Buku Panduan Akademik PISMP 2018
1
Pengenalan
Matlamat
2
2
Objektif Pendidikan Program (PEO) 3
Hasil Pembelajaran Program
Kemahiran Insaniah
4
5
Kalendar Akademik 6
Struktur Kursus PISMP Ambilan Jun 2017
Ringkasan Maklumat Kursus Versi Pelajar
Jadual Waktu Semester 2 Tahun 2
8
10
72
Struktur Kursus PISMP Ambilan Jun 2016
Ringkasan Maklumat Kursus Versi Pelajar
Jadual Waktu Semester 2 Tahun 3
74
76
123
Struktur Kursus PISMP Ambilan Jun 2015
Ringkasan Maklumat Kursus Versi Pelajar
Jadual Waktu Semester 2 Tahun 4
125
127
177
KANDUNGAN
Buku Panduan Akademik PISMP 2018
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PENGENALAN PROGRAM IJAZAH SARJANA MUDA PERGURUAN (PISMP)
Program ini dikhususkan untuk melatih guru dalam pelbagai bidang bagi memenuhi
keperluan Kementerian Pendidikan Malaysia untuk melahirkan guru sekolah rendah
yang berijazah. Program pengajian yang ditawarkan adalah bertujuan untuk memberi
ilmu pengetahuan dan menyediakan pengalaman bagi membolehkan bakal guru
mempunyai pengetahuan dan kemahiran asas yang berkaitan dengan profesion
perguruan. Program ini ditawarkan di kampus Institut Pendidikan Guru (IPG) di
seluruh negara.
MATLAMAT
Matlamat program ini adalah untuk melahirkan guru siswazah sekolah rendah yang
terlatih, dinamik, berwibawa dan kompeten dalam melaksanakan tugas-tugas mereka
sebagai pendidik dan memenuhi hasrat Falsafah Pendidikan Kebangsaan dan
Falsafah Pendidikan Guru.
Buku Panduan Akademik PISMP 2018
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OBJEKTIF PENDIDIKAN PROGRAM (PEO)
PEO adalah pernyataan-pernyataan yang menjelaskan hasil-hasil pendidikan yang
perlu dicapai oleh setiap graduan dalam sesebuah program akademik setelah berada
di alam pekerjaan selama di antara 3 hingga 5 tahun. Program ini mempunyai enam
(6) PEO yang perlu dicapai oleh setiap graduan.
PEO 1 Berpengetahuan (PLO1) dan berkemahiran praktikal (PLO2) dalam bidang keguruan selaras dengan kehendak organisasi dan pelanggan.
PEO 2 Menjana penyelesaian masalah (PLO3) dalam bidang keguruan melalui pendekatan saintifik (LO3) secara inovatif, kreatif dan beretika (PLO8).
PEO 3 Berkomunikasi (PLO4) secara berkesan dengan memartabatkan bahasa Melayu sebagai bahasa ilmu dan memperkukuhkan bahasa Inggeris.
PEO 4 Berupaya mencari dan mengurus maklumat yang relevan daripada pelbagai sumber (PLO6).
PEO 5 Mempamerkan kemahiran keusahawanan, pengurusan (PLO7) dan menyedari keperluan pembelajaran sepanjang hayat (PLO6) untuk pembangunan kerjaya.
PEO 6 Memiliki nilai dan sikap profesionalisme (PLO8), ciri-ciri kepimpinan (PLO9), berkemahiran sosial, bertanggungjawab dan mampu melaksanakan kerja berpasukan (PLO5).
Buku Panduan Akademik PISMP 2018
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HASIL PEMBELAJARAN PROGRAM (PLO)
PLO adalah pernyataan yang menjelaskan hasil pendidikan yang perlu dicapai oleh
setiap pelajar setelah melengkapkan semua kursus yang ditawarkan dalam kurikulum
sesebuah program akademik. Program ini mempunyai sembilan (9) PLO yang
merangkumi sembilan (9) domain hasil pembelajaran Kementerian Pendidikan
Malaysia.
PLO 1 Menggunakan pengetahuan dan kefahaman yang berkaitan dengan teori dan prinsip-prinsip pengajaran dan pembelajaran dalam bidang tumpuan.
PLO 2 Mempamerkan kemahiran praktik untuk menyelesaikan masalah dalam bidang tumpuan bagi membina pengalaman pembelajaran yang sesuai dengan tahap perkembangan pelajar.
PLO 3 Mengaplikasikan refleksi kendiri, kemahiran penyelesaian masalah, kemahiran saintifik, dan pemikiran kreatif dalam bidang keguruan.
PLO 4 Mempunyai kebolehan berkomunikasi dan bekerjasama secara efektif dengan pelbagai pihak dalam konteks global, ekonomi, persekitaran dan komuniti.
PLO 5 Mempunyai keupayaan dan kesungguhan untuk melaksanakan tanggungjawab sebagai satu pasukan.
PLO 6 Mempunyai kebolehan mengurus maklumat dan mempunyai jangkaan tentang keperluan dan kapasiti untuk menjalani pembelajaran sepanjang hayat.
PLO 7 Mempamerkan kemahiran pengurusan dan keusahawanan serta bertindak balas kepada keperluan perubahan semasa.
PLO 8 Mengamalkan nilai profesionalisme, sikap dan etika dalam profesion keguruan.
PLO 9 Mempamerkan ciri-ciri kepimpinan dan keterampilan sebagai agen perubahan dalam bidang keguruan.
Buku Panduan Akademik PISMP 2018
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KEMAHIRAN INSANIAH (KI)
Pemikiran Kritis dan Kemahiran
Menyelesaikan Masalah
(Critical Thinking & Problem
Solving, CTPS)
Melibatkan kebolehan berfikir secara kritis,
kreatif, inovatif, analitis, serta kebolehan
mengaplikasikan pemahaman dan
pengetahuan kepada masalah baharu dan
berlainan.
Kemahiran Berpasukan
(Team Skills, TS)
Melibatkan kebolehan untuk bekerjasama
dengan orang lain daripada latar belakang
sosiobudaya untuk mencapai matlamat yang
sama.
Kemahiran Berkomunikasi
(Communication Skills, CS)
Melibatkan komunikasi yang berkesan dalam
bahasa Melayu dan bahasa Inggeris dalam
konteks yang berlainan dengan peserta
komunikasi yang berlainan.
Pembelajaran Berterusan &
Pengurusan Maklumat
(Life Long Learning, LL)
Melibatkan usaha belajar berdikari dalam
pemerolehan kemahiran dan pengetahuan
baharu.
Kemahiran Keusahawanan
(Kemahiran Keusahawanan, KK)
Melibatkan keupayaan untuk meneroka
peluang dan membangunkan kesedaran
tentang risiko (risk awareness), kreativiti dan
inovasi dalam
aktiviti berkaitan perniagaan dan pekerjaan.
Etika & Moral Profesional
(Etika Moral, EM)
Melibatkan kebolehan untuk mengamalkan
standard moral yang tinggi dalam amalan
profesional dan interaksi sosial.
Kemahiran Kepimpinan
(Leadership Skills, LS)
Melibatkan keupayaan untuk mengamalkan
ciri kepemimpinan dalam pelbagai aktiviti.
Buku Panduan Akademik PISMP 2018
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KALENDAR
AKADEMIK
SESI JAN – MEI 2019
Buku Panduan Akademik PISMP 2018
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Buku Panduan Akademik PISMP 2018
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STRUKTUR KURSUS
PROGRAM IJAZAH
SARJANA MUDA
PERGURUAN
PENGAJARAN BAHASA
INGGERIS SEBAGAI
BAHASA KEDUA
PENDIDIKAN RENDAH
AMBILAN JUN 2017
Buku Panduan Akademik PISMP 2018
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SEMESTER 2 TAHUN 2
Bil Komponen Kursus Kod Kursus Kredit
1 MPU Kokurikulum - Olahraga MPU3071 1
2 MPU Kokurikulum - Persatuan MPU3081 1
3 MPU Pendidikan
Islam/Pendidikan Moral MPU3092/MPU3102 2
2 ASAS
PENDIDIKAN Pentaksiran dalam
Pendidikan EDUP3063 3
3 ASAS
PENDIDIKAN Budaya dan
Pembelajaran EDUP3073 3
4 TERAS Teaching of Grammar in
the Primary English Language Classroom
TSLB3083 3
5 TERAS Language Arts in the
Primary ESL classroom TSLB3093 2
6 Amalan
Professional Perancangan Pengajaran
dan Pembelajaran PRKA3012 0
7 Amalan
Professional Pengalaman berasaskan
sekolah 3
8 ELEKTIF TERAS
Creative Writing TSLB3252 3
Jumlah 20
Buku Panduan Akademik PISMP 2018
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RINGKASAN
MAKLUMAT KURSUS
VERSI PELAJAR
Buku Panduan Akademik PISMP 2018
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1. Nama Kursus/Modul
Kokurikulum - Olahraga Cocurriculum - Athletics
2. Kod Kursus
MPU3071
3. Nama Staf Akademik Zainab Bee Binti Hamid
4. Rasional Kursus/Modul dalam Program
Kursus ini ditawarkan supaya pelajar dapat mengetahui, memahami dan menguasai serta memperkembangkan ilmu dan kemahiran dalam aktiviti olahraga. Mengaplikasi kemahiran, kepimpinan, kepegawaian dan kejurulatihan di samping mempamerkan nilai-nilai positif dalam pengelolaan.
5. Semester dan Tahun ditawarkan Semester 2 Tahun 2
6. Jumlah Jam Pembelajaran Bersemuka Bukan Bersemuka
Jumlah Jam Pembelajaran Bersemuka dan Bukan Bersemuka
K = Kuliah T = Tutorial A = Amali P= Pentaksiran
K T A P K T A P
45
4 - 22 2 4 - - 13
7. Nilai Kredit 1
8. Prasyarat (jika ada) Tiada
9. Hasil Pembelajaran Kursus (Course Learning Outcomes, CLO)
Pada akhir kursus ini, pelajar dapat:
1 Mengaplikasikan kemahiran asas dalam acara balapan dan acara padang melalui . amali olahraga. (C3, P4, LO1, LO2)
2 Mengaplikasikan kemahiran mengurus dan kepegawaian dalam acara olahraga dengan mengamal sikap beretika dan profesional. (C3, P6, A5, LO2, LO8, LO9,
EM3, LS2).
3 Menghasilkan rancangan pengajaran kemahiran olahraga dengan menggunakan kaedah pengajaran yang sesuai secara berkumpulan.
(C6, P6, A5, LO3, LO5, CTPS2, TS1)
ARAS TAKSONOMI PEMBELAJARAN
DOMAIN KOGNITIF DOMAIN PSIKOMOTOR DOMAIN AFEKTIF
CLO
C 1
C 2
C 3
C 4
C 5
C 6
P 1
P 2
P 3
P 4
P 5
P 6
P 7
A 1
A 2
A 3
A 4
A 5
1 X X 2 X X X
3 X X X
10.
Kemahiran Boleh Pindah (Transferable Skills,
TS):
Pemikiran Kritis dan Penyelesaian Masalah (CTPS2) Kemahiran Berpasukan (TS1) Etika dan Moral Profesional (EM3) Kemahiran Kepimpinan (LS2)
Buku Panduan Akademik PISMP 2018
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11. Strategi Pengajaran dan Pembelajaran
serta Pentaksiran
Strategi pengajaran dan pembelajaran:
Kuliah dan Amali
Strategi Pentaksiran: Pencapaian pelajar dalam kursus ini ditentukan menerusi pentaksiran kerja kursus 100%. Pentaksiran amali akan ditadbir oleh pensyarah yang mengajar dan menguji kemahiran asas, pelaksanaan dan pengelolaan aktiviti-aktiviti olahraga pada akhir kursus.
Programme Learning Outcome (PLO)
Strategi Pengajaran dan Pembelajaran
Jenis Pentaksiran
LO1 – Pengetahuan Kuliah Amali
Kemahiran olahraga padang Kemahiran olahraga balapan
LO2 – Kemahiran Praktikal Amali
Kemahiran olahraga padang Kemahiran olahraga balapan Ujian Amali Pengurusan Acara Olahraga
LO3 – Kemahiran saintifik, kemahiran berfikir dan menyelesaikan masalah
Kuliah Rancangan Latihan Kemahiran Olahraga
LO5 – Kemahiran Sosial/Kerja Berpasukan/Pertanggu ngjawaban
Amali Rancangan Latihan Kemahiran Olahraga
LO8 - Profesionalisme, Nilai, Sikap dan Etika
Kuliah Amali Ujian Amali Pengurusan Acara Olahraga
LO9-Kemahiran Kepimpinan Amali Ujian Amali Pengurusan Acara Olahraga
12. Sinopsis
Kursus ini menjelaskan pengenalan olahraga iaitu acara balapan dan padang. Kursus ini juga memberi fokus kepada rancangan latihan kemahiran asas bagi acara balapan dan padang serta ujian amali kemahiran asas olahraga dan pengelolaan aktiviti-aktiviti olahraga. This course describes the introduction of athletics i.e. in track and field events. Besides, it focuses on the planning of basic skills training for the track and field events, the practical test in basic athletic skills, and the management of the athletics activities.
13. Mod Penyampaian Kuliah dan Amali
14.
Kaedah dan Jenis Pentaksiran
Kerja Kursus : 100%
Jenis Pentaksiran Kaedah Pentaksiran Peratusan
Kerja Kursus
Ujian Amali Pengurusan Acara Olahraga (Individu) 30
Rancangan Latihan Kemahiran Olahraga ( Kumpulan ) 30
Kemahiran olahraga padang 20
Kemahiran olahraga balapan 20
\
Buku Panduan Akademik PISMP 2018
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15. Kerangka Kursus/Modul dan Jumlah Jam Pembelajaran Pelajar (Student Learning Time, SLT) setiap tajuk
1. Pengenalan Olahraga ● Acara-acara Olahraga
• Jenis-jenis * Peralatan
• Aspek keselamatan (sebelum, semasa, selepas) ● Peraturan dan Undang-undang Olahraga Kesatuan Olahraga Malaysia (KOM)
• Acara Padang • Acara Balapan
4 4 8
2. Acara Balapan • Kemahiran Asas Lari pecut • Kemahiran Asas Lari berganti-ganti • Kemahiran Asas Lari berpagar • Ujian Pengenalpastian Bakat
6
6
3. Acara Padang • Kemahiran Asas Lontar Peluru • Kemahiran Asas Lompat Jauh • Kemahiran Asas Lompat Tinggi • Ujian Pengenalpastian Bakat
6
6
4.Rancangan Latihan Kemahiran Asas • membina rancangan mengajar kemahiran olahraga • mengajar kemahiran olahraga padang dan balapan 5 5
5. Pengurusan acara olahraga padang dan balapan • Kepegawaian
5 5
Kerja Kursus/Amali 2 13 15
Ulangkaji Peperiksaan
Peperiksaan
Jumlah 4 22 2 4 13 45
Buku Panduan Akademik PISMP 2018
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JUMLAH JAM PEMBELAJARAN BERSEMUKA DAN BUKAN BERSEMUKA
Bersemuka Bukan Bersemuka
Kuliah 4 4
Amali 22
Ujian Amali Pengurusan AcaraOlahraga (Individu) 1 4
Rancangan Latihan Kemahiran Olahraga (Kumpulan) 5
Kemahiran olahraga padang 0.5 2
Kemahiran olahraga balapan 0.5 2
Jumlah 28 17
Jumlah Jam Pembelajaran Pelajar (SLT) 45
Jam Kredit 1
16. Rujukan Asas Amir Hamzah Aman. (2014). Olahraga dan balapan, Selangor : Penerbitan Multimedia Sdn Bhd
Teng, Boon Tong. (2001). Panduan pengajaran olahraga, Kuala Lumpur : Pearson Education
Malaysia Sdn Bhd Mangus, Brent C.(2009) Concepts of athletic training.Sudbury,Mass.:Jones and Bartlett
Publishers.
Rujukan Tambahan
Crisfield, Penny. (2010) Imagery training: a guide for sports coaches and performers.Leeds: Sports Coach UK. Hillman, Susan Kay. (2009) Introduction to atheletic training. Champaign,IL:Human Kinetics. Kementerian Pendidikan Malaysia. (2011). Modul Latihan Sukan untuk Guru Penasihat Kelab Sukan Sekolah - Sukan Olahraga Sekolah Rendah. Kesatuan Olahraga Malaysia, (2013). Buku Peraturan dan Undang-undang.
Majlis Sukan Sekolah-sekolah Malaysia, (2013). Buku Peraturan-peraturan pertandingan. Masteman, Guy. (2010) Strategic sports event management : an international approach.Amsterdam. Elsvier Butterworth Heinemann.
17. Maklumat Tambahan
Tiada
Buku Panduan Akademik PISMP 2018
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1. Nama Kursus/Modul
Kokurikulum - Persatuan
Cocurriculum - Society
2. Kod Kursus MPU3081
3. Nama Staf Akademik
Zainab Bee binti Hamid
4. Rasional Kursus/Modul dalam Program
Kursus ini ditawarkan supaya pelajar dapat kefahaman mengenai ilmu berpersatuan dan tatacara penubuhan persatuan.
5. Semester dan Tahun ditawarkan
Semester 2 Tahun 2
6. Jumlah Jam Pembelajaran
Bersemuka Bukan Bersemuka Jumlah Jam Pembelajaran
Bersemuka dan Bukan Bersemuka
K = Kuliah
T = Tutorial
A = Amali
P= Pentaksiran
K T A P K T A P
44
15 - - - 15 - - 14
7. Nilai Kredit 1
8. Prasyarat (jika ada) Tiada
9. Hasil Pembelajaran Kursus (Course Learning Outcomes, CLO)
Pada akhir kursus ini pelajar dapat :
1. Menghurai konsep dan identiti persatuan. (C2, LO1)
2. Menghasilkan kertas kerja penubuhan persatuan mengikut tatacara dan kaedah standard penubuhan persatuan. (C6, A4, LO1, LO3, CTPS2)
3. Menganalisis maklumat berkaitan penubuhan persatuan dan aktiviti penjanaan kewangan berpandukan analisis SWOT. (C4, LO3, LO7, CTPS3, KK1)
ARAS TAKSONOMI PEMBELAJARAN
DOMAIN KOGNITIF DOMAIN PSIKOMOTOR DOMAIN AFEKTIF
CLO
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C1
C2
C3
C4
C5
C6
P1
P2
P3
P4
P5
P6
P7
A1
A2
A3
A4
A5
1 x
2 x x
3 x
10.
Kemahiran Boleh Pindah (Transferable Skills, TS):
Pemikiran Kritis dan Penyelesaian masalah (CTPS3)
Kemahiran Keusahawan (KK1)
Buku Panduan Akademik PISMP 2018
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11. Strategi Pengajaran dan Pembelajaran serta Pentaksiran
Strategi pengajaran dan pembelajaran:
Kuliah
Strategi Pentaksiran:
Pencapaian pelajar di dalam kursus ini ditentukan menerusi pentaksiran kerja kursus 100% iaitu penghasilan kertas kerja dan kajian kes pelaporan / analisis - Strength, Weakness, Opportunity, Threat (SWOT)
Programme Learning Outcome
(PLO) Strategi Pengajaran dan
Pembelajaran Jenis Pentaksiran
LO1 – Pengetahuan Kuliah Kertas Kerja
PLO3 – Kemahiran saintifik,
kemahiran berfikir dan
menyelesaikan masalah
Kuliah Kertas Kerja
Laporan Kajian Kes
LO7 – Kemahiran Keusahawanan Kuliah Laporan Kajian Kes
12. Sinopsis
Kursus ini menjelaskan pengenalan, definisi dan kepentingan persatuan, Kursus ini juga mewajibkan pelajar menjalankan satu kajian kes berkaitan persatuan atau pertubuhan
This course describes the introdution, definition adn the importance of clubs. The course will make it compulsory for the students to do a case study on clubs or societies.
13. Mod Penyampaian Kuliah
14. Kaedah dan Jenis Pentaksiran
Kerja Kursus : 100%
Jenis Pentaksiran
Kaedah Pentaksiran Peratusan
Tuagsan
Kertas Kerja
(1500 patah perkataan)
60
Laporan Kajian Kes
(800 patah perkataan) 40
Buku Panduan Akademik PISMP 2018
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15. Kerangka Kursus/Modul dan Jumlah Jam Pembelajaran Pelajar (Student Learning Time, SLT) setiap tajuk
Inte
raksi
Be
rsem
uka
Inte
raksi
Bu
ka
n
Be
rsem
uka
Ju
mla
h S
LT
Ku
liah
Tu
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Am
ali
Pe
nta
ksira
n
Ku
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Tu
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l
Am
ali
Pe
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ksira
n
1. Pengenalan dan Kepentingan Persatuan
• Definisi persatuan
• Ciri-ciri persatuan
• Konsep / teori
2 2 4
2. Tata cara dan Kaedah Penubuhan Persaatuan
• Penubuhan Persatuan - Struktur Jawatankuasa - Jenis persatuan/kelab - Mengenalpasti ciri-ciri aktiviti berpersatuan - Pekeliling berkaitan kokurikulum persatuan
• Kaedah Penubuhan Persatuan - Langkah-langkah penubuhan persatuan - Carta alir penubuhan persatuan - Perlembagaan dan peraturan persatuan
• Identiti Persatuan - Merekacipta identiti persatuan - Logo, moto dan lagu persatuan
3 3 6
2. Merancang Program Takwim
• Jenis aktiviti - Akademik
(Persatuan Bahasa Melayu,
Persatuan Bahasa Inggeris,
Persatuan Matematik,
Persatuan Bahasa Arab,
Persatuan Bahasa Kadazandusun,
Persatuan Bahasa Iban,
Persatuan Pendidikan Jasmani,
Dan lain-lain.)
- Seni budaya (Tarian, Gamelan, Kompang dan lain-lain.)
• Contoh aktiviti - Karnival keusahawanan - Pameran seni visual - Program Kecergasan IPG
3 3 6
Buku Panduan Akademik PISMP 2018
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4. Kajian Kes
• Persatuan atau pertubuhan di Malaysia atau Antarabangsa
• Sejarah Penubuhan
• Kaedah dan proses penubuhan
• Aktiviti atau perkhidmatan yang diamalkan
• Perbandingan perkhidmatan
• Strategi bagi menjana sumber kewangan
• Isu-isu berbangkit
• Cadangan penambahbaikan dan analisis SWOT
5 5 10
5. Pengenalan dan Kepentingan Persatuan
• Laporan oleh setiap jawatankuasa
• Kekuatan, kelemahan dan penambahbaikan
• Penialaian
2 2 4
Kerja Kursus 14
Ulangkaji Peperiksaan
Amali
Peperiksaan
Jumlah 15 15 14 44
Buku Panduan Akademik PISMP 2018
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JUMLAH JAM PEMBELAJARAN BERSEMUKA DAN BUKAN BERSEMUKA
Bersemuka Tidak Bersemuka
Kuliah 15 15
Kertas Kerja
(1500 patah perkataan) 9
Laporan Kajian Kes
(800 patah perkataan) 5
Jumlah 15 29
Jumlah Jam Pembelajaran Pelajar
(SLT) 44
Jam Kredit 1
16. Rujukan Asas Amir Hamzah Aman (2014). Panduan Pengurusan Kokurikulum, Puchong : Multimedia Sdn. Bhd.
Omardin Ashaari. (1997). Pengurusan Persatuan, Kuala Lumpur : Utusan Publications & Disributors Sdn. Bhd.
Kamsiah Sharif. (1995). Kokurikulum. Kuala Lumpur. Goodmark. Enterprise.
Rujukan Tambahan
Ab. Alim Abdul Rahim, (1994). Pengurusan Kokurikulum Kuala Lumpur. Fajar Bakti.
Omardin Ashaari. (1997). Pengurusan Sekolah, Kuala Lumpur : Utusan Publications & Disributors Sdn. Bhd.
Sufean Hussin, (1993). Pendidikan di Malaysia – Sejarah, Sistem dan Falsafah, Kuala Lumpur: Dewan Bahasa dan Pustaka.
Kementerian Pendidikan Malaysia, (2009). Buku Panduan Gerak Kerja kokurikulum Seklah Rendah. Kuala Lumpur : Pusat Perkembangan Kurikulum & Dewan Bahasa dan Pustaka.
Kementerian Pendidikan Malaysia, (2009). Buku Panduan Pengurusan kokurikulum Sekolah Rendah dan Menengah. Kuala Lumpur : Pusat Perkembangan Kurikulum & Dewan Bahasa dan Pustaka.
17. Maklumat Tambahan
Tiada
Buku Panduan Akademik PISMP 2018
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1. Nama Kursus/Modul
Pengenalan Kepada Pendidikan Moral Introduction To Moral Education
2. Kod Kursus MPU3102
3. Nama Staf Akademik Mohd Nasarudin Ismail
4. Rasional Kursus/Modul dalam Program
Kursus ini ditawarkan supaya pelajar dapat dapat menghayati nilai-nilai murni dan mengamalkannya dalam kehidupan seharian.
5. Semester dan Tahun ditawarkan Semester 2 Tahun 2
6. Jumlah Jam Pembelajaran Bersemuka Bukan Bersemuka Jumlah Jam Pembelajaran
Bersemuka dan Bukan Bersemuka
K = Kuliah T = Tutorial A = Amali P= Pentaksiran
K T A P K T A P
84 22 8 - 1 22 16 - 15
7. Nilai Kredit 2
8. Prasyarat (jika ada) Tiada
9. Hasil Pembelajaran Kursus (Course Learning Outcomes, CLO)
Pada akhir kursus ini pelajar dapat:
1. Menghuraikan maksud moral dan aliran pemikiran moral di dalam kehidupan seharian dengan merujuk pelbagai sumber (C2, LO1, LO6, LL1)
2. Membanding beza jenis-jenis nilai dalam pendidikan moral (C4, A3, LO3, CTPS2) 3. Menganalisis ciri-ciri pembentukan individu bermoral dalam kehidupan (C4, LO3, LO8,
CTPS4 EM2) 4. Membentangkan pelaksanakan projek kemasyarakatan yang dirancang sama ada di
Pusat Kanak-kanak Spastik atau di Rumah Orang Tua atau di Rumah Anak-anak Yatim. (C4, A5, LO4, LO5, CS2, TS4)
ARAS TAKSONOMI PEMBELAJARAN
DOMAIN KOGNITIF DOMAIN PSIKOMOTOR DOMAIN AFEKTIF
CLO
C 1
C 2
C 3
C 4
C 5
C 6
P 1
P 2
P 3
P 4
P 5
P 6
P 7
A 1
A 2
A 3
A 4
A 5
1 x
2
x x
3
x
4 x
x
Buku Panduan Akademik PISMP 2018
21
10.
Kemahiran Boleh Pindah (Transferable Skills, TS):
Pemikiran Kritis dan Kemahiran Menyelesaikan masalah (CTPS4) Etika dan Moral Profesional (EM2) Kemahiran berkomunikasi (CS2) Kemahiran kerja berpasukan (TS4) Pembelajaran berterusan dan pengurusan maklumat (LL1)
11. Strategi Pengajaran dan Pembelajaran serta Pentaksiran
Strategi Pengajaran dan Pembelajaran:
1. Kuliah 2. Tutorial
Strategi pentaksiran:
Pentaksiran adalah dalam Kerja Kursus (100%).
Programme Learning Outcome (PLO)
Strategi Pengajaran dan Pembelajaran Jenis Pentaksiran
LO1-Pengetahuan Kuliah Tutorial
Kuiz Penulisan
LO3- Pemikiran kritikal dan pendekatan saintifik
Kuliah Tutorial Kuiz Penulisan
LO4- Kemahirn berkomunikasi
Kuliah Tutorial Persembahan
LO5-Kemahiran sosial/Kerja berpasukan/ pertanggujawaban
Tutorial Kerja lapangan Persembahan
LO6- Pembelajaran Sepanjang Hayat dan Pengurusan Maklumat
Kuliah Tutorial Penulisan Kuiz
LO8 – Etika dan Moral Profesional
Kuliah Tutorial Penulisan
12. Sinopsis
Kursus ini memberi pengetahuan dan kemahiran secara umum tentang pengenalan konsep
moral, konsep asas nilai, pembentukan individu bermoral dan amalan nilai murni melalui projek
kemasyarakatan. This course focuses on equipping students with the basic concepts of moral, values and
formation of moral individuals and the practice of moral values through community project
13. Mod Penyampaian Kuliah dan tutorial
14. Kaedah dan Jenis Pentaksiran
Kerja Kursus : 100%
Jenis Pentaksiran Kaedah Pentaksiran Peratusan
Tugasan
Penulisan 75
Persembahan
10
Ujian/ Kuiz
15
15. Pemetaan Hasil
Buku Panduan Akademik PISMP 2018
22
Pembelajaran Kursus (Course Learning Outcomes, CLO) dengan Objektif Pendidikan Program (Programme Educational Objectives, PEO)
PEO1 PEO2 PEO3 PEO4 PEO5 PEO6
CLO 1 X X
CLO 2 X
CLO 3 X X
CLO 4 X X
Objektif Pendidikan Program (PEO)
PEO 1 Berpengetahuan (LO1) dan berkemahiran praktikal (LO2) dalam bidang keguruan selaras dengan kehendak organisasi dan pelanggan
PEO 2 Menjana penyelesaian masalah (LO3) dalam bidang keguruan melalui pendekatan saintifik (LO3) secara inovatif , kreatif dan beretika (LO8)
PEO 3 Berkomunikasi (LO4) secara berkesan dengan memartabatkan bahasa Melayu sebagai bahasa ilmu dan memperkukuhkan bahasa Inggeris
PEO 4 Berupaya mencari dan mengurus maklumat yang relevan daripada pelbagai sumber (LO6)
PEO 5 Mempamerkan kemahiran keusahawanan, pengurusan (LO7) dan menyedari keperluan pembelajaran sepanjang hayat (LO6) untuk pembangunan kerjaya.
