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TEACHERS' PERCEPTIONS TOWARDS THE USE OF ENGLISH AS THE MEDIUM OF INSTRUCTION FOR SCIENCE AND MATHEMATICS
SUBJECTS: A SURVEY WITH SCIENCE AND MATHEMATICS' TEACHERS
by
HERMAN AK JANDEK (4634)
Graduation Project submitted in Partial Fulfillment of the Requirements for the Degree of Bachelor of Science with Honours (TESL),
Centre for Language Studies, Universiti Malaysia Sarawak
MARCH 2003
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Abstract
Teachers' Perceptions towards the use of English as the Medium of Instruction for
Science and Mathematics subjects: A survey with Science and Mathematics'
teachers
Herman ak Jandek
This study is aimed to find out teachers' perceptions towards the use of English as the medium of instruction to teach science and mathematics subjects. The objectives of this study are to find out: i. Science teachers' perceptions towards the use of English as the medium of instruction for science subjects. ii. Mathematics teachers' perceptions towards the use of English as the medium of instruction for mathematics subjects. iii. The perceived problems faced by teachers of science and mathematics with the use of English language to teach science and mathematics subjects in schools. Based on the findings of this study, majority of the teachers have positive attitudes towards the use of English as the medium of instruction to teach science and mathematics subjects. The most significant problem that the respondents will face is regarding weak language proficiency among students.
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Abstrak
Teachers' Perceptions towards the use of English as the Medium of Instruction for
Science and Mathematics subjects: A survey with Science and Mathematics'
teachers
Herman ak Jandek
Kajian ini bertujuan mendapatkan persepsi guru terhadap penggunaan Bahasa Inggeris sebagai bahasa pengantar dalam pengajaran mata-mata pelajaran sains dan matematik. Objektif kajian ini adalah untuk mendapatkan: i. Persepsi guru-guru sains terhadap penggunaan Bahasa Inggeris sebagai bahasa pengantar untuk mata-mata pelajaran sains. ii. Persepsi guru-guru matematik terhadap penggunaan Bahasa Inggeris sebagai bahasa pengantar untuk mata-mata pelajaran matematik. iii. Jangkaan masalah masalah yang akan dihadapi oleh guru-guru sains dan matematik apabila Bahasa Inggeris digunakan untuk mengajar mata-mata pelajaran sains dan matematik di sekolah-sekolah. Berdasarkan dapatan daripada kajian ini, didapati majoriti guru mempunyai sikap yang positif terhadap penggunaan Bahasa Inggeris sebagai bahasa pengantar untuk mengajar mata-mata pelajaran sains dan matematik. Masalah paling ketara yang akan dihadapi oleh guru-guru ialah kelemahan penguasaan Bahasa Inggeris dikalangan pelajar.
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ACKNOWLEDGEMENT
I would like to take this opportunity to thank everyone who had rendered their helping hands and thoughts to make this project a reality. This special thank also goes to my supervisor Madam Norazila Abdul Aziz for her help throughout. Thank you.
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TABLE OF CONTENTS
Page
ABSTRACT ............................................................................... i ABSTRAK ................................................................................. ii ACKNOWLEDGEMENT
.............................................................. iii TABLE OF CONTENT
................................................................. iv LIST OF TABLES
........................................................................ vi LIST OF FIGURES
....................................................................... vii LIST OF ABBREVIATIONS
........................................................... ix
CHAPTER
INTRODUCTION ............................................................. 1
Background ................................................................ 1
Statement of problem .................................................... 8
Research Questions ...................................................... 10
Research Objectives ...................................................... 10
Definition of Key Terms ................................................. 11
Significance of the study ................................................. 12
Limitation of the study ................................................... 13
II LITERATURE REVIEW .................................................... 14
Introduction ................................................................ 14
Teachers' receptivity to education change ............................ 15
III RESEARCH DESIGN AND METHODOLOGY ........................ 20
Introduction ................................................................ 20
Population and Sampling ................................................. 20
Instrumentation ............................................................ 21
Questionnaire ........................................................ 21
Semi-Structured Interview ........................................ 22
Procedure of Data collection ............................................. 23
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Procedure of Data analysis .............................................. 24
IV ANALYSIS AND DISCUSSION OF FINDINGS ........................ 26
Introduction ............................................................... 26
Demographic Information of the respondents ........................ 26
Data analysis of the questionnaire ....................................... Data analysis of teachers who taught either Science of Mathematics only ................................................. 29
Data analysis of teachers who taught both Science
and Mathematics subjects ........................................ 54
Analysis of Semi-Structured Interview .............................. 78
Discussion of the findings ............................................. 85
Questionnaire ............................................................ 85
Science teachers' perceptions .................................. 86
Mathematics teachers' perceptions ............................ 86
Semi-Structured Interview ............................................. 87
V CONCLUSION AND RECOMMENDATIONS .......................... 88
Summary .................................................................. 90
