Enhancing indigenous language education: evaluating the effectiveness of Kadazandusun language teaching methods among primary school teachers in Sabah

Abstract

This study aimed to examine the effectiveness of Kadazandusun language teaching and learning methods employed by primary school teachers specializing in the instruction of the Kadazandusun language. The research focused on the implementation of systematic pedagogical approaches that incorporate a variety of instructional techniques and strategies to enhance the teaching and learning process. Specifically, the study investigated the application of teaching methods such as dialogue-based activities, role-playing, drilling, singing, demonstrations, and educational games in facilitating language acquisition and learner engagement. A total of 20 Kadazandusun language teachers from primary schools across the Tambunan District, Sabah, participated in the study. A quantitative research approach employing a descriptive survey design was adopted to obtain insights into teachers’ perceptions of the effectiveness of these instructional methods. Data were collected using a structured questionnaire comprising 30 items and subsequently analyzed using the Statistical Package for the Social Sciences (SPSS) version 23.0. Descriptive statistical analyses, including mean scores and standard deviations, were utilized to interpret the data. The findings revealed that the overall level of acceptance and perceived effectiveness of the teaching methods was positive, with an overall mean score of 3.05. This result suggests that the instructional approaches employed by the teachers were generally effective in supporting the teaching and learning of the Kadazandusun language. Nevertheless, the findings also indicate the need for greater integration of learner-centered instructional models and the more effective utilization of teaching resources and educational materials. Such enhancements may contribute to improved classroom management practices, increased effectiveness of teaching and learning activities, and a reduction in teachers’ instructional workload. Based on these findings, several recommendations are proposed to strengthen pedagogical practices and further improve the quality of Kadazandusun language education in primary schools.