The Experiences of Majlis Amanah Rakyat (MARA) English

Open Journal of Social Sciences, 2024, 12, 557-585

https://www.scirp.org/journal/jss

ISSN Online: 2327-5960

ISSN Print: 2327-5952

DOI:

10.4236/jss.2024.125031 May 31, 2024 557 Open

Journal of Social Sciences

The Experiences of Majlis Amanah Rakyat

(MARA) English Teachers in Teaching Writing

for a Dual High-Stakes Examination System at

MARA Junior Science College (MRSM) in Tawau

Sabah

Nor Hazirah A. Huzaimi, Maslawati Mohamad

Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia

Abstract

In Malaysia, English is taught as a second language with

attention given to all

four language skills, including writing. Teaching English to pupils, particu-

larly non-English speakers, requires proper approaches, practices and se-

quential learning tasks. As a result, each teacher has his or her challenges in

teaching English as a second language, towards improving pupils’

writing

fluency as well as ensuring pupils’ excellence in high-

stakes examinations

such as SPM and IGCSE. Although many programmes have been con

cerned

with the improvement of writing fluency among secondary school pupils

while high-stakes examination has been adopted by education systems

Malaysia due to its practicality, the results, have yet been dismayed. Thus, this

paper intends to unveil the emerging challenges faced by English teachers of

Majlis Amanah Rakyat (MARA) in Sabah and the approaches used in teach-

ing English specifically towards improving ESL writing fluency in a dual dif-

ferent high-

stakes examination according to the Cambridge International

General Certificate of Secondary Education (IGCSE) and the standardised

national curriculum. The methodology used was qualitative in

the form of

semi-struc

tured interviews conducted with the 5 English MARA stakeholders

who are currently teaching at MRSM located in Sabah and in-class observa-

tion. The limitations of this study are the small range of population, the scope

of this study is

limited to secondary school teachers teaching English in a dual

high-stakes examination context, and the limited literature review on ap-

proaches in teaching writing fluency for the IGCSE examina

tion. It is hoped

that the findings of this study could help

other teachers to have some insights

on how to enhance student’s writing fluency, particularly for the IGCSE ex-

How to cite this paper:

Huzaimi, N. H. A.

Mohamad, M. (2024).

The Experiences

of Majlis Amanah Rakyat (MARA) English

Teachers in Teaching Writing for a Dual

High

-Stakes Examination System at MARA

Junior Science College (MRSM) in Tawau

Sabah

Open Journal of Social Sciences, 12

557

-585.

https://doi.org/10.4236/jss.2024.125031

Received:

March 26, 2024

Accepted:

May 28, 2024

Published:

May 31, 2024

24 by author(s) and

Scientific

Research Publishing Inc.

This work is licensed under the Creative

Commons Attribution International

License (CC BY

4.0).

http://creativecommons.org/licenses/by/4.0/

Open Access

N. H. A. Huzaimi, M. Mohamad

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amination.

Keywords

English as a Second Language, ESL Classrooms, Writing, Challenges,

Approaches, High-Stakes Examination

1. Introduction

English is introduced as early as the age of 6 at the preschool level in Malaysia’s

educational context. As a matter of fact, the minimum formal education for Ma-

laysian learners in learning the English language is eleven years excluding pre-

school level. According to Darmi and Albion (2013), a formal style of English

language learning in the Malaysian education system takes place in classrooms.

The establishment of English as the second national language in Malaysia has

undergone significant transformations, from primary to tertiary education le-

vels. The Ministry of Education has implemented various policies to improve the

proficiency of pupils at every level. For instance, the English language is now a

compulsory subject at all stages of education, and its teaching emphasises the

mastery of specific language skills through rote learning, which is assessed

through examinations (Musa et al., 2012; Supramaniam et al., 2020). Not only

that, although English is not compulsory to pass but it is remain as one of the

most crucial languages in Malaysia particularly for pupils in primary and sec-

ondary levels. In addition, more schools are re-ported to have two different cur-

ricula which require the pupils to sit for both high-stakes examinations such as

The International General Certificate of Secondary Education (IGCSE) and the

local standardized government certification (Sijil Pendidikan Malaysia). The

SPM examination is not solely exam-oriented but it is designed to evaluate pu-

pils’ knowledge and confer a certification of completion for secondary education

in Malaysia. On the other hand, the IGCSE examination is entirely centred on

exams. Despite the differences between the SPM certificate and IGCSE, both

exams hold significant importance as the results determine the candidates’ fu-

ture. With either of these certificates, pupils can pursue pre-university or matri-

culation programs, at private colleges or universities for pre-university studies.

However, it is also important to note that only the SPM certificate enables pupils

to enroll in Malaysian public education institutions. On the other hand, besides

adopting the international and national curriculum, MRSM MARA has its own

curriculum comprising three main components. The programmes consist of an

academic programme, personality development programme and talent devel-

opment programme. By integrating this into the standardised school curricula,

the MRSM aims to develop a 6th generation of K-economy innovation among

the target population and upholds scientific thinking, independence, creativity,

trust, and patriotism as its core values. Moreover, MRSM uphold the importance

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of producing excellent and holistic pupils with balance academic and well-being

which in line with the nation’s aspiration. Therefore, being competitive in edu-

cation is vital in the face of globalization, and it is essential to propel its agenda

forward (Supramaniam et al., 2020).

Teaching and learning English as a second language involves developing

writing skills which are considered crucial for academic performance (Yusuf et

al., 2019). However, writing has always been a challenging area for second-

language learners and has been widely researched (Azhari et al., 2022; Amin,

2020). Not only that, writing in a second language is considered as a complex

process that involves brainstorming, multiple drafting, feedback practices, revi-

sion, and final editing, which later contributing significantly to language acquisi-

tion. Despite the challenges in writing process, writing activity allows learners to

experiment with words, sentences, and larger chunks of writing to communicate

effectively while reinforcing their grammar and vocabulary (Bello, 1997; Azar,

1992). The language proficiency level of a student plays an essential role in the

strategies used for writing, among which are planning, translation, restructuring,

and backtracking, which have received significant attention (Phuong & Le,

2023). Within the context of sitting for both high-stakes examinations, particu-

larly English writing exams, require pupils not to only understand, but also to

comprehend as well as to elaborate based on different texts, formats and time

requirements for each part. This will challenge pupils’ ability to write and also

challenge teachers’ capability to teach two different specifications including pre-

paring distinct teaching contents, approaches, and materials for each of the

skills.

2. Literature Review

2.1. Challenges in English Language Teaching and Learning

English language teaching and learning has long been a major concern and re-

ceived enormous attention globally (Chen & Yang, 2017). It has grown signifi-

cantly since the 1960s as a result of globalisation and the role of English as a

universal language around the world has made the teaching and learning process

of the language imperative at all levels of schooling (Moses & Mohamad, 2019).

In addition, as English is a universal language that is utilised not only at primary

and secondary school levels but also at the tertiary level of education, early ex-

posure to English is vital for pupils to acquire the language (Yaccob & Yunus,

2019). Moreover, there is no denying the importance of English language educa-

tion at any stages, which makes it crucial for educators to evaluate, second eval-

uation, and update their current teaching methods to comply with the most re-

cent teaching standards (Rashid et al., 2022). Also, a teacher must be able to de-

velop and use a variety of instructional strategies that take into account the in-

terests and talents of the pupils as well as their developmental stage (Padmadewi

& Artini, 2019). Furthermore, continuous efforts by integrating a variety of

teaching methods in the framework of English language teaching and learning

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are crucial to fostering autonomous, independent, and dynamic language learn-

ers (Hayes & Flower, 2016). Therefore, there are many challenges in English

language teaching for English teachers whether in primary or secondary levels

and learning challenges for pupils. However, these challenges can be curbed with

appropriate and efficient approaches from teachers and curricula.

