FACULTY OF PSYCHOLOGY AND EDUCATION

UNIVERSITI MALAYSIA SABAH

12th International Asia TEFL & 23rd MELTA International

Conferences
28-30 AUGUST 2014
Borneo Convention Centre, Kuching, Sarawak

The Voice of Sarawak Malay ESL Teacher

Trainee: A Study of Sarawak Malay ESL
Teacher Trainee
Norsarihan bin Ahmad
Associate Prof. Dr Hamzah Omar

*The Ministry of Education, Malaysia has outlined their

concern to produce quality teachers in Malaysia through

Education Development Plan and Standard Guru Malaysia

*Due to the demand of producing quality education, teachers

have to be able to produce quality teaching.

*In preparing quality teachers, Teacher Education Institutes

have to seriously train and develop potential teachers from

all aspects. It would be impossible to achieve the desired
results unless the teachers have the positive aspects.
(Sunbul, 2000, p.224)

i.

As a non-native speaker of English, it is important to

listen to the challenges and pressure of the teacher
trainees to accommodate and provide assistance to
these students in relation to their significant cultural
and language differences (Cruickshank, Newell, &
Cole, 2003).

ii.

The Sarawak Malay ESL teacher trainee ESL bring into

classrooms a multi-cultural perspective and a bilingual
learning experience; however, some of them confront
challenges and obstacles due to their language and
cultural backgrounds.

Aim of the Study

To describe and investigate the
voice of Sarawak Malay ESL
teacher trainee in his endeavor
as ESL teacher trainee in one of
Institutes of Teacher Education
(ITE) in Sarawak.

Sarawak
Sarawak Malay
Malay ESL
ESL Teacher
Teacher
Trainees
Trainees

Theoretical Framework of
The Study

Dilemmas
Dilemmas of
of Sarawak
Sarawak Malay
Malay
ESL
Teacher
Trainees
ESL Teacher Trainees

The
The Constructivist
Constructivist Theory
Theory
(Vygotsky,
1978)
(Vygotsky, 1978)
The
The Sociocultural
Sociocultural Theory
Theory
(Vygotsky,
1978;
Bryman
(Vygotsky, 1978; Bryman
2001)
2001)

The
The Attribution
Attribution Theory
Theory
(Weiner
1986,
(Weiner 1986, 2000)
2000)

The
The Self
Self Determination
Determination
Theory
(Deci,
Theory (Deci, Connell
Connell
&
Ryan,1989)
& Ryan,1989)

The
The Socio-educational
Socio-educational
Model
Model (Gardner,
(Gardner, 1985)
1985)

Sarawak
Sarawak Malay
Malay ESL
ESL Teacher
Teacher Trainees
Trainees
Overcoming
the
dilemmas
in
their
Overcoming the dilemmas in their endeavor
endeavor
as
ESL
Teacher
Trainees
as ESL Teacher Trainees

Model
Model of
of Second
Second Language
Language
Motivation
(Tremblay
Motivation (Tremblay and
and
Gardner,1995)
Gardner,1995)

*The case studies allow the

researcher to be more familiar

with the data in its natural setting
and thus, appreciate the context
of the study (Creswell, 1998)
*The study describes the situations
that are facing by the teacher
trainees and it focus on an indepth exploration of the actual
case (Creswell, 2005, p. 439).

*The participant A Sarawak Malay

ESL Teacher Trainee (Wak).
*The participant is currently
studying in TESL program as
teacher trainees.
*Purposive sampling is used as the
participants are information rich
(Patton, 1990 : 169).

*Observations were carried out in

the classroom and outside the
classroom.

*Field notes

1.Semi-structured interviews (Bogdan & Biklan,

2006) with Sarawak Malay ESL teacher trainee to

tap his views and perspectives of the challenges he
face in his study in ITE.

2.Probing - to get the participant of talk about their

dilemmas in their quest to be ESL teachers.

Case

Semester

2012

2013

Wak

Jan - Apr

Jan - Apr

July - Sept

July - Sept

Observation
Time

0700 1245
1400 - 1800

Day

Mon - Thurs

Venue

Classroom
Cafeteria
Library

Step
1. Analysing the
interviews

Focus
Sarawak Malay
ESL teacher
trainees
dilemmas

Pre-analysis
Transcription of
data
Development of
sub-categories
within the
thematic
categories.

