A Brutal Choice Essay

â€Å"Don’t leave me here to die† â€Å"Do you agree that Cathy O’Dowd and here fellow mountaineers had no choice but to leave Fran â€Å"to die†?† In the newspaper article Cathy O’Dowd clearly tries to make the reader believe that she did the right thing. She identifies this in the sub heading â€Å"she faced a brutal choice: to risk her own life in a doomed rescue†, noticeably the word â€Å"doomed† shows there was a severe risk of danger in any rescue attempt. I believe that in a way writing this article has allowed Cathy O’Dowd to exorcise some of her guilt, Cathy wants to explain her experience in full and get the reader to empathise with her. Finally, it may also be possible that Cathy wants to show the story in a feminine perspective. The article does undoubtedly give many good reasons why not to attempt to save Fran. But I am not completely shore that they had â€Å"no choice but to leave Fran†. The fact that there were nine people on the mountain and that together they couldn’t even try to help rescue Fran is rather peculiar. I don’t know what others would do, but I would at least try to help, rather than to just leave her â€Å"to die†. Also, Cathy states that they had been with Fran â€Å"for nearly an hour† pondering over what to do, this completely wastes time and any chances of saving her. Cathy is in a moral dilemma, and I believe the moral thing to do would be to attempt a rescue. The three Uzbek climbers that left her oxygen and supposedly â€Å"tried to help† saw Fran the day before this incident. She must have been in a better state then, and all they do is just leave a canister of oxygen. The Uzbek climbers then stay with the rest of the group and Fran, and help to â€Å"watch Ian and Jangbu to see what decision they took†, this is just more evidence of time being wasted and therefore lowering Fran’s chances of survival. In conclusion I believe that to live Fran â€Å"to die† was not the only choice they had. As I said, the morally correct thing to do would be to of least attempted a rescue, rather than to fritter away time.

Being an International Student

There are a number of reasons why people decide to study in another country. For one, the educational facilities and competencies of the schools in other countries may be better than the ones available in the home country. As such, studying in famous universities may provide a greater level of academic proficiency and prestige to the person who studied in these universities. Another reason for an individual to study abroad is the exposure of a person to different cultures and modes of life.Interacting with people from diverse nationalities and cultures can greatly enhance the academic experience of a person and will add a depth of understanding to the particular subject of study of such a person. Whatever the reasons are for studying in another country, there are certain advantages and disadvantages associated with it. One of the issues that have to be addressed is language. Does the student have the necessary skills and proficiency in the language of instruction of the university he or she will study at? Most universities now use English as the medium of instruction.Other countries, however, especially in Japan and in Europe, would require a level of proficiency in the language of instruction being used in these countries. In addition to this, the international student would have to prepare himself with the different nuances and difficulties associated with being immersed in another culture. If the student is not oriented or prepared well, the tendency would be for him to undergo a culture shock. Furthermore, he will be subjected to the different effects of being an international student. This essay looks at the different factors and issues that affect the general well-being of an international student.It also puts forward several suggestions as to how an international student could cope well with the pressures and issues he has to face. Effects of Being an International Student One of the most easily recognizable effects of being an international student is t he loneliness and homesickness during the first few months of staying abroad. Homesickness may be brought about by several factors. The environment that the student is in would be vastly different from the environment that he enjoyed at home. The familiar comforts of family and friends are literally oceans and thousands of miles away.Given this, it would be easy to succumb to depression and sadness caused by homesickness. This is further affected by several other factors in the environment of the international student. He lacks familiarity in the place and the nature of social interactions in the country where he studies would be different from what he is used to. In this regard, he would have to adjust as effectively and as quickly as possible. Otherwise, homesickness will get the best of him and will negatively impact his performance in his studies (Andrade, 2006).The international student might also suffer from culture shock brought about by his interaction with people that belon g to a different frame of reference from him. Back in his home country, the student might not have paid attention to the nuances in meaning and interpretation of social gestures and statements. Also, there might several behaviors that would be considered as different from the norm. These cultural differences would create stress and difficulty on the part of the international student, especially if he does not develop a network that would help him adapt in the society (Andrade, 2006).On the other hand, when an international student has immersed himself in the culture of his host country, he might forget his cultural heritage and would display the culture of the host country even in the presence of his fellow citizens of his home country. The preservation of his cultural integrity would therefore be necessary, especially if he were to go back to his home country after his stint as an international student (Andrade, 2006). In addition to these effects, the international student will al so be subjected to learning shock (Griffiths, Winstanley & Gabriel, 2005).This learning shock is characterized by ambiguous expectations, frustrations, confusion and anxiety brought about by the unfamiliar learning environment in a foreign country. The teaching methods that they encounter, the way that they become disoriented by cues and other learning environments all contribute to the learning shock that they experience. The language barriers and difficulties in communication also contribute to this learning shock. Although English has become the most famous medium of instruction all over the world, there are still difficulties that people who speak English as a second language experience.The metaphors and figures of speech in English are sometimes difficult to grasp and understand. The readings for the subjects that international students have to take are full of these metaphors and add to the learning shock being experienced by the international student. The issue of finances fo r studying may also become an issue for an international student. Although it is easier nowadays to transfer funds from one area of the world to another, the allowances and funds for schooling of an international student may be limited.When the international student is in his home country, it would be easier to ask help from friends and family members. However, because of the distance separating him from such relationships that he has this might also contribute to anxiety and learning shock that he s already experiencing. There are instances, therefore, that the international student will have to work part time just to finance his studies. This act, however, is dependent on the nature of the visa granted to the international student.If working part time becomes an option for the student, then this might also have an impact on his studies especially in terms of managing time and the requirements of the school. Given these effects of studying in another country, any international stud ent should be able to devise some ways in order to cope effectively with these difficulties. Otherwise, the international student might be forced to go home without finishing the degree because of homesickness and the learning shock that he experiences. Dealing With the Effects of Studying in another CountryIn order for an international student to deal with these effects, he has to learn how to integrate himself in the society. This includes learning the language of the country that he will be studying in. Learning the language means going beyond having survival skills in the language of the country that the student is in. It also means learning the connotations and degrees of meaning of the language and the way that people use their language. Classroom-level mastery of language is good. However, this is not an assurance that the way that language will be used in conversations and in day-to-day interactions is an entirely different matter.Having proficiency with the language will be an integral part for the integration of the international student in the school as well as in the society in general. According to Koskinen & Tossavainen (2003), intercultural mentoring is an important part of the integration process of an international student in the academe and in the society. This kind of mentoring needs to be administered by international students as well or by culturally-sensitive faculty and older students so that the new international student could adapt well with the demands of the academe and of the society where they are located.When the mentor looks after the adjustment level of the student; establishes meaningful relationship, guides the international student in mutual learning and guidance in most aspects of studying and living in a foreign country. Although there are moments of frustration, Koskinen & Tossavainen (2003) noted that this experience also presents rewards to both the mentor and the student. In some universities and higher education instit utions, their usual approach in helping international students is usually through official programs in the school and mediation in the academics of the student.However, the interpersonal and informal means of mentoring and helping the student assimilate himself in the academe and in the society (Major, 2005). Being an international student poses several challenges. It has several effects, which, if not checked and effectively addressed can cause severe repercussions on the academic standing of the student. By having a good understanding of these effects, several means of intervention can be arrived at and will help the international student. Reference Andrade, M. S. (2006). International Student Persistence: Integration or Cultural Integrity?Journal of College Student Retention: Research, Theory and Practice, 8 (1), 57-81. Griffiths, D. S. , Winstanley, D. & Gabriel, Y. (2005). Learning Shock. Management Learning, 36(3), 275-297. Koskinen, L. & Tossavainen, K. (2003) Characteristics of intercultural mentoring – a mentor perspective. Nurse Education Today, 23 (4), 278-285. Major, E. M. (2005). Co-national support, cultural therapy, and the adjustment of Asian students to an English-speaking university culture. International Education Journal, 6(1), 84-95.

Philosophy-Business Ethics Essay Example | Topics and Well Written Essays - 750 words

Philosophy-Business Ethics - Essay Example Social Justice on the other hand deals with the premise that along with equal opportunity, there are certain obligations from the state or the market economy to ensure that people from different classes of society are given equal chances or a leveling process wherein equality is enforced. In Rawls conception of equality, things like Affirmative action play a prominent role and he is all for such uplifting measures to ensure a level playing field. Kristol on the other hand is blind to the entry level attributes and believes that once equal opportunity is provided, it is up to each individual to make the most of the chances that they have got. Thus the distinction here is between the conditions that are necessary for people to participate equally and then once they start the race, the differential factors that come into play. I tend to agree with Rawls in his conception of Social Justice as Capitalism in its present form is neither compassionate nor conscious and hence what is needed is a conception of justice that is rooted in the being of sanity and fairness. Kristol’s essay scratches the surface of conceptions of justice whereas Rawls’s piece goes deeper and tries to address the core question of justice and its social components. 2) Maitland’s claim that is directly addressed by Cuilla is the one about workers being informed enough to take free choices. Classical liberal standard: Finally, there is what I will call the classical liberal standard. According to this standard a practice (wage or labor practice) is ethically acceptable if it is freely chosen by informed workers. Most business ethicists reject this standard on the grounds that there is some sort of market failure or the "background conditions" are lacking for markets to work effectively. Thus, for Donaldson full (or near-full) employment is a prerequisite if workers are to make sound choices regarding workplace safety. Cuilla’s contention is that unlike what people in the

Question Set of Organic Solar Cells Assignment Example | Topics and Well Written Essays - 250 words

