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an evaluation of teaching and learning of science in english
AN EVALUATION TEACHING SCIENCE AND IN ENGLISH IN WEST LEARNING THESIS FULFILMENT DEGREE SCHOOL SAP-Ali IN TOTAL OF EDUCATION FOR THE REQUIREMENTS OF DOCTOR UNIVERSITI HONG IS SUBMITTED OF THE SCHOOL OF SABAH TAY SIEW UNiVc'RS;Ti THIS OF IN A RURAL COAST SHIRLEY OF AND OF PHILOSOPHY SOCIAL MALAYSIA DEVELOPMENT SABAH 2007 i DECLARATION I hereby declare that: " Except that " " where due acknowledgement has been this work made, is of mine alone; The work has not been to qualify for any academic The content carried of the thesis submitted in whole or in part, award; is the result out since the official research previously, of work commencement which has been date of the approved programme. PERPUSTAKAHN UNIVERSITI Pr;, 1LAYq!H S.46Aq ý Sh(rley Tay Siew (Student No.: Hohg Date: ls` August 2007 PS 03-006-086) ii UNIVERSITI PENGESAHAN JUDUL: IJAZAH: AN EVALUATION IN ENGLISH DOKTOR A RURAL AND SCHOOL IN @ LEARNING WEST OF SCIENCE COAST OF SABAH KURIKULUM) NOV PENGA7IAN: TESIS FALSAFAH (PENILAIAN SESI STATUS OF TEACHING IN SABAH MALAYSIA 2003 - NOV 2006 PERPUSTAKAAN UNIVERSITI MALAYSIA SABAH Saya, TAY SHIRLEY Perpustakaan SIEW Universiti HONG Malaysia tesis Ph. D ini disimpan membenarkan mengaku kegunaan Sabah dengan syarat-syarat seperti di berikut: 1. 2. Tesis hakmilik adalah Perpustakaan tujuan Universiti Malaysia dibenarkan Perpustakaan 4. antara pertukaran TIDAK TERHAD. institusi salinan membuat MEW membuat salinan untuk HONG tesis ini sebagai bahan tinggi. pengajian Disahkan TAY dibenarkan Sabah sahaja. pengajian 3. HIRL Sabah. Malaysia Universiti oleh, (Tandatangan Pustakawan) ý Tanda tangan Penyelia PROF. MADYA DR. VINCENT Sekolah Universiti Tarikh: Catatan: secara 1 OGOS Pendidikan Malaysia PANG clan Pembangunan Sabah. Sosial, 2007 @ Tesis dimaksudkan sebagai tesis Ijazah Doktor Falsafah dan Sarjana penyelidikan. III ACKNOWLEDGEMENT I praise My sincere support " God thank and The Ministry year study of leave me through seeing Malaysia to allow me to pursue Dr. and meetings this study. me the Vincent, my scholarship and supervisor whose patience stimulating suggestions and have helped me in all the time of e-mails the three has been study. help, whose and the granting this doctoral encouragement for and research thesis. of this writing for Education, Professor through to Dr. Sabariah Sharif and Major of SPPS, UMS especially and lecturers Bin Md. Omar who were so willing to offer intellectual input, Dr. Hamzah guidance during Thank Dr. Shukery my duration of the study. you to Professor and support too. for his advice of encouragement, and words " The " Special Dean goes to Dr. Jeannie and to give suggestions and structure of the thesis. Ling acknowledgement comment on the draft the overall All my context friends in and relatives and Johor) Penang, Lumpur, my short have provided Uncle Steven and stays which Labuan Sabah, who Polly to Aunty need especially I needed during time to who took helped to improve read clarity and on Malaysia (Kuala and Peninsular invaluable in times assistance of for providing me all the with care in USJ. their assistance rendered and me to observe and video record with me in this research, who allowed cooperated to be interviewed. their lessons and granted me time from their busy schedules " All the " My principals brothers supported, My 95 year-old My Mum, " My husband, endurance Vun research, and writing and grandma, to me. Madam complaints, teachers have that willingly Richard Howard, sister-in-law, encouraged . my and and encouragement " and and extraordinary " guiding to the following appreciation people who have provided throughout in completing this thesis: and encouragement my journey thanks Associate " for Almighty believed Mak in me Cheng Hin and stressful love have and my Hai who has always and profound who have a BIG been thank a thesis source you. of understanding. encouraged the Olivia and Ivan for enduring children, all for believing in me. Their and patience, this challenging me through of process study. dedicated