THE USE OF READING LOGS IN ENCOURAGING STUDENTS TO GIVE

RESPONSE TOWARDS LITERATURE TEXTS

MARIANTI BINTI MOHD SUHAIMI

UNIVERSITI TEKNOLOGI MALAYSIA

PSZ 19:16 (Pind. 1/97)

UNIVERSITI TEKNOLOGI MALAYSIA

CATATAN: * Potong yang tidak berkenaan.

** Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak berkuasa/organisasi berkenaan dengan menyatakan sekali sebab dan tempoh tesis ini perlu dikelaskan sebagai SULIT atau TERHAD.

Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah dan Sarjana secara penyelidikan, atau disertasi bagi pengajian secara kerja kursus dan penyelidikan, atau Laporan Projek Sarjana Muda (PSM).

BORANG PENGESAHAN STATUS TESIS

JUDUL: THE USE OF READING LOGS IN ENCOURAGING STUDENTS TO GIVE RESPONSE TOWARDS LITERATURE TEXTS

SESI PENGAJIAN: SEMESTER II SESI 2005/2006

Saya MARIANTI MOHD SUHAIMI (HURUF BESAR) mengaku membenarkan tesis (PSM/Sarjana/Doktor Falsafah)* ini disimpan di Perpustakaan Universiti Teknologi Malaysia dengan syarat-syarat kegunaan seperti berikut: 1. Tesis adalah hakmilik Universiti Teknologi Malaysia. 2. Perpustakaan Universiti Teknologi Malaysia dibenarkan membuat salinan untuk

tujuan pengajian sahaja. 3. Perpustakaan dibenarkan membuat salinan tesis ini sabagai pertukaran antara institusi

pengajian tinggi. 4. **Sila tandakan ( )

SULIT (Mengandungi maklumat yang berdarjah keselamatan atau

kepentingan Malaysia seperti yang termaktub di dalam (AKTA RAHSIA RASMI 1972) TERHAD (Mengandungi maklumat TERHAD yang telah ditentukan oleh

organisasi/badan di mana penyelidikan dijalankan) TIDAK TERHAD

Disahkan oleh

(TANDATANGAN PENULIS) (TANDATANGAN PENYELIA) Alamat tetap: LOT 152, JALAN SALOR, WAKAF CHE YEH, DR.FAIZAH MOHD NOR 15100, KOTA BHARU, Nama Penyelia KELANTAN DARUL NAIM.

“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 and Education (TESL)”

Signature : ………………………………..

Name of Supervisor : DR. FAIZAH BINTI MOHAMAD NOR

Date : APRIL 2006

THE USE OF READING LOGS IN ENCOURAGING STUDENTS TO GIVE

RESPONSE TOWARDS LITERATURE TEXTS

MARIANTI BINTI MOHD SUHAIMI

A thesis submitted in fulfilment of the

requirements for the award of the degree of

Bachelor of Science and Education (TESL)

Faculty of Education

Universiti Teknologi Malaysia

APRIL 2006

ii

I declare that this thesis entitled “THE USE OF READING LOGS IN

ENCOURAGING STUDENTS TO GIVE RESPONSE TOWARDS LITERATURE

TEXTS” 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 : MARIANTI BINTI MOHD SUHAIMI

Date : APRIL 2006

iii

ACKNOWLEDGEMENT

First and foremost, I would like to extend my gratitude to Allah S.W.T for His

mercy and grace for allowing me to finally finish my thesis regardless of all the

obstacles that I had to go through.

I would also like to express my appreciation neither to my supportive

supervisor, Dr. Faizah Mohamad Nor for her help, advice, support and commitment

from the beginning until the final stage of this research. Without her guidance, I might

not be able to complete this research. Thank you so much for everything that you had

done for me.

I would also like to thank to my beloved family members especially Ma, Abah,

Kak Ina and Anje as well as my wonderful friends for their endless encouragement,

motivation and help. Not to forget, my sincere thanks to the English teacher and the

Form Four students from Sek.Men.Keb (Agama) Naim Lilbanat who had participated in

this research. Your cooperation was truly appreciated.

iv

ABSTRACT

Nowadays, literature has become one of the essential subjects taught at school.

