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Archives of Business Research – Vol. 10, No. 1
Publication Date: January 25, 2022
DOI:10.14738/abr.101.11565. Perumal, P., Husin, M. R., & Nachiappan, S. (2022). A Pilot Study of Analysis of Students Cognition and Affection Styles in
Strengthening Essay Writing Malay Language in Primary Schools. Archives of Business Research, 10(01). 84-91.
Services for Science and Education – United Kingdom
A Pilot Study of Analysis of Students Cognition and Affection
Styles in Strengthening Essay Writing Malay Language in
Primary Schools
Pushpavali Perumal
Faculty of Human Development
Universiti Pendidikan Sultan Idris Malaysia
Dr. Mohd Razimi Husin
Faculty of Human Development
Universiti Pendidikan Sultan Idris Malaysia
Prof. Dr. Suppiah a/l Nachiappan
Faculty of Human Development
Universiti Pendidikan Sultan Idris Malaysia
ABSTRACT
This study aims to analyze the cognition style and affections of students in writing
Malay essays. The study sample involved 52 students Year 5 and 2 teacher to be
interviewed. A total of 40 original essay texts were studied and analyzed and 12
students were interviewed to obtain data and transcribed into research texts. The
text of this study was analyzed using Hermeneutic methods to interpret the findings
of the study. Findings show that excellent and average students can apply cognition
style, affective and past experience in essay writing while weak students face
difficulties in practicing cognition style, affective and past experience
Keywords: Cognition and affective skills, Malay essays, Hermeneutic methods
INTRODUCTION
Language is an important communication tool in human life. One is able to communicate with
anyone to convey desires, feelings, opinions, experiences, gain information, add knowledge,
understand others and so on. There are various meanings or definitions of writing that have
been stated by eminent scholars. Thus, writing is a way to represent a thought or idea in written
form so that it can be understood by others.
The teaching and learning of the Malay language has led to harmony and unity that strengthens
one Malaysia to generate the country as a pioneer of unity and become an example of a country
that practices multi -racial democracy. In addition, the knowledge of the Malay language has
provided employment opportunities in various fields to Malaysians who contribute to the
country's economy. The application of High Level Thinking Skills (KBAT) through the Malaysian
Education Development Plan (PPPM) (2013-2025) was formulated as an effort to build a nation
that has a high competitiveness through education that applies high thinking in schools by the
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Perumal, P., Husin, M. R., & Nachiappan, S. (2022). A Pilot Study of Analysis of Students Cognition and Affection Styles in Strengthening Essay
Writing Malay Language in Primary Schools. Archives of Business Research, 10(01). 84-91.
URL: http://dx.doi.org/10.14738/abr.101.11565
21st century. Its implementation in Malay language subjects can transform Malay language
pedagogy into a more holistic learning.
Good essay writing depends on the use of students ’cognition and affective styles. Pupils write
essays based on systematic thinking patterns that extract information from their subconscious
level. Pupils keep the knowledge they have learned since primary school. When starting to think
about writing an essay, then students begin to experience cognition and affect internally to
unearth information related to the essay to be written.
STATEMENT OF PROBLEM
In Malaysia, Malay language has become a compulsory subject to be studied at all school levels
in our country, learning techniques for writing BM essays using memorization methods (Lai
Lee Chung, Chin Hai Leng & Chew Fong Peng, 2017). Pupils memorize interesting essays and
rewrite in exams.While this technique allows students to pass in exams but prevents students
from the process of thinking critically and creatively. The generation of HOTS among students
requires a process of intellectual thinking skills with broad and deep thinking whether finding
meaning and understanding of an issue that has been studied, making judgments and decisions
or solving problems. (Suppiah Nachiappan, Irna Patricia Julia, Norazilawati Abdullah, Sangkari
Chandra Suffian, Noor Athirah Sukri & 2019).
According to Sriraj (2018), the subconscious level is important to students because it allows
students to do the thinking process while extracting information to write BM essays. The
subconscious level can also increase cognition among students. All visual materials used by
students during the P&P of BM writing by the teacher make it easier for students to store
information in memory. Next, students will retrieve information from memory to write. Wan
Izzah's (2017) study states that some teachers do not guide students to think well.
Malay language teachers still take it easy especially teaching is still teacher centered. Pupils will
be passive when in the classroom (Mohd Qhairil Anwar, 2018). According to Mohd Zaki (2018),
Malay language teachers do not teach students to master the skills of finding, understanding
and using information in more depth. Teachers 'teaching is still less than one -third of the total
teaching time of teachers in the classroom emphasizing thinking skills. Furthermore, nowadays,
Malay language proficiency is influenced by students' mother tongue (Zamri 2020). Therefore,
teaching and learning must run smoothly. If the PdP conducted in the classroom does not
stimulate the minds of students, students face problems in generating ideas even in simple
essays (Fikri & Zamri, 2019).
