Excelling in Exam Through Narrative Writing: A Connection of Creative and Descriptive Expressions

Roseline David, Joseph Alagiaraj Thambu Raj

Abstract


This paper discusses the impacts of an action research on how students can excel in writing skills regardless of their level of competency especially for those taking the English Language paper (SPM 1119) in the Malaysian Secondary School Public Exam in 2018. This action research aims to exert the need for realigning our focus to incorporate an approach of teaching and learning at upper secondary level. The research was carried out from January to October in a secondary school in Kota Kinabalu, Sabah. Two classes of 37 Limited English Proficiency students and 24 High English Proficiency Students who were sitting for SPM 1119 in 2018 were the subjects. The students were exposed to creative expressions under various topics which were then emphasized to be utilized in continuous writing. As a result, the performance of students had improved significantly in their continuous writing where they eventually scored 100 percent pass in SPM1119 in 2018. All 24 Highly Competent students were able to score ranging from “A-” to “A+” with grade A being the median grade. On the other hand, all the students from the Limited English Proficiency students passed with grades ranging from “A”+ to “E” (minimum passing grade) with grade “B” as the median.

Keywords


Creative Expressions, Descriptive Expressions, Exam Performance, Narrative Writing

Full Text:

PDF

References


Appleyard, J. A. (1991). Becoming a Reader, Cambridge University Press, USA

Azizi, M., Nemati, A. & Estahbanati, N. (2017). Meta-cognitive awareness of writing strategy use among Iranian EFL learners and its impact on their writing performance. International Journal of English Language & Translation Studies, 5(1), 42-51.

Daniel, C. (2012). Your Turn, How to Improve Student Writing and Business Education, BizEd January February. Retrieved March 10, 2012 from http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=02cc7d3d-c1a2-4e22-bf84-19fd563e12ea%40sessionmgr4&vid=5&hid=4

Faridah, A. H., Naimah, G. & Hamidah, Y. (2005). Kemiskinan dan Pendidikan: Perubahan Minda Orang Melayu Ke arah Kecemerlangan Pendidikan Akademik, Jurnal Penyelidikan Pendidkan ,Jilid 7, Bahagian Perancangan dan Penyelidkan. KPM. Retrieved March 20, 2012 from http://www.moe.gov.my/upload/galeri_awam/penyelidikan/2005/2005_BTMK_5_9637_3446.pdf

Fitzgerald, J. & Shanahan, T. (2000). Reading and Writing Relations and Their Development. Educational Psychologist, 35(1), 39-50. Retrieved September 14, 2008, from http://www.informaworld.com/10.1207/S15326985EP3501_5

Geiser, S., & Studley, R. (2001). UC and the SAT: Predictive validity and differential impact of the SAT I and SAT II at the Universityof California. Oakland: University of California Office of the President. Retrieved March 1, 2002, from http://www.ucop.edu/sas/research/researchandplanning/pdf/sat study.pdf

Jordan, C.H. et al. (2008) The Heterogeneity of Self Esteem , Exploring the Interplay between Implicit and Explicit Self-Esteem . In Petty, R. E , Fazio R. H, Brinol P. Attitudes (pp 251-281), New York: Psycology Press.

Gaudart, H. (2003). Intercultural considerations when teaching English in Malaysia. In M.E. Vethamani (ed.), Readings in TESL Vol. 1: essays in honour of Hyacinth Gaudart (pp. 1-18). Kuala Lumpur: Sasbadi Sdn Bhd.

Hamilton, A. (2018, June 4). Solving Malaysia’s problem with English. Free Malaysia Today. Retrieved August 31, 2019, from https://www.freemalaysiatoday.com/category/nation/2018/06/18/solving-malaysias-problem-with-english/

Hileson, M. (1996). I want to talk with them but I don’t want them to hear,In K.M Bailey and D. Nunan (Eds.) , Voices from the Language Classroom (pp. 248-277), Cambridge, Cambridge University Press.

Jui-min Tsai (2006). Connecting Reading and Writing in College EFL Courses, The Internet TESL Journal, XXII(12). Retrieved October 20, 2007 from http://itesl.org/

Kathpalia, S. S., & Carmel, H. L. H. (2011). Metaphorical Competence in ESL Student Writing. RELC Journal, 42(3), 273–290. Retrieved September 2, 2017 from https://doi.org/10.1177/0033688211419379

Kellog, R. T. & Whiteford, A. P. (2009). Training Advanced Writing Skills: The Case for Deliberate Practice, Educational Psychologist, 44(4), 250-266. Retrieved on April 2, 2012 from http://dx.doi.org/10.1080/00461520903213600

Koons, H. H. (2008). The reading-writing connection: An investigation of the relationship between reading ability and writing quality across multiple grades and three writing discourse modes (Unpublished PhD Dissertation), Faculty of the University of North Carolina, Chapel Hill. Retrieved April 2, 2012 from https://cdr.lib.unc.edu/indexablecontent?id=uuid...24f8...

KPM. (2000). Revised English Language syllabus for secondary school. Kuala Lumpur, Dewan Bahasa dan Pustaka.

Leki, I. & Carson, J. G. (1994). Students’ Perception of EAP writing instruction and writing needs Across the Disciplines, TESOL Quarterly, 28, (1). Retrieved March 4, 2012 from http://www.jstor.org/discover/10.2307/3587199?uid=3738672&uid=2&uid=4&sid=47698737700687

Olson, C. B. (2003). The Reading Writing Connection: Strategies for teaching and learning in the secondary classroom, USA, Pearson Education, Inc.

Noorhartini, R. & Noor, H. R. (2019). Exploring Metacognitive Writing Strategies in the Writing Process using Think Aloud Protocol: A Study across Gender. American Journal of Sciences and Humanities, 4(1): 178-187.

Pandian, A. (1997). Literacy in Postcolonial Malaysia. Journal of Adolescent & Adult Literacy, 440(5), 402-405.

Phakiti, A. & Li, L. (2011). General Academic Difficulties and Reading and Writing Difficulties among Asian ESL Postgraduate Students in TESOL at an Australian University, RELC Journal, 42,227. Retrieved March 27, 2012 from http://rel.sagepub.com/content/42/3/227.full.pdf+html

Rosenblatt, L. (1995). Literature as Exploration, New York. Modern Language Association.

Thamburaj J. A. A. (2007). Reader Response Theory: Link to Young Adults, The English Teacher, XXXVI, 93 – 100.

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms? (2nd ed.). VA: Association for Supervision and Curriculum Development.

Vethamani, M. E. (2007). Reading Literary Texts, The English Teacher, XXXVI, 19 -33.

Zhang, L. J. (2001). Exploring Variability in Language Anxiety: Two Groups of PRC Students Learning ESL in Singapore, RELC Journal, 32: 73. http://rel.sagepub.com/content/32/1/73.full.pdf+html




DOI: https://doi.org/10.7575/aiac.ijels.v.7n.4p.46

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2024 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.