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Culture Documents
Introduction
In todays educational world, the development of curriculum has made
it possible for us to teach literature in the teaching and learning of
languages. At primary level, literature in English has become one of the
compulsory components in Kurikulum Standard Sekolah Rendah (KSSR). It
has been included in the English language syllabus as part of the content
that should be learned by students in Year Four one to Year Six since the year
2014. In the English language curriculum specifications, the literature
component is specifically put under the language for aesthetic use learning
outcome. The Ministry of Education has explains the reason of putting the
literature component in the syllabus specification as follows: 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. (KSSR English language Curriculum Specifications,
2013)
Teachers experience
The
able to capture the richness of the language that will assist them for creative
writing.
Students level of proficiency is recognized as one of the challenges
faced by the teachers. Students with low level of proficiency have limited
access to language and therefore they were unable to express their ideas
and share with their peers. When the students could not comprehend the
literature text, it would be difficult for them to relate with their own
experience. This consideration has been supported by all the teacher from
the interview done. All teachers feel their students need to be fully guided
when they are given a task not only during literature lesson but also during
normal English Language class. Therefore, most of them agree that oral
activity is not applicable for weak students. With limited English vocabulary,
teachers have to translate most of the words so that students can
understand the literary text. A local newspaper once claimed that the newly
graduated English teachers are using the national language (Malay) to teach
English literature by translating or giving elaboration of the content of the
text in the syllabus (Utusan Malaysia, 2nd of July, 2001). It seems that some
of the English teachers lack ways to teach literature with the aim of making
the students understand the lesson. By translating or explaining an English
content using Malay language does not help the process of improving or
developing English among students.
Despite the challenges in teaching literature lesson to young learners,
an unexpected response from the respondents is that all teachers agree
literature lesson should be included in the primary schools curriculum. Most
teachers have positive perception toward using Literature at the primary
level. They view literature is an interesting lesson that will capture students
attention in learning English language with the rhythmic sounds from poems
and appealing plot from the short stories. However, due to time constraints,
literature components have been disregarded to some extent. Year 5 and
Year 6 English teachers claim that literature would not be a tested
component at primary level hence they put little emphasis on teaching this
component. Since Year 5 and Year 6 students are still using the old
curriculum (KBSR), teachers give more focus mainly on the language skills
through
the
prescribed
syllabus
to
produce
good
results
in
UPSR,
part of curriculum implementation and this issue should not be taken lightly.
As such there is a need to look into ways of developing awareness and
understanding among students of how the content of a text can be made
interesting and meaningful for future academic challenge. A more effective
manner in teaching literature results in maximum benefit in expanding
students vocabulary and inculcating extensive reading habit by the students
(Erkaya, 2005). Fakrul Alam (2002) agrees that literary text enhance
students reading skill and provide varied examples of vocabulary use. I put
this consideration as my focal point since all the respondents in this study
view literature lesson as discrete and detached it from language learning.
Perhaps the teachers find the teaching and learning of literature as daunting
task. Nevertheless, having low proficiency students, teachers could exploit
literary texts to promote language learning and turn students negative
perception towards English Language to positive. In order to have a welldesigned literature lesson, teacher should be equipped with sufficient skills
and this calls for the ministry to carry out intensive literature courses and
trainings for teachers in the future.
Conclusion
The six teachers that I have interviewed have shown different
approaches in teaching literature component based on the activities they
conduct in their classes. Some teachers would prefer teacher-centered
approach while others practice learned-centered approach. One activity
conducted that I found engaging is pairing literature component with movies.
Teacher D has made full use of The Jungle Book movie from the Youtube.
Even though the storyline from the movie is a bit different from the graphic
novel, this gives an opportunity for teachers to consider an adaption that will
encourage students to pay close attention to the written language of the
original piece. Teacher D believes this way of teaching would give her
students multiple ways to make sense of the literature. Teacher A and
teachers suggested that glossary should be included in the literary text prior
to the students low proficiency.
The interview that I conducted has shed lights to the importance of
teaching literature in primary classroom. Whether a simple jazz chants or
poem it all relies in the teachers role to encourage students to reflect on
these beautiful ideas through a wide variety of interesting activities. Such
activities will not only help students learn the language, but learn it as a
powerful, artistic device. Literature can also act as a powerful change agent
by developing pupils intercultural awareness while at the same time
nurturing empathy, a tolerance for diversity, and emotional intelligence
(Ghosn, 2002, p.172). Therefore, there is a need for a change about teaching
literature as a whole and this aim can be reached by adapting interesting
and engaging teaching approach. Teachers should be provided with intense
courses just to focus on teaching literature and how to incorporate literature
text as part of teaching language skills. The change towards the
incorporation of literature as a tested component in the teaching of English
Language for the local context has shown that Malaysia has not only serious
following the current trend in language instruction but has also the value of
literature for teaching of English as a Second Language for our language
learners.
References
Day, J. P. et al. (2002). Moving Forward with Literature Circles. New York:
Scholastic.
Erkaya, O. R. (2005). Benefits of using short stories in the EFL Context. Asian
EFL Journal, 8, 1- 13.
Fakrul Alam. 2002. Using Postcolonial Literature in ELT. The English Teacher.
5(2). 123-135.
Retrieved October 14, 2014 from www.eric.ed.gov.
Ghosn, I. (2002). Four good reasons to use literature in primary school ELT.
ELT Journal, 56, (2)
172-179.
Khatib, M., Derakhshan, A., Rezaei, S. (in press). Why & Why Not Literature: A
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Linguistics, 1,
1.
Retrieved October 14, 2014 from
http://www.ccsenet.org/journal/index.php/elt/article/viewFile/9683/6932
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Retrieved October 14, 2014 from
http://scholar.google.com/scholar?
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kesusasteraan Inggeris.
Utusan Malaysia. July2.4.
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Ministry of Education. (2010). Dokumen Standard
Kurikulum Sekolah
Rendah.
Kuala
Lumpur: Author. Retrieved on 7th July 2014 from
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%20Inggeris/01%20DS K% 20E nglish%20Y1-%20SK.pdf