However, many learners in Malaysia still have problems in understanding and

responding towards literature texts. Thus, this research focuses on an instrument that

may motivate the learners to react towards literature texts, which is reading log. This

research investigated the use of reading logs in encouraging both Low English

Proficiency (LEP) and High English Proficiency (HEP) learners to give response

towards literature texts. The learners’ responses to literature texts, based on the four

elements of response to literature were also analyzed. Eight Form Four learners, four

whom are LEP learners and four HEP learners participated in this study. The

instruments used in collecting data were the interview, the pre and post-tests as well as

the reading logs. The data collected were analyzed based on the scores obtained in the

pre and post-tests, number of main ideas, length of the answers and also the four

elements of response to literature as proposed by Benton and Fox (1985). The findings

show that the use of reading logs did motivate the LEP learners to give response

towards literature texts but it did not give any effect on the HEP learners’ responses as

they already have the ability to respond towards literature texts even before they started

to use reading logs. The findings also show that the most common elements of response

to literature used by the subjects were interacting and picturing. From the findings of

this research, it can be seen that reading logs are applicable to be implemented in

schools in order to help the learners to understand and respond towards literature texts.

v

ABSTRAK

Pada masa kini, Sastera telah menjadi salah satu daripada subjek penting yang

diajar di sekolah. Walaubagaimanapun, ramai pelajar yang masih bermasalah dalam

memahami dan memberi respon terhadap teks-teks sastera. Oleh sebab itu, kajian ini

memberi fokus kepada satu kaedah yang mungkin dapat memotivasikan pelajar untuk

memberi respon terhadap teks sastera, iaitu buku log. Kajian ini mengkaji tentang

penggunaan buku log dalam membantu pelajar yang lemah dan cemerlang dalam

Bahasa Inggeris untuk memberi respon terhadap teks-teks sastera. Respon para pelajar

terhadap teks sastera berdasarkan empat elemen tindakbalas terhadap sastera juga

dikaji. Lapan pelajar tingkatan empat yang lemah serta cemerlang dalam Bahasa

Inggeris telah terlibat dalam kajian ini. Kaedah-kaedah yang digunakan untuk

mengumpul data adalah temubual, ujian pra dan pos serta buku log. Data dianalisis

berdasarkan markah yang diperolehi untuk kedua-dua ujian, jumlah isi-isi penting,

kepanjangan jawapan ujian dan juga empat elemen tindakbalas terhadap sastera seperti

yang dicadangkan oleh Benton dan Fox (1985). Hasil kajian ini menunjukkan

penggunaan buku log dapat memotivasikan para pelajar yang lemah dalam penguasaan

Bahasa Inggeris untuk memberi respon terhadap teks sastera tetapi ia tidak memberi

sebarang kesan terhadap respon para pelajar yang cemerlang dalam Bahasa Inggeris

kerana mereka sememangnya berkeupayaan untuk memberi respon terhadap teks

sastera walaupun sebelum mereka menggunakan buku log. Hasil kajian ini juga

menunjukkan elemen tindakbalas terhadap sastera yang paling kerap digunakan adalah

elemen berinteraksi dan memberikan gambaran. Oleh sebab itu, daripada hasil kajian ini

menunjukkan bahawa buku log sesuai digunakan di sekolah untuk membantu para

pelajar dalam memberi respon terhadap teks-teks sastera.

