CHAPTER 1

1.0 Introduction

The aim of education in Malaysia has always been to

produce holistic individuals and examinations have been used

as tools to measure students’ achievement (Nesamalar,

Saratha and Soo Choon, 2005 in Aisamuddin and Rohaya, 2013).

UPSR, PMR and SPM are the main national exams in our country

used to assess students. However, Malaysian education system

has long been labelled as being too exam oriented despite

its gallant objective in producing holistic individuals.

Teachers were said to be too engaged in producing students

with good grades in examinations rather than providing

meaningful feedback through assessment (Bhasah Abu Bakar,

2003). The former Minister of Education, Tan Sri Musa

Mohamed also pointed out that there would be greater

reliance on SBA in the future. According to him, such a

method of assessment would be in line with current practices

in other countries such as the United States, Britain,

Germany, Japan, Finland and New Zealand (Musa, 2003; Marlin

Abd. Karim, 2002).

Therefore, in order to overcome this, the MOE (Ministry

of Education) has made a swift move to revamp the existing

assessment system to PBS, a more dynamic and holistic form

of assessment which integrate both summative and formative

assessments for a subject unlike the previous summative

1

assessment system “which only tested students on what they

have learned in a certain period of time” (Aisamuddin and

Rohaya, 2013). As mentioned by Black and Wiliam (1998) in

their book, governments all over the world have been more

and more enthusiastic in making necessary changes to their

country’s educational system and making this aim an

important national priority in order to elevate the

standards of learning that can be achieved through

schooling.

This shift is hoped to increase the quality of teaching

and learning process in schools especially in the English

Language classrooms. The School-based Assessment or

Pentaksiran Berasaskan Sekolah (PBS) has been officially

implemented full swing; in public schools to replace the

current public examination system beginning 2011 (SBA and

PBS terms will be used interchangeably). This is the latest

profound reform made by the Malaysian government through its

Ministry of Education for the betterment of Malaysian

education system that has always been labelled as being too

exam oriented. In its third phase of implementation now, PBS

kicked off in 2011 for the Year 1 primary school students

and in 2012 for the Form One secondary school students.

Extensive researchers have been made on the hows, whys,

perception of teachers and students before the

implementation of PBS in schools but very little on the

readiness or concerns pertaining to its implementation so

2

far especially on ESL classroom.

Thus, this investigation study will focus on English

teachers readiness and concerns towards SBA implementation,

particularly in the English Language subject since its

official implementation in 2011 (for secondary schools).

This study will also investigate the problems encountered by

teachers on PBS implementation in ESL classrooms. It is

imperative to fathom how this change in assessment practices

and procedures have improved the teaching and learning

process of the English Language subject (Shanusi, 2013).

1.1 Background of the Study

School-based assessment (SBA) is a process of

monitoring, evaluating and implementing plans to address

perceived weaknesses and strengths of the school. Today,

policymakers and educators are looking towards SBA as a

catalyst for education reform. Since the late 1990s and

the beginning of 2000, SBA has slowly made its way into

the Malaysian classrooms. The Malaysian government has

proposed to implement school-based assessment in public

schools in the attempt to replace the current public

examinations. The implementation is hoped to produce more

holistic individuals who are physically, emotionally,

spiritually, intellectually and socially (JERIS) balanced

as aspired in the National Education Philosophy. Our

current education system is labelled as being too exam

3

oriented and thus the need for school-based assessment,

which assess students more formatively.

Previous literatures have reported a lot about the

importance of SBA in enhancing the teaching and learning

experiences especially in a language classroom (Rohaya,

2009). SBA is indeed a beautiful concept on paper to help

reform our education system. However, the success of the

implementation over the previous assessment system is

still in grey as there are lots of issues pertaining to the

running of the whole system. Teachers’ adaptability to the

new assessment system is crucial, as they are the front

liners in ensuring the success of SBA implementation in

schools. With this in mind, this study aims to

investigate English teachers readiness and concerns on SBA

implementation in ESL classroom.

SBA implementation in schools all over Malaysia has

received varied reviews from the public especially from

teachers and students. Teachers and students struggled to

implement it due to lack of information and training

(Aisamuddin and Rohaya, 2013). If not given proper

emphasis, SBA will just be another documentation

requirement of students’ progress in a particular subject

with no meaningful feedback as an essential element of

any formative type assessments. Thus, teachers concern

and readiness are very important to help students to

succeed in their study.

