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EMPOWERMENT OF THE MALAY LANGUAGE: ISSUES, RATIONALES AND

CHALLENGES OF THE MALAYSIAN MINISTRY OF EDUCATION

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DOI: 10.35631/IJEPC.747057

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 Volume 7 Issue 47 (September 2022) PP. 773-792
DOI 10.35631/IJEPC.747057

INTERNATIONAL JOURNAL OF
EDUCATION, PSYCHOLOGY
AND COUNSELLING
(IJEPC)
www.ijepc.com

EMPOWERMENT OF THE MALAY LANGUAGE: ISSUES,

RATIONALES AND CHALLENGES OF THE MALAYSIAN
MINISTRY OF EDUCATION

Irma Wani Othman1, Anna Lynn Abu Bakar2*, Mohd Sohaimi Esa3*
1
Centre for the Promotion of Knowledge and Language Learning, Universiti Malaysia Sabah.
Email: irma@ums.edu.my
2
Centre for the Promotion of Knowledge and Language Learning, Universiti Malaysia Sabah.
Email: annalynn@ums.edu.my
3
Centre for the Promotion of Knowledge and Language Learning, Universiti Malaysia Sabah.
Email: msohaimi@ums.edu.my
*
Corresponding Author

Article Info: Abstract:

The focus of the discussion in this paper is about the use of the Malay language
Article history:
among plural societies in Malaysia. This writing attempts to cover the
Received date: 15.06.2022
empowerment of the Malay language that is being worked on by the Ministry
Revised date: 20.07.2022
of Higher Education, which includes (i) the mastery of the Malay language
Accepted date: 30.08.2022
regardless of race or ethnicity, (ii) the ability and authority of the Malay
Published date: 29.09.2022
language, (iii) the organization and strengthening of programs to dignify the
Malay language, and (iv) the use of the Malay language as the medium of
To cite this document:
communication. The use of a qualitative approach in this writing utilizes
secondary sources such as research results in journals, scholarly writing, online
Othman, I. W., Abu Bakar, A. L., &
news sources and public forums. The results of the study found that (a) the use
Esa, M. S. (2022). Empowerment of
of English today as the first medium in speech is a contributing factor to the
the Malay Language: Issues, lack of use of the mother tongue among the multi-ethnic community in
Rationales and Challenges of the Malaysia and instils an individualistic attitude., (b) the use of the Malay
Malaysian Ministry of Education.
language in the private sector has not been prominent because there are a few
International Journal of Education,
parties who think that the Malay language has a low commercial value in the
Psychology and Counseling, 7 (47),
business sector, (c) Malay language empowerment programs play a vital role
773-792.
in catalysing the fluency of students as well as the administrative parties at the
school and university level so that, issues such as lack of fluency and the
DOI: 10.35631/IJEPC.747057 dignity of the use of the Malay language as an official language that should be
This work is licensed under CC BY 4.0 mastered by every Malaysian citizen can be improved and streamlined and (d)
If Malay is not used as a medium of instruction, it is unlikely that it will be able
to stand majestically on the world stage. As a result, drastic measures must be
taken to ensure that the empowerment of the Malay language is in line with the
country's development and does not fall solely on the shoulders of the Ministry
of Education and Culture. The study's direction looks at the continuation of the
Copyright © GLOBAL ACADEMIC EXCELLENCE (M) SDN BHD - All rights reserved
773
 Volume 7 Issue 47 (September 2022) PP. 773-792
DOI 10.35631/IJEPC.747057
impact of the Malay language's empowerment as a language of unity and one
of the mediums that play a role in realising our country's aspirations, which is
to create racial harmony.

Keywords:

Malay Language, Malaysian Ministry of Education (KPM), Multi-Ethnic

Society, Medium Of Instruction, Unity

Introduction
The issue of the propriety of mastering the Malay language regardless of race or ethnicity is
frequently linked to the use of the Malay language in today's society. Our language, Bahasa
Malay, is crucial in daily communication because language has the ability to strengthen unity
and understanding between races in Malaysia (Othman, Yusoff, Jupiter & Mokhtar, 2021a).
Not only that, but given our country's multi-ethnic Malays, Chinese, Indians, and ethnic
of Sabah and Sarawak, this language has the potential to boost nationalist sentiment. Malay is
the primary language of the Malays, while Chinese, Indians, and ethnic of Sabah and Sarawak
use it as a second language after their mother tongues (Lukin, Esa, Abang Muis, Ationg, Mohd
Tamring, Othman & Mokhtar, 2021). As a result, despite the fact that they were born and raised
in Malaysia, their command of the language is limited.

This is concerning because mastery of this official language falls short of the Malaysian
Ministry of Education's wishes and expectations. Malaysia is made up of people of various
races and ethnicities. It is an undeniable fact. There is no denying that each race has the right
to speak in their mother tongue, especially in a country with multiple cultures. However, there
are still many Malaysians who are unable to speak the national language well and correctly in
official matters. As a result, this writing attempts to unravel the causes of Malaysians' lack of
mastery of the Malay language and argues for the government's efforts, particularly those of
the Ministry of Education and Culture, to dignify our language (Yusoff, Othman, Jupiter &
Mokhtar, 2021). Malaysia's diversity of races and nationalities is a privilege and source of pride
that not all countries enjoy.

