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AZURAWATI BINTI WOK ZAKI 2011313879
EDU702: RESEARCH METHODOLOGY EDU7701A2
TEACHERS AND STUDENTS’ PERCEPTIONS TOWARDS PARAPHRASTIC APPROACH
TO TEACH LITERATURE IN ESL CLASSROOM
AZURAWATI BINTI WOK ZAKI
M.Ed. (Teaching English as a Second Language)
A Proposal Submitted to Prof Madya Dr. Teoh Sian Hoon
In Fulfillment of the Requirement of
EDU 702 Research Methodology course
Universiti Teknologi MARA
20th June 2012
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CHAPTER 1
INTRODUCTION
1.0 INTRODUCTION
In Malaysia Education or Curriculum, literature is one of the most important parts in
language learning either in Malay Language or in English. Since ten years of the introduction
of English Literature, students are exposed with different types of reading genre in order for
them to learn better. Literature should be already a part of students’ life. Literature was
initially the main source of input for teaching in language classes in the era of Grammar
Translation Method but since then it has been dropped down the pedestal. In fact with the
advent of structuralism and audiolingual method, literature was downplayed and ergo
discarded to the periphery (Khatib, 2011; Collie & Slater, 1987, p.2). The Ministry of
Education has explains the reason of putting the literature component in KBSM English
language Curriculum Specifications, (2003). The syllabus specification is as follows,
“Language for aesthetic purposes enables learners to enjoy literary texts at a level suited to
their language proficiency and develops in them the ability to express themselves creatively”.
English literature benefits students very well. This is because English literature can
introduce students to a range of aspects, not only of the English language but also of
English culture. Widdowson (1975) further defines literature as a subject which has the
principal aim of developing the capacity for individual response to language use. When
studying Literature, students can explore not only the language aspects such as vocabulary
items but also that language can also be used for specific and aesthetic purposes. Students
will be familiar with the concepts of beat, meter and rhythm of the poems. In fact, they could
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learn various themes in literature that they can relate to themselves or their own
surrounding. The familiarity with those concepts can improve students writing as they are
able to appreciate and apply these ideas. The four main skills in learning language can also
be improved with learning literature which is the reading, listening, speaking and writing
skills. The oral work based on literary texts may help improve students’ speaking skills
(Mario Saraceni, 2003).
At the same time, the study of Literature can provide students with a fresh and
creative angle with which to approach their studies in particular and their lives in general.
The themes of the literary texts to which learners can bring powerful response from their own
experience (Brumfit & Carter, 1989). Students learn to be more independent in their
literature learning as literature could make them eager to know about the authors or the
details of the stories or poems. According to Khatib (2011) stated that there are nine benefits
that learners can gain while learning literature such as
a) Authenticity; the writing in drama, novels, short story stimulate learners
imagination and the language used is related to learners themselves.
b) Motivation; learners gain motivation from the stories and dramas that they have
learnt as moral values will be inculcated too.
c) Cultural/Intercultural Awareness and Globalization; learners could add more
knowledge about other cultures and be more aware of variety in other cultures.
Literature could promote learners to explore on others politics, sociology and
economy.
d) Intensive/Extensive Reading Practice; learners can improve their reading skills
and promote reading habits among themselves.
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e) Sociolinguistic/Pragmatics Knowledge; Sociolinguistic and Pragmatic
competence are two of the main components of the communicative competence
models. Hence, special attention is needed to be directed to this component.
Literature due to its authenticity is equipped with sociolinguistic and pragmatic
information (Khatib, 2011).
f) Grammar and Vocabulary Knowledge; reading short stories, drama, novel as well
as poem could help learners to improve their grammar and enlarge their
vocabulary.
g) Language Skills; at the same time learners could also improve their language
skills especially in English. Literature can promote learners to write their own
short stories or poems based on what they have read and learnt.
h) Emotional Intelligence; learners will be exposed with different genre of stories.
Feelings and emotions are involved that help to nurture learners Emotional
Intelligence.
i) Critical Thinking; learning literature is not only reading the texts given, but
learners need to share their ideas and opinions towards what they have read and
learnt. Therefore, it promotes critical thinking among learners in order to analysis
the story for example better.
However some students meet difficulty in learning English Literature. Sometimes
students are faced with a cultural reference that is totally alien to them, which has no parallel
in their own culture, such as the notion of autumn to the Malaysian students, as found in
Robert Frost’s poem, The Road Not Taken (Siti Norliana, Roszainora & Chittra, n.d).
Students have to deal with the complexity of the content and style of literary texts; they are
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also confronted with linguistics and aesthetic unfamiliarity. Some students they refuse to
explore on their own, therefore the learning process take more time and become harder for
them.
Van de Berg (1990) emphasizes the value of literary reading passages as the basis
for second language learning. For high proficiency level of students, literature is an
advantage for them to learn the second language better and dig the knowledge through
literature. Literature becomes a barrier for the low proficiency students to learn the second
language better. According to Radzuwan, Malachi, & Shireena Basree (2010), even without
the incorporation of the literature component into the syllabus, these students were already
struggling learning the language and the incorporation of the literature component was seen
as adding another burden. Students already have difficulty to comprehend the English
article, therefore, literature is another high English level for them. Literature could demotivate
thelow proficiency students since they need to handle extra component of the language.
Lack of vocabulary contributes to the difficulty as the language used for Literature
component must be higher. According to Smita (2010) stated that there are few problems
encounter in teaching literature in non-native context such as:
a) British or English cultural references are not known or familiar to the learners.
They have problems to understand better what the author is trying to convey.
b) Racial prejudices about the writer or about his country. The learners may have
difference assumptions towards the writer; therefore they hardly understand the
writer’s intentions of writing.
c) The past ideas and references in literature may create misunderstanding in the
mind of the learners. The topic is outdated to the learners.
d) Unfamiliar with history or social upheavals of the country make learners lose
interest in study literature.
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On the other hand, the complexity of the subject matter is harder if teachers who are
teaching literature are unwilling to prepare their lessons as it should be; and this planning
process should include considerations for students’ need and interest as well as their level of
proficiency. Therefore, how teachers improve their literature lesson and present it to the
classroom can seriously affect the students’ learning process. Teaching literature needs
more creative ideas from teachers. Teachers can not rush in teaching literature too. The
objectives of learning must suit students’ level of proficiency. However, the obstacle in
learning literature actually can be encountered effectively with the assist of the suitable
approach of teaching Literature by the teachers. An effective teaching process and a very
conducive learning environment of the classroom are undeniably teachers’ responsibility
(Fauziah & Jamaluddin, 2009). If teachers are aware with the responsibility that they need to
uphold, they should always find ways to reduce the burden that students’ carry in learning
literature. Students’ perception and observation can work in practice and become a part of
exploratory studies (Eken 1999; Sidhu 2003)
Meanwhile Murat (2005) stated teachers can consider few steps in order to help
students learning literature better. First, he should determine the aim of language teaching in
relation to the needs and expectations of the students. Teachers can set the aim by asking
the students orally, interviewing or even giving them questionnaires. Teachers can always
ask the students in order to get their opinion in learning literature. From the opinion given,
teachers can adjust and adapt with the class. Second, he should select the appropriate
language teaching method, teaching techniques, and classroom activities. The problem with
teachers nowadays, they do not investigate students’ preferences in learning literature.
Different approaches should be considered in teaching literature. Different students will have
different way of learning. Teachers can always try different style of teaching to attract
students’ attention.
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Then, the teacher should select the literary texts relevant to the aim and the
objectives of his teaching. Teachers should not just depend on the literature text provident
by the Ministry of Education but they can sometimes use different texts which have similar
objectives of teaching to vary the lesson. If the text introduced by the Ministry of Education is
too difficult for students, teachers can come out with simple text first which similar to the
compulsory text. Therefore, students can slowly learn literature.
At the same time, Murat (2005) also stated that at elementary levels, for example,
students should be given simplified or specially written stories. Simplified text will help weak
students to understand the literature text better. Teachers may work together with students
in comprehending the literature text better. According to Fauziah and Jamaluddin (2009)
stated that one important aspect of teaching literature is the teacher’s creativity in
approaching certain texts or themes. Teachers should aware of their responsibility to try out
the best approach as well as the best methods to attract students’ attention in learning
literature. Teachers as the expert one in literature should play their roles in helping students
to learn literature better in ESL classroom.
1.1 BACKGROUND OF THE STUDY
Day by day, there are many efforts have been done by the Ministry of Education in
order to help students. The latest one is the new selection of literature texts. One of the
panels to choose the current texts for literature learning is a student. This is to give
opportunity to students to choose the texts that they favour most in learning literature.
Literature text is important as a motivation for students to learn literature.
Literary texts are very motivating due to its authenticity and the meaningful context it
provides (Khatib, 2011; Ghosn, 2002, Van, 2009). Literature deals with things which are
interesting in nature and includes little if any uninteresting things (Khatib, 2011; Maley,
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1989a). Motivation is especially achieved when students are exposed to what they really
enjoy. Experience shows that students are highly motivated when they are exposed to
literary texts for language learning purposes (Khatib, 2011). Therefore, in order for students
to engage better with literature, the best texts should be considered based on students’
preferences.
At the same time, it is undeniably that teachers also crack their head in order to make
literature no longer becomes one of the boring lessons in English classroom. Many materials
are provided to help students to understand the literature texts better. Many books are
bought in order to get the best references. At the same time, many websites and blogs can
help teachers to prepare for suitable teaching materials. However, students nowadays who
mostly rely on teachers always wait for their teachers to tell the stories or poems in
classroom. Especially for weak students, they have the difficulty to read and understand the
texts on their own. They also refuse to find the difficult words in dictionary. Student centered
learning is hardly to be practiced. Again, as teacher centered learning is always the suitable
one especially for low proficiency level of students, teachers need to make more preparation.
Therefore, obviously teachers play important role to help students in learning
literature as students always need guide from teachers. Teachers need to take prompt
action first. Teaching should reflect and cater to students’ need, both individually and
collectively. Therefore when teachers teach, they always have to refer to the nature of the
students they have and the level of their students’ ability and receptivity (Fauziah &
Jamaluddin, 2009). Different approaches could help students to engage with literature.
According to Maley (1989a) in Khatib (2011) noted few approaches that can be considered
by teachers in teaching literature such as:
a) The critical literary approach; focus on the literariness of the texts including such
features as the plot, characterization, motivation, value, psychology, background,
etc.
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b) The stylistic approach; focus on literature as ‘text’.
Then, Amer (2003) in Khatib (2011) stated the other two possible approaches in teaching
literature such as:
a) The Story Grammar Approach (SGA); there is an interaction between the reader and
the text.
b) Reader Response Approach (RRA); based on a premise of teaching literature for
literature’s sake not for language learning and development purposes.
However, According to Radzuwan, Malachi, & Shireena Basree (2010), paraphrastic
approach is the most favourable approach employed by teachers in teaching literature in
secondary school. Teachers paraphrase the text in order to ensure students are able to
understand what they are learning that day. This study will focus on the paraphrastic
approach and strategies employed in the teaching of the literature component in English to
the less proficient group to examine if the approach help to meet the aims of incorporating
the literature component into the English language paper.
1.2 STATEMENT OF PROBLEM
As Literature has been introduced since ten years ago, the achievement of students
in Literature is still not like what is expected such as express their critical thinking creatively.
Experience and observation show that students do not understand what they are learning
and what they have learned in classroom regarding to Literature. At the same time, they do
not know how to appreciate the beauty of literature accordingly. In literature text such as
short story, novel and poem, there are lots of new culture, political, historical perspective.
Unfortunately, students do not take those as extra knowledge as they only learn literature for
the sake of the examination. They tend to memorize all the answers but hardly understand
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what they have learnt. Plus, they only see literature as an ordinary reading text and do not
really explore the fundamental gist of learning literature. Students might learn new
vocabulary, grammar of English language and so on but they hardly understand what is
literature is.
One of the reasons that students are not able to discover the underlying principle of
literature is because of the teachers’ style of teaching. This is because some of the teachers
may just focus on the grammar, vocabulary and skill. They may ask students to memorize
certain part of the story in order for them to answer the examination questions better.
Teachers might neglect the elements in the literature itself. The elements that include in the
literary texts make literature interesting to be explored. With the introduction of literature,
teachers should be more creative in order to attract the students’ attention to learn Literature
as well as appreciate the literature works. Teaching literature should enable the teachers to
be more creative in their teaching style. For example, if the theme of the poem is related to
nature, teachers could bring students outside the classroom to be closer to the environment.
More group work can be done in literature learning.
There are many approaches that can be employed to teaching Literature. Nowadays
information and technology communication (ICT) could become one of the main concerns to
teaching Literature. Teachers should aware of the importance of lCT in teaching and
learning process. Power point presentation could give clear picture regarding the literature
texts or the poems that need to be taught. As the Literature might be difficult for students,
teachers play an important role to help the students to understand and appreciate literature
better. In reality, teachers are too obsessed with examination; therefore the teaching and
learning process are more to exam oriented. There is no fun, no creativity and also no
exploration of the Literature. Students cannot savor the honey taste of literature. The main
concern is always to ensure that students are able to answer the examination questions well
and pass the examination with flying colours. Students totally depend on the teachers when
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it comes to learning second language. Teachers only focus on finishing the syllabus and
cause them to become boring and stereotype.
At the same time, some teachers do not know what is the best approach to teach
Literature in ESL classroom. The problem affects the teaching and learning process in
classroom. Therefore, students could not gain both language and appreciation of the
Literature well. Teachers tend to use the first language in order for students to understand
the literary text better. It is the famous option that teachers choose to teach Literature in ESL
classroom. Therefore, this situation shows that teachers do not motivate the students to
appreciate Literature and they lack of methods in teaching Literature. Teaching Literature by
using the first language will not help the students much in order to understand it in depth.
1.3 RESEARCH OBJECTIVES
This study aims to investigate teachers and students’ perceptions towards the approach
used by the teachers used to teach literature in ESL classroom. The two objectives are as
follows:
1. To investigate students’ perception to the paraphrastic approach employed to teach
literature in the ESL classroom.
2. To investigate teachers’ perception to the paraphrastic approach employed to teach
literature in the ESL classroom.
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1.4 RESEARCH QUESTIONS
This study aims to gain a general overview of the approaches and strategies employed
by teachers in teaching literature to Form 4 students in secondary schools. The research
questions for this study are as follows:
1. Why do teachers prefer to use Paraphrastic Approach in teaching literature?
2. How students accept Paraphrastic Approach in learning literature?
3. What are the strengths and weaknesses of using the implemented approach?
1.5 OPERATIONAL DEFINITION
LITERATURE: Literature is pieces of writing that are valued as works of art, especially
novels, plays and poems (in contrast to technical books and newspapers, magazines, etc.)
ESL: ESL is English as a Second Language.
PARAPHRASTIC APPROACH: Paraphrastic approach deals with the surface meaning of
the text. Teachers whose using this approach may paraphrase or re-word the story in similar
language or translating it into other languages.
1.6 LIMITATION OF THE STUDY
Although this research was carefully prepared, there are still limitations and
shortcomings for this research.
First of all, the research will be conducted to Form 4 students which have different
levels of proficiency. They may have difficulty to understand the Paraphrastic Approach that
teachers used in teaching literature.
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Second, the population of the experimental group is small, only 5 schools involved
that might not represent the majority of the students in the state.
Third, since the questionnaire designed to measure the students’ attitude towards the
teaching of Literature might give useful information about the approach used and the
benefits to them; it seems not to provide enough evidence of the students’ actual behaving
towards the learning of Literature in ESL classroom.
1.7 SIGNIFICANCE OF THE STUDY
Every party plays an important role in order to achieve the goal in teaching and
learning Literature. The changes and development of curriculum has brought a new
dimension to education as well as to Literature learning. Therefore, the findings of this study
could benefits the teachers as well as other professionals in the education field in seeking
solution of the problem faced by English teachers in teaching Literature as well as the
students. Then, the curriculum development centre can use the result of findings in order to
improve the syllabus. Most important thing, teachers could consider certain approaches
chosen that could help them in teaching literature based on the strengths and weaknesses
discussed. Therefore, teachers could improve their teaching strategies and students will gain
the benefits from the teaching and learning process.
At the same time, the findings could also be as the guideline for the trainee teachers
or fresh graduate teachers to prepare themselves with the suitable approaches in teaching
and learning process later. Then, the Faculty of education in universities could use the
findings in order to modify the course outline for the future teachers. Finally, this study could
produce teachers who are aware of the strengths and weaknesses of approaches used in
teaching literature in future.
