DELTA Connexion Issue 1 May 2020

e-NEWSLETTER
QUARTERLY
ISSUE 1 | MAY 2020
e-ISSN 2716-6600

DELTA
CONNEXION

© DARUL AMAN ENGLISH LANGUAGE President’s Note
LEARNING AND TEACHING ASSOCIATION
(DELTA) All rights reserved. This quarterly e-newsletter, DELTA Connexion, marks a
significant step in DELTA’s academic journey as a new
President’s note non-governmental organisation with regard to English
Language Teaching (ELT). The compilation of articles in
DELTA CONNEXION Issue 1 May 2020 this inaugural issue reflects DELTA’s noble effort in
e-ISSN 2716-6600 providing a platform for English Language practitioners to
write.
Mr Zanurin bin Mohamad Safar,
DELTA welcomes every ELT practitioner, particularly
President, school teachers, to contribute their articles in this e-
newsletter. This is because we strongly encourage
ProjeDcEtLHTAea20d19/2020 professional development among English Language
teachers and we truly appreciate articles that narrate
Fathiiyah binti Mohd Pozi strategies that work well in helping learners learn English
as a second or foreign language. DELTA also favours
Team Head articles written by higher institution academicians,
language officers, curriculum developers as well as retired
Zanurin bin Mohamad Safar language practitioners who can offer views, strategies,
guidelines, theories and insightful points to ponder upon.
Editors
This e-newsletter is a result of DELTA’s commitment in
Zanurin bin Mohamad Safar rendering its continuous support for nation building. We
Fathiiyah binti Mohd Pozi believe ELT practitioners who are well-equipped with
Adibah binti Azizan knowledge and skills in language teaching will be effective
educators who will then ensure effective learning take
Cover Design place among their learners.

Selvamalar Selvarajan Simplicity but relevance is the general scheme we
embrace in this first issue of DELTA Connexion. No doubt
Organisation we will make improvements from time to time in our future
issues. My personal heartfelt thanks goes to the Editorial
Darul Aman English Language Learning team for this May 2020 Issue for making DELTA
and Teaching Association (DELTA) Connexion a reality. DELTA is also indebted to every
contributor for their articles and commitment. It is our
Address ultimate hope that DELTA Connexion Issue 1, May 2020
will make a significant appearance and reach ELT
No 116-D, Jalan 9/1, Taman Lembah practitioners in Malaysia and abroad.
Bujang, 08100 Bedong Kedah Darul
Aman Mr Zanurin bin Mohamad Safar,
President,
Email DELTA 2019/2020

[email protected]

Website

https://mydeltakedah.wixsite.com/delta

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Learning and Teaching Association

Articles

WHY SOME WRITING STRATEGIES FOR LOWER INTERMEDIATE
ESL LEARNERS FAIL
Zanurin bin Mohamad Safar, SMK Sultan Badlishah …………………………..…1

PUSHING FRONTIERS FOR LIFELONG LEARNING
Noor Hayati binti Abdullah, PPD Kuala Muda Yan (Retired) ……………….……… 5

EMOTIONAL INTELLIGENCE: WHY IT IS IMPORTANT AND
HOW TO DEVELOP IT IN CLASSROOMS
Nurul Hakimin binti Azizi, SMK Tanjung Puteri …………..………………...…………12

ENGLISH LOW ACHIEVERS: HELPFUL TIPS TO GAIN FULL
PARTICIPATION IN CLASS
Mustabshirah binti Md Salleh, SK Syed Shed ……………………………………….. 17

THE TEACHING SEQUENCE – THE EXTENDED IRF

Thatchayani Santraseker, SK Air Merah …………………………….……………….. 19

THE ART OF WRITING
Jessy Anne d/o Vincent Joseph, SMK Sultan Ahmad Tajuddin .…………........... 21

THE SIX THINKING HATS
Esther Angelina Wee, SMJK Sin Min ………………………..……………………….. 25

ASKING EFFECTIVE QUESTIONS IN EFL CLASSROOMS
Supawan Chumi, Satun Primary Educational Service Area Office, Thailand ……. 30

BECOMING WRITERPRENEURS FOR GENEROUS SOULS
Latisha Asmaak Shafie, PhD, UiTM Perlis …………………………………..……….. 32

14 YEARS AND COUNTING: “THANK GOD, I’M STILL ALIVE
AND KICKING” Jen Renita Mappah, SK Merotai Besar ………….………..……... 34

WHY SOME WRITING STRATEGIES
FOR LOWER INTERMEDIATE ESL LEARNERS FAIL

Zanurin bin Mohamad Safar
Sekolah Menengah Kebangsaan Sultan Badlishah, Kulim, Kedah

[email protected]

As all of us know weak ESL writers mostly refuse

to write their essays especially in examinations.
They either write very little or simply submit a
piece of blank paper. In the attempt to assist them,
devoted teachers implement certain writing
activities or strategies. The implementation of
those strategies among weak and reluctant
learners sometimes fail. What could be the main
reason?

Personally, I believe there are always a number of contributing factors. However, I am
positive the main cause is the teachers’ failure to address writing anxieties effectively
among lower intermediate learners. It is of utmost importance for ESL teachers to
know that there are barriers within each weak and reluctant ESL writer. Those barriers
are built from their accumulated untreated anxieties in learning English as a second
or foreign language. They possess a negative mind set, belief or perception that they
are poor or failed writers. Based on my observations, weak reluctant learners believe
that constructing sentences in English is such a monumental task for them. Some
admit there is no way for them to write essays especially the 350-word Continuous
Writing essays. Besides, they also label themselves as poor writers due to their limited
vocabulary and lack of ideas.
Consequently, many of them give up
writing. In short, each weak and
reluctant ESL writer has a number of
barriers or learning anxieties; some
of which have been “fossilized” since
they were in primary schools.

As ESL teachers, it is our duty to
understand learning anxieties well. Sadiq (2017) highlights that the findings of the
previous research on language anxiety have revealed the fact that anxiety can impede
foreign language performance and its production. Atay and Kurt (2006) assert that
anxiety is an obstacle to language learning. Macayan et. al (2018) state that anxiety
has been largely viewed to debilitate various aspects of language learning. In the
aspect of writing, Hassan (2001: 12) explains: “…writing apprehension is a problem in

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writing classes because it has consequences for students’ learning experience, and
for the decisions they make about engaging in productive, fulfilling writing projects”.
The fear to write makes students suffer from a “distress associated with writing” and
they also develop “a profound distaste for the process” (Madigan, Linton, and
Johnson, 1996: 295). That is why we can see most weak and reluctant pupils hate
writing lessons and definitely abhor any writing tasks especially in examinations.

Therefore, what should and can ESL teachers do to make sure weak learners write
essays? How can teachers address the anxieties among weak writers? Well, in this
article, I wish to share how I address my weak learners’ writing anxieties. Personally,
I make sure these actions are taken before my weak and reluctant ESL learners are
asked to write a complete essay:

1. I read with my weak learners sample essays which I compose specially
for them. While reading, each weak learner is asked to underline any words which

they do not understand. Then, they must count the number of underlined words. After
doing it for years in different classes, I can conclude that most of the weak learners
understand at least 75% of the words used in the sample essays. This process is done
to show them that they do have sufficient English vocabulary to write essays in
English. Most importantly, I am able to reduce their anxieties when most of them are
convinced through the activity that they actually do have enough English vocabulary
to write essays.

