1.

WHAT IS PPSMI

Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris (PPSMI) or Teaching
and Learning Science and Mathematics in English is a policy being embedded in education
system of Malaysia since year 2003. It is an education policy that aimed in improving mastery of
English language among students at primary and secondary schools in Malaysia. According to
this policy, the Science and Mathematics subjects are taught in the English medium as opposed
to the Malay medium used before. This policy was introduced by the fourth Prime Minister of
Malaysia, Tun Dr. Mahathir bin Mohamad.

2.0

HISTORY OF PPSMI

PPSMI has been enshrined as the Malaysian education policy decision in the special meeting of
the Cabinet on 19th July 2002 chaired by Tun Dr. Mahathir bin Mohamad. According to the
Ministry of Education Malaysia, it was implemented by stages beginning in the early school year
for Standard 1 pupils in Primary School and Form 1 and Lower 6 students for Secondary
Schools. It was fully implemented in 2007 for Secondary Schools and Primary Schools were in
2008.

3.0

OBJECTIVES OF PPSMI

The idea behind the policy is to change the medium of instruction in teaching and learning
process in Science and Mathematics subjects from Malay to English. It was based on the
governments concern on the nation human capital development towards achieving the standard
of a developed country, as well as an early preparation to compete in the Vision 2020.
It is widely known that the field of Science and Mathematics can form an important basis and
have an important role in the progress and growth of a country. There are various innovations
and discoveries inspire from those fields which happen rapidly and accessible mostly in English.
English language is a world language that being spoken internationally and widely all over the

world. Thus, mastery in this language would allow easy access in acquiring information and
knowledge in Science and Mathematics field.
In conclusion, the government decided to imply PPSMI in order to ensure students mastery in
science and mathematics in English language. Besides that, it is well known that the fact most of
the sources and bases are available in English. Eventually, it is also hoped that the
implementation of PPSMI would contribute in enhancing and increasing students mastery of
English language.
When proposing the policy, Tun Dr. Mahathir had this opinion that Malaysia's progress is
declining in the age of globalization. Malaysia is desperately in need of professional who can
speak fluently in English yet it was only minority in all. Then, he was hoping that this policy
gives a competitive edge to the nation in following the footsteps of Singapore and India which
are moving forward because of their optimum utilization of the English language.

4.0

IMPLEMENTATION OF PPSMI

The first batch to apply the PPSMI policy was the 2003 students enrolling in Standard 1 and
Form 1 in primary and secondary schools respectively. However, students in other grades
continued to study Mathematics and Science in the Malay. PPSMI learning materials were
offered in the form of packages consisting of these components:

Textbooks: Basic source for learning on concepts and skills in Science and Mathematics.

Activity Books: Supplementary material for students to practice their understanding of

the concepts learned from textbooks. These "Buku Latihan dan Aktiviti" or "BLA" were
provided for students of Standard 1 only.

Teacher's Guide: Material prepared for teachers as reference and guide to plan and
implement effective teaching of the Science and Mathematics.

My CD or "Pupil's CD-ROM": "BLA" in the form of multimedia presentations recorded

in compacts discs and included with every Activity Book. The contents consist of an
interactive games and simulators as well as electronic tests.

Teacher's CD-ROM: This material is dedicated for teachers to plan and design effective
and attractive teaching and learning process in Science and Mathematics subjects. Among
the contents are questions banks, additional activities as well as URLs to websites with
relevance to the subject. These CDs are included in the Teacher's Guide.

Science Practical Book: It is created and published for students to ensure that Science is
taught theoretically and practically.

Glossary Book: A reference guide containing definition of terms pervasive in Science

and Mathematics.

