Malay Language Teachers Research Articles

PENGARUH PEDAGOGI DALAM PENERAPAN KEMAHIRAN INSANIAH DALAM KALANGAN PELAJAR SEKOLAH MENENGAH

Soft skills are non-academic competencies that complement a student's academic achievement to face the world of work in the future. This study aims to identify ways of implementing soft skills and the kind of soft skills emphasized in the teaching and learning of the Malay language among secondary school students in nine selected schools in Kedah, Penang, and Perak. The study involved focus group interviews and individual interviews consisted of 119 students and 26 Malay language teachers. The findings show that soft skills apply directly and indirectly through various learning activities in Malay Language subjects. Respondents from normal schools received less exposure to soft skills compared to respondents from high-performing schools (HPS). Among the soft skills identified in this study are teamwork skills, self-confidence, communication, critical thinking, leadership, influencing skills, critical and creative thinking skills (CCTS), and problem-solving skills. Communication skills and teamwork skills were among the most detected soft skills in the three high-performing schools involved in this study. Meanwhile, the activities carried out to apply soft skills are group discussions, presentations, acting, poetry recitation, storytelling, public speaking, forums, and question and answer. Although this study is not comprehensive in terms of the number of schools and respondents, the findings of this study are important to explain the real scenario of the level of mastery and integration of soft skills, especially in the nine cases of this study.

Nurturing Higher Order Thinking Skills Among Malay Language Teachers Through Lesson Study

The aim of this study is to identify higher order thinking skills (HOTS) among Malay language (ML) teachers through a lesson study. Two aspects were explored in order to answer the research questions, namely the nurturing of HOTS and the teaching attitude towards the implementation of the lesson study at school. Qualitative research is the research design used by the researchers. A total of seven ML teachers acting as participants in the research. Information is obtained through triangulation methods which cover interviews, observations and analysis of documents. The data interviews were analysed and transcribed verbatimally with study participants. The findings showed that there is a deepening of teacher’s HOTS through a variety of student learning activities during teaching. The participants in the study were positive and prepared for study of the lesson. Study lessons would be more effective if the workload of the teacher is decreased. Meeting time between teaching staff involved in the study of lessons should be included in the teaching schedule. The findings of this study are therefore important to consider the development of HOTS, which can be used by all teachers in teaching to make learning more relevant to 21st century learning.

The Analysis of Implementation and Scoring for KSSM Oral Assessment Among the Lower Secondary Teachers

The Standards-Based Curriculum for Secondary School (KSSM) was first implemented in Malaysia in 2012 by applying an assessment system integrated with the teaching and learning process (T&L) to replace the previous education system that was more examination-oriented. The Curriculum and Assessment Standard Document (DSKP) for the Malay Language subject was introduced in April 2016 and implemented by stages from 2017 until now. Thus, after three years, this study attempts to analyse the implementation and scoring procedures of oral assessment integrated with teaching and learning in the classroom among the seven lower secondary school teachers from a district in Negeri Sembilan. Two participants were selected to represent each school in different categories which are Sekolah Menengah Kebangsaan (SMK), Sekolah Agama Bantuan Kerajaan (SABK) and Sekolah Berprestasi Tinggi (SBP). Qualitative research with a case study design has been conducted on seven Malay Language teachers between 26 to 52 years old. They were selected through purposive sampling. The research data were collected by triangulation, through the interview method, observation on the implementation of oral assessment for teaching and learning (T&L) in the classroom, and document analysis. The collected data were analysed using the ATLAS.ti software version 8. The main findings of the study showed that all participants successfully implemented the assessment based on DSKP. However, the oral scoring procedure should still be emphasized and monitored because three out of seven Malay Language teachers did not enforce it using a proper process. In general, this study found that the teachers successfully integrated the theory of the function, the role of classroom assessment, and the steps outlined by the Ministry of Education (MoE), starting from the planning procedure, selecting methods, implementing, recording, follow-up action, and reporting the assessment. Recommendations for future studies related to scoring consistency, rubric appropriateness, reporting, and assessment quality monitoring need to be enforced in every assessment aspect to make sure it is in parallel which results are complementary and high accountability of the assessment.

