Saya sempat berbual (ym) dengan seorang guru yang mengajar BI (12 tahun) di sebuah sekolah di Lembah Kelang...
Cik A: kalau betul nak improve kan budak punya english
Cik A: maths and science in english is not the answer
Cik A: sebab bahasa dia cuma technical sahaja
Cik A: dan juga you tak akan pandai bahasa inggeris dengan belajar maths and science
Cik A: markah lulus maths and science sgt rendah
Cik A: because dia nak bagi nampak benda ni it's a good thing
Cik A: markah peperiksaan sentiasa dimanipulasikan
Cik A: tak kira maths and science pun
Cik A: sebab itu lembaga peperiksaan tidak pernah bagitau cikgu2 apa dia orang punya grading system
Cik A: even exam markers pun tak tahu
Cik A: kita org cuma mark sahaja
Cik A: grading system is an official secret
Cik A: let me tell you one thing
Cik A: kalau budak tu hari2 u ngajar dia
Cik A: u tahu dia macam mana
Cik A: dan u tau dia ni memang bukan A student
Cik A: tiba2 dia dapat A
Cik A: memang la u akan kata there's something wrong with the grading system
Cik A: even the marking is very lenient
Cik A: they ensure high grades by being very lenient in the marks and also by lowering down the grading system
Cik A: i have taught in a kampung school pakcik
Cik A: i know how the students are like
Cik A: like i said before
Cik A: you can't improve your english by studying it in maths and science.
Mengapa sampai sanggup memanipulasi markah? Bukankah itu satu pengkhianatan kepada bangsa?
*Jadi cerita-cerita tentang manipulasi markah ini semakin menjadi kenyataan...Ahli-ahli parlimen harus tanya tentang perkara ini dan tuntut untuk meneliti sendiri kertas-kertas peperiksaan yang lalu...
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Ali
Kenangan indah...
Ali 2012
Perasa & pewarna hidup...
Ali...
18 reaksi:
isu ni dah lama sangat...
dulu pernah terbaca dalam ruangan luahan/komen di utusan... sekitar hujung 90'an dulu...
seorang guru melahirkan rasa pelik dengan keputusan yang diperoleh oleh seorang muridnya. Murid yang tidak pernah dijangka untuk dapat gred 3 sekali pun dalam SPM, dapat 16 agregat.
Mak bapak budak tu siap datang sekolah cium tangan cikgu, ucap terima kasih, pasal keajaiban yang berlaku... hohoho...
dan, satu lagi... rungutan dari pensyarah-pensyarah tentang kualiti mahasiswa yang semakin merosot juga, hasil dari tindakan bodoh lagi jahat lembaga peperiksaan yang cuba membodek menteri.
Kewujudan begitu banyak kolej swasta juga boleh jadi antara penyumbang berlakunya penyelewangan dan salahguna kuasa semacam ini.
Salam,
pertama-tama sekali, "pakcik"? tu merujuk kepada siapa, ek...
heheheh...
Secara serius - Dua perkara:
1. Saya ada terbaca rungutan seorang wartawan yang menilai surat permohonan kerja di sebuah akhbar Malaysia. Katanya, BI pemohon tidak bagus, jadi, PPSMI harus disokong.
Ini adalah kesimpulan yang sangat simplistik.
Sekiranya wartawan tersebut singgah di sini, saya ingin katakan bahawa: PPSMI bukan jalannya.
Mana-mana pendidik yang berakal tidak akan mengatakan bahawa cara untuk memperbaiki pengajaran bahasa adalah melalui pengajaran subjek-subjek yang mempunyai laras bahasa sendiri. Sains dan Matematik mempunyai jargonnya sendiri, tidak komunikatif, tidak pula menggunakan konteks percakapan/persuratan yang diperlukan oleh seseorang pelajar bahasa untuk bergerak dalam lingkungan bahasa yang dipelajari dengan bebas dan selesa. Yang harus diperbaiki ialah pengajaran dan pembelajaran bahasa itu sendiri.
Saya kira ini sudah disampaikan kepada pihak atasan berkali-kali-kali... tetapi mereka yang menyokong PPSMI juga harus disampaikan perkara ini.
2. Isu murid yang sudah terang-tak-perlu-bersuluh lemah, tiba-tiba, mendapat A, harus bahan dijadikan kajian. Kajian sebegini boleh menjadi bukti kepada dakwaan manipulasi dalam pemarkahan.
