Article review

Exploring English language learning and teaching in Malaysia

Introduction

The English language has always played a significant role in Malaysia’s quest of
becoming a develop nation. However, the English language proficiency of Malaysian students
is far from satisfactory. As stated in the Malaysia education blueprint, only 28% of students
achieved a minimum credit in the 2011 SPM English paper against Cambridge 1119 standards.
In addition, poor English proficiency among fresh graduates has, since 2006, also been
consistently ranked as one of the top five issues facing Malaysian employers. Thus, the article
discusses on factors contributing to the low or limited English proficiency among Malaysian
learner centralizing on two contrasting perspectives of literacy and language learning; literacy
as autonomous skills and literacy as a social practice.

Language learning as autonomous skills

Literacy as autonomous skills focuses on language learning as the mastering of specific

language skills such as grammar, sentence construction and writing skills. These set of skills
are transferable to any context, thus create an assumption that literacy learning has “technical’
attribute that are learnable through schooling and practice. The article further discusses on the
interference of the first language in learning English in Malaysia education environment.

Various researches had been conducted regarding the interference of the national
language, Bahasa Malaysia in learning English language. In the article, the reviewed studies
focus on secondary schools and there are similar patterns found in those researches. The studies
identify common grammatical errors made by the students are Subject-Verb agreement, copula
“be” and wrong use of singular and plural forms. In addition, wrong application of verb tense,
inappropriate word choice and prepositions are common among the participants. The studies
suggest that though not all errors are due to mother tongue interference, a large number of
errors identified suggest interference of the Malay grammar. In contrast, Siti Hamin Stapa and
Abdul Hameed Abdul Majid (2006) pointed out that the use of Bahasa Malaysia in teaching
writing promotes better writing literacy among limited proficiency English learners. Using an
experimental study, they identified that Bahasa Malaysia help the low proficiency learner to
generate ideas and produce better essays in terms of overall score, content, language and
organization. Razianna Abdul Rahman (2005) also confirms that using Bahasa Malaysia in an
English class has helped her respondents to learn English. She reports that her students resort
to explain an incomprehensible or difficult English passage using Bahasa Malaysia and the
translation facilitates their comprehension of the English text.

The national based assessment is a major contributor to this phenomenon. Teachers

claimed that they use Bahasa Malaysia so that students can get good grades. Furthermore,
classroom teaching is highly characterized by teacher-centred approaches and chalk-and-talk
drill method (Ministry of Education, 2003). The most popular method is drilling using past
year examination questions, work sheets and exercise books. In an analysis of KBSM by
Ambigapathy (2002), reports that students are required to learn too many grammatical skills,
which are then tested via examinations. The communicative aspect of the language had been
neglected thus creating a new generation that passes through the tertiary education without
actually being able to use the English language productively in a communicative event.

Consequently, higher education learners found difficulties to shift from school to

university culture since they are expected to have both academic literacy and critical literacy
abilities to meet the academic demands at the university. Based on the studies, among the
reasons are the limited critical ability to respond with academic text (Ahmad Mazli
Muhammad, 2007), unable to write well in academic discipline (Krishnakumari, Paul-Evanson,
& Selvanayagam, 2010), students are not prepared for the reading demands imposed on them
at university (Nambiar, 2007) and limited vocabulary knowledge and weak at understanding
long sentences or sentences with difficult words (Ahmad Mazli Muhammad, 2007; Nambiar,
2007; Zaira Abu Hasan, 2008). In addition, a study conducted by Noorizah Mohd Noor (2006)
examines the reading skills of tertiary students discovers the different reading strategies in
reading academic text by proficient and non-proficient readers. The non-proficient reader tend
to use surface approach to reading; such as displaying a limited ability to use textual schema,
having a limited ability to link between paragraphs, unsure of reading strategies used as well
as having anxiety of text. This behaviour make the readers struggle to comprehend and locate
information from a reading text and do not engage critically or constructively during the
reading process (Zaira Abu Hasan, 2008). On the other hand, proficient readers use more
metacognitive strategies and are able to identify the link between the paragraphs to help them
comprehend a text.

Language learning as a social practice

 Recent studies suggest that language learning as a social practice might offer possible
pathway to promote English learning in Malaysia. It is important to highlight that language is
important for knowledge acquisition and meaning making process. Thus, language learning
should take place not only in the education organisation, but also outside the classroom. In a
study on socially embedded literacy event in rural areas conducted by Hazita Azman (1999),
brings two significant implications on literacy events in Malaysia. First, the study demonstrates
the paradox between perceptions of literacy and actual practices. The communities of the
sample in the study equate literacy practices both in the schools and homes. Parents encourage
their children to study instead of reading comics and school regards other literacy practices at
home are not valuable because they are unrelated to school practices. Such believes are
injurious to the development of literacy as researches elsewhere have documented literacy as
being multiple and socially sanctioned. Second, the study also argues that assessing the literacy
skills of the rural students against urban or environmentally ‘advantaged’ students is a basic
mistake as it only encourages the rural students to feel discouraged.

Koo (2008) uses the concept of Pluriliteracies to propose the use of inclusive pedagogy
in language learning. This pedagogy promotes innovative curriculum and education policy
which address the important questions of the empowerment of marginalized learners, re-
distribution and sharing of power and representation in ELT context. It encourages learners to
construct meanings and knowledge based on their ethnocultural resources. The pluriliteracy
perspectives encourage learners to engage, design and position the vernacular and the folk ways
of thinking as resources for the construction of ‘dominant’ knowledge as required in the global
market-place. Thus, learner will engage critically in the lesson and learners and teachers will
become the co-producers and co-authors in the teaching and learning process.