Regardless of the teaching strategies in ESL, the Ministry of Education (MoE)

pointed out that Malaysia’s English proficiency among learners seems to have

decreased over the years. In addition, according to the annual Education First

English Proficiency Index, Malaysia’s position declined from 22nd place in 2018

to 26th place in 2019 and yet still behind in place in 2022. In fact, over three

hundred pupils in Malaysia do not meet the minimum requirement for second-

ary school graduates in English proficiency. Sabah region is particularly placed

second last at a moderate level of proficiency compared to the other fourteen

states in Malaysia. The process of teaching and learning the English language,

especially for writing purposes in dual high-stakes examinations can be chal-

lenging and daunting. It is found that despite being exposed to the English lan-

guage as early as age 6 or 7, many Malaysian secondary school ESL learners do

not possess adequate skills in writing because their sole exposure to the language

is limited to the English language classroom (Heissel et al., 2021). As writing is a

complex and continuous process, it causes further difficulties for L2 learners due

to sociological, linguistic and cognitive factors (Wern & Rahmat, 2021). To sup-

port this argument, Manchón et al. (2023) also stated that pupils prefer their na-

tive language, Bahasa Melayu as the only acceptable language.

In addressing this predicament, past studies highlighted the necessity to em-

ploy the technique of incorporating real-world examples into the teaching and

learning process of the English language as it enables pupils to make connections

between what they have learned in class and their experiences outside of the

classroom, thus enhancing their interest and engagement in the lesson (Rao,

2019). According to Rahayu and Kala’lembang (2021), it is advantageous for

teachers to encourage pupils to feel at ease when they are allowed the liberty to

handle, pace, and guide their inquiry. This will later promote the pupils’ writing

fluency. Therefore, English language teachers must promote a learning envi-

ronment, especially in learning writing that provides pupils with opportunities

to express themselves and exchange ideas in a non-hostile environment, which

will thereby hone their thoughts and skills positively (Nelson, 2020).

2.2. Secondary School Curriculum and Examinations in Malaysia

Secondary education in Malaysia is a continuation of primary education. In Ma-

laysia, there are many types of secondary schools which serve different purposes

with the target populace such as Government Secondary Schools (SMK), Private

Education Institutions (IPS), Vocational Colleges and Technical Institutes, Reli-

gious Secondary Schools (SMKA) as well as Royal Military College (MTD). De-

spite the variation, the government school system is similarly divided into two

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levels which are lower secondary education (Form 1 to Form 3) and upper sec-

ondary education (Form 4 and Form 5). Generally, secondary school education

consists of three distinct mainstreams which are regular academic, religious

content or techniques and vocational. Although there are some distinctions be-

tween each school in Malaysia, it is still compulsory for all Form 5 pupils to sit

for the standardised national public certification, Sijil Pendidikan Malaysia

(SPM) based on the national secondary school standard curriculum (KSSM).

Moreover, being competitive in education is critical in the face of globalisation

and in encouraging its agenda forward. Aligning the educational system with the

Common European Framework of Reference for Languages (CEFR) is a crucial

part of the Malaysia Education Blueprint, which intends to elevate national edu-

cational standards to levels comparable to those established internationally (Zaki

& Darmi, 2021). Plus, based on this framework, six reference levels categorise

the language proficiency of ESL pupils in terms of their speaking, reading, lis-

tening, and writing abilities (Aripin & Yusoff, 2022) which are: Proficient users

(levels C1 & C2), Independent users (levels B1 & B2) and Basic users (levels A1

& A2). According to Zaki and Darmi (2021), CEFR offers a thorough explana-

tion of the skills and knowledge that ESL pupils must acquire to enhance com-

municative competence. On the other hand, the Cambridge IGCSE curriculum

is designed to offer “a variety of routes for learners with a wide range of abilities,

including those whose first language is not English”. Therefore, both of the ex-

aminations have specific requirements, levels of proficiency and require different

teaching approaches especially in writing examinations.

In addition, there is an increasing initiative among secondary schools in Ma-

laysia to implement a dual high-stakes examination system. For instance, Mak-

tab Rendah Sains MARA (MRSM or MARA Junior Science College) boarding

schools use the KBSM curriculum and MARA special curriculum as the standard

curriculum. MRSM offers not one but two strands of examination systems where

pupils are required to sit for the IGCSE exam when they are in Form 4 and the

SPM exam a year later. Concerning the English examination in Malaysia, this

means that the MARA teachers have to teach the Form 4 pupils IGCSE English

and Form 4 English syllabus at the same time, and when the pupils move on to

Form 5, teachers need to focus on teaching the SPM English formats and con-

tents. Also, this was analysed by Supramaniam and Nazer (2016), where a com-

parison between the two examination formats and requirements indicated that

both examined the writing, reading, listening and speaking skills differently and

had varying formats and contents. As a result, teachers will encounter challenges

to address two different specifications in one lesson.

2.3. Theoretical Framework and Model of Writing

2.3.1. Teaching Pedagogy: Constructivism

Teaching pedagogy plays a vital role for educators and it does not only encom-

pass techniques and tools but also concepts being used for the total education

picture. Constructivism has their origins in the work of Dewey (1925), Bruner

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(1961), Vygotsky (2001), and Piaget (1964). This theory was mostly found in

psychology and sociology which explains how people acquire knowledge and

learn. In line with the way teachers teach and learn to teach, constructivism also

represents one of the big notions in education. Moreover, while it is important

for teachers to understand constructivism, it is equally important to understand

the implications this view of learning has for pupils. According to Piaget (1953)

as cited in Khadidja (2020), each student is a unique individual and acts as an

active agent who brings with them previous knowledge and background and this

affects their ability to acquire as well as to influence others in the group. Based

on the four basic characteristics of constructivist learning environments,

McCulley (1985) mentioned that these must be considered when implementing

constructivist instructional strategies. One of the characteristics is the role of

teachers as a facilitator or guide. Moreover, the knowledge and authority will be

shared between teachers and pupils as well as learning groups will consist of

small numbers of heterogeneous pupils. Constructivist theory could be divided

into two, namely Socio constructivist theory and Cognitive constructivist theory.

2.3.2. Socio Constructivist and Cognitive Constructivist Theory

According to Vygotsky (1978) as cited in Smolucha & Smolucha (2022), the de-

velopment of human beings takes place in social situations. In the realm of edu-

cational practice, a crucial aspect that warrants consideration is emotions. Emo-

tions are not only an intrinsic aspect of education, but also closely interrelated

with the relational dynamics that exist between educators and learners. There-

fore, acknowledging and effectively managing emotions is paramount for creat-

ing a conducive learning environment that fosters positive emotional expe-

riences and facilitates optimal learning outcomes. Under the socio-constructivist

perspective, a student’s emotional state has deep implications towards their

learning experience. Within the learning and teaching writing context, a teacher

needs to pay close attention to pupils’ emotions in order to facilitate the acquir-

ing process (Bembich & Gasperdo, 2022). Vygotsky also suggests that in order to

promote a learning context, in which pupils play an active role in learning. This

is aligned with Yu et al. (2023) and previous studies where giving feedback is

crucial and acts as a dialogue and has been interpreted as a socially mediated ac-

tivity in ESL teaching and learning.

