MPF 1453

REKA BENTUK
PENGAJARAN
SUHAIMI BIN ABD WAHID
870920235961
MP131269

TUGASAN 1
Sediakan satu dokumen yang
mengandungi perkara berikut:
Carta Aliran atau Diagram
yang menggambarkan
keseluruhan topik atau bab
pengajaran berdasarkan
silibus atau buku teks yang
digunakan untuk satu
matapelajaran yang di ajar.

Malaysia Tahun 5
KSSR (Sekolah
Kebangsaan)
English Language

KONSEP MODULAR DALAM

PENGAJARAN & PEMBELAJARAN
BAHASA INGGERIS KSSR

CONTEMPORARY LITERATURE
ENGLISH KSSR YEAR 5

8 children poems.

Short story

Graphic Novel.

CONTENT STANDARD ENGLISH KSSR YEAR

LISTENING AND
READING
WRITING
LANGUAGE ART
GRAMMAR
5
SPEAKING
1.1 Pupils will be
able to pronounce
words and speak
confidently with the
correct stress,
rhythm and
intonation.

2.1. Pupils will be able

to apply knowledge of
sounds of letters to
recognise words in
linear and non-linear
texts.

3.1 Pupils will be

able to form letters
and words in neat
legible print including
cursive writing.

4.1 Pupils will be

able to enjoy and
appreciate rhymes,
poems and songs,
through
performance.

5.1 Pupils will be

able to use
different word
classes correctly
and appropriately.

1.2 Pupils will be

able to listen and
respon appropriately
in formal and
informal situations
for a variety of
purposes.

2.2 Pupils will be

able to demonstrate
understanding of a
variety of linear and
non-linear texts in
the form of print and
non-print materials
using a range of
strategies to construct
meaning.

3.2 Pupils will be able

to write using
appropriate language,
form and style for a
range of purposes.

4.2 Pupils will be

able to express
personal response
to literary texts.

5.2 Pupils will be

able to construct
various sentence
types correctly.

1.3 Pupils will be

able to
understand and
respond to oral texts
in a variety of
contexts.

2.3 Pupils will be able

to read independently
for information and
enjoyment.

3.3. Pupils will be

able to write and
present ideas through
a variety of media
using appropriate
language, form and
style.

4.3 Pupils will be

able to
plan, organize and
produce
creative works for
enjoyment

GRAMMAR CONTENT STANDARD

ENGLISH KSSR YEAR 5
5.1.1 Able to use nouns correctly and
appropriately:
(a) countable nouns
(b) uncountable nouns
5.1.2 Able to use pronouns correctly
and appropriately:
(a) interrogative
5.1.3 Able to use verbs correctly and
appropriately:
(a) present continuous tense
(b) past continuous tense
5.1.4 Able to use conjunctions correctly
and appropriately:
(a) although
(b) since

5.1.5 Able to use prepositions correctly

and appropriately:
(a) beside
(b) next to
(c) between (d) near
(e) over
5.1.6 Able to use adjectives correctly and
appropriately:
(a) comparative (b) superlative
5.1.7 Able to use articles correctly and
appropriately.
5.1.8 Able to use adverbs correctly and
appropriately:
(a) place (b) frequency
5.2.1
Able to construct imperative sentences
correctly.

KRITIKAN & PENDAPAT

Isi kandungan yang menarik dan lebih terkini.
Cadangan aktiviti Listening & Speaking lebih menarik dan
mampu mengembangkan skill murid.
Unit banyak tidak cukup masa untuk guru-guru habiskan
semua unit dengan berkesan.
Grammar lebih mencabar tetapi masih boleh diikuti
murid.
Language Arts membantu murid untuk membaca lebih
bahan bacaan B.Inggeris & boleh lakukan aktiviti TPR dan
tidak terlalu fokus kepada language skill.

