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UNIVERSITI TEKNOLOGI MALAYSIA

BORANG PENGESAHAN STATUS TESIS JUDUL :

A STUDY ON ORAL PROFICIENCY LEVELS OF FIRST YEAR INTERNATIONAL AND LOCAL STUDENTS OF UNIVERSITI TEKNOLOGI MALAYSIA. SESI PENGAJIAN : 2008 / 2009

Saya :

NOR RAIHANA BINTI SAID (HURUF BESAR)

mengaku membenarkan tesis (PSM/Sarjana/Doktor Falsafah)* ini disimpan di Perpustakaan Universiti Teknologi Malaysia dengan syarat-syarat kegunaan seperti berikut: 1. 2. 3. 4.

Tesis adalah hak milik Universiti Teknologi Malaysia. Perpustakaan Universiti Teknologi Malaysia dibenarkan membuat salinan untuk tujuan pengajian sahaja. Perpustakaan dibenarkan membuat salinan tesis ini sebagai bahan pertukaran antara institusi pengajian tinggi. ** Sila tandakan (  )

SULIT

(Mengandungi maklumat yang berdarjah keselamatan atau kepentingan Malaysia seperti yang termaktub di dalam AKTA RAHSIA RASMI 1972)

TERHAD

(Mengandungi maklumat TERHAD yang telah ditentukan oleh organisasi/badan di mana penyelidikan dijalankan)

√

TIDAK TERHAD Disahkan oleh:

_______________________

_________________________

(TANDATANGAN PENULIS)

(TANDATANGAN PENYELIA)

Alamat Tetap : LOT 2/1248 , KM 15 CHENGAL LEMPONG, BALOK, 26100 KUANTAN, PAHANG DARUL MAKMUR.

Tarikh : _______________________

CATATAN: * ** ♦

ENCIK MOHD NASIR BIN MAHMOOD Nama Penyelia

Tarikh : ________________________

Potong yang tidak berkenaan Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak berkuasa/organisasi berkenaan dengan menyatakan sekali sebab dan tempoh tesis ini perlu dikelaskan sebagai SULIT atau TERHAD Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah dan Sarjana secara penyelidikan, atau disertai bagi pengajian secara kerja kursus dan penyelidikan, atau Laporan Projek Sarjana Muda (PSM).

“I hereby declare that I have read this report and in my opinion this thesis is sufficient in terms of scope and quality for the award of the degree of Bachelor of Science and Education (TESL)”

Signature

: ....................................................

Name of Supervisor : En. Mohd Nasir Bin Mahmood Date

: ....................................................

A STUDY ON ORAL PROFOCIENCY LEVELS OF FIRST YEAR INTERNATIONAL AND LOCAL STUDENTS OF UNIVERSITI TEKNOLOGI MALAYSIA

NOR RAIHANA BINTI SAID

A report submitted in partial fulfilment of the requirements for the award of the degree of Bachelor of Science and Education (TESL)

Faculty of Education Universiti Teknologi Malaysia

APRIL 2009

ii

I declare that this report entitled “A Study on Oral Proficiency Levels Of First Year International and Local Students of Universiti Teknologi Malaysia” is the result of my own research except as cited in the references.

Signature

: ....................................................

Name

: NOR RAIHANA BINTI SAID

Date

: ....................................................

iii

To Allah s.w.t, Thank You for Your Mercy… To Abah and Ma, thank you for your support and faith in me… To Jazli Johari, you inspire me each and every single day… To my dearest friend, Nadia, thank you so much…

iv

ACKNOWLEDGEMENTS

Alhamdulillah, it is only by the will of Allah that I was able to successfully complete my research endeavour. I would like to express my sincerest gratitude to my thesis supervisor, Encik Mohd Nasir Bin Mahmood, for giving her meticulous guidance and unflinching support throughout these two semesters, which have enabled me to complete this thesis.

I would also like to thank my dearest parents for their continued prayers and unwavering support throughout the process of conducting my research, and also throughout my four years in UTM.

