ARTICLE 1

Title: Levels of Writing Apprehension among Lower Secondary School Students

English in Malaysia was being perceived as the most prominent and reputable language since ages ago and especially in our current educational issues. The significance of the language could be seen through the government's decision to announce English as the second language of Malaysian Education. Malaysia has gone through several changes in educational policy especially regarding the language of the medium of instruction in schools. One of the purpose and objective of English language instruction in Malaysian Education system is to enable the learners to produce and write essays besides increasing their writing skills in English in a range of topics and in loads of different ways. However, not a lot of Malaysians have the aptitude to write in English clearly and expressively. This problem is not only a problem of students from rural areas but also students from the urban areas. Writing in Malaysian schools is being assessed as a part of examination of the English paper and as a necessity and requirement in furthering education at colleges and universities. A lot of students did not perform well in writing. Malaysian students have to go through compulsory writing subject in their examinations such as the PMR and SPM. The not-so-great performance of students in the English language is mainly related to their problems in the writing aspect. Problems in writing can be found among Malaysian school students. A number of Malaysian students have a "not-so-positive" attitude toward writing. Writing Apprehension is term mentioned by Daly and Miller (1975). "Writing Apprehension (WA) is a situation and subject-specific individual difference concerned with people's general tendencies to approach or avoid situations perceived to demand writing - especially when accompanied by some amount of evaluation". Hypothetically, those with low writing apprehension ought to achieve better on tests of writing skills than writers with higher level of apprehension.

Anxiety or apprehension is referred to be one of the reason that could influence the process of learning of Malaysian students, and researchers like MacIntyre (1995), and Gardner(1991) state that language courses are very prone to cause and provoke anxiety among students. Research have also revealed that students that make use of productive skills, like writing and speaking, are bound to experience a substantial quantity of apprehension in the course of learning (Hilleson, 1996; Zhang, 2001).

Retrieved from http://www.ukessays.co.uk/essays/english-language/language-of-malaysianeducation.php

ARTICLE 2 Title: Writing English Essays Within Dominant Discourses In Malaysian Schools This article has shown the impact of the discourse of English language use and the regulatory power of the discourse of examinations in Malaysia on a group of secondary school students doing school writing. The discourse of examinations that narrows school writing to what is expected by examiners resulted in compliance and tactical or strategic responses from the students. Their approaches to the writing tasks include manipulating vocabulary and length, playing off grammar against content and writing within sanctioned topics. Moreover, students aimed to write just enough for them to get by in class and in the examination. Such engagement in writing discourages critical thinking and settles for mediocrity in standards. These findings are similar to the findings in Mohd. Sofi Ali's (2003) study of English language teaching in three primary schools in Malaysia which showed external expectations caused learning, improvement and performance to be associated and equated with good results in public examinations. In another study by Shaharan (2003) on the writing proficiency of a group of Form 3 (Year 9) students in a rural school in Malaysia, it was found that the writing teacher in her study believed that writing was

best taught through guided or parallel writing and the use of model essays. Given the English proficiency level of her students and the limited time to cover the syllabus, this approach enabled her to introduce her students to all they needed to know for the PMR examination. This teacher's priority was not really to teach writing, but to expose her students to all the text-types required by the syllabus. These were a teacher's strategic ways to cope within the discourses of examinations and ESL. This article points to the need to interrogate the discourse of examinations that uses public examinations as the primary measurement tool in deciding a student's future in life. One possible way to reduce the negative effects of such high-stakes assessment on students' writing development is to introduce ongoing class-based assessment and writing projects which acknowledge the students' continuous efforts in their learning. When the focus is shifted from performance in a one-time high-stakes examination to continuous writing development in class, students can experiment with writing outside examination genres. Additionally they can benefit from the use of the process approach prescribed in their English textbook for writing. There can be more opportunities for multiple drafting, consultations with the teacher for continuous feedback and planned student collaboration. Hopefully this will produce more careful and grammatically accurate work, as argued by Fathman and Whalley (1990), Ferris (1997), Frodesen and Holten (2003), and Shih (1998). In the Malaysian classroom, writing should be taught as a developmental process in which the students can enjoy self-expression in a variety of genres and learn to make meaning within certain constraints. This is consistent with the social practice discourse perspective of writing identified by Ivanic (2004). By Tan Kok Eng School of Educational Studies, Universiti Sains Malaysia

