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DRAF 1/2018

Bahasa Inggeris Bahasa Inggeris Tingkatan 4 Tingkatan 3

Bahasa Inggeris Tingkatan 4 Bahagian Pembangunan Kurikulum APRIL 2018

Terbitan 2018 © Kementerian Pendidikan Malaysia Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa juga bentuk dan dengan cara apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapat kebenaran bertulis daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.

CONTENT Rukun Negara ……………………………………………………………………………………………………………………………...…………

v

Falsafah Pendidikan Kebangsaan………………………………………………………………………………………………………………….

vii

Definisi Kurikulum Kebangsaan………………………………………………………………………………….………………………………….

ix

Kata Pengantar ……………………………………………………………………………………………………………………………………..

xi

Introduction …………………………………………………………………………………………………………………………………………...

1

Aim…………………………………………………………………………………………………………………………………………………....

3

Objectives……………………………………………………………………………………………………………………………………………..

3

The Curriculum Framework…………………………………………………………………………………………………………………………

4

Focus…………………………………………………………………………………………………………………………………………………..

6

21st Century Skills…………………………………………………………………………………………………………………………………….

10

Higher Order Thinking Skills……………………………………………………………………………………………………………………...…

11

Teaching and Learning Strategies………………………………………………………………………………………………………………….

12

Cross-Curricular Elements…………………………………………………………………………………………………………………………..

15

Classroom Assessment……………………………………………………………………………………………………………………………..

18

Content Organisation………………………………………………………………………………………………………………………...………

21

Listening………………………………………………………………………………………………………………………………………….

22

Speaking…………………………………………………………………………………………………………………………………………

26

Reading…………………………………………………………………………………………………………………………………………..

30

Writing…………………………………………………………………………………………………………………………………………….

34

Literature in Action………………………………………………………………………………………………………………………………

38

Syllabus…………………………………………………………………………………………………………………………………………..

40

Panel of Writers………………………………………………………………………………………………………………………………..……..

52

Acknowledgement…………………………………………………………………………………………………………………………………….

53

RUKUN NEGARA BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak: Mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya; Memelihara satu cara hidup demokratik; Mencipta satu masyarakat yang adil di mana kemakmuran negara akan dapat dinikmati bersama secara adil dan saksama; Menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaannya yang kaya dan berbagai corak; Membina satu masyarakat progresif yang akan menggunakan sains dan teknologi moden; MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut berdasarkan atas prinsip-prinsip yang berikut: KEPERCAYAAN KEPADA TUHAN KESETIAAN KEPADA RAJA DAN NEGARA KELUHURAN PERLEMBAGAAN KEDAULATAN UNDANG-UNDANG KESOPANAN DAN KESUSILAAN v

NATIONAL PRINCIPLES Indeed, our country Malaysia aspires to achieving a greater unity for all her peoples: Maintaining a democratic way of life; Creating a just society in which the wealth of the nation shall be equitably shared; Ensuring a liberal approach to her rich and diverse cultural traditions; and Building a progressive society which shall be oriented to modern science and technology; We, the people of Malaysia, pledge our united efforts to attain these ends, guided by these principles:

BELIEF IN GOD LOYALTY TO KING AND COUNTRY SUPREMACY OF THE CONSTITUTION RULE OF LAW GOOD BEHAVIOUR AND MORALITY

vi

FALSAFAH PENDIDIKAN KEBANGSAAN

“Pendidikan

di

Malaysia

adalah

suatu

usaha

berterusan

ke

arah

memperkembangkan lagi potensi individu secara menyeluruh dan bersepadu untuk mewujudkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi dan jasmani berdasarkan kepercayaan dan kepatuhan kepada Tuhan. Usaha ini adalah bertujuan untuk melahirkan warganegara Malaysia yang berilmu pengetahuan, berketerampilan, berakhlak mulia, bertanggungjawab dan berkeupayaan mencapai kesejahteraan diri serta memberi sumbangan terhadap

keharmonian

dan

kemakmuran keluarga, masyarakat dan negara”

Sumber: Akta Pendidikan 1996 (Akta 550)

vii

NATIONAL EDUCATION PHILOSOPHY

“Education in Malaysia is an ongoing effort towards further developing the potential of individuals in a holistic and integrated manner so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving a high level of personal well-being as well as being able to contribute to the betterment of the family, the society and the nation at large” Source: Education Act 1996 (Act 550)

viii

DEFINISI KURIKULUM KEBANGSAAN

3. Kurikulum Kebangsaan (1)

Kurikulum Kebangsaan ialah suatu program pendidikan yang

termasuk kurikulum dan kegiatan kokurikulum yang merangkumi semua pengetahuan,

kemahiran,

norma,

nilai,

unsur

kebudayaan

dan kepercayaan untuk membantu perkembangan seseorang murid dengan

sepenuhnya

dari

segi

jasmani,

rohani,

mental

dan

emosi serta untuk menanam dan mempertingkatkan nilai moral yang diingini dan untuk menyampaikan pengetahuan.

Sumber: Peraturan-Peraturan Pendidikan (Kurikulum Kebangsaan) 1997 [PU(A)531/97.]

ix

NATIONAL CURRICULUM DEFINITION

3. National Curriculum (1)

An educational programme that includes curriculum and co-curricular

activities which encompasses all the knowledge, skills, norms, values, cultural elements and beliefs to help develop a pupil fully with respect to the physical, spiritual, mental and emotional aspects as well as to inculcate and develop desirable moral values and to transmit knowledge .

Source: Education Regulations (National Curriculum) 1997 [PU(A)531/97.]

x

KATA PENGANTAR

Kurikulum Standard Sekolah Menengah (KSSM) ini digubal bagi

membolehkan guru membuat tindakan susulan bagi mempertingkat

memenuhi keperluan Pelan Pembangunan Pendidikan Malaysia

pencapaian murid dalam mata pelajaran Bahasa Inggeris.

(PPPM) 2013-2025 agar kualiti kurikulum Bahasa Inggeris yang

DSKP Bahasa Inggeris yang dihasilkan juga telah menyepadukan

dilaksanakan di sekolah menengah setanding dengan standard

enam tunjang Kerangka KSSM, mengintegrasikan pengetahuan,

antarabangsa.

kemahiran dan nilai, serta menggabungjalinkan Kemahiran Abad

Sehubungan dengan itu, KSSM bagi mata pelajaran Bahasa Inggeris

Ke-21 dan Kemahiran Berfikir Aras Tinggi (KBAT) secara eksplisit.

yang

of

Penyepaduan tersebut dilakukan untuk melahirkan insan seimbang

References (CEFR) telah digubal melalui usaha sama Kementerian

dan harmonis dari segi intelek, rohani, emosi dan jasmani seperti

Pendidikan Malaysia (KPM) dan Cambridge English (CE), United

yang dihasratkan dalam Falsafah Pendidikan Kebangsaan.

dijajarkan

dengan

Common European Framework

Kingdom.

Kementerian Pendidikan Malaysia merakamkan setinggi-tinggi

Melalui usaha sama ini, satu kurikulum berasaskan standard telah

penghargaan dan ucapan terima kasih kepada semua pihak yang

dijelmakan menerusi pembinaan Standard Kandungan dan Standard

terlibat dalam penggubalan kurikulum ini secara langsung mahupun

Pembelajaran

dan

tidak langsung. Semoga pelaksanaan KSSM Bahasa Inggeris yang

Rancangan Pengajaran Tahunan (Schemes of Work) juga dibina

dijajarkan dengan CEFR ini akan mencapai hasrat dan matlamat

bagi membantu guru bahasa Inggeris melaksanakan proses

pendidikan kebangsaan.

yang

dijajarkan

dengan

CEFR. Silibus

pengajaran dan pembelajaran yang berkesan. Shazali Bin Ahmad Pengarah Bahagian Pembangunan Kurikulum Kementerian Pendidikan Malaysia

Dokumen Standard Kurikulum dan Pentaksiran (DSKP) Bahasa Inggeris yang disediakan juga mengandungi Standard Pentaksiran untuk membantu guru mengenal pasti tahap penguasaan murid dan

xi

KSSM BAHASA INGGERIS TINGKATAN 4

INTRODUCTION In this era of global competitiveness, the mastery of English is

fostered to enable the development of the Standards-Based English

essential for pupils to gain access to information and knowledge. As

Language Curriculum (SBELC). The SBELC document incorporates

English Language is also dominantly used in Information and

a mapping of the English Language Content and Learning Standards

Communications Technology (ICT), pupils need to master it to

as well as pedagogical approaches which are aligned to the CEFR.

enable them to have easy access to information that is available via In addition, the CEFR levels and descriptors form the basis in the

the electronic media such as the Internet. Besides, it is paramount

development of the curriculum standards for preschool as well as for

that pupils equip themselves with the necessary skills in order to

primary and secondary schools. The SBELC document includes the

keep pace in a rapidly emergent global economy as indicated in the

syllabus containing key components of a lesson namely; Themes,

Malaysia Education Blueprint 2013 – 2025.

Topics,

The Blueprint also stipulates the importance of the development and

Content

and

Learning

Standards,

Cross-Curricular

Elements, Differentiation Strategies and Assessment Standards.

the application of 21st Century curriculum and assessment. This is in

The framework is also used as a reference to develop the SBELC’s

line with the government’s policy to enhance the mastery of English

target proficiency levels (A1 and A2 or Basic User; B1 and B2 or

Language amongst teachers and pupils as well as internationally

Independent User; and C1 and C2 or Proficient User). These

benchmark the English Language curriculum. The Blueprint also

curriculum target levels describe what the pupils are expected to

specifies that every pupil should be independently proficient in the

achieve at each stage of learning from Preschool to Form Five.