A big thank-you also goes out to my dearest friends and coursemates for their support and help in completing this thesis.

Last but not least, I would like to say a big thank-you to all the respondents for their willingness in giving their best cooperation for my research.

v

ABSTRAK

Dipercayai bahawa terdapat berbezaan dalam tahap kefasihan bertutur dalam Bahasa Inggeris di antara pelajar antarabangsa dan pelajar tempatan. Ini berlaku disebabkan oleh beberapa faktor luaran yang mungkin mempengaruhi kefasihan bertutur seseorang pelajar. Laporan kajian ini bertujuan untuk mengkaji faktor-faktor yang mungkin mempengaruhi kefasihan bertutur dalam Bahasa Inggeris seseorang pelajar. 100 orang pelajar tahun satu dari Universiti Teknologi Malaysia dipilih untuk menyertai kajian ini di mana 50 orang daripadanya terdiri daripada pelajar antarabangsa manakala 50 orang lagi terdiri daripada pelajar tempatan. Di dalam laporan ini, penyelidik mendapati bahawa terdapt perbezaan dalam tahap kefasihan bertutur di antara pelajar antarabangsa dan pelajar tempatan. Kajian mendapati bahawa pelajar antarabangsa menunjukkan tahap kefasihan bertutur yang lebih tinggi berbanding pelajar tempatan. Perbezaan ini adalah disebabkan oleh faktor-faktor seperti, status sosio-ekonomi, latar belakang bahasa, sikap and jangkaan ibu bapa serta latihan di rumah. Kesimpulan daripada kajian ini adalah, tahap kemahiran bertutur seseorang sememangnya dipengaruhi oleh faktor-faktor luaran. Tahap pendedahan terhadap faktor-faktor ini akan mewujudkan perbezaan dalam tahap kefasihran bertutur seseorang individu.

vi

ABSTRACT

It is believed that there might be differences in oral proficiency level between international and local students of Universiti Teknologi Malaysia (UTM) where there may be factors that might cause these differences. This paper deals with the issue and a study was conducted in order to find out what are the factors that might influence the students’ oral proficiency levels. 100 first year students of UTM were selected for this study where 50 were international students while another 50 were local students of UTM. From the findings, it was found that there are differences in oral proficiency levels between the international and the local students. The findings of the study show that the international students are more proficient compared to the local students. The differences in oral proficiency levels of these students were caused by factors such as socio-economic status, language background, parental attitudes and expectation as well as home practices and resources. From this study, it can be concluded that one’s oral proficiency level can be affected by the external factors. The level in which the students are exposed to the factors will influence their level of proficiency.

vii

TABLE OF CONTENTS

CHAPTER

1.0

TITLE

PAGE

TITLE

i

DECLARATION

ii

DEDICATION

iii

ACKNOWLEDGEMENTS

iv

ABSTRACT

v

TABLE OF CONTENTS

vii

LIST OF TABLES

xiv

LIST OF FIGURES

xv

LIST OF ABBREVIATION

xxiii

LIST OF APPENDIXES

xxiv

INTRODUCTION 1.1

Background of the Study

1

1.2

Statement of the Problem

2

viii

2

3

1.3

Purpose of the Study

2

1.4

Objectives of the Study

3

1.5

Research Questions

3

1.6

Significance of the Study

3

1.7

Scope of the Study

4

1.8

Definition 1.8.1 Proficiency

4

1.8.2 Oral Proficiency

5

1.8.3 Oral Proficiency Test

5

LITERATURE REVIEW 2.1

Introduction

6

2.2

Oral Proficiency Test

6

2.3

Language Learning Environment

8

2.4

Related Literature and Resource

10

METHODOLOGY 3.1

Introduction

11

3.2

Research Instruments

11

ix

4

3.3

Description of Respondents

12

3.4

Data Analysis Method

13

3.5

Research Procedures 3.5.1 Questionnaire

13

3.5.2 Interview

14

FINDINGS 4.1

Introduction

15

4.2

English Subject Lecturers’ Perceptions on the

15

International and the Local Students’ Oral Proficiency Levels. 4.3

Comparisons of Oral Proficiency Levels between

16

the International and the Local Students 4.4

Factors Influence the Oral Proficiency Levels

18

of the International and the Local Students 4.4.1 The Analysis of the Respondents 4.4.1.3Number of Sibling

