XEW139 Ee Chop Ler

International Journal of Arts and Sciences
3(10): 26 - 55 (2010)
CD-ROM. ISSN: 1944-6934
© InternationalJournal.org
Cultural Factors Affecting English Proficiency in Rural Areas:

A Case Study
Ee Chop Ler, Universiti Darul Iman Malaysia, Malaysia
Abstract The purpose of this study is to investigate the rural ‘cultural’ problems and to
determine their effect on the learning of English. Twenty students from different ethnic
backgrounds and English language proficiency in six rural schools in Terengganu,
Malaysia were interviewed. In addition the teachers also from different rural schools and
ethnic backgrounds responded to a questionnaire. The problems discussed by both the
teacher and student respondents arose due to the rural cultural setting. The findings of
this study show that 1) five major problem areas exist, namely peer pressure and
motivation, attitudes towards English, teaching methodology, school culture, influence of
Islamic teaching on the learning of English 2) the problems discussed by the teachers and
students are similar and 3) most importantly all these identified problems are closely
related to the rural setting. Therefore, one can conclude that rural cultural factors
adversely affect English Proficiency of the rural students of this study.
Keywords: Rural cultural factors, English Proficiency
1.0 INTRODUCTION AND BACKGROUND

The fall in the standard of English is seen throughout Malaysia as evidenced in all public
examinations like UPSR (Ujian Pencapaian Sekolah Rendah examination), PMR
(Penilaiaan Menengah Rendah) and SPM (Sijil Pelajaran Malaysia).Most probably a pass
in English has never been made compulsory for SPM. Our new Deputy Prime minister
Tan Sri Muhyiddin Yassin was surprised to learn that English is not a ‘must pass’ for
SPM and wants public feedback on this matter (The Star 9.6.2009). In fact the English
result in major examinations “hovers at a low level of around 60% candidates achieving
passes since 2000. (The Star 8.11.2000) As for the PMR examination overall more than
40% (158,530 of 392,692) students failed in 2001 (The Star 21.12.2008).The poor
performance in English marred an otherwise marginally better performance in the 2008
Ujian Pencapaian Sekolah Rendah (UPSR) examination which is the national primary
school leaving examination. (The Star, 8.11.2000).Furthermore the percentage of passes
in English among rural students is only 49.6% compared to urban students (72.8%).
The twin objectives of our educational system are closely related to national unity and
human resource development both gearing towards a united, liberal, democratic as well
as advanced society (Education Guide Malaysia, 1996).Three kinds of school systems
namely fully government aided schools, semi government and private schools are set up.
Of course Malay is the medium of instruction in all schools except for vernacular schools
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(Mandarin and Tamil are used) Four educational levels i.e. preschool, primary, secondary
and tertiary exist in Malaysia .Free and compulsory education from ages of 6 to 14 i.e.
Primary and lower Secondary (Akta Pendidikan 1996) with a subsequent optional two
years of free education till upper Secondary level. Secondary education begins at 12 to 19
years aiming at promoting overall general specialized learning by equipping students
with knowledge, insight and important skills e.g. to read and write so as to form a strong
foundation for lifelong education.(Educational Guide Malaysia,1996). English is not
accorded much status in these examinations. (David, 2000)
1.1 THE STATUS AND ROLE OF ENGLISH

With the introduction of Malay as the medium of instruction in 1970,the status of English
has become that of a ‘second language’ It is compulsory to study English as it is the first
foreign language learnt after the mother tongue. However it must be emphasized that
English is merely but a subject in schools and not a medium of instruction. A prominent
local linguist Asmah (1992:66) states that the role of the Malay Language is for
‘nationalism’ while English is for ‘Nationism’. The formal is for national unity and
identity while the latter for maintaining group cohesion and political ties among
Malaysians.
1.2 CONCERN FOR THE STANDARD OF ENGLISH

It is clear then public figures, teachers, parents and even students recognize the
importance of English. At the same time almost everyone is aware of the rapidly
declining standard of English in schools as well as the emergence of a substitute of
English language, Manglish (A Malaysian version of standard English).New graduates
face a serious problem in English (The Star 12.7. 2000).It has been stated that 90% of
Malaysians entering local universities have insufficient English proficient for study
purposes, 44% classified as weak while 19 % are very weak in the subject.(The Straits
Times 12. 9. 2000).These graduates are not conversant with English that has become a
key medium of business worldwide. Graduates will have a much tougher time getting a
job if they are not proficient in English and will definitely ‘lose to other applicants’ (The
Star 11.8.2000).It was found these graduates struggle to speak English in job interviews
(The Star 10.2. 2000).Several reasons explain this decline such as the switch from
English to Malay as the medium of instruction in schools to limited exposure and use of
English. This greatly affected the motivation to learn and teach English especially in rural
areas. This is aggravated by the fact that English has low status in public exams as it is
not essential to pass English. In addition English is not offered at STPM level (Sijil
Tinggi Pelajaran Malaysia) or pre university level. Thirdly the poor proficiency of
teachers in English adds to the poor performance. Young English teachers are struggling
with their own proficiency in English and this is reiterated by many parents, who
question the proficiency of young English teachers in schools.(The Star,22.12.2000)
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Fourthly, students lack self motivation and initiative to communicate in English as they
resort to their respective native languages as means of effective communication.
1.3 PURPOSE OF THE STUDY

The purpose of this study is to investigate what causes the low proficiency in English of
the rural students. Therefore the objectives of the study are 1)to obtain empirical data of
the relationship between English proficiency of the student and the ‘rural cultural factors’
and 2) to provide suggestions and solutions to improve the proficiency in English among
rural students.
1.4 DEFINITIONS OF TERMS USED IN THIS STUDY

