THE EVALUATION OF TEACHERS’ PERCEPTION ON ETEMS COURSES IN
THE AREA OF JOHOR BAHRU
SHAHAZATUL MASLINA BINTI SUAID
UNIVERSITI TEKNOLOGI MALAYSIA
PSZ 19:16 (Pind. 1/97) UNIVERSITI TEKNOLOGI MALAYSIA
CATATAN: * Potong yang tidak berkenaan.
** Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak berkuasa/organisasi berkenaan dengan menyatakan sekali sebab dan tempoh tesis ini perlu dikelaskan sebagai SULIT atau TERHAD.
Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah dan Sarjana secara penyelidikan, atau disertasi bagi pengajian secara kerja kursus dan penyelidikan, atau Laporan Projek Sarjana Muda (PSM).
BORANG PENGESAHAN STATUS TESIS
JUDUL: THE EVALUATION OF TEACHERS’ PERCEPTION ON ETEMS COURSES IN THE AREA OF JOHOR BAHRU
SESI PENGAJIAN: SEMESTER II SESI 2005/2006
Saya SHAHAZATUL MASLINA BINTI SUAID (HURUF BESAR) mengaku membenarkan tesis (PSM/Sarjana/Doktor Falsafah)* ini disimpan di Perpustakaan Universiti Teknologi Malaysia dengan syarat-syarat kegunaan seperti berikut: 1. Tesis adalah hakmilik Universiti Teknologi Malaysia. 2. Perpustakaan Universiti Teknologi Malaysia dibenarkan membuat salinan untuk
tujuan pengajian sahaja. 3. Perpustakaan dibenarkan membuat salinan tesis ini sabagai pertukaran antara institusi
pengajian tinggi. 4. **Sila tandakan ( )
SULIT (Mengandungi maklumat yang berdarjah keselamatan atau
kepentingan Malaysia seperti yang termaktub di dalam (AKTA RAHSIA RASMI 1972) TERHAD (Mengandungi maklumat TERHAD yang telah ditentukan oleh
organisasi/badan di mana penyelidikan dijalankan) TIDAK TERHAD
Disahkan oleh,
(TANDATANGAN PENULIS) (TANDATANGAN PENYELIA)
Alamat tetap: 30, BATU 8 ¼, JALAN BUKIT PINANG, EN MUHAMMAD FAUZI BIN OTHMAN O6200 ALOR SETAR, Nama Penyelia KEDAH DARUL AMAN.
“I hereby declare that I have read this thesis and in my opinion this thesis is
sufficient in terms of scope and quality for the award of the degree of Bachelor of
Science and Education (TESL)”
Signature :
Supervisor : ENCIK MUHAMMAD FAUZI B. OTHMAN_
Date : 31 March 2006
THE EVALUATION OF TEACHERS’ PERCEPTION ON ETeMS
COURSES IN THE AREA OF JOHOR BAHRU
SHAHAZATUL MASLINA BINTI SUAID
A thesis submitted in fulfillment of the requirements for the award of the degree of
Bachelor of Science and Education (TESL)
FACULTY OF EDUCATION
UNIVERSITY TECHNOLOGY OF MALAYSIA
March, 2006
ii
“I hereby declare that this project (Title: THE EVALUATION OF TEACHERS’
PERCEPTION ON ETeMS COURSES IN THE AREA OF JOHOR BAHRU) is my
own research except for citations and summaries whereby each and every one of their
sources has been properly acknowledged”.
Signature :
Name : SHAHAZATUL MASLINA BINTI SUAID
Date : MARCH, 2006
iii
Dedicated to
My most beloved father and mother,
brothers and sisters,
niece and nephews,
friends,
and especially to him.
iv
ACKNOWLEDGEMENT
First of all, I would like to express my gratitude to ALLAH for giving me
the strength to complete this thesis. Without His blessings, the challenges that I
faced along the process of completing this thesis would have been impossible to
endure.
To my supervisor, Encik Muhammad Fauzi Othman, I am thankful for his
advices, guidance and moral supports throughout the completion of this thesis.
