A Questionnaire For English Language Teaching Staff To Survey

A
QUESTIONNAIRE
FOR ENGLISH
LANGUAGE TEACHERS
A questionnaire for the English Language teaching staff :
-the process and procedures in implementing the KSSM Teaching and Learning experiences in
regards with the CEFR aligned curriculum.
-The factors that impact the productivity of teachers.
-The factors that impact the learning process.
Dear Colleagues,
As English Language teachers from SMK Tunku Besar , Tampin and we are carrying out a
research to analyze and assess the process and procedures in implementing the KSSM CEFR
aligned teaching practise .
We would be grateful if you can give your opinions and responses to the questionnaire. This
will help us to a great extent, as the Facilitator of the SALC and the HIP in the school .
Thank you for your time and contribution.
Yours sincerely,
P. Saraswathy a/p Palaniapan Sheila Devi Subramaniam
Head of English Language Panel SALC & HIP Coordinator
INSTRUCTION:
Tbs/salc/pss/eng.panel/2021Page 1
Please put a tick ( √ )in the appropriate bracket or column to
illustrate your answer.
Section One: (General Information about Respondents)
1. School where you work : SMK TUNKU BESAR

2. Respondent’s name : HALIMATUL FATIHAH BT IBRAHIM
3. Teaching experience : ......11.......[years]
4.
a. English Language option teacher
b. Non-option teacher /
5. Academic qualification:
a. Bachelor [ ] _____ISMP PENDIDIKAN MORAL_____
b. Master [ ] ______________________________________________
c. Ph.D [ ] _______________________________________________
6. Teaching [English Language] experience:
6.1 Primary :
a. 1-7 years [ ] b. More than 8 years [ ]
6.2 Secondary :
a. 1-3 years [ ] c. 7 – 10 years [/ ]
b. 4 – 6 years [ ] d. More than 10 years [ ]
7. Training course (s) on the CEFR marking scheme?
a. Once [ ] c. Never [/ ]
b. Twice [ ] d. More than three times [ ]
Section Two: Statements concerning design and marking procedures of the CEFR
based school examinations:
● The following procedures are essentially applied to English Language

Examinations at my school:
No Statement Agree Not sure Disagree
1 Model answers are always used in correcting the /

examinations.
2 The students’ marks in the examination indicate /

their proficiency in the English Language.
3 Teacher use table of specifications when designing /

their examinations.
4 English Language teachers need to attend /

PLC/courses in evaluation and measurement.
5 Testing Speaking and Listening is an essential /

procedure of examinations.
6 Examinations of English Language are set within /

the range of the curriculum .
7 The time allocated for these examinations is /

sufficient to finish them with convenience.
8 Testing listening and speaking skill improve /

students’ fluency in English.
9 Testing reading comprehension is an essential /

procedure of examinations.
10 Written examinations do not measure all language /

skills.
11 Examination and testing results are important /

factors for evaluating English Language courses.
12 Examination items are graded logically [ from easy /

questions to difficult ones].
13 Diagnostic tests are used to point out areas in /

which students require more concentrated
teaching.
14 The examinations help teachers to revise and /
develop new teaching approaches.
15 Examinations have positive effect on the students’ /

achievement in the four skills.
16 Examinations reveal the students’ strengths and /

weaknesses to adjust their learning strategies in
the future.
17 Examinations test the students’ ability to use the /

language.
18 Examinations have positive feedback on both /

teachers and students.
19 It is targeted to curriculum objectives and /

contents.
No Statement Agree Not sure Disagree
20 Most of the teachers in the English Panel have a /

unified vision.
21 The teachers are caring and respects the students. /
22 The teachers collectively brainstorms on /

resolutions to provide effective learning.
23 Do you need professional development activities ? /
24 Do you try innovative methods for better learning? /
25 Do you need specialized training and seminar for /

better teaching styles?
26 The students progress is of utmost importance. /
STUDENTS’ LEARNING STRATEGIES
No In my class, when students have an assignment, Always Often Sometimes

generally :
27 They begin by identifying their goals. /
28 The make a plan about how they will complete it. /
29 They are confident about doing it well before they /
begin.
30 They think they will do well /
31 It is important for them to be interested in what /

they are doing.
32 Their goal is to really understand what they have /

to do.
33 They talk themselves through the steps as they are /

working.
34 They concentrate fully on their tasks. /
35 They break down the task into smaller , easier /

parts.
36 They keep track of how well they are doing. /
37 They try different ways of doing it if they feel /

things are not going well.
38 They think they will succeed because they do /

assignments well.
39 They think they will be able to do it because I have /

modelled it.
40 They will try new strategies to succeed. /
Section : Technology Experience
No With regard to computer technologies for Agree Undecided Disagree

education:
41 I have no experience with them. /
42 I have attempted to use them in my classroom, but /

I still require help on a regular basis.
43 I feel comfortable using them in my classroom. /
44 I am very proficient in using a wide variety of /

application in my classroom.
45 I often integrate them in my teaching activities. /
46 I often use our school lab. /
Section Three: Statements concerning teaching and learning procedures and strategies
● The following procedures/strategies are essentially applied to English Language

teaching and learning practices in my classroom.
Num Statements Agree Not Sure Disagree
1 I understand the KSSM SOW /DSKP contents very /

well.
2 I have read through the SOW’s and the DSKP’s /

related to the Forms I am teaching.
3 There are areas and sections in the SOW’s and the /

