Interview Question Set 1 Bi
l
Main Questions Additional Questions
1. Can you tell me a little bit of your background regarding the LINUS programme?
FasiLINUS BI.
a) How long have you been working as a Fasilinus?
1 year.
b) What is your job scope like?
Watching, coaching and mentoring level 1 teachers and their pupils. I work hand in hand with teachers to help cater to pupils' basic literacy. Besides that, I handle courses,analyse data and conduct workshops.
c) What activities or support in general have you provided for this particular school?
Mainly coaching and mentoring. I assisted one of the teachers recently, to guide her for reading and writing assessment. I observe PdP (teaching and learning) and the screening process.
2. What was your initial
impression of this particular school in terms of the LINUS results in the past three years? Pupils are weak.
Most teachers are strict during the screening.
Pupils should have more chances to pass because this is basic literacy especially for Year 3 pupils.
Pupils need drilling because in
a) Why do you believe it to be so?
But even then I can see that teachers are very creative.
Pupils cannot really communicate in English independently unless it is scripted.
No communication in English between pupils. Maybe for the first 2 classes but for the rest teachers only use English because it is compulsory.
b) Compared to other schools in the same district, where does the school stand in terms of LINUS results?
some schools English is like their 4th language.
Teachers lack time so they only give one or two chances to the pupils during screening because they have mixed- ability pupils in the class.
Most schools in the district are similar in background.Not that bad compared to SJKC or SJKT or Orang Asli school. I would say middle or average.
c) Compared to other schools in the same district, how would you rate the
implementation of LINUS? Please elaborate. As I wasn't able to see all the teachers during my visit. I think may 60% to 70% are
implementing LINUS right.30% because lack of experience or not conducting the lessons in English.Maybe they do not have the exposure and they are non-optionistteachers.Schools need English teachers. I can see that the district lacks English teachers.Some admin just fill in the post with other option teachers. To train them will take a long time because we can only train one teacher from each school at one time.The school is large so it is impossible to train all teachers because training is based on rotation.
3. What are your expectations for the school this year?
a) Results
School should try their best to achieve KPI (Key Performance Index). Year 3 90% pass for the first screening and 100% pass for the second screening. This is based on MOE.
b) Implementation
Teacher should deliver content based on
students' level instead of assuming they are all at the same level.Don't expect students to understand high level of English.No mother tongue. Teacher should use less translation. They shouldn't be too dependent on
translating. 4. Based on the workshops, I
understand that there are certain steps and procedures to carry out the reading and
a) Based on your school visit during the LINUS reading test, what is your impression of the way our teachers carry them out?
writing test. Please elaborate what the PPD expects from teachers?
There are four items that are compulsory to have; lesson plan, screening instrument, assessment manual and BPPI form.For reading, you can do the assessment one to one or up to 3 pupils maximum at the same time.Guide, teachers can guide as long as they don't say the answer.You can use
teaching aid or gestures.For writing, you can only do 4 to 6 Construct in a period or a lesson.To avoid pupils thinking it's a test. It's not a test. It's just screening.
I only observed that one class at the time.I observed a Year 2 class. The teacher used English in her instruction.But the atmosphere is not conducive because the students were standing. They should be sitting down.
b) Have you noticed any exemplary practices? Please elaborate.
Her voice was clear. The instructions were simple and she used the phonics song.
c) Have you noticed any practices that should be avoided? Please elaborate.
Classroom control… She supposed to give worksheet to preoccupy the other students.
5. Based on the workshops, there are also guidelines to carry out the LINUS module. Can you elaborate what the PPD expects from teachers? The module is written based on phonics. It is fundamental for students especially for weaker pupils.Teachers should use it as it is good.The level is lower than the activity
book.Use it thoroughly so that it will help the students.
a) Based on your school visits, what is your impression of the way our teachers carry them out?
They gave me good feedback.They said the tasks were simple. Number of task not many.The module suits pupils' needs.
b) Have you noticed any exemplary practices? Please elaborate.
Not yet. This year it's still early. Not like last year.
c) Have you noticed any practices that should be avoided? Please elaborate.
Don't give the module to pupils who have already mastered LINUS.
6. Any further advice you would like to recommend to our school to further improve the implementation of the
a) Admin
Remind teachers to make sure they know all the KPIs so that you are on the right track.Also
pupils.Make it (observation) periodically so that teachers will be on the right track. Sometimes teachers tend to do things their own way. Admin can do this as pencerapan (annual observation).
b) Head of department/ Penyelaras LINUS Disseminate information on how to write proper lesson plans, conduct screening, using the module and textbook so that teachers are always updated.Keying in data on time.Remind them (teachers) of due dates.
c) Teachers
Must identify LINUS pupils… make them sit in front of the class so that they can focus.Know TOV /Headcount so that they have target to pass.Example, if the pupil is at Construct 1 , for the next screening teacher must make sure the pupils pass 6 constructs and the next
Interview Question Set 2 Teacher A
Bi l
Main Questions Additional Questions
1. Can you tell me a little bit of your background regarding the LINUS programme?
2 years when LINUS started.
a) How long have you been working as an English teacher?
