CONTENT

Topic Page
Introduction 2
Overview of curriculum design 2
Learner-centered learning 4
Promote active learning process 5
Flexible and authentic learning experience 6
Promote collaborative learning 8
Teacher as facilitator 10
Conclusion 11
Reference 13
Integrating Learner-Centered Learning to 21st Century Learners

Introduction
Transcending into 21st century era has diversified and transformed almost
every aspects of human life. Starting from the advancement of vehicles,
the integration of artificial intelligence technology into machines and the
utmost importance is the changes in education to suit the needs of learners
specifically in term of curriculum design and structure. The
implementation of curriculum in education has been an ongoing process to
cater the needs of the ever-changing society in preparing young
generations for the future. In understanding the weightage of curriculum
in molding the education design, this writing will be divided into three
distinctive components begin with definition section. It is good to first
know the meaning of curriculum itself. Then, once the definition has been
dissected, the revelation of three types of curriculum design will be the
next agenda and finally once these components have been clearly
presented, this writing will examine the correlation between which
curriculum designs will be suitable to be inculcated for the 21st century
education among the three suggested previously.

Overview of curriculum design

Curriculum carries multitude of definitions, which viewed differently from
one individual to another. However, all the definitions share a common
foundation that is curriculum is designed to cater learners needs in
education and later known as curriculum design. According to Luke,
Woods and Weir (2003), curriculum design is determining about the
structure or configuration of a curriculum plan. It encompasses the medley
of content in line with the purposes and objectives of the curriculum. The
designated content will have to be organized in a form that will help the
teacher in selecting and consolidating suitable learning experiences for the
classroom. Occasionally, curriculum design is also denoted to as
curriculum organization. In short, scheming the curriculum comprises the
task of assembling or establishing four components, which are objectives,
subject matter, teaching-learning experiences and evaluation process into

1
an inclusive and unified plan that can be instigated with minimal
difficulties. According to Giles (1942), these four components are
intertwined and interactive. Alas, not all curriculum proposals and
enterprises give equal emphasis to each component. Hence, making its
difficult to choose which curriculum plans or designs are best suited to be
inculcated for learning specifically to cater the needs of the 21st century
learners.

From these definitions, three distinctive curriculum designs have emerged

and inculcated within various education system all over the globe for
centuries. Each of these curriculum designs has significance importance
and limitation, which subjected to a query, which curriculum designs best
to be integrated in the 21st learning education system? According to
Ornstein and Hunkins (2013) most curriculum designs are modification of
three basic designs, which are categorized into three unique groups. The
groups are subject-centered designs, problem-centered designs and
learner-centered designs. Ornestein and Hunkins (2013) further defined
these three groups by integrating specific sub-designs, which become the
backbone and characteristics for each group. Subject-Centered Designs
comprises five types of sub-designs namely academic subject design,
discipline designs, broad field designs, correlation designs and process
designs. On the contrary, Learner-Centered Designs incorporate three
types of sub-designs renowned as child-centered, romantic or radical and
humanistic designs. Apart from that, Problem-Centered Designs conveyed
three distinctive sub-designs known as life-situations design, core design
and lastly social problem design.

All of these curriculum designs have their own benefits and limitations
towards learners learning process. However, through meticulous research
and reading, learner-centered curriculum design has been preferred more
among the three designs to be compatible and in-line with the needs of
learners in the 21st century learning atmosphere. This writing will further
elaborated the importance of learner-centered curriculum design in
instigating the needs for learners to enjoy the learning through their own

2
authentic learning experience while integrating 21st century learning skills
needed to enable learners to learn in pertinent, real world 21st century
contexts.

Learner-Centered Learning
The old-school model of passively learning facts and reciting them out of
context is no longer sufficient to prepare students to survive in todays
world. Solving highly complex problems requires that students to have
both fundamental skills as stated in Malaysia National Philosophy of
Education comprises of four skills namely reading, writing, arithmetic and
predicting and 21st century skills such as teamwork, problem solving,
research gathering, time management, information synthesizing and
utilizing gizmo tools in learning. Steward (2011) believed that, through
the combination of skills, students become directors and managers of their
learning process, guided and mentored by skilled teacher. By bringing real-
life context and technology to the curriculum through problem centered
learning approach, students are encouraged to become independent
workers, critical thinkers, and lifelong learners. Teacher can communicate
with administrators, exchange ideas with other teachers and subject-area
experts, and communicate with parents, all the while breaking down
invisible barriers such as isolation of the classroom, fear of embarking on
an unfamiliar process, and lack of assurances of success. Learner centered
learning approach is not just a way of learning; it is a way of working
together. If students learn to take responsibility for their own learning, they
will form the basis for the way they will work with others in their adult
lives. Apart from that, project centered learning promotes the
implementation of authentic assessment in evaluating learners
competencies. Authentic assessment and evaluation allow teachers to
systematically document a learners progress and development.
Promote Active Learning Process
Learners nowadays should no longer be restricted to learn just by drilling
and memorizing facts for the sake of passing exams. Learning that is just
based on rote memorization as being practiced within traditional classroom
is no longer suitable in developing holistic potential of dynamic learners.

