COACH-A-COACH portal pemerkasa bahasa

Clubbing the franchise where the student is the syllabus!

2012-01-04T09:51:00.000-08:00

www.coach-a-coach.com.my

The literacy workforce franchise Coach-a-Coach Club Station

2011-12-26T19:43:00.000-08:00

Coach-a-Coach Learning Station FRANCHISE to build a team of literacy workforce as Coaches to assist in schoolplace literacy enhancement and advancement programme, franchised as Coach-a-Coach Club Station operators.

SPAQLE is staff/student proficiency advancement & quality literacy enabler designed for adult literacy and capacity-building [school-leavers/teacher's in-service/workplace training/ undergrads/jobless grads market]. Besides making trainees more employable, learners with potential and aptitude will be selected for Coach-a-Coach Club Station franchise operators training, to be self-employed as literacy workforce team.

The module content is a 2-stage remedial / advancement approach (REFRESHER ENGLISH Practice 50 hours /ENGLISH FOR SPECIFIC PURPOSE Practice 50 hours) enabling learners with Intermediate mastery to advance to TOEFL/MUET/A-Level equivalent modules while earning income as literacy coaches.

For 2012 Coach-a-Coach Learning Station Sdn Bhd plan to operate centres in Shah Alam and Kuala Terengganu to tap the campus undergraduate market and establish first Coach-a-Coach Club franchise in Kota Kinabalu, Kuantan and Dungun.

SPAQLE COMPONENT

REFRESHER ENGLISH Practice 50 hours [remedial/corrective]

ENGLISH FOR SPECIFIC PURPOSE Practice 50 hours [reinforcement/usage practice]

COACH TRAINING Coach-a-Coach Club workshop 18 hours [enrichment/advancement]

Coach-a-Coach Learning Station literacy workforce FRANCHISE

2011-12-24T12:20:00.000-08:00

Coach-a-Coach Learning Station

Spaqle for Spik franchise

The First Franchise
SPAQLE for workplace literacy

The Second Franchise Coach-a-Coach Club Station for Spik! schoolplace literacy

SPAQLE to SPiK!

2011-12-23T21:18:00.000-08:00

There's a method and content plan in SPAQLE FOR SPik literacy.enhancement.advancement.plan LEAP

the coach the learning station

for lifelong learning
and the habitual reader 

THE LEARNING STATIONS - school as workplace

Koperasi I-Leap Spaqle AS coaching station [no need to seek in Aussieland language issues - its the pedagogy,ya efendi*%#$%^&] 

WORKPLACE LITERACY WHERE SCHOOL IS THE WORKPLACE, BRINGING HOME THE FACT THAT TEACHER IS BEST PORTAL AS FACILITATOR THUS RETROFITTED IN SPAQLE LIFELONG LEARNING OUTFITTING PLAN via  

AN OUT-OF-THE BOX

STAFF IN-SERVICE TRAINING AND COACHING SOLUTION,

TO EMPOWER THE TEACHING MIND,NURTURE AND EQUIP TEACHERS (from blur to ENABLER)

WITH PEDAGOGIC CREATIVITY leading to job satisfaction BY CLOSING THE ACHIEVEMENT GAP BETWEEN ALL TEACHERS,THUS LEVELING THE PLAYING FIELD
AND BY INSISTING THAT ALL TEACHERS ARE LANGUAGE TEACHERS FIRST, AND FOREMOST; THUS NEED
FOR THE BETTERMENT OF FIRST AND SECOND LANGUAGE SKILLS
TO BE OF BENEFIT TO NATION'S SCHOOL-GOERS IF TEACHERS ADOPT SPiK CREDO "BY TEACHING READING FIRST I TEACH THINKING FAST"
JELLING INTO PEER COACHING CLUB 'READING FOR SPECIFIC PURPOSE' ENABLER - TOEFEL, MMUET,READING FOR PLEASURE AND FOREVER READING MODULES
ENABLERJELLING INTO TEAM-BUILDER FOR LEARNING ASSISTANCE IN COMMUNITY ADULT LITERACY OUTREACH - teacher assistance to parents [Schools teaching parents to help their kids read : Moms and dads learn --better ways to aid children at home /November 22, 1999|By Howard Libit,SUN STAFF]

THE LEARNING STATIONS - example of SUPERMARKET as workplace

Koperasi Literasi Spaqle AS coaching station FOR PRODUCTIVITY & QUALITY LEADING TO THE RETURN CUSTOMER'S CONTINUOUS SATISFACTION

S STAFF UNDERGO REFRESHER TRAINING FOR PRODUCTIVITY & QUALITY
P PROFICIENCY IN ALL COMMUNICATION SKILLS MODULE TARGET
A ADVANCEMENT MEASURABLE AND TO BE COMPETITIVELY SOUGHT
Q QUALITY CULTURE AS CREDO AND GOAL, AND CAMARADERIE
L LITERACY SCREENING THROUGH LANGUAGE PRACTICE and USAGE
E ENABLER IS TEAM-BUILDER TO SCALE AND EMPOWER MINDS   

SPAQLE to IN-SERVICE LITERACY ENHANCEMENT ADVANCEMENT PLAN for Teachers I-Leap

2011-12-23T11:10:00.000-08:00

...and the next thousand minutes expanding the educational supplemental Hour and bringing joy to students

CLUBBING THE SCHOOL EFFORT BY EMPLACEMENT OF A MODULAR LOW-COST/HIGH-YIELD "STAFF PROFICIENCY ADVANCEMENT QUALITY LITERACY ENABLER" (SPAQLE) TRAINING PRODUCT MANAGED BY SCHOOLTEACHERS AS IN-SERVICE LITERACY ENHANCEMENT & ADVANCEMENT PLAN REFER TO

DE BONO-ing AN OUT-OF-THE BOX TEACHERS IN-SERVICE TRAINING AND COACHING SOLUTION TO EMPOWER THE TEACHING MIND, NURTURE AND EQUIP TEACHERS
- WITH PEDAGOGIC CREATIVITY leading to job satisfaction BY CLOSING THE ACHIEVEMENT GAP BETWEEN ALL TEACHERS,THUS LEVELING THE PLAYING FIELD
- AND BY INSISTING THAT ALL TEACHERS ARE LANGUAGE TEACHERS FIRST, AND FOREMOST; THUS NEED
- FOR THE BETTERMENT OF FIRST AND SECOND LANGUAGE SKILLS
- TO BE OF BENEFIT TO NATION'S SCHOOL-GOERS IF TEACHERS ADOPT "BY TEACHING READING FIRST I TEACH THINKING FAST"
- Why teach thinking?
  My one ambition is that around the world there should be a few more young people who come to say "I am a thinker". I would be even more pleased if some of them were to go further and say: "I am a thinker and I enjoy thinking." Edward de Bono http://www.edwdebono.com/cort/introduction.htm
  - Why teach READING?
  - why not if kids love it?

What happens in a staff-run Koperasi I-Leap Spaqle capacity building / literacy enhancement drive 'latihan dalam perkhidmatan -pelan kepemerkasaan guru' is that-

S STAFF UNDERGO IN-SERVICE LITERACY ENHANCEMENT ADVANCEMENT PLAN 

P PROFICIENCY IN ALL COMMUNICATION SKILLS LEAP MODULE TARGET 
A ADVANCEMENT MEASURABLE AND TO BE GRADED ON EFFORT
Q QUALITY CULTURE AS CREDO AND GOAL, AND CAMARADERIE 
L LITERACY SCREENING THROUGH LANGUAGE PRACTICE USAGE MASTERY
E ENABLER BRING LITERACY HOME AND REENGINEER THE TEACHING MIND  


Some examples of expected outcome from Education Office PPD implementing in-house IN-SERVICE LITERACY ENHANCEMENT & ADVANCEMENT PLAN - I-Leap Spaqle provided by Terrabaca.  

-ENABLING Koperasi I-Leap Spaqle as kelab guru for a sustainable literacy drive TO REGRADE AND EMPOWER TEACHERS, ESPECIALLY KPLi

-ENABLING LIFELONG LEARNING HABIT FORMATION AND PERSONAL ADVANCEMENT

-ENABLING CHEAPER AND BETTER QUALITY TUITION TO STUDENTS IN COMMUNITY  
-ENABLING TAPPING TO THE FULLEST STAFF POTENTIAL

-ENABLING ACQUISITION OF PEDAGOGIC SKILLS FOR CAREER ADVANCEMENT
-ENABLING GOODWILL - the Glint from practice, from Spaqle to Spik!

District Education Office PPD implementing in-house training plan via teachers club run as Koperasi I-Leap Spaqle!
Sponsorship/CSR budget - no cost to school but time and space
3000 district teachers as an example
1000 earmarked under staff i-LEAP drive
100 first cohort of BM teachers to undergo facilitator/coach training
30 to be selected for literacy workforce group manning Koperasi I-Leap Spaqle!
30 selected to run 3 day BENGKEL I-Leap Spaqle! for 300 colleagues
300 coached for 3000 minutes BILAS modules (refresher English)
100 coached for 3000 minutes post BILAS modules - Oxford's English for Specific Purpose modules (conversation, email, report writing, presentation, etc)
school literacy workforce group of 100 facilitator coaches achieved for an on-going in-house coaching after hours activity, cohort by cohort
literacy workforce group of 100 to partake in school-community outreach programme or Skim Pembacaan Inisiatif Kelab or spik! self-help
Skim Pembacaan Inisiatif Kelab or spik! self-help community outreach programme Skim Pembacaan Inisiatif Kelab or spik! as ENABLER for school's reading club coaching practice assistance.
CLUBBING THE EFFORT - tasked to staff club Koperasi I-Leap Spaqle!

CLUBBING THE EFFORT BY FRANCHISING FOR A Spaqle Coach-a-Coach Club!

2011-12-23T03:16:00.000-08:00

What happens in a Kelab Literasi Coach-a-Coach capacity building through literacy enhancement drive is that-

S STAFF UNDERGO REFRESHER TRAINING FOR PRODUCTIVITY & QUALITY
P PROFICIENCY IN ALL COMMUNICATION SKILLS MODULE TARGET 
A ADVANCEMENT MEASURABLE AND TO BE COMPETITIVELY SOUGHT
Q QUALITY CULTURE AS CREDO AND GOAL, AND CAMARADERIE 
L LITERACY SCREENING THROUGH LANGUAGE PRACTICE and USAGE
E ENABLER IS TEAM-BUILDER TO SCALE AND EMPOWER MINDS  

Some examples of expected outcome from Supermarket HR dept in-house training plan spaqle provided by Terrabaca Management crew.  

-ENABLING WORKPLACE KOPERASI LITERASI (as sustainable literacy workforce) TO PROVIDE CHEAP AND QUALITY TUITION TO FAMILY MEMBERS OR COMMUNITY OUTREACH OR RETURN CUSTOMER' LOYALTY DRIVE 
-ENABLING LIFELONG LEARNING HABIT FORMATION

-ENABLING TAPPING TO THE FULLEST STAFF POTENTIAL
-ENABLING GOODWILL - the Glint from practice, from Spaqle to Spik!

Supermarket HR in-house training plan via staff club run as Koperasi Literasi Spaqle!
HRDF or CSR budget
3000 workforce as an example
1000 earmarked under staff retention plan
100 first cohort to undergo training
30 selected for literacy workforce group manning Koperasi Literasi Spaqle!
30 selected
300 coached for 3000 minutes BILAS modules (refresher English)
100 coached for 3000 minutes post BILAS modules - Oxford's English for Specific Purpose modules (conversation, email, report writing, presentation, etc)
literacy workforce group of 100 achieved for an on-going in-house coaching after hours activity
literacy workforce group of 100 to partake in Supermarket's CSR community outreach programme or staff family self-help
Supermarket's CSR community outreach programme Skim Pembacaan Inisiatif Kelab or spik! as ENABLER for school's reading club coaching practice assistance.
CLUBBING THE EFFORT - tasked to staff club Koperasi Literasi SPAQLE

FROM WORKFORCE LITERACY TO LITERACY WORKFORCE - MIND MAPPING THE "SKIM PEMBACAAN INISIATIF KEBANGSAAN" AND A SECOND CHANCE FOR INTERMEDIATE MASTERY AFTER SPM

2011-12-20T22:05:00.000-08:00

FRANCHISING A MODULAR LOW-COST/HIGH-YIELD WORKPLACE "STAFF PROFICIENCY AND QUALITY LITERACY ENABLER" (SPAQLE) TRAINING AND COACHING BY PRODUCING AN IN-HOUSE LITERACY WORKFORCE BRIGADE  

SPAQLE ALPHANUMERICS

Supermarket HR training plan
3000 workforce
1000 earmarked under staff retention plan
100 undergo training
30 selected for literacy workforce group
300 coached for 3000 minutes BILAS modules (refresher English)
100 coached for 3000 minutes post BILAS modules - Oxford's English for Specific Purpose modules (conversation, email, report writing, presentation, etc)
literacy workforce group of 100 achieved for an on-going in-house coaching after hours activity
literacy workforce group of 100 to partake in Supermarket's CSR community outreach programme
Supermarket's CSR community outreach programme Skim Pembacaan Inisiatif Kelab or spik! as off school's reading club.

[coming soon.........]

LITERACY WORKFORCE - MIND MAPPING THE "SKIM PEMBACAAN INISIATIF KEBANGSAAN

[Skim Pembacaan Inisiatif Kelab or spik! as school's reading club co curricular activity].

This initiative is to train and place literacy coaches (literacy workforce franchise) as reading instructors operating in local primary and secondary schools to provide comprehensive reading support to students who are below grade level in reading. 

These eligible post-SPM school-leavers or jobless graduates will be coached and be equipped as Brigade members to run SKIM PEMBACAAN INISIATIF KELAB or spik!, which in turn will see a sharp rise in their literacy skills leading to better employment prospects now that they have been forced to ‘find their tongue’. 

The SPIK! programme works in partnership with district education offices to identify primary school students who are in need of extra assistance. Reading support is provided at partner schools during the normal school day as well as during community support after-school programs.

The initiative offers Brigade members the unique opportunity to gain hands-on experience providing a meaningful service to local children and schools while at the same time earning money to support their upward move in workforce literacy. More importantly this second chance at literacy attainment raises self-esteem and effective communication skills in L1 and L2 using modules for Workforce Literacy.  

Positions could then be made available for reading coaches as well as facilitators who qualify to help coordinate the scheme at each partner school or community centre dubbed as coaching stations. 

...AND A SECOND CHANCE FOR INTERMEDIATE MASTERY AFTER SPM

Interventionist measures in educational parlance refer to the duty of each teacher to implement special pedagogic fine-tuning to bring EVERYBODY to par. At its most basic, a literacy enhancement drive to speed up skills acquisition AND PROPEL THE LEARNING SPIRIT. Without language skills, without ability to comprehend text, numbed by passive rote memory info drill, and due to the rush by schools to complete the examination curriculum, most students became underachievers before their full potential could be tapped and realised. With too many educators out there on 'waving paper proof of success' mindset to please both parents and Ministry 'bureaucrazy', the purpose of education is missing.

The purpose FOR education is also missing. This proof of the pudding claim - a dumbed-down education grading system where almost 70 % of those who obtained A's in English UPSR are either false beginners or functional illiterates. Most in this 70% bracket enter universities with Band 2 MUET(Malaysian University English Test) ranking and remain functional illiterates.

Interventionist measures in educational parlance means remedial measures to jump-start interest and desire and motivation to excel by 'teaching reading first', via a competitive, structured literacy programme. Meaning you actually teach them how to read by getting them to do it. Strictly method!

WORKFORCE LITERACY

The road to reading fluency and correct grammar could only be paved usingcorrect linguistic rules and practice and the constant brush with the fourpillars necessary to language mastery- listening, reading, writing and speech.If school-leavers who choose to either further their studies or enter the jobmarket are to be given a second chance to acquiring language mastery, it ismost effective through a 2 component WORKFORCE Refresher Englishprogramme.

The first component is Remedial [BILAS - Bahasa Inggeris Latihan & Ajar Semula] and requires the screening for fluency andcorrect grammar, the grading or fact-finding of actual student competencylevel. It is language skills acquisition stage requiring a screening of thefour skills. Its test is reading fluency and understanding. The practice isstructured along remedial-enforcement-enrichment linguistic sequence, as aRefresher course prerequisite to the Workforce Literacy modules.

LITERACY WORKFORCE

Post-SPM learners having 'repaired and corrected ' these basic skills will haveno difficulty in running the School literacy enhancement modules, with theadded impetus from income earned as literacy coaches.

These literacy coaches while assisting in the school literacy enhancement driveproceed to completing the second component in the WORKFORCE literacy, on usageand practice. Or learning English for a purpose modules where the practicetarget is writing and speech, and is aimed at the minimum, IntermediateMastery.

These literacy coaches while assisting in the school literacy enhancement drivewould have attained enough language mastery, be employable and equipped withlanguage learning habits formed from frequent practice.

GRADING THE EFFORT BY ORGANISING GENIUS - HOW TO IMPLEMENT SCHOOL LITERACY ENHANCEMENT ADVANCEMENT PROGRESS TEST

2011-12-17T20:07:00.000-08:00

HOW TO IMPLEMENT SCHOOL LITERACYENHANCEMENT ADVANCEMENT PROGRESS TEST OR GRADING SCHOOL ADVANCEMENT LEAP TEST G-SALT?

ORGANISING GENIUS - WORKFORCE LITERACY LEARNERS AS COACHESFOR SCHOOL LITERACY ENHANCEMENT ADVANCEMENT PROGRESS TEST CALLEDLinus Coach-a-coach Express Games
The road to reading fluency and correct grammar could only be paved usingcorrect linguistic rules and practice and the constant brush with the fourpillars necessary to language mastery- listening, reading, writing and speech.If school-leavers who choose to either further their studies or enter the jobmarket are to be given a second chance to acquiring language mastery, it ismost effective through a 2 component WORKFORCE Refresher Englishprogramme.

The first component is Remedial and requires the screening for fluency andcorrect grammar, and grading or fact-finding of actual student competencylevel. It is language skills acquisition stage requiring a screening of thefour skills. Its test is reading fluency and understanding. The practice isstructured along remedial-enforcement-enrichment linguistic sequence, as aRefresher course prerequisite to the Workforce Literacy modules.

Post-SPM learners having 'repaired and corrected ' these basic skills will haveno difficulty in running the School literacy enhancement modules, with theadded impetus from income earned as literacy coaches.

These literacy coaches while assisting in the school literacy enhancement driveproceed to completing the second component in the WORKFORCE literacy, on usageand practice. Or learning English for a purpose modules where the practicetarget is writing and speech, and is aimed at the minimum, IntermediateMastery.

These literacy coaches while assisting in the school literacy enhancement drivewould have attained enough language mastery, be employable and equipped withlanguage learning habits formed from frequent practice.

REGRADING THE GRADING SYSTEM
Regrading the grading* system means the school set a target of raising literacylevel 30% above other schools using National Grade Average written examinationsresults outcome, AND designating another test for outcomes in theform of an ADVANCEMENT TEST where the grading is outcome ofEFFORT, FREQUENCY, FLUENCY, CORRECT GRAMMAR.

The outcome EFFORT is gauged on the hours allotted by schools to theLATIHAN KELAB sessions against the minimum 3000 minutes. So schools set aguarantee the Literacy Enhancement Drive (Skim Pembacaan Inisiatif Kelab SPiK)shall be not less than 3000 practice minutes.

The test is on the schools.

The outcome FREQUENCY is gauged on the hours of students practicetime AND the level of achievement as reflected by module level. It shall not beless than 3000 practice minutes, students own time.

The test is on the Facilitator/Coach

The outcome FLUENCY is gauged on Coaching Group level ofachievement as reflected by module level AND with peer approved audio-recordingas proof.

The test is on the Coaching Group.

The outcome CORRECT GRAMMAR is gauged on each student's level ofachievement as reflected by module level AND with peer-marked proof ofcompletion of all written exercises/Grammatical items.

The test is on the student.

GRADING SCHOOLS
Grading schools refer to the quantification of time and place slotted, orEFFORT in implementing an interventionist measure, plus the final tally forFREQUENCY, FLUENCY, CORRECT GRAMMAR.

The grading is to be done by education ministry inspectorates (Standard KualitiPendidikan Malaysia (SKPM)) and school PTA's.

