LEARNERS PERCEPTIONS TOWARDS KBSM ENGLISH LITERATUTE: AN INVESTIGATION AMONG FORM 4 STUDENTS IN PUBLIC SCHOOL IN RURAL AREA OF MALACCA

SITI ZAREHAN BINTI HARUN 2012441558 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 29th June 2013

CHAPTER 1 INTRODUCTION

1.0

BACKGROUND OF THE STUDY In Malaysia, English was introduced as a second language among citizens. In school, English is a core subject which every student needs to learn. In the year 2000, a literature component was officially introduced by The Ministry of Education to all students and it was included as part of learning English subject syllabus during English lesson in secondary school Ganakumaran, Shahizah & Koo (2003). Literature can be divided into poems, short stories and dramas. Literary texts are chosen because it provides cultural, linguistic, and educational values Sage (1987). In learning literature, it helps learners to internalize the grammar and infer the meaning of words from the context Krashen (1993). By learning literature component, students will get more advantages as example it allows the students to learn many things by learning and studying about other cultures in many views. Besides, students also will get the opportunities to improve their language as well as getting the value beneficial among students whether in building the character or development. The KBSM English language syllabus aims to extend learners English language proficiency in order to meet their needs Malaysian Ministry of Education (2003).

However, throughout the 12 years the implementation of literature component in the secondary school, the studies have been done smoothly and revealed the information about the interest of learning literature component among students. Most of the students were giving negative responses regarding learning the literature component in school when it was first introduced. They found learning English became more difficulty after The Ministry of Education decided to include the literature component in English subject syllabus. This is due to the fact that Malaysian students have lack of interest in learning literature other than lack of necessary language skills. There are factors which contributes the interest of every student. The factors may be comes from the level of proficiency of the students, the content of the literature itself or the activities done in the classroom. It can be questioned whether the students able to achieve the learning outcomes or not. Several years have passed and there must be progress in learning literature over these periods. Regarding learning literature component in secondary school, students may have different perceptions towards it. However, the perceptions of them can be more different compared to the students back in 2001.

1.1

PROBLEM STATEMENT There are many students in both urban and local areas come with different level of proficiency in English. They might be excellent in English and some of them find difficulty while learning the subject. Besides, the numbers of students who are lack of proficiency are also high before the literature component was introduced in back 2001. It

became a worrying issue to the Ministry of Education and need to find out the solution to help the students while learning English as a second language. It is common to find students who are having a high level proficiency in English either fluently in conversation or excellent in writing. Most of them come from big cities in Kuala Lumpur, Penang, Johor and others. However it is still a large number of learners who are poor in both skills especially when the literature component is being part with English literature which they find it more complicated than before. According to Gopala et. Al (2012), they explain that students who study all their subjects in Bahasa Melayu (the mother tongue / hence the first language as well) at school and speak their mother tongue at home, they treat English as a foreign language rather than the second language. Hill (1986) explains that many students especially in the rural areas are facing difficulties in learning literature due to the language and the cultural barrier. These are due to their inability to understand the texts which bring their attitude to not get involved in the activities held. They seem feel to understand and interpret the texts are very challenging activities consequently will lead them to frustration and building of negative attitude towards literature Hill (1986). Teachers at that time were wondering whether the literature component is helping the students to improve their English or the literature itself became a burden to the students. There are factors which influence the learners perceptions towards the literature component whether it comes from the learners background, the attitude and motivation or the lack of teachers who were competent enough to teach literature. Sometimes, there

are issues whether the students are interested in learning English literature or being forced to learn it because it was included into the syllabus. However, government attempted to find solution to the matters on how to help the students which are having lack of knowledge about the language and find it hard to understand. How much literature texts should be included into the syllabus to overcome the difficulties? All these are questioning to have positive perceptions from the learners about the implementation of literature component. This study is conducted to find out the learners perceptions towards learning KBSM English literature to help them improve their English language.

1.2

OBJECTIVES OF THE STUDY The objectives of this study are: a. To investigate perceptions towards learning English literature among Form 4 students in the rural public school before using the Module of Teaching Literature during the class session b. To investigate perceptions towards learning English literature among Form 4 students in the rural public school after using The Module of Teaching Literature during the class session c. To investigate the effectiveness of the Module of Teaching Literature in learning English Literature based on the students perception towards learning literature component in the class among Form 4 students

1.3

RESEARCH QUESTIONS

a. What are the perceptions of the learners towards KBSM English Literature? b. What are the attitudes of the learners towards KBSM English Literature? c. What are the perceptions towards their learning and teaching of English literature? d. What are the teachers perspectives towards the literature component?

1.4

LIMITATIONS OF THE STUDY The scope of this study involved the participation of 50 students in Form 4 with different level of proficiency from SMK Sungai Udang which is one of the rural public schools in Malacca. The students will be distributed questionnaires and all the answers will be collected as a data. Meanwhile, five teachers will be selected to for the interview session to find out their perspectives about the literature component.

1.5

SIGNIFICANCE OF THE STUDY Many issues have been discussed regarding the problem faced by the students in learning literature component in English subject since the literature component has been introduced in 2001 until now. This study will find the answers of the students perceptions when literature component is being part of the English subject syllabus in the secondary school.

This study provides insights for the teachers who are teaching the English Literature component to identify and reflect their approaches in implementing their teaching in the classroom are effective and beneficial to the students. Apart from that, teachers will recognize the students perceptions towards literature component and as a result, teachers are able to choose the appropriate approaches or technique to use in teaching the literature component in order to make it more interesting to the students. Furthermore, this study provides some information about the component of the literature whether it is motivating students while learning it. By using this information, it will help the curriculum designer to always improve contain of the literature component for the secondary students to help them improve their language. Besides, teachers also can investigate their students preference for activities in the classroom and apply it during the class lesson. Thus, it is hoped that teachers are able to evoke their students needs and interests towards learning the literature component as their assumptions about learning literature is more difficult without enough knowledge, skills and others. This study also provides and enables other researchers who would like to conduct the same research with useful information based on the topic.

CHAPTER 2 LITERATURE REVIEW

2.0

INTRODUCTION This chapter reviews about the concept of perception from other researchers based on their studies which are related to the writers research. The concepts are different regarding their own opinions to support their studies as well as their findings. Besides, this chapter will discuss about current situation in Malaysia schools when they have to learn English subject together with Literature as part of English component when it was introduced and implemented in secondary school in the year 2000. In addition, this research is also included about the discussion on learners exposure to the literature component. Furthermore, to discuss more about the learners perceptions towards literature itself, the ability of the teachers to teach the subject especially to the literature component is also discussed because it is one of the factors which contributed to the learners perceptions towards literature

2.1

THE DEFINITIONS OF PERCEPTION There are several definitions about perception which is come from the researchers opinion based on their understanding and experiences. Lindsay and Norman (1977) stated that perception is the process by which organism interpret and organize sensation to produce a meaningful experience of the world. Sensation refers to the

immediate, relatively unprocessed result of stimulation of sensory receptors in the eyes, ears, nose, tongue, or skin Lindsay and Norman (1977). The perception of every person arouses when the person attempts to interpret the sensation towards a thing that he or she faces and end with what the persons thought from the sensation. These researchers are also discussed about the same definition of perception where Graig (1974) defines perception is the process of providing meaningful information to sensory stimuli or external sensation. Hemachak (1971) advocates that perception is a process by we select, organize and interpret sensory stimuli into meaningful and coherent forms. However other researchers like Dember (1962) and Combs (1974) explain that perception as the behavioral and psychological component of human beings, as related to beliefs and values. Other than sensory to produce the perception, with beliefs and values also can contribute the perception for example a person who belief with a certain thing, the person will come with his own perception based on his beliefs. From the lay mans perspective, perception is defined as an act of being aware of ones environment through physical sensation which denotes an individuals ability to understand (Chambers Dictionary). According to Kohler (1960) and Levin (1995) , perception is determined by the perceivers as well as by what is perceived. All the definitions above interpret that perception involved a process of thinking about the information received from the sensory system to produce judgments which will influence the way a person think and feel.

The basic concept of perception is connected with human beings behavior that results their interaction on how they get involved in a certain event and how they find themselves. It can be deduced that the learners should have reasonably understand about their learning patterns so that they will have an effective strategy to understand without detail information.

2.2

THE CURRENT SITUATION IN MALAYSIA SCHOOLS In the era of information and technology, each individual has to master the English language for the purposes of communication. After Malaysia gained its independence in 1957, the English language has played the role as the nations official language. There is vision for Malaysia which is to become a fully developed nation by 2020 and the citizens need to well-versed in English in order to compete at international level. According to Kitao (1996), English is used for different purposes such as news and information, business, diplomacy, entertainment and others. In Malaysia, English is part of the curriculum subject which is taught to the students in both primary and secondary schools that is first introduced as a second language. Although English remains as the second language, it is becoming more important and significant to the citizens as it is used in Science and Technology. The Malaysian education assumes that English as important vehicle to opening the doors of knowledge in Science and Technology.

Nevertheless, currently the standard in Malaysia is deteriorating. Students in our country have varying proficiency in English subject. Some of them excel in English and some of them are facing difficulty to master the language due to the language and cultural barrier Hill (1986). Even before the literature component was introduced, the students were having lack of proficiency and it became a worrying issue to the Ministry of Education. Rosli and Malachi (1990) investigated if there was a significant difference between the English proficiency of rural and urban school learners. They conducted a comprehensive proficiency test to the learners and analyzed their English Sijil Rendah Peperiksaan (SRP) result. They found that the proficiency test results differed significantly. Urban school learners were more proficient than the rural school learners. There were evident in the English SRP results which showed a higher percentage of failure which is 47.7% in the rural school while there was only 13.4% failure in the urban school. According to Edwin and Talif (1990), rural schools play a major role in the high failure rate of the Sijil Rendah Peperiksaan (SRP) or Lower Secondary Examination English subject. Most of the students in the rural schools were in the credit and pass levels whereas the majority of the urban students were in the distinction and credit levels. Swami and Furnham (2010) found in a nation-wide study of self-assessed intelligence, that urban participants tended to have higher self assessments than their rural counterparts. The difference in achievement levels is a strong indicator of the difference in proficiency levels between urban and rural youths and further highlights the disparity in the urban-rural divide.

The different of proficiency in English between the urban and rural school learners has become a worrying issue and the government has realized about it. The government attempted to counteract the decreasing of the language. Several measures were taken by the government and one of it was an introduction of English Literature into the English syllabus in schools. In teaching literature, students were introduced about literature by arousing their interested in involving a lot of activities during the class session. The other measures like reading programs and class reader are also introduced and implemented to discourage responses from both students and teachers. Furthermore, the Ministry of Education has decided to make literature as part of the Penilaian Menengah Rendah (PMR) and Sijil Pelajaran Malaysia (SPM) examination. So, the students would treat more seriously to the literature and make the subject as important as other subjects. The government has implemented the introduction of literature and hoping that literature would be a great tool to produce excellent students in learning English. Literary texts are chosen because it provides cultural, linguistic, and educational values Sage (1987). It is hoped that it will encourage the students to read and expand their language awareness towards the literature itself.

2.3

LEARNERS EXPOSURE TO THE LITERATURE COMPONENT While it is common to find big numbers of students conversing fluently in English in schools in big cities like Penang, Kuala Lumpur and Johor Bahru as revealed in year 2010 studies, there is still a large majority of learners throughout the country having poor

command of English. Teachers at that time were concerned about the component becoming an added burden in English language learning. The learning of English in rural schools in Malaysia has always been a major problem for educators as they struggle to pull proficiency levels up against a backdrop where the language is almost non-existent other than the few periods of English per week where it is taught more as an academic subject than as a language Thiyagarajah (2003). For them, English is a language which is not spoken or heard at home, in school or the social environment. It happened to the literature when it was first introduced to the students and they find it was more difficult to learn literature. The standard of teaching English subject in rural schools has fallen and it remains until this day. It became extremely heated when it was discussed by the politicians and public debaters whether to strengthen the teaching of English subject or teaching Science and Mathematics in English. There was a question on whether this component would actually benefit students in Malaysia on the whole considering the status quo at that time. A few students, for instance might have a personal liking towards literature, while many others may study it just for the sake of the examination Pillay (1998). In research undertaken by Pillay, The destructive social impact of unemployment, poverty, crime and violence within the communities concerned is considered to play a role in shaping the cultural context that exists within the schools and consequently hamper the establishment of a culture of learning within the classroom and school. One of the underlying issues in the implementation of this component is the suitability of the component for Malaysian students.

Students throughout Malaysia have diverse knowledge about the literary works whereby some students have never been exposed to foreign literary works, while others maybe familiar with some foreign literary pieces. For students who have little or no knowledge or exposure to foreign settings and cultural background that appear in the texts, it may be nearly impossible to clearly visualize what is being portrayed, thus hampering their ability appreciate the literary works Abdullah & Andrew (2010). The exposure of urban and rural school learners towards the literature component are influenced by many factors. Peter et al. (2012) explain that the urban students come from an environment where English is used at home and they are frequent contact by using English as a medium to communicate. They also stated that rural students are in environment where English is a foreign language to them. They have no opportunity to practice using the language as their parents are not educated enough to guide and support them in the learning process. Besides, they are also influenced by their family background of socioeconomic which it didnt allow them to access the information from books, CDs as well as television.

2.4

TEACHERS PERCEPTIONS TOWARDS LITERATURE COMPONENT Nesamalar Chitravelu (1995) advocates that the teacher plays a pivotal role in ensuring the success of literature in the language program, and that any lack of interest on the part of the teacher can prevent the enjoyment of shared experience of Literature. Since literature was implemented in year 2000 in secondary school, it became new component to English subject and the roles of every teacher must be very challenging.

