Aiding Students Understanding Of English Subject Education Essay

As was reported in Malaysian local newspaper, 29. 2% of the 120, 000 university graduates scored Rings One and Two in the Malaysian University or college English Test (MUET), which identifies them as "Extremely Limited User" and "Limited Consumer" respectively. Considering Malaysia is one of the growing countries which assert to use British as its second language, it is very disappointing to acquire individuals who are at the tertiary level of education but cannot even create a grammatically appropriate sentence. They are not right with the peers in other countries. Indeed, this problem has induced huge concerns among Malaysians, as to why these students cannot use English effectively.

Based on random interviews and observations, almost all of them admitted that they had not mastered the fundamentals of the terms. Since the fundamentals are learned through the early schooling years, it is presumed that students who are unable to achieve decent grades in their British tests at the tertiary level experienced probably received a poor groundwork in the terms, which would then cause these students to handle difficulties in the subject in later years.

In Malaysian key schools, students are ready with the foundations of educational based subjects together with Malay and British. Since learning is a continuous process, it is crucial for the teachers to be prepared with effective teaching methods so that students; especially those in major degree of education will be well versed in the subject's principles to avoid further misunderstanding of the subject in their future years. Actually, the school's planning of British language-related programs in particular, must be well-organized to strengthen the student's degree of understanding, and become realistic and sensible, in order to check the students' learning capacities.

Purpose of the study

The main idea of this analysis is to investigate the efficiency of English-related programs implemented by the principal school in assisting students' comprehension of English subject matter. This research is conducted in a chosen main school and generally done because of the researcher's personal concern regarding the disappointing level of British effectiveness among Malaysian students which indirectly affects their verbal functionality in this language. Therefore, the study question is 'To what degree do the English language-related programs conducted by the institution assist in promoting good complete and interpersonal skills among main college students in Sekolah Kebangsaan Assam Jawa, Selangor, Malaysia?'

Description of the study

In this analysis, the primary student's degree of understanding in English, both on paper and dental will be analyzed and the outcomes will be utilized to determine the efficiency of the English programs carried out by the school. If the students' levels of English proficiency both on paper and oral are relatively good, the programs conducted work enough to advertise good thorough and interpersonal skills in British. However, if the results are the reverse, then your system of the programs will be seen as unsuccessful and inadequate for the students. After that, the weaknesses of the programs will be analyzed and ideas will be produced about how to beat the defects to increase the execution of the programs.


2. 1 Research Instrument

This analysis used three different kinds of research equipment: study, interview and observation. For the survey, two collections of questions were prepared for the target group (respondents). The first set evaluated the students' degree of understanding of English. All questions were Multiple Choice Questions (MCQ). Three different areas were included

Simple vocabulary


Language applying skills

In the next set, questionnaires to determine the students' personal thoughts on English programs conducted by the school were distributed. There were 25 questions overall, usually closed ended with some open ended questions for the purpose of obtaining suggestions to increase the programs.

The second research instrument used was observation which was carried out by the researcher herself, to identify the coaching methods employed by the teachers, the learning tools provided by the institution and the feedback from the respondents (students). The 3rd research tool is interview where 3 different parts are participating

Students (respondents)


2. 2 Test of population

This exploration was conducted in Sekolah Kebangsaan Assam Jawa, which is situated in Selangor, Malaysia. This most important school is within a rural area, and is populated with students of age groups which range from, 7 (Standard 1) to 12 years old (Standard 6). THE TYPICAL 5 band of students was picked to be the test of the study because at their degree of education, the teaching of the fundamentals of English is recognized as sufficient. Actually, they have covered most of the essential learning benefits of English subject as recommended by the Malaysian Ministry of Education.

Specifically, 60 Standard 5 students; 20 students collected from each of 3 different degrees of English acquisition got part in the analysis of the analysis. The student's level is set by their English educators. The 3 levels are




2. 3 Approach to analyzing data

Quantitative data was provided statistically in histograms and pie charts while furniture were used showing qualitative data. This was followed by some explanations and explanations on the info presented.


