In spite of English being regarded as the second most important language in Malaysia, it is still treated as a foreign language inevitably. The recently introduced Dual Language Progamme (henceforth DLP) which uses English as the medium of instruction in teaching Mathematics and Science is alleged to be a reflection of the less successful English for teaching Mathematics and Science policy (hereafter PPSMI). Therefore, this paper aims to examine the perceptions of pre-service teachers towards the use of English in teaching Mathematics and Science and establish its connections with the DLP. Data were collected through questionnaire which involved 50 respondents. Findings showed that the respondents held unfavourable perceptions of the PPSMI policy which in turn justified the emergence of the DLP. Implications of the study and suggestions for future research are also discussed.

The world has held a strong predisposition towards native English-speaking teacher trainers in an endeavour to leapfrog the competencies of non-native English-speaking teachers. In the Malaysian context, realizing the acute decline in English proficiency among English teachers, the Ministry of Education recruited native English-speaking trainers through the implementation of an in-service training programme or better known as Pro-ELT (Professional Up-skilling for English language teachers). However, there have always been mixed results in regard to the outcomes of the Pro-ELT Programme. To this view, the study employed individual semi-structured interviews which were conducted with 5 Pro-ELT programme participants. The findings illuminated that all the study participants held positive perceptions of their native English-speaking trainers in the Pro-ELT Programme mainly because of their competencies, exemplary qualities and the confidence that they cultivated in the participants to communicate in English. Nevertheless, there is clamour for the recruitment of local trainers to better optimize the impact of the Pro-ELT Programme. Implications of the study and suggestions for future research are also discussed.

This study aims to explain the teacher's ability to determine language tools and social objectives of text in textbased Indonesian language learning at the junior high schools (SMP / MTs) level in Mataram City. Data were collected using the interview method (online) accompanied by a questionnaire. Data were taken from 16 out of 30 SMP / MTs in Mataram City, consisting of 6 City Center Junior High Schools (4 State Junior High Schools and 2 Private Junior High Schools), 6 Suburban Junior High Schools (4 State Junior High Schools and 2 Private Junior High Schools), and 4 Islamic Junior High Schools (2). City Center MTs and 2 suburban Islamic Junior High Schools) using interview method accompanied by filling out a questionnaire. The data were analyzed through 3 stages, namely data reduction, data display, and data inference. The results show that both public and private SMP / MTs teachers at the center in identifying text tools were still in the underprivileged category (because the score for anecdotal texts was 58.00 while the exposition was 57.70). It's just that the teachers in the city center score better than those in the suburbs. Teachers who teach in State SMP / MTs score better than those in the private sector. In contrast to the social objectives of the text, the teachers of SMP / MTs in Mataram City have understood the social purpose of the text (anecdotal text score 88.00 and exposition text score 85.00). Teachers in SMP have better scores than teachers in MTs Teachers who teach in State SMP / MTs score better than those in the private sector. In contrast to the social objectives of the text, the teachers of SMP / MTs in Mataram City have understood the social purpose of the text (ie anecdotal text score 88.00 and exposition text score 85.00). Teachers in SMP have better scores than teachers in MTs who teach in State SMP / MTs score better than those in the private sector. In contrast to the social objectives of the text, the teachers of SMP / MTs in Mataram City have understood the social purpose of the text (anecdotal text score 88.00 and exposition text score 85.00). Thus, teachers in junior high schools (SMP) have better scores than teachers in Islamic junior high schools (MTs).

The conceptual paper generally elucidates a potential approach to evaluating in-service teacher training programmes in Malaysia. Undeniably, Malaysia has continuously invested in the field of teacher professional development, particularly aimed at enhancing the standards of English but of little fruition. Therefore, with the inception of the Professional Up-skilling of English Language Teachers (Programme), this galvanizes the undertaking study to bring to the forefront the efficacy of the programme. To this end, the Kirkpatrick's evaluation model is utilised but restricted to the first two levels of the model only so that it is aligned with the primary purpose of the Pro-ELT Programme. The Kirkpatrick's evaluation model is then underpinned by tenets drawn from 3 flagship theories/hypothesis-Sociocultural Theory by Vygotsky, Adult Learning Theory by Knowles and Affective Filter Hypothesis by Krashen, thus conceptualizing the framework of the study. Guided by the conceptual framework, this directly engenders a refined understanding of ideal evaluation practice and at the same time sheds light on possible factors affecting the success of the designed programme.