KBSR AND KSSR ENGLISH TEXTBOOKS: A
COMPARISON
Based
on KBSR English Language textbooks and KSSR English Language textbook.
1.0 Introduction
The
transformation of the teaching of English Language occurs due to the
changes that happen worldwide and the
needs to develop the younger generation to learn English Language easily,
comfortable and literate in both written and spoken language. Thus in this
project, it will contrast the content, the language skills and the text types
used in the text book therefore the year three text book has been chosen. Since
the models and the methodology in teaching the subjects undergone certain
changes thus the differences due to its content and text types also has certain
differences. The changes occur as to meet the criteria needed in the changes of
National Curriculum packages to enhance globalization education movement changes’.
Before we go on further with the topic, let us see the different between KSSR
and KBSR.
1.1 What
is the different between KSSR and KBSR?
|
KSSR
|
KBSR
|
|
Curriculum
design is based on 6 areas:
.
Communication
.
Spiritual, Attitude and Values
.Humanitarian
.
Physical and Aesthetical Development
.
Science and technology
|
Curriculum
design is based on 3 areas:
. Communication
.
Man and his environment
. Self-development
of the individual
|
|
Curriculum
Materials
.
Curriculum Standard documents
|
Curriculum
Materials
.
Study syllabus
|
|
Design
of the Curriculum:
.
Modular
|
Design
of the Curriculum:
.
Linear
|
|
Organization
of the Curriculum:
Level
1 ( Year 1, 2 & 3 )
.
Basic Core Modules, Thematic Core
Modules
and Electives Modules
Level
II ( Year 4, 5 & 6 )
.
Core and Elective Subjects
|
Organization
of the Curriculum:
Level
1 ( 1, 2 & 3 )
.
Core, compulsory and additional
Subjects
Level
II ( Year 4, 5 & 6 )
.
Core, Compulsory and Additional
subjects
|
|
The
elements of creativity and
Innovation,
entrepreneurial,
information technology
and
communication
|
Elements
of Analytical and creative thinking
skills
|
|
Focus:
4M (
Reading, Writing, Counting and
Reasoning
|
Focus:
3M (
Reading, Writing and Counting )
|
|
|
|
2.0 The
content.
In
order to contrast the textbook content between the two therefore it is better
to have a look at the whole content of the textbook (the two types, KBSR and
KSSR). Later on than try to encompasses the language skills (...the four basic
skills) but the emphasis would be more on the reading and writing skills.
2.1 The
content of the textbook in general.
In
this sub-content of the writing, the textbook content will be discussed in
general such as the topic, the text used in the textbook, the teaching aids
needed.
A.
KBSR
The English Year 3
Textbook for Sekolah Kebangsaan (SK) has been item especially to meet the
requirements of the KBSR English Language Year 3 curriculum Specifications
prepared by the Ministry of Education. There are altogether 10 units in the
textbook and the units are organized around
three main worlds: The world of Personal Relationships, The world of
Stories and The world of knowledge.
Each unit consists of
activities which centre around a theme and from such theme the language is
developed. The relevant children’s own experiences are included to ensure
successful learning (...of the four language skills namely listening, speaking,
reading and writing)
The textbook being the
main source of learning for pupils develops the students’ ability to
communicate confidently in English and experience the use of the language in
various ways.
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LEARNING
UNITS
|
TOPICS
|
TEXT
TYPES
|
QUESTIONS
TYPES
|
|
UNIT1
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The New Boy in school
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1. Simple self introduction.
2.Asking personal
information
3. Searching one’s
hobby.
4. Short story.
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1. ‘Wh’ questions tag.
2. Fill in the blanks.
3. Open ended questions.
4. Completing words
chart
|
|
UNIT2
|
Razin’s New House
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1. Talking about the
neighbourhood.
2. Part of the house and
things at home.
3. Words level (Naming
things at home)
4..The missing Sandwich
(Short story)
|
1. “Wh ‘question.
2.. Fill in the blanks
(with pronoun).
|
|
UNIT3
|
Sue Anne’s Birthday
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1.Taliking about numbers
(calendars)
2. Conversation about
Sue Anne’s birthday.
3. Story time (about the
three monkeys)
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1.’Wh’ questions.
2. Fill in the blanks
(...using numbers).
3. Sentence formation.
4. Questions on pronoun
|
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UNIT4
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Canteen Day
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1. Naming food sold in
the canteen.
2.Notices about the
school canteen days
3. How to make muffins.
4. Story time (..about a
robin)
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1. How to read and
getting information from the advertisement (‘Wh’ question)
2. Sentence completion
|
|
UNIT5
|
How Do You Go to School?
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1. How people travels
around.
2. Naming mode of
transport.
3. Describing the
transport.
4.Story time (Jacks and
the giant)
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1. Sentence formation.
2. Replacing pictures
with words.
3. Spelling
|
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UNIT6
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Painting the House.
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1. Talking about colours
and shapes.
2. Story time (...the
mousedeer and the dog).
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1.Matching
2.Spelling
3. Formation of compound
words.
|
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UNIT7
|
Fun Activities to Do.
|
1. Talking about ones’
hobby.
2. Story time
(..trekking in the forest)
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1. To states ones’ like
and dislike.
2. ‘Wh’ questions.
