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AN INVESTIGATION ON TESL TRAINEES’ PERSPECTIVES ON THE
LEARNING AND TEACHING OF LITERATURE
ESTEE SOON BEE LING
UNIVERSITI TEKNOLOGI MALAYSIA
PSZ 19:16 (PIND. 1/97)
UNIVERSITI TEKNOLOGI MALAYSIA
BORANG PENGESAHAN STATUS TESIS♦
JUDUL: AN INVESTIGATION ON TESL TRAINEES’ PERSPECTIVES ON THE LEARNING AND TEACHING OF LITERATURE
SESI PENGAJIAN: 2005 / 2006
Saya _____________ESTEE SOON BEE LING_____________
(HURUF BESAR)
mengaku membenarkan tesis (PSM/Sarjana/Doktor Falsafah)* ini disimpan di Perpustakaan Universiti Teknologi Malaysia dengan syarat-syarat kegunaan seperti berikut: 1. Tesis adalah hakmilik Universiti Teknologi Malaysia. 2. Perpustakaan Universiti Teknologi Malaysia dibenarkan membuat salinan untuk tujuan
pengajian sahaja. 3. Perpustakaan dibenarkan membuat salinan tesis ini sebagai bahan pertukaran antara institusi
pengajian tinggi. 4. ** Sila tandakan (√ ).
SULIT (Mengandungi maklumat yang berdarjah keselamatan atau kepentingan Malaysia seperti yang termaktub di dalam AKTA RAHSIA RASMI 1972)
TERHAD (Mengandungi maklumat TERHAD yang telah ditentukan oleh organisasi/badan di mana penyelidikan dijalankan)
TIDAK TERHAD
__________________________________ (TANDATANGAN PENULIS)
Alamat Tetap: 52, TAMAN AUN SAY, 34000 TAIPING, PERAK.
Tarikh: ___________________________
Disahkan oleh
________________________________ (TANDATANGAN PENYELIA)
PN TINA ABDULLAH Nama Penyelia
Tarikh: ___________________________
CATATAN: * Potong yang tidak berkenaan. ** Jika Kertas Projek ini SULIT atau TERHAD, sila lampirkan surat daripada pihak
berkuasa/organisasi berkenaan dengan menyatakan sekali sebab dan tempoh kertas projek ini perlu dikelaskan sebagai SULIT dan TERHAD.
♦ Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah dan Sarjana secara penyelidikan atau disertai bagi pengajian secara kerja kursus dan penyelidikan atau Laporan Projek Sarjana Muda (PSM).
√
21 April 2006 21 April 2006
“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 and Education (TESL).”
Signature : .......................................................
Supervisor : .......................................................
Date : .......................................................
PN TINA ABDULLAH 21 APRIL 2006
AN INVESTIGATION ON TESL TRAINEES’ PERSPECTIVES ON THE
LEARNING AND TEACHING OF LITERATURE
ESTEE SOON BEE LING
A report submitted in partial fulfilment
of the requirements for the award of the degree of
Bachelor of Science and Education (TESL)
Faculty of Education
Universiti Teknologi Malaysia
APRIL 2006
ii
“I declare that this thesis entitled “An Investigation on the TESL Trainees’
Perspectives on the Learning and Teaching of Literature” 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 : ....................................................
Date : ....................................................
ESTEE SOON BEE LING 21 APRIL 2006
iii
To my beloved parents
iv
ACKNOWLEDGEMENT
The experience throughout the process of completing this study has been
enriching and meaningful. I would like to take this opportunity to personally extend
my appreciation to a few people here.
First and foremost, I would like to thank Pn Tina Abdullah for her dedication
and commitment in guiding me throughout the process of completing my thesis.
Your time and energy, your knowledge and your invaluable experience have
enriched my interest towards literature.
Secondly, I would like to thank the 3rd year TESL trainees year 2005/2006
for your willingness and availability to participate in this study.
I would also like to thank my friends, namely Sharon Marie Rodriguez and
Stephenee Loi, for your encouragement, support, prayers and friendship.
Next, I would like to thank my mother for your prayers, words of
encouragement, love and care that sustained me throughout my academic years in the
university.
Above all, I thank God Almighty for His unmerited favour and wonderful
grace in guiding every step of my life, and giving me the faith to believe that all
things are possible to him who believes.
v
ABSTRACT
This paper attempts to investigate the perspectives of TESL Trainees on the
learning and teaching of literature. Questionnaires were distributed to fifteen third
year TESL trainees. The data collected were analysed. The findings indicated that
TESL trainees have shown interest in the learning and teaching of literature.
