PSZ 19:16 (Pind. 1/07)

DECLARATION OF THESIS / UNDERGRADUATE PROJECT PAPER AND COPYRIGHT

Author’s full name : ROSHEELA BT. MUHAMMAD THANGAVELOO

Date of birth : 28TH AUGUST 1986

Title : DEVELOPING SUPPLEMENTARY MATERIAL(COURSEWARE) FOR LITERATURE STUDY: A CASE STUDYFOR FORM 5 LESSON

Academic Session : 2009/2010

I declare that this thesis is classified as :

I acknowledged that Universiti Teknologi Malaysia reserves the right as follows:

1. The thesis is the property of Universiti Teknologi Malaysia.2. The Library of Universiti Teknologi Malaysia has the right to make copies for the purpose

of research only.3. The Library has the right to make copies of the thesis for academic exchange.

Certified by :

SIGNATURE SIGNATURE OF SUPERVISOR

860828-38-6522 PUAN MARZILAH A. AZIZ(NEW IC NO. /PASSPORT NO.) NAME OF SUPERVISOR

Date : 23rd April 2010 Date : 23rd April 2010

NOTES : * If the thesis is CONFIDENTAL or RESTRICTED, please attach with the letter fromthe organization with period and reasons for confidentiality or restriction.

UNIVERSITI TEKNOLOGI MALAYSIA

√

CONFIDENTIAL (Contains confidential information under the Official SecretAct 1972)*

RESTRICTED (Contains restricted information as specified by theorganization where research was done)*

OPEN ACCESS I agree that my thesis to be published as online open access(full text)

“I hereby declare that I have read this project and in my opinion this project is sufficient

in terms of scope and quality for the award of the degree of Bachelor of Science with

Education (TESL)”

Signature :

Name : Pn. Marzilah A. Aziz

Date : 23rd April 2010

DEVELOPING SUPPLEMENTARY MATERIAL (COURSEWARE) FOR

LITERATURE STUDY: A CASE STUDY FOR FORM 5 LESSON

ROSHEELA BT. MUHAMMAD THANGAVELOO

A report submitted in partial fulfillment of the

requirements for the award of the degree of

Bachelor of Science with Education (TESL)

Faculty of EducationUniversiti Teknologi Malaysia

APRIL 2010

ii

I declare that this thesis entitled “Developing Supplementary Material (Courseware) for

Literature Study: A Case Study of Form 5 Lesson” is the result of my own research

except as cited in the references. The thesis has not been accepted for any degree and is

not concurrently submitted in candidature of any other degree.

Signature :

Name : Rosheela bt Muhammad Thangaveloo

Date :23rd April 2010

iii

“Dedicated to the special people in my heart,

My beloved Ayah and Mama

Muhammad Thangaveloo b. Abdullah & Rosnah bt. Sulong

My loving Mami

Hasnah bt. Sulong

My dearest mischievous angels,

Along, Dian & Kamal

And my sweetheart

Megat Adam”

iv

ACKNOWLEDGEMENT

First and foremost, I would like to thank Allah the Almighty for allowing me to

go through this bittersweet journey of completing this report and pursuing my dreams.

I would like to extend my utmost gratitude to Puan Marzilah A. Aziz, my

supervisor for understanding and allowing me to follow my interest, for all the

guidance, encouragement and support given to me along the preparation of this report.

Most of all, I am grateful for her patience in teaching and guiding me in completing this

research. I would also like to express my gratitude to Dr. Dayang Hjh Tiawa for the

guidance given in designing and developing this courseware prototype.

To mama and ayah, thank you for giving me all the love, strength and support

throughout my years of study in UTM. No words could express my gratitude to Him for

having you as my parents. I would also thank my siblings for all the smiles and

encouraging words given to me throughout the year. My special thanks to my beloved

Megat Adam, for being there for me, through bad and good times.

Not forgetting my dearest Ana, Hasu, Aina, Yah, Yan and Yana Teo, thank you

for teaching me the value of friendship. You will always have a special place in my

heart. To Kak Wiwi, Kak Jaja and Amy, all the beautiful memories shared will always

be in my heart.

