LINUS Program for Bahasa Melayu reading literacy among indigenous students

• Published in: The Social Sciences Empowered pp. 127 - 131
• Main Authors: Nasir bin Masran, Md, Che Aziz, Nur Aida binti, Ali, Siti Rahaimah binti, Mukhtar, Farah binti
• Format: Book Chapter
• Language: English
• Published: United Kingdom CRC Press 2020; Taylor & Francis Group
• Edition: 1
• Subjects: WHOQOL; Bahasa Melayu reading literacy; NKRA; Chinese Preservice Teachers; Extracurricular; EFL; Vice Versa; indigenous students; Student Engagement; Bahasa Melayu; Interpersonal Cognitive Problem Solving; PBL; Reading Literacy; E-commerce Adoption; Batang Padang; Face To Face; Civil Forum; effectiveness; Maternal Parenting Style; Reading Literacy Skills; ACO; WHOQOL Scale; LINUS Program; Gua Musang; EFL Teacher; ACO Algorithm; LINUS intervention program
• ISBN: 0367000903; 0367497492; 9780367000905; 9780367497491
• DOI: 10.1201/9780429444562-12

This study aims to identify the effectiveness of the LINUS intervention program, which has been coordinated by the Ministry of Education (MOE) at the primary-school level, in improving the literacy level of Bahasa Melayu among indigenous students. This study used quantitative methods that involved surveys from primary schools around Batang Padang, Cemeron Highland, and Gua Musang. The instruments used were questionnaires, interviews, and document analysis. The questionnaires was divided into six sections: part A is on the demographic part; part B is on the level of achievement in Bahasa Melayu reading literacy; part C is on the implementation of Linus program; part D is on the teachers' teaching approach; part E is on the teaching and learning method; and part F is on the contributing factors. A total of 30 LINUS Bahasa Melayu teachers were selected as a sample for the study. The researchers used descriptive statistics to analyze respondent profile and for questionnaire analysis. The descriptive statistics used were mean, mean score, and standard deviation. The results showed the LINUS intervention program was effective in improving Bahasa Melayu reading literacy. The findings also showed high mean score for all the reading parts tested except for the contributing factors. This shows that there are other factors influencing the effectiveness of the Linus intervention program for the indigenous students. The implementation of the Linus program, the teacher's teaching approach, and the teaching and learning method used showed positive mean. In conclusion, the Bahasa Melayu teachers who had undergone the LINUS intervention program implementation stated that this program is very helpful in their teaching. The findings clearly demonstrated that teachers practice every construct and module provided in the program but their impact might be influenced by other factors. This chapter identifies the effectiveness of the LINUS intervention program, which has been coordinated by the Ministry of Education (MOE) at the primary-school level, in improving the literacy level of Bahasa Melayu among indigenous students. This study used quantitative methods that involved surveys from primary schools around Batang Padang, Cemeron Highland, and Gua Musang. Education opportunities are not limited to certain groups but rather are for all levels of society as everyone needs to acquire knowledge so that they could change their future. Therefore, indigenous students should also receive education in order to have the same education opportunities and no dropouts. The problem of failing Bahasa Melayu, especially among indigenous students, needs serious attention. It is important for these students to pass the subject as it is related to the continuity of life and progress in navigating the flow of education in tandem with students in the mainstream schools.