Malay Language Teachers Research Articles

The Suitability of Reading Skills in Malay Language Curriculum for the Indigenous and the Implementation among Malay Language Teachers

This study aims to explore the perceptions of Malay language teachers in the schools with Orang Asli pupils, in relation to the suitability of reading skills in Malay language drafted in Penan Asli Curriculum (PAC) and its implementation among Malay language teachers in the schools. This qualitative case study involves five research participants selected through a purposive sampling from three schools of indigenous people in Pahang, Malaysia. The data for this study was collected through semi-structured interview, observation during Teaching and Learning (T&L) and document analysis which was also being analysed using Nvivo12 software. The collected data was analyzed descriptively and presented in narrative form. The findings showed that the reading skills in Malay language in PAC are effective for T&L in indigenous classroom as it caters to the needs of indigenous pupils in terms of the inclusion of their background elements and the number of simplified as wel as gradually constructed skills. The findings also found that the implementation of PAC Malay reading skills were inconsistent as the teachers were focused on the Malay language reading skills in Primary School Curriculum (KSSR) and Literacy and Numeracy (LINUS) instruments. At the end of the study, a T&L model of Malay language PAC reading skills has been proposed to improve the implementation, as well as the Orang Asli pupils’ mastery and achievement in reading skills.

Readiness of Implementation of School-Based Assessment Among the Malay Language Teachers in National Schools

This study aimed to identify the slcills readiness of Malay language teachers in National Schools in implementation of School Based Assessment (SBA) and identify whether there was any relationship between experiences of teaching among the Malay language teachers in National Schools with their skills in implementation of SBA. A questionnaire was used as an instrument in the study. The respondents consisted of 110 Malay language teachers in 35 National Schools located in the Klang Valley, Kuala Lumpur. Data analysis was carried out with the aid of the SPSS program. The results showed that the readiness of teachers in terms of skills affect the implementation of the SBA, while Pearson'r correlation analysis showed that there was significant correlation between the teaching experiences of the Malay language teachers in National Schools with their skills in the implementation ofSBA. The researchers also proposed some recommendations to make the SBA a success.

Humor in Teaching Malay Language: A Malaysian Case

Effective learning can only occur in a healthy, vibrant and a democratic society, when there is humor in the process of teaching and learning. However, humor is often neglected and given less attention in the teaching and learning proves currently. Thus, this studywasconductedto identify the extend of thepractices of humor in teaching and learning by the Malay language teachers apart from identifying the type of humor that are often used these teachers, and the effect of these practiceson teachers and students.This study was conducted among the teachers and students of secondary schools in the Northern District Peninsular Malaysia through the utilization of questionnaires, interviews and observations. A total of 68 teachers responded to the questionnaire. Meanwhile four teachers were selected through opportunity sampling was observed and interviewed on a continuous basis. In addition to this, a total of 119 students from the classes that were taught by these four teachers selected through ‘opportunity sampling’ were involved in responding to the questionnaires. Hence the findings indicated that the Malay language teachers were alreadypracticing humor in their teaching and learning, but at a moderate level. However the type of humor that is often practiced consists of jokes, satire, funny comments, funny words, and cartoons. Concurrently, findings also indicates that the practice of humor can provide a positive impact on students, forge closer and friendlier relationship with teachers and reduce feelings of 'fear' between teachers and students as well as fostering positive values among students and the community. Furthermore, the results of interviews and observations also revealed that the ability of teachers to teach with humor helps them in reducing their emotional stress. In fact, teachers can build self-esteem, self-motivation and meet their commitments effectively.

Beyond music lessons: subject teachers' use of music in the classroom

In this ethnographic study, the mother-tongue (Chinese, Malay, and Tamil) language teachers of a first-grade class in Singapore were examined for their incorporation of music and musical elements in their daily teaching. Findings suggest that the teachers' musical training, influences and preferences, along with considerations of curricular needs, and classroom management, all factored into determining the amount and type of music that was brought into the classroom. An active approach by teachers to infuse children's musical interests into their classroom practices served to validate children's musical experience and competencies beyond school, encouraging a positive attitude towards music in the classroom.

The Influence of Personal History on Preservice Malay, Tamil and Chinese Teacher Thinking

Explorations of preservice teacher thinking in the West illustrate the considerable influence that personal history can exert on the developing cognition of teachers. This paper extends the discussion by providing a cross-cultural perspective of Asian preservice teacher constructs of the ideal language teacher. Participants in this study were all preservice language teachers training to be specialist Malay, Tamil, Chinese or English language teachers in Singapore. Data was collected through the use of written biography, metaphor and personal construct interviews. Analysis of data reveals that preservice language teachers enter formal teacher education with well developed constructs or views of the ideal language teacher and related approaches to language learning.