Look at what We have Here!
Click this link!
http://muetmyway.blogspot.com/2011/03/my-listening-slides-copyright-ask-my.html
Listen Up and Answer the Questions.
Click this link!
http://esl-and-more.blogspot.com/search/label/ESL%20MUET%20listening
Tuesday, 15 July 2014
Listening Comprehension in MUET
Look at what We have Here!
Click this link!
http://muetmyway.blogspot.com/2011/03/my-listening-slides-copyright-ask-my.html
Listen Up and Answer the Questions.
Click this link!
http://esl-and-more.blogspot.com/search/label/ESL%20MUET%20listening
Sunday, 13 July 2014
How to Understand What You Read
How to Understand What You Read
Edited by Maniac, Maluniu, Bobbyjoe, Flickety and 10 others
Part 1 of 3: Reading Smartly
1. Eliminate distractions. Get off the computer, turn off the TV, and cut out the music. It's very difficult to read, especially if you're reading something difficult, when your attention is divided. Reading closely means you have to find a nice, comfortable location that's distraction-free.
- Make reading fun by getting yourself a snack or a drink and getting comfortable. Burn a nice-smelling candle or read in the tub to make yourself as comfortable, and make reading as enjoyable as possible, especially if it's not something you're excited about reading.
2. Skim first and then read closely. If you're reading something difficult, don't worry too much about spoiling the ending for yourself. If you read a paragraph and have to start the paragraph over, consider skimming over the whole story, or flipping through the book somewhat to get a sense of the plot, the main characters, and the tone of the reading, so you'll know what to focus on as you read more closely.
- Taking a look at Cliff's Notes or reading about the book online can be a good way to get a good summary of the reading to help you get through it more easily. Just don't forget to go back and read through more closely.
3. Picture what you're reading. Think of yourself as a movie director and picture the action while you're reading it. Cast the movie with actors, if it helps, and really try and picture the events as realistically as possible. This can be a lot more fun, and it will help you remember and understand what you are reading a lot better.
4. Read out loud. Some people find it much easier to stay focused and interested in what they're reading by reading out loud. Lock yourself in your room, or hide in the basement and read as dramatically as you want. This can help slow you down if your tendency is to try and skim too quickly, and it can help make the reading more dramatic if you find it somewhat boring.
- Always try reading poetry out loud. Reading The Odyssey becomes a much more awesome experience when you invoke the muse aloud.
5. Look up any words, locations, or ideas you don't recognize.
You can use context clues to help you figure out things by yourself,
but it's always a good idea to take a minute to learn any references you
might not have gotten the first time. It'll make the reading much
easier.
In school, having looked up an unfamiliar word or concept will
always win you bonus points. It's a good thing to get in the habit of
doing.
6. Take breaks. Make sure you save enough time to do your reading so you can complete it comfortably and take frequent breaks. For every 45 minutes of reading you do, let yourself play video games for 15 or do some other kind of homework, to give your mind a rest and let yourself focus on
other things for a while. When you're ready, come back fresh and excited to get back to the story.
Part 2 of 3: Taking Notes
1. Mark up the text. Write
questions in the margin, underline things you think are interesting,
highlight important concepts or ideas. Don't be afraid to make lots of
marks on your text as you read. Some readers find that holding a pencil
or highlighter makes them a more active reader, giving them something to
"do" while doing the task. See if it works for you.
- Don't underline or highlight too much, and definitely don't highlight random passages because you think it's expected. It won't help you to go back through and study if you've just highlighted randomly, and it'll make your text a lot more difficult to go back through.
2. Write a few sentences of summary at the bottom of each page. If you're reading something difficult and find yourself often wanting to go back to get something you missed, start taking it one page at a time. At the end of each page, or even at the end of each paragraph, write a brief summary of what happened on that page. This'll break up the reading and allow you to go through it with much more careful attention.
3. Write down questions that you have about what you read.
If you find something confusing, or you notice something that's giving
you difficulty, always write it down. This might give you a good
question to ask later in class, or give you something to think more
about as you continue reading.
4. Write your reaction. When you finish reading, immediately start writing down your reactions to the story, the book, or the chapter from the book you needed to read. Write about what seems important, what you think the purpose of the writing was, and how it made you feel as a reader. You don't need to summarize it for a response, but you might find it helpful to summarize in general if it will help you remember what you've read more.
