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KUALA LUMPUR, 3 Okt (Bernama) -- Kenshido International Sdn Bhd, syarikat tempatan pertama meneroka ke dalam pendidikan dalam talian (pendidikan web) pada 1999, bercadang melebarkan sayapnya ke tujuh negara Asia pada suku pertama 2010.

Syarikat itu optimistik usahanya ke pasaran antarabangsa akan berjaya memandangkan ia akan memperkenalkan produk bahasa Inggeris dalam talian sebagai bahasa kedua (E-esl) awal tahun depan. "E-esl akan disediakan mengikut sukatan pelajaran negara yang akan kami tembusi. Kami mahu menumpukan ke pasaran Asia sebelum berkembang ke rantau lain. "Kami kini di peringkat awal perbincangan dengan Indonesia, Thailand, Singapura, Brunei, Filipina, Vietnam dan Hong Kong. "Tiada masalah bagi kami untuk meneroka ke negara berkenaan," kata presiden dan ketua pegawai eksekutif Kenshido, Jason Kok Min Chong dalam temu bual eksklusif dengan Bernama. Beliau berkata Kenshido juga meninjau pasaran Timur Tengah bagi produk E-esl dan telah berunding dengan beberapa pihak. Selain memasuki pasaran antarabangsa, Jason berkata Kenshido akan mempromosikan produk itu secara agresif di Malaysia memandangkan terdapat permintaan yang besar bagi produk bahasa.

Syarikat pendidikan berkenaan menjual produk e-pembelajarannya, Score A, untuk murid tahun satu hingga pelajar tingkatan lima melalui sistem pemasaran secara langsung (MLM) dan mempunyai lebih 40,000 pengedar aktif di seluruh negara. Program e-pembelajaran Kenshido membolehkan pelajar bersedia untuk peperiksaan dan sejak 10 tahun lepas berjaya menghasilkan ribuan pelajar yang mendapat semua A dalam peperiksaan UPSR dan PMR. Portal program Score A diterima oleh Kementerian Pelajaran dan berharga RM596 setiap satu, untuk langganan enam bulan. Semasa mengulas lanjut, Jason berkata Kenshido akan melabur RM20 juta untuk mendirikan pejabat di bawah fasa pertama pelan pengembangan antarabangsanya. "Kami yakin dapat menjana perolehan RM30 juta sebulan daripada negara-negara ini dalam masa dua tahun," katanya.

Dalam perkembangan yang sama, Jason berkata baru-baru ini Kenshido membeli bangunan tiga tingkat, Wisma Kenshido 2, pada RM6.5 juta untuk digunakan sebagai tempat latihan dan seminar. Ia telah memiliki bangunan tiga tingkat bernilai RM4.3 juta, Wisma Kenshido 1, yang dijadikan ibu pejabat. Kedua-dua bangunan berkenaan terletak di Kota Damansara. Jason berkata syarikat juga akan menggandakan pusat sokongan di seluruh negara kepada 30 menjelang pertengahan 2010. "Kami merancang untuk melabur RM100,000 bagi setiap pusat. Sehingga kini kami mempunyai 30 pusat sokongan di seluruh negara," katanya.

Jason berkata pembukaan pusat sokongan perlu memandangkan perniagaan berkembang pantas dan penting bagi Kenshido menyediakan kemudahan sokongan kepada lebih 40,000 pengedarnya bagi meluaskan perniagaan.

-- BERNAMA

PUTRAJAYA: Sistem penggredan baru bagi peperiksaan Sijil Pelajaran Malaysia (SPM) yang diluluskan Kabinet, bulan lalu, lebih mudah untuk mengkategorikan pelajar cemerlang bagi kelayakan biasiswa dan mengikuti pengajian di universiti. Ketua Pengarah Pelajaran, Tan Sri Alimuddin Mohd Dom, berkata melalui penilaian baru itu, pelajar akan diberikan gred berdasarkan kecemerlangan peperiksaan dengan kategori cemerlang diberikan gred A+, A, A-, B+, B, C+, C, D, E dan G. Gred baru itu akan menggantikan gred lama iaitu 1A, 2A, 3B, 4B, 5C, 6C, 7D, 8E dan 9G.

Beliau berkata, penilaian baru itu akan membabitkan semua calon SPM yang akan menduduki peperiksaan itu tahun ini. "Walaupun dilaksanakan tahun ini, ia tidak membabitkan (perubahan) dasar sedia ada dan calon tidak perlu khuatir kerana sistem gred ini hanya memberi perincian kepada pecahan tahap pencapaian mereka yang menduduki peperiksaan. "Kaedah ini menggantikan sistem sekarang yang tidak mempunyai pecahan (gred) untuk calon cemerlang," katanya ketika ditemui selepas merasmikan Majlis Pelancaran Logo Sukan Institusi Pendidikan Malaysia 2009 (SIPMA III) di sini, semalam. Hadir sama Pengerusi Jawatankuasa Pengelola SIPMA III, Datuk Misrah Ibrahim.

