KURIKULUM STANDARD SEKOLAH MENENGAH Bahasa Inggeris
KURIKULUM STANDARD SEKOLAH MENENGAHBahasa InggerisDokumen Standard Kurikulum dan PentaksiranTingkatan 1
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KEMENTERIAN PENDIDIKAN MALAYSIAKURIKULUM STANDARD SEKOLAH MENENGAHBahasa InggerisDokumen Standard Kurikulum dan PentaksiranTingkatan 1Bahagian Pembangunan KurikulumAPRIL 2016i
Terbitan 2016 Kementerian Pendidikan MalaysiaHak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apajuga bentuk dan dengan cara apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapatkebenaran bertulis daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9, ParcelE, KompleksPentadbiran Kerajaan Persekutuan, 62604 Putrajaya.ii
CONTENTRukun Negara.vFalsafah Pendidikan Kebangsaan.viiDefinisi Kurikulum Kebangsaan .ixKata Pengantar.xiIntroduction.1The Standard-Based Curriculum for Secondary Schools Framework.2Aims.3Objectives.3Focus .4Curriculum Principles.4Curriculum Organisation.5Curriculum Approach.6Lesson Organisation.721st Century Skills.9Higher Order Thinking Skills.11Teaching and Learning Strategies.12Cross-Curricular Elememts.14iii
Assessment.17Performance Standard.18Content Organisation.19Listening and Speaking. 23Reading. 31Writing.39Grammar .47Literature in Action .53Suggested Word List .55Appendix 1: Teaching Organiser . 72Panel of Writers 91Acknowledgement .95iv
RUKUN NEGARABAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak:Mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya;Memelihara satu cara hidup demokratik;Mencipta satu masyarakat yang adil di mana kemakmuran negaraakan dapat dinikmati bersama secara adil dan saksama;Menjamin satu cara yang liberal terhadap tradisi-tradisikebudayaannya yang kaya dan berbagai corak;Membina satu masyarakat progresif yang akan menggunakansains dan teknologi moden;MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usahakami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip yang berikut:KEPERCAYAAN KEPADA TUHANKESETIAAN KEPADA RAJA DAN NEGARAKELUHURAN PERLEMBAGAANKEDAULATAN UNDANG-UNDANGKESOPANAN DAN KESUSILAANv
NATIONAL PRINCIPLESIndeed, our country Malaysia aspires to achieving a greater unity for all her peoples:Maintaining a democratic way of life;Creating a just society in which the wealth of the nation shall be equitably shared;Ensuring a liberal approach to her rich and diverse cultural traditions; andBuilding a progressive society which shall be oriented to modern science and technology;We, the people of Malaysia,pledge our united efforts to attain these ends, guided by these principles:BELIEF IN GODLOYALTY TO KING AND COUNTRYSUPREMACY OF THE CONSTITUTIONRULE OF LAWGOOD BEHAVIOUR AND MORALITYvi
FALSAFAH PENDIDIKAN erusankearahlebihmemperkembangkan potensi individu secara menyeluruh dan bersepadu untukmelahirkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi danjasmani, berdasarkan kepercayaan dan kepatuhan kepada Tuhan. Usaha ini adalahbertujuan untuk melahirkan warganegara Malaysia yang berilmu pengetahuan,berketerampilan, berakhlak mulia, bertanggungjawab dan berkeupayaan mencapaikesejahteraan diri serta memberikan sumbangan terhadap keharmonian dankemakmuran keluarga, masyarakat dan negara.Sumber: Akta Pendidikan 1996 (Akta 550)vii
NATIONAL EDUCATION PHILOSOPHYEducation in Malaysia is an ongoing effort towards further developing the potential ofindividuals in a holistic and integrated manner, so as to produce individuals, who areintellectually, spiritually, emotionally and physically balanced and harmonious, based ona firm belief in and devotion to God. Such an effort is designed to produce Malaysiancitizens who are knowledgeable and competent, who possess high moral standards, andwho are responsible and capable of achieving a high level of personal well-being as wellas being able to contribute to the betterment of the family, the society and the nation atlarge.Source: Education Act 1996 (Act 550)viii
KSSM BAHASA INGGERIS TINGKATAN 1DEFINISI KURIKULUM KEBANGSAAN3.Kurikulum Kebangsaan(1) Kurikulum Kebangsaan ialah suatu program pendidikan yangtermasuk kurikulum dan kegiatan kokurikulum yang merangkumi yaandankepercayaan untuk membantu perkembangan seseorang murid dengansepenuhnya dari segi jasmani, rohani, mental dan emosi serta untukmenanam dan mempertingkatkan nilai moral yang diingini dan untukmenyampaikan pengetahuan.Sumber: Peraturan-Peraturan Pendidikan (Kurikulum Kebangsaan) 1997[PU(A)531/97]ix
KSSM BAHASA INGGERIS TINGKATAN 1NATIONAL CURRICULUM DEFINITION3.National Curriculum(1) An educational programme that includes curriculum and co-curricularactivities which encompasses all the knowledge, skills, norms, values, culturalelements and beliefs to help develop a pupil fully with respect to the physical,spiritual, mental and emotional aspects as well as to inculcate and developdesirable moral values and to transmit knowledge.Source: Education Regulations (National Curriculum) 1997[PU(A)531/97x
KSSM BAHASA INGGERIS TINGKATAN 1KATA PENGANTARKurikulumStandardDSKP yang dihasilkan juga telah menyepadukan enam tunjangSekolahMenengah(KSSM)Kerangka KSSM, mengintegrasikan pengetahuan, kemahiran danyangnilai, serta memasukkan secara eksplisit Kemahiran Abad Ke-21dilaksanakan secara berperingkat mulai tahun 2017 akandan Kemahiran Berfikir Aras Tinggi (KBAT).menggantikan Kurikulum Bersepadu Sekolah Menengah (KBSM)tersebut dilakukan untuk melahirkan insan seimbang danyang mula dilaksanakan pada tahun 1989. KSSM digubal isebagaimana tuntutan Falsafah Pendidikan Kebangsaan.Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 agarkualiti kurikulum yang dilaksanakan di sekolah menengahBagisetanding dengan standard antarabangsa. Kurikulum berasaskanpembelajarangurustandard yang menjadi amalan antarabangsa telah dijelmakanKBATdengan memberi fokus kepada pendekatan PembelajarandalamStandardBerasaskan Inkuiri dan Pembelajaran Berasaskan Projek, supayaKurikulum dan Pentaksiran (DSKP) untuk semua mata pelajaranmurid dapat menguasai kemahiran yang diperlukan dalam belajaran dan Standard Pentaksiran.Kementerian Pendidikan Malaysia merakamkan setinggi-tinggiUsaha memasukkan Standard Pentaksiran di dalam dokumenpenghargaan dan ucapan terima kasih kepada semua pihak yangkurikulum telah mengubah landskap sejarah sejak Kurikulumterlibat dalam penggubalan KSSM. Semoga pelaksanaan encapaihasratdanmatlamatKebangsaan.berterusan untuk mengenalpasti tahap penguasaannya dalamDr. SARIAH BINTI ABD. JALILPengarahBahagian Pembangunan Kurikulumsesuatu mata pelajaran, serta membolehkan guru membuattindakan susulan bagi mempertingkatkan pencapaian murid.xiSistemPendidikan
KSSM BAHASA INGGERIS TINGKATAN 1xii
KSSM BAHASA INGGERIS TINGKATAN 1INTRODUCTIONEnglish language is the future of communication within the localand global context as it transcends across cultural and linguisticThe Standard-Based English Language Curriculum for Secondaryboundaries. As English is an international language and is widelySchools (SBELC) is a progression from the Standard-Basedused on the internet, it is far reaching in terms of lifelongEnglish Language Curriculum for Primary Schools and isknowledgedeveloped on the basis of accessibility, quality, equity, flexibilitypreparing pupils for real world gandand do-ability.In Malaysia, English is the second language and is taught in allThe SBELC document encompasses the Content Standards,schools throughout the country. Although there are varieties ofLearning Standards, assessment and pedagogical approach.English used, the Standard British English is considered as theofficial standard of reference for English where spelling, grammarThe Content Standard determines the goals the pupils have toand pronunciation are concerned.achieve at the end Form 5. The Learning Standards determinewhat the pupils are expected to know and able to do at aparticular year in their secondary education. The assessmenttracks pupils’ learning progress in the form of formativeassessment. Summative assessment on the other hand is anevaluation of pupils’ academic achievement within a stipulatedinstructional period. From a pedagogical perspective, all thelanguage skills are taught from the easy to the difficult with eachgiven due emphasis through the modular approach.1
KSSM BAHASA INGGERIS TINGKATAN 1THE CURRICULUM FRAMEWORKamongst individuals and various communities leading to unity andharmony in our multicultural society. In preparing pupils to meetThe Standard-Based Curriculum for Secondary Schools is basedthe challenges of the 21st century, due emphasis is given toon the six strands which are; communication, spirituality, attitudedevelopingandphysicalthinking, and current Information and Communication Technologydevelopment and aesthetics, and science and technology (Figure(ICT) skills. As future leaders, pupils need to improve their1). In the SBELC, knowledge, skills and good values are elementsproficiency in English, as well as leadership qualities and ethicalintegrated into each strand. These elements are woven into everydecision-making skills in order to be globally erseverance,critical,creativelesson to inculcate awareness, understanding and respect for thediversityFigure 1: The Standard-Based Curriculum for Secondary Schools Framework2andinnovative
KSSM BAHASA INGGERIS TINGKATAN 1AIMSOBJECTIVESThe SBELC aims to enable pupils to communicate confidently,By the end of secondary education, pupils can:proficiently and competently; be knowledgeable, respectful of1. Understand the main points of clear standard input on familiarother cultures and well-versed in emergent literacies; makematters regularly encountered in work, school and leisure.calculated decisions through critical and analytical thinking, and2. Describe experiences, events, dreams, hopes and ambitions,collaborate with others to solve problems creatively andand give reasons and explanations for opinions and plans.innovatively in the real world.3. Use appropriate language to make calculated decisions insituations likely to arise in real life.4. Produce ideas and connected texts on various topics ofinterest.5. Use a range of learning tools including multimedia tocommunicate in various modes.6. Comprehend and appreciate a variety of literary and nonliterary texts critically and creatively.7. Understand and respect the perspectives of people who are ofdifferent cultural heritages and linguistic diversity.8. Acquire lifelong interest and enjoyment of language learningthrough curiosity and enquiry.3
KSSM BAHASA INGGERIS TINGKATAN 1and “hands-on” in nature for classroom activities and project work.FOCUSHence, pupils are able to apply knowledge and skills to real worldThe SBELC has four focus areas that are imperative in enablingsettings which would lead to greater success in their future workpupils to meet the challenges and demands of a diverse,place.globalised and dynamic era. These areas are curriculumprinciples, curriculum organisation, curriculum approach andSustaining Language Uselesson organisation.The SBELC emphasises the importance of sustaining the use ofEnglish language within and beyond the classroom. TheCurriculum Principlescurriculum adopts an inter-disciplinary approach and this isdepicted in the four broad themes:The SBELC is based on the following five guiding principles thatmeet the challenges and demands of the 21st century: People and Culture Preparing for the real world Health and Environment Sustaining language use Science and Technology Acquiring global competencies Consumerism and Financial Awareness Acknowledging pupil differences Developing confident and competent communicatorsThese themes are incorporated into the teaching and learningprocess, allowing pupils to engage in classroom activities thatrelate to real life situations. Pupils are able to develop a deeperPreparing for the Real Worldunderstanding and awareness of their surroundings, and workThe challenges of the 21st century demand an education systemtowards sustaining an English language environment.that prepares pupils to be competent, knowledgeable andconfident. The SBELC takes into account skills and knowledgeAcquiring Global Competenciesthat are necessary for pupils to function in the real world. This isThe world we live in today is highly inter-connected that there is aachieved by making use of real-life issues which are meaningfulneed for education to play a role in preparing pupils to become4
KSSM BAHASA INGGERIS TINGKATAN 1competent global citizens. The concept of global competenceand non-verbally. Therefore, our pupils need to acquire theincorporates the knowledge and skills pupils need in the 21stlanguage skills and engage in activities that further develop theircentury. Globally-competent pupils are equipped with theconfidence and competence in communication to face the realknowledge and skills to:world. investigate the world; being aware, curious, and interested inlearning about the world and how it works;Curriculum Organisationcommunicate ideas to diverse audience on various topicsThe English Language curriculum for primary and secondarythrough different mediums and rapidly-emerging technologies;schools in Malaysia are organised into four key stages (Table 1).and Table 1: Key Stages in SBELCbecome global players by taking responsibility for their actionsand weighing the consequences.Acknowledging Pupil DifferencesStage OneYear 1, Year 2 and Year 3 (Lower Primary)Stage TwoYear 4, Year 5 and Year 6 (Upper Primary)Stage ThreeForm 1, Form 2 and Form 3(Lower Secondary)Stage FourForm 4 and Form 5 (Upper Secondary)In implementing the teaching approaches, lessons and curriculummaterials, teachers must take into account the varying needs andabilities of pupils. In addition, sufficient opportunities to practisethe desired language skills should be provided to ensure thatLearning Standards are achieved. Therefore, it is important thatappropriate activities and materials be used for pupils of differentlearning styles so that their full potential can be realised.Developing Confident and Competent CommunicatorsThe curriculum is organised in these stages with the intention ofEffective communication is pivotal in today’s fast-paced world. Webuilding a strong foundation in the teaching and learning of theneed to be able to communicate our thoughts and ideas in aEnglish language through three phases (Figure 2).coherent and cohesive manner through various modes, verbally5
KSSM BAHASA INGGERIS TINGKATAN 1In the second phase, pupils in Upper Secondary (Stage 4) will beable to consolidate and apply the language skills in situations thatemulate the real world.In the third phase, sustainability of the language skills learnt ismanifested in fun-filled, meaningful and pupil-centred activities.The three phases assure that by the end of secondary education,all pupils should be able to communicate accurately, confidentlyand effectively in the English Language.Curriculum ApproachThe SBELC emphasises the modular approach. This approachFigure 2: The Phases of Teaching and Learning Englishensures that all the four language skills; Listening, Speaking,in MalaysiaReading and Writing, and the elements of Grammar andLiterature in Action are given due focus and attention during theThe phases involve continuity (Phase 1), consolidation (Phase 2)teaching and learning process.and sustainability (Phase 3). The first phase ensures continuityThe SBELC proposes the following domains of language use:from the primary school curriculum (Stages 1 and 2) to theSBELC for secondary schools. This can be seen where pupils in PersonalLower Secondary (Stage 3) strengthen the mastery of the Publiclanguage skills learnt during their primary school education. Educational Occupational6
KSSM BAHASA INGGERIS TINGKATAN 1The personal domain relates to socialising with family, friends,These themes are developed based on the aims and objectives ofneighbours and those
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