UNIVERSITY OF READING

Department of Arts and Humanities in Education MA in English and Language in Education

An Evaluation of the Content and Structure of the Sijil Pelajaran Malaysia Oral English Examination: the Views of Teachers From Selected Secondary Schools in Malaysia

Dissertation submitted as partial fulfilment for the MA Degree in English and Language in Education

By
Shireena Basree bt. Abdul Rahman August 1997

Dedication

To my beloved parents ... Abah and Mak

&

the Basrees

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ACKNOWLEDGEMENTS
First and foremost, I wish to express my sincere gratitude to my Supervisor, Dr. Brian Richards for his guidance, support and positive criticisms in helping me to complete this dissertation. However, all the errors remain my own.

I would like to thank my sponsor, Institut Teknologi Mara, Malaysia, for giving me the opportunity to pursue my MA Degree in the University of Reading. My sincere thanks also goes to the Johor State Education Department, Malaysia and the teachers who kindly agreed to be a part of this study.

I would also like to thank my relatives and friends in Malaysia ... especially Maizura. Not forgetting the most wonderful friends whom I am grateful to have met... Antonia Bizoumi, Chan Fong Ming, Anna Karaolidou, Elena Hadjikakou and most importantly, Pingi Fasi ... whose thoughtfulness and warm words of encouragement gave me strength to continue, especially during the most painful and trying period of my stay here in Bulmershe.

Finally, my utmost love and gratitude goes to my parents, Abah and Mak, who have always been there for me ... giving their never-ending love and support, which has helped me to pull through moments of sadness and frustrations. My brothers Zakir Basree and Hanif Basree, my sister in-laws Shen and Nonie and above all, my love also goes to my darling sister Sherinaz Basree and rny little nephew and niece, Zalman Basree and Adrina Basree. This is for all of you ...

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SI Very Short Story

& young mother mouse left her three playful children at home, white she went out in searchfor food. Before leaving, she reminded them ... "Children ... Beware of the CSVT /// Promise me that you wittiwtgo out ...or It wilt eat you up". Upon her return, she was devastated to find that her children were missing ... and soon after, heard their cries of *yEP !!!*. flhe frightened mother immediately came up with an idea. She creeped Behind the Cat and screamed at the top of her voice ..."WOO?!! ... WOOf!!". The terrified Cat kapedaway, releasing all the children into the safety of their mother's arms. *Bac^ in the comfort of home, one of the children said... */ never fyiew that a mouse could Barf^ like a ...*. Smilingly, the mother replied... t<cfes my Dear, we can. you Iqiow why it is important to SPERK^ a Second Language...".

<l*\ ^ ^N^

^\^\
'

.&>* <>^

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ABSTRACT
This study seeks to evaluate the current format and content of the S.P.M

(Sijil Pelajaran Malaysia) Oral English Examination. This is done through an analysis of related documents, particularly the Malaysian English Language Syllabus for upper secondary schools, samples of past years S.P.M. Oral Examination questions and marking scheme. Aside from that, questionnaires were also distributed to seek the opinions of
teachers regarding the teaching of Speaking skills in English language classrooms, and also their perception about the current SPM Oral English Examination. Since the Malaysian English Language Syllabus is one that is based on the communicative approach of language learning, it is expected that the language tests of such

a syllabus should also be communicative in nature. In terms of Oral testing, a

communicative test should at least reflect "real-life" or everyday kind of communication.

However, the document analysis which was carried out revealed otherwise. The type of
oral activities that students engage in during the Oral Examination does not actually sample what the speaking component in the English Language Syllabus aims to achieve and fails to be communicative.

It is also the belief of this study that more attention is being given towards the teaching of the Literacy skills (reading and writing) at the expense of Oracy skills (listening and speaking). This is further supported by the questionnaire findings, where a
majority of the subjects agreed that there is a certain amount of neglect towards the

teaching and learning of Oracy skills in the English language classroom. The findings of
this study, among others, clearly highlights the worrying state of Oracy teaching, learning and also testing in the context of Malaysian English language syllabus for upper secondary

schools. Therefore, relevant measures should be taken by the Malaysian Ministry of

Education to rectify this problem.

