The Curriculum Change and Curriculum Innovation in the

Teaching of English Language in Malaysia: A Reflective Writing.

Malaysian curriculum and syllabus especially in regards to increasing English

language proficiency amongst the nation has faced a few changes and innovations since the
British conquered. Right after Malaysia got her independence in 1957, the first phase of
English Language Teaching (ELT) reform aims to develop national unity post the divide and
conquer rule British practised in Malaysia. Back then, the methods used were grammar
translation method (objectively teaching the grammar rules), direct method (focuses on
spoken English) and situational approach (using everyday situations relevant to learners).

The syllabus then were deemed too exam-oriented, textbook focused and subject
content-biased, therefore in 1970, KBSR and KBSM were introduced under the New
Education Policy. ELT approach changed to focus on effective communication. Focus was
on meaning and not structure, therefore SPM paper changed to English 122/322 which was
more holistic as it tests reading, writing and speaking. However, critics mentioned that this
reform was not successful as, an effect, Malaysians were not equipped and competent
enough to be global citizens. Research done shows that students especially in rural areas
lacked English proficiency due to limited classroom and outside classroom language
opportunity

In 1990, the third reform occurred due to globalisation and the revolution of ICT so
the need for educated and knowledgeable workforce increased. SPM English paper was
changed to English 119 which was based on the Cambridges O-levels syllabus, literature
component was introduced to inculcate reading habits together with creative and critical
thinking among students. Malaysian University English Test (MUET) was introduced to help
equip post SPM students prepare themselves for higher learning institutions.

With the advancement in science and technology, the subject English for Science
and Technology (EST) was introduced in 2003 for upper secondary school students focusing
on specific language skills necessary in this field. The shift of teaching Maths and Science
from Malay to English done in the same year was also seen as an effort to increase
language proficiency in the field. Students born during this era had better English
proficiency as reflected during their tertiary education however, it was not helpful to students
who are illiterate in English. They didnt even learn anything during Maths and Science.

Recently, the Curriculum Review was completed and the KSSR and KSSM was
introduced. Paired with 21st century classroom settings, students interact more in classroom,
and seem more inquisitive due to these changes. Overall, Malaysian curriculum changes
has always been forward planning to equip students for their future work environment. It has
been positively progressing.