Malay Language Teachers Research Articles

The Teaching Practice of Primary School Malay Language Teachers in Basic Reading Skills: A Literature Review

The Teaching Practice of Primary School Malay Language Teachers in Basic Reading Skills: A Literature Review

The relations between technological knowledge, pedagogical knowledge, and inventive skills among Malay language teachers

Through the use of technology in the classroom, teachers can improve their ability to deliver effective and relevant content. Teachers should be more prepared to apply this technology to ensure that students will have more fun and have a high interest in continuing to learn in the era of globalization which is based on the use of these information communication technology elements in the classroom during the teaching and facilitation process. Thus, this study was to identify the relationship between technological knowledge, technological content knowledge, technological pedagogical knowledge, technological pedagogical content knowledge, and inventive skills for teachers. The questionnaire was distributed to 400 teachers who teach Malay language subjects at Secondary schools in Malaysia. To test the hypothesis, the structural equation using a PLS-SEM framework was used. The results showed that technological knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge have a positive relationship with inventive skills for teachers.

Teaching Practice of Primary School Malay Language Teachers in Basic Reading Skills: A Literature Review

Teaching Practice of Primary School Malay Language Teachers in Basic Reading Skills: A Literature Review

Readiness Level of Chinese National-Type Primary School Malay Language Teachers Towards the Implementation of Pikebm as A Compulsory Additional Element in Co-Curricular Activities in Klang District

Readiness Level of Chinese National-Type Primary School Malay Language Teachers Towards the Implementation of Pikebm as A Compulsory Additional Element in Co-Curricular Activities in Klang District

The Level of Attitude of Malay Language Teachers in Applying Digital Learning in Malay Language Teaching

The Level of Attitude of Malay Language Teachers in Applying Digital Learning in Malay Language Teaching

The Use of Interactive Multimedia Material Te-Ga in Teaching Listening and Speaking Skills for Students With Special Needs

This study aims to identify the use of interactive multimedia materials, Te-Ga, in teaching listening and speaking skills for students with special needs. Listening and speaking skills are essential language skills in the Malay language subject. The use of learning materials in the form of pictures and videos creates a static learning environment, causing students with special needs to not engage in teaching and learning sessions, resulting in low mastery levels in listening and speaking skills. Therefore, the use of interactive multimedia materials, Te-Ga, helps to increase the involvement of students with special needs in learning sessions. This study was conducted using a qualitative approach and adapted Kurt Lewin's action research model. The participants involved in the study were five Year 4 students from a Chinese National Type School in the Tamparuli district. The instruments used in the study were document analysis, observation, interviews, audio recordings, and checklists. The collected data were analyzed descriptively. The findings of the study indicate that the use of interactive multimedia materials, Te-Ga, can improve students' mastery levels in listening and speaking skills through their involvement in engaging learning sessions. Overall, this study can serve as a guide for Malay language teachers in creating effective learning environments through the use of interactive multimedia materials.

Factors Influencing the Intention of Malaysian Malay Language Teachers to Employ Technology in The Post-Covid-19 Era

Factors Influencing the Intention of Malaysian Malay Language Teachers to Employ Technology in The Post-Covid-19 Era

Use of Differentiated Pedagogical Approaches by Malay Language Teachers: Issues and Challenges

Use of Differentiated Pedagogical Approaches by Malay Language Teachers: Issues and Challenges

Exploring Innovation in the Development of Teaching Aids among Prospective Teachers for the Implementation of Assessment of Reading Skills

The use of teaching aids during the teaching and learning process (T&L) is very important for teachers to ensure that the delivery of information related to the subjects taught is more clear, systematic and can be followed by students better. Educators of the 21st century are advised to innovate in developing teaching aids to improve in the Malay language skills continuously as contained in the Malaysian Education Development Plan (PPPM) 2013-2025. The research question of this study is i) what kind of teaching aids are developed by prospective teachers in teaching and learning Malay language?, ii) what is the challenge of developing innovative teaching aids among prospective teachers for teaching and learning the Malay language, and iii) what are the skills of innovation in the development of teaching aids among prospective teachers for teaching and learning the Malay language?. The qualitative survey involved a total of seven prospective Malay Language teachers. The results of the study through interviews and observations found that the development of teaching aids showed that the participants have high skills and knowledge, the participants have creative and innovative skills by combining various materials, can move the T&L process more effectively in developing teaching aids for Malay language and Malay literature. The results of teaching aids innovations that they develop help students to easily understand the topics taught in class. The diversity in the selection of teaching aids in this study can be applied to other subjects in future studies.

