Malay Language Learning Research Articles

Analysis of the Use of AI for Learning Malay on the Learning Interest of Phatnawitya Yala School Students

This study explores the Use of AI for Malay language learning towards the learning interests of students at Phatnawitya Yala School. The unique context of this school, located in a multicultural area, makes it difficult to create an approach that suits the needs of students. This study uses a quantitative descriptive method to investigate the use of artificial intelligence to study students' learning interests at Phatnawitya Yala School. It is known that the Pre-test score is the score obtained before the implementation of the use of AI in Malay language learning, while the Post-test score is the score obtained after the implementation of the use of AI in Malay language learning. From the scores above, it is known that there is a change of 46.4% that occurs from the range of 0-100% in the use of AI in Malay language learning. This change can be said to be not too big, but it is a positive change, it can be said that the presence of the use of AI in Malay language learning has had a significant impact on improving Malay language learning. The conclusion states that with contextual understanding, teacher engagement, and a focus on student learning outcomes, the use of AI can be an effective tool in improving Malay language learning at the primary level. Continuous evaluation is needed to refine and optimize this implementation, while inclusivity efforts should be strengthened to ensure equitable access and benefits for all students. The implications of this study can provide guidance for other schools looking to integrate AI in language learning in similar contexts.

HUBUNGAN ANTARA GAYA PEMBELAJARAN DAN TEMPOH WAKTU FOKUS: IMPLIKASI TERHADAP PEMBELAJARAN BAHASA MELAYU SEBAGAI BAHASA ANTARABANGSA

Learning a new language can be a challenging experience for students. In today's world, being able to communicate successfully in Bahasa Melayu is becoming more crucial, particularly for foreign students interacting with local students. However, learning a new language requires time and effort, and students struggle to balance language learning with academic and personal commitments. In addition, there is a viewpoint that the implementation of classes for a long period of time can lower students' interest and attentiveness in class. This due to a long period of time which can cause students to become tired and bored, and this situation will also lead to a lack of understanding of the learning content which will have a negative impact on the students themselves. Therefore, this study aims to investigate the relationship between the focus time period and the learning style of international students in learning Malay language. This study is based on Dunn & Dunn's Theory (1992) and the ARCS Model (Keller, 1984). Data was collected through a questionnaire distributed to international students at Universiti Utara Malaysia (UUM). The questionnaire contains questions related to the duration of the student's focus during the Malay language learning session and learning style. The analysis of the study is using a quantitative approach, which is data collection using an online questionnaire instrument (Google form). In conclusion, an understanding of the focus period and learning style of international students can help educators and counselors in planning more effective teaching strategies that suit the individual needs of students. This also has important implications in designing a more inclusive and effective Malay language curriculum in the context of higher education in Malaysia.

The Development Framework and Uses of the Thematic Modules in Teaching and Learning Primary School Skills

To uphold education in Malaysia, especially Malay language education, and enhance the ability of Malay language skills at the primary level, a reform in teaching and learning Malay language education at the primary level is required. Language teaching strategies use a variety of principles, techniques, and approaches to meet the concept of integration in the National Philosophy of Education. The thematic approach is an approach that will be taught through the topics or themes selected following the time, place, and interest in moving a teaching and learning process as a vehicle and medium to gain knowledge, skills, and values translated into language teaching through listening and speaking skills, reading, and writing. Various issues related to learning language skills include teacher teaching capabilities, the quality of teaching in the classroom, and applying lesson plans. The framework is based on the modified instruction design steps from the ADDIE model, consisting of the need for analysis, the design and development phase, and the implementation and evaluation phase. Overall, this framework explains the steps that need to be implemented to develop and evaluate the usability of the thematic module aimed at improving the Malay language learning strategy among primary school students in listening, reading, speaking, and writing.

Perceptions of Students Academy of Language Studies on Malay Language Learning in New Media

The development of information and communication technology has typically made it easier for information that b received quickly through the uses of devices such as laptops or smartphones that have internet access. New media is gaining more attention in society as many parties have opened their eyes to the importance of new media. New media is not only an alternative field of communication, but also of interest to other fields such as education field. New media also serves as a platform that imparts learning knowledge. TikTok and Instagram have become mediums for users to upload learning videos for their followers. This study was conducted to identify and analyze the perceptions of Academy of Language Studies, UiTM students on Malay language learning in new media. This study focuses on students of LG241, which is the Malay Language Professional Communication program. This study used a questionnaire form instrument distributed to 30 students consisting of 17 female students and 13 male students. This study uses the Technology Acceptance Model (TAM) theory by Davis (1989). This theory emphasizes four factors, namely usability factor, usefulness factor, personal and social network, and relevance. The results of the study found that most students can accept the learning of Malay language in new the media.

