Strategi Pembelajaran Bahasa Melayu dalam Kalangan Pelajar Asing

13 Pages·2012·0.29 MB·English

Online Publication Date: 10 April 2012
Publisher: Asian Economic and Social Society

Learning Strategies of Malay Language Among International
Students in Institution of Higher Education

Yong Chyn Chye (Social Science and Communication
Department, Centre for Foundation Studies and Extension
Education (FOSEE), Multimedia University)

Vijayaletchumy a/p Subramaniam
(Department of Malay Language, Faculty of Modern Languages
and Communication, University Putra Malaysia)

Citation: Yong Chyn Chye, Vijayaletchumy a/p Subramaniam (2012): “Learning Strategies of
Malay Language Among International Students in Institution of Higher Education ” International
Journal of Asian Social Science Vol.2, No.4, pp.462-473.
International Journal of Asian Social Science, 2(4), pp.462-473

Learning Strategies of Malay Language Among
International Students in Institution of Higher Education

Abstract

This paper is focusing on the strategies used by the
international students in learning Malay language. The most
frequent strategies applied by students in learning Malay
Author (s) language via their second language; English will be
determined. Besides that, this research was also to analyse
Yong Chyn Chye the relationship between the learning strategies and
Social Science and Communication predisposing factors in learning the language. The Language
Department, Centre for Foundation Learning Strategy Model by Mohamed Amin Embi (2000)
Studies and Extension Education
has been adapted and modified to fulfill the research
(FOSEE), Multimedia University.
E-mail:[email protected] objectives. The sample was taken from among the first year
students from the Multimedia University, Cyberjaya. The
population was from seven countries. There were 79
Vijayaletchumy a/p
Subramaniam questionnaires managed to be gathered and analysed by using
Department of Malay Language, SPSS and MS Excel to reach the accurate information and
Faculty of Modern Languages and findings of the study. The findings of the study showed that
Communication, University Putra from the 20 strategies listed, 4 strategies were the most
Malaysia.
E-mail: [email protected] frequent applications among the students to learn Malay
language in the class. In determining the learning strategies

mastered by the students, instructors could plan the lecturing

sessions so that the learning could be better in making the

international students become more interested in learning the

national language. According to Tyacke and Mendelson
(1986), instructors who could teach students the language
properly, could influence them with effective strategies.

Students were also managed to use varities of methods,

techniques, ways or strategies like the ones used by their

language teachers.

Keywords: Learning strategies, Predisposing factors, Malay language and International students

Background National Acreditation Syndicate (LAN) and
the Division of Quality Assuarance, Ministry
In the globalisation era, people are free to of Higher Education to become a new entity
further their studies in any countries of their and responsibility to guarantee the quality of
choice. In vision Malaysia as one of the the programmes offered in both public and
excellent education in this region, Malaysia private sectors. In 1st November 2007, LAN
welcomes students from all over the world. was taken over by the Malaysian
To cater that scenario and the needs of these Qualifications Agency (MQA) and functions
international students, the Private Institution as the sole agency to supervise and
of Higher Education (PIHE) has a lot of coordinates the quality assuarance of the
private institutions in Malayia. To ensure the higher accreditation of this country.
quality of the graduates, in 21st December
2005, government has decided to combine the

462
Learning Strategies of Malay Language Among.....
In Malaysia, there are 25 registered private b) Analysing and controlling
universities. In order to overcome the information while receiving,
communication problem among the c) Organising or controlling new
international students in Malaysia and with information while in the process of
accordance to Phase 152 Constituency, the guessing,
syllabus for Bahasa Kebangsaan B that is d) Evaluating the learning after work is
Malay language is offered to interested non- settled, and
Malaysian citizens. Bahasa Kebangsaan B is e) Assuring someone that the learning
the compulsory subject to be taught in the process does happen to help in
private institution and English language is the reducing doubts.
medium of instruction. The teaching and
learning of this language emphasises on the The communication strategies are important
aspect of communication and the easy method especially in determining meanings,
of teaching. The goal of learning the Malay linguistics structure or even sociolinguistics
language not only to assist the foreign methods which are not given fairly between
students to use the Malay language in their the learning of the second language and the
daily activities, but also could help them to do second speaker (Tarone, 1981).
the reference books and other academic
materials in Malay language. Objective of Study

