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Teacher's Belief of the new Standard
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 ISSN: 2321-8819 (Online)
Asian Journal of 2348-7186 (Print)
Impact Factor: 0.92
Multidisciplinary Studies Volume 3, Issue 5, May 2015

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

Nooreiny Maarof 1 and Indira Malani A/P Munusamy2

1
Faculty of Education, TESL department
Universtiti Kebangsaan Malaysia
46300 Bangi, Selangor.
2
M.Ed TESL Student, Faculty of Education
Universtiti Kebangsaan Malaysia
46300 Bangi, Selangor.

ABSTRACT: 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.

INTRODUCTION the dream of transforming Malaysia into a

Malaysia in general has a centralized
education system; whereby transformation, the
policy making decisions and overall direction of
the country's education is adhered to the Ministry
of Education, and this effects the schools in all over
Malaysia. Process development and curriculum
development goes hand in hand and always
changes according to current situation. The process
of revolutionising the current curriculum policy
involves activities such as revision, restructuring,
improvement and conversion through to change the
curriculum. This process is usually more focused
on the three basic components of curriculum
content, teaching and learning activities and forms
of assessment. As the demand for a better
education set to be prioritised, the Malaysian
government has taken several steps in insuring the
current education and curriculum policy is on par
with other world leading countries. This are to
refine its syllabus, setting and methods of teaching
and learning and assessment program based on the
new structure and shape. This is because quality
education is the key element in human resource
development of the country, specifically to achieve
developed nation by 2020.
In Malaysia, Primary School Standard
Curriculum has been implemented in stages since
2011 beginning with Year 1 and will be fully
implemented in 2016. The implementation of the
new curriculum was first announced on June 2010
by Malaysia Ministry of Education (Malaysia
Ministry of Education 2010). The implementation
is to ensure all primary school pupils have the
achievement in basic literacy skills after they have
six years undergone their formal primary
schooling. The content and learning standards that
are outlined in the new curriculum were
specifically aim towards ensuring pupils to acquire
knowledge, skill and values.
Primary School Standard Curriculum was
formulated to produce Malaysian citizens who are
knowledgeable and competent, and who possess
high moral standards so that they can function
more effectively in the future especially in the 21st
century. It is also to equip young generation
holistically for their success in the era of

