ETeMS (or English for Teaching Mathematics and Science) was implemented in Malaysia in 2003 to enhance the English

language skills of Malaysian primary and secondary learners. In the past, mathematics and Science at schools were taught in Malay, Mandarin and Tamil separately. The switch to teaching mathematics and Science in English, a second or third language to most Malaysian learners was controversial and had caused debate by academicians, representatives of the non-governmental organizations (NGOs), policy makers and the public at large.. Following the controversy over ETeMS, in 2010, the Malaysia Government has decided to revert to teaching Mathematics and Science in the national language gradually, beginning 2012. For my opinion, I am strongly agreeing with the former implementation and totally disagree with the reversion. English is one of the most important languages which are spoken globally. Teaching and learning Mathematics and Science in English can produce Malaysians who are able to compete in international level as most of the education information is mainly available in English, the Lingua Franca. The greater exposure to English, used as the medium of instruction in Mathematics and Science classes would help develop students competence. At the same time, it provides the opportunities for students to use the language and therefore increase their proficiency in the language. (Ministry of education, 2002a) This is an advantage for the students as they would be able to perform internationally especially in their tertiary education or further. Besides this, the former implementation teaching two core subjects in English also aims at upgrading the nations capability to play a role in technological development. The research finding in Assessing Students Performance: The School Language (English Language) Factor done by Zahiah Zakaria and Mohd Sallehhudin Abd Aziz (2011) stated that the use of English as the medium of instruction did not help the students performance. Furthermore, the researcher also stated that the students performed rather dismally when the

students were given the test using English version. The subjects of the students were 40 Form 5 students who studying two core subjects in English for five years. The students were divided into two groups, High English Proficiency students (HEPS) and Low English Proficiency students (LEPS). I totally disagree with the conclusion of the finding. The finding contradicts the finding of a study conducted by Ihsan Ismail (2009), in which it was reported that the statistical tests showed that students performance has increased significantly after the implementation of ETeMS policy to conduct the process of teaching and learning mathematics and science subjects in English language. Other than this, the finding done by Parmjit Singh (2010) also found that students achievements were not influenced by language used during the tests. I would like to comment on the finding stated that the use of English as the medium of instruction did not help the students performance. In the finding found by Ihsan Ismail (2011) and Parmjit Singh (2010) have proved that teaching Mathematics and Science in English is not a solely factor that influenced students achievement. I would rather say that English proficiency is not a ticket to ensure understanding in Science and Mathematics. There are some other factors such as class environment, teachers and students readiness that may influence students performance in EteMS policy. In the reseach done by Norudin Mansor etl (2011), the result of the correlation and multiple regressions indicated that school, class and home environment, the teaching methodology and the teachers attitude are significantly associated towards students achievement. The same finding also found by Rohaida Mohd. Saat elt (2005) stated that physical setting, role of teachers and wed-based instructional materials and students readiness are the various factors that influence the students performance in Teaching

Mathematics and Science in English. Ong Sa Lan (2008) also stated that the problem of learning Science through second language is compounded by other factors such as teachers who are not prficiency in English and lack of good textbook. Wellington and Osborne (2001)

underlines that research findings indicate that it is not just the language in itself but rather what educators do with language. This is because what educators do with the language inadvertently affects how the learner uses the language and that is fundamental to the learning of Science. Environment consists of environment in classroom, school anf students home can affect the students performance. According to Narudin Mansor (2011), analysis concerning environment at students home is also believes to provide considerable effect to the sucess of the implementation as if the family encourage their children to speak English at home. Then, a comfortable and attractive classroom is an environment which will be able to stimulate learning. Norudin Mansor etc (2011) mentioned that a condusive environment is always vital and effective for learning. Other than that, Rohaida Mohd. Saat (2005), stated that web-based intructional materials offers several advantages and one of them is that it supports hypermedia environment. This hypermedia as a computer-based system that allows interactive linking of multiple format information and this supports a non-linear way of instruction. This non-linear approach enables users to make decisions on which path or section to explore and increase students control over their learning thus improve their performance in learning Mathematics and Science. In additional, the most important factor that affecting students performance is the teacher. The teachers proficiency in English, teachers belief, teachers ability to use ICT in teaching of Mathematics and Science in English are very crucial in the EteMS policy. As we know, most of the teachers are being trained to teach in National Language and having taught in that language for many years, it is rather difficult for them to make an abrupt change and be experts in delivering lessons in the English Language. However, Minister of Educator had carried out several programmes to train teachers to be proficent in English and also providing hardware and multimedia coursework to assist teachers in the classroom activities. The programme like the schools buddy system help teachers to be more proficent in English. Some

