Buku Panduan Akademik PISMP 2018

Buku Panduan Akademik PISMP 2018

1

Pengenalan

Matlamat

2

2

Objektif Pendidikan Program (PEO) 3

Hasil Pembelajaran Program

Kemahiran Insaniah

4

5

Kalendar Akademik 6

Struktur Kursus PISMP Ambilan Jun 2017

Ringkasan Maklumat Kursus Versi Pelajar

Jadual Waktu Semester 2 Tahun 2

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123




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177

KANDUNGAN


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PENGENALAN PROGRAM IJAZAH SARJANA MUDA PERGURUAN (PISMP)

Program ini dikhususkan untuk melatih guru dalam pelbagai bidang bagi memenuhi

keperluan Kementerian Pendidikan Malaysia untuk melahirkan guru sekolah rendah

yang berijazah. Program pengajian yang ditawarkan adalah bertujuan untuk memberi

ilmu pengetahuan dan menyediakan pengalaman bagi membolehkan bakal guru

mempunyai pengetahuan dan kemahiran asas yang berkaitan dengan profesion

perguruan. Program ini ditawarkan di kampus Institut Pendidikan Guru (IPG) di

seluruh negara.

MATLAMAT

Matlamat program ini adalah untuk melahirkan guru siswazah sekolah rendah yang

terlatih, dinamik, berwibawa dan kompeten dalam melaksanakan tugas-tugas mereka

sebagai pendidik dan memenuhi hasrat Falsafah Pendidikan Kebangsaan dan

Falsafah Pendidikan Guru.


3

OBJEKTIF PENDIDIKAN PROGRAM (PEO)

PEO adalah pernyataan-pernyataan yang menjelaskan hasil-hasil pendidikan yang

perlu dicapai oleh setiap graduan dalam sesebuah program akademik setelah berada

di alam pekerjaan selama di antara 3 hingga 5 tahun. Program ini mempunyai enam

(6) PEO yang perlu dicapai oleh setiap graduan.

PEO 1 Berpengetahuan (PLO1) dan berkemahiran praktikal (PLO2) dalam bidang keguruan selaras dengan kehendak organisasi dan pelanggan.

PEO 2 Menjana penyelesaian masalah (PLO3) dalam bidang keguruan melalui pendekatan saintifik (LO3) secara inovatif, kreatif dan beretika (PLO8).

PEO 3 Berkomunikasi (PLO4) secara berkesan dengan memartabatkan bahasa Melayu sebagai bahasa ilmu dan memperkukuhkan bahasa Inggeris.

PEO 4 Berupaya mencari dan mengurus maklumat yang relevan daripada pelbagai sumber (PLO6).

PEO 5 Mempamerkan kemahiran keusahawanan, pengurusan (PLO7) dan menyedari keperluan pembelajaran sepanjang hayat (PLO6) untuk pembangunan kerjaya.

PEO 6 Memiliki nilai dan sikap profesionalisme (PLO8), ciri-ciri kepimpinan (PLO9), berkemahiran sosial, bertanggungjawab dan mampu melaksanakan kerja berpasukan (PLO5).


4

HASIL PEMBELAJARAN PROGRAM (PLO)

PLO adalah pernyataan yang menjelaskan hasil pendidikan yang perlu dicapai oleh

setiap pelajar setelah melengkapkan semua kursus yang ditawarkan dalam kurikulum

sesebuah program akademik. Program ini mempunyai sembilan (9) PLO yang

merangkumi sembilan (9) domain hasil pembelajaran Kementerian Pendidikan

Malaysia.

PLO 1 Menggunakan pengetahuan dan kefahaman yang berkaitan dengan teori dan prinsip-prinsip pengajaran dan pembelajaran dalam bidang tumpuan.

PLO 2 Mempamerkan kemahiran praktik untuk menyelesaikan masalah dalam bidang tumpuan bagi membina pengalaman pembelajaran yang sesuai dengan tahap perkembangan pelajar.

PLO 3 Mengaplikasikan refleksi kendiri, kemahiran penyelesaian masalah, kemahiran saintifik, dan pemikiran kreatif dalam bidang keguruan.

PLO 4 Mempunyai kebolehan berkomunikasi dan bekerjasama secara efektif dengan pelbagai pihak dalam konteks global, ekonomi, persekitaran dan komuniti.

PLO 5 Mempunyai keupayaan dan kesungguhan untuk melaksanakan tanggungjawab sebagai satu pasukan.

PLO 6 Mempunyai kebolehan mengurus maklumat dan mempunyai jangkaan tentang keperluan dan kapasiti untuk menjalani pembelajaran sepanjang hayat.

PLO 7 Mempamerkan kemahiran pengurusan dan keusahawanan serta bertindak balas kepada keperluan perubahan semasa.

PLO 8 Mengamalkan nilai profesionalisme, sikap dan etika dalam profesion keguruan.

PLO 9 Mempamerkan ciri-ciri kepimpinan dan keterampilan sebagai agen perubahan dalam bidang keguruan.


5

KEMAHIRAN INSANIAH (KI)

Pemikiran Kritis dan Kemahiran

Menyelesaikan Masalah

(Critical Thinking & Problem

Solving, CTPS)

Melibatkan kebolehan berfikir secara kritis,

kreatif, inovatif, analitis, serta kebolehan

mengaplikasikan pemahaman dan

pengetahuan kepada masalah baharu dan

berlainan.

Kemahiran Berpasukan

(Team Skills, TS)

Melibatkan kebolehan untuk bekerjasama

dengan orang lain daripada latar belakang

sosiobudaya untuk mencapai matlamat yang

sama.

Kemahiran Berkomunikasi

(Communication Skills, CS)

Melibatkan komunikasi yang berkesan dalam

bahasa Melayu dan bahasa Inggeris dalam

konteks yang berlainan dengan peserta

komunikasi yang berlainan.

Pembelajaran Berterusan &

Pengurusan Maklumat

(Life Long Learning, LL)

Melibatkan usaha belajar berdikari dalam

pemerolehan kemahiran dan pengetahuan

baharu.

Kemahiran Keusahawanan

(Kemahiran Keusahawanan, KK)

Melibatkan keupayaan untuk meneroka

peluang dan membangunkan kesedaran

tentang risiko (risk awareness), kreativiti dan

inovasi dalam

aktiviti berkaitan perniagaan dan pekerjaan.

Etika & Moral Profesional

(Etika Moral, EM)

Melibatkan kebolehan untuk mengamalkan

standard moral yang tinggi dalam amalan

profesional dan interaksi sosial.

Kemahiran Kepimpinan

(Leadership Skills, LS)

Melibatkan keupayaan untuk mengamalkan

ciri kepemimpinan dalam pelbagai aktiviti.


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KALENDAR

AKADEMIK

SESI JAN – MEI 2019


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8

STRUKTUR KURSUS

PROGRAM IJAZAH

SARJANA MUDA

PERGURUAN

PENGAJARAN BAHASA

INGGERIS SEBAGAI

BAHASA KEDUA

PENDIDIKAN RENDAH

AMBILAN JUN 2017


9

SEMESTER 2 TAHUN 2

Bil Komponen Kursus Kod Kursus Kredit

1 MPU Kokurikulum - Olahraga MPU3071 1

2 MPU Kokurikulum - Persatuan MPU3081 1

3 MPU Pendidikan

Islam/Pendidikan Moral MPU3092/MPU3102 2

2 ASAS

PENDIDIKAN Pentaksiran dalam

Pendidikan EDUP3063 3

3 ASAS

PENDIDIKAN Budaya dan

Pembelajaran EDUP3073 3

4 TERAS Teaching of Grammar in

the Primary English Language Classroom

TSLB3083 3

5 TERAS Language Arts in the

Primary ESL classroom TSLB3093 2

6 Amalan

Professional Perancangan Pengajaran

dan Pembelajaran PRKA3012 0

7 Amalan

Professional Pengalaman berasaskan

sekolah 3

8 ELEKTIF TERAS

Creative Writing TSLB3252 3

Jumlah 20


10

RINGKASAN

MAKLUMAT KURSUS

VERSI PELAJAR


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1. Nama Kursus/Modul

Kokurikulum - Olahraga Cocurriculum - Athletics

2. Kod Kursus

MPU3071

3. Nama Staf Akademik Zainab Bee Binti Hamid

4. Rasional Kursus/Modul dalam Program

Kursus ini ditawarkan supaya pelajar dapat mengetahui, memahami dan menguasai serta memperkembangkan ilmu dan kemahiran dalam aktiviti olahraga. Mengaplikasi kemahiran, kepimpinan, kepegawaian dan kejurulatihan di samping mempamerkan nilai-nilai positif dalam pengelolaan.

5. Semester dan Tahun ditawarkan Semester 2 Tahun 2

6. Jumlah Jam Pembelajaran Bersemuka Bukan Bersemuka

Jumlah Jam Pembelajaran Bersemuka dan Bukan Bersemuka

K = Kuliah T = Tutorial A = Amali P= Pentaksiran

K T A P K T A P

45

4 - 22 2 4 - - 13

7. Nilai Kredit 1

8. Prasyarat (jika ada) Tiada

9. Hasil Pembelajaran Kursus (Course Learning Outcomes, CLO)

Pada akhir kursus ini, pelajar dapat:

1 Mengaplikasikan kemahiran asas dalam acara balapan dan acara padang melalui . amali olahraga. (C3, P4, LO1, LO2)

2 Mengaplikasikan kemahiran mengurus dan kepegawaian dalam acara olahraga dengan mengamal sikap beretika dan profesional. (C3, P6, A5, LO2, LO8, LO9,

EM3, LS2).

3 Menghasilkan rancangan pengajaran kemahiran olahraga dengan menggunakan kaedah pengajaran yang sesuai secara berkumpulan.

(C6, P6, A5, LO3, LO5, CTPS2, TS1)

ARAS TAKSONOMI PEMBELAJARAN

DOMAIN KOGNITIF DOMAIN PSIKOMOTOR DOMAIN AFEKTIF

CLO

C 1

C 2

C 3

C 4

C 5

C 6

P 1

P 2

P 3

P 4

P 5

P 6

P 7

A 1

A 2

A 3

A 4

A 5

1 X X 2 X X X

3 X X X

10.

Kemahiran Boleh Pindah (Transferable Skills,

TS):

Pemikiran Kritis dan Penyelesaian Masalah (CTPS2) Kemahiran Berpasukan (TS1) Etika dan Moral Profesional (EM3) Kemahiran Kepimpinan (LS2)


12

11. Strategi Pengajaran dan Pembelajaran

serta Pentaksiran

Strategi pengajaran dan pembelajaran:

Kuliah dan Amali

Strategi Pentaksiran: Pencapaian pelajar dalam kursus ini ditentukan menerusi pentaksiran kerja kursus 100%. Pentaksiran amali akan ditadbir oleh pensyarah yang mengajar dan menguji kemahiran asas, pelaksanaan dan pengelolaan aktiviti-aktiviti olahraga pada akhir kursus.

Programme Learning Outcome (PLO)

Strategi Pengajaran dan Pembelajaran

Jenis Pentaksiran

LO1 – Pengetahuan Kuliah Amali

Kemahiran olahraga padang Kemahiran olahraga balapan

LO2 – Kemahiran Praktikal Amali

Kemahiran olahraga padang Kemahiran olahraga balapan Ujian Amali Pengurusan Acara Olahraga

LO3 – Kemahiran saintifik, kemahiran berfikir dan menyelesaikan masalah

Kuliah Rancangan Latihan Kemahiran Olahraga

LO5 – Kemahiran Sosial/Kerja Berpasukan/Pertanggu ngjawaban

Amali Rancangan Latihan Kemahiran Olahraga

LO8 - Profesionalisme, Nilai, Sikap dan Etika

Kuliah Amali Ujian Amali Pengurusan Acara Olahraga

LO9-Kemahiran Kepimpinan Amali Ujian Amali Pengurusan Acara Olahraga

12. Sinopsis

Kursus ini menjelaskan pengenalan olahraga iaitu acara balapan dan padang. Kursus ini juga memberi fokus kepada rancangan latihan kemahiran asas bagi acara balapan dan padang serta ujian amali kemahiran asas olahraga dan pengelolaan aktiviti-aktiviti olahraga. This course describes the introduction of athletics i.e. in track and field events. Besides, it focuses on the planning of basic skills training for the track and field events, the practical test in basic athletic skills, and the management of the athletics activities.

13. Mod Penyampaian Kuliah dan Amali

14.

Kaedah dan Jenis Pentaksiran

Kerja Kursus : 100%

Jenis Pentaksiran Kaedah Pentaksiran Peratusan

Kerja Kursus

Ujian Amali Pengurusan Acara Olahraga (Individu) 30

Rancangan Latihan Kemahiran Olahraga ( Kumpulan ) 30

Kemahiran olahraga padang 20

Kemahiran olahraga balapan 20

\


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15. Kerangka Kursus/Modul dan Jumlah Jam Pembelajaran Pelajar (Student Learning Time, SLT) setiap tajuk

1. Pengenalan Olahraga ● Acara-acara Olahraga

• Jenis-jenis * Peralatan

• Aspek keselamatan (sebelum, semasa, selepas) ● Peraturan dan Undang-undang Olahraga Kesatuan Olahraga Malaysia (KOM)

• Acara Padang • Acara Balapan

4 4 8

2. Acara Balapan • Kemahiran Asas Lari pecut • Kemahiran Asas Lari berganti-ganti • Kemahiran Asas Lari berpagar • Ujian Pengenalpastian Bakat

6

6

3. Acara Padang • Kemahiran Asas Lontar Peluru • Kemahiran Asas Lompat Jauh • Kemahiran Asas Lompat Tinggi • Ujian Pengenalpastian Bakat

6

6

4.Rancangan Latihan Kemahiran Asas • membina rancangan mengajar kemahiran olahraga • mengajar kemahiran olahraga padang dan balapan 5 5

5. Pengurusan acara olahraga padang dan balapan • Kepegawaian

5 5

Kerja Kursus/Amali 2 13 15

Ulangkaji Peperiksaan

Peperiksaan

Jumlah 4 22 2 4 13 45


14

JUMLAH JAM PEMBELAJARAN BERSEMUKA DAN BUKAN BERSEMUKA

Bersemuka Bukan Bersemuka

Kuliah 4 4

Amali 22

Ujian Amali Pengurusan AcaraOlahraga (Individu) 1 4

Rancangan Latihan Kemahiran Olahraga (Kumpulan) 5

Kemahiran olahraga padang 0.5 2

Kemahiran olahraga balapan 0.5 2

Jumlah 28 17

Jumlah Jam Pembelajaran Pelajar (SLT) 45

Jam Kredit 1

16. Rujukan Asas Amir Hamzah Aman. (2014). Olahraga dan balapan, Selangor : Penerbitan Multimedia Sdn Bhd

Teng, Boon Tong. (2001). Panduan pengajaran olahraga, Kuala Lumpur : Pearson Education

Malaysia Sdn Bhd Mangus, Brent C.(2009) Concepts of athletic training.Sudbury,Mass.:Jones and Bartlett

Publishers.

Rujukan Tambahan

Crisfield, Penny. (2010) Imagery training: a guide for sports coaches and performers.Leeds: Sports Coach UK. Hillman, Susan Kay. (2009) Introduction to atheletic training. Champaign,IL:Human Kinetics. Kementerian Pendidikan Malaysia. (2011). Modul Latihan Sukan untuk Guru Penasihat Kelab Sukan Sekolah - Sukan Olahraga Sekolah Rendah. Kesatuan Olahraga Malaysia, (2013). Buku Peraturan dan Undang-undang.

Majlis Sukan Sekolah-sekolah Malaysia, (2013). Buku Peraturan-peraturan pertandingan. Masteman, Guy. (2010) Strategic sports event management : an international approach.Amsterdam. Elsvier Butterworth Heinemann.

17. Maklumat Tambahan

Tiada


15


Kokurikulum - Persatuan

Cocurriculum - Society

2. Kod Kursus MPU3081

3. Nama Staf Akademik

Zainab Bee binti Hamid


Kursus ini ditawarkan supaya pelajar dapat kefahaman mengenai ilmu berpersatuan dan tatacara penubuhan persatuan.

5. Semester dan Tahun ditawarkan

Semester 2 Tahun 2

6. Jumlah Jam Pembelajaran

Bersemuka Bukan Bersemuka Jumlah Jam Pembelajaran

Bersemuka dan Bukan Bersemuka

K = Kuliah

T = Tutorial

A = Amali

P= Pentaksiran

K T A P K T A P

44

15 - - - 15 - - 14

7. Nilai Kredit 1



Pada akhir kursus ini pelajar dapat :

1. Menghurai konsep dan identiti persatuan. (C2, LO1)

2. Menghasilkan kertas kerja penubuhan persatuan mengikut tatacara dan kaedah standard penubuhan persatuan. (C6, A4, LO1, LO3, CTPS2)

3. Menganalisis maklumat berkaitan penubuhan persatuan dan aktiviti penjanaan kewangan berpandukan analisis SWOT. (C4, LO3, LO7, CTPS3, KK1)



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P2

P3

P4

P5

P6

P7

A1

A2

A3

A4

A5

1 x

2 x x

3 x

10.

Kemahiran Boleh Pindah (Transferable Skills, TS):

Pemikiran Kritis dan Penyelesaian masalah (CTPS3)

Kemahiran Keusahawan (KK1)


16

11. Strategi Pengajaran dan Pembelajaran serta Pentaksiran


Kuliah

Strategi Pentaksiran:

Pencapaian pelajar di dalam kursus ini ditentukan menerusi pentaksiran kerja kursus 100% iaitu penghasilan kertas kerja dan kajian kes pelaporan / analisis - Strength, Weakness, Opportunity, Threat (SWOT)

Programme Learning Outcome

(PLO) Strategi Pengajaran dan

Pembelajaran Jenis Pentaksiran

LO1 – Pengetahuan Kuliah Kertas Kerja

PLO3 – Kemahiran saintifik,

kemahiran berfikir dan

menyelesaikan masalah

Kuliah Kertas Kerja

Laporan Kajian Kes

LO7 – Kemahiran Keusahawanan Kuliah Laporan Kajian Kes

12. Sinopsis

Kursus ini menjelaskan pengenalan, definisi dan kepentingan persatuan, Kursus ini juga mewajibkan pelajar menjalankan satu kajian kes berkaitan persatuan atau pertubuhan

This course describes the introdution, definition adn the importance of clubs. The course will make it compulsory for the students to do a case study on clubs or societies.

13. Mod Penyampaian Kuliah

14. Kaedah dan Jenis Pentaksiran

Kerja Kursus : 100%

Jenis Pentaksiran

Kaedah Pentaksiran Peratusan

Tuagsan

Kertas Kerja

(1500 patah perkataan)

60

Laporan Kajian Kes

(800 patah perkataan) 40


17


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1. Pengenalan dan Kepentingan Persatuan

• Definisi persatuan

• Ciri-ciri persatuan

• Konsep / teori

2 2 4

2. Tata cara dan Kaedah Penubuhan Persaatuan

• Penubuhan Persatuan - Struktur Jawatankuasa - Jenis persatuan/kelab - Mengenalpasti ciri-ciri aktiviti berpersatuan - Pekeliling berkaitan kokurikulum persatuan

• Kaedah Penubuhan Persatuan - Langkah-langkah penubuhan persatuan - Carta alir penubuhan persatuan - Perlembagaan dan peraturan persatuan

• Identiti Persatuan - Merekacipta identiti persatuan - Logo, moto dan lagu persatuan

3 3 6

2. Merancang Program Takwim

• Jenis aktiviti - Akademik

(Persatuan Bahasa Melayu,

Persatuan Bahasa Inggeris,

Persatuan Matematik,

Persatuan Bahasa Arab,

Persatuan Bahasa Kadazandusun,

Persatuan Bahasa Iban,

Persatuan Pendidikan Jasmani,

Dan lain-lain.)

- Seni budaya (Tarian, Gamelan, Kompang dan lain-lain.)

• Contoh aktiviti - Karnival keusahawanan - Pameran seni visual - Program Kecergasan IPG

3 3 6


18

4. Kajian Kes

• Persatuan atau pertubuhan di Malaysia atau Antarabangsa

• Sejarah Penubuhan

• Kaedah dan proses penubuhan

• Aktiviti atau perkhidmatan yang diamalkan

• Perbandingan perkhidmatan

• Strategi bagi menjana sumber kewangan

• Isu-isu berbangkit

• Cadangan penambahbaikan dan analisis SWOT

5 5 10

5. Pengenalan dan Kepentingan Persatuan

• Laporan oleh setiap jawatankuasa

• Kekuatan, kelemahan dan penambahbaikan

• Penialaian

2 2 4

Kerja Kursus 14


Amali

Peperiksaan

Jumlah 15 15 14 44


19


Bersemuka Tidak Bersemuka

Kuliah 15 15

Kertas Kerja


Laporan Kajian Kes


Jumlah 15 29

Jumlah Jam Pembelajaran Pelajar

(SLT) 44

Jam Kredit 1

16. Rujukan Asas Amir Hamzah Aman (2014). Panduan Pengurusan Kokurikulum, Puchong : Multimedia Sdn. Bhd.

Omardin Ashaari. (1997). Pengurusan Persatuan, Kuala Lumpur : Utusan Publications & Disributors Sdn. Bhd.

Kamsiah Sharif. (1995). Kokurikulum. Kuala Lumpur. Goodmark. Enterprise.

Rujukan Tambahan

Ab. Alim Abdul Rahim, (1994). Pengurusan Kokurikulum Kuala Lumpur. Fajar Bakti.

Omardin Ashaari. (1997). Pengurusan Sekolah, Kuala Lumpur : Utusan Publications & Disributors Sdn. Bhd.

Sufean Hussin, (1993). Pendidikan di Malaysia – Sejarah, Sistem dan Falsafah, Kuala Lumpur: Dewan Bahasa dan Pustaka.

Kementerian Pendidikan Malaysia, (2009). Buku Panduan Gerak Kerja kokurikulum Seklah Rendah. Kuala Lumpur : Pusat Perkembangan Kurikulum & Dewan Bahasa dan Pustaka.

Kementerian Pendidikan Malaysia, (2009). Buku Panduan Pengurusan kokurikulum Sekolah Rendah dan Menengah. Kuala Lumpur : Pusat Perkembangan Kurikulum & Dewan Bahasa dan Pustaka.


Tiada


20


Pengenalan Kepada Pendidikan Moral Introduction To Moral Education


3. Nama Staf Akademik Mohd Nasarudin Ismail


Kursus ini ditawarkan supaya pelajar dapat dapat menghayati nilai-nilai murni dan mengamalkannya dalam kehidupan seharian.


6. Jumlah Jam Pembelajaran Bersemuka Bukan Bersemuka Jumlah Jam Pembelajaran



K T A P K T A P

84 22 8 - 1 22 16 - 15

7. Nilai Kredit 2



Pada akhir kursus ini pelajar dapat:

1. Menghuraikan maksud moral dan aliran pemikiran moral di dalam kehidupan seharian dengan merujuk pelbagai sumber (C2, LO1, LO6, LL1)

2. Membanding beza jenis-jenis nilai dalam pendidikan moral (C4, A3, LO3, CTPS2) 3. Menganalisis ciri-ciri pembentukan individu bermoral dalam kehidupan (C4, LO3, LO8,

CTPS4 EM2) 4. Membentangkan pelaksanakan projek kemasyarakatan yang dirancang sama ada di

Pusat Kanak-kanak Spastik atau di Rumah Orang Tua atau di Rumah Anak-anak Yatim. (C4, A5, LO4, LO5, CS2, TS4)



CLO

C 1

C 2

C 3

C 4

C 5

C 6

P 1

P 2

P 3

P 4

P 5

P 6

P 7

A 1

A 2

A 3

A 4

A 5

1 x

2

x x

3

x

4 x

x


21

10.


Pemikiran Kritis dan Kemahiran Menyelesaikan masalah (CTPS4) Etika dan Moral Profesional (EM2) Kemahiran berkomunikasi (CS2) Kemahiran kerja berpasukan (TS4) Pembelajaran berterusan dan pengurusan maklumat (LL1)


Strategi Pengajaran dan Pembelajaran:

1. Kuliah 2. Tutorial

Strategi pentaksiran:

Pentaksiran adalah dalam Kerja Kursus (100%).


Strategi Pengajaran dan Pembelajaran Jenis Pentaksiran

LO1-Pengetahuan Kuliah Tutorial

Kuiz Penulisan

LO3- Pemikiran kritikal dan pendekatan saintifik

Kuliah Tutorial Kuiz Penulisan

LO4- Kemahirn berkomunikasi

Kuliah Tutorial Persembahan

LO5-Kemahiran sosial/Kerja berpasukan/ pertanggujawaban

Tutorial Kerja lapangan Persembahan

LO6- Pembelajaran Sepanjang Hayat dan Pengurusan Maklumat

Kuliah Tutorial Penulisan Kuiz

LO8 – Etika dan Moral Profesional

Kuliah Tutorial Penulisan

12. Sinopsis

Kursus ini memberi pengetahuan dan kemahiran secara umum tentang pengenalan konsep

moral, konsep asas nilai, pembentukan individu bermoral dan amalan nilai murni melalui projek

kemasyarakatan. This course focuses on equipping students with the basic concepts of moral, values and

formation of moral individuals and the practice of moral values through community project

13. Mod Penyampaian Kuliah dan tutorial


Kerja Kursus : 100%


Tugasan

Penulisan 75

Persembahan

10

Ujian/ Kuiz

15

15. Pemetaan Hasil


22

Pembelajaran Kursus (Course Learning Outcomes, CLO) dengan Objektif Pendidikan Program (Programme Educational Objectives, PEO)

PEO1 PEO2 PEO3 PEO4 PEO5 PEO6

CLO 1 X X

CLO 2 X

CLO 3 X X

CLO 4 X X

Objektif Pendidikan Program (PEO)

PEO 1 Berpengetahuan (LO1) dan berkemahiran praktikal (LO2) dalam bidang keguruan selaras dengan kehendak organisasi dan pelanggan

PEO 2 Menjana penyelesaian masalah (LO3) dalam bidang keguruan melalui pendekatan saintifik (LO3) secara inovatif , kreatif dan beretika (LO8)

PEO 3 Berkomunikasi (LO4) secara berkesan dengan memartabatkan bahasa Melayu sebagai bahasa ilmu dan memperkukuhkan bahasa Inggeris

PEO 4 Berupaya mencari dan mengurus maklumat yang relevan daripada pelbagai sumber (LO6)

PEO 5 Mempamerkan kemahiran keusahawanan, pengurusan (LO7) dan menyedari keperluan pembelajaran sepanjang hayat (LO6) untuk pembangunan kerjaya.

