A Policy Suggestion to Address Problems Faced by English Teachers in Teaching Writing in SK Sungai Tangap

8/3/2019 A Policy Suggestion to Address Problems Faced by English Teachers in Teaching Writing in SK Sungai Tangap

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A policy suggestion to address non-supporting school environment for

English Language Learning in SK Parun Suan, Serian

1.0 Introduction

School plays a major role in providing quality education, motivating and building good

discipline to pupils. It also helps to mould pupils behaviour, personalities and social being by

giving programmes such as welfare programmes and support services and by the same time

enhancing their skills and talent in curriculum or co-curriculum activities throughout their

schooling life. According to Dr. Ragbir Kaur (2008, p.313), each school has a big

responsibility to provide a quality education to ensure excellent achievement of pupils in the

field of academic, co-curriculum and as well as in the overall development of their

personalities. Therefore, the management of the school must be responsible in succeeding

all of the criteria above.

The school management without a doubt is an integral part in an education

organization. As the head of the school, the headmaster is an important figure in any

department. They are responsible to provide good leadership, correct pathway and

motivation necessary to succeed. According to Daniel Goleman (2002) in Fred and Alan

(2008, p.116), the leader of a department is not about whos smarter or tougher but about

qualities that they have or can develop. To achieve this type of qualities, the headmaster

must figure out plans, organises, executes and controls in order to accomplish the desire

goals. In this era of globalisation, the headmaster and the school must be dependable and

strong in facing problems involving the students, the community and its surrounding. The

tidal wave of problems concerning students with less moral values, lack of motivation, bunk-

off school and many more generate complexity and failure to the school management. This

definitely will affect the performance in academic and co-curriculum activities. As a manager,

the headmaster must be capable of proposing, producing and executing a practical policy in

order to overcome problems both in curriculum and discipline of the students.

Policies can be diverse with each issue or problems. Policy can be defined as

principles chosen by the government that influence the action based on rationality and with

workout plans if it is reasonable and appropriate in particular situation. Policies also

explicable in terms of process whereby it involves negotiation between different groups of

people; aiming to secure particular outcomes (Jenny Ozga, 2000). The headmaster must

take account of all factors before a policy can be proposed and implement. A policy must be

related to our National Philosophy of Education (NEP). NEP is like a bench mark for the


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school management because it helps the administrator to plan, create, propose, implement

and evaluate policies in school.

Education in Malaysia is an on-going effort towards further developing the

potential of individual in a holistic and integrated manner, so as to produce

individuals who are intellectually, spiritually, emotionally and physically

balanced and harmonious, based on firm belief in and devotion to God.

Such an effort is designed to produce Malaysian citizens who are

knowledgeable and competent, who possess high moral standards and

who are responsible and capable of achieving high levels of personal well-

being as well as being able to contribute to the harmony and betterment of

the family, the society and the nation at large. (Curriculum Development

Center 2001)

Educational policy is typically describes as a series of law that control the activity of

the educations system. It is meant to analyse procedures suggested in the sense of its

practicality towards attainment o good result that can change an organisation, a down-to-

earth education policy to address problems that arise in the school environment.

Every school has its own policies including SK. Parun Suan. The school throughout

the years has implemented all kind of policies just to fulfil the desire objectives. In this essay,

there is one policy that SK. Parun Suan is currently working with. It is a policy to address

non-supporting school environment for English Language learning problem in the school. In

this essay, it contains the issues, the objectives, the implementation process and all the

related items of policy making in a department.

1.1 Problem Statement

In the present time, SK Parun Suan is facing a problem that creates difficulty

not only to the school management, but to the students themselves; which is a non-

supporting school culture for learning English Language. SK Parun Suan, is a small,

rural school that was first established in 1959 and located 25 kilometres from Serian

town. Geographically surrounded by legendary mountains; Mount Jangat, Mount

Minampun, Mount Sadong, Mount Buros and Mount Nambi. The scenery was

spectacular and fascinating. The school nearby, SK Parun Suan was attended by the

children of Bidayuh.Bukar community from the nearby village; Kampung Kakeng,

Kampung Jenan and Kampung Plaman Bantang.

