Reflections on Pedagogical and Curriculum Implementation at Orang Asli Schools in Pahang

Wahab, Norwaliza Abdul; Mustapha, Ramlee

doi:10.1016/j.sbspro.2015.01.376

Cited by 8 publications

(8 citation statements)

References 5 publications

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“…This finding is in line with Chaisiri (2010), in which students reacted positively towards the genre-based approach. They also became more confident in their writing skills as they were able to interact with the teacher and actively participate in the writing activities, implying that the pedagogical approach was able to cater to their learning needs (Mihat, 2016;Wahab & Mustapha, 2015;Yamat et al, 2014). This is further supported by strong agreement on the statement that learning writing techniques are necessary and useful to write any text types (Mean=1.68).…”

Section: 42mentioning

confidence: 77%

“…Although the approach was able to cater to their learning needs in improving their EFL writing (Mihat, 2016;Wahab & Mustapha, 2015;Yamat et al, 2014), some students still faced challenges despite being exposed to genre-based instruction, notably their weakness in content and language.…”

Section: Discussionmentioning

confidence: 99%

“…The Orang Asli rarely use English in their daily lives and are categorised as English as a foreign language (EFL) learners (Darus, 2010). When it comes to learning English in the EFL classroom, Orang Asli students are known to be shy and avoid taking the initiative to ask the teacher questions regarding the lesson (Wahab & Mustapha, 2015). The teaching and learning process becomes much more difficult as teachers are neither familiar with the Orang Asli nor adequately trained to deal with the students and lack guidance and support (Mihat, 2015).…”

Section: Introductionmentioning

confidence: 99%

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The Effect of a Genre-Based Pedagogical Approach on Orang Asli Students’ Efl Writing Performance

Ganapathy

Kaur

Jamal

et al. 2022

Malaysian Journal of Learning and Instruction

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Purpose – In the 21st century, the importance of having good English proficiency in Malaysia and globally has impacted educators, especially in terms of their pedagogical practices. Although students are exposed to 11 years of English language instruction in Malaysia, Orang Asli students still possess low English proficiency and poor writing skills. This study aims to determine the extent to which the genre-based pedagogical approach is able to improve Orang Asli students’ English as a foreign language (EFL) writing performance and analyse their responses in using the genre-based pedagogical approach as a framework to improve their EFL writing performance. Methodology – This quasi-experimental study included 78 students from a secondary school in Pahang, Malaysia. Participants were assigned to the experimental and control groups (N=39) to generate students’ pretest and posttest scores. Quantitative data from the students’ questionnaire were also triangulated with qualitative data from the focus group discussions with the experimental group. Findings – The approach was effective in improving students’ descriptive writing and had a more significant effect than the mainstream process-based approach. Students reacted positively to the approach as they found it useful in improving their writing skills, which correlated with their improved test scores. Therefore, the genre-based pedagogical framework can be further enhanced by incorporating more grammar-related activities to meet the learning needs of Orang Asli students lacking in EFL writing skills. Significance – The novelty of this study is that the framework has the potential to be implemented in Malaysian secondary schools and other indigenous’ educational contexts. Furthermore, this study can be a point of reference to stakeholders, English language teaching (ELT) practitioners and educators in terms of advocating a genre-based pedagogical approach in an EFL context.

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Section: 42mentioning

confidence: 77%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Effect of a Genre-Based Pedagogical Approach on Orang Asli Students’ Efl Writing Performance

Ganapathy

Kaur

Jamal

et al. 2022

Malaysian Journal of Learning and Instruction

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“…Di Malaysia pendekatan pembelajaran seperti ini dilihat kurang mendapat perhatian terutama ianya dilihat penting dan amat sesuai untuk murid Orang Asli seperti menurut Wahab & Mustapha (2015), sebuah kurikulum yang khusus perlu di bangunkan untuk murid Orang Asli yang merangkumi elemen sejarah, tradisi budaya, muzik, cerita rakyat, flora dan fauna dimasukkan di dalam sukatan pelajaran mereka. Kajian oleh Arifin & Harun (2016), telah memperkenalkan kaedah pembelajaran dan pengajaran hasil gabungan elemen-elemen Sekolah Rimba seperti aspek kognitif, afektif dan psikomotor pelajar Orang Asli.…”

Section: Sekolah Rimbaunclassified

Kertas Konsep Pembangunan Modul Sekolah Rimba Berasaskan Pengetahuan Peribumi Bagi Mengekalkan Kelestarian Masyarakat Orang Asli

