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DECLARATION OF THESIS / UNDERGRADUATE PROJECT PAPER AND COPYRIGHT

Author’s full name : NUR’ATIKAH BINTI RAHMAN Date of birth : 3rd APRIL 1986 Title : EXAMINING LITERATURE MATERIALS AS ENGLISH LANGUAGE TEACHING (ELT)

MATERIALS

Academic Session : 2008/2009 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.

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SIGNATURE SIGNATURE OF SUPERVISOR 860403-23-5614 ASSOC.PROF.DR.MOHAMAD HASSAN ZAKARIA

(NEW IC NO. /PASSPORT NO.) NAME OF SUPERVISOR Date : 30th APRIL 2009 Date : 30th APRIL 2009

NOTES : * If the thesis is CONFIDENTIAL or RESTRICTED, please attach with the letter from the organisation with period and reasons for confidentiality or restriction.

UNIVERSITI TEKNOLOGI MALAYSIA

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CONFIDENTIAL (Contains confidential information under the Official Secret Act 1972)*

RESTRICTED (Contains restricted information as specified by the

organisation 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 thesis and in my opinion this thesis is sufficient

in terms of scope and quality for the award of the degree of

Bachelor of Science with Education (TESL)”

Signature :

Name of Supervisor: Assoc. Prof. Dr. Mohamad Hassan Bin Zakaria

Date : 30th APRIL 2009

EXAMINING LITERATURE MATERIALS AS ENGLISH

LANGUAGE TEACHING (ELT) MATERIALS

NUR’ATIKAH RAHMAN

A thesis submitted in fulfilment of the

requirements for the award of the degree of

Bachelor of Science with Education (TESL)

Faculty of Education

Universiti Teknologi Malaysia

APRIL 2009

ii

I declare that this thesis entitled “Examining Literature Materials As English

Language Teaching (ELT) Materials” 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: Nur’Atikah Binti Rahman

Date: 30th April 2009

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To my beloved mother and father,

Norlidza Binti Mansur & Rahman Bin Mohd Shariff

You are my inspiration.

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ACKNOWLEDGEMENT First and foremost, I would like to thank Allah the Almighty for his

blessing and inspiration for me to complete this research.

I also would like to extend my most gratitude and appreciation to my

supervisor, Assoc. Prof. Dr. Mohamad Hassan Bin Zakaria who offered so

much guidance and assistance until I managed to complete this paper. Not

forgetting, all the TESL lecturers for their support.

Special thanks to my parents, Rahman Bin Mohd Shariff and Norlidza

Binti Mansur, and my family for their support and spirit throughout my four

years of study in UTM. To my course mates, thank you for the beautiful

friendships and memories. The bittersweet memories would always remain in

my heart.

Finally, I am especially grateful to all people who participated,

contributed and assisted me directly or indirectly in completing this research.

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ABSTRACT

Literature component was integrated in KBSM syllabus since the year

of 2000. Hence, literature materials are important to assist English language

learning. Literature materials used in the KBSM syllabus consist of local and

foreign materials. The integration of the literature component provides an

opportunity for the students to deal with interesting materials which can

broaden their mind and help them learn about other cultures. Hence, this study

seeks to investigate and evaluate the literature component as ELT materials as

well as the cultural elements presented in the materials. Teachers were

selected to respond to a set of checklist which was designed specifically to

include several criteria for good ELT material, such as relevance, suitability,

comprehensibility, cultural aspects, and values. The researcher also conducted

interviews with experienced English teachers. The findings of the study show

that literature materials possess the characteristics of good ELT materials,

especially, in terms of the suitability of the materials to students’ background,

the text comprehensibility, cognitive stimulation, as well as the role of culture

and values. The findings, however, suggest that the desirable aspects of the

materials depend on the students’ levels of proficiency as the materials were

not suited for all. The study also found that cultural elements in both local or

foreign materials, cultural were not significantly portrayed. However, the

presentation of values through the materials was significant. Findings suggest

that contents on culture and values are equally important in both literature and

ELT materials.