4

1.2 Problem Statement

Bhasah Abu Bakar (2003) stated that the Malaysian

education is too exam oriented because teachers in

school concentrate too much on getting good grades in

examinations rather than using assessment as a mean to

provide meaningful feedback. This has prompt the

ministry to change the assessment procedures and in

2011, the new Primary School Curriculum Standard

(KSSR) along with revamped assessments in the form on

“Pentaksiran Berasaskan Sekolah (SBA)” were

introduced. However, as school-based assessment has

yet to be in full swing, relatively little is known

about the concerns of the teachers who would

directly be involved in the implementation system.

SBA requires teachers to assess their students

progress in empowering their knowledge and skills.

Teachers will be given empowerment in assessing their

students. Nonetheless, the empowerment also comes with

the requirements of sufficient knowledge and skills in

using various informal methods of testing and

psychometric testing such as diagnostic general

ability, and aptitude test (Teacher Education

Department, Ministry of Education, 2007). Nonetheless,

it is quite alarming to note that as reported by

5

Hamzah and Sinnasamy (2009) based on a preliminary

study they conducted, the oral school-based assessment

was not implemented according to guidelines and

objectives provided by the Malaysian Examination

Syndicate. This indirectly provides evidence of

teachers' lack of knowledge and skills in conducting

school-based assessment such as the oral English

assessment despite the availability of the guidelines

and objectives (Faizah, 2011). According to Faizah,

2011, teachers also are uncertain and worry about the

role. Besides, as seen in newspapers or heard in tv's

news, a lot of complaints from the teachers and

parents regarding this new education system SBA in

terms of their online system, students performances

and teachers' workload. This leads to an on hold to

SBA in January 2014, (NST 2014).

As indicated by an internet search on Malaysian

thesis online (MYTO) done on 21 January 2014, very few

results were found on research done on school-based

assessment in Malaysia and none was found for English

teachers' concern and readiness of SBA implementation

in ESL classroom. For example, a doctoral candidate

conducted a research on the Malaysian teachers'

readiness towards school-based assessment scheme in

selected Malaysian teacher training institutes

6

(Shanusi, 2007). Therefore in this study, since SBA is

new in Malaysia that is in the early stage of

implementation; it is uncertain about English

teachers’ concerns and readiness for the

implementation of SBA in ESL classroom. In light of

the issues this study is on Englsih teachers’ concerns

and readiness for the implementation of SBA in ESL

classroom especially in all secondary schools in

Kelantan.

1.3 Purpose Statement

This study focuses on an investigation of English

teachers’ readiness and concerns for School Based

Assessment (SBA) in ESL classroom.

1.4 Research Questions

The research questions addressed are:

1) How English teachers identify their readiness

towards SBA in ESL classroom?

2) What are English teachers' concerns on SBA

implementation in ESL classroom?

3) What are the problems encountered by English

7

teachers on SBA implementation in ESL classroom?

1.5 Definition of Terms

a) School Based Assessment (SBA)/ Pentaksiran

Berasaskan Sekolah (PBS)

A new assessment system for schools implemented in

2010 to give way for the change of the Malaysian

education system from centralized examination, to a

combination of centralized examination and school-

based assessment (Shanusi, 2008)

b) English Teachers' concern

English teachers' concerns is related to teachers'

worrisomeness regarding to the students performance in

their study especially in English subject in secondary

schools in Kelantan. As SBA is a new assessment,

teachers are concerns about the students' performance

in class and their acceptance towards this new

curriculum (Rohaya and Mat Hassan, 2013)

c) English Teachers' readiness

School-based assessment (SBA) is a process of

monitoring, evaluating and implementing plans to

address perceived weaknesses and strengths of the

school. It involves the teachers' readiness to conduct

this assessment. Teachers as a catalyst of education

reform should be ready to implement SBA (Chan and

8

Gurnam, 2013).

d) Secondary school

Secondary education lasts for five years, referred

to as Form (Tingkatan) 1 to 5. Form 1 to Form 3 are

known as Lower Secondary (Menengah Rendah), while Form

4 and 5 are known as Upper Secondary (Menengah Atas).

Most students who had completed primary education are

admitted to Form 1 (KPM Website). It also refers to

all government secondary schools in Malaysia which

means private secondary schools are not included in

this study.

e) ESL Classroom

ESL classroom refers to secondary ESL classrooms in

all types of government schools in Kelantan. English

language subject is the main concern for English

teachers when the new assessment is introduced.