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1.8 CONCLUSION
This first chapter highlights the main topics that related to the study. It introduces the
role of literature in ESL classroom as implemented in English subject in Malaysian
secondary schools. This chapter will also be described in details the background of study,
problem statement, research objectives, research questions, significance of study, limitations
and the operational definition.
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CHAPTER 2
LITERATURE REVIEW
2.0 INTRODUCTION
The aim of this research is to obtain information on teachers and students’ perception
on the use of paraphrastic approach in teaching literature as well as the strengths and
weaknesses of paraphrastic approach.
In this chapter two, there includes the idea of paraphrastic approach and the
implementation involved in educational field as well as some other researchers and
professionals overall opinion regarding paraphrastic approach in teaching and learning
literature.
2.1 PARAPHRASTIC APPROACH
Oxford Advanced Learner’s Dictionary defines it as “to express what sb has said or
written using different words, especially in order to make it easier to understand”. An
important process of rewriting source texts is paraphrasing or restating a source text in one’s
own words with a credit to the original author (Shi, 2012). According to Cambridge Learner’s
Dictionary paraphrase is “to express something that has been said or written in a different
way, usually so that it is clearer”. Paraphrasing can be defined as paraphrastic approach as
according to Diana and Mohamed Amin (2007), the paraphrastic approach deals with the
surface meaning of the text. Teachers whose using this approach may paraphrase or re-
word the story in a simpler language or even translating it into other languages. Therefore, in
other words paraphrase approach is simplifying the text with simple language or translates
the text to other language that audience can understand better. As long as paraphrase is
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used to re-tell the story and translate is also considered during the lesson, those can be
paraphrastic approach in language learning.
A paraphrase is an indirect quotation (Larson, 2004). Then, Bazerman (2010) had
come out with the definition of paraphrase which is putting the meaning of the text into new
words makes you pay close attention to the author's ideas and thereby improves your level
of understanding. In other words, when paraphrasing one will keep the author’s idea in mind
but may tell it in different way which makes the idea is simpler to be understood. Meanwhile
Higher Score (2007) defined “Paraphrase” is a verb which means to re-write a phrase or
sentence with the same meaning but using different words.
Paraphrase approach is also used for listening, speaking, reading and writing. One of
the most commonly recommended pedagogical interventions is the teaching of paraphrasing
(Keck, 2006; Campbell, 1990; Currie, 1998; Howard, 1996; Hyland, 2001; Johns & Mayes,
1990). Keck (2006) also stated that paraphrasing is considered by many to be an important
skill for academic writing, and some have argued that the teaching of paraphrasing might
help students avoid copying from source texts. Vacca and Vacca (1999) stated, "Students
who experience the integration of writing and reading are likely to learn more content, to
understand it better, and to remember it longer" (p. 262). Obviously paraphrasing is
important in other high level examinations. In TOEFL iBT, for instance, paraphrasing is an
important skill in the reading section, in the listening and above all in the speaking and
writing section of the test (Higher Score, 2007).
Paraphrasing can also be taught to students in order for them to familiar with the
paraphrastic approach especially when teachers use it in teaching other skills too. For
example in learning literature, students tend to memorize the summary from the literature
text or reference books, it is not impossible that the one whole class will come out with the
same kind of answer for summary of one short story. Instead of students memorizing the
summary, it is better to teach them paraphrase the summary into the useful and simpler
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words. At the same time, paraphrasing could help them to understand and write the story
better.
Other than that, paraprastic approach is also used in interview with children. This
shows that paraphrasing could help children to understand what is being said or what is
trying to convey effectively. According to Evans and Roberts (2009) in Evans, Roberts, Price
and Stefek (2010) stated that previous research has experimentally assessed the influence
of different types of paraphrasing on children’s event reports and found that some styles of
paraphrasing are indeed more beneficial than others. Then, paraphrasing may motivate
children to expand their responses with two main ways proposed (Evans, Roberts, Price &
Stefek, 2010; Evans & Roberts, 2009). Firstly, paraphrasing may encourage rapport
between the child and interviewer. Therefore, in ESL classroom, paraphrasing may
encourage rapport between students and teachers. Secondly, paraphrasing may transfer
control to the child as in ESL classroom students have the power to use their own words to
convey what they understand from one story.
2.2 IMPORTANCE OF PARAPHRASING
Paraphrastic approach as well as paraphrasing that is used especially beneficial to
the students. As Evans and Roberts (2009) promoted two main ways to promote the use of
paraphrasing that give benefits to students. First and foremost, paraphrasing may encourage
rapport. Good rapport can be built in ESL classroom. For example, when students give
respond to teacher in telling the short story in their own words, then teacher restates or
paraphrase what the students have been said, students feel motivated as what the teacher
restates highlight that the teacher is listening to the students well. Students will feel
appreciated and supported by the teacher. Thus, students feel comfortable in class and
respond more during the lesson. Another benefit of paraphrasing is transferring control to
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children or students. For example, students have the power to use their own words and re-
word what they understand from the text given. Student centered learning can be achievable
where students will be able to share their ideas with others in class by using the words that
they know or paraphrase from the source that they have read.
Meanwhile according to Bronshteyn and Baladad (2006) emphasised that the use of
parapharasing as add-ons to information literacy instruction in order for students to gain
proficiency in thinking critically about a source and expressing their own voice with the
convention of parenthetical citation. In ESL/EFL classroom, when teachers use paraphrastic
approach, it helps students to gain information better and think critically to any instructions
given. Teaching paraphrasing as a means of learning how to write a research paper
Bronshteyn and Baladad (2006). Paraphrasing can also be beneficial for students in writing
especially in academic writing. For ESL/EFL classroom paraphrasing writing could help them
to use simple words with simple phrases that can be understood better in writing. Therefore,
students will be more confident to use the language as well as to practice it in classroom.
Other than that paraphrasing is also a mean to understand Bronshteyn and Baladad
(2006). The ability to paraphrase help students in their writing work as well as it can provide
the writer with a wide range of stylistic alternatives. Harris and Sipay (1990) stated that
"being able to restate another's thoughts in one's own language clearly and unambiguously
is a crucial test of whether the thoughts were understood" (p. 537). Therefore, any difficult
ideas or unclear thoughts become easier to understand. As paraphrasing uses simpler
words and using students own words, it helps students in future to understand what they
have read and written. Others may also get the benefits and understand one idea clearer.
Then, students also can learn to borrow from a source without plagiarising (Bronshteyn &
Baladad, 2006). Campbell (1990) clearly stated that the teaching of paraphrasing, among
other techniques, is essential to help students avoid committing cases of plagiarism.
Plagiarism is always the main problem especially in academic writing. Currie (1998) claimed
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that students often fall back on copying as what they might see as a safe strategy when they
are attempting to fit into the academic world. This is because students hardly understand
how to rephrase what the source written in their own words according to their understanding.
However, paraphrasing skill can help students to vary their sentences based on other source
but with their own ideas. Students can be creative and critical in playing with choice of words
that at the same time to convey the author’s meaning wisely. Therefore, plagiarism can be
avoided in academic writing.
Larson (2004) stated three important reasons of paraphrasing. First and foremost,
paraphrase can be the way to restate a difficult passage the reader may not understand. The
key word is ‘restate’ or ‘re-word’ the passage into a simpler passage where other people can
get the idea better and grab the gist of the passage. This is to support the reader to read and
understand rather than read without understanding what the passage is all about. Then,
paraphrase can be the way to explain or interpret concepts or unfamiliar terms. There are
certain concepts that are explained in difficult or complex sentences that make the reader or
listener hardly understand. This obviously happens when students who are reading a story
book or novel such as in Shakespeare’s works, students hardly understand certain concept
or terms used in the story. Therefore, paraphrasing could be one of the best way to
elaborate the concepts or unfamiliar terms in simpler words based on the level of the
students. The third reason proposed by Larson (2004) is to make abstract facts and ideas
concrete. Some ideas proposed by some authors might be too vague and hardly to be
understood. Paraphrasing again helps to identify the main points and explain the ideas
clearly.
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2.2.1 THE IMPORTANCE OF PARAPHRASING FOR ELL
English language learner (ELL) always needs method to help them to
understand the target language better. According to Perles (2009), it is important to
use paraphrase to help English language learners because paraphrasing is one of
the main methods that ELLs will be able to use to clarify that they have understood
something correctly. Munro (2008) has identified paraphrasing as a useful strategy
for students with reading difficulties. Paraphrasing can be one of the ways to
measure students’ understanding especially for literature text. The example given by
Perles (2009), if a bank teller explains to an ELL the terms of a loan, the ELL should
learn to clarify by saying, “So what I understand from what you’ve said is... ” and to
paraphrase what was heard. The same applies in many areas of life, including
academic work, social settings, and professional situations. Therefore in literature
learning in ESL/EFL classroom, students may tell the story by telling the summary by
using their own words. Students may clarify what they have read into simplest words
and sentences that later become their own interpretations of the story.
At the same time, Perles (2009) also suggested that students write down their
paraphrasing sentences. This is to prepare the students in order to convey what they
have read into their words effectively. Perles (2009) also proposed that if the
students are not able to paraphrase well, teacher may help the students by providing
them a backward web graphic organizer. Thus, students may fill in the graphic with
the main information that they got from their reading as a guideline then explaining
on their own words.
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2.3 SKILLS AND TECHNIQUES TO PARAPHRASE
In order to use the paraphrastic approach, one must know the skills to paraphrase.
According to Bronshteyn and Baladad (2006), there are three skills which are needed in
order to paraphrase. Firstly, one must have the knowledge of parenthetical citation format.
According to Aage Hansen (1957) in Foget (2002) stated that parenthetical phrases (and
asides) may be characterized as ”words, phrases, or sentences which are ’on another level’
compared to the surroundings (sentence, utterance) in which they are inserted. These
parenthetical phrases are spoken in a lower tone and/or with pauses preceding and following
them.” Therefore, in ESL/EFL classroom teacher may use appropriate intonation with
different phrases that can be understood by students. At the same time, students will also
learn the language which suit their level and might be simpler as what paraphrasing is.
Secondly, one who wants to paraphrase must have the experience and ability in
restating ideas with synonyms in one’s own voice. In order to paraphrase, it is so important
that the meaning of the idea used based on others’ must be clear or synonym. This is
because when people paraphrase the idea is still the same but the way they write or tell
must be differently. Thirdly, experience introducing concepts, or knowledge of stock
transitional phrases. One must be able to use some concepts in paraphrasing. Then the use
of transitional phrases is also important so that one can write or use the words effectively. At
the same time, transitional phrases will make the paraphrasing becomes more authentic and
not only copy from others’.
Once the students or teachers master these three skills, they are able to paraphrase
better. At the same time, they will be able to come out with a good piece of writing and even
it is easier for them to understand what they are trying to tell. Therefore the recipients can
also get the benefit where the paraphrasing should ease them to understand one’s idea
better. The closer they get to what the speaker is saying, the more a real interchange of
ideas takes place (Bazerman, 2010). For example, in learning short story or drama, teacher
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might paraphrase the summary of the story first in their own words. This will benefit the
students to grab the idea better from the teacher instead of cracking their head on their own
with high level of English for certain students.
Bazerman (2010) mentioned that paraphrasing will help you to communicate the
meaning of a difficult passage. When you go on to make your own argument, it will allow you
to refer to another writer's thoughts while you maintain control of the focus and tone of the
argument. In other words, people can convey the difficult meaning to the easiest
understanding when paraphrasing and make reference to the author’s idea to focus on the
basic idea of the author. We have to recognize the writer's way of thinking and his or her
special interests (Bazerman, 2010). This is to ensure that we are conveying the correct idea
that the author presented. Paraphrasing is useful in the application of rules and procedures
because it presents the information in a different and more simplified way (Maryam &
Hossein, 2012).
At the same time, Bazerman (2010) also came out with two techniques that can be
used in doing paraphrasing. Firstly, substituting synonyms can be the first draft of
paraphrasing. One may use the synonym words to replace certain words from the author’s
writing. Therefore, again, plagiarism can be avoided. Then, restructuring the sentence might
lead to a more total paraphrase. After drafting with synonym words replacement, the
arrangement of sentences can be done effectively to make the sentence structures differ
than the author’s. The ideas still maintain but the way of conveying differs. Without that
control of core meaning, a rewritten sentence can easily turn into gibberish (Bazerman,
2010). Pecorari (2008) claimed, ‘‘the problem may not be that one group has a mistaken
perception, but that two groups have different perceptions’’ (p. 10). The final touch after
those two techniques is checking the meaning either it fits what the ideas conveyed by the
authors or not. This is so important to avoid any other misunderstanding from the main idea.
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Then, Higher Score (2007) stated few of paraphrasing methods that can be
considered in paraphrasing effectively. The first method is use different vocabulary with the
same meaning. It is as what the earlier techniques that one can use the synonyms to replace
the word. However, one should be careful with the overall meaning and the sentences might
be unnatural English sentences. Thus, other people might not get what the person is trying
to tell with the new paraphrasing sentences. At the end of the day, paraphrasing might
contribute to misunderstanding problem. For example, if students want to rephrase what
they have read in the book regarding one short story, if they paraphrase wrongly, surely they
might lead to factual error of the story.
Then, the second method of paraphrasing proposed by Higher Score (2007) is
change the words of order. It is like restructuring the sentences after replacing the words
with the synonym words. The meaning must be the same with the idea proposed by the
author. However, the problem that may occur is grammatical problems. This is because one
must know what should be added and what should be omitted when changing the words of
order. Students might face this kind of problem, as they may neglect certain words or unsure
with the correct words of order. Meanwhile the third method of paraphrasing is use different
grammar. According to Higher Score (2007), if you change the grammar and make an error,
usually the reader will understand what you mean. However, if you change the vocabulary
and make an error, often the reader will not understand what you mean. In this method, one
must familiar with parts of speech.
All the skills and methods proposed are interrelated. Paraphrasing can be done with
the use of the basic techniques such as replacing the words, arranging the sentences and
checking the grammatical error. Teachers may have no problems in paraphrasing especially
in teaching literature in ESL/EFL classroom to make students understand the literature
component better. However, students need to be taught those few skills to avoid
misunderstanding of ideas.
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2.4 PARAPHRASING ANDSIMPLIFIED LITERATURE TEXT
Literature text is known with the complex sentences and different kind of writing.
Some students have difficulties to read and understand the literary text better especially the
low proficiency students. As paraphrasing is also defined as re-word the ideas in simple
words, it is can be considered as simplified words. Therefore, simplified text has been
introduced in order to help the students to understand literature text better for instance, ‘The
Prisoner of Zenda’ which has thinner text for students to read as well as ‘Catch If You Can’
Novel. The majority of L2 learning texts at the beginning and intermediate levels still depend
on simplified input, and many material writers and L2 specialists continue to emphasize the
practical value of simplified texts, especially for beginning and intermediate L2 learners (e.g.,
Johnson, 1981, 1982; Shook, 1997; Young, 1999; Croosly, Louwerse, McNamara,
McCarthy, 2007). The use of simplified text is not only famous in Malaysian Education for
literature but it has been used widely for L2 learners especially the beginner.
At the same time according to Croosly, Louwerse, McNamara, McCarthy (2007)
stated that simplified text consists of the cognitive mechanisms which mimic the language
found in caretaker talk and teacher talk and help the language learner acquire a language in
a relatively structured way. Therefore, obviously the words and sentences used in simplified
text are much easier and more to the beginner (students) level. As simplified text is more to
teacher talk, it is more to what teacher paraphrase in classroom when explaining about a
story in ESL/EFL classroom. The simplified texts benefit L2 learners because they exclude
unnecessary and distracting idiosyncratic style without suffering a loss of the valuable
communication features and concepts that are found in real texts (Croosly, Louwerse,
McNamara & McCarthy, 2007). In simplified text, the difficult words have been replaced with
simpler words and sentences have been paraphrase to the simplest one. The distracting
idiosyncratic (personal) style has been decreased. For example, in Shakespeare’s works,
the old English text might be replaced with the modern one. The purpose is to make the
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reader understand the words better. Thus, students have no problem to understand the story
or drama on their own with the help of dictionary.
Then, simplified texts are often seen as valuable aids to learning because they
accurately reflect what the reader already knows about language and have the capacity to
extend this knowledge (Davies & Widdowson, 1974; Croosly, Louwerse, McNamara &
McCarthy, 2007). In the making of simplified text, the author must paraphrase the story for
instance based on the familiar words used by students as well as based on students’ level.
