Micelt 2018 - Programme Book (Final) PDF

THE 12TH MALAYSIA INTERNATIONAL
CONFERENCE ON ENGLISH
LANGUAGE TEACHING
(MICELT) 2018
SHAPING NEW
UNDERSTANDINGS IN ELT
5th – 6th October 2018

TNC (PI) Building (Whitehouse), UPM
1
MAIN ORGANISER
Faculty of Educational Studies,

Universiti Putra Malaysia (UPM)
MAIN SPONSOR
ELS Language Centres
2
FOREWORD
PROF. DATIN PADUKA DATO’ DR. AINI IDERIS
VICE CHANCELLOR
UNIVERSITI PUTRA MALAYSIA (UPM)
Assalamualaikum W.B.T and greetings
First and foremost, I would like to congratulate the Faculty of Educational Studies, Universiti
Putra Malaysia (UPM) for organising MICELT 2018 with the theme Shaping New
Understandings in ELT.
Possessing good English language skills is central to learning and communication and it is
in line with the current education development plan. Teachers and learners are the
country’s best assets and therefore must be molded in a holistic way. In this regard, I am
pleased with the efforts in organizing ELT conferences such as the Malaysia International
Conference on English Language Teaching or MICELT which helps to highlight the
importance of connecting teachers and learners through best practices.
I strongly believe that the conference theme and mission provide an excellent platform for
teachers, practitioners, and learners to learn and re-learn their field of expertise. It is hoped
that the discussions, knowledge sharing, networking, effective communication throughout
the 2 days conference will provide valuable insights and inspire new ideas pertaining to
language use. It is my hope that this engagement among the participants do not end here
but continue in the future through various other platforms when they return to their
respective institutions.
Finally, I hope that the conference will be successful in achieving its goals and objectives.
I welcome everyone to the MICELT 2018 and let us all work collectively and collaboratively
in our continuing search for academic excellence and contributing to the many efforts of the
nation.
Thank you and best wishes.
“With Knowledge We Serve”
PROF. DATIN PADUKA DATO’ DR. AINI IDERIS, FASc.
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FOREWORD
PROF. DR. AIDA SURAYA MD. YUNUS
DEAN
FACULTY OF EDUCATIONAL STUDIES
UNIVERSITI PUTRA MALAYSIA
I take great pleasure in welcoming you to the to the 2018 Malaysia International Conference
on English Language Teaching (MICELT). Allow me to congratulate the organising
committee for taking the initiative to organise this very important conference. The Faculty of
Educational Studies, Universiti Putra Malaysia has hosted MICELT for more than two
decades with the main aim of bringing academicians and practitioners from around the world
to share and learn from each other.
The theme: “Shaping New Understandings in ELT” is timely and crucial for the country’s
education system to flourish and education professionals need to step up and set
themselves ready for transforming their practices and provide dynamism to all aspects of
ELT. Conferences such as this provide academicians, researchers and practitioners with a
forum to present research findings with an emphasis on reforming education that will
accelerate educational improvement in a short time and on a large scale.
Lastly, I would like to extend a special thank you to the Vice Chancellor of UPM, sponsors,
agencies and individuals who have contributed to the success of the conference. Lastly, I
wish all participants a most memorable conference and all delegates a very happy and
enjoyable stay in Malaysia.
Thank you.
PROF. DR. AIDA SURAYA MD. YUNUS

Dean
Faculty of Educational Studies
Universiti Putra Malaysia
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FOREWORD
ASSOC. PROF. DR. ABDUL DR. NOOREEN NOORDIN

RASID JAMIAN (CHAIR I) (CHAIR II)
MICELT 2018 CONFERENCE MICELT 2018 CONFERENCE
On behalf of Universiti Putra Malaysia, we would like to take this opportunity to welcome
each and every participant to the Malaysia International Conference on English Language
Teaching (MICELT) 2018. We wish you all “Selamat Datang” and Welcome to Malaysia!
The central theme of this year’s conference is “Shaping New Understandings in ELT”.
Presentations and academic exchanges by speakers in this conference will focus on
contemporary issues in English language teaching. Not only that, there will be engaging
hands on workshops that will enrich your current knowledge and skills. We hope this
conference will trigger meaningful collaborations and exchange of valuable information
between academicians, educators, and practitioners. We also hope that it will provide
tangible and inspiring examples of effective communication, best research-based practices
for teaching as well as the practical uses of language.
We would like to thank each and every one of you for attending the conference and hope
the conference will be rewarding in providing valuable insights into your specific areas of
expertise. We do hope that our hospitality will make the conference a memorable one. Last
but not least, we would also like to convey our thanks to the sponsors and others who have
put in a concerted effort to make this conference a success.
Thank you.
Assoc. Prof. Dr. Abdul Rasid Jamian Dr. Nooreen Noordin

Chair I Chair II
MICELT 2018 MICELT 2018
5
FOREWORD
MR. SEAN CHEE
ELS LANGUAGE CENTRES, MALAYSIA
CO-SPONSOR
On behalf of ELS Language Centres, it is my great pleasure to be a part of the 2018

MICELT, Malaysia International Conference on English Language Teaching. This is the
12th conference to be hosted by UPM and the theme for this year’s conference Shaping
New Understandings in ELT is close to our hearts as ELS has been a supporter of ELT in
Malaysia since its establishment in 1990 and has been a staunch advocate of MICELT since
its founding in 1996.
The MICELT conference is an event that is dedicated to delivering quality speakers and
presenters and serves as a platform for teachers, educationists and learners alike to
exchange valuable experiences and best practices in the field of ELT. We at ELS support
this extensively as we believe that the teachers and learners can benefit immensely
especially as we venture deeper into today’s borderless world. I am sure that the
presentations and workshops that shape new understandings in ELT will enrich and further
strengthen our commitment to improving the teaching and learning environment for all;
students, teachers and educationists alike so that we are better equipped to forge ahead
and face the challenges of an ever advancing era more confidently.
We at ELS are indeed inspired by our unique partnership with UPM and our collaborative
efforts to ensure that the English language proficiency is enhanced among its students and
graduates. Besides providing a platform for our future generation of leaders to be proficient
in English, an important ELS initiative is to provide teaching opportunities to UPM’s Faculty
of Education graduates and we welcome interested students to apply on our website.
With respect to the hard work of the organiser, Department of Language and Humanities
Education, Faculty of Educational Studies, Universiti Putra Malaysia and the organising
committee, I would like to express my deep appreciation and gratitude to all who have
worked tirelessly to put together this conference. I would also like to thank all the presenters
who have been so willing to share their research knowledge and experience with all of us
in this prestigious conference.
Last but not least, welcome to UPM and have a great conference!
Sean Chee
Executive Director
ELS Language Centres, Malaysia
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THE 12TH MALAYSIA INTERNATIONAL CONFERENCE ON ENGLISH LANGUAGE TEACHING
(MICELT) 2018 – SHAPING NEW UNDERSTANDINGS IN ELT
OPENING CEREMONY
THE 12TH MALAYSIA INTERNATIONAL CONFERENCE ON

ENGLISH LANGUAGE TEACHING (MICELT) 2018
RASHDAN BABA AUDITORIUM

LEVEL 3, TNC (PI) BUILDING
2.30 pm Arrival of presenters and participants
2.40 pm Arrival of Deputy Deans, Dean, and Heads of Departments
2.50 pm Arrival of Vice Chancellor, UPM
3.00 pm Negaraku, Putra Gemilang, and Doa recitation
3.10 pm Welcoming speech by Prof. Dr. Aida Suraya Md. Yunus, Dean, Faculty of
Educational Studies
3.15 pm Opening speech by Prof. Datin Paduka Dr. Aini Ideris, Vice Chancellor,
3.25 pm Montage Presentation – Faculty of Educational Studies and Putra Future

Classroom
3.40 pm Keynote Address – Dr. Johanna Motteram (British Council, Singapore)

Human Language in an Age of Disruption: Nurturing Critical Skills in the ELT
Classroom
4.40 pm Tea / Coffee – Dining Space, Level 1, TNC (PI) Building
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ORGANISING COMMITTEE
PATRON
Prof. Datin Paduka Dato’ Dr. Aini Ideris
ADVISOR I
Prof. Dr. Aida Suraya Md. Yunus
ADVISOR II
Assoc. Prof. Dr. Ismi Arif Ismail
CHAIR I
Assoc. Prof Dr. Abdul Rasid Jamian
CHAIR II
Dr. Nooreen Noordin
SECRETARY I
Dr. Lilliati Ismail
SECRETARY II
Dr. Umi Kalthom Abdul Manaf
SECRETARIAT
Dr. Lilliati Ismail
Dr. Marzni Mohamed Mokhtar
Ms. Nur Adlina Mohd. Paiz
TREASURERS
Mdm. Husaini Hussain
Ms. Siti Noor Ain Ibrahim
ABSTRACT, PUBLICATION, & PROCEEDINGS

Dr. Abu Bakar Mohamed Razali
Assoc. Prof. Dr. Arshad Abd. Samad
Dr. Shamsudin Othman
Dr. Moomala Othman
Dr. Fadzilah Abd Rahman
PROGRAMME BOOK
Dr. Habsah Hussin
Dr. Maizura Yasin
Dr. Fathiyah Mohd Fakhruddin
8
SPONSORSHIP
Dr. Nooreen Noordin
Assoc. Prof. Dr. Asmawati Suhid
Dr. Moomala Othman
Mdm. Nadiah Kamaruddin
PUBLICITY & MEDIA

Ms. Sharifah Zainab Syed Abd. Rahman
Mdm. Suhayu Abd. Talib
FOOD & BEVERAGES

Dr. Marzni Mohamed Mokhtar
Dr. Rozita Radhiah Said
Mdm. Nazreen Padzoldad
Mdm. Nor Azlita Rahim
PROTOCOL
Mdm. Juridah Md. Rashid
Ms. Nur Adlina Mohd Paiz
Mr. Muhammad Ikmal Azmar Azmi
WEBSITE & MULTIMEDIA

Dr. Mohd Hazwan Mohd Puad
Mr. Muhammad Faisfadly Sabaruddin
Ms. Nurul Wardah Jabir
TECHNICAL
Dr. Azhar Md Sabil
Mr. Fuad Mohamad
Mdm. Norlaili Md. Tan
PHOTOGRAPHY
Mr. Muhammad Safuan Yusuf
Mr. Othman Ishak
LOGISTICS & TRANSPORTATION

Mr. Mohd. Pauzi Abd. Karim
Mr. Suhairi Ishak
Mr. Nizamuddin Abdul Manan
Mr. Muhammad Safuan Yusuf
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GENERAL INFORMATION
THEME
The theme of MICELT 2018 Conference is "Shaping New Understandings in ELT".
The missions of MICELT 2018 are to:
 Provide a platform for teachers, practitioners, and learners to learn and re-learn their
field of expertise.
 Be the forum for teachers and learners to exchange valuable experiences, best
practices and provide dynamism to all aspects of ELT.
 Create the culture of pioneering and adventurism in the English teacher and the learner
so that the true spirit of surviving in today's borderless world can be a reality.
SUB-THEMES
Papers must be written in English. The papers can include, but are not limited to the following
sub-themes:
 Language acquisition and learning

 Language education
 Assessment and measurement of English language learning
 Innovations in English language teaching and learning
 Language education policies
 Language curriculum and syllabus design
 Current methods and trends in English language teaching
 New literacies and digital tools for English language learning
 Blended learning
 Linguistics
 Pragmatics
 Semantics
 Literature
 Applied Linguistics
CONFERENCE VENUE
TNC (PI) Building

43400 UPM Serdang
Selangor, Malaysia
GPS COORDINATES: 2.990178, 101.726389
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ACCOMMODATION
KMR OnePUTRA RESIDENCE, UPM

~ 4.2 km (Tel: +603 89599146)
Email: oneputraresidence@gmail.com
Place2Stay @ The Mines

~ 5.8 km (Tel: +603 89572961)
http://www.place2stay.com.my/hotel_themines.html
RHR Hotel @ UNITEN

~ 3.5 km (Tel: +603 89222088)
http://www.rhrhotel.com/
Palm Garden Hotel IOI Resort City, Putrajaya

~ 4.7 km (Tel: +603 89432233)
http://palmgarden.com.my/
Le Meridien Hotel Putrajaya

~ 5.0 km (Tel: +603 86896888)
http://www.lemeridienputrajaya.com/
CONTACT US
Malaysia International Conference on English Language Teaching 2018

(MICELT 2018)
Faculty of Educational Studies
43400 UPM Serdang
Selangor, MALAYSIA
Tel.: 0389468956
Fax: 0389468222
Email: micelt2018@upm.edu.my
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TNC (PI) BUILDING – LEVEL 1
DINING SPACE,
LEVEL 1, TNC (PI)
BUILDING
12
ANGSANA
PUTRA 1, 2 & 3
WACANA
PUTRA 3 & 4
13
RASHDAN
BABA
AUDITORIUM
14
12th Malaysia International Conference on English Language Teaching (MICELT 2018)
Shaping New Understandings in ELT
5th – 6th October 2018 – TNC (PI) Building (Whitehouse), UPM
Day 1: Friday, 5th October 2018
TIME EVENT
7.30 am REGISTRATION, FOYER, LEVEL 1, TNC (PI) BUILDING
PARALLEL SESSION 1 – LEVEL 2 WORKSHOP 1 –

LEVEL 3
Angsana Putra 1 Angsana Putra 2 Wacana Putra 2 Wacana Putra 3 Wacana Putra 4 Computer Lab 2
8.00 am Diagnosing with Using Digital Revisiting The Liminal Using Drama to Factors Influencing Bringing the Arts
Care: The Academic Storytelling on Westernised Muslim Facilitate Teacher Self- Into Your
Literacy Needs of Language Learners: Malays in “The Enemy Metacognitive Disclosure in a Classroom: A
Theology Students Review Paper in The Blanket” by Reading Skills Malaysian ESL Rethink on
Anthony Burgess Writing Classroom Creativity
Avasha Rambiritch & Fatimah Abdullah Adibah Khalidah
Linda Alston Abraheem & Ida Baizura Bahar, Tugiman & Paul GnanaSelvam Rosei Sheerin
Muhammad Haziq Kamariah Kamaruddin Noory Mashella & Napisah Kepol Mahpor &
Ismail & Pabiyah Hj Maming Datu Mazinal Amyzar Alwi
8.20 am Pragmatics and Digital Storytelling:Contesting the Asian The Use of Games in EFL Teacher’s
Translation: A Moving Beyond the Female Identity the Teaching of Knowledge of Self
Preliminary Study Traditional through Grammar to English
Classroom Transculturality in Language Learners: A Napisah Kepol
Jumanto Jumanto, “Sing to the Dawn” by Review of Previous
Raden Arief Nugroho Bawani Selvaraj Minfong Ho Studies
& Achmad Basari
Syamsina Zahurin Aziza M. Ali &
Shamsuddin & Sonia Dutta Gupta
Ida Baizura Bahar
15
8.40 am Colligating Home Exploring the Use of Does Intercultural Creative Use of Total Who I Am is What I
Language with Netnography Sensitivity Exist? Physical Response for do: A Dynamic View
Enjoyment and Through Students’ Ethnocentrism and Beginners of Pedagogical
Happiness Responses of the Quest for National Content Knowledge
Selected Malaysian Unity in Selected Rukmani in Grammar
Astri Yulia, English Fiction Malaysian Short Sivalingam & Teaching
Nor Azilah Husin, & Stories Siti Nur Khatijah Ishak
Faiz I. Anuar Kalai Vaani Norhakimah
Rajandram Ahmad Zufrie Khaiessa Ahmad,
Abd Rahman & Arshad Abd Samad,
Ida Baizura Bahar Abu Bakar Razali, &
Fadzilah Abd
Rahman
9.00 am New Trends in ELT Moodle: A Builder of Hubris of Challenging Social Media: Technical Instructors’
for Engineering Language Skills, God in Sophocles’ Engaging Language Readiness in Using
Graduates in India Metacognitive Oedipus the King and Learning English Medium
Awareness and Antigone Instructions at
Dhishna Pannikot Learner Autonomy Hanna Insyirah Polytechnics
for English Language Teng Yee Ling Susan Mohd Sukri &
Classrooms Liyana Mustapha Santhy Subbarau &
Pramela Krish
Judith Nesamalar
Tharumaraj &
Kalai Vaani
Rajandram
9.20 am Keynote Address – Prof. Dr. Nor Faridah Abdul Manaf (International Islamic University Malaysia)
LITERATURE IN ENGLISH AND ITS IMPORTANCE IN ENHANCING PROFICIENCY IN ENGLISH:

CHALLENGES AND OPPORTUNITIES
Rashdan Baba Auditorium, Level 3, TNC (PI) Building
10.20 am TEA / COFFEE – DINING SPACE, LEVEL 1, TNC (PI) BUILDING
16
10.40 am Keynote Address - Dr. Chau Meng Huat (University Of Malaya)
REHUMANIZING ELT FOR THE 21ST CENTURY:

FROM A DEFICIT MODEL TO AN APPRECIATIVE LANGUACULTURING MODEL
11.40 am – FEATURED SESSIONS – LEVEL 2, TNC (PI) BUILDING

12.15 pm
Angsana Putra 2 Angsana Putra 3 Computer Lab 2
The Need for Continuous Professional A Tale of Two Provinces: Attitudes towards Jigsaw Writing: Putting the Pieces
Development for Novice ELT Reading in Regional Languages and Together
Professionals English Language in Pakistani context
Ms. Isolde Hon Pei Sha
Ms. Limalini Raveendran Dr. Shumaila Memon (SMK Sulaiman, Pahang, Malaysia)
(ELS Language Centre) (University of Sindh, Jamshoro, Pakistan)
POSTER PRESENTATION – FOYER, LEVEL 1, TNC (PI) BUILDING
The Relationship between The Insights of Teachers and Merdeka Fun Fair and Exhibition The Use of Abbreviations Among
Attitudes towards English Students and the Challenges They 2018 Postgraduate Students in a
Language Learning, Language Faced During the Implementation WhatsApp Study Group
Learning Habits, and Learning- of the Dual Language Programme Chelvi Ganesan
On-the-Go Behavior (DLP) Mahdi Nadhim &
Iman EL Kari
Janpha Thadphoothon Indira Malani Munusamy &
Edwin Moses
Malaysian ESL Undergraduates’ Exploring the Use of Jolly Phonics Exploring the Use of Real Life Public Speaking Made Simple
Knowledge on Academic Word: Method in Improving Year 1 Photographs in Improving Pupils'
What the Students Know Versus Pupils’ CVC Reading Skills: An Descriptive Essay Khayma Latha A/P Balakrishnan
What the Teachers Expect Action Research
Lee Yan Di,
Nur Ainil Sulaiman & Aamirah Aiza Zakaria, Mohamed Mohamed Amin Embi &
Khazriyati Salehuddin Amin Embi & Harwati Hashim Harwati Hashim
12.20 noon LUNCH – DINING SPACE, LEVEL 1, TNC (PI) BUILDING
17
MICELT 2018 OPENING CEREMONY
RASHDAN BABA AUDITORIUM, LEVEL 3, TNC (PI) BUILDING
2.30 pm Arrival of presenters and participants
2.40 pm Arrival of Deputy Deans, Dean, Heads of Departments
2.50 pm Arrival of Vice Chancellor, UPM, accompanied by Dean, Faculty of Educational Studies, UPM
3.00 pm Negaraku, Putra Gemilang, and Recitation of Doa
3.10 pm Welcoming speech by Prof. Dr. Aida Suraya Md Yunus, Dean, Faculty of Educational Studies
3.15 pm Opening speech by Prof. Datin Paduka Dr. Aini Ideris, Vice Chancellor, Universiti Putra Malaysia (UPM)
3.25 pm Montage Presentation – Faculty of Educational Studies and Putra Future Classroom
3.40 pm Keynote Address – Dr. Johanna Motteram (British Council, Singapore)
HUMAN LANGUAGE IN AN AGE OF DISRUPTION: NURTURING CRITICAL SKILLS IN THE ELT CLASSROOM
4.40 pm TEA / COFFEE – DINING SPACE, LEVEL 1, TNC (PI) BUILDING
18
12TH MALAYSIA INTERNATIONAL CONFERENCE ON ENGLISH LANGUAGE TEACHING (MICELT 2018)
SHAPING NEW UNDERSTANDINGS IN ELT
5TH – 6TH OCTOBER 2018 – TNC (PI) BUILDING (WHITEHOUSE), UPM
DAY 2: SATURDAY, 6TH OCTOBER 2018
Time EVENT
8.00 am Keynote Address – Dr. Too Wei Keong (University Of Nottingham, Malaysia Campus)
DO I GET WHAT I BARGAIN FOR IN A FLIPPED CLASSROOM?

LEVEL 3
9.00 am Assessing the Using E-Mail and Bringing Fun and Creative Teaching Food for ‘Taught’: Qualitative
Interdependence of Blog to Improve Meaning into Approaches in Recipes for Learning Research Methods
Secondary School English Language Grammar Learning: Reading for ESL Vocabulary in Education: A
Certificate (SSC) Teaching and Utilising Online Learners and How It Primer
EFL Testing, Learning in Institutes Quizzes in Elevating Can Empower ESL Swagata Sinha Roy
Teaching and of Teacher Education Students’ Motivation Teachers’ & Kavitha Steven Krauss @
Materials: An in Malaysia: A Case in Grammar Learning Professional Subaramaniam Abd Lateef
Evaluation of SSC Study Development Abdullah
Curriculum Fatin Nur A’tiqah
Kee Li Li, Mohamad Jamil & Sharon Ling Jie Jing
Mohammed Abu Bakar Razali, Mila Ezleenda & Annur Alisa
Humayun Kabir & Arshad Abd Samad, Kamaruddin Mohamed Ilias
Noor Saazai Mat & Nooreen Noordin
Saad
19
8.20 am The Use Of Content- Engaging English Utilizing Music and Loop Input: To Foster Communicating in
Based Instruction in Language Learners Songs to Promote Creativity Among the 21st Century –
the EFL Teaching Through the Use of Student Engagement Teachers The Emoji Movie
Context to Improve Google Classroom In ESL Classrooms
the Academic Farah Diyana Kavitha
Noor Idayu Daler Bokiev & Ahmad Jefiruddin & Subaramaniam &
Le Quang Dung & Abu Bakar & Umed Bokiev Nur Fatin Nabila Swagata Sinha Roy
Nguyen Thi Dieu Ha Nooreen Noordin Abd Rahman
9.40 am Assessing ESL Kahoot! Beyond Using Games in Professional The Impact of Music
Students’ Initial Classroom Teaching Grammar toDevelopment for on Cognitive
Learning and Young Learners Teachers in 4C Functioning
Retention of Both Nur Atiqah Abdul Teaching in the 21st (Experimental
Single-Word Units Rahman & Elida Alexander Alibar Century Learning Research on EFL
and Multi-Word Units Quek Khai Xian & Yang Xueshuang Learners)
Based on the Task Thamil Vaannen
Induced Involvement Kuppusamy & Syafrizal &
Load Hypothesis Mohammad Hilmi Nurhaeda Gailea
Zainal
Tan Cheng Lee &
Arshad Abd. Samad
10.00 am Perceptions and Using Visual Stimuli Using Cooperative Digital Literacy Humour
Challenges in for Generating Ideas Learning Approach on Empowering ESL Competence: A
Implementing SBA to Write Narrative- Grammar Learning in Teachers’ Necessary Capacity
for English at the Based Essays an ESL Classroom Professional of Appreciating
School Level Development Humour for EFL
Zahid Ibrahim & NurAzlina Md Aris & Learners
Norin Norain Farahis Nur Azreen Nadhirah Azman Gunavathy Suppiah &
Zulkifli Anthony Ong Chuin Yin Tran Thi Ai Hoa
10.20 am TEA / COFFEE – DINING SPACE, LEVEL 1, TNC (PI) BUILDING
10.40 am Keynote Address – Assoc. Prof. Dr. Khazriyati Salehuddin (Universiti Kebangsaan Malaysia)
SHAPING NEW UNDERSTANDINGS IN ELT: INSIGHTS FROM PSYCHOLINGUISTICS
20
LEVEL 3
11.40 am The Influence of The Portrayal of Students' Perception Language and Fostering Selecting the Right
WhatsApp Identity on Disney in Using Virtual Gender: An Analysis Undergraduate Education
Application and Classic Films of Reality Device in of Discursive Students’ Technologies for
Vocabulary Mastery Princesses: The English Classroom Strategies of Communicative Your Classroom—
Towards Students’ Princess and the Legitimizing Gender Competence through Principles and
Speaking Skill in Frog, Tangled and Siti Norzaimalina Equality in Nigerian Classroom-Based Practice
SMKS YP 17 Cilegon Brave Abd Majid, Newspapers Instruction in an EFL
(Experimental Rosnani Ismail, Classroom: Does Too Wei Keong
Research) Minder Kaur Hafizoah Kassim, Shehu Garba Mode of Instruction
Parthaman Singh Asiah Kasim, & Maradun & Play a Role?
H. Masrupi, Aisyah Hanum Abu Umar Ahmed
Eva Yuliyanah, & Bakar Remart P. Dumlao &
Akhmad Baihaqi Kittipa Himmapan
12.00 pm Improving Students’ Self-Efficacy to Using Self- Gotcha! – Exploring Needs Analysis in
Speaking Skill Manage Manic Assessment for Politeness and English Oral
Through Juzz ‘Amma Depression in Teaching Writing to Impoliteness in a Communication of
Literal Translation Jacqueline Wilson’s Young Learners Malaysian Radio Passenger Service
Strategy on English “The Illustrated Mum” Prank Call Agents at
Day Program at Ni Luh Putu Eka Programme Suvarabhumi Airport
SMKN1 Anyer Florence Toh Sulistia Dewi
Haw Ching & Husna Yahya Phattharanit
Yudi Juniardi, Agnes Liau Wei Lin McIntosh & Pannuan &
Mas’iyah, & Abu Bakar Razali Nattha Kaewcha
Akhmad Baihaqi
12.20 pm “Is the Strategy An Action Research Homework: The Syntax as One The Chomskyan
Teachable”?: A on the Use of Marriage Between Determining Factor of Paradigm Shift of
Textbook Analysis on ‘Diamante’ Poem to Completion and Text Readability Growing Language in
the Representation Enrich Pupils’ Achievement the Mind/Brain: A
of Oral Knowledge on Muhammad Test of the Nama
Communication Vocabulary Maria Shu Hong Bee Nasiruddin Aziz & (mind)-Rupa (body)
Strategies & Subhashini Nair G. Moo Hung Chai Hypothesis of SLA
Abid & Hairil Faiz Noor Fuad Ramachandran
Elsje L. Sambouw Pattama Yimsakul
21
12.40 pm How Real World A Critical Analysis of Constructing Various Non-English Content A Concise Life
Interview Reflects English Lexical Sentence Structures Teachers’ Feedback History Research of
Students’ Borrowing into by Using B. A. Y. U on Teaching ‘English the Nama (mind)–
Perceptions Towards Modern Bengali Technique among Pre for Young Campers’ Rupa (body)
Oral Communication Short Stories Diploma Students in Train-the-Trainers Hypothesis and
ESL Classroom Programme: A [Meditative] Learning
Nurul Nazira Muhammad Preliminary Study at A Process: Their
Hamzah & Azizul Hoque, Azalan Bayu Zakaria Rural Primary School Theory and Practice,
Hamzah Md Omar Fariza Puteh Behak, in Hulu Selangor in Retrospect
Hazleena Baharun, &
Jahangir Sarwar Norina Jabar & Prapart
Afiza Mohamad Ali Brudhiprabha
1.00 pm LUNCH – DINING SPACE, LEVEL 1, TNC (PI) BUILDING
2.00 pm Keynote Address – Prof. Dr. Jayakaran Mukundan (Universiti Putra Malaysia)
THE PLEASURES OF TEACHING WELL, RESEARCHING WELL