3
Vincent and Focht (2011) claimed that traditional curriculum is heavily
emphasized on learners outcome where grades and scores are the core
focus instead of the learning process achieved by learners. Hence, learners
are bound to follow the traditional structure hence limiting learners
potential to understand the meaningful experience in getting knowledge.
Hannafin, Hill, Land and Lee (2014) stated that, the implementation of
public examination as a medium to measure learners performance in their
learning has significantly affecting the way pedagogical process conducted
in classroom. Learners are drilled to memorize questions and essays for
the sake of exam and the utmost importance aspect being implanted to
students is the need to excel and get flying colours result in exam.
Therefore, learning is no longer become fun and enjoyable when teaching
is just chalk and talk. Karpicke (2012) argued that stressful learning
atmosphere only create tension among learners, which resulted in
depression. Thus, this issue has become a very serious agenda within the
curriculum that emphasize result more than process making school just
like a factory instead of educational hub for learners. In tackling this
unbecoming issue, it is advisable for policy makers and educators to try
and implement learners-centered curriculum in the current education
system. One of the key elements in this curriculum design is students are
encouraged to discern their potential thorough active discovery learning.
Bean (2011) defined active learning as a process whereby learners engage
with the material, participate in the classroom, and collaborate with each
other. One of the prominence examples of active learning is cooperative
learning whereby learners work together in achieving desired goals set by
teachers in completing a task in a lesson. Through this style of learning,
students are able to engage with the surroundings and explore the learning
in accordance to their learning pace. By doing so, it will increase learners
enthusiasm to learn which is importance in enhancing learning capability
of learning. Furthermore, active learning process included in the learner-
centered curriculum also help to amplified content knowledge, critical
thinking and problem-solving abilities which are most sought after skills
in the 21st century. According to Lai (2011), critical-thinking skill is very
essential in making significant yet appropriate decision in life. Thus, by

4
inculcating active learning process, learners will taught to be creative and
critical through multitude ways of learning designed based on learners-
centered curriculum. Apart from that, active process also significant in
improving learners attitudes and perceptions towards information
literacy. Arends (2014) claimed that learners who are exposed to wide
array of literacy have higher cognitive capability compare to others. This
is because; learners have the opportunity to learn new things everyday
through various medium of learning that enhances their interest towards
learning. Therefore, it could be said that active learning process inculcated
within learner-centered curriculum offers a lot of benefits, which are very
useful for the development of 21st century learners.

Flexible and Authentic Learning Experience

Learner-centered designs curriculum is accentuating the needs of learners
rather than the needs of the institution or the teacher. The curriculum offers
learners flexibility on what, when, where and how to learn. By instigating
this curriculum design, learners become more vigorous in pursuing their
own learning. According to Hollins (2015), learners learn to construct
knowledge by intermingling with teachers and peers around them. Thus,
learners are able to convalesce their communication skill via various
activities conducted for them. Learner-centered curriculum is designed so
that communication is not restricted to one way only where learners are
just at the receiving end without having any opportunity to contribute
something, which is crucial in developing their communication skill as
well as their cognitive skill.

In traditional learning continuum, learners mostly are passive receiver of

knowledge where the teachers mostly do the talking. However, learner-
centered curriculum designs encourage learners to seek for knowledge
through active learning process. They are allowed to explore,
experimenting and discover new knowledge by their own learning pace.
Learners have the autonomy to direct their learning to suit their cognitive
level with teachers as facilitators to guide them towards achieving desired
objectives and goals set up for activities designed for he learners. In this

5
curriculum design, learners are responsible for the success of a lesson,
which rely on their abilities and interest to achieve learning objective
prepared by teachers (Fraser, 2015). By giving opportunity for learners to
be independent with their study, this will make them feel more responsible
for their learning through the trial and error. They began to accept failure
and slowly build up courage to face bigger challenge in their learning
process. This quality is very important for 21st century learners as
challenges come in many forms that can only be conquered if one has
strong determination to strive and never give up in dealing with problems.

Apart from that, learners-centered curriculum design helps to boost

learners motivation by giving learners control to their learning process.
Learners will feel highly motivated as they are given chance to decide
which style of learning suits them the most and meaningful for them to
endeavor. According to Bean (2011), motivation and confidence are
gained by learning what learners need to know which arouse their interest
to know more about certain topic or subject being taught. It can be said
that, this curriculum design is very beneficial in preparing learners to be
competent problem solvers through their discovery process in their
learning which is one of the vital skills needed for 21st century education
where swift and witty thinking is needed in competing with multitude of
challenges that ever-changing.