IV

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CONTENTS

Dedication

Acknowledgements
A very short story

ii
iii

Abstract

iv

Chapter 1 - Setting the Scene

Introduction
Statement of the Problem

1
3

About Malaysia
The Role of English Language in Malaysia English Language in Malaysian Schools
Conclusion

4
5 8
10

Chapter 2 - Literature Review and Documentary Analysis

The Malaysian English Language Syllabus

for Secondary Schools
Communicative Language Teaching and Testing

12
17

Oral Testing Over the Years

The Basics of Language Testing

22
25

The S.P.M. Oral English Examination

Conclusion

26
30

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Chapter 3 - Research Methodology

Aims of Study Research Questions Description of Study

31 32 33

Instrument

33

The Pilot Study

The Subjects

35
36

The Administration of Questionnaires Document Analysis Data Analysis

Limitations of Study

37 37 38
39

Chapter 4 - Analysis of Data

Introduction

43

Feedback from Subjects

Analysis of Section A Analysis of Section B

43
46 49

Analysis of Section C Analysis of Section D

Statistical Test (Cross Tabulation and Chi-Square)

61 68
70

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Chapters - Conclusion
Introduction 72

Summary of Findings Some Implications Further Research

Conclusion

73 75 78
80

Bibliography

82

List of Appendices:

Appendix A - Samples of reading passages and comprehension questions

from past years S.P.M. Oral English Examination Booklets.

Appendix B - Samples of pictorial stimulus and questions from past

years S.P.M. Oral English Examination Booklets. Appendix C The Marking Scheme of the S.P.M. Oral English

Examination.
Appendix D - Questionnaire

Vll

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Appendix E - Excerpts from the Malaysian English Language Syllabus

Specifications for Form 4

Appendix F - Excerpt from the Malaysian English Language Syllabus

Specifications for Form 3

Vlll

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CHAPTER ONE

SETTING THE SCENE

Introduction

Spoken language production, learning to talk in the foreign language, is often considered to be one of the most difficult aspects of language learning for the teacher to help the students with... (Brown and Yule, 1994 p.25) Far from trying to begin this chapter on a negative note, the quotation
above not only illustrates what is frequently observed in most foreign language

learning situations, in fact, it best describes the problem that is currently faced by many English as a Second language (ESL, hereafter) teachers in Malaysia. Indeed, speaking is perhaps not only the most difficult skill to teach in Second/Foreign language learning, in fact it is a very difficult skill to learn and actually use, in everyday communication as well. I am saying this based on my personal experience of not only
being a teacher of ESL, but also after having spent years of learning ESL. Although

English Language holds the status of an official Second Language in Malaysia, it

remains a language that is only commonly spoken and used by the "selected" group of

people, primarily those who are educated and live in the urban or town areas.
However, in reality, English has become more of a foreign language, a language that is learned for examination purposes and classroom use only. The alleged decline in the

standard of English language proficiency, specifically among students, has received a

lot of public attention and extensive media coverage. In fact, this is even voiced by

many educationists and politicians alike as clearly highlighted by an article which

appeared in one of Malaysia's leading English newspapers, The New Straits Times:

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Recently, concern about the falling standards ...(of English

language) has come once again to the fore, and especially since

only 50.6 percent of the students sitting the SPM examination passed the English subject in 1990, a decline of eight percent compared to 1989. (New Straits Times, 2nd March 1991)

The fact that English language is now being taught and learned more as an
academic subject, similar to that of learning history, geography and science, inevitably explains why more and more students are more concerned with improving their

reading and writing skills than compared to oral skills. This is because English language tests that are carried out at the school level, which includes monthly tests and final year examinations, only cover the areas of reading and writing. In other words
students only engage in written exams and are never assessed on their ability to use English language in speech. In fact, in their entire eleven years of schooling,

encompassing both primary and secondary school, students only have to face the Oral English examination twice, once at the age of fifteen and the second at the age of
sixteen plus. This in my opinion, may be one of the reasons why there is an observable decline in the standard of spoken English.

