STRATEGI PEMBELAJARAN BAHASA MELAYU PELAJAR PELBAGAI TEKNIK DI LUAR KELAS.
ABSTRACT
Kajian ini telah direka untuk mengenalpasti jenis pelajar Strategi Pembelajaran Bahasa (SPB)
daripada pelbagai kumpulan etnik di Malaysia yang mempelajari bahasa Melayu di luar kelas
berdasarkan kepada cara kerja mereka, factor demographic dan kemahiran empat bahasa.
Berdasarkan data yang dikumpul dengan menggunakan borang kaji selidik. Borang kaji selidik telah
diedarkan kepada 858 orang pelajar Tingkatan 4 yang terpilih berdasarkan teknik contoh secara
rawak stratifi. Kajian merangkumi 300 orang pelajar dari Selangor, 270 orang pelajar dari Sarawak
dan 288 orang pelajar dari Sabah. Subjek yang telah dipilih bagi kajian ini adalah, bilangan pelajar
yang telah memperolehi gred A atau B bagi kertas Bahasa Melayu untuk PMR 2004. Responden telah
diminta untuk berkongsi strategi pembelajaran bahasa yang biasa digunakan mereka semasa
mempelajari bahasa Melayu di luar kelas bagi memperbaiki kemahiran mendengar, berkomunikasi,
membaca dan menulis.Data yang diperolehi telah dianalisa dengan menggunakan statistik descripsi,
seperti kekerapan, peratusan, purata dan ???. Statistik satu hala ANOVA, penilaian dan hubungkait
telah digunakan (tahap kepentingan p<0.5). Secara umumnya,hasil kajian menunjukkan subjek
daripada pelbagai jenis kumpulan etnik kepelbagaian strategi pembelajaran bahasa Melayudi luar
waktu kelas diguna pakai. Khususnya, pelajar berbangsa Melayu di Selangor, Sarawak, Sabah
dilaporkan menggunakan lebih banyak kepelbagaian strategi pembelajaran bahasa berbanding
pelajar daripada etnik lain. Pelajar perempuan daripada pelbagai etnik di Selangor dan Sarawak
dilaporkan menggnakan kepelbagaian strategi pembelajaran bahasa berbanding pelajar perempuan
daripada pelbagai kumpulan etnik di Sabah. Pelajar daripada pelbagai kumpulan etnik yang
memperolehi gred A pada PMR bagi kertas Bahasa Melayu di laporkan menggunakan lebih pelbagai
strategi pembelajaran bahasa dalam kemahiran bercakap, membaca dan menulis berbanding pelajar
yang memperolehi gred B dalam PMR bagi kertas Bahasa Melayu. Pelajar dari pelbagai kumpulan
etnik di Sabah dilaporkan menggunakan lebih banyak startegi pembelajaran bahasa untuk
memperbaiki kemahiran mendengar, bercakap dan menulis berbanding pelbagai kumpulan etnik di
Selangor dan Sarawak. Kesimpulannya, kajian mendapati Bahasa Melayu merupakn bahasa
pengantara utama yang digunakan subjek di luar waktu kelas, diikuti Bahasa Inggeris dan bahasabahasa etnik tempatan kumpulan lain.
1.0 INTRODUCTION
Reportedly, on how non-Malay students learn Malay language as their second language or foreign
language is not new or weird in Malaysia. Although, the focus of the research is not on the language
learning strategies used by non-Malay students, but most of the results indicates that non-Malay
students are having the negative attitude and not very interested in learning the language itself,
especially while in the classroom or even out of the class (Zamri & Zarina 2001). Most of them are far
more interested on obtaining a good or an excellent result in their examination. So, non-Malay
students are taking their own tuition classes out of the school just to pass or excellent in their exam
slip. So that, they are study very hard just for their examination time by attending tuition class and
not because they are appreciating to learn the language and not to mention aware the significant
and the level of the Malay language itself.