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ABSTRAK

Komponen sastera Bahasa Inggeris telah diserapkan ke dalam sukatan

pelajaran Bahasa Inggeris untuk KBSM sejak tahun 2000. Oleh yang

demikian, bahan pengajaran yang digunakan untuk sastera Bahasa Inggeris ini

adalah penting dalam membantu proses pembelajaran Bahasa Inggeris.

Penyerapan komponen sastera menyediakan peluang dan ruang untuk pelajar

berinteraksi dengan bahan- bahan sastera yang menarik serta boleh membuka

minda dan membantu mereka mengenali budaya lain. Justeru itu, kajian ini

dijalankan untuk mengkaji bahan sastera Bahasa Inggeris yang digunakan

sebagai bahan pengajaran Bahasa Inggeris dan elemen budaya yang terdapat

di dalam bahan pengajaran yang digunakan. Beberapa orang guru telah dipilih

untuk memberi respon kepada satu set senarai semak yang telah direka

berdasarkan kepada kriteria tertentu untuk bahan pengajaran Bahasa Inggeris

yang baik seperti kepentingan, kesesuaian, dan kefahaman bahan, aspek

budaya dan juga nilai. Pengkaji juga menjalankan temuramah dengan

beberapa orang guru yang berpengalaman dalam mengajar Bahasa Inggeris di

sekolah. Hasil kajian mendapati bahan pengajaran yang digunakan untuk

sastera Bahasa Inggeris mengandungi ciri- ciri sebagai bahan pengajran

Bahasa Inggeris yang baik, terutamanya kesesuaian bahan terhadap pelajar,

kefahaman teks yang digunakan, rangsangan kognitif dan juga peranan

budaya serta nilai. Walaubagaimanapun, penggunaan teks yang bersesuaian

dengan tahap pelajar telah dicadangkan kerana terdapat teks yang tidak

bersesuaian dengan tahap sesetengah pelajar. Selain itu, hasil kajian

mendapati elemen budaya di dalam bahan pengajaran tidak banyak

dibentangkan berbanding dengan elemen nilai. Hasil kajian juga

mencadangkan elemen budaya dan nilai mempunyai kepentingan yang

seimbang dalam sastera Bahasa Inggeris dan juga bahan pengajaran Bahasa

Inggeris.

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TABLE OF CONTENTS

CHAPTER TITLE PAGE

THESIS STATUS DECLARATION

SUPERVISOR’S DECLARATION

TITLE

DECLARATION ii

DEDICATION` iii

ACKNOWLEDGEMENT iv

ABSTRACT v

ABSTRAK vi

TABLE OF CONTENTS vii

LIST OF TABLES xi

LIST OF ABBREVIATIONS xii

1 INTRODUCTION

1.1 Introduction 1

1.2 Background of the Study 2

1.2.1 The Literature Component 4

within the English syllabus

1.3 Statement of the Problem 9

1.4 Objectives of the Study 11

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1.5 Research questions 12

1.6 Scope of the Study 12

1.7 Significance of the Study 12

1.8 Definition of Terms 14

1.8.1 Literature Materials 14

1.8.2 ELT Materials 15

1.8.3 Literature 15

1.8.4 Teaching Literature 15

1.8.5 Cognitive Stimulation 16

1.8.6 Cultural Elements 17

1.8.7 Values and Social Skills 17

2 LITERATURE REVIEW

2.1 Introduction 18

2.2 Literature Materials in ELT 19

2.3 Literature in ELT 21

2.4 Literature and Culture 24

2.5 Literature and Skills 26

3 RESEARCH METHODOLOGY

3.1 Introduction 29

3.2 Research Methodology 30

3.3 Research Instruments 30

3.4 Materials Evaluation 31

3.5 Respondents of the Study 33

3.6 Research Procedure 34

3.7 Data Analysis 35

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4 FINDINGS AND DISCUSSIONS

4.1 Introduction 36

4.2 Findings 37

4.2.1 Relevance, Suitability 38

and Appealing Aspects

of Literature Materials.