vi

TABLE OF CONTENTS CHAPTER TITLE PAGE

Thesis Status Declaration

Supervisor’s Declaration

Title Page i

Declaration (Author) ii

Acknowledgement iii

Abstract iv

Abstrak v

Table of Content vi

List of Tables x

List of Abbreviations xi

List of Appendices xii

vii

1 INTRODUCTION

1.0 Introduction 1

1.1 Background of the Research 2

1.2 Statement of the Problem 4

1.3 Objectives of the Research 5

1.4 Research Questions 6

1.5 Significance of the Research 6

1.6 Scope of the Research 7

1.7 Definition of Terms 8

2 LITERATURE REVIEW

2.0 Introduction 10

2.1 Reading logs 11

2.2 The Reader-Response Theory 12

2.3 Reader-Response Theory in 14

Literature Teaching

2.4 The Transactional Theory 15

2.5 Past Research related to the 18

Study

2.5.1 Past Research based on the 18

Reader-response Theory

2.5.2 Past Research based on the 21

Transactional Theory

2.5.3 Past Research on the Relations 21

between Stance and Critical Thinking

viii

3 METHODOLOGY

3.0 Introduction 23

3.1 Research Subjects 24

3.2 The Research Design 24

3.3 Research Procedure 25

3.4 Instruments and Treatments 26

3.4.1 Interview 26

3.4.2 Pre-test 26

3.4.3 Reading logs 27

3.4.4 Post-test 28

3.5 Pilot test 28

3.6 Analysis of Data 29

3.7 Reliability and Validity of the Research 30

4 FINDINGS AND DISCUSSIONS

4.0 Introduction 32

4.1 Findings 33

4.1.1 Effectiveness of Reading logs in Helping 33

Readers to Respond to Literature Texts

4.1.1.1 Comparison of Pre-Test and 33

Post-Test Scores

4.1.1.2 Comparison of Main ideas in 40

Pre-Test and Post-Test

4.1.1.3 Comparison of Length of Responses 42

in Pre-Test and Post-Test

4.1.2 Elements of Response to Literature used 44

ix

by the Subjects in the Reading logs

4.1.3 The Most Common Elements 50

of Response to Literature

4.2 Discussions 51

5 CONCLUSION

5.0 Introduction 58

5.1 Conclusion 59

5.2 Pedagogical Implications of the Research 60

5.3 Limitations of the Research 61

5.4 Recommendations of the Research 62

5.5 Suggestions for Future Research 63

REFERENCES 65

Appendices A - H 68-82

x

LIST OF TABLES

TABLE NO. TITLE PAGE

4.1 Comparison of Pre-test and Post-test 36

scores of LEP subjects

4.2 Comparison of Pre-test and Post-test 39

scores of HEP subjects

4.3 Comparison of main ideas given by LEP subjects 40

4.4 Comparison of main ideas given by LEP subjects 41

4.5 Comparison of length of responses of LEP subjects 42

4.6 Comparison of length of responses of LEP subjects 43

4.7 Elements of responses to literature used by 50

the subjects

xi

LIST OF ABBREVIATIONS

LEP - Low English Proficiency

HEP - High English Proficiency

xii

LIST OF APPENDICES

APPENDIX TITLE PAGE

A Questions for the Interview 68

B Instructions for the Pre-Test 69

C Instructions for Reading logs 70

D Instructions for the Post-Test 71

E Instructions for the Pilot-Test 72

F Questions for the Pre-Test 73

G Questions for the Post-Test 77

H Letter of Approval from the 81

Ministry of Education

to Conduct Research at School

CHAPTER 1

INTRODUCTION

1.0 Introduction

Reading is one of the essential language skills that all people should have

besides writing, speaking and listening skills. It is also one of the ways that people use

to seek knowledge and new experience in life. According to Chapman and Czerniweska

(1978), “reading provides experience through which the individual may expand his

horizons”.

As reading is seen as one of the requirements in the life of human beings, many

types of reading texts have been introduced and one of them is literature reading texts.

However, reading literature texts is different from reading other texts because it is not

only for information gathering but also for aesthetic experience. Literature texts come

with hidden meanings and can only be understood by the readers who really think

critically about the pieces of literature texts. For instance, there are hidden messages or

2

meaning behind short stories, which authors want readers to think about. Thus, in order

to understand the literature reading text, each individual has to be creative and the

person should be able to give response towards the literature text using his or her own

experience, imagination and feelings. This response can vary from one person to

another because each person is different and unique.

1.1 Background of the Research

One of the ways that can be used to encourage the reader to give response

towards the literature reading text is through reading logs. Reading logs are books that

learners keep to write responses about the literature texts as they read them. Thus,

readers can express their opinions, thoughts and ideas through writing in reading logs.

Their writing in the reading logs can reflect their understanding of the content and also

illustrate their experience when reading the literature text. Therefore, it can help the

readers to understand the literature texts and appreciate the experience of reading them.

