THE EVALUATION OF TEACHERS PERCEPTION ON ETEMS COURSES IN THE AREA OF JOHOR BAHRU SHAHAZATUL MASLINA BINTI SUAID UNIVERSITI TEKNOLOGI MALAYSIA
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1 THE EVALUATION OF TEACHERS PERCEPTION ON ETEMS COURSES IN THE AREA OF JOHOR BAHRU SHAHAZATUL MASLINA BINTI SUAID UNIVERSITI TEKNOLOGI MALAYSIA
2 PSZ 19:16 (Pind. 1/97) UNIVERSITI TEKNOLOGI MALAYSIA BORANG PENGESAHAN STATUS TESIS JUDUL: THE EVALUATION OF TEACHERS PERCEPTION ON ETEMS COURSES IN THE AREA OF JOHOR BAHRU SESI PENGAJIAN: SEMESTER II SESI 2005/2006 Saya SHAHAZATUL MASLINA BINTI SUAID (HURUF BESAR) mengaku membenarkan tesis (PSM/Sarjana/Doktor Falsafah)* ini disimpan di Perpustakaan Universiti Teknologi Malaysia dengan syarat-syarat kegunaan seperti berikut: 1. Tesis adalah hakmilik Universiti Teknologi Malaysia. 2. Perpustakaan Universiti Teknologi Malaysia dibenarkan membuat salinan untuk tujuan pengajian sahaja. 3. Perpustakaan dibenarkan membuat salinan tesis ini sabagai pertukaran antara institusi pengajian tinggi. 4. **Sila tandakan ( ) SULIT TERHAD (Mengandungi maklumat yang berdarjah keselamatan atau kepentingan Malaysia seperti yang termaktub di dalam (AKTA RAHSIA RASMI 1972) (Mengandungi maklumat TERHAD yang telah ditentukan oleh organisasi/badan di mana penyelidikan dijalankan) TIDAK TERHAD Disahkan oleh, (TANDATANGAN PENULIS) (TANDATANGAN PENYELIA) Alamat tetap: 30, BATU 8 ¼, JALAN BUKIT PINANG, EN MUHAMMAD FAUZI BIN OTHMAN O6200 ALOR SETAR, Nama Penyelia KEDAH DARUL AMAN. CATATAN: * Potong yang tidak berkenaan. ** Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak berkuasa/organisasi berkenaan dengan menyatakan sekali sebab dan tempoh tesis ini perlu dikelaskan sebagai SULIT atau TERHAD. Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah dan Sarjana secara penyelidikan, atau disertasi bagi pengajian secara kerja kursus dan penyelidikan, atau Laporan Projek Sarjana Muda (PSM).
3 I hereby declare that I have read this thesis and in my opinion this thesis is sufficient in terms of scope and quality for the award of the degree of Bachelor of Science and Education (TESL) Signature : Supervisor : ENCIK MUHAMMAD FAUZI B. OTHMAN_ Date : 31 March 2006
4 THE EVALUATION OF TEACHERS PERCEPTION ON ETeMS COURSES IN THE AREA OF JOHOR BAHRU SHAHAZATUL MASLINA BINTI SUAID A thesis submitted in fulfillment of the requirements for the award of the degree of Bachelor of Science and Education (TESL) FACULTY OF EDUCATION UNIVERSITY TECHNOLOGY OF MALAYSIA March, 2006
5 ii I hereby declare that this project (Title: THE EVALUATION OF TEACHERS PERCEPTION ON ETeMS COURSES IN THE AREA OF JOHOR BAHRU) is my own research except for citations and summaries whereby each and every one of their sources has been properly acknowledged. Signature : Name : SHAHAZATUL MASLINA BINTI SUAID Date : MARCH, 2006
6 iii Dedicated to My most beloved father and mother, brothers and sisters, niece and nephews, friends, and especially to him.
7 iv ACKNOWLEDGEMENT First of all, I would like to express my gratitude to ALLAH for giving me the strength to complete this thesis. Without His blessings, the challenges that I faced along the process of completing this thesis would have been impossible to endure. To my supervisor, Encik Muhammad Fauzi Othman, I am thankful for his advices, guidance and moral supports throughout the completion of this thesis. Thank you so much for treating me as your own child. My special appreciation goes to my parents, Encik Suaid Hamid and Puan Nilam Kosran for loving me and standing behind me all the time. To my brothers and sisters, thank you for the love and support. For Hishyam Izanie Isa, thank you for being patient and for your unwavering belief in me. This work is dedicated to these special people in my heart. My thanks are also extended to my beloved coursemates, especially Papa (Bieb), Mak Tok (Na), Girl (Juo), Shamy (Anis), Aunty Zai (Afzan), Pengetua (Wardah), Granny (Yan), Mama (Aifaa) and also Yie (Nurul) for being with me throughout these years. It would not be the same without you girls. Thank you for making this journey worth to be remembered Finally, I owe a debt of gratitude to the respondents of this study for their time and cooperation during the process of collecting the data. Your assistance is much appreciated.