Although various changes have been made by the Malaysian Ministry of Education to the English Language syllabus and also teaching methods(see chapter 2)
practised in classrooms, particularly adapting to the current trends of "communicative

approach" to ESL teaching/learning, an area extensively researched in the West, the

aspects of developing and testing students' ability to use English in oral communication have been very much neglected. It is therefore not surprising to know

that most Malaysian students can read and write very well in English, especially for academic purposes, but find it most difficult to use the language verbally, or in oral communication. This problem was clearly voiced by Ghazalie Shafie, a former
Malaysian Foreign Minister. He stated that:

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...the problem with the Malaysian students is that they cannot communicate in English even though they understand the language, so he stressed at efforts to promote proficiency should begin when the children starts schooling. They should start speaking and listening first, rather than reading and writing.
(Salasiah Che Lah , 1996 -p63)

F0TQSTAT T1DAK D1BENARKAN

9m

Statement of The Problem

The very sharp and much called for statement made by the former Foreign
Minister, best summarises how I personally feel regarding the current state of oral

proficiency in English language among Malaysian students. His suggestion, that "they

should start speaking and listening first, rather than reading and writing" clearly
highlights the generally known fact, that in the teaching and learning of English
language in Malaysian classrooms, extra attention is paid to the development of the

later skills, and at most times, neglecting the aspect of speaking and listening.

Keeping in mind the existing state of the speaking/oral component in the English language syllabus for secondary schools, my interest is to study the structure and also content of the SPM (Sijil Pelajaran Malaysia) Oral English Examination. Among other things, I hope to find out if what is actually being tested samples the aims and objectives outlined in the English language syllabus. This is important to see if there is a link between what is actually being taught in the oral component and what
is being tested in the Oral English Examination. If the examination does not test most, if not all of the aims and objectives, it lacks validity. If the Malaysian English language syllabus is said to be based on the

"communicative approach", one

would

aspect

the

examinations

to

have

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communicative values it them too. However, this does not appear to be so, especially

in the SPM (Sijil Pelajaran Malaysia) Oral English examination. In view of giving equal importance to the development of the four language skills, i.e. listening, speaking, reading and writing, I would also like to find out the allocations of marks for each

component towards the overall grade obtained in the English language paper. As far as I know, a larger proportion of marks is allotted to the reading and writing papers, if compared to the oral section. I had to make the last point clear because, coming from a society which is very exam orientated, I know for a fact that students will only take a subject matter seriously when they know that it has a considerable amount of impact
on their overall examination performance. If they only need to do well in reading and writing to obtain good grades for the English language paper, it is only to be expected

that they will disregard the speaking and listening component, because it would appear

to be of no immediate use to them. Although the findings of this study will not
guarantee any changes in the students' oral performance, it would be interesting to lend an ear and listen to what the teachers have to say regarding this matter. After all,

it is the teachers who shoulder the responsibility of teaching and testing the students and often, far from putting the blame on policy makers and curriculum designers, the teachers are also blamed for all the shortcomings related with students failure in
Examination performance. Before moving on any further with the central issue of this study, it would be relevant to begin with a general description of the role of English

language in Malaysia.

About Malaysia
Malaysia is a multi-lingual and multi-cultural country with a population of 17.6 million. (New Straits Times, 13-10-1992) Geographically speaking, Malaysia is made up of fourteen states, eleven

states in the Peninsular and the remaining three in East Malaysia, commonly known as Borneo. Its population is made up of three main races, the Malays, the Chinese and the Indians. The Malays make up the largest ethnic race, followed by the Chinese and

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Indians. Aside from these three, there are also a host of other races which have settled

down in this country and also not forgetting the hundreds of different tribes of
indigenous people. With such a diverse cultural and ethnic make-up, there exist over one hundred different languages spoken throughout this small developing nation. The

National language is Bahasa Malaysia, and the official religion is Islam. However, one
is free to embrace and practice the religion of one's choice and also speak one's different ethnic languages.

The Role of English Language in Malaysia

We used to honour the language (English) because we honoured our former rulers. Now we have come to a cut off point. English will still be learned , but it will be spoken in a different way. Our way. (Asiaweek, 15th October 1982 :40)

Like most nations colonised by Britain, the English language has had a long history in Malaysia. Presently, it is estimated that approximately twenty percent of the total population understand English and twenty-five percent of the urban

population use it for some purposes of their everyday life (Augustin, 1982: 252). Prior
to the county's independence, English was widely used as the country was under the British rule. It was, and in fact it still is, the language of power and prestige. It remains a language for the "selected few", mainly those who are educated and those

who make up the "upper-crust" of the society. This legacy which was left behind by the British, still persists .However, things started to change after Malaysia gained its
independence in 1957 .

