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Assignment ETL 431
ASSIGNMENT
JANUARY 2015 SEMESTER
SUBJECT CODE : ETL 431
SUBJECT TITLE : Teachin Li!e"a!#"e in !he Sec$n% Lan#aeC$n!e&!
'ROGRAMME : Bache($" $) E%#ca!i$n
STUDENT*S NAME : NORI+A BINTI AMIN
MATRIC NO, : E3010-120034
ACADEMIC.ACILITATOR
: 'N UMAIMA/ BT IDRIS
LEARNING CENTRE : I'O/ 'ERA
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Assignment ETL 431
Part A: (10%)
Read the article The Teaching of Children’s Contemporary English Literature
Components in Primary Schools: Common Practices in Malaysian Classrooms by
Jothimalar Krishasamy, Universiti Malaya, and answer the following questions:
a) What is the purpose of this study?
According to the study titled !he !eaching of "hildren#s "ontem$orary %nglish
&iterature "om$onent in 'rimary (chools: "ommon 'ractices in Malaysian
"lassroom) by Jothimalar Khrisnasamy from Universiti Malaya*
!he study aims to identify strategies and a$$roaches used by the teachers
when teaching "ontem$orary &iterature in $rimary schools* !he study also discussed
the reasons why selected a$$roaches were being used in the classroom*
b) Discuss the ‘Childrens Conte!porary "iterature Pro#ra!!e$
“In Malaysia, the Cabinet decided that Children’s
Contemporary Literature be taught in Year 4, 5 and 6 to the
students. It is to proide an early beginning and a !oundation in
literature. "tudents #ill deelop an understanding o! other societies,
cultures, alues and traditions that #ill help them in their emotional
and spiritual gro#th. It is also a !ollo#$up program to the structured
reading program !or Year % and & students.' (he aim o! haing
Children’s Contemporary Literature )rogramme' in Malaysian
curriculum are*
%. (o instill and inculcate the reading habit among students&. It is also to enrich the students’ ocabulary and language
content.+. (o enhance students’ thining sills and the !our language
sills.4. It deelops !eelings and imagination. It helps children mae
sense o! their o#n e-perience, and promotes learning gains,
#hich allo#s children to learn ne# ideas and no#ledge.5. It allo#s children to understand cultural traditions and alues
and issues in li!e and language gains #hich help children
+
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Assignment ETL 431
deelop an a#areness o! ho# language #ors in
communication.6. It helps them deelop an understanding o! the meaning o!
#ords. It allo#s them to e-perience ne# #ays o! using
language that bridges the gap bet#een #ritten and spoen
language.
s a teacher, I hope that the students #ill hae an open eye
about other people’s culture and learn to respects them. Currently I
/nd that my students are those #ho lied under closed enironment
and only no# the culture that they gro# up #ith. "ometimes #hen
they #ere taught about other culture literally, they !ound that the
situation to be a 0oe. (his should stop because it’ll get them into
trouble.
I !ound that literature can help in educating them about other
cultures and enables them to appreciate and respect it. 1ther than
that, it also helps to bring out their artsy side. (hey loe #hen I
incorporate language arts actiities together into the contemporary
literature #ith them. Currently, I am doing “(he 2ungle 3oo' #ith Year 4. (hey loed it #hen they get to mae the mass o! the
characters and role play one o! the scene #ith them. It also helps
the students #ith the intonation and stress #hen pronouncing
#ords.
(here are so many bene/ts #hen teachers teach
Contemporary Literature. o#eer, the materials need to be
selected properly so that it is suitable and it doesn’t demandrigorous thining !rom the students.
c) laborate on the findin#s of the study
(he study states that this uestionnaire surey #as conducted
in an estimated +4+ urban and rural, ational and ational (ype
primary schools in the state o! egeri "embilan 7arul 8husus. (he
respondents #ho are in$serice teachers doing their “)rogram 8has
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Assignment ETL 431
)engsis#a9ahan :uru', to mae it national corpus. (he case study
inoling a series o! classroom obserations and !ocused interie#s
#as determined a!ter permission !rom the principal o! the schools
had been granted.
