WHY PPSMI REVERSAL MAKES SENSE

The reversal of the policy to teach Science and Mathematics in English is sound
decision based on concrete data and facts, writes PROF DR NOR HASHIMAH
JALALUDDIN.

SINCE the government announced its decision to reverse its policy on the teaching of
Science and Mathematics in English (PPSMI) from 2012, many have voiced their views on
the matter.

Some have lauded the government's decision while others expressed dismay and
disagreement. Some want to know how the reversal will effect current batches of pupils and
the details of implementation.

In a democratic country, people are free to express these concerns. However, I believe
that deliberations and discussions should be based on concrete data and facts, and on
sound judgment and reasoning.

Our academicians had conducted numerous studies on PPSMI. As far as I am aware

(based on previous roundtable discussions conducted by the Ministry of Education), these
studies show that the PPSMI policy had adversely affected our students. Conversely, there
are hardly any studies which reveal conclusive findings; on the success of PPSMI.

Recently, the Merdeka poll stated that more than 50 per cent of Malaysians feel that
PPSMI should be continued. However, this kind of poll is mainly based on the perceptions of
those who might not have access to research data and findings.

Extensive field research which surveyed the opinion of students, teachers and school
administrators would produce more reliable empirical and scientific findings.

Based on my research and from the viewpoint of a linguist, I would like to highlight
some important findings that validate the decision made by Deputy Prime Minister Tan Sri
Muhyiddin Yassin.

1. Research carried out by Universiti Kebangsaan Malaysia - Dewan Bahasa Dan

Pustaka (2005) shows that students in urban areas adjusted better to the PPSMI compared
with students in rural areas. A majority of the latter group are Malay students who came from
medium and low-in-come families. The rural schools faced a lot of problems in implementing
PPSMI. The research predicted that if the policy was continued, it would result in further
inequalities between urban and rural students.

2. Most Mathematics and Science teachers in service were trained under the National
Language Policy. When the PPSMI was introduced, they were required to teach in English,
something they were never trained for. Even though they were given intensive courses, the
outcome has been far from ideal. Teachers were under pressure and felt dissatisfied with
their performance. In the case of well trained PPSMI teachers, they were faced with students
who were weak in English.

As a result, there were cases where teachers opted to leave their option as
Mathematics and Science teachers to ease their burden. Ironically, teachers with good
command of English, though they had no basic knowledge of Mathematics and Science,
voluntarily taught the two subjects because of the perks offered. We seldom find both
proficient teachers and students except in urban and prestigious areas like Petaling Jaya,
1
Damansara and Bangsar. It is not surprising that parents of students in these schools insist
on the continuation of PPSMI.

3. In many parts of our country, English is considered a foreign language. For students
whose native language is local dialect, English is their third language. In states like Sabah,
Sarawak, Kelantan, Terengganu, Kedah and Perlis, English is certainly the third language for
most of the students. This is in contrast to the small percentage of urbanites whose English
is their "first" language or language spoken at home. For students with English as their
second or third language, PPSMI turned out to be a burden.

3. In many parts of our country, English is considered a foreign language. For students
whose native language is local dialect, English is their third language. In states like Sabah,
Sarawak, Kelantan, Terengganu, Kedah and Perlis, English is certainly the third language for
most of the students. This is in contrast to the small percentage of urbanites whose English
is their "first" language or language spoken at home. For students with English as their
second or third language, PPSMI turned out to be a burden.

4. The contention that PPSMI will increase English proficiency among students is a
myth. Studies show that PPSMI contributed to a minimal increase of only three per cent in
English proficiency among students after six years of implementation. The results of the
2006-2008 UPSR examination showed only a minimal increase in student achievement for
the

4. The contention that PPSMI will increase English proficiency among students is a
myth. Studies show that PPSMI contributed to a minimal increase of only three per cent in
English proficiency among students after six years of implementation. The results of the
2006-2008 UPSR examination showed only a minimal increase in student achievement for
the English paper. My own research in 2007 also showed that the level of english proficiency
among the students in Johor (samples from urban, suburban and rural schools) after the
implementation of PPSMI remained the same. Seventy per cent of the respondents were still
weak in English. This shows that some serious measures have to be taken to Improve
English proficiency among the students.

The study also shows that the students are not only unable to communicate in English,
but also do not have sufficient vocabulary to construct even simple sentences. This is why
the decision to focus on improving students’ command of English through the teaching and
learning of English per se is a move in the right direction.

The above findings are supported by the theory of language itself. All language
theories state that knowledge is best acquired in the mother tongue. The Relevance Theory,
which discusses the relationship between communication and cognition, acknowledges that
the attention of a listener becomes weaker if the message is no longer understood. In this
case, since they cannot digest the message conveyed in a foreign language, their attention
is easily distracted and the listener become bored an inattentive. This, in turn, might lead to
misbehaviour among students and their performance will deteriorate.

Let us never forget the lessons from history. The status of Malay as national language
is enshrined in Article 152 of the Federal Constitution. The use of Bahasa Malaysia as a
medium of instruction in schools was introduced to replace the dual school system
previously, namely the english and Malay medium schools. The dual school system divided
our nation into halves. The gap was very wide between the English and the Malay medium

2
students. One of the main reasons for the use of Bahia Malaysia as the single medium of
instruction in schools was to unite all Malaysians.

With the national language as the medium of instruction in school there have been
many successes an, achievements:

• The number of professionals like engineers, doctors, accountants an

scientists have increased immensely all among all races. The racial divide has been
narrowed.

• UKM, which uses Malay as medium of instruction, has success fully produced
tens of thousands of graduates who are at the forefront of the country's development today.
Even the number of non-Malay students who pass their exams with flying colours is
increasing every year. No race has been left out.

• DBP has created more than one million terminologies in the field of science
and technology. Interestingly, these terminologies are now being used by practitioners in
Asean countries.

• The decline in the standard of English among our students has nothing to do
with the use of Bahasa Malaysia as the medium of instruction for Mathematics and Science.
The quality of teaching and learning of English must be improved instead. The curriculum,
pedagogy and the quality of English teachers need special attention. English experts and
educationists should look into this issue.

The PPSMI reversal is a wise decision. The majority at the roundtable last year wanted
the policy to be reversed.

The move is also compatible with the established propositions of the linguistics theory
and more conducive to nation building.

Bahasa Malaysia will once again become the tool to unite the whole nation. It is
understood by all. Logically,. a country must have its own national language which forms the
identity of its people. Legally, the status of Bahasa Malaysia as the national language is
enshrined in the Constitution and the law of the country.

The idea of having two languages as mediums of instruction is akin to repeating the
old system that had failed us in the past. The effort to increase English hours should be
lauded instead. The Education Ministry, I believe, is really serious in empowering the
national language and strengthening English proficiency among students at the same time.

 The writer is attached to UKM’s School of Language and Linguistics.

New Sunday Times, 19 July 2009