The ADVANCEMENT TEST for schools is to measure progress, practice effortand time set aside to complete programme modules.

The four grief areas for LINUS post practice screening
are Bahasa Melayu Standard Rumi/Jawi, Bahasa Arab, Bahasa Inggeris, Sains &Matematik.

Modules based on learner literature# graded Level books for completion throughgroup practice, conducted by literacy coaches (a.k.a. reading instructors ledby school's programme facilitator)shall be the syllabus for the ADVANCEMENTTEST for students.

The ADVANCEMENT TEST are for students to compete for 1st to 10th placing in anyof the following categories-

BEST

STORYTELLER
READER
SPELLER
MIMIC
HANDWRITING
NARRATOR
AUDIO RECORDING
COACH
GROUP
ACHIEVER

*True grading for streaming purposes; for first languagemastery, for reading fluency, for correct grammar, and for group camaraderie. Confuciussaid many hands make light work (orang tua-tua bilang mau-pakat membawaberkat).

#Learner literature books are grouped as practice moduleCOMPONENTS (listening, reading. writing,speaking skills) used on regular basisin group listening/audio recording, reading and writing sessions.

NOTE:-

Linus Coach-a-coach Express Games as examples of the Lesson Plans assupplement to, and for supporting the National Curriculum.

KERAP Bahasa Melayu Amali

Kaedah Ekstensif Regu Amalan Pembacaan
[Modul TEBAS - Teknik Expresi Bahasa Amalan Standard]

CERAP Bahasa Inggeris Amali

Coach-a-Coach Extensive Reading Assistance Plan
[Modul BILAS - Bahasa Inggeris Latihan & Ajar Semula]

SERAP Sains & Matematik

Science Extensive Reading Assistance Plan [EST- English forScience & Technology]
[Modul SMISTI - Skim Mampan Inggeris Sains,Teknologi & Informasi]

TERAS Bahasa Arab & Jawi

Tunas Ehsan Rancangan Abjad Sejawi
Modul FAHMA [Fasih Amal Hafal Makhraj Abjad]

Linus Coach-a-coach Express Games Practice Modules and Tasks: generating the First 3000 minutes

2011-12-14T02:44:00.000-08:00

Linus Coach-a-coach Express Games as examples of the Lesson Plans as supplement to, and for supporting the National Curriculum.

MANUAL KAEDAH TERRABACA: CERAP BAHASA DAN KERAP BAHASA MELALUI LATIHAN TAMBAHAN 3000 MINIT DEMI SARINGAN “LINUS COACH-A-COACH EXPRESS GAMES” MENYAHUT DASAR MEMERTABAT BM DAN MEMPERKASA BI

1. KERAP - Kaedah Ekstensif Regu Amalan Pembacaan

KERAP Bahasa Melayu Amali 3000 minit
1500 LATIHAN BERJADUAL
1500 LATIHAN KENDIRI PELAJAR
Modul TEBAS - Teknik Expresi Bahasa Amalan Standard
Modul Pemulihan pemacuan kelajuan membaca menulis dan ekspresi sastera asas
Saringan kemahiran Bahasa Pertama untuk pemilihan coach menggunakanHimpunan 366 Cerita Rakyat Malaysia terbitan Utusan
DEMONSTRASI RUKUN PERTANDINGAN
LATIHAN SARINGAN BAKAL Coach

Aktiviti berkumpulan bagi mengred terlebih dahulu kemahiran dalam bahasapertama dengan tugasan SALIN, BACA DAN RAKAM

2. CERAP - Coach-a-Coach Extensive Reading Assistance Plan

CERAP Bahasa Inggeris Amali 3000 minit
1500 LATIHAN BERJADUAL
1500 LATIHAN MENULIS PELAJAR
Modul BILAS - Bahasa Inggeris Latihan & Ajar Semula
Peralihan kefasihan Bahasa Kedua menggunakan 366 Collection of Malaysian Folk Tales
Pembacaan Meluas membawa kefahaman memuas (extensive reading for pleasure)
Peralihan ketepatan nahu Bahasa Kedua - Latihan menulis danNahu menggunakan Times Educational Primary English for Malaysians 1A – 6 atauTimes Tutoring English as Second Language

Kefasihan- fluency

Aktiviti berkumpulan menggunakan Set bacaan cerita bernombor untuk memulih danmeningkat kemahiran mendengar, ditambah dengan bahan audio, bagi mengasingkansistem bunyi Bahasa Inggeris yang selama ini sebutannya menumpang sistem bunyiBahasa Melayu dalam pengajaran bahasa dengan tugasan BACA, TULIS DAN RAKAM

Ketepatan Nahu- correct grammar

Aktiviti kumpulan secara latih tubi membaca dan menulis secara berstruktursemua Unit Items dalam sukatan KBSR. Ia menggunakan set latihan bergredyang memerlukan pelajar mula dari Item 1, dan seterusnya membawa pelajarke tahap pre-intermediate, dengan tugasan BACA DAN TULIS HABIS

3. Linus Coach-a-Coach Express Games extra 3000 minutes practice

Pertandingan/pemarkahan bagi kejuaraan individu atau kumpulan bagi tempat 1 hingga 10 dari 10 pertandingan di bawah:

BEST/TERBAIK

STORYTELLER/PENCERITAAN
READER/PEMBACAAN
SPELLER/PENGEJAAN
MIMIC/RAJA AJUK PENUTUR JATI
HANDWRITING/TULISAN PALING CANTIK
NARRATOR/PENCERITA
AUDIO RECORDING/RAKAMAN AUDIO
COACH/JURULATIH
GROUP/KUMPULAN
ACHIEVER/PENCAPAI PACUAN LAJU

ORGANISING GENIUS AND REGRADING THE GRADING SYSTEM - CALL IT THE OTHER GSAT - GRADING SCHOOL ADVANCEMENT TEST

2011-12-07T02:31:00.001-08:00

SCHEDULING THE EVENT FOR TIME COACHES AND PLACE

ORGANISING GENIUS AND REGRADING THE GRADING SYSTEM (CALL IT THE OTHER GSAT - GRADING SCHOOL ADVANCEMENT TEST)

ORGANISING GENIUS
Organising Genius refer to the ranking of coaching groups as groups of Teams A, B, C, D in competitive mode an enforced extensive reading programme, first cohort for first 1000 minutes practice to refresh Basic English, to select coaches, to identify non-starters, to match actual Level with literature level, and inculcate the reading habit.

REGRADING THE GRADING SYSTEM
Regrading the grading system means the school set a target of raising literacy level 30% of National Grade Average by designating the test for outcomes in the form of ADVANCEMENT TEST where the grading is for EFFORT, FREQUENCY, FLUENCY, CORRECT GRAMMAR.

GRADING SCHOOLS
Grading schools refer to the quantification of time and place slotted, or EFFORT. The final tally, for all.

The ADVANCEMENT TEST will measure progress and practice effort and time to complete module based on learner literature books grade Level, for completion through group practice, conducted by literacy coaches a.k.a. reading instructors led by school's programme facilitator.

The four grief areas targeted by LINUS post practice screening
are Bahasa Melayu Standard Rumi/Jawi, Bahasa Arab, Bahasa Inggeris, Sains & Matematik.

The ADVANCEMENT TEST for the following 1st to 10th placing for-

BEST

STORYTELLER
READER
SPELLER
MIMIC
HANDWRITING
NARRATOR
AUDIO RECORDING
COACH
GROUP
ACHIEVER

Learner literature books are grouped as practice module COMPONENTS (listening, reading. writing,speaking skills) used on regular basis in group listening/audio recording, reading and writing sessions.

True grading for streaming purposes; for first language mastery, for reading fluency, for correct grammar, and for group camaraderie. Confucius said many hands make light work / orang tua-tua bilang mau-pakat membawa berkat.
Linus Coach-a-coach Express Games as examples of the Lesson Plans as supplement to, and for supporting the National Curriculum.

KERAP Bahasa Melayu Amali

Kaedah Ekstensif Regu Amalan Pembacaan
[Modul TEBAS - Teknik Expresi Bahasa Amalan Standard]

CERAP Bahasa Inggeris Amali

Coach-a-Coach Extensive Reading Assistance Plan
[Modul BILAS - Bahasa Inggeris Latihan & Ajar Semula]

SERAP Sains & Matematik

Science Extensive Reading Assistance Plan [EST- English for Science & Technology]
[Modul SMISTI - Skim Mampan Inggeris Sains,Teknologi & Informasi]

TERAS Bahasa Arab & Jawi

Tunas Ehsan Rancangan Abjad Sejawi
Modul FAHMA [Fasih Amal Hafal Makhraj Abjad]

2011-12-06T03:49:00.001-08:00

Post facto APCEMAL Addendum

Organising genius and the case for true grading for streaming purposes!

One of the difficulties faced by language teachers is in grading students performance. The false assumptions generated by a dumbed-down official National Grade Average has put language 'educators' in a quandary- whether to trust our nation's Standard 6 UPSR/GSAT (Grade Six Assessment Test) and plod along or to take interventionist measures.

Interventionist measures in educational parlance refer to the duty of each teacher to implement special pedagogic fine-tuning to bring EVERYBODY to par. At its most basic, RUN a literacy enhancement drive to speed up skills acquisition AND PROPEL THE LEARNING SPIRIT. Without language skills, without ability to comprehend text, numbed by passive rote memory info drill, and the rush by schools to complete the examination curriculum, most became underachievers before their full potential could be tapped and realised. With too many educators out there on 'waving paper proof of success' mindset to please both parents and Jabatan, the purpose of education is missing.

The purpose FOR education is also missing. This proof of the pudding claim - a dumbed-down education grading system where almost 70 % of those who obtained A's in English UPSR are either false beginners or functional illiterates. Most in this 70% bracket enter universities with Band 2 MUET(Malaysian University English Test) ranking and remain functional illiterates.

Interventionist measures is to be taken by the teacher in daily contact with pupils, not by some Jabatan armchair expert miles away from reality, clueless as to the nature of problems on the ground, staring at budget allocation of new Dasar. Interventionist measures in educational parlance means remedial measures to jump-start pupils interest and desire and motivation to excel by 'teaching reading first', via a competitive, structured literacy programme'. Meaning you actually teach them how to read by getting them to do it. Strictly method!

One could not help but notice the paradox of one such official 'interventionist measure', the PPSMi.which led to the 're-spinning' of the National Grade Average; unfortunately in so doing has slowed the learning process, dampened student interest, and denies the top achievers chance to advance. Net effect whence 'education quality' graded artificially. Student complacency and lack of urgency in knowledge acquisition may also be fashioned after their teachers - teachers with an outlook to learning based on a false sense of comfort and security due to 'paper proof waving' achievement activities. But not fool proof, if one is to add.

School heads are aware of these issues and continue to berate in private Jabatan's 'tikus baiki labu' interventionist measures.

Thus it is time for school heads' own interventionist measures.

ORGANISING GENIUS AND REGRADING THE GRADING SYSTEM - CALL IT THE OTHER GSAT - GRADING SCHOOLS ADVANCEMENT TEST

[Coming...............]

ORGANISING GENIUS
Organising Genius refer to the ranking of coaching groups as groups of Teams A, B, C, D in competitive mode an enforced extensive reading programme, first cohort for first 1000 minutes practice to refresh Basic English, to select coaches, to identify non-starters, to match actual Level with literature level, and inculcate the reading habit.

REGRADING THE GRADING SYSTEM
Regrading the grading system means the school set a target of raising literacy level 30% of National Grade Average by designating the test for outcomes in the form of ADVANCEMENT TEST where the grading is for EFFORT, FREQUENCY, FLUENCY, CORRECT GRAMMAR.

GRADING SCHOOLS
Grading schools refer to the quantification of time and place slotted, or EFFORT. The final tally,

The ADVANCEMENT TEST will measure practice effort and time to complete module based on learner literature books grade Level, for completion through group practice, conducted by literacy coaches a.k.a. reading instructors led by school's programme facilitator.

The four grief areas targeted by LINUS post practice screening
are Bahasa Melayu Standard Rumi/Jawi, Bahasa Arab, Bahasa Inggeris, Sains & Matematik.

The ADVANCEMENT TEST for the following 1st to 10th placing for-

BEST

STORYTELLER
READER
SPELLER
MIMIC
HANDWRITING
NARRATOR
AUDIO RECORDING
COACH
GROUP
ACHIEVER

Learner literature books are grouped as practice modules used on regular basis in group listening/audio recording, reading and writing sessions.

True grading for streaming purposes; for first language mastery, for reading fluency, for correct grammar, and for group camaraderie. Confucius said many hands make light work / orang tua-tua bilang mau-pakat membawa berkat.

SCHEDULING THE EVENT

Linus Coach-a-coach Express Games as examples of the Lesson Plans as supplement to, and for supporting the National Curriculum.

KERAP Bahasa Melayu Amali

Kaedah Ekstensif Regu Amalan Pembacaan
[Modul TEBAS - Teknik Expresi Bahasa Amalan Standard]

CERAP Bahasa Inggeris Amali

Coach-a-Coach Extensive Reading Assistance Plan
[Modul BILAS - Bahasa Inggeris Latihan & Ajar Semula]

SERAP Sains & Matematik

Science Extensive Reading Assistance Plan [EST- English for Science & Technology]
[Modul SMISTI - Skim Mampan Inggeris Sains,Teknologi & Informasi]

TERAS Bahasa Arab & Jawi

Tunas Ehsan Rancangan Abjad Sejawi
Modul FAHMA [Fasih Amal Hafal Makhraj Abjad]

KAEDAH TERRABACA: CERAP BAHASA DAN KERAP BAHASA MELALUI LATIHAN SARINGAN “LINUS COACH-A-COACH EXPRESS GAMES” - MANUAL PEMACUAN LITERASI DITERAJUI PELAJAR

2011-11-21T09:25:00.001-08:00

Welcome to the LINUS Coach-a-Coach Express Games 2012 ....bringing expressive skills up to speed!

PETIKAN DARI LAMPIRAN KERTAS KONSEP SALLEH OMAR
Managing an Interventionist Student-Centric Literacy Initiative: a Practice Manual for School Heads

Kami mensasarkan laman www.terrabaca.com ini khusus bagi para guru dan ibubapa yang sedang mencari ikhtiar tentang bagaimana menaikkan tahap penguasaan Bahasa Melayu dan Bahasa Inggeris anak-anak, atau yang sedang mencari kaedah yang boleh merumuskan kebelengguan serta yang tertanya-tanya kenapa tiada pencapaian walaupun berbagai langkah pembaikan telah dilakukan.

Inisiatif Terrabaca ini boleh membantu mengenalpasti bahan yang sesuai untuk memulakan kaedah yang dicadang sebagai satu program bina pengupayaan atau capacity building bagi membantu pelajar menguasai bahasa dengan lebih berkesan sebelum mereka meninggalkan bangku sekolah. Hanya melalui penguasaan kemahiran bahasa yang mantap pelajar mampu memacu dan maju dalam semua matapelajaran lain.

Yang paling penting pelajar dapat mengatasi kesan negatif diakibatkan dari momokan betapa sukarnya matapelajaran Bahasa, mula berkeyakinan diri tahap yang lebih tinggi dan dengan secara mendadak mengubah perspektif mereka mengenai pembelajaran.

APA ITU KAEDAH LATIH MELATIH PELATIH MEMBACA MELALUI KELAB TUNAS EHSAN?

RANCANGAN KELAB KOKURIKULUM AKADEMIK TUNAS EHSAN DI SEKOLAH

Pembelajaran yang berkesan hanya boleh bermula dari keupayaan pelajar membaca dan menulis, dan keupayaan ini biasanya lahir dari latih-amal berterusan. Kelab TUNAS EHSAN diwujud sebagai badan kokurikulum bagi meningkatkan tahap membaca dan menulis atau celik huruf secara mudah, sebagai suatu kaedah ‘campur tangan’ bentuk pendidikan tambahan. Objektif penubuhan Kelab TUNAS EHSAN untuk memperkayakan kurikulum sedia ada dan menyelamatkan mereka yang terkebelakang dalam proses pendidikan, sambil sekaligus membina dan mempertingkat keupayaan pelajar teratas.

Ia boleh mengganti budaya tuisyen yang dilalui pelajar hari ini apabila dipaksa mengulang bahan sama seperti di sekolah, yang dipelajari untuk peperiksaan semata-mata tanpa memberi tumpuan pada ikhtiar mengatasi mana-mana kelemahan atau masalah pembelajaran mereka. Ia juga menjejak kurikulum rasmi sambil menambah waktu belajar kerana pelajar akan berusaha bersungguh-sungguh mencari ruang masa untuk menguasai bahan yang ditetapkan.

Tiada ragu lagi guru merupakan portal terbaik apabila mereka dapat bertindak sebagai fasilitator dalam proses pendidikan dengan menggalak dan menyediakan suasana bagi persekitaran pembelajaran yang lebih mencabar.

Di sini diperkenalkan rangka kaedah bagi menaikkan tahap mutu celik huruf (literacy enhancement) di sekolah melalui penubuhan Kelab TUNAS EHSAN. Kelab ini bertindak sebagai pemacu program bimbingan sesama rakan, yang digerakkan ke arah aktiviti membaca dan menulis secara meluas dan bertubi-tubi tetapi berstruktur. Tentunya kesemua pelajar perlu dilibatkan, kerana bukankah kita berdosa kiranya sebahagian daripada mereka diabaikan?

Pada asasnya belakang parang sekalipun jika diasah lagikan tajam!

Effect of first 100 minutes practice... expanding the supplemental education hour and going the extra mile

Aktiviti Sekim Pembacaan Inisiatif Kelab TUNAS EHSAN (SPiK Tunas Ehsan) boleh dimulakan dengan bilangan maksimum 44 ahli dari pelajar tahun 6. Ahli-ahli dibahagikan kepada 4 kumpulan yang terdiri dari 10 pelajar + 1 koc yang dipilih. Buku yang disyorkan, 366 A Collection of Malaysian Folk Tales [Modul BILAS bagi pembacaan CERAP Bahasa Inggeris] dan Himpunan 366 Cerita Rakyat Malaysia [Modul TEBAS bagi pembacaan KERAP Bahasa Melayu] mengandungi 366 cerita-cerita pendek yang menarik bagi pelajar memilih, melatih baca berulangkali dan akhirnya mula merakam bacaan setelah lancar dan fasih.

Sebagai suatu kaedah pemulihan, peneguhan dan pengkayaan, rangka latihan digubal bagi menerapkan keupayaan pelajar dalam keempat-empat kemahiran perlu pada pembelajaran bahasa, iaitu kemahiran mendengar, membaca, menulis dan bertutur. Tumpuan utama kaedah ini ialah pertamanya mengerakkan pelajar ke arah aktiviti pembacaan semaksimum mungkin bahan yang telah dipilih, sama ada buku atau buku berserta audio. Ia program pembacaan wajib yang dijalankan secara berkala oleh 4 kumpulan latihan dari setiap kelas di bawah pengawasan guru fasilitator.

Kaedah latihan digelar TUNAS EHSAN RANCANGAN REGU AMAL BACA, terrabaca atau coach-a-coach, kerana ia merupakan latihan rakan sebaya di mana kesungguhan dianggap komponen yang digred dan dinilai. Latihan membaca dijalankan oleh 4 kumpulan tersebut secara zihar (read aloud) dan berputar mengikut giliran sambil dibuat pembetulan berterusan oleh koc atau jurulatih bagi setiap kesilapan.

Tumpuan kepada kekerapan bagi mendapat kefasihan, atau kefasihan dari kekerapan, melahirkan pengukuhan yang perlu untuk mengekalkan apa yang sudah dipelajari. Ini penting dalam suasana di mana penggunaan bahasa formal amat terhad , kerana walaupun bahasa diajar tetapi tidak dipelajari. Ia kembali pada konsep asal bahawa bahasa itu perlu ada bunyinya. Dan bunyinya setepat mungkin! Ketrampilan ekspresi diri sudah mula menyerlah pada 1000 minit latihan pertama..........

After the first 500 minutes... recording and multimediating the event

Ditambah pula dengan keperluan latihan menulis sebelum selesai setiap sesi latihan, yang diperiksa dan digred dengan serta-merta oleh rakan sebaya; maka ibubapa tidak lagi perlu resah akan gejala kerja rumah anak-anak yang tidak disemak dan diperbaiki oleh guru yang terlalu sibuk dengan urusan lain.