English language as defined by the Common European Framework

These target levels will enable pupils to measure their own progress,

of References (CEFR) for Languages. The latter has been adopted

and facilitate teachers in gauging the pupils’ proficiency level.

by many countries as an international framework for language teaching, learning and assessment. Thus, collaboration between the Ministry of Education, Malaysia (MOE) and Cambridge English, United Kingdom (CE) has been

1

KSSM BAHASA INGGERIS TINGKATAN 4

Table 1 indicates the minimum curriculum target levels for primary and secondary based on the CEFR. The curriculum standards for Form 4 are aligned to the CEFR proficiency level B1 Mid. Table 1: Curriculum Target Levels Based on the CEFR

In

Remove Class

A1 High

A2 Low

A2 Mid

A2 Mid

1

2

3

4

5

B1 High

6

B1 Mid

5

B1 Low

4

A2 High

3

Revise A2

2

A1 Mid

Working Towards A1

1

Secondary

A1 Low

Primary

conclusion, the CEFR aligned Standards-Based English

Language Curriculum (SBELC) is built on the foundations of communicative competence and

fully

caters

for

cognitive

progression in its learning standards through increasing expectations of pupils’ ability to grasp concepts as they move through the preschool to secondary levels. Therefore, this curriculum of an international

standard will further maximise pupils’ learning

outcomes.

2

KSSM BAHASA INGGERIS TINGKATAN 4

AIM

OBJECTIVES

The SBELC aims to enable pupils to communicate confidently,

By the end of secondary education, pupils are able to achieve the

proficiently and competently; be knowledgeable, respectful of other

following objectives:

cultures and well-versed in emergent literacies; make calculated decisions through critical and analytical thinking, and collaborate with others to solve problems creatively and innovatively.

1.

Understand meaning in a variety of familiar contexts.

2.

Recognise features of spoken genres on familiar topics.

3.

Communicate information, ideas, opinions and feelings intelligibly on familiar topics.

The aim of learning English in Form 4 is to continue providing pupils with positive and successful experiences with English, along with an

4.

Understand a variety of texts by using a range of appropriate strategies to construct meaning.

integrated focus on grammar and, a varied and continued practice of the four skills (listening, speaking, reading and writing) and Literature

5.

Explore and expand ideas for personal development by reading independently and widely.

in Action. 6.

Communicate intelligibly through print and digital media on familiar topics.

7.

Communicate with appropriate language, form and style in a variety of contexts.

8.

Respond to, analyse and evaluate a variety of literary text types.

9.

Appreciate and inculcate values, positive attitude, patriotism and citizenship through language activities.

3

KSSM BAHASA INGGERIS TINGKATAN 4

THE CURRICULUM FRAMEWORK The Standards-Based Curriculum for Secondary Schools (KSSM) is based on the six strands which are Communication, Spirituality, Attitudes and Values, Humanities, Personal Competence, Physical Development and Aesthetics, and Science and Technology. These six strands are the main domains that complement one another and are integrated with critical, creative and innovative thinking. The integration aims to develop human capital that inculcates moral values based on religion, knowledge, competence, critical, creative and innovative thinking as illustrated in Figure 1.

4

KSSM BAHASA INGGERIS TINGKATAN 4

Figure 1: The Standards-Based Curriculum Framework for Secondary Schools 5

KSSM BAHASA INGGERIS TINGKATAN 4

FOCUS The SBELC has four focus areas that are imperative in enabling

work. Hence, pupils are able to apply knowledge and skills to real

pupils to meet the challenges and demands of a diverse, globalised

world settings which would lead to greater success in their future

and dynamic era. These areas are curriculum principles, curriculum

work place.

organisation, curriculum approach and lesson organisation. 2. Sustaining Language Use Curriculum Principles

The SBELC emphasises the importance of sustaining the use of

The SBELC is based on the following five guiding principles that meet

English language within and beyond the classroom. The

the challenges and demands of the 21st century:

curriculum adopts an inter-disciplinary approach and this is realised through four broad themes:

 Preparing for the Real World  Sustaining Language Use  Acquiring Global Competencies  Acknowledging Pupils’ Differences  Developing Confident and Competent Communicators



People and Culture



Health and Environment



Science and Technology



Consumerism and Financial Awareness

These themes are incorporated into the teaching and learning 1. Preparing for the Real World

process, allowing pupils to engage in classroom activities that

The challenges of the 21st century demand an education system

relate to real life situations. Pupils are able to develop a deeper

that prepares pupils to be competent, knowledgeable and

understanding and awareness of their surroundings, and work

confident. The SBELC takes into account skills and knowledge

towards sustaining an English language environment.

that are necessary for pupils to function in the real world. This is achieved by making use of real-life issues which are meaningful and “hands-on” in nature for classroom activities and project

6

KSSM BAHASA INGGERIS TINGKATAN 4

3. Acquiring Global Competencies

5. Developing Confident and Competent Communicators

The world today is highly interconnected and is important in

Effective communication is pivotal in today’s fast-paced world.

preparing pupils to become competent global citizens. The

We need to be able to communicate our thoughts and ideas in a

concept of global competence incorporates the knowledge and

coherent and cohesive manner through various modes, verbally

skills that pupils need in the 21st century. Globally-competent

and non-verbally. Therefore, our pupils need to acquire the

pupils are equipped with the knowledge and skills to:

language skills and engage in activities that further develop their confidence and competence in communication to face the real



world.

investigate the world; being aware, curious, and interested in learning about the world and how it works;



communicate ideas to diverse audience on various topics

Curriculum Organisation

through

The English Language curriculum for primary and secondary schools

different

mediums

and

rapidly

emerging

technologies; and 

in Malaysia are organised into four key stages (Table 2).

become global players by taking responsibility for their Table 2: Key Stages in the SBELC

actions and weighing the consequences.  4. Acknowledging Pupils’ Differences In

Stage One

Year 1, Year 2 and Year 3 (Lower Primary)

Stage Two

Year 4, Year 5 and Year 6 (Upper Primary)

implementing the teaching approaches, lessons and

Remove Class

curriculum materials, teachers must take into account the varying needs and abilities of pupils. In addition, sufficient opportunities

Stage Three

Form 1, Form 2 and Form 3 (Lower Secondary)

to practise the desired language skills should be provided to

Stage Four

Form 4 and Form 5 (Upper Secondary)

ensure that Learning Standards are achieved. Therefore, it is important that appropriate activities and materials be used for

The curriculum is organised in these stages to build a strong

pupils of different learning styles so that their full potential can be

foundation in the teaching and learning of the English Language.

realised. 7

KSSM BAHASA INGGERIS TINGKATAN 4

Curriculum Approach

language skills, Grammar and Literature in Action are also given due

The SBELC emphasises the modular approach. This approach

focus during the teaching and learning process.

ensures that all the four language skills; Listening, Speaking,

A teacher may begin a topic by focusing on Listening skills while

Reading and Writing, and the aspects of Grammar and Literature in

other skills such as Speaking, Reading and Writing are incidental.

Action are given due focus and attention during the teaching and

This may take up one or more lessons until the objectives are met.

learning process.

Then, the teacher progresses to Speaking skills during which

During teaching and learning, the four language skills and the

Listening, Reading and Writing skills are incidental. When the

aspects of Grammar and Literature in Action are connected through

Reading skills or Writing skills are in focus, all other language skills

topics that are related to the following themes:

are incidental. The SBELC does not specify any specific order of

 People and Culture

teaching the language skills.

 Health and Environment

All the four language skills are linked through a topic of a selected

 Science and Technology

theme. Aspects of Grammar are evidently present during each focus.

 Consumerism and Financial Awareness

Grammar is infused during the teaching of these language skills. It is advisable that before embarking on a new topic, the teacher decides

These themes are developed based on the aims and objectives of

on the Grammar item to be infused in all the language skills.

the SBELC. These themes are essential in enhancing the development of the four language skills through the selection of a

To optimise learning, proper planning is required prior to teaching

variety of topics. Thus, language strategies and activities can be

and learning. Teachers can plan lessons using the Standards-Based

planned and carried out successfully.

Curriculum and Assessment Document (DSKP) and the Scheme of Work which tie the various key components of a lesson namely;

Lesson Organisation

Themes, Topics, Content and Learning Standards, Cross-Curricular

The SBELC focuses on the four language skills; starting with

Elements, Differentiation Strategies and Assessment together.

Listening, Speaking, Reading and Writing. In addition to the four

Collaborative planning is encouraged through Professional Learning

8

KSSM BAHASA INGGERIS TINGKATAN 4

Communities (PLC). PLC enables teachers to meet regularly, share expertise, and work collaboratively to improve teaching skills and the academic performance of their pupils. When planning lessons, teachers should take into account that pupils learn through connecting new knowledge to prior knowledge. This new knowledge becomes meaningful when pupils are able to relate it to their experiences in the real world. Teachers are encouraged to plan an action-oriented task at the end of each topic. This task depicts meaningful real life situations for pupils to explore their language usage. In their daily lives, pupils can relate to these tasks to face various situations that may require them to use English. The Literature in Action (LiA) aspect mainly focuses on the Literature Figure 2: Lesson Organisation

Component of the SBELC. This component involves the use of literary texts of different genres namely; poetry, dramas, short

Figure 2 shows how the themes, the four language skills and LiA are

stories, graphics novels, and novels to inculcate reading habits and

organised to realise the aims and objectives of the SBELC. The

enhance thinking skills. LiA provides pupils opportunities to explore

organisation does not reflect any specific order on how the language

their creativity and potential thus allowing them to participate actively

skills and LiA are to be carried out during the teaching and learning

and express themselves without much reservation. The SBELC

process.

lesson organisation is represented in Figure 2.