Question Set of Organic Solar Cells - Assignment Example Moreover, electrons in the transition radiate photons with enough energy that mainly correspond to the difference between the existing energy levels. Thus, it means light corresponds to the frequency of the photons it emits. In case the light is within the visible section of the spectrum, the observable colors mainly correspond to the transitions making other colors miss. A phosphor is any material possessing the phenomenon of the luminescence. It encompasses phenomenon of the phosphorescence where transition occurs in the time interval of above 1ms and corresponding fluorescence, where transition occurs above tens of nanoseconds. Fluorescent bulbs are typically coated on the interior side with phosphors, which absorb UV radiation (Kragh, 2012). Moreover, phosphors are carefully selected in order enable emitted radiation to recompense for the missing colors within the spectrum of the gas found within the bulb. White light ( full spectrum) is emitted by the bulb. Moreover, dangerous UV radiation is absorbed by the underlying phosphors. The Bohr model predicted that the existence of electrons within the specific discrete energy levels, which does not contain energy amidst the existing energy levels but carry out transition from one energy level to the other (Kragh, 2012). The underlying atom absorbs a photon when transition occurs from a relatively lower level to the corresponding higher level. Conversely, the atom emits a photon when transition occurs from a relatively higher level to corresponding lower level. The Bohr Model offers an improper value for the prevailing ground rate orbital angular momentum. Moreover, it makes poor prediction concerning the spectra of relatively bigger atoms. Nevertheless, it was replaced by Sommerfeld’s

Values and Ethos of Learning Communities Essay Example | Topics and Well Written Essays - 1000 words

Values and Ethos of Learning Communities - Essay Example The role of leaders is to create learning community culture in which understandings achieved during the course of practice, nurtured and not forgotten. Educational leadership should encourage students and inspire their interest to learning and self-improvement. Different leadership strategies mentioned above should not be used in isolation. The role of educational leadership is to maintain the community and support the core purpose of increasing the ability of all students and preparing students for the future. Leaders must remember that their words and stance on issues impact others in both large and small ways (Sergiovanni 2000). The main educational leadership strategies include blending leadership strategy, institutional leaders, instructional leadership and transformational leadership, facilitative leadership, visionary, ethical and direct leadership (Educational Leadership& Management, n.d.). Direct leadership is what leaders do when they work directly to enhance teacher learning. Substitutes for leadership are the structures, pathways, and norms leaders build that allow, encourage, and enhance teacher learning. In K-12 public education, the choice of leadership strategy depends upon the extent to which it matches the nature of the task, the complexity of the community setting, and the standards of quality expected. Many learning communities choose instructional and transformational leadership which help educators to meet changing learning environment and community's policies. Where task complexity is simple, direct supervision involving telling students what to do, watching them do it, and making correc tions as needed might be an appropriate choice. But as complexity increases, strategies closer to mutual adjustment make more sense. These learning communities rely on purposing and shared values, standardizing knowledge and skills, and mutual adjustment as control strategies if they want to be successful (Educational Leadership, n.d.). Facilitative, visionary and ethical leadership allows educators to form and correct basic moral values and preferences of diverse student audience. Using these strategies, educators become more sophisticated in their ability to develop capacity for teaching and leading in schools creating effective learning communities based on trust and respect. The task of facilitative leadership is to encourage the involvement of students at all educational levels. Visionary leadership is aimed to create a certain vision of culture and values shared by a particular community. This is one of the most important strategies which help educators to prepare students for various roles in their respective communities. Critics argue that ethical leadership "should have and be willing to act on a definite sense of ethical standards" (Educational Leadership& Management, n.d.). K-12 community leaders should create an effective environment and control that students are well served, and that teachers are suppor ted in their efforts in behalf of students. A leader's role is to engage teachers in determining and articulating a vision of excellence for all students. Communication in K-12 public education should include conversation about school issues and the needs of children with meetings to analyze data and plan

RIBA Essay Example | Topics and Well Written Essays - 5250 words

RIBA - Essay Example The RIBA plan of work is prepared by the Royal Institute of British Architects in conjunction with other stakeholders to provide a regulatory framework for practitioners in the building and construction industry (Cross, 2013). The RIBA plan of work is widely used in the UK as the official guideline and directive indicating the best practices in the industry (Farrelly, 2014). The plan of work has been extremely efficient such that it has been benchmarked by numerous countries worldwide, modeling their building and construction industry regulatory framework on RIBA’s. RIBA has continued to update its plan of work since 1963 as times and circumstances change (Hopkirk, 2014). The latest plan of work was prepared in 2013 and represented a paradigm shift from the previous one prepared in 2007. The stages of work have essentially remained the same only that they have been categorised and labeled differently (Architecture.com, 2014). Instead of the eleven stages that were explicated b y the tasks to be conducted, the new plan of work has eight stages and eight task bars under each stage indicating the tasks to be conducted.

PR Advertising or Social Media Campaign Dissertation

PR Advertising or Social Media Campaign - Dissertation Example Companies have now begun to realize the sheer scope and outreach of social media and the Internet in general as a highly effective communication platform. Thus using the various social media platforms to launch their social media campaigns has become integral for them since it enables the organizations to leverage their marketing practices in the most cost-effective way possible. The effective use of social media to market the products or services could prove to be highly profitable resulting in the delivery of measurable business results. However, if not executed effectively, it may lead to disastrous results. Starbucks is a case in point. This report â€Å"PR Advertising or Social Media Campaign† aims to discuss the recently launched and highly controversial social media campaign – Race Together, launched by Starbucks. The Starbucks’ â€Å"Race Together† Campaign: Critical Analysis Starbucks, the Seattle based multinational coffee giant launched one of its most ambitious social media campaigns, â€Å"Race Together† in association with USA Today, on March 18, 2015. The key aim of this campaign was to get its customers and the world around them, talking about a highly sensitive issue in American history – Race. The company took out full-page newspaper advertisements and encouraged open discussions about race on open forums (USA Today, 2015).

Solving assignment Term Paper Example | Topics and Well Written Essays - 750 words

Solving assignment - Term Paper Example (Apology, Plato) He thought that people who examined their lives were more virtuous than people who did not. Here he makes a convincing argument that if one did not know the rationale behind one’s actions one will not know whether the actions are right and justified and whether these actions can be repeated. Socrates also believed that a virtuous life meant examining the views of society on what is right. A man desirous of leading a virtuous life must examine views other than his own. According to Socrates a virtuous life meant focusing on the way things should be or could be and not on the way things are. If one had the knowledge of what is good he will not make mistakes. Lack of knowledge often makes men to consider bad things as good. One should exercise reason to understand what is good. To Socrates virtuous acts came from knowledge. He always associated virtue with wisdom Socrates views on death can be found in Apology and Crito (Plato). Socrates believed that fear of death should not act as a factor in decision making. One’s decisions must be based on examining one’s live and determining what is good and just. Our aim in life must be to place goodness and justice above everything else. If some acts are performed because of fear of death it means one is trying to preserve life and this according to Aristotle is not our primary concern. Our concern is to examine what is right and act virtuously without fearing death. Here too his argument is convincing. According to him no one knows exactly what happens after death whereas it is known that death results in a better condition for the human being as it means a complete loss of consciousness and a dreamless sleep. Hence there was no need to fear death. Many are of the opinion that where there is fear there is shame.. Here Socrates disagrees. In Euthyphro (Plato) Socrates explains that we fear many things like poverty and disease. But this does

Changes Introduced by the Ottomans to Arab Urban Life Essay

Changes Introduced by the Ottomans to Arab Urban Life - Essay Example The Chronicle and the Muslim courts record document that are the relocation of the aesthetically distasteful industries in the city, and above all, the tanneries as the population spread beyond the old wall. For the same reason, cemeteries and mosques sprang out in areas where even none had ever existed (Hathaway and Barbir 145). Public baths also increased in the number, thus indicating the larger concentrations of the people in the broader expanse of the territory. The court note, in addition, settled disputes within the new neighborhoods, property purchases, non-Muslims, and some merchants living in the neighborhoods where they were formally unrepresented. This indicates some positive demographic shift in the urban areas. Another change that was introduced in the urban was the improved marketing. The constructions of gathering places like the mosques brought together people, which in turn resulted in the exchange of good and services (Hathaway and Barbir 139). The construction of the stalled building also attracted more merchants who brought in different goods for sale, since it was easy for them to store their merchandize and find a place to live. Besides, as it was before the era of Ottoman, Muslims never lived near the Christians or other groups of people. However, during the Ottomans era, they are seen to at least move closer and even stays near their neighborhoods. This is some of the changes that were introduced in the urban. Respect within the residential quarters and the people security indicates other critical changes that were introduced (Hathaway and Barbir 144). As seen, the quarters are squeezed only separated by the wall but every one respected his or her neighbor’s property. Besides, the union was also among changes that were introduced. Merchants would walk and cluster together in the neighboring home to the marketing center, and will comfortable welcomed (Hathaway and Barbir 140). From the

Robert Rauschenbergs work - Windward Essay Example | Topics and Well Written Essays - 250 words

Robert Rauschenbergs work - Windward - Essay Example Robert Rauschenberg gathered the images and their details from various sources whereby he over painted certain parts of the using his hand by an energetic speed so that he allied the gestural painting of expressionism and the aesthetic value in the style (Joseph, et al, 2002). In Windward, some of his photographs of the statue of liberty with the images of houses so as to confront the politics in the nomination of the pope in the Sistine Chapel. Moreover, his composition is mostly dominated with the pictorial of an eagle so as to stand-in a mysterious and the richly allied discourse between the very many contrasted graphics of the worlds which confront any effort at aesthetic categorization. Robert Rauschenberg collective artwork, symbolizes his spirit of extensiveness, encompassing a reflective overview of his most separate periods, including painting, textile collage, sculptural workings prepared from cardboard and scrap iron, as well as a diversity of pictorials transmission and p rinting approaches. Robert Rauschenberg work embodies certain themes as can be found in many artistic works such as novels, short stories, and the novella. For instance, in the case of Scarlet Letter by Mariama Ba has drawn a very vivid picture in explaining the role of religion to determine the fate of women in the society. Similarly, In Windward, some of his photographs of the statue of liberty with the images of houses so as to confront the politics in the nomination of the pope in the Sistine Chapel.

