Compulsory pass in SPM English

Compulsory Passing SPM English           11Mar2013

          Passing SPM English is compulsory, so what?   Or is there any difference if studying English still remains doing commercially-produced English workbooks only geared to passing examinations / aiming to score As‘ results?  Learning English in both primary and secondary is still so ‘spotty and dotty’ , not holistic and systematic.  Why?  It is not goodlah to act so impulsively without thinking of the four main factors to pass SPM English meaningfully and properly.

1.    The ministry of education

2.    The English programmes

3.    The English teachers

4.    The examination system

          First, I think we should take a good look of our ministry of education which is the head of the whole system of education。  Our ministry of education is the body/organisation which will either lead us in good / positive direction or to the pit of torture/ torment.  Ng……should  we people question who are the persons manning the place?  Are they qualified and professional personnel who are committed and well-meaning all for the good and well-being of our students, parents, teachers, principals and all the other educators, people in general and prospects of our country?   At present is it untrue that  our ministry of education are manned by so clown-and-thug-like figures who have their hidden political agenda and motives to attain?

          Who is not fed-up with them who always make changes as soon as they implement?  In the Chinese language, we say it is “an order in the morning and a change in the evening.  [朝令夕改]”   It is something they do at will and in a hurry without any worry and so without meticulous thinking and planning.  After all who cares as they still fare on as well?   I hope and pray we will have a new form of government soon after the 13^th general election so that our new leaders will overhaul the system for good.

          Second, do we have  good English programmes like the ones in Singapore (the size of which is a dot in the world map)?   But they have the capacity many times bigger than that of us, do you agree?   I have read the both the primary and secondary English programmes in Singapore.  I wonder why  we can’t have the same / similar programme in Malaysia.  I don’t think we should feel ashamed to use/ adopt the Singapore English programmes in the primary and secondary schools here.  Actually, the Singapore English programmes have been used in almost all the English tuition schools in Sibu, Sarawak since 1980s.  Ask Wong Soon Koh whose family has been engaged in the business since the shift of the medium of instruction in Malaysia.  I can rest-assured to say that his English tuition centres, at least 3 branches in Sibu earned very well, especially in the 1980s and 1990s.  Now they are still doing quite well though they face some keen competition, too.

          Why do I recommend Singapore English programmes?   It is because there are a lot of viewing of text passages.  In the four language skills, i.e they are listening and reading in the input and speaking and writing in the output.  After  listening activities, learners have the chance to view the text passages.  Thus, learners have the opportunities to go through these language experiences / exposures to get familiar with the language structures and acquire the vocabulary used in the passages.  At the same time, they also acquire the speech sounds of the words being used in the activities. 

          For reading, there is a reading passage in each unit of the course book and another one in the workbook for language input.  They also have  Revionary Exercises to go with.  Imagine how rich the pupils /students there undergo through in the acquisition of the language.  For speaking, there is always an activity related to the topic in the unit for practice.  Besides reading for comprehension / meaning / understanding a passage, an experienced teacher would definitely like to sensitise learners of the tenses and structures used in the passage.  It is to learn grammar in context besides in isolation to get familiar with the forms of the words and structures. 

          For writing, of course, they have the model writing in each unit for learners to refer to before they write on their own.  Definitely, learners are encouraged to be as creative as possible.  It is the output in the speaking and writing that will engage learners in the thinking process.  It is through the thinking process that our students learn and acquire the target  language.

          Besides, there is always enough emphasis of grammar in each unit.  As we know grammar is the foundation of a language.  Similarly, they also stress on phonics for primary learners and phonetics for the lower secondary learners.   Thus, they have  systematic and holistic English programmes for learners to learn the language properly.   

          What about the English programmes in Malaysia?  Do our students go through as rich language experiences / exposures to acquire the language?  Or why is their English so poor? Ask Hisamuddin and Muhyddin Yassin to answer these questions. 

          Language learning is a process.  Hence you must have enough input in the listening and reading activities and then you can expect speaking and writing activities in the output.  There is, for sure, no short-cut at all in the language acquisition.  It is like drinking and eating, a life-long process.  Thus in 11-13 years of formal education, learners are expected to have acquired the language knowledge in the form of grammar, spelling, pronunciation, punctuation, intonation,  stress and the like. This fundamental knowledge is to prepare them for the life-long learning.

          Third, do we have enough qualified English teachers to carry out the programmes properly?  Yes, so they say they are going to produce N number of English teachers soon. 

        Qualified English teachers cannot help students to sit for the exams.  They can only guide them, drill them. facilitate  and help them to help themselves to acquire the language.  Teachers with a good programme at their disposal can only help realise it to the best interest of learners. 

          But how can they expect to implement the act to enforce the compulsory pass to take effect in 2015 /6 (which year?)?  Check how many of our Form Five students by 2015/6 , two / three years later can live up to this expectation.  Just check their language knowledge / grammar and vocabulary to find out.  Why do you always like to hurry like a hare and end up nowhere, arh!!!!?  Have you heard of the proverb “Slow and steady wins the race”?  And please work out  proper and holistic and good English programmes like the ones in Singapore or just use their programmes with their permission, why not?   Be humble, please.  Always be well-prepared and planned and have enough discussion with the public, especially the professional ones.

          Fourth, I think we all must recognise the fact that learning is to certain extent / a great extent / a full extent exam-induced.  (At present,  it is so exam-oriented and hence learning is so spotty and dotty in nature).  A good English programme should be holistic and systematic.  Hence,  English examinations should have the right focus on 25% comprehension (reading ability); 40% grammar (language knowledge); 10% on listening and speaking and 25% on writing.  There must be enough emphasis on grammar which is the foundation of the language so that learners will take this component of the language seriously. 

          To achieve the target,  I think a good reading programme should be introduced to our learners since small.  Reading materials may include newspapers, magazines, journal, story books and the like.  Reading to me is the best way to acquire vocabulary and gain general knowledge.  Almost all of our students who are poor/ weak in English have too little vocabulary at their disposal.  They read too little to command the language.  If our students have enough language knowledge (grammar and phonetics) and vocabulary as well as knowledge, they can deal with any topics at will on condition that they have enough language practices, too.  Believe/Trust me.