The Effect of Genre Approach on Malaysian Orang Asli EFL Students’ Descriptive Writing
DOI:
https://doi.org/10.37134/ajelp.vol8.2.4.2020Keywords:
Orang Asli, genre approach, EFL, descriptive writing, secondary schoolAbstract
The indigenous Orang Asli in Malaysia who do not use English on a daily basis consequently have low English proficiency and poor writing skills. Their existing EFL situation coupled with the ongoing problems in gaining access to proper education further stifles their language development. This study aims to examine the effectiveness of the genre approach in improving secondary Orang Asli EFL students’ descriptive writing, and their perceptions of using the genre approach as a framework to overcome challenges in learning descriptive writing. This quasi-experimental study was conducted in a secondary school in Pahang, Malaysia. Quantitative data is sourced from students’ pre-test and post-test scores, and also a self-report questionnaire on their perceptions towards the genre approach. The approach shows evidence of improvement in students’ descriptive writing and could have a larger effect than the process approach currently taught in schools. Their perception towards the approach was positive – they were able to improve their writing in the post-test as they believe that the approach has helped them improve their writing skills. Thus, the genre approach for teaching Orang Asli students can be further improved by incorporating more localised content so that it meets the learning needs of Orang Asli students lacking in English writing skills. The approach has the potential to be implemented in both indigenous schools and rural schools with low proficiency students, which provides support to EFL teachers in improving their teaching practices catered to the Orang Asli.
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References
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https://doi.org/10.11113/lspi.v2n2.23
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Pour-Mohammadi, M., Abidin, M. J. Z., & Cheong, L. F. (2012). The effect of process writing practice on the writing quality of form one students: A case study. Asian Social Science, 8(3), 88–99.
https://doi.org/10.5539/ass.v8n3p88
Rahim, M. A. A., Rustam, R. M., Primsuwan, P., Amat, R., Yusof, S. M., & Tahir, N. M. (2017). The Effectiveness of Using Wh-Questions in Improving the Writing Skill of Upper Primary School Students in Malaysia. International Journal of Development Research, 07(09), 15466–15470.
Rose, D., & Martin, J. R. (2012). Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy of the Sydney School. Equinox Publishing.
Rothery, J. (1994). Exploring Literacy in School English (Write it Right Resources for Literacy and Learning). Sydney: Metropolitan East Disadvantaged Schools Program.
Shafie, L. A., Maesin, A., Osman, N., Nayan, S., & Mansor, M. (2010). Understanding Collaborative Academic Writing among Beginner University Writers in Malaysia. Studies in Literature and Language, 1(2), 58–69.
Singar, S. N., & Zainuddin, A. (2017). Exploring the school dropout factors among indigenous students in Melaka. Journal of Administrative Science, 14(3), 38–50.
Stanley, G. (1993). Approaches to process writing.
Tuan, L. T. (2011). Teaching writing through genre-based approach. Theory and Practice in Language Studies, 1(11), 1471–1478.
https://doi.org/10.4304/tpls.1.11.1471-1478
UCLA: Statistical Consulting Group. (2020). What Does Cronbach’s Alpha Mean? SPSS FAQ. Retrieved February 10, 2020, from
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Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Wreikat, Y. A., Kabilan, M. K., & Abdullah, A. C. (2014). The Rural Learning Environment and Pupils’ Learning of the English Language. Pertanika Journal of Social Sciences & Humanities, 22(1), 35–56.
Yamat, H., Fisher, R., & Rich, S. (2014). Revisiting English language learning among Malaysian children. Asian Social Science, 10(3), 174–180.
https://doi.org/10.5539/ass.v10n3p174
Yap, M. F. S. (2005). An Experimental Study of the Genre-Based Approach to the Teaching of Explanatory Writing (bachelor’s thesis). Faculty of Cognitive Sciences and Human Development, Universiti Malaysia Sarawak.
https://doi.org/10.5539/ass.v9n12p118
Ahmad, S. (2014). Exploring Teaching Writing Techniques and Strategies of Secondary School English Teachers: A Case Study (master’s thesis). Faculty of Education, Universiti Teknologi MARA.
Ahn, H. (2012). Teaching writing skills based on a genre approach to L2 Primary school students: An action research. English Language Teaching, 5(2), 2–16.
https://doi.org/10.5539/elt.v5n2p2
Baskaran, L. M. (1988). The “New Englishes.” Language and Society. Hong Kong.
