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Results show overall good mastery, with improvement after instruction despite initial weaknesses; influencing factors include parenting, teaching and learning style, and the child’s emotional 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 \nVijayaletchumy Subramaniam, PhD, Kavenia Kunasegran,  \nSivaneswary Sivaratanam  \nFaculty of Modern Languages and Communication, Universiti Putra Malaysia  \nTo Link this Article: [http://dx.doi.org/10.6007/IJARBSS/v11-i6/10156](http://dx.doi.org/10.6007/IJARBSS/v11-i6/10156) DOI:10 .6007/IJARBSS/v11-i6/10156  \nPublished Date: 12 June 2021  \nAbstract  \nThis study focuses on Malay language mastery among pre-schooling children in SJK(T) schools. In this study, the researcher has utilized the Monitor Model (1985) of second-language acquisition coined by Stephen Krashen. The study scope is limited to the mastery of vocabulary that focuses on fruit nouns. A total of ten students enrolled in the preschool Sekolah Jenis Kebangsaan (Tamil) Serdang, Selangor were selected randomly as respondents to complete this study. The study involves pre-and post-assessment questionnaires that are used as research instruments. Pre-assessments are the assessments that were conducted before the stated topic was taught in class, whereas post-assessments are the assessments conducted after the stated topic was taught. The purpose of these two assessments are to compare the level of vocabulary mastery among the children. The data obtained from the pre-and post-assessment questionnaires will be transcribed manually into tables, graphs and pie charts for data visualization. The raw data will then be analyzed descriptively. The results of this study have shown that Malay language mastery among preschool children in SJK(T) were good, apart from one child. This was due to a range of factors including parenting, teaching and learning style, and the child’s emotional state. Although the students showed poor mastery in vocabulary in the pre-assessment, they demonstrated an improvement after the topic was taught.  \nKeywords: Malay Language Mastery, Vocabulary, Preschool Children, Pre- And PostAssessment Questionnaires  \nIntroduction  \nThe Malay language is a secondary language learned by Indian students in school. In light of this, Indian SJK(T) (Malaysian Tamil Vernacular Primary Schools) students need to learn the Malay language from an early stage of their education. The method of mastery used for primary and secondary languages contrast greatly. Primary language mastery is acquired through continuous exposure, and the process occurs unintentionally without planning. Under subconscious conditions, this method of mastery involves mental processes that are organic in nature. Contrastingly, secondary language mastery is typically acquired through  \nformal education in schooling. An individual does not require a formal tutor to converse fluently in their primary language. Raminah & Rahim (1985) describe mastery as the ability to interpret symbols and knowledge systems whether in oral or textual forms. However, an individual may not exhibit a similar mastery even after learning a secondary language formally for several years (Zulkifley, 2005) .  \nAccording to Zamri (2008), the aspect of learning a second language plays an important role in the process of learning the Malay language, especially among Indian students in SJK(T) schools. This aspect ensures Indian students that learn Malay as a secondary language achieve a level of mastery that is satisfactory. This is because primary and secondary language speakers represent two different groups of speakers. The differences arise from variation in methodology and style of mastery in teaching grammatical aspects of a language.  \nMalaysian children can converse in the Malay language, but children that are not native speakers of the Malay language need to strengthen their linguistic skills through language acquisition. A good mastery of the language allows them to interact with the Malay-speaking society in a proper, accurate and effective manner. According to Valdes & Figueroa (1994), an individual with a good mast","cbCaiqjW4adehjPI","https://ap.wps.com/l/cbCaiqjW4adehjPI","pdf",305586,"English","# Abstract\n# Introduction","[{\"question\":\"What does the study focus on regarding Malay language learning?\",\"answer\":\"It focuses on Malay vocabulary mastery among preschool children in SJK(T) schools, specifically fruit nouns.\"},{\"question\":\"How are students’ vocabulary levels measured in the study?\",\"answer\":\"Through pre-assessment and post-assessment questionnaires used as research instruments to compare vocabulary mastery before and after the topic is taught.\"},{\"question\":\"What do the findings indicate about students’ mastery after instruction?\",\"answer\":\"Students generally show improvement after the topic is taught, although initial pre-assessment mastery was weak for some children.\"}]","Mastery of Malay Language Fruit Nouns among SJK (T) Students - Volume 11 - Issue 6 | PDF",1790827613,25]