PEO 6
Memiliki nilai dan sikap profesionalisme (LO8), ciri-ciri kepimpinan (LO9), berkemahiran sosial, bertanggungjawab dan mampu melaksanakan kerja berpasukan (LO5)
Hasil Pembelajaran Kursus (CLO)
CLO 1 Menghuraikan maksud moral dan aliran pemikiran moral di dalam kehidupan
seharian dengan merujuk pelbagai sumber (C2, LO1, LO6, LL1)
CLO 2 Membanding beza jenis-jenis nilai dalam pendidikan moral (C4, A3, LO3, CTPS2)
CLO 3 Menganalisis ciri-ciri pembentukan individu bermoral dalam kehidupan (C4, LO3, LO8, CTPS4 EM2)
CLO 4 Membentangkan pelaksanakan projek kemasyarakatan yang dirancang sama
ada di Pusat Kanak-kanak Spastik atau di Rumah Orang Tua atau di Rumah Anak-anak Yatim. (C4, A5, LO4, LO5, CS2, TS4)
16. Pemetaan Hasil Pembelajaran Kursus (Course Learning Outcomes, CLO) dengan Hasil Pembelajaran Program (Programme Learning Outcomes, PLO)
LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
CLO 1 X X
CLO 2 X
CLO 3 X X
CLO 4
X X
Hasil Pembelajaran (LO)
LO1 Pengetahuan
LO2 Kemahiran Psikomotor/Amali/Teknik
LO3 Pemikiran Kritikal dan Pendekatan Saintifik
LO4 Kemahiran Komunikasi
LO5 Kemahiran Sosial/ Kerja Berpasukan / Pertanggungjawaban
Buku Panduan Akademik PISMP 2018
23
LO6 Pembelajaran Sepanjang Hayat dan Pengurusan Maklumat
LO7 Kemahiran Pengurusan dan Keusahawanan
LO8 Profesionalisme, Nilai, Sikap dan Etika
LO9
Kemahiran Kepimpinan
Hasil Pembelajaran Kursus (CLO)
CLO 1 Menghuraikan maksud moral dan aliran pemikiran moral di dalam kehidupan seharian dengan merujuk pelbagai sumber (C2, LO1, LO6, LL1)
CLO 2 Membanding beza jenis-jenis nilai dalam pendidikan moral (C4, A3, LO3, CTPS2)
CLO 3 Menganalisis ciri-ciri pembentukan individu bermoral dalam kehidupan (C4, LO3, LO8, CTPS4 EM2)
CLO 4 Membentangkan pelaksanakan projek kemasyarakatan yang dirancang sama
ada di Pusat Kanak-kanak Spastik atau di Rumah Orang Tua atau di Rumah Anak-anak Yatim. (C4, A5, LO4, LO5, CS2, TS4)
17.
Kerangka Kursus/Modul dan Jumlah Jam Pembelajaran Pelajar (Student Learning Time, SLT) setiap tajuk
1. Pengenalan Moral
• Definisi Moral, Nilai, Etika dan Akhlak • Aliran Pemikiran Moral
- Naturalis - Emotivis - Intuisionis - Rasionalis
4
2
4
4
14
2. Konsep Asas Nilai Definisi Nilai • Jenis-Jenis Nilai
- Nilai mutlak - Nilai relatif - Nilai objektif - Nilai subjektif - Nilai intrinsik - Nilai - instrumental
• Fungsi nilai
6
2
6
4
18
Buku Panduan Akademik PISMP 2018
24
3. Pembentukan Individu Bermoral
• Dimensi Moral: - Penaakulan Moral - Perasaan Moral - Perlakuan Moral
• Prinsip Moral: - Autonom - Altruisme Keadilan
6
2
6
4
18
4. Amalan Nilai Murni Masyarakat Malaysia
• Nilai-nilai murni • Cabaran terhadap amalan nilai murni • Pemantapan nilai murni • Projek Kemasyarakatan
6
2
6
4
18
Kerja Kursus 1 15 16
Amali
Ulang Kaji Peperiksaan
Peperiksaan
Jumlah 22
8
- 1
22
16
-
15
84
Buku Panduan Akademik PISMP 2018
25
JUMLAH JAM PEMBELAJARAN BERSEMUKA DAN BUKAN BERSEMUKA
Bersemuka Bukan Bersemuka
Kuliah
22
22
Tutorial
8
16
Penulisan (2000 perkataan)
-
12
Persembahan (30 minit) 0.5 1.5
Kuiz (30 minit) 0.5 1.5
Jumlah 31 53
Jumlah Jam Pembelajaran Pelajar (SLT)
84
Jam Kredit 2
18. Rujukan Asas Abdullah Zhidi Omar, Mahdi Shuid, Dr. Mazlan Aris, Mohd Fu’ad Sam & Dr. Roslina Suratnu
(2014). Pengantar Pendidikan Moral: Penerbitan Multimedia Sdn.Bhd.
Eow, B.H. (2000). Pendidikan Moral. Petaling Jaya: Pearson Education Malaysia Sdn. Bhd. Wong Nai Kung et.al (2011). Pendidikan Moral: Cengage Learning Asia Pte Ltd
Rujukan Tambahan
Abd Majid Mohd Isa & Rahil Mahyuddin (1997). Psikologi Pendidikan: Pertumbuhan dan
Perkembangan. Petalinga Jaya: Longman Malaysia Sdn. Bhd. Abdul Rahman Md. Aroff (1999). Pendidikan Moral: Teori etika dan amalan moral. Serdang:
Penerbit Universiti Putra Malaysia Mok Soon Sang (2010). Psikologi Pendidikan: . Penerbitan Multimedia Sdn. Bhd. Mackinnon, P.(1995). Ethics: Theory and contemporary issues. USA: Wadsworth Publishing
Company Tam, Y.K (1996). Pendidikan Moral, Kuala Lumpur: Kumpulan Budiman Sdn. Bhd.
19. Maklumat Tambahan Tiada
Buku Panduan Akademik PISMP 2018
26
1. Name of Course/Module
Assessment in Education Pentaksiran dalam Pendidikan
2. Course Code EDUP3063
3. Name(s) of academic staff
Dr. Mohd Nordin Abu Bakar
4. Rationale for the inclusion of the
course/module in the programme
This course is offered so that students can acquire knowledge on assessment. It provides student teachers with the understanding of the various assessment designs and tools and their construction and administration and also to analyse various issues related to assessment in the primary school.
5. Semester and Year offered
Semester 2 Year 2
6. Total Student Learning Time
(SLT)
Face to Face
Non Face To Face
Total Guided and Independent Learning
L = Lecture T = Tutorial P = Practical A = Assessment
L
T
P
A
L
T
P
A
128 27
18
-
3.0
27
36
-
17
7. Credit Value 3
8. Prerequisite (if any) None
12.
Synopsis This course discusses the concepts of a test, measurement, evaluation and assessment; purposes of assessment; principles of assessment; types of assessment; unwrapping the standards and constructive alignment; school based assessment; test design and construction; scoring and grading; item analysis; reporting and interpretation of data and issues concerning school-based assessment in Malaysian primary schools.
Kursus ini membincangkan konsep pengujian, pengukuran, penilaian dan pentaksiran; tujuan
pentaksiran; prinsip pentaksiran; jenis alat pentaksiran; merungkai standard dan penjajaran
konstruktif; pentaksiran berasaskan sekolah; rekabentuk dan pembinaan ujian; penskoran dan
penggredan; analisis item; pelaporan dan interpretasi serta isu-isu berkaitan pentaksiran
berasaskan sekolah rendah di Malaysia.
13.
Mode of Delivery
Lecture and Tutorial
14.
Assessment Methods and Types
Coursework : 50% Final Examination : 50%
Types of assessment Methods of assessment Percentage
Written Test Final Examination 50%
Assignment
Academic Writing 40%
Quiz 10%
Buku Panduan Akademik PISMP 2018
27
15.
Content outline of the course and the total SLT per topic
F
ace
to
Face
Inte
raction
N
on
Face
to
Fa
ce
Inte
raction
To
tal
SL
T
Le
ctu
re
Tu
toria
l
Pra
ctica
l
Assessm
en
t
Le
ctu
re
Tu
toria
l
Pra
ctica
l
Assessm
en
t
1. Basic Concepts of Classroom Assessment
• Basic concepts of testing, measurement, evaluation and classroom assessment
1
1
1
2
5
2. Roles and Purposes of Assessment in Education
• Purposes of Assessment
• Assessment of Learning; Assessment for Learning and Assessment as Learning
1
1
1
2
5
3. Characteristics and Principles of Assessment
• Validity
• Reliability
• Objectivity
• Practicability
• Interpretability
2
1
2
2
7
4. Types of Assessment tools
• Formative and Summative Assessment
• Test types: - Objective and subjective tests - Norm-referenced and criterion-referenced tests
• Authentic Assessment - Portfolio
- Performance based
- Peer Evaluation - Self Evaluation - Online Evaluation
4
2
4
4
14
5. Unwrapping Standards and Constructive Alignment
• Concept of unwrapping standards
• Process of unwrapping standards
- Identifying knowledge (concept) and skills in the standards (general statement on learning outcomes- what students need to know and are able to do) and indicator (specific learning outcome).
• Concept of constructive alignment
• Process of constructive alignment - Defining learning outcomes that are required - Choosing appropriate teaching and
learning activities to achieve learning outcomes
- Assessing actual attainment of student learning outcomes to determine extent of achievement
2
1
2
2
7
Buku Panduan Akademik PISMP 2018
28
6. Design, Construction and Administration of Test
• Stages of test construction
• Preparing test blueprint/Test specification table
• Learning taxonomies - Cognitive domain (Bloom, revised version), - Affective domain (Krathwohl) - Psychomotor domain (Simpson)
• Guidelines for constructing test items - Objective items - Subjective items
• Test administration
5
4
5
8
22
7. Scoring, Grading and Assessment Criteria
• Types of scoring and marking rubrics - Analytic - Holistic
2
1
2
2
7
8. Item Analysis and Interpretation of Data
• Basic statistics - Raw score and its use (frequency; ogive and
ranking) - Graph representation - Mode, median dan mean
- Standard deviation, Standard score - Interpretation of Data
• Item Analysis - Difficulty and Discrimination index - Distractor analysis - Bank item
3
2
3
4
12
9. Reporting of Assessment Data
• Purposes of reporting
• Reporting methods
1
2
1
4
8
10. School-based Assessment (SBA)
• Basic concepts and purposes of SBA
• Main characteristics of SBA
• Types of school-based assessment
• Ways of grading and preparation of rubrics
• Implementation of school-based assessment
• Reporting and recording
3
1
3
2
9
11. Issues related to assessment in Malaysian primary schools
• Current assessment trends in Malaysia
• Exam-oriented system
• Element of higher order thinking skills (HOTS) in assessment
• School-based assessment
• Authentic assessment
• Online assessment
• International Assessment Instruments
3
2
3
4
12
Course work 0.5
9.5 10
Practical
Revision for Examination 7.5 7.5
Examination
2.5
2.5
Buku Panduan Akademik PISMP 2018
29
Total 27 18
3.0 27 36
17 128
TOTAL FACE TO FACE AND NON-FACE
TO FACE LEARNING TIME
Face to Face Non Face to Face
Lecture 27 27
Tutorial 18 36
Academic Writing (1300 words)
- 8
Quiz 0.5 1.5
Peperiksaan Akhir 2.5 7.5
Total 48 80
Total Student Learning Time (SLT)
128
Credit Hours 3
16. Main references Mohd. Hazim. (2016). Pentaksiran Pendidikan: Teori dan praktis ke arah transformasi sistem
pendidikan negara. Kuala Lumpur: Kentalmas Jati Sdn. Bhd.
Nitko, A.J. & Brookhart,S.M. (2011). Educational assessment of student (6th ed.). Boston:Pearson Education.
Stanley,T. (2014). Performance-based assessment for 21st century skills. Waco.Texas: Prufrock Press Inc.
Additional references
Brookhart, S.M. (2013). How to assess higher order thinking skills in your classroom. Virginia:ASCD.
Chappuis,J. (2009). Seven strategies of assessment for learning. Boston:Pearson Education.
Earl,L.M. (2013). Assessment as learning: Using classroom assessment to maximise student learning.(2nd ed.). Thousand Oaks: Corwin.
Miller, M. D., Linn, R. L., & Gronlund, N. E. (2009). Measurement and assessment in teaching (10th ed,). Upper Saddle River, NJ: Pearson Education, Inc.
Popham,J.W. (2014). Classroom assessment: What teachers need to know (7th ed.) Boston:
Pearson Education.
17. Other additional
information
None
Buku Panduan Akademik PISMP 2018
20
1 Name of Course
Culture and Learning Budaya dan Pembelajaran
2. Course Code EDUP3073
3. Name of academic staff
Dr. Mohd Nordin Abu Bakar
4. Rationale for the inclusion of the
course in the programme
This course is offered so that students can understand and be aware of the sociocultural diversity in Malaysia and able to create a cultural friendly classroom environment.
5. Semester and Year offered
Semester 2 Year 2
6. Total Student Learning Time
Face to Face
Non Face to Face
Total Face to Face and Non Face to Face Learning
L=Lecture T=Tutorial
P=Practical A=Assessment
L
T
P
A
L
T
P
A
125 30
15
2.5
30
30
17.5
7. Credit value 3
8. Prerequisite (if any) None
Buku Panduan Akademik PISMP 2018
21
9. Course Learning Outcomes, CLO
At the end of the course, students are able to:
1. Describe the importance of understanding the concept of culture and social theories to
the teachers in their classroom. (C2, LO1)
2. Discuss aspects, effects and implications of sociocultural diversity in Malaysia through interviews. (C5, A2, LO1)
3. Suggest roles of teachers in nation building in sociocultural diversity in the school environment. (C6, A2, LO3, CTPS3).
4. Plan measures to manage a cultural friendly classroom environment in Malaysia. (C6, A2, LO3, CTPS3)
5. Evaluate the roles of teachers as cultural friendly agent in the context of Malaysian community. (C5, LO1, LO3,CTPS2)
Buku Panduan Akademik PISMP 2018
22
10.
Transferable Skills, TS:
Critical thinking and problem solving skills (CTPS3), Communication skills (CS6)
11. Teaching-learning and assessment
strategy
Teaching-learning strategy:
Lecture, tutorial and discussion
Assessment strategy:
Assessment is divided into two sections that are; Course Work (50%) and Final Examination (50%). Course work is adminstered throughout the course while Examination is administered at the end of the semester.
Course work consists of an interview report (600 words) and academic writing (1000 words).
Course work is designed based on the Buku Panduan Pentaksiran. Examination is a written test constructed based on the Buku Panduan Pentaksiran
Learning Outcome (LO) Teaching-learning strategy Type of Assessment
LO1 - Knowledge
Lecture Tutorial
Written test Interview Report
LO3 –Scientific skill , thinking skills and problem
solving
Lecture Tutorial
Discussion
Written test Academic writing
12.
Synopsis This course discusses the concept of culture; aspects and implications of multi sociocultural in Malaysia; culture friendly classroom management; national integration; communication skills and teacher as culture friendly agent.
Kursus ini membincangkan konsep budaya; aspek, kesan dan implikasi kepelbagaian sosiobudaya di Malaysia; pengurusan bilik darjah mesra budaya; integrasi nasional; kemahiran berkomunikasi dan guru sebagai agen mesra budaya.
13.
Mode of Delivery
Lecture and Tutorial.
14.
Assessment Methods and Types
Course work : 50% Final examination : 50%
Type of assessment Method of assessment Percentage
Written test Final Examination 50
Assignment
Report of Interview 20
Academic Writing 30
Buku Panduan Akademik PISMP 2018
23
15.
Course Content Outline and Student Learning Time per
topic
F
ace
to
face
inte
rca
tio
n
N
on
Face
to
Fa
ce
Inte
raction
To
tal
SL
T
Le
ctu
re
Tu
toria
l
Pra
ctica
li
Assessm
en
t
Le
ctu
re
Tu
toria
l
Pra
ctica
l
Assessm
en
t
1. The concept of Culture and the Importance of
Understanding the Concept
• Meaning and the concept of culture
• Race and ethnic in Malaysia
• Race and ethnic demograpy in Malaysia
• The Importance of understanding the concept of culture to teachers
2
1
2
2
7
2. Socioculture and Sociocultural Development in Classroom
• The meaning of Socioculture
• Bronfenbenner Ecological System Theory
• Lev Vygotsky Sosiocultural Theory of Development
• Role of teacher in sociocultural development in the classroom
2
1
2
2
7
3. Awareness of Socio-cultural Diversity in Malaysia
• Awareness of socio-cultural diversity in Malaysia
- Race
- Language
- Social Structure
- Belief
- Custom and Rituals
• The importance of socio-cultural awareness to teachers in Malaysia
4
2
4
4
14
4. Roles and Implications of Sociocultural Diversity to the Education System in Malaysia
• Roles and implications of Sociocultural diversity in following aspects:
- Students
- Teachers
- School
- Curriculum
4
2
4
4
14
Buku Panduan Akademik PISMP 2018
38
5. Equality in Educational Opportunities in Malaysia
• Equality in Educational Opportunities
- Gender
- Social Class
- Interior
- Minority groups
• Education Programmes For All in Malaysia - Education Programmes for Indigenous and
Interior - Juvenile Education Programmes - Remedial Education Programmes
- Education Programmes for children with special needs
- School in the Hospital
- Sekolah Bimbingan Jalinan Kasih (School for the homeless and abandoned children)
- Under-enrolled school
• Challenges of Educational Equity in Malaysia
4
2
4
4
14
6. Developing Nation Building in the School’s Sociocultural Diversity
• The concept fo nation building - To enhance the national language - To strengthen national integration - To instill the passion towards arts, heritage and
national culture
• Initiatives to develop nation building
• The roles of teachers in developing nation building
4
2
4
4
14
7. Management of a Cultural Friendly Classroom
• Aspects of management
- physical
- emotion
- social
- sociolinguistic
• Cultural Friendly Pedagogy
- Pedagogy for the main stream
- Pedagogy for combine class
- Pedagogy for the Indigenous
• Cultural friendly based assessment
6
3
6
6
21
8. Effective Communication in a Cultural Friendly Classroom
• Effective communication Skills
- verbal and non-verbal
- language register
- politeness
• The national language as medium of unity
• The importance of effective communication skills
2
1
2
2
7
Buku Panduan Akademik PISMP 2018
39
9. Teacher as an Agent of Cultural Friendly in the
Community, National and Global
• Cultural friendly programmes
- Collaborative programmes with Parent Teacher Association
- Smart partnership with government and private agencies
• Characteristics of cultural friendly teachers;
- Personal
- Professional
- Behavioural practice
• Role of teacher as cultural friendly agent
2
1
2
2
7
Course work
10 10
Practical
Revision for examinaion
7.5 7.5
Examination
2.5
2.5
Total 30 15
2.5
30 30
17.5 125
Buku Panduan Akademik PISMP 2018
40
TOTAL FACE TO FACE AND NON FACE
TO FACE
Face to Face Non Face to Face
Lecture 30 30
Tutorial 15 30
Interview Report (600 words)
- 4
Academic Writing (1000 words)
- 6
Final Examination 2.5 7.5
Total 47.5 77.5
Total of Students Learning Time
125
Credit Hours 3
16. Main References Bennette,C.I.(2011).Comprehensive multicultural education:Theory and practice.(7th ed.) Needham,MA:Allyn& Bacon.
Noriati A. Rashid, Boon Pong Ying, Sharifah Fakhriah Syed Ahmad, Zuraidah A. Majid,(2011).
Budaya dan Pembelajaran. Oxford Fajar Sdn . Bhd.
Jere E.,Brophy, Janet Alleman, Barbara Knighton, (2010). A learning Community in the
Primary Classroom. Routledge
Additional References
Ahmad Ali Seman, Warti Bt Kimi(2013).Hubungan Etnik di Malaysia; Freemaind Horizons Sdn. Bhd.
Good,T.L. & Brophy,J.E.(2007). Looking in classrooms. (10thed).Boston:Pearson Education, Inc.
Ma’Rof Redzuan & Sarjit S.Gill (2008).Orang Asli: isu, transformasi dan cabaran .
Serdang, Universiti Putra Malaysia.
Nieto,S.(2009).Language,culture and teaching: Critical perspective for an new century.(2nd
ed.).New Jersey:Lawrence Erlbaum Associates.
Kementerian Pendidikan Malaysia (2012), Pelan Pembangunan Pendidikan Malaysia
(PPPM), 2013 – 2015.
17. Additional
Information
None
Buku Panduan Akademik PISMP 2018
41
1. Name of Course/Module
Teaching of Grammar in the Primary ESL Classroom Pengajaran Tatabahasa Bahasa Inggeris Sebagai Bahasa Kedua di Sekolah Rendah
2. Course Code TSLB3083
3. Name(s) of academic staff
HAMIDAH BINTI SAMSUDIN
4. Rationale for the inclusion of the course/module in the programme
This course is relevant to student teachers of English as a Second Language as it provides pedagogical content knowledge for them to carry out teaching and learning activities effectively.
5. Semester and Year offered
Semester 2 Year 2
6. Total Student Learning Time (SLT)
Face to Face Non Face To Face Total Guided and Independent Learning
L = Lecture T = Tutorial P = Practical A = Assessment
L T P A L T P A 125 30 15 2.5 30 30 17.5
7. Credit Value 3
8. Prerequisite (if any)
None
9. Course Learning Outcomes (CLO)
At the end of this course students will be able to: 1. Analyse the approaches and issues in teaching of grammar in the primary
classroom. (C4, PLO3, CTPS5) 2. Design materials (including remedial and enrichment) for the teaching of
grammar in the primary ESL classroom in line with 21st Century learning. (C6, P7, PLO2, PLO3, PLO6, CTPS5, LL1)
3. Plan a lesson including activities and methods of assessment to teach grammar in the primary classroom based on the current Malaysian English Language syllabus for primary schools in line with 21st Century learning. (C6, PLO3, PLO6, CTPS5, LL1)
4. Present a grammar lesson in groups. (C6, A2, PLO4, PLO5, PLO8, CS3, TS1,
EM3)
5. Write a reflection on the implementation of a grammar lesson. (C6, A2,
PLO3, PLO6, CTPS5, LL2)
LEARNING TAXONOMIES
COGNITIVE DOMAIN PSYCHOMOTOR DOMAIN AFFECTIVE DOMAIN
CLO
C
1 C
2 C
3 C
4 C
5 C
6 P
1 P
2 P
3 P
4 P
5 P
6 P
7 A
1 A
2 A
3 A
4 A 5
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11. Teaching-learning and assessment strategy
Teaching-learning strategy: 1. Lecture 2. Tutorial activities – group work, discussions, presentations, online tasks
Assessment strategy:
Programme Learning Outcome (PLO)
Teaching and Learning Strategies
Types of Assessment
PLO2 – Practical Skills Tutorial Group work
Teaching-learning materials Simulated Teaching
PLO3 – Critical, Scientific and Problem-solving Skills
Tutorial Discussion Online tasks
Lesson plan Teaching-learning materials Reflection on Simulated Teaching Examination
PLO4 – Communication Skills
Tutorial Presentation
Simulated Teaching (group)
PLO5 – Social Skills, teamwork and responsibility
Tutorial Discussion
Simulated Teaching (group)
PLO6 – Life-long learning and Managing Information Skills
Discussion Presentation
Lesson plan Teaching-learning materials Reflection on Simulated Teaching
PLO6 – Practise values, ethics, morality and professionalism in the teaching profession
Discussion Presentation
Simulated teaching (group)
1 x
2
x x
3
x
4 x
x
5 x
x
10. Transferable Skills:
Critical Thinking Skills (CTPS5), Communication Skills (CS3), Teamwork (TS1), Life-Long Learning and Managing Information Skills (LL2) and Professional Ethics and Moral (EM3)
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12. Synopsis
This course focuses on the introduction to the teaching of grammar, approaches and issues in the teaching of grammar, techniques for teaching grammar, developing activities and resources for the teaching of grammar, techniques for assessing grammar, planning grammar lessons, and simulated teaching. Kursus ini berfokuskan pada pengenalan pengajaran tatabahasa Bahasa Inggeris, pendekatan dan isu dalam pengajaran tatabahasa, teknik mengajar tatabahasa, menghasilkan aktiviti dan sumber pengajaran untuk mengajar tatabahasa, teknik mentaksir tatabahasa, perancangan pengajaran tatabahasa dan pengajaran simulasi.
13. Mode of Delivery Lecture and tutorial
14. Assessment Methods and Types
Coursework: 60% Examination: 40%
Types of assessment Methods of assessment Percentage
Written Examination 40
Coursework: Project Lesson Plan 20
Teaching-learning Materials 20
Simulated teaching (group) 10
Reflection on Simulated Teaching
10
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15. Content outline of the course/module and the SLT per topic
1. Introduction to the Teaching of Grammar • Grammar and its role in
English language teaching
• The current perspective of Teaching Grammar in English Language Education and in the Malaysian context
2 1 2 2 7
2. Approaches and Issues in the Teaching of Grammar Approaches in The Teaching of Grammar
• Descriptive vs Prescriptive grammar
• Covert and overt approaches • Grammar in isolation vs.
grammar in context
• Meaning, Use, Form (MUF) framework
• Integration with the teaching of Listening, Speaking, Reading and Writing skills
Current Issues in the Teaching of Grammar
4 2 4 4 14
3. Techniques for the Teaching of Grammar Teaching grammar through:
• songs and chants • games • stories • nursery rhymes and poems • puppetry • role play • skits • drama and plays
4 2 4 4 14
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4.Developing Activities and Resources for the Teaching of Grammar
• Selection and Adaptation Criteria
• Designing activities and
resources for the teaching of
grammar in line with 21st
Century learning - incorporating
elements of HOTS, independent
learning, current contexts and
needs
• Integrating ICT in the teaching of grammar - using technology in lessons and social media as a tool to enhance learning, such as edu-blog, facebook, twitters, skype, instagram and other current means.
4 2 4 4 14
5. Enrichment and Remedial Grammar Activities
• Principles and practices in designing grammar
activities • Sampling activities in context
2 1 2 2 7
6. Assessing Grammar • Issues in assessing Grammar • Assessing Grammar Strategies
-Authentic Assessment -Mechanical Tests
• Dealing with Grammar Errors -Types of grammar errors -Attitudes to error and correction -Responding to errors
2 1 2 2 7
7. Grammar in The Malaysian Primary School English
Language Curriculum • Objectives • Language content • Activities
2 1 2 2 7
8. Lesson Planning for The Teaching of Grammar Lesson planning for the teaching of:
• Grammar in isolation • Grammar in context • Format • Objectives (reference to
current Malaysian English
4 2 4 4 14
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Language school
curriculum)
• Stages • Integration of Grammar in
Teaching of Listening, Speaking, Reading and Writing
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9. Simulated Teaching • Implementation of the lesson
plan • Feedback and review • Reflection
6
3
6
6
21
Coursework 0.5 11.5 12
Practical
Revision 6 6
Examination 2 2
Total 30 15 2.5 30 30 17.5 125
TOTAL FACE TO FACE AND NON-FACE TO FACE LEARNING TIME
Face to face Non face to face
Lecture 30 30
Tutorial 15 30
Project • Lesson Plan • Teaching-Learning
Material • Simulated
Teaching (group)
• Reflection (350
words)
4
4
0.5
1.5
2
Examination 2 6
Total 47.5 77.5
Total SLT 125
Credit 3
18. Main references Harmer, J. (2011). The practice of English language teaching (4th ed.). Essex:
Pearson. Weaver, C. (2012). Teaching of grammar in context.
Portsmouth: Boynston/Cook. Polette, K. (2011). Teaching grammar through writing.
London: Pearson.
Buku Panduan Akademik PISMP 2018
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Additional references
Fotos,S. (2005). Traditional and grammar translation methods for second language teaching. In Hinkel, E. (Ed.) Handbook of research in second language teaching and learning (pp. 653-670). Mahwah, NJ: Lawrence Erlbaum Associates.
Firsten,R. (2001). The ELT grammar book: a teacher friendly reference guide : Fayetteville: Atlas Firsten,R. (2007). Grammar connection, book 2: structure through content. Boston: Heinle and Heinle Hadfield,J. & Hadfield,C.(2008). Introduction to teaching
English. Oxford: Oxford University Press. Thornbury, S. (2008). How to teach grammar. Essex: Pearson. Pinter, A. (2006). Teaching young language learners. Oxford: Oxford University Press.
19. Other additional information None
Buku Panduan Akademik PISMP 2018
1. Name of Course/Module
Language Arts in the Primary ESL Classroom Seni Bahasa dalam Bilik Darjah Bahasa Inggeris sebagai Bahasa Kedua di Sekolah Rendah
2. Course Code TSLB3093
3. Name of academic staff Hamidah binti Samsudin
4. Rationale for the inclusion of the course/module in the programme
This course is relevant to student teachers of English as a Second Language as it provides the content knowledge for them to incorporate Language Arts as a resource for the teaching of ESL. This contributes to the holistic development of the students.
