MT10622_GEEC1052_TASK 2

INSTITUT PENDIDIKAN GURU
KAMPUS KENT,
TUARAN, SABAH

GEEC 1052

MADAM CLAIRE LESLIE SYLVESTER

"ThepErognrgelsissh.HLaavnegfuuangewiistha iwt"ork in
-Jonathan Culver
ED2I0T2IO1 N
ABDUL ALIM FAZLYANA KARIM NIK NISYRINA

ACKNOWLEDGEMENT

First and foremost, we would like to praise and thank the Almighty
Allah for giving us strength and because of His blessing, we finally
managed to complete the coursework assignment GEEC1052. Respect
and thank to the lecturer, Madam Claire Leslie Sylvester who always
gives guidance with detailed explanations and encouragement while we
was performing the task.
The highest appreciation also goes to our parents who never gave up to
always motivate us as long as we continue our studies at IPG Kent
Campus. Not to be forgotten to seniors and friends who have helped us
a lot in sharing opinions and knowledge even though they also have


work to do.
Next, an honorable mention goes to those who are invovled in
excecution of this task either directly or indirectly. We also feel very
happy because in this implementation, we was able to deepen our
knowledge more effectively based on the referrals made.This led us to
be motivated to always gain knowledge to bring our society to be
better.

i

WRITERS'
BIO-DATA

ii

ABDUL ALIM

NAME : ABDUL ALIM BIN MAZLAN
I.C NUMBER : 030627-12-0899
DATE OF BIRTH : 27 JUNE 2003

AGE : 18 YEARS OLD

HOMETOWN : SANDAKAN, SABAH.

RACE : BAJAU

RELIGION : ISLAM

ADDRESS : PPR TAMAN BATU SAPI,

90000,SANDAKAN, SABAH.

EMAIL : [email protected]

TELEPHONE NUMBER : 014-204-4357

iii

FAZLYANA

NAME : FAZLYANA BINTI KARIM
I.C NUMBER : 030410-12-0812
DATE OF BIRTH : 03 AUGUST 2003

AGE : 18 YEARS OLD

HOMETOWN : KUNAK, SABAH.

RACE : MELAYU

RELIGION : ISLAM

ADDRESS : TAMAN SRI INDAMAN, 91207 KUNAK,

SABAH.

EMAIL : [email protected]

TELEPHONE NUMBER : 011-3125-4072

iv

NISRYNA

NAME : NIK NISRYNA AISYAH BINTI MUHAMMAD

PATAF

I.C NUMBER : 030701-03-0294

DATE OF BIRTH : 01 JULY 2003

AGE : 18 YEARS OLD

HOMETOWN : PITAS, SABAH.

RACE : MELAYU

RELIGION : ISLAM
ADDRESS : KG.BARASAN TAKA PITAS, PETI POS 99,

89100 PITAS, SABAH.

EMAIL : [email protected]

TELEPHONE NUMBER : 011-1267-6349

v

TABLE OF CONTENT

Acknowledgement i
Writers' bio-data ii - v

Introduction 1
Factor 2-3
The Effect
The Solution 4-7
Conclusion 8-10
References 10

11

Introduction

As we know, English is a language that is often
used as the second language of every country. The
English language has a great reach and influence,
and English is taught all over the world. English is
important in most countries, including Malaysia, as
a condition for getting a job. Therefore, many
people strive to master English even though English
is not the first language in Malaysia. English is also
a compulsory subject to be studied in all schools in
Malaysia. Moreover, English is also important when
continuing studies at any university where each
university will conduct an important and
compulsory test that is the Malaysian University
English Test (MUET). This test is conducted and
determined by the Malaysian Examinations
Council. However, many students are unable to
master English in Malaysia. This will be discussed
on the next page.

1

Factor Malaysian Pupils Find
Hard To Learn English

Influence of the national grammar

Malaysian pupils find it hard to learn English because they
are influenced by national grammar. As we know, Malay
grammar is not like English grammar. Malaysian's first language
is Malay, so they are accustomed to Malay as well before
entering primary school. They also use their mother tongue to
communicate with others, even in English class. Marlyana et al.
(2007) did the study to detect grammartical error in students'
essays and they found that a large number of errors identified in
the use of determiners, subject-verb-agreement, copula 'be'
reflected the interference of the Malay grammar. Thus, the
problem of acquiring EFL in rural areas in Malaysia can still be
largely due to mother tongue interference

English teacher are not well trained

The other factor Malaysian face many obstacles in learning
English is english teacher are not well trained. It is because
there are some teacher that still cannot be able to convey the
lesson because of lack of technic and strategies. In addtion,
English language is a complicated language that also make
pupils cannot get what they have learnt. According to
Nurulhayati et al.(2011), they did the study to test three
teacher in teaching english to student. They conclude that it is
clearly some language teachers lack in experience or strategies
to rephrase or modify their speech to meet the students
understanding.