They are not expected to learn too many difficult words that may not motivate them to read
and study the literature text better. The aim of simplified text is to encourage students to
read better. At the same time simplified text is used to attract students to love learning
literature in ESL/EFL classroom. Therefore, the paraphrasing plays important role to come
out with a good understandable text for students.
Simplified texts also contain increased redundancy and amplified explanation (Kuo,
1993; Croosly, Louwerse, McNamara & McCarthy, 2007). Usually students or the L2 readers
have problem in understanding the literature text is because the text is too long with
redundancy or repetition of the idea. Some of the vivid explanation about the characters or
the plot and setting might trouble and confused the students. However, this problem can be
overcome with the use of simplified text. Simplified text usually emphasises on the main idea
of the story and the important information needed by the readers. For instance, if students
are given ‘East of Eden’ to read and learn, they may hardly finish the novel with hundreds of
page. Plus, they may have difficulty to understand the flashback that could lead to repetition
for them and make them confused regarding the timeline of the story.
Therefore, simplified text can help students to understand better and get the main
idea of the related story better. The paraphrasing technique used in simplifying the text help
to promote the new way of learning literature to students.
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2.5 CONCLUSION
The review stated by the researchers, authors and journalist give more ideas in the
used of Paraphrastic Approach in teaching Literature in ESL/EFL classroom. The
importance, ideas, benefits as well as techniques used could help the learners in order to
use the approach in writing and at the same time to use in understanding the literature text
better. Plus, this approach is also help teachers in conveying their lesson better to achieve
the objective of teaching literature.
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CHAPTER 3
METHODOLOGY
3.1 INTRODUCTION
This study is to investigate the perception of teachers and students towards paraphrastic
approach used in teaching literature. Therefore, this study focuses on finding the strengths
and weaknesses of the approach used in teaching literature in ESL classroom. This chapter
will discuss the research design, the method of data collection and also the method(s) of
data processing or the analysis of the data in greater detail.
3.2 RESEARCH DESIGN
The research design focuses on combination of quantitative and qualitative methods.
Hence, it involves triangulation designs to find agreement and validation of the
questionnaires. Triangulation is an approach to research that uses a mixture of more than
one research strategy in a single investigation. Triangulation is chosen as a research
strategy to assure completeness of findings or to confirm findings. The research design can
be summarized as in Figure 3.1
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Figure 3.1 Research design of the survey research
A specific topic will be chosen based on the related literatures and a conceptual framework
will be developed for the study.
.
Research Question 1: Why do teachers prefer to use Paraphrastic Approach in teaching
literature?
Research Question 2: How students accept Paraphrastic Approach in learning literature?
Research Question 3: What are the strengths and weaknesses of using the implemented
approach?
Adapt and adopt questionnaires from related literature.
Meetings with core-person in the area of study to obtain the validity of questionnaire
Conductiong pilot study to check reliability of questionnaire
Distributing validated questionnaires to respective samples, classroom observation and
interviews.
Conducting data analyses
a) Descriptive Analyses b) Pearson-Correlation
Findings and discussions in final report
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3.3 DATA INSTRUMENTATION
The instruments consist of survey questions, interviews as well as classroom
observation. Qualitative approach used in this study will be the main approach. Likert Scale
will be used for the questionnaires that the questionnaire was adapted from two previous
studies on using literature in the language classrooms by Zubaidan and Shaidatul Akma
(2010) and Diana and Mohamed Amin (2007). It is the suitable method to investigate the
respondent attitudes and opinions. Likert scaling presumes the existence of an underlying
(or latent or natural) continuous variable whose value characterizes the respondents’
attitudes and opinions (Clason & Dormody, n.d).
The research results will be descriptively presented students and teachers’
perception towards paraphrastic approach will be revealed. Besides that, this research also
consist of the respondents views based the interviews on the strengths and weaknesses of
paraprastic approach in teaching literature in ESL classroom.
3.3 METHOD OF DATA COLLECTION
The study involves quantitative and qualitative data analysis. Descriptive statistical
analysis, inferential statistics such as Pearson Correlation and the Independent Samples T-
Test, will be used for the quantitative data. Classroom observation field notes will be
compiled. Meanwhile each observation will be summarized and interpreted accurately. The
interview transcripts later will be grouped and will be nicely quoted to strengthen the basis of
argument. The data collection will be done based on the four steps:
a) a set of questionnaires will be given to the students and teachers as the prior to the
study in order to investigate teachers and students’ perception towards the
paraphrastic approach in teaching literature.
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b) classroom observation will be done in order to look at the strengths and weaknesses
of the paraphrastic approach used in teaching literature.
c) Interview will be done with the teachers in order to get their opinion or perception
towards the paraphrastic approach that has been used in teaching literature. At the
same time, the interview will also cover the strengths and weaknesses of the
approach used.
The summary of data collection is shown in Figure 3.2
Figure 3.2 Summary of data collection procedure
Distributing Questionnaires to
Students
Classroom Observation
Interview with Teachers concern
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3.4 THE METHOD(S) OF DATA PROCESSING/ ANALYSIS
The quantitative and qualitative data will be examined by using different kind of mode of
analysis. The questionnaires will be analysed by using the statistical analysis software
(SPSS). The qualitative data for the observation and interview will be grouped, coded and
verbatim based on thematic analysis according to Aronson (1994) with four steps:
a) collect the data will be collected from the talk session. From the transcribed
conversations, patterns of experiences can be listed. This can come from direct
quotes or paraphrasing common ideas, (Aronson, 1994).
b) identify all data that relate to the already classified patterns. The talk that can be fits
under precise pattern is acknowledged and placed with the corresponding pattern.
c) combine and catalogue related patterns into sub-themes. Themes are identified by
"bringing together components or fragments of ideas or experiences, which often are
meaningless when viewed alone" (Aronson, 1994; Leininger, 1985)
d) build a valid argument for choosing the themes. Related literature will help in
choosing the best themes. Inferences can be made from the interview or therapy
session as information gained by referring back to the literature.
The findings will be discussed in order to identify and report as accurately as possible
the perceptions of students and teachers towards the use of paraphrastic approach in
teaching literature in ESL classroom.
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3.5 LOCATION OF THE STUDY
The study will be conducted in 3 secondary schools from the sub-urban district of
Bera, Pahang.
3.6 SAMPLE
The targeted groups are the Form 4 students and English Language teachers. The
sample will be selected according to the convenience method sampling (Fraenkel and
Wallen, 2008). Meanwhile, the teachers chosen will be the English teacher optionist and
non-optionist. They will be interviewed in order to get their respond (perception) towards the
use of paraphrastic approach in teaching literature in ESL/EFL classroom.
3.7 PILOTING AND IMPROVEMENT OF INSTRUMENT
A pilot study will be conducted before the actual research. Pilot study is known as the
exercise of a mini study to carry out the instrument to see how they work and get respond
out of the instrument. The respondents for the pilot study will not be the actual respondents.
The purpose of doing the pilot study for the questionnaire is to
i. determine validity and reliability as the questions are created by the researcher and adapt
and adopt from other researchers.
ii. ensure the wordings and item structure are clear so that it can be easily understood by
the respondents and interpreted as hoped by the researcher
iii. improve the questions so the results will be valid
iv. determine the length of time needed to answer the questionnaire
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After the pilot study was done, the piloted instruments will be collected and improvements
will be made to the questionnaire. Some adaptations were also made where possible
provided that it was relevant with the objectives.
3.8 CONCLUSION
In this chapter, the careful selection of research design will contribute to the reliability
and validity of the findings. The result is hoped to give to the meaningful interpretation of the
perceptions of using paraphrastic approach in teaching literature in ESL/EFL classroom by
teachers and students.
The method will be well-planned in order to get and analysis the data. If the
respondents give good cooperation, then all the data collections for this research are valid
and reliable.
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Campbell, C. (1990). Writing with others’ words: Using background reading text in academic
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Eken, D. K. 1999. Through the eyes of the learner: Learner observations of teaching and
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Fraenkel, J. R. & Wallen, N. E. (2008). How to design and evaluate research in education (7th ed).
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Harris, A.J., & Sipay, E.R. (1990). How to increase reading ability: A guide to developmental
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Munro, J. (2008). Literacy Intervention Strategies – Course Notes. University ofMelbourne.
Pecorari,D. (2008). Academic writing and plagiarism. London: Continuum.
Rosli Talif. (1995). Teaching literature in ESL the Malaysian context. Kuala Lumpur: Penerbit
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Sarceni, M. (2003). “Literature in the EFL Classroom: Roses or Thorns?”. In Subramaniam,
G. and Vethamani M.E. (Eds.) Teaching Literature in ESL/EFL Contexts. Petaling Jaya:
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Sidhu, Gurnam Kaur, 2003. Literature in the language classrooms: Seeing through the eyes
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Van de Berg, Camille (1990). Conversation activities based on literary readings. French
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Vacca, R., & Vacca, J. (1999). Content area reading. New York: Longman.
Widdowson, H. G. (1975). Stylistics and the teaching of Literature. London: Longman
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Angela D. Evansa, Kim P. Robertsb, Heather L. Pricec, Candyce P. Stefek. (2010). The use
of paraphrasing in investigative interviews. Retrieved on April 21, 2012 from
http://www.sciencedirect.com/science/article/pii/S0145213410001420?via=ihub
Bronshteyn, K; Baladad, R. (2006). Librarians as Writing Instructors: Using Paraphrasing
Exercises to Teach Beginning Information Literacy Students. Retrieved on April 21,
2012 from http://connection.ebscohost.com/c/articles/23842329/librarians-as-writing-
instructors-using-paraphrasing-exercises-teach-beginning-information-literacy-students
Bazerman, C. (2010). Paraphrasing: The Author's Thoughts in Your Words. Retrieved on
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Crossley, S.A , Louwerse, M.M, McCarthy, P, McNamara, D. (2007). A Linguistic Analysis
of Simplified and Authentic Texts. Retrieved on June 2, 2012 from
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Clason, D. L. & Dormody, T. J. (n.d). Analyzing Data Measured by Individual Likert-Type
Items. Retrieved on June 2, 2012 from
citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.113.2197...pdf
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Diana Hwang & Mohamed Amin Embi .(2007). Approaches Employed by Secondary School
Teachers to Teaching the Literature Component in English. Retrieved on March 29,
2012 from web.usm.my/education/.../jpp%20aminukm%20art%201%20(1-23).pdf
Fauziah Ahmad & Jamaluddin Aziz. (2009). Students’ Perception of the Teachers’ Teaching
of Literature Communicating and Understanding Through the Eyes of the Audience.
Retrieved on March 29, 2012 from www.eurojournals.com/ejss_7_3_02.pdf
Higher Score. (2007). How to Paraphrase Effectively. Retrieved on March 28, 2012 from
http://www.higherscore.ca/downloads/Higher%20Score%20Free%20Advice%202%20-
%20Paraphrasing.pdf
Keck, C. (2006). The use of paraphrase in summary writing: A comparison of L1 and L2
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Maryam Pakzadian & Hossein Barati. (2012). The Effects of L1 Translation vs. Paraphrasing
the Literary Texts on Female and Male Students Reading Comprehension
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Mohammad Khatib. (2011). Literature in EFL/ESL Classroom. Retrieved on April 4, 2012
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(2010). Approaches Employed by Teachers in Teaching Literature to Less Proficient
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Smita. (2010). Language in India. Retrieved on March 29, 2012 from
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Perles, K. (2009). Tips for English Language Learners: Paraphrasing. Retrieved on April 6,
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English Literature Component. Retrieved on June 3, 2012 from
http://eprints.utm.my/10716/
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TEACHERS AND STUDENTS’ PERCEPTIONS TOWARDS PARAPHRASTIC APPROACH
TO TEACH LITERATURE IN ESL CLASSROOM
AZURAWATI BINTI WOK ZAKI
M.Ed. (Teaching English as a Second Language)
A Proposal Submitted to Prof Madya Dr. Teoh Sian Hoon
In Fulfillment of the Requirement of
EDU 702 Research Methodology course
Universiti Teknologi MARA
20th June 2012
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CHAPTER 1
INTRODUCTION
1.0 INTRODUCTION
In Malaysia Education or Curriculum, literature is one of the most important parts in
language learning either in Malay Language or in English. Since ten years of the introduction
of English Literature, students are exposed with different types of reading genre in order for
them to learn better. Literature should be already a part of students’ life. Literature was
initially the main source of input for teaching in language classes in the era of Grammar
Translation Method but since then it has been dropped down the pedestal. In fact with the
advent of structuralism and audiolingual method, literature was downplayed and ergo
discarded to the periphery (Khatib, 2011; Collie & Slater, 1987, p.2). The Ministry of
Education has explains the reason of putting the literature component in KBSM English
language Curriculum Specifications, (2003). The syllabus specification is as follows,
“Language for aesthetic purposes enables learners to enjoy literary texts at a level suited to
their language proficiency and develops in them the ability to express themselves creatively”.
English literature benefits students very well. This is because English literature can
introduce students to a range of aspects, not only of the English language but also of
English culture. Widdowson (1975) further defines literature as a subject which has the
principal aim of developing the capacity for individual response to language use. When
studying Literature, students can explore not only the language aspects such as vocabulary
items but also that language can also be used for specific and aesthetic purposes. Students
will be familiar with the concepts of beat, meter and rhythm of the poems. In fact, they could
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learn various themes in literature that they can relate to themselves or their own
surrounding. The familiarity with those concepts can improve students writing as they are
able to appreciate and apply these ideas. The four main skills in learning language can also
be improved with learning literature which is the reading, listening, speaking and writing
skills. The oral work based on literary texts may help improve students’ speaking skills
(Mario Saraceni, 2003).
At the same time, the study of Literature can provide students with a fresh and
creative angle with which to approach their studies in particular and their lives in general.
The themes of the literary texts to which learners can bring powerful response from their own
experience (Brumfit & Carter, 1989). Students learn to be more independent in their
literature learning as literature could make them eager to know about the authors or the
details of the stories or poems. According to Khatib (2011) stated that there are nine benefits
that learners can gain while learning literature such as
a) Authenticity; the writing in drama, novels, short story stimulate learners
imagination and the language used is related to learners themselves.
b) Motivation; learners gain motivation from the stories and dramas that they have
learnt as moral values will be inculcated too.
c) Cultural/Intercultural Awareness and Globalization; learners could add more
knowledge about other cultures and be more aware of variety in other cultures.
Literature could promote learners to explore on others politics, sociology and
economy.
d) Intensive/Extensive Reading Practice; learners can improve their reading skills
and promote reading habits among themselves.
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e) Sociolinguistic/Pragmatics Knowledge; Sociolinguistic and Pragmatic
competence are two of the main components of the communicative competence
models. Hence, special attention is needed to be directed to this component.
Literature due to its authenticity is equipped with sociolinguistic and pragmatic
information (Khatib, 2011).
f) Grammar and Vocabulary Knowledge; reading short stories, drama, novel as well
as poem could help learners to improve their grammar and enlarge their
vocabulary.
g) Language Skills; at the same time learners could also improve their language
skills especially in English. Literature can promote learners to write their own
short stories or poems based on what they have read and learnt.
h) Emotional Intelligence; learners will be exposed with different genre of stories.
Feelings and emotions are involved that help to nurture learners Emotional
Intelligence.
i) Critical Thinking; learning literature is not only reading the texts given, but
learners need to share their ideas and opinions towards what they have read and
learnt. Therefore, it promotes critical thinking among learners in order to analysis
the story for example better.
However some students meet difficulty in learning English Literature. Sometimes
students are faced with a cultural reference that is totally alien to them, which has no parallel
in their own culture, such as the notion of autumn to the Malaysian students, as found in
Robert Frost’s poem, The Road Not Taken (Siti Norliana, Roszainora & Chittra, n.d).
Students have to deal with the complexity of the content and style of literary texts; they are
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also confronted with linguistics and aesthetic unfamiliarity. Some students they refuse to
explore on their own, therefore the learning process take more time and become harder for
them.
Van de Berg (1990) emphasizes the value of literary reading passages as the basis
for second language learning. For high proficiency level of students, literature is an
advantage for them to learn the second language better and dig the knowledge through
literature. Literature becomes a barrier for the low proficiency students to learn the second
language better. According to Radzuwan, Malachi, & Shireena Basree (2010), even without
the incorporation of the literature component into the syllabus, these students were already
struggling learning the language and the incorporation of the literature component was seen
as adding another burden. Students already have difficulty to comprehend the English
article, therefore, literature is another high English level for them. Literature could demotivate
thelow proficiency students since they need to handle extra component of the language.