A cognitive constructivist learning theory is concerned with meaningful

learning based on pupils’ prior knowledge and learning experiences (Resnick,

1991). This is aligned with Piaget’s work that claims humans are better able to

understand the information they have constructed by themselves. Moreover,

Piaget’s Constructivism (1896 to 1980) explains the learning process through

schemes (the organisation of information on how things work), and assimilation

which is the placing of new information into schemes, as well as accommodation

(transforming existing schemes or creating new ones). In line with learning ESL

writing skills, a cognitive constructivist learning theory emphasises that learners

will take accountability to construct meaning actively through communication

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with others or oneself. In addition, the most important goal of constructivist

learning theory is to learn to understand (Garrison, 1993). Cognitive construc-

tivist theory is related to the current study because it helps researchers to de-

scribe ESL learners as individuals with skills such as creativity and higher-order

thinking. This is supported by Wang (2022) where the theory underlines dy-

namic development between teachers and pupils’ relationship thus shaping a

better education. Wang (2022) suggests that to improve writing classrooms for

ESL pupils, it is important to adopt constructivism. This approach emphasizes

that knowledge is constructed by individuals, and as such, it is necessary to

create teaching environments that encourage greater student participation in the

construction of their academic knowledge.

2.4. Cognitive Model of Writing

Teaching and learning writing in ESL classrooms can be quite daunting and de-

manding. Moreover, writing can be viewed as a thinking process. In order to

produce a well-written text, a writer needs to use mental processes such as

brainstorming, planning and organizing along with creativity. Therefore, the

cognitive writing model aims to teach pupils to use mental processing in pro-

ducing a piece of writing (Selvaraj & Aziz, 2019). This specific Cognitive Model

was introduced by Flower and Hayes (1981: p. 366) “through observations of

pupils’ writing and made an effort to “introduce a theory of cognitive processes

involved in composing and to lay the groundwork for more detailed study of

thinking processes in writing”. The four elements highlighted by Flower and

Hayes in this theory are “Writers have to go through a process of thinking before

writing, a higher-order organizational structure takes place during these proce-

dures, composing involves setting objectives, and authors generate macro and

micro-objectives to finish the writing task (Flower & Hayes 1981: p. 366). In

short, it focuses exclusively on the mental writing process.

2.5. ESL Writing Fluency

ESL learners whose primary language or languages of the home, are other than

English would require additional English language support to develop reading,

writing, listening and speaking skills. Compared with other fundamental skills,

writing is considered the most difficult skill. Based on past literature, the biggest

drawback mentioned is the lack of proficiency in the English language among

ESL pupils to complete the writing task assigned (Mohamed et al., 2018). Owing

to the fact that learning how to write a coherent, effective text is a difficult and

protracted achievement of cognitive development for most ESL learners. Not to

mention that ESL learners need to have a great understanding of syntactic and

lexical knowledge as well as the ability to structure good sentences in English to

produce good writing (Selvaraj & Aziz, 2019). Moreover, writing fluency is also

an essential component of developing writing skills and acquiring a language.

Writing fluency comprises strategies to use a correct choice of vocabulary, sen-

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tence structures and flow of ideas thus improving a writer’s quality of writing

(Hestad, 2014 as cited in Bilge & Kalenderoğlu, 2022). Plus, this is also sup-

ported by Chenoweth and Hayes (2001) as cited in Hudilainen et al. (2019), who

defined written fluency as “the rate of production of text” (p. 81). Thus, a

non-fluent writer will have problems constructing sentences and producing

good written L2 text within a limited amount of time and guidance.

In addition, in the context of Malaysia ESL secondary school learners, writing

skills are prioritised in the Malaysia standardised education system besides other

fundamental skills. As formulated in Malaysian Education Blueprint (2013-

2025), secondary school learners need to be proficient in both Bahasa Melayu

and English language covering all of the language aspects including correct use

of grammar, punctuation, and spelling (Selvaraj & Aziz, 2019). This is signifi-

cant, especially in the process of preparing ESL secondary school learners for

their year-end high-stakes examination such as the standardised national Eng-

lish exam in Sijil Pelajaran Malaysia (SPM) or even in the IGCSE English exam

which requires a different understanding of the syllabus requirements, test for-

mats and contents. Regardless of all the initiatives taken, writing fluency is still

one of the major concerns addressed by ESL stakeholders in Malaysia. Addition-

ally, the inconsistencies and low level of quality of the written text result from a

lack of strategies in writing fluency and time constraints during examination.

Not to mentioned that while much research exists on reading fluency, only a

small number is about writing fluency (Khidhir & Abbas, 2020). With less un-

derstanding off writing fluency for high-stakes examinations, English teachers

will have difficulties in finding suitable writing approaches for their pupils espe-

cially in secondary levels.

2.6. Approaches Associated with Writing Skills in ESL Classrooms

This research aimed to investigate the emerging challenges faced by English

teachers of Majlis Amanah Rakyat (MARA) and the approaches used in teaching

English writing skills specifically towards improving ESL writing fluency for dual

different examinations. Raimes (1993) outlined three fundamental writing ap-

proaches. First and foremost, the product approach focuses on the form. The

second approach is the process approach, which emphasizes the writer. Next, the

genre approach is centred on the reader. Moreover, the process of developing

writing strategies involves five recursive stages that writers engage in. These

stages are essential in enabling writers to create well-crafted pieces of writing. By

iterating through these stages repeatedly, writers can refine and enhance their

writing, resulting in a polished final product written document and each stage,

the teacher has an active role in facilitating pupils.

Figure 1 below shows the role

of teachers in the writing process approach.

2.7. Product-Based Approach

Before the development of the writing process was studied, writing was often

viewed as a finished product, with an emphasis on the final written piece rather

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Figure 1. Source: Earle and Zimmerman, 2002.

than the process of composing it. Researchers believed that the most important

aspect of good writing was linguistic knowledge, such as vocabulary and gram-

mar, rather than the skill of writing itself. This approach is known as the product

or traditional approach to writing, which aims to produce correct text by ana-

lyzing discourse into words, sentences, and paragraphs while focusing on syntax,

spelling, punctuation, and style. Some researchers still support this approach,

which emphasizes vocabulary, syntax, and cohesive devices to create a polished

final product. This is aligned with recent studies (Hoque et al., 2020; Jalaluddin,

2019), where the researchers pointed out that pupils will receive instructions

emphasising completing the assigned paragraphs and it focuses on very rigid

text features of model texts. As a result, pupils in the product approach here be-

come the operators of the learnt language structure and the teachers become the

editors or proofreaders.

2.8. Process-Based Approach

Several researchers in the late 1970s to 1980s emphasized the process writing

approach as the key to second language writing. The approach involves learners

focusing on the process of writing rather than just the written product. Fur-

thermore, the writing process consists of three stages: pre-writing, while writing,

and post-writing. These stages are interconnected and non-linear, meaning they

can overlap and occur repeatedly without a fixed sequence (Onozawa, 2010).

