Asian Journal of Research in Education and Social Sciences

e-ISSN: 2682-8502 | Vol. 5, No. 1, 30-34, 2023

http://myjms.mohe.gov.my/index.php/ajress

Learn Malay as a Second Language: Language Etiquette

Rohaidah Mashudi1*, Siti Rasyidah Sanudin1, J Sham Wahid2
1
Faculty of Applied Communication, Multimedia University, Melaka, Malaysia
2
Pejabat Pendidikan Daerah Melaka Tengah, Melaka, Malaysia

*Corresponding Author: idah@mmu.edu.my

Accepted: 15 February 2023 | Published: 1 March 2023

DOI: https://doi.org/10.55057/ajress.2023.5.1.4
__________________________________________________________________________________________

Abstract: Any language teaching and learning process should include language etiquette. The
learning of foreign languages during any stage is characterised by the interaction of many
factors such as mother tongue, culture, educational background, and psychological
characteristics, among others. The development of socio-cultural competency in teaching a
foreign language is a challenging undertaking for teachers. Foreign students from Sudan,
Egypt, Indonesia, the Philippines, and other countries can learn Malay in one semester at
Multimedia University, Malaysia. This study aims to discuss the importance for international
students to learn language etiquette, and to explore the components of language etiquette that
international students acquired. This study used a field research method, i.e. the language
method in its context, for data analysis. Observations in class and conversations from the
Google Meet chat box were used to collect data for this study. It was discovered through data
analysis that instructors should be aware of and appreciate the students' native culture as well
as their cultural differences in the classroom. It helps all participants/students to pick up the
foreign language and its culture as well. In terms of cultural aspects, if the learner's socio-
cultural competence is well defined and built during the language teaching process, he or she
can be almost on par with native speakers. However, it should be noted that, while etiquette is
a fixed part of the culture, norms are constantly evolving. This research focuses on foreign
students' language etiquette in Malay language classes. However, future research could focus
on other courses or on students' everyday lives. The primary goal of foreign language teaching
and learning is for students to be able to speak and comprehend the foreign language. The
education of culture and linguistic etiquette is critical to achieving these goals.

Keywords: language etiquette, foreign student, foreign language, Malay language, culture
___________________________________________________________________________

1. Introduction

Any language teaching and learning process should include language etiquette. The learning
of a foreign language as a second language during any stage is characterised by the interaction
of numerous factors such as mother tongue, culture, educational background, and
psychological factors, among others. The development of socio-cultural competency in
teaching a foreign language is a challenging undertaking for any teacher or lecture. Foreign
speakers, such as international students studying in another country, must respect and
comprehend the usage of language etiquette, which is part of a country's culture. The study of
Malay as a second language focuses more on teaching techniques (Mazlina Baharudin & Azlina
Md Sadik, 2016) and the use of ICT in teaching and learning the Malay language (Mazlina
Ahmad et al., 2021) rather than on issues of language etiquette. The goal of this study was to

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 Asian Journal of Research in Education and Social Sciences
e-ISSN: 2682-8502 | Vol. 5, No. 1, 30-34, 2023
http://myjms.mohe.gov.my/index.php/ajress

discuss the importance for international students to learn language etiquette, and to explore the
components of the language etiquette that international students acquired. In order to ensure
that the interactive event may take place with decency, it is essential to highlight etiquette in
all actions and speeches that involve ethics.

2. Literature Review

Etiquette refers to the decency norms that ensure a society can get along by adhering to the
social regulations that exist in a community. Etiquette refers to a society's courteous manners,
which include one person interacting with another, or a group of people. Each community has
its own set of social standards based on its unqiue culture. This is due to the fact that etiquette
is generally a non-absolute standard that exists in the culture of a specific civilization that
differs from other cultures (Alfonsus Sutarno, 2009). Etiquette arises only when there is
connection or communication in a speech event involving multiple participants. Since the
individual is still young, the community becomes a pathway for learning the rules of etiquette
or social interaction through experience and social communication (Jenny Preece, 2004).
According to Rumsari Hadi Sumarto and Lukas Dwiantara (2000), etiquette is a notion that
discusses karma code, manners, and social order. Etiquette in current and previous cultures is
not the same, owing to various temporal circumstances that cause a shift in the rules of decency.