Lack of vocabulary contributes to the difficulty as the language used for Literature
component must be higher. According to Smita (2010) stated that there are few problems
encounter in teaching literature in non-native context such as:
a) British or English cultural references are not known or familiar to the learners.
They have problems to understand better what the author is trying to convey.
b) Racial prejudices about the writer or about his country. The learners may have
difference assumptions towards the writer; therefore they hardly understand the
writer’s intentions of writing.
c) The past ideas and references in literature may create misunderstanding in the
mind of the learners. The topic is outdated to the learners.
d) Unfamiliar with history or social upheavals of the country make learners lose
interest in study literature.
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On the other hand, the complexity of the subject matter is harder if teachers who are
teaching literature are unwilling to prepare their lessons as it should be; and this planning
process should include considerations for students’ need and interest as well as their level of
proficiency. Therefore, how teachers improve their literature lesson and present it to the
classroom can seriously affect the students’ learning process. Teaching literature needs
more creative ideas from teachers. Teachers can not rush in teaching literature too. The
objectives of learning must suit students’ level of proficiency. However, the obstacle in
learning literature actually can be encountered effectively with the assist of the suitable
approach of teaching Literature by the teachers. An effective teaching process and a very
conducive learning environment of the classroom are undeniably teachers’ responsibility
(Fauziah & Jamaluddin, 2009). If teachers are aware with the responsibility that they need to
uphold, they should always find ways to reduce the burden that students’ carry in learning
literature. Students’ perception and observation can work in practice and become a part of
exploratory studies (Eken 1999; Sidhu 2003)
Meanwhile Murat (2005) stated teachers can consider few steps in order to help
students learning literature better. First, he should determine the aim of language teaching in
relation to the needs and expectations of the students. Teachers can set the aim by asking
the students orally, interviewing or even giving them questionnaires. Teachers can always
ask the students in order to get their opinion in learning literature. From the opinion given,
teachers can adjust and adapt with the class. Second, he should select the appropriate
language teaching method, teaching techniques, and classroom activities. The problem with
teachers nowadays, they do not investigate students’ preferences in learning literature.
Different approaches should be considered in teaching literature. Different students will have
different way of learning. Teachers can always try different style of teaching to attract
students’ attention.
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Then, the teacher should select the literary texts relevant to the aim and the
objectives of his teaching. Teachers should not just depend on the literature text provident
by the Ministry of Education but they can sometimes use different texts which have similar
objectives of teaching to vary the lesson. If the text introduced by the Ministry of Education is
too difficult for students, teachers can come out with simple text first which similar to the
compulsory text. Therefore, students can slowly learn literature.
At the same time, Murat (2005) also stated that at elementary levels, for example,
students should be given simplified or specially written stories. Simplified text will help weak
students to understand the literature text better. Teachers may work together with students
in comprehending the literature text better. According to Fauziah and Jamaluddin (2009)
stated that one important aspect of teaching literature is the teacher’s creativity in
approaching certain texts or themes. Teachers should aware of their responsibility to try out
the best approach as well as the best methods to attract students’ attention in learning
literature. Teachers as the expert one in literature should play their roles in helping students
to learn literature better in ESL classroom.
1.1 BACKGROUND OF THE STUDY
Day by day, there are many efforts have been done by the Ministry of Education in
order to help students. The latest one is the new selection of literature texts. One of the
panels to choose the current texts for literature learning is a student. This is to give
opportunity to students to choose the texts that they favour most in learning literature.
Literature text is important as a motivation for students to learn literature.
Literary texts are very motivating due to its authenticity and the meaningful context it
provides (Khatib, 2011; Ghosn, 2002, Van, 2009). Literature deals with things which are
interesting in nature and includes little if any uninteresting things (Khatib, 2011; Maley,
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1989a). Motivation is especially achieved when students are exposed to what they really
enjoy. Experience shows that students are highly motivated when they are exposed to
literary texts for language learning purposes (Khatib, 2011). Therefore, in order for students
to engage better with literature, the best texts should be considered based on students’
preferences.
At the same time, it is undeniably that teachers also crack their head in order to make
literature no longer becomes one of the boring lessons in English classroom. Many materials
are provided to help students to understand the literature texts better. Many books are
bought in order to get the best references. At the same time, many websites and blogs can
help teachers to prepare for suitable teaching materials. However, students nowadays who
mostly rely on teachers always wait for their teachers to tell the stories or poems in
classroom. Especially for weak students, they have the difficulty to read and understand the
texts on their own. They also refuse to find the difficult words in dictionary. Student centered
learning is hardly to be practiced. Again, as teacher centered learning is always the suitable
one especially for low proficiency level of students, teachers need to make more preparation.
Therefore, obviously teachers play important role to help students in learning
literature as students always need guide from teachers. Teachers need to take prompt
action first. Teaching should reflect and cater to students’ need, both individually and
collectively. Therefore when teachers teach, they always have to refer to the nature of the
students they have and the level of their students’ ability and receptivity (Fauziah &
Jamaluddin, 2009). Different approaches could help students to engage with literature.
According to Maley (1989a) in Khatib (2011) noted few approaches that can be considered
by teachers in teaching literature such as:
a) The critical literary approach; focus on the literariness of the texts including such
features as the plot, characterization, motivation, value, psychology, background,
etc.
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b) The stylistic approach; focus on literature as ‘text’.
Then, Amer (2003) in Khatib (2011) stated the other two possible approaches in teaching
literature such as:
a) The Story Grammar Approach (SGA); there is an interaction between the reader and
the text.
b) Reader Response Approach (RRA); based on a premise of teaching literature for
literature’s sake not for language learning and development purposes.
However, According to Radzuwan, Malachi, & Shireena Basree (2010), paraphrastic
approach is the most favourable approach employed by teachers in teaching literature in
secondary school. Teachers paraphrase the text in order to ensure students are able to
understand what they are learning that day. This study will focus on the paraphrastic
approach and strategies employed in the teaching of the literature component in English to
the less proficient group to examine if the approach help to meet the aims of incorporating
the literature component into the English language paper.
1.2 STATEMENT OF PROBLEM
As Literature has been introduced since ten years ago, the achievement of students
in Literature is still not like what is expected such as express their critical thinking creatively.
Experience and observation show that students do not understand what they are learning
and what they have learned in classroom regarding to Literature. At the same time, they do
not know how to appreciate the beauty of literature accordingly. In literature text such as
short story, novel and poem, there are lots of new culture, political, historical perspective.
Unfortunately, students do not take those as extra knowledge as they only learn literature for
the sake of the examination. They tend to memorize all the answers but hardly understand
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what they have learnt. Plus, they only see literature as an ordinary reading text and do not
really explore the fundamental gist of learning literature. Students might learn new
vocabulary, grammar of English language and so on but they hardly understand what is
literature is.
One of the reasons that students are not able to discover the underlying principle of
literature is because of the teachers’ style of teaching. This is because some of the teachers
may just focus on the grammar, vocabulary and skill. They may ask students to memorize
certain part of the story in order for them to answer the examination questions better.
Teachers might neglect the elements in the literature itself. The elements that include in the
literary texts make literature interesting to be explored. With the introduction of literature,
teachers should be more creative in order to attract the students’ attention to learn Literature
as well as appreciate the literature works. Teaching literature should enable the teachers to
be more creative in their teaching style. For example, if the theme of the poem is related to
nature, teachers could bring students outside the classroom to be closer to the environment.
More group work can be done in literature learning.
There are many approaches that can be employed to teaching Literature. Nowadays
information and technology communication (ICT) could become one of the main concerns to
teaching Literature. Teachers should aware of the importance of lCT in teaching and
learning process. Power point presentation could give clear picture regarding the literature
texts or the poems that need to be taught. As the Literature might be difficult for students,
teachers play an important role to help the students to understand and appreciate literature
better. In reality, teachers are too obsessed with examination; therefore the teaching and
learning process are more to exam oriented. There is no fun, no creativity and also no
exploration of the Literature. Students cannot savor the honey taste of literature. The main
concern is always to ensure that students are able to answer the examination questions well
and pass the examination with flying colours. Students totally depend on the teachers when
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it comes to learning second language. Teachers only focus on finishing the syllabus and
cause them to become boring and stereotype.
At the same time, some teachers do not know what is the best approach to teach
Literature in ESL classroom. The problem affects the teaching and learning process in
classroom. Therefore, students could not gain both language and appreciation of the
Literature well. Teachers tend to use the first language in order for students to understand
the literary text better. It is the famous option that teachers choose to teach Literature in ESL
classroom. Therefore, this situation shows that teachers do not motivate the students to
appreciate Literature and they lack of methods in teaching Literature. Teaching Literature by
using the first language will not help the students much in order to understand it in depth.
1.3 RESEARCH OBJECTIVES
This study aims to investigate teachers and students’ perceptions towards the approach
used by the teachers used to teach literature in ESL classroom. The two objectives are as
follows:
1. To investigate students’ perception to the paraphrastic approach employed to teach
literature in the ESL classroom.
2. To investigate teachers’ perception to the paraphrastic approach employed to teach
literature in the ESL classroom.
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1.4 RESEARCH QUESTIONS
This study aims to gain a general overview of the approaches and strategies employed
by teachers in teaching literature to Form 4 students in secondary schools. The research
questions for this study are as follows:
1. Why do teachers prefer to use Paraphrastic Approach in teaching literature?
2. How students accept Paraphrastic Approach in learning literature?
3. What are the strengths and weaknesses of using the implemented approach?
1.5 OPERATIONAL DEFINITION
LITERATURE: Literature is pieces of writing that are valued as works of art, especially
novels, plays and poems (in contrast to technical books and newspapers, magazines, etc.)
ESL: ESL is English as a Second Language.
PARAPHRASTIC APPROACH: Paraphrastic approach deals with the surface meaning of
the text. Teachers whose using this approach may paraphrase or re-word the story in similar
language or translating it into other languages.
1.6 LIMITATION OF THE STUDY
Although this research was carefully prepared, there are still limitations and
shortcomings for this research.
First of all, the research will be conducted to Form 4 students which have different
levels of proficiency. They may have difficulty to understand the Paraphrastic Approach that
teachers used in teaching literature.
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Second, the population of the experimental group is small, only 5 schools involved
that might not represent the majority of the students in the state.
Third, since the questionnaire designed to measure the students’ attitude towards the
teaching of Literature might give useful information about the approach used and the
benefits to them; it seems not to provide enough evidence of the students’ actual behaving
towards the learning of Literature in ESL classroom.
1.7 SIGNIFICANCE OF THE STUDY
Every party plays an important role in order to achieve the goal in teaching and
learning Literature. The changes and development of curriculum has brought a new
dimension to education as well as to Literature learning. Therefore, the findings of this study
could benefits the teachers as well as other professionals in the education field in seeking
solution of the problem faced by English teachers in teaching Literature as well as the
students. Then, the curriculum development centre can use the result of findings in order to
improve the syllabus. Most important thing, teachers could consider certain approaches
chosen that could help them in teaching literature based on the strengths and weaknesses
discussed. Therefore, teachers could improve their teaching strategies and students will gain
the benefits from the teaching and learning process.
At the same time, the findings could also be as the guideline for the trainee teachers
or fresh graduate teachers to prepare themselves with the suitable approaches in teaching
and learning process later. Then, the Faculty of education in universities could use the
findings in order to modify the course outline for the future teachers. Finally, this study could
produce teachers who are aware of the strengths and weaknesses of approaches used in
teaching literature in future.
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1.8 CONCLUSION
This first chapter highlights the main topics that related to the study. It introduces the
role of literature in ESL classroom as implemented in English subject in Malaysian
secondary schools. This chapter will also be described in details the background of study,
problem statement, research objectives, research questions, significance of study, limitations
and the operational definition.
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CHAPTER 2
LITERATURE REVIEW
2.0 INTRODUCTION
The aim of this research is to obtain information on teachers and students’ perception
on the use of paraphrastic approach in teaching literature as well as the strengths and
weaknesses of paraphrastic approach.
In this chapter two, there includes the idea of paraphrastic approach and the
implementation involved in educational field as well as some other researchers and
professionals overall opinion regarding paraphrastic approach in teaching and learning
literature.
2.1 PARAPHRASTIC APPROACH
Oxford Advanced Learner’s Dictionary defines it as “to express what sb has said or
written using different words, especially in order to make it easier to understand”. An
important process of rewriting source texts is paraphrasing or restating a source text in one’s
own words with a credit to the original author (Shi, 2012). According to Cambridge Learner’s
Dictionary paraphrase is “to express something that has been said or written in a different
way, usually so that it is clearer”. Paraphrasing can be defined as paraphrastic approach as
according to Diana and Mohamed Amin (2007), the paraphrastic approach deals with the
surface meaning of the text. Teachers whose using this approach may paraphrase or re-
word the story in a simpler language or even translating it into other languages. Therefore, in
other words paraphrase approach is simplifying the text with simple language or translates
the text to other language that audience can understand better. As long as paraphrase is
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used to re-tell the story and translate is also considered during the lesson, those can be
paraphrastic approach in language learning.
A paraphrase is an indirect quotation (Larson, 2004). Then, Bazerman (2010) had
come out with the definition of paraphrase which is putting the meaning of the text into new
words makes you pay close attention to the author's ideas and thereby improves your level
of understanding. In other words, when paraphrasing one will keep the author’s idea in mind
but may tell it in different way which makes the idea is simpler to be understood. Meanwhile
Higher Score (2007) defined “Paraphrase” is a verb which means to re-write a phrase or
sentence with the same meaning but using different words.
Paraphrase approach is also used for listening, speaking, reading and writing. One of
the most commonly recommended pedagogical interventions is the teaching of paraphrasing
(Keck, 2006; Campbell, 1990; Currie, 1998; Howard, 1996; Hyland, 2001; Johns & Mayes,
1990). Keck (2006) also stated that paraphrasing is considered by many to be an important
skill for academic writing, and some have argued that the teaching of paraphrasing might
help students avoid copying from source texts. Vacca and Vacca (1999) stated, "Students
who experience the integration of writing and reading are likely to learn more content, to
understand it better, and to remember it longer" (p. 262). Obviously paraphrasing is
important in other high level examinations. In TOEFL iBT, for instance, paraphrasing is an
important skill in the reading section, in the listening and above all in the speaking and
writing section of the test (Higher Score, 2007).
Paraphrasing can also be taught to students in order for them to familiar with the
paraphrastic approach especially when teachers use it in teaching other skills too. For
example in learning literature, students tend to memorize the summary from the literature
text or reference books, it is not impossible that the one whole class will come out with the
same kind of answer for summary of one short story. Instead of students memorizing the
summary, it is better to teach them paraphrase the summary into the useful and simpler
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words. At the same time, paraphrasing could help them to understand and write the story
better.
Other than that, paraprastic approach is also used in interview with children. This
shows that paraphrasing could help children to understand what is being said or what is
trying to convey effectively. According to Evans and Roberts (2009) in Evans, Roberts, Price
and Stefek (2010) stated that previous research has experimentally assessed the influence
of different types of paraphrasing on children’s event reports and found that some styles of
paraphrasing are indeed more beneficial than others. Then, paraphrasing may motivate
children to expand their responses with two main ways proposed (Evans, Roberts, Price &
Stefek, 2010; Evans & Roberts, 2009). Firstly, paraphrasing may encourage rapport
between the child and interviewer. Therefore, in ESL classroom, paraphrasing may
encourage rapport between students and teachers. Secondly, paraphrasing may transfer
control to the child as in ESL classroom students have the power to use their own words to
convey what they understand from one story.
2.2 IMPORTANCE OF PARAPHRASING
Paraphrastic approach as well as paraphrasing that is used especially beneficial to
the students. As Evans and Roberts (2009) promoted two main ways to promote the use of
paraphrasing that give benefits to students. First and foremost, paraphrasing may encourage
rapport. Good rapport can be built in ESL classroom. For example, when students give
respond to teacher in telling the short story in their own words, then teacher restates or
paraphrase what the students have been said, students feel motivated as what the teacher
restates highlight that the teacher is listening to the students well. Students will feel
appreciated and supported by the teacher. Thus, students feel comfortable in class and
respond more during the lesson. Another benefit of paraphrasing is transferring control to
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children or students. For example, students have the power to use their own words and re-
word what they understand from the text given. Student centered learning can be achievable
where students will be able to share their ideas with others in class by using the words that
they know or paraphrase from the source that they have read.