3. 1 The programs and their mechanisms

Listed here are the English programs conducted by the British department of the institution throughout 2009



(i) English dialect station

Aim is to produce fascination with learning English among students.


Installing British learning materials in some areas of the school.



(Body parts, grammar, nouns, etc)

Hanging flash credit cards on school's hallways.

Labeling on vegetation and other institution properties. (Staircase, window, etc)

(ii) Extra classes

The main goal is to enhance the student's comprehension of the British subject (improve student's academic achievements specifically in English subject matter).

Conducted officially by English professors.

Mostly involve doing exercises on given hand-outs followed by discussion between teachers and students on the subject matter.

(iii) Activity with PSS (university library)

The main target is to broaden the students' range of British vocabulary and develop good writing skills among them.

Conducted informally by assigning students to visit the library and seek out British reading materials to learn.

(iv) Co-curricular activity

Primarily sorted out by the school's English club.

Members: A number of Standard 4-6


Advisors: English educators.


Spelling competition

Watching movie (Madagascar 2)

Treasure Hunt

"Best Teacher's Day cards design competition"

Workshop on "The techniques required in showing a good presenting and public speaking and story-telling"

Storytelling and presenting and public speaking contest

"Essay writing competition" (in collaboration with the Country wide day celebration)

Making sandwiches

(v) Each month test/ exam

Main aim is to check the students' understanding of English subject and determine their current level of understanding of the topic.

(vi) Labeling school's and classes' properties

Main goal is to market the use of knowledge among students with their bordering environment.

(vii) Patriotic day activities

These activities are carried out in cooperation with the Freedom Day party (31st August 2009)

Coloring competition and quizzes

Word maze

Crossword puzzle

Cursive writing

Essay writing

(viii) 'EMS' activity

(British for Mathematics and


The main purpose is to improve the student's understanding of English dialect used in Maths and Science.

Activities includes

Phase 1 Class Language-

Build and Construct Instructions, Reading Comprehension, Walk Your Talk

Phase 2

Communicative Skills-Conversations, Requesting Questions, Requesting for Information, Information Copy, Expressing Views, Expressing Ideas, Offering Opinions, Telling Tales.

Public Speaking- Introductions, Public Speaking, Debating, Making Excuses.

Instructional Language

Mathematics, Science

Table 3. 1. 3: Yr planning of English programs by the

English team of SK Assam Jawa 2009

Other than that, the teaching methods done by the professors during P&P trainings included

Reference to text message book.

Q&A classes with students.

Going to the library

Occasionally using multimedia system presentations.

Repetitions of important principles.

Based on the programs conducted by the school (refer to Stand 3. 1. 3), the occurrence of stressing each English component in each program is scored according to the indicator below

  Hardly ever    Occasionally     Frequently



English words station

Extra classes

Activity with PSS

Co-curricular activity

Labeling college and classes

Patriotic day activities


Simple vocabulary

(mainly verbs)
















Comparative adjectives
















Adverbs, pronouns, conjunctions, simple recent participle








Language applying skills








Communicative skill








Table 3. 1. 4: The occurrence of stressing each of the above British components in each activity

3. 2 Student's level of comprehension of British subject

Knowing that the students are constantly undergoing the programs detailed in Desk 3. 1. 3, they were given the first group of questionnaires to test their effectiveness level in the respected English components. The grading design decided is shown in Desk 3. 2. 1 (in appendix). Results are shown in the graph below

Graph 3. 2. 2: Amount of students at equivalent degree of understanding in different components of British subject

Based on graph 3. 2. 2, maybe it's clearly seen that the students are relatively good in simple vocabulary as majority of them obtained well in this part. Hence, students are able to understand this is of simple vocabulary which consist mainly of verbs as they have the ability to apply their knowledge on verbs properly in the right framework (Refer to questionnaire attached).

