Malaysia's Vision is for the country to become a fully developed nation by 2020. In order to compete at international level, the country needs to produce future workers who are well-versed in English. The National Philosophy of Education aims to produce holistic graduates who excel academically and have better intercultural understanding, which resulted in the re-introduction of literature into the curriculum. In addition, English is also used as the medium of instruction for teaching science and mathematics. In 2000, literature became a part of the English syllabus when the Literature in English Component was implemented in secondary schools. This paper aims to discuss students' attitudes towards the texts used in the program, the challenges faced in reading these texts and the type of texts students prefer to read. It also discusses the teaching strategies used in class, their effectiveness as well as the methods favoured by students. The study was carried out in two schools in Kemaman, Terengganu involving 110 Form Five students. Questionnaire and interview were used as the research instrument. Findings suggested that students generally had positive attitudes towards the text selection although they were less enthusiastic about the teaching methods used by teachers.
Promoting the interest of learning English Language through the teaching of literature is considered to improve the proficiency of the students in the target language too. Therefore, this study aims to investigate whether the teaching of literature promotes students' proficiency in the target language. Thus this study has taken into account the students' feedback on the subject, teaching methodologies employed by teachers and the literary texts used in the school. The survey was conducted at SMK Bukit Besi to elicit information on the students' perception and interest towards literature as part of their English Syllabus. A total of 50 respondents were selected and given a set of questionnaire to provide the data. Based on the findings, it was found out that learning literature has indeed assisted them to improve their grasp of the target language. It was also found that students perceive learning literature as important and integral in the holistic development of language of the students. The study also determined that the approach and styles of the teacher, choice of literary texts and students' interest determine a successful programme. Future researchers should widen their scope of research by a more varied and wider sampling.
Abstract-This paper discusses a study which explored a method of integrating literature in English Language proficiency courses at University technology Mara, (UiTM) Terengganu, Malaysia. A quasi-experimental study was conducted on two intact groups; the control and experimental groups respectively. Both groups underwent a eight week experiment whereby one short story, The Burden of Sin by S. Karthigesu was taught to the control group using the routine reading and comprehension teaching approach while the experimental group was taught using the reader response approach adapting Ibsen's The I Model text exploration and literary devices. Descriptive and inferential statistical analyses were conducted on the data using two nonparametric tests: the Wilcoxon Signed Rank test to determine the significance difference between the pretest and posttest scores; and the Mann-Whitney U test to determine the significant difference between the scores of the experimental and control groups. The results proved to be substantially significant; that by integrating literature in the language curricula, students can learn the four skills -listening, speaking, reading and writing-more effectively because of the literary promoting cultural, higher-order thinking and motivational benefits that fortify it.Index Terms-English Language teaching, essay writing, experimental study, literature based language instruction
Abstract-Interaction is regarded as a fundamental requirement of second language acquisition (SLA). The study investigated the provision of corrective feedback and learner repair of errors following feedback in interactional context of peer-to-peer conversations, particularly in a group setting. A total of four students in their early twenties participated in the study. These students are participants of the "Friends of English" (FoE) programme conducted by Centre of Teaching and Learning, Universiti Teknologi Malaysia. The relationship among error types, feedback types and learner repairs were examined. The interaction between these students in a group setting was recorded using Sony Sound Forge. The recorded interactions were transcribed and coded for types of errors (Syntactic / Lexical / L1), types of negative implicit feedback (Negotiation / Recasts) and learner repairs. Findings indicate that the mentor focused on recasts. He provided implicit negative feedback in the form of recasts to all three types of learner errors while engaging in the discussions. The majority of L1 errors were corrected followed by Lexical errors. Syntactic errors had the least number of repairs. Lexical error was the focus of the mentor as over half of Lexical errors received feedback followed by Syntactic error and L1 use.Index Terms-peer-to-peer, group discussion, implicit negative feedback, recasts, lexical error, syntactic error, L1 use, learner repair
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