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Assignment ETL 431

ASSIGNMENT
JANUARY 2015 SEMESTER
SUBJECT CODE

ETL 431

SUBJECT TITLE

Teaching Literature in the Second Language

Context

PROGRAMME

Bachelor of Education

STUDENTS NAME

NORIZA BINTI AMIN

MATRIC NO.

E30109120034

ACADEMIC
FACILITATOR

PN UMAIMAH BT IDRIS

LEARNING CENTRE

IPOH, PERAK

Assignment ETL 431

Part A: (10%)
Read the article The Teaching of Childrens 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 The Teaching of Childrens Contemporary English
Literature Component in Primary Schools: Common Practices in Malaysian
Classroom by Jothimalar Khrisnasamy from Universiti Malaya.
The study aims to identify strategies and approaches used by the teachers
when teaching Contemporary Literature in primary schools. The study also discussed
the reasons why selected approaches were being used in the classroom.
b) Discuss the Childrens Contemporary Literature Programme.
In

Malaysia,

the

Cabinet

decided

that

Childrens

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

students. It is to provide an early beginning and a foundation in
literature. Students will develop an understanding of other societies,
cultures, values and traditions that will help them in their emotional
and spiritual growth. It is also a follow-up program to the structured
reading program for Year 1 and 2 students. The aim of having
Childrens

Contemporary

Literature

Programme

in

Malaysian

curriculum are:
1. To instill and inculcate the reading habit among students
2. It is also to enrich the students vocabulary and language
content.
3. To enhance students thinking skills and the four language
skills.
4. It develops feelings and imagination. It helps children make
sense of their own experience, and promotes learning gains,
which allows children to learn new ideas and knowledge.
5. It allows children to understand cultural traditions and values
and issues in life and language gains which help children

Assignment ETL 431

develop

an

awareness

of

how

language

works

in

communication.
6. It helps them develop an understanding of the meaning of
words. It allows them to experience new ways of using
language that bridges the gap between written and spoken
language.
As a teacher, I hope that the students will have an open eye
about other peoples culture and learn to respects them. Currently I
find that my students are those who lived under closed environment
and only know the culture that they grow up with. Sometimes when
they were taught about other culture literally, they found that the
situation to be a joke. This should stop because itll get them into
trouble.
I found that literature can help in educating them about other
cultures and enables them to appreciate and respect it. Other than
that, it also helps to bring out their artsy side. They love when I
incorporate language arts activities together into the contemporary
literature with them. Currently, I am doing The Jungle Book with
Year 4. They loved it when they get to make the masks of the
characters and role play one of the scene with them. It also helps
the students with the intonation and stress when pronouncing
words.
There

are

so

many

benefits

when

teachers

teach

Contemporary Literature. However, the materials need to be

selected properly so that it is suitable and it doesnt demand
rigorous thinking from the students.
c) Elaborate on the findings of the study
The study states that this questionnaire survey was conducted
in an estimated 343 urban and rural, National and National Type
primary schools in the state of Negeri Sembilan Darul Khusus. The
respondents who are in-service teachers doing their Program Khas

Assignment ETL 431

Pengsiswazahan Guru, to make it national corpus. The case study

involving a series of classroom observations and focused interviews
was determined after permission from the principal of the schools
had been granted.
The sample size was obtained using Krejcie and Morgans
(1970) table. The population of English Language teachers in urban
and rural primary schools in the state of Negeri Sembilan Darul
Khusus, from both the National and National Type schools are
estimated around 758 (non optionist English teachers) and 861
(optionist English teachers) teachers.
According to the study, nearly 71.3% of the teachers indicated
that they have undergone training in the Literature Component in
English whereas 28.7% stated otherwise. From the data, it can be
said that most of the teachers have been exposed to the
Contemporary Literature. This happened because the Ministry
conducted courses on every level of the department so that all of
the English teachers have the knowledge of the Contemporary
Literature.
From the study also, it indicates that The findings of the
study based on the questionnaire also reveal that teachers have
shown a preference for using a more dominant way of teaching
literature,

for

example

the

paraphrastic

approach

and

the

information-based approach. The main agenda in every lesson was

to help students to gain a good grasp of the literary texts by giving
ample

explanation,

information

feeding,

clarification

and

paraphrase of the literary text whilst fun yet enriching activities

exemplifying language-based and personal-response were almost
neglected.
Instead, comprehension questions that exemplify the examination
format were constantly practiced and drilled
Through the study, it can be seen that most of the teachers in
Malaysia are comfortable with the exam oriented education system

