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PANEL 1

DAY 1

Poetry Matters: From Poets to Pupils Abstract There are more people reading today than ever before. However, reading for pleasure, especially literary

texts, is not a popular activity. Reading poetry is probably even less common, especially among school

students. There is a concern that poetry is often a neglected genre in the teaching of literature in the ESL

classroom. It is often viewed as difficult by both teachers and students who seem to shy away from it.

This panel session will address these issues and connect poets to teachers. The poets share their poems,

discuss why they write and want to connect with their readers, on making poetry appealing to students

and why students should be encouraged to read and write poetry in English.

Moderator: TOO Wei Keong

Panellists: Danton Remoto, Malachi Edwin Vethamani, Shivani Sivagurunathan,

Sheena Baharudin an

Danton R. Remoto is now Professor of Creative Writing and Head, School of English, University of Nottingham Malaysia Campus. He has published 20 books, including a novel called Riverrun. He has won all the major literary awards in the Philippines, including the Cultural Center of the Philippines Literature Prize, Don Carlos Palanca Memorial Awards, National Commission on Culture and the Arts Award, Philippines Free Press, and Philippine Graphic Literary Awards. He has also won prizes in poetry and short story in literary contests held in Scotland and the United States. He has been published in Hong Kong, France, Japan, Spain, Singapore, the United Kingdom, and the United States. Malachi Edwin Vethamani is a professor, poet and writer with the School of English, University of Nottingham Malaysia Campus. He has many years of experience training English language teachers to teach literature in English. His first volume of poems is entitled ‘Complicated Lives’ (Maya Press, Kuala Lumpur: 2016). In 2017, he published ‘Malchin Testament: Malaysian Poems’ (Maya Press, Petaling Jaya) which covers a period of 60 years. He edited a volume of poems for young adults entitled ‘Insights: Malaysian Poems’ (Maya Press, Petaling Jaya: 2003). His creative works have appeared in several literary journals. Shivani Sivagurunathan is a writer who is Assistant Professor at the School of English, University of Nottingham Malaysia Campus. Her poetry chapbook, ‘Chiaroscuro’, published by Bedouin Books, came out in August 2010. Her short story collection, ‘Wildlife on Coal Island’ was published by UPM Press in 2011 and reprinted in 2012 by HaperCollins Publishers India. Her creative work has been published in several international magazines, journals and anthologies. Sheena Baharudin is a Malaysian poet-educator, writer and spoken word artist. Since publishing her first book of poems back in 2013 entitled Rhymes for Mending Hearts, she was invited as a TEDx and Incitement speaker, had her poems translated into Spanish and French, and performed both solo as well as ensemble shows at various events including the Melaka Arts Festival, Urbanscapes, Cooler Lumpur Fest, Georgetown Literary Fest, and Singapore's Lit Up Fest. She is also an educator who has taught at the International Islamic University Malaysia, Taylor's University as well as co-facilitated poetry and drama workshops organised by Poetry Cafe KL in schools around Malaysia. In May 2017, she released All the Bodies We've Embraced, a collection of letters and poems written in Bahasa and English. She is currently pursuing her PhD in Malaysian Literature at the School of English, University of Nottingham TOO Wei Keong is Coordinator of MA TESOL in the School of Education, University of Nottingham Malaysia Campus. His research interests are technology enhanced learning, teacher development and teaching literature.

PANEL 2

DAY 1

Passion and Inspiration: Teaching English in Challenging

Situations

Passionate and inspiring English language teachers can change the trajectory of their students’ lives.

Through commitment and compassion, these teachers have the capacity to cultivate curiosity and

interest in their students. However, sustaining passion for the profession and cultivating a love for the

English language among students is not without challenges. In this panel discussion, classroom

practitioners share their experiences of teaching English in very diverse settings. The session begins

with a discussion on some real world challenges that teachers face as recipients of policy instructions

and classroom practitioners before the panelists share personal experiences of how they have dealt with

such challenges. Finally, the panelists offer suggestions to policy makers on ways they can help ensure

teachers remain passionate about teaching English.

Moderator: Professor Dr Ganakumaran Subramaniam

Panelists: Cynthia James, Samuel Isiah and Mohd Sirhajwan Idek

Sirhajwan Idek is an English teacher in Keningau Vocational school. He graduated with Bachelor’s Degree in TESL and Master’s Degree in Research from UiTM in 2011 and 2014 respectively. He was one of the five global winners of Teacher at My Heart Macmillan contest in 2016 and was one of the top 50 finalists for Global Teacher Prize 2017. He was the recipient of Teacher Icon Award at national, state and district level in 2017. He is currently in the Top 10 finalists for International Teaching Innovation and Entrepreneurship Excellence Awards which will take place in Paris in September 2017. Sirhajwan coaches his students for various competitions particularly English language, innovation and entrepreneurship. He also assists his colleagues in their academic endeavors such as research, conference presentations, participation in innovation contests as well as courses. His interests in research and teaching practice are communicative language teaching, visual literacy, information literacy and differentiated instruction Samuel Isaiah is a teacher of the 'Orang Asli' community based in SK Runchang, Muadzam Shah Pahang since 2012. Born and raised in Kuantan, Pahang, where he received his primary and secondary education, he furthered his studies in IPG Kampus Pulau Pinang and Universtiti Utara Malaysia. Being a teacher who desires to challenge the negative perceptions being placed on his Orang Asli children, he has strived to conduct daily lessons in ways not common in rural schools by emphasizing on fun, communicative, and problem-solving learning. His notable recent projects with his Orang Asli children include setting up a crowd funding project to create a fully equipped 21st century classroom, the birth of the first Orang Asli children’s Ukulele band called 'The Originals' that focuses on the use of songs and musical skills to teach English, and the “Asli E-pal” project that puts his aboriginal children on the map through email interaction across the globe.The collective effort of passion, time, and classroom strategies and projects have been clearly reflected in numerous notable achievements in UPSR result since he took over teaching for UPSR in 2013, including the emergences of multiple ‘A’ scorers which was once foreign. Cynthia C. James has worked in primary school ELT in Sabah, Malaysia for the past 12 years as a teacher, published author, website manager and district English language officer. She is the winner of Macmillan’s Onestopenglish Creativity in the Classroom IATEFL Scholarship in 2014 (Harrogate, UK) and Cambridge University Press’ Teacher Research Programme in 2015 (Birmingham, UK). She has participated actively in MELTA conferences and is a committee member of MELTA Kota Kinabalu Chapter. She has won the Basil Wijasuriya Award for outstanding conference presentation in 2013 (Gold) and 2015 (Silver). Her research interests include computer-assisted language learning (CALL), creativity in the language classroom, family involvement in language learning and teacher professional development.

PLENARY 1

DAY 1

SMART Objectives For Smart Teachers

Mike Mayor

Since its publication in 2001, the Common European Framework of Reference for Languages (CEFR)

has become a standard framework of reference for English Language Teaching around the world –

moving beyond its European roots. The six levels and Can Do statements changed the way in which

the ELT community described learner progress and proficiency. Like any successful initiative,

however, it has had its detractors who have highlighted a number of limitations and issues for the

global community.

In developing the Global Scale of English (GSE), a more granular proficiency scale, Pearson has sought

to address these limitations and issues – extending the set of CEFR Can Do statements to plug gaps and

target learners not previously catered for in the CEFR.

This presentation examines the value of setting clear learning objectives for learners and the impact

that this has on motivation and achievement. Participants will learn more about the project to

develop GSE Learning Objectives for different audiences – as well as Grammar and Vocabulary linked

to the same proficiency scale. We will explore how teachers currently identify learner outcomes for

their students as part of their lesson and course planning. Participants will learn how to get the most

out of the freely available resources – including the GSE Teacher Toolkit – to support their teaching.

Biodata: Mike Mayor is Director, Global Scale of English at Pearson. In this role, Mike heads up research into creating audience-specific learning objectives aligned to the Global Scale of English, working with Content teams to ensure that these learning objectives underpin all new products and services. On leaving university, Mike worked as a teacher of English in France before entering the world of publishing as a lexicographer. Mike joined Pearson in 2003 and headed up the Longman dictionaries list until his move to the Global Scale of English in 2013. Mike has a BA (Hons) in French Language and Literature and an MPhil in English and Applied Linguistics from Cambridge University.

FEATURED PRESENTATIONS

DAY 1

The Effects of Implementing Active Learning on Motivation in

English Language Learning of Thai University Students

Phacara Saiphet

Developing Elementary School Students’ Literacy Skills Using

Litera-Craft Activities in English

Lies Amin Lestari

This study investigates the effects of active learning pedagogy on university students’ motivation. The

design of this study is of quasi-experimental nature examining whether students’ motivation changed as

a result of active learning classes. Materials and in-class activities that promote motivation were used

during the experiment. Pre- and post- motivation questionnaires were administered to 40 participants

who were freshmen enrolling in a foundation course. Semi-structured interviews were conducted with

4 of the participants for in-depth analysis. Findings have revealed that after the end of the semester,

participants were found to have increased their motivation in language learning. Pedagogical

implications will also be discussed.

Elementary school children are naturaly very playful and active. They love playing and having fun.

That is why the teaching of English to young learners should be conducted in such a way that children

will learn the language naturally. One the techniques to make the students learn English joyfully is

through the-so-called litera-craft in which students learn to develop their literacy skills (listening,

speaking, reading, and writing) in English and at the same time produce a craft. This paper will discuss

how to teach English for beginners by using litera-craft activities in an EFL classroom to make them

learn English in a more lively and meaningful atmosphere and at the same time develop their literacy

skills. It will start by discussing what liter-craft is, why using litera-craft for beginners, and how literacy

can be developed through the implementation of litera-craft.

Biodata: Phachara Saiphet is an instructor at Language Institute, Thammasat University, Thailand. He received a B.Ed. in secondary education, English major and an M.A. in English as an International Language from Chulalongkorn University, Thailand. His research interests are in the area of English language instruction, materials development, and cross-cultural communication.

Biodata: Lies Amin Lestari is a senior lecturer at the English Department of Universitas Negeri Surabaya (UNESA). She has been teaching at the university since 1988 and published a number of articles on ELT. Her research interest is on SLA, instructional media, games in ELT, and the teaching of writing.

FEATURED PRESENTATIONS

DAY 1

Strategic leadership to enhance student experience and

achievement

Devika Alldis

In my presentation, I will contribute to this ongoing debate on school educational leadership and its role

in developing system and culture that educates and empowers teachers and school leaders to view their

role and contribution from the perspective of servant leaders. Servant leadership draws emerges from

the primary intention why almost all teachers join the teaching profession, to serve – the children, the

community and the nation. This leadership philosophy can become the fundamental principles that

shape the goals of the school, its leadership and the practices of the teachers.

