THE EFFECT OF USING MALAYSIAN SIGN LANGUAGE IN THE CONSTRUCTION OF PROPER MALAY SENTENCE STRUCTURE: A CASE STUDY OF YEAR 5 STUDENTS WITH HEARING ...
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Turkish Journal of Physiotherapy and Rehabilitation; 32(3)
ISSN 2651-4451 | e-ISSN 2651-446X
THE EFFECT OF USING MALAYSIAN SIGN LANGUAGE IN THE
CONSTRUCTION OF PROPER MALAY SENTENCE STRUCTURE: A CASE
STUDY OF YEAR 5 STUDENTS WITH HEARING PROBLEMS IN BATU
PAHAT
Mohd Norazmi bin Nordin1, Senin M.S2, Ardzulyna binti Anal3, Aidah Alias4, Siti Noor Aneeis bt Hashim5
1
Cluster of Education and Social Sciences, Open University Malaysia
2
Independent Researcher, Malaysia
3
Universiti Pendidikan Sultan Idris (UPSI), Malaysia
4
Universiti Teknologi MARA Melaka, Malaysia
5
Universiti Utara Malaysia (UUM), Malaysia
ABSTRACT
Selected research topic is "The Influence of the Malaysian Sign Language (BIM) in the construction Malay
Sentence Structure Proper Among Students Hearingimpaired Year 5 in Batu Pahat". Keywords for this study
is the effect of Use Sign Language Malaysia (BIM), sentence structure Bahasa Melayu (BM) of the right and
pupils with hearing problems (MBD). This case study examines the effectiveness of use of BIM relevant in
determining the ability of deaf students in building the structure of sentences Malay right. A quantitative
approach was used in this study with pre and post test sets administered to 26 students aged 10–12 years. The
data obtained were analyzed in determining the pattern of effectiveness of the use of BIM in the construction
of complete sentences. The findings of this study are expected to help further researchers in exploring related
to this issue.
Keywords: Influence of Malaysian Sign Language (BIM), sentence structure Bahasa Melayu (BM) of the
right and pupils with hearing problems (MBD)
I. INTRODUCTION
Malaysian Sign Language (BIM) is the official language for the deaf community in Malaysia in their daily
communication. In fact, the use of BIM has actually spread widely both in the market and in their official affairs.
According to Siew Hock et al (2007), more than 26,500 deaf people in Malaysia use this BIM in various matters
including Hearing Impaired Pupils (MMBD) in schools. BIM is a sign language created and introduced by the
Malaysian Association of the Deaf (MFD). Following that, the deaf community in the country is more affected in
the slightest use of it to explain the sentence structure in the writing of the Malay language in schools. According
to Savita & Nur Athirah (2007), BIM is a form of signal communication that emphasizes meaning, not sentence
structure.
According to Siew Hock et al (2007,168), The Malaysian Sign Language (MSL) is the most-widely used method
of sign communication in Malaysia. It is also known as “Bahasa Isyarat Malaysia (BIM)”. MSL uses both manual
and non-manual components: hand shapes and movements, and facial expression and shoulder movements. It has
many „dialects‟ that vary from state to state. The American Sign Language (ASL) has a strong influence on MSL,
but both are different enough to be considered as separate languages. This shows that BIM is not only about hand
gestures, but also involves a whole host of other communication skills such as facial mimicry and shoulder
movements. Up to now, despite the introduction of the Code Watch English (KTBM) introduced widely in
schools, the effect of using BIM is still of interest to menamalkannya MBD.
II. LITERATURE REVIEW
The structure of sentences in English would reflect the beauty of the language itself. Proper arrangement not only
makes a sentence beautiful and orderly, but it will also facilitate the reader's understanding. In the Malay
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ISSN 2651-4451 | e-ISSN 2651-446X
language, the wording basically starts with the subject followed by a predicate that describes the related subject.
Sentence expansion can occur by inserting reinforcing words or auxiliary words that will connect the subject and
predicate. Like this example- Ahmad likes to eat. In this verse, Ahmad is the subject, while liking to eat is the
predicate that describes Ahmad's actions. The structure of this sentence is correct and complete because it
achieves the basic conditions of subject and predicate. However, it can be developed by including other language
elements such as verbs, adjectives, conjunctions, auxiliary words, augmentative words and so on.
The basic structure of this sentence is not all that can be understood and used by MMBD. They are more into
understanding the meaning behind the verse. This happens as a result of their communication routines that make
meaning the primary purpose of communication, not the laws of language. If we take the example above, MMBD
will construct a sentence as follows. Ahmad likes to eat. This happens because Bahasa Isyarat Malaysia (BIM)
only cares about the recipient understanding the meaning to be conveyed. This is a common problem for MMBD
during formal learning in school. This needs to be taken into account because MMBDs can be taught to construct
sentences in a strong structure because they only have difficulty in hearing, not in their intellectual terms.