A Character From Everyman Essay Example for Free

A Character From Everyman Essay Everyman is a medieval play written by an anonymous author. The central theme of the play is that when the time to leave the world is approaching, an individual may end up being betrayed by his or her family and friends, and only good deeds is important at the end. God and religion are also important aspects in this Middle Age drama, because it portrays Everyman’s progress from fear of death to a â€Å"Christian resignation that is prelude to redemption† (115). The characters in the play consist of subjects, verbs, and objects. The main character in the drama is Everyman, but the name is a representation of mankind in general. Everyman asks other characters to follow him on his journey to death. Firstly, Everyman goes to Fellowship who is his friend, but the first to forsake him by suggesting drinking or socializing with women instead of going on journey of death. Secondly, he asks his family members, Kindred and Cousin, to join him on his journey. However, Kindred and Cousin are disloyal to Everyman by reminding him of the things he has never done for them. Thirdly, Everyman refers to Goods, which are Everyman’s belongings. However, he is disappointed to find out that he cannot take his material possessions with him to his grave. Fourthly, Everyman calls upon Good Deeds. Good Deeds is unable to accompany Everyman immediately, but recommends first going and speaking to knowledge. Lastly, Everyman takes Good Deed’s advice and goes to Knowledge. Knowledge leads Everyman to Confession in order for Everyman to acknowledge his sin and be forgiven. Good Deeds rises again and Everyman asks Good Deeds, Beauty, Strength, Discretion, and Five Wits to join him on his journey to death. Although they all agree and follow him, they run away when they approach his grave except for Good Deeds. Therefore, by closing of the play the audience can conclude that Good Deeds is the only character who did not betray Everyman. In conclusion, Everyman is a medieval theater piece that teaches a lesson to the readers about the importance of life, which is that the things an individual does for others during his lifetime are what counts at the end of one’s life. Everyman first thought his family, friends, and belongings would be there when he dies, but realizes that none of that matters when life ends.