THE CLASSROOM SOCIAL ENVIRONMENT ROLES AND TEACHER'S ATTITUDE TOWARD WRITING SKILLS IN THE TEACHING AND LEARNING OF THE MALAY LANGUAGE

This research aimed to examine the associations among classroom social environment roles, teachers' attitudes toward Malay writing skills in teaching and learning, and the potential influence of age and teaching experience. Employing a survey approach, data collection was facilitated through an online questionnaire via Google Forms. The study encompassed a sample of 140 Malay language teachers from the Bangi Zone National School. Data analysis was conducted using Statistical Package for the Social Science (SPSS) version 27.0, encompassing both descriptive statistics (mean, standard deviation, percentage) and inferential statistics (one-way ANOVA test and Pearson Correlation). The findings of this study indicate a notably high level of classroom social environment roles and teacher attitudes. Significant differences were observed in the classroom social environment concerning age, yet no significant variations emerged in teacher attitudes based on age, classroom social environment roles, or teaching experience. Importantly, a positive and significant relationship was established between classroom social environment roles and teachers' attitudes toward Malay writing skills in teaching and learning. This research carries implications for Malay language teachers, student teachers, the educational community, and the Malaysian Ministry of Education. It highlights the importance of incorporating elements focused on classroom management and the promotion of a positive classroom atmosphere within professional development programs. Teachers and school leaders are encouraged to strategize and actively maintain conducive social environments to enhance the effectiveness of teaching and learning in Malay writing skills.

ENHANCING THE ROLE OF THE MALAY LANGUAGE (MBM) IN KNOWLEDGE AUGMENTATION, PRACTICAL APPLICATION, SKILL DEVELOPMENT, AND ATTITUDINAL GROWTH

The Malay language is a unifying factor among the diverse populace of Malaysia. It plays a pivotal role as a language of knowledge and communication in a multiracial country like Malaysia. Therefore, one of the prominent means by which a nation measures its proficiency in a language is through verbal communication using that language. This paper seeks to analyze the proficiency of the Malay language and its significance in daily life, particularly in the field of education. The study aims to identify the extent of Malay language proficiency within the community and to assess the competence of teachers and students in the practice of the Malay language. The discussion delves into findings that associate the Malay language as a language of knowledge. Consequently, this approach emphasizes the use of academic writing, especially through literature review, by gathering primary and secondary sources to substantiate facts related to actual events. Among the issues discussed are: 1. Promoting writing in the Malay language among academicians, 2. Upholding the Malay language within the secondary and primary education system, 3. The Malay language as a means of expressing knowledge in higher education institutions, and 4. Empowering the use of the Malay language among the community. The findings analyzed from this study indicate that the Malay Language Elevation Program (MBM) has not been executed as effectively as intended. This conclusion is drawn from clear data illustrating that the Malay language proficiency among students is not as satisfactory as desired, and the teaching skills of Malay language teachers are not at an optimal level. Furthermore, this is compounded by the failure of school administrators to establish an effective and efficient administrative atmosphere within their premises. This study proposes a reevaluation of the MBM program from the perspectives of school administration and the teaching methods employed by Malay language educators, to enhance the effectiveness and efficiency of the program implementation, thus ensuring the success of the students in this program in the future. Additionally, the process of realizing this program is also proof that all stakeholders within the country, including individuals, the community, and the government, play a significant role in its implementation. Schools, District Education Offices (PPD), State Education Departments (JPN), the Ministry of Education (KPM), and Higher Education Institutions (IPTA/S) can leverage the results of the study to take steps in increasing knowledge, use, skills, and attitudes regarding the effort to elevate the Malay language. The findings of this study can also serve as a valuable guide in the teaching and learning process at various levels of education in IPTA/S. Therefore, all parties must play their respective roles in realizing the effort to enhance knowledge for a broader segment of society, both in the present and the future.

