DOCSLIB.ORG

(PPSMI) Chedet.Co.Cc March 13, 2009 by Dr. Mahathir Mohamad

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
(PPSMI) Chedet.Co.Cc March 13, 2009 by Dr. Mahathir Mohamad PENGAJARAN DAN PEMBELAJARAN SAINS DAN MATEMATIK DALAM BAHASA INGGERIS (PPSMI) Chedet.co.cc March 13, 2009 By Dr. Mahathir Mohamad 1. Saya berasa amat sedih apabila membaca laporan berkenaan demonstrasi yang dipimpin oleh tokoh sastera Melayu menentang pengajaran sains dan matematik dalam bahasa Inggeris. 2. Kononnya ini akan menidakkan kebolehan bahasa Melayu sebagai bahasa pengantar dalam ilmu ini. Konon ia akan mengurangkan perkembangan bahasa Melayu sebagai bahasa kebangsaan. 3. Kita harus ingat bahawa pelajaran bukan semata-mata untuk memaju atau mengembangkan bahasa. Pelajaran adalah untuk penguasaan ilmu, pelbagai jenis ilmu. 4. Yang boleh meningkatkan taraf dan kemajuan bahasa ialah matapelajaran bahasa itu sendiri dan diperingkat yang lebih tinggi mata pelajaran sastera. 5. Sains dan matematik tidak mungkin menolong kemajuan bahasa, khususnya bahasa Melayu. 6. Ini disebabkan bahasa sains dan matematik bukan daripada bahasa Melayu. Sebahagian besar daripada perkataan-perkataan dalam mata pelajaran ini adalah dalam bahasa Latin yang di-Inggeriskan. 7. Memang benar kita boleh Melayu-kan perkataan-perkataan ini, seperti juga kita Melayu-kan perkataan daripada lain-lain bahasa. 8. Memang boleh tetapi perkataan-perkataan sains bukan satu dua tapi beratus-ratus. Dan perkataan ini menjadi asas kepada perkataan yang mempunyai makna yang amat berlainan. 9. Umpamanya perkataan Oxygen (Oksigen) - satu jenis gas. Derivative (cabang) daripada perkataan ini adalah seperti berikut; • Oxygenation • Oxidation • Oxide • Oxidants • Deoxydation • Oxidise • Oxidification • Dioxide • Monoxide • Peroxide 10. Ini hanya bagi satu elemen daripada sebanyak 120 (118) elemen. 11. Tiap satu mempunyai banyak derivative. Tetapi ada perkataan-perkataan lain yang hanya untuk ilmu sains. Jika semuanya nak di-Melayukan, bahasa Melayu akan bertukar menjadi bahasa Inggeris, ejaan lain bunyi semacam. Sebenarnya ia bukan bahasa Melayu lagi. 12. Ilmu sains dan matematik bukan ilmu yang statik. Ilmu-ilmu ini berkembang sepanjang masa. Tiap hari ada hasil kaji selidik, penerokaan, ciptaan dan perluasan yang diperkenal melalui ratusan kertas-kertas yang ditulis. 13. Hampir semua ditulis dalam bahasa Inggeris. Untuk menterjemah tulisan ini kita perlu orang yang fasih dalam bahasa Melayu dan bahasa Inggeris dan faham ilmu yang hendak diterjemah. 14. Kita ada beberapa kerat sahaja orang yang berkebolehan seperti ini. Itupun dalam dua tiga bidang sahaja. Orang yang layak seperti ini tidak berminat menjadi penterjemah seumur hidup. Apabila sains dan matematik diajar dalam bahasa Melayu, orang seperti ini tidak akan ada lagi. Bagaimanakah kita hendak ikuti perkembangan ilmu sains? 15. Sebaliknya kertas ilmiah akan terus dikeluarkan beratus-ratus lagi, semuanya dalam bahasa Inggeris atau bahasa-bahasa lain. Maka tanpa kebolehan menterjemah semua ilmu baru ini akan tertinggallah orang Melayu dalam bidang ilmu yang amat penting di zaman ini. 16. Kalau kita masih tidak dapat menerima kenyataan di atas, kaji sahaja jumlah Phd dalam bidang sains yang hanya belajar sains dalam bahasa Melayu dan tidak faham bahasa Inggeris. Berapa ramaikah daripada pakar dalam bidang perubatan yang hanya belajar dalam bahasa Melayu, tanpa buku dalam bahasa Inggeris sebagai buku teks. 17. Apakah penuntut luar bandar tidak dapat menguasai bahasa Inggeris? 