Observations of Fourth Grade Foreign Language Learning

Observations of Fourth Grade Foreign Language Learning 1.1. Background of the study The purpose of this study is to investigate fourth graders learning experiences in using English as foreign language during the learning process in classroom context. In the process of learning, learners need experience as a result of what they have been involved in that learning. Experience is gained by direct involvement or participation of an event. As stated by Kellough (1998 : 280) when students are involved in direct experiences, they are using more of their sensory input channels, their learning modalities (i.e., auditory, visual, tactile, kinesthetic); and when all the senses are engaged, learning is most effective, meaningful and longest lasting. Moreover, in the context of learning English as foreign language, experience in using English is essential to achieve effective, meaningful, and longest lasting learning. As the results, learners are able to use the language for their daily communication. Experience will be better to gain when learning is done in early age. Curtain and Pesola (1988:3) stated that when language learning begins earlier, it can go on longer and provide more practice and experience, leading ultimately to greater fluency and effectiveness. This study was employed to pupils who have range age from 7 until 10 years old (concrete stages) (Curtain and Pesola, 1988). It is assumed that when they learn English from Primary School, they have more practice and experience. As supported by Curtain and Pesola (1988:3) the thinking skills of most children in elementary school foreign language programs are at the concrete stage, and experience plays a major role in all learning. However, children learning English as a foreign language in Indonesian elementary school context face many serious challenges. One challenge relates to lack of social uses of the English language real-life situations which would likely involve children in their daily life (CREST, 2002 :3). The pupils have experience in using English only from classroom context. They are lack to face real English communication. Moon (2001:14) added that in the foreign language situation, the pupils depend almost entirely on the school for input. Consequently, the English learning experience in classroom context is very essential to support pupils practice and communication simulation. For that reason, it is needed to conduct a study which is investigating whether learning experiences in our Primary School has accommodate pupils practice and simulation communication. The findings of this investigation are answered by describing learning experience from the classroom observation and categorizing data description. Learning experience is the experience in using language during the learning time, which is formulated in simulation and practices. The learning experience is developed by practice and communication simulation done by learners. By doing so, they will get a clear picture or discourse understanding about the use of language. The examples of practice and simulation communication are achieved from the physical activities (i.e., hands on experience), as cited by CREST (2002:3) children learn by way of physical activities (i.e., hands on experiences) in the context of doing things embedded in their daily lives, both individually and socially. From that hands on experience Moon (2000:6) also explained that the use of songs, rhymes, poems, drama and classroom routine all help to give children access to ready-made bits of language so they can begin to communicate. Curtain and Pesola (1988:xiv) assumed that successful language learning for children is organized in the term of concrete experienc e; considerable planning should go into the use of visual, props and realia, and hands-on activities. Concrete experience from the use of visual, props and realia and hands-on activities are able to lead pupils attain their language learning goals. Curtain and Pesola also gives example of concrete experience, those are song, rhymes, finger play, props and Concrete Materials (dialogs, role play, small-group or pair work). In addition from previous study conducted by Ririt (2004) said that various learning experiences in English program will be developed through various kinds of material, activities, such as song, stories, games, reading text, and media. It can be concluded that in this study by having practice (sing songs, do classroom routines, read text, play game) and communication simulation (dialog, role play), the pupils will be able to achieve the purpose of learning English as foreign language for young learner which is developing pupils communicative competence in language accompanying action in school context and developing pupils awareness of the importance of English in global community. It is stated on Standar Isi Kurikulum Muatan Lokal Bahasa Inggris Provinsi DKI Jakarta (2006). Mata pelajaran Bahasa Inggris di SD/MI bertujuan agar peserta didik memiliki kemampuan sebagai berikut: 1. Mengembangkan kompetensi berkomunikasi dalam bentuk lisan secara terbatas untuk mengiringi tindakan (language accompanying action) dalam konteks sekolah; 2. Memiliki kesadaraan tentang hakikat dan pentingnya Bahasa Inggris untuk menngkatkan daya saing bangsa dalam masyarakat global Standar Isi Kurikulum Muatan Lokal Bahasa Inggris Provinsi DKI Jakarta (2006) is a government policy which is listed the purpose of learning English for primary schools pupils in Jakarta. However, there are some problems about the implementation of learning experience that the pupils get from the learning. They have unvaried activities; make them bored and not interested to the learning, have the learning activities but does not give experience (it is not hands on activities); and misconception to teach grammatical than convey the meaning of language message to children. Retrieved information from http://www.businessballs.com/experiental learning.htm, there is mentioned the differences between experiential learning and conventional training and teaching. The differences are in how the learning process happens. The example of conventional training, the learning are usually presented by power point presentation, chalk-and-talk classes, reading, attending lectures, exam study, observation, planning and hypothesising, theoretical work, unreal role-play. In other hand, experiential learning presents by physical activity, games, and exercises, drama and role-play which beco mes real, actually doing the job or task, outward bound activities, teaching others, hobbies, pastimes, and passions. Based on the importance and problems of learning experience, and requirement of government policy, this study is conducted to examine the fourth graders learning experiences in using English as foreign language during the learning process in classroom context. 1.2 Research Questions The research questions of this study are: What kinds of learning experiences that pupils acquired to support their English practice and simulation? To what extend that learning experiences accommodate the pupils need? 1.3 Purpose of the study The purpose of this study is to investigate fourth graders learning experiences in using English as foreign language during the learning process in classroom context 1.4 Method of the study This study used a case study as its methodology. This study was carried out at four schools, SDN Cipinang Muara 14 Pagi East Jakarta, SDN Pisangan Timur 03 and 05 Pagi East Jakarta, SDN Pesanggrahan 06 Petang South Jakarta. The subjects of the study are fourth grader at each those schools. The research subject is pupils learning experiences in English classroom. This study used classroom observation and teacher interview to gain the data. Class observation is used to provide description of learning activities then to be analyzed into what learning experiences. Teacher interview is used as the additional data of what in teachers plan and how the implementation of learning experiences happen in the classroom. 1.5 Significance of the study This study is mainly to find out pupils learning experiences at Primary Schools. It gives a thick description of what kinds of learning experiences that pupils acquired during the learning process of English. This result will be beneficial as an input to the English teacher, school and the researcher itself; it gives the recent data about pupils English learning experiences at four grade of primary school. Thus, it will be an input for those schools in developing their school curriculum and English Department of State University of Jakarta students who are interest in teaching English to young learner. CHAPTER 2 2.1. English Learning Experiences Experience as a result of learning process is a must. Madya, S et all. (2004) stated that experiences are paramount and activities is a must in learning process.The experience it self is gained by doing activity or letting the learners to practice doing it. From Webster dictionary, the definition of experience is practical knowledge, skill, or practice derived from direct observation of or participation in events or in a particular activity (Retrieved from http://www.merriam-webster.com/dictionary/experience). Pupils English learning experiences in the classroom context also can be achieved with direct participation during the learning process. During the learning process, pupils are given by teacher various learning activities which is contain various experiences. Then, as supported by Moon (2000:7) if pupils enjoy the learning activities, they will be more involved and this may increase their desire to continue. This is very positive for language learning, because if children want to continue with an activity for some time, it will give them more exposure to language input and more chance to practice the language. They will also develop more positive attitudes towards English, as they will associate it with something enjoyable and pleasing. Teaching English to the primary school students need varieties of activities. The teacher needs to plan a range of activities to avoid students getting bored. In Ferguson (2008:v) mentioned that research shows that games and activities provide a fun and interactive learning environment and promote effective language learning. When students are active, engaged, and enjoying themselves, their ability to learn and master new vocabulary and other linguistic functions is much higher than if they are simply learning by memorization or drills. Therefore, the activities which carried on experiential learning for young learner is hands on activity or physical activity. Moon (2000:8) gives example of physical activities such as making things, action songs, games, rhymes and drama provide excellent context for language learning. It is also supported by Curtain and Pesola (1988:199), they said, because children require hands-on learning experiences with concrete object, the elementary school foreign language classroom must have a wide variety of objects and material available, as many of them as possible from the target culture. Futhermore, Moon (2000:9) stated that childrens desire to communicate is very powerful and this carries over into foreign language learning. If they are engaged in an interesting activity, they will talk their heads off happily. This is very useful for language learning because it means that pupils will get plenty of practice in using the language. In this study, the practice and communication simulation that pupils use during the class is limited. Practices are singing songs, doing classroom routines, reading text, playing game, and simulation communications are dialog, role-play. Paul (2003)l mentioned some kinds of activities that can makes learning more meaningful, he stated that when playing, singing, and learning are integrated into total learning experience, the combination is very powerful. Children learn through first-hand (concrete) experiences, particularly through structured play as stated by Gipps (1994, p.26) cited in Brewster (2003). Pupils are expected to be facilitated by the teacher with concrete experiences. 2.2. English for Forth Graders The characteristic of young learner based on CREST (2002:3) children have their own world, which is far different from that of adults. The pupil is not the mini adult. They have their own way to learn. As stated also in CREST (2002:5), the characteristics of children are: Children learn naturally Children know a lot about literacy before schooling All children can learn Children learn best when learning is kept whole, meaningful, interesting, and functional. Children learn best when they make their own choices Children learn best as a community of learners in a non-competitive environment Children learn best by talking and doing in a social context. Curtain and Pesola (1988:67) explained those children ages 8 to 10 is named Intermediate Students. This intermediate students is categorized to grades 3, 4, and 5. Children at this age are at a maximum of openness to people and situations different from their own experience. For these students, a global emphasis is extremely important, because it gives them an opportunity to work with information from all parts of the world. As intermediate develop the cognitive characteristics of the concrete operations stage, they begin to understand cause and effect. Students in intermediate grades can work well in groups. They can begin a more systematic approach to language learning, but they continue to need first-hand, concrete experiences as starting point and continue to benefit from learning that is embedded in context. Moon (2000:7) defines that children are naturally curious and active. They eagerly explore their environment and interact with people, which helps them to construct their un derstanding of the world they live in. An important way in which they do this is through physical activity and experiencing things at first hand. Children love discovering things and because they respond well to being asked to use their imagination, they may well be involved in puzzle-like activities, in making things, in drawing things, in playing games, in conducting physical movement (Harmer, 2001, p.38) 2.3. Related Researches on the English Learning Experiences There is a study about learning experience, which has done by Kartika, Jatu (2007). Her study entitled Supporting Basic Literacy through English Learning Experiences is focus on students basic literacy through learning experiences. The study was done in SDN Tegallega 1 and 2 Bogor. The result of her study is students have been involved in English learning experiences in the context of executing classroom assignments but have not yet fully supported the students basic literacy. Her classroom observation data showed that students were mostly engaged in language pronunciation activity during the English and very limited learning activities were pursued to develop students self-awareness in employing English to be socially literate. Her finding from the data interview and questionnaire showed that students felt bored to be engaged in unvaried activities and felt difficult to memorize English word. The previous study conducted by Ririt (2004) entitled Fifth Grade students preferences towards English Learning at Labschool Elementary School founds that various learning experiences in English program will be developed through various kinds of material, activities, such as song, stories, games, reading text, and media. Another study, which carried out, by Astriani R. F (2006) notes that in her survey titled The English Vocabulary size of elementary school students in Jakarta, the score of average vocabulary size of the students is 477 words out of 1000 words. She is recommended that the teachers in elementary school should emphasized teaching and learning English in vocabulary and they also apply creative teaching and learning techniques such as singing, drawing, telling stories, and mentioning something through games so that the pupils will feel happy when they are learning English. Yeni (2009) in her research entitled Using Games to increase students participation in Listening Activity at SDN Pisangan Timur 11 shows that games; missing lyric, word race, Simon say, whats the number and song puzzle can be used to increase students participation. It also reports that there was significant improvement to the students participation in listening activities. Students were actively involved in listening activity. The students are interested in following the game and feel enjoy confident in participating activities. 