ARTICLE 3 Title: Does Writing English has future in Malaysia whether for academic or non academic purposes? Even though the lack of exposure in making writing as a habit starting from the early age, English writing should be given more attention and focus because writing should be integrated with technology such as the internet and writing should not be focus only for academic purposes. The main problem in writing the English language among the students in this country is first, weak command of English itself. Exam pattern oriented approach causes it to be monotonous and creativity of the students do not develop. apart from that. ICT elements not how applied in improving this weakness. Writing English at school level are more focused on the examination requirements and emphasis on creative writing itself is not emphasized. Furthermore, students are not exposed to the writers of English genre in our country. But with rise of the internet, the emergence of the young writer can be trace as some of them are using blogs to share their writing. Such disclosure should be given particular attention to the students to explore other areas of English literature which has integrated with ICT. Recognition of authors in the genre of English not only locally but also internationally whereas event such as SWF Festival (Singapore Writers Festival) are always inviting Malaysian writers as a sign of appreciation towards their talent and work. With early exposure to English literary work, English genre writing in Malaysia does have a future and significance. Articles retrieved from The Star 2007 Archives

ARTICLE 4 Title: Using Blogs To Promote Writing Skill In ESL Classroom The English language has been taught as a second language in all the Malaysian national schools so that it is very challenging to teach English in these schools. Moreover, in accordance with the globalization trend, English language has been instilled as a compulsory subject in curriculum for all the Malaysian national schools. English language learning in schools has always been linked with grammar, literature, exercises and drill activities that position teaching and learning a language as an educational activity that is related to the students personal development in everyday lives. Now, technology has totally influenced pedagogy as the new ways of teaching. With the growth of technology, Social Networking Sites (SNSs) have spread so rapidly and become the new phenomenon among the teenagers. Thus, SNSs are primarily concerned with people who already know each other, and use the Internet as one way of keeping their existing social connections alive, rather than for making new ones. The most popular SNSs are often associated with the broader context of Web 2.0 technologies, which came to widespread prominence towards the end of 2004. According to Boyd and Ellison (2007), SNSs can be defined as web-based services that allow individuals to articulate a list of other users with whom they share a connection such as teacher and the students . However, the growing popularity of blogs as educational tools can be explained by research in this area. Some researchers have claimed that students writing skills improve when they blog. A study conducted by Kavaliauskiene & Vaiciuniene (2006) indicated that the experience of writing on blogs (for an audience) provides opportunities to help students improve their knowledge of English [7]. Nadzrah (2007) also found that blogs let students compose writing with specific purposes that can encourage them to enhance their writing in the language constructively. There were lots of benefits and advantages cited by the lecturers during the interviews when blogs are used with their students. As indicated by one of the

interviewees, blogs can help to seal the connection between the students and the lecturer. The lecturer added that, blogs help to gain free interaction so its more nonformal, and there are no language barriers while writing in their blog. However, it wont be appropriate to simply say some improper commands of language to lecturer but it can be used in blog anytime. Students can also use blogs for education not totally for socialising. Students can ask about assignments and talk about lesson and etcetera. This statement was also supported by another quote from fellow lecturer saying that blogs help to, communicate more in written English rather than doing it face to face. They are not shy to express themselves better. The above statements generally suggest that there are lots of benefits in using blogs such as in interaction and expressing themselves. This also supports that blogs provide a platform for individual expression and support reader commentary, critique, and interlink age as subsequent steps. In other words, blogs foreground the individual.

By MELOR MD. YUNUS, JULIAN LAU KIING TUAN & HADI SALEHI Faculty of Education, Universiti Kebangsaan Malaysia

ARTICLE 5 Title: Writing with the Computer: A Malaysian ESL experience

Computer technology has played a vital role in the current era and is widely endorsed in our society. Its introduction to the ESL classrooms coincides with developments in pedagogical theory and in our understanding of writing which shifted its focus from product-oriented, teacher-controlled approaches to a learner-centred in the classrooms. The use of computer programmes such as the word processor is an example of the

shifting paradigm in writing classrooms. Many ESL instructors have, in general, agreed that the word processor is a motivating force in writing. It encourages and motivates students to go through their writing process: from generating ideas, text revising, pausing, reflecting, editing, and collaborating. As students go through their writing

process with the computer, they may adopt various strategies to facilitate them in completing a writing task. This paper reports on a survey of a group of undergraduate ESL students experience writing with the word processor in a computer -based writing course. The findings are discussed in light of implications for teaching ESL writing. More often than not, most ESL students would cringe when assigned to a task of writing. Although students may go through the process of several steps, starting with generating ideas (via various sources and methods), revising, getting feedback from various readers, and re-writing, many ESL students still find writing a daunting task. In general, it is often the elaboration of ideas that would normally stop them on their track. Although there may be ideas or facts derived from a brainstorming session or a mindmap that can be incorporated into their writing, often, the ideas expressed would lack depth. The struggle to produce the complete text becomes more complex if the writing task requires students to argue some topic or even drive a point home. Such a problem is compounded by the students incompetence in English. Today, thanks to the availability of the computer which provides facilities such as the word processing programme, as this tedious task can be tackled head-on.

