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ve to table 2 where it was a set of questions that have been answered by 10 teachers who was randomly picked by the researchers. 100 percent of teacher agreed that Malay language should be used in the classroom. Almost half of the teacher answered that Malay language help them to define some new vocabulary item as for example some abstract words (50 percent). 30 percent of the teacher had answered that Malay language helped them in explaining complex grammar and lastly 20 percent of the teacher gave the answered that it help in giving the instructions to the students. Concerning why the use of Malay language was necessary, teachers answered because “it is more effective” (60 percent) and “it aids comprehension greatly” (40 percent). One teacher suggested that the use of L1 helps students become more aware of the differences and similarities between different cultures.

 

4.4.3 Summary

Based on the data gathered by the researcher, it was clear that the used of Malay language is important to the teacher and for the students as well. More than 50 percent of the students agreed to have the L1 in the English classroom and 100 percent from the teachers. Clearly, Malay language was considered as an effective tool to be used in learning the English language. The researcher viewpoint is that a careful use of L1 has too many benefits to be cut-rate. At the beginner and very lower levels, acknowledging the student native language builds cultural bridges, fosters mutual respect, and keeps English in perspective for the students, so they do not discount their native language. Their pride and self esteem is extremely important, and must be kept intact. They will fall back upon their native language instinctively, as any of us well know who have acquired a second language ourselves. So, set the role model for them, and demonstrate a bilingual ability which can at least explain parts of speech, spelling, punctuation basics, vocabulary and complex grammar. The researcher firmly believes use of Malay language enhances learning, so much so that the researcher is willing to advocate it in the classroom. Another view that the researcher want to emphasize is while non-native English speakers are studying English at tremendous rates all over the world, native English speakers are not doing the reverse. Therefore, researcher considers it rather selfish to refrain from allowing other native languages into the classroom.

 

CHAPTER 5

DISCUSSION OF FINDINGS, CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS讨论调查结果，结论，影响和建议

5.1 Introduction

On the whole, the final chapter of this study includes the discussions on findings, conclusion implications and recommendation from the results reported in Chapter 4. Thus, the data collected from this research is the yardstick used in determining the relevance of the research hypothesis. Therefore, results shown and reported in Chapter 4 will be used as important evidence for further discussions in this chapter.本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。