Singapore Primary 5
English Language

Filipina Gred 5
English
Language

LISTENING
1. Distinguish changes in meaning in sentences caused by shift in intonation
e.g. Shes coming.
(plain statement)
Shes coming?
(for confirmation)
Distinguish changes in meaning of words caused by stress shift e.g. Please recrd
(verb) the test result in the class rcord (noun)
2. Follow a series of directions (5 to 6 steps)
3. Give titles to paragraph/stories listened to
4. Note details in a selection listened to:
remember details (setting, character,
Make a story grammar to
events
information
Give implied ideas or
5. Get information from news report heard 5.1 List down important ideas/events
6. Sequence events in the story listened to through groups of sentences
7. Identify cause/effect from statements/situations heard
8. Give justification to a possible ending to a story heard
9. Identify action words/descriptive words in sentences/paragraphs heard
10.Evaluate and make judgments on oral texts presented orally
11.Report accurately information heard

SPEAKING
1. Increase ones speaking vocabulary. Pronounce words putting stress on the
correct syllable. Use the correct intonation for statements and questions. Use
courteous expressions in conducting a club meeting.
2. Make simple and accurate descriptions and announcements.
3. Use plural form of nouns in talking about oneself/others - irregular nouns
4. Retell selections listened to
5. Use a variety of sentences - simple, compound & complex
6. Use possessive form of plural nouns proper nouns ending in s or z
7. Use pronouns 8. Use the different verb forms - Simple present for general truth, Habitual past (use
to + verb), Future (going to + verb) & Use two-word verb
9. Use words that describe Persons, places, animals, Ideas (adjectives)
10. Use adverbs11. Direct and indirect discourse
12. Talk about topics of interest in 7-8 sentences

READING
1. Decode meaning of unfamiliar words (use dictionary, antonym and synonym).
2. Follow printed directions in filling up school forms
3. Note significant details - Identify the setting, characters and ending of stories read
- Draw pictures of Incidents/characters from a selection heard - Identify oneself with
a character in the story
4. Organize ideas, Identify the major ideas/concept in a selection.
5. Sequence the major ideas/concept in a selection
6. Perceive relationship give possible causes to a given effect and possible effects
to a given cause
7. Predict outcomes - Give possible endings to a selection & give an appropriate
ending to a selection.
8. Infer traits of character, the general mood of expression in a selection, how the
story would turn out if some episodes were changed.
9. Draw conclusions based on information given
10. Evaluate ideas/make judgments.
11.1 Identify facts/opinions in a selection read.
11.2 Give opinions about information read.
11.3 Get information from newspapers - parts of a newspaper and information from
each part.
12. Use library resources to get information - Card catalog, Atlas, encyclopedia &
Newspapers

WRITING
1. Write the correct spelling of words learned in listening, speaking and reading.
2. Fill out school forms correctly - Information Sheet, Bank deposit and withdrawal
slip.
3. Write a paragraph from the pictures drawn - Beginning sentence, Middle &
Ending.
4. Arranging sentences according to order of time/importance in writing a
paragraph.
5. Write rhymes/jingles related to the selection read.
6. Write a 2-point sentence outline .
7. Write reports from writing models - Science report, television shows, schools and
community news.
8. Write an ending to an incomplete story.
9. Write descriptive paragraph letters of invitation/request telegrams
announcements.
10. Respond in writing based on stimuli - result of an observation/ experiment,
acceptance letter & descriptive/narrative.
11. Write reported statements in paragraph form direct discourse to indirect.
12. Write different texts Narrative, Description, Appointments & Advertisements

PERSAMAAN
Bahasa

Inggeris sebagai bahasa kedua.

Menggunakan pendekatan yang sama
(skills based learning listening, speaking,
reading & writing).
Mempunyai penekanan terhadap
penguasaan vocabulary dan grammar.

PERBEZAAN
MALAYSIA

SINGAPURA

FILIPINA

Kaedah
atau
Pendekata
n
Pengajaran
Skill

Skil diajar dalam

bentuk modular.
Satu skil
difokuskan dalam
satu sesi P&P.

Skil diajar dalam

bentuk thematic
atau tema.
Beberapa skil
digabungkan
dalam satu sesi
P&P

Boleh
mengabungkan
beberapa skil
dalam satu sesi
P&P. Tidak fokus
pada satu-satu
skil.

Sastera
kanakkanak

Ada modul
Language Arts
Cotemporary
Children
Literature.

Selain buku-buku Tiada penekanan

cerita dan peom khusus terhadap
turut diselitkan
Language Arts
jokes dan
Cotemporary
riddles.
Children Literature

Masa
Pengajaran

300 minit

(Lihat Slide
Seterusnya)

80 minit

WAKTU PENGAJARAN B. INGGERIS

PRIMARY 5 SINGAPURA

(Maureen Ng, Joy Chew, Christine Kim-Eng Lee dan Vilma D'Rozario, 2010)

TUGASAN 2

Model Reka Bentuk

Intruksi Kurikulum
Waterfall

PENGENALAN
Di

popularkan oleh Winston W. Royce,

seorang saintis komputer America pada
tahun 1970an.
Pada asalnya digunakan dalam bidang
pembangunan software dan pembinaan
aplikasi komputer.
Diaplikasikan dalam reka bentuk
kurikulum.

MODEL REKA BENTUK

WATERFALL
Analisis
Reka
bentuk
Implementa
si

Pembangunan &
Integrasi

Pengujian
Mohd Zulkhairi Bin Abd Hamid (2012)

Penyelengg

Analisis
Mengenal

pasti
Penyataan masalah.
Keperluan pembangunan projek.
Pencarian sumber dan keperluan.
Fungsi kurikulum tersebut.
Hasil analisis dan kajian akan digunakan
sebagai garis panduan pelaksanaan kurikulum.
Menyatakan apa yang akan dilakukan
kurikulum baru tersebut
Tidak menyatakan bagaimana kurikulum
tersebut akan dilaksanakan.

Reka bentuk
Kenal

pasti keperluan kurikulum secara

terperinci.
Fasa ini mengenalpasti sistem dan struktur
kurikulum secara keseluruhan.
Hasil kajian pada fasa ANALISIS diterjemahkan
ke dalam sistem reka bentuk secara bertulis.
Contoh:
pembentukan objektif pengajaran
pembinaan item-item untuk ujian
pemilihan strategi pengajaran.

Implementasi
Reka

bentuk yang telah dibuat dari fasa

yang terdahulu akan dilaksanakan.
Kandungan kurikulum akan dipecahkan
kepada beberapa unit atau modul.

Pembangunan/Int
egrasi
Unit-unit

atau modul-modul pada fasa

implementasi akan dibangunkan.
Seterusnya unit atau modul daripada
kurikulum ini akan diintegrasikan kepada
pengguna (pelajar dan guru) agar
memenuhi keperluan mereka.

Pengujian
Kurikulum

akan diuji dan dinilai

Antara kriteria yang dinilai:
Berfungsi dengan baik
Memenuhi reka bentuk yang telah
dibuat
Mencapai objektif yang telah ditetapkan
Kelancaran hubungkait antara
unit/modul.

Penyelenggar
aan

Sentiasa

dilakukan apabila timbul masalah

ketika pelaksanaan kurikulum.
Masalah hanya boleh dikenalpasti semasa
kurikulum dilaksanakan.
Perubahan melibatkan beberapa atau
semua fasa yang sebelumnya.

KESESUAIAN MODEL
WATERFALL
Projek/Kurikulum

yang ringkas dan

memerlukan masa yang singkat.
Objektif serta keperluan dan kepentingan
projek/kurikulum yang jelas dan tidak
berubah.
Projek/kurikulum mempunyai sumber dan
pakar dalam bidang tersebut.

KELEBIHAN MODEL
WATERFALL
Mudah

difahami dan diaplikasikan.

Pengurusan yang stabil dan strategik.
Setiap fasa diselesaikan dan diproses satu per
satu.
Sesuai untuk satu projek/kurikulum yang
kecil.
Tempoh masa dapat ditetapkan (jadual kerja).
Pertindihan kerja atau proses tidak berlaku.
Kualiti projek/kurikulum yang tinggi setiap
fasa ada proses pendokumentasian.

KEKURANGAN MODEL
WATERFALL
Tidak

mudah untuk kembali ke fasa yang

sebelumnya.
Hasil projek/kurikulum hanya boleh dilihat di
akhir fasa.
Tidak praktikal untuk projek/kurikulum yang
kompleks.
Tidak sesuai untuk projek/kurikulum yang
mempunyai objektif atau keperluan yang
sentiasa berubah.
Jika tidak dapat menyelesaikan satu masalah
pada satu fasa akan menimbulkan masalah
yang lain dan struktur reka bentuk terganggu.

