PENGGUNAAN BAHASA MELAYU DI DALAM PENGAJARAN BAHASA INGGERIS: SOROTAN TEORI DAN KAJIAN LEPAS

The Use of Malay Language in Teaching English as a Second Language

Authors

  • NOOR HAYATI ROMLI Fakulti Sains Sosial dan Kemanusiaan, Universiti Kebangsaan Malaysia
  • MOHD SALLEHHUDIN ABD AZIZ Fakulti Sains Sosial dan Kemanusiaan, Universiti Kebangsaan Malaysia
  • PRAMELA KRISH N KRISHNASAMY Fakulti Sains Sosial dan Kemanusiaan, Universiti Kebangsaan Malaysia 

DOI:

https://doi.org/10.51200/manu.v33i1.3722

Keywords:

Bahasa pertama, bahasa kedua, karangan bahasa Melayu, Bahasa Inggeris, guru bukan opsyen, First language, second language, Malay Language, English language, non-option teachers

Abstract

Dalam konteks pengajaran bahasa Inggeris sebagai bahasa kedua di Malaysia, terdapat dua isu utama yang sering menjadi topik perbahasan iaitu penggunaan bahasa Melayu dalam kalangan guru Bahasa Inggeris bukan opsyen. Secara umumnya, penggunaan bahasa pertama dalam pengajaran bahasa kedua oleh guru-guru sering dianggap sebagai satu amalan yang boleh mengganggu proses pengajaran dan pembelajaran. Malahan, ia bertentangan dengan konsep pengajaran bahasa kedua yang mementingkan penggunaan maksimum bahasa sasaran. Guru-guru bukan opsyen pula merupakan guru-guru yang pada awalnya dilatih untuk mengajar mata pelajaran seperti Geograi, Sains, Fizik, Sejarah dan Bahasa Melayu tetapi sebaliknya mereka diminta untuk mengajar Bahasa Inggeris kerana kekurangan guru opsyen di sekolah. Kajian ini menggunakan reka bentuk penyelidikan kualitatif dan seramai enam orang guru bukan opsyen Bahasa Inggeris telah dipilih secara rawak dari empat buah sekolah menengah di daerah Temerloh, Pahang. Kajian ini bertujuan untuk mengenal pasti jika guru-guru ini menggunakan bahasa Melayu di dalam bilik darjah mereka dan sebab penggunaannya. Mereka juga ditemu bual dan sesi pengajaran mereka telah dirakam untuk meneliti situasi penggunaan bahasa Melayu. Dapatan menunjukkan bahawa penggunaan bahasa pertama masih berlaku dalam pengajaran bahasa kedua dan terdapat perbezaan penggunaan bahasa Melayu oleh guru Bahasa Inggeris bukan opsyen. Justeru, adalah penting guru-guru diberi latihan yang cukup untuk mengajar bahasa kedua ini untuk mengurangkan penggunaan bahasa pertama.

 

In the context of teaching English as a second language in Malaysia, the main issue of the use of Malay language by English teachers including the non-option English teachers has often become the topic of debate. In general, the use of first language in teaching a second language is often considered as a practice that can disrupt the teaching and learning process. In fact, it is contrary to the concept of L2 teaching which emphasizes the maximum use of the target language. Meanwhile, nonoption teachers are teachers who were initially trained to teach subjects such as Geography, Science, Physics, History and Malay but instead they are required to teach English due to the lack of English option teachers in the school. This study used a qualitative research design and a total of six non-English option teachers were randomly selected from four secondary schools in the district of Temerloh, Pahang. This study aimed to examine whether these teachers used Malay language in their classrooms and the reasons for their use. They were interviewed and English lessons were recorded to identify situations in which Malay language was utilised. The findings showed that the use of the first language still occured in the teaching of the second language and there were differences in the use of Malay language by non-English option teachers. This study concludes that it is important to provide sufficient training to English teachers to reduce the use of the first language in teaching this second language.

Author Biography

PRAMELA KRISH N KRISHNASAMY, Fakulti Sains Sosial dan Kemanusiaan, Universiti Kebangsaan Malaysia 

 

 

References

Alrabah, S., Wu, S-H., Alotaibi, A.M. & Aldaihani, H.A. (2016). English teachers’ use of learners’ L1 (Arabic) in college classrooms in Kuwait. English Language Teaching, 9(1), 1-11.