Thank you so much for treating me as your own child.
My special appreciation goes to my parents, Encik Suaid Hamid and Puan
Nilam Kosran for loving me and standing behind me all the time. To my brothers
and sisters, thank you for the love and support. For Hishyam Izanie Isa, thank you
for being patient and for your unwavering belief in me. This work is dedicated to
these special people in my heart.
My thanks are also extended to my beloved coursemates, especially Papa
(Bieb), Mak Tok (Na), Girl (Juo), Shamy (Anis), Aunty Zai (Afzan), Pengetua
(Wardah), Granny (Yan), Mama (Aifaa) and also Yie (Nurul) for being with me
throughout these years. It would not be the same without you girls. Thank you for
making this journey worth to be remembered
Finally, I owe a debt of gratitude to the respondents of this study for their
time and cooperation during the process of collecting the data. Your assistance is
much appreciated.
v
ABSTRACT
The aim of this research is to evaluate teachers’ perception on the ETeMS courses
in the area of Johor Bahru by looking at their reaction on the content and delivery, the
scheduling and also the effectiveness of ETeMS in improving their language. 25
Mathematics and Science Teachers (MST) in six different schools in the area of Johor
Bahru were used as the respondents of this research. The data were obtained by using
a set of questionnaire containing 40 items, divided into three parts. The data from the
questionnaires were analyzed into percentage and narrative interpretation of the
findings is also given. The findings of this research revealed that the MST had shown
positive reaction towards the content and delivery of the course. The problem that
they faced lies on the scheduling and length of time of the course which they claimed
to be inappropriate. For the reaction on the effectiveness of ETeMS in improving the
MST’s language, the MST’s reactions differed from one another. However, they
collectively agreed that they needed more activities to boost up their confidence level
in using the language. Finally, this research can be used as a guideline for course
developer to develop courses which can cater for the needs and wants of the MST.
vi
ABSTRAK
Kajian ini bertujuan untuk menilai persepsi guru-guru terhadap kursus ETeMS
di dalam daerah Johor Bahru dengan melihat kepada reaksi guru-guru tersebut
terhadap penyampaian dan isi kandungan kursus, jadual dan perjalanan kursus, dan
juga keberkesanan kursus ETeMS dalam memperbaiki penguasaan Bahasa Inggeris
guru-guru tersebuton. Responden untuk kajian ini ialah 25 orang guru-guru
Matematik dan Sains dari enam buah sekolah di dalam daerah Johor Bahru. Data bagi
tujuan kajian ini telah dikumpul dengan menggunakan satu set soal selidik yang
mengadungi 40 item dan dibahagikan kepada tiga bahagian. Data yang dikumpulkan
kemudiannya dianalisa kedalam bentuk peratusan dan interpretasi naratif mengenai
dapatan kajian juga turut disertakan. Kajian ini mendapati, guru-guru Matematik dan
Sains telah menunjukkan reaksi yang positif terhadap isi kandungan dan kaedah
penyampaian kursus. Masalah yang mereka hadapi terletak pada jadual dan
pembahagian masa kursus yang didapati tidak bersesuaian dengan mereka. Reaksi
guru-guru tersebut berbeza antara satu sama lain apabila dilihat dari segi
keberkesanan ETeMS dalam meningkatkan penguasaan Bahasa Inggeris mereka.
Walau bagaimanapun, guru-guru tersebut bersetuju yang mereka memerlukan lebih
aktiviti untuk meningkatkan tahap keyakinan mereka dalam menggunakan Bahasa
Inggeris. Kesimpulannya, kajian ini boleh digunakan sebagai garis panduan kepada
pembangun kursus untuk membangunkan kursus-kursus yang dapat memenuhi
kehendak dan keperluan guru-guru Matematik dan Sains ini untuk meningkatkan
penguasaan Bahasa Inggeris mereka.
