Abstract
This is an exploratory study of the suitability of Form 4, 5 KBSM English textbooks used in Penang public secondary schools, Malaysia. It aims to investigate the relevance of the current textbooks to the needs of learners and the requirement of public examinations. A checklist is used to gauge teachers’ viewpoints while subsequent interview sessions seek to reveal more insightful responses. Keywords: KBSM - Kurikulum Bersepadu Sekolah Menengah (T he Integrated Secondary School Curriculum) , SPM - Sijil Pelajaran Malaysia (High School Certificate), ESL - English as a Second Language, EFL - English as a Foreign Language, ELT - English Language Teaching
Highlights
Materials for language learning have been defined by Tomlinson (2012) as almost any instrument that aids the learning of a language, be it course books, videos, graded readers, flash cards, games, websites or mobile phone interactions
This is an exploratory study of the suitability of Form 4, 5 Kurikulum Bersepadu Sekolah Menengah (KBSM) English textbooks used in Penang public secondary schools, Malaysia
This study aims to obtain data on the suitability of the KBSM textbooks used in the state of ALLS 6(4)
Summary
Materials for language learning have been defined by Tomlinson (2012) as almost any instrument that aids the learning of a language, be it course books, videos, graded readers, flash cards, games, websites or mobile phone interactions. Ur (1999) has described them as books to be followed systematically by teachers and students in the process of teaching and learning. The extensive utilization of textbooks across a wide spectrum of ELT contexts has propelled their importance in ELT classrooms around the world (Hutchinson and Torres, 1994; McGrath, 2006; Sheldon, 1988; Swales, 1990). Despite of the emergence of new teaching methodologies and technological advancements, textbooks remain unwavering in their significance in language classrooms (Cunningsworth, 1995; Mukundan & Rezvani Kalajahi, 2013; Sheldon, 1988; Tomlinson, 2011). With textbooks being a vital element in leaners’ attainment of language, choosing the right one through its meticulous pre-use, in-use, and post-use analysis and evaluation is of paramount importance (McGrath, 2002; Mukundan, Hajimohammadi & Nimehchisalem, 2011). Carter and Nunan (2001) have termed evaluation of materials as “the process of measuring the value of learning materials” (Carter & Nunan, p. 223)
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