The active nature of the learner-centered curriculum design inspire

learners to seek any desired knowledge by collaboratively working
together with other peers through activities planned within a lesson.
Through various activities designed for learning, students are vigorously
absorbed with the lesson hence enabling them to focus and indulge more
to the lesson being taught. Karpicke (2012) claimed that, active learning
helps to increase learners memory retention and learning enjoyment
instead of drilling students towards rote memorization commonly used in
traditional subject centered curriculum. For example, students will have
higher probability to retain information longer when working together as
two-way interaction occurs to exchange information compared to learners

6
who just become passive listeners. This is supported by Hannafin et al.
(2014) as they believed that active communication could help learners to
establish better foundation in deciphering information. Hence, it could be
said that by integrating active learning process as embedded in learners-
centered curriculum, learners will have opportunity to diversify the way
they learn through active learning process instead of just listening and
memorizing facts given by teachers.

Promote collaborative learning

Another great impact of learner-centered curriculum design is learners are
exposed to collaborative style of learning where learners communicate and
dynamically work together with other learners to achieve any desired
goals. Collaborative learning helps learners to diversify their cognitive
ability in accomplishing any given task in accordance to the level of
difficulty. Learners learn to work collaboratively with others during the
learning process by helping each other in completing task. Barkley, Cross
and Major (2014) claimed that, by working together with peers, learners
have the opportunity to expand their content knowledge through formal
and informal sharing session. For example, learners share any relevant
information they might find useful with others that can help to complete
the task given. Hence, by promoting collaborative learning, learners with
various proficiency levels will be able to work with each other effectively
hence making the learning becomes more enjoyable and fun.

Apart from that, through learner-centered curriculum, the implementation

of collaborative learning among learners help to reduce their affective
barrier that hinder them from effectively contributing during lesson due to
shyness and other external factors. Through collaborative learning,
learners will have opportunity to communicate and work together as a team
to complete any specific task, which makes the learning more enjoyable
and fun. Johnson, Johnson and Smith (2014) found that cooperative
learning produced greater academic achievement compared to individual
learning. This is a vision embedded within learner-centered curriculum
where leaners benefits most from learning process which subsequently

7
help in boosting their academic achievement to the highest level possible.
This style of learning is applicable in 21st century era where in order to
sustain better achievement in various fields, working together with people
from different backgrounds helps to yield better result as workload is
equally shared instead of working alone where everything is being point
out to one person only.

On the other hand, collaborative learning endorsed in learners-centered

curriculum design promotes merriment of diversity. Learners learn to work
together with different kinds of people. During group collaborations, they
find many chances to reflect upon and reply to the distinct feedbacks
fellow learners brings to the questions raised. It also enables learners to
add their viewpoints to an issue based on their cultural disparities. Laal and
Ghodsi (2012) claimed that, this exchange inexorably helps learners to
better comprehend other cultures perspectives. Moreover, collaborative
learning edifies learners to acknowledge individual disparities. When
questions are raised, distinctive learners will have variation of responses.
Each of these can help learners within their own group to make a product
that reflects an extensive range of perspectives and is thus more far-
reaching and comprehensive. Apart from that, learner-centered curriculum
accentuates the importance of interpersonal development, which is crucial
in developing exceptional 21st century learners. Through collaborative
learning, learners learn to communicate to their peers and other learners as
they work together in-group establishments. This can be especially
beneficial for learners who have difficulty with social skills as they tend to
shy away from crowds and public or fear of rejection hence making them
afraid to talk. By working together, learners can benefit from structured
interaction with others as they learn to communicate and mingle with
others (Laal and Ghodsi , 2012). This will create more opportunities for
personal feedback because there is more exchange of information among
learners occurs in groups. Learners receive more personal feedback about
their ideas and responses from their peers as well as teacher. This is very
useful as it helps to build courage and develop higher self-esteem among

8
learners, which is needed to prepare them to be brave and diligent to
withstand the challenges in the 21st century.