Teachers faced some challenges and problems regarding the teaching of literature component in English subject. The teacher explained that during its inception in the year 2000, the problem was on how much to teach / not teach and where to draw the line Abdullah & Andrew (2010). They explained at present, the problem still persists albeit in a slightly different dimension, which is how much time should be dedicated for the teaching of the component. Good grasp of content knowledge, pedagogical knowledge and understanding students interests and needs are some of the requirements needed to teach literature competently Agee (1998). Students favor teaching techniques that encourage them to respond personally, give their own opinion, and concentrate on the content of the text as opposed to analyzing details of language structure as well as having class discussions David et al. (1992). Lazar (1994: 116) points out this matter that teachers need to complete the syllabus within a limited time given and in addition to that, students themselves frequently lack interest and motivation. McRae (1991, p.10) stated that some English teachers feel threatened by their own lack of knowledge. In conclusion, the lack of interest among some stude nts which is often occurred during Literature lessons may affect teachers motivation to teach the component. This may possibly cause the teachers to end up teaching the component as teachers may feel it a waste of time and unnecessary to teach Literature itself Abdullah & Andrew (2010).

2.5

TEACHING LITERATURE The literature component of the Kurikulum Bersepadu Sekolah Menengah (KBSM) syllabus for secondary students from Form 1 until Form 5 aims to enable learners to get engage in a wider reading of good works and for self-development. It is also aimed to develop an understanding of other societies, cultures, values and traditions that will contribute to their emotional and spiritual growth Sukatan Pelajaran Bahasa Inggeris KBSM (2000). Literature has a lot to offer ESL and EFL learners. According to Hill (1986), the study of literature begins in delight and ends with wisdom. The psychological and linguistic reasons for teaching literature are: (1) the possibility of internalizing the language and reinforcing points previously learned, (2) a genuine language context and a focal point for the students in their own effort to communicate, (3) the motivation and (4) an introduction to the many different varieties and a range of texts of English Hill (1986). According to these reasons, the Ministry of Education has decided to include the literature component in the English language syllabus. Lazar (1994, p.123) stated that literary texts can be used to extend the knowledge language and skills of the students at lower level. Coolie and Slater (1987, p.4) have supported Lazars statement where reading literary texts will expose the students in many functions of written language and these will widen the students perspective of the world. Most important of all, literature texts facilitate acquisition of grammar and vocabulary which can help learners internalize the grammar and infer the meanings of words from the context Krashen (1993).

In England, literature is not only seen as sublimation of human thoughts, passion, feelings concerning issues which are of universal interest but also introduces the students to great minds and new forms of experience and also as means of contract with great minds Paffard (1978). According to Savvidou (2004)s suggestion, teaching literature as an integrated approach. Therefore, teachers need to select appropriate approaches to teach literature component and the syllabus. According to Saratha Sithamparam (2002), literature is a very useful resource for language learning. McRae (1991) added that by learning literature, it helps to develop the students four language skills and their critical thinking skills. Lazar (1994, p.116) has carried out a research about literature component and it is proven that literature component brought positive impact to its learners regardless the young or adult learners. In conclusion, teaching literature component in English syllabus is relevant by helping the students improving their skills whether in grammar, reading or writing.

2.6

LEARNERS PERCEPTIONS TOWARDS LEARNING LITERATURE Perception is closely related to attitude. According to Graig (1976), perception is a complex operation that involves intellectual or cognitive factors, sensation, imagination and feelings. Jerry (2009) explains that perception involved more process of thinking as a result of the information received from the sensory systems regards certain things or events. Allport (1935) defined an attitude as a mental or neural state of readiness, organized through experience, exerting a directive or dynamic influence on the individuals response to all objects and situations to which it is related.

A simpler definition of attitude is a mindset or a tendency to act in a particular way due to both an individuals experience and temperament. In conclusion, an attitude is the result of the perception. When two people come with different perceptions and look at the same thing, they will think it differently and end up with different attitude. But both of them will think that they are right. In learning literature component, there are different perceptions aroused with different attitudes. When literature component was first introduced and implemented, it was new thing to the learners. In that time, learners are selective in what they perceive and tend to filter information based on the capacity to absorb new data, combined with preconceived thoughts Jeffrey (2005).In second language learning, it is important that students have positive perception attitude towards the target language. According to Esma (2004), in Malaysia, the present study deals with the difficulties the targeted students said that they faced when learning English as a foreign language and the reasons for these difficulties as perceived by the learners themselves. It tries to find out whether the problems due to such factors as the students lack of knowledge of the language rules (e.g, lack of knowledge of vocabulary, grammar, pronunciation rules), lack of motivation for the FL, or lack of training. It is also interested in whether the students sex / gender, and socioeconomic background had any impact on the way they perceived and coped with their problems. Most researchers believe that study which is related with attitude in learning language is often connected with the achievement in the language. Liu (2007) mentioned that students in different contexts may be motivated to learn a second / foreign language

by different orientation. The researcher also added that the issue is still worth for further exploration in situations with different group of learners in specific time, places and circumstances. Thus the findings of the study might be unable to determine the current perception which is influence the students attitudes in different times, places and context. There is a need to conduct study regards the perception which influenced the students attitudes according to time, place and situation.

2.7

CONCLUSION Lindsay and Norman (1977) stated that perception is the process by which organisms interpret and organize sensation to produce a meaningful experience of the world. Even though attitude was referred as how human react toward certain things or matters and perception is more to the way of human thinking, both are related as perception is the root of thinking which evoke certain judgments that influence human attitude. The next chapter will discuss about the research methodology which included the design, participant involved in the research, instrumentations, procedures in administering the data collection, the analysis of the data collected, and the limitation of the study.

CHAPTER 3 RESEARCH METHODOLOGY

3.1

INTRODUCTION This chapter discusses and explains about the methodology that is used to achieve the aims and objectives of this study. To get the results, this study will be conducted by following the methodology which plays an important role in implementing this research accordingly. This investigation is implemented to examine learners perceptions towards learning literature as part of the subject component and it is compulsory to all students to learn it in the English subject. As the students were asked to learn it, this study will see how they perceive about literature in their study and what are the perceptions towards it? The first section in this chapter is research design which describes about the tools of measuring instruments to the study followed by research instrument that covers of validity, reliability and pilot study. Besides, research subject is also discussed to get details of participants involved in this study. Finally, the last step of this chapter is research procedure that includes data collection technique and analysis data where it is the most important part in this study.

3.2

RESEARCH DESIGN In this study, the research design is experimental research. The researcher intends to look at the students perceptions in public school in rural area towards English Literature during the teaching of English subject. To investigate this study, the researcher will use a module of teaching literature and implement it to the targeted students during the class session in order to find out their perceptions after the implementation of the experiment. However, the researcher will look at the students perceptions towards literature before the implementation of the module to make comparison and discussion. In the research design, the researcher will use mixed-methods design of instruments which combines both quantitative and qualitative research methods in this study to get the findings. This type of design that uses different research methods to investigate the same problem is called a triangulation mixed method design Creswell (2002). The designs consist of questionnaires and interview where the questionnaires will be given to the students to get their perceptions towards English literature and interview as a qualitative data will be conducted to affirm the questionnaires. The experiment will be implemented appropriately in order to get correct data and findings of the study.