18. Sekali lagi perhitungan perlu dibuat berkenaan jumlah mereka yang dari kampung yang memegang jawatan tinggi dalam Kerajaan dan swasta kerana lulus dalam bahasa Inggeris dan mampu berhujah dalam bahasa berkenaan. Yang menentang PPSMI pun dari kampung juga tetapi dapat kelulusan bahasa Inggeris. Bahkan mereka sering berbahasa Inggeris. 19. Duta dan diplomat kita, berapa ramaikah yang hanya boleh bertutur kata dalam bahasa Melayu yang memegang jawatan penting dalam Kementerian Luar? 20. Pakar sains dan perubatan dan juga pegawai tinggi Kerajaan sering dikehendaki mengambil bahagian dalam persidangan antarabangsa. Apakah mereka dapat berhujah dan mengambil bahagian secara berkesan dengan mengguna hanya bahasa Melayu? 21. Saya bukan hendak memandang rendah bahasa bangsa saya sendiri. Tetapi saya perlu terima hakikat yang sebenar. 22. Bahasa sesuatu bangsa akan dipelajari oleh orang asing jika bangsa itu amat maju dan terkenal dengan ilmu yang dimiliki dan diterokai olehnya. Demikian sebelum abad ke-15 Masihi orang Eropah terpaksa belajar bahasa Arab kerana tamadun Islam pada masa itu gah dan amat dihormati. Tetapi selepas orang Islam ketepikan sains, ilmu perubatan dan hisab, orang Eropah tidak lagi mempelajari bahasa Arab. Sebaliknya orang Arab dan Islam terpaksa belajar bahasa Eropah. 23. Jika kita ingin bahasa Melayu digunakan dengan meluas kita perlu majukan diri kita dalam semua bidang terutama bidang ilmu dahulu. Sebelum daripada itu minat untuk belajar bahasa Melayu akan terhad kepada sekumpulan kecil sahaja. 24. Kita belajar sains dan matematik untuk memajukan bangsa kita supaya satu hari mungkin kita akan terkenal berkenaan dengan penerokaan dan kajiselidik oleh kita dan orang lain akan belajar bahasa kita untuk mendapat ilmu yang diteroka oleh kita. 25. Penguasaan ilmu amat penting bagi masa depan seseorang. Janganlah kita perjudikan masa depan anak orang kerana kononnya kita seorang nasionalis yang begitu sayang kepada bahasa kita. Sayang bahasa tidak boleh melebihi sayang bangsa. Mereka yang sayang bangsa mereka ingin lihat bangsa mereka maju, berilmu dan dihormati dunia. Hanya kerana boleh bertuturkata dalam bahasa sendiri tidak akan menjadikan bangsa kita dihormati dan disegani orang. 26. Akan rosaklah bangsa dan negara jika dasar negara ditentukan oleh orang yang berdemonstrasi. Lebih rosak lagi jika yang berdemonstrasi didalangi oleh politik pembangkang. 571 Comments By apanamaAuthor Profile Page on March 13, 2009 7:05 PM Kalau masih ada lagi manusia yang tak faham tujuan pengajaran Sains and Mathematics dalam Bahasa Inggeris ... baik pi terjun kolam IWK jer. By apel3Author Profile Page on March 13, 2009 7:08 PM bodoh btl diorang tu.. sendiri ckp melayu tak betul.. By CheWalAuthor Profile Page on March 13, 2009 7:15 PM PPSMI - FAQ (Frequently Asked Question) 1. Apakah matlamat PPSMI (Pengajaran sains dan matematik dalam bahasa inggeris) ? Matlamat dan objektif utama : Supaya pelajar-pelajar dapat menguasai subjek sains dan matematik dalam ertikata yang sebenar. Matlamat secara tidak langsung : Dapat meningkatkan penggunaan bahasa inggeris dalam bidang teknikal 2. Kenapa perlu kuasai sains dan matematik ? Kerana sains dan matematik adalah subjek asas kepada bidang sains, teknologi, maklumat, kejuruteraan. Pemahaman sains dan matematik akan memudahkan pelajar menguasai bidang-bidang sains dan kejuruteraan di peringkat tinggi (universiti). 