is especially to my father, Mr. Tay Liong who did there to guide. His words see, but is always of wisdom are always an harder, for me to strive to persevere to accomplish and yet be persistent in life. This always lovely situations completing lane, in all my endeavours, Lily Ng for all her encouragement Yun and not live to inspiration any goal i% ABSTRACT The the implementation purpose of this study was to evaluate of the process teaching in English level. The and learning of Science at the lower secondary to investigate the realities in the implementation study sought process of the new education (i. e. Teaching policy Science in English) in the lower secondary focused on two in in Sabah. The thesis a rural school Science in English in a rural school in major aspects of teaching and learning Sabah: (i) The Science instructional by the lower methods adopted secondary Science (ii) The use of multiple teachers to make school semiotic resources lessons. in Science This case study hoped to provide meanings a practical science classrooms for administrators guide lower English in the qualitative to evaluate educators levels in the secondary and case study approach was adopted is bounded in terms context' which of the scope The participants place and time. of this research data teachers their The school and students. extensive classroom months in the sources of through interviews teachers, rural data. The In reliability this of engagement biases. The understand to bahasa strategies different teaching conducted teaching teachers learning the study content thereby but the and were teachers A context. 'the real-life the of study, participants, are five lower secondary through were collected carried out for video recordings triangulated with are used triangulation, a period of six the main were data collected Melayu and code-switching in their teaching. adopted teaching techniques is one between The of the the validity check, and prolonged and worked concerned Hence, the were very in English. ensure members trail audit examination, that the teachers reveal they to techniques peer content about clarifying researcher's hard to use English to their to students' ability use of translation both languages from English were the main lack of opportunities to observe to their main factors contributing and a feedback session was An strategies. evaluation report in the school Science teachers to allow to reflect on their own by other and to deliberate on the instructional methods adopted Science in teaching With the findings, in English. theories of Science language findings and research and second acquisition, elsewhere, instructional Science to integrate appropriate methods language development English in a rural school context, the knowledge Science by in English of teaching generated suggested learning and extending from researchers Keywords: the research on-site, findings Science notes collected Science the Among questionnaires. were rural schools to investigate using English language concerned, Department of Science and Mathematics and school data to the information the compared were addition, by the in the the participants provided responses through obtained which data with Head students, administrators. teach observations Field school. instruction science other countries as stated in the research literature. Evaluation study, rural school, lower secondary school Science, implementation integration of science instruction, of learning Science and English. ý ABSTRAK Satu Penilaian Pengajaran dan Pembelajaran di Sebuah Kajian lni bertujuan dalam Luar Bandar Bahasa Inggeris di Sabah dan menilal proses pelaksanaan program pengajaran da/am bahasa Inggerls di per/ngkat sekolah menengah itu, pengkaj/ berusaha keadaan meneroka sebenar yang Salns pembelajaran Sehubungan rendah. berlaku Sekolah Sains dalam dasar pelaksanaan baru pendidikan yang dilaksanakan sedang di salah sebuah pada peringkat sekolah menengah rendah sekolah menengah luar bandar Sabah. Tesis /ni memberi fokus pada dua aspek (i) utama, yakni kaedah-kaedah Tingkatan Satu dan Tingkatan Dua guru menyampalkan pengajaran Salns dalam semiotics resources' oleh dan pembelajaran pengajaran kes ini, pengkajl bandar. Kaj/an konteks kehidupan peserta, Sains menengah dibuat melalui kira-kira rakaman diperoleh dengan guru satu panduan dalam masa. dan pelajar rendah kaedah pemerhatian bulan di dapat dikemukakan sekolah. diperolehi pelajaran di luar rendah bagi meneroka berasaskan skop lima mellbatkan Data yang iaitu Sains berkenaan, guru guru Ketua Bidang Sains dan Matematik gurudan Kutipan mereka. darjah secara ekstensif selama Catatan kerja lapangan dan terpilih. yang data dalam sumber utama kaedah triangulasi melalui pe/ajar mata guru telah pelajar dalam bilik kajian lni. (triangulation), dengan temubual mengendalikan Bahasa Inggeris, batasan pelajar, Selain bagi orang data sekolah merupakan disahkan pentadbir-pentadbir melaksanakan program Inggeris. kajian Mela/ui praktikal satu slstem Kajian ini telah 'multiple penggunaan pendidik untuk men/la/ penyampaian Inggeris di peringkat sekolah menengah ini menggunakan kualitatif pendekatan sebenar dan tempat video telah (ii) dan kes enam dan masing-masing, dalam guru guru Sains dalam bahasa berharap golongan pentadbir Sains da/am bahasa kajian, kelas itu, data tersebut dibandingkan dengan daripada balas kajian maklumat dalam yang maklum peserta bentuk Teknik kebolehpercayaan dan kesahan soal selidik. untuk menentukan kajian lni adalah triangulasi, jangka proses pemeriksaan ahll, pemerhatian jejak tentang panjang, pemeriksaan sebaya, audit dan penjelasan pandangan serta diri anggapan telah menonjo/kan bahasa Inggeris Walaupun yang guru bersungguh-sungguh kurang yakln Sains (researcher's biases). Dapatan kajian sendir/ ini dan ke%mahan kaedah Sains da/am pengajaran pengkaji kekuatan guru diamalkan Sains guru-guru menengah rendah bahasa Sains dalam mengajar keupayaan terhadap disampaikan yang kaedah penggunaan penterjemahan kepada bahasa Inggeris Melayu pelajaran oleh pelajar dalam berkenaan. sekolah telah berusaha dengan Inggeris namun mereka kandungan memahami mereka bahasa Inggeris. (code-switching) Dleh istilah itu, sebab daripada bahasa dalam menjadi strategi utama pengajaran Sains kekurangan Tambahan mereka. Sains Pula, peluang untuk guru kaedah Sains dalam bahasa Inggeris berlainan memerhati pengajaran yang kepada kelemahan turut menyumbang dipraktikkan cara pengajaran yang Sains seko/ah berkenaan. Satu /aporan oleh guru dan sesi maklum penilaian balas khas bagi Sains di sekolah /ni telah dilaksanakan guru guru oleh pengkaji. pembelajaran pengkaji Berdasarkan bahasa mengesyorkan dapatan Inggeris kajian, dan beberapa dapatan kaedah teori-teori pembelajaran dari tempat penyelidikan pengajaran yang sesual Sains, lain, untuk vi menyepadukan perkembangan kajian ini juga da/am bahasa isi pengajaran kandungan bahasa pembelajaran dapat meningkatkan Inggeris yang telah Inggeris mata pelajaran di luar bandar. Sains dan Dengan itu, teori perkembangan pengajaran dikemukakan oleh pengkaji pengkaji Sains luar negara. Kata Kunci: Kajian penilaian, menengah Kesepaduan rendah, sekolah luar pelaksanaan Sains mempelajari bandar, Salns pengajaran dan Bahasa di peringkat Sains, Inggeris. vii LIST OF ABBREVIATIONS CD Compact Disk CIPP Context, Input, ELL English Language ETeMS English for the Teaching HSC Higher School Certificate ICT Information and IT Information technology KBSM Kuriku/um Bersepadu Integrated Curriculum) Process, Product and Learners of Mathematics Kota Kinabalu L1 First language L2 Second LCD Liquid LWC Language MOI Medium NGO Non-governmental OC Observer's PCK Pedagogical Content PEKA Pentaksiran Kerja PMR Peni/aian PPSMI Pengajaran programme technology communication KK Science and Seko/ah (Secondary Menengah School language display crystal of wider communication of instruction Inggeris Organisation Comment Knowledge (Assessment Amali Menegah Rendah (Lower dan Pembelajaran (Teaching SES Socio-economic SPM Sij// Pe/ajaran STPM Sýj// T/ngg/ TeSME Teaching TV Television UPSR Ujian of Science Of Science Practical) Evaluation) Secondary Sains dan Matematik and Mathematics dalam bahasa in English) status Malaysia (Malaysian Perseko/ahan Malaysia