18

4.4.1.6 Examination Grade

20

x

4.4.2 Socio-Economic Status 4.4.2.1Father’s Occupation

22

4.4.2.2Father’s Monthly Income

23

4.4.2.3Mother’s Occupation

24

4.4.2.4Mother’s Monthly Income

25

4.4.3 Language Background 4.4.3.1Language Used to Communicate

27

With Siblings 4.4.3.2 Language Used to Communicate

28

With Relatives 4.4.3.3 Language Used to Communicate

29

With Friends 4.4.3.4 Language Used to Communicate

31

With Neighbours 4.4.3.5 Exposure to English Materials by

32

English Teacher 4.4.3.6 Communicative Approach Used by English Teacher When Teaching English in Classroom

33

xi

4.4.3.7 Extensive Used of English in School

34

4.4.3.8 Confidence in Using English in

36

Conversation 4.4.3.9 Father’s English Language Ability

37

4.4.3.10Mother’s English Language Ability

38

4.4.4 Parental Attitudes and Expectation 4.4.4.1Parents Asking About English Subject

39

at School 4.4.4.2 Parents Talking and Discussing

40

English Subject at School 4.4.4.3 Parents Concern on What Was Learnt

41

in School 4.4.4.4 Parents Encouragement to Read

42

Widely in English by Giving Money to Buy English Books or Magazines 4.4.4.5 Parents’ Help to Increase Proficiency

43

in English by Buying Reference Book or Magazines in English 4.4.4.6 Parents Concern on Marks for English

44

xii

Tests or Examinations in School 4.4.4.7 Parents’ Help with English Homework

45

4.4.4.8 Parents Encouragement to Take Up One

46

or More Hobbies Related to English 4.4.4.9 Parents Encouragement to Pursue

47

Hobbies to Improve English (E.g. listening to English songs, watching English movies 4.4.4.10The Importance of Getting Good

48

Marks in English 4.4.5 Home Practice and Resources 4.4.5.1Parents Encouragement to Speak English

50

4.4.5.2English Used While Talking to Friends

51

of the Same Race outside the Classroom 4.4.5.3Reading (storybooks, newspapers) in English

52

4.4.5.4 English Used Outside School

53

4.4.5.5 News Programs (on TV) Watched in English

54

4.4.5.6 TV Programs Watched in English

55

(e.g. movies, entertainment show etc.)

xiii

4.4.5.7 English Reading Materials Such as

56

Journals, Magazines, and Newspaper at Home Other Than English Textbook

5

4.4.5.8 English Newspaper Read by Family

57

4.4.5.9 Books (other than textbook) Read in English

58

4.4.5.10 Reading Newspaper in English

59

4.4.5.11Magazines Read in English

60

4.4.5.12Radio Program Listened in English

61

CONCLUSIONS AND RECOMMENDATIONS 5.1

Conclusions

63

5.2

Recommendations Based on the Findings

66

5.3

Recommendations for Future Research

67

REFERENCE

70

APENDDIX A

72

APENDDIX B

73

APENDDIX C

74

APPENDIX D

83

xiv

LIST OF TABLES

TABLE NO. 4.1

TITLE The result of Oral Interview Test for the international

PAGE 17

and the local students. 4.2

Frequency count and percentage of the international

18

respondents based on the number of sibling. 4.3

Frequency count and percentage of the local respondents

19

based on the number of siblings. 4.4


20

respondents based on lower secondary English language examination grade. 4.5

Frequency count and percentage of the local respondents

20

based on lower secondary English language examination grade. 4.6


20

respondents based on upper secondary final examination English language grade. 4.7

Frequency count and percentage of the local respondents based on upper secondary final examination English language grade.