PEO 6

Memiliki nilai dan sikap profesionalisme (LO8), ciri-ciri kepimpinan (LO9), berkemahiran sosial, bertanggungjawab dan mampu melaksanakan kerja berpasukan (LO5)

Hasil Pembelajaran Kursus (CLO)

CLO 1 Menghuraikan maksud moral dan aliran pemikiran moral di dalam kehidupan

seharian dengan merujuk pelbagai sumber (C2, LO1, LO6, LL1)

CLO 2 Membanding beza jenis-jenis nilai dalam pendidikan moral (C4, A3, LO3, CTPS2)

CLO 3 Menganalisis ciri-ciri pembentukan individu bermoral dalam kehidupan (C4, LO3, LO8, CTPS4 EM2)

CLO 4 Membentangkan pelaksanakan projek kemasyarakatan yang dirancang sama

ada di Pusat Kanak-kanak Spastik atau di Rumah Orang Tua atau di Rumah Anak-anak Yatim. (C4, A5, LO4, LO5, CS2, TS4)

16. Pemetaan Hasil Pembelajaran Kursus (Course Learning Outcomes, CLO) dengan Hasil Pembelajaran Program (Programme Learning Outcomes, PLO)

LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9

CLO 1 X X

CLO 2 X

CLO 3 X X

CLO 4

X X

Hasil Pembelajaran (LO)

LO1 Pengetahuan

LO2 Kemahiran Psikomotor/Amali/Teknik

LO3 Pemikiran Kritikal dan Pendekatan Saintifik

LO4 Kemahiran Komunikasi

LO5 Kemahiran Sosial/ Kerja Berpasukan / Pertanggungjawaban


23

LO6 Pembelajaran Sepanjang Hayat dan Pengurusan Maklumat

LO7 Kemahiran Pengurusan dan Keusahawanan

LO8 Profesionalisme, Nilai, Sikap dan Etika

LO9

Kemahiran Kepimpinan

Hasil Pembelajaran Kursus (CLO)

CLO 1 Menghuraikan maksud moral dan aliran pemikiran moral di dalam kehidupan seharian dengan merujuk pelbagai sumber (C2, LO1, LO6, LL1)

CLO 2 Membanding beza jenis-jenis nilai dalam pendidikan moral (C4, A3, LO3, CTPS2)

CLO 3 Menganalisis ciri-ciri pembentukan individu bermoral dalam kehidupan (C4, LO3, LO8, CTPS4 EM2)

CLO 4 Membentangkan pelaksanakan projek kemasyarakatan yang dirancang sama

ada di Pusat Kanak-kanak Spastik atau di Rumah Orang Tua atau di Rumah Anak-anak Yatim. (C4, A5, LO4, LO5, CS2, TS4)

17.

Kerangka Kursus/Modul dan Jumlah Jam Pembelajaran Pelajar (Student Learning Time, SLT) setiap tajuk

1. Pengenalan Moral

• Definisi Moral, Nilai, Etika dan Akhlak • Aliran Pemikiran Moral

- Naturalis - Emotivis - Intuisionis - Rasionalis

4

2

4

4

14

2. Konsep Asas Nilai Definisi Nilai • Jenis-Jenis Nilai

- Nilai mutlak - Nilai relatif - Nilai objektif - Nilai subjektif - Nilai intrinsik - Nilai - instrumental

• Fungsi nilai

6

2

6

4

18


24

3. Pembentukan Individu Bermoral

• Dimensi Moral: - Penaakulan Moral - Perasaan Moral - Perlakuan Moral

• Prinsip Moral: - Autonom - Altruisme Keadilan

6

2

6

4

18

4. Amalan Nilai Murni Masyarakat Malaysia

• Nilai-nilai murni • Cabaran terhadap amalan nilai murni • Pemantapan nilai murni • Projek Kemasyarakatan

6

2

6

4

18

Kerja Kursus 1 15 16

Amali

Ulang Kaji Peperiksaan

Peperiksaan

Jumlah 22

8

- 1

22

16

-

15

84


25



Kuliah

22

22

Tutorial

8

16

Penulisan (2000 perkataan)

-

12

Persembahan (30 minit) 0.5 1.5

Kuiz (30 minit) 0.5 1.5

Jumlah 31 53

Jumlah Jam Pembelajaran Pelajar (SLT)

84

Jam Kredit 2

18. Rujukan Asas Abdullah Zhidi Omar, Mahdi Shuid, Dr. Mazlan Aris, Mohd Fu’ad Sam & Dr. Roslina Suratnu

(2014). Pengantar Pendidikan Moral: Penerbitan Multimedia Sdn.Bhd.

Eow, B.H. (2000). Pendidikan Moral. Petaling Jaya: Pearson Education Malaysia Sdn. Bhd. Wong Nai Kung et.al (2011). Pendidikan Moral: Cengage Learning Asia Pte Ltd

Rujukan Tambahan

Abd Majid Mohd Isa & Rahil Mahyuddin (1997). Psikologi Pendidikan: Pertumbuhan dan

Perkembangan. Petalinga Jaya: Longman Malaysia Sdn. Bhd. Abdul Rahman Md. Aroff (1999). Pendidikan Moral: Teori etika dan amalan moral. Serdang:

Penerbit Universiti Putra Malaysia Mok Soon Sang (2010). Psikologi Pendidikan: . Penerbitan Multimedia Sdn. Bhd. Mackinnon, P.(1995). Ethics: Theory and contemporary issues. USA: Wadsworth Publishing

Company Tam, Y.K (1996). Pendidikan Moral, Kuala Lumpur: Kumpulan Budiman Sdn. Bhd.

19. Maklumat Tambahan Tiada


26

1. Name of Course/Module

Assessment in Education Pentaksiran dalam Pendidikan

2. Course Code EDUP3063

3. Name(s) of academic staff

Dr. Mohd Nordin Abu Bakar

4. Rationale for the inclusion of the

course/module in the programme

This course is offered so that students can acquire knowledge on assessment. It provides student teachers with the understanding of the various assessment designs and tools and their construction and administration and also to analyse various issues related to assessment in the primary school.

5. Semester and Year offered

Semester 2 Year 2

6. Total Student Learning Time

(SLT)

Face to Face

Non Face To Face

Total Guided and Independent Learning

L = Lecture T = Tutorial P = Practical A = Assessment

L

T

P

A

L

T

P

A

128 27

18

-

3.0

27

36

-

17

7. Credit Value 3

8. Prerequisite (if any) None

12.

Synopsis This course discusses the concepts of a test, measurement, evaluation and assessment; purposes of assessment; principles of assessment; types of assessment; unwrapping the standards and constructive alignment; school based assessment; test design and construction; scoring and grading; item analysis; reporting and interpretation of data and issues concerning school-based assessment in Malaysian primary schools.

Kursus ini membincangkan konsep pengujian, pengukuran, penilaian dan pentaksiran; tujuan

pentaksiran; prinsip pentaksiran; jenis alat pentaksiran; merungkai standard dan penjajaran

konstruktif; pentaksiran berasaskan sekolah; rekabentuk dan pembinaan ujian; penskoran dan

penggredan; analisis item; pelaporan dan interpretasi serta isu-isu berkaitan pentaksiran

berasaskan sekolah rendah di Malaysia.

13.

Mode of Delivery

Lecture and Tutorial

14.

Assessment Methods and Types

Coursework : 50% Final Examination : 50%

Types of assessment Methods of assessment Percentage

Written Test Final Examination 50%

Assignment

Academic Writing 40%

Quiz 10%


27

15.

Content outline of the course and the total SLT per topic

F

ace

to

Face

Inte

raction

N

on

Face

to

Fa

ce

Inte

raction

To

tal

SL

T

Le

ctu

re

Tu

toria

l

Pra

ctica

l

Assessm

en

t

Le

ctu

re

Tu

toria

l

Pra

ctica

l

Assessm

en

t

1. Basic Concepts of Classroom Assessment

• Basic concepts of testing, measurement, evaluation and classroom assessment

1

1

1

2

5

2. Roles and Purposes of Assessment in Education

• Purposes of Assessment

• Assessment of Learning; Assessment for Learning and Assessment as Learning

1

1

1

2

5

3. Characteristics and Principles of Assessment

• Validity

• Reliability

• Objectivity

• Practicability

• Interpretability

2

1

2

2

7

4. Types of Assessment tools

• Formative and Summative Assessment

• Test types: - Objective and subjective tests - Norm-referenced and criterion-referenced tests

• Authentic Assessment - Portfolio

- Performance based

- Peer Evaluation - Self Evaluation - Online Evaluation

4

2

4

4

14

5. Unwrapping Standards and Constructive Alignment

• Concept of unwrapping standards

• Process of unwrapping standards

- Identifying knowledge (concept) and skills in the standards (general statement on learning outcomes- what students need to know and are able to do) and indicator (specific learning outcome).

• Concept of constructive alignment

• Process of constructive alignment - Defining learning outcomes that are required - Choosing appropriate teaching and

learning activities to achieve learning outcomes

- Assessing actual attainment of student learning outcomes to determine extent of achievement

2

1

2

2

7


28

6. Design, Construction and Administration of Test

• Stages of test construction

• Preparing test blueprint/Test specification table

• Learning taxonomies - Cognitive domain (Bloom, revised version), - Affective domain (Krathwohl) - Psychomotor domain (Simpson)

• Guidelines for constructing test items - Objective items - Subjective items

• Test administration

5

4

5

8

22

7. Scoring, Grading and Assessment Criteria

• Types of scoring and marking rubrics - Analytic - Holistic

2

1

2

2

7

8. Item Analysis and Interpretation of Data

• Basic statistics - Raw score and its use (frequency; ogive and

ranking) - Graph representation - Mode, median dan mean

- Standard deviation, Standard score - Interpretation of Data

• Item Analysis - Difficulty and Discrimination index - Distractor analysis - Bank item

3

2

3

4

12

9. Reporting of Assessment Data

• Purposes of reporting

• Reporting methods

1

2

1

4

8

10. School-based Assessment (SBA)

• Basic concepts and purposes of SBA

• Main characteristics of SBA

• Types of school-based assessment

• Ways of grading and preparation of rubrics

• Implementation of school-based assessment

• Reporting and recording

3

1

3

2

9

11. Issues related to assessment in Malaysian primary schools

• Current assessment trends in Malaysia

• Exam-oriented system

• Element of higher order thinking skills (HOTS) in assessment

• School-based assessment

• Authentic assessment

• Online assessment

• International Assessment Instruments

3

2

3

4

12

Course work 0.5

9.5 10

Practical

Revision for Examination 7.5 7.5

Examination

2.5

2.5


29

Total 27 18

3.0 27 36

17 128

TOTAL FACE TO FACE AND NON-FACE

TO FACE LEARNING TIME

Face to Face Non Face to Face

Lecture 27 27

Tutorial 18 36

Academic Writing (1300 words)

- 8

Quiz 0.5 1.5

Peperiksaan Akhir 2.5 7.5

Total 48 80

Total Student Learning Time (SLT)

128

Credit Hours 3

16. Main references Mohd. Hazim. (2016). Pentaksiran Pendidikan: Teori dan praktis ke arah transformasi sistem

pendidikan negara. Kuala Lumpur: Kentalmas Jati Sdn. Bhd.

Nitko, A.J. & Brookhart,S.M. (2011). Educational assessment of student (6th ed.). Boston:Pearson Education.

Stanley,T. (2014). Performance-based assessment for 21st century skills. Waco.Texas: Prufrock Press Inc.

Additional references

Brookhart, S.M. (2013). How to assess higher order thinking skills in your classroom. Virginia:ASCD.

Chappuis,J. (2009). Seven strategies of assessment for learning. Boston:Pearson Education.

Earl,L.M. (2013). Assessment as learning: Using classroom assessment to maximise student learning.(2nd ed.). Thousand Oaks: Corwin.

Miller, M. D., Linn, R. L., & Gronlund, N. E. (2009). Measurement and assessment in teaching (10th ed,). Upper Saddle River, NJ: Pearson Education, Inc.

Popham,J.W. (2014). Classroom assessment: What teachers need to know (7th ed.) Boston:

Pearson Education.

17. Other additional

information

None


20

1 Name of Course

Culture and Learning Budaya dan Pembelajaran


3. Name of academic staff

Dr. Mohd Nordin Abu Bakar


course in the programme

This course is offered so that students can understand and be aware of the sociocultural diversity in Malaysia and able to create a cultural friendly classroom environment.


Semester 2 Year 2


Face to Face

Non Face to Face

Total Face to Face and Non Face to Face Learning

L=Lecture T=Tutorial

P=Practical A=Assessment

L

T

P

A

L

T

P

A

125 30

15

2.5

30

30

17.5

7. Credit value 3



21

9. Course Learning Outcomes, CLO

At the end of the course, students are able to:

1. Describe the importance of understanding the concept of culture and social theories to

the teachers in their classroom. (C2, LO1)

2. Discuss aspects, effects and implications of sociocultural diversity in Malaysia through interviews. (C5, A2, LO1)

3. Suggest roles of teachers in nation building in sociocultural diversity in the school environment. (C6, A2, LO3, CTPS3).

4. Plan measures to manage a cultural friendly classroom environment in Malaysia. (C6, A2, LO3, CTPS3)

5. Evaluate the roles of teachers as cultural friendly agent in the context of Malaysian community. (C5, LO1, LO3,CTPS2)


22

10.

Transferable Skills, TS:

Critical thinking and problem solving skills (CTPS3), Communication skills (CS6)

11. Teaching-learning and assessment

strategy

Teaching-learning strategy:

Lecture, tutorial and discussion

Assessment strategy:

Assessment is divided into two sections that are; Course Work (50%) and Final Examination (50%). Course work is adminstered throughout the course while Examination is administered at the end of the semester.

Course work consists of an interview report (600 words) and academic writing (1000 words).

Course work is designed based on the Buku Panduan Pentaksiran. Examination is a written test constructed based on the Buku Panduan Pentaksiran

Learning Outcome (LO) Teaching-learning strategy Type of Assessment

LO1 - Knowledge

Lecture Tutorial

Written test Interview Report

LO3 –Scientific skill , thinking skills and problem

solving

Lecture Tutorial

Discussion

Written test Academic writing

12.

Synopsis This course discusses the concept of culture; aspects and implications of multi sociocultural in Malaysia; culture friendly classroom management; national integration; communication skills and teacher as culture friendly agent.

Kursus ini membincangkan konsep budaya; aspek, kesan dan implikasi kepelbagaian sosiobudaya di Malaysia; pengurusan bilik darjah mesra budaya; integrasi nasional; kemahiran berkomunikasi dan guru sebagai agen mesra budaya.

13.

Mode of Delivery

Lecture and Tutorial.

14.


Course work : 50% Final examination : 50%

Type of assessment Method of assessment Percentage

Written test Final Examination 50

Assignment

Report of Interview 20

Academic Writing 30


23

15.

Course Content Outline and Student Learning Time per

topic

F

ace

to

face

inte

rca

tio

n

N

on

Face

to

Fa

ce

Inte

raction

To

tal

SL

T

Le

ctu

re

Tu

toria

l

Pra

ctica

li

Assessm

en

t

Le

ctu

re

Tu

toria

l

Pra

ctica

l

Assessm

en

t

1. The concept of Culture and the Importance of

Understanding the Concept

• Meaning and the concept of culture

• Race and ethnic in Malaysia

• Race and ethnic demograpy in Malaysia

• The Importance of understanding the concept of culture to teachers

2

1

2

2

7

2. Socioculture and Sociocultural Development in Classroom

• The meaning of Socioculture

• Bronfenbenner Ecological System Theory

• Lev Vygotsky Sosiocultural Theory of Development

• Role of teacher in sociocultural development in the classroom

2

1

2

2

7

3. Awareness of Socio-cultural Diversity in Malaysia

• Awareness of socio-cultural diversity in Malaysia

- Race

- Language

- Social Structure

- Belief

- Custom and Rituals

• The importance of socio-cultural awareness to teachers in Malaysia

4

2

4

4

14

4. Roles and Implications of Sociocultural Diversity to the Education System in Malaysia

• Roles and implications of Sociocultural diversity in following aspects:

- Students

- Teachers

- School

- Curriculum

4

2

4

4

14


38

5. Equality in Educational Opportunities in Malaysia

• Equality in Educational Opportunities

- Gender

- Social Class

- Interior

- Minority groups

• Education Programmes For All in Malaysia - Education Programmes for Indigenous and

Interior - Juvenile Education Programmes - Remedial Education Programmes

- Education Programmes for children with special needs

- School in the Hospital

- Sekolah Bimbingan Jalinan Kasih (School for the homeless and abandoned children)

- Under-enrolled school

• Challenges of Educational Equity in Malaysia

4

2

4

4

14

6. Developing Nation Building in the School’s Sociocultural Diversity

• The concept fo nation building - To enhance the national language - To strengthen national integration - To instill the passion towards arts, heritage and

national culture

• Initiatives to develop nation building

• The roles of teachers in developing nation building

4

2

4

4

14

7. Management of a Cultural Friendly Classroom

• Aspects of management

- physical

- emotion

- social

- sociolinguistic

• Cultural Friendly Pedagogy

- Pedagogy for the main stream

- Pedagogy for combine class

- Pedagogy for the Indigenous

• Cultural friendly based assessment

6

3

6

6

21

8. Effective Communication in a Cultural Friendly Classroom

• Effective communication Skills

- verbal and non-verbal

- language register

- politeness

• The national language as medium of unity

• The importance of effective communication skills

2

1

2

2

7


39

9. Teacher as an Agent of Cultural Friendly in the

Community, National and Global

• Cultural friendly programmes

- Collaborative programmes with Parent Teacher Association

- Smart partnership with government and private agencies

• Characteristics of cultural friendly teachers;

- Personal

- Professional

- Behavioural practice

• Role of teacher as cultural friendly agent

2

1

2

2

7

Course work

10 10

Practical

Revision for examinaion

7.5 7.5

Examination

2.5

2.5

Total 30 15

2.5

30 30

17.5 125


40

TOTAL FACE TO FACE AND NON FACE

TO FACE


Lecture 30 30

Tutorial 15 30

Interview Report (600 words)

- 4


- 6

Final Examination 2.5 7.5

Total 47.5 77.5

Total of Students Learning Time

125

Credit Hours 3

16. Main References Bennette,C.I.(2011).Comprehensive multicultural education:Theory and practice.(7th ed.) Needham,MA:Allyn& Bacon.

Noriati A. Rashid, Boon Pong Ying, Sharifah Fakhriah Syed Ahmad, Zuraidah A. Majid,(2011).

Budaya dan Pembelajaran. Oxford Fajar Sdn . Bhd.

Jere E.,Brophy, Janet Alleman, Barbara Knighton, (2010). A learning Community in the

Primary Classroom. Routledge

Additional References

Ahmad Ali Seman, Warti Bt Kimi(2013).Hubungan Etnik di Malaysia; Freemaind Horizons Sdn. Bhd.

Good,T.L. & Brophy,J.E.(2007). Looking in classrooms. (10thed).Boston:Pearson Education, Inc.

Ma’Rof Redzuan & Sarjit S.Gill (2008).Orang Asli: isu, transformasi dan cabaran .

Serdang, Universiti Putra Malaysia.

Nieto,S.(2009).Language,culture and teaching: Critical perspective for an new century.(2nd

ed.).New Jersey:Lawrence Erlbaum Associates.

Kementerian Pendidikan Malaysia (2012), Pelan Pembangunan Pendidikan Malaysia

(PPPM), 2013 – 2015.

17. Additional

Information

None


41


Teaching of Grammar in the Primary ESL Classroom Pengajaran Tatabahasa Bahasa Inggeris Sebagai Bahasa Kedua di Sekolah Rendah

2. Course Code TSLB3083


HAMIDAH BINTI SAMSUDIN

4. Rationale for the inclusion of the course/module in the programme

This course is relevant to student teachers of English as a Second Language as it provides pedagogical content knowledge for them to carry out teaching and learning activities effectively.


Semester 2 Year 2

6. Total Student Learning Time (SLT)

Face to Face Non Face To Face Total Guided and Independent Learning


L T P A L T P A 125 30 15 2.5 30 30 17.5

7. Credit Value 3

8. Prerequisite (if any)

None

9. Course Learning Outcomes (CLO)

At the end of this course students will be able to: 1. Analyse the approaches and issues in teaching of grammar in the primary

classroom. (C4, PLO3, CTPS5) 2. Design materials (including remedial and enrichment) for the teaching of

grammar in the primary ESL classroom in line with 21st Century learning. (C6, P7, PLO2, PLO3, PLO6, CTPS5, LL1)

3. Plan a lesson including activities and methods of assessment to teach grammar in the primary classroom based on the current Malaysian English Language syllabus for primary schools in line with 21st Century learning. (C6, PLO3, PLO6, CTPS5, LL1)

4. Present a grammar lesson in groups. (C6, A2, PLO4, PLO5, PLO8, CS3, TS1,

EM3)

5. Write a reflection on the implementation of a grammar lesson. (C6, A2,

PLO3, PLO6, CTPS5, LL2)

LEARNING TAXONOMIES

COGNITIVE DOMAIN PSYCHOMOTOR DOMAIN AFFECTIVE DOMAIN

CLO

C

1 C

2 C

3 C

4 C

5 C

6 P

1 P

2 P

3 P

4 P

5 P

6 P

7 A

1 A

2 A

3 A

4 A 5


42

11. Teaching-learning and assessment strategy

Teaching-learning strategy: 1. Lecture 2. Tutorial activities – group work, discussions, presentations, online tasks



Teaching and Learning Strategies

Types of Assessment

PLO2 – Practical Skills Tutorial Group work

Teaching-learning materials Simulated Teaching

PLO3 – Critical, Scientific and Problem-solving Skills

Tutorial Discussion Online tasks

Lesson plan Teaching-learning materials Reflection on Simulated Teaching Examination

PLO4 – Communication Skills

Tutorial Presentation

Simulated Teaching (group)

PLO5 – Social Skills, teamwork and responsibility

Tutorial Discussion

Simulated Teaching (group)

PLO6 – Life-long learning and Managing Information Skills

Discussion Presentation

Lesson plan Teaching-learning materials Reflection on Simulated Teaching

PLO6 – Practise values, ethics, morality and professionalism in the teaching profession

Discussion Presentation

Simulated teaching (group)

1 x

2

x x

3

x

4 x

x

5 x

x

10. Transferable Skills:

Critical Thinking Skills (CTPS5), Communication Skills (CS3), Teamwork (TS1), Life-Long Learning and Managing Information Skills (LL2) and Professional Ethics and Moral (EM3)


43

12. Synopsis

This course focuses on the introduction to the teaching of grammar, approaches and issues in the teaching of grammar, techniques for teaching grammar, developing activities and resources for the teaching of grammar, techniques for assessing grammar, planning grammar lessons, and simulated teaching. Kursus ini berfokuskan pada pengenalan pengajaran tatabahasa Bahasa Inggeris, pendekatan dan isu dalam pengajaran tatabahasa, teknik mengajar tatabahasa, menghasilkan aktiviti dan sumber pengajaran untuk mengajar tatabahasa, teknik mentaksir tatabahasa, perancangan pengajaran tatabahasa dan pengajaran simulasi.

13. Mode of Delivery Lecture and tutorial

14. Assessment Methods and Types

Coursework: 60% Examination: 40%


Written Examination 40

Coursework: Project Lesson Plan 20

Teaching-learning Materials 20

Simulated teaching (group) 10

Reflection on Simulated Teaching

10


44

15. Content outline of the course/module and the SLT per topic

1. Introduction to the Teaching of Grammar • Grammar and its role in

English language teaching

• The current perspective of Teaching Grammar in English Language Education and in the Malaysian context

2 1 2 2 7

2. Approaches and Issues in the Teaching of Grammar Approaches in The Teaching of Grammar

• Descriptive vs Prescriptive grammar

• Covert and overt approaches • Grammar in isolation vs.

grammar in context

• Meaning, Use, Form (MUF) framework

• Integration with the teaching of Listening, Speaking, Reading and Writing skills

Current Issues in the Teaching of Grammar

4 2 4 4 14

3. Techniques for the Teaching of Grammar Teaching grammar through:

• songs and chants • games • stories • nursery rhymes and poems • puppetry • role play • skits • drama and plays

4 2 4 4 14


45

4.Developing Activities and Resources for the Teaching of Grammar

• Selection and Adaptation Criteria

• Designing activities and

resources for the teaching of

grammar in line with 21st

Century learning - incorporating

elements of HOTS, independent

learning, current contexts and

needs

• Integrating ICT in the teaching of grammar - using technology in lessons and social media as a tool to enhance learning, such as edu-blog, facebook, twitters, skype, instagram and other current means.

4 2 4 4 14

5. Enrichment and Remedial Grammar Activities

• Principles and practices in designing grammar

activities • Sampling activities in context

2 1 2 2 7

6. Assessing Grammar • Issues in assessing Grammar • Assessing Grammar Strategies

-Authentic Assessment -Mechanical Tests

• Dealing with Grammar Errors -Types of grammar errors -Attitudes to error and correction -Responding to errors

2 1 2 2 7

7. Grammar in The Malaysian Primary School English

Language Curriculum • Objectives • Language content • Activities

2 1 2 2 7

8. Lesson Planning for The Teaching of Grammar Lesson planning for the teaching of:

• Grammar in isolation • Grammar in context • Format • Objectives (reference to

current Malaysian English

4 2 4 4 14


46

Language school

curriculum)

• Stages • Integration of Grammar in

Teaching of Listening, Speaking, Reading and Writing


47

9. Simulated Teaching • Implementation of the lesson

plan • Feedback and review • Reflection

6

3

6

6

21

Coursework 0.5 11.5 12

Practical

Revision 6 6

Examination 2 2

Total 30 15 2.5 30 30 17.5 125

TOTAL FACE TO FACE AND NON-FACE TO FACE LEARNING TIME

Face to face Non face to face

Lecture 30 30

Tutorial 15 30

Project • Lesson Plan • Teaching-Learning

Material • Simulated

Teaching (group)

• Reflection (350

words)

4

4

0.5

1.5

2

Examination 2 6

Total 47.5 77.5

Total SLT 125

Credit 3

18. Main references Harmer, J. (2011). The practice of English language teaching (4th ed.). Essex:

Pearson. Weaver, C. (2012). Teaching of grammar in context.

Portsmouth: Boynston/Cook. Polette, K. (2011). Teaching grammar through writing.

London: Pearson.


48


Fotos,S. (2005). Traditional and grammar translation methods for second language teaching. In Hinkel, E. (Ed.) Handbook of research in second language teaching and learning (pp. 653-670). Mahwah, NJ: Lawrence Erlbaum Associates.

Firsten,R. (2001). The ELT grammar book: a teacher friendly reference guide : Fayetteville: Atlas Firsten,R. (2007). Grammar connection, book 2: structure through content. Boston: Heinle and Heinle Hadfield,J. & Hadfield,C.(2008). Introduction to teaching

English. Oxford: Oxford University Press. Thornbury, S. (2008). How to teach grammar. Essex: Pearson. Pinter, A. (2006). Teaching young language learners. Oxford: Oxford University Press.

19. Other additional information None



Language Arts in the Primary ESL Classroom Seni Bahasa dalam Bilik Darjah Bahasa Inggeris sebagai Bahasa Kedua di Sekolah Rendah


3. Name of academic staff Hamidah binti Samsudin


This course is relevant to student teachers of English as a Second Language as it provides the content knowledge for them to incorporate Language Arts as a resource for the teaching of ESL. This contributes to the holistic development of the students.