of Science Pencapaian and Sekolah Mathematics Rendah Certificate (Higher of Education) School Certificate) in English (Primary Schools Achievement Test) VCD Video compact disk viii CONTENTS Title Page ii Declaration Page ill Acknowledgement iv Abstract V Approval Abstrak List Malaysia) (Bahasa vi of Abbreviations VIII IX Contents List of Figures xviii List of Tables xix List of Appendices xxi 1: CHAPTER INTRODUCTION 1 1.1 Introduction 1.2 Background 1.3 Statement 1.4 Purpose 1.5 Research 1.6 Significance 1.7 Definition 1.8 Assumptions 1.9 Limitations 1.10 Organisation of Study of the Problem of the Study Questions of Study of Terms 3 8 12 14 15 17 21 of Study of the Thesis 21 23 ix CHAPTER 2: REVIEW OF THE 2.1 Introduction 2.2 Historical 2.3 Science LITERATURE 26 Background Education of Education Development Language and Policy in Malaysia 27 Change in Malaysia 2, 2.4 Theory of Change 3, ' 2.5 Theory of Curriculum 2.6 Process Evaluation: the Curriculum 2.7 Science Education at the Lower Secondary of the Lower 2.8 2.7.1 The 2.7.2 Scientific 2.7.3 Teaching-Learning Multiple Instruction and Organisation the and Teacher 39 Level 45 Secondary Science Content Skills Strategies Science 2.7.3.2 Constructivism 2.7.3.3 Cooperative 2.7.3.4 Direct 2.7.3.5 Classroom 2.7.3.6 Using Semiotics Inquiry Language 2.8.2 Language Learning 2.8.3 Cognitive Academic 2.8.5 Language 2.8.6 Sociolinguistic Approach 50 52 Learning 57 59 Exchange Teaching 64 Questions Linguistic Bilingualism Classroom Instruction 2.8.1 2.8.4 in Science 55 Resource Basic 46 49 2.7.3.1 and 33 67 Systems and Science Language of Science 73 Theories 77 Language Proficiency Communicative interpersonal 70 (CALP) Skills (BISC) 78 80 Proficiency and Environment Academic and Achievement Learning Hnciuage 82 8-1 2.9 Science 2.10 Principles with 86 Literacy Science in Integrating Content Instruction 88 Language 93 Cultural Factors 2.12 A Review and Learning of the Issues in the Teaching School Science Subject of Secondary Process 2.13 in Language Learning 2.11 2.12.1 Teachers' Instructional 2.12.2 Students' Attitude 2.12.3 Classroom 2.12.4 Other 2.12.5 English and Science 98 Language Problems Faced Identified in Other 2.13.1 Teachers' Instructional 2.13.2 Language Issue 2.13.3 Science 99 Content Parts of the Teachers' 2.13.5 Classroom Conclusion World 102 102 Methods 103 Knowledge and Pedagogical Content 104 Knowledge 2.13.4 By Students Issues 2.15 97 Issues and Conceptual 96 Learning Environment Teachers 2.14 95 Methods towards Learning 94 107 Behaviour Learning Framework Environment of Study 108 109 111 X1 CHAPTER 3- METHODOLOGY 3.1 Introduction 3.2 Research Study Research 3.2.2 Qualitative Evaluation 3.2.3 A Qualitative 3.4 The Case 114 116 Research Study 120 Design 124 of Ideologies Research 3.4.1 3.7 of the Evaluation Statement 3.6 Design 3.2.1 3.3 3.5 113 The Plan 129 Fieldwork Participants 127 and Schedule 135 Site 135 3.5.1 Participants and Site of Preliminary 3.5.2 Participants and Site of Pilot 3.5.3 Participants and Site of Actual Gaining Access and Studies 136 Studies 138 Study 138 Permissions 141 3.6.1 Gaining Access and Permissions of Preliminary 3.6.2 Gaining Access and Permissions of Pilot Studies 142 3.6.3 Gaining Access and Permission of Actual Study 143 Data Collection 3.7.1 Classroom 3.7.1.1 and Instruments Observation Classroom Preliminary 3.7.1.2 Classroom Studies Used and Observation 142 144 Field Notes and Field 147 Notes in 148 in Pilot 150 in Actual 152 Studies Observation and Field Notes Observation and Studies 3.7.1.3 Classroom Field Notes Study 3.7.1.4 Video Recording 156 xii 3.7.2 3.7.3 160 Interviews 3.7.2.1 Students' Interview in Pilot 3.7.2.2 Students' Interview in Actual 3.7.2.3 Teachers' Interview in Preliminary 3.7.2.4 Teachers' Interview in Pilot 3.7.2.5 Teachers' Interview in Actual 162 Studies 163 Study Studies 164 Studies 165 165 Study 167 Questionnaires 3.7.3.1 Students' Questionnaires in Preliminary 3.7.3.2 Students' Questionnaires in Pilot 3.7.3.3 Students' Questionnaires in Actual 3.7.3.4 Teachers' Questionnaires in Pilot 3.7.3.5 Teachers' Questionnaires in Actual 3.7.4 