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SSEEAAMMEEOO--JJaappaann EESSDD AAwwaarrdd Supporting Partner:

Submission Form of 2014 SEAMEO-Japan ESD Award Theme: Fostering Global Citizenship for Sustainable Future

The last day for submission of entries: 15 September 2014

PART I: Details of Your School

1. Name of your school: Sekolah Berasrama Penuh Integrasi Jempol (INTEJ)

2. Full address: Sekolah Berasrama Penuh Integrasi Jempol,

72200 Batu Kikir, Negeri Sembilan, MALAYSIA.

3. Postcode: 72200

4. Country: Malaysia

5. School’s telephone number (country code+city code+telephone number): +6064985978

6. School’s fax number (country code+city code+fax number): +6064984167

7. School’s email Address: sbpij_ns@yahoo.com

8. Name of the Head Master/ Principal/ School Director: Zainun Binti Abdullah

9. Name of Teacher Coordinator: Wahidah Binti Any

10. Email address of the Coordinator: w.anyintej@gmail.com

11. School website (if available): -

12. Educational level (Such as Kindergarten 1 to Grade/Year 9): Form 1 to Form 5

13. Number of teachers in your school: 57

14. Number of teachers participated in this programme: 4

15. Number of students in your school: 556

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PART II: Information about the School’s Programme

The information of part II from no.1 to 13 should be no longer than nine (9) pages long of A4 in

total. The information should be written in Times New Roman font, 11-12 point size.

1. Title of the school’s programme

KIZUNA: INTEJ – Japan Friendship Programme

2. Summary of the programme (a half to one page A4)

In 2003, the first Japanese language classes started in Sekolah Berasrama Penuh Integrasi

Jempol (INTEJ) with the arrival of a Japan-trained language teacher, Madam Rohaidah bt Kamaruddin.

Japanese Language is taught in Form One to Five in INTEJ. There is currently one teacher teaching the

language, Mr Hasbullah bin Idris. The students take a major examination under the Malaysian

Examanination Board in Form 5. They also take other international level examinations such as the

Japanese Language Proficiency Test (JLPT).

There is a Japanese Language Club in school which holds activities every Wednesday. Some of

the activities include the Japanese tea ceremony, Japanese cooking classes, origami and traditional

Japanese dances. Every year, the Japanese language students also participate in the Bon Odori Festival

and Japanese Language Festival (JL Fest) and the Japanese Language Carnival for Residential Schools,

Malaysia. The students also take part in various Japanese language activities such as public speaking

competition and Soran Bushi Dance Championship.

The school takes an active part in co-operating with JICA (Japan International Co-operation

Agency) Kuala Lumpur. JICA provided INTEJ assistance by giving us teaching aids, posters and

support personnel. JICA also helped link INTEJ with a school in Japan for a sister-school programme.

The programme started with video-conferencing sessions between INTEJ and Sapporo Kiyota High

School, Sapporo, Hokkaido (SKHS). In 2008, INTEJ welcomed the first visit from Sapporo Kiyota

High School, Sapporo, Hokkaido. The Grade 12 Global Studies class and their teachers visited INTEJ as

part of their programme. This visit has been an annual activity since then. With these visits, INTEJ and

SKHS has developed a strong global friendship and INTEJ reciprocated with visits to SKHS in 2012

and 2014. These visits place a strong emphasis on promoting mutual understanding and respect, besides

encouraging the students to interact in Japanese and English. Through these visits, the students of both

schools have developed strong friendships that have lasted beyond the visits themselves. Many of the

students keep in touch with each other and practice speaking both Japanese and English, two very

important languages in the world today.

This programme has instilled a special love and respect for Japanese language and culture

amongst INTEJ students, so much so that many of them aspire to further their studies in Japan after their

secondary education. In fact, a number of INTEJ alumni has indeed pursued their undergraduate and

graduate studies in various fields in Japanese tertiary institutions.

With the hard work and dedication of both INTEJ and SKHS teachers, the students of both

schools have enjoyed a sense of understanding and tolerance for each other. This effort is important for

our future generations to develop a deeper understanding towards their role as global citizens, making it

easier for them to contribute not just for the betterment of their own countries, but for the good of the

world.

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3. Background information or reasons why the school created this programme

INTEJ is a boarding school with 556 students. There are six language subjects offered in this

school: Malay Language, English, Arabic, Mandarin, French and Japanese. The students take Malay

Language, English and Arabic as core subjects. They also offer one other language from Mandarin,

French and Japanese. Every year, 30 Form One students will take Japanese as part of their school

curriculum and they will sit for a national standardised examination when they are in Form 5.

