7 zahuren abdul kadir

8/13/2019 7 Zahuren Abdul Kadir

1/13

AN INVESTIGATION INTO THE EFFECT OF GRAPHIC AND LINEAR TEXT FORMS ON

STUDENT UNDERSTANDING OF THE LITERATURE IN ENGLISH COMPONENT TEXT

Zahuren binti Abdul Kadir

Sekolah Menengah Sains Tuanku Munawir,

Jalan Sikamat, 70400, Seremban,

Negeri Sembilan Darul Khusus

ahuren!"ahoo#$om

Abstract : Since the implementation of English Literature Component to Malaysian students in 2001, the

short story has been introduced in the form of linear tet! Some students find it difficult to understand the

story because of the limitation in "ocabulary! Some students also find it boring to read a short story in a

linear tet because they do not understand the story! #he failure of understanding the short story might be

contributed by the lac$ of cultural $no%ledge of the short story and also the language used, %hich is the

English Language that is the second language in Malaysia! #his research %as done among sity form &

science stream, male students in Se$olah Menengah Sains #uan$u Muna%ir! #he students %ere di"ided

into t%o groups %hereby one group read the linear tet of the short story #he Lotus Eater and the other

half read the graphic tet of the same short story! After that, they %ere gi"en a set of 'uestion that %as set

based on the #aonomy (loom! #he results sho% that o"erall, those %ho read the linear tet of the short

story could perform better %hen ans%ering the 'uestion! #he higher le"els of the taonomy %hich %ere

synthesis and e"aluation %ere also dominated by those %ho read the linear tet!

BIODATA

Zahuren bt Abdul Kadir is an %nglish &anguage tea$her in Sekolah Menengah Sains Seremban# She has

been tea$hing the same s$hool sin$e the 'ounding o' the s$hool in (00(# )re*iousl", she taught in Sekolah

Menengah Sains Miri, Sarawak# +urrentl", she is tea$hing the orm 4 and orm - students# .er /roe$t

/a/er entitled 1eb 2ase 3nstru$tion Theor" and A//li$ation 3n %nglish &iterature has been /ublished b"

2ahagian Teknologi )endidikan under the $olle$tion o' book entitled Teknologi Maklumat danKomunikasi Dalam )engaaran dan )embelaaran# The /roe$t /a/er was also /resented in a seminar

entitled %du$ation Te$hnolog" in (007#
mailto:[email protected]:[email protected]


2/13

INTRODUCTION

This resear$h is done to stud" the attitude o' s$ien$e students towards the use5using6 o'

gra/hi$ tets in %nglish &anguage &iterature +om/onent $lass# 1hen we talk about literature, it

is usuall" in the 'orm o' $on*entional tets# 3t has alwa"s been like that sin$e literature was

introdu$ed to the Mala"sian students# Se$ond &anguage students 'ind it di''i$ult to understand

literar" tet be$ause the" do not ha*e the $ultural and language $om/eten$e# This stud" attem/ts

to in*estigate what is the *alue and use'ulness o' using gra/hi$ tets in enhan$ing the

understanding o' learners# This stud" will also identi'" what is the limitation o' using the gra/hi$

'orms i' there is an"# .owe*er, this stud" is onl" limited to male students and it ma" not

re/resent the 'emale students#

BACKGROUND OF THE STUDY

%nglish was used during the $olonial /eriod as a language o' go*ernment, administration

and $ommer$e# 3t was the language o' /ower 58anakumaran, (0096# A'ter inde/enden$e, %nglish

lost its /osition as 2ahasa Mela"u re/la$ed it in almost e*er" 'ormal as/e$t# rom :;70, %nglish

was /hased out as a medium o' instru$tion in all /ubli$ s$hools# 2" the earl" :;*er the "ears, %nglish language has be$ome im/ortant in Mala"sia# Sin$e the

im/lementation o' the %du$ation %na$tment 2ill in :;7:, the %nglish language in Mala"sia has

undergone a lot o' trans'ormation# As noted, %nglish language remained as the medium o'

instru$tion in se$ondar" s$hools until :;7;# The language $on*ersion /rogramme was $om/leted

in :;