3.3

POPULATION AND SAMPLING In this study, the respondents will be consisted of 100 students in Form Four learners of literature in English which will be participating to contribute the data of the research. They are targeted students population who studied in a secondary school in SMK Sungai Udang, Malacca and they are chosen specifically from public school

students in rural area there. The students are selected from same school in five different classrooms and having varying levels of proficiency in English. In every class, twenty students are randomly picked and they are selected based on their midterm examination results in the school and also guidance from their English teacher in order to get the best participants who are having difficulty in learning English subject. A larger sample size, of course provides more accurate results, as it is closer to the total population Kumar (1997).

3.4

RESEARCH INSTRUMENTS This study will be using a perception questionnaire as a measuring instrument which focuses on the students perceptions towards English Literature. In addition, it is also used to identify the difference in the students perceptions by the information given. Furthermore, the other measuring instrument that will be used is interview whereby the students are able to express their feelings about learning literature which they cant do it through questionnaires.

3.4.1

QUESTIONNAIRES According to Wallen & Fraenkel (2000), they state that the use of questionnaire

enables the consistency of responses across respondents to be enhanced. Nunan (1992) states that questionnaires provide respondents with a range of possible responses set by the researcher. For these reasons, the researcher decided to use questionnaires as it is in a

standardized way, so the students will answer the questions consistently. The students will be answering questions regarding on their general perceptions of learning English Literature component of the KBSM English syllabus.

3.4.2

INTERVIEW Meanwhile, this study also uses interview as additional information to support the

results of the findings from the questionnaires. The rationale of using interview is to understand the respondents point of views about their perceptions towards English Literature which the respondents are not able to do it during the questionnaires session. According to Nunan (1992), the interviews provided avenue for the respondents to further express their thoughts in which the questionnaire may not enabled them to do so, i.e. to allow them to decide what they want to say and how they wish to say it

3.4.3

VALIDITY AND RELIABILITY In general, validity is an indication of how sound the research is and it applies to

both design and methods that are used to the study. Seliger & Shohamy (1989,95) explain, validity is one of the main concerns with research. "Any research can be affected by different kinds of factors which, while extraneous to the concerns of the research, can invalidate the findings". This has proven that any research needs the validity of the methods used in the study to investigate the objectives of the research.

In this study, the questionnaires and a list of interview questions will be given to two specialists. One of them is an expert in Research Methodology and the other one is a psychologist. Both of specialist are chosen from the teaching staffs of Universiti Teknologi Mara, Shah Alam and they will be asked to give comments to the set of questionnaires and interview as the comments will be put into consideration and they advocate the items of the questionnaires and interview are valid and reliable to use in the research. Reliability is the degree to which a test consistently measures whatever it measures. Errors of measurement that affect reliability are random errors and errors of measurement that affect validity are systematic or constant errors Gay (1987). To measure the reliability level of the questionnaires items, the researcher has to use a testretest reliability in order to indicate score variation that occurs from testing session to testing session as a result of errors of measurement.

3.5.

DATA COLLECTION TECHNIQUE In this study, there are techniques used by the researcher to collect the data. Typically, a researcher will decide for one (or multiple) data collection techniques while considering its overall appropriateness to the research, along with other practical factors, such as: expected quality of the collected data, estimated costs, predicted non response rates, expected level of measure errors, and length of the data collection period Lyberg & Kasprzyk (1991). The researcher of this study has decided to collect the data from the questionnaires that will be given to the targeted students. The questionnaires for this

study are separated in two parts where the first part is to find the students perceptions before the implementation of the teaching module and the second part is after using the module in teaching during the class session. All these are to investigate the students perceptions before and after the implementation of the module. Before distributing the questionnaires, the students will be explained about the aims and significance of the study and they are also requested to give their honest response. After the distribution of the questionnaires, the researcher will analyze the data by using the frequency count technique and percentages which it will be presenting in form of tables and figures. On the other hand, the researcher will also use interview as additional information to this study. Before the researcher conducts the interview session, the students will be briefed on the objectives and procedures of the interview session. Answers that will be given to the researcher will influence the data collection of this study. Therefore, to release the students fear of expressing their honest views, the researcher will inform the students that their answers will be treated with complete confidentially. Furthermore, when conducting the interview, the other input such as ethical issues which related to the culture and nature of the students will be taken into consideration. The interview session will be recorded by using the MP4 and also a laptop.

3.6

ANALYSIS DATA In analyzing the data, the researcher has separated it into two types which are quantitative and qualitative as it refers to the types of instrumentations. Firstly, the quantitative data from the questionnaires will be analyzed by using the Statistical

Package for Social Science (SPSS). The researcher will install the SPSS software and will start to analyze by calculating the ratio and percentage of the students perceptions towards the English Literature after collecting the data. To analyze the data, the descriptive analysis will be used in this study and it is frequency, mean and also standard deviation. Moreover, for analyzing the qualitative part of the data, on the other hand, a content analysis method will be used. In the analysis process, the students response for every question will be transcribed and analyzed in terms of themes related to the aims of the study.

3.7

CONCLUSION In conclusion, this chapter explains more about the research methods and designs that will be used in this research. All methods and designs are also important to the researcher to achieve the aims of the study and to get the appropriate data and findings of the research as well. This research methodology is the most important part of doing a research as it discusses about the tools that will be used to get the findings as a result to assure whether the objectives of the study are achieved or in opposite. It is also hoped that this chapter will brings a clear picture of the research to the researcher on continuing writing the dissertation in future.

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Mohd Nawi, A. & Lim, M. Y. 2010. Learners Perceptions Towards the Kbsm English Literature Component. Learners Perceptions Towards The KBSM English Literature Component 1-7. Narith, K. C. & Mab, T. 2006. Learners Attitudes Towards Strategies for Teaching Literature at the Royal University of Phnom Penh, Institute of Foreign Languages: A Case Study. CamTESOL Conference on English Language Teaching: Selected Papers Volume 2, 2006, hlm. 1. Nunan, D. 1992. Collaborative Language Learning and Teaching. Cambridge Univ Pr. Nunan, D. 1992. Research Methods in Language Learning. Cambridge University Press. Pillay, H. 1998. Issues in the Teaching of English in Malaysia. (The Language Teacher Online). http://www.fbahasa.ukm.my/project/

Sage, H. 1987. Incorporating Literature in Esl Instruction. Language in Education: Theory and Practice, No. 66. ERIC.

Savvidou, C. 2004. An Integrated Approach to Teaching Literature in the Efl Classroom. The Internet TESL Journal 6( Seliger, H. W., Shohamy, E. & Shohamy, E. G. 1989. Oxford University Press. Second Language Research Methods.

