An Evaluation of the Cultural Elements within Malaysian Year 1 English Textbooks: KSSR SK English Year 1 and CEFR Super Minds 1
Keywords:Textbook evaluation, Cultural elements, Year 1 English Textbooks, Malaysia,
The purpose of this study is to evaluate the cultural elements of the new Malaysian Year 1 English Textbook, CEFR Super Minds 1 in comparison to the old KSSR SK English Year 1 textbook from the teachersâ€™ perspectives. This study also attempts to find out the teachersâ€™ opinions regarding the inclusion of local and foreign culture in the English textbook and to identify their preferred textbook among the two textbooks. The sample of the study is 30 English school teachers teaching Year 1 and 2 in the Johor State. A mixed-method research design was used to carry out the research. The instruments used were Likert scale checklist items and open-ended survey questions. The findings revealed that the teachers who participated in the study preferred the old textbook, KSSR SK English Year 1 over the new CEFR Super Minds 1 textbook. However, teachers also believed that while elements of local culture were important and necessary, the inclusion of foreign culture also has its benefits.Â
AbdelWahab, M. M. (2013). Developing an English language textbook evaluative checklist. IOSR Journal of Research & Method in Education, 1(3), 55â€“70.
Ahmadzai, S., Katawazai, R., & Sandaran, S. C. (2019). The Use of Deductive and Inductive Approaches in Teaching Grammar for Afghan University Students of English and Literature Studies. International Journal of Engineering and Advanced Technology, 8(5C), 1230â€“1235. https://doi.org/10.35940/ijeat.E1175.0585C19
Ahmed, F., & Narcy-Combes, M. F. (2011). An Analysis of Textbooks from a Cultural. TESOL Journal, 5, 21â€“37.
Aliakbari, M., & Jamalvandi, B. (2012). Realization of culture in English textbooks in Chinese high school level. Pan-Pacific Association of Applied Linguistics, 16(2), 10â€“89.
Angell, J., DuBravac, S., & Gonglewski, M. (2008). Thinking globally, acting locally: Selecting textbooks for collegeâ€level language programs. Foreign Language Annals, 41(3), 562â€“573.
Arslan, S. (2016). An analysis of two Turkish EFL books in terms of cultural aspects. Procedia-Social and Behavioral Sciences, 232, 217â€“225.
Demir, Y., & Ertas, A. (2014). A suggested eclectic checklist for ELT coursebook evaluation. Reading, 14(2).
Hermawan, B., & Lia, N. (2012). Traces of cultures in English textbooks for primary education. Indonesian Journal of Applied Linguistics, 1(2), 49â€“61.
Katawazai, R., Haidari, M., & Sandaran, S. C. (2019). An evaluation of sub-skills (vocabulary, grammar and pronunciation) in the grade 9 english textbook of Afghan secondary schools. International Journal of Engineering and Advanced Technology, 8(5). https://doi.org/10.35940/ijeat.E1176.0585C19
Katawazai, R., & Saidalvi, A. (2020). The attitudes of tertiary level students towards cooperative learning strategies in Afghan EFL Context. International Journal of Learning, Teaching and Educational Research, 19(9), 301-319. https://doi.org/10.26803/ijlter.19.9.16
Krejcie, R. V, & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607â€“610.
Miekley, J. (2005). ESL textbook evaluation checklist. The Reading Matrix, 5(2).
Puteh-Behak, F., Zakaria, Z. A., Adnan, J. N., Darmi, R., Saad, N. S. M., & Abdullah, N. (2018). Teachersâ€™ Insights on the Studentsâ€™ ESL Reading Comprehension Performance Based on CEFR: A Case Study in Malaysia. Advanced Science Letters, 24(4), 2701â€“2705.
Rahim, H. A., & Manan, S. A. (2013). Towards transformative English language education: Evolving glocalization in textbooks used in Malaysia. In Researching Cultures of Learning (pp. 155â€“175). Springer.
Rashid, R. S. A. A., & Ibrahim, E. H. E. (2018). English Language Textbooks and Portrayal of Culture: A content analysis. MATEC Web of Conferences, 150, 5076.
Shah, S. K., Ahmed, M., & Mahmood, R. (2014). Representation of target culture in the ELT textbooks in Pakistan: Evaluation of â€œOxford Progressive Englishâ€ for cultural relevance. Journal of Education and Practice, 5(13), 89â€“101.
Stevick, E. W. (1982). Teaching and learning languages (Vol. 32). Cambridge University Press Cambridge.
Thirusanku, J., & Yunus, M. M. (2014). Status of English in Malaysia. Asian Social Science, 10(14), 254.
Uri, N. F. M., & Abd Aziz, M. S. (2018). Implementation of CEFR in Malaysia: Teachersâ€™ awareness and the Challenges. 3L: Language, Linguistics, LiteratureÂ®, 24(3).