Jurnal Pendidikan 2006, Universiti Malaya 101

EFFECTIVE IMPLEMENTATION OF TEACHING MATHEMATICS

AND SCIENCE IN ENGLISH: A CASE STUDY

Noraini Idris
Loh Sau Cheong
Ahmad Zabidi bin Abdul Razak
"Vorjoharuddeen Mohd Nor
Rahimi Md Saad
University of Malaya

Pelaksanaan pengajaran Sains dan Matematik dalam Bahasa Inggeris

(PPSMI) merupakan satu perubahan dasar oleh Kementerian Pelajaran.
Tujuannya adalah untuk memastikan generasi akan datang dapat
dilengkap dengan pengetahuan saintifik dan teknologi yang seiring
dengan abad ke-21 yang bersifat global. Artikel ini berusaha untuk
mempertengahkan satu kajian kes yang khas tentang pelaksanaan PPSMI
di sebuah sekolah menengah di Kuching, Sarawak. Kajian ini telah
dijalankan secara kualitatif, melibatkan pelajar Tingkatan Satu, guru
Sains dan Matematik Tingkatan Satu dan pentadbir sekolah. Data telah
dikumpulkan melalui pemerhatian, temuduga dan analisis dokumen.
Dapatan kajian menunjukkan bahawa sekolah tersebut telah merancang
dan melaksanakan struktur pengurusan, sistem sokongan dan sistem
pemantauan dalam memastikan kejayaan dan keberkesanan pelaksanaan
pengajaran Sains dan Matematik dalam Bahasa Inggeris. Perancangan
yang teliti dan kesungguhan dalam menjayakan pelaksanaan PPSMI di
sekolah ini harus dijadikan model oleh sekolah-sekolah lain.

Many programs and policies had been introduced in the Malaysian educational system and
some of these had gone through tremendous changes over the years. These introductions
and changes have been implemented in attempting to prepare the new generation to face
challenges in this global era. The advances in science and technology demand new skills
and abilities besides making an impact on the teaching and learning processes.
Following an announcement by the Minister of Education in 2002, Mathematics
and Science in Malaysia has been taught in English since January 2003 beginning with
Year One (Primary Year One), Form One (Secondary Year One) and Lower Six (A-Levels
Year One) in all fully aided government schools. The Ministry of Education felt that it
was expedient that these subjects were taught in English in order to equip the students
with the necessary knowledge and skills for accelerated access to and mastery of these
fields of knowledge in order to compete effectively in the international arena (Ministry of
Education, 2002, p. 2).
This implementation raised many debates among the general public, parents and
even teachers on the effectiveness as it is still in the transition stage. Many people are
skeptical about its success citing reasons such as poor English language proficiency of
teachers for these subjects and students' lack of interest to learn English (Alwis, 2005).
102 Jurnal Pendidikan 2006, Universiti Malaya

In several studies such as by Pandian and Ramiah (2004), the teachers of

Mathematics and Science recognize the need for the change in the medium of instruction and
react positively to this change. However, it is apparent that the existing language support
mechanisms do not meet their needs. Apart from their own language inadequacies, these
teachers also face the burden of managing the language development of their students in
respect of their content subject. Therefore, it is important that appropriate actions are taken
to support these teachers in the teaching of Mathematics and Science in English. It was
suggested that the ministry stress collaboration between Mathematics and Science teachers
with their language counterparts.
An exploratory study on the effects of teaching and learning of Mathematics using
English conducted by Kiong, Yong, and Hoe (2005) found that most of the participating
Form One students from urban schools faced fewer problems in learning Mathematics in
English. Students perceived that they were not ready to learn Mathematics through English.
However, they were very positive towards learning of Mathematics. The participating
teachers perceived that limited English proficiency is one of the reasons preventing students
from following the Mathematics lessons but they suggested that these students would
improve with a lot of revision after school.
Pillay and Thomas (2004) said that planning, implementation and follow-up
activities for this policy must not be isolated. There must be collaboration and joint effort
between the parties involved such as the school principal, the inspectorate, the parent-
teacher association and both the English language and Mathematics and Science officers.
According to DeWit, McKee, Field, and Karioja (2003), schools should strengthen
policies and programs that promote high academic expectations for their students.
Increasing administrative responsibilities with the ability to lead has become a vital
element in providing for a sound school management system. Eye (1976) reiterated that
the principal has the responsibilities of coordinating educational purpose, teaching
strategies, service personnel, time distribution, public interpretation, and the evaluative
demands of a specific school within a total school system.
Anderson (1994) believed that fundamental change in the way Mathematics and
Science is taught can help a nation advance. In Malaysia, for more than two decades the
teaching and learning of all subjects, including Mathematics and Science, has been in
Bahasa Melayu. Within a very short time teachers have been trained to teach Mathematics and
Science in English, courseware in English specially for Science and Mathematics have been
produced and laptops have been distributed to Mathematics and Science teachers to facilitate
teaching of these subjects in English.
The terminology needed to teach Mathematics and Science may be specific, but the
explanation needed to teach Mathematics and Science concepts is much more complicated
and has to be provided according to the learners' ability. Hence the sense of efficacy of
the Mathematics and Science teachers in dealing with their command of the English
Language in order to conduct a meaningful class, and the readiness of the students to
understand and follow the language used in class deserve to be studied. On top of that, the
suitability and function of the courseware produced within a short time should be
investigated. In addition the relationship between preparation practices (such as the
provision of motivational services and support systems from school administrators, school
 Jurnal Pendidikan 2006, Universiti Malaya 103

heads, heads of departments and English Language teachers) in teaching Mathematics and
Science and the outcomes, must be explored from the time of inception in 2003.
Technology plays a crucial role in the teaching of Mathematics and Science in
English and the effect of technology in the teaching learning process after 20 years of using
the national language must be scrutinized to obtain insight. Besides this, in a project that was
hatched and implemented in less than a year, the scaffolding and support system for the
teachers and students also need to be evaluated.
The processes that go on in the Mathematics or Science classrooms are multifaceted and
can be complex. Whether in the cognitive, emotional, or motivational process, it is a
well-known fact that language plays an all-important role. Therefore as Malaysian schools
begin a new phase in Mathematics and Science education, it is appropriate and timely to
conduct an in-depth research, using qualitative and quantitative measures to study the
mentioned complex non-visual processes that could provide insight and improve tne teacning
learning process.
Hence this study will try to determine what is happening in the Mathematics and
Science classrooms in this crucial time of initiation.

OBJECTIVES

The main objective of this case study is to examine the effectiveness of the implementation of
the teaching of Mathematics and Science in English at a school in Sarawak. Specifically the
study is aimed at:
1. Identifying the key features of the implementation used by the school;
2. Investigating the support structures that ensure success in Science and
Mathematics instruction; and
3. Identifying the monitoring system that ensures progress in using English in
the teaching and learning of Mathematics and Science.

Research Questions
This study addresses the following research questions:
1. What are the programs planned by the school to implement the usage of
English in teaching Mathematics and Science?
2. What are the structures of organization formed to implement the usage of
English in teaching Mathematics and Science?
3. How does the school provide support for improving Mathematics and Science
teachers' English language proficiency?
4. How does the school support students' learning of Mathematics and Science
in English?
5. How does the school monitor the implementation of using English in teaching
Mathematics and Science?
6. How does the school monitor students' progress in the learning of Mathematics
and Science in English?
104 Jurnal Pendidikan 2006, Universiti Malaya

METHODOLOGY

The research design used in this study was the qualitative case study design. It comprised
observation, interviews, and document analysis. The variables measured in this case study
permit the researchers to observe perceptions, plans, actions and implications (progress and
problem) from the participants' perspectives.
The relevant school administration and participating Mathematics and Science
teachers were contacted to learn about their goals, views, experiences and problems of
teaching Mathematics and Science in English. Each researcher worked closely with the
teachers, attempting to understand and observe the teaching-learning environment and to
gain ideas about the teachers' and students' in-class experiences. Interviews were conducted to
learn more about their plans and programs for change (teaching and learning), teachers'
knowledge and experiences, and the ways in which their plans get translated into the
teaching-learning environment, especially the class attitude and assessment. Documents
such as students' records, results, assignments, and exercise books were analyzed.
The sample for this case study was a school situated in Kuching, Sarawak. The
respondents were: the administrators (Afternoon Senior Assistant, Student Affairs
Assistant) of the school, all Form One Mathematics and Science teachers, the counselor, the
English master teacher, the Head of English Department, and students from three Form
One classes as well as one Remove class. Most of the students in this school are Chinese
and they all had their primary education in the SJK(C).
Observation was done by the researchers in three different classrooms, featuring
different levels of achievement. Three lessons from the Form One classes had been
observed; two for Mathematics and another for Science. The Remove class was observed for
its Science lesson. Each observation took about 30 minutes using the observation checklist.
Semi-structured interviews were conducted on the administrators from the school, the
English master teacher, all Mathematics and Science teachers, the counselor, and students.
Documents obtained were the Mathematics and Science projects, meeting minutes,
record system, timetables, revision test papers, observation and monitoring checklists,
organizational charts and item analysis of the tests conducted at the school.
The data were analyzed appropriately using qualitative analysis. Document analysis was
used as a way to check for the evidence in the interview. Observation data were categorized
into three main aspects: the implementation structure, the support system and the monitoring
system. The triangulation of data was conducted.