Ok. Bro. Memang kebetulan, sehari dua ini, sedang stress untuk menumpukan perhatian kembali kepada tesis yang berkaitan dengan pengajaran dan pembelajaran Bahasa Inggeris...
Wassalam.
saya juga mendengar dari mulut seorang guru di sekolah anak saya, dari seorang guru saudara mara saya.....mereka terkejut tiba² murid yang tak pernah lulus boleh dapat A.
PS: Oh ya, sebab tu dalam pautan yang Abang Helmy berikan semalam ada rungutan juga bahawa pelajar Malaysia hanya boleh bertutur baik sesama sendiri dan tidak dapat bertutur dengan baik di luar negara. Bagaimana PPSMI dapat menyelesaikan masalah ini, saya tak pasti. Kerana, sekali lagi, ia melibatkan pengajaran dan pembelajaran bahasa itu sendiri. Walaupun rata-rata pelajar Singapura mampu berbahasa Inggeris dengan baik, kami juga ada kes sebilangan kecil pelajar yang menghadapi masalah menyesuaikan diri dengan BI di Australia. Kajian sedang dijalankan - beberapa masalah sebenar kesukaran mereka telah dikenal pasti untuk membantu mereka dan seterusnya memperbaiki silibus BI secara keseluruhan di peringkat nasional supaya di masa akandatang, pelajar Singapura yang lain tidak menghadapi masalah yang sama.
Mudah-mudahan, ada pihak yang mahu mengkaji dan melakukan perkara yang sama untuk pelajar Malaysia.
Wallahua'alam...
Ok. Khalas!
Wassalam.
yg paling aku terkejot..(UPSR 2008)
camner pertus kelulusan science & maths bole lagi tinggi dari peratusan kelulusan BI aku!!!!!
mana aku tak hangen satu badan?
camner budak bole lulus science & maths kalo tak lulus BI aku nie??
udahnye aku jadi bahan perlian sepanjang tahun ini..
aku kena bekerja keras bg meningkatkan peratus kelulusan BI bebudak aku!!
-luahan hati seorang guru Bahasa Inggeris-
sungguh ampes lar grading system LPM ini!!
betul hujah cik A.
semuanya.
modul pengajaran BI perlu dimantapkan lagi...
Ni ada catatan dari satu blog yg dipetik oleh blog lain.
http://perisik-rakyat.com/2009/03/anti-ppsmi-yang-ni-aku-setuju.html
1) Istilah matematik - istilah matematik dalam bahasa inggeris memang terlalu banyak dan sebenarnya tidak membantu pun dalam meningkatkan bahasa inggeris pelajar kita..
Mengapa saya berkata demikian?? contohnya istilah seperti 'SQUARE ROOT' , 'TO THE TEN POWER OF' tidaklah membawa apa2 maksud dan makna dalam bahasa inggeris itu sendiri..ia cumalah istilah matematik yang mana di dalam bahasa melayu kita pun sudah ada iaitu 'PUNCA KUASA DUA' , 'SEPULUH KUASA '
Adakah dalam percakapan seharian pelajar2 ini perlu menggunakan istilah2 'alien' ini dalam kehidupan mereka?sudah tentu tidak! JADI DI MANA PERLUNYA SEMUA INI?
2 ) MENYUKARKAN - ini masalah paling utama dan lebih merbahaya.. cuba anda bayangkan, bagaimana pelajar itu hendak menguasai matematik yang asas sedangkan bahasa yang digunakan tidak difahami? kita bukan menyelesaikan masalah malah kita menambah masalah yang sedia ada menjadi semakin rumit iaitu pelajar2 tadi tidak faham bahasa inggeris dan juga tidak faham matematik seterusnya menyumbang pula kepada gejala lebih teruk iaitu kepada ponteng sekolah kerana merasa bosan kerana apa yang diajar di sekolah tidak difahami dan sering mendapat keputusan yang teruk..
3 ) BEBAN PADA GURU - guru sepatutnya berusaha mengajar matematik atau sains namun kini mendapat lagi beban apabila terpaksa mengajar dalam bahasa inggeris di mana guru2 tersebut mengalami kesukaran untuk menerangkan istilah dan konsep matematik dan sains ditambah pula denagn istilah bahasa inggeris yang pelik2 .. maka guru pub terbeban, pelajar pula lagi la teruk..
