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Program Imersif Tinggi (HIP) merupakan sebuah program yang diperkenalkan di bawah
dasar MBMMBI yang bertujuan untuk meningkatkan penguasaan bahasa Inggeris dalam
kalangan murid-murid melalui pendedahan yang lebih tinggi kepada bahasa tersebut di
sekolah. Perkara ini merupakan suatu pengukuhan kepada Surat Pekeliling Ikhtisas bil.
1/1999: Garis Panduan Pengendalian Aktiviti Sokongan Bahasa Inggeris Di Sekolah
(No. Rujukan: KP (BS) 8591/Jilid XV/ (1) 4 Januari 1999) bagi pelaksanaan aktiviti
peningkatan penguasaan bahasa Inggeris di dalam dan di luar kelas. Ia juga bertujuan
untuk memupuk sikap dan pandangan yang positif terhadap pembelajaran dan
penggunaan bahasa Inggeris.
The Highly Immersive Programme (HIP) is a programme introduced under the MBMMBI
policy that will improve the English proficiency of students through increased exposure
in schools. It is a reinforcement of the 1999 MOE circular on implementing English
enrichment activities in and out of class. It also aims to inculcate positive behaviours
towards the learning and usage of the English Language.
Tidak, ianya bukan sebuah program baharu, malah ia merupakan pengukuhan terhadap
pekeliling Kementerian Pendidikan Malaysia yang dikeluarkan pada tahun 1999 untuk
melaksanakan aktiviti-aktiviti penguasaan bahasa Inggeris di dalam dan di luar kelas.
Apa yang berbeza adalah pelaksanaan HIP. Pendekatan yang digunakan adalah untuk
memberi kuasa kepada sekolah, dilaksanakan oleh sekolah dan untuk sekolah.
Sekolah-sekolah akan dibekalkan dengan sarana sebagai panduan untuk melaksanakan
perancangan aktiviti yang lebih komprehensif, berdasarkan latar belakang dan
keupayaan mereka. Sarana ini akan mengandungi contoh-contoh amalan terbaik dari
sekolah-sekolah yang telah melaksanakan aktiviti peningkatan penguasaan bahasa
Inggeris di dalam dan di luar kelas.
Tambahan pula, satu mekanisme sokongan akan dibina bagi menggalakkan sekolah-
sekolah untuk berkongsi, belajar dan memberi galakkan antara satu sama lain dalam
melaksanaan aktiviti pengayaan bahasa Inggeris.
No, it is not a new programme since it is a reinforcement of the 1999 MOE circular on
implementing English enrichment activities in and out of class.
What is different is the way we are implementing HIP. The approach is to empower
schools, by the schools and for the schools. Schools will be provided with a toolkit so
that they will be guided for a more purposeful planning of activities, based on their local
context and capabilities. The toolkit will contain examples of best practices from schools
that have implemented English enrichment activities in and out of class successfully.
There will be a support mechanism to encourage schools to share, learn and encourage
each other on the implementation of English enrichment activities.
Oleh itu, HIP diperkenalkan untuk menyediakan satu mekanisme sokongan seperti
pembelajaran di antara rakan setugas, sokongan oleh jurulatih, pegawai pendidikan
daerah dan negeri, sarana yang mempertimbangkan pelbagai peringkat kesediaan dan
tahap penglibatan ibu bapa dan masyarakat.
While the 1999 circular already states that schools are required to implement English
enrichment activities, the Ministry recognises that its implementation has been yielding varying
levels of success across schools in the country. This is largely due to different levels of
understanding and operational know-how.
As such, HIP is being introduced to put in place a mechanism of support, such as peer-
to-peer learning, support by coaches, district and state officers, a toolkit that considers
different levels of readiness and greater involvement from parents and community.
HIP toolkit contains a menu of activities that schools can adopt according to their levels
of readiness. These activities are categorised into In-Class, Out of Class and Extra
Classes. The list of activities are options for schools to choose from, in which schools
can opt to choose to implement one or more, if they wish.
These activities are existing examples obtained from schools throughout the country,
from both rural and urban schools. Examples of these activities are Story Time, A Word
A Day, Action Song, presentations in Weekly Assembly and using English during
Teachers Day and school events .
Schools are also encouraged to come up with their own creative activities that are not in
the toolkit. If these activities prove to be effective, they may be considered for inclusion
in future iterations of the toolkit as best practices.