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In 1967, the National Language Act legislated that Bahasa Malaysia (B.M. hereafter) replaced English as the sole medium of instruction, official written communication and the prime language of Parliament and Courts. In fact, for all internal official correspondence with Government Agencies, the official ruling is that Bahasa Malaysia must be used and written. And that English be confined to business or International communication. (Nga Johnson, 1993 p.26)

This drastic shift, which took place after Malaysia gained her independence in 1957, was to a certain extent very positive in that the main aim was to unite this multi-racial, multi-ethnic and multi-faith community with one official National language. English, which was also considered to be the language of the "coloniser", as clearly depicted in the quotation above which appeared in the Asiaweek magazine, by C.S. Maniam, a prominent Malaysian writer, was only accessible to the chosen few, namely the Royal Family and the Aristocrats.

In fact, the issue of making Bahasa Malaysia as the National language, taking the place of English during the colonised period, remains to be a very sensitive one especially among the older generation of Malays, and those who fought for this country's independence. English is not only associated with the colonisers, it is also widespread that English is the language of "Christianity". This "fear" and "hatred" towards the English language, indirectly explains the "cold shoulder" treatment that is often given to the learning of English as a Second language up till the present time, particularly by the older Malay generation, who lived through the colonisation period. It was hoped that by making Bahasa Malaysia the National language, everyone, particularly the Malay race, would have the opportunity for self-betterment and also economic progress. This is especially true when the whole Education System was gradually changed to an all Malay medium school, thus giving more opportunity for the majority of the Malays to have an opportunity to get a decent Education.

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With the switch to Bahasa Malaysia as the medium of instruction, English became just another school subject . However, the role of English in the international

arena, let it be in the field of Education, Science and Technology, Economics,

International Relations and also the Arts, has never ceased to gain importance, thus making English a very important language to master in order to compete with the developed nations. Furthermore, "English has emerged as an important International

language, due to the linguistic legacy of the British Empire and the emergence of the
United States as an English speaking Superpower." (Salasiah Che Lah, 1996 p.45).

The association of English with industrial and technological development in the 19th and 20th century was acknowledged by many prominent politicians in Malaysia. Datuk Sri Dr. Mahathir Mohammed, Malaysia's longest serving Prime Minister, responded critically to remarks made against him for using English language in an interview, which includes:

... but we should not become fanatical about it because that would make it difficult for us to acquire knowledge to benefit our race in this competitive world. Whether we like it or not, English is the International language .
(Malaysian Business, 1-15 , October, 1992 p. 71)

As far as the government is concerned, the purpose of acquiring English is clearly to prepare the younger generation for further economic and technological

development in Vision 2020 (6th Malaysia Plan, 1990) which has been proposed by
the Prime Minister and is even stated in the Syllabus Specifications for the Secondary

English Language. Vision 2020 is a National Target proposed by Datuk Sri Dr. Mahathir Mohammad, and it encompasses the achievement of excellence in all fields,
by the year 2020. The aim of Vision 2020 is best explained by the quotation on the

next page:

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By 2020 Malaysia must be a completely united nation, distinguished by the pursuit of excellence, respected by the peoples of other nations. By 2020 Malaysia must become a fully developed nation; a mature democratic society that is fully moral and ethical, strong in religious and spiritual value; a society that is fully liberal and tolerant; that is scientific and progressive, innovative and forward looking.
(http://eprd.kpm.my/edustruc.html- M'sian Ministry of Edu. Homepage)

In terms of education, Vision 2020 carries the goal of developing , "...a

world class quality education system which will realise the full potential of the individual and fulfill the aspiration of the Malaysian nation."

(http://eprd.kpm.my/edustruc.html) Competence in English language has also become

an important requirement for career advancement and occupational mobility. English

remains necessary for those who wants to join the many thousand of Malaysians who study overseas or enter careers in commerce and industry. Besides its role in the international arena, English remains an important mode of communication between the different ethnic races in this nation. However, the balance between producing a learner
proficient in spoken and written English to handle International communication and at the same time, not undermining the National language, is indeed an uphill task faced by almost all English teachers.