LEVEL 3
3.00 pm Effectiveness of Learners’ Attitude The Use of How Second The Implementation Practical
Digital Dictionary towards English Nominalizations in Language Acquisition of 4CS in English Techniques for
(DD) On Primary Language Teaching Humanity and and Culture Learning Teaching and Vocabulary
Five Students’ to Promote Social Technology Research Affect Student Vision Learning at a Teaching and
English Language Justice in the Article Abstracts: A of Alterity: An Analysis Vocational School in Learning
Pronunciation Context of Comparative Study of Intercultural Kudus, Indonesia
Accuracy Bangladesh Perspectives on the Charles Jannuzzi
Fatonah & Voice Nuraeningsih &
Farah Diyana Mohib Ullah Dini Hadiani Herlina Muryan
Ahmad Jefiruddin Jillian Bradley Centi Saputri
22
3.20 pm ESL Classroom- Instructors’ Attitude Transitivity Analysis of Categorization of the Breaking the Silence:
Exploring ICT Towards English Students’ Explanation Cultural Content of Scaffolding
Utilization Language: The Texts EFL Textbooks: Impromptu Speaking
Implications on the Review Activities to Enhance
Zuriati Sabaruddin & Instructors’ Dini Hadiani Oral Presentation
Sim Seng Wan Instructions In Kolej & Fatonah Ali Abdulridha Obaid, Skill
Poly-Tech MARA Moomala Othman, Nurul Adillah
Bangi Dalia Aralas, & Ramlan,
Nor Shahila Mansor Muhammad Nor
Ahmad Faizul Aiman Tugimin, Nur
Syah Mohd Sirat & Zaida Mohd Zain,
Suliza Zainon Aznan Raihan Azwani
Ibrahim, &
Safwati Zakaria
3.40 pm A Review of Vlog- An Analysis of Emoji – What Do You Learning in Diversity:Exploring Students’
Portfolio to Develop Reinforcement Mean? Current Challenges in Perspectives on
Oral Fluency through Strategies Used by Indonesian Communication
Peer-Scaffolding Teacher in Rawdhah Paiz & Multicultural Apprehension in
Motivating Young Nuraihan Mat Daud Classroom Public Speaking
Muhammad Learners At Kg B Context: A Focus on
Asyraf Shuib, Class in Bali Kiddy Laela Hikmah UTM Mechanical
Lilliati Ismail, & School Nurbatra Engineering
Umi Kalthom Students
Abd Manaf Arista, D., Atirah Izzah
Wirapatni, S., Che Abas &
& Lastara, S Nooreen Noordin
4.00 pm Students’ Reflection Science and Developing The Role of Language Information Gap
on Creating Digital Mathematics in Multimedia E-book on Game Communicative Activities: A review of
Stories: Challenges English: Delving into The Narrative Text of Activities on its Benefits in
and Opportunities Students’ English Subjects for Enhancing EFL Teaching in Second
Perspectives and Senior High School Students’ Speaking Language Situations
Patricia Antoinette Unearthing Their Students in Serang Performance
P. Lajumin, Challenges Regency Indonesia Amal Almziad &
Natalie Ann Gregory, Eman Abdussalam Arshad Abd Samad
Jeannet Stephen, & Ashairi Suliman, H. Masrupi & Owen &
Bernadette Tobi Mohamed Yusoff Rini Setyaningsih Abu Bakar Razali
Mohd Nor, &
Melor Md Yunus
23
MICELT 2018 CLOSING CEREMONY
RASHDAN BABA AUDITORIUM, LEVEL 3, TNC (PI) BUILDING
4.20 pm Closing speech by Chair of MICELT 2018
4.40 pm TEA / COFFEE – DINING SPACE, LEVEL 1, TNC (PI) BUILDING
24
THE 12 TH MALAYSIA
INTERNATIONAL CONFERENCE
ON ENGLISH LANGUAGE
TEACHING (MICELT) 2018
SHAPING NEW
KEYNOTE
ABSTRACTS
25
LITERATURE IN ENGLISH AND ITS IMPORTANCE IN
ENHANCING PROFICIENCY IN ENGLISH:
Prof. Dr. Nor Faridah Abdul Manaf

International Islamic University Malaysia (IIUM)
nfaridah@iium.edu.my
ABSTRACT
Much has been written and discussed on the use of teaching literature in ESL/EFL classes and yet,
the resistance against teaching literature continues with both students and teachers feeling
exhausted and disillusioned with the “imagined” rewards of learning and teaching literature. This
paper aims at examining key issues raised by other scholars on the challenges faced in teaching
literature in ESL classes and explore ways how literature can be made relevant and fun again in a
highly digitalised world where teachers compete with computer gadgets for students’ attention. Are
they our real threats? The gadgets? Or do we have other issues which we need to address: teachers’
interest and competency in teaching literature, suitability of texts we use, teaching methods – how
much autonomy, flexibility and individuality do we give to both teachers and students in their teaching
and learning? Are we just thinking exams? The same old complaints and possibly more, will be
revisited and discussed. This paper will also discuss what other skills literature classes provide either
than enhancing students’ vocabulary, good English expressions and idioms, improved reading speed
and the ability to write well.
BIODATA
Prof. Dr. Nor Faridah Abdul Manaf is a Professor of English at English Language and Literature
Department, Kulliyyah of Islamic Revealed Knowledge and Human Sciences, International Islamic
University Malaysia, and Deputy Director of Research and Publication Unit at the International
Institute of Islamic Civilisation and the Malay World (ISTAC). Her diverse research interests include
Islamic thought, Islamic literature and modern Malaysian literature. She did her BA (Hons) in English
in New Zealand, MA at the University of Liverpool, UK and PhD at Flinders University, South
Australia. Faridah was the 2006 Fulbright Scholar at Cornell University, New York and this year was
chosen for the Mevlana Academic Exchange Programme Award. She is also a published poet and
short story writer who is currently struggling to finish writing her historical novel entitled Wanita Rawa
Terakhir. Her edited book with Dr Aimilia Ramli English Literary Studies and the Islamicisation of
Knowledge in the era of Islamophobia and Westernophobia was published by IIIT last year.
27
REHUMANIZING ELT FOR THE 21ST CENTURY:
FROM A DEFICIT MODEL TO AN APPRECIATIVE
LANGUACULTURING MODEL
Dr. Chau Meng Huat

University of Malaya (UM)
chaumenghuat@um.edu.my
ABSTRACT
Historically, approaches to language learning and teaching have been largely based on a deﬁcit
model where deficiencies in language use are perceived real owing to monolingual ideologies. In this
paper I briefly revisit this model through which notions of ‘learner language’ and ‘learners’ are (rather
negatively) constructed. I argue for the need to consider an alternative model in ELT, an appreciative
languaculturing model, which seeks to affirm human dignity and to respect linguistically and culturally
diverse students as users of language in their own right, as the field moves forward into the 21st
century. Challenges are discussed. I conclude with some recommendations for research and
practice, and with an invitation for researchers, practitioners and policymakers to help shape the
future of the field by promoting an informed eclectic approach that redresses the balance between
the deficit model and the proposed model.
BIODATA
Chau Meng Huat (Ph.D., Birmingham) teaches and supervises research in Applied Linguistics at the
University of Malaya, where he also coordinates the M.A. (Linguistics) programme. His main research
interests are educational linguistics, with an emphasis on social and cultural approaches to language
study, and corpus linguistics. His publications include International Perspectives on Education (2008,
edited with Trevor Kerry) and Corpus Applications in Applied Linguistics (2012, edited with Ken
Hyland and Michael Handford), both published by Continuum or now known as Bloomsbury. In
celebrating his 20 years of language teaching (and counting), he is both pleased and grateful to have
this opportunity to reflect on what the future may hold for ELT.
28
HUMAN LANGUAGE IN AN AGE OF DISRUPTION:
NURTURING CRITICAL SKILLS IN THE
ELT CLASSROOM
Dr. Johanna Motteram

British Council, Singapore
johanna.motteram@britishcouncil.org.sg
ABSTRACT
When considering the disruption recent technological changes have brought to English language
teaching, testing and learning, it is important to emphasise the fundamental qualitative difference
between humans and computers. Humans can be thought of as social meaning making machines
(Halliday 1978), while computers are in essence counting machines. The ramifications of this
distinction are profound, particularly for our practice as English language teachers. As we face a
future where machine translation and artificial intelligence will change our contexts of language use,
ensuring that we support our learners to develop human language skills has never been more
important than it is now. This paper explores the essential distinction between social meaning making
and counting within the context of ongoing challenges in the field of ELT. First, validity questions
related to the limitations of current generation automated essay scoring systems (Deane 2013) are
discussed. These validity concerns are then recontextualised within discussion of the importance of
teaching human language skills in our ESL classrooms. Approaches to explicit instruction of skills for
management of interpersonal relationships through language choice are then addressed. Throughout
the paper a framework (Poynton 1985) for making interpersonal language choices visible for teachers
and learners is introduced and developed (Motteram 2016).
BIODATA
Dr Johanna Motteram began working as an EFL teacher in Japan in the early 1990s, during a break
from her undergraduate studies in Linguistics and Japanese language. Since then she has taught
English to children and adults, in Australia and in Singapore, and in private language schools and in
universities. Along the way she has maintained a strong interest in Applied Linguistics, and has
developed a passion for the sub field of Language Testing. This passion fueled her MA and PhD
thesis topic selections, with dissertations on candidate preparation for high stakes tests, and on the
concept of "tone" in the assessment of writing in direct tests of language proficiency. In addition to
teaching language, Johanna has taught post graduate Applied Linguistics at the University of
Adelaide, South Australia. At present, Johanna divides her time between test development work,
testing related research, and course writing projects with the British Council's regional and global
assessment teams. Outside of work, tennis, swimming, reading and family life are Johanna's highest
priorities.
29
DO I GET WHAT I BARGAIN FOR IN
A FLIPPED CLASSROOM?
Dr. Too Wei Keong

University of Nottingham Malaysia Campus
WeiKeong.Too@nottingham.edu.my
ABSTRACT
The use of flipped learning in the classroom has gained much popularity over the last twenty years.
Work by Alison King’s "From Sage on the Stage to Guide on the Side” (1993), Eric Mazur’s “Peer
Instruction: A User's Manual” (1997) to Lage, Platt and Treglia’s "Inverting the Classroom: A Gateway
to Creating an Inclusive Learning Environment" (2000) have germinated the idea of the flipped
instruction. The term, flipped instruction, is also referred to as ‘classroom flip’ (Baker, 2000) and
‘inverted classroom’ (Lage, Platt, and Treglia, 2000). The main focus of flipped instruction is to free
up time from lecturing and engage students in active learning by integration of technology (Bergman
and Sams, 2012). One of the recent trends on research of flipped learning is on a small scale
localised intervention research that presents researchers’, practitioners’ and students’ narratives on
the approach (Abeysekera & Dawson, 2015). With reference to this research trend, I will present two
studies that I conducted on flipped learning. The first study deals with pre-service teachers’ views
on using videos in teaching technical content (grammar) and theoretical content that leads to
application (materials design). The second study is a comparison of social science, arts and
engineering students’ views on flipped learning. I will discuss the outcomes of these two studies in
terms of the context of flipped learning and application of the instruction approach to synthesise
narratives of researchers, practitioners and students.
BIODATA
Dr. Too Wei Keong holds a PhD in TESOL from Universiti Putra Malaysia. Currently, he serves as
the Coordinator of MA TESOL at the School of Education, University of Nottingham Malaysia
Campus. He is experienced in teacher training programmes for pre-service and in-service teachers.
He also has an extensive experience in teaching English language to learners of different educational
backgrounds. His research interests are technology enhanced learning, teacher development and
teaching literature.
30
SHAPING NEW UNDERSTANDINGS IN ELT:
INSIGHTS FROM PSYCHOLINGUISTICS
Assoc. Prof. Dr. Khazriyati Salehuddin

Universiti Kebangsaan Malaysia (UKM)
khazudin@ukm.edu.my
ABSTRACT
Psycholinguistics investigates the relationship between linguistic behaviours and psychological
processes. Inherently, psycholinguists conduct scientific research using methods relevant to the
study of the mind to explore how languages are acquired and learned, and how both written and
spoken languages are comprehended and produced by human beings, not only as individuals, but
also as collective members of particular speech communities. Since psycholinguistics investigates
the processes involved in both receptive and productive language skills, psycholinguistic findings
may provide insights into the process of understanding English Language Teaching. Hence, in this
paper, the findings of numerous psycholinguistic studies via various data collection methods – from
the more traditional ones like diary reports, to experiments that use state of the art technology like
the eye tracking device – are presented. These studies, which include those that I have conducted,
are featured here with the aim of proposing the idea that English can be taught more effectively if
emphasis is given on the cognitive aspects of language processing in the process of knowledge
transmission. Such knowledge is indispensable particularly when the teaching of English takes place
in multilingual societies that are made up of plurilinguals with different needs and inclinations due to
various intrinsic and extrinsic factors.
BIODATA
Khazriyati Salehuddin (Ph.D) is an Associate Professor, a Psycholinguist, and the Head of Language
& Cognition Research Cluster (LCRC) at the Faculty of Social Sciences & Humanities, Universiti
Kebangsaan Malaysia (UKM). She received her PhD in Psycholinguistics in 2010 from Western
Sydney University, Australia. Khazriyati has lead several research groups related to
psycholinguistics, including two national-level grants, namely Qur’anic Memorisation Techniques: A
Psycholinguistic Module for Non-Arabic-Speaking Malay Speakers (FRGS) and Exploring the
Cognitive and Perceptual Processes in Reading among Malaysian Readers (ERGS). Khazriyati uses
various methods in her research and has published books, journal articles, and book chapters on the
area. One of her works is published in South and Southeast Asian Psycholinguistics by Cambridge
University Press. Her 2018 book, Psikolinguistik: Penerokaan Minda Berlandaskan Bahasa, which is
published by UKM Press, resonates the diverse areas within psycholinguistics that she has
investigated and published since the beginning of the new millennium.
31
THE PLEASURES OF TEACHING WELL,
RESEARCHING WELL
Prof. Dr. Jayakaran Mukundan

jayakaran@upm.edu.my
ABSTRACT
It is interesting how people do not want to be recognized as good teachers; only as good researchers.
There seems to be less glamour in teaching? How can that be so, especially since our core business
in the field of teaching languages is to make our students proficient and along the way we come up
with documentation of best practices? In this presentation I will list some Teaching Activity that has
contributed to Research. I will then discuss how this also can lead to a greater awareness of the
importance of systematic Professional Development of Teachers.
BIODATA
Jayakaran Mukundan, PhD, is Professor at UPM. He worked in schools for a long time before starting
work as a language instructor at UPM. He won the Anugerah Akademik Negara in 2013. He has
developed textbook evaluation software which have won awards in the British Invention Show and
IENA, Nuremburg, Germany.
32
THE 12 TH MALAYSIA
ON ENGLISH LANGUAGE
SHAPING NEW
FEATURED
ABSTRACTS
33
THE NEED FOR CONTINUOUS PROFESSIONAL DEVELOPMENT FOR NOVICE ELT

PROFESSIONALS
Ms. Limalini Raveendran

ELS Language Centre
limalini.r@sunagoeducation.com
ABSTRACT
Continuous professional development (CPD) workshops are essential for novice ELT professionals to
ensure their existing knowledge are fitted into the evolving trends of ELT. Thus, this qualitative study
investigates the concerns of novice ELT professionals in a private higher education institution in Kuala
Lumpur, Malaysia and identify the areas of CPD that the novices need in order to enhance themselves
in the areas of ELT. It aims to answer the three research questions: (1) What are the concerns of the
novice ELT professionals in the current methods of ELT? (2) What are the strategies that novice ELT
professionals use to help them cope with their concerns? (3) What are the areas of CPD would the novice
ELT professionals need in order to enhance their ELT? Five respondents participated in the semi
structured interviews and focus group discussion. Data were thematically analysed. The results
highlighted a few concerns such as mismatch between novice ELT professionals’ existing knowledge
and required skills, lack of access and exposure to current ELT resources, poor guidance in designing
ELT assessments and lastly, workload and time constraints. These outcomes illustrate the areas of CPD
that are lacking among novice ELT professionals in the private higher educational institution.
A TALE OF TWO PROVINCES: ATTITUDES TOWARDS READING IN REGIONAL LANGUAGES

AND ENGLISH LANGUAGE IN PAKISTANI CONTEXT
Assoc. Prof. Dr. Shumaila Memon

University of Sindh, Jamshoro, Pakistan
shumaila.memon@usindh.edu.pk
ABSTRACT
In Pakistan, English is taken as a symbol of power and class. There is a growing trend to use English
Language not only in official places but at homes in informal use also. This has brought a shift in the
preferences of learners in choosing a language to read in as well. To understand this shift, the researcher
conducted a study on the attitudes of Pakistani learners towards reading in their regional language and
in English. This was aimed to understand that how far learners like to read in their regional languages
(LI) and in English (L2). The speaker will present the insights from Sindh and Punjab (two main
provinces). For this chapter, data was collected from rural and urban parts of the both provinces. The
participants of the study had Sindhi, Punjabi and Siraiki as their L1 and English as their L2. The study
employed a mixed methods approach. It collected data through a questionnaire, and semi-structured
interviews. The questionnaire collected information on preference for a language to read in and the four
reading attitude variables: self perception as a reader, utilitarian value for reading, personal involvement
for reading and lack of reading anxiety both in regional and in English. The fifth variable was learner’s
rural/urban home background. The speaker will share the findings comprehensively. This will make the
participants reflect on the importance of home and society on the whole process of developing a learner’s
attitudes towards reading in one’s regional and English language.
35
JIGSAW WRITING: PUTTING THE PIECES TOGETHER
Ms. Isolde Hon Pei Sha

SMK Sulaiman, Pahang, Malaysia
peisha1213@hotmail.com
ABSTRACT
Most teachers avoid writing activities in class, perhaps it is seen as an activity that should be done
individually and silently. Hence, most writing activities are assigned as homework. However, writing can
be done as a collaborative activity and it can reap the same benefits of a group speaking activity. As
learners attempt to clarify, rephrase and convey their intended meaning through the collaborative
process, they develop communicative competence through the negotiation for meaning. This
collaboration also provides more opportunities to interact in English and promotes the development of
creative writing ideas. This workshop will expose teachers to different types of jigsaw writing and help
teachers to explore and engage themselves in the jigsaw writing process.
36
THE 12 TH MALAYSIA
ON ENGLISH LANGUAGE
SHAPING NEW
WORKSHOP
ABSTRACTS
37
BRINGING THE ARTS INTO YOUR CLASSROOM: A RETHINK ON CREATIVITY
Rosei Sheerin Mahpor & Amyzar Alwi

Institut Pendidikan Guru Kampus Ilmu Khas (IPG KIK), Kuala Lumpur
sheerin@ipgkik.edu.my
ABSTRACT
Arts in education are largely regarded as merely an option for the Malaysian primary ESL classroom.
However, virtually any lesson has the potential for arts integration. Hence, teachers need to be convinced
of the compelling evidence connecting arts in education to student’s developmental growth on many
fundamental levels. What students learn in the arts may level their learning field and strengthen their
4Cs, that is, communication, collaboration, creativity and critical thinking. In addition, a strong arts
education allows students to express themselves, obtain experiences and explore their creativity.
Creativity is key to the success of arts in education. This workshop is designed to promote imagination
to create through musical art, visual art and movement activities. Participants will creatively explore
rhythm, body percussion, movements, miming, gestures and colours to interpret a short children’s story.
Participants will also be taken on a journey to use recycled materials, incorporating the three elements
of arts in their presentations in a vigorous and energetic activity. The activity is also aimed at illustrating
the importance of development of sensory, as well as the aesthetic value in appreciating the
surroundings.
BIODATA
Rosei Sheerin Mahpor is a lecturer at Institut Pendidikan Guru Kampus Ilmu Khas (IPG KIK), Kuala
Lumpur. She has a Masters in TESL from University of Malaya and had obtained her B.Ed TESOL from
the University of Manchester. Her area of interest includes TESL methodology, ESL writing, second
language acquisition, language arts and plays and drama for young children.
Amyzar Alwi is a lecturer at Institut Pendidikan Guru Kampus Ilmu Khas (IPG KIK), Kuala Lumpur. She
has 23 years of experience in curriculum development, programme coordination and evaluation in B.Ed
TESL twinning programmes with universities in Malaysia, Britain and Australia as well as in outward
mobility projects with Queensland University of Technology. Her area of interest includes stylistics,
feminist literature and multiliteracies.
QUALITATIVE RESEARCH METHODS IN EDUCATION: A PRIMER
Steven Krauss (@ Abd. Lateef Abdullah)

lateef@upm.edu.my
ABSTRACT
This session will introduce participants to qualitative research methods in the field of educational studies.
The session will include an overview of the philosophy and research approach of the qualitative
methodology, a brief description of some of the major qualitative traditions including phenomenology,
grounded theory and case study, examples of qualitative research studies in education, and a brief
comparison with quantitative methods. By the close of the session participants will attain a basic
understanding of qualitative research, how it is carried out, and how it can be applied in the world of
educational research.
BIODATA
Steven Krauss (@ Abd. Lateef) is an Associate Professor in the Faculty of Educational Studies, Universiti
Putra Malaysia. His teaching and research focuses on positive youth development in diverse cultural
settings with a particular interest in intergenerational partnership as a support for youth thriving and well-
being.
39
SELECTING THE RIGHT EDUCATION TECHNOLOGIES FOR YOUR CLASSROOM:

PRINCIPLES AND PRACTICE
Too Wei Keong

University of Nottingham Malaysia Campus
WeiKeong.Too@nottingham.edu.my
ABSTRACT
As teachers, we know that education technologies are an essential part of learning and teaching.
However, have we pondered why do we incorporate technologies in our classes? How do the
technologies help my students maximize their learning? What planning do I need to consider when I
incorporate the technologies? What assessment tool do I need to assess my students’ learning
achievements? In this workshop, I will present a simplified framework based on TPACK (Technological
Pedagogical Content Knowledge) in selecting appropriate education technologies and managing
technology enhanced learning classes. In this workshop, the participants will have opportunities to use
technologies for screen casting, creating quiz and survey, and interaction for their classes.
BIODATA
Dr. Too Wei Keong holds a PhD in TESOL from Universiti Putra Malaysia. Currently, he serves as the
Coordinator of MA TESOL at the School of Education, University of Nottingham Malaysia Campus. He
is experienced in teacher training programmes for pre-service and in-service teachers. He also has an
extensive experience in teaching English language to learners of different educational backgrounds. His
research interests are technology enhanced learning, teacher development and teaching literature.
PRACTICAL TECHNIQUES FOR VOCABULARY TEACHING AND LEARNING
Charles Jannuzi
Faculty of Global and Community Studies, University of Fukui, Japan
jannuzi@gmail.com
ABSTRACT
Vocabulary is a major challenge in ELT. As with grammar and pronunciation, textbooks don't cover
vocabulary well. So our learners' practice lacks both breadth and depth. This workshop will present
classroom-tested means to enhance vocabulary learning. The emphasis is on planning, implementing,
and evaluating systematically. Provided are examples of various lexical tasks and activities. One unifying
theme is collaborative, active learning using activities like semantic mapping. Next, the focus is on learner
independence through 'the word study template (WST)'. The WST helps learners to create a growing
collection of what they have studied. It promotes a systematic and regular approach for learning,
reviewing, and revising. It also helps evaluation since teachers can sample what students have studied
and put those words onto quizzes and tests. Finally, since many students take high-stakes language
tests like TOEFL, IELTS, and TOEIC, we will review specific techniques to help create better vocabulary
quizzes and tests. It is doubly useful if course testing mirrors major language tests both in problem type
but also in the target vocabulary.
KEYWORDS
Vocabulary Learning, Active Learning, Learner Independence
BIODATA
Charles Jannuzi has taught EFL in Japan since 1989. He is co-author of the EFL textbook, Core English
for Global Communication, published by Asahi Press. His interests include pronunciation, vocabulary,
cross-cultural communication, and applying phenomenological approaches to classroom research. He is
an associate professor with the Faculty of Global and Community Studies, University of Fukui, Japan.
40
THE 12 TH MALAYSIA
ON ENGLISH LANGUAGE
SHAPING NEW
POSTER
ABSTRACTS
41
THE RELATIONSHIP BETWEEN ATTITUDES TOWARDS ENGLISH LANGUAGE LEARNING,

LANGUAGE LEARNING HABITS, AND LEARNING-ON-THE-GO BEHAVIOR
Janpha Thadphoothon
Dhurakij Pundit University, Bangkok, Thailand
janphadpu@gmail.com
ABSTRACT
This paper discusses the relationship between the students’ attitudes towards English language learning,
their language learning habits in general, and their learning-on-the-go (LOTG) behavior. This
correlational study relies on the data from 38 Thai undergraduate students in Bangkok, Thailand. They
were asked to answer the questionnaires on their attitudes towards English language learning, their
learning habits, and their learning-on-the-go behavior. In addition, their self-reported LOTG behavior was
also analyzed. The data collection was done in March 2018. The data obtained were analyzed using
basic descriptive statistics and the qualitative data were analyzed using content analysis. The results
showed that the majority of the students had positive attitudes towards language learning (Mean= 4.60).
However, their-learning-on-the-go behavior was found to be at the moderate level (Mean = 3.05). Their
effective language learning habits were also found to be at the moderate level (Mean =2.77). We found
a significant relationship between their attitudes towards English language learning and their learning-
on-the-go behavior (r= 0.54). Their LOTG behavior and their language learning habits were also
significantly related. Some implications of the findings are also discussed.
KEYWORDS
Attitudes towards English Language Learning,
Learning-on-the-go Behavior, Effective Language Learning Habits
THE INSIGHTS OF TEACHERS AND STUDENTS AND THE CHALLENGES THEY FACED DURING
THE IMPLEMENTATION OF THE DUAL LANGUAGE PROGRAMME (DLP)
Indira Malani Munusamy & Edwin Moses