The level of knowledge and readiness of teachers towards the application of mind maps in malay language learning and facilitating

ABSTRACT The application of i-Think map is crucial in building and generating students' critical thinking. However, the student's success in learning depends not only on their cognitive intelligence level. Regarding this, teachers must play an essential role in creating effective teaching and facilitating environments. This environment can be enhanced by providing more effective approaches, methods, and techniques. This study aims to identify teachers' level of knowledge and readiness towards applying i-Think maps in teaching and facilitating Malay language subjects. This study was conducted on eight primary schools in the Lower Perak district. The research sample involved is a group of 24 teachers who teach Malay subjects. For this purpose, this study will use a questionnaire to collect research data. The questionnaire in this study was divided into parts: Part A, B and C. Data was collected and analysed using descriptive statistics using the Statistical Package for Social Sciences (SPSS) software version 28.0. The results of the study found that the level of teachers' knowledge about the application of thought maps in Malay Language teaching and facilitating is moderate (µ= 3.42), and the level of teacher readiness towards the application of thought maps in Malay Language teaching and facilitating is also average (µ=3.40). The information from this study can also be a source of reference for teachers to diversify the mind-map technique across the curriculum and skills. This study aims to improve teachers' knowledge about applying i-Think maps in learning and facilitating the Malay language classroom—a suggestion for future research to involve a sample of school teachers in rural areas. Keywords: i-Think map; application; learning and facilitating; cognitive; approach ABSTRAK Pengaplikasian peta pemikiran atau i-Think adalah sangat penting untuk membina dan menjana pemikiran kritikal murid. Namun, keberhasilan murid dalam pelajaran tidak hanya bergantung kepada tahap kecerdasan kognitif murid itu sendiri. Dalam hal ini, guru perlu memainkan peranan penting dalam mewujudkan PdPc yang berkesan. Guru harus mengubah pemikiran dan amalan pendekatan PdPc dengan mengaplikasikan pendekatan, kaedah dan teknik PdPc yang lebih efektif. Kajian ini bertujuan untuk mengenal pasti tahap pengetahuan dan kesediaan guru terhadap pengaplikasian peta pemikiran dalam PdPc Bahasa Melayu. Kajian ini dijalankan terhadap lapan buah sekolah rendah di daerah Hilir Perak. Sampel kajian yang terlibat ialah seramai 24 orang guru yang mengajar mata pelajaran Bahasa Melayu. Bagi tujuan ini, kajian ini akan menggunakan soal selidik untuk mengumpulkan data kajian. Soal selidik dalam kajian ini akan dibahagikan kepada tiga bahagian iaitu Bahagian A, B dan C. Data dikumpulkan dan dianalisis menggunakan statistik deskriptif menggunakan perisian Statistical Package for Social Sciences (SPSS) versi 28.0. Hasil kajian mendapati tahap pengetahuan guru terhadap pengaplikasian peta pemikiran dalam PdPc Bahasa Melayu adalah sederhana (µ= 3.42) dan tahap kesediaan guru terhadap pengaplikasian peta pemikiran dalam PdPc Bahasa Melayu juga adalah sederhana (µ=3.40). Maklumat kajian ini juga dapat menjadi sumber rujukan kepada warga guru untuk mempelbagaikan teknik peta pemikiran merentas kurikulum dan kemahiran. Implikasi kajian ini berupaya meningkatkan tahap pengetahuan guru terhadap pengaplikasian peta pemikiran dalam PdPc. Kajian lanjutan dicadangkan supaya melibatkan sampel yang terdiri daripada guru-guru di sekolah luar bandar dan sekolah pedalaman. Kata Kunci: Peta Pemikiran; pengaplikasian; Pembelajaran dan Pemudahcaraan (PdPc); kognitif; pendekatan