- Don't write whether or not you liked the story, or whether you thought it was "boring." Instead, focus on how it made you feel. Your first response might be, "I didn't like this story, because Juliet dies at the end," but think about why you feel that way. Why would it have been better if she had lived? Would it have? What might Shakespeare have been trying to say? Why did he kill her off? This is a much more interesting reaction now.
Part 3 of 3: Talking it Over
Reading and Understanding
1.
Reading is contextual
Read with a pen in your hand!
Don’t make a mockery of MUET-- Part 1 and 2
Wednesday, January 18, 2012
Don’t
make a mockery of MUET
Posted on December 19, 2011 by psbtpnsarawak
Sunday December 18, 2011
http://thestar.com.my/education/story.asp?file=/2011/12/18/education/10070482&sec=education
AS A newly-retired English language teacher who has taught MUET ( Malaysia University English Test) classes for more than a decade, I have always subscribed to the view that decisions taken about educational matters should always be guided by the best interests of the students and not sacrificed on the altar of financial gains.
Thus when I recently learnt that the test would be conducted three times next year — March, July and November — and the registration fee raised from RM60 to RM100, I am compelled to offer my views on many of the issues affecting the MUET classes.
To begin with, logic will dictate that many school candidates will now choose to sit for the test in March to secure a good Band score as fast as possible (which is what many Lower Six students are going to do), failing which they can then choose to sit for the exam in July and November to secure higher scores and in the process, swell the coffers of the Malaysian Examinations Council (MEC).
And that is what administering the MUET three times a year will bring about — making a mockery of the whole purpose of introducing MUET in the first place.
So now, instead of the recommended 80 hours of MUET sessions, many schools will have to make do with less than 35 hours. Leaving aside the question on whether such a move is practical or wise the issue should be: What good will such a plan bring about when students are allowed to sit for their MUET exam so soon? Clearly, a case of the left hand not knowing what the right hand is doing.
Unhappy situation
As matters now stand, the students are being given the option to sit for the MUET in May instead of November creating an unhappy situation whereby after the test, MUET teachers have a hard time getting students to stay engaged in their MUET lessons. In previous years, to keep my English classes going after the MUET in May, I would teach my students Phonetics and Business Communication, among other things. However there were students who upon receiving their MUET results in July, were not keen to follow the MUET lessons, especially if they had secured Bands 5 and 4. This in effect meant that I only had to teach the group of students who registered to reseat their MUET exam in November. With Lower Six students now allowed to sit for their MUET exam in March, students would be left to their own devices once the exams are over.
They would most likely use their MUET periods to revise their other STPM subjects.
And such unfortunate circumstances have conspired to make MUET teachers the butt of jokes and resentment in schools for allegedly getting paid for having such a “good” time in school, no thanks to the flexible MUET dates.
Having taught MUET classes for so many years, I must say the standards of marking and grading MUET papers have somewhat become inconsistent over the years.
In the early years of MUET, only two or three students would manage to secure a Band 5. Then, after some years, just like the grade inflation plaguing SPM subjects, almost half the students in the better MUET classes were able to secure Band 5. In fact, even average students were able to obtain a Band 4! And it is surprising to find that students who fared so poorly in their written English have still managed to secure a low Band 5 for the test.
The fact is that when students are able to work out most of the answers for the Reading Comprehension paper which carries 45% of the overall aggregate scores (under the old test specifications) and do moderately well in the speaking and listening components, which together carry 30% of the aggregate scores, it is still possible for them to secure a low Band 5 even if they barely pass the writing component which constitutes 25 % of the aggregate scores.
Thus, when MUET is not perceived as a reliable measure of the candidates’ English language proficiency, it has become largely optional, if considered at all, in applying for admission in local private colleges with “twinning” courses with their overseas counterparts which allocate little importance to it.
When students head to Singapore for their tertiary education, they are made to sit for the English Qualifying Test, even if they have secured a high Band 5 in MUET. This is not surprising as many applicants can’t even write a few sentences without grammatical errors!
It is a sad reflection of how the standard of English has deteriorated in schools these days.
Poor standards
Below is an example of an an opinion written by a student on whether modern advertising is a bad influence on today’s youth.
