teaching model.pdf

  • View
    226

  • Download
    0

Embed Size (px)

Text of teaching model.pdf

  • 7/31/2019 teaching model.pdf

    1/99

    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

    i

  • 7/31/2019 teaching model.pdf

    2/99

    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

    ii

  • 7/31/2019 teaching model.pdf

    3/99

    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.

    iii

  • 7/31/2019 teaching model.pdf

    4/99

    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.

    iv

  • 7/31/2019 teaching model.pdf

    5/99

    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

    v

  • 7/31/2019 teaching model.pdf

    6/99

    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

    vi

  • 7/31/2019 teaching model.pdf

    7/99

    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

    vii

  • 7/31/2019 teaching model.pdf

    8/99

    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

    viii

  • 7/31/2019 teaching model.pdf

    9/99

    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

    ix

  • 7/31/2019 teaching model.pdf

    10/99

    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