4. Apa yang akan berlaku kepada aktiviti-aktiviti pengayaan bahasa Inggeris sedia ada
yang sedang dilaksanakan?
Sebarang aktiviti pengayaan bahasa Inggeris sedia ada boleh diteruskan dan
dirangkumi di bawah program HIP. Sekolah digalakkan untuk terus melaksana dan
meningkatkan aktiviti pengayaan bahasa Inggeris sedia ada jika ia telah mencapai
kejayaan dan menghasilkan keputusan yang baik.
Any existing English enrichment activities can be continued and folded under the HIP
programme. Schools are encouraged to continue on implementing and improving their
existing English enrichment activities if they have achieved success and yield good
results.
However, under HIP, we would like schools to further strengthen the implementation of
activities and look at introducing more and higher level activities to constantly increase
the bar.
HIP adalah sejajar dengan Aspirasi Murid Pelan Pembangunan Pendidikan Malaysia
(PPPM) di mana PPPM memberi sokongan kepada murid-murid untuk menguasai
kemahiran dwibahasa untuk meningkatkan daya saing di peringkat global.
HIP is very much in alignment with the Student Aspirations of the Malaysian Education
Blueprint (MEB) in which the MEB espouses students to be bilingually proficient to be
globally competitive.
Shift 2 under the MEB ensures every child to be proficient in Bahasa Malaysia and
English language, and also encourages every child to learn an additional third language.
Berdasarkan PPPM, "Kajian antarabangsa menunjukkan bahawa masa pendedahan yang lebih
daripada 15-20% sedia ada diperlukan bagi murid menguasai bahasa Inggeris". Oleh itu, HIP
akan meningkatkan masa pendedahan kepada bahasa melalui penggunaannya dalam aktiviti di
luar kelas. Apabila murid-murid bermain, berinteraksi dan bersuka-ria menggunakan bahasa
Inggeris sebagai medium komunikasi dan pembelajaran, mereka akan menghargai bahasa
tersebut dan selesa untuk menggunakannya dalam kehidupan seharian mereka.
HIP akan dilaksakan bersama-sama program-program lain di bawah MBMMBI, untuk
mengukuhkan penguasaan dalam kedua-dua bahasa.
According to the MEB, “International research indicates that more exposure time than
the current 15-20% is required for students to achieve operational proficiency”.
Therefore, HIP will increase exposure time to the language through its usage in out-of-
class activities. When students play, interact and have fun using English as a medium
of communication and learning, they will develop an appreciation for the language and
be comfortable to use it in their daily lives.
HIP will run alongside programmes for MBMMBI, to strengthen the proficiency in both
languages.
Sebuah mekanisme sokongan akan dibina di peringkat daerah, negeri dan kebangsaan
untuk menggalakkan sekolah-sekolah untuk berkongsi, belajar dan menyokong satu
sama lain untuk melaksanaan aktiviti-aktiviti ini.
The approach is to empower schools, by the schools and for the schools. Schools will
be provided with a toolkit so that they will be guided for a more purposeful planning of
activities, based on their local context and capabilities. The toolkit will contain examples
of best practices from schools that have implemented English enrichment activities in
and out of class successfully.
There will be a support mechanism at district, state and national level to encourage
schools to share, learn and encourage each other on the implementation of these
activities.
HIP is based on a whole school approach, where it involves the principals, teachers,
students, parents and community. Parents and community support and participation are
very much encouraged in ensuring sustainability of the activities carried out in the
school.
HIP will be implemented in stages, commencing with the Pilot Phase in 2016 and will
eventually roll-out to all schools by 2018.
• Utara: Perlis
• Tengah : Perak
• Timur: Pahang
Identification of the pilot states are based on objective selection criteria that were agreed
upon by lab members:
v Start with primary schools and select state within a geographical zone with the
lowest 2014 UPSR results in English
· For ease of logistics and physical scalability: implement the pilot by zones
· North: Perlis
· Central: Perak
· East: Pahang
Implement by districts to pilot the Support, Monitoring and Peer Learning Model.
Districts selected to have a good diversity of schools e.g. types, rural and urban, low to
medium performing
Semua guru, bukan sahaja guru Bahasa Inggeris, digalakkan untuk menggunakan
Bahasa Inggeris dalam aktiviti luar bilik darjah. Guru-guru juga akan melaksanakan
pembelajaran berasaskan projek dan menggalakkan murid mereka untuk mencari
sumber dari internet, yang mana kandungannya dalam Bahasa Inggeris.
