Part A

1.0

21st Century Competencies

21st century education is to provide learning geared towards Higher Order Thinking Skills
(HOTS) and manage a classroom or learning space more dynamic. But the main challenge is
how teachers use a variety of resources and information technology support to implement
effective teaching and learning and the quality and relevant to current developments. To confront
these challenges, teachers continue to update the knowledge (curriculum content) and
competence (pedagogy PDP) in order to remain relevant to current and future needs.

education geared towards Higher Order Thinking Skills (HOTS) has been practiced in the
classroom outside the country such as the United States and England since the 1970s. This
illustrates the general education curriculum so concerned about the direction of global thinking
and their student outcomes in the 21st century future.

In Malaysia, the teaching which is rooted Primary School Standard Curriculum (KSSR) and
Secondary School Standard Curriculum (SSM) is a benchmark the effectiveness of classroom
education of the 21st century is touted by the Ministry of Education in 2014, which is in line
with the transformation of education in Malaysian Education Development plan (2013-2025).

As an authoritative teacher of English, the teaching and learning of English in the 21st century
requires sacrifice and concern for teachers is not small. Students in this new millennium are not
fond of their movements controlled in the classroom.

In this case, conventional teaching practices through the 'chalk and talk' is no longer relevant.
Students easily bored when teaching one way by teachers who do not provide opportunities for
1

students to voice their opinions. Teaching passive without the aid of information technology
would dull pupils. It is said that because there are students in computer literacy and they can also
help teachers in the world of computing.

In addition, the use of computers and 'smart board' should be fully utilized by teachers to engage
students in addition to the layout of tables and chairs that feature class students of the 21st
century can be modified each week.
The main source of knowledge of the 21st century will be the source associated with information
technology. With the array of computers, multimedia, compact disk and corridorraya multimedia
such as 'internet' should be available for use by all students. It is hoped that teaching and learning
in the 21st century is formed entirely by computer. This is not meant to replace teachers with
technology but to create teaching and learning environment that is fun, effective and meaningful
to students.

1.4 Skills 21st Century

Students is a product produced through the education system. To ensure the quality of education,
the students at either the low or high should have the capacity in terms of knowledge and skills in
line with developments in technology and information today. The desire of the Malaysian
government towards a developed nation, knowledge at the core of all things and dealing with the
era of "Knowledge Based Economy 'demanding needs skilled labor. To support and develop the
K-economy that is integral to the innovation economy, Lifelong Learning (LLL) will
diarusperdanakan to the public to gain formal or informal education. This is because of the
emphasis on LLL will help people achieve their real potential thus will contribute to the
development process at the local community level. Proficiency in multiple languages, especially
English and Mandarin is an important asset and a stepping stone in the competitive world of Keconomy to enable Malaysians to stand tall with other nations in the developed countries.

The rapid pace of development and technology today demanded that Malaysians are ready to
face these changes. Opportunities to increase the knowledge and skills necessary to design an
ongoing basis. Therefore, every human being, especially those students who are shaped by
education must be ready with the concept of lifelong learning. Educational products to be
produced, namely human resources and human capital must be capable to create, innovate,
generate and exploit new ideas and technology and entrepreneurial skills.

Strong national development rests with the success we produce quality human capital to meet
the characteristics requirements in the 21st century. Human capital is the most important
investment for economic development and underpin the innovation and high-income economy
that is productive. No country can succeed without a top talent who are highly skilled, able to
respond quickly and creatively to economic change and on developing and utilizing knowledge.
Hence, develop and retain world-class human capital is an important prerequisite for achieving
the country.

Higher education qualifications to promote knowledge and innovation, a high level of skills in
professional and technical fields and high productivity levels are among the main features of
human capital and labor high-income countries. Based on these characteristics, efforts must be
focused to achieve world-class human capital in 2020. It is time to shift the paradigm to enhance
the intellectual capital (capital intellectuals) than human capital (human capital) alone. In other
words, the development of human capital in the country is no longer dependent on the features
alone but develop experience and knowledge of quality and received by an individual or Institute
student while in school. This is because the intellectual capital will be able to ensure the
development of quality and sustainable country.
Strengthening the process of learning and teaching in schools and universities must take
advantage of technological advances to be more innovative, creative and attract students. In
addition, the characteristics must be student-centered learning (student centered) so that this
3

learning process can give attention to the aspects of development and potential students as a
whole. Some steps can be applied to the process of ensuring creativity and innovation,
maximizing the ecosystem of higher education, take advantage of globalization, leadership
transformed educational institutions and institutional sustainability and talent management.
The era of globalization is now showing great competition should not keep us as mere followers
but as leaders who spearheaded the change. In this connection, teaching and research for the
purpose of fostering local knowledge is very important and significant to be implemented in
schools and in universities. This knowledge will spur innovation-based economy which in turn
became the basis for the mapping of Malaysia at the global level. These factors can also help
Malaysia achieve the vision 2020. The ability and the ability of Malaysia as a provider of quality
educational products that require improvement and continuous benchmarking. Malaysia's
position is increasingly recognized as a provider of quality higher education needs to be
improved because the result is not only limited to the flow of money in and out of the country
but the result is the sharing of knowledge and expertise increase.
Internationalization programs have focused on efforts to position Malaysia as a global player
where his involvement in this matter should not be limited to student and staff exchange
programs, but to maximize the advantages of Malaysia in collaboration efforts and serve
konsuitasi globally. Through such programs, the higher education sector will emphasize the
diplomatic initiative in order to share the values of Malaysia to the world. With this
internationalization program, teachers and students can share knowledge and skills that are
different from the developed countries to another. It can simultaneously improve the creativity
and skill of the global stage in our students.
Competition in the 21st century requires the students are very brave in terms of presenting
themselves with their thoughts, creativity, and innovation. Highly skilled soft skills to be
mastered by every student to be more confident to speak, maintain and market themselves to the
establishment of the current job market, local or international. To apply these skills to become
habits in students, MOE and schools and universities need to mobilize efforts together and
started to put together a program patterned application of skills that allow students to
demonstrate their competence in order to be applied to specific areas of can boost our
educational institutions and contribute to the success of the country.
4