Several researches done locally were reported that Non-Malay students employed various learning
strategies, so that they are able to obtain a distinction result in a certain subject that they had
learned (Jajriet al. 1993; Muhammad, Noriah& Abdul Razak 2000; Zamri 2005; Zamri& Mohamed
Amin 2005). As an example, Muhammad et al. (2000) in his research done at Muar, found out that
Malay students used a lot of learning strategies, while out-of-classroom lesson as compared to NonMalay students in their most subjects taken.Zamri ( 2005)in his research found out that Indian
students .Used a lot of language learning strategy (LLS) while learn Malay Language out-ofclassroom as compared to Malay students and Chinese .On the other hand Malay Stud used a lot of
(LLS) while learning Malay Language in classroom or while having the exam .
For the time being most of the language teachers start to aware the significant in improving stud
achievement .There are various of ways done by the teachers like provide the right or learning
strategy ,provide additional class,had discussion on past year question and many more .This is for
improving their studentprestation. Those teacher whose diversify teaching strategies are able to
help student out mastering variety of language as quickly and effectively (Oxford &1989). This
statement also has been agreed by AbdallahHussien (2002)suitable teaching strategy, they are able
to help students understanding the second language much better.More teachers should train
students to build up and using variety of (LLS) thatsuits them best.
In language learning context , the definition of LLS have been use by the Western and Malaysian
Linguist . Ellis (1988) thinks that LLS as communication strategy and steps to follow or specific action
taken by student in order to make sure the learning process becomes much more easier ,fun self –
directed effective and able to adapt o how study environment.Faerch and Kasper (1983) stands on
their LLS is a trial to enhance language and sociolinguistic power to get their target of that certain
language .Erhman and Oxford (1989) define us as steps or action usually done by language students
to adapt quickly, storage ,remembrance and new information usage.
Mohamed Amin (1996)define LLs as a one action planning done a students to improve their learning
process. Zamri (2004) define LLs as one of the process to improve language learning achievements
continuously through variety of effective strategies. Through LLs, students are able to obtain
excellent result in Malay language. Despite of learning the language effectively, they also can adapt
all the basic language skills and using the language easily, able to help them to interact and
communicate orally and writing without any syntax errors.
Strongly believed,that LLS is a strategy used by the students while learning Malay language in and
out of the classroom. The variety of the LLs used can help the students from different
ethnicsachievements in Malay language. Besides, the variety LLS can be manipulate by the students
while learning Malay language in the classroom or while having their examination.
2.0 PROBLEM STATEMENTS
Most of the LLS survey done in Malay Language for Malay students. The LLS survey of the students
from different ethnics also done for the other subjects. As an example, Mohamed Amin (1996) done
a research of LLS that involving the Malay students, Chinese and Indian whose had learned English
language as the second language. Wan Noorazah (2004) done a research on how the Malay students
and the Non- Malay students learned Biology.
But, a LLS research that involving a various ethnics in Malaysia Peninsular, Sarawak and Sabah either
in the Malay Language or English Language had never been done. Most of the LLS research focusing
more on students from Malaysia Peninsular only, but not from Sarawak and Sabah. What are the LLS
used by the students to learn the Malay Language? Is there any common or different features of LLS
that have been employed by the students from various ethnics in Sarawak and Sabah as compared
to the students in Malaysia Peninsular?
Most of the research done in Malaysia involved the English Language. This is maybe for that LLS are
focusing more to help students learning the second language or the foreign language. Moreover,
several research done about LLS for the English Language. Because of that, the LLS research are
focusing more on how to learn a certain language effectively, so there are a few Malay Language
researchers started to do a research on LLS that involving variety of language skills in Malay
Language. They are aware about the needs of a certain detail researchthat should been done to
determine on how the variety of the students from different aspects like gender, ethnic, language
and etc. could affect their learning strategies. As the Malay Language is the official language and the
main communication language among the students while they having their discussion, chatting and
many more out of the classroom. The same thing happened, while learning the Malay language out
of the classroom where students from different ethnics employed a lot of Malay language learning
strategies effectively.
As a conclusion, various ethnic students while learning Malay language research needs to be done.