3. Kenapa mesti bahasa inggeris ? Kerana 100% bahan rujukan untuk bidnag-bidang sains dan teknologi adalah dalam bahasa inggeris. Oleh itu, dgn memahami sains dan matematik dalam bahasa inggeris dari awal lagi, ia akan memudahkan pemahaman kpd konsep dan fundamentals dalam bahan-bahan rujukan ini. 4. Kenapa tak boleh gunakan BM dalam subjek sains dan matematik ? BM sudah digunakan sekian lama. Malah sehingga kini BM masih digunakan dalam kedua-dua subjek ini (walaupun secara dwi-bahasa). Masalah yang berlaku adalah semasa di peringkat tinggi (universiti), oleh kerana bahan rujukan adalah dalam BI, menyukarkan pelajar utk memahami konsep dan teori asas. Ia memerlukan masa utk pelajar tersebut memahamkan terma-terma tertentu... Ini boleh menjejaskan pemahaman keseluruhan yang membawa kegagalan dalam menguasai konsep bidang yg diceburi. Akhirnya pelajar tadi hanya akan belajar semata-mata untuk lulus dalam peperiksaan dan semata-mata untuk segulung ijazah dan bukannya untuk menguasai ilmu. 5. Kenapa perlu kuasai sains dan tekonologi ? Sehingga kini, umat islam yang merupakan umat terbesar di dunia hanyalah umat pengguna. Kita hanya menjadi pengguna. Kita tidak menjadi pencipta. Yang menjadi pencipta adalah bangsa lain dan agama lain. Maka kita amat bergantung kpd bangsa barat dan yahudi dalam segala-galanya. Ini menjadikan kita begitu lemah dan tidak mampu berbuat apa-apa. Malah untuk memboikot barangan US pun kita tidak mampu kerana kita tiada alternatif lain selain daripada bergantung kpd barangan mereka. sehingga kini, kita hanyalah bangsa dan umat pengguna. Kita hanya mampu merintih, meratap dan menangis diatas kekejaman yang dibuat oleh org barat dan yahudi terhadap islam. Kita hanya boleh merayu meminta belas kasihan mereka. Lebih-lebih pun kita hanya mampu berkata "...mereka ini kejam ", "jagnan buat begitu ", "...tolong hentikan serangan", "...mereka ini tak berperikemanusiaan lah"... dan pelabagai kata-kata lain. Kenapa ? kerana kita bukan bangsa ata umat yg dihormati diatas kejayaan kita menguasai teknologi. Kita adala umat pengguna. Untuk menjadi pencipta, kita perlu kuasai sains dan tekonologi. Bukan sahaja lulus dalam ujian...tetapi perlu kuasa ilmu tersebut. Apabila kita (umat islam) menjadi pencipta, maka bangsa barat dan yahudi tidak akan berani menindas dan menghina umat islam. Kejadian di Palestine juga tidak akan berlaku sekiranya kita adalah umat pencipta dan pengeluar teknologi. 6. Kenapa Jepun, Perancis, German boleh berjaya dgn bahasa mereka ? Kenapa mereka tak perlu PPSMI untuk berjaya ? Negara-negara diatas adalah juga negara-negara yg menjadi pelopor kpd tekonologi. Mereka telah meneroka bidang sains dan teknologi berpuluh-puluh tahun dahulu malah semenjak sebelum revolusi teknologi. Jepun misalnya, telah meneroka bidang sains dan teknologi sebelum perang dunia lagi.
