Introduction No uncertainties that the demand for English linguistic communication proficiency is high as Malaysians enter the international sphere. Ergo. the intent of this paper is to discourse on one of the hottest issues that perturbs the state – low English linguistic communication proficiency among Malayan pupils. In order to understand more about the issue. we sought to delve the root causes of the issue and in making so we discovered that the learning methods applied by instructors because of the factors are lending to the issue every bit good.
In other words. the factors are interrelated to the grounds why such ailment learning methods are being applied and all these are ensuing in low production of good English talkers in Malaysia. First of all. low English linguistic communication proficiency is the unsatisfactory ability of an person to talk or execute in English. The overruling concern with this issue is non unreasonable as we need the linguistic communication to boom in this twenty-first century. On the other manus. learning methodological analysis refers to a set of different rules and methods that are used to teach pupils in a instruction and acquisition environment.
In the educational scenes. it is instead of import to bring on the peak public presentation from the pupils. This merely means that. we have to suppress the hindrance ( i. e. the factors of the issue ) . whether we modify them or we eliminate them. Like any other issues. there is no such theory as “one-size-fits-all” solution to manage it. Therefore. we. as the hereafter English instructors want to convey forth several possible recommendations as ways to get the better of this issue in hopes that these attacks can genuinely be implemented and do a difference in the history of English Education in Malaysia.
Publish The pressing issue with low English linguistic communication proficiency among Malayan pupils has been go arounding in the ministry of Education. Most pupils had no job get bying English Language during preschool whereby they were merely exposed to the alphabet and really simple words. The existent job began to be in the simple degree when most of the pupils were unable to follow the lessons. Students who can non get the hang English basic accomplishments in this simple degree will engender more jobs during the secondary and third degree in schools.
In primary instruction. pupils are non being placed in a really contributing English linguistic communication larning environment in which they will be given big chances to utilize the linguistic communication ( Ali. 2003 ) . Students fail to utilize English on a day-to-day footing and when they are forced to utilize English to pass on. they speak dyslogistic English which causes the flow of communicating to be stymied. This is likely the chief ground why pupils converse in their ain female parent lingua more frequently than they do in English.
In the modern age of engineering. pupils with low English linguistic communication proficiency will non do the most out of the cyberspace because most of the web sites are in English. If they can non understand English used in the web sites. they will hold a difficult clip trying to use the device. Not merely that. the demand of high English linguistic communication proficiency is around the Earth. We can last here in Malaysia with national linguistic communication ( i. e. Bahasa Malaysia ) and our proud idioms yet we need English Language if we want the whole universe to cognize us.
Without a good appreciation of the English linguistic communication. pupils will be deprived of many chances in life since English is the international linguistic communication. Hence. if we want to do a difference in this state of affairs. we will hold to get down with the primary instruction. We believe that this issue shall no longer stalk the Malaysians one time the root jobs have been improvised or instead. solved. Factors The issue with the low English linguistic communication proficiency among Malayan pupils has arisen because the pedagogues are non cognizant of the manipulative factors behind this tragic scenario.
In this subdivision. we will research these conducive factors. First of all. the figure of pupils is important in finding the quality of instruction and acquisition procedure. In Malaysia. most of the schools place 30-40 pupils in one category. In malice of the degree of English criterion of each pupil is different. instructor efforts to learn pupils in the same manner. Due to this big figure of pupils in one category. the instructor frequently has no pick but to use the deadening method – talk method.
To a certain extent. talk method is appropriate but if that is the lone method the instructor is traveling to use in category. it will ensue in obtuseness and inefficiency. In add-on. the big figure of pupils inhibits the instructor to give attending to every individual pupil therefore inactive larning ensues. Another factor of hindering the students’ ability in English linguistic communication is that pupils themselves fall short of inaugural and engagement in the schoolroom ( Juhana. 2012 ) .
Students show no involvement in a alleged foreign linguistic communication and therefore really loath to acquire involved with the instruction and acquisition session. They are inactive to set their ain attempt in seeking cognition. For case. when a pupil does non understand a certain word in an essay. he or she expects the instructor to supply the significance. So. alternatively of waiting for the pupils to take the enterprise to look into on the lexicon ( which takes clip ) . teacher merely resorts to spoon-feeding method ( i. e. supplying every stuff for the pupils ) .
In the terminal. merely the instructor is larning and the pupils will simply passively wait on the instructor for replies. In an English category. the ground pupils failed to utilize English efficaciously besides attributes to the Eastern doctrine whereby a instructor has the inclination to knock students’ errors really harshly. It demotivates pupils. doing them fearful of talking the following clip and in the worst scenario. pupils hate the topic and base on balls up the chance of larning. Teachers are impatient with the students’ faux pass of lingua and they consider such errors as a mark of failure.
When the pupils do talk right. the instructors think it is how it should be done and they seldom give any words of encouragement or regards ( Hassan & A ; Jamaludin. n. d. ) . This inclination indirectly renders the instructor to use bossy instruction manner which is non helpful for English linguistic communication acquisition. This method emphasizes on the teacher’s important individuality hence it is really difficult for such strict-and-powerful bossy image to smile and give regards. Furthermore. due to the exam-oriented platform. many instructors rush through the twelvemonth in order to force the pupils to sit for the scrutiny ( Ali. 2003 ) .
In the English schoolroom. many instructors have no clip to concern with the apprehension of pupils sing to the regulations of grammar. the constructions of the sentences and bric-a-brac. For illustration. they give pupils essays and necessitate them to copy and memorise. The manner to fix the pupils for scrutiny the instructors deem best is by boring. However. such rote acquisition will merely ensue in emphasis alternatively of meaningful larning experience. Finally. the pupils are drilled to go competent merely on documents but failed wholly in day-to-day use of English.