Meanwhile according to Bronshteyn and Baladad (2006) emphasised that the use of
parapharasing as add-ons to information literacy instruction in order for students to gain
proficiency in thinking critically about a source and expressing their own voice with the
convention of parenthetical citation. In ESL/EFL classroom, when teachers use paraphrastic
approach, it helps students to gain information better and think critically to any instructions
given. Teaching paraphrasing as a means of learning how to write a research paper
Bronshteyn and Baladad (2006). Paraphrasing can also be beneficial for students in writing
especially in academic writing. For ESL/EFL classroom paraphrasing writing could help them
to use simple words with simple phrases that can be understood better in writing. Therefore,
students will be more confident to use the language as well as to practice it in classroom.
Other than that paraphrasing is also a mean to understand Bronshteyn and Baladad
(2006). The ability to paraphrase help students in their writing work as well as it can provide
the writer with a wide range of stylistic alternatives. Harris and Sipay (1990) stated that
"being able to restate another's thoughts in one's own language clearly and unambiguously
is a crucial test of whether the thoughts were understood" (p. 537). Therefore, any difficult
ideas or unclear thoughts become easier to understand. As paraphrasing uses simpler
words and using students own words, it helps students in future to understand what they
have read and written. Others may also get the benefits and understand one idea clearer.
Then, students also can learn to borrow from a source without plagiarising (Bronshteyn &
Baladad, 2006). Campbell (1990) clearly stated that the teaching of paraphrasing, among
other techniques, is essential to help students avoid committing cases of plagiarism.
Plagiarism is always the main problem especially in academic writing. Currie (1998) claimed
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that students often fall back on copying as what they might see as a safe strategy when they
are attempting to fit into the academic world. This is because students hardly understand
how to rephrase what the source written in their own words according to their understanding.
However, paraphrasing skill can help students to vary their sentences based on other source
but with their own ideas. Students can be creative and critical in playing with choice of words
that at the same time to convey the author’s meaning wisely. Therefore, plagiarism can be
avoided in academic writing.
Larson (2004) stated three important reasons of paraphrasing. First and foremost,
paraphrase can be the way to restate a difficult passage the reader may not understand. The
key word is ‘restate’ or ‘re-word’ the passage into a simpler passage where other people can
get the idea better and grab the gist of the passage. This is to support the reader to read and
understand rather than read without understanding what the passage is all about. Then,
paraphrase can be the way to explain or interpret concepts or unfamiliar terms. There are
certain concepts that are explained in difficult or complex sentences that make the reader or
listener hardly understand. This obviously happens when students who are reading a story
book or novel such as in Shakespeare’s works, students hardly understand certain concept
or terms used in the story. Therefore, paraphrasing could be one of the best way to
elaborate the concepts or unfamiliar terms in simpler words based on the level of the
students. The third reason proposed by Larson (2004) is to make abstract facts and ideas
concrete. Some ideas proposed by some authors might be too vague and hardly to be
understood. Paraphrasing again helps to identify the main points and explain the ideas
clearly.
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2.2.1 THE IMPORTANCE OF PARAPHRASING FOR ELL
English language learner (ELL) always needs method to help them to
understand the target language better. According to Perles (2009), it is important to
use paraphrase to help English language learners because paraphrasing is one of
the main methods that ELLs will be able to use to clarify that they have understood
something correctly. Munro (2008) has identified paraphrasing as a useful strategy
for students with reading difficulties. Paraphrasing can be one of the ways to
measure students’ understanding especially for literature text. The example given by
Perles (2009), if a bank teller explains to an ELL the terms of a loan, the ELL should
learn to clarify by saying, “So what I understand from what you’ve said is... ” and to
paraphrase what was heard. The same applies in many areas of life, including
academic work, social settings, and professional situations. Therefore in literature
learning in ESL/EFL classroom, students may tell the story by telling the summary by
using their own words. Students may clarify what they have read into simplest words
and sentences that later become their own interpretations of the story.
At the same time, Perles (2009) also suggested that students write down their
paraphrasing sentences. This is to prepare the students in order to convey what they
have read into their words effectively. Perles (2009) also proposed that if the
students are not able to paraphrase well, teacher may help the students by providing
them a backward web graphic organizer. Thus, students may fill in the graphic with
the main information that they got from their reading as a guideline then explaining
on their own words.
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2.3 SKILLS AND TECHNIQUES TO PARAPHRASE
In order to use the paraphrastic approach, one must know the skills to paraphrase.
According to Bronshteyn and Baladad (2006), there are three skills which are needed in
order to paraphrase. Firstly, one must have the knowledge of parenthetical citation format.
According to Aage Hansen (1957) in Foget (2002) stated that parenthetical phrases (and
asides) may be characterized as ”words, phrases, or sentences which are ’on another level’
compared to the surroundings (sentence, utterance) in which they are inserted. These
parenthetical phrases are spoken in a lower tone and/or with pauses preceding and following
them.” Therefore, in ESL/EFL classroom teacher may use appropriate intonation with
different phrases that can be understood by students. At the same time, students will also
learn the language which suit their level and might be simpler as what paraphrasing is.
Secondly, one who wants to paraphrase must have the experience and ability in
restating ideas with synonyms in one’s own voice. In order to paraphrase, it is so important
that the meaning of the idea used based on others’ must be clear or synonym. This is
because when people paraphrase the idea is still the same but the way they write or tell
must be differently. Thirdly, experience introducing concepts, or knowledge of stock
transitional phrases. One must be able to use some concepts in paraphrasing. Then the use
of transitional phrases is also important so that one can write or use the words effectively. At
the same time, transitional phrases will make the paraphrasing becomes more authentic and
not only copy from others’.
Once the students or teachers master these three skills, they are able to paraphrase
better. At the same time, they will be able to come out with a good piece of writing and even
it is easier for them to understand what they are trying to tell. Therefore the recipients can
also get the benefit where the paraphrasing should ease them to understand one’s idea
better. The closer they get to what the speaker is saying, the more a real interchange of
ideas takes place (Bazerman, 2010). For example, in learning short story or drama, teacher
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might paraphrase the summary of the story first in their own words. This will benefit the
students to grab the idea better from the teacher instead of cracking their head on their own
with high level of English for certain students.
Bazerman (2010) mentioned that paraphrasing will help you to communicate the
meaning of a difficult passage. When you go on to make your own argument, it will allow you
to refer to another writer's thoughts while you maintain control of the focus and tone of the
argument. In other words, people can convey the difficult meaning to the easiest
understanding when paraphrasing and make reference to the author’s idea to focus on the
basic idea of the author. We have to recognize the writer's way of thinking and his or her
special interests (Bazerman, 2010). This is to ensure that we are conveying the correct idea
that the author presented. Paraphrasing is useful in the application of rules and procedures
because it presents the information in a different and more simplified way (Maryam &
Hossein, 2012).
At the same time, Bazerman (2010) also came out with two techniques that can be
used in doing paraphrasing. Firstly, substituting synonyms can be the first draft of
paraphrasing. One may use the synonym words to replace certain words from the author’s
writing. Therefore, again, plagiarism can be avoided. Then, restructuring the sentence might
lead to a more total paraphrase. After drafting with synonym words replacement, the
arrangement of sentences can be done effectively to make the sentence structures differ
than the author’s. The ideas still maintain but the way of conveying differs. Without that
control of core meaning, a rewritten sentence can easily turn into gibberish (Bazerman,
2010). Pecorari (2008) claimed, ‘‘the problem may not be that one group has a mistaken
perception, but that two groups have different perceptions’’ (p. 10). The final touch after
those two techniques is checking the meaning either it fits what the ideas conveyed by the
authors or not. This is so important to avoid any other misunderstanding from the main idea.
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Then, Higher Score (2007) stated few of paraphrasing methods that can be
considered in paraphrasing effectively. The first method is use different vocabulary with the
same meaning. It is as what the earlier techniques that one can use the synonyms to replace
the word. However, one should be careful with the overall meaning and the sentences might
be unnatural English sentences. Thus, other people might not get what the person is trying
to tell with the new paraphrasing sentences. At the end of the day, paraphrasing might
contribute to misunderstanding problem. For example, if students want to rephrase what
they have read in the book regarding one short story, if they paraphrase wrongly, surely they
might lead to factual error of the story.
Then, the second method of paraphrasing proposed by Higher Score (2007) is
change the words of order. It is like restructuring the sentences after replacing the words
with the synonym words. The meaning must be the same with the idea proposed by the
author. However, the problem that may occur is grammatical problems. This is because one
must know what should be added and what should be omitted when changing the words of
order. Students might face this kind of problem, as they may neglect certain words or unsure
with the correct words of order. Meanwhile the third method of paraphrasing is use different
grammar. According to Higher Score (2007), if you change the grammar and make an error,
usually the reader will understand what you mean. However, if you change the vocabulary
and make an error, often the reader will not understand what you mean. In this method, one
must familiar with parts of speech.
All the skills and methods proposed are interrelated. Paraphrasing can be done with
the use of the basic techniques such as replacing the words, arranging the sentences and
checking the grammatical error. Teachers may have no problems in paraphrasing especially
in teaching literature in ESL/EFL classroom to make students understand the literature
component better. However, students need to be taught those few skills to avoid
misunderstanding of ideas.
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2.4 PARAPHRASING ANDSIMPLIFIED LITERATURE TEXT
Literature text is known with the complex sentences and different kind of writing.
Some students have difficulties to read and understand the literary text better especially the
low proficiency students. As paraphrasing is also defined as re-word the ideas in simple
words, it is can be considered as simplified words. Therefore, simplified text has been
introduced in order to help the students to understand literature text better for instance, ‘The
Prisoner of Zenda’ which has thinner text for students to read as well as ‘Catch If You Can’
Novel. The majority of L2 learning texts at the beginning and intermediate levels still depend
on simplified input, and many material writers and L2 specialists continue to emphasize the
practical value of simplified texts, especially for beginning and intermediate L2 learners (e.g.,
Johnson, 1981, 1982; Shook, 1997; Young, 1999; Croosly, Louwerse, McNamara,
McCarthy, 2007). The use of simplified text is not only famous in Malaysian Education for
literature but it has been used widely for L2 learners especially the beginner.
At the same time according to Croosly, Louwerse, McNamara, McCarthy (2007)
stated that simplified text consists of the cognitive mechanisms which mimic the language
found in caretaker talk and teacher talk and help the language learner acquire a language in
a relatively structured way. Therefore, obviously the words and sentences used in simplified
text are much easier and more to the beginner (students) level. As simplified text is more to
teacher talk, it is more to what teacher paraphrase in classroom when explaining about a
story in ESL/EFL classroom. The simplified texts benefit L2 learners because they exclude
unnecessary and distracting idiosyncratic style without suffering a loss of the valuable
communication features and concepts that are found in real texts (Croosly, Louwerse,
McNamara & McCarthy, 2007). In simplified text, the difficult words have been replaced with
simpler words and sentences have been paraphrase to the simplest one. The distracting
idiosyncratic (personal) style has been decreased. For example, in Shakespeare’s works,
the old English text might be replaced with the modern one. The purpose is to make the
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reader understand the words better. Thus, students have no problem to understand the story
or drama on their own with the help of dictionary.
Then, simplified texts are often seen as valuable aids to learning because they
accurately reflect what the reader already knows about language and have the capacity to
extend this knowledge (Davies & Widdowson, 1974; Croosly, Louwerse, McNamara &
McCarthy, 2007). In the making of simplified text, the author must paraphrase the story for
instance based on the familiar words used by students as well as based on students’ level.
They are not expected to learn too many difficult words that may not motivate them to read
and study the literature text better. The aim of simplified text is to encourage students to
read better. At the same time simplified text is used to attract students to love learning
literature in ESL/EFL classroom. Therefore, the paraphrasing plays important role to come
out with a good understandable text for students.
Simplified texts also contain increased redundancy and amplified explanation (Kuo,
1993; Croosly, Louwerse, McNamara & McCarthy, 2007). Usually students or the L2 readers
have problem in understanding the literature text is because the text is too long with
redundancy or repetition of the idea. Some of the vivid explanation about the characters or
the plot and setting might trouble and confused the students. However, this problem can be
overcome with the use of simplified text. Simplified text usually emphasises on the main idea
of the story and the important information needed by the readers. For instance, if students
are given ‘East of Eden’ to read and learn, they may hardly finish the novel with hundreds of
page. Plus, they may have difficulty to understand the flashback that could lead to repetition
for them and make them confused regarding the timeline of the story.
Therefore, simplified text can help students to understand better and get the main
idea of the related story better. The paraphrasing technique used in simplifying the text help
to promote the new way of learning literature to students.
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2.5 CONCLUSION
The review stated by the researchers, authors and journalist give more ideas in the
used of Paraphrastic Approach in teaching Literature in ESL/EFL classroom. The
importance, ideas, benefits as well as techniques used could help the learners in order to
use the approach in writing and at the same time to use in understanding the literature text
better. Plus, this approach is also help teachers in conveying their lesson better to achieve
the objective of teaching literature.
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CHAPTER 3
METHODOLOGY
3.1 INTRODUCTION
This study is to investigate the perception of teachers and students towards paraphrastic
approach used in teaching literature. Therefore, this study focuses on finding the strengths
and weaknesses of the approach used in teaching literature in ESL classroom. This chapter
will discuss the research design, the method of data collection and also the method(s) of
data processing or the analysis of the data in greater detail.
3.2 RESEARCH DESIGN
The research design focuses on combination of quantitative and qualitative methods.
Hence, it involves triangulation designs to find agreement and validation of the
questionnaires. Triangulation is an approach to research that uses a mixture of more than
one research strategy in a single investigation. Triangulation is chosen as a research
strategy to assure completeness of findings or to confirm findings. The research design can
be summarized as in Figure 3.1
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Figure 3.1 Research design of the survey research
A specific topic will be chosen based on the related literatures and a conceptual framework
will be developed for the study.
.
Research Question 1: Why do teachers prefer to use Paraphrastic Approach in teaching
literature?
Research Question 2: How students accept Paraphrastic Approach in learning literature?
Research Question 3: What are the strengths and weaknesses of using the implemented
approach?
Adapt and adopt questionnaires from related literature.
Meetings with core-person in the area of study to obtain the validity of questionnaire
Conductiong pilot study to check reliability of questionnaire
Distributing validated questionnaires to respective samples, classroom observation and
interviews.
Conducting data analyses
a) Descriptive Analyses b) Pearson-Correlation
Findings and discussions in final report
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3.3 DATA INSTRUMENTATION
The instruments consist of survey questions, interviews as well as classroom
observation. Qualitative approach used in this study will be the main approach. Likert Scale
will be used for the questionnaires that the questionnaire was adapted from two previous
studies on using literature in the language classrooms by Zubaidan and Shaidatul Akma
(2010) and Diana and Mohamed Amin (2007). It is the suitable method to investigate the
respondent attitudes and opinions. Likert scaling presumes the existence of an underlying
(or latent or natural) continuous variable whose value characterizes the respondents’
attitudes and opinions (Clason & Dormody, n.d).
The research results will be descriptively presented students and teachers’
perception towards paraphrastic approach will be revealed. Besides that, this research also
consist of the respondents views based the interviews on the strengths and weaknesses of
paraprastic approach in teaching literature in ESL classroom.
3.3 METHOD OF DATA COLLECTION
The study involves quantitative and qualitative data analysis. Descriptive statistical
analysis, inferential statistics such as Pearson Correlation and the Independent Samples T-
Test, will be used for the quantitative data. Classroom observation field notes will be
compiled. Meanwhile each observation will be summarized and interpreted accurately. The
interview transcripts later will be grouped and will be nicely quoted to strengthen the basis of
argument. The data collection will be done based on the four steps:
a) a set of questionnaires will be given to the students and teachers as the prior to the
study in order to investigate teachers and students’ perception towards the
paraphrastic approach in teaching literature.
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b) classroom observation will be done in order to look at the strengths and weaknesses
of the paraphrastic approach used in teaching literature.
c) Interview will be done with the teachers in order to get their opinion or perception
towards the paraphrastic approach that has been used in teaching literature. At the
same time, the interview will also cover the strengths and weaknesses of the
approach used.
