119245233-95522711-Perbezaan-KBSR-Dan-KSSR

8/13/2019 119245233-95522711-Perbezaan-KBSR-Dan-KSSR

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Perbezaan KBSR dengan KSSR

Kurikulum Bersepadu Sekolah Rendah

(KBSR)

Kurikulum Standard Sekolah Rendah

(KSSR)Reka bentuk kurikulum berasaskan tiga

bidang:

Komunikasi

Manusia dan alam sekeliling

Perkembang diri Individu

Reka bentuk kurikulum berasaskan enam

tunjang:

Komunikasi

Kerohanian, sikap dan nilai

Kemanusiaan,

Perkembangan fizikal dan estetika

Sains dan teknologi

Ketrampilan diri

Bahan kurikulum:

Sukataan pelajaran

Bahan Kurikulum:

Dokumen Standard Kurikulum

Reka bentuk kurikulum:

Linear

Reka bentuk kurikulum:

Modular

Organisasi kurikulum:

Tahap I Tahun !," dan #$

Mata pelajaran Teras, %ajib danTambahan

Tahap II tahun &, ' dan ($

Mata pelajaran Teras, %ajib dan

Tambahan

Organisasi kurikulum:

Tahap I Tahun !," dan #$

Modul Teras )sas, Modul Teras tema danmodul *lektif+

Tahap II tahun &, ' dan ($

Mata pelajaraan Teras dan *lektif

ElemenMemahiran berfikir Seara Kritis dan

Kreatif

ElemenKreativiti dan inovasi, keusaha-anan

serta teknologi Maklumat dan komunikasi I.T$seara e/pliit+

Fokus:

#M Membaa, menulis dan mengira$

Fokus:

&M Membaa, menulis dan menaakul$

KSSR: BUKU TEKS DAN BUKU AKTIVITI KSSR 2011Apakah ciri-ciri buku pelajaran yang akan digunakan dalam Kurikulum Standard SekolahRendah (KSSR)?

Terdapat dua komponen iaitu buku teks dan buku aktiviti

!engandungi nota guru untuk membantu guru menjalankaan pengajaran danpembelajaraan ("#") dengan berkesan

!engandungi rujukan halaman buku aktiviti ke buku teks dan buku teks ke bukuaktiviti


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!engandungi pelbagai aktiviti pengukuhan$ pengayaan dan cadangan aktivitipemulihan

%uku aktiviti menggalakkan murid untuk menggunakan kemahiran psikomotorseperti menggunting$ menampal$ menyurih dan me&arna

!aklumat asal dimuatkan bersebelahan dengan kandungan teks bagi guru membuat

rujukan Setiap kemahiraan baru yang diperkenalkan akan diikuti dengan penilaian mudah

untuk menaakul atau mendorong kepada perbincangan

"enulisan berbentuk modular dengan persembahan kandungan berdasarkanpencapaian standard pembelajaran bagi sesuatu subjek

KBSR vs. KSSR

After the course, I believe that many teachers now have a somewhat clearer picture

of how KSSR differs from KBSR. During the slot on the transformation of the

nglish language curriculum, we have touched upon a few !ey changes that the

teachers are going to face in "#$$ under KSSR%

$. &urriculum Documentation ' (he Syllabus and &urriculum Specifications are

replaced by Standard Document and the &ontent and )earning Standards.

". &urriculum *rganisation ' +odular Structure is being introduced in KSSR. (he

three broad areas -orld of Knowledge, -orld of Stories, -orld of Self and the

integration of s!ills that we have in KBSR are still retained.

/. &urriculum &ontent ' KSSR would still focus on the four language s!ills. -hat we

!now as Sound System in KBSR would be replaced by a broader and more focused

Basic )iteracy with an emphases on 0honics. Apart from that, we would now have

the )anguage Arts component my favourite1 and also penmanship. 2rammar is

still going to be taught in conte3t.

4. Approach ' (he most significant change in pedagogy, from my point of view. 5or

KBSR, we have the -hole )anguage approach. 6nder KSSR, it is going to be

replaced by 0honics.

7. Added value% 6nder KSSR, we would have &reativity and ntrepreneurship in

addition to ducational mphases.