3/13

3n the "ear (00:, literature was in$luded as a tested $om/onent in the Mala"sian

se$ondar" s$hool %S& s"llabus# The short stories used were The &otus %ater b" 1illiam

Sommerset Maugham, The Ne$kla$e b" 8u" de Mau/assant, The Sound Ma$hine b" ?oald

Dahl, &ooking 'or a ?ain 8od b" 2essie .ead and The Dro*er=s 1i'e b" .enr" &awson# Along

with these 'i*e short stories were si /oems#

Starting (0:0, the 'orm 'our students are using the new s"llabus 'or %nglish &iterature

+om/onent whereb" two short stories are introdu$ed to re/la$e the old tets# The two short

stories are The Ne$kla$e and The ruit$ake S/e$ial# Along with these two short stories are two

/oems#

PURPOSE OF STUDY

This resear$h is $arried out to see and identi'" the attitude o' s$ien$e students towards the

use o' gra/hi$ tet and linear tet in literature $om/onent# This resear$h is also to identi'" the

relationshi/ between the use o' gra/hi$ tet and linear tet in students= a$hie*ement in literature

$om/onent#

RESEARCH OBJECTIVES

The obe$ti*es o' the stud" are

:# To identi'" the in'luen$e o' gra/hi$ tets on students= understanding o' literature

$om/onent tet#

(# To identi'" the le*els o' students= understanding o' literature tet using gra/hi$ tet and

linear tet#


4/13

TARGET GROUP

A number o' @0 'orm 4 male students were in*ol*ed in this resear$h# The" are all the s$ien$e

stream students#

METHODOLOGY

The $on$e/tual 'ramework o' this stud" is ada/ted 'rom +arter and &ong 5:;;:6 models o'

tea$hing literature and 2loom=s Taonom" o' &eaning Domain 5:;-@6#

+arter and &ong 5:;;:6 ha*e identi'ied three models o' tea$hing literature namel" the

$ultural model, the language model and the /ersonal growth model#

The +ultural Model regards literature as a sour$e o' 'a$ts or in'ormation about a target

$ountr" or a /arti$ular $ulture whilst stud"ing a literar" tet# This model ensures the in'ormation

o' the tet and the author# The tea$her /la"s the role o' trans'erring the knowledge and

in'ormation to the students# The $ultural model hel/s students to understand and a//re$iate

*arious $ultures and ideologies a/art 'rom their own#

Shantini 5(0076 agrees that the ado/tion o' this reading strateg", with its /rimar" 'o$us on

$ross$ultural en$ounters $an be used to 'oster an understanding o' the /ossibilities as well as

$on'li$ts that arise out o' $ross en$ounters with regards to human identities, $ulture and language

and in the /ro$ess aid in de*elo/ing greater language a/titude as well as harnessing stronger

$riti$al thinking skills in Mala"sian students#

The net model to be dis$ussed is the language model# This model 'o$uses on the

$ombination o' between language and literature# The main aim is to im/ro*e and de*elo/ the

language /ro'i$ien$" with the hel/ o' the literature as the stimulus that $an aid language learning

in the 'orm o' *o$abular" or stru$tures tea$hing# A$$ording to 8unakumaran 5(0096, this

a//roa$h is Buite /o/ular in the tea$hing o' literature to the %S& C %& learners as the a//roa$h

begins with an introdu$tion to and the awareness o' 'orms and 'un$tions o' the language in the


5/13

literar" tets# This a//roa$h /ro*ides a wa" to tea$hing literature with both literature and

language $om/lementing and rein'or$ing the stud" o' ea$h other# The idea o' this model is that

languagebased a//roa$hes $onne$t students with a$ti*ities that $ould lead on to higher order

skills su$h as inter/retation, e*aluation and to literar" awareness 5+arter and &ong :;;:6#

