Abstract
This study investigated how incorporating reading activities in writing classes can help secondary school students develop their writing skills. The study was conducted using samples selected conveniently which involved 30 Form Four and Five students from one of the local secondary schools in Kapit, Sarawak. This study examined specifically on the effects of engaging reading activities in writing classes on their writing performance. This qualitative study examined how incorporating reading activities into writing classes can influence students’ writing results. Data was collected from a semi-structured interview and a pre- and post-test experimental research based on writing tests that were graded using the Common European Framework Reference (CEFR) writing marking scheme. The result was analysed using descriptive statistic to find the mean and standard deviation of both pre and post-test. Findings showed that incorporating reading activities into writing tasks during English language class increased the respondents’ writing output significantly. The results of this study are hoped to assist English as Second Language (ESL) students and teachers in recognising the importance of reading activities in writing classes as an effort to improve writing performance.
Highlights
Data was collected from a semi-structured interview and a pre- and post-test experimental research based on writing tests that were graded using the Common European Framework Reference (CEFR) writing marking scheme
English is stipulated as a second language in Malaysia, where its role and functions have been institutionalised in the Education Ordinance since 1957, and reinforced in the Education Act as well mandated in the National Education Policy 1970 (Azman, 2016)
The findings indicated that the majority of the participants agreed that incorporating reading activities into their writing class has a significant impact on their writing performance and that there is a direct relationship between reading and writing in improving writing performance
Summary
English is stipulated as a second language in Malaysia, where its role and functions have been institutionalised in the Education Ordinance since 1957, and reinforced in the Education Act as well mandated in the National Education Policy 1970 (Azman, 2016). The announcement of the English Language Education Roadmap for Malaysia 2015-2025, which is an extension of the Malaysia. Education Blueprint (MEB), is the fourth and most recently implemented reform (Don et al, 2015). MEB aims to raise the nation’s educational level to suit the global norms by aligning the system with the CEFR, which is an international standard in the hope to inculcate English proficiency among Malaysian citizens
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