8ow loo! at number 4. (he Approach. In my previous post, I have discovered how

the -hole )anguage practitioners are at odds with the 0honics proponents in a

number of ways through my cursory reading of a few resources on the Internet. 5or

ten years, we have been comfortable with the -hole )anguage approach under

KBSR. 8ow, through KSSR, most probably we are about to see the pendulum

swings to the other side.

(he +alaysian &urriculum Development &entre, through its e3tensive researches,
http://cindyjbj79.blogspot.com/2010/11/look-and-say-vs-phonics-kssr-debate.htmlhttp://cindyjbj79.blogspot.com/2010/11/look-and-say-vs-phonics-kssr-debate.html


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has concluded that phonics would be (9 way to go in this new curriculum ' most

probably until the ne3t revision in "#"#. -hether we li!e it or not, it is going to be

in our system for the ne3t ten years. So, as a teacher, what would you do about it:

+y suggestion would be% before we pass any ;udgment or being negative about it,

it would be fair to get to !now more about it first. (his is because more often than

not, negativity usually stems out of unfamiliarity.

(o !now is to love. As Abraham )incoln puts it, 7 in )( +ethodology% 0rinciples and 0ractise,

phonics or phonemic approach is a system of teaching reading that pays


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-hat would be new is the use of phonics as the +AI8 approach to teaching reading.

)oo!ing through the new KSSR te3tboo! or +odule, as they prefer it to be called

and imagining going about the lessons in the classroom, one could not but be

reminded of the puppets or is it muppets: in Sesame Street animatedly vocaliing

the sounds of !...ae... and t...repeatedly and in dynamic paces, and in the

process combine the sounds together to produce the word =cat=.

9as the above ever been the approach to teaching reading in a +alaysian primary

classrooms: *f course, I can=t answer the @uestion on behalf of others, but since

my schooling years, it has always been the =)oo! and Say=. I can=t recall any of my

teachers to ever do any blending and segmenting, and I didn=t remember learning

to read nglish by corresponding individual letters to certain sounds. It has always

been whole word, the =)oo! and Say=, loo! at the words and say it. As a teacher,

though I do use phonics materials I have invested on the =I &an Read= series by Al'

Ameen for my nglish panel=s literacy program, the approach has always been

=)oo! and Say= through and through. 9ence, though the approach has always been

heard of and discussed on, the materials being purchased and brought into the

classrooms, the real phonics approach has never really been applied as it should

be. (he reason for it: It is an unfamiliar approach. -e !now about it, but we are

not used to it. 0erhaps now would be the best time to get to !now it better, and to

get used to it it=s going to be another ten years, remember: 9eheh1

5or the sa!e of comparison, I suggest that it would be best to refresh our minds a

little bit on what the -hole )anguage approach is all about.

KBSR and the Whole Language Approach

-hole language reading instructions is also !nown as the =)oo! and Say= or =Sight

-ords= method. It describes a literacy philosophy which emphasies that children

should focus on meaning and strategy instructions. -ith -hole )anguage, teachers

are e3pected to provide a literacy'rich environment for their students and to

combine spea!ing, listening, reading and writing. -hole )anguage teachers

emphasie the meaning of te3ts over the sounds of letters, and phonics instruction

become ;ust one component of the -hole )anguage classroom.

-hole )anguage is considered a =top'down= approach where the reader constructs a

personal meaning for a te3t, based on using their prior !nowledge to interpret the

meaning of what they are reading.

In KBSR, the -hole )anguage approach is being implemented through topical

lessons arranged in such a way in the KBSR te3tboo!s to provide the students with

ample opportunity to learn reading in conte3t. 6nder KBSR, the integration of the


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four language s!ills is vital ' each and every nglish language lesson plans must

contain all the four s!ills. (his is perhaps another one of the most significant

change that the &urriculum Development &entre has decided to adopt in the new

curriculum. (hough integration of s!ills is still important in the new KSSR, the

+odular &oncept re@uires that only one s!ill is being focused on at any one time in

any lesson.

3perts in education has labeled the -hole )anguage as an approach where

children are allowed to learn how to read through natural means, and in conte3t.

6nder this method, children are given the opportunity to be e3posed to as many

sight words as possible. (here should be no rote memoriation where the children

are being =forced= to remember sounds, rules and patterns. 0roponents of the -hole

)anguage approach has maintained that this is the best way to teach reading to

children, because it is more fun, natural and =child'friendly= as opposed to the

0honics method which according to some, is =boring= and =mechanical=, and to some

e3tent, =more suitable for more matured learners=.