In Malaysia, the use of computer programmes such as the word processor has become increasingly popular in higher institutions. Many students have mastered the word processing skills and benefited from using the word processor, for instance, in completing their academic assignments. The possibility of using the word processor in writing has given new challenges to ESL instructors, in particular, writing instructors. As we are preparing and producing knowledgeable and skilled workforce for the new millennium, it is timely that students be encouraged to use the word processor in tackling the tedious ESL writing task.

The introduction of computer technology into the writing classroom is aimed at keeping the students abreast with its development and letting them have a more positive outlook on overcoming the difficulties in writing, as well as enabling them to have a more global outlook to the procurement of knowledge. Getting students to write through the traditional way of classroom tutorials can be boring and demotivating, as the weaker students need to constantly rely on the writing instructor for feedback on their writing. Thus, computer technology such as the word processor is seen as a beneficial tool that can overcome this aspect of writing. Moreover, it can inspire both students and instructors by making ESL writing interesting and relevant.

Although there has been no conclusive evidence to suggest that computer technology can enhance writing performance, word processing is no doubt a viable computer tool in making writing a less daunting and more fun task. The dynamics of ESL writing can be altered with the use of the computer in that the environment of a class can be changed from active to interactive. The word processor, combined with excellent teaching method and other information communication technologies such as e-mail and the Internet, will be a powerful and beneficial tool in writing and can result in improved teaching and learning skills of writing (Maddux, et al., 1997). The ESL writing instructors should, therefore, not regard the computer as a primarily technological innovation but also as a pedagogical innovation. This will help them realise that they need not be computer experts in order to use a computer programme such as the word processor creatively, which in turn will make ESL writing a more fruitful and rewarding task.

by Sabariah Md. Rashid &Melor Md. Yunus Universiti Putra Malaysia Universiti Kebangsaan Malaysia

ARTICLE 1 Levels of Writing Apprehension among Lower Secondary School Students

Thesis statement Even though a lot of students did not perform well in writing. Malaysian students have to go through compulsory writing subject in their examinations such as the, a lot of students did not perform well in writing. Malaysian students have to go through compulsory writing subject in their examinations such as the because not a lot of Malaysians have the aptitude to write in English clearly and expressively. this problem is not only a problem of students from rural area and anxiety or apprehension is referred to be one of the reason that could influence the process of learning of Malaysian students.

ARTICLE 2 Writing English Essays Within Dominant Discourses In Malaysian Schools

Thesis statement Since writing should be taught as a developmental process in which the students can enjoy self-expression in a variety of genres and learn to make meaning w and ongoing class-based assessment and writing projects which acknowledge the students' continuous efforts in their learning, believed that writing was best taught through guided or parallel writing and the use of model essays.

ARTICLE 3 Does Writing English has future in Malaysia whether for academic or non academic purposes?

Thesis Statement English writing should be given more attention and focus because Recognition of authors in the genre of English not only locally but also internationally and writing should

not be focus only for academic purposes but also for literary development towards the language.

ARTICLE 4 Using Blogs To Promote Writing Skill In ESL Classroom

Thesis Statement Even though blogs provide a platform for individual expression and support reader commentary, critique, and interlink age as subsequent steps, English language learning in schools has always been linked with grammar, literature, exercises and drill activities that position teaching and learning because , blogs can help to seal the connection between the students and the lecturer. and blogs help to, communicate more in written English rather than doing it face to face.

ARTICLE 5 Writing with the Computer: A Malaysian ESL experience

Thesis Statement The introduction of computer technology into the writing classroom is aimed at keeping the students abreast with its development and letting them have even though the ESL writing instructors should, therefore, not regard the computer as a primarily technological innovation but also as a pedagogical innovation..