Chaisiri, T. (2010). Implementing a Genre Pedagogy to the Teaching of Writing in a University Context in Thailand. Language Education in Asia, 1(1), 181–199.
https://doi.org/10.5746/leia/10/v1/a16/chaisiri
Chow, T. V. F. (2007). The Effects of the Process-Genre Approach to Writing Instruction on the Expository Essays of ESL Students in a Malaysian Secondary School (doctoral dissertation). School of Humanities, Universiti Sains Malaysia.
Creswell, J. W. (2012). Educational Research : planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education, Inc.
Curriculum Development Division (2018). KSSM Bahasa Inggeris DSKP T4.
Darus, S. (2010). The Current Situation and Issues of the Teaching of English in Malaysia. Ritsumeikan Journal of Social Sciences and Humanities, 22(1), 19–27.
Dirgeyasa, I. W. (2016). Genre-Based Approach: What and How to Teach and to Learn Writing. English Language Teaching, 9(9), 45.
https://doi.org/10.5539/elt.v9n9p45
Dripin, L. A. (2010). The Genre-Based Approach to Writing: Report Writing for English for Science and Technology (EST) (master’s thesis). Faculty of Education, Universiti Teknologi MARA.
Education First. (2019). EF English Proficiency Index 2019. Retrieved from
www.ef.com/epi
Firkins, A., Forey, G., & Sengupta, S. (2007). Teaching writing to low proficiency EFL students. ELT Journal, 61(4), 341–352.
https://doi.org/10.1093/elt/ccm052
Ghabool, N., Mariadass, M. E. A., & Kashef, S. H. (2012). Investigating Malaysian ESL Students’ Writing Problems on Conventions, Punctuation, and Language Use at Secondary School Level. Journal of Studies in Education, 2(3).
https://doi.org/10.5296/jse.v2i3.1892
Gibney, T. (2012). Teaching memoir in the elementary school classroom: A genre study approach. Reading Teacher, 66(3), 243–253.
https://doi.org/10.1002/TRTR.01108
Hiew, W. (2012). English Language Teaching and Learning Issues in Malaysia: Learners’ Perceptions Via Facebook Dialogue Journal. Journal of Arts, Science & Commerce, 3(1), 11–19.
Hyland, K. (2003). Second Language Writing. Cambridge: Cambridge University Press.
Hyland, K. (2004). Genre and second language writing. Michigan: University of Michigan Press.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148–164.
https://doi.org/10.1016/j.jslw.2007.07.005
Jalaluddin, N. H., Awal, N. M., & Bakar, K. A. (2008). The mastery of English language among lower secondary school students in Malaysia: A linguistic analysis. European Journal of Social Sciences, 7(2), 106–119.
Jaykaran, D. S., Yadav, P., & Kantharia, N. D. (2011). Nonsignificant P values cannot prove null hypothesis: Absence of evidence is not evidence of absence. Journal of Pharmacy and Bioallied Sciences, 3(3), 465.
Kassim, Z. A., & Adnan, A. H. M. (2005). The English Language Performance of Orang Asli Pupils at Primary Level in Perak: A Case Study. In K. Ariffin, M. R. Ismail, R. A. Aziz, M. Z. A. Latif, & K. L. Ngo (Eds.), English in Education: Issues and Challenges in the Malaysian Classroom (pp. 29–42).
https://doi.org/10.13140/2.1.2509.6483
Khan, N. H. A. A. (2017). The English Language Needs of Orang Asli Students in the Literacy and Numeracy Screening (LINUS) 2.0 Programme (master’s thesis). Kulliyyah of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia.
Ko, B. A. (2010). Two ESL Korean Children’s Narrative Writing in Relation to Genre-based Approach. English Teaching, 65(4), 103–129.
https://doi.org/10.15858/engtea.65.4.201012.103
Lin, B. (2006). Vygotskian Principles in a Genre-based Approach to Teaching Writing. NUCB JLCC, 8(3), 69–83.
Malaysian Examinations Syndicate (2020). Laporan Analisis Keputusan Sijil Pelajaran Malaysia (SPM) Tahun 2019.
https://doi.org/10.1017/CBO9781107415324.004
Ministry of Education Malaysia (2013). Malaysia Education Blueprint 2013-2025 (Preschool to Post-Secondary Education).
