experience the opposite. For future improvement,

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Instructional the teacher should give another option to attend the class such as
Materials make it asynchronous by recording the class session and give it to
the students for their reference. The teacher also can use Telegram
voice as a backup for students who cannot join the Google Meet
since Telegram voice did not require a connection as strong as
Google Meet did. The option of responding through a chatbox is a
good alternative for students to participate since not all of them are
confident enough to voice out through a microphone.

Materials
1. Textbook

Students refer to the textbook as the main source throughout
the teaching and learning session. They also used the
information in that book to further explanation for the question
given when they have to do so.
2. Slideshow
The teacher used a slideshow as another alternative to the
textbook and presented it through Google Meet. The content of
the slideshow is similar to the textbook so that the students
knew which part of the topic would be taught and they could
refer to their textbook too if they faced the connection problem.
3. Animation Video

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The teacher showed a YouTube video at the beginning of the
class as a set induction before initiating the lesson. The students
were asked to guess the topic they will learn on the day.

Analysis on Effectiveness
Since the session was conducted digitally, a textbook is a frequent
way for students to catch up on the material. Some students have
terrible Internet access, which leads to confusion and finds it
harder to refer to the teacher's slides. Since the content of the
slideshow displayed is an online version of the physical textbook,
using textbooks helps students keep pace with what was taught
throughout the class. Aside from that, showing a brief animation
film at the beginning of class drew the students' attention and
piqued their interest in predicting the topic that will be covered.

Reflection
It can be noticed that the materials utilised by the teacher during
the online session are fairly practical and appropriate for students,
such as the textbook that was possessed by all pupils. Because it
was held digitally, it allows students to learn without relying just
on online materials. The slideshow, which was comparable to the
textbook, boosted visual impact while also improving their
understanding. Because some students have restricted internet
access, giving slides allows students to refer to the slides after the

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class at any time and from any location without having to bring a
physical book. During online lessons, the teacher should have
some backup plans in place for students to help them learn more
effectively, along with providing a variety of options such as
giving slides similar to what the teacher did and sharing them to a
WhatsApp group for reference. Aside from that, a short animation
video is a great approach to attract students because some of them
may not be motivated to attend class, so playing an animation clip
helps them focus on the lesson and be interested in learning more
about the topic.

Types of Assessment

- Formative Assessment

The teacher provided a Wordwall game for students’

assessment to ensure the understanding of the students

regarding the topic learnt. After complete the games, the

Types and Materials students were required to screenshot the score and submit it

Used for Assessment through Telegram.

- Question-and-Answer Session

During this session, some students volunteered to answer the

questions given by the teachers. The teacher asked the

students to create a sentence using the word that has been

taught in the topic. Some students got it right and some of

them need improvement and were corrected by the teacher.

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The teacher also gave some simple examples of a sentence
using the words presented and assign them to try and practised
it in a sentence.
Materials Used
- Wordwall sites

Reflection
Overall, playing games like Wordwall exposes students to
different assessment experiences. The teacher uses a game to
entice pupils to answer the questions and increase their interest
while being assessed. The teacher used an innovative way to assess
the pupils' understandings without overburdening them mentally,
so she used a game to reinforce the concept of learning. However,
because Wordwall is an online game, it will be problematic for
numerous students who have limited internet connections. Instead
of offering students only one option for assessing their
understanding, the teacher might provide a second option by
sending them some questions via WhatsApp or Telegram group
chat that requires the least amount of internet usage and asking
them to answer in their exercise book.

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The teacher showed a video from
YouTube regarding the topic that
will be taught in the beginning of
the class as a set induction.

The teacher used a slideshow as a
replacement of textbook to present
it in the Google Meet to
standardized the learning session.

The teacher asked any student to
volunteer and asked them to read
the sentence and guessed its
meaning.

The teacher asked any student to
volunteer and asked them to create
a sentence using the words
presented.

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5.1.3 Classroom 3 Ustazah Nur Syafiqah binti Ahmad Badri
3 Al-Abqari, 3 Ar-Rasyid, 3 Az-Zaki, 3 Al-Arif
Teacher 12th August 2021 (Thursday)
Class 10.00 a.m. – 11.00 a.m.

