Assignment September 2013: Student'S Name Intan Nurbaizurra Binti Mohd Rosmi

ETL 531 TEACHING LITERATURE IN THE SECOND LANGUAGE CONTEXT
Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )

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1
STUDENTS NAME
INTAN NURBAIZURRA BINTI MOHD ROSMI
ASSIGNMENT
MATRIC NO.
E 30103110097
SEPTEMBER 2013
COURSE CODE
ACADEMIC FACILITATOR
ETL 531
PUAN LAILY BT ZAINAL
COURSE TITLE
TEACHING LITERATURE IN THE SECOND

LANGUAGE CONTEXT
PROGRAMME
BACHELOR OF EDUCATION
TABLE OF
CONTENTS
i.
THE ESSAY
ii.
THE LESSON PLAN
37
8 - 19

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iii.
REFERENCES
20
1.0 THE ESSAY

Literature in English should be Taught in the Primary School. Discuss.
1.1
Introduction
Literature in English should be Taught in the Primary School, from the statement I agree that the literature in English
should be start in primary school. Primary school was the base of educational level. Literature must be apply to primary school
because they should know how beautiful the language figure. Literature is a pleasure which arises not only from the things said, but
from the way in each they are said, and the pleasure is only given when the words are carefully or beautifully put together into
sentences (Stopford Brooke, 1992).

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The term and definition of literature must be clarified by teacher to their student. According to (Rosli 1992), the numerous
intricacies and potential pitfalls involved in providing a definition of literature may render the notion that it is not worth defining.
Traditionally, literature is defined by genre (novels, plays, short stories, poetry, essays), by modes of discourse (narrative, expository,
argumentative, descriptive), by time periods (Elizabethan, Restoration, Victorian, Twentieth Century), by nationality (British,
Canadian, American), or by quality (traditional, classics).
Now days, Malaysian has gone through the vast changes in difference fields since it attained its independence in 1957. Among
these changes there was implementation of policies related to educational syllabus and the medium of instruction where language was
used to impart knowledge. To face the challenge, ministry of education always finds out the way to improve and add on the best
syllabus in school. The country had inherited a divide and rule system from the colonial era where the schools in the past were set up
along the ethic lines and conducted in different languages (Darus, 2012).
Along the learning process teachers would expose students to different texts and contexts as literary texts are not only rich
resources for language learning, but more importantly, sites for the development of critical thinking skills. Students would also be able
to acquire the skill of expressing their understanding and views of issues and themes portrayed in literary texts from the dynamic
reading, thinking and interpreting process. With exposure to texts of various genres and cultural contexts, students would also learn
about intercultural engagement from literary texts that portray cultural and ideological differences. The integration of literature in
English as an integral part of language programmes is a long term commitment which primarily exploits the potential of literature for
educational enrichment (Rosli, 1992).
2.0
Creative Methodology Learning Literature in English

In the primary school, the teaching and learning of literature is merely to inculcate reading habits and hence no assessment is
conducted. This scenario in Malaysian schools reveals that literature is merely a component taught devoid of its aesthetic appreciation.
The skills in the syllabus emphasis critical and creative thinking skills, the examination dictates the teaching and learning