(he sample si9e #as obtained using 8re0cie and Morgan’s
;%<=>? table. (he population o! @nglish Language teachers in urban
and rural primary schools in the state o! egeri "embilan 7arul
8husus, !rom both the ational and ational (ype schools are
estimated around =5A ;non optionist @nglish teachers? and A6%
;optionist @nglish teachers? teachers.
ccording to the study, nearly =%.+B o! the teachers indicated
that they hae undergone training in the Literature Component in
@nglish #hereas &A.=B stated other#ise. rom the data, it can be
said that most o! the teachers hae been e-posed to the
Contemporary Literature. (his happened because the Ministry
conducted courses on eery leel o! the department so that all o!
the @nglish teachers hae the no#ledge o! the Contemporary
Literature.
rom the study also, it indicates that “(he /ndings o! the
study based on the uestionnaire also reeal that teachers hae
sho#n a pre!erence !or using a more dominant #ay o! teaching
literature, !or e-ample the paraphrastic approach and the
in!ormation$based approach. (he main agenda in eery lesson #as
to help students to gain a good grasp o! the literary te-ts by giing
ample e-planation, in!ormation “!eeding', clari/cation and
paraphrase o! the literary te-t #hilst “!un' yet enriching actiities
e-empli!ying language$based and personal$response #ere almost
neglected.
Instead, comprehension uestions that e-empli!y the e-amination
!ormat #ere constantly practiced and drilled'
(hrough the study, it can be seen that most o! the teachers in
Malaysia are com!ortable #ith the e-am oriented education system
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Assignment ETL 431
#hich caused the teachers to as uestions about literature using
the tools !or te-t comprehension. (he uestions also #ere in a ery
literal !orm and don’t generate critical thining sills.
1ther problem mentioned in the study #as “(he teachers
inoled in the case study hae mentioned students’ language
pro/ciency as a contributing !actor to the choice o! their
approaches. 1!ten, it is heard that students especially in less
priileged areas may liely !ace problems een in reading. (he
scenario is #orsened #hen they are e-pected to understand the
language. (hus, #hen teachers encounter students o! lo# language
pro/ciency, it is o!ten that they themseles need to D!eed’ them #ith
in!ormation or re$tell and e-plain a literary te-t using 3ahasa
Malaysia or other mother tongues.'
(he critical among the students all oer Malaysia in #hich
they are lacing in language pro/ciency especially #hen @nglish
Language is treated as oreign Language rather than the second
language. It’ll be ery challenging een to get their attention to get
into the lesson together. (here!ore, to preent them !rom being le!t
behind, teachers tend to spoon !eed the students and teach them
traditionally #hich is using the chal and tal. (his is to catch up
#ith syllabus. (his is also due to the time constraint e-perienced by
the teachers.
1ne o! the main !actors contributing to the selection o!
traditional method o! teaching is “(he selection o! literary reading
te-ts is a crucial !actor that needs to be looed into seriously. In
relation to this, esamalar et al. ;%<<5? highlight ma0or concerns
such as te-t balance, suitability o! language, the concepts in the
te-t, leels o! reasoning, the content o! the te-t and its pedagogic
suitability need to be taen into consideration #hen selecting a
particular reading material. In the conte-t o! this study, teachers
hae uttered their concerns oer the selection o! te-t due to !actors
lie culture #hich may possibly impede students !rom
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Assignment ETL 431
comprehending a literary te-t #hereas some teachers hae
e-pressed their concerns oer the language and “dryness' in the
selected te-ts because students #ere not seen to en0oy the te-t at
all. In short, it is perhaps #orth#hile to select a te-t based on the
criteria listed by esamalar et al. ;%<<5? so that students’ interests
in language and literature are not 0eopardi9ed.'
(he “dryness' mentioned in the study #as re!erring to poor
selection o! materials in #hich it does not appeal to the students.
(he setting o! the literature materials may not be suitable because
the students cannot comprehend them ery #ell. "o as a result, the
students read blanly #ithout being able to comprehend and
process inside their mind. I hope that teachers #ill be gien the
opportunity to select their o#n materials !rom their o#n libraries !or
the use in the classroom literature. It’ll be more meaning!ul and
students #ill eentually nurture the loe !or reading.
It also ery important to include, the attitude o! the students
themseles plays important role on ho# they perceied the
literature itsel!. In the study, “It is also important to note the
attitudes o! students per se. In the discussion o! the research
/ndings, it #as reealed that students’ attitudes to#ard literature
#ere inEuenced by the instrumental aspect, that is, the
e-amination. In other #ords, it can be said that literature #ould be
studied #ith a purpose i! it is included in the e-amination.'
rom the early education year, the students hae been
prepared and stuFed #ith the ideas o! being e-cellent in the
important e-am beginning !rom the G)"H to the )MH, ")M and the
"()M. (hese e-ams hae become a culture in #hich they
measurement o! ones’ e-cellence in academic #orld. "o #hen the
contemporary literature #as introduced, the students #ere passiely
inoled because it is not in the e-ams.
d) &plain the i!plications of the study in the classroo!
