Learn Malay as a Second Language: Language Etiquette
Rohaidah Mashudi1*, Siti Rasyidah Sanudin1, J Sham Wahid2
1 Faculty of Applied Communication, Multimedia University, Melaka, Malaysia
2 Pejabat Pendidikan Daerah Melaka Tengah, Melaka, Malaysia
*Corresponding Author: idah@mmu.edu.my Accepted: 15 February 2023 | Published: 1 March 2023
DOI:https://doi.org/10.55057/ajress.2023.5.1.4
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Abstract: Any language teaching and learning process should include language etiquette. The learning of foreign languages during any stage is characterised by the interaction of many factors such as mother tongue, culture, educational background, and psychological characteristics, among others. The development of socio-cultural competency in teaching a foreign language is a challenging undertaking for teachers. Foreign students from Sudan, Egypt, Indonesia, the Philippines, and other countries can learn Malay in one semester at Multimedia University, Malaysia. This study aims to discuss the importance for international students to learn language etiquette, and to explore the components of language etiquette that international students acquired. This study used a field research method, i.e. the language method in its context, for data analysis. Observations in class and conversations from the Google Meet chat box were used to collect data for this study. It was discovered through data analysis that instructors should be aware of and appreciate the students' native culture as well as their cultural differences in the classroom. It helps all participants/students to pick up the foreign language and its culture as well. In terms of cultural aspects, if the learner's socio- cultural competence is well defined and built during the language teaching process, he or she can be almost on par with native speakers. However, it should be noted that, while etiquette is a fixed part of the culture, norms are constantly evolving. This research focuses on foreign students' language etiquette in Malay language classes. However, future research could focus on other courses or on students' everyday lives. The primary goal of foreign language teaching and learning is for students to be able to speak and comprehend the foreign language. The education of culture and linguistic etiquette is critical to achieving these goals.
Keywords: language etiquette, foreign student, foreign language, Malay language, culture ___________________________________________________________________________
1. Introduction
Any language teaching and learning process should include language etiquette. The learning of a foreign language as a second language during any stage is characterised by the interaction of numerous factors such as mother tongue, culture, educational background, and psychological factors, among others. The development of socio-cultural competency in teaching a foreign language is a challenging undertaking for any teacher or lecture. Foreign speakers, such as international students studying in another country, must respect and comprehend the usage of language etiquette, which is part of a country's culture. The study of Malay as a second language focuses more on teaching techniques (Mazlina Baharudin & Azlina Md Sadik, 2016) and the use of ICT in teaching and learning the Malay language (Mazlina Ahmad et al., 2021) rather than on issues of language etiquette. The goal of this study was to
discuss the importance for international students to learn language etiquette, and to explore the components of the language etiquette that international students acquired. In order to ensure that the interactive event may take place with decency, it is essential to highlight etiquette in all actions and speeches that involve ethics.
2. Literature Review
Etiquette refers to the decency norms that ensure a society can get along by adhering to the social regulations that exist in a community. Etiquette refers to a society's courteous manners, which include one person interacting with another, or a group of people. Each community has its own set of social standards based on its unqiue culture. This is due to the fact that etiquette is generally a non-absolute standard that exists in the culture of a specific civilization that differs from other cultures (Alfonsus Sutarno, 2009). Etiquette arises only when there is connection or communication in a speech event involving multiple participants. Since the individual is still young, the community becomes a pathway for learning the rules of etiquette or social interaction through experience and social communication (Jenny Preece, 2004).
According to Rumsari Hadi Sumarto and Lukas Dwiantara (2000), etiquette is a notion that discusses karma code, manners, and social order. Etiquette in current and previous cultures is not the same, owing to various temporal circumstances that cause a shift in the rules of decency.
Language etiquette is a society-specific rule that refers to the manner in which a community's culture is used to govern the lives of its members. Language etiquette, according to Asmah Omar (2010), who investigated Malaysian culture, is the manner in which language is taught in accordance with the social and cultural conventions of the speaking community. This means that the message's substance is not uttered; yet, the message's content can affect how the language is conveyed. As a result, the message's substance must be thoroughly comprehended in order to come across the right circumstance in expressing the speech in a manner that represents the norm of life in a community of speakers. Furthermore, in her study on students at the University of Ghana, Sajbok-Twerefou (2010) discovered that language etiquette is an accepted necessity in terms of form, message content, directives, roles, and utterances or phrases, according to the appropriateness of a certain occasion. The ways of life of this community are inherited from the ancestors, and need to be learned and passed down to the younger generation. Even foreign speakers need to learn to ensure that they can communicate effectively. Thus, with language etiquette, a society can form a noble personality among its community members. Adherence to language etiquette in a certain community's cultural context can serve as a guide for the outside community to always respect the culture that exists within that community (Jenny Preece 2004). This is due to the fact that dealing with language etiquette implicitly considers politeness. Confusion in the application of language etiquette, whether among native speakers or foreign speakers, will only result in misinterpretation of the message given during a speech event.