Conclusion ................................................................ 90
Recommendations ........................................................ 91
REFERENCES ........................................................................... 92
APPENDICES:
Appendix I ................................................................................. 97
Appendix 2 ................................................................................. 1 04
V
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LIST OF TABLES
Table Page
1 Demographic information of respondents ...................................... 27
2 Science teachers' perceptions .................................................... 30
3 Mathematics teachers' perceptions .............................................. 32
4 Teachers teaching both subjects (Science subjects) ........................... 54
5 Teachers teaching both subjects (Mathematics subjects) ..................... 56
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LIST OF FIGURES
Figures Page
1 SRP English results in an undisclosed school in Selangor .................. 5
2 Move to use English ............... .............................................. 34
3 Right time to introduce English ................................................. 35
4 The use of English should begin in primary school ............................... 36
5 English affects students' interest ................................................ 37
6 Effects in changing in the medium of instruction .............................
38
7 Problem with English at the initial stage ....................................... 39
8 English improves students' proficiency ........................................ 40
9 Longer time to prepare lesson plans ............................................. 41
10 Teachers' proficiency .............................................................. 42
11 Teachers need to attend courses .................................................. 43
12 English makes students confused ......................................... ...... 44
13 Science and Mathematics can be successfully taught in English............ 45
14 English makes the teaching of concepts difficult .............................. 46
15 Many references are written in English ......................................... 47
16 The change of the medium of instruction is relevant.....
17 Future of Science and Mathematics in Malaysia .............
l8 Acquisition of knowledge made faster in English............
19 The success of using English depends of facilities......... .
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49
50
51
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20 English discourages students to ask questions .................................. 52
21 Use of English helps improve teachers' language proficiency ............... 53
22 Move to use English ............................................................... 58
23 Right time to introduce English ..................................................
59
24 The use of English should begin in primary school ........................... 60
25 English affects students' interest ................................................
61
26 Effects in changing in the medium of instruction .............................
62
27 Problem with English at the initial stage ....................................... 63
28 English improves students' proficiency ........................................ 64
29 Longer time to prepare lesson plans ............................................ 65
30 Teachers' proficiency ............................................................. 66
31 Teachers need to attend courses ................................................. 67
32 English makes students confused ................................................ 68
33 Science and Mathematics can be successfully taught in English............ 69
34 English makes the teaching of concepts difficult ..............................
70
35 Many references are written in English .......................................... 71
36 The change of the medium of instruction is relevant .......................... 72
37 Future of Science and Mathematics in Malaysia ............................... 73
38 Acquisition of knowledge made faster in English ..............................
74
39 The success of using English depends of facilities .............................
75
40 English discourages students to ask questions ................................. 76
41 Use of English helps improve teachers' language proficiency ............... 77
42 Science and Mathematics' teachers perceptions ......... ..................... 87
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ELT
NEP
NST = New Straits Times
LIST OF ABBREVIATIONS
English Language Teaching
national Education Policy
SPM = Sijil Pelajaran Malaysia
SRP
STPM
USA
Sijil Rendah Pelajaran
Sijil Tinggi Pelajaran Malaysia
United States of America
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CHAPTER ONE
INTRODUCTION
1.0 Background of the study
The use of English as the medium of instruction in government schools has a
relatively long history in Malaysian education scene. English was used as the
medium of instruction in the English schools before and after Malaysia gained
independence (Asmah, 1982). Apart from being a subject on its own, English also
was used to teach other subjects in schools and until today it has become the most
important second language in the Malaysia education system.
In the past, students in the Malaysian schools benefited from adequate exposure to
the language especially during and a decade after the British invasion. Asiah
(1984), notes that prior to 1976, the proficiency and fluency in English was not only
fostered through the teaching of the English subject but also through other subjects
like science, mathematics, history and geography. Such exposure was however
reduced when the status of English as them main medium of instruction was
relegated to that of the second language. Its position was taken over by Bahasa
Melayu, which was chosen as the national language and became the main medium
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of instruction in schools. Bahasa Melayu was chosen as the medium of instruction
because it was the language of the majority residents in the country (Hussein, 1993).