9

KSSM BAHASA INGGERIS TINGKATAN 4

21ST CENTURY SKILLS One of the aspirations in the Standards-Based Curriculum for

Table 3: Pupils’ Profile

st

Secondary Schools (KSSM) is to develop pupils with the 21 Century PUPILS’ PROFILE

Skills which emphasise on thinking skills as well as life skills and one’s career based on values. The 21st Century Skills aim at producing pupils with characteristics defined in the Pupils’ Profile

Resilient

Pupils are steadfast in facing and overcoming hardship and challenges with wisdom, confidence, tolerance and empathy.

Thinker

Pupils are able to think critically, creatively and innovatively; solve complex problems and make ethical judgments. They are able to think about learning and about being pupils themselves. They generate questions about learning and are open towards other people’s perspectives, values, individual traditions and society. They are confident and creative in handling new learning areas.

(Table 3) in order to be able to compete globally. Mastery of the Content and Learning Standards in the English Language curriculum contributes to the pupils’ acquisition of the 21 Century Skills. st

Communicator

Team Player

10

DESCRIPTION

Pupils are able to voice out and express their thoughts, ideas and information with confidence and creativity, orally and in written form using various types of media and technologies. Pupils are able to co-operate effectively and harmoniously with one another. They share responsibility, respect and appreciate the contributions by each member in the team. They gain interpersonal skills through collaboration, which in turn makes them better leaders and team members.

KSSM BAHASA INGGERIS TINGKATAN 4

PUPILS’ PROFILE

DESCRIPTION

Inquisitive

Pupils are able to develop natural inquisitiveness to explore new strategies and ideas. They learn skills that are necessary for inquiry-learning and research, as well as display independent traits in learning. The pupils are able to enjoy continuous life-long learning experiences.

Principled

Pupils have a sense of integrity, sincerity, equality, fairness, high moral standards and respect for individuals, groups and the community. They are responsible for their actions, reactions and decisions.

Informed

Pupils are able to obtain knowledge and develop a broad and balanced understanding across the various disciplines of knowledge. They can explore knowledge effectively in terms of local and global contexts. They understand issues related to ethics or laws regarding information that they have acquired.

Caring

Pupils are able to show empathy, sympathy and respect towards the needs and feelings of others. They are committed to serving the society and ensuring the sustainability of the environment.

Patriotic

Pupils are able to show their love, support and respect for the country.

11

KSSM BAHASA INGGERIS TINGKATAN 4

HIGHER ORDER THINKING SKILLS Higher Order Thinking Skills (HOTS) is stated explicitly in the

Higher Order Thinking Skills (HOTS) is the ability to apply

curriculum so that teachers can interpret them in teaching and

knowledge, skills and values in reasoning, reflecting, problem-

learning to promote structured and focused thinking among pupils. In

solving, decision-making, innovating and creating.

the SBELC, emphasis on HOTS refers to the four cognitive levels as Critical thinking skills refer to the ability to evaluate an idea

presented in Table 4.

logically and rationally in order to make good judgment using logical Table 4: Higher Order Thinking Skills COGNITIVE LEVELS Applying

reasons and evidences. Creative thinking skills refer to the ability to produce or create

EXPLANATION

something new using imagination and thinking out of the box. Reasoning skills refer to an individual’s ability to make judgment

Using knowledge, skills and values in different situations to complete a piece of work.

through logical and rational evaluation. Thinking strategies refer to structured and focused thinking that

Analysing

Breaking down information into smaller parts in order to understand and make connections between these parts.

Evaluating

Considering, making decisions using knowledge, experience, skills, and values and justifying decisions made.

require the analysis and synthesis of data or facts to solve problems. HOTS can be applied in the classroom through reasoning, inquiry,

Creating

problem solving activities and projects. In order to encourage pupils to think, thinking tools such as mind maps as well as high level of questioning techniques can be used by teachers and pupils.

Producing an idea or product using creative and innovative methods.

12

KSSM BAHASA INGGERIS TINGKATAN 4

TEACHING AND LEARNING STRATEGIES Teaching and learning in the 21st century is pupil-centred and the

those suggested to deliver the content. Some of the strategies

teacher acts as a facilitator. Teaching and learning is more effective

recommended in the SBELC are:

when

strategies

are

applied

appropriately

in

supportive

environments. These teaching and learning strategies involve:

1. Inquiry-Based Learning

 cognitive processes in learning and understanding information,

The purpose of inquiry in the teaching and learning of language is to

such as paraphrasing sentences and summarising texts.

plan strategic pupil-centred learning activities based on explorative

 metacognitive processes, which is thinking about thinking,

learning. Pupils will be actively involved and engaged during the

encompasses planning, regulating, monitoring and modifying the

duration of the teaching and learning process, subsequently,

cognitive learning processes so as to acquire and understand

improving their language proficiency. This language teaching

information. For example, while reading pupils may decide to

approach is dynamic and effective in raising curiosity, shaping

change their reading strategy in order to achieve a specific

proactive attitudes, instiling critical and creative ability and sustaining

purpose.

pupils’ interest. Pupils are trained to pose questions, give opinions

 resource management which includes time, effort, skills and

and suggestions, gather, organise, and analyse information, to

support.

explore, make judgments, solve problems, apply learning to new situations and make reflections.

The following teaching and learning strategies accommodate In addition, teachers can pose questions that require pupils to think

differences in learning styles. Teachers are encouraged to use their

creatively, innovatively, logically, critically, and respond appropriately

professional judgment to review the suggested strategies and then

as well as being able to evaluate their own learning. Besides

decide on the most appropriate for meeting the needs of their pupils.

questioning, inquiry in language learning can also be realised

As teachers know their pupils’ learning styles and needs, they may

through methods and techniques such as project-based learning,

need to select alternative teaching and learning strategies or adapt

surveys, brainstorming, demonstration, simulation, role-play, group

13

KSSM BAHASA INGGERIS TINGKATAN 4

work, drama, forum, and dialogue for pupils’ continued engagement

3. Pupil-Centredness

in the teaching and learning process. In pupil-centred classrooms, the learning tasks or activities are geared towards discovery learning. Pupils engage in tasks that

2. Project-Based Learning

require inquiry learning and collaborating with one another.

Project-based learning (PBL) emulates the real world experiences.

Pupils are encouraged to get information through communicating

Pupils learn to plan and document the progress of their projects. In

with others, reading or sourcing information through various media in

implementing the plan, pupils might need to make necessary

order to complete the tasks. In reality, an increasing proportion of

improvements and adjustments as they proceed to complete the project

within

the

stipulated

time frame.

Therefore,

learning occurs online outside formal school hours. As such, pupils

time

have to keep abreast with rapid changes in technology.

management, critical and analytical thinking as well as creativity and In addition, the pupils’ awareness and knowledge of filtering relevant

collaborative work determine the effective completion of the project.

information from various sources are important; to differentiate the Teachers should take note that the final two or three lessons in the

facts from the fiction; the good from the bad; the ethical from the

Scheme of Work provide teachers with the opportunity to create a

unethical; and the truth from the lies.

series of project-based lessons. There can be a different project focus for each lesson or one project over a series of two or three

As facilitators, teachers guide the pupils throughout the learning

lessons. Teachers will also have the opportunity to select appropriate

process while completing their tasks. Pupils have to be taught to think

Content and Learning Standards for these project-based lessons

methodically and coherently, and this can be done through the use

based on the specific needs and interests of their pupils.

of various thinking tools. During the learning process, making mistakes is inevitable; however, it should be seen in a positive light as pupils learn through making mistakes.

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KSSM BAHASA INGGERIS TINGKATAN 4

4. Cooperative Learning

CROSS-CURRICULAR ELEMENTS The Cross-Curricular Elements are embedded into the teaching and

Group work is recommended for activities or tasks to familiarise

learning process and are concurrent with the Content and Learning

pupils with the idea of working in teams. To ensure that every group

Standards in the SBELC. This benefits the pupils because today’s

member is productive and responsible, it is recommended that the

complex and multi-dimensional world requires them to have the

size of groups is kept small. Every pupil should take turns to play the

ability to make connections between various sources of knowledge.

role of a group leader as leadership qualities are pivotal in the 21st century.

A selection of key elements across the curriculum is provided for teachers to achieve the goals of developing pupils’ ability to

Through group work, pupils learn to manage time, practise soft skills,

communicate accurately, confidently and effectively in the English

learn to compromise and collaborate in completing their task.

Language, and to face the challenges of the 21st century. These

Simultaneously, they learn to be responsible for their part, to deal

cross-curricular elements are:

with differences amongst themselves, to come up with creative and 1.

innovative alternatives in solving problems and to make informed

Language 

judgment and calculated decisions through consensus.

The correct usage of the medium of instruction in all subjects should be emphasised.



Emphasis on correct language use, as well as focus on pronunciation, sentence structure, grammar, terminology and language registers must be stressed during teaching and learning in order to help pupils develop ideas and communicate effectively.

15

KSSM BAHASA INGGERIS TINGKATAN 4

2.