Since 80% of the students come from the Bidayuh communities, it is

noticeable that they speak Bidayuh language all the time. This is not unusual in a

country where English Language is their second language of communication. When


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the students start their journey in school from an early age, they are alreadyproficient

speakers of their mother tongue. In Malaysia, the student may speak fluently in

Malay, Mandarin, Cantonese, Hokkien, Tamil, Iban and in SK. Parun, it is Bidayuh

Language. English Language as the second language acquisition is seen as the

process that people go through when they are confronted by need to use a language

other than their native one for communication (Jason Peter: p.29, 2006).

The culture of using their mother tongue in the classroom is a problem for

many English teachers. It really has a negative impact in learning the language and

weakens the quality of English grade in UPSR examination. Statistic have shown that

English grade in UPSR was not good enough especially grades from rural area

school such as SK Parun Suan. According to Nesamalar, Saratha and Teh Soo

Choon (1995:3), urban pupils have greater exposure to English. They have more

opportunities to hear it, being used and to use it themselves, compare to rural pupils

that have limited exposure to English.

Another reason of using mother tongue in English language is because it is

common thing to do. For example, when they need to explains certain meaning, the

students automatically will use their own language to explain. This should be limited

to during teaching and learning practices because in the long run, it will not improve

the student proficiency and performance in the language.

This statement put the English Language in a critical mode and teachers must

do something in order to balance the differences and to produce at least 60 percent

students with good proficiency level and the rest of 40 percent will belongs to those

with excellent proficiency level.

1.2 Objectives

English Language as we know is taught in both primary and secondary school

in Malaysia. Its position is that of a second language. In the KBSM English Syllabus,

(Ministry of Education of Malaysia, 2003), stated four important objectives of learning

English. Below are the objectives mentions:

1. Form and maintain relationship through conversation and

correspondence; take part in social interactions;

2. Obtain, process and use information from various audio-visual and

print sources; and present the information in spoken and written form


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3. Listen to, view, read and respond to different texts, and express ideas,

opinions thoughts and feelings imaginatively and creatively in spoken

and written form; and

4. Show an awareness and appreciation on moral values and lovetowards the nation.

With the position as a second language, it justified the importance to fully

master the language. In English Language, there are four important skills that a

student must learn. These skills are listening skills, speaking skills, reading skills and

writing skills.

In UPSR and PKSR examination, pupils need to answer two papers. Paper

one consist of forty multy-choice questions and Paper two consist of three section

that tested the pupils ability to write English in word phase, phrase phase and

sentence phase in correct grammatical order. Both papers consist of 40 marks each

and paper 2 normally will decide whether the pupils would get good result or even

failed. From 2006 to 2010, the percentage of passes for English Paper is only 58%.

This really put the teachers and the school under pressure and a solution to this

issue must be raise.

This short piece of writing is produced to explain the policy taken by SK ParunSuan that needs to be talked with swift actions. The first main purpose is to discern

the problem that has shackled the schools academic performance for the past few

years. The identification of the matter lies on continuous study and observation upon

the students achievement. Our deepest concern towards the situation it is necessary

to expound the policys implementation. It needs to be systematically planned and

put to action; ensuring its successfulness by the end of the day. Besides that, it aims

to make a clear envision of the policy with a drawing of the policy model; simple and

easy way to understand the policy process. Details pertaining how the policy startedare presented in the bicycle chart below:


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1.Goal Setting

2.Department Goal

Setting

3. Set teachers

objectives based on

capabilities

4. Join other

teachers together

to help with the

goal.

5. Get Feedback

after

implementation

6. Improved target

with new solution if

any

7. Goal achieve

From the policy above, it is crucial that the head master plays a active roles in

succeeding this policy. The head of department must creates an environment of trust

and provide a platform for teachers to air their concerns and grievances. The head of

department may either resolve these problems or present possible solution to Higher

Management for an equitable resolution (Jason Peter Geyser: 251, 2006).

SK Parun Suan

Policy Process


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1.3 Significance

The policy provides important roles in enhancing pupils understanding of the

language. It is an important step to create a policy that could use to solve issues that

degrading the school performance. Within the policy, there is a programme that could

identify the hard core pupils that need special attention. These pupils must be put

into this programme if the school want any hope on improving them and the

performance of the school. This policy if successfully implemented, will provides an

insight of a better understanding on the proposed policy that can trigger the desire to

change the school atmosphere from non-English speaking to an English speaking

environment that finally creates an English-speaking school community. By executing

the proses of the policy, it is hoped that obviously, improvement does happen among

the students in their learning of English Language that gradually, will help to progress

the schools academic performance.

2.0 Policy

2.1 Policy Name

The policy that we propose to curb the related issues is called The ChrysalisBreakaway policy. Chrysalis is defined by Oxford Advance Learners Dictionary (7th

Edition, 2006) as a hard case that encloses an insect during the stage of life when it

changes from a grub to an adult insect; for example a butterfly. Breakaway,

according to Oxford Advance Learners Dictionary (7th Edition, 2006) precisely stated

as escape suddenly from captivity. The general notion of this policy is the act of

trying to set free from a covering that holds the life without freedom for certain period

of time; referring to the students who were living inside their non-supporting mother

tongue chrysalis and try to escape like a butterfly to explore the outside world;

equipped with the knowledge of English Language.

2.2 Policy Identification

This policy begins after three years of observation and analysis on the

performance of the students in UPSR from 2008 to 2010 (Graf A). We also include

the result for Year-End Examination analysis for English Language subject from Year1 to Year 6 (Graf B). We included both of the graphs in our Data Gathering Process.


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From the graph, we can conclude that the students attainment for this subject is

overall unsatisfactory. We have identify the problems and slowly started to find the

solution to the issues. This policy is the best solution so far to apprehend the matters.

Deeply concerned about this matter, we went to observe the students

learning session and what we can conclude is that the students still cannot achieve

the expected level of speaking, understanding and reading; what more to say writing

in English. English Language is not their mother tongue like what Emmer, Evertson,

Clement and Worsham (1994) have stated and clearly pointed that it is difficult for

teacher to fully implement using English Language in the classroom. The students

communicate in Bidayuh Language at home; and the same thing goes in the school

compound; inside and outside the classroom. This situation hardly helping the

students learning English Language because they cannot practice the language in

the classroom when communicate with the teacher.

Chitravelu, Sithamparam and Teh Soo Choon (2001) stated that the first

stage of language learning before the students meet with the language in written

form is through repeatedly hearing the words in the environment. It means that they

learn English Language basically from listening and speaking; then they are able to

write. Regarding to the problem, the students of SK Parun Suan are still living in a

Chysalis environment ; enclosed by non-supporting Bidayuh-speaking culture in the

school environment. The atmosphere deprives them to develop English Language

learning and it brings bad effect to their achievement in the subject. This policy is to

free the students from the chrysalis restraint, so that they can breakaway like a

butterfly towards the world of excellent in English Language.

2.3 Data Gathering

Data gathering is essential to ensure the development of the policy isdeveloping smoothly. Any improvisation and amended on the policy all related to the

data collected and the outcome of the policy. There are many ways of collecting data.

One of them is from assessment and testing. This data gathering should be specific,

measurable, and realistic and within the duration of time planned. Data gathering

should be done by teachers in charge with the policy. They will collect everything

from assessment and testing to small information that will shape the outcomes of the

data later.


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It is noticeable for the school management and the teacher particularly to see that

the students performance in English Language subject is not encouraging. As a

concern manager, the headmaster with the help of the head of English Department

should gather information regarding to the problems in order to create a suitable

policy to curb it.

i. Study on past years examination result

The observation upon past year result; focussing on English Language subject

can help to identify how well the performance of the students is. Based on the

students attainment in UPSR for the past three years, the inconsistency in the graph

trend quite enough explain the students incompetency in English Language (Graph

A). Not only that, a continues observation and analysis from primary one to primary

six of the final semester examination (Graph B) shows the same patterns of

inconsistency.

Graph A: Percentage for UPSR English Paper from year 2008 to 2010

65.80

45.3

61.5

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

UPSR 2008

UPSR 2009

UPSR 2010


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60

80

66

50

66

50

8885

48

55

65

45.5

78 78

50

45

78

37.8

0

10

20

30

40

50

60

70

80

90

100

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

2008

2009

2010

Graph B: Percentage for Year-End English Examination for Primary 1 to Primary 6 from year

2008 to 2010

ii. Interviewing the students

The data also can be obtained from the students themselves by engaging

them with informal listening and speaking activity. Teacher can applies simple

questionnaires, role play, conversations and others in order to identify their level

of competency in the language (Appendix A). From the interview, we found out

that the students fluency in English Language is very low; even to response

some simple questions.


