English EDEM for Beluran Schools

AN EDUCATIONAL PROGRAME:EDEM

JM40261, JM402751.0 WHY LEARNING ENGLISH AND THE PROBLEM OF LEARNING

There are many reasons why Malaysian learns English; and our pupils probably do so for one

or more of these reasons;

a) English is a compulsory subject in the Malaysian school curriculum. So for many pupils,

their reason for learning English is because they have to.

b) Proficiency in English opens the door to greater opportunities for further education,

especially at tertiary level. It also enables pupils to gain access to the vast amount of

literature and information in all fields of learning, especially Science and Technology.

c) English is the language of international communication. Some pupils learn English because a

good knowledge of English will enhance their chances of securing a good job, and getting

promotions.

d) Status- Many pupils feel that ability to speak English is a status symbol. It makes them feel

‘better’ than those who can only speak their mother tongue.

The aim of English Language instruction in Malaysian school is to enable the learners to

communicate effectively and efficiently in English in social and professional situations. They

should be able to use English for different purpose for example, ask for information, and

understand instructions, read textbooks or manual and write reports. This mean they need to

learn to listen and understand, read and understand, speak and write accurately, fluently and

appropriately. To achieve this, they need to learn pronunciation, grammar, appropriacy and the

language skills-reading, speaking, listening and writing.

But it seems that learning English is always a big issue especially for those who live in

rural area in Malaysia included Beluran district in Sabah. English was always being said as a

‘killer subject’ for general examination either in primary school or secondary school. Writing is

the language skill that most pupils are least proficient with especially in tenses, singular-plural

rules and the position of adjectives and adverbs in a sentence.

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JM40261, JM402752.0 FACTORS of MASTERING ENGLISH PROBLEM: A CASE IN SK MOYNOD,

BELURAN, SABAH

Map 1: The location of SK Moynod, Beluran, Sabah

2.1 The school location

Beluran is a town and a district located in the Sandakan Division, in the east

Sabah, East Malaysia on the island of Borneo. It has 45 primary schools and 6 secondary schools

make a total of 51 schools. Most of the school are afar from the town it self. Some of the school

will spend three to four hours the reach Beluran town.

SK Moynod is located 40 km from the town of Beluran, Sabah and about 100 KM from

Sandakan. The school was built in Ladang Sabah Estate. The comunity races are Sungai, Dusun,

Kadazan, Visaya and Bugis. They are working as estate worker, farmers and also self-working. It

is operated in two session – morning and evening.

The facility are a “surau”, estate clinic, solar electricity/ generator set provided by the

estate, water supply is based on tank availability and is keep from the rain. The school

connected to the main road by gravel road.

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SK MOYNOD, BELURAN

Berkat Setia Sdn.BhdKTS Plantation Sdn. Bhd.

IOI Corporation Sdn Bhd

BELURAN TOWN

http://en.wikipedia.org/wiki/File:SabahDistricts-Beluran-pp.png


JM40261, JM40275The average registration of pupils yearly is about 150 to 250 pupils. Mainly, pupils are

from the family who works with Berkat Setia SDN. BHD., IOI Corporation and KTS plantation

SDN BHD and some from nearby villages estate small holders. The pupils from Berkat Setia

spend about 30 minutes to reach the school while from KTS Plantation needs about 1 hour.

Pupils from KTS Plantation are the most afar from the school.

SK Moynod has 23 teachers and 4 supporting staff. Administered by a headmaster, three

senior teachers and an afternoon session senior teacher.