Environmental Sustainability 

(ii) Scientific skills (specific processes of thinking and manipulative skills);

This refers to anything that furthers the goal of making life

(iii) Scientific behaviour (such as accuracy, honesty,

sustainable for the planet, and must be instilled and

safety); and

nurtured in pupils through teaching and learning. 

(iv) The use of technology in teaching and learning

Knowledge about the importance of environmental

activities.

conservation will cultivate appreciation of the environment and subsequently affect positive behaviour.

5. Patriotism 

3. Values 

activities and community services.

Values are given due emphasis in all the subjects so that



pupils are aware of its importance and practise them. 

6. Creativity and Innovation 

4. Science and Technology



Creativity is the ability to use imagination to gather,

Inculcating pupils’ interest in Science and Technology can

comprehend and generate ideas to create something new

increase their literacy level in these areas.

and original. 

The use of technology in teaching can contribute to more



The integration of Science and Technology in teaching and Scientific

and

principles,

technological

concepts

related

Creativity and innovation are mutually compatible and necessary to ensure the development of human capital to

learning encompasses four areas: (i)

Innovation on the other hand, is the application of creativity through modification, revision and development of an idea.

efficient and effective learning. 

Patriotism helps to produce pupils who love the country and are proud to be Malaysians.

Values encompass aspects of spirituality, humanity and citizenship to be practised in their daily lives.



Patriotism can be cultivated in all subjects, co-curricular

knowledge to

Science

face the 21st Century challenges.

(facts, and

Technology);

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KSSM BAHASA INGGERIS TINGKATAN 4



Creativity and innovation elements need to be integrated

all subjects. It is a skill that uses logical reasoning,

in teaching and learning.

algorithm, frequency, contour analysis, abstraction and evaluation in solving problem with the help of computer.

7. Entrepreneurship 

9. Global Sustainability

Integration of entrepreneurial elements aims to cultivate



entrepreneurial characteristics and practices amongst 

pupils.

knowledge and values relating to global environmental

Entrepreneurship features in teaching and learning can

change as well as human well-being and development.

nurture attitudes such as diligence, honesty, trust and

These knowledge and values can be applied in these

responsibility as well as develop creative and innovative

areas; consumerism and sustainable products, global

minds to generate marketable ideas.

citizenship and unity. 

8. Information and Communications Technology 

Integration

of

Information

and

challenges and current issues at the local, national and

Communications

global level. 

ensures pupils can apply and enhance their basic ICT The application of ICT encourages pupils to be creative, makes teaching and learning more interesting and fun, as well as enhances the quality of learning. ICT is integrated in teaching and learning to help pupils understand the content of the subject. 

This element is inserted in lessons or taught directly in related subjects.

knowledge and skills.



The acquisition of global sustainability knowledge is imperative in preparing pupils to face the 21st Century

Technology (ICT) elements in teaching and learning



This element aims at developing pupils’ awareness,

Computational thinking is one of the skills emphasised in

17

KSSM BAHASA INGGERIS TINGKATAN 4

10. Financial Education 

CLASSROOM ASSESSMENT

The integration of Financial Education elements aims to

Classroom assessment involves

create a future generation that is capable of making sound

information about pupils’ progress in the classroom. The on-going

financial

assessment is planned, implemented and reported by respective

decisions,

practising

ethical

financial

management and managing financial affairs skillfully and

the process of collecting

teachers to determine the pupils’ mastery level.

with accountability. 

Financial Education elements can be applied directly or

Two type of classroom assessments are carried out by the teachers

embedded in teaching and learning through topics such as

in schools; formative assessment and summative assessment.

Money that contains explicit financial elements, namely the

Formative assessment is carried out during teaching and learning,

calculation of simple interest and compound interest. It can

whereas summative assessment is implemented at the end of an

also be embedded or integrated through other topics

instructional period; as a conclusion of a learning unit as well as

across the curriculum. Exposure to financial management

mid-semester and year-end examinations. Teachers should plan,

is vital to provide pupils with knowledge, skills and values

construct assessment or instruments, examine, record and report

that can be applied effectively and meaningfully in real life.

levels of acquisition based on the Standards-Based Curriculum and Assessment Document (DSKP. To ensure assessment improves the ability and mastery level of the pupils, teachers should carry out assessment that has the following characteristics: 

Use of various methods of assessment such as observations, oral presentations, quizzes, question and answer, task sheets or written assignments to document pupils’ progress in learning.



Use of various assessment strategies that can be carried out by teachers and pupils.

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KSSM BAHASA INGGERIS TINGKATAN 4



Take into account the various levels of knowledge and skills

determine the performance level of their pupils in the respective

learned.

language skill.



Allows pupils to exhibit various learning capabilities.



Assess the pupils’ mastery level based on the Learning

The performance levels indicate pupils’ progress in learning. There are six levels which indicate pupils’ progress in the four language

Standards and Performance Standards. 

skills that are arranged in a hierarchy. The levels take into account

Perform follow-up action for remedial and enrichment purposes.

the knowledge, skills and values stipulated in the curriculum.

Performance Standards refer to the six levels of pupils’ progress in

Teachers can record pupils’ progress in the record book, exercise

the acquisition of the four language skills; Listening, Speaking,

book, notebook, checklist, tables or through other appropriate

Reading and Writing. Teachers can diagnose the learning strengths

methods. The performance levels are recorded in the reporting

and weaknesses, measure pupils’ progress against the teaching.

template that has been provided after the teachers have completed the Content and Learning Standards.

Formative assessment is an important aspect of teaching and learning in the classroom. Formative assessment is an ongoing and continuous process. It is carried out during teaching and learning and provides immediate feedback. Various methods of assessment such as checklists, observations, oral presentations, quizzes, question and answer, task sheets or written assignments can be used to document pupils’ progress in learning. Specific Performance Standards Guides for Listening, Speaking, Reading and Writing are provided in the Standards-Based Curriculum and Assessment Document (DSKP) These Guides provide teachers with reference to gauge pupils’ progress in the four language skills. Teachers can use the specific descriptors to

19

KSSM BAHASA INGGERIS TINGKATAN 4

Overall Performance Level

Table 5: Overall Performance Level for Target Level CEFR B1 (Independent User)

The Overall Performance Level for each subject should be determined at the end of each year. This covers aspects of knowledge, skills and values. Teachers need to assess pupils

PERFORMANCE LEVEL

collectively and holistically by looking at all aspects during the

1

Pupil displays minimal ability to achieve the curriculum target.

2

Pupil is on track to achieve the curriculum target.

3

Pupil achieves expectations of the curriculum target.

4

Pupil works towards exceeding expectations of the curriculum target.

5

Pupil is on track to exceed expectations of the curriculum target.

6

Pupil exceeds expectations of the curriculum target.

learning process. Teachers should use professional judgment in assessing and

determining

the

overall

performance level.

Professional judgment can be carried out based on the teachers’ knowledge and experience, teachers’ interaction with pupils and also discussions with colleagues. Once the performance level of each language skill has been identified, teachers can then determine their pupils’ overall performance level as shown in Table 5.

20

NOTES

KSSM BAHASA INGGERIS TINGKATAN 4

CONTENT ORGANISATION The implementation of English Language is in accordance with the Circular Letter (KP/KPPM/6 Jld.2(23) dated 2 November 2016) which is in effect now. A minimum of 112 contact hours per year is allocated for English Language learning. The Curriculum Standards that encompass the Content Standards, Learning Standards and Performance Standards are explained in Table 6. Table 6: The Curriculum Standards CONTENT STANDARDS Specific statements on what pupils should know, understand and be able to do within a schooling period, encompassing aspects of knowledge, skills and values, work habits and personal character traits that are cultivated in stages throughout the pupils’ secondary education. The Content Standards are over-arching educational goals that should be achieved by the end of Form Five.

LEARNING STANDARDS The Learning Standards are concise educational objectives that pupils are expected to know and be able to do at a particular stage of their secondary education. It is a set of criteria or indicator for learning quality and achievements that can be measured for each Content Standard.

PERFORMANCE STANDARDS Express the degree or quality of proficiency that pupils are expected to display in relation to the Content and Learning Standards. These standards allow pupils to reflect, think and act upon their learning strategies for selfimprovement.

These standards should be mastered by all pupils at the end of each Form.

The focus section provides an idea or the expected achievement by the end of Form Five. The SBELC adopts the behavioural curriculum design, whereby pupils’ learning outcomes are measured based on the Performance Standards. For the receptive skills such as listening and reading, the action verb ‘understand’ is used in the Learning Standards to describe the thinking process which are measurable through the learning outcomes. In addition, the Content and Learning Standards in the SBELC document cover all aspects of thinking skills which are consistent with the principles of the CEFR for Languages.

21

KSSM BAHASA INGGERIS TINGKATAN 4

LISTENING

Objectives for Listening in Form 4

Effective communication is to articulate thoughts and ideas in various

By the end of Form 4, pupils are able to:

forms and contexts and for different purposes using both verbal and 1.

non-verbal communication skills.

understand independently the main ideas in extended texts on a wide range of familiar topics.

The three Content Standards focus on pupils’ ability to understand

2.

understand independently specific information and details in extended texts on a wide range of familiar topics.

meaning, to use appropriate listening strategies, and to recognise 3.

typical features of spoken texts.

recognise independently attitudes or opinions in extended texts on a wide range of familiar topics.

The order in which the Content and Learning Standards appear does

4.

not reflect a chronological sequence of classroom learning which

understand independently more complex questions on a wide range of familiar topics.

starts with 1.1.1 and finishes with 1.3.1. Pupils need to develop these

5.

skills simultaneously over the school year, and so will learn from

understand independently longer simple narratives on a wide range of familiar topics.

opportunities to practise different listening skills in varied sequences

6.

in their English language lessons.

guess the meaning of unfamiliar words from clues provided by other words and by context on a wide range of familiar topics.