Alimuddin berkata, sebelum ini jumlah pelajar yang mendapat keputusan cemerlang dengan jumlah keseluruhan A begitu ramai dan ia meningkat setiap tahun. Berdasarkan sistem itu, sukar bagi Kementerian Pelajaran dan Kementerian Pengajian Tinggi memilih mereka yang benar-benar cemerlang dan layak mene-rima pembiayaan pengajian. Beliau berkata, penilaian semula gred SPM itu juga sejajar dengan langkah kerajaan menyediakan Biasiswa Perdana yang dikhususkan kepada pelajar cemerlang dalam akademik. Katanya, perincian gred juga memudahkan kementerian menyediakan program terbaik kepada pelajar selain memberikan khidmat rundingan sesuai dengan program yang bakal diikuti di universiti dalam atau luar negara. Alimuddin berkata, bagi memastikan perubahan berjalan lancar, pihaknya sudah memaklumkan kepada semua pengetua supaya memberi penerangan mengenai sistem baru itu kepada calon yang akan menduduki peperiksaan SPM tahun ini. Ibu bapa juga boleh merujuk kepada sekolah untuk maklumat lanjut.

"Perubahan ini diharap dapat menghasilkan pelajar yang lebih berdaya saing dalam peperiksaan dan menyuntik semangat mereka untuk memberikan yang terbaik untuk dipilih mengikuti program latihan dan layak menerima pembiayaan seperti diumumkan Perdana Menteri, Datuk Seri Najib Razak," katanya. Baru-baru ini, Najib mengumumkan satu kategori baru akan diwujudkan dalam pemberian biasiswa Jabatan Perkhidmatan Awam (JPA) yang memberi keistimewaan kepada pelajar berdasarkan merit semata-mata dan bukan bangsa.

Pembelian kad top up ini akan digunakan untuk mengakses portal score A. Login ID and password adalah sulit dan boleh digunakan oleh ibubapa dan anak2 mereka serentak.

Gambar-gambar di atas beberapa testimonial pengguna program Score A. Hasil keputusan UPSR mereka amat membanggakan hasil daripada latihan tubi menggunakan Score A. Click 'pic' untuk melihat dengan lebih jelas dan anda boleh membaca sendiri komen2 yang diberikan oleh ibu bapa mereka.

KEJAYAAN ... Seramai 130 pelajar di Sekolah Menengah Kebangsaan Sultanah Asma (SMKSA) gembira dengan keputusan 8A mereka dalam PMR mereka di Kedah baru-baru ini. - foto BERNAMA

Berbanding tahun lalu, pencapaian calon peperiksaan Penilaian Menengah Rendah (PMR) tahun ini sangat membanggakan apabila 26,378 atau 5.96 peratus daripada 472,060 calon berjaya memperoleh gred A dalam semua mata pelajaran diambil.

Pada tahun ini, calon yang mendapat 9A ialah seramai 3,396 (11.54 peratus), 8A 17,969 (5.11 peratus) dan 7A 5,013 (8.11 peratus).

Mankala pada tahun lalu, pelajar yang meraih semua A adalah seramai 24,744 (5.65 peratus); 20,213 (2006) dan 20,101 pada 2005.

Peratusan murid yang menguasai kemahiran sains dan matematik dalam bahasa Inggeris pada PMR tahun ini juga menunjukkan peningkatan yang amat menggalakkan.

Bagi mata pelajaran Sains, daripada 456,795 calon, sejumlah 235,510 (51.2 peratus) orang menjawab dalam bahasa Inggeris, 141,658 (30.8 peratus) dalam bahasa Melayu manakala 82,627 (18.0 peratus) menggunakan bahasa Melayu dan Inggeris.

Sementara bagi Matematik, daripada 462,051 calon, seramai 124,209 (26.9 peratus) calon menggunakan bahasa Inggeris, 91,955 (19.9 peratus) bahasa Melayu dan 245,887 (53,2 peratus) menjawab dalam bahasa Melayu dan Inggeris.

Secara keseluruhannya, pada tahun ini seramai 472,060 calon mendaftar menduduki PMR dan daripada jumlah itu, sebanyak 442,791 adalah pelajar sekolah bantuan penuh kerajaan.

Calon PMR 2008 ini merupakan kohort keempat yang mengikuti Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris (PPSMI) dari tingkatan satu hingga tiga.

Pencapaian calon yang memperoleh sekurang-kurangnya D bagi semua mata pelajaran adalah 62.93 peratus berbanding 63.53 peratus tahun lalu manakala E ialah 440 (0.10 peratus) berbanding 559 orang (0.13 peratus) pada 2007.

Dalam pada itu, jurang perbezaan antara murid bandar dan luar bandar semakin rapat terutama bagi mata pelajaran Bahasa Melayu, Bahasa Inggeris, Matematik dan Sains.

Secara keseluruhannya, pencapaian murid di luar bandar menunjukkan peningkatan bagi pencapaian cemerlang dan melepasi tahap penguasaan minimum berbanding murid di bandar dalam semua mata pelajaran.

The Star

KUALA TERENGGANU: Carrying heavy school bags to school would be a thing of the past for 25,000 Year Five pupils when they receive a laptop computer each from the Terengganu state government next year.

Terengganu Mentri Besar Datuk Ahmad Said said the pilot scheme, aimed at reducing the burden of school children who carry heavy book loads to school, would cost the state government RM30mil for the purchase of computers from Intel Electronics. The laptops would become the pupils’ electronic text books.