4) TIDAK PERLU - perlukah kita malaysia hendak semua pelajar kita bertutur dalam bahasa inggeris?? perlukah kita malaysia even tukang sapu sampah pun nak pandai bertutur dalam bahsa inggeris? mmg betul bagus jikalau dapat bertutur dalam bahasa inggeris namun iu cumalah sebagai bonus.. tidak lah perlu beriya - iya sampai kan kita anak melayu hendak disuruh bercakap bahasa inggeris sampai bunyinya mengalahkan mat saleh siap dengan slang2 UK pula..
Semut Api
Salam,
terjumpa ni -
Saja ingin berkongsi...
Math and Science: The case for BM (1)
Written by Helen Ang
Monday, 09 March 2009 16:00
National laureate A. Samad Said who is 76 years old choked on teargas at the ‘Daulatkan Bahasa’ gathering to uphold the sovereignty of our national language. Police fired volley upon volley of teargas; some reports said up to 200 rounds. Pakciks, Makciks, Uncles and Aunties, undergrads and students were smothered by the stinging gas too.
Gerakan Mansuhkan PPSMI (movement to abolish Pengajaran dan Pembelajaran Sains dan Matematik dalam bahasa Inggeris/PPSMI) had organised the rally to urge a reversal of the misguided policy to teach Math and Science in English.
Solidarity for the cause clearly cut across ethnic lines last Saturday afternoon when a crowd of about 8,000 collected in the vicinity of Masjid Negara. Someone on a loudhailer invited all of us, irregardless of religion, to enter the mosque premises for sanctuary.
Angular Aunties and plump Makciks in the spirit of muhibbah took to the streets patrolled by riot squad and where FRU and police trucks were stationed, where water cannon awaited and chopper persistently swept the air. It might conceivably have been a first for some of the non-Muslim participants to be within the grounds of the iconic national mosque, and welcomed.
Veteran leader Tengku Razaleigh Hamzah got it right on the March 7 march when he says ours is a government that sets itself against the rakyat it was appointed to serve.
Meanwhile, in Putrajaya, the Prime Minister wants the Education Ministry to resolve the PPSMI issue before it blows up. From his reaction, I can imagine Abdullah Ahmad Badawi wringing his hands. Poor guy... Dollah was saddled with the PPSMI albatross around his neck just like he was with the Crooked Bridge of his predecessor.
Dr M’s baby, we get the diapers
PPSMI was implemented in January 2003, coming at the tail-end of Dr Mahathir Mohamed’s tenure.
Prof. Mohamad Tajuddin Rasdi of Universiti Teknologi Malaysia commented that PPSMI was done with “such rapidity that it boggles any management team to implement”. The public did not hear about any feasibility study or forward planning.
Nor were there any debates or concerns that built up to culminate in the radical switch, Prof. Tajuddin noted. “Tun Mahathir sort of woke up one day and decided to change the languages of the two subjects”.
Why did the Tun doctor wake up on the wrong side of his bed one morning and in a single stroke, sign the PPSMI prescription? After all, Malaysian kids have been learning Math and Science in Malay for almost four decades.
Prof. Tajuddin’s observation is that there was massive unemployment among local graduates at that time. Dr M conveniently placed the blame for the malaise on their lack of proficiency in English.
According to renowned writer-cum-poet Baha Zain, the private education sector was around the same period attracting foreign students from China, Indonesia and other countries who were taking college courses in English.
Prof. Tajuddin characterised PPSMI as a “selfish political move” by the ex-premier whilst
Baha sees it as Dr Mahathir’s “personal initiative”, in that the directive did not originate from the Education Ministry but was instead the premier’s executive order.
This was how the country was run – at the whim of one man.
On Aug 10, 2008 Dr Mahathir blogged in Chedet: “I admit that I am responsible for the decision to teach Science and Mathematics in English.” He’s sticking to his guns as rarely does he admit that he could be human, a creature who errs.
Follow the stench
There is widespread opposition to PPSMI and from all quarters. Tamil school headmasters object to it. Needless to say, Chinese educationists with Dong Jiao Zong are dead set against.
