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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
RPPLE Method in Teaching and Learning Discourse of Pre-University
Student
*
1
Mohamad Nik Mat Pelet,
2
Adib Zakwan Al Qayyum Shahbuddin,
3
Norita Harijaman
,
4
Nurul
Nadia Samud ,
5
Juliana Damsik
12345
Academy of Language Studies, Universiti Teknologi MARA, Shah Alam
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.925ILEIID000078
Received: 23 September 2025; Accepted: 30 September 2025; Published: 07 November 2025
ABSTRACT
Discourse is an essential element in conveying ideas or messages so that they can be clearly understood by the
reader. Ideas are organized in an orderly, structured, and sequential manner to produce a complete text, and the
use of discourse markers plays a vital role in ensuring cohesion and coherence. Among the key discourse
markers that need emphasis are reference, connectors, substitution, lexical choice, and ellipsis, as these create
harmony between linguistic elements while sustaining the flow of ideas. Building on Halliday and Hasan’s
Cohesion Theory (1976), which highlights the importance of grammatical and lexical cohesion, the RPPLE
method was developed through four phases: concept understanding, method design, method development, and
method evaluation. The main objective of this method is to assist pre-university students in producing
impactful academic writing while preparing them with strong discourse skills before entering university. Initial
findings revealed that many students still lack the ability to use appropriate discourse markers in both spoken
and written contexts, and thus the RPPLE method was introduced to address this gap. Its effectiveness is
evidenced by the significant improvement in results, with the proportion of students achieving grade A
increasing to 63.3% compared to 0% previously. Therefore, the RPPLE method should be applied by Form 6
Malay language teachers to help students develop quality discourse that demonstrates cohesion and coherence,
serving as early preparation for tertiary-level studies.
Keywords: discourse, cohesion, RPPLE, Halliday and Hasan (1976), academic writing
INTRODUCTION
Discourse refers to a unit of language larger than a sentence, encompassing the structured arrangement of form
and meaning with the aim of conveying a complete message in communication, whether spoken or written. As
highlighted by Nurmasitah and Jama’yah (2015), information becomes difficult to interpret or fully understand
if a discourse lacks cohesive elements to connect its parts. Cohesion, therefore, is a crucial concept to ensure
the smooth flow and continuity of meaning between sentences and paragraphs in a text. In other words, the
deliberate use of cohesive devices within a discourse enables readers or listeners to identify interrelationships
between ideas, thereby facilitating deeper comprehension of the message being conveyed.
Halliday and Hasan (1976), in their seminal work Cohesion in English, introduced the theory of discourse
cohesion, which has become a fundamental basis in modern linguistic studies. They emphasized that both
grammatical and lexical aspects play a crucial role in achieving cohesion, as a text can only be regarded as a
unified discourse when cohesive relationships semantically bind its internal elements. They identified five
main principles of cohesion: (i) reference, (ii) conjunction, (iii) substitution, (iv) lexical cohesion, and (v)
ellipsis. Based on this framework, it can be argued that discourse unity is not solely dependent on grammatical
structure but also on the meaningful relationships constructed between elements of a text. This theory provides
discourse researchers with an analytical tool to evaluate the strength and effectiveness of a text by examining
the degree of cohesion present within it (Halliday & Hasan, 1976).
Ineffective discourse delivery often results in information or messages that are vague and difficult for the
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audience to understand. This issue is closely related to an individual’s mastery of the skills needed to link ideas
through coherence and cohesion. As highlighted in the study by Arbak and Ahmad Khair (2016), the
arrangement of information and sentences must function as a unit in both utterances and textual contexts,
incorporating syntactic features that should be explicitly expressed in a discourse. Furthermore, limited
mastery in the use of words, phrases, or clauses that demonstrate coherence and cohesion reduces one’s ability
to connect ideas with appropriate supporting details and relevant examples, whether in spoken or written form.
Similarly, Neng Lia, Mohammad Fadzeli, and Harishon (2023) emphasized that knowledge of cohesive and
coherent elements enables students to determine the types of relationships that should exist between ideas,
thereby ensuring that the issue or topic being discussed can be clearly understood by all parties involved.
Therefore, studies on discourse writing among pre-university students—referring to those enrolled in programs
under the Ministry of Education Malaysia (MOE) such as matriculation, foundation, Form 6, polytechnics, and
others—are particularly significant. Initial findings indicate that pre-university students, especially Form 6
students in the field of Malay language, face difficulties in producing discourse that systematically connects its
parts to generate unified and meaningful writing. These challenges are closely linked to their limited use of the
five principles of discourse markers highlighted by Halliday and Hasan (1976), namely reference, conjunction,
substitution, lexical cohesion, and ellipsis. In response to this, the RPPLE method has been introduced in the
teaching and learning of discourse to strengthen students’ readiness to produce effective and high-quality
writing as they transition into university-level studies. Accordingly, this study aims (i) to identify the level of
discourse mastery among pre-university students in Malay academic writing, and (ii) to analyze the
effectiveness of the RPPLE method in enhancing the teaching and learning of discourse in Malay academic
writing.
LITERATURE REVIEW
Studies on discourse have been extensively carried out by previous researchers across various dimensions,
particularly in relation to levels of achievement and mastery. Among these are the works of Neng Lia,
Mohamad Fadzeli, and Harishon (2023), Marzni, Nur Mimi, and Marni (2025), as well as Arbak and Ahmad
Khair (2016). In addition, research focusing on teaching and learning methods has also been conducted by
Hidayah and Nor Maizatul (2024), Nurhanna Syahira et al. (2024), Zul Izuddin and Kama Shaffee (2023), and
Juwairiah et al. (2018).
The study by Neng Lia, Mohammad Fadzeli, and Harishon (2023) revealed that in discourse, the use of
presentation markers—such as the marker word paraton or the use of interrogative sentences—plays a crucial
role in highlighting the presence of ideas coherently, as well as in establishing cohesion when introducing or
linking new ideas to those already discussed within a teaching context. They further emphasized that
presentation markers not only demonstrate the cohesiveness of a discourse but also foster a sense of respect
between the speaker and the audience, thereby enhancing the interpersonal dimension of communication.
A study by Marzni, Nur Mimi, and Marni (2025) on the effectiveness of applying discourse marker models,
auxiliary words, and Malay descriptive words highlights the importance of specific lexical items in discourse
when conveying ideas, particularly in essay writing. Their findings emphasize that discourse markers,
auxiliary words, and descriptive terms are essential in demonstrating the interweaving of ideas within an essay
in relation to the given topic. They further note that a good essay is not solely defined by the accuracy of its
ideas but also by the effective use of words that connect ideas within and between paragraphs, thereby
ensuring that the discussion consistently aligns with the main topic. Consequently, they argue that teaching
methods grounded in appropriate models or theories should be developed and applied by teachers to enhance
students’ ability to produce essays characterized by quality discourse.
In addition, Arbak and Ahmad Khair (2016) emphasized that the structure of a discourse should be assessed
based on the arrangement of ideas by examining the presence and role of elements within each sentence, such
as morphemes, words, phrases, or clauses. They argued that a sentence does not exist independently in
language communication but is always intertwined and related to other sentences within the discourse. Thus,
the weaving of ideas—achieved through cohesion and coherence—must be mastered in order to enhance the
effective use of lexical items that connect the parts of a discourse to its topic. Without these elements, the
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sentences produced will fail to convey the intended meaning of the discussion.
The study by Hidayah and Nor Maizatul (2024) on the diversity of strategies in education found that effective
teaching methods depend largely on a teacher’s creativity and expertise in selecting strategies, planning,
preparing, and implementing instruction to achieve the intended learning goals. They further emphasized that
if teaching methods are not suited to the varying levels of students, the skills being taught and the materials
provided will negatively influence students’ ability to understand and master those skills. This highlights the
importance of ensuring that the teaching methods employed are both appropriate and effective in meeting
learners’ needs.
Meanwhile, a study by Nurhanna Syahira et al. (2024) highlighted that effective learning management requires
adherence to specific requirements within a teaching and learning session, particularly the integration of
diverse teaching resources through both existing and innovative methods, including the use of information
technology as a key element to capture students’ attention. In other words, teachers must remain responsive to
current developments and student needs by aligning skills, materials, and teaching methods in ways that create
impact and enhance the effectiveness of the learning process.
This statement is supported by the findings of Zul Izuddin and Kama Shaffee (2023), who observed that
conventional-based teaching methods are no longer relevant as students’ interest and attention have shifted
away from outdated approaches, resulting in weak engagement during teaching and learning sessions. This
situation highlights the need for teachers to initiate change by diversifying their instructional strategies while
also developing a deeper understanding of curriculum components. At the same time, teachers must implement
teaching methods that are flexible and suitable for students across different proficiency levels to ensure
effective learning outcomes.
Juwairiah et al. (2018) further emphasized that in Malay language teaching, innovation must be integrated into
instructional methods to ensure that students can effectively engage with the learning process. Their study
revealed that teaching methods should remain relevant to current needs and contexts, particularly for students
who are directly involved in the learning process. As such, interactive and innovative elements must be
applied to make learning more interesting, focused, and well-structured, while simultaneously enhancing
knowledge acquisition and overall achievement. In other words, innovative and interactive teaching
approaches not only attract international learners to study Malay but also increase the enthusiasm of Malaysian
students and communities in participating in diverse teaching and learning practices. In line with this
perspective, the present study applies the RPPLE method in the teaching and learning of discourse writing
skills among Form 6 students.
It is evident that discourse plays a crucial role in conveying messages or ideas through lexical elements that
demonstrate cohesion and coherence, with the ultimate aim of ensuring that the information delivered is clearly
understood and perceived as meaningful. To enhance writing skills and the ability to communicate effectively,
various methods and strategies can be employed, including the RPPLE method as applied in this study. By
adopting appropriate teaching methods grounded in discourse theory, learners can be guided to produce
discourse that is not only effective and coherent but also of high quality and impact in communicating ideas or
messages related to a given topic.
METODOLOGY
Methodology plays a vital role in ensuring that research is conducted using approaches that are appropriate,
relevant to the field of study, and capable of addressing the research problem statements. This study
employed a qualitative research method to enable the collection of detailed and in-depth data on the
effectiveness of the RPPLE method in enhancing the academic writing of pre-university students through
the application and use of appropriate discourse markers, as emphasized in Halliday and Hasan’s Cohesion
Theory (1976). The study sample comprised Form 6 students from three schools in Mukah, Sarawak—
referred to as Schools X, Y, and Z. A total of 30 participants were selected using a purposive sampling
technique, with 10 students chosen from each school. Although the sample represents a relatively
homogeneous group, it was still able to provide the necessary insights for this research, as each selected
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Special Issue | Volume IX Issue XXV October 2025
participant contributed towards achieving the common objective of evaluating the effectiveness of the
RPPLE method (Mohd Badrul, Wan Muna, & M. Khalid, 2023).
In addition, pre-tests and post-tests were conducted to measure the effectiveness of the RPPLE method in
enhancing pre-university students’ ability to construct coherent discourse with strong and appropriate
cohesion. This aligns with Marsden and Torgerson (2012), who emphasized the importance of pre- and
post-testing in enabling researchers to determine measurable improvements in the subject being studied.
Furthermore, the development of the RPPLE method was structured into several phases, as Norafidah
(2017) explains that each phase in a teaching and learning model serves to bridge gaps from multiple
perspectives, including theory, knowledge, and practice. Accordingly, the construction of the RPPLE
method was carried out through four phases: (i) Concept Understanding Stage, (ii) RPPLE Method Design,
(iii) RPPLE Method Development, and (iv) RPPLE Method Evaluation, all of which were guided by
Halliday and Hasan’s Cohesion Theory (1976). After undergoing the four phases of teaching and learning
method development, the procedure for implementing the RPPLE method in strengthening the academic
writing discourse of pre-university students is illustrated in figure 1. This procedure was designed based on
Halliday and Hasan’s Cohesion Theory (1976), which emphasizes the use of reference, conjunction,
substitution, lexical cohesion, and ellipsis as essential elements in producing coherent and cohesive
discourse.
Figure 1: RPPLE Method based on Halliday and Hasan's Theory (1976)
Based on figure 1, the discourse produced by the study samples is strengthened through the systematic
application of all five principles of cohesion to construct discourse around a single idea or topic related to a
given issue or writing task. The integration of these five principles enables the discourse to become more
organized and unified, producing meaning that is impactful for the reader. The principles emphasized in the
RPPLE method do not only include reference, conjunction, substitution, lexical cohesion, and ellipsis, but also
extend to the sub-principles of conjunctions such as addition, opposition, causality, temporality, and
conclusion, which must be embedded within each sentence of the discourse. In other words, a coherent and
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cohesive discourse must incorporate all of the principles highlighted in Halliday and Hasan’s Cohesion Theory
(1976) to ensure effective and impactful delivery. Table 1 presents an example of discourse constructed using
the RPPLE method, with words or phrases highlighted in blue to indicate the application of cohesion principles
within each sentence.
Table 1: Example of Discourse based on the RPPLE method
Verse
RPPLE Method
Sentence
Verse 1
Idea
Language politeness is an important element that
needs to be instilled in students’ communication
skills at school.
Verse 2
Reference Marker
Their tendency to imitate impolite language is
feared to influence language development.
Verse 3
Connector Marker
(Addition)
Moreover, with the advancement of technology
that is able to spread various information without
borders.
Verse 4
Substitution Marker
This situation exposes students to negative
communication elements until they begin to
practice them.
Verse 5
Connector Marker
(Opposition)
Students are like a blank canvas who need to be
educated and exposed to positive values so that
they can grow into useful individuals.
Verse 6
Lexical Marker
The future leaders of the nation must be nurtured
from a young age to be aware of the need to
practice politeness in life.
Verse 7
Connector Marker (Causality)
This is not only intended to enhance politeness in
communication, but also to enable future leaders
to guide the nation by treating all citizens with
respect, regardless of race or religion.
Verse 8
Elipsis Marker
Continuous efforts beginning at school must be
carried out to ensure that students are able to
benefit from it.
Verse 9
Connector Marker (Temporal)
Sustained and ongoing steps until they reach
adulthood are expected to educate and shape
them into individuals with strong character and
enduring values of politeness.
Verse 10
Connector Marker (Conclusion)
Therefore, this effort does not rest solely on the
shoulders of teachers; parents and the community
must also play their respective roles.
The RPPLE method can be identified through the use of specific words that reflect the cohesion principles
introduced by Halliday and Hasan (1976). As illustrated in Table 1, the ideas or issues discussed must remain
focused so that the elements of RPPLE can be woven into a cohesive and coherent discourse. For example,
Verse 1 shows that the ideas presented in writing should be clearly elaborated to guide pre-university students
in selecting appropriate words that correspond to the RPPLE principles, enabling them to weave ideas
effectively—whether sentence to sentence or paragraph to paragraph. However, initial analysis revealed that
most pre-university students tend to write without fully integrating all the cohesion principles as suggested in
Halliday and Hasan’s Cohesion Theory (1976). Therefore, the introduction of an innovative teaching model
guided by the RPPLE method serves as a practical tool to support teachers in instruction and to assist pre-
university students in learning how to produce quality discourse, thereby achieving stronger academic writing
standards.
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RESULTS AND DISCUSSION
Based on the pre-test analysis, the discourse writing produced by the study samples consisted of only five to
six sentences to explain an idea. Moreover, the ideas conveyed did not cover the overall aspects of the
discourse under discussion. This shows that the intended meaning was not clearly communicated, leading to
ambiguity or misunderstanding, whereas in academic writing, writers are expected to explain ideas accurately
and scientifically to justify every phenomenon discussed. The findings also revealed that the sentence
structures produced by the study samples did not emphasize the five cohesion principles outlined by Halliday
and Hasan (1976), resulting in discourse that lacked unity. The students only applied a limited number of
cohesive principles when expressing their ideas, causing the discourse to have less impact in terms of clarity,
understanding, and interconnectedness. This situation highlights the urgent need for a method that can
strengthen pre-university students’ academic writing discourse to ensure they are well-prepared before
pursuing their studies at the university level, where academic writing is a fundamental skill required for
producing assignments across disciplines.
The implementation of the RPPLE method, developed through four phases as outlined earlier, revealed notable
changes in the academic writing discourse of the study samples. When applied in Schools X, Y, and Z in
Mukah, Sarawak, the method enabled students to gradually master the approach by producing longer and more
structured discourses. Specifically, the students began using ten sentences to elaborate on a single idea, with
sentences two to ten systematically incorporating the five cohesion principles along with their sub-principles,
as illustrated in Diagram 1 and Table 1. For instance, sentence two applied reference markers, sentence three
employed additive connectors, sentence four used substitution, sentence five applied opposition connectors,
sentence six incorporated lexical cohesion, sentence seven used causal connectors, sentence eight
demonstrated ellipsis, sentence nine applied temporal connectors, and sentence ten concluded with conclusive
markers. By emphasizing these principles and their sub-categories, the discourse produced was not only
coherent but also demonstrated continuity of meaning between sentences, paragraphs, and overall ideas,
thereby elevating the quality and impact of students’ academic writing.
