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A policy suggestion to address non-supporting school environment for
English Language Learning in SK Parun Suan, Serian
1.0 Introduction
School plays a major role in providing quality education, motivating and building good
discipline to pupils. It also helps to mould pupils behaviour, personalities and social being by
giving programmes such as welfare programmes and support services and by the same time
enhancing their skills and talent in curriculum or co-curriculum activities throughout their
schooling life. According to Dr. Ragbir Kaur (2008, p.313), each school has a big
responsibility to provide a quality education to ensure excellent achievement of pupils in the
field of academic, co-curriculum and as well as in the overall development of their
personalities. Therefore, the management of the school must be responsible in succeeding
all of the criteria above.
The school management without a doubt is an integral part in an education
organization. As the head of the school, the headmaster is an important figure in any
department. They are responsible to provide good leadership, correct pathway and
motivation necessary to succeed. According to Daniel Goleman (2002) in Fred and Alan
(2008, p.116), the leader of a department is not about whos smarter or tougher but about
qualities that they have or can develop. To achieve this type of qualities, the headmaster
must figure out plans, organises, executes and controls in order to accomplish the desire
goals. In this era of globalisation, the headmaster and the school must be dependable and
strong in facing problems involving the students, the community and its surrounding. The
tidal wave of problems concerning students with less moral values, lack of motivation, bunk-
off school and many more generate complexity and failure to the school management. This
definitely will affect the performance in academic and co-curriculum activities. As a manager,
the headmaster must be capable of proposing, producing and executing a practical policy in
order to overcome problems both in curriculum and discipline of the students.
Policies can be diverse with each issue or problems. Policy can be defined as
principles chosen by the government that influence the action based on rationality and with
workout plans if it is reasonable and appropriate in particular situation. Policies also
explicable in terms of process whereby it involves negotiation between different groups of
people; aiming to secure particular outcomes (Jenny Ozga, 2000). The headmaster must
take account of all factors before a policy can be proposed and implement. A policy must be
related to our National Philosophy of Education (NEP). NEP is like a bench mark for the
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school management because it helps the administrator to plan, create, propose, implement
and evaluate policies in school.
Education in Malaysia is an on-going effort towards further developing the
potential of individual in a holistic and integrated manner, so as to produce
individuals who are intellectually, spiritually, emotionally and physically
balanced and harmonious, based on firm belief in and devotion to God.
Such an effort is designed to produce Malaysian citizens who are
knowledgeable and competent, who possess high moral standards and
who are responsible and capable of achieving high levels of personal well-
being as well as being able to contribute to the harmony and betterment of
the family, the society and the nation at large. (Curriculum Development
Center 2001)
Educational policy is typically describes as a series of law that control the activity of
the educations system. It is meant to analyse procedures suggested in the sense of its
practicality towards attainment o good result that can change an organisation, a down-to-
earth education policy to address problems that arise in the school environment.
Every school has its own policies including SK. Parun Suan. The school throughout
the years has implemented all kind of policies just to fulfil the desire objectives. In this essay,
there is one policy that SK. Parun Suan is currently working with. It is a policy to address
non-supporting school environment for English Language learning problem in the school. In
this essay, it contains the issues, the objectives, the implementation process and all the
related items of policy making in a department.
1.1 Problem Statement
In the present time, SK Parun Suan is facing a problem that creates difficulty
not only to the school management, but to the students themselves; which is a non-
supporting school culture for learning English Language. SK Parun Suan, is a small,
rural school that was first established in 1959 and located 25 kilometres from Serian
town. Geographically surrounded by legendary mountains; Mount Jangat, Mount
Minampun, Mount Sadong, Mount Buros and Mount Nambi. The scenery was
spectacular and fascinating. The school nearby, SK Parun Suan was attended by the
children of Bidayuh.Bukar community from the nearby village; Kampung Kakeng,
Kampung Jenan and Kampung Plaman Bantang.
Since 80% of the students come from the Bidayuh communities, it is
noticeable that they speak Bidayuh language all the time. This is not unusual in a
country where English Language is their second language of communication. When
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the students start their journey in school from an early age, they are alreadyproficient
speakers of their mother tongue. In Malaysia, the student may speak fluently in
Malay, Mandarin, Cantonese, Hokkien, Tamil, Iban and in SK. Parun, it is Bidayuh
Language. English Language as the second language acquisition is seen as the
process that people go through when they are confronted by need to use a language
other than their native one for communication (Jason Peter: p.29, 2006).
The culture of using their mother tongue in the classroom is a problem for
many English teachers. It really has a negative impact in learning the language and
weakens the quality of English grade in UPSR examination. Statistic have shown that
English grade in UPSR was not good enough especially grades from rural area
school such as SK Parun Suan. According to Nesamalar, Saratha and Teh Soo
Choon (1995:3), urban pupils have greater exposure to English. They have more
opportunities to hear it, being used and to use it themselves, compare to rural pupils
that have limited exposure to English.
Another reason of using mother tongue in English language is because it is
common thing to do. For example, when they need to explains certain meaning, the
students automatically will use their own language to explain. This should be limited
to during teaching and learning practices because in the long run, it will not improve
the student proficiency and performance in the language.
This statement put the English Language in a critical mode and teachers must
do something in order to balance the differences and to produce at least 60 percent
students with good proficiency level and the rest of 40 percent will belongs to those
with excellent proficiency level.
1.2 Objectives
English Language as we know is taught in both primary and secondary school
in Malaysia. Its position is that of a second language. In the KBSM English Syllabus,
(Ministry of Education of Malaysia, 2003), stated four important objectives of learning
English. Below are the objectives mentions:
1. Form and maintain relationship through conversation and
correspondence; take part in social interactions;
2. Obtain, process and use information from various audio-visual and
print sources; and present the information in spoken and written form
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3. Listen to, view, read and respond to different texts, and express ideas,
opinions thoughts and feelings imaginatively and creatively in spoken
and written form; and
4. Show an awareness and appreciation on moral values and lovetowards the nation.
With the position as a second language, it justified the importance to fully
master the language. In English Language, there are four important skills that a
student must learn. These skills are listening skills, speaking skills, reading skills and
writing skills.
In UPSR and PKSR examination, pupils need to answer two papers. Paper
one consist of forty multy-choice questions and Paper two consist of three section
that tested the pupils ability to write English in word phase, phrase phase and
sentence phase in correct grammatical order. Both papers consist of 40 marks each
and paper 2 normally will decide whether the pupils would get good result or even
failed. From 2006 to 2010, the percentage of passes for English Paper is only 58%.
This really put the teachers and the school under pressure and a solution to this
issue must be raise.
This short piece of writing is produced to explain the policy taken by SK ParunSuan that needs to be talked with swift actions. The first main purpose is to discern
the problem that has shackled the schools academic performance for the past few
years. The identification of the matter lies on continuous study and observation upon
the students achievement. Our deepest concern towards the situation it is necessary
to expound the policys implementation. It needs to be systematically planned and
put to action; ensuring its successfulness by the end of the day. Besides that, it aims
to make a clear envision of the policy with a drawing of the policy model; simple and
easy way to understand the policy process. Details pertaining how the policy startedare presented in the bicycle chart below:
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1.Goal Setting
2.Department Goal
Setting
3. Set teachers
objectives based on
capabilities
4. Join other
teachers together
to help with the
goal.
5. Get Feedback
after
implementation
6. Improved target
with new solution if
any
7. Goal achieve
From the policy above, it is crucial that the head master plays a active roles in
succeeding this policy. The head of department must creates an environment of trust
and provide a platform for teachers to air their concerns and grievances. The head of
department may either resolve these problems or present possible solution to Higher
Management for an equitable resolution (Jason Peter Geyser: 251, 2006).
