1.

0 Introduction

1.1 Introduction

As we know, ESL (English as a second language), ESOL (English for speakers

of other languages), and EFL (English as a foreign language) all refer to the use or
study of English by speakers with a different native language. The precise usage,
including the different use of the terms ESL and ESOL in different countries, is
described below. These terms are most commonly used in relation to teaching and
learning English, but they may also be used in relation to demographic information.

In addition, English language is very important to be learn and practice everyday,

anywhere in our daily life. This is the best way to improve grammar, pronunciations,
vocabulary and more.

Learning English can also help us to meet new people. We can practice English
with someone who is also learning. Another option is to do a sort of "trade-off" in our
language practicing. For example, if we speak Spanish and are learning English, we
might practice speaking with someone who speaks English and wants to learn Spanish.
It can be a fun way to get practice and learn to speak in a more natural way.

There are also numerous opportunities to teach English as a second language,

which can be a great way to travel and see the world. Traveling to a foreign country is
another great way to practice our language skills, but it also makes for a less stressful
experience when we have some knowledge of the spoken language.

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 1.2 Problem Statement / Definition

I. Why English language is such an important language among people especially

students?

II. Why UiTM students lack of confident to speak English?

III.

1.3 Research Question

I. Why UiTM students do not speak English in their daily life?

1.4 Research Objective

I. To investigate what is the main point that UiTM students do not speak English in
their daily life?

II. To identify the reasons why UiTM students

III. To identify whether the marketing strategy of Acer company effective or not

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 1.5 Framework Dependent
variable

Previous school

Entertainment and
Independent
references
variable
Self – esteem
Speak in English.
Self – discipline

Management

1.6 Hypothesis

H0:

H1:

H1:

H0:

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 2.0 LITERATURE REVIEW

The path to English communication improvement can be long and difficult, but its
definitely worth traveling. Your first step should be gaining understanding of the
grammar, pronunciation, and vocabulary - standard stuff that you can find in any English
language school or learning program. Doing this will give you a strong foundation for
English communication improvement. If you’re reading this, chances are you don’t need
that last step. Still, a quick brush up on the basic rules can’t do you any harm.

Second, learn the American English phrases, colloquialisms, and idioms that
make up the language. An idiom is a phrase comprised of words with various
definitions. Separate, the words in an idiom have strict definitions, but in the context of
the idiomatic phrase, the meaning is completely different. These are used everyday in
conversations across America, and the non-native speaker can have an especially
difficult time understanding conversations because of the idioms being used. English
communication improvement means learning the phrases and understanding their
meaning. Otherwise, you’ll be left out to dry in conversations without the ability to
understand what’s going on.

Lastly, you need to practice. Armed with your new knowledge of idioms and
phrases, head out into the world and talk to people. Go to stores and ask for help. Order
food at a restaurant and ask the server for more detailed information. Ask a girl or a guy
out on a date. Make friends with someone new. Go on a job interview in English. If you
have managed to achieve English communication improvement, your ability to find
happiness and be content in American society will be much greater. Practice makes
perfect, and you should be able to have conversations and make friends in no time at
all. English communication improvement won’t just improve your ability to speak
English; it will also improve your way of life.

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 English has become a world-wide language, with numerous countries adopting it
as an official language. English is the dominant international language in science,
business, aviation, entertainment, and diplomacy, and also on the Internet.

In most fields of work your ability to speak English can help you advance your
career; helping you get the job you want and earn more money. No matter what your
area of expertise, skill in English will contribute substantially to your success. There are
a variety of ways to learn English. Schools and books dedicated to the language are
common throughout the world. English classes and textbooks will help you learn
vocabulary and basic grammar principles, but their use is limited.

If you want to become truly proficient at speaking and understanding English, you
have to practice with native English-speakers. Unfortunately, such opportunities can be
hard to find. Not everyone has the chance to study abroad in the US, UK, or other
English-speaking nations. At Speak English, you don't have to travel abroad to practice
English. From the convenience of your own home you can converse with Americans.
You can practice your English as frequently as you would like. You’re speaking and
understanding abilities will improve dramatically.

Whether you are a beginner or an expert in learning English, Speak English can
help you take your English to the next level. And not only will your English improve, it
will improve faster than it would any other way.

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 3.0 Methodology

As a first step in developing the survey sample, students in Mara University of

Technology was used as a place of the survey. In this research, questionnaires were
set up as an instrument to collect data. The data collection took place on March 2010.
Initially, questionnaires were distributed among the students. A total of 40 completed
and usable responses were returned.

The sample consisted of 30 students who were randomly selected from BM 220
which is students from B4M1. The population of this study consisted of all students in
Mara University of Technology. A structured questionnaire was used to collect the data
for this study using a convenience sampling.

