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All Journal Aulad : Journal on Early Childhood Studies in English Language and Education
Radzuan, Noor Raha Mohd
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Education Languange, Linguistic, Communication & Media Public Health Social Sciences

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Modal verbs in Indonesian and Malaysian English textbooks for secondary schools: A corpus-driven study Oktavianti, Ikmi Nur; Radzuan, Noor Raha Mohd; Pratolo, Bambang Widi; Surono, Surono; Budiwati, Tri Rina; Aisyah, Shifak
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.35258

Abstract

Modality is a salient notion in language, manifested through modal verbs. However, modal verbs are complex grammatical units since they have multiple functions and meanings. Previous studies have shown mismatches between actual language use and its presentation in textbooks, including modal verb representation in both EFL and ESL contexts. This study explored the distributional frequencies of modal verbs in Indonesian EFL textbooks compared to those in Malaysian ESL textbooks. It compiled the textbook conversation corpora from secondary education levels in Indonesia and Malaysia: two Indonesian EFL textbooks (IET) and two Malaysian ESL textbooks (MET), which are nationally endorsed. The corpora comprised 4,548 tokens collected from the conversations in the textbooks. Data collection involved corpus queries focusing on nine core/central modal verbs: can, could, may, might, shall, should, will, would, and must. The results show that Indonesian and Malaysian textbooks shared the same most frequent modal verb distribution; however, other distributions differed. Besides, English modal verbs in Indonesian textbooks are more static with one-to-one correspondence, while Malaysian textbooks present more dynamic modal verb meanings. Notably, Indonesian EFL textbooks have complete modal meaning representation, which is absent in Malaysian textbooks. Interestingly, the modal verb distributions in both textbooks differ from those in a native corpus, representing actual English use. These results highlight the need for more careful consideration when designing and developing teaching materials, especially in ESL and EFL contexts.
Pre-school Teachers’ Beliefs towards Their Abilities of Teaching English to Pre-schoolers in Pahang, Malaysia Rosli, Aisyah Khaleeda; Radzuan, Noor Raha Mohd
Aulad: Journal on Early Childhood Vol. 3 No. 2 (2020): August 2020
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/aulad.v3i2.66

Abstract

In the education sector, teachers serve as the most important role model in improving learners' English language competency. Due to this, the beliefs of the pre-school teachers initiate a critical indicator in deciding if, given the circumstances, pre-school children can receive adequate English inputs and exposure at their age. In this study, 60 private pre-school teachers were given a set of questionnaires consisting of 14 items to investigate their beliefs towards their abilities of teaching English to pre-schoolers in Pahang, Malaysia. The findings of this study revealed a much more positive view of teachers’ beliefs in pre-school English teachings. This can become a stimulus for the growth of English proficiency among Malaysian children and consequently improve the standard of English in Malaysia in the future.
Co-Authors Aisyah, Shifak Bambang Widi Pratolo Ikmi Nur Oktavianti Rosli, Aisyah Khaleeda Surono Surono Tri Rina Budiwati