report writing full (2) (1)
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FACULTY OF EDUCATION
REPORT WRITING ( BEL 422 )
A Case Study to Investigate The Reason Behind Students Lack
Of Competency In English Language In Malaysia
PREPARED BY :
NABILAH BINTI SHAHRUDIN
SITI MARDHIAH BINTI AZMIR
MUHAMMAD AMALUDDIN BIN AMRAN
NURUL ASMA AMANI BINTI MUHMAD NOR
GROUP :
ED2203B
PREPARED FOR :
MADAM RAIHAN BINTI MUSA
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TABLE OF CONTENTS
No. CONTENT PAGE
1.0 Acknowledgement 2
2.0 Introduction 3 - 5
3.0 Literary Review
4.0 Findings
5.0 Conclusion
6.0 Recommendation
7.0 References
8.0 Appendices
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ACKNOWLEDGEMENTS
All praises to the Almighty Allah S.W.T. for allowing us to complete this report. Without
His Grace, we would not be able to complete our assignment for Report Writing ( BEL 422 ).
First and foremost, we would like to express our profound gratitude and deep regards to
our lecturer, Madam Raihan Binti Musa for giving us a chance to do this assignment as it will
provide us with a lot of benefits in the future. She also gives us a lot of advices and shares her
knowledge so that we could finish our work. Her exemplary guidance and brilliant ideas have
given us a clear view in completing this report.
Besides that, our grateful thanks are also extended to all participants involved in our
survey for giving full cooperation in answering the questionnaire. Their willingness allows us to
collect substantial amount of data for further analysis.
Other than that, we are grateful to our family members and friends for their continuous
moral supports and encouragement. They have been helping us by providing the ideas and
opinions regarding to this assignment without any complaints.Without them, the completion of
this report would not be possible.
Lastly, we would also like to thank to the rest whom we may have miss out here for
giving us a helping hand, directly or indirectly, throughout this report.
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INTRODUCTION
Background Of Study
Language is a humans important tool in communicating among themselves. It acts as an
equipment to bring the meaning, message and thought from one person to another. Language is
defined by Wolfamn and Johnson ( 1982 ) as a kind of knowledge which a speaker can
understand a language just because they can speak it. Linguistics is the study of language that
has many major branches such as semantics ( the study of meaning in language ), phonetics ( the
study of speech sounds ), phonology ( the study of combination of sounds to produce meaning ),
syntax ( the study of rules ) and morphology ( the study of words structure ).
The mastery of linguistics is very important and crucial as it will determine our level of
comprehension in English. English is considered as the basic second language in Malaysia and
its importance has been emphasized by our former Prime Minister, TunDr. Mahathir Bin
Mohamad, who has done a lot of improvement in our education system in making sure that all
students are able to master or at least, achieve certain target in learning English as second
language. English has been regarded as important as other science and mathematics subjects in
school as it plays major roles in the students lives.
In learning and mastering a foreign language like English, there will be some sort of
linguistics problems faced by the students, especially the pronunciation, vocabulary and
grammar. Due to these factors, the students always find it as a excuse from mastering the
language and in order to overcome the problem,many solutions have been carried out.
Throughout the years, the government has created many of new programmessuch asTeaching of
Mathematics and Science in English ( PPSMI )and spent a lot of money in implementing them in
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the whole nation. It was carried out in stages, began with the 2003 schooling session which
involved all Year One students for primary schools, Form One and Lower Six students for
secondary schools.
The efforts to enhance and enrich the mastery of English among the students are non stop
and it always developing all the time. The latest programme introduced by the government is the
MemartabatkanBahasa Melayu Dan MemperkukuhkanBahasaInggeris( MBMMBI ) in 2012.
This programme is the policy of the Ministry of Education Malaysia to ensure the usage of
Malay Language as a medium of communication in all national schools and secondary schools
and at the same time, to ensure that each child can master both Malay and English languages
well and fluently.
Research Question
1) What are the students common problems in English?2) What are the reasons of lack of competency in English among the students?3) What are the teachers ways to overcome the problems in English faced by the students?4) How far the efficiency of curriculum and syllabus of English subject in ensuring the
studentsperformance?
Research Objective
The objectives of this research are:
1) To investigate the students common problems in English subject.2) To find out the reasons of lack of competency in English among the students.3) To analyze the teachers ways to overcome the problems in English faced by the students.
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4) To study the efficiency of curriculum and syllabus of English subject in ensuring thestudents performance.