1.6 Significance of the Study

This study is designed to investigate English teachers

concerns and readiness to conduct SBA in ESL classroom.

Researcher will look at the receipt of new learning system

introduced by the Ministry of Education. System is defined

as a change-oriented educational system to the orientation

of the school-based examination of the School-Based

Assessment (PBS). This study examines the English

teachers' concerns and readiness shown by principal in

9

secondary schools in Kelantan. Through this study we can

see the position of the secondary schools on how the

English teachers implementing the SBA in ESL classroom.

In addition, this study can help other teachers who are

still under the impression that when the orientation of

educational change, the skills they teach are also

changing. Besides, teachers concerns and readiness are

the major factor that they should consider in this new

implementation of SBA. English teachers' concerns and

readiness are also important things in an effort to

success to its students especially in English subject.

1.7 Limitation

This is a small scale preliminary qualitative study in

investigating the English teachers readiness and concerns

of the implementation of PBS in the English Language

classrooms. The limitation of this research is that the

sample will be narrowed to represents only the population

of 676 English teachers in Kelantan secondary schools.

Therefore, due to the small sample size, findings in this

research might not be generalizable to represent all

English teachers in Malaysia. Results in this study can

only be used as an empirical finding for a broader

research to be done.

1.8 Conclusion

10

In conclusion, this chapter has introduced the scope

of the study which is to investigate English teachers

readiness and concerns towards SBA implementation in ESL

classroom in secondary schools in Kelantan. The problems

encountered by English teachers are also important to

note. Thus, this chapter has outlined the need for

conducting this study, the objective, the purpose, the

significance and also the limitation and delimitation.

11

CHAPTER 2

2.0 Literature Review

This chapter outlines related literature and research on

the topic. It discusses the three elements of the study

which are teachers' concerns, readiness and problems in

implementing SBA. In this chapter, the researcher will

address the discussion in separate topics, which represents

the area studied.

2.1 Introduction

In early implementation of SBA, teachers do not fully

understand the concept of school based assessment; and

they lack of the know-how in the assessment for their

pupils; consequently many still emphasized on excellence

in the final examination which denotes the summative

evaluation and neglect the continuous development of the

individual pupil (Arfah Aziz, 1991 in Adi Badiozaman,

2006). Therefore in this study, since SBA is new in

Malaysia that is in the early stage of implementation; it

is uncertain about teachers’ concern and readiness for

the implementation of SBA in the curriculum.

12

2.2 School- Based Assessment in the English Language

Classroom

SBA is not a new invention in Malaysia especially in

the English Language classroom as it has slowly been

employed by the English teachers in Malaysia since the

late nineties and the early 2000 (Chan and Sidhu, 2011).

The first form of school-based assessment for the English

Language subject is the SBOET (School-based Oral English

Test). This test was introduced to Malaysian Form 4 and

Form 5 students in 2002 (Zaiton, Arshad & Malachi, 2011)

in order to break the Malaysian extremely centralised

education and assessment system (Suseela & Sim, 2010).

SBOET was also introduced because the policymakers

already realized that the main focus of teaching and

testing of the English language subject in schools are on

writing and reading skills only and listening and

speaking are not given much emphasis (Zaitun et al,

2011), thus contributing to the declining standard of

spoken English amongst Malaysian students.

Thus, the Malaysian education reform shifted a step

further with the introduction of PBS. There are four main

objectives hoped to be achieved with the implementation

of PBS as quoted from the Ministry of Education (2010)

especially for the English Language subject are:

1. To enhance the meaningfulness of assessment where the

13

focus is more on pupils’ development and growth in

learning rather than merely on their scores and

grades.

2. To reduce the over-reliance on data (grades and

scores) obtained through central examinations in

getting information about pupils in the school

system.

3. To empower the school and teachers to conduct quality

assessment of pupils.

4. To ensure that the performance of students is

comparable to world standards in various areas of

knowledge, skills and competence, with the

introduction of a standard-referenced assessment.