2

Anxiety towards learning in English

Last but not least, Malaysian pupils also have anxiety towards
learning English. It is influenced by themselves and their
surroundings. Many pupils have a lack of confidence and are
insecure with others who managed to master English. They are
afraid everyone will blame them whenever they make mistakes. It
is related to Hasbemi et al.(2013), they said that language learning
anxiety may be experienced due to linguistics difficulties foreign
language learners in learning English and using the target
language. It is also supported by Chen et al. in Kalai Selvi A/P et al.
(2018) that stated foreign language anxiety can occur if students
are exposed to several negative experiences in a foreign language
context.

3

The Effect when Malaysian Pupils Find
Hard To Learn English

Grammatical errors in English
will be prevalent among students

As we know, one of the factors that caused Malaysian’s pupil
face difficulty while learning English is the influence of the national
grammar which is Malay language. So, there are some effects from
that factor. The effects are that grammatical errors in English will
be prevalent among students.

This is because, English language is the second language in
Malaysia. Almost all non-native pupils make grammar mistakes in
their writing (Abdulkareem, 2013). For example, the common
mistake is while the pupils try to directly translate the proverb from
Malay to English such as ‘biar lambat asal selamat’ is not ‘better late
for safe’ but the correct one is actually “it’s better to be safe than
sorry”.

Therefore, from the example above, we can see that, influence
of the national grammar can affect the grammatical error among
Malaysian’s pupils as the pupils always translate any sentences or
words one by one.

4

Students will find it difficult to understand
the lessons taught to their teacher

. Other than that, there are many effects caused by not well-
trained English teacher. One of the effects is students will find it
difficult to understand the lessons taught by their teachers.
According to Mupa et. al (2015), major concern in many countries of
the world is the skill of teaching effectively in primary schools. So,
this is the proof that teaching skills is one of the necessary things for
growing student’s knowledge in English language.

This is because, effective teaching is clear about their educational
goals, are material experts, communicate effectively, monitor
students' learning, and are attentive and courteous in their teaching
approaches (Goldhaber, 2002). For example, a teacher needs to apply
technological facilities during English language learning sessions so
that students do not get bored so that the learning session’s
materials are not just limited to textbook. Yet teachers continue to
employ traditional classroom practises such as textbook-based
instruction, according to the data. Teachers encourage children to
break the quiet before they are ready, and they are expected to use
linguistic components that they have not yet mastered naturally.
Learners will have poor speaking performance as a result of their lack
of competency in the target language (Kashinathan et al., 2021)
(https://hrmars.com/papers_submitted/10355/esl-learners-
challenges-in-speaking-english-in- malaysian-classroom.pdf)

So, from here we understand that teachers also play an important
role in shaping excellent students in English. Therefore, teachers also
need to master themselves so that students are not affected with
this factor. (https://files.eric.ed.gov/fulltext/EJ1079543.pdf)

5

Students will be more familiar with Malay
than English

Besides, there are also many effects if an English teacher teaches
their students in Malay during classes. One of which is students will
be more familiar with Malay than English. Pupils need to be trained to
be more familiar with English than Malay not the other way around.
This is because, we know that pupils will just learning English during
the classes and rarely study about English by themselves.

For example, the teacher explaining the lessons in Malay and just
translating everything in the textbook rather than asking pupils to
find the meaning from the dictionary by themselves. So, it will be a
problem if their English teacher is not trying to train pupils to
learning in English. Students will become accustomed to only
listening to what their teacher is teaching but not clearly knowing the
purpose of the English language class

From this, we learn that students should not be pampered often.
Teachers need to speak and teaching in English during the whole
classes and even ask the students to find any word that they do not
know. This is to train students to be more proficient in English.

6

Impaired perfomance

Lastly, anxiety towards learning English can caused impaired
performance among students. Anxiety in the foreign language
classroom is a sort of anxiety that is generally triggered by a specific
setting (Zheng et.al, 2018). Anxiety can make it difficult to learn new
things, take tests, and think clearly (Gregersen et al., 2014).

Usually, there are a handful of students who are not confident in
their ability in English or feel ashamed if they cannot speak English.
This causes them to lose focus during class and become introverts.
They rarely represent themselves to be involved in English language
programs. This causes the talent in them to be hidden and not
highlighted.

Therefore, pupils like this will rarely be noticed by the teacher
because they rarely involve themselves. Their skills will not stand out
because they have high anxiety which causes their performance to be
affected.
(https://languagetestingasia.springeropen.com/articles/10.1186/s4046
8-018-0065-4)

7

The part that we
have been waiting for

:



The Solution for
Malaysian pupils
who find hard to
learn english

8

Give students lots of time to read and write

Lastly, anxiety towards learning English can caused impaired
performance among students. Anxiety in the foreign language
classroom is a sort of anxiety that is generally triggered by a specific
setting (Zheng et.al, 2018). Anxiety can make it difficult to learn new
things, take tests, and think clearly (Gregersen et al., 2014).