Malaysia is divided into Peninsular Malaysia, Sabah, and Sarawak, each of which has its own
race and language. The intermediary language serves as a vital communication tool in this
context, conveying concepts and statements. In keeping with the passage of time, which has
transformed information and communication technology into a medium of communication,
society should be wise and sensitive to the use of appropriate language in order to avoid the
use of inappropriate language in specific contexts (Sharif Adam, Othman, Hamid, Esa, Ationg,
Lukin & Mohd Tamring, 2021). Malay is Malaysia's official language and its national
language. However, the Malay language's authority and capability in the country are frequently
contested, particularly in the field of education. Despite the fact that the Federation of Malaysia
has now been in existence for 59 years, the issue of language proficiency is frequently raised
by Malaysians and debated in Parliament (Mohamad Kamil & Mohamad, 2020). Not only that,
but foreign languages, particularly English, the world's lingua franca, are seen to be the
favourite or dominate the choice of a few people (Jupiter, Othman, Yusoff & Muda, 2021).
After which, a series of such practises invite one of the issues that contribute to the younger
generation's lack of interest in the Malay language (Ationg, Esa, Othman & Yusoff, 2021).

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The ability and authority of the Malay language as a medium of instruction is the Ministry of
Education’s main agenda, with the implementation of programmes to dignify the country's
official language by setting the goal of mastery of the Malay language regardless of race or
ethnicity. Malay is recognised as the national language of Malaysia in Article 152 of the
Malaysian Constitution (Esa, Ationg, Othman & Jupiter, 2021a; Amir, 2009). Nation
development frequently involves answering questions about how a country communicates
effectively with its citizens, given that language is an important symbol in culture and can be
used to create culture (Basir, 2012). This is due to the fact that different languages can form
different cultural bases. Language is an important part of a society's or nation's culture because
it represents a group's identity (Zulhaimi, Ationg, Othman, Abu Bakar, Muda, Esa & Mokhtar,
2021). Furthermore, language serves many functions in cultural development, such as
representing something, conveying information to people, being a listener, expressing feelings,
and providing intellectual reasoning (A’zmi, Mustafar & Abdul Karim, 2017).

Methodology
The research methodology in this writing uses a qualitative approach based on social science
disciplines that require careful observation of aspects that focus more on processes and events.
Information from various sources such as primary and secondary sources by using secondary
data content analysis methods related to history, law, historiography, sociology and
ethnography and partnered with descriptive analytical discussion (Creswell, 2014; Eriksson &
Kovalainen, 2015). The use of a qualitative approach in this writing utilizes secondary sources
such as research results in journals, scholarly writings, online news sources and public forums
that discuss about the use of the Malay language among plural societies in Malaysia.

This writing attempts to cover the empowerment of the Malay language that is being worked
on by the Ministry of Higher Education, which includes (i) the mastery of the Malay language
regardless of race or ethnicity, (ii) the ability and authority of the Malay language, (iii) the
organization and strengthening of programs to dignify the Malay language, and (iv) the use of
the Malay language as the medium of communication. The study's direction looks at the
continuation of the impact of the Malay language's empowerment as a language of unity and
one of the mediums that play a role in realising our country's aspirations, which is to create
racial harmony.

Literature Review
Indeed, it cannot be denied that unity is significant in developing our country according to its
own model. The strengthening of a national unity starts from education because Malay is taught
as an important and compulsory subject in all levels of study from preschool to university.
Therefore, in 1956, the Razak Report was introduced after the government promised to provide
an equal education system for all residents (Esa, Ationg, Othman, Raymond Majumah, Abu
Bakar, Mohd Shah & Yusoff, 2021b). One of the main proposals of the Razak Report is to
promote national education that helps foster unity among the people. In the 1956 Razak
Statement, it is written that Malay is made the national language and the main medium of
communication. If Malay language functions as a language of unity, automatically, it can be
considered part of the issue in uniting Malaysians because it is a language used in various fields
(Baharudin & Yusoff, 2014).

Undoubtedly, education is one medium that contributes to the realisation of our country's goal
of racial unity. Furthermore, Malay language can help to cultivate the spirit of the nation. This
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is because the Malay language is a symbol of the people's identity and pride. Language is
undeniably one of the most important characteristics or markers of identity (Marzuki, Rahman,
Kaspin, Jamal, Mohd Nor & Othman, 2021). Language identity can be viewed from a variety
of perspectives and contexts, including physical, stylistic, psychological, social, ethnic, and
national (Sharif Adam, 2014). People's pride in our official language can only be measured in
a variety of ways, such as their attitude and the way they communicate, thus people's
confidence has elevated Bahasa Malay as the national language and a symbol of the nation's
identity following independence (Othman, Esa, Abu Bakar & Mokhtar, 2021b). Admittedly,
the sense of pride that arises from every soul of the people in using the Malay language is what
can strengthen nationalism, create love for our country, and foster the spirit of a united nation
(Che Hodi & Musa, 2014).

Mohamed & Hassan, (2019) study aims to determine the level of patience and use of the Malay
language among private university students, regardless of whether they are aware of the use of
the Malay language in the learning process. The study's findings show that the majority of IPTS
students at UTAR and MSU prefer to study English over other languages, including Malay,
with the majority of students agreeing that Malay is less important to use throughout university
studies. While Hamid, Aman, and Harun (2010) empirically investigated the attitude and
acceptance of urban and rural communities toward Malay language mastery by focusing on
Malay speakers on Peninsular Malaysia's East Coast. Age, gender, marital status, ancestry,
religion, income, and residential location were all considered in this study. According to the
study, there was no difference in mastery of the Malay language based on age nor difference
between men and women in terms of Malay language mastery and knowledge, attitude and
acceptance, and ability. However, there is a difference in knowledge mastery, attitude and
acceptance, as well as Malay language ability, between Malay and non-Malay ethnic groups,
according to lineage.