Naysayers include luminaries like Royal Professor Ungku Aziz, Gapena’s Prof. Emeritus Ismail Hussein, former Education Minister Abdul Rahman Yaakob, former director-general of Education Abdul Rahman Arshad and a host of Malay academics.
The teachers say it’s a bad, bad idea. Anwar Ibrahim and Pakatan Rakyat are anti-PPSMI. Even the PM’s son-in-law Khairy Jamaluddin does not support it in primary schools. But some loud vessels in Umno will want to continue Mahathir’s legacy come hell or highwater.
Education Minister Hishammuddin Hussein said whether there is any turnaround will have to be a Cabinet decision. But wait! Dollah said the Education Ministry should decide. Oh dear, such crossed lines. For an informed opinion, they should just ask former schoolteacher Muhammad Muhammad Taib since ‘he-no-speak-Inglis’ is an insider on the linguistic predicament.
Hisham also added that the gathering was not orchestrated by adversaries in his own party to undermine him the upcoming Umno elections. It is always nice to know to where his priorities and thoughts tend.
Ku Li wrote in his blog: “Umno is utterly alienated from its meaning, purpose and spirit. No longer the party of the Malay schoolteacher but of the power that directs water cannons and teargas at them.”
A commentator ‘Bangsamalaya’ responded: “Umno baru is not the party of the schoolteacher as Umno used to be. Umno baru is the party of the contractor and the alibaba. It is not your Umno.”
‘No’ indeed. Umno Baru given birth in 1987 by Dr Mahathir is Umno new politics. It is the new party of money politics.
The PPSMI project – it was revealed in Parliament last May – has already cost taxpayers RM3.2 billion over the last five years. A huge portion of the money was ostensibly spent on ICT hardware, software and peripherals. In comparison, the six million thrown for canopy rental to shelter police personnel during the recent Kuala Terengganu by-election is chickenfeed.
Further billions have been budgeted to see through the programme. Wouldn’t you like a close accounting of where the money allocated for PPSMI is going or went?
How much more did the Education Ministry pay for syllabus adjustment, teaching aids and other equipment? On training courses to facilitate the transition, on retraining teachers and you name it! Or ponder the artificially created supply-demand side, translation and printing revamped textbooks, worksheets, etc.
Sounds like a goldmine if we trace the vein of money, contracts and cronies. For the cohort of school kids sacrificed at the altar of PPSMI, do the math lah – who says the world is fair? For some there’s profit, and for others there’s loss. Too bad.
Math and Science: The case for BM (2)
Written by Helen Ang
Tuesday, 10 March 2009 19:26
We have completed one cycle of PPSMI. In 2008, the pioneer batch that was taught Math and Science entirely in English finished their Year Six.
Yet last year, only 31.1% of Year Six pupils elected to answer the UPSR Science paper fully in English, while 68.9% opted to use Malay, or vernacular (Chinese/Tamil) or a combination of three languages (English-Malay-vernacular). Good grief! We’ve formally brought the Malaysian rojak culture into the classroom.
An unintended consequence of PPSMI is that of turning the UPSR haywire – its rojak language feature unheard of anywhere else in the world. A parallel would be, say, a 12-year-old in England submitting his Science answer script in a jumble of English-French-Urdu.
Close to 70 percent of Malaysian Year Sixers were not confident enough to sit the exam in English. In absolute numbers, 352,641 pupils.
Taiwan and Korea topped the Trends in International Mathematics and Science Study (TIMSS)* in 2007. Taiwanese and Korean children don’t learn Math and Science in English.
Hong Kong children taught in spoken-Cantonese and written-Chinese also ace Math and Science. On the other hand, Filipinos are fine in English. Do you ever hear that the Philippines is tops in Math and Science?
Two countries usually considered technological powerhouses are Germany and Japan. Imagine if German and Japanese children were to be taught Math and Science in English in order to improve their English as well as performance in both subjects.
I should hope that a Japanese Education Minister treating his country to such flawed reasoning would have the decency to commit harakiri.
Mother tongue is best
It is mother tongue instruction that’s most effective for children as countless studies have shown. Unesco endorses this formulation. The European Union similarly adopts a mother tongue education policy.
The majority of Malaysians speak Malay at home. Malay is more familiar to the Orang Asli and other indigenous peoples even if it is not their dialect, whereas English is alien. Our teachers’ language of competency is Malay. Our pupils are most conversant in Malay. (In vernacular schools, Chinese and Tamil.)