Significance of study
The reason why this study is significant can be explained from three aspects. Firstly, this
study investigates the students common problems in English subject. Through this research, it
might provide the answers to the teachers and also to the Ministry of Education in finding a more
suitable ways in overcoming the problems. Secondly, the reasons of lack of competency in
English among the students can tell us what hinders them from mastering the language even
though they have been learning that subject for 11 years. Lastly, it is hoped that this study may
be able to help the Ministry of Education in investigating and constructing a better plan to
improve the students achievement in English.
Limitation of study
Although the research managed to achieve the targeted objectives, there was an inevitable
limitationfaced by us. Our main problem was the schools that we went to collect the data were
busy and not able to entertain us due to their schedule. As the school holiday was getting nearer,
the schools needed to prepare and handle a lot of programmes for the students. We had to visit
the schools several times because the English teachers were really busy and it was hard to give
the questionnaire for them to answer. Although we only needed at least 15 English teachers to
participate in our research, it actually took us some time to meet with all of them.
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FIGURE 1.0
FINDINGS
During conducting this research, the participants were divided into two groups, teachers and
students. All data and findings collected from both groups were analyzed separately.
TEACHERS
The Figure 1.0 above shows the age ranges of fifteen English teachers who participated
in our research. It is shown that seven English teachers are between 20 to 30 year old, which is
the highest age range among the fifteen teachers. Besides that, the numbers of teachers who are
in their 30 to 40 year old and 40 to 50 year old are the same, which are four people respectively.
This shows that number of young English teachers is higher compared to the middleaged and
older teachers. From this research, we can say that the lack of competency of students in English
can be a result from the teachers skills and experience in teaching English. As the young
0
1
2
3
4
5
6
7
8
20 - 30 30 - 40 40 - 50 60 above
Number of
Participants
Age
The Age Ranges of English Teachers
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FIGURE 2.0
teachers are very inexperienced, they may have certain difficulties and obstacles in delivering
their lessons, compared to the older teacher who have more experience and know how in
making sure their students achieve the targets.
In the Figure 2.0 above, the analysis refers to the teachers preferred language when they
are at home. 8 teachers represent 57%, which is the highest number of the participants who use
Malay as their preferred language at home. Meanwhile, 31% of the percentage was presented by
5 teachers who use English as their preferred language as they teach the language. Thepercentage
of 1 teacher use Mandarin and 1 teacher use Tamil as their communication medium at home is
the same, which is 6% respectively. From this analysis, it can be said that most English teachers
are more comfortable to use their mother tongues such as Malay, Mandarin and Tamil as
8
57%
1
6%
5
31%
1
6%
The Teachers' Language Preferance At Home
Malay
Mandarin
English
Tamil
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FIGURE 3.0
thecommunication medium when they are at home and they only use English in delivering their
lessons to the students.
Figure 3.0 presented above shows the findings based on the usage of technology such as
Power Point by the English teachers in delivering their lessons. From the 15 participants, 13
teachers represent 84% who use technology in the classroom. Meanwhile, the rest 2 teachers
represent 16% who do not use technology in their teaching and learning session. From this
figure, it can be seen that most teachers are aware about the needs of technologyin helping them
to deliver their lesson more effectively and efficiently. They try another alternativeto make sure
their lessons are interesting and are able to grab the students attention rather than depending to
the traditional, dull methods such as using text books. By creating an exciting and conducive
13
84%
2
16%
The Use of Technology in The Classroom
Yes
No
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FIGURE 4.0
learning atmosphere, the teachers can promote active learning and teaching experience between
the students.
Figure 4.0 represents the teachers responds towardopinions related to the students performance
in English subject. The responses are divided into three subtopics based on the questions asked.
1 )The students use English often in the classroom.
Based on Figure 4.0, 11 teachers disagreed with the opinion that their students use English often
in the classroom compared to only 4 teachers that agreed. Hence, this shows that the number of
teachers that disagreed that the students use English often in the classroom is almost triple the
number of teachers that disagreed.
The students use
English often in the
classroom
The students'
performance in the
English subject
achieves my target
I always make sure
my students
achieve my target
before I move to
the next chapter
Strongly Disagree 1 0 0
Disagree 10 2 0
Agree 2 10 11
Strongly Agree 2 3 4
0
2
4
6
8
10
12
Number of
Participant
Teachers' Opinions
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10
9%
35%
30%
26%
Aspects of the English Language that are
the hardest to master
Vocabulary
Grammar
Literature
Structure
2 )The students' performance in the English subject achieves my target.