Universiti Tunku Abdul Rahman (UTAR)
indiram@utar.edu.my & edwinmoses@1utar.my
ABSTRACT
This study aims to identify the insights of teachers and students and the challenges they faced during
the implementation of the Dual Language Programme (DLP). This study focuses on two research
questions. This research is also to increase teachers’ and students’ level of motivation, confidence and
interest. This study has addressed various matters and issues related to the Dual Language Programme.
The relationship between challenges and perceptions were studied. The data were collected using a set
of questionnaires as a research instrument. A questionnaire set contains three parts, Part A, Part B and
Part C. Part A is related to participants’ background information, Part B is related to their views on the
implementation of the DLP and Part C is to explore the problems they encountered during teaching and
learning session. A semi-structured interview also was carried out to find out challenges experienced by
teachers during the implementation of the Dual Language Programme. A total of 60 DLP students from
Sekolah Menengah Kebangsaan Tinggi Klang and Sekolah Menengah Kebangsaan Meru were selected
as the respondents. Furthermore, this study consisted of 4 teachers who were teaching Mathematics
and Science subjects. The data collected were analysed using percentage. The result shows that the
students and teachers have a high positive perception towards DLP policy. Most of the teachers agreed
to the benefits of DLP being introduced. Most of the students command of the English language still far
from the satisfactory stage. The challenges that teachers and students faced were at high level. Some
of the teachers prefer PPSMI policy whereas others prefer DLP policy.
43
MERDEKA FUN FAIR AND EXHIBITION 2018
Chelvi Ganesan
SMK Pusing, Perak, Malaysia
chelviganesan81@gmail.com
ABSTRACT
This project based learning was conducted among 80 students studying in Form Two, aged fourteen to
fifteen year olds. It stands out to be the highlight of all their presentation based tasks throughout the year.
Through this project, students will be practising their speaking skills while boosting their confidence in
communicating outside of English lessons. The theme chosen was Independence. This is in conjunction
with August 31st being the National Day of Malaysia. Students were to hold an exhibition, and organize
fun fair based games which are all related to Malaysia. School administrators, teachers and students
were invited to participate. This project applied gallery walk and games which increased the knowledge
of the students as well as participants, through fun activity. Presenter acted as a facilitator guiding the
learners as they progress in their preparation and implementation of this project. This is a method which
supports the 21st century learning methods to encourage learners to be more involved in their learning,
as well as providing autonomy for learners. In addition, this activity is also supports the Highly Immersive
Programme (H.I.P) by the Education Ministry. It is hoped that this project would further motivate students
to continue communicating in English.
THE USE OF ABBREVIATIONS AMONG POSTGRADUATE STUDENTS

IN A WHATSAPP STUDY GROUP
Mahdi Nadhim & Iman EL Kari

University Putra Malaysia (UPM)
mahdinadhim94@gmail.com
ABSTRACT
The use of English language in WhatsApp messages reflects variations with regard to communicative
function and use. Its linguistics features have a specific code when used in mobile-mediated
communication among the Arab texters. This study aims to identify the variation of use of abbreviations
in WhatsApp messaging language between Arab postgraduates and its communicative functions. The
study intended to analyze the use of abbreviations on WhatsApp in terms of their use and communicative
function. Herring's (2004) approach of "Computer-Mediated Discourse Analysis" (CMDA) was used to
study and identify the use and functions of abbreviations in WhatsApp. Data were collected from
WhatsApp chat group of Arab postgraduate students enrolled in a Master’s program at UPM. The
WhatsApp messages were analyzed for the occurrence of abbreviations. The findings of this study
showed the communicative functions and use of abbreviations. Finally, this study represents a step
toward improved understanding of how technology can better define the nature of human linguistic
interaction.
MALAYSIAN ESL UNDERGRADUATES’ KNOWLEDGE ON ACADEMIC WORD:

WHAT THE STUDENTS KNOW, VERSUS WHAT THE TEACHERS EXPECT
Nur Ainil Sulaiman & Khazriyati Salehuddin

nurainil@ukm.edu.my & khazudin@ukm.edu.my
ABSTRACT
University students in Malaysia must equip themselves with extensive English vocabulary to excel in
their studies due to the fact that most academic reading materials are in English and that students are
also required. Hence, knowledge of English academic words is important to ensure that learners can
comprehend the academic texts, particularly those that are meant for university level. Academic
vocabulary enables learners to analyse, infer, and provide conclusions in the texts they read, write, or
44
listen to, regardless of their disciplines. To date, few studies have examined the vocabulary knowledge
and size of Malaysian undergraduate students and none of them have compared what English course
instructors know about their students’ English vocabulary knowledge with the English vocabulary
knowledge that the students actually possess. Such information is crucial because the vocabulary lists
that are taught in English classes are usually based on instructors’ assumption of what their students
don’t know. Thus, this study compares Malaysian ESL undergraduates’ knowledge of academic
vocabulary with their course instructors’ assumptions of what they already knew. This study makes
reference to Academic Word List (AWL) compiled by Coxhead (2000) which consisted of 570 words
families commonly used in academic texts in the disciplines of arts, commerce, law and science were
used to develop questionnaire to achieve this end. The questionnaire was distributed to first year
undergraduates with different levels of proficiency, from a university in Malaysia and also to their
respective English for Academic Purpose (EAP) course instructors. The findings of this study will
particularly help future EAP course instructors to design their course so that they can equip the
undergraduates with the right vocabulary knowledge for their students’ academic endeavour.
KEYWORDS
AWL, Academic Word, ESL Undergraduates, EAP
BIODATA
Nur Ainil Sulaiman is a doctoral student at the Faculty of Social Science and Humanities, Universiti
Kebangsaan Malaysia. She is currently teaching at Faculty of Education, Universiti Kebangsaan
Malaysia and her areas of interest are second language reading and vocabulary acquisition.
Khazriyati Salehuddin is an Associate Professor and Psycholinguist at the Faculty of Social Sciences &
Humanities, Universiti Kebangsaan Malaysia. Her areas of interest are psycholinguistics, language and
cognition and developmental psychology. She has lead several research groups related to the area, and
has published several journal articles, book chapters and a monograph on the area.
EXPLORING THE USE OF JOLLY PHONICS METHOD IN IMPROVING YEAR 1 PUPILS’ CVC
READING SKILLS: AN ACTION RESEARCH
Aamirah Aiza binti Zakaria, Mohamed Amin Embi & Harwati Hashim
Institut Pendidikan Guru (IPG) Kampus Perempuan Melayu, Melaka &
aamirahaiza@yahoo.com
ABSTRACT
Reading is one of the most crucial skills to be mastered in learning English Language. Having the ability
to read fluently and accurately is one of the problems encountered by pupils who learn English as a
second language in schools. This action research was carried out to explore the use of Jolly Phonics
method in improving the Year 1 pupils’ CVC reading skills. 9 Year One pupils from a suburban school
were chosen as research participants. The result of the document analysis and observation found that
they have difficulties in sounding, blending and segmenting the sounds in a word. The methods for data
collections were observation, document analysis and interview. Data gathered from the intervention
sessions were triangulated and analysed descriptively. Generally, the research result proved that the
intervention used manage to improve pupils’ abilities to sound, blend and segment letters in order to be
able to read better.
KEYWORDS
Sounding Letters, Blending Letters, Segmenting Letters, Reading Skills, Jolly Phonics Method
BIODATA
Aamirah Aiza binti Zakaria graduated from the Institut Pendidikan Guru (IPG) Kampus Perempuan
Melayu, Melaka. She is an English teacher who is currently teaching in Sekolah Kebangsaan Bukit Jana,
Kamunting, Perak. This is her second year teaching at the present school. She is currently doing her
master’s degree in Universiti Kebangsaan Malaysia (UKM) under the M. Ed. TESL programme. She can
be contacted at aamirahaiza@yahoo.com.
45
EXPLORING THE USE OF REAL LIFE PHOTOGRAPHS IN

IMPROVING PUPILS' DESCRIPTIVE ESSAY
Lee Yan Di, Mohamed Amin Embi & Harwati Hashim

yandi91@gmail.com
ABSTRACT
Writing has always been considered as one of the most important skills in acquiring a language.
However, in Malaysia, it is found that pupils exhibit low competence in writing skill. The aims of this study
were to explore whether the usage of real life photographs will be able to help the students in improving
their descriptive essay and their implications it presents for pupils. This study was designed as an action
research where visual aids were used during lessons. Pre-test and post-test were conducted to check
on the effectiveness of the usage of pictures. The findings of this study suggest that photographs have
a positive impact on the pupils’ writing ability. Real life photographs allowed them to generate ideas in a
creative way and subsequently improving their descriptive writing. Besides, it also shows an increase in
pupils’ motivation in writing descriptive essay. It is shown that all the participants achieved tremendous
improvement after the intervention. The findings of this study may be beneficial to ESL teachers in
improving teaching quality which in turns prepare knowledgeable citizens for the betterment of society
and nation.
KEYWORDS
English as Second Language, Visual Aids, Descriptive Writing, Writing Skill, Multimedia
BIODATA
Lee Yan Di obtained her engineering degree from University Technical Malaysia Melaka since 2015.
Although not having any educational background, she is interested in teaching and is currently pursuing
her master degree at Univeristi Kebangsaan Malaysia (UKM) majoring in TESL. Whilst working full time
as an engineer, she also volunteers to teach English during her free time and weekends.
PUBLIC SPEAKING MADE SIMPLE
Khayma Latha A/P Balakrishnan

Raffles College of Higher Education
khaymalatha@gmail.com
ABSTRACT
Speaking in public is often a struggle for students as they find it tough to express their thoughts in front
of an audience with confidence. Teachers often find coaching public speaking as not an easy task as
students look upon public speaking with apprehension. This poster highlights a few guided activities to
help students overcome their fear and apprehension for public speaking. Group activities and individual
speeches that are prompted with WH guide questions are some of the best ways to help students gain
confidence with speaking in public. Public speaking can be fun and simple, for both teachers and their
students.
46
THE 12 TH MALAYSIA
ON ENGLISH LANGUAGE
SHAPING NEW
PAPER
ABSTRACTS
47
HOW REAL WORLD INTERVIEW REFLECTS STUDENTS’ PERCEPTIONS

TOWARDS ORAL COMMUNICATION
Nurul Nazira Hamzah & Hamzah Md Omar

Universiti Malaysia Sabah (UMS), Malaysia
nurulallyhamzah@gmail.com
ABSTRACT
This study investigates how students with low/weak proficiency perceive about their oral communication
challenges/struggles/dilemma in completing their final project for UB00202 Oral Communication in
English (i.e., Interviewing Native/Second language speakers in the target language). A total of 30
students participated in this study using purposeful sampling. The students were required to present a
short reflective journal on their view of their project at the end of the semester to the teacher-researcher.
This project is a group project that requires team-work as its integral part. To tackle problems arising
from the teamwork, such as lack of involvement, free-rider and no show, their proofs of participation were
to be uploaded into UB00202 YouTube. Major findings indicate that students generally held a positive
view towards the idea of approaching native speakers to practice the English language. Although they
found the project to be frightening, they managed to complete their journey. Finally to maximize the
potential of the students, it is suggested that a need analysis should be conducted at the beginning of
the semester to understand the needs and preferences of students when using English orally both inside
and outside the campus, formal and informal use. Teachers should also try to utilize the potential of
mixed-ability group to enhance peer learning and sharing.
KEYWORDS
Speaking Skill, Interview, English, Oral Communication
PRAGMATICS AND TRANSLATION: A PRELIMINARY STUDY
Jumanto Jumanto, Raden Arief Nugroho, & Achmad Basari

Universitas Dian Nuswantoro, Indonesia
ilhamj@dsn.dinus.ac.id
ABSTRACT
This paper explores pragmatics and translation, i.e. application of potential aspects in pragmatics within
the actual practices of translation. This research is highlighting Indonesian-English translation practices
while slightly differentiating equivalencing from mere translating. Aspects like politeness, camaraderie,
rude situations, and awkward situations which are likely to exist in the formal and informal verbal text are
pragmatically considered to maintain in the translation process. Translation works by 101 undergraduate
students, which are based on a pragmatically-designed set of corpora, are researched. Equivalencing
here is meant to be a pragmatically-appropriate translation,. The result of this research expectedly
provides a sufficient account for translating practices on verbal text of various genres, and a clear account
for translating different formal and informal texts, i.e. contracts, news, speeches, dialogues, subtitles,
and others. This research theoretically applies aspects of negative and positive face, negative and
positive politeness strategies, respect and solidarity politeness, and politeness and camaraderie, with
elaborated types of hearer in the aspects of power and solidarity, in the translation practices. Empirically,
this research is promoting equivalencing in translation, i.e. how pragmatics effects in the translation
practices on potentially various genres of verbal text.
KEYWORDS
Pragmatics and Translation, Politeness, Camaraderie, Verbal Text, Genre Of Text,
Equivalencing And Translating
49
BIODATA
Jumanto Jumanto or simply Jumanto completed his Doctorate Degree, a PhD in Linguistics from
Universitas Indonesia in 2006. He is a senior lecturer of ELT and of Linguistics (Pragmatics) for graduate
and postgraduate studies since 1992. His most recent office is as Head of English Department, Faculty
of Humanities, Universitas Dian Nuswantoro, Semarang, Indonesia. His research interests include ELT,
pragmatics, discourse analysis, semiotics, translation practices, Cross-Cultural Understanding (CCU),
Cross-Cultural MisUnderstanding (CCmU) or Cultural Shocks, and verbal and non-verbal
communication. He is presently working on the projects of (1) Discourse, Context, and Text, and (2)
Distant and Close Language in Indonesian Context as well as within English-Speaking Interpersonal
Context. Scopus ID 57200086067.
Raden Arief Nugroho completed his Doctorate Degree from Universitas Sebelas Maret (UNS), Surakarta,
Indonesia, in 2017. He is a lecturer at the English Department and is presently the Dean of Faculty of
Humanities, Universitas Dian Nuswantoro, Semarang, Indonesia. His main research interests include
ELT, discourse analysis on business text, translation process as well as practices, visual impairment,
and translation for specific purposes, especially for the blind people by using the tool JAWS (Jobs
Assessed With Speech). Scopus ID 57197728773.
Achmad Basari completed his Master’s Degree from Semarang State University (UNNES) in 2007. He
is a lecturer at the English Department and is presently the Vice-Dean of Faculty of Humanities,
Universitas Dian Nuswantoro, Semarang, Indonesia. His main research interests include ELT, discourse
analysis on conversational text, translation process as well as practices, and translation for specific
purposes, especially for movie-text translation or movie subtitling.
HUBRIS OF CHALLENGING GOD IN SOPHOCLES’ OEDIPUS THE KING AND ANTIGONE
Teng Yee Ling Susan

Port Dickson Polytechnic, Malaysia
susan@polipd.edu.my
ABSTRACT
Greek tragedy evolved from religious rituals that stressed upon the sacrificial nature and the inevitability
of death. The hero in Greek plays has one tragic flaw (hamartia) that brings on the fall. This flaw may be
greed, ambition, jealousy, anger or desire for revenge. Quite often, the flaw is an incredible arrogance,
an overwhelming egotism that blinds the hero to reality; a flaw the Greeks called hubris. Since the Greeks
believed strongly in the power of their gods, the hero is often punished by the gods when arrogance
causes him or her to insult the gods or violate their laws. The gods’ involvement in the hero’s life proves
their existence and that life is not just a series of accidents. As the gods punish the hero, a paradoxical
movement often takes place. The hero, who fell because of some inner flaw, perhaps through pride
(hubris), is now humbled by pain, reduced to the nothingness of an outcast or obliterated in death and
yet is, at the same time, made nobler. The hero finds new values and new identity in suffering and is
raised in spirit to a higher plane. Facing his or her error, the hero rises in the fall. (Biays & Wershoven.
(1984)). This study is based on two of Sophocles’ plays; ‘Oedipus the King’ and ‘Antigone’. The core aim
of this paper is to examine and discuss the parallel fate both the characters; Oedipus, the protagonist in
‘Oedipus the King’ and Creon, the antagonist in ‘Antigone’ will endure resulting from presumptuous pride
or arrogance in these tragedies. In this study, I will highlight and discuss how ‘hubris’ will pilot the two
highly reputable kings to break divine commandments by challenging God which afterwards becomes
the characters’ hamartia (tragic flaw) that brings on the fall. Besides that, an in depth study on the
playwright’s background, Greek Theatre and the implications of both the plays towards education will be
discussed.
KEYWORDS
Hubris, Hamartia, Greek Theatre
50
BIODATA
Teng Yee Ling Susan is a lecturer at the General Studies Department, Port Dickson Polytechnic,
Malaysia. She has over 10 years of teaching experience and continues to enjoy working with students
from all levels on creative language projects like short story narrations, drama, role plays, designing
comic strips, singing, painting, modelling clay, dancing and field trips. Her field of interest is creative
English language arts in teaching and learning. Susan has conducted various English Language projects
at polytechnic and community college levels. She was last seen in a Christmas story telling session.
BREAKING THE SILENCE: SCAFFOLDING IMPROMPTU SPEAKING ACTIVITIES TO ENHANCE

ORAL PRESENTATION SKILL
Nurul Adillah Ramlan, Muhammad Nor Aiman Tugimin,

Nur Zaida Mohd Zain, Raihan Azwani Ibrahim, & Safwati Zakaria
Universiti Sains Malaysia (USM)
nurul@usm.my
ABSTRACT
The current study is an attempt to investigate whether scaffolding impromptu speech activities could help
ESL undergraduate students to perform better during oral presentation and reduce their speaking
anxiety. At the beginning of the study, the undergraduate students were asked to answer online
questionnaire on speaking anxiety experience while holding an oral presentation tasks or assessment.
38 ESL undergraduate students did the prepared impromptu speaking activities such as they have to do
self-video recorded, impromptu speech in group and online discussion. This intervention was carried out
for six weeks. After that, another online questionnaire on the effectiveness of scaffolding impromptu
speaking activities was distributed. However, we only received 25 responses from the participants.
Besides that, participants' views about the impromptu speaking activities were also examined through
focus group interview. The results of the study indicated that by scaffolding impromptu speaking activities
in ESL classroom, the students were able to reduce their speaking anxiety and enhance their oral
presentation skill.
BIODATA
Nurul Adillah bt Ramlan is an English teacher at School of Languages, Translation and Literacies,
Universiti Sains Malaysia. She graduated from the Universiti Kebangsaan Malaysia (UKM) with a BA
(Hons) English Language Studies and completed her postgraduate studies Master of Education
specializing in English Language Teaching in UUM, Kedah. Her research interests include second
language teaching, blended learning and CALL.
FACTORS INFLUENCING TEACHER SELF-DISCLOSURE

IN A MALAYSIAN ESL WRITING CLASSROOM
Paul GnanaSelvam & Napisah Kepol

selvam@utar.edu.my
ABSTRACT
Social constructivists posit that knowledge is acquired through social interactions. In the classroom, a
number of socio-communicative elements are known to impact the process of teaching and learning.
One aspect is teacher self-disclosure which has significantly promoted students’ affective learning,
motivation, participation, interest, affect for teacher and course, solidarity, affinity seeking behaviours
and out-of-classroom communication. Although there is abundant teacher self-disclosure literature
available, the investigations have concentrated mostly on gender differences; the communicative and
psychological outcomes of learners and teachers alike in the classroom and studies pertaining to ESL
environments, particularly second language acquisition are rather limited. This study, therefore, aimed
to find out factors that influence teacher self-disclosure in the Malaysian ESL writing classroom. One
51
tutor and 50 undergraduates from an academic writing course from a Malaysian private institution of
higher learning were selected through purposive sampling. Data collected through classroom
observation were analysed using the NVivo 10. The factors indicating the occurrences of teacher self-
disclosure in the ESL writing classroom fell within two major themes, instructional strategies and content
generating strategies. The results from this study demonstrate that teacher self-disclosure have
important implications for cognitive, instructional and learning strategies in the ESL writing classroom.
This study, therefore, concludes that teachers’ self-disclosure is a potentially useful instructional tool that
could enhance the teaching and learning of ESL writing in Malaysian ESL classrooms.
KEYWORDS
Content Generating Strategy, Instructional Strategy, L2 Writing Strategies, Teacher Self-Disclosure.
BIODATA
Paul GnanaSelvam is a Lecturer at Universiti Tunku Abdul Rahman, Malaysia. He is currently a
postgraduate candidate at Universiti Pendidikan Sultan Idris, Malaysia. His research areas are
instructional communication, educational psychology and Academic Writing. He can be contacted at
selvam@utar.edu.my.
Napisah Kepol is a Senior Lecturer in the Department of English Language and Literature, Faculty of
Languages and Communication, Universiti Pendidikan Sultan Idris, Malaysia. Her main research
interests centre on language teacher knowledge, teacher education and professional development,
grammar, and assessment. She can be contacted at napisah.kepol@fbk.upsi.edu.my.
DIAGNOSING WITH CARE: THE ACADEMIC LITERACY NEEDS OF THEOLOGY STUDENTS
Avasha Rambiritch & Linda Alston

University of Pretoria, South Africa
avasha.rambiritch@up.ac.za
ABSTRACT
the university, we have for a number of years offered an academic literacy module to students enrolled
in the Faculty of Theology. However, the consistently poor results obtained for the module necessitated
that further strategies needed to be put in place to support these students effectively. A first step in this
regard required that we determine the academic literacy needs of this group. This study will begin by
highlighting the results of the academic literacy test administered to these students to determine the
specific academic literacy abilities that needed further development. Effectively this study sees the use
of an academic literacy test as a diagnostic instrument aimed at providing feedback on the actual
language needs of students. Used as such, this study will show how, if used ethically and responsibly,
tests can point to the “love we have for others” (Weideman, 2007:53). The study is complemented by the
findings from a questionnaire completed by students to determine their perceptions regarding their own
academic literacy/writing ability. A brief analysis will be done to determine whether the current curriculum
for the module addresses the needs identified by the test results. The need for the level of care taken
with the design of the support we provide, be it for language tests or courses, is strongly influenced by
the theoretical framework outlined by Weideman (2017), which challenges those working within the field
of applied linguistics to consider important questions related to the solutions to language problems that
we present. Importantly, the framework that underlies this study proposes a responsible agenda for
applied linguistic work and proposes a set of technically stamped design principles for both language
tests and courses.
52
LANGUAGE AND GENDER: AN ANALYSIS OF DISCURSIVE STRATEGIES OF LEGITIMIZING

GENDER EQUALITY IN NIGERIAN NEWSPAPERS
Shehu Garba Maradun & Umar Ahmed

Abdu Gusau Polytechnic, Talata Mafara, Zamfara state, Nigeria &
Usmanu Danfodiyo University, Sokoto, Nigeria
shehumaradun@yahoo.com
ABSTRACT
This paper examines the many complex and subtle ways in which female authors articulated arguments
in support of gender equality and equity in Nigerian newspapers. It does so by employing the methods
of and insights from Wodak’s et al (1999) discourse-historial approach to Critical Discourse Analysis to
analyze 200 female-authored articles on gender published in five Nigerian newspapers namely: Daily
Trust, The Guardian, New Nigerian, The Punch, and The Vanguard from 1999 to 2014. The analysis
reveals that the authors have articulated arguments in support of gender equality using various discursive
strategies and linguistic features. It also shows that they made use of the topoi of religion, usefulness,
justice and human rights, democracy, and gender partnership to legitimize equal treatment of all genders.
The paper shows and indeed concludes that legitimation does not always serve as an instrument of
achieving domination and hegemony through discourse as other studies suggest (e.g. Chovanec 2010,
Oddo 2011, Breeze 2012) but, can also function as a powerful tool of resisting domination.
KEYWORDS
Discourse, Critical Discourse Analysis, Systemic Functional Grammar, Topoi, Discursive Strategies
BIODATA
Shehu Garba holds an MPhil in TESL and is a Chief Lecturer and Dean of the School of General Studies,
Abdu Gusau Polytechnic Talata Mafara, Zamfara state Nigeria. His research interests are in the areas
of applied linguistics and discourse analysis.
Umar Ahmed holds a PhD in Linguistics and is a Lecturer in the Deparment of Modern European
Languages and Linguistics, Usmanu Danfodiyo University, Sokoto, Nigeria. His research interests are in
discourse analysis and Teaching of English as a Second Language.
INSTRUCTORS’ ATTITUDE TOWARDS ENGLISH LANGUAGE: THE IMPLICATIONS ON THE

INSTRUCTORS’ INSTRUCTIONS IN KOLEJ POLY-TECH MARA BANGI
Ahmad Faizul Syah Mohd Sirat & Suliza Zainon Aznan

Kolej Poly-Tech MARA Bangi, Malaysia
saya6877@yahoo.com
ABSTRACT
This study investigated the instructors’ attitude towards English language and the implications on the
instructors’ instructions in KPTM Bangi. A number of 3 participants have been identified in contributing
the data for this study and these participants were among instructors majoring in business, accounting
and mathematics studies. They were initially observed during lectures and had been given a set of
questionnaire to answer afterwards. The findings from both observation and questionnaire were
contradicting where they were identified to possess positive attitude towards English Language yet
English language was not fully utilized during observations. Recommendations were also included and
discussed in this study.
53
THE INFLUENCE OF WHATSAPP APPLICATION AND VOCABULARY MASTERY TOWARDS

STUDENTS’ SPEAKING SKILL IN SMKS YP 17 CILEGON (EXPERIMENTAL RESEARCH)
H. Masrupi, Eva Yuliyanah, & Akhmad Baihaqi

