YVONNE DEMIES (3386)

Transcription

1 viveks 94 i(k) ;(,!. j "jnt9'3hl(l THE USE OF PRESCRIBED ENGLISH LANGUAGE TEXTBOOK FOR CLASSROOM INSTRUCTION: A CASE STUDY IN SMK TUNG HUA, SIBU, SARAWAK by YVONNE DEMIES (3386) Graduation Project submitted in partial fulfillment of the requirements for the Degree of Bachelor of Science with Honours (TESL) Faculty of Cognitive Science and Human Resource Universiti Malaysia Sarawak 2005

2 A project entitled The Use of Prescribed English Language Textbook For Classroom Instruction: A Case Study In SMK Tung Hua, Sibu, Sarawak was written by Yvonne Demies and submitted to the Faculty of Cognitive Science and Human Resource in fulfillment of the requirements for the degree of Bachelor of Science with Honours (Teaching English as a Second Language) It is hereby confirmed that the student has done all the necessary amendments of the project for acceptance. (Signature of Supervisor) (Name of Supervisor) Date:

3 TABLE OF CONTENTS ABSTRACT ABSTRAK... ACKNOWLEDGMENTS... LIST OF TABLES... LIST OF ABBREVIATIONS... CHAPTER ONE : INTRODUCTION 1.1 Introduction Background of Study Statement of Problem Research Objectives Research Questions Significance of the Study 1.7 Definitions of Term... CHAPTER TWO : LITERATURE REVIEW 2.1 Introduction The Nature of Textbook in English Language Teaching The Roles of Textbook in English Language Teaching The Advantages of English Language Textbook The Limitations of English Language Textbook ESL Textbook in Malaysian Education System Using the Prescribed ELT Textbook Adapting Materials Supplementary Materials Current Studies on English Language Textbook... CHAPTER THREE : RESEARCH METHODOLOGY 3.1 Introduction Sample and Sampling Procedure Research Instrument Classroom Observation Semi-structured Interview Data Collection Procedure Data Analysis Procedure Conclusion

4 CHAPTER FOUR : ANALYSIS OF FINDINGS AND DISCUSSION 4.1 Introduction The Respondents.. Findings... Observation Section A: The Use of the Prescribed Textbook in ELT Section B: Factors Affecting the Use of the Prescribed Textbook... Discussion Observation Interview... Conclusion CHAPTER FIVE : CONCLUSION AND RECOMMENDATIONS 5.1 Introduction 5.2 Summary Implications of the Findings Limitations of the Study Suggestions for Further Research REFERENCES APPENDICES

5 ABSTRACT The Use of Prescribed English Language Textbook for Classroom Instruction: A Case Study in SMK Tung Hua, Sibu, Sarawak. Yvonne Demies The use of the prescribed textbook is a common phenomenon in Malaysian Education System. Every subject is provided with textbook as a reference in teaching and learning process. The content is prepared according to the syllabus prepared Ministry of Education. Textbook is used in English language teaching. The use of it differs among teachers. This study sought to determine the frequency of using the prescribed textbook, the role of the prescribed textbook and the factors that atycct the use of the prescribed textbook in English language teaching. This case study employs two instruments; classroom observation and semi-structured interview. The findings revealed that the ESL teachers used the prescribed English language textbook in their teaching. However, teachers have their own views and approaches regarding the use of the prescribed textbook in their teaching. Teachers also encountered some problems in using the prescribed textbook in ELT. The case study also explores the implications of the findings. i

