KAJIAN

TINDAKAN

“The effectiveness
of textbook usage in
a MUET class”

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 By

HASLINDA
NAZARUDIN

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 ABSTRACT OF RESEARCH

This action research is to analyse the effectiveness of using a textbook in a

MUET class. This research findings will be based on the results of two tests
administered to the same class in 6 months. A textbook is selected to be used in the
designated class. This research will also study the sections of the books and the
MUET syllabus. The researcher is an active participant who teach and observe the
class progress.

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1.0 Introduction

This research is conducted to see the effectiveness of using a textbook in a

MUET class. The teacher is also the researcher.

1.1 Background of the research subjects

The students are aged 18 and had just finished SPM 2018. Their
proficiency level is multiple from elementary to upper intermediate. There are 32
students but for both exams, there was one absentee.

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1.2 The textbook

The textbook used in this research is Ace Ahead Text: MUET 11th edition.
The writers are Choo Wan Yat, Teoh Wei Tzee, Yee Sook Fen and Stanley
Nyanaprakasan. Published by Oxford Fajar in 2019. There are a few sections
in this book. Listening, Speaking, Reading and Writing. There are a few clone
tests to assist students to be familiarized with the real exam. This book is a step
by step guide for the students to achieve their target band.

1.3 MUET

The objective of MUET is to measure the English language proficiency of

candidates who intend to pursue first degree studies in order to help institutions
make better decisions about the readiness of prospective students for academic
coursework, and about their ability to use and understand English in different
contexts in the environment of higher education. It is hoped that the MUET tests
can also be used to measure the English proficiency of adult learners of English,
including teachers and others who need to use English in the workplace in the
context of education. MUET tests all four language skills, Listening, Speaking,
Reading and Writing, and assesses candidates’ level of proficiency using
aggregated scores ranging from 1 to 360, which correspond to Bands from 1 to
5+. A results certificate is given to all candidates who complete all four
components of the test.

1.3.1 Test Components

The test has four components, Listening, Speaking, Reading and Writing.
The duration and weighting of the components are as follows:

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 Paper Paper Duration Weighting
Code

800/1 50 minutes 25%

Listening

800/2 30 minutes 25%

Speaking

800/3 75 minutes 25%

Reading

800/4 75 minutes 25%

Writing

1.3.2 Test Scores

Test scores are reported as follows:

Test Component Maximum Score

Score Obtained-- LISTENING 90

SPEAKING 90

READING 90

WRITING 90

AGGREGATED SCORE 360

1.3.3 Aggregated Scores

AGGREGATED BAND USER

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 SCORE

331 – 360 5+ PROFICIENT

294 – 330 5.0

258 –293 4.5 INDEPENDENT

211 –257 4.0

164 – 210 3.5

123 – 163 3.0 BASIC

82 – 122 2.5

36 – 81 2.0

1 – 35 1.0

Note: Candidates are required to attempt all four components

1.4 Research Question

Can the usage of MUET textbook improve students’ bands in MUET exams?

2.0 Literature Review

2.1 Introduction

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 According to an article in entitled “Should we use textbook in the ESL
classroom, It is believed by many teachers and researchers that textbooks limit the
learning and creative potential of students and teachers. Littlejohn, in (Hutchinson &
Torres, 1994, p.316) claims that textbooks ‘reduce the teachers’ role to one of managing
or overseeing preplanned events’ which can be demoralizing for teachers which then
filters through to the students. Scrivener, also talks of textbooks having a negative effect
on teachers, claiming that teachers who succumb to the temptation of using textbooks
have a tendency to keep classes on a predictable straight line by using tasks that are
routine and comfortable (Scrivener, 1994, p.77). The result is boring unimaginative
lessons.
(http://eslarticle.com/pub/english-language-teaching-elt/139076-Should-we-u
se-textbooks-in-the-ESL-classroom.html, October 17 2019)

What is a textbook? According to Cambridge Dictionary defines

textbook as a book that contains detailed information about
a subject for people who are studying that subject.EFL textbooks are used in
many different ways, depending on a wide spectrum of factors but the
teachers seems to be the most important factor. Textbooks remain a staple
within school curricula worldwide, presenting teachers and students with the
official knowledge of school subjects as well as the preferred values,
attitudes, skills and behaviours of experts in those fields. Textbooks are
commodiities, political objects and cultural representations.