Universitas Sultan Ageng Tirtayasa, Banten-Indonesia
masrupi@untirta.ac.id, Mr.qrider@gmail.com, & Misseve2728@gmail.com
ABSTRACT
This research aims at investigating the influence of using WhatsApp and vocabulary mastery toward
students’ speaking skills. The investigation is carried out in True Experimental Research using pre-test
post-test control design at SMKS YP 17 Cilegon, Accounting Department eleventh grade. the data is
processed by using two way Anova. Sample taken randomly. The sample taken from Accounting Class
eleventh grade consisted of 43 students. Accounting 1 for experiment class consisted of 21 students,
accounting 2 for control class consisted of 22 students. Pre-test and post-test were done for vocabulary
and speaking. The score for vocabulary test used multiple choice test while speaking score used
speaking rubric based on observation. The result of the data analysed by spss 24 are the media or
WhatsApp shows sig. 0,000 < 0,05. It means there is positive effect of using WhatsApp towards students’
speaking skill. While from the table of Vocabulary sig. 0,000 < 0,05 means, there is positive effect of
vocabulary mastery towards students’ speaking skill. The result of WhatsApp and vocabulary is sig. 0,043
< 0,05 means There is positive effect of using Whatsapp and vocabulary mastery towards students’
speaking skill. It can be concluded: 1) There is positive effect of using Whatsapp towards students’
speaking skill. 2) There is positive effect of vocabulary mastery towards students’ students’ speaking
skill. 3) There is positive effect of using Whatsapp and vocabulary mastery towards students’ speaking
skill.
KEYWORDS
Speaking skill, Vocabulary, WhatsApp Aplication
FOOD FOR ‘TAUGHT’: RECIPES FOR LEARNING VOCABULARY
Swagata Sinha Roy & Kavitha Subaramaniam

swagata@utar.edu.my & kavitha@utar.edu.my
ABSTRACT
Food has always been a major unifying factor for Malaysians from all walks of life. Whatever one’s
culture, ethnicity, race or religion, food creates bonds among the citizenry. So what if the pronunciation
of the ingredients and the end products are difficult and foreign? People are going to eat the food anyway.
In the present era of digital technology it is very easy to access any information such as recipes from
many sources. Therefore, to engage the students in the classroom, creative techniques can be applied.
In this paper, the researchers would like to look at the teaching and learning of recipes of popular breads
and cakes as an innovative way to grasp food-related words. Through the lens of language and culture
the following aspects will be discussed i) word-diversity where new vocabulary (relating to breads and
cakes) and word pronunciation are highlighted ii) semantics for the understanding of various ingredients
and iii) syntax for recipe making processes. The basis of this research is to enlighten learners about the
proper usage of words and language structure in regular activities such as baking and preparing meals
through a few bread and cake recipes. Learners can benefit from lessons that include facets of their day
to day life.
KEYWORDS
Food, Recipe, Word Diversity
BIODATA
Swagata Sinha Roy is from the Department of Modern Languages, Faculty of Creative Industries,
Universiti Tunku Abdul Rahman (UTAR), Malaysia. Her background is in Literature and her research
interests include literatures of the diaspora, movie adaptations of literary works and cultural studies.
54
Kavitha Subaramaniam is from the Department of General Studies, Faculty of Creative Industries,
Universiti Tunku Abdul Rahman (UTAR), Malaysia. Her background is in Anthropology & Sociology and
her research interests includes socio-cultural perspectives in film genres, textual analysis and qualitative
studies.
COMMUNICATING IN THE 21ST CENTURY – THE EMOJI MOVIE
Kavitha Subaramaniam & Swagata Sinha Roy

kavitha@utar.edu.my & swagata@utar.edu.my
ABSTRACT
Communication has evolved tremendously from the conventional to the new age digital media. From
simple words, text messages have now come to include various symbols and icons popularly known as
emoji. Emojis are now a familiar thing among all age groups and are used by practically everyone who
has access to social media platforms. In the light of the popularity of emojis, a 2017 film release entitled
‘The EMOJI Movie’ has captured the attention of audiences worldwide. In this paper the researchers
explore the nuances of communication through a textual analysis of the film. This film revolves around a
cell phone in which lives an emoji named Gene. The many adventures and misadventures of Gene in
the film introduces the audiences to numerous information technology (IT) terminology which is in
keeping with what today’s learners are supposed to be familiar with. Words like “textopolis, bots,
instagram, hacker, spotify”, etc are used in the film making it easy for the digital-literate audience to
connect to the characters and situations in the film. From the perspective of language and
communication, the following aspects will be examined i) language functions including the purpose of
conversation ii) expressions of emotion and thought and iii) identity construction. In the present education
scenario new literacies are the norm.
KEYWORDS
Emoji Film, Digital Communication, Language Literacy
BIODATA
Kavitha Subaramaniam is from the Department of General Studies, Faculty of Creative Industries,
Universiti Tunku Abdul Rahman (UTAR), Malaysia. Her background is in Anthropology & Sociology and
her research interests includes socio-cultural perspectives in film genres, textual analysis and qualitative
studies.
Swagata Sinha Roy is from the Department of Modern Languages, Faculty of Creative Industries,
Universiti Tunku Abdul Rahman (UTAR), Malaysia. Her background is in Literature and her research
interests include literatures of the diaspora, movie adaptations of literary works and cultural studies.
DIGITAL STORYTELLING: MOVING BEYOND THE TRADITIONAL CLASSROOM
Bawani Selvaraj
Universiti Teknologi MARA (UiTM)
wani190@yahoo.com
ABSTRACT
Digital storytelling is a relatively new educational approach that integrates the use of digital devices with
traditional storytelling methods. Storytelling is the original form of teaching which has been used to share
knowledge, wisdom and values whilst digital storytelling is a modern expression of an ancient art which
employs digital elements like texts, graphics, sounds and videos among others. This paper gives an
overview of digital storytelling, seven elements of digital storytelling and how it can be used to support
instruction by providing differentiated pedagogy that meets the needs and interests of learners as well
as challenges implementing it in a classroom. It is a simple yet powerful tool of teaching and learning for
both students and educators in order to make sense of a complex world. Aural, visual and sensory
elements encourage the use of multiple cognitive processes and digitally literate students are able to
55
identify, access, manage, integrate, evaluate, analyse and synthesise digital resources thus promoting
critical thinking skills. Digital storytelling promotes students’ engagement and reflection for self-directed,
project-based learning as well as gaining competence integrating technology with instruction, practice
and experimentation.
BIODATA
Bawani Selvaraj is a senior lecturer in the Language Department, Universiti Teknologi MARA. Her
research interests include critical thinking and alternative assessment. She has carried out researches
investigating critical thinking skills and academic reading among Malaysian undergraduates. Her current
project focuses on self-regulated learning which aims to promote independent learners.
USING E-MAIL AND BLOG TO IMPROVE ENGLISH LANGUAGE TEACHING AND LEARNING IN
INSTITUTES OF TEACHER EDUCATION IN MALAYSIA: A CASE STUDY
Kee Li Li, Abu Bakar Razali, Arshad Abdul Samad, & Nooreen Noordin
lilikee3530@gmail.com, abmr_bakar@upm.edu.my,
arshad@upm.edu.my, & nooreen@upm.edu.my
ABSTRACT
This is a qualitative case study research of using e-mail and blog to improve English language teaching
and learning in Institutes of Teacher Education Malaysia (ITEMs). The researchers used e-mails to
interact with the poet, Trevor Millum, to discuss the teaching of the poem Sad I Ams. Meanwhile, the
blog was used to obtain pre-service teachers’ feedbacks on their English language learning. The
researchers carried out the study on six female pre-service teachers in which they utilised two data
collection methods; 1) document analysis (i.e., e-mails and students’ works) and 2) focus group interview.
The researchers interacted with the poet to obtain information pertaining to the poem. Then, the
researchers introduced pre-service teachers to the poem via blog. The researchers modeled the process
of composing another version of the poem while the participants wrote their own poems. Findings showed
that e-mails enable scholars to interact and exchange information across the globe to enhance the
teaching of English language. Similarly, blog aids in pre-service teachers’ English language learning by
providing space and time for them to draft, revise and publish their self-composed poems. Enhanced
teaching practices are noticed among the researchers. The research also impacts the pre-service
teachers’ English language learning by providing them with highly engaging tasks and promoting deeper
understanding of using English language. Scaffolding provided firstly by the poet to the researchers and
then the researchers to the pre-service teachers increases motivation for both the researchers and pre-
service teachers to complete the teaching and learning tasks. The researchers believe that the utilisation
of email and blog should be carried out over a longer period of time to develop the English language
teaching and learning. A more interactive e-mail and blog usage incorporating collaboration among
poets, instructors as well as pre-service teachers may also be employed in further research.
BIODATA
Kee Li Li is an English lecturer at the Institute of Teacher Education, Tun Hussein Onn Campus, Johor,
Malaysia. Kee is currently pursuing her doctoral study in the field of Teaching English as a Second
Language in Universiti Putra Malaysia. Kee’s research interests are on ESL Writing, English Grammar
and Literature. Kee is the blogger of Like English & etc. Kee writes several Literature and Writing
reference books for secondary schools.
Abu Bakar Razali, Phd graduated from Michigan State University with PhD in Curriculum, Instruction,
and Teacher Education. Abu Bakar currently works as a senior lecturer at the Faculty of Educational
Studies, Universiti Putra Malaysia. Abu Bakar’s research interests are on the teaching and learning of
English as a second language, particularly in writing instruction and educational technology. Abu Bakar
is also interested in creative writing and popular culture in the teaching and learning of English as a
second language.
56
Arshad Abdul Samad, Phd holds a doctoral degree from Northern Arizona University, Arizona, USA, and
Master and Bachelor degrees from Indiana University, Bloomington, Indiana, USA. Arshad is a senior
lecturer and currently serves as the Director of Centre for Advancement on Language Competency and
a teacher trainer at the Faculty of Educational Studies, Universiti Putra Malaysia. Arshad’s research
interests are in the field of Teaching English as a Second Language, especially in grammar instruction,
language acquisition, and testing.
Nooreen Noordin, Phd holds a doctoral degree from Universiti Putra Malaysia in the field of Teaching
English as a Second Language. Nooreen is a senior lecturer at the Department of Language and
Humanities Education, Faculty of Educational Studies, Universiti Putra Malaysia. Nooreen’s research
interests are on language learning technology, content-based instruction and learning styles. Nooreen
has authored and co-authored several book chapters and journal papers. Nooreen was also the recipient
of the Vice Chancellor’s Fellowship Award for the Teaching Category in 2016.
ASSESSING THE INTERDEPENDENCE OF SECONDARY SCHOOL CERTIFICATE ( SSC) EFL

TESTING, TEACHING AND MATERIALS: AN EVALUATION OF SSC CURRICULUM
Mohammed Humayun Kabir & Noor Saazai Bt Mat Saad

International Islamic University IIUC, Bangladesh &
USIM, Malaysia
humayun002003@yahoo.com
ABSTRACT
Secondary School Certificate is a high-stakes test which is centrally arranged in Bangladesh. Despite
the introduction of Communicative Language Teaching since late 1990s in Bangladesh , CLT principles
are ignored in teaching and testing. Numerous studies report that SSC EFL tests have harmful backwash
effects which is a sign of the deviation from the SSC curriculum guidelines. It is further criticized that
students and their teachers extremely depend on commercially published Note/ Guidebooks although
there are two officially published textbooks. Present study was designed to appraise the interdependence
of SSC EFL testing, teaching and materials in the light of the guidelines of SSC English curriculum. In
this qualitative study we used three methods namely questionnaires, document analysis, past test papers
analysis to gather data. The analysis of the data revealed that SSC EFL tests devastatingly affect
teaching and overwhelmingly influence teachers and students when they select reading materials. It is
also found that neither the curriculum nor the education policy is followed in the classroom teaching. We
noticed a mismatch among the mandated curriculum guidelines, classroom teaching and the teaching
materials used. This study recommends some specific measures including the reformation of SSC EFL
testing.
BIODATA
I, Mohammed Humayun Kabir, Professor, Department of English Language & Literature and Dean,
Faculty of Arts and Humanities, International Islamic University, am a faculty member since 2000. Before
joining here, I have worked as an English teacher in School and College levels. I have published around
22 research articles at home and abroad in different peer reviewed journals and presented papers in 12
local and international seminars since 2001.I obtained MA in ELT from the University of Essex, UK.
Currently I am pursuing PHD in USIM, Malaysia.
57
IMPROVING STUDENTS’S SPEAKING SKILL THROUGH JUZZ ‘AMMA LITERAL TRANSLATION

STRATEGY ON ENGLISH DAY PROGRAM AT SMKN1 ANYER
Yudi Juniardi, Mas’iyah, & Akhmad Baihaqi

Sultan Ageng Tirtayasa University, Serang-Banten, Indonesia
Yjuniardi@yahoo.com, imazesemka@gmail.com, & mr.qrider@yahoo.com
ABSTRACT
This research aims at investigating the improvement of students’ speaking skill through Juzz ‘Amma
literal translation on English day program. The investigation is carried out in the Class Action Research
at SMKN1 Anyer, grade X, for Chemistry class. The using of Juzz ‘Amma Literal Translation is to improve
their English speaking skill so they can obtain a better score in speaking test. This study is carried out in
three cycles, first cycle was conducted in two meeting, second cycle was conducted in two meeting, and
third cycle was also conducted in two meeting. The result of each cycle showed the inprovement after
implementation of the action. The mean score of students before the action was 63 for all aspect. After
the process of implementation, this number increased. The main score after the action in cycle 2 was 75.
The mean score after the action in cycle 3 was 84. There is an improvement in using Juzz ‘Amma literal
translation to students’ speaking skill on English day program. It can be concluded that 1)There is a good
response in implementing Juzz ‘Amma Literal Translation 2)There is improvement in English
pronunciation through Juzz ‘Amma Literal Translation 3)There is improvement in English speaking skill
through Juzz ‘Amma Literal Translation
KEYWORDS
Speaking skill, Juzz ‘Amma Literal Translation, English Day
THE PORTRAYAL OF IDENTITY ON DISNEY CLASSIC FILMS OF PRINCESSES:

THE PRINCESS AND THE FROG, TANGLED & BRAVE
Minder Kaur Parthaman Singh

Faculty of Social Sciences and Liberal Arts, UCSI University
minder@ucsiuniversity.edu.my
ABSTRACT
Movies like Disney have been playing an important role in shaping a sense of identity especially in
children as they spend most of their time in front of the television. This study on the portrayal of identity
and identity change in princesses, will enable readers to further understand what the media portray to
young children nowadays. This would also encourage parents or readers to be aware of the characters
that are being conveyed to their children which would guide them to take upon positive identities. Hence,
this study aims to explore the portrayal of identity in the qualities of character and then change in social
and emotional identity in the three Disney Classic Films of Princesses, The Princess and The Frog
(2009), Tangled (2010) and Brave (2012). This research is a qualitative research paper based on content
analysis to determine the formulated research questions. The findings shows that there are three
common qualities of characters found among the three Disney princess. Moreover, there was also a
change in identity from the social and emotional aspect which all three of the princesses have portrayed
the change in identities differently.
BIODATA
Minder Kaur a/p Parthaman Singh is currently working at the Faculty of Social Sciences and Liberal Arts
in a private University in Kuala Lumpur. She is teaching Linguistics at the university. Her interests are in
the fields of phonetics and phonology, spoken discourse, written discourse and sociolinguistics. Prior to
this, she has worked as a secondary school teacher teaching English and a teacher trainer with the
Ministry of Education for 34 years.
58
STUDENTS' PERCEPTION IN USING VIRTUAL REALITY DEVICE IN ENGLISH CLASSROOM
Siti Norzaimalina Abd Majid, Rosnani Ismail, Hafizoah Kassim,

Asiah Kasim, & Aisyah Hanum Abu Bakar
Universiti Malaysia Pahang (UMP)
norzaimalina@ump.edu.my
ABSTRACT
Virtual reality technology has advanced immensely since 1990’s. The possibilities of utilizing VR in
various fields are endless. In language learning, VR is able to provide realistic environment to practice
language skills and also add fun to the learning. However, using virtual reality in language classroom is
relatively new in Malaysian educational setting. This study aims to explore the students’ perception in
using virtual reality device in English language classroom. Technology acceptance model by Davis
(1989) is used as the framework. 137 students participated in this survey through convenient sampling.
Data were analysed using descriptive statistics, correlation analysis and regression analysis. The
findings showed that intention to use virtual reality device was strongly influenced by perceived
usefulness. Overall, students’ perception on using VR in English classroom was positive.
KEYWORDS
Virtual Reality, Technology Acceptance Model, Language Learning
BIODATA
Siti Norzaimalina is an English lecturer at Universiti Malaysia Pahang. She obtained her Bachelor Degree
of Education (TESL) and Master of Arts (ELS) from Universiti Kebangsaan Malaysia. She is actively
involved in researches related to technology in teaching, ESL teaching and corpus linguistics. At the
moment, she is conducting researches related to using virtual reality device in teaching. She taught
English language courses to both ESL and EFL learners since 2012.
“IS THE STRATEGY TEACHABLE?” A TEXTBOOK ANALYSIS ON THE REPRESENTATION OF

ORAL COMMUNICATION STRATEGIES
Abid & Elsje L. Sambouw
Universitas Negeri Gorontalo, Indonesia
abid@ung.ac.id
ABSTRACT
In the English Department of Universitas Negeri Gorontalo, Indonesia, the Intensive Course (IC) textbook
plays a very important role in preparing students in their first year of undergraduate study. The textbook
is the main resource for them as it compiles materials on all aspects of language, such as listening,
reading, speaking, writing, grammar, and vocabulary. Although it seeks to help students and lecturers to
access learning and teaching materials from a single resource, the textbook seems to pose challenges
for both parties, especially for the students. We have noticed from the textbook that the presentation of
English oral communication was problematic. Many dialogs, for example, in speaking section, was
designed in a straight-forward way, with features of everyday English oral communication were
underrepresented. The study presented in this article, therefore, aims to examine how the textbook
represents oral communication strategies, viz. strategies that help learners find ways to overcome
particular communication breakdowns. Driven by a qualitative approach, data were collected mainly from
the textbook, and analysed using a content analysis method. The findings of the study suggest that
including oral communication strategies instruction into the textbook can provide students with much
opportunities to engage effectively in everyday use of English.
KEYWORDS
Oral Communication Strategies, Textbook Analysis, English Department
59
THE USE OF CONTENT-BASED INSTRUCTION IN THE EFL TEACHING CONTEXT TO IMPROVE

THE ACADEMIC ENGLISH LANGUAGE PROFICIENCY FOR NON ENGLISH MAJORED
STUDENTS
Le Quang Dung & Nguyen Thi Dieu Ha

Thai Nguyen University, Vietnam
lequangdung251174@gmail.com & dieuha.sfl@tnu.edu.vn
ABSTRACT
Content-based instruction (CBI) is not a new concept in the field of language teaching. Historically, this
approach originated from English speaking countries such as the US, Canada and European countries
where children of multinational immigrants study content subjects in English. It is “an approach to second
language teaching in which teaching is organized around the content or information that students will
acquire, rather than around a linguistic or other type of syllabus” (Richards & Rodgers, 2001, p.204). By
reviewing some linguistics, pedagogical rationales as well as principles for the application of CBI in
EFL context, we would like to propose some teaching models in which an English language instructor
can be a content teacher or language competent content teacher can play the role of a language teacher
or even a team teaching model. To put aside the issues of syllabus designs, material preparation, and
classroom procedures, the benefit of CBI is enomous in terms of improving academic English language
proficiency for non-English majored students.
KEYWORDS
Content-Based Instruction in EFL Context.
THE IMPACT OF MUSIC ON COGNITIVE FUNCTIONING

(EXPERIMENTAL RESEARCH ON EFL LEARNERS)
Syafrizal & Nurhaeda Gailea

syafrizal@untirta.ac.id
ABSTRACT
The researcher aims to describe the impact of music on cognitive functioning. The researcher is using
the classical music on cognitive functioning especially for writing skill on descriptive text. Identification of
problem: 1) what are the impacts of music on cognitive functioning of children in writing? 2) How is the
development of music on cognitive functioning of children in writing? The objectives of the paper
discussion are as follow: 1) to know the impacts of music on cognitive functioning of children. 2) To know
how is the development of music on cognitive functioning of children. Music can be used to impact on
cognitive functioning in writing. The researcher is using experimental researcher. The result score of
pretest of experimental class is 74.65 increasing to 83.8. Through the computing, t-test the researcher
also got the significance difference. The t-test for pretest is 0.79 and posttest is 0.95. The t-table in 5%
significance levels by using 38 dk is known 2.024. So this test lower that t-table pretest (0.79<2.2024),
and posttest (0.95<2.2024).
KEYWORDS
Music, Classical Music, Cognitive Functioning,
The Impact Of Music On Cognitive Function, Writing Through Music
60
SELF-EFFICACY TO MANAGE MANIC DEPRESSION IN JACQUELINE WILSON’S

THE ILLUSTRATED MUM
Florence Toh Haw Ching & Agnes Liau Wei Lin

Universiti Putra Malaysia & Universiti Sains Malaysia
florence@upm.edu.my
ABSTRACT
Jacqueline Wilson is a former Children’s Laureate (2005-2007) whose contemporary realistic children’s
novels resonate with her predominantly pre-adolescent and teen-girls readers. With over 90 titles
translated into over 30 languages, Wilson boasts a sale of two million books a year. As the only children’s
author to be conferred the title Dame Commander of the British Empire, she is also the most borrowed
writer in the British public libraries. However, in-depth analyses into her works are scarce as they are
only beginning to gain attention within the academia. The study fills this gap by reading Wilson’s The
Illustrated Mum (1999) using the concept of self-efficacy expounded by Albert Bandura in his work Self-
efficacy: The exercise of control (1997). The discussion focuses on how the fictional children learn self-
efficacy to manage the manifestations of their mother’s manic depression. This is achieved through
enactive mastery experience, vicarious experience, verbal persuasion, and improved physiological and
affective states. The paper suggests that contemporary realistic children’s novels such as Wilson’s are
useful materials to empower children in overcoming various life challenges including dealing with parents
suffering from mental health issues. It is therefore hoped that her works are included into the national
classroom reading list.
BIODATA
Florence Toh Haw Ching (Ph.D) is a senior lecturer with the Department of English, Faculty of Modern
Languages and Communication, Universiti Putra Malaysia. Her research interest focuses on
interdisciplinary studies involving literature for children and youth empowerment.
Agnes Liau Wei Lin (Ph.D) is a senior lecturer at the School of Humanities, Universiti Sains Malaysia.
Her areas of interest encompass the Teaching and Learning of Literature in English in Malaysian schools
as well as the idea of Emotion, Cognition and aspects of Philosophy in literary texts.
HUMOUR COMPETENCE:
A NECESSARY CAPACITY OF APPRECIATING HUMOUR FOR EFL LEARNERS
Tran Thi Ai Hoa

Khanh Hoa University, Vietnam
aihoatiti@yahoo.com.vn
ABSTRACT
Humour competence is the ability of the native speaker to pass judgement as to the funniness of a text
(Raskin,1985). With this definition, there is a wonder whether an L2 speaker can appreciate L2 humour.
To be considered the fifth component of the theoretical framework for communicative competence,
humour competence involves knowledge of the semantic mechanisms of humour, grammar, discourse
rules, communication strategies, social norms of language use, and world knowledge (Vega, 1990).
Humour competence is an important aspect of socio-linguistics for EFL learners to understand and
appreciate humour in English jokes in the English language classroom. In fact, differences in language
uses, cultures and society can cause obstacles for achieving humour competence. However, humour
competence can be taught. Actually, it is necessary to define exactly what knowledge is necessary to a
non- native speaker to process humour in L2 (Attardo, 1994). This paper is concentrated on an
application of Semantic theory of humour by Raskin (1985), scalar implicature of unqualified humour
support to humorous texts by Hay (2001) and pragmatic competence (Bachman, 1990) for formulating
EFL learners’ ability to appreciate humour in English jokes, making a remarkable contribution to a
pleasure in the EFL learning and teaching.
61
KEYWORDS
Humour Competence, Semantic Competence, Pragmatic Competence, English Jokes, EFL Learners
BIODATA
Tran Thi Ai Hoa is a university lecturer, who teaches English for tourist and pedagogical students at
Khanh Hoa University, Viet Nam. She has got the Ph.D degree which brings her to an expertise in the
English language teaching methodology, materials and curriculum development and pragmatic
competence. She also works as a TESOL trainer and an action researcher and attends conferences on
the relevant issues.
FOSTERING UNDERGRADUATE STUDENTS’ COMMUNICATIVE COMPETENCE THROUGH

CLASSROOM-BASED INSTRUCTION IN AN EFL CLASSROOM:
DOES MODE OF INSTRUCTION PLAY A ROLE?
Remart P. Dumlao & Kittipa Himmapan

Muban Chombueng Rajabhat University, Thailand
dumlaoremart25@gmail.com & kittipa@gmail.com
ABSTRACT
Competence feature prominently in daily routine of communication. Accordingly, teaching and learning
communicative competence should be primary concern in language education, including English
education. However, there is relatively little research on the role of instruction of communicative
perspective in fostering communicative competence. This study investigated the instructional effects of
teaching in four modes (Storytelling and Anecdotes, Arguments and Formal/Informal Debates,
Questioning and Interviews, Conversations). A seven- minutes oral semi-direct tape test was then
developed and administered. Thirty-six EFL learners equally distributed to four different modes. The test
consisted of 5 short information questions and 10 social situations to which the subject was requested
to respond. In carrying out the study, Pillar (2004 ) model was used , namely, overall impression,
communicative performance and paralinguistic elements. Concerning to significant differences among
the four competence-teaching modes, the one-way analysis of variance (ANOVA) was utilized.
Meanwhile, the reliability of the study was conducted on the raters wherein the reliability of the raters
was shown to be significantly high. The validity of the test was established by conducting face to-face
interviews with subjects prior to the taped tests. The results showed that degree association between the
overall ratings on the taped test and the overall ratings on the interview test was significant, though not
significant for individual criteria. Further, ANOVA results revealed significant differences among the four
competence-teaching modes. Discussions and pedagogical implications are provided in the paper.
KEYWORDS
Communicative Competence, Linguistics, EFL Classroom, Instruction
BIODATA
Mr. Remart Dumlao is an English Lecturer under Faculty of Education, Muban Chombueng Rajabhat
University, Thailand. He is currently pursuing his graduate studies in Applied Linguistics (ELT) at King
Mongkurt’s University of Technology, Thailand. His research interest includes discourse analysis,
language assessment, English language teaching, and teaching related topics.
Ms. Kittipa Himmapan is an English Lecturer under Faculty of Education, Muban Chombueng Rajabhat
University, Thailand. She is currently pursuing her post-graduate studies in Linguistics at Suan Sunandha
Rajabhat University, Thailand. Her research interest includes language testing, phonology, morphology,
and educational researches.
62
WHO I AM IS WHAT I DO:

A DYNAMIC VIEW OF PEDAGOGICAL CONTENT KNOWLEDGE IN GRAMMAR TEACHING
Norhakimah Khaiessa Ahmad, Arshad Abd Samad,

Abu Bakar Razali, & Fadzilah Abd Rahman
hakimahdgreat@gmail.com, arshad@upm.edu.my,
abmr_bakar@upm.edu.my, & dzila@upm.edu.my
ABSTRACT
Pedagogical content knowledge (PCK) refers to the knowledge and teachers’ action to adapt the content
knowledge into teachable forms. PCK was and still is very influential in research on teaching and teacher
education. However, as a static form of teacher knowledge, Shulman’s original view on PCK gives less
attention to the pedagogical action and social and cultural context. One major limitation of a static view
is it does not reveal the processes that have influenced the changes in teachers’ knowledge-in-action.
In contrast, a dynamic perspective of PCK no longer conceives it as tacit knowledge. Rather, it expands
the concept of content in PCK. Not only does the content refer to subject matter, it also entails the
knowledge of learners and self and knowledge of curriculum and context. A case study was conducted
to investigate how teachers perceive their sense of self and relate it to their actions in the ESL setting to
inform the interactions of teachers’ subject-specific knowledge and their instructional practice. This
paper will share the dynamic perspective of PCK, describe the components of PCK, provide some
examples of the components, and discuss how the interplay among the components is relevant for the
understanding of grammar teaching.
KEYWORDS
Pedagogical Content Knowledge, Knowledge of Learners and Self, Knowledge of Curriculum and
Context, Subject-Specific Knowledge
BIODATA
Norhakimah Khaiessa Ahmad currently works as a teacher educator at the Institute of Teacher
Education, International Languages Campus, Kuala Lumpur, Malaysia. She is a postgraduate student at
the Faculty of Educational Studies, Universiti Putra Malaysia. Her research interests include teacher
identity, English as a Second Language (ESL), and teaching grammar.
A CRITICAL ANALYSIS OF ENGLISH LEXICAL BORROWING

INTO MODERN BENGALI SHORT STORIES
Muhammad Azizul Hoque, Fariza Puteh Behak, Hazleena Baharun, & Jahangir Bin Sarwar
International Islamic University Chittagong,
Universiti Sains Islam Malaysia, &
The University of Chittagong
mdaziz79@gmail.com
ABSTRACT
English lexical borrowings into Bangla has become a common phenomenon in Bangladesh. Modern
Bengali short stories also exhibit a great extent of English lexis. The observation of the phenomenon has
motivated the present researcher to explore into them. The present study likes to follow a descriptive
methodology and employ lexical analysis of the texts. 5 Bengali short stories of modern period are likely
to be selected for document analysis. The findings are expected to show the depth and breadth of English
lexis with their consequent impact on Bangla in modern Bengali short stories by means of borrowing,
code-switching, code-mixing and transliteration. Consequently, the researchers think, many English
lexical borrowings are gradually getting incorporated into Bangla in Bangladesh. In many cases, they are
add-ons to Bengali lexical stock, while in many other cases they are substituting Bengali equivalents.
Thereby, this phenomenon may yield mixed impacts – lexically both enriching and diminishing Bangla.
63
The study likes to recommend to find ways to monitor English borrowings for enriching and safeguarding
the rich tradition of Bangla in Bangladesh, particularly in literary texts like short stories.
KEYWORDS
Impact, Borrowings, English Lexis, Modern Short Stories, Bangladesh
BIODATA
Muhammad Azizul Hoque is currently working as an Associate Professor in the Department of English
Language & Literature at International Islamic University Chittagong. His career of teaching at
International Islamic University Chittagong commences in 2006 as a Lecturer, in 2012 as an Assistant
Professor and in 2018 as an Associate Professor. His research interests include language and dialect,
endangered languages, language contact phenomena, code-switching, code-mixing, lexical borrowing
with special reference, English literary texts from the Islamic perspective. He is currently doing PhD at
USIM with a concentration in English lexical borrowings into Bangla in Bangladesh.
ENGAGING ENGLISH LANGUAGE LEARNERS THROUGH THE USE OF GOOGLE CLASSROOM
Noor Idayu Abu Bakar & Nooreen Noordin

bungacengkih77@yahoo.com
ABSTRACT
Learners who are engaged in learning are likely to demonstrate higher achievement; thus, learner
engagement should not be limited only to the classroom walls. In language learning, online technology
can be used as a medium to develop communication skills among learners in the real time (Riasati,
Allahyar, & Tan, 2012). Existing research shows that virtual classrooms have been adopted by educators
to maintain interactions and communication with students, outside the traditional classroom (Dicicco,
2016). Drawing from a larger study on the effects of project-based learning, an approach often associated
with learning in an extended learning period outside the classroom with real-life exposure, this paper
reports on the implementation of Google Classroom among learners who were enrolled in a
Communicative English course at a TVET institution of higher education. It explores the instructional
procedures and learning activities employed in Google Classroom as a strategy to engage learners in
the learning process outside the traditional classroom. Teaching documents consisting of teacher’s
lesson plans and assessments’ record were examined while students’ tasks, entries and responses in
Google Classroom were observed to gather data for this study. The study also investigated the uses,
pros and cons of using Google Classroom from the ESL learners’ perspective, gathered using a
questionnaire. This paper should be of interest not only to English language educators, but also anyone
with general interests in blended learning.
KEYWORDS
ESL learners, Tertiary level, Communication skills, Blended learning, Google Classroom, TVET
DEVELOPING MULTIMEDIA E-BOOK ON THE NARRATIVE TEXT OF ENGLISH SUBJECTS FOR

SENIOR HIGH SCHOOL STUDENTS IN SERANG REGENCY INDONESIA
H. Masrupi & Rini Setyaningsih

Sultan Ageng Tirtayasa University
drmasrupi05@gmail.com, masrupi@untirta.ac.id, & rinis.28.rr@gmail.com
ABSTRACT
This reasearch aims to develop multimedia e-book on narrative text with the purpose to assist the
limitations of English language learning media which qualified and effective to the needs of senior high
school students in learning English subject especially on narrative text. A multimedia e-book was
developed to make the lesson more interesting. The research method is R and D (Research and
Development) with reference to the model of Borg and Gall. The quality result of multimedia e-book was
64
based on 3 aspects which investigated through questionnaires: 1) material qualities, which validated by
2 material experts of postgraduate lecturer majoring in English got average percentage gain 85.92%
categorized very qualified, 2) Media design qualities, through media design expert validation that
conducted by 2 lecturers of the Instructional Technology Program obtained aqualified category with the
average percentage 79.46%, and 3) The user qualification which reviewed by the students and English
teachers through the trial in a small group obtained average percentage 85.45% is categorized high
quality, and the result trial in large groups involving 50 learners from 5 different schools with the
acquisition of average percentage 88.79%categorized very qualified. The results of trials in large groups
by 13 English teachers who are members of the English teachers forum obtained an average percentage
86.98% categorized very qualified. The effectiveness of the developed multimedia e-book was studied
by comparing results of the pretest and posttest which analyzed through t-test, obtained significance
value 0.000 (0.000 <0.05) so it can be stated that there is significant difference between of students’
cognitive learning outcomes on narrative text before and after using multimedia e-book with The
difference score of pretest and posttest score is -31.375 where the average score of pretest 53.75 and
the mean score of posttest 85.13. Therefore it can be concluded that the products of multimedia e-book
on narrative text is qualified and effective to use as English language learning media.
KEYWORDS
Research and Development, Multimedia E-Book, Qualified and Effective
HOW SECOND LANGUAGE ACQUISITION AND CULTURE LEARNING AFFECT STUDENT

VISION OF ALTERITY: AN ANALYSIS OF INTERCULTURAL PERSPECTIVES ON THE VOICE
Jillian Bradley Centi

University of Darby, UK
centij@gmail.com
ABSTRACT
The central axe of this essay is the inextricable connection between language and culture, using Whorf’s’
principles of linguistic relativity hypothesis (Worf. 1956) as a theoretical base and conceptual framework,
language gives meaning to the world by defining our vision. The colonizing principle of this case study is
to examine perceptions of alterity within a group of Arabic speaking university students at the University
of Nizwa in Oman. Focusing on an extra-curricular program called Voice, to analyze intercultural
perspectives and verify, if and how second language acquisition and culture learning affect student vision
of alterity. My enquiry disclosed notable information on two semantic levels: classroom arrangement and
the balance between emic and etic perceptions of cultural variance.
KEYWORDS
Language, Culture, Learning
AN ACTION RESEARCH ON THE USE OF ‘DIAMANTE’ POEM

TO ENRICH PUPILS’ KNOWLEDGE ON VOCABULARY
Hairil Faiz Noor Fuad

SK Kapulu, Tenom
hairilfuad@gmail.com
ABSTRACT
The purpose of this action research is to investigate the effect of using ‘Diamante’ Poem to enrich pupils’
knowledge on vocabulary. It is also aimed to explore the views of pupils on the use of ‘Diamante’ Poem
to enrich pupils’ knowledge on vocabulary. This action research which was conducted in a rural national
primary school in Tenom involved pupils from the Level Two. Fifteen pupils were chosen as the
participants in the study which consisted of five girls and ten boys. This action researched used four
different types of data collection methods which were measurement, documents, observation and
interview. The instruments used were a vocabulary test administered as pre- and post-test, worksheets,
field notes and semi-structured interview questions. The findings showed that there was an increase of
65
22.9% in the mean percentage scores between pre- and post-vocabulary test. This indicated that the
‘Diamante’ Poem was able to enrich pupils’ knowledge on vocabulary. Likewise, findings also showed
that pupils had positive views on the use of ‘Diamante’ Poem to enrich pupils’ knowledge on vocabulary.
Hence, English teachers at primary level can use ‘Diamante’ Poem as a strategy to enrich pupils’
knowledge on vocabulary.
KEYWORDS
Diamante Poem, Enrich, Vocabulary
BIODATA
Hairil Faiz bin Noor Fuad is a young educator from the land below the wind, Sabah. He is the English
Head Panel and currently attached to a rural school in Tenom. He obtained his Bachelor of Teaching
(TESL) from IPG Kampus Keningau in 2015. Subsequently, he furthered his study and recently obtained
his Master of Education in TESL from Universiti Malaysia Sabah. His research interest includes English
language teaching methodologies and teaching and learning for the rural schools.
EXPLORING THE USE OF NETNOGRAPHY THROUGH STUDENTS’ RESPONSES OF SELECTED

MALAYSIAN ENGLISH FICTION
Kalai Vaani Rajandram

Taylor’s University
KalaiVaani.Rajandram@taylors.edu.my
ABSTRACT
In an era where teaching Malaysian Literature in English (MLIE) in Malaysian classrooms are becoming
more challenging given the growing psyche of its millennials, educators can sometimes be at a quandary
about the best way in which the subject matter can be approached. While there are multiple ways of
engaging these students, educators continue to feel that they have not been formally instructed on how
to read and study literature themselves. This can be seen to stem from the mainstream school of thought
where interpretations and meanings about gender, identity and culture, for example, are derived purely
from a textual analysis using post-colonial theories to frame readings. This has led to a certain amount
of anxiety and the feeling that one is ill-equipped to teach if the expected technicalities and know-hows
are not observed according to prescribed meanings and interpretations. This study explores another
possible way of reading and studying literature through new meanings and interpretations elicited
through students’ responses on selected Malaysian English literary work vis-a-vis Facebook. The
extended online discussion was carried out amongst 10 students from various degree programs in
Taylor’s University, Malaysia over a period of 6 weeks. They were asked to read 4 short stories and a
play as specified by the module. The exploration offered the educator a student-centred approach that
was focussed on opening the channels of communication, engagement and expression through a form
of Netnography proposed by Kozinets (2010). The nature of this study enabled the educator to co-
construct meaning alongside what students were saying about these works and how they were saying
it. This study reveals how an online platform for eliciting responses brings about new ways of reading
and studying text.
KEYWORDS
Malaysian Literature in English, Gender, Identity, Culture, Facebook, Netnography
BIODATA
Kalai Vaani Rajandram is a Senior Lecturer in Taylor’s University Lakeside Campus. Her specialization
is in English Literature with a special interest in Malaysian Literature in English (MLIE).She is currently
exploring the use of forms of Digital Ethnography in Malaysian classrooms where MLIE is taught.
66
MOODLE: A BUILDER OF LANGUAGE SKILLS, METACOGNITIVE AWARENESS AND LEARNER

AUTONOMY FOR ENGLISH LANGUAGE CLASSROOMS
Judith Nesamalar Tharumaraj & Kalai Vaani Rajandram

Taylor’s University
JudithNesamalar.Tharumaraj@taylors.edu.my & KalaiVaani.Rajandram@taylors.edu.my
ABSTRACT
Teaching and learning English has undergone a metamorphosis in terms of how the subject matter is
delivered and received. The use of Moodle as a virtual learning platform is not a new practice for English
language educators who facilitate language learning through traditional classroom pedagogies and web-
based instructional methods, or the otherwise known blended-learning. In fact, its usage is so widespread
that it has developed into a learning environment that has become a compulsory complement to teaching
and learning in many English language classrooms today. In this study, the researcher sets out to find
out how pre-university students from various majors in Taylor’s University, Malaysia, perceive Moodle as
a language learning avenue. It evaluates whether these students recognize the effectiveness of Moodle
in developing their English language skills, metacognitive awareness and autonomous learning. An
online survey was administered to capture their attitude and personal feedback on learning language
through various Moodle features utilized throughout the semester. The results of the research indicated
that the students acknowledge Moodle as a language learning platform and are affirmative in their
attitude towards how this platform builds metacognitive awareness and learning autonomy.
KEYWORDS
Virtual Learning, Moodle, English Language Skills, Metacognitive Awareness, Autonomous Learning
BIODATA
Judith Nesamalar Tharumaraj is a Lecturer in Taylors University. Her areas of interest include TESL,
communication skills and professional development. She is currently researching on 21st Century Skills
and use of digital technologies in teaching and learning.
Kalai Vaani Rajandram is a Senior Lecturer in Taylors University with a keen interest in teacher
education. She is currently exploring alternative pedagogies and the use of digital technologies in the
Malaysian classroom.
REVISITING THE LIMINAL WESTERNISED MUSLIM MALAYS IN

THE ENEMY IN THE BLANKET BY ANTHONY BURGESS
Ida Baizura Bahar, Kamariah Kamaruddin, & Pabiyah Haji Maming

Universiti Putra Malaysia
idabb@upm.edu.my
ABSTRACT
The second installment of The Malayan Trilogy (1964), The Enemy in the Blanket (1958), an English
literary text by Anthony Burgess (1917-1993), is written with the colliding of cultures and clashes of
religions as the central themes, and is believed to have been undermined in Malaysian scholarship. Set
in pre-independence Malaya, Burgess is part of a number of Western writers who had actually lived in
their fictional settings where the literary continuation of this group of writers has been ignored for a long
time and has not appeared in anthologies or class syllabi in the Malaysian academic context. As
scholarship on the Muslim Malay characters in Burgess’ novel is still overlooked in terms of scholarly
value and overlooked in terms of its Islamic and Malay ethnicity discourses, we argue, in this paper, that
Burgess has addressed a conundrum still faced by current Muslim Malay society: the pre-independence
Muslim Malay characters in The Enemy in the Blanket are conflicted; trapped in a state of betwixt and
between being a Muslim, and of a Westernised lifestyle which, more often than not, oppose each other.
Thus, we examine Burgess’ portrayals of the Muslim Malay characters that, despite proclaiming
themselves as Muslims, adopt a Westernised lifestyle and appear to be in a quandary with regards to
their Islamic beliefs and practices. As methodology, we utilised Victor Turner’s concept of liminality (1967)
67
as our conceptual framework to analyse scenes in the novels which depict such binary opposition.
Findings demonstrate that the Muslim Malay characters in the text are caught in an endless dilemma
due to the heavy influence of the British colonisation of Malaya, the period in which the text is set;
especially in finding the right transcendental balance between their belief, as Muslims, and their choice
of cultural practices, the Westernised lifestyle.
KEYWORDS
Anthony Burgess, liminality, The Enemy in the Blanket, Westernised Muslim Malay characters
BIODATA
Ida Baizura Bahar (PhD) is a Senior Lecturer at the Department of English, Faculty of Modern Languages
and Communication, UPM Serdang. Her research areas are English Literature, English and Malay
literary works on the Malay World and Comparative Literature, focusing on the socio-anthropological
aspect of literature. Her textual traditions were instilled and enhanced at Warwick, Nottingham, and
SOAS London, universities respectively.
Kamariah Kamarudin (PhD) is an Associate Professor at the Department of Malay Language, Faculty of
Modern Languages and Communication, UPM Serdang. She teaches Creative Writing and is an award-
winning author who specialises in modern Malay literature. Her research interests are in Islamic literature
and literary theory.
Pabiyah Haji Maming (PhD) is a Senior Lecturer at the Department of Foreign Languages, Faculty of
Modern Languages and Communication, UPM Serdang. She specialises in Comparative Literature,
specifically in Arabic and Malay Literatures. Her research focus is on Islamic discourse and cultural
studies.
USING SELF-ASSESSMENT FOR TEACHING WRITING TO YOUNG LEARNERS
Ni Luh Putu Eka Sulistia Dewi

Universitas Pendidikan Ganesha, Universitas Negeri Malang
ekasulistiadewi@gmail.com
ABSTRACT
Writing assessment requires the collection of data not only for the product of writing, but also the process
itself should be recorded since writing involves process approach. For this case, self-assessment gives
the students opportunity to be involved on the assessment process not only for the process but also it
finally would help students to predict their writing performance. By doing this while they are learning,
students will be trained to monitor their learning and making adjustment or correction for better result
(Earl:2013:31). For doing so, self-assessment could be done on-task and off-task. Butler and Lee (2006)
find that if self-assessment is administered in an on-task format, young learners can self-assess their
performance more accurately than they can in an off-task format. It is also related to Suzuki’s finding
(2015) that putting the students close to their experiential factors in the real context might contribute to
the better performance. Dewi (2018) finds that in spite of the different ability that young learners have in
assessing themselves, the on-task and off-task self-assessment bring no difference on the young
learners’ language performance. To give more elaboration, this paper would explain further about how
on-task and off-task self-assessments are implemented for teaching writing especially for young
language learners so that it would bring similar effect to their writing performance.
KEYWORDS
Writing, Young Learners, Self-Assessment, On-Task Self-Assessment, Off-Task Self-Assessment
BIODATA
Ni Luh Putu Eka Sulistia Dewi is a lecturer of English Language Education at Universitas Pendidikan
Ganesha, Bali, Indonesia. At the moment, she is a doctorate candidate, and she majors in English
Language Teaching at Universitas Negeri Malang, Jawa Timur, Indonesia. Language assessment and
teaching English to young learners are her topics of interest. Therefore, most of her research,
publications, and community services covered these areas.
68
USING DRAMA TO FACILITATE METACOGNITIVE READING SKILLS
Adibah Khalidah Tugiman & Noory Mashella Datu Mazinal

adibah.kt@gmail.com & fitty_89@yahoo.com
ABSTRACT
The ability to read with understanding has become an important skill in our society and in academic
settings in particular. Research has shown that to facilitate meaningful understanding of reading
materials, reading strategies such as previewing, contextualising, questioning, reflecting, summarising,
as well as comparing and contrasting need to be employed. Therefore, this paper will discuss how the
usage of drama facilitates language learners in achieving reading comprehension. The application of
mental imagery in this drama technique has been said to allow learners to add in little details the authors
have left unsaid which involving their metacognitive ability. This technique also touches on several
strategies in metacognitive reading skills such as making connections, visualizing and asking questions.
Activities such as Soundscape, Tableau and Thought-tracking are potentially able to encourage learners
to develop those skills. Hence, instead of assuming drama as a heavy activity to be done in classroom,
teachers may put an attempt on the activities mentioned earlier to help learners to develop their
metacognitive reading skills.
KEYWORDS
Metacognitive Reading Skills, Drama, Meaningful Understanding
BIODATA
Adibah Khalidah is a Master TESL student at the Department of Language and Humanities Education,
Faculty of Educational Studies, Universiti Putra Malaysia.
Noory Mashella is a Master TESL student at the Department of Language and Humanities Education,
Faculty of Educational Studies, Universiti Putra Malaysia.
KAHOOT! BEYOND CLASSROOM
Nur Atiqah Abdul Rahman & Quek Khai Xian

eeqah7@yahoo.com & khaixiann@gmail.com
ABSTRACT
Research shows that low-performing students have lower motivation to learn English as second
language. Utilising technology in learning has positive effects on students’ motivation to learn across
subjects. Kahoot! can promote self-learning by allowing students to focus on their weak points. Thus,
students can be in control of their own learning. In this study, Kahoot! Will be used as a tool of revision
for every day lessons in the classroom. Kahoot! is a free mobile application that allows teachers to upload
quizzes for students to do both in class and at home. The application is convenient as it automatically
records the students’ results each time they complete a quiz. Teachers can monitor self-learning
progress and completion of homework through their accounts via the Kahoot! website on a computer or
via the application on any mobile devices. It is suitable for low-performing students due to its simplicity
in design and students will also receive immediate response on their answers, contributing to its
practicality to be used by both teachers and students. This paper aims to explore the use of Kahoot! as
one of the many readily available free applications to encourage self-learning among low-performing
students in primary schools.
KEYWORDS
Kahoot! Self-learning, Homework.
69
BIODATA
Nur Atiqah Abd Rahman received her secondary education in Sekolah Menengah Sains Miri, Sarawak.
She obtained her Bachelor's Degree in TESL from Universiti Teknologi MARA and a Master's Degree of
Education in TESL from Universiti Putra Malaysia. She has been working as a langauge tutor at Asia
Pacific Language Centre for 1 year. Her research interests include technology in language teaching and
language assessment.
Quek Khai Xian received her secondary education in Sekolah Menengah Jenis Kebangsaan Katholik,
Petaling Jaya. She obtained her Bachelor's Degree of Teaching (TESL) from IPG Kampus Ipoh and a
Master's Degree of Education (TESL) from Universiti Putra Malaysia. She is a primary school teacher
and has been teaching in SJKC Kheng Chee, Puchong since 2016. Her research interests include
language interactive games and language assessment.
THE USE OF GAMES IN THE TEACHING OF GRAMMAR TO ENGLISH LANGUAGE LEARNERS:

A REVIEW OF PREVIOUS STUDIES
Aziza M. Ali & Sonia Dutta Gupta

zizielbakkush@gmail.com & soniadg935@gmail.com
ABSTRACT
This paper, the authors attempt to review the use of various types of games in regards to teaching
students on grammar. The study is based on Krashen’s Affective Filter Hypothesis which has
theoretically acknowledged the importance of identifying the use of games to keep the students
interested, engaged, and motivated in learning grammar in the second language and foreign language
context. The review paper explores 10 research studies. The authors seek to classify the different types
of games and its results in teaching grammar. The paper focuses on participants that range from young
learners to adult learners in the context of the English language classroom. The literature that has been
reviewed indicated that there are no significant differences in the results among the types of games used
in the classroom. At the same time, the reviewed literature indicated that the use of games to teach
grammar are effective to spark motivation and promote student engagement among learners in the
language classroom. The concluding results established that the use of games for grammar teaching
should be adapted in today’s English language classroom.
KEYWORDS
Krashen’s Affective Filter Hypothesis, Games, Grammar Teaching-Method
BIODATA
Aziza M Ali is presently pursuing her Master’s degree in Teaching English as a Second language (TESL)
at University Putra Malaysia. Her research interests include reading strategies, the use of literature in
English as a Second Language (ESL), and the use of games to enhance learning in the ESL context.
Sonia Dutta Gupta received her secondary education at SM (P) Treacher Methodist, Taiping, Perak. She
holds a bachelor degree in English language and Public Relations awarded by St Mark and St John
University (MARJON), Plymouth. She has been working as English tutor for almost two years. She is
currently pursuing her aspirations to be an English lecturer by obtaining a Master’s degree in Teaching
English as a Second language (TESL) at University Putra Malaysia. Her research interests include
reading strategies, the use of literature in English as a Second Language (ESL), and the use of games
to enhance learning in the ESL context.
70
UTILIZING MUSIC AND SONGS TO PROMOTE STUDENT ENGAGEMENT IN ESL CLASSROOMS
Daler Bokiev & Umed Bokiev Universiti Putra Malaysia (UPM)

daler_ob@yahoo.com & umed_ob@yahoo.com
ABSTRACT
One of the main challenges English language teachers face in their daily classes is to find creative ways
of sustaining their students’ interest in language learning, which can often be perceived as dull and
tedious. Music and songs, which have a universal appeal and ubiquitous presence in most people’s daily
lives, have all the prerequisites to become an effective teaching resource in this respect. However, this
useful resource appears to be underutilized by English language teachers, which is attributable to the
lack of understanding of its theoretical rationale and benefits. The present paper aims to examine the
role and potential of music and songs in English language teaching in the light of current literature.
Research findings suggest that the effective use of music and songs in language teaching has the
potential to address multiple intelligences, reduce anxiety, increase motivation, facilitate memory
retention and establish an affectively conducive learning environment. Moreover, music and songs can
be utilized to enhance the learning of almost every aspect of the target language, to develop cultural
awareness and to foster students’ creativity. Apart from adducing theoretical arguments and empirical
evidence in support of using music and songs in language instruction, the paper provides practical
suggestions for integrating music activities into ESL classrooms. It is hoped that a larger number of ESL
teachers will deem music and songs a valuable educational tool which they can use to engage their
students both affectively and cognitively, promoting enjoyable and effective language teaching and
learning.
KEYWORDS
Music, Songs, English Language Teaching, Student Engagement, Creativity
BIODATA
Daler Bokiev is a TESL master’s student at the Department of Language and Humanities Education,
Faculty of Educational Studies, Universiti Putra Malaysia. He is a graduate of the Faculty of
Communication, Istanbul University, Turkey. He has taught English and German to young learners for
over five years. His research interests include the use of music and technology in second language
teaching as well as vocabulary learning and grammar instruction.
Umed Bokiev is currently pursuing a master’s degree in TESL at the Department of Language and
Humanities Education, Faculty of Educational Studies, Universiti Putra Malaysia. He holds a bachelor’s
degree in educational science from University of Hagen, Germany. He received his initial education as
an English language teacher at Tajik State Pedagogical University. He has considerable experience of
teaching English, German and Russian in various contexts. Apart from multilingualism and second
language acquisition, areas of research he is particularly interested in language assessment and
professional development in ELT.
USING GAMES IN TEACHING GRAMMAR TO YOUNG LEARNERS
Elida Alexander Alibar & Yang Xueshuang

eaalibar@yes.my & yxueshuang@gmail.com
ABSTRACT
Teaching grammar to young learners has been a challenging task especially among low to moderate
proficiency L2 learners. Low vocabulary knowledge also contributes to the lower motivation in learning
grammar. Thus, there are a few research studies shows that using games in teaching grammar is
effective to young learners. This method does also help young learners to engage and integrate with the
language. Studies also suggest that using games in teaching grammar will encourage, entertain and
promote fluency of the young learners. This paper presents to further describe the different approaches
71
used by the teachers on using games, the selection of games and the proper planning of using games
in teaching grammar. Research findings suggest that games can also be used as another method to
make the instruction helpful for the learners to understand thus, giving a positive effect in creating a more
interactive and creative environment among the learners. In addition, this present paper aims to look at
how using grammar games can make the learning memorable, more communicative and promote
collaboration among the L2 learners, unlike the teaching method that focuses on terminology and rules
through skill-and-drill exercises.
KEYWORDS
Games, L2 Learners, Young Learners, Motivation In Learning Grammar
BIODATA
Elida Alexander Alibar received her secondary education in Sekolah Menengah Kebangsaan Saint
Joseph, Miri. She obtained her Bachelor’s Degree in Corporate Administration from UiTM Shah Alam
and became an English Language teacher after doing her KPLI course in IPG Ilmu Khas. Currently, she
is teaching in the national-type primary school, SJKC Tanah Merah Site A in Negeri Sembilan. She has
been teaching for eight years, particularly the level 2 pupils. She is pursuing her Master in TESL and her
research interests is in the area of writing proficiency, reading and pedagogical methods in teaching
English.
Yang Xueshang is a Master TESL student at the Department of Language and Humanities Education,
UPM. She is from China and this is her third semester, she is a private college English teacher in China,
so her research is focus on CET (it is a national College English Test in China).
LOOP INPUT: TO FOSTER CREATIVITY AMONG TEACHERS
Farah Diyana Ahmad Jefiruddin & Nur Fatin Nabila Abd Rahman
fdiyanajef@gmail.com & nabila.ans93@yahoo.com
ABSTRACT
The present paper aims to analyze the role, potential and advantage of loop input approach within the
context of teachers’ creativity and professional development. Loop input approach allows for experiential
learning where teachers replicate a lesson that will later be put to practice in their actual classroom and
experience it themselves for them to be able to reflect on their own practices. Research findings suggest
that at the reflective stage of loop input approach, teachers often recognize and point out the issues in
their own teachings such as time management, learning style and content of learning. This process of
reflection fosters metacognition and allows teachers to develop new knowledge and ideas as how to
approach their teachings more effectively with the learners in mind. The employment of loop input
perfectly captures teachers’ teachings in the clearest way possible. This approach plays with cognitive
skills which helps with teachers’ creativity and professional growth. In fact, experimenting and having a
clear idea of what the teacher expects from the learners is very important in producing a conducive
teaching environment. It is anticipated that the loop input, if implemented within Malaysian teacher
training context, will catalyst teachers’ creativity as well as professional growth through its capacity to
provide experiential learning and reflection on skills and competence.
KEYWORDS
Loop Input, Experiential Learning, Learning Styles
BIODATA
Farah Diyana Ahmad Jefiruddin is a Master TESL student at the Department of Language and
Humanities Education, Faculty of Educational Studies, Universiti Putra Malaysia.
Nur Fatin Nabila Abd Rahman is a Master TESL student at the Department of Language and Humanities
Education, Faculty of Educational Studies, Universiti Putra Malaysia.
72
USING DIGITAL STORYTELLING ON LANGUAGE LEARNERS: REVIEW PAPER
Fatimah Abdullah Abraheem & Muhammad Haziq Bin Ismail

fatima190081@yahoo.com & iamdeathgun1989@gmail.com
ABSTRACT
Digital storytelling is considered as an engaging teaching strategy which can be describe as the
integration of texts, images and sounds with unique narrative qualities to captivate, engage, and educate
students. This approach is relevant to teaching practice nowadays due to the growing interest in digital
literacy among younger generation of digital natives. This paper attempts to highlight the benefits of
implementing digital storytelling in language classrooms on two aspects; the nonlinguistic aspect as in
enhancing the critical thinking skills of students, developing their abilities to make cognitive linkage
between the previous knowledge and the new content, in addition to improving their confidence and self-
esteem. The nonlinguistic aspect is connected to improving the four language skills (listening, reading,
speaking, and writing), increasing the students` abilities to use grammar accurately and building up their
vocabulary. Implementing such promising pedagogical tool in the classroom setting can result in
increasing of the students` level of engagement in the class activities, and enhancing their
communicative skills by collaborating among themselves. It is a constant challenge for teachers to keep
the students` interest and attention, (DS) can assist the teachers creating a more engaging classroom
environment which provide the opportunities for students to use modern technology in their learning
which relate to their interest. Teachers should consider staying relevant to the teaching profession by
improving their own digital skills in today`s technological world, in order to make the shift towards digital
literacy and help their students use the language to become active language learners.
KEYWORDS
Digital Storytelling, Digital Literacy, Students` Level Of Engagement
BIODATA
Fatimah Abudullah Abraheem Aboubakar, is a Master TESL international student at UPM from Libya.
She holds a licentiate in Arts and education, majoring in English language from the Higher Institute for
teachers formation, Keklah Education College Gharyan Libya and currently perusing higher studies in
Education at UPM Malaysia. She worked as English language teacher for almost nine years at couple
of secondary schools ( The 2nd of March Engineering Secondary School and The 7th of April Secondary
School) at her hometown Gharyan in Libya. She works as teaching assistant since 2010 at University
of Aljabal Algarbi, English Language Department, Gharyan Libya. Her current research interests include
enhancing English language teaching and learning via technology.
Muhammad Haziq Bin Ismail is a Master TESL student at the Department of Language and Humanities
BRINGING FUN AND MEANING INTO GRAMMAR LEARNING: UTILISING ONLINE QUIZZES IN
ELEVATING STUDENTS’ MOTIVATION IN GRAMMAR LEARNING
Fatin Nur A’tiqah Mohamad Jamil & Mila Ezleenda Kanaruddin

fatin_nur_atiqah@yahoo.com & milaezleenda7@gmail.com
ABSTRACT
Popular culture materials are generally believed to have positive effects on grammar learning. This paper
is to focus on the method of using online quizzes able to motivates Malaysian student’s motivation in
learning grammar more effectively and meaningful. This paper will enlighten of how the prospects of
using online quizzes could help to motivate student’s interest and stimulates their memory to receive the
lesson more meaningfully. The adoption of this method may help to improve student’s performance on
73
the target grammar items. There are many positive and conclusive outcomes from using online quizzes
in the classroom instead of normal method, however there are still some issues that teachers and
students would face such as time constraint, internet connections availability and lack of computers or
teaching aids which are insufficient for the students that would lessen the motivation and enthusiasm of
both teachers and students. However, with the proper motivation to ensure that the students are able to
enjoy while learning grammar, this obstacles could be overcome with proper planning and preparations
before classes and with proper class management this method could be advantageous and rewarding
to students and teachers. Thus, our selected materials could be proven as an effective tool to help the
ESL learners with their grammar learning and the key point of this paper is to highlight the use of online
quizzes in normal English classroom as a productive and interactive learning and teaching method in
order to stimulate and motivate student’s interest and motivation in learning grammar.
KEYWORDS
Student’s Performance, Interactive Learning And Teaching Method
BIODATA
Mila Ezleenda Kanaruddin is a Master TESL student at the Department of Language and Humanities
Fatin Nur A’tiqah Mohamad Jamil is a Master TESL student at the Department of Language and
Humanities Education, Faculty of Educational Studies, Universiti Putra Malaysia.
DIGITAL LITERACY EMPOWERING ESL TEACHERS’ PROFESSIONAL DEVELOPMENT
Gunavathy Suppiah & Ong Chuin Yin

gunavathy@alpha.edu.my & chuinyin@gmail.com
ABSTRACT
Engaging with new technologies for communication, work and leisure has become parts of our daily live
in today’s digital age. For years now, technology has been playing a vital role in education as well. Digital
literacy is considered as a key requirement for the teachers to be functional in today's teaching
profession. However, teachers do not entirely perceive and understand what and how their digital
mindsets could affect their professional growth. Teachers should be aware of using technologies wisely
and get engaged in the online interactive platforms available in sharing their teaching practice.
Advancement in technology provides opportunities for learning processes as learners are able to access
into various form of information as well as share their ideas through the use of multi-modal
communication style. This paper aims to overlook at ICT as not only a teaching tool but a platform to
exchange knowledge among teachers or instructors. Teachers can then creatively produce and
contribute resources in their class. It is anticipated that by raising awareness among the teachers of the
importance of digital literacy, it will foster teachers' continuous and lifelong professional development.
KEYWORDS
Digital Literacy, Technology, Professional Development, Teacher Awareness, Education
BIODATA
Gunavathy Suppiah has received her secondary education in Sekolah Menengah Kebangsaan Taman
Sri Muda. She holds a Diploma in TESL and Bachelor Degree in TESL from Unisel and is currently
pursuing her Master Degree in TESL in University Putra Malaysia. She has been teaching in a private
college since 2016. Her research interest include technology in education and creative writing.
Ong Chuin Yin has been a primary school teacher since 2007. She did her undergraduate studies in
digital media at Multimedia University. She is currently pursuing her master degree in TESL at University
Putra Malaysia. Her research interests include language testing and assessment, and technology in
language teaching.
74
SOCIAL MEDIA: ENGAGING LANGUAGE LEARNING
Hanna Insyirah Mohd Sukri & Liyana Mustapha

insyirahanna@yahoo.com & liyana.mustapha@gmail.com
ABSTRACT
Most of youth nowadays have a problem of failing to perceive learning English as important as learning
other subjects and therefore, slowly losing interest to get engaged in English lessons. Since Instagram,
Twitter and other social media have been the main medium for them to express and share their ideas,
this paper will discuss how the usage of social media helps in engaging language learners to use the
target language in informal contexts. Today, teachers started to realize that some of these internet tools
such as Facebook, Instagram, Email, and others are very useful in promoting language skills among
students in schools. However, it cannot be assumed that students know the values of these tools in
promoting their language learning. This paper will specifically look at Twitter and Instagram, the two
major platforms of social media that are widely used among youth nowadays and adopt these mediums
as the main agent of engagement for students in using the target language. Thus, instead of teachers
looking at the negative side of social media, they should be creative and use it in class as a channel for
language learning and teaching and direct students to realize social network as a catalyst to improve
their English.
KEYWORDS
Social Media, Youth, Informal Context
BIODATA
Liyana binti Mustapha had obtained her Bachelor’s Degree in TESL from Universiti Putra Malaysia and
is now currently pursuing Master’s Degree in Education (TESL). She has experience teaching English
at secondary school and tertiary level. Her area of interest in teaching and research are language
acquisition and literature.
Hanna Insyirah binti Mohd Sukri is currently pursuing her Master's Degree in Education (TESL) at
Universiti Putra Malaysia and had obtained her bachelor degree in the same area from UPM as well.
She has experience in teaching English proficiency classes for both secondary and tertiary level
students. Her current research interest is in the implementation of cooperative learning strategies to
enhance language learning.
USING COOPERATIVE LEARNING APPROACH ON GRAMMAR LEARNING

IN AN ESL CLASSROOM
NurAzlina binti Md Aris & Nadhirah binti Azman

nurazlinamdaris@gmail.com & diraaz10@gmail.com
ABSTRACT
In English language teaching and learning, the role of grammar and how it should be taught in an ESL
classroom has long been debated and addressed. Grammar is the main component in any language
system, thus it plays a major role in the development of accuracy and fluency in the English language.
Research has shown that the traditional approach in teaching and learning grammar emphasizes on
individualistic and competitive learning. This has resulted in less interaction among students in the ESL
grammar classrooms. Recently, educational practices and grammar classroom strategies have shifted
to cooperative learning as it leads to the kind of learning that allows learners to learn the targeted form
through student-student interaction. A number of researchers agree that it fosters language acquisition
in ways that whole-class instructions be found lacking. This paper highlights the use of cooperative
learning as a creative solution in the teaching of grammar in ESL classrooms, its advantages as well as
75
disadvantages and whether it makes any difference to ESL learners’ grammatical competence. It is
anticipated that the structures of cooperative learning allow teachers to implement creative strategies to
teach the grammar concepts and increase students’ participation and engagement during the lesson.
KEYWORDS
Cooperative Learning Approach, Grammar
CREATIVE TEACHING APPROACHES IN READING FOR ESL LEARNERS AND HOW IT CAN
EMPOWER ESL TEACHERS’ PROFESSIONAL DEVELOPMENT
Sharon Ling Jie Jing & Annur Alisa Mohamed Ilias

sharonlingjiejing92@hotmail.com & annur_alisa@yahoo.com.my
ABSTRACT
Creativity is one of the approaches used for ESL learners and teachers. Creativity can improve learners’
approaches of learning and to discover ESL teachers’ strength in teaching. Studies have shown that
through creativity, ESL learners’ method of learning and to improve ESL teachers’ way of teaching can
improve. This paper will highlight the various creative approaches in the teaching of reading and their
effectiveness in developing ESL proficiency among learners and also to empower ESL teachers’
professional development. The presetners will also discuss the reasons for these approaches and when
these approaches are used among ESL learners and teachers. The presenters believe that by using
various approaches teachers will not only make communication more engaging, but also make learners
more creative in learning, as it also increases ESL teachers’ strength in professional development. This
paper will provide teachers with a repertoire of approaches to teaching reading skill which will be helpful
in developing ESL learners’ proficiency and empowering ESL teachers’ professional development.
BIODATA
Sharon Ling Jie Jing received her primary and secondary education at SJK © Methodist and SMK
Methodist, both schools at Sibu, Sarawak. She graduated in 2016 with a bachelor degree in Bachelor of
English With Communication at UniSZA, Gong Badak, Kuala Terengganu. She is currently pursuing a
Master’s degree in Teaching of English As A Second Language (TESL) at Universiti Putra Malaysia
(UPM), Serdang, Selangor. Previously, she worked at a vocational college at her hometown, Sibu,
Sarawak for three months as an English teacher and lecturer. She also taught at a tuition centre as an
English tuition teacher at her hometown in Sibu, Sarawak. Her current research interests are phonics,
creative approaches in teaching English As A Second Language (ESL), and the usage of technology in
teaching and learning.
Annuar Aliza Mohamed Ilias is presently pursuing a Master’s degree in Teaching of English aas a Second
Language at University Putra Malaysia (UPM) Serdang, Selangor. She has taught in schools and her
interest is in phonics and Critical thinking.
PROFESSIONAL DEVELOPMENT FOR TEACHERS IN 4C TEACHING

IN THE 21ST CENTURY LEARNING
Thamil Vaannen Kuppusamy & Mohammad Hilmi Zainal

tamiltls@yahoo.com & hilmiamy7@gmail.com
ABSTRACT
In education, the term Professional Development may be used in reference to a wide variety of
specialised training, formal education, or advanced professional learning intended to help administrators,
teachers, and other educators improve their professional knowledge, competence, skill, and
effectiveness. The focus of the Professional Development of teachers is to support professional
76
development activities that are of value to teachers of 21st century learning’s. These should be planned
and developed to improve student achievement and school results. Principals and eligible professional
employees should begin to collaborate on the upcoming school year’s PD once the school’s Action Plan
has been approved. 21st century 4C’s teaching for teachers focuses on critical thinking, collaboration,
communication and creativity to sustain the student engagement towards the 21st century learning
methodology. However, some teachers are incompetent due to lack of proper 4C training professionally
throughout their teaching career including their basic training before becoming a teacher. Teachers
should be physically involved and participate in comprehensive courses, trainings, workshops as well as
undergo assessments on the 4C’s element in higher learning institution to enhance the teacher’s skills.
These should be done or conducted by an expert in that particular field of study. Students will be able to
acquire the 4C’s skills from well-trained teachers who have accomplished the necessary skills that are
deemed necessary for today’s society. The implication of the PD’s method prepares the teachers
professionally to tackle the student of 21st century.
KEYWORDS
Professional Development Practices, 4C’s skills, 21st century teachers
BIODATA
Thamil Vaannen is a Master TESL student at the Department of Language and Humanities Education,
Faculty of Educational Studies, Universiti Putra Malaysia. He has many years teaching English Language
in schools. His interest are of research is in Critical Thinking and Professional Development.
USING VISUAL STIMULI FOR GENERATING IDEAS TO WRITE NARRATIVE-BASED ESSAYS
Zahid Ibrahim & Farahis Nur Azreen

i_zahid@ymail.com & farahisnurazreen@yahoo.com
ABSTRACT
Majority of Malaysian Form 5 students tend to choose factual-based or argumentative-based essay
because they think narrative-based writing is more difficult to be done in the first place. Students struggle
when it comes to writing in English. For a narrative-based question in the SPM Paper 1, students are
provided with an opening sentence for a story/narration or the closing sentence; they need to come up
with the rest of the story by themselves. The freedom of writing that this type of question provides means
Malaysian students will, at some point, encounter a phenomenon known as the “writer’s block”. As an
effective tool to enrich students’ vocabulary and ideas, visual stimuli have been used as teaching aids in
teaching and learning process to improve their reading and writing skills. Having Gardner’s Nine Multiple
Intelligences theory as framework, the present paper aims to look at how using visual stimuli/aids can
help to generate ideas for a narrative-based writing as compared to the traditional way of teaching writing.
Research findings suggest that the advantages and positive effects of using visual stimuli in helping
students to write Creative Writing essay outweigh the drawbacks and difficulties encountered by them.
Not only visual stimuli can help to lengthen students’ essay, but also yield such complementary benefits
as being able to motivate them in appreciating narrative texts, become platforms to use their higher-order
thinking skills and also bring out students’ creative side. It is anticipated that using visual stimuli, if
implemented as one of the syllabus compartments, will help students to write more-detailed narrative
essays.
KEYWORDS
Visual stimuli, Narrative-based writing, Writer’s Block, SPM Paper 1
77
NEEDS ANALYSIS IN ENGLISH ORAL COMMUNICATION OF PASSENGER SERVICE AGENTS

AT SUVARABHUMI AIRPORT
Phattharanit Pannuan & Nattha Kaewcha

Srinakharinwirot University, Thailand
phattharanit.pn@gmail.com & natthak@yahoo.com
ABSTRACT
This study aimed to investigate level of needs in English speaking and listening skills and identify the
needs in these two English skills of passenger service agents in Thailand with different work experience.
The participants in this study were 103 passenger service agents of many airlines working at check in
counter and boarding gate at Suvarnabhumi Airport, Bangkok, Thailand. A questionnaire was the
research instrument in this study. In term of speaking skill, this skill was highly needed when dealing with
passengers and apologizing when mistakes occur. However, in term of listening skill, being able to
understand passengers’ needs and wants was highly needed. Among the three groups of service agents
with different experience, all groups agreed that speaking skill was most needed for the task” dealing
with passengers and apologizing when mistake occur.” However, regarding listening skill, the groups
with 1-3 year and 4-6 year experience agreed to rate highest need on the tasks “able to understand
passengers’ needs and wants.” while the group with 6 year experience rated highest need on the tasks
“ able to understand what foreign cabin crews said.” and “able to comprehend what a supervisor assign
to do.”
COLLIGATING HOME LANGUAGE WITH ENJOYMENT AND HAPPINESS
Astri Yulia, Nor Azilah Husin, & Faiz I. Anuar

UNISEL & UiTM
dr.astri@unisel.edu.my, azilah@unisel.edu.my & faizwanuar@salam.uitm.edu.my
ABSTRACT
Research has well documented the benefits of books in life. However, not everyone has a similar
opportunity to book access. One of the reasons is the language they speak. There are more books in
English than any other languages; therefore, those who speak English have a higher chance to read
more books. In Malaysia—the melting pot of Asia, there are at least four major languages spoken at
home: Malay, Chinese, Tamil, and English. The natural diversity of the country allows us to test the
presumption of whether speaking English is associated with having access to more books. Besides, we
extended the research to link the language spoken at home with enjoyment and happiness that the
people experience. To conduct this study, the data were gathered from four different home language
groups (i.e., Malay, Chinese, Tamil, and English) across 12 municipalities in Selangor. A total of 1250
people participated in this study. The analysis was started by linking the home language with the number
of books available at home. The English speakers top the book possession chart (20% of the English
speaking participants have more than 200 books at home) followed by Chinese (8.5%), Tamil (8.4%)
and Malay (8.3%), in the same category. Additionally, we cross-tabulated the distribution of participants
between the home language and enjoyment; the result showed that those who speak English at home
experienced more enjoyment in life, followed by Tamil, Chinese, and Malay. Importantly, the linkage
traced between home language and happiness showed that the English-, Tamil-, and Chinese-speaking
participants were happier as compared to the Malay-speaking participants. The conclusion this research
has drawn is that by speaking English, the people of Selangor have more access to books; hence, they
are capable of feeling more enjoyment and being happier in life. This research calls for the English
educators and policymakers of the education system in Malaysia to be aware of the vital role in English.
It is not just an international language taught in schools, but English is the language in which most
knowledge and stories are written. Having access to books can facilitate the people to have a happier
life.
KEYWORDS
Home Language, English as A Second Language, Book possession, Emotion
78
BIODATA
Dr. Astri Yulia is a Senior Lecturer in the TESL Department of the Faculty of Education and Social
Sciences at University Selangor, Malaysia where she has been a faculty member since January 2017.
She is the coordinator for the PhD Programs in the faculty. Dr. Astri Yulia completed her Ph.D. in
Curriculum and Instruction at Texas A&M University in 2013 where she worked as editorial assistant for
Reading and Writing: An Interdisciplinary Journal and was also an instructor for undergraduate classes.
Dr. Astri has an experience working with children with reading and learning problems in which her job
was to identify the language difficulties the children faced, and then to design suitable instructional
material for the children. In research, she has been actively involved in investigating issues in the area
of language acquisition, literacy development, communication skills, assessments, and technology
adoption in education. She has also collaborated with researchers in other disciplines such as social
sciences, tourism, and business in which they studied about technology adoption. She has also served
on multiple conference and workshop program committees and is an active reviewer in two international
journals in the area of language acquisition.
ASSESSING ESL STUDENTS’ INITIAL LEARNING AND RETENTION OF BOTH SINGLE-WORD

UNITS AND MULTI-WORD UNITS BASED ON THE TASK INDUCED INVOLVEMENT LOAD
HYPOTHESIS
Tan Cheng Lee & Arshad Abd. Samad

chenglee060044@gmail.com & arshad-samad@yahoo.com
ABSTRACT
Vocabulary acquisition and learning for second language learners are considered vital to enable the
learners to attain a desirable language proficiency level. One of the means to predict and evaluate the
effectiveness of each vocabulary task in promoting the initial learning and retention of new words taught
that have been used widely by the researchers and practitioners is the Task Induced Involvement Load
Hypothesis (TLIH). The construct ‘Involvement’ which equals to the amount of mental effort put in by the
learners in this hypothesis is operationalized via three task-specific components known as “need, search
and evaluation”. According to TLIH, vocabulary tasks that carry higher involvement loads are assumed
to result in better retention. Previous studies have yielded conflicting results in relation to the accuracy
of TLIH in predicting retention of unfamiliar words. Most of the past studies using TLIH have also focused
mainly on single-word units. Thus, the major focus of this quasi- experimental study is to examine the
accuracy of TLIH in predicting the initial learning and retention of both new single -word and multi- word
units. Interventions in this study involve presenting various vocabulary tasks targeting the single-word
units and multi-word units respectively to 125 undergraduate students who are pursuing their bachelor
degrees in a private Malaysian college. For each type of vocabulary, a 20-item pre-test will be
administered prior to the intervention in this study. An immediate post-test and delayed post-test will be
administered in this study. It is hoped that this study can shed further light on the feasibility of the TLIH
to explain the role of task load in vocabulary learning and consequently assist the instructors to make
informed decisions in selecting the types of vocabulary tasks that are effective in promoting retention of
new targeted words among the students.
KEYWORDS
Vocabulary Acquisition, Initial Learning And Retention, Single-Word Units,
Multi-Word Units, Task Induced Involvement Load Hypothesis
BIODATA
Tan Cheng Lee is currently pursuing her PhD in the field of Teaching English as a Second Language at
Universiti Putra Malaysia. Her research interests are on the initial learning and retention in relation to
vocabulary acquisition.
Arshad Abd. Samad currently is an Associate Professor at Universiti Putra Malaysia. He is involved in
research and publication in the field of Teaching English as a Second Language (TESL), especially in
grammar instruction, language acquisition and testing.
79
LEARNING IN DIVERSITY:
CURRENT CHALLENGES IN INDONESIAN MULTICULTURAL CLASSROOM
Laela Hikmah Nurbatra

University of Muhammadiyah Malang, Indonesia
nurbatra@umm.ac.id
ABSTRACT
The main purpose of higher education is to prepare students in a multicultural society for a professional
work (Logvinova & Ivanova, 2016). Universities around the globe are on their way to support international
atmosphere in the campus. Some foreign lecturers involves in academic activities within or beyond the
classroom. Moreover, with the presence of International students enrolled in the university program,
international atmosphere is existed in some classes in the university. The program fosters multicultural
education to be implemented in classes in the higher education level. Given that there are challenges in
the complexity of multicultural education (Sleeter, 2018), the purpose of the study is to investigate student
perspectives in a multicultural classroom with regard to multicultural education. Further, it will identify
and analyze difficulties in the practice of multicultural education which takes place in a class with students
from diverse nationalities, race, ethnic, religion, and culture. In doing so, the present study will involve
Indonesian, and Chinese students enrolled in English Department, University of Muhammadiyah Malang
who experienced multicultural classroom. Employing qualitative research design, the present study
gathered the data by distributing questionnaire and conducting a comprehensive semi-structured
interview. The results will be presented in three key classification which based on the students’ state of
origin namely Indonesian and Chinese.
KEYWORDS
Multiculturalism, Multicultural Classroom, Indonesian Students, Chinese Students,
Challenges, Student Perspectives
BIODATA
Laela Hikmah Nurbatra is a lecturer of English Language Education Department, Faculty of Teacher
Training and Education at University of Muhammadiyah Malang, Indonesia. She pursued her master
degree in Educational Leadership from University of New South Wales, Australia. Her research interests
include life skill education, service learning, and multiculturalism.
CONTESTING THE ASIAN FEMALE IDENTITY THROUGH TRANSCULTURALITY IN

SING TO THE DAWN BY MINFONG HO
Syamsina Zahurin Shamsuddin & Ida Baizura Bahar

szahurin@gmail.com & idabb@upm.edu.my
ABSTRACT
Sing to the Dawn (1975), the first novel by the contemporary Chinese American writer, Minfong Ho,
(b.1951), written initially as a short story, was awarded first prize by the Council of Interracial Books for
Children in New York in 1975. The novel is used as a compulsory reading text for the literature component
by secondary school fifth formers in four states in Malaysia, namely Kelantan, Penang, Perak and
Terengganu. Set in Thailand, the novel is relevant in the context of Malaysian society due to its depiction
of differences between cultures and real-life experiences of people living in Asia as the young characters
in her novel contain qualities that can be understood by other youngsters around the world. The
protagonist of the novel, Dawan, has been described as a determined and strong-willed female character
that does not conform to the stereotypical identity of a Thai woman who is extremely feminine and
passive. Previous scholarship on the novel has focused more on gender issues, stylistic analysis, and
psychological approaches but the subject of the Asian female identity through the lens of transculturality
is believed to have been overlooked, which may explain why Dawan challenges the Thai cultural values
80
and norm expected of a female. We argue, then, that there are patterns of transculturality, as outlined
by the transcultural scholar, Arianna Dagnino (2015), reflected in Ho’s portrayal of Dawan that contest
the widespread Western view of the Asian female as voiceless, submissive and hypersexual. Our
findings reveal that patterns of transculturality are reflected through Dawan’s refusal to view cultures as
rigid due to her interaction with other cultures, where the formation of her own identity has been flexible
owing to her fight for her own freedom to choose her own sense of individuality.
KEYWORDS
Asian Female Identity, Minfong Ho, Sing To The Dawn, Thai Society, Transculturality
BIODATA
Syamsina Zahurin Shamsuddin is currently pursuing her PhD in English Literature at the Faculty of
Modern Languages and Communication, Universiti Putra Malaysia (UPM). She obtained her Bachelor’s
degree from Universiti Teknologi Mara, Shah Alam, Selangor and her Masters in World Literature from
UPM. She lectures at the Institute of Teacher Education Malaysia, Tun Hussein Onn Campus, Batu
Pahat, Johor. Her research interests are Malaysian and Southeast Asian literature.
and Communication, UPM. Her research areas are English Literature, English and Malay literary works
on the Malay World and Comparative Literature. Her textual trainings and traditions were enhanced at
Warwick, Nottingham and SOAS, London, universities respectively.
DOES INTERCULTURAL SENSITIVITY EXIST? ETHNOCENTRISM AND THE QUEST FOR

