SHINE SEKTOR

PENGURUSAN
AKADEMIK

JABATAN PELAJARAN KELANTAN

JALAN DOKTOR,
15000 KOTA BHARU,
KELANTAN DARUL NAIM

PROGRAM PENINGKATAN BAHASA INGGERIS

NEGERI KELANTAN 2012

STRATEGIES to HIGHLIGHT the NECESSITY of ENGLISH

UNIT BAHASA INGGERIS

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SEKTOR PENGURUSAN AKADEMIK

JABATAN PELAJARAN NEGERI KELANTAN

PROGRAM PENINGKATAN BAHASA INGGERIS

JABATAN PELAJARAN KELANTAN

STRATEGIES to HIGHLIGHT the NECESSITY of ENGLISH - SHINE

1.0 PENGENALAN

STRATEGIES to HIGHLIGHT the NECESSITY of ENGLISH atau SHINE

merupakan program khas yang dirangka untuk meningkatkan penguasaan dan
kemahiran bahasa Inggeris dalam kalangan murid. Ianya sejajar dengan usaha untuk
merealisasi Visi dan Misi Jabatan Pelajaran Kelantan, Sekolah Unggul Penjana Generasi
Terbilang.

Isu strategik dalam pengajaran dan pembelajaran bahasa Inggeris pada hari ini adalah
penyampaian guru di bilik darjah tidak begitu berkesan. Ramai guru tidak dapat
menyalurkan ilmu bahasa Inggeris yang dipunyai oleh mereka disebabkan kurang
pengetahuan, kemahiran serta tidak dapat menggunakan kreativiti mereka untuk
menarik minat murid mempelajari dan menguasai bahasa Inggeris. Impaknya,
pencapaian bahasa Inggeris dalam peperiksaan awam seperti UPSR, PMR dan SPM
masih berada di tahap sederhana. Justeru, SHINE dirangka untuk mencapai objektif
strategik sebagaimana Key Performance Indicator (KPI) yang digariskan oleh Fokus
Jabatan Pelajaran Kelantan di bawah Sektor Pengurusan Akademik (SPA),
Memperkasakan Amalan Pedagogi.

2.0 OBJEKTIF

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Memperkasakan Amalan Pedagogi merupakan agenda utama yang dipertanggung

jawabkan kepada SPA. Objektif strategik yang digariskan untuk meningkatkan
penguasaan dan kemahiran bahasa Inggeris adalah seperti berikut:

2.1 Meningkatkan keberkesanan pengajaran dan pembelajaran bahasa Inggeris oleh

guru-guru di sekolah;
2.2 Meningkatkan kemahiran asas berbahasa Inggeris bagi pelajar sekolah rendah
dan menengah;
2.3 Meningkatkan pencapaian kemahiran/penguasaan bahasa Inggeris pelajar; dan
2.4 Meningkatkan pencapaian pelajar dalam peperiksaan awam.

Sehubungan itu, setiap objektif strategik yang digariskan, penunjuk prestasi (KPI) akan
digunakan sebagai petunjuk peningkatan yang dicapai bagi setiap item KPI yang
ditetapkan. Inilah yang menjadi fokus kepada pelaksanaan aktiviti bahasa Inggeris. KPI
adalah seperti berikut:
Objektif Strategik KPI
1. Bilangan Latihan Pedagogi dan
Meningkatkan P&P
keberkesanan P&P guru- 2. Bilangan bahan/Modul P&P
guru di sekolah 3. Bilangan Kajian Tindakan
4. Bilangan Latihan P&P bersama
Guru Cemerlang
5. Bilangan Pencerapan P&P guru
6. % guru mencapai tahap
cemerlang dalam P&P
7. % pengurusan panitia
cemerlang
Pencapaian dalam 1. Meningkatkan pencapaian
peperiksaan awam belum peperiksaan awam dari segi
membanggakan kuantiti dan kualiti
UPSR, PMR, SPM dan MUET 2. Merapatkan jurang pencapaian
murid di bandar dan luar
bandar
a. Peratus pencapaian keseluruhan
b. Gred Purata Negeri
c. Ranking pencapaian