Teacher as Facilitator
In this curriculum design, teachers are no longer the sole disseminator of
knowledge in classroom. Leaners are given more autonomy to control their
learning in which they are responsible with their own learning.
Pedagogical process in the old paradigm was contemplated as a task in
which teachers were anticipated as a specialist and they were alleged to
disseminate knowledge to learners. However at present, it is considered
otherwise. Now teachers are not source of knowledge, but facilitators.
These days, teachers are also considered as inspirers whom are supposed
to instigate learners by creating a meaningful learning atmosphere for
them. Now as it is believed that knowledge is constructed by learners from
experience, the teachers need to be a guide on the side, rather than sage on
the stage where teachers facilitates learners throughout their learning
process. According to Mooney (2013), learners play an active role in
learning. It indicates that now the focus of teaching has shifted from
didactic learning atmosphere to a more collaborative learners-centered
learning atmosphere where inquiry and discovery are essential for
learning. Teachers role is to assist learners to construct meaning rather
than postulate meaning they familiar with or know. In a leaner-centered
curriculum style of learning, learners initiative and autonomy are
encouraged and accepted. By respecting learners ideas and encouraging
independent thinking, teachers help learners to attain their own intellectual
identity. Instead of become the primary knowledge disseminator, teachers
facilitate learning by asking open-ended questions and allow wait time for
response. This encourages higher-level thinking as suggested by Bouchard
(2011) and Johnson et al. (2014) in their findings. The constructivist
teachers challenge learners to reach beyond a simple factual response by
encouraging learners to connect and summarize concepts by predicting,
analyzing and justifying their ideas. For this, teachers facilitate learners to
engage in dialogue with teachers and their peers. Furthermore, by
facilitating learners to engage with higher order thinking activities,

9
teachers provide ample opportunities for learners to test their hypotheses
especially through group discussion by using all sorts of data gathered by
them to justify their findings or answers. The constructivist approach used
to facilitate leaners is very useful to help them organize and responsible
with their own learning process. Hence, the implementation of learner-
centered curriculum will not just benefit learners but also teachers in
creating an ideal learning and curriculum design for learners in the 21st
century.

Conclusion
In preparing learners to adapt the 21st century style of learning, it is
important to note that changes are not made overnight. Excellent planning
is needed to ensure learners are able to enjoy learning and at the same time
able to achieve goals in any lesson or activity prepared by teachers.
Teachers need to design suitable activities that cater the needs of learners
with various learning proficiency and line with their learning preferences
either prone towards visual learning, auditory learning or others. The
implementation of learner-centered curriculum is a stepping-stone for
policy makers to diversify learning strategies in establishing strong
foundation for learners so that they are ready to ensure any challenges and
obstacles they may encounter in the 21st century.

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References

Hollins, E. R. (2015). Culture in school learning: Revealing the deep meaning.

Routledge.

Fraser, B. (2015). Classroom learning environments. In Encyclopedia of Science

Education (pp. 154-157). Springer Netherlands.

Hannafin, M. J., Hill, J. R., Land, S. M., & Lee, E. (2014). Student-centered, open
learning environments: Research, theory, and practice. In Handbook of
research on educational communications and technology (pp. 641-651).
Springer New York.

Arends, R. (2014). Learning to teach. McGraw-Hill Higher Education.

Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning

techniques: A handbook for college faculty. John Wiley & Sons.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning:

Improving university instruction by basing practice on validated theory.
Journal on Excellence in University Teaching, 25(4), 1-26.

Luke, A., Woods, A., & Weir, K. (2013). Curriculum, syllabus design, and equity: A
primer and model. Routledge.

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Ornstein, A. C., & Hunkins, Francis. P.(2013). Curriculum: Foundation, principles
and issues, 3.

Mooney, C. G. (2013). Theories of Childhood: An Introduction to Dewey, Montessori,

Erikson, Piaget & Vygotsky. Redleaf Press.

Karpicke, J. D. (2012). Retrieval-based learning active retrieval promotes meaningful

learning. Current Directions in Psychological Science, 21(3), 157-163.

Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia-Social

and Behavioral Sciences, 31, 486-490.

Vincent, S., & Focht, W. (2011). Interdisciplinary environmental education: elements

of field identity and curriculum design. Journal of Environmental Studies and
Sciences, 1(1), 14-35.

Stewart, A. (2011). Student-Centered Learning. Community College

Entrepreneurship.

Bean, J. C. (2011). Engaging ideas: The professor's guide to integrating writing,

critical thinking, and active learning in the classroom. John Wiley & Sons.

Lai, E. R. (2011). Critical thinking: A literature review. Pearson's Research Reports,

6, 40-41.

Bouchard, G. J. (2011). In full bloom: helping students grow using the taxonomy of
educational objectives. The Journal of Physician Assistant Education, 22(4),
44-46.

Giles, H. H. (1942). Exploring the curriculum. Harper & brothers.