7.

The Performance Standards for listening are provided for teachers to

recognise with support typical features at word, sentence and text levels of a range of spoken genres.

assess their pupils’ progress in listening. There are six performance levels which are arranged in an ascending order to differentiate the levels of pupils’ achievements.

22

KSSM BAHASA INGGERIS TINGKATAN 4

1.0 Listening Skills CONTENT STANDARDS

1.1

Understand meaning in a variety of familiar contexts

FOCUS

LEARNING STANDARDS

Understand the main idea when listening to texts on familiar topics

1.1.1

Understand independently the main ideas in extended texts on a wide range of familiar topics

Understand specific details when listening to texts on familiar topics

1.1.2

Understand independently specific information and details in extended texts on a wide range of familiar topics

Understand attitude or opinion when listening to texts on familiar topics

1.1.3

Recognise independently attitudes or opinions in extended texts on a wide range of familiar topics

Understand classroom instructions about familiar topics

1.1.4

No learning standard

Understand questions on familiar topics

1.1.5

Understand independently more complex questions on a wide range of familiar topics

Understand narratives on familiar topics

1.1.6

Understand independently longer simple narratives on a wide range of familiar topics

1.2

Use appropriate listening strategies in a variety of contexts

Use strategies to understand meaning on familiar topics

1.2.1

Guess the meaning of unfamiliar words from clues provided by other words and by context on a wide range of familiar topics

1.3

Recognise features of spoken genres on familiar topics

Recognise typical features of spoken texts

1.3.1

Recognise with support typical features at word, sentence and text levels of a range of spoken genres

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KSSM BAHASA INGGERIS TINGKATAN 4

Performance Standards Guide for Listening Skills PERFORMANCE LEVEL

1

2

3

DESCRIPTORS FOR LISTENING SKILLS 

Can display minimal understanding of the main ideas, specific details and attitudes or opinions in an extended text after repeated listening with a lot of support.



Can display minimal understanding of longer simple narratives after repeated listening and guess the meaning of very few unfamiliar words with a lot of support.



Can understand very few complex questions, recognise minimal features at word, sentence and text levels of a range of spoken texts with a lot of support



Can display some understanding of the main ideas, specific details and attitudes or opinions in an extended text with a lot of support.



Can display some understanding of longer simple narratives and guess the meaning of some unfamiliar words with a lot of support.



Can display some understanding of complex questions, recognise some features at word, sentence and text levels of a range of spoken texts with a lot of support.



Can understand the main ideas, specific details and attitudes or opinions independently in an extended text.



Can understand longer simple narratives on a wide range of familiar topics and guess the meaning of unfamiliar words adequately.



Can understand more complex questions, recognise typical features at word, sentence and text levels of a range of spoken texts with support.

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KSSM BAHASA INGGERIS TINGKATAN 4

PERFORMANCE LEVEL

DESCRIPTORS FOR LISTENING SKILLS 

Can understand the main ideas, specific details and attitudes or opinions independently in an extended text by responding clearly to given tasks at times.



Can understand longer simple narratives on a wide range of familiar topics by responding to given tasks in own words at times and guess the meaning of unfamiliar words.



Can understand more complex questions, recognise typical features at word, sentence and text levels of a range of spoken genres with some support.



Can understand the main ideas, specific details and attitudes or opinions independently in an extended text by responding clearly to given tasks most of the time.



Can understand longer simple narratives on a wide range of familiar topics by responding to given tasks in own words most of the time and guess the meaning of unfamiliar words.

4

5



Can understand more complex questions, recognise features at word, sentence and text levels of a range of spoken genres with little support.



Can understand the main ideas, specific details and attitudes or opinions independently in an extended text by responding spontaneously and clearly to given tasks with ease.



Can understand longer simple narratives on a wide range of familiar topics by responding to given tasks in own words at all times and guess the meaning of unfamiliar words effectively.



Can understand more complex questions, recognise features at word, sentence and text levels of a range of spoken genres easily with little support.



Can guide others in a given task.

6

25

KSSM BAHASA INGGERIS TINGKATAN 4

SPEAKING

Objectives for Speaking in Form 4

The four Content Standards focus on pupils’ ability to communicate

By the end of Form 4, pupils are able to:

meaning, to use register appropriately, to use appropriate

1.

communication strategies, and to communicate appropriately when

explain simple content on familiar topics from what they read and hear.

speaking alone to a small or large group. There are two sections;

2.

Spoken Interaction mainly for interacting with others, and Spoken

ask about and explain causes and consequences of actions, events, simple processes.

Production, when speaking alone to a group. The order in which the Content and Learning Standards appear does not reflect a chronological sequence of classroom learning which

3.

explain advantages and disadvantages of plans and ambitions.

4.

explain and justify own point of view.

5.

express and respond to feelings such as amusement, anger and regret.

starts with 2.1.1 and finishes with 2.4.1. Pupils need to develop these 6.

skills simultaneously over the school year, and so will learn from

use formal and informal registers appropriately in most familiar contexts.

opportunities to practise different speaking skills in varied sequences

7.

in their English language lessons.

confirm understanding in discourse-level exchanges by repeating back what a speaker has said.

8.

The Performance Standards for speaking are provided for teachers to assess their pupils’ progress in speaking. There are six performance levels which are arranged in an ascending order to differentiate the levels of pupils’ achievements.

26

summarise the main points of a story, text or plot.

KSSM BAHASA INGGERIS TINGKATAN 4

2.0 Speaking Skills CONTENT STANDARDS

FOCUS

LEARNING STANDARDS

SPOKEN INTERACTION

2.1

Communicate information, ideas, opinions and feelings intelligibly on familiar topics

Communicate information clearly

2.1.1

Explain simple content on familiar topics from what they read and hear Ask about and explain causes and consequences of actions, events , simple processes

Find out about and communicate information clearly

2.1.2

Communicate plans and ambitions clearly

2.1.3

Explain advantages and disadvantages of plans and ambitions

Communicate a point of view clearly

2.1.4

Explain and justify own point of view

Communicate feelings clearly

2.1.5

Express and respond to feelings such as amusement, anger and regret

2.2

Use register appropriately

Use register appropriately in familiar contexts

2.2.1

Use formal and informal registers appropriately in most familiar contexts

2.3

Use appropriate communication strategies

Manage interaction appropriately

2.3.1

Confirm understanding in discourse-level exchanges by repeating back what a speaker has said

2.3.2

No learning standard

2.4.1

Summarise the main points of a story, text or plot

SPOKEN PRODUCTION 2.4

Communicate appropriately to a small or large group on familiar topics

Communicate information, events, stories, feelings and ideas to an audience

27

KSSM BAHASA INGGERIS TINGKATAN 4

Performance Standards Guide for Speaking Skills PERFORMANCE LEVEL

1

2

3

4

DESCRIPTORS FOR SPEAKING SKILLS 

Can display minimal ability to communicate information, feelings, plans and ambitions with a lot of support.



Can display minimal ability to manage interaction, explain a point of view and use registers with a lot of support.



Can display minimal ability to summarise the main points of a story, text or plot with a lot of support.



Can display some ability to communicate information, feelings, plans and ambitions with a lot of support.



Can display some ability to manage interaction, explain a point of view and use registers with a lot of support.



Can display some ability to summarise the main points of a story, text or plot with a lot of support.



Can communicate information, feelings, plans and ambitions clearly.



Can manage interaction, explain and justify a point of view and use registers appropriately.



Can summarise the main points of a story, text or plot adequately.



Can communicate information, feelings, plans and ambitions clearly by providing some relevant details.



Can manage interaction, explain and justify a point of view and use registers appropriately by sustaining communication occasionally.



Can summarise the main points of a story, text or plot by restating in own words occasionally.

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KSSM BAHASA INGGERIS TINGKATAN 4

PERFORMANCE LEVEL

5

DESCRIPTORS FOR SPEAKING SKILLS 

Can communicate information, feelings, plans and ambitions clearly by providing a lot of relevant details.



Can manage interaction, explain and justify a point of view and use registers appropriately by sustaining communication most of the time.



Can summarise the main points of a story, text or plot by restating in own words most of the time.



Can communicate information, feelings, plans and ambitions clearly and confidently by providing a lot of relevant details.



Can manage interaction, explain and justify a point of view and use registers appropriately by sustaining communication naturally.



Can summarise the main points of a story, text or plot spontaneously by restating in own words at all times.



Can display exemplary model of language use and guide others in a given task.

6

29

KSSM BAHASA INGGERIS TINGKATAN 4

READING The two Content Standards for Reading focus on pupils’ ability to

Objectives for Reading in Form 4

understand meaning and to extend thinking through independent reading. The Learning Standards have five main strands. These are:

By the end of Form 4, pupils are able to:

understanding main ideas, understanding details, using reading

1.

understand the main points in extended texts on a wide range of familiar topics.

strategies, using reference resources, and reading to develop 2.

thinking.

understand specific details and information in extended texts on a wide range of familiar topics.

The order in which the Content and Learning Standards appear does

3.

not reflect a chronological sequence of classroom learning which

guess the meaning of unfamiliar words from clues provided by other words and by context on a wide range of familiar topics.

starts with 3.1.1 and finishes with 3.2.1. Pupils need to develop these

4.

skills simultaneously over the school year, and so will learn from

use independently familiar and some unfamiliar print and digital resources to check meaning and extend understanding.

opportunities to practise different reading skills in varied sequences

5.

in their English language lessons.

recognise with little or no support the attitude or opinion of the writer in extended texts on a wide range of familiar topics.

