Star Thursday November 26, 2009
DEPUTY Education Minister Dr Mohd Puad Zarkashi’s comment that the private sector should use Bahasa Malaysia and not English is irrational, retrogressive and does not stand to reason.
The Deputy Minister’s views have not gone down well as indicated by the strong reaction and disagreement to his suggestion from various quarters.
At a time when our prime minister frequently emphasises the need for Malaysia to compete globally, to attract foreign investment and to turn Malaysia into a high-income nation, the call to the private sector to use Bahasa Malaysia and not English does not make business sense and defeats the PM’s call.
The private sector in Malaysia, I am certain, is patriotic and respects Bahasa Malaysia as our national and official language.
However, they realise that for them to do business and trade with the international community, using English is a necessity as they must be able to communicate in a language acceptable to all.
Every level-headed Malaysian who subscribes to reason and logic will unanimously agree that teaching, learning and using the English language must never be made into an issue when it is done in the interests of our future generation and for the sake of our nation’s progress and its future well-being.
We have to be pragmatic and progressive in this era of globalisation. It is essential for the Government to adopt a practical and open-minded approach towards English, which can contribute to Malaysia’s progress, while remaining firm and steadfast in ensuring that Bahasa Malaysia is the country’s official and national language.
We learn and use English as it is an international language for science and technology, business and commerce.
Malaysians should strive to be bilingual or even trilingual, now that most Malaysians, particularly the younger generation, have mastered Bahasa Malaysia.
Malaysians may lose out in the field of information and technology in the new millennium if they are not proficient in English.
The ability to learn and use English or any other language should be seen as a progressive move to improve our knowledge and expertise.
The fear of the English language, which some still regard as a legacy of British colonialism, is clearly misplaced and needs to be rectified.
To overcome this, more needs to be done to convince parents and students, particularly those in the rural areas, about the importance of learning English as a tool for science, technology, business and commerce as well as progress and modernisation.
TAN SRI LEE LAM THYE,
Kuala Lumpur.
FOR OUR CHILDREN
Thursday, December 3, 2009
UPSR: Better showing in Math, Science and Tamil
Friday November 20, 2009
Jump in A's in three subjects
By KAREN CHAPMAN
PUTRAJAYA: There has been a jump in the number of A’s obtained in Mathematics, Science and Tamil (Comprehension) in the Primary School Achievement Test (UPSR) 2009 results.
Education director-general Tan Sri Alimuddin Mohd Dom said Mathematics (in both national and vernacular schools) had the highest increase in the number of A’s obtained at 4.2% followed by Tamil (Comprehension) at 3.6% and Science at 2.2% out of the 12 subjects offered in the UPSR.
“There was no significant drop in the other subjects,” he said when announcing the analysis of the UPSR results at the ministry yesterday.
Alimuddin said more Year Six pupils obtained A’s in all their subjects in this year’s UPSR compared to the previous year.
A total of 48,171 obtained all A’s this year compared to 46,641 in 2008.
He said the number of pupils who obtained good results (with a minimum C) also increased from 46,641 in 2008 to 48,171 this year while there was a decline in those who obtained all E’s from 3,363 in 2008 to 3,266 this year.
He said the emphasis for the UPSR 2009 results was on the overall achievements of pupils and their subject performance.
“The ministry is not naming any best schools as we want to avoid an over-emphasis on examination results,” he said.
The Average National Grade (GPN), he added, was used to measure the overall achievements of pupils while the Average Subject Grade (GPMP) gauged subject performance.
On the achievements of pupils in urban and rural areas, Alimuddin said there was an overall improvement.
He said a total of 31, 360 obtained all A’s in urban areas compared to 16,380 in rural areas.
“The comparison with this year’s and last year’s results show that the gap is narrowing,” he added.
Alimuddin said of the 1,086 pupils with special needs who sat for the UPSR, 13 scored all A’s and 177 obtained a minimum of C’s.
Giving an update on the Sijil Pelajaran Malaysia (SPM) examination which started on Wednesday, Alimuddin said SMT Kerian in Bagan Serai, Perak, has been used to house 131 students from SMK Alor Bongsu and three from SMK Alang Iskandar who were affected by the floods. “These students will remain there until the SPM finishes,” he said.