9 years.
b) Which year are you teaching this year? Year 2.
c) How many of your pupils are classified as LINUS/ LINUS TEGAR?
None. 2. What was your initial
impression of this particular school in terms of the LINUS results in the past three years? There are too many pupils in this school. I think their ‘prestasi’ (results) are average.
X
a) Why do you believe it to be so?
In my class I have mixed ability pupils and it’s difficult to teach them because English is not their language. Also they do not speak English at home. So that’s why I think they are only average.
b) Have you noticed any areas of progress in our school?
I think their writing is ok.
c) Have you noticed any areas that need to be worked on?
First is reading. I think their pronunciation needs more practice. They cannot speak certain words. Spelling. You know, like words that sound the same. What do you call them? Homophones. Yes, they are confused with homophones. And lack of vocabulary. That’s it. 3. What are your expectations for a) Results
In my class, I hope that everyone pass the constructs.
b) Implementation
Well, we have to teach ABC song for phonics. I just started. And when they are reading, I have to ‘notify’ (teach) the sounds. I want them to know the different sounds. Then, for my
‘kajiantindakan’ (action research) with Teacher (Puan) Hajar. You know about it. The name tag I’m making. Going to start in semester 2. The students will be wearing name tags and they have to spell and read the word every day. Then we will test them with spelling test and see if they know the words.
4. Based on the workshops, I understand that there are certain steps and procedures to carry out the reading and writing test. Please elaborate what you have understood from these workshops? Reading. Oh you mean the test? Which one? The one we did in April?
I just do pre-teaching. I teach the words and sentences first. Then when they are ready I call them one by one. Then I know we can give them clues. Have to try and help them. For writing... I just give them the questions. If (constructs are) not achieved, we can give guidance until they can do it.
a) How do you rate the information and
support you have received from the workshop? Why?
I don’t know because I’ve never been to a workshop. I only get information from other teachers. In-house training. I think the information is sufficient.
b) What are the best practices that you have seen/experienced when conducting the tests? Please elaborate.
- None
c) Have you noticed any practices that should be avoided? Please elaborate.
I know that when we do pre-teaching, we shouldn’t give same activity. I give them something different. I change the names a bit. I change the sentences a bit. So they have to think.
5. Based on the workshops, there are also guidelines to carry out the LINUS module. Can you
a) What is your general opinion of the module? I think too high level for pupils. In the book, for
elaborate what teachers are supposed to do?
I know we use for each class with Linus students. No, I don’t. I don’t have time to use. You know we got the (LINUS) test. Then we got PPT (mid- year test). No time. I only used once this year. ‘Banyakkerja’ (too much workload).
reading they have past tense. And then writing in present tense. ‘Susah nakajar’(Difficult to teach). But the book is good for writing
(penmanship). When I teach I must follow the textbook. I don’t have time to teach twice. I think they must revise the book to lower the standard for vocabulary.
b) Have you noticed any exemplary practices that you have seen/experienced when carrying out the module? Please elaborate.
-None.
c) Have you noticed any practices that should be avoided? Please elaborate.
-None. 6. Any further advice you would
like to recommend to our school to further improve the implementation of the
programme?
a) Admin -None.
b) Head of department/ Penyelaras LINUS Need to give more exposure to students. We need to have one day for students to enjoy English. Maybe we can have a workshop... no... an English Carnival for 3 hours? You know, we can target speaking and reading skills. We can do stations and students can do different activities. Then, we must implement more action research to the whole school so that (we can) improve students vocabulary.
c) Other teachers in school
Maybe they can label classroom with English words. Other teachers do with Malay words. So if we have English words pupils can also read English words.
Interview Question Set 2 Teacher B
Bi l
Main Questions Additional Questions
1. Can you tell me a little bit of your background regarding the LINUS programme?
2 years
a) How long have you been working as an English teacher?
Since 2012... So 4 years.
b) Which year are you teaching this year? Year 1.
c) How many of your pupils are classified as LINUS/ LINUS TEGAR?
In I Jauhari 11 pupils. 1 Delima 30 plus students are LINUS.
2. What was your initial
impression of this particular school in terms of the LINUS results in the past three years? Average.
a) Why do you believe it to be so?
Because from my Jauhari class I can already see there are weak students and Jauhari is the 4th class.
b) Have you noticed any areas of progress in our school?
No. Not yet.
c) Have you noticed any areas that need to be worked on?
Um... maybe implementation. We need to think how to manage mainstream and Linus
students in one class without neglecting students.
3. What are your expectations for the school this year?
a) Results
b) Implementation
I want to be able to do it without PPD interfere (interfering). Well, the impact of the
programme cannot be seen because the results (are) not accurate. There’s no honesty. PPD ask us to adjust the results. I did the test but PPD interfered so there’s no point to do the test.