vii
TABLE OF CONTENTS
CHAPTER CONTENTS PAGE
Lecturer’s Declaration
Title Page i
Student’s Declaration ii
Dedication iii
Acknowledgement iv
Abstract v
Abstrak vi
Table of Contents vii
List of Tables xi
List of Abbreviations xii
1 CONCEPTUALIZING OF THE RESEARCH 1
1.0 Background of the Problem 1
1.1 Statement of the Problem 5
1.2 Purpose and Objectives of the Research 7
1.3 Research Questions 8
1.4 Significance of the Research 9
1.5 Scope of the Study 9
1.6 Definition of Terms 10
1.6.1 ESP 10
1.6.2 PPSMI 10
1.6.3 ETEMS 11
viii
1.6.4 Reaction 11
1.6.5 MST 11
2 LITERATURE REVIEW 12
2.0 Introduction 12
2.1 English for Specific Purposes 14
2.2 Evaluation 19
2.3 Evaluating Methods 21
2.3.1 Richard and Rogers Evaluating
Methods 21
2.3.2 Kirkpatrick’s Level of
Evaluation 22
2.4 Professional Development 23
3 RESEARCH METHODOLOGY 27
3.0 Introduction 27
3.1 Research Design 27
3.2 Subjects 29
3.2.1 Population and Sampling 29
3.2.2 Techniques of Sampling 30
3.3 Research Instrument 30
3.3.1 The Reaction Questionnaire 31
3.4 Research Procedure 33
3.5 Data Analysis Method 33
3.6 Pilot Study 34
3.7 Summing Up 35
ix
4 FINDINGS AND DISCUSSIONS 36
4.0 Introduction 36
4.1 Questionnaire 37
4.1.1 Questionnaire administration 37
4.1.2 Respondents’ background 39
4.1.3 Feedback obtained from
questionnaire 39
4.1.3.1 MST’s perception on content
and delivery of the course 40
4.1.3.2 MST’s perception on the length
of time and scheduling of the course 42
4.1.3.3 MST’s perception on the
effectiveness of ETeMS 44
4.1.3.4 MST’s overall perception
towards ETeMS 46
4.1.3.5 Teachers’ feedback on suggestion
and comments towards improving
ETeMS 47
4.2 Findings obtained from the interview 49
4.3 Discussion 53
4.3.1 Discussion on teachers’ reaction towards
delivery and content of ETeMS course 53
4.3.2 Discussion on teachers’ reaction towards
scheduling and length of time of the
ETeMS course 55
4.3.3 Discussion on teachers’ reaction towards
the effectiveness of ETeMS in improving
their language 56
x
4.3.4 Discussion on teachers’ overall
perception of ETeMS 60
5 CONCLUSION 61
5.0 Introduction 61
5.1 Summary of the Research 61
5.2 Limitations of the Research 63
5.3 Pedagogical Recommendations 64
5.4 Suggestion for Future Research 65
REFERENCES 66
APPENDIX 1 68
xi
LIST OF TABLES
NUM TITLE PAGE NUM
Table 1 Distribution of Questionnaire According to Schools 38
Table 2 Teachers’ Reaction on content and Delivery of the
ETeMS Course 40
Table 3 Teachers’ Reaction on Scheduling and Length of Time
of the ETeMS Course 43
Table 4 Teachers’ Reaction towards the Effectiveness of ETeMS 44
Table 5 Teachers’ Perception towards ETeMS 47
Table 6 Items which have ‘not sure’ as the highest rank 57
xii
LIST OF ABBREVIATIONS
ESP - English for Specific Purposes
PPSMI - Teaching and Learning of Science and Mathematics in
English (Pengajaran dan Pembelajaran Sains dan
Matematik dalam Bahasa Inggeris)
ETeMs - English for Teaching Science and Mathematics
MST - Mathematics and Science Teachers
CHAPTER 1
CONCEPTUALIZING OF THE RESEARCH
1.0 Background of the study
ESP in Malaysia has undergone rapid development and changes since 1970
when English has been introduced as a Second Language and been taught as one of
the subjects in school. The introduction of vocational and technical schools and
also polytechnics in the 1960s and 1970s spread the seed of ESP throughout
Malaysia. The ESP-biased program has been designed by polytechnics under the
name of ‘English for Technical Students’ and English for Commerce Students’
(Khairi Izwan et. al, 1993)
The teaching of Science and Mathematics in English started in 2003 for
pupils of Standard 1, Form 1, and Form Lower 6. In 2005, the teaching of Science
and Mathematics in English was continued to pupils of Standard 3, Form 3 and
Form 6. Total usage of English as medium of instruction for Science and
Mathematics and also all the subjects under the branch of Science and Mathematics
2
such as Physics, Biology, Additional Mathematics, Chemistry, Information
Technology, Civil Engineering, Mechanical Engineering, Electrical and Electronic
Engineering, etc will be achieved by the year 2008 (refer to Plan Tindakan
Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris
(PPSMI), Jabatan Pelajaran Johor; 2005).