2. Analysing the
classroom
observation

Sarawak Malay
ESL teacher
trainees actual
classroom
behaviours.

Transcription of
data
Identification of
main dilemmas of
Malay teacher
trainees.

Steps in
analysis

Outcomes

1.Identify key
words, phrases
and code them.
2. List the above
under relevant
categories.
3.Group key
words/ phrases
into subcategories.

Descriptions of
each category of
MTT dilemmas.

1.Cut and paste

the dilemmas into
sub-categories.
2. Compare and
contrast data
from observation
and interviews.
3. Tabulate
comparative data
of each case.

Descriptions of
each MTT
classroom
behaviours.

Identification of
patterns across
MTT dilemmas.

Individual and
group patterns of
classroom
behaviours and its
relation to their
dilemma.

Step 1: Identify key

components of research
questions

Step 2: Repeated
reading of interview
transcripts

Stage 8:
Collect
compone
nts
related
to each
theme
for each
participa
nt

Emerging
Emerging
themes
themes

Step 3: Identify
emerging themes
related to research
questions.

Data
Data from
from
Interview
Interview
transcripts
transcripts

Stage 7:
Use
clusters
to
confirm
theories

Step 4: Underline the

key comments related
to research questions

Step 5: Reduce
comments and record in
margin of text

Stage 6: Create clusters

Clusters
Clusters
formed
formed

Themes
Themes

Stage 9:
Constru
ct each
particip
ants
perspec
tive on
themes

Case
Case
studies
studies

1.

Researcher employed techniques that Merriam (1998)

suggests; peer examination and member checks.

2.

To ensure validity(credibility), the findings were sent

to lecturers and professors in TESL pedagogy and
qualitative research to examine the responses.

3.

Data collected from the interviews were returned to

the participant to ensure results were plausible.

4.

A researcher-participant relationship was maintained

throughout the study to further assure that the data
collected were as accurate as possible.

The Dilemma
The situation that often involves
complex and conflicting principles
of ethical behavior because no
clear guideline is available on
how to act and respond to a
specific problem.

Waks levels of dilemmas

Social
relationship

Cultural
misfit

Low dilemma

Difficulty in
working with Malay
friends
Painful experience
in taking parts in
class discussion
Asking questions is
asking for
problems
Dealing with traitor
in the group

Language as barrier
Irritating English
slang
Easier to speak
Malay with the
Malays
Speaks English with
the non-Malays not
Malays
Unwilling to take the
risk
Negative remarks
when speaking
English
Should I stay with
my Malay group
members?

Mild dilemma

Dealing with
uninterested
friends in teaching
Distractions from
social media
Dealing with
peoples behaviour

Not ambitious, as
long as the work is
completed
Nothing has change
and I am satisfied
with it
Does not take
competition
seriously
Does not want to
look like a fool
Should I sit in front
or at the back?

Aspects

Linguistic
confusion

Learning
to teach

Selftunneling

Confuse with the

English language
structure
Proficiency is
more important
than accent

Learning too
many theories
It looks easy but
the result is
frustrating
Theories or
practice?
Many tasks with
limited time but
high expectations

Short-lived
motivation
I am just a survivor
Struggle to get
good pointers
A survivor rather
than competitor
school mentality
Slowly fading
energy and passion

Understanding
new and difficult
words

Learning more
than ESL subjects
Not really good in
writing
Did not read a lot
Finding relevant
materials and
information

Inconsistent mood
Maintaining the
right attitude as
future ESL teacher
Die hard
procrastination

Why should I

Restrictions and

Levels

Serious

How Wak overcome their dilemmas in his endeavor to be ESL

teachers
1

Accept the
consequences

accepting the fate that I have to do that as a part of being a responsible, good
adult. Im here, carrying hope of my family, carrying my own dreams too, so, by
hook or by crook, I just have to adapt and do my best in working on the
assignments. MTT.int(3):(103-107)

Not interactive
but study hard

Interaction dalam kelas memang nya macam down la sik banyak interaction tapi
bila nak exam, dia akan belajar benar-benar. Independent learning. MTT.int(1):
(196-198)