According to Jamila et al (2012), the problem of low academic achievement is closely related to English
proficiency among students with hearing problems. Abdullah (2006) conducted a study of 67 hearing impaired
students aged 15 to 17 years old in reading English. The study found that 36 students could read at the Year 4
reading level, while 31 students could not read even a simple single sentence. This situation will somehow make
MBD behind in terms of overall academic achievement for the country, English is the foundation of education
where it is the national language. Interventions as early as possible should be carried out to alleviate these
problems. Coupled with the factors of their sign language practice during meaning -conscious communication,
this problem will continue to plague.
Hearing plays an important role in mastering speech. A child with hearing problems can make it difficult to
master speech and in turn master language. Failure to master the language results in difficulties in interacting,
learning and also adapting to the social environment. Safani et al (2015) emphasized that hearing plays a very
important role for children to learn language and this is the biggest obstacle faced by hearing impaired children to
form sentences and essays which indeed require high language proficiency.
Students with Hearing Impairment (MMBD) are students who suffer from mild, moderate or severe hearing loss.
This hearing loss will cause them to be called hearing impaired or deaf. The deaf community is a minority group
in society who live normally even though they are one of the group of People with Disabilities (OKU). This
hearing loss requires them to communicate using whole communication which involves essentially related sign
language and assisted lip reading as well as facial mimicry. According to the Board Dictionary published by DBP
the deaf are defined as unable to hear directly or unable to hear well. To reduce the effects of hearing problems,
most of them will use hearing aids (ABD). For MMBD, the use of ABD is very important in helping those with
mild and moderate hearing impairment to undergo the learning process in the classroom. The table below shows
some of the characteristics of the disabled, including the hearing impaired.
Types of Disabilities Level of Disability
Hearing Impairment Including the deaf and dumb: a) Minimum (20 -Turkish Journal of Physiotherapy and Rehabilitation; 32(3)
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Learning Disabilities a) Late Development (for children agedTurkish Journal of Physiotherapy and Rehabilitation; 32(3)
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Code Watch English (KTBM) introduced in assisting MBD write correct sentences BM also take a cue codes as
in BIM, but the language still can not be controlled by the DBMS.
Through the observation and research of several researchers who have conducted their research, the problem of
sentence structure has always plagued MMBD. When compared to the writing of normal pupils, this difference
can be seen significantly. Despite the shortcomings faced by MMBD, namely their hearing loss, the influence of
BIM which only focuses on the delivery of meaning makes this problem even more complicated. The use of this
BIM structure in turn will also cause the writing of BM for MMBD to be imperfect. Communication that uses
BIM does not present a problem, in fact it facilitates the understanding of MMBD in detecting meaning.
However, problems will arise in their learning which is very important for the correct BM sentence structure.
This situation forces the researcher to identify whether the influence of the use of BIM has a direct impact on the
construction of the correct BM sentence structure or there are also other factors in this problem. The problem
may seem small at first, but in the long run, it will limit the competition of MMBD learning with other normal
students. So is the continuity of this MMBD in shaping their future careers.
V. RESEARCH METHODOLOGY
This study is conducted using a quantitative research method where the measurement of data analysis will be
shown in the form of numbers and numbers. The use of quantitative research methods to obtain more, accurate
and diverse data. With the use of this method, the data obtained will include proof through numbers and figures.
According to Daniel (2004), this method is a method of mathematical analysis where the involvement of data is
through numerical and numerical division. This is agreed by Zina (2013), who states that the quantitative method
is the way in which data is quantified based on numbers. Meanwhile, Julia (2007) argues that researchers
involved in the use of quantitative methods find it difficult to generalize to statistical data. The application of this
type of study can help researchers obtain rigid research results and explain the high reliability. In addition, the
selected study design is an experimental study design. According to John (2013), the experimentation in this
study allows the researcher to identify the effectiveness of part of the action of the target group for which the
researcher himself regulates the factors of change of those parts. Through this method as well, researchers can
obtain data findings before and after the test is conducted.
This study began with the generation of research ideas that is to identify problems that occur in the researcher's
environment. In this study, the problems given attention are related to the learning of MMBD in the classroom.
The generation of this idea also involves the process of reviewing the journal as well as previous studies in order
to obtain explanations and theories that are built. Next, this study will go through the process of formulating the
research problem where the researcher has to select a specific problem to determine the title. The formulation of a
good research problem must be concise, clear and complete. (John, 2013). The researcher then constructs
appropriate hypotheses or research questions for the purpose of data collection. This hypothesis will be proven
through certain tests and other instruments that are also used in this study. Next, the researcher will determine the
method of how to collect relevant data and instruments that will be used for the purpose of meeting the needs of
hypothesis testing that has been set. In this study, the researcher used pre -test and post -test in proving the
established hypotheses. Once the shape of the instrument is determined, the researcher will perform data
collection. The data collected will be analyzed quantitatively involving summation and numerical representation.