8 v ABSTRACT The aim of this research is to evaluate teachers perception on the ETeMS courses in the area of Johor Bahru by looking at their reaction on the content and delivery, the scheduling and also the effectiveness of ETeMS in improving their language. 25 Mathematics and Science Teachers (MST) in six different schools in the area of Johor Bahru were used as the respondents of this research. The data were obtained by using a set of questionnaire containing 40 items, divided into three parts. The data from the questionnaires were analyzed into percentage and narrative interpretation of the findings is also given. The findings of this research revealed that the MST had shown positive reaction towards the content and delivery of the course. The problem that they faced lies on the scheduling and length of time of the course which they claimed to be inappropriate. For the reaction on the effectiveness of ETeMS in improving the MST s language, the MST s reactions differed from one another. However, they collectively agreed that they needed more activities to boost up their confidence level in using the language. Finally, this research can be used as a guideline for course developer to develop courses which can cater for the needs and wants of the MST.
9 vi ABSTRAK Kajian ini bertujuan untuk menilai persepsi guru-guru terhadap kursus ETeMS di dalam daerah Johor Bahru dengan melihat kepada reaksi guru-guru tersebut terhadap penyampaian dan isi kandungan kursus, jadual dan perjalanan kursus, dan juga keberkesanan kursus ETeMS dalam memperbaiki penguasaan Bahasa Inggeris guru-guru tersebuton. Responden untuk kajian ini ialah 25 orang guru-guru Matematik dan Sains dari enam buah sekolah di dalam daerah Johor Bahru. Data bagi tujuan kajian ini telah dikumpul dengan menggunakan satu set soal selidik yang mengadungi 40 item dan dibahagikan kepada tiga bahagian. Data yang dikumpulkan kemudiannya dianalisa kedalam bentuk peratusan dan interpretasi naratif mengenai dapatan kajian juga turut disertakan. Kajian ini mendapati, guru-guru Matematik dan Sains telah menunjukkan reaksi yang positif terhadap isi kandungan dan kaedah penyampaian kursus. Masalah yang mereka hadapi terletak pada jadual dan pembahagian masa kursus yang didapati tidak bersesuaian dengan mereka. Reaksi guru-guru tersebut berbeza antara satu sama lain apabila dilihat dari segi keberkesanan ETeMS dalam meningkatkan penguasaan Bahasa Inggeris mereka. Walau bagaimanapun, guru-guru tersebut bersetuju yang mereka memerlukan lebih aktiviti untuk meningkatkan tahap keyakinan mereka dalam menggunakan Bahasa Inggeris. Kesimpulannya, kajian ini boleh digunakan sebagai garis panduan kepada pembangun kursus untuk membangunkan kursus-kursus yang dapat memenuhi kehendak dan keperluan guru-guru Matematik dan Sains ini untuk meningkatkan penguasaan Bahasa Inggeris mereka.
