FACULTY:FACULTY OF EDUCATION AND LANGUAGES
SEMESTER / YEAR:SEMESTER JANUARY 2015
COURSE CODE:HBEL 3403TEACHING OF LITERATURE
MATRICULATION NO: 781117065006001IDENTITY CARD NO.:
781117065006TELEPHONE NO.: 019- 4355002E-MAIL :
[email protected] CENTRE: PERAK LEARNING CENTER
1. IntroductionLiterature is defined as pieces of writing that
are valued as works of art, especially novels, plays, and poems
(Oxford Advanced Learners Dictionary, 2005). For literature in
English, William Shakespeare is one of the famous writers who had
produced massive masterpieces. He had been widely regarded as the
greatest writer in the English language and the world's most
excellent dramatist (Greenblatt, 2005). Literature is also known as
the window of the world as it offers the learners or readers the
gist of ones culture, history, and traditions (Carter & Long,
1991)Literature in English has been implemented in the Malaysian
education system to improve students proficiency in the English
Language through the study of a set arranged literary text, as well
as contributing to personal development and character building
(Ministry of Education, 2000The claim "the study of literature is
fundamentally a study of language in operation" (Widdowson: 1971)
is based on the understanding that literature is an example of
language in use, and is a context for language use. Thus, studying
the language of literary texts as language in process is seen as
enhancing the learner's appreciation of aspects of the different
systems of language organisation (OSullivan, 1991). By the end of
the secondary school English Language program, students ought to
achieve the objectives set for them.
2. Literature in the Current CurriculumThe current curriculum
includes literature in English and Malay as elective subjects and
as components of the English and Malay language subjects.
Literature is also offered as an elective subject at the SPM and
STPM levels. The English Language syllabus has introduced Childrens
Contemporary Literature in Year 4, 5 and 6 in order to provide an
early beginning and a foundation in literature. Pupils will develop
an understanding of other societies, cultures, values and
traditions that will help them in their emotional and spiritual
growth. The implementation of KSSR has put more emphasis in
children literature. The standards for Language Arts in Year 1 and
Year 2 will explore the power of story, rhyme and song to activate
pupils imagination and interest, thus encouraging them to use
English language widely. The standards for Language Arts in Year 1,
Year 2and Year 3 for SJK will also explore the power of story,
rhyme and song to activate pupils imagination and interest, thus
encouraging them to use English language widely. In addition, the
Language Arts module also provides pupils an opportunity to
integrate experiment and apply what they have learnt in the other
modules in fun-filled, activity-based and meaningful experiences.
The value of incorporating literature in English in the Malaysian
Curriculum also includes the development and enhancement of the
basic language skills that are used in a literature in ESL Context.
One of the most important skills that can be developed in the study
of literature is reading. The process of reading literature
requires that a student engage with literary texts based on their
past experiences, knowledge and worldview. Reading literature is
crucially linked to the critical and creative thinking skills
(CCTS), an important set of skills that is the focus of the
teaching and learning objectives outlined in the Malaysian
Secondary Schools Syllabus. The development of CCTS skills in
students can be facilitated by the practice of making
interpretations in their reading of literary texts which are open
to various readings. 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.
3. Literature Teaching in Malaysia In 1979, the School Division,
MOE initiated the introduction of the English Language Reading
Programme (ELRP). It was devised to encourage good reading habits
amongst school children to improve their English proficiency.
Graded readers were selected by the Curriculum Development Centre
and provided to schools. However, according to Abu Samah (2008) due
to a shortage of staff and other administrative constraints, the
programme suffered from a lack of monitoring and training with the
result that the books were not properly utilised. After these
problems and the KBSR (Kurikulum Baru Sekolah Rendah) and KBSM
(Kurikulm Baru Sekolah Menengah) curriculum reform, the Class
Reader Project (CRP) was introduced in 1990. A compilation of
abridged literary texts were selected by a special committee at the
MOE, which stipulated that one of the five weekly English periods
should be devoted to the CRP. Despite the improved plan, the
success of this programme was very limited as it was not an
examined component of the curriculum. As a result, the MOE made the
bold decision to absorb the literature component directly into the
mainstream English language syllabus. The literature-in-English
component was introduced in March (2000) at Form One and Form Four
levels in every secondary school in Malaysia (Ministry of
Education, 2004:3). Developed in line with the Malaysian philosophy
of Education to produce holistically developed individuals, the
ministry hoped that through the literature component, students
would be able to get a firm groundingin the appreciation of
literature in English with its concern of humanity, values,
beliefs, and customs as well as its great tradition and heights of
imagination and creativity. (Ministry of Education, 2004:5)
Additionally, Hajjah Noor Baba, a spokesperson from the Ministry of
Education in Malaysia, in her Keynote address at the Malaysia
English Language Teaching Association (MELTA) 2005 stated that the
ministry had made provision for the study of English literature as
a stand-alone subject, not integrated into the English Language
syllabus. She further affirmed that English Literature too had
evolved and new directions in the approach to English Literature
had been designed, as she further describes: .....especially in the
shift from classics to contemporary works by both native and
non-native writers from all over the world thus resulting in a
change of labelling from English Literature to literature in
English. Another significant change is the inclusion of more genres
at the SPM level, where instruction is not restricted to the study
of novels and plays alone, a practice which was prevalent before
the late 1990s. Students of literature today are exposed to short
stories, poems, novels, and plays. (Baba,2005:90-96). However, the
aim to make English literature a stand-alone subject at secondary
level has not materialised as it is still a component of the
English Language curriculum from Form 1 to Form 5. Baba (2005)
highlights some critical issues concerning, for instance, the
teaching and learning of literature in Malaysia which displays a
mismatch between study demands and teacher supply. She further
explains that teachers who are qualified to teach literature are
sent to places where literature is not in high demand or schools
where literature is a popular subject but short of qualified staff.