The Novel Adaptation Film as a Teaching Language and Literature Media

This research examined the film (movie) adaptation of the novel as a media or materials of instruction that can be used in the teaching of Malay language and literature in schools, particularly secondary schools. This film adaptation involves a movie whose story is taken from novels. The transfer from text to film is a relevant attempt for understanding in the learning process. Film as a medium is not extensively accepted and planned as a learning activity in the classroom or self-learning at home. The advancement of internet and smartphone technology, as well as media such as mp4, YouTube and DVD facilitates access to these films. The analysis of this study was based on the Learning Theory of Constructivism. This study attempted to state the elements of language style and moral values ​​in selected fiction film clips, analyse the frequency of language style elements and moral values. The films were Hang Tuah (1956), Hang Jebat (1961), Langit Petang (1982), Perempuan Berkalung Sorban (2009), and Langit Cinta (2016). The completion of the study revealed elements of language style employed and moral values ​​recognised based on the film clips adaptation of the novel. The conclusions of this research determined that the movie clips met the characteristics of Constructivism Learning Theory and relevant in the teaching and learning of Malay Language and Malay Literature at school

AMALAN PROFESIONALISME GURU BAHASA MELAYU SEKOLAH KEBANGSAAN DALAM ASPEK NILAI

The concept of professionalism is closely related to individual job scope in any field of work. Teacher professionalism demands a value to carry out teacher’s responsibilities with full commitment and dedication. As the quality of education is related to the value of teacher professionalism that will determine the effectiveness of teaching and learning. Standard Guru Malaysia (2009) has placed the value of professionalism as the main standard. Therefore, this research is conducted to review teacher’s professionalism among primary schools’ Malay Language teachers of Klang, Selangor in the term of value. The objective of this study is to identify the level of teachers’ professional practice English in terms of value and identify the level of self-assessment of teachers' professional practice in primary schools’ Malay Language teachers. Quantitative Research was used in this study involving 219 teachers. The questionnaire with five Likert scales has been used for the purpose of data collection. The items used are guided by Standard 1: Values of Professionalism in the Malaysian Teacher Standard. Descriptive statistics were used to know the mean, standard deviation, frequency, and percentage to obtain accurate findings in the process of analysis the items of study. Data obtained are analysed using Software Package for Social Science (SPSS) version 25. The result of the analysis shows that the professionalism practice of Malay Language teachers in terms of values at the high level of 4.46. The finding describes the teachers know and practice the value of professionalism well but the value practice among teachers needs to be constantly enhanced because teachers are the transformation agent in the education system. The level of self-assessment among Malay Language teachers is at the high level of 3.68 means. In self-assessment section found that there are a few items that need to be emphasized in future studies because the feedback from this study illustrated that there are some disadvantages inherent in professionalism. And this affects the quality of professionals as Malay Language teachers. In conclusion, the teacher's efforts to complete the responsibilities towards the student, school, and community requires a strong value to produce professional attitudes teachers.

The Level of Reading and Writing Proficiency among B40 Students from the Malay Language Teachers' Perspective

This qualitative study examined the level of proficiency of reading and writing skills among students from the B40 families from the Malay Language teachers' perspective. A sum of four Malay Language teachers who teach B40 students were interviewed. It concerned two Malay Language teachers teaching in Secondary School A (SSA) and two Malay Language teachers teaching in Secondary School B (SSB). The participants of Malay Language teachers comprised three females and one male teacher. All Malay Language teachers are qualified teachers, having teaching experience between 11 to 25 years. Structured interviews were used as research instruments. The researchers analysed interview data narratively, and the themes derived were based on interview questions. The outcomes confirmed that all B40 Chinese, Indians and Malays students had minimal reading and writing level. B40 Chinese students had the weakest reading and writing skills. The four Malay Language teachers established that the B40 Chinese students had the weakest reading and writing skills, followed by B40 Indians and B40 Malay students. The Malay Language teachers affirmed that attitudinal factors were the principal grounds B40 students could not read, particularly B40 Chinese students. Essentially, the researchers identified attitude factors and parent support as drivers to the failure of B40 students to master reading and writing skills proficiently.

THE EFFECTS OF COACHING AND MENTORING ON METACOGNITION KNOWLEDGE AMONG MALAY LANGUAGE TEACHERS IN SABAH, MALAYSIA

This study was conducted to examine the relationship between coaching and mentoring guidance and the levelof metacognition among Malay language teachers. In 2013, the Ministry of Education Malaysia implemented the District Transformation Programme as a pilot project before it was expanded nationwide in the following year.This step was taken to empowerteachers through the School Improvement Specialist Coaches (SISC) programmethat develop the teachers’ competencies, metacognition and expertise. Using a quantitative approach, the study analysed data were collected from 186 teachersteach in the Tuaran district, Sabah. Study data were analyzed using descriptive and inference analysis. Overall, the findings show that the level of coaching and mentoring is high, thus illustrating that teachers are ready to receive coaching and mentoring guidance in order to develop metacognition ability as well as to improve their teaching and learning performance. Although not entire coaching and mentoring items have a significant relationship in terms of teachers’ metacognition, there is a significant relationship between coaching and mentoring guidance and teachers’ metacognition in terms of declarative knowledge element.

