Research Article
Year 2017,
Volume: 3 Issue: 8, 366 - 375, 31.08.2017
Abstract
References
- Abdullah. H & Sidek, H.M. (2012). L2 writing feedback: Alignment of instructional planning and implementation. Journal of Language Studies, 15, 15-17. Ahmed, H., Puteh-Behak, F. & Sidek, H.M. (2015). Examining EFL secondary reading curriculum in Iraqi Kurdistan: A review.Journal of Applied Sciences, 15(3), 377-391. Baharun, H., Sidek, H.M., Saad N.S.M., Idrus, M.M., Harun, H., Darmi. R, Abdullah, N. & Ashikin, Z. (2016). The Malaysain secondary school EFL speaking curriculum: A theoretical foundation alignment analysis. International Journal of Advance Social Sciences, 2(6), 465-474. Biggs. J.& Tang, C. (2003). Teaching for Quality Learning at University.2nd Edition. McGraw Hill: The Society for Research into Higher Education & Open University Press. Biggs. J.& Tang, C. (2007). Teaching for Quality Learning at University.3rd Edition. McGraw Hill: The Society for Research into Higher Education & Open University Press. David, M. K. &Govindasamy, S. (2006). National identity and globalization in Malaysia. In Tsui, A. B. M., & J. W. Tollefson (Eds.), Language Policy, Culture, and identity in Asian Contexts, (pp. 55-72). Lawrence Erlbaum: Mahwah, New Jersey. Edward Anthony (1963). Approach, method, and technique.English Language Teaching, 17(2), 63-67. Faizah, A.M., Zalizan, M. J., &Norzaini, A. (2002).Selected Malaysian adult learners’ academic reading strategies: A case study.Retrieved from http://www.face. stir.ac.uk/ Majidp61.htm. Hashimoto, K. 2006. Japan’s language policy and the lost decade. In Tsui, A. B. M., & J. W. Tollefson (Eds.), Language policy, culture, and identity in Asian contexts, (pp. 25-36). Lawrence Erlbaum: Mahwah, New Jersey. Inderjit, S. (2014). Reading trends and improving reading skills in Malaysia. International Journal of Research in Social Sciences, 3(5), 70-81. Korean Ministry of Education.(1997). The English education policies in elementary school. Seoul: Ministry of Education. As cited in Butler, Y. G. (2005). Comparative perspectives toward communicative activities among elementary school teachers in South Korea, Japan, and Taiwan.Language Teaching,9(4), 423-446. Mohammed, A.L. &Sidek, H.M. (2015). EST reading curriculum and instruction: Alignment analysis. Advances in Language and Literary Studies. 6(1), 120-128. Nagaraju, C., Madhavaiah, G. & Peter, S. (2013). Teacher-centred learning and student-centred learning in theEnglish classroom: the teaching methods for realising the dreams of language learners. InternationalJournal of Scientific Research and Reviews (IJSRR), 2(3), 125-131 Nambiar, G. R. (2005). Why don’t they read the way they should? Online submission. (ERIC Document Reproduction Service No ED 4903379). Retrieved from http://www.google.com/search?hl=en&q=radha+nambiar-gopal. Pandian, A. (2000).A study on readership behaviour among multi-ethnic, multi-lingual Malaysian students. A paper presented at the seventh International Literacy and Education Research Network (LERN) Conference on Learning, RMIT University, Melbourne, 5-9 July 2000. Ponniah, K.S. (1993). Improving academic reading ability of EFL students at tertiary level.Unpublished Doctoral Dissertation.University of Malaya, Kuala Lumpur. Richards, J. C. & Rodgers, T. S. (2001).Approaches and methods in language teaching. New York: Cambridge University Press. Richards, J.C. (1985). Language Curriculum Development.Department of English as Second Language.University of Hawaii, Honolulu, USA. Putnam, R. T., &Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15. Saad, N.S.M., Yamat, Y., Sidek, H.M., Baharun, H. & Idrus, M.M. (2016a), Acts of Agency in English Language Learning Experience. International E-journal of Advances in Social Sciences, 2(6), 733- 746. Saad, N.S.M., Sidek, H.M., Baharun, H. & Idrus, M.M. & Yunus. M.Y. (2016b). A Conceptual Framework to Explore the English Language Learning Experiences of International Students in Malaysia. International E-journal of Advances in Social Sciences, 2(6), 453-464. Salomon, G. (1993). Distributed cognitions: Psychological and educational considerations. Cambridge England: New York NY. Sidek, H. M. (2010a). An analysis of the EFL secondary reading curriculum in Malaysia: approaches to reading and preparation for higher education. Doctor of Philosophy, University of Pittsburgh. Sidek, H. M. (2010c). Reading