Language etiquette is a society-specific rule that refers to the manner in which a community's
culture is used to govern the lives of its members. Language etiquette, according to Asmah
Omar (2010), who investigated Malaysian culture, is the manner in which language is taught
in accordance with the social and cultural conventions of the speaking community. This means
that the message's substance is not uttered; yet, the message's content can affect how the
language is conveyed. As a result, the message's substance must be thoroughly comprehended
in order to come across the right circumstance in expressing the speech in a manner that
represents the norm of life in a community of speakers. Furthermore, in her study on students
at the University of Ghana, Sajbok-Twerefou (2010) discovered that language etiquette is an
accepted necessity in terms of form, message content, directives, roles, and utterances or
phrases, according to the appropriateness of a certain occasion. The ways of life of this
community are inherited from the ancestors, and need to be learned and passed down to the
younger generation. Even foreign speakers need to learn to ensure that they can communicate
effectively. Thus, with language etiquette, a society can form a noble personality among its
community members. Adherence to language etiquette in a certain community's cultural
context can serve as a guide for the outside community to always respect the culture that exists
within that community (Jenny Preece 2004). This is due to the fact that dealing with language
etiquette implicitly considers politeness. Confusion in the application of language etiquette,
whether among native speakers or foreign speakers, will only result in misinterpretation of the
message given during a speech event.

3. Research Methodology

The study took place over three semesters, and involved 35 international students studying at
the diploma and degree level at Multimedia University's (MMU) Faculty of Business, Faculty
of Information Science and Technology, Faculty of Engineering, and Faculty of Creative
Multimedia. The study received approval from the Ethical Board of MMU (Approval Number:
EA2162021). The participants are from Saudi Arabia, Indonesia, the Philippines, Sudan,
Egypt, Bangladesh, and other countries, and they are students in their first, second, and third
years. International students pursuing diploma and degree programmes at MMU are required

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 Asian Journal of Research in Education and Social Sciences
e-ISSN: 2682-8502 | Vol. 5, No. 1, 30-34, 2023
http://myjms.mohe.gov.my/index.php/ajress

to complete the Malay language communication course within one semester. This course is
taught in accordance with the syllabus established by the Malaysian Qualifications Agency
(MQA), a statutory organisation overseen by the Malaysian Ministry of Education. The MQA's
primary responsibility is to carry out the Malaysian Qualifications Framework (MQF) in order
to ensure the quality of Malaysian higher education. The content of the Malay language
communication curriculum comprises the fundamentals of learning the language of
consonants, vowels, intonation, the form of address, numbers, etc.

This study is field research that examines the use of language among foreign students in relation
to the context in which it is used. Asmah Omar (2008) recognises that the data gathered may
be used to study communication strategies, the conversation structure, linguistic occurrences
and actions, politeness traits, and conflict formation and resolution. Observations in class and
conversations from the Google Meet chat box were used to collect data for this study. Both
methods were taken during a Malay language class session with students. The analysis was
carried out using the method by Hymes (1986) and Asmah Omar (2008), which involved
examining two aspects of language etiquette, namely, the term of address and vocabulary which
is a component of language etiquette.

4. Finding and Discussion

According to observations, some international students, particularly those in their first semester
at Multimedia University, had difficulties comprehending the Malaysian culture. In contrast,
students who have lived in Malaysia for more than a year have a very comprehensive
understanding of the Malaysian culture.

A. Term of address.
1) Pelajar: “Terima kasih mak cik. Jumpa lagi minggu depan.”
(Student: “Thank you aunt. See you next week”)

Students use the term of address mak cik (aunt) addressed to the lecturer after class.
This is very surprising and funny when a lecturer is referred to as mak cik (aunt) by a
student. This student is genuinely perplexed by the use of mak cik (aunt) in Malaysian
society. The term aunt mak cik is exclusively used in informal circumstances in
Malaysian society, and is typically reserved for elderly ladies.

2) Pelajar: “Aku hantar esok.”