SEJARAH PERKEMBANGAN PEMBELAJARAN BAHASA MELAYU DI JEPUN

The Japanese started learning Malay at the end of the 19th century. The first Malay primer was published in the 1900s. A number of books and dictionaries of Malay were published thereafter exceeding 200 titles. The Japanese began to sail to the Southeast Asian region, especially the Malay peninsula and the Dutch East Indies’ islands after the Tokugwa Shogunate administration ended and Meiji period began in 1868. The Japanese moved to Nanyo (the southern regions) of Japan to seek their fortune as small shopkeepers, peddlers and some even became prostitutes. Japanese enterprises were stimulated by the so-called Nanshin Ron (Advance Southward Ideology), which prevailed in the 1920s and 1930s. They gradually operated rubber plantations and iron mine companies and other businesses as well. In terms of economic activities, it was necessary to learn the languages of the locals for business communications and business interests. They thought Malay was the most prominent communication tool among the many languages used in the southern regions. For this purpose, the Japanese began learning Malay in schools in Japan. The peak of Malay learning was the time of Japanese expansion policy based on militarism in the 1940s. The total number of publications of primer and dictionary reached more than 50 titles during this period. After the end of the Second World War, Malay language learning did not receive much attention in Japanese society but it changed when business interest in Southeast Asia became stimulated by government policy including war reparations. The article provides a rough sketch of Malay language learning in Japan in the first place and in the final part discusses how Japanese government and society have maintained and promoted their own language and identity as a policy to develop the nation and state in terms of language teaching in both foreign languages and national language.

CABARAN PEMBELAJARAN BAHASA MELAYU MURID TINGKATAN EMPAT KSSM DALAM TALIAN SEMASA PANDEMIK COVID-19

COVID-19 has disrupted most sectors in the world. Online learning is the best solution to continue education during the pandemic, especially among upper secondary students. Therefore, this study aims to determine the challenges and obstacles in learning the Malay language faced by fourth grade students of the Standard Secondary School Curriculum (KSSM) in Bangsar Zone, Federal Territory of Kuala Lumpur. This phenomenon occurred during the transition period to online learning at the beginning of 2020 due to the COVID-19 pandemic. This study is to evaluate the students' challenges in the learning experience and facilitation (PdPc) of KSSM's Malay language. The feasibility of this virtual learning method was achieved by analyzing 356 student responses to a survey-based questionnaire. The results of the survey as many as 208 completed answers were taken into account for the purpose of this study. Descriptive statistical methods were used to test the validity of the study. It was found that the main problems affecting and impacting the learning of Malay language for form 4 students online during COVID-19 are related to technical, academic and communication challenges. The results of the study show that most form 4 students do not agree to continue learning online, because they cannot meet the expected progress in KSSM Malaylanguagelearning performance, especially essay writing, grammar and the Literary Component.

Malay Language Learning for Kindergarten Students through Interactive Web-based Application

Multimedia education is an effective teaching method for children, as it makes learning more interesting and enjoyable. In this study, the researcher developed Interactive Malay Language Learning, a web-based application to determine the effectiveness of multimedia education in teaching Malay Language to preschool children. The Web Development Life Cycle methodology was employed, consisting of five phases which are planning, data collection and analysis, design, development, and testing. The web-based application development involves programming languages such as PHP, JavaScript, HTML, and CSS, while the MySQL software is used as a database to store information on the results of kindergarten children's quizzes. Functional testing was conducted at a Kindergarten with the students, teacher and the teacher assistant to assess the efficacy of the system with teaching and learning process. The interface was positively received by students due to its interactive design and ease of use, particularly the navigation bar and video. However, limitations such as a limited number of quiz questions and 3D flashcards without audio for the alphabet may impact its effectiveness for reinforcing learning and testing knowledge. Interactive Malay Language Learning is an alternative for helping children master Malay Language through fun learning that can be done at any time and from anywhere. The use of multimedia education should be widely adopted, especially among children, as it has been shown to improve their learning.

Belajar SenangJer: A Mobile Application for Illiterate Indigenous Adults

During the Fourth Industrial Revolution (IR 4.0) era, personal electronic devices such as smartphones, laptops, and computers have become common in an individual’s daily activities. These devices have been used to communicate with others through various social media platforms such as Facebook, Youtube, Wechat, Whatsapp, and others. When the globe is facing the pandemic Covid-19, the importance of the devices had become more significant, along with the increased usage of digital wallets to enable contactless payments. Without literacy skills, an individual is far more likely to live in poverty and may be isolated in a world increasingly dependent on electronic devices. Although the Government of Malaysia has been putting a lot of effort to ensure that indigenous people’s education system is at a reasonable level, there are no significant and robust changes. The illiterate indigenous adults might still be left behind due to their inability to read. Thus, the main objective of this study is to develop a specialized user-friendly mobile educational application prototype to reduce the illiteracy rate among indigenous adults in Malaysia Personal Extreme Programming (PXP), which is the derivative of the Extreme Programming (XP) of the agile method was adopted to develop the mobile. The application is being developed with the intention to reduce the illiteracy rate among indigenous adults in Malaysia. The overall findings indicate that respondents are satisfied with Belajar SenangJer as it facilitates the learning of Malay language through flashcards and videos. In the future, the user interface of Belajar SenangJer could be improved by providing a voice guidance function and matching games. The application could be expanded to learn more languages, such as English and Mandarin.