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Kecemerlangan Negeri
d. Perbezaan jurang pencapaian
murid di bandar dan luar bandar

3.0 KUMPULAN SASARAN

Program SHINE akan memberi tumpuan terhadap kelompok kategori kumpulan sasaran
(murid) berdasarkan pencapaian bahasa Inggeris sebagaimana berikut;

3.1 Kategori Sekolah Cemerlang (SBP,SRK,KRK, SMKA)

3.2 Sekolah Wawasan (Kawalan Khas JPNK & PPD)
3.3 Sekolah Harapan (Sekolah Luar Bandar/Pencapaian Am di bawah 50%
peperiksaan UPSR, PMR & SPM)
3.4 Sekolah Tunas 1 (Sekolah Cemerlang - Sekolah Rendah Pencapaian Am 50% Ke
atas UPSR)
3.5 Sekolah Tunas 2 (Sekolah Rendah Pencapaian Am di bawah 49%)

4.0 AHLI JAWATANKUASA

4.1 Jawatankuasa Induk

Penasihat : HJ. HUSSEIN BIN AWANG

Pengarah Pelajaran Kelantan

Pengerusi : HJ. JAAFAR BIN ISMAIL

Ketua Sektor Pengurusan Akademik

Setiausaha : NOR AZIZI BIN SULAIMAN

Ketua Penolong Pengarah Bahasa Inggeris

Pen.S/usaha : MOHD NAJIB BIN OMAR

Penyelia Pelajaran (Bahasa Inggeris)
Pen.S/usaha 2 : ARITA HAZLIN AB HALIM
Penyelia Pelajaran (Bahasa Inggeris)

AJK : Ketua-Ketua Penolong Pengarah (SPA)

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Pegawai Pelajaran Daerak Kota Bharu

Pegawai Pelajaran Daerah Pasir Mas
Pegawai Pelajaran Daerah Tumpat
Pegawai Pelajaran Daerah Jeli
Pegawai Pelajaran Daerah Tanah Merah
Pegawai Pelajaran Daerah Pasir Puteh
Pegawai Pelajaran Daerah Bachok
Pegawai Pelajaran Daerah Machang
Pegawai Pelajaran Daerah Kuala Krai
Pegawai Pelajaran Daerah Gua Musang
Jemaah Nazir dan Jaminan Kualiti, Kelantan
Majlis Guru Cemerlang Kelantan
Majlis Pengetua Sekolah Menengah Cawangan
Kelantan
Majlis Guru Besar Kelantan
Universiti Malaysia Kelantan
UiTM Kelantan
USM Kelantan
Institut Pendidikan Guru-Kampus Kota Bharu

4.2 Ahli Jawatankuasa Kerja

Pengerusi : HJ JAAFAR BIN ISMAIL

Ketua Sektor Pengurusan Akademik

Setiausaha : NOR AZIZI BIN SULAIMAN

Ketua Penolong Pengarah Bahasa Inggeris

Pen.S/usaha : MOHD NAJIB BIN OMAR

Penyelia Pelajaran (Bahasa Inggeris)

Pen.S/usaha 2 : PN ARITA HAZLIN AB HALIM

Penyelia Pelajaran (Bahasa Inggeris)

AJK : Ketua-Ketua Penolong Pengarah(SPA)

Penolong Pengarah (SPA)

Pegawai Bahasa
Pejabat Pelajaran Daerah Kota Bharu

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Pegawai Bahasa
Pejabat Pelajaran Daerah Pasir Mas

Pegawai Bahasa
Pejabat Pelajaran Daerah Tumpat

Pegawai Bahasa
Pejabat Pelajaran Daerah Jeli

Pegawai Bahasa
Pejabat Pelajaran Daerah Tanah Merah

Pegawai Bahasa
Pejabat Pelajaran Daerah Pasir Puteh

Pegawai Bahasa
Pejabat Pelajaran Daerah Bachok

Pegawai Bahasa
Pejabat Pelajaran Daerah Machang

Pegawai Bahasa
Pejabat Pelajaran Daerah Kuala Krai

Pegawai Bahasa
Pejabat Pelajaran Daerah Gua Musang

Guru Cemerlang Kelantan

Majlis Pengetua Sekolah
Menengah Kelantan (Cawangan Kelantan)
Majlis Guru Besar Kelantan
Jemaah Nazir & Jaminan Kualiti Kelantan
Institut Pendidikan Guru Kampus Kota Bharu
Universiti Malaysia Kelantan
UiTM Kelantan
USM Kelantan