”By April next year, we expect to distribute laptops to 25,000 Year Five pupils who will use them in place of books with text incorporated into their laptops through the cooperation of Dewan Bahasa & Pustaka (DBP).

”After buying the first batch of computers, we will work with Intel to set up a factory in Gong Badak to produce similar laptop computers for those in Year Four, Three, Two and One. We expect to produce 10,000 units a month,” said Ahmad Tuesday after handing out prizes to winners of the Cleanest Schools in Terengganu competition, at Wisma Darul Iman here.

Also present was state Education, Higher Education, Human Resource, Science and Technology committee chairman Ahmad Razif Abdul Rahman.

He added that by three to four years, all primary school children in Terengganu would be equipped with laptops to eliminate the burden of carrying heavy school bags.

To cater for the transformation in the mode of teaching which will be the first of its kind in the country, Ahmad said the state government would enroll more than 100 graduates in the field of information technology to train school children and teachers on ways to use the laptops that would become electronic books. - Bernama

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Is Examination a Reliable Assessment?

Written by Choong:

In Malaysia, examination is the way to assess student's performances. In fact, there isn't any other form of assessment apart from examination. In reality, the purpose of examination is for a summative evaluation. These evaluations are to see if the students understand and could apply the concepts that they have learned throughout the semester. With the examination being the only form of assessment, therefore, it is crucial that the examination must be able to reflect on student's knowledge and performances. Because, being the nature of examination itself, the assessment is very traditional where student who score A would means that the student has gained knowledge on the particular subjects and vice versa. BUT, does that really mean so? How reliable are these examination in reflecting so?

ZAINUL ARIFIN: This is no time to mess with our kids' future

By : Zainul Arifin

OBVIOUSLY, opinions are varied on the contentious issue of the teaching of Mathematics and Science in English. People are divided, as they should be, and so let the debate begin. It is better than the latest political shenanigans.

In this newspaper at the weekend, an academic reeled off statistics and test results affirming the failure of the current policy, and that as a result it should be ditched. We best now teach our children the two subjects in Bahasa Malaysia, Mandarin or Tamil.

There are, ladies and gentlemen, as they say, statistics and statistics. Now depending on what strokes one's fancy, the glass is either half empty or half full. Hence, the policy is either serving or failing our kids.

Last week, I alluded to the danger of making the right decision based on flawed conclusions. I think this might be the case here, especially when it is widely admitted that one of the main problems is that many teachers lack proficiency in the language. As a result, many seek the easy way out and teach in languages they are comfortable in.

When it was first introduced in 2002, the idea was to have teaching aids, mainly computer software and hardware, which would help teachers and pupils familiarise themselves with the language. Reports now suggest that many of the computers are used for many things but that.
I would like to believe, again, in the adaptability of the young to prove that the problem is not in the policy but its implementation.

Blaming the previous administration for introducing this policy is disingenuous. Surely, given the situation we find ourselves in vis-a-vis the English language, the idea has merit. These are desperate times, requiring radical ideas without slinking into our comfort zones.

Everyone talks about the need to improve the teaching of English in schools, which surely is our collective wish. But this is something that is nowhere near the horizon now.

If we now are lamenting some teachers' problem with the language even when conducting fact-based subjects, pray tell where are we going to get the teachers who can teach our kids grammar and syntax, not to mention double negatives and alliterations?

English is taught not as a language, but a subject, which one needs to study and cram for examinations. It is even referred to as BI, short for Bahasa Inggeris, which emphasises its alien-ness.

It is only when the medium of instruction of Mathematics and Science is English that it becomes alive as a language.

Now consider this possibility, too: the level of comprehension or comfort in English among Year Six pupils -- those who have lived through six years of the policy -- is better than those before them who had less exposure to the language.

Have there been studies on the state of English proficiency arising from the policy, studies as thorough as the one on the level of achievements in Science and Mathematics?

If my hunch is correct, then obviously, the policy, having met its English language objective, cannot be deemed a failure.

And if that is the case, then we should not ditch it but instead work towards improving it to serve our Science, Mathematics and English objectives better.

Are we using linguists or English experts in developing our children's curriculum to structure a gradual, orderly and pedagogically sound entry into Mathematics, Science and English?

There are arguments that rural, poor children are at a disadvantage when Science and Mathematics are taught in English. This is, of course, a bogey, since who among us would want to deprive our rural, poor brethren of a better future.

Are the rural poor, now working or studying, and having lived through the previous policy, better served by it?

Are their abilities to score in Mathematics and Science, taught in Bahasa Malaysia, Mandarin or Tamil, an advantage when pitted against those slacker urban kids whose only salvation is being glib-tongued in the imperialist language?

Perhaps someone should look at the borrowing habits in our local universities and see how many English reference books, where most knowledge resides, are checked out. Someone should also see whether there is an economic correlation between socioeconomic achievements and English language proficiency.

These are also studies worth doing. Statistics and damned statistics, eh?

Let us look at this issue beyond our obsessions on the number of A's our children get, which is now to be the guiding principle for our decision on the policy. The nation's fate and future cannot be gambled based on our 12-year-olds' results.

Most supporters of the policy are not blind to the fact that it is not perfect and neither are they rabid Anglophiles. Mostly, they are likely to be practical people, parents and employers, who see a problem.

