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A study of approaches and methodology in the teaching of Malay language in four secondary schools in Singapore
Author
Ida Susila Suandi
Supervisor
Kamsiah Abdullah
Abstract
Malay Language teaching has undergone numerous changes in many aspects. The teaching approaches and methodology applied in teaching the language is now broad based and diverse. The emphasis is now on a holistic approach garnered at the needs of the students. Both the syllabuses and current trends have shifted from finding the 'best method' in teaching the language to one that focuses on what is happening in the classrooms.
This study is primarily a look at the approaches and methodology that are being used by a sample of schools and teachers in teaching the Malay Language. Certain aspects of classroom activity have come under scrutiny in order to see, if these methods somehow affect the results of 'O' level examinations which have remained static for sometime. In order to do this, the observer has looked at the conduct of the lessons, the lesson plans, the marking of written work, the materials used and the enrichment programmes that the schools have in placed. The data collected from lesson observations on kinds of activities, methods of teaching, types of questioning and focus of lessons revealed that the approaches and methodology for the teaching of Malay Language in these four schools were very diverse. Often there was a lack of focus among the teachers as a whole although teachers indicated that they were aware of the requirements of the Malay language syllabus. The observer noticed that these teachers had the tendency to follow a lecture technique in teaching the language. Generally teachers had the idea that there should be interaction in the classroom but some did not trust the effectiveness of peer interaction and had settled for the 'safe' method of lectures, directed by the teachers to their students in class. There was also a lack of confidence in these teachers in terms of correcting students' linguistics skills in written and also in oral work.
The findings of the study call for a more thorough training in the form of more sharing sessions in schools and also at cluster levels, workshops and courses on the part of teachers in raising their linguistic awareness and confidence in teaching more functional grammar. Another aspect that teachers need to look into is to research their classroom more closely for what constitutes a successful lesson. Teachers should be able to gauge the capabilities of their students and tailor a lesson to their linguistic abilities with stimulating lessons.
Schools should develop a more balanced enrichment programme and focus should move from quantity to quality teaching. Teachers would appreciate to be given more flexibility in adapting their approaches and methodology to suit their students' need. Workload of teachers should not be guided by quota on number of assignments but should be pegged at the needs of the students.
This study is primarily a look at the approaches and methodology that are being used by a sample of schools and teachers in teaching the Malay Language. Certain aspects of classroom activity have come under scrutiny in order to see, if these methods somehow affect the results of 'O' level examinations which have remained static for sometime. In order to do this, the observer has looked at the conduct of the lessons, the lesson plans, the marking of written work, the materials used and the enrichment programmes that the schools have in placed. The data collected from lesson observations on kinds of activities, methods of teaching, types of questioning and focus of lessons revealed that the approaches and methodology for the teaching of Malay Language in these four schools were very diverse. Often there was a lack of focus among the teachers as a whole although teachers indicated that they were aware of the requirements of the Malay language syllabus. The observer noticed that these teachers had the tendency to follow a lecture technique in teaching the language. Generally teachers had the idea that there should be interaction in the classroom but some did not trust the effectiveness of peer interaction and had settled for the 'safe' method of lectures, directed by the teachers to their students in class. There was also a lack of confidence in these teachers in terms of correcting students' linguistics skills in written and also in oral work.
The findings of the study call for a more thorough training in the form of more sharing sessions in schools and also at cluster levels, workshops and courses on the part of teachers in raising their linguistic awareness and confidence in teaching more functional grammar. Another aspect that teachers need to look into is to research their classroom more closely for what constitutes a successful lesson. Teachers should be able to gauge the capabilities of their students and tailor a lesson to their linguistic abilities with stimulating lessons.
Schools should develop a more balanced enrichment programme and focus should move from quantity to quality teaching. Teachers would appreciate to be given more flexibility in adapting their approaches and methodology to suit their students' need. Workload of teachers should not be guided by quota on number of assignments but should be pegged at the needs of the students.
Date Issued
2003
Call Number
PL5105 Ida
Description
Pg. 357, 359, 361, 364 and 419 are missing
Date Submitted
2003