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5.0 PELAKSANAAN AKTIVITI

Pelaksanaan aktiviti SHINE terdiri dari:

5.1 Newspaper in Action (NIA)

Program usahasama dengan pihak akhbar New Straits Times dan The Star telah diatur untuk
meningkat dan menambahkan kreativiti guru di bilik darjah. Tujuannya adalah untuk membantu
murid mengembangkan daya pembacaan, mengambil nota serta membuat rumusan dan
berfikir secara kritis dan kreatif di samping mereka boleh mendapat maklumat terkini melalui
pembacaan akhbar.

“Newspaper In Action” juga boleh membantu guru untuk mendapatkan alat bantu mengajar
secara mudah, murah, effektif dan menyeronokkan. Guru-guru juga boleh meningkatkan
kreativiti mereka di dalam p&p di bilik darjah. Antara aktiviti yang boleh di jalankan semasa p&p
yang melibatkan semua murid secara aktif (mencari dan mengumpul maklumat, mengunting
dan melekap) adalah:

Scavenger Hunt
Describing Pictures – accident, food, scenery, artist, model
Writing Speech Bubbles
Vocabulary Enrichment
Finding Verbs, Nouns, Adjectives, Adverbs, Linkers
Language Games
Creating Own Advertisements
Go Grammar
Preparing Scrapbooks on:
 Sports
 World News
 Economy
 Entertainment
 Places of interest
 Current issues
5.2 English Day

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Setiap sekolah hendaklah memilih satu hari dalam seminggu untuk dijadikan “English
Day” atau hari yang telah ditetapkan oleh PPD masing-masing. English Day merupakan
hari yang dipenuhi dengan aktiviti bahasa Inggeris oleh murid dengan bimbingan guru.
Ini membolehkan semua guru dan murid melibatkan diri (secara langsung atau tidak)
dalam aktiviti-aktiviti Bahasa Inggeris pada hari tersebut, contohnya:-

Public Speaking Talent Time

Story Telling Jazz Chant
Poem Recital Choral Speaking
Newspaper in the classroom Exhibition
Drop Everything and Read (DEAR) Book/Magazine review
Language Games Essay writing competition
Quizzes Talk on motivation
English on Air Puppet show
Speaker’s Corner
Spelling Bee
Treasure hunt (lihat Lampiran 1)

5.3 5-Minute English (semasa perhimpunan sekolah)

“5-Minute English” telah dimulakan pada tahun 2009 dan masih diteruskan hingga kini.
Murid akan menggunakan bahasa Inggeris dalam perhimpunan sekolah untuk “public
speaking” sekurang-kurangnya LIMA minit pada setiap kali perhimpunan. Ianya akan
menaikkan tahap keyakinan diri murid, belajar mencari fakta di dalam internet atau melalui
sumber lain, dan pada masa yang sama murid boleh memperbaiki kualiti sebutan semasa
membuat latihan dan persembahan.

Guru-guru mesti memastikan murid-murid sudah bersedia sebelum mereka naik ke pentas dan
juga memastikan teks yang disediakan itu menarik. Murid yang berbeza mesti dipilih untuk
membuat persembahan. Lontaran dan sebutan suara mestilah jelas dan murid tadi hendaklah
berpakaian kemas.