2.2 Factors of English Learning Problem in SK Moynod

Learning English problem issues occur in SK Moynod are due to several factors as observed by

teachers in SK Moynod and by interview with pupils, headmaster and the Head Of Language

Unit, Beluran District Educational Office, Sabah;

i) Lack of interest among pupils towards English as they thought that English is a difficult

subject;

ii) English exposure is limited due to the limited coverage of electricity causing no television,

radio, CD/VCD/DVD player or other media. Some of the pupils resident electric supply are

on generator set that won’t be available for the whole day as it is the estate policy ;

iii) Learning materials is limited which is solely dependent on the text books supplied by the

school because some of the parents are less able to buy additional materials or do not

understand the needs of children in learning;

iv) The parents are categorized as less-income and less educated unable to buy materials or even

to provide educating surrounding in house as analyzed in Pupils Information System (SMM).

v) No internet facility at home and school.

vi) No functioning computer lab in school.

vii)Limited contact hour in school as for year 1 and 2 they have only 5 hours contact per week

and for year 3 to year 4 only 3 and a half hour.

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JM40261, JM40275So programs that can be implemented in a simplest way but overall teach all English

skills – Speaking, Reading, Listening and writing must be innovated. This paper will propose a

school program that in our opinion will develop pupils’ interest in learning English for primary

pupils in a simple way but surely effective especially in mastering the grammar as the basic of

the English language.

3.0 English teaching programs

There were many programs applied by school in order to get better achievement in English such

as School Based Assestment – SBOA, Buddy Support System (Sistem Bimbingan Taulan),

Proffessional Learning Community (PLC) and the latest program applied is the English

Language Teacher Development Project (Native Speaker) between Ministry of Education and

British Council.

In school level activities like a word a day, a sentence a day, singing/action song, choral

speaking, public speaking and drama competition, walking dictionary, big book, small book,

role-play, tongue twister, word attack, dictation and Spell It Right (SIR) are the examples of

activities done in such selected program like English Day, English, Month, English Camp or

English Village.

There are lots of activities and program done but still there always a need for innovation

of activities or program that meet the need of effective learning English in different purpose.

4.0 EVALUATION OF PROGRAMS

Talking on how to improve English achievement, there were many programs introduced in order

to maximize the achievement of school objectives which is pupils will be able write with

minimal or absolutely zero grammar error. The SWOT analyses of those programs are stated in

the table 1.

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JM40261, JM40275Table 1: The SWOT analyses of some programs

Programs Strength Weakness Opportunity ThreatSBOA Focus on listening

and speaking skill of pupils.

Improve pupils communication in English

Pupils can’t understand the questions or even speak .

Did not emphasize on grammar rules.

Pupils motivated to challenge other pupils to communicate.

Pupils have limited vocabulary.

Unable to use grammar correctly as no further improvement in grammar. It is just interviewing.

Buddy Support System

Improve teacher’s ability to teach English.

Non-optionist will be able to understand the knowledge of English that should be taught.

Improve teachers’ English skills.

Need extra time for discussion which is 1 hour per week.

Teacher with good English aggregate able to share their knowledge.

Time available for teachers for discussion are limited.

Proffessional Learning Community (PLC)

Improve teacher’s teaching strategies.

Identify most difficult topic to be mastered.

Encourage teamwork.

Emphasize only one topic in a lesson.

Happen only as scheduled.

More contact hour among teachers to discuss the lesson problem.

Research nature applied among teacher towards excellence of teaching.

Time constraint among teachers to optimally applied.

English Language Teacher Development Project(Native speaker)

English teacher for Level 1 classes, for selected schools will be given expert advice from the English native speaker as the teachers’ mentor.

Improving teacher’s teaching and learning strategies.

Contact hour with the mentor is limited that is only one day per week per school.

Not based on students learning only focus on the teachers.

Not emphasized on pupils achievement in grammar.

All teachers and students motivated to speak English.

Expert services on building good nature of teaching English.

Teachers desire to cooperate with mentors are lowered as they have to complete their own daily task.

Teachers unable to speak good English that won’t help much in building good discussion.

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JM40261, JM402755.0 E:EDEM PROGRAM

E:EDEM PROGRAM is a method of English learning that cost effective but to allow all

students learn English especially grammar in optimum time. This method will also provides the

basic of learning English which allow them learning grammar especially in the mastery of parts

of speech: nouns, pronouns, verbs, adverbs, preposition, articles and adjectives.