Guru yang mengendali pasukan-pasukan, sebagai fasilitator merangkap head coach kepada 4 pasukan misalnya, memastikan setiap pasukan tertumpu kepada suatu komponen modul, sambil mereka bertanding untuk menghabiskannya dan melangkah ke tahap lebih tinggi. Atau guru mengarahkan mereka beralih ke komponen lain, misalnya dari modul membaca kepada modul penceritaan atau pertuturan.

Latihan Kelab TUNAS EHSAN di sekolah seharusnya dilakukan sekurang-kurangnya 2 sesi seminggu, setiap sesi waktu minimumnya 90 minit (1 jam bacaan + 30 minit menulis, mengeja & lain-lain latihan), supaya setiap pelajar dapat membaca sekurangnya selama 6 minit seorang sambil mendengar bacaan rakan selama 54 minit yang selebihnya, secara kasar. Jadi pada kadar seminggu, setiap pelajar telah membaca selama 12 minit dan mendengar selama 108 minit, menjadikannya 2 jam seminggu latihan membaca dan 1 jam aktiviti pengukuhan. Bandingkan suasana sebelum 1000 minit pertama ini.

Perlu juga diambil kira kesan aktiviti yang merangsang pelajar berlatih secara senyap-senyap sebagai persediaan, terutama dalam suasana kompetitif yang diwujudkan melalui pertandingan Best Storyteller, Best Reader, Best Coach, Best Group, Best Handwriting, Best Mimic, Best Speller, Best Recording, Best Group Audio Presenting dsb.. Jadi aktiviti Kelab TUNAS EHSAN dilanjutkan melangkaui waktu sekolah kerana ahli-ahli berlatih untuk penyertaan LINUS Coach-a-Coach Express Games yang antara lain memerlukan setiap pasukan memilih dua ahli yang terbaik untuk merakamkan bacaan mana-mana dari 366 cerita itu, bagi dimuatnaik ke dalam portal sekolah bagi dinilai warga sekolah misalnya.

Rakaman itu juga boleh digunakan bagi melatih kumpulan baru yang menyertai Kelab TUNAS EHSAN, sekaligus mewujudkan skema yang membiak, atau lebih tepat terTUNASnya bakal koc. Begitu juga penambahan bilangan rakaman bagi dinilai oleh rakan sebaya, dan yang terpilih boleh menjadi bahan audio untuk latihan seterusnya. Ini juga memberi peluang bagi guru menilai dan mengatur semula bahan mengikut pencapaian pelajar dalam kumpulan, mengikut minat dan tahap pelajar.

After the first 900 minutes... further reading, fluency and reading for pleasure with pleasure

Melalui Kaedah coach-a-coach ini Guru juga dapat mencerna kemahiran dan kefasihan kendiri. Juga telah sedia terbina dalam kaedah ini sistem mencambahkan koc atau coach breeding. Guru sebagai fasilitator diberi tugas menentukan aktiviti latih melatih pelatih bagi memastikan penyertaan pelatih bertambah bagi menjayakan program ini. Dengan pengukuhan kemahiran asasi bahasa kita akan berjaya menentukan wujudnya 'level playing field" kerana "grading is also based on effort".

KAEDAH KELAB TUNAS EHSAN

1. Setiap kumpulan bersepuluh akan beradu menghabiskan set bacaan yang ditetapkan di bawah bimbingan seorang koc atau pembantu koc yang dipilih oleh guru kelas dari kalangan ahli kumpulan.

2. Setiap kumpulan dalam kelas akan bertanding untuk melahirkan pembaca terbaik, dan mereka yang meningkat dalam pembacaan boleh memilih masuk kumpulan lebih baik yang digred ikut tahap A, B, C dan D.

3. Setiap pelajar akan berpeluang dilantik koc atau pembantu koc berdasarkan pencapaian dalam pembacaan serta jumlah jam yang mereka sumbangkan membantu rakan kumpulan yang masih lemah.

4. Penentuan markah akan berdasarkan kefasihan, penyebutan, usaha dan semangat kerjasama yang ditunjukkan setiap pelajar dalam menentukan tahap kumpulan.

5. Kaedah yang digunakan untuk latihan hendaklah kaedah coach-a-coach.

The other 1000 minutes... student's own practice time and place- a coaching station in action

Matlamat utama penubuhan Kelab TUNAS EHSAN ialah:

+    Membantu sekolah mewujudkan mekanisma pembacaan atau "install an ongoing reading mechanism into the learning culture" melalui Kelab TUNAS EHSAN yang merupakan aktiviti latihan berstruktur dan berdasarkan kaedah "the student is the syllabus". Ianya satu kaedah yang mencari tahap sebenar pelajar kerana bahan bacaan yang dipilih bergred dan menjadi "automatic diagnostic aid", yang kemudiannya memudahkan pemilihan bahan dan latihan yang tepat ke sasaran, serta mengubah pelajar dari sikap tidak minat membaca kepada mereka yang dipanggil "avid readers".

+    Sekolah boleh menggunakan Kelab TUNAS EHSAN sebagai persediaan pelajar mewakili sekolah dalam mana-mana aktiviti, misalnya mereka yang akan menyertai mana-mana pertandingan Bahasa. Selama ini sekolah begitu terikat dengan sebilangan kecil pelajar cerdas, jadinya orang yang sama juga yang selalu disuakan mewakili sekolah dalam pertandingan-pertandingan sebegitu. Kelab TUNAS EHSAN memperluaskan pilihan sekolah dan memberi ruang kepada pelajar lemah untuk menyertai semua aktiviti setelah kelemahan diatasi.

+    mengikut peningkatan keupayaan. Pelajar yang tertinggal dengan itu akan diberi perhatian lebih oleh rakan koc. Kerjasama PIBG dan sekolah melaksanakan Kelab TUNAS EHSAN merupakan prinsip teras program, iaitu ia tidak boleh membebankan kewangan sekolah, dan tidak juga mengganggu jadual sedia ada.

+    Di harap kaedah ini akan memulakan trend tuisyen ala francais kampung ('barefoot doctor' franchise) untuk menambah bilangan koc kerana sesiapa yang berminat boleh dilatih mengendalikan kumpulan Kelab TUNAS EHSAN di rumah untuk menampung dan mewujudkan kumpulan belajar bersama anak yang culas belajar. Aktiviti kumpulan penting untuk mewujudkan "group dynamism". 'Barefoot reading instructors' yang boleh memberi sumbangan di sekolah-sekolah pedalaman misalnya.

+    Ia dirangka sebagai program tambahan yang sekaligus mempunyai ciri-ciri pemulihan dan pengkayaan bagi mengisitambun kekurangan dan kelemahan dengan menggunakan pendekatan kemahiran mendengar, membaca dan menulis berstruktur, yang pasti menaikkan tahap kebolehbacaan serta pencapaian pelajar secara umumnya dalam pengajian mereka. INI CARA MELONJAKKAN PELAJAR KE TAHAP BAHASA KEDUA (from foreign language to second language mode), yang memerlukan kemahiran penggunaan bahasa dalam karang mengarang dan pertuturan.

+    Melalui Kaedah coach-a-coach ini pelajar bukan sahaja dapat mencerna dan menCERAP kemahiran membaca, malah telah sedia terbina dalam kaedah ini sistem penambahan automatik bilangan koc apakala program semakin matang. Salah satu dari kesan kaedah ini ialah bagaimana koc yang diberi tugas melatih begitu berjaya menaikkan pencapaian kemahiran diri tatkala melaksanakan program ini.

+    Hasil dari pengukuhan kemahiran baru ini, pelajar pasti akan mula menyayangi buku, dan biasanya ramai yang akan menawarkan diri untuk terus menjadi koc walaupun sudah selesai masa yang ditetapkan. Kaedah KelabTunas Ehsan memastikan mereka belajar dalam suasana kompetitif kerana ada unsur perlumbaan bagi mencapai tahap yang ditentukan, juga bagi mengekalkan minat berlatih, beserta suasana seronok dan gembira mereka kerana kemajuan ketara selepas menu modul bahan dihabisi!

PROGRAM CERAP MELALUI PERTANDINGAN

After the first 1000 minutes... Finalist in action; peer review of proof of the pudding

MANUAL PROGRAM CERAP & KERAP BAHASA MELALUI PERTANDINGAN

LINUS COACH-A-COACH EXPRESS GAMES 2012

Rencana Pelajaran dan Kaedah bagi Latihan Dengar Baca Tulis Peringkat 1 /

Lesson and Method Plan for Listening, Reading and Writing Practice Stage 1
[Tahap 2 / UPSR (PMR/SPM pemulihan)]

1. Saringan kemahiran Bahasa Pertama untuk pemilihan coach menggunakanHimpunan 366 Cerita Rakyat Malaysia terbitan Utusan /DEMONSTRASI RUKUN PERTANDINGAN/ LATIHAN SARINGAN BAKAL Coach/

[Screening of first languageskills using Utusan's Himpunan366 Cerita Rakyat Malaysia/ Game Rules and Identifying the coaches]

Aktiviti berkumpulan bagi mengred terlebih dahulu kemahiran dalam bahasapertama dengan tugasan SALIN, BACA DAN RAKAM/ copy, read and record:

+          set ini terbaik dan palingsesuai sebagai "class readers" kerana (i) menggunakan BMstandard (ii) bernombor jadi mudah fasilitator memberi tugasan kumpulan danmembuat penggredan (iii) ceritanya pendek dan mudah bagi latihtubi kumpulan(iv)sekaligus menjadi tesaurus/kamus kepada pelajar yang memiliki versi BI (v) corpusatau jadual kata melebihi perbendaharaan kata UPSR
+         penguasaanbahasa pertama akan memudahkan penguasaan bahasa kedua
+         perludiperbetul dan diperbaiki bunyi sebutan bagi melahir expressive skillsyang merangsang keyakinan diri dan self-esteem pelajar
+          perlu menyahdialek daribacaan supaya pelajar menguasai kesemua keperluan bahasa
+          aktiviti psychomotordijurus kepada mencapai kefasihan bacaan, kerana kefasihan kayu ukur selamatmenilai tahap sebenar pelajar
+         setversi Bahasa Inggeris 366 Collection of Malaysian Folk Tales akan dibacaoleh pelajar nanti, maka akan memudahkan pemahaman sertamerta dan pembinaan vocabularypula melebihi keperluan sukatan UPSR
+         memperkenalkankaedah coach-a-coach dalam budaya sekolah, yang boleh digunapakai bagi semuaaktiviti semua pelajaran sebagai aktiviti peer coaching.

2.         Mengred kemahiranBahasa Inggeris menggunakan Ladybird's Key Word reading scheme
[Grading of Englishlanguage skills [Hidden Grammar in read aloud mode] using Ladybird's Key Wordreading scheme]

Aktiviti berkumpulan menggunakan Set bacaan bergred (graded readers)bagi memulih false beginners dan menyediakan rangka acuan grammar untukpersediaan ke set seterusnya dengan tugasan BACA DAN EJA/ say and spell:

+         setini lasak dan mudah bagi latihtubi kumpulan serta boleh diguna serentak bagipemulihan dan pengkayaan
+         kelancarandan kefasihan sehingga ke Level 6 (iaitu separuh set) sudah boleh dijadikanukuran pencapaian pelajar dalam markah penilaian sekolah serta UPSR,memandangkan sistem nahu BI sudah berpisah dari sistem nahu BM yang selama inimenimbulkan kekeliruan kerana kedua Bahasa berkongsi abjad serupa
+         iamelibatkan aktiviti spelling dan writing kesemua kata kosa atau KeyWords yang menjadi rangka ayat (lebih 70 % dalam setiap ayat terdiri dari keywords)
+          kesemua yang melepasi Level6 sudah boleh mula berlatih menjadi coach kepada 10 pelajar lain mendaki Level1 hingga 6
+          pengulangan membaca sebagai coachberkali-kali akan memahatkan English grammar dan membawa kepadapemahaman
+          kerana set ini merangsangsemangat pertandingan dalam kumpulan, objektif ‘paling fasih tahap buku tertinggi’menyebabkan pelajar berebutan menjadi coach dengan berlatih di rumahsecara ‘diam-diam’

3.         Peralihan ke Bahasakedua menggunakan 366 Collection of Malaysian Folk Tales
[Transition to second language track [EnhancingListening Skills - Basic Literature in storytelling mode] using Utusan's 366Collection of Malaysian Folk Tales]

Aktiviti berkumpulan menggunakan Set bacaan cerita bernombor untuk memulih danmeningkat kemahiran mendengar, ditambah dengan bahan audio, bagi mengasingkansistem bunyi Bahasa Inggeris yang selama ini sebutannya menumpang sistem bunyiBahasa Melayu dalam pengajaran bahasa dengan tugasan BACA, TULIS DAN RAKAM/ read, write and record:

+          set ini terbaik kerana (1) iaterjemahan (2) bernombor jadi mudah fasilitator memberi tugasan kumpulan danmembuat penggredan (3) ceritanya pendek dan mudah bagi latihtubi kumpulan(4)sekaligus menjadi thesaurus/kamus kepada pelajar yang memiliki versi BahasaMelayu (5) corpus atau word count melebihi jadual perbendaharaankata UPSR
+          pilihan pelajar luasmengikut minat dan genre atau selera masing masing
+          boleh diguna serentak bagipemulihan, pemerkasaan dan pengkayaan (remedial. reinforcement, enrichment) dengan memulakan bacaan bersifat second language mode bagipertandingan antara murid sebagaimana mereka beradu dalam peperiksaan bertulis
+         dengankelancaran dan kefasihan sehingga ke Level 6 iaitu tahap separuh set Keywordspelajar mudah maju ke tahap comprehension, dan ini boleh di kesan daripeningkatan pencapaian pelajar dalam markah penilaian peperiksaan kelas sertaUPSR
+          ia melibatkan aktiviti spellingand vocabulary, dan aktiviti penulisan ayat berstruktur
+         kesemuayang fasih dan lancar pembacaan lebih dari 10 dari cerita dalam set itu sudahboleh mula berlatih menjadi coach kepada 10 pelajar lain bagi setsebelum ini
+          kerana set ini merangsangsemangat pertandingan dalam kumpulan, objektif ‘paling fasih buku tertinggi’ menyebabkanpelajar berebutan menghabisi modul.

4.         Latihan menulis danNahu menggunakan Times Educational Primary English for Malaysians 1A – 6 atauTimes Tutoring English as Second Language
[Writing and Grammar Practiceusing Times Educational Primary English for Malaysians 1A – 6 or Times TutoringEnglish as Second Language (remedial) from read aloud to write-a-lot]

Aktiviti kumpulan secara latih tubi membaca dan menulis secara berstruktursemua Unit Items dalam sukatan KBSR. Ia menggunakan set latihan bergredyang memerlukan pelajar mula dari Item 1, dan seterusnya membawa pelajarke tahap pre-intermediate, dengan tugasan BACA DAN TULIS HABIS: read and complete all written exercises

+          selain dari sebab-sebab yangseperti di atas, ia juga sebagai persediaan kepada modul karangan Writing& Composition dalam Listening, Reading and Writing Practice Stage 2
+          paling penting semua kerjatulis disemak dan dibuat pembetulan in situ, jadi pelajar tidak mewarisikesilapan sebutan, ejaan dan nahu membawa hingga ke IPTA sebagaimana keadaansekarang ini.

After the first million minutes of reading... the crème de la crème from practice

CopyrightTerrabaca Management - (TR0094214-T)

10 RIGHTS OF THE READER AND RAISING LITERACY LEVEL PAINLESS WAY

2011-11-14T20:25:00.001-08:00

http://akademiterrabaca.blogspot.com/2009/01/raising-literacy-level-painless-way-via.html

PPSMI AND THE EX-EMPEROR'S NEW CLOTHES: DUMBING-DOWN EDUCATION AND OTHER ULTRA VIRESES! (1000 reasons why PPSMI policy should be abandoned)

2011-10-21T07:24:00.000-07:00

1000 reasons why PPSMI policy should be abandoned:

IT JUST ABSOLUTELY DEFIES COMMON SENSE
IT IS ULTRA VIRES THE CONSTITUTION, THE NATIONAL LANGUAGE ACT AND THE EDUCATION ACT
IT HAS DUMBED-DOWN SCIENCE AND MATHS EDUCATION
LANGUAGE IS A TOOL OF THOUGHT. AND MATHS AND SCIENCE IS NOT A LANGUAGE SUBJECT. MATH AND SCIENCE REQUIRES 'AN UNDERSTOOD BY PUPILS LANGUAGE', PRIOR KNOWLEDGE AND COGNITIVE AND THINKING SKILLS ALREADY ACQUIRED IN FIRST LANGUAGE
EVEN ENGLISH LANGUAGE SUBJECT NOT TAUGHT IN ENGLISH
UNDERSTANDING SUBJECT TAUGHT CREATES JOY AND INTEREST IN IT. PPSMI KILLJOY!
read on below the other 994 reasons, some earlier comments on the brouhaha, .... and teacher blogs!

http://akademiterrabaca.blogspot.com/2009/06/whether-it-is-nangka-or-jackfruit-we.html

http://akademiterrabaca.blogspot.com/2009/04/pena-penentangan-ppsmi-tidak-bermotif.html

http://akademiterrabaca.blogspot.com/2010/02/perkasakan-bm-dan-bi-para-guru-terlebih.html

http://akademiterrabaca.blogspot.com/2009/04/science-and-maths-decide-only-after.html

http://coach-a-coach.blogspot.com/2011/07/homeschoolers-guide-english-language.html

http://coach-a-coach.blogspot.com/2009/12/mottainai-furoshiki-credo-in-practice.html

We say that it is kaedah pengajaran [pedagogy or lack of which], pengredan semula / pemerkasaan guru (regrading / capacity building of teachers), sikap terhadap ilmu, 'examania' atau semua dijurus kepada peperiksaan' [paper proof' for mandarins operating from separate enclaves of MOE], dan dasar-dasar tikus baiki labu'.

Reason for specific learning difficulties among schoolchildren, reading disability.
Reason for reading disability among schoolchildren, non-reading.
Reason for non-reading among schoolchildren, not asked to read.
Reason schoolchildren not asked to read, not part of the examination business.
Reason reading not part of the examination business, teachers lack time for it.
Reason teachers lack time for it, they don't make time for it .
Reason teachers don't make time for it, reading not part of the examination business.
Reason reading not part of the examination business, our lack of common sense?

http://coach-a-coach.blogspot.com/2011/05/what-is-national-grade-average-for.html

http://coach-a-coach.blogspot.com/2010/02/leveling-playing-field-for-spin-to-spin.html

SO WE SAY,
WHERE ARE THE READERS UNLESS WE PRODUCE THEM;
PRODUCE A READING COACH AND YOU PRODUCE A COACHING STATION; AND
PRODUCE A COACHING STATION AND YOU PRODUCE A READING HABIT.

1. Introducing CERAP

[Note: Cerap bahasa is Malay for 'mind your language', SYNONYM TO CAKNA IN TRENGGANUSPEAK]

Kursus Pemulihan/Pemerkasaan Bahasa Inggeris Persiapan UPSR 2012

2011-07-27T21:45:00.001-07:00

from non-reading to reading environment creating the necessary shift in outlook towards learning

MODULBILAS 1- BAHASA INGGERIS LATIHAN & AJAR SEMULA

Kursusmemperbaiki dan memulih kemahiran asas Bahasa Inggeris bagi menyediakan peluanguntuk pelajar mengatasi masalah sebutan,ejaan dan kefahaman asas. Latihan demilatihan berstruktur dijurus ke arah kefasihan membaca dan ketepatan nahu,diikuti ke peringkat menulis dengan yakin.

