Etl431 Noriza Binti Amin e30109120034

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Assignment ETL 431

ASSIGNMENT

JANUARY 2015 SEMESTER

SUBJECT CODE : ETL 431

SUBJECT TITLE : Teachin Li!e"a!#"e in !he Sec$n% Lan#aeC$n!e&!

'ROGRAMME : Bache($" $) E%#ca!i$n

STUDENT*S NAME : NORI+A BINTI AMIN

MATRIC NO, : E3010-120034

ACADEMIC.ACILITATOR

: 'N UMAIMA/ BT IDRIS

LEARNING CENTRE : I'O/ 'ERA

1



Assignment ETL 431

Part A: (10%)

Read the article The Teaching of Children’s Contemporary English Literature

Components in Primary Schools: Common Practices in Malaysian Classrooms by

Jothimalar Krishasamy, Universiti Malaya, and answer the following questions:

a) What is the purpose of this study?

According to the study titled !he !eaching of "hildren#s "ontem$orary %nglish

&iterature "om$onent in 'rimary (chools: "ommon 'ractices in Malaysian

"lassroom) by Jothimalar Khrisnasamy from Universiti Malaya*

!he study aims to identify strategies and a$$roaches used by the teachers

when teaching "ontem$orary &iterature in $rimary schools* !he study also discussed

the reasons why selected a$$roaches were being used in the classroom*

b) Discuss the ‘Childrens Conte!porary "iterature Pro#ra!!e$

“In Malaysia, the Cabinet decided that Children’s

Contemporary Literature be taught in Year 4, 5 and 6 to the

students. It is to proide an early beginning and a !oundation in

literature. "tudents #ill deelop an understanding o! other societies,

cultures, alues and traditions that #ill help them in their emotional

and spiritual gro#th. It is also a !ollo#$up program to the structured

reading program !or Year % and & students.' (he aim o! haing

Children’s Contemporary Literature )rogramme' in Malaysian

curriculum are*

%. (o instill and inculcate the reading habit among students&. It is also to enrich the students’ ocabulary and language

content.+. (o enhance students’ thining sills and the !our language

sills.4. It deelops !eelings and imagination. It helps children mae

sense o! their o#n e-perience, and promotes learning gains,

#hich allo#s children to learn ne# ideas and no#ledge.5. It allo#s children to understand cultural traditions and alues

and issues in li!e and language gains #hich help children

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Assignment ETL 431

deelop an a#areness o! ho# language #ors in

communication.6. It helps them deelop an understanding o! the meaning o!

#ords. It allo#s them to e-perience ne# #ays o! using

language that bridges the gap bet#een #ritten and spoen

language.

s a teacher, I hope that the students #ill hae an open eye

about other people’s culture and learn to respects them. Currently I

/nd that my students are those #ho lied under closed enironment

and only no# the culture that they gro# up #ith. "ometimes #hen

they #ere taught about other culture literally, they !ound that the

situation to be a 0oe. (his should stop because it’ll get them into

trouble.

I !ound that literature can help in educating them about other

cultures and enables them to appreciate and respect it. 1ther than

that, it also helps to bring out their artsy side. (hey loe #hen I

incorporate language arts actiities together into the contemporary

literature #ith them. Currently, I am doing “(he 2ungle 3oo' #ith Year 4. (hey loed it #hen they get to mae the mass o! the

characters and role play one o! the scene #ith them. It also helps

the students #ith the intonation and stress #hen pronouncing

#ords.

(here are so many bene/ts #hen teachers teach

Contemporary Literature. o#eer, the materials need to be

selected properly so that it is suitable and it doesn’t demandrigorous thining !rom the students.

c) laborate on the findin#s of the study

(he study states that this uestionnaire surey #as conducted

in an estimated +4+ urban and rural, ational and ational (ype

primary schools in the state o! egeri "embilan 7arul 8husus. (he

respondents #ho are in$serice teachers doing their “)rogram 8has



Assignment ETL 431

)engsis#a9ahan :uru', to mae it national corpus. (he case study

inoling a series o! classroom obserations and !ocused interie#s

#as determined a!ter permission !rom the principal o! the schools

had been granted.

