CHOICE OF LANGUAGE IN THE TEACHING OF SCIENCE IN ENGLISH

IN THE MALAYSIAN CLASSROOM

TAN HOOI KOON

UNIVERSITI TEKNOLOGI MALAYSIA

PSZ 19:16 (PIND. 1/97)

UNIVERSITI TEKNOLOGI MALAYSIA

BORANG PENGESAHAN STATUS TESIS♦

JUDUL: CHOICE OF LANGUAGE IN THE TEACHING OF SCIENCE IN ENGLISH IN THE MALAYSIAN CLASSROOM

SESI PENGAJIAN: 2005 / 2006

Saya TAN HOOI KOON (830831-10-5376)_________

(HURUF BESAR)

mengaku membenarkan tesis (PSM/Sarjana/Doktor Falsafah)* ini disimpan di Perpustakaan Universiti Teknologi Malaysia dengan syarat-syarat kegunaan seperti berikut: 1. Tesis adalah hakmilik Universiti Teknologi Malaysia. 2. Perpustakaan Universiti Teknologi Malaysia dibenarkan membuat salinan untuk tujuan

pengajian sahaja. 3. Perpustakaan dibenarkan membuat salinan tesis ini sebagai bahan pertukaran antara institusi

pengajian tinggi. 4. ** Sila tandakan (√ ).

SULIT (Mengandungi maklumat yang berdarjah keselamatan atau kepentingan Malaysia seperti yang termaktub di dalam AKTA RAHSIA RASMI 1972)

TERHAD (Mengandungi maklumat TERHAD yang telah ditentukan oleh organisasi/badan di mana penyelidikan dijalankan)

TIDAK TERHAD

__________________________________ (TANDATANGAN PENULIS)

Alamat Tetap: 27, LINTANG PRAI OFF JALAN MERU, 41050 KLANG, SELANGOR.

Tarikh: ___________________________

Disahkan oleh

________________________________ (TANDATANGAN PENYELIA)

PROF. MADYA DR. NOOR ABIDAH BT MOHD. OMAR

Nama Penyelia Tarikh: ___________________________

CATATAN: * Potong yang tidak berkenaan. ** Jika Kertas Projek ini SULIT atau TERHAD, sila lampirkan surat daripada pihak

berkuasa/organisasi berkenaan dengan menyatakan sekali sebab dan tempoh kertas projek ini perlu dikelaskan sebagai SULIT dan TERHAD.

♦ Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah dan Sarjana secara penyelidikan atau disertai bagi pengajian secara kerja kursus dan penyelidikan atau Laporan Projek Sarjana Muda (PSM).

√

“I hereby declare that I have read this thesis and in my opinion this thesis is

sufficient in terms of scope and quality for the award of the degree of Bachelor of

Science and Education (TESL)”

Signature : ..............................................................................................

Supervisor : ...............................................................................................

Date : ...............................................................................................

PROF. MADYA DR. NOOR ABIDAH BT MOHD OMAR

CHOICE OF LANGUAGE IN THE TEACHING OF SCIENCE IN ENGLISH

IN THE MALAYSIAN CLASSROOM

TAN HOOI KOON

A report submitted in partial fulfilment

of the requirements for the award of the degree of

Bachelor of Science and Education (TESL)

Faculty of Education

Universiti Teknologi Malaysia

MARCH 2006

ii

I declare that this thesis entitled “Choice of Language in the Teaching of Science in

English in the Malaysian Classroom” is the result of my own research except as cited

in the references. The thesis has not been accepted for any degree and is not

concurrently submitted in candidature of any other degree.

Signature : ....................................................

Name : ....................................................

Date : ....................................................

TAN HOOI KOON

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To my beloved dad, mum and family

for all your prayers, love and encouragement.

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ACKNOWLEDGEMENT

I would like to take this opportunity to express my heartfelt gratitude to the

following individuals:

First and foremost, I am grateful to God Almighty for His abounding grace

and mercy, wisdom and strength which He has showered upon me throughout my

five years of study. Without Him, I am nothing.