Assignment ETL 431

which caused the teachers to ask questions about literature using

the tools for text comprehension. The questions also were in a very
literal form and dont generate critical thinking skills.
Other problem mentioned in the study was The teachers
involved in the case study have mentioned students language
proficiency

as

contributing

factor

to

the

choice

of

their

approaches. Often, it is heard that students especially in less

privileged areas may likely face problems even in reading. The
scenario is worsened when they are expected to understand the
language. Thus, when teachers encounter students of low language
proficiency, it is often that they themselves need to feed them with
information or re-tell and explain a literary text using Bahasa
Malaysia or other mother tongues.
The critical among the students all over Malaysia in which
they are lacking in language proficiency especially when English
Language is treated as Foreign Language rather than the second
language. Itll be very challenging even to get their attention to get
into the lesson together. Therefore, to prevent them from being left
behind, teachers tend to spoon feed the students and teach them
traditionally which is using the chalk and talk. This is to catch up
with syllabus. This is also due to the time constraint experienced by
the teachers.
One of the main factors contributing to the selection of
traditional method of teaching is The selection of literary reading
texts is a crucial factor that needs to be looked into seriously. In
relation to this, Nesamalar et al. (1995) highlight major concerns
such as text balance, suitability of language, the concepts in the
text, levels of reasoning, the content of the text and its pedagogic
suitability need to be taken into consideration when selecting a
particular reading material. In the context of this study, teachers
have uttered their concerns over the selection of text due to factors
like

culture

which

may

possibly

impede

students

from

Assignment ETL 431

comprehending a literary text whereas some teachers have

expressed their concerns over the language and dryness in the
selected texts because students were not seen to enjoy the text at
all. In short, it is perhaps worthwhile to select a text based on the
criteria listed by Nesamalar et al. (1995) so that students interests
in language and literature are not jeopardized.
The dryness mentioned in the study was referring to poor
selection of materials in which it does not appeal to the students.
The setting of the literature materials may not be suitable because
the students cannot comprehend them very well. So as a result, the
students read blankly without being able to comprehend and
process inside their mind. I hope that teachers will be given the
opportunity to select their own materials from their own libraries for
the use in the classroom literature. Itll be more meaningful and
students will eventually nurture the love for reading.
It also very important to include, the attitude of the students
themselves plays important role on how they perceived the
literature itself. In the study, It is also important to note the
attitudes of students per se. In the discussion of the research
findings, it was revealed that students attitudes toward literature
were

influenced

by

the

instrumental

aspect,

that

is,

the

examination. In other words, it can be said that literature would be

studied with a purpose if it is included in the examination.
From the early education year, the students have been
prepared and stuffed with the ideas of being excellent in the
important exam beginning from the UPSR to the PMR, SPM and the
STPM. These exams have become a culture in which they
measurement of ones excellence in academic world. So when the
contemporary literature was introduced, the students were passively
involved because it is not in the exams.
d) Explain the implications of the study in the classroom

Assignment ETL 431

The study has shed some light on what causes the students lack of interest in
studying literature. There are steps that can be taken to overcome the problems
mentioned in the study. First, teachers can always be selective of materials despite
having to use the textbook given by the Ministry of Education. For example the use of
The Jungle Book comic, the teacher can be creative with the activities. Teacher can
always have a short play of favourite scene or make puppets and use the puppet
theatre to tell the story. The media such as videos can always be accessible via the
internet.
Instead of having the usual answer the questions or find meanings of difficult
words, teacher can always have activities such as who says this? with the children.
Ask one student to role play a line of sentence and the rest of the class could guess
which character says the line.
Teacher also can always incorporate other parts of language into the literature
lesson, such as have the students identify grammar or sentence parts. Teacher can also
have listening exercise using the story read.
Another problem persisted from the exam oriented education system; pupils
always expect to be tested in some area. To change this, teacher can have them keep a
portfolio and give them a group assignment that generates their creative thinking. For
example the teacher can have the students rewrite the story with their own words and
endings. Time given to complete the assignment must be ample so that they can
correct their works several times.
Reading aloud the literary text also is sign of lower proficiency among
students. To avoid this, teacher need to give the students time to read by themselves.
Teacher can go from one pupil to another to ask questions about the text they read.
Students also can keep a book log so that they can record their progress and count the
speed of their reading.