This is also supported by Jalaluddin (2019), as the researcher mentioned that the

process-based approach tries to establish a supportive environment in which

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pupils are active writers in constructing their writing. Within the ESL writing

context, ESL teachers help and support learners in generating ideas on the topic

during the pre-writing stage. In addition, learners produce and revise drafts of

writing, and continue to second drafts in the while-writing stage. Once the writ-

ing is complete, the post-writing stage becomes crucial. During this stage, learn-

ers focus on refining their pieces by checking for accurate grammar, coherently

organizing ideas, and using appropriate vocabulary. Also, the English language

syllabus for secondary school pupils in Malaysia incorporates this writing

process to improve their writing abilities. According to Jalaluddin (2019) also

mentioned that the process approach looks at “how the text is written and how

to improve the development of the content and ideas”. Thus, this approach has

its own uniqueness and importance in not only guiding but to help pupils’ writ-

ing process.

2.9. Genre-Based Approach

In a genre-based approach to writing instruction, the focus is not just on the

topic or content of the text, but also on the specific genre or type of writing that

is being used. This approach takes into account the writing process, including

planning, drafting, revising and editing, as well as the linguistic forms and con-

ventions that are typical of a particular genre. The ultimate goal of this approach

is to help writers develop the skills they need to effectively communicate with

their intended audience, by being able to use the appropriate language, tone, and

structure that is expected within that genre. By emphasizing the communication

aspect of writing, this approach encourages writers to think critically about how

they can best convey their ideas, beliefs and messages to their readers (Reid,

1995). According to the analysis of SPM and IGCSE papers by Supramaniam

and Nazer (2016), there were common test items in Paper 2 such as information

transfer, summary writing and essay writing. This requires pupils to recognise

and write suitable answers based on the genre given. According to the latest SPM

format, pupils are required to do directed writing and continuous writing in the

form of informal email, story, report, article or review. Meanwhile, for IGCSE

English essay writing tasks (Exercise 6 and Exercise 7), pupils will be tested on

writing appropriately in two different genres: an informal letter and an article

for a school magazine. Therefore, this writing approach is significant for ESL

pupils when writing in order to be able to select or anticipate appropriate con-

tent, language and levels of formality.

3. Methodology

3.1. Research Design

In determining the approach to be taken as the path to fulfil the purpose of this

study, it is of great importance to refer to the research questions (Creswell,

2012). Since this research deals with a constructivist perspective, thus, a qualita-

tive research approach was chosen. In addition, constructivists claimed the truth

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is relative and that it is dependent on one’s viewpoint (Pilarska, 2021). Also, the

main purpose of this study is to investigate the challenges faced by the English

teachers of Majlis Amanah Rakyat (MARA) in Sabah and the writing approaches

employed specifically towards improving pupils’ ESL writing fluency for dual

different high-stakes examinations. Therefore, a case study method was adopted.

The case study method is a valuable tool that researchers use to examine a situa-

tion thoroughly and gain a comprehensive under-standing of it. According to

Stake (2000), this method involves a process of inquiry about the case that re-

sults in a deeper understanding of the phenomenon being studied. It is particu-

larly useful when the investigator has little control over the event of a contem-

porary phenomenon with real-life context (Yin, 2014). Moreover, this qualitative

case study methodology provides researchers with the necessary tools to study

complex phenomena within their specific contexts (Baxter & Jack, 2008). By ex-

ploring the details of a particular case, researchers can draw conclusions that are

not only relevant to that specific case but also applicable to similar situations

elsewhere. By mentioning this, it means that the researcher is finding the best

approach for English teachers in MRSM to employ in teaching writing. In line

with this particular study, the findings will be helpful for teachers teaching dual

high-stakes examinations such as SPM and IGCSE in Malaysia.

3.2. Research Participants and Settings

Purposive sampling has been selected in choosing the participants in this case

study. The researcher employs purposive sampling when selecting the research

participants. Purposive sampling, often referred to as judgmental, selective, or

subjective sampling, entails a set of sampling techniques that depend on the re-

searcher’s judgement when it comes to choosing the participants that are to be

studied (Thomson & Gunter, 2011). Moreover, this sampling method was cho-

sen due to its adaptability which enables researchers to save time and cost when

collecting the data (Berndt, 2020). The participants were selected according to

three predetermined criteria which are ESL secondary MARA teachers, teaching

in MRSM Sabah, and familiar with writing approaches for dual high-stakes ex-

aminations. By considering these criteria, five ESL secondary MARA teachers

from the same school were selected to investigate their experiences in teaching

ESL writing skills by using writing approaches to enhance pupils’ writing fluen-

cy. The teachers interviewed revealed that they were aware that IGCSE and SPM

English syllabi, examination formats and teaching contents were different. These

teachers were considered the most suitable to be interviewed as they fit all of the

criteria and possess the schemata needed to provide information in achieving the

aims of the study.

3.3. Data Collection and Procedures

3.3.1. Semi-Structured Interview

This study employed semi-structured interviews in obtaining extensive findings

on ESL secondary MARA teachers’ challenges and writing approaches specifi-

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cally towards improving pupils’ ESL writing fluency in a dual different high-

stakes examination. By using interview methods, researchers can yield rich and

detailed pieces of data about people’s perceptions, thoughts, feelings, and im-

pressions in their own words (Dilshad & Latif, 2013) which is aligned with the

aim of the study. Other than that, some of the interview questions were formu-

lated by the researcher and validated by the expert in the ESL field regarding the

content validity of the questions. The interview sessions were conducted in a

face-to-face session at the selected school located in Sabah. Also, there are 12

semi-structured interview questions developed aligned with the theories under-

pinning this study which is the Constructivist Learning Theory. Given that a qu-

alitative methodology seeks to explore a question in depth, the inculcation of the

semi-structured interview is deemed suitable for addressing the research ques-

tions of this study extensively. Lastly, the face-to-face interview session will be

recorded to ensure the validity of the transcription.

3.3.2. Document Analysis

Document analysis is a valuable yet underused approach in qualitative research

that has been used for many years (Morgan, 2022). According to Merriam and

Tisdell (2016), the document analysis can consist of texts, visual resources in-

cluding photographs, video and film as well as visual materials that can be a

good and suitable element to support the qualitative analysis. In line with this

study, document analysis is conducted by the researcher to provide evidence of

the differences between SPM writing exam papers and Cambridge IGCSE writ-

ing exam papers. This will be useful for the study to show distinct aspects, re-

quirements, marks as well as elements of SPM and IGCSE writing papers in

which the study intends to investigate. Moreover, the analysed and tabulated

data would be categorised into codes and themes to investigate the first research

questions which is, ‘What are the challenges faced by the MRSM English teach-

ers in Sabah specifically in improving pupils’ ESL writing fluency in a dual dif-

ferent high-stakes examination?’ This instrument is important in focusing exclu-

sively on how texts portray different groups of people and the way they think. In

this case, document analysis is a useful approach to show pupils’ authentic writ-

ing fluency and their ability to answer each high-stakes writing examinations.

3.4. Data Analysis

The data analysis process will comprise a careful analysis and interpretation of

the observation guide from the semi-structured interview transcription and

document analysis from five pupils of Form 4 classes taught by the five ESL sec-

ondary MARA teachers employed in this study. To elaborate, the interview re-

cordings were transcribed verbatim and shared with participants for verification,

ensuring the utmost accuracy of the transcription. This step is critical in identi-

fying and rectifying any errors or misconceptions. Following this, a thematic

analysis was conducted, which is recognised as a suitable method for compre-

hending experiences, thoughts, or behaviours present in a data collection (Kiger

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& Varpio, 2020). Additionally, the thematic analysis enabled the identification of

several themes within the research findings, which were instrumental in ans-

wering the research questions and explaining the observed occurrences. Not on-

ly that, the data analysis process will be followed by the process of coding the

data by the theoretical viewpoints (Miles & Huberman, 1994), whereas in the

context of this study, the researcher will refer to the cognitive model of writing

by Flower and Hayes (1981) and also the writing approaches employed by the

teachers. As for document analysis, the document that are used in this study is

from 5 pupils who are currently in Form 4 focusing on exam writing papers of

SPM and IGCSE, which each student comes from different classes.