My deepest appreciation goes to my supervisor, Dr. Noor Abidah bt Mohd.

Omar for her guidance, patience and time spent in seeing me through the completion

of this project. I could have never done it without you.

My heartfelt thanks goes to Miss Fatimah Puteh, my academic advisor and

the coordinator of the UTM TESL program, for your encouragement, patience, and

guidance throughout my years in UTM. Special thanks to Dr. Ummul Khair, who

taught me valuable lessons in life which I will never forget and PM Khairi Izwan

Abdullah, whose classes have inspired me to become a good English teacher.

My gratitude and love goes to my family, housemates and friends in

particular: Jimmy, Sing Pei and Yong Yong and all who have helped me in one way

or another in my studies and this project. Thanks for all your ideas and

encouragement all these years.

Last but not least, my special thanks go to Haizal for being there when I

needed a friend and for all his care and support.

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ABSTRAK

Perubahan bahasa pengantar untuk pengajaran subjek Sains pada tahun 2003

telah membangkitkan isu pemilihan bahasa pengajaran dalam bilik darjah. Kajian ini

bertujuan untuk mengenalpasti pilihan bahasa yang dibuat oleh guru dalam pengajaran

subjek Sains; sama ada (1) bahasa alternatif selain Bahasa Inggeris diperlukan untuk

mengajar Sains, (2) bila bahasa alternatif digunakan dan (3) sebab-sebab di sebalik

penggunaannya. Seorang guru Sains kepada tiga buah kelas tingkatan dua di sebuah

sekolah menengah kebangsaan telah dipilih untuk kajian ini. Pemerhatian ke atas

pengajaran beliau dalam setiap kelas telah dirakamkan setiap hari selama dua minggu

berturut-turut untuk dianalisa. Hasil analisis menunjukkan bahawa (1) Bahasa Malaysia

merupakan satu-satunya bahasa alternatif yang digunakan dan (2) Bahasa Malaysia

digunakan kebanyakannya semasa perbualan peribadi serta semasa mengawasi para

pelajar manakala ia kurang digunakan semasa pengajaran isi kandungan walaupun

frekuensi penggunaan berbeza mengikut tahap kemahiran Bahasa Inggeris pelajar serta

jenis aktiviti pengajaran dan pembelajaran yang dijalankan. Sebab yang paling utama di

sebalik penggunaan bahasa alternatif adalah ketidakbolehan pelajar memahami proses

pengajaran dan pembelajaran yang dijalankan sepenuhnya dalam Bahasa Inggeris

disebabkan oleh tahap penguasaan Bahasa Inggeris yang lemah. Selain itu, Bahasa

Malaysia juga digunakan untuk tujuan afektif serta untuk memupuk perhubungan yang

rapat dengan para pelajar. Kesimpulan kajian menyertakan saranan agar lebih sokongan

pembelajaran Bahasa Inggeris diberikan untuk para pelajar terutamanya yang lemah

dalam Bahasa Inggeris agar mereka dapat menguasai subjek Sains dengan jayanya.

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ABSTRACT

The change in the medium of instruction for the teaching of Science in year 2003

has evoked the matter of language choice in the content classroom. Three years after the

change took place, this study attempts to investigate the teacher’s choice of language;

more specifically to identify (1) if alternative languages are needed to teach Science, (2)

when the alternative languages are used during the lesson and (3) the reasons behind

their use. One Science teacher teaching three Form Two Science classes in a local

national secondary school was observed and audio recorded daily for two consecutive

weeks. From the 12 classes observed, an average of 10 hours of lessons was recorded

and subsequently transcribed and analyzed. It was found that (1) Bahasa Malaysia was

the only alternative language used and that (2) Bahasa Malaysia occurred mostly during

interpersonal conversations as well as when managing students’ behaviour but least

during content development. The frequency of use was found to differ according to the

students’ language proficiency as well as the type of teaching and learning activity.

