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VOT 75167
A NEW TEACHING MODEL
TO TEACH LITERATURE
FOR THE TESL PRE-TRAINING SERVICE PROGRAMME
IN UNIVERSITI TEKNOLOGI MALAYSIA
(SATU MODEL PENGAJARAN BARU
UNTUK PROGRAM LATIHAN PRA-PERGURUAN TESL
DI UNIVERSITI TEKNOLOGI MALAYSIA)
TINA ABDULLAH
MOHAMMAD HASSAN ZAKARIA
FAUZIAH ISMAIL
WAN FARA ADLINA WAN MANSOR
MARZILAH ABDUL AZIZ
JABATAN BAHASA MODEN
FAKULTI PENGURUSAN DAN PEMBANGUNAN SUMBER MANUSIA
UNIVERSITI TEKNOLOGI MALAYSIA
2007
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VOT 75167
A NEW TEACHING MODEL
TO TEACH LITERATURE
FOR THE TESL PRE-TRAINING SERVICE PROGRAMME
IN UNIVERSITI TEKNOLOGI MALAYSIA
(SATU MODEL PENGAJARAN BARU
UNTUK PROGRAM LATIHAN PRA-PERGURUAN TESL
DI UNIVERSITI TEKNOLOGI MALAYSIA)
TINA ABDULLAH
MOHAMMAD HASSAN ZAKARIA
FAUZIAH ISMAIL
WAN FARA ADLINA WAN MANSOR
MARZILAH ABDUL AZIZ
RESEARCH VOTE NO:
75167
JABATAN BAHASA MODEN
FAKULTI PENGURUSAN DAN PEMBANGUNAN SUMBER MANUSIA
UNIVERSITI TEKNOLOGI MALAYSIA
2007
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ACKNOWLEGMENT
Praise to Allah the Almighty who has given us the strength and ability to
successfully carry out and complete this research.
The researchers would like to first of all thank all the teachers and students who
participated in this study. Their cooperation, commitment and support in providing the
necessary information for this research will always be remembered and treasured.
Also to Hjh. Zanariah Bte. Hj. Salleh, thank you so much for your guidance and
constructive comments. The comments given really helped the researchers in the process
of writing and completing the research report.
Lastly, to UTM, the researchers would like to express their appreciation for the
support and funding received throughout the research process.
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ABSTRACT
This research was carried out to determine the current practice and perception that
teachers and students have about the Literature Component incorporated into the English
language subject designed for the Kurikulum Bersepadu Sekolah Menengah (KBSM).
The information acquired from this research was used to propose a suitable teaching
model that could be adopted in the training of pre-service teacher trainees in the Teaching
English as a Second Language (TESL) programme in Universiti Teknologi Malaysia. For
data collection, two sets of questionnaires were designed. The first set was distributed to
26 secondary school teachers; while the other set was circulated among 420 form one to
form five secondary school students in the area of Johor Bahru. The overall findings of
this research show that both teachers and students have very positive perception of the
teaching and learning of the Literature component in the English language subject.
However, a significant finding of this research shows that there is a difference in the
methodological approaches applied in the teaching of literature by experienced English
language teachers as opposed to the inexperienced ones. Based on the results of this
research, a teaching model suitable to be used to teach literature in the Malaysian context
was recommended to be used in the training of the future TESL teachers to become
creative and confident of using literature in teaching the English language.