Another concern, Baba added, is teacher competence. Although the
intake for language teachers is high, this does not necessarily
mean that they are all capable of teaching English literature. Baba
sums up; trainee teachers now are the 16 product of the fully
implemented Malay or Bahasa Melayu curriculum. The criterion for
what is to be taught is an ongoing issue, and how literature should
be taught is another, which brings the issue of materials or text
selection. The question is what should be the basis of the text
selection and the genre of texts? Are texts written by native
speakers superior to those written by non-native speakers and they
are culturally suitable for Malaysian learners? These are some of
the issues that are surrounding the literature teaching realm in
the Malaysian setting.
4. The Benefits of Teaching Literature in the ClassroomApart
from that, teachers should have discovered the benefit of teaching
literature in ESL classroom. According to Dr. Ganakumaran
Subramaniam, a president of Malaysian English Language Teaching
Association (MELTA), literature is introduced into syllabus for
plentiful purposes. Literature is hoped to be able to (1) provide
rich and diverse exposure to language, (2) improve vocabulary,
syntax, and structure, (3) develop perception and interpretation
skills,(4) develop comprehension and motivation. As stated in the
Curriculum Specification (also known as Huraian Sukatan Pelajaran
Bersepadu Sekolah Menengah), the study of literary texts is meant
to inculcate values and broaden learners outlook. All the
objectives mentioned can be related to literature component that
existing English Syllabus.There are three core areas that
literature can help a language learner. The first aspect is
literature assist learners language development. According to Fook
and Sidhu, (2010), a literature-enriched curriculum not only helps
learners improve their reading and writing skills but more
importantly helps them internalize grammar and vocabulary.
Sidhu(2003) and Savvidou (2004) add that the study of literature
unconsciously enhances students overall linguistic competence
including their knowledge of syntax, morphology, semantics and
phonetics. Himanolu (2005) stated that, literature provides
learners with a wide range of individual lexical or syntactic
items. Students become familiar with many features of the written
language, reading a substantial and contextualized body of text. As
stated by Davis et al (1992), literary style and structure pose a
problem for students in trying to comprehend literary texts,
therefore, it somehow contributes to students attitude towards
literature learning. For instance, poems are identically disliked
as it contains numbers of figurative language and images which
students fail to interpret (Wan Kamariah, 2009). In order to make
literature as the prominent role in enhancing English language,
teachers should be able to change this hindrance into attraction.
Literature also enhances ESL students knowledge about society. In
the literary texts prepared, students are exposed with various
cultures from different countries. As stated by Kow (2002) noted
that children's books are multifunctional. They help students to
expand their imagination, apart from literacy. Literature helps
students to cope with problems be they social, cultural, racial or
problems that crop up in dealing with life in the real world. It
also helps to inculcate specific social attitudes that are thought
to be acceptable in their community. In fact, one of the advantages
of using literature is that it can serve as a medium to transmit
the culture of the people who speak the language in which it is
written. According to Norliana Ghani (2009), students prefer books
or texts that discuss the issues of youth, relationship, and social
changes. These texts or stories are usually have clear language,
good organization of the plot, and thought provoking. This is the
reason why in literature class, students are encouraged to have
discussions or presentations of their opinions which indirectly
promote critical thinking. Critical thinking is very useful when it
comes to problem solving as one has to weigh before making any
decisions.
5. Issues in the Teaching and Learning of Literature in
MalaysiaThe Ministry of Education embarked on a policy shift in
2000 with the incorporation of literature in English language
lessons in schools. It was stipulated that one of the five English
periods in schools be allocated for the literature component.
Following this move, literary texts of various genres were
introduced in schools from Form One to Form Five. The selected
texts were written by both English and Asian writers. The aim of
learning these literary texts is to enhance students proficiency
level of English, contribute to students personal development and
character building and widen their outlook of the world through
reading about other cultures and world views (Ganakumaran 2003).