Besides the limited interactive learning that is 5 hours/ 10 periods per week of learning

under KSSR policy and 3 ½ hours / 7 periods per week in KBSR, pupils urged to study extra

time in a smart way themselves.

This program will be done to be conjoined with School Based Oral Assessment (SBOA)

program. SBOA program is focused in fluency, pronunciation, grammar, ethics and mannerism.

E:EDEM will provide a space to discuss some grammar rule such as subject-verb-agreement,

singular-plural and even the placement of adverbs and adjectives in a simple sentence.

It is believe E:EDEM will be a good match for SBOA as all language skills – writing,

reading, listening and speaking will be tested.

The key of English sentence is the verbs (so do in Bahasa Malaysia). Without verbs the

sentences result incomplete. E: EDEM will emphasize on recognition of verbs so pupils will be

understand the whole sentences easily by understanding the verbs.

5.1 CONCEPT

The concepts of the program are:

i) The program is based on student self- access learning but monitored by the teacher.

ii) The program done by planned schedule.

iii) The activity is organized by the English panel.

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JM40261, JM40275iv) To push pupils to study English in a simplest guided way.

v) It is a yearly program.

5.2 PURPOSES

The purposes of the program are:

i) To gain pupils’ basic knowledge in grammar items-subject-verb-agreement, singular-

plural rules, adjectives and adverbs.

ii) To motivate pupils to learn English every minutes they are free.

iii) To improve the quality of learning among pupils by familiarizing themselves to use

dictionary frequently.

iv) To improve the result of English Language in general examination.

v) To gain pupils’ interest in learning English.

5.3 METHOD OF IMPLEMENTATION

The methods of implementation are:

i) Form the committee in school.

ii) Pupils given the instrument and complete the tasks based on the planned schedule.

iii) Teachers basically the subject teacher will do the marking and give some comments to

improve pupils writing according to certain rules;

o Subject-verb-agreement

o Singular – plural

Spelling

Capitalization

Fragment error.

iv) Pupils do their correction on the mistake done.

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JM40261, JM40275v) The panel attends meetings to discuss the pupils’ achievement and plan activities to

rectify the weakness of pupils where appropriate.

vi) Successive activities done to improve remedial pupils’ achievement.

vii)Teacher will do some interview for all pupils to trace and discuss the problem faced the

most by the pupils and to suggest the way to improve themselves.

5.4 ORGANIZATION: STEERING COMMITEE

CHAIRMAN

The School Headmaster

VICE CHAIRMAN

All Penolong Kanan

COORDINATOR

The Head of English Panel

SECRETARY

English Teacher (Level 2)

MEMBERS

All English teacher

5.5 EXPECTED RESULT

The expected result from the program are:

i) All pupils able to build the nature of learning English in every corner of time available.

ii) Improvement of general examination result.

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JM40261, JM40275iii) All school implement the bench-marking method to improve their teaching and learning

method.

iv) Will fulfill the MBMMBI policy: Back to the basic (which is one of the element is to

improve the knowledge of basic grammar).

v) To improve teacher’s methodology of teaching in class.

vi) Pupils will be able to construct sentences with minimal grammatical error.

6.0 IMPLEMENTATION OF PROGRAM

6.1 PROGRAM TIMELINE

Table 2: The Program Timeline

Project First Activity Timeline

Activities Time line Person responsible

Established Steering committee in School Level

Begin Monthly meeting

January GB, Penolong Kanan

Kurikulum, Head panel

Promote facilitator for each class February Head Panel, facilitator

Distribution of material and complete task Phase 1.

Marking of pupils’ task.

Discussion with and correction job.

Februari Facilitator, head panel

Completion of task Phase 2.


Discussion with and correction job.

Monthly Test 1.

March Facilitator, head panel

Steering committee begin a monthly review

1st quarterly report March Facilitator and pupils

Completion of task Phase 3


Discussion with pupils and correction job.