may be stated that many teachers are still not proficent in English but proficiency in any languages requires continuous practice and requires a long time to master. Teacher have to put more effort to self-improve in English proficiency and also ability to use ICT in teaching. So, a better understanding of the relationship between the beliefs of teachers and the key elements that influence or guide teaching practice would help aid teacher reforms. (Cheah Li Na, 2009) In term of teaching, teachers can create their own style or methods on order to deliver lessons to students. The relevancy of teaching aids are also as an important resources for theachers in assissting students should also be monitored. There resources many times serves as one of the main instruments for shaping knowledge, attitudes and principles among the learned group. Apart from the teachers role, readiness is another factor that influences the performance of students. Students readiness is perceived as learners developmental level of cognitive functioning. It is the cognitive maturity that is assumed to determine the extent to which learners are capable of learning. Therefore, students cognitive level should be taken under consideration in teaching students. Based on Shayer and Adeys (1994) taxonomy, students being at the concrete level of Piagetian Cognitive Development will not be able to handle multiple variables. They will be able to to vary more than one variable only when they are at late concrete and formal level. This is due to the fact that concrete thinkers are not cognitively ready to handle multiple variables. Another factor that affects learning is students readiness. Norudin Mansor (2011) sees readiness as a function of previously acquired knowledge. They emphasized that what students already know influences their learning. Readiness in this sense depends on the learner's cognitive structure. Things or information that they already know facilitates subsequent learning. Taking this point into consideration, it is important for teachers to know their students' prior knowledge before proceeding on to other lessons.

Students attitude and motivation also play an important roles. Obviously, the motivation to learn is important. However, students who experience to get the good results in Mathematic and Science examination are among the most motivated to learn both core subjects in English. The students that who is willing to guess, risks making mistakes and tries to answer the examination in English will tend, given opportunity, to be more successful than those who are not willing to use and try to answer in English Language. (George Yule, 1996) After commenting of the factors that influence the students performance in teaching I suggest that English needs to be strengthened during the first four years if a childs education (kindergarten to Year 3) before formally introducing Science and Mathematics in English. The critical period hypothesis states that there is a period (before puberty where about the age of twelve) during which language acquisition is easy and complete and beyond which it is difficult and typically incomplete. (Rod Ellis, 2003). Instead of teaching Mathematic and Science in English at this level, the Science and Mathematic activities can be embedded in the English subject. Dr. Jaafar Jantan (2008) suggested introducing and strngthening the English grammar and word pronunciation. In addition, i suggest that pupils at this level be given the experince to develop their writing and speaking and listening skills in English. The playful nature of the pupils at this level needs that classroom learning activities be focused more on active participation and involvement by the students. In conclusion, EteMS must be allow to continue instead of reversion to National Language. The Ministry Education had spend billions to train teachers to be proficent in English but also providing ICT to assist teachers in the classroom activities. Teachers generally were in favour of the EteMs policy and believed in the educationalt merits of using English to teach Mathematic and Science. (Cheah , 2009) Moreover, the students felt that the use of English Language in learning Mathematic and Science was approprite. According to the finding that done by Zahiah and Zakariah (2011) , students were in favour of the use of English

Language in learning Mathematic and Science as they found it to be interesting, simpler and helpful in improving their English language performance. Thus, with all the findings, i believed that the use of English as the medium of instruction do help the students performance.

Really raising standards: cognitive intervention and academic achievement

By Philip Adey, Michael Shayer , Taylor & Francis e-Library http://books.google.com.my/

LANGUAGE DEVELOPMENT STRATEGIES FOR THE TEACHING OF SCIENCE IN ENGLISH Tina Lim Swee Kim Mah Chee Wai 2007 Issue 2 November 2007 p.47-60 http://www.recsam.edu.my

English in the Teaching of Mathematics and Science Subjects (ETeMS) Policy Implications for the Performance of Malaysian Secondary Schools in Mathematics and Science Subjects
Ihsan Ismail Warwick Business School University of Warwick Coventry, CV4 7AL United Kingdom16th EDAMBA Summer Academy Soreze, France July 2009 Jurnal Pendidik dan Pendidikan, Jil. 20, 119, 2005 TECHNOLOGY-BASED SCIENCE CLASSROOM: WHAT FACTORS FACILITATE LEARNING?
Rohaida Mohd. Saat Department of Mathematics and Science Education, Faculty of Education, University of Malaya, Lembah Pantai, 50603 Kuala Lumpur, Malaysia E-mail: rohaida@um.edu.my or rohaida_saat@yahoo.com Kamariah Abu Bakar Faculty of Educational Studies, Universiti Putra Malaysia 43400 UPM, Serdang, Selangor, Malaysia

Parmjit Singh, Arba Abdul Rahman and Teoh Sian Hoon Journal of Science and Mathematics Education in Southeast Asia 2010, Vol. 33 No. 1, 65-85

Languages and Mathematics Achievements Among Rural and Urban Primary Four Pupils: A Malaysian Experience
Parmjit Singh Universiti Teknologi MARA Malaysia Arba Abdul Rahman Universiti Teknologi MARA Malaysia Teoh Sian Hoon Universiti Teknologi MARA Malaysia

PERSIDANGAN MEJA BULAT 4 PPSMI (Pengajaran Sains dan Matematik dalam Bahasa Inggeris) Dr. Jaafar Jantan a.k.a. Dr.JJ 21 Oktober 2008