ANALISIS KATA SENDI NAMA “DI” DAN “DALAM” DALAM PENULISAN KARANGAN PELAJAR TINGKATAN 4

Good command of grammar skills can help students produce quality, critical and creative writing. The teaching of Malay grammar should follow the correct principles to avoid confusion in the use of prepositions. Most students are not proficient and lack knowledge in using prepositions correctly. This study focuses on the prepositions “di” and “dalam” in the essay writings of form 4 students. The current study applies a qualitative research method conducted on 30 essays written by form 4 students. The objective of this research is to identify, describe and analyse the forms of prepositions used in the production of form 4 students' essays. The researcher uses the Transformative Generative Theory introduced by Noam Chomsky in 1957 to explain the research objectives. The correct use of prepositions in essays is analysed using percentages. The result of the investigation shows that the percentage of correct use of the preposition “di” is 83% and the incorrect use is 17%. For the use of the preposition “dalam”, the percentage of correct answers is 65% and the incorrect answers is 35%. Conclusively, there are students who are still confused on the accurate use of prepositions according to the correct preposition formula. This situation can be seen through the dominant errors in the use of the preposition “dalam” in comparison with the preposition “di”. This investigation can further enhance the correct use of prepositions in students' essay writing and Malay language teachers need to take proactive measures to address this problem. Some of the suggestions for further studies that can be done by the researchers is to investigate grammatical mistakes using different corpora such as newspapers, magazines, speech texts, short stories, and others.

Pemansuhan UPSR: Kesediaan Guru Bahasa Melayu Tahun Enam Dalam Melaksanakan Pentaksiran Bilik Darjah

The abolition of the Primary School Assessment Test (UPSR) conducted by MOE has provoked various reactions among educators, parents and students. This string of UPSR abolition, indirectly brings the classroom assessment is a priority in the assessment of the year 6 students. The aim of this research was to identify the readiness of the year sixth Malay Language teachers towards the abolition of the UPSR in the implementation of the Classroom Assessment (PBD). The findings showed that teachers are knowledgeable and ready to implement PBD after the abolition of UPSR. In conclusion, the year sixth Malay Language teacher should implement the PBD better, transparently and in accordance with the guidelines set to ensure that the assessment is of good quality.

Validity and Reliability of a Questionnaire on the Knowledge, Attitude and Challenges among Malay Language Teachers in Implementing Classroom-Based Assessment (PBD)

Validity and Reliability of a Questionnaire on the Knowledge, Attitude and Challenges among Malay Language Teachers in Implementing Classroom-Based Assessment (PBD)

The Needs Analysis in Developing A Teaching Activity Model Using A Thinking Map to Improve Future Thinking Skills in Learning the Malay Language in Secondary Schools

This study aims to identify the needs in developing a teaching activity model using a thinking map to improve the future thinking skills among secondary school students based on the teachers’ views. The needs analysis to develop this teaching activity model is based on the Discrepancy Model McKillip (1987). This study employed a quantitative method using a questionnaire as the research instrument to collect the data on the needs of the users. Purposive sampling was used in this needs analysis involving 80 secondary schools Malay language teachers in Miri, Sarawak. The data obtained were analyzed through descriptive statistics using SPSS software and the interpretation of the data was based on the values of percentages, means, and standard deviations. The findings revealed that the level of needs in developing the teaching activity model to improve the future thinking skills is at a high level. In addition, the findings also indicated that the content needs in developing the model and the needs to use the thinking map in developing the model are at a high level. The findings explained that there is a need to develop the teaching activity model using a thinking map to improve the future thinking skills in order to benefit teachers and students. This is in line with the desire to foster and cultivate the higher order thinking skills among students in Malaysia.

Integration of Technological Pedagogical Content Knowledge Components and Inventive Skills among Malay Language Teachers

This study focuses on the components of Technological Pedagogical Content Knowledge (TPACK) and Inventive Skills (IS) among secondary school Malay language teachers in Malaysia. TPACK is eight elements related to teacher knowledge to integrate technology, pedagogy and content components in a subject. Meanwhile, IS is a skill dimension that needs to be mastered by Malay language teachers in Malaysia. IS marks one of the most important parts of 21st century skills. Malay language teachers need to be sensitive to every transformation in the national education system in order to be in line with current needs. Therefore, this study tries to analyze the influence of TPACK components on IS among Malay language teachers. This study uses a survey research design and the study sample consists of 400 Malay language teachers of national secondary schools in Malaysia who were selected using a stratified random sampling technique. This study conducted Partial Least Squares-Structural Equation Modeling (PLS-SEM) analysis through SmartPLS 3.0 software. Overall, these eight components of TPACK can be important predictors of IS among Malay language teachers. In addition, this study also provides a clear picture to all Malay language teachers in Malaysia regarding proactive measures to master TPACK and IS components comprehensively. The knowledge and teaching skills possessed by teachers will develop in line with their experience in the national education system. Therefore, TPACK components, namely technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, technological pedagogical content knowledge and contextual knowledge will be able to further highlight the teacher's IS during the teaching and facilitation process in the classroom especially among Malay language teachers in Malaysia.