Once the analysis is completed, the findings will be interpreted in certain forms such as tables, graphs, etc. to
facilitate the reader to evaluate the results of this study. According to Arsaythamby & Arumugam (2013),
quantitative data can be presented in descriptive and inferential forms. This involves graphs, tables and even
charts. Whereas according to MyGuru (2015), Interpretation of data is the act of going beyond description and
trying to make a statement about the meaning of various responses and suggesting relationships between data.
VI. RESEARCH PROCEDURE
The population of this study is MMBD who study at Batu Pahat which consists of 44 students with special needs
aged from four years to 14 years, namely pre-students, special integration classes and year 1 to year 6.
Breakdown of students This includes two types of students, namely hearing impaired or deaf and also students
with learning disabilities such as autism, dyslexia, down syndrome, cerebral palsy, mental disorders and attention
deficit hyperactive disorder (ADHD). The selection of 44 members in this population is known as the target
population. Representatives for both types of students are 26 MMBD students and 18 students with learning
difficulties.
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Of the 44 students in the population for this study, only 26 were selected to be selected as the study sample
because the number represents MMBD while the rest are non -hearing impaired. The selection of 26 students is
known as the accessible population. Next, two year 5 students were selected as the study sample to represent the
population of 26 MMBD people who are studying at SK Pendidikan Khas Batu Pahat. The sampling method used
is random sampling. This sampling provides an equal opportunity for all members of the population to be
selected. (John, 2013). According to OCW (2015), if the population is small and the sample required is also
small, the easiest way is to enter all the names (identities) of the subjects in a container and the draw is done
randomly.
The selected sample is students who achieved a moderate level of academic achievement where they obtained
Grade C for BM subjects in the end-of-year examination which was just completed a month ago. In addition,
these students are year 5 students where the researcher is the teacher of the class. This allows the researcher to
give a good focus to the sample of this study. The instruments used in this study involved pre -test and post -test.
The administration of this test is based on the requirements of experimental type study methods. According to
John (2013), most experimental studies in education are focused on testing the effectiveness of an intervention or
educational practice on student learning. To achieve this purpose, researchers will administer pre -tests in the
classroom before a teaching or intervention is performed. Then, the postal test will be administered after a lesson
or intervention is conducted.
This testing must be aligned with high reliability to get the best results. An experiment is valid when an effect can
be attributed to the manipulation of the independent data collected. (John, 2013). Through this method, the results
for the effectiveness of an intervention can be known quickly after the end of the lesson. The pre -test and post -
test administered were almost identical test sets. This is to prevent a decision from losing its validity. As stated by
John (2013), various factors can result in questionable test results such as history, maturity, instrument and even
the test itself.
In this study, the researcher has prepared a single picture related to the activities in the playground. MMBD was
asked to construct 5 sentences related to the picture provided that it involves the use of appropriate verbs. This
means that each constructed sentence must include at least one verb. Before MMBD constructed the sentences,
the researcher asked them to narrate orally using sign language about the given picture. After they told about the
picture, then they constructed related sentences. The oral narration along with the cues were recorded by the
researcher and rewritten. From the sentences constructed, the researcher will examine the structure of each
sentence that is successfully constructed whether it is according to the correct rules of language or not.
VII. FINDINGS
Data collection was carried out in several stages, namely pre -test administration, teaching implementation and
intervention, then post -test was administered. Once the post test was administered, the obtained data were
analyzed. A summary of the data collection process is as follows:
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Pre Test
Intervension
Post Test
Data
Analysis
Figure 1: Data Collection Procedure
Based on figure 1 above, it can be explained that the researcher started the data collection process by
administering a pre -test on MMBD. The pre -test was a set of tests in which there was a single picture related to
activities at the playground in the afternoon. The instruction given is that MMBD should construct 5 sentences
related to the picture provided that each sentence must include at least one verb. After the test is successfully
answered by MMBD within 15 minutes, the researcher will mark the test paper and give marks based on the
correct sentence structure. Each correct sentence according to the correct BM structure will get 10 marks. So, the
full mark for the test is 50 marks.
After finishing marking the test paper and recording the marks obtained by MMBD, the researcher conducted the
intervention through teaching held the next day. The prescribed time interval between pre -test and intervention
was one day. In the lesson, the researcher distributed a single picture related to the activities of a group of
students by the beach. The researcher asked MMBD to narrate about the pictures that were distributed orally with
individual gestures. The narration was recorded by the researcher to see the BIM signals performed focusing on
sentence structure. The researchers then recorded the sentences constructed by MMBD based on their BIM
signals.