In terms of religion, the study's findings show that Muslims have a higher level of
understanding and mastery of the Malay language than non-Muslims. In terms of income, the
ability to speak Malay makes no difference, and there is no difference between urban and rural
residents, according to the findings. A study on the level of Malay language use and social
interaction among students at SMJK(C) Malacca State by Mat Pesa, Dzakaria, Saidi, Ahmad,
and Hamzah (2017), accompanied by 130 respondents, revealed that the level of mastery of the
Malay language by students at SMJKC in the state of Melaka is moderate, while. Meanwhile,
Munusamy's (2013) study examines the Malay language achievement of Transition class
students over three years, namely 2010, 2011, and 2012. The purpose of this research is to
coordinate the importance of the Malay language and the role of the government in uplifting
the Malay language by assisting students who received poor grades in Malay from Chinese and
Tamil National Schools. According to the data collected, the percentage of Malay language
proficiency among Transition students has reached a satisfactory level, with an increase from
60% to 80% for all three schools between 2010 and 2012.

According to Sharif Adam (2014), the scenario of today's society, which has shown a lack of
use of the Malay language whether in government or private premises, as well as a lack of
pride, lack of awareness, and lack of national identity, causes efforts to uphold the Malay
language as the National Language to be increasingly affected. Furthermore, students are less
enthusiastic about awareness campaigns that help to elevate the Malay language (Musa, Che
Rodi & Muhammad, 2014). At the same time, the globalisation process, which requires the use
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of English as an intermediate language, has given rise to a sometimes-excessive enthusiasm
among university students to prioritise mastery of the English language over mastery of the
Malay language (Yalani & Bakar, 2017). Thus, one of the issues impeding efforts to elevate
the Malay language stems from students' preference for learning a foreign language over
learning the national language, resulting they are uninterested in fighting for the Malay
language, and students are less interested in participating in events aimed at elevating the Malay
language (Esa, Othman, Abu Bakar & Mokhtar, 2021c).

According to Musa, Che Rodi, and Muhammad (2014), the use of English or the so-called
colonial master's language among the younger generation is vulnerable to the risk of suffering
from "colonised mentality," as occurs in Asian, African, South American, and Central
American countries. Globalization is regarded as the mother tongue's demise, whether or not
in the pursuit of information technology. Malay speakers, in particular, are increasingly
distancing themselves from their mother tongue (Mohd Kassim, 2021). As a result of this
research, we can also conclude that the impact of colonial rule in the past, which emphasised
the use of their language, has interfered to some extent with efforts to consolidate the Malay
language (Esa, Ationg, Othman, Mohd Shah, Yusoff, Ramlie & Abang Muis, 2021d).
According to Zubir, Abdul Rahim, Zulkifli, and Yusuf (2012), the Malay language's ability as
an international language in a globalised world is dependent on Malay language practitioners'
willingness to use it as a language of knowledge.

If there is no sense of greatness towards the Malay language and it is more convenient to use
the English language, the Malay language's function and role will eventually decline and
eventually disappear. In order to elevate the Malay language to a global level, it must be
practised in all fields. Thus, it is a priority for people's readiness, particularly students'
readiness, to study any field using Malay as the primary medium of communication in seeking
knowledge (Mahamod, Anak Lasan & Nik Yusoff, 2009). Mohamad Kamil and Mohamad,
(2020) stated that there are several challenges that hinders the efforts in achieving a nation state
through the use of the Malay language. Among these are a lack of mastery of the Malay
language among various ethnic communities, a lack of emphasis on the Malay language as a
medium of education, and incorrect use of the Malay language. The government through
educational sectors has made numerous efforts to empower the Malay language for the
Malaysian community, and these efforts must be sustained so that the Malay language can be
used as one of the primary tools and mediums in shaping the Malaysian community's identity
(Marinsah, Abang Muis, Esa, Othman, Ramlie, Mokhtar & Yusoff, 2021).

Mohamed and Hassan (2019) discovered that the level of reinforcement of private university
students towards Malay language is moderate in a study conducted on 100 students at a private
university using a random sampling method. This is due to students' preference for English,
which results in a lack of fluency in Malay, a lack of cooperation and effort among lecturers
and university management, a less emphasis on the meaning of the constitution, and a lack of
confidence in the Malay language's status as an issue of the Malay language's use in private
higher education institutions. Meanwhile, a study conducted by Mohd Tohar, Ab Halim and
Ku Samsu (2017), on students from Universiti Malaya (UM), Universiti Putra Malaysia
(UPM), Universiti Selangor (UNISEL), and Universiti Multimedia (MMU) discovered that
university students have a high level of fluency and recognition. Nonetheless, their level of
sophistication or fluency in the language is moderate. Furthermore, the general level of dignity
of the Malay language is moderate. As a result, while university students are fluent in and
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recognise the national language, the level of fluency and recognition is low. Furthermore, they
have yet to fully master the skills of rhyming, rhyming, and using proverbs as a benchmark for
speaking sophisticatedly and loudly.

According to a study on a group of students regarding the use of the Malay language in
management and Administration at Universiti Kebangsaan Malaysia (UKM) demonstrates that
the Malay language is still not widely used in management, administration, and communication
at UKM (Mohd Tohar, Ab Halim & Ku Samsu (2017). To ensure the survival of the nation's
heritage and identity, the Malay language must be promoted. Meanwhile, a study of Universiti
Putra Malaysia (UPM) students on the use of the Malay language in teaching and learning
discovered that the use of the Malay language in teaching and learning is important for students
of different races. Mastery of the language is an important value for Malay speaking citizens,
and it should be empowered for all students, including students of different ethnicities. As a
result of the Malay language problem, educators must be sensitive to students' levels of mastery
and adaptation of language use.