5.0

THE ABOLISHMENT OF PPSMI

On 4th November 2011 after a reformation of government, opposition, parents, scholars, linguists
and writers in Malaysia PPSMI will be abolished in 2016 for Primary School and 2021 for
Secondary Schools. The official announcement has been made by Tan Sri Muhyiddin Yassin,
Deputy Prime Minister cum Minister of Education during parliament meeting. However, English
will continues to be a medium language in university level, matriculation and Form 6.
Eventually, MBMMBI (uphold Bahasa Melayu and to strengthen English language) Policy has
been introduced to replace PPSMI. The ministry is implementing various new initiatives more
effectively to improve English proficiency among students in MBMMBI Policy. The policy
consists of the initiatives is addition period in English class, improvement English curriculum in
Primary School Curriculum Standard (KSSR), provision of skilled teachers and quality support
materials.

6.0

WHY PPSMI SHOULD BE ABOLISHED?

PPSMI was an education policy that was formulated in a rush order without a preliminary study.
Since proposed by Tun Dr. Mahathir Mohammad many parties argued the policy. There were
some argued about the consequences of PPSMI on the position of Malay Language as the
national language of Malaysia. Besides, PPSMI were unfair to students in rural schools, and
violates the Federal Constitution Article 152.

6.1

PPSMI against the Federal Constitution Article 152

According to a Malaysian Constitution expertise and also senior lecturer of UIAM, Prof Dr Aziz
Bari, the position of Malay as the national language is very clear in Article 152. In this Article
152, all the official business both at the federal and state shall be conducted in the national
language. Although there are exceptions to the use of Malay by the Yang di-Pertuan Agong,
PPSMI cannot be argued as an additional permitted because this policy is not carry out through
the parliament but it was approved by the executive without the consent of negotiation and
public debate in parliamentary meeting. In 2002, the policy has been challenged by four Malay
students for violating Article 152. In addition, Johor UMNO Convention 2006 was also against
PPSMI in school because the policy can caused Malay to lose their identity. Furthermore,
Collaborative Malay Congress (CMC) also urged the government to revamp PPSMI. The
members of CMC will fights for Malay language, culture and literary with highest respect.

6.2

Many local universities used English as a medium

Malay Language was increasingly inhibited and removed in all the lectures in many universities
and colleges except for some Malay Language and literature classes. In some universities, only
Faculty of Arts and Social Sciences use the Malay Language as medium. Especially in IPTS,
university were eliminating the teaching of Malay language. That means, the status of Malay are
not being stress to become the widely-spoken language in higher learning education.
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Dean of Arts and Social Sciences Faculty of Universiti Malaya (UM), Professor Dr. Zainal Kling
(Tun Abdul Ghafar Baba Chair) hoped the abolishment of PPSMI can contribute the success of
1Malaysia concept by returning to uphold the Malay languages the national language. PPSMI
must be revamped or removed in order to return the originality in any teachings at all levels in
Malay language. This will built people confidence in the government's determination to uphold
the Malay language and build the nation through the use of a single national language.

6.3

PPSMI Creating Gap between Urban and Rural Schools

Cannot be denied that PPSMI creating a gap between urban and rural school. Students in rural
school were having difficulties in using English language while at home and school they
familiarized with their mother-tongue language. This will create a gap between high performance
students and low performance student that make them left far behind schedule. Besides that,
many researches in education field shows their findings about the students difficulties of
PPSMI. Usually, students show proficient in English language lived in urban and those from
educated family background. Hence, students who live in rural area are widely used their
mother-tongue language. Generally, at the age 7, children in rural primary school need to have
strong foundation in learning Science and Mathematics yet they have to learn in English. They
need to understand what is their teacher explaining and clarifying the subjects while using the
second language as medium instruction in class. Children in rural school have difficulties in
understanding and proficiency in English language. We believed that they will perform much
better in learning and understanding about the content knowledge if teaching and learning
process in Malay language.
In 2008, the first cohort groups of PPSMI which is 518,616 students were sitting for Assessment
Test for Primary School (UPSR). In those two subjects which are Science and Mathematics,
students have been given the opportunity to answer the questions in Bahasa Malaysia, English,
Chinese or Tamil, or more than one language. On 13thNovember 2008, the official results are
posted about the usage of English Language in Science and Mathematics. Director General of
Education Datuk Mohd Dom Alimuddin said that 159,234 pupils (31%) answered Science paper
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in English, while Mathematics adding up to 238.153 pupils (46%).However, this decision was
disputed and doubtful by some quarters. According to the President of the Teachers' Union of
Peninsular Malaysia, Mohd Sabri Mohd Arshad said that over 31.1% of students whom aster the
learning of mathematics or science subjects are among those who live in urban and educated
family background. Students who lived in rural school that used their mother-tongue have
slightly dropped in their results. This can create a major gap between rural and urban students.
The Head of National Writers' Association Malaysia (GAPENA), Assoc. Emeritus Tan Sri Dr.
Ismail Hussein said that the continuation of PPSMI will stir problems for scholars. PPSMI only
provide comfort to the urban group and rural students will be under pressure and created
inequality in Malay race.