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ABSTRACT

There are many ways of teaching and/or learning the subject literature in

English. One of the ways is by integrating elements of technology, or Computer

Assisted Language Learning (CALL). The purpose of this study is to design and

develop a courseware prototype by using instructional model ADDIE which is acronym

of Analyze, Design, Develop, Implement and Evaluate. The topic chosen for this

purpose is a KBSM literature constituent for Form 5 students, the poem Monsoon

History by Shirley Geok-Lin Lim. The research population includes 5 Form 5 students,

3 language teachers and 3 technical experts. The research instruments used were

interview and evaluation checklists. The courseware prototype was designed based on

the needs analysis done in the Analyze phase. Development of the prototype was done

by using authoring package Macromedia Authorware 7.0. The analysis of results and

findings after the implementation phase show that the courseware prototype is suitable

to be used as a self-learning supplementary material to help the students in

understanding the figurative language used in the poem Monsoon History. Finally,

suggestions for future research as well as ways of improving the courseware prototype

are further expounded.

vi

ABSTRAK

Terdapat pelbagai kaedah untuk mengajar mahupun mempelajari subjek Literature in

English. Antaranya ialah dengan mengintegrasikan elemen teknologi, ataupun lebih

dikenali sebagai Computer Assisted Language Learning (CALL). Tujuan kajian ini

adalah untuk merekabentuk dan membangunkan prototaip perisian pembelajaran

dengan menggunakan Model Rekabentuk ADDIE yang membawa maksud Analyze,

Design, Develop, Implement dan Evaluate. Topik yang dipilih bagi tujuan ini adalah

merupakan sebahagian dari komponen Literature KBSM bagi pelajar tingkatan 5, iaitu

sajak Monsoon History hasil karya Shirley Geok- Lin Lim. Populasi kajian melibatkan

5 orang pelajar Tingkatan 5, 3 orang guru Bahasa Inggeris dan 3 orang pakar teknikal.

Instrumen kajian yang digunakan adalah temubual dan borang penilaian. Prototaip

perisian ini telahh dibangunkan dengan menggunakan perisian Macromedia Authorware

7.0. Dapatan kajian menunjukkan bahawa prototaip perisian ini sesuai digunakan

sebagai bahan rujukan tambahan dalam membantu pelajar memahami bahasa figuratif

yang digunakan dalam sajak Monsoon History. Cadangan kajian lanjutan dan cara untul

memperbaiki prototaip perisian pembelajaran turut dikemukakan.

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TABLE OF CONTENT

CHAPTER TITLE PAGE

DECLARATION iiDEDICATION iiiACKNOWLEDGEMENT ivABSTRACT vABSTRAK viTABLE OF CONTENTS viiLIST OF TABLES xiiiLIST OF FIGURES xvLIST OF ABBREVIATIONS xvi

