Revisiting PULSE 2 Textbook after Three Years: Have Teachers Changed Their Mind?

Mohamad Syafiq Ya Shak,Mohd Haniff Mohd Tahir,Norasyikin Abdul Malik,Nuru Ain Hasni

doi:10.47405/mjssh.v6i5.777

Abstract

The present study aims to further explore Malaysian secondary English teachers’ perspective on the use of PULSE 2 in their language classrooms, after three years of its introduction in Malaysian secondary schools. The study is qualitative in nature, employing semi-structured interview as the approach for data collection the data. However, due to the Movement Control Order (MCO) the study was conducted through a Mobile Instant Messaging (MIM) application, WhatsApp. ATLAS ti. was employed to perform the content analysis to the collected data. The findings revealed that the respondents preferred to use imported English textbooks with local modifications in their language classroom. Most of them also felt that the level of the language content and skills offered by PULSE2 did not match with their students’ abilities. They also reported grouses about the difficult foreign content of PULSE 2, which indicated that they have yet to change their mind about it even after using it for three years. It is suggested that relevant stakeholders such as the Ministry of Education Malaysia (MOE) to review the use of imported textbooks such as PULSE 2 in Malaysia, as this will bear an impact on the creation of the country’s version of the Common European Framework of Reference for Languages (CEFR) called ‘CEFR-M’ as projected in the on-going English Language Education Reform in Malaysia by 2025. Not only that, selecting a textbook that is relatable, localized, and matches the students’ level is crucial in this COVID-19 era, where the new normal in education forces learning to be done remotely. Inevitably, there will be students who are less privileged, and their only hope to gain access to continuous education is through a textbook that can easily be used for self-study and is readily available, without having the needs to have access to advanced technological devices.

Highlights

As the Ministry of Education Malaysia (MOE) decided that the Common European Framework of References for Language or Common European Framework of Reference for Languages (CEFR) is the new direction that will be adopted in English Language teaching and learning in Malaysia, it is inevitable that the syllabus, assessments, and materials will need to be re-evaluated to ensure that they are CEFR-aligned
This study primarily pursues to discover (i) the type of English textbook that teachers prefer to be used with their students, (ii) the ways language skills and content have been dealt www.msocialsciences.com with in PULSE 2 according to teachers, and (iii) the issues that the teachers have experienced in using PULSE 2
The study has discovered that imported English textbooks with local modifications are preferred by the respondents, as opposed to the locally produced English textbooks

Summary

Introduction

As the Ministry of Education Malaysia (MOE) decided that the Common European Framework of References for Language or CEFR is the new direction that will be adopted in English Language teaching and learning in Malaysia, it is inevitable that the syllabus, assessments, and materials will need to be re-evaluated to ensure that they are CEFR-aligned. One major move in this exercise is the introduction of CEFR-aligned textbooks to replace the previous textbooks for both primary and secondary school students. In the case of Malaysian secondary school students, locally produced textbooks for Form 1 and Form 2 students, ‘English Form 1’ and ‘English Form 2’ were replaced by a single, imported textbook called ‘‘PULSE 2’. There are contentious arguments made by both its advocates and critics on whether this textbook is the answer to the roll out of the CEFR in Malaysia. This has definitely raised concerns among Malaysians as “textbooks are one of the elements that may promote or discourage learners depending on their materials” This has definitely raised concerns among Malaysians as “textbooks are one of the elements that may promote or discourage learners depending on their materials” (Zohrabi, Sabouri, & Kheardman, 2014, p. 95)

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