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Previous research (Wacana Profes, Bilangan 4, 2004) says that a school

manager can participate in a non-participant classroom observation of English

Language lesson in progress to collect information in various aspects. It is

focussing on learning environment under these aspects;

(a) Learning strategies choice

It refers to any learning strategies applied during teaching and learning

session; whether teacher-centred or learner-centred learning. According to Abdul

Rahman Aroff (1987), teacher-centred learning; a traditional education trend is

focussing on teacher who directs the learning process and associated chiefly

with the transmission of knowledge. As for learner-centred learning, it gives

attention to the students whereby knowledge production is vital when providing

students the opportunity to explore their own learning styles and fully engaged in

active learning process. Learning strategies used in teaching-learning activities is

significant to ensure successfulness in English Language Learning.

(b) Opportunity for self-learning

This aspect is concerning about the students and the chance given to them to

study, tackle about and explore more about the things that they have learnt. This

is more to learner-centred learning that is under the influence of progressivismeducation like what Gerald. G.Gutek(2004) had stated. Then, the teacher gave

the opportunities to the students to contribute ideas about the subject that they

discuss and observe the way they express their opinion using simple English

Langauge. If they are able to do so, they have the experience on learning to

speak using the language that can motivates them to learn more.

(c) Suitability of the activities conduct with the pupils

In the classroom, we are dealing with students with different abilities; good,

average and weak or in other words, heterogeneous group. Citravelu,

Sithamparam and Teh Soo Choon (2001), shares the view that grouping

students according to their abilities will allow them to work on their own pace.

Reflecting on that, different group of students with different ability should be

handled wisely by giving them suitable kind of activities and it must be based on

their level. By doing so, they will be able to learn something from the learning

session that will help them to excel more on the language.


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2.4 Data Processing and Decision Making

Based from the information that has been collected, it is important to process the

date; taking into account the aspects under observation in order to decide

appropriate activities under the policy suggested. The policy makers should meet

regularly, to discuss on the data gathered and the targets and further action that

should be taken. It is also important to ensure the policy objectives and

implementation did not sway from its original setting.

Concerning on the study of the examination result, we can conclude that the

students unsatisfactory achievement in English Language should be deal with

seriously to find the root of the problem. The examination result lies fully on the

students ability in certain subjects; for instance if the students have a goodcommand in English Language, surely they will have no problem in scoring the best

grade for the subject. On the contrary, it is very hard for them to achieve good grade

if their basic in English Language is very weak.

In view with the importance of a supporting school environment to generates

English-speaking school culture, suitable activities need to be organized and

implemented to motivate the students communicating in English Language especially

when doing listening and speaking activities. The rational is when the learner is

exposed to English Language; the students will apply the language they heard and

gradually master the language they need to communicate with others. Roger Gower,

Diane Philips and Steve Walters (2003:163), suggested that if the students learning

of a subject has been a happy experience, they associate that particular subject with

happy feeling and stating to like the language. It means that the student s can be

motivated through fun activities. Here are suggested activities that go together under

The Chrysalis Breakaway policy.

(a) Inside classroom activities

The students particularly participate inside classroom activities when teaching and

learning is in progress. During the English Language learning, it is wise for the

teacher to engage the students with more listening and speaking activities as pre-

lesson, during lesson and post-lesson activity. Here are the suggested activities for:-


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Pre-lesson;

Start Your Day-

The teacher calls two or more students to come to the front and introduce

themselves to their friends, say greetings (Good Morning, good afternoon) givinginstruction s and sing songs with their friends.

During Lesson

Say Out and Shine-

Teacher calls the students and encourages them to distribute ideas about the

subject that they are going to learn; for example teacher, name all kinds of flower

that you know. Teacher also guides the students to reflect on what they have done

during the activity in the classroom.

Post Lesson

Call It A Day-

Teacher gives opportunity to the students to reflect back on the activity that they

have learnt and experience and to talk about their feelings upon the activities

conducted.

(b) Outside Classroom Activities

This activity will be carried out for one week every morning during recess time form

Monday to Friday. The name of the activity is Morning Glory. In this activity, the

students will take turn to say greeting, words of prayer, recite poems, story-telling or

simple public speaking. Teachers on duty will help to monitor students progress.