6. Jumlah Jam Pembelajaran Bersemuka Bukan Bersemuka Jumlah Jam Pembelajaran



K T A P K T A P

125

30 15 - 2.5 30 30 - 17.5

7. Credit Value 3




At the end of this course students will be able to:

1. Examine the role and purpose of Language Arts in the primary ESL classroom.(C4, A4, P2, PLO3, CTPS2)

2. Explain the selection and adaptation criteria of materials/activities and techniques for young learners from a variety of sources. (C5, A4, P2, PLO4, PLO 5, PLO6, CS3, TS3, LL1)

3. Elaborate on the multicultural elements in children’s literature and use of bibliotherapy in addressing issues and concerns among young learners. (C5, PLO3, CTPS3)

4. Evaluate the different types of assessment in Language Arts. (C5, A4, P2, PLO3, CTPS3)

5. Design creative activities for the teaching of poetry, prose and drama to young learners based on the strategies/techniques in Language Arts in groups. (C6, P7 , PLO3, PLO5, PLO6, CTPS4, TS4, LL2)



C 1

C 2

C 3

C 4

C 5

C 6

P 1

P 2

P 3

P 4

P 5

P 6

P 7

A 1

A 2

A 3

A 4

A 5

1 x x x

2 x x x

3 x

4 x x x

5 x x

10. Transferable Skills: Critical Thinking Skills(CTPS2), Communication Skills(CS3), Teamwork (TS4), Life-long Learning and Managing Information Skills (LL2)


Teaching-learning strategy: 1. Lecture – input 2. Tutorial Assessment strategy:


Teaching and Learning Strategies Types of Assessment

PLO1 – Knowledge Lecture Tutorial Q & A session

Written Assignment Examination

PLO2 – Critical, Scientific and Problem solving Skills

Tutorial Online tasks

Written Assignment Examination

PLO3 – Communication Skills Tutorial Presentation Presentation


Tutorial Discussion

Presentation (group) Design Language Arts Activities (group)


Online tasks Discussion Presentation

Written Assignment Design Language Arts Activities (group)


12. Synopsis This course focusses on the Introduction to Language Arts; selection and adaptation criteria

of materials/ activities and techniques for young learners; Strategies / techniques in Language

Arts; Children’s Literature; Bibliotherapy; Types of assessment in Language Arts; Activities to

explore and exploit stories in the primary ESL classroom; Activities to explore and exploit

poetry in the primary ESL classroom; and activities to explore and exploit drama in the primary

ESL classroom Kursus ini berfokuskan pada pengenalan kepada sastera kanak-kanak, prinsip-prinsip pedagogi pengajaran kanak-kanak, elemen-elemen sastera kanak-kanak, kriteria pemilihan teks untuk kanak-kanak, sastera kepelbagaian budaya kanak-kanak, dan faedah biblioterapi. Kursus ini juga memberi peluang untuk menerokai dan mengeksploitasi cerpen , puisi dan drama dalam pengajaran Bahasa Inggeris sebagai bahasa kedua di sekolah rendah.




Types of assessment Kaedah Pentaksiran Peratusan


Coursework

Written Assignment 35

Presentation (group) 10

Designing Language Arts Activities (group) 15

15.

Content outline of the course/module and the SLT per topic

1. Introduction to Language Arts • Definition of Language Arts • Role and purpose of language arts in the

primary ESL classroom - intra and inter personal development - linguistic development - aesthetic development - moral values

2 1 2 2 7


2. Selection and adaptation criteria of materials/activities and techniques for young

learners • Language level and potential • Visual features • Interest • Cultural content • Moral values

2 1 2 2

3. Strategies / techniques in Language Arts • Songs, poetry, jazz chants • Stories • Dramatization • Visuals • Music • Art / creative works • Multimedia

4 2 4 4

4. Children’s Literature • Definition of Children’s Literature • Types of Children’s Literature • Children’s Literature in KSSR

- Poetry - Graphic novels - Drama

4 2 4 4

5. Bibliotherapy • Benefits of bibliotherapy • Multicultural elements • Developmental appropriateness • Choice of books

2 1 2 2


53

15.

Content outline of the course/module and the SLT per topic

6. Types of assessment in Language Arts • Portfolio • Aural-oral assessment

- Poetry recital - Choral speaking - Dramatization - Jazz charts - Storytelling

• Written assessment - Playscript - Jazz chants - Stories - Poems - Critical responses - Reflections

4 2 4 4

7. Activities to explore and exploit stories in the primary ESL classroom 4 2 4 4

8. Activities to explore and exploit poetry in the primary ESL classroom 4 2 4 4

9. Activities to explore and exploit drama in the primary ESL classroom 4 2 4 4


Practical

Revision 6 6

Examination 2 2

Total 30 15 2.5 30 30 17.5 125

TOTAL FACE TO FACE AND NON FACE TO FACE LEARNING TIME


Lecture Tutorial 30 15

30 30


54

Written assignment (1200 words) Presentation – group (30 minutes) Design Language Arts Activities (group) Examination

0.5

2

7

1.5

3

6

Total 47.5 77.5

Total SLT 125

Credit 3

Berkuat kuasa mulai Jun 2015

(Kemaskini Jun 2017)

16. Main references Barone, D. M. (2011). Children's literature in the classroom: Engaging lifelong readers. New York, NY: The Guildford Press.

Cox, C. (2013). Teaching language arts: A student-centred classroom (7th ed.). USA: Pearson Publication.

Galda, L., Lawrence, S, S., Liang. L. A., & Cullinan, B.E. (2013). Literature and the child (8th ed.). Belmont, CA: Wadsworth.


Duncan, D. (2009). Teaching children’s literature: Making stories work in the classroom. UK: Routledge.

Gamble, N. & Yates, S. (2008). Exploring children’s literature: Teaching the language and reading of fiction (2nd ed.). London: Paul Chapman Publishing.

Huck, Charlotte (2001). Children's Literature in the Elementary School, 7th ed. New York: McGraw-Hill.

Hunt, P. (2006). Children's literature. London: Routledge. Lazar, G. (2008). Literature and language teaching: A guide for teachers and trainers.

Cambridge: CUP. Lesnik-Oberstein, Karin (2004). Children's Literature: New Approaches. Basingstoke:

Palgrave.



55

1. Name of

Course/Module

Planning of Teaching and Learning

Perancangan Pengajaran dan Pembelajaran

2. Course Code PRKA3012

3. Name(s) of academic

staff

Dr.Mohd Nordin bin Abu Bakar

4. Rationale for the

inclusion of the

course/module in the

programme

This course is offered to enable students to master content knowledge and skills to plan and execute teaching and learning.

5. Semester and Year

offered Semester 2 Year 2

6.

Total Student

Learning Time (SLT)

Face to Face Non Face To Face Total Guided and

Independent Learning

L = Lecture

T = Tutorial

P = Practical

A = Assessment

L T P A L T P A

80

10 20 0.5 10 20 0 19.5

7. Credit Value 2



56

9. Course Learning

Outcomes

(CLO)

At the end of this course, students will be able to:

1. discuss important components in teaching and learning plans. (C2, A2,LO1)

2. present daily teaching and learning plans that are based on the current Curriculum Standard Document to the class. (C3,A4,LO4, CS3)

3. analyse micro teaching simulation in groups.(C4,A5,LO3, LO5, CTPS3, TS4)

4. evaluate macro teaching based onpeer evaluation.(C5, A3, LO3, LO8, CTPS2, EM3)

5. create daily teaching activities using Professional Learning Community (PLC) strategies by referring to various resources (C6,LO1, LO3, LO6, LL1, CTPS3)

LEARNING TAXONOMIES


CLO

Rem

em

beri

ng

Un

ders

tan

din

g

Ap

ply

ing

An

aly

zin

g

Evalu

ati

ng

Cre

ati

ng

Perc

ep

tio

n

Set

Gu

ide

d r

esp

on

se

Mec

han

ism

Co

mp

lex

or

ov

ert

resp

on

se

Ad

ap

tati

on

Ori

gin

ati

on

Rece

ivin

g

Res

po

nd

ing

Valu

ing

Org

an

izati

on

Inte

rna

lizin

g v

alu

es

(ch

ara

cte

rizati

on

)

C1

C2

C3

C4

C5

C6

P1

P2

P3

P4

P5

P6

P7

A1

A2

A3

A4

A5

1 x x

2 x x

3 x x

4 x x

5 x

.

10. Transferable Skills: Critical Thinking and Problem Solving Skills(CTPS3), Communication Skill (CS3), Continuous Learning andInformation Management(LL1), Team Work Skill (TS4), Professional Moral Ettiquette (EM3).


57

11. Teaching-learning

and assessment

strategy

Teaching and Learning Strategies: Lecture, Tutorial and Discussion Assessment Strategies:

Learning Outcome (LO)

Teaching and

Learning Strategies

Types of Assessment

LO1 – Knowledge Lecture

Tutorial

Academic Writing

Daily Lesson Plan Writing

Report based on the discussion of Micro Teaching Simulation

LO3 – Critical Thinking and Scientific Approach

Lecture

Tutorial

Discussion

Academic Writing

Daily Lesson Plan Writing


LO4 – Communication Tutorial

Discussion

Daily Lesson Plan

Presentation

LO5 – Social Skills / Team Work

Tutorial

Discussion


LO6 – Information Management Skill

Tutorial

Discussion


LO8 – Professionalism, Value, Attitude and Etiquette

Tutorial

Discussion

Macro Teaching

Reflective Writing

.

12. Synopsis This course focuses on planning of teaching and learning, teacher professionalism, micro teaching, macro teaching and Professional Learning Communities.



58

14. Assessment Methods

and Types

Coursework: 100%


Tasks

Individual

1. Academic Writing 30%

2. Daily Lesson Plan Writing 20%

3. Daily Lesson Plan Presentation 10%

4. Macro Teaching Reflective Writing 20%

Group Work

1. Report based on the discussion of Micro Teaching Simulation

20%

.


59

15. Content outline of the course / module and the SLT per topic

Fa

ce

-to

-fa

ce

Inte

rac

tio

n

No

n F

ac

e-t

o

fac

e I

nte

rac

tio

n

To

tal

of

SL

T

Le

ctu

re

Tu

tori

al

Pra

cti

ca

l

As

se

ssm

en

t

Le

ctu

re

Tu

tori

al

Pra

cti

ca

l

As

se

ssm

en

t

1. Teaching and Learning Plans

• Teaching and Learning Concepts

• Yearly, Semester and Weekly Plans

• Components in Daily Teaching Plans - Theme/ Topic - Skill/ Focus - Previous Knowledge - Content Standards - Learning Standards - Learning Objectives - School-based Assessment - HOTs:

* I-think * Habits Of Mind (HOM) * Critical and Creative Thinking Skills (CCTS)

- Cross Curriculum Elements - Inculcation of Values - Resources/ Teaching Aids - Other components based on major papers

1 2 1 2 6

2. Micro Teaching

• Concepts

• Objectives

• Criteria

• Importance

• Skills - Set Induction - Whiteboard - Variation of Stimulation - Questioning - Reinforcement - Explanation/ Illustration/ Giving examples - Using Resources - Summing-up/ Closure

• Micro Teaching Feedback Form

2 4 2 4 12


60

3. Macro Teaching

• Concepts

• Objectives

• Importance

• Principles

• Developing Daily Lesson Plan

• Implementation of Macro Teaching based on - Preparation Phase:

o Observation o Analysis

- Imagination Phase: o Generating ideas o Synthesising ideas

- Development Phase: o Improvement o Assessment

- Action Phase: o Implementation o Continuous Practice

- Implementation of Teaching based on the major discipline

• Procedures - Pre-teaching - While-teaching - Post-teaching

• Pair Teaching

• Best Practices

4 8 4 8 24

4. Teacher Professionalism

• Concepts

• Goal

• Importance

• Professional Practices - Reflective Practice - Reflective Journal Writing - Developing Portfolio

• Personal Qualities - Attitude and Personality - Interpersonal and intrapersonal - Integrity and Teacher Accountability - Professional Relationship - Communication - Collaboration - Teaching Profession Ettiquette

1 2 1 2 6


61

5. Profesional Learning Communities (PLC)

• Concepts

• Principles

• Goals

• Objectives

• Strategies - Reflective Dialogue - Deprivatisation of Practice

➢ Learning Walk ➢ Peer Coaching ➢ Lesson Study ➢ Teacher Sharing Sessions

- Collective Enquiry Towards Students’ Learning

- Collaborative Teams - Norms and Shared Values

2 4 2 4 12

Coursework / Practical 0.5 19.5 20

Revision

Examination

Total 10 20 0.5 10 20 19.5 80


Face to face

Non

face to

face

Lecture 10 10

Tutorial 20 20

Academic Writing

(1000 words) 6

Individual Task

Writing of Daily Lesson Plan (600 words)

Presentation of Daily Lesson Plan

Individual Reflective Writing (600 words)

4

0.5 1.5

4


62

Group Work

Report based on the discussion of Micro

Teaching Simulation

(600 words)

4

Total 30.5 49.5

Total SLT 80

Credit 2

16. Main references Cerbin,B.(2011) Lesson Study: Using Classroom Inquiry to improve Teaching and Learning in Higher Education. Virginia:Stylus Publishing.

Richards, J.C.& Farell,T.S.C. (2011). Practice Teaching: A Reflective Approach.

USA: Cambridge University Press Spencer, P.(2011). Surviving Your Teaching Practice. UK: Open University Press

Additional references Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia (nd) Teacher’s Guidebook English Language

Bahagian Pendidikan Guru. Kementerian Pelajaran Malaysia. Garis Panduan

Amalan Profesional. PISMP. Bahagian Pendidikan Guru.Kementerian Pelajaran Malaysia Komuniti

Pembelajaran Profesional (PLC). Strategi 2: Amalan Penswastaan. Cetin Saban (2013). The effect of micro-teaching applications that are used in

teaching practise course on classroom management self- efficacy convictions of students. International Journal of Academic Research. (Jul 2013), Vol. 5 Issue 4, p375-379. 5p. DOI:10.7813/2075-4124.2013/5-4/B.55

Cohen,L., Manion, L., &Morrison,K.(2010). A Guide to Teaching

Practise.paperback 5th edition. London : Routledge Fernandez, C. & Yoshida, M. (2004). Lesson Study: A Japanese Approach to

improving Mathematics teaching and learning. New Jersey: Lawrence Erlbaum Associates Inc.Publishers.

Lakshmi, M.J. & Digumarti Bhaskara Rao. (2009). Microteaching and

Prospective Teachers. New Delhi:Sachin Printers. Mohd Fadzil Mohd Salleh (2013). Modul Amalan Profesional. Kangar: IPG

Kampus Perlis. Mohd Fu'ad Sam, Naemas Taib & Mohd Hilmi Razak (2014). Praktikum di

Sekolah: Realiti Menuju Profesionalisme. Puchong: Penerbitan Multimedia Sdn Bhd.

Parkay, F.W. & Stanford B. H.(2004). Becoming a teacher (6th Ed.). Boston:

Allyn and Bacon

17. Additional information None


63

RINGKASAN MAKLUMAT KURSUS VERSI PELAJAR


Creative Writing Penulisan Kreatif

2. Kod Kursus TSLB3252


Hamidah binti Samsudin


This course provides a practical introduction to creative writing through prose ( fiction and non fiction) and poetry.


Semester 2 Tahun 2




K = Kuliah

T = Tutorial

A = Amali

P= Pentaksiran

K T A P K T A P

96

10 20 - 1.5 10 38 - 16.5

7. Nilai Kredit 2



64



1. Analyse the key features of different creative writing types. (C4, A3 , P5, PLO3, CTPS2)

2. Analyse how language is used and presented creatively through a variety of genres. (C4,

PLO3, PLO6, CTPS3, LL1)

3. Write a creative essay. (C6, A2, PLO3, CTPS4)

4. Generate online creative writing pieces for specific audience. (C6, P7, PLO2, PLO3,

CTPS7)



CLO

Me

ng

ing

at

Me

ma

ha

mi

Me

ng

ap

ika

si

Me

ng

an

alis

is

Me

nil

ai

Me

nc

ipta

Pe

rse

ps

i

Se

t

Res

po

ns

be

rpa

nd

u

Me

ka

nis

me

Res

po

ns

keta

ra k

om

ple

ks

Ad

ap

tas

i

La

ku

an

tu

len

Me

ne

rim

a

Me

mb

eri

ma

klu

m b

ala

s

Me

nil

ai

Me

ng

org

an

isa

si

Me

ng

ha

yati

nil

ai

C1

C2

C3

C4

C5

C6

P1

P2

P3

P4

P5

P6

P7

A1

A2

A3

A4

A5

1 X X X

2 X

3 X X

4 X X

5

10.


Critical Thinking Skills (CTPS7) Managing Information Skills and Life-Long Learning Skills (LL2)


65


Strategi pengajaran dan pembelajaran: 1. Lecture

2. Tutorial

3. Workshop


Programme Learning

Outcome (PLO) Strategi Pengajaran dan


PLO2 – Practical Skills Lecture Tutorial Workshop Creative Online Writing Entries


Lecture Tutorial

Compilation of creative writing materials and reader response

Creative Essay

Creative Online Writing Entries

Examination


Lecture Tutorial

Compilation of creative writing materials and reader response

Creative Essay

12. Sinopsis

This course focuses exploring creative writing types, functions of creative writing, writing it right, writing for specific purpose based on prose fiction (poetry, short story) and writing for a specific purpose (prose non-fiction).

Kursus ini berfokus pada meneroka jenis-jenis penulisan kreatif, fungsi penulisan kreatif,menulis dengan betul, menulis untuk tujuan yang spesifik: prosa fiksyen(puisi, cerpen) dan menulis untuk tujuan yang spesifik:prosa bukan fiksyen.

13. Mod Penyampaian Lecture, tutorial and workshop


66


Kerja Kursus : 70%

Peperiksaan Akhir : 30%

Jenis Pentaksiran



Coursework

SBE: Creative Online Writing Entries (via digital media -Facebook, blogs etc), exhibiting personal writing pieces in any three different writing types for specific audience. (1200 words)

40

Compilation of creative writing materials based on different writing types with one reader response (500 words)

15

Creative essay. (500 words)

15


Inte

raksi

Be

rsem

uka

Inte

raksi

Bu

ka

n

Be

rsem

uka

Ju

mla

h S

LT

Ku

liah

Tu

toria

l

Am

ali

Pe

nta

ksira

n

Ku

liah

Tu

toria

l

Am

ali

Pe

nta

ksira

n

1. Exploring creative writing types

• Prose fiction: short stories, flash fiction, vignettes

• Prose non-fiction: travel writing, advertisements, blogs

• Poetry: rhymes, haiku, modern poems.

1 2 1 2 6


67

2. Functions of creative writing

• Benefits of Creative Writing - Foster artistic expression

- Clarify thinking

- Stimulate imagination & creativity

- Source of entertainment

• Using writing tools - Figures of speech

- Writing prompts

- Picture prompts

1 2 1 2 6

3. Writing It Right

• Sources of Inspiration - Real life experiences

- Second-hand experiences

• Developing Writer’s Identity - Empowering Writers through Aesthetic Approach (Rosenblatt, 1985)

- Individual Personal Style

- Seeking Voice

• Taboos in writing - Sensitive topics

- Use of derogatory words, etc

2 4 2 4 12


68

4. Writing for a specific purpose based on: Prose fiction (Poetry)

• Writing for specific audiences

• 3 different stages of creative processes (Flower and Hayes, 1981)

• - State and develop o Goal and topic setting

o Brainstorming and exploring knowledge

o Reviewing

o Consolidating and producing - Explore and consolidate

o Expanding ideas

o Generating specifics

o Engaging the audience - Write and regenerate

o Revising and regenerating

• Peer review

2 4 2 4 12

5. Writing for a specific purpose: Prose fiction (Short Story)


• 3 different stages of creative processes (Flower and Hayes, 1981) - State and develop

o Goal and topic setting


o Reviewing

o Consolidating and producing

- Explore and consolidate

o Expanding ideas


o Engaging the audience

- Write and regenerate


• Peer review

2 4 2 4 12


69

6 . Writing for a specific purpose: Prose Non- fiction


• 3 different stages of creative processes (Flower and Hayes, 1981)

- State and develop

o Goal and topic setting


o Reviewing

o Consolidating and producing

- Explore and consolidate

o Expanding ideas


o Engaging the audience

- Write and regenerate


• Peer review

2 4 2 4 12

School based experience 18 7 25

Kerja Kursus 5 5

Amali

Ulangkaji Peperiksaan 4.5 4.5

Peperiksaan 1.5 1.5

Jumlah 10 20 1.5 10 38 16.5 96



Lecture 10 10

Tutorial 20 20

SCHOOL BASED EXPERIENCE

- 18

SBE TASK Creative Online Writing Entries (1200 words)

- 7


70

Compilation of creative writing materials and reader response (500 words)

- 2.5

Creative essay (500 words)

- 2.5

Examination 1.5 4.5

Jumlah 31.5 64.5


(SLT) 96

Jam Kredit 2

16. Rujukan Asas Anderson, L. (2013). Creative Writing: A Workbook with Readings. Routledge.

Harper, G. (2013). A Companion to Creative Writing. Wiley-Blackwell.

Palmer, A.J. (2013). Writing and Imagery - How to Deepen Your Creativity and Improve Your Writing. Aber Books. Republished (2013) as Writing and Imagery - How to Avoid Writers Block (How to Become an Author). Aber Books.

Rujukan Tambahan

Ackerman, A. and Puglisi, B. (2012). The Emotion Thesaurus: A Writer's Guide to Character Expression. JADD Publishing.

Bell, J. and Motion, A. (2001). The Creative Writing Coursebook. London: Macmillan.

Flower, L. and Hayes, J. R. (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32 (4), 365-387. Retrieved from http://www.jstor.org/stable/356600

King, S. (2010). On Writing: 10th Anniversary Edition: A Memoir of the Craft. NY: Pocket Books.

VanderMeer, J., Zerfoss, J. and Coulthart, J. (2013). Wonderbook: The Illustrated Guide to Creating Imaginative Fiction. Harry N. Abrams.

Whelan, B. (2014). Back to Creative Writing School. Createspace Independent Publishing Platform.


71


None


72

JADUAL WAKTU

SEMESTER 2 TAHUN 2


73

Pengkhususan Kump 8.00 - 9.00 9.00 - 10.00 10.00 - 11.00 11.30 - 12.30 12.30 - 1.30 2.30-3.30 3.30-4.30

PK-M. Pembelajaran G4.1

PK-M. Pendengaran G4.2

PK-M. Penglihatan G4.3

Bahasa Melayu G4.4

TESL G4.5

TESL G4.6

8.00 - 9.00 9.00 - 10.00 10.00 - 11.00 11.30 - 12.30 12.30 - 1.30 2.30-3.30 3.30-4.30

PK-M. Pembelajaran G4.1 EDUP3063 Aqsa

PK-M. Pendengaran G4.2 EDUP3063 LGG

PK-M. Penglihatan G4.3 EDUP3063 Norul MPU3081 Saloma

Bahasa Melayu G4.4 EDUP3063 Amir MPU3081 Hasnah/Siti Sal

TESL G4.5 EDUP3063 Rafidah MPU3081 Hew

TESL G4.6 EDUP3063 Tay Pio MPU3081 Diyana

8.00 - 9.00 9.00 - 10.00 10-30-11.30 11.30 - 12.30 12.30 - 1.30 2.30-3.30 3.30-4.30

PK-M. Pembelajaran G4.1 PKBK3093 DrMasitah EDUP3073 Razak

PK-M. Pendengaran G4.2 PKDK3093 Anita Sapura EDUP3073 Norul

PK-M. Penglihatan G4.3 PKLK3093 Norimah EDUP3073 Fitri

Bahasa Melayu G4.4 EDUP3073 Aqsa

TESL G4.5 EDUP3073 Dr Liza

TESL G4.6 EDUP3073 DR Sakilah/Rose

8.00 - 9.00 9.00 - 10.00 1030-1130 11.30 - 12.30 12.30 - 1.30 2.30-3.30 3.30-4.30

PK-M. Pembelajaran G4.1 MPU3081 Saloma TUT Besira B./Abu Bakar A.

PK-M. Pendengaran G4.2 MPU3081 Hasnah/Mahadi TUT Siti Muhibah/

PK-M. Penglihatan G4.3 TUT Norimah MS

Bahasa Melayu G4.4 BMMB3083 Dr Noor TUT A.Tarop/Saloma

TESL G4.5 TSLB3083 Noreha J TSLB3093 Grace CSY TUT Rosei Sheerin M/Siti Rohani

TESL G4.6 TSLB3083 Aliza Alwi TSLB3093 MohnyD GS TUT Mahadi Saran / Tay Pio

8.00 - 9.00 9.00 - 9.55 10.25 - 11.20 11.20 - 12.15 12.15-2.45 2.45-3.35 3.35-4.30

PK-M. Pembelajaran G4.1

PK-M. Pendengaran G4.2

PK-M. Penglihatan G4.3

Bahasa Melayu G4.4 BMMB3093 Amat Tarop

TESL G4.5

TESL G4.6

SINERGI ILMU / PROSPENREHAT

PRKA3012 DrMasitah

Kump. PISMP

Kump. PISMP

Kump. PISMP

Kump. PISMP

PKDK3083 Anita Sapura

PJMS3092 Gana

TSLB3093 Grace CSY

TSLB3093 MohnyD GS

TSLB3252 MohnyD GS

TSLB3252 Amyzar Alwi

MUET Aliza Alwi / Mohny Devi Gurdev Singh

MPU3071 Zulkifli

MPU3071 Hj Amri/Mahadi

MPU3071 Luqman/Jun

PKBK3093 DrMasitah

PKDK3093 Anita Sapura

PRKA3012 Rosei Sheerin Mahpor

PRKA3012 Chang Siew Yeng (Grace)MPU3071 Teo/Diyana

EDUP3063 Tay Pio

EDUP3063 Aqsa

EDUP3063 LGG

EDUP3063 Norul

EDUP3063 Amir

EDUP3063 Rafidah

MPU3092/3102 Zahiah/Raihan

MPU3092 Huda

MPU3102 Raihan

MPU3102 Nik Asilah

MPU3092/3102 Jainudin/Nik AsilahBMMB3182 Nor Alizah

ELMK3072 Zaradi

PSVK3182 Azlina/Dr Azizah (B 03 005)

PKLK3083 Norimah

TSLB3083 Noreha J

TSLB3083 Aliza Alwi MUZK3242 Roziana AR

PRKA3012 Anita Sapura

PKBK3083 DrMasitah

EDUP3073 Razak

EDUP3073 Norul

EDUP3073 Fitri

BMMB3083 Dr Noor

BMMB3093 Amat Tarop

PRKA3012 Hasizan

EDUP3073 Dr Liza

EDUP3073 DR Sakilah/Rose

EDUP3073 Aqsa

PKLK3093 Norimah

MPU3071 Siti Salmiah

MPU3071 Kahar


74

STRUKTUR KURSUS

PROGRAM IJAZAH

SARJANA MUDA

PERGURUAN

PENGAJARAN BAHASA

INGGERIS SEBAGAI

BAHASA KEDUA

PENDIDIKAN RENDAH

AMBILAN JUN 2016


75

SEMESTER 2 TAHUN 3


1 MPU Hubungan Etnik MPU3122 2

2 TERAS Second Language

Acquisition TSLB3103 3

3 TERAS Language Assessment in

the Primary ESL Classroom

TSLB3113 3

4 TERAS Literature in English TSLB3123 3

5 TERAS Inclusive Education TSLB3132 2

6 TERAS Fundamental FResearch

in Education TSLB3143 3

7 TERAS Digital Innovation in

Teaching and Learning TSLB3152 2

Jumlah 18


76

RINGKASAN

MAKLUMAT KURSUS

VERSI PELAJAR


77

1. Nama Kursus/Modul Hubungan Etnik Ethnic Relations


3. Nama Staf Akademik Razila binti Aw Kamaludin

4.