(he sample si9e #as obtained using 8re0cie and Morgan’s

;%<=>? table. (he population o! @nglish Language teachers in urban

and rural primary schools in the state o! egeri "embilan 7arul

8husus, !rom both the ational and ational (ype schools are

estimated around =5A ;non optionist @nglish teachers? and A6%

;optionist @nglish teachers? teachers.

ccording to the study, nearly =%.+B o! the teachers indicated

that they hae undergone training in the Literature Component in

@nglish #hereas &A.=B stated other#ise. rom the data, it can be

said that most o! the teachers hae been e-posed to the

Contemporary Literature. (his happened because the Ministry

conducted courses on eery leel o! the department so that all o!

the @nglish teachers hae the no#ledge o! the Contemporary

Literature.

rom the study also, it indicates that “(he /ndings o! the

study based on the uestionnaire also reeal that teachers hae

sho#n a pre!erence !or using a more dominant #ay o! teaching

literature, !or e-ample the paraphrastic approach and the

in!ormation$based approach. (he main agenda in eery lesson #as

to help students to gain a good grasp o! the literary te-ts by giing

ample e-planation, in!ormation “!eeding', clari/cation and

paraphrase o! the literary te-t #hilst “!un' yet enriching actiities

e-empli!ying language$based and personal$response #ere almost

neglected.

Instead, comprehension uestions that e-empli!y the e-amination

!ormat #ere constantly practiced and drilled'

(hrough the study, it can be seen that most o! the teachers in

Malaysia are com!ortable #ith the e-am oriented education system

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Assignment ETL 431

#hich caused the teachers to as uestions about literature using

the tools !or te-t comprehension. (he uestions also #ere in a ery

literal !orm and don’t generate critical thining sills.

1ther problem mentioned in the study #as “(he teachers

inoled in the case study hae mentioned students’ language

pro/ciency as a contributing !actor to the choice o! their

approaches. 1!ten, it is heard that students especially in less

priileged areas may liely !ace problems een in reading. (he

scenario is #orsened #hen they are e-pected to understand the

language. (hus, #hen teachers encounter students o! lo# language

pro/ciency, it is o!ten that they themseles need to D!eed’ them #ith

in!ormation or re$tell and e-plain a literary te-t using 3ahasa

Malaysia or other mother tongues.'

(he critical among the students all oer Malaysia in #hich

they are lacing in language pro/ciency especially #hen @nglish

Language is treated as oreign Language rather than the second

language. It’ll be ery challenging een to get their attention to get

into the lesson together. (here!ore, to preent them !rom being le!t

behind, teachers tend to spoon !eed the students and teach them

traditionally #hich is using the chal and tal. (his is to catch up

#ith syllabus. (his is also due to the time constraint e-perienced by

the teachers.

1ne o! the main !actors contributing to the selection o!

traditional method o! teaching is “(he selection o! literary reading

te-ts is a crucial !actor that needs to be looed into seriously. In

relation to this, esamalar et al. ;%<<5? highlight ma0or concerns

such as te-t balance, suitability o! language, the concepts in the

te-t, leels o! reasoning, the content o! the te-t and its pedagogic

suitability need to be taen into consideration #hen selecting a

particular reading material. In the conte-t o! this study, teachers

hae uttered their concerns oer the selection o! te-t due to !actors

lie culture #hich may possibly impede students !rom

.



Assignment ETL 431

comprehending a literary te-t #hereas some teachers hae

e-pressed their concerns oer the language and “dryness' in the

selected te-ts because students #ere not seen to en0oy the te-t at

all. In short, it is perhaps #orth#hile to select a te-t based on the

criteria listed by esamalar et al. ;%<<5? so that students’ interests

in language and literature are not 0eopardi9ed.'

(he “dryness' mentioned in the study #as re!erring to poor

selection o! materials in #hich it does not appeal to the students.

(he setting o! the literature materials may not be suitable because

the students cannot comprehend them ery #ell. "o as a result, the

students read blanly #ithout being able to comprehend and

process inside their mind. I hope that teachers #ill be gien the

opportunity to select their o#n materials !rom their o#n libraries !or

the use in the classroom literature. It’ll be more meaning!ul and

students #ill eentually nurture the loe !or reading.

It also ery important to include, the attitude o! the students

themseles plays important role on ho# they perceied the

literature itsel!. In the study, “It is also important to note the

attitudes o! students per se. In the discussion o! the research

/ndings, it #as reealed that students’ attitudes to#ard literature

#ere inEuenced by the instrumental aspect, that is, the

e-amination. In other #ords, it can be said that literature #ould be

studied #ith a purpose i! it is included in the e-amination.'

rom the early education year, the students hae been

prepared and stuFed #ith the ideas o! being e-cellent in the

important e-am beginning !rom the G)"H to the )MH, ")M and the

"()M. (hese e-ams hae become a culture in #hich they

measurement o! ones’ e-cellence in academic #orld. "o #hen the

contemporary literature #as introduced, the students #ere passiely

inoled because it is not in the e-ams.

d) &plain the i!plications of the study in the classroo!

