AKNOWLEDGEMENTS

We would like to thank Dr Siti for giving us trust and chance to do this

research. This great research is very meaningful to us as through this

research we are be able to work together in creating a syllabus for Year Four

primary school students both in Sabah and Sarawak.

To all our colleagues both in our respective schools and University Malaysia

Sabah, thank you for your sharing and thoughts in helping us to complete

this task.

Last but not least, special thanks to our kids for their co-operations during

the YOPP test sessions.

Thank you and May God bless you.

ABSTRACT

In our Malaysian Primary School English Syllabus both Kurikulum Bersepadu Sekolah Rendah (KBSR) and the new Kurikulum Standard Sekolah Rendah (KSSR), there are four major skills to be taught in the classroom. Those skills are listening and speaking, reading and writing. The four skills are integrated and linked to each other in our daily teaching and learning process. In Level One, pupils are taught how to recognize and pronounce letters as well as words through various approaches, methods and techniques yet based on LINUS 2.0 (Literacy and Numeracy Screening Programme) reported by our Malaysian Ministry of Education which was first implemented in January 2013, there are many children could not pass LINUS 2.0. It shows there is some problems occur among the young children in order to achieve English competency.

This project is to find and create a syllabus that may suit to our kids based on our readings and group discussions.

SITUATIONAL ANALYSIS

English Language is a Second Language in our country. 21st century learning styles encourages students to be more creative, think critically and creatively of what they have learned. Based on English UPSR results in the past, English Subject is considered as a killer subject. The percentage of the pupils scored passing grades is very low. In this group project, our group will analyze other points of view in anticipating children to be more actively involved in English subject. As we know, every pupil has a different way of learning. As mentioned by Garner, everyone studies orlearns based on the Multiple Intelligence Skills she or he feels comfortable and enjoy the most.

a) The learner Age: 10 years old Number of pupils: 20- 25 (each school of our members)

Linguistic level: Moderate/Average

Language needs: Speaking and writing skills

b)The lesson Number of lessons per week: 10 periods (300 minutes).An individual lesson:240 minutes (based on the periods of the week);60 minutes allocated is for the teacher to guide the pupils what to do.

CHOICE OF SYLLABUS

Our group will focus on speaking and reading skills. The syllabus created is to adjust and modify the skills below:

i. 1.1.4 Able to talk about related topics with guidance

ii.1.2.2 Able to listen to, follow and give instructions

iii.3.1.1 Able to create simple texts using a variety of media with guidance

b) Discussing the approach(es) to be followed Task- based. Task-based language learning. The focus of the teaching is on the completion of a task which in itself is interesting to the learners. Learners use the language they already have to complete the task and there is little correction of errors.

The 21st century teaching techniques, methods and approaches and employing them in our classroom will definitely make a difference in our teaching practices. They are such as;

1-Inquiry-Based LearningThis is a learning process that is based on inquiry or asking questions. Through asking challenging questions our students will get intrinsically motivated to start delving deeper to find answers for these questions and in doing so they are exploring new avenues of knowledge and insight.

2- Problem-based learningIn a problem-based learning (PBL) model, students engage complex, challenging problems and collaboratively work toward their resolution. PBL is about students connecting disciplinary knowledge to real-world problems—the motivation to solve a problem becomes the motivation to learn.

3. Cooperative LearningSeveral definitions of cooperative learning have been formulated. The one most widely used in higher education is probably that of David and Roger Johnson of the University of Minnesota. According to the Johnson & Johnson model, cooperative learning is instruction that involves students working in teams to accomplish a common goal, under conditions that include the following elements :

1. Positive interdependence.

2. Individual accountability.

3. Face-to-face promotive interaction.

4. Appropriate use of collaborative skills.

5. Group processing.

Task - based learning is very appropriate because pupils will be supplied with the proper instructions on how to complete the task given. Room for errors will be minimized since the activity to be done will  focus on the task itself. Task-based learning is one of the possible approach to execute such writing lesson. Pupils need to be informed of the task which they need to accomplish by the end of the week. The task could be in the form of writing a summary, creating a poster or brochure of a tourism spot. Task-based learning ignites the pupils' creativity to write an informative and enjoyable text. Creative writing will take place when the pupils are collaborative sharing and exchanging their ideas. 

Besides that, task based language learning. Students are more potential to develop intrinsic motivation in a task-based approach. Moreover, task-based learning offers the opportunity for ‘natural’ learning inside the classroom. The tasks can be easily related to students’ real-life language needs.

NEEDS OF ANALYSIS

The assessment upon both focus skills. This can be done through switching the mastered skills of the pupils in a group. For example, pupils with good speaking skill will need to do the writing part, pupils with good writing skill will do the speaking part. For me this will trigger pupils to help each other to produce the perfect writing piece.

We can assess the pupils ability in speaking by interviewing them so that we can plan a proper task for them to improve their speaking skills as well as to motivate them to learn the language

The criteria should include:

•             linguistic accuracy;

•             fluency;

•             presentation style;

•             content; and

•             collaboration with others.

OBJECTIVES AND GOALS

This step defines the projects outcome and the steps required to achieve that outcome. Poorly defined goals and objectives, or goals without objectives, pushes a project into unsuccessful situation. Goals and objectives must be clear statements of purpose. Each with its own purpose that drives the end result of the project. Goals and objectives must be measurable. First we can make need analysis to identify what learners need and then state the needs of the students in terms of realiable goals for the program. Then state context-suitable and precise objectives which are measureable. 

This project is to make the pupils able to speak fluently and confidently in public so task based approach is suitable to achieve the objectives of this project.

The main concern of this group project is to help the pupils to master the Speaking and Writing skills. These learning skills are crucial and should be equally mastered, for they need both skill to excel in their future studies or to perform in their work place. Nowadays, graduates from colleges and universities are performing badly in their writing. They acquired the average fluency of the spoken language, yet their written works do not show much acquisition of the language.

SELECTING AND GRADING TASK

Form groups with pupils of mixed level of language proficiency. The rationale is to allow pupils with different learning skills to complement each other towards the accomplishment of a task.

Programme:

1. You Post, I Read, We Write. (Combination of shared-writing and information transfer)

Steps: 1. Teacher post two to three sets of information (such as 'The most wanted

             occupations', 'My dream vacation' and etc.)

          2. Gallery walk. Each group needs to walk around and read the posted

              information. Then, they go back to their separate group to discuss on which

              topic that favours the most.

           3. Decide on a topic to write. Pupils gather the needed information, brain-

               storm for additional ideas. 

           4. Write their first draft, they check among themselves. Then, hand-in the draft

               to be checked by the teacher.

           5. Everyone rewrites the final draft corrected by the teacher in their exercise

               book.

           6. Each group assigns a group member to present their written work.