THE EVALUATION OF TEACHERS’ PERCEPTION ON ETEMS COURSES IN

THE AREA OF JOHOR BAHRU

SHAHAZATUL MASLINA BINTI SUAID

UNIVERSITI TEKNOLOGI MALAYSIA

PSZ 19:16 (Pind. 1/97) UNIVERSITI TEKNOLOGI MALAYSIA

CATATAN: * Potong yang tidak berkenaan.

** Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak berkuasa/organisasi berkenaan dengan menyatakan sekali sebab dan tempoh tesis ini perlu dikelaskan sebagai SULIT atau TERHAD.

Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah dan Sarjana secara penyelidikan, atau disertasi bagi pengajian secara kerja kursus dan penyelidikan, atau Laporan Projek Sarjana Muda (PSM).

BORANG PENGESAHAN STATUS TESIS

JUDUL: THE EVALUATION OF TEACHERS’ PERCEPTION ON ETEMS COURSES IN THE AREA OF JOHOR BAHRU

SESI PENGAJIAN: SEMESTER II SESI 2005/2006

Saya SHAHAZATUL MASLINA BINTI SUAID (HURUF BESAR) mengaku membenarkan tesis (PSM/Sarjana/Doktor Falsafah)* ini disimpan di Perpustakaan Universiti Teknologi Malaysia dengan syarat-syarat kegunaan seperti berikut: 1. Tesis adalah hakmilik Universiti Teknologi Malaysia. 2. Perpustakaan Universiti Teknologi Malaysia dibenarkan membuat salinan untuk

tujuan pengajian sahaja. 3. Perpustakaan dibenarkan membuat salinan tesis ini sabagai pertukaran antara institusi

pengajian tinggi. 4. **Sila tandakan ( )

SULIT (Mengandungi maklumat yang berdarjah keselamatan atau

kepentingan Malaysia seperti yang termaktub di dalam (AKTA RAHSIA RASMI 1972) TERHAD (Mengandungi maklumat TERHAD yang telah ditentukan oleh

organisasi/badan di mana penyelidikan dijalankan) TIDAK TERHAD

Disahkan oleh,

(TANDATANGAN PENULIS) (TANDATANGAN PENYELIA)

Alamat tetap: 30, BATU 8 ¼, JALAN BUKIT PINANG, EN MUHAMMAD FAUZI BIN OTHMAN O6200 ALOR SETAR, Nama Penyelia KEDAH DARUL AMAN.

“I hereby declare that I have read this thesis and in my opinion this thesis is

sufficient in terms of scope and quality for the award of the degree of Bachelor of

Science and Education (TESL)”

Signature :

Supervisor : ENCIK MUHAMMAD FAUZI B. OTHMAN_

Date : 31 March 2006

THE EVALUATION OF TEACHERS’ PERCEPTION ON ETeMS

COURSES IN THE AREA OF JOHOR BAHRU

SHAHAZATUL MASLINA BINTI SUAID

A thesis submitted in fulfillment of the requirements for the award of the degree of

Bachelor of Science and Education (TESL)

FACULTY OF EDUCATION

UNIVERSITY TECHNOLOGY OF MALAYSIA

March, 2006

ii

“I hereby declare that this project (Title: THE EVALUATION OF TEACHERS’

PERCEPTION ON ETeMS COURSES IN THE AREA OF JOHOR BAHRU) is my

own research except for citations and summaries whereby each and every one of their

sources has been properly acknowledged”.

Signature :

Name : SHAHAZATUL MASLINA BINTI SUAID

Date : MARCH, 2006

iii

Dedicated to

My most beloved father and mother,

brothers and sisters,

niece and nephews,

friends,

and especially to him.

iv

ACKNOWLEDGEMENT

First of all, I would like to express my gratitude to ALLAH for giving me

the strength to complete this thesis. Without His blessings, the challenges that I

faced along the process of completing this thesis would have been impossible to

endure.

To my supervisor, Encik Muhammad Fauzi Othman, I am thankful for his

advices, guidance and moral supports throughout the completion of this thesis.