Rasional Kursus/Modul dalam Program

Kursus ini ditawarkan supaya pelajar dapat menjelaskan sejarah Malaysia dalam konteks kepelbagaian etnik dan tanggungjawab warganegara untuk menjaga keharmonian melalui integrasi nasional.


6.

Jumlah Jam Pembelajaran Bersemuka Bukan Bersemuka

Jumlah Jam Pembelajaran Bersemuka dan Bukan

Bersemuka

K = Kuliah T = Tutorial A = Amali P = Pentaksiran

K T A P K T A P

88

15 15 - 1 15 30 - 12

7. Nilai Kredit 2



78


Pada akhir kursus ini pelajar dapat:

1. Menerangkan pembinaan negara bangsa berasaskan konsep-konsep asas hubungan

etnik. (C2, A1, LO1) 2. Menjelaskan hubungan etnik dari perspektif ekonomi, politik dan kepelbagaian agama.

(C2, A2, LO1, LO3, CTPS1) 3. Menghuraikan masyarakat pluralistik di Alam Melayu, Sarawak dan Sabah, Kesultanan

Melayu Melaka dan penjajahan British serta selepas pembentukan Malaysia melalui rujukan daripada pelbagai sumber. (C4, A2, LO1, LO3, LO6, CTPS1, LL1)

4. Membincangkan secara lisan dan bertulis konsep perlembagaan sebagai asas pembinaan jati diri dan negara bangsa secara berkumpulan. (C5, A2, LO1, LO3, LO4, LO5, CTPS2, CS3, TS3)

5. Menilai usaha ke arah integrasi nasional dan cabaran dalam hubungan etnik secara lisan dan bertulis. (C5, A4, LO1, LO3, LO4, CTPS3, CS3)



CLO

C 1

C 2

C 3

C 4

C 5

C 6

P 1

P 2

P 3

P 4

P 5

P 6

P 7

A 1

A 2

A 3

A 4

A 5

1 X

X

2 X

X

3 X

X

4 X

X

5 X

X

10.


Pemikiran kritis dan kemahiran menyelesaikan masalah (CTPS3), kemahiran kerja berpasukan (TS3), dan mengurus maklumat dan pembelajaran sepanjang hayat (LL1)


Strategi pengajaran dan pembelajaran: 1. Kuliah 2. Tutorial - Perbincangan

Strategi Pentaksiran: Pentaksiran hanya melibatkan komponen kerja kursus ( 100% ) sahaja . Kerja kursus ini dilaksanakan sepanjang kursus.

Learning Outcome (LO)

Strategi Pengajaran dan Pembelajaran Jenis Pentaksiran

LO1 – Pengetahuan Kuliah Tutorial Kuiz

Penulisan Ilmiah Pembentangan

LO3 – Kemahiran berfikir

Kuliah Tutorial Kuiz Penulisan Ilmiah

LO4 – Kemahiran berkomunikasi Tutorial Pembentangan

LO5 – Kemahiran pasukan

Kuliah Tutorial Pembentangan


79

LO6 – Kemahiran pengurusan maklumat

Kuliah Tutorial Kuiz Penulisan Ilmiah

12. Sinopsis

Kursus ini memfokuskan pembinaan negara bangsa, konsep-konsep asas hubungan etnik, masyarakat pluralistik Alam Melayu, hubungan etnik dari perspektif pembangunan ekonomi, politik dan kepelbagaian agama, perlembagaan dalam konteks hubungan etnik di Malaysia, dan usaha serta cabaran pemupukan integrasi nasional. This course focuses on nation building, the basic concepts of ethnic relations, the Malay pluralistic society, ethnic relations from the perspective of economic development, political, and religious diversity, the constitution in the context of ethnic relations in Malaysia, and fostering the challenge of national integration.



Kerja Kursus : 100%


Tugasan

Kuiz 20

Penulisan Ilmiah 60

Pembentangan 20


80


1.0 Hubungan Etnik dalam Pembinaan Negara Bangsa

• Konsep Negara Bangsa

• Tahap Pembinaan Negara Bangsa - Era konflik (1945 – 1960) - Era tegang tetapi stabil (1961-1970) - Era kesepaduan sosial (1971- kini)

1 1 1 2 5

2.0 Konsep-Konsep Asas Hubungan Etnik

• Etnik, etnisiti dan etnosentrisme • Ras, rasisme, prejudis, stereotaip, diskriminasi dan

segregasi • Akomodasi, akulturasi, asimilasi dan amalgamasi • Perpaduan dan integrasi • Budaya

2 2 2 4 10

3.0 Sejarah Masyarakat Malaysia

• Pluraliti di Alam Melayu: - Pengaruh ketamadunan Cina - Pengaruh ketamadunan India - Pengaruh ketamadunan Islam - Kemuncak Pluraliti Alam Melayu: Kesultanan

Melayu Melaka

• Pembentukan masyarakat pluralistik - Zaman kolonial British

• Masyarakat Sabah dan Sarawak: - Zaman Kesultanan

Brunei - Zaman Kesultanan Sulu - Zaman pemerintah Kompeni Berpiagam Borneo

Utara British - Zaman pemerintahan Brooke - Malaysia: Kesepaduan dalam kepelbagaian

2 2 2 4

10

4.0 Permuafakatan Politik dalam Konteks Hubungan Etnik

• Sistem politik tradisional • Pembangunan dan permuafakatan politik di Tanah

Melayu, Sarawak dan Sabah • Cabaran politik dalam konteks hubungan etnik

2 2 2 4 10


81

5.0 Perlembagaan dalam Konteks Hubungan Etnik

• Konsep perlembagaan

• Sejarah penggubalan perlembagaan - Perlembagaan Malayan Union - Perlembagaan Persekutuan Tanah Melayu 1948 - Perlembagaan Kemerdekaan 1957 - Perlembagaan Malaysia 1963

• Unsur-unsur Tradisi dalam perlembagaan - Bahasa Kebangsaan - Agama Persekutuan - Pemerintahan Beraja - Kedudukan istimewa orang Melayu dan

Bumiputera Sarawak dan Sabah -

Kedudukan kaum lain

• Perjanjian 20 Perkara dan 18 Perkara dalam perlembagaan

2 2 2 4 10

6.0 Hubungan Etnik dalam konteks Pembangunan Ekonomi

• Pembangunan Ekonomi di Malaysia - Sistem ekonomi tradisional - Sistem ekonomi semasa penjajah - Sistem ekonomi selepas kemerdekaan

• Hubungan etnik dalam konteks pembangunan ekonomi

di Malaysia - Dasar Pembangunan Ekonomi - Isu dan cabaran

2 2 2 4 10

7.0 Kepelbagaian Agama dalam konteks Hubungan Etnik

• Takrifan agama dan kepercayaan

• Agama dalam konteks masyarakat Malaysia - Rukun Negara (Kepercayaan kepada Tuhan) - Agama dan etnisiti - Nilai kesejagatan - Toleransi beragama

1 1 1 2 5

8.0 Pemupukan Integrasi Nasional

• Cabaran hubungan etnik - Cabaran politik, sosial dan ekonomi - Cabaran globalisasi

• Usaha-usaha ke arah integrasi nasional

- Peranan kerajaan - Peranan masyarakat - Peranan Organisasi Bukan Kerajaaan (NGO)

2 2 2 4 10

9.0 Hubungan Etnik dalam Alam Pendidikan

• Pendidik dan hubungan etnik - Alam

persekolahan: (guru, pelajar, pentadbir sekolah, ibu bapa , PPD dan JPN ) - Cabaran dalam alam pendidikan

• Pendidik sebagai role model

• Pendidik sebagai agen sosialisasi

1 1 1 2 5


82


Amali


Peperiksaan

Jumlah 15 15 1 15 30 12 88


83



Kuliah 15 15

Tutorial 15 30

Kuiz (30 minit) 0.5 1.5

Penulisan Ilmiah (1500 perkataan) - 9

Pembentangan (30 minit ) 0.5 1.5

Jumlah 31 57


(SLT) 88

Jam Kredit 2

16. Rujukan Asas Ahmad Tarmizi Talib et. al. (2006). Hubungan etnik di Malaysia. Kuala Lumpur: Penerbit Fajar Bakti. Mohd Sohaimi Esa, Dayu Sansalu & Budi Anto Mohd Tamring. (2011). Hubungan etnik: kelangsungan pembinaan negara bangsa. Puchong: Penerbit Multimedia. Shamsul Amri Baharuddin, Ketua Editor. (2012). Modul hubungan etnik, edisi kedua. Bangi: Institut Kajian Etnik, Universiti Kebangsaan Malaysia.

Rujukan Tambahan

Andaya, B & Andaya, L. (2001). A history of Malaysia (2nd ed.) Honolulu: University of

Hawaii Press. Cheah Boon Keng (2002). Malaysia: The making of nation. Singapore: ISAS. Francis Lok Kok Wah & Khoo Boo Teik. (2002). Democracy in Malaysia: Discourses and practices. London: NIAS-Curzon Press. Ibrahim Zawawi (ed). (1998). Cultural contestations: Mediating identities in a changing Malaysia society. London: ASEAN Academic Press. Mansor Mohd Noor, Abdul Rahman Abdul Aziz & Mohamad Ainuddin Iskandar Lee. (2006) Hubungan etnik di Malaysia. Malaysia: Prentice Hall. Mohd Aris Hj. Othman. (1983). Perkembangan perlembagaan Malaysia. Petaling Jaya: Fajar Bakti. S. Ahmad Hussein (et.al) (1996). Penyelarasan dalam federalisme Malaysia: Kewangan, tanah dan hal-ehwal Islam. Penang: USM. Shamsul Amri Baharuddin. (2007). Modul hubungan etnik. Shah Alam: Pusat Penerbitan Universiti (UPENA), Universiti Teknologi Mara.


SUMMARY OF COURSE INFORMATION (STUDENTS’ VERSION)



84


Second Language Acquisition Pemerolehan Bahasa Kedua





This course is relevant to student teachers of English as a Second Language as it provides the suitable content knowledge for them to understand the stages of acquiring a second language and the pedagogical implications for teaching.


Semester 2 Year 3


Face to Face Non Face to Face Total Guided and Independent

Learning

L = Lecture

T = Tutorial

P = Practical

A= Assessment

L T P A L T P A

126 30 15 - 3 30 30 - 18

7. Credit Value 3


None


85

9. Course Learning Outcomes ( CLO)


1. Elaborate on the psychological and instructional variables which affect second language acquisition among young learners. (C5, PLO1) 2. Present an analysis of a lesson in relation to the theories of second language acquisition in groups. (C6, A2, PLO3, PLO4. PLO5, CTPS2,CS3,TS1) 3. Explain key issues and concepts of bilingualism in second language acquisition. (C5,P2, A4,PLO1) 4. Examine the social and personal complexity of language learning among young learners. (C4, PLO2, PLO8, EM3) 5. Integrate the theories of second language acquisition with practice in the primary ESL classroom. (C6, A4, PLO2, PLO6, LL2)

LEARNING TAXONOMIES


CLO

Rem

em

be

rin

g

Un

de

rsta

nd

ing

Ap

ply

ing

An

aly

sin

g

Ev

alu

ati

ng

Cre

ati

ng

Pe

rce

pti

on

Se

t

Gu

ided

re

sp

on

se

Me

ch

an

ism

Co

mp

lex

or

ov

ert

re

sp

on

se

Ad

ap

tati

on

Ori

gin

ati

on

Rec

eiv

ing

Res

po

nd

ing

Va

luin

g

Org

an

isati

on

Inte

rna

lis

ing

Va

lues

(Ch

ara

cte

ris

ati

on

)

C1

C2

C3

C4

C5

C6

P1

P2

P3

P4

P5

P6

P7

A1

A2

A3

A4

A5

1 x

2 x x

3 x x x

4 x

5 x x

10.

Transferable Skills

Critical Thinking Skills(CTPS2), Communication Skills(CS3), Teamwork (TS1) , Managing Information and Life-long Learning Skills (LL2) and Professional Ethics and Moral (EM3)


86


Teaching-learning strategies:

1.Lecture – input 2. Tutorial activities – group work, discussions, presentations, online task Assessment strategy: 1. Continuous assessment is carried out to ensure the students have attained and achieved the expected level of the prescribed course learning outcomes. The set coursework will contribute 50% to the final grade for the course. 2. Summative assessment consists of a written examination consisting of short-response and essay questions to assess student performance. The examination questions will be set by the course lecturer and the examination will be held at a scheduled time. The examination will also contribute 50% to the final grade for the course.



Types of Assessment

PLO1 - Knowledge Lecture

Tutorial

Q & A session

Written assignment

Examination

PLO2 – Practical Skills Tutorial Oral Presentation (gp)

PLO3 – Critical, Scientific

and Problem

solving Skills

Tutorial

Online tasks

Oral Presentation (gp)

Written assignment

Examination

PLO4 – Communication

Skills

Tutorial

Presentation Oral Presentation (gp)

PLO5 – Social Skills,

teamwork and

responsibility

Tutorial

Discussion Oral Presentation (gp)

PLO6 – Life-long learning

and Managing

Information Skills

Online tasks

Discussion

Presentation

Written assignment

Reflective essay

PLO8– Practise values, ethics,

morality and professionalism

in the teaching profession

Discussion

Presentation

Written assignment

Reflective essay

12. Synopsis

This course focuses on the introduction to second language acquisition, age and acquisition, cognition and memory, theories of second language acquisition, bilingualism among young learners, the role of personality in second language acquisition among young learners and integrating theories of second language acquisition with practice in the primary ESL classroom.



87


Coursework: 50%

Examination: 50%



Coursework

Written assignment 30

Oral Presentation 10

Reflective essay 10

17.

Content outline of the course and the total SLT per topic F

ace

-to

-face

Inte

raction

Non

Fa

ce

-to

-fa

ce

Inte

raction

Le

ctu

re

Tu

toria

l

Pra

ctica

l

Assessm

en

t

Le

ctu

re

Tu

toria

l

Pra

ctica

l

Assessm

en

t

To

tal

SL

T

1. Introduction to Second Language Acquisition

• Historical overview of Second Language Acquisition

• Nativism and Environmentalism - Review of Skinner and Chomsky

- Nature versus nurture

• Role of first language in Second Language Acquisition

2 1 2 2 7

2. Age and Acquisition

• Child-directed speech

• Role of imitation and correction

• Critical Period hypothesis

• Order of acquisition - Triggers, paths and rate of acquisition

4 2 4 4 14

3. Cognition and Memory

• Languages and the brain

• Learning process

• Kinds of memory - Short term memory - Working memory - Declarative memory - Episodic and semantic memory

6 3 6 6 21


88

4. Theories of Second Language Acquisition

• Krashen’s theory of second language acquisition - the Acquisition-Learning hypothesis, - the Monitor hypothesis, - the Input hypothesis, - the Natural Order hypothesis, - the Affective Filter hypothesis.

• Output hypothesis (Merryl Swain)

• Interaction hypothesis (Michael Long) - Communication strategies of L2 learners

• Noticing hypothesis ( Richard Schmidt)

• Implications for teaching

8 4 8 8 28

5. Bilingualism among young learners

• Types of bilingualism

• Factors affecting bilingualism

• Language transfer

• Language interference

4 2 4 4 14

6. The role of personality in Second Language Acquisition among young learners

• Role of motivation in second language learning - Intrinsic and extrinsic motivation - Instrumental, integrative and assimilative motivation

• Types of attitudes

2 1 2 2 7

7. Integrating theories of Second Language Acquisition with practice in the primary ESL classroom

• Analyzing needs of the second language learner

• Building second language learner motivation including value, self-efficacy and attributions

• Effective instructional practice

• Thematic instructional route

4 2 4 4 14

Coursework 0.5 10.5 10.5

Practical

Revision

7.5 7.5

Examination 2.5 2.5

Total 30 15 3 30 30 18 126



Lecture 30 30

Tutorial 15 30

Written assignment (1000 words)

6

Group Oral presentation

(30 minutes)

0.5 2

Reflective essay (400 words)

2.5

Examination 2.5 7.5


89

Total 48 78

Total SLT 126

Credit 3

18. Main references Cook, V. & Singleton, D. (2014). Key topics in Second language acqusition. Bristol: Multilingual Matters. Gass, S., Behney,J & Plonsky,L. (2013). Second language acquisition: An introductory course (4th edition). London: Routledge. Mitchell, R., Florence M. & Emma M. (2013). Second language learning theories. (3rd edition). New York: Arnold Publishers.

Additional references supporting the course

Brown, S & Hall, J.L. (2012). Second language acquisition myths: applying second language research to classroom teaching. New York: University of Michigan Press. Ellis, Rod. (2012). Understanding Second language acquisition. Oxford: Oxford University Press. Freeman,D.L & Long,M.H. (2014). An introduction to second language acquisition research. New York: Routledge. Lourders, O. (2014). Understanding second language acquisition. London: Routledge. Mauriel, S.T. (2012). Introducing Second language acquisition. Cambridge: Cambridge University Press. Meisel.M.J. (2013). First and second language acquisition. Cambridge: Cambridge University Press. Patten,V.B. (Ed) & William, J. (Ed).(2015).Theories in second language acquisition. New York: Routledge.

17. Other additional information

None


90

1. Nama Kursus /Modul

Language Assessment in the Primary ESL Classroom

Penilaian Bahasa Inggeris sebagai Bahasa Kedua di Sekolah Rendah



Hamidah Binti Shamsudin


This course is relevant to student teachers of English as a Second Language as it provides the content knowledge for them to examine the school-based assessment, identify alternative forms of assessment and design various assessments and tests in the Malaysian primary ESL classrooms.

5. Semester Year offered

Semester 2 Year 3


Face to Face Non-Face To Face Total Guided and Independent

Learning

L = Lecture

T = Tutorial

P = Practical

A = Assessment

L T P A L T P A

125

30 15 - 3.5 30 30 - 16.5

7. Credit Value 3



91



4. Explain the role and approaches of language assessment. (C4, P2, A4, PLO3, CTPS2)

5. Design various assessments and tests for specific language skills, sound system, grammar and vocabulary in the primary ESL classroom. (C6, P7, PLO3, PLO6, PLO9, CTPS3, LL1, LS2)

6. Explain the alternative forms of assessment, grading, feedback and reporting in the primary ESL classroom. (C6, P2, A4, PLO3, PLO8, CTPS4, EM2)

7. Interpret the school-based assessment documents and procedures in the primary ESL classroom. (C5, A5, PLO4, PLO5, PLO6, CS3, TS4, LL2)

8. Present issues and concerns in language assessment in Malaysian primary schools in groups. (C6, P2, A2, PLO3, PLO4, PLO5, CTPS4, CS3, TS4)

LEARNING TAXONOMIES

COGNITIVE DOMAIN PSYCHOMOTOR DOMAIN AFECTIVE DOMAIN

CLO

Rem

em

be

rin

g

Un

de

rsta

nd

ing

Ap

ply

ing

An

aly

sis

Ev

alu

ati

ng

Cre

ati

ng

Pe

rce

pti

on

Se

t

Gu

ided

re

sp

on

se

Me

ch

an

ism

Co

mp

lex

or

ov

ert

re

sp

on

se

Ad

ap

tati

on

Ori

gin

ati

on

Rec

eiv

ing

Res

po

nd

ing

Va

luin

g

Org

an

isati

on

Inte

rna

lis

ing

Va

lues

(Ch

ara

cte

rizati

on

)

C1

C2

C3

C4

C5

C6

P1

P2

P3

P4

P5

P6

P7

A1

A2

A3

A4

A5

1 X X X

2 X X

3 X X X

4 X

X

5 X X X

10.

Transferable Skills:

Critical Thinking Skills (CTPS3), Communication Skills (CS3), Teamwork (TS4), Life-Long Learning and Managing Information Skills (LL2), Professional Ethics and Moral (EM2), Leadership (LS2)


92



1. Lecture

2. Tutorial activities – group work, discussions, presentations, online tasks


Programme Learning

Outcome (PLO) Teaching and Learning

Strategies Types of Assessment

PLO3– Critical, Scientific and Problem solving skills

Tutorial

Online tasks

Design Test Items

Quiz

Examination


Tutorial

Discussion

Presentation

PLO5 – Social skills, teamwork and responsibility

Tutorial

Discussion

Presentation


Online tasks

Discussion

Presentation

Design Test Items

Oral Presentation (group)

PLO8 – Practise values, ethics, morality and professionalism in the teaching profession

Tutorial

Discussion

Design Test Items

PLO9 – Demonstrate responsibility in effective leadership as agent of change in the teaching profession

Tutorial

Discussion

Design Test Items

12. Synopsis

This course focuses on the role, approaches and types of language assessment, assessment for specific skills, grammar and vocabulary, grading, providing feedback and reporting of assessment. It also focuses on the future direction of assessment and issues and concerns related to assessment in the Malaysian ESL primary classroom. Kursus ini berfokuskan pada penilaian secara menyeluruh, peranan dan tujuan penilaian dalam pengajaran dan pembelajaran bahasa Inggeris sebagai bahasa kedua, terma asas pentaksiran, prinsip asas penilaian, mereka dan membentuk ujian bahasa dalam bilik darjah, menilai kemahiran bahasa dan isi kandungan bahasa, permarkahan, penggredan dan kriteria penilaian, menganalisis dan menterjemah item, melapor data penilaian, dan membuat refleksi terhadap isu-isu berkenaan yang berkaitan dengan penilaian di sekolah rendah di Malaysia.



93


Coursework : 50%

Examination : 50%

Types of assessment

Methods of assessment Percentage


Coursework

Design Test Items 30

Oral Presentation (Group) 10

Quiz 10


Face to Face Non-Face to-Face

Total SLT

Le

ctu

re

Tu

toria

l

Pra

ctica

l

Assessm

en

t

Le

ctu

re

Tu

toria

l

Pra

ctica

l

Assessm

en

t

1. Introduction: The role of assessment in the language classroom

Assessing young learners for:

• learning

• teaching

• research

2 1 2 2 7

2. Alternative language assessment

❖ Performance based assessment

• Projects

• Exhibitions

• Role plays

• Experiments

• Self and peer assessment

❖ Authentic assessment

• Oral Interviews

• Projects/ Exhibitions

• Experiments/ Demonstrations

• Observations

• Portfolios

• Online assessment

6 3 6 6 21

3. Approaches to language testing

• Integrative approach

• Communicative approach

2 1 2 2 7


94

4. Assessing receptive skills

Listening and reading

• Designing assessment tasks

• Scoring method

4 2 4 4 14

5. Assessing productive skills

Speaking and writing


• Scoring method

4 2 4 4 14

6. Assessing grammar and vocabulary


• Scoring method

4 2 4 4 14

7. Grading, Feedback and Reporting

Alternatives to letter grading

• Self-assessment

• Narrative evaluation

• Checklist evaluation

• Conferences

2 1 2 2 7

8. Documents and procedures in school-based assessment

❖ Standard Document Curriculum & Assessment

• Performance standard

• Performance levels

2 1 2 2 7

9. Issues and Concerns Related to Assessment in Malaysian ESL Primary Schools

• Exam-oriented System

• Cognitive Levels of Assessment

• School-based Assessment

• Cultural and ethical issue of assessment rubrics and content

4 2 4 4 14

Coursework 1 9 10

Revision 7.5 7.5

Examination 2.5 2.5

Total 30 15 3.5 30 30 16.5 125


Face to Face Non-Face to

face

Lecture 30 30

Tutorial 15 30

Design Test Items

(1000 words) 6


95

Oral Presentation (group)

(30 minutes) 0.5 1.5

Quiz 0.5 1.5

Examination 2.5 7.5

Total 48.5 76.5

Total SLT 125

Credit 3

16. Main references Brown, H. D. (2010). Language assessment: Principles and classroom practices (2nd ed.). New York: Pearson/ Longman.

Fulcher, G. and Davidson, F. (2012). The Routledge Handbook of Language Testing. London: Routledge.

Fulcher, G. (2013). Practical language testing. New York: Routledge.


Afflerbach, P. (2012). Understanding and using reading assessment, K-12 (2nd ed.). Newark, DE: International Reading Association.

Alderson, J.C; Haapakangas, E.; Huhta, A.; Nieminen, L. and Ullakonoja, R. (2015). The diagnosis

of reading in a second or foreign language. Routledge: Taylor and Francis. Brown, J. D. (2014). Testing in language programs: A comprehensive guide to English language

assessment. US: JD Brown Publishing. Carr, N. (2011). Designing and analysing language tests. Oxford: OUP. Davidson, F. and Fulcher, G. (2012). Developing test specifications for language assessment. The

Cambridge Guide to Second Language Assessment. Cambridge: Cambridge University Press. Gottlieb, M. (2012). Common language assessment for English learners. Bloomington IN: Solution

Tree. Kunnan, A. J. (Ed.) (2014). Talking about language assessment: The LAQ interviews. Routledge:

Taylor and Francis. Kunnan, A. J. (2015). Language testing and assessment. Oxford, UK: Routledge.


None


96

SUMMARY OF INFORMATION ON EACH COURSE (STUDENT VERSION)

1. Name of

Course/Module Literature in English Kesusasteraan Bahasa Inggeris


3. Name(s) of

academic staff Hamidah binti Samsudin


inclusion of the

course/module in

the programme

This course is relevant to student teachers of English as a Second Language as it provides

the suitable content knowledge for them to use English language competently through the

study of literary texts. It will also enable them to enhance their critical and creative thinking

skills, problem solving, communication and social skills.



6. Total Student

Learning Time

(SLT) Face to face Non Face to Face Total Guided and Independent

Learning

L = Lecture

T = Tutorial

P = Practical

A = Assessment

L T P A L T P A

126

30 15 - 3.5 30 30 - 17.5

7. Credit Value 3


9. Course Learning

Outcomes (CLO) At the end of this course students will be able to:

1. Evaluate different types of theories of literary criticism. (C5, PLO3, CTPS3) 2. Evaluate short stories, poems, plays and novels based on various theories of literary

criticism. (C5, PLO3, PLO6, CTPS4, LL1) 3. Interpret meanings in poetry as conveyed through the use of forms and poetry devices.