From that point onward, English was no longer a medium of instruction but was
taught as an individual subject. The study of English language was solely borne by
the English subject.
The factors leading to this change of the medium of instruction can be traced
before and immediately after independence. The newly independent Malaysia at that
time was enthusiastic to establish a National system of education, which addressed
three important matters such as "(a) the restructuring of the education system to
promote national unity; (b) the development of a national language; and (c) the
redressing of economic imbalances" (Pillay, 1998). The three matters became the
cornerstone of The Razak Report of 1956 whereby the national language (Bahasa
Melayu) was given the mandate to promote a common culture and a new national
identity in a pluralistic society of Malaysia.
In 1970, a national education policy (NEP) was implemented with its core
intention to establish a national school with Bahasa Melayu as the sole medium of
instruction. Initially this plan had been developed since 1956 to prepare for
transformation of schools within the ten years of transitional period after
independence. This attempt was, however, delayed because of the unfavourable
reception over the use of Bahasa Melayu as the medium of instruction from non-
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Malay groups. The enactment of NEP, which was eventually materialised in 1970,
had marked gradual conversion of the medium of instruction from English language
to Bahasa Melayu (Alias, 1997). The change was to take place first in primary
schools and would be followed by secondary schools 7 years later. This process
accomplished in 1982 in Peninsular Malaysia for both primary and secondary
school levels.
Despite the instant move to make Bahasa Melayu the national language and
the medium of instruction in schools, the government of Malaysia still emphasizes
on the importance of English language as "a strong second language" (Asiah, 1984).
She further elaborates that even though Bahasa Melayu is sufficient for day-to-day
communication in Malaysian setting, English language may be the only preferred
language in specialised fields such as in the international relations and commerce
(Jamalludin, 1992). Asiah (1984), who states that the importance roles played by
English language in the international trade and commerce coupled with its
importance in the science and technology fields had influenced the design of the
ELT syllabus in Malaysian schools (cited in Alias, p. 51).
"English is taught in both primary and secondary schools in Malaysia. Its
position is that of a second language. It is a means of communication in
certain everyday activities and certain job situations. It is an important
language for trade and commerce. It also provides an additional means of
access to academic, professional and recreational materials"
(cited in Nesamalar, Saratha & Teh, 1995)
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Being the second language and only taught as a subject in schools means
that English although still a must for all students to learn, however, it is not a
compulsory subject to pass (Jamalludin, 1992).
This brings forth another challenge to the education system in the country
with the decline in the level of proficiency especially those students who come from
rural schools and lower income families (Pillay, 1995). With less emphasis given to
English in recent decades, the government found that the students lacking a good
command of the language were handicapped in integrating and facing the challenges
of the new economy (NST, May 7,2002). The English language standard among
Malaysian students have impoverished gradually in the recent decades. Awang Had
Salleh when interviewed by TV3 on November 1988 states:
"The decline of performance in English Language among students and the
new generation is prevailing. This gap of performance between urban and
rural areas is wide. The teachers in rural schools seem to give up. However,
the situation in urban schools is not that serious.
(cited in Jamalludin Ishak, p. 213)
A study done by teachers among Form IV classes in 15 schools in Selangor
in 1986/87, discovered that there was a big gap of English proficiency between rural
and urban schools. Average number of students in rural schools could only respond
to low-level questions pertaining to personal data like name, place of living and etc.
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In other study done in an undisclosed school in the same state had
discovered a poor achievement of English language in a SRP test. Out of 200 results
taken for the study, only 8% of the students managed to get C6 and above. 35% of
them passed with grade P7/8 and the remaining 57% of the students got grade F9
(Jamalluddin Ishak, 1992).
Figure 1: SRP English results in an undisclosed school in Selangor
SRP results
8%
57% 35%
® Passed with C6
El Passed with P7/8
13 Failed
In a study conducted by Institut Tamadun dan Alam Melayu (Atma) of
Universiti Kebangsaan Malaysia had found that the poor standard of English among
rural students encompassed on three factors:
i. Students' perceptions towards English language where it was seen as a
foreign language.
ii. Students did not give attention on the need to master the language hence
jeopardized their vocabulary and sentence structure abilities.
iii. Teacher's factors.
