CHAPTER 1 1.0 Introduction - DSpace@UM - University of Malaya

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plants?/ yang ada batang yang keras dan tegak seperti pokok durian rambutan dan angasana/ xylem is the most important part/anda akan belajar xylem ini dalam tingkatan tiga xylem akan membawa air daripada akar ke daun/ to produce the process of photosynthesis/ this is the most important part/ secondary xylem it supports the plant/ kalau anda mengkopek kulit pada batang anda akan nampak bahagian yang ada cecair you can see a liquid form/ this is called xylem/ it not only supports it also gives the shape to the plant/ maksudnya adalah ketegakan sel kalau tumbuhan itu tak ada air apa akan jadi ia akan layu/ non woody plants adalah tanpa batang keras ia akan mencengkam pada tumbuhan itu/ the roots of mangrove tree pokok bakau yang biasa ada di kawasan paya ia macam jagung/ akarnya akan menambahkan lagi sokongan pada pokok/ to support/ can anyone tell me what is the longest roots in the world?/ it is about 120 meters/ lets look at the next point/ aquatic plants bermaksud tumbuhan yang hidup di air/ ok secondary xylem enables the plant or tree to stand upright and also gives the plant shape/ so xylem plays an important role tumbuhan yang boleh bergerak di air adalah hydrilla and water lily/ the rest i will continue later/ ( T9-U1-R) R : can humans detect ultra violet/ warna unggu dan sebagainya?/ bees can detect the birds have good sensory organs/ lets look at grass hopers/ they use their antenna to detect/ di panggil mata tumpuan/ for example bats/ kelawar bila keluar dari gua/ they use their hearing system to detect/ different animals have different sensory organs/ faham ke boy?/ (T15-U3-R) In the examples provided above, the bilingual educator R code-switched to explain the scientific terminology and to emphasize salient points, as most of the students lack the ability to understand the concepts. Examples of scientific terms taken from T1-048-R are radiation, solid, and reflect. Educator R gave the meanings in the Malay language. The pupils did not understand the terms so the educator by code-switching explained the meaning in Malay; apa maksud eclipse? gerhana matahari. 64
The examples taken from T1-U54-R are; transparent maksudnya lutsinar cahaya boleh tembus and from T5-U7-R what is the meaning of solid? meaning pepejal. volume meaning isipadu, T9-U1-R aquatic plants bermaksud tumbuhan yang hidup di air. The educator code-switched at word and phrase level. Code-switching served its purpose and the pupils understood the scientific terms. 4.4.2 To confirm that the students have understood the subject matter The bilingual educator R switches for the students to understand the subject matter. R : R : R : A/ when a substance of heat/ the heat causes it temperature to rise/ betulkan ( T2-U40-R) anda kena faham kalau ada benda yang ada tanda macam/ ini anda perlu berhati-hati/ I end the class here// ( T4-U5-R) mungkin ada chemical reactions/ so ini adalah mustahak untuk ikut kalau terkena bahan kimia we have to wash our hands with water/ this is very important do not throw anything into the sink hole/ because nanti tersumbat/ so you have to remember all of the instructions do you understand boy?/ peraturan ( T8-U5-R) From the examples provided above, getting feed back from students is essential to check whether the teaching objective is achieved. The teacher wanted to confirm if the students have understood the subject matter. Example T2-U40-R betulkan?. 65
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1.0 Introduction CHAPTER 1 Malaysia
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Jacobson and Safiah (1987) stated t
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schools were taken over by the Brit
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In the 19 th century, a large numbe
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(i) to promote a national school sy
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joining Form 1 classes. The curricu
Page 13 and 14: 1.3 The Significance of the study C
Page 15 and 16: The study was conducted in a privat
Page 17 and 18: The researcher feels it is a bit di
Page 19 and 20: 1.7.3 Phrase Level A group of words
Page 21 and 22: 2.0 Introduction CHAPTER 2 Literatu
Page 23 and 24: (iii) What must you do? Examples of
Page 25 and 26: 2.2 Sociolinguistic Studies on Code
Page 27 and 28: It is evident that the sub-consicio
Page 29 and 30: call it conversational code-switchi
Page 31 and 32: esearcher feels that the children a
Page 33 and 34: The analysis of the data shows that
Page 35 and 36: Mary Tay’s (1993) research is bas
Page 37 and 38: 2.9 Conclusion Many local and forei
Page 39 and 40: 3.0 Introduction CHAPTER 3 METHODOL
Page 41 and 42: 3.2 Procedure of Research Before th
Page 43 and 44: The researcher opted to collect the
Page 45 and 46: 3.6.1 Audio Recording The data that
Page 47 and 48: Each switch was counted as an insta
Page 49 and 50: 3.7.2 Qualitative Approach The qual
Page 51 and 52: 4.1 Subjects The subjects of the st
Page 53 and 54: 4.1.2 Background of Subjects The su
Page 55 and 56: 4.1.3 Language Acquisition of Subje
Page 57 and 58: Table 4.5: Survey of Language Use W
Page 59 and 60: for teaching and learning (v) to sa
Page 61 and 62: Table 4.9: Audio Recordings Subject
Page 63: formation of lightning/ kilat/ form
Page 67 and 68: 4.4.4 To establish relationship, hu
Page 69 and 70: L : metal in a liquid form/ mercury
Page 71 and 72: 4.5.3 To encourage students to part
Page 73 and 74: The examples above show that the hu
Page 75 and 76: 4.6.2 Background of Students Furthe
Page 77 and 78: T1U58R SENTENCE lapan kali/ kalau b
Page 79 and 80: CLAUSE T19U3L non luminous is very
Page 81 and 82: 4.7.1 Bilingual Educator R1 Switch
Page 83 and 84: 4.7.3 Bilingual Educator L1 Switch
Page 85 and 86: 4.8 Frequency of Language use in Co
Page 87 and 88: In the study, the researcher identi
Page 89 and 90: language and the English language t
Page 91 and 92: Text books and revision books are w
Page 93 and 94: Certificate of Education (LCE) is a
Page 95 and 96: pupils. These activities should inc
Page 97 and 98: 5.3 For Further Investigations The
Page 99 and 100: Bibliography Asmah Haji Omar. 1982.
Page 101 and 102: Kamwangamalu, Nkonko Mudipanau. (19
Page 103 and 104: Poplack, Shana. (1980). “Sometime
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