Subramaniam, G., Hamdan, S. I. & Lie, K. Y. 2003. Pedagogical Implications of the Incorporation of the Literature Component in the Malaysian Esl Syllabus. Teaching Literature in ESL/EFL Contexts 62-87. Talif, R. & Edwin, M. 1990. A Comparative Study of the Achievement and the Proficiency Levels in English as a Second Language among Learners in Selected Rural and Urban Schools in Peninsular Malaysia. The English Teacher 14( Thang, S. M., Ting, S. L. & Jaafar, N. M. 2011. Attitudes and Motivation of Malaysian Secondary Students Towards Learning English as a Second Language: A Case Study. 3L; Language, Linguistics and Literature, The Southeast Asian Journal of English Language Studies. 17(1): 40-54.

Tingai Lewen. 2005. Problem Faced by Primary School Teachers in Teaching Literature Component: The Short Story.

(Agee 1998; Ahen 2009; Al-Tamimi&Shuib 2009; Allport 1935; Chitravelu&Sithamparam ; Combs 1973; Creswell 2002; Fraenkel&Wallen 2000, 2000; Ghrib 2004; Gobel et al. 2013; Krashen 1993; Liu 2007; Lyberg&Kasprzyk 1991; Macrae 1991; Mohd Nawi&Lim 2010; Narith&Mab 2006; Nunan 1992, 1992; Sage 1987; Savvidou 2004; Seliger et al. 1989; Subramaniam et al. 2003; Talif&Edwin 1990; Thang et al. 2011)

Appendices

MODULE OF TEACHING LITERATURE FORM 4

LITERARY TEACHING MATERIALS

SHORT STORY: MR. STRAW

1.0 Introduction This lesson is designed for students aged 16 years old. The class involves with 30 students in a rural area in Malacca. The lesson uses the discussion method, critical and creative thinking and the lecture from the teacher. Reading and writing are included in this lesson but speaking skills are given the greatest emphasis. The grammar skill is integrated as well. The students will be taught about the themes and the plots of the story. By the end of the lesson, the students are expected to state at least one theme of the story and to identify the plots of the short story. 2.0 Selection and Summary of Literary Text Mr. Straw short story is about a lonely man, who also a poor and an unlucky person. Since he was a very thin man, as thin as a piece of straw, he was called as Mr. Straw. He had gone to a temple to ask the Goddess of Fortune to bring the luck in his life. After he had listened to a mystery whisper, he followed the instruction. He met with a lot of people and gave them the items that he had at that moment as he was a kind man. As a change, they gave him another present in return. The journey ended as he met with a princess that asked him to have his silk. In return, she gave Mr. Straw her jewel. Mr. Straw finally sold the jewel and became a rich person. Even though his life had changed but he still remained as a kind person. Mr. Straw is chosen to be one of the literary texts after giving considerations on the students background, their stages of linguistic, cognitive and social development and their interests (Chitravelu, Sithamparam, and Choon, 1995). A Malaysian child is believed to be more familiar with their own culture such as coconut tree, attap-roofed houses and others (Chitravelu et al). Although this story introduce the words like Goddess of Fortune, temple as it is based on the Japanese tale, but since Malaysian students are already familiar with the Buddhist culture, the students will have no problem to comprehend the story. Besides that, they are in low proficiency level, thus, the text chosen is very suitable as the words and sentences used are simple, and understandable. The length of the text is also acceptable according to their age. Furthermore, the text is rich of moral values and positive deeds. The students will be able to inculcate their personal development as well as their language enrichment.

Mr. Straw Japanese Tale

Once upon a time, long ago of course, for thats when most stories take place, there lived a man named Mr. Straw. Mr. had no home, he had no wife, he had no children, he had nothing but the shirt on his back, in fact. For Mr. Straw had no luck. He was always poor and had little to eat, so he was as thin as a piece of straw. That, you see, is why people called him Mr. Straw. Every morning, Mr. Straw went to the temple to ask the Goddess of Fortune for better luck. One day he heard a voice. The first thing your hand touches when you leave the temple will bring you great fortune, it whispered. Mr. Straw rubbed his eyes, pinched himself, and looked all around him. The temple was empty. Was I dreaming, or was that the Goddess of Fortune? he wondered. He rushed out of the temple to find his new luck. But poor Mr. Straw tripped on the temple steps and tumbled all the way down to the bottom, where he lay in the dirt. When he picked himself up, he found his hand was clutching a piece of straw. Well, he thought, a piece of straw is a pretty worthless thing. But since the Goddess of Fortune meant me to pick it up, Id better not throw it away.

So he walked along, holding the piece of straw.

Before long a dragonfly came and began to buzz around his head. Mr. Straw waved and shooed, but it wouldnt go away. It buzzed and whirred and flew circles around him. Very well, said Mr. Straw. Since you wont go away, you must stay with me. He caught the dragonfly and tied his straw to its tail, so it looked like a little kite on a tiny string. And he kept walking down the road. Pretty soon he met the flower lady and her little boy coming the other way. They were going to the market to sell their flowers. They had been walking a long time, and the boy was hot and tired, and the dust brought tears to his eyes. But when he saw Mr. Straws dragonfly buzzing on the end of the straw, his face lit up. Mother, he said, can I have a dragonfly? Please? Well, thought Mr. Straw, the Goddess of Fortune told me this piece of straw would bring me luck. But this little boy is hot and tired, and it will make him happy. So he gave the boy the dragonfly on the straw. You are very kind, the flower lady said. I have nothing to give you in return except this rose. Will you take it? Mr. Straw thanked her and went on his way, holding his rose. After a while he saw a young man sitting on a tree stump, holding his head in his hands. He looked so forlorn, Mr. Straw asked him what was the matter. This evening Ill ask my belle to marry me, the youth cried. But Im a poor man and have no gift to bring her. Well, Im a poor man too, Mr. Straw said. I have nothing valuable, but if you want to give her this rose, you are welcome to it. The youth perked up when he saw the splendid rose.

Please take these three oranges in return, he said. Its all I have to offer. So Mr. Straw set off again, carrying three plump, juicy oranges. Soon he met a peddler pulling a little cart. " Can you help me? the peddler panted. I've been pulling this cart all day, and Im so thirsty Im going to faint! I need a drink of water. Im afraid there are no wells nearby, Mr. Straw said, but you can have these oranges and drink the juice. The peddler was so grateful he reached into his cart and pulled out his finest roll of silk. Youre very, very kind, he said. Please take this cloth in return. So Mr. Straw set off once again, this time with his silk under his arm. Before long, he met a princess in a golden carriage. She wore a worried look, but her face lit when she saw Mr. Straw. Where did you get that silk? she cried. Its just what Ive been looking for. Today is my fathers birthday, and I want to make him a new royal robe. Well, since its his birthday, youre welcome to have this silk, Mr. Straw said. The princess couldnt believe her luck. Youre very thoughtful and kind, she said with a smile. Please take this jewel in return. She rode away, leaving Mr. Straw holding a jewel that gleamed like the fire of the sun. Well, well, he told himself. I started with a worthless piece of straw, and suddenly I find I have a jewel. Something tells me this has gone far enough.