MODEL OF VIRTUAL LEARNING ENVIRONMENT ADOPTION AMONG THE MALAY LANGUAGE TEACHERS IN MALAYSIAN NATIONAL SECONDARY SCHOOLS

There are too few studies that examine the adoption of the Virtual Learning Environment among secondary school teachers specifically among the Malay language teachers. Therefore, the study attempts to elaborate the issue of using the Virtual Learning Environment by applying the Technology Acceptance Model (TAM), the Unified Theory of Acceptance and Use of Technology (UTAUT), the concept of teacher's faith in teaching and Elys’ Condition of Change Model. This study is a survey research using a questionnaire as the instrument of study. A total of 400 Malay Language teachers at national secondary schools in Selangor were randomly selected as respondents. Partial Least Squares-Structural Equation Modelling (PLS-SEM) has been used to identify the validity, reliability and analysis of structural data. The findings show that the Virtual Learning Environment is influenced by variables such as administrative support, perceived ease-of-use, technological skill, facility condition, teachers' belief towards teaching, attitude and adoption intention. A coefficient of determination (R2) of 81.6% in this study indicating that this model is a strong model to explain the variables include administrative support, facility condition, perceived usefulness, technological skill, teacher's beliefs towards teaching, attitude and behavioural perceived usefulness to adopt, will influence the adoption of the Virtual Learning Environment. In conclusion, the adoption model of the Virtual Learning Environment among Malay Language teachers is expected to contribute to the successful use of the Virtual Learning Environment in teaching the Malay language.

Higher Order Thinking Implementation Strategies in Teaching Listening and Speaking Skills of Malay Language Teachers in Primary School

Higher Order Thinking Skills (HOT) is one of the key elements that are emphasized in the Malaysia Education Blueprint (MEB) 2013-2025 to improve the quality of the country’s education which comparable with other countries. Most of Malay language teachers are facing shortage of HOT teaching strategies specifically in PdPc. In this regard, a study on HOT implementation strategy should be executed to address the gaps in the study of HOT. In this study, the research method used was qualitative since previous studies on HOT had used quantitative method. The method of direct observation of classroom teaching, semi-structured interviews and document analysis were used in this study. Specifically, this study covers four main objectives, which were to describe the implementation strategies of HOT in PdPc listening and speaking skills in Selangor Integrated Primary Religious School at the level of thought of applying, analyzing, evaluating and creating. The researchers used the case study research design, which the case on HOT implementation strategies in Malay language teachers’ teaching listening and speaking skills at Integrated Primary Religious School. Six respondents were chosen from three different Integrated Primary Religious Schools, where they teach standard 5 Malay language, covering both urban and rural areas. Anderson and Krathwohl Bloom's Taxonomy Theory Revised (2001) and Robert Glaser's Teaching Model (1962) were used to answer each question in this study. The findings showed that out of 28 HOT strategies, 14 HOT implementation strategies occured in PdPc listening and speaking skills. The results reported that almost all the six participants conducted HOT teaching started with the determination of the teaching objectives, which based on the existing knowledge of the students, the used of appropriate HOT teaching methods and the assessment of the well-conducted PdPc.

AMALAN PEMILIHAN TATABAHASA PEDAGOGI BERKONTEKS OLEH GURU BAHASA MELAYU SEKOLAH RENDAH

This study focuses on the practice of selecting pedagogical grammar in primary school. In terms of objective, the study examines the selection of pedagogical grammar practices via contextual grammar by Malay Language teachers in primary schools. The objective of this study was to identify the selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary school. The research question is: What is the score of a selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary school? This study uses quantitative design through the survey method. The instrument was a set of a questionnaire containing 10 items using the Five Points Likert Scale. This study used quota sampling that consisted of 149 teachers who teach the Malay Language in primary schools. A total of 26 schools in the National School (SK), eight schools in the Chinese National Primary School (SJKC) and seven Tamil National Primary Schools (SJKT) in the Gombak district have been identified as the study locations. Data were analyzed descriptively presented in the form of mean and standard deviation. The result shows that the score of a selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by Malay Language teacher in primary school is high; mean values ranged from 3.73 to 4.03, and standard deviations ranged from 0.57 to 0.75. The implications of this study highlighted that teacher can improve those practices in teaching and learning (PDP) in primary schools through a planned curriculum involved.