Dalam sarana, peranan Pemimpin sekolah dan Guru-guru diperjelas kerana mereka
menggalas tanggungjawab yang penting untuk menjayakan HIP.
Principals play a crucial role and they act as the “Anchor”, leading the school in creating
an English environment, motivating teachers and students, and actively involving
parents and the community.
All teachers, and not just the English teachers, are very much encouraged to use
English in their out-of-class activities. Teachers will also implement project-based
learning and encourage their students to conduct research on the internet, in which the
content will be in English.
In the toolkit, the roles for Principals and Teachers are explained as they are crucial for
the success of HIP.
Murid-murid dan ibu bapa perlu terlibat dan komited untuk menjayakan pelaksanaan
HIP.
Murid-murid adalah teras kepada program ini, dan peranan mereka adalah untuk
menjaga pembangunan peribadi dan pembelajaran serta memberi sokongan kepada
guru-guru dalam menjalankan aktiviti-aktiviti. Maklum balas daripada murid-murid juga
adalah penting dalam memastikan penambahbaikan HIP yang berterusan di sekolah.
Ibu bapa dan masyarakat memainkan peranan sebagai "Penyokong". Mereka boleh
membantu sekolah dengan pelbagai cara, seperti menyediakan kepakaran, menjadi
sukarelawan dan memberi bantuan di mana sahaja dan bila-bila diperlukan serta
menyediakan bantuan kewangan. Maklum balas ibu bapa mengenai perkembangan
anak-anak mereka adalah penting.
Students and parents need to be involved in and committed to HIP in order for it to be a
success.
Students are at the core of the programme, and their roles are to take charge of
personal development and learning and provide support to teachers in activities.
Student feedback is also important in ensuring continuous improvement of HIP in the
school.
Parents and community play the role of “Supporters”. They may assist the school in
many ways, such as providing expertise, lending help and assistance wherever and
whenever needed and providing financial aids. Parental feedback on their children’s
development is vital.
13. Adakah pelaksanaan HIP akan melibatkan perubahan jadual waktu sekolah?
Pelaksanaan HIP tidak akan melibatkan perubahan jadual waktu sekolah. Jadual waktu
sekolah akan diteruskan seperti biasa di mana Bahasa Inggeris akan diajar di dalam kelas
seperti biasa, manakala aktiviti luar bilik darjah akan dijalankan selepas waktu persekolahan.
14. Sekolah saya mempunyai sumber yang sangat terhad. Adakah saya masih boleh
melaksanakan HIP
Ya, anda boleh. Aktiviti-aktiviti dalam sarana ini termasuk pertimbangan terhadap kos
aktiviti, kemudahan pelaksanaan dan keperluan yang khusus bagi aktiviti-aktiviti yang
tertentu.
Oleh itu, sekolah boleh merujuk kepada pertimbangan ini dan memilih kegiatan yang
paling sesuai berdasarkan tahap kesediaan dan sumber sedia ada.
Yes, you absolutely can. The activities in the toolkit include parameters such as cost
required for the activity, ease of implementation and special requirements of the
particular activity.
Hence, schools can refer to these parameters and select activites that are most suited
for their current level of readiness and resources.
Sarana tersebut disertakan dengan alat penilaian yang direka untuk sekolah-sekolah untuk
terus menilai kemajuan mereka dan melaksanakan aktiviti yang lebih kompleks dan apabila
mereka bersedia.
Would the progress of the school be evaluated?
Oleh itu, kejayaan diukur berdasarkan perubahan tingkah laku yang positif di sekolah
dan penglibatan pemimpin sekolah, guru-guru, murid-murid, ibu bapa dan masyarakat.
Tiada KPI akademik bagi sekolah kerana HIP tidak bertujuan untuk menggalakkan
pembelajaran berasaskan peperiksaan.
HIP is meant to increase the usage and exposure of the English language in school,
especially out of class. All activities are encouraged to be carried out in a fun, learning
environment which builds the confidence level of the student to use the language more
frequently.
Hence, success is measured based on positive behavioural changes in the school and
the participation of the principals, teachers, students, parents and community.
There will be no academic KPI for the schools as HIP is not meant to encourage exams-
based learning.