Load more

Recommended publications
  • Pilihan Bahasa Dan Lingua Franca Suku Kaum Di Sarawak Pilihan Bahasa Dan Lingua Franca Suku Kaum Di Sarawak
    PILIHAN BAHASA DAN LINGUA FRANCA SUKU KAUM DI SARAWAK PILIHAN BAHASA DAN LINGUA FRANCA SUKU KAUM DI SARAWAK Mohammed Azlan Mis [email protected] Pusat Pengajian Bahasa dan Linguistik Fakulti Sains Sosial dan Kemanusiaan Universiti Kebangsaan Malaysia Abstrak Kajian ini membincangkan lingua franca suku kaum Melayu, Iban, Cina dan Melanau di negeri Sarawak. Di Sarawak terdapat bermacam-macam suku kaum dan masing-masing menggunakan bahasanya sendiri. Oleh yang demikian, lingua franca di Sarawak merupakan bahasa yang dipilih untuk berhubung dan bertukar-tukar fikiran antara satu sama lain agar hubungan antara suku kaum menjadi lebih erat dan sejahtera. Tentu sahaja bahasa perhubungan yang dipilih telah menjadi milik bersama, difahami, sesuai dan tidak menimbulkan masalah. Kewajaran kajian ini bertunjangkan lingua franca yang bertitik tolak daripada maklumat pilihan bahasa semasa yang digunakan dalam kehidupan sehari-hari. Sesuatu bahasa itu akan terus dipilih dan digunakan oleh semua pihak sama ada semasa situasi formal atau tidak formal sekiranya bahasa tersebut memenuhi peranan lingua franca. Hasil analisis pilihan bahasa responden Melayu, Iban, Cina dan Melanau di negeri Sarawak, didapati pilihan bahasa Iban dan dialek Melayu Sarawak lebih tinggi jika dibandingkan dengan pilihan bahasa yang lain. Walau bagaimanapun, pilihan bahasa Iban dilihat digunakan dalam situasi tidak formal dan pilihan bahasa dialek Melayu Sarawak pula semasa situasi formal. Kata kunci: lingua franca, pilihan bahasa, suku kaum, dialek Melayu Sarawak, bahasa Iban MOHAMMED AZLAN MIS Abstract The aim of this research is to identify the the common language or lingua franca of Malay, Iban, Chinese and Melanau ethnics groups in Sarawak. There are several ethnic groups in Sarawak, the member of each communicating among themselves in their own language.
    [Show full text]
  • The Role of Code-Switching As a Communicative Tool in an ESL Teacher Education Classroom
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Elsevier - Publisher Connector Available online at www.sciencedirect.com ScienceDirect P r o c e d i a - S o c i a l a n d B e h a v i o r a l S c i e n c e s 9 0 ( 2 0 1 3 ) 4 5 8 – 4 6 7 6th International Conference on University Learning and Teaching (InCULT 2012) The Role of Code-Switching as a Communicative Tool in an ESL Teacher Education Classroom Nik Mastura Nik Ismail Azlanª and Suthagar Narasumanb* ªAcademy of Language Studies, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia bFaculty of Education, Universiti Teknologi MARA, Shah Alam, 40200, Selangor, Malaysia Abstract This research sought to investigate how code-switching functions as a communicative tool in a English as a second language teacher education class in a tertiary institution in Malaysia. Surveys, observations, and interviews were carried out to elicit relevant data. Qualitative data was collected using an observational framework. The findings revealed that three types of code-switching known as tag switching, inter-sentential switching, and intra-sentential switching were predominant in classroom communication between students and between students and the instructor. The study was also able to ratify several systematic and predictive reasons for code-switching in the classroom. The study also found that English was the dominant language of communication while code switching was used to convey ideas in specific situations and to enhance solidarity in the first language.