However, results also show the problems they faced when using literary text in the
learning and teaching of literature. Based on the findings, the research hopes to come
up with suggestions on ways to help TESL trainees to be more confident in the use of
literary texts for the purpose of learning and teaching of literature besides having
equipped with the knowledge of the approaches on teaching literature. At the same
time, it is hoped that the research is able to contribute to the pre-service teacher
training in areas to improve especially literature component in TESL programme.
vi
ABSTRAK
Kertas ini bertujuan untuk menyelidik persepsi guru pelatih TESL dalam
pengajaran and pembelajaran sastera Bahasa Inggeris. Soal selidik diagihkan kepada
lima belas guru pelatih TESL tahun tiga. Data yang dikumpulkan telah dianalisis.
Keputusan telah menunjukkan guru pelatih TESL menonjolkan minat dalam
pengajaran and pembelajaran sastera Bahasa Inggeris. Keputusan juga telah
menunjukkan masalah yang dihadapi oleh guru pelatih TESL iaitu dalam penggunaan
teks sastera dalam pengajaran dan pembelajaran sastera Bahasa Inggeris. Daripada
keputusan ini, kajian ini diharapkan dapat memberi cadangan untuk membantu guru
pelatih TESL agar mereka akan lebih berkeyakinan diri dalam menggunakan teks
sastera untuk tujuan pengajaran dan pembelajaran sastera Bahasa Inggeries selain
daripada membelajari cara mengajar sastera Bahasa Inggeris. Adalah diharapkan agar
kajian ini dapat memberi sumbangan dalam membaiki program maktab perguruan
agar melahirkan guru pelatih TESL yang berkualiti terutamanya dalam komponen
sastera Bahasa Inggeris dalam program TESL.
vii
TABLE OF CONTENTS
CHAPTER TITLE PAGE
1
Acknowledgement
Abstract
Abstrak
Table of Contents
List of Tables
List of Figures
List of Appendices
INTRODUCTION
1.1 Introduction
1.2 Background of the Study
1.3 Statement of the Problem
1.4 Purpose of the Study
1.5 Objectives of the Study
1.6 Research Questions
1.7 Significance of the Study
1.8 Scope of the Study
1.9 Limitations of the Study
1.10 Definitions of Terms
iv
v
vi
vii
xii
xiii
xv
1
1
4
6
8
8
8
9
9
10
10
viii
CHAPTER
2
TITLE
1.10.1 TESL Trainees
1.10.2 Learning and Teaching of Literature
1.10.3 Literature in ESL
1.11 Conclusion
LITERATURE REVIEW
2.1 Literature
2.1.1 Main Types of Literature
2.2 Literature and Language Learning
2.2.1 Literature and Second Language
Learning
2.3 Teaching Literature
2.3.1 Approaches in Teaching Literature
2.4 Problems Related to the Learning and Teaching
of Literature
2.4.1 Problems Faced by Teachers
2.4.2 Problems Faced by Students
2.4.3 Problems Faced by Trainee Teachers
2.5 Suggested Solution to Some of the Problems
2.6 Conclusion
PAGE
10
11
11
12
13
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14
16
16
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24
26
ix
CHAPTER
3
4
TITLE
METHODOLOGY
3.1 Research Design
3.2 The Respondents
3.3 Research Instrument
3.3.1 Questionnaires
3.4 Data Collection Process
3.4.1 Pilot Study
3.4.1.1 Findings of the Pilot Study
3.4.2 The Actual Study
3.5 Data Analysis
3.6 Conclusion
FINDINGS AND DISCUSSION
4.1 Respondents
4.1.1 Background Qualification of
Respondents
4.1.2 Discussion on the Respondents
4.2 Perspective of TESL Trainees on the Learning
of Literature
4.2.1 Perspective According to Categories
4.2.1.1 Interest
4.2.1.2 Literary Elements
4.2.1.3 Literary Text
4.2.1.4 Enrichment
4.2.1.5 Comprehension
4.2.1.6 Teaching Approach
4.2.2 Discussion: Perspective on the
Learning of Literature
PAGE
27
27
28
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29
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x
CHAPTER
TITLE
4.3 Problems Faced when Learning Literature
4.3.1 Problems According to Categories
4.3.1.1 Interest
4.3.1.2 Literary Elements
4.3.1.3 Literary Text
4.3.1.4 Comprehension
4.3.2 Discussion: Problems Faced when
Learning Literature
4.4 Perspective of TESL Trainees on Teaching
Literature
4.4.1 Perspective According to Categories
4.4.1.1 Preparation
4.4.1.2 Teaching Approach
4.4.1.3 Motivation
4.4.1.4 Literary Text
4.4.1.5 Time Management
4.4.1.6 Students’ Response
4.4.1.7 Acceptance
4.4.2 Discussion: Perspective on the
Learning of Literature
4.5 Problems Faced when Teaching Literature
4.5.1 Problems According to Its Categories
4.5.1.1 Literary Text
4.5.1.2 Time Management
4.5.2 Discussion: Problems Faced when
Teaching Literature
4.6 Conclusion
PAGE
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CHAPTER
5
TITLE
CONCLUSION
5.1 Overview of the Study
5.2 Restatement of the Findings
5.3 Review of the Findings
5.4 Recommendation
5.4.1 Research Based on the Findings
5.4.1.1 Adopting Theme Based Approach
5.4.1.2 Text Selection
5.4.1.3 Teaching Approach for Poems
5.4.2 Research for Future Research
5.5 Pedagogical Implication
PAGE
65
65
66
67
69
69
70
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73
74
75
REFERENCES 76
APPENDICES A-C 84
xii
LIST OF TABLES
TABLE NO. TITLE PAGE
3.1 Likert Scale 30
4.1 Background Qualification of Respondents 35
xiii
LIST OF FIGURES
FIGURE NO. TITLE PAGE
2.1 Literary Pyramid 15
4.1 Interest 38
4.2 Literature Elements 39
4.3 Literary Text 40
4.4 Enrichment 41
4.5 Comprehension 42
4.6 Teaching Approach 43
4.7 Interest 47
4.8 Literary Elements 48
4.9 Literary Text 49
4.10 Comprehension 49
xiv
FIGURE NO. TITLE PAGE
4.11 Preparation 51
4.12 Teaching Approach 52
4.13 Motivation 53
4.14 Literary Text 54
4.15 Time Management 56
4.16 Students’ Response 56
4.17 Acceptance 57
4.18 Problems Faced when Using Literary Text 60
4.19 Problems in Managing Time 62
xv
LIST OF APPENDICES
APPENDIX TITLE PAGE
A Questionnaire 84
B Results of the Number of Respondents’ Feedback 91
C Newspaper Articles Arranged According to the Dates 95
1
CHAPTER 1
INTRODUCTION
This chapter consists of the introduction, background of the study, statement
of the problem, purpose of the study and the objectives of the study. This is followed
by the research questions, the significance of the study, scope of the study and some
definitions of terms used in this research.
1.1 Introduction
With over 350 million people around the world speaking English as a first
language and another 100 million people learning English as a second or
additional language, the importance of English as an international language
cannot be denied.
(The Star, 2005)
English today is “well-established as the international language of
communication” (Starks and Paltridge, 1996). As government is going full steam
2
ahead with plans to expand the horizon of the use of information technology, English
is now used as a medium of communication and the key to access the world of
information. Therefore to show the seriousness of training and equipping the next
generation as leaders of tomorrow, the Education Ministry has put in effort to train
specialist teachers to teach in English, especially for Science and Mathematics
subjects. This is crucial in order “to stay abreast with advances in information and
communication technology in the 21st century and to compete with the rest of the
world” (The Star, 2005).
In relation to that, English is no longer limited to teach one subject, but a tool
for learning and teaching other subjects as well (Simrit Kaur, 2003). The
implementation of the use of English for Science and Mathematics in schools has
been a concern to the schools and parents. It is identified in Simrit Kaur (2003), Dr
Chia – the principal of a Sekolah Menengah Kebangsaan says that Science and
Mathematics teachers have been receiving “inordinate amount of attention from
parents and department officials to the school head” due to constant evaluation. Much
emphasis is given here because of a change in the medium of instruction for these
two subjects. While the quality of teaching is evaluated, it is reported that many
teachers cannot speak proper English (Goh, 2004), how much more if teachers were
to deliver lessons for Science and Mathematics in English. Thus far, in Simrit Kaur
(2003), Dr Chia reported that “there has not been much collaboration between
English and Science and Maths teachers.” From this situation, language is therefore
neglected.
As English plays its role in the world of information technology, the basis of
English language itself should not loose its essence. The role of language should not
be seen as ‘elementary’ or for the purpose of communication only but to view
language in depth of its capability to shape individuals. To be in line with the
Philosophy of Education in Malaysia, the literature component was included into the
English Language Syllabus (ELS) in 1999. This move complements the need of the
country to shape individuals intellectually, mentally, and emotionally. For it has been
suggested that:
3
Literature is also a pursuit to meet human needs, to challenge the imagination,
to present different perspectives of human condition that may not be possible
to experience throughout a lifetime. In studying literature, students come in
contact with human experience. These aspects of humanism and
understanding enhance the ability to imagine, feel, value, experience,
appreciate, create, foresee possibilities, predict outcomes and challenge, that
are valuable in today’s societal and technological world.
(Talif, 1995:23-24)
Reviewing the purposes of literature component added to the Kurikulum
Bersepadu Sekolah Menengah (KBSM), they are to “enable learners to engage in
wider reading of good works for enjoyment and self-development” and “to develop
an understanding of other societies, cultures, values and traditions” that will
contribute to the learners” emotional and spiritual growth (Sukatan Mata Pelajaran
Bahasa Inggeris, 2000). It seeks to “enhance students’ proficiency in the English
language through the study of prescribed texts” (Kee, 2004). It is introduced as means
of enrichment to expand student’s boundary of reading besides reading technical and
scientific texts. Talif (1995:11) states that literature does not only diversify the
syllabus of English and makes lessons fun, in fact, it helps students “to be more
imaginative, creative and further improve their English language.” Eventually it does
give a balance to logical and analytical subjects to allow students to be expressive in
their thoughts and feelings through the learning of literature.
Despite the significance of what literature can do for individual development,
its use has not been extensively exploited in the teaching of the second language
syllabus until recently. After independence, the status of English was regarded as a
second language to be taught in primary and secondary schools as a subject in
Malaysia. Students are no longer compulsory to pass English in government’s major
examinations. English that used to be a language of government, administration,
commerce and education was replaced by Bahasa Melayu (Ganakumaran
Subramaniam, 2003:28). With the national language as the medium in schools, there
will be tendency that students may face difficulty in mastering English (Augustin,
4
2005). To reduce the struggles that students may face in learning the English
language in schools, it is suggested that reading habit should be a fundamental part of
education (Augustin, 2005).
Still, one of the biggest obstacles that hinder literature from becoming a
reality in school was because of the lack of reading habit. According to Anderson,
Hiebert, Scott and Wilkinson (1985 in Adams & Hamm, 1994:139), different national
reports, as well as Becoming a Nation of Readers, showed that only seven percent of
the time was spent reading in the classroom. Besides that, various researches have
shown that Malaysians do not have the habit of reading. Talif (1995) confirms the
lack of interest in reading among Malaysians while Atan Long (1984, in Talif 1995)
discovers through his survey that Malaysians do not really invest in books.
In order to inculcate reading habits among the younger generation, the Class
Reader Programme (CRP) was introduced in year 1990 to give exposure to materials
printed in English with the hope of improving their language proficiency and as a
stepping stone to the possibility of the introduction of literature in schools.
Unfortunately, “CRP was not a tested part of the English language syllabus”
(Ganakumaran Subramaniam, 2003:39). Besides the lack of training in using literary
texts on the part of teachers to teach English, CRP also failed as a step towards
improving the standard of English language in Malaysian secondary schools
(Ganakumaran Subramaniam, 2003) because “reading is one of the least favourite
pastimes among students” (Hariati, 2001).
1.2 Background of the Study
It is evident that Malaysia has a shortage of proficient English teachers and
teachers who are able to teach literature (Kee, 2002). Lim and Khelmani-David
5
(1995:22) state that it is “becoming increasingly difficult to get proficient speakers of
English to be trained as ESL teachers” in Malaysia. While in Kee (2002), one of the
interviewees who was a retired teacher also agrees upon the shortage of teachers and
the lack of qualified teachers to teach English. Moreover, based on Simrit and Lim’s
report (2001), it was found that there were TESL trainees who were poor in grammar
and failed to achieve their teaching and learning objectives for not having the
language capability. In relation to that, if teachers are not proficient in the language
themselves, then it would even be more difficult for them to teach literature in the
language they are weak in.
Besides having the issues of credible English teachers at hand, various
comments are given by the teachers concerning the introduction of the literature
component in the English syllabus in secondary schools.
According to Kee (2002) – teachers might have been given the wrong
impression of teaching literature and cause them to have fear and anxiety if they were
to teach literature. Workbooks that introduce literary terms like personification and
assonance may stir concerns among teachers who are not proficient in literary
components. On the other hand, students who come across these books may think that
they have to memorize these literary texts, not knowing that they are only required
“to provide only their personal responses to what is in the text” (Kee, 2002).
Moreover, some students may consider the irrelevance and the inapplicability
of literature in today’s science and technology era. Students may see it irrelevant to
study literature because the content itself does not contribute to the area of their
career path. In fact, Ur (1996) highlights this as one of the problems arising with
literature teaching. The knowledge of literature will be learned in vain without
purpose. It would be merely for the purpose of fulfilling the examination
requirement.
6
In addition, students may think the literary texts used are too difficult to
comprehend. Ur (1996) identifies the trouble of understanding literary texts because
of its lengthy text and written language that is difficult to understand. Considering the
vast variety of entertainment that comes from the west, students may think they
connect themselves better with Steven Spielberg’s action movies rather than
Shakespeare’s poetic play.
Other than teachers and students, TESL trainees have to be taken into account
of being part of the group who will be affected by the infusion of literature in the
syllabus. Most TESL trainees who completed secondary school in the year 2000 or
before were never exposed to the learning and teaching of literature in the classroom
until for the very first time they come in contact with the literature subjects only in
the teacher training college or at the university.
It is found that very little research has been investigated on them although
they form the new generation of teachers who would have to adapt to all the changes
made recently by the ministry. Most studies carried out investigate on teachers and
students focusing on problems rather than TESL trainees’ readiness or problems of
the future English teachers to be.
1.3 Statement of the Problem
When literature was first introduced in schools, it is found that majority of the
students faced problems in learning literature. Some students thought that literature is
not fun to learn (Anita, 2001). Because of their lack of positive attitude towards the
learning of literature (Anita, 2001 and Zurina, 2002), students’ motivation to learn
and read literary texts decrease (Anita 2001:75). This may be also due to students’
7
poor command of English (Anita, 2001 and Chong, 2004) because the literary texts
are difficult and abstract for the students to understand (Anita, 2001).
In addition to that, 67% of teachers agree that they do not like to teach
literature while 57% of the teachers find it difficult to teach literature (Farrah, 2004).
One of the reasons is the uncertainty of the approach to use in teaching literature
(Farrah, 2004 and Zurina, 2002). They are confused about how literature should be
taught in a language classroom. Other factors include limited materials on the
teaching of literature (Zurina, 2002), and the lack of cooperation from students and
parents in supporting the insertion of literature into the English syllabus (Farrah,
2004).
Apart from that, it is also found that TESL trainees also face problems when
teaching literature. Chong (2004) focuses on the TESL trainees who underwent six
weeks of practical teaching without any exposure to literature courses. After the
practical training, it is discovered that some of the TESL trainees find it difficult and
tedious to teach literature because what they learned in the TESL programme was not
sufficient to equip them for the teaching of literature in schools. Other problems that
arise are the lack of experience, lack of supplementary materials and resources, and
finally the low proficiency level among students.
If experienced teachers are facing challenges in teaching literature, TESL
trainees would most likely have to face bigger challenges because of their little
experience in teaching and the lack of exposure in reading literary texts.
8
1.4 Purpose of the Study
The purpose of the study is to investigate the perspective of TESL trainees on
the learning and teaching of literature.
1.5 Objectives of the Study
The objectives of the study are as follows:
(i) To investigate the perspective of TESL trainees on their learning and teaching
of literature;
(ii) To identify the problems faced by TESL trainees on their learning and
teaching of literature;
(iii) To suggest the possible means to help the TESL trainees in learning and
teaching of literature.
1.6 Research Questions
These are the research questions that this study seeks to answer:
(i) What are the perspectives of the TESL trainees in their learning literature?
(ii) What are the problems faced by TESL trainees when learning literature?
(iii) What are the perspectives of the TESL trainees in teaching literature?
(iv) What are the problems faced by TESL trainees when teaching literature?
(v) What are the possible means that can help TESL trainees in the learning and
teaching of literature?