2.4. Conceptual Framework The purpose of the study is to get factual data and information of pupils learning experiences in English classroom context by using describing, categorizing and analyzing classroom observation. The researcher decided to conduct the study on fourth grade because English is introduced in Primary School started from fourth grade of primary school. The study is also meant to see whether pupils have various kinds of learning experiences during the learning process. Learning experience can be developed by practice and simulation communication. If the pupils have experience in practice and simulation, it is assumed that they have meaningful, effective and longest lasting learning experience. 2.5. Definition of Terms Learning experience is the experience in using language during the learning time, which is formulated in simulation and practices. The learning experience is developed by practice and communication simulation done by learners. Practice means sing songs, do classroom routines, read text, play game and communication simulation here and communication simulation means dialog, role-play. CHAPTER 3 METHODOLOGY This chapter describes how this study is carried out. It covers the design of the study, the subjects of the study, instrument of the study, data collection procedures, and data interpretation. 3. 1. The Design of the Study This study is conducted through a case study in order to find in depth (1) what kinds of learning experiences that pupils acquired to support their English practice and simulation (2) To what extend that learning experiences accommodate the pupils need. The data is picked up through classroom observation and interview. 3.2 Research Setting 3. 2. 1 Time and place of the Study This study was carried out from March up to April 2009 in four primary schools. They are SD Negeri Pisangan Timur 03 and 05 pagi, East Jakarta; SD Negeri Cipinang Muara 14, East Jakarta; and SD Negeri Pesanggrahan 06 Petang, South Jakarta. 3. 2. 2 Subject of the Study The subjects of this research are the fourth graders from four schools in Jakarta. Their experiences during the English class were be observed and recorded. 3. 3 Data Collection Method For the first research question What kinds of learning experiences that pupils acquired to support their English practice? The data was gathered by observing and recording the pupils and teachers interaction during their English class. After observing and recording, the visual data was transcribed. The data transcriptions were described as data description. Afterward the data was be classified by bolding the description, it was be reduced based on the needs of the study and will be put in the table because of the amount of data collected during the classroom observation. Next, the data reduced will be put in the table which is categorized based on the synthesis which was mention in the conceptual framework. The categorization was made in order to answer the research question. Second research question, to what extend that learning experience accommodate the pupils need? is answered by analysing the data categorization. Besides, the interview is also used to support the information of learning experience in the data analysing. It is open-ended interview and it is done after the class ended and recorded. 3. 4. Data Interpretation The data from the recorded classroom observation was analyzed from transcribing and categorizing learning experience data. The information of pupils learning experience also gathered from data interview. The data obtained in this study were mainly descriptive data, which had been narrated by using a procedure, proposed by Woods (1996: 27); and Bailey (1996) described as follow: Data Labeling The data were classified by bolding the description related to the focus of the study. Data Reducing The observation data were reduced based on the needs of the study and was put in the table because of the amount of data collected during the classroom observation. Data Categorizing The data reduced will be categorized based on the synthesis, which was mention in the conceptual framework. The categorization was made in order to answer the research question. CHAPTER IV Data Description and Research Findings This chapter presented data description and interpretation to lead the discussion in the research findings. The data description of this study is based on classroom observations. A. Data description A.1 Classroom Observations Data The factual data of pupils learning experiences in this study was obtained from classroom observations. The interaction between teacher and pupils from four schools observation is described in the following data description. CASE A 1. Observation on March 7th, 2009 The observation was carried on Saturday, on 06.30 to 07.40 a.m. The pupils started the class by saying Good Morning to reply teachers greeting. The pupils also said I am fine, thank you. And you? when the teacher asked them How are you?. At that time, it was the first time of observation, so the teacher introduced the observers before starting the lesson. While the teacher was introduced the observers, one of the pupils was coming late. With automatically the teacher and the pupils greeted the late boy by saying Good Morning. The pupils were asked to recall their memorization about the previous lesson. A pupil mentioned the previous lesson was question but another pupil mention public sign. Pupils were experienced to recall the information that they have studied before. Pupils were experienced to count number of their classmates. Each pupil was experienced to count one until thirty two. They counted the amount of pupils that come in the class. There were 32 pupils and 5 were absent. After all pupils are ready, they were experienced to read the picture on the whiteboard. The pupils tried to recollect their previous memory about public sign. They pay attention to the picture then mentioned the function of those public sign picture. Pupils were experienced to answer teacher question by mentioning that Cross Park sign mean you cannot park here, stripe sign mean you do not enter, turn left, turn right, go straight. Then, the pupils were asked to use their hand in giving direction of left and right sign. The pupils were experience to act out the teacher instruction by using their hands. They seemed able to differentiate right sign and left with enjoyable. Next, the pupils guessed the second pictured drawn by the teacher on the whiteboard. They mentioned it was a picture of lampu lalulintas. Pupils were experience translating word into English with teacher scaffolding. Then they have to repeat words written in whiteboard in order get the right pronunciation. Pupils were experience to pronounce traffic light, red, yellow and green. The pupils also were experience to mention the meaning of each traffic light lamp colour. They were able to identify meaning of the green lamp for go, yellow lamp for be careful and red lamp for stop. After mentioning the meaning, the pupils were experience to pronounce the words such as stop, be careful and go by repeating their teacher. Then pupils were reminded by their teacher, the expression for borrowing something from friends. They were experience to mention the expression for borrowing by saying May I borrow your †¦. The pupils also were experience to practice the conversation in simple dialogue. They practiced in pairs. After practicing the conversation, the pupils were noisy. The teacher engaged the pupils to sing happy song in order to get pupils silent. Pupils were experience in English to sing Happy song, please silent. That time, pupils have a small test. Before starting the test, a pupil cleaned the whiteboard in responding teacher instruction. Pupils were experience in English to act out teacher instruction such as Clean the board please; Listen to me please; Sit down please; Silent please. They were experience in English to do the teacher instructions. Afterwards, the pupils were experience in English to answer the written test. They matched part A into part B. Finishing done the test, the pupils were experience to check the answer test with a whole class. The pupils were given chance to come forward to write the answers on the whiteboard. Most pupils were enthusiastic to come forward. They raised hand and the teacher selected them. While a pupils writing on the whiteboard, the others pupils sing a song Que Sera Sera. Pupils were experience in English to sing a song. In the end of the class, pupils were experience in English to mention what they have learnt on that day. Pupils simulated again the conversation of borrowing things from friends. After that, teacher closed the class by singing Happy song, good bye 2. Observation on March 14th, 2009 The observation was held on Saturday from 06.30 to 7.40. The class was opened by pupils greeting. Pupils were experienced to greet the teacher by saying Good Morning. Also replied greeting How are you? by saying Im fine. Thank You. And You?. Before the class starting, their sitting places were arranged. They have to sit on their own chair to avoid much tease between them. The pupils were experience in English to mention previous study such as public sign, stripe sign, do not enter, no smoking, push, pull, exit, enter, turn right, turn left. Then, they asked to pay attention to the picture shown by the teacher. The pupils were experience to guess the picture and to conclude the picture. The picture was not clear enough to be seen from the back class, so some pupils come forward to look at the picture. They were ordered to sit, the teacher said Sit down please then the pupils sat on their chair. The pupils were experience to do the instruction in English. After the pupils settled down, the pupils were asked to conlude the pictures theme. They were experience to conclude the theme pictures by saying it is about Hobby. The teacher wrote some words on the whiteboard, the pupils were experience to repeat and to read aloud words such as watching, playing soccer, swimming, traveling, sleeping, reading books. Every word they were repeated and read, they were experience to gesticulate it. They act as they were playing soccer, swimming, traveling, sleeping, reading books and cooking. The pupils seemed enjoy the activites. Next sequence, the pupils were asked about their hobby. They were experience in English answering teachers question What is your hobby? by saying My hobby is †¦... Then, the teacher asked the pupils to ask her hobby. The pupils were experience in English to question the teacher by saying What is your hobby?. After that the pupils were explained about the difference of his and her. They were given the example question in distinguishing his or her. The pupils were experience to pronounce his and her. Subsequently, the pupils were experience to do questioning and answering to their friend about hobby. They practiced how to ask their friends hobby use English. The pupils were experience to practice conversation in a simple dialog and to note it in their workbook. Pupils were experience in English do the task in written. In the closure time, the pupils were experience to write home work in their workbook do the same task. They have to question their families hobby. Teacher closed the class by saying Good bye. 3. Observation on April 18th, 2009 The observation was done every Saturday, at 06.30 to 7.30 a.m because the English class is every Saturday. Pupils started the class by praying and then greeting the teacher. They were experience greeting the teacher by saying Good Morning. Next, the pupils were asked to guess the picture that be drawn by the teacher on whiteboard. They were experience to identify the picture by saying Radio and Television. After that, they have to pay attention to what teachers was done. The pupils were supposed to guess the teachers act. They were experience to conclude the word from teachers action. The pupils said Lamp when the teacher turn off and turn on the lamp. The pupils were experienced repeating the teacher by saying Radio, TV, and lamp. From the three pictures, the pupils asked to guess what the key word for those things is. The pupils have the right answered which is electronic. The core activities of that day, pupils were experience to practice turn on and off the lamp, turn on and turn off the tv, play and eject the cassette from the radio. The pupils followed step by step the teachers instruction like turn on the tv please, turn on the lamp please, turn off the lamp please. In practicing play and eject the radio, the pupils were experience to identify the button in the radio. They have known which play button, stop button, rewind button, fast forward button are. They also were experience to mention each button function. Finally, they were experience to write the right procedure of playing the cassette in their workbook. The pupils have to arrange the sentences into good order. While the pupils writing the task, some pupils were chosen randomly to come forward in front of the class. They practiced press the buttons from the button pictures on the whiteboard. Before the class was dismissed, pupils were asked to conclude what they have learned on that day. The class were closed by the teacher saying Good bye and pupils were experiences in English replaying say Good bye. CASE B 4. Observation on March 3rd, 2009 The observation was conducted on Tuesday afternoon at 12.30 to 13.40. The pupils replied teachers greeting by saying Good Morning. Afterwards, they sang a song titled Happy song but with a little different melodies. The pupils recalled their experience in previous meeting by mentioning the English of lemari with cupboard. The class started with guessing the English of thing that teachers point out. The teachers pointed out two cupboards, and the pupils mentioned it by saying These are cupboards. Some pupils seemed still confused the diffrence of these are and this. Then they listened to teacher explanation about the difference of the these and this. The pupils were experience to read aloud This is a cupboard; These are books; That is a chair; Those are chairs Finally, the pupils were experience to do the exercise fill in with this, these, that or those. They did the task in an exercise paper. While pupils were answering the questions, they were checked for the absent. After finish an swer the exercise, the key answer be written on the whiteboard. They were experience to write the answer on the whiteboard. Teacher checked pupils answer on the board. The pupils checked their friends work or peer correction. Teacher closed the class by submitting pupils paper. 