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PPPM initiative: Program Peningkatan Kemahiran Bahasa Inggeris Di Sekolah


The English Enhancement Program for Schools (Program Peningkatan Kemahiran Bahasa Inggeris Di Sekolah - PPKBIS) is an initiative of the Malaysia Education Blueprint (MEB).  This MEB initiative is one of three managed by the English Language Teaching Centre. The program is implemented from 2014 – 2016. The PPKBIS 's main focus is on student outcomes, whereby the initiative's impact is measured through pupils' improved proficiency  in English language in the SPM Examination.



The program targets hotspot schools, defined as those scoring below the 2012 national average of 77% in the SPM English language paper. Although the PPKBIS 's main focus is on student outcomes, the professional development programmes under the initiative involves School Improvement Specialist Coaches Plus (SISC+s) and English language teachers.


The programme comprises 2 main components: The In-Class and the Out-of-Class Components



The In-Class Component provides professional development for SISC+s to enable them to guide teachers in improving students' proficiency in the language. In 2014, the SISC+s attended upskilling through 3 main courses including Differentiated Teaching and Learning, Coaching and Mentoring and also Remedial Instruction. The courses aim to enable SISC+ to guide teachers more effectively in meeting the multi-level needs of a range of students. The SISC+s' training and subsequent work in both hotspot and non-hotspot school reflects efforts to provide English language teachers in schools with in-situ professional development.


School Support Plan

Since 2015, the In-Class Component has been extended to include 300 English language teachers teaching in Form Four classes in hotspot schools. The School Support Plan allows ELTC to provide more direct forms of support as teachers foster continuous cycles of student improvement . The direct approach impacts approximately 51,000 students from the 300 schools.

Objectives: School Support Plan

Workshops conducted under the School Support Plan enable teachers to:

  1. use various types of data to support effective pedagogical decision making 
  2. analyse and interpret student performance data in order to identify gaps in students' knowledge and skills
  3. develop and implement effective interventions to address these gaps


          The Out-of-Class Component directly involves students through various main activities. In 2015, the English Language Teaching Centre is implementing the component through the English-in-Camp: Oral Proficiency through Literature. The centralised language camps will be conducted in Sabah (5 camps) and Sarawak (3 camps)


Objectives: English-In-Camp

The objectives of the camp are to:

1.      enhance students' understanding of the Literature Component compulsory texts

2.      increase students’ confidence to communicate in English

3.      provide additional materials to support the teaching and learning of the Literature Component texts


Impact: English-In-Camp

The 25 teachers from these schools involved in the camps are expected to conduct similar camps in their respective schools for 100 students, thus bringing the total number of students impacted to approximately 2,500 pupils. In 2016, Each of these schools is expected to "adopt" another school in the district in order to conduct camps for their partner schools, thus, impacting a further 13,500 students.



The English Language Teaching Centre closely monitors the implementation of the PPKBIS to ensure its impact on students. To date, teams from ELTC and also the Teacher Training Institutes have visited close to 90 schools throughout the country to provide support to the SISC+s and teachers, and to also ensure effective implementation of the initiative.



Tracking of student outcomes of the PPKBIS is underway. The result of the Form 4 students' first test, mid-year and final examination are being tracked from the Sistem Aplikasi Penilaian Sekolah (SAPS). The results are analysed to track the efficacy of the PPKBIS and its impact on student outcomes.