Instruction: Theory and Practice. Nilai: Usim Publisher. Sidek, H.M. (2011). Methods of EFL secondary reading instruction: Preparation of higher education. International Journal of Humanities and Social Science, 1(3), 181-191. Sidek, H. M. (2012a). EFL reading instruction: Communicative task-based approach. International Journal of Instruction, 5(2), 109-128. Sidek, H.M. (2010b). Reading Attitudes a Case Study in Malaysia. Annals of Language Teaching, (pp. 209- 215), Boca Raton, Florida: Universal-Publishers. Sidek, H. M. (2012b). EFL textbook analysis: A case study. Language and Literacy Journal, 14(3), 27-45. Sidek, H.M. (2012c). Reading Attitudes: A Case Study in Malaysia. Annals of Language and Learning: Proceedings of the 2009 International Online Language Conference (IOLC 2009), p.209. Boca Raton: Universal Publisher. Sidek, H.M. (2012d). EFL Language Learning Personality Traits and Instruction. International Journal of Learning, 18(5), 255-272. Sidek, H. M. (2013). A Cross-Linguistic Study of Vocabulary Knowledge and Second Language Reading Development. Frontiers of Language and Teaching, 4, 178-185. Sidek, H. M. (2013). Communicative reading instructional approach: A Curriculum Review. International Journal of Interdisciplinary Educational Studies, 7(1), 9-20. Sidek, H. M. & Abdullah, H. (2013). EFL Reading Comprehension and Preparation For Higher Education: A Textbook Analysis. Journal of Teaching and Education, 24(4), 425-435. Sidek, H. M., Abdullah, H. & Rahim, H.A. (2013). Reading Curriculum and Instructional Analysis: Preparation for Academic Literacy at Higher Institutions. Journal of Teaching and Education, 2(2), 389-396. Sidek, H.M., H. Abdullah, H.A. Rahim & Mohamed, Y. (2014). ESL Reading Instruction: Alignment of Curriculum and Implementation. Procedia-Social and Behavioral Sciences, 118, 442-449. Sidek, H. M. (2014). English Language Reading Preparation for Higher Education: An Evaluation of the Form Four English Language Textbook and Instructional Design. Journal of Social Science and Humanities (PERTANIKA), 22(2), 539-558. Sidek, H., & Rahim, H. (2014). ESL reading instruction: Alignment of curriculum implementation. Paper presented at the 6th International Conference on Education and New Learning Technologies, Barcelona, Spain. Sidek, H.M., Saad, N.S.M., Baharun, H. & Idrus, M.M. (2016a). An Analysis of Rhetorical Moves in Abstract in Conference Prioceedings. International E-journal of Advances in Social Sciences, 2(4), 24-31. Sidek, H.M., Baharun, H., Saad, N.S.M., & Idrus, M.M. (2016b). English as a Foreign Language Fluency: A Pilot Study. International E-journal of Advances in Social Sciences, 2(4), 70-79. Williams, D. (1983). Developing criteria for textbook evaluation. ELT Journal, 37(3), 251-255.
Year 2017,
Volume: 3 Issue: 8, 366 - 375, 31.08.2017
Abstract
There
is an ongoing phenomenon among non-English speaking students, particularly at
the university level who struggle with reading in English in content areas. One
way to alleviate reading problems in English language among non-native speaking
students is by ensuring that the English language reading curriculum is
coherent at all levels. The purpose of the present study was to explore the
type of (EFL) reading comprehension instruction reflected in the Malaysian
English language reading curriculum at the levels of Approach and Design, and
its alignment with the communicative label. The data for the study were
collected from two main curriculum documents, which were the Form Five English
Language Curriculum Specifications document and the Form Five English language
textbook. A document review was conducted in order to obtain the data, which
were in the form of reading tasks elicited from the selected curriculum
documents. Manifest content analysis was used to analyze the data. The findings
show that non-communicative whole Language instructional approach was the most
prominent type of second language acquisition (SLA) instructional approach
while for the second language reading instructional approach, the
non-interactive reading instructional approach was highly reflected with
teacher role primarily inferred as a director. The findings suggest that the
instructional approaches reflected in the Malaysian secondary English language
reading curriculum is not in alignment with the communicative grounding as an
approach to instruction.