English Language in Malaysian Schools

English language is taught as a compulsory subject in the National Curriculum at both the Primary and Secondary level, because it holds the status of an official second language for this country. In other words, children begin learning English at the age of seven and continue doing so throughout the eleven years of their
compulsory education. English is taught and learned for various purposes, but

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primarily: "The English Language Programme aims to provide the basis for the various post secondary needs" (English Language Syllabus- Form 3, p.ix) Among the

things that are categorized as post secondary needs include, "being able to engage

meaningfully in local and international trade and commerce and also being able to
have access to academic, professional, and recreational materials" (English

Language Syllabus-Form 3, p.ix). Therefore, it is safe to conclude that the task of

English language teachers , is to ensure that students actually leave school with some, if not all, the appropriate skills of language, in order for them to face the challenges of

both the academic and working world. Even though at the Primary and Secondary
levels, the students are required to learn English as a Second language and sit for the paper in the various National Examinations, they are not required to pass it for

Secondary graduation. A brief structure of Malaysian Education System is as follow :

Primary Education

-A child starts Primary education at the age of six plus , entering standard one , and finishes at the age of twelve , standard six. -At the end of standard six, students are required to sit for a standardised National Examination, commonly known as UPSR or (Primary School Assessment Examination). They are tested in three main components, Bahasa Malaysia, English

language and Mathematics.

Secondary Education
(Stage One - lower secondary) -Students enter the secondary school at the age of twelve plus , upon completing their

primary education.
-They spend three years in lower secondary and sit for another standardised National

Examination (PMR) -Lower Secondary Assessment Examination at the end of this three years.

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-This assessment however, combines school based evaluation and also marks obtained
from the actual examination .

-English language is one of the compulsory subjects that has to be taken.

(Stage two- Upper Secondary)

-Students spend two years in upper secondary school.

-They sit for another National Examination (SPM) Sijil Pelajaran Malaysia Certificate for Higher Education where English is again a compulsory subject that has to be taken by all.

Post Secondary

-Students who fair very well in the SPM examination may qualify for places in Universities or other Institutes of Higher learning . -However, for those who do not qualify, yet, did reasonably well in the SPM

examination , may continue doing their lower and upper six forms in the school. -They may stand another chance to qualify for a place in the local Universities and Higher Institutes of Learning , by obtaining good results in the STPM examination. A
National Examination that is taken at the end of the two years of sixth form.

-However, English is not a compulsory subject in this examination.

(http://eprd.kpm.my/edustruc.html - M'sian Ministry of Edu. Homepage)

Conclusion

The importance of oral proficiency in English language is not only essential for those who wish to pursue the field of international trade and commerce. Infact, English still remains the language of academics, used by almost all the

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prominent Universities and Institutes of Higher Learning all over the world, particularly, in the West. Therefore, it is essential for each and every Malaysian child to be equipped with a substanstial amount of skill in this language, in order to compete in the international world. Far from trying to undermine the National language- Bahasa Malaysia, I personally feel that more stress has to be given to learning of English language because eventhough English has the status of an official second language in Malaysia, there has been an alleged decline in the level of proficiency, particularly

among school children.

Since it is beyond the scope of this paper to study all the problems that exist in the four skills of English language i.e, listening, speaking, reading and writing,

the aim of this study is to look at the aspect of speaking or oral proficiency . The later
chapters will be looking at the structure of the Malaysian SPM (Sijil Pelajaran

Malaysia) Oral examination and also the opinions of selected teachers regarding
English language teaching in classrooms ans also the state of oral proficiency among students.