1 INTRODUCTION 1

1.1 Background of Study 3

1.2 Problem Statement 5

1.3 Purpose of Study 6

1.4 Objectives of Study 7

1.5 Research Questions 7

1.6 Significance of Study 7

1.7 Scope of Study 8

1.8 Definitions of Terms Used 8

2 LITERATURE REVIEW 11

2.1 Introduction 11

2.2 Literature 12

2.2.1 Definition of Literature 12

2.2.2 Role of Literature in Language 13

viii

Learning

2.2.3 Approaches in Teaching Literature 15

2.2.3.1 Language- Based Approach 15

2.2.3.2 Content- Based Approach 16

2.2.3.3 Personal Growth Model 17

2.3 CALL 18

2.3.1 Definition of CALL 18

2.3.2 Advantages of CALL in Language 19

Learning

2.4 Instructional Design 20

2.4.1 Instructional Model ADDIE 21

2.5 Learning Theories and Implementation in 22

Instructional Design

2.5.1 Behaviorism Learning Theory 22

2.5.2 Behavioral Concepts and their 25

Implications for Instructional

Design

2.5.3 Constructivism Learning Theory 25

2.5.4 Constructivist Concepts and their 26

Implications for Instructional

Design

2.6 Elements of Multimedia Interface 26

2.6.1 Interactivity 27

2.6.2 Navigation 27

2.6.3 Motivation (ARCS Model) 28

3 RESEARCH METHODOLOGY 30

3.1 Introduction 30

3.2 Research Design 30

3.3 Research Participants 32

3.3.1 Informant 32

ix

3.3.2 Respondent 32

3.3.2 Evaluator 32

3.4 Courseware Design 33

3.5 Research Instrument 34

3.5.1 Needs Analysis 34

3.5.1.2 Interview 35

3.5.2 Evaluation Checklist 36

3.6 Procedure 39

3.7 Data Analysis 40

3.7.1 Analysis of Needs Analysis 40

3.7.2 Analysis of Evaluation Checklists 41

4 COURSEWARE DEVELOPEMENT 43

METHODOLOGY

4.1 Introduction 43

4.2 ADDIE Instructional Design Model 43

4.3 Phase 1: Analyze 44

4.4 Phase 2: Design 45

4.5 Phase 3: Develop 47

4.6: Phase 4: Implementation 58

4.7 Phase 3: Evaluation 58

5 DATA ANALYSIS & FINDINGS 60

5.1 Introduction 60

5.2 Data Analysis 60

5.2.1 Analysis of Content Evaluation 61

5.2.11 Part 1: Background 61

Information

5.2.1.2 Part 2: Prototype 62

Evaluation

5.2.2.1 A Content 62

x

5.2.2.1 B Pedagogical 63

Parameter

5.2.2.1 C Evaluation of 64

Learning

5.2.2.1 D Comment 65

5.2.2 Analysis of Technical Aspect 66

Evaluation

5.2.21 Part 1: Background 66

Information

5.2.2.2 Part 2: Prototype 68

Evaluation

5.2.2.2 A Interactivity 68

5.2.2.2 B Navigation 69

5.2.2.2 C Feedback 70

5.2.2.2 D Screen Design 71

5.2.2.2 E Comment 73

5.2.3 Analysis of Evaluation by Target 74

User

5.2.3.1Part 1: Background 74

Information

5.2.3.2 Part 2: Prototype 76

Evaluation

5.2.3.2 A Content 76

5.2.3.2 B Organization and 77

Presentation of

Content

5.2.3.2 C Design factors 78

5.2.3.2 D Evaluation of 79

Learning

5.2.3.2 E Comment 80

5.4 Overall Comment from Multimedia Lecturer 80

xi

5.5 Conclusion 80

6 DISCUSSION, CONCLUSION & 81

SUGGESTION

6.1 Introduction 81

6.2 Discussions on Findings on Evaluation by 81

Content Experts

6.2.1 Content 81

6.2.2 Pedagogical Parameter 82

6.2.3 Evaluation of Learning 82

6.2.4 Comment 83

6.3 Discussions on Findings on Evaluation by 83

Technical Experts

6.3.1Interactivity 83

6.3.2 Navigation 84

6.3.3 Feedback 84

6.3.4 Screen Design 85

6.3.5 Comments 85

6.4 Discussions on Findings on Evaluation by 85

Students (Target User)

6.4.1 Content 85

6.4.2 Organization and Presentation of 86

Information

6.4.3 Design Factors 86

6.4.4 Evaluation of Learning 87

6.4.5 Comment 87

6.5 Discussion on Overall Comment by 88

Multimedia Lecturer

6.6 Limitation of the Study 88

6.7 Suggestions 88

6.7.1 Suggestions for Future Research 88

xii

6.7.2 Suggestions for Future Development 89

6.8 Summary and Conclusion of the Study 89

REFERENCES 91

APPENDICES

Appendix A: Interview Guide (Teacher) 96

Appendix B: Interview Guide (Student) 97

Appendix C: Flowchart 98

Appendix D: Evaluation Checklist 99

(Teacher)

Appendix E: Evaluation Checklist 102

(Technical Expert)

Appendix F: Evaluation Checklist 106

(Student)

Appendix G: Overall Comment Form 109

(Multimedia Lecturer)