To accommodate the needs of teachers who teach Science and Mathematics
in English, several programs have been planned and conducted to help the teachers
of Science and Mathematics in improving their language and to equip them to
teach the subjects in English.
English for teaching Mathematics and Sciences courses or ETeMS have
been planned by the Teacher Training Department, Ministry of Education to help
teachers who are and will be teaching Science and Mathematics in English. The
course has been conducted in several phases since 2002. ETeMS is meant to
increase the level of English proficiency of Mathematics and Sciences teachers.
The overall aim of ETeMS is actually ‘to enhance the English language
skills of Mathematics and Science teachers (MST) to enable them to teach
effectively using English as medium of instruction.’ (Pusat Perkembangan
Kurikulum, Strategi Pelaksanaan PPSMI, 2005)
ETeMS encourages the development of Mathematics and Science Teachers
(MST) in three broad areas.
3
1. Language for assessing information; where MSTs are being taught on how to
read and assess information in English. The aim is to help MST to be more
motivated in assessing and printing materials online and extended their
knowledge of current content and pedagogy. It is hoped that these skills can
give highly positive impact on the delivery of the subject in class.
2. Language for teaching Mathematics and Science; this is where the major
components of ETeMS lies. MST will hopefully developed language to be
used while teaching in classroom and also language to conduct activities. The
primary focuses of instruction here are speaking and writing as well as
grammar input and practice.
3 Language for professional exchange; this part of ETeMS is mainly for
communication. As professionals, it is hoped that MST would converse with
peers in English. This part of ETeMS will help MST to communicate in
English.
The ETeMS program involves 240 hours of instruction delivered through face
to face interaction and self-instructional packages. This is supported with a ‘buddy
system’ where MST can get further help from identified resource person in their
locality. The course is delivered through 2 phases and MST has to complete phase 1
before they can go further into phase 2. Phase 1 has its own 5 day module and phase 2
will be developed using the feedback from phase 1. (Strategi Pelaksanaan PPSMI,
Pusat Perkembangan Kurikulum, 2005)
4
ETeMS has been proposed as an urgent interim measure to ensure that MST
will have the basic capacity to use English as medium of instruction. It is considered
as a tool to help MST to enhance their performances in and outside the classroom.
There are three main programs being held to support the existence PPSMI.
There are The Buddy Support System, Self Access Learning Material, and Interim
program. These support programs were conducted to help MST to improve their
language and perform well in their teaching. (refer to Plan Tindakan Pengajaran dan
Pembelajaran Sains dan Matematik dalam Bahasa Inggeris (PPSMI), Jabatan
Pelajaran Johor; 2005).
Although the implementation of PPSMI seems perfect, there are problems and
issues raised during its implementation. The first issue is the understanding of the
implementation of PPSMI. According to the Ministry of Education, there are still
some people who are not aware of the policy of the implementation of PPSMI. This
situation caused problems especially in teaching and learning process. However,
works have been done since 2002 to explain about the policy to people who do not
have clear understanding on what PPSMI is all about. (Refer to Plan Tindakan
Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris
(PPSMI), Jabatan Pelajaran Johor; 2005).
The second problem that has been identified is the teachers’ proficiency.
Teachers’ level of proficiency is one of the most critical aspects in determining the
success of the implementation of PPSMI. It is well known that effective teaching and
learning activities will only take place if teachers are proficient enough and master
the subject content. Problems arise when teachers do not find other initiatives and
depend solely on ETeMS to increase their level of proficiency. It is advisable for the
teachers to actually explore and make full usage of the support programs that being
5
conducted. They also have to have the initiative to explore the world of the language
themselves.
Other problems in PPSMI concerned with the equipment of PPSMI and also
the level of proficiency of the students. ETeMS courses also have been stated as one
of the problems faced by the policy of PPSMI. From 2002 until 2004, the course took
30 days to be completed. The absence of teachers for 30 days has caused interruption
in schools’ administration and also teaching and learning process in class. However,
with the new format of ETeMS, the course will take 15 days during school holidays
and 10 days of school days to be completed.
The lack of ETeMS main coach also has been stated as one of the problems
occurred in PPSMI. ETeMS is conducted by English teachers who are majoring in
English. But in phase 2 of ETeMS, these English teachers will be helped by Science
and Mathematics teachers who have already mastered the language. The job that has
been given to the two groups of coaches is big and critical. The burden of work has
made it hard for both groups of coaches to pursue their duties. Many coaches from
both groups withdraw after once carrying their duty. (Refer to Plan Tindakan
Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris
(PPSMI), Jabatan Pelajaran Johor; 2005).
1.1 Statement of problem
The policy of changing the language of instruction in our education system
especially in Mathematics and Science subject has certainly brought up certain effects
6
towards teaching and learning of those subjects in schools. In a country like Malaysia
where English has been taught as a second language, the use of it as instructional
language especially in critical subjects such as Mathematics and Science seems inapt.
Are the teachers able to adapt with the language changes after have been teaching the
subject in Malay for a long time?
To enable English-language learners (the students) to participate meaningfully
in the academic discourse and activities that are necessary to achieve the mathematic
and science standards, teachers must help them to develop language skills that go
beyond mere social fluency. Mathematics and Science teachers have to prepare
themselves for a whole new experience in their teaching career. They have to
reactivate and enhance their language skills in order to be able to teach efficiently in
their Mathematics or Sciences classroom.
ETeMS course has been proposed by English Language Teaching Centre,
Malaysia (ELTC) as one of the interim measures to help MST to improve their
proficiency. The course tempts to equip MST with the necessary skills needed in
teaching and learning by using the language.
Question arises whether ETeMS is appropriate and complete enough to be
recognized as one of the main courses offered by Ministry of Education to help
Mathematics and Science teachers in their language. Is the length of time taken to
complete the course appropriate with the amount of language skills that has to be
mastered by the Mathematics and Science teachers? The most important part in the
course is the participants themselves. This research tries to uncover the reactions of
Mathematics and Science teachers towards ETeMS not only on the matter of the
course itself but also their reaction towards having ETeMS as the main course to
improve their language.
7
1.2 Purpose and objectives of the research
The purpose of this research is to look at the teachers’ reaction towards
ETeMS as the main course offered by the ministry to improve their level of
proficiency.
The objectives of this research are:
1. To look at the teachers’ reaction towards the content and delivery of ETeMS
courses.
2. To look at the teachers’ reaction towards the scheduling and length of time of
the ETeMS courses.
3. To evaluate the teachers’ reaction on the effectiveness of ETeMS in
improving their language
4. To evaluate teachers’ overall perception on ETeMS courses.
8
1.3 Research questions
This research aims to find answer to the following research questions:
1. What is the teachers’ reaction towards the content and delivering of the
ETeMS courses?
2. What is the teachers’ reaction towards the scheduling and length of time of the
ETeMS courses that they have attended?
3. What is the teachers’ reaction towards the effectiveness of the ETeMS courses
in improving the teachers’ level of proficiency?
4. What is the overall perception of the teachers towards the course?