“… nowadays, when we swift on the televisyens, most of the time is for advertised the advertisement. When they watching the TV programme, the children are also watching together by them. ….Some of the business people are using a women body to advertised their product …”
Let me also point out that fine tuning the writing component by replacing Question 1, which was formerly a summary question with a question on the interpretation of data will not do any good as MUET teachers do no have the luxury of time to put their charges through an intensive course to polish up the latter’s grammar and vocabulary skills. To persist with the current writing paper is akin to putting the cart before the horse.
It would also be wise if the MEC takes note that since Question 1 in the writing component now involves statistics, some calculations and analysis of data, maintaining the 1½ hours for the paper is hardly sufficient.
Candidates will face severe time constraints in tackling the writing paper and only with constant practice can they hope to do well in the paper. Upper Six students will be hard-pressed to do well if they are allowed to take their MUET exams so early in March. The selection of examiners for MUET’s speaking component is another issue that needs to be urgently addressed. It is puzzling why so many competent MUET teachers are sidelined when it comes to appointing examiners for this component while those not at all involved in teaching MUET classes are selected.
Let me cite an example of a team leader who was not a MUET teacher overruling his junior co-examiner who was a MUET teacher, by assessing a candidate who spoke excellent English and performed impressively for both the individual presentation and group discussion task a Band 4, when it was obvious that the candidate was clearly of Band 5 or Band 6 calibre. The rationale? The team leader, dogmatically claimed that they should avoid giving candidates a high band score for speaking as far as possible, as instructed by their superiors!
This undesirable state of affairs is played out in some STPM subjects as well. It brings to mind what a Maths teacher involved in marking STPM exam scripts said about one of his co-markers who was a Chemistry graduate, and not a bona fide Maths teacher.
The latter had refused to accept a candidate’s Maths answer because the candidate had used another approach. The examiner, who was apparently more at home with Chemistry, chose to blindly follow what was in the marking scheme and penalised the poor student for securing the answer using a formula that differed from the one in the marking scheme!
Such instances are reasons why it is crucial to ensure that only competent and experienced examiners who are teaching the respective subjects be given the task of marking public exam papers which determine the academic future and career prospects of the candidates.
Anything short of that will not only affect the credibility of the marked papers, but also victimise some candidates through no fault of their own.
The rationale given for the introduction of MUET in 1999 was that undergraduates in local universities were wasting their time learning basic grammar, and therefore MUET was introduced to address the low English proficiency of students before pursuing higher education.
If that is the case, the present MUET general test specifications and MUET format do not address the poor grammar and vocabulary skills of many of the candidates. And things won’t get better with the early registration for the test when candidates simply do not have sufficient and sustained MUET lessons to improve their low language proficiency in English.
Grammar skills
There is a dire need to test grammar to ensure candidates take pains to improve their grammar and vocabulary skills and be aware of the common failings displayed in their written English. Grammar is an integral part of effective academic writing.
Thus, developing a better understanding of how individual words and groups of words work to form coherent sentences and paragraphs to construct academic texts will be useful. With knowledge born out of hard classroom experience, it is my contention that instead of the MUET general test specifications and exam, Form Six students are better off if they are given a well-crafted English course conducted by committed teachers to prepare them for entry to tertiary education. They can then be made to sit for a rigorous common English entrance examination for admission into public universities.
It is about time the MEC carried out a survey to find out if the present coursework and MUET serves to achieve the original aims. The council should not be too concerned with raising fees to swell its coffers. The MUET exam must surely be a means towards an end and, not an end by itself.
HENRY SOON
Posted on December 19, 2011 by psbtpnsarawak
Sunday December 18, 2011
http://thestar.com.my/education/story.asp?file=/2011/12/18/education/10070482&sec=education
AS A newly-retired English language teacher who has taught MUET ( Malaysia University English Test) classes for more than a decade, I have always subscribed to the view that decisions taken about educational matters should always be guided by the best interests of the students and not sacrificed on the altar of financial gains.
Thus when I recently learnt that the test would be conducted three times next year — March, July and November — and the registration fee raised from RM60 to RM100, I am compelled to offer my views on many of the issues affecting the MUET classes.
To begin with, logic will dictate that many school candidates will now choose to sit for the test in March to secure a good Band score as fast as possible (which is what many Lower Six students are going to do), failing which they can then choose to sit for the exam in July and November to secure higher scores and in the process, swell the coffers of the Malaysian Examinations Council (MEC).
And that is what administering the MUET three times a year will bring about — making a mockery of the whole purpose of introducing MUET in the first place.
