Summarizing 4 Journal Articles about English textbook evaluation as required by our Dr Shanti under Syllabus and Materials Design Subject. Universiti Teknologi Malaysia (UTM)

1. ARTICLE PRESENTATION
Name: Sami Mohammed A. Alsadi MPP191003
Course code : MPPZ1303
Course name: SYLLABUS AND MATERIALS DESIGN
Lecturer DR SHANTI C SANDARAN

2. What research method did the authors
employ to address the questions?
What were the authors’ research questions?
How do the teachers evaluate the presentation of the new
vocabulary items in the Form Three English Language
Textbook based on the checklist?
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Speaker: SAMI ALSADI
What instrument did they use?
What is the research title?
EVALUATING THE PRESENTATION OF NEW
VOCABULARY ITEMS IN MALAYSIAN FORM THREE
ENGLISH LANGUAGE TEXTBOOK
Published at Malaysian Journal of Languages and Linguistics
Vol. (5) No. 1 2016
A qualitative research method has been employed in this
research. And the study is considered descriptive in nature.
The data for this study were collected using a Checklist for
Evaluating New Vocabulary Presentation in ELT Textbook.
This Checklist was developed by Mat hussin, Nimechisalem,
and Rezvani kalajahi (2015) based on previous checklists
such as Abdel Wahab (2013). The Checklist comprises 11
items with a 5-point Likert scale in which ‘0’ indicates
‘totally lacking’, ‘1, poor’, ‘2, satisfactory’, ‘3, good’ and ‘4,
excellent.
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4
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3. What made the research method and context
appropriate for the study?
The material used for this study was the Form
Three English language textbook taught in
secondary schools in Malaysia. It is called
Integrated Curriculum for Secondary Schools
English Form, written by Annie Lee, Judith
Arokiasamy, Kamala Ganesan and Jayaletchimy
Veerasamy (2004), and published by PGI Cipta
Sdn. Bhd. It was approved by the Ministry of
Education in Malaysia as the main English
textbook in secondary schools in 2004. Moreover,
The evaluators for this study were five Malaysian
English Lower Secondary teachers who had the
experience of teaching the given textbook.
Since the study is about evaluating the
presentation of new vocabulary items by
exploring English language teachers
opinions. It is best to explore the matter
using qualitative research method as it
provides a rich, detailed picture by
encouraging people to expand on their
responses and therefore, provide in depth
look at the issue in hand.
What was the main source of data?
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4. What framework did they use for the analysis?
The key findings showed that the textbook is
weak in vocabulary presentation. It was found
that no specific method was followed to teach the
new vocabulary. Also there was no index of the
new vocabulary at the end of the textbook.
Evaluation is a systematic attempt to gather
information in order to make judgement or
decision Lynch (1996). Therefore, one of the
most obvious sources for guidance in analyzing
materials is Checklists which exist to aim in the
evaluation of a textbook. 11 items were presented
examining the load of new words, balance of
simple and complex, distribution of vocabulary
load across whole book, recycling of new words,
presentation of new vocabulary, topical nature of
the vocabulary exercises, new lexical items in
each unit, specific method to teach new
vocabulary, quality of the sentences and examples
defining the new vocabulary, and the presence of
an index presenting the new vocabulary.
Collected data have been analysed descriptively
using SPSS.
What were the key findings?
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What were the most important implications?
The results have implications for the learners,
English language teachers as well as textbook
developers. Form Three English Language
Textbook can still be improved in terms of
presentation of new vocabulary items in order to
fulfil its objective. The findings are also expected
to provide guidance to teachers for improving
their pedagogical practices in teaching
vocabulary and to compensate for the weaknesses
of the presentation of vocabulary in the textbook.
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5. REFERENCES
Hussin, N. I. S. M., Nimehchisalem, V., Kalajahi, S. A. R., & Yunus, N. (2016). Evaluating the presentation of new
vocabulary items in Malaysian form three English language textbook. Malaysian Journal of Languages and Linguistics
(MJLL), 5(1), 60-78.
Mat Hussin, N.I.S., Nimehchisalem, V., & Rezvani Kalajahi, S.A. (2015). Developing a checklist for evaluating the
presentation of new vocabulary in ELT textbooks. International Journal of Language Education and Applied Linguistics, 2,
27-38.

6. 2nd Article
THE IMPORTANCE AND EFFORTS IN USING TECHNOLOGY TO IMPROVE
LANGUAGE TEACHING AND LEARNING AND THE TEACHER’S
READINESS FOR INTEGRATING ICT IN THE CLASSROOM IN MALAYSIAN
EDUCATION
Analyzed by :
Name : Priya Rajah
Matric Number : MPP191153

7. 1. What is the research title?
THE IMPORTANCE AND EFFORTS IN USING TECHNOLOGY TO IMPROVE
LANGUAGE TEACHING AND LEARNING AND THE TEACHER’S READINESS
FOR INTEGRATING ICT IN THE CLASSROOM IN MALAYSIAN EDUCATION
2. What were the authors’ research
questions?
1. What is the importance of integrating ICT in language teaching and
learning ?
2. What is the level of teachers’ readiness for ICT education ?

8. 3. What research method did the authors
employ to address the questions?
Researcher used qualitative research method and the study is considered
descriptive in nature.
4. What made the research method and
context appropriate for the study?
Various studies have been conducted to explore on the impact of using ICT in
education. However, this review paper is limited to research done and articles
within the outskirts of Malaysian education system to further look into ICT and
language learning in Malaysia.

9. 5. What was the main source of data?
Works included in this paper were identified from language and teaching journals to
further help review the issue of the uses and effectiveness of ICT in Malaysian
language education.
6. What framework did they use for the
analysis?
Based on the Preliminary Report on Malaysia Education Blueprint 2013- 2025, the gap in
school infrastructure for computer labs have been bridged by 2% in 2011. Malaysian schools
are expected to be equipped with at least the basic infrastructure by the end of 2015 to
enable the students to have the benefits of ICT in education (Ministry of Education Malaysia,
2012). By ensuring sufficient connectivity in rural school, it will help to trim down the
disadvantages of rural learners (Bismillah Khatoon, 2007).

10. 7. What were the most important implications?
From the data presented in the study, it appears that teacher does attempt in making the
most of ICT, however they are in need of training to be able to fully utilized ICT in education.
While efforts made by the government are extensive, teacher’s readiness in teaching using
technology is also an important factor to influence the styles of teaching and learning of
students. Studies on teacher readiness for ICT generally are not keen towards fully utilizing ICT
in classroom as they are cautious in integrating technology in traditional classroom (Azizah
Ya’acob, Nor Fariza Mohd Nor & Hazita Azman, 2005) possibly due to lack of technical
support available as well as time constraint in classroom (Bee Theng Lau and Chia Hua Sim
2008; Derntl & Motschnig-Pitrik 2005).
8. What were the key findings?
Teachers’ readiness in adopting and making full use in utilizing the ICT in schools has
commonly demonstrated positive perceptions (Bee Theng Lau and Chia Hua Sim 2008),
however, to make the best use of current learning trends and tools, teacher need to be
computer literate and confident in using the tools in the classrooms.

11. REFERENCES
 Azizah Ya’acob, Nor Fariza Mohd Nor & Hazita Azman. (2005). Implementation of the
Malaysian Smart School: An investigation of teaching-learning practices and teacher-
student readiness. Internet Journal of e-Language Learning & Teaching, 2(2), 16-25.
 Bismillah Khatoon Abdul Kader. (2007). 2. Malaysia’s Experience in Training Teachers to Use ICT.
ICT in Teacher Education: Case Studies from the Asia-Pacif ic Region, 10.
 Lau, B. T., & Sim, C. H. (2008). Exploring the extent of ICT adoption among secondary school
teachers in Malaysia. International Journal of Computing and ICT Research, 2(2), 19-
36.
 Yunus, M. M., Nordin, N., Salehi, H., Sun, C. H., & Embi, M. A. (2013). Pros and Cons of Using ICT
in Teaching ESL Reading and Writing. International Education Studies, 6(7), p119.

12. Evaluation of Malaysian
English Language
Teaching Textbooks
Presented by: Ishwaar Singh (MPP 191122)

13. RESEARCH
QUESTIONS
● How did the teachers evaluate the
general attributes of the textbooks?
● How did the teachers evaluate the
learning-teaching content?

14. RESEARCH
METHOD
Quantitative method
whereby the mean score
were collected from the
checklist that was using
Likert scale

15. • A checklist called the English Language
Teaching Textbook Evaluation Checklist
(ELT-TEC) by Mukundan and Nimchisalem
(2011).
• Contains two main categories:
-Textbook general attributes
- Textbook learning context
• Rating system: 5 point scale
0= NEVER TRUE 3= OFTEN TRUE
1= RARELY TRUE 4= ALWAYS TRUE
2= SOMETIME TRUE

16. ● Since there are 944 respondents involved in the study, a quantitative study is
the best way to gather information.
● Furthermore, checklist that uses 5-point Likert scale allows data to be
collected and calculated using software such as SPSS for deduction to be
made.
● Although the checklist has two main categories only, there are many
components under each category.
What made the
research method and
context appropriate?

17. ●
What made the
research method and
context appropriate?
1. Syllabus and Curriculum
2. Methodology
3. Suitability to learners
4. Physical and Utilitarian Attributes
5. Efficient outlay of supplementary materials

18. ● Under the textbook learning content category, there are 9 main components
which are:
What made the
research method and
context appropriate?
1. General Content 8. Pronunciation
2. Listening 9. Exercises
3. Speaking
4. Reading
5. Writing
6. Vocabulary
7. Grammar

19. The main source of data is primary data based on 944
evaluators. 18% were male while remaining 82% were
female. They are teachers teaching from Year 1 to
Year 6 and Form 1 to Form 5 from urban and rural
school in Melaka state.
Main source of
data

20. o The framework used in the analysis is the English Language Teaching
Textbook Evaluation Checklist (ELT-TEC).
o A group of 82 evaluators who used the checklist indicated high to very high
(72% - 95%) level of satisfactions.
o It is also very economical.
o An evaluator took 9.5 minutes to assess a textbook using ELT-TEC.
o The checklist also has achieved a high correlation of r=075 when correlated
with other checklists.
o Inter-rater reliability test have shown acceptable reliability coefficient (r=.962)
based on 39 items.
Framework used in
analysis

21. Key Findings
All the teachers agreed that the
current books that are being used
in the schools are highly useful.
Most teachers feel the current books
are in the low usefulness category.
The books are highly useful for
different skills
Year 1- Year 6 Form 1- Form 5
4.1 General attributes
Form 1, Form 2 and Form 3 books
are deemed more useful
compared to Form 4 and Form
5 books
4.2 Learning-teaching content

22.  Information gathered can be used in decision making for future textbooks
design.
 Despite contradictory information on the usefulness of textbook for primary
school English textbook and secondary school English textbook, findings can
be applied as reference to improve and modify textbook.
 Studies can be done to identify strength and weaknesses of textbooks,
besides investigating suitability of textbooks for learners.
 Study shows usefulness of textbook while being used. Would be beneficial for
future
Implications

23. Evaluation Of Malaysian Primary
English Language Textbooks
Analyzed
By
Usman Zulkiflu Matric No Mla191008

24. Objectives of the Study
The objectives of the study were:
To evaluate the contents of in-use Year 5 and Year 6 textbooks in Malaysian
primary schools in exploring the strengths and weaknesses of the textbooks,
with the hope of ensuring whether it can be applicable to all methods and
suitability for the pupils, it is also aim to study ensure that that the textbooks
fit to all level of pupils’ proficiency in English language and whether it giving
attention on the pupils’ proficiency level in language learning.

25. Research Questions
 How do the teachers evaluate the general attributes of Year 5 and Year 6
textbooks?
 How do the teachers evaluate learning-teaching content of Year 5 and Year 6
textbooks?
 How do the teachers evaluate components in general attributes of Year 5 and
Year 6 textbooks?
 How do the teachers evaluate the main language components of Year 5 and
Year 6 textbooks?

26. Research Method
The author employed this method to enable him address the research
questions for the study:
A total of 32 primary schools’ teachers were selected by the authors as the
participant of the study consist of 9 male teachers with 28.1% and 23 female
teachers with 71.9%, teaching Year 5 and Year 6 in primary schools in
Selangor state.

27. Research Method Appropriate And Context
The research method and context are appropriate for the study because of
the following reasons
 The main objective of the study is on the textbook evaluation used in
teaching the year 5 and 6 students of primary school in Selangor
 The respondents for the study were the primary school English language
teachers in Slango state.
 The research was conducted in the primary schools within the Slango
state.

28. The Research Instrument
In this study, the author used a checklist proposed by Mukundan and Nimchisalem
(2011) as the instrument for data collection. The checklist comprised two main
sections.
 The textbook general attributes consist of questions from the aspects of syllabus
and curriculum, methodology, suitable to learners, physical and utilitarian attributes
and efficient layout of materials.
 The teaching and learning content consist of questions from the aspects of general
content of the textbook such as listening, speaking, reading, writing, vocabulary,
grammar, pronunciation and exercises.

29. Main Source of Data
In this research the main source of data used by the authors
consist of 31 primary school English language teachers in
Selangor

30. Major Findings of The Study
The finding of the study revealed that
 The textbook for each year is very highly useful.
 It is also found that the textbooks are suitable for either for low
proficiency or vice versa.

31. The Implication of the Study
The most important implication of this study as lamented by the authors
include:
 Both Year 5 and Year 6 textbooks that are currently used in primary
schools in Selangor are highly beneficial for the pupils in terms of
general attributes and learning/teaching content of the textbooks.
 Another important implication of this study is that it can be used as a
reference for improving the current textbooks and also for future
research literature review.