(C5, A5, PLO3, PLO6, CTPS4, LL2) 4. Present critically the themes in selected short stories, plays and novels in groups. (C6,

A2, PLO4, PLO5, CS3, TS4)

LEARNING TAXONOMIES COGNITIVE DOMAIN PSYCHOMOTOR DOMAIN AFFECTIVE DOMAIN

CLO

C1

C2

C3

C4

C5

C6

P1

P2

P3

P4

P5

P6

P7

A1

A2

A3

A4

A5

1 X 2 X 3 X X

4 X X

10. Transferable Skills: Critical Thinking Skills( CTPS4), Communication Skills(CS3), Teamwork (TS4), and Managing

information skills and Life-Long Learning (LL3)

Berkuat kuasa Mulai Jun 2015

(Kemas kini Jun 201

Rem

em

beri

ng

Un

der

stan

din

g

Ap

ply

ing

An

aly

sin

g

Evalu

ati

ng

Cre

ati

ng

Perc

epti

on

Set

Gu

ided

Res

pon

se

Mec

han

ism

Com

ple

xo

rovert

resp

on

se

Ad

ap

tati

on

Ori

gin

ati

on

Rec

eivin

g

resp

on

din

g

Valu

ing

Org

an

isati

on

Inte

rna

lizi

ng

va

lues

(ch

ara

cteri

zati

on

)


97

Teaching and Learning

Strategies Types of Assessment

Lecture Tutorial Tasks Discussion Presentation

Written assignment

Quiz Examination

Oral presentation (group)


Lecture Tutorial Presentation

Lecture Tutorial Discussion

Lecture Tutorial Tasks Discussion Presentation

Written assignment


and assessment

strategy

Teaching-learning strategies: 1. Lecture – input 2. Tutorial activities – group work, discussions, presentations, online tasks 3. Formative assessment – question and answer (Q & A) session

Assessment strategies:

Programme Learning

Outcome (PLO)





12. Synopsis This course focuses on theories of literary criticism, critical analysis of short stories, forms of

poetry, discussion of themes and critical analysis of short plays and novels; with emphasis on

works by Malaysian and other Asian writers. Kursus ini berfokuskan pada pelbagai teori kritikan kesusasteraan Bahasa Inggeris, analisis

cerpen, pelbagai bentuk sajak, perbincangan tema dan analisis kritikal dalam drama pendek

dan novel; dengan penekanan khusus kepada hasil karyawan dari negara Malaysia dan Asia.


14. Assessment

Methods and Types Coursework: 50%

Examination: 50%

Types of Assessment Methods of Assessment Percentage


Coursework Written assignment 30

Oral presentation (group) 10

Quiz 10


98

15. Content outline of the course and the total SLT per

topic

1. Theories of Literary Criticism § Feminist criticism § Reader response criticism § Post - colonial criticism

6 3

6 6

21

2. Critical Analyses of Short Stories in relation to

literary theories (19th to 21st century fiction)

§ Malaysian writers (compulsory)

Selection of any 2 of the following:

§ American writers § British writers § Australian writers § African writers § Asian writers

6 3

6 6

21

3. Forms of Poetry and Critical Analyses § Lyric poetry

- Elegy - Ode - Sonnet - Dramatic monologue

§ Narrative poetry - Epic - Ballad

§ Limerick § Haiku

6 3

6 6

21

4. Critical Analyses of Short Plays in relation to literary

theories

Selection of any one of the following:

§ Malaysian/Asian short plays

§ American/British short plays

6 3

6 6

21

5. Critical Analyses of Novels in relation to literary

theories

Selection of any one of the following:

§ Malaysian/Asian novels

§ American/British novels

6 3

6 6

21

Coursework 1

10 11

Revision 7.5 7.5

Examination 2.5

2.5

Total 30 15 3.5 30 30 17.5 126

Fac

e-to

-fac

e In

tera

ctio

n

Non

Fac

e-to

-fac

e In

tera

ctio

n

Tota

lS

LT

Lec

ture

Tuto

rial

Pra

ctic

al

Ass

essm

ent

Lec

ture

Tuto

rial

Pra

ctic

al

Ass

essm

ent


99


Face to face Non Face to face

Lecture 30 30

Tutorial 15 30

Written assignment

(1000 words)

6

Oral presentation (Group) - 30 minutes

0.5 2

Quiz 0.5 2

Examination 2.5 7.5

Total 48.5 77.5

Total SLT 126

Credit 3

16. Main References Bressler, C. E. (2011). Literary criticism: an introduction to theory and practice (5th ed.) New

York, NY: Prentice Hall New York.

Tyson, L. (2014). Critical theory today: a user-friendly guide (3rd revised ed.). New York:

Routledge.

Rainsford, D. (2014). Studying literature in English. An introduction. New York: Routledge.

Additional

references

supporting the

course

Bate, J. (2010). English literature: a very short introduction. Oxford: Oxford University Press.

Bennett, A. & Royle, N. (2009). an introduction to literature, criticism and theory (4th ed.).

New York: Routledge. Eagleton, E. (2014). Feminist literary criticism. New York: Routledge.

Eagleton, T. (2011). Literary theory: an introduction (2nd revised ed.). New York: John Wiley

& Sons.

Gillaspie, T. (2010). Doing literary criticism: helping students engage with challenging texts.

London: Stenhouse Publisher.

Tallack, D. (2014). Critical theory: a reader. New York: Routledge

Tyson, L. (2011). Using critical theory: how to read and write about literature. New York:

Routledge.


information None


100

1. Name of

Course/Module

Inclusive Education Pendidikan Inklusif



Dr. Mohd Nordin bin Abu Bakar


inclusion of the


This course offers an understanding on the concept and implementation of inclusive education in the teaching of the English language in Malaysia



6. Total Student

Learning Time (SLT) Face to Face Non Face To Face


L = Lecture

T = Tutorial

P = Practical

A = Assessment

L T P A L T P A

80

18 12 - 2 18 12 - 18

7. Credit Value 2

8. Prerequisite None


101

9. Course Learning

Outcomes

(CLO)


1. Explain the concepts, aims and policy of inclusive education. (C2, PLO1)

2. Elaborate critically on the implementation of inclusive education in schools and the crucial factors that contribute to the success of the programme (C4, PLO3,CTPS1)

3. Analyse the roles and responsibilities of stakeholders in the implementation of inclusive education. (C4, PLO3, CTPS2)

4. Design teaching and learning activities meant for children with learning disabilities, visual impairment and hearing impairment in the mainstream classrooms by referring to various sources. (C6, A2, PLO3, PLO6, CTPS3, LL1)

LEARNING TAXONOMIES

COGNITIVE DOMAIN PSYCHOMOTOR DOMAIN

AFFECTIVE DOMAIN

CLO

Re

me

mb

eri

ng

Un

de

rsta

nd

ing

Ap

ply

ing

An

alyz

ing

Eval

uat

ing

Cre

atin

g

Pe

rce

pti

on

Set

Gu

ide

d r

esp

on

se

Me

chan

ism

Co

mp

lex

or

ove

rt

resp

on

se

Ad

apta

tio

n

Ori

gin

atio

n

Re

ceiv

ing

Re

spo

nd

ing

Val

uin

g

Org

aniz

atio

n

Inte

rnal

izin

g va

lue

s

(ch

arac

teri

zati

on

)

C1

C2

C3

C4

C5

C6

P1

P2

P3

P4

P

5 P6

P7

A1

A2

A3

A4

A

5

1 x

2 x

3 x

4 x x

.

10.

Transferable Skills: Life-long learning and managing information skills (LL1)

Scientific, Critical Thinking and Problem Solving Skills (CTPS3)


102


and assessment

strategy

Teaching-learning strategies: Lecture, Tutorial and Discussion Assessment strategies:

Learning Outcome (LO) Teaching and

Learning Strategies Types of Assessment

PLO1 - Knowledge Lecture Examination

Academic Writing

PLO3 - Critical, Scientific and Problem Solving Skills

Lecture

Discussion

Examination

Academic writing Developing teaching aids Writing of Individual Lesson Plan

PLO6 - Life-long learning and managing information skills

Lecture

Discussion

Developing teaching aids Writing of Individual Lesson Plan

.

12. Synopsis This course encompasses the history, aims, policies; approaches and implementation of inclusive education; and roles of the stakeholders in the implementation of inclusive education. This course also emphasizes on the concept and practice of inclusive pedagogy; and discusses the critical success factors and challenges in implementing inclusive education.

Kursus ini merangkumi sejarah, matlamat, dasar; pendekatan dan pelaksanaan pendidikan inklusif; dan peranan pihak berkepentingan dalam pelaksanaan pendidikan inklusif. Kursus ini juga menekankan tentang konsep dan pelaksanaan pedagogi inklusif; dan membincangkan faktor kritikal kejayaan dan cabaran dalam pelaksanaan pendidikan inklusif.



103

14. Assessment Methods

and Types

Coursework: 60%

Final Examination: 40%

Types of assessment


Written test Final Examination 40

Coursework

Writing of Individual Lesson Plan 20

Developing teaching aids 20

Academic writing 20

15. Content outline of the course / module and the SLT per topic Fa

ce-t

o-f

ace

Inte

ract

ion

No

n F

ace

to

fac

e

Inte

ract

ion

Tota

l of

SLT

Lect

ure

Tuto

rial

Pra

ctic

al

Ass

ess

me

nt

Lect

ure

Tuto

rial

Pra

ctic

al

Ass

ess

me

nt


104

1. Introduction to Inclusive Education

• Basics and history of Inclusive Education

• Aims and objectives of Inclusive Education

• International and National Policy on Inclusive Education

• Special Education Program by Ministry of Education Malaysia - Special School

- Integrated Program

- Inclusive Education Programmes

2 1 2 1 6

2. Implementation of Inclusive Education Programmes

• Approaches in Inclusive Education - Partial Inclusion

- Full Inclusion

• Selection of students for Inclusive Education - Selection criteria

- Placement

2 1 2 1 6

3. Critical success factors in Inclusive Education

• Support Services - Equipment

- Infrastructure

- Society

- Personnel

• Collaborative Support Services by government and non-governmental bodies

1 2 1 2 6


105

4. Roles and responsibilities in the implementation of Inclusive Education Programmes

• School Administrators

• Mainstream teachers

• Resource teachers

• Special education teachers

• Students and parents

• Government and non-governmental bodies

• Issues and challenges in the implementation of Inclusive Education

3 3 3 3 12

5. Inclusive Pedagogy in the teaching of the English Language

• Basic concept in inclusive pedagogy

• Adapting the curriculum and teaching materials

• Teaching strategy and techniques of students with learning disabilities

• Teaching strategy and techniques of students with visual impairment

• Teaching strategy and techniques of students with hearing impairment

• Collaborative teaching

• Teaching aid and technology in inclusive pedagogy

• Individual Lesson Plan (ILP)

10 5 10 5 30

Coursework 12 12

Practical

Revision 6 6

Examination 2

Total 18 12 2 18 12 18 80


106


Face to face Non

face to face

Lecture 18 18

Tutorial 12 12

Academic Writing (600 words

-- 4

Developing Teaching Aids (1 only)

-- 4

Writing Individual Lesson Plan

-- 4

Final Examination 2 6

Total 32 48


80

Credit 2

16. Main references Boyle, J., & Provost, M.C. (2011). Strategies for Teaching Students with Disabilities in Inclusive Classrooms: A Case Method Approach (1st ed). ISBN-13: 9780131837775

Friend, M., & Bursuck, W.D. (2011). Including Students with Special Needs: A Practical Guide for Classroom Teacher (6th ed). New Jersey: Pearson Education. ISBN-13: 978-0132179720

Salend, S.J. (2011). Creating Inclusive Classroom: International Education. Pearson Education.


107


Corbett, J. (2001). Supporting Inclusive Education: A Connective Pedagogy. Routledge Falmer

Karten, J.T. (2010). Inclusion Strategies That Work: Research Base. California:SAGE. ISBN-13: 9781412979375

Lewis, A., & Brahm, N. (2005). Special Teaching for Special Children: Pedagogies for Inclusion. Open University Press.

Peggy, A., & Hammeken, (2007). The teacher’s guide to inclusive education:750 strategies for sucess. United Kingdom: SAGE ISBN13:9781890455101

Wade, S.E. (2000). Preparing teachers for Inclusive Education: Case, Pedagogies and Curricula for Teacher Educators. Oneline electronic book (Dawson ERA PDA3). Available online.

17. Additional information

Lecturers teaching the subject must be given a course on inclusive pedagogy.


108


Fundamentals of Research in Education Asas Penyelidikan Dalam Pendidikan



Dr.Nazifah Shaik Ismail


This course is relevant as it exposes students to the fundamentals of research and skills in planning and producing a research in education proposal. This will subsequently become a regular practice and part of their responsibility as teachers.


Semester 2 Year 3




L T P A L T P A 128 30 15 - 2 30 30 - 21

7. Credit Value 3


None


109


At the end of this course students will be able to: 1. Explain the fundamentals of research in education. (C2, A3, PLO1) 2. Analyse issues in education that can be investigated through research. (C4, A5,

PLO3, PLO6, CTPS3, LL2) 3. Present a critical and professional justification for the proposal(C5, A2, PLO3,

PLO4, CTPS3, CS3) 4. Produce a research proposal in education that takes into account research

ethics based on various relevant sources (C6, A5, PLO6, LL2)

LEARNING TAXONOMIES

COGNITIVE DOMAIN

PSYCHOMOTOR DOMAIN

AFFECTIVE DOMAIN

CLO

C 1

C 2

C 3

C 4

C 5

C 6

P 1

P 2

P 3

P 4

P 5

P 6

P 7

A 1

A 2

A 3

A 4

A 5

1 x x

2 x x

3 x x

4 x x


Critical thinking skills, scientific skills(CTPS3) Communication skills(CS3) Information Management and Life-long Learning Skills (LL2)


110


Teaching-learning strategies::

1. Lecture 2. Tutorial




Types of Assessment

PLO1 - Knowledge Lecture

Examination


Tutorial

Presentation Examination


Tutorial

Presentation

PLO6 – Managing information and Life-long learning Skills

Proposal writing

Research proposal

12. Synopsis

This course provides students with knowledge about fundamentals of research in education. Students will be able to analyse researchable issues in education and discuss the process of research in education. Besides, students may relate their acquired knowledge via the research in education proposal. Kursus ini memberikan pengetahuan kepada pelajar tentang asas penyelidikan dalam pendidikan. Dalam kursus ini, pelajar dapat menganalisis isu-isu dalam pendidikan yang boleh dikaji melalui penyelidikan dan membincangkan proses penyelidikan dalam pendidikan. Di samping itu, melalui kursus ini juga, pelajar mengaplikasikan segala pengetahuan yang diperolehi melalui penghasilan satu kertas cadangan penyelidikan dalam pendidikan






Coursework Research proposal 60

Presentation 10


111


1. Research in Education

• Concept of research

• Research ethics

• Types of research - Basic research

- Applied research - Action research

- Evaluation research

• Approaches in research - The positivist approach

(quantitative) - The interpretive approach

(qualitative)

• Research designs - Experimental

- Quasi-experimental - Survey

- Case study - Ethnography

- Action research

4 1 4 2

11


112

2. Basic Elements in Educational Research

• Educational issues that are researchable

• Background of the study

• Statement of the problem

• Research objectives

• Research questions

• Research hypotheses

• Scope of the study

• Limitations of the study

• Significance of the study

• Operational definitions/terms

6 3 6 6

21

3. Review of Literature

• Purpose of review

• Sources of review

• Steps of writing a review

• Conceptual Framework

4 1 4 2

11

4. Methodology

• Quantitative - Research design - Sampling - Research instruments - Pilot study - Validity and reliability - Data collection procedure - Data analysis method

• Qualitative - Research design - Sampling - Data Collection instruments - Validity and reliability - Data collection procedure - Data analysis procedure

4 2 4 4

14


113

5. Data Analysis Methods

• Quantitative - Descriptive and inferential statistics

(Descriptive: mean, median, mode, variants, standard deviation, range,

z-score) (Inferential: t-test, Kruskall-Wallis test, chi-square and correlation) - Data interpretation - Data presentation

• Qualitative - Data analysis types (content analysis, pattern analysis, dilemma

and thematic analysis) - Data interpretation - Data presentation

6

4 6 8

24

6. Research Report

• Content of research proposal

• Content of research report

• Writing style

• Discussions and implications

2 2 2 4

10

7. Action Research

• Context

• Research Focus

• Research Objective

• Research questions

• Action plan

• Implementation of action plan

• Data collection methods

• Data analysis and interpretation of data

• Reflection and implication

• Further action

• Sources of reference

• Action Research proposal writing

• Action research report

4 2 4 4

14


Revision 4.5 4.5


114

Examination 1.5 1.5

Total 30 15 2 30 30 21 128



Lecture 30 30

Tutorial 15 30

Presentation 0.5 1.5

Proposal (2500 words)

- 15

Final examination 1.5 4.5

Total 47 81

Total SLT 128

Credit 3

16. Main references Creswell, J. W. (2015). Educational research, planning, conducting, and evaluating quantitative and qualitative research. Ohio: Prentice Hall.

Miles, M.B., Huberman, A.M., & Saldana, J. (2014). Qualitative data

analysis: A methods sourcebook. USA: SAGE Publications. Othman Lebar. (2011). Kajian tindakan dalam pendidikan: Teori dan

amalan. Tanjung Malim, Perak: Penerbit UPSI.

Additional references Chua, Y. P. (2006). Kaedah dan statistik penyelidikan, Asas statistik

penyelidikan, Buku 2. Kuala Lumpur: McGraw-Hill (Malaysia) Sdn. Bhd. Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education: An

introduction to theories and. methods (5th ed.). New York: Pearson Education Group.

Mills, G. E., & Gay, L. R. (2015). Educational research: competencies for

analysis and applications. Upper Saddle River, NJ: Pearson Education. McNiff, J. & Whitehead, J. (2011). All you need to know about action

research (2nd ed.). London: Sage Publications. Mills, G. E. (2011). Action research. A guide for the teacher researcher (4th

ed.).Boston, M.A.: Pearson Education Inc. Mohd. Majid Konting. (2005). Kaedah penyelidikan pendidikan. Kuala

Lumpur: Dewan Bahasa dan Pustaka. Mohd Zarawi Mat Noor & Norliza Kushairi. (2016). Kajian tindakan untuk

guru bimbingan dan kaunseling. Kota Bharu: Unipress Sdn Bhd.


115

Noraini Idris. (2010). Penyelidikan dalam pendidikan. Kuala Lumpur: McGraw-Hill.

17. Other additional information Reference should be made to the Garis Panduan Pelaksanaan Penyelidikan IPGM when conducting this course.


116



Digital Innovation in Teaching and Learning


3. Name(s) of academic staff Muhammad bin Ibrahim


This course is relevant as it generates students’ ideas in producing digital innovation in teaching and learning of English language using appropriate digital tools.

5. Semester and Year offered Semester 2 Year 3

6. Total Student Learning Time (SLT) Face-to-Face Non Face-to-Face Total Guided and Independent

Learning


L T P A L T P A

81 10 13 - 1 10 26 - 21

7. Credit Value 2

8. Prerequisite (if any) EDUP3053 Technology for Teaching and Learning


At the end of this course students will be able to: 1. Explain clearly and effectively the concepts related to innovation orally or in written

form. (C2, A2, PLO1, PLO4, CS3) 2. Apply Trialogical Learning Model in project development or teaching and learning

activities. (C3, A1, PLO1, PLO2) 3. Produce innovation based on teaching and learning problems for marketing

purposes. (C6, A3, PLO2, PLO7, KK1) 4. Evaluate innovations and the impact on the quality of teaching and learning by

providing suggestions and alternative solutions. (C5, A3, PLO1, PLO3, CTPS3)

LEARNING TAXANOMIES


CLO

C 1

C 2

C 3

C 4

C 5

C 6

P 1

P 2

P 3

P 4

P 5

P 6

P 7

A 1

A 2

A 3

A 4

A 5

1 x

x

2 x

3

x x

x

4 x

x


117

10.

Transferable Skills (TS):

Critical Thinking and Problem Solving Skills(CTPS3), Communication Skills (CS3) and Entrepreneurial Skills (KK1)

11. Teaching-learning and Assessment Strategy

Teaching-learning strategies: Lecture, tutorial, practical, blended learning, discussions

Assessment strategies: Assessment is based on coursework set throughout the course (100%). Course work consists of quiz, project report, project and presentation.



Types of Assessment

PLO1 - Knowledge Lecture Tutorial

Blended learning

Quiz Project Report

PLO2 – Practical Skills Tutorial Project

PLO3 - Critical, Scientific dan Problem Solving Skills

Tutorial Blended learning Project

PLO4 - Communication Skills Tutorial Blended learning Presentation

PLO7 - Entrepreneur and Managerial Skills

Tutorial Blended learning Project

12. Synopsis

This course provides opportunities for students to explain the concepts and the processes of innovation; generate ideas in developing innovation project; prepare, develop and implement innovation project for teaching and learning; promote, market and evaluate innovation project. Melalui kursus ini, pelajar mampu menjelaskan konsep dan proses inovasi; menjana idea dalam menghasilkan projek inovasi; menyedia, membangun dan melaksanakan projek inovasi untuk pengajaran dan pembelajaran; melaksanakan promosi dan pemasaran inovasi serta menilai projek inovasi.

13. Mode of Delivery Lecture, tutorial, blended learning.


Coursework : 100% Examination : -

Types of Assessment Methods of Assessment Percentage (%)

Coursework

Quiz 10

Project 70

Project Report 10

Presentation 10


118

15. Mapping of the Course Learning Outcomes (CLO) to the Programme Educational Objectives (PEO)

PEO1 PEO2 PEO3 PEO4 PEO5 PEO6

CLO1 X X

CLO2 X

CLO3 X X

CLO4 X X

Programme Educational Objectives

PEO1 Knowledgeable (LO1) and possess practical skills (LO2) in the teaching profession in line with the needs of the organisation and clients

PEO2 Generate solutions to problems (LO3) in the teaching profession through scientific approach (LO3) innovatively, creatively and ethically (LO8)

PEO3 Communicate (LO4) effectively to uphold Bahasa Melayu as a language of knowledge and strengthen the use of the English language

PEO4 Able to seek and manage relevant information from various sources (LO6)

PEO5 Demonstrate entrepreneurial and managerial skills (LO7) and realise the needs of life-long learning (LO6) for career development

PEO6 Possess values and professionalism (LO8), leadership qualities(LO9), social skills, responsible and able to work as a team (LO5)

Course Learning Outcomes (CLO)

CLO1 Explain clearly and effectively the concepts related to innovation orally or in written form (C2. A2, PLO1, PLO4, CS3)

CLO2 Apply Trialogical Learning Model in project development or teaching and learning activities.(C3, A1, PLO2)

CLO3 Produce innovation based on teaching and learning problems for marketing purposes. (C6, A3, PLO2, PLO7, KK1)

CLO4 Evaluate innovations and the impact on the quality of teaching and learning by providing suggestions and alternative solutions.(C5, A3, PLO1, PLO3, CTPS3)


119

16. Mapping of the Course Learning Outcomes (CLO) to the Programme Learning Outcomes (PLO)

PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9

CLO1 x x

CLO2 x

CLO3 x x

CLO4 x x

PLO1 Use knowledge about the English language as well as knowledge and understanding of the theories and principles for the teaching and learning of English as a Second Language

PLO2 Model the correct and appropriate use of the English language and apply knowledge of pedagogical theories and principles to create learning experiences according to the level of pupils’ development

PLO3 Apply reflective practices, problem-solving skills, scientific skills, research skills and creative and critical thinking skills in the Teaching of English as a Second Language

PLO4 Communicate and cooperate effectively with various parties locally and globally.

PLO5 Demonstrate the ability for, and show commitment and responsibility in working as a team

PLO6 Recognise the need and capacity for continuous personal improvement by accessing and managing relevant information from various sources to engage in life-long learning

PLO7 Demonstrate managerial and entrepreneurial skills in responding to current trends and changes in education

PLO8 Practise values, ethics, morality and professionalism in the teaching profession.

PLO9 Demonstrate responsibility in effective leadership as agent of change in the teaching profession

Course Learning Outcomes (CLO)

CLO1 Explain clearly and effectively the concepts related to innovation orally or in written form (C2. A2, PLO1, PLO4, CS3)

CLO2 Apply Trialogical Learning Model in project development or teaching and learning activities. (C3, A1, PLO2)

CLO3 Produce innovation based on teaching and learning problems for marketing purposes. (C6, A3, PLO2, PLO7, KK1)

CLO4 Evaluate innovations and the impact on the quality of teaching and learning by providing suggestions and alternative solutions.(C5, A3, PLO1, PLO3, CTPS3)


120

17. Content Outline of the Course and the Total Student Learning Time (SLT) for each topic

Face-to-face Interaction Non Face-to- face Interaction

1. Concept and Innovation Process • Definition and Concept of Innovation • Innovation Process • Models of Innovation in Education • Factors that affect innovation • Acceptance of Innovation • Innovation Copyright

2 1 2 2 7

2. Introduction to Trialogical Learning • Concept of Trialogical Thinking • Generic model for the Trailogical Learning

Process - Explicating real purpose and need - Framing - Drafting and Versioning - Examining and Reflecting On - Finalising and Specifying - Reusing

• Tools for Trialogical Learning • Trialogical Model for teachers • Designing trialogical learning system for the

development of a project

3 2 3 4 12

3. Idea Generation • Analyze needs and requirements • Use idea generation tools • Identify and select projects • Prepare proposals Presentation : Proposed Project Paper

1 2 2 4

8

4. Preparation and Development of Innovation Project

• Choose methods and strategies • Develop innovation • Review, test run and improve

1 2 1 4

8


121

5. Implementation of Innovation Project

• Implement innovation • Evaluate project progress • Evaluate effectiveness and opportunities for

improvement • Data collection and documentation of report

1 2 1 4

8

6. Promotion and Marketing of Innovation • Entrepreneurship in Innovation • Exhibition and Innovation Colloquium

Presentation and Exhibition: Innovation Project

1 2 1 4 6

7. Evaluation of Innovation Project • Concept: Evaluation of Innovation • Elements and Criteria in Evaluation 1 2 1 4 8

Coursework 1 21 22

Examination

Total 10 13 1 10 26 21 81

TOTAL FACE-TO- FACE AND NON FACE-TOFACE LEARNING TIME

Face-to-face Non face-to-face

Lecture 10 10

Tutorial 13 26

Practical - -

Project - 15

Quiz 0.5 1.5

Presentation 0.5 1.5

Project Report (500 words) - 3

Final Examination - -

Total 24 57

Total Student Learning Time

(SLT) 81

Credit 2


122

18. Main references

Tan, S.C. (2014) Knowledge creation in education: Education innovation series. Singapore: Springer. Johnson, S., (2013). Digital tools for teaching: 30 e-tools for collaborating, creating, and publishing across the curriculum. Maupin House Pub. Mesquita, A. (Ed.). (2011). Technology for creativity and innovation. IGI GLOBAL.


Buku Panduan Kreativiti dan Inovasi: Elemen Merentas Kurikulum Dalam KSSR. (2012). Cetakan Ketiga, Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia.

