TEACHING WRITING FOR MALAYSIAN HIGHER RELIGIOUS EDUCATION CERTIFICATE AS A PROCESS BASED
DOI:
https://doi.org/10.32461/2226-3209.1.2018.178794Анотація
Abstract. Teaching approach adopted by an Insya’ teacher affects on students’ motivation and their writing
skills as well. Based on cognitive process approach proposed by Flower & Hayes (1981), this article is going to explore the teaching and learning writing at Malaysian Higher Religious Certificate programme as a process in the classroom. The main question is how do an Insya’ teacher practices writing pedagogy and the implication on the students’ motivation and their writing skills. Using qualitative single case study method, data sources were collected from classroom observations backup by video recordings, teacher interviews, focus group interviews and documents analysis. Findings revealed that the participant implemented the process-writing approach in most of the teaching and learning writing activities. Finally, the writing process approach had positive implications on student motivation and writing skill
development.
Keywords: writing skills; writing subject; process approach; case study; motivation.
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