6.4

Teachers Proficiency Factors

There are many reasons why PPSMI were opposed by Malaysian people. Teachers who teach the
PPSMI students were not well trained and skilful in English and this lacking of knowledge create
problems to the students, school and nation. Therefore, they are given the opportunity to upgrade
their professionalism by using English as medium in teaching and learning process. A study of
10,000 schools across the country were conducted by the researcher especially in rural areas
where English as a second language and known as foreign language. Only 8% teachers are
confident to teach Science and Mathematics in English. Schools are facing shortage in skilful
and fluent teachers who can teach effectively in English language within the subjects.
Only 58% of the time allocated for PPSMI has been used by teachers in science and
mathematics. This is because teachers remaining fixed and forced to use the Malay language.
Teachers need to explain in Malay-language because the students are still difficult to understand
the term in English and no longer interested with the subject content because lack of
accommodation. Furthermore, teachers themselves are not fluent in English to explain. Computer
and the LCD are difficult and not actually facilitate the teaching and learning (P&P).

6.5

Research Findings

There are several studies conducted to conclude the PPSMI issue. For example collaborative
study of the National Scientific Bodies (PEMBINA) has conducted a research about The level
of competency in PPSMI Teachers and Implications for Human Capital Development Students.
This research was involving 15,089 people from different type of school and flow of various
places throughout the country. There are 553 teachers, including principals, teachers and school
senior assistants were selected as samples for the analysis carried out for seven months.
Furthermore, Collaborative study by the National Ilmuah Body used 53 specialist expertises in
language and includes seven public universities that were made in June to December 2008 such
as University Putra Malaysia, Universiti Teknologi Malaysia, Sultan Idris University of
Education, Universiti Sains Malaysia and Universiti Teknologi Mara.
This research found that the policy of teaching and learning Science and Mathematics in English
(PPSMI) were retarded intelligence level of students and reduce future generations interest to
learn Science and Mathematics. This study found that PPSMI only show a minimal increase to
the English language by four per cent. The implementation of PPSMI policy was create a double
loss to the students, especially the 75% of students who fall into categories medium and weak
achievement in these three subjects English, Science and Mathematics. The study concluded that
PPSMI should be terminated and government must restore back the teaching system before the
policy was introduced in 2003 which Malay were use as medium in Science and Mathematics.
On 18 March 2009, Executive report of this study was first distributed to the public at the Second
Malay Cultural Congress organized by the National Writers Associations (GAPENA), Historical
Society of Malaysia and Department of National Culture and Arts Publishing House (DBP) in
Kuala Lumpur.
In addition, the ineffectiveness of PPSMI policy in Malaysia have been proof from Trends in
International Research about Mathematics and Science Study (TIMSS 2007) made by the Lynch
School of Education, Boston College, Massachusetts, USA. This research involves 59 countries
including Malaysia in 2007. Among the 59 countries that participated in TIMSS 2007 study,
carried out in Lynch School of Education, Boston College, Chestnut Hill, Massachusetts, United
States, some countries achieving an average score of students increased slightly or decreased
7

