~Dominasi Pertamaku // My First Domination~

The English Language Roadmap 2015-2025 uses the Common European Framework of Reference (CEFR). This year, imported CEFR-aligned English textbooks are being used in schools. And, plans are underway to align the Malaysian University English Test (MUET) with the framework. StarEducate finds out more about the CEFR, and how it can improve our English proficiency.

FOCUSED on teaching, assessment, and assessment-reporting, our Primary School Standard Curriculum (KSSR), and Standard Curriculum for Secondary Schools (KSSM), are based on expected outcomes that indicate progress and success, says Malaysian English Language Teaching Association (Melta) president Prof Dr S. Ganakumaran.

Essentially, both our curriculum, and the Common European Framework of Reference (CEFR), are based on learner achievement standards, he explains.

Two months ago, the Malaysia Examination Council announced that efforts were underway to align the Malaysian University English Test (MUET) with the CEFR so that it can be globally marketed especially to international students planning to further their studies in Malaysia.

“The biggest difference between the CEFR and our curriculum is that the KSSR standards are internally set based on the needs of learning a second language in Malaysia, and our success criteria is based on national goals, and expectations.

“On the other hand, the CEFR standards are determined externally based on language-learning research in Europe. These standards allow us to structure what we teach, and assess, to benchmark the progress of our students internationally,” Prof Ganakumaran says.

Launched in 2001, the CEFR, adds Universiti Malaya’s (UM) Faculty of Education senior lecturer Dr Zuwati Hasim, is neither a curriculum, nor a syllabus.

“Why do we need CEFR as a benchmark? What will happen to MUET - the English language competency examination taken by local students as a requirement to enter local public and private universities? If students are in Band 6 of MUET, which is equivalent to C2 of the CEFR, will they be exempted from taking the International English Language Testing System (IELTS), or any other internationally-developed English language test, when they enrol in universities abroad?” she asks.

Calling for a transparent evaluation of the CEFR’s implementation, she says the framework can be used as a form of reference for many different languages - not just English, but it must be an adaption, not an adoption.

Stressing that the framework is a mere guide, she says it can be adapted here if it’s aligned towards the communicative needs of our pupils.

“In Malaysia, English is a second language, not a foreign language. We shouldn’t be aligning our syllabus to the framework by compromising on our learners’ needs,” she feels, adding that the curriculum we’ve had through the years, were impressive and well-developed. Now, it’s about improving what we have.

The KSSR, and KSSM, are in line with the national education principles, and aimed at strengthening unity in a multi-cultural society, she adds.

KSSR was implemented in 2011, replacing the Primary School Integrated Curriculum (KBSR), which was introduced in 1983. The KSSM, which replaced the Integrated Secondary School Curriculum (KBSM), and a revised KSSR, kicked-off last year.

“Imported textbooks are being introduced even before we’ve analysed the effectiveness of the KSSR and KSSM textbooks. Will the CEFR lead to a revamp of the current co-curriculum?” she asks.

It’s important for teachers to be assessed based on the CEFR to show the quality of their proficiency according to an international standard, says Prof Ganakumaran. But, language proficiency - though advantageous, doesn’t necessarily translate to good teaching.

One of the key aims of the CEFR is to address a society that speaks several languages, and is sensitive to the different cultures around them, Dr Surinderpal Kaur, the deputy dean of postgraduate studies at the UM Faculty of Languages and Linguistics, points out. “Like Europe, Malaysia isn’t a monogamous culture. But the CEFR isn’t prescriptive - it tells you to modify the benchmark to suit your cultural context, not how to do it.”

European countries use the CEFR for many different languages as a benchmark for communication competency. This international benchmarking is very important because it allows for labour mobility. If correctly interpreted and implemented, the CEFR brings consistency. But it boils down to the training of educators, the materials used, assessment processes, and curriculum developed.

“We’ve to continuously tweak our curriculum which is still very traditional. We need peer-learning, emersion in digital technology, and critical thinkers who can apply their knowledge to solve problems.

“Aligning everything to the CEFR won’t be of much use if we don’t open up our curriculum. You can’t have your own benchmark for the SPM, then expect students to sit for the CEFR-aligned MUET at varsity. The benchmark must be consistent from primary level.”

Most European countries piloted their CEFR-aligned teacher-training, materials and assessments, when they started. This is necessary to iron out the kinks, she says.

“Once we’ve done that for English, the template we’ve created can be used for other languages like Bahasa Malaysia.”

Teachers, she adds, are crucial because if they don’t understand the CEFR, and the aims behind it, we won’t get far. She suggests:

> Improving teacher-proficiency in line with the CEFR;

> Ensuring that teacher-trainers know the CEFR well, can communicate it effectively, and are able to help teachers make sense of the teaching materials;

> Introducing a platform for teachers to share their best practices;

> Organising workshops for trainers and teachers; and

> Having townhalls to reach out to the community.