4.2.2 Comprehensibility and Students’ 39

Proficiency

4.2.3 Cognitive Stimulation 40

4.2.4 Cultural Elements 41

4.2.5 Values, Social skills and 43

Literature Materials

4.3 Summary of the Findings 44

4.4 Discussion of the Findings 45

4.4.1 The Inherent Nature of 45

Literature Materials as

Good ELT Materials

4.4.2 Contents, Comprehensibility 48

and Students’ Proficiency

4.4.3 The Importance of a Balanced 50

and Realistic Portrayal of Cultures

4.4.4 Values and Social Skills 53

in Learning Language

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5 CONCLUSION AND RECOMMENDATION

5.1 Introduction 54

5.2 Conclusion 55

5.3 Recommendations 56

5.3.1 Recommendations for 56

Literature Materials in KBSM

5.3.2 Recommendations for 58

Literature Subject in KBSM

5.3.3 Recommendations 59

for Teachers

5.3.4 Recommendations 60

to the Ministry

5.4 Recommendations for Future Research 62

REFERENCES 64 Appendices A-B 68

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LIST OF TABLES TABLE NO. TITLE PAGE 1.1 Prescribed Text for Form 1 7 1.2 Prescribed Text for Form 2 7 1.3 Prescribed Text for Form 3 8 1.4 Prescribed Text for Form 4 8 1.5 Prescribed Text for Form 5 9 4.1 Reference Table 37

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LIST OF ABBREVIATIONS

ELT: English Language Teaching

KBSM: Kurikulum Bersepadu Sekolah Menengah

CHAPTER 1

INTRODUCTION

1.1 Introduction This chapter will discuss the background of the study, the problems,

and significance of the study. As an introductory chapter, this chapter will

include several other sub- headings. First, as an opening to the study, this

chapter gives an explanation on the background of the study and followed by

the statements of the problem that will be investigated. Second, this chapter

will go over the objectives and the research questions involved in this study.

Then, the scope of the study will be stated as well as the significance of the

study. Finally, this chapter will give the definition for some terms used in this

study.

1.2 Background of the Study

Literature component was integrated in English Language classroom

for KBSM in the year of 2000. The main purpose of introducing literature in

KBSM is to promote the aesthetic usage of language and to inculcate as well

as develop the language skills in the students. The contents of the literature

materials are taken from both, local and foreign literatures for students to

enjoy the learning of the language. However, is the literature component

really effective to be used as ELT materials? In order to get the answer, this

study was carried out to investigate the selected literature materials used in

Malaysian secondary schools and, specifically, to identify the characteristics

of the literature materials from ELT materials perspectives, to examine the

treatment of culture, as well as the treatment of values and social skills.

Good literature materials should contain rich and useful input on

language, people and culture. This is not only restricted to English literature

only, but to all languages as literature is one of the media in learning a

language. As for English language learning, the materials should contain

fruitful and useful input on the language because the contents of the literature

component can be used as effective ELT materials. There is no benefit of

implementing this component if there is no useful input of the language in the

materials used. On the other hand, a good literature material should also

incorporate people and culture to let students know about other people’s

culture and tradition so that it may avoid misinterpretation on cultural

differences. For example, a certain culture celebrates certain celebration and

each culture has its own taboos with its own reasons. As citizens of Malaysia,

it is important for students to know about it. Useful information about

language, people and culture in the literature materials allow students to

appreciate their learning process, respect the other cultures and learn about

other people.

Implementing literature component as part of language learning is also

a reason for teaching literature in order to inculcate reading habits or

appreciation towards it. Literature materials consist of short stories, novels

and poems. Those materials are good materials for students to start reading as

a habit. The materials are taken from both, local and foreign contexts so

students can experience reading both and make a comparison between them.

This also may lead to critical reading activity where teachers have to assist

students and provoke them with good questions so that they can think out of

the box as well as relate them to their real life.

Another reason for teaching literature is to learn language skill through

literature. Students should be able to develop the language skills such as

creative and critical thinking, vocabulary building, reading, writing, speaking

and listening. In order to meet these needs through the learning of literature,

teacher should create interesting activity to let students do the critical reading

and inculcate the four skills. According to Wallace (1992), reading is not only

getting the surface meaning, but reading is a process where the reader can

make interpretation of what they read.