3.5. Reliability and Validity

Maxwell (2021) underlined that the validity of a research instrument is deemed

the fundamental concept for all research. This is also supported by a claim that it

is essential to ensure the validity and reliability of a research instrument to

measure the accuracy and consistency of the research instrument (Mellinger &

Hanson, 2020). In ensuring the validity of the instrument for this study, the re-

searcher asked for the expert’s opinion on the research instrument. Moreover,

two experts reviewed the semi-structured interview on a few aspects namely

clarity, redundancy, readability and completeness. Next, an independent in-

ter-observer was called to assist with the observation in order to eliminate the

biases in judging the effectiveness of the lessons. Not just that, the validity and

reliability of research also depend on the participants’ validation and permission.

In qualitative research, the process of participants’ validation is a crucial step in

ensuring the accuracy and credibility of the findings. This process requires the

researcher to return to the participants and present them with their interview

transcripts or data analysis for them to review. Participants are then allowed to

validate, or refute, the researcher’s interpretation of the data. This method serves

as a form of quality control, as it allows the researcher to identify any errors or

misinterpretations in their analysis and make necessary adjustments. According

to Harry and Lipsky (2014), the process of participants’ validation is a vital step

in ensuring the trustworthiness and reliability of the research findings.

4. Research Findings

4.1. Demographic and Findings

4.1.1. Participants’ Teaching Experiences and Teaching Backgrounds

In answering all of the research questions, it is important to note teachers’

teaching backgrounds and teachers’ experiences in teaching writing in order to

relate it with the writing approaches that they used to curb the challenges that

they have to encounter in teaching SPM and IGCSE writing.

4.1.2. ESL Teachers’ Teaching and Education Backgrounds

The findings obtained from this study highlighted teachers’ teaching and educa-

tion backgrounds consisting of their high-stakes examinations results for

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SPM/IELTS/MUET, their opportunities in attending in-service training and

number of years working experiences with MARA. The findings gathered from a

semi-structured interview found that majority of the participants have been

working with MRSM ranging from five to ten years. Moreover, all of the English

teachers admitted that they are given the responsibility to teach both high-stake

examinations which is SPM and IGCSE. As mentioned by one of the participants

(P1), “I’ve been working here in MRSM for about 5 years as I started to work in

2018 and spend 3 years teaching both SPM and IGCSE”. Similarly, (P3) stated

that she, “have been working with MRSM for almost 6 years, after graduating

under MARA’s scholarship and have taught both SPM and IGCSE for about 3

years”. In addition, the findings also found that two of the participants have

more than seven years of experiences in teaching where (P4) and (P5) expressed

that they, “have been working with MRSM for more than 8 years now and have

been teaching IGCSE as well as SPM for almost 5 years”. However, only one of

the participants (P2) have less than 3 years of working experiences, “I have been

working under MRSM for almost 2 years and this is the first year I get to teach

for IGCSE and SPM” (P2). Based on the findings collected from the semi-

structured interview session, it was found that generally, the majority of the par-

ticipants have obtained excellent results in their own high-stake examinations.

According to (P1), “I manage to get A+ for my SPM and distinctions results for

my Cambridge Test 1119 (GCE-O) as well as mini-mum requirement of 6.5 to

study overseas. Not only that, I obtained B2 High for my MUET and teacher’s

assessment”. Similarly, for (P3) as she mentioned that, “as for my English re-

sults, I obtained A for my SPM and 6.5 for IELTS”. Meanwhile for two of the

participants who have more than six years of teaching experiences, they men-

tioned that they “obtained A1 or scored with distinction for English subject”. As

mentioned by (P2) who have less teaching experiences as compared to others, “I

scored A for my English subject during SPM and Band 5 for my MUET”. In re-

gards with teaching experiences, these MRSM English teachers also share their

experiences on the opportunities given to enhance their teaching skills for both

high-stake examinations. According to (P1), “I did not receive direct training

from MARA itself before becoming a teacher here, but I manage to get myself

into the teaching profession from being a substitute teacher under The Ministry

of Education (MoE) for 2 years,”. He then added that, “however, I have and still

receive a lot of training especially in terms of Cambridge IGCSE syllabus, train-

ing and seminars organised by MARA and CAIE twice of training after I started

working for MRSM”.

Not only that, he also mentioned that, “meanwhile for SPM formats, based on

previous years, I usually attend in-house training in our school conducted by the

head of language department, senior English teachers, even the state department

(JPN)”. Similarly, (P3) expressed that “I’ve received adequate training for IGCSE

and exposure about SPM examinations as well as mentoring session from

MARA”. The participant (P3) then added that, “however during my first year of

teaching, there is lack of exposure and I have to learn by myself and asking

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around”. In addition, (P4) and (P5) expressed that they also “have received ade-

quate training considering the years spend with MRSM and we can always ask

for more seminars and training courses if we want to”. Moreover, two of the

participants (P4 and P5) also mentioned that they, “still need to learn more

about IGCSE format as lately they have changed”. Lastly, the findings also found

that one of the participants (P1) have not received adequate exposure and train-

ing to teach IGCSE programme since she is a new teacher where she stated that,

“I’m a new teacher and I have not yet received any direct training courses for

IGCSE. However, I have been to several seminars and get many exposures from

in-house training for SPM examination”. Therefore, these results of teachers’

teaching experiences and teachers’ high-stake examination results along with

their experiences in training courses will contribute and give impact to their

teaching approaches and challenges in teaching writing for both high-stake ex-

aminations.

4.2. MRSM English Teachers’ Challenges in Teaching Writing for a

Dual High-Stake Examination

This section presents the findings obtained in answering the first research ques-

tion, What are the challenges faced by the MRSM English teachers in Sabah spe-

cifically in improving pupils’ ESL writing fluency in a dual different high-stakes

examination? The findings revealed four teaching challenges being highlighted

by the research participants which comprises limited resources of English writ-

ing materials, teachers’ unfamiliarity of writing formats and contents, teachers’

motivation, and pupils’ low proficiency level.

4.3. Limited Resources of English Writing Materials

When the participants were asked about the resources and teaching materials

that they used in teaching writing for both of the examinations, the majority

commented that they face resource constraints of English writing materials in-

cluding limited access to technology, shortage of relevant writing materials and

insufficient availability of supplementary materials such as practice exams or

targeted writing exercises, especially for IGCSE writing examination. For exam-

ple, one of the interviewees mentioned that he, “have to depend on past years

questions from other MRSMs when doing some revision with the pupils in

which sometimes the formats changed and outdated for IGCSE, it is somehow

toughened the writing lesson” (P1). The participants then added, “we have suffi-

cient relevant resources of SPM writing materials as we always exchange infor-

mation and teaching materials with other MRSMs”. Talking about this issue, an

interviewee also said that, “Textbooks for SPM purposes is somehow useful but

IGCSE textbook on the other hand is not really helpful and not suitable for our

pupils, which makes the learning difficult” (P3).

Plus, another interviewee stated that she is, “trying to get extra materials on-

line for IGCSE but sometimes the sources is unreliable and incomplete,” (P2).