The learners can be acquired the target i. To determine the strategies used
language easily only if the language is made by the international students in
use of in our daily affairs (Nirmala and learning Malay language.
E.Sugantha Ezhil Mary, 2011). Besides that, ii. To analyse the relationship
the succesful of the international students in between the learning strategies
learning the Malay language, instructors also of the Malay language and the
should play important role in determining the predisposing factors.
suitable, effective and good strategies to
inculcate their interests. Based on the
students‟ interest, instructors could motivate Significance of Study
the students to use the most effective strategy In determining the most frequent language
to enhance their learning process. According learning strategy applied by the international
to Abu Talib (1998), learning strategy is a students, instructors could plan the teaching
way that students take to quicken their and learning process to be more effective.
process of absorbing, storing, recalling and This study is important especially to
using of sources of information to help the instructors who teach Malay language as a
students to produce effective learning process. foreign language. The language is not only
The knowledge about the student‟s strategy being taken at the highest peak but at the
are benefit to instructors. Therefore, same is spread to all over the world. In
instructors should play important role in determining the predisposing factors in the
teaching Malay language to these non-native basic level, the process could help the
speakers. students to learn their third language. They
will become more motivated to learn more
about Malay language.
Weinstein and Hayer (1986) said that the

reason of using strategy is to „influence‟ the
Literature Review
motivation situation or the effective learning

of selecting, receiving, organizing or
In general, the expansion of literature review
interacting with new knowledge as below:
on learning strategies have been indentified

since a few years ago; a few studies indicate
a) Centralising the chosen and new
that there are several strategies that have been
aspects of information,
applied by students to master the knowledge
of the language and the application of these

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International Journal of Asian Social Science, 2(4), pp.462-473

strategies is also influenced by its external which the LLS are applied to specific
factors. Studies that have investigated situations. In addition, the findings of
language learning strategies (LLS) in foreign research on the LLS factors are also not so
language in Malaysia are such as Kang, consistent and consensus that is uniform
Hyeok (1999) –Korean, Roslina Mamat failed to be achieved. Research on gender
(1999) – Japanese, Anida Abdul Rahim differences showed that the use of LLS that is
(2003) – Arabic, Neo Swee Leng (2005) – significant by females (Green and Oxford,
Spanish, and Suzana Ismail (2005) – 1995; Ehrman and Oxford, 1989; Oxford and
Japanese. Nyikos, 1989; Politzer, 1983) while the
research by Tran (1988) and reported the
Apart from the efforts that have been opposite. With regard to the relationship of
undertaken to identify the types of LLS for language ability and the use of LLS, new
foreign languages, studies on LLS in the findings have also been reported. Several
learning of English and Malay have also ESL/EFL (English as a Second Language/
received attention among researchers. These English as a Foreign Language) research
studies are generally conducted to see the have shown that the level of language ability
relationship between the uses of language influences the use of LLS, with students of
learning strategies with the success achieved higher language ability generally using more
by the students in language learning, and to varied strategies (Chang, 1991) and using the
suggest a model of language learning based strategies more frequently compared to
on the findings of the research. Examples are students of weaker language ability. However,
Mohamed Amin Embi (1996), Abu Talib there are studies that report no consistent
(1998), Mohd Nazali et al. (1999), Zamri differences between the skill groups (Phillips,
Mahamod et al. (2002), Supian (2003) dan 1991).
others. Previous studies on LLS in the subject
of Malay language as the first language or Based on the past studies before this,
second language were at the primary school, researchers and teachers around the world
secondary school or university level. have been conducting research that includes
However, the application of LLS in a group of students of different races, nations, countries
foreign learners who are learning the Malay or cultures. Most of them focus on the
language as the third, fourth or foreign examination of factors that influence the
language in developing countries, for example student‟s choice of learning strategies. The
Malaysia fails to be detected. majority of these factors are related to
motivation, age, gender, attitude and
To further clarify the differences of LLS, the confidence, type of activities, teaching
majority of researchers have touched on methods, learning styles, level of academic
issues relating to the identification of ability, cultural background and ethnic
strategies used by language learners who groups. Nevertheless, most of the researchers
excelled (Griffiths, 2003; Chamot and El- have neglected the notion of „influence of
Dinary, 1999), analysis of relationship culture, community and educational policy‟
between the use of LLS and the achievement from their research consideration in LLS.
of students‟ performance (Wharton, 2000), Clearly, this research that is grounded on the
differences between students across different identification of LLS and the extralinguistic
academic levels in self regulated learning factors among the foreigners seems really
strategies (Abdul Rahman Awad Al Asmari necessary.
and Nasrah Mahmoud Ismail, 2012) or the
evaluation of students‟ strategic performance Methodology
in the different areas of language skills (Rocio
Dorninguez and Silvia Pessoa, 2005). The quantitative method through the
Meanwhile, the findings of these past studies questionnaire was used to materialize the
have given different views. The difference objectives of the study. There were 80 forms
lies in the level of flexibility of the student given to the students while they were in the
when choosing strategies, and the manner in class toward the end of the semester.