They care about the future of our children, and our country. Parents are rightly emotional on the issue, but they harbour no political agenda and thus need not test the pulse of the electorate to decide. Their constituents are their children.

TEACHING OF MATHS AND SCIENCE IN ENGLISH:
Study reveals policy's flaws

By : Elizabeth John and Aniza Damis

TANJUNG MALIM: Five years after schools began teaching Mathematics and Science in English, tests on thousands of students have revealed poor scores in these subjects.

The tests and surveys, part of a study of that policy, have also shown that the majority of students still find it hard to follow Mathematics and Science lessons in English.

Universiti Pendidikan Sultan Idris (UPSI) put over 3,000 Year Five pupils and about 2,800 Form Two students around the country through short Mathematics, Science and English language tests between February last year and January.

The schoolchildren were from a mix of urban, rural and vernacular schools in Peninsular Malaysia.

The tests were made up of modified past-year examination questions. Some were taken straight out of textbooks.

Some 1,700 Year Five pupils tested this January had a mean score of 7.89 out of a maximum 20 for Mathematics.

The results were not much better for Science: a mean of 4.08 out of 14. English proficiency was not good either: a mean of 11.87 out of 31.

The mean scores of Malay and Orang Asli pupils were also much lower than those of the Chinese and Indians, said study leader Professor Emeritus Datuk Isahak Haron.

Isahak has called the policy a failure, particularly in terms of its impact on Malay students in national schools (Sekolah Kebangsaan), and is asking for a return to the teaching of Mathematics and Science in Bahasa Malaysia.

In the survey, many Year Five pupils told researchers they found it hard to learn Mathematics and Science in English, saying they did not understand the lessons.

In one sample, less than a fifth of the Year Five Malay students surveyed considered it easy to learn Science in English and only about a third thought it was easy to learn Mathematics in English.

When a sample of 1,300 Malay students were asked how well they understood the Mathematics and Science lessons when it was taught in English, over 60 per cent said they only understood the lessons "sometimes".

The policy had even failed in its aim of improving the pupils' command of English, said Isahak, a lecturer at the Faculty of Cognitive Science and Human Development.

Students struggled to correctly complete even simple sentences, he said, citing the following sentence in a passage taken out of a school textbook: "He ..... to bed" (The answer is "went".)

An average of 14 per cent and 19 per cent (two different groups) got the answer right.

Even the highest score according to racial breakdown -- 41 per cent of Chinese students in one group answered correctly -- did not speak well of the policy's aim of improving English.

Isahak suggested that it would do more good to allocate more time, staff and money to the teaching of English at the primary school level.

He urged a change in how the language was taught in schools. He said the standardised syllabus should be scrapped in favour of lessons tailored to suit the abilities of different students.

The UPSI study also incorporated findings from other surveys of secondary school students that pointed to similar problems.

Shortly after the policy was implemented in 2003, Associate Professor Hashima Jalaluddin of Universiti Kebangsaan Malaysia interviewed 43 teachers and 971 Form One students from six schools in the central and southern states of Peninsular Malaysia .

Most of the teachers said students had problems following Mathematics and Science lessons in English, while 70 per cent of the students said they would be more interested if the two subjects were taught in Bahasa Malaysia.

Only a quarter said they had no problem following the lessons in English.

In 2004, Zainuddin Bikum surveyed 229 students in two schools in Kuala Kubu Baru, Selangor, for his dissertation at UPSI and found that more than half of the group was facing difficulties.

Universiti Kebangsaan Malaysia's Professor Juriah Long found that about half the students in both urban and rural schools were worried because they found it difficult to follow Mathematics and Science in English. This was one of the results of her 2005 survey of over 7,000 Form Two students nationwide.

Her study, which also looked at the location of schools and the socio-economic background of students, found the concern was greater among Malay students, those in rural schools, and poor students.

Isahak said Malay students in national schools, mostly in rural areas and from lower socio-economic backgrounds, had lost out the most as a result of the decision to teach Maths and Science in English.

The ones who gained from the policy were a small percentage of Malay students from upper middle class families who went to good schools, he said.

However, UPSI's own test results showed Year Five Malay students from rural schools scored highest in nine out of 10 Maths questions and two out of seven Science questions compared with Malay students in big town and city schools.

Meanwhile, Malay students in city schools consistently fared the lowest.

Isahak believes the difference in the percentages is marginal and because there are more Malay students in rural areas, it is these students who will be most affected.

Scoring SPM Bahasa Melayu – Kertas 2

Written by Chong:

In this post, I am going to guide you in answering SPM Bahasa Melayu Paper 2 (Kertas 2) effectively question by question. Before that, I think most of you will face one common problem — running out of time when answering this paper. Why? This is because you may have spended too much time on summary (rumusan) and/or reading comprehension (pemahaman). To overcome this problem, you should do your summary and write your answers for reading comprehension quickly. Go to the next question if you face difficulty in answering a particular question. Do not waste your time thinking for answer that you know you do not know.

Another thing to take note is that your answer for every question except summary and novel should be written in one paragraph only. For instance, answer for reading comprehension should be written as below:

"This is the first sentence of your answer. This is the second sentence of your answer. Please take note that you do not have to leave some space before you write your first sentence. This is the fourth sentence of your answer.