SK Parun Suan
Policy Process
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1.3 Significance
The policy provides important roles in enhancing pupils understanding of the
language. It is an important step to create a policy that could use to solve issues that
degrading the school performance. Within the policy, there is a programme that could
identify the hard core pupils that need special attention. These pupils must be put
into this programme if the school want any hope on improving them and the
performance of the school. This policy if successfully implemented, will provides an
insight of a better understanding on the proposed policy that can trigger the desire to
change the school atmosphere from non-English speaking to an English speaking
environment that finally creates an English-speaking school community. By executing
the proses of the policy, it is hoped that obviously, improvement does happen among
the students in their learning of English Language that gradually, will help to progress
the schools academic performance.
2.0 Policy
2.1 Policy Name
The policy that we propose to curb the related issues is called The ChrysalisBreakaway policy. Chrysalis is defined by Oxford Advance Learners Dictionary (7th
Edition, 2006) as a hard case that encloses an insect during the stage of life when it
changes from a grub to an adult insect; for example a butterfly. Breakaway,
according to Oxford Advance Learners Dictionary (7th Edition, 2006) precisely stated
as escape suddenly from captivity. The general notion of this policy is the act of
trying to set free from a covering that holds the life without freedom for certain period
of time; referring to the students who were living inside their non-supporting mother
tongue chrysalis and try to escape like a butterfly to explore the outside world;
equipped with the knowledge of English Language.
2.2 Policy Identification
This policy begins after three years of observation and analysis on the
performance of the students in UPSR from 2008 to 2010 (Graf A). We also include
the result for Year-End Examination analysis for English Language subject from Year1 to Year 6 (Graf B). We included both of the graphs in our Data Gathering Process.
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From the graph, we can conclude that the students attainment for this subject is
overall unsatisfactory. We have identify the problems and slowly started to find the
solution to the issues. This policy is the best solution so far to apprehend the matters.
Deeply concerned about this matter, we went to observe the students
learning session and what we can conclude is that the students still cannot achieve
the expected level of speaking, understanding and reading; what more to say writing
in English. English Language is not their mother tongue like what Emmer, Evertson,
Clement and Worsham (1994) have stated and clearly pointed that it is difficult for
teacher to fully implement using English Language in the classroom. The students
communicate in Bidayuh Language at home; and the same thing goes in the school
compound; inside and outside the classroom. This situation hardly helping the
students learning English Language because they cannot practice the language in
the classroom when communicate with the teacher.
Chitravelu, Sithamparam and Teh Soo Choon (2001) stated that the first
stage of language learning before the students meet with the language in written
form is through repeatedly hearing the words in the environment. It means that they
learn English Language basically from listening and speaking; then they are able to
write. Regarding to the problem, the students of SK Parun Suan are still living in a
Chysalis environment ; enclosed by non-supporting Bidayuh-speaking culture in the
school environment. The atmosphere deprives them to develop English Language
learning and it brings bad effect to their achievement in the subject. This policy is to
free the students from the chrysalis restraint, so that they can breakaway like a
butterfly towards the world of excellent in English Language.
2.3 Data Gathering
Data gathering is essential to ensure the development of the policy isdeveloping smoothly. Any improvisation and amended on the policy all related to the
data collected and the outcome of the policy. There are many ways of collecting data.
One of them is from assessment and testing. This data gathering should be specific,
measurable, and realistic and within the duration of time planned. Data gathering
should be done by teachers in charge with the policy. They will collect everything
from assessment and testing to small information that will shape the outcomes of the
data later.
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It is noticeable for the school management and the teacher particularly to see that
the students performance in English Language subject is not encouraging. As a
concern manager, the headmaster with the help of the head of English Department
should gather information regarding to the problems in order to create a suitable
policy to curb it.
i. Study on past years examination result
The observation upon past year result; focussing on English Language subject
can help to identify how well the performance of the students is. Based on the
students attainment in UPSR for the past three years, the inconsistency in the graph
trend quite enough explain the students incompetency in English Language (Graph
A). Not only that, a continues observation and analysis from primary one to primary
six of the final semester examination (Graph B) shows the same patterns of
inconsistency.
Graph A: Percentage for UPSR English Paper from year 2008 to 2010
65.80
45.3
61.5
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
UPSR 2008
UPSR 2009
UPSR 2010
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60
80
66
50
66
50
8885
48
55
65
45.5
78 78
50
45
78
37.8
0
10
20
30
40
50
60
70
80
90
100
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
2008
2009
2010
Graph B: Percentage for Year-End English Examination for Primary 1 to Primary 6 from year
2008 to 2010
ii. Interviewing the students
The data also can be obtained from the students themselves by engaging
them with informal listening and speaking activity. Teacher can applies simple
questionnaires, role play, conversations and others in order to identify their level
of competency in the language (Appendix A). From the interview, we found out
that the students fluency in English Language is very low; even to response
some simple questions.
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Previous research (Wacana Profes, Bilangan 4, 2004) says that a school
manager can participate in a non-participant classroom observation of English
Language lesson in progress to collect information in various aspects. It is
focussing on learning environment under these aspects;
(a) Learning strategies choice
It refers to any learning strategies applied during teaching and learning
session; whether teacher-centred or learner-centred learning. According to Abdul
Rahman Aroff (1987), teacher-centred learning; a traditional education trend is
focussing on teacher who directs the learning process and associated chiefly
with the transmission of knowledge. As for learner-centred learning, it gives
attention to the students whereby knowledge production is vital when providing
students the opportunity to explore their own learning styles and fully engaged in
active learning process. Learning strategies used in teaching-learning activities is
significant to ensure successfulness in English Language Learning.
(b) Opportunity for self-learning
This aspect is concerning about the students and the chance given to them to
study, tackle about and explore more about the things that they have learnt. This
is more to learner-centred learning that is under the influence of progressivismeducation like what Gerald. G.Gutek(2004) had stated. Then, the teacher gave
the opportunities to the students to contribute ideas about the subject that they
discuss and observe the way they express their opinion using simple English
Langauge. If they are able to do so, they have the experience on learning to
speak using the language that can motivates them to learn more.
(c) Suitability of the activities conduct with the pupils
In the classroom, we are dealing with students with different abilities; good,
average and weak or in other words, heterogeneous group. Citravelu,
Sithamparam and Teh Soo Choon (2001), shares the view that grouping
students according to their abilities will allow them to work on their own pace.
Reflecting on that, different group of students with different ability should be
handled wisely by giving them suitable kind of activities and it must be based on
their level. By doing so, they will be able to learn something from the learning
session that will help them to excel more on the language.
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2.4 Data Processing and Decision Making
Based from the information that has been collected, it is important to process the
date; taking into account the aspects under observation in order to decide
appropriate activities under the policy suggested. The policy makers should meet
regularly, to discuss on the data gathered and the targets and further action that
should be taken. It is also important to ensure the policy objectives and
implementation did not sway from its original setting.
Concerning on the study of the examination result, we can conclude that the
students unsatisfactory achievement in English Language should be deal with
seriously to find the root of the problem. The examination result lies fully on the
students ability in certain subjects; for instance if the students have a goodcommand in English Language, surely they will have no problem in scoring the best
grade for the subject. On the contrary, it is very hard for them to achieve good grade
if their basic in English Language is very weak.
In view with the importance of a supporting school environment to generates
English-speaking school culture, suitable activities need to be organized and
implemented to motivate the students communicating in English Language especially
when doing listening and speaking activities. The rational is when the learner is
exposed to English Language; the students will apply the language they heard and
gradually master the language they need to communicate with others. Roger Gower,
Diane Philips and Steve Walters (2003:163), suggested that if the students learning
of a subject has been a happy experience, they associate that particular subject with
happy feeling and stating to like the language. It means that the student s can be
motivated through fun activities. Here are suggested activities that go together under
The Chrysalis Breakaway policy.