10 vii TABLE OF CONTENTS CHAPTER CONTENTS PAGE Lecturer s Declaration Title Page Student s Declaration Dedication Acknowledgement Abstract Abstrak Table of Contents List of Tables List of Abbreviations i ii iii iv v vi vii xi xii 1 CONCEPTUALIZING OF THE RESEARCH Background of the Problem Statement of the Problem Purpose and Objectives of the Research Research Questions Significance of the Research Scope of the Study Definition of Terms ESP PPSMI ETEMS 11
11 viii Reaction MST 11 2 LITERATURE REVIEW Introduction English for Specific Purposes Evaluation Evaluating Methods Richard and Rogers Evaluating Methods Kirkpatrick s Level of Evaluation Professional Development 23 3 RESEARCH METHODOLOGY Introduction Research Design Subjects Population and Sampling Techniques of Sampling Research Instrument The Reaction Questionnaire Research Procedure Data Analysis Method Pilot Study Summing Up 35
12 ix 4 FINDINGS AND DISCUSSIONS Introduction Questionnaire Questionnaire administration Respondents background Feedback obtained from questionnaire MST s perception on content and delivery of the course MST s perception on the length of time and scheduling of the course MST s perception on the effectiveness of ETeMS MST s overall perception towards ETeMS Teachers feedback on suggestion and comments towards improving ETeMS Findings obtained from the interview Discussion Discussion on teachers reaction towards delivery and content of ETeMS course Discussion on teachers reaction towards scheduling and length of time of the ETeMS course Discussion on teachers reaction towards the effectiveness of ETeMS in improving their language 56
13 x Discussion on teachers overall perception of ETeMS 60 5 CONCLUSION Introduction Summary of the Research Limitations of the Research Pedagogical Recommendations Suggestion for Future Research 65 REFERENCES 66 APPENDIX 1 68
14 xi LIST OF TABLES NUM TITLE PAGE NUM Table 1 Distribution of Questionnaire According to Schools 38 Table 2 Teachers Reaction on content and Delivery of the ETeMS Course 40 Table 3 Teachers Reaction on Scheduling and Length of Time of the ETeMS Course 43 Table 4 Teachers Reaction towards the Effectiveness of ETeMS 44 Table 5 Teachers Perception towards ETeMS 47 Table 6 Items which have not sure as the highest rank 57
15 xii LIST OF ABBREVIATIONS ESP - English for Specific Purposes PPSMI - Teaching and Learning of Science and Mathematics in English (Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris) ETeMs - English for Teaching Science and Mathematics MST - Mathematics and Science Teachers
16 CHAPTER 1 CONCEPTUALIZING OF THE RESEARCH 1.0 Background of the study ESP in Malaysia has undergone rapid development and changes since 1970 when English has been introduced as a Second Language and been taught as one of the subjects in school. The introduction of vocational and technical schools and also polytechnics in the 1960s and 1970s spread the seed of ESP throughout Malaysia. The ESP-biased program has been designed by polytechnics under the name of English for Technical Students and English for Commerce Students (Khairi Izwan et. al, 1993) The teaching of Science and Mathematics in English started in 2003 for pupils of Standard 1, Form 1, and Form Lower 6. In 2005, the teaching of Science and Mathematics in English was continued to pupils of Standard 3, Form 3 and Form 6. Total usage of English as medium of instruction for Science and Mathematics and also all the subjects under the branch of Science and Mathematics
17 2 such as Physics, Biology, Additional Mathematics, Chemistry, Information Technology, Civil Engineering, Mechanical Engineering, Electrical and Electronic Engineering, etc will be achieved by the year 2008 (refer to Plan Tindakan Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris (PPSMI), Jabatan Pelajaran Johor; 2005). To accommodate the needs of teachers who teach Science and Mathematics in English, several programs have been planned and conducted to help the teachers of Science and Mathematics in improving their language and to equip them to teach the subjects in English. English for teaching Mathematics and Sciences courses or ETeMS have been planned by the Teacher Training Department, Ministry of Education to help teachers who are and will be teaching Science and Mathematics in English. The course has been conducted in several phases since ETeMS is meant to increase the level of English proficiency of Mathematics and Sciences teachers. The overall aim of ETeMS is actually to enhance the English language skills of Mathematics and Science teachers (MST) to enable them to teach effectively using English as medium of instruction. (Pusat Perkembangan Kurikulum, Strategi Pelaksanaan PPSMI, 2005) ETeMS encourages the development of Mathematics and Science Teachers (MST) in three broad areas.