Researches not only limited to the classroom, but also has to be done on how students from various
ethnics while learning Malay language in or out-of-classroom or having the examinations. In this
research context, the research are focusing on out-of-classroom as according to Mohamed Amin
(1996) and Zamri (2004), students are more interested in using LLS while out-of-classroom as
compared to the inside of the classroom learning processes or while having the examination.
3.0 THE RESEARCH OBJECTIVES
This research done to investigate LLS that had been used by the students from different ethnics in
Malaysia while learn Malay language outside of the classroom. Specifically, this research have these
following objectives:
(1) Determine LLS that had been used by students while learning Malay language out-ofclassroom based on ethnic group.
(2) Determine LLS that had been used by students from various ethnics while learning Malay
language out-of-classroom based on the gender.
(3) Determine LLS that had been using by students from different ethnics while learning Malay
language out-of –classroom based on different states.
(4) Determine LLS that had been used by students from different ethnics while learning Malay
language out-of-classroom and the relationship with the student’s achievement.
(5) Determine whether LLS that had been used by the students from different ethnics while
learning Malay language out-of-classroom based on listening, speaking, reading and writing
skills.
4.0 THE RESEARCH QUESTIONAIRES
Based on the research objectives, there are five questions derives from the research as the
following;
(1) What are the LLS used by the students from different ethnics while learning Malay language
out-of-classroom based on the ethnic group?
(2) What are the LLS used by the students from different ethnics while learning Malay language
out-of-classroom based on the gender?
(3) Does the LLS used by the students from different ethnics while learning Malay language outof-classroom has a relationship with the state’s achievement?
(4) Does the LLS used by the students from different ethnics while learning Malay language outof-classroom has a relationship with the student’s achievement?
(5) Does the LLS used by the students from different ethnics while learning Malay language outof-classroom based on the listening, speaking, reading and writing skills?
5.0 METHODOLOGY
Issues that are being discuss in this methodology sub-sections are design, sample, instrument
and data analysis procedures.
5.1 Design
This particular research used designing method by Mohamed Amin (1996) and Zamri
(2004). Mohamed Amin had done a research on how students learning English language
as their second language in three categories, which is in the classroom, out-of-classroom
and while having the examination by using the questionnaire form for collecting data.
Meanwhile, Zamri had done a research on how the Malay students learning Malay
language in four language skills. He had used interview method in order to obtain the
data on how students learn Malay language in the four language skills for the three
categories that had been suggested by Mohamed Amin. In this particular research, the
researcher had used the survey method, which is through the questionnaire in order to
collect data on how students from different ethnics in Malaysia learning Malay language
out-of-classroom.
5.2 Sample
The research samples are made up from Form 4 students in several national secondary
schools (SMK) at Selangor, Sarawak and Sabah. The respondents are selected based on
their PMR results examination 2004.The respondents that have been selected are those
who are obtain grade A or B for their Malay language in the PMR examination 2004. The
number of the respondents had been decided based on the stratified random sampling
method (Tabachnick& Fidel 2001). Respondents are selected from 24 SMK, which
areconsists of seven SMK at Selangor, nine SMK at Sarawak and eight SMK at Sabah.
There are about 858 students were chosen to answer the questionnaire. For that
purpose, about 300 students at Selangor, 270 students at Sarawak and 288 students at
Sabah were selected as the research respondents.
5.3 Instrument
The survey that had been used in this research was modified based on Zamri’s research
(2004). There are about 144 questionnaire items in four language skills that have to be
answered by the respondents while the prior research (Listening Skill (LS)) = 21,
(Speaking Skill (SS)) =39, (Reading Skill (RS)) = 37 and (Writing Skill (WS)) = 47. In order to
make sure the survey is acceptable, the prior research that involving 60 Form 4 students
at one of the SMK at Hulu Langat has been done. The result shows that the acceptable
values for each LLS item are very high for every language skill (LS = 0.703, SS = 0.825, RS
= 0.925and WS = 0.958). According to SitiRahayah and Abdul Rashid (2002), the
acceptable index which has exceeded 0.60 can be assumes as a good acceptable values
items.