/



Assignment ETL 431

!he study has shed some light on what causes the students lac0 of interest in

studying literature* !here are ste$s that can be ta0en to overcome the $roblems

mentioned in the study* irst, teachers can always be selective of materials des$ite

having to use the te2tboo0 given by the Ministry of %ducation* or e2am$le the use of

!he Jungle 3oo0 comic, the teacher can be creative with the activities* !eacher can

always have a short $lay of favourite scene or ma0e $u$$ets and use the $u$$et

theatre to tell the story* !he media such as videos can always be accessible via the

internet*

4nstead of having the usual answer the questions or find meanings of difficult

words, teacher can always have activities such as who says this5) with the children*

As0 one student to role $lay a line of sentence and the rest of the class could guess

which character says the line*

!eacher also can always incor$orate other $arts of language into the literature

lesson, such as have the students identify grammar or sentence $arts* !eacher can also

have listening e2ercise using the story read*

Another $roblem $ersisted from the e2am oriented education system6 $u$ils

always e2$ect to be tested in some area* !o change this, teacher can have them 0ee$ a

$ortfolio and give them a grou$ assignment that generates their creative thin0ing* or

e2am$le the teacher can have the students rewrite the story with their own words and

endings* !ime given to com$lete the assignment must be am$le so that they can

correct their wor0s several times*

Reading aloud the literary te2t also is sign of lower $roficiency among

students* !o avoid this, teacher need to give the students time to read by themselves*

!eacher can go from one $u$il to another to as0 questions about the te2t they read*(tudents also can 0ee$ a boo0 log so that they can record their $rogress and count the

s$eed of their reading*

Part ': (10%)

7



Assignment ETL 431

8rite an essay on the to$ic:

"iterature should be a eparate ubect in Pri!ary chools:

&iterature is not something new in our educational system* 9uring $rimary school,

boo0s such as the &ittle 3lue 3oys and "lever Katya have been introduced as $art of

K3(R syllabus for u$$er $rimary school $u$ils: ear -, . and /* ;owever until now,

the im$ortance of introducing literature to an %(& classroom to a younger target

grou$ is debatable* Most of the teachers found it difficult to teach es$ecially for the

rural school are with different cultural bac0ground

4 do find that there are some benefits that can come out of the teaching of

literature at such a young age* ;owever, the materials need to be ada$ted before it

can be used in the classroom* (o it demands efforts from the teachers in the

$re$aration of the lesson to ensure that the lesson can run smoothly and less alienating

to the $u$ils*

Learn new culture

rom my $oint of view, literature serves only a small $ortion in language

learning but it nurtures the cultural and values in a students* &iterature materials are

always selected from authentic materials* !he bac0ground of the written wor0 is set

around the writer#s cultural setting or culture in which is near to the writer#s heart*

!herefore the $laces, the characters and other written elements may be new to the

students# hearts* <ew culture can be introduced through the literature whether

im$licitly or e2$licitly*

or e2am$le, through the use of !he Jungle 3oo0 comic in ear - K((R syllabus, students can learn the culture setting in 4ndia and also the setting of the

=ungle* !he comic stri$s literature can successfully convey a visual setting of the

culture*

Expanding students view of the world

At the school 4 teach, students seem to be much concealed from outside world*

!hey do not have the 0nowledge of other $arts of the world other than the flags of

8orld "u$#s football team* !hey lac0 reading of materials on other countries culture

>



Assignment ETL 431

and geogra$hy* 4 feel that it is my $ersonal goal to e2$ose the students to other culture

other than the Malays and 'era0ians to them*

4 found that introducing fol0lores is a good way to get them to 0now other

culture from other states in Malaysia* 4 use boo0s such as A "ollection of Malay

ol0 !ales) by A Mahinder (ingh to introduce sim$le Malay ol0 !ales to them*

A Malay ol0 !ales by &adybug 3oo0

4t is also a good way to ma0e the children realise about what#s going on

around them because children today always caught u$ in their own world* &iterature

is a good medium for the children to learn about other culture, histories and about $ast

