Prepared by: English Panel SRK Pekan Tongod

ENGLISH LANGUAGE PANEL ACTION PLAN

P a s s Ye a r s UP S R a na l ys i s
PERATUS LULUS MENGIKUT TAHUN (%)
MATA PELAJARAN

2009

2010

2011

BAHASA MELAYU (PEMAHAMAN)

58.0 %

55.8 %

72.7 %

BAHASA MELAYU (PENULISAN)

33.8 %

57.7 %

50. 9 %

BAHASA INGGERIS

19.35 %

7.7 %

10. 9 %

SAINS

46.7 %

67.3 %

60.0 %

MATEMATIK

Analysis of UPSR grades

2009 A B C ABC (Pass) 19. 35 % D E DE (Fail) 80. 65% GPMP

0. 0

6.45 %

12. 9 %

38.7 %

41. 9%

2010

ABC (Pass)
7.7 %

DE (Fail)
92. 3 %

GMP

0. 0

0.0 %

7.7 %

40.4 %

51.9 %

4. 4

2011
A B C ABC (Pass) 10. 9 % D E DE (Fail) 89.1% GPMP

0. 0

3.6 %

7.3%

21.8%

67.3%

4.53

UPSR target 2012 Number of registered candidates: 73

T.O.V:
2012 A B C ABC (Pass) 30. 0 % D E DE (Fail) 70.0 % GPMP

2 ( 2. 7%)

5 ( 6. 7%)

15 (20.6 %)

51 (70.0%)

0.0

A students (2 Students)
Name Marks Finals Sem 2 y5 Marks PKSR Sem 1 y6 71 59 66 Marks Mid year y6 80 80 Target Grade A A

Crisonie Jeniol @ Walter Claythanie H. Charles

B Students (5 students)
Name Marks Final Sem Y5 49 55 53 40 Marks Marks Mid PKSR 1 y Sem Y 6 6 60 51 59 41 45 65 60 65 60 60 Target grade UPSR

Jamnie James Masree Masuaning Fedriley Matiwong Mohd Alaf Hafizie

B B B B B

Vera Vernalisa 50

C students (15)
Name Marks Final Exam Y5 Marks PKSR 1 y 6 Marks Mid sem y6 Target UPSR

Crystella Misliyu Erichel Sirab

Hebronchin Binchin Amal Wanisa

30 36
34

39 35
40

45 45
50

C C
C

31

38

45

Rozilah Anul Reqland Ruslin

Sylvester Perdo Yuni Tujoh

34 32
35 33

38 41
39 40

45 50
45 45

C C
C C

Marks Final Exam Y5 Mohd Aidid Sahidin Sheryl Jamani Lycia Anggip Likme 30 31 35

Marks PKSR 1 y Marks Mid sem Target UPSR 6 y6 36 33 40 40 40 40 40 C C C C C

Medalin Rubinsen 36

Marnesna Janes
Razman Marni

40
40

C
C

UPSR Excellence Program 2012

Rationale
a) The decrease in the passing rate of the English subject for 2010 and 2011 UPSR examination. b) The low English proficiency level among the students of SRK Pekan Tongod. c) Most of the UPSR students have functional illiteracy, which means their reading and writing (especially in English) skills are inadequate to help them to function beyond the basic use of the language and answer the UPSR English paper.

SWOT Analysis
Strength - Hostel facilities that enable extra classes to be held outside of the school hours. - Weaknesses - Students lack exposure towards English Language outside of school hours. - - Lack of funding, have to endure red tapes and bureaucracy to get resources. - The low level of students literacy.

 Opportunity The hostel facility enables extra classes to held. Abundance of resources bought by the teachers. The improved resource centre enable more interactive teaching opportunity.

Target - Increase level of students literacy. - Increase in percentage of UPSR pass rate.

Objectives
To increase students literacy and level of proficiency. To increase UPSR passing rate by 5-7 % gradually for each year. To increase students motivation to learn English. To increase students use of English language and their exposure towards the use of the language.

Programs
Short term programs (UPSR candidates) a) Intensive UPSR class b) Remedial class c) UPSR paper answering technique workshop d) UPSR clinic

Intensive English UPSR classes

Intensive classes for UPSR candidates who are targeted to pass the exams. Candidates are divided into 3 groups: - Group A Students who are targeted to get As and Bs (9 students) - Group B- Students who are targeted to Cs (20 students) - Group C- Remedial students.

Activities
Weekly extra classes for each group of students. Group A: Tuesday (2.00- 4.00 p.m) - Watching tutor tv -Intensive UPSR exercises based on work book bought by teachers and parents of students. * extra materials bought by teachers and parents are also extensively used during class times, this is to make easier for teachers to target on students weak areas and to give

Group C (Remedial)
Intensive Remedial English class Problem diagnosed: Students are not able to achieve the basic English skills needed for them to pass the UPSR examination. Objective: To help students to develop basic English language skill. Approaches: Each English teacher will adopt 10 students and have two sessions per week with the students to do remedial English exercises based on the Inspire II/ year 1-3 activity books. Target students: 50 weakest students Duration: 2 one hour sessions per week (depends on teachers free time) Corresponding teachers: All English teachers (10 students per teacher) Materials needed: English exercises books Key performance indicator: By the end of 2012, 20% of the students are able to show development of the basic skills of English. By the end of 2015- All of the students are able to show development of the basic skills of English.