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Assignment ETL 431
!he study has shed some light on what causes the students lac0 of interest in
studying literature* !here are ste$s that can be ta0en to overcome the $roblems
mentioned in the study* irst, teachers can always be selective of materials des$ite
having to use the te2tboo0 given by the Ministry of %ducation* or e2am$le the use of
!he Jungle 3oo0 comic, the teacher can be creative with the activities* !eacher can
always have a short $lay of favourite scene or ma0e $u$$ets and use the $u$$et
theatre to tell the story* !he media such as videos can always be accessible via the
internet*
4nstead of having the usual answer the questions or find meanings of difficult
words, teacher can always have activities such as who says this5) with the children*
As0 one student to role $lay a line of sentence and the rest of the class could guess
which character says the line*
!eacher also can always incor$orate other $arts of language into the literature
lesson, such as have the students identify grammar or sentence $arts* !eacher can also
have listening e2ercise using the story read*
Another $roblem $ersisted from the e2am oriented education system6 $u$ils
always e2$ect to be tested in some area* !o change this, teacher can have them 0ee$ a
$ortfolio and give them a grou$ assignment that generates their creative thin0ing* or
e2am$le the teacher can have the students rewrite the story with their own words and
endings* !ime given to com$lete the assignment must be am$le so that they can
correct their wor0s several times*
Reading aloud the literary te2t also is sign of lower $roficiency among
students* !o avoid this, teacher need to give the students time to read by themselves*
!eacher can go from one $u$il to another to as0 questions about the te2t they read*(tudents also can 0ee$ a boo0 log so that they can record their $rogress and count the
s$eed of their reading*
Part ': (10%)
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Assignment ETL 431
8rite an essay on the to$ic:
"iterature should be a eparate ubect in Pri!ary chools:
&iterature is not something new in our educational system* 9uring $rimary school,
boo0s such as the &ittle 3lue 3oys and "lever Katya have been introduced as $art of
K3(R syllabus for u$$er $rimary school $u$ils: ear -, . and /* ;owever until now,
the im$ortance of introducing literature to an %(& classroom to a younger target
grou$ is debatable* Most of the teachers found it difficult to teach es$ecially for the
rural school are with different cultural bac0ground
4 do find that there are some benefits that can come out of the teaching of
literature at such a young age* ;owever, the materials need to be ada$ted before it
can be used in the classroom* (o it demands efforts from the teachers in the
$re$aration of the lesson to ensure that the lesson can run smoothly and less alienating
to the $u$ils*
Learn new culture
rom my $oint of view, literature serves only a small $ortion in language
learning but it nurtures the cultural and values in a students* &iterature materials are
always selected from authentic materials* !he bac0ground of the written wor0 is set
around the writer#s cultural setting or culture in which is near to the writer#s heart*
!herefore the $laces, the characters and other written elements may be new to the
students# hearts* <ew culture can be introduced through the literature whether
im$licitly or e2$licitly*
or e2am$le, through the use of !he Jungle 3oo0 comic in ear - K((R syllabus, students can learn the culture setting in 4ndia and also the setting of the
=ungle* !he comic stri$s literature can successfully convey a visual setting of the
culture*
Expanding students view of the world
At the school 4 teach, students seem to be much concealed from outside world*
!hey do not have the 0nowledge of other $arts of the world other than the flags of
8orld "u$#s football team* !hey lac0 reading of materials on other countries culture
>
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Assignment ETL 431
and geogra$hy* 4 feel that it is my $ersonal goal to e2$ose the students to other culture
other than the Malays and 'era0ians to them*
4 found that introducing fol0lores is a good way to get them to 0now other
culture from other states in Malaysia* 4 use boo0s such as A "ollection of Malay
ol0 !ales) by A Mahinder (ingh to introduce sim$le Malay ol0 !ales to them*
A Malay ol0 !ales by &adybug 3oo0
4t is also a good way to ma0e the children realise about what#s going on
around them because children today always caught u$ in their own world* &iterature
is a good medium for the children to learn about other culture, histories and about $ast