2. Next, I develop my weak learners’ confidence to construct sentences. Of

course, I have been loyal to my technique named “KONA”. Weak learners are taught
to construct sentences using the limited vocabulary that they possess. When I am able
to show them the simple way of expressing themselves in written English, their writing
anxiety is gradually reduced. The walls or barriers within them begin to collapse bit by
bit.

3. After my weak learners have the confidence to construct sentences, I will proceed
to the next level that is paragraph writing. At this stage, I have been applying

my technique called “GORENG”. Weak learners are coached to develop ideas or
provide details in a very simple way. Here, they are also trained to write a 70-word
paragraph in not more than 10 minutes. Impossible? No. It is possible. I have been
doing this for years. Their ability to compose a paragraph which is between 50 to 70
words in about 10 minutes has further enhanced their confidence to write, thus
reducing their writing anxieties simultaneously.

4. Before they are asked to write more and more paragraphs, my weak learners are
required to copy a number of sample essays which are personally
composed by me. Why? To give them more examples of simple sentence

structures using limited vocabulary as well as to provide clear sample paragraphs
which apply the “GORENG” technique. They do need these sample essays as copying

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those sample essays does bloom their confidence and reduce their anxieties even
more.

5. When my weak learners are ready or at least partially ready, only then
they are asked to write a complete essay. I am not worried if they are only

partially ready as I always have essay writing activities in groups first. Lower
intermediate learners will help each other and surely in this stage essay writing is done
with close guidance and assistance from me. Later, essay writing through pair work is
done. Finally it is individual writing task. Beyond doubt, in this stage, their writing
anxieties have reduced significantly.

6. Throughout steps 1 to 5 above, it is crucial for teachers to compliment the
weak and reluctant learners. Our compliments are really “magical” words which

will boost and develop their confidence to write. These are some examples of the
“magical” words to be rendered to them:

6.1 “Congrats! You only underlined 5 words. Ahmad, that shows,
you know most of the words in this essay. Excellent!”

6.2“Very good. You see Halim. You can always construct a short
and simple sentence. Work hard. I know you can”

6.3“Class…attention please. Let us listen to what Siti has written
in her paragraph. …well done Siti”

6.4 “I am very proud of you Musa. Last week you could only
write sentences but today you can write a 60-word
paragraph!”

6.5“You have improved a lot Ammar! Congratulations! Your
essay is 400 words!”

To conclude, as English teachers we cannot simply assign writing tasks to our
lower intermediate learners without addressing their writing anxieties first. Our
failure to address their anxieties is akin to our incompetence to destroy the barriers
which have been existing within our learners for years. It is those barriers that hinder
our success in implementing writing strategies or activities. It is also those barriers
that make certain strategies to have little or zero impact on our weak and reluctant
learners. Therefore, if we want our implementation of writing strategies to achieve the
desired impacts, we have no choice but to deal with each of the writing anxieties that
our learners have.

References

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Atay, D. and Kurt, G. (2006). Prospective Teachers and L2 Writing Anxiety. Asian EFL
Journal, 8(4), 100-118. Retrieved from: http://www.asian-efl
journal.com/December_2006_EBook.pdf

Hassan, B. (2001). The Relationship of Writing Apprehension and Self-Esteem to the Writing
Quality and Quantity of EFL University Students. Mansoura Faculty of Education
Journal, 39, 1-36.

Macayan, J.V., Otsuka, J.C and Cueto, A.B. (2018). Influence of Language Learning Anxiety
on L2 Speaking and Writing of Filipino Engineering Students. The Southeast Asian
Journal of English Language Studies – Vol 24(1): 40 – 55
http://ejournals.ukm.my/3l/article/view/19222/7559

Madigan, R., Linton, P., and Johnson, S. (1996). The Paradox of Writing Apprehension. In L.
W. Gregg and E. R. Steinberg (Eds.), Cognitive Processes in Writing. Hillsdale, NJ:
Lawrence Erlbaum.

Sadiq, J.M. (2017). Anxiety in English Language Learning: A Case Study of English
Language Learners in Saudi Arabia. English Language Teaching; Vol. 10, No. 7; 2017
https://files.eric.ed.gov/fulltext/EJ1144344.pdf

PUSHING FRONTIERS FOR LIFELONG LEARNING

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Noor Hayati binti Abdullah
Retired SISC+ Officer, PPD Kuala Muda Yan, Sungai Petani, Kedah

[email protected]

“The difference between a successful person and others is not a lack of strength, not a
lack of knowledge, but rather a lack in will”

Vince Lombardi Jr.

Coming together is a beginning, keeping together is progress; working together is Success.

Those famous words of Henry Ford ring true when we present this passage of DELTA:

Darul Aman English Language Learning and Teaching Association.

It started from simple online discussions in social groups between friends who strongly felt that
English Language teachers in Kedah Darul Aman should have a platform where they can learn
to do research, collaborate, present, stand up and shine.

There are many opportunities around- but none is specifically by Kedah teachers for Kedah
teachers. Thus- the need arose.

Coming together in the beginning was indeed the truest
challenge. Juggling their time between their working
commitments and their passion to see fellow teachers
presented with chances to experience speaking in public
and presenting their work, these friends came up with the
idea of a colloquium for English Language teachers. They
called it La’ CELT- Langkawi Colloquium on English
Language Teaching.

They knew that there are teachers out there who have great
teaching ideas and who would love to share but are perhaps
intimidated by the idea of standing on a large and unfamiliar
stage. Hence, providing that nurturing ambience was
important. Help from the Council of Principals of Kedah
Chapter (MPSM Kedah) and the Kedah State Education
Department was sought. La’ CELT 2016 was organized to
present Kedah English Language teachers with the
opportunity to engage in a colloquium specifically promoting
Lifelong Learning of a professional instructional practitioner.

16 papers were presented and 5 workshops were conducted over three days and two nights. A
total of 49 English Language teachers from Kedah (some of whom were both committee

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members and presenters) and two invited speakers from Perlis, took part with gusto at the
chance of not only sharing great ideas, but also trying their hands at some fun activities,
exchanging views with fellow teachers and generally rekindling joy in their profession.

The presence and speeches by Madam
Rohaya on behalf of Kedah MPSM and Mr
Marzuki, the Langkawi District Education
Officer gave the participants that motivating
push to work harder at implementing in classes
what was learnt during the colloquium.
As La’ CELT 2016 drew to a close, the
participants held a discussion about the way
forward for Kedah English language teachers.
Should they have their own association or
should they join an already existing one to carry
out similar activities in the future?

It was not an easy decision to make as everybody knew the
amount of sacrifice and effort one has to put in if a new
organisation is to be formed. After a lengthy and intense
discussion, it was finally left to the committee members led by Mr
Zanurin Mohamad Safar to lead and forge the way ahead.
2017 came soon enough and again the same group of friends- but
now with more people coming in to help; started their discussions
to organise La’ CELT 2017. It was not long before the maximum
number of 100 participants was reached. As the number grew
bigger, the need for a bigger venue arose.
16 papers were presented and 4 workshops conducted, with the
theme being 21st Century Learning & Teaching: Insights into

Mr. Zanurin, the President of DELTA
gave some briefing to all
committees before La’ CELT began.

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The iconic teacher, Norhailmi Abdul
Mutalib, aka Cikgu Hailmi was invited as
the guest speaker. He shared his vast
knowledge and strategies on 21st Century
learning and it was very well received.
Participants enjoyed listening to his talk
and carrying out activities in his workshop

Pedagogical Strategies and Issues.