Therefore, depending on the skill level of the role played by each citizen. Setiapa executing
competent and have the will to contribute on the basis of mutual interest and benefit to the
country should be continuously present. Enthusiasm and commitment and openness
implementers to assess regularly the actions that should be implemented in line with the
development in the 21st century. The next step will be to improve the education system in
Malaysia.
2.0

Learning Approaches That Are Considered Appropriate For Acquiring 21 st Century

Competencies

21st century competencies, that are needed to be able to live in and contribute to our current
(and future) society.
3.0

Specific Roles Of Technology That Assist The Learning Processes

One of the changes required to meet the needs of today's society is a 21st-century skills. 21st
century skills are learning skills needed by students to be competitive in the new millennium.
21st century skills can be associated with a variety of skills needed in this age.

One of the skills of the 21st century is the use of information and communication technology
(ICT) in line with the development of education in the present. Most of the skills of the 21st
century is based on the exposure to ICT. In the past, only literacy includes reading, writing, and
arithmetic but 21st-century literacy involves digital literacy. Teachers play a key role in guiding
students to surf the Internet, look for the website, select the appropriate software and collect and
review information. With the guidance of teachers also global awareness in the digital age should
be easily accessible and should be increased. Project-based learning (project-based learning) is
an approach to teaching and learning that can foster 21st century skills specific topics in subjects
such as history and science can be given as a project work where students need to get
information from various sources such as google ,

Assignments through project-based learning also promotes interactive communication. Students

discuss and share information on projects with friends and teachers face to face or online through
various social media tools such as e-mail, Facebook or blog. For example, most students today
have an account on social networking sites like facebook, through this site teachers can
download notes or training to students. This approach is more interesting for students to learn.
The best source for skill building interactive communication such as social skills and personal,
teamwork and collaboration are through five forms of technology digital era of mobility
(moving) such as smart phones, connectivity (connectivity) such as WiFi, social networks like
Facebook and Twitter, search engines such as Google and Yahoo, and information-sharing portal
like Wikipedia and YouTube.

Information technology skills and innovation also produce creative and innovative students who
can develop their thinking and is very useful when you are in the world of work. Given this
aspect, teaching and learning will be more attractive and effective for attracting attention of
students. For example, with the use of information and communication technology (ICT),
students can access information without limits by simply using a search engine such as Google
or Yahoo, they can obtain a lot of information just by using fingertips.
4.0

Assessment Strategies Appropriate For 21st Century Learning

Aspects of assessment of student progress is essential to determine the level of proficiency, skills
and appreciation. Information about the level of student mastery of guidance for planning
teaching and learning so on. Tools and assessment methodology must really be able to accurately
measure the abilities and capabilities of students as follows
a) School Based Assessment
b) Continuous assessment
c) Evaluation Based on Subject Elements
d) Assessment Process as well as Assessment Results
e) Authentic Assessment
f) Learning Outcomes Assessment (Learning Outcomes)
g) Bench Marking
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h) Test / Exam Online

5.0

Your Own Recommendations To Enhance 21st Century Competencies In Schools

To achieve the state to develop the next generation with the skills of the 21st century, teachers or
educators must be committed to:
Mastering various fields
Education is important for a person to always be ready to master the knowledge to make
themselves relevant and appropriate to the changes that occur. This is because teachers who have
a combination of some science subjects better than the teacher who only focuses on one area
only. In the context of teaching Islamic education, teachers should be bold to try new things like
combine knowledge of Science (Computer) with the Islamic Education (Integrated Approach).
To ensure an educator (teacher) was able to dominate many areas, they (teachers) shall adopt a
continuous learning so that teachers keep abreast of changes and makes himself always ready to
face challenges.
Following the development of policy and education issues.
Someone knowledgeable teacher will always follow the developments, especially developments
on the ground as well as issues relating to education which will have an impact on the teaching
profession and course teaching and learning process. Basics such as basic science and technology
(school-based ICT) need to be examined and understood in order to form a competent teacher
thus helping to create a generation of qualified and skilled.
Proficient in Pedagogy (Teaching and Learning).
The strength of the teaching profession in ensuring that wish to create a generation of 21st
century skills also depend on the efficiency of a teacher's master pedagogical knowledge.
Pedagogical knowledge is not based on experience or knowledge obsolete traditional system
which P & P practiced too dependent on teachers (teachers-centered). To produce human capital
with the skills of the 21st century, a teacher was 'obliged' to try to adapt the technology in
pedagogical innovation in R & D such as computer-aided learning. This is because the
knowledge and abilities of teachers to adapt their teaching and learning innovative will have a
positive impact on the development and achievement.
7

 Using the Latest Technology.

