An Analysis of Reading Instructional Approach at the Malaysian Lower Secondary School Level
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- Category: English: Creative Writing
- Date Submitted: 05/10/2014 02:07 PM
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AN ANALYSIS OF READING INSTRUCTIONAL APPROACH AT THE MALAYSIAN LOWER SECONDARY SCHOOL LEVEL
Hazrimah binti Ab. Rahim¹
Universiti Sains Islam Malaysia
emma_azeman05@yahoo.com
Sidek H. M²
Universiti Sains Islam Malaysia
harison@usim.edu.my
Lubna Ali Mohammed³
Universiti Sains Islam Malaysia
luby_luda@yahoo.com
ABSTRACT
Based on the findings of past studies which support the effectiveness of communicative language teaching, the Malaysian English language curriculum has adopted the communicative approach. The purpose of this study is to determine whether or not the Malaysian form three reading instruction is communicative in nature. The coding for the characteristics of the Initiation-Response-Evaluation method (IRE) and Communicative Reading Instructional method (CRI) were obtained from the review of past studies. The context of the study is the Malaysian Form Three English language reading instruction. The data were collected via classroom observations and analysed qualitatively in terms of student-teacher interaction pattern as well as teacher and learner roles. The findings of the study indicate that the learner and teacher roles as well as the interaction pattern in the Form three English language reading instruction reflect the IRE instructional approach rather than CRI method even though the form three English language Curriculum is labelled as a communicative curriculum. The discussion of the findings is presented in terms of the alignment of the communicative label in relation to instructional implementation in the classroom.
KEYWORDS: Initiation-Response Evaluation, Communicative Reading Instructional Method, student-teacher interaction patters
INTRODUCTION
The ultimate purpose of any reading activity is to be able to conceptualise the meaning from a reading passage. Henceforth, the ability to comprehend a reading text, be it for academic purposes or for leisure reading has been an important issue in many researches on...
Hazrimah binti Ab. Rahim¹
Universiti Sains Islam Malaysia
emma_azeman05@yahoo.com
Sidek H. M²
Universiti Sains Islam Malaysia
harison@usim.edu.my
Lubna Ali Mohammed³
Universiti Sains Islam Malaysia
luby_luda@yahoo.com
ABSTRACT
Based on the findings of past studies which support the effectiveness of communicative language teaching, the Malaysian English language curriculum has adopted the communicative approach. The purpose of this study is to determine whether or not the Malaysian form three reading instruction is communicative in nature. The coding for the characteristics of the Initiation-Response-Evaluation method (IRE) and Communicative Reading Instructional method (CRI) were obtained from the review of past studies. The context of the study is the Malaysian Form Three English language reading instruction. The data were collected via classroom observations and analysed qualitatively in terms of student-teacher interaction pattern as well as teacher and learner roles. The findings of the study indicate that the learner and teacher roles as well as the interaction pattern in the Form three English language reading instruction reflect the IRE instructional approach rather than CRI method even though the form three English language Curriculum is labelled as a communicative curriculum. The discussion of the findings is presented in terms of the alignment of the communicative label in relation to instructional implementation in the classroom.
KEYWORDS: Initiation-Response Evaluation, Communicative Reading Instructional Method, student-teacher interaction patters
INTRODUCTION
The ultimate purpose of any reading activity is to be able to conceptualise the meaning from a reading passage. Henceforth, the ability to comprehend a reading text, be it for academic purposes or for leisure reading has been an important issue in many researches on...