1. Prepared by:
Mohd Zamri bin Azmi (P69256)

2. 
“The English language syllabus for primary schools aims to equip
learners with basic skills and knowledge of the English language so as to
enable them to communicate, both orally and in writing, in and out of
school”
(KementerianPendidikan Malaysia, 2003)
“By the end of Year 6, pupils should be able to:
i. communicate with peers and adults confidently and appropriately in
formal and informal situations;
ii. read and comprehend a range of English texts for information and
enjoyment;
iii. write a range of texts using appropriate language, style and form
through a variety of media;
iv. appreciate and demonstrate understanding of English language literary
or creative works for enjoyment; and
v.usecorrect and appropriate rules of grammar in speech and writing.”

(KementerianPendidikan Malaysia, 2012)

3. 
“Malaysian students do not seem to be able to attain reasonable
English literacy even after going through 11 years of learning
English in school”
(Naginder, 2006; Nor HashimahJalaludin, Norsimah Mat Awal&Kesumawati Abu Bakar, 2008)

“Many Malaysian students face problems with writing in English”
(Noriah Ismail, Supyan&SaadiahDarus, 2012)

“The learners have difficulties in using correct English grammar
in their writings. Three most frequent errors are wrong use of
articles, subject-verb agreement, and copula be”
(MarlynaMaros, Tan Kim Hua, and Khazriyati, 2007)

Besides poor understanding of relative clauses (Eng
&Heng, 2005), certain Malaysian ESL students can‟t even
differentiate simple present tense and past tense (Mohd Hilmi&
Juliana, 2010).

4. Poor understanding of
relative clauses
Still not attain English
literacy even after 11year schooling
Difficulties using the
proper grammar in general
such as subject-verb
agreement.
Less critical thoughts in
writing due to the limited
English vocabulary & phrases
to express.

5. 
RL
could be illustrated as an approach that
stresses on the importance of learning styles in
students‟ learning
(Fortney, 2005)

It offers the students to learn according to their
preferences by providing them with different stations to
learn in the classroom
(Silver, Strong & Perini, 2007)

During the activity, students would alternately move from one
station to another station, and collaboratively attempt to
complete the different types of provided activities.

7. 
Constructivism
“learning is the active process of constructing rather
than passively acquiring knowledge. Learners should be
seen as the active clients who progressively involved in
their learning acquisition”
(Santrock, 2008)
Interactionism
“Social interactionism emphasizes the dynamic nature
of the interplay between teachers, learners and
tasks, and provides a view of learning as arising from
interactions with others”

(Woofolk, 2007)

8. 3.3.1 „Exam-orientedness in Malaysia‟
Issue
How?
Explanation
“Malaysians treat examinations very
seriously with teachers paying closer
attention to classes taking public
examinations and training students to
be celikujian (test wise)”
The use of
various
engaging
writingrelated
activities in
different
stations.
As rotational learning offers the
mode
of
learning
within
different station, each station
could offer various engaging
„writing‟ activities. This might
increase the active participation
from learners, as they might
feel
the
provided
writing
activities are not „dry‟, which
hopefully could lead them to
learn better in writing.
(TanKok Eng &Millner, 2007)
“Most Malaysian students experience
school as examinations or practice for
examinations, rather than as a broad
education“
(Nesamalar,Saratha&Teh, 2005)
Teachers relies too heavily on past year
examination questions, worksheets
and exercise books in teaching certain
language skills such as grammar.
(Ambigapathy, 2002)

9. Issue
How?
Explanation
“In writing, numbers of ESL learners in
general have problems
related to
punctuations, language use and
conventions”
The mastery
learning
approach.
As RL focuses very much on the
learner-centredness,
this
approach enables learners to
learn step-by-step and ensure
them to master certain basics of
language
completely
before
proceed to the advanced level; for
example, in learning „Simple
Sentence‟,
below
are
the
suggested activities which could
be considered:
(Neda , Mariann Edwina &SeyyedHosseinKashef,
2012)
Malaysian ESL learners in general
frequently
commit
mistakes
in
subject-verb agreement, adjectives,
adverbs, plural forms and copula.
(Nor Hashimah,
Norsimah,&Kesumawati, 2008)
“Many teachers complains students
hesitate to write and leave their writing
half done because writing appears
difficult to them”
(Parlah, Wan Hamimah, Rosseni,
Aminudin& Khalid, 2011)
-Station A : „Subj + Pred‟ activity
-Station B : „Jigsaw words‟ activity
-Station C : „Note expansion‟.
-Station D: Sentence
construction
*Jigsaw word – Word strips would be
given, and need to be arranged
correctly in order to form a sentence.

10. Issue
How?
“Many ESL learners are unable to - Feedback
write critically due to the low level of session.
motivation and poor attitude towards
writing”
-
(Noriah Ismail, DialogicInteracti
SaadiyahDarus&SupyanHussin, 2012) on (Tc-Ss | SsSs) during the
writing
“Feedbacks
given
by
teachers activities.
regarding student‟s writing are too
grammar-based instead of focusing
on the content”
(„Grading and Giving Feedback on ESL
Writing, n.d.)
Explaination
- RT offers more room for
teachers and students to do
the feedback session. Teachers
could positively comment on
student‟s complete essay or
perhaps during the writing
process itself during the RL
session
for
example,
by
responding to how the essay
could be written critically.
-Meaningful interaction
or
discussion between learners
and teacher during the RL
session could stimulate critical
thinking among them which
hopefully
could
be
seen
through the given writing
tasks.

11. Challenges
Suggestions
Time constrain
Propose for extra weekly English hours, so the
modification in RL could be done effectively in term of
-Limited time to provide having the numbers of „activity‟ station in each session;
materials for the „bigsize‟ for example, the 30-minute lesson might not able to
classrooms.
accommodate for more than two stations; therefore,
the extra weekly English hours could allow for more
- Limited contact hours of sessions of RL in the classroom.
English
Classroom management
-„Big-size‟
classroom
might
allow
more
disruptive behaviours to
occur if the students start
to off-task
(Nesamalar, Saratha&Teh 2005)
Besides having teacher assistant, the disruptive
behaviours probably could be deterred by having an
extra facilitator to assist the teacher. These facilitators
could consist of parents, teachers or perhaps other
reliable individuals. They could help to assist the
learners in every station, so the learners would be
consistently on- task.

12. Ambigapathy,
P.
(2002).
English
language
teaching
in
Malaysia
http://www.tandfonline.com/doi/abs/10.1080/0218879020220205#preview
today.
Asia
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Journal
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22(2),
35-52.
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Fortney,
B.
(2005).
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