So now, instead of the recommended 80 hours of MUET sessions, many schools will have to make do with less than 35 hours. Leaving aside the question on whether such a move is practical or wise the issue should be: What good will such a plan bring about when students are allowed to sit for their MUET exam so soon? Clearly, a case of the left hand not knowing what the right hand is doing.
Unhappy situation
As matters now stand, the students are being given the option to sit for the MUET in May instead of November creating an unhappy situation whereby after the test, MUET teachers have a hard time getting students to stay engaged in their MUET lessons. In previous years, to keep my English classes going after the MUET in May, I would teach my students Phonetics and Business Communication, among other things. However there were students who upon receiving their MUET results in July, were not keen to follow the MUET lessons, especially if they had secured Bands 5 and 4. This in effect meant that I only had to teach the group of students who registered to reseat their MUET exam in November. With Lower Six students now allowed to sit for their MUET exam in March, students would be left to their own devices once the exams are over.
They would most likely use their MUET periods to revise their other STPM subjects.
And such unfortunate circumstances have conspired to make MUET teachers the butt of jokes and resentment in schools for allegedly getting paid for having such a “good” time in school, no thanks to the flexible MUET dates.
Having taught MUET classes for so many years, I must say the standards of marking and grading MUET papers have somewhat become inconsistent over the years.
In the early years of MUET, only two or three students would manage to secure a Band 5. Then, after some years, just like the grade inflation plaguing SPM subjects, almost half the students in the better MUET classes were able to secure Band 5. In fact, even average students were able to obtain a Band 4! And it is surprising to find that students who fared so poorly in their written English have still managed to secure a low Band 5 for the test.
The fact is that when students are able to work out most of the answers for the Reading Comprehension paper which carries 45% of the overall aggregate scores (under the old test specifications) and do moderately well in the speaking and listening components, which together carry 30% of the aggregate scores, it is still possible for them to secure a low Band 5 even if they barely pass the writing component which constitutes 25 % of the aggregate scores.
Thus, when MUET is not perceived as a reliable measure of the candidates’ English language proficiency, it has become largely optional, if considered at all, in applying for admission in local private colleges with “twinning” courses with their overseas counterparts which allocate little importance to it.
When students head to Singapore for their tertiary education, they are made to sit for the English Qualifying Test, even if they have secured a high Band 5 in MUET. This is not surprising as many applicants can’t even write a few sentences without grammatical errors!
It is a sad reflection of how the standard of English has deteriorated in schools these days.
Poor standards
Below is an example of an an opinion written by a student on whether modern advertising is a bad influence on today’s youth.
“… nowadays, when we swift on the televisyens, most of the time is for advertised the advertisement. When they watching the TV programme, the children are also watching together by them. ….Some of the business people are using a women body to advertised their product …”
Let me also point out that fine tuning the writing component by replacing Question 1, which was formerly a summary question with a question on the interpretation of data will not do any good as MUET teachers do no have the luxury of time to put their charges through an intensive course to polish up the latter’s grammar and vocabulary skills. To persist with the current writing paper is akin to putting the cart before the horse.
It would also be wise if the MEC takes note that since Question 1 in the writing component now involves statistics, some calculations and analysis of data, maintaining the 1½ hours for the paper is hardly sufficient.
Candidates will face severe time constraints in tackling the writing paper and only with constant practice can they hope to do well in the paper. Upper Six students will be hard-pressed to do well if they are allowed to take their MUET exams so early in March. The selection of examiners for MUET’s speaking component is another issue that needs to be urgently addressed. It is puzzling why so many competent MUET teachers are sidelined when it comes to appointing examiners for this component while those not at all involved in teaching MUET classes are selected.
Let me cite an example of a team leader who was not a MUET teacher overruling his junior co-examiner who was a MUET teacher, by assessing a candidate who spoke excellent English and performed impressively for both the individual presentation and group discussion task a Band 4, when it was obvious that the candidate was clearly of Band 5 or Band 6 calibre. The rationale? The team leader, dogmatically claimed that they should avoid giving candidates a high band score for speaking as far as possible, as instructed by their superiors!
This undesirable state of affairs is played out in some STPM subjects as well. It brings to mind what a Maths teacher involved in marking STPM exam scripts said about one of his co-markers who was a Chemistry graduate, and not a bona fide Maths teacher.