FINDINGS

Analysis of the data resulted in findings that are reported in 6 major sections: (1) The
Planning of Programs for the Implementation of Teaching and Learning of Mathematics and
Science in English; (2) The Setting up of Teaching and Learning of Mathematics and
Science in English Committee; (3) The Implementation of the Buddy Support System; (4)
The Implementation of the Remedial Program (Program Maju Jay a); (5) Continuous
Monitoring of the Implementation of Teaching and Learning of Mathematics and Science
 Jurnal Pendidikan 2006, Universiti Malaya 105

in English; and (6) Assessment of Students' Progress in Learning Mathematics and

Science in English.

The Planning of Programs for the Implementation of Teaching and Learning of

Mathematics and Science in English

This school had shown that it has effectively implemented the teaching and learning of
Mathematics and Science in English when it was found to have planned programs for its
implementation. School records showed that the school had planned various programs of
action; the plans were comprehensive and detailed, covering everyone involved in
implementing the teaching and learning of Mathematics and Science in English. The
following are the programs planned by the school:

• Mathematic and Science Teachers English Language Proficiency Program

The first program planned by the school was a program aimed at helping all Form One
to Form Three Mathematics and Science teachers to improve their English proficiency.
They were requested to communicate with each other in English. Their department
meetings were to be conducted in English. These teachers were asked to use the Self
Learning Package supplied by the Ministry of Education or through the English for
Teaching Mathematics and Science (EteMS) course. Program implementation is under
the responsibility of the Senior Mathematics and Science Teacher, the Mathematics and
Science Coordinator and the English language Master Teacher. The school planned to
conduct the program throughout the schooling year.

• The Buddy Support System Program

The school was found to have implemented the Buddy Support System Program. This
is a program proposed by the Ministry of Education and is aimed at ensuring
Mathematics and Science teachers are supported at school when they face problems in
English language usage. In this program, each Mathematics and Science teacher is
paired with an English teacher called a "buddy". The buddy is responsible for guiding
the teacher on proper grammar and pronunciation of English, The buddy is also
responsible for editing the English language used in the test and examination papers.
The school planned to buddy-up all Form One to Form Three Mathematics and
Science teachers with all English teachers. As proposed by the Ministry of Education,
each English teacher will be "buddied-up" with either a Mathematics or Science
teacher. The school had started to implement the program from January 2005.

• Classroom Observation Program

The school monitors the teaching and learning of Mathematics and Science in
English by conducting observation of all Form One to Form Three Mathematics and
Science teachers in their classrooms. These teachers will be observed by the Senior
106 Jurnal Pendidikan 2006, Vniversiti Malaya

Mathematics and Science Teacher, the School Mathematics and Science Coordinator and
the English teachers. The classroom observation focuses on the usage of English and the
appropriateness of the teaching and learning method. The school conducted the
classroom observation from April to May 2005.

• Improvement of Students' English Language Proficiency Program

Apart from helping the teachers to improve their English language proficiency and
ensuring that they teach Mathematics or Science correctly in English, the school also
planned for interventions with the students. The purpose is to improve all students'
English language proficiency. The school realized that students with low English
language proficiency would not be able to understand the Mathematics and Science
terms used. Students who lack proficiency in English were identified. The program was
aimed at improving the students' English language proficiency by first focusing on their
reading ability. Here, students were required to read Mathematics and Science articles
orally outside the classroom.
The second plan of action was aimed at all students. This plan of action focused on
learning new terms and terminologies in Mathematics and Science. Students were
required to record new terms and terminologies of the two subjects and their meanings in a
special notebook. Throughout the school, students can be seen carrying two small
notebooks: one for writing new words in Mathematics and one for Science.
The third plan for action was on improving students' grammar. Students were to
learn one new word each day from the words displayed on the classroom notice board.
Students will be learning words regularly used in Science and Mathematics.