· Latihan 40 JAM / 20 SESI 5 kaliseminggu

· 8.30-10.30 am /11.00-1.00 pm/2.00-4.00pm [cadangan)

· Yuran RM400 + RM55 BAGI SET LATIHANRUMAH [Grammar Practice - TUTORING ENGLISH ASSECOND LANGUAGE]

· Tempat terhad / 10 pelajar sekumpulan

· Mulai 21 November - Disember 2011

HUBUNGI:

S SALLEH OMAR - 0136072825
Email – akademiterrabaca@gmail.com
Website - terrabaca.com
coach-a-coach.blogspot.com

TEMPAT:

Terrabaca Coach-A-Coach Language Station
Lot 3729, Jalan Belakang CIMB/Public Bank,
23000 DUNGUN

*

Kursus Pemulihan/Pemerkasaan Bahasa Inggeris PMR 2012juga ditawarkan atas permintaan sesi waktu malam sahaja.

REMEDIAL ENGLISH BAGI LEPASAN SPM / IPT

2011-07-19T22:38:00.000-07:00

strictly method, and practice practice practice!

ENGLISH REMEDIAL COURSE

FOR SPM, DIPLOMA AND DEGREE HOLDERS

MODUL BILAS 1 - BAHASA INGGERIS LATIHAN & AJAR SEMULA 1

KURSUS PEMULIHAN DAN PEMERKASAAN bagi memperbaiki dan memulih kemahiran asas Bahasa Inggeris dan menyediakan peluang bagi pelajar mengatasi masalah sebutan,ejaan dan kefahaman asas. Latihan demi latihan berstruktur dijurus ke arah kefasihan membaca dan ketepatan nahu, diikuti ke peringkat menulis dengan yakin.

Khusus bagi LEPASAN SPM atau lulusan IPT yang SEDANG MENCARI KERJA, yang akan SAMBUNG BELAJAR, atau kalangan ibubapa yang ingin MENJIMATKAN KOS TUISYEN dengan melatih sendiri anak-anak setelah melalui kursus ini, atau mereka yang ingin MENAMBAH PENDAPATAN dengan memulakan TUISYEN francais ‘kampung’ mengikut Kaedah coach-a-coach di ruang tamu rumah.

MASA PILIHAN: ISNIN - KHAMIS
8.30 - 10.30 am / 11.00 - 1.00 pm / 2.00 - 4.00 pm / 8.00 - 10.00 pm

Latihan 40 jam mula dari Sept 2011 [2 jam 4* kali seminggu x 5 minggu - *tertakluk]
Tempat terhad. Pendaftaran dan latihan percubaan percuma akan bermula minggu kedua September.

Yuran RM500
PAKEJ BILAS 1* 40 JAM (20 sesi) “REMEDIAL ENGLISH”

*[Yuran Pakej Latihan Penuh BILAS LEPASAN SPM / IPT - RM1500 [100 jam] BILAS 1 - 40 jam + BILAS 2 30 jam + BILAS 3 30 jam.]

HUBUNGI:

S SALLEH OMAR - 0136072825
Email – akademiterrabaca@gmail.com
Website - terrabaca.com
coach-a-coach.blogspot.com

TEMPAT:

Terrabaca Coach-A-Coach Language Station
Lot 3729, Jalan Belakang CIMB/Public Bank,
23000 DUNGUN

WHAT IS THE NATIONAL GRADE AVERAGE FOR READING, THE FORGOTTEN CURRICULUM?

2011-05-15T06:38:00.000-07:00

...diamonds are not forever,

the Apex now the Axis!

Rajah berlian tiada kekal selepas Latihan 40 jam pertama+++++++++++

Bila Puncak kini menjadi Paksi!

Coach-a-Coach Extensive Reading Assistance Plan

40 students, 40 hours, 40 winks to second language acquisition for the other half

PENDAFTARAN DIBUKA: Kursus Pemulihan/Pemerkasaan Bahasa Inggeris Persiapan UPSR / PMR / SPM / MUET /IPT 2012

2011-04-30T20:43:00.000-07:00

strictly method, practice practice practice!

Kursus Pemulihan/Pemerkasaan Bahasa Inggeris

Persiapan UPSR/PMR/SPM/MUET/IPT 2012

PAKEJ 40 JAM “REMEDIAL ENGLISH”

MODUL BILAS 1 BAHASA INGGERIS LATIHAN & AJAR SEMULA

CERAP MODUL BILAS 1 - REMEDIAL ENGLISH bagi persediaan UPSR/PMR/SPM 2012

Kursus bagi memperbaiki/memulih kemahiran asas Bahasa Inggeris dan menyediakan peluang bagi pelajar mengatasi masalah sebutan,ejaan dan kefahaman asas. Latihan demi latihan berstruktur dijurus ke arah kefasihan membaca dan ketepatan nahu, diikuti ke peringkat menulis dengan yakin.

Read and write your way to better English
Read to write and Write to read,

FROM READING FLUENCY AND CORRECT GRAMMAR TO COMPREHENSION

Latihan 40 jam [++ latihan rumah]
Muali dari Disember 2011
2 kali seminggu
SPM 8.30-10.30pm [cadangan)
PMR/UPSR 5.00-6.30pm
RM400 + RM100 BAGI SET LATIHAN RUMAH
Tempat terhad kepada 20 pelajar (2 kumpulan)
Pendaftaran dan penerangan dari Okt 2011

CERAP MODUL BILAS 1 - REMEDIAL ENGLISH bagi Lepasan SPM

KHUSUS bagi Lepasan SPM yang akan ke IPT (Muet), yang inginkan pendapatan tambahan sambil memperbaiki penguasaan bahasa Inggeris; atau ibubapa yang ingin menjimatkan kos tuisyen dengan mengajar anak-anak sendiri nanti kaedah ini; atau yang ingin memulakan 'francais kampung reading program’ mengikut Kaedah coach-a-coach di ruang tamu rumah hujung minggu; peluang menggilap 'fluency' dan menjadi 'reading instructors'. Pendaftaran Pakej BILAS LEPASAN SPM ini akan bermula Sabtu 7 Mei 2011. Yuran Pakej Latihan Penuh LEPASAN SPM RM1500 [100 jam] BILAS 1 - 40 jam + BILAS 2 30 jam + BILAS 3 30 jam.

Pakej BILAS 1 RM500 + RM100 BAGI SET LATIHAN RUMAH
SESI 5 HARI SEMINGGU SELAMA 4 MINGGU
Jam 9.00 - 11.00 am

Hubungi

SALLEH OMAR - 0136072825

Email – akademiterrabaca@gmail.com

Website- terrabaca.com

Terrabaca Coaching Station ,
Lot 3729, Jalan Belakang CIMB/Public Bank,

23000 DUNGUN

Diurus oleh Terrabaca Management [TR0094214-T]

SARINGAN AKHIR TAHUN PASCA LATIHAN BERTERTIB LEBIH BAIK DARI BEBAN 'DATA ENTRY' AWAL TAHUN

2011-04-28T19:33:00.000-07:00

LINUS confusion and the tale of the tortoise in the prahu!

Kura-kura dalam Perahu, Pura-pura Tak Tahu

bahawa

.......................................................................................

SARINGAN LINUS DAN PROSES PEMEROLEHAN BAHASA MELALUI LATIHAN BERTERTIB

2011-04-28T19:21:00.000-07:00

Safety-netting the late-bloomers via peer coaching

PROGRAM PERINTIS spik! TUNAS EHSAN - LINUS COACH-A-COACH EXPRESS GAMES SEKOLAH KEBANGSAAN

2011-04-07T12:48:00.000-07:00

pts.com.my

PROGRAM PERINTIS spik! - LINUS EXPRESS COACHING GAMES

ANJURAN KELAB TUNAS EHSAN SEKOLAH KEBANGSAAN

BBC News - Fabio Capello: England manager gets by on 100 words

2011-03-29T22:05:00.000-07:00

Mat Shakespeare already on 3000 word corpus roll!

BBC News - Fabio Capello: England manager gets by on 100 words

By Peter Jackson BBC News

England's Italian football manager Fabio Capello claims he can manage his players with just 100 words. So how far could you get with a vocabulary of that size? Despite his sometimes colourful language, communicating with Wayne Rooney does not require a Shakespearean command of English. That's just as well, as the England manager has admitted he's having problems learning some of the basics.

If I need to speak about the economy or other things, I can't speak," he told reporters."But when you speak about tactics, you don't use a lot of words. I don't have to speak about a lot of different things. Maximum 100 words."

In Capello's defence, his vocabulary appears to be far wider than 100 words. But how far would such a limited knowledge take you? For Peter Howarth, deputy director of Leeds University's language centre, Capello's defence of his language skills looks shaky. "It's a ridiculously small number, you could learn 100 words in a couple of days, particularly when you're in the country surrounded by the language," he says.

"People do say that from a learners point of view, English is relatively easy to use without too much grammar... but Fabio Capello needs a range, presumably, and to communicate emotions and a bit of nuance."

20,000 words

He says when you start to learn English, it's fairly easy to get some kind of meaning across - which is why the language has spread so widely - but people end up speaking "tourist English". "A hundred words wouldn't get you beyond some very familiar situations in a phrase book - a weekend in London, how to get a hotel room or order a meal," he says. "A lot of us have done that in foreign countries: managed to get by, but in a pretty limited range of situations."

A grasp of 1,500 words is needed to communicate at an intermediate level with "some range", he suggests. Estimates for the average size of a person's vocabulary vary, but TV lexicographer and dictionary expert Susie Dent says it's about 20,000 active words and 40,000 passive ones. She says it's important to distinguish between the active words we know and use and those we might know but don't use.

"Of course 100 words is limiting, but it's important to stress his [Capello's] passive language, otherwise how would he handle press conferences?" she says. "It may be that for simple instruction on the pitch, 100 words is all he needs, it's not as absurd as perhaps it looks at face value." She says the 100 most frequently used words - predominantly Old English - form the bedrock of everyday language.

Ripe v mature

But according to Fiona Douglas, an English language lecturer at Leeds University, that figure is still well short of the number of words even a basic foreign language student usually commands. She says advanced students using learner dictionaries to grasp the most frequently used and useful words, typically master around 7,500, and basic learners about 2,000.

NHS guidelines suggest that by two years old, toddlers can say around 100 words and start putting them into short sentences. Ms Douglas questioned whether somebody with just 100 words at their disposal would be able to form sentences with full grammatical syntax structures. "Perhaps they would just concentrate on nouns or verbs like 'football', 'kick' or 'harder'," she says. "It seems very optimistic that you could get by on that number, but then do people know what their active lexicon is? It's quite a hard question to answer."

Part of the problem when learning a language is understanding the context in which words should be used, she adds. "If you read a dictionary, the words 'old', 'ripe' and 'mature' share something in meaning," she says.

"If you called an older woman 'mature' you might get away with it, but if you called her 'ripe' you might get a cuff round the ear. "It's about learning how and when to use the vocabulary, which is why learner dictionaries are very useful."

MEMPERKASAKAN SEKOLAH HARIAN DENGAN KEHADIRAN 'HIGH-PERFORMERS' - welcome home my coaches...

2010-11-14T08:49:00.000-08:00

levelling the playing field finally

when common sense finally prevails !

CLOSING THE ACHIEVEMENT GAP - THE PEAK NOW THE AXIS

2010-09-08T07:34:00.000-07:00

Puncak kini Paksi

coach mat Shakespeare spouting spontaneity on "Hamlet"

SET CERAP & B.I.L.A.S untuk jualan dan tempahan

TERRABACA Coach-a-Coach language Station
JALAN BELAKANG CIMB/PUBLIC BANK
DUNGUN TERENGGANU
0136072825 / sallehomar@hotmail.com

JUALAN BUKU LATIHAN BAHASA INGGERIS SET RUMAH* dan SET SEKOLAH

DEMONSTRASI KAEDAH COACH-A-COACH

CERAP atau coach-a-coach extensive reading assistance plan ialah pelan latihan pembacaan berkumpulan menggunakan bahan tepat dengan keperluan pelajar, menarik dan berstruktur. CERAP PASCA UPSR pula ialah suatu inisiatif bagi mengisi kelapangan selepas UPSR dan menyediakan pelajar ruang untuk meneguhkan keupayaan bahasa sebelum melangkah sekolah menengah. Oleh kerana kaedah yang digunakan [ coach-a-coach ] mewujudkan persekitaran kompetitif .

B.I.L.A.S - bahasa inggeris latihan & ajar semula - bagi lepasan SPM ialah modul ulangkaji CERAP [refresher course] yang mampu mengembalikan keupayaan bahasa Inggeris bagi memudahkan bakal pencari kerja, graduan menggangur, persediaan MUET/IPTA dan guru-guru yang ingin menguasai teknik pengajaran lebih pantas dan berkesan.

Oleh kerana pencapaian pelajar dapat digred dengan jelas berdasarkan kefasihan membaca [reading fluency] dan tahap buku tertinggi [ graded readers], kemajuan dan peningkatan mudah dipantau dan ditambahbaik. Kefasihan membaca membawa kepada kefahaman sistem nahu bahasa inggeris justeru sudah dapat memisahkannya dari sistem nahu bahasa melayu. Pengenalan dan kefahaman sistem bunyi bahasa inggeris pula dapat memisahkannya dari sistem bunyi bahasa melayu.

Kedua-dua kemahiran bunyi dan nahu diperolehi melalui latih tubi membaca dan menulis berstruktur, dan pelajar terpaksa menghabisi set grammar practice sebagai persediaan ke tahap Lanjutan [Further Reading]. Kaedah latih tubi dengan menggunakan bahan menarik, tidak membosankan dan relevan kepada tahap pelajar.

Set Sekolah yang kami cadangkan mampu menampung aktiviti bacaan serentak 10 kumpulan. Ia bermula dari latihan 10 orang coach terpilih untuk mengendalikan 100 murid lain. Guru kelas sebagai fasilitator, membahagikan kelas kepada 4 kumpulan (abcd) mengikut tahap selepas digred, dan mengesahkan buku yang dihabisi. Seterusnya kemajuan mudah dipantau kerana LAZIMNYA MELALUI KAEDAH INI PELAJAR AMAT MINAT DAN BERSUNGGUH KERANA ADA UNSUR PERTANDINGAN.

BUKU DAN TURUTAN PENGGUNAANNYA YANG KAMI CADANG IALAH
HOME SET + SCHOOL SET [12 NASKHAH TIAP SATU]

1.Ladybird - KEYWORD SERIES [36 NASKHAH] RM356.40 + RM4276.80
[tempahan sahaja/boleh beli setengah set/kongsi beli]

2.Utusan - HIMPUNAN 366 CERITA RAKYAT MALAYSIA RM39.90 + RM478.80

3.Utusan - 366 COLLECTION OF MALAYSIAN FOLK TALES RM49.90 + RM598.80

4.Times Educational - TUTORING ENGLISH AS SECOND LANGUAGE RM55.00 + RM660
[10 NASKHAH]
ATAU
Times Educational - PRIMARY ENGLISH FOR MALAYSIANS RM42.80 + RM513.60
[ 8 NASKHAH ]

5.Usborne - PUZZLE ADVENTURE OMNIBUS Vol 1 RM49.90 + RM598.80

6.Barron's - MATH WIZARDRY RM66.90 + RM802.80

7.Barron's - SCIENCE WIZARDRY RM66.90 + RM802.80

DARI CERAP KE BILAS - MODUL SETERUSNYA
{harga dan ada tidaknya stok akan diumumkan nanti}

Ladybird's Classic Collection ATAU
Oxford Bookworms

Cambridge University Press Grammar Builder Level 1-5, By Adibah Amin, Rosemary Eravelly, Farida J Ibrahim ATAU
Longman's GrammarWorks Books 1-4 ATAU
Oxford's Grammar Spectrum 1- 3

Oxford's Reason to Write: Strategies for Success in Academic Writing 1- 4 ATAU
Longman's three-level Ready to Write series

Oxford's Join In - Developing Conversation Strategies 1- 3

*[SET RUMAH boleh guna dari tahap 2 upsr, pmr hingga spm, kaedah latihtubi pemulihan dan pengkayaan]

E-BOOK SCAM, SCRAPPING OF UPSR & PMR ROUNDTABLE GIMMICK & OUR INABILITY TO SEE THE FOREST FOR THE TREES

2010-09-07T20:32:00.000-07:00

gimmick after gimmick... not able to see the forest for the trees

ROUNDTABLE IS THE PANACEA, THE CURE ALL FOR EVERYTHING THAT THE MINISTRY OF EDUCATION IS CLUELESS ABOUT,

TO REPLACE ICT, THE EARLIER PANACEA, AND OF COURSE HERE COMES THE MOST BRILLIANT EDUCATIONIST IN THE COUNTRY, THE MB OF TERENGGANU WITH THE E-BOOK SOLUTION.

SO,

NOW ALL STUDENTS HERE WHO CANNOT READ BEFORE, OPENS THE E-BOOK AND HEY PRONTO, ATTAINS IMMEDIATE LITERACY

NOW ALL STUDENTS HERE WHO WERE LAZY TO READ BEFORE,EAGERLY OPENS THE E-BOOK AND HEY PRONTO, IMMEDIATE DILIGENCE

NOW ALL STUDENTS HERE WHO CANNOT READ BEFORE, OPENS THE E-BOOK AND HEY PRONTO, IMMEDIATE JOY BECAUSE NOW EVERY STUDENT HAVE DOWNLOADED ENOUGH GAMES TO SUSTAIN XX HOURS OF NON-STUDY

INCLUDING THE MB'S GAME, WHETHER SCAM OR OTHERWISE....................................................

NOW WE HAVE A PROBLEM HERE. ASSUMING WHAT SOME HEADMASTERS SAY IS TRUE, THE SUDDEN INCREASE IN COMPUTER GAME ADDICTION MAY SHOW ON THE RESULTS

BUT WE HAVE A LEGAL PROBLEM TOO HERE........................IS IT NOT ULTRA VIRES? WHAT IS THE LOCUS STANDI OF THE STATE GOVERNMENT WITH RESPECT TO EDUCATION.... INTERFERING WITH THE SYSTEM........DISHING OUT GOODIES AND THE WRONG ONES TOO. OF COURSE IF YOU DO NOT SPEND PETRO-MONEY NOW, YOU'D MISS OUT ON THE COMMISSION. AND EDUCATION PROVIDES ALI BABA AND THE 40 THIEVES BEST COVER FOR LOOTING.

WHAT OF ARTICLE 132 OR THE 9TH SCHEDULE OF THE CONSTITUTION?

IT IS AN OPEN SECRET.............GIMMICKS UPON GIMMICKS

REMOVING THE PERILS OF 1ST LANGUAGE 2ND LANGUAGE 'SOUND-FUSING': SCREENING OF SOUND BOX AND QUARANTINING OF LOCAL DIALECTS THROUGH ENFORCED READING

2010-09-05T07:57:00.000-07:00

closing the achievement gap, levelling the playing field, crossing the isthmus
between listening and hearing

Excerpts below, on the ABC's of first language second language sharing of the same pillars (the alphabet); on separating first language second language sound systems, continuously taught using monolingual local dialect sound box; on the screening of first language status; and the fact that any TRANSITION TO SECOND LANGUAGE PROFICIENCY REQUIRES EFFORT, which must be outcome based, practised from home to school, and back..............

THE SCREENING OF SOUND BOX AND QUARANTINING OF LOCAL DIALECTS IS ONLY POSSIBLE via SPIK

Thus Skim Pembacaan Inisiatif Kelab through the CERAP programme provides early opportunity for all students to have mastered bahasa Malaysia fluency ala TV newsreader, and the ability to autonomically change the sound system, [now multilingual from practice] when switching from local dialect to BM standard or English.

So it is imperative that teachers acquire multilingual sound box first, and the autonomic switching can only happen through constant practice (asah lidah). And teachers involved as facilitators for CERAP would inevitably gain reading fluency.

"This coach-a-coach approach not only enhances general reading skills, but have an in-built scheme whereby more coaches are trained internally as the programme develops. In this way the programme feeds itself without the need for onerous funding and training programmes for teachers.

"An interesting spin-off - from our experience - is that coaches themselves improve their own language skills along the way in the course of implementing the programme. We have also seen how delighted the students were with their new-found skills and also their new-found love for books that many offered to stay on as coaches beyond the designated time, creating an almost instant shift in their outlook to learning."

"Low achievers can be taught to excel by the simple approach of enhancing their reading skills and also by boosting their interest in learning with suitable supplementary modules. And for low achievers, we discovered, there is more pleasure for them to be coached by their peers, to be huddled together whilst the head coach cues correct pronunciations, or spelling, or assist them as their written work are being done."