The latter had refused to accept a candidate’s Maths answer because the candidate had used another approach. The examiner, who was apparently more at home with Chemistry, chose to blindly follow what was in the marking scheme and penalised the poor student for securing the answer using a formula that differed from the one in the marking scheme!
Such instances are reasons why it is crucial to ensure that only competent and experienced examiners who are teaching the respective subjects be given the task of marking public exam papers which determine the academic future and career prospects of the candidates.
Anything short of that will not only affect the credibility of the marked papers, but also victimise some candidates through no fault of their own.
The rationale given for the introduction of MUET in 1999 was that undergraduates in local universities were wasting their time learning basic grammar, and therefore MUET was introduced to address the low English proficiency of students before pursuing higher education.
If that is the case, the present MUET general test specifications and MUET format do not address the poor grammar and vocabulary skills of many of the candidates. And things won’t get better with the early registration for the test when candidates simply do not have sufficient and sustained MUET lessons to improve their low language proficiency in English.
Grammar skills
There is a dire need to test grammar to ensure candidates take pains to improve their grammar and vocabulary skills and be aware of the common failings displayed in their written English. Grammar is an integral part of effective academic writing.
Thus, developing a better understanding of how individual words and groups of words work to form coherent sentences and paragraphs to construct academic texts will be useful. With knowledge born out of hard classroom experience, it is my contention that instead of the MUET general test specifications and exam, Form Six students are better off if they are given a well-crafted English course conducted by committed teachers to prepare them for entry to tertiary education. They can then be made to sit for a rigorous common English entrance examination for admission into public universities.
It is about time the MEC carried out a survey to find out if the present coursework and MUET serves to achieve the original aims. The council should not be too concerned with raising fees to swell its coffers. The MUET exam must surely be a means towards an end and, not an end by itself.
HENRY SOON
Wednesday, January 18, 2012
MUET
measures language ability
WE refer to the letter “Don’t make a mockery of MUET” by Mr Henry Soon in StarEducate (Dec 18, 2011).
The Malaysian University English Test (MUET) is an English language proficiency test designed to measure the English language ability of students wishing to pursue first degree studies in local institutions of higher learning.
With MUET, English is taught in Form Six or pre-university level to equip students with the appropriate level of proficiency in English to enable them to perform effectively in their academic pursuits at tertiary level.
The Malaysian Examinations Council (MEC) fully agrees with Mr Soon’s opinion that decisions on educational matters should be in the best interests of students. MUET will be conducted three times a year as of this year in March, July and November.
The policy came into being after numerous requests from students who had intentions of sitting for the MUET and after an in-depth study of its implications.
At present, candidates who take the mid-year MUET face problems in their appeals for intake into institutions of higher learning.
The closing date for such appeals is in late June whilst the results for the mid-year exams are released in July. With MUET being offered thrice a year, candidates who take the MUET in March are able to obtain their results prior to the closing date for appeals.
At present too, MUET dates clash with the examination schedules, new student intake and semester holidays of various institutions of higher learning. Hence, providing an additional test will offer better alternatives to students from these institutions to select the MUET session that best suits their needs.
Offering MUET three times a year too, does allow more opportunities for candidates to improve their MUET score. They do not need to wait six months before taking the next MUET.
This benefits school candidates, private candidates, and also university students who require a stipulated minimum MUET band to qualify for entrance or graduate from university.
Private candidates who work in the private or public sector too have a better choice of MUET sessions as some take the paper for promotional purposes.
Contrary to Mr Soon’s claim, the decision to include an additional MUET session in our yearly schedule was never made for “financial gains”. The additional session in fact will put more demands on MEC’s operational, administrative and financial resources, but having the best interests of our clients in mind, we believe that the benefits to our clients and nation far outweigh the additional costs incurred.
Flexibility
In an era where institutions of higher learning are opening up opportunities for flexible entry and exit points for tertiary education, the additional MUET session will provide flexibility and enhance student mobility in line with national and international development.
On the issue of school candidates sitting for MUET in March, students not being keen to stay engaged in MUET lessons after taking the MUET early and MUET teachers being the butt of jokes and resentment due to the flexible MUET dates, this is a school administrative matter.
It is stipulated clearly in a circular to schools and also in the MUET Test Specifications (page 9) that “the MUET programme should involve 240 hours of teaching time spanning three school terms. Instruction should be carried out for eight periods a week at 40 minutes per period.”
If schools do not comply with this and students feel they are prepared to take the test earlier, it is beyond the jurisdiction of the MEC.
