Teacher’s Belief of the new Standard Curriculum for Primary Schools (KSSR) in Teaching English as (ESL) in Malaysian Schools: A Qualitative approach



A new curriculum was implemented by our education ministry in 2011 which is the Primary School Curriculum Standard (KSSR) which saw the shift from (KBSR). The new primary school curriculum which is known as the Standard Curriculum for Primary Schools (KSSR) was introduced with fewer subjects but using a more interactive approach. This study will investigate on an exploration of teachers’ belief towards the Primary School Curriculum Standard (KSSR) in selected Malaysian primary schools. The study will comprise a sample of teachers that will be interviewed to investigate the teachers’ belief, as experienced by the teachers. The methodology utilized in this study is qualitative in nature, involving interview sessions. The findings of this study suggest that most of them showed positive attitudes towards the new curriculum change, but they still lack in training thus it effects their teaching in classroom. A majority of them agreed that school principal, administrative staffs, training and guidance on the new standard based curriculum (KSSR) play an important role to support the implementation of this novice approach in primary schools.

Keywords: English as second language (ESL), primary school education, teacher belief, Primary School Curriculum Standard (KSSR), learners.

Full Text:



Bhasah Abu Bakar. (2003). Asas pengukuran bilik darjah [Basic Classroom Assessment]. Tanjong Malim: Quantum.

Borg, S. (2001). Self-perception and practice in teaching grammar. ELT Journal, 55(1), 21-29.

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language teaching, 38, 81-109.

Borg, S. (2006). Teacher Cognition and Language Education. Continuum: London.

Borg, S., & Al-Busaidi, S. (2012). Learner autonomy: English language teachers’ beliefs and practices. London: The British Council. Retrieved 23 May 2012, from http://www.teachingenglish.org.uk/publications

Borg. S. & Phipps, S. (2007). Exploring relationship between teachers’ beliefs and their classroom practice. The teacher trainer, 21(3), 17-19.

Borg, S. & Phipps, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. Second Language Writing Journal, 37(4), 380- 390.

Burns, A. & Knox, J. (2005). Relation(s): Systemic functional linguistic and the language classroom. In: Bartels, N. (Ed.), Applied Linguistics and Language Teacher Education. New York: Springer, pp. 235-259.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. 4th ed. Boston, MA: Pearson.

Cohen, D. K. & Hill, H. C. (2001). Learning policy. London: Yale University Press.

Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. In P. Emest (Ed.), Mathematics teaching: The state of the art (pp. 249-254). London: Falmer Press.

Good, T. (1983). Research on classroom teaching. In L. Shulman, & G. Sykes, Handbook of teaching and policy. New york: Longman

Hashweh, M. (1985). An exploratory study of teacher knowledge and teaching: the effects of

Kennedy, Mary M. (1997). Defining an ideal teacher education program [mimeo]. Washington, DC: National Council for the Accreditation of Teacher Education. 1-29.

Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77–97.

Lilia, H. (1997). A critical appraisal of secondary Science Teacher Training Programmers in Malaysia with an emphasis on Pedagogical Content Knowledge. Doctor of Philosphy . Universiti of London.

Lilia, H., & Norlena, S. (2000). Orientasi akademik: Pendekatan alternatif dalam program pendidikan guru siswazah di Malaysia. 56 , 47-64. Akademika

Melodie Rosenfeld & Sherman Rosenfeld. (2008). Developing effective teacher beliefs about learners: the role of sensitizing teachers to individual learning differences. Educational Psychology, Vol. 28, No. 3, 245-272.

Nesamalar Chitravelu, Saratha Sithamparam, & T., Soo Choon. (2005). ELT methodology: Principles and practice.

Shah Alam: Penerbit Fajar Bakti Sdn. Bhd. Ryan, K., & Cooper, J. (1998). Those who can, teach (8th Ed ed.). New Jersey: Houghton Mifflin Company.

Ryan. (1980). Looking in Science Teacher's knowledge og subject-matter and their conceptions of learning on their teaching. Unpublished doctoral dessertation . Stanford. C.A.: Stanford University

Pajares, F. (1992). Teachers’ beliefs and educational research: Clearing up a messy construct. Review of educational research, 62(2), 307-332.

Phipps, S. (2010). Language teacher education, beliefs and classroom practices. Saarbrucken: Lambert Academic Publishing.

Richards, J. et al. (2001). Exploring teachers’ beliefs and the processes of change. PAC Journal, 1(1), 41-58.

Sharifah, A. (1983). Ilmu Pendidikan. Kuala Lumpur: Heinmann Asia.

Shulman, L. (1987). knowledge and teaching: foundations of the new reform. Harvard Educational Review 57(1) , 1-22. to teaching: An introduction to American Education. In A. C. Ornstein, & H. Miller, Teaching: School Management and Organizational. Chicago: Rand Mc Nally College Pub.

Van Dalen, D. (1979). Understanding Educational Research: An Introduction (4th ed ed.). New York: Mac Graw-Hill

Wiseman, D., Cooner, D., & Knight, S. (1999). Becoming a teacher in a field based setting an introduction to education and classroom. America: Wadsworth Publishing Company.

Weir, C., & Khalifa, H. (2008). A cognitive processing approach toward defining reading comprehension. Cambridge ESOL: Research Notes, 31, 2–10.

Wen, G., & Johnson, R. K. (1997). L2 learner variables and English achievement: A study of tertiary-level English majors in China. Applied Linguistics, 18(1), 27–48.

Wenden, A. (1986). What do second-language learners know about their language learning? A second look at retrospective accounts. Applied Linguistics, 7(2), 186–201.

Woods, D. (1996). Teacher cognition in language teaching. Cambridge: Cambridge University Press.


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.