Document 3.7.5 Types of Data 3.7.6 When To Cease 3.7.7 Implications Studies Studies Study Study Study 167 168 170 170 171 171 Analysis 173 of Pilot 173 Collection? Data Studies and Supervision of Trainee 175 Teachers 3.8 Transcribing 3.9 Data Analysis 3.9.1 Data Analysis of Pilot 3.9.2 Data Analysis of Actual 3.9.3 Coding 177 Data 180 and First 3.9.3.2 Within-Case Research 3.11 The Question 182 Study 183 185 themes 3.9.3.1 3.10 Studies and Second and Level Cross-Case 185 Analysis 186 188 Ethics of Reliability Coding and Validity 189 xiii 3.12 Reporting 3.13 Summary CHAPTER 4- Findings to Science 195 FINDINGS 197 4.1 Introduction 4.2 Overview 4.3 Naturalistic Setting 4.4 Description of Science of Findings 197 of School History and 199 Teachers 201 4.4.1 Teacher Andy 201 4.4.2 Teacher David 204 4.4.3 Teacher Karl 206 4.4.4 Teacher Lina 207 4.4.5 Teacher Roy 209 4.5 The 4.6 Analysis Teachers' 4.6.1 4.7 193 Teachers Multiple 4.7.1 Methods Instructional Principles and 211 218 of themes Classroom instructional Methods 222 224 4.6.1.1 Whole Class Lecture 4.6.1.2 Whole Class interactive 4.6.1.3 Doing Experiment 230 4.6.1.4 Group Work 232 Systems Language of Semiotic - Teacher-centred Resources in Classroom - Linguistic in Science Semiotic 226 235 Resource 235 Systems 4.7.1.1 Instructing 4.7.1.2 Using Language 237 To Tell and Provide 238 Information XiN 4.7.1.3 Scientific 4.7.1.4 Asking 4.7.1.5 Using 240 Discourse Questions and Questions 243 Probing in Textbook and Printed 245 Worksheets 4.7.1.6 4.7.2 4.7.3 Visual Motivating 249 Representations CD-Rom 4.7.2.1 Using 4.7.2.2 Drawing 4.7.2.3 Using Gestures Teachers' 4.7.3.2 To Encourage Behaviour 4.9 Teachers' Perceptions 4.9.1 Perceptions 4.9.2 Teachers' Concerns 4.10 Students' Behaviour 253 Students 255 256 258 and Expectations 260 Students and 261 263 Needs in Science 4.10.1 Students' Time-On 4.10.2 Students' Inattention 4.10.3 Students' Expectations Summary 251 254 Operations About 249 254 Concepts Explain Teachers' Operations Actions To 4.8 Courseware Diagrams and Mathematical 4.7.3.1 Experimental Multimedia Pictures and 4.7.4 4.11 247 Students Classrooms 267 Task 268 270 in Science Class 271 of Chapter 277 xv CHAPTER 5- DISCUSSION, CONCLUSION 5.1 Introduction 5.2 Statement 5.3 Overview 5.4 Science 5.4.1 5.5 5.6 AND IMPLICATIONS 279 279 Problem of the 280 of Findings Instructional Teachers' 280 Methods Instructional Methods Thoughtful and Classroom 281 5.4.2 Direct 284 5.4.3 The 5.4.4 Questions and Thoughtful 5.4.5 Students' Group Work, instruction Classroom Languages of Science 5.5.1 Language 5.5.2 Visual Providing and CD-Rom 5.5.2.2 Language and Drawings, 5.5.2.3 Language and Mathematical Experimental Classroom 5.6.3 School's 5.7 The 5.8 Implications Scientific Literacy 290 294 295 Language 298 298 Pictures, Diagrams Functions 304 306 307 5.5.4 Students' and English and 5.6.2 287 Classroom in Science Language The 286 Semiotics 5.5.2.1 5.6.1 Feedback Classroom Presentation Representations Gestures 5.8.1 and Multiple and Used 5.5.3 The Discourse Procedures 308 310 Process Role Teachers of Science Behaviour Learning Dynamics and For Science Vocabulary, the Expectations 319 322 Environment of Classroom Teaching 310 Process in the Rural 323 School 328 Instruction Linguistic Sentence Structures Structure, of Science: Connectors Logical 330 xvi 5.8.1.1 Vocabulary 5.8.1.2 Sentence 5.8.1.3 Logical 332 Using Multiple Semiotics 5.8.3 Using Bahasa Malaysia A Proposed 335 Connectors 5.8.2 5.8.4 334 Structure Model for 335 Resources 336 Science Instruction in th, c Fzuml School for 3.40 5.9 Suggestions 5.10 Reflections 5.11 Conclusion 345 References 347 Further on the Studies Study 342 \411 LIST OF FIGURES Figure 2.1: Curriculum Figure 2.2: The Interaction Figure 2.3: The Components Figure 2.4: Curriculum Figure 2.5: A Transactional Figure 2.6: Components Figure 2.7: Linguistics Figure 2.8: Conceptual Figure 3.1: The first Figure 3.2: The second Figure 3.3: The third Figure 3.4: The fourth Figure 4.1: Elements Figure 5.1: Communication as an Output-Input of Four of the in Curriculum Learning Framework in the of the 38 lines 40 