However, almost all of the students are poor in grammar which includes adverbs, pronouns, conjunctions, simple earlier participle, nouns, comparative adjectives and prepositions because less than 50% of these managed to score well in virtually any of these components (in the nice level category). The best ratio of students credit scoring good level in sections involving sentence structure is around 33% - (under the component nouns). Out of this data, maybe it's said that the majority of the students havent fully understood the concepts within English grammar and frequently get baffled in answering questions relating to grammar. In addition, the noun section registered the highest amount of students answering appropriately among all the sections affecting grammars as this component is much simpler than others.

As almost all of the students' performance in terminology applying section is good, (about 62% of these obtain good level), it could be said that the students understand the vocabulary predicated on their personal conception about the overall meaning of the complete sentence. Hypothetically, the average person so this means of any familiar words within the sentence has been used to sketch the most logical justification in understanding this is of the whole sentence.

3. 3 Student's degree of British communication skills

In order to evaluate the student's capability in speaking English, (communication skill), interviews have been conducted for 20 students with at the least 6 students from each of the three aforementioned level. The student's degree of communication skill is ranked as below



Good communicator

Fluent speaker, little grammatical mistake in speech, able to react to question and present judgment, appropriate use of certain terms and have wide range of vocabulary (at main standard).

Average communicator

Moderate speaker, made some quite evident grammatical errors in speech, able to understand the question and respond accordingly, average selection of vocabulary.

Poor communicator

Poor/slow speaker, made a lot of very apparent grammatical errors in speech, struggling to understand the question given and distortion of ideas in giving opinion.

Table 3. 3. 1: Grading scheme for student's degree of fluency in speaking English

Based on the interviews, perseverance of students' English fluency level is shown in the pie chart below

Pie graph 3. 3. 2: Amount of students at equivalent British fluency level

Based on the pie chart, it is known that almost all of the students are poor in speaking British (55%). Only a tiny number of these (15%) are fluent in the terminology while the break (30%) are of average level. Therefore, although a student performs effectively in English understanding, she or he may not always accomplish that in oral. It is because, out of 6 students who are categorized in the nice level (by the instructors), only 3 of them manage to speak fluently, whereas the rest are rated as average speakers. Some of the students who are in average degree of English comprehension also did terribly in their oral. Besides that, some students do have acceptable selection of vocabulary but struggling to speak well because of their low self-confidence.

3. 4 From the students' perspectives

Data analysis because of this part is performed predicated on results obtained from the second group of questionnaires.

The questionnaire is split into 7 different parts to simplify the process of data research and below is the graph for part one of the questionnaire.

(Question 1 to 4)

Graph 3. 4. 1: Students' viewpoints on the British programs and their point of view (Part 1)

Graph 3. 4. 1 shows about 65% students dislike the topic. 55% of them admit their inclination to lose focus while learning the subject in class. Only 20% of these are aware of the importance of learning it while 65% feel that using a good base of English doesn't provide any benefit to them in seeking their future job.

Graph 3. 4. 2: Students' thoughts on the English programs and their point of view

(Part 2)

From the graph above, 75% of respondents concur that learning British in school demonstrates to them tons of new vocabulary but only 23% of these admit to possess used the newly learned vocabulary on paper essays. Furthermore, most of the students (75%) concur that they understand the lessons conducted by the professors.

Graph 3. 4. 3: Students' thoughts on the British programs and their perspective (Part 3)

The graphs for questions 8 to 11 illustrate the students' thoughts on the programs conducted. 65% disagree that the programs are interesting, while 70% admit to attending British programs conducted in school. However, only 25% believe that they relished themselves through the programs. Needlessly to say, the majority of the students (60%) disagree that the programs conducted acquired really helped them in providing an improved understanding of the topic.

Graph 3. 4. 4: Students' viewpoints on the English programs and their viewpoint (Part 4)

The poll for questions 12 and 13 show that 60% disagree that heading to collection is a great activity and helps them improve their vocabulary. In fact, from the interviews finished with the students, most of them said that they almost never read literature in the collection as they are easily tired by the experience. However, this statement usually came from students who are vulnerable in English. For some others, they really love this activity and discovered plenty of new words from the activity. Therefore, this activity is merely considered effective for some of these; especially those who find themselves able to understand the dialect.