$eo$le and $laces*

Enriching vocabulary

<ot all literature materials have languages li0e in (ha0es$eare* Many

children#s literatures are written in sim$le languages which are a$$ro$riate for

targeted grou$ of age* 4 believe that children should be introduced to harder

vocabularies gradually and in conte2t* &iterature gives the children the o$$ortunity to

learn new vocabularies in conte2t and in meaningful manner*

Rather than having to fli$ through dictionaries in which they have to $ic0

suitable meanings for the $articular conte2t, the students can be guided by the teacher

to guess meanings from conte2tual clues given in the boo0 itself* 4n the boo0 !he

;airy 3ear) by Joy "owley, students can learn vocabularies such as ?robbers# and

?frightened#* !he re$etition of the words and the use of $ro$er illustration ma0e it

easier for the students* 4t is always good for children to have a wide range of

vocabularies so that they can e2cel in writing* 4t also hel$s to im$rove reading

abilities and also gives de$th and meaning in students# s$eech*

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Assignment ETL 431

Improves students writing

%very teacher agrees that to be a better writer, students must read a wide range

of boo0s which include fiction and nonfiction boo0s* <onfiction boo0 seems to have

only factual writing style com$ared to the fictional written $roducts* ictional boo0s

have wide variety of writing styles* (o reading boo0s not only generates ideas but also

give students the ideas and styles in which they can follow comfortably*

4f the students are comfortable with narrative $oetry, students can always be

encouraged to write using that style but with different theme and values*

!a0en from the boo0 &ittle <onsense)

Teach tudents !ritical Thin"ing

(tudents may find to be able to thin0 critically based on nonfiction sub=ect

matters very hard* !his may due to lac0 of $rior 0nowledge and not being able to

connect the facts to their life* 8hen a student read a literature material with issues and

theme to e2$lore, they#ll be able to generate new ideas and relate it to their own life*%ven through the teaching of fairy tales, teacher can always have activities

that generate new ideas* or e2am$le, teacher can always as0 students to rewrite the

"inderella story using their own words and with different settings and ending*

Another activity that can be done is to have students write to one of the main

characters in a story and write about how the students feel about certain events in that

$articular story* !he students may also suggest what the writer should do in order to

com$ensate the effects of event* 4n the story Ali 3aba and the orty !hieves from the

1B



Assignment ETL 431

Arabian <ight, students can write a letter to Kassim 3aba and tell him what he should

not do*

"hildren can come u$ with different values as a comedy*

Part C: (*0%) + you deter!ine the pa#es

11



Assignment ETL 431

're$are a "esson Plan incor$orating &iterature in your %nglish class C Even though

Literature is not taught as a separate subject in the primary school there is

opportunity for the teacher to integrate Literature in the language classroomD

Date &&nd pril &>%5 Day ednesday

Year Year 4 3estari

(ime =.4> a.m J A.4> am ;% hour?

(heme orld o! 8no#ledge

Gnit Care or (he "ea

(opic (he "ea Creatures and )lants

ocus Listening and "peaing

)reious8no#ledge

%. ll pupils hae some in!ormation on the

endangered animals in Malaysia.

&. ll pupils can identi!y ad0ecties and aderbs.

Content

"tandards

1.% 3y the end o! the 6$year primary schooling,

pupils #ill be able to pronounce #ords and spea

con/dently #ith the correct stress, rhythm and

intonation.

4.+ 3y the end o! the 6$year primary schooling,

pupils #ill be able to plan, organi9e and produce

creatie #ors !or en0oyment.

Learning

"tandards

%.+.% ble to listen to and demonstrate

understanding o! oral te-ts by*

;a? asing and ans#ering uestions

4.+.% ble to plan, produce and display creatie

#ors based on literary te-ts using a ariety o!

media #ith guidance

1+



Assignment ETL 431

Learning

ob0ecties

3y the end o! the lesson, pupils should be able to*

%. ns#er some comprehension uestions based

on the gien te-t.

&. rite a shape poem using the descriptions o!

the sea !rom the discussions.

(eaching aids

%. po#er point presentation on sea animals

;ppendi- &?

&. mind map on #orsheets ;ppendi- +?

+. poem #orsheets ; ppendi- 4?

4. mah$0ong paper

5. marer pens

6. po#er point pu99le ; ppendi- %?

=. )ictures o! sea animals. ;ppendi- 5?