slightly. The decline in average student achievement score of 34 points for Malaysia and 40
points for Mathematical Sciences is significant, according to the report and the largest among the
59 countries. The level of education in Malaysia ranked 20 compare to 10 before the teaching of
Mathematics in English and ranked 21 compared to 20 in Science.
Based on comparison with other countries, the percentage of Malaysian students in the three
categories of mathematics also declined. In the category of TIMSS Advanced Mathematics
Benchmark 2007, only two percent of Malaysian students in this category compared with Taiwan
(45%), Korea (40%), Singapore (40%), Japan (26%), Hungary (10%), England and Russia (8%),
United States (6%) and Serbia (5%). Based on various considerations, the repeal was decided by
the Cabinet of Malaysia. Prior to that, Tan Sri Muhyiddin Yassin also seeks the views of the
pioneer policy in Malaysia, Tun Dr Mahathir Mohammad. Furthermore, he also discovered the
UNESCO in Paris to seek views from various parties. This research shows that the mastery of
student in PPSMI Science and Mathematics use English as medium were not effective and
decrease the achievement among students in Malaysia.
TIMSS reports on factors that associated with achievement in mathematics and science at many
countries found that students learn best by using their home language. Generally, students who
use their home native language achieve higher average than students who study both of these
subjects in more than a language. Therefore, TIMSS findings indicate a close relationship exists
between learning mathematics and science in a foreign language other than their mother-tongue.
Research shows that all countries in the TIMSS 2007 which use their family language such as
Taiwan, Japan, Korea, Japan, Singapore, England and Romania achieve a high score in Science
and Mathematics at school.
Review of UNESCO (1958) clearly shows that education in mother tongue is more effective, and
second language proficiency can be obtained if the school starts with the mother tongue as
medium of teaching, the subsequent introduction of a second language as a subject of study. On
educational ground, we recommend that the use of the mother-tongue be extended to as late a
stage in education as possible. In particular, pupils should begin their schooling through the
medium of their mother tongue, because they understand it best and because to begin their school
life in the mother tongue will make the break between home and school as small as possible
( UNESCO 1958).
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Therefore, PPSMI were not effective to implement in Malaysia because many people un agree
with this policy as this policy were violates the Federal Constitution, Malay as national language
use as medium. Based on the records of the Ministry of Education Malaysia, 89 percent of Form
One students that will start their school on January 3, 2011 choose to continue learning for
science and mathematics in Malay either use fully the Malay language and bilingual language as
a medium. While only 11 % of students choose to study science and mathematics in English.
Based on these percentages, the Deputy Prime Minister Tan Sri Muhyiddin Yassin said this
showed the government's decision of implementing MBMMBI (To Uphold Bahasa Melayu and
To Strengthen English Language) to replace the PPSMI.

7.0

CONCLUSION

As a conclusion, PPSMI policy was not accepted by most Malaysians. Tan Sri Muhyiddin Yassin
has acknowledged PPSMI carried out in Malaysia, was a failure and do not achieve the aim and
policy of the government in using the Science and Mathematics in English. Instead he is seen to
be more principled in to uphold Bahasa Melayu and to strengthen English Language
(MBMMBI). Mathematics and Science subjects will be taught in Bahasa Malaysia in national
schools and mother tongue in vernacular schools (SJK) Chinese and Tamil from 2012. Means
that, teaching and learning the two subjects in Bahasa Malaysia will be held in stages in Year 1
and Year 4 in primary school and Form 1 and Form 4 in secondary schools beginning in 2012.
Government will apply new strategies to uphold Bahasa Malaysia (MBM) and to strengthen the
English language (MBI) at all levels of schooling. For example, Form Six and Matriculation
remain in English and provide bilingual system for students who are still learning PPSMI until
the last batch expired in 2014. Furthermore, there will be additional time in the English language
and the introduction of English literature at school.

REFERENCES

PPSMI. 2011. Ministry of Education Malaysia. http://www.moe.gov.my/?id=130&lang=en

Pemansuhan PPSMI Sekolah Rendah 2016, Sekolah Menengah 2021. http.

www.bharian.com.my/articles/PemansuhanPPSMIsekolahrendah2017_sekolahmenengah2021/A
rticle/ . Berita Harian 4th November 2021.

MBMMBI Mampu melahirkan Generasi Fasih Melayu, Inggeris. Berita Harian 6th January 2011

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