Penilaian pelaksanaan program Linus dalam kalangan murid Orang Asli di Perak

Assessment of the LINUS Programme among Orang Asli pupils in Perak was carried out to tap the achievement of Malay language literary skill using the Context-Input-Process-Product model (Stufflebeam & Shinkfield, 2007). A mixed methods design in which a combination of quantitative and qualitative approach was used (Creswell, 2012). Questionnaires were distributed to 84 LINUS teachers, remedial teachers and LINUS coordinators from 28 Orang Asli schools (SMOA). Meanwhile, 18 LINUS teachers, remedial teachers and LINUS coordinators from six schools from various districts were involved in the focus group interview. Open-ended interviews were also conducted with six FasiLINUS and school administrators from six districts. Document analysis was carried out and six classes of LINUS teachers’ teaching were observed. The quantitative data were analysed using SPSS 22 software while qualitative data using NVIVO8. The findings revealed that the implementation of LINUS programme went well in accordance to the Ministry of Education Malaysia guidelines. Additionally, the results indicated that the implementation can still be improved. This is because the problems that exist depend heavily on factors like module supplied, pupils’ background and family socio-economy status, learning environment and teaching activity in LINUS classes. The effectiveness of the implementation of this programme may be enhanced if added value with regard to the ethnicity uniqueness of Orang Asli pupils is given consideration. The findings may contribute to MoE and Ministry of Rural and Regional Development in solving the language literacy problem of Orang Asli pupils in the future. Apart from that, this study also provides impact to policy makers, curriculum developers, school administrators and stakeholders in relation to literacy education of the Orang Asli as LINUS is an important element of the Education National Key Result Area (NKRA).