UPSI Digital Repository (UDRep)
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Abstract : Perpustakaan Tuanku Bainun |
This research aims to investigate the views and to identify the challenges faced by Year 1 and 2 English language teachers concerning the use of Super Minds textbook. Employing a mixed-method approach, a questionnaire was distributed to 250 primary ESL teachers in Temerloh district, Pahang, using platforms such as Telegram, Facebook, and WhatsApp. Additionally, online interviews were also conducted with six English Language teachers. The respondents were selected based on the convenience sampling method. The questionnaire was analyzed using percentage and average calculations in IBM SPSS. This research sheds light on the varied views among teachers regarding the Super Minds textbook's implementation as part of the CEFR framework in primary schools. From the interview, it was found out that, while many teachers view it positively, there were several challenges found during the utilization of Super Minds textbook such as teaching style, the use of supplementary materials and the need for localized context. By addressing the challenges and ensuring alignment with the CEFR guidelines, the Super Minds textbook can become a valuable and effective resource for English language instruction in Year 1 and Year 2 classrooms. In conclusion, the findings underscore the importance of continuous support, training, and curriculum adaptation to optimize the benefits of using the Super Minds textbook within the CEFR framework. This study holds crucial implications for teachers and stakeholders involved in implementing the new CEFR textbooks in schools. The positive reception of Super Minds textbook by teachers underscores its potential value in English language curriculum. Addressing the concerns raised by teachers, such as the importance of making the curriculum relevant and engaging to students, can further improve its impact on the language learning outcomes. Integrating localized content and culturally relevant topics within the Super Minds textbook can foster a sense of cultural identity and connection, enhancing students' motivation and interest in learning. |
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