A well-constructed textbook should present not only language content

that is communicable and interactive to the student, but also form a
framework form a framework from which adequate teacher improvisation
and teaching flexibility can develop and gradually improve.When used
effectively, authentic materials help bring the real world into the classroom
and significantly enliven the ESL class. In addition, the students develop
their ability to zero in on relevant information, and on the other, they learn
how to disregard what is irrelevant.

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 In some situations, the textbook may function as a supplement to the
teacher’s supplement to the teachers’ instruction in the ESL teaching and
learning process. For most teachers, it provides the foundation for the content
of lessons, the balance of the skills taught, as well as the kinds of language
practice the students engage during the class activities. For ESL learners,
the textbook becomes the major source of contact they have with the
language apart from the input provided by the teacher.

2.1 Sample measures for Instructional Materials:

A) They are up to date (recent published)

B) They contain relevant content.

C) They take into account the linguistic and cultural diversity of the
student population.

D) The layout and formatting (including font size) is appropriate for

the student population.

E) Visuals and graphics are clear, appropriate for adults and culturally
sensitive.

F) Voice and sound in audiovisual materials clear, authentic and

appropriate

G) The materials address a variety of learning styles.

H) The materials conducive to being used with a variety of grouping

strategies.

I) The materials contain exercise in which learners share previous

experience with prior knowledge of the content.

2.2. The following model standards, current teaching strategies and

methods are used to rate textbook effectiveness by Los Angeles Unified School
District Textbook Evaluation(2002):

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 A) Integrates four language skills

B) Incorporates life skills included in course outline

C) Receptive skills before productive (listen/read before speak/write)

D) Integrates different learning styles

E) Incorporates and varies different methodologies and techniques

F) Grouping strategies : individual, pair, group and team work

G) Incorporates higher level thinking and problem solving

H) Sufficient student practice

I) Grammar, taught in context, spiraling activities

J) Interactive/ communicative approaches

K) Vocabulary: target vocabulary in lesson, recycled in lesson

L) Reading: pre-read, read, post-read activities, theme recycled

M) Writing activities intergrated in text

N) Design and Format: Illustrations, type size, color/monochrome,

layout

O) Pace appropriate to level

P) Promotes cross-cultural awareness

3.0 Research Findings

Based on two exams conducted for 6 Ixora 2 students, there is a hike in the
progress of the students in terms of improvement of MUET bands. Table 1
depicts the comparisons of achievements by the students.

Table 1: Comparisons between Ujian Ogos and Percubaan STPM Sem 1 2019

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 MUET bands

BAND5 2
0

BAND4 4
2

BAND 3 19
6

BAND2 6
14

BAND 1 0
9

PERCUBAAN UJIAN OGOS

In elaboration of Table 1, we can see that in August 2019, there were 9 students
who obtained Band 1, 14 students Band 2, Band 3 6 students and Band 4 only 2
students obtained it. There was no Band 5 and Band 6. But in Percubaan STPM
Sem 1 we can see a vast improvement in results. There is no one obtained Band 1 and
there are 6 students who have obtained Band 2. We can also see Band 3 received a
sharp increased that is from 6 students to 19 students. If in August there were only 2
students who obtained Band 4 but in Percubaan STPM Sem 1 we can see that two
students obtained Band 5.

From the analysis, it can be said that the research question that is “Can the usage
of textbook improve MUET grades in exams?” is proven effective. The students
used the textbook 80% in the contact hours. In conclusion, it is safe to say that the

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usage of textbook has its advantages. It may sound boring and taxing but for ESL
learners to have a guide book to help them study for MUET can be beneficial.

4.0 Recommendations for further studies

The researcher suggests that the study of effectiveness of Grammar textbook in

ESL classes to see the improvements of learning Grammar.

Citations

“Thinking of theTextbook in the ESL/EFL Classroom. W.C Wang, C.H Lin & C.C
Lee. www.ccsenet.org/elt. Vol 4, No. 2, June 2011. downloaded 17 October 2019.

“Should we use textbooks in the ESL Classroom.”

(http://eslarticle.com/pub/english-language-teaching-elt/139076-Should-we-use-textb
ooks-in-the-ESL-classroom.html, October 17 2019)

W. Y Choo, W.T Yeoh, S.F Yee & Nyabaprakasan S (2019) Ace Ahead MUET
TEXT 11th Edition. Oxford Fajar

https://dictionary.cambridge.org/dictionary/english/textbook

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