We are, however, confident that school administrators and MUET teachers will have the necessary expertise and creativity to manage the teaching-learning process in their schools. Instead of viewing the additional MUET session as a burden, we believe schools will make use of the flexibility offered for the benefit of their students.
With regards to the issue of students scoring Band Five, like Mr soon rightfully stated, they are students from “the better MUET classes.” With stringent marking and a standardised set of scoring criteria, only the proficient can attain Band Five. So far, and again contrary to Mr Soon’s claim of a “grade inflation”, national records show that only one percent out of 85,000 candidates have managed to obtain Band 5.
Students who apply to universities in the United Kingdom, United States or Singapore are required to sit for the IELTS, TOEFL or qualifying tests because that is the entrance requirement of such institutions.
Question One of the MUET writing paper has been changed from summary writing to report writing as this skill is more reflective of academic writing in universities, that is writing reports that incorporate the skills of analysing and synthesising ideas based on data given.
Candidates are not required to carry out any calculations. The example of a piece of writing given on “modern advertising” is not based on any previous MUET question or script.
Specifications
On the issue of teachers not having enough time to teach grammar and vocabulary and the MUET Test Specifications not addressing the students’ poor grasp of grammar and vocabulary, please refer again to the recommended number of hours of teaching time as stated in the Test Specifications.
MUET teachers are selected to be examiners based on their qualifications in English or TESL. However, there are some MUET teachers who do not want to be examiners, hence to get a larger pool of examiners, MEC has to appoint teachers who teach Forms Four or Five.
MUET teachers have done well and are very committed in preparing their students for the MUET and examiners too have responsibly marked the scripts. Examiners for Speaking and Writing have to sit for a proficiency test and are given training on marking besides attending marking coordination meetings.
It should be pointed out that MUET is a criterion-referenced test, i.e. there is a set of established criteria or standard of performance for each band.
If a candidate has met the criteria set for a high band, there are no reservations in awarding the candidate the mark or band he or she deserves.
The issue of “grade inflation” (or ‘deflation’ in this case) does not arise in MUET – candidates get what they deserve according to a set of established criteria.
MUET fees have to be raised from RM60 to RM100 due to the rising costs of administering the test. MEC, in fact has been bearing the extra costs incurred which are not covered by the previous fee of RM60.
The council carried out a comprehensive study taking into consideration the views of students, teachers, lecturers, examiners, institutions of higher learning and state education departments before reviewing and implementing the MUET Specifications, administrative procedures and costing.
Finally, we would like to assure Mr Soon and the public that as an examination body, MEC has always strived for continual improvement.
We adhere to internationally established practices of assessment in ensuring the validity and reliability of the MUET which includes among others, training of examiners, close analysis of test performance, benchmarking with and correlational studies against international tests, and constant communications with our stakeholders, including feedback from students, teachers, examiners, universities and experts in the field.
Our close monitoring of the MUET shows that it is a reliable measure of candidates’ proficiency in English in relation to their readiness for tertiary education.
MALAYSIAN EXAMINATIONS COUNCIL,
WE refer to the letter “Don’t make a mockery of MUET” by Mr Henry Soon in StarEducate (Dec 18, 2011).
The Malaysian University English Test (MUET) is an English language proficiency test designed to measure the English language ability of students wishing to pursue first degree studies in local institutions of higher learning.
With MUET, English is taught in Form Six or pre-university level to equip students with the appropriate level of proficiency in English to enable them to perform effectively in their academic pursuits at tertiary level.
The Malaysian Examinations Council (MEC) fully agrees with Mr Soon’s opinion that decisions on educational matters should be in the best interests of students. MUET will be conducted three times a year as of this year in March, July and November.
The policy came into being after numerous requests from students who had intentions of sitting for the MUET and after an in-depth study of its implications.
At present, candidates who take the mid-year MUET face problems in their appeals for intake into institutions of higher learning.
The closing date for such appeals is in late June whilst the results for the mid-year exams are released in July. With MUET being offered thrice a year, candidates who take the MUET in March are able to obtain their results prior to the closing date for appeals.
At present too, MUET dates clash with the examination schedules, new student intake and semester holidays of various institutions of higher learning. Hence, providing an additional test will offer better alternatives to students from these institutions to select the MUET session that best suits their needs.
Offering MUET three times a year too, does allow more opportunities for candidates to improve their MUET score. They do not need to wait six months before taking the next MUET.