1.4.1. Language proficiency refers to the knowledge and ability to speak, write and
understand the target language of the language learners hence it refers to the mastery of
the target language. In this study it is measured by using the students’ scores in PMR as
well as the cloze (Fotos 1991) and an Error identification test. Then the proficiency level
is defined using the scale of the Reading Test program from the Ministry of Education.
Cloze is claimed to be a global measure of language proficiency (Darnell 1970,
Fotos1991 & Oller 1977 & 1978) for both native and non native English speakers.
1.4.2 Second Language (L2) refers to the language learned after the mother tongue is
acquired e.g. English after Malay Language.
1.4.3 Rural schools in Malaysia as classified by the Ministry of Education are schools
located in towns or districts having a population of less than 10,000 ( Rosli & Malachi
1990).Urban schools on the other hand are located in bigger towns and districts with a
population of more than 10000 people.
1.4.4 Attitude is a mental and neural state of readiness, organized through experience
exerting a directive or dynamic influence upon the individual’s response to all objects
and situations with which it is related.”In layman terms, attitudes are a set of beliefs the
learners have towards the use and learning of the target language or towards the speakers
of that language. These beliefs are translated into expression of positive or negative
feelings towards that language. The perceptions of the people speaking the language and
culture towards the target language also have an effect on learners learning that language.
1.4.5 Motivation (Gardner 1985:10) is the ‘combination of effort and desire to achieve
the goal of learning the language including favorable attitudes towards learning the
language. Gardner and Lambert (1972) identified two types of motivation i.e.
instrumental and integrative. Instrumental motivation refers to a desire to gain social
recognition or any reward through the learning of the language while integrative
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motivation is the desire to learn the language out of genuine interest or to be associated
with the community.
1.4.6. Exposure, language environment and use of language

This refers to the sum total of contacts with the target language. Mackay(1965) classified
language exposure into three categories namely a)personal contact with members of
family, relatives, classmates etc, b)non personal contact through the media like TV, radio
movies c)non personal contacts through written forms such as newspapers, magazines and
books. Language environment according to Dulay et al (1982) encompasses everything
the language learner hears and sees in the new language.
1.4.7 Peers
Musgrave (1972) defines peers as ‘group of individuals who belong to the same age
group of children or adolescents.’ It refers to members of a group which are of the same
age of either sex sharing the same interests and attitudes and able to communicate and
interact freely in school.
1.4.8 Rural society

According to Murdock (1965) society refers to ‘all members in a group staying together
and whose patterns of behavior are learned and passed down to the next generation.’
‘Rural’ in layman‘s terms ‘refers to a district or countryside locality far from bigger
towns’
1.4.9. Culture
According to the American Heritage Dictionary (1992),culture is the ‘totality of socially
transmitted behavior patterns, arts, beliefs, institutions and all other products of human
work and thoughts’ It also refers to the patterns, traits and products considered as the
expression of a particular period ,class, community or population. This study is an
exploratory study of the cultural factors i.e. traits, attributes, beliefs and practices found
among the people in the rural areas which impact the English Language proficiency of
the students. Examples of the attributes of the rural population are the shared system of
ideas, beliefs and traditions in their life and their adaptation to the environment for
instance earning a living by fishing or farming. They do not expect their children to work
elsewhere instead to continue the traditional way of living. It is also difficult for the rural
students to learn English as anti colonial beliefs are handed down for generation.
Therefore this rural non English speaking setting is not conducive for learning English
and will affect the attitude of the students, motivation, peer influence and even the
teaching methods used by rural English teachers in the learning of English. As social
interactions are within the rural boundaries, the students are shy to speak English. Rural
life is known to be simple, carefree and contented with much time and leisure of the rural
population spent on religious activities. These are some examples of the exclusive rural
cultural traits in this study.
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1.5 METHODOLOGY
This study investigates and examines rural students’ problems when learning English.
This is carried out by semi structured interviews with twenty students as well as ten
teachers from six rural schools in East coast of Peninsular Malaysia. Open ended
questions were used in both interviews and questionnaire in order to obtain their views of
the problems of learning and teaching English.
1.6 SIGNIFICANCE OF THE STUDY

It is hope that the collected data would provide significant and invaluable insights into the
teaching and learning of English in the rural areas. These findings will shed light on the
relationship between the students’ proficiency and the rural cultural variables and may
help to provide solutions for better teaching. These solutions will consequently help rural
students to attain a higher proficiency in English. These findings would be a helpful
guide to teachers and educational authorities with regard to strategies, kinds of learning
activities and appropriate teaching materials, especially in rural schools. Hopefully
curriculum planners can use the empirical data as a basis for future planning and
organizing appropriate materials for Malaysian students who live in different learning
environment.
1.7 LIMITATION OF THE STUDY

This study is limited in its scope as data were collected from only 20 students and ten
teachers. The fact that data were collected from shy, non English speaking rural students
therefore posed a number of problems. Most of them could not really understand most of
the questions asked and the researcher has to translate the questions and responses into
Malay. A large part of the interview was carried out either in code switched dialogue
(English and Malay) in informal interactions or only one language-Malay. The students
do not speak standard Malay but use the local dialect, Kelantanese hence at times
researcher faces problems in interpretation and transcription. The open ended questions
lend themselves to a quantitative data analysis. However the overall analysis is
qualitative in nature.
2.0 REVIEW OF RELATED LITERATURE

Language learning involves a complex interplay of personal and social variables such as
motivation and attitude. Other factors include negative attitude toward learning English,
limited exposure to the target language and peer influence .Gardner and Lambert (1959)
show how success in language learning is related to attitudinal variables like attitudes
towards the language learned and towards the speakers of that language and culture.
Spolky (1969) also studies the relationship between proficiency of second language and
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attitude of the students towards the language learnt of 315 foreign students from different
backgrounds studying in America and discover a profound relationship between the
attitudes of the students towards English and their grades in English. However local
studies by Jayatilaka (1982) studies 132 second year students in Universiti Sains
Malaysia (USM) finds a negative attitude held by some of the students towards the
learning of English does not adversely affect successful second language learning.
Similarly Chandrasegaran (1979) studies the upper Secondary Malay medium students
show low correlation between proficiency and attitude towards English Learning.
Several researchers like Mueller & Miller (1970 cited in Gardner, 1985) and Mueller
(1971 cited in Gardner 1985) assert that attitudes towards French speaking people
correlate with grades in French. Students with positive attitudes towards the French have
higher proficiency levels in French. This is supported by Jacobsen and Imhoof (1974)
who find that the positive attitude of 600 Protestant missionaries towards the Japanese
community living in Japan contributed to their success in mastering Japanese. However
studies by Teitelbaum et al (1975) on the students in New Mexico assert that a positive
attitude towards the local Chicana community does not affect their successful acquisition
of Spanish. Chichana & Oller (1978) also find a correlation between factors from attitude
measures and EFL proficiency when they try to assess attitudes of Japanese students
towards themselves as Japanese who speak English. This is confirmed by Anie (1982)
and Chandrasegan (1979).
Motivation can be considered a good predictor of success in second language learning in