Yang, D. (2013). Understanding and profiting from

intellectual property: Strategies across borders (2nd

ed.) UK: Palgrave Macmillan. Stim, R. (2014). Patent, Copyright and Trademark: An

Intellectual Property Desk Reference (13th ed.). USA. The NMC Horizon Report: 2014 K-12 Edition. (2014). The

New Media Consortium.



123

JADUAL WAKTU

SEMESTER 2 TAHUN 3


124

Hari Bilik Kuliah Pengkhususan Kumpulan 8.00 - 9.00 9.00 - 10.00 10.30 - 11.30 11.30 - 12.30 12.30 - 1.30 2.30-3.30 3.30-4.30

F 01 002 PK-M. Pendengaran G6.1

E 02 007 PK-M. Pendengaran G6.2

E 02 005 PK-M. Penglihatan G6.3

N 03 009 Pendidikan Muzik G6.4


K 02 007 Pendidikan Jasmani G6.6


B 03 014 Pendidikan Seni Visual G6.8

K 01 018 TESL G6.9 TSLB3152 Dayangku IT TSLB3152 Dayangku IT

K 01 019 TESL G6.10 TSLB3152 DrZaira TSLB3152 DrZaira

Hari Bilik Kuliah Pengkhususan Kumpulan 8.00 - 9.00 9.00 - 10.00 10.00-11.00 11.30 - 12.30 12.30 - 1.30 2.30-3.30 3.30-4.30

F 01 002 PK-M. Pendengaran G6.1 PKUK3152 Dr Ramesh/ Mohd Amin

E 02 007 PK-M. Pendengaran G6.2 PKUK3152 Edaham/ Mohd Jim

E 02 005 PK-M. Penglihatan G6.3 PKUK3152 Lye Guet Poh

N 03 009 Pendidikan Muzik G6.4 MUZK3152 Laura Rajamoney

N 03 010 Pendidikan Muzik G6.5 MUZK3152 Rozaina



B 03 014 Pendidikan Seni Visual G6.8 PSVK3152 Salehuddin PSVK3113 Nor Azizah

K 01 018 TESL G6.9 TSLB3152 Dayangku IT

K 01 019 TESL G6.10 TSLB3152 DrZaira

Hari Bilik Kuliah Pengkhususan Kumpulan 8.00 - 9.00 9.00 - 10.00 10.00-11.00 11.30-12.30 12.30-1.30 2.30-3.30 3.30-4.30




N 03 009 Pendidikan Muzik G6.4 MUZK3152 Laura Rajamoney

N 03 010 Pendidikan Muzik G6.5 MUZK3152 Rozaina




K 01 018 TESL G6.9 TSLB3103 Ros AS TSLB3143 DrACA/NJ

K 01 019 TESL G6.10 TSLB3103 Kuruvilla TSLB3143 DrPKS/WSL

Hari Bilik Kuliah Pengkhususan Kumpulan 8.00 - 9.00 9.00 - 10.00 10.00-11.00 11.30-12.30 12.30-1.30 2.30-3.30 3.30-4.30

F 01 002 PK-M. Pendengaran G6.1 TUT Dr.Madinah/M.Aminuddin AR

E 02 007 PK-M. Pendengaran G6.2 TUT M.Sabri N./Haslina J.

E 02 005 PK-M. Penglihatan G6.3 TUT Dr Liza Isyqi/

N 03 009 Pendidikan Muzik G6.4 MUZK3132 Rozita Ibrahim TUT Laura/Lee Lay Hwa.

N 03 010 Pendidikan Muzik G6.5 MUZK3132 Shahril AR TUT Ching IH / Norijah M.

K 02 007 Pendidikan Jasmani G6.6 TUT Nurhasni / Ahmad Taufix

K 02 008 Pendidikan Jasmani G6.7 TUT Siti Salmiah / Chia CM

B 03 014 Pendidikan Seni Visual G6.8 PSVK3103 Azlina PSVK3152 Salehuddin TUT Zainun AB/Hasizan D

K 01 018 TESL G6.9 TSLB3113 Woo SL TSLB3123 Amyzar A TUT Zarina M / Teo KJ

K 01 019 TESL G6.10 TSLB3113 Ros AH TSLB3123 DrParamjiit TUT Mohny D./Nor Ruzaini

Hari Bilik Kuliah Pengkhususan Kumpulan 8.00 - 9.00 9.00 - 9.55 10.25 - 11.20 11.20 - 12.15 12.15-2.45 2.45-3.35 3.35-4.30









K 01 018 TESL G6.9

K 01 019 TESL G6.10

PSVK3123 Shahril/Zaharah

MPU3122-Rosly

PKUK3143

DrMadinah/ DrHajarul

MPU3122-Rosly

PJMS3123 Chia CM

PSVK3132 Dr Azizah

TSLB3143 DrAssunta CA / Noreha Jamaluddin

TSLB3143 DrParamjiit Kaur SS / Woo SL

RABU

MUZK3143 Dr Lee LH / Dr Lim ZC / Edna Wellington / Nik Hartini /

Fauzila

PSVK3143 Dr Syed / Ahmad Subki/ Faridah Anum

PKLK3123 DrHajarul

TSLB3132 Zarina

TSLB3132 DrAssunta

PJMS3143 Dr Munira

PKUK3113 Mohd Yusof

PKUK3103 Besira BB

PKUK3132 Dr Zawawi

MPU3122-Meor Aris

MPU3122-Meor Aris

MPU3122-Moer Aris

MPU3122-Dr.Puspavalli

MPU3122-Dr.Pushpavalli

MPU3122-Rosly

MPU3122-Uthaya

MPU3122-Dr.Pushpavalli

REHAT SINERGI ILMU / PROSPEN

PSVK3113 Nor Azizah

PKDK3123 Dtn Siti Muhibah

PKUK3113 Mohd Yusof

PJMS3143 Dr Teng

PKDK3123 Dtn Siti Muhibah

PJMS3123 Chia CM/Balkaran (Gimnasium / Padang)

TSLB3103 Ros AS

TSLB3103 Kuruvilla

PJMS3132 Dr Teng

PJMS3152 Dr Munira

ISNIN

KHAMIS

JUMAAT

SELASA

Inovasi Digital dlm PdP

(Dewan Kuliah)

Lye GP / Dr Ramesh /

M. Aminuddin / Edaham

/ Mohd Jim / Dr Munira /

Salehuddin / Laura

Rajamoney / Rozaina

Abd Razak

PKUK3113 Mohd Yusof

Pend Inkusif 3132

(Dewan Kuliah)

PJMS3123 Chia CM

MUZK3162 Ariputhiran / Rozita Ibrahim

MUZK3162 Nik Hartini NL / Nik Rozalind NH

PKUK3103 Besira BB

PKUK3103 Besira BB

PKUK3143DrHajarul Bahti

PSVK3103 Shahril Awang

PKUK3132 Dr Zawawi

PJMS3152 Dr Munira

PJMS3132 Dr Teng

TSLB3113 Woo SL

TSLB3113 Ros AS

MUET Noreha Jamaluddin

PJMS3123 Chia CM

PJMS3123 Chia CM

PKUK3143 DrMadinah

TSLB3123 Amyzar A

TSLB3123 DrParamjiit

MUZK3183 Yusri Hussain MUZK3193 Rozita Ibrahim

MUZK3183 Shahril AR MUZK3193 Rozaina AR

PSVK3103 Azlina PSVK3123 Shahril/Zaharah

MUZK3193 Rozita Ibrahim MUZK3183 Yusri Hussain

MUZK3193 Rozaina Abd Razak MUZK3183 Shahril AR

PJMS3162 Nurhazni

PJMS3162 Nurhazni

PKUK3143 DrMadinah

PKUK3132 Dr Zawawi


125

STRUKTUR KURSUS

PROGRAM IJAZAH

SARJANA MUDA

PERGURUAN

PENGAJARAN BAHASA

INGGERIS SEBAGAI

BAHASA KEDUA

PENDIDIKAN RENDAH

AMBILAN JUN 2015


126

SEMESTER 2 TAHUN 2


1 ASAS

PENDIDIKAN Leadership And Teacher Professional Development

EDUP3083 3

2 TERAS Curriculum Studies TSLB3163 3

3 TERAS Research in Education TSLB3173 2

4 Amalan

Professional IOnternship PRKA3042 2

5a ELEKTIF TERAS

Pengurusan Acara PESK3013 3

5b ELEKTIF TERAS

Tahsin Tilawah Al Quran TTQK3013 3

5c ELEKTIF TERAS

Pengucapan Awam PAWK3013 3

5d ELEKTIF TERAS

Lestari Alam Sekitar LASS3013 3

5e ELEKTIF TERAS

Fiqh Kekeluarga Islam FKIK3013 3

Jumlah 13


127

RINGKASAN

MAKLUMAT KURSUS

VERSI PELAJAR


128


Leadership And Teacher Professional Development Asas Kepemimpinan dan Pembangunan Profesionalisme Guru



Dr.Mohd Nordin bin Abu Bakar



This course is offered so that students have a basic understanding of leadership skills; professional personal development and able to portray leadership characteristics in teaching and learning.


Semester 2 Year 4


(SLT)

Face to Face

Non Face To Face



L

T

P

A

L

T

P

A

129 26

19

-

2.5

26

38

-

17.5

7. Credit Value 3


9. Course Learning Outcomes

(CLO)


1. Clarify the concept of teaching as a profession and characteristics of teachers as professionals. (C2, LO1,LO8, EM2)

2. Elaborate on issues and current challenges faced by teachers, and legislations related to the teaching career. (C4, A2, LO1, LO8, EM2)

3. Prepare a plan for personal development and career advancement in order to enhance professionalism based on stages of teacher development. (C5, LO3, L07,CTPS3,KK3)

4. Analyse the role of teacher as a professional leader in various aspects of teaching and learning using interviews. (C4,A2,LO3, ,LO9, CTPS3,LS1)

5. Prepare an action plan to manage educational changes.(C6, A4, LO1)


129

10.

Transferable Skills: Critical, Scientific and Problem solving Skills (CTPS3), Management and Entrepreneurship Skills (KK3), Communication Skills (CS1), Ethics and Profesional Moral (EM3).Leadership

Skills (LS1)

11. Teaching-learning and assessment

strategy

Teaching-learning strategies:

1. Lecture 2. Tutorial

Assessment strategies:

Performance of students in this course is determined through two (2) forms of assessment, i.e., course work (50%) and written examination (50%). Course work is conducted through out the course while centralised examination is conducted at the end of the semester.

Course work consists of a written report based on an interview (600 words) and academic writing (1000 words). Course work is prepared based on ‘Buku Panduan Pentaksiran.

Examination questions comprise of structured and extended essays, formulated based on ‘Buku Panduan Pentaksiran.

Learning Outcome (LO) Teaching and Learning Strategies

Types of Assessment

LO1 – Knowledge Lecture Tutorial

Written Exam Report Writing (Interview)

Academic Writing

LO3 – Critical, Scientific and Problem solving Skills

Tutorial Discussion

Written Exam Academic Writing

Report Writing (Interview)

LO7 - Management and Entrepreneurship Skills

Lecture Tutorial

Academic Writing

LO8 – Professionalism, Value,

Attitude and Etiquette

Lecture Tutorial

Discussion

Written Exam Report Writing (Interview)

Academic Writing

LO9-Leadership Skills

Lecture Tutorial

Discussion

AcReport Writing (Interview)

12.

Synopsis This course discusses the concept of teaching as a profession; educational issues and current challenges; teacher and teaching legislation, teacher quality; stages of teacher development; teacher leadership; organizational structure of the education system and innovation and managing educational changes.

Kursus ini membincangkan konsep mengajar sebagai satu profesion; cabaran semasa dalam sistem pendidikan; perundangan berkaitan guru dan pendidikan; kualiti guru; peringkat perkembangan guru, pembangunan kemahiran profesional guru, kepemimpinan guru; struktur organisasi pendidikan; dan inovasi dan perubahan pendidikan.

13.

Mode of Delivery

Lecture, Tutorial, Discussion

14.


Coursework : 50% Examination : 50%


Written Exam Final Examination 50

Assignment

Report Writing (Interview) 20

Academic Essay 30


130

15.

Content outline of the course and the total SLT per topic

Fa

ce

to

Face

Inte

raction

N

on

Face

to

Fa

ce

Inte

raction

To

tal

SL

T

Le

ctu

re

Tu

toria

l

Pra

ctica

l

Assessm

en

t

Le

ctu

re

Tu

toria

l

Pra

ctica

l

Assessm

en

t

1. Teaching as a Profession

• Concept of profession and professionalism

• Characteristics of a teacher as a professional

1

1

1

2

5

2. Policies and Directions of the National Education

• National Education Policy

• Master Plan for Education Development (2006- 2010)

• Education National Key Result Area (NKRA)

• Malaysia Education Blueprint 2013-2025

• UNESCO Pillars of Education

3

2

3

4

12

3. Legislations Related to Teacher and Education

• Code of Ethics for Teachers in Malaysia

• Code of Conduct and Discipline for Civil Servants

• Education Act 1996

• Children’s Rights

2

2

2

4

10

4. Teacher Quality

• Standards for Teachers in Malaysia

• Malaysia Education Quality Standards

• Job Satisfaction

3

2

3

4

12

5. Stages of Teacher Development

• Concerns Theory (Fuller, 1969)

• Five Stages of Teacher Development (Trotter, 1986)

• Six Stages of Teacher Development (MOE)

3

2

3

4

12

6. Developing Professional Skills of Teachers

• Types of Models for Professional Development

• Continuing Professional Development (MOE)

- Concept of continuing professional development (CPD)

- Goals and importance of CPD - CPD Model, MOE - Implementation of CPD - Activities for CPD

• Exploring opportunities for developing the teaching career

• Personal professional development plan

3

3

3

6

15


131

7. Teacher Leadership

• The basics of leadership

- Transactional leadership

- Transformational leadership

• The concept of teachers as leaders

• Role of teachers as leaders

• Leadership skills for teachers

• Leadership challenges in schools (mainstream, inclusive and special needs education)

5

3

5

6

19

8. Organizational Structure in Education

• Organizational Structure in Ministry Of Education, Malaysia

• Organizational Structure in State and District Education Department

• Organizational Structure in School

- Duties and responsibilities of teachers

- Teacher expectation

2

2

2

4

10

9. Teacher as Agent of Change

• Innovation in education

• Innovative teaching and learning strategies

• Business opportunities for innovative teaching and learning products

• Managing educational changes

4

2

4

4

14

Course work

10 10

Practical

Revision for Examination 7.5 7.5

Examination

2.5

2.5

Total 26 19

2.5 26 38

17.5 129


132

TOTAL FACE TO FACE AND NON-FACE

TO FACE LEARNING TIME


Lecture 26 26

Tutorial 19 38

Report Writing (Interview)

(600 words)

-

4


- 6

Final Examination 2.5 7.5

Total 47.5 81.5


129

Credit Hours 3

16. Main references Ann Lieberman, Lynne Miller. (2011).Teacher leadership. San Francisco, CA: Jossey-Bass.

Stevan Farr. (2010). Teaching as leadership. San Francisco, CA: Jossey-Bass.

Trilling, B. & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco, CA: Jossey-Bass.


Bahagian Pendidikan Guru, Kementerian Pendidikan Malaysia. (2009). Standard Guru Malaysia. Shah Alam: Giga Wise Network Sdn. Bhd.

Bahagian Pendidikan Guru, Kementerian Pendidikan Malaysia. (2014). Pelan pembangunan profesionalisme berterusan: Guru dan pemimpin sekolah. Putrajaya: Kementerian

Pendidikan Malaysia.

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan. (2012). Pendidikan di Malaysia : Memartabatkan Kecemerlangan Pendidikan Negara. Putrajaya: Kementerian

Pelajaran Malaysia.

Fullan, M.,Hargreaves, A. (2015) Professional capital. Transforming teaching in every school.

USA: Colombia University: Teachers College Press.

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan. (2012). Dasar Pendidikan Negara. Putrajaya: Kementerian Pelajaran Malaysia.

Hurst, B. & Reding, G. (2009). Professionalism in teaching (3rd ed.). Upper Saddle River,

NJ: Pearson Merrill Prentice.


information None


133


Curriculum Studies Pengajian Kurikulum





This course is relevant to student teachers of English as a Second Language as it provides an understanding of the fundamentals of curriculum relevant to the Malaysian context. It focuses on the roles of the teacher as a curriculum analyst, decision maker and classroom practitioner.


Semester 2 Year 4



L = Lecture

T = Tutorial

P = Practical

A = Assessment

L T P A L T P A

126

30 15 - 3 30 30 - 18

7. Credit Value 3



134



1. Explain the concepts, principles and models in curriculum design (C4, P2, A4, PLO3, CTPS4)

2. Determine the factors to consider in designing and implementing a curriculum. (C5, PLO3, CTPS5)

3. Explain the role of the teacher in designing and implementing a curriculum. (C4, P2, A4, PLO3, PLO6, CTPS4, LL1)

4. Present the current issues that affect curriculum implementation (from various sources) in groups (C6, A2, PLO4, PLO5, PLO6, CS5, TS5, LL3)

5. Write a reflection on the impact of curriculum evaluation and curriculum change and innovation (C6, A2, PLO3, PLO8, CTPS5, EM3)

LEARNING TAXONOMIES

COGNITIF DOMAIN PSYCHOMOTOR DOMAIN AFFECTIVE DOMAIN

CLO

Rem

em

be

rin

g

Un

de

rsta

nd

ing

Ap

ply

ing

An

aly

sin

g

Ev

alu

ati

ng

Cre

ati

ng

Pe

rce

pti

on

Se

t

Gu

ided

Resp

on

se

Me

ch

an

ism

Co

mp

lex

or

ov

ert

re

sp

on

se

Ad

ap

tati

on

Ori

gin

ati

on

Rec

eiv

ing

Res

po

nd

ing

Va

luin

g

Org

an

iza

tio

n

Inte

rna

lizin

g v

alu

es

(ch

ara

cte

riza

tio

n)

C1

C2

C3

C4

C5

C6

P1

P2

P3

P4

P5

P6

P7

A1

A2

A3

A4

A

5

1 X X X

2 X

3 X X X

4 X X

5 X X

10.

Transferable Skills:

Critical Thinking Skills(CTPS5), Communication Skills(CS5), Teamwork(TS5), Life-long Learning and Managing Information Skills (LL3), Professional Ethics and Moral (EM3)


135



1. Lecture - input

2. Tutorial activities – group work, discussions, presentations, online tasks


Programme Learning

Outcome (PLO) Teaching and Learning Strategies

Types of Assessment

PLO3 – Critical, Scientific and Problem solving skills

Tutorial

Online Tasks

Written assignment Reflective Essay

Examination

PLO4 – Communication Skills Tutorial

Presentation



Tutorial

Discussion



Online tasks

Discussions

Presentation

Written assignment


PLO8 – Practise values, ethics, morality and professionalism

Online tasks

Discussion

Presentation

Reflective Essay

12. Synopsis

This course focuses on the concepts, issues and models in curriculum development, models and considerations in curriculum design, curriculum and the teacher, current issues in curriculum implementation, evaluation and change.

Kursus ini berfokus pada konsep, isu dan model dalam pembangunan kurikulum, model dan faktor yang perlu dipertimbangkan untuk mereka bentuk kurikulum, kurikulum dan guru, isu-isu terkini pelaksanaan kurikulum, penilaian serta perubahan kurikulum.



Coursework : 50%

Examination : 50%

Types of Assessment

Methods of Assessment Percentage


Coursework

Written assignment 30

Oral Presentation (Group) 10

Reflective Essay 10


136


Fa

ce

-to

-face

Inte

raction

No

n F

ace

-to

-fa

ce

Inte

raction

To

tal

SL

T

Le

ctu

re

Tu

toria

l

Pra

ctica

l

Assessm

en

t

Le

ctu

re

Tu

toria

l

Pra

ctica

l

Assessm

en

t

1. Concepts and Issues in Curriculum

• Definitions

• Planned, enacted and hidden curriculum

• Relationships between curriculum, syllabus, course and programme Forces that influence curriculum construction

• Political, economic and social

• Concerns of different stakeholders in the Malaysian context

2 1 2 2 7

2. Models of curriculum design

• Comparisons of curriculum design models - Objectives model (Tyler) - Process model (Wheeler) - Interactional model (Taba) - Naturalistic model (Walker)

• Steps in curriculum design in relation to models of curriculum design

4 2 4 4 14

3. Principles in curriculum design

• Selection

• Grading

• Sequencing

• Staging

• Recycling Development of the Malaysian curriculum

• National Philosophy of Education

• Study of the current Malaysian English Language school curriculum

• Comparison of other Malaysia English Language school curriculum

4 2 4 4 14

4. Considerations in Designing a Curriculum

• Needs analysis

• Target group

• Aims and objectives

• Content

• Learning theories, approaches and methods

• Personnel

• Material selection

• Monitoring and support

• Assessment and evaluation

• Constraints

4 2 4 4 14


137

5. Curriculum and the Teacher

• Role of teacher as decision-maker, analyst, practitioner and researcher

• Textbook selection and evaluation

• Relationship between teacher beliefs and curriculum implementation

4 2 4 4 14

6. Current Issues in Curriculum Implementation

• Literacy

• Access

• Equity

• Multilingualism

• Technological innovations

• Unity

• Special needs

6 3 6 6 21

7. Curriculum Evaluation

• Definitions of curriculum evaluation

• Purposes

• Focus of evaluation

• Forms of evaluation

• Evaluation methods and tools

4 2 4 4 14

8. Curriculum Change and Innovation

• Contexts of curriculum change

• Strategies of evaluation

• Planning and implementation

• Factors affecting change in ELT in Malaysia

• The teacher as agent of change

2 1 2 2 7

Assignment 0.5 10.5 11

Practical

Revision 7.5 7.5

Examination 2.5 2.5

Total 30 15 3 30 30 18 126



Lecture 30

30

30 30

Tutorial 15 30

Written assignment

(1000 words) 6


138

Oral presentation

(Group)

(30 minutes)

0.5 2

Reflective Essay (400 words)

2.5

Examination 2.5 7.5

Total 48 78

Total SLT 126

Jam Kredit 3

16. Main references

Ornstein, A. C. & Hunkins, F. P. (2014). Curriculum: Foundation, Principles, and Issues (6th ed.). Essex: Pearson Edu. Ltd.

Tyler,R.W. (2013). Basic principles of curriculum and instruction. London: University of Chicago Press.

Oliva,P.F. & Gordon,R.W. (2013). Developing the curriculum (8th edition). London: Allyn & Bacon Educational Leadership.


139


Brown, A. & Green, T. (2011). The essentials of instructional design: Connecting fundamental principles with process and practice. (2nd edn). Upper Saddle River, NJ:Pearson.

Glatthorn,A.A.,Boscuee, A.F. & Whitehead, M.B. (2012). Curriculm leadership: Strategies for development and implementation. London: Sage Publication.

Graves, K (Eds). & Richards, C.R. (Eds). (2014).Teachers as course developers. Cambridge: Cambridge University Press.

Wiles, W.J. (2014). Curriculm development: A guide to practice (9th edition). London: Pearson.

Marsh, C. (2014). Perspectives: Key concepts for understanding the curriculum. New York: Routledge.

Ministry of Education, Malaysia. (2013). Malaysia Education Blueprint 2013-2025 (Preschool to Post- Secondary Education). Kuala Lumpur: KPM.

Richards, J.C. (2015). Curriculum development in language teaching. Cambridge: Cambridge University Press.

Taylor, H.P. & Richards, C. (2012). An introduction to Curriculum studies. New Jersey: Humanities Press.

Kementerian Pelajaran Malaysia. (2012). Dokumen Standard Prestasi KSSR Bahasa Inggeris Tahun 1. Kuala Lumpur: Bahagian Perkembangan Kurikulum, KPM.


None


140


Research in Education - Project Paper Penyelidikan Dalam Pendidikan - Kertas Projek



Dr.Nazifah Shaik Ismail


This course is relevant as it provides authentic experience for students to execute educational research which later become a regular practice and part of their responsibility as educators.


Semester 2 Year 4


Face to Face Non Face To Face Total Guided and

Independent Learning


L T P A L T P A 127.5

- - 40 0.5 - - - 87

7. Credit Value 3


Pass TSLB3143 Fundamentals of Research in Education



1. Implement an educational research in your major field in educational setting (C A4, PLO2, PLO3, CTPS3)

2. Write an educational research report on your major field implemented

in the institute with reference to various relevant resources. (C6, P3, A4,

PLO1,PLO3 PLO6, CTPS3, LL2)

3. Produce en educational research article. (C6, A4, PLO3, PLO6, CTPS4, LL2)

4. Present your educational research findings. (C3, P5, A2, PLO4, CS3)

LEARNING TAXONOMIES

COGNITIVE DOMAIN

PSYCHOMOTOR DOMAIN

AFFECTIVE DOMAIN

LO

C 1

C 2

C 3

C 4

C 5

C 6

P 1

P 2

P 3

P 4

P 5

P 6

P 7

A 1

A 2

A 3

A 4

A 5


141

1 x x x

2 x x x

3 x x x

4 x x x


Critical thinking skills and problem solving skills(CTPS4) Communication skills(CS3) Lifelong learning and managing information skills (LL2)


Teaching-learning strategies::

Practical (Writing and supervision) Assessment strategy:


Teaching and Learning

Strategies

Types of Assessment

PLO1 - Knowledge Practical

Research report

PLO2 – Practical Skills Problem solving

Practical

Research report


Practical

Research report Research Article


Presentation Presentation Research findings report

PLO6 – Managing information and

Life-long learning

Practical

Research report Research Article

12. Synopsis

This course provides students with research skills which involves research, report writing, research papers presentation, and educational research articles writing for educational institutions. Kursus ini memberi kemahiran penyelidikan yang melibatkan pelaksanaan penyelidikan, penulisan laporan, pembentangan kertas penyelidikan, dan menghasilkan artikel penyelidikan dalam pendidikan di institusi pendidikan.

13. Mode of Delivery Tutorial (Guidance and supervision)


Coursework in the form of project paper (100%)

Types of assessment



142

Coursework Research report (10 000 words) 70

Presentation of research findings (30 minutes)

20

Research article (1 500 words) 10


1. Implement a research in education in an educational institute and write a draft report

• Introduction - Background of the study - Statement of the problem - Conceptual framework - Purpose of the study - Research objectives - Research questions - Research hypotheses - Scope of the study - Limitations of the study - Significance of the study - Operational definitions/terms - Conclusion

* For action research, use the action research format.