Graph 3. 4. 5: Students' ideas on the British programs and their perspective (Part 5)

The results of questions 14 and 15 suggest that students really like the usage of technology in learning British (75% polls). However, an inferior quantity of students (60%) agree that it can help them to understand the subject even more; indicating that the material of the multimedia presentation might be less effective in achieving the learning needs of a few of the students.

Graph 3. 4. 6: Students' viewpoints on the English programs and their perspective (Part 6)

Part 6 of the questionnaire consists of questions regarding the school's role in producing good British speaking skills among students. Only 39% agree that almost all of the programs conducted helped in increasing their British speaking potential while 80% disagree that the institution environment had influenced these to speak English.

Graph 3. 4. 7: Students' opinions on the English programs and their perspective (Part 7)

Results of the previous part of the questionnaire show that only 45% of the students are self-assured while speaking English. This did not take into account their ability to speaking the terminology; whether it's good, average or poor. In addition to that, more than 90% of the students say that that their family doesn't really cause them to become speak British nor practice it at home, with a incredibly higher volume of students who strongly disagree compared to simply disagree.


4. 1 Programs' assessment

From Stand 3. 1. 4, British programs that frequently stress on simple vocabulary and terminology applying skill component include going to the catalogue, labeling school's properties and 'EMS'. Most students scored well in simple vocabulary and terms applying skill aspect (Graph 3. 2. 2); indicating they are with the capacity of using the right term in the right context. Thus, the 3 activities mentioned previously are proven effective in boosting the students' British vocabulary acquisition. However, even though students do well in the two 2 components, they rarely use what in essay writing or any activities consequently (Graph 3. 4. 2). This might be why students are weakened in sentence structure (Graph 3. 2. 2); because of the lack of practice in building grammatically correct phrase using the word they have learnt.

For English vocabulary station, each aspect is described as being rarely stressed (Table 3. 1. 4). It is because; the occurrence of the dangling flashcards and charts aren't apparent nor being utilized by the students. It is a disappointment considering there is a lot valuable information being displayed on each chart and flashcard. Therefore, this program is rather inadequate in facilitating students' understanding in the topic.

Based on Stand 3. 1. 4, it is well known that lessons on grammar are largely conducted in extra classes, in comparison to other programs. In Graph 3. 4. 2, 75% lay claim to understand most of the teachings done by instructors. That is quite surprising considering their current degree of English acquisition, as a whole is much less good. So, students might think they have got understood English lessons in class but in certainty they didn't. Besides, 55% say that their tendency to lose concentrate while learning the subject in school (Graph 3. 4. 1). As principal students are at young age, they just listen to teachers and frightened to ask questions. This frame of mind has been very synonymous with Malaysian students especially among those in lower grades. It is because of the unbreakable boundary that is accessible between teachers and students. Although it has were able to keep up with the students' value towards teachers, the connection between them is limited. Hence, students may have misinterpreted some grammatical concepts in class and refused to clarify them with the teachers; which is the reason why they constantly have problems and confusions in understanding sentence structure.

For 'Patriotic Day' program, although interesting activities are conducted (Table 3. 1. 3), they are advantageous only to some students. This is due to the lack of contribution from average and vulnerable students. Good students are generally chosen to take part in such activities which describe why about 60% of respondents disagree that most of the programs conducted had really helped them in providing a much better understanding of the topic. Limited its likely that given to average and poor students to boost their performance whereby these are being 'sidelined' in those activities.

On the other palm, activities relating to the use of technological appliances like LCD do help stimulate students' engagement throughout the training process. That is proven in Graph 3. 4. 5 where 75% of them prefer the utilization of LCD in their British lessons. Students are often triggered by the use of technology because of their personal background as the majority of them live in rural areas and are less subjected to modern-technological creation. However, the articles have to be improved to meet the student's need in learning the subject. This is because, even though 75% of them prefer the use of LCD, an inferior amount of students agree that the contents are often understood.