Learn from
presentation

Tapi even kalau best buat presentation biasanya kita akan ingat balik dan
paham apa yang kita dah present. Bagi tajuk, ok next week present something.
Lepas ya bila dah present automatic kita akan ingat. Aku dah present aku akan
ingat la. Bila kita dah buat kita akan tau. Bila dah exam baru la buka
balik.MTT.int(1):(270-274)

Do not care
about what
people think

Ermmm, I dont really care about peoples perception. They can think what
they want to think. Malas la. Lantak la.MTT.int(1):(78-79)

Imagine that
everything will
be fine at the
end

I think that I can't wait to grow up and stop thinking about these unnecessary
stuffs and focus on my career. Why dont I justI do not, I dont have to think
about all these just focus on my career, focus to be a teacher and focus to get a
job, focus on my future, focus to get a decent job, have a family and stuff
thats why la sometimes just, I just can't wait la to be grow up and let the
hormone stop (laugh). MTT.int(2):(100-109)

How Wak overcome their dilemmas in his endeavor to be ESL

teachers
6

Put on own
effort in
learning new
words

Sometimes, I was left, clueless about new words and terms. Nevertheless, I
never left myself without knowing meanings of those new words. Dictionary
application installed in my laptop is the solution on how I can overcome this
problem. MTT.int(3):(169-162).

Improve
vocabulary with
reading

Reading also helps in improving my vocabularies especially when working on

our projects and assignments. In order to find good source for our assignment,
we were required to do our own extensive research, which requires a lot of
reading activities. The reading activity itself helps in developing my personal
language skills. MTT.int(3):(183-187).

Adapting to the
situation

I have to adapt on how they work and how they figure things out.
Nevertheless, I prefer to get things done quickly especially in working in
groups because working things done fast will give out more chances to me to
work out other stuff that are equally important. MTT.int(3):(197-194).

Learn English
from the social
media

Actually, practice of English bukan saja kita boleh buat dalam kelas atau dalam
IPG tapi boleh buat dalam social media. Kita akan follow tulis dalam bahasa
inggeris kita tweet dalam bahasa inggeris. Kadang-kadang chatting pun
chatting dalam bahasa inggeris. There is alternative way la other than class.
MTT.int(1):(295-300).

1. Facing the social stigma in speaking English

language
i. The dilemmas in which Wak had to decide which language to
speak with his Malay friends as to avoid being ridiculed and
labelled ngegeh This further support the finding by Rajadurai,
(2010) that Malays are expected to speak Malay.
ii. The dilemma faced by Wak to either speak English language
or Malay language among his Malay friends is the biggest
dilemmas in his endeavor of teacher training because he do not
want to be accused of show off in front of his Malay friends.
iii. Wak struggle to practice English language in the ITE
environment with many friends opposing, mocking and making
fun of him.

3. Mixing the language

i. Due to multilingual and multiethnic nature of teacher trainees,
ITE has become the melting pot where interference in
language occurred during communication.
ii. The use of Basilectal form of Malaysian English (Omar, 1987)
by future teachers would deteriorate the quality of English
language and could not contribute to the improvements of
students level of proficiency (Sofi Ali, 2003).
4. Determination to be TESL teacher
i. The intensity of learning too many theories and getting bad
results from assignments and exams initially put Wak in
dilemma. However, his ability to adapt and accept the situation
due to his determination to be future ESL teacher. As Weiners
Attribution Theory that people try to determine why they do
what they do (Weiner 1989, 2000).
5. Self-tunneling
i. Wak has the passion and interest to be ESL teacher this was
supported by Self-determination theory (Deci, Connell, and
Ryan, 1989:580) to experience a sense of choice in initiating
and regulating ones own actions but he has to face the
dilemmas in the ITE especially among his Malay friends.
ii.

1. The Sarawak Malay ESL teacher trainees should be

supported by exposing them to real-life of TESL

environments, which could provide them with supportive
environment to practice their English language skills and
share their ideas on language learning.
2. The Sarawak Malay ESL teacher trainees should not be
accused, judged, scorned, and blamed for not having the
perfect and ideal stigma of excellent ESL teacher
trainees.
3. Leaving them in the state of dilemmas would not just
deteriorate Waks passion and ambition as future ESL
teacher but could negatively affect his overall attitude
towards the profession as future ESL teacher.
4. important steps should be taken in alleviating the
potential cultural conflicts that may arise in an English
language classroom.

norsarihan_ahmad@yahoo.
com