INTEJ students are selected based on their Primary Level academic achievement as well as their

socio-economic background. Many of the students are high-achievers. However, they come from rural

areas or underprivileged families where they receive very little exposure and opportunity to interact with

people outside their local communities. As such, the Japanese and English teachers have come up with a

continuous programme not only to expose the students to the languages but also to inculcate the abilities

and skills to cope with globalization, therefore becoming good citizens of the world. Realising that

education does not stop after school, the teachers have worked tirelessly to carry out activities beyond

the language classrooms by incorporating culture, environment, social skills and sustainable

development in their teaching. It is with these in mind that INTEJ has decided to develop a networking

programme with Japan entitled ‘KIZUNA’. As ‘kizuna’ means ‘bond’ in the Japanese language, we

hope that this programme would act as a bridge for students to connect and bond with a language,

culture and country that is so remarkably different from their own.

INTEJ actively pursues the link with JICA, Japanese Language Society Malaysia (JLSM) and

SKHS because we truly believe that such links will enable us to develop and produce the students who

will be well-equipped to take active roles, not just at home in Malaysia, but at the global stage as well. It

is our hope that these students who would otherwise be limited by their backgrounds would instead be

future leaders who will be ready to play their roles in promoting peace, tolerance, understanding, respect

and cooperation throughout the world. This is in line with the school’s mission to produce future leaders

who are to stand in the eyes of the world.

Therefore, the ‘Kizuna: INTEJ – Japan Friendship Programme’ is a vital initiative by INTEJ to

foster global citizenship for a sustainable future.

4. Objectives/goals of the programme

The objectives of the KIZUNA programme are:

To enhance the Japanese and English language skills amongst INTEJ students, so that they may use

their language skills to promote peace and understanding

To introduce the cultures and customs of both Japan and Malaysia to students of both countries, so

the students will have mutual respect for each other as well as respect for other cultures

To foster the spirit of understanding and tolerance so that these values are inculcated amongst the

students

To strengthen and sustain the existing relationship between INTEJ and SKHS, and to extend that

relationship to others

To encourage INTEJ students to have the courage to explore the world and be global citizens

To develop within the students the love for life-long learning and discovery, so they can contribute

to the benefit of the world population

To make the students be aware of and appreciate the peace and friendship they currently have, so

that they will be motivated to keep that peace and friendship for future generations

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5. Core competencies of students (e.g. knowledge and understanding, cognitive skills, non-cognitive

skills and behavioural capacities) that the school aims for within the programme.

1. Language skills - the ability to read, write and speak competently in international languages such as

Japanese and English

2. Communication skills – the ability to interact and network with others regardless of differences in

language and culture

3. Cultural understanding – the ability to understand and appreciate the differences in cultures; the

ability to accept differences

4. Tolerance and mutual respect - the ability to show regard and appreciation, including respect to

self, others and the environment

5. Teamwork and co-operation - the ability to work with others, the ability to resolve issues and

conflicts, the ability to put aside differences and work towards a common goal

6. Critical and Creative Thinking – the ability to think out of the box, the ability to make sound

decisions and choices based on rational thoughts

7. Friendship – the ability to foster and sustain friendships

8. Sustainability – the ability to pursue lifelong knowledge and understanding, the ability to continue

to pursue excellence in all fields

6. Period of the time when the programme was or has been implemented

2003 – now

7. Activities (Actions and strategies of implementation)

1. Japanese language classes

3 periods per week (each period is 35 minutes).

Students are provided with textbooks and modules which are prepared by the Fully Residential

Schools Division, Ministry of Education, Malaysia.

The modules are based on everyday situations such as, ‘going to school’ and ‘at the market’.

The Japanese language teachers is a Malaysian with a degree in Japanese and has received

training in Japan.

The teacher plans and writes the annual strategic and tactical plans for the Japanese Language

Programme.

The teacher is also responsible for the daily and annual lesson plans of each form, the course

studies, tests and examinations, and the budget.

These are submitted to the Head of the Language Department for record and monitoring

purposes.

There are 7 Japanese language classes and each class consists of approximately 30 students

Classes are held at the Language Lab.

The teacher employs a variety of techniques in the teaching and learning process, such as role-

play, songs and dance, realia and presentation.

The course components include writing, speaking, reading, listening, grammar and vocabulary.

Information on Japanese culture and lifestyle is incorporated in the modules as well as the

teaching and learning process.

Students take an examination at the end of every semester. The examination comprises both

written and oral components.

2. Japanese Language Club

Club activities are held every Wednesday from 2.30 – 3.30 pm.

