ICEdu 2014 Presentation_PRESENT

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Norsarihan bin AhmadAssociate Prof. Dr Hamzah Omar

University Malaysia Sabah

The Dilemmas of non-native ESL Teacher Trainees: A Case Study of

Malay ESL Teacher Trainee in Instituteof Teacher Education in Sarawak

ILANNS 2014

CONCORDE HOTEL, SHAH ALAM

19 FEBRUARY 2014



*Institutes of Teacher Education in Malaysia is avery imortant institution to train and roduceotential teachers in rimary schools in

Malaysia!

* The Ministry of Education" Malaysia has outlinedtheir concern to roduce #uality teachers inMalaysia throu$h %Education Develoment &lan'

and %Standard (uru Malaysia'



*Due to the demand of roducin$ #uality education"teachers have to )e a)le to roduce #ualityteachin$!

*In rearin$ #uality teachers" Teacher EducationInstitutes have to seriously train and develootential teachers from all asects! It would )eimossi)le to achieve the desired results unless theteachers have the ositive asects! *Sun)ul" +,,,"

!++.



* The hilosohy of teacher education emhasi/esrovide #uality education relevant to the economyand industry )y creatin$ a conducive andstimulatin$ environment that encoura$es total

develoment" continuous imrovement andlifelon$ learnin$!

*Ministry of Education under the Institute of Teacher Education train rimary school teachers

while 0niversities under Ministry of 1i$herEducation trains secondary school teachers!



i. aims to provide quality education relevant to theeconomy and industry by creating a conducive andstimulating environment that encourages totaldevelopment, continuous improvement and lifelong

learning.

ii. to prepare teachers and graduates for a future ofdynamic change, with relevant knowledge, lifelongskills, character and continuous improvement.



The Dilemma The situation and con2ict of

interests that the Sarawak MalayESL teacher trainees have tomake in their rearation as

future ESL teacher!



The 3usti4cations to carry out this study:i!outstandin$ frustration and unhainess to look at thema3ority of Malay ESL teacher trainees in their teacher

trainin$ endeavor in Institutes of Teacher Education *ITE. inSarawak!ii!The constant comlaints and hidden frustration re2ectedamon$ the Malay teacher trainees who e5celled in their S&Me5amination and o)tained e5cellent $rades in all their

su)3ects" esecially En$lish" are still lack the vi)es as TESLteacher trainees!iii!They are )ein$ accused of not uttin$ e5tra e6ort to learnthe lan$ua$e and ractice the lan$ua$e in ITE! 7hat aretheir ro)lems8 Does the culture interfere their learnin$ ofEn$lish" Are they not interested to )e teachers8 Are theyhavin$ ro)lems %)lendin$' in the system8 1ow do theysurvive the TESL ro$ram8



Aim of the Study

To descri)e and investi$ate thedilemmas of Sarawak Malay ESL

teacher trainee in ITE inSarawak!



9! The 4ndin$s of the researchcould )e used to )etterunderstand Sarawak Malay ESLteacher trainees' cultural andeducational needs!

+! It can also )e used to further

imrove the suort $iven torosective Malay ESL teachertrainees in ITE in Sarawak!



* The data or the 4ndin$s arediscovered throu$h the interretation

of #ualitative method *De os" +,,+.* The detailed account $eneratedre2ects the reality of the articiants*&atton" +,,+" !,-9.



*one Malay Teacher Trainee in oneITE in Sarawak!

*wants to )e known as Wak

*7ak is from ;uchin$" Sarawak

*<nly seaks Malay Sarawak withhis family



9! The articiant has to )eSarawak Malay!

+! The articiant is a teachertrainee of TESL ro$ram in ITE!

=! The articiant should )e willin$to articiate in this study!



*<)servation was carried out inthe classroom and outside theclassroom!

* The 4eld notes were taken onthe sot as soon as ossi)le!

* The use of tae recorder or videorecorder as additional instrument

durin$ the rocess ofo)servation!



Case Semester 2012 2013

Wak 1 Jan - Apr Jan - Apr

2 July - Sept July - Sept

Oser!at"#$

Time 0700 – 12451400 - 1800

Day Mon - Thur!enue "laroom

"a#eteria$i%rary



9! Semi-structured interviews *>o$dan ? >iklan"+,,@. with Malay ESL teacher trainees to tatheir views and ersectives of the dilemmasthey face in ITE!

+! Semi-structured #uestions!

=! &ro)in$ - to $et the articiant of talk a)out their

dilemmas in their #uest to )e ESL teachers!