Every student will be participating in this activity, starting with Year 1 and 2 on

Tuesday morning, Year 3 for every Wednesday morning and meanwhile Year 5 and

Year 6 starts on Thursday and Friday respectively. The activity will be carried out at

the school hall.

Another activity is called English Titbits. This activity last for 15 minutes and only

been implemented during recess time. Just like Morning Glory, the students will take

turn everyday in class order to present Word of a day, short story telling and so on.

With this suggested activities, hopefully it can support the Chrysalis Breakaway

policy to address the problem in SK Parun Suan.


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2.5 Creating Policy Instrument

The instruments that will be used to run this policy are;

(a) Banner

The school management will prepare a banner to promote this policy

so that everyone including the community nearby will get a clear vision and

information on the policy and its practicality. Additionally, the Chrysalis

Breakaway policy banner will guide the students on their mannerism for the

support of the policy execution.

(b) Handbook

The Chrysalis Breakaway policy should be put into documentation in

a handbook as a guidance for the school management to implement it and it

will be a good policy to be refer to if any related issues raise later. In the

manual, the policy process must be stated clearly so that the policy

development, objectives, instruments and execution can be understood and

carried out wisely.

2.6 Policy Alternatives and Selection

This policy has no alternatives and selection. The current policy is good

enough to tackle the problem.

2.7 Policy Execution

The policy execution comes in several phase. First of all, there will be held a

staff meeting to discuss on selected issues. In this case, they will discuss on the

problems of English Learning. During the gathering, teachers and headmaster

discuss on the issues raised and set a new policy for the school. To achieve the

policy, the headmaster set realistic goals and the related teachers need to contribute

to achieve the goal. Teachers will be divided into their own specialities based on their

capabilities. During the implementation of the policy, teachers could coordinate with

other teachers to motivate the selected pupils. Along the course of implementation,

headmaster would get feedbacks and reports from the chief of programme regarding


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on the status of the programme. If any problems and issues raise, headmaster will

set up a new meeting to raise the issues and a new set of alternatives will be

implement if any. Within a certain period of time, the policy should reach its goal in

improving English Language among the students.

The Goal Action Responsibility Requirement Time Period Re-evaluationDate

SuccessCriteria

Curriculum Development and Resources

-Provide a set

of effective

curriculum for

the

programme.

-Change the

current

curriculum to

adept with

the

programme.

-Headmaster

-Head of

English

Panitia

-English

Teachers

-resource

books i

English.

-Teaching

courseware

in English

-Teaching

aids on

various topic.

-flash cards

and pictures.

-sentence

strips.

-Projectors

and laptops.

-the school

library.

February

September

(every year)

-Every June -Student

should be

able to

use listen,

speaks,

read and

write in

English in

good

manner.

The table above shows the execution of policy on the issue raised based on the goal and

action.

2.7.1 Policy Time Run

The period of time needed to execute this policy is within 6 years.

For Year 1 to Year 3, the efficacy of the policy can be observed when

they get to year 4 while the upper primary, Year 4 to Year 6, the result

can be seen after UPSR examination. At the end of the duration, the

students should be able to speak, read and write in good English manner.


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2.7.2 Policy Process

The policy process to address non-supporting school environment

for English Language Learning in SK Parun Suan is shown below:

Headmaster and Head of English

Department discuss on issues

raised

The Headmaster set the overall

goal

The teachers set the objectives

based on observation and

evaluation

Create tools and equipments to

promote and execute the policy

Liaise with staff and set specific

targets with motivation approach

Get feedback on the development

and discuss with the headmaster

for any alternative.

Achieve the goal


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2.8 Policy Evaluation

This policy can be evaluated through;

(a) Academic competition

The pupils ability in using English Language can be observed through the

academic competition that can be organized in the school such as story telling

competition, public speaking competition, action songs and many more. These

activities should be guided by English Language teachers.

(b) Teacher-students conversation

Teacher should set a time after class to have a few minutes of friendly

discussion to address certain issues with the students. This could build good rapport

between teacher-student and thus could give a positive impact to the students.

(c) Examination Result

The examination result will definitely play a massive role whether the policy is

working according to plan. School examination should be analysed to ensure the

successfulness of the policy. If the result is good, then the students competency in

English Language is supposed to be improved and they are able to apply the

language in their examination.