Is it so incomprehensible to urbanites that the majority of rural children don’t speak English at home? That the people around them don’t speak English? That even their older brothers and sisters who are college-age speak little or poor English?
The poor are unfamiliar with English, period. And education is the means of upward social mobility for the poor – their lifeline.
Furthermore, Math and Science teachers who are themselves deficient in English will not help improve their pupils’ language command. In fact, a likely scenario given the reality of Malaysia is that kids will pick up English grammar mistakes from Cikgu during Math and Science periods.
The most oft-cited argument in favour of PPSMI is that the bulk of reference material is in English.
But we’re talking about 7 year olds and 11 year olds. They don’t need to refer to advanced textbooks and academic papers which admittedly are in English. They’re not required to write a thesis using English jargon. Foundation level Math and Science deals with basic concepts that can be explained just as well in BM or vernacular.
Even at ages 13 to 15, schoolgoers don’t specialise in Math and Science. Not everybody aspires to be a scientist. Some kids when they grow up want to be a pet groomer or a landscape design consultant.
Not addressing the root cause
Three Japanese scientists shared the 2008 Nobel Prize for their work in subatomic physics. Two are nationals of Japan and the third an American citizen; the Japanese duo obtained their PhDs from Nagoya University while the Japanese-American from University of Tokyo. They learned their Math and Science in Japanese … I’m sure.
Let’s say that a science magazine discusses the field of their Nobel prize-winning research and uses descriptions like ‘particle accelerator/Large Hadron Collider’, ‘weak nuclear force’, ‘CP violation’ and ‘Higgs boson’.
Even though it’s generally true that in the international arena, scientific breakthroughs and cutting edge theories are articulated to the public at large through English, mastery of English doesn’t necessarily help a Form Five student comprehend the contributions of the Japanese trio.
Only by being very good in Physics will the 17-year-old Malaysian find the article illuminating. English is not a magic key to unlocking scientific aptitude. Making BM the scapegoat is grabbing hold of the wrong end of the stick.
The language of Math and Science is technical and precise. Following are the sort of sentences you would come across in a Chemistry lesson: “Fill test tube with ethanol” or “Immerse cotton wool ball in hydrochloric acid solution”. Biology and Physics are just as replete with glossary.
Not even those enamoured with English’s utility would claim that kids doing PPSMI are acquiring communication English useful in real life situations.
Emotional quotient (EQ) which reflects maturity is expressed through the richness of thought and nuances of language. The latter aspect (e.g. vocabulary, discursive skills) is better gleaned from the nature of the humanities subjects such as History, Literature, etc., and not from the terminology and formulae of Science and Math.
One way to lift academic standards in Math and Science is by fostering methodical and rational thinking, and promoting academic rigour.
The problem with Malaysians doesn’t lie with the language of delivery. It lies with the rigid, passive education system, the teachers’ dull, dispiriting approach and the by-rote exam structure (practise, practise, practise past year test papers, spot questions). These methods do not inculcate in children such traits that are the attributes of a scientific mindset.
What’s the real issue?
What is it that we really desire out of PPSMI? Impressive Math and Science scores in domestic exams do not automatically make Malaysia a great science and technology country.
In fact, the GMP (movement to abolish PPSMI) has alleged that in order to cover up the failure of the policy, the Education Ministry has resorted to lowering the passing mark in Math and Science to 30 percent and thus beefing up the pass rate.
Not only that, the revamped syllabus for Math and Science has been dumbed down to accommodate the stragglers. Consequently, the bright students are not stretched or challenged.
Well, Malaysia produced an SPM student who scored 21As and a clutch of others with almost as many distinctions. What’s the value of Malaysia-calibrated stratospheric achievements? It’s only jaguh kampung, akin to ‘Wira Angkasawan’ but ‘Malaysian space tourist’ to the rest of the world.
Even if we self-arbitrate that our Math and Science students are prodigies par excellence, does the country have the requisite technology base (except in the automotive industry thanks to Proton), flourishing R&D sector as well as incentives to absorb those future graduates who intend to do original research?
Registered patents are one indicator of technology advancement, i.e. which countries are inventing new things. In Japan, 27,230 patents were filed in 2007. In the corresponding year, Malaysia recorded 93 (see table).