Soalan 1: Rumusan – Firstly, you should analyse the question carefully. Let say the question is "

Baca petikan di bawah dengan teliti, kemudian buat satu rumusan tentang kesan-kesan pencemaran air dan langkah mengatasinya. Panjang rumusan hendaklah tidak melebihi 120 patah perkataan.
Source: Peperiksaan Percubaan SPM 2006 Sekolah Berasrama Penuh

It is very clear that the summary you are going to write will have kesan-kesan pencemaran air as the isi tersurat while langkah mengatasinya as the isi tersirat. How to write the introductory paragraph (pendahuluan)? You should read the passage thoroughly and quickly to identify (by underlining) all the isi tersurat while looking for the main idea of the passage. Your introductory paragraph (sentence) should contain the main idea of the passage. In this case, the main idea of the passage is the kesan pencemaran air. However, you cannot use the keyword ‘kesan’ because this keyword has been mentioned in the question. Instead, you should use the alternative word for kesan such as implikasi and akibat. Besides that, your introductory sentence should be more specific to get full marks (2 marks). A good introductory sentence in this case is: Petikan membincangkan implikasi pencemaran air kepada semua jenis hidupan di bumi.

For the second paragraph (isi tersurat), you should summarize the points related to akibat daripada pencemaran air in the passage. Do not add your own point of view in writing the isi tersurat. I suggest you to write about six to seven isi tersurat and two to three isi tersirat as long as your summary does not exceed the number of words permitted. This combination of isi tersurat and isi tersirat works well for most of us because we can easily identify the isi tersurat in the passage. The reason I suggest two points for isi tersirat is that you will not get any mark if the point you have written is not included in the marking schema. You should write the isi tersirat in paragraph three. In writing the isi tersirat, you should write your own point of view not mentioned in the passage. In this example, you should write on usaha mengatasinya. Lastly, for the conclusion (kesimpulan), you should always write it in this format:

Kesimpulannya, [semua pihak/pihak apa] harus/patut/perlu bekerjasama untuk mengatasi [masalah yang dibincangkan] supaya/demi [kesan baik].

For this particular example, the conclusion should be written like this:Kesimpulannya, semua pihak mestilah bekerjasama dalam menangani masalah pencemaran air supaya rakyat Malaysia mendapat bekalan air yang selamat.

Soalan 2: Pemahaman – For questions asking the meaning of certain words (rangkai kata), you must not repeat the words being asked in the question in your answer. For instance, you answer to the question ‘Berikan maksud rangkai kata rakus mengejar keuntungan’ must not contain the words rakus, mengejar and keuntungan. An excellent answer for this question would be ‘Rangkai kata ini bermaksud gelojoh mencari faedah’.

For questions asking for your opinion, you should write your own answer not referring to the passage. For this type of questions, the marks allocated for them indicate the number of points you should write in your answer. One mark indicates that your answer should contain one point; two marks indicate your answer should contain two points; the same goes to three marks for three points. However, four marks usually indicate that your answer should contain only two points with elaboration.

For questions referring to the excerpts of the literature text, you should answer what you have learned in form four and five literature. So, a sound mastery of the entire literature syllabus in form four and five will help you to answer question 2(b), 2(c) and 2(d) correctly and quickly. Most of the time, you can forecast the actual SPM questions by analyzing the literature texts in various states’ trial papers. Most of the time, there will be question like ‘Huraikan dua perwatakan Daneng daripada petikan dan satu perwatakan daripada keseluruhan cerpen’. Some of you might now know that if you can spot more than two perwatakan in the petikan, you can actually write the additional perwatakan for perwatakan daripada keseluruhan cerpen. So, you can actually get all the answers by referring to the text given even though the question asks for perwatakan daripada keseluruhan cerpen. Give one example for each perwatakan in your answer. Daneng seorang yang tetap pendiriannya. Sebagai contoh, dia tidak mahu meninggalkan kampung halamannya.

Soalan 3: Pengetahuan dan Kemahiran Bahasa – For bina ayat, you should underline the words given in the questions for the ease of marking by the examiner. For questions 3(c) and 3(d), underline the words which you have changed or corrected in the answers. Question 3 tests your mastery of Malay language, whether you know it or you do not. So, I do not have any great tips to share with you on how to answer this question perfectly.

Soalan 4: Novel – Make sure you have read the original novels before you step into the examination hall. You should have read these novels in your form four and five. In addition to that, you should read and memorize the notes about the literature aspects of the two novels since the question will ask you to make comparison between both of the novels you have read. Give one example to support each point in your answer.

Below, a recap of the main tips of this post:
- Answer the questions quickly or you will run out of time.
- Answers except for summary and novel questions should be written in one paragraph.
Soalan 1: Rumusan – Do not repeat the keywords in the questions.
Soalan 2: Pemahaman – Tips on answering various types of questions.
Soalan 3: Pengetahuan dan Kemahiran Bahasa – Underline where necessary.
Soalan 4: Novel – Read and memorize the notes on the literature aspects of the novels you have read in form four and five.

Scoring SPM Bahasa Melayu - Karangan

A reader asked how to score an A in SPM Bahasa Melayu at Malaysia Students Forum. For your information, you have to pass SPM Bahasa Melayu to be eligible to continue your studies in form six or local university. Those who don’t pass Bahasa Melayu will sit for SPM July Paper (SPM Kertas Julai) the year after they have had their Sijil Pelajaran Malaysia (SPM) examination.