Available online at www.ajms.co.in 92

Teachers Belief of the new Standard Curriculum for Primary Schools (KSSR) in Teaching English as (ESL) in Malaysian
Schools: A Qualitative approach.
globalization with the latest global challenges and
competitions. Moreover the change is based on the
needs and wishes of the National Education
Philosophy for a balanced and harmonious in terms
of intellectual, emotional, physical and spiritual.
The reason of change Standard Curriculum for
Primary Schools (KSSR) was chosen to replace the
Integrated Primary School Curriculum (KBSR).
The new curriculum is called standard based on
some predetermined criteria. Among these are for
pupils to make sure past standards. Similarly, the
designation of knowledge, skills and value should
be measured explicitly through assessment
conducted ongoing .This will help teachers will
identify improvement strategies to help the students
to understand content of the lesson. The curriculum
also aims to address the dropout problems among
the students learning through the effective
evaluation. Relevant to these changes, the Standard
Curriculum for Primary Schools (KSSR) focuses
more to form materials, organization of content,
time allocation, pedagogy, assessment and
curriculum management. It was intended to
produce a balanced and consistent with national
education philosophy and critical thinking abilities,
creativity and innovation.
The Ministry of Education implements a
comprehensive transformation program under the
Malaysia Education Blueprint 2013-2025 for the
education system such as Standard Curriculum for
Primary Schools (KSSR), which will allow it to
meet the new demands and the rising expectations.
Therefore in this study, since Primary School
Standard Curriculum is new in Malaysia that is in
the early stage of implementation; it is uncertain
about teachers readiness for the implementation of
the curriculum. In light of the issues this study is on
teachers readiness for the implementation of the
curriculum.
In the last two decades, the study of
teachers beliefs has received attention from many
researchers in the field of language teaching. The
relationship between teachers beliefs and their
classroom practices has proved to be essential
towards their classroom teaching quality. More
specifically, researchers have been interested in the
extent to which teachers stated beliefs correspond
with what they do in the classroom, and there is
evidence that the two do not always coincide
(Gebel & Schrier 2002).The role of teachers are
seen as both the means and ends of curriculum
reform movements (Cohen & Hill, 2001). Thus, it
is important any curriculum change or curriculum
reform should pay attention to what teachers know
and belief. In this study, the researcher would like
to explore on the issue concerning the teachers
belief towards the curriculum change which is the
KSSR being implemented in the primary schools.
Asian Journal of Multidisciplinary Studies, 3(5) May, 2015
RESEARCH QUESTIONS
This study aims to identify the teacher beliefs
towards the new implementation of the KSSR
curriculum. The research question underlying this
study was developed, as stated below:
i. What are the Primary Schools teachers
beliefs teaching English as Second
Language (ESL) towards the Primary
School Curriculum Standard (KSSR) in
Malaysia?
ii. What are the challenges faced by the
teachers?
SIGNIFICANCE OF THE STUDY
Transforming the curriculum is an action taken to
ensure that education is relevant in the face of
various changes and challenges the world currently.
Therefore a number of studies are expected to be
utilized by the drafters and policymakers and
leaders at all level to ensure effective
implementation of KSSR. This because by this
study, can help educators KSSR implement more
effectively and in accordance with the requirements
and changes of globalization in education in the
future. Appropriate teaching methods can be
practiced the presence of adequate levels of
readiness in each teacher will help the students to
learn more effective. Thus, lead to an increase in
academic achievement, especially in the teaching
of English as a second language. In addition, this
study may also help teachers to better caring and
sensitive connection with the preparation for the
process effective teaching.
BACKGROUND OF THE STUDY
Teacher Belief
Over the years, there has been growing evidence to
indicate that teachers are highly influenced by their
beliefs, which nevertheless plays a significant role
towards their values, to their views of the world,
and to their understanding of their professional life.
Beliefs are constructs that is essential in many
aspects of teaching, as well as in of a teacher life.
These beliefs are involved in helping individuals
make sense of the world, influencing how their
experiences and knowledge is perceived, and
whether it is relevance.
The term teachers belief has been discussed in
array of past studies and research has been done all
over the world, but the term is difficult to define
and evaluate but we can find a number of
statements to help us understand. First and
foremost, it is crucial to understand what belief
stands for, as Michael Borgs (2001) defined that a
belief is a proposition which may be consciously or
unconsciously held, is evaluative in that it is
accepted as true by the individual, and is therefore
93
Teachers Belief of the new Standard Curriculum for Primary Schools (KSSR) in Teaching English as (ESL) in Malaysian
Schools: A Qualitative approach.