(lihat Lampiran 1)

5.4 Communicative English

Aktiviti ini adalah fleksibel di mana ia dapat di adakan samada semasa p&p atau pun di luar
waktu persekolahan sebagai aktiviti persatuan Bahasa Inggeris atau pun sebagai latihan lisan di
rumah. Kalau ianya hendak dijadikan sebagai aktiviti p&p, maka guru hendaklah mempastikan

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buku teks, latihan, pen atau pensil tidak ada di atas meja, hanya latihan bercakap dan
mendengar semata-mata. Guru boleh memulakan dahulu dengan mengajar murid bagaimana
hendak membina soalan. (lihat Lampiran 2)

Kemudian barulah guru memulakan aktiviti ini dengan menyoal soalan seperti di lampiran 2
kepada murid diikuti dengan murid kepada rakan di sebelah, di depan dan di belakang dan
interaksi bersama di dalam kumpulan dan sebagainya. Ingat : Jangan terlalu cepat untuk
memperbetulkan kesalahan murid dari segi sebutan dan grammar, yang penting murid dapat
mendengar suara mereka sendiri dan sentiasa memberi pujian seperti:

“excellent”, “terrific”, “fantastic”, “good”,

“great”, “magnificent”, “interesting”, “amazing”,

“outstanding”, “marvelous”, “brilliant”.

Ianya dapat membantu murid berinteraksi dengan lebih lancar dan yakin dalam perbualan
harian di samping dapat membantu mereka dalam sebutan dan intonasi dengan betul dengan
bantuan guru. Apa yang diharapkan ialah apabila murid boleh dan yakin untuk bertutur, mereka
akan berminat untuk membaca dan menulis dalam bahasa Inggeris tanpa sebarang masalah.

Apa yang ada di lampiran 2 hanya sebagai panduan guru sahaja. Guru boleh menggunakan
kreativiti mereka dengan menambah, mengubah dan membentuk soalan-soalan mereka sendiri
mengikut tahap murid mereka. Murid akan dapat membentuk ayat yang mudah, berkesan yang
boleh membantu dalam penulisan karangan mereka nanti.

Apabila murid boleh bertutur mengunakan soalan yang mudah, maka guru boleh beraleh
kepada peringkat yang lebih mencabar dan memulakan aktiviti dalam bentuk perbincangan,
bahas, dialog. (lihat Lampiran 3)

5.5 Penulisan Berfokus

Program yang bermula pada tahun 2009 akan diteruskan iaitu mewajibkan murid
membuat penulisan berfokus dengan bimbingan guru-guru seperti berikut:-

UPSR : 20 (Tahap 2 – tahun 4, 5 dan 6)

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PMR : 25 (Menengah Rendah – tingkatan 1, 2 dan 3)

SPM : 30 (Menengah Atas – tingkatan 4 dan 5)

Dengan adanya aktiviti sebegini diharap murid mendapat latihan penulisan yang
mencukupi dan berkesan. Penulisan Berfokus boleh dibuat dalam bentuk:
 Summary writing
 Essay writing
 copying exercise
 paragraph writing
 note taking
 dictation
 story writing
Lain-lain aktiviti penulisan yang sesuai boleh dipilih dengan teliti oleh guru-guru sebelum
di beri tugasan kepada murid-murid mereka.

5.6 Learning English Through Songs (LETS)

P&P perlu dirancang supaya berkesan dan mengembirakan pelajar. LETS merupakan
salah satu program yang akan memastikan elemen “Fun in Learning” dalam p&p
berlaku. LETS merupakan kompilasi lagu-lagu yang boleh dimainkan oleh guru untuk
mempelajari bahasa Inggeris secara berkesan. Guru-guru perlu membuat persediaan
awal dan teliti dengan pemilihan lagu yang sesuai untuk murid-murid mereka dan
10topik pembelajaran mereka. (lihat Lampiran 4)

Guru-guru boleh menggunakan kreativiti masing-masing jika hendak menambah atau

mengubah lirik lagu dalam cakera padat yang dibekalkan atau jika mereka hendak
menggunakan lagu-lagu yang tidak terkandung dalam CD yang dibekalkan. Lagu-lagu
yang dipilih guru juga boleh digunakan secara integrasi, iaitu sebagai:
 Pre-activity
 While-activity
 Post-activity
untuk mengajar kemahiran-kemahiran membaca atau menulis. Ini akan menjadikan p&p
lebih menarik dan berkesan.