• Remedial Class Program

This program consisted of two components with the first one beginning in January 2005
where weak students of Science and Mathematics were given low level exercises and
guidance to overcome their problems in answering test questions. This component was
conducted by all Form One to Form Three Mathematics and Science teachers. The
second component started in May 2005 to help students who are weak in English. This
component was handled by the English language teachers.

Setting up of a Committee on Teaching and Learning of Mathematics and Science in

English

This school was found to have set up a school level committee headed by the Principal and
consisting of Senior Assistant 1, Afternoon school supervisor, Senior Mathematics and
Science Teacher and the Head of Mathematics and Science Subject Panel. The school showed
the importance of concerted efforts between the school administration and the Mathematics
and Science teachers in implementing the policy.
The committee enabled the school to be proactive in providing the teachers with the
necessary support for effective and efficient policy implementation. For example, LCD
projectors were installed in classes where required. Teachers no longer have to carry
 Jurnal Pendidikan 2006, Universiti Malaya 107

around the projector and do not need to spend a lot of time setting it up. In fact, the Senior
Assistant 1 mentioned that all classes were prepared with the necessary infrastructure for
LCD projector installation.
Through the committee, the school administration could convey their expectation
of the result of the policy implementation. AH the teachers involved in the policy
implementation share the same expectations and know their role in achieving the
objectives'.

Implementation of the Buddy Support System

Even though many of the Mathematics and Science teachers from this school are proficient in
English language, this school still implemented the Buddy Support System proposed by the
Ministry of Education.This program is aimed at ensuring Mathematics and Science teachers
are supported at school when they face problems with the English language. The school
was found to have fully and effectively implemented this system.
In implementing the Buddy Support System program, all English teachers were
assigned either a Mathematics or a Science teacher. These English teachers assisted in
the pronunciation of mathematical and scientific words. They also proofread and edited
the Mathematics and Science examination questions besides helping in writing the daily
lesson plans.
Each English teacher had been assigned to one Mathematics or Science teacher.
These English teachers were provided with guidelines on implementing the system. The
English teacher has to meet with the assigned Mathematics or Science teacher regularly
and keep a record of the meetings. In this document, the record showed that the English and
Science teachers met 5 times in July and August 2005. During the meetings, the English
teacher checked the Science teacher's daily lesson plan besides editing and proofreading
the questions developed by the Science teacher.
During a group interview, all Form One Mathematics and Science teachers
reported that they had been guided by the English language teachers and they agreed
that these teachers deserve the 5% incentive allowance allocated by the Government for
participating in the program. This showed that the Buddy Support System implemented
by the school had succeeded in guiding and helping the Mathematics and Science teachers
in overcoming the difficulties and challenges in using English to teach Mathematics and
Science.

Implementation of the Remedial Program

Like many schools in the country, this school does not have the liberty to choose the
kind of students accepted for enrolment. In other words, the students in the school come
from a mixed ability student population. Thus some students face more difficulties and
challenges in learning Mathematics or Science in English. The school was found to have
provided these students with an intervention program in the form of a remedial program.
This program was set for students from Form One to Form Three who are having problems
learning Mathematics, Science and English.
108 Jurnal Pendidikan 2006, Universiti Malaya

The school ensured that these students attended the remedial program by having a
proper schedule and timetable. These documents contain dates, activities and venues for the
remedial program for the three Forms. Revision test question papers further indicated that the
program was implemented as they showed the topics, dates and venues for the revision test.
Several teachers were appointed for running the program. Parents were informed
about the program and were told that their children would be punished if they skip the
program. Based on the interview with the Senior Assistant 1 of the school, student
attendance in this remedial program is remarkable.
The existence of this program showed a positive effort by the school to ensure that
none of the students would be disadvantaged and left behind because of the change in
learning Mathematics and Science from Mandarin to English,

Continuous Monitoring of the Implementation of Teaching and Learning of

Mathematics and Science in English
One of the strategies to ensure the teaching of Mathematics and Science in English is to
continuously monitor teaching in the classroom. One evidence that showed this school had
effectively implemented the teaching and learning of Mathematics and Science in English can
be seen in the continuous monitoring of their Mathematics and Science teachers.
These teachers are monitored through classroom observation. To ensure all teachers are
observed, the school had prepared a schedule of observation. The schedule consists of a list of
dates of teachers to be observed and the name of the observers. The observation results were
documented in an observation form.