References
- Abdullah. H & Sidek, H.M. (2012). L2 writing feedback: Alignment of instructional planning and implementation. Journal of Language Studies, 15, 15-17. Ahmed, H., Puteh-Behak, F. & Sidek, H.M. (2015). Examining EFL secondary reading curriculum in Iraqi Kurdistan: A review.Journal of Applied Sciences, 15(3), 377-391. Baharun, H., Sidek, H.M., Saad N.S.M., Idrus, M.M., Harun, H., Darmi. R, Abdullah, N. & Ashikin, Z. (2016). The Malaysain secondary school EFL speaking curriculum: A theoretical foundation alignment analysis. International Journal of Advance Social Sciences, 2(6), 465-474. Biggs. J.& Tang, C. (2003). Teaching for Quality Learning at University.2nd Edition. McGraw Hill: The Society for Research into Higher Education & Open University Press. Biggs. J.& Tang, C. (2007). Teaching for Quality Learning at University.3rd Edition. McGraw Hill: The Society for Research into Higher Education & Open University Press. David, M. K. &Govindasamy, S. (2006). National identity and globalization in Malaysia. In Tsui, A. B. M., & J. W. Tollefson (Eds.), Language Policy, Culture, and identity in Asian Contexts, (pp. 55-72). Lawrence Erlbaum: Mahwah, New Jersey. Edward Anthony (1963). Approach, method, and technique.English Language Teaching, 17(2), 63-67. Faizah, A.M., Zalizan, M. J., &Norzaini, A. (2002).Selected Malaysian adult learners’ academic reading strategies: A case study.Retrieved from http://www.face. stir.ac.uk/ Majidp61.htm. Hashimoto, K. 2006. Japan’s language policy and the lost decade. In Tsui, A. B. M., & J. W. Tollefson (Eds.), Language policy, culture, and identity in Asian contexts, (pp. 25-36). Lawrence Erlbaum: Mahwah, New Jersey. Inderjit, S. (2014). Reading trends and improving reading skills in Malaysia. International Journal of Research in Social Sciences, 3(5), 70-81. Korean Ministry of Education.(1997). The English education policies in elementary school. Seoul: Ministry of Education. As cited in Butler, Y. G. (2005). Comparative perspectives toward communicative activities among elementary school teachers in South Korea, Japan, and Taiwan.Language Teaching,9(4), 423-446. Mohammed, A.L. &Sidek, H.M. (2015). EST reading curriculum and instruction: Alignment analysis. Advances in Language and Literary Studies. 6(1), 120-128. Nagaraju, C., Madhavaiah, G. & Peter, S. (2013). Teacher-centred learning and student-centred learning in theEnglish classroom: the teaching methods for realising the dreams of language learners. InternationalJournal of Scientific Research and Reviews (IJSRR), 2(3), 125-131 Nambiar, G. R. (2005). Why don’t they read the way they should? Online submission. (ERIC Document Reproduction Service No ED 4903379). Retrieved from http://www.google.com/search?hl=en&q=radha+nambiar-gopal. Pandian, A. (2000).A study on readership behaviour among multi-ethnic, multi-lingual Malaysian students. A paper presented at the seventh International Literacy and Education Research Network (LERN) Conference on Learning, RMIT University, Melbourne, 5-9 July 2000. Ponniah, K.S. (1993). Improving academic reading ability of EFL students at tertiary level.Unpublished Doctoral Dissertation.University of Malaya, Kuala Lumpur. Richards, J. C. & Rodgers, T. S. (2001).Approaches and methods in language teaching. New York: Cambridge University Press. Richards, J.C. (1985). Language Curriculum Development.Department of English as Second Language.University of Hawaii, Honolulu, USA. Putnam, R. T., &Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15. Saad, N.S.M., Yamat, Y., Sidek, H.M., Baharun, H. & Idrus, M.M. (2016a), Acts of Agency in English Language Learning Experience. International E-journal of Advances in Social