5.4 The Data Analysis
There are two ways for the data to be analyzed, which is descriptive and inferences. The
descriptive statistic has been used to find the frequency, percentage and mean.
Meanwhile, inference statistic has been used to investigate the hypothesis. For that,
one-way ANOVA analysis, correlation, and t-test are carried out to answer several
research hypotheses.
6.0 THE RESEARCH RESULTS
6.1 The Student’s Background From Different Ethnics
Table 1 show the respondent’s background based on the states, ethnics, gender, Malay
language as the first language out-of-classroom, the achievement for Malay language in
PMR examination, the amount of grade A obtain in PMR, the education level and the
respondent parent’s occupation
No.
1
2
3
4
5
TABLE 1 The respondent’s background analysis.
Categories
N = 858
Percentage
States:
 Selangor
300
35.0
 Sarawak
270
31.4
 Sabah
288
33.6
Gender
 Male
 Female
Ethnics
 West Malaysia
Malay
 West Malaysia Chinese
 Indian
 Sarawak Malay
 Chinese Sarawak
 Iban
 Bidayuh
 Melanau
 Others Sarawak Ethnics
 Malay Sabah
 Chinese Sabah
 Kadazan
 Dusun
 Bajau
 Others Sabah Ethnics
Main Communication Language
OOC:
 Malay language
 English
 Chinese
 Tamil
 Malay Sarawak
 Iban language
 Bidayuh language
 Melanau language
 Others Sarawak Ethnics
language
 Malay Sabah
 Kadazan language
 Dusun language
 Bajau language
 Others Sabah Ethnics
language
Malay language achievement in
PMR:
 Grade A
 Grade B
Mean
S.P
1.99
0.827
419
438
48.8
51.2
1.51
0.500
100
11.7
6.82
4.543
100
11.7
100
50
50
50
50
50
20
11.7
5.8
5.8
5.8
5.8
5.8
2.3
50
50
50
50
50
38
5.8
5.8
5.8
5.8
5.8
4.4
404
146
127
42
27
15
12
17
12
47.1
17.0
14.8
4.9
3.1
1.7
1.4
2.0
1.4
2.87
2.984
10
15
10
12
9
1.2
1.7
1.2
1.4
1.0
471
387
54.9
45.1
1.45
0.498
6
7
8
9
Father’s education:
 Primary school/SRP/PMR
 Secondary
school/SPM/STPM
 Matriculation/Certificate/Di
ploma
 Degree
 Master
 Ph.D
Mother’s Education:
 Primary school/SRP/PMR
 Secondary
school/SPM/STPM
 Matriculation/Certificate/Di
ploma
 Degree
 Master
 Ph.D
Father’s Occupation
 Government
Officer/Management group
 Government’s
staff/private/supportive
group
 IPTA’s/IPTS’s/College
Lecturers
 Businessmen/Entrepreneur/
self-employed
 Professionals
 Government’s
managers/private/internati
onal companies
 Security guard
 Security guard staff
 Government’s/private
retired
 Labor
 Others:…………
Mother’s Occupation:
 Government
Officer/Management group
 Government’s
staff/private/supportive
group
224
26.1
385
44.9
109
12.7
74
50
16
8.6
5.8
1.9
303
35.3
389
45.3
93
10.8
44
23
6
5.1
2.7
0.7
118
13.8
117
13.6
198
23.1
88
10.3
50
23
5.8
2.7
23
65
115
2.7
7.6
13.4
41
4.8
53
6.2
120
14.0
2.33
0.597
1.97
1.320
5.22
3.226
7.40
3.932









IPTA’s/IPTS’s/College
Lecturers
Businessmen/Entrepreneur/
self-employed
Professionals
Government’s
managers/private/internati
onal companies
Security guard
Security guard staff
Government’s/private
retired
Labor
Others:…………
9
1.0
103
12.0
93
10
10.8
1.2
2
20
0.2
2.3
32
3.7
416
48.5
Generally, students from different ethnics at Selangor are using a lot of LLS while learning Malay
language out-of-classroom as compared to the students from different ethnics at Sarawak and
Sabah. The female students of different ethnics are using more LLS while learning Malay language
out-of-classroom as compared to the male students of different ethnics. The Malay language is
become the main communication medium out-of-classroom and this is also affecting the LLS used by
the students of different ethnics while learning Malay language as compared to the others main
communication languages. The students of different ethnics who obtained Grade A are using a lot of
LLS while learning Malay language out-of-classroom as compared to the students of different ethnics
who obtained Grade Bin their PMR examination. The students of different ethnics who obtain Grade
7A are using more LLS while learning Malay language out-of-classroom as compared to the students
of different ethnics who obtain the other grades in their examination.
