摘要：Realizing the importance of English language, Malaysian government has implemented numerous programs to boost English language standard among younger generations. One of the remedial intervention programs for primary schools is called the Literacy and Numeracy Screening or LINUS. LINUS program refers to a set of screening tests which are conducted every year to identify students’ weaknesses in literacy skills specifically in reading and writing. It was introduced in 2010 which aims at enhancing the rate of English literacy among primary school learners. Recently, another new curriculum known as Common European Framework of Resources or CEFR has been introduced. CEFR that adopted the English way of learning culture seems to raise many issues among English language teachers. It is important for educators to carry out a study in order to obtain more information on to what extent these two programs help to improve English language standard among primary students. Thus, this study was conducted to identify the effects of CEFR towards the achievement of Year 2 students from 3 LINUS classes in a suburban primary school in Langkawi, Kedah, Malaysia. Data analysis has been made by comparing the data taken from the second screening results of LINUS in 2017 with the data from the first screening result of LINUS in early 2018. The findings indicate that most primary pupils face difficulties in comprehending unfamiliar culture embedded in many English language lessons. It is believed that the outcomes of this study could shed some light to educators in reducing illiteracy rate as well as to be aware of the impact of CEFR towards LINUS. It is hoped that the findings could facilitate various stakeholders in designing materials for the teaching and learning of English language for primary school students in the future.
关键词：Remedial Intervention Program;LINUS;Literasi Bahasa Inggeris (LBI);CEFR;Reading and Writing
