Now the current scenario of communicative language teaching is bringing developments among English learners; they lack both competence and communication or use of language. In an analysis of the KBSM program, for example, Ambigapathya (2002) reports that students are required to learn too many grammatical skills, which are then tested through exams. The focus on mastery and rote learning of skills and their application in exams eventually eroded communicative competence – hence a new class of students emerged who could pass exams and continue to tertiary level without actually being able to use the English language productively in a communicative event. (ibidem). Furthermore, classroom teaching is strongly characterized by teacher-centred approaches and “chalk and talk” practice methods (Ministry of Education, 2003). The most popular teaching method, unfortunately, is practice using previous year exam questions, worksheets and notebooks (Ambigapathy, 2002). To describe classroom activities regarding current language lessons, Ambigapathy said, literacy is learned as a set of skills and not as a social practice connected to