Abstract
In this study, the researcher aims to work for a solution in helping the 4th form students whom encounter with the challenge faced in writing. They are unable to produce the writing task in the language class independently. The major concern among educators is focus on the deficiency in English competence among Malaysian learners beside facing the examination, English serves as a tool to communicate and connect with each other in social context, as Jeon-Ellis, Debski and Wiggleswort (2005) define the language classroom as “a social context to which learners bring themselves and their past experiences in which they establish certain relationships and attempt to participate and engage in tasks in ways that best fit their social needs” This confirmed the vital eminence of students to learn the national language-Bahasa Malaysia and English. Besides the essential need to obtain bilingual proficiency in Shift 2 of the Blueprint of Education in Malaysia, the crucial necessity of proficient in Bahasa English in the multicultural society makes a natural setting for students to master English. Thus, writing skill that has challenged the basic writer required cultural responsive teaching and reader respond theory to ease the problem encountered with the HOTS in 21st century learning environment.
Highlights
In the Malaysian education system, English language is learnt in classrooms; and it is one of the compulsory subject
One of the main goals in the Preliminary Report of Malaysia Education Blueprint issued by the Ministry of Education (KPM) in September 2012 is to promote the capability of bilingual proficiency, it is vital essential as “every child will be, at minimum, operationally proficient in Bahasa Malaysia as the national language and language of unity, and in English as the international language of communication” (Report of Malaysia Education Blueprint, p26-27, 2012)
Instead we begin teaching students to attend to their inner language, to their individual sensations, perceptions, emotions, incipient understandings, observations, and perspectives
Summary
In the Malaysian education system, English language is learnt in classrooms; and it is one of the compulsory subject. To put the writing challenges as the focus of attention because to learn language well, it is the crucial path a student must travel to further acquire knowledge. According to Halliday, as a linguist with sociological leanings, emphasizes linguistic behavior and the purposes it serves in social life. As he readily recognizes, one of the most important of these purposes is the construction and manipulation of knowledge; as he states in the opening section of LTL, “language is the essential condition of knowing, the process by which experience becomes knowledge” One of the main goals in the Preliminary Report of Malaysia Education Blueprint issued by the Ministry of Education (KPM) in September 2012 is to promote the capability of bilingual proficiency, it is vital essential as “every child will be, at minimum, operationally proficient in Bahasa Malaysia as the national language and language of unity, and in English as the international language of communication” (Report of Malaysia Education Blueprint, p26-27, 2012)
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