3. True and false
questions type
4.Fill in the blanks
|
|
UNIT8
|
Razsparentin Visits His
Grand
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1. Fruit trees in the
garden.
2. Describing plants.
3. Story time (..a tree)
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1. Fill in the blanks
with ‘is’ and ‘are’.
2. spelling
3.Rearranging sentences.
4. Sentence formation
5. Paragraph formation
|
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UNIT9
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Going to Town.
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1. Describing buildings.
2. Naming different
types of building.
3.Direction
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1. Matching words,
phrases and sentences.
2. Spelling
3. Sentence formation.
4. Paragraph formation
|
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UNIT10
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Razin at the Park.
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1. Naming different
types of animals in the farm.
2. Describing animals
3.Signage in the park.
|
1. Fill in the blanks.
2. Replacing picture
with words
3.Sentence formation
4. Writing short story
|
|
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Based
on the above abstract from the textbook content, it is clear that the textbook
content has been designed as to fit in the curriculum needs in the KBSR Syllabuses.
Therefore it is truly relevant to cater its need. The text focuses on the
comprehension that is about ten or more sentences for each paragraph. The words
usage in the textbook are simplified to enable the pupils to understand the
text easily especially to cater the needs of the pupils who are not well versed
to the language. The text type is relatively short and brief enable pupils to
understand the text. The questions type is ranging from the simple to
difficult/lengthy. The learning form gradual understanding among the students
from the beginning of the year toward the end of the year. So KSSR was
introduced as an effort to restructure and improve the curriculum to ensure the
students have the relevant knowledge, skills and values to face the challenges
of the 21st century.
B.
KSSR
In the KSSR syllabus for year three textbook package
consisting of the Textbook (TB) and the Activity book (AB). It is written in
accordance to the Standard Document for the Primary School English Curriculum
(KSSR) for year three. The package is designed to equip pupils with basic
language skills that would enable them to communicate effectively in variety of
contexts appropriate to t heir levels of development. The modular approach has
been used to provide pupils with the opportunity to focus and develop their
language skills in each module.
The modules are presented in each unit thematically
linked to the situations. There are 16 learning units they are based on three
broad themes; The world of self, Family and friends, World of stories and world
of knowledge. Each units will cover all the five modules in the following
order:- a. Listening and Speaking, Reading, Writing, Grammar, Language Arts.
The Topic for year three textbook are
divided into 16 units and below are the unit’s and it’s content.
In the KSSR syllabuses, the text are
written in short length comparable to the KBSR text types. The reading comprehension
is rather being simplified to a simpler meaning but it focuses on the greater
understanding for student’s needs. The learning units (...about fifteen units)
is seen quite appropriate to cater the learners understanding in general as the
teaching and learning environment are arrange in such a way that students will
learn a large variety of language skills and theme in their learning and
teaching processes.
2.3
The text used in the textbook for teaching purposes
In
this section, it will look into the text type used for reading comprehension
for both KBSR and KSSR for the teaching purposes.
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KBSR TEXBOOK
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KSSR TEXTBOOK
|
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a. The learning units are less (...10
learning units only)
b. The comprehension are quite long
however the number are limited.
c. The questions asked are speeded
types as to cater pupils understanding toward the comprehension tag.
d. The number of questions asked are
varied and not specified or controlled.
e. The story or text chosen for each
units are relevant for each topic.
|
a. The reading comprehension are rather
short and the number of reading text are numbered accordingly to every units
b. The number of questions asked are
similar in numbers for every reading text (...three questions for each
reading text)
c. The reading difficulty are ranges
from easy to difficult (...types of reading text) and this help to nurture
pupils understanding
|
3. The language skills/focus covered
The transformation of the Malaysian
Education system encompasses the needs to generate the learning environment
that is relevant to today’s and also
future needs of the peoples living. The curriculum is also designed in part to
the standard of the developed country in the world. Therefore in order to cater
the curriculum needs the adaptation of learning skills are also being
collaborated with the other advance technology country especially regarding to
the use of information technology.
Both
KBSR and KSSR stressed the importance of the four language skills in the
teaching and learning processes. Therefore it is stated clearly in the textbook
that the language skill are integrated accordingly to the language task given
to the pupils. However in the KSSR syllabus the additional reinforcement of
Information and communication Technology are introduced as to enable pupils to
use wide range of computerized learning.
4.
The text types used in teaching the reading and writing skills.
The students are to be given written
task to do for each topics or learning units. The purpose of giving such task
is to reinstate the pupils understanding toward their learning activities that
they have had undergone. This will somehow to help them to understand and
reinforce learning processes in their mind. In the table below, it will show
the differences in general of a comparison between the two text types.
As a whole, the textbook were designed as to meet the requirement of the
policy of the day. Therefore upgrading of the syllabus need to be done
accordingly, to enable the learner to develop their mind to greater high. It is
very important to have textbook that will help to challenge the pupils mind and
the give them the opportunity to explore the new technology (ICT) as future
generation will rely to such technology in their daily life.
5.0
Conclusion
As
the need to develop the country into a well developed country by the year 2020,
it is clear that the Malaysian Government is trying to improve the Education
system as meet the demand of human capital in future. In the KSSR textbook ICT
learning is to be given great emphasis (... especially with the introduction of
the newly declared Education Development Plan – PPPM). The learning model of
the developed country in the world has been scooped up to be implemented in the
system as enable the plan achievable.
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