local and overseas studies. Gardner & Lambert (1979) were pioneers who equated
integrative motivation as necessary for the mastery of language proficiency.
Thevanathampillai & Baba’s (1984) extensive study on 295 fifth formers or Grade
students taken from 7 schools in Fiji shows the role of motivation in the learning of
English. There is a significant correlation between the intensity of motivation and
proficiency level. Students with greater motivational intensity perform better compared to
students with low intensity. Other factors discussed in literature search include exposure
to target language, SES (Socio economic status), parental attitude, peer influence role of
teachers and shyness factor. The model of linear-casual relationship (Gardner 1959),
socio educational model (Gardner 1979) and Social Education Model (Gardner 1993)
with social cultural milieu is discussed (Figure 1 & 2) .To conclude learning a language is
a highly complex issue, which involve a complicated interplay of many factors and
variables.
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3.0 RESEARCH DESIGN

In this research, the English language proficiency is the first variable and measured by
PMR results and a proficiency test (adapted by the researcher) and the other variables
include rural attitudes towards English, peer pressure motivation, rural school culture,
teaching methodology and the effect of religion-rural cultural factors as the second factor.
1) First variable -English Proficiency (PMR & Cloze test)
2) Second variable-Rural cultural factors
3.1 SUBJECTS
Twenty student respondents coming from different ethnic backgrounds with different
socioeconomic backgrounds studying in six rural schools are randomly selected as
subjects in this study. They are interviewed for an hour as they have to take English for
the public exams, they consist of 16 Malays, 2 Chinese and 2 Indians. Ten are males
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while ten are females. As for the teacher respondents, ten teachers of different ethnic
backgrounds, gender, academic qualifications and years of teaching experience are
randomly chosen .They were asked to respond to the given questionnaires (Appendix B)
3.2 RESEARCH TOOL

Semi structured interviews sessions were carried out for the students while the teachers
were given a questionnaire. The interview sessions were carried out in an informal
manner sitting under a tree in a school compound over four weekends to create a non
threatening atmosphere. Each student met the researcher for an hour except for two pairs
of male students who preferred to be interviewed together(See Appendix A)
3.3 CLOZE TEXT AND ERROR IDENTIFICATION

Cloze tests, a global text of English proficiency (Darnell 1968, Oller1872, Spolsky 1968,
Stubbs and Tucker 1974 cited in Foto 1991).Two passages (adapted from past SPM exam
papers) with twenty blanks each (Appendix C) were used to test the students. The second
part of the test consists of error identification questions testing the ability to detect
grammatical errors in the sentences and correcting them. The purpose of the test was to
measure the structural proficiency of the 20 student respondents. The teachers favored the
use of the questionnaire as they were busy and preferred to write down their opinion.
Their response serves to cross validate the findings from the students’ interviews (a
similar methodology used by Patton, 1996) (See Appendix C)
4.0 METHODS OF DATA ANALYSIS

The method of data analysis used for this study comprises of the following steps:
i) Analysis of data from student respondents (Interviews)
ii) Analysis of data from the teacher respondents (Questionnaires)
iii) Making a connection between the rural cultural variables
4.1 Data Analysis of the proficiency level of the student respondents
Table 4.1 Breakdown proficiency scores of the student respondents

10-20 21-30 31-40 41-50 51-60 61-70 71-80 Total
7 3 2 2 2 3 1 20
The table 4.1 shows seven students obtained 10-20 marks,3 students obtained 21-30,two
student respondents scored marks ranging from 31-40,another two obtained marks from
41-50, two scored 51-60 while three students scored marks ranging from 61-70 and
finally one student obtained 71-80 marks.
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Table 4.2 Proficiency grade of student respondents (based on Reading Program

Scale)
0-40 Grade C 41-60 Grade B 61-100 Grade A
12 students (60%) 4 students (20%) 4 students (20%)
When using the class Reading Program scale, Table 4. 2 show that 12 students fall in the
Grade C category, 4 in Grade B while another 4 in Grade A. In other words, 60% of the
student respondents are not very proficient, 20% are in the middle proficiency level and
another 20% can be considered proficient as they obtained Grade A in the test. As for
their PMR results, only 3 students scored A, 6 obtained B while 11 got Grade C.
The answers to the eleven questions asked in the questionnaires are also analyzed. Since
the view of the teachers and students are fairly similarly, the identified responses with
regards to problems in learning English in the rural setting will be analyzed together. This
section will consist of 1) the analysis of the views and suggestions of the student and
teacher respondents and 2) compares the views expressed to the features of rural settings.
4.2.1 Analysis of the students’ perception of the importance of learning English
All the twenty students(100%) agreed that English is important .The reasons given are
English is a world language, English for further education, to pass exam for professional
course, to get scholarship for travelling purposes and to seek jobs .As for the teachers’
perception all agreed on the importance of importance of English.70% feel that English is
needed greatly in universities as reference books are in English,65 % as world language,
40% for professional courses,20% to obtain scholarships,10% mention English as an
travelling purposes,10% to seek jobs and 5 % relates the importance of English with
exams.
4.2.2 Teachers’ perception of the importance of learning English
All the 10 teacher respondents agree that English is important and cannot be
underestimated.80% of the teacher respondents feel English is greatly needed in
universities especially as most of the reference books are in English.8 teachers state that
English is also a language of international communciation.20% associate it with
international traveling, 10% relates the importance of English with examinations while
10% for the acquisition of knowledge. From the analysis, it is clear that all teachers
reiterated the importance of English.
4.2.3 Students’ attitude towards the learning of English
60% feel it should be made compulsory.(Table 4.3) 15% describe that science is more
important.10% feel that it is difficult to learn writing and vocabulary as they lack the
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necessary study skills to excel in the acquisition of English.10 % mentioned they learn
just to pass English as a subject.
Table 4.3 Students’ attitude towards the learning of English

