Teachers‟ perception of students‟ language proficiency

8.1 Teachers‟ perception of students‟ language proficiency

This study took a sample of lower secondary school students from form 1 to form

3. For English and Malay as the second language for non-Malay students (e.g. Chinese, Indian), the teachers reported that Chinese and Indian students were better in English language proficiency, but students from other ethnicity were perceived better in Malay language proficiency. Overall, both Malay writing and English writing were the weakness of all ethnic groups compared to other three aspects of language proficiency. Ghabool, Mariadass and Kashef (2012) pointed that the students experienced difficulties in writing tasks, especially in grammar and punctuation. It was at the lower level of 3. For English and Malay as the second language for non-Malay students (e.g. Chinese, Indian), the teachers reported that Chinese and Indian students were better in English language proficiency, but students from other ethnicity were perceived better in Malay language proficiency. Overall, both Malay writing and English writing were the weakness of all ethnic groups compared to other three aspects of language proficiency. Ghabool, Mariadass and Kashef (2012) pointed that the students experienced difficulties in writing tasks, especially in grammar and punctuation. It was at the lower level of

This study found that Malay students were reported lower in English language proficiency as compared to Chinese and Indian students. One of the possible factors may

be due to interference of mother tongue. Pevious studies provided numerous evidence of interference of first language (Malay) on English learning (Jalaluddin, Awal & Bakar, 2008; Nambiar 2007; Maros, Hua & Salehuddin. 2007; Ambigapathy, 2002). The influences of mother tongue or first language may play role in English language learning, but not consistent. In this study, females were reported much better than males in English writing which was consistent with the response in interview from teachers that ―The girls

like to read story books and write diaries. The boys use the language just to surf the internet and website. Only a few like to read books or write journals/diaries.‖

Malay as the first language or mother tongue for Malay students was reported at a much higher level of proficiency by their teachers than other ethnic groups. Furthermore, the ethnic difference in Malay speaking and listening was influenced by gender, which showed that the male Malay students were perceived as the best, followed by Indian and Chinese male students, while Malays were still perceived as the best for female, Indian students at the lowest level, and the Chinese female students were much better than Indian students, but lower than Malays. For Malay reading & comprehension and writing, the ethnic difference was not influenced by gender, Indian students were reported at the lowest compared to Chinese and Malay. As Malay students were shown in this study as proficient in Malay language, Kamarudin (1995) as cited in Nor Azmi (2002) found that Malay students are not only weak in mastering English, but are also weak in mastering the Standard Malay Language. The standard Malay language has strict grammatical rules where Malay native speakers may tend to ignore.

Chinese and Indian students both learn Malay as the second language. Compared to Chinese, Indian students were reported at lower level of proficiency. The interference of first language (Malay) on English learning was confirmed by numerous studies (Jalaluddin, Awal & Bakar, 2008; Nambiar 2007; Maros, Hua & Salehuddin. 2007; Ambigapathy, 2002), as the different structure in syntax and morphology betweenAustronesian languages-Malay and Indo-European language-English (Jalaluddin, Awal & Bakar, 2008). Tamil from the same language family as English, may have reverse interference of Malay language learning.