(cited in http: //www/sekolah. com/article/? show= l &row=0074)
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Lately, the general public had shown keen awareness towards the
importance of English language. Many calls had been made by the general public to
request for the re-introduction of the English stream schools. These calls were as
well came from the politicians, academicians and community leaders (Ramlan &
Hayati, NST, May 10,2002). Reacted upon the calls by the members of the public,
the Prime Minister, Dr. Mahathir says, "If the people want it, of course, as a
democratic government, we will have to respond". On May 3, Dr. Mahathir passed
several resolutions, including calling for several subjects in schools to be taught in
English to arrest the decline performance in the English (NST, May 7,2002).
The notion to use English as the medium of instruction for science and
mathematics subjects, however, received mixed reactions from members of the
public. There are different groups of people who support, remain undecided and
oppose the idea.
The support group consists of people who have positive attitudes towards the
move. Three prominent academicians namely Datuk Dr. Yahaya Ibrahim, Ishak
Thambi Kechik and Wan Zahid Noordin were optimistic with the move taken by the
government to implement the use of English to teach science and mathematics
subjects (Utusan Malaysia, May 16,2002). However, they urged great attention
should also be given to teachers' proficiency and the teaching methodologies.
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An online survey reported by Azmi (2002) in the New Strait Times
newspaper revealed 72.08% of the respondents expressed their approval on the use
of English language as the medium of instruction to teach science and mathematics
subjects against the reluctant minority who scaled at 23.69%. Altogether there were
1,089 participants involved in the study (NST, pg. 6).
The undecided members of the public are those people who take the middle
decision over the move to use English as the medium of instruction to teach science
and mathematics subjects. This group of people is neither do they support nor do
they oppose the decision. Tan Seng Giaw (2002), DAP national vice-chairman and
MP for Kepong, Selangor, urged the Malaysian government to be very careful with
the use of English to teach science and mathematics in English, otherwise it will
affect the education in the country.
(cited http: //dapmala ssia_org/english/bul/mayO2/bul 1603. htm)
The other group of people are those who feel sceptical over the success of
this change of the medium of instruction. They believe that the change will be a
failure. Tan Sri Dr. Abdullah Ayub (2002) did not agree with the use of English for
science and mathematics. He further said those subjects did not involve much oral
discussion. Instead, the use of English would further deteriorate students'
performance in both subjects. Tan Sri recommended English should be used to teach
other subjects like geography, history and moral.
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(cited in http: //www/tutor. com. my/tutor/dunia. asp? y=2002&dt=0523&pub= DuniaPendidikan&sec=lsu Semasa&pg=is Ol. htm)
1.1 Statement of problem
The new generations of teachers were educated in Bahasa Melayu as the medium of
instruction. According to Normah Mohammad, vice chairperson of Persidangan
Kebangsaan Pengetua Sekolah Menengah (PKPSM), some teachers themselves
have problems in English. If this is the case, then how could they are expected to
teach science and mathematics subjects in English? (Berita Minggu, May, 2002).
These growing concerns over English teachers' proficiency and competency have
captured the intention of many parties. Pillay (1995), argues that many teacher
trainees may not have achieved a high level of competence in English. In an
undisclosed study carried out in 2001 (cited in Education Quarterly, 2002) revealed
that 25% of English teacher trainees of Mara Institute of Technology University
(UiTM) lacked proficiency in the language (pg. 6). It is believed that other learning
institutions in the country might face the same problem as well.
Apart from the language proficiency, the shortage of qualified teachers to
teach science and mathematics subjects in English is another similar problem to
address. The government admits that there are not enough trained teachers to teach
science and mathematics in English (Utusan Malaysia, May 14,2002). The failure
to attend this problem might jeopardise the success of using English to teach science
and mathematics subjects.
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Another significant consideration that needs attention is the provision of
references and books for the teaching of the two subjects in English. Its adequate
supply should be made available in time as its absence may not only affect the
efficiency of the implementation but also has profound impact on the part of
students' performance in the subjects later on.
At the initial stage, should the students be taught the subject totally in
English that is, to use English as the medium of instruction or should the teachers
resort to using both the Bahasa Melayu and English language in their instructions?
If English serves as the only designated medium of instruction then another question
lingers, can English be an effective medium of instruction for science and
mathematics when the learners in the first place are not competent in the language?