5. Semester dan Tahun ditawarkan Semester 2 Tahun 2
6. Jumlah Jam Pembelajaran Bersemuka Bukan Bersemuka Jumlah Jam Pembelajaran
Bersemuka dan Bukan Bersemuka
K = Kuliah T = Tutorial A = Amali P= Pentaksiran
K T A P K T A P
125
30 15 - 2.5 30 30 - 17.5
7. Credit Value 3
8. Prerequisite (if any) None
Buku Panduan Akademik PISMP 2018
9. Course Learning Outcomes (CLO)
At the end of this course students will be able to:
1. Examine the role and purpose of Language Arts in the primary ESL classroom.(C4, A4, P2, PLO3, CTPS2)
2. Explain the selection and adaptation criteria of materials/activities and techniques for young learners from a variety of sources. (C5, A4, P2, PLO4, PLO 5, PLO6, CS3, TS3, LL1)
3. Elaborate on the multicultural elements in children’s literature and use of bibliotherapy in addressing issues and concerns among young learners. (C5, PLO3, CTPS3)
4. Evaluate the different types of assessment in Language Arts. (C5, A4, P2, PLO3, CTPS3)
5. Design creative activities for the teaching of poetry, prose and drama to young learners based on the strategies/techniques in Language Arts in groups. (C6, P7 , PLO3, PLO5, PLO6, CTPS4, TS4, LL2)
ARAS TAKSONOMI PEMBELAJARAN
DOMAIN KOGNITIF DOMAIN PSIKOMOTOR DOMAIN AFEKTIF
C 1
C 2
C 3
C 4
C 5
C 6
P 1
P 2
P 3
P 4
P 5
P 6
P 7
A 1
A 2
A 3
A 4
A 5
1 x x x
2 x x x
3 x
4 x x x
5 x x
10. Transferable Skills: Critical Thinking Skills(CTPS2), Communication Skills(CS3), Teamwork (TS4), Life-long Learning and Managing Information Skills (LL2)
11. Teaching-learning and assessment strategy
Teaching-learning strategy: 1. Lecture – input 2. Tutorial Assessment strategy:
Programme Learning Outcome (PLO)
Teaching and Learning Strategies Types of Assessment
PLO1 – Knowledge Lecture Tutorial Q & A session
Written Assignment Examination
PLO2 – Critical, Scientific and Problem solving Skills
Tutorial Online tasks
Written Assignment Examination
PLO3 – Communication Skills Tutorial Presentation Presentation
PLO4 – Social Skills, teamwork and responsibility
Tutorial Discussion
Presentation (group) Design Language Arts Activities (group)
PLO6 – Life-long learning and Managing Information Skills
Online tasks Discussion Presentation
Written Assignment Design Language Arts Activities (group)
Buku Panduan Akademik PISMP 2018
12. Synopsis This course focusses on the Introduction to Language Arts; selection and adaptation criteria
of materials/ activities and techniques for young learners; Strategies / techniques in Language
Arts; Children’s Literature; Bibliotherapy; Types of assessment in Language Arts; Activities to
explore and exploit stories in the primary ESL classroom; Activities to explore and exploit
poetry in the primary ESL classroom; and activities to explore and exploit drama in the primary
ESL classroom Kursus ini berfokuskan pada pengenalan kepada sastera kanak-kanak, prinsip-prinsip pedagogi pengajaran kanak-kanak, elemen-elemen sastera kanak-kanak, kriteria pemilihan teks untuk kanak-kanak, sastera kepelbagaian budaya kanak-kanak, dan faedah biblioterapi. Kursus ini juga memberi peluang untuk menerokai dan mengeksploitasi cerpen , puisi dan drama dalam pengajaran Bahasa Inggeris sebagai bahasa kedua di sekolah rendah.
13. Mode of Delivery Lecture and tutorial
14. Assessment Methods and Types
Coursework: 60% Examination: 40%
Types of assessment Kaedah Pentaksiran Peratusan
Written Examination 40
Coursework
Written Assignment 35
Presentation (group) 10
Designing Language Arts Activities (group) 15
15.
Content outline of the course/module and the SLT per topic
1. Introduction to Language Arts • Definition of Language Arts • Role and purpose of language arts in the
primary ESL classroom - intra and inter personal development - linguistic development - aesthetic development - moral values
2 1 2 2 7
Buku Panduan Akademik PISMP 2018
2. Selection and adaptation criteria of materials/activities and techniques for young
learners • Language level and potential • Visual features • Interest • Cultural content • Moral values
2 1 2 2
3. Strategies / techniques in Language Arts • Songs, poetry, jazz chants • Stories • Dramatization • Visuals • Music • Art / creative works • Multimedia
4 2 4 4
4. Children’s Literature • Definition of Children’s Literature • Types of Children’s Literature • Children’s Literature in KSSR
- Poetry - Graphic novels - Drama
4 2 4 4
5. Bibliotherapy • Benefits of bibliotherapy • Multicultural elements • Developmental appropriateness • Choice of books
2 1 2 2
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15.
Content outline of the course/module and the SLT per topic
6. Types of assessment in Language Arts • Portfolio • Aural-oral assessment
- Poetry recital - Choral speaking - Dramatization - Jazz charts - Storytelling
• Written assessment - Playscript - Jazz chants - Stories - Poems - Critical responses - Reflections
4 2 4 4
7. Activities to explore and exploit stories in the primary ESL classroom 4 2 4 4
8. Activities to explore and exploit poetry in the primary ESL classroom 4 2 4 4
9. Activities to explore and exploit drama in the primary ESL classroom 4 2 4 4
Coursework 0.5 11.5 2
Practical
Revision 6 6
Examination 2 2
Total 30 15 2.5 30 30 17.5 125
TOTAL FACE TO FACE AND NON FACE TO FACE LEARNING TIME
Face to face Non face to face
Lecture Tutorial 30 15
30 30
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Written assignment (1200 words) Presentation – group (30 minutes) Design Language Arts Activities (group) Examination
0.5
2
7
1.5
3
6
Total 47.5 77.5
Total SLT 125
Credit 3
Berkuat kuasa mulai Jun 2015
(Kemaskini Jun 2017)
16. Main references Barone, D. M. (2011). Children's literature in the classroom: Engaging lifelong readers. New York, NY: The Guildford Press.
Cox, C. (2013). Teaching language arts: A student-centred classroom (7th ed.). USA: Pearson Publication.
Galda, L., Lawrence, S, S., Liang. L. A., & Cullinan, B.E. (2013). Literature and the child (8th ed.). Belmont, CA: Wadsworth.
Additional references
Duncan, D. (2009). Teaching children’s literature: Making stories work in the classroom. UK: Routledge.
Gamble, N. & Yates, S. (2008). Exploring children’s literature: Teaching the language and reading of fiction (2nd ed.). London: Paul Chapman Publishing.
Huck, Charlotte (2001). Children's Literature in the Elementary School, 7th ed. New York: McGraw-Hill.
Hunt, P. (2006). Children's literature. London: Routledge. Lazar, G. (2008). Literature and language teaching: A guide for teachers and trainers.
Cambridge: CUP. Lesnik-Oberstein, Karin (2004). Children's Literature: New Approaches. Basingstoke:
Palgrave.
17. Other additional information None
Buku Panduan Akademik PISMP 2018
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1. Name of
Course/Module
Planning of Teaching and Learning
Perancangan Pengajaran dan Pembelajaran
2. Course Code PRKA3012
3. Name(s) of academic
staff
Dr.Mohd Nordin bin Abu Bakar
4. Rationale for the
inclusion of the
course/module in the
programme
This course is offered to enable students to master content knowledge and skills to plan and execute teaching and learning.
5. Semester and Year
offered Semester 2 Year 2
6.
Total Student
Learning Time (SLT)
Face to Face Non Face To Face Total Guided and
Independent Learning
L = Lecture
T = Tutorial
P = Practical
A = Assessment
L T P A L T P A
80
10 20 0.5 10 20 0 19.5
7. Credit Value 2
8. Prerequisite (if any) None
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9. Course Learning
Outcomes
(CLO)
At the end of this course, students will be able to:
1. discuss important components in teaching and learning plans. (C2, A2,LO1)
2. present daily teaching and learning plans that are based on the current Curriculum Standard Document to the class. (C3,A4,LO4, CS3)
3. analyse micro teaching simulation in groups.(C4,A5,LO3, LO5, CTPS3, TS4)
4. evaluate macro teaching based onpeer evaluation.(C5, A3, LO3, LO8, CTPS2, EM3)
5. create daily teaching activities using Professional Learning Community (PLC) strategies by referring to various resources (C6,LO1, LO3, LO6, LL1, CTPS3)
LEARNING TAXONOMIES
COGNITIVE DOMAIN PSYCHOMOTOR DOMAIN AFFECTIVE DOMAIN
CLO
Rem
em
beri
ng
Un
ders
tan
din
g
Ap
ply
ing
An
aly
zin
g
Evalu
ati
ng
Cre
ati
ng
Perc
ep
tio
n
Set
Gu
ide
d r
esp
on
se
Mec
han
ism
Co
mp
lex
or
ov
ert
resp
on
se
Ad
ap
tati
on
Ori
gin
ati
on
Rece
ivin
g
Res
po
nd
ing
Valu
ing
Org
an
izati
on
Inte
rna
lizin
g v
alu
es
(ch
ara
cte
rizati
on
)
C1
C2
C3
C4
C5
C6
P1
P2
P3
P4
P5
P6
P7
A1
A2
A3
A4
A5
1 x x
2 x x
3 x x
4 x x
5 x
.
10. Transferable Skills: Critical Thinking and Problem Solving Skills(CTPS3), Communication Skill (CS3), Continuous Learning andInformation Management(LL1), Team Work Skill (TS4), Professional Moral Ettiquette (EM3).
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11. Teaching-learning
and assessment
strategy
Teaching and Learning Strategies: Lecture, Tutorial and Discussion Assessment Strategies:
Learning Outcome (LO)
Teaching and
Learning Strategies
Types of Assessment
LO1 – Knowledge Lecture
Tutorial
Academic Writing
Daily Lesson Plan Writing
Report based on the discussion of Micro Teaching Simulation
LO3 – Critical Thinking and Scientific Approach
Lecture
Tutorial
Discussion
Academic Writing
Daily Lesson Plan Writing
Report based on the discussion of Micro Teaching Simulation
LO4 – Communication Tutorial
Discussion
Daily Lesson Plan
Presentation
LO5 – Social Skills / Team Work
Tutorial
Discussion
Report based on the discussion of Micro Teaching Simulation
LO6 – Information Management Skill
Tutorial
Discussion
Report based on the discussion of Micro Teaching Simulation
LO8 – Professionalism, Value, Attitude and Etiquette
Tutorial
Discussion
Macro Teaching
Reflective Writing
.
12. Synopsis This course focuses on planning of teaching and learning, teacher professionalism, micro teaching, macro teaching and Professional Learning Communities.
13. Mode of Delivery Lecture and tutorial
Buku Panduan Akademik PISMP 2018
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14. Assessment Methods
and Types
Coursework: 100%
Types of assessment Methods of assessment Percentage
Tasks
Individual
1. Academic Writing 30%
2. Daily Lesson Plan Writing 20%
3. Daily Lesson Plan Presentation 10%
4. Macro Teaching Reflective Writing 20%
Group Work
1. Report based on the discussion of Micro Teaching Simulation
20%
.
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15. Content outline of the course / module and the SLT per topic
Fa
ce
-to
-fa
ce
Inte
rac
tio
n
No
n F
ac
e-t
o
fac
e I
nte
rac
tio
n
To
tal
of
SL
T
Le
ctu
re
Tu
tori
al
Pra
cti
ca
l
As
se
ssm
en
t
Le
ctu
re
Tu
tori
al
Pra
cti
ca
l
As
se
ssm
en
t
1. Teaching and Learning Plans
• Teaching and Learning Concepts
• Yearly, Semester and Weekly Plans
• Components in Daily Teaching Plans - Theme/ Topic - Skill/ Focus - Previous Knowledge - Content Standards - Learning Standards - Learning Objectives - School-based Assessment - HOTs:
* I-think * Habits Of Mind (HOM) * Critical and Creative Thinking Skills (CCTS)
- Cross Curriculum Elements - Inculcation of Values - Resources/ Teaching Aids - Other components based on major papers
1 2 1 2 6
2. Micro Teaching
• Concepts
• Objectives
• Criteria
• Importance
• Skills - Set Induction - Whiteboard - Variation of Stimulation - Questioning - Reinforcement - Explanation/ Illustration/ Giving examples - Using Resources - Summing-up/ Closure
• Micro Teaching Feedback Form
2 4 2 4 12
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3. Macro Teaching
• Concepts
• Objectives
• Importance
• Principles
• Developing Daily Lesson Plan
• Implementation of Macro Teaching based on - Preparation Phase:
o Observation o Analysis
- Imagination Phase: o Generating ideas o Synthesising ideas
- Development Phase: o Improvement o Assessment
- Action Phase: o Implementation o Continuous Practice
- Implementation of Teaching based on the major discipline
• Procedures - Pre-teaching - While-teaching - Post-teaching
• Pair Teaching
• Best Practices
4 8 4 8 24
4. Teacher Professionalism
• Concepts
• Goal
• Importance
• Professional Practices - Reflective Practice - Reflective Journal Writing - Developing Portfolio
• Personal Qualities - Attitude and Personality - Interpersonal and intrapersonal - Integrity and Teacher Accountability - Professional Relationship - Communication - Collaboration - Teaching Profession Ettiquette
1 2 1 2 6
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5. Profesional Learning Communities (PLC)
• Concepts
• Principles
• Goals
• Objectives
• Strategies - Reflective Dialogue - Deprivatisation of Practice
➢ Learning Walk ➢ Peer Coaching ➢ Lesson Study ➢ Teacher Sharing Sessions
- Collective Enquiry Towards Students’ Learning
- Collaborative Teams - Norms and Shared Values
2 4 2 4 12
Coursework / Practical 0.5 19.5 20
Revision
Examination
Total 10 20 0.5 10 20 19.5 80
TOTAL FACE TO FACE AND NON-FACE TO FACE LEARNING TIME
Face to face
Non
face to
face
Lecture 10 10
Tutorial 20 20
Academic Writing
(1000 words) 6
Individual Task
Writing of Daily Lesson Plan (600 words)
Presentation of Daily Lesson Plan
Individual Reflective Writing (600 words)
4
0.5 1.5
4
Buku Panduan Akademik PISMP 2018
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Group Work
Report based on the discussion of Micro
Teaching Simulation
(600 words)
4
Total 30.5 49.5
Total SLT 80
Credit 2
16. Main references Cerbin,B.(2011) Lesson Study: Using Classroom Inquiry to improve Teaching and Learning in Higher Education. Virginia:Stylus Publishing.
Richards, J.C.& Farell,T.S.C. (2011). Practice Teaching: A Reflective Approach.
USA: Cambridge University Press Spencer, P.(2011). Surviving Your Teaching Practice. UK: Open University Press
Additional references Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia (nd) Teacher’s Guidebook English Language
Bahagian Pendidikan Guru. Kementerian Pelajaran Malaysia. Garis Panduan
Amalan Profesional. PISMP. Bahagian Pendidikan Guru.Kementerian Pelajaran Malaysia Komuniti
Pembelajaran Profesional (PLC). Strategi 2: Amalan Penswastaan. Cetin Saban (2013). The effect of micro-teaching applications that are used in
teaching practise course on classroom management self- efficacy convictions of students. International Journal of Academic Research. (Jul 2013), Vol. 5 Issue 4, p375-379. 5p. DOI:10.7813/2075-4124.2013/5-4/B.55
Cohen,L., Manion, L., &Morrison,K.(2010). A Guide to Teaching
Practise.paperback 5th edition. London : Routledge Fernandez, C. & Yoshida, M. (2004). Lesson Study: A Japanese Approach to
improving Mathematics teaching and learning. New Jersey: Lawrence Erlbaum Associates Inc.Publishers.
Lakshmi, M.J. & Digumarti Bhaskara Rao. (2009). Microteaching and
Prospective Teachers. New Delhi:Sachin Printers. Mohd Fadzil Mohd Salleh (2013). Modul Amalan Profesional. Kangar: IPG
Kampus Perlis. Mohd Fu'ad Sam, Naemas Taib & Mohd Hilmi Razak (2014). Praktikum di
Sekolah: Realiti Menuju Profesionalisme. Puchong: Penerbitan Multimedia Sdn Bhd.
Parkay, F.W. & Stanford B. H.(2004). Becoming a teacher (6th Ed.). Boston:
Allyn and Bacon
17. Additional information None
Buku Panduan Akademik PISMP 2018
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RINGKASAN MAKLUMAT KURSUS VERSI PELAJAR
1. Nama Kursus/Modul
Creative Writing Penulisan Kreatif
2. Kod Kursus TSLB3252
3. Nama Staf Akademik
Hamidah binti Samsudin
4. Rasional Kursus/Modul dalam Program
This course provides a practical introduction to creative writing through prose ( fiction and non fiction) and poetry.
5. Semester dan Tahun ditawarkan
Semester 2 Tahun 2
6. Jumlah Jam Pembelajaran
Bersemuka Bukan Bersemuka Jumlah Jam Pembelajaran
Bersemuka dan Bukan Bersemuka
K = Kuliah
T = Tutorial
A = Amali
P= Pentaksiran
K T A P K T A P
96
10 20 - 1.5 10 38 - 16.5
7. Nilai Kredit 2
8. Prasyarat (jika ada) Tiada
Buku Panduan Akademik PISMP 2018
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9. Hasil Pembelajaran Kursus (Course Learning Outcomes, CLO)
Pada akhir kursus ini pelajar dapat :
1. Analyse the key features of different creative writing types. (C4, A3 , P5, PLO3, CTPS2)
2. Analyse how language is used and presented creatively through a variety of genres. (C4,
PLO3, PLO6, CTPS3, LL1)
3. Write a creative essay. (C6, A2, PLO3, CTPS4)
4. Generate online creative writing pieces for specific audience. (C6, P7, PLO2, PLO3,
CTPS7)
ARAS TAKSONOMI PEMBELAJARAN
DOMAIN KOGNITIF DOMAIN PSIKOMOTOR DOMAIN AFEKTIF
CLO
Me
ng
ing
at
Me
ma
ha
mi
Me
ng
ap
ika
si
Me
ng
an
alis
is
Me
nil
ai
Me
nc
ipta
Pe
rse
ps
i
Se
t
Res
po
ns
be
rpa
nd
u
Me
ka
nis
me
Res
po
ns
keta
ra k
om
ple
ks
Ad
ap
tas
i
La
ku
an
tu
len
Me
ne
rim
a
Me
mb
eri
ma
klu
m b
ala
s
Me
nil
ai
Me
ng
org
an
isa
si
Me
ng
ha
yati
nil
ai
C1
C2
C3
C4
C5
C6
P1
P2
P3
P4
P5
P6
P7
A1
A2
A3
A4
A5
1 X X X
2 X
3 X X
4 X X
5
10.
Kemahiran Boleh Pindah (Transferable Skills, TS):
Critical Thinking Skills (CTPS7) Managing Information Skills and Life-Long Learning Skills (LL2)
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11. Strategi Pengajaran dan Pembelajaran serta Pentaksiran
Strategi pengajaran dan pembelajaran: 1. Lecture
2. Tutorial
3. Workshop
Strategi Pentaksiran:
Programme Learning
Outcome (PLO) Strategi Pengajaran dan
Pembelajaran Jenis Pentaksiran
PLO2 – Practical Skills Lecture Tutorial Workshop Creative Online Writing Entries
PLO3 – Critical, Scientific and Problem solving Skills
Lecture Tutorial
Compilation of creative writing materials and reader response
Creative Essay
Creative Online Writing Entries
Examination
PLO6 – Life-long learning and Managing Information Skills
Lecture Tutorial
Compilation of creative writing materials and reader response
Creative Essay
12. Sinopsis
This course focuses exploring creative writing types, functions of creative writing, writing it right, writing for specific purpose based on prose fiction (poetry, short story) and writing for a specific purpose (prose non-fiction).
Kursus ini berfokus pada meneroka jenis-jenis penulisan kreatif, fungsi penulisan kreatif,menulis dengan betul, menulis untuk tujuan yang spesifik: prosa fiksyen(puisi, cerpen) dan menulis untuk tujuan yang spesifik:prosa bukan fiksyen.
13. Mod Penyampaian Lecture, tutorial and workshop
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14. Kaedah dan Jenis Pentaksiran
Kerja Kursus : 70%
Peperiksaan Akhir : 30%
Jenis Pentaksiran
Kaedah Pentaksiran Peratusan
Written Examination 30
Coursework
SBE: Creative Online Writing Entries (via digital media -Facebook, blogs etc), exhibiting personal writing pieces in any three different writing types for specific audience. (1200 words)
40
Compilation of creative writing materials based on different writing types with one reader response (500 words)
15
Creative essay. (500 words)
15
15. Kerangka Kursus/Modul dan Jumlah Jam Pembelajaran Pelajar (Student Learning Time, SLT) setiap tajuk
Inte
raksi
Be
rsem
uka
Inte
raksi
Bu
ka
n
Be
rsem
uka
Ju
mla
h S
LT
Ku
liah
Tu
toria
l
Am
ali
Pe
nta
ksira
n
Ku
liah
Tu
toria
l
Am
ali
Pe
nta
ksira
n
1. Exploring creative writing types
• Prose fiction: short stories, flash fiction, vignettes
• Prose non-fiction: travel writing, advertisements, blogs
• Poetry: rhymes, haiku, modern poems.
1 2 1 2 6
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2. Functions of creative writing
• Benefits of Creative Writing - Foster artistic expression
- Clarify thinking
- Stimulate imagination & creativity
- Source of entertainment
• Using writing tools - Figures of speech
- Writing prompts
- Picture prompts
1 2 1 2 6
3. Writing It Right
• Sources of Inspiration - Real life experiences
- Second-hand experiences
• Developing Writer’s Identity - Empowering Writers through Aesthetic Approach (Rosenblatt, 1985)
- Individual Personal Style
- Seeking Voice
• Taboos in writing - Sensitive topics
- Use of derogatory words, etc
2 4 2 4 12
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4. Writing for a specific purpose based on: Prose fiction (Poetry)
• Writing for specific audiences
• 3 different stages of creative processes (Flower and Hayes, 1981)
• - State and develop o Goal and topic setting
o Brainstorming and exploring knowledge
o Reviewing
o Consolidating and producing - Explore and consolidate
o Expanding ideas
o Generating specifics
o Engaging the audience - Write and regenerate
o Revising and regenerating
• Peer review
2 4 2 4 12
5. Writing for a specific purpose: Prose fiction (Short Story)
• Writing for specific audiences
• 3 different stages of creative processes (Flower and Hayes, 1981) - State and develop
o Goal and topic setting
o Brainstorming and exploring knowledge
o Reviewing
o Consolidating and producing
- Explore and consolidate
o Expanding ideas
o Generating specifics
o Engaging the audience
- Write and regenerate
o Revising and regenerating
• Peer review
2 4 2 4 12
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6 . Writing for a specific purpose: Prose Non- fiction
• Writing for specific audiences
• 3 different stages of creative processes (Flower and Hayes, 1981)
- State and develop
o Goal and topic setting
o Brainstorming and exploring knowledge
o Reviewing
o Consolidating and producing
- Explore and consolidate
o Expanding ideas
o Generating specifics
o Engaging the audience
- Write and regenerate
o Revising and regenerating
• Peer review
2 4 2 4 12
School based experience 18 7 25
Kerja Kursus 5 5
Amali
Ulangkaji Peperiksaan 4.5 4.5
Peperiksaan 1.5 1.5
Jumlah 10 20 1.5 10 38 16.5 96
JUMLAH JAM PEMBELAJARAN BERSEMUKA DAN BUKAN BERSEMUKA
Bersemuka Tidak Bersemuka
Lecture 10 10
Tutorial 20 20
SCHOOL BASED EXPERIENCE
- 18
SBE TASK Creative Online Writing Entries (1200 words)
- 7
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Compilation of creative writing materials and reader response (500 words)
- 2.5
Creative essay (500 words)
- 2.5
Examination 1.5 4.5
Jumlah 31.5 64.5
Jumlah Jam Pembelajaran Pelajar
(SLT) 96
Jam Kredit 2
16. Rujukan Asas Anderson, L. (2013). Creative Writing: A Workbook with Readings. Routledge.
Harper, G. (2013). A Companion to Creative Writing. Wiley-Blackwell.
Palmer, A.J. (2013). Writing and Imagery - How to Deepen Your Creativity and Improve Your Writing. Aber Books. Republished (2013) as Writing and Imagery - How to Avoid Writers Block (How to Become an Author). Aber Books.
Rujukan Tambahan
Ackerman, A. and Puglisi, B. (2012). The Emotion Thesaurus: A Writer's Guide to Character Expression. JADD Publishing.
Bell, J. and Motion, A. (2001). The Creative Writing Coursebook. London: Macmillan.
Flower, L. and Hayes, J. R. (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32 (4), 365-387. Retrieved from http://www.jstor.org/stable/356600
King, S. (2010). On Writing: 10th Anniversary Edition: A Memoir of the Craft. NY: Pocket Books.
VanderMeer, J., Zerfoss, J. and Coulthart, J. (2013). Wonderbook: The Illustrated Guide to Creating Imaginative Fiction. Harry N. Abrams.
Whelan, B. (2014). Back to Creative Writing School. Createspace Independent Publishing Platform.
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17. Maklumat Tambahan
None
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JADUAL WAKTU
SEMESTER 2 TAHUN 2
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Pengkhususan Kump 8.00 - 9.00 9.00 - 10.00 10.00 - 11.00 11.30 - 12.30 12.30 - 1.30 2.30-3.30 3.30-4.30
PK-M. Pembelajaran G4.1
PK-M. Pendengaran G4.2
PK-M. Penglihatan G4.3
Bahasa Melayu G4.4
TESL G4.5
TESL G4.6
8.00 - 9.00 9.00 - 10.00 10.00 - 11.00 11.30 - 12.30 12.30 - 1.30 2.30-3.30 3.30-4.30
PK-M. Pembelajaran G4.1 EDUP3063 Aqsa
PK-M. Pendengaran G4.2 EDUP3063 LGG
PK-M. Penglihatan G4.3 EDUP3063 Norul MPU3081 Saloma
Bahasa Melayu G4.4 EDUP3063 Amir MPU3081 Hasnah/Siti Sal
TESL G4.5 EDUP3063 Rafidah MPU3081 Hew
TESL G4.6 EDUP3063 Tay Pio MPU3081 Diyana
8.00 - 9.00 9.00 - 10.00 10-30-11.30 11.30 - 12.30 12.30 - 1.30 2.30-3.30 3.30-4.30
PK-M. Pembelajaran G4.1 PKBK3093 DrMasitah EDUP3073 Razak
PK-M. Pendengaran G4.2 PKDK3093 Anita Sapura EDUP3073 Norul
PK-M. Penglihatan G4.3 PKLK3093 Norimah EDUP3073 Fitri
Bahasa Melayu G4.4 EDUP3073 Aqsa
TESL G4.5 EDUP3073 Dr Liza
TESL G4.6 EDUP3073 DR Sakilah/Rose
8.00 - 9.00 9.00 - 10.00 1030-1130 11.30 - 12.30 12.30 - 1.30 2.30-3.30 3.30-4.30
PK-M. Pembelajaran G4.1 MPU3081 Saloma TUT Besira B./Abu Bakar A.
PK-M. Pendengaran G4.2 MPU3081 Hasnah/Mahadi TUT Siti Muhibah/
PK-M. Penglihatan G4.3 TUT Norimah MS
Bahasa Melayu G4.4 BMMB3083 Dr Noor TUT A.Tarop/Saloma
TESL G4.5 TSLB3083 Noreha J TSLB3093 Grace CSY TUT Rosei Sheerin M/Siti Rohani
TESL G4.6 TSLB3083 Aliza Alwi TSLB3093 MohnyD GS TUT Mahadi Saran / Tay Pio
8.00 - 9.00 9.00 - 9.55 10.25 - 11.20 11.20 - 12.15 12.15-2.45 2.45-3.35 3.35-4.30
PK-M. Pembelajaran G4.1
PK-M. Pendengaran G4.2
PK-M. Penglihatan G4.3
Bahasa Melayu G4.4 BMMB3093 Amat Tarop
TESL G4.5
TESL G4.6
SINERGI ILMU / PROSPENREHAT
PRKA3012 DrMasitah
Kump. PISMP
Kump. PISMP
Kump. PISMP
Kump. PISMP
PKDK3083 Anita Sapura
PJMS3092 Gana
TSLB3093 Grace CSY
TSLB3093 MohnyD GS
TSLB3252 MohnyD GS
TSLB3252 Amyzar Alwi
MUET Aliza Alwi / Mohny Devi Gurdev Singh
MPU3071 Zulkifli
MPU3071 Hj Amri/Mahadi
MPU3071 Luqman/Jun
PKBK3093 DrMasitah
PKDK3093 Anita Sapura
PRKA3012 Rosei Sheerin Mahpor
PRKA3012 Chang Siew Yeng (Grace)MPU3071 Teo/Diyana
EDUP3063 Tay Pio
EDUP3063 Aqsa
EDUP3063 LGG
EDUP3063 Norul
EDUP3063 Amir
EDUP3063 Rafidah
MPU3092/3102 Zahiah/Raihan
MPU3092 Huda
MPU3102 Raihan
MPU3102 Nik Asilah
MPU3092/3102 Jainudin/Nik AsilahBMMB3182 Nor Alizah
ELMK3072 Zaradi
PSVK3182 Azlina/Dr Azizah (B 03 005)
PKLK3083 Norimah
TSLB3083 Noreha J
TSLB3083 Aliza Alwi MUZK3242 Roziana AR
PRKA3012 Anita Sapura
PKBK3083 DrMasitah
EDUP3073 Razak
EDUP3073 Norul
EDUP3073 Fitri
BMMB3083 Dr Noor
BMMB3093 Amat Tarop
PRKA3012 Hasizan
EDUP3073 Dr Liza
EDUP3073 DR Sakilah/Rose
EDUP3073 Aqsa
PKLK3093 Norimah
MPU3071 Siti Salmiah
MPU3071 Kahar
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STRUKTUR KURSUS
PROGRAM IJAZAH
SARJANA MUDA
PERGURUAN
PENGAJARAN BAHASA
INGGERIS SEBAGAI
BAHASA KEDUA
PENDIDIKAN RENDAH
AMBILAN JUN 2016
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SEMESTER 2 TAHUN 3
Bil Komponen Kursus Kod Kursus Kredit
1 MPU Hubungan Etnik MPU3122 2
2 TERAS Second Language
Acquisition TSLB3103 3
3 TERAS Language Assessment in
the Primary ESL Classroom
TSLB3113 3
4 TERAS Literature in English TSLB3123 3
5 TERAS Inclusive Education TSLB3132 2
6 TERAS Fundamental FResearch
in Education TSLB3143 3
7 TERAS Digital Innovation in
Teaching and Learning TSLB3152 2
Jumlah 18
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RINGKASAN
MAKLUMAT KURSUS
VERSI PELAJAR
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1. Nama Kursus/Modul Hubungan Etnik Ethnic Relations
2. Kod Kursus MPU3122
3. Nama Staf Akademik Razila binti Aw Kamaludin
4.
Rasional Kursus/Modul dalam Program
Kursus ini ditawarkan supaya pelajar dapat menjelaskan sejarah Malaysia dalam konteks kepelbagaian etnik dan tanggungjawab warganegara untuk menjaga keharmonian melalui integrasi nasional.
5. Semester dan Tahun ditawarkan Semester 2 Tahun 3
6.