For further comparison, Singapore: 443, USA: 52,969. Singapore places an emphasis on English medium education but it’s the intellectual climate in the States that makes Americans far more inventive than Singaporeans.
So looking mistily ahead, we might dream about creating a breed of Malaysian scientists and mathematicians taught in English. In the here-and-now, we’re losing hordes of children who don’t even have a passable grounding in Math and Science due to PPSMI. Yang dikejar tak dapat, yang dikendong berciciran.
The law on this
Under the provisions of Article 152 of the Federal Constitution, Malay is the national language.
It is also the language for ‘official purpose’, i.e. “any purpose of the Government, whether Federal or State, and includes any purpose of a public authority”. Hence, English has no official purpose in schools.
The Education Act says that the national language shall be the main medium of instruction in all educational institutions except a national-type school, that is, except Chinese and Tamil schools.
Following are the UPSR subjects: Bahasa Malaysia Pemahaman (comprehension) & Penulisan (writing), Bahasa Inggeris, Kajian Tempatan, Matematik, Sains. The latter two taught in English, plus English itself as a language paper, add up to three subjects in English.
Apart from Islam and BM as language subject, there is only one other subject in Malay. In Chinese schools, Math and Science in English will sharply curtail the amount of time immersing in the mother tongue.
What then becomes of the Chinese character of national-type schools? Don’t forget that the Education Act allows for Chinese school; it does not permit the existence of English school.
These Chinese primary schools are feeders to the 60-plus independent Chinese high schools whose students take the UEC. This exam is recognised as the entrance qualification for universities in Taiwan, China, Singapore, Australia and some European countries. Math and Science in English will kill the UEC, and seal off alternative avenues to higher education if students are incompetent in Chinese language.
Also, the PPSMI format practically negates Malay as the medium of instruction gazetted in the Education Act while to all intents and purposes English has become the medium of instruction for the core subjects. This development turns the accepted notion of our cherished nationhood – which national language is the chief marker – on its head.
If the government still insists on continuing with PPSMI, it should amend the Constitution and change the law first.
So what’s my beef?
The sorts of accusation levelled against those opposed to PPSMI are ‘Malay ultra’, ‘language chauvinist’, ‘knowledge-shy’ or ‘anti-English’. These labels do not apply to me, and I was a Science student who sat Physics, Chemistry, Biology and Additional Mathematics in the SPM.
I’m against Math and Science in English because of the way it is being done. It hurts the majority of children. Pupils at national-type school ‘double’, wasting precious time on Math and Science in overlapping timetables both English and Chinese.
PPSMI is an ill-conceived policy ill-suited to Malaysia’s realpolitik conditions. Its implementation is helter-skelter. Bottomline: Simply not viable.
I see the issue in class terms: PPSMI benefits the ‘haves’ and disadvantages the ‘have-nots’. The smart ones get smarter, the ones already backward fall further behind. How else to view the RM3.2 billion worth ICT equipment purchased under the PPSMI project when some schools don’t have enough classrooms or even electricity?
With English, a small segment that might later pursue tertiary studies requiring Math and Science expertise will have an easier path. But English impedes a greater number of youngsters who find the language barrier hampering their fundamental understanding and interest in Math and Science.
The trade-off in cost is extracted from those with a poorer socio-economic background.
Their parents lack the resources for private tuition, not that there are tuition centres anyway in the rural and remote areas. Nor are these parents capable of giving home tutoring as they themselves are not well-educated. And in settlements and long houses, children do not have access to facilities, computers and laboratories.
The question, thus, is one of the greater good. With PPSMI, children whose parents are vocally pro-English will naturally do better. But PPSMI is at the expense of the majority losing out in Math and Science, in addition to their English not getting any better. Local studies have shown that PPSMI is damaging. (See box below).
If the worry is about English, then the upper middle-class and professional strata should improve their children’s English after school hours rather than inadvertently punish the majority of Malay and vernacular speakers. If the concern is about Math and Science, then privileged kids will just have to make an extra effort at matriculation and tertiary level.
Retrogressive to nationbuilding
Since 1982, all first degree courses have generally been taught in Malay at our public universities. For close to three decades, these tertiary institutions have been producing graduands who obtained their qualifications in Malay.
Under PSSMI, the burden is emphatically placed on young children, not on the late teens who may wish to specialise in Math and Science. Not only is this unfair and unconscionable, it makes no sense.