5. Observation on March 10th, 2009 The pupils started the class by saying Good Afternoon to the teache Observations of Fourth Grade Foreign Language Learning Observations of Fourth Grade Foreign Language Learning 1.1. Background of the study The purpose of this study is to investigate fourth graders learning experiences in using English as foreign language during the learning process in classroom context. In the process of learning, learners need experience as a result of what they have been involved in that learning. Experience is gained by direct involvement or participation of an event. As stated by Kellough (1998 : 280) when students are involved in direct experiences, they are using more of their sensory input channels, their learning modalities (i.e., auditory, visual, tactile, kinesthetic); and when all the senses are engaged, learning is most effective, meaningful and longest lasting. Moreover, in the context of learning English as foreign language, experience in using English is essential to achieve effective, meaningful, and longest lasting learning. As the results, learners are able to use the language for their daily communication. Experience will be better to gain when learning is done in early age. Curtain and Pesola (1988:3) stated that when language learning begins earlier, it can go on longer and provide more practice and experience, leading ultimately to greater fluency and effectiveness. This study was employed to pupils who have range age from 7 until 10 years old (concrete stages) (Curtain and Pesola, 1988). It is assumed that when they learn English from Primary School, they have more practice and experience. As supported by Curtain and Pesola (1988:3) the thinking skills of most children in elementary school foreign language programs are at the concrete stage, and experience plays a major role in all learning. However, children learning English as a foreign language in Indonesian elementary school context face many serious challenges. One challenge relates to lack of social uses of the English language real-life situations which would likely involve children in their daily life (CREST, 2002 :3). The pupils have experience in using English only from classroom context. They are lack to face real English communication. Moon (2001:14) added that in the foreign language situation, the pupils depend almost entirely on the school for input. Consequently, the English learning experience in classroom context is very essential to support pupils practice and communication simulation. For that reason, it is needed to conduct a study which is investigating whether learning experiences in our Primary School has accommodate pupils practice and simulation communication. The findings of this investigation are answered by describing learning experience from the classroom observation and categorizing data description. Learning experience is the experience in using language during the learning time, which is formulated in simulation and practices. The learning experience is developed by practice and communication simulation done by learners. By doing so, they will get a clear picture or discourse understanding about the use of language. The examples of practice and simulation communication are achieved from the physical activities (i.e., hands on experience), as cited by CREST (2002:3) children learn by way of physical activities (i.e., hands on experiences) in the context of doing things embedded in their daily lives, both individually and socially. From that hands on experience Moon (2000:6) also explained that the use of songs, rhymes, poems, drama and classroom routine all help to give children access to ready-made bits of language so they can begin to communicate. Curtain and Pesola (1988:xiv) assumed that successful language learning for children is organized in the term of concrete experienc e; considerable planning should go into the use of visual, props and realia, and hands-on activities. Concrete experience from the use of visual, props and realia and hands-on activities are able to lead pupils attain their language learning goals. Curtain and Pesola also gives example of concrete experience, those are song, rhymes, finger play, props and Concrete Materials (dialogs, role play, small-group or pair work). In addition from previous study conducted by Ririt (2004) said that various learning experiences in English program will be developed through various kinds of material, activities, such as song, stories, games, reading text, and media. It can be concluded that in this study by having practice (sing songs, do classroom routines, read text, play game) and communication simulation (dialog, role play), the pupils will be able to achieve the purpose of learning English as foreign language for young learner which is developing pupils communicative competence in language accompanying action in school context and developing pupils awareness of the importance of English in global community. It is stated on Standar Isi Kurikulum Muatan Lokal Bahasa Inggris Provinsi DKI Jakarta (2006). Mata pelajaran Bahasa Inggris di SD/MI bertujuan agar peserta didik memiliki kemampuan sebagai berikut: 1. Mengembangkan kompetensi berkomunikasi dalam bentuk lisan secara terbatas untuk mengiringi tindakan (language accompanying action) dalam konteks sekolah; 2. Memiliki kesadaraan tentang hakikat dan pentingnya Bahasa Inggris untuk menngkatkan daya saing bangsa dalam masyarakat global Standar Isi Kurikulum Muatan Lokal Bahasa Inggris Provinsi DKI Jakarta (2006) is a government policy which is listed the purpose of learning English for primary schools pupils in Jakarta. However, there are some problems about the implementation of learning experience that the pupils get from the learning. They have unvaried activities; make them bored and not interested to the learning, have the learning activities but does not give experience (it is not hands on activities); and misconception to teach grammatical than convey the meaning of language message to children. Retrieved information from http://www.businessballs.com/experiental learning.htm, there is mentioned the differences between experiential learning and conventional training and teaching. The differences are in how the learning process happens. The example of conventional training, the learning are usually presented by power point presentation, chalk-and-talk classes, reading, attending lectures, exam study, observation, planning and hypothesising, theoretical work, unreal role-play. In other hand, experiential learning presents by physical activity, games, and exercises, drama and role-play which beco mes real, actually doing the job or task, outward bound activities, teaching others, hobbies, pastimes, and passions. Based on the importance and problems of learning experience, and requirement of government policy, this study is conducted to examine the fourth graders learning experiences in using English as foreign language during the learning process in classroom context. 1.2 Research Questions The research questions of this study are: What kinds of learning experiences that pupils acquired to support their English practice and simulation? To what extend that learning experiences accommodate the pupils need? 1.3 Purpose of the study The purpose of this study is to investigate fourth graders learning experiences in using English as foreign language during the learning process in classroom context 1.4 Method of the study This study used a case study as its methodology. This study was carried out at four schools, SDN Cipinang Muara 14 Pagi East Jakarta, SDN Pisangan Timur 03 and 05 Pagi East Jakarta, SDN Pesanggrahan 06 Petang South Jakarta. The subjects of the study are fourth grader at each those schools. The research subject is pupils learning experiences in English classroom. This study used classroom observation and teacher interview to gain the data. Class observation is used to provide description of learning activities then to be analyzed into what learning experiences. Teacher interview is used as the additional data of what in teachers plan and how the implementation of learning experiences happen in the classroom. 1.5 Significance of the study This study is mainly to find out pupils learning experiences at Primary Schools. It gives a thick description of what kinds of learning experiences that pupils acquired during the learning process of English. This result will be beneficial as an input to the English teacher, school and the researcher itself; it gives the recent data about pupils English learning experiences at four grade of primary school. Thus, it will be an input for those schools in developing their school curriculum and English Department of State University of Jakarta students who are interest in teaching English to young learner. CHAPTER 2 2.1. English Learning Experiences Experience as a result of learning process is a must. Madya, S et all. (2004) stated that experiences are paramount and activities is a must in learning process.The experience it self is gained by doing activity or letting the learners to practice doing it. From Webster dictionary, the definition of experience is practical knowledge, skill, or practice derived from direct observation of or participation in events or in a particular activity (Retrieved from http://www.merriam-webster.com/dictionary/experience). Pupils English learning experiences in the classroom context also can be achieved with direct participation during the learning process. During the learning process, pupils are given by teacher various learning activities which is contain various experiences. Then, as supported by Moon (2000:7) if pupils enjoy the learning activities, they will be more involved and this may increase their desire to continue. This is very positive for language learning, because if children want to continue with an activity for some time, it will give them more exposure to language input and more chance to practice the language. They will also develop more positive attitudes towards English, as they will associate it with something enjoyable and pleasing. Teaching English to the primary school students need varieties of activities. The teacher needs to plan a range of activities to avoid students getting bored. In Ferguson (2008:v) mentioned that research shows that games and activities provide a fun and interactive learning environment and promote effective language learning. When students are active, engaged, and enjoying themselves, their ability to learn and master new vocabulary and other linguistic functions is much higher than if they are simply learning by memorization or drills. Therefore, the activities which carried on experiential learning for young learner is hands on activity or physical activity. Moon (2000:8) gives example of physical activities such as making things, action songs, games, rhymes and drama provide excellent context for language learning. It is also supported by Curtain and Pesola (1988:199), they said, because children require hands-on learning experiences with concrete object, the elementary school foreign language classroom must have a wide variety of objects and material available, as many of them as possible from the target culture. Futhermore, Moon (2000:9) stated that childrens desire to communicate is very powerful and this carries over into foreign language learning. If they are engaged in an interesting activity, they will talk their heads off happily. This is very useful for language learning because it means that pupils will get plenty of practice in using the language. In this study, the practice and communication simulation that pupils use during the class is limited. Practices are singing songs, doing classroom routines, reading text, playing game, and simulation communications are dialog, role-play. Paul (2003)l mentioned some kinds of activities that can makes learning more meaningful, he stated that when playing, singing, and learning are integrated into total learning experience, the combination is very powerful. Children learn through first-hand (concrete) experiences, particularly through structured play as stated by Gipps (1994, p.26) cited in Brewster (2003). Pupils are expected to be facilitated by the teacher with concrete experiences. 2.2. English for Forth Graders The characteristic of young learner based on CREST (2002:3) children have their own world, which is far different from that of adults. The pupil is not the mini adult. They have their own way to learn. As stated also in CREST (2002:5), the characteristics of children are: Children learn naturally Children know a lot about literacy before schooling All children can learn Children learn best when learning is kept whole, meaningful, interesting, and functional. Children learn best when they make their own choices Children learn best as a community of learners in a non-competitive environment Children learn best by talking and doing in a social context. Curtain and Pesola (1988:67) explained those children ages 8 to 10 is named Intermediate Students. This intermediate students is categorized to grades 3, 4, and 5. Children at this age are at a maximum of openness to people and situations different from their own experience. For these students, a global emphasis is extremely important, because it gives them an opportunity to work with information from all parts of the world. As intermediate develop the cognitive characteristics of the concrete operations stage, they begin to understand cause and effect. Students in intermediate grades can work well in groups. They can begin a more systematic approach to language learning, but they continue to need first-hand, concrete experiences as starting point and continue to benefit from learning that is embedded in context. Moon (2000:7) defines that children are naturally curious and active. They eagerly explore their environment and interact with people, which helps them to construct their un derstanding of the world they live in. An important way in which they do this is through physical activity and experiencing things at first hand. Children love discovering things and because they respond well to being asked to use their imagination, they may well be involved in puzzle-like activities, in making things, in drawing things, in playing games, in conducting physical movement (Harmer, 2001, p.38) 2.3. Related Researches on the English Learning Experiences There is a study about learning experience, which has done by Kartika, Jatu (2007). Her study entitled Supporting Basic Literacy through English Learning Experiences is focus on students basic literacy through learning experiences. The study was done in SDN Tegallega 1 and 2 Bogor. The result of her study is students have been involved in English learning experiences in the context of executing classroom assignments but have not yet fully supported the students basic literacy. Her classroom observation data showed that students were mostly engaged in language pronunciation activity during the English and very limited learning activities were pursued to develop students self-awareness in employing English to be socially literate. Her finding from the data interview and questionnaire showed that students felt bored to be engaged in unvaried activities and felt difficult to memorize English word. The previous study conducted by Ririt (2004) entitled Fifth Grade students preferences towards English Learning at Labschool Elementary School founds that various learning experiences in English program will be developed through various kinds of material, activities, such as song, stories, games, reading text, and media. Another study, which carried out, by Astriani R. F (2006) notes that in her survey titled The English Vocabulary size of elementary school students in Jakarta, the score of average vocabulary size of the students is 477 words out of 1000 words. She is recommended that the teachers in elementary school should emphasized teaching and learning English in vocabulary and they also apply creative teaching and learning techniques such as singing, drawing, telling stories, and mentioning something through games so that the pupils will feel happy when they are learning English. Yeni (2009) in her research entitled Using Games to increase students participation in Listening Activity at SDN Pisangan Timur 11 shows that games; missing lyric, word race, Simon say, whats the number and song puzzle can be used to increase students participation. It also reports that there was significant improvement to the students participation in listening activities. Students were actively involved in listening activity. The students are interested in following the game and feel enjoy confident in participating activities. 