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TABLE OF CONTENTS
Acknowledgement
Abstract
Page
i
iiTable of Contents iii - v
List of Tables viList of Figures vii
1.CHAPTER ONE 1 - 14
1.1 Introduction
1.2 Background of the Study
1.3 Statement of the Problem1.4 Purpose of the Study
1.5 Objective of the Study
1.6 Research Questions1.7 Significance of the Study
1.8 Scope of the Study
1
2
69
10
1112
14
2.CHAPTER TWO 15 - 35
2.1Introduction2.2 Defining Literature
2.2.1 Literature as a Subject2.2.2 Literature in Language Teaching
2.3 The Use of Literature in Language Teaching
2.4 Literature in English Language Teaching2.4.1 The Believes in Literature
2.4.2 The Rational of Literature in ESL
2.5 The Place of Literature in the School Curriculum2.6 Teaching Approaches Used to Teach Literature in Language
Classrooms
2.6.1 Language-Based Approach
2.6.2 Literature as Content2.6.3 Literature for Personal Enrichment
2.7 Strategies Used to Read Literary Texts
2.7.1 Steps into Literary Texts2.7.2 Bottom-Up Process
2.7.3 Top-Down Process
2.7.4 Aesthetic Reading Approach2.7.5 Efferent Reading Approach
2.8 Historical Development of Literature in the Malaysian School
Curriculum
1515
1617
19
2222
24
2527
2728
29
30
3031
31
3132
33
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3. CHAPTER THREE 36 - 41
3.1Introduction
3.2 Background of the Respondents3.2.1 School Teachers3.2.2 School Students
3.3 Research Instruments
3.3.1 Questionnaire for Teachers
3.3.2 Questionnaire for Students3.4 Data Collection Process
3.5 Data Analysis
36
363737
38
38
4040
41
4. CHAPTER FOUR 42 - 71
4.1Introduction
4.2 Background of the Respondents
4.2.1 Background of the Students
4.2.2 Background of the Teachers4.3 The Attitude and Perception of Secondary School Students in
Learning Literature
4.3.1 Difficulties Experienced by Students in Learning the LiteratureComponent
4.4 Pedagogical Needs of Secondary School Students in Learning theLiterature Component
4.4.1 Students Perception of the Teaching Approaches and
Techniques Used in Literature Lessons4.5 Teachers own Attitude and Perception of Literature
4.6 Pedagogical Preferences that Teachers have in the Teaching of
Literature4.6.1 Teachers Perception of Possible Methodologies and
Approaches for the Teaching of Literature
4.6.2 Activities that Teachers Use to Teach Literature in Their
English Language Lessons4.6.3 Teachers Views on the Benefits of Using Literature in a
Language Classroom
4.6.4 Teachers Views on Problems in the Teaching and Learningof the Literature Component
4.6.5 Teachers Suggestions on Enhancing the Teaching of the
Literature Component
42
43
4343
44
47
49
51
53
54
56
59
63
65
69
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5. CHAPTER FIVE 72 - 90
5.1Introduction5.2 Overview of the Study
5.3 Restatement of the Objectives5.4 Review of the Findings5.5 Limitation of the Study
5.5.1 Participants
5.5.2 Time
5.5.3 Instruments5.6 Recommendations and Suggestions for Future Research
5.6.1 Suggested Pedagogical Framework
5.6.2 Suggestions for Future Research5.7 Implications of the Findings
7272
747680
81
82
8283
84
8889
6. REFERENCES 91 - 95
7. APPENDIX A Questionnaire for Teachers
8. APPENDIX B Questionnaire for Students
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LIST OF TABLES
TABLE NO TITLE PAGE
1
2
3
4
5
6
7
8
9
Students Attitude and Perception of Learning Literature
Difficulties Experienced by Students in Learning the
Literature Component
Students Views on Possible Strategies to be used in theTeaching and Learning of Literature
Students Perception of the Teaching Approaches andTechniques Used to Teach the Literature Component
Teachers Own Attitude and Preference of Literature
Activities Used by Teachers to Teach Literature
Teachers Views on the Benefits of Using Literature toTeach the English Language
Teachers Views on Problems in the Teaching andLearning of the Literature Component
Teachers Suggestions on Enhancing the Teaching and
Learning of the Literature Component
45
47
49
51
53
59
64
68
70
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LIST OF FIGURES
FIGURE NO TITLE PAGE
1
2
3
Teachers Perception of the Teaching of Literature
Teachers Perception of the Possible Methodologies and
Approaches to be Used in Teaching Literature in a
Language Classroom
Relationship Among Teaching Approaches When Using
Literature in ELT
56
58
87
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CHAPTER ONE
INTRODUCTION
This chapter consists of the introduction, background of the research, statement of the
problem, purpose and objective of the research. Apart from that the chapter also contains the
research questions, the significance of the research and the scope of the research.
1.1 Introduction
Literature that was initially read and valued only by those enthusiasts or elites who
excel in the areas of art and language studies has gradually paved its way to become a more
dynamic resource in other areas such as in second or foreign language teaching and learning,
mathematics and geography to name a few.
In the case of second or foreign language teaching and learning, for example, literature
has been widely accepted as a mo