Students are elected as Club President, Vice-President, Secretary, Treasurer and Committee

Members.

The Japanese language teacher acts as the teacher-advisor.

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Teacher and students discuss and plan the annual activities which include games, presentations,

movie/video watching and field trips.

Club activities revolve around Japanese language, culture, traditions, food and places of interest

Funding and fund-raising activities are also planned and executed by the members.

The club members are often involved in presentations for the school’s Speech Day, Teachers’

Day and Language Week. Performances include choir, choral speaking, traditional Japanese

dance, speech and poetry recital.

Every activity is discussed with the school administration for final approval.

Weekly reports are submitted to the Senior Assistant of Co-curricular Activities.

At the end of the year, the club makes an analysis of all club activities and evaluate the impacts

of each activity.

3. Japanese Language External Examination

In Form Four, the students take a standardised external examination administered by the Fully

Residential Schools Division. Students will receive certificates of ‘Distinction’, ‘Credit’ and

‘Pass’ based on their performance.

From 2014 onwards, this examination will no longer be offered by the FRSD, but will be part of

the Malaysian Certificate of Education examination which will be administered by the

Malaysian Examination Board. The Form 5 students will take this examination and will receive

their certificates from the Exam Board.

Students are also encouraged to take the JLPT examination, either in Form 4 or Form 5,

according to their level of competency. Most students attempt the N5 Level.

4. Sapporo Kiyota High School (SKHS) visits

These visits began in 2008 and has been going on until now.

The Grade 12 Global Studies class makes this visit as part of their programme.

Approximately 60-70 Japanese students participate in this activity with 4 accompanying

teachers. The teachers are their English Language teacher, Homeroom teacher, Global Studies

teacher and one of the school administrators.

Prior to these visits, the INTEJ and SKHS teachers will discuss the itinerary of the day through

emails and Skype. The teachers also discuss the group discussion topics which the students will

prepare in advance before the visit. Students research the topics and prepare scrap books/posters

to help them in their presentation.

The visits last for one day and the activities are:

- Welcoming Ceremony

Kompang Presentation (Malaysian traditional drums)

Silat presentation (Malaysian martial arts performance )

Speeches by teachers and students representatives from INTEJ and SKHS

Exchange of souvenirs

- Group Discussions

Students are divided into groups according to the agreed topics. The topics vary

yearly, but are mostly based on universal issues and trends. Some of the topics

include Entertainment, Education System, Political System, Festivals, Attire,

Natural Disasters, Recycling, Wildlife Protection, Tourism and Energy

Conservation.

The students use their prepared posters and scrap books to discuss their points

They use both English and Japanese to communicate with each other

The teachers facilitate and answer questions

- School visit

INTEJ students take the SKHS students on atour around the school and

introduce them to the Malaysian school system.

They visit the academic block, the hostels, the school mosque and other

facilities.

- Lunch

INTEJ prepares traditional Malaysian cuisine for the Japanese visitors. The

Japanese students usually get their first taste of eating with their hands with the

help of the INTEJ students. Traditional desserts are also prepared, as well as the

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traditional coconut water drink. Sometimes, if they are lucky, they will also taste

the local seasonal fruits like mangosteen, rambutans and langsat.

- Cultural Presentation

- Traditional dance presentation by SKHS. INTEJ students watch and later will

join the dance together with the SKHS students.

- INTEJ students present a traditional dance such as zapin, joget, endang. SKHS

students watch and then join the dance as well.

- Photo session

All the participants gather for a group photo before the SKHS students and

teachers leave for their next destination.

- Feedback is collected from the participants

- A report is written and submitted to the school and the Fully Residential Schools

Division.

5. INTEJ visits to Sapporo

Started in 2012 with 10 students and 4 teachers. The students were selected based on their

performance in the examinations.

The visit included a visit to the SKHS, Hokkaido University and Hokkaido Government

Complex, as well as other places of interest. Students got to experience first-hand aspects of

Japanese lifestyle that they previously had only encountered in books.

The visit to SKHS included:

o Speech by the school principal

o School tour

o Visit to the Global Studies Homeroom

o Visit to the Gymnasium

o Visit to the Tea Ceremony Room

o Dinner

In 2014, 4 students and 1 teacher visited SKHS.

The next visit is scheduled for 2016.

6. Student exchange programmes

INTEJ participates in the JENESYS (Japan-East Asia Network of Exchange for Students and

Youths) Programme and the "The Youth-Exchange Project with Asia-Oceania and North

America (Kizuna Project)" run by the Japanese government.

This is an annual programme where selected INTEJ students are given the opportunity to spend

2 weeks in Japan for student exchange.