Articles Review

One of the purpose and objective of English language instruction in Malaysian Education system is to enable the learners to produce and write essays besides increasing their writing skills in English in a range of topics and in loads of different ways. Writing in Malaysian schools is being assessed as a part of examination of the English paper and as a necessity and requirement in furthering education at colleges and universities. Malaysian students have to go through compulsory writing subject in their examinations such as the PMR and SPM. The not-so-great performance of students in the English language is mainly related to their problems in the writing aspect. As a result, problems in writing can be found among Malaysian school students. Whereas a number of Malaysian students have a non positive attitude toward writing. Furthermore the discourse of examinations that narrows school writing to what is expected by examiners resulted in compliance and tactical or strategic responses from the students. Their approaches to the writing tasks include manipulating vocabulary and length, playing off grammar against content and writing within sanctioned topics. Students aimed to write just enough for them to get by in class and in the examination. According to a study on the writing proficiency of a group of Form 3 students in a rural school in Malaysia, it was found that the writing teacher in her study believed that writing was best taught through guided or parallel writing and the use of model essays. One possible way to reduce the negative effects of such high-stakes assessment on students' writing development is to introduce ongoing class-based assessment and writing projects which acknowledge the students' continuous efforts in their learning. When the focus is shifted from performance in a one-time high-stakes examination to continuous writing development in class, students can experiment with writing outside examination genres. Even though the lack of exposure in making writing as a habit starting from the early age, English writing should be given more attention and focus because writing should be integrated with technology such as the internet and writing should not be focus only for academic purposes. Writing English at school level are more focused on

the examination requirements and emphasis on creative writing itself is not emphasized. Students are not exposed to the writers of English genre in our country. With rise of the internet, the emergence of the young writer can be trace as some of them are using blogs to share their writing. Recognition of authors in the genre of English not only locally but also internationally whereas event such as SWF Festival are always inviting Malaysian writers as a sign of appreciation towards their talent and work. With early exposure to English literary work, English genre writing in Malaysia does have a future and significance. Some researchers have claimed that students' writing skills improve when they blog. A study conducted by Kavaliauskiene and Vaiciuniene indicated that the experience of writing on blogs provides opportunities to help students improve their knowledge of English. There were lots of benefits and advantages cited by the lecturers during the interviews when blogs are used with their students. As indicated by one of the interviewees, blogs can help to seal the connection between the students and the lecturer. The lecturer added that, blogs help to gain free interaction so it's more nonformal, and there are no language barriers while writing in their blog. The above statements generally suggest that there are lots of benefits in using blogs such as in interaction and expressing themselves. Finally, students go through their writing process with the computer, they may adopt various strategies to facilitate them in completing a writing task. The possibility of using the word processor in writing has given new challenges to ESL instructors, in particular, writing instructors. The introduction of computer technology into the writing classroom is aimed at keeping the students abreast with its development and letting them have a more positive outlook on overcoming the difficulties in writing, as well as enabling them to have a more global outlook to the procurement of knowledge. Getting students to write through the traditional way of classroom tutorials can be boring and demotivating, as the weaker students need to constantly rely on the writing instructor for feedback on their writing. Although there has been no conclusive evidence to suggest that computer technology can enhance writing performance, word processing is no doubt a viable computer tool in making writing a less daunting and more fun task.

Thesis Statement of the whole Article Although the lack of exposure in making writing as a culture and habit among Malaysian existed for a long time, It should have a future if being given attention and focus particularly from the early stage of the education system because writing should not be focus only for academic purposes but also for literary development towards the language and whereas local and international recognition towards the writers in the English genre of English are evidently shown.

Comments / Intellectual Views from two teachers

(Comment Mr. Norbert J. Jinilo)

Reading through the article reviews I cannot deny that writing is one of the important ways of expressing your thoughts, and communicating ideas and views to others. Some have the innate ability to put their thoughts into words. Writing is more beneficial, specifically for those who are emotional, and do not express verbally. This tool allows us to express our ideas or thoughts which otherwise, may not be possible. As for me, teaching writing is hard and often frustrating. Many years I have seen teachers have assigned writing, graded it, and watched pages covered in red ink stuffed into the backs of notebooks, never to be read again. Many of them will admit to being uncomfortable teaching writing in the first place: while early grades teacher education programs spend hours upon hours on teaching reading, they spend far less time on teaching writing, and secondary teachers may have no preparation for this work at all. I sensed that because of this kind scenario, students easily grow frustrated as they are asked to write more and are assessed more thoroughly on their writing than ever before, but dont see a reward for their work. More writing, as we all know, is not necessarily better writing.