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13
 FACULTY OF EDUCATION AND LANGUAGES
_____________________________________________________________________

HMEF5073
CURRICULUM DEVELOPMENT
SEPTEMBER SEMESTER 2016

ASSIGNMENT 1 (PART B)

ASSIGNMENT TITLE

10-HOURS COURSE
INTENSIVE REMEDIAL TEACHING PROGRAM FOR
LINUS STUDENTS IN PRIMARY SCHOOLS

MUHAMMAD SAUFI FIRDAUS BIN SABUDIN

CGS01284106
900108-08-5311
013-2336314
paradox.jingga@gmail.com

FASILITATOR
MR GHAZALI BIN SULAIMAN

LEARNING CENTRE
LAHAD DATU LEARNING CENTRE
 CONTENT

Topic Page
Course description 2
Characteristics of target learners 2
Course objectives 3
Course learning outcomes 3
Course content 4
Oh My English! 4
Grammar is Fun 5
Where is My Treasure? 6
Listen, Speak, Listen 7
Reading Charade 8
Write Like a Pro 9
Resources and Materials 10
Handheld devices 10
Varieties of English literature books 10
Teaching aids 10
A3 size SVO table 10
Stationaries 10
Assessment methods and types 11
Online quiz 11
Group presentation 11
Written test 11
Teacher training 12
Evaluation of the course 12
Survey 12
Pre-test and post-test questions 12
Interview 12
Closure 13
Appendix 14

1.0 Course Description

1
 Low achievers refer to learners with low cognitive ability to grasp significance
knowledge in the conventional education system. Learners of this group usually
struggle to carry on with standard learning process and teachers have to teach them
based on their ability. Currently, the Ministry of Education (MoE) of Malaysia
implements Literacy and Numeracy Screening (LINUS) test to distinguish these
learners. Based on this test, teachers will decide whether the child's competency in
languages specifically in English by using a standard test instrument consist of 12
constructs. Ultimately, learners who are incompetent in the test will be categorized
as LINUS students and treated in a special class, namely, LINUS Remedial Class.
The objective of this program is very clear, which is to give them an appropriate
learning process. The learning process of this group needs to be reinforced by
specific learning tools. It is essential to provide them with learning assistance in
order to give them an attractive and attentive learning environment.

2.0 Characteristics of target learners

20 learners from year three are selected as participants in this course. The learners
selected have encounter problems of passing minimal requirements during their
LINUS screening test specifically in English subject. The learners are gathered
according to their level of achievement ranging from very weak to weak learners.
The learners are mix gender of male and female from various socio-economic
backgrounds. Their level of English proficiency is low to average based on their
English result from previous year final examination paper. Learners with difficulty
in learning usually have one or more of the following difficulties according to
Mooney (2013) which are poor memory retention, short attention span and easily
distracted by other things, relatively poor comprehensive power, lack of learning
motivation, lack of self-confidence and relatively low self-expectation, weak in
problem-solving power, have difficulty in understanding new and abstract
concepts and lastly need more time to complete assignments or tasks.

3.0 Course Objectives

3.1 To instill learners interest in learning English grammar through the integration
of various teaching aids as well as ICT in learning grammar.

2
 3.2 To establish good understanding on which of the four language skills in English
subject they are lacking off.

3.3 To provide scaffolding and guidance on how to write correct English sentences
using subject verb object (SVO) table.

3.4 To familiarize learners with varieties of English language literatures and how to
understand the content effectively.

4.0 Course Learning Outcomes

By the end of this course, learners should be able to:

4.1 Utilize the usage multimedia elements and teaching aids in triggering their
interest towards learning English grammar.

4.2 Distinguish the differences between four skills embedded in English language
and able to master all the skills with guidance from teacher.

4.2 Create meaningful simple sentences using the SVO table and able to write
correctly the sentences with and without guidance from teachers.

4.3 Differentiate different types of literature in English language and able to

comprehend the meaning in the text using various strategies such as using
dictionaries or peer discussion.

5.0 Course Content

This 10-hours course has been design to implement these 6 topics, which are
carefully developed from selected English language components. This is to help
learners to familiarize with multitude of ways in learning English in order to help

3
them focus and interested during lessons. The topics are presented as follow:

5.1 Oh My English!
In this topic, learners are presented with funny dialogue scene from selected
movies such as Pink Panther and Mr. Bean. The reason of this activity is to make
learners feel comfortable in learning English as well as reducing their affective
filter, which might hinder their interest in learning English language. Learners will
try to imitate the dialogue and do simple role-play, which will be very exciting and
fun for them.
Teaching Lecturing and Discussion
Method
Rationale Lecturing provides background information and ideas; basic
concepts and methods that will be further emphasized later in
the discussion activities. Lecturing is also very effective as a
way of demonstrating processes, which are very beneficial in
enhancing learners understanding towards the topic presented.
As for discussion, after teacher or instructor demonstrate the
learning, leaners will have the opportunity to communicate
with the teacher as well as their peers to give response and
feedback on any queries resulted from the lecturing session.
Learning Role-Playing and Group Presentation
Activities
Rationale Role-playing and group presentation set the learners into a
learning condition closely resembling the real life atmosphere
in which the anticipated behavior will be exhibited. Positioning
the learner in, as authentic a situation as possible, increases on-
the-job recall, knowledge transfer and reinforcement of
appropriate behaviors. Role playing and group presentation
often intensify learners to participate in analysis, in which they
must decipher elements in the game concurring to the role they
are playing; synthesis, in which they must employ concepts to
a new setting (the part they are playing in the activity and
evaluation, in which they must continuously evaluate whether
actions taken within the part they are playing abets them in

4
 achieving the goals of the activity in the lesson.

5.2 Grammar is fun

This topic is selected to give learners positive impression about various
grammatical components in English language and learn how to distinguish each
component through multimedia presentation and the usage of mobile games and
software to attract learners interest hence making them enjoy learning grammar.
The games are carefully selected to suit leaners level of proficiency, which is
important to ensure leaners are able to learn as well as enjoy the interactive way of
learning grammar.
Teaching Lecturing and Tutorial
Method
Rationale Lecturing provides background information and ideas; basic
concepts and methods that will be further emphasized later in
the discussion activities. Lecturing is also very effective as a
way of demonstrating processes, which are very beneficial in
enhancing learners understanding towards the topic presented.
Once the lecturing session is over, learners will be transitioned
towards tutorial style of teaching. Tutorial teaching method is
a follow up study of lectures. It is highly individualized
remedial teaching, as learners will be given opportunity to play
grammar games through mobile platform downloaded from
android and IOS app stores.
Learning Online Grammar Game and Group Presentation
Activities
Rationale Online games can offer exceedingly detailed statistics in real-
time. They amass data every step of the way that offers
perspective for a childs development and explicit learning
habits. This facilitates a deeper understanding of how the
learners are actually interacting with the material, and allows
teachers to give instantaneous feedback. As for the group
presentation, once the gaming session ended, they need to
present their experience to their peers, which are significant to
improve their speaking skill, which is a fundamental skill, they

5
 are lacking off based on their LINUS screening test result.

5.3 Where is My Treasure?

In this topic, learners will be exposed to the application of grammatical
components such as nouns, prepositions, verbs and adjectives through a simple
treasure hunting activity. The activity will be conducted within the seminar room
and learners will become treasure hunters and using the clues given, they need to
solve the riddles and questions to discover the hidden treasure located somewhere
in the seminar room.
Teaching Lecturing and Discussion
Method
Rationale Lecturing provides background information and ideas; basic
concepts and methods that will be further emphasized later in
the discussion activities. Lecturing is also very effective as a
way of demonstrating processes, which are very beneficial in
enhancing learners understanding towards the topic presented.
As for discussion, after teacher or instructor demonstrate the
learning, leaners will have the opportunity to communicate
with the teacher as well as their peers to give response and
feedback on any queries resulted from their learning.
Learning Role-Playing and Group Presentation
Activities
Rationale Role-playing and group presentation set the learners into a
learning condition closely resembling the real life atmosphere
in which the anticipated behavior will be exhibited. Positioning
the learner in, as authentic a situation as possible, increases on-
the-job recall, knowledge transfer and reinforcement of
appropriate behaviors. Role playing and group presentation
often intensify learners to participate in analysis, in which they
must decipher elements in the game concurring to the role they
are playing; synthesis, in which they must employ concepts to
a new setting (the part they are playing in the activity and
evaluation, in which they must continuously evaluate whether
actions taken within the part they are playing abets them in

6
 achieving the goals of the activity in the lesson.

5.4 Listen, Speak, Listen

In this topic, leaners will be exposed to the four fundamental skills that become the
foundation of English language namely listening, speaking, reading and writing. In
this section, learners will focus on how to be an effective listener and speaker
through various fun activities prepared for them to sharpen their language skills.
Teaching Lecturing and Discussion
Method
Rationale Lecturing provides background information and ideas; basic
concepts and methods that will be further emphasized later in
the discussion activities. Lecturing is also very effective as a
way of demonstrating processes, which are very beneficial in
enhancing learners understanding towards the topic presented.
As for discussion, after teacher or instructor demonstrate the
learning, leaners will have the opportunity to communicate
with the teacher as well as their peers to give response and
feedback on any queries resulted from the lecturing session.
Learning Role-Playing and Group Presentation
Activities
Rationale Role-playing and group presentation set the learners into a
learning condition closely resembling the real life atmosphere
in which the anticipated behavior will be exhibited. Positioning
the learner in, as authentic a situation as possible, increases on-
the-job recall, knowledge transfer and reinforcement of
appropriate behaviors. Role playing and group presentation
often intensify learners to participate in analysis, in which they
must decipher elements in the game concurring to the role they
are playing; synthesis, in which they must employ concepts to
a new setting (the part they are playing in the activity and
evaluation, in which they must continuously evaluate whether
actions taken within the part they are playing abets them in
achieving the goals of the activity in the lesson.

5.5 Reading Charade

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In this topic, learners will be taught on how to become a good reader by exposing
them to various English literatures text available. Various reading activities
ranging from individual reading to choral reading will be conducted to help leaners
becoming an effective reader and to give them exposure on what good reading
activities should be like.
Teaching Lecturing and Tutorial
Method
Rationale Lecturing provides background information and ideas; basic
concepts and methods that will be further emphasized later in
the discussion activities. Lecturing is also very effective as a
way of demonstrating processes, which are very beneficial in
enhancing learners understanding towards the topic presented.
Once the lecturing session is over, learners will be transitioned
towards tutorial style of teaching. Tutorial teaching method is
a follow up study of lectures. It is highly individualized
remedial teaching, as learners will be given opportunity to
participate in reading activities with guidance from the teacher.
Learning Self-Reading and Small Group Reading
Activities
Rationale Self-Reading and Small Group Reading Enhanced
concentration and discipline. Learners may initially struggle
and become preoccupied during story time, but ultimately they
will learn to focus for the duration of the book. Along with
reading comprehension comes a longer attention span, stronger
self-discipline and better memory retention, all of which will
assist them to procure new vocabularies which are very useful
for them especially when they wanted to write sentences.

5.6 Write Like a Pro

In this topic, learners will be taught on how to write simple sentences using SVO
table, which is interactive and fun to learn. Learners will be guided to write
sentences effectively using the SVO table with guidance from the expert instructor.
Learners will learn to create their own sentences will be very useful to be used in
their writing especially for their English LINUS Writing test.
Teaching Lecturing and Discussion

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 Method
Rationale Lecturing provides background information and ideas; basic
concepts and methods that will be further emphasized later in
the discussion activities. Lecturing is also very effective as a
way of demonstrating processes, which are very beneficial in
enhancing learners understanding towards the topic presented.
Once the lecturing session is over, learners will be transitioned
towards tutorial style of teaching. Tutorial teaching method is
a follow up study of lectures. It is highly individualized
remedial teaching, as learners will be given opportunity to
express their authentic style of writing with guidance.
Learning Sentence Writing and Group Presentation
Activities
Rationale To accentuate learners capability of writing simple sentences
using the given SVO table. By writing, learners will be able to
improve their sentence construction skill, which are crucial in
English language learning. Furthermore, learners need to do
group presentation where learners will discuss and select the
best sentences among their peers to be presented to others. This
will help learners to be more confident and motivated as they
are given autonomy in their learning process.

6.0 Resources/Materials
6.1 Handheld devices (Apple Ipad /Android Tablet)
The purpose of this resource is to enable learners to learn using informative
communication technology (ICT) atmosphere where learning English language
will take place in the form of mobile games that can be easily downloaded from
designated app store. The other purpose of this resource is to attract learners to
learn using multimedia elements such as sounds, animations and touch, which help
to enhance their interest to participate in the learning session.

6.2 Varieties of English literature books

The purpose of having varieties of English literature books is to familiarize learners
with various types of writing presented in English language. The books comprise
of short story, encyclopedia, riddles, poems and more are used as stimulus to give

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 learners exposure on what types of reading they could find around them. Learners
also will use the books to help them with most of the activities designed in this
course that are very useful for them to learn English.

6.3 Teaching Aids

The usage of teaching aids is very crucial in scaffolding learners learning process
throughout this course. The sample of teaching aids such as big book for reading
purposes, educational posters and other relevant teaching aids are very significant
to attract learners in learning English. It is also to avoid learners from thinking
English is just memorizing, which hinder them from giving their full attention to
learn.

6.4 A3 size SVO Table

This big size SVO table is important for practice purposes where learners work
together with their peers to create sentences collaboratively in a small group. This
activity is to prepare learners before they can start to create their sentences
individually.

6.5 Stationaries
Enough stationaries supply is crucial as will ensure the course to run smoothly and
no time is wasted just to procure additional stationery in the middle of the course.
7.0 Assessment method and types

7.1 Online Quiz

Learners will be given online quizzed they need to answer at the end of each topics
throughout the course. Each set of quiz comprises of 20 items, designs in
accordance to each topic being taught. Online quiz is selected because it can be a
great tool that does not have to count heavily toward students grades. Using quiz
is fun and interactive way to assess learners prior knowledge and new information
they learn, clears up any misconceptions, and drives home the point of how much
they will learn.