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methodology in the classroom. When this has been done the teaching and learning methodology will change thus ensuring the
4
sustainability of the teaching of literature as a standalone subject. In fact more research into the potential and possibilities of
literature learning was proposed to be a contributing condition that would support literature learning in the long term.
There was various ways to attract student in learning process. Immersion activities was very common in learning process
which is we immersing the students in a range of creative activities before reading the text. Means that, they are fully prepared, and
excited, about the reading journey ahead of them. Painting was the most increasing the excitement activity for student to understand
the education activity. Through music composition, a film project, in role drama or sculpture, the student have had a chance to share
vocabulary, ideas and concepts which gives their reading fresh meaning and purpose.
Reading literature must have the powerful way to grab the student attention in class. For example, the Malay story of Sang
Kancil dan Sang Buaya. This book is nicely illustrated for kids in pre-school. There are many colors and images in the books which
can attract the student to read. Every page is illustrated and easy to understand, its easily to bring student into the story. In primary
school level, teacher and parents should choose the best reading material such as the story deals with values of ordinary life, the
question of money, love, family and health. Student could explain during the literature activities with their own feelings and emotions
from the story and implement it with the real life.
Focus on strategies being the main things in successful each activities or project. One of the famous activities was drama
which to engage and inspire the students. The use of drama is such a powerful tool. Taking the lead from our drama specialist, all
teaching staff uses a range of techniques to promote the exploration of characters, situations and historical events. This process
expands the students imaginations, and provides them with the ideas they need to give their writing that extra spark and flair.
A smart teacher present successful student, from the statement shows that the most important in learning process was how
creative and proactive the teacher. Teacher must find out the best way to teach literature in primary school. They must create
something simple but its too special and creative which easy for student to understand. A teacher can make significant difference in
how a student is able to learn from and appreciate literature in a foreign language. When encouraging students to read literature we can

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start by assigning them fables, comic books or songs to read. It depends on a level of students when they are comfortable with one of
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those categories of writing it is time to move to a more complex level of the written word (Petra, 2011).
3.0
Positive Impact of Learning Literature in English

In primary school, while reading any authentic literature students are naturally taken to stories and get into the situation. Using
literature in classes can improve students reading comprehension skills. Students can learn about culture and social background of
main heroes in the book, so they can more understanding of historical events as well. Students need to feel that they can relate to what
they are reading. Reading literature promotes cultural understanding and awareness, trains mind and literature itself can be
memorized. Literature is open to interpretation. It can serve as a basis for authentic interaction between students. They will discuss
about the excitement of story among them. A teacher should enjoy the hunt for the knowledge and share the enjoyment (Petra, 2011).
Some students have opportunity to visit to selected countries which give them valuable experience in cultural, heritage and
traditional lifestyle, but some students are not. Even though, they not are there but they can learn and earn the experience through
reading story books, textbook and via media. Familiarity with culture symbols helps students to feel more confident and fluent. They
need to become aware of the lifestyles of people in the different culture. From the situation, I believe that student should start learn the
literature in primary school, this way to promote or introduce them about different cultures and lifestyle when learning the foreign
language. This situation needs involvement by parents to train the students instead of teacher.
4.0
Pros and Cons

There were lots of pros in learning literature in English; therefore it can increase knowledge and experience. The study of
literature is important because it was the most basic to improve reading and writing skills. When we able to used foreign language, it
will allow our interaction and communication in English. For example when I read Arnab dan Kura-kura and there was wonderful to
me when I told my student about the story using simple and easy English language. There was a lot of implicit meaning and

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experience from the story. Literature offers students the opportunity to discover, think, evaluate, and analyzed the world around them
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in border and more universal terms. Studying literature naturally lends them to involving those higher levels thinking in future.
Literature allows me and my student to talk to one another more empathetically and knowledgeably.
There were some cons in learning literature in English. Now days, Malaysian faces a number of challenges as far as the
teaching of literature in English is concern. Firstly, Malaysia should produce the most competent teachers to teach in English. To
provide the best competent teacher it was long term cycle of education. Secondly, what is the best approach to teach English to
multilingual students from different part of Malaysia. Thirdly, do we have enough competent teachers to teach literature in English
from the pre-school to year 6 for primary school. Fourthly, its going to be extreme for rural areas, many students lack the expose of
English language. There was limited communicative use of English. According to Darus 2009, these issues need to given serious
attention because whatever policies the government holds for the teaching of English in Malaysia, its successful will be
determined by the teachers in classroom.
5.0
Conclusion
As the conclusion, for the theoretical part there was written why to use literature in English, the creative methodology in
teaching literature and benefit of literature in English language in primary school. There are also described what considerations the
teachers need to make before starting with depicted the role of reading. Most of the suggested teaching strategies encourage the use of
small group work as research indicates that small group tasks provide opportunities for learners to comprehend, produce and negotiate
meaning, while increasing the quantity of talk by individual learners will improving the quality of student talk also allowing greater
potential for the individualization of instruction and promoting a positive affective climate which increasing student motivation.