Table 2 presents the pre- and post-test scores of the study samples involved in this research. The results
indicate significant improvements, demonstrating that the discourse of pre-university students began to
develop positively through the application of the RPPLE method. Analysis of the essays tested revealed that 23
students achieved score increases of 60% or more, while the remaining seven recorded improvements of 40%.
These findings provide clear evidence that the RPPLE method enhances students’ ability to produce quality
discourse by integrating and unifying linguistic and sub-linguistic elements. In addition, the method offers
teachers a valuable alternative for diversifying instructional strategies, particularly in the teaching of academic
writing, thereby contributing to more effective and impactful teaching and learning practices.
Table 2: Pre-Test and Post-Test Results
Study Sample
Post Test (100 marks)
SK1
85%
SK2
73%
SK3
90%
SK4
79%
SK5
89%
SK6
80%
SK7
60%
SK8
60%
SK9
87%
SK10
92%
SK11
83%
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SK12
88%
SK13
60%
SK14
70%
SK15
81%
SK16
80%
SK17
77%
SK18
82%
SK19
81%
SK20
86%
SK21
83%
SK22
64%
SK23
66%
SK24
81%
SK25
89%
SK26
87%
SK27
86%
SK28
63%
SK29
55%
SK30
83%
Based on Schedule 1, only SK7, SK8, SK13, SK22, SK23, SK28, and SK29 recorded an increase of 40% to
45% in academic writing performance after applying the RPPLE method, compared to 27 study samples that
demonstrated more significant improvements of 60% to 65%. In addition, the average increase in the number
of A grades also showed a notable rise of 63.3%, representing 19 students (SK1, SK3, SK5, SK6, SK9, SK10,
SK11, SK12, SK15, SK16, SK18, SK19, SK20, SK21, SK24, SK25, SK26, SK27, and SK30) compared to the
results before the implementation of RPPLE. These findings clearly prove the effectiveness of the RPPLE
method in enhancing pre-university students’ ability to use cohesion in linking discourse. The strength of this
method lies in its emphasis on ensuring that every sentence in a discourse incorporates all five cohesion
principles rather than focusing selectively on only certain principles, as observed in the students’ previous
writing styles. To ensure that ideas are meaningful and impactful, they must be expressed in ways that allow
not only comprehension but also clear conveyance of the intended message to the reader or listener. In other
words, the RPPLE method highlights the comprehensive use of all cohesion principles—including reference,
conjunction, substitution, lexical cohesion, and ellipsis—together with the five sub-principles of conjunctions,
namely addition, opposition, causality, temporality, and conclusion, as introduced by Halliday and Hasan
(1976). This finding supports the view of Rozita, Rahim, and Shahidi (2022), who argued that cohesion-based
teaching practices in composition must be designed using a variety of approaches, methods, techniques, and
strategies. Teachers, therefore, must not only rely on linguistic knowledge but also integrate comprehensive
instructional methods to help students produce discourse that fully applies cohesion principles. As a result,
teaching will not only address students’ difficulties in linking ideas into solid discourse but will also strengthen
their ability to produce quality academic writing that aligns with their educational background.
CONCLUSION
In conclusion, the RPPLE method implemented to strengthen the academic writing discourse of pre-university
students has proven effective in enhancing their ability to comprehend and produce discourse that is not only
meaningful but also capable of influencing readers’ understanding. Beyond improving students’ mastery of
linguistic structures, the method also facilitates the focused integration of cohesion elements as outlined in
Halliday and Hasan’s (1976) discourse linguistics theory. As a result, students are able to develop into
discourse-literate and critical individuals who can engage effectively in various language contexts through
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writing characterized by strong cohesion and coherence. Therefore, the RPPLE method should be applied by
Malay language teachers in schools and further considered for patenting, alongside the development of
interactive innovation kits to support teaching and learning activities. Such efforts would enable the RPPLE
method to be expanded through comprehensive studies across diverse fields, thereby strengthening its role as a
practical and impactful pedagogical model.
ACKNOWLEDGEMENTS
The authors would like to express their sincere gratitude to the management of APB, UiTM Shah Alam, for
partially sponsoring the publication fee of this article.
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