What about the teachers? Are they prepared to teach only in English when they do
not have a strong grasp of the language to start with?
Alias (1992) in an article entitled 200 Years On: English in the Malaysian
Education System writes, " Falling standards, incompetent teachers, lack of texts
books, must be looked into rationally and forcefully. Unless and until we do that,
the standard of performance in the English language, in the primary, secondary and
tertiary levels will decrease and will slide toward oblivion" (pg. 62).
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1.2 Research Questions
Below there are two research questions which lay as the foundation for this
research:
i. What are the science teachers' perceptions towards the use of English as
the medium of instruction for science?
ii. What are the mathematics teachers' perceptions towards the use of
English as the medium of instruction for mathematics?
iii. What the perceived problems faced by teachers of science and
mathematics with the use of English language to teach science and
mathematics subjects in schools?
1.3 Research Objectives
The objectives of conducting this study are to find out:
i. Science teachers' perceptions towards the use of English language to
teach science subjects.
ii. Mathematics teachers' perceptions towards the use of English language
to teach Mathematics subjects.
iii. Perceived problems that the teachers might face when English language
is used as the medium of instruction for science and mathematics.
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1.4 Definition of key terms
Some of the key terms used in this study:
1.4.1 Perception
Hornby (1989), defines perception as (i) to see, hear, understand, (ii) quality of
understanding insight, and (iii) way of seeing or understanding something.
"Perception plays an extremely important role in our lives. The decisions we make
every day are based on how we perceive the world around us" (Lowe, n. d).
Perception conceptually anchors in an abstract world, which encapsulates the
physiology senses such as seeing, feeling, thinking, hearing, tasting and smelling. If
this term is applied in an education change, it ideally echoes teachers' points of
view pertaining to the existing education enterprise with regards to the revolving
globalisation climate where there are rapid occurrences of changes in education.
Verderber and Verderber (1995) define perception as such " the process of gathering
sensory information and assigning meaning to it" (p. 39). In understanding a
perception a person must have knowledge of properties of complex interaction of
neurons that enact it. It is not a mere subconscious cognition of physiology senses.
Somewhat "Our perception does not identify the outside world as it really is, but the
way we are allowed to recognize it, as a consequence of transformations performed
by our senses.
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1.4.2 Innovation
Oxford Advanced Learner's dictionary (2000) defines the term `innovation' as
(i)... the introduction of new things, ideas or ways of doing something, (ii)... a new
idea, way of doing something, etc. that has been introduced or discovered (pg. 670).
Hall (p. 109) defines innovation in general sense as "the change that is being
sought" (cited in Carless, 2001).
1.4.3 Change
Oxford Advanced Learner's dictionary (2000) defines the term `change' as the
process of replacing something with something new or different; a thing that is used
to replace something (pg. 194). Change is a naturally occurring process, which is
according to the Greek Heraclitus "everything is in a state of becoming" (Carter &
O'Neill, 1995).
1.5 Significance of the study
This study upon completion later on will serve as feedbacks to education authorities
either at school, departmental or ministerial level. It helps to give the insights on the
use of English to teach science and mathematics subjects based on teachers' points
of view. The feedbacks will be more meaningful and thorough in nature as they are
obtained from the individuals who have direct contact in enforcing the
implementation.
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1.6 Limitation of the study
The limitation of this study encompasses on the number of samples, which are not
big enough to represent the population of the teachers who teach science and
mathematics subjects in the state. The samples are selected from 6 schools confined
to Kuching-Samarahan division. These schools constitute only 11.1 % out of the
total number 54 secondary schools in the division. Dem
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CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter presents the past studies or researches carried out regarding innovation
or change in educational setting. It encapsulates on teachers' perspective towards
any new innovation or change in terms of their perceptions, receptivity and
resistance.
Teachers' readiness in tackling the science and mathematics subjects in
English cannot be sidelined. Are they prepared to teach science and mathematics in
English? Would the level of their language proficiency have any bearing on the
implementation of the policy? Some studies carried out in the Pacific islands
discovered many teachers, particularly in Haiti and the Philippines were under-
qualified to teach either the subject matter or the language. Some teachers may have
problem in both the subject matter and the language. Consequently, students learned
neither language nor subject matter well. Regardless of the approach to language
teaching and learning, programs will not be successful if teachers are not prepared
(Donahue, para. 1).
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