DSKP’s, where I need further explanation and
clarifications.
4 A need for a continuous outreach by the District /

English Language Officers; on courses and
workshops for English teachers on utilising the SOW
and the DSKP in the classroom.
5 I use appropriate listening strategies in my class. /
6 I introduce the features of the spoken genre in the /

first quarter of the year .
7 I implement the various communicative strategies in /

my classes.
8 I use appropriate reading strategies in my teaching. /
9 Reading independently amongst students is a priority /

in my classes.
10 I use the school SPBT literature texts ,as the literary /

text in my class.
11 I use the story books from the school library ,as the /
literary text in my classes.
12 Students bring their own choice of fictions to class, as /
the literary text in my classes.
13 I use materials/downloaded from the internet as my /

literature texts, in my classes.
14 I need more ideas and strategies in the teaching of /

literary text in my classes.
15 I am well equipped with ideas, materials and have /

various strategies in teaching literary texts in my
classes.
16 A PLC is much appreciated ;to discuss,brainstorm /

and model literary teaching in classroom.
17 I use Inquiry-based learning and teaching strategy in /

my classes.
18 I use Project-based learning and teaching strategy in /

my classes- at least twice a year.
19 Pupil centredness learning and teaching strategy is of /

utmost importance in my class.
Num Statements Agree Not Sure Disagree
20 Co-operative Learning and teaching- is a strategy I /

use in my classes.
21 Immersive teaching is new to me. Courses and /

teaching on this strategy is much needed and
appreciated.
22 Inquiry-based learning and teaching is new to me. /

Courses and teaching on this strategy is much needed
and appreciated.
23 Project-based learning and teaching is new to me. /

and appreciated.
24 Co-operative learning and teaching is new to me. /

and appreciated.
25 The school SALC is actively used as a resource and /
teaching and learning centre.
26 The school SALC need to upgrade the reference /

books and materials for teachers and students.
27 The school SALC can be upgraded into a Project- /

based Learning Hub for teachers and students.
28 The school SALC can be utilised for PLC and /

Collaborative efforts amongst the
English/German/Bahasa Melayu Language teachers
29 The school SALC can be utilised as a central PLC /

Hub for the Tampin district English teachers.
30 Teachers need to discuss and decide on the general /

Reading and Writing strategies to be taught in the
Lower and Upper Forms.
31 Teachers need to collaborate and discuss the various /

Reading and Writing strategies to be used in teaching.
[ as required in the SOW and the DSKP].
END OF QUESTIONNAIRE.
THANK YOU .

A Questionnaire For English Language Teaching Staff To Survey

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A

-The factors that impact the productivity of teachers.

-The factors that impact the learning process.

Thank you for your time and contribution.

P. Saraswathy a/p Palaniapan Sheila Devi Subramaniam

Head of English Language Panel SALC & HIP Coordinator

Section One: (General Information about Respondents)

1. School where you work : SMK TUNKU BESAR

a. English Language option teacher

● The following procedures are essentially applied to English Language

No Statement Agree Not sure Disagree

1 Model answers are always used in correcting the /

2 The students’ marks in the examination indicate /

3 Teacher use table of specifications when designing /

4 English Language teachers need to attend /

5 Testing Speaking and Listening is an essential /

6 Examinations of English Language are set within /

7 The time allocated for these examinations is /

8 Testing listening and speaking skill improve /

9 Testing reading comprehension is an essential /

10 Written examinations do not measure all language /

11 Examination and testing results are important /

12 Examination items are graded logically [ from easy /

13 Diagnostic tests are used to point out areas in /

15 Examinations have positive effect on the students’ /

16 Examinations reveal the students’ strengths and /

17 Examinations test the students’ ability to use the /

18 Examinations have positive feedback on both /

19 It is targeted to curriculum objectives and /

No Statement Agree Not sure Disagree

20 Most of the teachers in the English Panel have a /

21 The teachers are caring and respects the students. /

22 The teachers collectively brainstorms on /

23 Do you need professional development activities ? /

24 Do you try innovative methods for better learning? /

25 Do you need specialized training and seminar for /

26 The students progress is of utmost importance. /

STUDENTS’ LEARNING STRATEGIES

No In my class, when students have an assignment, Always Often Sometimes

27 They begin by identifying their goals. /

28 The make a plan about how they will complete it. /

30 They think they will do well /

31 It is important for them to be interested in what /

32 Their goal is to really understand what they have /

33 They talk themselves through the steps as they are /

34 They concentrate fully on their tasks. /

35 They break down the task into smaller , easier /

36 They keep track of how well they are doing. /

37 They try different ways of doing it if they feel /

38 They think they will succeed because they do /

39 They think they will be able to do it because I have /

40 They will try new strategies to succeed. /

Section : Technology Experience

No With regard to computer technologies for Agree Undecided Disagree

41 I have no experience with them. /

42 I have attempted to use them in my classroom, but /

43 I feel comfortable using them in my classroom. /

44 I am very proficient in using a wide variety of /

45 I often integrate them in my teaching activities. /

● The following procedures/strategies are essentially applied to English Language

Num Statements Agree Not Sure Disagree

1 I understand the KSSM SOW /DSKP contents very /

2 I have read through the SOW’s and the DSKP’s /