Nine students, he added were sitting for the SPM in hospitals — four suspected A(H1N1) cases in Shah Alam, Sarikei, Manir and Marang while another five were involved in separate car accidents in Malacca.
UNTUK ANAK-ANAK MALAYSIA
FOR OUR CHILDREN
Jump in A's in three subjects
By KAREN CHAPMAN
PUTRAJAYA: There has been a jump in the number of A’s obtained in Mathematics, Science and Tamil (Comprehension) in the Primary School Achievement Test (UPSR) 2009 results.
Education director-general Tan Sri Alimuddin Mohd Dom said Mathematics (in both national and vernacular schools) had the highest increase in the number of A’s obtained at 4.2% followed by Tamil (Comprehension) at 3.6% and Science at 2.2% out of the 12 subjects offered in the UPSR.
“There was no significant drop in the other subjects,” he said when announcing the analysis of the UPSR results at the ministry yesterday.
Alimuddin said more Year Six pupils obtained A’s in all their subjects in this year’s UPSR compared to the previous year.
A total of 48,171 obtained all A’s this year compared to 46,641 in 2008.
He said the number of pupils who obtained good results (with a minimum C) also increased from 46,641 in 2008 to 48,171 this year while there was a decline in those who obtained all E’s from 3,363 in 2008 to 3,266 this year.
He said the emphasis for the UPSR 2009 results was on the overall achievements of pupils and their subject performance.
“The ministry is not naming any best schools as we want to avoid an over-emphasis on examination results,” he said.
The Average National Grade (GPN), he added, was used to measure the overall achievements of pupils while the Average Subject Grade (GPMP) gauged subject performance.
On the achievements of pupils in urban and rural areas, Alimuddin said there was an overall improvement.
He said a total of 31, 360 obtained all A’s in urban areas compared to 16,380 in rural areas.
“The comparison with this year’s and last year’s results show that the gap is narrowing,” he added.
Alimuddin said of the 1,086 pupils with special needs who sat for the UPSR, 13 scored all A’s and 177 obtained a minimum of C’s.
Giving an update on the Sijil Pelajaran Malaysia (SPM) examination which started on Wednesday, Alimuddin said SMT Kerian in Bagan Serai, Perak, has been used to house 131 students from SMK Alor Bongsu and three from SMK Alang Iskandar who were affected by the floods. “These students will remain there until the SPM finishes,” he said.
Nine students, he added were sitting for the SPM in hospitals — four suspected A(H1N1) cases in Shah Alam, Sarikei, Manir and Marang while another five were involved in separate car accidents in Malacca.
UNTUK ANAK-ANAK MALAYSIA
FOR OUR CHILDREN
Wednesday, December 2, 2009
Study shows support for use of English
Star 2009/12/02
IN a just concluded survey on the teaching of Science and Mathematics in English (PPSMI) involving 48 schools (22 urban and 26 rural involving 354 students aged 10 to 15 in Selangor and Pahang), it was found that more than 87 per cent of students in urban and rural schools preferred the subjects to be taught in English despite many of them being weak in the language.
Another nine per cent did not mind whether these subjects were taught in English or Malay.
So, a majority of our students are still willing to face the challenge and they support the use of English to learn Science and Mathematics.
Among the reasons most of them gave were: "English is an important language", "I watch English programmes on TV and almost everything I like on the Internet is in English" and "My parents always encourage me to study the subjects in English".
The majority of the rural children confessed that they were weak in English. However, they would prefer to learn Science and Mathematics in English.The majority of the weak students did not blame their teachers for the problems they had in mastering these two subjects.
A significant number of students felt that since there is a Bahasa Malaysia translation to all the questions in public exams and lessons, it was all right for them to be taught in English.
Some of the comments from the weak and good students:"At least I am exposed to English terms that we often see on the Internet." "Never mind, if I cannot understand English, I'll read the Malay translation.""I'll always carry an electronic dictionary with me to help with my study."
Almost all students were aware that their English had improved through learning Science and Mathematics in English.The majority never felt that they would lose their racial identity when these subjects were taught in English. Most students in the better classes felt that teachers were not serious enough when using English to teach the subjects.
Students from some urban and rural schools said their teachers were not competent in the language.