Firstly, I would like to share the effective tips to score well in Paper 1 (Kertas 1) with you. For section A (bahagian A), you will have to write an essay within 200 to 250 words based on the material (bahan rangsangan) given. You should ensure that the length of your essay is within the suggested length and should not exceed it though I learned from my teacher that candidate can actually write to the maximum of 255 words.

"Bacadi bawah dengan teliti. Huraikan pendapat anda tentang usaha-usaha yang perlu dilakukan untuk menangani gejala vandalisme. Panjang huraian anda hendaklah antara 200 hingga 250 patah perkataan. Source: SPM Bahasa Melayu Kertas 1 (1103/1) November 2005 Bahagian A"

One of the questions often asked by the candidates is should candidate write the whole essay on the material given or on the topic given. For instance, in SPM Bahasa Melayu 2005 paper 1, the question for section A is just four pictures showing public property being damaged as the result of vandalism and graffiti. There is a title in bold type read: ‘GEJALA VANDALISME (Vandalism)’. Some candidates worry that they might lose the content marks if they do not write mainly about the material (images).

Actually, candidates do not have to write about the pictures (the wanton damage of public property); instead they should write an essay on the topic Vandalism. They should write about the causes (faktor/punca), effects (kesan) and/or actions (langkah mengatasinya) taken to overcome problem depending on the question. So, for SPM 2005 (referring to the question), candidate should write on the actions (usaha) to be taken to overcome vandalism. However, to play safe, candidate can include a sentence or two describing the pictures given. (Sebagai contoh, telefon awam dirosakkan dan dinding bangunan diconteng dengan bahasa kesat.)

For SPM Bahasa Melayu 2004 paper 1, the question for section A is similar to SPM 2005 in the way the question being asked, in which show four pictures of various pollution as the result of development with the title ‘PEMBANGUNAN DAN ALAM SEKITAR (The Development and the Environment)’ at the centre of the pictures. So, student should not write the whole essay about the pictures. Instead, student should write the essay focussing on the topic the Development and the Environment.

Since section A of paper 1 tests mainly on the Malay language and not the content, your essay should be grammatically correct (ayat gramatis) besides showing wide vocabulary (kosa kata luas) and interesting phrases (fasa menarik). These tips work well for section B (bahagian B) too!

"Pilih satu daripada soalan di bawah dan tulis sebuah karangan yang panjangnya lebih daripada 350 patah perkataan.Source: SPM Bahasa Melayu Kertas 1 (1103/1) November 2005 Bahagian B"

In section B, you have to choose one out of five questions provided and write a continuous essay (esei) more than 350 words. Please note that if you prefer writing formatted essay (karangan berformat), you have to write it in correct format to avoid mark deduction. Here is a secret to score well in this section: write a lengthy essay! Why lengthy essay? This is because a piece of lengthy writing gives the examiner an illusion impression that you can write very well.

Personally, I usually wrote my SPM Malay continuous writing more than 700 words (about three pages depending on your handwriting). Of course, your essay should not have too many errors including but not limited to grammar, spelling and word choice errors. If however you tend to make a lot of mistakes in your writing, I would advise you to write an essay about 500 words. (more than two pages depending on your handwriting). The trick is to write your words in big text size and ensure that there are not more than ten words in each line. In addition, use some relevant idioms in your writing. Some of the common Malay idioms which you should have mastered include but not limited to bulat air kerana pembetung, bulat manusia kerana muafakat; melentur buluh biarlah dari rebungnya; biar mati anak, jangan mati adat and berat sama dipikul, ringan sama dijinjing.

Some questions in section B are open questions which mean that you can write about the causes (faktor/punca), effects (kesan) and/or actions (langkah mengatasinya) taken to overcome a particular problem. For instance in SPM 2005, some questions have the keywords ‘ulas pernyataan di atas’ and ‘berikan komen anda tentang pernyataan tersebut’. Meanwhile, some other questions have limited the scope of your essay. You can easily identify this type of questions by looking for the keywords like ‘berikan pendapat anda tentang peranan keluarga dalam pembentukan sahsiah anak-anak’ and ‘tulis rencana tentang usaha-usaha yang perlu dilakukan oleh pihak berkenaan bagi meningkatkan mutu sukan negara’.

For your information, the fifth question is always a literature-type question (soalan berbentuk sastera). Most of the time, the question will ask the candidates to write a short stories (cerpen) based on a theme or idiom (peribahasa) given. Choose this type of question only if you have a sound mastery of Malay language. Generally, art stream students prefer this type of question more than science stream students.

To increase the use of textbook in classroom, our government via Malaysian Examination Council (Majlis Peperiksaan Malaysia) has decided to limit the scope of some SPM essay questions to the SPM syllabus since 2004. Hence you can actually spot the essay questions by excluding the past years’ topics. Besides that, you can analyse the trial papers’ (kertas soalan percubaan) essay questions. Here I show you a real instance where the trial question was similar to the real SPM question. Last year, the fifth essay question (tulis cerpen berdasarkan peribahasa ‘bulat air kerana pembetung, bulat manusia kerana muafakat’) in the real SPM examination was identical with Terengganu second BM trial paper’s fifth question. Was it a question leak (soalan bocor) or just a coincidence? There are a lot more real cases in other subjects too!