The implementation of this policy has varied repercussions, both
positive and negative. In a study of the incorporation of the
literature component in schools Ganakumaran (2003) states there are
a number of challenges and implications especially in the selection
of appropriate texts. He suggests that the text chosen must be both
readable and accessible to pupils. It is also important to maintain
a consistency in the themes of the language proficiency aspect and
the theme of the literature component (Ganakumaran, Shahizah &
Koo, 2003). He also believes that another aspect of readability
should be seen from the perspective of culture. The texts are
selected from both local and foreign ones. For instance, the poem
Lifes Brief Candle by Shakespeare or the novel Dr. Jekyll and Mr.
Hyde by R.L. Stevenson used in the lower secondary syllabus is both
geographically and historically distant to the Malaysian student.
In fact, some of the cultural information in some of the texts is
obsolete even in the countries of origin (Ganakumaran, Shahizah
& Koo 2003). Vethamani, M.E. (2004) says the literature
component implemented in the schools has a strong bias for texts
from the British and American literary traditions. Not denying that
these two traditions have a canon of literary works, there is also
a need to acknowledge the emerging trend of local literary works in
English or translated into English from Malay and should be
considered for use in schools. In addition, the status of English
in Malaysia as a second language or sometimes to that of a foreign
language has resulted in English being used minimally in
communication. Therefore students have little interest in the
culture of the target language.
Incorporating Malaysian literature in English would offer a more
familiar setting and cultural elements. It could encourage students
to enjoy the literary texts as they would be able to identify with
the local characters and issues (Vethamani, M.E. 2004). The
relation between student and text is an important element in
determining the choice of suitable texts for use in the classroom,
even in the context of the teaching and learning of English in the
first language. According to Blocksidge (2000) it is not a simple
task of listing those texts which will always do well in the
classroom, but they must also be able to portray the intellectual,
cultural and emotional assumptions. Texts should have a public
theme and also within the grasp of students and similarly they are
capable of extending the students moral, social and emotional
understanding (Haddon 2000). A study conducted by Norton (1995) in
the teaching of literature in Swedish Upper Secondary schools shows
that the pupils find reading in English as a foreign language
difficult than reading in their mother tongue, prefers texts that
are amusing, thrilling and not too demanding. Norton states the
problems teachers face in teaching literary texts, especially in a
foreign language context is the choice of texts. The texts must
enable pleasant reading by being on the appropriate level for
students that is the linguistic or vocabulary-wise level and on the
intellectually or content- wise level (Norton 1995). Literary
appreciation is the true key to understanding and enjoyment of a
work of literature (Gwin, 1990). This level of literary
appreciation can result only from reading texts that have a genuine
and meaningful impact on the individual (Keshta 2000; Ballentine
& Hill, 2000). Consequently, to achieve this level, careful
consideration must be given to selection of texts for use in the
literature classroom. This is because the key to success in using
literature in ESL classrooms depends primarily on the texts
selected. A research conducted by Che Ton Mahmud (2005) on rural
secondary school students reveal that if the aim of the literature
component in the English language syllabus is to be achieved, the
text used needed due consideration. In the context of the Malaysian
rural classrooms, texts selected should trigger the students
schemata so as to provide a genuine platform for students and
teacher interaction, and reader-text interactive processes to take
place. Localized literature should be favoured but specific related
themes should take priority. Results of the research reveal that
texts used should relate to the students life experiences, activate
their prior knowledge and convey a message. The titles selected
should trigger and maintain students interest and should be able to
provide avenues for spontaneous students responses and
involvement.
6. Selection of MaterialsOne of the most important
considerations in the issue of text selection is the source of the
selected texts. Literary texts of a wide range of cultural settings
should be selected. Local and more recent and new writings should
be given prominence over canonical texts. Local texts should be
emphasised more as they are more accessible to students compared to
foreign texts. Research or a needs-analysis on students reading
preferences is an important means of a student-oriented text
selection. In terms of genre, text selection should be based on
multiple genres as well as multimodal texts. The general consensus
was that poems, short stories and graphic novels were thought to be
genres that would have popular appeal amongst Malaysian learners.
It was also suggested that teaching all these texts should also be
based on multimodal techniques.Literary texts are usually difficult
for both the students and teachers to select. In this respect
teachers should be wary about such factors as the learners language
proficiency, age, gender, and background knowledge so that children
or young adults are exposed to certain types of literary texts in
comparison to the adult learners. The learners gender and
background knowledge likewise should come under close scrutiny when
it comes to selecting the materials. Also factors related to the
text itself should also be considered. Considering all the
aforesaid problems built-in literary texts, Carter & Long
(1991) argue that these problems can be overcome by selecting an
appropriate text for an appropriate group of language learners.