6

6


143

•

Review of Literature - Introduction - Purpose of review - Method of writing review - Conclusion

4

4

•

Methodology - Quantitative o

Introduction o

Research design o

Location of study o

Sampling o

Research

instruments o Pilot

study

o Validity and reliability o

Data collection procedure o

Data analysis method

- Qualitative o

- Introduction o

- Location of

study o -

Research design o

- Sampling o

- Research

instruments o

- Validity and

reliability

o - Data collection procedure - Conclusion

6

6

• Data Analysis Methods - Quantitative

o Descriptive and inferential statistics

(Descriptive: mean, median, mode, varians, standard deviation, range, z-score) (Inferential: t-test, Kruskall-Wallis test, chisquare and correlation)

o Data analysis (manual

and software) o Data

interpretation

- Qualitative o Data management

(interview, document analysis, observation)

8

8


144

o Data analysis (manual

and software) o Data

presentation

- Conclusion

• Discussion - Drawing Conclusions - Implications of the Study

4

4

2. Final Research Report • Editing and revising of the draft • Archiving final report

8

8

3. Educational research article

• Writing educational research article

4

4

Coursework 0.5 87 87.5

Revision

Examination

Total 40 0.5 87 127.5


Face to face Non-face to face

Practical 40

Research report (10 000 words)

- 60

Research article (1 500 words)

- 9

Research Findings Report Presentation

0.5 18

Total 40.5 87

Total SLT 127.5

Credit 3


145

16. Main references Creswell, J. W. (2015). Educational research, planning, conducting, and evaluating quantitative and qualitative research. Ohio: Prentice Hall.

Miles, M.B., Huberman, A.M., & Saldana, J. (2014). Qualitative

data analysis: A methods sourcebook. USA: SAGE Publications.

Othman Lebar. (2011). Kajian tindakan dalam pendidikan: Teori

dan amalan. Tanjung Malim, Perak: Penerbit UPSI.

Additional references Azizi Yahya, Shahrin Hashim, Jamaludin Ramli, Yusof Boon, & Abdul Rahim Hamdan. (2007). Menguasai penyelidikan dalam pendidikan. Kuala Lumpur: PTS Professional.

Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for

education: An introduction to theories and. methods (5th ed.). New York: Pearson Education Group.

Johnson, A.P. (2009). What every teacher should know about

action research. Boston, M.A.: Pearson Education Inc. Koshy. V. (2010). Action research for improving educational

practice (2nd ed.) London. Sage Publications. McNiff, J. & Whitehead, J. (2009). Doing and writing action

research. London: Sage Publications. McNiff, J. & Whitehead, J. (2011). All you need to know about

action research (2nd ed.). London: Sage Publications. Mills, G. E. (2011). Action research. A guide for the teacher

researcher (4th ed.).Boston, M.A.: Pearson Education Inc. Mohd. Majid Konting. (2005). Kaedah penyelidikan pendidikan. Kuala Lumpur:

Dewan Bahasa dan Pustaka.

17. Other additional information Reference should be made to the Garis Panduan Pelaksanaan Penyelidikan IPGM when conducting this course. Quantitative and qualitative data analysis software


146


Pengurusan Acara Event management

2. Kod Kursus PESK3013

3. Nama Pensyarah Akademik

Dr. Yusfarina Mohd Yussof


Kursus ini ditawarkan supaya pelajar mendapat ilmu dan kemahiran dalam pengurusan acara.


Semester 1 Tahun 3/ Semester 1 Tahun 4/ Semester 2 Tahun 4


Jumlah Jam Pembelajaran Terbimbing dan Pembelajaran

Kendiri


K T A P K T A P

120

30 15 1 30 30

1 14.5

7. Nilai Kredit 3

8. Prasyarat (jika ada)

Tiada



1. Menjelaskan definisi dan kepentingan pengurusan acara dengan merujuk pelbagai sumber (C2, LO1, LO6, LL1)

2. Menghuraikan tatacara, organisasi dan pengurusan seranta dalam menguruskan acara dengan

berkesan (C5, LO3, CTPS2)

3. Menghasilkan skrip pengacaraan menggunakan format yang betul mengikut konteks dan etiket berdasarkan jadual pengurusan acara, dengan merujuk pelbagai sumber (C6, LO6,LO8, LL2, EM3) 4. Mengendalikan majlis berdasarkan garis panduan dan tatatertib acara secara berkumpulan (C5, LO4, LO5, CS4, TS4)




147

C L O

C 1

C 2

C 3

C 4

C 5

C 6

P 1

P 2

P 3

P 4

P 5

P 6

P 7

A 1

A 2

A 3

A 4

A 5

1 X

2

X

3 X

4

X

10.


Kebolehan berkomunikasi (CS1), tanggungjawab sebagai satu pasukan (TS4), kebolehan mengurus maklumat (LL1) dan pemikiran kritikal (CTPS2).

11. Strategi

Pengajaran dan Pembelajaran Serta Pentaksiran

Strategi Pengajaran dan Pembelajaran:

1. Kuliah 2. Tutorial (Perbincangan, Pembentangan Kumpulan )

Strategi Pentaksiran: Pentaksiran adalah 100% kerja kursus

Learning Outcome (LO) Strategi Pengajaran dan


LO1 – Pengetahuan

Kuliah Tutorial

Penulisan esei

LO3 - Pemikiran kritikal Kuliah Tutorial

Penulisan esei

LO4- Kemahiran Berkomunikasi

Kuliah Tutorial

Penulisan esei Penganjuran/ pengendalian majlis

LO5 – Tanggungjawab kerja berpasukan

Kuliah Tutorial

Penganjuran/pengendalian majlis

LO6 - Pengurusan maklumat

Kuliah Tutorial Penulisan skrip Penulisan esei


148

LO8- Profesional, nilai, sikap, etika Kuliah Tutorial Penulisan Skrip

12. Sinopsis

Kursus ini memberi fokus kepada pengenalan, takrif, kepentingan, tujuan, tahap pengurusan acara, organisasi pengurusan acara, pengurusan seranta dan kepentingan menyediakan jadual kerja pentadbiran, pengurusan acara dalam dewan, pengacaraan acara, penulisan skrip, protokol, buku program, publisiti dan pemasaran program serta penilaian acara. This course focuses on the introduction, definition and importance of events; levels of management; organization of management; management of publicity and the importance of formulating an administrative work schedule, the management of events within a function room or hall; the tasks of the master of ceremony; script writing; observation of protocols; preparation of programme books; management of publicity; marketing programmes; and evaluation of events.

13. Mod Penyampaian

Kuliah dan tutorial


Kerja Kursus : 100%


Tugasan

Penulisan Esei 40

Penulisan Skrip Pengacaraan

30

Penganjuran/Pengendalian Majlis 30


1.0 Pengenalan Dan Takrif • Definisi Pengurusan Acara • Definisi Acara • Definisi Majlis • Jenis-jenis Acara • Jenis-jenis Majlis • Elemen Protokol • Peranan dan Tugas Urus Setia

2 1 2 2 7


149

2.0Kepentingan Dan Tujuan • Kepentingan Pengurusan Acara • Jenis-jenis Acara

- JK Majlis Berskala Besar - JK Majlis Berskala Sederhana

- JK Majlis Berskala Kecil

2 1 2 2 7

3.0 Tahap Pengurusan Acara Sebelum acara (pre event)

- Penyediaan kertas kerja - Penyediaan kertas konsep - Persiapan tempat dan logistik

(tapak, pelan lantai dan peralatan) - Protokol /jemputan/sambutan

(senarai, kaedah, pengesahan kehadiran, pakaian, susunan tempat duduk, pendaftaran)

- Kewangan - Pengurusan majlis - Pemilihan sajian - Keselamatan - Perubatan - Publisiti - Fotografi

2 1 2 2 7

4.0 Tahap Pengurusan Acara Semasa acara (at event)

- Sambutan - Pelaksanaan majlis - Pengurusan tetamu - Cenderamata/hadiah - Perhiasan

2 1 2 2 7

5.0 Tahap Pengurusan Acara Selepas acara (post event)

- Penilaian - Borang penilaian majlis - Surat penghargaan dan terima

kasih - Laporan penuh (perbelanjaan dan

pendapatan) - Pengumpulan keratan akhbar - Salinan rakaman video dan

fotografi

2 1 2 2 7

6.0 Organisasi Pengurusan Acara

JawatankuasaInduk • Jawatankuasa Pelaksana/ Kerja • Jawatankuasa Kecil

2 1 2 2 7


150

7.0 Pengurusan Seranta

• Pengurusan, perhubungan dan publisiti media perlu dirancang dan dilaksana dengan teliti.

• Perkara penting berkaitan media

Kenyataan media Jemputan media Publisiti dalam kampus Penyediaan ‘press kit’ Pengurusan media Kehadiran media Publisiti media Fotografi

2 1 2 2 7

8.0 Kepentingan Menyediakan Jadual Kerja Pentadbiran

• Panduan • Pastikan acara berjalan lancar • Kawal masa • Panduan acara akan datang • Dokumentasi

2 1 2 2 7

9. Pengurusan Acara Di Dalam Dewan

• susun atur tempat duduk • Susun atur peralatan (makan/minum) • Cara melabel • Pelantikan pengurus pentas

(stagemanager) dan pengurus lantai (floormanager)

• Kawalan audio visual/ muzik/lagu rasmi • Peraturan keluar masuk • Pengumuman dibuat • Pengiring tetamu • Penentuan lagu • Raptai

- Senarai dan spesifikasi tugas - Menentukan urutan majlis - Menentukan jangka masa majlis -

Mengesan dan membaiki kelemahan - Menyelaras acara.

2 1 2 2 7


151

10.0 Pengacaraan Acara

• Kepentingan • kriteria pengacara • Langkah hadapi audiens • Salutasi • Protokol dan etiket acara • Perkara perlu dilakukan dan dielakkan

semasa mengendalikan acara • Kawalan suara • Penggunaan peralatan audio visual

2 1 2 2 7

11.0 Penulisan Skrip Pengacaraan Acara

• Peraturan, salutasi, protokol • Kenali jenis acara/ audiens • Kenali tetamu kehormat yang akan hadir • Menentukan gaya dan bahasa

penyampaian • Kemahiran memilih perkataan yang

sesuai • Menggunakan format penulisan teks

pengacaraan yang mudah • Mengetahui tujuan dan atur cara acara • Tahu membuat pengumuman ketika

yang sesuai • Mengetahui tempoh masa acara

berlangsung

2 1 2 2 7

12.0. Protokol Menentukan Panggilan Hormat, Penggunaan Lagu Kebangsaan, Penggunaan Bahasa Istana Dan Etika Penggunaan Bendera

• Kriteria • Tujuan • Susunan • Peraturan yang perlu dipatuhi

2 1 2 2 7

13.0 Penyediaan Buku Program (penting bagi membuktikan acara telah dilaksanakan)

• Muka hadapan - Logo/nama

program/acara/majlis - Tarikh/masa/tempat - Tetamu kehormat - Penganjur

• Kata alu-aluan • Atur cara majlis • Senarai jawatankuasa • Pemilihan lagu bersesuaiaan tema • Hal-hal lain

2 1 2 2 7


152

14.0 Publisiti Dan Pemasaran Program • Cara publisiti

- Flyer - Media elektronik/massa - Poster - Risalah

• Syarat pemasangan alat-alat publisiti

2 1 2 2 7

15.0 Penilaian Acara • Kejayaan/kegagalan acara

• Garis panduan

• Peranan pengurus acara (event manager)

• Kepentingan borang-borang semakan

2 1 2 2 7

Kerja Kursus 14 15

Amali 1 1

Ulang kaji Peperiksaan

Peperiksaan

Jumlah 30 15 30 30 1 14 120



Kuliah 30 30

Tutorial 15 30

Penulisan Esei (1000 perkataan) 6

Penulisan Skrip Pengacaraan

(600 perkataan) 4

Penganjuran/ Pengendalian

Majlis

1 4

Jumlah 46 74


120

Jam Kredit 3


153

16. Rujukan Asas Mokhtar Mohd. Tohar (2012). Protokol dan etiket dalam pengurusan dan menghadiri majlis. Kuala

Lumpur: INTAN Mokhtar Mohd Tohar. (2011). Amalan protokol dan etiket. Kuala Lumpur. UPM Press Bookstore. M.Z Azmie. (2008). Sopan daripada perspektif pengurusan organisasi. Kuala Lumpur: Utusan

Publications dan Distributors Sdn. Bhd.

Rujukan Tambahan

MITI (2011). Garis panduan: Etika dan penampilan pemakaian ke pejabat. Kuala Lumpur.

Kementerian Perdagangan Antarabangsa dan Industri. INTAN (2007). Edisi baharu : Protokol dan etiket dalam pengurusan dan menghadiri majlis. Kuala

Lumpur: Jabatan Perkhidmatan Awam. Ahmad Fadzli Yusof (2007) : Panduan dan asas untuk pembentangan berkesan. Kuala Lumpur :

PTS Publications Sdn. Bhd. Jabatan Perdana Menteri. (2014). Panduan pengurusan majlis dan acara. Kuala Lumpur: Bahagian

Pengurusan Acara, Jabatan Perdana Menteri.Dorothea Johnson, (2010). The little book of etiquette. Washington. The New York Times.

INTAN (2006). Protokol dan etiket dalam pengacaraan majlis. Kuala Lumpur: Jabatan Perkhidmatan

Awam. Shamsudin Wahab (2006). Mengurus majlis dan acara rasmi. Kuala Lumpur. PTS Professional

Publishing Sdn. Bhd Sahmsudin Wahab. (2006). Panduan protokol dan tatatertib majlis. Kuala Lumpur. PTS

Professional Publishing Sdn. Bhd INTAN (1999). Protokol dan etiket dalam pengurusan dan menghadiri majlis. Kuala Lumpur:

Jabatan Perkhidmatan Awam. Abdullah Ali, Datuk (1986). Malaysian protocol and correct forms of address. Kuala Lumpur: Times

Books International. 17. Maklumat

tambahan Tiada


154


Tahsin Tilawah Al-Quran Tahsin Tilawah Al-Quran

2. Kod Kursus TTQK3013


Othman Bin Loman


Kursus ini ditawarkan supaya pelajar dapat memantapkan lagi bacaan al-Quran secara bertajwid dan bertarannum.


Semester 1 Tahun 3/ Semester 1 Tahun 4/ Semester 2 Tahun 4


Jumlah Jam Pembelajaran Bersemuka dan Bukan

Bersemuka

K = Kuliah

T = Tutorial

A = Amali

P= Pentaksiran

K T A P K T A P

121 30 15 - 2.5 30 30 - 13.5

7. Nilai Kredit 3

8. Prasyarat (jika ada) TIADA

9

Hasil Pembelajaran Kursus (Course Learning Outcomes, CLO)


9. Menjelaskan konsep Tartil al-Quran, syarat sah dan Maratib al-Tilawah dalam Tilawah al-Quran. (C2, A3, LO1).

10. Menghuraikan definisi dan sejarah Rasm Uthmani dan Dhabt al-Quran melalui pembentangan. (C2, A2, LO3, LO4, CTPS2, CS3).

11. Menganalis Asas Tajwid, Tarannum Bayyati dan Rast dalam bacaan al-Quran. (C4, P3, A3 LO3, CTPS2).

12. Mengaplikasi kaedah Murattal Tahsin al-Sout, Tarannum Bayyati dan Rast dalam surah al-Fatihah dan surah atau ayat-ayat pilihan. (C3, P4, LO2, LO3, CTPS1).

13. Mempersembahkan bacaan khusus riwayat Hafs bertajwid secara individu. (C3, P4, A2, LO2, LO3, CTPS2).


155



CLO

Me

ng

ing

at

Me

ma

ha

mi

Me

ng

ap

ika

si

Me

ng

an

alis

is

Me

nil

ai

Me

nc

ipta

Pe

rse

ps

i

Se

t

Res

po

ns

be

rpa

nd

u

Me

ka

nis

me

Res

po

ns

keta

ra k

om

ple

ks

Ad

ap

tas

i

La

ku

an

tu

len

Me

ne

rim

a

Me

mb

eri

ma

klu

m b

ala

s

Me

nil

ai

Me

ng

org

an

isa

si

Me

ng

ha

yati

nil

ai

C1

C2

C3

C4

C5

C6

P1

P2

P3

P4

P5

P6

P7

A1

A2

A3

A4

A5

1 X X

2 X X

3 X X X

4 X X

5 X X X

10.


Pemikiran kritis dan kemahiran menyelesaikan masalah (CPTS2)

Kemahiran berkomunikasi (CS3)



1. Kuliah

2. Tutorial


Programme Learning Outcome

(PLO) Strategi Pengajaran dan


LO1 – Pengetahuan Kuliah

Tutorial Kuiz

LO2 – Kemahiran Psikomotor/Amali/Teknik

Kuliah

Tutorial

Amali Tarannum

Amali Tilawah

LO3 – Pemikiran Kritikal dan Pendekatan Saintifik

Kuliah

Tutorial

Penulisan

Kuiz

LO4 – Kemahiran Komunikasi Kuliah

Tutorial

Pembentangan

Amali Tarannum

12. Sinopsis

Kursus ini membincangkan konsep tartil, rukun, maratib Tilawah, Rasm Othmani, Dhabtu alQuran, Asas Tajwid, Asas Tarannum dan Aplikasi Kaedah Murattal.

This courses discusses the concept of Tartil, principles and hierarchy of Tilawah, Rasm Othmani and Dhabtu al-Quran, basic Tajwid and Tarannum as well as the Murattal Method .

13. Mod Penyampaian Kuliah dan Tutorial


156


Kerja Kursus : 100%


Tugasan

Penulisan 40

Amali Tarannum 20

Amali Tilawah 20

Pembentangan 10

Kuiz 10


Inte

raksi

Be

rsem

uka

Inte

raksi

Bu

ka

n

Be

rsem

uka

Ju

mla

h S

LT

Ku

liah

Tu

toria

l

Am

ali

Pe

nta

ksira

n

Ku

liah

Tu

toria

l

Am

ali

Pe

nta

ksira

n

1. Konsep Tartil, Rukun dan Maratib Tilawah

• Tahsin al-Saut, tajwid dan tarannum.

• Rukun bacaan al-Quran

• Tahqiq, tartil, tadwir dan hadr

• Kesalahan dalam bacaan dan bentuk tilawah yang dilarang

4 2 4 4 14

2. Rasm Uthmani dan Dhabt al-Quran

• Definisi, sejarah penulisan mashaf dan penandaan al-Quran

• Kelebihan Rasm Uthmani

• Nuqat al-A’rab dan Dabt al-A’jam

8 4 8 8 28

3. Asas Tajwid al-Quran

• Jenis-jenis mad

• Hukum Nun Sukun

• Hukum Mim Sukun

• Bacaan Khusus Riwayat Hafs

• Fawatih As-Suar

6 3 6 6 21

4. Asas Tarannum al-Quran

• Pengenalan tarannum dan istilah-istilah

• Sejarah, sifat dan peranan Tarannum Bayyati dan Rast

6 3 6 6 21


157

5. Aplikasi Kaedah Murattal

• Tabaqat Suara dan Lahn Arab

• Murattal tarannum Bayyati dan Rast dalam surahsurah pilihan. - Surah As-Sajdah ayat 1-10

- Surah Yaasin ayat 1-22

• Bacaan khusus Riwayat Hafs pada surah-surah tertentu.

6 3 6 6 21

Kerja Kursus 2.5 13.5 16


Peperiksaan

Jumlah 30 15 - 2.5 30 30 - 13.5 121



Kuliah 30 30

Tutorial 15 30

Penulisan

(1000 Perkataan) - 6

Amali Tarannum

(45 minit) 0.75 2.25

Amali Tilawah

(45 minit) 0.75 2.25

Pembentangan

(30 minit) 0.5 1.5

Kuiz (30 minit) 0.5 1.5

Jumlah 47.5 73.5


(SLT) 121

Jam Kredit 3


158

16. Rujukan Asas Abu Mardhiyah. (2012). Tajwid al-Quran qiraat a’shim riwayat hafs toriq al-Syatibi. Kuala Lumpur: Al-Jenderaki Enterprise.

Abu Mardhiyah. (2010). Panduan penulisan al-Quran( Rasm Othmani). Kuala Lumpur: Al-Jenderaki Enterprise.

Abu Zakariyya Yahya bin Sarf al-din al Nawawi. (2015). Al tibyan fi adab hamalati alQuran (terj). Pustaka Salam: Kedah.

Rujukan Tambahan

Abd Rahman Abd Ghani. (2009). Rasm uthmani pelengkap pembacaan al-Quran. Kuala Lumpur: Yaayasan Dakwah Islamiah Malaysia.

Abdul Karim Ibrahim Audu Solih (2006). al-Waqfu wa al-Ibtida’. Cetakan Pertama. Jumhuriah Mesir al-Arabiah: Dar as-Salam lit-Thobaah wa an-Nasr wa Tauzi’ wa at-Tarjumah.

Ahli Lujnah Tasiah al-Quran Kementerian Dalam Negeri. (2014) . Al-Quran al-Karim dengan terjemahan. Kuala Lumpur: Kementerian Pendidikan Malaysia.

Daud Ismail & Asyraf Ab Rahman. (2013). Sejarah dan perkembangan mashaf uthmani di Malaysia. Kuala Terengganu: Penerbit Universiti Malaysia Terengganu

Muhyiddin Abi Zakaria Yahya bin Syaraf al-Nawawi & al-Imam al-Hafiz Sheikh alIslam. (1999). At-Tibyan fi adab hamlati al-Quran. Beirut: Muassasah arRaiyan.

Nik Jaafar bin Nik Ismail. (1998). Qawa`id tarannum. Kuala Lumpur: Darul Fikir.

Nik Jaafar bin Nik Ismail. (2004). Al-qawa`id qabla al-tilawah. Kuala Lumpur: Darul Fikir.

Wan Hilmi Wan Abdullah.(2010). Fann tilawah al-Quran . Fakulti Pengajian Islam , UKM. Jabatan Pengajian al-Quran dan Sunnah.


Tiada


159


Pengucapan Awam Public Speaking

2. Kod Kursus PAWK3013


Dr. Yusfarina Mohd Yussof

4. Rasional Kursus/Modul

dalam Program

Kursus ini ditawarkan supaya pelajar dapat mempelajari ilmu tentang pengucapan awam.


Semester 2 Tahun 4

6. JumlahJam Pembelajaran

Bersemuka

Bukan Bersemuka


K = Kuliah T = Tutorial A = Amali

P = Pentaksiran

K

T

A

P

K

T

A

P

120.5

15

30

-

1.25

15

45

-

14.25

7. Nilai Kredit 3

8. Prasyarat(jika ada) Tiada

9. Hasil Pembelajaran Kursus (Course

Learning Outcomes, CLO)


1. Menjelaskan konsep, prinsip, dan ciri pengucapan awam yang berkesan (C2, LO1). 2. Menganalisis elemen, teknik penyampaian, etika dan halangan dalam pengucapan

awam berkesan mengikut konteks, secara pembentangan (C4, LO3, LO4, CTPS2, CS1).

3. Menghasilkan penulisan teks pengucapan awam mengikut format secara kreatif dan

kritis dengan merujuk pelbagai sumber, secara berkumpulan (C6, LO3, LO5, LO6, CTPS2, TS1, LL1).

4. Menyampaikan pengucapan awam mengikut format dan tatacara yang betul dengan

penuh yakin (C5, LO4, CS3).

5. Menilai pengucapan awam yang disampaikan untuk memberi maklum balas yang berkesan (C5, LO3, CTPS2).


160

10.

Kemahiran Boleh Pindah

(Transferable Skills, TS):

Kemahiran komunikasi (CS3), Pemikiran kritis dan Kemahiran menyelesaikan masalah (CTPS2), Tanggungjawab satu pasukan (TS1), Kemahiran mengurus maklumat (LL1).



1. Kuliah 2. Tutorial (Perbincangan, Pembentangan kumpulan)

StrategiPentaksiran:

Pentaksiran adalah 100% kerja kursus

Learning Outcome (LO) Strategi Pengajaran dan


LO1 -Pengetahuan Kuliah Tutorial

Kuiz

LO3 – Pemikiran kritikal

dan menyelesaikan masalah

Kuliah Tutorial

Teks pengucapan awam

Maklum balas pengucapan awam

Ulasan Kritis

Pembentangan

LO4 - Berkomunikasi Kuliah Tutorial

Pembentangan Pengucapan Awam

LO5 - Tanggungjawab dalam

pasukan

Kuliah Tutorial

Penulisan Teks Pengucapan Awam

LO6 - Kemahiran pengurusan maklumat

Kuliah Tutorial

Penulisan Teks Pengucapan Awam

12.

Sinopsis Kursus in memberi fokus kepada kemahiran komunikasi lisan; pengenalan kepada asas- asas pengucapan awam; menjadi seorang penceramah awam yang berkesan; penggunaan bahasa pengucapan yang sesuai; merancang dan mengatur ucapan; penyediaan dan penyampaian ucapan yang berkesan. Di samping itu, kursus ini juga memberi penekanan kepada penilaian dan penyampaian pengucapan awam.

This course focuses on oral communication skills; overview of the basics of public speaking; becoming an effective public speaker; using appropriate spoken language; planning and organising speeches; preparing and delivering an effective speech. In addition, this course also emphasizes on the evaluation and delivery of oral presentations.

13.

Mod Penyampaian

Kuliah dan tutorial


1. Kerja Kursus: 100 %

JenisPentaksiran KaedahPentaksiran Peratusan

Tugasan

Kuiz 15

Pengucapan Awam

• Penulisan teks 25% • Persembahan 5%

30

Ulasan Kritis 20

Pembentangan 15

Maklum balas pengucapan awam (500pp)

20


161

15.

Kerangka Kursus/Modul dan Jumlah Jam Pembelajaran

Pelajar (Student Learning Time, SLT) setiap tajuk

In

tera

ksi

Be

rsem

uka

In

tera

ksi

Bu

ka

n

Be

rsem

uka

J

um

lah

SL

T

Ku

liah

Tu

toria

l

Am

ali

Pe

nta

ksira

n

Ku

liah

Tu

toria

l

Am

ali

Pe

nta

ksira

n

1. Pengenalan Pengucapan Awam

• Pengenalan Dasar Bahasa Kebangsaan (Pekeliling)

• Latar belakang Pengucapan Awam

• Definisi dan konsep

• Tujuan / kepentingan

• Definisi Komunikasi lisan

• Prinsip Komunikasi lisan yang berkesan

• Keperluan Komunikasi lisan yang berkesan

2

4

2

6

14

2. Pengucapan Awam

• Asas Pengucapan Awam - Kepentingan Pengucapan Awam - Etika Pengucapan Awam - Ucapan spontan (Impromptu Speech) - Ucapan berdasarkan teks

• Ciri-ciri Pengucapan Awam: - penyampai sebagai sumber maklumat - ada audiens / khalayak - ada mesej - menggunakan saluran medium - respons / maklum balas

2

4

2

6

14

3. Pengucapan Awam Berkesan

• Persediaan sebelum, semasa dan selepas

• Penampilan

• Bahasa tubuh dan ekspresi muka

• Suara, nada dan kelantangan suara

• Mengatasi dan menguruskan kebimbangan

• Membina keyakinan diri

1

2

1

3

7


162

4. Perancangan dan pelaksanaanPengucapan Awam

• Jenis-jenis penyampaian - Impromptu, menghafal, manuskrip,

ekstemporaneous

• Struktur Ucapan - Ucapan Memberi Maklumat - Ucapan Pemujukan - Ucapan penghujahan

Contoh: Ucapan, syarahan, ceramah, perbahasan, pidato, forum, taklimat.