Again the colloquium was a success and even before the event came to a close, there were
calls that we should start planning for 2018.
The participants were happy for the opportunity to share, listening to others sharing, airing their
concerns and questions, taking part and getting involved and collaborating with colleagues which
otherwise they wouldn’t be able to do due to hectic work commitments.
The theme of 21st century teaching and learning strategies and issues was acutely relevant and
pertinent and that point was not lost on the participants who called for more. Before long, 2018
came and it was time again for another La’ CELT!

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Due to the various social media groups and Facebook pages, La’ CELT soon started getting
enquiries from teachers nationwide, who heard about the insightful sessions and fun yet effective
workshops carried out during its course.
The organising committee laboured over the decision before accepting the teachers from other
states, because essentially La’ CELT is an initiative by Kedah teachers, for Kedah teachers. But
now the calls from outside of Kedah were simply too loud to ignore.
Hence in order to maintain that Kedah teachers benefit more from this colloquium, the number
of participants had to be increased- and this time the organisers prepared 100 seats for teachers
and educators from Kedah and 50 seats for teachers and educators from outside Kedah.
Presenters were also invited from other states and it was only a matter of time before the event
brought together like-minded English Language teachers and educators from as far away as
Labuan who attended each sessions with enthusiasm and eagerness. This time, the theme was
Activating and Empowering More Meaningful Learning among Weak and Reluctant Learners.
La’ CELT 2018 scored many firsts.

It was the first colloquium with English Teaching
Assistants (ETAs) coming in to share their
experiences teaching in rural schools in Kedah.
It was the first colloquium with a keynote speaker,
Professor Dr Faizah binti Abdul Majid, from the
Faculty of Education, Universiti Teknologi MARA,
Shah Alam. She reminded the audience about the
Fourth Industrial Revolution and the Super Skills
needed in the 21st Century, and what we as
educators need to do to prepare our students for it.

It was also the first colloquium with speakers from various states (Penang, Perak, Melaka,
Selangor, Negeri Sembilan, Kuala Lumpur and Kedah of course) and various institutions
(Primary schools, Secondary schools, private religious school, Chinese vernacular school,
Universities and District Education Offices). A total of 15 papers and 7 workshops were carried
out. And for the first time too, some sessions were held in parallel due to the tight schedule.
Nevertheless, the fun and insights remained the same.

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And it was also the first colloquium where there were booths for displaying students’ products
from English language classes carried out by teachers in schools.

Some of the students’ products displayed during the colloquium.

And the students came in too, to share their experience in carrying out classes where words
took shape and meanings came through clearly. The workshops were engaging, fruitful and
rejuvenated the participants’ minds!

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In just over two years, the number of participants at La’
CELT 2018 showed a tremendous increase from La’
CELT’s simple inception in 2016 with 49 participants.
This goes to show that Kedah teachers are able to
organise and handle worthwhile events of lifelong
learning, making it eagerly awaited and joined- not only
by local Kedah teachers but by teachers and educators
nationwide!

Three consecutive years of La’ CELT proved that
Kedah teachers are indeed a creative lot, with ideas
waiting to be shared and acknowledged. The coming
together and helping each other try new methods and
approaches did not escape the participants’ eyes.
The teachers saw that in order to further develop
themselves they should have a more permanent and
stable platform to work on.

What was mooted in 2016 came to the fore at the end of 2018. That group of friends came
together again to specifically discuss the setting up of an association that can hold Kedah
teachers together, pave ways for professional developments and provide mediums of sharing.
Lifelong learning must be cultivated within the teachers in order for them to strengthen their
skills, competencies, knowledge and talents. Only then will they be confident, efficient and
effective teachers ready for the challenges of teaching in the new era of the fourth industrial
revolution.

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21 April 2019 will forever be etched in the history of DELTA as it was on this day that the
registration of this association was formally approved by the Registrar of Societies. And its first
AGM was held in SMK Ibrahim on the 28th of July 2019. Already several activities are lined-up
for the 2019-2010 session, among others are Routine Engagements in Academic Dialogues
(READ) at different districts throughout Kedah every other month, social and professional
networking visits; and international conferences on ELT and international competitions on
ESL/EFL innovations every alternate year.
No heroes are born overnight. But with the right nurturing environment and support, Kedah
English Language teachers do have the potential to rise and lead the way for education in Kedah
to be among the best in the nation.
May Kedah teachers flourish and thrive for the good future of the children.

“The greaTesT oak was once a little nut who held its
ground” – Anonymous.

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EMOTIONAL INTELLIGENCE: WHY IT IS IMPORTANT
AND HOW TO DEVELOP IT IN CLASSROOMS

Nurul Hakimin binti Azizi
SMK Tanjong Puteri, Kuala Ketil, Kedah

[email protected]

WHAT IS EMOTIONAL INTELLIGENCE?
In the 1900s when IQ was treated as the sole attribute to intelligence and conforming

route to a successful future, Daniel Goleman came out with a claim that commenced a shift in
the world of education. Goleman wrote in his book, Emotional Intelligence: Why it can Matter
More than IQ that emotions play a huge role in an individual’s success and well-being. Goleman
defines Emotional Intelligence (EI) as the ability to know one’s feelings and use them to make
good decisions in life, able to manage moods and control impulses, stay motivated and
effectively overcoming setbacks in working towards goals. He recognizes and promotes the idea
of going beyond ordinary traditional classroom in encouraging EI among students.

Let us look at the skills involved in EI competencies. According to Goleman, there are five
areas on EI competencies and skills that drive leadership performance:

1. Self-awareness
Recognizing one’s emotions, strengths, weaknesses, drives, values, and goals. They also
have awareness on the impact on others while using intuitions to make decisions.

2. Self-regulation
Managing or redirecting one’s disruptive emotions and impulses when facing a conflict.
This skill is essential to help one adapts to changes in their surrounding and dealing with
unfamiliar environment.

3. Social skill
Managing other’s emotions to move people in the desired direction.

4. Empathy
Recognizing, understanding, and considering other people’s feelings especially when
making decisions.

5. Motivation
Motivating oneself to achieve for the sake of achievement.

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Goleman believes that EI is not built
innately; it is teachable, needs to be
worked on, and encouraged to cultivate
the competencies in the students. He
emphasizes on EI abilities and skills
essential in helping students to achieve
outstanding performance in the future.

WHY IS EMOTIONAL INTELLIGENCE
IMPORTANT?

Who said it is an easy job becoming
a student? It is a roller coaster of
emotional rides and yet teachers are
expecting students to give 100% focus in
classrooms, volunteer willingly and
answer questions in front of their rivals and
even crushes in the classrooms! Growing
up, students will face a lot of pressure as
they deal with physical changes, dealing
with others from different backgrounds, juggling between studies, family issues, and developing
characters yet not intimidating.

Teachers nowadays are not only expected to teach in class. They are also the guardians, at
times a friend and a counsellor where kids share their darkest secrets. It is crucial that teachers
are sensitive towards students’ feelings and emotional states to ensure effective lessons. In the
21st century, teachers are required to make lessons student-centered. Teachers need to
recognize the level of anxiety among students and help them to be motivated because students
oversee their own learning. Lessons will only be successful when students’ level of EI is inclining.