Too 5(0076 /ro/oses a$ti*ities and tasks using languagebased a//roa$h allow readers to

de*elo/ their inter/reti*e skills and in'erential skills# 3t is an e''e$ti*e wa" to hel/ ine/erien$ed

readers and se$ond language learners to read literar" tets#

The third model to tea$hing literature is $alled the /ersonal growth# 3n this model,

students are to relate the themes and issues o' the literar" tets to their /ersonal li*es and res/ond

to them# 1hen this ha//ens, students= growth is triggered in terms o' language, emotion and

$hara$ter de*elo/ment 58anakumaran (0076#

A$$ording to 2enamin 2loom, there is more than one t"/e o' learning# .e identi'ied

three domains o' edu$ational a$ti*ities whi$h are $ogniti*e, a''e$ti*e and /s"$homotor# This

stud" will be $losel" related to $ogniti*e domain# The $ogniti*e domain 52loom, :;-@6 in*ol*es

knowledge and the de*elo/ment o' intelle$tual skills# This in$ludes the re$all or re$ognition o'

s/e$i'i$ 'a$ts, /ro$edural /atterns, and $on$e/ts that ser*e in the de*elo/ment o' intelle$tual

abilities and skills# There are si maor $ategories, whi$h are listed in order below, starting 'rom

the sim/lest beha*ior to the most $om/le# The $ategories $an be thought o' as degrees o'

di''i$ulties# That is, the 'irst one must be mastered be'ore the net one $an take /la$e#

The 'irst $ategor" is knowledge, whi$h is re$alling data or in'ormation# A'ter this

$ategor" is mastered, the net $ategor" is $om/rehension# This in$ludes understanding o'

meaning, translation, inter/olation, and inter/retation o' instru$tions and /roblems# The net

$ategor" is a//li$ation# A//li$ation reBuires the students to use a $on$e/t in a new situation or an

un/rom/ted use o' an abstra$tion# Anal"sis reBuires students to se/arate materials or $on$e/ts

into $om/onent /arts so that its organiational stru$ture ma"be understood# Students need to

build a stru$ture or /attern 'rom di*erse elements in s"nthesis $ategor"# The highest degree o'


6/13

di''i$ult" in 2loom=s Taonom" is e*aluation whi$h is making udgments about the *alue o'

ideas or materials#

Figure 1 Ta!"!#$ B%!!# & Di''ere"( Le)e% !' T*i"+i"g U,e- i" Lear"i"g

2ased on +arter and &ong5:;;:6 models o' tea$hing literature and 2loom=s Taonom"o' &earning Domain 5:;-@6 the $on$e/tual 'ramework 'or this stud" is designed# igure :#:

/i$tures the e''e$t o' gra/hi$ and linear tet 'orms on student understanding o' the literature in

%nglish $om/onent tets#


7/13

Figure . C!"/e0(ua% Fra#e!r+ !' (*e e''e/( !' gra0*i/ a"- %i"ear (e( '!r#, !" ,(u-e"(

u"-er,(a"-i"g !' (*e %i(era(ure i" E"g%i,* /!#0!"e"( (e(,2

igure : e/lains the e''e$t o' gra/hi$ and linear tet 'orms on students understanding o'

the literature in %nglish $om/onent tets# This $an be measured b" the res/ondents= answers to

the Buestions gi*en b" them based on the $ogniti*e domain o' 2loom=s taonom"# +arter and

&ong 5:;;:6 tea$hing literature theor" /ro/oses that literature will hel/ students in understanding

di''erent $ultures, the %nglish language itsel' and the /ersonal growth o' the students# 3n order to

a$hie*e the three aims o' the &anguage 'or Aestheti$ se in the Mala"sian S$heme o' 1ork 'or

orm 4, the literar" tet, The &otus %ater b" 1illiam Somerset Maugham is gi*en to the students

in the 'orm o' gra/hi$ tet and linear tet# A set o' Buestion is gi*en to the students based on

