Pembelajaran Bahasa Melayu Sebagai Bahasa Kedua dalam kalangan pelajar China dan pelajar Jepun

Abstract

The study is to understand the learning pattern of the Malay language as a second language (L2) among Chinese and Japanese learner that involved in the Intensive Malay Language Proficiency Course (IMALPC) from 2009 until 2014 through second language acquisition theory (SLA) and sociocultural theory (SC) combination.Research respondents, N=43 (Chinese learner, n1=20; Japanese learner, n2= 23), a descriptive case study that involved mixed method of quantitative and qualitative research was used to identify the student agency, mediating contexts and dialectical relationships that forming the L2 learning pattern. Based on findings, quantitative analyses have identified patterns of perception and learning strategies. The quantitative survey identified significant different in the two group of respondent’s perceptions and learning strategies through Mann-Whitney U analysis based on significant level p<.05 and score Z>±1.96. Indicators of differences showed that the mediating factors are found to influence the perceptions and learning strategies. The in-depth qualitative analysis, further revealed that those different valued between two group were attributable to the mediation of various sociocultural factors in the IMALPC’s program setting, including language lecturer, language teacher, classmates, native friends, foster family, learning content, learning classes, difficulty using Malay language skills with native speakers, goal and extracurricular activities. The qualitative analysis also llustrated that the different value in the respondent perceptions and learning strategies were accounted by the acting ability component (agency) of the respondent. Thus, this research argues the positive perspective of language learner perceptions and learning strategies are the result of the interaction between learner agency and learning context.The implications of the study are seen through the perspective of students, teaching staff and teaching methodology. For students, the intrapersonal ability, strategic learning ability, sociocultural ability and micro-political ability have been identified as a new point of view in understanding the ability to learn Malay as a L2. For teaching staff,Malay language support methods need to be continuously implemented to support the acquisition and improvement of Malay language skills among learner in short-term study period. For the teaching methodology, the Malay language program needs to be formed based on a sociocultural perspective for the purposes of four abilities identification and student potential enhancement during the short-term study period of Malay language program.