Assessment of Students' Progress in Learning Mathematics and Science in English

This school has devised assessment methods that are proven successful in enhancing the
teaching and learning of Mathematics and Science in English. At this school, the assessment
had two objectives:
• To improve Form One students' usage of English in Mathematics and Science.
• To identify difficulties in using English language vocabulary for remediation.
After every test, the teacher would note which questions each student could not answer
correctly as shown in the item analysis of the tests. A table with student names in one
column and question numbers in the other column is drawn, and the incorrect answers are
plotted in the grid. This way, at a glance the teacher could see which questions received
the worst responses.
The results were analyzed to identify whether difficulties with English language or
some other reasons could account for the dismal performances on some questions. After
identifying the causes of poor performance, the teacher could plan remedial measures to
overcome the students' difficulties be it in English language comprehension or conceptual
understanding.
If students performed poorly because they have problems with Mathematics and
Science vocabulary in English, they could be given extra practice in Science and
Mathematics terminology in English. Similarly, if students fared badly in answering the
quantitative questions, they would be given extra practice in quantitative methods.
 Jurnal Pendidikan 2006, Universiti Malaya 109

Comparisons between a good class and a poor class on the same test or examination could
also be made to identify the patterns of mistakes. This way, an ambiguous question that
elicits wrong responses from the poor as well as better learners could be identified.
The school also used a Science portfolio for each student. After every Science
experiment in the laboratory there was a talk on laboratory safety or science-related topic.
The students who carried out laboratory work were expected to present their results to the
class; This helped to improve their presentation skills and also gave them extra Bnglisl»
language practice. To further motivate the students in Science learning, the teachers used
CDs to teach science concepts.
Three hundred and eighty eight students from the school sat for the PMR
(Penilaian Menengah Rendah) in 2005. Altogether, 387 students sat for the diagnostic test
in Mathematics, while 384 sat for the diagnostic test in Science. The findings for the
diagnostic test are as follows:

1. Based on the first three questions, 20 per cent of the students did not
understand the question, and 30 per cent of the students did not understand
the Mathematics terminology in English; Some 48 per cent of the students
did not understand the question in Bahasa Melayu.
2. Based on the first three questions, 52 per cent of the 387 students could
express ideas or information in English.

As for Science, some of the findings were:

1. Almost 32 per cent of the students failed to understand questions given in

English and about 72 per cent did not fully understand scientific
terminologies.
2. On the whole, only 11 per cent of the students could understand teaching and
learning in English.

This school decided on several recommendations following the analysis of the diagnostic
test results. The following are the recommendations made:

1. The English language competency of the students needs to be upgraded.

2. The school should take steps to plan programs and activities to improve
English language competency, for example:

a) To conduct extra classes

b) To conduct remedial classes
c) To carry out the "Buddy System" of networking between English
language and Mathematics and Science teachers
d) To identify the students who are weak in English
e) To launch activities to help improve English language proficiency:
i) reading of Mathematics and Science articles outside classroom
hours.

ii) writing down new words and their meanings in students' special
notebooks.
110 Jurnal Pendidikan 2006, Universiti Malaya

iii)memorizing and using at least one sentence or a

minimum of three new words in English and putting the
words on the notice board.
f) supervision of Form 1-3 Mathematics and Science teachers teaching in
English by a Mathematics/Science teacher and a Guru Cemerlang Bahasa
InggerisMtemoon supervisor/English Language coordinator.
g) Mathematics and Science public speaking program.

DISCUSSION AND CONCLUSION

The purpose of the research is to identify a school that has been effective in implementing the
policy of using English in the teaching and learning of Mathematics and Science. It is also
aimed at describing the process and level of implementation of teaching and learning of
Mathematics and Science in English at the particular school. This school, a secondary school
in Sarawak, was found to have been successful in implementing the policy of using English in
the teaching and learning of Mathematics and Science.
This school has demonstrated the full implementation of the teaching and learning of
Mathematics and Science in English. Document analysis and interviews have resulted in
several findings, showing that the school had invested effort and time to ensure success in
teaching and learning of Mathematics and Science in English.
To ensure successful implementation of the policy, the school had set up a school level
committee to manage and monitor the implementation. This committee has succeeded in setting
the agenda for action in the policy implementation. The committee became the bridge
between the school administration and the teachers in planning and realizing the policy at the
school level. Upon understanding the gravity of the policy, the teachers had given full
cooperation to the school administration on this matter. They had gone beyond the requirement
of duty to ensure the school's expectations are achieved. In another perspective, this also
denotes that the teachers value the importance of Mathematics and Science in our
increasingly technological society. Without their positive attitude, the school might not be
able to effectively implement the policy. Teacher participation is important, as shown by
Cocking and Chipman's (1988) study which reported that teachers who express negative
attitudes about Mathematics might not encourage their students to pursue Mathematics or
Science. They also have low expectations of the students and do not recommend higher-level
mathematics classes.
In the case of this school, it was observed that the positive attitude has transformed into
positive classroom learning. Research on classroom environment has identified a few qualities
that can promote positive learning outcomes in learning Mathematics and Science (Henningsen
& Stein, 1997). Among them are supportive relationship among teachers and students,
opportunity for collaboration, clear expectations, student participation in working on open-
ended tasks and meaningful activities.
The agenda for implementing the policy would not have materialized if the school had
not come up with a comprehensive and detailed plan. At the beginning of the year, the school
drafted a plan that involved multi-pronged strategies aimed at various parties involved in the
policy implementation. The school hoped to support the teachers in their
 Jurnal Pendidikan 2006, Universiti Malaya 111

teaching and the students in their learning of Mathematics and Science in English. Among the
strategies proposed and implemented were to get the teachers to improve their English
language proficiency. The Mathematics and Science teachers were required to converse with
each other in English and to conduct their subject panel meetings in English. This in turn will
improve their proficiency and confidence in using English.
Another strategy involved implementing the Buddy Support System as proposed by
the Ministry of Education. Even though the Mathematics and Science teachers in this school
have a high proficiency in English, they still fully implemented this system. As a result,
the Mathematics and Science teachers had further improved their English pronunciation.
The quality and integrity of the test questions were also safeguarded as the English
teachers helped the Mathematics and Science teachers to check for any grammatical errors
in the questions. The Mathematics and Science teachers appreciated the support provided
by their colleagues from the English language department. They thought that the help
provided had been instrumental in effective implementation of the policy.
A major policy change will be ineffective without proper monitoring of the policy
implementation. One strategy for the continuous monitoring of the implementation is
through scheduled classroom observations of the Mathematics and Science teachers.
Through classroom observation, the school administration would be able to assess the
degree of implementation of the policy. The classroom observation kept the teachers alert
and ensured that the teaching of Mathematics and Science in English was conducted as
required by the policy. The school had set up a schedule for senior Mathematics and Science
teachers to observe the Mathematics and Science teachers in the classroom.
Through the classroom observations, these teachers were informed on the strengths and
weaknesses of their instruction. This enabled them to improve their instruction in English.
The observation also focused on pedagogy to ensure more emphasis on active learning
approaches such as the constructivist and inquiry discovery approaches. Constructing
knowledge is an interactive process where students get to share their ideas, ask questions, and
build on their shared ideas (Bruner, 1996). Some features that help to achieve this would be
small group discussions, student investigations, active involvement, and meaningful
evaluations such as reasoning and finding evidence rather than expecting just the correct
results (Roth & Roychoudhury, 1994). After the observation, the observers would provide the
teachers with recommendations for improving their instruction.
The school has also prepared several plans of action for the students. It had
implemented several strategies to support the students in facing the difficulties and
challenges of learning Mathematics and Science in English. The school was aware that the
students' English proficiency level affected their understanding of Mathematics and Science.
A study by Cocking and Chipman (1988) has shown that positive correlations exist between
Mathematics learning and verbal ability in that talking and discussing about Mathematics
enhance the understanding of it.
One strategy adopted by the school administration shows its seriousness in efforts to
improve students' English language proficiency. The strategy involved requiring every
student to keep two small notebooks for recording new English words they come across in
their Mathematics or Science class. The teachers ensured students brought the two notebooks
to the class; they also checked the notebooks regularly. The school also
112 Jurnal Pendidikan 2006, Universiti Malaya