The students who their father’s education of secondary school/SPM/STPM are using a lot of LLS
while learning Malay language out-of-classroom as compared to the students whose their father’s
education at different education levels. The students who their mother’s education of
secondary/SPM/STPM are using a lot of LLS while learning Malay language out-of-classroom as
compared to the students whose their father’s education at different levels. The students who their
father worked as businessmen/entrepreneur are using a lot of LLS while learning Malay language
out-of-classroom as compared to the students who their father works in different fields. The
students whose their mother works as government’s/private staff are using a lot more LLS while
learning Malay language out-of-classroom as compared to the students who their father works in
different fields.
6.2 Inference Analysis
Nul 1 Hypothesis. There is no significant relationship between student LLS of different
ethnics while learning Malay language out-of-classroom are based on the ethnic
groups
Based on the Table 2, as a conclusion there is significant relationship between LLS and
the skills while learning Malay language out-of-classroom based on the ethnic groups.
So, meaning that the nul hypothesis that is derived from the research is being rejected
because of there is significant relationship between LLS in several language skills with
the students of different ethnic groups in Malaysia. The significant level for each LLS in
every language skill with the ethnic groups exceed the significant P>0.005 for listening
skills (LS), speaking skills (SS), reading skills (RS) and writing skills (WS), which the
significant P>0.000. This indicates how LLS in every language skill has relationship with
the student’s ethnic group.
Table 2 The LLS relationship based on the four language skills while learning Malay language out-ofclassroom between students of different ethnic groups.
Language
skill
Listening
skill
Ethnics
-
-
Speaking
skill
-
West Malay
West
Chinese
Indian
Sarawak
Malay
Iban
Bidayuh
Melanau
Other
ethnics at
Sarawak
Sabah Malay
Kadazan
Dusun
Bajau
Other
ethnics at
Sabah
West Malay
West
Chinese
Indian
Sarawak
Malay
Iban
Bidayuh
N = 858
Mean
100
100
3.52
2.98
Standard
deviation
.647
.725
100
50
2.91
3.38
.659
.666
50
50
50
20
3.40
3.03
3.20
3.33
.721
.462
.704
.529
50
50
50
50
38
2.50
3.92
3.67
3.82
3.72
.897
.462
.661
.326
.639
100
100
3.02
2.77
.606
.749
100
50
2.59
3.13
.707
.709
50
50
2.82
2.44
.674
.575
Frequency
12.964
Significant
level
.000
6.703
.000
-
Reading
skill
Writing
skill
Melanau
Other
ethnics at
Sarawak
- Sabah Malay
- Kadazan
- Dusun
- Bajau
-Other ethnics at
Sabah
- West Malay
- West
Chinese
- Indian
- Sarawak
Malay
- Iban
- Bidayuh
- Melanau
- Other
ethnics at
Sarawak
- Sabah Malay
- Kadazan
- Dusun
- Bajau
-Other ethnics at
Sabah
- West Malay
- West
Chinese
- Indian
- Sarawak
Malay
- Iban
- Bidayuh
- Melanau
- Other
ethnics at
Sarawak
- Sabah Malay
- Kadazan
- Dusun
- Bajau
-Other ethnics at
Sabah
50
20
2.69
2.83
.644
.361
50
50
50
50
38
2.11
3.25
2.96
3.06
3.12
.675
.382
.429
.236
.473
100
100
3.21
2.92
.617
.292
100
50
2.72
3.26
.802
.646
50
50
50
20
3.07
2.86
2.92
3.05
.670
.571
.606
.284
50
50
50
50
38
2.44
3.26
3.10
3.13
3.18
.956
.399
.559
.241
.516
100
100
3.20
3.04
.623
.758
100
50
2.85
3.30
.743
.679
50
50
50
20
3.15
2.81
2.97
3.17
.842
.539
.582
.406
50
50
50
50
38
2.38
3.30
3.11
3.17
3.19
.709
.452
.658
.329
.525
5.839
.000
3.988
.000