5or ten years since the implementation of KBSR in "##$, this has been the main

approach to teaching reading in all +alaysian primary schools.

The Swing of the Pendulu

Reading through several +alaysian educational resources for (S) which were

written before the year "###, I realie that at the dawn of the "$st century, the

-hole )anguage method is considered the =in= thing, the modern, more relevant,

more pro'active approach whilst 0honics is beginning to be viewed as somewhat

=conventional= and =old'fashioned=. I might be wrong as far as the +alaysian

education system is concerned, I am somewhat comparable to a toddler who is ;ust

learning how to wal!, but that is the idea that I get. ven if we loo! at

international resources for the history of both approaches, the ongoing debates,

and the opinions of proponents and advocates from both sides, we can see that

though 0honics has an e@ually large number of supporters, the -hole )anguage is

always considered more =hip= and =trendy=. -hy: Simple. Because 0honics is indeed

a conventional method, while -hole )anguage is considered revolutionary. But I

would not go into that in this post, let=s save that for the ne3t one.

0ondering over this, I thin! it is understandable why our curriculum planners would

want to apply the -hole )anguage aproach in our system bac! during the

beginning of the KBSR era. It was seen as the best approach during that time, the

most relevant, the one that would fulfill the needs of our students the best. After

ten years, however, we see a change ta!ing place. -e are getting bac! to 0honics.

*r, as outlined by one of the basic principles of KSSR ' we are getting =bac! to


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basics=.

8aturally, the unspo!en @uestion lingers. 9as the -hole )anguage approach failed:

9as KBSR failed:

As much as I would love to answer this now, this is beginning to get somewhat long

and windy. 9eheh. So why not stop here for now, and I=ll pic! up where I left off in

myne3t post.

Part !

In 0art /, I will try to deal with%

$. the history and controversy of both approaches?

". the general concerns about both approaches?

/. (9 approach and

4. my personal conclusions.

CAR $ intermediate

5*&6S % )istening Spea!ing

(9+ ? -orld of Knowledge

(*0I& % nvironmental sounds

(I+ % E# minutes

)AR8I82 S(A8DARD % $.$.$, $.$./, $.$.4

0RFI*6S K8*-)D2 % 9ave e3posed to sounds at pre'school

(A&9I82 AIDS % )&D, &D player, large pictures, newspapers, empty bottles, twigs, sand, water,

stones, blan!et, song chart

+*RA) FA)6S % appreciation of nature, co'operation

&*8(8( S(A8DARD%

$.$ By the end of the E year primary schooling, pupils will be able to pronounce words and spea!

confidently with the correct stress, rhythm and intonation.

)AR8I82 S(A8DARD%

$.$.$ Able to listen and respond to stimulus given with guidance % a environmental sound

$.$./ Able to listen to, say aloud and recite rhymes or sing songs with guidance

$.$.4 Able to tal! about a stimulus with guidance.

)AR8I82 *BG&(IFS%

By the end of the lesson, pupils should be able to %

)isten and state the environmental sounds.

&reate environmental sounds in meaningful and fun way.

09AS(I+
http://cindyjbj79.blogspot.com/2011/09/look-and-say-vs-phonics-kssr-debate.htmlhttp://cindyjbj79.blogspot.com/2011/09/look-and-say-vs-phonics-kssr-debate.htmlhttp://cindyjbj79.blogspot.com/2011/09/look-and-say-vs-phonics-kssr-debate.htmlhttp://cindyjbj79.blogspot.com/2011/09/look-and-say-vs-phonics-kssr-debate.html


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PR"PARAT#$%

$# min

$.$. *bservation

$." Analysis

$.$.$ mengguna!an deria penglihatan, pendengaran, sentuhan, rasa atau bau.

$.$.H mengenal pasti ob;e!, situasi atau fenomena se!eliling yang ber!aitan

(A&9RS R*)

$.(eacher as!s the pupils to listen attentively to the cd player.

". (eacher plays recorded sounds of nature e.g. birds chirping, raining, rustling of leaves, waterfalls,

cars hon!ing, construction site.

/.(eacher gets the pupils to tal! about the sounds.

Samples of Juestions %

-here can you find the sound :

-hy do you say its a waterfall :

-hich sound do you li!e disli!e : -hy:

060I)S R*)

$.0upils listen and tal! about the sounds.

".0upils give reasons to their li!es and disli!es.

)AR8I82 S(A8DARD

$.$.$ a

$.$.4

(eaching aids % &d on sounds of birds chirping, raining, rustling of leaves, waterfall, cars hon!ing,

construction site.

&d player

09AS(I+#&A'#%AT#$%

$7 min

".$ 0en;anaan idea

".$." +enghasil!an idea'idea yang baru

(A&9RS R*)

$.(eacher shows large pictures of environmental sounds using )&D.

". (eacher as!s the pupils to imagine the sounds and ma!e the sounds.


-hat can you see in the picture :

&an you ma!e the sound :

060I)S R*)

0upils study the picture and ma!e the sounds.

)AR8I82 S(A8DARD

$.$.4

(eaching aids %

)&D


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0ictures of bees buing, baby crying, strong wind blowing, starting a motorbi!e

09AS(I+

(")"L$P&"%T

"7 min

/.$ 0enambahbai!an

/.$.$ meno!o! tambah idea/.$." +engubah suai idea

(A&9RS R*)

$.(eacher divides the pupils into E groups.

". ach group is given a few types of ob;ects.

/. (eacher as!s the pupils to discuss with their peers and create sounds using the things around.

4. (eacher as!s each group to present .

7. (eacher rewards the pupils.


-hat other sounds that you can ma!e using the things around you :

060I)S R*)

$.0upils sit in groups of si3.

". 0upils discuss with their peers and ma!e the sounds using the things provided.

/. 0upils present their wor! in groups.

)AR8I82 S(A8DARD

$.$.$

$.$.4

(eaching aids %

a few pieces of newspapers, sand, empty mineral bottles, water, dry twigs, stones, dry leaves,

blan!et.

09AS

A*T#$%

$# min

4." Amalan berterusan

4."./ mempra!ti!!an proses !reatif untu! menghasil!an idea baru secara berterusan.

(A&9RS R*)

$.(eacher displays a song chart on environmental sounds.

". (eacher sings the song

and gets the pupils to

repeat.

/. (eacher guides the pupils

to put in the appropriate

actions to the song.

4. (eacher ends the lesson

by recapping the days

lesson and discusses the

moral values.



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Show me the action for bees are buing :

060I)S R*)

0upils listen and sing along.

0upils show appropriate actions.

0upils tal! about the days lesson and the moral values.

)AR8I82 S(A8DARD

$.$./

(eaching aids %

Song chart

early 'esson "lan or ear *

RANCANGAN PENGAJARAN TAHUNAN BAHASA INGGERIS TAHUN 1

WEEK

THEME TOPIC LEARNINGOUTCOME/OBJECTIVE

SKILLS LEARNINGSTANDARDS

NOTES/VOCAB

1

2 TRANSISI

3-6 World OfSelf,FamilyAnd

Friends

Soundsaround us

By the end ofthe lesson,pupils are beable to :

1. talk aboutthe picture2. Sin !ithaction.

"istenin,Speakin,"anuaeArts

1.1.1 Able to listenand respond tosyimulus i#en!ith uidance:

$a%en#ironmentalsounds $f% #oicesounds1.1.& Able to listento, say aloud andrecite rhymes orsin sons !ithuidance.1.1.' Able to talk

about a stimulus!ith uidance.'.1.2 Able torecite nurseryrhymes, (a))chants and sinaction sons !ithcorrect

tt...tt...))...))...moo..moo...

oo...oo...rr...rr...ss...ss...mm...mm...!o!*Shh.+ am sorry.nn...-room*


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pronunciation andrhythm.

7-11

World OfSelf,Family

AndFriends

All aboutme

By the end ofthe lesson,pupils are be

able to :

1. Sin usin thenames ofpupils.

2. +ntroducethemsel#es.

&. Say thephonemes.