Jumlah Jam Pembelajaran Bersemuka Bukan Bersemuka
Jumlah Jam Pembelajaran Bersemuka dan Bukan
Bersemuka
K = Kuliah T = Tutorial A = Amali P = Pentaksiran
K T A P K T A P
88
15 15 - 1 15 30 - 12
7. Nilai Kredit 2
8. Prasyarat (jika ada) Tiada
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9. Hasil Pembelajaran Kursus (Course Learning Outcomes, CLO)
Pada akhir kursus ini pelajar dapat:
1. Menerangkan pembinaan negara bangsa berasaskan konsep-konsep asas hubungan
etnik. (C2, A1, LO1) 2. Menjelaskan hubungan etnik dari perspektif ekonomi, politik dan kepelbagaian agama.
(C2, A2, LO1, LO3, CTPS1) 3. Menghuraikan masyarakat pluralistik di Alam Melayu, Sarawak dan Sabah, Kesultanan
Melayu Melaka dan penjajahan British serta selepas pembentukan Malaysia melalui rujukan daripada pelbagai sumber. (C4, A2, LO1, LO3, LO6, CTPS1, LL1)
4. Membincangkan secara lisan dan bertulis konsep perlembagaan sebagai asas pembinaan jati diri dan negara bangsa secara berkumpulan. (C5, A2, LO1, LO3, LO4, LO5, CTPS2, CS3, TS3)
5. Menilai usaha ke arah integrasi nasional dan cabaran dalam hubungan etnik secara lisan dan bertulis. (C5, A4, LO1, LO3, LO4, CTPS3, CS3)
ARAS TAKSONOMI PEMBELAJARAN
DOMAIN KOGNITIF DOMAIN PSIKOMOTOR DOMAIN AFEKTIF
CLO
C 1
C 2
C 3
C 4
C 5
C 6
P 1
P 2
P 3
P 4
P 5
P 6
P 7
A 1
A 2
A 3
A 4
A 5
1 X
X
2 X
X
3 X
X
4 X
X
5 X
X
10.
Kemahiran Boleh Pindah (Transferable Skills, TS):
Pemikiran kritis dan kemahiran menyelesaikan masalah (CTPS3), kemahiran kerja berpasukan (TS3), dan mengurus maklumat dan pembelajaran sepanjang hayat (LL1)
11. Strategi Pengajaran dan Pembelajaran serta Pentaksiran
Strategi pengajaran dan pembelajaran: 1. Kuliah 2. Tutorial - Perbincangan
Strategi Pentaksiran: Pentaksiran hanya melibatkan komponen kerja kursus ( 100% ) sahaja . Kerja kursus ini dilaksanakan sepanjang kursus.
Learning Outcome (LO)
Strategi Pengajaran dan Pembelajaran Jenis Pentaksiran
LO1 – Pengetahuan Kuliah Tutorial Kuiz
Penulisan Ilmiah Pembentangan
LO3 – Kemahiran berfikir
Kuliah Tutorial Kuiz Penulisan Ilmiah
LO4 – Kemahiran berkomunikasi Tutorial Pembentangan
LO5 – Kemahiran pasukan
Kuliah Tutorial Pembentangan
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LO6 – Kemahiran pengurusan maklumat
Kuliah Tutorial Kuiz Penulisan Ilmiah
12. Sinopsis
Kursus ini memfokuskan pembinaan negara bangsa, konsep-konsep asas hubungan etnik, masyarakat pluralistik Alam Melayu, hubungan etnik dari perspektif pembangunan ekonomi, politik dan kepelbagaian agama, perlembagaan dalam konteks hubungan etnik di Malaysia, dan usaha serta cabaran pemupukan integrasi nasional. This course focuses on nation building, the basic concepts of ethnic relations, the Malay pluralistic society, ethnic relations from the perspective of economic development, political, and religious diversity, the constitution in the context of ethnic relations in Malaysia, and fostering the challenge of national integration.
13. Mod Penyampaian Kuliah dan tutorial
14. Kaedah dan Jenis Pentaksiran
Kerja Kursus : 100%
Jenis Pentaksiran Kaedah Pentaksiran Peratusan
Tugasan
Kuiz 20
Penulisan Ilmiah 60
Pembentangan 20
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15. Kerangka Kursus/Modul dan Jumlah Jam Pembelajaran Pelajar (Student Learning Time, SLT) setiap tajuk
1.0 Hubungan Etnik dalam Pembinaan Negara Bangsa
• Konsep Negara Bangsa
• Tahap Pembinaan Negara Bangsa - Era konflik (1945 – 1960) - Era tegang tetapi stabil (1961-1970) - Era kesepaduan sosial (1971- kini)
1 1 1 2 5
2.0 Konsep-Konsep Asas Hubungan Etnik
• Etnik, etnisiti dan etnosentrisme • Ras, rasisme, prejudis, stereotaip, diskriminasi dan
segregasi • Akomodasi, akulturasi, asimilasi dan amalgamasi • Perpaduan dan integrasi • Budaya
2 2 2 4 10
3.0 Sejarah Masyarakat Malaysia
• Pluraliti di Alam Melayu: - Pengaruh ketamadunan Cina - Pengaruh ketamadunan India - Pengaruh ketamadunan Islam - Kemuncak Pluraliti Alam Melayu: Kesultanan
Melayu Melaka
• Pembentukan masyarakat pluralistik - Zaman kolonial British
• Masyarakat Sabah dan Sarawak: - Zaman Kesultanan
Brunei - Zaman Kesultanan Sulu - Zaman pemerintah Kompeni Berpiagam Borneo
Utara British - Zaman pemerintahan Brooke - Malaysia: Kesepaduan dalam kepelbagaian
2 2 2 4
10
4.0 Permuafakatan Politik dalam Konteks Hubungan Etnik
• Sistem politik tradisional • Pembangunan dan permuafakatan politik di Tanah
Melayu, Sarawak dan Sabah • Cabaran politik dalam konteks hubungan etnik
2 2 2 4 10
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5.0 Perlembagaan dalam Konteks Hubungan Etnik
• Konsep perlembagaan
• Sejarah penggubalan perlembagaan - Perlembagaan Malayan Union - Perlembagaan Persekutuan Tanah Melayu 1948 - Perlembagaan Kemerdekaan 1957 - Perlembagaan Malaysia 1963
• Unsur-unsur Tradisi dalam perlembagaan - Bahasa Kebangsaan - Agama Persekutuan - Pemerintahan Beraja - Kedudukan istimewa orang Melayu dan
Bumiputera Sarawak dan Sabah -
Kedudukan kaum lain
• Perjanjian 20 Perkara dan 18 Perkara dalam perlembagaan
2 2 2 4 10
6.0 Hubungan Etnik dalam konteks Pembangunan Ekonomi
• Pembangunan Ekonomi di Malaysia - Sistem ekonomi tradisional - Sistem ekonomi semasa penjajah - Sistem ekonomi selepas kemerdekaan
• Hubungan etnik dalam konteks pembangunan ekonomi
di Malaysia - Dasar Pembangunan Ekonomi - Isu dan cabaran
2 2 2 4 10
7.0 Kepelbagaian Agama dalam konteks Hubungan Etnik
• Takrifan agama dan kepercayaan
• Agama dalam konteks masyarakat Malaysia - Rukun Negara (Kepercayaan kepada Tuhan) - Agama dan etnisiti - Nilai kesejagatan - Toleransi beragama
1 1 1 2 5
8.0 Pemupukan Integrasi Nasional
• Cabaran hubungan etnik - Cabaran politik, sosial dan ekonomi - Cabaran globalisasi
• Usaha-usaha ke arah integrasi nasional
- Peranan kerajaan - Peranan masyarakat - Peranan Organisasi Bukan Kerajaaan (NGO)
2 2 2 4 10
9.0 Hubungan Etnik dalam Alam Pendidikan
• Pendidik dan hubungan etnik - Alam
persekolahan: (guru, pelajar, pentadbir sekolah, ibu bapa , PPD dan JPN ) - Cabaran dalam alam pendidikan
• Pendidik sebagai role model
• Pendidik sebagai agen sosialisasi
1 1 1 2 5
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Kerja Kursus 1 12 13
Amali
Ulangkaji Peperiksaan
Peperiksaan
Jumlah 15 15 1 15 30 12 88
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JUMLAH JAM PEMBELAJARAN BERSEMUKA DAN BUKAN BERSEMUKA
Bersemuka Bukan Bersemuka
Kuliah 15 15
Tutorial 15 30
Kuiz (30 minit) 0.5 1.5
Penulisan Ilmiah (1500 perkataan) - 9
Pembentangan (30 minit ) 0.5 1.5
Jumlah 31 57
Jumlah Jam Pembelajaran Pelajar
(SLT) 88
Jam Kredit 2
16. Rujukan Asas Ahmad Tarmizi Talib et. al. (2006). Hubungan etnik di Malaysia. Kuala Lumpur: Penerbit Fajar Bakti. Mohd Sohaimi Esa, Dayu Sansalu & Budi Anto Mohd Tamring. (2011). Hubungan etnik: kelangsungan pembinaan negara bangsa. Puchong: Penerbit Multimedia. Shamsul Amri Baharuddin, Ketua Editor. (2012). Modul hubungan etnik, edisi kedua. Bangi: Institut Kajian Etnik, Universiti Kebangsaan Malaysia.
Rujukan Tambahan
Andaya, B & Andaya, L. (2001). A history of Malaysia (2nd ed.) Honolulu: University of
Hawaii Press. Cheah Boon Keng (2002). Malaysia: The making of nation. Singapore: ISAS. Francis Lok Kok Wah & Khoo Boo Teik. (2002). Democracy in Malaysia: Discourses and practices. London: NIAS-Curzon Press. Ibrahim Zawawi (ed). (1998). Cultural contestations: Mediating identities in a changing Malaysia society. London: ASEAN Academic Press. Mansor Mohd Noor, Abdul Rahman Abdul Aziz & Mohamad Ainuddin Iskandar Lee. (2006) Hubungan etnik di Malaysia. Malaysia: Prentice Hall. Mohd Aris Hj. Othman. (1983). Perkembangan perlembagaan Malaysia. Petaling Jaya: Fajar Bakti. S. Ahmad Hussein (et.al) (1996). Penyelarasan dalam federalisme Malaysia: Kewangan, tanah dan hal-ehwal Islam. Penang: USM. Shamsul Amri Baharuddin. (2007). Modul hubungan etnik. Shah Alam: Pusat Penerbitan Universiti (UPENA), Universiti Teknologi Mara.
17. Maklumat Tambahan Tiada
SUMMARY OF COURSE INFORMATION (STUDENTS’ VERSION)
RINGKASAN MAKLUMAT KURSUS VERSI PELAJAR
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1. Name of Course/Module
Second Language Acquisition Pemerolehan Bahasa Kedua
2. Course Code TSLB3103
3. Name(s) of academic staff
Hamidah binti Samsudin
4. Rationale for the inclusion of the course/module in the programme
This course is relevant to student teachers of English as a Second Language as it provides the suitable content knowledge for them to understand the stages of acquiring a second language and the pedagogical implications for teaching.
5. Semester and Year offered
Semester 2 Year 3
6. Total Student Learning Time (SLT)
Face to Face Non Face to Face Total Guided and Independent
Learning
L = Lecture
T = Tutorial
P = Practical
A= Assessment
L T P A L T P A
126 30 15 - 3 30 30 - 18
7. Credit Value 3
8. Prerequisite (if any)
None
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9. Course Learning Outcomes ( CLO)
At the end of this course students will be able to:
1. Elaborate on the psychological and instructional variables which affect second language acquisition among young learners. (C5, PLO1) 2. Present an analysis of a lesson in relation to the theories of second language acquisition in groups. (C6, A2, PLO3, PLO4. PLO5, CTPS2,CS3,TS1) 3. Explain key issues and concepts of bilingualism in second language acquisition. (C5,P2, A4,PLO1) 4. Examine the social and personal complexity of language learning among young learners. (C4, PLO2, PLO8, EM3) 5. Integrate the theories of second language acquisition with practice in the primary ESL classroom. (C6, A4, PLO2, PLO6, LL2)
LEARNING TAXONOMIES
COGNITIVE DOMAIN PSYCHOMOTOR DOMAIN AFFECTIVE DOMAIN
CLO
Rem
em
be
rin
g
Un
de
rsta
nd
ing
Ap
ply
ing
An
aly
sin
g
Ev
alu
ati
ng
Cre
ati
ng
Pe
rce
pti
on
Se
t
Gu
ided
re
sp
on
se
Me
ch
an
ism
Co
mp
lex
or
ov
ert
re
sp
on
se
Ad
ap
tati
on
Ori
gin
ati
on
Rec
eiv
ing
Res
po
nd
ing
Va
luin
g
Org
an
isati
on
Inte
rna
lis
ing
Va
lues
(Ch
ara
cte
ris
ati
on
)
C1
C2
C3
C4
C5
C6
P1
P2
P3
P4
P5
P6
P7
A1
A2
A3
A4
A5
1 x
2 x x
3 x x x
4 x
5 x x
10.
Transferable Skills
Critical Thinking Skills(CTPS2), Communication Skills(CS3), Teamwork (TS1) , Managing Information and Life-long Learning Skills (LL2) and Professional Ethics and Moral (EM3)
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11. Teaching-learning and assessment strategy
Teaching-learning strategies:
1.Lecture – input 2. Tutorial activities – group work, discussions, presentations, online task Assessment strategy: 1. Continuous assessment is carried out to ensure the students have attained and achieved the expected level of the prescribed course learning outcomes. The set coursework will contribute 50% to the final grade for the course. 2. Summative assessment consists of a written examination consisting of short-response and essay questions to assess student performance. The examination questions will be set by the course lecturer and the examination will be held at a scheduled time. The examination will also contribute 50% to the final grade for the course.
Programme Learning Outcome (PLO)
Teaching and Learning Strategies
Types of Assessment
PLO1 - Knowledge Lecture
Tutorial
Q & A session
Written assignment
Examination
PLO2 – Practical Skills Tutorial Oral Presentation (gp)
PLO3 – Critical, Scientific
and Problem
solving Skills
Tutorial
Online tasks
Oral Presentation (gp)
Written assignment
Examination
PLO4 – Communication
Skills
Tutorial
Presentation Oral Presentation (gp)
PLO5 – Social Skills,
teamwork and
responsibility
Tutorial
Discussion Oral Presentation (gp)
PLO6 – Life-long learning
and Managing
Information Skills
Online tasks
Discussion
Presentation
Written assignment
Reflective essay
PLO8– Practise values, ethics,
morality and professionalism
in the teaching profession
Discussion
Presentation
Written assignment
Reflective essay
12. Synopsis
This course focuses on the introduction to second language acquisition, age and acquisition, cognition and memory, theories of second language acquisition, bilingualism among young learners, the role of personality in second language acquisition among young learners and integrating theories of second language acquisition with practice in the primary ESL classroom.
13. Mode of Delivery Lecture and tutorial
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14. Assessment Methods and Types
Coursework: 50%
Examination: 50%
Types of assessment Methods of assessment Percentage
Written Examination 50
Coursework
Written assignment 30
Oral Presentation 10
Reflective essay 10
17.
Content outline of the course and the total SLT per topic F
ace
-to
-face
Inte
raction
Non
Fa
ce
-to
-fa
ce
Inte
raction
Le
ctu
re
Tu
toria
l
Pra
ctica
l
Assessm
en
t
Le
ctu
re
Tu
toria
l
Pra
ctica
l
Assessm
en
t
To
tal
SL
T
1. Introduction to Second Language Acquisition
• Historical overview of Second Language Acquisition
• Nativism and Environmentalism - Review of Skinner and Chomsky
- Nature versus nurture
• Role of first language in Second Language Acquisition
2 1 2 2 7
2. Age and Acquisition
• Child-directed speech
• Role of imitation and correction
• Critical Period hypothesis
• Order of acquisition - Triggers, paths and rate of acquisition
4 2 4 4 14
3. Cognition and Memory
• Languages and the brain
• Learning process
• Kinds of memory - Short term memory - Working memory - Declarative memory - Episodic and semantic memory
6 3 6 6 21
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4. Theories of Second Language Acquisition
• Krashen’s theory of second language acquisition - the Acquisition-Learning hypothesis, - the Monitor hypothesis, - the Input hypothesis, - the Natural Order hypothesis, - the Affective Filter hypothesis.
• Output hypothesis (Merryl Swain)
• Interaction hypothesis (Michael Long) - Communication strategies of L2 learners
• Noticing hypothesis ( Richard Schmidt)
• Implications for teaching
8 4 8 8 28
5. Bilingualism among young learners
• Types of bilingualism
• Factors affecting bilingualism
• Language transfer
• Language interference
4 2 4 4 14
6. The role of personality in Second Language Acquisition among young learners
• Role of motivation in second language learning - Intrinsic and extrinsic motivation - Instrumental, integrative and assimilative motivation
• Types of attitudes
2 1 2 2 7
7. Integrating theories of Second Language Acquisition with practice in the primary ESL classroom
• Analyzing needs of the second language learner
• Building second language learner motivation including value, self-efficacy and attributions
• Effective instructional practice
• Thematic instructional route
4 2 4 4 14
Coursework 0.5 10.5 10.5
Practical
Revision
7.5 7.5
Examination 2.5 2.5
Total 30 15 3 30 30 18 126
TOTAL FACE TO FACE AND NON-FACE TO FACE LEARNING TIME
Face to face Non face to face
Lecture 30 30
Tutorial 15 30
Written assignment (1000 words)
6
Group Oral presentation
(30 minutes)
0.5 2
Reflective essay (400 words)
2.5
Examination 2.5 7.5
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Total 48 78
Total SLT 126
Credit 3
18. Main references Cook, V. & Singleton, D. (2014). Key topics in Second language acqusition. Bristol: Multilingual Matters. Gass, S., Behney,J & Plonsky,L. (2013). Second language acquisition: An introductory course (4th edition). London: Routledge. Mitchell, R., Florence M. & Emma M. (2013). Second language learning theories. (3rd edition). New York: Arnold Publishers.
Additional references supporting the course
Brown, S & Hall, J.L. (2012). Second language acquisition myths: applying second language research to classroom teaching. New York: University of Michigan Press. Ellis, Rod. (2012). Understanding Second language acquisition. Oxford: Oxford University Press. Freeman,D.L & Long,M.H. (2014). An introduction to second language acquisition research. New York: Routledge. Lourders, O. (2014). Understanding second language acquisition. London: Routledge. Mauriel, S.T. (2012). Introducing Second language acquisition. Cambridge: Cambridge University Press. Meisel.M.J. (2013). First and second language acquisition. Cambridge: Cambridge University Press. Patten,V.B. (Ed) & William, J. (Ed).(2015).Theories in second language acquisition. New York: Routledge.
17. Other additional information
None
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1. Nama Kursus /Modul
Language Assessment in the Primary ESL Classroom
Penilaian Bahasa Inggeris sebagai Bahasa Kedua di Sekolah Rendah
2. Course Code TSLB3113
3. Name(s) of academic staff
Hamidah Binti Shamsudin
4. Rationale for the inclusion of the course/module in the programme
This course is relevant to student teachers of English as a Second Language as it provides the content knowledge for them to examine the school-based assessment, identify alternative forms of assessment and design various assessments and tests in the Malaysian primary ESL classrooms.
5. Semester Year offered
Semester 2 Year 3
6. Total Student Learning Time (SLT)
Face to Face Non-Face To Face Total Guided and Independent
Learning
L = Lecture
T = Tutorial
P = Practical
A = Assessment
L T P A L T P A
125
30 15 - 3.5 30 30 - 16.5
7. Credit Value 3
8. Prerequisite (if any) None
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9. Course Learning Outcomes (CLO)
At the end of this course students will be able to:
4. Explain the role and approaches of language assessment. (C4, P2, A4, PLO3, CTPS2)
5. Design various assessments and tests for specific language skills, sound system, grammar and vocabulary in the primary ESL classroom. (C6, P7, PLO3, PLO6, PLO9, CTPS3, LL1, LS2)
6. Explain the alternative forms of assessment, grading, feedback and reporting in the primary ESL classroom. (C6, P2, A4, PLO3, PLO8, CTPS4, EM2)
7. Interpret the school-based assessment documents and procedures in the primary ESL classroom. (C5, A5, PLO4, PLO5, PLO6, CS3, TS4, LL2)
8. Present issues and concerns in language assessment in Malaysian primary schools in groups. (C6, P2, A2, PLO3, PLO4, PLO5, CTPS4, CS3, TS4)
LEARNING TAXONOMIES
COGNITIVE DOMAIN PSYCHOMOTOR DOMAIN AFECTIVE DOMAIN
CLO
Rem
em
be
rin
g
Un
de
rsta
nd
ing
Ap
ply
ing
An
aly
sis
Ev
alu
ati
ng
Cre
ati
ng
Pe
rce
pti
on
Se
t
Gu
ided
re
sp
on
se
Me
ch
an
ism
Co
mp
lex
or
ov
ert
re
sp
on
se
Ad
ap
tati
on
Ori
gin
ati
on
Rec
eiv
ing
Res
po
nd
ing
Va
luin
g
Org
an
isati
on
Inte
rna
lis
ing
Va
lues
(Ch
ara
cte
rizati
on
)
C1
C2
C3
C4
C5
C6
P1
P2
P3
P4
P5
P6
P7
A1
A2
A3
A4
A5
1 X X X
2 X X
3 X X X
4 X
X
5 X X X
10.
Transferable Skills:
Critical Thinking Skills (CTPS3), Communication Skills (CS3), Teamwork (TS4), Life-Long Learning and Managing Information Skills (LL2), Professional Ethics and Moral (EM2), Leadership (LS2)
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11. Teaching-learning and assessment strategy
Teaching-learning strategy:
1. Lecture
2. Tutorial activities – group work, discussions, presentations, online tasks
Assessment strategy:
Programme Learning
Outcome (PLO) Teaching and Learning
Strategies Types of Assessment
PLO3– Critical, Scientific and Problem solving skills
Tutorial
Online tasks
Design Test Items
Quiz
Examination
PLO4 – Communication Skills
Tutorial
Discussion
Presentation
PLO5 – Social skills, teamwork and responsibility
Tutorial
Discussion
Presentation
PLO6 – Life-long learning and Managing Information Skills
Online tasks
Discussion
Presentation
Design Test Items
Oral Presentation (group)
PLO8 – Practise values, ethics, morality and professionalism in the teaching profession
Tutorial
Discussion
Design Test Items
PLO9 – Demonstrate responsibility in effective leadership as agent of change in the teaching profession
Tutorial
Discussion
Design Test Items
12. Synopsis
This course focuses on the role, approaches and types of language assessment, assessment for specific skills, grammar and vocabulary, grading, providing feedback and reporting of assessment. It also focuses on the future direction of assessment and issues and concerns related to assessment in the Malaysian ESL primary classroom. Kursus ini berfokuskan pada penilaian secara menyeluruh, peranan dan tujuan penilaian dalam pengajaran dan pembelajaran bahasa Inggeris sebagai bahasa kedua, terma asas pentaksiran, prinsip asas penilaian, mereka dan membentuk ujian bahasa dalam bilik darjah, menilai kemahiran bahasa dan isi kandungan bahasa, permarkahan, penggredan dan kriteria penilaian, menganalisis dan menterjemah item, melapor data penilaian, dan membuat refleksi terhadap isu-isu berkenaan yang berkaitan dengan penilaian di sekolah rendah di Malaysia.
13. Mode of Delivery Lecture and tutorial
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14. Assessment Methods and Types
Coursework : 50%
Examination : 50%
Types of assessment
Methods of assessment Percentage
Written Examination 50
Coursework
Design Test Items 30
Oral Presentation (Group) 10
Quiz 10
15. Content outline of the course/module and the SLT per topic
Face to Face Non-Face to-Face
Total SLT
Le
ctu
re
Tu
toria
l
Pra
ctica
l
Assessm
en
t
Le
ctu
re
Tu
toria
l
Pra
ctica
l
Assessm
en
t
1. Introduction: The role of assessment in the language classroom
Assessing young learners for:
• learning
• teaching
• research
2 1 2 2 7
2. Alternative language assessment
❖ Performance based assessment
• Projects
• Exhibitions
• Role plays
• Experiments
• Self and peer assessment
❖ Authentic assessment
• Oral Interviews
• Projects/ Exhibitions
• Experiments/ Demonstrations
• Observations
• Portfolios
• Online assessment
6 3 6 6 21
3. Approaches to language testing
• Integrative approach
• Communicative approach
2 1 2 2 7
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4. Assessing receptive skills
Listening and reading
• Designing assessment tasks
• Scoring method
4 2 4 4 14
5. Assessing productive skills
Speaking and writing
• Designing assessment tasks
• Scoring method
4 2 4 4 14
6. Assessing grammar and vocabulary
• Designing assessment tasks
• Scoring method
4 2 4 4 14
7. Grading, Feedback and Reporting
Alternatives to letter grading
• Self-assessment
• Narrative evaluation
• Checklist evaluation
• Conferences
2 1 2 2 7
8. Documents and procedures in school-based assessment
❖ Standard Document Curriculum & Assessment
• Performance standard
• Performance levels
2 1 2 2 7
9. Issues and Concerns Related to Assessment in Malaysian ESL Primary Schools
• Exam-oriented System
• Cognitive Levels of Assessment
• School-based Assessment
• Cultural and ethical issue of assessment rubrics and content
4 2 4 4 14
Coursework 1 9 10
Revision 7.5 7.5
Examination 2.5 2.5
Total 30 15 3.5 30 30 16.5 125
TOTAL FACE TO FACE AND NON-FACE TO FACE LEARNING TIME
Face to Face Non-Face to
face
Lecture 30 30
Tutorial 15 30
Design Test Items
(1000 words) 6
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Oral Presentation (group)
(30 minutes) 0.5 1.5
Quiz 0.5 1.5
Examination 2.5 7.5
Total 48.5 76.5
Total SLT 125
Credit 3
16. Main references Brown, H. D. (2010). Language assessment: Principles and classroom practices (2nd ed.). New York: Pearson/ Longman.
Fulcher, G. and Davidson, F. (2012). The Routledge Handbook of Language Testing. London: Routledge.
Fulcher, G. (2013). Practical language testing. New York: Routledge.
Additional references supporting the course
Afflerbach, P. (2012). Understanding and using reading assessment, K-12 (2nd ed.). Newark, DE: International Reading Association.
Alderson, J.C; Haapakangas, E.; Huhta, A.; Nieminen, L. and Ullakonoja, R. (2015). The diagnosis
of reading in a second or foreign language. Routledge: Taylor and Francis. Brown, J. D. (2014). Testing in language programs: A comprehensive guide to English language
assessment. US: JD Brown Publishing. Carr, N. (2011). Designing and analysing language tests. Oxford: OUP. Davidson, F. and Fulcher, G. (2012). Developing test specifications for language assessment. The
Cambridge Guide to Second Language Assessment. Cambridge: Cambridge University Press. Gottlieb, M. (2012). Common language assessment for English learners. Bloomington IN: Solution
Tree. Kunnan, A. J. (Ed.) (2014). Talking about language assessment: The LAQ interviews. Routledge:
Taylor and Francis. Kunnan, A. J. (2015). Language testing and assessment. Oxford, UK: Routledge.
17. Other additional information
None
Buku Panduan Akademik PISMP 2018
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SUMMARY OF INFORMATION ON EACH COURSE (STUDENT VERSION)
1. Name of
Course/Module Literature in English Kesusasteraan Bahasa Inggeris
2. Course Code TSLB3123
3. Name(s) of
academic staff Hamidah binti Samsudin
4. Rationale for the
inclusion of the
course/module in
the programme
This course is relevant to student teachers of English as a Second Language as it provides
the suitable content knowledge for them to use English language competently through the
study of literary texts. It will also enable them to enhance their critical and creative thinking
skills, problem solving, communication and social skills.
5. Semester and Year
offered Semester 2 Year 3
6. Total Student
Learning Time
(SLT) Face to face Non Face to Face Total Guided and Independent
Learning
L = Lecture
T = Tutorial
P = Practical
A = Assessment
L T P A L T P A
126
30 15 - 3.5 30 30 - 17.5
7. Credit Value 3
8. Prerequisite (if any) None
9. Course Learning
Outcomes (CLO) At the end of this course students will be able to:
1. Evaluate different types of theories of literary criticism. (C5, PLO3, CTPS3) 2. Evaluate short stories, poems, plays and novels based on various theories of literary
criticism. (C5, PLO3, PLO6, CTPS4, LL1) 3. Interpret meanings in poetry as conveyed through the use of forms and poetry devices.
(C5, A5, PLO3, PLO6, CTPS4, LL2) 4. Present critically the themes in selected short stories, plays and novels in groups. (C6,
A2, PLO4, PLO5, CS3, TS4)
LEARNING TAXONOMIES COGNITIVE DOMAIN PSYCHOMOTOR DOMAIN AFFECTIVE DOMAIN
CLO
C1
C2
C3
C4
C5
C6
P1
P2
P3
P4
P5
P6
P7
A1
A2
A3
A4
A5
1 X 2 X 3 X X
4 X X
10. Transferable Skills: Critical Thinking Skills( CTPS4), Communication Skills(CS3), Teamwork (TS4), and Managing
information skills and Life-Long Learning (LL3)
Berkuat kuasa Mulai Jun 2015
(Kemas kini Jun 201
Rem
em
beri
ng
Un
der
stan
din
g
Ap
ply
ing
An
aly
sin
g
Evalu
ati
ng
Cre
ati
ng
Perc
epti
on
Set
Gu
ided
Res
pon
se
Mec
han
ism
Com
ple
xo
rovert
resp
on
se
Ad
ap
tati
on
Ori
gin
ati
on
Rec
eivin
g
resp
on
din
g
Valu
ing
Org
an
isati
on
Inte
rna
lizi
ng
va
lues
(ch
ara
cteri
zati
on
)
Buku Panduan Akademik PISMP 2018
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Teaching and Learning
Strategies Types of Assessment
Lecture Tutorial Tasks Discussion Presentation
Written assignment
Quiz Examination
Oral presentation (group)
Oral presentation (group)
Lecture Tutorial Presentation
Lecture Tutorial Discussion
Lecture Tutorial Tasks Discussion Presentation
Written assignment
11. Teaching-learning
and assessment
strategy
Teaching-learning strategies: 1. Lecture – input 2. Tutorial activities – group work, discussions, presentations, online tasks 3. Formative assessment – question and answer (Q & A) session
Assessment strategies:
Programme Learning
Outcome (PLO)
PLO3 – Critical, Scientific and Problem solving Skills
PLO4 – Communication Skills
PLO5 – Social Skills, teamwork and responsibility
PLO6 – Life-long learning and Managing Information Skills
12. Synopsis This course focuses on theories of literary criticism, critical analysis of short stories, forms of
poetry, discussion of themes and critical analysis of short plays and novels; with emphasis on
works by Malaysian and other Asian writers. Kursus ini berfokuskan pada pelbagai teori kritikan kesusasteraan Bahasa Inggeris, analisis
cerpen, pelbagai bentuk sajak, perbincangan tema dan analisis kritikal dalam drama pendek
dan novel; dengan penekanan khusus kepada hasil karyawan dari negara Malaysia dan Asia.
