English Language Education Essay

CHAPTER 1

1.1 Introduction
English language is basically known as the international language used both globally and locally (McKay SL, 2009). English is spoken and used as the second language or L2 in Malaysia. Besides that, Malaysia is one of the Asian countries which is adopting bilingual system in its education line (Darmi & Albion, 2013). The English language has been playing an important part for decades in various fields, especially in education. Understanding the significance of the English language, the government has started executing new educational modules to support the English language learning as a method for pushing the young learners towards a more prepared generation to rival the worldwide community. The main idea here is

The goal, therefore, is to gain an overall understanding of what is described in the text rather than to obtain meaning from isolated words or sentences. In understanding read text information children develop mental models, or representations of meaning of the text ideas during the reading process. There are two classes of mental models: a text-based model, which is a mental representation of the propositions of the text and a situation model consisting of what the text is perceived to be about (Kintsch 1998; van Dijk and Kintsch 1983).
2.2 Education system in Malaysia.
The main reason English is given much importance is firstly English is the most spoken language around the world nowadays. English is important for communications as well as educations. Besides communication and education, English is also important for marketing, hobbies and entertainment. As for students or learners, most of the reference books, journals, articles or even when they search information in the internet, mostly it is written in English. In their colleges or universities it is important for the students to look up for references (The Malaysian Times,

During this particular process, one examines how the brain works or processes, and teachers need to guide the students during this stage to help them understand something better and how they process the information. Readers can examine their thinking process by visualizing, questioning, and blending data are all ways that readers can analyse their reasoning procedure (Fountas and Pinnell, 2000). Practising and applying metacognitive strategies will be helpful for students to become better at reading besides understanding well.
Wafa (2003), Young and Fry (2008) and Yang (2009) have reviewed the use of metacognitive strategies on the achievement of English language in the context of English, and they agree that there is a positive relationship between the use of metacognitive strategies and achievement in English. Wafa in one of her research found that students with high achievement in English use more metacognitive strategies than students of low achievement in that language. Her findings show that high achievers are highly aware of their needs and seek more opportunities to practice English (Sa’adiah Kummina, Saemah Rahman, 2010). These researchers have shown that students whom use less metacognitive strategies tend to have low achievement in their reading ability. Vianty (2009) also has proposed language teachers to encourage students to use metacognitive