6 ABSTRAK Penggunaan buku teks Bahasa Inggeris yang telah ditetapkan dalam pengajaran di bilik kelas: Satu Kajian Kes di SMK Tung Hua, Sibu, Sarawak. Yvonne Demies Penggunaan buku teks yang telah ditetapkan adalah satu fenomena biasa dalam Sistem Pendidikan Malaysia. Setiap matapelajaran dibekalkan dengan buku teks sebagai bahan rujukan dalam proses pengajaran dan pembelajaran. Isi kandungnya disediakan berdasarkan sukatan pelajaran yang telah ditentukankan oleh Kementerian Pendidikan Malaysia. Buku teks digunakan dalam pengajaran Bahasa Inggeris. Penggunaannya adalah berbeza di kalangan guru. Kajian ini bertujuan untuk mengenalpasti kekerapan buku teks digunakan, peranan buku teks dan factor-faktor yang mempengaruhi penggunaan buku teks dalam pengajaran Bahasa Inggeris. Kajian ini menggunakan dua instrumen iaitu pencerapan di dalam kelas dan temubual separa struktur. Hasil kajian menunjukkan guru Bahasa Inggeris sebagai bahasa kedua menggunakan buku teks yang telah ditetapkan dalam pengajaran mereka. Walaubagaimanapun para guru tersebut mempunyai pandangan dan pendekatan tersendiri berhubung dengan penggunaan buku teks yang telah ditetapkan dalam pengajaran mereka. Para guru juga menghadapi beberapa masalah dalam penggunaan buku teks yang telah ditetapkan dalam pengajaran Bahasa Inggeris. Kajian kes im juga memperlihatkan implikasi-implikasi hasil daripada kajian. 11

7 Acknowledgements Thank you, Lord, for giving me the patience and strength to go through this. Patience carries a lot of wait. My deepest thanks to... My supervisor, Mr Jayupragas Gnaniah, for his patience, encouragement, and guidance in doing this project. My beloved family, for being understanding and supportive throughout my years in UNIMAS. My friends, for their friendship and endless encouragement. III

8 LIST OF TABLES Table Page 1 Teachers involved and classes they are teaching Frequency of using prescribed English language textbook The prescribed English language textbook used by the teachers The roles of prescribed English language textbook in a lesson iv

9 LIST OF ABBREVIATIONS ESL - English as a Second Language ELT - English Language Teaching PMR - Penilaian Menengah Rendah SPM - Sijil Pelajaran Malaysia V

10 CHAPTER ONE INTRODUCTION 1.1 Introduction This chapter looks into the background of this study, the statement of problem, the research objectives, and the significance of the study. It also looks into the definitions of term used in the study. 1.2 Background of Study In the process of teaching, various instructional materials are being used and exploited to support the teaching. These materials include the printed materials such as textbook, workbook and newspaper, and audio-visual aids such as television and radio. Anderson (1989), states that these materials are intended to provide "instructional support" which means to provide an alternative explanation, different examples and illustrations, or opportunities for practice. Thus, the presence of these materials in the teaching and learning process can enhance and promote learning. Textbook is known as a common teaching material in the classroom to assist teacher in the teaching process, and to assist students in the learning process. According to Hussein Hj. Ahmad (1993), textbook is an important learning material to aid students in their studies. In the Malaysian Education System, every subject is provided with a I

11 textbook as a basis and to supplement the teaching and learning process. It seems that no teaching and learning process is complete without a textbook as a main reference. The Textbook Bureau was established on 15 May 1967 with the responsibilities of preparing the textbooks, upgrading the quality of the textbooks, controlling the price of the textbook, and supplying the textbooks to schools within the country. Later in 1975, Textbook Loan Scheme was implemented and covers from primary to upper secondary education. As stated in "Education in Malaysia: A journey to excellence, 2001 ", the objective of the scheme is to help lessen the financial burden of parents in lower income group and ultimately ensure access to textbook to every student. Therefore, every student is expected to have a copy of the textbook for every subject to assist him/her in the learning process. The presence of textbook in a lesson is hoped to help in the teaching and learning process. Hutchinson and Torres (1994), mention that textbook is generally thought as input providers into classroom lessons in the form of texts, activities, explanations, and so on. Apart from this, textbook can determine not only what will be taught but also how it will be taught. Yaakub Karim (1984), points out that teachers often assume that the material in the books and the way it is presented is suitable for teaching and learning process because textbooks are prepared according to the

12 3 syllabus. Due to this, teachers find textbooks provide confidence and security in their teaching because of the content that closely follows the syllabus. Yaakub Karim (1984), further adds that textbook is the most convenient and the most easily available material for use in the classroom, as compared to more modern tools such as computer and television. It is handy for teachers to bring it everywhere. Textbook is used and has its own roles in English language teaching. Brown (1994), claims that the most obvious and common form of material support for language instruction comes through textbooks. The content is prepared based on the syllabus, which consists of four basic language skills; listening, speaking, reading and writing. Using textbook in English language teaching will help maintain the interest of students as they have the book to refer to. This will help students to focus their attention on what is being taught and aid them in the process of understanding and producing the language. 1.3 Statement of Problem Textbook is used in the teaching of English language. Having textbook as a main instructional material for a language lesson, a teacher is expected to know how to make use of it, in order for effective teaching-learning process to take place. Lamle (1998), declares that textbooks play a pivotal role in language classrooms all over the world. The textbook tends to be the centre of instruction in the classroom.