Figure 4.0 also shows 13 teachers agreed with the opinion that their studentsperformance in the
English subject achieved their targets. Meanwhile, only 2 teachers disagreed that their targets
regarding with the students performance were not achieved. Consequently, this finding shows
the number of teachers who were agreed that their students performance achieved the targets are
six fold the number of teachers who were disagreed.
3 ) I always make sure my students achieve my target before I move to the next chapter.
In Figure 4.0, it is clearly shown that 15 teachers agreed with the opinion that they always make
sure their students achieve their target before they move to the next chapter.
Based on the pie chart above, many of the respondents agreed that grammar and literature
and among the hardest aspects of the English Language that are the hardest from them to learn
and master. These are probably the hardest aspects because they are the most abstract aspects of
the language which requires commitment and never ending practice over time. However,
majority of the respondents agreed that vocabulary is the least hard aspect to be learnt because it
may be acquired or obtained with a little bit of effort by flipping through more reading materials
to gain a better grasp of the vast English vocabulary.
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27%
27%
46%
Suggested Solutions
Drilling
Exercise
Reading
0
2
4
6
8
10
12
Never 1 to 2 times
a year
3 to 5 times
a year
Number of Respondents Attending Talks
and Seminars Per Year
Number of
Respondents
Based on the data collected from the previous pie chart, several solutions has been
suggested by the respondents which are English teachers, in order to overcome the problems that
the students are facing in learning the language. 46% of the respondents agreed that reading a lot
of English books or materials can really help the students in overcoming their difficulties in
acquiring the English language and being able to speak it fluently. Therefore, being experienced
teachers in the teaching field, reading has been voted as one of the most effective way to resort to
in order to help students overcome their problem in learning English.
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75%
25%
Respondents' Agreements and Disagreements on the
Malaysian English Syllabus
Easy to plan the
lesson
Incorporates all
the learning skills
Based on the above bar chart, it can be seen that most of the English teachers, which are
the respondents, attend talks up to only once or twice a year. This may be linked to the reason as
to why the Malaysian students still lack in competency of the English language despite the long
schooling years of learning and acquiring the language. Seminars and talks regarding the English
subject is crucial for the teachers to be exposed to in order to give them a general idea on how to
deliver the knowledge of the language efficiently to the students. Therefore, the lesser seminars
and talks the teachers attend to, the lesser exposure they have and the knowledge of the language
may not be effectively delivered to the students.
More than half of the total respondents agree with the Malaysian syllabus whereas 47%
of the respondents disagree with the Malaysian syllabus. The reasons to the responses will be
further analyzed in the next chart.
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50%
25%
25%
Reason to Disagreements on the
Malaysian English Syllabus
Too exam oriented
Too theme oriented
Students cant relate
to the content75%
25%
Reason to Agreements on the
Malaysian English Syllabus
Easy to plan the
lesson
Incorporates all
the learning skills
The respondents had definitely had different views on the local Malaysian English Syllabus in its
degree of effectiveness in delivering the language to the students. For those who supports the
Malaysian syllabus agrees that the syllabus helps them to plan their lesson and provide them a
guideline on how to execute the lesson effectively whereas 25% of the respondents agree that the
syllabus incorporates all of the learning skills needed in acquiring the language.
However, half of the respondents who do not support the Malaysian English syllabus
agreed that the syllabus makes learning to be too exam oriented and that students will onlyacquire the language to only pass the test and forget the language later on. Whereas the other half
of the respondents states that the syllabus is not very effective in helping the students to learn
because it is too theme oriented and students are unable to relate to the content which eventually
hinders their learning processes.
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0 2 4 6 8 10 12
Yes
No
Respondents' Response on Following the
Malaysian English Syllabus.
Number of Responses
Most of the respondents responses indicate that they strictly fo llow the syllabus that has
been outlined by the Malaysian Ministry of Education. 12 respondents agrees that they strictly
follow the syllabus that has been given to them whereas three of them do not follow the syllabus
and teach with their own preference of contents and teaching styles.
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Findings (students)
Figure 3.1 Genders of Participants
We have conducted this research on both genders. We also did the research on both sides
because we do not want to be gender bias and let both of the gender answer our questionnaire.
We managed to find 10 females students and 5 male students.
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Figure 3.2Ages of Participants
In this research, we only give out the questionnaire to the students who already finished the
syllabus of English education in Malaysia. This is because; they have already gone through the
system for at least 11 years of schooling. They can give critical reviews that we need in order to
complete this research. As you can see in the Figure 3.2 that we managed to get 13 students from
the range of age of 17-20, 1 student from the age of 20-25 and 1 student who is 25 years and
above.