2.4. Conceptual Framework The purpose of the study is to get factual data and information of pupils learning experiences in English classroom context by using describing, categorizing and analyzing classroom observation. The researcher decided to conduct the study on fourth grade because English is introduced in Primary School started from fourth grade of primary school. The study is also meant to see whether pupils have various kinds of learning experiences during the learning process. Learning experience can be developed by practice and simulation communication. If the pupils have experience in practice and simulation, it is assumed that they have meaningful, effective and longest lasting learning experience. 2.5. Definition of Terms Learning experience is the experience in using language during the learning time, which is formulated in simulation and practices. The learning experience is developed by practice and communication simulation done by learners. Practice means sing songs, do classroom routines, read text, play game and communication simulation here and communication simulation means dialog, role-play. CHAPTER 3 METHODOLOGY This chapter describes how this study is carried out. It covers the design of the study, the subjects of the study, instrument of the study, data collection procedures, and data interpretation. 3. 1. The Design of the Study This study is conducted through a case study in order to find in depth (1) what kinds of learning experiences that pupils acquired to support their English practice and simulation (2) To what extend that learning experiences accommodate the pupils need. The data is picked up through classroom observation and interview. 3.2 Research Setting 3. 2. 1 Time and place of the Study This study was carried out from March up to April 2009 in four primary schools. They are SD Negeri Pisangan Timur 03 and 05 pagi, East Jakarta; SD Negeri Cipinang Muara 14, East Jakarta; and SD Negeri Pesanggrahan 06 Petang, South Jakarta. 3. 2. 2 Subject of the Study The subjects of this research are the fourth graders from four schools in Jakarta. Their experiences during the English class were be observed and recorded. 3. 3 Data Collection Method For the first research question What kinds of learning experiences that pupils acquired to support their English practice? The data was gathered by observing and recording the pupils and teachers interaction during their English class. After observing and recording, the visual data was transcribed. The data transcriptions were described as data description. Afterward the data was be classified by bolding the description, it was be reduced based on the needs of the study and will be put in the table because of the amount of data collected during the classroom observation. Next, the data reduced will be put in the table which is categorized based on the synthesis which was mention in the conceptual framework. The categorization was made in order to answer the research question. Second research question, to what extend that learning experience accommodate the pupils need? is answered by analysing the data categorization. Besides, the interview is also used to support the information of learning experience in the data analysing. It is open-ended interview and it is done after the class ended and recorded. 3. 4. Data Interpretation The data from the recorded classroom observation was analyzed from transcribing and categorizing learning experience data. The information of pupils learning experience also gathered from data interview. The data obtained in this study were mainly descriptive data, which had been narrated by using a procedure, proposed by Woods (1996: 27); and Bailey (1996) described as follow: Data Labeling The data were classified by bolding the description related to the focus of the study. Data Reducing The observation data were reduced based on the needs of the study and was put in the table because of the amount of data collected during the classroom observation. Data Categorizing The data reduced will be categorized based on the synthesis, which was mention in the conceptual framework. The categorization was made in order to answer the research question. CHAPTER IV Data Description and Research Findings This chapter presented data description and interpretation to lead the discussion in the research findings. The data description of this study is based on classroom observations. A. Data description A.1 Classroom Observations Data The factual data of pupils learning experiences in this study was obtained from classroom observations. The interaction between teacher and pupils from four schools observation is described in the following data description. CASE A 1. Observation on March 7th, 2009 The observation was carried on Saturday, on 06.30 to 07.40 a.m. The pupils started the class by saying Good Morning to reply teachers greeting. The pupils also said I am fine, thank you. And you? when the teacher asked them How are you?. At that time, it was the first time of observation, so the teacher introduced the observers before starting the lesson. While the teacher was introduced the observers, one of the pupils was coming late. With automatically the teacher and the pupils greeted the late boy by saying Good Morning. The pupils were asked to recall their memorization about the previous lesson. A pupil mentioned the previous lesson was question but another pupil mention public sign. Pupils were experienced to recall the information that they have studied before. Pupils were experienced to count number of their classmates. Each pupil was experienced to count one until thirty two. They counted the amount of pupils that come in the class. There were 32 pupils and 5 were absent. After all pupils are ready, they were experienced to read the picture on the whiteboard. The pupils tried to recollect their previous memory about public sign. They pay attention to the picture then mentioned the function of those public sign picture. Pupils were experienced to answer teacher question by mentioning that Cross Park sign mean you cannot park here, stripe sign mean you do not enter, turn left, turn right, go straight. Then, the pupils were asked to use their hand in giving direction of left and right sign. The pupils were experience to act out the teacher instruction by using their hands. They seemed able to differentiate right sign and left with enjoyable. Next, the pupils guessed the second pictured drawn by the teacher on the whiteboard. They mentioned it was a picture of lampu lalulintas. Pupils were experience translating word into English with teacher scaffolding. Then they have to repeat words written in whiteboard in order get the right pronunciation. Pupils were experience to pronounce traffic light, red, yellow and green. The pupils also were experience to mention the meaning of each traffic light lamp colour. They were able to identify meaning of the green lamp for go, yellow lamp for be careful and red lamp for stop. After mentioning the meaning, the pupils were experience to pronounce the words such as stop, be careful and go by repeating their teacher. Then pupils were reminded by their teacher, the expression for borrowing something from friends. They were experience to mention the expression for borrowing by saying May I borrow your †¦. The pupils also were experience to practice the conversation in simple dialogue. They practiced in pairs. After practicing the conversation, the pupils were noisy. The teacher engaged the pupils to sing happy song in order to get pupils silent. Pupils were experience in English to sing Happy song, please silent. That time, pupils have a small test. Before starting the test, a pupil cleaned the whiteboard in responding teacher instruction. Pupils were experience in English to act out teacher instruction such as Clean the board please; Listen to me please; Sit down please; Silent please. They were experience in English to do the teacher instructions. Afterwards, the pupils were experience in English to answer the written test. They matched part A into part B. Finishing done the test, the pupils were experience to check the answer test with a whole class. The pupils were given chance to come forward to write the answers on the whiteboard. Most pupils were enthusiastic to come forward. They raised hand and the teacher selected them. While a pupils writing on the whiteboard, the others pupils sing a song Que Sera Sera. Pupils were experience in English to sing a song. In the end of the class, pupils were experience in English to mention what they have learnt on that day. Pupils simulated again the conversation of borrowing things from friends. After that, teacher closed the class by singing Happy song, good bye 2. Observation on March 14th, 2009 The observation was held on Saturday from 06.30 to 7.40. The class was opened by pupils greeting. Pupils were experienced to greet the teacher by saying Good Morning. Also replied greeting How are you? by saying Im fine. Thank You. And You?. Before the class starting, their sitting places were arranged. They have to sit on their own chair to avoid much tease between them. The pupils were experience in English to mention previous study such as public sign, stripe sign, do not enter, no smoking, push, pull, exit, enter, turn right, turn left. Then, they asked to pay attention to the picture shown by the teacher. The pupils were experience to guess the picture and to conclude the picture. The picture was not clear enough to be seen from the back class, so some pupils come forward to look at the picture. They were ordered to sit, the teacher said Sit down please then the pupils sat on their chair. The pupils were experience to do the instruction in English. After the pupils settled down, the pupils were asked to conlude the pictures theme. They were experience to conclude the theme pictures by saying it is about Hobby. The teacher wrote some words on the whiteboard, the pupils were experience to repeat and to read aloud words such as watching, playing soccer, swimming, traveling, sleeping, reading books. Every word they were repeated and read, they were experience to gesticulate it. They act as they were playing soccer, swimming, traveling, sleeping, reading books and cooking. The pupils seemed enjoy the activites. Next sequence, the pupils were asked about their hobby. They were experience in English answering teachers question What is your hobby? by saying My hobby is †¦... Then, the teacher asked the pupils to ask her hobby. The pupils were experience in English to question the teacher by saying What is your hobby?. After that the pupils were explained about the difference of his and her. They were given the example question in distinguishing his or her. The pupils were experience to pronounce his and her. Subsequently, the pupils were experience to do questioning and answering to their friend about hobby. They practiced how to ask their friends hobby use English. The pupils were experience to practice conversation in a simple dialog and to note it in their workbook. Pupils were experience in English do the task in written. In the closure time, the pupils were experience to write home work in their workbook do the same task. They have to question their families hobby. Teacher closed the class by saying Good bye. 3. Observation on April 18th, 2009 The observation was done every Saturday, at 06.30 to 7.30 a.m because the English class is every Saturday. Pupils started the class by praying and then greeting the teacher. They were experience greeting the teacher by saying Good Morning. Next, the pupils were asked to guess the picture that be drawn by the teacher on whiteboard. They were experience to identify the picture by saying Radio and Television. After that, they have to pay attention to what teachers was done. The pupils were supposed to guess the teachers act. They were experience to conclude the word from teachers action. The pupils said Lamp when the teacher turn off and turn on the lamp. The pupils were experienced repeating the teacher by saying Radio, TV, and lamp. From the three pictures, the pupils asked to guess what the key word for those things is. The pupils have the right answered which is electronic. The core activities of that day, pupils were experience to practice turn on and off the lamp, turn on and turn off the tv, play and eject the cassette from the radio. The pupils followed step by step the teachers instruction like turn on the tv please, turn on the lamp please, turn off the lamp please. In practicing play and eject the radio, the pupils were experience to identify the button in the radio. They have known which play button, stop button, rewind button, fast forward button are. They also were experience to mention each button function. Finally, they were experience to write the right procedure of playing the cassette in their workbook. The pupils have to arrange the sentences into good order. While the pupils writing the task, some pupils were chosen randomly to come forward in front of the class. They practiced press the buttons from the button pictures on the whiteboard. Before the class was dismissed, pupils were asked to conclude what they have learned on that day. The class were closed by the teacher saying Good bye and pupils were experiences in English replaying say Good bye. CASE B 4. Observation on March 3rd, 2009 The observation was conducted on Tuesday afternoon at 12.30 to 13.40. The pupils replied teachers greeting by saying Good Morning. Afterwards, they sang a song titled Happy song but with a little different melodies. The pupils recalled their experience in previous meeting by mentioning the English of lemari with cupboard. The class started with guessing the English of thing that teachers point out. The teachers pointed out two cupboards, and the pupils mentioned it by saying These are cupboards. Some pupils seemed still confused the diffrence of these are and this. Then they listened to teacher explanation about the difference of the these and this. The pupils were experience to read aloud This is a cupboard; These are books; That is a chair; Those are chairs Finally, the pupils were experience to do the exercise fill in with this, these, that or those. They did the task in an exercise paper. While pupils were answering the questions, they were checked for the absent. After finish an swer the exercise, the key answer be written on the whiteboard. They were experience to write the answer on the whiteboard. Teacher checked pupils answer on the board. The pupils checked their friends work or peer correction. Teacher closed the class by submitting pupils paper. 5. Observation on March 10th, 2009 The pupils started the class by saying Good Afternoon to the teache

The Objective Of National Philosophy Of Education Education Essay

The Objective Of National Philosophy Of Education Education Essay The national curriculum of the school reflects the objective of National Philosophy of Education in the ways of producing insan model. This is because the National Philosophy of Education is a guide and a basis for our Malaysian education system which is being conducted in Malaysia with rational opinions among the schools. This NPE encompasses several aspects such as analysis and implications towards our education system. Analysis of NPE emphasises on teachers which teachers are need to study and interpret its contents in various factors such as religious, social, political, economy and so on. Moreover, teachers have to understand carefully one by one the aims of the programs which are to fulfil nations aspiration to produce good quality students. Analysis of NPE consists of number of elements which is really crucial to be implemented for both teacher and students. The first element of NPE is education is an on-going effort that acquires the transferring knowledge skills and noble values. Secondly is about the development of individual potentials which emphasise on talents and potentials that should be nurtured and developed since in the schools. Last but not least, elements about producing knowledgeable Malaysian citizens who are balanced with harmonic being. It can be achieved through JERIS (physically, emotionally, spiritually, emotionally and socially) by giving full love for knowledge and be open -minded. Other elements like holistic and integrated development, belief and obedience to god and produce competent Malaysian citizens are als included in NPE. Oxford dictionary defines curriculum as the subjects that are being taught to comprise a course of study in a schools or colleges. In spite of, curriculum covers all the experiences includes tasks that were taken from young age until a person get old. In Malaysia primary education context, primary curriculum had faced many changes in order to accomplish the mission and goals of national curriculum aspirations. Old Primary School Curriculum (KLSR), New Primary School Curriculum (KBSR), Integrated Primary School Curriculum (KBSR) and Standard Primary School Curriculum (KSSR) are the great examples of these changes. Old Primary School Curriculum (KLSR) was designed since Independence Day. In 1961, Education Act 1961 became as a base of education system and Laporan Rahman Talib was established by former Minister of Education Abdul RahmanTalib in KLSR (Siti Atiqah Ali, 2010). Laporan Razak year 1956 was established to review back the policy of national education. The reason of establishing this curriculum is to strengthen unity and eradicate illiteracy. Moreover, clear objective of this KLSR is to ensure that all students pass Bahasa Melayu by providing a systematic education. However, KLSR was repealed in 1982 because of the weakness. This happens due to the subjects which were not related with other subjects, emphasis on achieving excellence materials and pedagogy was not emphasised the understanding of behaviourism. In 1982, New Primary School Curriculum (KBSR) was conducted in 305 schools around Malaysia as trial basis for implementation of new curriculum. The main goal of KBSR is to ensure the development of potential, integrated and balanced according to JERIS (physical, emotional, spiritual, intellectual and social). Thus, KBSR fully implemented in all schools in 1983 and 3M skills such as reading, writing and arithmetic were fully developed including the solving problems. New Primary School Curriculum was changed to Integrated Primary School Curriculum (KBSR) in 1993 (Hamidah Atan, 2009). The basic change was take place in curriculum and school culture. For instance, local studies were replaced with Man and His Environment subject. The purpose of this subject is to provide students with knowledge, skills and values. Whereas, school culture was included about school environment, patriotism and integration. Meanwhile, development of KBSR was grounded under four principles and they were integr ated approach, one education for all, holistic development of the individual and life-long learning. Nevertheless, weaknesses of KBSR are excessive focus to get A in examination and not to impart knowledge, values à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹and skills. Biggest transformation take place in the curriculum entitled Standard Primary School Curriculum (KSSR) in 2011 which incrementally in 500 schools. This is a way to coordinate the development and the current demand for human capital on more quality time in line and sophisticated to make KBSR as a base of KSSR. Main objective of implementation KSSR is to enhance students 4M skills in studies such as reading, writing, arithmetic and reasoning and emphasize more on modelling curriculum to produce quality students. For example, lower primary schools for English subject have four modules on listening and speaking, reading, writing and language arts. Science and Mathematics is the subject which teachers concentrate more. KSSR can describes as a beginning process of forming a holistic changes to the existing school curriculum involves changing the form, organization, content, pedagogy, time allocation, assessment methods, materials and management of school curriculum. Curriculum is actually a guide for teachers to achieve goals and mission that have been stated in education policy in Malaysia. Changes in curriculum happen until now as a way to enhance the ability and skills of students to achieve in certain levels and to produce quality students for nation. Primary curriculum is playing a role in organising activities for students in schools according to NPEs elements.It are very important for all schools to organise activities according to NPE. The purpose of organising such activities is to implement the eight elements of NPE for both teacher and students. Implementation of eight elements is crucial in order to get the perfection and standardisation of curriculum among all schools in Malaysia and the production of activities are conduct in integrated manner. Hereby, it is to prepare students to face real life challenges when they complete their school life. Experiences that students gain from school will be a good guide for them to face challenges at outside the world. A. INTERVIEW AND DEDUCT THE IDEALISTIC BELIEVE OF A HEADMASTERS AND A SENIOR ASSISTANTS ROUTINE REGARDING 5 ACTIVITIES CARRIED OUT IN THE SCHOOL TO VISUALIZE / INSISTS THE OBJECTIVE OF NPE. Ministry of Education states that activities which are being carried out in the schools must fulfil the elements of NPE in order to produce well-being students. According to the survey that I had conducted at Tamil medium primary school (SJK T Dengkil, Selangor), the headmaster mentioned that his school is organising activities which gives the of NPEs elements. These activities will be conducted according to primary school curriculum development for little one from age 7 until 12 years. There are two types of activities which are being conducting, one is school based activities and another one is class based activities especially for language subjects. One of the best example is Majlis Cemerlang UPSR (Ujian Peperiksaan Sekolah Rendah ). This program will be held on January every year for students who achieved more than 3As in UPSR. This activity is headed by the headmaster of the school and teachers will be the coordinators of this program. The main aim of this program is to reward students who contribute excellence results for the school and this will be a source of motivation for other students to achieve a better result for upcoming years by being a role-model. Other than that, the headmaster also will give a talk on KSSR and also about the band systems for parents who enrol their children in year 1. This activity has hit the NPEs elements especially of producing knowledgeable and competent students for nation with high moral standards. Even, program like this should be organised in every schools as inspiration even though the schools do not have allocation from government to conduct such program like this. Second activity will be Sports Day. February will be a busiest month for all teachers and students for the preparation for the Sport day. Training sessions will be conducting every evening in order to train students to get the perfections on the activities which already plan by teachers. Four big groups will be formed for students during the actual day and each student need to contribute at least 1point for their group. Activities like 100 meter race, 200 meter race, shot put and others will take place on sport day. On the actual day, president of PIBG (Persatuan Ibu Bapa Guru) and parents are invite to give supports for students to do better performances. Medals will be given for students who win for each and every activity. The implications from this sport day are to produce students with high discipline level and balanced according to JERIS (physically, emotionally, spirituality, intellectually and socially). Moreover, this activity will be a platform for students to nurture their hidden talents and to continue their achievement further. The selected students will represent the school to participate in the higher level competitions like MSSD (Majlis Sukan Sekolah Daerah) which organise by Ministry of Education. On every May, the school will organise a program named Program Maju diri for school prefects and librarians to train the value of leadership among students. Train the school leaders by implementing self discipline in them and develop well-mannered person together to contribute good reputation of the schools. Activities like jungle trekking teach them the co-operation values among them without concerning about the race, skin colour and the status of a student. Thus, they will understand more about leadership and will realise that being a leader is not easy because they need to face lot of challenges and obstacles in their real life. Even, this program prepares students to be future leader of Malaysia in future. This prevents students from involving unhealthy activities which will damage their life as a valuable citizen. NPE elements like developing potentials of a person who are responsible and capable to achieve the level of personal well-being is really coinciding the scope of this program. Next activity is Perkhemahan Badan Beruniform which will be held during school holiday on May. This camping will be organize by senior assistant of co-curriculum for 3 days and 2 night at school and students will be selected from each uniformed bodies for participation. Different level of activities will be conducted to test students ability and their engagement with other students to bond a good relationship with other students. This program is really useful for students because they can learn more about the purposes of joining such program like this and may share their experiences with other students. So, other students will have the interest to join the program on other time. NPE will be used as a base for this program in order producing generation of students with high vision by creating awareness and understanding of the organizational principles which allow students to learn through this program. Lastly, school based activity which conducts by the school is Science Fair. The activity really interesting when found out about the students achievement that had made last year. October will be the month of Science where the science teachers struggle hard to prepare experiments for each class according to levels such as lower and upper primary. In addition, the purpose of conducting school level Science fair is to give exposure on Science world and make up students mind that Science is really fun to learn by doing the experiments and it is not difficult if learn in a proper way. Teachers in this school will guide students to conduct the experiments and rewards will be given for the most interesting and successful experiments. Parents are invited because to give encouragement to students and to give clear picture about students who are being as a Science class minded. On November, the school will take part in National Science Fair which will be held in Kuala Lumpur and these students will get a chance to engage with other students which come from all over Malaysia as participator and learn more from there. According to the headmaster, last year this school won third place for the best and attractive experiment. From here can conclude that, this school is preparing students as a future scientist by producing knowledgeable and competent Malaysian citizens according to NPE. B. EXPLAIN TEACHERS TEACHING ACTIVITIES THAT BEING FOCUSED / CARRIED OUT IN THE CLASSROOM TO ACTUALIZE THE NATIONAL CURRICULUM IN THE PORGRESS OF MOULDING THE STDUNETS BEHAVIOUR AND BELIEVES. Successful learning process can achieve when the teachers put efforts to make engagement between learning and syllabus. It only can be done through classroom activities and it is really significant for the development of students in the classrooms. Lesson plan is the guide for teachers to prepare activities for students and put varieties in order to create fun learning environment. The most interesting classroom activity which carries out by teachers is by playing game within the students for example online interactive game. Students get the chance to play games by themselves so that they can explore the needs of a game which related to the content that teachers are going to teach. For example, ESL games mostly use for English language subject. Students can move further according to their level like lower level to medium level and higher level. This type of game will offer opportunities for students to improve their English language skills in a fun and interactive way. Other than that, game like word of the day create reading environment in the classrooms. This is because students need to bring a newspaper cut during lesson time and search for words that they do not know. After this, students need to search for the meaning and construct a sentence according to the word. Students who collect more words will be the winner and will receive gift from the teachers. This type of activity gives encouragement for students to read a lot to find words and day by day they will practice their own reading independently. Teachers and students are putting their on-going effort for excellent for producing knowledgeable Malaysian which has stated in NPE. Moreover, role play or well known also stimulations can develop students communication skills. Teachers give guidance for students to develop characteristic according to the story. For instance, do roles play about Snow White and Seven Dwarf. Role play is one way of extending the range of purposes especially when students brainstorm to get ideas to develop the sequences of the story. Role play areas often arise from the theme that being undertaken by the class through participation. Students get wider experiences to support their engagement with others students while using signs, props, menus and so on. According to Browne (2009) this imaginative play area will be a valuable source of literacy activities by creating understanding about the theme of story. The schools teacher also states that this role play activity may build students confident level and bring them out from the feel of afraid when they need to talk in front of other members. High moral standards can be created among s tudents to mould good behaviours and produce personal well-being as stated in NPE. Bees activity also being conducting in the classroom in different way such as spelling bee, speaking bee and others. The purpose of conducting such activity in the classroom is to ensure students to use their thinking skills during the lesson time. Even, students are able to increase their spelling and vocabularies level which can be used during examination time. The teacher said that this activity usually will be conducted in language classes like English and Malay. Teachers will come out with a list of vocabularies and ask students to memorize those words for the spelling bee which will be held every Tuesday for English classes and every Friday for Malay language classes. Students can create own initiative to modify their language proficiency that will be useful when they are complete their primary school level. In matter of NPE, teachers are in mission of producing students for the betterment of family, society and nation. Producing knowledgeable Malaysian students in an integrate d manner is conscious. Next activity is named as Lady Bird. This activity specially creates for students who known as slow learners. This is one way of grabbing slow learners attention to study smart and give confidents that they also can be a good learner like the rest by making them to read. The way of conducting this activity is students will provide a text with number of question which goes on with the level like from easy to average and too hard. Students need to search for key words on the text and highlight those key words to get answer for each question. Students like faster learner will be tutor for the slow learners so that they can easily be guided among their friends. After this session, slow learners are able to read within two months and showed an increase in every school test. This has been proven when this school produce a very least number of slow learners and even this will contribute in producing literacy nation for Malaysia. Last but not least, this school also has come out a with an activity called as self-access learning where the students need to do self learning in the classroom during independent learning period. Students need to read story books, find moral values which contain in those stories and need to present in the classroom during language subject. This is more to storytelling session which enables teachers to examine students pronunciation on certain words. Students also can make this activity as a platform to build their confident level to face other friends and also to speak out. Believe in god and on-going effort with high moral standards and responsibility really hit this activity according to NPE. In conclusion, the implication of NPE is really unique in producing a well-being of Malaysian for this nation. While, the implications of NPE on school culture are to ensure that teachers and students follow closely together, realize to give success for the aims and aspirations and basic consideration for reformation of planning education routines and activities. Finally, NPE is very important either for teachers or students to have a very quality education level for all Malaysians students and teachers are being as aspiration source for their students in the schools. Thus, values like honesty, dedicatedly; responsible and ambitious are needed to produce a capable achiever for this nation. The activities which has stated above is one way for moulding.