13 4 However, according to a research done by Kaur and Lim (2001), textbooks prescribed by the Malaysian Ministry of Education which include English textbooks are hardly being used in the classroom with both teachers and students prefer to rely on workbooks which strive to be very current. They further add that teachers do not use textbooks prescribed by the Ministry of Education because they are incomplete, not suitable to students proficiency level, contain boring layout, and not exam oriented. The use of the prescribed textbook in English language teaching differs among the teachers. Grant (1987) states that there are teachers who use the textbook a lot of time but, not all the time. Teachers do use the prescribed English language textbook but they do not rely solely on it. Although they stick closely to the prescribed textbook, they also use other supplementary materials to complement the teaching. Thus, the prescribed English language textbook is not fully utilized by teachers in the classroom. 1.4 Research Objectives The purpose of this study is to: " determine the frequency of using the prescribed textbook in ELT; identify the role of the prescribed textbook in ELT; find out factors that affect the use of the prescribed textbook in ELT.

14 5 1.5 Research Questions Based on the research objectives, the research questions are constructed as follows: 1. How often the prescribed textbook is being used in ELT? 2. What is the role of the prescribed textbook in ELT? 3. What are factors that affect the use of the prescribed textbook in ELT? 1.6 Significance of the Study This research may provide a useful feedback and a deep insight into the use of the prescribed textbook in English language teaching in Malaysian Education System. It is hoped that this feedback and insight will provide useful data for planning and designing new language textbook to suit the current situation. This research also aims to find how the prescribed English textbook serves as a starting point from which teachers are provoked and stimulated to create lessons for their classes. As stated by Grant (1994), teachers may decide whether to use, adapt, replace, omit or supplement the methods and materials used in the textbook. Thus this research is hoped to reveal how teachers exploit the prescribed textbook in English language teaching.

15 6 1.7 Definitions of Term Textbook The term prescribed textbook in this study is used to mean a book that is written according to the syllabus decided by the Malaysian Ministry of Education. It is a book for use in an educational curriculum. The teacher and each student are expected to have a copy of the textbook for the basis of learning. This study will look into the use of the prescribed English language textbook in Form 1, Form 2, Form 3, Form 4, and Form 5. In this study, the prescribed textbook that is used in English language teaching consists of four language skills (listening, speaking, reading and writing) and the accompanying grammar, sound system and vocabulary. It is written in accordance with the National Education Philosophy. Supplementary materials Supplementary material is used in ELT to aid teacher in teaching process and students in learning process. It is sometimes used to supplement other materials, or solely by itself in order to cater to the needs of a particular group of students. Ur (1996) comments that ELT textbook needs supplementing to some extent in order to allow for more varieties. For the purpose of this study, supplementary materials are the imprinted materials, which include workbook, reference book, photocopied handouts, newspaper cuttings, and magazine articles.

16 CHAPTER TWO LITERATURE REVIEW 2.1 Introduction This chapter looks into the nature of textbook in ELT, the roles of textbook in ELT, the advantages, the limitations of textbook in ELT, ESL textbook in Malaysian Education System, using the prescribed ELT textbook, and current studies on English language textbook. 2.2 The nature of textbook in English language teaching Textbook is a common teaching aid to assist teacher and students in the teaching and learning process. It can provide materials economically in a neat and attractive ways. Hutchinson and Torres (1994) point out that textbook is the most convenient means of providing the structure that the teaching-learning system requires. As for the English language textbook, it can show what to be taught by teacher and learnt by students, thus enabling them to understand what is expected in the lesson. Garinger (2001) further confirms the need for textbooks in most ESL class. In most language lesson, the textbook is used to meet the objectives of the lesson as it provides framework for the activities prepared. Kitao and Kitao (1997) remark that a language textbook should have correct, natural, recent and standard English. In addition, the 7

