Akademi Tentera Malaysia or The Malaysian Armed Forces military Acadamy situated in Sg Besi, Kuala Lumpur combination of the Royal Malaysian AirForce Technical & Management cadets, Royal Malaysian Navy,& the Malaysian Army--219.93.174.100 04:41, 30 Aug 2004 (UTC)3164--219.93.174.100 04:41, 30 Aug 2004 (UTC)

the 1st badge of atma is ATMA 99, the 2nd badge of atma is ATMA 2000 the 3rd badge of atma is ATMA 2001 teh 4th badge of atma is ATMA 2002

they are the pioneer of ATMA..selected to become the PAT, ATMA could be considered the best rather than normal cadets who entered only SPM. They are trained to encounter problems in the Malaysian armed forces profesionally the degree that been conducted by the Malaysian University of Technolog are.. Computer Sc Computer Engineering Business Admininstration Electical & Electronic Engineering Aeronautical Engineering Mechanical Engineering Accountancy Marine engineering Aircraft Maintenance & Technical Engineering Software Engineering Radar Engineering etc..i could remember.

before the convocation, the ATMA Cadets must undergo Basic Para Jumping in Sungai Udang Camp Melaka that been trained buy the commandos for 6 week in order to obtained para jump wing, then they must pass the basic divers course also been held there

ATMA Students who manage to graduate with a Bsc degree will be commissioned as A Capt Rank in RMAF, Army & Lt In Navy by the DYMM Seri Paduka Baginda Yang Dipertuan Agong the Malaysian King with the passing out parade now most of my badge in ATMA 2000 are promoted as Major rank ..well done...guys..

most of the drills that been trained by the first Royal Malay Regiment.. it is fun and a bit torcher to get the perfect move in drills.

the ATMA moto is ILMU TERAS KEPIMPINAN - Knowledge is the core of leadership...

ESP at ATMA: A Preliminary Study

Akademi Tentera Malaysia – Universiti Teknologi Malaysia

[presented at the National Seminar on Language Teaching, Renaissance Hotel Putrajaya, Jan 2004; organised by UKM]

Abstract

Akademi Tentera Malaysia (hence ATMA) is an academy that awards professional degree as well as military recognition. Thus, to ensure a balanced growth of students, ATMA requires a different set of learning materials for English because students here are not only majoring in professional field but also military skills. This paper attempts to report and discuss the pre-teaching modules selected and compiled for ATMA students. The method used was survey – observation and questionnaires. The duration of this study was one semester where students learnt English using the materials selected and compiled by the researcher. It is found that students of ATMA respond positively to non-linear materials and texts. Also, they tend to rely more on drawings and patterns to understand the English lessons. As such, the implications of this preliminary study are twofold: firstly the materials for the students must include more non-linear texts and drawings and secondly teaching modules for ATMA students must combine their English needs for professional field as well as their communication needs for military skills. As this is the first part of an on-going research on the teaching modules, more observations and empirical data need to be collected so effective teaching modules of English can be prepared for the benefits of ATMA students.

1.0 Introduction

ATMA is a place to award students with professional degree and at the same time military rank. This institution is a smart collaboration between the Ministry of Defence (MINDEF) and Universiti Teknologi Malaysia (UTM). Courses and syllabus are monitored by UTM and thus lecturers from UTM are seconded to ATMA. Administrators are divided into two; UTM academicians cum academic administrators and military personnel and civilian administrators from MINDEF.

2.0 Pre-teaching Module and English for Specific Purposes (ESP)

In ATMA setting, the researcher opts for the second type identified by Carter. In the 'Tree of ELT' (Hutchinson and Waters 1987), ESP is broken down into three branches: a) English for Science and Technology (EST), b) English for Business and Economics (EBE), and c) English for Social Studies (ESS). Each of these subject areas is further divided into two branches: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP). An example of EOP for the EST branch is 'English for Technicians' whereas an example of EAP for the EST branch is 'English for Medical Studies'. Actually, there is no clear cut between English for Academic Purposes (EAP) and English for Occupational Purposes (EOP). As SISKA in ATMA study and ‘work’ at the same time, their needs for ESP is inevitable. The end result of learning English would be the same - employment purposes. It is noted that there is no categorisation for military branch. However, the researcher would like to assume that military skills and texts come under English for Science and Technology (EST) because most materials involved discussion related to science and technology.