Nordin

Wahab

2021

ASPEN

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Beberapa kajian lalu menunjukkan bahawa terdapat isu keciciran pendidikan dalam kalangan Orang Asli dan ianya merupakan satu permasalahan yang tidak pernah hilang dalam konteks pendidikan di Malaysia. Mereka yang sering dikaitkan dengan kemunduran modenisasi dan tidak berpengetahuan tinggi adalah disebabkan beberapa faktor. Antaranya adalah sifat mereka yang tidak mahu memajukan diri sendiri dengan menganggap pendidikan bukanlah sesuatu yang penting untuk kehidupan mereka di pendalaman hutan. Faktor lain yang berhubung kait adalah murid Orang Asli adalah mereka sukar untuk memahami kurikulum standard dan didapati bahawa sukatan pelajaran di sekolah tidak sesuai dengan pemahaman intelektual mereka. Oleh itu, bagi memudahkan kefahaman mereka terutama semasa proses pengajaran dan pembelajaran pendekatan baharu harus dilakukan iaitu menerusi Sekolah Rimba. Sekolah Rimba yang berasaskan pembelajaran persekitaran luar kelas terbukti memberi kesan yang lebih baik terhadap pembelajaran murid-murid di luar negara. Menerusi Sekolah Rimba pengkaji mencadangkan agar pelaksanaan pembangunan modul berasaskan pengetahuan peribumi bagi mengekalkan kelestarian masyarakat Orang Asli perlu dibangunkan kerana bersesuaian dengan kefahaman yang mudah serta berkaitan dengan persekitaran hidup masyarakat Orang Asli. Pembinaan modul yang dicadangkan juga dapat memudahkan guru-guru dalam menyampaikan pengajaran dan membantu memotivasikan murid untuk minat belajar.

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“…It provides value judgments regarding changes that are desired (Linn & Gronlund, 2000). Students' learning outcomes have an association with classroom practices of teachers (Wahab & Mustapha, 2015). Formative assessment is one of the components of ESL curriculum that is dealt through teachers' classroom practices (Government of Pakistan, 2006).…”

Section: Introductionmentioning

confidence: 99%

Relationship between Teachers’ Professional Commitment and Formative Assessment Practices as a Part of Curriculum Implementation at Secondary Level in Punjab

Naseer

Akbar

2020

JBSEE

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National Curriculum for English in Pakistan, reveals its intentions for acquiring language related international requirements concerning with career choices and furthering education. Formative assessment is at the center of students’ learning and is devised in the curriculum document providing basis for its implementation. Curriculum implementation is pivotal to classroom practices of teachers. Curriculum guides teachers to implement formative assessment. Professional commitment contributes enriching teacher’ classroom practices. Focus of the study was to examine formative assessment practices of teachers, as a part of curriculum implementation, in accordance with curriculum document and its relationship with professional commitment of secondary school English teachers. Study secures its significance for teachers, curriculum developers, and governmental agencies. Quantitative survey was the method adopted for the study and explanatory correlational design was used. Teachers, concerned with teaching of English at secondary level, from entire secondary schools working under the supervision of the Punjab province were the study population. Sampling procedure employed multistage stratified random sampling technique and 576 teachers were selected as study sample. Two questionnaires were developed that included questionnaire regarding implementation of formative assessment (QIFA) and teachers’ professional commitment scale (TPCS). Survey was conducted as a data collection strategy. In statistics, Mean and Spearman correlation were employed. Results revealed that professional commitment of teachers and their formative assessment practices were moderate. Results regarding relationship between the variables; professional commitment of teachers and their formative assessment practices were significant correlated. The study recommended school based teacher trainings to sensitize and enhance teachers’ awareness and practices towards formative assessment practices as a part of implementation process. Governmental agencies are needed to focus the situation of professional commitment of teachers and implementation of formative assessment as a part of implementation.

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Reflections on Pedagogical and Curriculum Implementation at Orang Asli Schools in Pahang

Cited by 8 publications

References 5 publications

The Effect of a Genre-Based Pedagogical Approach on Orang Asli Students’ Efl Writing Performance

The Effect of a Genre-Based Pedagogical Approach on Orang Asli Students’ Efl Writing Performance

Kertas Konsep Pembangunan Modul Sekolah Rimba Berasaskan Pengetahuan Peribumi Bagi Mengekalkan Kelestarian Masyarakat Orang Asli

Relationship between Teachers’ Professional Commitment and Formative Assessment Practices as a Part of Curriculum Implementation at Secondary Level in Punjab

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