Teachers spoke broken English and often reverted to Bahasa Malaysia when they were lost for words.Then again, 64 per cent of the teachers involved in teaching the subjects in English reported that PPSMI was ineffective. It was an uphill task, according to them. Some said it could be the language factor and some said that students were weak in Science and Mathematics. Only a minority of them admitted that they were not competent to handle the subjects in the language.
The conclusions to these findings are interesting. Students still aspire to learn Science and Mathematics in English despite "external forces" objecting to this policy.
Parents are positive about the use of English to teach Science and Mathematics.
A majority of our teachers are not competent to handle the subjects in English.
Students did not feel that they would neglect their mother tongue when Science and Mathematics were taught in English.The majority felt inferior when they were not good in English. They felt they would lose out to others later on in life if they did not learn Science and Maths in English.
DR M.A. NAIR Kuantan
UNTUK ANAK-ANAK MALAYSIA
FOR OUR CHILDREN
IN a just concluded survey on the teaching of Science and Mathematics in English (PPSMI) involving 48 schools (22 urban and 26 rural involving 354 students aged 10 to 15 in Selangor and Pahang), it was found that more than 87 per cent of students in urban and rural schools preferred the subjects to be taught in English despite many of them being weak in the language.
Another nine per cent did not mind whether these subjects were taught in English or Malay.
So, a majority of our students are still willing to face the challenge and they support the use of English to learn Science and Mathematics.
Among the reasons most of them gave were: "English is an important language", "I watch English programmes on TV and almost everything I like on the Internet is in English" and "My parents always encourage me to study the subjects in English".
The majority of the rural children confessed that they were weak in English. However, they would prefer to learn Science and Mathematics in English.The majority of the weak students did not blame their teachers for the problems they had in mastering these two subjects.
A significant number of students felt that since there is a Bahasa Malaysia translation to all the questions in public exams and lessons, it was all right for them to be taught in English.
Some of the comments from the weak and good students:"At least I am exposed to English terms that we often see on the Internet." "Never mind, if I cannot understand English, I'll read the Malay translation.""I'll always carry an electronic dictionary with me to help with my study."
Almost all students were aware that their English had improved through learning Science and Mathematics in English.The majority never felt that they would lose their racial identity when these subjects were taught in English. Most students in the better classes felt that teachers were not serious enough when using English to teach the subjects.
Students from some urban and rural schools said their teachers were not competent in the language.
Teachers spoke broken English and often reverted to Bahasa Malaysia when they were lost for words.Then again, 64 per cent of the teachers involved in teaching the subjects in English reported that PPSMI was ineffective. It was an uphill task, according to them. Some said it could be the language factor and some said that students were weak in Science and Mathematics. Only a minority of them admitted that they were not competent to handle the subjects in the language.
The conclusions to these findings are interesting. Students still aspire to learn Science and Mathematics in English despite "external forces" objecting to this policy.
Parents are positive about the use of English to teach Science and Mathematics.
A majority of our teachers are not competent to handle the subjects in English.
Students did not feel that they would neglect their mother tongue when Science and Mathematics were taught in English.The majority felt inferior when they were not good in English. They felt they would lose out to others later on in life if they did not learn Science and Maths in English.
DR M.A. NAIR Kuantan
UNTUK ANAK-ANAK MALAYSIA
FOR OUR CHILDREN
PPSMI: English now a mother tongue
2009/11/30
E.L.Melbourne, Australia
I REFER to the letter "PPSMI waivers must not be granted" (NST, Nov 26) from Sa'ari Hasan of Ayer Keroh, Malacca. The writer seems to assume that all Malaysian children are brought up in households where only Malay, Chinese or Tamil is spoken. This is a narrow viewpoint.
It cannot be denied that many Malaysian children nowadays are born into English-speaking households and are exposed to television and the Internet where most of the information, cartoons, movies, etc are in English.
They also have access to major bookstore chains offering a myriad books and magazines in English.
To these children, English is not a foreign language. They have the right to learn in the language they are most comfortable with, that is English.
Parents, too, must be given the right to decide what language they want their children to be educated in, and they have voiced this out in parent-teacher association meetings and in the press. We have seen that in some schools, an overwhelming majority of parents want the teaching of Mathematics and Science to remain in English.