For English SBA, as well as any other subjects, a

Standard Referenced Assessment will be used by teachers

to report a student’s achievement with reference to the

statements of standard for each subject (Examination

Syndicate, 2011). In reporting students’ achievement,

Document of Performance Standard (DSP) is formulated by

the ministry for teachers to carry out the Standard

Referenced Assessment (Examination Syndicate, 2011). The

DSP for English Language subject are as follows:

Form 1, 2 & 3 English Language DSP

BAND PERNYATAAN STANDARD

1Know fundamental skills in listening, speaking,

reading and writing

14

2Understand meanings at word, phrase and sentence

level.

3Use knowledge acquired through listening, speaking,

reading and writing.

4Apply knowledge acquired in a variety of situations

using some appropriate language conventions.

5

Demonstrate the ability to use language in a variety

of situations using largely appropriate language

conventions.

6Appreciate literary works and present ideas

critically in an exemplary manner.

2.3 English Teachers' Concerns towards the Implementation of

School- Based Assessment in ESL Classroom

As school-based assessment is a fairly new innovation

in the Malaysian education system which is also a

directive from the Ministry of Education, there is a

possibility that some teachers may have concerns which

deserve due attention from the Ministry. As posited by

Wilhelm and Chen Pei (2008, p. 80),

... ELT curricular reform efforts in Asia are impressive but have taken, for

the most part, a top-down approach. Long-lasting change will depend upon

the beliefs, responses, and efforts put forth by participants as they strive to

meet the challenges of change.

15

Their claim is further supported by Hamzah and

Sinnasamy (2009, p. 14) who quoted Tan Sri Dr Murad

Mohammad Nor, the former Education Director General as

claiming, “...The most important part in the

implementation of any plan, is the teachers. However good

the plan, it will be of no use if the teachers do not

implement it well.”

2.4 English Teachers' Readiness Towards the Implementation

of School- Based Assessment in ESL Classroom

Cheung (2001) claims that there are various reasons

why changes such as innovations fail. He commented that

of the various reasons, one reason seems to be the most

important; readiness of the staff involved in the

innovation attempt. According to Wilhelm and Chen Pei

(2008), since the mid 1970s, a number of Asian countries

have been ready with economic reforms which in turn have

brought about various improvements in the education

system. Malaysia is of no exception. A new assessment

system for Malaysian public schools will be implemented

by the end of 2010 to replace the current centralized

examination. Regarding to this, SBA was introduced.

Formative assessment or school-based assessment can also

influence student affects, for example, motivation, self-

esteem, and confidence (Black & Wiliam, 1998). Cowie

(2005a, 2005b) found in his studies that students’ trust

16

and respect were important in assessment for learning.

Teachers should be ready to implement this new system of

education as they perform as a catalyst for students

success. It is also a fact that the role of teachers in

the new assessment system is vital. Teachers will be

given empowerment in assessing their students.

Nonetheless, the empowerment also comes with the

requirements of sufficient knowledge and skills in using

various informal methods of testing and psychometric

testing such as diagnostic general ability, and aptitude

test (Teacher Education Department, Ministry of

Education, 2007).

2.5 English Teachers' Problems To Conduct School- Based

Assessment in ESL Classroom

The implementation of SBA has received mixed reviews

among teachers. Some questions the haste in its

implementation which brought forth criticism in the

amount of planning and research done before implementing

KSSR, KSSM and SBA. Heavy criticisms were poured

specifically upon the implementation of SBA and the

Secondary Schools Curriculum Standards (KSSR) in the

secondary school level. When announced, SBA in secondary

school is said to start in January 2012, which is in the

beginning of the new schooling year. If SBA in secondary

school has started at that time, it would be perfect

17

timing as in SBA, all subjects taught in schools are

evaluated by each lessons taught in class. Teachers

struggled to implement them (Azrul, 2011; Mohd Fadzli,

2011; Lee, 2012). Teachers who wanted to record the

assessments online frequently experience server

malfunction. This has considerable increase teachers

workload and pressure in performing something that is

very new not only to them, but to the students as well

(Aisamuddin and Rohaya, 2013). Besides, according to a

study conducted by Faizah, 2011, she discovered teachers

claimed that they did not have enough time and they spend

time on non- academic matters related to SBA. They also

indicated a need for exposure on how to conduct the

assessment more efficiently. These are the problems that

teachers have encountered in implementing SBA.

18

CHAPTER 3

3.0 Methodology

This chapter outlines the methodology employed in this

study which includes the research design, sample and sample

selection, data gathering instruments, methods of data

collection and also the methods used for data analyses.

19

3.1 Research Design

This research will use both quantitative and

qualitative methods to accumulate the findings. But,

quantitative method will be the main methodology for this

study.