He took the jewel straight to a merchant and sold it. Then he took the money and bought a great rice field. He worked hard in his field, and every year it grew more and more rice, and before too long he was a rich man. But his wealth did not change him one bit. He always shared his rice with the hungry, and built a school for the village children, and helped anyone who needed a hand. And everyone said it all came from one little piece of straw, but Mr. Straw knew his luck really came from his kindness. William J. Bennett The Moral Compass New York, Simon &Schuster, 1995

ACTIVITY 1

Form Day Date Time Proficiency Level Subject Subtopic General Objective Learning Outcomes

: 4 IbnuSina : Wednesday : 19th June 2013 : 09.10am 10.30am / 80 minutes : Low : English : Mr.Straw : Students learn about the themes, settings, and the plots of the story. : By the end of the lesson, students are able to: 1) State one theme of the short story 2) Give at least two settings in the short story 3) Identify the plots of the short story 4) Understand moral values of the poem. : Kindness, helpful and being grateful. : Discussion, critical and creative thinking, lecture, using imagination to describe about the short story : 1. Blackboard 2. Handout - Notes

Noble Values Teaching Method(s)

Teaching Aids

Previous Knowledge References Teaching Content

: Students have learned about the synopsis of the story. : : 1. Lecture 2. Whole-class discussion

Content and Teaching Procedures:

Stage/Time

Content

Teaching/Learning Activities Teacher greets the students and shows concern about their well-being. Teacher shows some pieces of straw. Teacher triggers their memories and interest by telling them about Mr.Straw. Teacher introduces the lesson of the day.

Set Induction (5 minutes)

Greeting and introduction for the lesson.

Development 1 (20 minutes)

Exploring ideas, giving lecture

Teacher lists down elements of literature that students must be aware of which is the themes, settings and plots of the story. Teacher asks whether the students understand the meaning of each element. Teacher explains to the students.

Development 2 (20 minutes)

Identify the themes, giving lecture

Reading Skill

Teacher divides the class into 6 groups. Teacher distributes the extract sheet to the groups. The teacher instructs students to discuss and identify the themes based on the extract provided. The teacher provides the themes by writing them on the whiteboard.

Development 2 (20 minutes) Present a graphic representation of the plots

Teacher moves on to the next activity. Teacher maintains the students into the same groups. Teacher provides the group with materials. Teacher provides the plot randomly on the whiteboard for them to select Teacher asks the students to choose the various events of the plot. Teacher asks the students to present their findings to the class.

 Closure (5 minutes) Summary of the lesson

Teacher inquires over the activities done during the lesson. Both teacher and students summarize the lesson of the day together. Teacher bid farewell

Self-Reflection:

Supervisors Remarks:

ACTIVITY 2

Form Day Date Time Proficiency Level Subject Subtopic General Objective

: 4 IbnuSina : Friday : 21st June 2013 : 09.10am 10.30am / 80 minutes : Low : English : Mr. Straw : Students learn about the characters and characteristics and the moral values of the short story. : By the end of the lesson, students are able to: 1) Explain about the characters and their characteristic 2) Identify the possible moral values found in the text : Kindness, Humanity : Discussion, critical and creative thinking, lecture, : 1. Blackboard 2. Handout - Notes

Learning Outcomes

Noble Values Teaching Method(s) Teaching Aids

Previous Knowledge

: Students have learned about the themes and the plots of the short story : : 1. Lecture 2. Whole-class discussion

References Teaching Content

Content and Teaching Procedures: Stage/Time Content Set Induction (5 minutes) Greeting and introduction for the lesson. Teaching/Learning Activities Teacher greets the students and shows concern about their well-being. Teacher shows some pictures of the items that involve in the story.

Development 1 (20 minutes) Identify the relevant characteristics of the character

Teacher randomly puts some words on the board and asks the students to choose the characters in that short story. Teacher interprets the meaning of characters. Teacher provides one worksheet for each student. In pairs, teacher asks students to discuss and tick character traits that are relevant.

Development 2 (20 minutes)

Note-taking, lecturing Identify possible moral values

Teacher moves on to the next activity. Teacher explains what moral values are. Teacher gives example of a moral value in the short story. Teacher distributes four excerpts for each group. Teacher asks students to identify as many moral values from the four excerpts in the worksheet

Development 3 (20 minutes) Appreciate the characters and moral values.

Teacher reinforces the lesson by askingthe studentsto choose the best character in the story. Teacher asks the students to write a note of appreciation to the character. Teacher provides the sentence on the whiteboard. Teacher asks the students to read aloud their sentences.

Teacher inquires over the activities done during the lesson.

Closure (5 minutes)

Summary of the lesson

Both teacher and students summarize the lesson of the day together. Teacher bid farewell

Self-Reflection:

Supervisors Remarks:

LITERARY TEACHING MATERIALS

POEM: MOTHER TO SON

1.0 Introduction This lesson is designed for absolute beginner aged 13 till 14 years old. The class involves with 30 students in a rural area in Terengganu. The lesson uses the discussion method, critical and creative thinking and the lecture from the teacher. Reading and writing are included in this lesson but speaking skills are given the greatest emphasis. The grammar skill is integrated as well. The students will be taught about the themes and the plots of the story. By the end of the lesson, the students are expected to state at least one theme of the story and to identify the plots of the short story. 2.0 Selection and Summary of Literary Text Mother to Son, Langston Hughes puts forth both a moving inspirational speech from a mother to her progeny as well as an overall set of advice from an older generation of blacks to that of a younger generation. If ever there was a doubt, the mother in question is an extremely tough and perseverant. The set of stairs upon which the mother had to climb was splintered and torn apart, but she just kept trying. In the course of this treacherous climb, the mother has to destroy the innocence of her son and ensure that he knows the harsh reality of the world. This is a symbol for the experience of blacks in the United States. Though each new generation begins life with a false sense of security, the past generation needs to ensure that they know that though some parts of life have become slightly easier, overall the staircase is still perilous and full of holes. Unlike Theme for English B and other poems that more directly address the race issue, Mother to Son exhibits both colloquial diction as well as tone. The accents and contractions used within the poem are used by Hughes to convey the jive spoken by many urban blacks. Hughes is acting as a bard for the community, a common role for poets during the Harlem Renaissance. He takes a story from the community and shares its story in a colloquial story-telling manner (Roberts). There is both hope for the future as well as doubt of the alleviation of current hardship. The mother seems resigned to stay on the stair that is in horrible shape and also the son seems bound to follow her. The mother does not complain about the current hardship in her life and sets an example for those who are forced to work

through difficult situations and those people who just keep working even when life does not seem to improve. This poem also reflects Hughess Marxist sympathies because the continued hardship that the mother goes through, even while working hard, represents a failure of the capitalist system and the American dream. In the American dream people are supposed to be able to advance themselves to a decent level through continued hard work. The inability of the mother to accomplish this goal is a horrible result of the American dream gone wrong.

