The education system in Malaysia is divided into 4 general stages which are preliminary, primary, lower secondary , upper secondary and higher institutions. Various stages have different English classroom context. However, the most crucial English language learning classroom context is during primary and secondary school whereby Malaysian students spend almost 12 years in primary and 4 years in secondary learning English language components;reading writing,listening and speaking.(Chan,2018). It is the longest period where students are exposed to English language learning. Malaysian students have longer exposure to learning English language in schools compared to learning in university” (Musa,2012.35). To this end, whenever , the Ministry of Education instills a new program or an objective for English schools classroom context , they always start from Primary One for ‘Sekolah Kebangsaan’ and Form One for ‘Sekolah Menengah Kebangsaan’.(MoE,2015).
Hence, Form 1 students are always used to begin implementing English language policies and its often carried forward till Form 5. Therefore, it will be beneficial if an educational pedagogy like learning English through a Writing Module is being implemented with Form 1 students in learning English since they can grasp it at a very early stage of learning English writing skills and carry forward the knowledge till Form 5. In short, the current research will be conducted in Malaysian secondary English classroom context focusing only on Form 1 students.
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