"Since the nature of the sessions requires actual reading and active participation, the excitement and joy of competition provide the impetus for students to excel. This we have been able to observe at close range, the paradigm shift produced by the CERAP way. Compare that to the staid, passive and multiple-choice rote manner English is being taught!"

"We propose a minimum of 2 sessions per week, each lasting 90 minutes (1 hour of reading + 30 minutes of writing, spelling & other exercises per session), so that each student does 6 minutes of reading while being read to for the remaining 54 minutes, strictly speaking. Thus on a weekly basis, each student would have actually read for 12 minutes and listened for 108 minutes, making a 2 hour weekly diet of ongoing reading practice and 1 hour reinforcement activities. Compare this to virtually zero hour reading in most schools, where language is taught sans the sounds!"

"The assigned teacher/FACILITATOR/head coach will be supervising 4 coaching teams, each team ensconced to a component of the content module, competing to complete and move on to a higher level, or switching to a different component, say from reading to storytelling to writing mode. The flexibility is there to maintain group dynamism by allowing students to excel by having games and competitions, using the underlying content-woven 3000 word corpus target.

And with the daily diet of written exercises completed in each session, to be peer marked and corrected on the spot, parents need no longer worry about present state of affairs where teachers are too busy to mark and supervise pupils’ written work, and where mistakes get uncorrected and undetected for life."

PEMETAAN MINDA MENGENAI SKIM PEMBACAAN INISIATIF KEBANGSAAN atau SPIK

2010-09-02T08:20:00.001-07:00

Homeschooling Joy! Mat Shakespeare, best mimic, top reader from terrabaca proudly coaching neighbourhood kids

spik!

- di peringkat PPD, SKIM PEMBACAAN INISIATIF KEBANGSAAN atau SPIK bagi mengendalikan program latihan dalam perkhidmatan CERAP dengan menggunakan bahan-bahan yang dicadangkan (boleh difotostat sementara menunggu buku tiba), dengan objektif melahirkan sepasukan pembantu pengajar Bahasa Inggeris, sebaiknya dipilih dari kalangan guru-guru BM atau lain-lain guru yang rela, yang seharusnya tiada masalah dapat mencapai kefasihan membaca paling kurangnya. Tibalah masanya apabila latihan berjalan rukun Grammar mereka menjadi autonomik. Setiap sekolah sekurang-kurangnya menghantar seorang guru dari kalangan yang sanggup menjuarai kaedah ini dan mencambahkan bilangan koc di sekolah nanti.

- di peringkat sekolah, SKIM PEMBACAAN INISIATIF KELAB atau SPIK gelarannya, dijalankan sebagai latihan peningkatan kapasiti berstruktur dan yang berdasar keputusan, sebagai aktiviti kokurikular yang berdasarkan kaedah CERAP yang telah dipersetujui.

- di peringkat sekolah, SKIM PEMBACAAN INISIATIF KELAB atau SPIK tidak seharusnya menjejas jadual rasmi sekolah atau membawa kepada perbelanjaan dalam bajet sekolah. Semua kos bagi bahan dan modul dan lain-lain keperluan latihan dibiayai dari dana penajaan buku yang di kendalikan melalui PIBG dll.

- di peringkat sekolah, SKIM PEMBACAAN INISIATIF KELAB atau SPIK dikendalikan sebagai satu Pertandingan English Coaching, dengan menggunakan set-set bacaan sebagai garis penamat (ikut Tahap) dicatat jangkamasa dan digred, dan kemudiannya dirakam bacaan audionya dan juga digred.

- di peringkat sekolah, SKIM PEMBACAAN INISIATIF KELAB atau SPIK seharusnya membawa arus lebih gembira kepada para guru bahasa Inggeris dalam kelas formal.

- - di peringkat sekolah, SKIM PEMBACAAN INISIATIF KELAB atau SPIK harus memastikan pelajar telah mencapai paling kurang tahap penguasaan Intermediate level semasa PMR, dan High Intermediate ketika SPM ( pelajar teratas seharusnya sudah menjangkaui keperluan MUET banding dan sudah bersedia bagi menghadapi Cambridge A-Levels).

- di peringkat sekolah, SKIM PEMBACAAN INISIATIF KELAB atau SPIK paling tidak melahirkan pelajar yang memiliki kemahiran ekspresi dan peruturan jelas, yang mana sekaligus membangkitkan rasa nilai diri serta membina keyakinan sambil menghilangkan sikap putus asa ...[ada pula pakar sosiologi yang menyarankan boleh membawa kepada tamatnya fenomena gila mat rempit ].

- di peringkat sekolah, SKIM PEMBACAAN INISIATIF KELAB atau SPIK seharusnya diperluaskan sebagai program rakan latihan sepemimbing dengan memasukkan BM, Jawi, Bahasa Arab, English for Science & Technology, dengan menggunakan bahan modul yang tepat bagi mempertahankan momentum pacuan pembacaan sambil mengisi keperluan pelajar untuk terus melatih membaca.

- di peringkat DBP, SKIM PEMBACAAN INISIATIF KELAB atau SPIK seharusnya menjadikan mereka mahu menggali khazanah dalam setor mereka, membawa masuk pakar bahasa (dan nyahkan Konsortium keluar?) bagi mengeluarkan semula bahan bacaan bersiri bergred. KITAR SEMUA!

- di peringkat tuisyen sebagai industri sampingan, SKIM PEMBACAAN INISIATIF KELAB atau SPIK akan memaksa pengendali-guru untuk mengubahsuai dan memasukkan keperluan kefasihan membaca atau tutup kedai.

- di peringkat rumah, SKIM PEMBACAAN INISIATIF KELAB atau SPIK seharusnya menggalakkan kawalan ibubapa yang lebih serta dan kesedaran tentang kemajuan anak, kerana boleh melihat kad kemajuan membaca atau klik pada halaman portal. [Jika anak-anak tahu ayah tertarik, ini akan memacu mereka. Meskipun begitu Ibu selalu ada dan mengikuti.

- di peringkat PPD, SKIM PEMBACAAN INISIATIF KELAB atau SPIK tempat sekretariat Pertandingan English Coaching.

- di peringkat Kementerian, SKIM PEMBACAAN INISIATIF KELAB atau SPIK seharusnya dipertimbangkan, walaupun keperluan bajetnya kecil, suatu penswastaan tidak berkudis kepada negara.

MIND MAPPING THE SCHEME CALLED SKIM PEMBACAAN INISIATIF KEBANGSAAN

2010-08-31T19:52:00.000-07:00

spik!...seeking a paradigm shift from a 'never-asked-to-read-before' to a 'must-read' environment deAstroyed

We have been correctly advised that SPIK makes a better SPIN,

spik!

- at the PPD level, SKIM PEMBACAAN INISIATIF KEBANGSAAN or SPIK to organise CERAP in-service coach training programmes using suggested materials (photocopiable until the books arrive), with the objective of turning a corps of assistant English language instructors, preferably picked from BM language teachers or other volunteers, who would have no problem picking up at the least reading fluency. In time Grammar rules would be autonomic once the reading progresses. Each school should send at least 1 teacher willing to champion and breed coaches at school level.

- at the school level, SKIM PEMBACAAN INISIATIF KELAB or SPIK is the name, run as an extra-curricular capacity building outcome based structured practice strictly based on agreed CERAP method rules.

- at the school level, SKIM PEMBACAAN INISIATIF KELAB or SPIK should not interfere with the official timetable nor be a cost item in the school budget. The cost for materials/modules and other tools of the trade should be borne from a book sponsorship fund through PIBG etc.

- at the school level, SKIM PEMBACAAN INISIATIF KELAB or SPIK is run as an English Coaching Games, using the reading sets as finishing lines, timed and graded, and audio recorded and graded.

- at the school level, SKIM PEMBACAAN INISIATIF KELAB or SPIK should bring more joy to English language teachers in the formal classroom.

- at the school level, SKIM PEMBACAAN INISIATIF KELAB or SPIK must ensure students have reached minimum Intermediate level mastery by PMR stage, and High Intermediate by SPM stage (the top cream should reach beyond MUET banding and ready for Cambridge A-Levels).

- at the school level, SKIM PEMBACAAN INISIATIF KELAB or SPIK would at the minimal produce students with better expressive skills and coherence, raising self-esteem and building confidence whilst removing despair ...[which many sociologists believe would lead to death of mat rempit mania].

- at the school level, SKIM PEMBACAAN INISIATIF KELAB or SPIK should be expanded as peer coaching programme to include BM, Jawi, Bahasa Arab, English for Science & Technology, using the right modules and maintaining the reading momentum and meeting students hunger for more.

- at the DBP level, SKIM PEMBACAAN INISIATIF KELAB or SPIK should make them want to dig their treasures, bring the language experts in (and kick the Konsortium out?) and churn out a series of graded readers. KITAR SEMUA!

- at the tuition cottage industry level, SKIM PEMBACAAN INISIATIF KELAB or SPIK teacher-operators would have to adjust accordingly and include reading fluency or be left out of the market.

-at the home level, SKIM PEMBACAAN INISIATIF KELAB or SPIK should induce more parental control and awareness of child's progress, from viewing reading progress card or clicking on the portal. [If kids know dad interested, this will spur them on. Mums always there though.]

- at the PPD level, SKIM PEMBACAAN INISIATIF KELAB or SPIK 's secretariat for the Games.

- at the MOE level, SKIM PEMBACAAN INISIATIF KEBANGSAAN or SPIK should be considered, despite the lightness of its budget requirement, a painless privatisation.

SPIK KE ARAH PEMULTIMEDIAAN PEMBELAJARAN DIPACU SENDIRI PELAJAR (STUDENT-DRIVEN)

2010-08-30T20:55:00.001-07:00

recording the event...'multimediuming' learning

from school to home

surreptitious coaching expands the supplemental education hour

SPIK ATAU SKIM PEMBACAAN INISIATIF KELAB, YANG DIJENTERAKAN OLEH SUATU
KELAB KOKURIKULUM TUNAS EHSAN BERLUNASKAN ETHOS 'BUAH CEMPEDAK DI LUAR PAGAR' & 'MUAFAKAT MEMBAWA BERKAT', SUATU KELAB LATIHAN RAKAN SEPEMBIMBING
BERADU USAHA DENGAN SEMANGAT SETIAKAWAN DENGAN GURU SEBAGAI FASILITATOR

RECORDING THE EVENT AND MULTI-MEDIUMING LEARNING in situ, and coaching stations everywhere, from home to school and back....

This is the most fascinating part of CERAP coaching for students: recording the event. Armed with borrowed laptop, thumbdrive and microsoft recorder.............. and an enthusiasm rarely seen even from the shyest violet......
....group members record favourite story readout in storytelling mode (penceritaan) and upload to Kelab Tunas Ehsan portal linked in school website/homepage/weblog with audio upload software.

In any competitive environment, a public 'display' of effort to be appraised by the school community and family members is bound to generate surreptitious coaching and recording practice and practice..........

The accumulated recordings then graded and marked for listening practice use by the next coaching cohort.

The smarter school approach we dare say, considering WHAT HAPPENED TO THE SMART SCHOOL.

MEMANDAIKAN BANGSA TANPA MEMBUANG MASA ANAK BANGSA

2010-08-29T07:44:00.000-07:00

OFF SCHOOL coaching station overran by coach mat Shakespeare

BAGAIMANA MEMANFAATKAN JADUAL SEKOLAH SELEPAS UPSR
MENGISI KEKOSONGAN JIWA PELAJAR TERKESAN DENGAN KAEDAH HAFALAN

"Kaedah latihan dipanggil TUNAS EHSAN RANCANGAN REGU AMAL BACA, terrabaca atau juga
coach-a-coach, kerana ia merupakan latihan rakan sebaya di mana kesungguhan dianggap
komponen yang digred dan dinilai. Latihan membaca dijalankan oleh 4 kumpulan tersebut
secara zihar (read aloud) dan berputar mengikut giliran sambil dibuat pembetulan
berterusan oleh koc atau jurulatih bagi setiap kesilapan.

Tumpuan kepada kekerapan bagi mendapat kefasihan, atau kefasihan dari kekerapan,
melahirkan pengukuhan yang perlu untuk mengekalkan apa yang sudah dipelajari.
Ini penting dalam suasana di mana penggunaan bahasa formal amat terhad ,
kerana walaupun bahasa diajar tetapi tidak dipelajari. Ia kembali pada
konsep asal bahawa bahasa itu perlu ada bunyinya.
Dan bunyinya setepat mungkin!

Ketrampilan ekspresi diri sudah mula menyerlah..........

Ditambah pula dengan keperluan latihan menulis sebelum selesai setiap sesi latihan,
yang diperiksa dan digred dengan serta-merta oleh rakan sebaya; maka ibubapa
tidak lagi perlu resah akan gejala kerja rumah anak-anak yang tidak disemak
dan diperbaiki oleh guru yang terlalu sibuk dengan urusan lain. "

From Readaloud to Writealot - expanding the supplemental education hour....from home to school and back

The Maratib of the Content

Early Listening Stage UPSR (PMR/SPM remedial)

1-10 stories picked and chosen by students from storynory.com, printed in Word format and keywords highighted, accompanied by downloaded audiofile of readout by natasha for listening practice, readaloud in storytelling mode. Facilitator to identify best mimic to be coach.

Early Reading Stage 1 UPSR (PMR/SPM remedial)
1- Grading of first language skills using Utusan's Himpunan 366 Cerita Rakyat Malaysia
2- Hidden Grammar in read aloud mode- Ladybird's Key Word reading scheme 1 a - 12 c
3- Basic Literature in storytelling mode- Utusan's 366 Collection of Malaysian Folk Tales
4- Grammar Practice- Times Educational Primary English for Malaysians 1A - 6
5- Writing Practice- Longman's three-level Ready to Write series

Further Reading Stage 2 UPSR (PMR/SPM remedial)
Barron's Maths and Science Wizardry
Usborne's Puzzle Adventure Omnibus
Ladybird's Classic Collection
Oxford Bookworms
Puffins Roald Dahl audio books
and thousands more freely available on the net for the diligent

Extensive Reading to Intensive Reading Stage 3 (also for post SPM refresher/BILAS)

Literature in storytelling mode:
Penguin Readers
Oxford Bookworms Book and Audio CD set Level 1 - Level 6

Grammar Practice:
Grammar Builder Level 1-5, By Adibah Amin, Rosemary Eravelly, Farida J Ibrahim
(Cambridge University Press)
Longman's GrammarWorks Books 1-4
Oxford's Grammar Spectrum 1- 3

Writing Practice:
Oxford Reason to Write: 1- 4
Strategies for Success in Academic Writing

Conversation Practice:
Oxford's Join In - Developing Conversation Strategies 1- 3

APA ITU KAEDAH LATIH MELATIH PELATIH MEMBACA MELALUI KELAB TUNAS EHSAN?

2010-08-28T10:33:00.000-07:00

alas...how to put common sense into paper..

RANCANGAN TUNAS EHSAN DI SEKOLAH PASCA UPSR 2010?

ADAKAN SKIM PEMBACAAN INISIATIF NASIONAL ATAU SPIN
DALAM AGENDA JAWATANKUASA MBMMBI KEMENTERIAN
DALAM JADUAL LATIHAN PERINGKAT PPD
ADAKAN SKIM PEMBACAAN INISIATIF KELAB ATAU SPIK
DAN TUNASKAN GURU FASILITATOR
DAN LAHIRKAN KOC BAGI SPIK 2011

Pembelajaran yang berkesan hanya boleh bermula dari keupayaan pelajar membaca dan menulis, dan keupayaan ini biasanya lahir dari latihamal berterusan. Kelab TUNAS EHSAN diwujud sebagai badan kokurikulum bagi meningkatkan tahap membaca dan menulis atau celik huruf secara mudah, sebagai suatu kaedah ‘campur tangan’ berbentuk tambahan. Objektif penubuhan Kelab TUNAS EHSAN untuk memperkayakan kurikulum sedia ada dan menyelamatkan mereka yang terkebelakang dalam proses pendidikan, sambil sekaligus membina dan mempertingkat keupayaan pelajar teratas.

Ia boleh mengganti budaya tuisyen yang dilalui pelajar hari ini apabila dipaksa mengulang bahan sama seperti di sekolah, yang dipelajari untuk peperiksaan semata-mata tanpa memberi tumpuan pada ikhtiar mengatasi mana-mana kelemahan atau masalah pembelajaran mereka. Ia juga menjejak kurikulum rasmi sambil menambah waktu belajar kerana pelajar akan berusaha bersungguh-sungguh mencari ruang masa untuk menguasai bahan yang ditetapkan.

Tiada ragu lagi guru merupakan portal terbaik apabila mereka dapat bertindak sebagai fasilitator dalam proses pendidikan dengan menggalak dan menyediakan suasana bagi persekitaran pembelajaran yang lebih mencabar.

Di sini diperkenalkan rangka kaedah bagi menaikkan tahap mutu celik huruf (literacy enhancement) di sekolah melalui penubuhan Kelab TUNAS EHSAN. Kelab ini bertindak sebagai pemacu program bimbingan sesama rakan, yang digerakkan ke arah aktiviti membaca dan menulis secara meluas dan bertubi-tubi tetapi berstruktur. Tentunya kesemua pelajar perlu dilibatkan, kerana bukankah kita berdosa kiranya sebahagian daripada mereka diabaikan?

Pada asasnya belakang parang sekalipun jika diasah lagikan tajam!

Kelab TUNAS EHSAN boleh dimulakan dengan bilangan maksimum 44 ahli dari pelajar tahun 6. Ahli-ahli dibahagikan kepada 4 kumpulan yang terdiri dari 10 pelajar + 1 koc yang dipilih. Buku yang disyorkan, 366 A Collection of Malaysian Folk Tales [bagi pembacaan Bahasa Inggeris] dan Himpunan 366 Cerita Rakyat Malaysia [bagi pembacaan Bahasa Melayu] mengandungi 366 cerita-cerita pendek yang menarik bagi pelajar memilih, melatih baca berulangkali dan akhirnya mula merakam bacaan setelah lancar dan fasih.

Sebagai suatu kaedah pemulihan serta pengkayaan rangka pelajaran digubal bagi menerapkan keupayaan pelajar dalam keempat-empat kemahiran perlu pada pembelajaran bahasa, iaitu kemahiran mendengar, membaca, menulis dan bertutur. Tumpuan utama kaedah ini ialah pertamanya mengerakkan pelajar ke arah aktiviti pembacaan semaksimum mungkin bahan yang telah dipilih, sama ada buku atau buku berserta audio. Ia program pembacaan wajib yang dijalankan secara berkala oleh 4 kumpulan latihan dari setiap kelas di bawah pengawasan guru.

Kaedah latihan dipanggil TUNAS EHSAN RANCANGAN REGU AMAL BACA, terrabaca atau coach-a-coach, kerana ia merupakan latihan rakan sebaya di mana kesungguhan dianggap komponen yang digred dan dinilai. Latihan membaca dijalankan oleh 4 kumpulan tersebut secara zihar (read aloud) dan berputar mengikut giliran sambil dibuat pembetulan berterusan oleh koc atau jurulatih bagi setiap kesilapan.

Tumpuan kepada kekerapan bagi mendapat kefasihan, atau kefasihan dari kekerapan, melahirkan pengukuhan yang perlu untuk mengekalkan apa yang sudah dipelajari. Ini penting dalam suasana di mana penggunaan bahasa formal amat terhad , kerana walaupun bahasa diajar tetapi tidak dipelajari. Ia kembali pada konsep asal bahawa bahasa itu perlu ada bunyinya. Dan bunyinya setepat mungkin!

Ketrampilan ekspresi diri sudah mula menyerlah..........

Ditambah pula dengan keperluan latihan menulis sebelum selesai setiap sesi latihan, yang diperiksa dan digred dengan serta-merta oleh rakan sebaya; maka ibubapa tidak lagi perlu resah akan gejala kerja rumah anak-anak yang tidak disemak dan diperbaiki oleh guru yang terlalu sibuk dengan urusan lain.

Guru yang mengendali pasukan-pasukan, sebagai fasilitator merangkap head coach kepada 4 pasukan misalnya, memastikan setiap pasukan tertumpu kepada suatu komponen modul, sambil mereka bertanding untuk menghabiskannya dan melangkah ke tahap lebih tinggi. Atau guru mengarahkan mereka beralih ke komponen lain, misalnya dari modul membaca kepada modul penceritaan atau pertuturan.