6.0 KESIMPULAN

Sumbangan idea daripada UMK, USM, UiTM, IPG, MPSM, MGB serta agensi luar telah
melahirkan aktiviti STRATEGIES to HIGHLIGHT the NECESSITY of ENGLISH (SHINE) iaitu

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strategi peningkatan penguasaan bahasa Inggeris dalam kalangan murid. Harapannya

ialah agar ia dapat mempertingkatkan penguasaan bahasa Inggeris di semua sekolah
menengah dan rendah negeri Kelantan seterusnya dapat merealisasikan Visi dan Misi
Jabatan Pelajaran Negeri Kelantan sejajar dengan hasrat yang ingin dicapai dalam
Falsafah Pendidikan Negara. Adalah diharapkan juga ia dapat disambut baik oleh
pentadbir sekolah yang akan membuat penyelarasan di peringkat sekolah agar keenam-
enam aktiviti ini dapat dijalankan secara serentak dan sistematik serta berjalan lancar.

Lampiran 1

Berikut adalah tips untuk persembahan pelajar semasa English Day dan 5-Minute
English

Know the needs of your audience and match your contents to their needs. Know your material
thoroughly. Put what you have to say in a logical sequence. Ensure your speech will be
captivating to your audience as well as worth their time and attention. Practice and rehearse
your speech at home or where you can be at ease and comfortable: in front of a mirror, your
family, friends or colleagues.

When you are presenting in front of an audience how you are being perceived is very important.
Dress appropriately for the occasion. Be solemn if your topic is serious. Present the desired
image to your audience. Look pleasant, enthusiastic, confident, proud, but not arrogant. Remain
calm. Appear relaxed, even if you feel nervous. Speak slowly, enunciate clearly, and show
appropriate emotion and feeling relating to your topic. Establish rapport with your audience.
Speak to the person farthest away from you to ensure your voice is loud enough to project to

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the back of the room or hall. Vary the tone of your voice and dramatize if necessary. If a
microphone is available, adjust and adapt your voice accordingly.

Making effective group presentations

Follow these steps to devise a good presentation.

1. Organise the structure of your presentation into the sections:

Introduction
Middle sections
Conclusion

2. Allocate sections to each speaker. Make sure that each speaker has approximately the same
amount of information to report. Make sure the presentation is well balanced with each speaker
speaking for about the same time

3. Prepare the talk. Make the language of your presentation formal enough. Avoid informal
language and slang.

4. Prepare your notes.

5. Rehearse with the group. Check the structure. Check the timing. Check your delivery. Make
any necessary changes and prepare the final version.
Rehearse again

6. Giving the presentation

7. Create a good impression. Look professional and enthusiastic.!

8. Do not read from your full report.

• It looks as if you are very badly prepared.
• It turns the presentation into a reading exercise.
9. ALWAYS: the first speaker should state the aim of the presentation and provide an overview
of the structure of the presentation.
For example: The aim of our presentation is to …….There are three main
parts to our presentation. First,… Next,….Finally,……

10. ALWAYS: each speaker should clearly state the topic of their part of the presentation.
For example: I am going to present an overview of our first design, outlining the dimensions, the
construction method,…….

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11. ALWAYS: there should be a clear conclusion statement. Do not simply fade away!

Tips on how to deal with nervousness

 Be prepared – plan your speech or presentation thoroughly and practice presenting it.
(This is the most effective antidote to nervousness)

 Think positively – visualize yourself standing in front of the audience, presenting your
speech confidently and well.

 Relax yourself while you are waiting to speak – deep breathing exercise are very
effective, tensing and relaxing your muscles helps, too.

 Remind yourself that the audience is on your side. Thhey have come to listen to you
because you have something to tell them.

Lampiran 2
Simple questions In English

How are you today?

How are you feeling today?

What is your name?

How do spell your name?

Who gave the name to you?

Do you like your name?

Does it mean anything?

Introduce Yourself

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Introduce other people/pupils in English.

Does anyone have the same name as you do in your class?

Are you proud of your name? Why?

Where do you live?