1.2.1 The Literature Component within the English syllabus

Based on the curriculum specification for English in KBSM,

there are three objectives for the literature component in English

language learning. The objectives are same for all forms in the

secondary school level. Its general objectives are to be achieved for a

year lesson. The first objective is, by the end of the form, students

should be able to read and respond to poems and stories. Then,

students should be able to have a positive outlook and act

appropriately in social situations. Students also should be able to show

an awareness and appreciation of moral values and love towards the

nation (Secondary Schools Integrated Curriculum, English Language

Syllabus, 2000)

Besides having the above objectives in the curriculum, the

learning outcomes in the curriculum also states learning literature for

aesthetic use. The learning outcomes play a role as a guideline for

teachers in delivering a lesson where they will know what their

students will achieve from the lesson. The learning outcomes

specified for the area of language for aesthetic use are as follows:

Listen to, read, view and respond to literary works by:

i) Understanding and telling in one’s own words the story

and poem heard and/or read and giving opinion.

ii) Recognizing elements in a story such as characters and

setting.

iii) Explaining the message the writer is trying to convey

and discussing how this relates to one’s life.

iv) Understanding other people’s cultures, traditions,

customs and beliefs.

v) Reciting poems with feeling and expressions.

(Secondary Schools Integrated Curriculum, English Language

Syllabus, 2000)

Express themselves creatively and imaginatively by:

i) Dramatizing texts and role playing characters.

ii) Retelling a story from a different point of view and

presenting it in another genre.

iii) Composing simple poems, and stories and dialogues.

(Secondary Schools Integrated Curriculum, English Language

Syllabus, 2000)

From to the learning outcomes in the curriculum, it can be seen

that literature component is used to develop the language skills as well

as giving a pace to students to use their creativity in giving their own

point of view. This also will contribute to the personal development

and character building, and broaden students’ outlook through reading

about their cultures and world views. However, these learning

outcomes are really hard to be achieved due to factors such as the

materials used, time constraint and examination in English language

learning.

Materials used for literature learning for the secondary schools

in Malaysia consist of short stories, novels and poems. The materials

used are different in each form which means that each form will have

its own literature materials to be learned. The materials are taken from

both local literature and foreign literature. Students have to learn all

the short stories and poems as they will be tested in the examination

and to choose any one of the novels listed. However, the decision to

choose the novel to be learned is rested with the teacher. Furthermore

students are only required to deal with the short stories and poems in

Forms One and Four while the novels were dealt with in Forms Two,

Three and Five. The following tables provide an outline of the titles

and year of study (please refer to tables 1.1, 1.2, 1.3, 1.4 and 1.5).

The texts used for literature learning have been classified under

respective forms or years of secondary education and students do not

have to study or read all the texts listed. Form one students are

required to read three poems and three short stories. Form two

students only read one of the three novels. Form three students also

read only one of the two novels. Form four students are required to

read all five short stories and six poems. And form five students are

required to read only one of the three novels.

Table 1.1: Prescribed Text for Form 1

Short Stories: Author

The Pencil How Dalat Got It’s Name

Of Bunga Telur and Bally Shoes

Ali Majod Heidi Munan Che Husna Azhari

Poems: Author

Life’s Brief Candle The Dead Crow The Lake Isle of Innisfree

William Shakespeare A.Samad Said W.B Yeats

Novels: None

(Secondary Schools Integrated Curriculum, English Language Syllabus, 2000)

Table 1.2: Prescribed Text for Form 2

Novels: Author

Potato People- Robinson Crusoe- Phantom of the Opera-

Angela Wright Daniel Defoe Gasion Leroux

Short Stories: None

Poems: None

(Secondary Schools Integrated Curriculum, English Language Syllabus, 2000)