Views learning English Number of students %
1.Important to learn 12 60%
2.Unimportant to learn 3 15%
3.Dislike learning English 2 10%
4.Difficult to learn 1 5%
5.Learn to pass exam 2 10%
4.2.4. Teachers’ attitude towards the teaching and learning of English
As for the teachers’ attitude towards the teaching of English (Table 4.4), 100 % agree that
there is a need to study English. One teacher respondent mentions it is an asset. Other
terms used by teacher respondents concerning the need to teach and learn English are
‘crucial’ and ‘necessary’, ’should be encouraged’ ‘very important’.
Table 4.4 Teachers’ attitude towards the teaching and learning of English
Views on teaching of Number %
English
Should be emphasized 1 10%
Made compulsory 4 40%
Very Important 5 50%
Other terms used by teacher respondents concerning the need to teach and learn English
are ‘crucial’ and ‘necessary’, ’should be encouraged’ ‘very important’.
4.2.5 How student respondents studied English
The table above (Table 4.5) shows all the twenty students learns English in a classroom
setting. They have to depend on their English teachers to provide intensive drills; class
projects and English activities.20% read on their own to improve their English and learn
new things about language.10% attend tuition classes. Other ways stated are self study,
vocabulary exercises, speaking with friends and listening to radio programs.
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Table 4.5 How student respondents studied English (Note student respondents can
give more than one answer to all open ended questions).
Ways of learning Number of students %
Class activities/exercises 20 100
Reading 4 20
Sentence/vocabulary 2 10
Pressured by teachers 2 10
Tuition 2 10
Other ways.eg. radio etc 2 10
Speaking with friends 1 10
Self study 1 5
4.2.6 Problems in learning English according to student respondents
When asked about the problems in learning English, the entire student respondents tend
to blame the non supportive school culture towards the learning of English. According to
the student respondents, there is no support or encouragement from the authorities
concerned to speak English in school. This is followed by 80% of the students who feel
that the negative attitude of the students is another reason.75% of the students name the
lack of an English speaking environment as another factor. Other factors include boring
teaching methods (30%) and that English is unimportant compared to Science and
Mathematics (20%).It is clear that a non supportive culture. lack of English speaking
environment and a negative attitude to English are the major problems associated with
the learning of English.
Table 4.6 Problems in learning English according to student respondents

Problems Number %
Non supportive school 20 100
culture
Negative attitude 16 80
Lack English environment 15 75
Lack motivation 10 50
Boring teaching methods 6 30
Science & Mathematics 4 20
more important
4.2.7 Problems in learning and teaching of English as perceived by the teachers
Table 4.7 shows the problems as viewed by the ten teacher respondents. All of the
teacher respondents feel that the negative attitudes of the students’ lack of an English
speaking environment, boring teaching methods as well as non-supportive school culture
are the main problems in the learning of English in rural schools. Like the student
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respondents, many also feel that there is a need to vary teaching methods and techniques.
Teaching techniques according to 30% of the students are boring and out of date. Based
on the interviews with teacher respondents ,it is clear that if innovative methods are used,
there is a fear of negative reaction from rural students for example drama. The rural
people did not support and considered it unIslamic to stage an English drama as there is a
difference between western and eastern values. Moreover the boring English teaching
methods employed like language drills, grammar quizzes in classes are examination
based, One teacher expressed that “at the end of the day, people are going to judge you
on your student achievement’. Therefore it is safer and relevant to use examination
approach technique than games and fun filled activities. Teachers end up with
distributing worksheets closely related to examinations to attain the goal of reaching the
targeted examination results. Group work technique, Cooperative Learning and
Integrative methods can be introduced to make students assertive and encourage them to
help one another in learning English.
Table 4.7 Problems in learning and teaching of English as perceived by the teachers
Problems Number %
Student attitude 10 100
Lack of motivation 5 50
Lack of exposure 1 10
Boring teaching methods 10 100
Non supportive school 10 100
culture
Science & Mathematics 2 20
more important
Government policy on 6 60
English
Rural thinking 1 10
Use of Malay 5 50
Red Tape 2 20
Political reasons 1 10
Difficult to teach 1 10
Low proficiency 1 10
Parental role 1 10
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4.2.8 Different methods of teaching English used by teacher respondents
Table 4.8 Different methods of teaching English used by teacher respondents

Drills Exam exercises Group work Others(Quiz etc)
5 (50%) 5 (50%) 1 (10%) 2 (20%)
Both the teachers and students therefore agreed that there is a need to introduce a variety
of more creative activities in classes like movies, less examination oriented exercises so
as to arouse the interest of the students. (Table 4.8) When asked further on the problems
of teaching of English in the rural areas, two teachers stress that it is difficult,
challenging, time consuming to teach English in rural setting. They compare the teaching
of English to ‘fighting in a battlefield’’ So while the teachers think it is tiring, the
students think it is boring.
4.2.9 Common problems reported by student and teacher respondents
Table 4.9 Common problems reported by student and teacher respondents

PROBLEMS STUDENT STUDENT TEACHER TEACHER
NUMBER % NUMBER %
1.Negative 16 80 10 100
attitude of
students
2.Lack of 10 50 5 50
motivation
3.Unsupportive 20 100 10 100
school culture
4.Boring 6 30 10 100
teaching
methods
5.English 20 100 6 60
unimportant
6.Science & 8 40 20 20
Mathematics
more important
The first problem mentioned is the negative attitude of the students towards the learning
of English in schools.80% feel that the stumbling block towards the learning is the
attitude of their peers (See Table 4.9) Students are shy to use English for fear of making
grammatical mistakes and therefore are not willing to learn as the environment does not
encourage the use of the target language. Teasing among peers is rampant and to avoid
embarrassment (malu, segan and ejek), their response is to be silent as well as face saving
to avoid conflicts as well as maintain personal integrity) it is better to refrain from
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speaking in English. As 99% of the students come from luar bandar (rural) there is
limited exposure to English, rural students try to please each other so as to be accepted
for solidarity reasons and comradeship. Therefore they not minimize the use of English
but also follow the general behavior and attitude of the larger society. One student gave
an example where if an outsider is not accepted by one resident in the village. Most of the
villages will also not accept the outsider, the so called ‘follow the crowd’ mentality.
Positive peer influences can therefore help to influence the rural environment because if
the peers try to speak they can create an English speaking environment. Besides they can
help one another in reinforcing and motivating the learning of English. The rural students
are often teased when they attempt to speak English hence they prefer to code-switch
(mixing two languages when speaking or mixing English with their mother tongue) for
the sake of solidarity to avoid conflict and maintain social harmony. Even if English is
used, Students who use it will be make fun of as English is called Bahasa Jajahan
(colonial language).In rural setting too, negative beliefs passed down from their
grandparents regarding the western culture do to some extent influence their attitude in
wanting to learn English. English is Budaya Barat and unfavorable historical views of
colonialism expressed by the older generation as well as peer teasing can of course
negatively influence the attitude towards the learning of English.
4.2.10 Lack of exposure
Table 4.10 Lack of exposure

Media for Exposure Number of students %
Books 20 100
Movies/DVD 20 100
Others e.g. cyber cafes etc 20 100
All students agreed on the need for contact or exposure to the English language
regardless of whether it is in written or oral form. (Table 4.10) The availability of suitable
English books, movies and materials can help. English movies have Malay subtitles and
this is not helpful. The student respondents feel that other ways of exposures like cyber
cafes, program student exchange, excursions etc are lacking.
Another finding is the lack of infrastructure and facilities in the rural areas.5 out of 20
students (Table 4.11) talk about the geographical distance away from Kuala Lumpur and
other English speaking towns. This may cause less contact with new ideas, innovations
and acceptance of new things in a new language. Besides, the distance away from big
cities results in increase cost in prices of books, magazines and teaching aids. English
movies are rarely screened as there is no theatre. Besides English movies are associated
with violence and fights and are considered aggressive anti rural, anti religion and anti
Islamic.
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Table 4.11 Differences in characteristics between the urban and rural areas in
learning environment perceived by the students
Characteristics Number %
Lack of English speaking 13 65
environment
Distance from the English 5 25
speaking towns
Lack of exposure e.g. books 4 20
English VCD
Negative student attitude 4 20
Lack of facilities’ 3 15
English as foreign language 1 5
Table 4.12 Students’ perception on whom to blame for the low proficiency in
English in rural areas
Who is to be blamed Number %

Students & Peers 13 65
School authorities 10 50
Rural environment 3 15
Society/parents 2 10
Others 1 5
4.2.11 Students’ perception on whom to blame for the low proficiency in English in
rural areas
65% of the student respondents feel that the school authorities, the students, teachers as
well as the rural society should be blamed for the poor proficiency in English among
rural students. (Table 4.12)The school authorities must set good examples to speak
English to support the English teachers and create a more suitable school culture to
motivate language learning. If the principal, head of department teachers and non
academic staff are not able to speak Standard English hence they find it difficult to
encourage students to use English, In other words there is a need for leadership by
example to motivate the rural students.
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4.2.12 Students’ perception of the role of rural cultural factors in learning English
Table 4.13 Students’ perceptions of the role of rural cultural factors in learning
English
Rural cultural factors Number of students %
Yes (Agree) 19 95
No(Disagree) 1 5
From the above Table 4.13, it shows almost all student respondents agree that the rural
cultural setting is a problem in the learning of English and similarly all the teachers also
mention that the rural culture does not help in the teaching of English. 95% of the
students agree that the school culture in the rural area does not encourage the learning of
English.20% feel that the teachers have a role and must stress the importance of English.
They have to be professional and try to propagate the use of English both in the class and
outside the class and even among the other staff. The teachers blame the school
authorities for not only encouraging the setting up of an English speaking environment
but also cause the failure in the planning of effective English programs in schools. These
rural schools influenced by the local culture are entirely different physically,
geographically and economically as well as socially from the urban ones.
Table 4.14 Other variables that result in problems in learning English
Problems Student % Teacher %

1 Role of Malay 7 35 5 50
Language
2.Red Tape - - 2 20
3.Political reasons 4 20 1 10
4.Low proficiency - - 1 10
5.Attitude of teachers 1 5 - -
6.Attitude of non - - 1 10
academic staff
7.Society - - 8 80
8.Lack of study skills 4 20 - -
9.Distance/Infrastructure 5 25 - -
10.Lack of parental - - 2 20
support
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4.1.13 Other variables that result in problems in learning English
The widespread use of Malay in the rural areas is one reason expressed by both the
student and teacher respondent for the poor proficiency of English among rural students.
(Table 4.14) 50% of the teachers feel there is a conflicting role in the part played by
Malay as the first language and English as the second language or even third language.
The ease and popularity in the use of the first language does not encourage the use of
English which is rarely used in the rural setting. School authorities use Malay as the
medium of administration. The non English speaking teachers consider teachers who do
speak Malay as unpatriotic. This it is difficult to seek the help of other staff and ask them
to encourage the students to speak English as teachers themselves do not speak the target
language. In fact some for the student respondents said that there is no example set to the
rural teachers in speaking English, Another view expressed by the teacher respondents is
the present political situation created when the government have to gain support of the
public will retain the use of Malay. The government stresses religious practice in
administration, business, education and life style. This might frighten the English
speaking tourists or even Malaysian English speakers from coming to Terengganu. The
rural community stress Malay as a political unifying tool which will create more
confusion and misconceptions of the use of English and provide a future hindrance
toward as development and modernization as modernization requires the use of English
especially if Malaysians want to compete in the global market.10% lack study skills when
learning English .4 students feel it is hard to learning English compared to science and
Mathematics .The study of literature itself is a problem as the English culture conflicts
with the eastern values systems. To learn and cultivate a love for literature is hard as
language proficiency is already a problem and to study the way of life of the west will be
another difficulty.
From the above analysis one can notice that all the identified problems(negative attitude,
peer pressure & lack of motivation, teaching methodology, lack of English speaking
environment and a non supportive school culture) given by both students and teachers
respondents are somehow closely related to the rural scenario. It is the rural setting, traits
practices and culture that give rise to the problems, which causes the low proficiency of
English of the rural students. To conclude one can say that the rural cultural setting does
affect the proficiency level of English among the students in rural schools.
5.0 Recommendations to resolve the identified problems

5.1 The role of the students
The students need to change their negative attitude towards the learning of English to a
positive one. Attitudinal variables can affect the learning of the second language. Local
studies like Subramaniam’s(1976) shows students in urban areas have a positive attitude
towards English, therefore they can acquire better proficiency of English than students in
rural areas. Attitudinal studies by Gardner & Lambert (1959).Ainsfield and Lambert
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(1961) and Spolsky (1969) also show that positive attitude can affect the success in the
learning of a second language. The rural students consider the use of English as being
unpatriotic and rural cultural belief. The negative attitude must be corrected. Students
must realize it is a global language and should be encouraged to speak English. A duty
roster to supervise and regulate English speaking situations can be made. Announcements
in school assemblies should be bilingual (Malay and English for a start).Students should
also plan their daily English activities i.e. they have English logbooks to write their
thoughts and feelings. All students have to take turns to compose essays and poems in
English. Notice boards have English compositions, proverbs and new vocabularies.
Grammar quiz, Vocabulary Contest, Spelling bee, English mail, English sketch, singing
and drama, educational trips & visits to English speaking factories, office and higher
institutions are encouraged and other creative activities. Students should take the
initiative to lead and not wait for English teachers to suggest new plans to help them.
They should be empowered to organize, plan and implement activities. The school
authorities should guide them, not discourage them so that a positive and supportive
approach will help change the current negative attitude towards the learning of English.
The students are masters of their learning and hopefully their success in the learning of
English will change their negative attitude towards English. Likewise in schools a pass in
English can be made an essential criterion in passing public examination. Streaming the
students into equal linguistic abilities can help students to learn better as shyness factor
(Zimbardo, 1977) is prevalent among rural students.
5.2 The role of teachers
The role of teachers in helping to change the attitude of the students is crucial too. They
are the best personnel to counsel and guide the students. They not only endorse their
school activities but also help to give their invaluable views on correct form of grammar.
In class these students lack study skills hence teachers must make sure their explanations
are clear. The teachers must be proficient in all the four skills in English. Unfortunately
there are insufficient English teachers in rural schools hence it is common to find non
English i.e. Conversion teachers from other subjects to teach English. In Terengganu
there is a shortage of 600 qualified teachers (The Sunday Star, 21.1.2000) while in Ipoh
city there is a surplus of 140 English teachers. The Ministry of Education must ensure fair
distribution of qualified English teachers in rural schools. Language learning is not
merely the accumulation of knowledge but the building up of linguistic skills hence it is
better to teach the correct grammatical skills than to let the students relearn and
reconstruct the errors learnt from non-TESL teachers .For example Pidgin English
usually spoken by the less proficient English teachers might not help change the attitude
of the students. According to a retired UKM lecturer “only 30% of B. Ed TESL students
are qualified to teach English as most of them ‘can’t even string together a proper
sentence (The Sunday Star, 28.1.2001)
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5.3 The role of the parents
Parents like the teachers should also help to motivate and create a need to use English for
example, short English conversations and singing together at home. They must get rid of
the traditional belief of the past effect of colonial rule, an exclusively rural cultural trait
and speak English if they can to set good examples and help students develop positive
attitude. Besides, motivation from other subject teachers and administration is much
needed. If possible school administrators can try using English books as rewards like the
best staff, best disciplined students and the most diligent teacher so as to make students
aware of the importance of English and hence motivate them to learn English.
5.4 The peer pressure and lack of motivation
The rural students in this study are also influenced by the narrow-mindedness and
shyness mentality of their peers. This is typical of limited exposure. According to
Musgraves (1972) and Murdock (1965) peer help is important as peers are capable of
influencing each other. English teachers can implement punishments and a fine system to
curb the ‘teasing, jeering, laughing and shyness culture (a rural cultural feature) among
the peers, hence monitoring the reactions of students when their peers speak English. The
students need support from the peers so as to overcome their shyness, ‘segan’ and
‘enggan’ to speak English.
5.5 Teaching methodology
The ten teacher respondents admit the difficulty of using the most up to date method in
the teaching of English and the twenty student respondents felt strongly that their poor
proficiency results from the boring techniques of their English teachers. According to
Gill (2001), uninspiring, traditional, uninteresting and conventional styles of teaching
will kill students ‘interest resulting in students not learning. Teachers are expected to be
‘actors’ and each performance must interest the audience so as to create a conducive
’proactive’ learning environment(The Star,10.11.2000).This suggestion needs more
attention especially in the rural schools where exposure to English is limited and the rural
cultural belief that English is colonial in nature and related to yellow culture.
Examination oriented teaching approaches must be geared to create interest and motivate
rural students .New teaching approaches can incorporate the use of computer, a rare
feature in rural schools, educational visits, dramas, movies, games and speak it method
can be used. For rural students, silence is one of their major cultural traits (Bahiyah,
1992) either to show politeness or for group solidarity and silence can be overcome by
asking them to speak more. Encouragement to speak can be in the form of interesting
language activities. Zimbardo (1977) asserted that shyness is negative in language
learning and in rural schools this is true. Speaking helps us to understand the language.
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5.6 The influence of the ruling Islamic government and its effects on English
Learning
Since the government, which stresses on Islamic teaching rules Terengganu, it does have
some effects on the learning of English among students in schools. This current emphasis
and mandatory change into Islamic ways of administration and practices create a
religious rural setting. The rural students are influenced by the traditional beliefs handed
by their grandparents and parents, for instance the effects of colonial rule and the
association of English with yellow culture. Rural life therefore depends on religious
beliefs. Rural students should be awaited that change is necessary for progress and
learning a foreign language is not forbidden in the religion. Students should be given
frequent talks about Islamic teachings in English so that this rural cultural misconception
regarding English language can be corrected.
5.7 Non supportive school culture & setting
Rural school culture includes the following features like non-English speaking
environment, negative attitude of the school administrators, lack of educational facilities,
the greater importance given to Science and Mathematics.
5.7.1 Lack of an English speaking environment
All the respondents mentioned the lack of a favorable environment to inhibiting the
learning of English. One can create this English environment by conducting English
assembly. The library, the classes as well as the tuck-shop and ‘Balai English’ or English
Hall can be centers for English notices so students can read English literary work. The
school public announcement system, speaker corners, English tables can convert the ‘fear
factor’ into ‘love English culture’. English Day can be made compulsory while all staff,
academic and non academic staff is exposed to Basic English Grammar and English
conversation courses. Once exposed to these courses, the background support will help
students help learn and utilize the language.
5.7.2 Attitude of the school administrators
The school culture is created by the teamwork of students, English and other subject
teachers, principals and the school and educational administrators. If each and every
member of the school plays his part in encouraging the use of English, then the school
culture will be conducive. However all respondents feel that the rural school culture is
negative and non conducive towards the learning of English. Frequents visits by students
to English speaking corporate bodies and institutions can encourage the learning of
English. The principals and assistant principals are key personnel in schools and they
should be broadminded regardless of whether they are fluent or not.
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5.7.3 Priority given to Science and Mathematics
In this study all the respondents agree that Science and Mathematics are more important
than English. One good suggestion is to correct their perception and inform them that
without English one just cannot proceed in the study of Science and Mathematics at
tertiary level. It is true that to be engineer one needs mathematics but without a good
command of English, an engineer might encounter difficulties in doing research as
profession bodies use English in their literature and practice. One good recommendation
is to make either a pass or even a credit in English a compulsory entrance criterion for
entry into Science and mathematics courses in universities. It will motivate the rural
students to learn English.
5.7.4 Lack of facilities
This study points out the lack of modern physical and educational facilities for teaching
due to the distance away from English speaking towns. New innovations and ideas take
time to be transferred. The educational authorities should be aware of the need for a pool
of proficient English teachers. Selection for English teacher training must be carefully
done based on their proficiency and personality. Entry requirement to English training
course must be raised as we cannot have English teachers speaking improper English.
Usually ‘mediocre’ teacher (The Sunday Star 12.9.2000) will produce mediocre students.
As for the vernacular schools, Students have to master three languages at the same time
that is after Malay, English and their mother tongue of Tamil or Mandarin which is the
official Chinese dialect. There is bound to be a lot of interference, not only for the first
but second language e.g. in Tamil students get confused word order and the characters in
Mandarin are divergent to English. The educational authorities should therefore provide
specialized training for these English Teachers. If careful and professional planning is
provided for the teacher trainees having English as the third language perhaps these
students will benefit and excel in the learning of English.
5.7.5 Role of Malay and English as the second or third language
In the colonial time, English was the medium of teaching in school, the command of
English is therefore higher. The low proficiency of English in Malaysia can be improved
if we change English into the medium of instruction. Of course, such a drastic move
would be politically unacceptable. It is hard to do so as we need political unity but we can
use two languages, Malay official language and English as the ‘informal’ official
language as two acceptable mediums of instruction in Malaysia. The issues of English as
the second language or in practice a third or fourth language for non Malay students need
to be clarified too. To complicate matters, English is a foreign language for the rural
students(David 2000)The English divide between the urban and rural students is really
wide and getter wider by the year(Gaudart cited in The Star 3.1.2001)The government
after proclaiming Malay the official language made English the second language as it is
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important for international contact. The second language becomes the third or fourth and
even a foreign one to students of different ethnic backgrounds. Hence if this distinction is
made less confusion arises especially in the rural context. It cannot function as the second
language effectively, perhaps it can be made into an effective foreign language like
Arabic which has been successful as many Malay students can speak and use it. This may
help to improve the proficiency level of English especially in rural areas.
Implications
The result for this study calls for a better understanding of the reasons why rural students
cannot excel in their performance in English examinations. The Ministry of Education
must plan the special training of English teachers to teach in rural schools as the learning
situation is different in urban areas.
On the basis of this study, 2 suggestions are needed
1) The need for an effective English teaching methodology in rural schools
2) The role of school culture in the learning of English in rural schools
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APPENDIX A
Interview Checklist
The following questions were used in the interviews for students.
1. Why do you think English is important?

2. Do you think students should learn English?
3. How do you go about learning English?
4. What do you think are some problems in learning English?
5. What ways can you suggest fir a student in rural school to learn English?
6. Compared to your peers elsewhere especially in the urban areas, what do you think the rural school
lacks?
7. Do you think that students learn English because of examinations?
8. How do you defend yourself if you are accused of not being interested to learn English? Why?
9. Do you think the school culture helps you in learning English?
10. Do you agree that the ‘rural cultural factor” hinders the learning of English in the rural areas? Note that
examples of rural cultural factors like non English speaking environment, peer pressure etc was not given.
11. Who in your opinion should be blamed for the failure of motivation to learn English in your school? Why?
12. Do you blame the lack of exposure as one of the problems for poor proficiency in rural area?
13. What do you think are other issues that can be considered to influence the learning & teaching of
English in your school or in the East Coast at large?
Appendix B
Questionnaire for teachers
Background Name:
Qualification:
Classes taught:
Years of experience:
1. Why do you think English is important here?
2. Do you think students should learn
3. What are the problems you encounter in teaching English in the rural setting?
4. How do you go about teaching English in the rural setting?
5. What are the ways you can make a student interested in English?
6. Compared to the teachers in urban areas, what do you lack here to help in the teaching of English?
7. Do you agree that the rural cultural factor e.g. peer pressure, rural school culture) hinders the acquisition
of better proficiency level of students?
8. Do you think you teach English for exam purposes or for other reasons?
9. Do you think the school culture (non-English speaking environment) helps you in the teaching of English
in the rural areas?
10. Who should be blamed if the students fail to be proficient?
11. What other issues can you think of which may influence the learning and teaching of English in the rural
areas?
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APPENDIX C
Cloze Test
In the following passage, each of the numbered blanks stands for one word that has
been omitted. Read the passage right through and then fill each blank with one
word. Choose the word that you think would best fill the blank. The first Blank has
been filled for you.
Passage 1
When dinner-time arrives, we begin to feel hungry. Our bodies let us know that
we are in need of food. For example, there are hunger pangs (0) in our stomachs. if… (1)
tasty food is given…(2) us, our mouths water…..(3)is a sign…(4) it is time to….(5).
Eating food can be….. (6) great pleasure. Besides, this… (7) a busy important
part…(8) our daily activity. Our … (9) need food and water…(10)day. Every living
cell… (11) have some food from…(12) to time, otherwise we…(13)no longer live. The…
(14) we eat is changed…(15)form before it reaches(16)body cells. This changes… (17)
place in our stomachs…(18)change all the solids…(19)liquids and remove…(20)waste
material in the food we have swallowed. In other words our organs digest the food.
Passage 2
Bukit Takun is a limestone hill near Kuala Lumpur. It has a height of about (0)
380 to 400 meters… (1) a circumference of more…(2)200 meters. Its
magnificence………(3)a landmark draws attention…(4)every passer-by. Some
of…(5)animals and plants found…(6).Takun are very rare…(7)example, goats,
antelopes…(8) as serows live here…(9) they are now threatened…(10) extinction. Even
some plants… (11) grow here can only…(12) found in Malaysia but nowhere else
Near Bukit Takun….. (13) another hill which is…(14) Anak Takun.This smaller
hill…(15) an intricate network…(16) limestone caves which are…(17) of unique
formations. Vistors… (18) these caves should find… (19) interesting to explore the,…
(20) few people know about the rewarding experience that awaits them.
Section B
In each of the questions below, four parts are underlined and marked A, B, C or D
One of these parts contains an error. Decide whether it is A, B,C or D
1. My mother is such a good cooker that she is always called upon to use her cooking
A B C
skills when there are weddings and birthday parties.
D
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2. Despite of many strong objections from his relatives. Subramanian took over the
A B C
family business when his father passed away last month.
D
3. When I arrived home from after work. I was horrified to discover that somebody had
A B
broken into my house and take all my valuables.
C D
4. The brown box which arrived at the railway station was so heavy that either Amin nor
A B C
Bala could lift it.
D
5. Please give my regards to your parents and convey my thanks to them for their warm
A B C
hospitality, when I stay as a guest in your house last week.
D
6. We are very grateful to Encik Ismail, the State Career officer, for come to the school to
A B
give us a talk on “Careers for school leavers.”
C D
7.To my opinion, boys, too, should learn to cook as it is important that they know how to
A B C
prepare a simple meal if the need arises.
D
8. Please told your mother that Mrs. Lee rang up to inform that she would not be able to
A B C
take her to the office tomorrow.
D
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9.Members of the floor, I strongly opposed the motion that television does more harm
A B C
than good in the world today.
D
10.Zainal turned to face the man who suddenly takes out a knife from his pocket and
A B C
pointed it at him.
D
Answers to the Cloze test
Passage 1 Passage 2
1 .Some 1.and
2. To 2.than
3. This 3.as
4. That 4.to
5. Eat 5.the
6 .A 6.on
7 .Plays 7.for
8 .In 8.known
9. Bodies 9.but
10. Every 10.with
11. Must 11.that
12. Time 12.be
13 .Can 13.is
14. Food 14.called/named
15. In 15.has
16. Our 16.0f
17. Takes 17.full
18. They 18.to
19. into 19.it
20.the 20.Very
Answers to the Error Identification questions

