Page 54 - Jurnal Kurikulum BPK 2020

Teachers in Penampang district do not associate learning of this language to their
pupils’ academic enhancement or employment opportunities. This could indicate that teachers
may not be taking this subject seriously and may not give their all in teaching this language.
There is a need for Sabah Education Department to promote the academic pathways and
employment opportunities for pupils taking up KDL. For this, Sabah Education Department
need to identify potential partners from the local government in order to map and prepare a
practical academic and employment plan for KDL pupils. Possible partners can be the Ministry
of Education and Innovation, Ministry of Tourism, Culture & Environment, Ministry of Youth
& Sports and the Ministry of Law and Native Affairs of Sabah. Local NGOs such as KDCA
and KLF and Universities such as University Sabah Malaysia (UMS) and UiTM can also be
roped in for this programme.
KDL teachers feel that the terms used in the KDL Standard Document are not easy to
understand. This could suggest that teachers are not able to benefit from the guidelines given
in the Standard Document and Assessment. Perhaps there is a need to change the terms used in
the Standard Document in order for it to be more acceptable or a glossary of terms with
definition should be supplied. Apart from that, explanation of unclear terms can be done during
the orientation courses conducted by CDD. Teachers need to be proactive during such courses
and ask clarification of meaning for terms that are considered unclear or unfamiliar.
The KDL Curriculum content is seen by KDL teachers as having positive impacts to
the pupils. They feel that KDL curriculum content is able to instil good values to their pupils.
Good values exclusively associated to the indigenous people such living in harmony, respecting
each other and working together are implicitly included in the curriculum content. They also
feel that KDL Curriculum content is able to promote the maintenance of language, cultural
heritage and knowledge to their pupils. Apart from that teachers also believe that KDL
Curriculum content is able to inculcate patriotism and unity. These positive impacts need to be
sustained in the development of KDL curriculum.
Teachers find the language used to teach KDL difficult. This could mean teachers need
more support in understanding the KDL vocabulary or terms used in teaching and learning
materials. Teaching and learning materials need to be provided with a glossary list that explains
the meaning of unfamiliar vocabulary or terms. Teachers must also put an effort to find out the
meaning of unfamiliar words or terms through discussions with colleagues or by referring to
dictionaries. Perhaps there is a need to develop a KDL dictionary in order to provide such
support to KDL teachers in this matter.
Some teachers feel burdened or forced to teach KDL because they are not KDL option
teachers and also because they lack the pedagogical content knowledge for this subject.
Deployment of KDL option teachers or teachers who are interested to teach KDL is crucial so
that effective teaching can take place.
KDL teachers consider their pupils’ performance in all language skills and Language
Arts aspect as average but weak in the KDL’s grammatical aspect. This means KDL teachers
need to improve their pupils’ performance in all language skills knowledge and in Language
Arts aspect as well as knowledge in the grammatical aspects of the language. Pupils’
performance can be improved through employment of fun but effective activities during KDL
lessons and by assigning tasks that require them to have contact with KDL outside the KDL
classroom. Examples of possible activities that can be carried out are listening and enjoying
songs in KDL, writing down the names of things around their homes in KDL and keeping a
journal about their daily experiences in KDL.

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