The summary of data collection is shown in Figure 3.2
Figure 3.2 Summary of data collection procedure
Distributing Questionnaires to
Students
Classroom Observation
Interview with Teachers concern
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3.4 THE METHOD(S) OF DATA PROCESSING/ ANALYSIS
The quantitative and qualitative data will be examined by using different kind of mode of
analysis. The questionnaires will be analysed by using the statistical analysis software
(SPSS). The qualitative data for the observation and interview will be grouped, coded and
verbatim based on thematic analysis according to Aronson (1994) with four steps:
a) collect the data will be collected from the talk session. From the transcribed
conversations, patterns of experiences can be listed. This can come from direct
quotes or paraphrasing common ideas, (Aronson, 1994).
b) identify all data that relate to the already classified patterns. The talk that can be fits
under precise pattern is acknowledged and placed with the corresponding pattern.
c) combine and catalogue related patterns into sub-themes. Themes are identified by
"bringing together components or fragments of ideas or experiences, which often are
meaningless when viewed alone" (Aronson, 1994; Leininger, 1985)
d) build a valid argument for choosing the themes. Related literature will help in
choosing the best themes. Inferences can be made from the interview or therapy
session as information gained by referring back to the literature.
The findings will be discussed in order to identify and report as accurately as possible
the perceptions of students and teachers towards the use of paraphrastic approach in
teaching literature in ESL classroom.
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3.5 LOCATION OF THE STUDY
The study will be conducted in 3 secondary schools from the sub-urban district of
Bera, Pahang.
3.6 SAMPLE
The targeted groups are the Form 4 students and English Language teachers. The
sample will be selected according to the convenience method sampling (Fraenkel and
Wallen, 2008). Meanwhile, the teachers chosen will be the English teacher optionist and
non-optionist. They will be interviewed in order to get their respond (perception) towards the
use of paraphrastic approach in teaching literature in ESL/EFL classroom.
3.7 PILOTING AND IMPROVEMENT OF INSTRUMENT
A pilot study will be conducted before the actual research. Pilot study is known as the
exercise of a mini study to carry out the instrument to see how they work and get respond
out of the instrument. The respondents for the pilot study will not be the actual respondents.
The purpose of doing the pilot study for the questionnaire is to
i. determine validity and reliability as the questions are created by the researcher and adapt
and adopt from other researchers.
ii. ensure the wordings and item structure are clear so that it can be easily understood by
the respondents and interpreted as hoped by the researcher
iii. improve the questions so the results will be valid
iv. determine the length of time needed to answer the questionnaire
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After the pilot study was done, the piloted instruments will be collected and improvements
will be made to the questionnaire. Some adaptations were also made where possible
provided that it was relevant with the objectives.
3.8 CONCLUSION
In this chapter, the careful selection of research design will contribute to the reliability
and validity of the findings. The result is hoped to give to the meaningful interpretation of the
perceptions of using paraphrastic approach in teaching literature in ESL/EFL classroom by
teachers and students.
The method will be well-planned in order to get and analysis the data. If the
respondents give good cooperation, then all the data collections for this research are valid
and reliable.
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REFERENCES
Books:
Brumfit, C.J., & Carter, R. A. (Eds.). (1989).Literature and language teaching. Oxford: Oxford
UP.
Campbell, C. (1990). Writing with others’ words: Using background reading text in academic
compositions. In B. Kroll (Ed.), Second language writing: Research insights for the
classroom (pp. 211-230). Cambridge: Cambridge University Press.
Currie, P. (1998). Staying out of trouble: Apparent plagiarism and academic survival. Journal
of Second Language Writing, 7(1), 1–18.
Eken, D. K. 1999. Through the eyes of the learner: Learner observations of teaching and
learning. ELT Journal, 53(4): 66-80
Fraenkel, J. R. & Wallen, N. E. (2008). How to design and evaluate research in education (7th ed).
Boston: McGrawHill
Harris, A.J., & Sipay, E.R. (1990). How to increase reading ability: A guide to developmental
and remedial methods (9th ed.). White Plains, NY: Longman.
Munro, J. (2008). Literacy Intervention Strategies – Course Notes. University ofMelbourne.
Pecorari,D. (2008). Academic writing and plagiarism. London: Continuum.
Rosli Talif. (1995). Teaching literature in ESL the Malaysian context. Kuala Lumpur: Penerbit
Universiti Pertanian Malaysia.
Sarceni, M. (2003). “Literature in the EFL Classroom: Roses or Thorns?”. In Subramaniam,
G. and Vethamani M.E. (Eds.) Teaching Literature in ESL/EFL Contexts. Petaling Jaya:
Sasbadi Sdn. Bhd.
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Sidhu, Gurnam Kaur, 2003. Literature in the language classrooms: Seeing through the eyes
of learners. In: Ganakumaran & Edwin Malachi (eds.). Teaching of literature in ESL/EFL
contexts. pp. 88-110. Petaling Jaya: Sasbadi-Melta ELT Series.
Van de Berg, Camille (1990). Conversation activities based on literary readings. French
Review, 63(4), 664-667.
Vacca, R., & Vacca, J. (1999). Content area reading. New York: Longman.
Widdowson, H. G. (1975). Stylistics and the teaching of Literature. London: Longman
Journals:
Angela D. Evansa, Kim P. Robertsb, Heather L. Pricec, Candyce P. Stefek. (2010). The use
of paraphrasing in investigative interviews. Retrieved on April 21, 2012 from
http://www.sciencedirect.com/science/article/pii/S0145213410001420?via=ihub
Bronshteyn, K; Baladad, R. (2006). Librarians as Writing Instructors: Using Paraphrasing
Exercises to Teach Beginning Information Literacy Students. Retrieved on April 21,
2012 from http://connection.ebscohost.com/c/articles/23842329/librarians-as-writing-
instructors-using-paraphrasing-exercises-teach-beginning-information-literacy-students
Bazerman, C. (2010). Paraphrasing: The Author's Thoughts in Your Words. Retrieved on
April 3, 2012 from http://writing.colostate.edu/textbooks/informedwriter/chapter3.pdf
Crossley, S.A , Louwerse, M.M, McCarthy, P, McNamara, D. (2007). A Linguistic Analysis
of Simplified and Authentic Texts. Retrieved on June 2, 2012 from
http://www2.gsu.edu/~wwwesl/Files/ALSL/Cross__linguistic_analysis_of_simplifi
ed_and_authentic_texts.pdf
Clason, D. L. & Dormody, T. J. (n.d). Analyzing Data Measured by Individual Likert-Type
Items. Retrieved on June 2, 2012 from
citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.113.2197...pdf
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Diana Hwang & Mohamed Amin Embi .(2007). Approaches Employed by Secondary School
Teachers to Teaching the Literature Component in English. Retrieved on March 29,
2012 from web.usm.my/education/.../jpp%20aminukm%20art%201%20(1-23).pdf
Fauziah Ahmad & Jamaluddin Aziz. (2009). Students’ Perception of the Teachers’ Teaching
of Literature Communicating and Understanding Through the Eyes of the Audience.
Retrieved on March 29, 2012 from www.eurojournals.com/ejss_7_3_02.pdf
Higher Score. (2007). How to Paraphrase Effectively. Retrieved on March 28, 2012 from
http://www.higherscore.ca/downloads/Higher%20Score%20Free%20Advice%202%20-
%20Paraphrasing.pdf
Keck, C. (2006). The use of paraphrase in summary writing: A comparison of L1 and L2
writers. Retrieved on April 21, 2012 from
www.sciencedirect.com/science/article/pii/S106037430600066X
Larson, K.A. (2004) Using Quotation. Retrieved on April 13, 2012 from
http://leo.stcloudstate.edu/research/usingquotes.html
Maryam Pakzadian & Hossein Barati. (2012). The Effects of L1 Translation vs. Paraphrasing
the Literary Texts on Female and Male Students Reading Comprehension
ojs.academypublisher.com/index.php/tpls/article/download/.../4928
Mohammad Khatib. (2011). Literature in EFL/ESL Classroom. Retrieved on April 4, 2012
from
http://atuir.academia.edu/SaeedRezaei/Papers/319078/Literature_in_EFL_ESL_Classro
om
Murat Hişmanoğlu. (2005). Teaching English Through Literature. Retrieved on March 30,
2012 from http://jlls.org/Issues/Volume1/No.1/murathismanoglu.pdf
Radzuwan Ab. Rashid, Malachi Edwin Vethamani & Shireena Basree Abdul Rahman.
(2010). Approaches Employed by Teachers in Teaching Literature to Less Proficient
Students in Form 1 and Form 2. Retrieved on April 7, 2012 from
ccsenet.org/journal/index.php/elt/article/download/8379/6189
Siti Norliana Ghazali, Roszainora Setia & Chittra, M. (n.d). ESL Students’ Attitude towards
Texts and Teaching Methods used in Literature Classes. Retrieved on May 5, 2012 from
www2.tganu.uitm.edu.my/upena/dokumen/ELTNorlianaKJ1revd.doc
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Smita. (2010). Language in India. Retrieved on March 29, 2012 from
http://www.languageinindia.com/june2010/v10i6june2010.pdf
Perles, K. (2009). Tips for English Language Learners: Paraphrasing. Retrieved on April 6,
2012 from http://www.brighthub.com/education/languages/articles/59249.aspx
Zubaidah Awang & Shaidatul Akma Binti Adi Kasuma. (2010). A Study On Secondary
School Students’ Perceptions Of Their Motivation And Attitude Towards Learning The
English Literature Component. Retrieved on June 3, 2012 from
http://eprints.utm.my/10716/
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TEACHERS AND STUDENTS’ PERCEPTIONS TOWARDS PARAPHRASTIC APPROACH
TO TEACH LITERATURE IN ESL CLASSROOM
AZURAWATI BINTI WOK ZAKI
M.Ed. (Teaching English as a Second Language)
A Proposal Submitted to Prof Madya Dr. Teoh Sian Hoon
In Fulfillment of the Requirement of
EDU 702 Research Methodology course
Universiti Teknologi MARA
20th June 2012
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CHAPTER 1
INTRODUCTION
1.0 INTRODUCTION
In Malaysia Education or Curriculum, literature is one of the most important parts in
language learning either in Malay Language or in English. Since ten years of the introduction
of English Literature, students are exposed with different types of reading genre in order for
them to learn better. Literature should be already a part of students’ life. Literature was
initially the main source of input for teaching in language classes in the era of Grammar
Translation Method but since then it has been dropped down the pedestal. In fact with the
advent of structuralism and audiolingual method, literature was downplayed and ergo
discarded to the periphery (Khatib, 2011; Collie & Slater, 1987, p.2). The Ministry of
Education has explains the reason of putting the literature component in KBSM English
language Curriculum Specifications, (2003). The syllabus specification is as follows,
“Language for aesthetic purposes enables learners to enjoy literary texts at a level suited to
their language proficiency and develops in them the ability to express themselves creatively”.
English literature benefits students very well. This is because English literature can
introduce students to a range of aspects, not only of the English language but also of
English culture. Widdowson (1975) further defines literature as a subject which has the
principal aim of developing the capacity for individual response to language use. When
studying Literature, students can explore not only the language aspects such as vocabulary
items but also that language can also be used for specific and aesthetic purposes. Students
will be familiar with the concepts of beat, meter and rhythm of the poems. In fact, they could
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learn various themes in literature that they can relate to themselves or their own
surrounding. The familiarity with those concepts can improve students writing as they are
able to appreciate and apply these ideas. The four main skills in learning language can also
be improved with learning literature which is the reading, listening, speaking and writing
skills. The oral work based on literary texts may help improve students’ speaking skills
(Mario Saraceni, 2003).
At the same time, the study of Literature can provide students with a fresh and
creative angle with which to approach their studies in particular and their lives in general.
The themes of the literary texts to which learners can bring powerful response from their own
experience (Brumfit & Carter, 1989). Students learn to be more independent in their
literature learning as literature could make them eager to know about the authors or the
details of the stories or poems. According to Khatib (2011) stated that there are nine benefits
that learners can gain while learning literature such as
a) Authenticity; the writing in drama, novels, short story stimulate learners
imagination and the language used is related to learners themselves.
b) Motivation; learners gain motivation from the stories and dramas that they have
learnt as moral values will be inculcated too.
c) Cultural/Intercultural Awareness and Globalization; learners could add more
knowledge about other cultures and be more aware of variety in other cultures.
Literature could promote learners to explore on others politics, sociology and
economy.
d) Intensive/Extensive Reading Practice; learners can improve their reading skills
and promote reading habits among themselves.
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e) Sociolinguistic/Pragmatics Knowledge; Sociolinguistic and Pragmatic
competence are two of the main components of the communicative competence
models. Hence, special attention is needed to be directed to this component.
Literature due to its authenticity is equipped with sociolinguistic and pragmatic
information (Khatib, 2011).
f) Grammar and Vocabulary Knowledge; reading short stories, drama, novel as well
as poem could help learners to improve their grammar and enlarge their
vocabulary.
g) Language Skills; at the same time learners could also improve their language
skills especially in English. Literature can promote learners to write their own
short stories or poems based on what they have read and learnt.
h) Emotional Intelligence; learners will be exposed with different genre of stories.
Feelings and emotions are involved that help to nurture learners Emotional
Intelligence.
i) Critical Thinking; learning literature is not only reading the texts given, but
learners need to share their ideas and opinions towards what they have read and
learnt. Therefore, it promotes critical thinking among learners in order to analysis
the story for example better.
However some students meet difficulty in learning English Literature. Sometimes
students are faced with a cultural reference that is totally alien to them, which has no parallel
in their own culture, such as the notion of autumn to the Malaysian students, as found in
Robert Frost’s poem, The Road Not Taken (Siti Norliana, Roszainora & Chittra, n.d).
Students have to deal with the complexity of the content and style of literary texts; they are
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also confronted with linguistics and aesthetic unfamiliarity. Some students they refuse to
explore on their own, therefore the learning process take more time and become harder for
them.
Van de Berg (1990) emphasizes the value of literary reading passages as the basis
for second language learning. For high proficiency level of students, literature is an
advantage for them to learn the second language better and dig the knowledge through
literature. Literature becomes a barrier for the low proficiency students to learn the second
language better. According to Radzuwan, Malachi, & Shireena Basree (2010), even without
the incorporation of the literature component into the syllabus, these students were already
struggling learning the language and the incorporation of the literature component was seen
as adding another burden. Students already have difficulty to comprehend the English
article, therefore, literature is another high English level for them. Literature could demotivate
thelow proficiency students since they need to handle extra component of the language.
Lack of vocabulary contributes to the difficulty as the language used for Literature
component must be higher. According to Smita (2010) stated that there are few problems
encounter in teaching literature in non-native context such as:
a) British or English cultural references are not known or familiar to the learners.
They have problems to understand better what the author is trying to convey.
b) Racial prejudices about the writer or about his country. The learners may have
difference assumptions towards the writer; therefore they hardly understand the
writer’s intentions of writing.
c) The past ideas and references in literature may create misunderstanding in the
mind of the learners. The topic is outdated to the learners.
d) Unfamiliar with history or social upheavals of the country make learners lose
interest in study literature.
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On the other hand, the complexity of the subject matter is harder if teachers who are
teaching literature are unwilling to prepare their lessons as it should be; and this planning
process should include considerations for students’ need and interest as well as their level of
proficiency. Therefore, how teachers improve their literature lesson and present it to the
classroom can seriously affect the students’ learning process. Teaching literature needs
more creative ideas from teachers. Teachers can not rush in teaching literature too. The
objectives of learning must suit students’ level of proficiency. However, the obstacle in
learning literature actually can be encountered effectively with the assist of the suitable
approach of teaching Literature by the teachers. An effective teaching process and a very
conducive learning environment of the classroom are undeniably teachers’ responsibility
(Fauziah & Jamaluddin, 2009). If teachers are aware with the responsibility that they need to
uphold, they should always find ways to reduce the burden that students’ carry in learning
literature. Students’ perception and observation can work in practice and become a part of
exploratory studies (Eken 1999; Sidhu 2003)
Meanwhile Murat (2005) stated teachers can consider few steps in order to help
students learning literature better. First, he should determine the aim of language teaching in
relation to the needs and expectations of the students. Teachers can set the aim by asking
the students orally, interviewing or even giving them questionnaires. Teachers can always
ask the students in order to get their opinion in learning literature. From the opinion given,
teachers can adjust and adapt with the class. Second, he should select the appropriate
language teaching method, teaching techniques, and classroom activities. The problem with
teachers nowadays, they do not investigate students’ preferences in learning literature.
Different approaches should be considered in teaching literature. Different students will have
different way of learning. Teachers can always try different style of teaching to attract
students’ attention.
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Then, the teacher should select the literary texts relevant to the aim and the
objectives of his teaching. Teachers should not just depend on the literature text provident
by the Ministry of Education but they can sometimes use different texts which have similar
objectives of teaching to vary the lesson. If the text introduced by the Ministry of Education is
too difficult for students, teachers can come out with simple text first which similar to the
compulsory text. Therefore, students can slowly learn literature.