A teacher should move and take the opportunity to equip themselves with knowledge-based
technology and is willing to lead to the acquisition and use of information technology in various
fields. The use of technology is not only used as a mechanism for teaching and learning but also
to solve daily affairs.
Implement Values (Ethics).
Ethically this is a very important element in the effort to create a cultural prosperity and national
harmony. In addition to exposure to technology, teachers should also emphasize good conduct,
civilization and decency in relation to fellow colleagues.
Skills embodied in the skills of the 21st century in line with the growth experienced by the
country in the field of education. These skills are important in studying the progress of achieving
the educational goals of the millennium 21 that covers many aspects.

Part B

1.

Program Description

This course is about remedial teaching program. Remediation refers to improvement process or
the work of healing. Specifically for this program, remedial teaching program is aim to help
students to overcome their learning difficulties. Remedial education is an extension of the
educational part of the remuneration. It is also known as 'remedial education' in English, which is
a form of special education to children or students with learning problems or difficulties in
certain subjects only. Remedial education is a form of education to correct the deficiency or fix
something that something is wrong or something is defective.
Special remedial education or teaching is different from primer education. Remedial classes are
often smaller than regular classes. Activities also lead to weakening of the students. Capacity
special remedial classes are dependent on the availability of classrooms. The initial stage of
implementation there is special remedial classes consist only of a 'bay' or are in the aisle. But
now special remedial classes have been transformed and have the best equipment to produce a
conducive class that can generate changes to his disciples to overcome their weaknesses
recovery.
The remedial education is teaching the recovery based on the diagnosis of the weaknesses and
difficulties faced by students. Before they are placed in special remedial classes they will follow
the procedures as contained in the flow chart of the implementation of remedial programs such
as identifying students with learning disabilities and make a preliminary assessment for them.
Individual approaches such as holding small classes with flexible curriculum that can be
modified to allow these students to master reading, writing, and arithmetic. In teaching a skill, a
remedial teacher shall facilitate the movement of lesson so that students can do, get satisfaction
and master the skills been taught.

2.

Program objectives

The objective of remedial teaching is not really different from the purpose of teaching in general,
namely that students can achieve learning achievement in accordance with its intended purpose.
Remedial teaching specifically intended for students who have learning difficulties can achieve
the expected learning through the process of healing or improvement, both in terms of the
learning process as well as the personality of students. Remedial teaching has a corrective
function, that is to say through remedial teaching can be held establishment or improvement of
something considered still not achieve what is expected in the whole process of learning.
Adjustment is intended to help students to adapt themselves to the demands of learning activities.
Students can learn according to their personal circumstances and capabilities so as to have a
great chance to acquire a better learning achievement. The demand for a given student learning
has been adapted primarily to the nature of the type and background of difficulty so that students
will be more motivated to learn. The function of the understanding is that remedial teaching has
possibilities for teachers, students and others to obtain greater insight for all its aspects.
Similarly, teachers and other parties can better understand the personal circumstances of
students.
Remedial teaching can enrich the learning process. The study materials are not delivered in
regular teaching but can be obtain through remedial teaching. Other enrichment is in terms of
methods and tools used in remedial teaching. It is expected that the results obtained can enrich
learning outcomes among students. With directly or indirectly methods, remedial teaching cure
or improve the condition of the personality of every student. Remedial teaching can accelerate
the learning process both in terms of time and material. There is a highly capable, while some are
low, moderate, slow and fast. In addition, each student has the experience and backgrounds are
different from one another. In the process of teaching and learning in general, teachers are using
the same approach, sometimes forgetting individual differences. If students can learn according
to their personal abilities expected she can achieve optimum learning too. Remedial teaching is
needed to help each individual student to have the opportunity to obtain adequate learning
achievement according to their ability.

10

3.

Program outcomes:

(4 marks)

At the end of the course, student is able to master the basic of learning which is reading, writing,
calculating and reasoning.

1. In order for students to understand themselves, in particular academic achievement, able to

recognize weaknesses in the study of a field of study and also strength.
2. So that students can learn how to correct or change to a better direction.
3. So that students can choose the material and learning facilities as appropriate.
4. In order for students to develop attitudes and habits which may encourage the achievement of
better results.
5. So that students can learn to perform the tasks assigned to him, after he was able to overcome
the obstacles that cause learning difficulties, and can develop new attitudes and habits in
learning.

4.

Rationale for the Program:

Why should students learn this?

How is it different from the course that currently exists?

What are the benefits of the course?

(4 marks)

The rational for this program is because remedial serves as a corrective, as understanding, as
enrichment, as a function of acceleration (accelerated learning), and serves as therapeutic.
Through remedial, teachers can help overcome had difficulties learning students relating to the
social aspects san personal aspects, such as felt less successful in learning, often feel inferior in
the association and his associates, with remedial, can help the confidence of students, so the
horse can improve learning outcomes well.