imbued with emotive commitment; further, it that effective teachers have certain expectations
serves as a guide to thought and behavior. It has and beliefs towards their students: a set of beliefs
been defined as teachers beliefs in their ability to that in inclusive classrooms lead to effective
actualize the desired outcomes (Wheatley, 2005, teacher practice and improving the learning of the
p. 748). Teachers beliefs play an important role for students the long run. Nuthall (2004) refutes that
understanding and improving educational for teachers to understand the relation between
processes. They are closely linked to teachers teaching and learning, certain aspects need to be
strategies for coping with challenges in their daily highlighted such as (a) how instruction,
professional life and to their general well-being, management and assessment influence student
and they shape students learning environment and experience and behavior; (b) how the sociocultural
influence student motivation and achievement context (classroom instruction, interpersonal
relationships, and intrapersonal factors) influence
In a study by Kennedy (1997) claims that it is not
teaching and learning; and (c) how individual
clear what the source of those beliefs might be, as it
students make sense of their classroom
might be influenced by factors such as their
experiences. Teachers are held for teaching
upbringing, a reflection of their life experiences, or
responsibility that which carries the burden for
a result of socialization processes in schools. Also
them to teach and carry out the learning process
he adds that (Kennedy 1997) these beliefs are used
effectively. Current change in teaching methods is
to examine new teaching methods and approaches
approaches pushes teachers effort to the brink as
in classroom learning in which is used as
they need to adapt to changes, and be aligned with
motivation b the teachers to challenge their existing
the change. As beliefs comes into play, teachers
belief towards current teaching methods and
believe that teaching well primarily depends on
approaches. In relevance to this, a study by Fred
making school work interesting, they will reject as
Korthagen (2004) found that teachers are likely to
irrelevant parts of the course that focus on teaching
be the most effective when their beliefs are aligned
students to use metacognitive strategies for reading
with each other and with the field. It is important
to learn.
that the working environment of the teachers is
conducive and support systems these teachers
METHODOLOGY
receive from their respective schools are in tune
with their belief as educators. Therefore, a In this research study, a qualitative
teachers beliefs is seen crucial in shaping and research methodology was employed to enhance
influencing a teachers knowledge on determining the collection data from parents as told by them.
his or her teaching activities in which it affects The instrument used for this research is a set of
their teaching career directly. These teachers are interview questionnaire to explore on the belief the
influenced greatly by their self-instruction, which is teachers uphold in teaching ESL in primary schools
accumulated from social history and culture, with the new change of curriculum KSSR. In this
personal experience and education, the teachers research, the qualitative method was employed
teaching ability and students phenomenographic whereby learning is studied
from the learners perspective and based on
The importance of teachers belief towards
qualitative analysis of interview data.
shaping their teaching and the also impact of it on
Phenomenography is a type of qualitative research
classroom learning have been discussed over the
that focuses on the subjective experience of the
years. Studies have identified the links between
individual (Marton 1981). In this study, the
teachers belief and their role towards classroom
researcher relied on the method of individual in-
learning and also for improving their
depth interview to collect data.
professionalism (Savaski -Acikalin 2009,
Bingimlas & Hanrahan 2010). In a research done Sampling
by (Thompson 1985, Karaagac & Threlfall 2004)
In this study the sample participant
found that teachers beliefs about mathematics,
compromised a total number of five primary
teaching and learning are consistent with classroom
teachers who teach ESL (English as second
practice. In relevance to this, another research on
language in classroom). All five of them were from
science teachers by Levitt (2002) concluded that
different educational background, schools, teaching
although gaps still exist between the teacher beliefs
experience and also different ethnicity. With the
and the principles of reform, the implication of
principals permission, the researcher managed to
teacher beliefs is that the teachers are moving in a
arrange meetings with the participating teachers to
direction consistent with science education reform
brief them about their role in the study. All the
teachers involved in the study were asked to
A study by Melodie Rosenfeld and
participate voluntarily. The interview session was
Sherman Rosenfeld (2008) affirmed that from their
conducted with anonymity thus will increase the
studies effective teachers act on the belief that all
researchers chances of receiving responses which
students can learn, meet the needs of diverse
genuinely represent peoples beliefs, opinions or
learners, and believe that teachers can intervene to
perceptions on the issue. The responses from the
make a difference. This provides clearer evidence