Educators must be prepared to face the challenges of teaching students from various ethnic
groups and languages, as well as being aware of the students' cultural backgrounds (Ationg,
Esa, Othman, Mohd Shah, Yusoff, Ramlie & Mokhtar, 2021b). The use of Malay in education
should be consistent with the wisdom of preserving the Malay language. According to
Munusamy's (2013), study on Malay language mastery among transition students in three
schools in the Skudai district, some of the issues raised to support the problems in this research
are linked to students' language skills from the aspects of reading, speaking, and writing,
student engagement, language barriers, and the environment of students' attitudes towards the
use of language in everyday life. It is related to the discipline of psycholinguistics and
sociolinguistics that focuses on the problem of using and mastering the Malay language among
ethnic Chinese students in national schools, as agreed by Hoon and Mezah's (2012), research
on the problem of using and mastering the Malay language among ethnic Chinese students in
Malaysia whereby they are always communicating in Chinese but was born into a family who
is not fluent in speaking Malay family.

Discussion
Among the challenges in strengthening the mastery of the Malay language regardless of race
or ethnicity in the 21st century is the fierce competition with the English language. The increase
in the use of English as a second or third language has had a profound effect on our country's
education system (Mamat, 2016). The lack of scholarly books as a source of information leaves
almost no choice but to source material in English. In addition, the improvement in the field of
information technology has also caused the Malay language to be viewed as difficult by people
who have made progress in the field (Abu Bakar, Othman, Mokhtar & Esa, 2021a).
Commercially, there is no denying technology that was created with the intention of using
English for marketing purposes. As a result, options in Malay language are limited.
Smartphone applications, for example, have dominated the presentation of information in
English, where the majority of users are from the younger generation (Tobi, Osman, Abu Bakar
& Othman, 2021).

Regrettable to state that one of the challenges in empowering Malay language mastery is the
commitment from some of the school teachers who do not care about the Malay language. This
occurs when teachers prefer to speak in their mother tongue because student acceptance is
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easier than in Malay. The attitude of educators who marginalise the official language
demonstrates a lack of understanding of the Malay language's importance in fostering a sense
of unity through the national language. This makes students feel more at ease when speaking
in their native language. According to Nahar and Abd. Rahman (2018), 55.7 percent of
respondents in SJK Kuantan District are still not fluent in Malay speaking skills. Among the
reasons obtained seemed to be that students were unable to practise the correct use and
conversation of the Malay language as taught in Malay language class, resulting in a lack of
mastery of Malay language skills.

The following discussion focuses on issues of concern to the Ministry of Education and
Culture, specifically the use of the Malay language in Malaysia's pluralistic societies. This
writing attempts to cover the Ministry of Higher Education's work on Malay language
empowerment, which includes (i) mastery of the Malay language regardless of race or
ethnicity, (ii) the ability and authority of the Malay language, (iii) the organisation and
strengthening of programmes to dignify the Malay language, and (iv) the use of the Malay
language as the medium of communication.

The Issue of Mastering the Malay Language Regardless of Race or Ethnicity

Language is the primary means of communication for all humans to interact two-way in
conveying information. As a result, the use of language that each individual can understand
must be well mastered in order to deliver messages according to each individual's wishes. In
this regard, we can interpret where Malaysian society should have a primary medium of
communication that all Malaysian citizens of various races and ethnicities can understand, such
as the use of Malay in everyday speech. Furthermore, to ensure that the Malay language's role
and function are preserved, the Malay language provision has been made a part of an important
provision in the Federal Constitution as Malay is the National Language, as according to Article
152 of the Federal Constitution (Musa & Che Rodi, 2014). Malay language has been chosen as
a symbol of Malaysian citizenship in this matter. As shown by historical records, Malay has
only been the main spoken language in Malay vernacular schools since the era of British rule,
while other ethnic vernacular schools have used their own mother tongues, such as Mandarin
and Tamil. This is because of the breaking of policy and the British colonial order at the time
(Musa, 2004).

At the same time, Malay language appeared as a 'lingua franca' or the main intermediate
language of the archipelago from the 7th century until the 19th century, when it was the main
language of the world with a number of speakers exceeding 300 million individuals (Othman,
Esa, Ationg & Muda, 2021c). Hence, Malay language is one of the languages with the most
speakers in the world, including people from Malaysia, Indonesia, Brunei, Singapore, southern
Philippines, and southern Thailand (Hassan, Angterian, & Yusop, 2017). There are many
factors involved in mastering the Malay language regardless of race or ethnicity. Among the
factors is the use of English as the first medium in speech. Malaysians are well aware that
Malay is the official language of our country. However, our official language is rarely used
nowadays, and English is commonly used as the primary language, despite being the second
or third language in our country's society.

Our country is multi-racial, with Malay, Chinese, and Indian ethnic groups, as well as ethnic
groups from Sabah and Sarawak. Except for the Malays, the Chinese, Indians, and ethnic
groups from Sabah and Sarawak do not speak our national language fluently. Even among the
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Malays, some do not use Malay as a daily language in speech because some families prefer
English because of its importance in education and employment (Othman, 2019a). Despite
numerous efforts, the problem of Malay language mastery persists. According to Yaacob, Ali,
and Abd Wahab (2017), in Malaysia, the use of foreign languages, particularly English, is
preferred over the use of Malay as the primary language medium. The provisions of the
Constitution requiring the use of the national language in various key areas such as education,
business, advertising, and communication are still largely ignored and given less priority than
the use of English.

According to Peng and Ishak, 2008), the mixing of English and Malay in Malaysian society's
speech is becoming more common. Language slang from Western countries appears to be
eroding the identity that is brought together with the uniqueness of the Malay language
(Othman, 2019b). The spread of incorrect Malay language usage also contributes to a lack of
mastery of the language itself. English, as we all know, is a lingua franca that is spoken all over
the world, including in our own country. The use of the mother tongue in ethnic groups or races
in Malaysia is one of the contributing factors. Our country does not forbid any ethnic group
from using their native language.