2loom=s Taonom"#

The sam/le students were taken randoml"# Sam/les were the 'orm 4 students in s$ien$e stream#

3n this $ase, the students were $hosen be$ause the" were the students who attended the N3&AM

LITERATURE

LANGUAGE THEORY

The +ultural Model

The &anguage

Model

The )ersonal

8rowth Model

AIMING

9#:b 5*i6

nderstand

$hara$ters in a stor"

9#:5*6 nderstand

the seBuen$e o'

e*ents in a stor"

9#:$56 nderstand

theme and des$ribe

e*ents in whi$h

the" are /resent

9#: 5*iii6

nderstand

uni*ersal *alues

LITERARY

TEXT USED

The &otus

%ater b"1ilson

Sommerset

Maugham

BLOOM3S

TAXONOMY

Knowledg

+om/rehe

sion

A//li$atio

Anal"sis

S"nthesis

%*aluation


8/13

$lass# 3n Sekolah Menengah Sains Tuanku Munawir, those who do not take %ST sube$ts are

gathered in the librar" to read books# The writer took this o//ortunit" to do this resear$h#

The literature tet used in this resear$h is The &otus %ater# This short stor" was used 'rom

the "ear (00: to (00;# There were 'i*e short stories used in the %nglish &iterature +om/onent

'rom (00: to (00;# 3n (0:0 two short stories were introdu$ed to re/la$e the old one#

The &otus %ater was $hosen be$ause the short stor" is no longer used in as the literature

tet# This is to ensure that the students did not ha*e an" /rior knowledge about the short stor"#

The short stor" was /re/ared in two tets# The 'irst tet was the linear tet whereb" the

resear$her used the tet book /ro*ided b" the Ministr" o' %du$ation# The other *ersion was the

gra/hi$ tet whereb" the stor" was trans'erred in a gra/hi$ 'orm# 3n this $ontet, the linear tet

means using %nglish words# The gra/hi$ tet in$ludes the usage o' /i$tures and bubble dialogue#

Talking about the N3&AM )eriod, e*er" week, the students are allo$ated one /eriod to

read the books# >ne /eriod $onsists o' 40 minutes# This resear$h was done within 9 weeks# 3n the

'irst week, thirt" students were gi*en the linear tet o' the short stor" The &otus %ater# Another

thirt" students were gi*en the gra/hi$ tet o' the short stor"# The 'ort" minutes was s/ent to read

the short stor"# The net week, the resear$her used the N3&AM /eriod to dis$uss with the

students the /lot, themes and moral *alues o' the short stor"# The week a'ter that, the students

were gi*en a set o' Buestion based on the short stor"#

The Buestion were set a$$ording to the le*el o' understanding based on Taonom"

2loom 5:;-@6# The Buestions were di*ided into si $ategories# The distribution o' Buestions and

marks is as 'ollows

)art Number o' Buestion Marks

)art : 5Knowledge6 - -

)art 33 5+om/rehension6 9 4

)art 333 5A//li$ation6 ( 4

)art 3E 5Anal"sis6 ( 9

)art E 5S"nthesis6 ( (

)art E3 5%*aluation6 ( (

T>TA& :@ (0

Figure 4 & Di,(ri5u(i!" !' 6ue,(i!", a"- #ar+,

DISCUSSION


9/13

Sit" sets o' Buestions were gi*en to the students# A'ter $he$king the answers b" the students,

below are the results# The results are di*ided into two sets whi$h are Set A $onsists o' the

answers b" the students who read the linear tet and set 2 whi$h is the answers gi*en b" the

students who read the gra/hi$ tet o' the short stor", The &otus %ater#

)art 3 )art 33 )art 333 )art 3E )art E )art E3 Total

- 9 4 : ( : :@

- 9 0 : 0 : :0

4 9 ( ( ( ( :-

- 4 ( 9 ( ( :

7 zahuren abdul kadir

Documents