At the same time, Murat (2005) also stated that at elementary levels, for example,
students should be given simplified or specially written stories. Simplified text will help weak
students to understand the literature text better. Teachers may work together with students
in comprehending the literature text better. According to Fauziah and Jamaluddin (2009)
stated that one important aspect of teaching literature is the teacher’s creativity in
approaching certain texts or themes. Teachers should aware of their responsibility to try out
the best approach as well as the best methods to attract students’ attention in learning
literature. Teachers as the expert one in literature should play their roles in helping students
to learn literature better in ESL classroom.
1.1 BACKGROUND OF THE STUDY
Day by day, there are many efforts have been done by the Ministry of Education in
order to help students. The latest one is the new selection of literature texts. One of the
panels to choose the current texts for literature learning is a student. This is to give
opportunity to students to choose the texts that they favour most in learning literature.
Literature text is important as a motivation for students to learn literature.
Literary texts are very motivating due to its authenticity and the meaningful context it
provides (Khatib, 2011; Ghosn, 2002, Van, 2009). Literature deals with things which are
interesting in nature and includes little if any uninteresting things (Khatib, 2011; Maley,
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1989a). Motivation is especially achieved when students are exposed to what they really
enjoy. Experience shows that students are highly motivated when they are exposed to
literary texts for language learning purposes (Khatib, 2011). Therefore, in order for students
to engage better with literature, the best texts should be considered based on students’
preferences.
At the same time, it is undeniably that teachers also crack their head in order to make
literature no longer becomes one of the boring lessons in English classroom. Many materials
are provided to help students to understand the literature texts better. Many books are
bought in order to get the best references. At the same time, many websites and blogs can
help teachers to prepare for suitable teaching materials. However, students nowadays who
mostly rely on teachers always wait for their teachers to tell the stories or poems in
classroom. Especially for weak students, they have the difficulty to read and understand the
texts on their own. They also refuse to find the difficult words in dictionary. Student centered
learning is hardly to be practiced. Again, as teacher centered learning is always the suitable
one especially for low proficiency level of students, teachers need to make more preparation.
Therefore, obviously teachers play important role to help students in learning
literature as students always need guide from teachers. Teachers need to take prompt
action first. Teaching should reflect and cater to students’ need, both individually and
collectively. Therefore when teachers teach, they always have to refer to the nature of the
students they have and the level of their students’ ability and receptivity (Fauziah &
Jamaluddin, 2009). Different approaches could help students to engage with literature.
According to Maley (1989a) in Khatib (2011) noted few approaches that can be considered
by teachers in teaching literature such as:
a) The critical literary approach; focus on the literariness of the texts including such
features as the plot, characterization, motivation, value, psychology, background,
etc.
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b) The stylistic approach; focus on literature as ‘text’.
Then, Amer (2003) in Khatib (2011) stated the other two possible approaches in teaching
literature such as:
a) The Story Grammar Approach (SGA); there is an interaction between the reader and
the text.
b) Reader Response Approach (RRA); based on a premise of teaching literature for
literature’s sake not for language learning and development purposes.
However, According to Radzuwan, Malachi, & Shireena Basree (2010), paraphrastic
approach is the most favourable approach employed by teachers in teaching literature in
secondary school. Teachers paraphrase the text in order to ensure students are able to
understand what they are learning that day. This study will focus on the paraphrastic
approach and strategies employed in the teaching of the literature component in English to
the less proficient group to examine if the approach help to meet the aims of incorporating
the literature component into the English language paper.
1.2 STATEMENT OF PROBLEM
As Literature has been introduced since ten years ago, the achievement of students
in Literature is still not like what is expected such as express their critical thinking creatively.
Experience and observation show that students do not understand what they are learning
and what they have learned in classroom regarding to Literature. At the same time, they do
not know how to appreciate the beauty of literature accordingly. In literature text such as
short story, novel and poem, there are lots of new culture, political, historical perspective.
Unfortunately, students do not take those as extra knowledge as they only learn literature for
the sake of the examination. They tend to memorize all the answers but hardly understand
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what they have learnt. Plus, they only see literature as an ordinary reading text and do not
really explore the fundamental gist of learning literature. Students might learn new
vocabulary, grammar of English language and so on but they hardly understand what is
literature is.
One of the reasons that students are not able to discover the underlying principle of
literature is because of the teachers’ style of teaching. This is because some of the teachers
may just focus on the grammar, vocabulary and skill. They may ask students to memorize
certain part of the story in order for them to answer the examination questions better.
Teachers might neglect the elements in the literature itself. The elements that include in the
literary texts make literature interesting to be explored. With the introduction of literature,
teachers should be more creative in order to attract the students’ attention to learn Literature
as well as appreciate the literature works. Teaching literature should enable the teachers to
be more creative in their teaching style. For example, if the theme of the poem is related to
nature, teachers could bring students outside the classroom to be closer to the environment.
More group work can be done in literature learning.
There are many approaches that can be employed to teaching Literature. Nowadays
information and technology communication (ICT) could become one of the main concerns to
teaching Literature. Teachers should aware of the importance of lCT in teaching and
learning process. Power point presentation could give clear picture regarding the literature
texts or the poems that need to be taught. As the Literature might be difficult for students,
teachers play an important role to help the students to understand and appreciate literature
better. In reality, teachers are too obsessed with examination; therefore the teaching and
learning process are more to exam oriented. There is no fun, no creativity and also no
exploration of the Literature. Students cannot savor the honey taste of literature. The main
concern is always to ensure that students are able to answer the examination questions well
and pass the examination with flying colours. Students totally depend on the teachers when
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it comes to learning second language. Teachers only focus on finishing the syllabus and
cause them to become boring and stereotype.
At the same time, some teachers do not know what is the best approach to teach
Literature in ESL classroom. The problem affects the teaching and learning process in
classroom. Therefore, students could not gain both language and appreciation of the
Literature well. Teachers tend to use the first language in order for students to understand
the literary text better. It is the famous option that teachers choose to teach Literature in ESL
classroom. Therefore, this situation shows that teachers do not motivate the students to
appreciate Literature and they lack of methods in teaching Literature. Teaching Literature by
using the first language will not help the students much in order to understand it in depth.
1.3 RESEARCH OBJECTIVES
This study aims to investigate teachers and students’ perceptions towards the approach
used by the teachers used to teach literature in ESL classroom. The two objectives are as
follows:
1. To investigate students’ perception to the paraphrastic approach employed to teach
literature in the ESL classroom.
2. To investigate teachers’ perception to the paraphrastic approach employed to teach
literature in the ESL classroom.
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1.4 RESEARCH QUESTIONS
This study aims to gain a general overview of the approaches and strategies employed
by teachers in teaching literature to Form 4 students in secondary schools. The research
questions for this study are as follows:
1. Why do teachers prefer to use Paraphrastic Approach in teaching literature?
2. How students accept Paraphrastic Approach in learning literature?
3. What are the strengths and weaknesses of using the implemented approach?
1.5 OPERATIONAL DEFINITION
LITERATURE: Literature is pieces of writing that are valued as works of art, especially
novels, plays and poems (in contrast to technical books and newspapers, magazines, etc.)
ESL: ESL is English as a Second Language.
PARAPHRASTIC APPROACH: Paraphrastic approach deals with the surface meaning of
the text. Teachers whose using this approach may paraphrase or re-word the story in similar
language or translating it into other languages.
1.6 LIMITATION OF THE STUDY
Although this research was carefully prepared, there are still limitations and
shortcomings for this research.
First of all, the research will be conducted to Form 4 students which have different
levels of proficiency. They may have difficulty to understand the Paraphrastic Approach that
teachers used in teaching literature.
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Second, the population of the experimental group is small, only 5 schools involved
that might not represent the majority of the students in the state.
Third, since the questionnaire designed to measure the students’ attitude towards the
teaching of Literature might give useful information about the approach used and the
benefits to them; it seems not to provide enough evidence of the students’ actual behaving
towards the learning of Literature in ESL classroom.
1.7 SIGNIFICANCE OF THE STUDY
Every party plays an important role in order to achieve the goal in teaching and
learning Literature. The changes and development of curriculum has brought a new
dimension to education as well as to Literature learning. Therefore, the findings of this study
could benefits the teachers as well as other professionals in the education field in seeking
solution of the problem faced by English teachers in teaching Literature as well as the
students. Then, the curriculum development centre can use the result of findings in order to
improve the syllabus. Most important thing, teachers could consider certain approaches
chosen that could help them in teaching literature based on the strengths and weaknesses
discussed. Therefore, teachers could improve their teaching strategies and students will gain
the benefits from the teaching and learning process.
At the same time, the findings could also be as the guideline for the trainee teachers
or fresh graduate teachers to prepare themselves with the suitable approaches in teaching
and learning process later. Then, the Faculty of education in universities could use the
findings in order to modify the course outline for the future teachers. Finally, this study could
produce teachers who are aware of the strengths and weaknesses of approaches used in
teaching literature in future.
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1.8 CONCLUSION
This first chapter highlights the main topics that related to the study. It introduces the
role of literature in ESL classroom as implemented in English subject in Malaysian
secondary schools. This chapter will also be described in details the background of study,
problem statement, research objectives, research questions, significance of study, limitations
and the operational definition.
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CHAPTER 2
LITERATURE REVIEW
2.0 INTRODUCTION
The aim of this research is to obtain information on teachers and students’ perception
on the use of paraphrastic approach in teaching literature as well as the strengths and
weaknesses of paraphrastic approach.
In this chapter two, there includes the idea of paraphrastic approach and the
implementation involved in educational field as well as some other researchers and
professionals overall opinion regarding paraphrastic approach in teaching and learning
literature.
2.1 PARAPHRASTIC APPROACH
Oxford Advanced Learner’s Dictionary defines it as “to express what sb has said or
written using different words, especially in order to make it easier to understand”. An
important process of rewriting source texts is paraphrasing or restating a source text in one’s
own words with a credit to the original author (Shi, 2012). According to Cambridge Learner’s
Dictionary paraphrase is “to express something that has been said or written in a different
way, usually so that it is clearer”. Paraphrasing can be defined as paraphrastic approach as
according to Diana and Mohamed Amin (2007), the paraphrastic approach deals with the
surface meaning of the text. Teachers whose using this approach may paraphrase or re-
word the story in a simpler language or even translating it into other languages. Therefore, in
other words paraphrase approach is simplifying the text with simple language or translates
the text to other language that audience can understand better. As long as paraphrase is
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used to re-tell the story and translate is also considered during the lesson, those can be
paraphrastic approach in language learning.
A paraphrase is an indirect quotation (Larson, 2004). Then, Bazerman (2010) had
come out with the definition of paraphrase which is putting the meaning of the text into new
words makes you pay close attention to the author's ideas and thereby improves your level
of understanding. In other words, when paraphrasing one will keep the author’s idea in mind
but may tell it in different way which makes the idea is simpler to be understood. Meanwhile
Higher Score (2007) defined “Paraphrase” is a verb which means to re-write a phrase or
sentence with the same meaning but using different words.
Paraphrase approach is also used for listening, speaking, reading and writing. One of
the most commonly recommended pedagogical interventions is the teaching of paraphrasing
(Keck, 2006; Campbell, 1990; Currie, 1998; Howard, 1996; Hyland, 2001; Johns & Mayes,
1990). Keck (2006) also stated that paraphrasing is considered by many to be an important
skill for academic writing, and some have argued that the teaching of paraphrasing might
help students avoid copying from source texts. Vacca and Vacca (1999) stated, "Students
who experience the integration of writing and reading are likely to learn more content, to
understand it better, and to remember it longer" (p. 262). Obviously paraphrasing is
important in other high level examinations. In TOEFL iBT, for instance, paraphrasing is an
important skill in the reading section, in the listening and above all in the speaking and
writing section of the test (Higher Score, 2007).
Paraphrasing can also be taught to students in order for them to familiar with the
paraphrastic approach especially when teachers use it in teaching other skills too. For
example in learning literature, students tend to memorize the summary from the literature
text or reference books, it is not impossible that the one whole class will come out with the
same kind of answer for summary of one short story. Instead of students memorizing the
summary, it is better to teach them paraphrase the summary into the useful and simpler
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words. At the same time, paraphrasing could help them to understand and write the story
better.
Other than that, paraprastic approach is also used in interview with children. This
shows that paraphrasing could help children to understand what is being said or what is
trying to convey effectively. According to Evans and Roberts (2009) in Evans, Roberts, Price
and Stefek (2010) stated that previous research has experimentally assessed the influence
of different types of paraphrasing on children’s event reports and found that some styles of
paraphrasing are indeed more beneficial than others. Then, paraphrasing may motivate
children to expand their responses with two main ways proposed (Evans, Roberts, Price &
Stefek, 2010; Evans & Roberts, 2009). Firstly, paraphrasing may encourage rapport
between the child and interviewer. Therefore, in ESL classroom, paraphrasing may
encourage rapport between students and teachers. Secondly, paraphrasing may transfer
control to the child as in ESL classroom students have the power to use their own words to
convey what they understand from one story.
2.2 IMPORTANCE OF PARAPHRASING
Paraphrastic approach as well as paraphrasing that is used especially beneficial to
the students. As Evans and Roberts (2009) promoted two main ways to promote the use of
paraphrasing that give benefits to students. First and foremost, paraphrasing may encourage
rapport. Good rapport can be built in ESL classroom. For example, when students give
respond to teacher in telling the short story in their own words, then teacher restates or
paraphrase what the students have been said, students feel motivated as what the teacher
restates highlight that the teacher is listening to the students well. Students will feel
appreciated and supported by the teacher. Thus, students feel comfortable in class and
respond more during the lesson. Another benefit of paraphrasing is transferring control to
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children or students. For example, students have the power to use their own words and re-
word what they understand from the text given. Student centered learning can be achievable
where students will be able to share their ideas with others in class by using the words that
they know or paraphrase from the source that they have read.
Meanwhile according to Bronshteyn and Baladad (2006) emphasised that the use of
parapharasing as add-ons to information literacy instruction in order for students to gain
proficiency in thinking critically about a source and expressing their own voice with the
convention of parenthetical citation. In ESL/EFL classroom, when teachers use paraphrastic
approach, it helps students to gain information better and think critically to any instructions
given. Teaching paraphrasing as a means of learning how to write a research paper
Bronshteyn and Baladad (2006). Paraphrasing can also be beneficial for students in writing
especially in academic writing. For ESL/EFL classroom paraphrasing writing could help them
to use simple words with simple phrases that can be understood better in writing. Therefore,
students will be more confident to use the language as well as to practice it in classroom.
Other than that paraphrasing is also a mean to understand Bronshteyn and Baladad
(2006). The ability to paraphrase help students in their writing work as well as it can provide
the writer with a wide range of stylistic alternatives. Harris and Sipay (1990) stated that
"being able to restate another's thoughts in one's own language clearly and unambiguously
is a crucial test of whether the thoughts were understood" (p. 537). Therefore, any difficult
ideas or unclear thoughts become easier to understand. As paraphrasing uses simpler
words and using students own words, it helps students in future to understand what they
have read and written. Others may also get the benefits and understand one idea clearer.
Then, students also can learn to borrow from a source without plagiarising (Bronshteyn &
Baladad, 2006). Campbell (1990) clearly stated that the teaching of paraphrasing, among
other techniques, is essential to help students avoid committing cases of plagiarism.
Plagiarism is always the main problem especially in academic writing. Currie (1998) claimed
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that students often fall back on copying as what they might see as a safe strategy when they
are attempting to fit into the academic world. This is because students hardly understand
how to rephrase what the source written in their own words according to their understanding.
However, paraphrasing skill can help students to vary their sentences based on other source
but with their own ideas. Students can be creative and critical in playing with choice of words
that at the same time to convey the author’s meaning wisely. Therefore, plagiarism can be
avoided in academic writing.
Larson (2004) stated three important reasons of paraphrasing. First and foremost,
paraphrase can be the way to restate a difficult passage the reader may not understand. The
key word is ‘restate’ or ‘re-word’ the passage into a simpler passage where other people can
get the idea better and grab the gist of the passage. This is to support the reader to read and
understand rather than read without understanding what the passage is all about. Then,
paraphrase can be the way to explain or interpret concepts or unfamiliar terms. There are
certain concepts that are explained in difficult or complex sentences that make the reader or
listener hardly understand. This obviously happens when students who are reading a story
book or novel such as in Shakespeare’s works, students hardly understand certain concept
or terms used in the story. Therefore, paraphrasing could be one of the best way to
elaborate the concepts or unfamiliar terms in simpler words based on the level of the
students. The third reason proposed by Larson (2004) is to make abstract facts and ideas
concrete. Some ideas proposed by some authors might be too vague and hardly to be
understood. Paraphrasing again helps to identify the main points and explain the ideas
clearly.