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CHAPTER TWO LITERATURE REVIEW AND DOCUMENTARY ANALYSIS

The Malaysian English Language Syllabus for Secondary Schools

The teaching of English language in Malaysian secondary schools

is based on a set of syllabus specifications, also known as the English Language syllabus, outlined and published by the Malaysian Ministry of Education. The syllabus is organised in terms of Aims, Objectives, Focus and Contents. The aims of the syllabus, which takes into account the role and needs of English in the country, is as

stated below:
The English Language Programme for the upper secondary school level aims at building and extending upon the proficiency of the students from the lower secondary school level as to equip them with the skills and knowledge of English to communicate in certain everyday activities and certain job situations; and also to provide points of take-off for various post-secondary school needs. (Kementerian Pendidikan Malaysia, 1992, pg. 1)

The objectives, on the other hand, draw upon the aims and are stated under the four language skills, namely listening, speaking, reading and writing:

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THESIS KAKITANGAH

At the end of the secondary school English language programme, students should be able to :
Listen to and understand spoken English in the school and in real life situation Speak effectively on a variety of topics Read and understand prose or poetry Write effectively for different purposes (Kementerian Pendidikan Malaysia, 1992, pg.l)

Where the aspect of focus is concern,

... the secondary school English language Programme emphasises the teaching of both oracy (listening and speaking) and literacy

(reading and writing) skills and also language contents. The

sound system, grammar and vocabulary form the language

contents required to teach these skills.

(Kementerian Pendidikan Malaysia, 1992, pg. 1)

Another characteristic of the English language syllabus is that the teaching of the four skills and also the language contents are done based on specific topics or context given by the Ministry. It is stressed repeatedly in all the syllabus booklets for the different classes, that the different language skills are to be learned in context. Since the English language syllabus is an extension to that of Primary school, topics include not

only those that are drawn from the contexts of home, school, the community, town, village and country, but also that of ASEAN region and the world. (Kementerian Pendidikan Malaysia, 1992, pg.4) In other words, the topics provide the context in which the language skills, language contents are taught and developed in an integrated manner.

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Aside from what has been mentioned, there are also other important

considerations highlighted by the Ministry, this include, "The curriculum specifications

delineated for Form IV are the minimum to be achieved and teachers should extend

upon the contents if their students have the capabilities to handle them." (Kementerian
Pendidikan Malaysia, 1992, pg. 2) This quotation is, in my opinion relevant to some of

the points that I will highlight later in this chapter, especially regarding the format and
also the content of the SPM Oral English Examination.

Other important criteria that appear in the syllabus specifications and are

also worth mentioning include, among others, the fact that the English language
programme "seeks to provide some opportunity for self-expression ..." (Kementerian
Pendidikan Malaysia, 1992, pg.x), "Appropriate context and opportunities must be

provided for students to use and practice the language. Teachers should ensure that
activities planned are meaningful and challenging." (Kementerian Pendidikan

Malaysia, 1992, pg.3). The aspect of practice and constant language use in classroom
is also touched upon, as seen in the quotation below :

Consolidation and reinforcement through constant use of skills, grammar items and also vocabulary will enable students to develop the ability, knowledge, and confidence to use the language effectively and purposefully. (Kementerian Pendidikan Malaysia, 1992, pg3)

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Finally, it is also stated that:

In line with the aims of the English Language Programme at the upper secondary school level, the focus for the Form IV Curriculum Specifications is on broadening the students' knowledge and experience in the language appropriate to their maturity level.
The contexts for the selection of topics for the teaching of the language skills and language contents, and the kinds of topics chosen are of a more complex and sophisticated nature. Hence, the setting has been suitably widened from the Malaysian setting as a base, to that of the ASEAN region and the world. The objective of providing wider contexts and wider settings is to provide students with opportunities to perform in the language for various purposes and in different contexts. (Kementerian Pendidikan Malaysia, 1992, pg.4 )

A brief knowledge on the content of the English language syllabus, as shown above, in my opinion, is necessary especially in evaluating the current structure,
content and marking scheme of the SPM Oral examination. After all, one of the basic rules of a good language test is that, it should evaluate students on what they know,

what they have learned or, more specifically, what has been taught to them in the classroom, as highlighted by Bachman, in her book Fundamental Considerations in

Language Testing : "... language tests can be valuable sources of information about

the effectiveness of language learning and teaching." (Bachman, 1995, pg.3)

In the context of Malaysian classrooms, since the English language syllabus determines what is being taught, one would aspect that the test would
evaluate students* performance in a representative sample of the areas that have been covered by the syllabus. Therefore, there should be a complete match between what the syllabus wants the students to achieve, and the test which seeks to find out whether

or not the students have achieved what they are supposed to.

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