21

xv

LIST OF FIGURES

FIGURE NO. 4.1

TITLE

Percentage of father’s occupation of the international

PAGE 22

students based on occupational groups. 4.2

Percentage of father’s occupation of the local students

23

based on occupational groups. 4.3

Percentage of father’s monthly income for the international

23

students based on USD. 4.4

Percentage of father’s monthly income for the local students

24

based on USD. 4.5

Percentage of mother’s occupation of the international

24

students based on occupational groups. 4.6

Percentage of mother’s occupation of the local students

25

based on occupational groups. 4.7

Percentage of mother’s monthly income for the international students based on USD.

25

xvi

4.8

Percentage of mother’s monthly income for the local

26

students based on USD. 4.9

Percentage of language used by international

27

students at home with siblings. 4.10

Percentage of language used by local

27

students at home with siblings. 4.11


28

students at home with relatives. 4.12


29

students at home with relatives. 4.13


29

students at home with friends. 4.14


30

students at home with friends. 4.15

Percentage of language used by

31

international students at home with neighbours. 4.16


31

students at home with neighbours. 4.17

Percentage of exposure to English materials by

32

xvii

English teacher of international students. 4.18

Percentage of exposure to English materials by

32

English teacher of local students. 4.19

Percentage of international students’ communicative

33

approach usage in classroom. 4.20

Percentage of local students’ communicative

34

approach usage in classroom. 4.21

Percentage of international students’ English usage in school.

34

4.22

Percentage of local students’ English usage in school.

35

4.23

Percentage of international students’ level of confident

36

on using English in conversation. 4.24

Percentage of local students’ level of confident on

36

using English in conversation. 4.25

Percentage of father’s English language ability for

37

international students. 4.26

Percentage of father’s English language ability for

37

local students. 4.27

Percentage of mother’s English language ability for international students

38

xviii

4.28

Percentage of father’s English language ability

38

for local students. 4.29

Percentage of parents asking about English subject

39

at school for international students. 4.30

Percentage of parents asking about English subject

40

at school for local students. 4.31

Percentage of parents discussing English subject

40

for international students. 4.32

Percentage of parents discussing English subject

41


Percentage of parents who look through

41

English textbook for international students. 4.34

Percentage of parents who look through English

42

textbook for local students. 4.35

Percentage of parents’ encouragement to read widely

42


Percentage of parents’ encouragement to read widely

43


Percentage of parents that have helped to

43

xix

increase proficiency for international students. 4.38

Percentage of parents that have helped to

44

increase proficiency for local students. 4.39

Percentage of parents who were concerned with

44

the marks in test or examination for international students. 4.40

Percentage of parents who were concerned with

45

the marks in test or examination for local students. 4.41

Percentage of parents who have helped with English

45

homework for international students. 4.42

Percentage of parents who have helped with English

46

homework for local students. 4.43

Percentage of parents who encourage taking up hobbies

46


Percentage of parents who encourage taking up hobbies

47


Percentage of parents who encourage hobbies for

47


Percentage of parents who encourage hobbies for local students.

48

xx

4.47

Percentage of parents who concern about getting

48

good marks for international students. 4.48

Percentage of parents who concern about getting

49

good marks for local students. 4.49

Percentage of parents’ encouragement to speak for

50


Percentage of parents’ encouragement to speak for

50

ocal students. 4.51

Percentage of English used while talking to

51

friends for international students. 4.52

Percentage of English used while talking to

51

friends for local students. 4.53

Percentage of students who read in English for

52


Percentage of students who read in English for

52


Percentage of English used outside school for

53


Percentage of English used outside school for

53

xxi


Percentage of news program watched for

54


Percentage of news program watched for

54


Percentage of TV program watched for

55


Percentage of TV program watched for

55


Percentage of reading materials at home for

56


Percentage of reading materials at home for

56


Percentage of English newspaper read for

57


Percentage of English newspaper read for

57


Percentage of book read for international students.

