CHAPTER 1 1.0 Introduction - DSpace@UM - University of Malaya

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After 1957, the schools syllabus was reviewed to make science as an important subject. Geography and history of Malaya also became important subjects. A review of the national education policy was carried out by a review committee led by Abdul Rahman Talib. The major recommendations were incorporated into the Education Act, 1961. The recommendations were accepted by the public. The most important aspect of the recommendations of the review committee led by Abdul Rahman Talib is universal free primary education and automatic promotion to Form Three. The researcher feels that these recommendations may be considered as gifts to the nation. 1.1.4 Present Educational System In 1982 Primary School new Curiculum (KBSR) was introduced. The main emphasis was given to the acquisition of basic skills such as reading, writing and arithmetic. The aim of the KBSR is to enrich a child’s knowledge and inculcate in him positive values, attitudes and practices, with emphasis on social and moral development. (Narayanasamy 1995:1) The Ministry of Education conducts Ujian Pencapaian Sekolah Rendah (UPSR) – Primary School Assesment Test examinations at the end of the six years of primary education. The students are tested in the core subjects such as Malay and English languages and Mathematics. Pupils from the Chinese and Tamil medium schools sit for the Mandarian and Tamil papers respectively. The remove class is for pupils from the national-type primary schools. Pupils who do very well in the UPSR examinations can go straight to Form 1 class. These pupils are given an extra year to study before 10
joining Form 1 classes. The curriculum for remove classes ensures continuity with the KBSR and prepares pupils for the intergrated secondary school (Kurikulum Bersepadu Sekolah Menengah or KBSM). The remove class is considered as a foundation class and prepares the students to join the Form 1 class in the following year. The pupils study all the core subjects such as Bahasa Malaysia, English, mathematics and science. The cabinet committee recommended the secondary school curriculum should also be reviewed. The committee recommended that the lower secondary school curriculum from Form 1 to Form 3 should be an extension of the primary school curriculum. It further recommended the committee meet the dual objectives of preparing students for further studies and for the job market. The KBSM curriculum was introduced in Form 1 in 1988. The KBSM has been implemented in stages by year by year up to Form 5 in 1992. (Narayanasamy 1995:10-11) The main feature of this curriculum is integrated approach. The objective of the KBSM is to ensure a holistic, balanced and integrated development of an individual’s potential; intellectual, spiritual, emotional and physical aspect. This would create balanced and harmonious human beings with high moral standards. The KBSM maintains the national examinations at Form Three and Form Five levels. The lower certificate of education examination (Sijil Rendah Pelajaran) or SRP has been replaced by the Lower Secondary Evaluation (Penilaian Menengah Rendah) examination. 11
Page 1 and 2: 1.0 Introduction CHAPTER 1 Malaysia
Page 3 and 4: Jacobson and Safiah (1987) stated t
Page 5 and 6: schools were taken over by the Brit
Page 7 and 8: In the 19 th century, a large numbe
Page 9: (i) to promote a national school sy
Page 13 and 14: 1.3 The Significance of the study C
Page 15 and 16: The study was conducted in a privat
Page 17 and 18: The researcher feels it is a bit di
Page 19 and 20: 1.7.3 Phrase Level A group of words
Page 21 and 22: 2.0 Introduction CHAPTER 2 Literatu
Page 23 and 24: (iii) What must you do? Examples of
Page 25 and 26: 2.2 Sociolinguistic Studies on Code
Page 27 and 28: It is evident that the sub-consicio
Page 29 and 30: call it conversational code-switchi
Page 31 and 32: esearcher feels that the children a
Page 33 and 34: The analysis of the data shows that
Page 35 and 36: Mary Tay’s (1993) research is bas
Page 37 and 38: 2.9 Conclusion Many local and forei
Page 39 and 40: 3.0 Introduction CHAPTER 3 METHODOL
Page 41 and 42: 3.2 Procedure of Research Before th
Page 43 and 44: The researcher opted to collect the
Page 45 and 46: 3.6.1 Audio Recording The data that
Page 47 and 48: Each switch was counted as an insta
Page 49 and 50: 3.7.2 Qualitative Approach The qual
Page 51 and 52: 4.1 Subjects The subjects of the st
Page 53 and 54: 4.1.2 Background of Subjects The su
Page 55 and 56: 4.1.3 Language Acquisition of Subje
Page 57 and 58: Table 4.5: Survey of Language Use W
Page 59 and 60: for teaching and learning (v) to sa
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Table 4.9: Audio Recordings Subject
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formation of lightning/ kilat/ form
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The examples taken from T1-U54-R ar
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4.4.4 To establish relationship, hu
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L : metal in a liquid form/ mercury
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4.5.3 To encourage students to part
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The examples above show that the hu
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4.6.2 Background of Students Furthe
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T1U58R SENTENCE lapan kali/ kalau b
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CLAUSE T19U3L non luminous is very
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4.7.1 Bilingual Educator R1 Switch
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4.7.3 Bilingual Educator L1 Switch
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4.8 Frequency of Language use in Co
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In the study, the researcher identi
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language and the English language t
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Text books and revision books are w
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Certificate of Education (LCE) is a
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pupils. These activities should inc
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5.3 For Further Investigations The
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Bibliography Asmah Haji Omar. 1982.
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Kamwangamalu, Nkonko Mudipanau. (19
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Poplack, Shana. (1980). “Sometime
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