Latihan Kelab TUNAS EHSAN di sekolah seharusnya dilakukan sekurang-kurangnya 2 sesi seminggu, setiap sesi waktu minimumnya 90 minit (1 jam bacaan + 30 minit menulis, mengeja & lain-lain latihan), supaya setiap pelajar dapat membaca selama 6 minit seorang sambil mendengar bacaan rakan selama 54 minit yang selebihnya, secara kasar. Jadi pada kadar seminggu, setiap pelajar telah membaca selama 12 minit dan mendengar selama 108 minit, menjadikannya 2 jam seminggu latihan membaca dan 1 jam aktiviti pengukuhan.

Perlu juga diambil kira kesan aktiviti yang merangsang pelajar berlatih secara senyap-senyap sebagai persediaan, terutama dalam suasana kompetitif yang diwujudkan. Jadi aktiviti Kelab TUNAS EHSAN dilanjutkan melangkaui waktu sekolah kerana ahli-ahli berlatih untuk penyertaan English Coaching Games yang antara lain memerlukan setiap pasukan memilih dua ahli yang terbaik untuk merakamkan bacaan mana-mana dari 366 cerita itu, bagi dimuatnaik ke dalam portal sekolah bagi dinilai warga sekolah

(nanti dimuatnaik ke Portal SPIN Tunas Ehsan (under construction, perpetually waiting for moe support).

Rakaman itu juga boleh digunakan bagi melatih kumpulan baru yang menyertai Kelab TUNAS EHSAN, sekaligus mewujudkan skema yang membiak, atau lebih tepat terTUNASnya bakal koc. Begitu juga penambahan bilangan rakaman bagi dinilai oleh rakan sebaya, dan yang terpilih boleh menjadi bahan audio untuk latihan seterusnya. Ini juga memberi peluang bagi guru menilai dan mengatur semula bahan mengikut pencapaian pelajar dalam kumpulan.

Melalui Kaedah coach-a-coach ini Guru juga dapat mencerna kemahiran membaca, malah telah sedia terbina dalam kaedah ini sistem mencambahkan koc, atau coach breeding. Guru sebagai fasilitator diberi tugas menentukan aktiviti latih melatih pelatih bagi memastikan penyertaan pelatih bertambah bagi menjayakan program ini.

Dengan pengukuhan kemahiran asasi bahasa kita akan berjaya menentukan wujudnya 'level playing field" kerana "grading is also based on effort".

Pada asasnya belakang parang sekalipun jika diasah lagikan tajam!

KAEDAH KELAB TUNAS EHSAN

1. Setiap kumpulan bersepuluh akan beradu menghabiskan set bacaan yang ditetapkan di bawah bimbingan seorang koc atau pembantu koc yang dipilih oleh guru kelas dari kalangan ahli kumpulan.

2. Setiap kumpulan dalam kelas akan bertanding untuk melahirkan pembaca terbaik, dan mereka yang meningkat dalam pembacaan boleh memilih masuk kumpulan lebih baik yang digred ikut tahap A, B, C dan D.

3. Setiap pelajar akan berpeluang dilantik koc atau pembantu koc berdasarkan pencapaian dalam pembacaan serta jumlah jam yang mereka sumbangkan membantu rakan kumpulan yang masih lemah.

4. Penentuan markah akan berdasarkan kefasihan, penyebutan, usaha dan semangat kerjasama yang ditunjukkan setiap pelajar dalam menentukan tahap kumpulan.

5. Kaedah yang digunakan untuk latihan hendaklah kaedah coach-a-coach.

Sila baca mengenai "Meningkatkan tahap membaca dan menulis melalui Kelab TUNAS EHSAN penggerak inisiatif ENGLISH COACHING GAMES 2010/2011" seterusnya...................

PSIKOMOTOR PEMBANGKITAN LITERASI JIWA MURID MELALUI SKIM PEMBACAAN INISIATIF NASIONAL

2010-08-28T07:49:00.000-07:00

PSYCHOMOTORING TO LITERACY ENHANCEMENT via SPIN

SKIM PEMBACAAN INISIATIF NASIONAL
SPIN
... and not forgetting the other spin, for special pupils in need

EDUCATION FOR ALL THROUGH LITERACY ENHANCEMENT,AND PSYCHOMOTORING IT VIA AN EXTENSIVE READING PROGRAMME!

AN ENFORCED READING PROGRAMME FOR HOME AND SCHOOL PRACTICE,
CALL IT READ COMMAND MODE, CALL IT THE HITLER METHOD [BECAUSE EVERYBODY MUST READ AND WRITE OPENLY AND WITH GUSTO TO COMPLETE THE SETS, AND INDIVIDUAL AND GROUP EFFORT TO BE RECORDED AND BE GRADED]

AT LEAST EVERYBODY CAN READ,
AND CAN WRITE NOW

AND THEY CAN BECAUSE THEY ARE FORCED TO, OR ASKED TO, OR EXPECTED TO

AND NOW THAT THEY ARE FLUENT

THEY WISH TO READ MORE

SO THEY COACH

SO 10 MAKES 100

ALL TEACHERS - INVITATION TO JOIN THE CERAP COACH TRAINING WORKSHOP

2010-08-27T06:00:00.001-07:00

REENGINEERING PEDAGOGY USING TEXTUAL MNEMONICS- FROM FURTHER READINGS TO FOREVER READING

CERAP -
COACH-A-COACH EXTENSIVE READING ASSISTANCE PLAN

....psychomotoring literacy enhancement

CERAP COACHING

3 day SPAQLE TO SPIK TRAINING WORKSHOP
40 TRAINEES 6 HOURS PER DAY/18 HOUR PLAN -1ST 1000 MINUTES
COMMITTED TO COACH ANOTHER 400 COACHES FOR SCHOOL USE
PREFERABLY NON-ENGLISH LANGUAGE TEACHER WITH EXCELLENT BM
WANTS TO RUN METHOD FOR SCHOOL AND HOME TUITION LEARNERS

SELAMAT DATANG KE "ENGLISH COACHING GAMES 2010/2011"

2010-08-26T06:23:00.000-07:00

ahlan wa sahlan!

WELCOME TO THE ENGLISH COACHING GAMES 2010/2011

[We propose that the extensive reading program be first run as post UPSR ENGLISH COACHING GAMES 2010/2011 for all sekolah kebangsaan, using Utusan's 366 Collection as class readers, to be supplied via a PIBG-led reading sponsorhip drive]

Kami mensasarkan laman ini khusus bagi para guru dan ibubapa yang sedang mencari ikhtiar tentang bagaimana menaikkan tahap penguasaan Bahasa Melayu dan Bahasa Inggeris anak-anak, atau yang sedang mencari kaedah yang boleh merumuskan kebelengguan serta yang tertanya-tanya kenapa tiada pencapaian walaupun berbagai langkah pembaikan telah dilakukan.

Inisiatif Akademi Terrabaca ini boleh membantu mengenalpasti bahan yang sesuai untuk memulakan kaedah yang dicadang sebagai satu program "capacity building" bagi membantu pelajar menguasai bahasa dengan lebih berkesan sebelum mereka meninggalkan bangku sekolah. Hanya melalui penguasaan kemahiran bahasa yang mantap pelajar mampu memacu dan maju dalam semua matapelajaran lain.

Yang paling penting pelajar dapat mengatasi kesan negatif diakibatkan dari momokan betapa sukarnya Bahasa Inggeris, mula berkeyakinan diri pada tahap yang lebih tinggi dan dengan secara mendadak mengubah perspektif mereka mengenai pembelajaran.

Matlamat utama inisiatif ini ialah:

Membantu sekolah mewujudkan mekanisma pembacaan atau "install an ongoing reading mechanism into the learning culture" melalui Kelab TUNAS EHSAN yang merupakan aktiviti latihan berstruktur dan berdasarkan kaedah "the student is the syllabus". Ianya satu kaedah yang mencari tahap sebenar pelajar kerana bahan bacaan yang dipilih bergred dan menjadi "automatic diagnostic aid", yang kemudiannya memudahkan pemilihan bahan dan latihan yang tepat ke sasaran, serta mengubah pelajar dari sikap tidak minat membaca kepada mereka yang dipanggil "avid readers".

Sekolah boleh menggunakan Kelab TUNAS EHSAN sebagai persediaan pelajar mewakili sekolah dalam mana-mana aktiviti, misalnya mereka yang akan menyertai mana-mana pertandingan Bahasa. Selama ini sekolah begitu terikat dengan sebilangan kecil pelajar cerdas, jadinya orang yang sama juga yang selalu disuakan mewakili sekolah dalam pertandingan-pertandingan sebegitu. Kelab TUNAS EHSAN memperluaskan pilihan sekolah dan memberi ruang kepada pelajar lemah untuk menyertai semua aktiviti setelah kelemahan diatasi.

Ia juga membantu ibubapa mengambil langkah pemulihan melalui kaedah yang memudahkan mereka memantau kemajuan pelajar kerana bahan yang digunakan digred mengikut tahap pelajar dan boleh ditambah beransur-ansur mengikut peningkatan keupayaan. Pelajar yang tertinggal dengan itu akan diberi perhatian lebih oleh rakan koc. Kerjasama PIBG dan sekolah melaksanakan Kelab TUNAS EHSAN merupakan prinsip teras program, iaitu ia tidak boleh membebankan kewangan sekolah, dan tidak juga mengganggu jadual sedia ada.

Di harap kaedah ini akan memulakan trend tuisyen ala francais kampung (barefoot franchise) untuk menambah bilangan koc kerana sesiapa yang berminat boleh dilatih mengendalikan kumpulan Kelab TUNAS EHSAN di rumah untuk menampung dan mewujudkan kumpulan belajar bersama anak yang culas belajar. Aktiviti kumpulan penting untuk mewujudkan "group dynamism".

Ia dirangka sebagai program tambahan yang sekaligus mempunyai ciri-ciri pemulihan dan pengkayaan bagi mengisitambun kekurangan dan kelemahan dengan menggunakan pendekatan kemahiran mendengar, membaca dan menulis berstruktur, yang pasti menaikkan tahap kebolehbacaan serta pencapaian pelajar secara umumnya dalam pengajian mereka. INI CARA MELONJAKKAN PELAJAR KE TAHAP BAHASA KEDUA, yang memerlukan kemahiran penggunaan bahasa dalam karang mengarang dan pertuturan.

Melalui Kaedah coach-a-coach ini pelajar bukan sahaja dapat mencerna dan menCERAP kemahiran membaca, malah telah sedia terbina dalam kaedah ini sistem penambahan automatik bilangan koc apakala program semakin matang. Salah satu dari kesan kaedah ini ialah bagaimana koc yang diberi tugas melatih begitu berjaya menaikkan pencapaian kemahiran diri tatkala melaksanakan program ini.

Hasil dari pengukuhan kemahiran baru ini, pelajar pasti akan mula menyayangi buku, dan biasanya ramai yang akan menawarkan diri untuk terus menjadi koc walaupun sudah selesai masa yang ditetapkan.

KAEDAH KELAB TUNAS EHSAN MEMASTIKAN MEREKA BELAJAR DALAM SUASANA KOMPETITIF KERANA ADA UNSUR PERLUMBAAN BAGI MENCAPAI TAHAP YANG DITENTUKAN, JUGA BAGI MENGEKALKAN MINAT BERLATIH, BESERTA SUASANA SERONOK DAN GEMBIRA MEREKA KERANA KEMAJUAN KETARA SELEPAS MENU MODUL BAHAN DIHABISI!

Rancangan TUNAS EHSAN di sekolah - Puncak kini Paksi

RANCANGAN TUNAS EHSAN DI SEKOLAH

Kelab TUNAS EHSAN boleh dimulakan dengan bilangan maksimum 44 ahli dari pelajar tahun 6. Ahli-ahli dibahagikan kepada 4 kumpulan yang terdiri dari 10 pelajar + 1 koc yang dipilih. Buku yang disyorkan, 366 A Collection of Malaysian Folk Tales [bagi pembacaan Bahasa Inggeris] dan Himpunan 366 Cerita Rakyat Malaysia [bagi pembacaan Bahasa Melayu] mengandungi 366 cerita-cerita pendek yang menarik bagi pelajar memilih, melatih baca berulangkali dan akhirnya mula merakam bacaan setelah lancar dan fasih.

Sebagai suatu kaedah pemulihan serta pengkayaan rangka pelajaran digubal bagi menerapkan keupayaan pelajar dalam keempat-empat kemahiran perlu pada pembelajaran bahasa, iaitu kemahiran mendengar, membaca, menulis dan bertutur. Tumpuan utama kaedah ini ialah pertamanya mengerakkan pelajar ke arah aktiviti pembacaan semaksimum mungkin bahan yang telah dipilih, sama ada buku atau buku berserta audio. Ia program pembacaan wajib yang dijalankan secara berkala oleh 4 kumpulan latihan dari setiap kelas di bawah pengawasan guru.

Kaedah latihan dipanggil RANCANGAN REGU AMAL BACA, terrabaca atau coach-a-coach kerana ia merupakan latihan rakan sebaya di mana kesungguhan dianggap komponen yang digred dan dinilai. Latihan membaca dijalankan oleh 4 kumpulan tersebut secara zihar (read aloud) dan berputar mengikut giliran sambil dibuat pembetulan berterusan oleh koc atau jurulatih bagi setiap kesilapan. Tumpuan kepada kekerapan bagi mendapat kefasihan, atau kefasihan dari kekerapan, melahirkan pengukuhan yang perlu untuk mengekalkan apa yang sudah dipelajari. Ini penting dalam suasana di mana penggunaan bahasa formal amat terhad , kerana walaupun bahasa diajar tetapi tidak dipelajari. Ia kembali pada konsep asal bahawa bahasa itu perlu ada bunyinya. Dan bunyinya setepat mungkin!

Ditambah pula dengan keperluan latihan menulis sebelum selesai setiap sesi latihan, yang diperiksa dan digred dengan serta-merta oleh rakan sebaya; maka ibubapa tidak lagi perlu resah akan gejala kerja rumah anak-anak yang tidak disemak dan diperbaiki oleh guru yang terlalu sibuk dengan urusan lain.

Guru yang mengendali pasukan-pasukan, sebagai head coach kepada 4 pasukan misalnya, memastikan setiap pasukan tertumpu kepada suatu komponen modul, sambil mereka bertanding untuk menghabiskannya dan melangkah ke tahap lebih tinggi. Atau guru mengarahkan mereka beralih ke komponen lain, misalnya dari modul membaca kepada modul penceritaan atau pertuturan.

Latihan Kelab TUNAS EHSAN di sekolah seharusnya dilakukan sekurang-kurangnya 2 sesi seminggu, setiap sesi waktu minimumnya 90 minit (1 jam bacaan + 30 minit menulis, mengeja & lain-lain latihan), supaya setiap pelajar dapat membaca selama 6 minit seorang sambil mendengar bacaan rakan selama 54 minit yang selebihnya, secara kasar. Jadi pada kadar seminggu, setiap pelajar telah membaca selama 12 minit dan mendengar selama 108 minit, menjadikannya 2 jam seminggu latihan membaca dan 1 jam aktiviti pengukuhan.

Perlu juga diambil kira kesan aktiviti yang merangsang pelajar berlatih secara senyap-senyap sebagai persediaan, terutama dalam suasana kompetitif yang diwujudkan. Jadi aktiviti Kelab TUNAS EHSAN dilanjutkan melangkaui waktu sekolah kerana ahli-ahli berlatih untuk penyertaan English Coaching Games yang antara lain memerlukan setiap pasukan memilih dua ahli yang terbaik untuk merakamkan bacaan mana-mana dari 366 cerita itu, bagi dimuatnaik ke dalam portal AKADEMI TERRABACA.

Rakaman itu juga boleh digunakan bagi melatih kumpulan baru yang menyertai Kelab TUNAS EHSAN, sekaligus mewujudkan skema yang membiak, atau lebih tepat terTUNASnya bakal koc. Begitu juga penambahan bilangan rakaman bagi dinilai oleh rakan sebaya, dan yang terpilih boleh menjadi bahan audio untuk latihan seterusnya. Ini juga memberi peluang bagi guru menilai dan mengatur semula bahan mengikut pencapaian pelajar dalam kumpulan.

Melalui Kaedah coach-a-coach ini Guru juga dapat mencerna kemahiran membaca, malah telah sedia terbina dalam kaedah ini sistem coach breeding. Guru diberi tugas menentukan aktiviti latih melatih pelatih bagi memastikan penyertaan pelatih bertambah bagi menjayakan program ini.

Dengan pengukuhan kemahiran asasi bahasa kita akan berjaya menentukan wujudnya 'level playing field" kerana "grading is also based on effort".

Pada asasnya belakang parang sekalipun jika diasah lagikan tajam!

KAEDAH KELAB TUNAS EHSAN

1. Setiap kumpulan bersepuluh akan beradu menghabiskan set bacaan yang ditetapkan di bawah bimbingan seorang koc atau pembantu koc yang dipilih oleh guru kelas dari kalangan ahli kumpulan.

2. Setiap kumpulan dalam kelas akan bertanding untuk melahirkan pembaca terbaik, dan mereka yang meningkat dalam pembacaan boleh memilih masuk kumpulan lebih baik yang digred ikut tahap A, B, C dan D.

3. Setiap pelajar akan berpeluang dilantik koc atau pembantu koc berdasarkan pencapaian dalam pembacaan serta jumlah jam yang mereka sumbangkan membantu rakan kumpulan yang masih lemah.

4. Penentuan markah akan berdasarkan kefasihan, penyebutan, usaha dan semangat kerjasama yang ditunjukkan setiap pelajar dalam menentukan tahap kumpulan.

5. Kaedah yang digunakan untuk latihan hendaklah kaedah coach-a-coach.

Meningkatkan tahap membaca dan menulis melalui Kelab TUNAS EHSAN penggerak inisiatif ENGLISH COACHING GAMES 2010/2011

Pembelajaran yang berkesan hanya boleh bermula dari keupayaan pelajar membaca dan menulis, dan keupayaan ini biasanya lahir dari latihamal berterusan. Kelab TUNAS EHSAN diwujud sebagai badan kokurikulum bagi meningkatkan tahap membaca dan menulis atau celik huruf secara mudah, sebagai suatu kaedah ‘campur tangan’ berbentuk tambahan. Objektif penubuhan Kelab TUNAS EHSAN untuk memperkayakan kurikulum sedia ada dan menyelamatkan mereka yang terkebelakang dalam proses pendidikan, sambil sekaligus membina dan mempertingkat keupayaan pelajar teratas.

Ia boleh mengganti budaya tuisyen yang dilalui pelajar hari ini apabila dipaksa mengulang bahan sama seperti di sekolah, yang dipelajari untuk peperiksaan semata-mata tanpa memberi tumpuan pada ikhtiar mengatasi mana-mana kelemahan atau masalah pembelajaran mereka. Ia juga menjejak kurikulum rasmi sambil menambah waktu belajar kerana pelajar akan berusaha bersungguh-sungguh mencari ruang masa untuk menguasai bahan yang ditetapkan.

Tiada ragu lagi guru merupakan portal terbaik apabila mereka dapat bertindak sebagai fasilitator dalam proses pendidikan dengan menggalak dan menyediakan suasana bagi persekitaran pembelajaran yang lebih mencabar.

Di sini diperkenalkan rangka kaedah bagi menaikkan tahap mutu celik huruf di sekolah melalui penubuhan Kelab TUNAS EHSAN. Kelab ini bertindak sebagai pemacu program bimbingan sesama rakan, yang digerakkan ke arah aktiviti membaca dan menulis secara meluas dan bertubi-tubi tetapi berstruktur. Tentunya kesemua pelajar perlu dilibatkan, kerana bukankah kita berdosa kiranya sebahagian daripada mereka diabaikan?

Pada asasnya belakang parang sekalipun jika diasah lagikan tajam!

SILA BACA SETERUSNYA...

JUMPSTARTING READING FOR INTERMEDIATE LEVEL MASTERY AND THE BOOK TRAIL

2010-08-25T17:56:00.000-07:00

from readaloud and writealot to silent sustained reading-baca dalam hati-
the book trail, the maratib of the content for upsr, pmr, spm and post spm

"Sustained Silent Reading (SSR) -- or DEAR (Drop Everything And Read),
as some people call it -- can be one more tool for developing lifelong readers."

