Kemahiran Bertutur Bahasa Melayu oleh Murid Cina: Teori Analisis Kontrastif

Abstract

The acquisition of Malay as a second language, either verbally or non verbally among the non-Malay students, is still in question. It is observed that the problems of pronunciation is still prevalent among the non-Malay students. Hence, the objectives of this study are twofold; (i) to identify the level of proficiency of the speaking skill of Malay language among Chinese students, and (ii) to analyse the errors made in the speaking skill of Malay language by Chinese students based on contrastive analysis theory. The respondents were 27 Chinese Form 1 students in SMK Ampang Pecah, Kuala Kubu Baharu, Selangor. The initial design of the study was spurred by library research and observation. The instruments used in data collection included notebooks, questionnaire, recorder and texts for speech test. The data were analyzed by contrastive analysis theory by Robert Lado (1957). The findings showed that there were four aspects of pronunciation errors related consonants produced by the respondents. They were (i) sound replacement, (ii) sound addition, (iii) sound abortion, (iv) and grammatical errors. This study also shows that the pronunciation errors were due to the influence of their native language, which is Mandarin language, and the interlingual factors of the respondents that have caused them to be weak in the mastery of Malay language. In terms of implication, this study provides some understanding on the importance of mastering oral speech in Malay language through appropriate grammatical usage and pronunciation , especially among the second language speakers of Malay.

Correlation Between Level of Grammar Proficiency and Arabic Speaking Skills of Diploma Students At UITM

“…Mokhtar et al (2020) in their study found the effect of weak mastery of Arabic grammar will affect the construction of words and the formation of structure in sentences. Most students are weak in mastering speaking skills from various aspects, whether weaknesses stem from errors in syntax, morphology, phonology, semantics and lack of vocabulary (Fuadiya & Taufiq, 2020;Rosli et al, 2021;Ngalawi & Zainal, 2020). Weakness in mastering aspects of Arabic grammar causes students to be unable to speak Arabic fluently.…”