Kesalahan Berbahasa pada Bahasa Melayu di Thailand dan Solusinya dalam Perspektif Hasil Studi di Indonesia

This study is conducted to answer Language errors in Malay and their solutions. This study deals with difficulties coped by the teachers in planning, conducting and evaluating the learning. Methods of collection data using the interview method. The technique of data analysis is done by using reduction, presentation, conclusion drawing and data verification. The amount research respondents are around 8 people, namely the teachers at Tadika Al-Hidayah Bendang Jerambung, Southern Thailand. Based on the results of the study, it shows that there are still language errors in Malay, such as the use of the word contamination of the Patani area in Malay, the illogical use of sentences, the use of inappropriate punctuation marks, and errors in the use of prepositions. The factors that cause language errors in Malay are the lack of literacy activities, the habit of using everyday language, the lack of seriousness in learning time in class, and the Malay language learning curriculum cannot fulfill. Based on the perspective of learning in Indonesia, the solutions that can be offered are the implementation of the School Literacy Movement, the preparation of good learning plans, and the application of text-based learning.Kata kunci: Language Error, Malay Language, Tadika Teacher

Malay Language Learning Difficulty by International Community: A Case Study of Postgraduate Students of UNISZA and UMT

Acquiring knowledge, either individually or in a team, is known as learning. The mode of learning may be either supervised or unsupervised. Language learning develops communication ability in a second foreign language, such as the Malay language... Malaysia is among the countries that students around the globe visit for undergraduate and postgraduate studies. But, the international students faced communication challenges with both the local students and the academic staff due to language variations. The local students lack confidence in English, while the international students don’t understand the Malay language. The communication The Gap was pointed out as the major problem for the international students to carry out their academic activities as most lecturers deliver their classes using Bahasa Melayu (Malay language). It is expected for the international students to learn the Malay language, but the local students are communicatively shy due to their lack of confidence in English. The present study investigates the Malay language learning difficulties of the international students at Universiti Sultan Zainal Abidin and Universiti Malaysia Terengganu. The researcher adopted quantative analysis with a structured questionnaire as the research tool. The experiment was carried out with the IBM SPSS version tool, and hardware components such as the Intel Celeron quad core processor (2M cache, 2.0GHz), 4GHz RAM, and 500GHz HDD. One hundred and seventy (170) with eighty-five (85) of equal size between the two universities were considered as the sample size. Findings reveal that most of the respondents disagreed that it was easy to learn Malay with the traditional system that presented a frequency of 41.8%. In addition, 43.5% of the respondents believed that learning Malay with the traditional system was time-consuming. Finally, respondents disagreed that traditional learning systems are easy to read. As such, most of the respondents suggest a mobile application as a substitute to the traditional mode of Malay language learning that will enhance learning anywhere at any time, regardless of the location.