$eo$le and $laces*
Enriching vocabulary
<ot all literature materials have languages li0e in (ha0es$eare* Many
children#s literatures are written in sim$le languages which are a$$ro$riate for
targeted grou$ of age* 4 believe that children should be introduced to harder
vocabularies gradually and in conte2t* &iterature gives the children the o$$ortunity to
learn new vocabularies in conte2t and in meaningful manner*
Rather than having to fli$ through dictionaries in which they have to $ic0
suitable meanings for the $articular conte2t, the students can be guided by the teacher
to guess meanings from conte2tual clues given in the boo0 itself* 4n the boo0 !he
;airy 3ear) by Joy "owley, students can learn vocabularies such as ?robbers# and
?frightened#* !he re$etition of the words and the use of $ro$er illustration ma0e it
easier for the students* 4t is always good for children to have a wide range of
vocabularies so that they can e2cel in writing* 4t also hel$s to im$rove reading
abilities and also gives de$th and meaning in students# s$eech*
@
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Assignment ETL 431
Improves students writing
%very teacher agrees that to be a better writer, students must read a wide range
of boo0s which include fiction and nonfiction boo0s* <onfiction boo0 seems to have
only factual writing style com$ared to the fictional written $roducts* ictional boo0s
have wide variety of writing styles* (o reading boo0s not only generates ideas but also
give students the ideas and styles in which they can follow comfortably*
4f the students are comfortable with narrative $oetry, students can always be
encouraged to write using that style but with different theme and values*
!a0en from the boo0 &ittle <onsense)
Teach tudents !ritical Thin"ing
(tudents may find to be able to thin0 critically based on nonfiction sub=ect
matters very hard* !his may due to lac0 of $rior 0nowledge and not being able to
connect the facts to their life* 8hen a student read a literature material with issues and
theme to e2$lore, they#ll be able to generate new ideas and relate it to their own life*%ven through the teaching of fairy tales, teacher can always have activities
that generate new ideas* or e2am$le, teacher can always as0 students to rewrite the
"inderella story using their own words and with different settings and ending*
Another activity that can be done is to have students write to one of the main
characters in a story and write about how the students feel about certain events in that
$articular story* !he students may also suggest what the writer should do in order to
com$ensate the effects of event* 4n the story Ali 3aba and the orty !hieves from the
1B
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Assignment ETL 431
Arabian <ight, students can write a letter to Kassim 3aba and tell him what he should
not do*
"hildren can come u$ with different values as a comedy*
Part C: (*0%) + you deter!ine the pa#es
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Assignment ETL 431
're$are a "esson Plan incor$orating &iterature in your %nglish class C Even though
Literature is not taught as a separate subject in the primary school there is
opportunity for the teacher to integrate Literature in the language classroomD
Date &&nd pril &>%5 Day ednesday
Year Year 4 3estari
(ime =.4> a.m J A.4> am ;% hour?
(heme orld o! 8no#ledge
Gnit Care or (he "ea
(opic (he "ea Creatures and )lants
ocus Listening and "peaing
)reious8no#ledge
%. ll pupils hae some in!ormation on the
endangered animals in Malaysia.
&. ll pupils can identi!y ad0ecties and aderbs.
Content
"tandards
1.% 3y the end o! the 6$year primary schooling,
pupils #ill be able to pronounce #ords and spea
con/dently #ith the correct stress, rhythm and
intonation.
4.+ 3y the end o! the 6$year primary schooling,
pupils #ill be able to plan, organi9e and produce
creatie #ors !or en0oyment.
Learning
"tandards
%.+.% ble to listen to and demonstrate
understanding o! oral te-ts by*
;a? asing and ans#ering uestions
4.+.% ble to plan, produce and display creatie
#ors based on literary te-ts using a ariety o!
media #ith guidance
1+
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Assignment ETL 431
Learning
ob0ecties
3y the end o! the lesson, pupils should be able to*
%. ns#er some comprehension uestions based
on the gien te-t.
&. rite a shape poem using the descriptions o!
the sea !rom the discussions.
(eaching aids
%. po#er point presentation on sea animals
;ppendi- &?
&. mind map on #orsheets ;ppendi- +?
+. poem #orsheets ; ppendi- 4?
4. mah$0ong paper
5. marer pens
6. po#er point pu99le ; ppendi- %?
=. )ictures o! sea animals. ;ppendi- 5?