1A 2A 3D 4C 5D 6B 7A 8A 9C 10B

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International Journal of Arts and Sciences

Cultural Factors Affecting English Proficiency in Rural Areas:

Ee Chop Ler, Universiti Darul Iman Malaysia, Malaysia

1.0 INTRODUCTION AND BACKGROUND

1.1 THE STATUS AND ROLE OF ENGLISH

1.2 CONCERN FOR THE STANDARD OF ENGLISH

1.3 PURPOSE OF THE STUDY

1.4 DEFINITIONS OF TERMS USED IN THIS STUDY

1.4.6. Exposure, language environment and use of language

1.4.8 Rural society

1.6 SIGNIFICANCE OF THE STUDY

1.7 LIMITATION OF THE STUDY

2.0 REVIEW OF RELATED LITERATURE

Motivation can be considered a good predictor of success in second language learning in

3.0 RESEARCH DESIGN

3.2 RESEARCH TOOL

3.3 CLOZE TEXT AND ERROR IDENTIFICATION

4.0 METHODS OF DATA ANALYSIS

4.1 Data Analysis of the proficiency level of the student respondents

Table 4.1 Breakdown proficiency scores of the student respondents

Table 4.2 Proficiency grade of student respondents (based on Reading Program

4.2.1 Analysis of the students’ perception of the importance of learning English

4.2.2 Teachers’ perception of the importance of learning English

4.2.3 Students’ attitude towards the learning of English

Table 4.3 Students’ attitude towards the learning of English

4.2.4. Teachers’ attitude towards the teaching and learning of English

4.2.5 How student respondents studied English

4.2.6 Problems in learning English according to student respondents

Table 4.6 Problems in learning English according to student respondents

4.2.7 Problems in learning and teaching of English as perceived by the teachers

4.2.8 Different methods of teaching English used by teacher respondents

Table 4.8 Different methods of teaching English used by teacher respondents

4.2.9 Common problems reported by student and teacher respondents

Table 4.9 Common problems reported by student and teacher respondents

4.2.10 Lack of exposure

Table 4.10 Lack of exposure

Who is to be blamed Number %

Table 4.14 Other variables that result in problems in learning English

Problems Student % Teacher %

4.1.13 Other variables that result in problems in learning English

5.0 Recommendations to resolve the identified problems

5.2 The role of teachers

5.3 The role of the parents

5.4 The peer pressure and lack of motivation

5.5 Teaching methodology

5.7 Non supportive school culture & setting

5.7.1 Lack of an English speaking environment

5.7.2 Attitude of the school administrators

5.7.3 Priority given to Science and Mathematics

5.7.4 Lack of facilities

5.7.5 Role of Malay and English as the second or third language

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