Listening Practice
courtesy of Ms. Natasha from storynory.com, downloaded audio readout accompanied by printed copies of stories picked by the group members.

All 4 groups will be vying to finish the 10 stories and competing to be in Group A. At this stage choosing the best mimic (British accent and all) as coach will ensure enunciation and intonation is maintained. Best is the Burung Tiong in the group, and could actually end in the last group once the book trail expands. But he would have had his day.

Also a warming-up listening practice to install method and familiarise students with method rules and discipline, as well as to identify the four coaches and four assistant coaches from a class of 40 needed to run a class programme.

Early Reading Stage UPSR (PMR/SPM remedial)

1- Grading of first language skills using Utusan's Himpunan 366 Cerita Rakyat Malaysia***
2- Hidden Grammar in read aloud mode- Ladybird's Key Word reading scheme 1 a - 12 c
3- Basic Literature in storytelling mode- Utusan's 366 Collection of Malaysian Folk Tales
4- Grammar Practice- Times Educational Primary English for Malaysians 1A - 6
5- Writing Practice- Longman's three-level Ready to Write series

Further Reading Stage UPSR (PMR/SPM remedial)

Barron's Maths and Science Wizardry
Usborne's Puzzle Adventure Omnibus
Ladybird's Classic Collection
Oxford Bookworms
Puffins Roald Dahl audio books
and thousands more freely available on the net for the diligent

---
***This simple exercise involves getting students to copy in BM from Utusan's Himpunan 366 Cerita Rakyat Malaysia the 10 stories to be read later in English, to be read aloud in class practice, with each best reader rewarded with the honour of reading it aloud during the weekly school assembly.

SOARING TO NEW HEIGHTS - READING GRAMMAR THROUGH WRITING PRACTICE

2010-08-25T08:14:00.001-07:00

Lang Merah swooping for a snoop tanjung tuan port dickson
reblogged from http://realnicebirds.blogspot.com/

1. The facilitator to decide when the Grammar practice component is to be introduced after each reading session.

2. Each reading session merely means aiming for the completion of the numbered story picked by group consensus, and completion means all able to read fluently, able to achieve 90% above in post-reading spelling tests.

3. Fluency is reflected in the reduced time span to finish the story, so the last 30 minutes should now be used for the Grammar practice set.

4. Writing is a chore for students, but as our studies show group dynamism spiralled in a competitive environment, and in a system revolving around tests and marks, written work must be treated as tests to be graded and to determine coaching qualification.

5. Just like spelling tests conducted after each reading session, the written exercises should be taken as in written exam, to be peer marked and corrected on the spot.

6. An assistant coach is in charge of recording each outcome (marks) to be tallied at the end of the book trail, and the top achievers to be announced at year end for best coach, best reader, best storyteller, best grammarian, best mimic, best phone-a-coach coach, best achiever (the Kelas Harapan guy in 6F given up for good but obtained A in preUPSR English exam).

7. It is also important to note that the competitiveness creates a learning tension and eagerness to outdo the other person. Since the grading outcome is tallied at year end the slow but diligent learner has an opportunity to catch up and avoid being stuck in group D. Some bound to buy home set for home practice to get full marks, thus reinforcing the grammar.

8. This outcome based approach - reading fluency and correct written grammar acquired and acknowledged on the spot by friends - as objectives set out and ingrained in group psyche - carried out in camaraderie- [semangat setiakawan] spurs them to finish the set and step into the joy of the further reading set.

9. The back to basics approach - balik ke pangkal jalan - starting from scratch in Grammar practice is to ensure a clean sweep of errors and mistakes. More importantly the better students, the diligent will have the benefit of reinforcement of their grammar whilst coaching, and can thus jump to the Further Reading stage.

10. Outcome of the programme is such that Group A will be doing the Science/Math Wizardry set whilst also coaching B,C,D . Group D most likely 7 sessions behind. The speed needed to achieving pre-intermediate level and bridging the great divide between KBSR and KBSM is then assured.

MAKHRAJIC MAGIC - COUNTDOWN FROM DICTION TO FLUENCY

2010-08-25T06:07:00.000-07:00

kampung bunian bukit bauk
[30" x 40" oil painting by terengganu artist S Jamal]
-from lang merah series courtesy galeri tangsi-

The Maratib of the content

Our record did indicate that fluency acquired from constant reading and writing practice of the proposed school set, is the best measuring tool for facilitators to rely on in choice of coaches or higher level materials, and when used as either remedial, refresher or enrichment framework

UPSR students who have obtained fluency with the Key Words set (after 15-20 hours of coaching) scored A's in both the school and UPSR exams
PMR students who have obtained fluency with the Key Words and grammar practice set (after 20-30 hours of coaching) scored A's in both the school and PMR exams
SPM students who have obtained fluency with the Key Words and grammar practice set and the Ready to write set (after 30-50 hours of coaching) scored A's in both the school and SPM exams
Post SPM [Diploma and degree] teachers with MUET Level of Band 2 should at least be able to achieve Band 6 (for example should they resit MUET to obtain better places for Masters degree], aided by the 3-stage Bilas practice sets [bookworms, grammar spectrum and Ready to write series]

Listening skills with Key Words

1- Getting students to enunciate words they are now familiar with after having listened and read 10 stories from storynory.com (or any other online audio resources) is best done from scratch.

2- Key Words form 75 percent of words present in most sentences, they are the framework of each sentence that conveys meaning, and graded readers are most effective due to the repetitiveness of the tasks required (students not allowed to move up unless certified fluency for each book assigned).

3- The stricter the coach, the frequency for fluency, will ensure students now grasp the grammatical twists involved and brings forth instant understanding of text.

4. The reading dynamism and competitiveness of the approach, the race to finish first and move to higher levels will lead to actual discernible literacy development as students move on to scour interesting books as further reading becomes a habit. And as avid readers their new found love for books has a positive impact on their self-esteem.

5. It is most important that each reading session must end with spelling activities, copying, dictation and instant CORRECTIONS.

6. Once students have shown fluency at Level 6 they are now introduced to ESL material. This transition is best done as early as possible with the A group to prepare them with the coaching of the other groups. We strongly recommend Utusan's 366 Collection of Malaysian Folk Tales as entry level ESL class readers.

7. Although Utusan's not graded as such the numbering of the stories, its rich variety and choice allows (in the spirit of student is the syllabus) for grading by students. The reading choice is theirs by consensus, and ultimately the better students will pick out the longer ones.

8. Based on the choices made the facilitator should have some ideas about students' reading tastes and genre, and inform the library master accordingly, now that they can and want to read.

9. Once first language interference is cured, students are able to switch with ease from Bahasa Melayu sound system to English, for these are words they can say, spell and place in its grammatical context.

10. The next stage would be early usage (writing), thus the move to grammar reading and writing practice, graded and again takes into account the difference in group pace.

LISTENING SKILLS - LULL BEFORE THE COACHING STORM

2010-08-24T08:35:00.000-07:00

dari http://dinies.tumblr.com/page/2

Listening skills with Natasha of storynory.com

Group activity assigned by teacher as facilitator.

1-Each coaching group chooses and copy onto word document/pdf 10 stories as read by Natasha, and download the audio file into thumb drive.

2-Plug onto laptop or any audio tools and listen whilst skimming either handwritten copy or printed story for group listening.

3-Coach will decide when group reading is to begin.

4-Word document can be prehighlighted for students to note common mispronunciations (salah prounce?).

5-Move to next story once it has been ascertained that all have reached enough reading fluency.

6-It is important for ESL learners to begin listening to audio by native speakers of the language to enhance their listening skills.

7-As the reading progresses each lesson is to end with spelling tests based on text vocabulary .

8-Students are then graded based on reading fluency, with the seating arrangements shuffled to indicate best student on coach's right while the lesser one on the left.

9-By now group ranking based on reading fluency will mean each classroom will have 4 groups A,B,C,D allowing for the better students to move up to higher levels while also involved in coaching the lower ones.

10-Students are now ready to move to the Key Words series, which we dub 'hidden grammar.

MEMANFAATKAN KAEDAH KITAR SEMUA DALAM PROGRAM BACAAN MELUAS

2010-08-22T00:32:00.000-07:00

"Pirate's Lair (Lanung Lang Meroh) Teluk Gadung off Bukit Bauk
(where lang merah is said to beach and hide loot)
[30" x 40" oil painting by terengganu artist S Jamal]
-from lang merah series courtesy galeri tangsi-

*view Lang Merah the bird

MOTTAINAI FUROSHIKI, THE VIRTUE + THE REPEAT ACTION - 'KITAR SEMUA' OR RECYCLE ALL FOR FLUENCY, AND FOR ZERO TAILINGS

JAPAN - Ms Yuriko Koike, Menteri Alam Sekitar telah mencipta apa yang dipanggil "Mottainai Furoshiki" sebagai simbol budaya Jepun bagi pengurangan pembaziran. Furoshiki ialah kain bungkusan tradisional orang Jepun yang boleh digunakan berulangkali dengan gaya dan stail yang pelbagal. ( Penggunaan "Mottainai Furoshiki" ini akan menyumbang kepada pengurangan sampah domestik angkara beg-beg plastik).

Berikut petikan perutusan dari Menteri Koike;

I've created what you might call a "mottainai furoshiki". The Japanese word mottainai means it's a shame for something to go to waste without having made use of its potential in full. The furoshiki is made of a fiber manufactured from recycled PET bottles, and has a birds-and-flowers motif drawn by Itoh Jakuchu, a painter of the mid-Edo era.

The Japanese wrapping cloth known as the furoshiki is said to have been first used in the Muromachi Period(1392-1573), when people spread it out in place of a bath mat or wrapped one's clothes with it.

The furoshiki is so handy that you can wrap almost anything in it regardless of size or shape with a little ingenuity by simply folding it in a right way. It's much better than Plastic bags you receive at supermarkets or wrapping paper, since it's highly resistant, reusable and multipurpose.

In fact, it's one of the symbols of traditional Japanese culture, and puts an accent on taking care of things and avoiding wastes. It would be wonderful if the furoshiki, as a symbol of traditional Japanese culture, could provide an opportunity for us to reconsider the possibilities of a sound-material cycle society. As my sincere wish, I would like to disseminate the culture of the furoshiki to the entire world."

Apa kaitannya "mottainai furoshiki" dengan program bacaan meluas (extensive reading program)?

Bukankah itu pembaziran namanya sekiranya wujud budaya dalam proses pendidikan yang secara sistematik mengabaikan pelajar lemah? Bayangkan saban hari berjuta-juta pelajar 'kecik hati' pada sistem?

Bagaimanakah budaya ini boleh dimanfaatkan dalam objektif melahirkan asas bahasa pertama dan kedua yang kuat di kalangan pelajar, hanya dengan menggunakan kayu ukur kefasihan membaca (reading fluency)?

Sebagaimana furoshiki, ia semata-mata kaedah (strictly method).

CUKUPLAH SUDAH KAEDAH TIKUS BAIKI LABU

2010-08-17T12:33:00.000-07:00

Teluk Bidara from across dungun beach
early work in oil by terengganu artist S Jamal

BEBERAPA PETIKAN DARI BLOG ENGLISH COACHING CLUB

[TERJEMAHAN AKAN MENYUSUL]

It is the taught curriculum (English as taught) that compounds the problem and breeds learning disability, and not the quality of the official curriculum or the various suggested tools of instruction available. Language is not taught as language is to be taught.

One of the 4 objectives of the KBSM English language programme states thus: At the end of the secondary school English language programme the students should be able to read and understand prose and poetry for information and enjoyment'.

For this to happen under present English teaching and learning circumstances, the Ministry has once published a Compendium Bahasa Inggeris KBSM outlining, inter alia, on the need to introduce Class Readers, suggesting that one-fifth of the teaching hours be slotted for this. And to date, that suggestion has remained in the Compendium.

The number of class students and the lack of time, books and competent teachers plus general apathy to anything which is not examination business have turned reading into a foreign element in the educational and teaching process. And the price for that could be seen in the fall in the standard of language fluency and proficiency, thus perpetuating learning disabilities. What is most troubling is the sure prospect of a continuous 'tikus baiki labu' scenario in the attempts to remedy the situation.

We have looked at the reading disability problem in the schools at close range, and have drawn certain conclusions that coincide with the comments made in the Compendium. It is the taught curriculum (English as taught) that compounds the problem and breeds learning disability, and not the quality of the official curriculum or the various suggested tools of instruction available. Language is not taught as language is to be taught.

The programme that we envisage, and whose worth has been proven in our rural and suburban 'laboratories' basically underline basic aim of CERAP; to enhance/boost/ supplement/develop reading and learning skills among low achievers in English (especially among students whose academic records tend to veer downwards), via an approach to pedagogy that is simple, practical and yet effective. And more importantly, to ensure that the high-achievers be put on an extensive enrichment practice, for it is from their lot that the quality coaches come from.

An enforced literacy programme such as CERAP is able to raise literacy and the appreciation of the written word, allowing them to acquire a sustainable second language leading to post-SPM level.More importantly teachers are now forced to polish their basic language skills via their participation in the programme

Language is taught without sound recognition, without students use of the tongue. Therefore both pronunciation and grammatical errors and confusion arising from use of first language 'sound box' and grammar/nahu by teachers and students leaves a vicious trail that plagues school-leavers for life. This is compounded by the fact that many teachers, though aware of the idiocy, obediently use modules prepared and sold to schools by the State Education department. And which modules perpetuate the notion that mute testing upon mute testing is language teaching. And when asked, the notion that Jabatan rules immune to linguistic logic and common sense

The term 'bilas' or rinse is used to describe CERAP's proposed module to assist TEACHERS relearn correct English and thus enhance their language skills up to High-Intermediate level. Thus, Bahasa Inggeris-Latihan & Ajar Semula means relearning English through practice. And this is most useful REFRESHER PROGRAMME for teachers unable to cope with the language yet required to teach it. From our experience the paradigm shift created from a never-asked-to-read-before to a must-read environment is enough to propel progress.

This bricks and mortar approach based on actual and repeated reading and writing practice culminating to multimedia presentation is a necessary gateway before students could be expected to comprehend the multitude of materials available online, especially for the diligent. Like coaches on the express train, each pulling along the other, the expression of both reading and writing skills in a wider competitive environment is the best incentive for students to remain at the coaching station and thus ensures sustainability of the reading habit.

Since the nature of the sessions requires actual reading and active participation, the excitement and joy of competition provide the impetus for students to excel. This we have been able to observe at close range, the paradigm shift produced by the CERAP way. Compare that to the staid, passive and multiple-choice rote manner English is being taught!

We propose a minimum of 2 sessions per week, each lasting 90 minutes (1 hour of reading + 30 minutes of writing, spelling & other exercises per session), so that each student does 6 minutes of reading while being read to for the remaining 54 minutes, strictly speaking. Thus on a weekly basis, each student would have actually read for 12 minutes and listened for 108 minutes, making a 2 hour weekly diet of ongoing reading practice and 1 hour reinforcement activities. Compare this to virtually zero hour reading in most schools, where language is taught sans the sounds!

Since all participants in the contest are pre-graded to measure achievement level after x hours of drill and practice, the low achievers also compete on who moves up the levels fastest. This is to sustain the interest of the other half’ or ‘special pupils in need’ to continue with the reading practice. They also pose a challenge to coaches assigned, and are generally more appreciative of the effort.

Non-English language teachers or even volunteers from amongst parents (e.g. where it is done off school hours) could conduct the supervision of the coaching. Thus from one perspective the method should be able to produce a pool of English Language support-teachers who would have acquired enough reading skills to be able to run the programme from constant repetition and contact with the language.

An interesting spin-off could be an impact on the tuition business run by teachers in their spare time as there are bound to be parents prepared to pay for private tuition operators simulating the CERAP programme.

The content of the module is a selection of materials designed with a remedial cum enrichment approach that seeks to screen students in the four areas of language skills, i.e. listening, reading, writing and speaking. It is an "interventionist curriculum" to ensure all the gaps in skills, gaps produced by the examination/testing approach in schools, are now filled. It basically employs a student-driven, peer learning approach geared to solve the "stuck on the language" malaise that is the product of years of distorted language teaching.

Early Reading Stage UPSR (PMR/SPM remedial)
1- Grading of first language skills using Utusan's Himpunan 366 Cerita Rakyat Malaysia
2- Hidden Grammar in read aloud mode- Ladybird's Key Word reading scheme 1 a - 12 c
3- Basic Literature in storytelling mode- Utusan's 366 Collection of Malaysian Folk Tales
4- Grammar Practice- Times Educational Primary English for Malaysians 1A - 6
5- Writing Practice- Longman's three-level Ready to Write series

Further Reading Stage UPSR (PMR/SPM remedial)
Barron's Maths and Science Wizardry
Usborne's Puzzle Adventure Omnibus
Ladybird's Classic Collection
Oxford Bookworms
Puffins Roald Dahl audio books
and thousands more freely available on the net for the diligent

THIS METHOD AUTOMATICALLY GET TEACHERS TO ACTUALLY BE ABLE TO READ FIRST, AND BE GRADED FOR IT, TO BE REGRADED AS LANGUAGE TEACHERS.

PENDIDIKAN UNTUK SEMUA MELALUI KAEDAH KITAR SEMUA

2010-08-16T22:25:00.000-07:00

"Sandbar sanctuary Kuala Paka lang merah days"
[30" x 40" oil painting by terengganu artist S Jamal]
-from lang merah series courtesy galeri tangsi-

Kaedah yang dicadangkan di sini diharap dapat membantu menyelesaikan belenggu yang dihadapi oleh ramai pelajar dalam sistem sedia ada yang terlalu menjurus kepada peperiksaan bertulis dan pencapaian atas kertas, sehingga wujud suatu budaya yang bertentangan dengan prinsip 'pendidikan untuk semua' kerana nyata sumber dan tenaga sekolah dikerahkan untuk pelajar cemerlang dan mengabaikan yang lemah. Seharusnya masalah ini ditangani segera, dan semua sekolah dipastikan mengamalkan budaya 'kitar semua' dan tidak memilih-milih dalam penumpuan dan proses pendidikan.

Justeru kaedah yang disyurkan mempunyai ciri 'interventionist*' bagi menampong langkah-langkah sedia ada dalam sistem sekolah bagi membantu pelajar lemah. Graf pencapaian pelajar dalam Bahasa Inggeris yang berpiramid suatu isyarat nyata kepincangan berpunca dari kaedah pengajaran, memandangkan graf bagi matapelajaran lain mungkin berbentuk berlian.

Program bacaan meluas (extensive reading programme) yang berstruktur, menggunakan bahan menarik dan bertahap-tahap mengikut keupayaan semasa pelajar, ditambah dengan kaedah coach-a-coach, di mana piramid itu diterbalikkan (puncak kini paksi) menentukan semua pelajar terlibat dan saling membantu dalam perlaksanaan latihan dan aktiviti lanjutan.

[*Response to Intervention is the practice of identifying the needs of struggling students and providing them focused instruction they need through varying levels of assistance ranging from assistance in the regular classroom to assistance in a special education programme]

Kami gelarkan modul bantuan ini CERAP atau "Coach-a-Coach Extensive Reading Assistance Plan". Versi Bahasa Melayunya kami gelar Tunas Ehsan Rancangan Regu Amal Baca atau Terrabaca.

Kami usulkankan kaedah ini sebagai "special education programme" tersebut untuk dijadikan aktiviti sokongan atau program kokurikulum.

Kalau langkah "intervention" tidak diambil masalah 'kesilapan dan kekeliruan bahasa' dan kelemahan yang terbawa oleh pelajar hingga ke peringkat universiti akan berterusan.

Suatu contoh bagaimana 'kekeliruan bahasa' (stuck on the language) boleh membawa masalah dalam masyarakat [sehingga ulama, padri dan cendikiawan ikut terkeliru] ialah seperti soal polemik kalimah Allah dalam Injil Borneo, sebagaimana pernah diulas oleh Prof Syed Naquib Al-attas.