Ministry of Education Malaysia (2017). Education By The Numbers.
Ministry of Education Malaysia (2018). Pelan Pembangunan Pendidikan Malaysia 2013-2025: Laporan Tahunan 2017. Putrajaya.
Mustapha, Z. (1998). Malaysian postgraduate students learning style at Lancaster University. Lancaster University.
Newsom, J. T. (2020). Multiple Regression and Multivariate Quantitative Methods: Analysis of Covariance (ANCOVA). Portland State University.
Nor, S. M., Roslan, S., Mohamed, A., Hassan, K. H. A., Ali, M. A. M., & Manaf, J. A. (2011). Dropout Prevention Initiatives for Malaysian Indigenous Orang Asli Children. International Journal on School Disaffection, 8(1), 42–56.
https://doi.org/10.18546/ijsd.08.1.07
Omar, A. H., & Noor, N. E. M. (1981). National language as Medium of Instruction. Malaysia: Dewan Bahasa dan Pustaka.
Palpanadan, S. T., Ismail, F., & Salam, A. R. (2015). Evaluating Product Writing Approach in the Context of Malaysian Classrooms: A Conceptual Paper. LSP International Journal, 2(2), 1–6.
https://doi.org/10.11113/lspi.v2n2.23
Palpanadan, S. T., Salam, A. R., & Ismail, F. (2014). Comparative Analysis of Process Versus Product Approach of Teaching Writing in Malaysian Schools: Review of Literature. Middle-East Journal of Scientific Research, 22(6), 789–795.
https://doi.org/10.5829/idosi.mejsr.2014.22.06.21943
Pour-Mohammadi, M., Abidin, M. J. Z., & Cheong, L. F. (2012). The effect of process writing practice on the writing quality of form one students: A case study. Asian Social Science, 8(3), 88–99.
https://doi.org/10.5539/ass.v8n3p88
Rahim, M. A. A., Rustam, R. M., Primsuwan, P., Amat, R., Yusof, S. M., & Tahir, N. M. (2017). The Effectiveness of Using Wh-Questions in Improving the Writing Skill of Upper Primary School Students in Malaysia. International Journal of Development Research, 07(09), 15466–15470.
Rose, D., & Martin, J. R. (2012). Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy of the Sydney School. Equinox Publishing.
Rothery, J. (1994). Exploring Literacy in School English (Write it Right Resources for Literacy and Learning). Sydney: Metropolitan East Disadvantaged Schools Program.
Shafie, L. A., Maesin, A., Osman, N., Nayan, S., & Mansor, M. (2010). Understanding Collaborative Academic Writing among Beginner University Writers in Malaysia. Studies in Literature and Language, 1(2), 58–69.
Singar, S. N., & Zainuddin, A. (2017). Exploring the school dropout factors among indigenous students in Melaka. Journal of Administrative Science, 14(3), 38–50.
Stanley, G. (1993). Approaches to process writing.
Tuan, L. T. (2011). Teaching writing through genre-based approach. Theory and Practice in Language Studies, 1(11), 1471–1478.
https://doi.org/10.4304/tpls.1.11.1471-1478
UCLA: Statistical Consulting Group. (2020). What Does Cronbach’s Alpha Mean? SPSS FAQ. Retrieved February 10, 2020, from
https://stats.idre.ucla.edu/spss/faq/what-does-cronbachs-alpha-mean/
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Wreikat, Y. A., Kabilan, M. K., & Abdullah, A. C. (2014). The Rural Learning Environment and Pupils’ Learning of the English Language. Pertanika Journal of Social Sciences & Humanities, 22(1), 35–56.
Yamat, H., Fisher, R., & Rich, S. (2014). Revisiting English language learning among Malaysian children. Asian Social Science, 10(3), 174–180.
https://doi.org/10.5539/ass.v10n3p174
Yap, M. F. S. (2005). An Experimental Study of the Genre-Based Approach to the Teaching of Explanatory Writing (bachelor’s thesis). Faculty of Cognitive Sciences and Human Development, Universiti Malaysia Sarawak.
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Published
2020-11-20
How to Cite
Phan, J., & Ganapathy, M. (2020). The Effect of Genre Approach on Malaysian Orang Asli EFL Students’ Descriptive Writing. AJELP: Asian Journal of English Language and Pedagogy, 8(2), 39–54. https://doi.org/10.37134/ajelp.vol8.2.4.2020
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