ISSN: 2222-6990
Open access
In this study, the researcher aims to work for a solution in helping the 4th form students whom encounter with the challenge faced in writing. They are unable to produce the writing task in the language class independently. The major concern among educators is focus on the deficiency in English competence among Malaysian learners beside facing the examination, English serves as a tool to communicate and connect with each other in social context, as Jeon-Ellis, Debski and Wiggleswort (2005) define the language classroom as “a social context to which learners bring themselves and their past experiences in which they establish certain relationships and attempt to participate and engage in tasks in ways that best fit their social needs” This confirmed the vital eminence of students to learn the national language-Bahasa Malaysia and English. Besides the essential need to obtain bilingual proficiency in Shift 2 of the Blueprint of Education in Malaysia, the crucial necessity of proficient in Bahasa English in the multicultural society makes a natural setting for students to master English. Thus, writing skill that has challenged the basic writer required cultural responsive teaching and reader respond theory to ease the problem encountered with the HOTS in 21st century learning environment.
Jeon-Ellis, G., Debski, R., & Wigglesworth, G. (2005). Oral Interaction around computers in the project-oriented CALL Classroom. Language Learning & Technology, 9(3), 121–145. Retrieved April 20, 2012, from http://llt.msu.edu/vol9num3/jeon/
Ministry of Education. (2013). Malaysia Education Blueprint 2013-2025 (Preschoool to Post Secondary Education, Putrajaya, Malaysia: Kementerian Pendidikan Malaysia.
Sener, N., Turk, C., & Tas, E. (2015). Improving science attitude and creative thinking through science education project: A design, implementation and assessment. Journal of Education and Training Studies, 3(4), 57 – 67.
Rosenblatt, L. (1964). The Poem as Event. College English, 26, 23-30.
Ladson-Billings, G. (1995). “But that’s just good teaching! The case for culturally relevant pedagogy.” Theory into practice 34:3, pp. 159-165. Quotations from pp. 162 and 163.
Hollins, E. (2008). Culture in School Learning. London: Routledge.
Zimmerman, B. J., & Risemberg, R. (1997). Becoming a proficient writer: A self-regulatory perspective. Contemporary Educational Psychology, 22, 73-101.
Nystrand, M. (2006). The social and historical context of writing research. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 11-27). New York: Guilford.
Boaler, J. & Staples, M. (2008). Creating mathematical futures through an equitable Teaching Approach: The Case of Railside School. Teachers CollegeRecord, 110(3), 608-645.
Kirby, Latta, D., and Crovitz, D. (2013) Inside Out, Fourth Edition: Strategies for Teaching Writing. Portsmouth, NH: Heinemann
In-Text Citation: (Juen, 2019)
To Cite this Article: Juen, C. S. (2019). Writing Management: A Case Study on the Basic Writer and the Challenge Faced in Writing. International Journal of Academic Research in Business and Social Sciences, 9(6), 1177–1183.
Copyright: © 2019 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode