ENGLISH LANGUAGE SYLLABUS OF

YEAR 2000 AND BEYOND

( A Summarize - Lesson from the views of
teachers by Dr Ratnawati binti Mohd Asraf )


PREPARED BY :
YUSNIDA BINTI JALIL ( 1123840 )
ZAINON BINTI JAHAYA ( 1128434 )
M.SUSILAH ( 1120988 )

LECTURER :
DR RATNAWATI BINTI MOHD ASRAF
a. Abstract
- the implementation of language syllabus will
influence what happens in the classroom.
- it must take what teachers belief and attitudes
concerning aspects of the subjects to be taught.
This paper discusses :
- result of a study which was conducted primarily
to assess the views of ESL teachers in Selangor
towards the KBSM English Language Secondary
School Syllabus.
a. The purpose of the study :
- to determine which aspects of the syllabus that the
teacher favour.
- suggestions for the improvement of the English
Language programme for Malaysian schools.

b. The Theoretical Bases for Language Teaching
- to understand the perceptions of the English teachers
towards the KBSM English Language teaching.
- to discuss issues in the field of English as a Second
Language (ESL).
- to review some methodological trends over past thirty
years.

c. The Role of Grammar in Language Teaching
- Grammar was the central focus of language teaching.





Several approaches of grammar to language teaching :
a. Oral Approach :
- developed by British which applied linguists such as
Hornby and Palmer.
- emphasis on carefully selecting grammatical
structures from the basic to the more complex.
b. Audio-Lingual Approach
- popular in America.
- primary teaching methodology involved the
use of language drills and the memorization of
dialogues.
- inspired by the writing of Chomsky (1957; 1959;
1965) who viewed language learning as hyphotesis
formation and rule acquisition.
c. Communicative Approach
- in the mid- 1970.
- questions regarding the extent to which grammar
should occupy a place in language teaching.
- view that communication is the goal of second or
foreign language teaching.
The developments in the past thirty years reflect
the changes in views regarding grammar. The role in
grammar in language teaching have brought about
changes in language teaching and syllabus design.
Language syllabus development in Malaysia
followed the developments in the field. The older
syllabus that stressed rules of grammar become the
communicational syllabus that dealt with the
situational or communicative use of language which
KBSM English Language Syllabus being implemented.


d. The KBSM English Language Syllabus
- a notional-functional syllabus.
- theoretical base in the communicative
approach.
- intent in equip students with communicational
ability.
- a competency to perform language functions
using correct language forms and structures.
- list an inventory of grammatical items,
vocabulary, punctuation and aspects of the sound
system.
- arranged according to themes which are drawn
from familiar contexts. ( These themes provide
the context through which the language skills
and language contend are to be taught in an
integrated manner )



The teacher were asked to give their opinion on reflect some
of the major concerns regarding the teaching of language in
general and language syllabus in particular.

a. The Teaching of Grammar in Context :
- the Communicational Syllabus did not specify the
grammar items but the KBSM syllabus does specify that
grammar should be taught.
- grammar is not the main focus of the teaching activity
but a tool for language use

b. The Organization of Syllabus Content According to Themes
- the traditional grammar based syllabus was
organized according to grammar items.
- the Notional-Functional syllabus is organized according to
functions.


c. Aims of Teaching the Language
- KBSM English Language Syllabus equip students with the
skill and knowledge of English to communicate in
certain everyday activities and job situations.
- it provides points of various post secondary needs (KBSM
English Language Syllabus, Form 3, p.1)
- a lack of clarity in the statement of aims makes it
difficult to determine the level of proficiency expected
of the learners and the lack of direction in teaching
activities.

d. Efficiency of the syllabus
- Brumfit (1984) mentions that in designing a
syllabus, the designer actually organized and
specifies what is to be taught in a body of
materials to enable the learning of a language to
be effective. A syllabus must be goal-directed to
achieve certain objective.


- a self developed questionnaire to asses the teachers perceptions
towards the Malaysian English Language Secondary School Syllabus.
- open-ended questions were used in order to allow the teachers to voice
their views about the syllabus.
- allowing the teachers to expand and clarify their responses to any of
the items in questionnaire.

4. RELIABILITY AND VALIDITY
- careful attention to questionnaire constructions and administration
- the validity of the teachers responses depended on the extent to
which they reflect the teachers honest opinions.
- reliability of the questionnaire was established by test-retest
reliability.