encouraged students to read more English books by supporting the "NILAM project"
objectives. In the NILAM project every student is required to read ten English books in a
year. They are expected to write a report for each book they read and students would be
penalized in the final examination if they failed to submit the required number of book
reports.
As in other schools in the country, some students faced difficulties in understanding the
Mathematics and Science terms taught. The school required these students to attend special
class sessions in the afternoon where they were given extra instruction and remedial activities
to help them cope with the learning of Mathematics and Science in English. The parents were
made aware that attendance of their children would be monitored. Parental involvement was
found to be effective in ensuring students attendance.
The school also analyzed test and examination responses in detail to determine why
students did badly on certain questions. Knowing whether students answer questions
wrongly due to problems with language or problems with content understanding can help
teachers devise remedial strategies for them. Although the tabulation of students' answers
takes time and may be tedious for large classes, being able to identify sources of errors
would help reduce teaching load in the long run. Teachers would then be able to either give
extra language classes or worksheets for language practice or give the affected students extra
coaching.

RECOMMENDATIONS

The influence of student background should also be considered when preparing questions,
especially word problems. According to Short and Spanos (1989), simply knowing the
language of instruction and the required mathematical skills may be insufficient for solving
problems because cultural issues may exist as well. Thus, in formulating Mathematics and
Science problems, a teacher must be careful not to assume that all students have the same
background knowledge.
Raborn (1995) also notes that linguistic factors must be considered during
Mathematics planning and instruction, because mathematics vocabulary is precise but not
always familiar. It may be difficult, even for native speakers, to determine which meaning of
"odd" is intended in a problem. Learning-disabled students who are learning English
language and Mathematics concurrently may have special problems.
Others, such as Cuevas and Beech (1983, in Raborn, 1995) noted it was imperative to
consider language comprehension, knowledge of syntax and vocabulary, and understanding of
relational terms as applied to Mathematics. This is because students may find difficulty
distinguishing differences and making comparisons pertaining to speed, size, space, and
time. Those with learning disabilities are likely to wrestle with language concepts and
structures even in their own native language. Raborn (1995) writes that Cuevas and Beech
recommend the use of native language instruction for teaching Mathematics concepts
before the transition to English,
Although the above findings were from the United States, it is probably safe to
assume they also apply to our local students undergoing Mathematics and Science
instruction in English. In the Malaysian context it would be helpful to have an online
forum or virtual discussion space where teachers who have overcome problems in the
 Jurnal Pendidikan 2006, Universitl Malaya 113

teaching of Mathematics and Science in English can share their successful methods. We
cannot afford to wait for research results to appear in print; a method proven in one school
should be made known to as wide an audience as possible so that teachers can implement
the successful strategies or adapt them where applicable.
The present research was aimed at identifying the process and level of implementation of
teaching and learning of Mathematics and Science in English at the Form One level in
secondary schools in Malaysia. The results showed that the level of implementation was
very high at the school observed and that the school planned and implemented an
intervention program that ensured achievement of policy objectives.
Several practices in the school are recommended for replication throughout the
country:
1. The school administration has a good attitude towards the implementation
of PPSMI (teaching and learning of Science and Mathematics in English),
working closely with the teacher and other stakeholders, and this deserves to
be emulated by others.
to be emulated by others.
2. The school's Buddy Support System works well with regular meetings
between Mathematics and Science and English Language teachers.
Comment and evaluation forms are filled often and although the level of
English in the school was good to begin with, using this method it gets
even better.
3. Remedial classes are well attended at this school. Parents and teachers
work closely to ensure attendance. Marks are deducted for non-attendance,
and this has proven to ensure good class participation.
4. Students are encouraged to keep two small notebooks: one for mathematics
glossary, one for science glossary. They are also expected to keep one
notebook for English sentence structure and grammar. This guarantees
students do not forget new words encountered in the three subjects.
The school maintains a notice board where new Mathematics and Science content is
featured every week. This creates interest in the subjects besides informing students of
related events such as Mathematics and Science exhibitions and competitions.
Since the school computer laboratory is not fully supported by the government, the
school needed to raise funds to maintain the computer laboratory. The computer laboratory is
well utilized for teaching and learning. This is a good example to be followed by other
schools in Malaysia.
The school ensures that ICT use and science laboratory work are made meaningful to
students. Regular talks on laboratory safety are held. Students get to present their Science
projects in front of the class, which gives them practice and develops confidence in using
the English language for Science. Various activities are carried out to motivate and
encourage the love of Science among the students.
To improve vocabulary and English usage, the school follows the NILAM program
whereby students have to read and summarize books. The program is monitored closely to
ensure students keep up with their reading in English.
Measures such as the above, if successfully implemented elsewhere, can ensure the
success of the policy of teaching Mathematics and Science in English. It is recommended
that for the policy to succeed, it must be implemented in full. There should not be any
114 Jurnal Pendidikan 2006, Universiti Malaya

half-measures, such as translating into Bahasa Melayu whenever students have problems
understanding teachers during classroom instruction.
Evidence collected from the school showed that the challenges arising from the
implementation of teaching and learning of Mathematics and Science in English can be
overcome if the school sets up a planned and concrete intervention program with various
strategies directed at teachers and students.
As shown by this school, a concerted effort involving all parties, the students, Science and
Mathematics teachers, English language teachers and the school administrators in planning
the intervention program ensures the successful implementation of the teaching and learning of
Mathematics and Science in English.

Acknowledgement: This project was funded by the Centre of Economic Development and
Ethnic Relations (CEDER), University of Malaya.

REFERENCES

Alwis, C. D. (2005). Attitude of Form Two students toward learning Science in English: A
case study of schools in Kota Samarahan. Proceedings of Seminar Penyelidikan
Pendidikan Maktab Perguruan Batu Lintang, 15-16 September 2005.
Anderson, R. (1994). Issues of curriculum reform in science, mathematics and higher order
thinking across the disciplines. Washington, DC: Department of Education,
Bruner, J. (1996). Changing the classroom environment. In J. Stepanek (Ed.), Mathematics
and Science classrooms: Building a community of learners. Retrieved November
7, 2005 from http://www.nwrel.org/msec/just_good/10/ch2.html
Cocking, R. R., & Chipman, S. (1988). Conceptual issues related to mathematics
achievement of language minority children. In R. R. Cocking, & J. P. Mestre,
Linguistic and cultural influences on learning mathematics (pp. 17-46). Hillsdale,
NJ: Erlbaum.
DeWit, D., McKee, C, Field, J., & Karioja, K. (2003). The critical role of school culture
in students success. Retrieved October 28, 2005, from www.voiceforchildren.ca Eye,
G. G. (1976). Principals' principles. The Journal of Education Research, pp. 189-
192.
Henningsen, M., & Stein, M. K. (1997). Changing the classroom environment. In It's
just good teaching: Mathematics and Science classrooms: Building a community.
Retrieved (n.d.) from http://www/ascilite.org.au
Kiong, P. L. N., Yong, H. X, & Hoe, L. S. (2005, September). An exploratory study on
the effect of teaching and learning of Mathematics using English. Proceedings
of Seminar Penyelidikan Pendidikan Maktab Perguruan Batu Lintang 15-16
September 2005.
Ministry of Education. (2002). English for teaching Mathematics and Science (ETeMS)
Facilitator's Note. Kuala Lumpur: English Language Teaching Centre, Teacher
Education Division.
Pandian, A., & Ramiah, R (2004, December). Mathematics and Science in English
Teacher Voice. The English Teacher, 33. MELTA [Online] Retrieved October
4, 2005, from http://www.melta.org.my/ET/2004/2004-50.pdf
 Jurnal Pendidikan 2006, Universiti Malaya 115

Pillay, H., & Thomas, M. (2004). A Nation on the move: From chalk face to laptops.
Malaysia: English Language Teaching Centre, Ministry of Education [Online]
Retrieved October 1, 2005 from http:// eltcm.org/eltc/Download/paperbank
Raborn, D. T. (1995). Mathematics for students with learning disabilities from language-
minority backgrounds: Recommendations for teaching. New York State Association for
Bilingual Education Journal, 10, 25-33.
Roth, W-R., & Roychoudhury, A. (1994). Ghanging the classroom environment. In It's just
good teaching: Mathematics and Science classrooms: Building a community.
Retrieved November 7, 2005, from http://www.ascilite.org.au
Short, D. J., & Spanos, G. (1989). Teaching Mathematics to limited English proficient
students. Retrieved November 7, 2005, from http://www.nwrel.org