Part B: (10%)

Assignment ETL 431

Write an essay on the topic:

Literature should be a Separate Subject in Primary Schools:
Literature is not something new in our educational system. During primary school,
books such as the Little Blue Boys and Clever Katya have been introduced as part of
KBSR syllabus for upper primary school pupils: Year 4, 5 and 6. However until now,
the importance of introducing literature to an ESL classroom to a younger target
group is debatable. Most of the teachers found it difficult to teach especially for the
rural school are with different cultural background
I do find that there are some benefits that can come out of the teaching of
literature at such a young age. However, the materials need to be adapted before it
can be used in the classroom. So it demands efforts from the teachers in the
preparation of the lesson to ensure that the lesson can run smoothly and less alienating
to the pupils.
Learn new culture
From my point of view, literature serves only a small portion in language
learning but it nurtures the cultural and values in a students. Literature materials are
always selected from authentic materials. The background of the written work is set
around the writers cultural setting or culture in which is near to the writers heart.
Therefore the places, the characters and other written elements may be new to the
students hearts. New culture can be introduced through the literature whether
implicitly or explicitly.
For example, through the use of The Jungle Book comic in Year 4 KSSR
syllabus, students can learn the culture setting in India and also the setting of the
jungle. The comic strips literature can successfully convey a visual setting of the
culture.
Expanding students view of the world
At the school I teach, students seem to be much concealed from outside world.
They do not have the knowledge of other parts of the world other than the flags of
World Cups football team. They lack reading of materials on other countries culture

Assignment ETL 431

and geography. I feel that it is my personal goal to expose the students to other culture
other than the Malays and Perakians to them.
I found that introducing folklores is a good way to get them to know other
culture from other states in Malaysia. I use books such as A Collection of Malay
Folk Tales by A Mahinder Singh to introduce simple Malay Folk Tales to them.

A Malay Folk Tales by Ladybug Book

It is also a good way to make the children realise about whats going on
around them because children today always caught up in their own world. Literature
is a good medium for the children to learn about other culture, histories and about past
people and places.
Enriching vocabulary
Not all literature materials have languages like in Shakespeare. Many
childrens literatures are written in simple languages which are appropriate for
targeted group of age. I believe that children should be introduced to harder
vocabularies gradually and in context. Literature gives the children the opportunity to
learn new vocabularies in context and in meaningful manner.
Rather than having to flip through dictionaries in which they have to pick
suitable meanings for the particular context, the students can be guided by the teacher
to guess meanings from contextual clues given in the book itself. In the book The
Hairy Bear by Joy Cowley, students can learn vocabularies such as robbers and
frightened. The repetition of the words and the use of proper illustration make it
easier for the students. It is always good for children to have a wide range of
vocabularies so that they can excel in writing. It also helps to improve reading
abilities and also gives depth and meaning in students speech.

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Assignment ETL 431

Improves students writing

Every teacher agrees that to be a better writer, students must read a wide range
of books which include fiction and non-fiction books. Non-fiction book seems to have
only factual writing style compared to the fictional written products. Fictional books
have wide variety of writing styles. So reading books not only generates ideas but also
give students the ideas and styles in which they can follow comfortably.
If the students are comfortable with narrative poetry, students can always be
encouraged to write using that style but with different theme and values.

Taken from the book Little Nonsense

Teach Students Critical Thinking
Students may find to be able to think critically based on non-fiction subject
matters very hard. This may due to lack of prior knowledge and not being able to
connect the facts to their life. When a student read a literature material with issues and
theme to explore, theyll be able to generate new ideas and relate it to their own life.
Even through the teaching of fairy tales, teacher can always have activities
that generate new ideas. For example, teacher can always ask students to rewrite the
Cinderella 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
particular story. The students may also suggest what the writer should do in order to
compensate the effects of event. In the story Ali Baba and the Forty Thieves from the

Assignment ETL 431

11

Arabian Night, students can write a letter to Kassim Baba and tell him what he should
not do.

Children can come up with different values as a comedy.

Part C: (20%) you determine the pages

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Assignment ETL 431

Prepare a Lesson Plan incorporating Literature in your English class [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 classroom]
Date

22nd April 2015

Year

Year 4 Bestari

Time

7.40 a.m 8.40 am (1 hour)

Theme

World of Knowledge

Unit

Care For The Sea

Topic

The Sea Creatures and Plants

Focus

Listening and Speaking

Previous
Knowledge

Day

Wednesday

1. All pupils have some information on the

endangered animals in Malaysia.
2. All pupils can identify adjectives and adverbs.
1.1 By the end of the 6-year primary schooling,

pupils will be able to pronounce words and speak

Content

confidently with the correct stress, rhythm and

Standards

intonation.
4.3 By the end of the 6-year primary schooling,
pupils will be able to plan, organize and produce
creative works for enjoyment.
1.3.1 Able to listen to

and

demonstrate

understanding of oral texts by:

Learning

(a) asking and answering questions

Standards

4.3.1 Able to plan, produce and display creative

works based on literary texts using a variety of
media with guidance

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Assignment ETL 431

By the end of the lesson, pupils should be able to:

Learning
objectives

1. Answer some comprehension questions based

on the given text.
2. Write a shape poem using the descriptions of
the sea from the discussions.
1. power point presentation on sea animals
(Appendix 2)
2. mind map on worksheets (Appendix 3)

Teaching aids

3. poem worksheets ( Appendix 4)

4. mah-jong paper
5. marker pens
6. power point puzzle ( Appendix 1)

Evaluation

7. Pictures of sea animals. (Appendix 5)

1. Students dialogue
2. Poem worksheets.

Activities
Teachers role
1. Teacher displays a power point puzzle on a LCD
projector.
2. Teacher answers questions given by students
with yes or no answer. For every yes, teacher will
reveal the puzzle pieces.
3. Teacher introduces the topic of the day
Set Induction
(3 minutes)

Pupils role
2.

Pupils

answer

some

yes

or

no

answers

questions to guess the title of the story today. For

each yes answer, a puzzle piece will be revealed.
Example of questions:
1. Is it an animal?
2. Does it live in the sea?
3. Does it eat fish?

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Assignment ETL 431

Teachers role
1. Teacher divides the pupils into group of fours.
Teacher assigns each group with a sea animal.
2.

Teacher

displays

the

presentation

of

sea

animals to the pupils.

Step 1
(19 minutes)

Pupils role
1. Pupils watch a power point presentation. Using
a mind map worksheets given, pupils write down
the notes of the given animals.
2. Pupils transfer the mind map on to a mah-jong
paper.
Teachers role
1. Teacher draws pupils attention to a set of in the
worksheets.
2. Teacher models the question and answering
session.
3. Teacher observes the pronunciation, stress and
rhythm during the question and answer session

Step 2

and during the practice session.

(20 minutes)

4.

Teacher

will

correct

the pronunciations

if

necessary
Students role
1. Pupils practice the question and answer in their
own group.
2. Pupils take turn to present their notes and role
Step 3

play the dialogue in front of the class.

Teachers role

(20 minutes)

1. Teacher shows pictures of sea animals without

the notes.
2.

Teacher

ask

questions

occasionally

students run out of adjectives to write.

when

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Assignment ETL 431

3. Teacher guides the pupils to write a shape poem

using the words that have been listed down by the
pupils.
Students role
1. Pupils discuss in groups and write down as
many words such as adjectives to describe the sea
creatures.
2. Pupils write down the words as shape poem on
the worksheets distributed by the teacher.
3. Pupils work together to decorate the poem with
colours.
Teachers role
Closure
(8 minutes)

1.

Teacher

gives

feedback

to

students

presentation.
Students role
1. Pupils recite the poem in groups.
Weaknesses
The mixed abilities students are very challenging.
Some of the upper level students may let the
lower level students left with no duty.
Strength
1. Peer coaching will be present in the group

Reflection

activities.
2. Computer assisted learning is fun for children.
3. Students have the opportunity to correct their
mistakes since only minimal writing is involved.
Improvements that can be made
1. Activities can be improved by asking the
students to do a booklet of poems so that they can
read it anytime.

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Assignment ETL 431

APPEN DIX 1
Puzzle for set induction

Slide 1

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Assignment ETL 431

Slide 2

APPENDIX 3
A slide show on sea creatures.

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Assignment ETL 431

APPENDIX 4
Mind map worksheets
Name: ________________

Date: ______

Fill in the circle with information of the animals.

THE STARFISH

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Assignment ETL 431

Now take turn to ask and answer questions based on the notes
above.
1. What is the name of the animal?
2. Where does it live?
3. What does it feeds on?

APPENDIX 4
Picture of animals
Name : _____________

Date : __________

Write down your poem in the space provided

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Assignment ETL 431

Name : _____________

Date : __________

Write down your poem in the space provided

Assignment ETL 431

APPENDIX 5
Pictures of sea animals

21

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Assignment ETL 431

Reference
From a Journal

Assignment ETL 431

23

Krishnasamy, Jothimala. (October 2013). The Teaching of Childrens

Contemporary English Literature Components in Primary Schools:
Common Practices in Malaysian Classrooms, volume 12 issue 4
From a Book
Kementerian Pendidikan Malaysia. Kurikulum Standard Sekolah
Rendah:Dokumen Standard Kurikulum dan Pentaksiran, Bahasa
Inggeris SK Tahun Empat. Kuala Lumpur. Kementerian Pendidikan
Malaysia