3.2 Sample and Sample Selection

3.2.1 Setting

The questionnaire will be distributed to English

teachers in all types of secondary schools in

Kelantan.

3.2.2 Population and Sample

The population consists of 676 English teachers

from all types of secondary schools in Kelantan. 20

English teachers will be selected as a sample and the

sample will also include 3 English teachers for the

interview.

3.3 Data Gathering Instruments

3.3.1 Questionnaire

A questionnaire will be adapted from Yu (2010) to

collect the study data. The adapted and edited

questionnaire will be named “English Teachers’

Readiness and Concerns of School-Based Assessment in

ESL Classroom Questionnaire”. This questionnaire will

be divided into four sections of A, B, C and D.

20

Section A contains items on demographic information

such as, name of schools, sex and years of teaching

experience. Section B contained eight items that

centers on the extent to which English teachers

consider themselves ready for the implementation of

SBA in ESL classroom in terms of their understanding

of SBA requirements and professional knowledge in

conducting SBA. Section C of the questionnaire

contained ten items that focuses on English teachers’

concerns of implementing SBA in ESL classroom

especially on their teaching practices while section D

contained one item on problems that English teachers

have encountered to conduct SBA in ESL classroom. The

items were designed in a 4-point Likert scale, with 1

= strongly disagree, 2 = disagree, 3 = agree, and 4 =

strongly agree (see the appendices). The Cronbach

coefficient alpha for each section B, C, and D is

0.79, 0.70 and 0.71.

3.3.2 Interview

Interviews will be conducted with all 75 English

teachers in Gua Musang district to answer research

question three. Interview will be conducted to

discover the problems encountered by English

teachers to conduct SBA in ESL classroom. The

teachers' recommendations are also will be

21

considered to help other teachers to conduct this

new curriculum of SBA

3.4 Methods of Data Collection

Cluster sampling technique will be used in this study.

All 169 secondary schools in Kelantan will be clustered

to their type of school (SMK Harian, SM Berasrama Penuh,

SM Teknik/ Vokasional, SMKAgama ang SABK). Then random

sampling will be used to choose the schools from all

types of schools. Four English teachers will be chose

from each schools (Alaba, 2012). The 676 english teachers

in secondary schools are to answer a set of questionnaire

and to be interviewed by the researcher to find out more

on the problems encountered by the teachers in conducting

SBA (see table 1 in the appendices).

3.5 Methods of Data Analyses

3.5.1 Quantitative Data

The data gathered will be analyzed by using two

methods. For the questionnaire, SPSS is used to

identify the mean and standard deviation for each

items to interpret the data collected .

3.5.2 Qualitative Data

Thematic analysis will be used to find the common

ground and main theme that emerged in the interview.

The data will be presented in form of chart.

22

3.6 Pilot Study

A pilot study had been conducted on 19th May 2014,

Monday before the actual study. It involved 8 english

teachers from two different secondary schools in

Kelantan. The findings of the pilot study indicated

that 53% of English teachers are ready to conduct SBA

in ESL classroom while another 47% are not ready. 85%

of English teachers are concerned about SBA while

another 15% are not concerned about SBA. The data were

presented in a table (see the appendices) The problems

encountered by English teachers are most of the them

do not have enough time to prepare evidences for their

students and no experts to refer and still confuse

since SBA is on hold in January 2014 till now. From

the pilot study, it can be conclude that English

teachers are ready and concerned to conduct SBA in ESL

classroom but they still encountered few problems in

conducting SBA.

23

REFERENCES

Adi Badiozaman Tuah (2006). Improving the quality of primaryeducation in Malaysia throught curriculum inovation: Some current issues on assessment of student performance and achievement. Proceeding ICMEE 2006. Penang: Universiti Sains

Malaysia.

Cheung, D. & Ng, D. (2000). Teachers‟ stages of concern about the target-oriented curriculum. Education Journal, 28 (1), p. 109-122.

Faizah A Majid (2011). School-based Assessment in Malaysian Schools: The Concerns of the English Teachers. Journal of US-China Education Review, Vol.8, No.10. Retrieved May 2, 2013, from

http://education.uitm.edu.my/v1/images/stories/publication/faizah/article7.pdf

Hamzah, M.O. and Sinnasamy, P. (2009). Between the ideal andreality: teachers‟ perception of the implementation of

24

school-based oral English assessment. In The English Teacher, Vol 38, pp. 13 – 29.