Emotional Intelligence can help students to understand themselves better and regulate their
emotions towards a positive path. These are a few out of many reasons why EI is essential to
students:

1. Improving self-awareness

Students will become aware of their emotions and how these emotions are affecting them.
Having this awareness will keep the students’ feet on the ground, able to realize that they
might need help and not be disconnected with their surroundings.

2. Managing stress

It is important to be able to recognize the source of the stress and how to solve it. This
ability is going to guide them in making amends with themselves, having to agree with the
fact that they are struggling and look for ways and guidance to avoid the cause of the
stress and cope with the pressure before it gets any worse.

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3. Self-motivation

This ability is going to be extremely valuable for the rest of their lives. It has to be nurtured
at a very young age as they need to rely on themselves in this challenging world. When
students are able to self-motivate, they will be able achieve goals in life whether they are
short or long-term goals. This will also lead to having positive mindsets that will further
pave a way in achieving their goals.

4. Building empathy

Students must first acknowledge their own emotions (refer point 1). Being aware of the
emotions, respecting, and accepting the feelings they are experiencing will enable them
to understand and share the feelings with others better. This leads to being better
companions and advisors in the society.

5. Communicating effectively

Possessing good grades is not enough if one is unable to communicate effectively by
using verbal and non-verbal cues with others. Students will be more sensitive towards
others’ feelings and interact appropriately according to situations and build relationships
with everyone regardless of different backgrounds.

HOW TO DEVELOP EMOTIONAL INTELLIGENCE IN CLASSROOMS

When teaching in classrooms, teachers must heighten their senses in being aware of the
students’ emotions, readiness in learning and reactions. This allows them to adjust and use
different approaches to make the lesson of the day effective and a smooth one to all. These are
among the ways we can develop EI of our students:

1. Teach them to acknowledge different types of feelings

During the lessons, teachers should introduce
emotions to the students. This could be done in a lot
of fun activities. For example, during creative writing
activity, give students a picture and ask them to
describe the feeling of the person in the picture. Let
them predict the cause of the feelings, create a
possible story behind the emergence of the feeling
and think of ways to help the person. Understanding
these emotions such as gratitude, enthusiasm,
excitement, and even negative feelings such as
frustration, boredom, and impatience will help them to sense the feelings in others. Next,
work on strategies to control their emotions. Give students the opportunity to practice
controlling their emotions. Having them brainstorm on ways they might react in different
situations and then allowing them to role play, will provide an opportunity to practice on
their responses.

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2. Teach empathy

One of the ways to do this is during reading sessions. Reading opens the door to a lot
of places and situations. Discussing the characters’ struggles will let the students view
life from different perspectives. Teachers must be creative with HOTS questions in
pushing them to think critically. Students can try to understand why people make wrong
choices in life and the consequences to the people affected by those choices. During
activities like these, their empathy level will increase as they start thinking of others’
feelings and the decisions they made during difficult times.

3. Allow them to experience delayed gratification

Self-control and delayed gratification are essential life skills that can be learned. The way
to nurture these skills is by teaching them patience by waiting. Teachers can make use
of discussions in the classroom by asking them to take turns using fun activities such as
using turn cards and small ball to be passed around. Delayed gratification can also be
instilled by creating a reward system where students can collect points throughout the
assignments to gain reward at the end of the year. Finally, celebrate when goals are
achieved! The sense of accomplishment and pride will fuel students to delay gratification
and reach bigger satisfaction in the future.

4. Let students experience disappointments

Group members should be in random order where students are not allowed to choose
their team members. One of the activities that could be done to teach them this lesson is
by doing ‘explorace’. Teachers will take note on disagreements, dominations, and the
freeloaders among them. As facilitators, teachers must not interfere in the conflicts
between them. They must deal with the mistakes and frustrations as a team and come
out with the best solution. Not interfering does not mean that teachers should just ignore
the issues. What teachers can do is redirect them to their main purpose, provide roles to
each member, and remind them of working as a team during the task.

Teachers should understand their own students and themselves. Building empathy
is crucial as realizing needs of students and making each individual feel part of a family
in the classroom is essential. Team unity is most effective when students all agree on the
aims and objectives set out by the teacher. Teachers should demonstrate the best
example in EI competencies and applications by communicating and behaving around
the students. By doing this, students will learn to control their emotions, lower their anxiety

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level, boost their confidence level and thus, thrive towards a lifelong journey of learning
and self-improving towards a well-rounded person and a good human being in the world.

References
http://www.danielgoleman.info/daniel-goleman-help-young-talent-develop-a-
professional-mindset/

https://www.wtc.ie/images/pdf/Emotional_Intelligence/eq4.pdf

ENGLISH LOW ACHIEVERS:
HELPFUL TIPS TO GAIN FULL PARTICIPATION IN CLASS

16

Mustabshirah binti Md Salleh
SK Syed Sheh, Kupang, Kedah

[email protected]

Rural primary school scenarios: getting 0 or below 10 marks in examinations is not a surprise.
Reluctant learners, mother tongue, family backgrounds and the textbook contents itself
contributed to the low scores for English in examinations. Therefore, teachers must be creative,
innovative and active to create a new environment that can entertain and offer adventure as well
as comfort pupils with the awareness that they are not
alone in learning English. I believe, we are not only
teaching, we touch and make a long lasting impact on
the pupils’ lives.

Often, the low achievers are neglected due to their
scores in examinations. With proper interventions and
full support by teachers, I believe we can polish their full
potential to the fullest and sometimes we will be
amazed by them. Just give them a chance to shine!
Here are some helpful tips to gain pupils’ full
participation in classroom activities.

Objectives

 Set simple achievable lesson objectives and aim for them.
 Encourage greater pupils’ interaction through pair work, small group or team activities.
 Enhance the acquisition of the five language skills (listening, speaking, reading, writing and

language arts) through lovely active lessons.
 Enable pupils to communicate in the English Language both in the oral and written forms.

Helpful Tips to Cater to the Low Achiever’s Needs

 Create teaching kit for the low achievers. The resource materials provided in the kit
should be created according to the topics listed in the textbook but with simplified activities.

 Take out main keywords and vocabulary of each topic for drilling activity.
 Print out main keywords and vocabulary as games

for them to look out the meanings.
 Provide colourful handouts with simple activities

not only limited to writing.
 Always make multipurpose teaching materials or

resources that can be used again and again for next
topics or activities.
 On each skill, involve pair or group work.
 Having variation is a vital method as it offers more
than what is available in the textbook.

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 Always provide a step-by -step guide on how to carry out the activities.
 Follow -up activities are to be carried out by the pupils when they have finished the main

activity.
 Make an interactive group work assignment.
 Use a simple video clip on each lesson as a starter or an induction set for better

understanding of the lesson or topic. It will spark their curiosity of the lesson.
 Project Based Activity. Encourage pupils to do more projects related to language skills or

topics. Encourage pupils to make a project from scratch until completion with teachers’

guide.
 Preparation for Examinations. Expose them to examination questions by using games

such as Minecrafts, Kahoot and PowerPoint games. Pupils are so into games nowadays,

so incorporating examination questions into the games will really grab their attention. They

will try to win the games by answering questions and referring to dictionary (to know the

meaning and get the answers right) and gradually they get the highest score to beat their

friends.
 Lapbook. In the end of each unit, summarise the lesson by creating a Lapbook. Teacher

prepares the template of useful notes, tips, keywords, words and meanings. Then, pupils

need to refer to the textbook and fill in information in the templates given. Indirectly, it

becomes their interactive reference book.
 Motivation. There is NO failure but only delayed success.