4. Based on the workshops, I understand that there are certain steps and procedures to carry out the reading and writing test. Please elaborate what you have understood from these workshops?
For reading I drill the questions first. I photocopy a lot of the reading instruments for my classes. Then the students will read together and practice in pairs. Then the pairs will come to me and I will assess both at the same time. I will make sure that everyone pass one page before we move to the next page. Then I know we can help them. We can do arm blending technique. We have to teach the topic of the day for 30 minutes before the LINUS. Then we can use games and drills.
For writing same thing. 30 minutes to teach. I also drill the questions but I change the questions a bit. Maybe I
change the personal details. The actions (verbs) are similar but I change the details a bit. If they (pupils) don’t pass then
a) How do you rate the information and
support you have received from the workshop? Why?
The information is ok but I don’t have time to do everything. No time to do the test. Only 30 minutes every day I can only do for 3 students. The standard of the test is too high. Some students cannot read the sentences, they can only read (at) words (level) but teacher have to pass the students.
b) What are the best practices that you have seen/experienced when conducting the tests? Please elaborate.
The easiest thing for me is to photocopy the (instrument) sets for reading. And then for writing it’s easier to ask them to write the same sentences but with different detail (parallel writing). Must lessen the number of sentences for reading
c) Have you noticed any practices that should be avoided? Please elaborate.
Kevin’s idea (native speaker mentor). When he helped me with the LINUS, he only said the instructions. Students cannot understand (oral instruction). So I think that is not good. I must write the instructions down. So must have spoken and written instructions together. Then only students understand.
I can ask them to do again. But I only do this for the weak ones. No need to do for Arif. 5. Based on the workshops, there
are also guidelines to carry out the LINUS module. Can you elaborate what teachers are supposed to do?
I don’t know because I didn’t have the teacher’s module.
a) What is your general opinion of the module? Just once. I can only do 3 words with the pupils in one page. The content is not the same with the textbook so it is hard to teach. Blur
because don’t know how to use the module. Students cannot repeat the words. They know the sounds but they don’t recognise the
letters. Not enough time to teach. I don’t have time to make the ABM (material). No time to make flashcards.
b) Have you noticed any exemplary practices that you have seen/experienced when carrying out the module? Please elaborate.
Not yet.
c) Have you noticed any practices that should be avoided? Please elaborate.
No. 6. Any further advice you would
like to recommend to our school to further improve the implementation of the
programme?
a) Admin
Need 1 class for LINUS (separate remedial classes). I think cannot mix the mainstream and LINUS students. Very hard to control. And we cannot be the remedial teacher. Must have another remedial teacher to help.
b) Head of department/ Penyelaras LINUS I know how to do LINUS but no time. And too result-oriented. Cannot expect so many
students to pass. If we can make or find video on how to teach two groups of students at the same time then it can help a lot.
Maybe we need to work together with BM (Bahasa Malaysia) teachers. We need to work together to help students to learn the letters (letter recognition).
Interview Question Set 2 Teacher C
Bi l
Main Questions Additional Questions
1. Can you tell me a little bit of your background regarding the LINUS programme?
Since 2012 during the first penataran ()... So about 4 years.
a) How long have you been working as an English teacher?
6 years
b) Which year are you teaching this year? Year 1 and 2
c) How many of your pupils are classified as LINUS/ LINUS TEGAR?
40 for Year 1 classes. Year 2 semuamenguasai (all achieved)
2. What was your initial
impression of this particular school in terms of the LINUS results in the past three years? I got the average classes so I can’t really say because I don’t teach weak classes so I cannot compare. I think it depends on the teacher to push the
students.
a) Why do you believe it to be so?
Maybe it’s the strategy the teacher used. It’s difficult to focus on every pupil because there are too many pupils in this school. In my previous school I had 30 plus students in one class. Here it’s up to 40.
b) Have you noticed any areas of progress in our school?
I can’t say because I just got transferred here. I can only say in Saringan 2 (2nd assessment) c) Have you noticed any areas that need to be worked on?
I can’t answer this question because it
depends on the teacher. How the teacher push students. Different teachers have different styles.
I want to cut down the number of LINUS pupils to half. At least half.
b) Implementation
I want to focus more on reading. The Year 1 students know the sounds and letters but they are mostly stuck on Construct 6 and above. They cannot read sentences.
4. Based on the workshops, I understand that there are certain steps and procedures to carry out the reading and writing test. Please elaborate what you have understood from these workshops?
Maximum do 4 constructs at a time. We can guide them up to 3 times with guidance. It’s the same with writing. Make sure we jot down the date for screening. And every time we do the assessment we must have the BPPI, instrument and the manual.
a) How do you rate the information and
support you have received from the workshop? Why?
Enough. If we understand the information then we can do it.
b) What are the best practices that you have seen/experienced when conducting the tests? Please elaborate.
Use the phonics song for the first two months. With that I can get the students to Construct 4. Teachers in previous school didn’t do it but when I did it this year I can see the difference. c) Have you noticed any practices that should