In this session, I will share how my school embraces the principles of this leadership approach through

actual examples. The principles include; Listening and communication, Empathy, Healing, Awareness,

Persuasion, Conceptualization, Foresight, Stewardship and Commitment to the growth of people and

Building Communities.

I will share my views on this capturing episode of a journey as a school principal of a year old ‘new

school’ with 10 teachers and 60 students in 2008 and the perceptive insights obtained over the span of 10

years

Biodata: Devika Alldis career in education spans over twenty-five years. She has taught English Language, English Literature and Western Classical Civilisation at both state-owned and international schools (International General Certificate of Secondary Education (IGCSE) and Advanced Level) in Sri lanka. Additionally, she has been a teacher trainer, Examination Officer and a visiting university lecturer. In 2008, she was appointed as the Headmistress of Gateway College, Negombo. Her dynamism and energy have contributed greatly to the rapid progress of the establishment, and her ability to hold the entire school community together as a family has been the hallmark of her success. Mrs. Alldis holds a B.A. in English Language and Literature from the University of Sri Jayewardenepura Sri Lanka and an MA in Linguistics from the University of Kelaniya, Sri Lanka. She was professionally trained at the Teacher Training College, Peradeniya Sri Lanka, and with TEFl from University of Toronto.

WORKSHOPS

DAY 1

Encouraging Critical Thinking and Reasoning through (the use of) a

Moral Dilemma in the ESL classroom

Salomy Sumithra Krishna and Munirah Hariri

Shark Tank: Speak and Survive

Laurence Liew Dumling

Being a critical thinker can make the difference between success and failure. The Malaysian Education

Blueprint (2013-2015) clearly states ‘Critical Thinking and Reasoning’ as a crucial academic skill to be

focussed on. Having taught an introductory Philosophy module for three years to Foundation level

students, the presenter believes that both Critical Thinking and Moral Reasoning can be combined and

introduced to younger learners. Young people today are faced with more character development

challenges than ever before, and responding successfully to these challenges requires them to have solid

reasoning and decision‐making skills. Moral reasoning is a process that helps individuals to think

through possible implications and consequences of actions in response to values or moral dilemmas. As

such, the presenter believes that moral dilemmas could help both teachers and students achieve a

threefold objective in the ESL classroom. This workshop will illustrate how a moral dilemma can be used

to encourage learners to apply critical thinking skills, as well as moral reasoning, and present their

opinion using modal verbs, among other language items. The presenter hopes that English teachers who

share the same concerns would find this workshop useful and its methods practical enough to replicate

in their classrooms.

Giving oral presentations is a stressful experience for everyone. In fact, studies indicate that public

speaking has been reported as the greatest phobia amongst people. Hence, it is not surprising that

students in our classes appear unconfident when they are asked to make presentations in the classroom.

This workshop will showcase a presentation technique named after a reality series of the same name,

The Shark Tank. The presenter will demonstrate how she gets her students to work in groups on a given

topic using a special toolkit that she created. Using the concept of the reality series, a compulsory Q&A

session is incorporated with the audience posing constructive questions to the presenter. This is followed

by an evaluation/feedback session by selected students. The presenter will also share variations of this

technique and also talk about the benefits that her students have gained from this innovation that

incorporates elements of a business sales pitch in the language classroom. The workshop idea is aligned

to the presenter’s teaching philosophy that successful education is one that can empower the students

and provide them with the avenues for their voices to be heard.

Biodata: Salomy Sumithra Krishna teaches Introduction to Philosophy through Popular Culture and Academic English at the University of Nottingham, Malaysia Campus. She has taught in various institutions of higher learning for 18 years, and her current research interests are in the areas of Critical Thinking and Text and Discourse Analysis. Munirah Hariri has been teaching English in secondary schools for 18 years and is currently teaching in a secondary school in Sg Buloh, Selangor. She enjoys inculcating creative aspects of learning into her lessons, and is open to new and/or different approaches of teaching that could help to enhance students’ thinking ability.

Biodata: Laurence Liew Dumling is attached to Lok Yuk Secondary School (CF), Kota Kinabalu. Prior to this, she was teaching in Sung Siew Secondary School (CF), Sandakan, where she first started her innovative teaching technique to imbue the thinking and questioning culture in her students. She is an advocate for learners’ voice where their opinions and ideas matter in her inclusive learning classroom. Laurence is passionate about communication and leadership skills and was the past President of the Sandakan Toastmasters Club.

WORKSHOPS

DAY 1

Designing meaning through artwork: interpreting literary texts in the ESL classroom T.Vanitha Thanabalan, Amarjit Kaur Mokhtar Singh@Jaila Singh and Anne Malar A/P Selvaraj

As curriculum is a design for social futures, we need to introduce the notion of pedagogy as Design”

(New London Group, 2009). In line with this understanding, it is time that we need to consider the kind

of pedagogical deliberations in the classroom to ensure that there is meaningful teaching and learning

taking place. Our society is changing and we experience new cultures, new modes of communication

and new literacies. These changes have to be reflected in the pedagogies. We need to provide

opportunity for our students to design meaning in relation to their changing social life experiences. In

the literature classroom, very often we face challenges in getting our students to engage in the texts.

One possible reason could be that there is a lack of method in relating the life experiences of the students

in the lessons. It is the intent of this workshop to present a method on designing meaning through the

use of artwork to interpret literary texts in the ESL classroom.

Biodata: T.Vanitha Thanabalan, Ph.D. is the Head of Unit in the Language and Literacy Department in ELTC. Her areas of interests are studies related to the Indigenous community, literacy development, curriculum development and assessment. Rashidah Rahamat, Ph.D. is the Head of Unit in the Research and Development Department in ELTC. Her areas of interests are language and technology, curriculum development and research. Azidah Abd Aziz is a senior lecturer at ELTC. Her areas of interests are assessment in language, technology and language and curriculum development.

WORKSHOPS

DAY 1

English learning: Beyond the classroom with ELL Technologies

Laurent Glorieux Today, people seem to be busier and have less time than ever before. Yet, at the same time, the need to

learn English becomes ever greater in our highly globalized world. Fortunately, technology can facilitate

the language learning process and make it more accessible despite time and physical constraints, for

both teachers and students. During this presentation, the speaker will discuss blended and fully virtual

solutions as highly effective alternatives for language learning. He will demo an English language

learning platform that is currently being used successfully with both the public and private sectors,

including a case study with the Peruvian Ministry of Education that involves several thousand English

teachers. English for Success, ELL Technologies ’ online language solution, includes speech recognition

activities with instant feedback, has more than 1,200 learning hours from preA1 to end of B2, and can

align with custom curriculums. The solution is engaging, was designed to be implemented using a

blended learning approach, and can be used on all devices, online or even offline.

Biodata: Laurent Glorieux is Director of International Projects at ELL Technologies, one of the world leaders in English elearning. He is helping economies prosper by empowering thousands of learners, either taking part in school, university, or government-sponsored initiatives, to learn English, through ELL Technologies language elearning platform. He leads a global team of partners in APAC and EMEA regions. Laurent worked with TellMeMore and Rosetta Stone, and has spent more than 15 years as a business leader in the software industry in Europe and America. He has a history of growing businesses quickly and sustainably in very diverse contexts, specializing in crafting large-scale projects that drive maximum impact for massive volume of users. He is a keynote speaker at international events on topics such as the internationalization of higher education, or as how countries can use technology to bridge the English learning gap. Laurent is also an entrepreneur and sits on the board of software publisher Knowllence. He taught management and negotiation. Laurent speaks French, English and Spanish. He is a graduate of ESSEC, a leading French business school. He currently lives in Toronto, Canada, with his wife and their two children

PAPER PRESENTATIONS (P1)

DAY 1

Creativity in Education: How to Organise Creative Strategies

Xun Yu Chai

Going Places: A Writing Module for Class Trips

Vernon Daim

In researching the role of higher education in developing creativity in graduates, I have found a wide

range of issues of concern particularly expressed by employers. The bottom line is the mismatch

between graduate and market demands. This has seen an emphasis on the development of skills

supporting the creation of knowledge and innovation. Creativity in education has now become an

international concern that has led to a greater emphasis of promoting and rewarding the creativity of

teachers and learners. A gap in the effort to promote criticality and creativity is the lack or absence of a

systematic framework that may be used to support the incorporation of creativity in teaching and

learning similar to the role played by the Bloom’s taxonomy with reference to learning. My research

explores the possibility of developing such a taxonomic framework for creativity that may be used for

teaching and learning and assessment. This session will be an interactive session to review the types of

creative strategies that may be captured in the taxonomic framework - according to the simplest to the

most complex, and the least to most creative. This session will also share some practical ideas on how to

incorporate different types of creative strategies in teaching and learning activities and how the

taxonomic framework can be used in assessment.

How do you get students to write about a class trip without going on that trip for real? Of course

students could still complete the task, but it won’t be as enjoyable and engaging as writing about real

shared experiences and memories had there been an actual visit. Here is a fun and meaningful

alternative to complete those dreaded writing assignments from workbooks. This presentation aims to

share with participants a module created based primarily on the types of essays students learn to

compose at Lower Secondary level – formal letters, emails, reports and recounts – with a real purpose,

audience and response. In addition, students will have the opportunity to demonstrate their speaking

skills for authentic communication when presenting their proposal, making arrangements and

interviewing various individuals at different stages of the class trip. Furthermore, the module also

incorporates a range of 21st Century Skills which students need to utilise in order for the class trip to

happen. Although the module is created for a Lower Secondary class, it can be improvised for use at

Upper Secondary level.

Biodata: Xun Yu Chai is currently pursuing her Ph.D in the University of Nottingham Malaysia Campus. She holds a B.Ed. in TESL from the University Selangor and reads her MA TESOL in the University of Nottingham Malaysia Campus. She has taught in a prestigious international school. She has presented in several international conferences and also published in reputable journals. Her research interest includes learner and teacher beliefs about learner, learning and teaching expectations, mentoring, creative teaching and learning.

Biodata: Vernon Daim teaches English in a residential school in Pahang. His research interests include creative writing, literature and translation. He writes both poetry and short stories. Some of his poems and storieshave been published, locally and internationally.


DAY 1

Using The Buzan Mind Map Technique To Improve Writing Skills In

Primary Students

Ch’ng D’Hann

Exploring Co-Operative Learning Method to Enhance Speaking

Skills Among Mixed Ability Students

Chandravathani A/P Kandasamy

In this paper, the researcher will share her positive experience using the Buzan mind mapping

technique in the language classroom. Puzzled with her pupils’ inability to produce coherent pieces of

extended writing, despite being orally proficient, the researcher decided to experiment with a process-

writing approach utilising the Buzan mind-map technique in her writing lessons. The lessons were

divided into four stages with a particular emphasis on planning and drafting. The researcher has noted

that the outcome has been more than what she had expected – her pupils are now better in applying

grammar knowledge, paraphrasing and constructing complex sentences.

One of the current challenges in English Language education is to produce learners who possess the

ability to speak confidently, fluently, accurately and to carry out presentations without anxiety or

feeling nervous. This ability is crucial for Malaysian students if they wish to take significant places in

the global arena in the future. This research reports the effectiveness of co-operative learning method to

enhance speaking skills among mixed ability school students in an urban school in Johor. This study

used co-operative learning which included the Interaction Theory and the Social Interdependence

Theory. Through this method of learning, learners were able to have social interaction among

themselves through activities such as discussions, rephrasing, pronunciation, explanations, elaborations

and motivating peers before the actual speaking/presentation session. The target group consists of 36

Form One students. Two lessons were conducted; the traditional method lesson and co-operative

learning lesson which involved the use of group work for the second lesson. The instruments used were

interviews and students’ reflective journals. There were 15 qualitative open-ended questions. The

findings proved that students enjoyed co-operative learning although the topic took a duration of one

and a half months. The aim of this study was to look into how co-operative learning could provide

pedagogical and methodological factors to assist and guide students in speaking skills. Therefore, this

method of learning encouraged active participation in group work in overcoming speaking anxiety and

provided an unthreatening environment which is in line with the latest Malaysia’s National Blueprint

(2013-2025), to allow a more student centered learning.

Biodata: Ch’ng D’Hann is currently a primary school teacher in Sayfol International School, Kuala Lumpur and is now going into her third academic year. She graduated from the University of Nottingham, Malaysia Campus with a BA (HONS) in TESOL. She is interested in continuous professional development and is now involved in mentoring student teachers of her alma mater. She got most of her inspiration from Rafe Esquith’s ‘How to Teach Like Your Hair Is on Fire.

Biodata: Chandravathani A/P Kandasamy is an educator in a secondary school. She is also a research student with University Technology Malaysia. Her interest is in using co-operative learning method to promote student centred learning


DAY 1

Effects of Shared Reading on Attitude, Engagement, and English

Language Proficiency of Young Thai Learners with Low English

Proficiency

David Bakewell and Sumalee Chinokul

Encouraging Process Writing via an Automated Essay Scorer

Ng Sing Yii

This was a mixed method research study that examined the effects of “Shared Reading”, an instructional

technique, as a ten week/20 session early intervention program. Our objectives were to examine and

look for changes in the attitude, engagement, and English language proficiency levels of low English

proficiency, grade 2 Thai students. The results looked at engagement measured qualitatively and

quantitatively as interactive participation and language output, attitude changes measured by pre and

post intervention surveys and interviews, and gains in 4-skill language proficiency measured by

standardized proficiency tests. The findings were surprising in the magnitude of change exhibited by

this particular group of at-risk students who were specifically chosen for their previous poor academic

performance and as English learners. The findings demonstrated that Shared Reading can have a

significant, positive impact on this group of young learners in all three aspects that were examined:

attitude, engagement, and English language proficiency.

Process writing focuses on the learning of writing skills through a drafting process which finally leads

to the finished product. It requires students to self-correct and learn from their mistakes as they progress

from one draft to the next. However, the implementation of such a method often fails as it takes too

much time while students are demotivated as they need to correct their essays repeatedly and rewrite

them until the final draft is approved. Hence, in the classroom, teachers, despite knowing the advantages

of process writing, can only carry out this process minimally. In this paper, the use of an automated

essay scorer called the “Automated Essay Scoring Feedback” (AESF) was examined to determine its

feasibility to encourage process writing. A quasi experimental research was used to collect data from a

group of 160 students from two urban government secondary schools. Both the controlled and

experimental groups received the same input and facilitation from their teachers in the pre-writing, and

while writing processes. At the post writing stage, the controlled group wrote their essays on paper

while the experimental group wrote on the AESF. Both groups were advised to redraft and reminded

about the importance of process writing but were not forced to redraft. The research found AESF

encouraged process writing where students previewed (got the system to score) their essays an average

of 10 times and at least once before they submitted their work while the re-submission rate recorded an

average of 4 times per essay. On the other hand, none from the controlled group redrafted their essays.

Biodata: David Bakewell, MBA, M.Ed TEFL, Head of Program, Sahavith Schools, Graduate Student, Department of Curriculum and Instruction, Faculty of Education, Chulalongkorn University, Bangkok, Thailand. Interests include Second Language Learner Literacy and Language Assessment and Proficiency. Sumalee Chinokul, Ph.D., Associate Professor, Department of Curriculum and Instruction, Faculty of Education, Chulalongkorn University, Bangkok, Thailand.

Biodata: Ng Sing Yii is a MUET teacher from SMK Green Road who is currently finalising her doctoral studies at University Malaysia Sarawak (UNIMAS). She obtained her M.Phil (Education) from University of Manchester, UK and B.Ed (TESL) Hons from University of Exeter, UK. Her research interest spans from improving the teaching of MUET, analysing students’ language via self- corpora to automation of essay marking and compiled feedback mechanisms.


DAY 1

Effects of A Digital Game on Listening Comprehension among Malaysian

Undergraduate Students

Nurul Ihsan Arshad and Harold Poong Wan Hing

Students’ Perceptions of Process Writing in a Matriculation ESL Classroom

Premraj Gurusamy and Ramesh Sathapan

Games are familiar to many people and have been praised for their ability to motivate by being fun and

engaging. As technology continues to advance, so too do the methods of playing games. Digital games

can especially be used in improving language skills such as listening comprehension due to its

combination of visual, textual and aural output. This paper aimed to examine the effectiveness of a

digital game on listening comprehension among Malaysian undergraduate students. The study used a

pre-test post-test quasi-experimental design with one control and one experimental group. The

participants consisted of 48 students with 24 students in each group. The study also aimed to examine

motivational factors that contributed to listening comprehension improvement. Two IELTS listening

tests and an adapted IMMS were used in this study. The findings showed that there was a significant

improvement in listening comprehension scores before and after treatment in the experimental group,

and that generally the factors that motivated students to improve were that the game was able to hold

attention, was relevant, was not too difficult, and the digital game provided a sense of satisfaction.

However, there were no significant difference in listening comprehension post-test scores between the

experimental and control groups due to several factors such as a ceiling effect. In conclusion, because of

the abundance of commercial digital games and its potential in motivating students, future studies

should study other aspects of digital games, such as genre and how digital games can be implemented

into an educational environment.

Writing is often claimed as the most difficult by both learners and teachers of English as a Second

Language (L2). One of the reasons is that L2 learners are required to address content, organization,

structure, and mechanics appropriately to convey meaning through writing simultaneously. However,

L2 learners who do not have sufficient knowledge of these four writing components often encounter a

number of linguistic difficulties with vocabulary and sentence construction. This case study explores

ESL Matriculation students’ perceptions towards writing as a process via various types of writing

activities. It was found that the participants of the study perceived the process writing approach to be

useful and helpful for the improvement of their writing skills. Based on the research, it was found that

the respondents received higher scores for their writing at the end of the study. In addition to the main

findings, modifications, further suggestions and implications are also provided

Biodata: Nurul Ihsan Arshad is currently pursuing her Masters of Arts in Teaching of English to Speakers of Other Languages at the Infrastructure University Kuala Lumpur. She holds a bachelor degree from the University of Nottingham. Her research interest is in the use of technology in language teaching and learning especially in using video games. Her email address is [email protected] Harold Poong Wan Hing is a senior lecturer with the Department of Education, Faculty of Arts, Communication and Education, Infrastructure University Kuala Lumpur. He holds a Masters of Education in Teaching English as Second Language from Universiti Putra Malaysia. His research areas include materials selection and design, language teaching and learning.

Biodata: Premaraj Gurusamy is a lecturer at Kolej Matrikulasi Teknikal, Johor and is also a part-time PhD student in UTM. His research interests are on teaching writing, vocabulary acquisition and reading. Ramesh Sathapan is a lecturer in Institute Temenggong Ibrahim, Johor. He is also a part-time PhD student at Open University. His research interests are on teaching writing, reading.


DAY 1

Redesigning English Language Teaching Pedagogy for the 21st CenturyClassroom

Alexius Chia & Poh Soon Koh

Effective Coaching: Issues and Suggestions

Kho Siaw Hui

The challenge in preparing literacy teachers for the 21st century English language classroom teaching is

multifaceted. The traditional approach of systematic ‘skills coverage’ will no longer suffice in a

multidisciplinary milieu where issues and topics are diverse. In a language environment where learner

competencies range from intermediate ESL to near native speaker proficiency, English Language

teachers can no longer fall back on decades-old tried and tested techniques which through the years,

have helped improve the English Language standards of the students. This paper traces the

redevelopment of an initial teacher preparation curriculum for English Language teachers in Singapore.

It begins with an account of the reasons for the need of the reform, and further expounds on the key

changes that were implemented. This paper is based on scenario-based learning (Lave & Wenger, 1991;

Errington, 2011) where teacher trainees were provided with teaching and learning resources as well as

specific situations from actual classroom practice. It was found that the teacher trainees were more

engaged as the approach allowed them to play a more active role in their learning journey to become

English Language teachers. This study provides classroom practices that are feasible for effective 21st

century English language classroom teaching and provides significant sharing of best practices for the

contemporary needs of ELT in a changing environment

The use of instructional coaching as part of school improvement programmes was introduced to all states

in Malaysia in 2013 and has become increasingly popular. However, the question of effective

implementation and monitoring remains. This concept paper, therefore, aims to provide an introduction

to instructional coaching as a means of school improvement and in-service professional development. In

this paper, the author firstly questions the instructional coaches’ awareness level in presenting the

necessary techniques in making instructional coaching more effective and successful. The author also

provide recommendations to improve the coach-teacher partnership and offers information on support

for coaches, teachers and other stake holders regarding instructional training. This is to ensure that the

teachers are able to employ a smooth implementation of instructional coaching despite juggling with the

multiple challenges of everyday school life. The author further encourages the practitioners to reflect on

the inherent issues in instructional coaching, especially in building coach-teacher partnership and in

embracing critical reflection and innovation in coaching. It also provides some recommendations to

improve and promote the coach-teacher partnership besides providing information for the essential

support-system for the coaches, teachers and other stake holders regarding relevant instructional

coaching.

Biodata: Alexius Chia & Poh Soon Koh are from the English Language & Literature Academic Group at the National Institute of Education, Singapore. They teach Secondary English Language Teaching Methodology. Alexius and Poh are passionate about exploring more authentic ways of enacting the curriculum for initial teacher preparation.

Biodata: Kho Siaw Hui was a School Improvement Specialist Coach+ (SISC+) for the primary school English subject in Kuching District Education Office, Sarawak. She obtained her bachelor’s degree in TESL from the University of Malaya in 2008. She obtained her Master’s Degree in Education from Open University Malaysia in 2013. She is currently a PhD student at the School of Education Studies, Universiti Sains Malaysia (USM), Penang. Her interests are in instructional coaching and teacher professional development.


DAY 1

ProELT: The Impact of a Standardised Teacher Professional Development

Programme

Wendy Hiew and Jill Murray

Professional development of language teachers can be of enormous benefit if conducted in an effective

way, but can sometimes result in unsatisfactory outcomes and sub-optimal use of resources. This paper

presents part of a recently completed doctorate study which investigates Malaysian ESL teachers’

perceptions and the impact of the ProELT (Professional Up-skilling of English Language Teachers), which

was a nationwide, one-year program designed and conducted by the British Council Malaysia. A mixed

methods explanatory sequential design was adopted, which utilised a questionnaire survey, interviews

and focus groups with the teachers and District English Language Officers, and a coursebook content

analysis. This paper will focus on the qualitative findings. Using NVivo to analyse the qualitative data,

four major findings were identified, viz. the selection method of the ProELT participants was ineffective

because it was not aligned with the program objectives; many experienced teachers who had to undergo

ProElt were unhappy and dissatisfied that their teaching experience and postgraduate qualifications did

not earn them an exemption; the standardised program coursebook was mostly irrelevant to the

teachers’ curriculum specifications, particularly the primary school level; and, lastly, there was no

follow-up by the trainers in the form of classroom observations and visits, and meetings at the end of

the program. The findings of the study would benefit program providers in designing and providing

future English language and pedagogy enhancement programmes that would fulfil the professional

needs of teachers.

Biodata: Wendy Hiew, Ph.D. has been an English language lecturer at the Centre for the Promotion of Knowledge and Language Learning (Pusat Penataran Ilmu dan Bahasa) at Universiti Malaysia Sabah since 2009. She completed her doctoral studies at Macquarie University, Sydney in April 2017. Her research interests include ELT, teacher professional development, and language testing and evaluation. The preliminary findings of her doctorate research were published in the IATEFL Manchester Selections 2015. [email protected] Jill Murray has been a lecturer and researcher in the Linguistics Department at Macquarie University since 2002. She was head of the Language Teacher Education Department at University of New South Wales Institute of Languages, where she developed and implemented pre-service and professional development courses for TESOL and LOTE teachers


DAY 1

Joe - John – Johnny: Improving Students' Subject-Verb Agreement

Competency in Simple Present Tense Using the SVA Triplets Formula

Abdul Aziz Bin Arsyad

English Language Teachers' Headcount Programme Practice and its Relationship with Students' Academic Achievement Hyginus Lester

Form 5 students were found incompetent in Subject-Verb Agreement (SVA) in the English Language and

this is partly due to the negative transfer which occurs when a learner transfers the sentence structures

of the first language directly to the target language. This study aims to investigate the existence of the

negative transfer and to examine the effectiveness of SVA Triplets Formula, an intervention technique

designed to help students master SVA specifically verbs to -do, verbs to -have and verbs to- be in Simple

Present Tense. This study was conducted at Sabah Malaysian Sports School. Thirteen Form 5 students

participated in this study and they were selected based on their first language profile, which is the

Malay Language. This study adapted Craig Mertler’s (2009) explanation of action research in which the

steps of planning, acting, observing, and reflecting were taken and executed in two cycles for four

weeks. The instruments used in this study were pre and post assessments on SVA in Simple Present

Tense. Data was analysed by comparing students’ pre and post assessment scores. The findings indicated

that there was some improvement in the students’ use of the SVA after using the formula. The

implication of this study suggests that although students experience negative transfer, there are

strategies like the SVA Triplets Formula to aid these students improve their SVA competency in the

target language.

This paper aims to analyse English language teachers’ headcount programme practice with students’

academic achievement. The Headcount Programme is a data management system used to record,

analyse and monitor students’ academic achievement. The programme has been adopted over the years

in a number of primary and secondary schools in the country. The data is particularly beneficial for

practitioners who are interested in data-driven decision making. 150 teachers participated as

respondents from 17 primary and 9 secondary schools in the Federal Territory of Labuan. A survey

questionnaire on teachers’ conceptual knowledge, need and implementation of Headcount was used to

gauge their responses. A total of 3,493 students’ summative assessment scores were also used to compare

students’ English language performance. Data were analysed for descriptive statistics and Pearson

correlation using SPSS 21.0. Results of the study revealed that teachers had high level of Headcount

Programme practice but the relationship with students’ academic achievement was very weak. The

findings carry an important agenda in proposing better and more effective mechanism in improving

students’ academic achievement.

Biodata: Abdul Aziz Bin Arsyad is an English teacher currently attached to Sabah Malaysian Sports School in Kota Kinabalu, Sabah. He has been the Head of English Language Panel at the school since 2013. He holds a degree in B.Ed. (Hons) TESL from Universiti Teknologi MARA (UiTM) Shah Alam, Selangor. His areas of interest are linguistics and literature.

Biodata: Hyginus Lester heads the English Language Panel of SMK Mutiara. He graduated with a B. Ed (TESOL) from Victoria University of Wellington and M. Ed (Curriculum and Instruction) from Universiti Utara Malaysia. He is currently completing his postgraduate studies at Universiti Malaysia Sabah in educational management.


DAY 1

Learners’ perspectives on English pronunciation teaching and learning:

A preliminary study in the Vietnamese context

Dao Nguyen Anh Duc

In a context where many L2 teachers follow their intuition in making decisions related to pronunciation

teaching (Derwing & Munro, 2005; Levis, 2005), an insight into the learner’s perception of classroom

practices might enable teachers to make informed choices for the selection of best practices in teaching

pronunciation. Based on this underpinning, the study is carried out among the Vietnamese EFL students.

This preliminary qualitative study aimed to identify Vietnamese adult learners’ perception and

evaluation of the current teaching and learning of English pronunciation. A total of 38 learners were

interviewed to identify their purpose of learning English pronunciation and the challenges they faced in

learning the English pronunciation. The learners were also interviewed to provide their evaluation on

the current teaching practices employed. The findings reveal that the learners placed high importance

on effective classroom practices. They placed a high priority in acquiring a native-like accent and

associate the native-like accent as an indicator to successful learning of pronunciation. Acquiring a

native-like accent also motivates the students to learn English pronunciation. The phonological features

of English, however, remained as the main challenge to the learners. As such, many learners, voiced

their dissatisfaction with the current teaching practices and called for more effective instruction in

three main areas; teaching and learning focus, having diverse classroom activities and allowing

opportunities for learner feedback. This study is significant as it provides effective teaching of English

pronunciation for Vietnamese EFL learners. It also provides the teachers a guide to designing effective

classroom practices according to the learners’ needs.

Biodata: Dao Nguyen Anh Duc is currently a PhD student at the University of Nottingham Malaysia Campus. Prior to her study in Malaysia, Duc was a lecturer at Banking University of Ho Chi Minh City, Vietnam. She holds a Master degree in TESOL studies from the University of Queensland, Australia. Her research interests arepronunciation, phonetics, phonology and teaching methodology.


DAY 1

TPACK in a teacher training college: the implementation and teacher

trainees' readiness towards ICT implementation in the classroom.

Alvin Auh

Effective implementation of an education policy requires clear guidelines; otherwise it may affect

effective implementation in the classroom setting (Hu, 2015). In the context of ICT implementation in the

Malaysian classroom, studies have shown a reluctance from the teachers despite the encouragement

given by the government (Zaki & Zahilah, 2013). This study, therefore investigated the effective

implementation ICT subjects in a teacher training college in Kota Kinabalu, Sabah. Specifically, it

analysed the factors that affect the effective implementation of ICT in the classroom and the readiness

of the teacher trainees towards implementing ICT lessons in the classroom based on Trowler’s (2003)

implementation staircase. A total of 30 teacher trainees, a teacher training lecturer and an administrator

of the institute participated in this study. The data was collected via a TPACK survey to ascertain the

teacher trainees’ TPACK knowledge level. Interview sessions and a focus group interview were

conducted to probe into the implementation of ICT via the curriculum guide utilised in the college. The

results indicated that students were provided ample ICT practices in the classrooms through

assignments and miscellaneous activities. However, the analysis of the curriculum revealed that it

lacked clear guidelines that would provide the teacher trainees with the accurate procedures of

implementing ICT use in the classroom. This study is significant for teacher training policy makers as it

provides the existing gap that needs to be addressed in enhancing the teacher trainees’ readiness to

implement ICT effectively in the classrooms.

Biodata: Alvin auh is a lecturer in the Institute of Teacher Education, Gaya campus (IPGK Gaya). He teaches language assessment, teaching of writing as well as ICT in education. Alvin is also a master trainer for 21st Century skills for the School improvement specialist coaches (SISC+) program. Currently, he is pursuing his PhD in Comparative education policy in Universiti Malaysia Sabah.


DAY 1

The Challenges of Using Social Media on ESL Learners' Writing Skills

Naiman bin Ghazali and Maslawati binti Mohamad

The development in the technology of Web 2.0 has enabled users all over the world to get connected

and interact using social media platforms. The use of social media in teaching has also revolutionised the

way learning takes place. Despite the growing popularity of the social media, the effects that it brings to

the learners are still debatable. As a growing number of users interacts more using social media

platforms, the ways in which learners can benefit from using these social media tools are being

discussed. This article reviews current research in the use of social media in language learning and how

social media helps in developing ESL learners’ language skills, particularly writing skills. The purpose of

the study is to review the theoretical framework used in the previous researches, the methodologies

used and the advantages as well as the challenges of using social media in language learning. Document

analysis was used to gather all the data from past studies. The review found that Facebook is the most

studied social media application in language learning, collaborative learning theory is the most referred

theory in most of the articles, and the methodologies adopted varies across the research.

Biodata: Naiman bin Ghazali is an English Language teacher, currently teaching in a secondary school in Terengganu. He is now pursuing his Master in Education (TESL) Degree at Universiti Kebangsaan Malaysia. His areas of interest involve English Language teaching and education technology. Dr Maslawati binti Mohamad is the Head of TESL Department at Education Faculty, Universiti Kebangsaan Malaysia. Her areas of interest are innovation and education technology. She is currently supervising post-graduates and undergraduates students.


DAY 1

Exploring the Usage of Cybernated Storytelling with Form Four

Students

Roziana Mohamed Rosli and Faizah Idrus

Learning a language in a formal context, or a normal classroom, is rather limited to the four walls.

During the learning process, language inputs may be acquired through interaction within a space and

given time. However, after the class hours, students may not have the same amount of interaction or

opportunities to use the target language. On the contrary, with the presence of technology and internet,

learning and acquisition can be extended outside the classroom. In this research, the term ‘cybernated

storytelling’ is introduced. The word ‘cybernated’ is coined from the word cyber, which means a

computer-generated setting in the internet environment. Generally, storytelling activity requires a

narration of the story in oral form, and sometimes aided by audio-visual elements. Storytelling activity

is widely accepted as a teaching technique by many educators because it engages students to

communicate (Blas & Paolini, 2013). The aim of this study is to find out how cybernated storytelling

could help students to improve their communication skills. The study involved students from a multi-

ethnic secondary school in Malaysia. After having an initial exposure on cybernated storytelling video

production, the students were divided into small groups and required to engage in developing a

cybernated storytelling video for a period of 90 days. While engaging in the activities, students were

expected to communicate in face-to-face meetings, WhatsApp and Facebook platforms. The findings of

this study point out how technology and internet could be a strong support in enhancing students’

communication skills.

Biodata: Roziana Mohamed Rosli is a lecturer of English in Centre for Languages and Pre-University Academic Development, International Islamic University Malaysia. Her research interests include language enhancement and computer assisted language learning. She has recently published in Everant Social Science and Humanities Journal entitled "Factors affecting students’ participation and communicationdelivery in Cybernated Storytelling". Faizah Idrus is an Assistant Professor in Kulliyah of Education, International Islamic University Malaysia. Her research interests include cultural responsive teaching and teacher education. She has recently published in Canadian Center of Science and Education Journal entitled "The Construction of COllective Identity in Malaysian ESL Secondary Classroom".

Creative Student

Teacher Showcase

(CSTS 1)

d a y 1 C r e a t i v e T e a c h e r S h o w c a s e ( C T S ) /

C r e a t i v e S t u d e n t T e a c h e r S h o w c a s e ( C S T S )

‘It is Amazing to be HOTS!’ is an innovative pedagogical strategy in enhancing pupils’ High Order Thinking

Skills (HOTS) in primary ELT classroom. The word ‘Amazing’ refers to a type of interesting and attractive story

book equipped with interactive cards to arouse the curiosity of the readers. The reason for creating this book is

based from public examination results and is revealed that majority of the pupils’ have yet to develop

satisfactory level of HOTS. Henceforth, the researcher exploits the novelty of the Amazing Book to provide a

wow factor to develop readers’ HOTS in a fun yet meaningful way. Each page of the Amazing Book comes with

a HOTS question to encourage the readers to think aloud and to anticipate the continuation of the story. The

use of the Amazing Book in ELT classroom teaching is still at its infancy stage. Nevertheless, the initial findings

demonstrate that the pupils were truly amazed by the books that they are more interested in learning to make

this type of book. The development of HOTS is more prevalent at the level of using more appropriate and

precise vocabulary. It is also found that pupils are having more creative ideas in writing compositions.

Additionally, the researcher believes that the Amazing Book will be able to enhance HOTS if additional time is

provided.

Biodata:

Chan PohPhui and Ng Zheng Yang are teacher trainees currently in their final year in IPG Gaya Campus. They

have recently completed their third phase teaching practice in Kota Kinabalu, Sabah. They believe that

innovative materials must be integrated into English language lessons to emphasize on 21st century learning.

It Is AMAZING to be HOTS!

Creative Student

Teacher Showcase

(CSTS 2)



English Core is a teaching tool which aims to enhance the English vocabulary teaching and learning by

applying the principles of gamification. It emphasizes on back to basic learning principle by teaching

vocabulary in three stages, which are phonics, spelling and definition. Completion of each stage leads to

revision and enforcement of learning through language games and unlocks the next learning objective.

Various language games introduced in English Core such as singing, memory game, brainstorming and more

provide repeated but different exposure of vocabulary learning experiences. Most of all, English Core does not

only come in Microsoft PowerPoint form but also in the form of traditional teaching aids. This is to ensure the

usability of this teaching tool without worrying factors such as electricity shortage and poor technology

facilities. To add on, English Core has a user guide which serves as a reference for the teacher in terms of how to

conduct the activities in English Core as well as the recommendations of pace and stages to stop at depending

on the pupils’ learning needs. Other than being a teacher-friendly teaching tool, it also makes a valuable

contribution in the teaching profession. The teacher trainees who used English Core and in-service teachers

who observed the lesson gave positive feedback and they were motivated due to the pupils’ positive reaction.

Lee Pear Ching, Lydia Beh and Wendy Chai are teacher trainees at IPG Campus Gaya, Kota Kinabalu. Three of

them had their first teaching practice in a suburban Malay school. They believe that learning English should be

fun, meaningful and purposeful. This can be achieved through the integration of language games and various

teaching aids such as technology in the English teaching and learning practices.

Enhancing Vocabulary through English Core

Creative Student

Teacher Showcase

(CSTS 3)



Difficulties in writing can be devastating to a child’s education and self-esteem. This is true in the ESL context

because numerous studies in the field of the writing skill reported that writing is the most difficult skill to be

mastered in the English language (Raimes, 1995). I found these findings to be similar with my experience during

my teaching practices whereby I realized that my pupils were having difficulty in narrative writing of

recounts specifically in their text structure. Text structure plays an indispensable role in organizing the

delivery of ideas in written compositions. Adherence to text structure is particularly emphasized among upper

primary pupils who are in the beginning level of writing compositions. Accordingly, a study on whether the

improvement in text structure leads to a better logical connection of ideas is put forth in my research. This

presentation aims to view how Dicto-comp technique can assist pupils in narrative writing of recounts.

Malket Singh A/L Belwet Singh is a teacher trainee pursuing his degree in Teaching English as a Second

Language (TESL) course at Institute of Teacher Education, International Languages Campus under the Ministry

of Education, Malaysia. He is particularly interested on research in the field of English Language Teaching

Methodology (ELTM), as part of his earnest attempt to improve his teaching practices. He is also actively

involved in various programs on ELT both at the national and global levels.

Dictocomp technique to improve text structure in

narrative writing of recounts among Year 4 intermediate

pupils

Creative Student

Teacher Showcase

(CSTS 4)



WhatsApp Speech Builder is an innovation of self-learning aids by incorporating our most accessible

technology, the mobile phones and WhatsApp for self-improvement in speaking skills. This innovative kit

aimed to provide a flexible and non-threatening platform for student teachers to enhance their fluency and

proficiency in English language. The transformation of our available technology into a private platform of a

‘speaking classroom’ which is accessible anywhere and anytime, is cost effective and time effective! By

exploiting mobile phones and its uses, much more can be achieved, which include enhancing speaking skills, as

well as building confidence in the spoken language. There is, undoubtedly, a non-exhaustive benefits to use the

WhatsApp as a language builder! By following the instructions and doing the activities instructed by

administrators and using the WhatsApp in the mobile phone, student teachers are guided step by step to

acquire the skills of speaking fluently. The strength of the WhatsApp Speech Builder was the first step taken

by student teachers to break through the walls of the affective filter and start ‘speaking’ in the privacy of their

chosen environment! Taking up the challenges and adopting the speech builder, the student teachers found

themselves enjoying the sessions as they progressively builds confidence in expressing themselves and getting

involved in good meaningful conversation. Interviews and questionnaire were administered to triangulate the

data obtained from WhatsApp. Analysis showed that WhatsApp Speech Builder helped participants in their

speaking skills, and they progressively enhanced their confidence in speaking and communicating with others

TehEe Fang is currently a student teacher at the

Institute of Teacher Education, IlmuKhas Campus, Kuala Lumpur, Malaysia. She is a year

one student, pursuing her Bachelor in Special Education (Hearing Impaired).

Phanuel Chew Xue Yi is a student teacher currently pursuing his Bachelor of Education (TESL) with the

English Language Department at the Institute of Teacher Education, IlmuKhas Campus, Kuala Lumpur,

Malaysia. He is very interested in doing innovative projects.

Brian Goh Law Wen, is a student teacher currently pursuing his Bachelor of Education (TESL) with the English

Language Department at the Institute of Teacher Education, IlmuKhas Campus, Kuala Lumpur, Malaysia.

WhatsApp Speech Builder

Creative Student

Teacher Showcase

(CSTS 5)



'You scratch my back and I scratch yours' is a strategy exploiting the use of collaborative learning among peers

in the teaching and learning process in primary ESL classroom. Conventional teaching approaches tend to be

top down and teacher-centered. Generally, pupils are fearful of their teachers as well as for not meeting the

expectations of their teachers. This results their learning to be passive. One of the 21st Century skills is

collaboration. This skill inculcates teamwork among pupils in their learning process. Findings of research

reveal that pupils show lower affective filter when they learn among peers as compared to learning from their

teachers. This innovative strategy begins by identifying and appointing group leaders. These leaders were

briefed of their roles before obtaining their consent to accept the responsibilities. Next, they were being

reminded of the dos and don’ts as group leaders whose the main task was to provide peer support in learning.

The response was positive from both group leaders as well as group members. Group leaders were proud to

shoulder such role. They executed the roles well as teachers briefed them prior the lesson. Feedback sessions

were held after the lesson to further improve the effectiveness of peer support. The group members felt less

inhibited when they received learning supports from their peers.

Wong Kian Yong is a final year teacher trainee in one of the teacher training institutes in Sabah. Wong majors

in TESL. He is currently undergoing his third phase of practicum in local primary schools in Kota Kinabalu. He

applies 21st Century pedagogy in his classroom teaching and learning process. Teoh Kai Hern is a final year

teacher trainee in one of the teacher training institutes in Sabah. Teoh’s major is Malay Language. He is

currently undergoing his third phase of practicum in local primary schools in Kota Kinabalu. He believes in

using 21st Century pedagogy in his classroom.

You scratch my back and I scratch yours

Creative Student

Teacher Showcase

(CSTS 6)



The writing module in the English Language Curriculum for Primary Schools (DSKP KSSR Bahasa Inggeris)

aims to develop pupils’ ability to write and present a range of texts using appropriate language, style and form.

In order to ensure that pupils are able to write correct simple sentences, it is essential for them to master the

concept of subject, verb and, object (SVO). The presence of SVO forms a basic English sentence. However, a

major problem is observed in the learning of writing simple sentences. When comes to producing simple

sentences, pupils often create structurally incorrect sentences, where pupils either missed or misplaced one part

of it. Preliminary investigation shows that this may be due to: 1) the heavy influence of L1 in writing, 2)

learner’s lack of exposure in the target language and, 3) the ambiguity in the concept of sentence structure.

Hence, Semantics Train is created to serve as a guiding tool in ensuring the correct order of the sentence, in

which the subject is always followed by the verb and object. Unique features and columns are also created

specifically to tackle the problem of capitalisation and punctuation. The preliminary findings of this action

research revealed that Semantics Train promotes fun, meaningful and purposeful learning in addition to

increasing learners’ confidence in writing.

KokJia Xuan is currently pursuing her B. Ed. (Hons.) TESL in the Institute of Teacher Education Kent Campus,

Tuaran, Sabah. She has participated in the Sabah Zone Innovation Competition with her innovative teaching

product, Tephon, and won the second runner-up award. She is interested in teaching resources and materials.

Soon Ming Hui is a teacher-trainee who is currently pursuing his B. Ed. (Hons.) TESL in the Institute of Teacher

Education Kent Campus, Tuaran, Sabah. He recently completed the third phase of teaching practice. He believes

that 21st century learning is fundamental to increase the pupils’ motivation in learning English.

"Semantics Train": An Innovative Approach to Improve

Pupils' Sentence Structure in Writing

Creative Student

Teacher Showcase

(CSTS 7)



Cursive writing is always seen as an obstacle towards learning writing. This happens because pupils view

cursive writing as an independent entity, whereas it is actually a joint form of alphabets. The wide usage of

print compared to cursive has pushed cursive writing away from the perspective, deeming it to be obsolete.

However, cursive writing is fundamental in development in all areas of a child, be it physical, perception,

cognition and executive. The importance of cursive writing cannot be ignored since it has be reinstated in

Malaysian curriculum and given a greater emphasis. Therefore, my research will focus on a method to teach

cursive writing without burdening the pupils. Pupils tend to view cursive writing as arduous and tough. Trace

and copy method is the universal way to train pupils in order to master cursive writing. But, the main problem

that made cursive to be grueling is the curves joining the alphabets. Pupils fail to realize the connection

between the curves linking the alphabets with the legibility of cursive writing. Therefore, my study will

venture into an alternative medium to teach cursive writing by emphasizing on teaching the four main curves

present in cursive writing. I will demonstrate how the four curves will enable pupils to produce legible cursive

writing with ease.

Ishwaar Singh A/L Manjit Singh is currently a teacher trainee in the final year of the PISMP TESL programme

January 2014 intake in the Institute of International Languages, LembahPantai, Kuala Lumpur. He is interested

in penmanship and has directed his focus towards cursive writing.

The Use of Curve IT Method in Enhancing Fluency

among High Proficiency Year 5 Pupils in Primary ESL

Classroom

Creative Student

Teacher Showcase

(CSTS 8)



This language game is specifically designed to improve pupils’ mastery of the simple past tense. The design of

this board game is adapted from ordinary board games that can be found on the Internet. The innovation of

this game is that all players are required to choose and answer questions from the question bank whenever

their tokens land at any columns then move their tokens if they can provide the correct answers. The

questions included in this board game covers a wide range of items with different difficulty level such as True

and False statement, charade and even constructing sentences using the simple past tense verbs that can

constantly challenge pupils in using this grammatical item correctly. The game focuses on Gardner’s Multiple

Intelligences Theory as pupils nowadays are visual and kinaesthetic learners who prefer hands-on activities.

This board game enables learners to understand and remember this grammatical item faster and better which

will eventually help them to master this grammatical item. Pupils are also given the opportunity to do peer-

correction and provide assistance to the pupils who answered the questions wrongly. Thus, learning grammar

is more meaningful and relevant.

Irene Tiong Ying Ying is an undergraduate pursuing a degree in the TESL programme in the Institute of

Teacher Education Kent. She is currently undergoing the final three months of teaching practice which has

motivated her to look into language concerns encountered by her pupils and to develop innovative teaching

strategies to make learning more effective.

Simple Past Tense Board Game: Learning it is Easy!

Creative Student

Teacher Showcase

(CSTS 9)



Spelling ability is said to be the fundamental requirement for students to be able to achieve better performance

in language skills. Therefore, this spelling game is designed using a flip book to provide practice in helping

primary school pupils to improve their spelling ability. The design of this game is based on the popular game

known as Hangman. By using Hangman in flipbook to teach spelling, the pupils can improve their spelling step

by step. Moreover, the words in the flipbook can always be changed according to the different number of

letters in the word. Besides that, the Hangman game in the flip book is structured to the pupils’ ability as each

page of the flip book focuses on one concept or word at a time which is in accordance to the number of letters

that the pupils would need to master. Based on observation and pupils’ work, I found that the pupils have

improved their spelling through the use of Hangman in the flip book.

Dorina Wong Ming is a teacher trainee currently in the final year of the degree programe at the Institute of

Teacher Education Kent Campus. She has recently completed her third phase of the teaching practice in a

school in Tuaran, Sabah. She believes that innovative materials must be made an integral part of all English

language lessons to optimize learning.

Using Hangman Game in the Flipbook to Improve

Spelling

Creative Student

Teacher Showcase

(CSTS 10)



Good handwriting enables pupils to write letters in accurate formation, slant, size, alignment and spacing

which can help them to clearly differentiate capital letters and lower case letters. Therefore, poor handwriting

and low accuracy in capitalisation are problems that are closely related. This showcase displays how

handwriting lines and Clever Cat can significantly reduce mechanical mistakes in capitalisation. By using

handwriting lines, pupils can develop awareness on the aspects of handwriting especially the proportion of the

letters. Visual spatial intelligence is nurtured to assist pupils to assess their handwriting in terms of size and

height. Teacher can gradually reduce the lines to the two middle lines and later leaving only the base line.

When pupils become familiar with proportions of letters, the Clever Cat can be used as guidance to write on

the base line. The Clever Cat is an effort towards automaticity in handwriting. Pupils can refer to the Clever

Cat when they forget how to write proportionally. They can also use the Clever Cat strategy as a tool for self-

evaluation. When handwriting ability becomes automated, capitalisation can be done quickly and precisely

under conscious attention.

Yean Yan Tong is a teacher trainee currently pursuing a degree in TESL at the Institute of Teacher Education

Kent. She had recently completed the third phase of the teaching practice. She believes that a good learning

attitude is the most important ingredient for ESL learners to build a strong foundation in English.


Education Kent Campus, Tuaran, Sabah. With passion and dedication in teaching, he believed that 21st century

learning is a fundamental platform to increase the pupils’ motivation in learning English.

Using Handwriting Lines and Clever Cat Strategy to

Improve the Use of Capitalisation

Creative Student

Teacher Showcase

(CSTS 11)



Listening and speaking are essential skills in our daily lives. In the English Language Curriculum for Primary

Schools (DSKP KSSR Bahasa Inggeris), listening and speaking is the first module in this modular approach used

in the Malaysian primary ESL classrooms. However, a major problem is observed in the learning of the

listening and speaking module. Although most pupils are able to write and spell a word, they could not

pronounce it correctly. Preliminary investigation shows that this may be due to: 1) the heavy influence of L1 in

their pronunciation, 2) expensive teaching and learning materials, 3) learners’ lack of confidence in speaking

the target language and, 4) learners’ short attention span in learning. With inspiration from phonics phone,

Tephon – Telephone Phonics – is created to serve as a self-help tool for children to listen, replay and check their

own pronunciation against the accurate pre-recorded pronunciation. Tephon was tested on 11 pupils and the

data show significant improvements after using the tool. The preliminary findings of this action research

reveal that Tephon promotes fun, meaningful and purposeful learning in addition to increasing learners’

confidence in speaking the target language. The implication is that teachers can adopt the use of creative

teaching-learning gadgets to promote accurate pronunciation and fun learning in the primary ESL classrooms.

Keywords: Listening and Speaking, Phonics Phone, Pronunciation

KokJia Xuan is currently pursuing her B. Ed. (Hons.) TESL in the Institute of Teacher Education Kent Campus,

Tuaran, Sabah. She participated in Sabah Zone Innovation Competition with her innovative teaching product,

Tephon, and won the second runner-up award. She is interested in teaching resources and materials.

Sophia Fui-Ni Tsen is an English Language lecturer at the Institute of Teacher Education Kent Campus, Tuaran,

Sabah. She obtained her M. Ed. (TESL) from the University of Sabah, Malaysia. She is interested in teacher

professional development, foreign language learning anxiety and CALL.


Education Kent Campus, Tuaran, Sabah. With passion and dedication in teaching, he believed that 21st century

learning is a fundamental platform to increase the pupils’ motivation in learning English.

"Tephon": An Innovative Approach in Improving Pupils'

Pronunciation in the Primary ESL Classroom

Creative Teacher

Showcase (CTS 1)



Without sufficient vocabulary, learners will face difficulty to communicate in the language as highlighted by

Wilkins (1972) that “. . . while without grammar very little can be conveyed, without vocabulary nothing can

be conveyed” (pp. 111–112). Extensive reading is one of the strategies for effective vocabulary learning.

However, teaching in the rural Sabah for the past 3 years has made me realise that students barely read English

storybooks or any English materials. Besides, they are shy. Some even have low self-confidence and reluctance

to speak English because they are worried of being embarrassed, making mistakes and being made fun of by

their friends. Therefore, while working on vocabulary learning is imperative, the characteristics of learners

need to be taken into consideration. With that, Hang-Think is introduced. Hang-Think is an acronym from a

game version ‘Hangman’ and is integrated into i-Think Maps. In this showcase, I will introduce and highlight

how vocabulary learning takes place in a meaningful and fun way through Hang-Think. It is applicable to

Form 1 to Form 5 students. It was found that Hang-Think increased the vocabulary gains among the learners.

On top of that, it was observed that the learners were more confident in learning vocabulary when without

being tested or penalised throughout the learning process. They found joy when they learnt at their own pace

assisted by their own group and monitored by the teacher.

Anita binti Haji Abd. Razak is an English teacher at SMK Ulu Sapi, Telupid, Sabah, Malaysia. She graduated

from the University of Otago, New Zealand with a Bachelor’s Degree in English (Hons.), and she holds a

Diploma in Teaching English as a Second Language from Sandakan Teacher Training College. She has been

teaching English for 29 years. She loves teaching English and is interested to explore fun and exciting ways to

teach the language.

Effectiveness of Hang-Think in the Rural Secondary ESL

Classroom to Enhance Vocabulary Usage Among Learners

Creative Teacher

Showcase (CTS 2)



Fun learning encompasses passion, play and purpose. Fun learning provides meaningful learning experience

and also leads to the desirable outcome of joy. Fun learning activity is also a form of therapy, as it helps

students to focus on something other than pain. It provides opportunity for students to engage in a purposeful

activity, providing a break in the lull of a long stay in a hospital. Fun learning is the central principle of a Study

Party. A Study Party is planned with the dual of purpose of student mastering the content and doing it in an

engaging, meaningful and fun way. The series of cross-curricular activities allows students to communicate

supportively with their peers and teachers in addition to engaging with the learning materials in a stress free

environment. Elements such as gamification and integration of art are the mainstay of a successful study party.

Gamification in a study party lends a sense of purpose and achievement to the learning experience. In this

showcase, we are sharing some of the activities that we do during the study party sessions. We found that

students are more engaged with the learning materials and are more open to communication with their peers

and teachers. Furthermore, it provides students with something to look forward to during their hospital stay.

Asfar Abdul Hamid graduated with a degree in software engineering and later trained as a Physics and

Mathematics teacher. He is serving as the Supervisor of the School In Hospital, Sabah Women and Children's

Hospital. He enjoys applying the principles of gamification into teaching and learning activities to make them

more interesting.

PuteriNurulNazahiahDatuBandira is trained as an ESL teacher. Currently, she is teaching both Bahasa

Malaysia and English at the School In Hospital, Sabah Women and Children’s Hospital. Having met many

students with limited access to formal education, her interests lie in encouraging students to be autonomous

learners.

Debbie Clement has a degree in Science Education and is a trained Biology teacher. She is serving as a Science

teacher at the School In Hospital, Sabah Women and Children’s Hospital. She believes that play is an important

therapy to aid in the healing process of the children she teaches. She incorporates play and fun learning in her

lessons. She aspires to motivate her students to enjoy learning as well as having positive attitudes while

undergoing treatment.

Study Party as a joyful learning experience and therapy

Creative Teacher

Showcase (CTS 3)



“Having a faraway pen pal is not only a fun way to boost reading and writing skills,

but also a window into other cultures, or at least other parts of the country,” Teri Cettina

The research is designed to inspire student in improving their writing skills. I have

observed over the years that primary grade students often get bored with examination

oriented writing tasks. I therefore took the initiative to create a friendly environment

and interaction with students from other countries ( in this case in New South Wales,

Australia) , to enhance their writing and social skills.

The project was initiated in May 2016, and participants are grade 5 and 6 students. Students exchange letters 3-

4 times a year. The style of writing and words used in their letters is taken to access their improvements. This

initiative has also inspired Year 4 students to participate in the project.

The research is conducted in a Malaysian primary school and an Australian primary school in a small village.

The subjects are 67 pupils from both schools. Efforts were made to pair the students of similar age and were

helped to begin writing to each other. The findings suggest that pupils are able to improve their hand writing

and also their sentence structure. They always look forward in receiving letters from their pen pals.

Herjit Kaur is an English teacher at SK Bantayan, Inanam, Kota Kinabalu, Sabah, Malaysia. She holds a master

in Teaching English as a Second Language from University Malaysia Sabah. She has been teaching English in

primary schools for 25 years. She enjoys working with young children and is very keen in helping them to

improve their English.

Sabah-Aussie (Australia) Connections: A snail mail pen-pal

project.

Creative Teacher

Showcase (CTS 4)



Fun with arts and i-Think concept in teaching English Language in the primary school is a theme that always

can grab the pupils’ interests to learn English in such a fun and interesting ways. It is very difficult to boost out

the interest in learning among the young learners especially the level 1 pupils (ages 7-9 years old) in learning

English Language. The concept of 4Cs of being creative, critical thinking, collaborate and communicative have

been developed and blended in the group activities among the young learners. The combination of teaching

and learning among level 1 pupils using the hand puppets, finger puppets, stick puppets, spoon puppets, felt

puppets and book puppets are the materials that can bring out the creativity and boost out their self-confidence

in mastery the language. Arts and crafts together with the i-Think concept that use different kind of methods

to introduce English can allow the pupils to be lifelong learners, great at solving problems and coming up with

creative solutions. At the same time, this will helps the pupils to gain knowledge until they know how to take

the next step and develop the skills to apply it in the future. Keywords: i-Think, 4Cs in 21st Century Learning,

Fun with arts, puppets

Jainah teaches at SK Ranggu, Tawau, Sabah for 15 years. She is pursuing her study for Bachelor of Education at

Open University of Malaysia. Interested in using arts and crafts together with i-Think concept in school for

improving effectiveness in teaching and learning process. Awarded for Innovative Teacher Award from the

Tawau District Education Department in 2012 and now holds the position of Excellent Teacher since 2013.

Being 4Cs and Fun with arts and i-Think concept in

teaching English for primary school

Creative Teacher

Showcase (CTS 5)



In this study, the classroom action research approach that involved plan, act, observe and reflect in cyclical

process has been used in order to overcome the problem of constructing sentences in English among young

learners. 3H Model is actually grounded in the five learning theories and 4Cs concept in 21st Century learning,

where it consists of The Head-on simply means engaging learners with practices, in particular writing,

introduce a simple formula in order to develop an inquiry and thinking mind among the learners. The Heart-

on implies touching learners’ soul with love, care and guidance in order to generate intrinsic motivation

towards effective and meaningful learning. And Hands-on is associated with direct involvement of learners in

planning and execution of teaching and learning activities (Tan, 2008). It involves young learners among the

ages of 10 to 12 years old, and most of them are still lack of exposure on how to begin to write simple sentences

in English. The Goldfish in Aqua Rules (GFAR), Infant-Child-Adult-Old people (ICAO) and Introduction-

Content-Summary-Closure (InConSumClo) templates are the formulas that help them to get the gist on how to

begin to write simple sentences and understand the basic grammar until they can develop the simple

composition in writing a story. The formulas are the innovative and creative approaches that help the young

learners to explore the learning in a more meaningful, motivated and memorable moment which is in a form of

teaching materials that enhance the active and effective learning via the use of progressive teaching method in

the classroom.

Keywords: 4Cs (Creative, Critical Thinking, Collaborative & Communicative), Classroom Action Research (CAR),

Continuous Professional Development (CPD), 3H Model, self-reflective thinking, progressive pedagogy

Jen Renita Binti Mappah is a primary school English teacher in Tawau, Sabah who is interested in doing

Classroom Action Research. Awarded Gold Commendation for MELTA Creative Teacher Showcase in 2009 &

Innovative Award 2009 & 2010 from Pontian, Johor District Education Department, BasilWijasuriya Gold

Award for Best Teacher Presentation MELTA International Conference, 2016 and now holds the position of

Excellent Teacher in teaching English primary school.

A Journey of CPD: I drove my ‘CAR’ with GFAR, I-CA-O and

InConSumClo to write simple sentences into a short story

in English Language

Creative Teacher

Showcase (CTS 6)



Project-Based Learning (PBL) is described as an instructional approach that lends itself to the integration of

language and content-learning objectives. PBL is not only provides hands-on experience but also facilitates

learners' language skills in a context. Learners can acquire the knowledge by using the methods like discussion,

cooperative learning, or data collection. At the end of the project, learners are expected to present the project.

Meanwhile, in the process of teaching and learning English, writing is the most difficult and complicated

language skill to be learned almost by the students in every level of education. Several problems that are

mostly faced by students in writing are limited vocabulary, difficulty in organizing to write about something,

lack of motivation, and weak in grammar. In Malaysia, English language teaching and learning has been

implemented in schools' curriculum. As English language will be made a compulsory pass subject in the

'SijilPelajaran Malaysia' (the GCE O-Level equivalent) in 2020, there is a need to not only facilitate students'

mastery of English language skills especially writing but also to meet the relevance of 21St Century teaching

and learning. In this showcase, we share how we used PBL in a travel writing lesson to motivate students to be

responsible and independent in learning English. We highlight how the 20 students (with intermediate level of

English proficiency) in Kudat, Sabah, Malaysia with little or zero experience in travelling to Peninsular

Malaysia (PM) to find the use of PBL in writing was both fun and interesting for the students. Furthermore, it

contributed in developing creativity too.

NurSyafiqah Ng Abdullah is currently an English teacher at SMK KUDAT II, Sabah, Malaysia. She holds a

degree in Teaching English as a Second Language from University of Malaysia Sabah. English teaching is her

greatest interest and she had been an English teacher in the secondary school for nine years. She likes to apply

teaching theories to the practical teaching and enjoys teaching in innovative ways.

PM, here we go - A Project-Based Learning in Malaysian

Secondary School

Creative Teacher

Showcase (CTS 7)



Lesson Study (LS) is a professional learning strategy which was originated from Japan and practiced extensively

throughout Japan. In Sabah, Lesson Study started in 42 secondary schools through the Professional Learning

Community (PLC) in 2011 (Mantanluk et. al., 2012). This effort has extended to primary schools early 2016

starting with selected schools in Kota Kinabalu Division. Having 21st century learning a current challenge for

teacher in pedagogy, 21st Century Learning best practices had been chosen as the research lesson for the Lesson

Study. SK Luyang Kota Kinabalu was one of the school that had been chosen for this Lesson Study programme.

The programme had been implemented in four phases; (1) introduction of the Lesson Study programme by

SISC+ officer and planning, (2) conducting the 1st cycles teaching of the research lesson, (3) conducting the

revised research lesson plan, (4) conducting 2nd cycle teaching of research lesson plan. All cycles had been

conducted well thus, SK Luyang Kota Kinabalu was selected to conduct “Open Class” on 21st century learning

for English Language in front of 60 teacher representatives from 60 primary schools in Kota Kinabalu Division.

Thus, in this MELTA CONFERENCE, we would like to share the outcomes of this Lesson Study programme, our

journey working collaboratively in making this such a successful experience and the positive impact towards

ESL teaching and learning pedagogy. We hope this will inspire and give a new insight towards collaborative

teaching practices as an innovative strategy for teacher professional development (TPD).

Patricia Anak Berlin has been teaching in primary school since 2011. Her passion in teaching resulted her to

quit her job as an Environmental Officer and joined Teacher Education Institute in 2010. Knowing there are

still a lots to learn, she pursued her study in M.Ed. (TESL) in University Malaysia Sabah. Inspired by her lecture,

she aims to be teacher researcher who are innovator, curriculum driver, agent of school change, and director of

her own professional development.

“You Never Walk Alone”; Conquering 21st Century Learning

Challenges through Lesson Study Teaching Practices

Creative Teacher

Showcase (CTs 8)



‘Dragon and Mr Snowman’ a grammar game inspired from the ‘Snake and Ladder’ board game which does not

only heighten students’ attention especially unmotivated students but also arouse the interest and instils the

21st century skills among the students during a grammar lesson. By the same token, this friendly approach

helps students to learn and remember the lesson in an easy way as the process of learning creates a positive and

inspiring learning environment designed by the students themselves. Teacher begins with a simple

introduction and briefing on a chosen topic and then students get to share their knowledge prior to what they

have learnt to their peers based on their understanding. Students are encouraged to not only explain and

provide information in their own words but to channel their understanding and their explanation via the

game they have to create with the guidance of their teacher. The process of creating the game itself advocates

creating questions, answers and providing samples on the topic of the lesson. Nevertheless, it also creates

opportunities for students to showcase their creativity in designing a game infused with grammar elements to

promote a less traumatising method of learning grammar and overcoming inferiority. In short, getting on their

feet outside of the classroom and participating actively not only keeps the students motivated, engaged but

helps bridge the learning gap among the students as the knowledge gets across and delivered in a productive

way.

Radhika Nallasamy, currently working as an English teacher at SekolahMenengahSainsSembrong in Kluang,

Johor. Have worked for the past 17 years in four different secondary schools in 3 different states teaching

students of different ability and level of proficiency over the years.

Less Is More: Simple Yet Creative Approach of Teaching

and Learning English

Creative Teacher

Showcase (CTS 9)



General perceptions about Orang Asli have recorded derogatory and negative labels. This is shown where most

Orang Asli schools do not provide a conducive learning environment for their pupils while maintaining old

teaching styles, and consequently students become demotivated at the excuse that they are incapable.

For example, the content taught in English classrooms is often too examination-oriented where teachers often

resort to drilling, which does not help students understand what they are learning. In such a school

environment, the Orang Asli children learn things unfamiliar and even meaningless to them and sit for

examinations to test knowledge they have not learnt or cared to learn: school becomes less and less meaningful

for them.

To provide the best for them, by creating a meaningful environment, and to challenge these perceptions put on

them, the presenter has been on a quest by introducing various school and classroom projects two most recent

ones would be the “Asli E-pal’ and a ukulele band named “The Originals”. The “Asli E-pal” project allows

volunteers from across the globe to interact with Orang Asli children in English. The ukulele band called “The

Originals” aims to combine the Love and Joy that music brings with English language learning.

Samuel Isaiah, an English Teacher in an Orang Asli school at Sk. Runchang, Muadzam Shah.

Teaching here for five years, his interest is mainly about instilling passion back into the teaching profession

and various methodologies especially in aiding the Orang Asli to enjoy and learn the English language.

"Asli E-Pal" and "The Originals"

Creative Teacher

Showcase (CTs10)



With the recent inclusion of HOTS element in SPM 1119/2 English Paper, the open ended essay question for

novel has become more difficult to tackle. In many cases, students do possess the adequate knowledge to

produce the relevant answer required for the section. Yet, they fail to do so because they could not understand

the requirement of the question due to the nature it is being asked. Giving much though on this problem, the

presenter has designed a table which would assist the students to analyse the question in an effective way

within the parameter set by the question itself. The table, which is innovated as “The CIVA Table” would be

very simple and handy in aiding the students to be focused on the requirement of the question as it involves all

the necessary elements that are needed to answer the question appropriately. The table has been

introduced in various schools throughout the district of Kulai in Johor Bahru and has been attested for, serving

as an easier alternative to tackle the question. "CIVA Table" offers a step by step procedure to analyse the novel

question and allows the students to answer according to the requirement of the question.

ThayalanYesupatham, a passionate English teacher, teaching in SMK Indahpura 1. Has been involved in Panel

PenggubalMatapelajaran Bahasa Inggeris of JPN, Johor, marking SPM papers for 5 years, has led the team of

Master Teachers and JurulatihUtama of Kulai District and been a part of MajlisPengetuaSekolahMenengah of

JPN, Johor to produce exam items as well as modules, been a frequent speaker in Workshops and Seminars for

both teachers and students at District and State Levels for SPM. Very interested in developing innovations to

help the students to perform better in examinations, especially SPM 1119. Also shares deep passion in Poetry

Writing and debate.

Tackling 1119/2 Novel Questions through CIVA table

Creative Teacher

Showcase (CTS 11)



FunGlish is an offline language game designed to enhance the learning of English among primary school pupils.

This innovation lays emphasis on gamification and interactive approach in teaching English. The major feature

of FunGlish is the interesting multimedia-driven activities to assist bolstering the interest to learn English and

promotes learning in a fun way. It is constructed with the combination of mechanical element to assist

determining the winning party in the gamified activity. The idea of FunGlish was triggered by the challenges

faced by teachers in instilling the elements of 21st century skills in classroom teaching. FunGlish is specifically

catered to learners who have no access to Internet. Hence, it can also be implemented in rural areas where

Internet is unavailable. FunGlish offers a template to conduct an effective English lesson which consists of

animated storybook, words and the phonetics as well as the section of gamification. In relation to this, the use

of basic softwares allows the teachers to create or modify the contents to suit the learning objectives of the

lesson. Also, the basic construction of the tool makes it user-friendly and comprehensive. This innovation was

piloted in an intermediate classroom of Primary 4 students. The results shown significant participation among

learners to learn English, and greater contribution of ideas in the form of brainstorming. Higher order thinking

skills were fostered too.

WardatulIkhwanibintiMahali is a 4th semester teacher trainee of the Bachelor of Teaching Programme

(PISMP), majoring in Teaching English as a Second Language (TESL) at Institute of Teacher Education, Gaya

Campus, Kota Kinabalu, Sabah. She finds teaching kids of the new millennium challenging. She likes to explore

the use of online and offline technological tools in language teaching in a fun way.

FunGlish

Creative Teacher

Showcase (CTS 12)



In an age defined by high-end gadgets and innovations, teachers are competing against them to encourage

students’ curiosity, engagement and interest during lessons in the classroom. As a teacher, I feel obliged to find

ways to make my teaching more fun for students. Besides the element of fun, students should be driven to be

creative and innovative. In order to trigger students' interest and joy of learning besides sharpening their recall

skill on the literature learnt, ‘I Heart English’ project was initiated with the commitment of various parties.

Consequently, Literature Big Books (LBB) consisting poems, short stories and novel of Form One were produced.

Students enjoyed the process of making the LBB where they took charge of their ownership in learning. They

had freedom to design their LBB in creative ways. The outcomes of the project were awesome. Students

generated their own games independently. They also prepared gifts for winners using their own funds. In each

booth, different types of game were produced with a set of quiz questions. Each visitor needed to answer a

question based on the number selected after they had played a game using the idea of the fun-fair approach.

Visitor could refer to the LBB for an answer. A correct answer would be eligible for a winning gift. Students’

confident and English spoken proficiency were vividly displayed throughout their interaction with visitors. In

short, it has proven that LLB can enhance students’ creativity and proficiency using fun meaningful learning

strategies.

Nurul Salina Abdul, a secondary school English teacher, is based in LahadDatu, Sabah. Through 'I Heart English’

project, students produced creative innovative production of Literature Big Books besides variety language

games. Consequently, they help to enhance students’ to recall and comprehend the literature genres in a fun

meaningful way.

Using LBB towards Fun English Learning among Students

of Lower Secondary School

Creative Teacher

Showcase (CTS 13)



This research was carried out to increase the proficiency level on preposition among form 2 students. The

purpose and objective of this study is to help students to use correct preposition in constructing sentences. In

addition, this study was also to identify the effectiveness of using the house model made from a box to increase

the proficiency level on prepositions. Observation and analysis of documents were used as the research

instrument. Subject consisted of fifty two students which include one advance class and one intermediate class.

Data were analyzed using descriptive analysis (percent). Reflective studies have shown that problems in

understanding the use of each preposition. The Hands on Visual and 4Cs have helped the students to

understand preposition and with the implement of the 4Cs the learning process created talented and creative

students which is towards 21st century learning. The implications after using Hand on Visual and 4Cs the

proficiency level on preposition increases and the results taken from the post test.

Deebamalar A/P Pandi who is an English Teacher Pass 10 Years In Smk Telok Gadong. She has Degree in

English and in process doing her Masters. She has experience presenting papers In conferences in my District,

States and National. Her research is focus on 21st Century Teaching Method to be used to teach English. Project

Based Learning is the best way to learn English because it motivates the student to produce a product which

will achieve the 4cs component.

Hands On Visual and 4Cs’ to Increase the Proficiency Level

of Prepositions

Creative Teacher

Showcase (CTS 14)



Directed Writing Question in Paper 1, Section A, SPM comes together with a set of points or notes. However, it

is undeniable that some students usually perform badly in this question. My research, I+4Cs technique

(Template & Gestures) is introduced to assist and help low achievers by showing them how to use all these

points and along the process they will be able to write at least 5 paragraphs essay. I+4Cs stands for I –

Introduction and 4Cs -Content1, Content2, Content3 and Conclusion which I introduced by using a template

(Refer instrument) and combined with simple gestures which signify the technique (Refer video). 19 students

and a teacher were involved in this research. They are considered as low achievers based on their Pre-test

results and through my class observation. The test earlier showed that most of the students were not able to

write more than 2 paragraphs essay, some could only write a few sentences and some returned the paper

blank. My paper focussed on how I helped these students to write at least 5 paragraphs essay by following the

steps. The Post-test result proved that I+4Cs had successfully helped most of the students to write more than

usual, a few of them were able to write at least 5 paragraphs and some managed to write more. In the previous

exams, students have shown great improvements in their essay writing. Based on the findings, it is evidenced

that the technique had effectively helped the students to write better essay.

Halytha Giok @ Lily Natasha Abdullah

Senior English Teacher (26 years) in the process of applying Guru Cemerlang DG52

Research interests concern low achiever students with language barriers.

Written and presented few Paper Research. 2017 presented my paper at TEKNOPEN organized by BTPN, Sabah

and also at MELTA KK Chapter.

H1 + 4 Cs Technique (Template & Gestures) to Help Low

Achiever to Write at Least 5 Paragraphs Essay

Creative Teacher

Showcase (CTS 15)



The purpose of this study was to explore the teaching practices preferred by the students in motivating them to

read in ESL. This study aimed to gain insights on the relationship between two different concepts in language

learning namely motivation and teaching practices. The respondents were randomly selected for this study

and the researcher interviewed them on the teaching practices preferred by the students towards improving

their motivation to read in ESL. The researcher divided the interview questions into three sections namely pre

reading, while reading and post reading. In general, the results indicated that the students preferred teaching

practices that are fun and student-centered such as inquiry-based learning (IBL), gamification, presentations

and group discussion. The results also indicate that the students preferred teachers to give them

encouragement and positive feedback during the reading class. This study also proved that the ‘chalk and talk’

teaching practice is no longer favored by students as it does not help them to improve their reading habits. In

addition, the reading materials used for reading classes should also suit the students’ interests. The results of

this paper are useful in giving insights to upper secondary school teachers to improve their teaching practices

in reading class and consequently develop the students’ reading skills in reading materials written in English.

My name is Eleena Erica Huil. I am a fourth year TESL student from UniversitiKebangsaan Malaysia, Selangor.

My research focuses on how to improve the teaching practices used by teachers nowadays to help and develop

the students' reading interests in reading ESL reading materials.

Teaching Practices Preferred by Upper Secondary School

Students in Motivating Them to Read ESL Reading

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