DUAL LANGUAGE PROGRAMME (DLP):  MEDIATING EFFECTS OF READINESS, INTEREST AND CONFIDENCE ON STUDENTS’ SATISFACTION

Umi Kalsom  Masrom; Mardiana  Idris; Zailani  Jusoh

doi:10.24200/jonus.vol6iss2pp1-20

Umi Kalsom Masrom Universiti Tenaga Nasional (UNITEN), Jalan Ikram-Uniten, 43000 Kajang, Selangor, Malaysia.
Mardiana Idris English Language Unit, Kolej Matrikulasi Kejuruteraan Johor, Jalan Kukup, Pekan Rambah, 82000 Pontian, Johor, Malaysia.
Zailani Jusoh Faculty of Languages and Communication, Universiti Sultan Zainal Abidin (UniSZA), Kampung Gong Badak, 21300, Terengganu, Malaysia.

DOI: https://doi.org/10.24200/jonus.vol6iss2pp1-20

Abstract

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.

Cite as: Masrom, U. K., Idris, M., & Jusoh, Z. (2021). Dual Language Programme (DLP): Mediating effects of readiness, interest and confidence on students’ satisfaction. Journal of Nusantara Studies, 6(2), 1-20. http://dx.doi.org/10.24200/jonus.vol6iss2pp1-20

Author Biographies

Umi Kalsom Masrom, Universiti Tenaga Nasional (UNITEN), Jalan Ikram-Uniten, 43000 Kajang, Selangor, Malaysia.

Umi Kalsom Masrom is currently a Senior Lecturer at the Energy University or also known as Universiti Tenaga Nasional (UNITEN). She holds a doctorate degree from Universiti Malaysia Pahang (UMP) and a Master of Education in Teaching English as a Second Language (TESL) from Universiti Putra Malaysia (UPM). She is an enthusiastic educator cum researcher whose interests are in the areas of Second Language Acquisition (SLA), Task-Based Language Learning and Teaching (TBLT) and Computer-Assisted Language Learning (CALL).

Mardiana Idris, English Language Unit, Kolej Matrikulasi Kejuruteraan Johor, Jalan Kukup, Pekan Rambah, 82000 Pontian, Johor, Malaysia.

Mardiana binti Idris graduated from University of Exeter, UK in 2001. Sponsored by the Ministry of Education Malaysia, she obtained her PhD in TESL from Universiti Teknologi Malaysia. Currently, she is the Head of English Language Unit at Kolej Matrikulasi Kejuruteraan Johor. Her research interests include speaking skills, self-assessment, peer assessment and learner autonomy.

Zailani Jusoh, Faculty of Languages and Communication, Universiti Sultan Zainal Abidin (UniSZA), Kampung Gong Badak, 21300, Terengganu, Malaysia.

Zailani Jusoh holds a PhD in Education from International Islamic University Malaysia. She is currently teaching English at the Faculty of Languages and Communication, UniSZA. She has been teaching for almost 30 years. Her research interests include reading assessment, and teacher development.

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