@aluation%. "tudents dialogue

&. )oem #orsheets.

ctiities

"et Induction

;+ minutes?

Teacher’s role

%. (eacher displays a po#er point pu99le on a LC7

pro0ector.

&. (eacher ans#ers uestions gien by students

#ith yes or no ans#er. or eery yes, teacher #ill

reeal the pu99le pieces.

+. (eacher introduces the topic o! the day

Pupils’ role

&. )upils ans#er some yes or no ans#ers

uestions to guess the title o! the story today. or

each yes ans#er, a pu99le piece #ill be reealed.

@-ample o! uestions*

%. Is it an animalK

&. 7oes it lie in the seaK

+. 7oes it eat /shK

1



Assignment ETL 431

"tep %

;%< minutes?

Teacher’s role

%. (eacher diides the pupils into group o! !ours.

(eacher assigns each group #ith a sea animal.

&. (eacher displays the presentation o! sea

animals to the pupils.

Pupils’ role

%. )upils #atch a po#er point presentation. Gsing

a mind map #orsheets gien, pupils #rite do#n

the notes o! the gien animals.

&. )upils trans!er the mind map on to a mah$0ong

paper.

"tep &

;&> minutes?

Teacher’s role

%. (eacher dra#s pupils’ attention to a set o! in the

#orsheets.

&. (eacher models the uestion and ans#ering

session.

+. (eacher obseres the pronunciation, stress andrhythm during the uestion and ans#er session

and during the practice session.

4. (eacher #ill correct the pronunciations i!

necessary

Students’ role

%. )upils practice the uestion and ans#er in theiro#n group.

&. )upils tae turn to present their notes and role

play the dialogue in !ront o! the class."tep +

;&> minutes?

Teacher’s role

%. (eacher sho#s pictures o! sea animals #ithout

the notes.

&. (eacher as uestions occasionally #hen

students run out o! ad0ecties to #rite.

1-



Assignment ETL 431

+. (eacher guides the pupils to #rite a shape poem

using the #ords that hae been listed do#n by the

pupils.

Students’ role

%. )upils discuss in groups and #rite do#n as

many #ords such as ad0ecties to describe the sea

creatures.

&. )upils #rite do#n the #ords as shape poem on

the #orsheets distributed by the teacher.

+. )upils #or together to decorate the poem #ith

colours.

Closure

;A minutes?

Teacher’s role

%. (eacher gies !eedbac to students’

presentation.

Students’ role

%. )upils recite the poem in groups.

HeEection

Weaknesses

(he mi-ed abilities students are ery challenging.

"ome o! the upper leel students may let the

lo#er leel students le!t #ith no duty.

Strength

%. )eer coaching #ill be present in the group

actiities.

&. Computer assisted learning is !un !or children.

+. "tudents hae the opportunity to correct their

mistaes since only minimal #riting is inoled.

Improvements that can be made

%. ctiities can be improed by asing the

students to do a boolet o! poems so that they can

read it anytime.

1.



Assignment ETL 431

A''%< 94E 1

'uFFle for set induction

(lide 1

1/



Assignment ETL 431

(lide +

A''%<94E

A slide show on sea creatures*

17



Assignment ETL 431

A''%<94E -

Mind ma$ wor0sheets

ame* 7ate*

ill in the circle #ith in!ormation o! the animals.

(@ "(HI"

1>



Assignment ETL 431

o# tae turn to as and ans#er uestions based on the notes

aboe.

%. hat is the name o! the animalK

&. here does it lieK

+. hat does it !eeds onK

))@7I 4

)icture o! animals

ame * 7ate *

rite do#n your poem in the space proided

1@



Assignment ETL 431

ame * 7ate *

rite do#n your poem in the space proided

+B



Assignment ETL 431

))@7I 5

)ictures o! sea animals

+1



Assignment ETL 431

,eferencerom a Journal

++



Assignment ETL 431

Krishnasamy, Jothimala* GHctober +B1I* The Teaching of Children’s

Contemporary English Literature Components in Primary Schools:

Common Practices in Malaysian Classrooms, volume 1+ issue -

rom a 3oo0

Kementerian 'endidi0an Malaysia* !uri"ulum Standard Se"olah

#endah:$o"umen Standard !uri"ulum dan Penta"siran %ahasa

&nggeris S! Tahun Empat * Kuala &um$ur* Kementerian 'endidi0an

Malaysia

+

Documents

Etl431 Noriza Binti Amin e30109120034