The concept of the pre-teaching module is communicative and interactive approach. The reasons why the concept is chosen are twofold: language in communication is used to accomplish some functions and secondly, communication is a process to convey the relevant meanings (Larsen-Freeman 1986: 123). The underlying theory is that language is for communication. The goal of language teaching is to achieve “communicative competence” (Hymes 1972). This means that not only linguistics elements are important but more so how people use language to communicate – whom to speak to, what to say, when to say, how to say and where to say something. Communicative Approach has four characteristics in terms of language use - a) language is a system for the expression of meaning, b) the primary function of language is for interaction and communication, c) the structure of language reflects its functional and communicative uses, and d) the primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse (Richards and Rodgers 1989: 71).

3.0 Methodology

This study took place between the months of November 2002 to March 2003 (Semester II). 97 first year SISKA participated as subjects for the study. They are all Engineering and Science students and they were the only students taking the course in Semester II 2002/2003. During their first week of the semester, they were made aware that the pre-teaching module was meant for a platform to compile and document suitable materials. However, only during the distribution of questionnaires did they realise their participation as subjects of the study. The reason why students were not informed is to ensure that they “participate” honestly and they enjoy the process of learning as much as possible. SISKA were observed in class for their participation and responses towards the module. Feelings expressed by them and attitudes shown were recorded in a journal by the researcher. After 14 weeks of teaching, students sat for the final examination. Immediately after the examination, students were given the questionnaires and everybody returned them. Data for the study were generated from all the responses.

4.0 Analysis & Discussion

Basically SISKA respond positively and understand non-linear texts better than linear texts. At the same time, they respond better to military based texts rather than other texts. It is crucial at this point to mention that as this is a preliminary study, the questionnaires take the form of only three scales – ‘Yes’, ‘No’ and ‘Not Sure’. The percentage is calculated based on the responses of SISKA. Some possible reasons as to why they are more positive of non-linear texts are because non-linear texts are tangible and easy to understand. As SISKA are from Engineering and Science courses, they look at details in parts rather than as a whole. It is also understood why they respond better to military based texts – they are familiar with the concept as they attend the military classes 60% as opposed to academic classes 40% of their time.

5.0 Implications, Suggestions & Conclusion

This preliminary study brings two important implications. Firstly, the materials selected for the students must include more non-linear texts and drawings. Since the aim of learning is to equip the students with the necessary skills, materials selected and compiled must channel the students’ ability to achieve the aim. Secondly, teaching modules for ATMA students must combine their English needs for professional field as well as their communication needs for military skills. When SISKA graduate one day, they will need as much as the academic input and military knowledge to help them function in the institution. Familiarity can be easily achieved if during their academic classes they are also exposed to military knowledge and skills. At least they are better prepared to face the challenges as future military leaders.

           This research would like to suggest the use of more military materials in learning English language. As students or SISKA are familiar with military based texts and materials, perhaps learning English can be more fruitful and meaningful for the lecturers and the SISKA. Or the use of English language can be promoted when SISKA attend their military classes. As they spend 60% of their time in military ‘environment’ the use of English language for interaction can give more opportunities for SISKA to practice. Either one of these two suggestions can help the SISKA a lot in improving their proficiency. Especially when SISKA attend simulation classes, real exposure of using English language can support SISKA’s confidence and future development.

           In conclusion, this study manages to identify the preference of SISKA in ATMA. Though the task of selecting and compiling the materials is time consuming and tiring, educators must find ways to facilitate and enhance students’ learning. Selection of materials is to be done carefully to ensure students get the utmost benefits. As this is an on-going research, more empirical data and observation should be done to provide the best teaching module for SISKA in ATMA. Furthermore, solid needs analysis must be conducted to ensure the needs of SISKA as well as the military institution are fulfilled. Hopefully at the end of the project, a suitable teaching module is ready to be used by lecturers and SISKA alike.