Mismatches between teacher beliefs, practices and reasons for English use in preschool Malay language classrooms

Existing studies are inconclusive about if and how children’s stronger language can support target language instruction. This study analyzed 29 Malay language teachers’ switching practices, reasons for switching, and perceptions of their Malay-English bilingual children’s language preferences and needs, in Singaporean preschool classrooms. 5 teachers’ and 68 children’s actual language practices were video-recorded, transcribed and coded for frequency and reasons for codeswitching. The Computerized Language Analysis (CLAN) software calculated these occurrences, and the combos function was used to examine the impact of teachers’ language on children’s classroom language output. The results revealed mismatches between teachers’ reported and observed language perceptions and practices. Language separation ideology is prevalent in Singapore, yet only one teacher claimed to never use English. All teachers were observed to switch to English at varied frequencies. While most Malay language teachers reported that their English use was because of instructional purposes, they were observed codeswitching mainly due to habitual reasons. These findings reflect the need to address gaps between perceptions and practices in preschool language instruction, and to consider further steps in preparing teachers to address the reality of language needs and practices in their classrooms.

Understanding of Lecturers’ Verbal Interaction in Teaching of Malay Language at Institute of Teacher Education

Verbal interaction is the main medium of communication for language educators in each educational institution. Lecturers need to enhance a verbal communication skills and be fluent in language. A language teaching, especially in the field of Malay as the official language, is a key element of oral delivery in a teaching method. The practice of teaching transformation creates a critical, creative and innovative graduate experience. The implementing of language teaching involves of three basic skills which includes reading, writing and oral skills. This paper discuss clearly about the lecturers' understanding of oral skills is an oral presentation in the teaching of lecturers when interacting with students. The culture of oral interaction used by language education lecturers has always been the best practice in teaching and learning. This study uses qualitative method which is the interview method. The lecturers’ teaching is not just a result of language proficiency but also the lecturers’ communication as a teaching knowledge. Therefore, proper verbal interaction is implemented in line with the language teaching creativity in order to produce a quality of teacher in communication.

PENGGUNAAN APP CERITA RAKYAT NUSANTARA DALAM MEMBINA KEMAHIRAN INTERAKSI LISAN

This research paper describes efforts to use the Cerita Rakyat Nusantara app (an interactive e-book of Malay Archipelago Folklore) to help build oral interaction skills among primary 2 students. In an effort to attract digital natives to interact orally in standard Malay Language, it is a challenge for Singapore Malay Language teachers. This task is turning to challenge as there is a need for relevant and appropriate materials to encourage these digital natives to speak proficiently and confidently. This study aimed to see how the use of the Cerita Rakyat Nusantara app could assist build oral interaction skills among the lower primary students (primary 2 students). The study subjects consisted of 23 primary 2 students. Researchers had begun the study by conducting a student survey followed by an oral interactions assessment before students were introduced to the Cerita Rakyat Nusantara app. At the end of the study, students fill out the reflection form. Additionally, six students were also interviewed via video recording. In line with the process of providing students with skills of the digital age, researchers are adopting the use of Information and Communication Technology (ICT) tools to encourage accurate and creative use of language and information. Findings from the study successfully showed students' interest in the featured app. Based on six video recordings of student interviews, they were more confident and proficient to interact after using the Cerita Rakyat Nusantara app as a means to gather ideas. It helps to sharpen the students' listening skills and the process of integrating listening skills with reading, indirectly helps learners' speaking skills as observed from our studies. Overall, the findings suggest that students liked the Cerita Rakyat Nusantara app. In conclusion, the use of the Cerita Rakyat Nusantara app helps build oral interaction skills among lower primary school students based on this critical study.