The result of these samples will show as the below:

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 4.0 Findings / Result

4.1 Result

4.1.1 Age

30
N Valid
0
Missing

Age

Cumulative
Frequency Percent Valid Percent Percent

20 66.7 66.7 66.7

21-22

8 26.7 26.7 93.3

23-24
Valid
2 6.7 6.7 100.0
25-26

30 100.0 100.0
Total
Age

21-22
23-24
25-26
6.67%

26.67%

66.67%

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The chart above shows that the age of students who responded towards the
questionnaire. There are 66.67 % of the respondent between 21 – 22 years old which is
the highest number of the respondents. The second highest of respondents is among
23 – 24 years old which show 26.67 %. The lowest percentage is among 25 – 26 years
old which 6.67 % is.

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4.1.2 Gender

30
N Valid
0
Missing

Gender

Cumulative
Frequency Percent Valid Percent Percent

Valid Male 14 46.7 46.7 46.7

Female 16 53.3 53.3 100.0

30 100.0 100.0
Total
Gender

Male
Female

53.33% 46.67%

The pie chart above show us the gender of the respondents there are more female
which show 53.33 % compare to male which is 46.67 %.

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4.1.3 Student

N
Valid 30

Missing 0

Student

Cumulative
Frequency Percent Valid Percent Percent

Valid Degree 30 100.0 100.0 100.0

Student

Degree

The pie chart above shows us the education level of the respondents. There are 100 %
respondents from BBM (HONS) Marketing which is from class B4M1. This is our focus
respondents.

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 4.1.4 Language

30
N Valid
0
Missing

Language

Cumulative
Frequency Percent Valid Percent Percent
Valid
Malay 27 90.0 90.0 90.0

English 3 10.0 10.0 100.0

30 100.0 100.0
Total

Language

100

80
Percent

60

90.0%
40

20

10.0%
0
Malay English

Language

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The histogram chart above shows us the language preferences that students will use in
their daily life. It shows that 90 % of respondents more prefer to use Malay language
rather than use English language. This is because, it shoes only 10 % respondents
prefer speak English in their daily life

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 4.1.5 Education

30
N Valid
0
Missing

Education

Cumulative
Frequency Percent Valid Percent Percent
20 66.7 66.7 66.7
SMK
3 10.0 10.0 76.7
SMT
2 6.7 6.7 83.3
Valid SMA
5 16.7 16.7 100.0
Private School
30 100.0 100.0
Total

Education

60
Percent

40

66.67%

20

16.67%
10.0%
6.67%
0
SMK SMT SMA Private School
Education

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The histogram chart above shows us the previous education of the respondents. It
shows that 66.67 % of respondents are SMK (Sekolah Menengah Kebangsaan)
students. Beside that, 16.67 % of respondents are from Private school and only 6.67 %
of respondents from SMA (Sekolah Menengah Agama). The previous educations of
respondents will be the factors that influence the students to speak English in their daily
life.

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 4.1.6 Influence

30
N Valid
0
Missing

Influence

Cumulative
Frequency Percent Valid Percent Percent
20 66.7 66.7 66.7
Yes
10 33.3 33.3 100.0
Valid No
30 100.0 100.0
Total

Influence

60
Percent

40

66.67%

20
33.33%

0
Yes No
Influence

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The histogram chart above shows us the previous education of the respondents will
influence the students to speak English in their daily life. The evidence is, 66.67 %
agree about this statement and only 33.33 % do not agree. These will shows that, the
previous educations of students will be the factors that will make them speak English in
their daily life.

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4.1.7 Most

30
Valid
N
0
Missing

Most

Cumulative
Frequency Percent Valid Percent Percent
5 16.7 16.7 16.7
Valid Yes
25 83.3 83.3 100.0
No
30 100.0 100.0
Total

Most

Yes
No

16.67%

83.33%

The pie chart above shows us, did respondents speak English most of the time or not.
From the result, it shows that, 83.33 % of students do not speak English most of the
time, compare to 16.67 % speak English most of the time.

4.1.8 Presentation

30
 30
N Valid
0
Missing

Presentation

Cumulative
Frequency Percent Valid Percent Percent
11 36.7 36.7 36.7
Good
17 56.7 56.7 93.3
Moderate
Valid
2 6.7 6.7 100.0
Poor
30 100.0 100.0
Total
Presentation

Good
Moderate
Poor
6.67%

36.67%

56.67%

The pie chart above shows us, how good respondents in class presentations when
speak in English. The result are, 56.67 % respondents moderate, 36.67 % good and
only 6.67 % poor in class presentation when speak in English.
4.1.9 References

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 30
N Valid
0
Missing

References

Cumulative
Frequency Percent Valid Percent Percent
17 56.7 56.7 56.7
English
12 40.0 40.0 96.7
Valid Malay
1 3.3 3.3 100.0
4.00
30 100.0 100.0
Total

References

60

50

40
Percent

30
56.67%

20 40.0%

10

3.33%
0
English Malay 4.00
References
4.1.10 Confident

30
 30
N Valid
0
Missing

Confident

Cumulative
Frequency Percent Valid Percent Percent
Valid
9 30.0 30.0 30.0
Strongly Agree
7 23.3 23.3 53.3
Agree
7 23.3 23.3 76.7
Moderate
4 13.3 13.3 90.0
Disagree
3 10.0 10.0 100.0
Strongly Disagree
30 100.0 100.0
Total

Confident

30

25

20
Percent

15 30.0%

23.33% 23.33%
10

13.33%
5 10.0%

0
The histogram chart
Strongly Agreeabove shows us, most students
Agree Moderatechoose English entertainment
Disagree Stronglyand
Disagree

references, more fluent and confident to speak Confident

in English in their daily life. The result

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shows that, 30 % that most students that choose English entertainment and references,
more fluent and confidents to speak English. 23.33 % represents both agree and
moderate and 10 % strongly disagree about this statement.