464
Learning Strategies of Malay Language Among.....
Nevertheless, one student did not come on the This study was limited to strategies in
day of the study was conducted. This resulted learning Malay language only among the
in 79 forms were returned to be analysed. international students. The population of this
study is the first year students who took this
They were the first year university students. paper Bahasa Kebangsaan B in the
Furthermore, they came from different Multimedia University. They were at the
programmes like Engineering, Management, range of 21 to 25 years old. The samples were
Information Technology and Creative form these 7 countries; Iran, Bangladesh,
Multimedia. Due to the big number of Arab Saudi, Mauritius, China, Botswana and
students, the 80 respondents were divided into German. Malay language is a foreign
two separate classes. Even though they language to them. In this study, the students
learned from two separate classes, the were asked to evaluate 40 strategies listed; 20
instructor is the same people and they were strategies learn in the classroom, 14 strategies
using the same syllabus. The only different learn outside the classroom and 6 strategies
was at the time and venue. used in the examination. The researcher had
this assumption of the students‟ mastery level
All of the population number has been used as of English language is homogenous.
the sample of this study. Besides, the samples
of this study were made compulsory to follow Methods of the Study
this subject Bahasa Kebangsaan B that is the
basic Malay language based on the syllabus i. Questionnaire: The distribution
given by the MQA-Malaysian Qualifications of the questionnaires was based
Agency for one semester that is 14 weeks. on the Mohamed Amin Embi
They follow the lesson in a class complete (2000) model. The modification
with air-conditional, computer and other basic was done according to its
needs like chairs, table and whiteboard. The suitability with the subject and
Basic Malay (2009) book was given to them types of study. The
as guidance and exercises besides the use of modification included purpose,
„power point’ slides presentation in the class. needs and opinions from the
subjects in learning Malay
The questionnaire consists of questions on language.
strategies used by the students in learning ii. Observation: Researcher was
Malay language in, out classroom and during observing the behaviour of the
examination based on the Mohamed Amin students in the classroom for 3
Embi (2000) model. The modification was hours for 14 weeks.
done according to its suitability with the iii. Library Research: Journals,
subject and types of study. The modification thesis and magazines were used
included purpose, needs and opinions from to check on the past studies.
the subjects in learning Malay language.
Instruments of Study
Based on the questionnaire, data were
gathered and analysed in answering the two Questionnaire was the main source to collect
objectives of the study. The objectives are to the data for this study. The statements in the
determine the strategy used by the questionnaire were divided into two sections;
international students in learning Malay Section One consists of 4 parts (A, B, C and
language and to analyse the relationship D), Section Two has 8 demographic questions
between the learning strategy of the Malay on gender, age, faculty, programme, semester,
language and predisposing factors. The mother tongue and a question on the status of
quantitative analysis of this study was Malay language to them.
conducted by using SPSS (Statistical Package
for Social Science) version 18. The statements in Section One are as follows:

The Limitation of the Study

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International Journal of Asian Social Science, 2(4), pp.462-473

i) Part A has 20 questions about H : r = 0 (there is no relationship between
0
strategies used by the students in the learning strategies and
the class. predisposing factors in learning
ii) Part B has 14 questions about the Malay language)
strategies used by the students H : r ≠ 0 (there is a relationship between the
A
outside the class. learning strategies and
iii) Part C has 6 questions about predisposing factors in learning
strategies used by the students the Malay language)
during the examination.
iv) Part D has 9 questions about the
predisposing factors in learning Research Findings
Malay language.
Objective 1: To determine the strategy used
To each statement in Section One, there are by the international students in learning
four numbers that need to be chosen by the Malay language.
subject of the study based on their learning
strategies. Each number represents as the Questionnaires have been distributed to 79
following: international students in MMU. The table
below was the finding based on the analysis
from the 20 learning strategies for Malays
i) 1 as Strongly Disagree language in the classroom which have been
ii) 2 as Disagree arranged according to its mean level.
iii) 3 as Agree
iv) 4 as Strongly Agree According to the finding of this study, the
international students prefer or like to learn
Malay language through the instructor in the
Data Analysis classroom. The main and most frequent
The data gathered from the questionnaire strategy in learning the language is paying
were analysed quantitatively by using MS attention to the instructor while she/he is
Excel and SPSS. For the statistical test, teaching. This strategy obtained the highest
Pearson Correlation was used to determine the mean that is 3.38. The second higher is 3.22
relationship of the Malay language learning with the strategy of the students asked for
strategies in the classroom, outside the further explanation from the instructor if they
classroom and during the examination. The do not understand what is being taught. The
formula for the test is as follows: third strategy is listen to carefully to what the
lecturer is saying in the Malay language with
S 3.21 for the mean.
Pearson Correlation, r  XY
S S Furthermore, the strategy that was rarely
XX YY
applied while learning Malay language was
X2 referring to the dictionary whenever they do
not understand the mining of the word
where S X2  ,
XX N learned. The mean is 2.21 only. Other
strategies were doing exercises (2.28), and
Y2 reading textbooks (2.35). This clearly showed
S Y2  , that the international students who learned
YY N
Malay language dislike or rarely used
XY reference books. Seflf study was also no their
SXY XY  N favourite strategy. The following paragraphs
will be explaining findings for learning
with these hypotheses;
strategies outside the classroom and during

the examination.