Subsequent post tests were administered to evaluate the effectiveness of the intervention and also to determine
whether the BIM signals used by MMBD during the narration influenced the sentence structure constructed. It
will also test whether the MMBD vocabulary also influences the construction of sentences in the correct
structure. This post test includes a single picture that is the same as when the lesson was conducted earlier.
MMBD is required to construct 5 complete sentences provided that each sentence must include at least one verb.
The researcher will continue to mark the post test paper and give marks based on the sentence structure
constructed. The results of these pre -test and post -test are then analyzed to obtain the findings of the study,
further proving the hypotheses that have been set.
Data collected through pre and post test scoring will be analyzed to prove the hypothesis. This method will
determine whether significant differences exist or not and whether the hypotheses set are acceptable or not. This
analysis was made based on the Null hypothesis that was established at the beginning of this study. According to
John (2013), this Null Hypothesis testing aims to determine no difference or no relationship between the
proposed variables. Alternatively, the hypothesis is provided in two statements. The hypothesis of these two
samples involved a statement between the influence of BIM or vocabulary with the writing of correct BM
sentence structure.
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The researcher has set this significance level to a margin of error of 0.05. The analysis made is based on
inferential statistics. According to John (2006), inferential statistics are conducted to obtain differences between
specified variables or to know the level of mastery of the target group or study sample. This is also agreed by
USU (2015), which states that Inferential statistics infer from the sample to the population. They determine
probability of population characteristics based on the characteristics of your sample. They help assess strength of
the relationship between your independent (causal) variables, and you dependent (effect) variables ”. It includes
two methods of analysis, namely the use of t-test for the achievement of pre-test and post-test and the use of
analysis of variance (ANOVA).
VIII. DISCUSSION
One of the most popular tests conducted to test the hypotheses of a study is by using t-test. T-test is one of the
methods of testing in the form of statistics and so well known its practice in quantitative research methods,
According to Steve (2015), T-test which includes various test samples such as two-sample t-test, student t-test
and independent sample t-test is the most frequently used test in statistical data analysis to test hypotheses.
Whereas according to Statwings (2015), t-test is statistically significant to determine indications about the
existence of mean differences between two groups in a selected population or sample. Similarly, what is stated in
the archieve bio website is this test for comparing the means of two samples (or treatments), even if they have
different numbers of replicates. In simple terms, the t-test compares the actual difference between two means in
relation to the variation in the data (expressed as the standard deviation of the difference between the means).
ANOVA or abbreviation for analysis of variance is a set of tests that involves the process of determining a
significant relationship between two or more variables. According to CSUN (2015,2), ANOVA is to tests the
significance of group differences between two or more groups. This ANOVA testing method is one of the
hypothesis testing methods found in studies involving inferential statistics. According to David (2015), ANOVA
is a statistical method to test the difference between two or more means in a study. This is agreed by Statistic
(2015) in his website which states that ANOVA compares the mean between certain variables or groups and
identifies whether all the means differ significantly from each other.
Interpretation of data analysis for ANOVA can be presented in two forms either by score data or position data.
This is stated by CSSE (2015), ANOVA is conducted to see the differences that exist between groups of the same
type and it can be presented in both types of data either parametric (score data) and non-parametric
(ranking/ordering) data. Both methods of analysis, namely t-test and ANOVA will provide a direct answer to the
margin of error for the above hypotheses. The results of this analysis will prove the proposed hypothesis whether
it is acceptable or not. The results from this analysis will be interpreted in tabular form. Next the full results will
be presented in the form of appropriate graphs and pie charts.
IX. CONCLUSION
After the analysis is conducted using both the above methods, namely t-test and ANOVA, the results obtained are
expected to prove whether the hypothesis set can be accepted or rejected. Expected results are as shown in the
table below:
Test N X SD Df t-cal t-crit Result
Pre 30 na na na na na
Post 35 na na na na na 0.05
Table 2: t-test shows the mean difference in the influence of the use of BIM in constructing sentences in the correct structure.
Words N X SD Df t-cal t-crit Result
More 150 na na na na na
Less 50 na na na na na 0.05
Table 3: t-test shows the expected mean difference in vocabulary mastery in constructing sentences in the correct structure.
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The two tables above are estimates and expectations of the results that will be obtained which can prove that the
first null hypothesis is rejected because of the significant margin at the level of 0.05. this gives the meaning that
the use of BIM signals influences sentence construction in the correct BM structure. While the second alternative
hypothesis is accepted because it meets the margin measurement. This also means that the MMBD vocabulary
does not affect the construction of BM sentences in the correct structure.
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