Planning Writing Lesson Using Proposed Sequential Planning Model (PSPM) in the Limited Proficiency Writing Classroom

The proposed model represents a strategy for
addressing the need for second language writing lessons to
be divided into discrete stages dealing with a specific
language focus in each lesson. This proposed model helps
in the planning of writing lessons as the process of learning
to write in a second language classroom among limited
proficiency English language learners (LEPL) whose
motivation is affected negatively due to language barriers
resulting in their inability to express their ideas in English.
Due to this, there is a need for teachers to plan and provide
the required tools for LEPL to be able to write well. The
proposed Sequential Planning Model (PSPM) provides ESL
teachers with a mean to help learners in these aspects. The
preliminary study was conducted in 5 secondary schools in
a rural district in Sabah to test out the PSPM. The
respondents (five TESL teachers) were teachers teaching
English in Upper forms. Primarily data collected is derived
from a questionnaire with all ESL teachers in the district as
a form of need analysis. Data was raised in the way of
document review, pre and post-semi-structured interviews
with the respondents. The supporting data was derived from
student’s performances in their writing tasks before and
after the intervention. The findings of this research suggest
a potential strategy for teachers to use in planning their
lesson and indicate that this approach is operational in
helping teachers effectively plan their lessons.