Below, a recap of the main tips of this post:
Essays should be grammatically correct (ayat gramatis) besides showing wide vocabulary (kosa kata luas) and interesting phrases (fasa menarik).
Section A

• Ensure that the length of your essay is within the suggested length.
• Do not write about the pictures. Instead, write an essay on the topic given.

Section B

• Write lengthy essay about 700 words.
• Use some relevant idioms in your writing.
• Analyse the topics covered in your form four and five textbooks, past years’ questions and trial papers

Why Do Students Like Online Learning?

Written by Stephanie Coleman Monday, 16 Jul 2007

Why do students flock to the online learning environment? With over 4 million students are enrolled in online schools and universities (and that number is growing 30% per year), there are many compelling arguments for attending a cyber classroom (Lewis, 2005). Students can "attend" a course at anytime, from anywhere. This means that parents can attend to their children, then sit down to class; working students can attend classes no matter what their work schedule might be, folks that travel for business or pleasure can attend class from anywhere in the world that has internet access. Online learning enables student-centered teaching approaches. Every student has their own way of learning that works best for them. Some learn visually others do better when they "learn by doing." Course material is accessible 24 hours a day 7 days a week. Students have the ability to read and re read lectures, discussions, explanations and comments. Often spoken material in the classroom passes students by due to a number of distractions, missed classes, tiredness or boredom. In an online environment, attendance to class is only evident if the student actually participates in classroom discussion. This increases student interaction and the diversity of opinion, because everyone gets a say, not just the most talkative. Online instructors come with practical knowledge and may be from any location across the globe. This allows students to be exposed to knowledge that can't be learned in books and see how class concepts are applied in real business situations. Using the internet to attend class, research information and communication with other students teaches skills in using technologies that will be critical to workers in the 21st century business community that works with colleagues globally and across time zones. Participating online is much less intimidating than "in the classroom." Anonymity provides students a level playing field undisturbed by bias caused by seating arrangement, gender, race and age. Students can also think longer about what they want to say and add their comments when ready. In a traditional class room, the conversation could have gone way past the point where the student wants to comment. Because online institutions often offer "chat rooms" for informal conversation between students, where student bios and non class discussions can take place, there appears to be a increased bonding and camaraderie over traditional class environments. The online environment makes instructors more approachable. Students can talk openly with their teachers through online chats, email and in newsgroup discussions, without waiting for office hours that may not be convenient. This option for communication provides enhanced contact between instructors and students. Online course development allows for a broad spectrum of content. Students can access the school's library from their PC's for research articles, ebook content and other material without worries that the material is already "checked out." Students often feel that they can actually listen to the comments made by other students. Because everyone gets a chance to contribute, students are less irritated with those that "over contribute" and can ask for clarification of any comments that are unclear. Over 75% of colleges and universities in the U.S. offer online degree programs, with online degrees as respected as "on the ground" degrees. (Lewis) Online classrooms also facilitate team learning by providing chatrooms and newsgroups for meetings and joint work. This eliminates the problems of mismatched schedules, finding a meeting location and distributing work for review between meetings. Students often comment that online learning lets them attend class when fully awake and attend in increments of convenient time block, rather than rigid 2 or 4 hour stretches once or twice a week. Because there are no geographic barriers to online learning, students can find a diversity of course material that may not be available to them where they live or work. This is especially true for professional training such as medical billing training or purchasing training and for students in remote rural areas that cannot support college or vocational training centers. While "brick and mortar" institutions will never be eliminated, it's easy to see why a growing number of people are attending class in the cyber world. They may be reasons of accessibility, flexibility or quality, all compelling and contributing to the attractiveness of this mode of learning.

Tuan/Puan,

Saya ingin berkongsi info dari petikan akhbar tempatan berkenaan scoreA 2007.

Online Tuisyen mendapat lagi pengiktirafan drpd pemimpin,....


Lagi sokongan dr Yayasan Trg: Online Tuisyen

POTENSI PASARAN

WEBUCATION

(Pendidikan Melalui Web/Internet)

Quite Possibly the Most Outstanding Business on the Planet!

Menurut Peter Drucker di dalam Majalah FORBES:

"Webucation merupakan satu peluang pertumbuhan paling HEBAT untuk masa akan datang. Pendidikan berterusan secara online sedang membentuk satu tapak pendidikan yang baru dan istimewa, dan ia merupakan masa depan kepada pendidikan. Terdapat satu pasaran global dalam bidang ini yang mana sangat berpotensi bernilai ratusan billion dollar."

Teknologi baru serta pencapaian maklumat yang mudah dan cepat telah mengubah lanskap dunia perniagaan. Ini menawarkan satu rangkakerja strategik terhadap era teknologi makumat dan perniagaan di rumah, yang mana sesiapa yang mengambil peluang ini sekarang, merupakan satu langkah ke hadapan daripada yang lain, memberikan anda suatu kelebihan yang tidak ternilai.

Maklumat yang diperolehi melalui Internet kini telah menjadi satu komoditi utama. Bagaimana anda ingin mendapatkan keuntungan daripada satu haluan utama (major trend) yang baru ini? Sekarang anda boleh melakukannya. Mengintegrasikan e-pendidikan ke dalam persekitaran harian akan menjadi suatu perniagaan yang sangat besar.