Dr Surinderpal calls for parents, teachers, teacher-trainers, and students, to be treated as equal stakeholders in the learning of English.

“Use lay terms. Reach out to the public. They must know what the Education Ministry is doing, and how it’s being done. Show the step-by-step progression, and address their concerns along the way.”

Dr Zuwati, who’s also a teacher-trainer, believes in empowering teachers.

Currently, only selected teachers are trained in the CEFR-aligned syllabus and textbooks. And, they’re expected to train their colleagues. The message, she says, can get lost in translation. She worries about the impact this would have on the implementation of the CEFR.

To fully benefit from the CEFR, you have to implement it properly, and not rush into superficial solutions, says Cambridge Assessment English (policy, projects and partnerships) director Dr Hanan Khalifa.

Part of the University of Cambridge, the not-for-profit organisation is dedicated to helping people learn English. It has been involved in the development of the CEFR for over 30 years.

“It’s tempting to take short cuts, but these don’t give you the improvements which a carefully implemented programme can give you.

“So it’s great that the Education Ministry is taking so much care in using data to align the curriculum, assessment, and learning materials, to the CEFR. This will ensure that they really deliver the skills which pupils need,” says Dr Hanan.

The CEFR is...

"An international standard for describing language ability on a six-point scale, from A1 for beginners, up to C2. It provides a framework to guide those involved in language teaching and testing."

Malaysian English Language Teaching Association (MELTA) presiden Prof Dr S. Ganakumaran

"A guide to determine, and measure, the standard of language competence or language ability. To facilitate free labour movement, the European Union, and the Council of Europe, coordinated its foreign language teaching so that the results of students learning French in Spain, for example, can be compared to Italian students learning German."

Universiti Malaya (Faculty of Education) senior lecturer Dr Zuwati Hasim

"A very good student-centred, and widely used benchmark, that treats language as more than just a subject. The problem is that most people here think it’s a pedagogical curriculum."

Universiti Malaya (Faculty of Languages and Linguistics) deputy dean of postgraduate studies Dr Surinderpal Kaur 

"A lot more than a set of levels. If you use it properly, it’s a way of making sure that learners have the skills to communicate effectively in English. It describes in detail the skills you need at each level and for each of the four skills – listening, speaking, reading and writing."

Cambridge Assessment English (policy, projects and partnerships) director Dr Hanan Khalifa 

Interview SPP perguruan Pegawai Perkhidmatan Pendidikan DG41 2017 for TESL graduates

Assalamualaikum and good day to you! 

I believe that you might be nervous or a little "panic" while reading this post in preparation for the Pegawai Perkhidmatan Pendidikan DG41 (PPP DG41)'s interview. I will be sharing with you the interview experience of mine for Teaching as a Second Language (TESL) major field of study.

Kindly be informed that this post is long and please bear with me guys in reading my knowledge sharing  I am informing you that my sharing will be in mixed topic that will come in jumbled points  I will be updating this post from time to time too, whichever I think is appropriate and needed to be edited ✌thank you

It is 12.20 p.m. , Tuesday, September 12, 2017. I am writing this blog fresh to put as much input as I can from the interview. Good luck! 

Venue of interview: SPP building, Kompleks Jabatan Perdana Menteri (JPM), Putrajaya. (Free public parking is available along Laman Perdana that is situated next to JPM and it is nearer to the gate we interviewees should head in while RM1/hr parking is situated in front of the main gate of JPM. It is advised that you arrive before 8 a.m. to avoid traffic congestions)

Interview time: 9.30 a.m. (the security officer will not let the interviewees of session 10.30 a.m. and above to get in to avoid crowds)

Interview Date: 12/09/2017 ( I received an SMS on Saturday 11: 38 p.m. from SPP stated: "RM0.00 SPP: Sukacita dimaklumkan tuan/puan adalah dimohon untuk membuat semakan panggilan temu duga dengan segera di laman web www.spp.gov.my").

Before The Interview

- Check the SPP's website for your interview invitation.
- Print out the list of document and prepare the original and endorsed copies of your certificates.
- If you had involved in numerous co-curricular activities throughout your secondary and tertiary studies, kindly only chose three to four certificates to be photocopied. I photocopied almost all my 30+ certificates and believe me, the admin said to only take out the " Sijil Penghargaan" (That time I know that there's a difference between Sijil Penyertaan and Sijil Penghargaan. Sijil Penghargaan has a higher value in the government interviews) and other most significant certifications that you have. Seems like I wasted some pennies and time there in photocopying and arranging the certs' in order.
- Kindly clip temporarily (not staple) all your copied and endorsed certs together because the "admin" will later take only the relevant documents from you.

Interview Day

Interviewers:
Dr Mas*** & Puan K***** (not real name)

I was highly touched by the one-hour-and-a-half interview session. I love the experience and knowledge sharings of the interviewers during and after the interview and I love hearing ideas and answers  from the other candidates as well because personally I am regarding this interview as a "knowledge sharing" session. 