(a) Inside classroom activities
The students particularly participate inside classroom activities when teaching and
learning is in progress. During the English Language learning, it is wise for the
teacher to engage the students with more listening and speaking activities as pre-
lesson, during lesson and post-lesson activity. Here are the suggested activities for:-
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Pre-lesson;
Start Your Day-
The teacher calls two or more students to come to the front and introduce
themselves to their friends, say greetings (Good Morning, good afternoon) givinginstruction s and sing songs with their friends.
During Lesson
Say Out and Shine-
Teacher calls the students and encourages them to distribute ideas about the
subject that they are going to learn; for example teacher, name all kinds of flower
that you know. Teacher also guides the students to reflect on what they have done
during the activity in the classroom.
Post Lesson
Call It A Day-
Teacher gives opportunity to the students to reflect back on the activity that they
have learnt and experience and to talk about their feelings upon the activities
conducted.
(b) Outside Classroom Activities
This activity will be carried out for one week every morning during recess time form
Monday to Friday. The name of the activity is Morning Glory. In this activity, the
students will take turn to say greeting, words of prayer, recite poems, story-telling or
simple public speaking. Teachers on duty will help to monitor students progress.
Every student will be participating in this activity, starting with Year 1 and 2 on
Tuesday morning, Year 3 for every Wednesday morning and meanwhile Year 5 and
Year 6 starts on Thursday and Friday respectively. The activity will be carried out at
the school hall.
Another activity is called English Titbits. This activity last for 15 minutes and only
been implemented during recess time. Just like Morning Glory, the students will take
turn everyday in class order to present Word of a day, short story telling and so on.
With this suggested activities, hopefully it can support the Chrysalis Breakaway
policy to address the problem in SK Parun Suan.
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2.5 Creating Policy Instrument
The instruments that will be used to run this policy are;
(a) Banner
The school management will prepare a banner to promote this policy
so that everyone including the community nearby will get a clear vision and
information on the policy and its practicality. Additionally, the Chrysalis
Breakaway policy banner will guide the students on their mannerism for the
support of the policy execution.
(b) Handbook
The Chrysalis Breakaway policy should be put into documentation in
a handbook as a guidance for the school management to implement it and it
will be a good policy to be refer to if any related issues raise later. In the
manual, the policy process must be stated clearly so that the policy
development, objectives, instruments and execution can be understood and
carried out wisely.
2.6 Policy Alternatives and Selection
This policy has no alternatives and selection. The current policy is good
enough to tackle the problem.
2.7 Policy Execution
The policy execution comes in several phase. First of all, there will be held a
staff meeting to discuss on selected issues. In this case, they will discuss on the
problems of English Learning. During the gathering, teachers and headmaster
discuss on the issues raised and set a new policy for the school. To achieve the
policy, the headmaster set realistic goals and the related teachers need to contribute
to achieve the goal. Teachers will be divided into their own specialities based on their
capabilities. During the implementation of the policy, teachers could coordinate with
other teachers to motivate the selected pupils. Along the course of implementation,
headmaster would get feedbacks and reports from the chief of programme regarding
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on the status of the programme. If any problems and issues raise, headmaster will
set up a new meeting to raise the issues and a new set of alternatives will be
implement if any. Within a certain period of time, the policy should reach its goal in
improving English Language among the students.
The Goal Action Responsibility Requirement Time Period Re-evaluationDate
SuccessCriteria
Curriculum Development and Resources
-Provide a set
of effective
curriculum for
the
programme.
-Change the
current
curriculum to
adept with
the
programme.
-Headmaster
-Head of
English
Panitia
-English
Teachers
-resource
books i
English.
-Teaching
courseware
in English
-Teaching
aids on
various topic.
-flash cards
and pictures.
-sentence
strips.
-Projectors
and laptops.
-the school
library.
February
September
(every year)
-Every June -Student
should be
able to
use listen,
speaks,
read and
write in
English in
good
manner.
The table above shows the execution of policy on the issue raised based on the goal and
action.
2.7.1 Policy Time Run
The period of time needed to execute this policy is within 6 years.