6.

The Performance Standards for reading are provided for teachers to

recognise with support typical features at word, sentence and text levels of an increased range of genres.

assess their pupils’ progress in reading. There are six performance 7.

levels which are arranged in an ascending order to differentiate the

read a variety of suitable print and digital texts to investigate and analyse national issues.

levels of pupils’ achievements.

30

KSSM BAHASA INGGERIS TINGKATAN 4

3.0 Reading Skills CONTENT STANDARDS

3.1

3.2

Understand a variety of texts by using a range of appropriate reading strategies to construct meaning

Explore and expand ideas for personal development by reading independently and widely

FOCUS

LEARNING STANDARDS

Understand the main idea in a variety of text types on familiar topics

3.1.1

Understand the main points in extended texts on a wide range of familiar topics

Understand specific details in a variety of text types on familiar topics

3.1.2

Understand specific details and information in extended texts on a wide range of familiar topics

Guess the meaning of unfamiliar words in a variety of text types on familiar topics

3.1.3

Guess the meaning of unfamiliar words from clues provided by other words and by context on a wide range of familiar topics

Use dictionary skills appropriately to check and extend understanding

3.1.4

Use independently familiar and some unfamiliar print and digital resources to check meaning and extend understanding

Recognise the attitude or opinion of the writer in a variety of text types on familiar topics

3.1.5

Recognise with little or no support the attitude or opinion of the writer in extended texts on a wide range of familiar topics

Recognise typical features of texts on familiar topics

3.1.6

Recognise with support typical features at word, sentence and text levels of an increased range of genres

Read and understand a variety of fiction and non-fiction texts with confidence and enjoyment

3.2.1

Read a variety of suitable print and digital texts to investigate and analyse national issues

31

KSSM BAHASA INGGERIS TINGKATAN 4

Performance Standards Guide for Reading Skills PERFORMANCE LEVEL

1

2

3

DESCRIPTORS FOR READING SKILLS 

Can display minimal understanding of the main ideas, specific details and information in extended texts with a lot of support.



Can display minimal ability to use dictionary skills and guess the meaning of very few unfamiliar words with a lot of support.



Can display minimal ability to investigate national issues, recognise attitude or opinion of the writer and typical features of texts with a lot of support.



Can display some understanding of the main ideas, specific details and information in extended texts with a lot of support.



Can display some ability to use dictionary skills and guess the meaning of some unfamiliar words with a lot of support.



Can display some ability to investigate national issues, recognise attitude or opinion of the writer and typical features of texts with a lot of support.



Can understand the main ideas, specific details and information in extended texts adequately.



Can independently use dictionary skills adequately and guess the meaning of some unfamiliar words.



Can investigate and analyse national issues, recognise attitude or opinion of the writer and typical features of texts adequately.

32

KSSM BAHASA INGGERIS TINGKATAN 4

PERFORMANCE LEVEL

4

5

6

DESCRIPTORS FOR READING SKILLS 

Can understand the main ideas, specific details and information in extended texts by responding clearly to given tasks most of the time.



Can independently use dictionary skills appropriately and guess the meaning of some unfamiliar words.



Can investigate and analyse national issues, recognise attitude or opinion of the writer and typical features of texts by responding clearly to given tasks most of the time.



Can understand the main ideas, specific details and information in extended texts by responding clearly to given tasks at all times.



Can independently use dictionary skills appropriately and guess the meaning of some unfamiliar words.



Can investigate and analyse national issues, recognise attitude or opinion of the writer and typical features of texts by responding clearly to given tasks at all times.



Can understand the main ideas, specific details and information in extended texts by responding effectively to given tasks.



Can independently use dictionary skills effectively and guess the meaning of some unfamiliar words.



Can investigate and analyse national issues, recognise attitude or opinion of the writer and typical features of texts by responding effectively. . Can display exemplary model of language use and guide others in a given task.



33

KSSM BAHASA INGGERIS TINGKATAN 4

WRITING

Objectives for Writing in Form 4

The Content Standards focus on pupils’ ability to communicate

By the end of Form 4, pupils are able to:

meaning and to use appropriate language, form and style when doing 1.

so. Learning Standards are divided almost equally between the two

explain information from (i) diagrams, (ii) charts, (iii) tables, (iv) graphs or other visuals.

Content Standards. This reflects the importance of both fluency and 2.

accuracy in writing at this stage of the pupils’ school experiences.

explain causes and consequences of (i) actions, (ii) events or (iii) simple processes.

The order in which the Content and Learning Standards appear does

3.

explain the main points of an idea or argument.

not reflect a chronological sequence of classroom learning which

4.

express and respond to opinions and common feelings such

starts with 4.1.1 and finishes with 4.2.4. Pupils need to develop these

as amusement, anger and regret.

skills simultaneously over the school year, and so will learn from

5.

opportunities to practise different writing skills in varied sequences in

organise, sequence and develop ideas within a text of several paragraphs on familiar topics.

their English lessons.

6.

punctuate written work on a range of text types with reasonable accuracy.

The Performance Standards for writing are provided for teachers to

7.

assess their pupils’ progress in writing. There are six performance

spell written work on a range of text types with reasonable accuracy.

levels which are arranged in an ascending order to differentiate the

8.

levels of pupils’ achievement.

produce an extended plan or draft and modify this appropriately in response to feedback or independently.

9.

use formal and informal registers appropriate to the target audience in most familiar situations.

34

KSSM BAHASA INGGERIS TINGKATAN 4

4.0 Writing Skills CONTENT STANDARDS

4.1

4.2

Communicate intelligibly through print and digital media on familiar topics

Communicate with appropriate language, form and style

FOCUS

LEARNING STANDARDS

Communicate information clearly

4.1.1

Explain information from (i) diagrams, (ii) charts (iii) tables (iv) graphs or other visuals

Communicate information clearly

4.1.2

Explain causes and consequences of (i) actions (ii) events or (iii) simple processes

Communicate ideas clearly

4.1.3

Explain the main points of an idea or argument

Communicate feelings and opinions clearly

4.1.4

Express and respond to opinions and common feelings such as amusement, anger and regret

Organise information coherently

4.1.5

Organise, sequence and develop ideas within a text of several paragraphs on familiar topics

Punctuate texts appropriately

4.2.1

Punctuate written work on a range of text types with reasonable accuracy

Spell written work accurately

4.2.2

Spell written work on a range of text types with reasonable accuracy

Plan, draft and edit work appropriately

4.2.3

Produce an extended plan or draft and modify this appropriately in response to feedback or independently

Use register appropriately

4.2.4

Use formal and informal registers appropriate to the target audience in most familiar situations

35

KSSM BAHASA INGGERIS TINGKATAN 4

Performance Standards Guide for Writing PERFORMANCE LEVEL

1

2

3

DESCRIPTORS FOR WRITING SKILLS 

Can display minimal ability to communicate information, ideas, feelings and opinions as well as organise information with a lot of support.



Can display minimal ability to produce a plan or draft and modify this in response to feedback with a lot of support.



Can display minimal ability to use registers, punctuations and spell with a lot of support.



Can display some ability to communicate information, ideas, feelings and opinions as well as organise information with a lot of support.



Can display some ability to produce a plan or draft and modify this in response to feedback with a lot of support.



Can display some ability to use registers, punctuations and spell with a lot of support.



Can communicate information, ideas, feelings and opinions clearly as well as organise information coherently.



Can produce a plan or draft and modify this in response to feedback or independently.



Can use registers appropriately as well as punctuate and spell with reasonable accuracy.

36

KSSM BAHASA INGGERIS TINGKATAN 4

PERFORMANCE LEVEL

4

5

6

DESCRIPTORS FOR WRITING SKILLS 

Can communicate information, ideas, feelings and opinions clearly as well as organise information coherently with very few relevant details.



Can produce a plan or draft and modify this in response to feedback or independently with very few relevant details.



Can use registers appropriately as well as punctuate and spell with reasonable accuracy.



Can communicate information, ideas, feelings and opinions clearly as well as organise information coherently with some relevant details.



Can produce a plan or draft and modify this in response to feedback or independently with some relevant details.



Can use registers appropriately as well as punctuate and spell with reasonable accuracy.



Can communicate information, ideas, feelings and opinions clearly as well as organise information coherently using a variety of relevant details.



Can produce a plan or draft and modify this in response to feedback or independently with a variety of relevant details.



Can use registers appropriately as well as punctuate and spell with reasonable accuracy.

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KSSM BAHASA INGGERIS TINGKATAN 4

LITERATURE IN ACTION

Objectives for Literature in Action in Form 4

The Literature in Action Content Standards focus on pupils’ ability to

By the end of Form 4, pupils are able to:

enjoy and appreciate different text types, to analyse and evaluate

1.

texts, and to respond imaginatively to texts.

explain briefly the feelings and opinions a text provokes in them.

2.

The order in which the Content and Learning Standards appear does

explain in detail the development of plot, characters and themes in a text.

not reflect a chronological sequence of classroom learning which

3.

starts with 5.1.1 and finishes with 5.3.1. Pupils need to develop

evaluate and explain briefly stylistic features an author uses to show character, events or place.

Literature in Action skills simultaneously over the school year, and so

4.

will learn from opportunities to practise different Literature in Action

respond imaginatively and intelligibly through writing scripts and creating props for a short play.

skills in varied sequences in their English lessons. .