On the other hand, while the Malay language has been designated as the country's official
language, it should not be used arbitrarily, denying other ethnic groups' rights to develop
understanding and use of their mother tongue (Ramli, 2017). Article 152, Clause (1) (a) and
(b) of the Federal Constitution, for example, allows for the teaching and learning of other
languages as long as they are not used for official purposes (Legal Research Board) (2008:110-
111) However, as Malaysians, we must learn and practise the Malay language. That is a way
for us to honour the Malay language and promote inter-racial harmony because the Malay
language improves our understanding of other races especially in encouraging expatriates and
outsiders to assimilate in our culture by having Malay language as a medium of communication
(Othman, 2019c).

The Authority and Capability of the Malay Language

In today's fast-paced, high-tech world, effective communication is critical to accurately
understanding something. When it comes to communication, Malaysia is made up of various
races, each with their own language that they use to communicate with one another. As a result
of the race's diversity, there is also cultural cohesion and a variety of native languages. As a
multi-ethnic country, Malay has been elevated to national language status so that the
community can communicate with one another thus treated each other as one big family
(Othman, 2019d). Nonetheless, the Malay language's authority and ability are frequently
questioned. In this context, authority is the nature or privilege of something, such as an
institution, that holds it accountable or accountable, whereas ability is the willingness or ability
to do something. There are several factors that contribute to the question of the Malay
language's authority and ability, one of which is a lack of scientific materials in the Malay
language.

The majority of the university's reference materials are written in English rather than Malay.
According to Abdul Hamid, Esa, Ationg, Othman, Sharif Adam, Mohd Tamring and Hajimin
(2021), schools built during the colonial era were primarily oriented toward English as the
primary medium of instruction in schools. This undermines the Malay language's dominance
as Malaya's primary language. Furthermore, Malay language users must have good faith and
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belief in the value of their language and bear the responsibility of firmly, honestly, and
committedly implementing it (Abd Razak, 2009). On March 22, 2022, Malaysia's 9th Prime
Minister, YAB Datuk Seri Ismail Sabri Yaakob, met with ASEAN leaders to propose Malay
as ASEAN's second language (Berita Harian, 2022). According to him, Malaysians should not
feel embarrassed or awkward when using the Malay language on a global scale because this
effort to elevate the Malay language is also in line with one of Malaysia's Foreign Policy
Framework's priority areas.

This effort will be maintained in any international meetings, meetings, and conferences,
whether bilateral or multilateral, held within or outside the country (Berita Harian, 2022).
Therefore, Malaysians should take the opportunity to strengthen their use of the Malay
language so that this agenda can be realized more quickly. The Malay language's authority and
speaking ability should no longer be questioned, because the Malay language's role in the
construction of the nation-state is based on the three main positions assigned, namely as the
national language, the official language, and the language of knowledge (Othman, Yusoff,
Awang & Jupiter, 2016a). As the national language, Malay becomes one of the foundations
of the people's and country's identity, as well as an element of the unity of people of multiple
descent and dynamic in building international human resources (Othman, Yusoff, Awang &
Jupiter, 2016b). As the official language, Malay becomes a tool for communication that powers
the country's administrative machinery.

The Malay language, as a language of knowledge, plays an important role in imparting

knowledge to the people, particularly the young generation, in order to form human capital to
help the country develop in all fields (Othman et al., 2021). Furthermore, the Malay language
is very important because the use of the Malay language is mandatory in most official
ceremonies, as stated in Article 152 of the Federal Constitution. According to the provision,
the Malay language, also known as Bahasa Malaysia, is an official language whose function
and role as the National Language cannot be contested. The National Language Act of 1967
strengthened Malay's position as an official language. Its significance as a medium of teaching
and learning has resulted in the publication of the Education Act 1961 (Amendment 1996).
Simultaneously, Malaysia's multiracial community is free to use other languages, such as
Mandarin by Chinese and Tamil by Indians.

Furthermore, English remains the dominant commercial and industrial language in the country.
Malaysian citizens are also encouraged to learn other international languages, particularly for
tourism and international trade (MOE, 2014). Furthermore, Malay can be used as a business
language. The rate of use of the Malay language in business is heavily influenced by the extent
to which native speakers of the language use it in business. According to Othman (2021c) the
relevance of MOHE initiatives in reducing the unemployment rate, especially among high
quality graduates where the group will make huge contribution to the development and
economy of the country. If many of them are involved in business, the language they use will
be widely used as a business communication tool. In reality, the Malay language is very
important in everyday life, but many Malaysians are unaware of this and would rather learn
and study a foreign language than their own national language and the challenges that will be
encountered in carrying out this agenda.

First and foremost, Malay language activists' ability to use information and communication
technology (ICT) as research tools, hardware, software, applications, and others in the future
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to develop the Malay language more actively and effectively. As we all know, despite the fact
that the Malay language has been around for hundreds of years, our science and technology
terms have fallen far behind foreign languages such as Korean, Japanese, and the world's lingua
franca, English (Deraman, 2014). Following that, the Malay language community must use,
strengthen, and expand the Malay language at the virtual level for national purposes, as well as
distinguish the Malay speaking community's identity from other language communities..This
is due to the fact that successfully highlighting the image, willingness, and ability to compete
will have a positive impact on the younger generation who are looking for a model identity.

The Malay language can fill this void and provide new inspiration for a brighter future.
Therefore, a program to empower the Malay language that is planned and implemented
effectively can give birth to a modern Malaysian nation. In this context, modernity has been
conveyed in the formation of an integrated nation-state civilization based on Malaysian
language, culture, and ideology (Othman, Ationg, Esa, Hajimin & Abang Muis, 2021d).
Therefore, the MoE's efforts to work with higher education centres and the private sector to
achieve closer cooperation based on Article 152 of the Malaysian constitution to develop the
identity of the Malaysian community. Malay has the authority and ability as a language that
can function as a media to unite people from various races, political thinking, administrations,
legislation, backgrounds and proven to play an effective role as an effective language in
education, trade and other employment sectors (Mohd Shah, Othman, Yusoff, Ationg, Abu
Bakar, Esa & Abang Muis, 2021d).