Figure 3.3 Family incomes
In figure 3.3 we asked the students how much is their monthly family income. The highest
income of the family is RM 6000 and above which represented by 6 people. Meanwhile the
lowest number was RM 10012500 which represent by only a single student. In the other hand
the second highest income of the family is RM 2501-4000. The lowest income which is RM 500-
1000 represented 3 people. While the RM 4001-6000, it only has two people represented for it.
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Figure 3.4 Participants Latest Grade for English Subject
Figure 3.4 shows that all of the participants get grade A for their latest English subject.
Meanwhile there was none of them of who gets neither B, C, D, nor E.Generally speaking, all of
the participants did well and have a good subject matter in English.
Figure 3.5 Area of Participants Live In
Figure 3.5 shows the area at which participants live in. 60% of the participants (9/15) live in
rural area. This shows that majority of the participants live in rural area compared to urban area.
Meanwhile, 40% (6/15) of the participants live in the urban area. In general the number of both
place is quite in balance with the ratio of 6:4
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Figure 3.6 Participants use of English language out of the classroom
Figure 3.6 shows how many of the participants use English language out of the classroom. The
highest is eleven persons agree that they use English outside of the class. There are also two
persons who strongly agree that they use English outside of the class. Meanwhile there are only
two people who strongly disagree that they use English outside of the classroom. While there are
no people who ticked disagree.
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Figure 3.7 English is one of the languages commonly used at home.
Figure 3.7 shows that the number of participant who uses English as one of the languages
commonly used at home. The majority of the participants answered disagree with six people
representing it. Meanwhile there is a tie between strongly disagree and strongly agree with both
of it represents two people. While the second highest, there are four people who agree that they
use English in their house.
Figure 3.8 Participants consider English to be an important aspect in communication.
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Figure 3.8 show the number of Participants who consider English to be an important aspect in
communication. The highest number is nine under the strongly agree department. It has the
majority of the participants who was involved in this research. While the second highest is at the
agree division with 6 people. We can say that majority of the participants agreed with English as
an important aspect in communication.
Figure 3.9 Number of Participant who believed that Malaysian English syllabus help them
to grasp basic knowledge of English
Figure 3.9 shows Number of Participant who believed that Malaysian English syllabus help them
to grasp basic knowledge of English. Ten person which is the majority answered yes the syllabus
did help the students in Malaysia to grasp basic knowledge of English. Meanwhile 5 persons said
it does not help.
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Figure 3.99 Is Malaysian English language syllabus is too difficult for students
Figure 3.99 asked the participants whether the Malaysian English language syllabus is too
difficult for students. The majority with fourteen people answered no that they do not
think it is too difficult. While only one people said it is difficult.
Figure 3.9.1
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The bar chart in Figure 3.9.1 shows the ranks for the content of English syllabus that are
emphasized in how the teachers teach their students. It is ranked by giving out 5 options
which are comprehension, literature, grammar, essay structure and the vocabulary. Most
respondents choose Literature as their main importance in teaching followed by
vocabulary, grammar, essay structure and lastly, the comprehension.
.
Figure 3.9.3
The pie chart in figure 3.9.3 displayed the responses given by students when they were
questioned on which areas of difficulty that they found hardest. Based on the pie given, 9
of the respondents answered literature as being the hardest part to be studied upon. The
same amount of respondents answered grammar and structure essay as being the hardest
in learning English whereas 3 respondents choose vocabulary and comprehension as
being the hardest.
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Question 14
Figure 3.9.4 Useful Alternatives Media
Figure 3.9.4 shows which media is the most useful when it comes to English. The highest
is through songs which represents 14 votes. Meanwhile the lowest is magazines with only
6 votes. The second highest from the chart is movies with 12 votes. Whereas, the
newspaper have 10 votes and storybooks have 11 votes. We can conclude that through
songs and movie is where the correspondents think the best media to learn English
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Question 15
Figure 3.9.5
Figure 3.9.5 shows that what students think of media when it comes to learning English.
The highest who represents 13 votes thinks that Media does help students in Malaysia
learning English. Meanwhile only two people who answered no. As we can see that most
students agree that media play a role when it comes to English learning
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Question 16
Figure 3.9.6 Teachers Teaching Style
Figure 3.9.6 shows what students think about their teachers teaching style. The highest
with 7 votes agree that their teachers teaching style is only average. Meanwhile the
second highest with 5 votes thinks that their teachers teachingstyle is interesting. Then
only two people think that their teachers teaching style is dull. Only a person votes that
their teachers teaching style is very interesting. Meanwhile there is no one who votes for
very dull. In conclusion, we can see that most students agree that their teachers teaching
style is average.