In this research, reading logs are used as a tool to make reading literature texts

an aesthetic experience and not only for information gathering. The selected subjects

for this study are required to respond towards the literature texts through their written

reading logs. In their reading logs, they have to write their own opinions about the

selected literature reading texts.

3

As reading logs require the readers to think critically and creatively in order to

respond towards the literature texts, it has been a practical application of the Reader

Response Theory that emphasizes the creative role of the reader. It is important to

stress on the skills of thinking critically and creatively because learners are rarely been

exposed to these skills. Thus, it is hard for them to come up with their own ideas or

responses towards texts especially literature texts.

Another theory that derives from Rosenblatt’s Reader Response Theory, which

also supports the use of reading logs, is the Transactional Theory. Rosenblatt believes

that readers have their own transaction with the literature texts that make them be able

to come up with their own thoughts and ideas based on their own emotions.

From these two theories that support the use of reading logs, it shows readers

have their own thoughts in interpreting meaning and when they understand the content

of the text, they will try to relate it with their own experience, imagination and

knowledge. This is what the teachers want to see when they teach literature to their

students. They want them to be able to understand the content of the literature texts and

relate it with their own experience and thoughts in order to respond towards the texts.

However, it is hard to make learners to give their own personal response towards

the literature reading text especially in Malaysia. English literature has just been

introduced in Malaysia as one of the subjects taught at school a few years back. There

are lacks of exposures on giving responses towards literature texts in this country

because both teachers and learners are still struggling to adapt with this new subject.

Perhaps, it will not be so difficult for the proficient learners to learn and understand the

literature texts but it can be really complicated for the low-proficient learners to

4

comprehend it especially when they are asked to give their own personal responses

towards the literature texts.

1.2 Statement of Problem

It is a common thing for learners to dislike reading literature texts such as poems

and short stories especially when it becomes one of the routines in the English class.

Moreover, students always associate literature texts with classic English language and

these are usually hard to understand. These negative thoughts de-motivate students

before they even start to read them.

Therefore, teachers have to face difficulties when asking students to read and

give response towards the literature texts because most of them, particularly the low-

proficient students are not interested in giving their response towards literature reading

texts. Usually, they only read the texts because they are asked to do so by the teachers.

Most probably, their problems in understanding the content and the language of the text

affect their interests in giving responses towards the literature reading text.

Reading literature texts is not only about gathering the information or

understanding the content but making the students to develop aesthetic appreciation of

the literature texts. The high proficient learners might be able to understand the main

idea of the texts but perhaps not the meaning between the lines. It will be worse for the

low-proficient learners or the poor readers because they might not even understand the

5

general content of the texts. Thus, it is difficult for them to come up with their own

personal responses towards the texts. This problem also brings difficulty for them when

answering literature questions in their exams especially SPM.

However, there is no new teaching method that has been introduced for teaching

literature in Malaysia to overcome this problem. Therefore, the suggestion of keeping

reading logs could be one of the ways to encourage the low-proficient and high

proficient learners to give responses towards literature reading texts. Moreover, it

might also promote them to think beyond the literal understanding. Thus, through this

research, it is hoped that the use of reading logs can encourage the low-proficient

students in Malaysia to give their response towards the literature reading texts and also

to help the proficient students to give better response towards the literature texts.

1.3 Objectives of the Research

This study attempts to investigate the effectiveness of using reading logs in

encouraging the low-proficient and high-proficient Form Four learners from one of the

secondary schools in Kelantan to give response towards literature reading texts, which

are the selected short stories from the KBSM syllabus. This study also aims to find out

how a reader responds to the literature reading text based on the four elements of

response to literature, which are anticipating, picturing, interacting and evaluating.

(Benton and Fox, 1985)

6

1.4 Research Questions

This study aims to find answers to the following research questions:

1.4.1 Does the use of reading logs encourage low-proficient learners to give

response towards literature reading texts?

1.4.2 Does the use of reading logs improve high-proficient learners’ responses

towards literature reading texts?

1.4.3 How do readers respond to the literature reading text based on the four elements

of response to literature: anticipating, picturing, interacting and evaluating?