• Proses:

- mengumpul idea dan maklumat yang menarik dan berkesan

- merancang pengenalan, isi dan penutup - mengatur bahan ucapan - menangani kegugupan / gementar - menganalisis audiens, majlis dan diri

sendiri - membuat latihan berucap - dapat mempengaruhi audiens / khalayak

2

4

2

6

14

5. Bahasa Dalam Pengucapan Awam

• Rasmi / Tidak rasmi

• Gaya bahasa

• Laras

• Protokol

• Wacana

• Bahasa Badan

1

2

1

3

7

6. Etika Dalam Pengucapan Awam

• Prinsip etika Pengucapan Awam - INTAN

• Etika umum

• Menukar gaya bercakap

• Mengaku lupa

• Berhenti dengan tiba-tiba

• Mengungkapkan ucapan minta maaf terlalu kerap

• Huraian terlalu panjang

• Elakkan ‘mannerism’- kebiasaan / tabiat yang berulang

• Sentuh dan serang peribadi

• Menjaga tatasusila dalam pengucapan awam

• Aspek perundangan berkaitan pengucapan awam:

(Bahagian 2 Perlembagaan Persekutuan Perkara 5 - 13 Kebebasan Asasi, Perkara 10 Perlembagaan Persekutuan, Akta Hasutan

1948, Akta Kefitnahan 1957, Akta Keselamatan Dalam Negeri 1960, Akta Rahsia Rasmi 1972,

Akta perhimpunan Aman ( APA) 2012 )

2

4

2

6

14


163

7. Penulisan Teks Pengucapan Awam Berkesan

• Menentukan matlamat dan objektif

• Mengenal pasti majlis, penonton dan suasana

• Menyelidik topik

• Mengumpul bahan sokongan dan rujukan

• Menulis ucapan - Pendahuluan - Isi dalam bentuk fakta, data dan contoh - Penutup

2

4

2

6

14

8. Keberkesanan Persembahan Pengucapan Awam

• Penggunaan alat bantuan yang sesuai

• Persembahan

• Memperkenalkan topik

• Membentangkan kandungan

• Membuat kesimpulan

• Penyertaan audiens

1

2

1

3

7

9. Menilai Pembentangan Lisan dalam Pengucapan

Awam

• Menganalisis kriteria penilaian pengucapan awam

1

2

1

3

7

10. Memberi maklum balas untuk persembahan lisan Pengucapan Awam

• Refleksi

• Memberi maklum balas

1

2

1

3

7

Kerja Kursus

1.25 14.2

5 15.5


Peperiksaan

Jumlah 15 30 1.25 15 45 14.25 120.5


164

JUMLAH JAM PEMBELAJARAN


Kuliah 15 15 BERSEMUKA DAN BUKAN BERSEMUKA

Tutorial 30 45

Kuiz 0.5 1.5

Pengucapan Awam

• Penulisan teks

4

pengucapan

awam (650 pp)

• Persembahan 0.25

1.25

Ulasan Kritis (500pp)

3

Pembentangan 0.5 1.5

Maklum balas pengucapan awam

(500pp)

3

Jumlah 46.25 74.25

Jumlah Jam

Pembelajaran 120.5

Pelajar (SLT)

Jam Kredit 3

16. Rujukan Asas Jumali Selamat, Khaidzir Ismail, Shaharudin Ahmad, dan Mohd Helmi Abd Rahim. (2012). Pengucapan awam-Strategi dan kemahiran. Bangi: Universiti Kebangsaan Malaysia.

Khairulnizam Shuib. (2013). Pengucapan awam: Panduan dan strategi. Jitra Kedah: Personal Development.

Sarah Lloyd, Hughes. (2011). How to be brilliant of public speaking: Any audience, any situation. United Kingdom: Pearson

Rujukan Tambahan Abdul Mua’ti @ Zamri Ahmad. (2009). Protokol dalam ucapan rasmi. Kuala Lumpur: Dewan Bahasa Pustaka.

Abdul Mua’ti @ Zamri Ahmad (2007). Panduan Pengucapan Awam. Kuala Lumpur: Dewan Bahasa dan Pustaka.

Arshad Md. Ghaus. (2003). Teknik pengucapan berkesan. Kuala Lumpur: Utusan Publications.

Faulkner, M. L., & Faulkner-Lunsford, M. (2013). Power Verbs for Presenters: Hundreds of Verbs and Phrases to Pump Up Your Speeches and Presentations. United States of America: FT Press.

Maimunah Osman. (2000). Pengucapan awam yang berkesan. Kuala Lumpur: Institut Tadbiran Awam Negara.

Minnick, Wayne C. (1979). Public speaking. Boston: Houghton Mifflin. Mohd. Sofian Omar Fauzee, Mariani Md. Noor, Rosli Jamil Ahmad Zainuddin.

(2007). Psikologi dalam pengucapan awam. Kuala Lumpur: Utusan Publications & Distributors Sdn. Bhd.

Omardin Ashaari. (2000). Teknik menyediakan perucapan umum. Kuala Lumpur: Planet Ilmu.

Sidhu, Kulwindr Kaur. (2006). Pengucapan dan kemahiran persembahan. Kuala Lumpur: Penerbit Universiti Malaya.



165


Pendidikan Lestari Alam Sekitar Education For Sustainable Environment

2. Kod Kursus LASS3013

3. Nama Staf Akademik Yusalina binti Yusof


Kursus ini ditawarkan supaya pelajar dapat memperoleh pengetahuan dan kemahiran dalam pengurusan alam sekitar untuk diaplikasikan dalam kehidupan seharian dan di sekolah


Semester 1 Tahun 3 / Semester 1 Tahun 4 / Semester 2 Tahun 4




K T A P K T A P

127.5

30 15 - 1.5 30 22.5 - 28.5

7. Nilai Kredit 3

8. Prasyarat (jika ada)

Tiada



1. Menerangkan konsep pembangunan lestari dengan merujuk dokumen UNESCO. (C2,

A4, LO1) 2. Menghubung kait konsep Pembangunan Lestari dengan Pendidikan Alam Sekitar bagi

memahami konteks sejagat dan global. (C4, A4, LO1, LO3, CTPS2) 3. Menghuraikan penyelesaian isu alam sekitar mengikut kesesuaian sifat lokal melalui

pembentangan dalam kumpulan (C5, A1, LO3, LO4, LO5, CTPS4, CS3, TS4) 4. Melaksanakan tindakan penyelesaian kesan isu alam sekitar setempat berdasarkan

nilai-nilai dan etika profesional dengan menggunakan pelbagai sumber maklumat. (C5, A5, LO6, LO8, LL1, EM2,) 5. Merumuskan secara kritis amalan gaya hidup lestari terbaik untuk kehidupan seharian.

(C5, A5, LO3, CTPS3,



CLO

C 1

C 2

C 3

C 4

C 5

C 6

P 1

P 2

P 3

P 4

P 5

P 6

P 7

A 1

A 2

A 3

A 4

A 5

1 x

x

2 x

x

3 x

x

4 x

x

5 x

x


166

10.


Pemikiran kritis dan Kemahiran Menyelesaikan Masalah (CTPS4), Kemahiran Berkomunikasi ( CS3), Kemahiran Berpasukan ( TS4), Etika dan Moral Profesional (EM2), Pengurusan Maklumat (LL1)


Strategi pengajaran dan pembelajaran: 1. Kuliah 2. Tutorial 3. Pembentangan

Strategi Pentaksiran: Pencapaian pelajar dalam kursus ini ditentukan menerusi satu bentuk pentaksiran iaitu Kerja Kursus (100%). Kerja kursus adalah kuiz, penulisan laporan dan pembentangan

Domain Hasil Pembelajaran (LO)

Strategi Pengajaran dan Pembelajaran

Jenis Pentaksiran

LO 1 – Pengetahuan Kuliah, tutorial Kuiz LO 3 – Pemikiran Kritikal dan Pendekatan Saintifik

Kuliah, tutorial Kuiz Penulisan Reflektif

LO 4 – Kemahiran Komunikasi

Pembentangan Pembentangan

LO 5 – Kemahiran Sosial/ Kerja Berpasukan/ Pertanggungjawaban

Kuliah, tutorial Pembentangan

LO 6 – Pembelajaran Sepanjang Hayat

Perbincangan dan pembentangan

Penulisan laporan

LO 8 – Profesionalisme, Nilai, Sikap dan Etika

Perbincangan Pelaksanaan projek

Penulisan laporan

12. Sinopsis

Kursus ini memberi pendedahan pengetahuan tentang pengenalan pendidikan alam sekitar dan pembangunan lestari; pendidikan pembangunan lestari dan pendidikan untuk kefahaman sejagat; interaksi manusia dengan alam dan sumber semula jadi dan strategi pendidikan lestari alam sekitar. This course provides the exposure in term of knowledge about the basic education for sustainable environment and sustainable development; Education for Sustainable Development (ESD) and Education for International Understanding (EIU); Interactions between humans and environment and Strategy on education for sustainable environment.

13. Mod Penyampaian Kuliah danTutorial


Kerja Kursus: 100%


Ujian bertulis Kuiz

15

Tugasan

Penulisan Laporan (2500 perkataan) 50

Penulisan Reflektif ( 1500 patah perkataan) 25

Pembentangan Berkumpulan 10


167

15.

Kerangka Kursus/Modul dan Jumlah Jam Pembelajaran Pelajar (Student Learning Time, SLT) setiap tajuk

1. Pengenalan Pendidikan Alam Sekitar dan Pembangunan Lestari

• Sejarah dan konsep Pendidikan Alam Sekitar - Stockholm (1974) - Tblisi (1977) - Malta (1991) - Laporan Kabinet Kerajaan Malaysia - (1979) - Deklarasi Langkawi (1989)

• Sejarah dan konsep Pembangunan Lestari

- Laporan Brundtland 1987 - Agenda 21 dalam Persidangan

Pertubuhan Bangsa-Bangsa Bersatu (PBB)

• Tumpuan Agenda 21 dan kaitan Pembangunan

Lestari dengan Pendidikan Alam Sekitar

4 2 4 3 13


168

2.Pendidikan Pembangunan Lestari (Education for Sustainable Development – ESD) dan Pendidikan untuk Kefahaman Sejagat (Education for International Understanding – EIU)

• Pendidikan Pembangunan Lestari (ESD) - Latarbelakang - Pengisytiharan Dekad ESD (2005-2014)

oleh Pertubuhan Bangsa Bersatu (PBB) - Konsep hubungan antara manusia dengan

Ketuhanan dan alam (kesedaran

manusiaterhadap anugerah Tuhan) - Konsep perseimbangan antara alam

sekitar, - Komponen dalam ESD

• Pendidikan untuk Kefahaman Sejagat (EIU)

- Sejarah - Rangka konsep dan kaitan denganThe Four

Pillars of Education (UNESCO) - Tema - Komponen dalam EIU

• Perkaitan antara ESD dan EIU

- Kepelbagaian budaya mewujudkan

persefahaman setempat dan global

8

4

8

6

26

3. Interaksi Manusia dengan Alam dan Sumber Semula Jadi

• Komponen Alam Sekitar Fizikal: - Lithosfera - Atmosfera - Biosfera - Hidrosfera

• Punca dan Impak kegiatan manusia dan isu

alam sekitar secara global dan lokal.

- Degradasi Biodiversiti - Perubahan Iklim - Kepupusan Flora dan Fauna - Hakisan tanah dan kejadian banjir - Kekurangan bekalan air - Penipisan ozon - Pengurusan Sisa Pepejal - Hujan asid - Pencemaran udara dan bunyi - Krisis Tenaga - Isu-isu semasa

• Menanggani isu alam sekitar di Malaysia • Masa Depan Kelestarian alam sekitar

- Cabaran alam sekitar abad ke-21

8 4 8 6 26


169

4. Strategi Pendidikan Lestari Alam Sekitar

• Peranan pendidikan

- Pendekatan menyeluruh sekolah

• Aktiviti pendidikan lestari alam sekitar melalui pembelajaran dan pengajaran berasaskan pengalaman langsung dan tidak langsung.

- Permainan alam sekitar, - Program Penghijauan, - 7-Steps Methodology - Projek 5R/7R/9R - EcoRun, - EcoBazaar, - Puisi Alam Sekitar - Ikrar Alam Sekitar - Kaunseling Rakan Sebaya - Khidmat Masyarakat - Seni, Drama, Muzik dan Tarian

• Amalan gaya hidup

- Kepenggunaan Lestari - Konsep 5R/7R/9R - Kecekapan Tenaga

10 5 10 7.5

32.5

Kerja Kursus 1.5 28.5 30

Jumlah 30 15 1.5 30 22.5 28.5 127.5

- JUMLAH JAM PEMBELAJARAN BERSEMUKA DAN BUKAN BERSEMUKA *Kuiz dan pembentangan perlu jam diluar waktu kuliah dan tutorial kerana ada melibatkan penilaian pelajar


Kuliah 30 30

Tutorial 15 22.5

2 Kuiz (60 minit) 1 3

Pembentangan (30 minit) 0.5 1.5

Penulisan Reflektif (1500 pp) 0 9

Penulisan Laporan Projek (2500 pp) 0 15

Jumlah 46.5 81


127.5


170

Jam Kredit 3

16. Rujukan Asas

Robnson, M. (2014). Sustainability Principles and Practice. New York: Routledge. Raj Kumar Singh. (2012). Environmental Studies. New Delhi: Tata McGraw-Hill Education

Private Limited Chamhuri Siwar, Rospidah Ghazali & Sharina Abdul Halim. (2014). Pembangunan Lestari di

Malaysia: Kenyataan dan harapan. Kuala Lumpur: Dewan Bahasa dan Pustaka.

Rujukan Tambahan

Easton, T.A. (2014). Taking Side: Clashing views on Environmental Issues. United States of America: McGraw-Hill Education.

Rogers, P., Jalal, K.F., & Boyd, J.A. (2007). An Introduction to Sustainable Development.

London & New York: Routledge. Tiwi Kamidin & Samsilah Roslan. (2014). Pendekatan Ekopsikologi dalam Pelaksanaan

Pendidikan Alam Sekitar. Serdang: Penerbit Universiti Putra Malaysia Thiele, L.P. (2013). Sustainability. Cambridge: Polite Press. Unesco. (2012). Education for Sustainable Development: Sourcebook. Peranchis: United

Nations Educational, Scientific and Cultural Organization Unesco. (2010). Tomorrow Today. United Kingdom: UNESCO Palmer, J.A. dan Neal, P. (2004). The handbook of environmental education. London and New York: Routledge.



171


Fiqh Kekeluargaan Islam Family Fiqh of Islam

2. Kod Kursus FKIK3013


Mohd Nahwiuddin bin Abdul Manaf


Kursus ini bertujuan supaya pelajar dapat menguasai ilmu kekeluargaan dan diaplikasikan dalam kehidupan.


Semester 1 Tahun 3 / Semester 1 Tahun 4 / Semester 2 Tahun 4




K = Kuliah

T = Tutorial

A = Amali

P= Pentaksiran

K T A P K T A P

121

30 15 - 2 30 30 - 14

7. Nilai Kredit 3



172



1. Menghuraikan konsep asas pembinaan insan menurut Islam (C2, LO1).

2. Membincangkan konsep perkahwinan dalam Islam secara pembentangan (C2,

LO3, CTPS1).

3. Menjelaskan proses pelaksanaan dan pembubaran perkahwinan menurut

syariat Islam secara pembentangan berkumpulan.(C2, LO4, LO5, LO6, CS1, TS1,

LL1)

4. Menganalisis pengurusan masalah keluarga dalam perkahwinan (C4, A3, LO6,

LL3).

5. Menerangkan prosedur perkahwinan di Malaysia (C2, A4, LO1).



CLO

Me

ng

ing

at

Me

ma

ha

mi

Me

ng

ap

ika

si

Me

ng

an

alis

is

Me

nil

ai

Me

nc

ipta

Pe

rse

ps

i

Se

t

Res

po

ns

be

rpa

nd

u

Me

ka

nis

me

Re

sp

on

s k

eta

ra k

om

ple

ks

Ad

ap

tas

i

La

ku

an

tu

len

Me

ne

rim

a

Me

mb

eri

ma

klu

m b

ala

s

Me

nil

ai

Me

ng

org

an

isa

si

Me

ng

ha

yati

nil

ai

C1

C2

C3

C4

C5

C6

P1

P2

P3

P4

P5

P6

P7

A1

A2

A3

A4

A5

1 x

2 x

3 x

4 x x

5 x x

10.


Pemikiran kreatif dan kemahiran menyelesaikan masalah (CTPS1)

Kemahiran Berkomunikas (CS1) Kemahiran berpasukan (TS1) Pembelajaran berterusan

dan pengurusan maklumat.(LL3)


173



1. Kuliah

2. Tutorial - Perbincangan

Strategi Pentaksiran: Pencapaian pelajar dalam kursus ini ditentukan menerusi bentuk pentaksiran, iaitu kerja kursus (100%) .

Programme Learning

Outcome (PLO) Strategi Pengajaran dan


PLO1 – Pengetahuan

Kuliah

Tutorial

Kuiz

Penulisan Laporan

PLO3 – Kemahiran saintifik,

kemahiran berfikir dan

menyelesaikan masalah

Tutorial Pembentangan

PLO4 – Berkomunikasi Tutorial Penulisan laporan

LO5- Kemahiran Sosial/ Kerja Berpasukan

Tutorial

Pembentangan kumpulan

LO6- Pembelajaran Sepanjang Hayat dan Pengurusan Maklumat

Kuliah

Tutorial

Penulisan laporan

Kuiz

Pembentangan

12. Sinopsis

Kursus ini memfokuskan kepada fiqh kekeluargaan Islam meliputi asas-asas pembinaan insan, perkahwinan, pembubaran perkahwinan, pengurusan masalah dalam keluarga dan prosedur yang berkaitan perkahwinan dan perceraian di Malaysia

This course focuses on the fiqh of Islamic family matters that covers the basics human construction, marriage, dissolution of marriage, family management problems and procedures related to marriages and divorces in Malaysia.

13



Kerja Kursus : 100%

Jenis Pentaksiran


Tugasan

Penulisan laporan (1500 perkataan)

50

Pembentangan 25

Kuiz 25


174


Inte

raksi

Be

rsem

uka

Inte

raksi

Bu

ka

n

Be

rsem

uka

Ju

mla

h S

LT

Ku

liah

Tu

toria

l

Am

ali

Pe

nta

ksira

n

Ku

liah

Tu

toria

l

Am

ali

Pe

nta

ksira

n

1. Asas-Asas Pembinaan Insan

• Aqidah

• Ibadah

• Akhlak

4 2 4 4 14

2. Perkahwinan

• Konsep

• Persediaan Perkahwinan

• Rukun Perkahwinan

• Tanggungjawab Dalam Perkahwinan

• Poligami

6 3 6 6 21

3. Pembubaran Perkahwinan

• Talak

• Iddah dan rujuk

• Fasakh dan Khulu’

• Lian Nusyuz dan Sulh

• Hadhanah

• Hak-Hak selepas Cerai

6 3 6 6 21

4. i. Pengurusan Kekeluargaan Menurut Islam

• Hubungan Dalam Keluarga

• Kewangan Keluarga

• Kesihatan

• Komunikasi Suami Isteri

ii. Masalah Dalam Keluarga

• Pengurusan Tekanan/ Stress

• Pengurusan Konflik

• Perkhidmatan Kaunseling

• Pengurusan Talak & Fasakh

8 4 8 8 28


175

5. Prosedur Perkahwinan Islam di Malaysia

• Prosedur Perkahwinan

• Prosedur Perceraian

• Bentuk Kesalahan di bawah Undang-undang Keluarga Islam

6 3 6 6 21



Peperiksaan

Jumlah 30 15 - 2 30 30 - 14 121


176



Kuliah 30 30

Tutorial 15 30

Penulisan

Laporan - 8

Pembentangan (Berkumpulan)

(60 minit)

1 3

Kuiz (60 minit) 1 3

Jumlah 47 74


(SLT) 121

Jam Kredit 3

16. Rujukan Asas Mustafa Al-Khin,Mustafa Al-Bugha, & Ali Asy-Syarbaji. (2011). Al-Fiqh al-manhaji mazhab AlSyafie. ( Penterjemah: Zulkifli bin Mohamad al-Bakri & rakan ). Kuala Lumpur : Jabatan Kemajuan Islam Malaysia.

Zaharuddin Abd Rahman. (2011). Mutiara akidah dan ibadat, Shah Alam: Karya Bestari Sdn. Bhd.

Zahazan Mohamad. (2011). A – Z Tentang munakahat tapi anda tiada tempat untuk bertanya. Kuala Lumpur: Telaga Biru.

Rujukan Tambahan

Haron Din. (2000).Manusia dan Islam.Jld 2.Kuala Lumpur:Dewan Bahasa dan Pustaka

Ismail Kamus. (2009). Indahnya Hidup Bersyariat. Kuala Lumpur: Telaga Biru Sdn. Bhd.

Mat Saad Abd. Rahman. (2006). Undang-undang keluarga islam: Aturan perkahwinan, suatu pendekatan berdasarkan amalan semasa. Petaling Jaya: Intel Multimedia and Publication

Wahbah al-Zuhaili. (1999). Fiqh dan perundangan Islam. Penterjemah Dr. Ahmad Shahbari Salamon . Kuala Lumpur: Dewan Bahasa dan Pustaka.


Tiada


177

JADUAL WAKTU

SEMESTER 2 TAHUN 4


178

Hari Bilik Kuliah Pengkhususan Kump 8.00 - 9.00 9.00 - 10.00 1000 - 1100 11.30 - 12.30 12.30 - 1.30 2.30-3.30 3.30-4.30






D 02 008 Pendidikan Jasmani G8.6


K 01 020 TESL G8.8

K 01 023 TESL G8.9

Hari Bilik 8.00 - 9.00 9.00 - 10.00 1000 - 1100 11.30 - 12.30 12.30 - 1.30 2.30-3.30 3.30-4.30








K 01 020 TESL G8.8

K 01 023 TESL G8.9

Hari Bilik 8.00 - 9.00 9.00 - 10.00 1030 - 1130 11.30 - 12.30 12.30 - 1.30 2.30-3.30 3.30-4.30






D 02 011



K 01 020 TESL G8.8

K 01 023 TESL G8.9

Hari Bilik 8.00 - 9.00 9.00 - 10.00 1000 - 1100 11.30 - 12.30 12.30 - 1.30 2.30-3.30 3.30-4.30

E 02 006 PK-M. Pendengaran G8.1 TUT Mohd Yusoff/Haslina Hassan

E 02 002 PK-M. Pendengaran G8.2 TUT Anita Sapura/Shahariman Ahmad

E 02 004 PK-M. Penglihatan G8.3 TUT Dr.Noor Hayati/Mohd Aqsa

N 03 007 Pendidikan Muzik G8.4 TUT Edna SW/Komari H.

N 03 008 Pendidikan Muzik G8.5 TUT Nik Hartini/Fauzila Abdul Latif

D 02 008 Pendidikan Jasmani G8.6 TUT Gananathan/Norliza AK

D 02 009 Pendidikan Jasmani G8.7 TUT Jalaluddin/Hew SV

K 01 020 TESL G8.8 TUT Dr.Assunta/Lim Guat Goh

K 01 023 TESL G8.9 TUT Dayangku Intan/Uthayakumaran K.

Hari Bilik 8.00 - 9.00 9.00 - 9.55 10.25 - 11.20 11.20 - 12.15 12.15-2.45 2.45-3.35 3.35-4.30






D 02 011



K 01 020 TESL G8.8

K 01 023 TESL G8.9

ISNIN

SELASA

RABU

KHAMIS

Kump. PPISMP

Kump. PPISMP

LASS3013- Dr.Wan Maznah

LASS3013-Siti Rohani

PJMS3183 Zulkarnian

PJMS3173 Dr Khamdani

PJMS3183 Zulkarnian

PJMS3173 Jamaliyah

PKUK3173 Dr Hajarul Bahti

PKUK3173 Dr Zawawi

PKUK3173 Norimah

Kump. PPISMP

Kump. PPISMP

EDUP3083 CCC

EDUP3083 Dr Sakhilah

EDUP3083 Fitri

MUZK3203 Ariputhiran

JUMAAT

Pengucapan Awam PAWK3013

TTQK3013 Asri

BAKB3013 Aminuddin

Drama Dan Teater Kanak-Kanak DTKK3013 Norani

Pengurusan Acara PESK3013 Abu Bakar

Pengurusan Acara PESK3013 Hasizan

FKIK3013 Huda

LASS3013- Dr.Wan Maznah

LASS3013-Siti Rohani

PKUK3163 XXX/Dr Zawawi

PKUK3163 YYY/Norimah

EDUP3083 Rosli/Amir

EDUP3083 Salma

EDUP3083 Razak

EDUP3083 Tay Pio/RAF

EDUP3083 Dr Liza

EDUP3083 CCC

PKUK3163 XXX/Suzita

Sesi Membaca Buku di Pusat Sumber

bersama Mentor

BAKB3013 Aminuddin

EDUP3083 CCC

EDUP3083 Dr Sakhilah

EDUP3083 Fitri

PJMS3183 Zulkarnian

PJMS3173 Dr Khamdani

TSLB3173 DrZaira AHS

TSLB3173 Zarina M / Grace CSY

SINERGI ILMU / PROSPEN

MUZK3173 Lim ZC, Edna, Fauzila, Nik Hartini,

Lye GP, Lee LH

Pengucapan Awam PAWK3013

GHSS3013 Jamaliyah

MUZK3203 Shahril AR


MUZK3203 Shahril AR


MUZK3203 Shahril AR Sesi Membaca Buku di Pusat Sumber

bersama Mentor

EDUP3083 Rosli/Amir

EDUP3083 CCC

EDUP3083 Salma

EDUP3083 Razak

EDUP3083 Tay Pio/RAF

EDUP3083 Dr Liza

Sesi Membaca Buku di Pusat Sumber

bersama Mentor

TSLB3163 Kuruvilla CK J

TSLB3163 Rosei Sheerin M

PKUK3163 YYY/Norimah

PJMS3183 Zulkarnian

PJMS3173 Jamaliyah

Pengurusan Acara PESK3013 Hasizan

FKIK3013 Huda

TTQK3013 Asri

Reading Books at Library with mentor

Sokongan Penyeliaan Tesis Jabatan Pendidikan

Khas

Pengurusan Acara PESK3013 Abu BakarDrama Dan Teater Kanak-Kanak DTKK3013

Norani

GHSS3013 Jamaliyah

TSLB3173 Zarina M / Grace CSY

TSLB3163 Kuruvilla CK Joseph

TSLB3163 Ros Amisha Shabudin

MUET Rosei Sheerin Mahpor

PKUK3163 XXX/ Mohd Yusof

MUZK3173 Lim ZC, Edna, Fauzila, Nik Hartini, Lye GP, Dr.

Lee LH

PKUK3163 XXX/Suzita

Sokongan Penyeliaan Tesis

JPK

REHAT

TSLB3173 DrZaira AHS


179

DISEDIAKAN OLEH

PENYELARAS PISMP

JABATAN PENGKHUSUSAN

BAHASA INGGERIS

IPGKIK