Mother to Son
Well, son, I'll tell you: Life for me ain't been no crystal stair. It's had tacks in it, And splinters, And boards torn up, And places with no carpet on the floor Bare. But all the time I'se been a-climbin' on, And reachin' landin's, And turnin' corners, And sometimes goin' in the dark Where there ain't been no light. So, boy, don't you turn back. Don't you set down on the steps. 'Cause you finds it's kinder hard. Don't you fall now For I'se still goin', honey, I'se still climbin', And life for me ain't been no crystal stair. Langston Hughes

ACTIVITY 1 Form Day Date Time Proficiency Level Subject Subtopic General Objective Learning Outcomes : : : : : : : : : 4 Ibnu Sina Monday 17th June 2013 07.50am 9.10am / 80 minutes Low English Poem Mother to Son Students are able to understand the meaning of the poem. By the end of the lesson, students are able to: 1) Interpret the meaning of each stanza 2) Complete the crossword puzzle 3) Get 5 correct answers for matching exercise Writing Reading, Speaking and Listening (30%) Cooperation, love nature, and responsible Lecturing, games and poem recitation 1. Dictionary 2. Crossword puzzle game 3. Handout - Notes In previous class, teacher asks the students to bring a dictionary for the next lesson. Anita Lim, Christine Khoo&Ainon Omar. 2009. FOCUS Ace PMR. PenerbitanPelangi: Johor

Language skill focus Integrated skills Noble Values Teaching Method(s) Teaching Aids

: : : : :

Previous Knowledge

References

Teaching Content

1. 2. 3. 4.

Find meaning of word Crossword puzzle game Poem recitation Lecturing

Content and Teaching Procedure: Stage/Time Content Set Induction (5 minutes) Greeting and introduction for the lesson. Development 1 (20 minutes) Looking up word in dictionary, poem recital Teaching/Learning Activities Teacher greets the students and shows concern about their well-being. Teacher shows some pictures of the mothers love. Teacher asks some questions about the picture to the students. Teacher introduces lesson of the day.

Teacher divides the students into three groups. Teacher asks the students to recite aloud the poem a group per stanza. After students have recited the poem, the teacher demonstrates how to recite a poem correctly. After poem recital, teacher asks the students to find meaning of some words in the stanza using a dictionary. Teacher distributes a handout to the students. Teacher checks the answer together with the students.

Development 2 (20 minutes) Note-taking, lecturing

Teacher moves on to the next activity. Teacher interprets the meaning of the poem by showing the students series of pictures on the slides. Teacher probe questions and expect the students to answer. Teacher clarifies any doubt raised by the students.

Development 3 minutes) Crossword puzzle game

Teacher reinforces the lesson by asking the students to complete a crossword puzzle. Teacher gives the instruction and gives times for them to complete the task. Teacher gives reinforcement by giving prizes for the fastest students who can finish the task.

 Closure (5 minutes) Summary of the lesson

Teacher inquires over the activities done during the lesson. Both teacher and students summarize the lesson of the day together. Teacher bid farewell

Self-Reflection:

Supervisors Remarks:

ACTIVITY 2

Form Day Date Time Proficiency Level Subject Subtopic General Objective

: 4 IbnuSina : Wednesday : June 2013 : 09.10am 10.30am / 80 minutes : Low : English : Mother to Son : Students learn about the themes, settings, moral values, tone, and literary devices. : By the end of the lesson, students are able to: 1) State one theme of the poem 2) Give at least two setting in the poem 3) Identify at least two literary devices that can be found in the poem 4) Understand moral values of the poem. : Love the nature and appreciate life : Discussion, critical and creative thinking, lecture, using imagination to describe about the poem : 1. Blackboard 2. Handout - Notes

Learning Outcomes

Noble Values Teaching Method(s)

Teaching Aids

Previous Knowledge References

: Students have learned about the meaning of each stanza. : Chieng, S, Sloan, S &Foong, A. 2010. A collection of poems, short stories and drama. Myteach: Cyberjaya.

Teaching Content

1. Lecture 2. Whole-class discussion

Content and Teaching Procedures: Stage/Time Content Set Induction (5 minutes) Greeting and introduction for the lesson. Development 1 (5 minutes) Exploring ideas, giving lecture Development 2 (25 minutes) Elaboration on points, giving lecture Teaching/Learning Activities Teacher greets the students and shows concern about their well-being. Teacher asks the students whether they still remember about previous lesson. Teacher introduces the lesson of the day.

Teacher lists down elements of literature that students must be aware of which is the theme, setting, literary device, tone and moral value. Teacher asks whether the students understand the meaning of each element. Teacher explains to the students.

Teacher goes through the elements one by one. Teacher writes some notes on the blackboard and students copy it in their exercise books. Teacher explains more on the notes. Teacher clarifies any doubt before summarizing the lesson.

Closure (5 minutes) Summary of the lesson

Teacher inquires over the activities done during the lesson. Both teacher and students summarize the lesson of the day together. Teacher bid farewell

Self-Reflection:

Supervisors Remarks:

LITERARY TEACHING MATERIALS

SHORT STORY: ONE HUNDRED DOLLARS

1.0 Introduction This lesson is designed for absolute beginner aged 13 till 14 years old. The class involves with 30 students in a rural area in Terengganu. The lesson uses the discussion method, critical and creative thinking and the lecture from the teacher. Reading and writing are included in this lesson but speaking skills are given the greatest emphasis. The grammar skill is integrated as well. The students will be taught about the themes and the plots of the story. By the end of the lesson, the students are expected to state at least one theme of the story and to identify the plots of the short story. 2.0 Selection and Summary of Literary Text One Hundred Dollars short story is about a homeless man, who also a poor and an live in his life gambling. Hif life is always hard. He always talking to himself if he sees a hundred dollars, he plans to do lot of things such as he wants to buy new socks and get a haircut. Suddenly, saw one hundred dollars when he was walking. He was so happy and he felt that his plans about to buy new things have become a true. However, he realized that the money was not belonged to him. So he decided to give it to police station.

ONE HUNDRED DOLLARS

Leonard James is a homeless man. For him, life is always hard. He is always hungry. His shoes have holes in them. He needs a haircut. His clothes are old and dirty What I would do with one hundred dollars! Leonard says. This is a game he likes to play with himself to take his mind off things. He is walking down the street on a Thursday night. The winter air is cold on his face. If I had one hundred dollars, I could buy new socks, he says. He continues to walk down the street. If I had one hundred dollars, I could get a haircut, he says. He continues to walk down the street. If I had one hundred dollars, I could buy new pants, he says. He continues to walk down the street. If I had one hundred dollars, I could get a hamburger, he says. His stomach rumbles at the thought. If I had. Leonard looks down at the sidewalk. He cannot believe what he sees! Someone has lost his wallet. Leonard picks it up. Inside are five twenty-dollar bills. One hundred dollars! Leonard says. He is very excited. Now I can buy everything I want! Then Leonard begins to think. But this is not my money, he says. Leonard goes to the police station. He gives a police officer the wallet and money. Thank you, says the police officer. You are a very honest man. Leonard smiles. He turns around and begins to leave the police station. Hold on, the police officer says. He reaches in his own pocket and gives Leonard ten dollars. Get yourself something to eat.