    [Show full text]
  • Mother Tongues and Languaging in Malaysia: Critical Linguistics Under Critical Examination
    This is an Accepted Manuscript of an article published by Cambridge University Press, Language in Society, available at https://www.cambridge.org/core/journals/language-in- society/article/mother-tongues-and-languaging-in-malaysia-critical-linguistics-under-critical- examination/63E9315695008B98517AA546BF6C5F54 Mother tongues and languaging in Malaysia: Critical linguistics under critical examination Nathan John Albury Abstract This article brings the critical turn in linguistics - with its current scepticism of essentialised languages and bias for languaging - under critical evaluation. It does so by bringing it face- to-face with the local-knowledge turn in sociolinguistics that emphasises local knowledge, held by language users themselves, to understand sociolinguistic phenomena through local epistemologies. This paper analyses whether and how epistemologies inherent to language, mother tongue and languaging hold relevance in metalinguistic talk in Malaysia. Focus group discussions with ethnic Malay, Chinese and Indian youth revealed that languaging through Bahasa Rojak is already firmly embedded in local epistemology for communicating across ethnolinguistic divides and fostering interethnic inclusiveness. However, an essentialised view of language also remains vital to any holistic sociolinguistic research in Malaysia in culturally-specific ways that do not conflict with languaging. The paper especially supports arguments that we ought not to disregard mother tongues in the interests of critical linguistics. Key words Critical linguistics, Mother tongue, Languaging, Linguistic culture, Malaysia, Folk linguistics 1 This is an Accepted Manuscript of an article published by Cambridge University Press, Language in Society, available at https://www.cambridge.org/core/journals/language-in- society/article/mother-tongues-and-languaging-in-malaysia-critical-linguistics-under-critical- examination/63E9315695008B98517AA546BF6C5F54 Introduction Sociolinguistics has evolved to an era where the term mother tongue can raise eyebrows.
    [Show full text]
  • Broadening Language Use Options in Formal Discourse: the Malaysian Experience
    Intercultural Communication Studies XI: 3, 2002 R. Jacobson Broadening Language Use Options in Formal Discourse: The Malaysian Experience Rodolfo Jacobson The University of Texas at San Antonio Abstract The present paper will report on the ongoing research on “codeswitched speech in formal settings in Malaysia”, a project funded by the Dewan Bahasa dan Pustaka of Kuala Lumpur, and argue in particular on: 1. the settings where Bahasa alone is the appropriate choice; 2. the settings where codeswitched speech is an acceptable medium of communication; 3. the kind of nativization of English that can be detected in the stretches of English within the code-switched variety. The rationales why monolingual or bilingual discourse is chosen will be examined and the reasons will be explored why a form of English could survive in Malaysia in spite of the official pressure that Bahasa be the only means of communication at the official level. 1. Introduction A project designed to chart codeswitching practices in Malaysia has just been completed under the auspices of that country’s Dewan Bahasa dan Pustaka and is described in a yet unpublished manuscript entitled The broadening spectrum of a Malaysian experience: From codemixing to codeswitching. Some of the features identified there are worthwhile reporting as they mark Malaysian codeswitching as a unique language mixing technique, quite different from similar language use patterns elsewhere. Some of these unique traits are as follow: • Codeswitched discourse – whether Malay or English functioning as matrix language – is not restricted to the informal medium of communication and 25 Intercultural Communication Studies XI: 3, 2002 R.
    [Show full text]
  • Loanwords in Translating Malaysian Bank Brochures
    Current Issues in Language Studies 1 (2009)/N.Husin/ Loanwords in Translating Malaysian Bank Brochures LOANWORDS IN TRANSLATING MALAYSIAN BANK BROCHURES Norhazlina Husina Abstract Brochure is a very effective mean of promoting goods or services. International relationships between countries and the issues of borderless world now lead to the fact that more than one language is used in a brochure. This trend makes it even more important for translations to be able to carry the meanings from the original text. Analysis done on Malaysian bank brochures shows that most of the brochures used two or more languages. Research also shows that borrowing is the most frequently used method in translating the bank brochures from English into Malay language at word level. Keywords Bank Brochures; Loanwords; Effects of Loanwords. 1. Inreoduction In this modern era, translation can no longer be regarded as a minor industry that focuses only on literature and religious texts. Translation has begun to reflect its multi-functional attributes. Previously, translation was generally used to translate literary materials and epics. However, it has now taken a wider context. There is no denying that translation is now used in communication, political and commercial aspects, so to speak. In fact, almost every a Academy of Language Studies, Universiti Teknologi Mara Perak, Kampus Seri Iskandar, 32610 Bandar Baru Seri Iskndar, Perak Darul Ridzuan, Malaysia. E-mail: [email protected] 96 Current Issues in Language Studies 1 (2009)/N.Husin/ Loanwords in Translating Malaysian Bank Brochures industry makes use of translation as they strive for success. This is well supported by the fact that the concept of ‘borderless’ world makes it possible for a text written in its source language to be read by readers of another language.
