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DECLARATION OF THESIS / UNDERGRADUATE PROJECT PAPER AND COPYRIGHT
Author’s full name : NUR’ATIKAH BINTI RAHMAN Date of birth : 3rd APRIL 1986 Title : EXAMINING LITERATURE MATERIALS AS ENGLISH LANGUAGE TEACHING (ELT)
MATERIALS
Academic Session : 2008/2009 I declare that this thesis is classified as : I acknowledged that Universiti Teknologi Malaysia reserves the right as follows :
1. The thesis is the property of Universiti Teknologi Malaysia. 2. The Library of Universiti Teknologi Malaysia has the right to make copies for the purpose
of research only. 3. The Library has the right to make copies of the thesis for academic exchange.
Certified by :
SIGNATURE SIGNATURE OF SUPERVISOR 860403-23-5614 ASSOC.PROF.DR.MOHAMAD HASSAN ZAKARIA
(NEW IC NO. /PASSPORT NO.) NAME OF SUPERVISOR Date : 30th APRIL 2009 Date : 30th APRIL 2009
NOTES : * If the thesis is CONFIDENTIAL or RESTRICTED, please attach with the letter from the organisation with period and reasons for confidentiality or restriction.
UNIVERSITI TEKNOLOGI MALAYSIA
√
CONFIDENTIAL (Contains confidential information under the Official Secret Act 1972)*
RESTRICTED (Contains restricted information as specified by the
organisation where research was done)* OPEN ACCESS I agree that my thesis to be published as online open access
(full text)
“I hereby declare that I have read this thesis and in my opinion this thesis is sufficient
in terms of scope and quality for the award of the degree of
Bachelor of Science with Education (TESL)”
Signature :
Name of Supervisor: Assoc. Prof. Dr. Mohamad Hassan Bin Zakaria
Date : 30th APRIL 2009
EXAMINING LITERATURE MATERIALS AS ENGLISH
LANGUAGE TEACHING (ELT) MATERIALS
NUR’ATIKAH RAHMAN
A thesis submitted in fulfilment of the
requirements for the award of the degree of
Bachelor of Science with Education (TESL)
Faculty of Education
Universiti Teknologi Malaysia
APRIL 2009
ii
I declare that this thesis entitled “Examining Literature Materials As English
Language Teaching (ELT) Materials” is the result of my own research except
as cited in the references. The thesis has not been accepted for any degree and
is not concurrently submitted in candidature of any other degree.
Signature:
Name: Nur’Atikah Binti Rahman
Date: 30th April 2009
iii
To my beloved mother and father,
Norlidza Binti Mansur & Rahman Bin Mohd Shariff
You are my inspiration.
iv
ACKNOWLEDGEMENT First and foremost, I would like to thank Allah the Almighty for his
blessing and inspiration for me to complete this research.
I also would like to extend my most gratitude and appreciation to my
supervisor, Assoc. Prof. Dr. Mohamad Hassan Bin Zakaria who offered so
much guidance and assistance until I managed to complete this paper. Not
forgetting, all the TESL lecturers for their support.
Special thanks to my parents, Rahman Bin Mohd Shariff and Norlidza
Binti Mansur, and my family for their support and spirit throughout my four
years of study in UTM. To my course mates, thank you for the beautiful
friendships and memories. The bittersweet memories would always remain in
my heart.
Finally, I am especially grateful to all people who participated,
contributed and assisted me directly or indirectly in completing this research.
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ABSTRACT
Literature component was integrated in KBSM syllabus since the year
of 2000. Hence, literature materials are important to assist English language
learning. Literature materials used in the KBSM syllabus consist of local and
foreign materials. The integration of the literature component provides an
opportunity for the students to deal with interesting materials which can
broaden their mind and help them learn about other cultures. Hence, this study
seeks to investigate and evaluate the literature component as ELT materials as
well as the cultural elements presented in the materials. Teachers were
selected to respond to a set of checklist which was designed specifically to
include several criteria for good ELT material, such as relevance, suitability,
comprehensibility, cultural aspects, and values. The researcher also conducted
interviews with experienced English teachers. The findings of the study show
that literature materials possess the characteristics of good ELT materials,
especially, in terms of the suitability of the materials to students’ background,
the text comprehensibility, cognitive stimulation, as well as the role of culture
and values. The findings, however, suggest that the desirable aspects of the
materials depend on the students’ levels of proficiency as the materials were
not suited for all. The study also found that cultural elements in both local or
foreign materials, cultural were not significantly portrayed. However, the
presentation of values through the materials was significant. Findings suggest
that contents on culture and values are equally important in both literature and
ELT materials.
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ABSTRAK
Komponen sastera Bahasa Inggeris telah diserapkan ke dalam sukatan
pelajaran Bahasa Inggeris untuk KBSM sejak tahun 2000. Oleh yang
demikian, bahan pengajaran yang digunakan untuk sastera Bahasa Inggeris ini
adalah penting dalam membantu proses pembelajaran Bahasa Inggeris.
Penyerapan komponen sastera menyediakan peluang dan ruang untuk pelajar
berinteraksi dengan bahan- bahan sastera yang menarik serta boleh membuka
minda dan membantu mereka mengenali budaya lain. Justeru itu, kajian ini
dijalankan untuk mengkaji bahan sastera Bahasa Inggeris yang digunakan
sebagai bahan pengajaran Bahasa Inggeris dan elemen budaya yang terdapat
di dalam bahan pengajaran yang digunakan. Beberapa orang guru telah dipilih
untuk memberi respon kepada satu set senarai semak yang telah direka
berdasarkan kepada kriteria tertentu untuk bahan pengajaran Bahasa Inggeris
yang baik seperti kepentingan, kesesuaian, dan kefahaman bahan, aspek
budaya dan juga nilai. Pengkaji juga menjalankan temuramah dengan
beberapa orang guru yang berpengalaman dalam mengajar Bahasa Inggeris di
sekolah. Hasil kajian mendapati bahan pengajaran yang digunakan untuk
sastera Bahasa Inggeris mengandungi ciri- ciri sebagai bahan pengajran
Bahasa Inggeris yang baik, terutamanya kesesuaian bahan terhadap pelajar,
kefahaman teks yang digunakan, rangsangan kognitif dan juga peranan
budaya serta nilai. Walaubagaimanapun, penggunaan teks yang bersesuaian
dengan tahap pelajar telah dicadangkan kerana terdapat teks yang tidak
bersesuaian dengan tahap sesetengah pelajar. Selain itu, hasil kajian
mendapati elemen budaya di dalam bahan pengajaran tidak banyak
dibentangkan berbanding dengan elemen nilai. Hasil kajian juga
mencadangkan elemen budaya dan nilai mempunyai kepentingan yang
seimbang dalam sastera Bahasa Inggeris dan juga bahan pengajaran Bahasa
Inggeris.
vii
TABLE OF CONTENTS
CHAPTER TITLE PAGE
THESIS STATUS DECLARATION
SUPERVISOR’S DECLARATION
TITLE
DECLARATION ii
DEDICATION` iii
ACKNOWLEDGEMENT iv
ABSTRACT v
ABSTRAK vi
TABLE OF CONTENTS vii
LIST OF TABLES xi
LIST OF ABBREVIATIONS xii
1 INTRODUCTION
1.1 Introduction 1
1.2 Background of the Study 2
1.2.1 The Literature Component 4
within the English syllabus
1.3 Statement of the Problem 9
1.4 Objectives of the Study 11
viii
1.5 Research questions 12
1.6 Scope of the Study 12
1.7 Significance of the Study 12
1.8 Definition of Terms 14
1.8.1 Literature Materials 14
1.8.2 ELT Materials 15
1.8.3 Literature 15
1.8.4 Teaching Literature 15
1.8.5 Cognitive Stimulation 16
1.8.6 Cultural Elements 17
1.8.7 Values and Social Skills 17
2 LITERATURE REVIEW
2.1 Introduction 18
2.2 Literature Materials in ELT 19
2.3 Literature in ELT 21
2.4 Literature and Culture 24
2.5 Literature and Skills 26
3 RESEARCH METHODOLOGY
3.1 Introduction 29
3.2 Research Methodology 30
3.3 Research Instruments 30
3.4 Materials Evaluation 31
3.5 Respondents of the Study 33
3.6 Research Procedure 34
3.7 Data Analysis 35
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4 FINDINGS AND DISCUSSIONS
4.1 Introduction 36
4.2 Findings 37
4.2.1 Relevance, Suitability 38
and Appealing Aspects
of Literature Materials.