MOHON KONGSI MAKLUMAT DARI PENGALAMAN PELAKSANAAN LATIHAN

Sekiranya tuan puan pernah mencuba dan menggunakan latihan kaedah Terrabaca ini harap kongsi maklumat melalui email kepada kami, terutama kesan dan 'fine-tuning' yang dilakukan, untuk dimuatkan dalam Manual Coach-a-Coach yang sedang dalam proses penerbitan. Ide dan ulasan serta cadangan sama ada mengenai bahan atau kaedah akan dimuat dalam Manual kiranya sesuai.

MANUAL COACH-A-COACH - beberapa catatan

2010-08-09T11:38:00.000-07:00

Morning rush to prey -Tanjong Sura
[30" x 40" oil painting by terengganu artist S Jamal]
-from lang merah series courtesy galeri tangsi-

Manual on Coach-a-coach Extensive Reading Assistance Plan:
Lesson and Method Plan for Listening, Reading and Writing Practice Stage 1

[for Tahap 2 / UPSR (PMR/SPM remedial)]

1- Grading of first language skills using Utusan's Himpunan 366 Cerita Rakyat Malaysia

Aktiviti berkumpulan bagi mengred terlebih dahulu kemahiran dalam bahasa pertama kerana

* set ini terbaik dan paling sesuai sebagai "class readers" kerana (1) menggunakan BM standard (2) bernombor jadi mudah fasilitator memberi tugasan kumpulan dan membuat penggredan (3) ceritanya pendek dan mudah bagi latihtubi kumpulan(4) sekaligus menjadi tesaurus/kamus kepada pelajar yang memiliki versi BI (5) corpus atau jadual kata melebihi perbendaharaan kata UPSR
* penguasaan bahasa pertama akan memudahkan penguasaan bahasa kedua
* perlu diperbetul dan diperbaiki bunyi sebutan bagi melahir expressive skills yang merangsang keyakinan diri dan self-esteem pelajar
* perlu menyahdialek dari bacaan supaya pelajar menguasai kesemua keperluan bahasa,
* aktiviti psychomotor dijurus kepada mencapai kefasihan bacaan, kerana kefasihan kayu ukur selamat menilai tahap sebenar pelajar
* set versi BI 366 Collection of Malaysian Folk Tales akan dibaca oleh pelajar nanti, maka akan memudahkan pemahaman sertamerta dan pembinaan vocabulary pula melebihi keperluan sukatan UPSR
* memperkenalkan kaedah coach-a-coach dalam budaya sekolah, yang boleh digunapakai bagi semua aktiviti semua pelajaran sebagai peer coaching

2- Grading of English language skills [Hidden Grammar in read aloud mode] using Ladybird's Key Word reading scheme 1 a - 12 c

Aktiviti berkumpulan menggunakan Set bacaan bergred (graded readers) bagi memulih false beginners dan menyediakan rangka acuan grammar untuk persediaan ke set seterusnya kerana

* set ini lasak dan mudah bagi latihtubi kumpulan serta boleh diguna serentak bagi pemulihan dan pengkayaan
* kelancaran dan kefasihan sehingga ke Level 6, iaitu separuh set, sudah boleh dijadikan ukuran pencapaian pelajar dalam markah penilaian sekolah serta UPSR, memandangkan sistem nahu BI sudah berpisah dari sistem nahu BM yang selama ini menimbulkan kekeliruan kerana kedua Bahasa berkongsi abjad serupa
* ia melibatkan aktiviti spelling dan tulisan kesemua kata kosa atau Key Words yang menjadi rangka ayat (lebih 70 % dalam setiap ayat terdiri dari key words)
* kesemua yang melepasi Level 6 sudah boleh mula berlatih menjadi coach kepada 10 pelajar lain mendaki Level 1 hingga 6
* pengulangan membaca sebagai coach berkali-kali akan memahatkan English grammar dan membawa kepada pemahaman
* kerana set ini merangsang semangat pertandingan dalam kumpulan, objektif ‘paling fasih buku tertinggi’ menyebabkan pelajar berebutan menjadi coach dengan berlatih di rumah secara diam-diam

3- Transition to second language track [Enhancing Listening Skills - Basic Literature in storytelling mode] using Utusan's 366 Collection of Malaysian Folk Tales

Aktiviti berkumpulan menggunakan Set bacaan cerita bernombor untuk memulih dan meningkat kemahiran mendengar, ditambah dengan bahan audio, bagi mengasingkan sistem bunyi BI kerana selama ini sebutan BI menggunakan sistem bunyi BM dalam pengajaran bahasa

* set ini terbaik kerana (1) ia terjemahan (2) bernombor jadi mudah fasilitator member tugasan kumpulan dan membuat penggredan (3) ceritanya pendek dan mudah bagi latihtubi kumpulan(4) sekaligus menjadi thesaurus/kamus kepada pelajar yang memiliki versi BM (5) corpus atau word count melebihi jadual perbendaharaan kata UPSR
* pemilihan pelajar luas mengikut minat dan genre atau selera masing masing
* boleh diguna serentak bagi pemulihan dan pengkayaan dengan memulakan bacaan dalam second language mode bagi pertandingan antara murid sebagaimana mereka beradu dalam peperiksaan bertulis
* dengan kelancaran dan kefasihan sehingga ke Level 6 iaitu tahap separuh set Keywords pelajar mudah maju ke tahap comprehension, dan ini boleh di kesan dari peningkatan pencapaian pelajar dalam markah penilaian peperiksaan kelas serta UPSR
* ia melibatkan aktiviti spelling and vocabulary, dan aktiviti penulisan ayat berstruktur
* kesemua yang fasih dan lancar pembacaan lebih dari 10 dari cerita dalam set itu sudah boleh mula berlatih menjadi coach kepada 10 pelajar lain bagi set ini
* kerana set ini merangsang semangat pertandingan dalam kumpulan, objektif ‘paling fasih buku tertinggi’ menyebabkan pelajar berebutan menjadi coach dengan berlatih di rumah

4- Writing and Grammar Practice using Times Educational Primary English for Malaysians 1A – 6 or Times Tutoring English as Second Language (remedial)

Aktiviti kumpulan secara latih tubi membaca dan dan menulis secara berstruktur semua Unit Items dalam sukatan. Ia menggunakan set latihan bergred yang memerlukan pelajar mula dari Item 1, dan seterusnya membawa pelajar ke tahap pre-intermediate. Selain dari sebab-sebab yang seperti di atas, ia juga

* sebagai persediaan kepada modul karangan Writing & Composition dalam Listening, Reading and Writing Practice Stage 2
* paling penting semua kerja tulis disemak dan dibuat pembetulan in situ, jadi pelajar tidak mewarisi kesilapan sebutan, ejaan dan nahu membawa hingga ke IPTA sebagaimana keadaan sekarang ini

KEDAI TERRABACA - KIOSK BUKU & LATIHAN

2010-08-05T06:21:00.000-07:00

KEDAI TERRABACA
JALAN BELAKANG CIMB/PUBLIC BANK
23000 DUNGUN
TERENGGANU
0136072825 [SALLEH OMAR]

KEDAI TERRABACA - KIOSK BUKU & LATIHAN MULA BEROPERASI ISNIN 9 OGOS 2010

PAKEJ BILAS 1 UNTUK LEPASAN SPM

B.I.L.A.S - bahasa inggeris latihan & ajar semula - PASCA UPSR

JUALAN BUKU LATIHAN BAHASA INGGERIS SET RUMAH* dan SET SEKOLAH
*(BOLEH DIGUNA DARI TAHAP 2 KE SPM (PEMULIHAN)

JUALAN KAMUS & BUKU RUJUKAN PERPUSTAKAAN

DEMONSTRASI KAEDAH COACH-A-COACH

Sila baca seterusnya.........................

PAKEJ BILAS 1 UNTUK LEPASAN SPM

2010-08-05T06:10:00.000-07:00

BILAS 1 di UMT

PAKEJ BILAS 1 UNTUK LEPASAN SPM

30 JAM [15 SESI] BERMULA SEPTEMBER

ahad,isnin,selasa,rabu- pilihan masa am/pm

RM500 seorang

10 orang sekumpulan lalu tempat terhad

sesuai untuk GURU, guru pelatih, ibubapa yang ingin mengajar anak-anak, persediaan MUET,ke ipta/ipts,mencari kerja, atau ingin menjadi Pelatih Terrabaca

syarat A dalam bahasa melayu spm atau stpm

boleh diupah melatih 10 orang murid sekolah setelah lancar membaca dan menulis

Untuk penjelasan lanjut, sambil menilai dan melihat buku sila datang ke Kedai Terra Baca di Jalan Belakang cimb/ public bank berhadapan bangunan Pas Dungun.

Semua temujanji hubungi 0136072825 atau email pertanyaan sallehomar@hotmail.com

SET CERAP & B.I.L.A.S untuk jualan dan tempahan

2010-08-05T05:03:00.000-07:00

program-latih-melatih-pelatih-berlatih

SEHINGGA TAHAP BACA DALAM HATI [SUSTAINED SILENT READING]
SEBELUM LONJAK KE TAHAP PRE-INTERMEDIATE

PUSTAKA Terrabaca
Bangunan SEDC, Jalan Baru Pak Sabah
23000 DUNGUN, TERENGGANU
0136072825 / akademiterrabaca@gmail.com

TERRABACA Coach-a-Coach Language Station
JALAN BELAKANG CIMB/PUBLIC BANK
DUNGUN TERENGGANU
0136072825 / sallehomar@hotmail.com

JUALAN BUKU LATIHAN BAHASA INGGERIS SET RUMAH* dan SET SEKOLAH

DEMONSTRASI KAEDAH COACH-A-COACH

B.I.L.A.S - bahasa inggeris latihan & ajar semula - PASCA UPSR ialah suatu inisiatif bagi mengisi kelapangan selepas UPSR dan menyediakan pelajar ruang untuk meneguhkan keupayaan bahasa sebelum melangkah sekolah menengah. Oleh kerana kaedah yang digunakan [ coach-a-coach ] mewujudkan persekitaran kompetitif .

Pertama kerana pencapaian pelajar dapat digred dengan jelas berdasarkan kefasihan membaca [reading fluency] dan tahap buku tertinggi [ graded readers]. Kefasihan membaca membawa kepada kefahaman sistem nahu bahasa inggeris lalu sudah dapat memisahkannya dari sistem nahu bahasa melayu.

Kedua kerana melalui latih tubi membaca dan menulis berstruktur, pelajar dipaksa menghabisi set grammar practice sebagai persediaan ke tahap Lanjutan [Further Reading]. Latih tubi dengan menggunakan bahan menarik tidak membosankan.

Set Sekolah yang kami cadangkan mampu menampung aktiviti bacaan serentak 10 kumpulan. Ia bermula dari latihan 10 orang coach terpilih untuk mengendalikan 100 murid lain. Guru kelas sebagai fasilitator, membahagikan kelas kepada 4 kumpulan (abcd) mengikut tahap selepas digred, dan mengesahkan buku yang dihabisi. Seterusnya kemajuan mudah dipantau kerana LAZIMNYA MELALUI KAEDAH INI PELAJAR AMAT MINAT DAN BERSUNGGUH KERANA ADA UNSUR PERTANDINGAN.

BUKU DAN TURUTAN PENGGUNAANNYA YANG KAMI CADANG IALAH
HOME SET + SCHOOL SET [12 NASKHAH TIAP SATU]

1.LADYBIRD KEYWORD SERIES [36 NASKHAH] RM356.40 + RM4276.80
[tempahan sahaja/boleh beli setengah set/kongsu beli]

2.HIMPUNAN 366 CERITA RAKYAT MALAYSIA RM39.90 + RM478.80

3.366 COLLECTION OF MALAYSIAN FOLK TALES RM49.90 + RM598.80

4.TUTORING ENGLISH AS SECOND LANGUAGE RM55.00 + RM660
[10 NASKHAH] atau

PRIMARY ENGLISH FOR MALAYSIANS RM42.80 + RM513.60
[ 8 NASKHAH ]

5.PUZZLE ADVENTURE OMNIBUS Vol 1 RM49.90 + RM598.80
[Usborne ]

6.MATH WIZARDRY RM66.90 + RM802.80
[Barron's]

7.SCIENCE WIZARDRY RM66.90 + RM802.80
[Barron's]

*[SET RUMAH boleh guna dari tahap 2 hingga spm, unsur latihtubi pemulihan dan pengkayaan]

PERKENALKAN, MR & MRS SALAH PROUNCE DARI MALAYSIA

2010-03-30T23:08:00.001-07:00

JOS FELIKON MANA PULAK? OOPS SORI SAYA SALAH PROUNCE!

apabila dua bahasa berkongsi abjad serupa, diajar salin bergilir menggunakan 'sound-box' sama, sistem nahu sama maka akan wujudlah gejala salah prounce.....

..................................................perkenalkan Mr dan Mrs Salah Prounce, orang Malaysia biasa-biasa, telah melalui pelajaran Bahasa Inggeris formal kadar 15 tahun sejak sekolah ke universiti ..........dan telah terlekat dengan Bahasa Inggeris 'cukup makan seperti rojak'......rekod gred Bahasa Inggeris ;UPSR A,PMR B, SPM D, MUET Band 2.

Semua tidak diajar 'latihan membaca membetul' dan tidak pernah diminta baca zihar, dan juga tidak pernah diberitahu bahawa salah prounce itu tidak okay.

COACH-A-COACH portal pemerkasa bahasa

Clubbing the franchise where the student is the syllabus!

The literacy workforce franchise Coach-a-Coach Club Station

Coach-a-Coach Learning Station literacy workforce FRANCHISE

SPAQLE to SPiK!

AN OUT-OF-THE BOX

STAFF IN-SERVICE TRAINING AND COACHING SOLUTION,

TO EMPOWER THE TEACHING MIND,NURTURE AND EQUIP TEACHERS (from blur to ENABLER)

SPAQLE to IN-SERVICE LITERACY ENHANCEMENT ADVANCEMENT PLAN for Teachers I-Leap

CLUBBING THE SCHOOL EFFORT BY EMPLACEMENT OF A MODULAR LOW-COST/HIGH-YIELD "STAFF PROFICIENCY ADVANCEMENT QUALITY LITERACY ENABLER" (SPAQLE) TRAINING PRODUCT MANAGED BY SCHOOLTEACHERS AS IN-SERVICE LITERACY ENHANCEMENT & ADVANCEMENT PLAN REFER TO

DE BONO-ing AN OUT-OF-THE BOX TEACHERS IN-SERVICE TRAINING AND COACHING SOLUTION TO EMPOWER THE TEACHING MIND, NURTURE AND EQUIP TEACHERS

My one ambition is that around the world there should be a few more young people who come to say "I am a thinker". I would be even more pleased if some of them were to go further and say: "I am a thinker and I enjoy thinking." Edward de Bono http://www.edwdebono.com/cort/introduction.htm

Why teach READING?

why not if kids love it?

What happens in a staff-run Koperasi I-Leap Spaqle capacity building / literacy enhancement drive 'latihan dalam perkhidmatan -pelan kepemerkasaan guru' is that-

CLUBBING THE EFFORT BY FRANCHISING FOR A Spaqle Coach-a-Coach Club!

FROM WORKFORCE LITERACY TO LITERACY WORKFORCE - MIND MAPPING THE "SKIM PEMBACAAN INISIATIF KEBANGSAAN" AND A SECOND CHANCE FOR INTERMEDIATE MASTERY AFTER SPM

GRADING THE EFFORT BY ORGANISING GENIUS - HOW TO IMPLEMENT SCHOOL LITERACY ENHANCEMENT ADVANCEMENT PROGRESS TEST

Linus Coach-a-coach Express Games Practice Modules and Tasks: generating the First 3000 minutes

ORGANISING GENIUS AND REGRADING THE GRADING SYSTEM - CALL IT THE OTHER GSAT - GRADING SCHOOL ADVANCEMENT TEST

Organising genius and the case for true grading for streaming purposes!

KAEDAH TERRABACA: CERAP BAHASA DAN KERAP BAHASA MELALUI LATIHAN SARINGAN “LINUS COACH-A-COACH EXPRESS GAMES” - MANUAL PEMACUAN LITERASI DITERAJUI PELAJAR

10 RIGHTS OF THE READER AND RAISING LITERACY LEVEL PAINLESS WAY

PPSMI AND THE EX-EMPEROR'S NEW CLOTHES: DUMBING-DOWN EDUCATION AND OTHER ULTRA VIRESES! (1000 reasons why PPSMI policy should be abandoned)

Kursus Pemulihan/Pemerkasaan Bahasa Inggeris Persiapan UPSR 2012

REMEDIAL ENGLISH BAGI LEPASAN SPM / IPT

WHAT IS THE NATIONAL GRADE AVERAGE FOR READING, THE FORGOTTEN CURRICULUM?

PENDAFTARAN DIBUKA: Kursus Pemulihan/Pemerkasaan Bahasa Inggeris Persiapan UPSR / PMR / SPM / MUET /IPT 2012

SARINGAN AKHIR TAHUN PASCA LATIHAN BERTERTIB LEBIH BAIK DARI BEBAN 'DATA ENTRY' AWAL TAHUN

Kura-kura dalam Perahu, Pura-pura Tak Tahu

bahawa

.......................................................................................

SARINGAN LINUS DAN PROSES PEMEROLEHAN BAHASA MELALUI LATIHAN BERTERTIB

PROGRAM PERINTIS spik! TUNAS EHSAN - LINUS COACH-A-COACH EXPRESS GAMES SEKOLAH KEBANGSAAN

BBC News - Fabio Capello: England manager gets by on 100 words

MEMPERKASAKAN SEKOLAH HARIAN DENGAN KEHADIRAN 'HIGH-PERFORMERS' - welcome home my coaches...

CLOSING THE ACHIEVEMENT GAP - THE PEAK NOW THE AXIS

E-BOOK SCAM, SCRAPPING OF UPSR & PMR ROUNDTABLE GIMMICK & OUR INABILITY TO SEE THE FOREST FOR THE TREES

REMOVING THE PERILS OF 1ST LANGUAGE 2ND LANGUAGE 'SOUND-FUSING': SCREENING OF SOUND BOX AND QUARANTINING OF LOCAL DIALECTS THROUGH ENFORCED READING

PEMETAAN MINDA MENGENAI SKIM PEMBACAAN INISIATIF KEBANGSAAN atau SPIK

MIND MAPPING THE SCHEME CALLED SKIM PEMBACAAN INISIATIF KEBANGSAAN

SPIK KE ARAH PEMULTIMEDIAAN PEMBELAJARAN DIPACU SENDIRI PELAJAR (STUDENT-DRIVEN)

MEMANDAIKAN BANGSA TANPA MEMBUANG MASA ANAK BANGSA

APA ITU KAEDAH LATIH MELATIH PELATIH MEMBACA MELALUI KELAB TUNAS EHSAN?

PSIKOMOTOR PEMBANGKITAN LITERASI JIWA MURID MELALUI SKIM PEMBACAAN INISIATIF NASIONAL

ALL TEACHERS - INVITATION TO JOIN THE CERAP COACH TRAINING WORKSHOP

REENGINEERING PEDAGOGY USING TEXTUAL MNEMONICS- FROM FURTHER READINGS TO FOREVER READING

SELAMAT DATANG KE "ENGLISH COACHING GAMES 2010/2011"

JUMPSTARTING READING FOR INTERMEDIATE LEVEL MASTERY AND THE BOOK TRAIL

SOARING TO NEW HEIGHTS - READING GRAMMAR THROUGH WRITING PRACTICE

MAKHRAJIC MAGIC - COUNTDOWN FROM DICTION TO FLUENCY

LISTENING SKILLS - LULL BEFORE THE COACHING STORM

MEMANFAATKAN KAEDAH KITAR SEMUA DALAM PROGRAM BACAAN MELUAS

CUKUPLAH SUDAH KAEDAH TIKUS BAIKI LABU

PENDIDIKAN UNTUK SEMUA MELALUI KAEDAH KITAR SEMUA

MANUAL COACH-A-COACH - beberapa catatan

KEDAI TERRABACA - KIOSK BUKU & LATIHAN

PAKEJ BILAS 1 UNTUK LEPASAN SPM

SET CERAP & B.I.L.A.S untuk jualan dan tempahan

PERKENALKAN, MR & MRS SALAH PROUNCE DARI MALAYSIA