ACCEPTANCE OF STUDENTS TOWARDS E-LEARNING IN MALAY LANGUAGE TEACHING AND LEARNING

The development of the information and internet era has transformed traditional learning trends into the form of online versions and has indirectly contributed to the flexible teaching and learning environment. As a result, it seeks to accelerate the teaching and make the learning process more effective. The sample consists of 30 students who take diploma courses from various programs of study. The sample selection was based on a random sampling group which seeks to meet the needs of the researcher. For the purpose of this study, a questionnaire was used to collect research information. This survey design was used because of its suitability for reviewing the implementation of e-learning in Malay language teaching and learning. This type of instrument is saving the researchers’ and students’ cost and time. The findings were identified through the acceptance of students towards e-learning in teaching and learning which gave a relatively high overall value of 27. The results of this study showed that students' interest in information technology and the internet as an important intermediate medium today is at a high level. Therefore, this study is expected to be beneficial to the Ministry of Education, lectures, and teachers because they could apply this study as guidance and guidelines in the teaching of Malay language.

Using the Cognitive Research Trust Scale to Assess the Implementation of the Elements of Higher-Order Thinking Skills in Malay Language Teaching and Learning

The aim of this study is to assess the teaching practices of Malay Language teachers in implementing the elements of higher-order thinking skills in the teaching and learning of Malay Language using the Cognitive Research Trust (CoRT) Scale. Essentially, the scales comprises six devices, namely CoRT 1 (Breadth), CoRT 2 (Organization), CoRT 3 (Interaction), CoRT 4 (Critical Thinking), CoRT 5 (Information and Feeling), and CoRT 6 (Action) that are related to CoRT tests, namely PMI (Plus, Minus, Interesting), CAF (Consider All Factors), C&S (Consequence & Sequel), AGO (Aims, Goal, Objectives), FIP (First, Important, Priorities), APC (Alternatives, Possibilities, Choice), and OPV (Other People’s Views). This study used a qualitative approach using the observation method to elicit data from a study sample consisting of six Malay Language teachers from several schools with as sizeable indigenous or Orang Asli student population in the district of Batang Padang. A descriptive qualitative analysis was conducted to draw pertinent findings of the teachers’ understanding and practices of HOTS. The analysis of the data revealed that the teaching and learning of the subject matter were infused with the elements of HOTS, with the teachers employing a combination of the CoRT devices and thinking techniques. Such an infusion of skills was made evidently clear by students’ answers that demonstrated high critical thinking skills. These findings underscore the importance of using the Cognitive Research Trust Scale to assess the implementation of HOTS in the teaching and learning practice of the Malay Language. In conclusion, the proper and judicious use of CoRT devices and thinking techniques can help students to develop HOTS, which are extremely important to enable them to think and solve problems critically and creatively.

Teacher's Opinion Towards Constructive Thinking for Teaching Essay Writing Based on Interactive Multimedia Integration

Teaching essay writing scenario in this technological era is also aimed on interactive multimedia integration; text and graphics that revolve around inquiry and constructive thinking. In thinking process itself, inquiries are considered fundamental to teachers in teaching essay writing. Hence, this research is conducted to study teacher's opinion on constructive thinking process that based on interactive multimedia integration; text and graphics. Quantitative research design that based survey method is used in accordance with the questionnaire. The samples are 33 Malay Language teachers in Bangsar Zone, Federal Territory Kuala Lumpur. The finding shows that there is a significant correlation between inquiry and constructive thinking, r = 2.01, the level of significant is < 0.05. It is advised that all Malay language teachers focus on the aspect inquiry and constructive thinking for teaching essay writing. The implication of this study is focused on impressive teaching sources. The interactive multimedia integration that is being studied should also focus on other integrated elements; graphic, audio, animation and video.

Intermediary Effect of Intention of ICT adoption on the Relationship of Attitudes toward Adoption and Adoption of VLE among the Malay Language Teachers

Objective - This research aims to explore whether the intention of ICT adoption in teaching Malay language acts as a mediator in the relationship between attitudes toward ICT adoption and the adoption of the Virtual Learning Environment (VLE) among secondary school Malay Language teachers. Methodology/Technique – TAM is the basis theory in this quantitative study which uses a questionnaire to collect the data. The population of the study comprises of 410 secondary school teachers in Selangor by applying various probability sampling procedures. The research instrument was adapted from a previous questionnaire and pilot study which shows an alpha Cronbach at .81. Software of Smart-PLS was used to analyse the results of the study. Findings - The mediator analysis showed a positive and significant direct relationship (β = .067, p <.05) between attitude and the adoption of VLE. The findings obtained in the analysis of indirect relationships and direct relationships clearly indicate that the intention of ICT adoption acts as partial mediator if the impression of indirect contact with the effects of direct relationships was significant. Novelty - In summary, the significant relationship between attitudes toward adoption and the intention of ICT adoption and adoption of VLE suggest that intention acts as a mediator. Type of Paper: Empirical.