However, from the mean it shows there is difference in LLS for every language skills with the student
ethnic groups. According to Rudzi (2003) and NikMohdRahimi (2005), the mean score item can be
divided into three sections, which is low, moderate and high score. The low score is between mean
1.0 up to mean 2.33. The moderate score is between mean 2.34 up to 3.67, whereas for high score is
between mean 3.68 up to 5.00. Based on the Table 2, it is clearly shows there is mean difference for
each language skill among the different ethnic students group.
As an example, for LS, it is found out that the Kadazan ethnics student (mean 3.92), Dusun (mean
3.82) and Bajau (mean 3.72) at Sabah used a lot of listening strategies while learning Malay language
out-of-classroom. This can be seen through the mean values for the three ethnics students at Sabah
are exceeding 3.68 level, which is in the high mean score categories. For the other students ethnic,
the mean score for listening strategies are in the moderate level, which is in between mean score of
2.34 up to 3.67. In other words, students of different ethnic at Sabah used a lot more listening
strategies as compared to the students of different ethnics at Selangor or Sarawak.
As for SS, the mean score for every student of different ethnics at the moderate level, which is in
between mean of 2.34 up to 3.67, except for the other ethnics at Sarawak who only obtain the
mean sore of 2.11, which is at the low mean score level. In other words, for SS students of different
ethnics at Selangor, Sarawak and Sabah altogether used the speaking skill while learning Malay
language out-of-classroom session. This proved that, all the students of different ethnic groups
assume that the speaking strategy is vital to be mastered while learning Malay language out-ofclassroom.
The result also shows that in RS and WS students of different ethnics while learning Malay language
out-of-classroom. There is no specific ethnic groups which mastering the reading strategy or even
the writing strategy while learning Malay language out-of-classroom. The students of all different
ethnics were using the same reading skill and the writing skill in order to improve their performance
in Malay language. This can be seen from their mean score, which is looks almost the same, in
between the mean score of 2.34 up to 3.67. In other words, most of the students of different ethnics
in Malaysia were using the same LLS for SS, RS and WS but not for LS.
Nul 2 Hypothesis. There is no LLS significant mean different of students of different ethnics while
learning Malay language out-of-classroom according to the states.
TABLE 3 The LLS mean different of students of different ethnics according to states.
Language
skill
Listening
skill
Speaking
skill
Reading
States
-
Selangor
Sarawak
Sabah
Selangor
Sarawak
Sabah
Selangor
N = 858
Mean
300
270
288
300
270
288
300
3.23
3.07
3.61
2.93
2.61
3.10
3.07
Standard
deviation
.787
.637
.571
.775
.627
.474
.822
Frequency
46.132
Significant
level
.000
42.996
.000
28.340
.000
skill
- Sarawak
270
2.83
- Sabah
288
3.26
Writing
- Selangor
300
3.21
skill
- Sarawak
270
2.89
- Sabah
288
3.17
*.s – significant as it exceed the significant level P>.005
.666
.502
.778
.652
.548
19.514
.000
*s – significant as it exceed the significant level P>.001
Nul 3 Hypothesis. There is no LLS significant different of students of different ethnics while learning
Malay language out-of-classroom based on Malay language achievement in PMR examination.