Date / Day “‫”فعل المضارع‬
Time
Google Meet and Telegram
Topic

Platform

Pedagogical Skills Teacher-centred Learning
This was a teacher-centred class. The teacher was always in charge
of the class. When the teacher asked for answers from the students,
they merely responded. The teacher also used authority in the
class, for example, calling random names to read the Arabic words
that were displayed on Google Meet slides and guessing their
meaning. Except for the teacher, none of the students opened their
cameras in spite there were instructed to do so. Some students
might take for granted for not participating in the class and doing
anything inappropriate behind the cameras. Some of them
volunteered to give out the answer, but their voices were vague
and difficult to comprehend due to technical problems.

Engagement
Some students only partially participated in the lesson. Only when
the teacher asked questions or called their names did the pupils
seem to pay attention. When the teacher posed a challenge to the

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Instructional students, they appeared hesitant and delayed to answer. The pupils
Materials did participate, but they were not as active as they could have been.
When students' names were mentioned, it was found that few of
them took a long time to respond. The pupils were likewise quiet
for the entirety of the lesson period. Instead of speaking over the
microphone, the majority of them comment in the chatbox.

Reflection
Overall, since the class was conducted online, it was difficult for
the teacher to monitor her students, plus the students did not open
their cameras. Some of them faced the problem with connection
make it difficult for them to open the camera since Google Meet
requires a strong Internet connection. However, the teacher did a
brilliant idea by conducting another platform which was Telegram
Voice that was suitable for some students who could not join the
Google Meet due to the connection problem. The teacher also used
her authority to call out students’ names in the name list in the
Google Meet so that the students prepared themselves to respond
to the teacher’s question.

Materials
1. Textbook

Students refer to the textbook as the main source throughout
the teaching and learning session. They also used the

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information in that book to further explanation for the question
given when they have to do so.
2. Digital Textbook
The teacher used the digital textbook and presented it through
Google Meet. The content of the textbook is the same as the
physical textbook so that the students knew which part of the
topic would be taught and they could refer to their textbook too
if they faced the connection problem.
3. Microsoft Word
The teacher utilized Microsoft Word to write the sentence
displayed in the textbook and gave a detailed explanation about
the topic learnt.
4. Google Slides
The teacher used Google Slides to show the table of “Tasrif
Af’al” and used some tools to emphasize the word presented in
the picture.
5. Image
The teacher sent the table of “Tasrif Af’al” to the Telegram
Group for students’ references for learning and completing the
assessment.

Analysis on Effectiveness
Since the session was conducted digitally, a textbook is a suitable
way for students to catch up on the lesson. Some students have

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terrible Internet access and find it harder to refer to the teacher's
digital textbook. Therefore, the usage of physical textbooks eased
them to keep updated on the lesson. The digital textbook also
boosted visual impact and attracted their attention to focus on the
lesson since sometimes physical textbook is quite boring to see.
The usage of Microsoft Word helped the teacher to rewrite the
sentence presented in the digital textbook and edit it while teaching
as a replacement for a whiteboard. Google Slides was also used for
displaying the table of “Tasrif Af’al” and helped the teacher to
emphasize the word in the table using some tools that eased the
teacher to show which part she wanted to focus on.

Reflection
It can be noticed that the materials utilised by the teacher during
the online session are fairly practical and appropriate for students,
such as the physical textbook that was possessed by all pupils.
Because the class was held virtually, the physical textbook allows
students to learn without relying just on online materials.
However, it can be seen that most of the students responded only
in the chatbox. Since a lot of materials and teaching aids were used,
she cannot monitor all students at one time. It was a good
alternative to use a variety of instructional materials, but it should
be reduced and choose only one suitable platform with multiple
functions so that the teacher just focus only on three platforms:

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Google Meet, Telegram and Microsoft Word as a replacement for
whiteboard so that the teacher has a chance to monitor their
students in the meantime.