User Manual for Addie-Based Model of Malay Language Learning Package

User Manual for Addie-Based Model of Malay Language Learning Package

ISU DAN CABARAN GURU CINA DALAM PENGAJARAN BAHASA MELAYU DI SEKOLAH JENIS KEBANGSAAN CINA

This concept paper discusses the issues and challenges faced by Chinese teachers in teaching the Malay language at Sekolah Jenis Kebangsaan Cina (SJKC). In accordance with the functionality of the Malay language as the national language, the Malay language should not only be mastered by the Malays but for all races in Malaysia. Good command of the Malay language can foster the self-esteem of every citizen in this country. The Malay language is also a compulsory subject that should be studied by every student, including students at SJKC. Teaching the Malay Language by Chinese teachers in SJKC is not an easy job because Chinese students are not native speakers of the Malay language. It is much different from their native language, the Malay language is only used by Chinese students during lessons and they seldom use it in their daily life. Chinese students are lack interest in learning the Malay language because it seems that learning the Malay language is very difficult for them. Therefore, the Chinese students’ achievement in the Malay language is still not satisfactory. Thus, the main focus of this concept paper is to analyse the issues and challenges faced by Chinese teachers in teaching the Malay language. These challenges make it difficult for teachers in ensuring satisfactory achievement among pupils. Various methods should be taken to improve the quality of teaching the Malays language in SJKC and thus to produce Chinese students who are fluent in speaking the Malay language. Therefore, the Chinese teachers who teach the Malay language in SJKC have to bear this responsibility by taking various initiatives to enhance the achievement of Chinese students in Malay language learning. Through this concept paper, it is hoped to reveal the issue of teaching the Malay language by Chinese teachers in SJKC to various parties.

Pandemic Covid-19: Impact to Malay Language Learning among the Students in Public Universities

During the COVID-19 pandemic, social education moved from face to face to online learning to discourage large gatherings and crowds from catching the spread of the virus. This state of urgency involved all the students including university students. This paper aims to study the impacts of Pandemic Covid19 and identified the relationships between online learning, learning at home and self-management towards Malay Language learning among the students in public universities during MCO and 2) to develop a predictive model in the relationships between online learning, learning at home and self-management towards Malay Language learning among the students in public universities during MCO. Four variables which are online learning, learning at home, self-management, and Malay Language learning were analyzed using SPSS and AMOS. About 279 students from public universities were involved as respondents. Descriptive analysis, Correlation Pearson analysis and structural equation modeling (SEM) were used to answer the research objectives. An analysis of correlation Pearson showed that there are significant values derived from the relationship between online learning and Malay language learning (r=.578, p=.000). There is also a significant relationship between self-management and Malay language learning (r=.368, p=.000). However, there is no relationship between learning at home and Malay Language learning (r=.026, p=.294). The predictive model achieved good fit values of RMSEA=.061, IFI=.937, CFI=.936, TLI=.925 and Chisq/df=2.001. The implementation of online learning as a new norm and platform in teaching and learning Malay Language among the students gave a positive impact in terms of technology usage. However, there are needs for improvement to be considered in providing a more useful platform to change from face to face in conventional ways similarly to advanced technology. Meanwhile, the predictive model can serve as a source of reference in evaluating Malay language learning by using technology and other indicators for the future, for the sake of student’s achievement.

360-DEGREE INSTRUCTIONAL VIDEO INNOVATION: PRESERVICE MALAY LANGUAGE TEACHERS’ ACCEPTANCE OF THE USE OF VIRTUAL REALITY TECHNOLOGY AND THINGLINK APPLICATION

To capture students’ interest during Malay Language learning and facilitation (PdPc), educators can consider the use of Virtual Reality technology (Virtual Reality) and the ThingLink application. The ThingLink application can be integrated with a VR device to bring a new experience to Malay Language educators as an initial step to create a virtual environment in the classroom. The 360-degree instructional video is an innovation that is developed and catered to the needs of eight themes covered in the Malay Language textbook. In fact, the educational video content has also been researched according to the Teacher's Daily Lesson Plan for use in the classroom. This study reviewed the acceptance level of 40 preservice teachers undertaking Bachelor of Education (Malay Language Education) at the Faculty of Education on the use of Virtual Reality and ThingLink application in the process of producing teaching innovation materials. The research instrument constructed is based on the Technology Acceptance Model (TAM). Overall, the findings of the study show that the use of Virtual Reality Technology and ThingLink application can facilitate future educators in the effective production of 360-degree instructional videos, and their ability to attract and retain the attention of students in the classroom.

Reading and Writing Problem among B40 Students in Malay Language Learning

The study aims to identify the problems faced by among B40 students in reading and writing skills. This case study is conducted on 16 students from families that do not know B40 and substandard reading and writing in Malay Language. A total of 5 B40 Malay students, 7 B40 Chinese students and 4 B40 Indian students selected as study participants. All these students study in form 1 in two national secondary schools namely as SMKA and SMKB in Hulu Langat district, Kajang, Selangor. 8 B40 students from SMKA and 8 B40 students from SMKB. Structured interviews are used as a data collection tool. Interview data were analyzed narratively where the themes found were based on the analyzed transcripts. The findings of the study show that the main reading problem of B40 students is that they do not know how to read and do not understand what is being read. As for writing problems, B40 students do not know what is written. B40 Chinese students is the weakest students in reading and writing, followed by B40 Indian andB40 Malay students. Through the findings of this study, it can be concluded that the problem of reading and writing among B40 students is an issue that needs to be addressed by teachers, MOE and parents.