Auerbach, E.R. (1993). Reaxamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32.

Block, K., & Beckett, K.D. (1990). Verbal descriptions of skill by specialists and non- specialists. Journal of Teaching in Physical Education, 10, 21-37.

Cook, V. (2001). Using the first language in the classroom. The Canadian Modern Language Review, 57, 402–423.

Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, Multilingual Matters.

Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10, 221–240.

Debreli, E. (2016). Perceptions of non-native EFL teachers’ on L1 use in L2 classrooms: Implications for language program development. English Language Teaching, 9 (3), 24-32.

Fortune, J. (2012). The forbidden fruit: Using the mother tongue in a Bogota university EFL programme. Colombia Applied Linguistics Journal, 14(2), 70-87.

Grant, L.E. & Nguyen, T.H. (2017). Code-switching in Vietnamese university EFL teachers’ classroom instruction: A pedagogical focus. Language Awareness, 1-16.

Hamidah Yamat., Fisher, R., & Rich, S. (2014). Revisiting English language learning among Malaysian children. Asian Social Science, 10(3),174-180.

Hanáková, M. & Metruk, R. (2017). The use of L1 in the process of teaching English. Modern Journal of Language Teaching Methods (MJLTM), 7(8), 1-9.

Itmeizeh, M., Ibnian, S.S., & Sha’fout, M. (2017). Code-switching among teachers of English language service courses at PAUC: Types and functions. Asian Journal of Humanities and Social Studies, 5(4), 257-263

Lightbrown, P., & Spada, N. (2006). How languages are learned. New York: Oxford University Press.

Ma, L.P.F. (2016). Examining the functions of L1 use through teacher and student interactions in an adult migrant English classroom. International Journal of Bilingual Education and Bilingualism, 1-16.

Moore, D. (2002). Case study code-switching and learning in the classroom. International Journal of Bilingual Education and Bilingualism, 5(5), 279-293.

Noor Azaliya Jumal, Asmaa AlSaqqaf & Nik Zaitun Nik Mohamed. (2019). Code switching in Malaysian secondary ESL classroom: A preliminary study from Sabah. International Journal of Asian Social Science, 9(5), 327-334.

Noor Hayati Romli, Mohd Sallehhudin Abd Aziz & Pramela Krish. (2021). Investigating the utilisation of the micro-functions of Bahasa Melayu by English teachers. 3L The Southeast Asian Journal of English Language Studies, 27(1), 34-46.

Pitkänen-Huhta, A. (2015). Changes in language use-changes in language education? Language Pedagogy Crisscrossing, University of Aarhus, Denmark.

Shabir, M. (2017). Student-teacher’s beliefs on the use of L1 in EFL classroom: A global perspective. English Language Teaching, 10(4), 45-52.

Siong, T.N., & Min, L.H. (2017). Socio-environmental factors impacting on teachers’ attitudes towards code-switching in ESL classrooms in a rural district in Malaysia. Kajian Malaysia, 35(2), 105–125.

Stern, H. (1992). Issues and options in language teaching. Oxford: Oxford University Press.

The Diplomat. (August 13, 2014). Teaching English in Korea: Closing doors.

Retrieved from https://thediplomat.com/2014/08/teaching-english-inkorea-closing-doors/.

Timucin, M., & Baytar, I. (2015). The functions of the use of L1: Insights from an EFL classroom. Kastamonu Education Journal, 23(1), 241-252.

UNESCO. (2003). Education in a multilingual world. UNESCO Education Position Paper. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000129728.

Published

2022-06-28

How to Cite

NOOR HAYATI ROMLI, MOHD SALLEHHUDIN ABD AZIZ, & PRAMELA KRISH N KRISHNASAMY. (2022). PENGGUNAAN BAHASA MELAYU DI DALAM PENGAJARAN BAHASA INGGERIS: SOROTAN TEORI DAN KAJIAN LEPAS: The Use of Malay Language in Teaching English as a Second Language. MANU Jurnal Pusat Penataran Ilmu Dan Bahasa, 33(1). https://doi.org/10.51200/manu.v33i1.3722
Total Views: 2649 | Total Downloads: 1139