18 3 1. Language for assessing information; where MSTs are being taught on how to read and assess information in English. The aim is to help MST to be more motivated in assessing and printing materials online and extended their knowledge of current content and pedagogy. It is hoped that these skills can give highly positive impact on the delivery of the subject in class. 2. Language for teaching Mathematics and Science; this is where the major components of ETeMS lies. MST will hopefully developed language to be used while teaching in classroom and also language to conduct activities. The primary focuses of instruction here are speaking and writing as well as grammar input and practice. 3 Language for professional exchange; this part of ETeMS is mainly for communication. As professionals, it is hoped that MST would converse with peers in English. This part of ETeMS will help MST to communicate in English. The ETeMS program involves 240 hours of instruction delivered through face to face interaction and self-instructional packages. This is supported with a buddy system where MST can get further help from identified resource person in their locality. The course is delivered through 2 phases and MST has to complete phase 1 before they can go further into phase 2. Phase 1 has its own 5 day module and phase 2 will be developed using the feedback from phase 1. (Strategi Pelaksanaan PPSMI, Pusat Perkembangan Kurikulum, 2005)
19 4 ETeMS has been proposed as an urgent interim measure to ensure that MST will have the basic capacity to use English as medium of instruction. It is considered as a tool to help MST to enhance their performances in and outside the classroom. There are three main programs being held to support the existence PPSMI. There are The Buddy Support System, Self Access Learning Material, and Interim program. These support programs were conducted to help MST to improve their language and perform well in their teaching. (refer to Plan Tindakan Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris (PPSMI), Jabatan Pelajaran Johor; 2005). Although the implementation of PPSMI seems perfect, there are problems and issues raised during its implementation. The first issue is the understanding of the implementation of PPSMI. According to the Ministry of Education, there are still some people who are not aware of the policy of the implementation of PPSMI. This situation caused problems especially in teaching and learning process. However, works have been done since 2002 to explain about the policy to people who do not have clear understanding on what PPSMI is all about. (Refer to Plan Tindakan Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris (PPSMI), Jabatan Pelajaran Johor; 2005). The second problem that has been identified is the teachers proficiency. Teachers level of proficiency is one of the most critical aspects in determining the success of the implementation of PPSMI. It is well known that effective teaching and learning activities will only take place if teachers are proficient enough and master the subject content. Problems arise when teachers do not find other initiatives and depend solely on ETeMS to increase their level of proficiency. It is advisable for the teachers to actually explore and make full usage of the support programs that being
20 5 conducted. They also have to have the initiative to explore the world of the language themselves. Other problems in PPSMI concerned with the equipment of PPSMI and also the level of proficiency of the students. ETeMS courses also have been stated as one of the problems faced by the policy of PPSMI. From 2002 until 2004, the course took 30 days to be completed. The absence of teachers for 30 days has caused interruption in schools administration and also teaching and learning process in class. However, with the new format of ETeMS, the course will take 15 days during school holidays and 10 days of school days to be completed. The lack of ETeMS main coach also has been stated as one of the problems occurred in PPSMI. ETeMS is conducted by English teachers who are majoring in English. But in phase 2 of ETeMS, these English teachers will be helped by Science and Mathematics teachers who have already mastered the language. The job that has been given to the two groups of coaches is big and critical. The burden of work has made it hard for both groups of coaches to pursue their duties. Many coaches from both groups withdraw after once carrying their duty. (Refer to Plan Tindakan Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris (PPSMI), Jabatan Pelajaran Johor; 2005). 1.1 Statement of problem The policy of changing the language of instruction in our education system especially in Mathematics and Science subject has certainly brought up certain effects
21 6 towards teaching and learning of those subjects in schools. In a country like Malaysia where English has been taught as a second language, the use of it as instructional language especially in critical subjects such as Mathematics and Science seems inapt. Are the teachers able to adapt with the language changes after have been teaching the subject in Malay for a long time? To enable English-language learners (the students) to participate meaningfully in the academic discourse and activities that are necessary to achieve the mathematic and science standards, teachers must help them to develop language skills that go beyond mere social fluency. Mathematics and Science teachers have to prepare themselves for a whole new experience in their teaching career. They have to reactivate and enhance their language skills in order to be able to teach efficiently in their Mathematics or Sciences classroom. ETeMS course has been proposed by English Language Teaching Centre, Malaysia (ELTC) as one of the interim measures to help MST to improve their proficiency. The course tempts to equip MST with the necessary skills needed in teaching and learning by using the language. Question arises whether ETeMS is appropriate and complete enough to be recognized as one of the main courses offered by Ministry of Education to help Mathematics and Science teachers in their language. Is the length of time taken to complete the course appropriate with the amount of language skills that has to be mastered by the Mathematics and Science teachers? The most important part in the course is the participants themselves. This research tries to uncover the reactions of Mathematics and Science teachers towards ETeMS not only on the matter of the course itself but also their reaction towards having ETeMS as the main course to improve their language.
22 7 1.2 Purpose and objectives of the research The purpose of this research is to look at the teachers reaction towards ETeMS as the main course offered by the ministry to improve their level of proficiency. The objectives of this research are: 1. To look at the teachers reaction towards the content and delivery of ETeMS courses. 2. To look at the teachers reaction towards the scheduling and length of time of the ETeMS courses. 3. To evaluate the teachers reaction on the effectiveness of ETeMS in improving their language 4. To evaluate teachers overall perception on ETeMS courses.
23 8 1.3 Research questions This research aims to find answer to the following research questions: 1. What is the teachers reaction towards the content and delivering of the ETeMS courses? 2. What is the teachers reaction towards the scheduling and length of time of the ETeMS courses that they have attended? 3. What is the teachers reaction towards the effectiveness of the ETeMS courses in improving the teachers level of proficiency? 4. What is the overall perception of the teachers towards the course?
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