The Level of Knowledge and Constraints Faced by the Malay Language Teachers While using the Google Meet Application in Online Teaching and Learning

The Level of Knowledge and Constraints Faced by the Malay Language Teachers While using the Google Meet Application in Online Teaching and Learning

KESAN PELAKSANAAN PENGAJARAN DAN PEMBELAJARAN DI RUMAH (PDPR) KEPADA GURU BAHASA MELAYU SEPANJANG PERINTAH KAWALAN PERGERAKAN

The implementation of Teaching and Learning from Home (PdPr) has been introduced by the Ministry of Education Malaysia (MOE) as an alternative to the new norms of learning and an approach implemented to replace the conventional face-to-face education system. This study aimed to identify the impact of the PdPr implementation on Malay language teachers during the period of the Movement Control Order (MCO). The impact was divided into three main constructs namely emotional, attitude and health. A qualitative survey was conducted involving 8 Malay language teachers. These teachers were both novice and experienced teachers from primary and secondary schools. The research instrument used was an interview. Interview data were analyzed thematically according to the questions provided. The results of the study found that the implementation of PdPr had the highest negative impact on teachers' attitudes followed by emotions and health levels. The main problems that led to the change in teacher attitudes were the difficulty of establishing two-way communication during the T&L, students not submitting assignments, and parental attitudes. The emotional stress aspect of teachers during PdPr was found to be due to the Ministry's ever-changing instructions while the health aspect was due to stress and depression due to the workload during the PdPr. It was also proposed that further studies be conducted on the initiatives to overcome the problems of Malay language teachers during the implementation of PdPr.

KEBERKESANAN SIGNIFIKAN KEYAKINAN DAN KEPROAKTIFAN KENDIRI GURU BAHASA MELAYU TERHADAP PENGGUNAAN BAHAN DIGITAL DALAM PENGAJARAN KARANGAN FAKTA

The digitization of materials in education is a sophisticated platform that is increasingly being used by Malay language teachers in the classroom. This digitization is increasingly imposed by teachers, and many related studies that have been done. In line with this research, the study was conducted to examine the significant effectiveness of Malay language teacher’s confidence and self-proactivity on the use of digital materials in the teaching of factual essays. The study revolved around teacher’s opinions based on the dimensions of self-confidence and proactiveness. A survey method through a quantitative study design based on questionnaires is used in this research. The study sample consisted of 30 Malay language teachers for secondary schools in the district of Shah Alam, Selangor. The study data were analyzed descriptively; mean and standard deviation. The inferential data were from the One-Sample t-Test to test the mean effectiveness of each dimension. The results of this study show that there is a significant mean difference for both dimensions. For the self-confidence dimension, t = 37.1, while the self-proactivity dimension, t = 49.6. Both dimensions were set a significance level <0.05 (df = 29). Implications from this study suggest that self-confidence and proactiveness are important to be measured by teachers so that the use of digital materials becomes an active new norm in the context of factual essay teaching in the 21st century. It is recommended that teachers be given extensive exposure to the use of digital materials in the classroom. The purpose is to increase the stimulus of Malay language teachers in the context of the use of ICT-based materials.

Assimilation of the KWHL Model: A Review of Learning and Facilitation (LaF) of HOTS for Argumentative Essay Writing

It is a necessity for teachers to develop higher-order thinking skills (HOTS) into learning and facilitation (hereafter known as LaF) processes implemented in the classroom. Teachers should carefully balance the content of knowledge or knowledge they wish to convey and then integrate with other skills, especially HOTS. This research set out to examine the assimilation of HOTS into the LaF of argumentative essay writing as carried out by Malay language teachers in secondary schools. To obtain a holistic overview of the methods used by teachers in LaF, a qualitative case study approach was employed as the research design of this study. Two research participants were involved voluntarily in this study, and it was conducted at a boarding school in a district in Selangor, Malaysia. Data were collected through in-depth interviews and classroom observations with the two participants. The findings revealed that the assimilation of the KWHL model for the LaF of HOTS argumentative essay writing could be seen through (i) the pair-think-share activity; and (ii) usage of self-assessment whiteboard.