April Facilitator and pupils

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JM40261, JM40275

Continue…

Project First Activity Timeline

Activities Time line Person responsible




Mid term examination.

May Facilitator and pupils


2nd quarterly report. May Facilitator, head panel




June Facilitator and pupils




Monthly Test 2.

July Facilitator and pupils


3rd quarterly report August Facilitator, head panel

Completion of task Phase7



September Facilitator and pupils


4rd quarterly report

October Facilitator, head panel

* Discussion with pupils will be done to identify the problem writing sentences especially on S-V-S, S-P rules, adjective and adverbs.

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JM40261, JM402756.2 ACTIVITIES BY PHASE PER CLASS

Table 3: Activities Per Class

Action Verbs by

Phase

Activities Per class

Year 3 Year 4 Year 5 Year 6

(SIMPLE SENTENCES BASED ON A

SENTENCE STRUCTURE FORMULA)

1 (1 – 10)

February

Simple Present

Tense

Simple Present

continuousTense

Compound

sentences

Complex

sentences

2 (11-25)

March

Simple Present

Tense

Simple Present

continuousTense

Compound

sentences

Complex

sentences

3 (26-40)

April

Simple Present

Tense

Simple Present

continuousTense

Compound

sentences

Complex

sentences

4 (41-60)

May

simple past tense simple past

Continuous tense

Compound

sentences

Complex

sentences

5 (61-80)

June

& simple past tense simple past

Continuous tense

Compound

sentences

Complex

sentences

6 (81-100)

July

simple past tense simple past

Continuous tense

Compound

sentences

Complex

sentences

7 (101-120)

September

Future Tense simple past

Continuous tense

Compound

sentences

Complex

sentences

* If pupils are fast learner, they are encourage to refer to the dictionary to identify other form of

verbs and construct their own sentences. Or even to write sentences for the whole types of tense

for the whole action verbs : that would be 600 sentences.

(120 action verbs * 5 types of tenses –

i) present tense for singular and plural subject,

ii) past tense,

iii) present continuous tense,

iv) past continuous tense,

v) future tense)

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JM40261, JM402756.3 THE INSTRUMENT

6.3.1 Action verbs list

Table 4: The list of Actions verbs

BIL PRESENT PAST MEANING1 bathe bathed mandi2 brush brushed berus3 buy bought beli4 collect collected kumpul5 comb combed menyikat6 come came datang7 cook cooked masak8 do(es) did buat9 draw drew lukis

10 drink drank minum11 eat ate makan12 fish fished memancing13 go went pergi14 has had ada15 have had ada16 hop hopped lompat17 is was ialah18 jump jumped lompat19 learn learnt belajar20 like liked suka21 play played main22 pray prayed sembahyang23 read read membaca24 run ran lari25 sing sang menyanyi26 sleep slept tidur27 walk walked berjalan28 add added tambah29 am was ialah30 are were ialah

BIL PRESENT PAST MEANING31 catch caught tangkap32 clean cleaned membersihkan33 crawl crawled merangkak34 croak croaked menguak

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JM40261, JM4027535 cycle cycled berbasikal36 drive drove memandu37 fly flew terbang38 glide glided menyusur39 kick kicked tendang40 ligt lighted memasang 41 listen listened dengar42 live lived tinggal43 open opened buka44 ride rode menunggang45 roar roared mengaum46 sell sold jual47 show showed tunjuk48 substract substracted tolak49 sweep swept sapu50 swim swam berenang51 take took ambil52 turn turned toleh53 twinkle twinkled berkelipan54 wake up woke up bangun55 watch watched memerhati56 write wrote tulis57 work worked bekerja58 water watered menyiram59 bark barked menyalak60 beat beat pukul

BIL PRESENT PAST MEANING91 hold held pegang92 hope hoped berharap93 introduce introduced memperkenalkan