58

4.66

Percentage of book read for local students.

58

xxii

4.67

Percentage of newspaper read for international students.

59

4.68

Percentage of newspaper read for local students.

59

4.69

Percentage of magazines read for international students.

60

4.70

Percentage of magazines read for local students.

60

4.71

Percentage of radio program listened for international students.

61

4.72

Percentage of radio program listened for local students.

61

xxiii

LIST OF ABBREVIATION

CTL – Center of Teaching and Learning FoE – Friends of English SPSS – Statistical Pakage For Social Sciences TESL – Teaching English as Second Language UTM – Universiti Teknologi Malaysia

xxiv

LIST OF APPENDICES

APPENDICES

TITLE

PAGE

A

Interview Question (for lecturers)

72

B

Interview Question (for students)

73

C

Questionnaire

74

D

The National Certificate Descriptive Scale

83

CHAPTER 1

INTRODUCTION

1.1

Background of the Study

Over the years, Universiti Teknologi Malaysia (UTM) has gained international recognition in the fields of science and technology and has become a well established university. Hence many students from foreign countries have chosen this prestigious institution to pursue their study. It is in line with the government vision to make all universities in Malaysia become as prestigious as other international universities. In UTM, most of the international students come from countries such as Sudan, Iran, China, Somalia, and Yamane. The main language used by these students as the medium of interaction with locals is English. However, a question comes to rise regarding this matter, whether they are proficient enough in the use of English language compared to the local students. Both international and local students have been exposed to the English language learning since childhood. However there might be differences between the methods and approaches used in English language learning for international and local students whether it is formal or informal, that might as well affected their oral proficiency level. Besides, there are many factors that can contribute as well as influence one’s oral proficiency. Among the factors that might affect the students’ oral proficiency are socio-economic status, language background, parental attitudes and expectation as well as home practice and resources.

2 1.2

Statement of the Problem

It has been generally assumed that international students are usually more proficient in oral communication compared to the local students. This perception has been made by the society in the campus especially by some lecturers who taught both international and local students as well as students that have direct contact with the international students. This perception arises because it can be seen that the international students tend to communicate in English language more often compared to the local students who prefer to use Bahasa Malaysia to communicate and tend to avoid using English communicatively. One good example for this situation is during oral presentations where it can be seen that local students sometimes seemed to be reluctant when requested to use English for the oral presentation. Was it because they are not proficient enough in English compared to the international students that make them feel reluctant to use English communicatively? A question arises whether the perception is true and if it is true, what causes this to happen? What are the implications of this situation? What makes the international students different from the local students in terms of their oral proficiency level?

1.3

Purpose of the Study

The purpose of this study is to compare international and local students’ oral proficiency by studying the factors that might influence their oral proficiency. The study will focus on the students’ socio-economic status, language background, parental attitudes and expectations as well as home practice and resources.

3 1.4

Objectives of the Study

The objectives of this study are as follow: i.

To find out the perception of English subject lecturers on the oral proficiency levels of international and local students.

ii.

To compare the oral proficiency levels of international and local students.

iii.

To find out factors that influence the oral proficiency levels of international and local students.

1.5

Research Questions

From this study, the researcher hopes to answer the following questions: i.

What are the perceptions of English subject lecturers on the oral proficiency levels of international and local students?

ii.

What are the differences of the levels of oral proficiency between the international and local students?

iii.

What are the factors that influence the levels of oral proficiency of international and local students?

1.6

Significance of the Study

It is hoped that this study will help language practitioners in language teaching field to find the best methods and approaches to help learners of different levels of proficiency increase their oral proficiency skills effectively thus use the English language communicatively. It is also to acknowledge teachers and educators on the factors that might influence their students’ oral proficiency thus become more aware in preparing materials to teach students with different background of language learning.