Conclusion

No one should be left behind, regardless of their achievements, race, IQ and backgrounds. As
teachers, first and foremost, we need to identify our pupils’ needs and understanding in order to
know how to engage them effectively. Hopefully, utilizing these tips will help you on your English-
teaching journey. Teaching is HEART WORK!

THE TEACHING SEQUENCE – THE EXTENDED IRF

18

Thatchayani Santreseker
SK Air Merah, Kulim, Kedah

[email protected]

The ability of teachers to successfully engage and scaffold pupils’ understanding and learning
is enhanced by the interest and focus that the pictures and the stories can generate.

Group work is an element of the teaching sequence we believe is critical to its effectiveness. In
managing groups, the less confident can put their understanding into use and learn from
others (the teacher is free to monitor progress and give support as required).

Throughout the teaching sequence, questioning is deliberately used to develop
teacher/student dialogue focusing on the target language. Flexible application of Extended
IRF (Frontloading- Initiate- Response- Feedback) helps teachers maintain interaction in the
target language. Indeed, it provides the basis for sustaining and developing the whole class
dialogue, even with weak students through deliberate modelling of language meaning.

FRONTLOADING INITIATE RESPONSE FEEDBACK

A teacher who can flexibly use this technique is well placed to drive and maintain classroom
dialogue. As pupils gain experience of this kind of teaching approach they learn to become
more confident, with a startling positive effect on the quality of classroom dialogue and
learning.

The whole teaching sequence is supportive and contingent and thereby stimulates more
pupil’s participations, even for habitually disengaged pupils.

We conceive teacher-pupil interaction operates in a cycle of four steps.

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1) The teacher models language meaning and use (Front-loading).The teacher tells the story
using pictures - carefully scaffolding and checking pupil understanding. Key language is
highlighted using word cards. The teacher continues to model language and check
understanding.

2) The teacher challenges pupils to demonstrate their understanding perhaps initiates with a
question (Initiate). Pupils are challenged to demonstrate understanding and recognition of the
written key language (using pictures and cards).

3) When pupils respond to the challenge (Response), the teacher provides feedback
deliberately including more language modelling Feedback.

The use of Extended IRF and front-loading is central to the successful application of the teaching
sequence. A teacher who is able to use it can maintain classroom dialogue whilst providing
precise language modelling. The focus on language meaning and use requires teachers to
closely define learning objectives and target language. In addition they must, until it becomes
automatic, carefully prepare to model that language for their pupils.

THE ART OF WRITING

20

Jessy Anne d/o Vincent Joseph
SMK Sultan Ahmad Tajuddin, Bandar Baharu, Kedah

[email protected]

Ways of communicating have undergone much civilization from drawings, symbols into letters,
words and sentences. Today, writing is one of the most fundamental and sought-after skills to
express oneself, to inform the readers, to persuade someone or to create a literary work. While
writing has its own purpose, mastering some captivating techniques of connecting intricately with
the readers is something worthwhile as it leaves long lasting impression and sometimes,
unknowingly impactful. Though writing flawlessly is not an overnight accomplishment and it
involves vigorous amount of practice, this article aims to help novice writers to engage with their
readers and arouse their interest through appropriate choice of language styles and grammar.

Ways to bring “life” to your writing:

1. The crux of reader’s attention lies in the understanding of the content and context of

writing. Having mentioned that, the choice of words used must reflect the intended

meaning. In some cases, writers tend to over use bombastic words to impress the
readers so much that the actual meaning is lost. The use of diction or words should
never override the content that you wish to write. Remember, balance is the key!

WORDS MEANING

2. Avoid wordiness. When writing, you should remember that effective sentences are

concise. Thus, each detail that you use in your write up should exactly say what is

21

necessary. If failed to do so, many writers fall into the trap of “beating around the bush”.
To avoid wordiness, you may remove senseless repetition as below:

Audible to the ears
Green in colour

Rectangular in shape
Adequate enough

Important essentials

The words crossed do not add any extra meaning and without those words, the
intended meaning can be achieved.
Compare another example below:

I got all my notes from a few books that I borrowed from the library.
I got all my notes from a few library books.

Which sentence would you prefer? It depends. The
first one has an extra information that the books were
borrowed by the writer and the second sentence only
tells us that the writer got the notes from library books.
Deciding on such choices and writing precisely comes
handy when writing a summary as the number of
words would tie the writer up.

3. The length of sentences should be manipulated wisely to create some effects in

writing. This works wonders especially if you are an avid writer of narrative
compositions. The example below is the best example I have read to show short
sentences evoke certain emotions or brings sensations in the plot/story.

“Eleven fifteen. The night was dark and humid. The air was tinged with excitement.
People were talking, muttering and shouting.”

When you read the sentence in an appropriate speed, the short and simple sentences
which are used in the example above bring us the feeling of urgency in the context of
the story. Now, compare if it is written in this manner:
“The clock showed that it was eleven fifteen at night. The night was dark and humid and
the air was tinged with excitement. I saw many people at that place who were talking,
muttering and shouting at each.”

Longer sentences, on the other hand could be used effectively to explain something in
detail or to describe a long and boring day. All in all, the length of sentences can bring a
difference as it supplements to the flow the writing.

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4. Deciding between active and passive voices. The glaring difference between

these two voices is the emphasis given to the subject or object of a sentence. This
means to decide on the importance of information being delivered to the reader. Let’s
take a look at these two sentences below:

She was crying after her cat died. (Active Voice)
Tears of sadness were seen flowing down her cheeks. (Passive Voice)

Both the sentences are grammatically correct but the impact differs. The first sentence
merely states a girl was crying and as a reader we are informed about the grieving
process. Compare it with the second sentence. The second sentence- written in a
passive voice- emphasised on tears. The focus is now shifted to the tears. This is no
longer a telling sentence but a showing sentence of the grieving process itself. Not only
that, as a reader, I can also connect better to how the character feels.

5. Using punctuations that changes

the way a text is read. The commonly used
punctuations include commas, full stops,
questions and exclamation marks. Other than
these, good writers should explore how to use
colons, semi-colons, speech marks and
hyphens or dashes to add variety how the
information is presented and articulated.

6. Literary Devices can add to the imagination of the readers. If you are writing a

narrative, you can use similes, metaphors, personification and imageries to intensify
and personalise your piece of writing. Using literary devices- if appropriately done-
allows the readers to think alike with the writer.
Let’s take a look at the example below:

My brother and I saw how the flames licked the building. (Personification)

By merely putting a personification to show how the fire burns down the building, we
can literally imagine the movement of flames slowly covering the building. Such
imagination-if evoked-can arouse the reader’s imagination. A gentle reminder here is to
use the literary device moderately.
Apart from literary devices, modifiers such as adverbs and adjectives can do some
amount of justice to your writing, especially adding extra information.

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7. Avoid serious grammatical
errors such as TENSES and

SUBJECT-VERB AGREEMENT
(SVA). Making grammatical errors
should be avoided at all cost in
writing as it only hampers and
impedes the speed of the reading
process. At one point the reader
may give up as they are no longer
interested in your writing piece.
Much of their time is used to
correct the errors rather than
enjoying the content. It certainly
cannot be denied that bad
grammar creates bad impression.
On a final note, each writer has unique writing styles and their written product is a complete
reflection of their inner thoughts. As much as it is difficult to pen down ideas and thoughts into
words, they are definitely not impossible. All it takes to start writing well is constant practice
and a lot of reading. Having both technical knowledge of writing and content knowledge allows
the writer to achieve versatility and clarity in writing.