Thank you so much for treating me as your own child.

My special appreciation goes to my parents, Encik Suaid Hamid and Puan

Nilam Kosran for loving me and standing behind me all the time. To my brothers

and sisters, thank you for the love and support. For Hishyam Izanie Isa, thank you

for being patient and for your unwavering belief in me. This work is dedicated to

these special people in my heart.

My thanks are also extended to my beloved coursemates, especially Papa

(Bieb), Mak Tok (Na), Girl (Juo), Shamy (Anis), Aunty Zai (Afzan), Pengetua

(Wardah), Granny (Yan), Mama (Aifaa) and also Yie (Nurul) for being with me

throughout these years. It would not be the same without you girls. Thank you for

making this journey worth to be remembered

Finally, I owe a debt of gratitude to the respondents of this study for their

time and cooperation during the process of collecting the data. Your assistance is

much appreciated.

v

ABSTRACT

The aim of this research is to evaluate teachers’ perception on the ETeMS courses

in the area of Johor Bahru by looking at their reaction on the content and delivery, the

scheduling and also the effectiveness of ETeMS in improving their language. 25

Mathematics and Science Teachers (MST) in six different schools in the area of Johor

Bahru were used as the respondents of this research. The data were obtained by using

a set of questionnaire containing 40 items, divided into three parts. The data from the

questionnaires were analyzed into percentage and narrative interpretation of the

findings is also given. The findings of this research revealed that the MST had shown

positive reaction towards the content and delivery of the course. The problem that

they faced lies on the scheduling and length of time of the course which they claimed

to be inappropriate. For the reaction on the effectiveness of ETeMS in improving the

MST’s language, the MST’s reactions differed from one another. However, they

collectively agreed that they needed more activities to boost up their confidence level

in using the language. Finally, this research can be used as a guideline for course

developer to develop courses which can cater for the needs and wants of the MST.

vi

ABSTRAK

Kajian ini bertujuan untuk menilai persepsi guru-guru terhadap kursus ETeMS

di dalam daerah Johor Bahru dengan melihat kepada reaksi guru-guru tersebut

terhadap penyampaian dan isi kandungan kursus, jadual dan perjalanan kursus, dan

juga keberkesanan kursus ETeMS dalam memperbaiki penguasaan Bahasa Inggeris

guru-guru tersebuton. Responden untuk kajian ini ialah 25 orang guru-guru

Matematik dan Sains dari enam buah sekolah di dalam daerah Johor Bahru. Data bagi

tujuan kajian ini telah dikumpul dengan menggunakan satu set soal selidik yang

mengadungi 40 item dan dibahagikan kepada tiga bahagian. Data yang dikumpulkan

kemudiannya dianalisa kedalam bentuk peratusan dan interpretasi naratif mengenai

dapatan kajian juga turut disertakan. Kajian ini mendapati, guru-guru Matematik dan

Sains telah menunjukkan reaksi yang positif terhadap isi kandungan dan kaedah

penyampaian kursus. Masalah yang mereka hadapi terletak pada jadual dan

pembahagian masa kursus yang didapati tidak bersesuaian dengan mereka. Reaksi

guru-guru tersebut berbeza antara satu sama lain apabila dilihat dari segi

keberkesanan ETeMS dalam meningkatkan penguasaan Bahasa Inggeris mereka.

Walau bagaimanapun, guru-guru tersebut bersetuju yang mereka memerlukan lebih

aktiviti untuk meningkatkan tahap keyakinan mereka dalam menggunakan Bahasa

Inggeris. Kesimpulannya, kajian ini boleh digunakan sebagai garis panduan kepada

pembangun kursus untuk membangunkan kursus-kursus yang dapat memenuhi

kehendak dan keperluan guru-guru Matematik dan Sains ini untuk meningkatkan

penguasaan Bahasa Inggeris mereka.