11

Remedial teaching is essentially an effort to help as well as to improve student achievement in

accordance with its intended purpose, either in the form of treatment of teaching and guidance in
overcoming learning difficulties experienced by students that may be caused by internal and
external factors. Students with learning difficulties are striving to achieve good learning
performance through remedial activities.
In short, it can be said that remedial teaching is useful to improve student achievement. By
following this remedial teaching program, students can better understand himself, especially
regarding academic achievement, so that he can change or improve the way the study, or to
overcome other barriers that cause learning difficulties.
In general, the purpose of teaching improvement (remedial teaching) is not different from the
usual teaching, that in order to achieve the learning objectives that have been set. In particular,
the teaching of this improvement aims to provide assistance in the form of treatment instruction
to students who are slow, having trouble, or fail in learning, so that they can be completely in
control of the material or subject matter provided, and can achieve the expected learning through
the repair process.
In more detail, the purpose of teaching improvement are:
1. In order for students to understand themselves, in particular academic achievement, able to
recognize weaknesses in the study of a field of study and also strength.
2. So that students can learn how to correct or change to a better direction.
3. So that students can choose the material and learning facilities as appropriate.
4. In order for students to develop attitudes and habits which may encourage the achievement of
better results.
5. So that students can learn to perform the tasks assigned to him, after he was able to overcome
the obstacles that cause learning difficulties, and can develop new attitudes and habits in
learning.
5. Duration of the Program:

(1 marks)

How long will the course be taught. How many hours per day over
12

a period of how many weeks or months?

The most appropriate time to carry out the remedial actions is after the execution of daily tests
(KD). The time can be scheduled with the teachers and students both in school hours or outside
of school hours if possible. Technical issue that often arises is the timely availability of teachers
for the implementation of the program of remedy, the solid hour of student learning, classroom
space is limited, the residence of students or teachers away from schools and many other
technical stuff that causes teachers are reluctant conducting remedial and take a shortcut to retake
the exam. However, with the understanding and awareness of the significance of mastery
learning, the implementation of remedial actions should be carried out by a professional teacher
in spite of the complexity of the technical problems encountered.
After remedial then students who score less than KKM has been completed for remidi only held
one. So that learning can proceed to the next section. When remedial pesera more than 20%, then
remedial activities will be carried out by way of remedial exam. And if the participant remidi less
than 20% of all pupils in first grade then remedial activities using tasks. So if participants remidi
just a little will not interfere with learning and students who have completed the KKM and so no
impression hampers. After the exam always be discussing the questions used for the test. So the
pre-remedial learning can be done with a discussion about and deepening of the material.
Problem remedial better adapted to the material to be diremidikan. But usually a matter of
remedy a little bit easier than the original exam. And students could consult about the material
they have not understood is that when one week after the main exam.
6. Content:

(10 marks)

What content- topics, concepts, skills etc should be covered?

Provide at least 5 topics and provide a brief description of each topic.

In carrying out remedial activities should follow the following steps:

Analysis Diagnostic Results

13

Through diagnosis of the teacher will know the students who need assistance. For the purposes
of remedial activities, of which the focus of attention is the students who have difficulties in
learning shown not achieving the success criteria studied. If the criteria for the success of 80%,
then the student is considered successful if it achieves mastery level 80% up, while students who
achieve mastery level below 80% is categorized not been successful.

They who need to get remedial. Once teachers know which students should get remedial, further
information must be known the teacher is a topic or materials that have not been mastered by the
student. In this case the teacher should see the learning difficulties of individual students. This is
because there is the possibility of problems faced by students lainnnya one with students who are
not the same. Though each student should receive the attention of the teacher.

Finding the Cause Difficulties

Before you design remedial activities, must first find out why students have difficulty in
mastering the subject matter. Factors causing this kesuliatan must be identified in advance,
because the same symptoms shown by the students can be caused because of different causes and
factors will affect the choice of remedial activities.

Develop Remedial Action Plan

Once known students who need to get remedial, topics not yet mastered every student, as well as
the factors causing the trouble, the next step is to develop a learning plan. Similarly on learning
in general, the components must be planned in implementing remedial activities are as follows;

Formulate indicators of learning outcomes

Determining the appropriate materials ith indicators of learning outcomes

14

Choosing strategies and methods appropriate to the characteristics of students

Planning for the time needed
Determine the type, procedures and assessment tools.
Conducting Remedial
After planning remedial activities are developed, the next step is to carry out remedial activities.
We recommend the implementation of remedial action as soon as possible, because the sooner
the students helped to overcome the difficulties it faces, the more likely these students succeed in
learning.

Assessing Remedial Activity

To determine the success or failure of remedial activities that have been implemented, should be
assessed. This assessment can be made by reviewing the students' learning progress
siswa.Apabila experience and willingness to learn as expected, meaning remedial activities were
planned and executed quite effectively to help students who have difficulty learning. However, if
the student is not making progress in meaningful learning activities planned and implemented
remedial less effective. For that teachers must analyze each component of learning.
7. Organisation of content:

How should the content be sequenced?

Which philosophical principles did you choose?

8. Characteristics of target audience:

(4 marks)

(2 marks)

Consideration of student interests, abilities, background

knowledge.