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KSSM BAHASA INGGERIS TINGKATAN 4

5.0 Literature in Action CONTENT STANDARDS 5.1

Engage with, respond to and interpret a variety of literary text types

5.2

Analyse and evaluate a variety of literary text types

5.3

Express an imaginative response to literary texts

FOCUS

LEARNING STANDARDS

Give a personal response to a variety of literary text types

5.1.1

Explain briefly the feelings and opinions a text provokes in them

Interpret a variety of literary text types

5.1.2

Explain in detail the development of plot, characters and themes in a text

Analyse and evaluate a variety of literary text types

5.2.1 Evaluate and explain briefly stylistic features an author uses to show character, events or place

Plan, prepare and produce creative work with a focus on language use

5.3.1 Respond imaginatively and intelligibly through creating writing scripts and creating props for a short play Other imaginative responses as appropriate

Note: Literature in Action (LiA) is assessed through the four skills; Listening, Speaking, Reading and Writing.

39

KSSM BAHASA INGGERIS TINGKATAN 4

Secondary Form 4 English Language Syllabus 1. Overview The aim of learning English in Form 4 is to continue providing pupils with positive and successful experiences with English, along with an integrated focus on grammar and varied and continued practice of the four skills (Listening, Speaking, Reading and Writing) and Literature in Action. This syllabus sets out the themes, language skills, grammar, language functions and vocabulary pupils will learn in Form 4. It also provides a list of suggested text types suitable for pupils in Form 4. 2. Themes and Topics The English Language Curriculum for Malaysian Secondary Schools emphasises the importance of sustaining the use of the Englis h language within and beyond the classroom. The curriculum adopts an inter-disciplinary approach and this is reflected within the four broad themes of:  People and Culture  Health and Environment  Science and Technology  Consumerism and Financial Awareness The chosen textbook and any non-textbook lessons (except for Literature in Action lessons), which teachers will create themselves, will all be based on the four themes. Details about the topics and lessons can be found within the Scheme of Work document. 3. Higher Order Thinking Skills (HOTS) and 21st Century Skills Pupils have frequent opportunities to develop HOTS and 21st Century Skills as they learn English in Form 4. Lessons encourage developing 21st Century Skills by helping pupils develop aspirational characteristics stated in pupils’ profile according to the Standards-Based Curriculum and Assessment Document (DSKP), for example, becoming thinkers and communicators. Pupils will collect and compare information and comment on what they already know while working on activities in Form 3 Scheme of Work and other learning resources. Pupils will develop HOTS during learning English while giving them tasks that encourage using knowledge, skills and values in thinking, applying, reflecting, problem-solving, decision-making, innovating and creating. A particularly good opportunity to do this is within the Literature in Action lessons where pupils are encouraged to respond to a range of texts. Here pupils can be encouraged to infer cause and consequence, speculate on alternative outcomes to storylines, assess and criticise characters’ behaviours or choices, invent new endings or outcomes and to create their own expression of the themes explored by writing their own poems and stories.

Secondary Form 4 Syllabus

40

KSSM BAHASA INGGERIS TINGKATAN 4

4. Form 4 Content and Learning Standards and Progress Through the CEFR The learning standards for Form 4 indicate what language skills pupils develop when they learn new structures, functions and vocabulary and recycle1 language from Form 3. By the end of Form 4, pupils should reach a B1 Mid level of the Common European Framework of Reference (CEFR) in the content and learning standards for Form 4 for Listening, Speaking, Reading and Writing. The content and learning standards for Form 4 are listed in full in the curriculum framework documentation. 5. Text Types It is important to ensure that pupils are exposed to a variety of text types that demonstrate a variety of purposes, including: recounting; describing; informing; discussing; instructing; explaining; persuading.

1

Recycling language refers to re-using previously learned words, structures and language functions in similar or different contexts over a period of time. This helps pupils to experience using these words, structures and language functions in varied, life-like situations.

Secondary Form 4 Syllabus

41

KSSM BAHASA INGGERIS TINGKATAN 4

The suggested text types below are varied and are appropriate to the B1 level within the CEFR. Teachers are also encouraged to incorporate a range of text types within their own non-textbook-based lessons. 6. Suggested Text Types Articles Adverts Blog posts Biographies Brochures Charts Comics Dialogues Emails Fables Graphs Guides Instructions Interviews Leaflets

Letters Maps Message boards News reports Online articles Packaging information Poems Postcards Questionnaires Quizzes 2 Recipes Song lyrics Stories Text messages Web pages

When creating, selecting or adapting text content for Form 4, teachers should focus on content that is within their pupils’ interest or experience and can widen their world knowledge. The concepts within the text should be varied in order to integrate some concrete concepts such as national identity, cultural values, etc. Text content should include support for pupils when suitable (for example, pictures to support a text about geographical desc riptions). Teachers should also provide opportunities for pupils to engage with texts about real life appropriate to their age range and level. Where possible, text content should reflect the Malaysian National Education Policy that aims to develop a greater understanding and sensitivity of the different races and ethnic groups within Malaysia.

2

Quizzes at secondary level are longer and more sophisticated than in primary. Pupils will be using this text ty pe, which contains different language structures (narrative, instruction, gapped text, etc), to provide output.

Secondary Form 4 Syllabus

42

KSSM BAHASA INGGERIS TINGKATAN 4

7. Grammar and Language Functions Pupils encounter grammar and language functions all the time as they learn English. In Form 4 there will be a number of lessons where grammar is explicitly focused on. These will cover a range of grammatical structures and functions at a B1 Mid level in the CEFR. Although grammar is explicitly taught, it should be noted that teachers will need to ensure that grammatical structures and language functions are integrated where possible within lessons focusing on the four skills and Literature in Action. This focus on meaning and use of grammar for communicative purposes helps pupils to build positive attitudes and confidence with learning English. For this reason, the grammar lessons are referred to as Language Awareness lessons within the Scheme of Work. One of the aims of learning English in Form 4 is to build on the learning at a B1 Low level of grammar and language functions in Form 3. Form 4 teachers should also refer to Appendix 1 at the back of this syllabus that lists the grammar and main language functions introduced in Form 3. This syllabus will provide teachers with the list of grammatical structures and language functions that need to be covered in Form 4 (see Section 8 below). 8. Form 4 Grammar and Language Functions The following is a list of grammar and language functions that are suitable for Form 4. The Student’s Book content page includes some of the grammar areas listed here in the syllabus, while the remaining grammar and language functions that do not appear on the content page are integrated in the activities in the textbook3 and the Scheme of Work. The list below refers to new and recycled grammar from Form 3. The scope and sequence are shown on the Student’s Book content page. Form 4 Grammar 1. Broader range of intensifiers (too, so, such) 2. Used to and would (for past habits, routines and states) 3. Would for imaginary situations 4. Be able to/ can/ manage to 5. I wish (Wish + Past Simple – Regrets about now) 6. Zero, First and Second Conditional (unless in first conditional) 7. Neither … nor / Either … or 8. Reflexive pronouns 9. Reported speech (requests / reporting verbs and their various patterns: agree to, remind someone to, suggest that, accuse of, deny + ing, refuse to)

The textbook refers to the Student’s Book, the Teacher’s Book and Audio CDs. The textbook components complement each other and should be used together. Activities that are described in the Teacher’s Book but do not appear in the Student’s book also reinforce and expand grammar and vocabulary areas listed above. 3

Secondary Form 4 Syllabus

43

KSSM BAHASA INGGERIS TINGKATAN 4

Recycle and consolidate (from Form 3) 1. Present perfect simple vs. past simple 2. Present perfect continuous vs. present perfect simple 3. Modals for permission or prohibition in present and past (can / to be allowed to; can’t / not to be allowed; could / couldn’t; was / were able to) 4. Modals for prediction and possibility (might, may, will, probably) 5. Showing agreement using: So (do I); Neither / Nor (do I) 6. Phrases to show opinion (in my opinion) 7. Phrases for describing mood and emotion (it makes me feel) 8. Connecting words: to describe and inform (in addition); to sequence (first, next, finally); for conclusions and recommendations (to summarise) Form 4 Main Language Functions 1. Connecting words expressing a contrast: although, even though, however, in case, despite, in spite of 2. Connecting words expressing cause: because, because of, as a result of, due to 3. Connecting words expressing an effect: so, consequently, as a result, thus, therefore 4. Wh- questions in the present and past 5. Indirect questions with know, wonder etc. 6. Asking for help / offering advice (Would you mind/like + -ing?)