The students stay with host families and are introduced to various aspects of Japanese life.

The students learn many new skills in Japan and are exposed to a variety of experiences. For

example, one of the students who took part in this programme in 2013 was involved in

community work and disaster relief efforts, following the 2011 tsunami.

At the end of the programme, the students write a report and present their experience to their

schoolmates.

7. Japanese Language Competition

Speech and Public speaking competition

Soran Bushi Dance Championship

The students are trained by the Japanese language teacher.

The weekly training sessions last 2-3 hours.

The competitions are organized by the JLSM.

8. Japanese Language Festivals

Bon Odori

- The students take part in the Bon Odori dance and enjoy traditional Japanese cuisine.

This dance festival is usually organized by the Japan Club, Kuala Lumpur and Malaya

University annually.

JL Fest (Japanese Language Festival)

- This festival is organized by JLSM. Activities include calligraphy, tea ceremony,

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Japanese kite, origami, karaoke, haiku and ikebana.

Fully Residential Schools Japanese Language Carnival

- This 3-day bi-annual carnival is organized for all the Fully Residential Schools that offer

Japanese language. Each school sends 4-8 participants, depending on the host schools.

Many activities are organized, such as calligraphy, origami, treasure hunt, exhibitions

and cultural night.

9. Video-conferencing

The video-conferencing sessions between the SKHS students and INTEJ students take place before

and after the SKHS visits to INTEJ. The discussions involve introductions to each group members

and topics that will be discussed.

10. Training courses for JL teachers

The Japanese language teacher receive continuous professional development training in the form of

short-term courses. These courses are held both locally and in Japan. The Teacher Training Institute

for the International Languages Campus is responsible for the in-service training of Japanese

language teachers.

8. Teaching and learning methodologies that the school applies for promoting the core competencies as

identified in number 5

A variety of teaching and learning methodologies and strategies are employed:

1. Role-play

Role-play and drama techniques help students to contextualize their learning of everyday Japanese

phrases and situations by applying what they have learned, besides injecting life into the language

classroom.

2. Pair-work / Group work

We believe that cooperative learning is the key to producing mature, well-developed individuals

who are able to work as a team to achieve a common goal. Collaboration will encourage healthy

social interactions among the students.

3. Presentation

Students are encouraged to discuss and present their opinions and ideas in class. The teacher acts as

a facilitator who guides students to discover their full potential.

4. Scrapbook / Project work

Students are assigned project work whereby they are required to research about aspects of Japanese

culture and lifestyle that they have read about in the textbook. Students document their findings in a

scrapbook that would be shared with other classmates.

5. Hands-on activities

The teacher uses real-life activities to allow students to have first-hand experiences of the Japanese

culture. For instance, origami, kirigami, sushi-making lesson, learning how to wear a kimono.

6. ICT

ICT is incorporated into the learning through the use of the Internet as means to research about

Japan and the Japanese culture. The teacher uses videos to give students insight into Japanese life

and culture. Students use emails and other forms of social media to network with Japanese students.

Students also engage in video conferencing with their peers from Japan to discuss about general

issues.

7. Songs and Dance

Songs are used to help students learn Japanese speech patterns and grammar. They also help to

reinforce the students’ learning of vocabulary and grammar in a fun but educational way. The

teacher uses Japanese folk songs and dances to teach various aspects of Japanese culture.

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9. Partnership, community participation and international connection (Details of partners, their roles

and activities that they have involved)

1. JICA (Japan International Cooperation Agency) – providing teaching aids, personnel training

and initial setting up of relationship with SKHS

2. Fully Residential Schools Division, Ministry of Education, Malaysia - providing funding,

personnel, organizing co-curricular activities, teacher-training and courses for teachers, students’

exchange programmes

3. Japanese Language Society Malaysia (JLSM) - organizing events and competitions at national

and international levels

4. Sapporo Kiyota High School, Sapporo, Hokkaido (SKHS) – visits from Global Studies classes;

discussions on environmental, social and cultural issues; video-conferencing

5. Alumni Association, INTEJ - providing assistance to INTEJ visits to Sapporo, talks on Japanese

universities

6. JICE (Japan International Cooperation Center) – conducting the JENESYS and Kizuna

students’ exchange programmes

7. International Languages Campus, Teacher Training Institute, Malaysia - personnel training

8. Japan Foundation, Kuala Lumpur – organizing events and competitions; facilitating field trips

and educational visits

10. Monitoring and evaluation mechanisms and summary of results

Monitoring and evaluation mechanisms:

1. Reports

Club activities

Competitions

2. Meetings

Panel

Club

3. Examinations

School-based

Malaysian Examination Board

JLPT

Oral Assessments

4. Teachers

Lesson plans

Time table

Teacher’s manual

Classroom observation

5. Students

Exercise books

Module

Textbook

Subject notice board

Feedback forms

6. Feedback from partners

video-conferencing

Emails

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Summary of results:

1. The first batch of 30 students took the Japanese language examination in 2009. Every year since

then, about 30 students take the examination. INTEJ has consistently achieved more than 90%

passing rate in these examinations.