Teaching-Learning Process of students world 35 37 all feedback with Model System Systems of Meaningful model phase of One Process Evaluation 44 rural 86 school Study 111 130 of study phase phase 132 of study 133 of study phase 134 of study during observed a Science in a typical pattern lesson science 198 classroom in SMK Aman Figure 5.2: Framework Figure 5.3: The Figure 5.4: Four-Square Figure 5.5: A Proposed 297 for Dynamics Classes 41 Integrating of the Vocabulary Model in SMK for Aman Listening Classroom Skills in Science Lesson Process 323 Grid Science 302 334 Instruction for Lower Secondary 340 XVIII LIST OF TABLES Table 1.1: Research aims Table 2.1: Summary of development Table 2.2: Developments of lower Table 2.3: Content of the Form 1 Science 47 Table 2.4: Content of the Form 2 Science 48 Table 2.5: Scientific skills Table 2.6: Learning and research Science secondary at lower secondary 3.1: Schedule of studies Table 3.2: Number of research Table 3.3: List of teachers Table 3.4: Evaluation Table 3.5: Types of data Table 3.6: Codes used Table 4.1: Summary of classroom Table 4.2: Teaching Principles of the Table 4.3: Common teaching principles in Malaysia level school that aid in the acquisition 93 in this participants in this 140 study 141 study 145 4.4: Coding Table 4.5 Summary 173 collected in the a page from 4.6: Frequency Table 4.7: Group work Table 4.8: Types of drawings Table 4.9: Characteristics 212 observations five in lower Aman a sample 218 of students classroom Science 217 secondary observation instructional teachers' transcript 220 methods 222 asking questions in class 230 232 used to make of Form 1 and concerns, 252 meanings Form 2 Science teachers 258 in SMK Aman Teachers' in SMK Teachers Science in SMK Aman of SMK Aman used in Science lessons Table 179 transcripts classrooms Table 30 49 Plan Science 4.10: education 135 Table Table 28 in Malaysia of education Principles and Teaching language and content of both 15 questions issues and needs 265 xix Table 4.11: Students' preference in Science of instruction of medium 274 subject Table 4.12: Students' Table 4.13: Number perception of students learning about interested or not Science 274 in English in learning interested 275 Science Table 4.14: Students' reasons for interest in learning Table 4.15: Students' reasons why they are not interested 275 Science in learning 276 Science Table 5.1: A Comparison direct of effective teaching Table 5.2: Some examples Table 5.3: Some Table 5.4: when Table Table 5.5: 5.6: teaching approach 285 used by Science of questions made by lower have different secondary Science meanings 307 in this study Principles Science in English as observed of teaching SMK Aman lower secondary Science teachers of the situation 289 teachers 304 examples of words that used in different context A summary with in SMK Aman pronunciation errors teachers in SMK Aman Some direct in SMK Aman in 315 325 xx LIST 1. OF APPENDICES RESEARCH INSTRUMENTS APPENDIX CONTENT I Classroom Observation Schedule and II Classroom Observation Schedule II III Observation Schedule (Teachers) Observation Schedule (Students) IV (a) Students' Questionnaire (b) Soal Selidik V (a) Students' (b) VI VIII Selidik (a) Teachers' (b) VII Soal Soal Selidik (a) Teachers' Pelajar Scheme Study) Perintis) (Revised Version for Actual Study) (Diubahsuai) Questionnaire Guru Interview (b) Temuduga Guru (a) Students' Interview (b) Temuduga (Kajian Questionnaire Pelajar (Pilot Coding Schedule Schedule Pelajar xxi 2. DOCUMENTS APPENDIX CONTENT IX Statistics X Letter of Approval from EPPRD, XI Letter of Approval from Sabah XII A Sample XIII Statistics XIV Student's SAMPELS Letter of Consent Students of Hostel Assessment Population Ministry State from in SMK Malaysia of Education, Education AMAN Department Teachers in SMK of Science OF TRANSCRIPTION APPENDIX XV Students and AMAN Practical or Pentaksiran Kerja (Peka) Amali 3. of Teachers & REPORTS CONTENT (a) Field Notes (b) Example of Field XVI Classroom XVII Teachers' XVIII Administrators' Observations Interview XIX Students' XX Professional XXI Report XXII Feedback Notes Transcriptions