vii

TABLE OF CONTENTS

CHAPTER CONTENTS PAGE

Lecturer’s Declaration

Title Page i

Student’s Declaration ii

Dedication iii

Acknowledgement iv

Abstract v

Abstrak vi

Table of Contents vii

List of Tables xi

List of Abbreviations xii

1 CONCEPTUALIZING OF THE RESEARCH 1

1.0 Background of the Problem 1

1.1 Statement of the Problem 5

1.2 Purpose and Objectives of the Research 7

1.3 Research Questions 8

1.4 Significance of the Research 9

1.5 Scope of the Study 9

1.6 Definition of Terms 10

1.6.1 ESP 10

1.6.2 PPSMI 10

1.6.3 ETEMS 11

viii

1.6.4 Reaction 11

1.6.5 MST 11

2 LITERATURE REVIEW 12

2.0 Introduction 12

2.1 English for Specific Purposes 14

2.2 Evaluation 19

2.3 Evaluating Methods 21

2.3.1 Richard and Rogers Evaluating

Methods 21

2.3.2 Kirkpatrick’s Level of

Evaluation 22

2.4 Professional Development 23

3 RESEARCH METHODOLOGY 27

3.0 Introduction 27

3.1 Research Design 27

3.2 Subjects 29

3.2.1 Population and Sampling 29

3.2.2 Techniques of Sampling 30

3.3 Research Instrument 30

3.3.1 The Reaction Questionnaire 31

3.4 Research Procedure 33

3.5 Data Analysis Method 33

3.6 Pilot Study 34

3.7 Summing Up 35

ix

4 FINDINGS AND DISCUSSIONS 36

4.0 Introduction 36

4.1 Questionnaire 37

4.1.1 Questionnaire administration 37

4.1.2 Respondents’ background 39

4.1.3 Feedback obtained from

questionnaire 39

4.1.3.1 MST’s perception on content

and delivery of the course 40

4.1.3.2 MST’s perception on the length

of time and scheduling of the course 42

4.1.3.3 MST’s perception on the

effectiveness of ETeMS 44

4.1.3.4 MST’s overall perception

towards ETeMS 46

4.1.3.5 Teachers’ feedback on suggestion

and comments towards improving

ETeMS 47

4.2 Findings obtained from the interview 49

4.3 Discussion 53

4.3.1 Discussion on teachers’ reaction towards

delivery and content of ETeMS course 53

4.3.2 Discussion on teachers’ reaction towards

scheduling and length of time of the

ETeMS course 55

4.3.3 Discussion on teachers’ reaction towards

the effectiveness of ETeMS in improving

their language 56

x

4.3.4 Discussion on teachers’ overall

perception of ETeMS 60

5 CONCLUSION 61

5.0 Introduction 61

5.1 Summary of the Research 61

5.2 Limitations of the Research 63

5.3 Pedagogical Recommendations 64

5.4 Suggestion for Future Research 65

REFERENCES 66

APPENDIX 1 68

xi

LIST OF TABLES

NUM TITLE PAGE NUM

Table 1 Distribution of Questionnaire According to Schools 38

Table 2 Teachers’ Reaction on content and Delivery of the

ETeMS Course 40

Table 3 Teachers’ Reaction on Scheduling and Length of Time

of the ETeMS Course 43

Table 4 Teachers’ Reaction towards the Effectiveness of ETeMS 44

Table 5 Teachers’ Perception towards ETeMS 47

Table 6 Items which have ‘not sure’ as the highest rank 57

xii

LIST OF ABBREVIATIONS

ESP - English for Specific Purposes

PPSMI - Teaching and Learning of Science and Mathematics in

English (Pengajaran dan Pembelajaran Sains dan

Matematik dalam Bahasa Inggeris)

ETeMs - English for Teaching Science and Mathematics

MST - Mathematics and Science Teachers

CHAPTER 1

CONCEPTUALIZING OF THE RESEARCH

1.0 Background of the study

ESP in Malaysia has undergone rapid development and changes since 1970

when English has been introduced as a Second Language and been taught as one of

the subjects in school. The introduction of vocational and technical schools and

also polytechnics in the 1960s and 1970s spread the seed of ESP throughout

Malaysia. The ESP-biased program has been designed by polytechnics under the

name of ‘English for Technical Students’ and English for Commerce Students’