5. POPULATION AND SAMPLE
- the responses of all ESL secondary school teacher in the state of
Selangor.
- the sample of teacher responses were randomly selected from a
complete and current list of names of all the teacher teaching English.

6. CONFIDENCE INTERVALS
- 95% confidence intervals were calculated on the true proportion
of teachers who agreed with each item on the questionnaire.
- it will allow the reader to infer from the results, the proportion
(the %) of ESL teachers in the state of Selangor who agreed to
the statement.
- 384 is required to calculate confidence intervals for this study.
- 419 is required to test hypotheses.
- a total 600 subjects were selected to take into account the
generally low rate of return of mail questionnaire.
- 600 questionnaires sent, 419 were returned.
- 419 completed questionnaire that were used in the study
represents a return rate of 70 %


Grammar is important because it is the language
that makes it possible for us to talk about
language
It is important to teach grammar because
grammar is a fundamental aspect of language
People associate grammar with error and
correctness. But knowing about grammar also
helps us understand what makes sentences and
paragraphs clear and interesting and precise.
Many teachers think that grammar should be
taught straightforward
It is to avoid the students confuse and
confident to use the language
Student must have a reference point, an
overall concept so that they can learn how
to construct a sentence correctly

The organization of the syllabus into themes
and functions makes grammar difficult to
teach
Paulston, 1981; Rutherford, 1978; Brumfit,
1984, was argued that the organization of
the syllabus according to functions would
result in the lack of systematically in the
teaching of form
The syllabus focuses more on themes and
functions is not effective because there is no
repetition and reinforcement to enable the
student to become grammatically proficient
The syllabus that stressing the communicative
aspect of the language does not enable the
student to become proficient in the language
Teaching English of communicating has resulted
in the poor standard of English
Equal emphasis should be placed on grammar
units and being able to speak and write
grammatically correct
English should be learnt seriously as it is an
international language. Grammatical
proficiency should be an ultimate goal in
English learning as it lends clarity to expression
Student should be able to use the language
to express themselves in speech and in
writing; not just in its pidginised form but
accurately
Student should be able to read effectively to
attain knowledge
The syllabus should not cater just for the
general populace but also for those who will
need it desperately for tertiary education if
Malaysia is to stay competitive in a global
sense
Many teachers agreed that not only the
syllabus but the students background and
environment, and their attitudes towards
learning the language are major factors in
helping students have a good command of
the language
Command of the language can only be
achieved through systematic exposure to the
rules of grammar
Many ESL teachers themselves are not
proficient in the language, and emphasized
the importance of having proficient teachers
How the examination system will tests for
grammatical proficiency when the syllabus is
aimed at developing communicational ability
in the learner



WHAT SHOULD THE MALAYSIAN ENGLISH
LANGUAGE SYLLABUS LOOK LIKE IN THE
YEAR 2000 AND BEYOND
- What the aims of teaching English :
-- able to converse with one another in English
-- able to converse with the tourist world language
-- teach English as a means for acquiring knowledge
-- sources of references and current materials are in English
- In Malaysian environment :
-- the classroom represent about the only time the student use English
-- English is taught for only five periods per week

So..the effectiveness of the syllabus is bringing about the language learning
( Brumfit, 1984) becomes a crucial issue. The writer gave some alternatives and
ideas to enhance it :
.. Continue .

Grammar should be given greater emphasis :
- should be taught systematically.
- emphasis more on the direct teaching of
grammar.
- be more creative which enable learners to
master the language forms and functions.

Greater emphasis should be given to :
a) literature :
- they will be exposed towards good writing.
- help student to learn more effectively


b) reading programs :
- Extensive reading.
- it will develop greater familiarity how
the language is used.
- resources for student to be more proficient.
Only proficient teacher should teach English :
- formal training in ESL
- proficient teacher are more qualified
Teacher should be more proficient :
- fully equipped with theoritical foundation for
language teaching.
- attend pedagogical courses
- undergo courses to upgrade their proficiency.





.. Continue .
REFERENCES
Brumfit.C.J 1984. Communicative Methodology in Language
Teaching : The Roles of Fluency and Accuracy. Cambridge.
Cambridge University Press.

Celcie-Murcia, 1991. Grammar Pedagogy in Second and
Foreign Language Teaching. Tesol Quarterly, 25, 459 480.

Chomsky, N. 1957. Syntactic Structures. The Hague. Mouton.