Despite what many might think, writing is well known across hundreds of nations all over the world. writing has been around for several centuries and has a very important meaning in the lives of many. It would be safe to assume that writing is going

to be around for a long time and have an enormous impact on the lives of many people. writing has a very little role in Malaysian culture. Not many people can often be seen taking part in activities associated with writing. This is partly because people of most ages in our society didnt instill it has a habit. Now giving my view on the content which discussed about whether Writing English in Malaysia has a future, It is not common practice to associate economics with writing. Generally, writing would be thought to have no effect on our economic situation, but there are in fact some effects. I read an article that in country like the United States the sales industry associated with writing is actually a 2.3 billion dollar a ear industry and growing each year. The industry employs nearly 150,000 people . It would be safe to say that writing play an important role in American economics and shouldn't be taken for granted. Imagine if this kind of situation happens in Malaysia I have to agree upon the fact that computers and software can help students to develop vocabulary skills and knowledge. Computers can also help students develop their writing skills. Some researchers recommends that composition for beginning learners should be a guided activity so students do not become frustrated. Writing paragraphs in a language that is still somewhat unfamiliar to students can be difficult. When using a computer, however, the use of graphics can make this much more enjoyable. Using clip art can also help students to convey their thoughts more clearly. Furthermore computer-assisted instruction has been shown in a range of studies to facilitate learning in a variety of ways. Computers can be used to aide in teaching English Language Learners in core academic subjects, such as reading and writing. Computers can aide in vocabulary development as well as verbal language development. Ultimately, however, it is important to recognize that computers are not a substitute for effective teaching. Computers are a tool as they are simply one type of supplement to the regular curriculum in teaching English Language Learners as they develop their English language skills. Overall, I would like to conclude that Writing English does have a future whether for making a career or in some other related areas whereas it is not too late to develop it beginning at school level.

(Comment from Encik Faisal Madzin) As a teacher, I think wed all agree that writing is pretty important. In fact, its a necessary component of education, livelihood, and basic functionality in our society. Its also fairly obvious that writing is a form communication tools although more obscure forms exist. I agree with the statement in the article review which stated that writing skills at the school level are more focused on the academic needs of the pupils' creativity is limited and lead to a rather dull writing classes. The reality coupled with the weakness of students in terms of English language proficiency as an example even though students cannot read but still need to write when sitting for the examination. Teachers are forced to meet the need to improve school performance that led to the examination-oriented learning. Writing English can be quite difficult to master especially for learners who are living in their mother country. However, students are expected to have a certain knowledge in English language so as to be able to continue their studies and communicate easily in their personal and professional life. Unfortunately, most of todays students dont seem to reach the level required due to some reasons that I intend to discuss in this paper. One of the most obvious reasons that produce students weakness in Writing English is their lack of will and awareness. They often think that there is no point in learning or writing another language, so they dont put any effort in it. Some of them may give it some attention but they give up eventually because of the hard work and practice that it demands. There are also indolent students who just prepare to pass the exam. Therefore, they rarely remember anything after the test. But for mem the students are not the only ones to blame. There are some teachers who dont really know what they are doing. Teaching is not an easy job that anyone can do. Most of the incompetent teachers are inexperienced, unqualified or unskilled. Some of them are not familiar with the different techniques and methods of teaching. Others cannot manage a class properly. Consequently, students have difficulties to absorb the information and may lose interest in the subject or even thinking of writing any material in English.

Responding to the last two reviews related to the integrating ICT skills into improving writing skills, I have to agree that there are many benefits of using ICT in teaching and learning, apart from the fact that students find it interesting. It depends on how and for what purpose is ICT activity being used. It should be used to extend pupils learning, it should be holistic and as close to real life experiences as possible. It should provide pupils with an opportunity to interact with a wider audience and the learning they gain from the activity should be embedded in their real life and in this context writing. One of the major advantages of ICT is the fact that it caters to a number of styles of learning, we all know that all students are not alike, they all learn in different ways. Some are visual learners, some spatial, kinesthetic etc, only ICT can cater to their diverse needs. ICT can help make the classroom more interactive and engaging. The teacher can plan a lesson in which she can use a number of resources, for instant, I tried this in one of my classes in teaching writing, its a very interesting topic but kids find it boring. I searched on the internet and found an interesting BBC website, a presentation on how to conduct interesting writing lesson and some worksheets. I started with the BBC website, its like an interactive game, students play and find words , then they worked on the presentation, followed by worksheets. Every child had to go through a range of experiences. And I am sure they must have learnt something at least and that too in their own style whereas this just needs a lot of research and planning. In conclusion, writing English in Malaysia especially among the pupils can lead to a really promising future if certain factors are taken into account such as making the habit of Writing English material a trend or culture. Now it becomes easier with the emergence of the Internet. All of us are provided with resources which are abundant in our exposal. Using blogs or other social network to instill the habit of writing in English is some approach that seemed realistic at this moment. A good command of writing will also be needed for a variety of application. If students are already proficient in their oral communications they should be able to make the transition to their written work more easily. Good written communication skills will also be needed to deliver messages in the form of emails, text messages and letters.