17 8 vocabulary in the textbook should be controlled and it should provide information to help students to understand vocabulary that they may not be familiar with. This is further agreed by Billow (1977) that; "each lesson in the textbook should stand for a set of skills, a set of language patterns, and associated vocabulary first learnt in speech and then tested and exercised in the reading of a text and in the attached exercises" The prescribed English language textbook currently used in Malaysian schools has been written and based on the syllabus specifications prepared by the Ministry of Education. The language focus in the textbook highlights the four language skills (listening, speaking, reading, and writing). The content integrates the language skills with the inclusion of the educational emphases within the three domains to provide comprehensive learning experience for students. These three domains are interpersonal, informational, and aesthetic. 2.3 The roles of textbook in English language teaching The roles of textbook have much to do with what to teach and who uses them. Teacher and students are consumers of textbook, and both should benefit from it. According to Rubin and Thompson (1982), textbook tends to be the centre of instruction in which it is able to determine the components and methods of learning, control the content, methods and procedures of learning. Though a prescribed

18 9 language textbook contains prescribed syllabus, according to Cunningsworth (1984: 65) "it should be seen as the teacher's servant and not his master". A teacher should not confuse his role with the role of the textbook. Both teacher and the textbook have their own roles in language classroom. Garinger (2001) comments on the role of the textbook in the language classroom as difficult to define perfectly and exactly. As a support for both teacher and students, the use of textbook can enhance and promote teaching-learning process. Basically, a textbook functions as a resource book for ideas and activities for learning before teacher refer to other resources. Billows (1977), also claims that textbooks play an important role for teachers and students in the lesson. As a whole, he summarises the role of textbooks as follows: a) a guide for the teacher. Having a textbook in hand, teacher has no worry of going off track as it is prepared according to the syllabus. Apart from this, the textbook is also a guide for teacher to prepare further activities such as remedial and enrichment. b) a memory aid for the pupil. Every student has a copy of textbook. Student is able to refer to it anytime it is needed either during the lesson or after the lesson.

19 10 c) a permanent record or measure of what has been learnt. Teacher and students are able to know what has been learnt in each lesson and for each activity. d) a generalization or canalising, a uniting factor in the language learning of a wide area. A textbook is a support for language learning. This can take the form of literary forms, exercises and visual aids. e) a means of extending linguistic experience beyond the local scene and the limited experience of the pupil. The materials in the textbook include both linguistic and cultural information. The textbook is able to help students to understand linguistic and cultural information that they may not be familiar with. f) an exercise-ground for reading. The textbook contains a variety of literary forms such as poetry, letters, newspaper articles and passages. Students can read and learn these forms in the textbook. Cunningsworth (1984) concludes the role of textbook as "ideas bank" for teachers. This means it should be seen as a source of practical examples of ideas for teaching particular topics and an inspiration which stimulates the teacher's own creative potential. Hutchinson and Torres (1994) assert that students see textbook as a framework or guide that helps them to organize their learning both inside and outside the classroom.

20 1l 2.4 The advantages of English language textbook There are obvious advantages of language textbook for both teacher and students in the teaching-learning process. It is important that the content of the textbook is motivating and contributing to language learning in order to make teaching-learning process a success. The English language textbook lessens teacher's preparation time as it provides ready- made materials. This relieves teacher from the pressure of having to think of materials for the class and saves time for the teacher who would otherwise have to prepare his or her own. Many teachers teach difficult subjects, and different classes each day, therefore, they need to prepare for these subjects and classes and it would be difficult without relying on textbook. Having a textbook in hand will provide the teachers to keep track on the lesson taught. Ur (1996) points out that a textbook provides a clear framework in which teacher and students are guided throughout the lesson. In other words, there is a sense of structure for teacher and students in order for them to know where the lesson is heading. Therefore, a proper and effective lesson is able to be carried out. With the English language textbook in hand, teaching-learning process is better organized. It provides the teacher with an array of pedagogical activities to use with the students. Though it cannot replace the teacher's role, the English language