RESEARCH OBJECTIVE
i) Analyze the problems faced by Year 5 students in writing Malay essays.
ii) Analyze the affective process that occurs to Year 5 students in writing Malay essays.
iii) Analyze the types of cognition styles found in Year 5 students in writing Malay essays.
iv) Analyze the extent to which past experience influences the writing of Malay essays by Year
5 students.
v) Build an effective Year 5 Malay essay writing framework based on the process of affection,
cognition and past experience.
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RESEARCH QUESTIONS
I. What are the problems faced by Year 5 students in writing Malay essays?
II. How does the affective process happen to Year 5 students in writing Malay essays?
III. What kind of cognition style happens to Year 5 students in writing Malay essays?
IV. To what extent does past experience influence the writing of Malay essays by Year 5
students?
V. How to build an effective Year 5 Malay essay writing framework based on the process of
affection, cognition and past experience?
LITERATURE REVIEW
The problem of mastering the writing of BM essays has made students weak and not motivated
to pay attention to BM subjects. Furthermore, this matter has also caused students not to be
interested in mastering the skills of writing BM essays (Dima Mazlina & Abdul Rahid, 2016).
PdP that does not emphasize the culture of thinking will cause students to be weak in
developing an issue presented by processing the content of the essay perfectly (Anthony &
Yahya Othman, 2017).
Lack of interest in writing is the biggest factor influencing the writing of Malay essays among
the respondents of their study. As a result, the study respondents found it difficult to write the
content paragraph and the introductory paragraph in writing the essay. The attitude of teachers
who teach using conventional methods has further complicated this issue (Aisyah, Zamri &
Azwa, 2016). Pupils find it difficult to write content paragraphs and introductory paragraphs
in writing essays. As a result, their essay writing revolves around only one paragraph, ideas and
descriptions overlap and there is a repetition of the main content. Essay writing marks in the
Mid -Year Examination (PPT) also showed a disappointing achievement. (Nurul Aisyah, Zamri
& Azwa, 2016).
In addition, the mastery of writing skills among students is still at an alarming level. The
Malaysian Examinations Board (2017) reported that the number of students with moderate
achievement in essay writing was more than excellent and low achievement. According to Lai
Lee Chung, Chin Hai Leng & Chew Fong Peng (2017), the findings of their study show that
collaborative learning is rarely applied by Malay language teachers in the teaching and learning
process especially in essay writing. Collaborative learning is not a major option in the teaching
and learning process of essay writing due to constraints during its implementation.
Other studies such as Chew Fong Peng & Nur Atikah (2020) suggest that Malay language
teachers apply the PAK21 method in their teaching. Teachers are encouraged to carry out
activities that encourage the active involvement of students in their teaching and learning
process. A variety of teaching aids are also seen to help teachers in carrying out their teaching
activities so that they can attract students to focus more in the classroom. Teachers should
equip themselves with adequate skills and knowledge.
A study produced by Chew Fong Peng & Zul Hazmi Hamad (2018) found that the frequency and
effectiveness of HOTS practice among teachers is high. However, the level of proficiency in
KBAT in Malay among students is satisfactory. The results also show that there is a significant
difference between the practice of questioning KBAT with the background of students from the
aspect of school type. Therefore, teachers in all primary schools, especially SJKT, need to be
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Perumal, P., Husin, M. R., & Nachiappan, S. (2022). A Pilot Study of Analysis of Students Cognition and Affection Styles in Strengthening Essay
Writing Malay Language in Primary Schools. Archives of Business Research, 10(01). 84-91.
URL: http://dx.doi.org/10.14738/abr.101.11565
cultured with KBAT more actively so that the students who are born will be the future
generation who have KBAT and are able to face challenges with perseverance, perseverance
and perseverance.
HERMENEUTIC METHODS
Hermeneutic analysis is used to interpret student essays. (Suppiah, 2017). According to
Suppiah (2016), hidden facts in the text can be seen more clearly through the use of
Hermeneutic methods. The procedure of the study, the Hermeneutic method is thought of first,
followed by the narrative text it studies seen in the context to be interpreted. This is to ensure
accuracy and truth in producing truly quality research findings.
Hermeneutic approaches began to be used in the social sciences and humanities as an approach
to text interpretation. For example in the results of essays. Moreover, the term Hermeneutics is
shared with other fields of knowledge such as sociology, history, technology, law, criticism,
literary criticism and the humanities as a whole (Ridzuan Masri, Shahid Basri & Razlina Abdul
Rani, 2015). Hermeneutics is a science that discusses human behavior through methodologies
appropriate in the context of today’s world. Hermeneutics is considered an inquiry that
investigates and unravels the hidden mysteries behind human behavior (Loganathan, 1992).