Sciences, 2(6), 733- 746. Saad, N.S.M., Sidek, H.M., Baharun, H. & Idrus, M.M. & Yunus. M.Y. (2016b). A Conceptual Framework to Explore the English Language Learning Experiences of International Students in Malaysia. International E-journal of Advances in Social Sciences, 2(6), 453-464. Salomon, G. (1993). Distributed cognitions: Psychological and educational considerations. Cambridge England: New York NY. Sidek, H. M. (2010a). An analysis of the EFL secondary reading curriculum in Malaysia: approaches to reading and preparation for higher education. Doctor of Philosophy, University of Pittsburgh. Sidek, H. M. (2010c). Reading Instruction: Theory and Practice. Nilai: Usim Publisher. Sidek, H.M. (2011). Methods of EFL secondary reading instruction: Preparation of higher education. International Journal of Humanities and Social Science, 1(3), 181-191. Sidek, H. M. (2012a). EFL reading instruction: Communicative task-based approach. International Journal of Instruction, 5(2), 109-128. Sidek, H.M. (2010b). Reading Attitudes a Case Study in Malaysia. Annals of Language Teaching, (pp. 209- 215), Boca Raton, Florida: Universal-Publishers. Sidek, H. M. (2012b). EFL textbook analysis: A case study. Language and Literacy Journal, 14(3), 27-45. Sidek, H.M. (2012c). Reading Attitudes: A Case Study in Malaysia. Annals of Language and Learning: Proceedings of the 2009 International Online Language Conference (IOLC 2009), p.209. Boca Raton: Universal Publisher. Sidek, H.M. (2012d). EFL Language Learning Personality Traits and Instruction. International Journal of Learning, 18(5), 255-272. Sidek, H. M. (2013). A Cross-Linguistic Study of Vocabulary Knowledge and Second Language Reading Development. Frontiers of Language and Teaching, 4, 178-185. Sidek, H. M. (2013). Communicative reading instructional approach: A Curriculum Review. International Journal of Interdisciplinary Educational Studies, 7(1), 9-20. Sidek, H. M. & Abdullah, H. (2013). EFL Reading Comprehension and Preparation For Higher Education: A Textbook Analysis. Journal of Teaching and Education, 24(4), 425-435. Sidek, H. M., Abdullah, H. & Rahim, H.A. (2013). Reading Curriculum and Instructional Analysis: Preparation for Academic Literacy at Higher Institutions. Journal of Teaching and Education, 2(2), 389-396. Sidek, H.M., H. Abdullah, H.A. Rahim & Mohamed, Y. (2014). ESL Reading Instruction: Alignment of Curriculum and Implementation. Procedia-Social and Behavioral Sciences, 118, 442-449. Sidek, H. M. (2014). English Language Reading Preparation for Higher Education: An Evaluation of the Form Four English Language Textbook and Instructional Design. Journal of Social Science and Humanities (PERTANIKA), 22(2), 539-558. Sidek, H., & Rahim, H. (2014). ESL reading instruction: Alignment of curriculum implementation. Paper presented at the 6th International Conference on Education and New Learning Technologies, Barcelona, Spain. Sidek, H.M., Saad, N.S.M., Baharun, H. & Idrus, M.M. (2016a). An Analysis of Rhetorical Moves in Abstract in Conference Prioceedings. International E-journal of Advances in Social Sciences, 2(4), 24-31. Sidek, H.M., Baharun, H., Saad, N.S.M., & Idrus, M.M. (2016b). English as a Foreign Language Fluency: A Pilot Study. International E-journal of Advances in Social Sciences, 2(4), 70-79. Williams, D. (1983). Developing criteria for textbook evaluation. ELT Journal, 37(3), 251-255.
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Details
| Journal Section | Articles |
|---|---|
| Authors | |
| Publication Date | August 31, 2017 |
| Submission Date | August 30, 2017 |
| Published in Issue | Year 2017Volume: 3 Issue: 8 |
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