Several reasons were identified from the observations as well as the interview with the

teacher but the primary reason behind his choice to use Bahasa Malaysia was that

students’ poor command of the language resulted in the inability to comprehend and

participate in a lesson conducted fully in English. In addition, Bahasa Malaysia was also

needed to achieve affective and solidarity purposes successfully. This study concluded

with recommendations for more language support to be provided especially to lower

proficiency students in order to assist them in the learning of Science.

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TABLE OF CONTENT

CHAPTER CONTENT PAGE

Title Page i

Student Declaration Page ii

Dedication iii

Acknowledgement iv

Abstrak v

Abstract vi

Table of Content vii

List of Tables xi

List of Figures xii

List of Appendices xiii

CHAPTER I INTRODUCTION 1

1.0 Introduction 1

1.1 Background of Problem 2

1.2 Statement of Problem 6

1.3 Purpose of Study 7

1.4 Objectives of the Study 7

1.5 Research Questions 8

1.6 Scope of Study 8

viii

1.7 Significance of Study 10

1.8 Conclusion 10

CHAPTER II LITERATURE REVIEW 11

2.0 Introduction 11

2.1 Bilingualism and Multilingualism 11

2.2 Language Choice 14

2.3 Code Switching : Definition 16

2.4 Code Switching : Function 21

2.5 Malaysian Educational Setting 23

2.6 Code Switching in the Classroom :

Function

27

2.6.1 Code Switching for

Curriculum Access

28

2.6.2 Code Switching for Classroom

Management Discourse

29

2.6.3 Code Switching for

Interpersonal Relations

30

2.6.4 Other Functions 31

2.7 Conclusion 31

CHAPTER III RESEARCH METHODOLOGY 32

3.0 Introduction 32

3.1 Research Design 32

3.2 Pilot Study 35

3.3 Research Procedures 37

3.4 Setting 38

ix

3.4.1 School location 38

3.4.2 Classroom composition 39

3.5 Subjects of Study 39

3.6 Data Collection

3.6.1 Observation and Field Notes

3.6.2 Video Recording

3.6.3 Audio Recording

3.6.4 Interview

3.6.4.1 General Interview

3.6.4.2 Stimulated Recall

Technique

41

41

44

45

45

46

46

3.7 Data Analysis

3.7.1 Research Questions 1

3.7.2 Research Questions 2 and 3

3.7.2.1 Jacobson’s (1982) New

Concurrent Approach

3.7.2.2 Modifications and

Future Adaptations

3.7.2.3 Triangulation

Strategies

47

48

48

49

51

53

3.7 Conclusion 53

CHAPTER IV FINDINGS AND DISCUSSION 54

4.0 Introduction 54

4.1 Description of the research setting 54

4.1.1 Description of the school 55

4.1.2 Description of the classes 57

4.1.3 Description of the lesson 58

4.2 Description of the teacher 61

x

4.3 Findings 62

4.3.1 Research Question 1 63

4.3.2 Research Questions 2 and 3 64

4.3.3 Other findings 78

4.4 Discussion 89

4.4.1 Perspective 1: T as a teacher in

the school

90

4.4.2 Perspective 2: T as an

individual of his own.

95

4.4.3 Perspective 3: T as an

individual in a multilingual

society

96

4.5 Conclusion 97

CHAPTER V CONCLUSION 98

5.0 Introduction 98

5.1 Summary of findings 98

5.2 Limitations of research 101

5.3 Recommendations 103

5.3.1 Recommendations for

methodology

103

5.3.2 Pedagogical recommendations 104

5.3.3 Recommendations for future

researches

106

5.4 Final remarks 108

REFERENCE 109

APPENDICES A- F 118

xi

LIST OF TABLES

TABLE. TITLE PAGE

3.0 Symbols used for the transcription of the

audio recordings

47

3.1 Cue-Response System for Code Switching

during Teaching (Jacobson, 1982)

50

3.2 Modified Cue-Response System 52

4.0 Classroom Composition for Forms 2.3, 2.4

and 2.7 according to Race and Gender

57

4.1 Types of Teaching and Learning Activities 59

4.2 Occurrence of BM as analyzed based on the

Cue-Response System by Jacobson (1982)