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THE SIX THINKING HATS

Esther Angelina Wee
SMJK Sin Min, Sungai Petani, Kedah

[email protected]

“We may have a perfectly adequate way of doing
something, but that does not mean there cannot
be a better way. So we set out to find an
alternative way. This is the basis of any
improvement that is not fault correction or problem
solving” – Edward de Bono

That is exactly what this article is all about. A
suggestion to help our teachers find more ways to
assist our students in their learning of ESL.
Perhaps, we have to be creative in our way
forward by thinking about what ‘can be’, not just
‘what is’ as quoted by Edward de Bono.

Personally, I find it frustrating when I want
students to provide me with their ideas in writing
or during oral classes. They do not know where to
begin, what more, what input they should provide
in their writing or in their speaking sessions.
According to De Bono, students are not without
ideas or knowledge, but when they have to face
with the expansive knowledge or ideas and
viewpoints at the same time, the overwhelming
inputs can addle their poor brains. Thus, a
haphazard piece of work or a sloppy presentation
is the end product from our students, as they lose
focus and their processing hindered. With this in
mind, ‘The Six Thinking Hats’, an isolation thinking
model by Edward de Bono, is a way that can help
our students to unclutter their clouded minds.

The Six Thinking Hats model can be used by students of different levels. It is a way where
students are guided to think and focus on different angles and viewpoints, thus enabling the
students to make holistic judgments in their writing, speaking and reading skills. Too often, a
student will think about ideas using one hat, but when other students speak out suddenly and
interpret his ideas, he thinks to himself, ‘why didn’t I think of that? Well, the answer is because
he is not thinking from a variety of viewpoints.

This strategy using The Six Thinking Hats is widely used today. You can help your students
break down the discussion process using the steps of the hats. As they wear each hat, they

25

learn how to think in different ways to brainstorm and approach problems from various angles.
Let me share a rundown of the hats and their roles by giving some examples.

1. White Hat: (The Neutral Hat) Facts and Information

 What information do you have or you need to know about the topic?
 What are the facts?
 What available data, facts or information do I know about the topic?

Role: To explore the problem in an objective
way or to gather data to understand the
issue or problem to solve

For example: Covid-19 is an infectious
disease caused by a newly discovered
coronavirus. The total number of infections
in Malaysia to date is 6,383 cases.

For example: 3 Jan 2014 -The Star reported - over RM500,000 in 2013 were lost due to
vandalism on public properties on public toilets, streetlights, pedestrian guard rails, drains,
playgrounds and others.

2. Red Hat: (The Intuitive Red Hat) Feeling and Intuition

 How do I feel about this?
 What do I like about it?
 What do I dislike about it?
 How others could react emotionally?

Role: To think instinctively and explore intuitive feelings and hunches without judgement or
prejudice

For example: Social media always surrounds us. The negative impacts social media
platforms have on youngsters are poor quality sleep, cyberbullying and the increase number
of obesity cases.

For example: The poor turn over might leave many people unemployed
For example: Social distancing can help to reduce the number of infection cases globally
For example: Punishments like community service, a hefty fine, house arrest for a few weeks
would make youngsters think twice before committing such an offence. They would feel the
pinch when their movements are being restricted
3. The Black Hat: (The Pessimistic Black Hat) Careful and cautious

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 What is wrong with this?
 Why it might not work?
 What are the negative impacts?

Role: To carefully evaluate and identify
flaws and weaknesses

For example: Globally, every country is facing the environmental problem due to pollution.
It is said that the culprit to pollution is the heavy flow of traffic on the roads
For example: Living in the countryside is boring as there is not much for teenagers to do
For example: There are so many advertisements and campaigns in the media or even in
schools, yet they still vandalize toilets, parks and even facilities

4. The Yellow Hat: (The Optimistic Hat) A positive view of things. It looks for benefits in a
situation.

 What are the good points?
 Why is this a good thing?
 How is this useful?

Role: To explore opportunities for making the most of proposed ideas

For example: The best way to reduce traffic
and environmental problems is by
increasing the price of petrol.
For example: Teaching and learning can
still take place via virtual classrooms during
MCO.

For example: The frequent patrolling will
eventually make the youngsters give up vandalizing properties as they cannot seize the
opportunity to do so. Moreover, the deployment of the police is to show that they are serious
about protecting public properties

5. The Green Hat: To find unique and different ways of doing things

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 statements of provocation and investigation, seeing where a thought goes
 What is my suggestion?
 Is there an alternative?
 Can I create something new from this?

Role: To challenge viewpoints and explore creative possibilities or to express new ideas and
viewpoints

For example: The punishment doesn’t have to be something that will demoralize the youths. It
can be in the form of counselling sessions with appointed counsellors. Here, the root cause of
their behaviours can be detected and perhaps resolved. Moreover, by banning the culprits for
two weeks from going near the place they have vandalised might make them feel they have
missed a lot. Making their parents pay their fines allow them to realize that respecting public
properties is important.

6. Blue Hat: (The Managerial Blue Hat) To process control

 What have I done so far?
 What should I do now?
 What problem do I face?
 What do I want to achieve?
 How shall I solve this problem?

Role: To take an idea and implement or it is
used for thinking about thinking.

For example: To help fight the war against
Covid-19, we must adhere to the MCO,
practice social distancing and keep our
hygiene clean.

For example: The most effective suggestion which has a direct impact on the youths would
definitely be imposing stricter punishments. If the youths do not want to be embarrassed then
they should not vandalize to begin with. If they want to enjoy the facilities provided for free, then
they have to learn to respect and help to take care of the facilities

Conclusion

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The six Thinking Hats is a strategy that can be used in group discussions, pair work or individual
work. It can also be used in writing processes as well as reading comprehensions. The best
thing about this strategy is that students can play different roles by putting on different hats; that
is, teachers can guide students by focusing on a specific thinking skill. By implementing the Six
Thinking Hats in the class, it encourages students to take part actively in their learning, other
than tapping on their own potential and enhancing their creative thinking.

Think left and think right
and think low and think high.
Oh, the thinks you can think up if only you try!"

-- Dr Seuss, from Oh, the Thinks You Can Think!

References

De Bono, E. (1982). Plus, Minus, Interesting: Weighing the Pros and Cons of a Decision, De
Bono’s Thinking Course. http://www.mindtools.com/pages/article/newTED_05.htm

https://www.skypeenglishclasses.com/teaching-children-english-using-the-six-thinking-hats-
technique

https://www.lucidchart.com/blog/about-the-six-thinking-hats-technique
https://iqdoodle.com/six-thinking-hats
https://www.educationworld.com/a_curr/voice/voice102.shtml
http://debonoforschools.com/asp/six_hats.asp

ASKING EFFECTIVE QUESTIONS IN EFL CLASSROOMS

29

Supawan Chumi
Satun Primary Educational Service Area Office, Thailand

[email protected]

‘Do you understand?’ is an obvious question that we often hear in the classroom. After
explaining the lesson or doing activity, teachers always ask their learners this question.
Learners would obviously reply ‘yes’, but how do we know
the genuine answer. Teachers have to evaluate the level of
learners’ understanding. Do they understand correctly and
completely or understand just some parts of the lesson?
So, there are some types of questions that can be asked to
elicit learners’ comprehension. As English teachers, we
have to apply CCQ to evaluate; carry out a formative
assessment while teaching in class.