(Khairi Izwan et. al, 1993)

The teaching of Science and Mathematics in English started in 2003 for

pupils of Standard 1, Form 1, and Form Lower 6. In 2005, the teaching of Science

and Mathematics in English was continued to pupils of Standard 3, Form 3 and

Form 6. Total usage of English as medium of instruction for Science and

Mathematics and also all the subjects under the branch of Science and Mathematics

2

such as Physics, Biology, Additional Mathematics, Chemistry, Information

Technology, Civil Engineering, Mechanical Engineering, Electrical and Electronic

Engineering, etc will be achieved by the year 2008 (refer to Plan Tindakan

Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris

(PPSMI), Jabatan Pelajaran Johor; 2005).

To accommodate the needs of teachers who teach Science and Mathematics

in English, several programs have been planned and conducted to help the teachers

of Science and Mathematics in improving their language and to equip them to

teach the subjects in English.

English for teaching Mathematics and Sciences courses or ETeMS have

been planned by the Teacher Training Department, Ministry of Education to help

teachers who are and will be teaching Science and Mathematics in English. The

course has been conducted in several phases since 2002. ETeMS is meant to

increase the level of English proficiency of Mathematics and Sciences teachers.

The overall aim of ETeMS is actually ‘to enhance the English language

skills of Mathematics and Science teachers (MST) to enable them to teach

effectively using English as medium of instruction.’ (Pusat Perkembangan

Kurikulum, Strategi Pelaksanaan PPSMI, 2005)

ETeMS encourages the development of Mathematics and Science Teachers

(MST) in three broad areas.

3

1. Language for assessing information; where MSTs are being taught on how to

read and assess information in English. The aim is to help MST to be more

motivated in assessing and printing materials online and extended their

knowledge of current content and pedagogy. It is hoped that these skills can

give highly positive impact on the delivery of the subject in class.

2. Language for teaching Mathematics and Science; this is where the major

components of ETeMS lies. MST will hopefully developed language to be

used while teaching in classroom and also language to conduct activities. The

primary focuses of instruction here are speaking and writing as well as

grammar input and practice.

3 Language for professional exchange; this part of ETeMS is mainly for

communication. As professionals, it is hoped that MST would converse with

peers in English. This part of ETeMS will help MST to communicate in

English.

The ETeMS program involves 240 hours of instruction delivered through face

to face interaction and self-instructional packages. This is supported with a ‘buddy

system’ where MST can get further help from identified resource person in their

locality. The course is delivered through 2 phases and MST has to complete phase 1

before they can go further into phase 2. Phase 1 has its own 5 day module and phase 2

will be developed using the feedback from phase 1. (Strategi Pelaksanaan PPSMI,

Pusat Perkembangan Kurikulum, 2005)

4

ETeMS has been proposed as an urgent interim measure to ensure that MST

will have the basic capacity to use English as medium of instruction. It is considered

as a tool to help MST to enhance their performances in and outside the classroom.

There are three main programs being held to support the existence PPSMI.

There are The Buddy Support System, Self Access Learning Material, and Interim

program. These support programs were conducted to help MST to improve their

language and perform well in their teaching. (refer to Plan Tindakan Pengajaran dan

Pembelajaran Sains dan Matematik dalam Bahasa Inggeris (PPSMI), Jabatan

Pelajaran Johor; 2005).

Although the implementation of PPSMI seems perfect, there are problems and

issues raised during its implementation. The first issue is the understanding of the

implementation of PPSMI. According to the Ministry of Education, there are still

some people who are not aware of the policy of the implementation of PPSMI. This

situation caused problems especially in teaching and learning process. However,

works have been done since 2002 to explain about the policy to people who do not

have clear understanding on what PPSMI is all about. (Refer to Plan Tindakan

Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris

(PPSMI), Jabatan Pelajaran Johor; 2005).

