The analysis of cultural of Pulse 2 ESL textbook for form 1
<p>This study aims to analyze the cultural categories displayed in the Pulse 2 EL textbook</p><p>for Form 1 syllabus, investigate how foreign cultures and topics are introduced to Form</p><p>1 students, and identify the perception...
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<p>This study aims to analyze the cultural categories displayed in the Pulse 2 EL textbook</p><p>for Form 1 syllabus, investigate how foreign cultures and topics are introduced to Form</p><p>1 students, and identify the perception of Form 1 ESL teachers on the textbook</p><p>specifically on the foreign contents. This study employed mixed-method research with</p><p>applied convergent parallel design. The first phase of the data collection involved</p><p>quantitative analysis using a questionnaire that was administered to 30 Form 1 ESL</p><p>teachers. The data collected was analyzed using descriptive statistics via SPSS</p><p>software. The qualitative data were collected through theory-based content analysis of</p><p>the textbook and semi-structured interviews with five Form 1 teachers from schools in</p><p>Batang Padang, Perak. Based on the findings, it is evident that all the eleven criteria by</p><p>Byram et al. (1994, 51-52) and Risager (1991, 182-183,188) were present in the Form</p><p>1 syllabus, thus proving it to be culturally rich, especially with UK-centric contents.</p><p>Besides, the researcher found an imbalance in the portrayal of cultural categories in the</p><p>Form 1 syllabus and no reference was made to the Malaysian context. Designing</p><p>personal materials, making comparisons between target and local cultures, and using</p><p>resources such as visuals and web-based learning are the most common pedagogical</p><p>methods utlised by Form 1 teachers in introducing the foreign content to their students.</p><p>Although the teachers have positive perceptions on the general aspects of the textbook,</p><p>they disclosed a mixed perception on the foreign cultural content. In conclusion, the</p><p>Pulse 2 EL textbook hinders its functions in assisting the Form 1 teachers with the rich</p><p>portrayal of foreign content. The finding is hoped to serve as a reference for</p><p>stakeholders to make meaningful decisions in localizing and revising the CEFR-aligned</p><p>textbooks in Malaysia.</p> |
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Master's degree |
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Yugeswari Arumugam |
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Yugeswari Arumugam |
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Yugeswari Arumugam |
| title |
The analysis of cultural of Pulse 2 ESL textbook for form 1 |
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The analysis of cultural of Pulse 2 ESL textbook for form 1 |
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The analysis of cultural of Pulse 2 ESL textbook for form 1 |
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The analysis of cultural of Pulse 2 ESL textbook for form 1 |
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The analysis of cultural of Pulse 2 ESL textbook for form 1 |
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analysis of cultural of pulse 2 esl textbook for form 1 |
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Universiti Pendidikan Sultan Idris |
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Fakulti Bahasa dan Komunikasi |
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2022 |
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oai:ir.upsi.edu.my:90282023-06-13 The analysis of cultural of Pulse 2 ESL textbook for form 1 2022 Yugeswari Arumugam PE English <p>This study aims to analyze the cultural categories displayed in the Pulse 2 EL textbook</p><p>for Form 1 syllabus, investigate how foreign cultures and topics are introduced to Form</p><p>1 students, and identify the perception of Form 1 ESL teachers on the textbook</p><p>specifically on the foreign contents. This study employed mixed-method research with</p><p>applied convergent parallel design. The first phase of the data collection involved</p><p>quantitative analysis using a questionnaire that was administered to 30 Form 1 ESL</p><p>teachers. The data collected was analyzed using descriptive statistics via SPSS</p><p>software. The qualitative data were collected through theory-based content analysis of</p><p>the textbook and semi-structured interviews with five Form 1 teachers from schools in</p><p>Batang Padang, Perak. Based on the findings, it is evident that all the eleven criteria by</p><p>Byram et al. (1994, 51-52) and Risager (1991, 182-183,188) were present in the Form</p><p>1 syllabus, thus proving it to be culturally rich, especially with UK-centric contents.</p><p>Besides, the researcher found an imbalance in the portrayal of cultural categories in the</p><p>Form 1 syllabus and no reference was made to the Malaysian context. Designing</p><p>personal materials, making comparisons between target and local cultures, and using</p><p>resources such as visuals and web-based learning are the most common pedagogical</p><p>methods utlised by Form 1 teachers in introducing the foreign content to their students.</p><p>Although the teachers have positive perceptions on the general aspects of the textbook,</p><p>they disclosed a mixed perception on the foreign cultural content. In conclusion, the</p><p>Pulse 2 EL textbook hinders its functions in assisting the Form 1 teachers with the rich</p><p>portrayal of foreign content. The finding is hoped to serve as a reference for</p><p>stakeholders to make meaningful decisions in localizing and revising the CEFR-aligned</p><p>textbooks in Malaysia.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9028 https://ir.upsi.edu.my/detailsg.php?det=9028 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi <p>Abdallah, M. M. S. (2016) Issues with the Time for English textbook series at Egyptian Primary</p><p>Schools: An evaluative study. Journal of Faculty of Education, Assiut University, 32(1), 2-51.</p><p></p><p>Adaskou, K., Britten, D. & Fahsi, B. (1990). Design decisions on the cultural content of a course</p><p>for Morocco. ELT Journal, 44(1), 3-10.</p><p></p><p>Adom, D., Hussein., Emad., Joe. & Adu, A. (2018). 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