Implementation Of Language Arts In Year One National Type Primary School English Syllabus

Abstract

This study primarily aimed to investigate the perceptions and understanding of ESL (English as a Second Language) teachers regarding the implementation of Language Arts in the Year One national-type primary school English syllabus. Data were collected through a survey questionnaire distributed to 20 Year One English teachers at a national-type school in Hulu Selangor, Selangor, Malaysia. The findings revealed that the majority of Year One English teachers reported having an average level of knowledge and understanding of Language Arts, along with similar perceptions and challenges. This suggests that the respondents' comprehension levels are relatively low, possibly due to their heavy workload. The results also indicate that the teachers in this study lacked the confidence necessary to possess a strong grasp of Language Arts, as outlined in the current syllabus. Upon analysis, it becomes evident that the implementation of Language Arts in the current syllabus (SBELC) has brought about significant changes in teachers' knowledge, understanding, and the challenges they encounter in their teaching practices.