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Question 17
Figure 3.9.7 Teachers Teaching Methods
Figure 3.9.7 shows which methods is the best to teach English to the students in
Malaysia. The highest vote is using the text books with 12 votes. Meanwhile the lowest is
through drills and exercises with only three votes. Meanwhile is a tie between using
movies and dramas as a teaching method with both at five votes. While the second
highest is through presentation at 7 votes. We can conclude that students agree that the
best method to teach English is through textbooks.
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Question 18
Figure 3.9.8
In figure 3.9.8 shows that if the students seek alternatives in learning English. The
highest with 15 votes said yes, that they do seek alternatives when it comes to learning
English. Meanwhile there was no one who answered no. Therefore we can conclude that
majority of the students use other alternative when it comes to English learning.
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Question 19
Figure 3.9.9 Types of Alternatives Used
Figure 3.9.9 shows what kind of alternatives did the students used to learn English. The
highest vote is tuition with ten votes. While the second highest is talks with seven votes.
The third is went through a seminars with 4 votes. Meanwhile, using games, television
and conversing in English is tied with only a vote each. We can conclude that most of the
students went through tuition to help them in learning English.
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Question 20
Many of the participants who had participated in the questionnaires had different
opinions on whether English classes at schools have helped them or not. The responses
are as below
English Classes Helped in
Improving English
Number of Students
Responses
Reasons
Yes 10 Teachers have skills and
creativities
No 5 The classes are boring
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Question 21
Figure 3.9.11
Figure 3.9.11 shows studentspreferences in learning. The highest is grammar with 8
votes. Meanwhile the second highest is by vocabulary by four votes, followed by internetwith two votes. Meanwhile there were tied between drama, pronunciation, muet based
learning, variety of English with just one vote each. We can conclude that grammar is the
most preferred matter between other ways of learning.
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Question 22
Figure 3.9.12 What students feel when conversing in English
Figure 3.9.12 shows what students feel when conversing in English. Most of the students
(14 votes) did not feel ashamed when they conversed in English. Meanwhile only a single
student voted yes that they feel ashamed when they conversed in English. We can
conclude that the majority of the students did not feel ashamed when they conversed in
English.
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Question 23
For question 23, the participants are asked on the reasons of why did they choose the
answer in question 22. For the participants that did not feel any embarrassment, four of
them answered that they are encouraged to speak in English, 2 of the participants said
that their friends are using English too, 3 of them stated that practice makes perfect.
Nonetheless, 2 of them felt discouraged in speaking in English because they feel like they
are being humiliated. 1 of the participants feels indifference in speaking English by
saying that itll depends on the situation whether they will speak in English or not.
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4.0 CONCLUSION
From all the findings that have been stated, a few conclusions have been made to give
understanding based on students and teachers answers. Below are the questions intended for the
questionnaire. Based on all the questions, we are able to make some conclusions.
Research Question
5) What are the students common problems in English?6) What are the reasons of lack of competency in English among the students?7) What are the teachers ways to overcome the problems in English faced by the students?8) How far the efficiency of curriculum and syllabus of English subject in ensuring the
students performance?
Research Objective
The objectives of this research are:
5) To investigate the students common problems in English subject.6) To find out the reasons of lack of competency in English among the students.7) To analyze the teachers ways to overcome the problems in English faced by the students.8) To study the efficiency of curriculum and syllabus of English subject in ensuring the
students performance.
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4.1 Language Outside School
Based on all the research that has been conducted, it is safe to say that both parties which are
from the teachers and the students stated that English is not commonly used outside classroom
and definitely not at home. This then resulted to why students are still not competent enough and
comfortable enough to speak and utter English in their everyday life. They are not confident
enough. When students do not practice the things that they have learned, it is found very hard for
students to apply and to use the language proficiently.
4.2 Technology Used by Teachers in Conducting Their Lesson
Most teachers and students claimed that they used and experience teaching and learning through
some technology in class such as presentations and short video pertaining to the topic.
Nonetheless, there are also students who claimed that the teachers are not using any elements of
technology in their teaching. This maybe due to the fact that some schools are still left behind in
their technology applications. However, most teachers claimed that they are using some
technology in their class. Whenever they have ample time, they will take the students to the
library to watch some short video about the topic that they are learning on that day.