These results reveal that the MRSM teachers are challenged with limited availa-

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bility of English writing materials particularly for IGCSE which impede their ef-

fectiveness in teaching writing. Based on the findings collected from the semi-

structured interview session, it was found that generally, the majority of the par-

ticipants express their concern on limited access to technology when conducting

an English writing lesson. As one of the interviewees put it, “teaching writing

should be fun and engaging with the help of digital tools but we have little access

to technology here,” (P2). Moreover, one of the participants mentioned that her

pupils are always eager to learn English especially writing because of the tech-

nology tools that she used during the lesson, “they are motivated and driven by

the game-based writing lesson but the inadequate internet access here inter-

rupted most of the lesson,” (P1). Not only that, as mentioned by (P3), “most

teachers have to buy their own projectors if they wish to teach writing using on-

line platforms, this is due to most projectors here are either unusable or the

computer room does not have internet access which limits the lesson to only

‘chalk and talk’”. These results suggest that the scarcity of English writing re-

sources like accessibility to technology and shortage of updated writing materials

challenges teachers in teaching writing.

4.4. Teachers’ Familiarity of Writing Formats and Contents

Based on the semi-structured interview conducted, one of the most frequent

challenges that has been faced by the MRSM English teachers is teachers’ unfa-

miliarity in differentiating both IGCSE and SPM writing formats or marking

scheme for both of the high-stakes examinations. One of the research partici-

pants, (P1) shared that he, “have some problems especially during the early year

as a teacher on how to differentiate between both IGCSE and SPM types and

formats of writing”. Adding to that, (P2) also stated that she, “used to have

problems with the old IGCSE format and even struggled to teach the differences

of requirements needed for SPM and IGCSE writing papers”. Another partici-

pant, (P3) also stressed upon this challenge where she mentioned that, “being

familiar with the formats of writing is important as I had difficulties in teaching

when I was still new to IGCSE writing formats”. This indicates that teachers’ fa-

miliarity to differentiate the formats of IGCSE and SPM writing formats is cru-

cial in order to teach English for dual high-stakes examinations. Adding to that,

all of the participants mentioned they also have difficulties in marking both ex-

aminations papers at first due to unfamiliarity.

One of the teachers, (P1) mentioned that, “to mark IGCSE and SPM exam

papers is another obstacle I have to face as a new teacher who is unfamiliar with

it”. The participant then added that it gives more challenge for him as there are

differences of requirements to look at for the marking scheme between SPM and

IGCSE formats including the word limit, vocabulary, communicative achieve-

ment, contents and grammatical errors. Another participant (P2) emphasised

that, “unfamiliarity makes it difficult for me in understanding the rubric of

marking scheme which sometimes made me confused”. Meanwhile, (P3) shared

different opinion as she mentioned that it is not difficult to mark the examina-

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tion papers but she was challenged when she, “had to figure out the best way to

teach pupils on how to score according to the rubric given”. This shows that

teachers’ familiarity to mark exam papers is important to teach pupils the writ-

ing formats. From this interview, the participants then added that after years of

teaching experiences and the implementation of new format, eventually they get

more familiar with the requirements which makes them more confident to teach

pupils for both high-stakes examinations. As (P1) emphasised, “with the new

format now, I feel confident to teach and mark writing for both examinations”

and as mentioned by (P2), “I manage to cater to the differences of both formats

of writing now”. Similarly, (P3) stated that, as I gained more experiences, I feel

better in teaching both formats of IGCSE and SPM now.

Overall, this highlights the importance of teachers’ familiarity on the writing

formats, which eventually improve teachers’ understanding and pupils’ writing

fluency for both examinations. From the findings obtained through document

analysis, the researcher able to identify and analyse the differences between SPM

and IGCSE writing papers through documents gathered with the help from the

participants’ sample exam papers. Besides, it is notable that different pupils have

different ability and proficiency in English, but the researcher found that SPM

writing questions tend to give more space and choices for students to write out

their ideas by following certain criteria. For example, in SPM sample question

(

Figure 1) unveils one page with three different questions for Part 3.

On the other hand, the new format of IGCSE writing paper will be combined

with four reading questions and requires pupils to write two writing (an email as

well as to choose between review, article or report) as shown in

Figure 2. It was

mentioned by the participants that this combination of reading and writing car-

ry 60 marks in total. The researcher also found that teachers are having trouble

in differentiating the writing approaches for both examinations. This is due to

the different marks and requirements as well as both papers used different ru-

brics to marks both papers (

Figure 3).

4.5. Teachers’ Motivation

It is also crucial to study teachers’ demotivation as it can have a significant im-

pact on the overall learning environment and the teaching outcomes particularly

in teaching writing. Several factors may contribute to MRSM English teachers’

feeling demotivated which includes heavy workload, high expectations in teach-

ing dual high-stakes examinations, inadequate training for IGCSE writing and

their proficiency level. According to (P1), “I used to be proficient in all four

skills but I’m quite struggling in certain parts now, this somehow demotivates

me as a teacher when teaching writing IGCSE”. Not only that, (P2) also men-

tioned that she, “struggled with the proficiency in teaching IGCSE writing,” and

added that she feels demotivated when she, “did not mastered all of the vocabu-

lary and grammar knowledge”. However, (P3) expressed that she, “does not have

any problems with English especially writing as I have a strong foundation in

English”. Then, she added that “with this strong foundation, I feel motivated to

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Figure 2. Sample Part C—SPM writing exam questions.

Figure 3. Sample Part B—IGCSE writing exam questions.

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teach IGCSE and SPM”. These responses indicate that motivation of MRSM

English teachers is due to their English proficiency level. Moreover, other find-

ings obtained from the interview session also highlighted the challenges in deal-

ing with the heavy workloads which later impact the teachers’ motivation. As

mentioned by (P2), “demotivated and burnt out with the heavy workloads and

expectations of teaching dual high-stakes examinations,”.

The participant then added that, “teaching for SPM and IGCSE is either a

make or break, balancing the preparation for two exams with potentially differ-

ent expectations can be challenging especially for writing”. Similarly, (P1) ex-

pressed that “as a new teacher, teaching IGCSE is quite daunting and demoti-

vating especially when you failed to deliver a good lesson”. Another interviewee

(P3) mentioned that, “MRSM English teachers may feel demotivated and over-

whelmed by the demands and heavy workloads of preparing pupils for two dif-

ferent high-stakes examinations, each with its own set of requirements”. There-

fore, the results provide important insights of teachers’ demotivation due to

heavy workload. One of the participants expressed that, “due to inadequate

training in teaching IGCSE writing, I sometimes feel demotivated when con-

ducting the writing lesson,” (P2). The participant then elaborated that, “this is

demotivating especially when there is little to no guidance on how to teach

IGCSE essays during my first year of teaching which later will affect my pupils’

marks”. Not only that, she later admitted that, “adequate training helps especial-

ly for dual high-stakes examination and without it, new teachers will be lost”.

This highlights the response of teachers’ demotivation due to lack of in-training

for IGCSE writing especially for new teachers. It is also important to note that

teachers require supports to develop better teaching skill particularly in teaching

writing for high-stakes examinations.