21 12 textbook can provide a teacher some helps and supports. As for students, the textbook is a reassuring point of reference. A textbook is a cheaper way of providing learning material for each student. It provides ready-made teaching texts and learning task. Since students have their own copies, they are able to use it even outside the classroom. For students from rural schools, textbook could be the only reference they have in their study. Tsai Yu -Hsin (2000), comments that most teachers and students feel secure having a textbook to fall back on. For teachers who are inexperience or occasionally unsure of their knowledge of the language, the textbook can provide useful guide and support. Students can use the textbook to learn new material, review and monitor progress with some degree of autonomy. A student without a textbook is more teacher-depended. 2.5 The limitations of English language textbook An English language textbook, however, has some limitations for both teachers and students. Billow (1977) declares that textbook cannot cater to the needs of every class. Every class, in fact, every student has his or her own learning needs. The English language textbook used in the classroom may not suitable for certain group of students. As

22 13 Finocchiaro (1989) points out that the perfect textbook will never be written especially for learners in difficult situation. The level of the textbook could be either too easy or too difficult for students. The topics dealt with in the textbook may not necessarily be relevant or interesting for the students. Irrelevant topics such as the issues that are beyond students' knowledge, unsuitable, and not motivating may not of students' interest. Cunningsworth (1984) observes that motivation is a major factor in language learning. Therefore, there is a need to look for materials that will appeal to students. Adding to this, according to Harmer (1991), "good textbook often contains lively and interesting material; they provide a sensible progression of language items, clearly showing what has to be learnt. " The assumption of using textbook is that all students learn in the same manner at the same time. However, the English language textbook can also have an adverse effect on teacher. it limits the teacher's creativity because teacher tends to follow exactly what have been presented in the textbook which, resulting in textbook teaching. As Ur (1996) points out, textbook does not usually cater for heterogenous class as it is aimed at one kind of learner. In other words, a class of students with different levels of ability will have difficulties with the tasks in the textbook.

23 ESL Textbook in Malaysian Education System ESL textbook used in Malaysian schools is approved by the Ministry of Education. Like other subjects do, ESL textbook is a common instructional material used in the classroom. ESL textbook has become the guideline for teachers in their teaching, as it was prepared according to the syllabus. The current ESL textbooks used in Malaysian Education System were published in 2002 after the English language syllabus was revamped. Six themes to be covered are People, Environment, Social Issues, Values, Health, and Science and Technology. The activities in each chapter begin with a pictorial stimulus followed by five major sections - Getting Started, Language Focus, Let's Explore, Project Work, and Review. The activities in the textbook have been prepared for a wide range of teaching-learning situations in relation to classroom setting, facilities available and students' level of proficiency. Teachers are, however, encouraged to adapt and add to the activities based on the teaching-learning contexts they are in. Lately, the decline of English standard has become an issue in Malaysian Education system. According to an article written by Chok Suat Ling (New Straits Times, May 19,2001), unsuitable English language textbook is among the factors contributing to the decline of the standard of English. M. Bakri Musa (News Straits Times, 13

24 u, "41 Kniämat UNIVERSIMakinmat Akaderrtllý TI MALAYSIA SWRqWAK [fý ol Samarahan, October, 2000), comments that English is uninteresting because the textbooks are unattractive and boring. A survey done by Kaur and Lim for the Sunday Star (2001) reveals that English language should have different textbooks, which cater to different levels of students' proficiency. The English language textbook used in the classroom only cater for one level of proficiency. Different English language textbooks for different levels of proficiency would solve the problem of having materials that are too difficult or too easy for students. 2.7 Using the prescribed ELT textbook Harmer (1991) remarks that teachers will have to work out the best way in using the textbook. This means teachers should be the decision makers on how to use the textbook, and never let the textbook use them or dictate the decisions they take about the activities in which the students are going to be involved. Apart from this, teacher should use more than one approach for his or her class in order to facilitate learning. Ur (1996), categorizes the frequency of using the prescribed textbook into three. They are; 1. textbook is taken for granted. Textbook becomes the major reference in the ESL classroom.