According to Mohammad Fadzeli Jaafar (2016), an interpretation is usually subjective that is
only true for certain individuals and may not be true for other individuals. This definition
implies that the process of interpretation is not a simple matter but it is complex and dynamic.
RESEARCH DESIGN
This study is based on a qualitative study design using Hermeneutic method. The researcher
will analyze the results of students' writing to study and and analyze the application of
cognition style, affection and subconscious level in writing Malay essays in SJK (Tamil).
SAMPLING
In this study, the sample consisted of 40 Year 5 students in analyzing essays and 12 students
and 2 teachers to be interviewed. This sample was selected from a SJK (Tamil) located in an
urban area in the district of Klang. These samples were selected with the approval of the
teaching teacher and Year 5 students.
RESEARCH PROCEDURE
Prior to conducting the study, the researcher has collected and examined the results of the final
examination marks of the year (2019) of students for the subject of Malay Writing. Through this
step, the researcher can identify the level of student achievement.
After that, the title of the essay is given and the participants have to answer within the time set
by the researcher. Next, the writing results were analyzed using Hermeneutic methods.
Through the Hermeneutic method, the researcher can analyze and interpret the student's essay
text in detail to detect and identify the application of cognition, affect, subconscious level in
Malay essay writing for Year 5 students. complete study report.
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FINDINGS
Based on the findings of the pilot study, the researcher was able to analyze the essays produced
by the students. The following is an analysis of the findings of a pilot study in terms of affective
style and cognition of students administered to 4 Year 5 students in SJK (Tamil).
It was found that excellent students were able to write essays that fit the title. Students can
write the main content of the essay based on the title. Excellent idea processing and clear,
structured and interesting presentation. The sequence of important content is well written in
paragraphs guided by the title. Able to show the affective elements that underlie feelings and
emotions while writing an essay. Use phrases such as “be kind, be positive, in a happy state and
sad phrases in a sad state. For example, advising ourselves to be positive. The right friend,
should always be with us even in sad and happy situations. At least he can calm our minds. In
terms of cognition an excellent student is able to recall the information required by the title.
Pupils learn and adapt to the title of the essay. Pupils are able to parse factual information such
as content and description in an essay. Each content is accompanied by processing and
examples that make it easier for the reader to understand the verses presented. The style of
cognition that can be seen in student essays is that students are able to analyze relevant
important facts that are embedded in students ’minds. The information may be obtained during
the teacher's teaching in the classroom or from reading material and reused in the processing
of the content of the essay. Next a good friend is willing to share or at least listen to our
problems whenever needed. A good friend is able to serve as a mentor when we face problems.
Furthermore, from the aspect of past experience, excellent students can immerse themselves
in past experience in writing essays. Write an essay based on the format of a discussion essay,
that is, start the essay with a beginning, development of content and conclusion. Able to relate
current information to past information. Facts, content and descriptions are processed by
students because the format of the essay is mastered and stored in long -term memory. The
knowledge and experience accumulated over the years through learning in the classroom as
well as outside the classroom helps students in the thought process.
The analysis of students' findings is simple in terms of affect, the idea fits the title. I have an idea
but less well written. Simple idea processing. There is a sequence of important contents but it
is explained in moderation. Able to show the affective elements underlying feelings and
emotions while writing an essay but the use of incorrect adjectives in sentences. Can use
phrases such as “kind, be positive, in a happy state and sad phrases in a sad state in the correct
sentence. . For example, advising ourselves to think positively. Next, in terms of cognition,
students can remember the information required by the title but the sentence is less interesting.
The sentence structure is less attractive. There is an aspect of cognition that describes but the
content is not described well. Cognition styles are poorly applied well or fully by students.
There may be obstacles in terms of time as well as motivation. Being able to see the style of
cognition in students 'essays analyzes the relevant important facts that are embedded in
students' minds. The information can be reused in the processing of the content of the essay
but the continuation of the sentence processing is less interesting. A good friend can help us.
An example of a good friend is a friend who helps us sincerely. When we ask for help can help
us. In terms of past experience, average students can immerse themselves in the subconscious
level in essay writing. Pupils can come up with ideas but the description of the friend selection
aspect is less interesting. Writing an essay based on a discussion essay format but the content
of the essay is not enough. Can relate current information to past information. Facts, content
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Perumal, P., Husin, M. R., & Nachiappan, S. (2022). A Pilot Study of Analysis of Students Cognition and Affection Styles in Strengthening Essay
Writing Malay Language in Primary Schools. Archives of Business Research, 10(01). 84-91.
