Teachers responses in Interview

7.1 Teachers responses in Interview

For the first interview question about the contributing factors, the themes were developed as shown in Table 7. Practice and motivation was most frequently mentioned by the teachers. Providing reading and commutative class was the second most frequently mentioned.

Table 7: Themes of Question 1(teachers' comments on contributing factor in students'

language proficiency)

Theme

Frequency reading and

Examples of response

"the students especially in the lower secondary should have a 3 commutative

"reading class" whereby it includes understanding of the text, class

answering comprehension questions, spelling and reading with correct pronunciation"

stress free and "A more stress-free and anxiety free environment to 1 anxiety free

use/practice the language"

confidence "students ‘ onfiden e to use the language in pu li " 1

practice and

6 motivation

"Reading and speaking English every day and everywhere.

Students themselves must have a desire to improve"

materials

"Materials development and adaptation help a lot"

environment

"Exposure to English material in a real life, daily encounters"

As shown in Table 8, based on the responses of teachers for the second question (opinion on the influence of English language proficiency on subject learning), seven themes were generated. Deep learning and overall field of learning were most frequently mentioned by the teachers, followed by math and science, independent learning and memorization.

Table 8: Themes of Question 2 (opinion on the influence of English language

proficiency on subject learning)

Theme

frequency math and science

examples of response

2 memorize

"vital role in learning math and science"

―good in English helps students to remember easily, thus help 1 them to learn more effectively‖

creative and "students who are proficient in English language usually get 2 interesting

creative when doing their projects" "Has strong influence as high language proficiency helps/aids

deep learning

in learning the subject; aids in in-depth learning; aids in

independent learning"

independent learning

2 overall field of

"They can do independent learning/self access learning"

"proficiency in English language is paramount in any field of 3 learning

learning"

information "assist students in searching for materials via internet as it is 1 collection

easier to obtain materials in English than in other language"

For interview question 3 (characteristics of English language proficiency among girls and boys), the different interest on different aspects of language use between boys and girls were most frequently proposed by the teachers. Attitude is another important difference between boys and girls according to teacher s‘ responses.

Table 9: Themes of Question 3 凚 characteristics of English language proficiency among girls and boys 凛

Theme

Frequency confidence

Examples of response

"Boys tend to be more brave/bold to use the language. They are more

straight forward in writing. Girls they are not very confident in using the language orally but writing wise they are quite good"

interest

"The girls enjoy the language better and they use them. E.g. The girls

ondifferent

6 aspects of

like to read story books and write journals/ diaries; The boys use the

language to browse through the internet and website. Only a few like

language usage to read story books or write journals/diaries"

"students ‘ onfident to use the language in public"

attitude "Girls are more serious and responsible to learn English whereas boys

take things lightly"

no difference "There is specific difference. Gender is not a contributing factor" materials

Table 10 showed the themes of question 4 (characteristics of English language proficiency among different ethnics: Malay, Chinese, Indian), which concluded 10 characteristics of different ethnic groups. Indian are good in spoken language were most frequently mentioned by teachers.

Table 10: Theme of Question 4 ( characteristics of English language proficiency among

different ethnics: Malay, Chinese, Indian). Theme examples of response frequency

Malay are poor in "Malays are poor in pronunciation, elaborative skill and pronunciation and good

writing skill; but good in spelling)"

spelling. Malay are poor in

"poor in writing" 2 writing,

Chinese tend to direct "They like to do direct translation" 2 translation

Chinese are good in "good in writing skill" 3 writing

Chinese lack of "Chinese (poor speaking confidence)" 2 confidence

Indian are good in "able to speak well but average in writing skills" 8 spoken language

Malay are poor in "They are poor in speaking. They are very shy and too

speaking conscious of what they are going to say."

same "about the same" 3 Malay are lack of

"they are less confident, easily give up in learning" 2 confidence

"Malays lack of awareness of the importance of English; Chinese lack of reading English material; Indian highly

motivation 1 motivated to learn English due to desire for social

improvement"