Knowledge, Skills, and Readiness of Teachers in Using Entertainment Teaching Methods to Address Malay Language Reading Issues among Vernacular School (SJK) Students

Abstract

In Malaysia, the proficiency in Malay language reading among vernacular school students, particularly in Sekolah Jenis Kebangsaan (SJK), has been a concern for educators and policymakers. This study examines the knowledge, skills, and readiness of teachers in employing entertainment teaching methods to address Malay language reading issues among vernacular school students in Malaysia. Through a quantitative survey methodology, data from 100 teachers were collected and analyzed. Findings indicate that teachers possess a high level of knowledge (mean = 3.83, SD = 0.41) and readiness (mean = 4.12, SD = 0.38) but demonstrate moderate skills (mean = 3.52, SD = 1.15) in utilizing entertainment education methods. Implications include the need for targeted teacher training programs, curriculum development, and policy initiatives to enhance the effectiveness of entertainment-based approaches in improving Malay language reading proficiency among students. This study contributes to the discourse on literacy education in Malaysia and offers recommendations for fostering better language instruction in vernacular schools.