Finally, the standard of BM has risen in inverse correlation to the decline in the standard of English. Even the UPSR BM paper for 12 year olds is of a high degree of difficulty.
If we belong to the minority groups, we have to remember that we’re residing in the Malay archipelago. Our socio-political milieu is undeniably Malay. Unless we’re willing to alienate ourselves in ethnic enclaves, it’s untenable to continue living in Malaysia if we do not encourage our children to be adept in Malay or at the very least, keep up.
Malay culture steeped in the Malay language expresses the soul of our country. Bahasa Jiwa Bangsa.
GMP chairman, former director of Dewan Bahasa dan Pustaka Dr Hassan Ahmad, sums up best: “What we know is that there is no race in the world that has shaped its culture and civilization, art, literature, philosophy of life, myth, worldview and corpus of knowledge through the language of another people”.
As Anak Bangsa Malaysia, we have no choice but to respect Article 152.
mereka menaikkan gred.
keputusan SPM tidak 'valid'.
mahasiswa universiti pula tidak berkualiti.
sia-sia je semua ni..
ish3..
Kasihan guru, kasihan juga kepada pelajar... sungguh durjana mereka yang menganiaya golongan pelajar dan guru ini...
kalau saya yang masih lagi belajar, mungkin saya akan menyokong penggunaan bahasa malaysia sebab malas nak belajar bahasa inggeris. Tetapi skrg keje saya ialah bahagian recruitment. First saya tengok, penggunaan bahasa inggeris bagus ke tak, lancar atau tak, kalau tak lancar, pasti saya reject dari awal. Pernah jumpa degree holder yang keje sbg guard building dan kerani sbb bila ditanya most of them kata tak boleh berbahasa Inggeris. Lagipun hairan sbb rasanya masa di uni, selalunya semua diajar dalam Inggeris, ramai yang boleh terima. Tapi bila nak diajar dari kecil menggunakan bahasa Inggeris, dipersoal pula. Tak salah kita mengasah bahasa, di Vietnam hampir setiap orang dipastikan belajar tiga bahasa. Menarik!
Cuba anda bandingkan toko buku indonesia yang penuh dengan buku dalam bahasa mereka (translation book from english) tetapi di toko buku malaysia kebanyakan buku hanya dalam bahasa Inggeris.
Saya pernah ambik subject 'translation' masa di uni, memang perit even pensyarah saya kata kita kekurangan translator yang mahir di malaysia.
Jadi saya cadangkan kalau sesiapa yang tidak suka bahasa Inggeris diajar dalam mata pelajaran Sains dan Matematik, mungkin anda boleh tolong menjawat jawatan sebagai translator supaya kita dapat menolong mereka mengalih bahasa secepat mungkin memandangkan teknologi sains terlalu cepat. Siapa di sini menggunakan perkataan 'tetikus' setiap hari menggantikan 'mouse'?
Mahathir tak sewenang2nya nk menyuruh anak bangsanya mundur.
Salam.
Saya kira saudara bermasalah memahami isunya di sini. Bacalah laporan-laporan dan kajian yang TELAH dijalankan.
Tidak timbul soal menidakkan penguasaan BI - malah ini digalakkan. Tetapi, pertama dan utama adalah menimbulkan minat anak-anak menimba dan bukan halangan-halangan.
Kalau terdapat anak-anak bangsa yang selama ini belajar Sains & Matematik dalam BM yang lemah BI adalah kerana mereka tidak menguasai bahasa itu sendiri. Bukannya dari Sains & Matematik - baca juga laporan-laporan yang ada.
Kita tidak kurang pengalih bahasa. Masalahnya bidang alih bahasa itu tidak dipentingkan. Lihat ITNM yang bertungkus-lumus mengalih bahasa sekurangnya 12 buku setiap bulan bila ada dana - lihat juga laporan-laporan yang ada.
Salam,
Terima kasih dengan komen anda. Tetapi pada saya tiada masalah jika kita terima secara positif dalam apa perkara sekalipun.
Saya tidak penting kepada kajian apabila saya lihat di hadapan mata semua teknologi berlaku dengan terlalu pantas.