94 iron ironed menggosok95 join joined sambung/ikuti96 leave left tinggalkan97 lend lent pinjamkan98 lift lifted angkat99 make made buat

100 meet met bertemu101 move moved bergerak

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JM40261, JM40275102 paint painted mengecat103 paste pasted menampal104 pat patted membelai105 peel peeled mengopek106 pin pinned mengepin107 plan planned merancang108 plant planted menanam109 practise practised berlatih110 prepare prepared menyediakan111 press pressed tekan112 pretend pretended berpura-pura113 purr purred mengiau114 receive received terima115 repair repaired116 repeat repeated ulang117 ring rang berdering118 rise rose terbit119 hear heard dengar120 help helped tolong

BIL PRESENT PAST MEANING121 score scored menjaringkan122 scream screamed menjerit123 serve served menghidang124 sew sewed menjahit125 shop shopped membeli126 slip slipped tergelincir127 spin spinned berpusing128 spread spread menebar129 stop stopped berhenti130 bargain bargained menawar131 carry carried angkat/bawa132 circle circled bulatkan133 count counted kira134 cover covered tutup135 cross crossed menyeberang136 deliver delivered hantar137 destroy destroyed musnah138 design designed melakar

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JM40261, JM40275139 dig digged menggali140 engage engaged bertunang141 enjoy enjoyed suka142 enter entered masuk143 excited excited bersorak144 explore explored menyelidik145 fall fell jatuh146 finish finished habis147 guide guided memandu/bawa148 march marched berkawat149 need needed perlu150 roll rolled bergolek

BIL PRESENT PAST MEANING151 rush rushed bergegas

152 think thought berfikir

153 throw threw baling

154 use used guna

155 visit visited melawat

156 wave waved lambai

157 weigh weighed berat

158 wipe wiped mengelap

159 wish wished harap

160 answer answered jawab

161 sketch sketch melakar

162 steam steamed kukus

163 stuff stuffed menyumbat

164 surround surrounded mengelilingi

165 tell told beritahu

166 touch touched sentuh

167 try tried cuba

168 wrap wrapped bungkus

169 slice sliced hiris

170 chop chopped potong

171 fry fried goreng

172 hiss hissed bunyi ular

173 buzz buzzed bunyi lebah

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JM40261, JM40275

174 cluck clucked berkokok

175 grunt grunted bunyi beruang

176 hoot hooted bunyi burung hantu

177 meow meowed bunyi kucing

178 neigh neighed bunyi kuda

179 quack quacked bunyi itik

180 gallop galloped lari kuda

BIL PRESENT PAST MEANING181 flutter fluttered sembelih182 obey obeyed menurut perintah

183 operate operated mengendali184 pick picked ambik/angkat185 point pointed tunjuk186 prefer prefered lebih suka187 pull pulled tarik188 pull out pulled out keluar189 remove removed keluarkan190 see saw lihat191 say said cakap192 depart departed berlepas193 praise praised puji194 scold scolded marah195 wear wore pakai196 break broke pecah197 kill killed bunuh198 sting stung sengat199 slip slipped tergelincir200 shout shouted menjerit201 strike stroke pukul202 stick stuck melekat203 announce announced mengumumkan

204 inform informed memberitahu205 arrive arrived tiba206 push pushed tolak207 punish punished denda208209

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JM40261, JM40275

SUBJECT GROUP

To be able to write subject-verb agreement correctly, pupils shoud know the subject group.

Table 5 : The Subject Group

Verb to be Verb to do Verb to have

GROUP 1 I amwas

dodid

havehad

GROUP 2

HeSheIt

Ali(Singular)

iswas

doesdid has

had

GROUP 3YouWe

TheyAli and Abu

(plural)

arewere

dodid

havehad

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Verbs Articles Nouns

Pronouns

NounsAdjectives


JM40261, JM40275

6.4 THE SENTENCE STRUCTURE

Pupils may be expose to the sentence structure to simplify the way they make sentences.