'EMS' and Co-curricular activities contain elements that can help enhance the students' communication skills. For Co-curricular activities, the good thing about improving one's communication capability is only gained by British club members since the club assembly is organised in English. For EMS, even with convincing items of the program (Stand 3. 1. 3), students still aren't able to communicate well in English. This is because; the communicative part in 'EMS' is found to be insignificant since the main purpose of 'EMS' is more on improving students' comprehension of British language in Mathematics and Knowledge (Table 3. 1. 3, viii, b(i)). Quite simply, activities that are likely to improve communication skills aren't being conducted effectively or not being conducted by any means. Because of this, students are not capable of improving their communication capability gradually.

From the interview carried out with educators, they think it is hard to start students to voluntarily speak English in school. Therefore, it is equally hard to teach those to speak properly. This might be influenced by the fact that they aren't used to converse in British because of the social qualifications; as they reside in rural areas. Nevertheless, as both programs have failed in reaching the difficulties abovementioned, they are considered ineffective in enhancing the students' British communication skill, as majority of them are unable to speak well in the dialect.

Basically, British programs conducted by the school are less effective to advertise good understanding of English subject matter among students, especially in conditions of enhancing their grammatical acquisition and developing their communication skills.

4. 2 Ideas for programs' enhancement

Knowing that a lot of key students, especially from rural areas aren't alert to the value of learning British, it is fundamental for the school to expose them with the value of learning the topic in school. A better perception about them can be developed when the students understand the importance of learning it. This is essential knowing that more than 90% of the students say that that their family doesn't really cause them to become speak British nor practice it at home (Graph 3. 4. 7). Hence, for students surviving in rural areas, school's role is most important as it's the students' sole way to obtain learning British.

In the 4. 1 discourse, students are found to possess problems mainly in grammar. Grammar itself is a 'dried up' subject, especially when it is only being taught in course. Monotonous teachings scheduled to one-way connections between professors and students might cause boredom and lost of concentration in the learning process. Thus, educators should create fun means of learning grammar, besides formal teachings in school. More activities relating to the 'use' of grammar should be conducted to ensure that students know the importance of learning grammar and manage to apply their knowledge in the right context. Executing sing-a-long on grammatical concepts can be handy. Children's brain will reply well to tracks; which can help them keep in mind the ideas better. Besides that, it is very important to involve poor students in English activities and happenings as they could gain reap the benefits of it. Thus, more opportunity should be exposed to unleash these students' potential preventing them from sense left out in this subject.

Hanging flashcards and charts in the school's hallways could be useful if the students notice them. Therefore, instructors should test the students' awareness on this matter by asking them questions regarding the material of the materials. A competition should be conducted onto it to make it more pleasurable. Winners should be rewarded and given privilege. It is proven effective in reinforcing positive behaviour among students.

Based on Desk 3. 1. 3, a lot of workshops conducted on British communication skills neglect to help the students improve their communicative ability. The root cause is situated on the practice of the dialect. Expanding good speaking skills is much less easy as attending and hearing workshops. The key of mastering any terms indeed is the practice of computer in real life. Hence, the school should create a far more conducive environment for the students to encourage them to speak British.

Friends and family should be supportive of the student's effort in rehearsing the language. Regarding to Williams and Asher (1993), 4 basic ideas should be trained in social skills instruction






Taking turns, writing materials and making ideas.



Getting involved, getting started and attending to.



Talking with others, requesting questions, discussing yourself, tuning in skills, making eyesight contact, using the other child's name.



Giving focus on others, saying nice things to other folks, smiling, offering help or suggestions.

Table 4. 2. 1: Four basic principles that needs to be taught in communal skills coaching relating to Williams and Asher (1993)

Another effective way to enhance the student's communication skill is by stimulating them to view more English cartoons with British subtitles. Kids are easily attracted to cartoons and this should be taken into gain. 'Upin and Ipin' is a local cartoon show, famous among Malaysian kids. Thus, it is practical to allow kids watch the show in the British version. This assists those to familiarise with the consumption of appropriate grammar and punctuation.