65

4.3 Three Perspectives to view T’s choice of

language based on the Cues and Reasons from

the findings

89

xii

LIST OF FIGURES

FIGURE TITLE PAGE

4.0 Macro Structure of the Lesson 60

xiii

LIST OF APPENDICES

APPENDIX TITLE PAGE

A Observation Checklist 118

B Sample Transcript 3 120

C Sample Transcript 4 125

D Sample Transcript 7 134

E Sample Transcript 11 144

F Stimulated Recall Interview with the Teacher 152

CHAPTER I

INTRODUCTION

1.0 Introduction

It is undeniable that the knowledge and competence in the English language

plays an important role in accessing as well as bridging communication between our

country and other countries in the world. Not only can new bodies of knowledge be

accessible but being able to converse in the English language also builds rapport with

learned and important people from other countries. English becomes a bridge of

communication as well as a tool for sharing culture and knowledge. With that in

mind, after nearly twenty years since the change of the medium of instruction from

English to Bahasa Malaysia, our national language, the Malaysian government once

again reinstated the role of English language as the medium of instruction for

Science and Mathematics.

This change was implemented in stages beginning in 2003 and involved only

the Year One students in the primary school, Form One and the Form Six students in

the secondary school. It was expected that this change will pose challenges for both

teachers as well as students especially in terms of using the language to access

information, deliver content knowledge and grasp this new knowledge successfully.

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After three years since the implementation of that decision, this research takes a look

into the current situation in the Science classroom; to investigate if Science teachers

still have the need to use alternative languages in the classroom during the teaching

and learning process.

1.1 Background of Problem

Malaysia is a multiracial and multicultural country hence it presents the

foundations for a multilingual platform in the society. Numerous languages are used

for different purposes and different domains depending on various factors such as the

participants, the purpose and topic and other related factors. Since all the languages

are not used in all the domains (Sridhar, in McKay and Hornberger, 1996) and the

choice of language is dependent on so many factors, it is not unusual if there are

times when more than one language is employed within a single domain.

In Malaysia, after the country obtained its independence from its colonial

rulers, the Malaysian government at that time decided to choose one language from

amongst the many to be the national language as the unifying element among its

many races and cultures. A common language was also needed to bridge inter-racial

communication especially for administration and education purposes. Thus, Bahasa

Malaysia, being the native language was chosen and employed in all formal

institutions such as governmental offices and schools. The main medium of

instruction for all government schools was Bahasa Malaysia whereby all subjects

were taught in Bahasa Malaysia with the exception of the English language.

However, in 2003, the Malaysian government made a purposeful decision to

change the medium of instruction for the teaching of Science and Mathematics from

Bahasa Malaysia to English. This change was made as a step towards preparing the

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nation to face the economic globalisation (K-economy) as well as to develop the

nation to be at par with the advancement of the science and technology development

of the world.

This change poses challenges to teachers; those who have been trained in

Bahasa Malaysia and even for those who have been trained in English, as a large part

of their professional experience has largely involved the use of Bahasa Malaysia as

the medium of instruction. What is more, teachers who are the products of the

KBSM syllabus have learnt the subject in Bahasa Malaysia and might be less

familiar with the subject in English. This unfamiliarity with the new medium of

instruction might cause a gap in the fluency of speech during the delivery of the

content. In spite of the directive given by the Ministry of Education that the entire

teaching and learning process should be conducted in English, Science teachers

might face difficulty in expressing himself/ herself and thus resort to the use of

another language so as to “compensate for the deficiency” (Crystal, 1987).

In order to bridge the gap for the teachers, the Ministry of Education has

proposed and started the ETeMs programme, which serves as an urgent and

supplementary measure to ensure that the teachers of Science and Mathematics will

have the basic capacity to use English as the medium of instruction. While the

government has taken measures to level out the path of change, it is unknown as to

how these courses have helped the teachers in developing their proficiency in the

language as well as how much of the language will be used as a medium of

instruction in the classroom.