This benefits school candidates, private candidates, and also university students who require a stipulated minimum MUET band to qualify for entrance or graduate from university.
Private candidates who work in the private or public sector too have a better choice of MUET sessions as some take the paper for promotional purposes.
Contrary to Mr Soon’s claim, the decision to include an additional MUET session in our yearly schedule was never made for “financial gains”. The additional session in fact will put more demands on MEC’s operational, administrative and financial resources, but having the best interests of our clients in mind, we believe that the benefits to our clients and nation far outweigh the additional costs incurred.
Flexibility
In an era where institutions of higher learning are opening up opportunities for flexible entry and exit points for tertiary education, the additional MUET session will provide flexibility and enhance student mobility in line with national and international development.
On the issue of school candidates sitting for MUET in March, students not being keen to stay engaged in MUET lessons after taking the MUET early and MUET teachers being the butt of jokes and resentment due to the flexible MUET dates, this is a school administrative matter.
It is stipulated clearly in a circular to schools and also in the MUET Test Specifications (page 9) that “the MUET programme should involve 240 hours of teaching time spanning three school terms. Instruction should be carried out for eight periods a week at 40 minutes per period.”
If schools do not comply with this and students feel they are prepared to take the test earlier, it is beyond the jurisdiction of the MEC.
We are, however, confident that school administrators and MUET teachers will have the necessary expertise and creativity to manage the teaching-learning process in their schools. Instead of viewing the additional MUET session as a burden, we believe schools will make use of the flexibility offered for the benefit of their students.
With regards to the issue of students scoring Band Five, like Mr soon rightfully stated, they are students from “the better MUET classes.” With stringent marking and a standardised set of scoring criteria, only the proficient can attain Band Five. So far, and again contrary to Mr Soon’s claim of a “grade inflation”, national records show that only one percent out of 85,000 candidates have managed to obtain Band 5.
Students who apply to universities in the United Kingdom, United States or Singapore are required to sit for the IELTS, TOEFL or qualifying tests because that is the entrance requirement of such institutions.
Question One of the MUET writing paper has been changed from summary writing to report writing as this skill is more reflective of academic writing in universities, that is writing reports that incorporate the skills of analysing and synthesising ideas based on data given.
Candidates are not required to carry out any calculations. The example of a piece of writing given on “modern advertising” is not based on any previous MUET question or script.
Specifications
On the issue of teachers not having enough time to teach grammar and vocabulary and the MUET Test Specifications not addressing the students’ poor grasp of grammar and vocabulary, please refer again to the recommended number of hours of teaching time as stated in the Test Specifications.
MUET teachers are selected to be examiners based on their qualifications in English or TESL. However, there are some MUET teachers who do not want to be examiners, hence to get a larger pool of examiners, MEC has to appoint teachers who teach Forms Four or Five.
MUET teachers have done well and are very committed in preparing their students for the MUET and examiners too have responsibly marked the scripts. Examiners for Speaking and Writing have to sit for a proficiency test and are given training on marking besides attending marking coordination meetings.
It should be pointed out that MUET is a criterion-referenced test, i.e. there is a set of established criteria or standard of performance for each band.
If a candidate has met the criteria set for a high band, there are no reservations in awarding the candidate the mark or band he or she deserves.
The issue of “grade inflation” (or ‘deflation’ in this case) does not arise in MUET – candidates get what they deserve according to a set of established criteria.
MUET fees have to be raised from RM60 to RM100 due to the rising costs of administering the test. MEC, in fact has been bearing the extra costs incurred which are not covered by the previous fee of RM60.
The council carried out a comprehensive study taking into consideration the views of students, teachers, lecturers, examiners, institutions of higher learning and state education departments before reviewing and implementing the MUET Specifications, administrative procedures and costing.
Finally, we would like to assure Mr Soon and the public that as an examination body, MEC has always strived for continual improvement.
We adhere to internationally established practices of assessment in ensuring the validity and reliability of the MUET which includes among others, training of examiners, close analysis of test performance, benchmarking with and correlational studies against international tests, and constant communications with our stakeholders, including feedback from students, teachers, examiners, universities and experts in the field.
Our close monitoring of the MUET shows that it is a reliable measure of candidates’ proficiency in English in relation to their readiness for tertiary education.
MALAYSIAN EXAMINATIONS COUNCIL,
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