For the past few nights, I have been reading on Chapter 17 of Fraenkel and Wallen’s. The chapter is on Survey Research. Well, I haven’t really read all the other research methods, but I think that survey is the best way for me to find out about what teachers do in their English lesson.
While doing the reading, a few questions came out-
1. Who is my sample?
-Which population will this sample represent?
-Should I just focus on SBP and MRSM?
-Should I make it wider so that the outcomes can be generalized to the whole Malaysian English teachers?
-Will gender play a significant role in this research?
2. How will I carry out the survey?
- Is by-post method OK?
- Do I need to send it by hand to the teachers?
- Or at least to the schools?
- Should I carry out interview?
- If so, whom should I interview?
3. How about the questionnaire? What am I going to ask?
Well, it’s absurdly a lie to say just a few questions, because there are so much to think about!
Sunday, February 21, 2010
PPSMI vs MBMMBI
I know I should have done this earlier, but I’ve been really busy with school, and the Internet is extremely annoyingly slow (Yes, I’m blaming it on others, but myself). Nevertheless, I have read a few articles and thesis.
I started this M.Ed TESL with a passion to do a research on the implications of culture, specifically Malay culture, towards teaching & learning English. But after some readings and thoughts, I decidedly change the topic. Then I decided to do ‘Cultural Discontinuity between School and Home’, but somehow when I search through KPM’s website (www.moe.gov.my), I found a few newspaper articles and a circular on MBMMBI.
What is MBMMBI?
OK, frankly speaking, I have to read more on this. All I can say for now is that MBMMBI (stands for Memartabatkan Bahasa Malaysia, Memperkukuh Bahasa Inggeris) is a policy which to replace the PPSMI (stands for Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris, or ETEMS). These policies are related to the medium used in teaching and learning Math and Sciences subjects. Inevitably, English plays a role this both policies.
In PPSMI, English is used to teach Math and Sciences subject. But the new policy, MBMMBI, is replacing English with Malay (or Mandarin and Tamil in vernacular schools). In order to ‘replace the lost’, more contact hours is put for English. As for the secondary schools, seven periods are allocated for English a week (previously were 5 periods).
*there are so much issues related to this, which I will discuss in the coming entries.
So, I have come up with a research title-
Among others, this research will look into a few research questions, such as;
1. What are teachers do in the seven periods?
2. Do they teach according to the ‘hopes’ that have been outlined in the proposed policy?
3. How do teachers feel about this change(s)?
I will look more into this, and of course define it along the way (because I know the title is kinda vague and totally un-vogue!). I hope, this research will buy me ticket to London for my PhD. Insyallah.
I started this M.Ed TESL with a passion to do a research on the implications of culture, specifically Malay culture, towards teaching & learning English. But after some readings and thoughts, I decidedly change the topic. Then I decided to do ‘Cultural Discontinuity between School and Home’, but somehow when I search through KPM’s website (www.moe.gov.my), I found a few newspaper articles and a circular on MBMMBI.
What is MBMMBI?
OK, frankly speaking, I have to read more on this. All I can say for now is that MBMMBI (stands for Memartabatkan Bahasa Malaysia, Memperkukuh Bahasa Inggeris) is a policy which to replace the PPSMI (stands for Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris, or ETEMS). These policies are related to the medium used in teaching and learning Math and Sciences subjects. Inevitably, English plays a role this both policies.
In PPSMI, English is used to teach Math and Sciences subject. But the new policy, MBMMBI, is replacing English with Malay (or Mandarin and Tamil in vernacular schools). In order to ‘replace the lost’, more contact hours is put for English. As for the secondary schools, seven periods are allocated for English a week (previously were 5 periods).
*there are so much issues related to this, which I will discuss in the coming entries.
So, I have come up with a research title-
SEVEN PERIODS A WEEK: WHAT ARE ENGLISH TEACHERS DOING IN THE CLASSROOM?
Among others, this research will look into a few research questions, such as;
1. What are teachers do in the seven periods?
2. Do they teach according to the ‘hopes’ that have been outlined in the proposed policy?
3. How do teachers feel about this change(s)?
I will look more into this, and of course define it along the way (because I know the title is kinda vague and totally un-vogue!). I hope, this research will buy me ticket to London for my PhD. Insyallah.
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