    [Show full text]
  • Open Hor Karen Thesis.Docx.Pdf
    THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF ENGLISH BAHASA ROJAK IN MALAYSIAN LITERATURE AS A CRITIQUE ON POSTCOLONIAL IDENTITY AND POLITICS KAREN SIN LI HOR SPRING 2019 A thesis submitted in partial fulfillment of the requirements for a baccalaureate degree in Economics and English with honors in English Reviewed and approved* by the following: Janet Neigh Associate Professor of English, English Thesis Supervisor Craig Warren Professor of English, English Honors Adviser * Signatures are on file in the Schreyer Honors College. i ABSTRACT The intermingling of the variety of cultures and the legacy of colonialism in Malaysia has produced the Malaysian vernacular, bahasa rojak. While many Malaysians identify with this speech variation, most Malaysians stigmatize bahasa rojak as informal and use it as a measurement of intelligence, professionalism, and nationalism. Two Malaysian authors, Salleh Ben Joned and Jamal Raslan, have challenged these stigmas by producing poems in bahasa rojak, they are “Malchin Testament” by Joned and “Words” by Raslan. Their works explore the themes of language purity, linguistic identity, and the institutional enforcement of a national language in both a postcolonial and a contemporary perspective. This thesis investigates the political intentions for using bahasa rojak in Malaysian literature and its importance to Malaysian linguistic identity. By doing so, this thesis provides a Malaysian and multilingual perspective on postcolonial poetry and contributes to the scholarship on Malaysian
    [Show full text]
  • Social Meaning, Indexicality and Enregisterment of Manglish in Youth Whatsapp Chats
    SOCIAL MEANING, INDEXICALITY AND ENREGISTERMENT OF MANGLISH IN YOUTH WHATSAPP CHATS Thesis submitted in accordance with the requirements of the University of Liverpool for the degree of Doctor of Philosophy NUR HUSNA SERIP MOHAMAD Department of English School of the Arts September 2019 1 ABSTRACT Manglish, a variety of Malaysian English, has often been stereotyped in Malaysian media (i.e., local newspapers) as ‘improper English’ (Why Speak Manglish, 2007; Manglish-English Dilemma, 2007) or labelled by scholars as a type of ‘poor’, ‘broken’ English (Nair-Venugopal, 2013: 455). In fact, speakers of Manglish have been associated with ‘rural background’, ‘low-status’ in society, as well as ‘uneducated’ (Mahir, and Jarjis, 2007: 7). In recent years, there have been increasing debates on the status and use of Manglish, where it is a preferred variety of linguistic expression and is widely employed within certain contexts. The rise of Manglish has been hardly ignored in various social media platforms. This raises questions on how and why Manglish is employed or chosen as a language to communicate within online settings such as Instant Messaging. Thus, the (social) meanings that underlie Manglish communicative practices deserve exploration. This thesis seeks to contribute to the current discussion in linguistic studies on Manglish among three ethnic groups in Malaysia which are Malay, Chinese and Indian, by exploring how in-groupness and ethnic identity is reflected in the way speaker use Manglish features in WhatsApp conversation. More specifically, it focuses on the use of Manglish through the perspective of indexicality (Silverstein, 2003), social meaning (Eckert, 2003) and enregisterment (Agha, 2003).
