2.

4 Issues and challenges of Dual Language Program

Malaysian Cabinet abolished the Teaching and Learning of Science and Mathematics in English
(PPSMI) policy in 2012, the Dual Language Programme (DLP) was introduced in 2016 under
the Upholding Bahasa Malaysia and Strengthening English Language (MBMMBI) policy. The
dual language program (DLP) is an English reinforcement program that allows students to
choose subjects related to Science, Mathematics, and Information Technology in either English
or Malay (Official Portal for Ministry of Education Malaysia, 2015). The primary goal of DLP is
to increase the number of English-proficient students. The main challenge for Malaysia's society
is to master English in order to compete in the global competition of science and maths. To
begin, 300 schools were identified in 2016 to perform DLP and HIP (Noor Azlan & Norhasnida,
2007). School selection is based on parental requests, the principal or headmaster, and the
school's readiness to do so. However, many issues and criticisms from various perspectives were
voiced in opposition to this programme. Some have compared DLP to the Policy for the
Teaching and Learning of Science and Mathematics in English (PPSMI) (Jesica and Hamidah ,
2017).

The DLP programme, according to Datuk Mohd Khairuddin Aman Razali, Member of
Parliament for Kuala Nerus, is similar to the Teaching and Learning of Science and Mathematics
in English policy, which was deemed ineffective due to students' poor examination performance
in 200 (Malay Mail, 6 February 2019). Several academics have conducted research on the Dual
Language Programme. To begin, Jesica and Hamidah (2017) conducted a study to identify the
challenges that teachers faced during DLP implementation. According to the study, teachers find
it difficult to teach students due to their poor English proficiency. In my opinion, teachers are
also unprepared to teach due to a lack of DLP guidance and information. Furthermore, teachers
participating in this programme did not receive any specific guidance, such as seminars from the
ministry, to enable them to carry out teaching effectively. According to a study conducted by
Melor and Saiful (2017) to discover school teachers' perceptions of teaching and learning
Science and Mathematics in English, 58 percent of school teachers do not agree to teach Science
and Mathematics in English. Meanwhile, 74% of school teachers said it was difficult to teach
those subjects in English. Literally, I would voice that teachers facing challenges to teach from
the study conducted.
 On the contarary, Nurfaradilla, Sarah, and Sharifah (2018) discovered that teaching
science in English encourages students to pursue studies in related fields and improves their
career prospects. They discovered that mathematics teachers support the ministry's proposal to
implement DLP in schools. It's because they wanted to improve their English skills in order to
effectively teach. It has also been discovered that mathematics learning through DLP improves
students' understanding of the subject by allowing them to become acquainted with terminology
and the English language. In my opinion, it depends on the student’s level of proficiency to
acquire the understanding of mathematical concept to the higher level. Sulaiman and Konting
(2014) compared the readiness of first-year students in urban and rural Malaysia to learn
mathematics in English. Students in the rural area less perform to the mathematical word
question due to the difficulty term to understand in English whereas students in urban area
improved their knowledge through skills through various sources of information in English.
(Wan Afizi et al., 2014). This statement proofs that teachers find it difficult to teach students due
to poor English proficiency especially in rural areas.

Following that, Ashairi, Mohamed Yusoff, and Melor (2017) conducted research to
determine the level of readiness and confidence among Form One and Form Two students
enrolled in the Dual Language Programme. According to the findings of this study, students'
readiness and confidence levels are still moderate. I think, the parental involvement here has a
positive impact on their children's success and motivates them to achieve even greater success.
Although students face some difficulties in mastering the English language, they will recognise
the value of learning mathematics in English when participating in national level programs and
competition. Students with a bilingual background will be able to connect to a wide range of life
contexts and engage in a diverse community It can also influence future employment, access to
higher education, and ethnic identity. As a result, students can perceive things in new ways,
develop their thinking, and connect with peers from diverse backgrounds. Hence, it requires
students to have the good language proficiency in order to comprehend the mathematic lessons
taught. This would benefit students during the lesson. As a result, it reduces the problems that
students face, which indirectly helps their peers understand the lesson. The inability to learn
English, comprehend, and translate the mathematical language will contribute to poor academic
performance in mathematics. As a result, English proficiency of student and teacher plays an
important role in Dual Language Programme.
2.5 Implementation and assessment of Classroom- Based Assessment (PBD)

Malaysia's assessment system has only focused on written assessments for decades. The Ministry
of Education has been transforming a valuation system known as School-Based Assessment
since 2012. (PBS). This system measures students' performance holistically and
comprehensively in terms of academic, co-curricular, sports, and psychological development,
while ignoring written examinations. Classroom-Based Assessment (PBD) is a new assessment
system in schools that is intended to replace School-Based Assessment (SBA) (Siti Nor Aishah,
2019. According to previous PBS research, most teachers are having difficulty implementing
PBS in an appropriate manner. Furthermore, teachers are burdened with managing the
assessment, particularly in terms of time management and a lack of equipment and teaching aids
in the classroom, which leads to difficulties in conducting the assessment (Noorzeliana, 2016).
PBD is a continuous evaluation of teaching and learning sessions to determine student progress,
efficiency, and achievement. PBD emphasises the goal of assessment as learning and learning for
learning (KPM, 2018). Teachers conduct continuous assessments in teaching and learning using
the methods (i) oral, (ii) written, and (iii) observation (MOE, 2018). PBD implementation aims
to replace exams in order to assess student progress more holistically. PBD is not intended to
compare the level of mastery of one student to that of another, but rather to track students'
progress in learning while also assisting teachers in improving their teaching.

