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The Malay mind is explicitly and implicitly expressed in the works of Malay literature. The thinking in the lyrics of folk songs, in particular, those of “Bangau Oh Bangau” and “Burung Kenek-Kenek”, give emphasis to social and moral values as well as the role of custom in community lives. These songs draw attention to the Malay philosophy that is related to metaphysics, epistemology, ethics, logic and aesthetic through their interaction with nature as well as the surrounding plant and animal kingdoms. This study aims to identify the philosophy, language and thinking in the lyrics of “Bangau Oh Bangau” and “Burung Kenek-Kenek” by employing the Sapir-Whorf hypothesis. The quantitative method employed in the present study is the text analysis method. The study has identified four Malay philosophy and thinking in “Bangau Oh Bangau”: sarcasm with regard to the culture of shifting the blame, sarcasm concerning the indifferent attitude of the society, sincerity in action or planning, and philosophy or principle of life. The philosophy and thinking in the lyrics for “Burung Kenek-kenek” encourage one to strive for piousness, filial piety and noble character (humility). The study has also shown the link between philosophy, language, and thoughts in the lyrics of Malay songs, in particular, “Bangau Oh Bangau” and “Burung Kenek-Kenek”, as stated in the Sapir-Whorf hypothesis. In summary, analysis of the lyrics of “Bangau Oh Bangau” and “Burung Kenek-Kenek” has brought into the open the superiority of Malay thinking and creativity in composing the lyrics of Malay songs that are inspired by nature.

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The development of the Rhyme Aesthetic (RA) instrument is an innovation in teaching and learning Malay language in national schools and also in national-type schools. RA instrument coaching is tested in schools to get the teacher and student respond to its use. This study focuses teacher and student feedback to the use of aesthetic rhyme instruments. This form of study is qualitative and using the field study method and document analysis in four schools. Study participants consisted of four teachers and 60 students in primary schools. This study selection of randomized participants. The instrument used was a checklist of observations, interview protocols and document analysis. The location of the study at Perlis, Kedah, Kelantan and Negeri Sembilan. Obtaining an understanding of teacher's feedback shows that the use of instruments has features in three aspects content knowledge, usefulness and trustworthiness. Students understand that RA instruments have critical aspects of thinking, rich in vocabulary, communication, global readiness and collaborative. The implication of this study is that teachers and students can use RA instruments in teaching and learning because they have systematic teaching and learning steps.