Influence of Malay Language on Students’ Writing Skills at Kolej Profesional MARA Bandar Penawar

8/12/2019 Influence of Malay Language on Students Writing Skills at Kolej Profesional MARA Bandar Penawar

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INFLUENCE OF MALAY LANGUA

ON STUDENTS WRITING SKILLS AKOLEJ PROFESIONAL MARA BANPENAWAR

Noor Zehan bt Mohd Ali

Hemma a/p Rasasooria

Juhari Sham bin Jusoh

[email protected]


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INTRODUCTION English plays a crucial role in politics, social, and education. It h

a very important subject. The Malaysian government has immany programs in order to increase awareness on the importancsuch as teaching science and mathematics in English; makincompulsory subject; the requirement of credit in English fPelajaran Malaysia in order to enter university.

Malaysian students have difficulty in learning English especially scome from rural areas. Studies carried out by Nooreiney et Marlyna, Tan Kim Hua and Khazriyati (2007) found that despite gothe same curriculum, the level of English proficiency in rural scholower than the level in the urban schools.


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There are so many elements in English as writing, reading, listeninand grammar. The most difficult part for the students is writing.

The most popular fact is that they have difficulties in subject verbspellings and tenses. They find it too hard to remember the rulesnot use the language frequently.

Malay students who are used to their mother tongue (Malay langto think and write using Malay language concept.

The subject verb agreement would be different for English compMalay language. The vocabulary used also gives different meaniMalay words if they could translate directly from the MalayTherefore, it needs to be seen if modification of the input to suitcapability is crucial to the process of acquisition of the targeduring the interaction (Lightbrown & Spada, 2001).


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There is an everlasting argument between the effectiveness English in an English-only classroom or teaching the target languause of the native language first before gradually teaching the claan English-only classroom (Slavin & Cheung, 2005).

Schumann (1976) argues that learners will have a harder time target language if they are only surrounded by people who speanative language and are from similar cultural background as tthese similarities as a constant point of reference.

Pierce (1995) supports this theory and further develops it by learners not only have to be motivated to speak the target languashould also be encouraged to explore it outside the classroom tothey are constantly aware of their use of the language.


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STATEMENT OF PROB

Lecturers found out that students in tertiary level do not meerequirement in their English proficiency especially in writing sktend to direct translate from their mother tongue (Malay languagwhen they write because they write based on what they thinlanguage. Some of the students would translate each word by lodictionary. Finally it will end up with a totally different meaning

grammatical errors. Thus the researchers are interested to find othe influences that derive students to use their mother tongutranslation into their writing.


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RESEARCH OBJECT

a) To discover the influence that a tertiary stmother tongue has on their ability to write in

b) To determine the influence that a tertiarystudents background has on their English wrskills.


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RESEARCH METHODOL

A total of 30 students from Kolej Profesional Mara was randomusing a set of questionnaire in Likert Scale.

Data collected from this research instrument were then cointerpretation using Anova.

Besides to obtain first hand data from the students using questiresearchers were also concerned with whole rather than statistical analysis, that was Anova thus the researchers alsoobservations on their studentswriting.


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FINDINGS AND DISCUS

There was no significant differences between genders with thetowards English because the influence of mother tongueregardless their gender. English is the only second language aonly in classroom. Thus, English communication and writing oacademic purposes not in their daily usage.

With regards to the socio-demographic factor, there wasdifference between residency with studentsmotivation and Engamong neighbors and friends. Students who came from urban aJohor Bahru and Kuala Lumpur were likely to use English more cstudents who came from rural areas.


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The family income contributed into buying of English materials sucnovels, newspaper, magazines and so forth. There was only signiffamily income contributed into English preference. Therefore, regardless their income were motivated to encourage their child

and get exposure into English.

Preference towards English subjects influenced their interest in reading in English as there were significant difference in terms of ein English and reading English materials.

Students enjoyed browsing English websites even they did not chas their favourite subject.


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There were significant difference between speaking English atenjoy writing English and reading English materials. This is dusound knowledge of English would influence and motivate studand read in English.

While using tenses correctly did not show significant differenstudents have sound knowledge of English, they still have tenseswriting. Thus, we can conclude that even students who come spoken family, they still did not perform well in their writing.

When students are found to have never spoken English at discovered that English is similar to Malay Language. Using the Mdictionary, and the belief of grammar is confusing, therefore all influence their thought that English is similar to Malay Language.


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The data also showed significant difference of 0.042 when stuunderstand English but they could not write correctly becauseMalay English dictionary which led them to direct translation.

The residency influenced parents motivation on speaking Enparents were more motivated to ask their children to spcompared to those who lived in rural areas.

Parents occupation also showed significant value because

regardless their jobs, were motivated to push their children to leain English. We can conclude that all parents were aware of usingEnglish even they do not have chance to speak and write Englchildren.


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CONCLUSION The performance of students at Kolej Profesional Mara was poor in

writing when some interference of mother tongue and direct tragrammatical problems arose in their writing.

Students realized the awareness towards English but most of the studenfrom rural areas did not have chance to speak and write English corronly learnt this subject at the college.

Parents also motivated their children to learn and write English, but tthey have had restricted these students to become proficient in Englishseen when students wrote wrong form of tenses and omission of gvocabularies in answering the writing part in the questionnaire. Even nowere due to mother tongue interference, but lack of vocabularietranslations have affected studentswriting skills.


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SUGGESTIONS ORECOMMENDATIO

Remedial measures should be taken into consideration, especithemselves have to realize that learning English involves contithat not only in classroom, but it should be learnt at home too.

Parents should inculcate their children to learn English by provi

materials in whatever form, so reading habit can be instilled.

For teachers or lecturers, they should teach on how to readcritically using proper teaching methods and suitable instructionAll these are not the big problems, because with the advent oInformation Technology, teachers or lecturers can make it meaneffectively by assigning students to write and speak English instance.


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THANK YOUzehan@kpmbp.


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QUESTIONNAIRE
http://c/Users/USER/Desktop/questionnaire.dochttp://c/Users/USER/Desktop/questionnaire.doc

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Influence of Malay Language on Students’ Writing Skills at Kolej Profesional MARA Bandar Penawar