2. This year, 20 students will take the examination in September.

3. The students have also fared very well in JLPT, although the number is smaller.

4. Currently, there are 10 INTEJ students pursuing their studies in various parts of Japan, while 2 have

already graduated with Masters Degrees in 2013.

5. In 2012, one of INTEJ students won the 5th place in the international level Japanese Speech Contest.

6. The Japanese Language Club has been regularly asked to give performances during the school’s

special occasions, such as Speech Day, Teachers’ Day and Co-curricular Activities Awards.

7. The Fully Residential Schools’ Division has been inviting INTEJ students to join the KIZUNA and

JENESYS students’ exchange programme since 2009.

8. In 2011, the JL teacher, Mr Hasbullah Idris, was offered a scholarship for the Young Japanese

Language Teachers Programme at Japan Foundation Teachers’ Training Center, Urawa.

11. Resources used for programme implementation

1. Human resources – teachers, support staff, students, parents, school alumni, JICA, The Principal,

teachers and students of SKHS, Japanese Language Society Malaysia

2. Financial resources – funding from the Ministry of Education, Fully Residential Schools’ Division,

school and generous donors

3. Facilities – language laboratory, ICT room, library

4. Reference materials – textbooks, modules, past year papers, teaching aids, posters

5. Traditional Japanese costumes and games

12. Benefits/Impacts/ positive outcomes of the programme to students, school and community

1. Students

This programme has allowed students to:

learn a foreign language

interact and network with their peers in Japan

learn about foreign cultures and customs

take part in competitions at the national and international levels

sit for national and international examinations for Japanese

get opportunities to pursue their studies in Japan

broaden their worldview

foster the values of good global citizenship

inculcate universal values of peace, tolerance and respect

develop an interest in international relations

have a wider understanding of global issues

2. School

This programme benefits the school in terms of:

partnerships with JICA and JLS

continued networking with SKHS

fostering an environment of acceptance and tolerance

having solid international ties with Japan

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3. Community

This programme benefits the community in terms of:

annual visit by SKHS to the local homestay programme

boosting local economy through tourism

13. Plan for sustainability and plan for the future

Plan for sustainability:

1. Continued partnership with JLS and JICA.

2. Annual visits by SKHS will be maintained and INTEJ will visit SKHS every two years.

3. Japanese language classes will continue in INTEJ, with approximately 30 students per form

from Form One to Form Five.

4. Japanese language students will participate in competitions and examinations every year.

Plan for the future:

1. Expand the programme to the other international languages (Arabic, French, Mandarin).

2. Extend the programme to the nearby schools by inviting them to participate in the activities that

are organised.

14. List of attachments such as a copy of the school operational plan, learning/ teaching materials,

samples of student worksheet, manual, etc. If the attached materials are in the local language, please

provide a brief description in English language.

Attachment 1) Japanese Language Class Lesson Plan

Attachment 2) Certificate of Participation – Soran Bushi Championship

Attachment 3) Certificate of Completion - JENESYS Programme for JL Teachers

Attachment 4) Certificate – Japanese-Language Proficiency Test

Attachment 5) Photo Report – The KIZUNA Project (Batch 2)

Attachment 6) The KIZUNA Project – Students’ Testimonial

Attachment 7) Certificate of Attendance - JLFest

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15. Photos related to the activity/programme (Maximum of 6 photos with captions in English)

Photo-taking session at the end of the Sapporo Kiyota High School visit to INTEJ (October 21, 2013)

INTEJ visited the Grade 12 Global Studies class of Sapporo Kiyota High School, Japan in June 2014

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INTEJ students at a Bon Odori Festival organised by The Japan Club of Kuala Lumpur in Matsushita

Stadium, Shah Alam (July 6, 2013)

INTEJ students and teachers experiencing the autumn in Hokkaido, Japan (November 2012)

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INTEJ students learning ‘kanji’ at the calligraphy station during the JL Fest (Japanese Language

Festival) organised by the Japanese Language Society Malaysia (JLSM) on May 4, 2014

INTEJ students learning the Japanese art of ‘kirigami’ and how to wear a ‘yukata’ during the weekly

Japanese Language Club meetings