Since the teaching and learning process involves not only the teachers,

students might also be affected by this change. Most school students (other than

those from private schools) have been learning most of their subjects in Bahasa

Malaysia; other than the English language. Schools that offer an English speaking

environment are rare and usually limited to the premier schools as well as schools in

the urban areas. In a study conducted by Mohd Sofi Ali (2005) on the use of the

4

English language in three primary schools in the East Coast of Malaysia, it was

found that the use of the English language was limited only to the English subject

classroom and English as a interaction medium outside the classroom was

“practically non-existent”. Students from other regular government schools and most

probably schools which are away from the main cities’ influence might have less

exposure to an English speaking environment.

Moreover, it is supposed that in areas away from the cities, English is not a

language that is commonly used as the everyday language for transactions or even

conversations. Pillay (1995 cited in Pillay, 1998), in her case study of five different

secondary schools indicated that there are serious issues of differences between the

level of competency in English between urban and rural schools. It was found that

students who have high levels of competency tend to come from English speaking

homes, have greater exposure to English outside the classroom and tend to come

from the higher socio-economic status group while those who are less competent in

the language come from either rural schools where exposure to English is limited or

from low socio-economic groups in urban areas.

It is also the concern of teachers and parents that these students might face

difficulty in coping and understanding the teaching and learning process as they have

less exposure in listening to spoken English for input. Students who come from non-

English speaking environments have no scaffolding provided for developing their

listening skills as the use of the language is usually confined to the language

classroom only. In addition to that, students are no longer learning English as a

subject but they are now required to use English to learn a subject. Inability to

understand the language might result in failure of coping with the teaching and

learning process and this might cause a lost of motivation and interest in the subject.

In order to prevent these detrimental effects from happening, teachers might resort to

using a more ‘familiar’ language as an alternative language to teach; one that the

students can comprehend enough to help them access the content knowledge. But

unless studies are conducted within the Science classrooms, there can be no telling if

there is a need for an alternative language to be used in the teaching of Science.

5

1.2 Statement of Problem

The Malaysian government took a very bold step to begin preparing the

country to cope with this fast-paced development in Science and Technology. The

government felt that the change should first of all begin with a change in the

education field and thus, the medium of instruction of Mathematics and Science was

changed from Bahasa Malaysia to English. This change poses many challenges for

the Science teachers especially in their choice of language in the classroom. The

unfamiliarity with the English language as a medium of instruction might leave a gap

in the fluency of instruction and communication which cause the need for an

alternative language to bridge this gap. But more importantly is the concern about

the students’ content learning. Students not only have to face challenges with

understanding and grasping new knowledge (new topics in Science) but they are

required to use a language that is unfamiliar to them to access these knowledge.

Students especially those with poor command of the English language might face

difficulty in adjusting to this change in the medium of instruction. Inability to

understand the lesson and the teaching and learning materials might result in constant

failure in content learning and this might cause students to lose interest in the subject.

In their attempts to ensure understanding of the lesson, teachers might resort to the

use of an alternative language that is familiar to the students. Thus, this research

seeks to investigate the situation; of whether alternative languages are needed in the

teaching of Science in English as well as the reasons behind the choice to use these

alternative languages in the Malaysian Science classroom.

1.3 Purpose of Study

The aim of this study is to investigate and identify the language used by the

Science teacher in the teaching of Science in English in the Malaysian classroom.

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1.4 Objectives of Study

This research aims to achieve the following objectives:-

1. To investigate if an alternative language is used in the teaching of Science in the

Malaysian classroom.

2. To identify when the alternative language is used in the teaching of Science in

the Malaysian classroom.

3. To identify the reasons behind the use of the alternative language in the Science

classroom.

1.5 Research Questions

This research seeks to answer the following research questions:-

1. Does the Science teacher use alternative languages other than English to teach

Science in the classroom?

2. When does the teacher use alternative languages in the Science classroom?

3. What are the reasons for using alternative languages in the Science classroom?