The target audience for this program is those who classify as low socioeconomic student or lowSES. Low-SES always related to lower education, poverty and poor health. For this program,
those with lower academic achievement and acquire learning skills more slowly, exhibit delayed
15

letter recognition and phonological awareness and facing risk for learning difficulties at school.
Remedial activities will selected students who have difficulty learning in school, especially for
slow learners and low achievers. In the learning process, there will always be students who need
help both in terms of digesting the subject matter as well as in overcoming learning difficulties
were experienced. Teacher frequently encountered a person or a group of students who did not
achieve the desired learning outcomes. Students like these need to participate in remedial
teaching.

9. Teaching methods:

(4 marks)

What approaches to teaching will you choose? For example: inquiry-based

approach, problem-based approach etc.

How would the program be delivered? For example: lecture mode, discussion,
small group sessions etc.

3.3
3

Individualized Educational Programme (IEP)

Geared to the learning needs of individual pupils, the Individualized Educational Programme
aims to reinforce the foundation of learning, help pupils overcome their learning difficulties
and develop their potentials. Individualized Educational Programme should include shortterm and long-term teaching objectives, learning steps, activities and reviews to ensure that
the programme is implemented effectively. Teaching can be done in small groups or for
individual. If necessary, remedial teachers, other teachers, student guidance officers/teachers,
parents and pupils alike are to participate in designing the programme. Remedial teachers
hold meetings regularly to evaluate the effectiveness of work and gather opinions for
refinement.

3.3
4

Peer Support Programme

Remedial teachers may train up pupils who perform better in a certain subject to become
16

little teachers and who will be responsible for helping schoolmates with learning
difficulties in group teaching and self-study sessions as well as outside class. Peer support
programme helps pupils reinforce their knowledge, and develop their communication and
cooperation skills as well as good interpersonal relationship. To enhance the effectiveness of
the programme, remedial teachers must provide training to the pupils concerned beforehand
and make regular reviews on its effectiveness. Generally speaking, this programme is more
suitable for pupils of higher grades.
3.3
5

Reward Scheme
The reward scheme has positive effect in enhancing pupils motivation. It aims at guiding
pupils to set their own objectives and plans, and positively reinforcing their good
performance. No matter what reward is provided, the most important thing is to help pupils
cultivate an interest in learning and gain a sense of satisfaction and achievement during the
learning process . When designing the rewards offered, remedial teachers should take note of
the following:
i. set clear and specific targets (for example: requirement on the score of dictation and
number of assignments submitted);
ii. set achievable objectives;
iii. give diversified rewards (including verbal commendation) or prizes to accommodate
pupils interest; give rewards instantly;
iv. review and revise the reward scheme regularly; and
v. invite parents to help children improve their work.

3.3
6

Handling pupils behaviour problems

Remedial teachers should observe the following when dealing with the behaviour problems
of pupils:
i. always observe the performance of pupils in class and their behaviour in groups;
ii. establish close relationship with pupils, develop mutual trust and listen carefully to what
they say;
iii. help pupils understand the effect of their behaviour on the other as well as their own
selves;
iv. keep in close contact with parents to find out the cause of pupils behaviour problems;
v. help pupils build up self-confidence and a healthy self-image;
vi. give positive reinforcement to pupils good behaviour, and do not pay undue attention to
their misbehaviour;
17

vii. do not try to change all the deviant behaviour of pupils at once. Teachers should list out
the problems and set the priorities with an aim to improve one or two of them at a time;
viii.refer the cases to Student Guidance Officers/Teachers for follow-up action if the
behaviour problems of pupils continue or become serious. If necessary, student guidance
officers/teachers may refer the case to the Psychological Services Section of the
Education Department for individual assessment and remedial services.

10. Activities:

Description of classroom activities to initiate learning.

Provide 5 different activities.

(15 marks)

Method of Providing Duty

It is a method that teachers by giving specific tasks to pupils both corporately and individually,
then asked for accountability for these tasks. The determination of the type and nature of the task
which is adjusted to the type, nature and background of learning difficulties encountered.
The things that must be considered teachers assign tasks to students, namely:
if the task given intends to recognize and diagnose a case of learning difficulties, should be
clearly defined ways of doing tasks and benchmark assessment tasks, allowing you to easily
recognize the case and set the type and nature of learning difficulties.
if the method of assignment is used as a form of aid, it is necessary to note the steps:
specifies the type of task that will be given in accordance with the difficulties faced.
specify the nature of the task that will be given to an individual or group.
making clear guidance on how to work on the assignment.
during the task is done there should be a careful monitoring.
make the assessment standards.
conduct a careful assessment after the task is completed.
Advantages of the method of administration tasks:
18

students better understand themselves, both the ability and the ability of him.
students can broaden and deepen the material being studied.
students can improve ways of learning that has been done.
despite progress in student learning, either individually or in groups.

method Discussion
Discussion method is a process of pupil approach in solving problems analytically evaluated
from various points of view. The goal is to solve the problem, an opinion or a compromise
meeting mutually agreed upon as an overview of the best ideas gained from the talks together.
In remedial teaching, discussion method can be used as one method by utilizing the interaction
between individuals in a group to improve learning difficulties. The role of teachers in the
discussion was stimulating and directing the discussion.
Step-by-step implementation of the method of discussion
define with certainty that the discussion method can be used as one method of remedial teaching
assign the material discussed and the steps to be taken
set a goal to be achieved through these discussions
specify who will be assisted by the discussion, whether a student or group of students with
specific learning difficulties
forming discussion groups and explain to participants about the steps and results to be achieved
in discussions
specify the tools or the means necessary
provide guidance and encouragement during the discussion
make the observation guidelines to assess the discussion
19

make an assessment at the end of the discussion to obtain a picture of the success of the
discussion
set of activities as a follow-up
Advantages discussion method
each student can know themselves and difficulties encountered as well as trying to find a solution
strengthen the relationship between classroom activities with the level of attention and the degree
of understanding of class members
increase interaction within the group and to foster mutual trust
foster a sense of responsibility
discussion of students can get to know and believe in yourself more deeply and lead to better