Knowledge Differences, Attitudes and Practices Using Six Thinking Hats by Gender and Specialization in the Malay Language Primary School Teachers

The purpose of this study is to identify the difference in the Six Thinking Hats based on gender and specialization among Malay Language primary school teachers. This survey was conducted on all primary language primary school teachers in the Sentul Zone Education Office, Federal Territory of Kuala Lumpur. A total of 36 national schools became the population for this study, involving a total of 210 teachers. The sample selection was based on the sample size determinants of Krejcie and Morgan studies. Through the sample size determinants, the sample states if the total population is 210 people, the sample is 136 people. The questionnaire was used to measure the aspects related to the level of knowledge, attitude and practice of using Six Thinking Hats ideas among Malay Language primary school teachers. Questionnaires use five Likert scales. A pilot study was conducted on 18 Malay language teachers from two national schools. The data were analyzed using Statistical Packages for Social Societies (SPSS) Statistics version 23. This study uses two types of analysis, namely descriptive analysis and inferential analysis. The findings show that the level of knowledge and attitude of Malay Language teachers in the use of Six Thinking Hats as the means of thinking in teaching and learning are at a high level. The level of practice of Malay Language teachers in using Six Thinking Hats ideas was at moderate level. The implication of this study is that the use of Six Thinking Hats in the teaching and learning of Malay Language can increase the interest and achievement of the students.

Lajur Ampuh Membaca Bahasa Melayu(LAMBM) In The Teaching and Learning Process

Lajur Ampuh Membaca Bahasa Melayu (LAMBM) is an innovative teaching aid (ABM) for the basic learning in Malay Language created and produced to help Malay Language teachers to solve the problem of the inability to read in Malay Language among students. The implementation and formation of this process adopt the Research of Design and Development approach (DDR), QAIT Model by Slavin (1994) and ARCS Motivation Model by Keller (1988). This syllable basic learning approach employs five learning techniques in the form of games as the teaching aid, namely sound segment, syllable cards, syllable column basic board, syllable consolidation table and syllable poster. Every teaching aid has reading mastery levels starting from introduction to consonants and vowels, pronunciation of letter sounds, reading basic syllables, forming the combination of two syllables, syllable recovery, syllables consolidation and syllables enrichment. LAMBM has undergone a trial segmentt of 4 schools and obtained positive feedback from teachers. The test result at school also shows that LAMBM can engage students to read in Malay Language easily. With LAMBM approach in teaching and learning in class, weak students are able to involve themselves actively in the games while strengthening their mastery of syllable to further increase reading skills. LAMBM has a wide market size in and outside the country. The use of LAMBM increases students’ individual and group participation. LAMBM can also engage weak students to take part actively in class activities. Thus, use of LAMBM in schools demonstrates innovative initiative in the 21st century teaching and learning.

Penerapan Kemahiran Berfikir Aras Tinggi dalam Pengajaran Karangan UPSR oleh Guru Bahasa Melayu: Satu Kajian Kes

The purpose of this research is to survey the reaction of Malay Language teachers in normal primary schools towards the application of Higher Order Thinking Skills (HOTS) from the aspect of execution of HOTS in essay writing, confidence in delivery, difficulties experienced during delivery, the level used during delivery and the steps taken to overcome said problems after the teaching process of essay writing. Two male and female teachers teaching at a school in the district of Petaling Jaya were involved as participants in this research. This research was carried out using qualitative methods i.e. the case study and findings were elicit through conversation. Using conversation, the findings of the research show that the main method used by the participants in the application of HOTS were I-Think maps, Question & Answer (Q&A) sessions and high level difficulty questions. Meanwhile, the least used methods were brainstorming and project-based discussions. The participants of the research also displayed high level confidence in the usage of HOTS, but some problems did arise caused by varied intelligence of the students in a certain class causing some disturbance. The problem could be overcame by diversifying methods in delivering HOTS during teaching essay writing. Through this research also, it is found that the teachers use different standards between weak and excellent students, depending on the level of maturity in thinking. This research is significant in order to increase the application of higher order thinking skills in teaching Ujian Penilaian Sekolah Rendah (UPSR) level essays by Bahasa Melayu teachers.