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Learning Strategies of Malay Language Among.....
Based on the analysis given, the learning Malay language class became the
process happened most of the time in the predisposing factor as the highest correlation
classroom and relying on the instructor is when the strategy was applied into the
their best strategy. This happened because classroom. Clearly shown that instructors play
they have an open opportunity to learn and important role in the effort of inculcating
understand the language only in the class. interest onto the international students in
This opportunity will be happening outside learning Malay language. Whereas the
the classroom especially at the location or correlation value for learning the language
learning centre near the city. The environment outside the classroom is to used when
somehow will encourage them to bargaining prices when buying goods.
communicate in English. Students were seen as using all the strategies
for the outside purposes most of the time.
Referring to a dictionary is the least favourite This scenario shows that Malay language is so
strategy since they know that they can rely on useful during shopping here in Malaysia.
the lecturer. Using reference books is also not
the students‟ choice. Hence the students On the other hand, the correlation between
prefer to read the textbooks as their main aim learning strategies during examination and the
is to pass the exam. Therefore they will be predisposing factors was not convincing at all.
using all the strategies that they feel could The table above shows only four from the
help them to make sure they pass. This can be nine predisposing factors were significant
seen from the figure below: with weak correlation value. If everything
was to be taken into account, the combination
The Scale of 3 and 4 in the questionnaire are of D1 till D9 failed to show the significant
representing the more positive learning relationship with learning strategies while
strategy. Scale 1 and 2 are less positive. From sitting for examination. In a nutshell, learning
the figure above, it was found out that the strategies were not influenced by the
highest percentage 61.7% came from the predisposing factors during the examination.
Scale 3 and 4 to the learning strategies in the
classroom. The strategy became less positive D1- I like Malay language so much.
when they were applied outside the classroom D2-Learning Malay could help me
and during the examination, 47.7% only. As communicate better in Malaysia.
for the prediction, the Malay language D3- While ordering food and beverage.
learning strategy outside the classroom is D4-Asking for directions to certain
more practical compared to strategies in other destination.
situations. D5- Reading signboards.
D6- Bargaining prices of goods.
The comparison of the learning strategies in D7- Feel friendlier with Malaysian citizens.
the classroom and during the examination at D8- I like to attend my Malay language class.
the positive scale of 4 found out that the D9- Malay language is easy to be learned.
strategy applied during the examination was
higher with 32.2% compared to in the In the overall findings from Table 2, the
classroom with 29.2%. Through this findings, predisposing factors to communicate with the
the international students could be seen as locals was the lowest correlation value in the
applying the positive learning strategies when strategy of learning the Malay language in the
sitting for the examination. classroom, outside the classroom or even
during examination. It clearly shown that the
Objective 2: To analyse the relationship statement of problem highlighted at the
between the learning strategy of the Malay beginning of the study has been proven true
language and predisposing factors. that the communication factor with the locals
was not the predisposing factor or the main
Overall, the learning strategy in the classroom reason they learned the Malay language. The
showed significant correlation. The factor that findings of this study is hoped to be the
the international student like to attend the motivation factor to those who would love to

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International Journal of Asian Social Science, 2(4), pp.462-473

plan for teaching and learning Malay studies in any education institutions; public or
language among the foreign speakers. This private. Therefore we need to value this
also showed that a question should be studied golden opportunity so that our Malay
again especially in getting to know the language can be used widely among the
methods of teaching and learning especially in international students here in Malaysia.
the effort to spread the Malay language Finally, the proper and well arranged teaching
around the world. and learning of the language can make the
process effective. This matter does not only
Conclusion will take the standard of Malay language high
but to spread our national language around the
The findings of the study showed that global.
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469
Table 1: Malay Language Learning Strategies in the Classroom
Standard
Questions (According to students‟ performance) Mean
Deviation
A5 Whenever the teacher is teaching I pay fully attention. 3.38 0.70
If I don't understand the teacher's explanation, I ask him/her to
A6 3.22 0.92
repeat it to me.
During the lesson I listen carefully to the way the teacher speaks
A15 3.21 0.82
Malay.
I translate what I hear during the lesson in my own language. (e.g.
A16 3.09 0.92
English)
A4 I get the teacher attention by sitting in front. 3.05 0.93
A19 I was active in the class activities. 3.04 0.84
A9 I volunteer to answer questions only when I am sure of the answer. 2.92 0.97
A18 I try to brave to speak Malay in class. 2.91 0.94
If I can't answer the question posed by the teacher I get help from my
A17 2.86 0.81
friends.
If I don't understand the teacher explanation I ask my friends to explain
A7 2.85 0.89
it.
A13 During the Malay lesson I try to speak Malay. 2.79 0.99
A20 I prefer the role play during the classes. 2.77 0.95
If I don't understand something taught in class I ask my friend after the
A12 2.72 0.95
class.
I answer it silently to myself when teacher asked another student a
A10 2.71 1.06
question.
A8 I volunteer to answer questions asked by the teacher. 2.68 0.87
A3 I sit someone who is good in Malay. 2.62 1.02
A14 I read over work done in class after each lesson. 2.39 0.93
A1 I read the textbook before the lesson. 2.35 0.95
A2 I do exercises in the text/workbook 2.28 0.89
If I don't understand a word used during the lesson I use a
A11 2.21 1.08
dictionary.
To tal mean in the class 2.80 0.92

Figure 1: Comparison of the Malay Language Learning Strategy with
Different Situations (%)

470