TUGASAN 3

Sediakan satu manual pengajaran yang

mengandungi perkara berikut:
Carta Aliran atau Diagram yang
menggambarkan satu reka bentuk
pengajaran keseluruhan untuk satu topik
dalam bab pengajaran yang dipilih
berdasarkan silibus atau buku teks yang
digunakan untuk satu masa pengajaran
(40 minit/80 minit).
Sediakan huraian manual pengajaran
yang disediakan.
Maklumat daripada tugasan 1 dan 2
hendaklah digunakan untuk melaksanakan
tugasan 3.

UNIT 1 FAMILY DAY

CONTOH RPH
Year: 5 Bestari

Attendance:

Time: 7.30 a.m. 8.30 a.m. (60

minutes)
Theme: World of Self, Family and
Friends

Subject: English

Learning Standard:
1.2.4
Able to participate in conversations
with peers.

Learning Objectives:
By the end of the lesson, pupils should
be able to:
- Conduct a survey activity to find their
friends most preferred activities
during family day.
- Asked questions with guidance to
obtain information.

Topic: Unit 1 Family Day

(Skill: Listening and Speaking)

Cross Curriculum Element:

Teaching Aids:
- Thinking Skills & Contextual Learning. - Survey forms, Text book & picture
aids.

Activities/Strategies :
Set Induction/Introduction
1. Recall previous lesson about family day.
2. Bring pupils attention towards the pictures of activities that can be done during
Family Day on textbook page 3. Discuss about it together.
.Pre Listening/Speaking
1. Distributes survey form to each pupil.
2. Teacher explains about survey activities.
3. Introduce the sentence pattern (questions and answers) that they will be using to
ask during the survey activities.
4. Practice the sentence pattern together.
.While Listening/Speaking
1. Pupils conduct the survey activity. Pupils collect data using the survey form.
2. Discuss the finding with the whole class.
3. Introduce the sentence pattern to be use in explaining the data collected.
.Post Listening/Speaking
1. Teacher and the pupils tabulate the data collected.
2. Teacher conduct Q&A session regarding the data collected.
.Closure
1. Recall the lesson. Asks pupils about their most preferred activities during Family
Day.

APLIKASI MODEL WATERFALL

Sesuai untuk digunakan oleh guru:
Merangka proses pengajaran dan pembelajaran
dalam kelas, kurikulum luar kelas atau projek yang
hendak digunakan di dalam kelas.
Mengenalpasti & merubah kurikulum/projek mengikut
keperluan murid-murid.
Menghasilkan satu bentuk pengajaran yang berkesan
dan teratur.

APLIKASI MODEL WATERFALL

(SMBGN 1)

APLIKASI MODEL WATERFALL

(SMBGN 2)

RUJUKAN
Bahagian Pembangunan Kurikulum (2014a) Teachers Resource Book English Year 5
KSSR. Putrajaya: Kementerian Pendidikan Malaysia.
Bahagian Pembangunan Kurikulum (2014b) Dokumen Standard Kurikulum dan
Prestasi KSSR Bahasa Inggeris Tahun 5 (Sekolah Kebangsaan). Putrajaya:
Kementerian Pendidikan Malaysia.
Curriculum Planning and Development Division, Ministry of Education, Singapore
(2001) English Language Syllabus 2001 For Primary And Secondary Schools.
Diakses pada 17 April 2015 daripada
http://www.moe.gov.sg/education/syllabuses/english-language-and-literature/files/e
nglish-primary-secondary.pdf
Deparment of Education Philippines(2009) Basic Education Curriculum (Philippines
Elementary Learning Competency) English Language Syllabus. Diakses pada 17
April 2015 daripada http://www.deped.gov.ph/k-to-12/About/curriculum-guides
Lee Poh Lin & Siti Shakila Nirmala Bt Abdulla (2014) English Year 5 KSSR (Sekolah
Kebangsaan). Kuala Lumpur: Dewan Bahasa dan Pustaka.
Maureen Ng, Joy Chew, Christine Kim-Eng Lee dan Vilma D'Rozario (2010) A Survey
of Classroom Practices in Singapore - Preliminary Findings. Diakses pada 17 April
2015 daripada http://www.leeds.ac.uk/educol/documents/000000327.htm
Mohd Zulkhairi Bin Abd Hamid (2012) Reka Bentuk Perisian Pembelajaran Balaghah
Arab Peringkat Sekolah Menengah. Thesis Sarjana yang tidak diterbitkan,
Universiti Malay, Kuala Lumpur, Malaysia.