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It is understood that most teachers would like to maintain the flexibility to select, adapt, and design the teaching materials and
activities for the classroom. Teachers are not expected to implement all the outlined teaching strategies in classroom, while they also
should clear the purpose, focused on strategies or projects and create the most creative immersion activities. Social skills can give
more beneficial through learning literature. In primary school, social skills will help student to be more interactive in their daily
routine either at school or their home. Students are able to relate to the characters in the stories and are able to connect to their own
lives. As a teacher I will continue to influence their behaviors in a positive way
From overall discussion, I totally agree for Literature in English Should be Taught in the Primary School. This is one of the best
ways to open Malaysians eye about the important of English in this era and how about others culture. Eventually Bahasa Melayu
(Malay) was declared as the sole of national language in 1967, but English also should be learning as well. Another positive thing
about this program was that more students started to read in English instead of their mother language. This is due to world educational
was in English meaning that to be the international professional we need to start from the beginning learning English. Primary school
is the best place to start teaching literature in English which they can learn a lot of new words, phrases, but also what was important
they learnt about foreign culture.
2.0
LESSON PLAN
Date
Class
Number of Pupils
: 28th October 2013

: Year 5
: 25 ( 5 Boys, 20 Girls)

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Time
: 8.40 am 9.40 am
Theme
: World of Knowledge
Topic
: Unit 6: Splashes of colours; Helping Hands
Main Skills
: Writing
Integrated Skills
Curriculum Specification
: Listening, Speaking and Reading.

:
2.3.1 Name and identify things

3.4.2 Read aloud sentences in text observing correct stress and intonation
4.3.2 Construct simple sentences and compound sentences.
Objectives
: By the end of the lesson, pupils will be able to:
i) Identify and state the names of colours at least 6 out of 10 colours correctly.
ii) Spell the names of the colours correctly at least 6 out of 10 colours correctly.
iii) Understand precisely of adjectives and identify the correct answers by fill in the blanks at least 5 out of
7 sentences correctly.
vi) create simple form using correct tenses at least 4 sentences out of 7 sentences given.
Previous Knowledge
: Pupils already know the colours of rainbow.
Language Input
: Simple WH - questions
Teaching Aids
: Colourful balloons, Graphic organizer, picture, worksheet, flashcards, text
book
Moral Values
: Being grateful, thankful, Unconditional Love, Kindness
Educational Emphasis /

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Thinking Skills
: Active Listening, Arranging, Classifying, Cooperative, Interaction,
Questioning, interpersonal,
Multiple Intelligences
intrapersonal.
: Bodily-kinesthetic, visual-spatial, interpersonal, intrapersonal, naturalistic,
verbal-linguistic
Stage /
Time
Set
Content
Teaching and Learning
Rationale
Remarks
Teacher plans a
Activities
1. Teacher gives several
1. To allow pupils to
Resources:
Induction
game for pupils.
balloons with different
enjoy games and
Balloons with
(5
(Speaking and
colours to pupils.
know the colours.
different colours.
minutes)
writing skill)
2. Teacher asks pupils to
(Red, purple,
move and find their friends
green, pink,
with the same colours of
spell colours
blue, brown)
balloons.
correctly
Multiple
3. Teacher asks pupils to
Intelligences:
spell and write their colours
Verbal-linguistic,
on the black board. If the
visual-spatial,
spelling of the words is
bodily-
wrong, the other groups can
kinesthetic
correct them.
4. Teacher introduces the
topic and writes on the

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blackboard.
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SPLASHES OF COLOURS
Presentati
Youtube A poem 1. Teacher shows a video clip
Resources:
on
about colours
talk and give ideas.
Text book
of A poem about colours.

2. Teacher talks about the
(Activity A page
(25
Talking point
poem with pupils.
2. To encourage
62, Activity B ,C,
minutes)
Group discussion
3. Teacher explains on how
pupils to identify
D, page63)
to create a simple poem
the adjectives
listening and
using an adjective.
correctly.
speaking skills)
4. Teacher refreshes the
Intelligences
pupils about adjectives.
Visual-spatial,
5. In small groups, pupils
verbal-linguistic,
identify the adjectives
interpersonal,
6. Teacher discusses the
intrapersonal,
answers with pupils.
naturalistic
(Reading,
Multiple
7. Pupils read the sample of

poem given by the teachers.
Moral Value:
8. Teacher checks on pupils
Gratitude,
pronunciation and intonation.