ACTIVITY 1

Form Day Date Time Proficiency Level Subject Subtopic General Objective

: 4 IbnuSina : Friday : 21st June 2013 : 09.10am 10.30am / 80 minutes : Low : English : One Hundred Dollars : Students learn about the characters and characteristics and the moral values of the short story. : By the end of the lesson, students will be able to: 1) Sequence the events of the story 2) Understand and identify about the characters and their characteristic

Learning Outcomes

Noble Values Teaching Method(s) Teaching Aids

: Honesty : Discussion, critical thinking and lecture, : 1) White Board 2) LCD 3) Handout - Notes

Previous Knowledge

: Students have learned about the themes and the plots of the short story : : 1) Lecture 2) Whole-class activities and discussion

References Teaching Content

Content and Teaching Procedures: Stage/Time Content Set Induction (5 minutes) Introduction for the lesson. Teaching/Learning Activities Teacher greets the students and shows concern about their well-being. Teacher brings RM100 to class and show to the students. Teacher asks students respond about the RM100. Teacher relates the RM100 with the teaching and learning today.

Development 1 (20 minutes)

Briefly explanation about the synopsis of the story

Teacher assigns the students to sit in a group of six. Teacher prepares slides of the short story and show to the students by using the LCD. Teacher read the passage loudly and the students are asked to read the sentences together. Teacher distributes handouts where students are asked to fill in the blanks based on the synopsis of the short story.

1. Development 2 (20 minutes) Identify the characteristics of the character Teacher interprets the meaning of characters. Teacher provides a picture of the character in the story, Leonard James and patches it on the white board. Teacher asks the students to match the characteristic of the character by using flash cards where it consisted of characteristics. In pairs, teacher asks students to discuss the characteristic which is related to them.

Development 3 3. minutes) Understanding the synopsis and appreciate the characters

Teacher recaps the lesson by asking the students to briefly retell about the story. Teacher asks the students to write the words which they understand from the story. From the words written, teacher use it and

make sentences. Teacher asks the students to read aloud their sentences.

Closure (5 minutes)

Summary of the lesson

Teacher inquires over the activities done during the lesson. Both teacher and students summarize the lesson of the day together. Teacher bid farewell

Self-Reflection:

Supervisors Remarks:

ACTIVITY 2

Form Day Date Time Proficiency Level Subject Subtopic General Objective Learning Outcomes

: 4 IbnuSina : Wednesday : 19th June 2013 : 09.10am 10.30am / 80 minutes : Low : English : One Hundred Dollars : Students learn about the plots of the story and grammar lesson. : At the end of the lesson, students will be able to: 3) Analyze the development of the plots in the short story. 4) Help the students to use the language effectively.

Noble Values Teaching Method(s)

: Honesty : Lecture, using prediction to describe about the plots, thinking skills and discussion : 3. Blackboard 4. LCD 5. Handout - Exercise

Teaching Aids

Previous Knowledge

: Students have learned about the synopsis and characteristic of the character in the story previously. : : 3. Lecture 4. Whole-class activities and discussion

References Teaching Content

Content and Teaching Procedures: Stage/Time Content Set Induction (5 minutes) Introduction of the lesson Teaching/Learning Activities Teacher greets the students and starts the lesson. Teacher asks the students several questions which is related to the previous lesson, One Hundred Dollars Teacher revises the previous lesson which discussed about the synopsis and the characteristic. Teacher introduces the lesson by telling them about the purposes of the lesson.

Development 1 (20 minutes) Exploring and explaining about the task

Teacher explains about the development of the plots in the short story. Teacher asks whether the students understand the meaning of each part. Teacher prepares handout for the students and the students need to write all the development of plots in the story

Development 2 (20 minutes)

Discussion on the sequence events and lecture

Teacher provides handouts for the students. Teacher divides the group in a group of 5. Teacher distributes the handouts to the groups. The teacher instructs students to discuss and sequence the important event provided. The teacher asks their responds and feedbacks.

Development 2 (20 minutes)

Learning grammar in a short story

Teacher moves on to the next activity. Teacher maintains the students into the same groups. Teacher provides the group with handouts. Teacher asks the students to find verbs and nouns in the sentences provided and group them appropriately. Teacher asks the students to present their findings to the class.

 Closure (5 minutes) Summary of the lesson Self-Reflection:

Teacher inquires over the activities done during the lesson. Both teacher and students summarize the lesson of the day together. Teacher bid farewell.

Supervisors Remarks:

QUESTIONNAIRES SECTION A: BACKGROUND INFORMATION 1. Form : 4 ______________________ 2. Gender (please circle) : Male / Female 3. Ethnicity (please circle) : Malay / Chinese / Indian / Others 4. Grade scored in English in the PMR examination (please circle) : A / B / C / D / E 5. Is reading in English a daily practice to you? (please circle) : Yes / No 6. My current exposure to English includes by way of (please thick where relevant) : a. Radio b. Television c. Internet d. Interaction with friends e. Daily use at home

7. I rate my understanding in literature as (please circle) : Poor / Average / Good / Excellent 8. My favourite literature genre is (Please indicate the degree to which each genre applies to the degree to which each genre applies to you by stating in the box provided) : 1 2 3 4 Most Liked Like Strongly Dislike Dislike

a. Poems b. Short Stories c. Novels

Read each statement carefully. Then, please mark from 1 to 4 whether you agree or disagree with the following statements.

PERCEPTIONS 1 Strongly Agree I like reading literary texts I find learning literature is very interesting It is time consuming to read literary texts I enjoy learning literature in the school During English classes, I become completely bored Students need to be good in learning literature to improve their language skills Literature can help me improve my reading skills Literature can help me improve my speaking skills Literature can help me improve my writing skills Literature can help me improve my grammar Literature can help me improve my vocabulary I can learn Literature on my own Literature activities provide an interesting and enjoyable session I learn English in order to improve my English language skills Learning literature is a waste of time Its hard to learn literature Literature is important for my English achievement 2 Agree 3 Disagree 4 Strongly Disagree

INTERVIEW NAME OF INTERVIEWEE : DATE OF INTERVIEW: VENUE OF INTERVIEW: START TIME: END TIME: OPENING STATEMENT 1. Greet the interviewee 2. State objectives of research 3. Explain the manner in which interview will be conducted. Ensure interviewee of confidentiality. INTERVIEW QUESTIONS 1. Is Literature difficult for you to understand? Why? 2. In your opinion, is Literature helps you to improve learning English subject in the school? 3. How can Literature be made more interesting for students in learning English subject? 4. How would you describe your experience learning Literature during the class session? 5. Is there anything else you would like to share? CLOSING STATEMENT 1. Thank interviewee for taking part in the interview.