CCQ stands for Concept Checking Questions. It can be simply ‘Yes-No’ questions to check
their understanding. And we can ask fruitful questions instead of general questions such as -
‘What does it mean?’, ‘Why?’ or ‘Any questions?’

The main purpose of a concept checking question is to determine if learners understand what
you have taught and what content they have. This is especially pertinent in foreign language
teaching, where there is a lack of vocabulary treasury, which is a vast problem for learner to
express what they think! But there are some techniques and tactics to solve this problem.

Meaning – In an EFL classroom, we can ask the synonyms or antonyms to elicit meanings
from learners. Instead of asking ‘What does it mean?’, we can ask ‘What word means the
same or the opposite of ….?’. Learners will produce a short answer which is easier to respond
to. If we doubt learners complete understanding, there are alternative ways we can apply
understanding in the class; for example giving definitions, giving examples, quick sketches,
mimes or showing real objects in the class. On the other hand, if we suspect the learners
already know the answer, we can go straight to using CCQ.

Reason – When we need to ask learners to give reasons for their answers after checking the
answers through reading or listening. It is good to ask the answer which
can provide a real learning moment that they figure the real answer. But
using the word ‘why’ is too threatening. Instead of asking ‘Why’ for
listening or reading comprehension tasks, we can try to ask ‘What did
you hear/read?” or ‘What phrase gave you the answer?’ or ‘What line
number is the answer on?’. After that giving questions using ‘why’ will
be easier to gain learners’ ideas on the matter.

Self-Checking – Asking learners ‘Any questions?’ aims to follow-up
learners’ concepts and clear up potential learners’ confusions but it can produce a

30

blank/silent? moment in the class although it goes well at the end of the class. Learners may
not ask any questions. This is because learners find it hard to set their concern in the form of
question in English.

Tactics for CCQs

Simple – It doesn’t mean we ask lower level questions such as asking third-grade students
kindergarten level questions. But we should consider simple questions for the specific learning
level. Using basic vocabulary, basic form of questions is the way for CCQ. Considering the
level of vocabulary used will help leaners to access the meaning of the questions asked. The
questions should be prepared before the class which is appropriate for different ability of
learners.

Several – The important principle of making CCQs is to use various styles of questions. There
are yes/no questions, either/or questions, and simple ‘Wh’ questions to check the dimension of
contents. We have to be concerned of the different learning styles of learners.

Finally, no matter how much you teach or how much lesson learners have learnt, teachers
must focus on the effective learning to make class effective and conductive for all learners.
English teachers have to be concerned on how to stimulate learners to be engaged with the
lessons and class activities. Simple vocabulary or sentence forms and several styles of CCQ
are some of the techniques that we can apply in our EFL classrooms.

References

British Council. (2015). English teachers, are you asking the right questions? [Online.]
available https://www.britishcouncil.org/voices-magazine/english-teachers-are-you-asking-
right-questions.

Bridge TEFL. (2020). Do You CCQ? Using Concept Checking Questions in the ESL
Classroom. [Online.] available https://bridge.edu/tefl/blog/ccq-using-concept-checking-
questions-esl-classroom/

BECOMING WRITERPRENEURS FOR GENEROUS SOULS

31

Latisha Asmaak Shafie, PhD
Universiti Teknologi MARA, Perlis Branch

[email protected]

As subject matter experts, we have written many educational materials due to our professional
demands. Yet, we are reluctant to be known as writers. Besides, educators are known as
generous souls as we gladly share our work for free to help others in need. Thus, for most of us,
being a writerpreneur is challenging as it contradicts our non-materialistic noble profession.
Writerpreneurs describes entrepreneurial writers who use their outstanding contents to generate
income. Their income may come from book royalties, ghostwriting, social media content writing,
podcasting, blogging, article writing, product reviewing and others. There are 13 tips for you to
practise once you decide to become a writerpreneur.

Tip 1 Start writing

If you want to be a writerpreneur, you need to start writing. You can
start writing with the contents that you have already had. You can
find completed or nearly completed writing in your laptop or
computer files. You can sort your previously unpublished work in
categories and put them in folders so you can find them easily.
Choose a specific project and reshape that work into a book, a
chapter in a book, a journal article, a newsletter article or a
Facebook post. If you want to work with a new writing material, start
with a topic that interests you. The passion you feel towards the topic will sustain your writing
commitment. Your readers too will sense your excitement towards the topic.

Tip 2 Define your schedule and your writing space

You need to schedule your writing. Choose a particular time that you need to
write a book. If you feel that you can only write peacefully at 5 a.m., then you
need to wake up and write during this hour. Others find that they can do
productive writing at 9 p.m. You also need to designate a certain place in
your house where you can write. Whenever you sit at that place, you know it
is time to write. It can be your study room or it could be a little space in your
kitchen. When you are writing a book, you need to plan the writing schedule
that enables you to finish your book. Once you have a writing schedule, you have to adhere to
the deadlines of the schedule.

Tip 3 Choose your practice platform

You need a practice platform for you to improve your writing for your target audience. You can
choose social media as the practice platform. As writers, you need feedback on your writing. In
that platform, you can experiment with your writing skills. You can use Facebook or Twitter to
start writing. In the beginning, you can write short posts. Once you are comfortable with your

32

writing, you can write longer posts for your audience. Facebook offers posts to be only seen by
the user. Once you want to share the post, you can edit the privacy setting of your post.

Tip 4 Write for multi-genre writing projects

You can write multi-genre writing projects when you have a lot of things to write ranging from
diverse topics. It means that you write a novel, academic books, children’s book and a mystery
novel. This ability will enable you to avoid from writer’s
block. Multi-genre writing offers more writing
opportunities for you as you can write for various readers.
In addition, it serves your multiple creative needs.

Tip 5 Create your online writing portfolio

A writer needs to have an online writing portfolio. You need to showcase your writing skills and
products. Your online writing portfolio can convince your potential readers and clients that you
are a capable talented writer. You can use social media like Padlet, Facebook, Instagram,
Google Site and Twitter. If you have written physical books and eBooks, you can advertise your
books using this writing portfolio. You can use the portfolio to inform readers of the purchasing
procedure of your books. You can also promote your forthcoming projects. Make sure that you
only have one online writing portfolio so that your readers and potential customers will not be
confused with various portfolios.

Tip 6 Build reputable writing image

You can construct a consistent image of a good writer. For instance, you can maintain your
daily tweets or Facebook posts. You can discuss your writing activities with your fellow writers
in person. Besides, you need to adhere to writing deadlines so that you will be able to deliver
your writing manuscripts on time and to your customers’ satisfaction.

Tip 7 Identify Writing Opportunities

There are many writing opportunities in your organisation or community. You might receive
emails requesting your writing contributions in the form of articles, chapters in a book or book
proposal. These are writing opportunities that you can explore. You can reshape your writing
project into the required manuscript and send the manuscript to a publisher or an organiser.
Apart from that, you can contribute your writing to a newspaper column or newsletter of your
organisation or society. If you are not confident in being the sole writer, you can approach other
writers to co-write a writing project. Do not be shy approaching senior writers for writing
opportunities so you can learn the craft and networking opportunities.