3. Research Methodology
The study took place over three semesters, and involved 35 international students studying at the diploma and degree level at Multimedia University's (MMU) Faculty of Business, Faculty of Information Science and Technology, Faculty of Engineering, and Faculty of Creative Multimedia. The study received approval from the Ethical Board of MMU (Approval Number:
to complete the Malay language communication course within one semester. This course is taught in accordance with the syllabus established by the Malaysian Qualifications Agency (MQA), a statutory organisation overseen by the Malaysian Ministry of Education. The MQA's primary responsibility is to carry out the Malaysian Qualifications Framework (MQF) in order to ensure the quality of Malaysian higher education. The content of the Malay language communication curriculum comprises the fundamentals of learning the language of consonants, vowels, intonation, the form of address, numbers, etc.
This study is field research that examines the use of language among foreign students in relation to the context in which it is used. Asmah Omar (2008) recognises that the data gathered may be used to study communication strategies, the conversation structure, linguistic occurrences and actions, politeness traits, and conflict formation and resolution. Observations in class and conversations from the Google Meet chat box were used to collect data for this study. Both methods were taken during a Malay language class session with students. The analysis was carried out using the method by Hymes (1986) and Asmah Omar (2008), which involved examining two aspects of language etiquette, namely, the term of address and vocabulary which is a component of language etiquette.
4. Finding and Discussion
According to observations, some international students, particularly those in their first semester at Multimedia University, had difficulties comprehending the Malaysian culture. In contrast, students who have lived in Malaysia for more than a year have a very comprehensive understanding of the Malaysian culture.
A. Term of address.
1) Pelajar: “Terima kasih mak cik. Jumpa lagi minggu depan.”
(Student: “Thank you aunt. See you next week”)
Students use the term of address mak cik (aunt) addressed to the lecturer after class.
This is very surprising and funny when a lecturer is referred to as mak cik (aunt) by a student. This student is genuinely perplexed by the use of mak cik (aunt) in Malaysian society. The term aunt mak cik is exclusively used in informal circumstances in Malaysian society, and is typically reserved for elderly ladies.
2) Pelajar: “Aku hantar esok.”
(student: “I'll submit it tomorrow.”)
The use of the first pronouns in Malay, aku (me, I), is intended to be informal and used with peers. Students, on the other hand, have used it when speaking with lecturers, which is considered impolite in the Malay community, according to Awang Sariyan (2007).
3) Pensyarah: “Apa khabar?”
Pelajar: “Baik, awak apa khabar madam?”
(Lecturer: “How are you.”
Student: “Good, how are you madam?”)
In the above conversation (3), the student uses the Malay second pronoun awak (you) with his lecturer. This is considered rude in Malay culture since awak (you) is used to refer to the second person with whom we have a close relationship.
4) Pelajar (Student): “Nama kakak saya Omar .”
Pensyarah (Lecturer): “You mean sister?”
Pelajar (Students): “Not madam brother.”
Pelajar (Student): “My brother’s name is Omar”
In conversation (4), the student is from Indonesia, and has wrongly used the address of kakak (sister) for abang (brother). In Indonesia, the address of kakak (sister) is for abang (brother), but in Malaysia, kakak is used to refer to elder sister. Age, gender, ethnicity, social status, and other factors must be considered when communicating, because they can influence the outcome of a speech event (Saville-Troike. M., 2003).
B. Vocabulary
5) Pelajar a: “Saya suka nasi goreng la.”
Pelajar b: “Ok la.”
Pelajar c: “Can la.”
Student a: “I like to eat fried rice.”
Student b: “Okay.”
Student c: “Can.”
The particle la (5) is derived from the particle -lah, which acts as an affirmative word or softening of the command word in Malay. Except in writing, the letter -h appears to be missing from pronunciation. Its use has been associated with Malay culture, and it appears to be a flavorful expression. This may be observed in student c, who has gotten so accustomed to the phrase -lah that it has been combined with the particle -lah in English.
6) Pelajar: “Jam berapa awak sampai?” (BM) Student: “What time did you arrive?” (BI)
There are other students that use the term Jam (hour) to represent the passage of time.
However, in Malaysian culture, this term is rarely used because the term pukul (hour) is more commonly used to represent time. For example: pukul berapa awak sampai?
(What time did you arrive?).
It was discovered through data analysis that the instructor or lecturer should be aware of and appreciate the students' native culture, as well as their cultural differences, in the classroom.
This helps all participants or students to pick up the foreign language as well as its culture.
According to Hymes (1986), communication between participants should be tailored to the temporal and cultural context of a culture. In terms of cultural aspects, if the learner's socio- cultural competence is well-defined and built during the language teaching process, he or she can be nearly on par with native speakers. However, it should be noted that, while etiquette is a fixed part of the culture, norms constantly evolve with time.
primary goal of foreign language teaching and learning is for students to be able to speak and comprehend the foreign language. Therefore, the importance of cultural characteristics among international students learning a second language must be explicitly emphasised in order to create efficient communication between two groups with distinct cultural backgrounds.
Cultural and linguistic etiquette instructions are important for accomplishing these objectives.
References
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