Kemungkinan anda salah seorang penterjemah, saya juga pernah mengambilnya di universiti. Memandangkan kelas saya adalah optional, kemungkinan tidak ramai yang berminat untuk jadi penterjemah di masa hadapan. Atau kemungkinan besar pensyarah penterjemah (yang juga merupakan salah seorang penterjemah bertauliah negara kita) memberi gambaran salah tentang keadaan sebenar yang berlaku dalam negara kita. Ya, dana yang kurang merupakan salah satu faktor kita lambat dalam penterjemahan.
Apa bezanya seorang A belajar Bahasa Melayu untuk matapelajaran Sains di Sekolah Rendah dan Menengah, tetapi apabila beliau memasuki universiti, beliau perlu belajar Sains dalam Bahasa Inggeris? Dan lebih sukar jika beliau ingin memilih bidang profesional contohnya doktor, semua buku tiada dalam bahasa Melayu. Yg penting bukan bahasa tapi ilmu yang kita dapat. Kalau dari kecil tidak diajar, mungkin sukar bila dah dewasa baru nak belajar.
Walau apa pun bahasa kita, ia takkan mengubah bangsa kita.. Saya tetap melayu walau berada di ceruk mana pun walaupun berkomunikasi dalam pelbagai bahasa. Dan saya pasti anda takkan kurangnya menjadi melayu, jika bercakap berpengetahuan sains dalam bahasa Inggeris.
Ikhlas
Salam.
1. Ya, kajian tidak penting buat kita dalam dunia teknologi yang berkembang pesat kini. Apa yang penting kita zahirkan apa saja yang kita mahu dengan cepat - masyarakat "Segera". Saya akur.
2. Apakah semua Universiti menawarkan semua jurusan sains sahaja? Bagaimana dengan mereka yang tidak mengambil jurusan Sains?
3. Bagaimana pula dengan anak-anak yang persekitarannya tidak menutur BI seperti di kampung-kampung? Masuk darjah satu terus belajar Sains & Matematik dalam BI sedangkan mereka baru mula belajar? Anak-anak harus diberi seluas ruang untuk belajar dan menimbulkan minat mereka untuk menimba ilmu. Bukan dihalangi dari awal. Ini "bisa" saja mematikan minat mereka untuk ke sekolah.
Sekali lagi, saya tidak anti BI dan pejuang anti PSSMI juga begitu. Saya sering berbahasa BI di pelbagai peringkat. Malah anak saya juga diajar bertutur BI.
Dan saya amat berterima kasih atas pandangan anda. Saya senang berhujah dengan anda yang rasional.
Salam...pertamanya...saya salah seorang pelajar di universiti serta mahu melontarkan sedikit pendapat... saya membaca banyak pandangan2 berkaitan PPSMI ini. Ada juga saya buat diskusi denagan sahabat2. Tidak dapat dinafikan sesetangah pendapat mengatakan yang ada baiknya PPSMI. Contohnya, kata mereka, salah rasanya kita bandingkan kita dengan Jepun kerna mereka negara maju sedangkan kita sedang membangun. maksudnya, mereka negara yang mencipta ilmu itu sedangkan negara kita mahu belajar ilmu itu. benar kata anonymous yang banyak teknologi dalam BI. tetapi bagi saya, untuk seorang pelajar sekolah rendah dan menengah adalah lebih baik mereka belajar dalam bahasa ibunda kerna lebih mudah untuk mereka faham sains dan matematik seterusnya memupuk minat mereka. disamping itu, peningkatan cara PnP BI boleh memantapkan penggunaan serta pemahaman BI pelajar itu sendiri. Akhirnya, minat sains dan matematik ditambah penguasaan BI lahirlah pelajar institusi pengajian tinggi yang minat akan sains dan matematik serta mampu mengadaptasi subjek itu dalam BI. Inilah sebenarnya bagi saya yang diperjuangkan oleh mereka yang anti-PPSMI. Bagi mereka, bukanlah BI yang menghalang tetapi pelaksanaan yang tidak berkesan untuk mendidik anak bangsa itu sendiri yang akhirnya menjadi satu penganiyaan paling hina terhadap bangsa sendiri.
Salam.
Aikkk bulan Ramadhan ada antu? Haha...
Sesuatu itu tentu saja ada baik dan buruknya.
Harus juga lihat Jepun sebelum mereka menjadi sebuah negara membangun. Adakah mereka belajar S & M dalam BI untuk mencapai status tersebut?
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