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Stage /
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Time
Production
(20
minutes)
Content
Teaching and Learning
Rationale
Remarks
Making sentences
Activities
1. Pupils write at least 10
To encourage pupils
Resources
(Writing skill)
names of the colours they
to write a simple
Worksheet, Text
have learned, teacher gives
and compound
book (Activity E
the names of the colours
sentences according page 63)
with a few missing letters.
to the questions
Let pupils fill in the missing
given.
CCTS:
letters.
Look for
(Appendix 4)
patterns
2. For advance and
Moral Value:
intermediate pupils, teacher
Co-operation,
encourages pupils to write
diligence
out simple poem based on

the colours they have learnt.
Multiple
4. For low pupils, teacher
Intelligence:
asks pupils to fill in the
Bodily-
blanks in the sentences
kinesthetic,
given.
interpersonal
(Appendix 5)
5. Teacher picks volunteer to
read the poem they have

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create.
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Closure
1. Songs
1. Teacher plays the song of
To reinforce pupils
Resources:
(10
2. Puzzle
colours and asks the pupils
understanding on
Worksheet
minutes)
3. Worksheet
to sing along.
the topic.
2. Teacher ask pupils to
Multiple
complete puzzle in activity D
Intelligence:
3. Teacher discusses the
Verbal-linguistic,
answer.
Visual-spatial
(Appendix 6)
3. Teacher asks pupils to do
CCTS:
homework in the textbook.
Predicting
Exercise A, C and F
4. Teacher will discuss the
answers on the next lesson
5. Teacher praises the pupils.

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2.1 THE APPENDICS

Activity B text book page 63
Look at the splashes of colours below. Identify and name the colours.
APPENDIX 1
1.
yellow
2.
white
3.
blue
4.
pink

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5.
purple
6.
brown
7.
black
8.
green
9.
red
10.
turquoise
11.
grey
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APPENDIX 2
Spelling game
1.
purple
2.
magenta
3.
turquoise
4.
beige
5.
orange
6.
grey
APPENDIX 3
10 names of colours (any 10)

1.
y_l_ _w

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2.
_e_
3.
_ur_ _e
4.
g_ _e_
5.
_r_ y
6.
b_ _c_k
7.
_i_k
8.
b_o_n
9.
_h_t e
10.
b_ _e
11.
_r_n_e
12.
b_i_e
13.
t_r_u_ _s_
14.
m_g_ _t_
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APPENDIX 4
SAMPLE OF POEM

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APPENDIX 5
COMPLETE THE PUZZLE BELOW.

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6
1
ACROSS
DOWN
1. The 2nd colour in the rainbow.
2. Colour found in our national flag
2. The sea is _______________.
3. We must ___________ the earth
5. The last colour in the rainbow.
6. ________ have a perfect colour

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2.2 REFLECTION
As teachers of English our main concern is to help learners acquire communicative competence. For this
reason we tend to focus on teaching standard forms of linguistic expression. Communicative competence
is more than acquiring mastery of structure and form. It also involves acquiring the ability to interpret
discourse in all its social and cultural contexts. For this reason, the use of literature in the classroom can
provide a powerful pedagogic tool in learners linguistic development. Literature in a language classroom
provides enough space for the learners to comment, justify and mirror themselves. Such a class can
enhance the critical thinking abilities of the learners and at the same time maintain a learner centre
environment. Thus, it gives the teacher an opportunity to open a broad context of language use for the
students. By using literary text the language class can turn out to be lively and motivating. Literary texts are a
rich source of classroom activities and can surely prove to be very motivating for learners. No wonder the use of literary pieces play a
significant role in English Language Teaching. Literature opens a new world to the students. It cultivates the critical abilities of the
students.