The second problem that has been identified is the teachers’ proficiency.

Teachers’ level of proficiency is one of the most critical aspects in determining the

success of the implementation of PPSMI. It is well known that effective teaching and

learning activities will only take place if teachers are proficient enough and master

the subject content. Problems arise when teachers do not find other initiatives and

depend solely on ETeMS to increase their level of proficiency. It is advisable for the

teachers to actually explore and make full usage of the support programs that being

5

conducted. They also have to have the initiative to explore the world of the language

themselves.

Other problems in PPSMI concerned with the equipment of PPSMI and also

the level of proficiency of the students. ETeMS courses also have been stated as one

of the problems faced by the policy of PPSMI. From 2002 until 2004, the course took

30 days to be completed. The absence of teachers for 30 days has caused interruption

in schools’ administration and also teaching and learning process in class. However,

with the new format of ETeMS, the course will take 15 days during school holidays

and 10 days of school days to be completed.

The lack of ETeMS main coach also has been stated as one of the problems

occurred in PPSMI. ETeMS is conducted by English teachers who are majoring in

English. But in phase 2 of ETeMS, these English teachers will be helped by Science

and Mathematics teachers who have already mastered the language. The job that has

been given to the two groups of coaches is big and critical. The burden of work has

made it hard for both groups of coaches to pursue their duties. Many coaches from

both groups withdraw after once carrying their duty. (Refer to Plan Tindakan

Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris

(PPSMI), Jabatan Pelajaran Johor; 2005).

1.1 Statement of problem

The policy of changing the language of instruction in our education system

especially in Mathematics and Science subject has certainly brought up certain effects

6

towards teaching and learning of those subjects in schools. In a country like Malaysia

where English has been taught as a second language, the use of it as instructional

language especially in critical subjects such as Mathematics and Science seems inapt.

Are the teachers able to adapt with the language changes after have been teaching the

subject in Malay for a long time?

To enable English-language learners (the students) to participate meaningfully

in the academic discourse and activities that are necessary to achieve the mathematic

and science standards, teachers must help them to develop language skills that go

beyond mere social fluency. Mathematics and Science teachers have to prepare

themselves for a whole new experience in their teaching career. They have to

reactivate and enhance their language skills in order to be able to teach efficiently in

their Mathematics or Sciences classroom.

ETeMS course has been proposed by English Language Teaching Centre,

Malaysia (ELTC) as one of the interim measures to help MST to improve their

proficiency. The course tempts to equip MST with the necessary skills needed in

teaching and learning by using the language.

Question arises whether ETeMS is appropriate and complete enough to be

recognized as one of the main courses offered by Ministry of Education to help

Mathematics and Science teachers in their language. Is the length of time taken to

complete the course appropriate with the amount of language skills that has to be

mastered by the Mathematics and Science teachers? The most important part in the

course is the participants themselves. This research tries to uncover the reactions of

Mathematics and Science teachers towards ETeMS not only on the matter of the

course itself but also their reaction towards having ETeMS as the main course to

improve their language.

7

1.2 Purpose and objectives of the research

The purpose of this research is to look at the teachers’ reaction towards

ETeMS as the main course offered by the ministry to improve their level of

proficiency.

The objectives of this research are:

1. To look at the teachers’ reaction towards the content and delivery of ETeMS

courses.

2. To look at the teachers’ reaction towards the scheduling and length of time of

the ETeMS courses.

3. To evaluate the teachers’ reaction on the effectiveness of ETeMS in

improving their language

4. To evaluate teachers’ overall perception on ETeMS courses.

8

1.3 Research questions

This research aims to find answer to the following research questions:

1. What is the teachers’ reaction towards the content and delivering of the

ETeMS courses?

2. What is the teachers’ reaction towards the scheduling and length of time of the

ETeMS courses that they have attended?

3. What is the teachers’ reaction towards the effectiveness of the ETeMS courses

in improving the teachers’ level of proficiency?

4. What is the overall perception of the teachers towards the course?