2.9 Policy Circle

The policy circle for this Chrysalis Breakaway is based on the main criteria of

a policy execution. They are:

(a) Problem identification

(b) Agenda setting

(c) Policy formation

(d) Decision making


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1.Goal Setting

2.Department Goal

Setting

3. Set teachers

objectives based on

capabilities

4. Join other

teachers togetherto help with the

goal.

5. Get Feedback

after

implementation

6. Improved target

with new solution if

any

7. Goal achieve

(e) Policy implementation

(f) Policy analysis and evaluation

Based on the criteria of policy above, our group decided to use a very unique policy

model based on the circle life of a butterfly.


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2.10 Policy Model

This policy model is very unique to our group because it resembles all the

criteria for the related issues in the school. The eggs represent the early age of

students in the school. The caterpillar symbolizes the challenged faced by the pupils

in the form of friends, parents and the community that disrupt the flow of learning

English as the second language. The chrysalis symbolizes the shell that the student

having right now because of lack of exposure and scared in using the language.

They think that they are safe in the case but actually, they are preventing themselves

to excel in life. The butterfly represents the last stages of the policy where the

teachers successfully managed to guide them to come out from the chrysalis and be

brave to explore the world and at last they are free and successful in their life.

Life Cycle of a Butterfly


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3.0 Conclusion

As a conclusion, we would like to stated that the policy that been implemented in

the school is what we think is the best policy so far. No policy is the best but it depends on

the time of the policy been implemented. This study has made a big contribution in

generating a school culture that speaks and use English Language. This policy also can

motivate not only the students but the management of the school team as well and to make

them realize how significant it is to cultivate the love of the English Language among the

students. With the managers and the teachers wholehearted commitment in running their

responsibilities under this suggested policy, the problem faced by SK Parun Suan could be

solved.

Excel in English

LanguageGood competency In

English Language

Teacher

English-speaking

school culture

Parents support Parents support

Parents supportParents support

Students

Chrysalis Breakaway Policy


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Abdul Rahman Aroff & Zakaria Kasa. (1987). Falsafah dan Konsep Pendidikan.

(Edisi Kedua). Shah Alam: Penerbit Fajar Bakti Sdn. Bhd.

Chitravelu N., Sithamparam S., Teh S.C.(1995). ELT Methodology: Principle and Practice.

Shah Alam: Penerbit Fajar Bakti Sdn. Bhd.

Curriculum Development Center. (2001). National Philosophy of Education. Aims and

Mission of the Education. Ministry of Education Malaysia. Kuala Lumpur.

Dr. Ragbir Kaur. (2008). An Education Revision Guide for KPLI Primary and Secondary

Trainees.(First Edition). Kuala Lumpur: Kumpulan Budiman Sdn. Bhd.

Emmer, E.T, Evertson, C.M, Clements B.S, Worsham, M.E. (1994). Classroom Management

for Secondary Teachers. (2nd

ed.) New Jersey: Allyn and Bacon.

Fred C. Lunenburg & Allan C. Ornstein. (2008). Education Administration: Concept &

Practices.(Fifth Edition). United States of America:Wadsworth Cengage Learning.

G.Gutek & Gerald (2004). Philosophical and Ideological Voices in Education. Boston:

Pearson

Jason Peter Geyser. (2006). English to the World: Teaching Methodology Made Easy.

Selangor: August Publishing Sdn. Bhd.

Jenny Ozga. (2004). Policy Research In Educational Setting. Philadelphia: Open University

Press.

Kementerian Pelajaran Malaysia. (2003). Huraian Sukatan Pelajaran:Kurikulum Bersepadu

Sekolah Rendah.

Persatuan Perkembangan Profesionalisme Pendidikan Sarawak (PROFES). (2004).Pemantapan Perkembangan Pendidikan Melalui Budaya Penyelidikan: Bilangan 4

Roger Gower, Diane Philips & Steve Walters. (2003). Teaching Practice Handbook. Hong

Kong. Macmillan Heinemann.

Wehmeir, S. (2006). Oxford Advance Learners Dictionary. (7th Edition). Oxford: Oxford

University Press.

Documents

A Policy Suggestion to Address Problems Faced by English Teachers in Teaching Writing in SK Sungai Tangap