Lastly, the tasks of educators are as motivators. As many primary students fear so much requesting questions to professors in English, giving appropriate responses can encourage students' involvement. Research found that positive feedback is more effective than negative ones in changing pupil behavior.


Effective praise

Ineffective praise


Is sent contingently.

Is delivered arbitrarily or unsystematically.


Specifies the particulars of the


Is limited to global positive reactions.


Shows spontaneity, variety, and other indications of credibility; suggests clear focus on the student's success.

Shows a bland uniformity that implies a conditioned response made out of nominal attention.


Rewards attainment of given performance conditions (can include effort conditions, however)

Rewards mere participation, without concern of performance techniques or outcomes


Provides information to students about their competence or the worthiness of their accomplishments

Provides no information by any means or offers students information about their statusTable 4. 2. 2: Five out of twelve guidelines for effective praise

4. 3 Weaknesses and limitations

There were many weaknesses and constraints discovered throughout the progress of the analysis. Firstly, the evaluation of this study is done entirely predicated on results gained from one school. Considering the located area of the school which is at a rural area, other schools mostly those situated in cities might produce different effects. Therefore, the results from this research might be inapplicable for other colleges with different kind of environment.

Secondly, the score of the students' individual performance is mainly done predicated on personal perception, even with grading design provided; especially in deciding the student's communication capacity. Hence, student who is rated nearly as good communicator by the researcher may not be ranked the same by other person. In addition, researcher might have lowered the conditions a bit taking into consideration the students are from a rural university.

Other than that, the students' degree of understanding in each English component is set predicated on their performance in responding to 1 group of questionnaire. In fact, the questionnaire itself has some weaknesses alone. Firstly, the training for the Language applying skill part is not clear for some students which got brought on misunderstanding in responding to the question. In addition to that, the questions well prepared in each section might not be detail enough to permit precise sign of the students' degree of acquisition in the individual English component.

Besides that, scheduled to time restriction typically, this research entails analysis of English programs conducted in the Year of 2009 only, which at the same time overlook other programs that had been organized by the institution for the past four years; since the typical 5 students started out their schooling at Standard 1. This is certainly the weakest point of the study as the evaluation of the programs is performed in mention of the programs outlined for the reason that particular 12 months only.


While certain programs are proven effective in helping students in some British components such as simple vocabulary, they are ineffective for other components including grammar and the development of communication skills. Therefore, it is found that the series of English programs carried out by the institution are less effective in growing students' comprehension and social skills in British. In fact, the students' verbal capability is a lot worse than their theoretical knowledge of the language. It is because of their social background; residing in rural areas where in fact the exposure of English is limited. Even though some English-learning sources can be found through multimedia; unsupportive members of the family could possibly be the most dominating factor that hinders the youngsters from acquiring this words effectively. Quite simply, they tend to perceive English as something 'overseas' and less significant.

From previous discourse, it is well known that most students are assured about their range of vocabulary, but fail to express their thoughts by speaking in English. This portrays how students see English as a theoretical subject matter, much less a terminology. Hence, the verbal practice of the terminology must be located among the priorities in executing any British programs to ensure that students know the main reason for learning this dialect; which is to be in a position to speak in this terminology.

Students themselves need to be participative and enthusiastic in going to the programs. Weak students especially, should be determined in any way to help them understand the subject better. Another important thing is the assistance between parents and educators. A good marriage should be set up between both of these parties to guarantee the continuity of the learning process; both at institution and at home. Parents must play their role as motivators to their children. They may well not be good in English, but they should always support and encourage their children to learn it specially when the children are still young.

As the word moves "Practice makes perfect", mastering the language is actually feasible as long as those worried play their assignments; school administrators, teachers, parents and students themselves. Nevertheless, it's important to note that the basic learning of British should be well taught and discovered so that students can use and speak the language at ease which is hoped that it will boost their level of confidence for the future undertakings.

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