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2.2.1 THE IMPORTANCE OF PARAPHRASING FOR ELL
English language learner (ELL) always needs method to help them to
understand the target language better. According to Perles (2009), it is important to
use paraphrase to help English language learners because paraphrasing is one of
the main methods that ELLs will be able to use to clarify that they have understood
something correctly. Munro (2008) has identified paraphrasing as a useful strategy
for students with reading difficulties. Paraphrasing can be one of the ways to
measure students’ understanding especially for literature text. The example given by
Perles (2009), if a bank teller explains to an ELL the terms of a loan, the ELL should
learn to clarify by saying, “So what I understand from what you’ve said is... ” and to
paraphrase what was heard. The same applies in many areas of life, including
academic work, social settings, and professional situations. Therefore in literature
learning in ESL/EFL classroom, students may tell the story by telling the summary by
using their own words. Students may clarify what they have read into simplest words
and sentences that later become their own interpretations of the story.
At the same time, Perles (2009) also suggested that students write down their
paraphrasing sentences. This is to prepare the students in order to convey what they
have read into their words effectively. Perles (2009) also proposed that if the
students are not able to paraphrase well, teacher may help the students by providing
them a backward web graphic organizer. Thus, students may fill in the graphic with
the main information that they got from their reading as a guideline then explaining
on their own words.
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2.3 SKILLS AND TECHNIQUES TO PARAPHRASE
In order to use the paraphrastic approach, one must know the skills to paraphrase.
According to Bronshteyn and Baladad (2006), there are three skills which are needed in
order to paraphrase. Firstly, one must have the knowledge of parenthetical citation format.
According to Aage Hansen (1957) in Foget (2002) stated that parenthetical phrases (and
asides) may be characterized as ”words, phrases, or sentences which are ’on another level’
compared to the surroundings (sentence, utterance) in which they are inserted. These
parenthetical phrases are spoken in a lower tone and/or with pauses preceding and following
them.” Therefore, in ESL/EFL classroom teacher may use appropriate intonation with
different phrases that can be understood by students. At the same time, students will also
learn the language which suit their level and might be simpler as what paraphrasing is.
Secondly, one who wants to paraphrase must have the experience and ability in
restating ideas with synonyms in one’s own voice. In order to paraphrase, it is so important
that the meaning of the idea used based on others’ must be clear or synonym. This is
because when people paraphrase the idea is still the same but the way they write or tell
must be differently. Thirdly, experience introducing concepts, or knowledge of stock
transitional phrases. One must be able to use some concepts in paraphrasing. Then the use
of transitional phrases is also important so that one can write or use the words effectively. At
the same time, transitional phrases will make the paraphrasing becomes more authentic and
not only copy from others’.
Once the students or teachers master these three skills, they are able to paraphrase
better. At the same time, they will be able to come out with a good piece of writing and even
it is easier for them to understand what they are trying to tell. Therefore the recipients can
also get the benefit where the paraphrasing should ease them to understand one’s idea
better. The closer they get to what the speaker is saying, the more a real interchange of
ideas takes place (Bazerman, 2010). For example, in learning short story or drama, teacher
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might paraphrase the summary of the story first in their own words. This will benefit the
students to grab the idea better from the teacher instead of cracking their head on their own
with high level of English for certain students.
Bazerman (2010) mentioned that paraphrasing will help you to communicate the
meaning of a difficult passage. When you go on to make your own argument, it will allow you
to refer to another writer's thoughts while you maintain control of the focus and tone of the
argument. In other words, people can convey the difficult meaning to the easiest
understanding when paraphrasing and make reference to the author’s idea to focus on the
basic idea of the author. We have to recognize the writer's way of thinking and his or her
special interests (Bazerman, 2010). This is to ensure that we are conveying the correct idea
that the author presented. Paraphrasing is useful in the application of rules and procedures
because it presents the information in a different and more simplified way (Maryam &
Hossein, 2012).
At the same time, Bazerman (2010) also came out with two techniques that can be
used in doing paraphrasing. Firstly, substituting synonyms can be the first draft of
paraphrasing. One may use the synonym words to replace certain words from the author’s
writing. Therefore, again, plagiarism can be avoided. Then, restructuring the sentence might
lead to a more total paraphrase. After drafting with synonym words replacement, the
arrangement of sentences can be done effectively to make the sentence structures differ
than the author’s. The ideas still maintain but the way of conveying differs. Without that
control of core meaning, a rewritten sentence can easily turn into gibberish (Bazerman,
2010). Pecorari (2008) claimed, ‘‘the problem may not be that one group has a mistaken
perception, but that two groups have different perceptions’’ (p. 10). The final touch after
those two techniques is checking the meaning either it fits what the ideas conveyed by the
authors or not. This is so important to avoid any other misunderstanding from the main idea.
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Then, Higher Score (2007) stated few of paraphrasing methods that can be
considered in paraphrasing effectively. The first method is use different vocabulary with the
same meaning. It is as what the earlier techniques that one can use the synonyms to replace
the word. However, one should be careful with the overall meaning and the sentences might
be unnatural English sentences. Thus, other people might not get what the person is trying
to tell with the new paraphrasing sentences. At the end of the day, paraphrasing might
contribute to misunderstanding problem. For example, if students want to rephrase what
they have read in the book regarding one short story, if they paraphrase wrongly, surely they
might lead to factual error of the story.
Then, the second method of paraphrasing proposed by Higher Score (2007) is
change the words of order. It is like restructuring the sentences after replacing the words
with the synonym words. The meaning must be the same with the idea proposed by the
author. However, the problem that may occur is grammatical problems. This is because one
must know what should be added and what should be omitted when changing the words of
order. Students might face this kind of problem, as they may neglect certain words or unsure
with the correct words of order. Meanwhile the third method of paraphrasing is use different
grammar. According to Higher Score (2007), if you change the grammar and make an error,
usually the reader will understand what you mean. However, if you change the vocabulary
and make an error, often the reader will not understand what you mean. In this method, one
must familiar with parts of speech.
All the skills and methods proposed are interrelated. Paraphrasing can be done with
the use of the basic techniques such as replacing the words, arranging the sentences and
checking the grammatical error. Teachers may have no problems in paraphrasing especially
in teaching literature in ESL/EFL classroom to make students understand the literature
component better. However, students need to be taught those few skills to avoid
misunderstanding of ideas.
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2.4 PARAPHRASING ANDSIMPLIFIED LITERATURE TEXT
Literature text is known with the complex sentences and different kind of writing.
Some students have difficulties to read and understand the literary text better especially the
low proficiency students. As paraphrasing is also defined as re-word the ideas in simple
words, it is can be considered as simplified words. Therefore, simplified text has been
introduced in order to help the students to understand literature text better for instance, ‘The
Prisoner of Zenda’ which has thinner text for students to read as well as ‘Catch If You Can’
Novel. The majority of L2 learning texts at the beginning and intermediate levels still depend
on simplified input, and many material writers and L2 specialists continue to emphasize the
practical value of simplified texts, especially for beginning and intermediate L2 learners (e.g.,
Johnson, 1981, 1982; Shook, 1997; Young, 1999; Croosly, Louwerse, McNamara,
McCarthy, 2007). The use of simplified text is not only famous in Malaysian Education for
literature but it has been used widely for L2 learners especially the beginner.
At the same time according to Croosly, Louwerse, McNamara, McCarthy (2007)
stated that simplified text consists of the cognitive mechanisms which mimic the language
found in caretaker talk and teacher talk and help the language learner acquire a language in
a relatively structured way. Therefore, obviously the words and sentences used in simplified
text are much easier and more to the beginner (students) level. As simplified text is more to
teacher talk, it is more to what teacher paraphrase in classroom when explaining about a
story in ESL/EFL classroom. The simplified texts benefit L2 learners because they exclude
unnecessary and distracting idiosyncratic style without suffering a loss of the valuable
communication features and concepts that are found in real texts (Croosly, Louwerse,
McNamara & McCarthy, 2007). In simplified text, the difficult words have been replaced with
simpler words and sentences have been paraphrase to the simplest one. The distracting
idiosyncratic (personal) style has been decreased. For example, in Shakespeare’s works,
the old English text might be replaced with the modern one. The purpose is to make the
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reader understand the words better. Thus, students have no problem to understand the story
or drama on their own with the help of dictionary.
Then, simplified texts are often seen as valuable aids to learning because they
accurately reflect what the reader already knows about language and have the capacity to
extend this knowledge (Davies & Widdowson, 1974; Croosly, Louwerse, McNamara &
McCarthy, 2007). In the making of simplified text, the author must paraphrase the story for
instance based on the familiar words used by students as well as based on students’ level.
They are not expected to learn too many difficult words that may not motivate them to read
and study the literature text better. The aim of simplified text is to encourage students to
read better. At the same time simplified text is used to attract students to love learning
literature in ESL/EFL classroom. Therefore, the paraphrasing plays important role to come
out with a good understandable text for students.
Simplified texts also contain increased redundancy and amplified explanation (Kuo,
1993; Croosly, Louwerse, McNamara & McCarthy, 2007). Usually students or the L2 readers
have problem in understanding the literature text is because the text is too long with
redundancy or repetition of the idea. Some of the vivid explanation about the characters or
the plot and setting might trouble and confused the students. However, this problem can be
overcome with the use of simplified text. Simplified text usually emphasises on the main idea
of the story and the important information needed by the readers. For instance, if students
are given ‘East of Eden’ to read and learn, they may hardly finish the novel with hundreds of
page. Plus, they may have difficulty to understand the flashback that could lead to repetition
for them and make them confused regarding the timeline of the story.
Therefore, simplified text can help students to understand better and get the main
idea of the related story better. The paraphrasing technique used in simplifying the text help
to promote the new way of learning literature to students.
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2.5 CONCLUSION
The review stated by the researchers, authors and journalist give more ideas in the
used of Paraphrastic Approach in teaching Literature in ESL/EFL classroom. The
importance, ideas, benefits as well as techniques used could help the learners in order to
use the approach in writing and at the same time to use in understanding the literature text
better. Plus, this approach is also help teachers in conveying their lesson better to achieve
the objective of teaching literature.
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CHAPTER 3
METHODOLOGY
3.1 INTRODUCTION
This study is to investigate the perception of teachers and students towards paraphrastic
approach used in teaching literature. Therefore, this study focuses on finding the strengths
and weaknesses of the approach used in teaching literature in ESL classroom. This chapter
will discuss the research design, the method of data collection and also the method(s) of
data processing or the analysis of the data in greater detail.
3.2 RESEARCH DESIGN
The research design focuses on combination of quantitative and qualitative methods.
Hence, it involves triangulation designs to find agreement and validation of the
questionnaires. Triangulation is an approach to research that uses a mixture of more than
one research strategy in a single investigation. Triangulation is chosen as a research
strategy to assure completeness of findings or to confirm findings. The research design can
be summarized as in Figure 3.1
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Figure 3.1 Research design of the survey research
A specific topic will be chosen based on the related literatures and a conceptual framework
will be developed for the study.
.
Research Question 1: Why do teachers prefer to use Paraphrastic Approach in teaching
literature?
Research Question 2: How students accept Paraphrastic Approach in learning literature?
Research Question 3: What are the strengths and weaknesses of using the implemented
approach?
Adapt and adopt questionnaires from related literature.
Meetings with core-person in the area of study to obtain the validity of questionnaire
Conductiong pilot study to check reliability of questionnaire
Distributing validated questionnaires to respective samples, classroom observation and
interviews.
Conducting data analyses
a) Descriptive Analyses b) Pearson-Correlation
Findings and discussions in final report
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3.3 DATA INSTRUMENTATION
The instruments consist of survey questions, interviews as well as classroom
observation. Qualitative approach used in this study will be the main approach. Likert Scale
will be used for the questionnaires that the questionnaire was adapted from two previous
studies on using literature in the language classrooms by Zubaidan and Shaidatul Akma
(2010) and Diana and Mohamed Amin (2007). It is the suitable method to investigate the
respondent attitudes and opinions. Likert scaling presumes the existence of an underlying
(or latent or natural) continuous variable whose value characterizes the respondents’
attitudes and opinions (Clason & Dormody, n.d).
The research results will be descriptively presented students and teachers’
perception towards paraphrastic approach will be revealed. Besides that, this research also
consist of the respondents views based the interviews on the strengths and weaknesses of
paraprastic approach in teaching literature in ESL classroom.
3.3 METHOD OF DATA COLLECTION
The study involves quantitative and qualitative data analysis. Descriptive statistical
analysis, inferential statistics such as Pearson Correlation and the Independent Samples T-
Test, will be used for the quantitative data. Classroom observation field notes will be
compiled. Meanwhile each observation will be summarized and interpreted accurately. The
interview transcripts later will be grouped and will be nicely quoted to strengthen the basis of
argument. The data collection will be done based on the four steps:
a) a set of questionnaires will be given to the students and teachers as the prior to the
study in order to investigate teachers and students’ perception towards the
paraphrastic approach in teaching literature.
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b) classroom observation will be done in order to look at the strengths and weaknesses
of the paraphrastic approach used in teaching literature.
c) Interview will be done with the teachers in order to get their opinion or perception
towards the paraphrastic approach that has been used in teaching literature. At the
same time, the interview will also cover the strengths and weaknesses of the
approach used.
The summary of data collection is shown in Figure 3.2
Figure 3.2 Summary of data collection procedure
Distributing Questionnaires to
Students
Classroom Observation
Interview with Teachers concern
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3.4 THE METHOD(S) OF DATA PROCESSING/ ANALYSIS
The quantitative and qualitative data will be examined by using different kind of mode of
analysis. The questionnaires will be analysed by using the statistical analysis software
(SPSS). The qualitative data for the observation and interview will be grouped, coded and
verbatim based on thematic analysis according to Aronson (1994) with four steps:
a) collect the data will be collected from the talk session. From the transcribed
conversations, patterns of experiences can be listed. This can come from direct
quotes or paraphrasing common ideas, (Aronson, 1994).
b) identify all data that relate to the already classified patterns. The talk that can be fits
under precise pattern is acknowledged and placed with the corresponding pattern.
c) combine and catalogue related patterns into sub-themes. Themes are identified by
"bringing together components or fragments of ideas or experiences, which often are
meaningless when viewed alone" (Aronson, 1994; Leininger, 1985)
d) build a valid argument for choosing the themes. Related literature will help in
choosing the best themes. Inferences can be made from the interview or therapy
session as information gained by referring back to the literature.
The findings will be discussed in order to identify and report as accurately as possible
the perceptions of students and teachers towards the use of paraphrastic approach in
teaching literature in ESL classroom.
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3.5 LOCATION OF THE STUDY
The study will be conducted in 3 secondary schools from the sub-urban district of
Bera, Pahang.
3.6 SAMPLE
The targeted groups are the Form 4 students and English Language teachers. The
sample will be selected according to the convenience method sampling (Fraenkel and
Wallen, 2008). Meanwhile, the teachers chosen will be the English teacher optionist and
non-optionist. They will be interviewed in order to get their respond (perception) towards the
use of paraphrastic approach in teaching literature in ESL/EFL classroom.
3.7 PILOTING AND IMPROVEMENT OF INSTRUMENT
A pilot study will be conducted before the actual research. Pilot study is known as the
exercise of a mini study to carry out the instrument to see how they work and get respond
out of the instrument. The respondents for the pilot study will not be the actual respondents.
The purpose of doing the pilot study for the questionnaire is to
i. determine validity and reliability as the questions are created by the researcher and adapt
and adopt from other researchers.
ii. ensure the wordings and item structure are clear so that it can be easily understood by
the respondents and interpreted as hoped by the researcher
iii. improve the questions so the results will be valid
iv. determine the length of time needed to answer the questionnaire
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After the pilot study was done, the piloted instruments will be collected and improvements
will be made to the questionnaire. Some adaptations were also made where possible
provided that it was relevant with the objectives.
3.8 CONCLUSION
In this chapter, the careful selection of research design will contribute to the reliability
and validity of the findings. The result is hoped to give to the meaningful interpretation of the
perceptions of using paraphrastic approach in teaching literature in ESL/EFL classroom by
teachers and students.
The method will be well-planned in order to get and analysis the data. If the
respondents give good cooperation, then all the data collections for this research are valid
and reliable.
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