Malay Language Learning Strategies Use Among Chinese Student Through Attitude And Learning Skills

This study was conducted to identify the Malay language learning strategies (MLLS) and frequency through language skill use among Chinese students in Muar, Johor. This study aimed to investigate the relationship of language learning strategies (LLS) by attitude. A total of 181 Chinese students form 4 selected for this study. The sample selection was random. This research uses a questionnaire as a major research tool to gather information about the use of language learning strategies. The instrument uses a Likert scale of 1 to 5. Data were analyzed using Statistic Package for Social Science (SPSS) version 22.0. The questionnaire is divided into three parts, namely demographic information, the Malay language learning strategies and attitudes. The questionnaire data were analyzed using descriptive statistics and statistical inference. The findings show that Chinese students use LLS as a whole in the medium level (mean = 3.45). Speaking strategies (mean = 3.55) was the highest strategy followed a strategy used to hear (mean = 3.53), write (mean = 3.43) and read (mean = 3.29). Student attitudes towards learning languages showing a moderate level (mean = 3.49). The results showed that the use of LLS influenced by the attitudes of students when studying Malay language. In conclusion, these findings could be used to some extent by the various parties to take learning strategies as a means to enhance Malay language proficiency among students, especially non-Malay students.

The Novel Adaptation Film as a Teaching Language and Literature Media

This research examined the film (movie) adaptation of the novel as a media or materials of instruction that can be used in the teaching of Malay language and literature in schools, particularly secondary schools. This film adaptation involves a movie whose story is taken from novels. The transfer from text to film is a relevant attempt for understanding in the learning process. Film as a medium is not extensively accepted and planned as a learning activity in the classroom or self-learning at home. The advancement of internet and smartphone technology, as well as media such as mp4, YouTube and DVD facilitates access to these films. The analysis of this study was based on the Learning Theory of Constructivism. This study attempted to state the elements of language style and moral values ​​in selected fiction film clips, analyse the frequency of language style elements and moral values. The films were Hang Tuah (1956), Hang Jebat (1961), Langit Petang (1982), Perempuan Berkalung Sorban (2009), and Langit Cinta (2016). The completion of the study revealed elements of language style employed and moral values ​​recognised based on the film clips adaptation of the novel. The conclusions of this research determined that the movie clips met the characteristics of Constructivism Learning Theory and relevant in the teaching and learning of Malay Language and Malay Literature at school

Analysing Grammar Errors in Malay Language Learning

This study aims to describe the grammatical errors in an analysis of a Malay language course assignment. It focuses on several local students who enrolled on MPU3312 Malay Language course at a public university in Semester 1, 2020/2021 session. The study was conducted on 250 students, using scripts from their group assignment, namely Text Error Analysis Task (Tugasan Analisis Kesalahan Teks). A total of 25 samples of student assignments were analysed and described using Corder Error Analysis Theory. Findings show that students committed 79 types of grammatical errors. Errors in the orthographic (ortografi) aspect are the most common. Preposition (Kata sendi nama) errors and redundancy (kelewahan) were also distinctively found in the writing samples. There were also other types of grammatical errors identified, such as copular verb (kata pemeri), "ianya", abbreviation (singkatan), affix (imbuhan), and word choice (pemilihan kata). The study has brought an understanding of the nature of typical grammatical errors in Malay language writing at the university.

Malay Language Learning Strategy among Chinese Excellent Students in Chinese National Type School

The purpose of this study is to identify Malay language learning strategies among Chinese excellent students in a Chinese National Type School, Malaysia. This study will identify the different Malay language learning strategies as a second language by gender, learning year, family socio-economy background and the correlation between the Malay language learning strategies and the academic achievement among Chinese excellent students. The sample consists of 291 students categorized as high achievers. In achieving the purpose of the study, a questionnaire is used to collect the data. Data were analysis using Statistical Packages for the Social Science (SPSS) version 23.0 to analysis descriptive. Result indicated that the excellent Chinese students are influenced by all Malay language learning strategies. It showed that the most influential strategy is writing followed by reading, speaking and listening in Malay language learning. In conclusion, although Malay language learning strategy did not influence the students’ academic achievement, by having suitable strategy can help the Chinese students to learn affectively Malay language as a second language.