'. o form theletters

"istenin,Speakin,/eadin,

Writin

1.1.& Able to listento, say aloud andrecite rhymes or

sin sons !ithuidance.1.2.1 Able toparticipate in dailycon#ersations: $b%introduce oneself2.1.1 Able toidentify anddistinuish theshapes of the

letters in thealphabet.2.1.2$a% Able toreconi)e andarticulate initial,medial and thefinal sounds insinle syllable!ithin i#enconte0t: $a%

&.1.1 $a% Able todemonstrate finemotor control ofhands and finersby: $a%handlin ob(ectsand manipulatin

them.

12-15

World OfSelf,

FamilyAndFriends

"et3s befriends

By the end ofthe lesson,

pupils are beable to :

1. say parts ofthe body2. readsentences

"istenin,Speakin,

/eadin,Writin

1.1.1 $d%1.1.2

1.1.'

4ar5outh

ose4yes

6rammar:


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16-19

World Of7no!lede

8laces +n5y School


1. name placesin school2. readsentences&. listen to theinstructions'. follo!instructions9. read a story

"istenin,Speakin,/eadin,Writin

1.1.2 +dentify thecorrect sound:a% #o!els in theinitial positionb% onsonants in

the initial position.1.2.1 "isten to andrepeat thepronunciation ofsimplemonosyllable!ords.1.&.& "isten to allthe !ords in the!ord list and pointto the pictures.

2.2.1 Ask simple;uestionsre;uirin


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sentences $&='!ords% in clearand leible print.'.2.& Write !ordsand phrases in

clear and leibleprint.'.'.2 Writesentences in clearand leible print.'.'.& ompletemissin letters inte0ts.'.'.' ompletesimpledescriptions !ith

the missin!ord$s%

2-23

World OfSelf,FamilyAndFriends

5y FamilyBy the end ofthe lesson,pupils are beable to :

1. name familymembers2. ans!er;uestions

&. talk aboutyour family


1.1.1 "isten to andrepeat thepronunciation ofsimplemonosyllable!ords.a% #o!els in theinitial positionb% onsonants in

the initial position.

1.1.2 +dentify thecorrect sound:a% #o!els in theinitial positionb% onsonants inthe initial position.1.2.1 "isten to andrepeat thepronunciation of

simplemonosyllable!ords.1.&.& "isten to allthe !ords in the!ord list and pointto the pictures.1.>.1 "isten to

Father5otherSisterBrother?ncleAunty

6rammar:


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simple shortstories andresponds non#erbally.2.&.& i#e replies

pertainin to 1=92.&.9 /efusestatements andi#e correct nameor [email protected] 6i#e detailsof oneself2.@.> ell aboutone3s family.&.2.1 /econisecomplete !ords

&.&.1 /ead andunderstandphrases bymatchin simplephrases topictures.&.&.2 ?nderstandsimple sentences$1=& !ords insentence&.'.& /ead aloud

sentences insimple story.'.1.' opysentences $&='!ords% in clearand leible print.'.2.' Writesentences $ &='!ords% in clearand leible print'.&.1. 5atch

!ords to pictures'.&.& 5atch simplesentences topictures'.'.2 Writesentences in clearand leible print.'.9.1 Form simple


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sentences byarranin !ords$ 1=' !ords in asentence%

2!-

27

World Of

7no!lede

"earnin

About

By the end of

the lesson,pupils are beable to :

1. name colours2. name clothes&. readsentences'. spell

"istenin,

Speakin,/eadin,Writin

1.1.1 "isten to and

repeat thepronunciation ofsimplemonosyllable!ords.a% #o!els in theinitial positionb% onsonants inthe initial position.1.2.1 "isten to andrepeat the

pronunciation ofsimplemonosyllable!ords.1.&.9 "isten to andunderstand simplespoken phrasesand sentences2.1.1 8ronouncemonosyllable!ords correctly

2.2.1 Ask simple;uestionsre;uirin


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the story heard orread2.>.2 Say !hetherone likes or doesnot like the story

heard or read&.2.2 /ead andlearn the meaninof fi#e key !ordsfor each topictauht&.&.1 /ead andunderstandphrases bymatchin simplephrases to

pictures.&.&.2 ?nderstandsimple sentences$1=& !ords insentence&.'.& /ead aloudsentences insimple story.&.'.2. /ead aloudphrases&.9.1 ?nderstand

the meanin of!ords by lookinat picture clues.'.1.' opysentences $&='!ords% in clearand leible print.'.&.2 5atchphrases topictures'.&.& 5atch simple

sentences topictures'.'.2 Writesentences in clearand leible print.