Secondary Form 4 Syllabus

44

KSSM BAHASA INGGERIS TINGKATAN 4

9. Vocabulary The Form 4 syllabus indicates the vocabulary to be covered and learned in Form 4. The wordlists are organised by category and alphabetically (see Section 10 on page 6). The Form 4 wordlist is based on common words used by B1 language learners and collected by the Cambridge English Corpus 4. There are additional words available in the textbook assigned to Form 4. Many of the words that are introduced in the textbook will be recycled across Form 4 lessons in the Scheme of Work. The textbook has a longer list of vocabulary from each unit, see the Word List at the back of the textbook. Teachers can prioritise other words for pupils to learn or omit some words from the wordlist, if this is appropriate to the local context. Pupils are not expected to learn words from the wordlist by heart but rather to understand and use them in a natural topic or context and in writing and speech in class. Learning vocabulary in Form 4 is cumulative. It is also important to remember that pupils build up their personal vocabulary over time. They consolidate, recycle, re-learn, use and incorporate words from Form 3 in their new vocabulary for Form 4. Pupils in Form 4 are expected to spell their written work on a range of text types with reasonable accuracy. It is important for pupils to check their spelling of words. Pupils in Form 4 need to consolidate their understanding of spelling rules in English. In addition, pupils are expected to use a particular variety of English with a degree of consistency in their spelling, and not for example switch from using a British spelling of a word to an American spelling of the same word. In addition to the provided wordlist within this syllabus document, teachers are encouraged to consult the following additional vocabulary resources: 

English Vocabulary Profile (EVP): The EVP shows the most common words and phrases that pupils need to know in British or American English. The meaning of each word or phrase in the wordlist has been assigned a level between A1 and C2 on the CEFR. The EVP can therefore provide teachers with guidance on B1 appropriate words. Please note that EVP is based on an international context so, while it contains vocabulary suitable for B1 learners, some words may be more common in certain parts of the world than in Malaysia. For example, camel is common in some parts of the Middle East and Central Asia, while tiger is common in the Indian subcontinent and South East Asian countries. EVP can be accessed at http://www.englishprofile.org/wordlists



Cambridge English: Vocabulary List: Although this is a wordlist that gives teachers a guide to the vocabulary needed when preparing students for Cambridge English: Preliminary, teachers will find this to be a user-friendly resource as this provides B1 words within an accessible wordlist document. The list can be accessed at http://www.cambridgeenglish.org/images/84669-pet-vocabulary-list.pdf

Form 4 teachers should refer to the wordlist in Appendix 2 at the back of this syllabus, which lists the words (by category) introduced in Form 3.

4

The Cambridge English Learner Corpus is an up-to-date database which contains millions of words and structures produced by English language learners across the world. The corpus is created by Cambridge English and Cambridge University Press. It is used for research and the development of teachin g and learning materials (e.g. textbooks ).

Secondary Form 4 Syllabus

45

KSSM BAHASA INGGERIS TINGKATAN 4

10. Form 4 Core Vocabulary Vocabulary by category Clothes and Accessories chain collar earring fashion fit (v) fold (v) glove handbag

handkerchief jewellery I jewelry make-up match (v) necklace perfume purse sleeve(less)

suit swimming costume swimsuit tracksuit trainers wallet wool(len)

Environment bottle bank litter

recycle recycled

recycling rubbish (bin)

Health bleed (v) blood (n) breath breathe chemist

gym gymnastics illness injure pharmacy

pill prescription problem recover tablet

House and home accommodation address apartment

flat flatmate neighbour

property

Secondary Form 4 Syllabus

46

KSSM BAHASA INGGERIS TINGKATAN 4

Money and shopping ad advert advertise advertisement bargain cheap

cheque expensive inexpensive luxury reasonable receipt

reduce reduced second-hand try on

Personal Issues amazed amazing amusing awful beautiful brilliant careful cheerful confident

confused confusing curious excellent excited exciting keen miserable negative

nervous pleasant reasonable relaxed reliable satisfied surprised

Work and jobs application apply architect banker boss break (n) businessman

businesswoman candidate career colleague conference contract department

diploma manager profession professional qualification

Secondary Form 4 Syllabus

47

KSSM BAHASA INGGERIS TINGKATAN 4

Form 4 vocabulary in alphabetical order accommodation ad address advert advertise advertisement amazed amazing amusing apartment application apply architect awful banker bargain beautiful bleed (v) blood (n) boss bottle bank break (n) breath breathe brilliant businessman businesswoman candidate

Secondary Form 4 Syllabus

career careful chain cheap cheerful chemist cheque collar colleague conference confident confused confusing contract curious department diploma earring excellent excited exciting expensive fashion fit (v) flat flatmate fold (v) glove

gym gymnastics handbag handkerchief illness inexpensive injure jewellery I jewelry keen litter luxury make-up manager match (v) miserable necklace negative neighbour nervous perfume pharmacy pill pleasant prescription problem profession professional property

48

purse qualification reasonable reasonable receipt recover recycle recycled recycling reduce reduced relaxed reliable rubbish (bin) satisfied second-hand sleeve(less) suit surprised swimming costume swimsuit tablet tracksuit trainers try on wallet wool(len)

KSSM BAHASA INGGERIS TINGKATAN 4

Appendix 1: Form 3 Grammar and Language Functions Form 3 Grammar 1. Present perfect simple (with just, already and yet) 2. Present perfect simple (with for and since) 3. Present perfect simple vs. past simple 4. Articles (a, and, the or no article) 5. Adverbs of manner and comparison 6. Indefinite pronouns (everyone, no one, someone, etc.) 7. Present perfect continuous 8. Present perfect continuous vs. present perfect simple 9. Future forms (using: present simple, present continuous, going to, will/won’t) 10. The passive (present simple, past simple, present continuous, present perfect) Form 3 Main Language Functions 1. Questions tags to check information / make conversation 2. Modals for prediction and possibility (might, may, will, probably) 3. Modals for permission or prohibition in present and past (can / to be allowed to; can’t / not to be allowed; could / couldn’t; was / were able to) 4. Showing agreement using: So (do I); Neither / Nor (do I) 5. Phrases to show opinion (in my opinion) 6. Phrases for describing mood and emotion (it makes me feel) 7. Connecting words: to explain and inform (in addition); to sequence (first, next, finally); for conclusions and recommendations (to summarise) 8. Numbering words to describe (it has three…)

Secondary Form 4 Syllabus

49

KSSM BAHASA INGGERIS TINGKATAN 4

Appendix 2: Form 3 vocabulary by category

Clothes and Accessories cotton dress (v) glasses jacket jeans jumper leather

material pattern plastic sandal scarf silk stripe

sunglasses sweater tie underpants underwear undress (v

Colours (dark/light/pale) black blue brown gold

green grey orange pink purple

red silver white yellow

Health accident ambulance ankle bandage damage danger dangerous

emergency feel better/ill/sick fever get better/worse heel medicine nurse

operate operation pain painful patient (n) temperature well (adj)

House and home basin bath(tub) bathroom digital (adj) downstairs duvet

electric(al) laptop plug plug in remote control safe (adj)

stay (v) telephone television TV (screen/set) upstairs (adv) video

Secondary Form 4 Syllabus

50

KSSM BAHASA INGGERIS TINGKATAN 4

Money and shopping bargain bill cash change cheap

choose complain customer exchange label

logo price spend store

Personal Issues afraid alone angry bored boring bossy brave busy calm clever cool

crazy cruel cute difficult fond glad kind lazy lovely lucky noisy

pretty quick quiet rude slim strange sure sweet tired worried

employer employment factory housework instructions

instructor journalist laboratory meeting

Work and jobs assistant cv diary employ (v) employee

Secondary Form 4 Syllabus

51

KSSM BAHASA INGGERIS TINGKATAN 4

PANEL OF WRITERS 1.

Eileen Jessie Ah Guan

Curriculum Development Division

2.

Dr.Rabindra Dev Prasad

Curriculum Development Division

3.

Kalaichelvi Subramaniam

Curriculum Development Division

4.

Ida Hairani binti Bakar

Curriculum Development Division

5.

YM Tunku Ireneza Marina binti Tunku Mazllan

Curriculum Development Division

6.

Masreen Wirda binti Mohammad Ali

Curriculum Development Division

7.

Anon Sham binti Che Din

Curriculum Development Division

8.

Fairuz binti Hamzah

Curriculum Development Division

9.

Noor Azmira binti Amran

Curriculum Development Division

10.

Zilfadhilah Hasni binti Zakaria

Curriculum Development Division

11.

Nur Amirah binti Abdul Manan

Curriculum Development Division

12.

Prof Madya Dr. Hamidah Yamat @ Ahmad

Universiti Kebangsaan Malaysia

13.

Dr. Premalatha a/p Bhaskaran Nair

IPG Kampus Bahasa Antarabangsa

14.

Gladys Francis Joseph

Pejabat Pendidikan Bangsar Pudu

15.

Ruthirayene M.Poologasingam

SMJK Kwang Hua, Klang

16.

Eugene Mark Morais

SMJK Katholik, Petaling Jaya

17.

Michelle Lim Pek Sim

SMK Bandar Puchong Jaya(B)

52

KSSM BAHASA INGGERIS TINGKATAN 4

ACKNOWLEDGEMENT ADVISORS

Shazali bin Ahmad

-

Director

Datin Dr. Ng Soo Boon

-

Deputy Director (STEM)

Dr. Mohamed bin Abu Bakar

-

Deputy Director (Humanities)

EDITORIAL ADVISORS Mohamed Zaki bin Abd. Ghani

-

Head of Sector

Haji Naza Idris bin Saadon

-

Head of Sector

Mahyudin bin Ahmad

-

Head of Sector

Dr. Rusilawati binti Othman

-

Head of Sector

Mohd. Faudzan bin Hamzah

-

Head of Sector

Fazlinah binti Said

-

Head of Sector

Mohamed Salim bin Taufix Rashidi

-

Head of Sector

Haji Sofian Azmi bin Tajul Arus

-

Head of Sector

Paizah binti Zakaria

-

Head of Sector

Hajah Norashikin binti Hashim

-

Head of Sector

53

KSSM BAHASA INGGERIS TINGKATAN 4

Technical Coordinator for Publication and Specifications Saripah Faridah binti Syed Khalid Nur Fadia binti Mohamed Radzuan Mohamad Zaiful bin Zainal Abidin

Graphic Designer Siti Zulikha binti Zelkepli

54