Background and Purpose: Coronavirus has posed an unfamiliar threat to the world. Despite such circumstances, Malaysians continue to stay optimistic by keeping abreast with updates and mostly by seeking refuge in hopeful and consoling messages shared by fellow citizens. This study identified Facebook postings with positive messages, posted by Malaysians during the Movement Control Order (MCO) implemented by the Malaysian government as a form of prosocial behaviour.   Methodology: Through an analytic framework consisting of Positive Discourse Analysis and Critical Discourse Analysis, 15 Facebook postings related to COVID-19 were selected and identified as positive discourse, which were coded and categorised using a thematic analysis. Further analysis was also conducted on the linguistic features identified in the narratives of the postings showing the construction of positive discourse in the Facebook postings.   Findings: The findings demonstrate an extensive utilisation of expressions of solidarity primarily through collective pronouns like “we” and “us”, which suggest solidarity and empowerment among Malaysians in dealing with COVID-19. Further analysis reveals the forms and contextual functions of the linguistic strategies as carrying pragmatic devices (e.g. speech acts and figurative language), which contributes to the power enactment in the Facebook postings in creating an overall positive reaction.   Contributions: This critical discourse study does not only promote positive discourse for its own sake, but also serves as a pragmatic approach to materialise utilitarian goals. It is therefore hoped to contribute not only to linguistics, but also social, psychological as well as arts and humanities studies through further examinations of the pivotal roles that communication and language play, especially in rising against dire situations.   Keywords: COVID-19, Critical Discourse Analysis, media discourse, Positive Discourse Analysis, power and solidarity.   Cite as:  Azizan, M., Ismail, H. H., & Qaiwer, S. N. (2020). Power and solidarity in positive Facebook postings amidst COVID-19 in Malaysia.  Journal of Nusantara Studies, 5(2), 329-364. http://dx.doi.org/10.24200/jonus.vol5iss2pp329-364

Past studies have discerned gender disparity in language learning strategy (LLS) used among English as a Second Language (ESL) secondary schools and university students. However, very few studies have been done on learners in primary schools, particularly young Malaysian learners. This study, therefore, identifies frequently used learning strategies between genders in ESL classroom. A total of 30 young Malaysian learners at the age of 10 were selected through purposive sampling in a suburban area in Samarahan, Sarawak. The close-ended Strategy Inventory for Language Learning (SILL) was employed as the data collection tool. Data were then analysed descriptively using SPSS Version 25. The findings showed that common LLS employed by young Malaysian ESL learners are compensation strategies where a teacher or peer interference fills the gap in communication and lack of vocabulary, leading to the use of compensation strategy. Besides that, it was found that female learners are likely to use more language strategies compared to male learners. Another interesting observation is that the commonly used strategies employed among female students are cognitive strategies while male learners preferred cognitive strategies. The teaching implications and recommendations for potential study are further considered.

. It is common for Malaysian primary school pupils to have difficulties in reading English texts. One of its factors concerns text selection. Hence, a careful selection of the text is needed to ease their reading experience in ESL (English as Second Language) classrooms. This study explored teachers’ perceptions on literary text selection for Malaysian primary schools. An online questionnaire was distributed to gauge teachers’ perceptions on the current materials in terms of its impact on the students and lesson effectiveness. Respondents were 34 teachers of Years 4 to 6 in primary schools in Terengganu, the east coast Malaysia. Data analysis revealed that the teachers perceive local materials as more relatable to pupils in comparison to the foreign texts. The local texts are also perceived to have greater impacts on the students and lessons despite doubts remaining within the autonomy of this selection. This study is hoped to be helpful to the Ministry of Education and the teaching community in improving text selection in the future.

The need to provide appropriate methods of teaching to meet the growing needs of students is increasing as more and more students begin to learn English. This is particularly important for students studying English, who may only be introduced to English in their classroom in a foreign country. Reading strategies have been developed to help learners to resolve language barriers, such as vocabulary and grammar. Teaching reading strategies are proposed as an efficient way of delivering a learning environment that focuses on learners to promote learner independence and develop their language skills. Thirteen research studies were synthesized by means of a Mixed Methods Research Synthesis that collects qualitative and quantitative data, then analyzes them using both qualitative and quantitative approaches. The findings suggest that the evidence does not demonstrate that reading strategies are an effective means for EFL students to improve their comprehension of reading, but it is still uncertain whether certain strategies are better than others. As the results do not provide a particular conclusion on the efficacy of reading strategies, it is concluded that it cannot be helpful to language skills growth by using available class time to teach readings strategies.

English as Second Language (ESL) teachers' ability to integrate technologies has an insightful impact on students' language performance as well as their educational development. Thus, inquiring teachers' level of knowledge and readiness in their practice of integrating Industrial Revolution 4.0 (4IR) into their teaching practices is necessary. Besides reviewing past literature on teachers' level of knowledge in 4IR and factors that affect teachers' level of readiness, this paper provided a conceptual framework that can be useful to measure teachers' level of knowledge and readiness in integrating 4IR into their teaching. The determinants highlighted are analysed mainly using theoretical framework based on TAM3 model. The research questions formed are derived from two variables-level of knowledge and level of readiness among ESL primary school teachers. It is hoped that this study could highlight the effectiveness of the framework in analysing ESL primary teachers' level of knowledge and readiness in integrating 4IR in their teaching practices.