6.4.1 Structure 1 = Simple sentences

The boy is eating an apple.

6.4.2 Structure 2 = Simple sentences with adjectives

The boy is eating a red apple.

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Pronouns

Nouns


JM40261, JM40275

6.4.3 Structure 3 = Using Preposition and adjectives (could be without adjectives)

The boy is at the city park.

6.4.4 Structure 4 = Using adverbs

The boy is sitting leisurely.

Note:

Teachers are advised to paste the formula of sentence structure in their class or language learning

room to simplify the way they teach.

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Pronouns

NounsAdjectivesPreposition

VerbsNouns

Pronouns

Adverbs

NOUNS/PRONOUNS VERBS PREPOSITION ATICLES ADJECTIVES NOUNS(P3AF2) ADVERBS


JM40261, JM40275

Adapted from: Azizah Othman dan Samidon Abdullah. 2006.

7.0 SWOT ANALYSIS FOR E:EDEM

7.1 STRENGTH

1. The learning process will focus on mastering grammar in a simplest way.

2. Pupils know the placement of adverbs and adjectives in a sentence.

3. The learning process encourage pupils to learn the language from the basic to more

complex as in Year 3 & 4 they will construct sentences in simple structure and in Year 5

and 6 compuound sentences and complex sentences respectively.

4. Pupils will familiar with the types of tenses and how to write correctly.

5. Enable better way to introduce subject-verbs-agreement (S-V-A).

6. Enhance pupils knowledge in singular-plural (S-P) usage in a sentence.

7. Clarify pupils understanding the difference of rules between S-V-A and S-P.

8. Pupils will have their proof of acvievement.

9. Highly motivate pupils to improve themselves every after discussion activity.

7.2 WEAKNESS

1. Emphasize only on simple, compound and complex sentences and not writing a

composition in paragraph.

2. Needs so much time in discussing pupils’ understanding on the concept of E:EDEM.

3. Need to copy instruments every year.

4. Pupils need to bring the book all the time and there will be a tendency to be damage as

pupils unable to take care of the book.

5. The sentence construction is only based on active voice.

7.3 OPPORTUNITY

1. The English panel has the cost support from the school budget.

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JM40261, JM402752. The number of pupils in the school are not too big and will not burdening much for

facilitator to do the interview session.

3. The pupils’ parents are mostly working and they know the importance of mastering

English. Support from family will help to achieve the objectives.

7.4 THREAT

1. Non-optionist teacher. They themselves did not have the English basic such as Tenses

and the sentence structure.

2. The teacher burdened with other tasks – reporting, filing system, co-curriculum activity.

3. Time constraints.

4. Pupils’ behaviour are un - predictable.

5. Pupils thinking skill are limited.

6. ‘spoon-feeding’ nature among pupils unable to optimize pupils skill.

8.0 Suggestion

In order to make sure the program is a success, there are certain matters to be considered as

stated below:

1. Teachers must be very motivated to spare some more time out of his/her teaching period as

the program will ask some extra time for marking the answers given by pupils. The more

pupils in the class, the more tasks the teacher will handle. If there are too many pupils and it

is burdening for teachers, the task could be given in group but the challenge is, there will be

members that rely on his/her friend effort and won’t be cooperative. In that way it will

harder to evaluate one’s achievement.

2. Some pupils especially remedial pupils will unable to complete the task because the

knowledge of constructing sentences is very limited. The teacher must be very committed to

force them to involve actively as this is the only way they can learn instead of zero skill.

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JM40261, JM402753. This task will ask very high commitment for teachers to make sure the program is a success.

So the school authority must understand the task of teachers by not giving so much

administration task. The school also can provide sufficient teachers and fairly distribute

teaching schedule for teachers. Providing sufficient English teachers is a challenge as we

know that the numbers of English teachers are still insufficient. There are scenarios that

Ustaz and Ustazah be a bidan terjun. This issue can be rectified by providing effective

training.

4. Teacher must be very strick to their pupils as they have to complete each phase on-time.

9.0 CONTIGENCY PROGRAM

The E:EDEM program proposed may face problem especially in big number of pupils. So a

contigency program can be done.

The Ministry and State Educational Department had introduced a Near Miss Pass and

Near Miss Excellent which is:

i) Near Miss Pass

Is a target to help pupils that in low achievement but has the potential to pass in

examination. The schools are urged to plan improvement programs for the group that

identified to enable to pass.

ii) Near Miss Excellent

Is a target to help pupils that in moderate achievement but has the potential to be

excellent in examination. The schools are urged to plan improvement programs for the

group that identified to enable to be excellence.

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JM40261, JM40275

The program can be done only for the selected pupils. The subject teacher can polish the

pupils’ potential attentively. The advantage of this plan is that teachers will not burdened too

much to check pupils’ answer. The percentage of program success will be more achieveable as

the focus group is smaller and given more attention.

10.0 CONCLUSION

ENGLISH: EVERY DAY, EVERY MINUTES (E:EDEM) is a program that believe

as cost effective, more practical in rural area but also practicable in town area. It is focus on

writing simple sentences but can be expand to constructing compound and even complex

sentences. The sentence constructions are based on a list of “actions verbs” as the key of

sentences.

The result of applying E:EDEM is expected pupils will be able to write sentences with

less grammatical error.

We are highly positive that the program will give the best way to introduce English

grammar to young English learner.

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JM40261, JM40275

REFFERENCE

Anna Fung Wai Choo, Chai Moo Hung, Irene Loo Pat Tai, Lee Fun Chow, Margaret Fong, Mary Anne Fernando & Ruth Suppiah. 1992. Foundation English 1: Grammar and writing. Shah Alam :Institut Teknologi Mara.

Azizah Othman dan Samidon Abdullah. 2006. Meningkatkan Kemahiran Murid Membina Ayat Mudah Dengan Struktur Yang Betul Dalam Bahasa Inggeris Menggunakan Formula P/NVPA/PO/ S2CD/OP3/AF2. Jurnal Kajian Tindakan Negeri Johor (Sekolah Rendah). http://www.arjpnj.com/ktindak/files/binaayat.pdf.

Ministry Of Education Malaysia. 2001. English Curriculum: Sekolah Kebangsaan . Ministry Of Education Malaysia: Curriculum Development Centre.

Ministry Of Education Malaysia. 2003. Curricullum Specifications Year 5: Sekolah Kebangsaan. Ministry Of Education Malaysia: Curriculum Development Centre.




Mustafa Zubair. 2002. Basic English Grammar : Asas Tatabahasa bahasa Inggeris. Cetakan pertama. Selangor: Crescent News (KL) Sdn. Bhd.

Nesamalar Citravelu, Saratha Sithamparam & The Soo. Choon. 2005. ELT Methodology: Principles and Practice. 2nd edition. Selangor: Penerbit Fajar Bakti.

SK Moynod. 2008. SK Moynod Strategic Plan 2008-2012.

Internet Refference

http://en.wikipedia.org/wiki/English_grammarhttp://grammar.about.com/od/rs/g/syntax.htmhttp://www.usingenglish.com/reference/irregular-verbs/

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http://www.usingenglish.com/reference/irregular-verbs/

http://www.arjpnj.com/ktindak/files/binaayat.pdf


JM40261, JM40275http://en.wikipedia.org/wiki/Beluranhttp://en.wikipedia.org/wiki/Education_in_Malaysia

Interview:

Interview with The Headmaster of SK Moynod. 18th April 2012.

Interview with English teachers of SK Moynod. 18th April 2012.

Speech by the Head of Language Unit, Mr Ramli Idtol, PPD Beluran in conjunction with Bahasa Melayu Camp 2012 at SK Moynod. 19th April 2012.

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http://en.wikipedia.org/wiki/Education_in_Malaysia

Documents

English EDEM for Beluran Schools