How is it that in the 1950s and 1960s, our parents who studied in English-medium-schools had no problem coping with their studies? The entire syllabus then was in English. Moreover, it was a lot less likely that the older generation came from English-speaking households. I have aunts and uncles who could not speak a word of English when they entered Standard One. Yet now, they are all graduates and communicate in perfect English.
It is obvious that the command of English and overall quality of the older generation, who had the privilege of studying in English-medium schools, are much better than among the thousands of graduates being churned out of local universities today.
Having worked in the human resources division of a large company before, I have gone through thousands of job applications. Most of the applications from local graduates ended up in the rubbish bin because their English was appalling.
Bahasa Malaysia nationalists need to rid themselves of the attitude that English is a legacy of British colonialism. Communicating in English is not comparable to donning "bowler hats, tailcoats and brollies", as the writer puts it. No one is belittling Bahasa Malaysia.
Please be sensible and do not let blind nationalism impede the country's progress in this era of globalisation.
The education minister had said more emphasis would be placed on the teaching of English in schools. But let's not kid ourselves. Will this really improve students' command of English? I seriously doubt it.
As it is, one does not even have to pass English to get a Sijil Pelajaran Malaysia certificate.
Therefore, do you think teachers will take it seriously, let alone students? More likely the students will fool around during the English periods or teachers will tell them to "buat kerja sendiri" (do your own work).
Rural students already have such limited exposure to English as they do not have as much access to things like computers or satellite television. Abolishing PPSMI means that they will have even fewer opportunities to improve their English language skills.
They will definitely end up being "locked up in a world of suffocating ignorance".
UNTUK ANAK-ANAK MALAYSIA
FOR OUR CHILDREN
E.L.Melbourne, Australia
I REFER to the letter "PPSMI waivers must not be granted" (NST, Nov 26) from Sa'ari Hasan of Ayer Keroh, Malacca. The writer seems to assume that all Malaysian children are brought up in households where only Malay, Chinese or Tamil is spoken. This is a narrow viewpoint.
It cannot be denied that many Malaysian children nowadays are born into English-speaking households and are exposed to television and the Internet where most of the information, cartoons, movies, etc are in English.
They also have access to major bookstore chains offering a myriad books and magazines in English.
To these children, English is not a foreign language. They have the right to learn in the language they are most comfortable with, that is English.
Parents, too, must be given the right to decide what language they want their children to be educated in, and they have voiced this out in parent-teacher association meetings and in the press. We have seen that in some schools, an overwhelming majority of parents want the teaching of Mathematics and Science to remain in English.
How is it that in the 1950s and 1960s, our parents who studied in English-medium-schools had no problem coping with their studies? The entire syllabus then was in English. Moreover, it was a lot less likely that the older generation came from English-speaking households. I have aunts and uncles who could not speak a word of English when they entered Standard One. Yet now, they are all graduates and communicate in perfect English.
It is obvious that the command of English and overall quality of the older generation, who had the privilege of studying in English-medium schools, are much better than among the thousands of graduates being churned out of local universities today.
Having worked in the human resources division of a large company before, I have gone through thousands of job applications. Most of the applications from local graduates ended up in the rubbish bin because their English was appalling.
Bahasa Malaysia nationalists need to rid themselves of the attitude that English is a legacy of British colonialism. Communicating in English is not comparable to donning "bowler hats, tailcoats and brollies", as the writer puts it. No one is belittling Bahasa Malaysia.
Please be sensible and do not let blind nationalism impede the country's progress in this era of globalisation.
The education minister had said more emphasis would be placed on the teaching of English in schools. But let's not kid ourselves. Will this really improve students' command of English? I seriously doubt it.
As it is, one does not even have to pass English to get a Sijil Pelajaran Malaysia certificate.
Therefore, do you think teachers will take it seriously, let alone students? More likely the students will fool around during the English periods or teachers will tell them to "buat kerja sendiri" (do your own work).
Rural students already have such limited exposure to English as they do not have as much access to things like computers or satellite television. Abolishing PPSMI means that they will have even fewer opportunities to improve their English language skills.
They will definitely end up being "locked up in a world of suffocating ignorance".