(student: “I'll submit it tomorrow.”)

The use of the first pronouns in Malay, aku (me, I), is intended to be informal and used
with peers. Students, on the other hand, have used it when speaking with lecturers,
which is considered impolite in the Malay community, according to Awang Sariyan
(2007).

3) Pensyarah: “Apa khabar?”

Pelajar: “Baik, awak apa khabar madam?”
(Lecturer: “How are you.”
Student: “Good, how are you madam?”)

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 Asian Journal of Research in Education and Social Sciences
e-ISSN: 2682-8502 | Vol. 5, No. 1, 30-34, 2023
http://myjms.mohe.gov.my/index.php/ajress

In the above conversation (3), the student uses the Malay second pronoun awak (you)
with his lecturer. This is considered rude in Malay culture since awak (you) is used to
refer to the second person with whom we have a close relationship.

4) Pelajar (Student): “Nama kakak saya Omar .”

Pensyarah (Lecturer): “You mean sister?”
Pelajar (Students): “Not madam brother.”
Pelajar (Student): “My brother’s name is Omar”

In conversation (4), the student is from Indonesia, and has wrongly used the address of
kakak (sister) for abang (brother). In Indonesia, the address of kakak (sister) is for
abang (brother), but in Malaysia, kakak is used to refer to elder sister. Age, gender,
ethnicity, social status, and other factors must be considered when communicating,
because they can influence the outcome of a speech event (Saville-Troike. M., 2003).

B. Vocabulary
5) Pelajar a: “Saya suka nasi goreng la.”
Pelajar b: “Ok la.”
Pelajar c: “Can la.”
Student a: “I like to eat fried rice.”
Student b: “Okay.”
Student c: “Can.”

The particle la (5) is derived from the particle -lah, which acts as an affirmative word
or softening of the command word in Malay. Except in writing, the letter -h appears to
be missing from pronunciation. Its use has been associated with Malay culture, and it
appears to be a flavorful expression. This may be observed in student c, who has gotten
so accustomed to the phrase -lah that it has been combined with the particle -lah in
English.

6) Pelajar: “Jam berapa awak sampai?” (BM)

Student: “What time did you arrive?” (BI)

There are other students that use the term Jam (hour) to represent the passage of time.
However, in Malaysian culture, this term is rarely used because the term pukul (hour)
is more commonly used to represent time. For example: pukul berapa awak sampai?
(What time did you arrive?).

It was discovered through data analysis that the instructor or lecturer should be aware of and
appreciate the students' native culture, as well as their cultural differences, in the classroom.
This helps all participants or students to pick up the foreign language as well as its culture.
According to Hymes (1986), communication between participants should be tailored to the
temporal and cultural context of a culture. In terms of cultural aspects, if the learner's socio-
cultural competence is well-defined and built during the language teaching process, he or she
can be nearly on par with native speakers. However, it should be noted that, while etiquette is
a fixed part of the culture, norms constantly evolve with time.

Conclusion
This research focuses on foreign students' language etiquette in Malay language learning
classes. However, future research could focus on other courses or students' everyday lives. The

33
Copyright © 2023 ASIAN SCHOLARS NETWORK - All rights reserved
 Asian Journal of Research in Education and Social Sciences
e-ISSN: 2682-8502 | Vol. 5, No. 1, 30-34, 2023
http://myjms.mohe.gov.my/index.php/ajress

primary goal of foreign language teaching and learning is for students to be able to speak and
comprehend the foreign language. Therefore, the importance of cultural characteristics among
international students learning a second language must be explicitly emphasised in order to
create efficient communication between two groups with distinct cultural backgrounds.
Cultural and linguistic etiquette instructions are important for accomplishing these objectives.

References

Alfonsus Sutarno. (2008). Etiket Kiat Serasi Berelasi. Yogyajarta: Kanisius.

Asmah Omar. (2008). Kaedah Penyelidikan Bahasa di Lapangan. Kuala Lumpur: Dewan
Bahasa dan Pustaka.
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Ildiko C Sajbok-Twerefou. (2010). Language Etiquette and Culture in Teaching of Foreign
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