DUAL LANGUAGE PROGRAMME (DLP): MEDIATING EFFECTS OF READINESS, INTEREST AND CONFIDENCE ON STUDENTS’ SATISFACTION
DOI:
https://doi.org/10.24200/jonus.vol6iss2pp1-20Abstract
Background and Purpose: Most research on Dual Language Programme (DLP) in Malaysia mainly focused on the teachers’ perceptions or challenges faced in implementing the programme in schools and only a few concentrated on the receiver of this programme – the students. Therefore, this study seeks to address this gap by examining factors which affect students’ satisfaction of DLP programme.
Methodology: In this study, 105 DLP students from secondary schools in Pekan, Pahang, a state in the east coast of peninsular Malaysia, answered a four-point Likert scale questionnaire, ranging from strongly agree to strongly disagree. The questionnaire was first assessed by experts and after that, went through a pilot test. The Cronbach’s Alpha value recorded was 0.862. The data obtained were then analysed using Structural Equation Modelling (SEM).
Findings: Findings indicate that the path coefficient of readiness to interest, readiness to confidence, and interest to student satisfaction are significant. However, the path coefficient for confidence and readiness to student satisfaction were not significant since p-value > 0.05. In testing mediation, interest did mediate the relationship between readiness and student satisfaction with full mediation while confidence did not mediate the relationship between readiness and student satisfaction.
Contributions: The contributions of this study lie in its empirical findings in understanding students’ satisfaction towards DLP programme in Malaysia. Additionally, it suggests the need for pragmatic and humanistic pedagogy in teaching Science and Mathematics in English.
Keywords: Dual language programme (DLP), student satisfaction, Structural Equation Modelling, mediation, Science and Mathematics in English, Malaysia.
References
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Thorndike, E. (1932). The fundamentals of learning. New York AMS Press.
Tunçel, H. (2015). The relationship between self-confidence and learning Turkish as a foreign language. Educational Research and Reviews, 10(18), 2575-2589.
UNICEF. (2012). School readiness: A conceptual framework. United Nations Children’s Fund.
Wang, R., Hempton, B., Dugan, J. P., & Komives, S. R. (2008). Cultural differences: Why do Asians avoid extreme responses. Survey Practice, 1(3), 1-7.
Yahaya, M. F., Mohd Noor, M. A., Mokhtar, A. A., Mohd Rawian, R., Othman, M., & Jusoff, K. (2009). Teaching of Mathematics and Science in English: The teachers’ voices. English Language Teaching, 2(2), 141-147.
Yassin, S., Marsh, D., Ong, T. L., & Lai, Y. Y. (2009). Learners’ perceptions towards the teaching of Science through English in Malaysia: A quantitative analysis. International CLIL Research Journal, 1(2), 53-69.
Zhiyong, S. (2016). How to increase primary students' enthusiasm for learning English? Social Science and Technology Education.
Zubir, H. (2003). Dilemma of form one students in learning Science in English: My personal experience. Managing Curricular Change.
Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545-561.
Anggau, J. (2007). Masalah dan cabaran pelaksanaan dan pengajaran Sains dan Matematik dalam bahasa Inggeris di sebuah sekolah menengah pedalaman daerah Ranau. (Disertasi sarjana tidak diterbitkan). Universiti Malaya, Malaysia.
Awang, Z. (2015). SEM made simple: A gentle approach to learning Structural Equation Modeling. MPWS Rich Publication.
Bettencourt, E. M., Gillet, M. H., Gall, M. D., & Hull, R. E. (1983). Effects of teacher enthusiasm training on students' on task behavior and achievement. All American Educational Research Journal, 20(3), 435-450.
Gray, J. A., & Diloreto, M. (2016). The effects of student engagement, student satisfaction and perceived learning in online learning environments. NCPEA International Journal of Educational Leadership Preparation, 11(1), 1-20.
Hareesol, K, I., Mohd Sofian, O., & Mohamad Khairi, H. O. (2017). Effect of students confidence level toward Mathematics performance among southern Thailand primary school children. International Journal of Academic Research in Progressive
Education and Development, 6(2), 20-34.
Haron, I., Gapor, A. L. H., Masran, M. N., Ibrahim, A. H., & Nor, M. M. (2008). Kesan dasar pengajaran Matematik dan Sains dalam bahasa Inggeris di sekolah rendah [The effects of using English as the medium of instruction for Mathematics and
Science in primary school]. Universiti Pendidikan Sultan Idris, Perak.
Has Bullah, N., & Md Yunus, M. (2019). Teachers’ perception on the implementation of Dual Language Programme (DLP) in urban schools. Asian Social Science, 15(1), 24-31.
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127.
Idris, N., Loh, S. C., Mohd. Nor, N., Abdul Razak, A. Z., & Md. Saad, R. (2006). The professional preparation of Malaysian teachers in the implementation of teaching and learning of Mathematics and Science in English. Eurasia Journal of Mathematics,
Science and Technology Education, 3(2), 101-110.