Table 4 arediscussing on the different LLS students of different ethnics while learning Malay
language out-of-classroom based on the Malay language achievement in PMR examination.
TABLE 4 The LLS different based on Malay language achievement in PMR
Language
skill
Listening
skill
Speaking
skill
Reading
skill
Writing skill
Achievement N = 858
Mean
grade
- A
471
3.33
- B
387
3.27
- A
471
2.89
- B
387
2.89
- A
471
3.07
- B
387
3.04
- A
471
3.12
- B
387
3.08
*n.s – no significant as exceed the significant level P>.005
Standard
deviation
.7323
.703
.667
.675
.681
.726
.676
.691
Frequency
.597
.239
.705
.196
Significant
level
.440
(n.s)
.625
(n.s)
.401
(n.s)
.658
(n.s)
Based on the Table 4, the nul hypothesis is not accepted, as there is no LLS significant different that
had been used by the students of different ethnics while learning Malay language out-of-classroom
based on the PMR 2004 achievement’s grade of Malay language. The significant level obtained, was
exceeded P>.005 for every language skills. As an example, the LS with the A and B achievement for
Malay language in PMR, the significant level obtained by the students of different ethnics was
P>.440. The same thing goes to the SS with the Malay language achievement’s grade = P>.625, RS =
P>.401 and WS = P>.658. This indicates that students of different ethnics who got A or B grade for
Malay language in PMR does not proved any different of LLS used for every language skills.
Nul Hypothesis 4. There is no significant relationship between LLS with the language skill used by
the students of different ethnics while learning Malay language out-of-classroom.
Based on the Table 4, the results of the research shows that LLS used by the students in order to
improve LS, SS, RS and WS had relation with each other. As an example, for LS with SS, the
correlation multiple shows there are a relationship between these two skills, which is with the same
value of .736. The same thing goes to the SS with the RS there is strong relationship, which is the
value of correlation multiple .704 and the WS with the correlation multiple value of .620. The LLS for
the SS with the other language skill also shows that, there is strong relationship. For example, the
correlation multiple value of SS with the LS is .736, the SS with the RS is .852 and the SS with the WS
is .804. The relationship between RS and LS is .620, WS with the SS is .804 and the WS with the RS is
.877. For every LLS used by the students of different ethnics, there is relationship with the strategy
used in LS, RS, SS and WS. In the other words, this hypothesis is accepted as there is a relationship
between LLS with the language skills used by the students of different ethnics while learning Malay
out-of-classroom.
TABLE 4 The overall relationship between LLS with the every skills
The
language
skill
Listening
Correlation
Listening
skill
Speaking
skill
-
Pearson
1
.736**
Correlation
- Significant
Speaking
- Pearson
.736**
1
Correlation
.000
- Significant
Reading
- Pearson
.704**
.852**
Correlation
.000
.000
- Significant
Writing
- Pearson
.620**
.804**
Correlation
.000
.000
- Significant
*s – no significant as the significant level exceeded P>.005
Reading skill
Writing skill
.704**
.620**
.852**
.000
.804**
.000
1
-
.877**
.000
.877**
.000
1
-
**s – no significant as the significant level exceeded P>.001
Nul 5 Hypothesis There is no significant relationship between the gender with the LLS of every
language skills.
Based on the analysis of Table 5, it is assume that there is significant relationship between the male
students and the female students of different ethnic for LS and RS only, whereas for SS and WS
there is no significant relation. As an example, for LS, the male and female students used the same
listening strategy while learning Malay language out-of-classroom with the multiple value is .100 and
the significant level is .003. For RS, there is significant relation between the male and the female
students of different ethnic because they are using the same reading skill while learning Malay
language out-of-classroom with the multiple value of .070, although there is no significant from the
mean aspect. While for SS and WS the results show there is no relationship with the student gender
on the speaking strategy and the writing strategy. So, that mean the male or the female students
used no speaking strategy and writing strategy while learning Malay language out-of-classroom.