4.1.11 Self-esteem

30

30
 N Valid

0
Missing

Self-esteem

Cumulative
Frequency Percent Valid Percent Percent
8 26.7 26.7 26.7
Strongly Agree
8 26.7 26.7 53.3
Agree
Valid
11 36.7 36.7 90.0
Moderate
2 6.7 6.7 96.7
Disagree
1 3.3 3.3 100.0
Strongly Disagree
30 100.0 100.0
Total

Selfesteem

40

30
Percent

20
36.67%

26.67% 26.67%
10

6.67%
The histogram chart above shows us, result for whether most students do not have high
3.33%
0
self – esteem to try to speak
Strongly Agree
in English. The
Agree
results are 36.67
Moderate
% moderate
Disagree
that most
Strongly Disagree
Selfesteem

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students do not have high self – esteem to try to speak in English. 26.67 % strongly
agree and agree about this statement and only 3.33 % strongly disagree. From this, we
can know that self – esteem will influence and also will be major factors that can make
students to try to speak in English in their daily life.

4.1.12 Management

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 30
N Valid
0
Missing

Management

Cumulative
Frequency Percent Valid Percent Percent
10 33.3 33.3 33.3
Strongly Agree
5 16.7 16.7 50.0
Agree
Valid
8 26.7 26.7 76.7
Moderate
4 13.3 13.3 90.0
Disagree
3 10.0 10.0 100.0
Strongly Disagree
30 100.0 100.0
Total

Management

Strongly Agree
Agree
Moderate
Disagree
10.0% Strongly Disagree

13.33%
33.33%

26.67%

16.67%

The pie chart above shows, the result whether management do not speak in English
when deal with students in campus. The results are, 33.33 % strongly agree, 26.67 %

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moderate and only 10 %. This will shows that, the management also can be the factors
why students do not speak English in their daily life. This is because, if management
also speak English when deal with students in campus, it will encourage the students to
try to speak English and also improve their communication and self – confident when
speak in English.

4.1.13 Self-discipline

30

30
 Valid
N
0
Missing

Self-discipline

Cumulative
Frequency Percent Valid Percent Percent
9 30.0 30.0 30.0
Strongly Agree
8 26.7 26.7 56.7
Agree
7 23.3 23.3 80.0
Moderate
Valid
3 10.0 10.0 90.0
Disagree
3 10.0 10.0 100.0
Strongly Disagree
30 100.0 100.0
Total

Selfdiscipline

Strongly Agree
Agree
Moderate
10.0% Disagree
Strongly Disagree

10.0%
30.0%

23.33%

26.67%

The pie charts above shows us, whether self – discipline will help students to improve in
speaking English. The result is 30 % strongly agree that discipline will help students to

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improve in speaking English. 26. 67 % agree and 10 % both disagree and strongly
disagree. From this result, we find that self – discipline will help students to improve in
speaking English because they will try to speak English consistently and improve their
self – esteem.

4.1.14 Perform

30
 30
Valid
N
0
Missing

Perform

Cumulative
Frequency Percent Valid Percent Percent
9 30.0 30.0 30.0
Strongly Agree
8 26.7 26.7 56.7
Valid Agree
6 20.0 20.0 76.7
Moderate
4 13.3 13.3 90.0
Disagree
3 10.0 10.0 100.0
Strongly Disagree
30 100.0 100.0
Total

Perform

Strongly Agree
Agree
Moderate
10.0% Disagree
Strongly Disagree

13.33% 30.0%

20.0%

26.67%

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The pie chart above shows that, the statement that students will perform better in
everything they do when they consider themselves competent to accomplish what they
set out to do in speaking English. The result are, 30 % strongly agree, 26.67% agree
and 10 % strongly disagree that students will perform better in everything they do when
they consider themselves competent to accomplish what they set out to do in speaking
English.

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 5.0 Recommendations

1. All of UiTM students should speak English among themselves in their daily life in
order to improve their skills of communication including grammars, vocabulary,
pronunciations so that they will always ready when it comes to the world of job
specification.

2. UiTM students should have high discipline in order to achieve goals in learning and
practicing English language and try to prevent themselves from feel inferior towards
others. They should be brave and learn from mistakes.

3. All of education such as school, colleagues or universities must collaborate among

the students in organizing public speaking especially in English language so that this
will influence them to think that English language is very important in the arena of
sophisticated technologies.

4. All UiTM students should force themselves to search for English sources as reading
materials or reference rather than preferring Malay language. They also may seek for
English entertainment to help them in sustaining their grammar and vocabulary.

5. Teachers, tutors or lecturers must always communicate by using English language

towards their students in learning session so that students will influence themselves to
practice English in their daily life.

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