UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
|
||||||||||||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| Purpose This study aims to develop a teaching model of the Malay language for non-native and foreign speakers in schools. Implementing this model can assist educators in teaching the Malay language to students who do not use it as their first language in everyday use. Methodology This study used a qualitative approach to develop teaching models for non-native and foreign Malay speakers. Interviews were conducted with 27 teachers and 23 stakeholders who are experts in teaching the Malay language, especially in teaching non-native speakers. A prototype model was developed thematically as a result of interviews using ATLAS.ti 22. Further, the prototype model was used by ten teachers from primary, secondary, and international schools in their teaching. Findings This study has succeeded in developing a model for teaching the Malay language to non-native speakers and foreigners that includes five elements: teaching strategies, individual differences, input, social, and motivation. This model strongly emphasises instruction involving interaction, communication, and bilateral relations as a medium for students language acquisition and meaningful input. Verbal interaction between teachers and students can stimulate and improve students language skills in learning Malay. Significance This model can help teachers teach the Malay language to non-native speakers and foreigners with a greater focus on achieving learning objectives. This model is expected to expand the usage, cultivate interest, and facilitate teaching the Malay language in educational institutions. (2023), (Universiti Utara Malaysia Press). All Rights Reserved. |
| References |
Adenan Ayob, & Khairuddin Mohamad. (2012). Method of teaching Malay language. Oxford Fajar: Shah Alam.Al Muslim Mustapa, & Zainal Arifin. (2012). Pengajaran dan pembelajaran bahasa Arab: Satu tinjauan literatur di Negeri Sembilan. Prosiding Persidangan Kebangsaan Pengajaran dan Pembelajaran Bahasa Arab, 15-33. Al-Dosari, H. (2011). Faculty members and students perceptions of e-learning in the English department: A project evaluation. Journal of Social Sciences, 7(3), 291.Alnuzaili, E. S., & Uddin, N. (2020). Dealing with anxiety in foreign language learning classroom. Journal of Language Teaching and Teaching, 11(2), 269-273. Alseweed, M. A. (2012). University students’ perceptions of the influence of native and non-native teachers. English Language Teaching, 5(12), 42-53. Atmaca, H., & Günday, R. (2016). Using literary texts to teach grammar in the foreign language classroom. Participatory Educational Research (PER), IV (Special Issue), 127–133. Azitoni, R., Dashwood, A., & Lawrence, J. (2020). Revealing teachers’ motivational strategies in Libyan English as a foreign language classroom. International Journal of Psychosocial Rehabilitation.https://doi.org/10.37200/IJPR/V24I4/PR201049. Baharudin, M., & Radzi, R. M. (2015). Pengajaran Bahasa Melayu sebagai bahasa Asing kepada pelajar dari negara China: Perkongsian pengalaman di Universiti Sains Malaysia. Dinamika Ilmu, 15(1), 85-98. Balci, O., & Uguten, S. D. (2018). The relationship between EFL Learners’ Language Learning Strategy Use and Achievement. International Education Studies. https://doi.org/10.5539/ies.v11n2p1. Berk, L. E. (2017). Development through the lifespan. 9th Edition. Pearson.Bouchareb, N. (2010). The role of foreign language learners’ self-esteem in enhancing their oral performance in the case of second year LMD students of English, University of Constantine. University of Constantine, Constantine, Algeria. Boyadzhieva, E. (2014). Theory and practice in foreign language teaching and present. USA: Journal of Modern Education Review, 4(10), 776-788. Bustos, A. V., Montenegro, C. S., De Souza, A. (2021). Use of the teacher’s oral regulation as a strategy to aid reading comprehension: An experimental study in third grade students in Chilean schools. Investigaciones Sobre Lectura, (15), 64-94. Cabrera-Solano, P., Gonzalez-Torres, P., Solano, L., Castillo-Cuesta, L., & Jiménez, J. (2019). Perceptions on the internal factors influencing EFL learning: A case of Ecuadorian children. International Journal of Instruction. https://doi.org/10.29333/iji.2019.12424a. Calude, A. S., & Pagel, M. (2011). How do we use language? Shared patterns in the frequency of word use across 17 world languages. Philosophical Transactions of the Royal Society B: Biological Sciences, 366(1567), 1101-1107. Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In Handbook of research in second language teaching and learning (pp. 931-949). Routledge. Chen, C. (2022). Factors affecting online Chinese as a foreign language learning stickiness: A Study on international students in China. Front. Psychol. 12:803669. https://doi.org/10.3389/fpsyg.2021.803669. Cheng, L., & Xu, J. (2022). Chinese English as a foreign language learners’ individual differences and their willingness to communicate. Front. Psychol, 13. https://doi.org/10.3389/fpsyg.2022.883664. Cheng, R.T-J. (2016). Reading online in foreign languages: A study of strategy use. International Review of Research in Open and Distributed Learning Broadbent & Poon Coiro, 17(6), 164–182. Chien, S. (2014). Varieties of English: Taiwanese attitudes and perceptions. Newcastle and Northumbria Working Papers in Linguistics, 20, 1-16. Courtney, L. (2017). Transition in modern foreign languages: A longitudinal study of motivation for language learning and second language proficiency. Oxford Review of Education. https://doi.org/10.1080/03054985.2017.1329721. Creswell, John, W., & Creswell J. D. (2018). Research design: Qualitative, quantitative and mixed methods approach. California: SAGE Publications, Inc. Creswell, John W. (2012). Educational research: Planning, conducting, evaluating quantitative and qualitative research. MA: Pearson Education, Inc.Dalton-Puffer, C., Kaltenboeck, G., & Smit, U. (1997). Learner attitudes and L2 pronunciation in Austria. World Englishes, 16(1), 115-128. Dick, W., & Carey, L. (1996). The systematic design of instruction: Origins of systematically designed instruction. InClassic writings on instructional technology. Dong L, Liu, M., & Yang, F. (2022). The relationship between foreign language classroom anxiety, enjoyment, and expectancy-value motivation and their predictive effects on Chinese high school students’ self-rated foreign language proficiency. Front. Psychol. 13. https://doi.org/10.3389/fpsyg.2022.860603. Dong, Y., Tang, Y., Chow, B. W. Y., Wang, W., & Dong, W. Y. (2020). Contribution of vocabulary knowledge to reading comprehension among Chinese students: A meta-analysis. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.525369. Dos Santos, L. M. (2021). Developing bilingualism in nursing students: Learning foreign languages beyond the nursing curriculum. Healthcare, 9, 326. https://doi.org/10.3390/healthcare9030326. Douglas, D. (2017). Introducing needs analysis and English for specific purposes. English for Specific Purposes. https://doi.org/10.1016/j.esp.2017.04.003 Dudley-Evans, T., & Jo St John, M. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Ibérica. https://doi.org/10.1016/S0889-4906(99)00026-5. Ellis, R. (1994). The study of Second Language Acquisition. TESOL Quarterly. https://doi.org/10.2307/3588082. Ellis, R. (2005). Principles of instructed language learning. Asian EFL Journal, 7(3), 9-24. Freidin, R. (1991). Principles and parameters in comparative grammar (edited). The MIT Press. Funk, H. (2012). Four models of language learning and acquisition and their methodological implications for textbook design. Electronic Journal of Foreign Language Teaching, 9(1), 298-311. Gagne, R. (1985). The conditions of learning. Holt, Rinehart &Winston. Gleason, J. B., & Ratner, N. B. (2013). Development of language. 8th Edition. Pearson.Gonca, A. (2016). Assessment of language learners’ strategies: Do they prefer learning or acquisition strategies? Educational Research and Reviews. https://doi.org/10.5897/err2016.2755. Green, K. (2018). Using more native-like language acquisition processes in the foreign language classroom. Cogent Education, 5(1). Halliday, M. A. (1978). Ideas about language. Arts: The Journal of the Sydney University Arts Association, 11. Hauser, M. D., Yang, C., Berwick, R. C., Tattersall, I., Ryan, M. J., Watumull, J., & Lewontin, R. C. (2014). The mystery of language evolution. Frontiers in Psychology, 5, 401. Hornstein, N., & Lightfoot, D. (1991). On the nature of lexical government. Principles and parameters in comparative grammar, 365-391. Hutchinson, T., & Waters, A. (1981). Performance and competence in English for specific purposes. Applied Linguistics. https://doi.org/10.1093/applin/II.1.56. Hyltenstam, K., & Abrahamsson, N. (2000). Who can become native-like in a second language? All, some, or none? On the maturational constraints controversy in second language acquisition. Studia Linguistica, 54(2), 150-166. Isman, A. (2011). Instructional design in education: New model. Turkish Online Journal of Educational Technology, TOJET, 10(1), 136 - 142. Janan, D., & Wray, D. (2014). Reassessing the accuracy and use of readability formulae. Malaysian Journal of Learning and Instruction, 11(1), 127-145. Janan, D., Wray, D., & Pope, M. (2010). Paradigms in readability research. International Journal of Arts and Sciences,3(17), 19 29. Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press. Johnson, D., & Johnson, R. (2008). Cooperation and the use of technology. Dalam J. M. Spector, M. D. Merrill, J. Van Merrienboer, & M. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (3rd ed., pp.1017-1044). Taylor & Francis. Jordan, R. R. (1997). English for academic purposes. In English for Academic Purposes. https://doi.org/10.1017/cbo9780511733062. Kamarul Shukri & Mohamed Amin. (2010). Strategi pembelajaran bahasa. Penerbit Universiti Malaya. Kamisah, O., & Aini, N. (2013). Teachers and students as game designers: Designing games for classroom integration. New Pedagogical Approaches in Game Enhanced Learning: Curriculum Integration, 102-113. Keller, J. (2010). Motivational design for learning and performance. Springer. Kirby, S., Tamariz, M., Cornish, H., & Smith, K. (2015). Compression and communication in the cultural evolution of linguistic structure. Cognition, 141, 87-102. Koksal, D., & Ulum, O.G. (2019). Classroom implications of teaching strategies to improve reading. Reading Matrix: An International Online Journal, 19(1), 243-248. Krashen, S. (1994). The input hypothesis and its rivals. Implicit and explicit learning of languages, 45-77. Krashen, S. (2009). Principles and practice in second language acquisition. The University of Southern California. http://www.sdkrashen.com/content/books/pinciples_and_practice.pdf. Krashen, S., & Brown, C. L. (2007). What is academic language proficiency. STETS Language & Communication Review, 6(1), 1-5. L. R. Gay, Geoffrey E. Mills, & Peter Airasian. (2012). Educational research: Competencies for analysis and applications Tenth Edition. Pearson Education, Inc. Layang Ugek, & Jamaludin Badusah. (2018). Amalan dan masalah pengajaran literasi bahasa guru bahasa Melayu ketika mengajar murid Penan. Jurnal Pendidikan Bahasa Melayu, 8(2), 25–38. Linse, C. T. (2006). Practical English Language teaching: Young learners. McGraw-Hill. Lin, X. (2019). Achievement goal orientations as predictors of self-regulated learning strategies of international ESL students. International Journal of Teaching and Learning in Higher Education, 31(2), 214-223. Lu, J., Jiang, H., & Huang, Y. (2022). Inclusive EFL teaching for young students with special needs: A case in China. Children 9, 749. https://doi.org/10.3390/children9050749. Ludlow, S. (2010). The place of play in twenty-first century classroom: Evidence and approaches. TEACH Journal of Christian Education, 4(2), 5. Lysniak, U., Gibbone, A., & Silverman, S. (2019). Effective teaching strategies for low-skilled students. The Physical Educator, 76, 701-725. Ma Y. (2022). The triarchy of L2 learners’ emotion, cognition, and language performance: Anxiety, self-efficacy, and speaking skill in lights of the emerging theories in SLA. Front. Psychol, 13. https://doi.org/10.3389/fpsyg.2022.1002492. Macías, D. F. (2018). Classroom management in foreign language education: An exploratory review. Profile: Issues Teach. Prof. Dev, 20(1), 1657–790. https://doi.org/10.15446/profile.v20n1.60001. Maity, S. (2019). Identifying opportunities for artificial intelligence in the evolution of training and development practices. Journal of Management Development, 38(8), 651–663. https://doi.org/10.1108/JMD-03-2019-0069. Maromar, F., Ismail, M. R., Ghazali, A. R., Mohd Fauzi, M. S. H., Abu Othman, K. A., Ab Rahman, M. A., & Abdul Basit, N. F. (2018). Teknik meningkatkan kemahiran bertutur Bahasa Arab dalam kalangan bukan penutur jati di IPTS Dan IPG. In International Research Management & Innovation Conference (IRMIC 2018). Palm Garden Hotel, Putrajaya (Vol. 7). Mcdevitt, T. M., & Ormrod, J. E. (2012). Child Development andEducation, Student Value. Edisi ke-5. Pearson Education Inc. |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |