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Abstract
Student learning outcomes are the specific measurable goals and results that are expected
subsequent to a learning experience. In the Malaysian secondary school Malay literature
curriculum, there are 29 specific learning outcomes to be fulfilled. These outcomes range
from students’ ability to read, understand, and respond to a text and their ability to
produce and present creative work of prose, drama and fiction to the best of their ability.
This paper seeks to evaluate the perceived level of difficulty that secondary school
teachers of Malay literature have in helping students achieve the learning outcomes. This
empirical study will also try to ascertain possible reasons for their perception regarding
the above.
The Malay Literature Syllabus
The teaching of Malay literature in Malaysia aims to develop the mind, spirit and
emotion of a student with the hope that he or she will become a learned individual.
Apart from that, the teaching of Malay literature can help bolster students’ proficiency in
the Malay language and teach them to appreciate the aesthetics of the language as
reflected in its literary forms.
The syllabus for the Malay literature was formulated in 1991 and was subsequently
revised in 2003 to meet the aspiration of the Philosophy of Malay literature Education.
The revision incorporated several new elements within the content of the curriculum such
as knowledge, socio-cultural norms, human value, and citizenship.
The aim of the Secondary School Malay literature curriculum is to equip students with
the knowledge of literature so that they can relish, appreciate, and feel proud of the
Malay literature within the national education system.
Learning Outcomes
According to Fulks (2004), student learning outcomes are the specific measurable goals
and results that are expected subsequent to a learning experience. These outcomes may
entail knowledge (cognitive), skills (behavioral), or attitudes (affective behavior) that
show evidence that learning has occurred, at a specified level of proficiency, as a result of
a course or program. Learning outcomes are clear and measurable statements that define
what a student is able to do at the end of a course or program.
C Drama
1.0 Elaborate on the definition, types, characteristics, techniques, and the roles of
drama
2.0 Explain the biodata of playwrights being studied
3.0 Explain cognition and inquiries in drama
4.0 Analyze characters and characterization in drama
5.0 Elaborate on plots in drama
6.0 Elaborate on backgrounds in drama
7.0 Analyze style in drama
8.0 Analysze human values and didactics in drama
9.0 Produce scripts and present drama
D Poetry
1.0 Elaborate on the definition, types, characteristics, and the roles of poetry
2.0 Explain the biodata of poets being studied
3.0 Elaborate on the meanings of poetry
4.0 Elaborate on themes and inquiries in poetry
5.0 Analyze forms of poetry
6.0 Analyze style in poetry
7.0 Analyze tone in poetry
8.0 Elaborate on human values and didactics in poetry
9.0 Produce and recite poetry
Objectives of Study
This study aims to gauge the perceived level of difficulty that Malay Language teachers
in several secondary schools in the northern states of Perlis and Kedah think they have in
helping students achieve the learning outcomes as stated in the Malay literature
curriculum. Teachers’ perception of their ability to help students achieve the learning
outcomes as stated in the curriculum is used as a sort of formative or self -evaluation tool
that can help them identify their weaknesses or strengths in assisting students fulfill the
specified learning outcomes. The study will also identify possible reasons that might
hinder or assist them in their effort.
Procedure
Participants
A total of 20 Malay language teachers from 6 secondary schools in the states of Kedah
and Perlis participated in the study.
Instrument
A specially designed questionnaire comprising four parts was used to collect data needed
for the study. PART A: Demography; PART B: Twenty-nine Likert-style statements on
language teachers’ perception of the level of difficulty in fulfilling the learning outcomes
of the Malay literature component in the Malaysian Secondary School Malay Language
Curriculum; PART C: Eight Likert-style statements on reasons they think influenced
their choice of answers in Part B; and PART D: Subjective statements of other factors
they think pose a hindrance to them in fulfilling the learning outcomes.
Simple descriptive statistics was used to present data garnered from respondents.
Results
PART A: Demography
Table 1: School
Table 2: Age
I feel that it is 4-very easy 3-easy 2-difficult 1-very difficult to make my students
understand or able to fulfill the following learning outcomes:
PART C. Faktor Sukar Mencapai Hasil Pembelajaran/ Factors that make it difficult to
fulfill the learning outcomes
1 Sangat tidak setuju 2 Tidak setuju 3 Tidak pasti 4 Setuju 5 Sangat setuju
Faktor/ Factors 1 2 3 4 5
1. Students are not interested in studying literature. Therefore, they pay less
attention on the subject. (Para pelajar kurang berminat mata pelajaran sastera.
Oleh itu mereka kurang memberi tumpuan terhadap pelajaran.)
2. Students are lazy to read the texts and thus making it difficult for them to
understand the story and to analyze character,plot, lessons, etc. (Sikap pelajar
yang malas membaca teks menyebabkan sukar untuk pelajar memahmi cerita dan
gagal untuk menganalisis watak, plot, pengajaran dll.)
3. Some students like to skip classes and this has an influence on work quality, exam
results and they would miss on some important points that they should master in
preparing for the SPM. (Sikap segelintir pelajar yang sering ponteng
mempengaruhi hasil kerja, pencapaian dalam peperiksaan dan terlepas bahagian-
bahagian pelajaran yang sepatutnya dikuasai oleh semua pelajar sebagai
persediaan menghadapi peperiksaan SPM.)
4. Students are not interested in reading the assigned texts. (Pelajar tidak berminat
membaca teks yang ditetapkan.)
5. There is a wide range of questions asked and this makes it difficult for students to
master them all. (Soalan yang dikemukakan terlalu luas menyukarkan pelajar
menguasai kesemuanya.)
6. Literature is not suitable for students who are from the ”weak” class. They cannot
read and lazy to study. (Pelajaran kesusasteraan tidak sesuai untuk pelajar kelas ”
belakang”. Mereka tidak boleh membaca dan malas belajar.)
7. There are students who are completely dependant on the teacher. They are lazy to
read the compulsory texts. (Terdapat pelajar yang bergantung sepenuhnya kepada
guru. Mereka malas membaca teks wajib.)
8. Texts and course syllabi are too wide- in the form of text analysis. The structural
approach is boring. Does not fulfill career requirement. (Teks dan sukatan
pelajaran sukatan pelajaran terlalu luas- dalam bentuk analisis teks. Semuanya
menggunakan pendekatan struktural-menjemukan. Tidak memenuhi keperluan
kerjaya.)
9. Not interested in the subject, especially the male students. In class discussion,
they do not really participate. (Kurang berminat terutamanya pelajar lelaki. Di
dalam kelas pula tidak memberi tumpuan dan semasa aktiviti perbincangan
kumpulan pelajar lelaki kurang memberikan kerjasama.)
10. Students who take the course are weak in Bahasa Melayu and do not have mastery
of the 3R. (Para pelajar yang mengambil mata pelajaran ini terdiri dalam kalangan
mereka yang lemah dalam mata pelajaran BM dan ada yang tidak menguasai 3M.)
11. Teachers do not have the experience teaching the subject (Guru tiada pengalaman
mengajar sastera Melayu.)
12. Different culture and ethnicity in society make it difficult for students to
understand the Malay language. (Pelbagai budaya dan bangsa dalam masyarakat
menyukarkan pelajar memahami bahasa Melayu.)
Analysis
Prose work learning outcomes, it seems, pose the greatest challenges to the respondents
to fulfill, followed by poetry and drama. And if we look at the comments given by some
of the teachers in PART D, the reasons might be that some students are weak in their
language and reading skills and are just too lazy to read the assigned texts. Prose work,
being longer, might seem less interesting and less engaging than the other types of
literary genres. Literature, being a reading subject, might not be a suitable subject for
those who do not like to read or do not have the skills to do so. Other factors cited are too
many things to cover in the syllabus, lack of teaching experience, lack of students’
interest in the subject and students coming from different ethnic and cultural groups.
And if we look at responses in PART C, most teachers feel that they are adequately
trained, that they have no problems understanding all the texts to be used, they love
teaching literature, that enough time is allocated for the subject, and they have enough
facilities in school to conduct lessons. Most agree that their students do not have a strong
mastery of the Malay language and they are not sure if their students like the subject or
feel that Malay literature is important in life.
Conclusion
In the final analysis, most of the participants perceive that the majority of the learning
outcomes are easy to fulfill with several exceptions as highlighted above. Most feel that
the problem resides mostly in students’ attitude and reading skills and habits rather than
the teacher themselves. It would be most interesting to conduct a survey on students who
are taking the subject to get their views on the matter. It would make for an interesting
research work in future given the fact that interest in the subject is waning as evident in
the number of students taking the course each school year. A more comprehensive and
far-reaching research needs to be done if we want to ensure that the teaching of Malay
literature does not die a slow death. This research has shown that, in a small way,
teachers’ perception of the degree of difficulty in fulfilling the learning outcomes
provides an important indicator of what needs to be done in future planning to ensure that
the teaching of the subject will flourish rather than come to a premature end.
BIODATA
Zuhairah Binti Idrus lahir pada 29 Mei 1980 di Pulau Pinang. Pendidikan Awal di
Sek.Ren.Tunku Abdul Malik, Kulim Kedah. Pendidikan menengah di Sek.Men.Sultan
Badlishah, Kulim Kedah. Memperoleh Ijazah Sarjana Muda (Kepujian) Pengajian
Melayu di Universiti Malaya, Kuala Lumpur dalam pengkhususan Kesusasteraan Melayu
dan Bahasa Melayu. Bertugas di Universiti Malaysia Perlis pada Jun 2004 sebagai Guru
Bahasa Melayu.
References
Sukatan Pelajaran Kesusasteraan Melayu KBSM. Retrieved form the net at www.
ppk.kpm.my/sphsp/spkmelayu.pdf
Wise, A. E., et al. Teacher Evaluation: A Study of Effective Practices. Rand Series.
Report NIE# R-3139-NIE, June 1984: 84pp.