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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Journal of Education and Learning (EduLearn) AL-TA´LIM
Zamri Mahamod
Fakulti Pendidikan, UKM
Humanities Education Library & Information Science Social Sciences Other

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Journal : Journal of Education and Learning (EduLearn)

 1 
Challenges in Malay essay writing: a qualitative study among non-native speakers in primary school Austrus, Edmund; Mahamod, Zamri; Adnan, Nor Hafizah
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.22503

Abstract

This research addresses challenges faced by non-native speakers in primary school, specifically focusing on the proficiency of Malay essay writing skills. A qualitative study was conducted among five primary school teachers in the Kapit area of Sarawak, specializing in Malay language. They were selected through purposive sampling to actively participate in this study, bringing their expertise and experiences to enrich the research. The study involved meticulous conduction through semi-structured interviews, and the data were analyzed using thematic analysis with NVivo 12. The results revealed pervasive issues, including i) weak writing skills, ii) poor performance levels, iii) a lack of interest in writing, iv) inadequate language proficiency, v) limited vocabulary, and vi) ineffective idea processing. This study serves as a valuable resource for future researchers by providing insights into the complex challenges faced by non-native speakers in primary school. The identified issues offer a foundation for designing targeted interventions, pedagogical approaches, and curriculum enhancements to improve the writing skills and overall academic performance of non-native speakers.
Comprehensive structured review of implementing flipped classroom approaches in education Mazlan, Rohaida; Mahamod, Zamri; Jamaluddin, Khairul Azhar
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.22655

Abstract

In recent years, the flipped classroom model has garnered significant attention in education, marking a shift from conventional teaching methods to a more student-centered approach. This systematic review delves into the implementation of flipped classrooms and their influence on educational environments. The focus is on effective teaching strategies that enhance student engagement and learning outcomes. A detailed analysis of current research identifies common methodologies, such as using pre-recorded lectures and active learning techniques in class. Evidence suggests that flipped classrooms contribute to improved academic performance, increased student participation, and higher satisfaction levels. This review involved an extensive search of scholarly articles from databases like Scopus, Web of Science (WoS), and ERIC, covering studies published between 2021 and 2024. Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, 35 primary studies were analyzed, revealing three main themes: i) the effectiveness of blended learning, ii) flipped classroom methodologies and their impacts, and iii) technological innovations and gamification in education. In conclusion, the flipped classroom model shows promise for enhancing language education through more effective and engaging instructional methods. However, successful adoption requires careful planning and support to overcome potential challenges. This review offers valuable insights for educators and policymakers interested in innovative teaching approaches in language education.
Enhancing Malay essay writing through scaffolding: a pedagogical approach Mohd Noor, Nur Atikah; Mahamod, Zamri; Nasri, Nurfaradilla Mohamad
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.22820

Abstract

Essay writing is crucial for students as it fosters effective communication and improves critical and analytical thinking. This study investigates the impact of scaffolding techniques on Malay language essay writing proficiency among year 5 students in Malaysia. Based on Vygotsky’s socio-cultural theory, scaffolding offers structured support that gradually disappears as students gain proficiency. A quasi-experimental design was employed, comparing an experimental group using scaffolding methods with a control group following traditional teaching. Results revealed that scaffolding significantly improved students’ essay length, coherence, and overall content quality. The experimental group demonstrated higher scores and greater independence in writing. These findings support the integration of scaffolding in essay instruction to enhance student performance and autonomy in writing. Further research should explore its applicability across diverse age groups and contexts.
Understanding of teachers on thematic approach to Malay language in primary schools Ramlan, Norliza; Wan Mohammad, Wan Muna Ruzanna; Mahamod, Zamri
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22728

Abstract

In ensuring an effective and successful teaching session, teachers must be wise in selecting teaching approaches that meet the needs of students in this age of information evolution. The thematic approach is one of the methods that offers engaging and realistic learning. Therefore, the main objective of this study is to explore teachers’ understanding of the thematic approach in the Malay language subject for primary schools. This qualitative study used a case study approach, specifically a multi-location case study. The study participants consisted of 5 Malay language teachers from 5 primary schools located in 5 different states in Malaysia. Data collection methods included interviews, observations, and document analysis, with the data analyzed thematically using Nvivo14 software. The findings of the study show that Malay language teachers are able to describe the features of the thematic approach in detail, indicating a strong understanding of the thematic approach. The results also show that Malay language teachers are capable of effectively applying the thematic approach in their teaching and learning sessions. This proves that primary school Malay language teachers are well-prepared in terms of understanding the implementation of the thematic approach in schools. In conclusion, empowering teaching and learning through the thematic approach can ensure the effective delivery of knowledge and language skills. Furthermore, to enhance the application of the thematic approach in improving teachers’ pedagogical practices, future studies could explore the effectiveness of the thematic approach in both teaching and student learning.
Co-Authors Adnan, Nor Hafizah Ahmad Kusaini, Ezwafahmey Austrus, Edmund Azni Mohamed Zohomi, Norhidayah Elmustian, Elmustian Jamaluddin, Khairul Azhar Jamaludin, Khairul Azhar Mazlan, Rohaida Mohd Noor, Nur Atikah Nasri, Nurfaradilla Mohamad Ramlan, Norliza Wan Muna Ruzanna Wan Mohammad, Wan Muna Ruzanna