Methods FAQ
Question and answer method is a form of direct Lesan interaction between teachers and students.
In the question and answer method remedial teaching can be done in the form of a dialogue
between teachers and students who have difficulty learning. In this connection, teachers can
know students who have difficulty learning and getting to know the type or nature of learning
difficulties faced by a question and answer .Berdasarkan the type and nature of the difficulties
faced by the students, then the purpose of remedial teaching are:
to help students know themselves more deeply
help students recognize the advantages and disadvantages
help students improve their learning ways
Factors to be considered in the implementation of question and answer method
question and answer method set as the right method

20

master the techniques of asking as a way of asking that is healing

creating an open atmosphere, fun and relationship of understanding and comprehension
set goals as a benchmark of success
during the final assessment and debriefing
make assessments during follow-up question and answer
Advantages meetode debriefing in remedial teaching
can increase understanding between teachers and pupils
allows a closer relationship between teachers and students
can improve student learning motivation
can foster a sense of self-esteem to pupils
can increase self-understanding in students

Working Methods Group

Methods of group work is the presentation by giving assignments to learn something to the
learning groups that have been determined in order to achieve objectives. In the focus groups the
most important is the interaction between group members and of the interaction is expected to be
improvement in the pupil experiencing difficulties in learning.
Steps in group activities
Assign a group of pupils who have learning difficulties, in terms of what kind of difficulties that
occurred and what was the background.
Define the characteristics of social relations students who have difficulty learning. For example:
with whom he often hung out, etc.
Specify the type of group activities that will be carried out.
21

Form groups with regard to the group, the characteristics of the group members and the group
leader.
An explanation of the working procedures of the group's activities.
Implementation of group activities.
Evaluation of group activities.
Follow-up activities.
Advantages of group work method
Achieved their self-understanding and mutual understanding between the group members
The influence of the group who are considered qualified and experienced
Group life can improve'm learning
Life and work groups can foster a sense of responsibility.

Peer tutoring methods

Peer tutor is a student or a few students were appointed and tasked to help certain students who
have difficulty learning.
Pupils were selected as tutors are students who belong to both academic achievement and have
good social relationships with his friends, especially with students who have learning difficulties.
The advantage of peer tutoring methods
Can increase the sense of responsibility and self-confidence
The existence of a closer relationship between the pupil and intimate assisted by tutors who
assisted.
For tutors, remedial activities is an opportunity for enrichment in learning and also can increase
the motivation to learn.
22

Individual Teaching Methods

Individualized teaching is a form of teaching and learning process is done individually, that
means in the form of interaction between the teacher and a student individually. With this
individualized teaching teachers have more time to monitor the progress of students' learning,
encourage students to study hard and help direct students to face troubles.
To implement the individual instruction in remedial teaching, the teachers are required to have
the ability as a supervisor (eg, resilient, patient, responsible, accepting, understanding, groove,
etc.), is able to create an atmosphere such that the interaction in the teaching process that is
helpful.
11. Materials:

What resources are needed? For example: Smart Board, ipad, etc.

12. Assessment methods:

(3 marks)

(5 marks)

How will you measure student progress in achieving the objectives of the course?

TO DETERMINE THE SUCCESS OR FAILURE OF REMEDIAL ACTIVITIES THAT

HAVE BEEN IMPLEMENTED, SHOULD BE ASSESSED. THIS ASSESSMENT CAN BE
MADE BY REVIEWING STUDENTS' PROGRESS. IF STUDENTS EXPERIENCE AND
WILLINGNESS TO LEARN AS EXPECTED, MEANING REMEDIAL ACTIVITIES
WERE PLANNED AND EXECUTED QUITE EFFECTIVELY TO HELP STUDENTS
WHO HAVE DIFFICULTY LEARNING. HOWEVER, IF THE STUDENT IS NOT
MAKING PROGRESS IN MEANINGFUL LEARNING ACTIVITIES PLANNED AND
IMPLEMENTED REMEDIAL LESS EFFECTIVE. FOR THAT TEACHERS MUST
ANALYZE EACH COMPONENT OF LEARNING.
EVALUATION AND FOLLOW UP; ANY WAY TO BE TAKEN, AN EVALUATION OF
THE TROUBLESHOOTING EFFORT SHOULD BE EVALUATION AND FOLLOW-UP,
TO SEE HOW THE EFFECT OF AID MEASURES (TREATMENT) THAT HAVE BEEN

23

GIVEN TO SOLVING THE PROBLEMS FACING LEARNERS. WITH REGARD TO

THE EVALUATION OF REMEDIAL TEACHING. CRITERIA FOR THE SUCCESS OF
REMEDIAL TEACHING, NAMELY:
THE DEVELOPMENT OF THE NEWLY ACQUIRED UNDERSTANDING OF
LEARNERS RELATED TO THE ISSUES DISCUSSED
POSITIVE FEELINGS AS A RESULT OF THE PROCESS AND THE MATERIAL THAT
WAS DELIVERED THROUGH THE SERVICE, AND
PLAN

ACTIVITIES

TO

BE

UNDERTAKEN

BY

LEARNERS

AFTER

THE

IMPLEMENTATION OF REMEDIAL IN ORDER TO REALIZE A FURTHER EFFORT

TO ALLEVIATE THE LEARNING PROBLEMS EXPERIENCED.
MEANWHILE, ROBINSON IN ABIN SHAMSUDDIN MA'MUN (2003) SUGGESTED
SEVERAL CRITERIA OF SUCCESS AND EFFECTIVENESS OF REMEDIAL GIVEN,
IE WHEN:
LEARNERS HAVE REALIZED (TO BE AWARE OF) ON ANY PROBLEMS
ENCOUNTERED.
LEARNERS HAVE TO UNDERSTAND (SELF INSIGHT) PROBLEMS FACED.
LEARNERS HAVE BEGUN TO SHOW A WILLINGNESS TO ACCEPT THEMSELVES
AND THE PROBLEM OBJECTIVELY (SELF-ACCEPTANCE).
LEARNERS HAVE DECREASED TENSION EMOTIONS (EMOTION STRESS
RELEASE).
LEARNERS HAS DROPPED OPPOSITION TO ITS ENVIRONMENT
LEARNERS BEGIN TO DEMONSTRATE THAT IT IS EXPENSIVE, MAKE CHOICES
AND TAKE DECISIONS IN A HEALTHY AND RATIONAL.
LEARNERS HAVE DEMONSTRATED THE ABILITY TO DO REMEDIAL EFFORTS
AND ADAPTATION TO THE ENVIRONMENT, IN ACCORDANCE WITH THE BASIS
OF THE DELIBERATIONS AND DECISIONS THAT HAVE BEEN TAKEN
TO DETERMINE THE SUCCESS OR FAILURE OF REMEDIAL ACTIVITIES THAT
HAVE BEEN IMPLEMENTED, SHOULD BE ASSESSED. THIS ASSESSMENT CAN BE
24

MADE BY REVIEWING STUDENTS' PROGRESS. IF STUDENTS EXPERIENCE AND

WILLINGNESS TO LEARN AS EXPECTED, MEANING REMEDIAL ACTIVITIES
WERE PLANNED AND EXECUTED QUITE EFFECTIVELY TO HELP STUDENTS
WHO HAVE DIFFICULTY LEARNING. HOWEVER, IF THE STUDENT IS NOT
MAKING PROGRESS IN MEANINGFUL LEARNING ACTIVITIES PLANNED AND
IMPLEMENTED REMEDIAL LESS EFFECTIVE. FOR THAT TEACHERS MUST
ANALYZE EACH COMPONENT OF LEARNING.
EVALUATION AND FOLLOW UP; ANY WAY TO BE TAKEN, AN EVALUATION OF
THE TROUBLESHOOTING EFFORT SHOULD BE EVALUATION AND FOLLOW-UP,
TO SEE HOW THE EFFECT OF AID MEASURES (TREATMENT) THAT HAVE BEEN
GIVEN TO SOLVING THE PROBLEMS FACING LEARNERS. WITH REGARD TO
THE EVALUATION OF REMEDIAL TEACHING. CRITERIA FOR THE SUCCESS OF
REMEDIAL TEACHING, NAMELY:
THE DEVELOPMENT OF THE NEWLY ACQUIRED UNDERSTANDING OF
LEARNERS RELATED TO THE ISSUES DISCUSSED
POSITIVE FEELINGS AS A RESULT OF THE PROCESS AND THE MATERIAL THAT
WAS DELIVERED THROUGH THE SERVICE, AND
PLAN

ACTIVITIES

TO

BE

UNDERTAKEN

BY

LEARNERS

AFTER

THE

IMPLEMENTATION OF REMEDIAL IN ORDER TO REALIZE A FURTHER EFFORT

TO ALLEVIATE THE LEARNING PROBLEMS EXPERIENCED.
MEANWHILE, ROBINSON IN ABIN SHAMSUDDIN MA'MUN (2003) SUGGESTED
SEVERAL CRITERIA OF SUCCESS AND EFFECTIVENESS OF REMEDIAL GIVEN,
IE WHEN:
LEARNERS HAVE REALIZED (TO BE AWARE OF) ON ANY PROBLEMS
ENCOUNTERED.
LEARNERS HAVE TO UNDERSTAND (SELF INSIGHT) PROBLEMS FACED.
LEARNERS HAVE BEGUN TO SHOW A WILLINGNESS TO ACCEPT THEMSELVES
AND THE PROBLEM OBJECTIVELY (SELF-ACCEPTANCE).
25