2"-31

World Of7no!lede World

o! Co +6et here

By the end ofthe lesson,pupils are be

"istenin,Speakin,/eadin,

1.2.1 "isten to andrepeat thepronunciation of

"eft/iht?p


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Of Stories able to :

1. say !hereyou li#e2. i#e

directions&. read a story

Writin simplemonosyllable!ords.1.2.2. "isten toand repeat

correctly phrases2.2.2 Ask simple;uestions to etsome information2.&.1 /espond!ith


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a sentence.9.' preposition

32-

35

World Of

7no!lede WorldOf Stories

oday +sBy the end of

the lesson,pupils are beable to :

1. say days ofthe !eek2. readsentences&. read a story

"istenin,

Speakin,/eadin,Writin

1.2.2. "isten to

and repeatcorrectly phrasesand e0pressions2.2.1 Ask simple;uestionsre;uirin


18/22

1. talk aboutparts of thebody2. read a story

replies.&.2.1 /econisecomplete !ords&.2.2 /ead andlearn the meanin

of fi#e key !ordsfor each topictauht.&.&.1 /ead andunderstandphrases bymatchin simplephrases topictures.&.'.1 /ead aloud!ords in lists and

labels.&.'.& /ead aloudsentences insimple story.&.9.1 ?nderstandthe meanin of!ords by lookinat picture clues.'.&.& 5atch simplesentences topictures.

'.'.1 ompletemissin letters inte0ts.'.'.2 ompletesimple rhyme !iththe missin!ord$s%'.9.2 form simplesentences bymatchinse&nteces part

'[email protected] spellcommon siht!ords'[email protected] ?se capitalletter for

the first!ords for a

6rammar:


19/22

sentence the

pronounceEi3

names ofpeople

the days ofthe !eek.

'[email protected] spell seen!ords'[email protected] ?se the fullstop at the end ofa sentence..

9.1 nouns9.2 articles9.' preposition

!-!1

World OfSelf,FamilyAndFriendsWorld Of7no!led

e WorldOf Stories

"et us putittoether.


1. say time ofthe day

2. talk aboutthins learned&. read a story


2.2.2 Ask simple;uestions to etsome information2.&.1 /espond!ith


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the meanin of!ords by lookinat picture clues.'.&.& 5atch simplesentences to

pictures.'.'.1 ompletemissin letters inte0ts.'.'.2 ompletesimple rhyme !iththe missin!ord$s%'.9.2 form simplesentences bymatchin

se&nteces part'[email protected] spellcommon siht!ords'[email protected] ?se capitalletter for

the first!ords for asentence

the

pronounceEi3

names ofpeople

the days ofthe !eek.

'[email protected] spell seen!ords'[email protected] ?se the fullstop at the end of

a sentence..9.1 nouns9.2 articles9.' preposition


21/22


22/22

*pinions from educators and teachers are also worth loo!ing at%

$. 9alcyon 9ouse is a division of ducational Research Associates in the 6nited

States of America, a nonprofit research organiation formed more than /# years

ago to help provide some information on the nation=s educational system and issues

related to it. (his writing clearly e3presses its view on the 0honics vs. -hole

)anguage debate% -hole )anguage vs. 0honics

". (his is an interesting article by Dr Gon Reyhner of 6niversity of 8orthern Ariona

that loo!s into each of these two methods of teaching reading from a psychological

view point. Apparently, from the psychological perspective, the -hole )anguage vs.

0honics debate can also be viewed as the &onstructivism vs. Behaviourism debate.

Refreshing, isn=t it: (o read more% (he Reading -ars

/. (his particular site, Succeed to Read, is also worth visiting. Read its view on this

whole =Reading -ars= sub;ect% (each a &hild to Read

(here are, of course, many more e3cellent resources on this matter. All you have to

do is do some 2oogle search, and ta!e it from there.

-e tal!ed about this matter over cold double cheese burger and soggy fries

brought from town by my lovely roommate a few hours ago. After a few minutes of

listening patiently to me blabbering away, 9ania finally as!ed me the inevitable

@uestion%

119245233-95522711-Perbezaan-KBSR-Dan-KSSR

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