Types of Assessment

- Formative Assessment

The teacher wrote down the practice as the assessment for the

students in Microsoft Word and asked the students to

Types and Materials complete the task in the exercise book. After completing the
Used for Assessment task, the students were required to capture the practice and
submit it through Google Form provided. The teacher also

printed-screen the assessment and share it via Telegram

Group for students who cannot join the Google Meet.

Materials Used
- Exercise Book, Microsoft Word, Print-Screen Image

Reflection
The materials used for assessment is the easiest and common way
for a teacher to assess their students by making questions in
Microsoft Word and asked the students to complete them. She also
did a good job of providing another alternative for some students
who could not attend the Google Meet by screen-printing the
assessment in Microsoft Word and share it with the students via
Telegram Group. This way is so much easy and useful for a teacher

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to prevent the students from getting left behind due to some
uncontrollable technical problems.

The teacher presented the digital
textbook via Google Meet.

The teacher used Microsoft Word
to explain the topic and for
providing students’ assessment.

The teacher used Google Slides to
display the table of “Tasrif Af’al”
and used sticker tool to emphasize
the word.
The teacher screen-printed the
assessment in Microsoft Word and
shared it to the students via
Telegram Group.

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SECTION 6: CONCLUSION
Finally, all prospective educators will benefit greatly from this School Orientation
Programme. During my month as a virtual practical teacher, I obtained a variety of skills and
experiences. To be honest, teaching is a field that I hold dear to my heart and soul because I
enjoy sharing and engaging with students, and I know that a teacher's job is a noble one, with
rewards that will last as long as knowledge is practised. That is the genuine meaning of useful
knowledge, which indicates that knowledge remains lasted and continues to expand every day.

I admit that every skill is highly vital, essential, and crucial for a teacher, based on my
contributions to the curriculum and co-curricular activities. I was able to gain some insight into
how academics and co-curricular activities are managed at schools, as well as experience
participating in such activities. The administrators and teachers at SMK Agama Miri were quite
supportive and made me feel more confident in my ability to participate in school programmes.

Managing high school students was not my first experience, as I had previously worked
as a substitute teacher and was also an alumnus of the school. However, it does not mean that
I do not even nervous at all. Due to the COVID-19 outbreak, the SOP was held digitally, and
we did not have the opportunity to interact with teachers and children in person. Despite having
SOP online, surprisingly I learned and experienced a lot of new things that I would never have
during face-to-face sessions. I am hoping that all of the knowledge I gained will be useful when
I eventually become a teacher. This is an experience I will cherish for the rest of my life.
Teachers are the essential individuals responsible for guiding the students toward achieving the
objective and vision of the school and ensuring the nation's future.

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SECTION 7: APPENDICES
7.1 APPENDIX A: INTERVIEW 1 TRANSCRIPTION (SENIOR ASSISTANT OF CO-
CURRICULAR ACTIVITIES)

Interviewer Assalamualaikum, Ustaz Sopey. I am a practical teacher from IIUM. I
would like to interview you as one of the administrators here. So can I
know your background first? Willing to share the details that you want
to share.

Interviewee Waalaikumussalam. Yes, sure. My name is Mohd Sopey bin Hussin. I
was born on the 16th of June 1964 in Kampung Padang Air, Kuala
Nerus, Kuala Terengganu, and I am now 57 years old. In 1971, I began
my primary education at Sekolah Kebangsaan Tok Jiring. I pursued my
secondary schooling at Sekolah Menengah Kebangsaan Agama Tok
Jiring (now SMK Agama Dato Haji Abbas). After finishing the exam of
Sijil Rendah Pelajaran (SRP) (recently known as Penilaian Tingkatan
Tiga) in 1979, I persued my studies at Kolej Islam Klang (recently
known as Kolej Islam Sultan Azlan Shah) and sat for Sijil Pelajaran
Malaysia (SPM) in 1981. Then, I continued my education till 1983 as a
Form 6 student at SMK Ugama Seremban, Negeri Sembilan (now SMK
Sheikh Haji Ahmad Said). The next year, I was offered a 5-year
scholarship to study Islamic Studies at the National University of
Malaysia (UKM), Bangi and graduated in 1989. I began working as a
substitute teacher in SMK Agama Sheikh Abdul Malek, Kuala