INTRODUCTION 

As an English teacher at SK UNICO DESA, a small rural school in Lahad Datu, Sabah with only 180 students and 13 teachers, 2 staff members and 3 cleaners, I’ve long been concerned about our students’ limited exposure to and proficiency in English. This issue came to the forefront when I observed my Year 2 students in the Class of 2023 struggling with English speaking and presentation skills, both inside and outside of the classroom.  Their reluctance to engage with the language was reflected in disappointing exam results. 

Upon deeper investigation, I discovered that most students lacked genuine interest in  English. To them, it felt like an alien language, far removed from their daily lives. This  realization prompted me, as both a researcher and head of the English panel, to seek innovative solutions to this pervasive problem. 

My primary goal became clear: to subtly yet effectively cultivate students’ interest in  English. Drawing from my practice of recording students’ work for Performance-Based  Assessment (PBD) and panel records, I began to envision a more engaging approach to language learning. 

This led to the conception of the SKUD (SK UNICO DESA Awesome Kids Show)  project. What started as short recordings of classroom activities evolved into video presentations showcasing our students’ talents and progress. Initially, students were hesitant to act as hosts or presenters. However, as they gradually acclimated to this new  

approach, their enthusiasm grew. Some even began eagerly volunteering to present roles. 

The SKUD project represents a significant shift in our approach to English language education. By leveraging modern technology and students’ natural affinity for digital 

media, we aimed to transform English from a dreaded subject into an exciting avenue for self-expression and learning. 

In this paper, I will detail the development, implementation, and outcomes of the SKUD  project. Through this initiative, we sought not only to improve our students’ English skills but also to boost their confidence and change their perception of language learning. Our journey from traditional classroom methods to an innovative, multimedia-based approach offers valuable insights into modernizing language education in small, rural schools like ours. 

OBJECTIVES 

1. Create a platform (SKUD – SK UNICO DESA Awesome Kids Show) that would provide students with regular opportunities to practice and showcase their English speaking skills. 

2. Increase students’ confidence and motivation in using English through project-based learning and multimedia presentations. 

3. Measure the impact of this innovative approach on students’ English language  proficiency, particularly 

IMPACT AND CONCLUSION 

When I first conceived this project, our small school of 180 students in Lahad Datu,  Sabah, was grappling with limited English exposure and speaking skills. What began as a  modest 30-minute English Day assembly has evolved into a dynamic, technology-driven initiative that has reshaped our educational landscape. 

The success of SKUD AWESOME KIDS SHOW lies in its ability to address multiple  challenges simultaneously:

1. Engagement: By leveraging familiar technology platforms like YouTube, we’ve  transformed English from a daunting subject into an exciting, accessible medium  for self-expression. 

2. Skill Development: Our quasi-experimental study with 21 Year 3 students  demonstrated significant improvements in speaking skills, exam results, and  overall engagement with the language. 

3. Collaborative Learning: The integration of Project-Based Learning (PBL) and  project on a monthly basis. 

4. Video uploads fostered a collaborative environment that boosted students’  confidence and motivation. 

Perhaps most importantly, SKUD has changed our students’ perception of English. What  was once viewed as an intimidating foreign language is now seen as an engaging subject  for exploration and creativity. The visible improvement in students’ willingness to  volunteer as presenters and their growing self-assurance in using English are testaments  to the program’s success. 

As an educator, I’ve found that SKUD’s flexibility – allowing for monthly updates without  overburdening staff – ensures its sustainability. It has transformed not just our students’  learning experience, but also our teaching methods, encouraging us to embrace  innovative, technology-integrated approaches. 

While we celebrate our achievements, I recognize that this is an ongoing journey. We  will continue to refine and adapt SKUD Awesome Kidshow platform, responding to our  students’ evolving needs and the changing educational landscape.  

Our journey at SK UNICO DESA proves that with creativity, dedication, and a  willingness to embrace technology, we can overcome significant educational challenges  and open new doors of opportunity for our students.

Written by Nurasmah Abdul Hamid