How long have you live there?

Do you like living there? Why?

What kind of house do you live in?

Do you like your house? Why?

How far is your house to school?

How many brothers and sisters do you have?

What are their names?

Who is sitting next to you?

Do you like to sit elsewhere? Why?

Who is sitting in front of you?

Who is sitting behind you?

Where do your teacher sit?

Can you see your teacher from where you sit?

What is teacher’s name?

What is he/she wearing today?

Do you like your teacher? Why?

Who is/are your favourite teacher/s? Why?

What is your favourite subject? Why?

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Do you have many friends at school? Who are they?

Who are your good friends?

Who is your favourite friend?

Do you spend your time with them?

How do you come to school?

Did you wake up early this morning? What time do you get up?

Did you eat breakfast this morning?

What is your favourite drink? Why?

Do you drink it all the time? Why?

What time do you have dinner?

What do you usually have for dinner?

Do you like to go to the dentist? Why? How often do you go to the dentist?

Do you like to go to school? Why?

Do you like your school? Why?

Tell your friend about your school.

What is your favourite place in your school?

Is your headteacher/headmaster/principal a male or a female?

Do you like headteacher/headmaster/principal? Why?

What car is he/she driving?

How many children does he/she have?

Do you like to go to the zoo? Why? Which animals do like most? Why?

Do you like to go to Kota Bharu? Why? Where do you like to go to in Kota Bharu?

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Have you been to Kuala Lumpur? How many times? Why?

Do you like to go to Kuala Lumpur? Why?

Do you like to go to the library? Why?

Is there a library near your house?

Do you like to go to the canteen? Why? What do you like to eat there?

What are you going to eat today?

Did you have breakfast in the morning before going to school? What do you usually
have?

What time did you leave home this morning?

Do you have a handphone? Do you bring it to school? Why?

What kind of handphone do you have?

How much did you buy it?

When did you buy it?

Where did you buy it?

What make you buy it?

Do you sent messages in English? Why?

Who do you sent your messages too?

What time do you go back from school?

What are you going to do after school today?

Are you going straight back home after school? If no where do you go to and why?

Do you have a study timetable? Why do you think study timetable is important?

Do you follow your study timetable?

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Where did you go for holidays? Why? How are you going there?

Why do you think going for holidays are important?

Do you like to travel abroad?

Which country do you like to go to? Why?

Do you like to travel on a plane? Why?

Do you like to travel on Air ASIA, MAS or Firefly? Why?

What did you do last night?

What did you eat last night?

What’s the time now?

What colour do you like? Why?

Do you like to smile? Why?

Why is it important to smile to other people?

Do you like to talk? Why?

What is your favourite local programme on tv? Why?

What is your favourite international programme on tv? Why?

Did you like to watch American Idol? Why?

Who is you favourite local singer/s? Why?

Who is you favourite international singer/s? Why?

Who is you favourite local actor or actress? Why?

Who is you favourite international actor or actress? Why?

Who is your favourite international leader/s? Why?

Who is your favourite locall leader/s? Why?

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Who is your favourite local author?

Who is your favourite international author?

Did you read story books recently? What is the title of the story? Did you like it? Why?
Can you tell me about it?

Do you like listening to the radio? Why?

Who is your favourite deejay? Why?

What is your favourite local food? Why?

Do you like Western food? Why?

Do you help your parents during the weekend? Why?

What time do you go to bed? Why?

How many hours do you study everyday? Why?

Did you dream last night?

What is your favourite clothing/dress? Why?

What sports do you play? Why?

Do you like jogging? Why?

Who is your favourite sportsman? Why?

Do you have an ambition? What is your ambition? Why?

Why is ambition important to you?

Do you like English subject? Why?

What is your English mark in the last test?

What do you find difficult in learning English?

Do you like writing essays? Why?

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Do you like reading? Why?

Do you like working in group? Why?

Do you like to swim? Why?

Do you know how to swim?

Do you like singing? Why?

Are you a good singer?

Do you like Justin Bieber? Why?

If you have RM10,000, what would you do?

What is your favourite car? Why?