4.3 Residential Area of the Students
Most students who have responded to the questionnaire claimed that they are living in a rural
area and less than half stated that they are living in an urban area. This separation of residential
area gives ideas of where they are schooling which maybe in the rural area. As we all know,
people who are living in the rural area put less emphasis on the importance of educating and also
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in speaking in English. This distinctive difference in the area of living also resulted in the
difference for their English subject. It is safe to say that perhaps teachers and students that are
living in the rural area have less opportunities and necessities in attaining the needed
consummation of English language. They are less exposed on the importance of using English
language in their everyday life.
4.4 Aspects that are Found Hardest
Both students and teachers claimed that among many elements to be teach and learn, grammar
would be the hardest. As we all know, in order to speak well in English, teachers and students
need to watch out for their grammar because it is part of speaking in English. People will
disrespect you if you speak in English with lots of errors for grammar. However, grammar is a
very difficult aspect to be teach by the teachers because many students would be discouraged by
the difficulty level of grammar. In comparison with the students who are living in the urban area,
they are already accustomed in speaking English without thinking too hard on the grammar part
which is different from the students who are living in the rural area. They believe that in order to
speak in English, one must be full aware of the grammar as well.
4.5 Alternatives Used by Teachers and Students
Most teachers and students used other alternatives methods to improve their English skills. Some
teachers ask the administration to invite some professional speakers to lecture and to give
advices to the students. Some even make some events and activities to enhance the students
creativity and their enthusiasm in learning English. They did not just focus on learning by
reading. Nonetheless, we can see that some teachers prefer to teach their students through
reading textbooks which can be dull and boring for the students. They will learn English but if
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only by reading, it is hard for them to keep the learning to stay in their mind for a long time.
Students are also be seen by participating in very little seminar and talks outside their school.
When they do recruit themselves into seminar and talks, they will only participate in subjects like
mathematics, biology and chemistry. Very little of them see English is a subject that should be
prioritize. This is the reason why the students in Malaysia are still at their comfortable position.
They are not pushed into pursuing English and they dont even feel that it is a necessities to learn
English.
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RECOMMENDATIONS
After analysing all of the data collected from the findings, some recommendations have
been made in order to aid the Malaysians, especially the young students, to cope or overcome the
lack of competency in the English language despite years of learning.
First of all, it would be recommended that students are to be encouraged to speak English
and use English outside of the classroom regularly. Teachers and parents play an important role
in making this possible as they are the main driving force in the students journey of learning the
English language. For instance, a meeting can be held between the teachers and parents and
collaborate together in making sure that their students and children use the English language to
its fullest in or out of the classroom.
Other than that, the school can also play a big part in improving the students progress in
learning the English language. School could have more English Weeks whereby students are not
only encouraged to speak the language, but they can also encouraged to read more English
reading materials to enhance their vocabulary and get them to familiarise with the various types
and patterns of the ways the English sentences are being constructed. This can definitely boost
the students confidence to write and speak in English fluently.
Next, English teachers can also focus on specific areas that the students are having
difficulties in. For example, according to the results of the findings, the students agree that
literature, structure and grammar are among the hardest aspects of the language that needs to be
learned by them. Therefore, teachers can provide the students with more reading material as with
more references for the students to refer to, the more they can improve their understanding.
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Exercises and drillings may also be included in the list of activities that are to be done while
teaching these aspects of the language to get them to familiarise with the pattern of the language.
Other than focusing on certain aspects of the language, a teacher can also turn the lesson
into a fun and memorable lesson. For example, according to the results of the findings,
presentations are one of the most common teaching styles that teachers resort to. Other than
presentations, teachers can also use other teaching styles to deliver the lesson effectively to the
students. One of it would be dramatizing or role playing in class. Activities such as these would
get the students to be interested in the lessons that are to be delivered to them. Once the interest
levels are high and secured, they would probably have less problems and more joy in learning
and acquiring the language by heart.
Next, the Malaysian English syllabus should also be adjusted and include more fun
activities and not be too exam-oriented when concerning English. According to the results of the
findings, some of the teachers agree that the syllabus being too exam oriented hinders the
language development of the students. The syllabus makes the learning to be too structured and
that the teachers too have no choice but to abide to the syllabus as closely as possible. The
syllabus should include more lessons or topics that will interest the students and to not be too
structured as this will limit their knowledge and interests in further acquiring the language.
These recommendations are to be considered in overcoming the problems of students
lack of English language competency despite long years of learning. These methods that have
been suggested may help the students in their betterment in acquiring the language in the future.