In addition, we often hear Malay speakers using low quality language. The language is mixed,
namely Malay and English. The mixing is done at every level of language mastery,
pronunciation, spelling, affixes, phrases, sentences, vocabulary, meaning and proverbs.
Language pollution is a phenomenon that has existed for a long time as a result of the use of
technology such as the Short Messaging System (SMS) through the use of mobile phones and
chatting on virtual sites which are among the highest in use such as Tik Tok, WhatsApp, Twitter
and Facebook applications (Mohd Kassim, 2021). The inundation and obsession of the youth
and society on the use of technology is now expanding in line with the development of global
technology and we are also affected by it when we cannot avoid the adverse effects of the
paradigm shift.

This ultimately, causes the phenomenon of language pollution in the education system when
there are students who also use abbreviations, symbols, terms and so on that are not allowed in
their learning when writing essays or answering in exams. The reduction of the role of the
Malay language in the education system as a result of the implementation of several decisions,
such as the teaching of science and mathematics-based subjects in English at school, the
increase and expansion of English as the language of course delivery in IPTA and also the
exclusion of teaching in IPTS in foreign languages as well as the exclusion of teaching Malay
as a compulsory subject (Yalani & Bakar, 2017).

It started when the Education Act 1996, was disrespected when the foundation was set aside
with the decision to teach Science and Mathematics as well as technical subjects in English,
starting in 2003. A policy that is contrary to the National Language Policy and the National
Education Policy and brought misfortune to the majority of the generation the country's youth
was decided to be abolished completely in 2012 (Othman et al., 2021). Then it was replaced
by MBMMBI (Enhancing the Malay Language, Strengthening the English Language). In
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continuation of that, the Malaysian Education Development Plan 2013-2025 places the role of
the Malay language as the national language, the language of knowledge and the language of
instruction in the field of education has been reaffirmed (Abdul Hamid et al., 2021).

The Organization and Consolidation of Programs to Dignify the Malay Language

After Malaysia achieved independence in 1957, the Malay language was declared as an official
language and the national language as stated in the National Constitution (Sharif Adam, 2014).
The Malay language should be preserved so that it can serve as an important medium and
foundation for catalysing harmony and strengthening the unity of multi-racial communities.
However, it was discovered this decade that the Malay language's strengthening is still being
challenged and weakened as a result of the influence and development of the new world order
of the English language in the fields of education, employment, and relationships. The
importance and emphasis on science and technology in English has caused a few people to lose
confidence in speaking Malay, particularly among students at public universities (UA), who
make up the majority of non-Malay ethnicities (Yaacob, Ali, & Abd Wahab, 2017). As a result,
it is appropriate that the empowerment of the Malay language is maintained and emphasised
by all parties such as the government, educational institutions at Institutes of Higher
Education or Public Universities, the Ministry of Education Malaysia, and authorities such as
Dewan Bahasa dan Pustaka (DBP) gather effort in an attempt to uphold the use of the Malay
language among the Malaysian community today.

It is common knowledge that many words from the English language are used in everyday
speech in Malaysia today, such as in the fields of science and technology and medicine, where
the majority of the terms used are in English. As a result, the Dewan
Bahasa dan Pustaka (DBP) has made an effort and played a significant role in enriching our
national language, Malay language, in order to be able to produce more words guided by Malay
language in fields that are rapidly growing this decade, such as science and technology. Among
the efforts made by Dewan Bahasa dan Pustaka (DBP) to increase the use of Malay language
is the intensification of programme implementation from time to time, such as the Youth
Writers' Week. The goal of this Youth Writers Week is to produce and nurture young writers.
This programme also aims to produce future heirs to literary knowledge (Ku Samsu, Adnan,
Ismail, Lee, Ab. Majid & Ab. Razak, 2020).

Dewan Bahasa dan Pustaka (DBP) uses the awarding method to strengthen literary knowledge
in order to encourage writers to enter this field. Dewan Bahasa dan Pustaka (DBP) plays such
an important role in furthering the development of the Malay literary language that it was
designated as a Statutory Body by the government department through an Act of Parliament in
1959 (Amir, 2009). Dewan Bahasa dan Pustaka (DBP) is also a very important organisation
in the printing and publishing industry of books, pamphlets, dictionaries, and various forms of
scientific materials, as it is Malaysia's largest publishing organisation. Dewan
Bahasa dan Pustaka (DBP) has also printed and published a large number of school books,
such as textbooks and reference books, that are essential scientific materials for primary and
secondary school students, such as the Primary School Integrated Curriculum (PSIC) and the
Secondary School Integrated Curriculum (SSIC) (KBSM.

Meanwhile, the Malay Audit Pilot Program (ABM) was implemented from July to August
2012. The implementation of this programme is an effort on the part of the government to
elevate the use and mastery of the Malay language among Malaysians. Furthermore, this
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program was initiated to promote the practise of language unity in the public sector. Tan Sri
Myhiddin Yassin stated that the implementation of this programme in the Public Service
Department began in December 2012 with the goal of auditing the use of the Malay language
in Public Service Department (Fadzillah, 2016). Dewan
Bahasa dan Pustaka (DBP) implemented the Malay Language Audit Program ABM), which
placed Malay language auditors in every government ministry and department. Language
auditors play an important role in monitoring the use of the Malay language, as well as acting
as language officers to ensure that each party complies with official circulars.