UNTUK ANAK-ANAK MALAYSIA
FOR OUR CHILDREN
PPSMI: So many people cannot be wrong
2009/11/25
IBRAHIM ZAKARIA, Kuantan
AFTER reading what members of parent-teacher associations had to say about doingaway with PPSMI (“Can we have Science and Maths in English in some schools?”— N S T, Nov 8), I’m compelled to write this letter to articulate the feelings of my family, friends, relatives andmyself regarding the decision to revert to teaching Science and Mathematics in Bahasa Malaysia from as early as next year.
Whether we like it or not, English is the lingua franca of the world. Most parents want their children to master the language so that they will be better equipped to find a job or to pursue tertiary education.
For these reasons, former prime minister Tun Dr Mahathir Mohamad had the courage to correct shortcomings in our educational policy by reintroducing English as the medium of instruction in Science and Mathematics.
Realising that a generation of Malaysians had paid for the flaws in our education policy, Dr Mahathir tried to break the unfortunate chain of inadequacy in English among our students and graduates. Most Malaysians look upon this change of policy as his best departing gift to our nation.
When it was announced this year that the government had decided to revert to teaching Science and Maths in Bahasa Malaysia, our hearts sank.
If 95 per cent of the population in SK Perumahan Tampoi are Malays and the parents have no problem with their children learning Science and Maths in English, as revealed by Mohd Hambali Munadi, the chairman of a PTA in Johor in the same letter, one wonders why we would want to revert to teaching Science and Mathematics in Bahasa Malaysia.
I pray that the government will allow the two subjects to be taught in English in schools where a majority of the parents want them to be taught in that language.
UNTUK ANAK-ANAK MALAYSIA
FOR OUR CHILDREN
IBRAHIM ZAKARIA, Kuantan
AFTER reading what members of parent-teacher associations had to say about doingaway with PPSMI (“Can we have Science and Maths in English in some schools?”— N S T, Nov 8), I’m compelled to write this letter to articulate the feelings of my family, friends, relatives andmyself regarding the decision to revert to teaching Science and Mathematics in Bahasa Malaysia from as early as next year.
Whether we like it or not, English is the lingua franca of the world. Most parents want their children to master the language so that they will be better equipped to find a job or to pursue tertiary education.
For these reasons, former prime minister Tun Dr Mahathir Mohamad had the courage to correct shortcomings in our educational policy by reintroducing English as the medium of instruction in Science and Mathematics.
Realising that a generation of Malaysians had paid for the flaws in our education policy, Dr Mahathir tried to break the unfortunate chain of inadequacy in English among our students and graduates. Most Malaysians look upon this change of policy as his best departing gift to our nation.
When it was announced this year that the government had decided to revert to teaching Science and Maths in Bahasa Malaysia, our hearts sank.
If 95 per cent of the population in SK Perumahan Tampoi are Malays and the parents have no problem with their children learning Science and Maths in English, as revealed by Mohd Hambali Munadi, the chairman of a PTA in Johor in the same letter, one wonders why we would want to revert to teaching Science and Mathematics in Bahasa Malaysia.
I pray that the government will allow the two subjects to be taught in English in schools where a majority of the parents want them to be taught in that language.
UNTUK ANAK-ANAK MALAYSIA
FOR OUR CHILDREN
PPSMI: An advantage
2009/11/25
Y.L. , Klang
I REFER to the opinions of Dr Wan Hashim of Universiti Pertahanan Nasional Malaysia on PPSMI (“Do not belittle BahasaMalaysia ”—NST, Nov 23).
I believe Datin Noor Azimah Abdul Rahim’s remarks (“It’s the language of knowledge”— NST, Nov 18) were not incorrect.
With all due respect to Wan Hashim’s position as a lecturer for 30 years, I, too, believe that English is the language of knowledge.
It’s true that every language needs time and room for improvement.
Bahasa Malaysia, too, can be a language of k n ow l e d g e .
But, think again. How many years will it take? The task is not impossible but consider that in today’s world, constant discoveries and inventions are rapid and would be first and foremost, explained in English.
As a science-stream student, I can assure you that it is no easy task looking for information in BM. We are limited to textbooks and reference books, and can almost never do cross-reference on the Internet, unless we translate what we are looking for into English.