Mohd. Aisamuddin M. H. & Rohaya T. (2013), Perception towards SBA implementation among Teachers in Malaysian Schools. 2nd International Seminar on Quality and Affordable Education (ISQAE 2013). Available

at:http://educ.utm.my/wpcontent/uploads/2013/11/28.pdf (Accessed: 10 February 2014).

Shanusi, (2007). An Investigation of Teachers' Readiness towards School Based Assessment Scheme in Selected Malaysian Teacher Training Institutes. (Online). Retrieved 21 February, 2009, from http://iaea2007.tqdk.gov.az/cp.html

Wilhelm, K.H. and Chen Pei, B. (2008). University Teachers And Students "Perceptions Of ELT Methodologies And Their Effectiveness". In GEMA Online Journal of Language Studies, Vol 8(2), pp. 79 – 102.

THE APPENDICES

1) Table 1- The Sample

25

2) Table 2- SECTION B (English Teachers' readiness To

Conduct SBA in ESL Classroom) (α= 0.79)

26

3) Table 3- SECTION C (English Teachers’ Concerns Of

Implementing SBA On Their Teaching Practices in ESL

Classroom)(α= 0.70)

27

28

Dear English

teachers,

The

questionnaire aims to investigate English Teachers'

Readiness and Concerns to conduct SBA in ESL Classroom.

Please finish this questionnaire according to the English-

subject School-based Assessment in your school. There are no

right or wrong answers for the questions. The survey is only

for academic use, not for any other use. All the data

obtained will be kept strictly confidential. I sincerely

hope you can answer the questions honestly according to your

true feelings or experience.

Thank you very much for your participation.

29

Regards,

Zahidah Binti Zakaria

Pusat Pengajian Bahasa dan Linguistik UKM

“ English Teachers’ Readiness and Concerns of School-Based Assessment in ESL Classroom Questionnaire”

SECTION A (Demographic Information)

a) Name of the school: _________________________________b) Sex: _____________________________________________________________c) Experience of teaching English: ________________________________________

The following questions in Section B and Section C ask your opinions about your readiness and concern to conduct SBA in ESL classroom. Pleaseremember that there are no right or wrong answers, just answer the questions as correctly as possible. Circle one number only for each answer. To answer every question, you have to select from four options (strongly disagree (1), disagree (2), agree (3), strongly agree (4)).

SECTION B (English Teachers' readiness To Conduct SBA in ESL Classroom)

Teachers' Readiness StronglyDisagree

(1)

Disagree(2)

Agree(3)

StronglyAgree(4)

1) I have a good understanding of the requirement of SBA

1 2 3 4

30

2) I have a good understanding of the procedures of SBA

1 2 3 4

3) I have a good understanding of the marking criteria of SBA

1 2 3 4

4) I have a good understanding of the moderation system of SBA

1 2 3 4

5) I have a good understanding of the underlying assessment philosophy of SBA

1 2 3 4

6) I have had plenty of opportunities toattend professional development courses on SBA

1 2 3 4

7) I have had plenty of opportunities todiscuss SBA with other teachers

1 2 3 4

8) I have had plenty of opportunities todiscuss the process and scoring criteriafor SBA with my students

1 2 3 4

SECTION C (English T eachers’ Concerns O f Implementing SBA O n T heir T eaching P ractices in ESL Classroom)

Teachers' Concerns StronglyDisagree

(1)

Disagree(2)

Agree(3)

StronglyAgree(4)

1) I teach my students according to the SBA requirement

1 2 3 4

2) I put more emphasis on fostering the development of students' all round skills

1 2 3 4

3) I put more emphasis on the integration of skills

1 2 3 4

4) I put more emphasis on giving my students feedback

1 2 3 4

5) I used feedback on my students' SBA performance to improve my teaching

1 2 3 4

6) I involve my students more in self assessment

1 2 3 4

7) I involve my students more in peer assessment

1 2 3 4

8) I have provided more opportunities for my students to interact during class

1 2 3 4

9) I am more motivated to share my teaching material/ideas with other teachers

1 2 3 4

10) I have made more efforts to promote extensive reading habit in my students

1 2 3 4

31

SECTION D (English Teachers Problems in Conducting SBA in ESL Classroom)

1) What are the problems that you have encountered in conducting SBA?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

32