Transcriptions Interview Interview Transcriptions Development on Findings Form for (from Programme for Science Teachers SMK AMAN Science Teachers) xxii 4. ANALYSIS OF DATA CONTENT APPENDIX XXIII Description XXIV Analysis Instructional of Teachers' Observed Lessons Teachers' of the Methods and Teaching Principles 5. of First XXV Examples XXVI An Example XXVII Data Display MAP and of Linking Coding Second and Level Coding Data PHOTOGRAPHS APPENDIX XXVIII Level CONTENT Location Map Schools of Villages/Feeder XXIX Rural Setting of Research Area (i) XXX Rural Setting of Research Area (ii) XXXI School XXXII Local News about Research Area (i) XXXIII Local News about Research Area (ii) Surroundings \X111 CHAPTER 1 INTRODUCTION 1.1 Introduction The Malaysian The Rukunegara. Philosophy aspirations 2020 Vision recent Realising system. for force Ministry the that teaching changed the Malaysia in the students the to that in are in usage in Form 1, Primary educational teaching change, especially appropriate for English to re- the bahasa to teaching 1 and of Lower and 6 enhance Pendidikan reform in Malaysia in use proficiency the it successfully (Kementerian the driving steps to complement schools education English involves National a country, after from as more be the drastic and change of technology low will in English latest this with English of the the Malaysian schools for process in the of bold policy English and industrialisation Mathematics language learning Thus, promote of there is instructional students in the areas. The implementation the This extensive and 2002). strategies rural the teaching a need 1970s. Rukunegara and taken instruction of policy and has and Mathematics and Malaysia, Science medium and the also manifested technology and Malaysia are known ideology national of the 2020, development Education introduce Science science on principles forms which economic of and Wawasan or Education, of is based system education lower purpose process secondary the of of the level. The study was teaching evaluation and to describe learning study and of Science which was the evaluate in English focused on at the I REFERENCES Ab. 2000. Selamat. Rahim 2005. Hassan. English Language 84, Today Press. Dalam Sekolah Bestar,. Johor: Badan Sdn. Bhd. Cemerlang Abdullah Kemahiran Retrieved Planning 21, Vol. 4 (October No. January 15`h on in Malaysia: The 2005). 2006 from first UK: http: hundred In years. 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Schools Primary Education Silverman, Professional Protocol: CREDE-SIOP from by project htm D. Short. Shukery 3. Observation Qualitative Universiti Research. Abdul Rashid Science in Kota Remote Kinabalu: Malaysia & Mohd. Zaki Underand The School of Sabah. - A Practical Handbook. London: Sage Publications. J. 2002. Simpllico, Miscommunication hear. In Education, really students 2004 EBSCO on 26th July 2004 from M. 2003. Singham, Vol. 84, 2003, http: //search. Issue 8, What 2002, teachers X01.122, say and what Issue 3. Retrieved publishing. Myths and Reality. Phi Delta Kappa, Retrieved S"' March on aspx? direct=true&db=aph&AN p586. com/login. ebscohost. Spring Gap: The Achievement April Classroom: in the 2004 from = 9464432& site=ehost-live Smith, National the Smith, on 28"' Sowell, M. K. theory. Strategies. education. curric. htm Retrieved E. J. 1996. Curriculum: whole class British Educational theory on The from 2004 August Curriculum 2000. Interactive from 22"0 July 2005 on aspx? direct=true&db=aph&AN=13436144&site=ehost- Learning 1999. Retrieved Smith, and Numeracy No. 3. Retrieved com/login. K. M. M. 2004. Literacy V01.30, Journal, . ebscohost. live K. & Mroz, F., Wall, F., Hardman, 15th encyclopedia http: //www. infed. and practice. August 2006 An Integrative Introduction. The from of teaching in Research http: //search. informal education, htm org/biblio/b-learn. encyclopedia www. infed. New Jersey: of informal org/biblio/b- Prentice-Hall, Inc. Strauss, A. & Corbin, Procedures Oaks: Sage For J. 1998. Developing Basics Of Grounded Qualitative Theory. Research Second And - Techniques Edition. Thousand Publications ihi Stufflebeam, Stufflebeam's D. L. 1985. D. L. Stufflebeam //www. Retrieved iastate. D. L. 2000a. In Kluwer 2003, D. L., Models Madaus, from 2000b. Madaus, CIPP The co Educational Model For Services Human and 215` Century T. Human and (Eds. ) 2000. T. G. F Kellaghan, for G. F Kellaghan, on Educational ' Viewpoints Publishers. Academic D. L. Stufflebeam, May Boston: edu/-vision2020/Phase1/backgroundkellogg/changing Foundational Stufflebeam, MODELS. on 3"' In evaluation. Systematic Evaluation. html urse/eval. Stufflebeam, (Eds. ). 