13. Mode of Delivery Lecture and tutorial
14. Assessment
Methods and Types Coursework: 50%
Examination: 50%
Types of Assessment Methods of Assessment Percentage
Written Examination 50
Coursework Written assignment 30
Oral presentation (group) 10
Quiz 10
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15. Content outline of the course and the total SLT per
topic
1. Theories of Literary Criticism § Feminist criticism § Reader response criticism § Post - colonial criticism
6 3
6 6
21
2. Critical Analyses of Short Stories in relation to
literary theories (19th to 21st century fiction)
§ Malaysian writers (compulsory)
Selection of any 2 of the following:
§ American writers § British writers § Australian writers § African writers § Asian writers
6 3
6 6
21
3. Forms of Poetry and Critical Analyses § Lyric poetry
- Elegy - Ode - Sonnet - Dramatic monologue
§ Narrative poetry - Epic - Ballad
§ Limerick § Haiku
6 3
6 6
21
4. Critical Analyses of Short Plays in relation to literary
theories
Selection of any one of the following:
§ Malaysian/Asian short plays
§ American/British short plays
6 3
6 6
21
5. Critical Analyses of Novels in relation to literary
theories
Selection of any one of the following:
§ Malaysian/Asian novels
§ American/British novels
6 3
6 6
21
Coursework 1
10 11
Revision 7.5 7.5
Examination 2.5
2.5
Total 30 15 3.5 30 30 17.5 126
Fac
e-to
-fac
e In
tera
ctio
n
Non
Fac
e-to
-fac
e In
tera
ctio
n
Tota
lS
LT
Lec
ture
Tuto
rial
Pra
ctic
al
Ass
essm
ent
Lec
ture
Tuto
rial
Pra
ctic
al
Ass
essm
ent
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TOTAL FACE TO FACE AND NON-FACE TO FACE LEARNING TIME
Face to face Non Face to face
Lecture 30 30
Tutorial 15 30
Written assignment
(1000 words)
6
Oral presentation (Group) - 30 minutes
0.5 2
Quiz 0.5 2
Examination 2.5 7.5
Total 48.5 77.5
Total SLT 126
Credit 3
16. Main References Bressler, C. E. (2011). Literary criticism: an introduction to theory and practice (5th ed.) New
York, NY: Prentice Hall New York.
Tyson, L. (2014). Critical theory today: a user-friendly guide (3rd revised ed.). New York:
Routledge.
Rainsford, D. (2014). Studying literature in English. An introduction. New York: Routledge.
Additional
references
supporting the
course
Bate, J. (2010). English literature: a very short introduction. Oxford: Oxford University Press.
Bennett, A. & Royle, N. (2009). an introduction to literature, criticism and theory (4th ed.).
New York: Routledge. Eagleton, E. (2014). Feminist literary criticism. New York: Routledge.
Eagleton, T. (2011). Literary theory: an introduction (2nd revised ed.). New York: John Wiley
& Sons.
Gillaspie, T. (2010). Doing literary criticism: helping students engage with challenging texts.
London: Stenhouse Publisher.
Tallack, D. (2014). Critical theory: a reader. New York: Routledge
Tyson, L. (2011). Using critical theory: how to read and write about literature. New York:
Routledge.
17. Other additional
information None
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1. Name of
Course/Module
Inclusive Education Pendidikan Inklusif
2. Course Code TSLB3132
3. Name(s) of academic staff
Dr. Mohd Nordin bin Abu Bakar
4. Rationale for the
inclusion of the
course/module in the programme
This course offers an understanding on the concept and implementation of inclusive education in the teaching of the English language in Malaysia
5. Semester and Year
offered Semester 2 Year 3
6. Total Student
Learning Time (SLT) Face to Face Non Face To Face
Total Guided and Independent Learning
L = Lecture
T = Tutorial
P = Practical
A = Assessment
L T P A L T P A
80
18 12 - 2 18 12 - 18
7. Credit Value 2
8. Prerequisite None
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9. Course Learning
Outcomes
(CLO)
At the end of this course students will be able to:
1. Explain the concepts, aims and policy of inclusive education. (C2, PLO1)
2. Elaborate critically on the implementation of inclusive education in schools and the crucial factors that contribute to the success of the programme (C4, PLO3,CTPS1)
3. Analyse the roles and responsibilities of stakeholders in the implementation of inclusive education. (C4, PLO3, CTPS2)
4. Design teaching and learning activities meant for children with learning disabilities, visual impairment and hearing impairment in the mainstream classrooms by referring to various sources. (C6, A2, PLO3, PLO6, CTPS3, LL1)
LEARNING TAXONOMIES
COGNITIVE DOMAIN PSYCHOMOTOR DOMAIN
AFFECTIVE DOMAIN
CLO
Re
me
mb
eri
ng
Un
de
rsta
nd
ing
Ap
ply
ing
An
alyz
ing
Eval
uat
ing
Cre
atin
g
Pe
rce
pti
on
Set
Gu
ide
d r
esp
on
se
Me
chan
ism
Co
mp
lex
or
ove
rt
resp
on
se
Ad
apta
tio
n
Ori
gin
atio
n
Re
ceiv
ing
Re
spo
nd
ing
Val
uin
g
Org
aniz
atio
n
Inte
rnal
izin
g va
lue
s
(ch
arac
teri
zati
on
)
C1
C2
C3
C4
C5
C6
P1
P2
P3
P4
P
5 P6
P7
A1
A2
A3
A4
A
5
1 x
2 x
3 x
4 x x
.
10.
Transferable Skills: Life-long learning and managing information skills (LL1)
Scientific, Critical Thinking and Problem Solving Skills (CTPS3)
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11. Teaching-learning
and assessment
strategy
Teaching-learning strategies: Lecture, Tutorial and Discussion Assessment strategies:
Learning Outcome (LO) Teaching and
Learning Strategies Types of Assessment
PLO1 - Knowledge Lecture Examination
Academic Writing
PLO3 - Critical, Scientific and Problem Solving Skills
Lecture
Discussion
Examination
Academic writing Developing teaching aids Writing of Individual Lesson Plan
PLO6 - Life-long learning and managing information skills
Lecture
Discussion
Developing teaching aids Writing of Individual Lesson Plan
.
12. Synopsis This course encompasses the history, aims, policies; approaches and implementation of inclusive education; and roles of the stakeholders in the implementation of inclusive education. This course also emphasizes on the concept and practice of inclusive pedagogy; and discusses the critical success factors and challenges in implementing inclusive education.
Kursus ini merangkumi sejarah, matlamat, dasar; pendekatan dan pelaksanaan pendidikan inklusif; dan peranan pihak berkepentingan dalam pelaksanaan pendidikan inklusif. Kursus ini juga menekankan tentang konsep dan pelaksanaan pedagogi inklusif; dan membincangkan faktor kritikal kejayaan dan cabaran dalam pelaksanaan pendidikan inklusif.
13. Mode of Delivery Lecture and tutorial
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14. Assessment Methods
and Types
Coursework: 60%
Final Examination: 40%
Types of assessment
Methods of assessment Percentage
Written test Final Examination 40
Coursework
Writing of Individual Lesson Plan 20
Developing teaching aids 20
Academic writing 20
15. Content outline of the course / module and the SLT per topic Fa
ce-t
o-f
ace
Inte
ract
ion
No
n F
ace
to
fac
e
Inte
ract
ion
Tota
l of
SLT
Lect
ure
Tuto
rial
Pra
ctic
al
Ass
ess
me
nt
Lect
ure
Tuto
rial
Pra
ctic
al
Ass
ess
me
nt
Buku Panduan Akademik PISMP 2018
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1. Introduction to Inclusive Education
• Basics and history of Inclusive Education
• Aims and objectives of Inclusive Education
• International and National Policy on Inclusive Education
• Special Education Program by Ministry of Education Malaysia - Special School
- Integrated Program
- Inclusive Education Programmes
2 1 2 1 6
2. Implementation of Inclusive Education Programmes
• Approaches in Inclusive Education - Partial Inclusion
- Full Inclusion
• Selection of students for Inclusive Education - Selection criteria
- Placement
2 1 2 1 6
3. Critical success factors in Inclusive Education
• Support Services - Equipment
- Infrastructure
- Society
- Personnel
• Collaborative Support Services by government and non-governmental bodies
1 2 1 2 6
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4. Roles and responsibilities in the implementation of Inclusive Education Programmes
• School Administrators
• Mainstream teachers
• Resource teachers
• Special education teachers
• Students and parents
• Government and non-governmental bodies
• Issues and challenges in the implementation of Inclusive Education
3 3 3 3 12
5. Inclusive Pedagogy in the teaching of the English Language
• Basic concept in inclusive pedagogy
• Adapting the curriculum and teaching materials
• Teaching strategy and techniques of students with learning disabilities
• Teaching strategy and techniques of students with visual impairment
• Teaching strategy and techniques of students with hearing impairment
• Collaborative teaching
• Teaching aid and technology in inclusive pedagogy
• Individual Lesson Plan (ILP)
10 5 10 5 30
Coursework 12 12
Practical
Revision 6 6
Examination 2
Total 18 12 2 18 12 18 80
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TOTAL FACE TO FACE AND NON-FACE TO FACE LEARNING TIME
Face to face Non
face to face
Lecture 18 18
Tutorial 12 12
Academic Writing (600 words
-- 4
Developing Teaching Aids (1 only)
-- 4
Writing Individual Lesson Plan
-- 4
Final Examination 2 6
Total 32 48
Total Student Learning Time (SLT)
80
Credit 2
16. Main references Boyle, J., & Provost, M.C. (2011). Strategies for Teaching Students with Disabilities in Inclusive Classrooms: A Case Method Approach (1st ed). ISBN-13: 9780131837775
Friend, M., & Bursuck, W.D. (2011). Including Students with Special Needs: A Practical Guide for Classroom Teacher (6th ed). New Jersey: Pearson Education. ISBN-13: 978-0132179720
Salend, S.J. (2011). Creating Inclusive Classroom: International Education. Pearson Education.
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Additional references
Corbett, J. (2001). Supporting Inclusive Education: A Connective Pedagogy. Routledge Falmer
Karten, J.T. (2010). Inclusion Strategies That Work: Research Base. California:SAGE. ISBN-13: 9781412979375
Lewis, A., & Brahm, N. (2005). Special Teaching for Special Children: Pedagogies for Inclusion. Open University Press.
Peggy, A., & Hammeken, (2007). The teacher’s guide to inclusive education:750 strategies for sucess. United Kingdom: SAGE ISBN13:9781890455101
Wade, S.E. (2000). Preparing teachers for Inclusive Education: Case, Pedagogies and Curricula for Teacher Educators. Oneline electronic book (Dawson ERA PDA3). Available online.
17. Additional information
Lecturers teaching the subject must be given a course on inclusive pedagogy.
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1. Name of Course/Module
Fundamentals of Research in Education Asas Penyelidikan Dalam Pendidikan
2. Course Code TSLB3143
3. Name(s) of academic staff
Dr.Nazifah Shaik Ismail
4. Rationale for the inclusion of the course/module in the programme
This course is relevant as it exposes students to the fundamentals of research and skills in planning and producing a research in education proposal. This will subsequently become a regular practice and part of their responsibility as teachers.
5. Semester and Year offered
Semester 2 Year 3
6. Total Student Learning Time (SLT)
Face to Face Non Face To Face Total Guided and Independent Learning
L = Lecture T = Tutorial P = Practical A = Assessment
L T P A L T P A 128 30 15 - 2 30 30 - 21
7. Credit Value 3
8. Prerequisite (if any)
None
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9. Course Learning Outcomes (CLO)
At the end of this course students will be able to: 1. Explain the fundamentals of research in education. (C2, A3, PLO1) 2. Analyse issues in education that can be investigated through research. (C4, A5,
PLO3, PLO6, CTPS3, LL2) 3. Present a critical and professional justification for the proposal(C5, A2, PLO3,
PLO4, CTPS3, CS3) 4. Produce a research proposal in education that takes into account research
ethics based on various relevant sources (C6, A5, PLO6, LL2)
LEARNING TAXONOMIES
COGNITIVE DOMAIN
PSYCHOMOTOR DOMAIN
AFFECTIVE DOMAIN
CLO
C 1
C 2
C 3
C 4
C 5
C 6
P 1
P 2
P 3
P 4
P 5
P 6
P 7
A 1
A 2
A 3
A 4
A 5
1 x x
2 x x
3 x x
4 x x
10. Transferable Skills:
Critical thinking skills, scientific skills(CTPS3) Communication skills(CS3) Information Management and Life-long Learning Skills (LL2)
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11. Teaching-learning and assessment strategy
Teaching-learning strategies::
1. Lecture 2. Tutorial
Assessment strategy:
Programme Learning Outcome (PLO)
Teaching and Learning Strategies
Types of Assessment
PLO1 - Knowledge Lecture
Examination
PLO3 – Critical, Scientific and Problem solving Skills
Tutorial
Presentation Examination
PLO4 – Communication Skills
Tutorial
Presentation
PLO6 – Managing information and Life-long learning Skills
Proposal writing
Research proposal
12. Synopsis
This course provides students with knowledge about fundamentals of research in education. Students will be able to analyse researchable issues in education and discuss the process of research in education. Besides, students may relate their acquired knowledge via the research in education proposal. Kursus ini memberikan pengetahuan kepada pelajar tentang asas penyelidikan dalam pendidikan. Dalam kursus ini, pelajar dapat menganalisis isu-isu dalam pendidikan yang boleh dikaji melalui penyelidikan dan membincangkan proses penyelidikan dalam pendidikan. Di samping itu, melalui kursus ini juga, pelajar mengaplikasikan segala pengetahuan yang diperolehi melalui penghasilan satu kertas cadangan penyelidikan dalam pendidikan
13. Mode of Delivery Lecture and tutorial
14. Assessment Methods and Types
Coursework: 70% Examination: 30%
Types of assessment Methods of assessment Percentage
Written Examination 30
Coursework Research proposal 60
Presentation 10
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15. Content outline of the course/module and the SLT per topic
1. Research in Education
• Concept of research
• Research ethics
• Types of research - Basic research
- Applied research - Action research
- Evaluation research
• Approaches in research - The positivist approach
(quantitative) - The interpretive approach
(qualitative)
• Research designs - Experimental
- Quasi-experimental - Survey
- Case study - Ethnography
- Action research
4 1 4 2
11
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2. Basic Elements in Educational Research
• Educational issues that are researchable
• Background of the study
• Statement of the problem
• Research objectives
• Research questions
• Research hypotheses
• Scope of the study
• Limitations of the study
• Significance of the study
• Operational definitions/terms
6 3 6 6
21
3. Review of Literature
• Purpose of review
• Sources of review
• Steps of writing a review
• Conceptual Framework
4 1 4 2
11
4. Methodology
• Quantitative - Research design - Sampling - Research instruments - Pilot study - Validity and reliability - Data collection procedure - Data analysis method
• Qualitative - Research design - Sampling - Data Collection instruments - Validity and reliability - Data collection procedure - Data analysis procedure
4 2 4 4
14
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5. Data Analysis Methods
• Quantitative - Descriptive and inferential statistics
(Descriptive: mean, median, mode, variants, standard deviation, range,
z-score) (Inferential: t-test, Kruskall-Wallis test, chi-square and correlation) - Data interpretation - Data presentation
• Qualitative - Data analysis types (content analysis, pattern analysis, dilemma
and thematic analysis) - Data interpretation - Data presentation
6
4 6 8
24
6. Research Report
• Content of research proposal
• Content of research report
• Writing style
• Discussions and implications
2 2 2 4
10
7. Action Research
• Context
• Research Focus
• Research Objective
• Research questions
• Action plan
• Implementation of action plan
• Data collection methods
• Data analysis and interpretation of data
• Reflection and implication
• Further action
• Sources of reference
• Action Research proposal writing
• Action research report
4 2 4 4
14
Coursework 0.5 16.5 17
Revision 4.5 4.5
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Examination 1.5 1.5
Total 30 15 2 30 30 21 128
TOTAL FACE TO FACE AND NON-FACE TO FACE LEARNING TIME
Face to face Non face to face
Lecture 30 30
Tutorial 15 30
Presentation 0.5 1.5
Proposal (2500 words)
- 15
Final examination 1.5 4.5
Total 47 81
Total SLT 128
Credit 3
16. Main references Creswell, J. W. (2015). Educational research, planning, conducting, and evaluating quantitative and qualitative research. Ohio: Prentice Hall.
Miles, M.B., Huberman, A.M., & Saldana, J. (2014). Qualitative data
analysis: A methods sourcebook. USA: SAGE Publications. Othman Lebar. (2011). Kajian tindakan dalam pendidikan: Teori dan
amalan. Tanjung Malim, Perak: Penerbit UPSI.
Additional references Chua, Y. P. (2006). Kaedah dan statistik penyelidikan, Asas statistik
penyelidikan, Buku 2. Kuala Lumpur: McGraw-Hill (Malaysia) Sdn. Bhd. Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education: An
introduction to theories and. methods (5th ed.). New York: Pearson Education Group.
Mills, G. E., & Gay, L. R. (2015). Educational research: competencies for
analysis and applications. Upper Saddle River, NJ: Pearson Education. McNiff, J. & Whitehead, J. (2011). All you need to know about action
research (2nd ed.). London: Sage Publications. Mills, G. E. (2011). Action research. A guide for the teacher researcher (4th
ed.).Boston, M.A.: Pearson Education Inc. Mohd. Majid Konting. (2005). Kaedah penyelidikan pendidikan. Kuala
Lumpur: Dewan Bahasa dan Pustaka. Mohd Zarawi Mat Noor & Norliza Kushairi. (2016). Kajian tindakan untuk
guru bimbingan dan kaunseling. Kota Bharu: Unipress Sdn Bhd.
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Noraini Idris. (2010). Penyelidikan dalam pendidikan. Kuala Lumpur: McGraw-Hill.
17. Other additional information Reference should be made to the Garis Panduan Pelaksanaan Penyelidikan IPGM when conducting this course.
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RINGKASAN MAKLUMAT KURSUS VERSI PELAJAR
1. Name of Course/Module
Digital Innovation in Teaching and Learning
2. Course Code TSLB3152
3. Name(s) of academic staff Muhammad bin Ibrahim
4. Rationale for the inclusion of the course/module in the programme
This course is relevant as it generates students’ ideas in producing digital innovation in teaching and learning of English language using appropriate digital tools.
5. Semester and Year offered Semester 2 Year 3
6. Total Student Learning Time (SLT) Face-to-Face Non Face-to-Face Total Guided and Independent
Learning
L = Lecture T = Tutorial P = Practical A = Assessment
L T P A L T P A
81 10 13 - 1 10 26 - 21
7. Credit Value 2
8. Prerequisite (if any) EDUP3053 Technology for Teaching and Learning
9. Course Learning Outcomes (CLO)
At the end of this course students will be able to: 1. Explain clearly and effectively the concepts related to innovation orally or in written
form. (C2, A2, PLO1, PLO4, CS3) 2. Apply Trialogical Learning Model in project development or teaching and learning
activities. (C3, A1, PLO1, PLO2) 3. Produce innovation based on teaching and learning problems for marketing
purposes. (C6, A3, PLO2, PLO7, KK1) 4. Evaluate innovations and the impact on the quality of teaching and learning by
providing suggestions and alternative solutions. (C5, A3, PLO1, PLO3, CTPS3)
LEARNING TAXANOMIES
COGNITIVE DOMAIN PSYCHOMOTOR DOMAIN AFFECTIVE DOMAIN
CLO
C 1
C 2
C 3
C 4
C 5
C 6
P 1
P 2
P 3
P 4
P 5
P 6
P 7
A 1
A 2
A 3
A 4
A 5
1 x
x
2 x
3
x x
x
4 x
x
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10.
Transferable Skills (TS):
Critical Thinking and Problem Solving Skills(CTPS3), Communication Skills (CS3) and Entrepreneurial Skills (KK1)
11. Teaching-learning and Assessment Strategy
Teaching-learning strategies: Lecture, tutorial, practical, blended learning, discussions
Assessment strategies: Assessment is based on coursework set throughout the course (100%). Course work consists of quiz, project report, project and presentation.
Programme Learning Outcome (PLO)
Teaching and Learning Strategies
Types of Assessment
PLO1 - Knowledge Lecture Tutorial
Blended learning
Quiz Project Report
PLO2 – Practical Skills Tutorial Project
PLO3 - Critical, Scientific dan Problem Solving Skills
Tutorial Blended learning Project
PLO4 - Communication Skills Tutorial Blended learning Presentation
PLO7 - Entrepreneur and Managerial Skills
Tutorial Blended learning Project
12. Synopsis
This course provides opportunities for students to explain the concepts and the processes of innovation; generate ideas in developing innovation project; prepare, develop and implement innovation project for teaching and learning; promote, market and evaluate innovation project. Melalui kursus ini, pelajar mampu menjelaskan konsep dan proses inovasi; menjana idea dalam menghasilkan projek inovasi; menyedia, membangun dan melaksanakan projek inovasi untuk pengajaran dan pembelajaran; melaksanakan promosi dan pemasaran inovasi serta menilai projek inovasi.
13. Mode of Delivery Lecture, tutorial, blended learning.
14. Assessment Methods and Types
Coursework : 100% Examination : -
Types of Assessment Methods of Assessment Percentage (%)
Coursework
Quiz 10
Project 70
Project Report 10
Presentation 10
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15. Mapping of the Course Learning Outcomes (CLO) to the Programme Educational Objectives (PEO)
PEO1 PEO2 PEO3 PEO4 PEO5 PEO6
CLO1 X X
CLO2 X
CLO3 X X
CLO4 X X
Programme Educational Objectives
PEO1 Knowledgeable (LO1) and possess practical skills (LO2) in the teaching profession in line with the needs of the organisation and clients
PEO2 Generate solutions to problems (LO3) in the teaching profession through scientific approach (LO3) innovatively, creatively and ethically (LO8)
PEO3 Communicate (LO4) effectively to uphold Bahasa Melayu as a language of knowledge and strengthen the use of the English language
PEO4 Able to seek and manage relevant information from various sources (LO6)
PEO5 Demonstrate entrepreneurial and managerial skills (LO7) and realise the needs of life-long learning (LO6) for career development
PEO6 Possess values and professionalism (LO8), leadership qualities(LO9), social skills, responsible and able to work as a team (LO5)
Course Learning Outcomes (CLO)
CLO1 Explain clearly and effectively the concepts related to innovation orally or in written form (C2. A2, PLO1, PLO4, CS3)
CLO2 Apply Trialogical Learning Model in project development or teaching and learning activities.(C3, A1, PLO2)
CLO3 Produce innovation based on teaching and learning problems for marketing purposes. (C6, A3, PLO2, PLO7, KK1)
CLO4 Evaluate innovations and the impact on the quality of teaching and learning by providing suggestions and alternative solutions.(C5, A3, PLO1, PLO3, CTPS3)
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16. Mapping of the Course Learning Outcomes (CLO) to the Programme Learning Outcomes (PLO)
PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9
CLO1 x x
CLO2 x
CLO3 x x
CLO4 x x
PLO1 Use knowledge about the English language as well as knowledge and understanding of the theories and principles for the teaching and learning of English as a Second Language
PLO2 Model the correct and appropriate use of the English language and apply knowledge of pedagogical theories and principles to create learning experiences according to the level of pupils’ development
PLO3 Apply reflective practices, problem-solving skills, scientific skills, research skills and creative and critical thinking skills in the Teaching of English as a Second Language
PLO4 Communicate and cooperate effectively with various parties locally and globally.
PLO5 Demonstrate the ability for, and show commitment and responsibility in working as a team
PLO6 Recognise the need and capacity for continuous personal improvement by accessing and managing relevant information from various sources to engage in life-long learning
PLO7 Demonstrate managerial and entrepreneurial skills in responding to current trends and changes in education
PLO8 Practise values, ethics, morality and professionalism in the teaching profession.
PLO9 Demonstrate responsibility in effective leadership as agent of change in the teaching profession
Course Learning Outcomes (CLO)
CLO1 Explain clearly and effectively the concepts related to innovation orally or in written form (C2. A2, PLO1, PLO4, CS3)
CLO2 Apply Trialogical Learning Model in project development or teaching and learning activities. (C3, A1, PLO2)
CLO3 Produce innovation based on teaching and learning problems for marketing purposes. (C6, A3, PLO2, PLO7, KK1)
CLO4 Evaluate innovations and the impact on the quality of teaching and learning by providing suggestions and alternative solutions.(C5, A3, PLO1, PLO3, CTPS3)
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17. Content Outline of the Course and the Total Student Learning Time (SLT) for each topic
Face-to-face Interaction Non Face-to- face Interaction
1. Concept and Innovation Process • Definition and Concept of Innovation • Innovation Process • Models of Innovation in Education • Factors that affect innovation • Acceptance of Innovation • Innovation Copyright
2 1 2 2 7
2. Introduction to Trialogical Learning • Concept of Trialogical Thinking • Generic model for the Trailogical Learning
Process - Explicating real purpose and need - Framing - Drafting and Versioning - Examining and Reflecting On - Finalising and Specifying - Reusing
• Tools for Trialogical Learning • Trialogical Model for teachers • Designing trialogical learning system for the
development of a project
3 2 3 4 12
3. Idea Generation • Analyze needs and requirements • Use idea generation tools • Identify and select projects • Prepare proposals Presentation : Proposed Project Paper
1 2 2 4
8
4. Preparation and Development of Innovation Project
• Choose methods and strategies • Develop innovation • Review, test run and improve
1 2 1 4
8
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5. Implementation of Innovation Project
• Implement innovation • Evaluate project progress • Evaluate effectiveness and opportunities for
improvement • Data collection and documentation of report
1 2 1 4
8
6. Promotion and Marketing of Innovation • Entrepreneurship in Innovation • Exhibition and Innovation Colloquium
Presentation and Exhibition: Innovation Project
1 2 1 4 6
7. Evaluation of Innovation Project • Concept: Evaluation of Innovation • Elements and Criteria in Evaluation 1 2 1 4 8
Coursework 1 21 22
Examination
Total 10 13 1 10 26 21 81
TOTAL FACE-TO- FACE AND NON FACE-TOFACE LEARNING TIME
Face-to-face Non face-to-face
Lecture 10 10
Tutorial 13 26
Practical - -
Project - 15
Quiz 0.5 1.5
Presentation 0.5 1.5
Project Report (500 words) - 3
Final Examination - -
Total 24 57
Total Student Learning Time
(SLT) 81
Credit 2
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18. Main references
Tan, S.C. (2014) Knowledge creation in education: Education innovation series. Singapore: Springer. Johnson, S., (2013). Digital tools for teaching: 30 e-tools for collaborating, creating, and publishing across the curriculum. Maupin House Pub. Mesquita, A. (Ed.). (2011). Technology for creativity and innovation. IGI GLOBAL.
Additional references supporting the course
Buku Panduan Kreativiti dan Inovasi: Elemen Merentas Kurikulum Dalam KSSR. (2012). Cetakan Ketiga, Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia.
Yang, D. (2013). Understanding and profiting from
intellectual property: Strategies across borders (2nd
ed.) UK: Palgrave Macmillan. Stim, R. (2014). Patent, Copyright and Trademark: An
Intellectual Property Desk Reference (13th ed.). USA. The NMC Horizon Report: 2014 K-12 Edition. (2014). The
New Media Consortium.
19. Other additional information None
Buku Panduan Akademik PISMP 2018
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JADUAL WAKTU
SEMESTER 2 TAHUN 3
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Hari Bilik Kuliah Pengkhususan Kumpulan 8.00 - 9.00 9.00 - 10.00 10.30 - 11.30 11.30 - 12.30 12.30 - 1.30 2.30-3.30 3.30-4.30
F 01 002 PK-M. Pendengaran G6.1
E 02 007 PK-M. Pendengaran G6.2
E 02 005 PK-M. Penglihatan G6.3
N 03 009 Pendidikan Muzik G6.4
N 03 010 Pendidikan Muzik G6.5
K 02 007 Pendidikan Jasmani G6.6
K 02 008 Pendidikan Jasmani G6.7
B 03 014 Pendidikan Seni Visual G6.8
K 01 018 TESL G6.9 TSLB3152 Dayangku IT TSLB3152 Dayangku IT
K 01 019 TESL G6.10 TSLB3152 DrZaira TSLB3152 DrZaira
Hari Bilik Kuliah Pengkhususan Kumpulan 8.00 - 9.00 9.00 - 10.00 10.00-11.00 11.30 - 12.30 12.30 - 1.30 2.30-3.30 3.30-4.30
F 01 002 PK-M. Pendengaran G6.1 PKUK3152 Dr Ramesh/ Mohd Amin
E 02 007 PK-M. Pendengaran G6.2 PKUK3152 Edaham/ Mohd Jim
E 02 005 PK-M. Penglihatan G6.3 PKUK3152 Lye Guet Poh
N 03 009 Pendidikan Muzik G6.4 MUZK3152 Laura Rajamoney
N 03 010 Pendidikan Muzik G6.5 MUZK3152 Rozaina
K 02 007 Pendidikan Jasmani G6.6
K 02 008 Pendidikan Jasmani G6.7
B 03 014 Pendidikan Seni Visual G6.8 PSVK3152 Salehuddin PSVK3113 Nor Azizah
K 01 018 TESL G6.9 TSLB3152 Dayangku IT
K 01 019 TESL G6.10 TSLB3152 DrZaira
Hari Bilik Kuliah Pengkhususan Kumpulan 8.00 - 9.00 9.00 - 10.00 10.00-11.00 11.30-12.30 12.30-1.30 2.30-3.30 3.30-4.30
F 01 002 PK-M. Pendengaran G6.1
E 02 007 PK-M. Pendengaran G6.2
E 02 005 PK-M. Penglihatan G6.3
N 03 009 Pendidikan Muzik G6.4 MUZK3152 Laura Rajamoney
N 03 010 Pendidikan Muzik G6.5 MUZK3152 Rozaina
K 02 007 Pendidikan Jasmani G6.6
K 02 008 Pendidikan Jasmani G6.7
B 03 014 Pendidikan Seni Visual G6.8
K 01 018 TESL G6.9 TSLB3103 Ros AS TSLB3143 DrACA/NJ
K 01 019 TESL G6.10 TSLB3103 Kuruvilla TSLB3143 DrPKS/WSL
Hari Bilik Kuliah Pengkhususan Kumpulan 8.00 - 9.00 9.00 - 10.00 10.00-11.00 11.30-12.30 12.30-1.30 2.30-3.30 3.30-4.30
F 01 002 PK-M. Pendengaran G6.1 TUT Dr.Madinah/M.Aminuddin AR
E 02 007 PK-M. Pendengaran G6.2 TUT M.Sabri N./Haslina J.