Do you like ghost story? Why?

Name few local and international ghosts?

Do you like to live in town or village? Why?

Do you like to live in a bungalow or apartment? Why?

What are things you usually do every morning?

What are some things you did yesterday?

What do you usually do in the evening?

What did you do last night?

Did you sleep well last night?

Did you read the newspaper this morning? What was the news?

Where did you grow up?

What did you wear yesterday?

What did you buy last week?

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What did you drink this morning?

What time did the sun rise this morning?

Did you finish your homework? Why?

Do you like to watch tv? What is your favourite programme? Why?

Do you listen to English programme on radio? Why?

Do you write diary? Why?

How far is it from your house to the nearest town?

Do you like cars? What car do you like to drive? Why?

Do you like coffee? Why?

Is coffee good for you?

Do you like white coffee white or black?

Any of your siblings go to tertiary level?

Which universities or colleges did he/she go to?

What course did he/she do?

Do you have you own computer?

Do you like your computer?

What colour is it?

How much is it?

Which one would you agree. A person eat to live or live to eat? State your reasons.

Do you wear seatbelt when you are in a car? Why?

Do you wear helmet when you ride a motorcycle? Why?

Do you like gardening? Why?

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What are your hobbies?

Do you like to eat outside? Why?

 What is something you do well?

 What is something you dislike about yourself?

 What would happen if you could fly whenever you wanted? When would you use this

ability?

 What would happen if there were no television? Why would this be good/bad?

 What would happen if you found gold in your backyard?

 What would you do if your friend had a broken leg? How would you cheer him up?

 What makes you angry?

 Talk about the first time you learnt something.

Lampiran 3

Tajuk-tajuk dalam bentuk perbincangan dan dialog

Perbincangan atau dialog perlu diadakan dalam suasana yang tidak tertekan dimana
guru merupakan pemudahcara dan penasihat. Murid-murid dalam kumpulan boleh bertanya
soalan, memberi pendapat atau membuat cadangan dalam bahasa Inggeris. Sudah tentu
murid-murid sederhana atau lemah akan menggunakan bahasa Melayu lebih daripada bahasa
Inggeris. Di sini, guru mempunyai peranan penting untuk menggalakkan mereka bertutur dalam
bahasa Inggeris.

Contoh-contoh tajuk:

 Family

 Friendship

 Ambition/ Career

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 Hobbies

 Pets

 Examinations

 Food

 Movies

 Sports/Games

 Dream House

 Dream Holiday

Lampiran 4

Learning English Through Songs (LETS)

Children enjoy listening to songs over and over again. This frequent repetition allows
certain language items to be acquired indirectly. Many songs also contain natural
repetition of words, vocabularies and structures. These help children remember better.
Repetitions in songs also encourage a type of pattern, practised in a meaningful context.

Songs allow the teachers to introduce or revise new vocabulary, tenses and sentence
structures by exposing the children to the English Language in a varied, memorable,
familiar and of course enjoyable manner.

Learning English through songs can lay the foundations for primary and secondary
schools in terms of basic language functions and structures, vocabulary, language-
learning skills and literature.

How to use this programme

This easy-to-use programme comprises a CD, a songbook and a sample workbook. This
package contains 31 songs with various grammar items incorporated into the lyrics.

Each song has its own language functions, for example the song ‘Happy Chinese New
Year’, besides having a catchy, simple and popular tune, can be used to teach pronouns
and possessive adjectives as well as subject-verb-agreement.

Before you start your lesson, identify the items that you are going to teach. Then refer to
the songbook, at the bottom of each page is stated the relevant teaching point or subject
matter.

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To listen to the songs, just go to the main menu page and click on the song you wish to
use during the English hour. The lyrics will come out on the screen while the song is
being played. For those who do not have the facilities to use the CD, you can still use
the cassette to listen to the song while teaching.

The workbook acts as a guide to help the teachers give exercises after listening to the
songs. You can vary your work according to your students’ abilities.

We hope that by using this programme, it will enable teachers to create interesting and
enjoyable English hours in school Always remember…….Learning English is lots of fun!

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