Furthermore, ABM evaluates the use of Malay throughout, the use of Malay in conjunction
with other languages, and the use of Malay in audited documents. In terms of quality
assessment, ABM evaluates spelling, punctuation, vocabulary, sentence structure, grammar,
pronunciation in oral communication, politeness of language, manners and delivery of
information, and accuracy of information. The success of ABM is the most recent initiative of
the DBP’s 2011-2015 strategic plan to further catalyse the use of Malay among Malaysian civil
servants and private employees. In fact, the success of ABM has been successfully
implemented for eight years, from 2012 to 2020. Among the early effects of this six-year pilot
programme are those described in the paper "Malay Language Audit in the Government Sector"
(Fadzillah, 2016). Meanwhile, the use of the Malay language in official documents in JPA's 10
government departments is 86%.

Language quality has also been assessed in official letters, e-mails, notices, minutes,
memoranda, reports, presentation notes, handouts, speech texts, complaint responses, and
information displays, which are the corpus and data used in Public Service Department as well
as covering all government departments throughout Malaysia. However, as a result of the
DBP's follow-up, there are some strengths and weaknesses in various aspects of language and
grammar that should be improved in the use of the Malay language in departments and
ministries. Thus, in general, the impact of the launch of the Malay Language Audit Program
(ABM) in an effort to dignify the Malay language from 2012 to 2021 can be implemented
effectively while facing the challenges of development and globalisation in the public and
private sectors, and it also reflects the highest level of the Malay language's integrity in
Malaysia.

Following that, Dewan Bahasa dan Pustaka (DBP) has organised the Reading Movement and
the National Reading Month Program. The Reading Movement was founded in 1972 in order
to foster a love of reading among the Malaysian community and the development of a
knowledgeable society. The main activities of this movement have been carried out in stages
and for short and long periods of time. Dewan Bahasa dan Pustaka (DBP) also organises this
reading movement program. Looking back 40 years, the Minister of Education, YB Datuk
Musa Hitam, launched the Nationwide Reading Movement Project on 28 January 1980 at Balai
Tun Syed Nasir, Dewan Bahasa dan Pustaka (DBP), Kuala Lumpur (Amir, 2009). Short-term
activities prioritise efforts to hold conferences, book exhibitions at the district, state, and
national levels, organise seminars, forums, discussions, lectures, and quiz competitions,
publish the best essays from within and outside the country, provide information and book
reviews, and expand library services.

Long-term activities include reading habits research, publication, distribution, and marketing
of reading materials, as well as studying people's reactions and changes in attitudes toward
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reading (Amir, 2009). The main focus of the reading movement project is concentrated in areas
with high dropout rates, illiteracy and poor reading such as in rural areas and small towns.
Accordingly, the Reading Movement Unit has been established to ensure the smooth running
of this project. In 1995, the Reading Campaign with the slogan "Let's Read Together" was
launched in conjunction with the National Reading Month which was celebrated in August
until 2000. In early 2001, this program was moved to July every year to avoid the overlap of
the Independence Month which is celebrated in August 2002.

In addition, based on the narrative reference of the Lens programme by institute of higher
education on TV1 on 13 April 2022, Associate Professor Norazlina emphasised that the use of
Malay language in daily conversation is very important and should be given serious
consideration (Amir, 2009). She also stated that the use of Malay that does not correspond with
the correct DBP word terms is very concerning, as many of today's youth use terms that are
mixed with foreign languages in their daily speech, such as English and Malay language. The
issue of the use of these mixed colloquial terms stems from Malaysians' attitude toward the use
of colloquial language, which they regard lightly because they face no restrictions or
punishment for doing so. Furthermore, Malaysians who take for granted the use of Malay
language with the incorrect term do so because they believe it is a culture that is accepted
among their friends. To add, authorities such as the government, the Ministry of Higher
Education, the Institute of Higher Education and Statutory Bodies such as Dewan Bahasa dan
Pustaka should take strict action in such cases.

This is significant because, with the obligation regarding speech issues involving incorrect
Malay, society will become more sensitive to the importance of using correct Malay (Hamid,
Aman & Harun, 2010). It has been enshrined and written on the National Principles in the 3rd,
4th, and 5th principles, which are the Sublimity of the Constitution, the Rule of Law, as well
as Politeness and Morality, where Malaysians should raise the Malay Language. If Malaysians
do not comply and do not use Malay as the medium of instruction, it is clear that the law or
National Principles have been violated (Othman, Yusoff, Mohd Shah, Esa, Ationg, Ibrahim &
Raymond Majumah, 2021e, Yusoff et al., 2021). As a result, every party, particularly the
young, should rally to support or empower the use of Malay as the national language, the
official language, and the medium of instruction in HEIs, among other things. In the context of
education, the community must believe that Malay can be used and that it has been used for a
long time; for example, Malay was used as a lingua franca from the 7th to the 19th centuries.
As a result, the administrator must be vigilant to ensure that there is no violation in the context
of the use of Malay or our country's official language (Hassan, Angterian & Yusop, 2017).

Malay as the Medium of Instruction

When Malaysia gained independence on August 31, 1957, Article 152 (1) of the Constitution
designated Malay as the national language whereby the choice of Malay as the country's
national language can be interpreted as an opinion. Malay language emerged during the
colonial era and has since progressed and developed into what it is today (Ibrahim, Ationg,
Esa, Abang Muis, Othman, Yusoff & Mokhtar, 2021). Za'ba outlined six reasons why Malay
was chosen as the national language of the independent Federation of Malaya in his article.
Since Malaya is a Malay country, Malay is the official national language. Malay is the country's
intermediate language. Malay is a living language that evolves over time. Malay is the national
language of Indonesia, and it is a simple language (Jambi, 2008). Whatever the reason,
considering the history and background of the community in Malaya, the choice of Malay as
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the national language is right and correct. The issues that took place in the ten years following
independence, from 1957 to 1966, are significant because they show how the government
worked to establish Malay as the medium of instruction and the country's sole official language
(Sharif Adam, 2014). The government is working to make the Malay language more widely
used in areas such as administration and education, thus the value of education cannot be
overstated, it is also critical to ensure that all Malaysians understand the Malay language as an
important component of their national identity (Othman, Din, Said & Aziz, 2021f).