For Year 1 to Year 3, the efficacy of the policy can be observed when
they get to year 4 while the upper primary, Year 4 to Year 6, the result
can be seen after UPSR examination. At the end of the duration, the
students should be able to speak, read and write in good English manner.
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2.7.2 Policy Process
The policy process to address non-supporting school environment
for English Language Learning in SK Parun Suan is shown below:
Headmaster and Head of English
Department discuss on issues
raised
The Headmaster set the overall
goal
The teachers set the objectives
based on observation and
evaluation
Create tools and equipments to
promote and execute the policy
Liaise with staff and set specific
targets with motivation approach
Get feedback on the development
and discuss with the headmaster
for any alternative.
Achieve the goal
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2.8 Policy Evaluation
This policy can be evaluated through;
(a) Academic competition
The pupils ability in using English Language can be observed through the
academic competition that can be organized in the school such as story telling
competition, public speaking competition, action songs and many more. These
activities should be guided by English Language teachers.
(b) Teacher-students conversation
Teacher should set a time after class to have a few minutes of friendly
discussion to address certain issues with the students. This could build good rapport
between teacher-student and thus could give a positive impact to the students.
(c) Examination Result
The examination result will definitely play a massive role whether the policy is
working according to plan. School examination should be analysed to ensure the
successfulness of the policy. If the result is good, then the students competency in
English Language is supposed to be improved and they are able to apply the
language in their examination.
2.9 Policy Circle
The policy circle for this Chrysalis Breakaway is based on the main criteria of
a policy execution. They are:
(a) Problem identification
(b) Agenda setting
(c) Policy formation
(d) Decision making
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1.Goal Setting
2.Department Goal
Setting
3. Set teachers
objectives based on
capabilities
4. Join other
teachers togetherto help with the
goal.
5. Get Feedback
after
implementation
6. Improved target
with new solution if
any
7. Goal achieve
(e) Policy implementation
(f) Policy analysis and evaluation
Based on the criteria of policy above, our group decided to use a very unique policy
model based on the circle life of a butterfly.
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2.10 Policy Model
This policy model is very unique to our group because it resembles all the
criteria for the related issues in the school. The eggs represent the early age of
students in the school. The caterpillar symbolizes the challenged faced by the pupils
in the form of friends, parents and the community that disrupt the flow of learning
English as the second language. The chrysalis symbolizes the shell that the student
having right now because of lack of exposure and scared in using the language.
They think that they are safe in the case but actually, they are preventing themselves
to excel in life. The butterfly represents the last stages of the policy where the
teachers successfully managed to guide them to come out from the chrysalis and be
brave to explore the world and at last they are free and successful in their life.
Life Cycle of a Butterfly
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3.0 Conclusion
As a conclusion, we would like to stated that the policy that been implemented in
the school is what we think is the best policy so far. No policy is the best but it depends on
the time of the policy been implemented. This study has made a big contribution in
generating a school culture that speaks and use English Language. This policy also can
motivate not only the students but the management of the school team as well and to make
them realize how significant it is to cultivate the love of the English Language among the
students. With the managers and the teachers wholehearted commitment in running their
responsibilities under this suggested policy, the problem faced by SK Parun Suan could be
solved.
Excel in English
LanguageGood competency In
English Language
Teacher
English-speaking
school culture
Parents support Parents support
Parents supportParents support
Students
Chrysalis Breakaway Policy
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Abdul Rahman Aroff & Zakaria Kasa. (1987). Falsafah dan Konsep Pendidikan.
(Edisi Kedua). Shah Alam: Penerbit Fajar Bakti Sdn. Bhd.
Chitravelu N., Sithamparam S., Teh S.C.(1995). ELT Methodology: Principle and Practice.
Shah Alam: Penerbit Fajar Bakti Sdn. Bhd.
Curriculum Development Center. (2001). National Philosophy of Education. Aims and
Mission of the Education. Ministry of Education Malaysia. Kuala Lumpur.
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