NATIONAL UNITY IN SELECTED MALAYSIAN SHORT STORIES
Ahmad Zufrie Abd Rahman & Ida Baizura Bahar

ahmadzufrie@gmail.com & idabb@upm.edu.my
ABSTRACT
Spirit of the Keris (2005), consisting of 17 short stories, has been used as a compulsory text in the
Literature in English syllabus for the pre-university examination, the Sijil Tinggi Persekolahan Malaysia
(STPM) taken by sixth formers. Malaysian literary texts are used only as STPM prescribed texts for short
stories whereas canonical works are used for poetry, plays and novels. The moot point here, however,
is that Malaysian literature should address fundamental concerns in the construction of a nation, namely
the concept of national unity. More importantly, the issues of the ethnic diversity of the Malaysian way of
life have been explored in scholarship on Che Husna Azhari’s selection through the lens of post-
colonialism. The compilation echoes issues of a growing nation involving identity and culture written by
authors from different ethnic backgrounds and cultures. Yet one vital question remains: do the short
stories contain intercultural sensitivity? This is because the short stories depict more ethnocentric
orientations; denial of cultural differences, defenses against cultural differences and minimising the
importance of cultural differences; the issue of cultural differences is important to those living in a
pluralistic democracy society as intercultural conflicts may occur especially with regards to achieving
unity. Therefore, in this paper, we apply our understanding of ethnocentrism by the intercultural
sociologist Milton J. Bennet as part of his Developmental Model of Intercultural Sensitivity as we examine
the type of ethnocentric experiences depicted by the authors through selected characters in three
selected short stories, namely “Pak De Samad’s Cinema” by Che Husna Azhari, “Haunting the Tiger” by
K.S. Maniam, and “Ibrahim Something” by Lee Kok Liang. Our findings demonstrate that the quest for
national unity is indeed challenged as the three types of ethnocentric experiences are found rooted in
the minds of the authors through their portrayals of selected characters.
KEYWORDS
Ethnocentrism, Intercultural Sensitivity, Malaysian Short Stories, National Unity,
Spirit of the Keris
81
BIODATA
Ahmad Zufrie Abd Rahman is currently pursuing his PhD in English Literature at the Faculty of Modern
Languages and Communication, UPM. He obtained his B.A. (English Language) from UPM and Masters
in TESL from UiTM Shah Alam. He is an Examination Officer at the Malaysian Examinations Council and
his research interests are Malaysian and Southeast Asian literatures.
and Communication, UPM. Her research areas are English Literature, English and Malay literary works
on the Malay World and Comparative Literature. Her textual traditions and trainings were enhanced at
Warwick, Nottingham, and SOAS London, universities respectively.
HOMEWORK: THE MARRIAGE BETWEEN COMPLETION & ACHIEVEMENT
Maria Shu Hong Bee & Subhashini Nair G. Ramachandran

Universiti Pendidikan Sultan Idris (UPSI)
subhashini9499@gmail.com & mariashb@fbk.upsi.edu.my
ABSTRACT
Homework stirs controversy as people debate both sides of the issue as the arguments both for and
against homework are not new, swinging between pro-homework and anti-homework attitudes. The aim
of the study was to identify the factors that influence the students’ motivation in homework completion.
This study made use of a quantitative approach using survey research design through the application of
questionnaires to collect data from Form Two students of a secondary school in Malaysia. The research
reveals that the factors influencing the students’ motivation are teacher’s feedback, homework
environment, as well as the quality and quantity of homework. This study provides some insights for
educators in terms of planning and assigning homework.
KEYWORDS
Homework Completion, Motivation, Quality, Environment, Planning
BIODATA
Maria Shu is, at present, a senior lecturer at Sultan Idris Education University, Malaysia. Her areas of
interest include TESL, ESL Reading, Habits of Mind, Literacy Skills, Design Thinking, Classroom
Interaction and Reflective Practices.
Subhashini is currently a final year student at Universiti Pendidikan Sultan Idris. She is completing her
first bachelor’s degree in Teaching English as a Second Language (TESL) and just completed her
teaching practice at a secondary school in Malaysia.
EXPLORING STUDENTS’ PERSPECTIVES ON COMMUNICATION APPREHENSION IN PUBLIC

SPEAKING CONTEXT: A FOCUS ON UTM MECHANICAL ENGINEERING STUDENTS
Atirah Izzah Che Abas & Nooreen Noordin

Universiti Malaysia Kelantan (UMK) & Universiti Putra Malaysia (UPM)
atirah@umk.edu.my & nooreen@upm.edu.my
ABSTRACT
This study aims to explore the students’ perspectives on the factors of communication apprehension
(CA), ways to alleviate it and their learning preferences in their English language classroom. Five
Mechanical Engineering students from Universiti Teknologi Malaysia (UTM) were selected and
interviewed individually. The results indicate that most of the respondents generally attributed the fear of
assessment and big number of audiences to their CA and in order to overcome it, it was crucial for them
to prepare well for the presentation particularly with regard to the content of their speech. Also, to alleviate
their CA, the students preferred friendly and interactive lecturers as well as informal and comfortable
82
environment in classroom. Besides, the students also showed interest in fun and interesting activities
(ice breaking activities, group work and games) that were incorporated in the communication tasks. In
all, the students’ perspectives on the issue of CA in English language classroom will further assist
language instructors to understand the causes of CA, how the students’ cope with CA and how they wish
the language classroom to be conducted to overcome the CA that they experience.
KEYWORDS
Communication Apprehension, Factors, Ways to Overcome,
Learning Preferences in English Language Classroom
BIODATA
Atirah Izzah Binti Che Abas is an English lecturer at Universiti Malaysia Kelantan (UMK). She earned
her Bachelor’s degree (TESL) and a Master’s degree (TESL) from Universiti Teknologi Malaysia (UTM).
She has 7 years of experience teaching English at tertiary level. She has also conducted numerous
English workshops and classes for students of different levels and organizations (MUET, English for
Business, etc). She is currently pursuing her doctorate in TESL at UPM under the Faculty of Educational
Studies. Her research interests include (but not limited) to public speaking anxiety, communication
apprehension, presentation competencies and critical discourse analysis. She is currently teaching
English for Business Communication to Business and Entrepreneurship students at UMK, City Campus.
ESL CLASSROOM-EXPLORING ICT UTILIZATION
Zuriati Sabaruddin & Sim Seng Wan

Institute of Teacher Education Tuanku Bainun Campus
ryiatie@yahoo.com & Simsengwan18@gmail.com
ABSTRACT
The utilisation of computer advancement in the primary ESL classrooms has become an important tool
to enhance effective English language teaching and learning. With the due attention given to 21st
Century classroom in Malaysia, there is an increasing need for teachers to exploit the use of Information
and Communication Technology (ICT) in enhancing English language teaching and learning among
students. The study is undertaken to investigate the use of ICT in English language teaching and
learning among student teachers during their teaching practice in primary classrooms. A structured
questionnaire is used to obtain data from the samples. This study is conducted as an initial effort to help
student teachers perform the best in utilisation technology in the ESL classrooms. The findings of this
study would provide insights into the kind of support needed by student teachers in order to enhance
their knowledge and skills in using ICT for English language teaching and learning.
KEYWORDS
Information and Communication Technology, ESL Classroom, Student Teachers, 21st Century
Classroom
BIODATA
Zuriati bt Sabaruddin is a senior lecturer in the Department of Languages, Institute of Teacher Education,
Tuanku Bainun Campus. She has vast experience in the teaching of English language to primary and
secondary school students as well as pre and in-service teachers. Her research interests include ELT,
ESL reading, writing and educational research.
Sim Seng Wan is a senior lecturer in the Department of Languages, Institute of Teacher Education,
Tuanku Bainun Campus. She has taught English to students at primary and secondary level, and now
to student teachers at tertiary level. She is also involved in conducting courses to in-service teachers.
Her areas of interest are ELT pedagogy and assessment.
83
LEARNERS’ ATTITUDE TOWARDS ENGLISH LANGUAGE TEACHING TO PROMOTE SOCIAL

JUSTICE IN THE CONTEXT OF BANGLADESH
Mohib Ullah
mohib.luminous@gmail.com
ABSTRACT
English Language Teaching in general focuses on developing learners’ four skills to develop the
communicative skills of them. The issues of social justice are hardly addressed in English language
classrooms though it is important to address them in the present restless and conflicting world with a
view to helping establish a just and equitable society. This presentation will reveal the findings on the
learners’ attitude towards teaching English to support social justice. This qualitative research was
conducted at an undergraduate class where issues of social justice were incorporated to teach speaking
skills to investigate learners’ attitude towards promoting social justice through English Language
Teaching. A purposeful sampling was used to conduct this qualitative case study and seven students out
of thirty one of the class were interviewed to collect data for this research. After the transcription, the
data were analyzed to generate themes. The findings show that there were mixed attitudes among the
learners towards teaching English to promote social justice in the context of Bangladesh.
BIODATA
Mohib Ullah is a BELTA life member and Fulbright FLTA, Md. Mohib Ullah teaches English at
International Islamic University Chittagong (IIUC) as an Assistant Professor, and at Access Program
funded by USA. With eleven years’ teaching experience at the Tertiary Level, he is credited to publish
and present papers at home and abroad. Now he is pursuing PhD in TESOL at IIUM, Malaysia.
CONSTRUCTING VARIOUS SENTENCE STRUCTURES BY USING B. A. Y. U TECHNIQUE

AMONG PRE DIPLOMA STUDENTS IN ESL CLASSROOM
Azalan Bayu Zakaria

MARA Professional College, Bandar Penawar, Kota Tinggi, Johor
azalan.zakaria@mara.gov.my
ABSTRACT
Knowing on how to construct various sentence structure is very essential before students start writing
essays. However, most students in my class felt reluctant to complete the tasks which required them to
build whether simple, compound or complex sentences. They would finally submit the task which were
not originally done by them and some of them had not even completed the tasks given. In this study, B.
A. Y. U technique was invented and used to overcome the problems. The technique was designed with
the incorporation of rap beats and students’ prior knowledge in which the contents of the works were
about themselves and their self-expression about certain issues. In fact, the technique can also help my
students to generate ideas and avoid them to plagiarize works to one another because each of them had
chosen different rap beats. As a result, it had given positive impacts towards my students’ writing
production where the number of sentences improve significantly after they used the technique in
classroom. Besides, they also gave positive feedbacks after being exposed to the technique. As a
teacher, I also benefited from this technique where I was able to check on students’ original works to
identify the aspects to be improved in constructing sentences in various structures.
KEYWORDS
ESL Classroom, Writing, Sentence Structure, Rap Beats, B.A.Y.U. Technique
BIODATA
Azalan Bayu Zakaria is the English lecturer in MARA Professional College Bandar Penawar, Kota Tinggi.
His interest focuses on new innovations in teaching and learning in ESL classroom. He had presented
papers related to his interest such as The Use of RDR Technique through Online Writing Task (2016) at
2nd National Action Research Conference and Using Rap Beats to Improve Students’ Motivation in
Writing Sentence Structures (2018) at 27th MELTA International Conference.
84
THE USE OF NOMINALIZATIONS IN HUMANITY AND TECHNOLOGY RESEARCH ARTICLE

ABSTRACTS: A COMPARATIVE STUDY
Fatonah & Dini Hadiani

Politeknik Manufaktur Bandung, Indonesia
fatonah@polman-bandung.ac.id & dinibhs@polman-bandung.ac.id
ABSTRACT
The dominant use of nominalizations in the language of scientific texts, as stated by Halliday (1992),
triggers this study to be conducted. In this case, nominalization is defined as the production of nouns
which are derived from other words, like adjectives or verbs. This study investigated nominalizations
realized in some different texts, categorized as soft and hard domains, including Humanity and
Technology disciplines. The theory of nominalization, as one of grammatical metaphors proposed by
Halliday (1985) is applied in analyzing the texts chosen in this study. The frequent use of nominalizations
in 50 research article abstracts in both domains was manually counted, and eventually Chi-square was
also operated to find out the probable significant different uses of nominalizations in both domains. The
findings of this study do not only have some prominent implications for the textbook readers reading the
texts of both domains, students and English teachers of higher education, but also for some linguists
concentrating on the study of grammatical metaphor, in this case the realization of nominalization in
academic texts.
KEYWORDS
Nominalization, Grammatical Metaphor, Academic Texts
BIODATA
Fatonah is a lecturer of Politeknik Manufaktur Bandung (Polman Bandung), Indonesia, possesses a
Master Degree in English Education from University of Education (Indonesia). She is currently a teaching
staff in Socio Manufacture Department. She has been handling such courses as English for Engineering
(Technical English), and Academic Writing. Her research interests include language teaching and
methodology, applied linguistics, and social sciences.
Dini Hadiani is a lecturer of the Socio Manufacture Department, Politeknik Manufaktur Bandung (Polman
Bandung), Indonesia. She possesses a Master Degree in English Education from University of Education
(Indonesia). She has been handling such courses as English for Engineering (Technical English), and
Academic Writing. Her research interests are in the field of language teaching methodology, applied
linguistics, and social sciences.
EFL TEACHER’S KNOWLEDGE OF SELF
Napisah Kepol
Universiti Pendidikan Sultan Idris (UPSI)
napisah.kepol@fbk.upsi.edu.my
ABSTRACT
Knowledge of self plays an important role within the teacher’s knowledge base. This paper revisits some
of the findings of a doctoral study on EFL teachers’ knowledge bases and will focus on knowledge of
self, which is one of the many types of teacher knowledge identified in the study. The study involved five
experienced exemplary EFL teachers teaching in four private language schools in South-east England.
Data were collected using the collective case study design which included classroom observations, semi-
structured and unstructured interviews, documentation through field notes, checklists, activity logs and
background information form, and the collection of relevant documents. Data were analysed using the
inductive approach which involved the analytical method of coding and categorization. Since multiple
cases were used, analysis within cases and across cases was carried out to ensure a thorough
examination of the teachers’ knowledge bases. The findings revealed the various aspects that constitute
the content of the participating teachers’ knowledge of self and those that were common across all the
five participants. The content of the participants’ knowledge of self showed how they carried out their
85
duties as EFL teachers was determined or influenced by their knowledge of self. Suggestions for teaching
and teacher education are discussed.
BIODATA
Napisah Kepol is a senior lecturer in the Department of English Language and Literature at Universiti
Pendidikan Sultan Idris, Malaysia. She teaches and supervises diploma, undergraduate and
postgraduate students in the TESL programme offered by the department. Her main research interests
centre on ESOL teacher knowledge, ESOL teacher education and professional development, grammar,
and assessment. In addition to her academic duties, she has actively contributed her expertise to various
departments in the Ministry of Education.
NON-ENGLISH CONTENT TEACHERS’ FEEDBACK ON TEACHING ‘ENGLISH FOR YOUNG

CAMPERS’ TRAIN-THE-TRAINERS PROGRAMME: A PRELIMINARY STUDY AT A RURAL
PRIMARY SCHOOL IN HULU SELANGOR
Norina Jabar & Afiza Mohamad Ali

norinajabar@gmail.com & drfiza@iium.edu.my
ABSTRACT
Malaysia has witnessed many education reforms with regards to English education especially at primary
school level where pupils’ high competence in English literacy skills is expected. Besides the formal
English syllabus, enrichment programmes are highly encouraged and implemented in order to give
students the extra and authentic learning experience to attain better proficiency. Nonetheless, schools
are often faced with minimal strength as far as supply of English teachers are concerned and most often
than not, content teachers’ help is sought. This preliminary study aims to identify perceptions of content
teachers of a rural primary school at Hulu Selangor about language teaching after having gone through
a training of trainers ‘English for Young Campers’, an English for Specific Purposes (ESP) programme
designed for pupils’ English enrichment in camping events. Three English teachers and seventeen non-
English content teachers participated in the TOT. During the programme, the teachers were exposed to
camping vocabulary, infused with Web 2.0 applications and higher order thinking skills. A semi-structured
focus group interview was conducted to obtain the content teachers’ feedback and experiences on the
programme. Content analysis of data using Atlas.ti revealed teachers’ agreement in terms of value of the
training programme that enabled effective module delivery and improvement, vocabulary gains,
enrichment in authentic context teaching as well as use of HOTS and technology in language teaching.
Pedagogical implications for English teachers and teacher education programmes are discussed.
KEYWORDS
Training of Trainers, Non-English Content Teachers, English for Specific Purposes,
Web 2.0, Higher Order Thinking Skills
BIODATA
Norina binti Jabar is a post-graduate student, majoring in Master of Arts (Teaching English for Specific
Purposes) at the Kulliyyah of Languages and Management, International Islamic University Malaysia,
Gombak. She is also working as an English teacher at a primary school in greater Kuala Lumpur.
norinajabar@gmail.com
Afiza Mohamad Ali (Corresponding Author) is an Associate Professor at the Kulliyyah of Languages and
Management, International Islamic University Malaysia, Gombak. Her areas of research interest include
critical reading/thinking and learner autonomy, ESL, LSP/ESP, and instructional technology. She is
currently the Deputy Dean of Academic and Industrial Linkages at the kulliyyah.
drfiza@iium.edu.my
86
EMOJI – WHAT DO YOU MEAN?
Rawdhah Paiz & Nuraihan Mat Daud

rawdhahp@gmail.com
ABSTRACT
The easy accessibility to the Internet has resulted in an increase in the number of multimodal forms such
as emoticons, static or animated small-sized images that are used to express facial expressions,
gestures, and actions in online interaction. These forms made it easier for the users to express their
emotion. The use of emojis is increasing among the online speech communities. They are easily
available on social media websites and smartphones. Yet, studies have shown that the emojis may be
interpreted differently by users of different cultural background. This study was conducted to determine
if the same applies to users from the same background. A questionnaire survey was conducted for this
purpose. Users were asked to list what they meant when using the facial emojis. It was found that the
users did not necessarily mean the same thing when using a certain emoji. This means that there could
be communication breakdown when emojis are used in communication. There is thus a need to teach
emoji language to language learners to ensure effective interaction.
BIODATA
Rawdhah Paiz is currently studying at the English Department, Kulliyyah of Languages and
Management, International Islamic University Malaysia. She was involved in a number of inter-cultural
activities locally and abroad. These include the JENESYS programme in Japan and teaching English
as a volunteer in Cambodia and Indonesia. She is interested in Computer Mediated Communication and
Second Language Learning. She has presented papers at conferences in Malaysia and Indonesia in
these areas.
Nuraihan Mat Daud is the Dean of the Kulliyyah of Languages and Management, International Islamic
University Malaysia. Her areas of interest include Technology Enhanced Language Learning, Teaching
English for Specific Purposes and Second Language Learning. She has published numerous articles
and books in these areas. She also sits on a number of national level councils and committees which
include the panel that develops the benchmark standards for language programmes.
PERCEPTIONS AND CHALLENGES IN IMPLEMENTING SBA FOR ENGLISH

AT THE SCHOOL LEVEL
Norin Norain Zulkifli Anthony

Melaka Matriculation College
norin_norain@yahoo.com
ABSTRACT
School Based Assessment (SBA) was introduced in Malaysian education system in 2011 in all
Government-aided schools. For English, there are four skills to be assessed; Reading, Writing, Speaking
and Listening. However, there were many perceptions and challenges in implementing SBA for English
at the school level. This study investigates what are the challenges in conducting English lessons based
on the four skills and how do the teachers overcome the challenges. Three English teachers teaching
Form 1 and Form 2 were selected from a school in a rural area in Melaka. A semi-structured interview
and observations were done to collect in-sight from these teachers. The results revealed that different
teacher faced different difficulties and overcame them differently. The problem faced were unmotivated
students, insufficient equipment, insufficient time, unfamiliar with ICT and lack of motivation. The
solutions to the problem were buying their own equipment, changing the venue, rewards, peer teaching,
conducting various English activities in classrooms and during assembly, going for courses and seeking
help from colleagues. As a conclusion, these results prove that even though there were problems in
implementing SBA for English, these teachers did not give up and tried their best for their student’ future.
87
BIODATA
My name is Norin Norain Zulkifli Anthony. I am currently attached with Melaka Matriculation College. I
have 16 years of teaching experience and I am very passionate about teaching. My area of interest are
materials development and literature. I hope I will be able to do more research and share them with fellow
teachers from all over the world.
AN ANALYSIS OF REINFORCEMENT STRATEGIES USED BY TEACHER IN MOTIVATING

YOUNG LEARNERS AT KG B CLASS IN BALI KIDDY SCHOOL
Arista, D., Wirapatni, S., & Lastara, S.

Ganesha University of Education, Denpasar, Bali, Indonesia
delladelta@ymail.com & sriwirapatni@gmail.com
ABSTRACT
This study aimed at describing types and implementation of reinforcement strategies that were used by
teacher to motivate young learners at KG B Class in Bali Kiddy School. The subject of the research was
an English teacher and 22 students aged 5-7 years old. In this study, the data were collected by using
two methods namely observation and interview. Based on the findings, it was found that there were 5
types of reinforcement strategies that were used by teacher in motivating the students in EFL teaching
and learning process. Those reinforcement strategies were verbal reinforcement, gestural reinforcement,
contact reinforcement, activity reinforcement and token reinforcement. Furthermore, each of those
reinforcement strategies contains positive and negative reinforcement. In positive reinforcement, teacher
tended to be nice towards students by saying several good compliments namely “good, very good, very
good job, good job, excellent, that's good, wow, strong child, smile, nodding head, thumbs up, clap hands,
hugging the student, stroking the student back, rubbing their head, outdoor playing, writing student name
on board, studying on floor with teacher, more time for playing, appointed as leader of a group,
storytelling, break time at computer room, sticker and write comment on student book”. Whereas in
negative reinforcement, the signs that were used by teacher were representing disagreement and
urgency towards students namely "forefinger in front of mouth, point the student and crossed hand in
front of chest”. In addition, there were 5 implementations of Reinforcement Strategies found in this study
such as (1) reinforcement was given with warmth and enthusiasm, (2) negative reinforcement was
avoided, (3) reinforcement was emphasized on meaningfulness, (4) reinforcement was given to both
group and individual, and (5) reinforcement was given with variation in types and purposes.
KEYWORDS
Early Age Students, Motivation, Reinforcement
THE CHOMSKYAN PARADIGM SHIFT OF ‘GROWING LANGUAGE IN THE MIND/BRAIN: A TEST

OF THE NAMA (MIND)-RUPA (BODY) HYPOTHESIS OF SLA
Pattama Yimsakul
Dhonburi Rajabhat University
pyimsaku@hotmail.com
ABSTRACT
This research study puts the emphasis on the ‘Chomskyan Paradigm Shift (1988) of Growing Language
in the Mind/Brain’ (CPSGLM/B). From the miracle-working powers of a triple layer of mind—conscious,
subconscious, and superconscious—a Thai expertise on ELT/SLA has proposed the sole ‘Nama (mind)-
Rupa (body) Hypothesis’ (NRH) in the East since 1991/1996 of which this paper shall put it to a test by
using the ‘Sequential Exploratory Mixed Methods Design’ (SEMMD) in which the QUAL component is
dominant while the quan one is in its service. The new ‘Guided Meditative Techniques of Teaching’
(GMTT), including ‘Notes to Tutors and Introductory Unit for Non-Native Speakers’ from the ‘Introduction’
of the textbook selected as teaching materials in ‘Communicative Language Teaching’ (CLT) of the
course ‘English for (Thai) Teachers’—i.e., Teaching English through English—were used in this
88
investigation. The practical quasi-experimental research called ‘Equivalent Time-Sample Design’ (ETSD)
were employed. Prior to each lesson for both of the supposed experimental and control groups—a short
meditative practice vs. listening to music for 3 - 5 minutes were used, respectively to begin with. After
each individual lesson, the pre-test and post-test between every treatment (x) and non-treatment (o)
were conducted. The overall results of the study were statistically significant at the .05 level. That is to
say, the NRH test was evidently supported in this study.
KEYWORDS
Chomskyan Paradigm Shift in Growing Language in the Mind/Brain, Nama-Rupa Hypothesis of
ELT/SLA, the Equivalent Time-Sample Design.
BIODATA
P. Yimsakul, BA. (Eng: BUU) MEd (Eng: SWU), PhD Candidate, Burapha University, and 2P.
Brudhiprabha, Bachelor (NRRU) Master (CRU) MEd (SWU) PgDipESL with Class II Merit (UCNW: UK)
in 1964; CertTEFL with Distinction (RELC: Singapore) in 1968; MA with Distinction (Psycholing: McGill)
in 1972; & PhD (EduLing: MLC, OISE, Toronto) in 1975.
A CONCISE LIFE HISTORY RESEARCH OF THE NAMA (MIND)–RUPA (BODY) HYPOTHESIS

AND [MEDITATIVE] LEARNING PROCESS: THEIR THEORY AND PRACTICE, IN RETROSPECT
Prapart Brudhiprabha
Dhonburi Rajabhat University
ABSTRACT
This paper is a qualitative study known as ‘Living Life History Research (LLHR).’ It intends to trace the
very long developments of ‘Nama-Rupa Hypothesis (NRH)’ and ‘[Meditative] Learning Process [M]LP’.
The former dates back to the Regional English Language Centre (RELC) Seminar on Language
Acquisition and the Second/Foreign Language Classroom in Singapore (22 – 26 April 1991.) It was the
sole brand-new concepts presented to that annual meeting. The latter was the paper presented at the
Second International Conference on Research and Development in the Brave New World: Futuristic
Perspectives in Thailand (9 – 11 November 1992). Both papers (by two Thai’s most eminent scholars)
have been completely refined, edited, enlarged, and publicised for several times by themselves up until
2018 and 2013, respectively. In retrospect, the theory and practice behind them had been explored and
explained thoroughly for this presentation. It is hoped that the teaching of English in ASEAN would be
more fruitful if the aforesaid models are strictly followed in the so-called ‘Era of Post-Methodologies
Movement’ (EPMM) of this 21st Century.
KEYWORDS
Living Life History Research, Nama-Rupa Hypothesis, [Meditative] Learning Process,
Era of Post-Methodologies Movement
NEW TRENDS IN ELT FOR ENGINEERING GRADUATES IN INDIA
Dhishna Pannikot
National Institute of Technology Karnataka, India
dr.dhishnapannikot@gmail.com & dhishna@nitk.ac.in
ABSTRACT
English language has greater relevance in the Indian academia as majority of the institutes and
Universities rely mostly on English as the medium of instruction. The relevance of English language as
a medium of instruction is studied in this paper. A study has been conducted among students of National
Institute of Technology Karnataka, India who are pursuing their first year B. Tech studies from varied
branches including Mechanical, IT, computer Science, Mining, Electrical and Chemical engineering. The
study has been conducted using questionnaire method with random sampling. Two hundred and fifty
89
students of age group between 18-20 years were selected for the study across different branches. The
study focuses on bringing effectiveness in teaching other disciplines by applying interdisciplinary
techniques in teaching and focusing on learning and teaching outcomes. Data analysis and interpretation
is further made based on the results of the survey.
A REVIEW OF VLOG-PORTFOLIO TO DEVELOP ORAL FLUENCY