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The focus of literature teaching is to make the students comprehend the meaning that the author tries to express and explain at the
19
same time to expand their thinking and language abilities. Students can learn the four skills, namely reading, writing, speaking, and
listening and this can be learnt because of literary, cultural, higher-order thinking and motivational benefits. Through a piece of literary
work a learner can get the chance to learn vocabulary, discover question answers, evaluate evidence individually and in group
discussion, grow analytical power and learn many grammatical aspects.
The learners in my class are mix abilities class students. The class consists of 25 students, and I have
arranged the desks in U shape because I want to see them during our class time, and also it is easy to
have some group and pair works here. To make lessons more fun I find some additional listening materials
from online sources or websites such as YouTube, ESL websites, etc. I usually assign links to my students to
watch or listen to, and give some questions that I prepare so that they can practice their listening at home.
However, since English is not the first language at home, they do not have much possibility to practice
their speaking at home. For this, I try to give them communicative tasks that they can listen to at home
and communicate in class. Furthermore, in each class, we have projectors and computers for using
technology for the benefit of my students. That is why it is easy to apply the new technologies to my
classes. Briefly, since the curriculum not included the literature terms, I need to use some additional
materials for my students with the help of the technology in my classrooms.
The class went as I expected, even though I could not get the responses that I expect from the students in
my microteaching.
In other words, since the students a bit awkward and do not know much about
literature, they were somewhat surprised when they encountered with the integrating activities on
literature which is poem. This made me feel unconfident at the beginning although I gained my confidence

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back after interacting with them. At the beginning of the class, I felt anxious because felt that students
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cannot cope up with the activities that Ive planned. This made me feel anxious although I tried not to
seem anxious; however, through the end I got my confidence back. I especially liked the presentation of
the poem because the students had a lot of fun. One of them wanted to be famous A Samad Said, and his
imitating A Samad Said was fun and we as a whole class enjoyed the presentation part while listening to
student poem.
Moreover, the integrating lesson with literature have open my eyes that lesson could be much fun and
lively yet communicative approach succeed. I also gave
the students a voice in class while I was the
facilitator or a guide. Secondly, since I believe that the evaluation should be based on alternative
assessments in language classrooms, I applied such techniques as role play and discussion. Additionally, I
assert that communication and interaction among students should be encouraged, and I tried to create
interaction opportunities among students with the help of pair and group work activities. Also the material
was authentic and the atmosphere that I created was low filtered one so that students can focus on the
main issue.Lastly, after I watched my video taken during my microteaching, I realized that I was anxious
and I, myself, replied some of my questions to students at the comprehension questions part. Also from
my friends feedback, I realized that I could have asked some other eliciting questions for the role play
part. Some of my friends think that writing some of the vocabularies and idioms on the board and using
technology and visuals were good techniques of mine. Furthermore, I seemed confident most of the time
and I was organized and prepared. My friends think that students may get bored of such a long listening
passage and they suggest me to divide the listening passage into a few parts; however, in my teaching
context, students encounter listening passages just like this one and maybe longer ones at the exam. So I

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had to use a listening passage that is longer from one aspect or that is at a normal length when the
21
students level is considered. Another point is that I should have applied more error corrections after they
have finished their role play; however, I could not find enough time to do error correction because of time
limitation, so the lesson ended with their role plays and giving homework. Having such a chance as my
friends feedback and the video recording helped me a lot to see my weak and strong sides in teaching L2.
And also the idea of videotaping the micro teachings was a good idea because I believe that one can
criticize himself/herself if he/she watches the video without caring about the other peoples ideas even if
that person is sensitive to cultures and cannot accept criticism from other people.
In conclusion, there are many benefits to using literature in the ESL classroom. Apart from offering a
distinct literary world which can widen learners understanding of their own and other cultures, it can
create opportunities for personal expression as well as reinforce learners knowledge of lexical and
grammatical structure. Moreover, an integrated approach to the use of literature offers learners strategies
to analyse and interpret language in context in order to recognize not only how language is manipulated
but also why. An integrated approach to the use of literature in the language classroom offers foreign
language learners the opportunity to develop not only their linguistic and communicative skills but their
knowledge about language in all its discourse types. The use of literary texts in the language classroom
can be a potentially powerful pedagogic tool.
3.0 REFERENCE