“Education over the internet will make email look like a rounding error.”

- John Chambers, CEO, Cisco Systems

Earning Money In The Information Age

Score A Programme^TM:

The First Webucation Income Opportunity In Malaysia

(Peluang Pendapatan Dalam Webucation Pertama di Malaysia)

Score A programme is a powerful webucation product and a virtual income opportunity that will make a lot of people incredibly wealthy and have them retire financially free.

But, it takes more than unique products and an attractive compensation plan to take advantage of favorable market conditions. You also need a simple marketing system that is easy to learn and easy to do. A system that will work for you 24/7 so you can earn money even while you are asleep.

With the best marketing system in Malaysia, you can cash in big on this incredible international business and create wealth and security for you and your family.

Ke atas

Lihat Fakta-Fakta Berikut...

MENGAPA PERNIAGAAN WEBUCATION SCORE A PROGRAMME?

'THE SUNRISE BUSINESS' Bisness Kurun 21 - Bisness I.C.T. Selaras Dengan Agenda Negara Kita K-Ekonomi & I.C.T. Kemajuan Ekonomi Malaysia 60an - 70an Agricultural / Pertanian 80an - 90an Manufacturing / Perindustrian Mulai 2000 - K-Ekonomi & Teknologi Maklumat (I.C.T.)

GABUNGAN DUA INDUSTRI 'BILLION DOLLARS' 1. MLM 2005 di Malaysia = 4.8 Billion* * (Laporan 'The Star' Mac 2006) Jangkaan 2006 = RM 6 Billion Jumlah lebih kurang 1,000 syarikat MLM - 99% Produk Bukan Pendidikan - (Barangan Kesihatan, Kecantikan, Barangan Rumah dll.) 2. Bisnes Pendidikan di Malaysia Bisnes Tuisyen 2005 - RM 4 Billion Jangkaan Bisnes Pendidikan Keseluruhan > RM 10 Billion

'BIG MARKET SHARE' 4% market share (dalam masa 2 tahun berdasarkan pasaran tuisyen sahaja) = RM 4 Billion x 4% = RM 160 juta setahun 'The Leading Edu-MLM Company' dan 'Top 10 MLM Company' di Malaysia

Pasaran sedia ada.

Syarikat sudah besedia.

Prospek sedia menunggu.

Apakah yang menghalang anda?

Bukankah ANDA dan KELUARGA ANDA berhak

hidup lebih selesa dan lebih bergaya?

"SCORE BIG WITH SCORE A!"

SELAMAT MAJU JAYA

Apa itu Program Score A: Online Tuisyen?
1. ScoreA ialah program pembelajaran output (latih tubi menjawab soalan melalui komputer / internet) secara online.
2. Disekolah dan pusat tuisyen, anak-anak belajar melalui program input (membaca, mendengar & menghafal)
3. Latih tubi Score A mengikut 100% sukatan pelajaran terkini Malaysia.

Apakah StarterPack Kad (Fast Start) Score A Program: Online Tuisyen?

1. Setiap kad mempunyai dua code: Activation code dan Top-up code.

2. Satu activation code boleh digunakan untuk seorang anak / pelajar.

3.Satu top-up code boleh digunakan selama 3 bulan untuk semua subjek secara online.

4. Satu kad ini boleh digunakan untuk 2 orang anak / pelajar selama 3 bulan dan boleh ditingkatkan sehingga 5 orang anak / pelajar dengan pembelian Activation Code tambahan yang bernilai RM50 setiap satu. Setiap top-up code boleh didapati dengan harga RM168 (ahli)/ RM 198 (bukan ahli) dan tidak perlu di"top-up" secara berterusan.

Kenapa online tuisyen @ latih tubi itu penting?
1. Latih tubi adalah satu kaedah yang sangat berkesan untuk mencapai kecemerlangan akademik. Tentu anda mahukan kecemerlangan untuk anak-anak anda.
2. Latih tubi melalui online sangat berkesan, lebih interaktif malah lebih menyeronokkan kerana murid2 dan ibu bapa dapat menyemak markah (latihan) mereka serta merta melalui internet atau melalui SMS.
3. Lebih 100,000 bank soalan untuk murid membuat latihan secara online.

Masalah Umum Ibu Bapa
1. Tidak dapat menilai pencapaian akademik anak
2. Tidak dapat memberi perhatian kepada kerja rumah rumah
3. Tidak berpuas hati dengan keputusan peperiksaan anak
4. Anak kita cuma membawa balik kad laporan 2 kali setahun
5. Kurang pasti akan persediaan peperiksaan anak kita
6. Anak menghadapi tekanan/ takut peperiksaan
7. Membelanjakan wang yang banyak tetapi anak kita masih gagal memperolehi keputusan yang diharapkan
8. Kekurangan interaksi anatara kita dan anak

Kelebihan Online Tuisyen Score A:-
1. Memudahkan ibubapa memeriksa prestasi akademik anak mereka
2. Membantu ibubapa memantau kekuatan dan kelemahan anak
3. Mendapat tahu perkembangan anak pada bila-bila masa. Membolehkan ibubapa memberi bantuan serta-merta, jika perlu