Malaysians are proud of their national language, Malay. Malaysians should make an effort to
respect the Malay language wherever we go. As a result, several efforts are being made to
elevate the Malay language, such as making it the medium of instruction. To accomplish this
goal, the Razak Declaration (1956) mentioned the policy of using Malay as the language of
instruction (Esa et al., 2021). The proposal was voiced during the National Student Leadership
Conference (PEMANAS) at the Putra World Trade Centre (PWTC) by Mohamad Reeza Abd
Patah who is a representative of the Education portfolio and is also a student at Universiti Tun
Hussein Onn Malaysia (UTHM) (Berita Harian, 2017). He suggested Malay as the language of
instruction in vernacular schools in this country in order to further strengthen the fluency and
mastery of students and teachers (Berita Harian, 2017). He also emphasized that the proposed
proposal aims to inspire patriotism among teachers and students in vernacular schools through
the mastery of Malay language.

According to the proposal made by the students of Universiti Pendidikan Sultan Idris (UPSI),
they found Malay as the Language of Knowledge in Public Universities in Malaysia. They
argue in their proposal that Malay is a language with the potential and ability to express various
disciplines and fields. There is no doubt about the Malay language ability to be used as an
introductory language in any field because there is ample evidence to support that claim (Berita
Harian, 2017). Since the days of the Malacca Malay Kingdom, the Malay language has served
as a means of communication between Malacca and other countries around the world (Esa et
al., 2021). They emphasised once more that the Malay language would not be able to stand
majestically on the international arena if it was not made the medium of instruction and that
the Malay language should be placed in its proper place.

Summary and Recommendations

Overall, the issue of ability and authority should not be contested or questioned again because,
since independence, the Malay language has been enshrined in the national constitution as the
national language. The importance of the Malay language should be fought for because there
are numerous advantages to giving the Malay language dignity. Following that, all challenges
and obstacles to the dignity of the Malay language must be faced together for the sake of the
Malaysian nation's identity, because the Malay language demonstrates that we are a true
Malaysian nation. As a result, preserving the Malay language is a shared responsibility that
must be defended and fought for in order for our country to become a harmonious nation with
a language that unites all. For example, the Malaysian Ministry of Education and Institutes of
Higher Education should conduct training that can catalyse the fluency of students as well as
administrative parties at the school and university level in order to improve and streamline
issues such as lack of fluency and dignified use of the Malay language as an official language
that every Malaysian should master.

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This is significant because, in this decade, there is a lot of use of language and terms that are
mixed up in people's everyday speech because they are not subjected to serious restrictions or
punishment for doing so. Meanwhile, Statutory Bodies such as DBP should continue to
actively implement projects and programmes that can raise community awareness at any level,
for example, the implementation of programmes such as the Reading Movement and the
National Language Month should be carried out every year by further diversifying the activities
carried out throughout the duration of the program so that the approach to efforts is consistent.
The implementation of programs that aim at elevating the Malay language in Malaysia's multi-
racial and ethnic society is critical. This is important to emphasise because fluency, volume,
grammar, and knowledge of the Malay language, for example, using proverbs in speech, can
elevate the Malay language even higher, just as the Malay language once served as the language
of introduction, language of knowledge, and lingua franca in the archipelago between the 7th
and 19th centuries.

Furthermore, with the dignifying attitude and fluency in the Malay language among Malaysia's
pluralistic society, it is undeniable that they are able to establish the Malay language as the
national language, in addition to highlighting their national identity as Malaysian citizens who
obey the constitution that has been drafted by the government since the beginning. Finally, if
the government, such as the Ministry of Education and institution of higher education, want to
implement programs that can catalyse the fluency of students as well as administrative parties
at the school and university level, issues such as lack of fluency and the dignity of Malay as an
official language that every Malaysian should master can be improved and streamlined. This
is significant because, in this decade, there is a lot of use of language and terms that are mixed
up in people's everyday speech because they are not subjected to serious restrictions or
punishment for doing so.

In the meantime, Statutory Bodies such as DBP should continue to actively implement projects
and programmes that can raise community awareness at any level, such as the Reading
Movement and the National Language Month, which should be carried out every year by
diversifying the activities carried out throughout the duration of the programme in order to
approach efforts to catalyse, streamline, and dignify the Malay language as the National
Language. Federation is a possibility. The study's direction looks at the continuation of the
impact of the Malay language's empowerment as a language of unity and one of the mediums
that play a role in realising our country's aspiration to achieve racial harmony. (a) the use of
English as the first medium of speech today is a contributing factor to the lack of use of the
mother tongue among Malaysia's multi-ethnic community and cultivates an individualistic
attitude., (b) the use of the Malay language in the private sector has not been prominent because
there are a few parties who believe that the Malay language has low commercial value in the
business sector, (c programs that empower the Malay language play an important role in
catalysing the fluency of students as well as administrative parties at the school and university
level, allowing issues such as lack of fluency and the dignity of the use of the Malay language
as an official language that should be mastered by every Malaysian to be improved and
streamlined; and (d) the Malay language is unlikely to stand majestically on the world stage if
it is not used as the medium of instruction.

Acknowledgements
The authors would like to acknowledge and extended special gratitude to the Global Academic
Excellence (M) Sdn Bhd, who granted the Publication Grant Scheme for this project.
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