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

Roseline David,Joseph Alagiaraj Thambu Raj

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

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.

Highlights

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
The students were exposed to creative expressions under various topics which were emphasized to be utilized in continuous writing
Malaysian secondary school students generally lack the necessary skills in reading and writing effectively in an English language classroom, making it as one of the major obstacles faced by most English as a Second Language (ESL) teachers to incorporate in the classroom

Summary

Introduction

Malaysian secondary school students generally lack the necessary skills in reading and writing effectively in an English language classroom, making it as one of the major obstacles faced by most English as a Second Language (ESL) teachers to incorporate in the classroom. Though ESL students can acquire the English language through reading and writing texts, it is not emphasized in the classroom as the curricula are primarily devised separately under the pretext that these skills are completely different. This separation ignores the integrative relationship between reading and writing and fails to see the contributions that the connection of these skills can make on students’ language ability (Jui-min Tsai, 2006). It alienates the emotions involved in the reading and writing in the classroom

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