4.6. Pupils’ Proficiency Level

The findings analysed from the interview session depicts another challenge en-

countered by MRSM English teachers teaching in dual high-stake examinations

which is relating to pupils’ proficiency level. A majority of the participants men-

tioned that pupils have difficulties in constructing simple sentence structures,

misunderstanding the content and context of IGCSE writing formats, lack

knowledge of vocabulary and irrelevant ideas of writing which later hinder their

writing fluency. First of all, one of the participants (P4) express concern in re-

gards of writing fluency among her pupils, “some of these pupils have poor pro-

ficiency level which can be seen by difficulties in constructing simple sentence

structure and many spelling errors.” Similarly, (P1) stated that most of his pupils

also have difficulties in constructing sentences, “they make mistakes in complex

sentence structures, most of them unable to differentiate the uses of tenses and

even articles”. Other participants mostly agreed that their pupils are lack of

grammar knowledge which later impede the student’s writing fluency. As one of

the participants (P3) mentioned that, “when they are unable to construct simple

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sentences or have any misused of grammar structure, they will not be able to

answer the questions correctly”. (P4) further elaborated that most of the pupils

who have low proficiency level in English are those who recently transferred

from other school during their Form 4, “most of the pupils with poor proficien-

cy level are transferred from other school and it’s a bit late to teach them again

about basic grammar”.

These results shows that majority of the pupils face problems in organizing or

constructing proper essay writing due to lack of grammar knowledge. Adding to

that, (P2) also mentioned that some of the pupils have trouble in differentiating

the requirements and formats for both IGCSE and SPM writing papers, “they

sometimes failed to check the words limitation for IGCSE papers and misun-

derstand the requirements especially for extended writings section”. According

to (P5), “the pupils have problems with creating and organizing their own con-

tents for IGCSE continuous writing because they expect that there will be notes

given like in SPM question paper”. Moreover, based on the findings analysed

from this study, three of the participants agreed that most of their pupils’ poor

proficiency level are due to reliance on Malay language for processing thoughts

and ideas. It is important to address this challenge as it will result in poor writ-

ing fluency. According to (P1), “my pupils love to translate everything from Ba-

hasa Melayu to English language, not all words can be direct translated”. Anoth-

er participant (P3) mentioned that, “student like to direct translate certain vo-

cabulary to English then create a sentence from it, which doesn’t make any

sense”. Therefore, this finding depicts a crucial need to understand the impor-

tance of proficiency level in order to have writing fluency for both high-stakes

examination.

4.7. MRSM English Teachers’ Writing Approaches for a Dual

High-Stake Examination

ESL Writing Approaches for a Dual High-Stake Examination

1) Product-Based Approach

Based on the semi-structured interview conducted, one of the most frequent

writing approaches that has been employed by a majority of the participants is

product-based approach or studying a model-texts and duplicating them. Ac-

cording to (P1), “I feel like my pupils write English better when they get sample

answers from a given model text”. Not only that, (P1) also expressed that, “for

my IGCSE pupils who have low proficiency level, they like this approach because

they learn best from copying excellent essay sample”. By showing the sample es-

say, pupils get to practice and highlight connectors used, study the structure and

duplicating them. Additionally, (P4) also mentioned that, “my pupils can get the

idea of how to construct sentences by following the formats given by the model

text”. Moreover, for the IGCSE pupils particularly, they are exposed to written

model texts during pre-writing stage in order for them to get the idea of the

structure and when they are ready to write on their own, they will continue

writing without the help of the teachers.

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As mentioned by (P2), “due to their low proficiency level, I always exposed

them to native-like written model texts or materials first rather than asking them

to write by using their own ideas”. She then further elaborated, “after they are

ready, I will ask them to write on their own. If they are still not ready, I will give

more sample of essays as guidance”. This is also implemented by (P3) where she

mentioned that it is one of the efficient ways to get the pupils to start writing, “I

used to ask IGCSE pupils to write by using their own ideas, it is very time-

consuming because they said they don’t have any ideas and unsure of the struc-

ture”. Additionally, she stated that, “but after using this approach, the student

automatically remembers the structure especially in writing article or review for

SPM and IGCSE formats”. These findings presented depict the importance of

product-based approach employed by the MRSM English teachers in order to

improve pupils’ writing fluency especially in dual high-stakes examinations.

2) Genre-Based Approach

The findings analysed from the interview session depicts a noticeable trend in

implementing writing for specific text or genres (genre-based approach) in teach-

ing writing for dual high-stakes examination. A majority of participants men-

tioned the important notion of knowing the student’s ability in writing before

implementing this approach. One of the participants (P3) mentioned that, “once

the pupils are ready to write on their own, it’s best to let them explore their own

ideas in different target texts such as descriptive essays or argumentative essay.”

She then added that, “it is advisable for teachers to guide pupils first by showing

differences of genres or formats and allow the pupils to work on their own”. In

addition, (P5) stated that, “pupils learn best if you give them “target text” and

exchange ideas among their classmates”. This can actually help the pupils to be

more comfortable and creative in learning English as they can exchange ideas

among their classmates. According to (P5), “my pupils seem comfortable when

they can generate and exchange creative ideas with their friends”.

Moreover, (P5) also agreed on this approach as the participants mentioned

that, “Pupils are required to do directed writing and continuous writing in Part 2

and Part 3 of SPM writing paper, thus, this approach is suitable especially to

teach pupils in recognizing and writing appropriate content, language and tar-

geted genres. Furthermore, as mentioned by three of the participants who em-

ployed the idea of genre-based approach, their main reason in adapting this ap-

proach is solely for pupils to be able to construct content points and summarize

their ideas based on specific genres creatively. This is highlighted by (P2), “pu-

pils not only get to write better content points needed but also they can differen-

tiate the formats between descriptive essays and narrative essays for both SPM

and IGCSE exam”. Then, (P2) added that her pupils enjoy learning in a focused

and targeted genre. Therefore, the findings depict that English teachers can im-

plement this approach to improve pupils’ writing fluency but only after pupils

gained awareness of the differences between IGCSE and SPM writing formats

and requirements for each section.

3) Process-Based Approach

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The findings obtained also highlighted another writing approach employed by

the MRSM English teachers which is process-based approach. However, based

on the analysed data, this is the most uncommon approach used and mentioned

by the participants. As highlighted by one of the participants,

“it is time con-

suming since pupils have to do a lot of thinking process…”

(P2). Moreover, (P2)

further elaborated that the thinking process could be daunting particularly for

low proficiency pupils and these pupils will need a lot of guidance. (P2) hig-

hlighted her concern,

“considering the time limitation for English class, it is al-

most impossible to cater to every student’s needs in the class”.

However, (P2) asserted that this approach is still usable for both IGCE and

SPM examinations due to its practicality. Similarly, other participants also men-

tioned that, “

this approach will only be suitable for upper form pupils such as

Form 5 pupils who are going to sit for their SPM as they are able to produce and

revise their own drafts of writing…”

(P5). Then, the participant added,

“this ap-

proach requires a lot of supportive environments in the classroom and the post-

writing stage is crucial for pupils to refine their pieces of writing”.

Therefore,

this finding also highlighted that this approach is the least employed writing ap-

proach by the English teachers for that dual high-stakes examinations.

5. Discussion

5.1. General Review of the Findings

It is important to note that English teachers in Maktab Rendah Sains Mara

(MRSM) in Malaysia, are like other educators worldwide, who face various of

challenges particularly when teaching writing for a dual high-stakes examina-

tions such as IGCSE and SPM. Findings obtained from the interview found that

majority of the participants encountered resources constraints of English writing

materials including limited access to technology, shortage of relevant writing

materials and insufficient availability of supplementary materials such as prac-

tice exams or targeted writing exercises, especially for IGCSE writing examina-

tion which later impede the process of teaching writing. These findings further

support the idea of Peter and Singaravelu (2021) that insufficient materials are

the major reasons for the ineffective writing among the pupils. This is also sup-

ported by a study conducted on English teachers in Indonesia which revealed

that external factors include the poor class condition and lack of teaching aids

for writing makes it difficult to teach writing (Peter et al. 2021 as cited in Hi-

dayati, 2018). These results match those observed in earlier studies by Al Amin

Ali (2017) which showed the ESL teachers felt that the content and context of the

textbook for writing was not attractive and persuasive enough to encourage the

teachers also to teach writing. Therefore, this study asserts the crucial need for

teachers to have new and sufficient accessibility to supplementary materials es-

pecially in teaching IGCSE examination.