Table1. 3: Prescribed Text for Form 3

Novels: Author

The Prisoner of Zenda Dr Jekyll and Mr. Hyde

Anthony Hope Hawkins R.L. Stevenson

Short Stories: None

Poems: None

(Secondary Schools Integrated Curriculum, English Language Syllabus, 2000)

Table 1.4: Prescribed Text for Form 4

Short Stories: Author

The Lotus Eater The Necklace The Drover’s Wife The Sound Machine Looking for a Rain God

Somerset Maugham Guy de Maupassant Henry Lawson Roald Dahl Bessie Head

Poems: Author

If Sonnet 18 Si-tenggang’s Homecoming Monsoon History The Road Not Taken

Rudyard Kipling William Shakespeare Muhammad Haji Salleh Shirley Lim Robert Frost

There’s Been a Death in the House Opposite

Emily Dickinson

Novels: None

(Secondary Schools Integrated Curriculum, English Language Syllabus, 2000)

Table 1.5: Prescribed Text for Form 5

Novels: Author

Jungle of Hope The Return The Pearl

Keris Mas K.S. Maniam John Steinbeck

Short Stories: None

Poems: None

(Secondary Schools Integrated Curriculum, English Language Syllabus, 2000)

1.3 Statement of Problem Literature is a component in English language subject, but to what

extent does literature engage the learning of the language as well as develop

the language skills? Literature learning may have not been designed to

engage and enhance students’ language skills as it is a separate component

used in English language teaching. Students should gain and develop

language skills such as creative and critical thinking, reading, writing,

speaking as well as listening through literature learning. In order to achieve

this objective, teachers should create interesting activities and creative

questions to get students to participate in the learning and develop their

language skills.

Besides, literature is seen as an art of a language even though it is used

as materials in language learning. Teachers and students should appreciate the

learning of literature as it contains the aesthetic values and moral values of a

culture. Teachers mostly taught literature for exams as they see literature as

helping students to score in the examination. This is because the questions

that will be asked in the exam paper are recycled and predicted, so teachers

just do drills with students and explain the poems, short stories or novel so

that students manage to answer the examination questions. Based on the

methodology used in literature teaching, students may not appreciate literature

that they have learnt. This may lead to the unsuccessful literature appreciation

as well as language skills development.

Materials used in literature learning may not necessarily be relevant to

the learners’ culture. This is because the literature materials used by

Malaysian education system are currently having a mix of the local materials

and foreign materials. There will be difficulty for learners to learn something

which is not familiar to them, so teachers have to play important role in this

situation. Teachers should not teach the literature subject only for exam

purposes and content, but they have to be critical and creative in order to

make students enjoy learning it and they can give comparison between the

local culture and other cultures. Besides, the literature materials used also

should be relevant to all Malaysians as it is a multicultural country. The

materials used should have a variety of cultural perspectives of Malaysian so

that they can open students’ mind and see the significance of a certain

ceremony or ritual done in a community.

Last but not least, literature materials used in the English Language

learning should be appropriate to the learners’ proficiency. It is good if the

literature materials used can let students relate them to their background

knowledge as well as their life. Local texts have advantages compared to the

foreign texts as students may have the background knowledge of what they

learn. Besides, students’ locations also play an important role. Students from

urban area may be familiar with the foreign name such as Shakespeare, but

students from rural area rarely or never heard about Shakespeare. The

materials used also should be appropriate to the students’ interest. For an

example, Form 1 students may not be interested in learning a poem talking

about death. They will be more eager to do something fresh because they are

entering a new phase in their lives, the secondary school, so it is quite boring

and complicated to them to learn something about death.

1.4 Objectives of the Study

This study was based on several objectives:

1. To examine characteristics of literature materials that can be useful

as effective ELT materials.

2. To determine the treatments of culture in the literature materials

that can be useful as ELT materials.

3. To investigate the treatments of values in the literature materials

that can be useful as ELT materials.

1.5 Research Questions

1. What are the characteristics of literature materials that can be

useful as ELT materials?

2. What are the treatments of culture in the literature materials that

can be useful as ELT materials?

3. What are the treatments of values in the literature materials that

can be useful as ELT materials?