E 02 005 PK-M. Penglihatan G6.3 TUT Dr Liza Isyqi/
N 03 009 Pendidikan Muzik G6.4 MUZK3132 Rozita Ibrahim TUT Laura/Lee Lay Hwa.
N 03 010 Pendidikan Muzik G6.5 MUZK3132 Shahril AR TUT Ching IH / Norijah M.
K 02 007 Pendidikan Jasmani G6.6 TUT Nurhasni / Ahmad Taufix
K 02 008 Pendidikan Jasmani G6.7 TUT Siti Salmiah / Chia CM
B 03 014 Pendidikan Seni Visual G6.8 PSVK3103 Azlina PSVK3152 Salehuddin TUT Zainun AB/Hasizan D
K 01 018 TESL G6.9 TSLB3113 Woo SL TSLB3123 Amyzar A TUT Zarina M / Teo KJ
K 01 019 TESL G6.10 TSLB3113 Ros AH TSLB3123 DrParamjiit TUT Mohny D./Nor Ruzaini
Hari Bilik Kuliah Pengkhususan Kumpulan 8.00 - 9.00 9.00 - 9.55 10.25 - 11.20 11.20 - 12.15 12.15-2.45 2.45-3.35 3.35-4.30
F 01 002 PK-M. Pendengaran G6.1
E 02 007 PK-M. Pendengaran G6.2
E 02 005 PK-M. Penglihatan G6.3
N 03 009 Pendidikan Muzik G6.4
N 03 010 Pendidikan Muzik G6.5
K 02 007 Pendidikan Jasmani G6.6
K 02 008 Pendidikan Jasmani G6.7
B 03 014 Pendidikan Seni Visual G6.8
K 01 018 TESL G6.9
K 01 019 TESL G6.10
PSVK3123 Shahril/Zaharah
MPU3122-Rosly
PKUK3143
DrMadinah/ DrHajarul
MPU3122-Rosly
PJMS3123 Chia CM
PSVK3132 Dr Azizah
TSLB3143 DrAssunta CA / Noreha Jamaluddin
TSLB3143 DrParamjiit Kaur SS / Woo SL
RABU
MUZK3143 Dr Lee LH / Dr Lim ZC / Edna Wellington / Nik Hartini /
Fauzila
PSVK3143 Dr Syed / Ahmad Subki/ Faridah Anum
PKLK3123 DrHajarul
TSLB3132 Zarina
TSLB3132 DrAssunta
PJMS3143 Dr Munira
PKUK3113 Mohd Yusof
PKUK3103 Besira BB
PKUK3132 Dr Zawawi
MPU3122-Meor Aris
MPU3122-Meor Aris
MPU3122-Moer Aris
MPU3122-Dr.Puspavalli
MPU3122-Dr.Pushpavalli
MPU3122-Rosly
MPU3122-Uthaya
MPU3122-Dr.Pushpavalli
REHAT SINERGI ILMU / PROSPEN
PSVK3113 Nor Azizah
PKDK3123 Dtn Siti Muhibah
PKUK3113 Mohd Yusof
PJMS3143 Dr Teng
PKDK3123 Dtn Siti Muhibah
PJMS3123 Chia CM/Balkaran (Gimnasium / Padang)
TSLB3103 Ros AS
TSLB3103 Kuruvilla
PJMS3132 Dr Teng
PJMS3152 Dr Munira
ISNIN
KHAMIS
JUMAAT
SELASA
Inovasi Digital dlm PdP
(Dewan Kuliah)
Lye GP / Dr Ramesh /
M. Aminuddin / Edaham
/ Mohd Jim / Dr Munira /
Salehuddin / Laura
Rajamoney / Rozaina
Abd Razak
PKUK3113 Mohd Yusof
Pend Inkusif 3132
(Dewan Kuliah)
PJMS3123 Chia CM
MUZK3162 Ariputhiran / Rozita Ibrahim
MUZK3162 Nik Hartini NL / Nik Rozalind NH
PKUK3103 Besira BB
PKUK3103 Besira BB
PKUK3143DrHajarul Bahti
PSVK3103 Shahril Awang
PKUK3132 Dr Zawawi
PJMS3152 Dr Munira
PJMS3132 Dr Teng
TSLB3113 Woo SL
TSLB3113 Ros AS
MUET Noreha Jamaluddin
PJMS3123 Chia CM
PJMS3123 Chia CM
PKUK3143 DrMadinah
TSLB3123 Amyzar A
TSLB3123 DrParamjiit
MUZK3183 Yusri Hussain MUZK3193 Rozita Ibrahim
MUZK3183 Shahril AR MUZK3193 Rozaina AR
PSVK3103 Azlina PSVK3123 Shahril/Zaharah
MUZK3193 Rozita Ibrahim MUZK3183 Yusri Hussain
MUZK3193 Rozaina Abd Razak MUZK3183 Shahril AR
PJMS3162 Nurhazni
PJMS3162 Nurhazni
PKUK3143 DrMadinah
PKUK3132 Dr Zawawi
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STRUKTUR KURSUS
PROGRAM IJAZAH
SARJANA MUDA
PERGURUAN
PENGAJARAN BAHASA
INGGERIS SEBAGAI
BAHASA KEDUA
PENDIDIKAN RENDAH
AMBILAN JUN 2015
Buku Panduan Akademik PISMP 2018
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SEMESTER 2 TAHUN 2
Bil Komponen Kursus Kod Kursus Kredit
1 ASAS
PENDIDIKAN Leadership And Teacher Professional Development
EDUP3083 3
2 TERAS Curriculum Studies TSLB3163 3
3 TERAS Research in Education TSLB3173 2
4 Amalan
Professional IOnternship PRKA3042 2
5a ELEKTIF TERAS
Pengurusan Acara PESK3013 3
5b ELEKTIF TERAS
Tahsin Tilawah Al Quran TTQK3013 3
5c ELEKTIF TERAS
Pengucapan Awam PAWK3013 3
5d ELEKTIF TERAS
Lestari Alam Sekitar LASS3013 3
5e ELEKTIF TERAS
Fiqh Kekeluarga Islam FKIK3013 3
Jumlah 13
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RINGKASAN
MAKLUMAT KURSUS
VERSI PELAJAR
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1. Name of Course/Module
Leadership And Teacher Professional Development Asas Kepemimpinan dan Pembangunan Profesionalisme Guru
2. Course Code EDUP3083
3. Name(s) of academic staff
Dr.Mohd Nordin bin Abu Bakar
4. Rationale for the inclusion of the
course/module in the programme
This course is offered so that students have a basic understanding of leadership skills; professional personal development and able to portray leadership characteristics in teaching and learning.
5. Semester and Year offered
Semester 2 Year 4
6. Total Student Learning Time
(SLT)
Face to Face
Non Face To Face
Total Guided and Independent Learning
L = Lecture T = Tutorial P = Practical A = Assessment
L
T
P
A
L
T
P
A
129 26
19
-
2.5
26
38
-
17.5
7. Credit Value 3
8. Prerequisite (if any) None
9. Course Learning Outcomes
(CLO)
At the end of this course students will be able to:
1. Clarify the concept of teaching as a profession and characteristics of teachers as professionals. (C2, LO1,LO8, EM2)
2. Elaborate on issues and current challenges faced by teachers, and legislations related to the teaching career. (C4, A2, LO1, LO8, EM2)
3. Prepare a plan for personal development and career advancement in order to enhance professionalism based on stages of teacher development. (C5, LO3, L07,CTPS3,KK3)
4. Analyse the role of teacher as a professional leader in various aspects of teaching and learning using interviews. (C4,A2,LO3, ,LO9, CTPS3,LS1)
5. Prepare an action plan to manage educational changes.(C6, A4, LO1)
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10.
Transferable Skills: Critical, Scientific and Problem solving Skills (CTPS3), Management and Entrepreneurship Skills (KK3), Communication Skills (CS1), Ethics and Profesional Moral (EM3).Leadership
Skills (LS1)
11. Teaching-learning and assessment
strategy
Teaching-learning strategies:
1. Lecture 2. Tutorial
Assessment strategies:
Performance of students in this course is determined through two (2) forms of assessment, i.e., course work (50%) and written examination (50%). Course work is conducted through out the course while centralised examination is conducted at the end of the semester.
Course work consists of a written report based on an interview (600 words) and academic writing (1000 words). Course work is prepared based on ‘Buku Panduan Pentaksiran.
Examination questions comprise of structured and extended essays, formulated based on ‘Buku Panduan Pentaksiran.
Learning Outcome (LO) Teaching and Learning Strategies
Types of Assessment
LO1 – Knowledge Lecture Tutorial
Written Exam Report Writing (Interview)
Academic Writing
LO3 – Critical, Scientific and Problem solving Skills
Tutorial Discussion
Written Exam Academic Writing
Report Writing (Interview)
LO7 - Management and Entrepreneurship Skills
Lecture Tutorial
Academic Writing
LO8 – Professionalism, Value,
Attitude and Etiquette
Lecture Tutorial
Discussion
Written Exam Report Writing (Interview)
Academic Writing
LO9-Leadership Skills
Lecture Tutorial
Discussion
AcReport Writing (Interview)
12.
Synopsis This course discusses the concept of teaching as a profession; educational issues and current challenges; teacher and teaching legislation, teacher quality; stages of teacher development; teacher leadership; organizational structure of the education system and innovation and managing educational changes.
Kursus ini membincangkan konsep mengajar sebagai satu profesion; cabaran semasa dalam sistem pendidikan; perundangan berkaitan guru dan pendidikan; kualiti guru; peringkat perkembangan guru, pembangunan kemahiran profesional guru, kepemimpinan guru; struktur organisasi pendidikan; dan inovasi dan perubahan pendidikan.
13.
Mode of Delivery
Lecture, Tutorial, Discussion
14.
Assessment Methods and Types
Coursework : 50% Examination : 50%
Types of assessment Methods of assessment Percentage
Written Exam Final Examination 50
Assignment
Report Writing (Interview) 20
Academic Essay 30
Buku Panduan Akademik PISMP 2018
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15.
Content outline of the course and the total SLT per topic
Fa
ce
to
Face
Inte
raction
N
on
Face
to
Fa
ce
Inte
raction
To
tal
SL
T
Le
ctu
re
Tu
toria
l
Pra
ctica
l
Assessm
en
t
Le
ctu
re
Tu
toria
l
Pra
ctica
l
Assessm
en
t
1. Teaching as a Profession
• Concept of profession and professionalism
• Characteristics of a teacher as a professional
1
1
1
2
5
2. Policies and Directions of the National Education
• National Education Policy
• Master Plan for Education Development (2006- 2010)
• Education National Key Result Area (NKRA)
• Malaysia Education Blueprint 2013-2025
• UNESCO Pillars of Education
3
2
3
4
12
3. Legislations Related to Teacher and Education
• Code of Ethics for Teachers in Malaysia
• Code of Conduct and Discipline for Civil Servants
• Education Act 1996
• Children’s Rights
2
2
2
4
10
4. Teacher Quality
• Standards for Teachers in Malaysia
• Malaysia Education Quality Standards
• Job Satisfaction
3
2
3
4
12
5. Stages of Teacher Development
• Concerns Theory (Fuller, 1969)
• Five Stages of Teacher Development (Trotter, 1986)
• Six Stages of Teacher Development (MOE)
3
2
3
4
12
6. Developing Professional Skills of Teachers
• Types of Models for Professional Development
• Continuing Professional Development (MOE)
- Concept of continuing professional development (CPD)
- Goals and importance of CPD - CPD Model, MOE - Implementation of CPD - Activities for CPD
• Exploring opportunities for developing the teaching career
• Personal professional development plan
3
3
3
6
15
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7. Teacher Leadership
• The basics of leadership
- Transactional leadership
- Transformational leadership
• The concept of teachers as leaders
• Role of teachers as leaders
• Leadership skills for teachers
• Leadership challenges in schools (mainstream, inclusive and special needs education)
5
3
5
6
19
8. Organizational Structure in Education
• Organizational Structure in Ministry Of Education, Malaysia
• Organizational Structure in State and District Education Department
• Organizational Structure in School
- Duties and responsibilities of teachers
- Teacher expectation
2
2
2
4
10
9. Teacher as Agent of Change
• Innovation in education
• Innovative teaching and learning strategies
• Business opportunities for innovative teaching and learning products
• Managing educational changes
4
2
4
4
14
Course work
10 10
Practical
Revision for Examination 7.5 7.5
Examination
2.5
2.5
Total 26 19
2.5 26 38
17.5 129
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TOTAL FACE TO FACE AND NON-FACE
TO FACE LEARNING TIME
Face to Face Non Face to Face
Lecture 26 26
Tutorial 19 38
Report Writing (Interview)
(600 words)
-
4
Academic Writing (1000 words)
- 6
Final Examination 2.5 7.5
Total 47.5 81.5
Total Student Learning Time (SLT)
129
Credit Hours 3
16. Main references Ann Lieberman, Lynne Miller. (2011).Teacher leadership. San Francisco, CA: Jossey-Bass.
Stevan Farr. (2010). Teaching as leadership. San Francisco, CA: Jossey-Bass.
Trilling, B. & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco, CA: Jossey-Bass.
Additional references
Bahagian Pendidikan Guru, Kementerian Pendidikan Malaysia. (2009). Standard Guru Malaysia. Shah Alam: Giga Wise Network Sdn. Bhd.
Bahagian Pendidikan Guru, Kementerian Pendidikan Malaysia. (2014). Pelan pembangunan profesionalisme berterusan: Guru dan pemimpin sekolah. Putrajaya: Kementerian
Pendidikan Malaysia.
Bahagian Perancangan dan Penyelidikan Dasar Pendidikan. (2012). Pendidikan di Malaysia : Memartabatkan Kecemerlangan Pendidikan Negara. Putrajaya: Kementerian
Pelajaran Malaysia.
Fullan, M.,Hargreaves, A. (2015) Professional capital. Transforming teaching in every school.
USA: Colombia University: Teachers College Press.
Bahagian Perancangan dan Penyelidikan Dasar Pendidikan. (2012). Dasar Pendidikan Negara. Putrajaya: Kementerian Pelajaran Malaysia.
Hurst, B. & Reding, G. (2009). Professionalism in teaching (3rd ed.). Upper Saddle River,
NJ: Pearson Merrill Prentice.
17. Other additional
information None
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1. Name of Course/Module
Curriculum Studies Pengajian Kurikulum
2. Course Code TSLB3163
3. Name(s) of academic staff
Hamidah binti Samsudin
4. Rationale for the inclusion of the course/module in the programme
This course is relevant to student teachers of English as a Second Language as it provides an understanding of the fundamentals of curriculum relevant to the Malaysian context. It focuses on the roles of the teacher as a curriculum analyst, decision maker and classroom practitioner.
5. Semester and Year offered
Semester 2 Year 4
6. Total Student Learning Time (SLT)
Face to Face Non Face To Face Total Guided and Independent Learning
L = Lecture
T = Tutorial
P = Practical
A = Assessment
L T P A L T P A
126
30 15 - 3 30 30 - 18
7. Credit Value 3
8. Prerequisite (if any) None
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9. Course Learning Outcomes (CLO)
At the end of this course students will be able to:
1. Explain the concepts, principles and models in curriculum design (C4, P2, A4, PLO3, CTPS4)
2. Determine the factors to consider in designing and implementing a curriculum. (C5, PLO3, CTPS5)
3. Explain the role of the teacher in designing and implementing a curriculum. (C4, P2, A4, PLO3, PLO6, CTPS4, LL1)
4. Present the current issues that affect curriculum implementation (from various sources) in groups (C6, A2, PLO4, PLO5, PLO6, CS5, TS5, LL3)
5. Write a reflection on the impact of curriculum evaluation and curriculum change and innovation (C6, A2, PLO3, PLO8, CTPS5, EM3)
LEARNING TAXONOMIES
COGNITIF DOMAIN PSYCHOMOTOR DOMAIN AFFECTIVE DOMAIN
CLO
Rem
em
be
rin
g
Un
de
rsta
nd
ing
Ap
ply
ing
An
aly
sin
g
Ev
alu
ati
ng
Cre
ati
ng
Pe
rce
pti
on
Se
t
Gu
ided
Resp
on
se
Me
ch
an
ism
Co
mp
lex
or
ov
ert
re
sp
on
se
Ad
ap
tati
on
Ori
gin
ati
on
Rec
eiv
ing
Res
po
nd
ing
Va
luin
g
Org
an
iza
tio
n
Inte
rna
lizin
g v
alu
es
(ch
ara
cte
riza
tio
n)
C1
C2
C3
C4
C5
C6
P1
P2
P3
P4
P5
P6
P7
A1
A2
A3
A4
A
5
1 X X X
2 X
3 X X X
4 X X
5 X X
10.
Transferable Skills:
Critical Thinking Skills(CTPS5), Communication Skills(CS5), Teamwork(TS5), Life-long Learning and Managing Information Skills (LL3), Professional Ethics and Moral (EM3)
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11. Teaching-learning and assessment strategy
Teaching-learning strategy:
1. Lecture - input
2. Tutorial activities – group work, discussions, presentations, online tasks
Assessment strategy:
Programme Learning
Outcome (PLO) Teaching and Learning Strategies
Types of Assessment
PLO3 – Critical, Scientific and Problem solving skills
Tutorial
Online Tasks
Written assignment Reflective Essay
Examination
PLO4 – Communication Skills Tutorial
Presentation
Oral presentation (group)
PLO5 – Social Skills, teamwork and responsibility
Tutorial
Discussion
Oral presentation (group)
PLO6 – Life-long learning and Managing Information Skills
Online tasks
Discussions
Presentation
Written assignment
Oral presentation (group)
PLO8 – Practise values, ethics, morality and professionalism
Online tasks
Discussion
Presentation
Reflective Essay
12. Synopsis
This course focuses on the concepts, issues and models in curriculum development, models and considerations in curriculum design, curriculum and the teacher, current issues in curriculum implementation, evaluation and change.
Kursus ini berfokus pada konsep, isu dan model dalam pembangunan kurikulum, model dan faktor yang perlu dipertimbangkan untuk mereka bentuk kurikulum, kurikulum dan guru, isu-isu terkini pelaksanaan kurikulum, penilaian serta perubahan kurikulum.
13. Mode of Delivery Lecture and tutorial
14. Assessment Methods and Types
Coursework : 50%
Examination : 50%
Types of Assessment
Methods of Assessment Percentage
Written Examination 50
Coursework
Written assignment 30
Oral Presentation (Group) 10
Reflective Essay 10
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15. Content outline of the course/module and the SLT per topic
Fa
ce
-to
-face
Inte
raction
No
n F
ace
-to
-fa
ce
Inte
raction
To
tal
SL
T
Le
ctu
re
Tu
toria
l
Pra
ctica
l
Assessm
en
t
Le
ctu
re
Tu
toria
l
Pra
ctica
l
Assessm
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t
1. Concepts and Issues in Curriculum
• Definitions
• Planned, enacted and hidden curriculum
• Relationships between curriculum, syllabus, course and programme Forces that influence curriculum construction
• Political, economic and social
• Concerns of different stakeholders in the Malaysian context
2 1 2 2 7
2. Models of curriculum design
• Comparisons of curriculum design models - Objectives model (Tyler) - Process model (Wheeler) - Interactional model (Taba) - Naturalistic model (Walker)
• Steps in curriculum design in relation to models of curriculum design
4 2 4 4 14
3. Principles in curriculum design
• Selection
• Grading
• Sequencing
• Staging
• Recycling Development of the Malaysian curriculum
• National Philosophy of Education
• Study of the current Malaysian English Language school curriculum
• Comparison of other Malaysia English Language school curriculum
4 2 4 4 14
4. Considerations in Designing a Curriculum
• Needs analysis
• Target group
• Aims and objectives
• Content
• Learning theories, approaches and methods
• Personnel
• Material selection
• Monitoring and support
• Assessment and evaluation
• Constraints
4 2 4 4 14
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5. Curriculum and the Teacher
• Role of teacher as decision-maker, analyst, practitioner and researcher
• Textbook selection and evaluation
• Relationship between teacher beliefs and curriculum implementation
4 2 4 4 14
6. Current Issues in Curriculum Implementation
• Literacy
• Access
• Equity
• Multilingualism
• Technological innovations
• Unity
• Special needs
6 3 6 6 21
7. Curriculum Evaluation
• Definitions of curriculum evaluation
• Purposes
• Focus of evaluation
• Forms of evaluation
• Evaluation methods and tools
4 2 4 4 14
8. Curriculum Change and Innovation
• Contexts of curriculum change
• Strategies of evaluation
• Planning and implementation
• Factors affecting change in ELT in Malaysia
• The teacher as agent of change
2 1 2 2 7
Assignment 0.5 10.5 11
Practical
Revision 7.5 7.5
Examination 2.5 2.5
Total 30 15 3 30 30 18 126
TOTAL FACE TO FACE AND NON-FACE TO FACE LEARNING TIME
Face to face Non face to face
Lecture 30
30
30 30
Tutorial 15 30
Written assignment
(1000 words) 6
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Oral presentation
(Group)
(30 minutes)
0.5 2
Reflective Essay (400 words)
2.5
Examination 2.5 7.5
Total 48 78
Total SLT 126
Jam Kredit 3
16. Main references
Ornstein, A. C. & Hunkins, F. P. (2014). Curriculum: Foundation, Principles, and Issues (6th ed.). Essex: Pearson Edu. Ltd.
Tyler,R.W. (2013). Basic principles of curriculum and instruction. London: University of Chicago Press.
Oliva,P.F. & Gordon,R.W. (2013). Developing the curriculum (8th edition). London: Allyn & Bacon Educational Leadership.
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Additional references
Brown, A. & Green, T. (2011). The essentials of instructional design: Connecting fundamental principles with process and practice. (2nd edn). Upper Saddle River, NJ:Pearson.
Glatthorn,A.A.,Boscuee, A.F. & Whitehead, M.B. (2012). Curriculm leadership: Strategies for development and implementation. London: Sage Publication.
Graves, K (Eds). & Richards, C.R. (Eds). (2014).Teachers as course developers. Cambridge: Cambridge University Press.
Wiles, W.J. (2014). Curriculm development: A guide to practice (9th edition). London: Pearson.
Marsh, C. (2014). Perspectives: Key concepts for understanding the curriculum. New York: Routledge.
Ministry of Education, Malaysia. (2013). Malaysia Education Blueprint 2013-2025 (Preschool to Post- Secondary Education). Kuala Lumpur: KPM.
Richards, J.C. (2015). Curriculum development in language teaching. Cambridge: Cambridge University Press.
Taylor, H.P. & Richards, C. (2012). An introduction to Curriculum studies. New Jersey: Humanities Press.
Kementerian Pelajaran Malaysia. (2012). Dokumen Standard Prestasi KSSR Bahasa Inggeris Tahun 1. Kuala Lumpur: Bahagian Perkembangan Kurikulum, KPM.
17. Other additional information
None
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1. Name of Course/Module
Research in Education - Project Paper Penyelidikan Dalam Pendidikan - Kertas Projek
2. Course Code TSLB3173
3. Name(s) of academic staff
Dr.Nazifah Shaik Ismail
4. Rationale for the inclusion of the course/module in the programme
This course is relevant as it provides authentic experience for students to execute educational research which later become a regular practice and part of their responsibility as educators.
5. Semester and Year offered
Semester 2 Year 4
6. Total Student Learning Time (SLT)
Face to Face Non Face To Face Total Guided and
Independent Learning
L = Lecture T = Tutorial P = Practical A = Assessment
L T P A L T P A 127.5
- - 40 0.5 - - - 87
7. Credit Value 3
8. Prerequisite (if any)
Pass TSLB3143 Fundamentals of Research in Education
9. Course Learning Outcomes (CLO)
At the end of this course students will be able to:
1. Implement an educational research in your major field in educational setting (C A4, PLO2, PLO3, CTPS3)
2. Write an educational research report on your major field implemented
in the institute with reference to various relevant resources. (C6, P3, A4,
PLO1,PLO3 PLO6, CTPS3, LL2)
3. Produce en educational research article. (C6, A4, PLO3, PLO6, CTPS4, LL2)
4. Present your educational research findings. (C3, P5, A2, PLO4, CS3)
LEARNING TAXONOMIES
COGNITIVE DOMAIN
PSYCHOMOTOR DOMAIN
AFFECTIVE DOMAIN
LO
C 1
C 2
C 3
C 4
C 5
C 6
P 1
P 2
P 3
P 4
P 5
P 6
P 7
A 1
A 2
A 3
A 4
A 5
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1 x x x
2 x x x
3 x x x
4 x x x
10. Transferable Skills:
Critical thinking skills and problem solving skills(CTPS4) Communication skills(CS3) Lifelong learning and managing information skills (LL2)
11. Teaching-learning and assessment strategy
Teaching-learning strategies::
Practical (Writing and supervision) Assessment strategy:
Programme Learning Outcome (PLO)
Teaching and Learning
Strategies
Types of Assessment
PLO1 - Knowledge Practical
Research report
PLO2 – Practical Skills Problem solving
Practical
Research report
PLO3 – Critical, Scientific and Problem solving Skills
Practical
Research report Research Article
PLO4 – Communication Skills
Presentation Presentation Research findings report
PLO6 – Managing information and
Life-long learning
Practical
Research report Research Article
12. Synopsis
This course provides students with research skills which involves research, report writing, research papers presentation, and educational research articles writing for educational institutions. Kursus ini memberi kemahiran penyelidikan yang melibatkan pelaksanaan penyelidikan, penulisan laporan, pembentangan kertas penyelidikan, dan menghasilkan artikel penyelidikan dalam pendidikan di institusi pendidikan.
13. Mode of Delivery Tutorial (Guidance and supervision)
14. Assessment Methods and Types
Coursework in the form of project paper (100%)
Types of assessment
Methods of assessment Percentage
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Coursework Research report (10 000 words) 70
Presentation of research findings (30 minutes)
20
Research article (1 500 words) 10
15. Content outline of the course/module and the SLT per topic
1. Implement a research in education in an educational institute and write a draft report
• Introduction - Background of the study - Statement of the problem - Conceptual framework - Purpose of the study - Research objectives - Research questions - Research hypotheses - Scope of the study - Limitations of the study - Significance of the study - Operational definitions/terms - Conclusion
* For action research, use the action research format.
6
6
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•
Review of Literature - Introduction - Purpose of review - Method of writing review - Conclusion
4
4
•
Methodology - Quantitative o
Introduction o
Research design o
Location of study o
Sampling o
Research
instruments o Pilot
study
o Validity and reliability o
Data collection procedure o
Data analysis method
- Qualitative o
- Introduction o
- Location of
study o -
Research design o
- Sampling o
- Research
instruments o
- Validity and
reliability
o - Data collection procedure - Conclusion
6
6
• Data Analysis Methods - Quantitative
o Descriptive and inferential statistics
(Descriptive: mean, median, mode, varians, standard deviation, range, z-score) (Inferential: t-test, Kruskall-Wallis test, chisquare and correlation)
o Data analysis (manual
and software) o Data
interpretation
- Qualitative o Data management
(interview, document analysis, observation)
8
8
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o Data analysis (manual
and software) o Data
presentation
- Conclusion
• Discussion - Drawing Conclusions - Implications of the Study
4
4
2. Final Research Report • Editing and revising of the draft • Archiving final report
8
8
3. Educational research article
• Writing educational research article
4
4
Coursework 0.5 87 87.5
Revision
Examination
Total 40 0.5 87 127.5
TOTAL FACE TO FACE AND NON-FACE TO FACE LEARNING TIME
Face to face Non-face to face
Practical 40
Research report (10 000 words)
- 60
Research article (1 500 words)
- 9
Research Findings Report Presentation
0.5 18
Total 40.5 87
Total SLT 127.5
Credit 3
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16. Main references Creswell, J. W. (2015). Educational research, planning, conducting, and evaluating quantitative and qualitative research. Ohio: Prentice Hall.
Miles, M.B., Huberman, A.M., & Saldana, J. (2014). Qualitative
data analysis: A methods sourcebook. USA: SAGE Publications.
Othman Lebar. (2011). Kajian tindakan dalam pendidikan: Teori
dan amalan. Tanjung Malim, Perak: Penerbit UPSI.
Additional references Azizi Yahya, Shahrin Hashim, Jamaludin Ramli, Yusof Boon, & Abdul Rahim Hamdan. (2007). Menguasai penyelidikan dalam pendidikan. Kuala Lumpur: PTS Professional.
Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for
education: An introduction to theories and. methods (5th ed.). New York: Pearson Education Group.
Johnson, A.P. (2009). What every teacher should know about
action research. Boston, M.A.: Pearson Education Inc. Koshy. V. (2010). Action research for improving educational
practice (2nd ed.) London. Sage Publications. McNiff, J. & Whitehead, J. (2009). Doing and writing action
research. London: Sage Publications. McNiff, J. & Whitehead, J. (2011). All you need to know about
action research (2nd ed.). London: Sage Publications. Mills, G. E. (2011). Action research. A guide for the teacher
researcher (4th ed.).Boston, M.A.: Pearson Education Inc. Mohd. Majid Konting. (2005). Kaedah penyelidikan pendidikan. Kuala Lumpur:
Dewan Bahasa dan Pustaka.