Classroom assessment includes formative and summative evaluations of the academic

curriculum, as well as a holistic approach to supporting student learning and development,
increasing students' confidence and desire to learn, and better preparing them for the future.
Classroom assessment is classified into three types based on modern learning theories:
assessment of learning, assessment as learning, and assessment for learning (Noorzeliana, 2016).
Assessment of learning is a type of summative assessment in which teachers use evidence to
make judgments about students' achievement on specific learning standards. Assessment as
learning' encourages students to reflect on their learning progress and track their progress and
learning performance in order to achieve higher standards. Students are given the ability to ask
reflective questions and plan for various strategies to improve learning. Assessment for learning
occurs when teachers provide constructive feedback to students based on observations,
anecdotes, question-and-answer sessions, simple tests, and so on (KPM, 2019). This encourages
and motivates students to improve their learning.

However, class assessment is not properly coordinated across the country for every
school (Siti Nor Aishah, 2019). According to Masfarizan and Mohammed Yusoff (2020), the
preparation of appropriate assessment materials and activities becomes less relevant and
interesting as students' levels decline. Finding students' levels of skills and knowledge varying in
one class becomes a problem for teachers conducting assessments, as teachers must conduct
different assessments based on the level of the pupil at the same time. Teachers face difficulties
in managing time and various jobs other than PdP in schools, according to researchers
Gengatharan and Azali (2019). The large number of topics in the syllabus, the limited number of
PdP time, and teachers' other responsibilities in school are among the main reasons PBD cannot
be fully implemented according to the correct implementation procedures (Halimah & Rozita,
2019). Teachers' judgments of students can be biased based on students' characteristics as well as
classroom and school contexts where teachers overestimated students' literacy achievements in
higher achieving and higher socialeconomic status classrooms and underestimated students' skills
in lower achieving and lower socialeconomic status classrooms (Noorzeliana, 2016).

Despite having attended the course, teachers still lack confidence in assessing students
(Noorzeliana, 2016). This statement is supported by Anis's (2001) study, which stated that, while
teachers are given training and exposure courses at the school, district, or state level, the question
remains whether these teachers have truly mastered the elements- elements of these new skills,
or whether they still have doubts and distrust among them to conduct assessments on students.
This demonstrates the importance of professional development in improving teachers'
professional judgement accuracy. Although more research is needed to identify conceptual
understanding, professional development on detecting student ability can help to improve
teachers' judgement accuracy in developing students' learning. Low-level question items
appeared to be teachers' daily work because they were easier to complete (Sardareh & Mohd
Rashid, 2013). Many educators also use grading functions because it appears to be the simplest
thing to do, which leads to students failing to self-assess because they lack a comprehensive
understanding of how to assess themselves. The difficulties mentioned above can also be found
in the local context.
 Although few studies on assessment have been conducted in Malaysian schools because
assessment has only recently become important, Malaysian teachers are generally unaware of the
importance of feedback and effective questioning techniques in enhancing learner autonomy.
Sardareh (2016) and Sardareh, Abdul Rashid, Abdul Jalil, and Rosalam (2014) studies revealed
that Malaysian teachers lacked pedagogical skills such as providing appropriate feedback and
questioning. In my opinion, to produce holistic student outcomes, changes in teaching
approaches, strategies, and assessment types must be implemented. Educators, including school
administrators, must learn to accept change willingly, despite obstacles and challenges.
Educators should implement inquiry-based teaching and learning methods. To effectively assess
students, educators must gain extensive knowledge of assessment types and choose an
assessment that is appropriate for their students and learning objectives. Teachers need the
support they need to effectively implement the learning content standards. This can be done
through the establishment of effective learning structures and the use of professional learning
tools.

3.0 Conclusion

However, it should be noted that mathematical educational issues are so complex as discussed
above. On the five issues chosen, there are advantages and disadvantages that we critically
examined. The selected issues are Integration of Information and Communication Technology
(ICT) in Mathematics, Integration of Higher Order Thinking Skills (HOTS) in teaching and
learning of Mathematics, the burden of math teachers and excessive stress, Issues and challenges
of Dual Language Program and Implementation and assessment of Classroom- Based
Assessment (PBD). Although there are issues in mathematics education, we are moving in the
right direction. Teachers must shift their perspective and adopt a more positive attitude toward it,
as it informs a child's overall learning. Teacher, parents, school and educational sectors should
play their role to ensure better learning to students.
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