7.2 Group Presentation

For selected topics in this course such as Where is My Treasure? Listen, Speak,
Listen and Reading Charade group presentation is used to evaluate learners
capability to work collaboratively with their peers as well as their understanding

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 towards the topic being taught. The presentation is evaluated by two parties namely
the teacher as well as their own friends using a specified rubrics designed by the
teacher. The purpose is to give opportunity for learners to give feedback and
response to the activities being conducted which help to improve their English
language acquisition.

7.3 Written Test

Once the learners have completed the 10 hours course, a written test based on
modified version of LINUS Writing screening test is being administered
comprising of 12 specific constructs. The test is conducted individually within
specific time frame (1 hour and 30 minutes) to check their learning progression
either they have learned new things that can help with their learning. The purpose
of using written test is to enable students to demonstrate the extent of their
knowledge, as their answers will reflect their proficiency level in English.
Furthermore, teacher can provide better feedback on answers. A written, developed
answer allows for more opportunity for teachers to assess thinking and articulation
of learners progress after the course.

8.0 Teacher training

In developing the full potential of LINUS learners in this course, teachers play
significant role to attract them towards English language learning. Teachers need
to ensure that they have complete understanding of English language components
especially grammar component. In order to prepare teachers in assisting learners,
teacher may want to join free weekend English Intervention Course for teachers
conducted at the nearest educational district office. This program is beneficial to
polish teachers knowledge in English as well as learn exposure to new and latest
21st century pedagogical approach, which can be implemented in classroom.
Teachers can also enroll to free online course conducted by British Council as a
way to improve existence knowledge in English to another level. There are many
courses teachers can choose and it is flexible as long as teachers have strong
Internet connection to avoid streaming disruption. These are only suggestions for
teacher own professional development and not compulsory.

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9.0 Evaluation of the course
In order to know to what extent learners engage with the course and either it has
increased their prior knowledge in English, three methods of evaluation will be
used to measure and identify the length of their engagement and interest towards
this course. The three evaluation methods are as follows:

9.1 Evaluation tool: End-of-course survey

The purpose of using survey is to measure how learners view and value the course
and determine whether learners were engaged, and if they believe they can apply
what they learned. The survey will determine to what extent participants are
satisfied with the training, and whether they believe the training is effective or not
to their learning. Using survey also a good way to evaluate learners reaction about
the course from the survey form given which can be a good indicator either they
are satisfied with the course progression or not.

9.2 Evaluation tool: Pre-Test and Post-Tests Questions

Using Pre-Test and Post-Test Questions is a good way to measure whether learners
actually learned something from the course given. By giving them the same set of
questions to be answered before the course and when the course ended will
determine to what extent the topics delivered in the course have given significant
impact towards their learning progress. This type of evaluation is very useful for
the course instructors as well as teachers to use as reference for any improvement
that can be done for future course.

9.3 Evaluation tool: Interview with learners

Interview is a very powerful evaluation tool what can be used to evaluate learners
behavior, whether the course has positive effect on learners interest towards
learning or not and used to investigate certain questions in great details. This
method is very useful to discover how individual think and feel about this course
without being influenced by their peers when giving opinion. Interview session
gives instructors ability to understand individual preferences towards the content
of the course, which might be different between learners. Interviews allow more
detailed questions to be asked and usually achieve a high response rate from the
respondent.

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10. Closure
This course is designed with high anticipation to help LINUS learners to improve
in their English language subject. The course has received tremendous supports
from school administrators, teachers as well as officers from education district
office in term of financial support, logistics and more to ensure the course is a
success. The course is a stepping-stone for learners and teachers to understand
English is actually easy to learn and fun. Hence, it is hope that this course will
benefit everyone involve in empowering English language to the next level.

Appendix 1 : Survey

Course :

Day :

Date :

Understanding My Learning Journey

Circle the option that best describe your understanding in this course

Scale explanation:
1- Strongly disagree
2- Disagree
3- Neutral
4- Agree
5- Strongly agree

1. I can understand the instructions for activities used in this course. 1 2 3 4 5

2. I can understand the instructors instructions in English. 1 2 3 4 5

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3. I can understand the grammar used by the instructors. 1 2 3 4 5

4. I enjoy the activities in this course. 1 2 3 4 5

5. I enjoy the reading session in this course. 1 2 3 4 5

6. I am able to write simple sentences without guidance correctly. 1 2 3 4 5

7. I learn new words that are useful to improve my speaking skill. 1 2 3 4 5

8. I used English often in this course. 1 2 3 4 5

9. I enjoyed group work. 1 2 3 4 5

10. I asked more questions in this course. 1 2 3 4 5

11. I felt confidence to talk in front of people. 1 2 3 4 5

12. Playing games helped me to learn English grammar. 1 2 3 4 5

13. I am no longer afraid to learn English 1 2 3 4 5

14. I am capable of reading simple short stories. 1 2 3 4 5

15. I am capable to write simple sentences using SVO table. 1 2 3 4 5

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