14 YEARS AND COUNTING: “THANK GOD, I’M STILL ALIVE AND KICKING”

33

Jen Renita Mappah
SK Merotai Besar, Tawau, Sabah
“A Caregiver and A Book-lover”

[email protected]

Imagine yourself listening to the song of Celine Dion with the title ‘I’m Alive’ and reading this
writing piece of mine while having a mug of favourite coffee latte in hand. This is how I feel right
now. It is the perfect moment when you started to reflect the journey that you have been going
through for the past 14 years of being a teacher or to be specific, a primary school teacher, a
caregiver. At the beginning, I just want to lead a normal life like others, but today I realize that I
have become an extraordinary person, inspiring and empowering myself and others, especially
my pupils, closest friends and family, after being an ALIVE TEACHER! Of course, nothing
comes easy – I hold this mantra in life. It takes effort and hard work to achieve our goals and
dreams.

Yes! I’m still alive. As for myself, being alive means to ACT with full of love and laughter among
the children. I love to react spontaneously in front of them. I smile a lot and put trust in them. I
communicate with them as friends and always create a non-threatening environment for them
to learn English. I let them experience my childhood experience while learning English. It was
full of fun, love and laughter. I always showed
them the LOVE and care with good intention
to all the children. Children could detect purity
and sincerity. They will follow you wherever
you go in school and try to be with you all the
time. Imagine when a group of students
shouting in cheers and jumping in glee after
knowing that you are going to conduct a relief
class with them. It’s a big sign that your love
has touched their soul and most probably you
were their first crush in loving English. Along
this path, it is vital to be an IMAGINATIVE
person by instilling and inculcating the
process of self-reflecting. To think about the
strengths, weaknesses, opportunities and
threatening moment around you. This is
where you have to be strong and passionate
about everything that you think is true and right to do. It is a prominent part to have a VIVID
sketch, description and imagination of the next step you want to do in pursuing your dreams and
goals for the children’s achievement and betterment. That’s why you must have a strong
ENGAGEMENT in something useful to improve your continuous professional development in
teaching career.

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To be seeing myself at this point, I am forever grateful to Allah for leading me to this path of life,
being a teacher is like being a CAREGIVER.

Sometimes we get caught up with life and do not know where to turn, or who to turn to. Life isn’t
always sunshine and rainbows, it comes in a package of storms, breakdown, hazy days, but
we’re promised glad tidings for the patient. Patience was what kept me strong to stay
perseverant and keep myself going. Failure doesn’t define but rather it shapes and prepares
me to be better. I am thankful to have Allah in my life for guiding me through it all.

It is now a wake-up call to all teachers to live life to the fullest in this VUCA world of teaching.
‘Volatility’ means a tendency to change quickly and unpredictably. Look at what is happening
now when we face the pandemic of Covid-19? We tend to get used to the new norms in teaching
our young children. There will always be ‘Uncertainty’; serious doubts on the new
implementation that will lead to a major element of ‘Complexity’ which could be associated with
complex attitudes, inclinations or characters. Last but not least, the existence of ‘Ambiguity’
which refers to words, or expressions that can be understood in two or more possible ways,
hence, creating more confusion. Just be honest with yourself, are you ready and well-prepared
to face the VUCA world in teaching and in real life situations?

I am very grateful to Allah for showing me the path towards betterment. Honestly, never had I
imagined to be the person I am today. The learning and growing process was so overwhelming
and spiritually uplifting, that at times it made me pause for a few seconds to reflect on how
amazing Allah plans things for me, and for all of us.

The journey to keep on maintaining the joy of being
a teacher came from the aspects of learn, unlearn
and relearn. I really enjoy the process of learning
new knowledge and ideas in teaching. It was a
good feeling to integrate arts and music into the
classroom. I love having fun with the children. I
want them to feel secured and free to explore new
things, just enjoy the show of learning English in a
non-threatening environment. I let them feel the
peace and calm environment by creating lots of fun
spaces in classroom. Having my own English
Language Centre or ELC in school is one of the
initiatives to let them be more excited and
interested to learn English. By creating the special
bond between myself as a teacher and reacting as
parent-teacher roles in school, have helped me to
understand the children better especially with the injection of unconditional love. As a teacher,
I do lots of investments in teaching methods and materials. I bought lots of books about how to
teach English effectively and prepared lots of teaching materials for the pupils and teachers to
use in classrooms.

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It was a self-contentment to prepare all
these stuff. I always try to maintain the
same energy that I had for the first time
I embarked in this teaching career. As
a fresh graduate teacher, I was so full
and loaded with energetic ideas and
teaching skills. Until today, I still have
the same feeling just because I am
obliged to be that person from time to
time. But how to maintain it? Platform
of CPD such as Malaysian English
Language Teaching Association
(MELTA) is one of the medium where I
can maintain creativity and innovative
ideas in teaching. I joined this non-
profit organization as one of my yearly
CPD programmes. I have applied for
Life Members and have enjoyed the
yearly conferences all over Malaysia.
It was just like killing two birds with a stone, where I travel around places and gain new
knowledge and skills in order to improve my CPD as a teacher. The process of reflection while
attending the conference is so meaningful, motivated and memorable. Each person that you
met will teach you how to become a better person. The sacrifice, readiness and willingness to
spend some money for things like these are just like long-term investments. You should know
how to invest in the right things which suit your interests and understand the purposes of doing
it.

I would like to conclude that, in order to keep
maintaining the vibes of being an ALIVE TEACHER in
the classroom, what you need to have are passion to
teach with full of love and passion to teach with full of
laughter. If you have love in your heart, you will always
believe that God will always guide you. Fun and
laughter are the best medicine in everything; put on that
smiling face to the young learners as the first set
induction and greet them with a warm smile. Surround
yourself with positive vibes, positive self-talk and mind-
thinking, maintain the positive and healthy relationships
in school, avoid procrastination and maintain self-
enhancement programmes.

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I hope this piece of writing will benefit all of you and there is plenty of takeaway that you bring
together with you in finding your journey of becoming the ALIVE TEACHER. I hope to inspire
you through my writing and sharing and I hope this effort is something that Allah is pleased with
and the cause for me to enter Jannah in the hereafter, Ameen.

Knowing Me: Teacher Jen…
Jen Renita binti Mappah, loved to be known as ‘Teacher Jen’, a special feeling that is really
close with the children’s heart and soul.
A primary school teacher from SK Merotai Besar Tawau Sabah.
Has been teaching English in primary school since 2006, almost 14 years in service. Before this,
worked at SK Sanglang, Pontian Johor for 6 years.
Being promoted as an Excellent Teacher in 2011.
A passionate and an enthusiastic person, enjoys sharing knowledge, a caregiver, a booklover.
Love travelling and reading.
Being awarded as Creative and Innovative Teacher from Johor Department of Education,
Malaysian English Language Teaching Association (MELTA), as Best Presenter of Project
Papers, Best Creative Teacher Showcases Award, Best Innovative Ideas in Teaching and
Project-Based-Learning Award with students’ involvement.
Active involvement in Continuous Professional Development programmes as a teacher by doing
Classroom Action Research, presenting papers in national and international conferences such
as MELTA, TEFLIN, National Educational Seminars, ASIA-TEFL International Conferences and
IABs.
Now holds the position of MELTA Tawau Chapter Leader, with the intention to help other
teachers and students develop and enhance their professional levels, gain new knowledge and
experience, share creative and innovative ideas in higher level of education and contribute to
the society by spreading the knowledge of learning English in more creative and innovative ways,
enriched with pure fun, love, smile and laughter.

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