Asian Journal of Multidisciplinary Studies, 3(5) May, 2015 94

Teachers Belief of the new Standard Curriculum for Primary Schools (KSSR) in Teaching English as (ESL) in Malaysian
Schools: A Qualitative approach.
participants allowed the researcher to make certain
generalisations of the bigger teacher population.
DATA ANALYSIS
To ensure a subjective view of the
matter, the researcher uses the general interview
guide approach, also known as the semi-structured
interview. All interview sessions were tape-
recorded, transcribed for thematic analysis and
checked for accuracy by a second individual. The
data were collected and further analysis was
conducted in analyzing the emerging themes or
patterns that seem dominant among the learners
respond to the questions employed.
Further analyses of the interview data
were focused on the discovery of pivotal themes
and patterns using inductive analysis procedures
(Bogdan & Biklen 1992). To address the two
research questions, I discuss the findings of the
current study for each of the questions in the
sections below:
i. Teachers Stated Beliefs towards KSSR
During the interviews, the teachers generally
revealed their beliefs about teaching ESL
classroom under the new curriculum KSSR. All of
them stated that many of their beliefs had been
built up over their formal training and many years
of being a teacher. They believed that the new
curriculum swift is better in comparison with the
KBSR, and all of them had a positive outlook
overall. Below is the interview findings excerpt
used for further analyses;
(*T1- represent teacher 1, T2- represent teacher 2,
T3-represent teacher 3)
T1: The KSSR looks promising and I
believe it will provide a better
prospect for the students, this enables
the students to not just excel in
academics but to be an all rounder. In
my point of view, I think most of the
teachers would agree that new holistic
approach towards the curriculum
looks promising in creating better
learners in the near future.
T2: The new curriculum change that
has taken place will provide a new
approach in the teaching and learning
as it is aim to be less of the assessment
of the exams, and more to a holistic
approach.. I think this is what is
lacking in our education and school
system is that we tend to emphasis
more on the achievements of student
scoring As rather than
acknowledging their other talent and
skills that we as will produce better
quality learners in near future.
T3: The KSSR is an outstanding
platform where the change in our
Asian Journal of Multidisciplinary Studies, 3(5) May, 2015
education will take place. Its an
opportunity for the students as well as
the teaching force to improve with
change.
It is found that from the interview
session most of the teachers voiced out that
new curriculum swift KSSR will be an
excellent way to change the Malaysian
education system, whereby we are so exam
oriented culture. In a study by Bhasah Abu
Bakar (2003) stated that the Malaysian
education is too exam oriented because
teachers in school concentrate too much on
getting good grades in examinations rather
than using assessment as a mean to provide
meaningful feedback. Nesamalar, Saratha and
Soo Choon (2005) stated that the final
outcome of education in Malaysian schools is
to produce holistic individuals. Assessments
are put in place in order to assess students
achievement
The findings also suggest that the
current exam oriented system in Malaysian
education scene was never given the proper
emphasis as it does not contribute anything
towards students achievement results. As a
result, students and teachers tend to ignore it
or practice is just for the sake of
documentation requirement. It was not used to
provide the meaningful teaching and learning
in the classroom. It is clear from the above
extract, the teachers were well aware of the
need for change in curriculum swift will be
beneficial for the students, and education
system.
(*T4- represent teacher 4, T5- represent teacher 5)
T4: My personal view on the new
curriculum KSSR is that, its an
improvement from the previous
curriculum KBSR. Although I would
agree that, the KSSR is still in its early
stages of implementation, but I believe
in near future this will see a new
beginning to the holistic education. In
a way, our education system is slowly
progressing towards less academic
assessment.
T5: The curriculum swift from KBSR
to KSSR is a stepping stone for the
future of our education system. My
belief towards the curriculum swift is
that, well provided by the new
curriculum, the change is inevitable
necessary.
From the interview sessions, all of the
teachers said that they had a positive and promising
outlook towards the new curriculum KSSR. They
also made their own interpretations about how the
new curriculum would affect the future learners
95
Teachers Belief of the new Standard Curriculum for Primary Schools (KSSR) in Teaching English as (ESL) in Malaysian
Schools: A Qualitative approach.
and how it would improve the national education
system. Thus, the teachers beliefs were consistent
with deeper, general beliefs about new
implementation of the KSSR curriculum in primary
schools. Moreover, Punch and Waugh (1987)
claimed that teachers appraisal of the change is
significant for a good quality of curriculum
implementation. In other words, openness to
change creates a difference in curriculum
implementation in a positive way.
ii. Challenges faced by the Teachers
The change in curriculum in a way will affect the
teaching practice, the teachers attitudes towards the
curriculum, their readiness and also how well can
they adapt to the change. In Borgs view, beliefs
can be narrowed and categorized. For example,
educational beliefs about the nature of knowledge,
perceptions of self and feelings of self-worth, and
confidence to perform certain tasks, are categories.
Following these recommendations, this study
focused specifically on teachers educational
beliefs about teaching and learning the beliefs
teachers have on the KSSR curriculum and factors
influencing the implementation of these beliefs in
classroom practice. The term beliefs here refer to
teachers' pedagogic beliefs (Borg 2001), which are
related to convictions about language and the
teaching and learning of it. These beliefs are
manifested in teachers' approaches, selection of
materials, activities, judgments, and behaviors in
the classroom. Below was some of the interview
session excerpt in which was found to be relevant
to the challenges faced by the teachers under the
new curriculum KSSR;
(*T1- represent teacher 1, T2- represent teacher 2,
T3-represent teacher 3)
T1: although the KSSR was
introduced by the MOE back in 2011,
based on my teaching experience, the
move did not give the teachers
adequate time to prepare