@aluation%. "tudents dialogue
&. )oem #orsheets.
ctiities
"et Induction
;+ minutes?
Teacher’s role
%. (eacher displays a po#er point pu99le on a LC7
pro0ector.
&. (eacher ans#ers uestions gien by students
#ith yes or no ans#er. or eery yes, teacher #ill
reeal the pu99le pieces.
+. (eacher introduces the topic o! the day
Pupils’ role
&. )upils ans#er some yes or no ans#ers
uestions to guess the title o! the story today. or
each yes ans#er, a pu99le piece #ill be reealed.
@-ample o! uestions*
%. Is it an animalK
&. 7oes it lie in the seaK
+. 7oes it eat /shK
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Assignment ETL 431
"tep %
;%< minutes?
Teacher’s role
%. (eacher diides the pupils into group o! !ours.
(eacher assigns each group #ith a sea animal.
&. (eacher displays the presentation o! sea
animals to the pupils.
Pupils’ role
%. )upils #atch a po#er point presentation. Gsing
a mind map #orsheets gien, pupils #rite do#n
the notes o! the gien animals.
&. )upils trans!er the mind map on to a mah$0ong
paper.
"tep &
;&> minutes?
Teacher’s role
%. (eacher dra#s pupils’ attention to a set o! in the
#orsheets.
&. (eacher models the uestion and ans#ering
session.
+. (eacher obseres the pronunciation, stress andrhythm during the uestion and ans#er session
and during the practice session.
4. (eacher #ill correct the pronunciations i!
necessary
Students’ role
%. )upils practice the uestion and ans#er in theiro#n group.
&. )upils tae turn to present their notes and role
play the dialogue in !ront o! the class."tep +
;&> minutes?
Teacher’s role
%. (eacher sho#s pictures o! sea animals #ithout
the notes.
&. (eacher as uestions occasionally #hen
students run out o! ad0ecties to #rite.
1-
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Assignment ETL 431
+. (eacher guides the pupils to #rite a shape poem
using the #ords that hae been listed do#n by the
pupils.
Students’ role
%. )upils discuss in groups and #rite do#n as
many #ords such as ad0ecties to describe the sea
creatures.
&. )upils #rite do#n the #ords as shape poem on
the #orsheets distributed by the teacher.
+. )upils #or together to decorate the poem #ith
colours.
Closure
;A minutes?
Teacher’s role
%. (eacher gies !eedbac to students’
presentation.
Students’ role
%. )upils recite the poem in groups.
HeEection
Weaknesses
(he mi-ed abilities students are ery challenging.
"ome o! the upper leel students may let the
lo#er leel students le!t #ith no duty.
Strength
%. )eer coaching #ill be present in the group
actiities.
&. Computer assisted learning is !un !or children.
+. "tudents hae the opportunity to correct their
mistaes since only minimal #riting is inoled.
Improvements that can be made
%. ctiities can be improed by asing the
students to do a boolet o! poems so that they can
read it anytime.
1.
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Assignment ETL 431
A''%< 94E 1
'uFFle for set induction
(lide 1
1/
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Assignment ETL 431
(lide +
A''%<94E
A slide show on sea creatures*
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Assignment ETL 431
A''%<94E -
Mind ma$ wor0sheets
ame* 7ate*
ill in the circle #ith in!ormation o! the animals.
(@ "(HI"
1>
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Assignment ETL 431
o# tae turn to as and ans#er uestions based on the notes
aboe.
%. hat is the name o! the animalK
&. here does it lieK
+. hat does it !eeds onK
))@7I 4
)icture o! animals
ame * 7ate *
rite do#n your poem in the space proided
1@
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Assignment ETL 431
ame * 7ate *
rite do#n your poem in the space proided
+B
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Assignment ETL 431
))@7I 5
)ictures o! sea animals
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Assignment ETL 431
,eferencerom a Journal
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Assignment ETL 431
Krishnasamy, Jothimala* GHctober +B1I* The Teaching of Children’s
Contemporary English Literature Components in Primary Schools:
Common Practices in Malaysian Classrooms, volume 1+ issue -
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Kementerian 'endidi0an Malaysia* !uri"ulum Standard Se"olah
#endah:$o"umen Standard !uri"ulum dan Penta"siran %ahasa
&nggeris S! Tahun Empat * Kuala &um$ur* Kementerian 'endidi0an
Malaysia
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