Institute of TeacherEducation

Malay ESL teachertrainees

Interview

transcrits

<)servation

transcrits

Analysis

ualitative DataCollection

Data Analysis Comonents



Step oc!s Pre"analysis Steps in

analysis

O!tcomes

1& Analyin' theinter(ie)

Malay tea*hertrainee+,ilemma

Tran*ription o#,ata

De(elopment o#u%-*ate'orie

)ithin thethemati**ate'orie&

1&,enti#y key)or,. phraean, *o,e them&2& $it the a%o(eun,er rele(ant*ate'orie&

/&roup key)or, phraeinto u%-*ate'orie&

De*ription o#ea*h *ate'ory o#MTT ,ilemma&

,enti#i*ation o#pattern a*ro

MTT ,ilemma&

2& Analyin' the*laroom

o%er(ation

Malay tea*hertrainee+ a*tual

*laroom%eha(iour&

Tran*ription o#,ata

,enti#i*ation o#main ,ilemma o#Malay tea*hertrainee&

1&"ut an, patethe ,ilemma into

u%-*ate'orie&2& "ompare an,*ontrat ,ata#rom o%er(ationan, inter(ie)&/& Ta%ulate*omparati(e ,atao# ea*h *ae&

De*ription o#ea*h MTT

*laroom%eha(iour&

n,i(i,ual an,'roup pattern o#*laroom%eha(iour an, itrelation to their

,ilemma&



* The o)3ective of the reliminarystudy is to identify reliminary data

which would hel the researcher to$ain early insi$hts of the study!

* The reliminary study wasconducted on one Malay ESL

teacher trainee in one ITE inSarawak!



* <ccurred durin$ writin$ and seakin$

* Baced ro)lems in the structure of En$lish lan$ua$ewhen 7ak tried to communicate with his friends!

* 0na)le to avoid the use of Sarawak Malay

lan$ua$e!* 7ak was o)served as very comforta)le seakin$

Malay lan$ua$e or Sarawak Malay lan$ua$e in theclassroom!

…the differences between the languages …when my mothertongue…Malay Sarawak and to learn the Englishlanguage…the structure is confusing…not in order…



* 7ak felt la/y to comlete all the work $iven )ythe lecturers

* 7ak did not care if other eole not haywith his attitude

Attitude…but, yes…sometimes whatever I do, lazinesswill still occur…

…I don’t really care about eole’s ercetion! "hey

can think what they want to think! #et them be…



*7ak felt in love with the rofession andEn$lish lan$ua$e )efore decidin$ to

3oin the TESL ro$ram in ITE!

…I feel I tell back why I choose "ES#! $hy Ichoose "ES# is firstly because I love thelanguage, I love the language! I love

seaking English la, love in English la, asalsuka la sebab asal memang asal bila kitabuat aa memang boleh la!



*>ein$ a Sarawak Malay" 7ak isattached with his Sarawak Malaylan$ua$e esecially in communicatin$

with his friends!

%or me lah…we have to use more of ourmother tongue &'ahasa Malaysia or Malay

Sarawak(! "he language that we use sincewe were born that is Malay language…



* 7ak was la)elled %oyo' or %showin$ o6' )y hisfriends when he tried to seak En$lish with them!

* 1is friends from other ro$ram also made fun ofhim when he seaks En$lish with his TESL friends!

* 1e had to )e careful when he wants to seakEn$lish with his TESL friends to avoid his friendsfrom other ro$ram make fun of him!

…commonly they think I am )showing off’! "hey thought…

like )show off’…oyo…why do I need to seak Englishwhen I am talking among my Malay friends…



9! The dilemma faced )y 7ak to either seakEn$lish lan$ua$e or Malay lan$ua$e amon$his Malay friends!

+!7ak has the motivation to )e ESL teacher )uthe has to face the tri)ulations in the ITEesecially amon$ his Malay friends!

=! The con2ict that 7ak faces of his Malayidentity and as a Malay" he is )e*ected toseak Malay’ 3aa,urai. 20106&

!7ak stru$$le to ractice En$lish lan$ua$e inthe ITE environment with many friendsoosin$" mockin$ and makin$ fun of him!



1&The Sara)ak Malay S$ tea*her trainee houl, %eupporte, %y epoin' them to real-li#een(ironment o# TS$ ite. )hi*h *oul, pro(i,ethem )ith upporti(e en(ironment to pra*ti*e their

n'lih lan'ua'e kill an, hare their i,ea onlan'ua'e learnin'&

2&The Sara)ak Malay S$ tea*her trainee houl, not%e a**ue,. u,'e,. *orne,. an, %lame, #or notha(in' the 9per#e*t+ an, 9i,eal+ ti'ma o# e*ellent

S$ tea*her trainee&



Limitation of the study

The reliminary study was conducted on oneMalay ESL teacher trainee! The resonsesfrom the teacher trainee are )ased on hisencounter of the dilemma! Therefore" the

4ndin$s of this study cannot )e $enerali/edto other Malay students in other 1i$her

Learnin$ Institutions!



$#rsar"%a$&a%ma'()a%##*+#m

ICEdu 2014 Presentation_PRESENT

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