All these factors are every bit baneful in taking a toll on the 2nd linguistic communication public presentation among Malayan pupils. As pedagogues. we have to bring forth the schemes to get the better of these factors and do the impossible possible. Solutions Previously. we have discovered many factors that indirectly cause the instructor to implement inappropriate instruction methods and so ensue in low English linguistic communication proficiency. These factors sum up in one word: teacher-centered. This explains why the instructors are barely implementing assorted advanced instruction methods.
Teacher-centered method applied in today’s schoolroom is non effectual any longer. Alternatively of utilizing teacher-centered method. student-centered method which derived from the Modern and Western doctrines should be implemented. Progressivists believe that instruction should concentrate on the whole kid. instead than on the context or the instructor. Hence. since the figure of pupils is big. the schools should convey in more facilitators in a category to help the pupils. This will assist the facilitator pays close attending to the pupils.
With the aid of facilitators in a schoolroom. there is no ground why active acquisition can non take topographic point. For illustration. one taking instructor can transport out the group treatment and enable the kids to see hands-on acquisition. A Gallic philosopher. Jean Paul Sartre. suggested that for young person. the experiential minute arises when immature people realize for the first clip that pick is theirs. that they are responsible for themselves. The nature of world for Existentialists is subjective. and it lies within the person. They have the freedom to take charge of their ain acquisition as they are given the chance to pull off their ain acquisition procedure.
We as instructors are responsible to ease the pupils in their acquisition procedure instead than learning them what to make. This indirectly helps to supply chance for the pupils to take control of their ain acquisition procedure. As they are interested in what they have chosen to read or larn. they will be the 1s who solve the job ( e. g. significance of a word ) alternatively of being spoon-fed by the instructors. In this manner they will be able to do advancement in their lessons and take part more.
Western philosophers stress on active engagement on their scholars but to knock and demotivate the pupils is non proper in the western doctrine. Western instruction doctrine believes that supplying regards to the pupils is an of import undertaking for a instructor as it will actuate the pupils to endeavor difficult. For illustration. regards given to the pupils when they score good in their scrutiny or did a good occupation in the undertaking or assignments given by the instructor. However. instructors should non merely supply compliment when they excel but besides to give encouragement when they are non making so good in the scrutiny.
For case. during an English category. teacher distributes the trial documents after the scrutiny. it is non encouraged for the instructor to read out loud the mark as it will demotivate and besides embarrass the pupil. It is better that the instructor gives a word of encouragement so to force them to work harder following clip. Furthermore. the instruction curates should truly get rid of the exam-oriented system. Alternatively. the 50 % coursework appraisal should come in the system. Coursework can include all sorts of merriment activities that require pupils to use the linguistic communication learned. This is to get the better of the agonising boring method.
With that. Western doctrine that emphasizes on understanding the capable affair can be really ready to hand in this scenario. For illustration. the pupils should larn by understanding the grounds why each portion of address in grammar has different maps. In a nutshell. harmonizing to the Western doctrine. pupils learn by meaningful larning. they do non memorise what they have learnt but instead understand what they are larning. These philosophical declarations are merely utile provided the authorities. pedagogues. instructors. parents and pupils and community at big give their best cooperation into doing them a success.
If we are serious about improvizing the English linguistic communication proficiency among Malayan pupils. nil can halt us. non even the factors of the failure in the first topographic point. Decision In decision. learning methodological analysis contributes towards the effectivity and success of the instruction and acquisition procedure. As what we have explored there are several factors that hinder the English Language proficiency among Malayan pupils. Among those conducive factors discussed are the figure of pupils. students’ deficit of motive. rough unfavorable judgment for students’ errors and the exam-oriented instruction system.
All these factors are really much harmful in the procedure of 2nd linguistic communication acquisition ( i. e. English Language ) . As such. we have provided unusually appropriate schemes as the solutions to get the better of this issue. They are the execution of student-centered instruction which focuses on the students’ – their thoughts and sentiments. supplying more instructors as facilitators in category. custodies on acquisition ( Progressivism ) . topographic point importance on single pick ( Existentialism ) . giving regards alternatively of unfavorable judgment ( Western Philosophy ) . and learn through understanding instead than mere memorisation ( Western Philosophy ) .
Hence. by using all the four instruction doctrines in moderateness which are Modern doctrines such as Progressivism and Existentialism. besides the two Western attacks that focus on pupils instead than the instructors. We strongly agree with use of the Modern Philosophies and the Western Doctrines harmonizing to the demands and suitableness of category as what we have discussed. We believe that we can bring forth an ideal instruction transmutation to develop single holistically and therefore heighten the English Language proficiency by using and practising appropriate learning methods to meet the troublesome factors.
Mentions Ali. M. S. ( 2003 ) . English Language Teaching in Primary Schools: Policy and Implementation Concerns. IPBA E-Journal. 2-3. Hassan. A. & A ; Jamaludin. N. S. ( n. d. ) Approaches & A ; Valuess in Two Gigantic Educational Doctrines: East and West. Retrieved on March. 22. 2013 from hypertext transfer protocol: //www. oerj. org/View? action=viewPaper & A ; paper=7 Juhana. J. ( 2012 ) . Psychological Factors That Hinder Students from Talking in English Class ( A Case Study in a Senior High School in South Tangerang. Banten. Indonesia ) . Journal of Education and Practice. Vol 3. No 12. . 103.
