Now the current scenario of communicative language teaching is bringing about developments among students of English; they lack both competence and communication or language use. In an analysis of the KBSM program, for example, Ambigapathya (2002) reports that students have to learn too many grammatical skills, which are then tested via exams. The emphasis on mastery and rote learning of skills and their application in exams has ultimately eroded communicative skills. This gave rise to a new class of students capable of passing exams and continuing to the next level without actually being able to use the English language productively during a communicative event. (ibid.). Furthermore, classroom teaching is strongly characterized by teacher-centered approaches and a chalk-and-talk method of exercises (Ministry of Education, 2003). Unfortunately, the most popular method of teaching is to use previous year exam questions, worksheets, and workbooks (Ambigapathy, 2002). To describe classroom activities regarding current language classes, Ambigapathy said that literacy is learned as a set of skills and not as a social practice related to