1985. & A. J. Shinkfield KLUWER-Nijhoff. http: improvement-oriented Program (Eds. ) 2000. Services Evaluation. EVALUATION Evaluation. In EVALUATION Evaluation. Boston: Stufflebeam, D. L., MODELS. Evaluation. - Viewpoints on Kluwer Academic Boston: Publishers. CIPP Evaluation //www. wmich. D. L. 2002. Stufflebeam, from 2004, http: Checklist. Retrieved For Evaluation. 10-03. edu/evalctr/pubs/CIPP-ModelOregon Y. Pedagogical 2005. case study preview. Teachers knowledge content of an elementary Degree of Doctor Retrieved College. November Paper presented at Evaluators Network, the Annual Conference of the Oregon Program Retrieved 2004 Portland, Oregon. on 10`h March Suh, 8"' on edu/evalctr/checklists The CIPP Model D. L. 2003. Stufflebeam, Model from wmich. pdf development in in an urban teacher school Dissertation, of Education 17th August A Paradigm Shift: on http: //www. 2006 teaching classroom. Colombia from http: A science: 24 page University //wwwlib. umi. com/dissertations/preview/3175733 Sujata & Koo S. L. 2005. S. Kathpalia Education, from http: //conference. Master's F. X. 1993. Students. Education http: //www. Thesis, Digest, ERIC/CUE New of Teachers'Stress Universiti Malaya. Science Teaching York, ericdigests. doc nie. edu. sg/rprpp/docs/fullpapers/ab00318. 1994. A Study Malakolunthu. Unpublished Sutman, to Active in The International Conference: Redesigning presented Policy Practice National Research, the Institute and at of Technological University. Retrieved Nanyang September on 23"' Pedagogy: Suseela Passive Paper Learning. 2005 From NY. Effectively Number 87. 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Classroom W. W. 2001. June Teaching: Theory London and science resourcing. Technology and Making classroom: In Proceedings of Education: for Education Penang. Inc. Science and Retrieved 27"' on ICASE in 21. ` the RECSAM. E. R. & Heck, D. J. 2003. Mathematics by Increasing All SEAMEO In Looking inside Education February in 2006 the from com Discourse //www. griffith. Exploring Myths Project. Volume Classroom. 3 Spoken Retrieved on Language 23"' and 2006 January edu. au/school/cls/clearinghouse/l998_classroom Teacher about Studies, 00377996, Social The 27"' July on aspx? direct=true&db=aph&AN Retrieved W. W. of 2004. pdf Classroom. Wilen, Journal Mathematics. and (Ed. ) Teaching. into Banilower, in a Science Pedagogy http: Windows of K-12 Research, http: from Wilen, No. 1. in Science of Science multimedia on Science P. S., Smith, A Study classroom. States. United /cd3. In & Bacon. C. M. 2003. J. D., the Literacy Vol. 27. A. C. Ornstein Technology of Science and April 2003. Hotel Equatorial, Relevance Century". Wignell, S. E. Asia. Education In Schools. Vision through relevant science World Conference 2003 Weiss, for Outcomes in Malaysia. and Strategies of Education Some Prospective Policy and Innovations. Edited Lumpur: Utusan Publications & Distributors Sdn. Bhd. Education J. J. & Diezmann, the Secondary In Teaching. Allyn 2002. Revitalising Watters, Education W. 2002.0/lemmas Noordin. Sufean Lower and Students' Routledge/Falmer. York: New Environment Indonesian Productive 1995. J. & Louden, Wallace, in Learning and Mathematics SEAMEO Regional Penang: Wan Classes Science Science D. F. 2004. 2004. Jan/Feb Studies. http: from //search. in the Jan/Feb2001, http: //search. Social Vol. Studies 92, ebscohost. Issue 1. com/login. =4114418&site=ehost-live Misconceptions Refuting 2004. from 2005 Questioning Heldref ebscohost. Classroom Discussion. The Social about Publications. 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