    [Show full text]
  • The Linguistics Journal
    The Linguistics Journal August 2020 Volume 14 Issue 1 Editors: Paul Robertson and Lucas Kohnke The Linguistics Journal August 2020 Volume 14, Issue 1 Editors: Paul Robertson and Lucas Kohnke Published by the English Language Education Publishing The Linguistics Journal A Division of TESOL Asia Group Part of SITE Ltd. Australia http://www.linguistics-journal.com © The Linguistics Journal 2020 This e-book is in copyright. Subject to statutory exception no reproduction of any part may take place without the written permission of the Linguistics Journal Press. No unauthorized photocopying. All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior written permission of The Linguistics Journal. [email protected] Editors: Dr. Paul Robertson and Dr. Lucas Kohnke Chief Editor: Dr. Lucas Kohnke Senior Advisor: Dr. John Adamson Journal Production Editor: Ramon Medriano, Jr. ISSN 1718-2301 2 Table of Contents Foreword…………………………...……………………………………………………………………………….. 4 Matt Lucas……………………………….................................................................................................................. 7 Agglutination, Loanwords, and Japanese Morpholexical Categoryhood: Cross-linguistic Factors in the Grammatical Handling of Verbs and Adjectives in Written English Zahra Nouri and Rezvan Rasouli……..………….…………...………………..………………………….……... 44 The Effect of Task Type on the Writing Accuracy of Iranian Male and
    [Show full text]
  • Malay Youth Language in West Malaysia Tom HOOGERVORST Royal Netherlands Institute of Southeast Asian and Caribbean Studies
    Malay youth language in West Malaysia Tom HOOGERVORST Royal Netherlands Institute of Southeast Asian and Caribbean Studies This paper typologises the sociolect of ‘young people’ – in the broadest sense of the word – in West Malaysia. The focus is on speakers of colloquial Malay, a language variety which is itself poorly documented. Linguistic scholarship has thus far prioritised the standardised Malay variety promoted by language planners and, more recently, regional dialects. Sociolects and contact varieties have received relatively scant attention, especially in Malaysia. I start by situating the Malay youth language in Malaysia’s language ecology. The next three sections describe, respectively, three distinctive lexico-semantic characteristics of this youth language: common processes of shortening words, semantic innovation, and the influence from languages in contact, including English and Chinese varieties. The final section addresses the ways in which young speakers of colloquial Malay write down their language informally. Throughout this paper, I will compare the Malay youth language used in West Malaysia with its much better known Indonesian equivalent. 1. Introduction1 To those who have learned Malay academically, an everyday conversation between young people often proves to be a linguistic terra incognita. This study offers a preliminary description of the youth language (bahasa remaja) of West Malaysia – i.e. the Peninsula – charting the speech habits of young speakers of colloquial Malay, the words they use and the new meanings they give to existing words. In recognition of this volume’s general theme, I will make comparisons with the much better known Indonesian youth language (bahasa gaul) wherever possible. Although the official languages of Indonesia and Malaysia, respectively Bahasa Indonesia ‘Indonesian’ and Bahasa Malaysia ‘Malaysian’, are both standardised varieties of Malay, they exhibit numerous differences in pronunciation, orthography, lexicon and grammar.
    [Show full text]
  • Part-Of-Speech Tagger for Malay Social Media Texts
    GEMA Online® Journal of Language Studies 124 Volume 18(4), November 2018 http://doi.org/10.17576/gema-2018-1804-09 Part-of-Speech Tagger for Malay Social Media Texts Siti Noor Allia Noor Ariffin [email protected] Faculty of Information Science and Technology, Universiti Kebangsaan Malaysia Sabrina Tiun [email protected] Faculty of Information Science and Technology, Universiti Kebangsaan Malaysia ABSTRACT Processing the meaning of words in social media texts, such as tweets, is challenging in natural language processing. Malay tweets are no exception because they demonstrate distinct linguistic phenomena, such as the use of dialects from each state in Malaysia; borrowing foreign language terms in the context of Malay language; and using mixed languages, abbreviations and spelling errors or mistakes in sentence structure. Tagging the word class of tweets is an arduous task because tweets are characterised by their distinctive style, linguistic sounds and errors. Currently, existing works on Malay part-of-speech (POS) are based only on standard Malay and formal texts and are thus unsuitable for tagging tweet texts. Thus, a POS model of tweet tagging for non-standardised Malay language must be developed. This study aims to design and implement a non-standardised Malay POS model for tweets and performs assessment on the basis of the word tagging accuracy of test data of unnormalised and normalised tweet texts. A solution that adopts a probabilistic POS tagging called QTAG is proposed. Results show that the Malay QTAG achieves best average POS tagging accuracies of 90% and 88.8% for normalised and unnormalised test datasets, respectively.