themselves It was difficult at first,
because the swift did not only affect
the children, but the teachers as
well
T2: its understandable, the KSSR
new curriculum swift was prominent
to the new education blueprint, but I
think as a teacher in a way the move
was not fully thought for teachers in
general We were given basic
explanation, and in beginning I have
to admit it was a bit difficult to cope.
T3: in the beginning it was a bit of a
challenge for me to prepare the
classroom lessons for classroom
teaching and learning, and in a way
it affected my confidence teaching in
Asian Journal of Multidisciplinary Studies, 3(5) May, 2015
class... it could also be because Im
still new to the teaching profession,
so having little experience conducting
classes with thirty to forty students
could be overwhelming
From the interview session, it was found that some
of the teachers did voice out some dissatisfaction in
terms of the roles played by the school
administration. For example in the text excerpt
(T4), the teacher mention on the lack of support she
receives from the school and how most of the time
she seeks advice from fellow teachers. In addition,
researchers have also found that supportive
network in the school is crucial (Kern, Kruse &
Roehring 2007). In other words, supports from the
school principal and colleagues are key factors for
successful curriculum implementation (Desimone,
Fedoravicius, Finn, Henrich, Payne & Stevenson,
2004). In a related study by Teberg (1999) also
discussed the necessity of administrative support
for a successful curriculum implementation by
claiming that in addition to knowledge and skills,
teachers need encouragement and assistance to
reach the goals defined for their children.
T4: The new curriculum swift was a
challenge for teachers like me, who
were not so familiar with the new
approach So we had to do a
research on our own and also seek
advice from fellow teachers who were
willing to help out... In a way I think
the school administration should have
played their role in providing more
information or could also monitor the
classes from time to time sometimes
its good to know that the school
administration provides some support
system to the teachers.
T5: The challenges being faced by the
teachers is contributed by the fact that
most of us were not giving sufficient
enough time or training towards the
new curriculum, I think the MOE
should come with some sort of back up
support team for teachers involved.
They could also from time to time
provide workshops for the teachers.
The teachers also made many statements
that described that teachers should be given enough
training and adequate information to ensure they
are on the right track. One expressed (T5) that the
MOE should come up with some enhancing and
support teams for the teachers so that they can refer
to when they are facing some problems in regards
with the new curriculum.
The findings suggest that for the
challenges faced by the teachers, most of them state
96
Teachers Belief of the new Standard Curriculum for Primary Schools (KSSR) in Teaching English as (ESL) in Malaysian
Schools: A Qualitative approach.
that they receive in adequate support system from
the school administration. A conducive working
environment is essential to build the teaching
professions. For teachers, collaborative
environment is also a necessity. In the study
conducted by Desimone (2004), it was found that
collaborative relationship and networking were
detected as positive factors increasing the teachers
attitudes and motivation, as well as their teaching.
Once they are motivated to teach, teachers show
better performance in classroom implementation.
CONCLUSION
The beliefs teachers expressed in relation
to these aspects of practice, their observed practice
in each case, and the factors teachers referred to
new curriculum KSSR differences between their
beliefs and practices are presented. There were
several cases where teachers professed beliefs
about language learning were in strong contrast
with practices observed in their lessons. Similar
phenomena have been widely reported elsewhere
(Farrell & Kun 2008). Accordingly, both personal
and environmental factors create difficulties on the
shoulder of teachers and in that case, the issue of
teachers problems faced regarding the curriculum
implementation is brought into discussion.
This study suggests that the beliefs of the
five teachers studied were not always aligned with
their practices. The findings also suggest that the
teachers belief are mostly positive towards the
KSSR curriculum, and although they agreed that
the KSSR curriculum is still in the early stages of
implementation, it is nonetheless a applauded move
by the MOE (Ministry of Education) to improve
the current education system in Malaysia. Some of
the teachers interviewed did express their concern
over the success of the new KSSR curriculum, in
comparing it to the rather unsuccessful of the Math
and Science in English (PPSMI) program that saw
a setback several years back.
The changes in the curriculum or better
known as a transformation of the curriculum is
inevitable matter that is expected to occur from
time to time. In line with the modernization of the
country's current changes moving towards a
developed nation and a people who high income, it
is definitely a very strong support needed in the
education system. This is due to give birth human
capital is really knowledgeable and competent to
drive the country's development; they should be
through an educational system that is really strong
on all aspects life. However, in developing the
curriculum changes, various aspects to be seen and
considered before a decision was made and
implemented. The role of all parties is important,
especially those that directly dealing with the
curriculum and are always willing to accept a
change. Teachers role are immensely affected by
their actualization of the ideas in the new
curriculum. Hence, no matter what the curriculum
suggests, at the end of the day it is the teacher who
makes the ultimate decisions about what is going
on in the classroom. Teachers belief towards
teaching and adapt to innovations can lead to
students learning and acquaintance with the
innovations in classrooms.
Limitation
The finding of this study still does not
provide clear implications for teacher education in
the Malaysian context. I argued that it is not
enough for language teacher cognition research to
identify differences or tensions between teachers
beliefs and practices in relevance to the KSSR
curriculum implementation. Rather, studies in the
future should also seek to explore, acknowledge
and understand the underlying issue with greater
audacity and in-depth review.

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