Short Term Programs (UPSR candidates)

UPSR paper answering technique workshop Problem diagnosed: Students are not equipped with the techniques of answering the English paper. Objective: To expose students with the correct technique to answer the UPSR English paper. Approaches: Inviting master teachers and UPSR examiner to give input on how to answer the English paper correctly. Target students: UPSR candidates Duration: Once/twice a year Time: Early May 2011

UPSR Clinic
Involvement with UPSR clinics organised by parties outside of the school e.g: Berita Harian UPSR clinic. Students who are attended will act as a Junior teacher who their peers who are not able to attend the clinic.

English Improvement plan

Long term programs (year 1-5) Foster parents English is fun! Phonics reader remedial program Lit Smart Self Directed Learning.

Long Term Programs

Phonics Reader Problem diagnosed: Students lack literacy skill and can not read fluently in English Objective: Help develops students reading ability. Approaches: Teachers use the phonics reading program rather than whole language approach to teach reading by emphasizing on the sounds of the letters rather than the alphabets to teach reading. (For reference please refer to the KSSR year 1 guide) Target students: year 1-3 (all classes), year 4-6 (Bestari classes) Duration: whole year during English lessons. Corresponding teachers: All English teacher. Materials needed: Phonics guide (available in the KSSR English standard document) Key Performance Indicator: By the end of 2011- 50% of Intelek students and 25% of Bestari students will be able to read simple sentences in English and understand its meaning. By the end of 2015- 100% of Intelek students and 60% of Bestari students will be able to read the simple sentences in English and understand its meaning.

Long Term Programs

b) Lit smart program Problem diagnosed: Students are not exposed towards the use of English outside of the textbook and have little interest in learning the language. Objective: Help increase students reading ability and increase students motivation for learning English through the use of real world materials to teach language skills. Approaches: Teachers use factual and non factual childrens literature materials to teaching reading and literacy skills with hope to provide students with more language experience, increase motivation for learning and creating students who can think creatively and critically. Target students: year 4-6 ( Intelek classes) Duration: whole year during English lessons. Corresponding teachers: All English teachers. Materials needed: Childrens book (available from the library), children stories and song DVD, Childrens literature guide

Long Term Programs

Key Performance Indicator: By the end of 2011 30% of Intelek students will be able to read story books equivalent to level 4 in the Ladybird reading modules in English and understand its meaning. A minimum 30% pass rate in English in the final examination. A minimum 15% pass rate in the UPSR examination By the end of 2015- 100% of Intelek students will be able to read story books equivalent to level 4 in the Ladybird reading modules in English and understand its meaning A minimum of 80% pass rate during the final examination. A minimum 50% pass rate during the final examination.

Target of Value of Long Term Phonics program (KSSR grade benchmark)

Year 2 Number of students: 63 2011 (year 1) Band 3 Band 2 Band 1

15 2012 (year 2)

40

Band 3

Band 2

Band 1

18

25

20

Long Term Programs

Self Directed Learning
Problem diagnosed: Students are not able to study and do tasks independently especially when English teachers are not available. Objective: Help students develop learning skills that can be utilised for independent study when teachers are not around, during free periods and outside of the classrooms. Approaches: Teachers give students with independent tasks and teaches students about learning skills like referencing skills, note writing skills etc. Target students: year 4-6 Duration: whole year during English lessons. Corresponding teachers: All English teachers, counselling teacher, other subjects teachers. Materials needed: Self directed learning guide, independent learning tasks. Key Performance Indicator: By the end of 2011- Students can finish the independent learning tasks given. By the end of 2015- Students are able to do their own revision and complete tasks independently.

Long Term Programs

English is fun! programs Problem diagnosed: Students have low motivation to learn English and think of learning English as a burden Objective: To help develop positive disposition towards learning English by incorporating English as a fun language to learn. Approaches: The implementation of English Week, English Day, English In camp and other related activities Target students: all students Duration 2: English week- 5 days/ English Day- 1 day/ English In Camp- 3 days 3 night Corresponding teachers: All English teachers. Key performance indicator: Students are interested in learning English.

Long Term Programs

Teacher development Program: Problem diagnosed: The lack of sharing of knowledge and experience among English teachers. Objective: To promote the sharing of information and knowledge among the English teachers in SRK Pekan Tongod. Approaches: Implementation of in house training and sharing session with all of the English teachers. Duration: once a month Corresponding teachers: All English teachers Key performance indicator: The professional development of English teachers in SRK Pekan Tongod.

Work Process
Planning Evaluation of students achievement in examination Diagnostic of factors leading to students failure. Post-mortem (during panel meeting) Discussion with administrator, other panel members, students and parents. Implementation Conducting activities based on the yearly plan. Establishing an English corner.

 Panel meeting every months. Observation Monthly and semester examination result. Discussion with students and parents. Observation of teaching and learning process. Students assessment.

Report to: School administrator (principal, assistant principal) Head of panel Parents

Main Obstacles:
Lack of funding- School is not able to provide enough funding for implementation of programs. Facility: The lack of space, facilities, man power and time to implement activities school. Students and teachers motivation- lack of motivation to teach and learn English.

What we need.
- More moral, financial and administrative support. -More qualified teachers to join our panel. -More commitment from parents, administrators and the community to support the development of english language skills.

FUTURE RESULT ANALYSIS

2010 UPSR Result- 10.9% OTI: 20% per year

TOV 2011 2012 2013 2014

OTI 7.7%

ETR

2015