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Anonymous, 2012. The Role of Literature in The Malaysian English Language Classroom. University Malaya, Malaysia.
Michael Lomonico. Why We Teach Literature (and How We Could Do It Better).
Petra Faktorov, 2011. Using Literature in English Lessons in The Basic School Recognizing Cultural Images and Symbols.
Masaryk University BRNO.
Rosli, 1991. Teaching Literature In ESL in a Malaysian Content. University of Nottingham. United Kingdom.
Saadiyah Darus, 2009. The Current Situation and Issue of The Teaching of English In Malaysia. Malaysia.
Stopford Augustus Brooke, 1992. The History of Early English. Macmillian and Co. page 2.

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ETL 531 TEACHING LITERATURE IN THE SECOND LANGUAGE CONTEXT

Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )

INTAN NURBAIZURRA BINTI MOHD ROSMI

TEACHING LITERATURE IN THE SECOND

THE LESSON PLAN

ETL 531 TEACHING LITERATURE IN THE SECOND LANGUAGE CONTEXT

ETL 531 TEACHING LITERATURE IN THE SECOND LANGUAGE CONTEXT

1.0 THE ESSAY

ETL 531 TEACHING LITERATURE IN THE SECOND LANGUAGE CONTEXT

ETL 531 TEACHING LITERATURE IN THE SECOND LANGUAGE CONTEXT

Creative Methodology Learning Literature in English

ETL 531 TEACHING LITERATURE IN THE SECOND LANGUAGE CONTEXT

ETL 531 TEACHING LITERATURE IN THE SECOND LANGUAGE CONTEXT

ETL 531 TEACHING LITERATURE IN THE SECOND LANGUAGE CONTEXT

ETL 531 TEACHING LITERATURE IN THE SECOND LANGUAGE CONTEXT

Positive Impact of Learning Literature in English

Pros and Cons

ETL 531 TEACHING LITERATURE IN THE SECOND LANGUAGE CONTEXT

ETL 531 TEACHING LITERATURE IN THE SECOND LANGUAGE CONTEXT

ETL 531 TEACHING LITERATURE IN THE SECOND LANGUAGE CONTEXT

ETL 531 TEACHING LITERATURE IN THE SECOND LANGUAGE CONTEXT

: 28th October 2013

ETL 531 TEACHING LITERATURE IN THE SECOND LANGUAGE CONTEXT

ETL 531 TEACHING LITERATURE IN THE SECOND LANGUAGE CONTEXT

: Unit 6: Splashes of colours; Helping Hands

: Listening, Speaking and Reading.

2.3.1 Name and identify things

: By the end of the lesson, pupils will be able to:

: Pupils already know the colours of rainbow.

: Colourful balloons, Graphic organizer, picture, worksheet, flashcards, text

: Being grateful, thankful, Unconditional Love, Kindness

ETL 531 TEACHING LITERATURE IN THE SECOND LANGUAGE CONTEXT

ETL 531 TEACHING LITERATURE IN THE SECOND LANGUAGE CONTEXT

: Active Listening, Arranging, Classifying, Cooperative, Interaction,

Teaching and Learning

game for pupils.

balloons with different

enjoy games and

know the colours.

2. Teacher asks pupils to

move and find their friends

with the same colours of

3. Teacher asks pupils to

spell and write their colours

on the black board. If the

spelling of the words is

wrong, the other groups can

ETL 531 TEACHING LITERATURE IN THE SECOND LANGUAGE CONTEXT

ETL 531 TEACHING LITERATURE IN THE SECOND LANGUAGE CONTEXT

Youtube A poem 1. Teacher shows a video clip

talk and give ideas.

of A poem about colours.

poem with pupils.

62, Activity B ,C,

3. Teacher explains on how

to create a simple poem

4. Teacher refreshes the

pupils about adjectives.

5. In small groups, pupils

identify the adjectives

6. Teacher discusses the

answers with pupils.