LEARNERS HAVE DECREASED TENSION EMOTIONS (EMOTION STRESS

RELEASE).
LEARNERS HAS DROPPED OPPOSITION TO ITS ENVIRONMENT
LEARNERS BEGIN TO DEMONSTRATE THAT IT IS EXPENSIVE, MAKE CHOICES
AND TAKE DECISIONS IN A HEALTHY AND RATIONAL.
LEARNERS HAVE DEMONSTRATED THE ABILITY TO DO REMEDIAL EFFORTS
AND ADAPTATION TO THE ENVIRONMENT, IN ACCORDANCE WITH THE BASIS
OF THE DELIBERATIONS AND DECISIONS THAT HAVE BEEN TAKEN
1. OBJECTIVE EVALUATION
A RATIONAL CHOICE, INEVITABLY INVOLVES AN ACT OF ASSESSMENT
(EVALUATION). EACH ACTION REQUIRES THE EVALUATION OF A SET OF
CRITERIA OR BENCHMARKS AS A HANDLE, A METHOD OR TECHNIQUE OF
DATA COLLECTION AND PROCESSING OF INFORMATION TO INDICATE AN
IDEA OF HOW FAR AWAY OBJECTS ARE EVALUATED THE ADEQUACY OF THE
APPROPRIATE CRITERIA SET.
2. THE GOODNESS CRITERIA A MODEL STRATEGIES AND / OR MECHANICAL
REMEDIAL TEACHING APPROACH
CRITERIA FOR SELECTION OF THIS APPROACH-ORIENTED ALTERNATIVE TO
THE

THREE

PRINCIPLES,

NAMELY:

HARMONY

(APPROPRIATENESS),

EFFICACY (EFFECTIVENESS), AND SMOOTHNESS (EFFICIENCY). TENTATIVELY

WE CAN FORMULATE STRATEGIES AND MODELS THAT SOMETHING OR
REMEDIAL TEACHING APPROACHES CAN BE CONSIDERED TO BE GOOD IF
THERE ARE INDICATORS THAT ARE SUPPORTED BY THE DATA / INFORMATION
SUFFICIENT THAT THE MODEL WAS:
A. COMPATIBLE WITH THE PURPOSE (PROBLEM-SOLVING), TYPE / AMOUNT /
LEVEL CHARACTERISTIC OF THESE CASES THE PROBLEM, TECHNICAL
ABILITY AND PERSONALITY OF THE TEACHER CONCERNED, AS WELL AS THE
CARRYING

CAPACITY

OF

FACILITIES

INSTRUMENTAL

PLACE

ENVIRONMENT / TIME OR OPPORTUNITY.

26

B. EFFECTIVELY ADDRESSED BY AN INCREASE LEARNING ACHIEVEMENT AND

/ OR ABILITY TO ADJUSTMENT IN ACCORDANCE WITH THE CRITERIA OF
STUDENTS EXPECTED SUCCESS.
C. EFFICIENT SUPPORTED BY THE MINIMUM TIME USED TO ACHIEVE
IMPROVED PERFORMANCE AND THE ABILITY TO ADJUST THE STUDENT.
THERE ARE TWO APPROACHES, NAMELY THE RATIONAL AND EMPIRICAL.
A. A RATIONAL APPROACH TO THE PROBLEM OF COMPATIBILITY OF A MODEL
STRATEGY AND OR REMEDIAL TEACHING APPROACHES
THERE ARE TWO FEASIBLE WAYS TO DETECT HOW FAR THE LEVEL OF
COMPATIBILITY OF THE MODEL WE EVALUATED IT, THAT WE DEVELOP IN:
A) THE FORM OF QUESTIONS ON EVERY ASPECT ASSESSED OR;
B) WE HAVE DEVELOPED IN THE FORM OR FORMAT OF THE ASSESSMENT
SCALE OR CHECKLIST.
B. EMPIRICAL APPROACH TO THE PROBLEM OF COMPATIBILITY OF A MODEL
STRATEGY AND OR REMEDIAL TEACHING APPROACHES
RUSSELL IN ABIN SHAMSUDDIN SUGGESTED A CALCULATION MODEL ABOUT
THE LEVEL OF EFFECTIVENESS AND SMOOTHNESS OF A MODEL OR SYSTEM /
TEACHING MODULES HAVE DIAGNOSTIC AND REMEDIAL VALUE, WHICH
USES THE DATA / INFORMATION NUMBER VALUES (SCORES) STUDENT
ACHIEVEMENT BY USING THE FOLLOWING FORMULA:
A) THE FORMULA FOR SUCCESS (EFFECTIVENESS)
OR
B) FORMULA SMOOTHNESS (EFFICIENCY)

Abtar Kaur, 2001 Multimedia dan Internet Dalam Peningkatan Pemikiran Pelajar,
http://mdc.um.edu.my:88/abtar/lamangeeo.insf, Universiti Malaya 14
27

2. Hizamuddin Awang, 2000 Pembelajaran Sepanjang Hayat,

http:// www.borneo-online.com.my
3.

Jamaludin

Mohaidin,

1999

Konstruktivisme: Aplikasinya

dalam

rekabentuk

Pembelajaran berasaskan web, Teknologi Instruksi Dan Pendidikan Bestari: Persediaan

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5. Brian, Getting, (2007) Basic Definitions: Web 1.0, Web. 2.0, Web 3.0,
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http://www.practicalecommerce.com/articles/464-Basic-Definitions-Web-1-0-Web-2-0-

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7. http://www.scribd.com/doc/39146635/Pendidikan-Abad-Ke-21-Isu-Dan-Cabaran
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