Furthermore, it was found that majority of the teacher were challenged by the

formats and teaching content as well as marking both high-stake exam classes.

N. H. A. Huzaimi, M. Mohamad

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Open Journal of Social Sciences

However, after more years of experiences, these MRSM teachers able to over-

came the confusion and could differentiate differences in the marking require-

ments, test formats and contents. This is aligned with a past study which also

revealed that ESL teachers need to be familiar with the content and context of

both high-stakes examinations to ensure that they can provide a meaningful

writing lesson (Supramaniam et al., 2020). In addition, the findings analysed by

this study indicate the importance of teachers’ familiarity on the writing formats,

which will eventually improve teachers’ understanding and pupils’ writing flu-

ency for both writing examinations. As mentioned by Supramaniam et al.

(2020), ESL teachers who are responsible in teaching dual high-stakes examina-

tion are required to be updated of changes in materials or format as not doing so

will risk their pupils in performing poorly or failing. Thus, being familiar with

the content and context of the lesson as a teacher plays a huge role in creating a

meaningful English lesson particularly in writing class which it will result in pu-

pils’ achievement in writing.

Also, the participants interviewed highlighted that teachers’ motivation plays

an important role in teaching writing especially in a dual high-stakes examina-

tions. Based on the findings elicited, teachers demotivated when they have to

deal with heavy workload as well as high expectations in teaching dual high-

stakes examinations. Not only that, the present study revealed inadequate train-

ing for IGCSE writing and teachers’ proficiency level are also the reasons affect-

ing teachers’ motivation in teaching in both dual high-stakes examination. The

findings of the current study are consistent with those of Mahmoud Rababah et

al. (2018), who found out that when English teachers are highly motivated, this

will eventually aid the teachers to carry out the lesson competently. In addition,

motivation is viewed as crucial contributor to language achievement (Gardner,

1985 in Seven, 2020). This is supported by Frenzel (2014) who mentioned that

teaching emotions is also crucial in order for a teacher to provide the best in-

struction and interaction with pupils. Previous researchers also found that teach-

ers’ teaching emotions can impact the classroom environments thus resulted in

the pupils’ outcomes (Carmichael et al., 2017 in Parr et al., 2021). Therefore,

teachers’ motivation plays a huge role in teaching for a dual high-stakes exami-

nation system.

Additionally, findings for the second research question revealed that there are

three writing approaches being highlighted by the research participants in order

to improve pupils’ writing fluency for high-stakes examinations which compris-

es of reproduction of writing models (product-based approach), writing for spe-

cific text or genres (genre-based approach) and process writing approach. Add-

ing to that, one of the most frequent writing approaches that has been employed

by a majority of the participants is product-based approach or studying a model-

texts and duplicating them. In line to this study, a similar study was conducted

to find the benefits of this approach as according to Tangpermoon as cited in

Selvaraj and Aziz (2019), a student will be able to learn correcting vocabulary

and creating various sentence patterns which will later improve pupils’ gram-

N. H. A. Huzaimi, M. Mohamad

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10.4236/jss.2024.125031 580 Open Journal of Social Sciences

matical awareness. Also, the researcher mentioned the same thing which is

product-based approach is the best approach for low achievers in ESL class-

rooms. Based on the findings collected, it was also found that the least writing

approach that the teacher employed is process-based approach. According to

Selvaraj and Azizi (2019), process-based approach has its advantages, which is

time-consuming as it focuses more on the process instead of the structures and

grammatical errors. To support this finding, a similar study reported that

process-based approach is more suitable for teaching and improving pupils’

writing in tertiary level. Overall, teachers need to know their pupils well in order

to cater to pupils’ writing proficiency and ability to learn as well as acquiring the

writing lesson.

5.2. Implications of the Study

5.2.1. English Secondary School Teachers in Dual High-Stakes

Examinations

The findings obtained from this study emphasize the importance of discovering

the English teachers’ challenges in teaching writing. In Malaysia, writing task is

seen as daunting and complex process due to its pre-writing (understanding the

question and drafting), while-writing (correcting context and grammatical er-

rors) and post-writing to finalised the writing task. However, this study will help

teachers particularly those who are teaching English in secondary schools in

Malaysia to identify the suitable writing approaches to be employed and adapted

in not only improving pupils’ writing but also to improve their grades and

achievement in English. Recognizing the challenges of teaching writing provided,

English secondary school teachers are encouraged to be familiar with the content

before teaching, use suitable approach based on pupils’ proficiency levels and

their capability to comprehend English. Not only that, teachers are also encour-

aged to use variety of teaching materials which specifically were geared to im-

prove pupils’ writing fluency in a dual high-stakes examination like SPM and

IGCSE. Moreover, English teachers teaching in MRSMs are encouraged to try

new ways such as interactive activities, drilling writing exercises and IGCSE ma-

terials. This way, it gets to help pupils with varying proficiency level to have an

effective writing practices rather than just using the textbook. Also, this study

emphasizes on the importance of curbing the challenges by using the appropri-

ate approach such as product-based approach. The importance of knowing the

best approach will be the best solution in solving all of the challenges. Thus,

every teacher is encouraged to know their pupils’ proficiency levels as well as to

know the differences of each approach and use them correctly in a lesson.

5.2.2. Limitations and Recommendations for Future Study

This study has obtained and given useful information especially for teaching and

learning in a dual high-stakes examinations context. However, this study still has

some limitations that should be addressed. Firstly, a larger and more diversified

participant drawn from various MRSMs and cultural contexts might improve

N. H. A. Huzaimi, M. Mohamad

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Open Journal of Social Sciences

the study’s external validity.

Besides, focusing on pupils’ challenges in understanding and improving their

writing for examinations would draw a better insight rather than just focusing

on teachers’ challenges solely. Besides, future study could do a comparative

study between MRSMs system and government secondary school system for a

better understanding to have a better grasp of the situation. This will allow re-

searchers and Ministry of education to have the best standardised curriculum for

every student in Malaysia. Apart from that, the qualitative method of this study

might be useful to understand in-depth inquiry but will limit the ability to assess

specific outcomes such as percentage of pupils’ scores by using different ap-

proaches. Therefore, future study could use quantitative approaches needed to

provide thorough understanding of this study.

6. Summary

To conclude, this study presents the findings, limitations and recommendations

of this study to English teachers, future researchers as well as to the Ministry of

Education. While this study gives beneficial insights, its shortcomings, such as a

limited sample size of participants, the limited literature review on approaches in

teaching writing fluency for the IGCSE examination or conducting a quantita-

tive assessment, and opinions obtained from a variety of stakeholders highlight

the need for further research. Future research may incorporate more partici-

pants from different MRSMs. Thus, it is hoped that the findings of this study

could help other teachers to have some insights on how to enhance student’s

writing fluency, particularly for the IGCSE examination.

Conflicts of Interest

The authors declare no conflicts of interest regarding the publication of this pa-

per.

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