Science and Mathematics Teacher Readiness for Dual Language Implementation in Secondary Schools in Simunjan Distrct, Sarawak

Abstract

The purpose of this study was to examine the readiness of Mathematics and Science teachers in implementing the Dual Language Programme (DLP) in teaching these subjects in secondary schools in Simunjan District, Sarawak. The aspects of readiness studied included knowledge, ability, interest, and challenges faced by teachers in DLP implementation. DLP is an important initiative by the Ministry of Education Malaysia (MOE) aimed at improving students' English language proficiency. Therefore, teacher readiness is a critical factor for its success. This study involved 25 Science and Mathematics teachers from secondary schools in Simunjan District as respondents. Data was collected through questionnaires containing variables such as knowledge, skills, interest, and challenges. To determine the level of readiness in each aspect, descriptive data analysis was performed using statistics such as mean, standard deviation, and percentage. The results of the study show that teachers have a moderate level of knowledge, their English language skills still require improvement and teachers have a positive interest. The study also found several obstacles, including teacher workload, students' English language proficiency levels, and a lack of training support for DLP teachers. This study is important to help the MOE, Sarawak State Education Department (JPN Sarawak), and schools create more effective interventions and professional development programs. Recommendations are provided to enhance teacher readiness and strengthen DLP implementation.