7. Justification of Two Poems.
To make my point more clearly, I have choose two poems from Year
4 and Form 5. In these poems there are some words that in my
opinion do not suit our Malaysian background and it beyond the
reach of our students knowledge. For example in the poem entitled
Holidays Memories. There are some words; I am quite sure, any
Malaysian students are not familiar or understand it at all. The
first word is Timbuktu. Timbuktuis a city in theWest Africannation
ofMali situated 20km (12mi) north of theRiver Niger on the southern
edge of the Sahara Dessert. As a teacher, I know where Timbuktu is
but to explain it to the students (who have never been to West
African!) maybe the teacher need to put up a world map to show the
place before they read the poem.Then, I floated on a
moonbeam...What is a moonbeam? I have no idea! I gossiped to a
parrot, travelling to Mars... I know the students know a parrot as
a beautiful blue, red, and yellow bird but a parrot travelling to
Mars? It is real? More questions will be ask from the students and
more difficult for me to explain it. Then, there is a line; I drove
a greyhound bus...which makes me think, what is the meaning of a
greyhound bus? And it getting worse when this line showed up; I
heard a mermaid sing...Is a mermaid existing in this world? I know
my pupils will say that they knew mermaid from the cartoon: The
Little Mermaid, but still it is a fairy tale creature and does not
exist at all.
Theres Been a Death in the Opposite House.
Theres been a death in the opposite houseAs lately as todayI
know it by the numb lookSuch houses have always
The neighbours rustle in and outThe doctor drives awayA window
opens like a podAbrupt, mechanically
Somebody flings a mattress outThe children hurry byThey wonder
if it died on thatI used to when a boy
The minister goes stiffly inAs is the house were hisAnd he owned
all the mourners nowAnd little boys besides
And when the milliner and the manOf the appalling tradeTo take
the measure of the houseTherell be that dark parade
Of tassels and of coaches soon,Its easy as a signThe intuition
of the newsIn just a country town
- Emily Elizabeth Dickinson
A window opens like a podAbrupt, mechanically
How does the window open like a pod? What is a pod? And how does
it open mechanically? These are maybe the questions from the
students whether the weaker one or the good one. Somebody flings a
mattress out
.This is quite confusing. Why a person flings or throws a
mattress out from the house? What is the meaning of the line? In
Malaysian cultural, there are no such things as throwing mattress
when someone died.
The minister goes stiffly in...What comes to my mind is
wondering who this minister is? Who is the minister referring to in
Malaysian context? Is it similar to the Imam? If I am asking such
question, imagine the students understanding toward it.
And when the milliner and the manOf the appalling tradeTo take
the measure of the houseTherell be that dark parade
What is the milliner doing there? Who is the milliner referring
to in Malaysian context? The man of the appalling trade, is he the
one going to do the things needed before burial? Im not sure of
what they might be though in the Islam or other religion. Why is he
going to measure the house? What is the parade for?Of tassels and
of coaches soon,Its easy as a sign
And, finally, what are tassels going to do in the dark parade?
Are they those, as I remember, hung to the coaches?
8. The FindingsUnderstanding the text is a problem for very weak
students. They cannot understand the text if they cannot understand
the sentences. The sentences do not make sense when the meanings of
the specific words are not known. For such students, English is not
second language but a foreign language. Thus, the literature text
is beyond their ability to comprehend and in a regular English
lesson. This is due to the figurative languages used such as
idioms, metaphors, similes, symbolism and such. Most of the
students thought that background information concerning a text such
as the authors life or the setting was vital to understanding a
text. I agreed that background information would make it easier for
students to comprehend a text. Language problems included
unfamiliar words, phrases as well as archaic language used in
poems. Language problem was especially time consuming as students
had to constantly refer to dictionaries for meanings of words, get
help from siblings or relatives or seek explanation from their
teachers. Another problem faced by the students was in
understanding the real meaning or the message of the texts. The
students agreed that although they could understand the literal
meanings of texts, they had problems figuring out the underlying
meanings. Not surprisingly, teachers spent a lot of time discussing
plot, characters, themes, setting and moral values of the texts in
class.
9. ConclusionA way to motivate students to read literature is
through better text selection. The most important criterion in text
selection is probably students interest. This does not mean that
the texts have to be about teenagers issues only. Students response
suggested that they would like to read about adventure, mysteries
and life experience. As students come from different background,
interest and abilities, the best option is to choose texts which
vary in terms of genres, topics and language level. More
contemporary poems can be included in the text selection and for
novels, it is better if more choices are provided and students are
allowed to choose those which suits their interest and language
level. Teachers play a big role in students education. Not only do
they impart knowledge to students but they also help shape students
attitudes towards education, school and more specifically, the
subjects that they teach.
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