There were eight interviewees from different universities. In my readings from the other blogs, the maximum interviewees were five candidates. I was the only one who was wearing baju kurung without a blazer and nametag due to unforeseen circumstances (maybe my marks will not be that good in term of personality/attire).

Sharings from the interviewers and topics asked/ discussed.

Code switching between English and Malay during the interview; if you were asked in Malay, kindly answer in Malay and vice versa.

If you were to become a teacher, please:
- focus on polishing each and every student to become an established person in their own unique personalities, not educating in mass.
- be a teacher who is always in progress; who makes a difference. One of the interviewers shared that when you're in service for quite some time, you will feel 'boring' and to avoid that, take courses to improve ourselves personally and professionally. Holidays and working are different (please remember not to focus too much on going holidays overseas. It can be good to release your stress after much works. However, if we can be a teacher who thinks about our students, we can make use the money we have to make small 'sacrifices' to help students): teachers should focus more on students. Sacrifices and passion to teach will mold students' personalities and it will make a difference. (I almost cried during this sharing session of the interviewers' experience as teachers - how sacrifices of teachers help students not only academically but personally as well. The seeds that receive nurturing of ample soil(environment), watering, lights and fertilizers will grow to give back to society by giving out oxygen and fruits/flowers.. well I might exaggerate a little in this gardening part 😆😂.
- How do we know that our Lesson Outcomes (LOs ) are achieved? One of the tips is to ask the low proficiency learners before we end of class.
- What is PPP DG41
- Probation teacher :  issues (stealing, drug abuse & sexual harassment) , how long in probation, what to do in probation : focus on students, motivation, passionate, good attitude, humble, learn from the senior teachers
- ICT usage among Z generation : what are the advantages and disadvantages, how do we make use of the ICT to utilise it in lessons.

-  What uniform unit you want to choose in school?

- What club or society you want to choose?

- There were some application questions of pedagogy. Example of question: You teach 2 Bestari class. There are low proficiency students and high proficiency students- they can't get along and it affects the group work tasks. What would you do?
- Use imagination to teach, creativity. Imagination is free.

In overall, no specific facts (e.g.: list all the national education blueprints) or specific general knowledge were asked. At times we laughed in the interview session too when the interviewer(s) made funny statements. I startled a lot because I couldn't contain my nervousness. My bad

⛄⛄⛄...to be continued

**Update: 14 November 2019, Thursday.
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#by tonight before 5.30am tmrw morning need to finish mark 40 papers, the day after tmrw will need to come early to school as that Saturday will be our 'Canteen Day' and as PIC of a stall need to prepare the stall, the next day Sunday need to manage the school Teacher's club family day event, then next week need to again, mark the exam papers of five classes, to finish marking the other exam's marking as well,  invigilate the SPM at other school, need to finish strategic planning,operational and tactical plan for curriculum and HEM unit for 2020, relook at lesson plans, check students' APDM info for next year's data as a homeroom teacher so that some students can get scholarship for parents earning below some numbers, end of year meeting on the last day of school (but then, still have responsibility of invigilating the SPM,so no holiday yet for me until maybe end of November 2019#  these are things a teacher needs  to do #expect a stressful and busy lifestyle when you are a teacher. However, this is for building the nation's assets - STUDENTS 殺❤️ or I personally like to call them little caliphs ☺️爐
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Alhamdulillah I passed the interview and got posted to Sabah. Although, my first choice of placement was Putrajaya and second was Kuala Lumpur. My rizqi is in Sabah. It was my first time in Sabah when I first touched the footsteps in KKIA. I've never been here and my first footstep in Sabah is as a teacher. There were no 'warrant' or assemblement of the new teachers from the Peninsular. I went to Sabah with personal financing. On Sunday arrived in Kota Kinabalu. My mother and I met with her schoolmate and resided in Menggatal for one night. The next day we went to SPI first to meet with Ustaz K and afterwards alhamdulillah my mom's friend said that she'd send us to the school with her husband.   

I'm currently teaching in an SMKA. My reporting day was 5 February 2018. I went for Program Transformasi Minda (PTM) in July 2019 and still waiting whether I'll be confirmed to the position of DG41. According to an administrator of my school,  before 5 February 2021 I should check the progress of my confirmation. May all affairs end with goodness amin.. my mother always pray that I'll get the confirmation ☺️

 May all our affairs end with goodness and I wish a very good luck to all future teachers, especially TESL graduates. Now we are CEFR and PAK21 oriented, so make use of PAK21 in microteaching while in university (eg: traffic light, gallery walk, talking chips etc.). Mastering the PAK21 before the actual teaching in school helps a lot in our classroom management.

Alright, until then. Thanks for reading my humble,small experience as a new teacher. Good luck for all our future endeavours. May all teachers be blessed for all the sacrifices and toils. 爐 Assalamualaikum.