17. Other additional information Reference should be made to the Garis Panduan Pelaksanaan Penyelidikan IPGM when conducting this course. Quantitative and qualitative data analysis software
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1. Nama Kursus/Modul
Pengurusan Acara Event management
2. Kod Kursus PESK3013
3. Nama Pensyarah Akademik
Dr. Yusfarina Mohd Yussof
4. Rasional Kursus/Modul dalam Program
Kursus ini ditawarkan supaya pelajar mendapat ilmu dan kemahiran dalam pengurusan acara.
5. Semester dan Tahun ditawarkan
Semester 1 Tahun 3/ Semester 1 Tahun 4/ Semester 2 Tahun 4
6. Jumlah Jam Pembelajaran Bersemuka Bukan Bersemuka
Jumlah Jam Pembelajaran Terbimbing dan Pembelajaran
Kendiri
K = Kuliah T = Tutorial A = Amali P= Pentaksiran
K T A P K T A P
120
30 15 1 30 30
1 14.5
7. Nilai Kredit 3
8. Prasyarat (jika ada)
Tiada
9. Hasil Pembelajaran Kursus (Course Learning Outcomes, CLO)
Pada akhir kursus ini, pelajar dapat:
1. Menjelaskan definisi dan kepentingan pengurusan acara dengan merujuk pelbagai sumber (C2, LO1, LO6, LL1)
2. Menghuraikan tatacara, organisasi dan pengurusan seranta dalam menguruskan acara dengan
berkesan (C5, LO3, CTPS2)
3. Menghasilkan skrip pengacaraan menggunakan format yang betul mengikut konteks dan etiket berdasarkan jadual pengurusan acara, dengan merujuk pelbagai sumber (C6, LO6,LO8, LL2, EM3) 4. Mengendalikan majlis berdasarkan garis panduan dan tatatertib acara secara berkumpulan (C5, LO4, LO5, CS4, TS4)
ARAS TAKSONOMI PEMBELAJARAN
DOMAIN KOGNITIF DOMAIN PSIKOMOTOR DOMAIN AFEKTIF
Buku Panduan Akademik PISMP 2018
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C L O
C 1
C 2
C 3
C 4
C 5
C 6
P 1
P 2
P 3
P 4
P 5
P 6
P 7
A 1
A 2
A 3
A 4
A 5
1 X
2
X
3 X
4
X
10.
Kemahiran Boleh Pindah (Transferable Skills, TS):
Kebolehan berkomunikasi (CS1), tanggungjawab sebagai satu pasukan (TS4), kebolehan mengurus maklumat (LL1) dan pemikiran kritikal (CTPS2).
11. Strategi
Pengajaran dan Pembelajaran Serta Pentaksiran
Strategi Pengajaran dan Pembelajaran:
1. Kuliah 2. Tutorial (Perbincangan, Pembentangan Kumpulan )
Strategi Pentaksiran: Pentaksiran adalah 100% kerja kursus
Learning Outcome (LO) Strategi Pengajaran dan
Pembelajaran Jenis Pentaksiran
LO1 – Pengetahuan
Kuliah Tutorial
Penulisan esei
LO3 - Pemikiran kritikal Kuliah Tutorial
Penulisan esei
LO4- Kemahiran Berkomunikasi
Kuliah Tutorial
Penulisan esei Penganjuran/ pengendalian majlis
LO5 – Tanggungjawab kerja berpasukan
Kuliah Tutorial
Penganjuran/pengendalian majlis
LO6 - Pengurusan maklumat
Kuliah Tutorial Penulisan skrip Penulisan esei
Buku Panduan Akademik PISMP 2018
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LO8- Profesional, nilai, sikap, etika Kuliah Tutorial Penulisan Skrip
12. Sinopsis
Kursus ini memberi fokus kepada pengenalan, takrif, kepentingan, tujuan, tahap pengurusan acara, organisasi pengurusan acara, pengurusan seranta dan kepentingan menyediakan jadual kerja pentadbiran, pengurusan acara dalam dewan, pengacaraan acara, penulisan skrip, protokol, buku program, publisiti dan pemasaran program serta penilaian acara. This course focuses on the introduction, definition and importance of events; levels of management; organization of management; management of publicity and the importance of formulating an administrative work schedule, the management of events within a function room or hall; the tasks of the master of ceremony; script writing; observation of protocols; preparation of programme books; management of publicity; marketing programmes; and evaluation of events.
13. Mod Penyampaian
Kuliah dan tutorial
14. Kaedah dan Jenis Pentaksiran
Kerja Kursus : 100%
Jenis Pentaksiran Kaedah Pentaksiran Peratusan
Tugasan
Penulisan Esei 40
Penulisan Skrip Pengacaraan
30
Penganjuran/Pengendalian Majlis 30
15. Kerangka Kursus/Modul dan Jumlah Jam Pembelajaran Pelajar (Student Learning Time, SLT) setiap tajuk
1.0 Pengenalan Dan Takrif • Definisi Pengurusan Acara • Definisi Acara • Definisi Majlis • Jenis-jenis Acara • Jenis-jenis Majlis • Elemen Protokol • Peranan dan Tugas Urus Setia
2 1 2 2 7
Buku Panduan Akademik PISMP 2018
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2.0Kepentingan Dan Tujuan • Kepentingan Pengurusan Acara • Jenis-jenis Acara
- JK Majlis Berskala Besar - JK Majlis Berskala Sederhana
- JK Majlis Berskala Kecil
2 1 2 2 7
3.0 Tahap Pengurusan Acara Sebelum acara (pre event)
- Penyediaan kertas kerja - Penyediaan kertas konsep - Persiapan tempat dan logistik
(tapak, pelan lantai dan peralatan) - Protokol /jemputan/sambutan
(senarai, kaedah, pengesahan kehadiran, pakaian, susunan tempat duduk, pendaftaran)
- Kewangan - Pengurusan majlis - Pemilihan sajian - Keselamatan - Perubatan - Publisiti - Fotografi
2 1 2 2 7
4.0 Tahap Pengurusan Acara Semasa acara (at event)
- Sambutan - Pelaksanaan majlis - Pengurusan tetamu - Cenderamata/hadiah - Perhiasan
2 1 2 2 7
5.0 Tahap Pengurusan Acara Selepas acara (post event)
- Penilaian - Borang penilaian majlis - Surat penghargaan dan terima
kasih - Laporan penuh (perbelanjaan dan
pendapatan) - Pengumpulan keratan akhbar - Salinan rakaman video dan
fotografi
2 1 2 2 7
6.0 Organisasi Pengurusan Acara
JawatankuasaInduk • Jawatankuasa Pelaksana/ Kerja • Jawatankuasa Kecil
2 1 2 2 7
Buku Panduan Akademik PISMP 2018
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7.0 Pengurusan Seranta
• Pengurusan, perhubungan dan publisiti media perlu dirancang dan dilaksana dengan teliti.
• Perkara penting berkaitan media
Kenyataan media Jemputan media Publisiti dalam kampus Penyediaan ‘press kit’ Pengurusan media Kehadiran media Publisiti media Fotografi
2 1 2 2 7
8.0 Kepentingan Menyediakan Jadual Kerja Pentadbiran
• Panduan • Pastikan acara berjalan lancar • Kawal masa • Panduan acara akan datang • Dokumentasi
2 1 2 2 7
9. Pengurusan Acara Di Dalam Dewan
• susun atur tempat duduk • Susun atur peralatan (makan/minum) • Cara melabel • Pelantikan pengurus pentas
(stagemanager) dan pengurus lantai (floormanager)
• Kawalan audio visual/ muzik/lagu rasmi • Peraturan keluar masuk • Pengumuman dibuat • Pengiring tetamu • Penentuan lagu • Raptai
- Senarai dan spesifikasi tugas - Menentukan urutan majlis - Menentukan jangka masa majlis -
Mengesan dan membaiki kelemahan - Menyelaras acara.
2 1 2 2 7
Buku Panduan Akademik PISMP 2018
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10.0 Pengacaraan Acara
• Kepentingan • kriteria pengacara • Langkah hadapi audiens • Salutasi • Protokol dan etiket acara • Perkara perlu dilakukan dan dielakkan
semasa mengendalikan acara • Kawalan suara • Penggunaan peralatan audio visual
2 1 2 2 7
11.0 Penulisan Skrip Pengacaraan Acara
• Peraturan, salutasi, protokol • Kenali jenis acara/ audiens • Kenali tetamu kehormat yang akan hadir • Menentukan gaya dan bahasa
penyampaian • Kemahiran memilih perkataan yang
sesuai • Menggunakan format penulisan teks
pengacaraan yang mudah • Mengetahui tujuan dan atur cara acara • Tahu membuat pengumuman ketika
yang sesuai • Mengetahui tempoh masa acara
berlangsung
2 1 2 2 7
12.0. Protokol Menentukan Panggilan Hormat, Penggunaan Lagu Kebangsaan, Penggunaan Bahasa Istana Dan Etika Penggunaan Bendera
• Kriteria • Tujuan • Susunan • Peraturan yang perlu dipatuhi
2 1 2 2 7
13.0 Penyediaan Buku Program (penting bagi membuktikan acara telah dilaksanakan)
• Muka hadapan - Logo/nama
program/acara/majlis - Tarikh/masa/tempat - Tetamu kehormat - Penganjur
• Kata alu-aluan • Atur cara majlis • Senarai jawatankuasa • Pemilihan lagu bersesuaiaan tema • Hal-hal lain
2 1 2 2 7
Buku Panduan Akademik PISMP 2018
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14.0 Publisiti Dan Pemasaran Program • Cara publisiti
- Flyer - Media elektronik/massa - Poster - Risalah
• Syarat pemasangan alat-alat publisiti
2 1 2 2 7
15.0 Penilaian Acara • Kejayaan/kegagalan acara
• Garis panduan
• Peranan pengurus acara (event manager)
• Kepentingan borang-borang semakan
2 1 2 2 7
Kerja Kursus 14 15
Amali 1 1
Ulang kaji Peperiksaan
Peperiksaan
Jumlah 30 15 30 30 1 14 120
JUMLAH JAM PEMBELAJARAN BERSEMUKA DAN BUKAN BERSEMUKA
Bersemuka Bukan Bersemuka
Kuliah 30 30
Tutorial 15 30
Penulisan Esei (1000 perkataan) 6
Penulisan Skrip Pengacaraan
(600 perkataan) 4
Penganjuran/ Pengendalian
Majlis
1 4
Jumlah 46 74
Jumlah Jam Pembelajaran Pelajar (SLT)
120
Jam Kredit 3
Buku Panduan Akademik PISMP 2018
153
16. Rujukan Asas Mokhtar Mohd. Tohar (2012). Protokol dan etiket dalam pengurusan dan menghadiri majlis. Kuala
Lumpur: INTAN Mokhtar Mohd Tohar. (2011). Amalan protokol dan etiket. Kuala Lumpur. UPM Press Bookstore. M.Z Azmie. (2008). Sopan daripada perspektif pengurusan organisasi. Kuala Lumpur: Utusan
Publications dan Distributors Sdn. Bhd.
Rujukan Tambahan
MITI (2011). Garis panduan: Etika dan penampilan pemakaian ke pejabat. Kuala Lumpur.
Kementerian Perdagangan Antarabangsa dan Industri. INTAN (2007). Edisi baharu : Protokol dan etiket dalam pengurusan dan menghadiri majlis. Kuala
Lumpur: Jabatan Perkhidmatan Awam. Ahmad Fadzli Yusof (2007) : Panduan dan asas untuk pembentangan berkesan. Kuala Lumpur :
PTS Publications Sdn. Bhd. Jabatan Perdana Menteri. (2014). Panduan pengurusan majlis dan acara. Kuala Lumpur: Bahagian
Pengurusan Acara, Jabatan Perdana Menteri.Dorothea Johnson, (2010). The little book of etiquette. Washington. The New York Times.
INTAN (2006). Protokol dan etiket dalam pengacaraan majlis. Kuala Lumpur: Jabatan Perkhidmatan
Awam. Shamsudin Wahab (2006). Mengurus majlis dan acara rasmi. Kuala Lumpur. PTS Professional
Publishing Sdn. Bhd Sahmsudin Wahab. (2006). Panduan protokol dan tatatertib majlis. Kuala Lumpur. PTS
Professional Publishing Sdn. Bhd INTAN (1999). Protokol dan etiket dalam pengurusan dan menghadiri majlis. Kuala Lumpur:
Jabatan Perkhidmatan Awam. Abdullah Ali, Datuk (1986). Malaysian protocol and correct forms of address. Kuala Lumpur: Times
Books International. 17. Maklumat
tambahan Tiada
Buku Panduan Akademik PISMP 2018
154
1. Nama Kursus/Modul
Tahsin Tilawah Al-Quran Tahsin Tilawah Al-Quran
2. Kod Kursus TTQK3013
3. Nama Staf Akademik
Othman Bin Loman
4. Rasional Kursus/Modul dalam Program
Kursus ini ditawarkan supaya pelajar dapat memantapkan lagi bacaan al-Quran secara bertajwid dan bertarannum.
5. Semester dan Tahun ditawarkan
Semester 1 Tahun 3/ Semester 1 Tahun 4/ Semester 2 Tahun 4
6. Jumlah Jam Pembelajaran Bersemuka Bukan Bersemuka
Jumlah Jam Pembelajaran Bersemuka dan Bukan
Bersemuka
K = Kuliah
T = Tutorial
A = Amali
P= Pentaksiran
K T A P K T A P
121 30 15 - 2.5 30 30 - 13.5
7. Nilai Kredit 3
8. Prasyarat (jika ada) TIADA
9
Hasil Pembelajaran Kursus (Course Learning Outcomes, CLO)
Pada akhir kursus ini pelajar dapat :
9. Menjelaskan konsep Tartil al-Quran, syarat sah dan Maratib al-Tilawah dalam Tilawah al-Quran. (C2, A3, LO1).
10. Menghuraikan definisi dan sejarah Rasm Uthmani dan Dhabt al-Quran melalui pembentangan. (C2, A2, LO3, LO4, CTPS2, CS3).
11. Menganalis Asas Tajwid, Tarannum Bayyati dan Rast dalam bacaan al-Quran. (C4, P3, A3 LO3, CTPS2).
12. Mengaplikasi kaedah Murattal Tahsin al-Sout, Tarannum Bayyati dan Rast dalam surah al-Fatihah dan surah atau ayat-ayat pilihan. (C3, P4, LO2, LO3, CTPS1).
13. Mempersembahkan bacaan khusus riwayat Hafs bertajwid secara individu. (C3, P4, A2, LO2, LO3, CTPS2).
Buku Panduan Akademik PISMP 2018
155
ARAS TAKSONOMI PEMBELAJARAN
DOMAIN KOGNITIF DOMAIN PSIKOMOTOR DOMAIN AFEKTIF
CLO
Me
ng
ing
at
Me
ma
ha
mi
Me
ng
ap
ika
si
Me
ng
an
alis
is
Me
nil
ai
Me
nc
ipta
Pe
rse
ps
i
Se
t
Res
po
ns
be
rpa
nd
u
Me
ka
nis
me
Res
po
ns
keta
ra k
om
ple
ks
Ad
ap
tas
i
La
ku
an
tu
len
Me
ne
rim
a
Me
mb
eri
ma
klu
m b
ala
s
Me
nil
ai
Me
ng
org
an
isa
si
Me
ng
ha
yati
nil
ai
C1
C2
C3
C4
C5
C6
P1
P2
P3
P4
P5
P6
P7
A1
A2
A3
A4
A5
1 X X
2 X X
3 X X X
4 X X
5 X X X
10.
Kemahiran Boleh Pindah (Transferable Skills, TS):
Pemikiran kritis dan kemahiran menyelesaikan masalah (CPTS2)
Kemahiran berkomunikasi (CS3)
11. Strategi Pengajaran dan Pembelajaran serta Pentaksiran
Strategi pengajaran dan pembelajaran:
1. Kuliah
2. Tutorial
Strategi Pentaksiran:
Programme Learning Outcome
(PLO) Strategi Pengajaran dan
Pembelajaran Jenis Pentaksiran
LO1 – Pengetahuan Kuliah
Tutorial Kuiz
LO2 – Kemahiran Psikomotor/Amali/Teknik
Kuliah
Tutorial
Amali Tarannum
Amali Tilawah
LO3 – Pemikiran Kritikal dan Pendekatan Saintifik
Kuliah
Tutorial
Penulisan
Kuiz
LO4 – Kemahiran Komunikasi Kuliah
Tutorial
Pembentangan
Amali Tarannum
12. Sinopsis
Kursus ini membincangkan konsep tartil, rukun, maratib Tilawah, Rasm Othmani, Dhabtu alQuran, Asas Tajwid, Asas Tarannum dan Aplikasi Kaedah Murattal.
This courses discusses the concept of Tartil, principles and hierarchy of Tilawah, Rasm Othmani and Dhabtu al-Quran, basic Tajwid and Tarannum as well as the Murattal Method .
13. Mod Penyampaian Kuliah dan Tutorial
Buku Panduan Akademik PISMP 2018
156
14. Kaedah dan Jenis Pentaksiran
Kerja Kursus : 100%
Jenis Pentaksiran Kaedah Pentaksiran Peratusan
Tugasan
Penulisan 40
Amali Tarannum 20
Amali Tilawah 20
Pembentangan 10
Kuiz 10
15. Kerangka Kursus/Modul dan Jumlah Jam Pembelajaran Pelajar (Student Learning Time, SLT) setiap tajuk
Inte
raksi
Be
rsem
uka
Inte
raksi
Bu
ka
n
Be
rsem
uka
Ju
mla
h S
LT
Ku
liah
Tu
toria
l
Am
ali
Pe
nta
ksira
n
Ku
liah
Tu
toria
l
Am
ali
Pe
nta
ksira
n
1. Konsep Tartil, Rukun dan Maratib Tilawah
• Tahsin al-Saut, tajwid dan tarannum.
• Rukun bacaan al-Quran
• Tahqiq, tartil, tadwir dan hadr
• Kesalahan dalam bacaan dan bentuk tilawah yang dilarang
4 2 4 4 14
2. Rasm Uthmani dan Dhabt al-Quran
• Definisi, sejarah penulisan mashaf dan penandaan al-Quran
• Kelebihan Rasm Uthmani
• Nuqat al-A’rab dan Dabt al-A’jam
8 4 8 8 28
3. Asas Tajwid al-Quran
• Jenis-jenis mad
• Hukum Nun Sukun
• Hukum Mim Sukun
• Bacaan Khusus Riwayat Hafs
• Fawatih As-Suar
6 3 6 6 21
4. Asas Tarannum al-Quran
• Pengenalan tarannum dan istilah-istilah
• Sejarah, sifat dan peranan Tarannum Bayyati dan Rast
6 3 6 6 21
Buku Panduan Akademik PISMP 2018
157
5. Aplikasi Kaedah Murattal
• Tabaqat Suara dan Lahn Arab
• Murattal tarannum Bayyati dan Rast dalam surahsurah pilihan. - Surah As-Sajdah ayat 1-10
- Surah Yaasin ayat 1-22
• Bacaan khusus Riwayat Hafs pada surah-surah tertentu.
6 3 6 6 21
Kerja Kursus 2.5 13.5 16
Ulangkaji Peperiksaan
Peperiksaan
Jumlah 30 15 - 2.5 30 30 - 13.5 121
JUMLAH JAM PEMBELAJARAN BERSEMUKA DAN BUKAN BERSEMUKA
Bersemuka Tidak Bersemuka
Kuliah 30 30
Tutorial 15 30
Penulisan
(1000 Perkataan) - 6
Amali Tarannum
(45 minit) 0.75 2.25
Amali Tilawah
(45 minit) 0.75 2.25
Pembentangan
(30 minit) 0.5 1.5
Kuiz (30 minit) 0.5 1.5
Jumlah 47.5 73.5
Jumlah Jam Pembelajaran Pelajar
(SLT) 121
Jam Kredit 3
Buku Panduan Akademik PISMP 2018
158
16. Rujukan Asas Abu Mardhiyah. (2012). Tajwid al-Quran qiraat a’shim riwayat hafs toriq al-Syatibi. Kuala Lumpur: Al-Jenderaki Enterprise.
Abu Mardhiyah. (2010). Panduan penulisan al-Quran( Rasm Othmani). Kuala Lumpur: Al-Jenderaki Enterprise.
Abu Zakariyya Yahya bin Sarf al-din al Nawawi. (2015). Al tibyan fi adab hamalati alQuran (terj). Pustaka Salam: Kedah.
Rujukan Tambahan
Abd Rahman Abd Ghani. (2009). Rasm uthmani pelengkap pembacaan al-Quran. Kuala Lumpur: Yaayasan Dakwah Islamiah Malaysia.
Abdul Karim Ibrahim Audu Solih (2006). al-Waqfu wa al-Ibtida’. Cetakan Pertama. Jumhuriah Mesir al-Arabiah: Dar as-Salam lit-Thobaah wa an-Nasr wa Tauzi’ wa at-Tarjumah.
Ahli Lujnah Tasiah al-Quran Kementerian Dalam Negeri. (2014) . Al-Quran al-Karim dengan terjemahan. Kuala Lumpur: Kementerian Pendidikan Malaysia.
Daud Ismail & Asyraf Ab Rahman. (2013). Sejarah dan perkembangan mashaf uthmani di Malaysia. Kuala Terengganu: Penerbit Universiti Malaysia Terengganu
Muhyiddin Abi Zakaria Yahya bin Syaraf al-Nawawi & al-Imam al-Hafiz Sheikh alIslam. (1999). At-Tibyan fi adab hamlati al-Quran. Beirut: Muassasah arRaiyan.
Nik Jaafar bin Nik Ismail. (1998). Qawa`id tarannum. Kuala Lumpur: Darul Fikir.
Nik Jaafar bin Nik Ismail. (2004). Al-qawa`id qabla al-tilawah. Kuala Lumpur: Darul Fikir.
Wan Hilmi Wan Abdullah.(2010). Fann tilawah al-Quran . Fakulti Pengajian Islam , UKM. Jabatan Pengajian al-Quran dan Sunnah.
17. Maklumat Tambahan
Tiada
Buku Panduan Akademik PISMP 2018
159
1. Nama Kursus/Modul
Pengucapan Awam Public Speaking
2. Kod Kursus PAWK3013
3. Nama Staf Akademik
Dr. Yusfarina Mohd Yussof
4. Rasional Kursus/Modul
dalam Program
Kursus ini ditawarkan supaya pelajar dapat mempelajari ilmu tentang pengucapan awam.
5. Semester dan Tahun ditawarkan
Semester 2 Tahun 4
6. JumlahJam Pembelajaran
Bersemuka
Bukan Bersemuka
Jumlah Jam Pembelajaran Bersemuka dan Bukan Bersemuka
K = Kuliah T = Tutorial A = Amali
P = Pentaksiran
K
T
A
P
K
T
A
P
120.5
15
30
-
1.25
15
45
-
14.25
7. Nilai Kredit 3
8. Prasyarat(jika ada) Tiada
9. Hasil Pembelajaran Kursus (Course
Learning Outcomes, CLO)
Pada akhir kursus ini, pelajar dapat:
1. Menjelaskan konsep, prinsip, dan ciri pengucapan awam yang berkesan (C2, LO1). 2. Menganalisis elemen, teknik penyampaian, etika dan halangan dalam pengucapan
awam berkesan mengikut konteks, secara pembentangan (C4, LO3, LO4, CTPS2, CS1).
3. Menghasilkan penulisan teks pengucapan awam mengikut format secara kreatif dan
kritis dengan merujuk pelbagai sumber, secara berkumpulan (C6, LO3, LO5, LO6, CTPS2, TS1, LL1).
4. Menyampaikan pengucapan awam mengikut format dan tatacara yang betul dengan
penuh yakin (C5, LO4, CS3).
5. Menilai pengucapan awam yang disampaikan untuk memberi maklum balas yang berkesan (C5, LO3, CTPS2).
Buku Panduan Akademik PISMP 2018
160
10.
Kemahiran Boleh Pindah
(Transferable Skills, TS):
Kemahiran komunikasi (CS3), Pemikiran kritis dan Kemahiran menyelesaikan masalah (CTPS2), Tanggungjawab satu pasukan (TS1), Kemahiran mengurus maklumat (LL1).
11. Strategi Pengajaran dan Pembelajaran serta Pentaksiran
Strategi pengajaran dan pembelajaran:
1. Kuliah 2. Tutorial (Perbincangan, Pembentangan kumpulan)
StrategiPentaksiran:
Pentaksiran adalah 100% kerja kursus
Learning Outcome (LO) Strategi Pengajaran dan
Pembelajaran Jenis Pentaksiran
LO1 -Pengetahuan Kuliah Tutorial
Kuiz
LO3 – Pemikiran kritikal
dan menyelesaikan masalah
Kuliah Tutorial
Teks pengucapan awam
Maklum balas pengucapan awam
Ulasan Kritis
Pembentangan
LO4 - Berkomunikasi Kuliah Tutorial
Pembentangan Pengucapan Awam
LO5 - Tanggungjawab dalam
pasukan
Kuliah Tutorial
Penulisan Teks Pengucapan Awam
LO6 - Kemahiran pengurusan maklumat
Kuliah Tutorial
Penulisan Teks Pengucapan Awam
12.
Sinopsis Kursus in memberi fokus kepada kemahiran komunikasi lisan; pengenalan kepada asas- asas pengucapan awam; menjadi seorang penceramah awam yang berkesan; penggunaan bahasa pengucapan yang sesuai; merancang dan mengatur ucapan; penyediaan dan penyampaian ucapan yang berkesan. Di samping itu, kursus ini juga memberi penekanan kepada penilaian dan penyampaian pengucapan awam.
This course focuses on oral communication skills; overview of the basics of public speaking; becoming an effective public speaker; using appropriate spoken language; planning and organising speeches; preparing and delivering an effective speech. In addition, this course also emphasizes on the evaluation and delivery of oral presentations.
13.
Mod Penyampaian
Kuliah dan tutorial
14. Kaedah dan Jenis Pentaksiran
1. Kerja Kursus: 100 %
JenisPentaksiran KaedahPentaksiran Peratusan
Tugasan
Kuiz 15
Pengucapan Awam
• Penulisan teks 25% • Persembahan 5%
30
Ulasan Kritis 20
Pembentangan 15
Maklum balas pengucapan awam (500pp)
20
Buku Panduan Akademik PISMP 2018
161
15.
Kerangka Kursus/Modul dan Jumlah Jam Pembelajaran
Pelajar (Student Learning Time, SLT) setiap tajuk
In
tera
ksi
Be
rsem
uka
In
tera
ksi
Bu
ka
n
Be
rsem
uka
J
um
lah
SL
T
Ku
liah
Tu
toria
l
Am
ali
Pe
nta
ksira
n
Ku
liah
Tu
toria
l
Am
ali
Pe
nta
ksira
n
1. Pengenalan Pengucapan Awam
• Pengenalan Dasar Bahasa Kebangsaan (Pekeliling)
• Latar belakang Pengucapan Awam
• Definisi dan konsep
• Tujuan / kepentingan
• Definisi Komunikasi lisan
• Prinsip Komunikasi lisan yang berkesan
• Keperluan Komunikasi lisan yang berkesan
2
4
2
6
14
2. Pengucapan Awam
• Asas Pengucapan Awam - Kepentingan Pengucapan Awam - Etika Pengucapan Awam - Ucapan spontan (Impromptu Speech) - Ucapan berdasarkan teks
• Ciri-ciri Pengucapan Awam: - penyampai sebagai sumber maklumat - ada audiens / khalayak - ada mesej - menggunakan saluran medium - respons / maklum balas
2
4
2
6
14
3. Pengucapan Awam Berkesan
• Persediaan sebelum, semasa dan selepas
• Penampilan
• Bahasa tubuh dan ekspresi muka
• Suara, nada dan kelantangan suara
• Mengatasi dan menguruskan kebimbangan
• Membina keyakinan diri
1
2
1
3
7
Buku Panduan Akademik PISMP 2018
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4. Perancangan dan pelaksanaanPengucapan Awam
• Jenis-jenis penyampaian - Impromptu, menghafal, manuskrip,
ekstemporaneous
• Struktur Ucapan - Ucapan Memberi Maklumat - Ucapan Pemujukan - Ucapan penghujahan
Contoh: Ucapan, syarahan, ceramah, perbahasan, pidato, forum, taklimat.