THROUGH PEER-SCAFFOLDING
Muhammad Asyraf Shuib,

Lilliati Ismail, & Umi Kalthom Abd Manaf
muhammadasyrafvalid@gmail.com
ABSTRACT
Studies in the world of English Language Teaching (ELT) that are connected to technological
development are important with the diverse innovations in language teaching and learning. Thus,
following a comprehensive review of literature led to the proposal of this research paper agenda. A
specific focus towards learners and the learning process to achieve oral fluency as a part of
communicative competence through the use of video-blogging method is employed in this paper. With
frequent engagement to social media and the internet learners are actually exposed to many
opportunities to exercise their language through communication. This paper will be discussing previous
studies on the use of video blogging in improving speaking proficiency among ESL learners and also the
province of peers to scaffold learning rendering its effectiveness. Hypothetically, some learners in an
ESL environment are not well exposed to communicating using their second language which is English,
L2. Therefore, this research seeks to examine the effects of using a social media platform where learners
can exercise their language through video blogging with their peers. By compiling their video-blog entries
in an E-portfolio, it enabled access to not only the learners, but also their peers and teacher allowing
comprehensive evaluations of their performance in speaking. Furthermore, it also views underlying
theories such as connectivism, scaffolding in Vygotskian Zone of Proximal Development (ZPD), which
weaved together a conceptual framework for the researcher to design a module for learners to develop
their full potential particularly in speaking English.
KEYWORDS
Video Blogging, E-Learning, TESL Curriculum, Oral Fluency, Peer Scaffolding
BIODATA
Asyraf is an English teacher graduated from University Putra Malaysia with a TESL degree. He is now
teaching EFL learners in a CIEP program in Asia Pacific University.
Dr. Lilliati Ismail is a senior lecturer at the Faculty of Educational Studies, Universiti Putra Malaysia
(UPM). She holds a PhD in TESL from UPM, a Masters Degree in TESL from University of Malaya, and
a B.Ed in Secondary Education and English Language Teaching from University of Exeter, UK. Her
research interests include grammar instruction, task-based language teaching and second language
acquisition.
Dr. Umi Kalthom Abdul Manaf is a senior lecturer in the Department of Foundation of Studies at the
Faculty of Educational Studies Universiti Putra Malaysia. Her first degree and master’s degree are from
University at Carbondale, Illinois, USA. She holds a PhD, in Curriculum and instructions from UPM. Her
areas of expertise are Curriculum & instructions, teaching and learning, corpus studies, English language
and the habits of mind
90
EFFECTIVENESS OF DIGITAL DICTIONARY (DD) ON PRIMARY FIVE STUDENTS’ ENGLISH

LANGUAGE PRONUNCIATION ACCURACY
Farah Diyana binti Ahmad Jefiruddin

fdiyanajef@gmail.com
ABSTRACT
The purpose of this experimental research was to assess the pedagogical value of the software program
Digital Dictionary (DD) in developing and enhancing primary five students’ English Language
pronunciation accuracy. To begin with, the study has created five (5) research questions to guide the
direction of the study which are: (i) Is there a difference between primary five students’ pretest
pronunciation accuracy scores in the treatment and control groups? (ii) Is there a difference between
primary five students’ posttest pronunciation accuracy scores in treatment and control groups? (iii) Is
there a difference between primary five students’ pretest and posttest pronunciation accuracy scores in
treatment and control groups? (iv) Is there a difference in primary five students’ posttest pronunciation
accuracy scores between treatment and control groups? (v) What are the perceptions of primary five
students on the use of Digital Dictionary in pronunciation learning? The design of the study involves two
groups which acts as the participants in this research. The two groups are divided into the treatment
group and the control group. As such, two classes of primary five students are picked from a tuition
center in Cheras to represent the two groups in the study. All the participants are Malays and have at
least received five (5) years exposure to formal English learning experience. A total of 11 students for
the treatment group and 10 students for the control group take part in the study. Before the experiment
is conducted, the participants in both groups are pretested to evaluate the level of their pronunciation
accuracy. During the experiment, the treatment group is then exposed to in-class pronunciation exercises
and practiced to pronounce with the help of Digital Dictionary. Meanwhile, the control group is also
exposed to the same in-class pronunciation exercises but is asked to practice on their own without the
help of Digital Dictionary. A post-test is conducted afterwards for both groups. The study lasted for 2
months. The data was processed by measuring the central tendency, in which average mean values
were obtained, along with tables, charts and graphs. Based on the findings, the treatment group
reportedly showed a higher mean difference between pretest and posttest evaluations as compared to
the control group. With an average mean difference of 0.7865, the treatment group shows a more
significant increase in comparisons to the control group who only records an average mean difference
of 0.225. Therefore, it can be concluded that the use of Digital Dictionary is significant in assisting English
Language pronunciation improvement of primary five students. As for the students’ perceptions, the
students revealed that they were motivated to use Digital Dictionary and agreed that it is effective in
refining their ability to produce improved English pronunciation. However, it is inapplicable to generalize
the findings of the study to a bigger population due to the unavoidable circumstances of the study.
Therefore, it is recommended that a more thorough research on this online pronunciation learning tool
be conducted with minimal limitations. The study is of great importance to the students as well as the
teachers. Digital Dictionary bridges the gap between teachers’ limited time and students’ minimum
pronunciation learning. It allows students to practice autonomous learning and act as an educational aid
to help the teachers maximize pronunciation teaching in classroom. Digital Dictionary allows students to
participate in new learning, produce, record, form meanings and practice continuously throughout the
process of learning pronunciation. All these actions then lead to an effective learning as proposed by
Kolb’s Experiential Learning Theory.
KEYWORDS
Digital Dictionary, Pronunciation Accuracy
BIODATA
Farah Diyana binti Ahmad Jefiruddin is a Masters of Education in TESL graduate at Universiti Putra
Malaysia. She obtained her Degree majoring in English Language Studies (ELS) from Universiti
Kebangsaan Malaysia, Bangi and graduated with Honours in 2016.
91
THE IMPLEMENTATION OF 4CS IN ENGLISH TEACHING AND LEARNING AT A VOCATIONAL

SCHOOL IN KUDUS, INDONESIA
Nuraeningsih & Herlina Muryan Saputri

Universitas Muria Kudus
nuraeningsih@umk.ac.id
ABSTRACT
The 4Cs ability is the basic skill that students need in the 21st century. According to P21, 4Cs are critical
thinking, creative, collaboration, and communication. By implementing the 4Cs in English teaching and
learning, it is expected that students are able to compete and be responsible themselves in the real world
as workers and the society. This research aims to describe the implementation of 4Cs and to identify the
skill 21st century (4Cs) of the students at a Vocational School in Kudus. This research is a qualitative
research occupying case study for the method. The data in this research is the implementation of 4Cs
and the students’ skill of 21st century (4C’s). While data source of this research is the eleventh grade of
the students at Vocational School Assa’idiyyah in 2018/2019 academic year. The researcher will use
direct observation and observation sheet to collect the data. The result of this research will describe the
implementation of 4Cs in the class and conclude the students’ skill of 21st century.
KEYWORDS
Critical Thinking, Creative, Collaboration, Communication
BIODATA
The First researcher’s name is Nuraeningsih and the second researcher’s name is Herlina Muryan
Saputri. We are from Kudus, Central Java, Indonesia. We are from Univeritas Muria Kudus Institute
SYNTAX AS ONE DETERMINING FACTOR OF TEXT READABILITY
Muhammad Nasiruddin Aziz & Moo Hung Chai

Universiti Teknologi MARA (UITM) Malaysia
Muhammadnasiruddin95@yahoo.com & mhchai@salam.uitm.edu.my
ABSTRACT
This paper considers syntax as an important determining factor of readability when writing for the target
audience. In doing so, this paper also hopes to reinforce the need for understanding the contribution
made by syntax due to its impact on readability, regardless of genre. This study reports on the role of
syntax in text readability via a review of empirical studies examining readability in a variety of contexts.
The findings have led to the conclusion that syntax is one primary determining factor of text readability,
and writers need to ensure that the syntactic patterns used in their texts do not hinder text
comprehension. These studies have also concluded that simplification of syntactic patterns aids
readability and makes texts accessible to ESL and EFL readers. With the theme of shaping new
understandings in English language teaching, this paper highlights the need to draw attention to syntax
in the teaching of English as the second language.
KEYWORDS
Syntax, Text Readability, Text Simplification, Understanding
BIODATA
Keen on the structure and build of English language, Muhammad Nasiruddin Aziz is doing his masters
in applied language studies at Universiti Teknologi MARA Shah Alam. While exploring his interest in
these aspects of English, he intends to widen his horizon and learn from those who have gone through
the process of not just becoming an outstanding researcher, but an excellent educator.
92
TRANSITIVITY ANALYSIS OF STUDENTS’ EXPLANATION TEXTS
Dini Hadiani & Fatonah

Politeknik Manufaktur Bandung, Indonesia
dinibhs@polman-bandung.ac.id & fatonah@polman-bandung.ac.id
ABSTRACT
The paper investigates the student’ explanation texts based on its criteria and the students’ perception
regarding the use of specific linguistic choices in their texts. The research approach used for this study
was a qualitative, and data were obtained through the documentation of student’ texts and interviews.
There were 22 students involved in this study. The texts were analyzed by means of Halliday’s transitivity.
The results show that all students were aware about the social purpose of explanation text and how
explanation text should be written based on its criteria. Moreover, the students employed passive voice,
and also relational and material processes in their texts. The students’ choice of verbs is to present their
views of knowledge in their field, i.e., engineering. Based on the findings, this paper concludes that
students’ practice of their knowledge in their academic community interest affects their writing texts.
KEYWORDS
Explanation Text, Linguistic Choice, Transitivity
CATEGORIZATION OF THE CULTURAL CONTENT OF EFL TEXTBOOKS: REVIEW
Ali Abdulridha Obaid, Moomala Othman, Dalia Aralas, & Nor Shahila Mansor
Alialrudha@yahoo.com
ABSTRACT
In recent years there has been a growing interest in studying culture integration in English as foreign
language (EFL) textbooks. This can be attributed, inter alia, to both the sensitivity of tackling people’s
cultures in textbooks which maintain an outstanding position in the teaching / learning process, and to
rapidly increasing importance English has gained within the world of globalization. In the TESOL field,
researchers examine and then categorize the cultural representations when analyzing the content of EFL
textbooks, adopting or adapting different frameworks in the available literature. This paper screens the
theoretical literature that addresses the cultural content of EFL textbooks in TESOL studies highlighting
the most dominant frames of analysis to classify the cultural representations of the content of textbook
as cultural categories (types), dimensions as well as themes, to hopefully provide a reasonable platform
for scholars to rely on. Particularly concerning the cultural types, the issue is more problematized within
an argument. The review does not then touch upon neither the intercultural or multicultural elements nor
other approaches of analysis from fields other than TESOL such as Applied Linguistics or Discourse
Analysis. It concludes that literature – based terminologies are better employed for categories, and shows
that, for the sake of in-depth analysis, studies usually consolidate a framework consisting of a model for
cultural dimensions or one for cultural themes together with a general model for types.
KEYWORDS
Cultural Content, EFL Textbooks, Cultural Categories, Cultural Dimensions, Cultural Themes
BIODATA
Ph.D. student in Dept. of Language and Humanities Education, Faculty of Educational Studies, UPM.
Master of Arts, College of Arts, University of Baghdad, Iraq in English Linguistics and Language Teaching
Area of Specialization: Syllabus Design and Assessment.
University instructor in English Linguistics & language teaching for more than 15 years
93
STUDENTS’ REFLECTION ON CREATING DIGITAL STORIES:

Patricia Antoinette P. Lajumin, Natalie Ann Gregory, Jeannet Stephen, & Bernadette
TobiUniversiti Malaysia Sabah (UMS)
patricia.ljmn@gmail.com
ABSTRACT
A digital story is a multimedia digital video made using a combination of still or moving images, text,
music, narration, sound effects and various other multimedia to present ideas, facts and information.
Creating a digital story requires not only technical skills such as video-editing, but also demands critical
thinking and problem solving skills, in order to ensure the digital story content is engaging and
comprehensible to its intended audience. In this article, the reflections of university students who
participated in a university-funded digital storytelling (DST) project were examined. Participants’ were
asked to reflect on their experience in creating a digital story based on Morra (2013)’s 8 Steps to Great
Digital Storytelling. The results revealed participants’ positive perceptions of their experience in creating
digital stories, but more importantly highlighted the challenges they faced in the creation process,
providing significant insights for educators who are interested in implementing DST as an educational
tool.
KEYWORDS
Digital Storytelling, Student Reflection, Digital Literacy
BIODATA
Patricia Antoinette P. Lajumin* is an English Language Teacher at the Centre for the Promotion of
Knowledge and Language Learning in Universiti Malaysia Sabah. She graduated from UCSI University,
Kuala Lumpur in 2010, with a BA (Hons.) in English Language and Communication. She can be
contacted at patricia.ljmn@gmail.com.
Natalie Ann Gregory is an English Language Teacher in Centre for the Promotion of Knowledge and
Language Learning, University Malaysia Sabah. She graduated with B. Ed with TESL from UMS in 2009
and Master of Education (TESL) from UMS in 2013. She can be contacted at
natalieann.gregory@gmail.com.
Jeannet Stephen is a Senior Lecturer with Pusat Penataran Ilmu dan Bahasa, Universiti Malaysia Sabah.
She holds an MA (Applied Linguistics & Bilingualism) from the University of Newcastle upon Tyne, UK
and a PhD in Language Learning and Teaching from the University of Auckland, New Zealand. She can
be contacted at jeannets@gmail.com.
4Bernadette Tobi is an English Language Teacher at the Centre for the Promotion of Knowledge and
Language Learning in Universiti Malaysia Sabah. She has been teaching Intensive English classes for
more than 20 years. She holds a B.Sc Education (Elementary Education and TESL) and M.Ed (TESL).
She can be contacted at bernadette@ums.edu.my.
TECHNICAL INSTRUCTORS’ READINESS

IN USING ENGLISH MEDIUM INSTRUCTIONS AT POLYTECHNICS
Santhy Subbarau & Pramela Krish

Politeknik Banting Selangor & Universiti Kebangsaan Malaysia
santhy.g@gmail.com & pramela@ukm.edu.my
ABSTRACT
The study was conducted to investigate the readiness of the technical lecturers in using English as a
medium of instruction in non-language classrooms at polytechnics. Readiness, confidence and anxiety
of the technical lecturers were the areas focused in this study. 70 technical lecturers from three
polytechnics in Selangor were selected as samples using purposive sampling. The study was conducted
using a mixed method research design where both the quantitative and qualitative data were collected
94
using online questionnaire forms and focus group interviews respectively. The quantitative data was
analysed using descriptive statistics and it was supported by data from the focus group interviews with
seven technical lecturers. The results highlighted that the technical lecturers who responded are ready
to use English in their teaching the technical modules despite having anxiety due to the lack of confidence
and low in proficiency in English. Furthermore, the findings found that these technical lecturers are
seeking for any form of professional skills to reduce anxiety and to be able to perform better in using
English as medium of instruction in non-language classrooms.
KEYWORDS
English language, Medium of Instructions, Technical Lecturers, Anxiety, Proficiency
BIODATA
Attached to polytechnics for past 13 years and been teaching technical and communicative English for
students. Holds a Master degree in English language Studies from Universiti Kebangsaan Malaysia
(UKM). Degree was obtained Universiti Teknologi Malaysia (UTM) in the field of Management
Technology majoring Manufacturing. Been involved in research and publications since 2005.
SCIENCE AND MATHEMATICS IN ENGLISH:

DELVING INTO STUDENTS’ PERSPECTIVES AND UNEARTHING THEIR CHALLENGES
Ashairi Suliman, Mohamed Yusoff Mohd Nor, & Melor Md Yunus

ash860629@yahoo.com
ABSTRACT
Science and Mathematics are among the domains assisting the country’s development and growth.
Countries around the globe have acknowledged the importance of these disciplines, leading them to
implement the teaching of these two subjects in the English language, including Malaysia. It was once
executed in Malaysian education system via the Teaching of Science and Mathematics in English policy,
better known as PPSMI. Indubitably, learning Science and Mathematics via the English language require
students to be armed with expected language proficiency, possess positive attitudes in learning and
exude high confidence for it to take place. Thus, this preliminary study aims to explore students’
perceptions in learning Science and Mathematics in English and challenges confronted pertaining to this
issue. 201 students participated in this study. This study employed five-point Likert scale questionnaire
and open-ended questions as the research instrument. The findings disclosed mixed responses in regard
to the students’ perceptions. In greater details, the open-ended questions unravelled in-depth
perspectives and issues pertaining to this matter. Several hindrances were unearthed. In encapsulation,
valorising the students’ standard of English through learning Science and Mathematics subjects is
significantly propitious. Hence, more provisions and aid should be rendered for the benefits of the
learning process.
KEYWORDS
English Language, Language Skills, Attitudes, Confidence, Science and Mathematics
BIODATA
Ashairi Suliman is a postgraduate student in Educational Administration in Faculty of Education,
Universiti Kebangsaan Malaysia. Majoring in TESL, he obtained his Masters in TESL as well as his B.
Ed (Hons.) TESL from Universiti Kebangsaan Malaysia too. His research interest includes the
educational policy development and Teaching English as Second Language.
Dr Mohamed Yusoff Mohd Nor is a senior lecturer in the Department of Education Leadership and Policy
at the Faculty of Education, Universiti Kebangsaan Malaysia. He is best known in the area of educational
planning and research, educational leadership as well as management and change management.
95
Dr Melor Md Yunus is an Associate Professor and Deputy Dean of Research and Innovation at the
Faculty of Education, Universiti Kebangsaan Malaysia. She is best known for establishing the integration
of ICT in teaching and learning English as a Second Language research.
GOTCHA! – EXPLORING POLITENESS AND IMPOLITENESS

IN A MALAYSIAN RADIO PRANK CALL PROGRAMME
Husna Yahya & Abu Bakar Razali
Faculty of Educational Studies, Universiti Putra Malaysia
husna.yahya@student.upm.edu.my & abmr_bakar@upm.edu.my
ABSTRACT
This qualitative study examines the degree of politeness or impoliteness exercised in a radio prank call
programme aired on a local radio station. The aim of this study is to find out whether the participants of
the prank call, i.e. the DJ and the victims of the pranks, exercise any politeness or impoliteness strategies
during the prank call conversations. This study intends to see whether the victims of the pranks are able
to demonstrate any degree of politeness even after they have been provoked, annoyed, abused,
threatened or harassed by the radio DJ during the prank calls. Since social rules of behaviour in any
culture requires people to be polite to each other, studying the Malaysians’ responses when they are
being bombarded with face threatening acts (FTAs) during a radio prank call programme would provide
a glimpse into how polite or impolite Malaysians could be. The result of the study shows that the victims
of the pranks were able to maintain their politeness and tried their hardest to mitigate the FTAs in order
to preserve social harmony and avoid conflicts during the prank calls. They were able to maintain
affective style of communication, which indicates that they value the feelings of others while
communicating. Although education and socialization has changed some aspects of traditional
Malaysian communication styles, this study’s findings show that many of the values, beliefs and practices
are still intact. The victims of the pranks have shown that they still embrace a high context culture, which
Asian culture is well-known for.
KEYWORDS
Politeness Strategies, Impoliteness Strategies, Defensive Strategies Respond
CREATIVE USE OF TOTAL PHYSICAL RESPONSE FOR BEGINNERS
Rukmani Sivalingam & Siti Nur Khatijah bt Ishak

rukmani_52@yahoo.com & katty_bee@yahoo.com
ABSTRACT
Total Physical Response (TPR) was originally developed by Dr James J. Asher in the 1960s. This is a
common approach used in teaching beginners. This method enhances learners’ coordination of speech
and action through physical (motor) activity where the teacher instructs and the learner physically
responds to it .Thus, it incorporate physical movement in the lesson and this can impact the students’
energy level which in turn affects the students’ disposition to attend or focus. For beginners, this is a
better way to teach new words or phrases than merely repetition by drill or note taking. This paper attempt
to show how teachers can creatively use Total Physical Response among young learners in storytelling
and drama and theatre. The movement can give a lot of fun in learning and it keeps the students engaged
in the activity. By this way, they learn the language and grasp the lesson taught easily. TPR can help low
proficiency students because they can learn language through repetition but in a creative way.
BIODATA
Rukmani Sivalingam received her secondary school education in Sekolah Menengah Convent Father
Barre and Sekolah Menengah Ibrahim, Sungai Petani,Kedah . She obtained her Bachelor’s Degree in
English Language and a Master’s Degree in TESL from Universiti Putra Malaysia. She is an English
teacher in primary school. She has been teaching for 11 years. Her current research interests include
writing skill proficiency and reading enhancement with peer reviews.
96
Siti Nur Khatijah is an English teacher in a primary school. She obtained her Bachelor’s Degree in English
Language and a Master’s Degree in TESL from Universiti Putra Malaysia. She has many teaching
experience and her interest is in Critical thinking and reading enhancement.
THE ROLE OF LANGUAGE GAME COMMUNICATIVE ACTIVITIES ON ENHANCING EFL

STUDENTS’ SPEAKING PERFORMANCE
Eman Abdussalam Owen

Faculty of English Language, Sabratha University, Libya
emanaowen@yahoo.com
Abu Bakar Razali (PhD)

Faculty of Educational Studies, Universiti Putra Malaysia (UPM), Malaysia
abmr_bakar@upm.edu.my
ABSTRACT
Communicative activities have been used in language teaching for quite some time and research has
indicated their success in EFL and ESL classrooms. Due to the limited research in the Libyan context,
the current research focused on first year Libyan secondary students. The study used two intact
classrooms one as an experimental group and the other as the control group and adopted a quasi-
experimental pre- post-test non-equivalent group design (NEGD) in a public school in Sabratha, Libya.
The treatment was four different type of language game activities: Guessing games, Describing and
drawing, Board games, and passing on Information. The sessions took place for a whole month. The
results from the paired sample t-test reveals there is a significant difference in scores between the
experimental group implementing the language games and the control group. The results from the paired
sample t-test indicate an increase of the language game group mean scores from M=32.03 in the pre-
test to M= 42.19 in the post-test, with an increase of M= 10.16.
INFORMATION GAP ACTIVITIES:

A REVIEW OF ITS BENEFITS IN TEACHING IN SECOND LANGUAGE SITUATIONS
Amal Almziad & Arshad Abd. Samad

Faculty of Educational Studies, University Putra Malaysia
t-aml@live.com & arshad@educ.upm.edu.my
ABSTRACT
Since the advent of communicative language teaching (CLT), a great deal of research has explored the
role of communicative activities in language learning. Such research has studied different ways of
improving students' language skills. Activities are one way to practice the target language inside the
classroom. Although there are many activities that encourage practicing the target language, the present
paper will review information gap activities based on the communicative language teaching approach.
The aim is to investigate this approach through the review of literature and to determine the trend of the
research done on information gap activities and their benefits in teaching the second language.
KEYWORDS
Information gap activities, CLT, Language learning
97

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THE 12TH MALAYSIA INTERNATIONAL

5th – 6th October 2018

Faculty of Educational Studies,

ELS Language Centres

Assalamualaikum W.B.T and greetings

Thank you and best wishes.

“With Knowledge We Serve”

PROF. DATIN PADUKA DATO’ DR. AINI IDERIS, FASc.

Assalamualaikum W.B.T and greetings

PROF. DR. AIDA SURAYA MD. YUNUS

ASSOC. PROF. DR. ABDUL DR. NOOREEN NOORDIN

Assalamualaikum W.B.T and greetings

Assoc. Prof. Dr. Abdul Rasid Jamian Dr. Nooreen Noordin

On behalf of ELS Language Centres, it is my great pleasure to be a part of the 2018

THE 12TH MALAYSIA INTERNATIONAL CONFERENCE ON

RASHDAN BABA AUDITORIUM

2.40 pm Arrival of Deputy Deans, Dean, and Heads of Departments

2.50 pm Arrival of Vice Chancellor, UPM

3.00 pm Negaraku, Putra Gemilang, and Doa recitation

3.25 pm Montage Presentation – Faculty of Educational Studies and Putra Future

3.40 pm Keynote Address – Dr. Johanna Motteram (British Council, Singapore)

4.40 pm Tea / Coffee – Dining Space, Level 1, TNC (PI) Building

THE 12TH MALAYSIA INTERNATIONAL CONFERENCE ON

ABSTRACT, PUBLICATION, & PROCEEDINGS

PUBLICITY & MEDIA

FOOD & BEVERAGES

WEBSITE & MULTIMEDIA

LOGISTICS & TRANSPORTATION

THE 12TH MALAYSIA INTERNATIONAL CONFERENCE ON

The theme of MICELT 2018 Conference is "Shaping New Understandings in ELT".

The missions of MICELT 2018 are to:

 Language acquisition and learning

TNC (PI) Building

GPS COORDINATES: 2.990178, 101.726389

KMR OnePUTRA RESIDENCE, UPM

Place2Stay @ The Mines

RHR Hotel @ UNITEN

Palm Garden Hotel IOI Resort City, Putrajaya

Le Meridien Hotel Putrajaya

Malaysia International Conference on English Language Teaching 2018

TNC (PI) BUILDING – LEVEL 1

TNC (PI) BUILDING – LEVEL 2

TNC (PI) BUILDING – LEVEL 3

5th – 6th October 2018 – TNC (PI) Building (Whitehouse), UPM

Day 1: Friday, 5th October 2018

7.30 am REGISTRATION, FOYER, LEVEL 1, TNC (PI) BUILDING

PARALLEL SESSION 1 – LEVEL 2 WORKSHOP 1 –

LITERATURE IN ENGLISH AND ITS IMPORTANCE IN ENHANCING PROFICIENCY IN ENGLISH:

Rashdan Baba Auditorium, Level 3, TNC (PI) Building

10.20 am TEA / COFFEE – DINING SPACE, LEVEL 1, TNC (PI) BUILDING

REHUMANIZING ELT FOR THE 21ST CENTURY:

Rashdan Baba Auditorium, Level 3, TNC (PI) Building

11.40 am – FEATURED SESSIONS – LEVEL 2, TNC (PI) BUILDING

POSTER PRESENTATION – FOYER, LEVEL 1, TNC (PI) BUILDING

12.20 noon LUNCH – DINING SPACE, LEVEL 1, TNC (PI) BUILDING

RASHDAN BABA AUDITORIUM, LEVEL 3, TNC (PI) BUILDING

2.30 pm Arrival of presenters and participants

2.40 pm Arrival of Deputy Deans, Dean, Heads of Departments

3.00 pm Negaraku, Putra Gemilang, and Recitation of Doa

3.40 pm Keynote Address – Dr. Johanna Motteram (British Council, Singapore)

Rashdan Baba Auditorium, Level 3, TNC (PI) Building

4.40 pm TEA / COFFEE – DINING SPACE, LEVEL 1, TNC (PI) BUILDING

5TH – 6TH OCTOBER 2018 – TNC (PI) BUILDING (WHITEHOUSE), UPM