It is possible, of course, to learn in BM but it takes a lot more effort on the student’s part. Is it any surprise that Malaysia isn’t exactly the most popular destination for students seeking tertiary education? When students pursue their master’s and PhDs overseas, they have to convert to using English for Science and Mathematics.
In today’s competitive world, who wouldn’t want an advantage?
UNTUK ANAK-ANAK MALAYSIA
FOR OUR CHILDREN
Y.L. , Klang
I REFER to the opinions of Dr Wan Hashim of Universiti Pertahanan Nasional Malaysia on PPSMI (“Do not belittle BahasaMalaysia ”—NST, Nov 23).
I believe Datin Noor Azimah Abdul Rahim’s remarks (“It’s the language of knowledge”— NST, Nov 18) were not incorrect.
With all due respect to Wan Hashim’s position as a lecturer for 30 years, I, too, believe that English is the language of knowledge.
It’s true that every language needs time and room for improvement.
Bahasa Malaysia, too, can be a language of k n ow l e d g e .
But, think again. How many years will it take? The task is not impossible but consider that in today’s world, constant discoveries and inventions are rapid and would be first and foremost, explained in English.
As a science-stream student, I can assure you that it is no easy task looking for information in BM. We are limited to textbooks and reference books, and can almost never do cross-reference on the Internet, unless we translate what we are looking for into English.
It is possible, of course, to learn in BM but it takes a lot more effort on the student’s part. Is it any surprise that Malaysia isn’t exactly the most popular destination for students seeking tertiary education? When students pursue their master’s and PhDs overseas, they have to convert to using English for Science and Mathematics.
In today’s competitive world, who wouldn’t want an advantage?
UNTUK ANAK-ANAK MALAYSIA
FOR OUR CHILDREN
PPSMI: Allow schools the English option
2009/11/09
DATIN NOOR AZIMAH ABDUL RAHIM for Parent Action Group for Education
IN his blog, the prime minister has rejected the idea of a single-stream school system because the people are not ready for it.
But are the people ready or do they accept the abolition of the teaching of Mathematics and Science in English (PPSMI) in national schools?
A survey by Parent Action Group for Education (Page) last year showed that 95 per cent of parents wanted PPSMI to be continued.
Former prime minister Tun Dr Mahathir Mohamad, in his blog, polled 84 per cent against the decision to abolish PPSMI.
Even the Education Ministry's telephone survey showed more than 90 per cent of callers wanted it to go on.
Recently, parents from seven schools in Kuala Lumpur and Petaling Jaya returned a majority of 94 per cent and 98 per cent respectively to continue with PPSMI.
We thank the prime minister for respecting the spirit of the Education Act 1996, which calls for children to be educated according to the wishes of their parents.
We hope he will honour their wishes by giving our national schools the option to choose or reject PPSMI.
Page appeals to the education minister to allow that option and let parents make known their wishes through a meeting of their parent-teacher associations.
UNTUK ANAK-ANAK MALAYSIA
FOR OUR CHILDREN
DATIN NOOR AZIMAH ABDUL RAHIM for Parent Action Group for Education
IN his blog, the prime minister has rejected the idea of a single-stream school system because the people are not ready for it.
But are the people ready or do they accept the abolition of the teaching of Mathematics and Science in English (PPSMI) in national schools?
A survey by Parent Action Group for Education (Page) last year showed that 95 per cent of parents wanted PPSMI to be continued.
Former prime minister Tun Dr Mahathir Mohamad, in his blog, polled 84 per cent against the decision to abolish PPSMI.
Even the Education Ministry's telephone survey showed more than 90 per cent of callers wanted it to go on.
Recently, parents from seven schools in Kuala Lumpur and Petaling Jaya returned a majority of 94 per cent and 98 per cent respectively to continue with PPSMI.
We thank the prime minister for respecting the spirit of the Education Act 1996, which calls for children to be educated according to the wishes of their parents.
We hope he will honour their wishes by giving our national schools the option to choose or reject PPSMI.
Page appeals to the education minister to allow that option and let parents make known their wishes through a meeting of their parent-teacher associations.
UNTUK ANAK-ANAK MALAYSIA
FOR OUR CHILDREN
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