    [Show full text]
  • BAB 1 PENGENALAN 1.0 Pengenalan Rakyat Malaysia Terdiri
    BAB 1 PENGENALAN 1.0 Pengenalan Rakyat Malaysia terdiri daripada berbilang kaum yang bertutur dalam pelbagai bahasa seperti bahasa Malaysia, bahasa Mandarin, bahasa Tamil dan bahasa Inggeris. Lantaran itu, di Malaysia amalan mengalih kod dari satu bahasa kepada satu bahasa lain ketika berkomunikasi sesama sendiri adalah fenomena linguistik yang lumrah. Umpamanya di antara bahasa Malaysia dengan bahasa Inggeris atau dengan bahasa Tamil. Hal ini di sebabkan oleh latar belakang masyarakat Malaysia yang pelbagai etnik dan sistem pendidikan Malaysia yang mengamalkan lebih daripada satu bahasa. Pertembungan dua atau lebih bahasa boleh mengakibatkan pengalihan kod. Proses peminjaman dari satu bahasa ke satu bahasa lain turut mengakibatkan pengalihan kod. Fenomena pengalihan kod merupakan sesuatu yang biasa berlaku apabila berlakunya pertembungan bahasa. Contoh: How much sebungkus nasi lemak ? (Contoh pengkaji) Bab ini membincangkan latar belakang, penyataan masalah dan tujuan kajian yang akan menjadi garis panduan bagi perkembangan kajian. Pengkaji menghuraikan kepentingan kajian dan rasional untuk mengendalikan kajian ini. Had sempadan yang membatasi kajian ini juga dibincangkan dalam bab ini. Dalam Kajian ini pengkaji mengkaji fenomena pengalihan kod dalam kalangan mahasiswa-mahasiswi Tamil di Universiti Malaya. 1 1.1 Bahasa Tamil Bahasa Tamil berstatus bahasa klasik dan salah satu bahasa utama dalam keluarga bahasa Dravidian. Ia adalah bahasa rasmi di Tamil Nadu, Selatan India dan salah satu bahasa rasmi di Sri Lanka dan Singapura. Sebilangan besar masyarakat Tamil di Sri Lanka, Malaysia, Singapura, Mauritius, Afrika Selatan serta masyarakat emigran Tamil di seluruh pelusuk dunia menggunakan bahasa Tamil dalam pertuturan mereka. Menurut Kulandasamy (1989/90) Bahasa Tamil adalah salah satu bahasa klasik yang terunggul dan masih hidup dengan tradisi kesusasteraan yang tidak terputus.
    [Show full text]
  • Willingness to Communicate in English Among Malaysian Undergraduates on Campus: an Identity-Based Motivation Perspective
    Willingness to communicate in English among Malaysian undergraduates on campus: An identity-based motivation perspective Siti Bahirah Binti Saidi PhD University of York Education July 2018 Abstract This thesis presents a mixed-methods study on Malaysian undergraduate students’ willingness to communicate (WTC) in English on campus. WTC is now a significant issue in second language acquisition (SLA) field as creating willing second language (L2) communicators is regarded as a necessary component of successful L2 instruction. Thus, much research has been conducted to investigate WTC, especially in non-Western contexts, where the heuristic L2 WTC model (MacIntyre, Dörnyei, Clément, & Noels, 1998) has been complemented by various models that incorporate explicit cultural perspectives, such as the models by Wen and Clément (2003) and Peng (2014). However, these models are drawn based on the monolithic idea of east versus west, instead of a pluralistic view, and, as such, might not have explanatory power in an Eastern multi- cultural society such as Malaysia. The present study acknowledges this gap in research on L2 WTC in plural societies and seeks to address three key issues associated with L2 WTC in Malaysia. First, there is a need to develop and validate an instrument to examine L2 WTC in a plural society context because L2 WTC is contextually related. Second, it is essential to develop a statistical model of L2 WTC in a plural society to explore the interrelationship between psychological and socio-cultural factors that are likely to influence it. Third, it is crucial to understand learners’ perspectives at the individual level through adopting a sociological approach.
    [Show full text]