Kiong, P. L. N., Yong, H. T., & Hoe, L. S. (2005). An exploratory study on the effect of teaching and learning of Mathematics using English. http://docs.google.com/gview?a=v&q=cache:e9GZrgskNCcJ:www.ipbl.edu.my/inter/penyelidikan
/seminarpapers/2005/hwaUITM.pdf+3.+An+exploratory+study+on+the+effect+of+teaching+and+learning+of+mathematics+using+English&hl=en&gl=au&sig=AFQjCNHtwy6gJqlRxpmucFjETgOktfan5g
Kon, Y. H. (2008). Teaching efficacy beliefs of primary school teachers in using English to teach Mathematics and Science. Jurnal Institut Perguruan Bahasa-bahasa Antarabangsa, 3(2), 45-50.
Majid, N., Jaaman, S. H, Darus, M., Mohd Nazar, R., Mohd Ramli, S. N., Mohd Suradi, N., … Hashim, I. (2011). The readiness of Mathematics and Science lecturers to teach in English from students’ perspective. Procedia - Social and Behavioral
Sciences, 18(1), 342-347.
Ministry of Education (2013). Malaysia education blueprint 2013 – 2025 (Pre School to Post-secondary Education). Ministry of Education Malaysia.
Misdi, M., Liew, S. J., Lim, S. C., Baba, M. A., & Tan, K. H. (2008). The readiness of future technical teachers to teach in English. In Seminar Kebangsaan Jawatankuasa Penyelarasan Pendidikan Guru (JPPG 2008), 13-15 December, Bayview Hotel,
Langkawi. Fakulti Pendidikan Teknikal Universiti Tun Hussein Onn Malaysia.
Mohd Sharif, A. (2013). Limited proficiency English teachers’ language use in Science classrooms. GEMA Online Journal of Language Studies, 13(2), 65-80.
Nasri, N. M., Md Yunus, S. M., & Abdullah, S. I. S. S. (2018). Exploring Dual Language Program (DLP) Science teachers’ perceptions and experiences of curriculum change. International Journal of Academic Research in Progressive Education and
Development, 7(4), 303–318.
Nazarova, G. P., & Umurova, K. H. (2016). Self-confidence and its importance in learning language. International Scientific Journal, 4(1), 47-49.
Patrick, B. C., Hisley, J., & Kempler, T. (2000). "What's everybody so excited about?": The effects of teacher enthusiasm on student intrinsic motivation and vitality. Journal of Experimental Education, 68(3), 217-36.
Samsudin, S., & Ismail, Z. (2004). Masalah pembelajaran bahasa bukan saintifik dalam pembelajaran Sains. Diges Pendidik, 4(1), 32-43.
Schiefele, U. (2009). Situational and individual interest. In K. R. Wenzel & A. Wigfield (Eds.), Educational psychology handbook series: Handbook of motivation at school (pp. 197-222). Routledge/Taylor & Francis Group.
Shoemaker, C. A. (2010). Student confidence as a measure of learning in an undergraduate principles of horticultural Science course. HortTechnology, 20(1), 683-688.
Subramaniam, P. R. (2009). Motivational effects of interest on student engagement and learning in physical education: A review. International Journal of Physical Education, 46(2), 11-19.
Suliman, A., Mohd Nor, M. Y., & Md Yunus, M. (2017a). Dual language programme in Malaysian secondary schools: Are you ready? www.academia.edu/36091440
/Kepimpinan_Instruksional_Pengetua_da_Pengaruhnya_Terhadap_Penglibatan_Kerja_Guru_dalam_Pelaksanaan_KSSM,
Suliman, A., Mohd Nor, M. Y., & Md Yunus, M. (2017b). Dual language programme in Malaysian secondary schools: Glancing through the students’ readiness and unravelling the unheard voices. GEMA Online Journal of Language Studies, 17(4),
128-145.
Thorndike, E. (1932). The fundamentals of learning. New York AMS Press.
Tunçel, H. (2015). The relationship between self-confidence and learning Turkish as a foreign language. Educational Research and Reviews, 10(18), 2575-2589.
UNICEF. (2012). School readiness: A conceptual framework. United Nations Children’s Fund.
Wang, R., Hempton, B., Dugan, J. P., & Komives, S. R. (2008). Cultural differences: Why do Asians avoid extreme responses. Survey Practice, 1(3), 1-7.
Yahaya, M. F., Mohd Noor, M. A., Mokhtar, A. A., Mohd Rawian, R., Othman, M., & Jusoff, K. (2009). Teaching of Mathematics and Science in English: The teachers’ voices. English Language Teaching, 2(2), 141-147.
Yassin, S., Marsh, D., Ong, T. L., & Lai, Y. Y. (2009). Learners’ perceptions towards the teaching of Science through English in Malaysia: A quantitative analysis. International CLIL Research Journal, 1(2), 53-69.
Zhiyong, S. (2016). How to increase primary students' enthusiasm for learning English? Social Science and Technology Education.
Zubir, H. (2003). Dilemma of form one students in learning Science in English: My personal experience. Managing Curricular Change.
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2021-06-30
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DUAL LANGUAGE PROGRAMME (DLP): MEDIATING EFFECTS OF READINESS, INTEREST AND CONFIDENCE ON STUDENTS’ SATISFACTION. (2021). Journal of Nusantara Studies (JONUS), 6(2), 1-20. https://doi.org/10.24200/jonus.vol6iss2pp1-20