Usually, there are a handful of students who are not confident in
their ability in English or feel ashamed if they cannot speak English.
This causes them to lose focus during class and become introverts.
They rarely represent themselves to be involved in English language
programs. This causes the talent in them to be hidden and not
highlighted.

Therefore, pupils like this will rarely be noticed by the teacher
because they rarely involve themselves. Their skills will not stand out
because they have high anxiety which causes their performance to be
affected.
(https://languagetestingasia.springeropen.com/articles/10.1186/s4046
8-018-0065-4)

9

English teacher can get guidance from the
guidance teacher

One of the ways for English teachers who are not well trained is
they need guidance from a guidance teacher. This is because according
to Abu Hassan and Meor Ibrahim (1997), all the experience and
knowledge gained while receiving guidance for teaching practice
usually has a profound effect and becomes a lifelong memory for most
teachers.

This is because most of the experience and knowledge of trained
teachers gained during teaching practice is accompanied by the
opinion and advice of guidance teachers, so the influence of guidance
from guidance teachers is great and brings a very good effect on the
nature of a teacher's teaching.

In closing, English teachers that are not well trained can get
guidance from the guidance teacher so that students can really
understand the things that their English teacher is teaching

10

English teachers must practice speaking in
English when communcate with students

A teacher will always have a dilemma about the language they want
to use when interacting with their students especially English
teachers. One of the reasons may be because the teacher and the
students share the same language and culture or because the
students have little knowledge of English.

According to Brown (2001), teaching beginners is the most difficult
aspect of language learning. But that’s not the reason that English
teachers must teach English in Malay. This is because the English
teacher plays an important role for students to emulate good use of
English. The more students listen to talk from their English teacher,
their knowledge of English will increase.

This is because they will be exposed to new English terms. This will
improve their skill to communicate in English. In sum, English teachers
must practice speaking in English when communicating with students
so that students are more influential in English

CONCLUSION

In a nutshell, we can see many factors and effects involve students in
Malaysia in learning English which is the second language used in
Malaysia. In this regard, all parties should strive to help students in
learning English, especially a teacher. In addition, a teacher should
understand, encourage, be approachable and reduce students ’difficulties
in learning English through and can help students who are weak in this
field.

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REFERENCES

. Abdulkareem, N. (2013). An Investigation Study of Academic Writing Problems Faced by Arab
Postgraduate Students at University Technology of Malaysia. Theory and Practice in Language
Studies, 3(9), 1552-1555. https://doi.org/10.4304/tpls.3.9.1552-1557

Gregersen, T, Macintyre, PD, Meza, MD. (2014). The motion of emotion: idiodynamic case studies
of learners’ foreign language anxiety. The Modern Language Journal, 98(2), 574–588.

Goldhaber, D. (2002). The mystery of good teaching. Education Next. 2(1): 50-5.

Joppi, R. (2019). University student strategies to cope with anxiety in learning English.
http://seminar.uad.ac.id/index.php/utic/article/view/5757/1267

Kalai Selvi A/P et al. (2018). The anxiety and motivation students towards learning English
Language. Fakulti Pendidikan Universiti Kebangsaan Malaysia. Bangi, Malaysia.

Krista, U., & Merili L. (2015). Students’ Grammar Mistakes and Effective Teaching Strategies.
International Journal of Teaching and Education, 3(1), 70-87.
https://www.researchgate.net/publication/299356112_Students'_Grammar_Mistakes_and_Effecti
ve_Teaching_Strategies

Khitam, M. A., & Mohamed, K. A. (2020). Grammatical Errors Found in English Writing: A Study
from Al-Hussein Bin Talal University. Journal of International Education Studies,13(9), 1-9.

Marylana et al. (2017). Interference in learning English: Grammartical errors in English writing
among rural Malay secondary school students in Malaysia. Faculty of Social Sciences and
Humanities. Universiti Kebangsaan Malaysia, Bangi.

Mupa, P., & Tendeukai, I. C. (2015). Factors contributing to ineffective teaching and learning in
primary schools: Why are schools in decadence? Journal of Education and Practice,6(19), 125-
132.

Nurul Hayati et al. (2011). When teachers use Malay to teach English: Vignettes from Malaysia
classrooms.

Parupalli, S. (2019). The Impact of Teacher Training in English Language Teaching on The
Learners’ Learning. Journal of English Language and Literature, 6(4), 68-79.
https://www.researchgate.net/publication/33n8197249_THE_IMPACT_OF_TEACHER_TRAINING_IN
_ENGLISH_LANGUAGE_TEACHING_ON_THE_LEARNERS'_LEARNING

Zheng, Y., Cheng, L. How does anxiety influence language performance? From the perspectives
of foreign language classroom anxiety and cognitive test anxiety. Lang Test Asia 8, 13 (2018).
https://doi.org/10.1186/s40468-018-0065-4

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