• Proses:
- mengumpul idea dan maklumat yang menarik dan berkesan
- merancang pengenalan, isi dan penutup - mengatur bahan ucapan - menangani kegugupan / gementar - menganalisis audiens, majlis dan diri
sendiri - membuat latihan berucap - dapat mempengaruhi audiens / khalayak
2
4
2
6
14
5. Bahasa Dalam Pengucapan Awam
• Rasmi / Tidak rasmi
• Gaya bahasa
• Laras
• Protokol
• Wacana
• Bahasa Badan
1
2
1
3
7
6. Etika Dalam Pengucapan Awam
• Prinsip etika Pengucapan Awam - INTAN
• Etika umum
• Menukar gaya bercakap
• Mengaku lupa
• Berhenti dengan tiba-tiba
• Mengungkapkan ucapan minta maaf terlalu kerap
• Huraian terlalu panjang
• Elakkan ‘mannerism’- kebiasaan / tabiat yang berulang
• Sentuh dan serang peribadi
• Menjaga tatasusila dalam pengucapan awam
• Aspek perundangan berkaitan pengucapan awam:
(Bahagian 2 Perlembagaan Persekutuan Perkara 5 - 13 Kebebasan Asasi, Perkara 10 Perlembagaan Persekutuan, Akta Hasutan
1948, Akta Kefitnahan 1957, Akta Keselamatan Dalam Negeri 1960, Akta Rahsia Rasmi 1972,
Akta perhimpunan Aman ( APA) 2012 )
2
4
2
6
14
Buku Panduan Akademik PISMP 2018
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7. Penulisan Teks Pengucapan Awam Berkesan
• Menentukan matlamat dan objektif
• Mengenal pasti majlis, penonton dan suasana
• Menyelidik topik
• Mengumpul bahan sokongan dan rujukan
• Menulis ucapan - Pendahuluan - Isi dalam bentuk fakta, data dan contoh - Penutup
2
4
2
6
14
8. Keberkesanan Persembahan Pengucapan Awam
• Penggunaan alat bantuan yang sesuai
• Persembahan
• Memperkenalkan topik
• Membentangkan kandungan
• Membuat kesimpulan
• Penyertaan audiens
1
2
1
3
7
9. Menilai Pembentangan Lisan dalam Pengucapan
Awam
• Menganalisis kriteria penilaian pengucapan awam
1
2
1
3
7
10. Memberi maklum balas untuk persembahan lisan Pengucapan Awam
• Refleksi
• Memberi maklum balas
1
2
1
3
7
Kerja Kursus
1.25 14.2
5 15.5
Ulangkaji Peperiksaan
Peperiksaan
Jumlah 15 30 1.25 15 45 14.25 120.5
Buku Panduan Akademik PISMP 2018
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JUMLAH JAM PEMBELAJARAN
Bersemuka Bukan Bersemuka
Kuliah 15 15 BERSEMUKA DAN BUKAN BERSEMUKA
Tutorial 30 45
Kuiz 0.5 1.5
Pengucapan Awam
• Penulisan teks
4
pengucapan
awam (650 pp)
• Persembahan 0.25
1.25
Ulasan Kritis (500pp)
3
Pembentangan 0.5 1.5
Maklum balas pengucapan awam
(500pp)
3
Jumlah 46.25 74.25
Jumlah Jam
Pembelajaran 120.5
Pelajar (SLT)
Jam Kredit 3
16. Rujukan Asas Jumali Selamat, Khaidzir Ismail, Shaharudin Ahmad, dan Mohd Helmi Abd Rahim. (2012). Pengucapan awam-Strategi dan kemahiran. Bangi: Universiti Kebangsaan Malaysia.
Khairulnizam Shuib. (2013). Pengucapan awam: Panduan dan strategi. Jitra Kedah: Personal Development.
Sarah Lloyd, Hughes. (2011). How to be brilliant of public speaking: Any audience, any situation. United Kingdom: Pearson
Rujukan Tambahan Abdul Mua’ti @ Zamri Ahmad. (2009). Protokol dalam ucapan rasmi. Kuala Lumpur: Dewan Bahasa Pustaka.
Abdul Mua’ti @ Zamri Ahmad (2007). Panduan Pengucapan Awam. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Arshad Md. Ghaus. (2003). Teknik pengucapan berkesan. Kuala Lumpur: Utusan Publications.
Faulkner, M. L., & Faulkner-Lunsford, M. (2013). Power Verbs for Presenters: Hundreds of Verbs and Phrases to Pump Up Your Speeches and Presentations. United States of America: FT Press.
Maimunah Osman. (2000). Pengucapan awam yang berkesan. Kuala Lumpur: Institut Tadbiran Awam Negara.
Minnick, Wayne C. (1979). Public speaking. Boston: Houghton Mifflin. Mohd. Sofian Omar Fauzee, Mariani Md. Noor, Rosli Jamil Ahmad Zainuddin.
(2007). Psikologi dalam pengucapan awam. Kuala Lumpur: Utusan Publications & Distributors Sdn. Bhd.
Omardin Ashaari. (2000). Teknik menyediakan perucapan umum. Kuala Lumpur: Planet Ilmu.
Sidhu, Kulwindr Kaur. (2006). Pengucapan dan kemahiran persembahan. Kuala Lumpur: Penerbit Universiti Malaya.
17. Maklumat Tambahan
Buku Panduan Akademik PISMP 2018
165
1. Nama Kursus/Modul
Pendidikan Lestari Alam Sekitar Education For Sustainable Environment
2. Kod Kursus LASS3013
3. Nama Staf Akademik Yusalina binti Yusof
4. Rasional Kursus/Modul dalam Program
Kursus ini ditawarkan supaya pelajar dapat memperoleh pengetahuan dan kemahiran dalam pengurusan alam sekitar untuk diaplikasikan dalam kehidupan seharian dan di sekolah
5. Semester dan Tahun ditawarkan
Semester 1 Tahun 3 / Semester 1 Tahun 4 / Semester 2 Tahun 4
6. Jumlah Jam Pembelajaran Bersemuka Bukan Bersemuka
Jumlah Jam Pembelajaran Bersemuka dan Bukan Bersemuka
K = Kuliah T = Tutorial A = Amali P= Pentaksiran
K T A P K T A P
127.5
30 15 - 1.5 30 22.5 - 28.5
7. Nilai Kredit 3
8. Prasyarat (jika ada)
Tiada
9. Hasil Pembelajaran Kursus (Course Learning Outcomes, CLO)
Pada akhir kursus ini, pelajar dapat:
1. Menerangkan konsep pembangunan lestari dengan merujuk dokumen UNESCO. (C2,
A4, LO1) 2. Menghubung kait konsep Pembangunan Lestari dengan Pendidikan Alam Sekitar bagi
memahami konteks sejagat dan global. (C4, A4, LO1, LO3, CTPS2) 3. Menghuraikan penyelesaian isu alam sekitar mengikut kesesuaian sifat lokal melalui
pembentangan dalam kumpulan (C5, A1, LO3, LO4, LO5, CTPS4, CS3, TS4) 4. Melaksanakan tindakan penyelesaian kesan isu alam sekitar setempat berdasarkan
nilai-nilai dan etika profesional dengan menggunakan pelbagai sumber maklumat. (C5, A5, LO6, LO8, LL1, EM2,) 5. Merumuskan secara kritis amalan gaya hidup lestari terbaik untuk kehidupan seharian.
(C5, A5, LO3, CTPS3,
ARAS TAKSONOMI PEMBELAJARAN
DOMAIN KOGNITIF DOMAIN PSIKOMOTOR DOMAIN AFEKTIF
CLO
C 1
C 2
C 3
C 4
C 5
C 6
P 1
P 2
P 3
P 4
P 5
P 6
P 7
A 1
A 2
A 3
A 4
A 5
1 x
x
2 x
x
3 x
x
4 x
x
5 x
x
Buku Panduan Akademik PISMP 2018
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10.
Kemahiran Boleh Pindah (Transferable Skills, TS):
Pemikiran kritis dan Kemahiran Menyelesaikan Masalah (CTPS4), Kemahiran Berkomunikasi ( CS3), Kemahiran Berpasukan ( TS4), Etika dan Moral Profesional (EM2), Pengurusan Maklumat (LL1)
11. Strategi Pengajaran dan Pembelajaran serta Pentaksiran
Strategi pengajaran dan pembelajaran: 1. Kuliah 2. Tutorial 3. Pembentangan
Strategi Pentaksiran: Pencapaian pelajar dalam kursus ini ditentukan menerusi satu bentuk pentaksiran iaitu Kerja Kursus (100%). Kerja kursus adalah kuiz, penulisan laporan dan pembentangan
Domain Hasil Pembelajaran (LO)
Strategi Pengajaran dan Pembelajaran
Jenis Pentaksiran
LO 1 – Pengetahuan Kuliah, tutorial Kuiz LO 3 – Pemikiran Kritikal dan Pendekatan Saintifik
Kuliah, tutorial Kuiz Penulisan Reflektif
LO 4 – Kemahiran Komunikasi
Pembentangan Pembentangan
LO 5 – Kemahiran Sosial/ Kerja Berpasukan/ Pertanggungjawaban
Kuliah, tutorial Pembentangan
LO 6 – Pembelajaran Sepanjang Hayat
Perbincangan dan pembentangan
Penulisan laporan
LO 8 – Profesionalisme, Nilai, Sikap dan Etika
Perbincangan Pelaksanaan projek
Penulisan laporan
12. Sinopsis
Kursus ini memberi pendedahan pengetahuan tentang pengenalan pendidikan alam sekitar dan pembangunan lestari; pendidikan pembangunan lestari dan pendidikan untuk kefahaman sejagat; interaksi manusia dengan alam dan sumber semula jadi dan strategi pendidikan lestari alam sekitar. This course provides the exposure in term of knowledge about the basic education for sustainable environment and sustainable development; Education for Sustainable Development (ESD) and Education for International Understanding (EIU); Interactions between humans and environment and Strategy on education for sustainable environment.
13. Mod Penyampaian Kuliah danTutorial
14. Kaedah dan Jenis Pentaksiran
Kerja Kursus: 100%
Jenis Pentaksiran Kaedah Pentaksiran Peratusan
Ujian bertulis Kuiz
15
Tugasan
Penulisan Laporan (2500 perkataan) 50
Penulisan Reflektif ( 1500 patah perkataan) 25
Pembentangan Berkumpulan 10
Buku Panduan Akademik PISMP 2018
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15.
Kerangka Kursus/Modul dan Jumlah Jam Pembelajaran Pelajar (Student Learning Time, SLT) setiap tajuk
1. Pengenalan Pendidikan Alam Sekitar dan Pembangunan Lestari
• Sejarah dan konsep Pendidikan Alam Sekitar - Stockholm (1974) - Tblisi (1977) - Malta (1991) - Laporan Kabinet Kerajaan Malaysia - (1979) - Deklarasi Langkawi (1989)
• Sejarah dan konsep Pembangunan Lestari
- Laporan Brundtland 1987 - Agenda 21 dalam Persidangan
Pertubuhan Bangsa-Bangsa Bersatu (PBB)
• Tumpuan Agenda 21 dan kaitan Pembangunan
Lestari dengan Pendidikan Alam Sekitar
4 2 4 3 13
Buku Panduan Akademik PISMP 2018
168
2.Pendidikan Pembangunan Lestari (Education for Sustainable Development – ESD) dan Pendidikan untuk Kefahaman Sejagat (Education for International Understanding – EIU)
• Pendidikan Pembangunan Lestari (ESD) - Latarbelakang - Pengisytiharan Dekad ESD (2005-2014)
oleh Pertubuhan Bangsa Bersatu (PBB) - Konsep hubungan antara manusia dengan
Ketuhanan dan alam (kesedaran
manusiaterhadap anugerah Tuhan) - Konsep perseimbangan antara alam
sekitar, - Komponen dalam ESD
• Pendidikan untuk Kefahaman Sejagat (EIU)
- Sejarah - Rangka konsep dan kaitan denganThe Four
Pillars of Education (UNESCO) - Tema - Komponen dalam EIU
• Perkaitan antara ESD dan EIU
- Kepelbagaian budaya mewujudkan
persefahaman setempat dan global
8
4
8
6
26
3. Interaksi Manusia dengan Alam dan Sumber Semula Jadi
• Komponen Alam Sekitar Fizikal: - Lithosfera - Atmosfera - Biosfera - Hidrosfera
• Punca dan Impak kegiatan manusia dan isu
alam sekitar secara global dan lokal.
- Degradasi Biodiversiti - Perubahan Iklim - Kepupusan Flora dan Fauna - Hakisan tanah dan kejadian banjir - Kekurangan bekalan air - Penipisan ozon - Pengurusan Sisa Pepejal - Hujan asid - Pencemaran udara dan bunyi - Krisis Tenaga - Isu-isu semasa
• Menanggani isu alam sekitar di Malaysia • Masa Depan Kelestarian alam sekitar
- Cabaran alam sekitar abad ke-21
8 4 8 6 26
Buku Panduan Akademik PISMP 2018
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4. Strategi Pendidikan Lestari Alam Sekitar
• Peranan pendidikan
- Pendekatan menyeluruh sekolah
• Aktiviti pendidikan lestari alam sekitar melalui pembelajaran dan pengajaran berasaskan pengalaman langsung dan tidak langsung.
- Permainan alam sekitar, - Program Penghijauan, - 7-Steps Methodology - Projek 5R/7R/9R - EcoRun, - EcoBazaar, - Puisi Alam Sekitar - Ikrar Alam Sekitar - Kaunseling Rakan Sebaya - Khidmat Masyarakat - Seni, Drama, Muzik dan Tarian
• Amalan gaya hidup
- Kepenggunaan Lestari - Konsep 5R/7R/9R - Kecekapan Tenaga
10 5 10 7.5
32.5
Kerja Kursus 1.5 28.5 30
Jumlah 30 15 1.5 30 22.5 28.5 127.5
- JUMLAH JAM PEMBELAJARAN BERSEMUKA DAN BUKAN BERSEMUKA *Kuiz dan pembentangan perlu jam diluar waktu kuliah dan tutorial kerana ada melibatkan penilaian pelajar
Bersemuka Bukan Bersemuka
Kuliah 30 30
Tutorial 15 22.5
2 Kuiz (60 minit) 1 3
Pembentangan (30 minit) 0.5 1.5
Penulisan Reflektif (1500 pp) 0 9
Penulisan Laporan Projek (2500 pp) 0 15
Jumlah 46.5 81
Jumlah Jam Pembelajaran Pelajar (SLT)
127.5
Buku Panduan Akademik PISMP 2018
170
Jam Kredit 3
16. Rujukan Asas
Robnson, M. (2014). Sustainability Principles and Practice. New York: Routledge. Raj Kumar Singh. (2012). Environmental Studies. New Delhi: Tata McGraw-Hill Education
Private Limited Chamhuri Siwar, Rospidah Ghazali & Sharina Abdul Halim. (2014). Pembangunan Lestari di
Malaysia: Kenyataan dan harapan. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Rujukan Tambahan
Easton, T.A. (2014). Taking Side: Clashing views on Environmental Issues. United States of America: McGraw-Hill Education.
Rogers, P., Jalal, K.F., & Boyd, J.A. (2007). An Introduction to Sustainable Development.
London & New York: Routledge. Tiwi Kamidin & Samsilah Roslan. (2014). Pendekatan Ekopsikologi dalam Pelaksanaan
Pendidikan Alam Sekitar. Serdang: Penerbit Universiti Putra Malaysia Thiele, L.P. (2013). Sustainability. Cambridge: Polite Press. Unesco. (2012). Education for Sustainable Development: Sourcebook. Peranchis: United
Nations Educational, Scientific and Cultural Organization Unesco. (2010). Tomorrow Today. United Kingdom: UNESCO Palmer, J.A. dan Neal, P. (2004). The handbook of environmental education. London and New York: Routledge.
17. Maklumat Tambahan Tiada
Buku Panduan Akademik PISMP 2018
171
1. Nama Kursus/Modul
Fiqh Kekeluargaan Islam Family Fiqh of Islam
2. Kod Kursus FKIK3013
3. Nama Staf Akademik
Mohd Nahwiuddin bin Abdul Manaf
4. Rasional Kursus/Modul dalam Program
Kursus ini bertujuan supaya pelajar dapat menguasai ilmu kekeluargaan dan diaplikasikan dalam kehidupan.
5. Semester dan Tahun ditawarkan
Semester 1 Tahun 3 / Semester 1 Tahun 4 / Semester 2 Tahun 4
6. Jumlah Jam Pembelajaran
Bersemuka Bukan Bersemuka Jumlah Jam Pembelajaran
Bersemuka dan Bukan Bersemuka
K = Kuliah
T = Tutorial
A = Amali
P= Pentaksiran
K T A P K T A P
121
30 15 - 2 30 30 - 14
7. Nilai Kredit 3
8. Prasyarat (jika ada) Tiada
Buku Panduan Akademik PISMP 2018
172
9. Hasil Pembelajaran Kursus (Course Learning Outcomes, CLO)
Pada akhir kursus ini pelajar dapat :
1. Menghuraikan konsep asas pembinaan insan menurut Islam (C2, LO1).
2. Membincangkan konsep perkahwinan dalam Islam secara pembentangan (C2,
LO3, CTPS1).
3. Menjelaskan proses pelaksanaan dan pembubaran perkahwinan menurut
syariat Islam secara pembentangan berkumpulan.(C2, LO4, LO5, LO6, CS1, TS1,
LL1)
4. Menganalisis pengurusan masalah keluarga dalam perkahwinan (C4, A3, LO6,
LL3).
5. Menerangkan prosedur perkahwinan di Malaysia (C2, A4, LO1).
ARAS TAKSONOMI PEMBELAJARAN
DOMAIN KOGNITIF DOMAIN PSIKOMOTOR DOMAIN AFEKTIF
CLO
Me
ng
ing
at
Me
ma
ha
mi
Me
ng
ap
ika
si
Me
ng
an
alis
is
Me
nil
ai
Me
nc
ipta
Pe
rse
ps
i
Se
t
Res
po
ns
be
rpa
nd
u
Me
ka
nis
me
Re
sp
on
s k
eta
ra k
om
ple
ks
Ad
ap
tas
i
La
ku
an
tu
len
Me
ne
rim
a
Me
mb
eri
ma
klu
m b
ala
s
Me
nil
ai
Me
ng
org
an
isa
si
Me
ng
ha
yati
nil
ai
C1
C2
C3
C4
C5
C6
P1
P2
P3
P4
P5
P6
P7
A1
A2
A3
A4
A5
1 x
2 x
3 x
4 x x
5 x x
10.
Kemahiran Boleh Pindah (Transferable Skills, TS):
Pemikiran kreatif dan kemahiran menyelesaikan masalah (CTPS1)
Kemahiran Berkomunikas (CS1) Kemahiran berpasukan (TS1) Pembelajaran berterusan
dan pengurusan maklumat.(LL3)
Buku Panduan Akademik PISMP 2018
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11. Strategi Pengajaran dan Pembelajaran serta Pentaksiran
Strategi pengajaran dan pembelajaran:
1. Kuliah
2. Tutorial - Perbincangan
Strategi Pentaksiran: Pencapaian pelajar dalam kursus ini ditentukan menerusi bentuk pentaksiran, iaitu kerja kursus (100%) .
Programme Learning
Outcome (PLO) Strategi Pengajaran dan
Pembelajaran Jenis Pentaksiran
PLO1 – Pengetahuan
Kuliah
Tutorial
Kuiz
Penulisan Laporan
PLO3 – Kemahiran saintifik,
kemahiran berfikir dan
menyelesaikan masalah
Tutorial Pembentangan
PLO4 – Berkomunikasi Tutorial Penulisan laporan
LO5- Kemahiran Sosial/ Kerja Berpasukan
Tutorial
Pembentangan kumpulan
LO6- Pembelajaran Sepanjang Hayat dan Pengurusan Maklumat
Kuliah
Tutorial
Penulisan laporan
Kuiz
Pembentangan
12. Sinopsis
Kursus ini memfokuskan kepada fiqh kekeluargaan Islam meliputi asas-asas pembinaan insan, perkahwinan, pembubaran perkahwinan, pengurusan masalah dalam keluarga dan prosedur yang berkaitan perkahwinan dan perceraian di Malaysia
This course focuses on the fiqh of Islamic family matters that covers the basics human construction, marriage, dissolution of marriage, family management problems and procedures related to marriages and divorces in Malaysia.
13
13. Mod Penyampaian Kuliah dan tutorial
14. Kaedah dan Jenis Pentaksiran
Kerja Kursus : 100%
Jenis Pentaksiran
Kaedah Pentaksiran Peratusan
Tugasan
Penulisan laporan (1500 perkataan)
50
Pembentangan 25
Kuiz 25
Buku Panduan Akademik PISMP 2018
174
15. Kerangka Kursus/Modul dan Jumlah Jam Pembelajaran Pelajar (Student Learning Time, SLT) setiap tajuk
Inte
raksi
Be
rsem
uka
Inte
raksi
Bu
ka
n
Be
rsem
uka
Ju
mla
h S
LT
Ku
liah
Tu
toria
l
Am
ali
Pe
nta
ksira
n
Ku
liah
Tu
toria
l
Am
ali
Pe
nta
ksira
n
1. Asas-Asas Pembinaan Insan
• Aqidah
• Ibadah
• Akhlak
4 2 4 4 14
2. Perkahwinan
• Konsep
• Persediaan Perkahwinan
• Rukun Perkahwinan
• Tanggungjawab Dalam Perkahwinan
• Poligami
6 3 6 6 21
3. Pembubaran Perkahwinan
• Talak
• Iddah dan rujuk
• Fasakh dan Khulu’
• Lian Nusyuz dan Sulh
• Hadhanah
• Hak-Hak selepas Cerai
6 3 6 6 21
4. i. Pengurusan Kekeluargaan Menurut Islam
• Hubungan Dalam Keluarga
• Kewangan Keluarga
• Kesihatan
• Komunikasi Suami Isteri
ii. Masalah Dalam Keluarga
• Pengurusan Tekanan/ Stress
• Pengurusan Konflik
• Perkhidmatan Kaunseling
• Pengurusan Talak & Fasakh
8 4 8 8 28
Buku Panduan Akademik PISMP 2018
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5. Prosedur Perkahwinan Islam di Malaysia
• Prosedur Perkahwinan
• Prosedur Perceraian
• Bentuk Kesalahan di bawah Undang-undang Keluarga Islam
6 3 6 6 21
Kerja Kursus 2 14 16
Ulangkaji Peperiksaan
Peperiksaan
Jumlah 30 15 - 2 30 30 - 14 121
Buku Panduan Akademik PISMP 2018
176
JUMLAH JAM PEMBELAJARAN BERSEMUKA DAN BUKAN BERSEMUKA
Bersemuka Tidak Bersemuka
Kuliah 30 30
Tutorial 15 30
Penulisan
Laporan - 8
Pembentangan (Berkumpulan)
(60 minit)
1 3
Kuiz (60 minit) 1 3
Jumlah 47 74
Jumlah Jam Pembelajaran Pelajar
(SLT) 121
Jam Kredit 3
16. Rujukan Asas Mustafa Al-Khin,Mustafa Al-Bugha, & Ali Asy-Syarbaji. (2011). Al-Fiqh al-manhaji mazhab AlSyafie. ( Penterjemah: Zulkifli bin Mohamad al-Bakri & rakan ). Kuala Lumpur : Jabatan Kemajuan Islam Malaysia.
Zaharuddin Abd Rahman. (2011). Mutiara akidah dan ibadat, Shah Alam: Karya Bestari Sdn. Bhd.
Zahazan Mohamad. (2011). A – Z Tentang munakahat tapi anda tiada tempat untuk bertanya. Kuala Lumpur: Telaga Biru.
Rujukan Tambahan
Haron Din. (2000).Manusia dan Islam.Jld 2.Kuala Lumpur:Dewan Bahasa dan Pustaka
Ismail Kamus. (2009). Indahnya Hidup Bersyariat. Kuala Lumpur: Telaga Biru Sdn. Bhd.
Mat Saad Abd. Rahman. (2006). Undang-undang keluarga islam: Aturan perkahwinan, suatu pendekatan berdasarkan amalan semasa. Petaling Jaya: Intel Multimedia and Publication
Wahbah al-Zuhaili. (1999). Fiqh dan perundangan Islam. Penterjemah Dr. Ahmad Shahbari Salamon . Kuala Lumpur: Dewan Bahasa dan Pustaka.
17. Maklumat Tambahan
Tiada
Buku Panduan Akademik PISMP 2018
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JADUAL WAKTU
SEMESTER 2 TAHUN 4
Buku Panduan Akademik PISMP 2018
178
Hari Bilik Kuliah Pengkhususan Kump 8.00 - 9.00 9.00 - 10.00 1000 - 1100 11.30 - 12.30 12.30 - 1.30 2.30-3.30 3.30-4.30
E 02 006 PK-M. Pendengaran G8.1
E 02 002 PK-M. Pendengaran G8.2
E 02 004 PK-M. Penglihatan G8.3
N 03 007 Pendidikan Muzik G8.4
N 03 008 Pendidikan Muzik G8.5
D 02 008 Pendidikan Jasmani G8.6
D 02 009 Pendidikan Jasmani G8.7
K 01 020 TESL G8.8
K 01 023 TESL G8.9
Hari Bilik 8.00 - 9.00 9.00 - 10.00 1000 - 1100 11.30 - 12.30 12.30 - 1.30 2.30-3.30 3.30-4.30
E 02 006 PK-M. Pendengaran G8.1
E 02 002 PK-M. Pendengaran G8.2
E 02 004 PK-M. Penglihatan G8.3
N 03 007 Pendidikan Muzik G8.4
N 03 008 Pendidikan Muzik G8.5
D 02 008 Pendidikan Jasmani G8.6
D 02 009 Pendidikan Jasmani G8.7
K 01 020 TESL G8.8
K 01 023 TESL G8.9
Hari Bilik 8.00 - 9.00 9.00 - 10.00 1030 - 1130 11.30 - 12.30 12.30 - 1.30 2.30-3.30 3.30-4.30
E 02 006 PK-M. Pendengaran G8.1
E 02 002 PK-M. Pendengaran G8.2
E 02 004 PK-M. Penglihatan G8.3
N 03 007 Pendidikan Muzik G8.4
N 03 008 Pendidikan Muzik G8.5
D 02 011
D 02 008 Pendidikan Jasmani G8.6
D 02 009 Pendidikan Jasmani G8.7
K 01 020 TESL G8.8
K 01 023 TESL G8.9
Hari Bilik 8.00 - 9.00 9.00 - 10.00 1000 - 1100 11.30 - 12.30 12.30 - 1.30 2.30-3.30 3.30-4.30
E 02 006 PK-M. Pendengaran G8.1 TUT Mohd Yusoff/Haslina Hassan
E 02 002 PK-M. Pendengaran G8.2 TUT Anita Sapura/Shahariman Ahmad
E 02 004 PK-M. Penglihatan G8.3 TUT Dr.Noor Hayati/Mohd Aqsa
N 03 007 Pendidikan Muzik G8.4 TUT Edna SW/Komari H.
N 03 008 Pendidikan Muzik G8.5 TUT Nik Hartini/Fauzila Abdul Latif
D 02 008 Pendidikan Jasmani G8.6 TUT Gananathan/Norliza AK
D 02 009 Pendidikan Jasmani G8.7 TUT Jalaluddin/Hew SV
K 01 020 TESL G8.8 TUT Dr.Assunta/Lim Guat Goh
K 01 023 TESL G8.9 TUT Dayangku Intan/Uthayakumaran K.
Hari Bilik 8.00 - 9.00 9.00 - 9.55 10.25 - 11.20 11.20 - 12.15 12.15-2.45 2.45-3.35 3.35-4.30
E 02 006 PK-M. Pendengaran G8.1
E 02 002 PK-M. Pendengaran G8.2
E 02 004 PK-M. Penglihatan G8.3
N 03 007 Pendidikan Muzik G8.4
N 03 008 Pendidikan Muzik G8.5
D 02 011
D 02 008 Pendidikan Jasmani G8.6
D 02 009 Pendidikan Jasmani G8.7
K 01 020 TESL G8.8
K 01 023 TESL G8.9
ISNIN
SELASA
RABU
KHAMIS
Kump. PPISMP
Kump. PPISMP
LASS3013- Dr.Wan Maznah
LASS3013-Siti Rohani
PJMS3183 Zulkarnian
PJMS3173 Dr Khamdani
PJMS3183 Zulkarnian
PJMS3173 Jamaliyah
PKUK3173 Dr Hajarul Bahti
PKUK3173 Dr Zawawi
PKUK3173 Norimah
Kump. PPISMP
Kump. PPISMP
EDUP3083 CCC
EDUP3083 Dr Sakhilah
EDUP3083 Fitri
MUZK3203 Ariputhiran
JUMAAT
Pengucapan Awam PAWK3013
TTQK3013 Asri
BAKB3013 Aminuddin
Drama Dan Teater Kanak-Kanak DTKK3013 Norani
Pengurusan Acara PESK3013 Abu Bakar
Pengurusan Acara PESK3013 Hasizan
FKIK3013 Huda
LASS3013- Dr.Wan Maznah
LASS3013-Siti Rohani
PKUK3163 XXX/Dr Zawawi
PKUK3163 YYY/Norimah
EDUP3083 Rosli/Amir
EDUP3083 Salma
EDUP3083 Razak
EDUP3083 Tay Pio/RAF
EDUP3083 Dr Liza
EDUP3083 CCC
PKUK3163 XXX/Suzita
Sesi Membaca Buku di Pusat Sumber
bersama Mentor
BAKB3013 Aminuddin
EDUP3083 CCC
EDUP3083 Dr Sakhilah
EDUP3083 Fitri
PJMS3183 Zulkarnian
PJMS3173 Dr Khamdani
TSLB3173 DrZaira AHS
TSLB3173 Zarina M / Grace CSY
SINERGI ILMU / PROSPEN
MUZK3173 Lim ZC, Edna, Fauzila, Nik Hartini,
Lye GP, Lee LH
Pengucapan Awam PAWK3013
GHSS3013 Jamaliyah
MUZK3203 Shahril AR
MUZK3203 Ariputhiran
MUZK3203 Shahril AR
MUZK3203 Ariputhiran
MUZK3203 Shahril AR Sesi Membaca Buku di Pusat Sumber
bersama Mentor
EDUP3083 Rosli/Amir
EDUP3083 CCC
EDUP3083 Salma
EDUP3083 Razak
EDUP3083 Tay Pio/RAF
EDUP3083 Dr Liza
Sesi Membaca Buku di Pusat Sumber
bersama Mentor
TSLB3163 Kuruvilla CK J
TSLB3163 Rosei Sheerin M
PKUK3163 YYY/Norimah
PJMS3183 Zulkarnian
PJMS3173 Jamaliyah
Pengurusan Acara PESK3013 Hasizan
FKIK3013 Huda
TTQK3013 Asri
Reading Books at Library with mentor
Sokongan Penyeliaan Tesis Jabatan Pendidikan
Khas
Pengurusan Acara PESK3013 Abu BakarDrama Dan Teater Kanak-Kanak DTKK3013
Norani
GHSS3013 Jamaliyah
TSLB3173 Zarina M / Grace CSY
TSLB3163 Kuruvilla CK Joseph
TSLB3163 Ros Amisha Shabudin
MUET Rosei Sheerin Mahpor
PKUK3163 XXX/ Mohd Yusof
MUZK3173 Lim ZC, Edna, Fauzila, Nik Hartini, Lye GP, Dr.
Lee LH
PKUK3163 XXX/Suzita
Sokongan Penyeliaan Tesis
JPK
REHAT
TSLB3173 DrZaira AHS
Buku Panduan Akademik PISMP 2018
179
DISEDIAKAN OLEH
PENYELARAS PISMP
JABATAN PENGKHUSUSAN
BAHASA INGGERIS
IPGKIK