xiii

LIST OF TABLES

TABLE NO. TITLE PAGE

Table 3.7.2. 1 Analysis Method for Evaluation of Content 41

Table 3.7.2. 1 Analysis Method for Evaluation of 41

Technical Aspects

Table 3.7.2. 2 Analysis Method for Evaluation by User 42

Table 5.2.1.1. A Frequency Distribution for Gender of the 62

Content Evaluators

Table 5.2.1.1. B Frequency Distribution for Teaching 62

Experience of the Content Evaluators

Table 5.2.1.2. A Analysis of Content Evaluation by Content 63

Experts

Table 5.2.1.2. B Analysis for Pedagogical Parameter Evaluation 64

by Content Experts

Table 5.2.1.2. C Analysis of Evaluation of Learning by 65

Content Experts

Table 5.2.1.2. D Comments from Content Expert (Teachers) 65

Table 5.2.2.1.A Analysis for Gender of Technical Evaluators 67

Table 5.2.2.1. B Analysis for Major / Department of Technical 67

Evaluators

Table 5.2.2.1. C Analysis of Position of Technical Evaluators 68

xiv

Table 5.2.2.2. A Analysis of Interactivity Evaluation by Technical 69

Aspect Evaluators

Table 5.2.2.2. B Analysis for Navigation Evaluation by Technical 69

Aspect Evaluators

Table 5.2.2.2. C Analysis for Feedback by Evaluation by Technical 71

Aspect Evaluators

Table 5.2.2.2. D Analysis of Screen Design Evaluation by Technical 71

Aspect Evaluators

Table 5.2.2.2. E Comments from Technical Aspect Evaluators 73

Table 5.2.3.1. A Analysis for Gender of Students 74

Table 5.2.3.1. B Analysis for Race of the Students 75

Table 5.2.3.1. C Analysis for Result of the Students 75

Table 5.2.3.1. D Analysis for Computing Skills of the Students 76

Table 5.2.3.2. A Analysis of Content Evaluation by Students 76

Table 5.2.3.2. B Analysis of Organization and Presentation of 77

Content Evaluation by Students

Table 5.2.3.2. C Analysis of Screen Design Evaluation by Students 78

Table 5.2.3.2. D Analysis on Evaluation of Learning by the Students 79

Table 5.2.3.2. E Comments by the Students 80

xv

LIST OF FIGURES

FIGURE NO. TITLE PAGE

Figure 2.2.2 The transactional process in 13

reading literary texts

Figure 2.5.1 Phases of ADDIE model 21

Figure 3.5 Instructional Design Model: ADDIE Model 34

Figure 3.6.1 Conceptual Framework based on ADDIE 39

Model

Figure 4.5. 1 Montage (Loading) 48

Figure 4.5. 2 Montage 48

Figure 4.5. 3 Home (Main Menu) 49

Figure 4.5. 4 "Poem" Section 50

Figure 4.5. 5 End of "Poem" Section 51

Figure 4.5. 6 "Meaning" Section 51

Figure 4.5. 7 Quiz 52

Figure 4.5. 8 Response for correct answer 53

Figure 4.5. 9 Response for wrong answer 54

Figure 4.5. 10 Response after two wrong tries 54

Figure 4.5. 11 Short answer question 55

Figure 4. 5.12 Response for correct answer 56

Figure 4.5. 13 Response for wrong answer 56

Figure 4.5. 14 Response when time is up 57

Figure 4.5. 15 “Credits” Section and “Quit” option 57

xvi

LIST OF ABBREVIATIONS

CALL – Computer Assisted Language Learning

ESL – English as Second Language

KBSM – Kurikulum Bersepadu Sekolah Menengah

MOE - Ministry of Education

CHAPTER 1

INTRODUCTION

Being integrated into Kurikulum Bersepadu Menengah Rendah (KBSM) English

syllabus in the year 2000 for students from Form 1 till Form 5, literature component is

nothing new to our education system. In the beginning, integration of literature

constituent was aimed to expose the students to wider range of reading good materials.

Through literature component it was hoped then to be the avenue for the students to

develop an understanding and appreciating different cultural values as well as

promoting spiritual growth. The presence of literature component is stated in the KBSM

English Curriculum Specification (2000) below.

“A small literature component has been added to the curriculum. This will enable

learners to engage in wider reading of good works for enjoyment and for self-

development. They will also develop an understanding of other societies, cultures,

values and traditions that will contribute to their emotional and spiritual growth.”

(KBSM English Curriculum Specification, 2000)

From 2003 till this present date, the emphasis of literature has shifted to a new

paradigm. Being placed under the ‘language for aesthetic purposes’, literature

component is to assist the students not only to improve their language competency but

also as a medium for them to express themselves creatively. Thus, integration of

Literature in English is to develop students’ linguistic competency as well as to address

their emotional, spiritual and physical needs. This can be seen in the KBSM English

Curriculum Specification (2003) below.

“Language for aesthetic purposes enables learners to enjoy literary texts at a level

suited to their language proficiency and develops in them the ability to express

themselves creatively”.

(KBSM English Curriculum Specifications, 2003)

Literature is indeed an important tool in teaching language to the students.

Hence, it is not enough for language teachers to depend on traditional textbook,

handouts and occasional transparencies as well as filmstrips in teaching the subject

itself. Computers, without a doubt have a place in our curriculum as they fill up the

lacking elements of the conventional teaching methods and teaching aids. Integrating

computers in language learning, or better known as the term coined as CALL

(Computer Assisted Language Learning) has been conceived as early as 1950’s.

Focusing on pedagogical aspect of language learning that comes into teachers’

deliberation in adopting computers in classrooms, CALL is the perfect contrivance in

attaining the aims of teaching literature.

1.1 Background of Study

The history of education has shown that Literature in English was previously

introduced as an elective subject offered to the students of upper secondary level. As

such, students then had a choice whether or not to opt for learning literature. Normally,

they were these who had both interest in the subject and competency in the language.

However, the situation is totally different in today’s education scenario as the subject is

compulsory to all secondary students disregard of their background, proficiency level

and even interest.

In relation to the present situation, language teachers who are also the teachers

of literature play a vital role. These include helping students to learn literature. Students

need to develop critical reading skills as well as attitude and interest that will help them

in understanding the content and forms of a literary text. They also need to provide

students with proper understanding in identifying satire and irony as well as recognizing

characters development that can be found in literary works. In addition, teachers are the

ones assisting the students to understand what is meant by setting, themes, and plot

together with emphasis on attitude; responding and appreciating literary pieces.

Due to these heavy and difficult tasks, teachers of literature do feel that teaching

literature is not as easy as claimed by some quarters. There are many factors that

contribute to this belief such as teachers’ lack of knowledge in teaching the subject,

students not having good command of the language and not being interested in learning

the subject. As a result, teachers choose to stick to the traditional method, make use of

the basic Socratic dialogue involving the use of these questions which are formed and

re-formed by content that come into sight from class discussion (Schwartz and Vockell,

1988). This technique could come to be dry and monotonous as the same context is

being repeated from time to time.

What are the alternatives available for the teachers of literature to make learning

Literature in English more meaningful for both students and teachers? According to

Marcus (1982) (as cited in Schwartz and Vockell, 1982), classroom use of software that

provides a structure for developing stories or poems has proved to be an exciting way

for students to discover the creative art of narrative and poems, while it gives them

sufficient time to employ their imaginations. Here is where micro-computers fit into the

literature curriculum where it is able to help the teachers in teaching the essential skills

and attitudes required for understanding literature.

The rapid development of technology has witnessed many changes in our local

education world. Language teachers are no longer obliged to mere chalk and talk as

teachers now utilize combinations of various computer media elements such as online

web learning, animated flash videos, interactive language games, slide shows and

educational courseware.

The importance of computer in assisting language learning can be seen from the

effort of our Ministry of Education (MOE) collaborating with Educational Trend Sdn.

Bhd to produce the Edutrend’s BestariED English Language CD. This courseware is the

educational courseware that abides by English language syllabus for year 1 till Form 5.

This educational courseware also includes the literature component and is widely

distributed since 2005 by the MOE to just about every school in Malaysia. This verifies

the fact that computers do play a significant role in making the process of educating and

nurturing the students in sense of language and self-development more meaningful and

effective.

1.2 Problem Statement

There are many ways of teaching and learning literature which can help the

students in overcoming their problem of understanding the literal meaning of literary

works. One of the methods that can be used is through implementation of computer in

language classes. Educational software are one of the options available, which is proven

in helping the students (Schwartz and Vockell, 1988; Kurshid Ahmad et.al, 1985;

Rohaya,1991; Jamaleah Ismail, 1996) as they provide visual and aural representation to

help the students to decipher the figurative language used.

Recognizing the role played by educational software in language learning, the

Edutrend’s BestariED English Language CD was developed and distributed to schools

in Malaysia. However, experience shows that the educational courseware distributed by

MOE is used by only a handful of teachers during their teaching. Normally, teachers

have full access to the courseware while the students may have problems in gaining

access to the courseware, depending on schools’ administration system. Some allows

the students to borrow the courseware; some may not for the fear of students might lose

the courseware CD.

However, there are no much option available for the students in choosing the

suitable courseware to help them understanding literature out there. This is worsened by

the fact that there are not many educational coursewares available for the students to be

used for the purpose of self learning. These coursewares however, do not follow the

Malaysian curriculum specification since the material is developed by developers with

no teaching background. These coursewares are usually constructed based on

perception instead of research on learning for commercial reason. If there any of these

good courseware, the cost would be quite expensive and not all students can afford to

own.

Hence, this study aims to produce a literature courseware which is developed

based on research to supplement the students in building their schemata, from the view

of a teacher.

1.3 Purpose of Study

This study is conducted to develop a courseware prototype that fulfils the task of

being a platform for self – access learning for the students. The courseware is expected

supplement the students in term of understanding the meaning of the poem by

simplifying the figurative language of the poem Monsoon History. This courseware is

also anticipated to suit students’ different background and proficiency level (variables)

and the content of the courseware is pedagogically accurate and appropriate for the

students.

The courseware is intended to be a supplementary material for the students thus

the mode of this courseware is tutorial. This study also aims to select the suitable

approach to develop this courseware prototype. Thus, the courseware is appropriate to

be used by the students before and after learning the poem Monsoon History.

1.4 Objectives of Study

The main objective of this study is to construct a courseware prototype that

serves as a self- learning platform for a literature constituent (Monsoon History) of the

Form 5 English language literature syllabus.

1.5 Research Questions

This study aims to answer the following research questions;

i) What are the elements that needs to taken into consideration in

designing and developing a courseware prototype to teach the figurative

language of the poem Monsoon History?

ii) How can the courseware prototype be improved?