Assessment

Assessment plays its vital role as it is an integral part of instruction. It determines

whether or not the goals of education are being met. Assessment affects decisions about grades,
placement, advancement, instructional needs, curriculum, and, in some cases, funding.
Assessment inspires us to ask these hard questions: "Are we teaching what we think we are
teaching?" "Are students learning what they are supposed to be learning?" "Is there a way to
teach the subject better, thereby promoting better learning? However, it has been a major
concern in Malaysia education system especially in primary and secondary level as it practices
an exam based system. The exam-oriented education system distorts motivation and learning
by overemphasizing the importance of scores as outcomes and measures of students' abilities.
Students lack personality and creativity, and are not qualified enough to fulfil future careers.
Heavy rote learning makes students tired of learning and in worst cases, some even develop
psychological problems. There are potentially serious societal consequences of choosing to test
some aspects of language proficiency and not others. The effect of Wash back creates a barrier
for the students to learn authentically since they are learning to pass the examination, with little
relation to apply in reality. This culture that happens from the grassroots should be hinder as it
determines the quality of knowledge for the next generation.

According to Brown (2004), “Multiple measures will always give you a more reliable
and valid assessment than a single measure”. Brown’s statement clearly indicates that multiple
measures give a more reliable and valid assessment compared to a single measure. Thus, a
standardized test is almost always fairer to test takers when multiple methods and formats are
used (ED Power, 2010). In other words, a broader method of testing would allow all test takers
to show what they know or can do. Good assessment practice, therefore, demands that multiple
formats and methods be employed when assessing important knowledge, skills, and abilities.
This reduces the chances of inadvertently disadvantaging some test takers (and inappropriately
advantaging others) simply because they do not perform well on a particular method of
assessment or on a particular test question format. Thus, integrating the four skills of language
into four distinct assessments would be a good practice.

Kurikulum Standard Sekolah Rendah (KSSR)

KSSR is a new curriculum implemented by the Ministry of Education Malaysia starting

from 2011. The new curriculum emphasizes on holistic development of the students which
encompasses new elements such as grooming of creativity and innovation, entrepreneurship,
and integration of Information and Communication Technology (ICT). It also promotes a new
assessment system to ensure authentic learning and development of the students. According to
the Malaysian Ministry of Education, the new assessment system promotes a combination of
centralized and school-based assessment. By promoting school-based assessment, it is believed
that the teachers would be able to identify strength and limitation of their student. In light of
this new system, education in Malaysia has evolved towards a new trend that would probably
ease the culture of exam oriented. In English language, teacher would be able to assess
students’ four skills. Thus, multiple methods and form of test can be executed that allow
educator to evaluate students’ performance genuinely. Though teachers are the key player in
assessing and evaluating students, the ministry had provides a guideline to ensure effectiveness
of school based assessment.

The role of a teacher

According to National Union of the Teaching Profession president Hashim Adnan, the
curriculum is not the reason for the poor level of English by students; it's actually the fault of
teachers ("Lack of trained English teachers the cause" -- NST, Aug 8). This statement provides
an insight on the important of teachers’ role in education. Teachers are responsible in creating
conducive classroom environment, selecting appropriate teaching strategies and pedagogies.
Beyond that, they need to facilitate and prepare the students with the real life situation. Despite
a low proficiency level among some English language teachers, our local universities and
teacher training institutes have produced proficient and committed teachers (Maizatulliza
Muhamad, 2011)

Thus, it is important for the teachers to be reflective. According to John Dewey (1910),
a reflective action is a behaviour which involves active, persistent and careful consideration of
any belief or practice in light of the grounds that support it and the further consequences to
which it leads. It involves a way of meeting and responding to problems. Teachers in Malaysia
obviously had been exposed with pedagogical, instructional strategies and method. However,
the questions on what to teach and whom, precedes the questions of how to teach. Naturally,
each classroom context would differ accordingly, and teachers need to accommodate the issues
of the curriculum and instruction. Adapting and adopting a suitable approach accordingly
would be the major facet of a reflective teacher. As stated earlier, the exam oriented culture
hinders teachers to perform authentic learning. Being a reflective teacher, they would be able
to actively reflect upon their teaching practice and upon the educational, political and social
context in which their teaching is embedded. Dewey added that there are three prerequisites
attributes for reflective action; ‘open-mindedness’ to new ideas and thoughts;
‘wholeheartedness’ to seek out fresh approaches and fully engage with them; and
‘responsibility’ to be aware of the consequences of one’s own actions. So, in his view,
reflections to help develop these characteristics are essential to becoming a successful teacher.

Conclusion

To conclude, it is the broader trait of communicative competence, not specific

individual skills, that is critical in most academic settings. The issue of Malaysian students do
not seem to be able to attain reasonable English literacy even after going through 11 years of
learning English in school had brought an insight on Malaysia education environment. Thus,
teachers need to be reflective in accommodating with the current trend of education and the
ever changing curriculum. It allows them to be an effective and flexible teacher, at the same
time cater to the learners’ needs.
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Preliminary Report: Malaysia Education Blueprint 2013-2015. Available online:

www.moe.gov.my

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