URL: http://dx.doi.org/10.14738/abr.101.11565
and descriptions are poorly processed by students although the format of the essay is stored in
long -term memory but the sentences of the essay are less interesting. Can apply the knowledge
and experience accumulated through learning in the classroom or outside the classroom in the
thought process.
The analysis of the findings of weak students in terms of affect has an idea but it is not well
written. Able to show the affective elements underlying feelings and emotions while writing an
essay but in a hanging sentence. Not fluent in using phrases such as “be kind, be positive, in a
happy state and sad phrases in a sad state in the correct sentence. We need to choose good
friends who can help us when we are in a difficult situation. We need to be good at choosing
friends who can help us. From the aspect of cognition, weak students have difficulty
remembering the information required by the title. The beginning of a brief essay. The cognitive
aspect of parsing essays is not fully applied by students. Students do not process the content of
the essay well. Pupils do not support the main content well. Continuity between the contents of
the essay still needs to be improved by students. Able to come up with ideas but not able to
generate ideas. Lack of being able to see Cognition styles in student essays analyze relevant
important facts embedded in students ’minds. The information can be reused in the processing
of the content of the essay but the sentence processing connection is unstructured and
uninteresting. In terms of the subconscious level, students are less immersed in the
subconscious level in essay writing. There are ideas but they are not fluent in coming up with
ideas. Writing an essay based on the format but the content and paragraphs of the essay are not
enough. Facts, content and descriptions are poorly processed by students because the essay
format is less fluent and stored in long -term memory. Lack of ability to apply the knowledge
and experience accumulated through learning in the classroom or outside the classroom. Lack
of skills in relating past and present experiences.
DISCUSSION
Student essay writing was analyzed using an essay scoring guide. All writings were categorized
into three parts namely excellent, moderate and satisfactory based on idea processing, content,
sentence structure, use of vocabulary, correct spelling. Through these three categories as well,
can be seen the analysis of cognition styles, affections and subconscious levels that occur in the
writing of student essays. A pilot study was administered to 4 students in SJK (Tamil).
Based on the findings of the pilot study, it was found that one student wrote an essay in an
excellent level. These students understand and appreciate all the essay writing lessons taught
by teachers and essays read in various print and electronic media. Everything learned,
especially the language style is successfully stored by the student in long -term memory. Among
the methods that have been used by these 4 students is to reason, remember, synthesize and
rehearse the language style information that must be appreciated to be explored while writing
an essay. Moreover, knowledge from past experiences in his life became a solid foundation for
composing essays of this type of experience. All the relevant information and ideas for writing
this essay have been compiled, linked and formulated to be a beautiful, interesting essay and
able to convey the information required by the essay question.
Next, through the findings of the pilot study, it was found that 2 students wrote essays in the
intermediate level. Although students can extract information based on past experiences but
these students' essays can only be categorized in the moderate category and can not be given a
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good category because the use of vocabulary is very limited and sentence structure for most
sentences is also less accurate and also found there are grammatical errors. notable such as
incorrect use of adjectives and inaccurate use of words in essay text writing.
It was found that one person wrote an essay in a satisfactory level. found pupils in the category
less proficient in processing information contained in long-term memory. Pupils are not able to
write in the way the teacher teaches using the correct sequence. Although the students wrote
the essay using the element of affect, which is to focus on the imagination and apply from the
experience but the students were not able to filter the contents that are relevant and
appropriate to the title of the essay. Student work in this category also has a very easy and
concise presentation of content to read. Most of the students' ideas are processed using only
basic sentences. The use of students' vocabulary is also very limited and almost all writing in
this category has very limited vocabulary problems causing students to have difficulty in
processing and developing content.
PROPOSAL
Based on the findings of the pilot study obtained in this study, any party involved such as the
role of students, the role of teachers, the role of parents, the role of school administrators, the
role of the Ministry of Education Malaysia should take lessons to improve affective style,
cognition and subconscious among primary school students through various programs that can
improve the level of thinking of students.
CONCLUSION
The success of students in each subject undeniably depends a lot on the efforts of students. The
use of learning methods that are appropriate for students is a contributing factor to the
effectiveness of student strategies. Various efforts need to be considered to overcome the
problems faced by students so that they can undergo the teaching and learning process
effectively. Although teaching writing is often considered difficult by some, vigorous efforts
need to be made to improve students' mastery of writing skills. Therefore, as educators who
are responsible for producing the next generation, priority must be given to improving the
performance of students to be able to compete in the global world.
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