4.2.2 Comprehensibility and Students’ 39
Proficiency
4.2.3 Cognitive Stimulation 40
4.2.4 Cultural Elements 41
4.2.5 Values, Social skills and 43
Literature Materials
4.3 Summary of the Findings 44
4.4 Discussion of the Findings 45
4.4.1 The Inherent Nature of 45
Literature Materials as
Good ELT Materials
4.4.2 Contents, Comprehensibility 48
and Students’ Proficiency
4.4.3 The Importance of a Balanced 50
and Realistic Portrayal of Cultures
4.4.4 Values and Social Skills 53
in Learning Language
x
5 CONCLUSION AND RECOMMENDATION
5.1 Introduction 54
5.2 Conclusion 55
5.3 Recommendations 56
5.3.1 Recommendations for 56
Literature Materials in KBSM
5.3.2 Recommendations for 58
Literature Subject in KBSM
5.3.3 Recommendations 59
for Teachers
5.3.4 Recommendations 60
to the Ministry
5.4 Recommendations for Future Research 62
REFERENCES 64 Appendices A-B 68
xi
LIST OF TABLES TABLE NO. TITLE PAGE 1.1 Prescribed Text for Form 1 7 1.2 Prescribed Text for Form 2 7 1.3 Prescribed Text for Form 3 8 1.4 Prescribed Text for Form 4 8 1.5 Prescribed Text for Form 5 9 4.1 Reference Table 37
xii
LIST OF ABBREVIATIONS
ELT: English Language Teaching
KBSM: Kurikulum Bersepadu Sekolah Menengah
CHAPTER 1
INTRODUCTION
1.1 Introduction This chapter will discuss the background of the study, the problems,
and significance of the study. As an introductory chapter, this chapter will
include several other sub- headings. First, as an opening to the study, this
chapter gives an explanation on the background of the study and followed by
the statements of the problem that will be investigated. Second, this chapter
will go over the objectives and the research questions involved in this study.
Then, the scope of the study will be stated as well as the significance of the
study. Finally, this chapter will give the definition for some terms used in this
study.
1.2 Background of the Study
Literature component was integrated in English Language classroom
for KBSM in the year of 2000. The main purpose of introducing literature in
KBSM is to promote the aesthetic usage of language and to inculcate as well
as develop the language skills in the students. The contents of the literature
materials are taken from both, local and foreign literatures for students to
enjoy the learning of the language. However, is the literature component
really effective to be used as ELT materials? In order to get the answer, this
study was carried out to investigate the selected literature materials used in
Malaysian secondary schools and, specifically, to identify the characteristics
of the literature materials from ELT materials perspectives, to examine the
treatment of culture, as well as the treatment of values and social skills.
Good literature materials should contain rich and useful input on
language, people and culture. This is not only restricted to English literature
only, but to all languages as literature is one of the media in learning a
language. As for English language learning, the materials should contain
fruitful and useful input on the language because the contents of the literature
component can be used as effective ELT materials. There is no benefit of
implementing this component if there is no useful input of the language in the
materials used. On the other hand, a good literature material should also
incorporate people and culture to let students know about other people’s
culture and tradition so that it may avoid misinterpretation on cultural
differences. For example, a certain culture celebrates certain celebration and
each culture has its own taboos with its own reasons. As citizens of Malaysia,
it is important for students to know about it. Useful information about
language, people and culture in the literature materials allow students to
appreciate their learning process, respect the other cultures and learn about
other people.
Implementing literature component as part of language learning is also
a reason for teaching literature in order to inculcate reading habits or
appreciation towards it. Literature materials consist of short stories, novels
and poems. Those materials are good materials for students to start reading as
a habit. The materials are taken from both, local and foreign contexts so
students can experience reading both and make a comparison between them.
This also may lead to critical reading activity where teachers have to assist
students and provoke them with good questions so that they can think out of
the box as well as relate them to their real life.
Another reason for teaching literature is to learn language skill through
literature. Students should be able to develop the language skills such as
creative and critical thinking, vocabulary building, reading, writing, speaking
and listening. In order to meet these needs through the learning of literature,
teacher should create interesting activity to let students do the critical reading
and inculcate the four skills. According to Wallace (1992), reading is not only
getting the surface meaning, but reading is a process where the reader can
make interpretation of what they read.
1.2.1 The Literature Component within the English syllabus
Based on the curriculum specification for English in KBSM,
there are three objectives for the literature component in English
language learning. The objectives are same for all forms in the
secondary school level. Its general objectives are to be achieved for a
year lesson. The first objective is, by the end of the form, students
should be able to read and respond to poems and stories. Then,
students should be able to have a positive outlook and act
appropriately in social situations. Students also should be able to show
an awareness and appreciation of moral values and love towards the
nation (Secondary Schools Integrated Curriculum, English Language
Syllabus, 2000)
Besides having the above objectives in the curriculum, the
learning outcomes in the curriculum also states learning literature for
aesthetic use. The learning outcomes play a role as a guideline for
teachers in delivering a lesson where they will know what their
students will achieve from the lesson. The learning outcomes
specified for the area of language for aesthetic use are as follows:
Listen to, read, view and respond to literary works by:
i) Understanding and telling in one’s own words the story
and poem heard and/or read and giving opinion.
ii) Recognizing elements in a story such as characters and
setting.
iii) Explaining the message the writer is trying to convey
and discussing how this relates to one’s life.
iv) Understanding other people’s cultures, traditions,
customs and beliefs.
v) Reciting poems with feeling and expressions.
(Secondary Schools Integrated Curriculum, English Language
Syllabus, 2000)
Express themselves creatively and imaginatively by:
i) Dramatizing texts and role playing characters.
ii) Retelling a story from a different point of view and
presenting it in another genre.
iii) Composing simple poems, and stories and dialogues.
(Secondary Schools Integrated Curriculum, English Language
Syllabus, 2000)
From to the learning outcomes in the curriculum, it can be seen
that literature component is used to develop the language skills as well
as giving a pace to students to use their creativity in giving their own
point of view. This also will contribute to the personal development
and character building, and broaden students’ outlook through reading
about their cultures and world views. However, these learning
outcomes are really hard to be achieved due to factors such as the
materials used, time constraint and examination in English language
learning.
Materials used for literature learning for the secondary schools
in Malaysia consist of short stories, novels and poems. The materials
used are different in each form which means that each form will have
its own literature materials to be learned. The materials are taken from
both local literature and foreign literature. Students have to learn all
the short stories and poems as they will be tested in the examination
and to choose any one of the novels listed. However, the decision to
choose the novel to be learned is rested with the teacher. Furthermore
students are only required to deal with the short stories and poems in
Forms One and Four while the novels were dealt with in Forms Two,
Three and Five. The following tables provide an outline of the titles
and year of study (please refer to tables 1.1, 1.2, 1.3, 1.4 and 1.5).
The texts used for literature learning have been classified under
respective forms or years of secondary education and students do not
have to study or read all the texts listed. Form one students are
required to read three poems and three short stories. Form two
students only read one of the three novels. Form three students also
read only one of the two novels. Form four students are required to
read all five short stories and six poems. And form five students are
required to read only one of the three novels.
Table 1.1: Prescribed Text for Form 1
Short Stories: Author
The Pencil How Dalat Got It’s Name
Of Bunga Telur and Bally Shoes
Ali Majod Heidi Munan Che Husna Azhari
Poems: Author
Life’s Brief Candle The Dead Crow The Lake Isle of Innisfree
William Shakespeare A.Samad Said W.B Yeats
Novels: None
(Secondary Schools Integrated Curriculum, English Language Syllabus, 2000)
Table 1.2: Prescribed Text for Form 2
Novels: Author
Potato People- Robinson Crusoe- Phantom of the Opera-
Angela Wright Daniel Defoe Gasion Leroux
Short Stories: None
Poems: None
(Secondary Schools Integrated Curriculum, English Language Syllabus, 2000)
Table1. 3: Prescribed Text for Form 3
Novels: Author
The Prisoner of Zenda Dr Jekyll and Mr. Hyde
Anthony Hope Hawkins R.L. Stevenson
Short Stories: None
Poems: None
(Secondary Schools Integrated Curriculum, English Language Syllabus, 2000)
Table 1.4: Prescribed Text for Form 4
Short Stories: Author
The Lotus Eater The Necklace The Drover’s Wife The Sound Machine Looking for a Rain God
Somerset Maugham Guy de Maupassant Henry Lawson Roald Dahl Bessie Head
Poems: Author
If Sonnet 18 Si-tenggang’s Homecoming Monsoon History The Road Not Taken
Rudyard Kipling William Shakespeare Muhammad Haji Salleh Shirley Lim Robert Frost
There’s Been a Death in the House Opposite
Emily Dickinson
Novels: None
(Secondary Schools Integrated Curriculum, English Language Syllabus, 2000)
Table 1.5: Prescribed Text for Form 5
Novels: Author
Jungle of Hope The Return The Pearl
Keris Mas K.S. Maniam John Steinbeck
Short Stories: None
Poems: None
(Secondary Schools Integrated Curriculum, English Language Syllabus, 2000)
1.3 Statement of Problem Literature is a component in English language subject, but to what
extent does literature engage the learning of the language as well as develop
the language skills? Literature learning may have not been designed to
engage and enhance students’ language skills as it is a separate component
used in English language teaching. Students should gain and develop
language skills such as creative and critical thinking, reading, writing,
speaking as well as listening through literature learning. In order to achieve
this objective, teachers should create interesting activities and creative
questions to get students to participate in the learning and develop their
language skills.
Besides, literature is seen as an art of a language even though it is used
as materials in language learning. Teachers and students should appreciate the
learning of literature as it contains the aesthetic values and moral values of a
culture. Teachers mostly taught literature for exams as they see literature as
helping students to score in the examination. This is because the questions
that will be asked in the exam paper are recycled and predicted, so teachers
just do drills with students and explain the poems, short stories or novel so
that students manage to answer the examination questions. Based on the
methodology used in literature teaching, students may not appreciate literature
that they have learnt. This may lead to the unsuccessful literature appreciation
as well as language skills development.
Materials used in literature learning may not necessarily be relevant to
the learners’ culture. This is because the literature materials used by
Malaysian education system are currently having a mix of the local materials
and foreign materials. There will be difficulty for learners to learn something
which is not familiar to them, so teachers have to play important role in this
situation. Teachers should not teach the literature subject only for exam
purposes and content, but they have to be critical and creative in order to
make students enjoy learning it and they can give comparison between the
local culture and other cultures. Besides, the literature materials used also
should be relevant to all Malaysians as it is a multicultural country. The
materials used should have a variety of cultural perspectives of Malaysian so
that they can open students’ mind and see the significance of a certain
ceremony or ritual done in a community.
Last but not least, literature materials used in the English Language
learning should be appropriate to the learners’ proficiency. It is good if the
literature materials used can let students relate them to their background
knowledge as well as their life. Local texts have advantages compared to the
foreign texts as students may have the background knowledge of what they
learn. Besides, students’ locations also play an important role. Students from
urban area may be familiar with the foreign name such as Shakespeare, but
students from rural area rarely or never heard about Shakespeare. The
materials used also should be appropriate to the students’ interest. For an
example, Form 1 students may not be interested in learning a poem talking
about death. They will be more eager to do something fresh because they are
entering a new phase in their lives, the secondary school, so it is quite boring
and complicated to them to learn something about death.
1.4 Objectives of the Study
This study was based on several objectives:
1. To examine characteristics of literature materials that can be useful
as effective ELT materials.
2. To determine the treatments of culture in the literature materials
that can be useful as ELT materials.
3. To investigate the treatments of values in the literature materials
that can be useful as ELT materials.
1.5 Research Questions
1. What are the characteristics of literature materials that can be
useful as ELT materials?
2. What are the treatments of culture in the literature materials that
can be useful as ELT materials?
3. What are the treatments of values in the literature materials that
can be useful as ELT materials?