Types of English Literature Teaching Approaches Preferred by Teachers in Secondary Schools in Miri, Sarawak

Abstract

This study aimed to investigate the types of literature teaching approaches preferably employed by Form 4 and Form 5 teachers who taught literature in English literature lessons in selected secondary schools in Miri, Sarawak. A mixed-method study was applied with the use of a questionnaire and interview questions. Three hypothesized relationships were tested with a sample of 43 trained teachers serving in seven urban secondary schools in Miri, Sarawak. Findings showed information-based approach was most preferred by teachers, followed by moral-philosophical approach and paraphrastic approach. The results of interview also showed most teachers employed information-based approach. The results from descriptive and inferential statistics of independent t-Test, one-way ANOVA, and Pearson Product-Moment Correlation Coefficient (Pearson r) indicated that employing literature teaching approaches was not influenced by gender, years of teaching experiences, and students’ reactions towards the employed approaches. The main reason for employing certain literature teaching approaches was to develop students’ understanding towards literary texts and prepare them for Malaysian Certificate of Education (SPM) examination. The results shows that incorporating literature teaching to assist students to acquire and internalize the use of language proficiency for creative writing may not be fully achieved under the national curriculum development. It also necessitates for the revision of curriculum development.

The Teacher’s Approaches in Teaching English Literature Component: A Systematic Literature Review

“…However, the findings also shown that the least preferred approaches out of the sixteen studies conducted on teaching approaches implemented by English teachers-two studies by Ling & Chen (2016) and Wahyuni et al (2021)-revealed that the two main approaches that are least preferred by teachers are the language-based approach and the paraphrastic approach. Therefore, it can be concluded that the other most preferred approach would be the other person's least preferred approach.…”

“…Sixteen articles were chosen to answer the RQ 1. And these ten studies by (Al Sabiri & Kaymakamoğlu, 2019;Atek et al, 2020;Bunga Febriani et al, 2022;Fauziah, 2016;Granath, 2017;Jabeen & Sarifa, 2022;Ling & Chen, 2016;Resueňo & Ian Bel Resueňo, 2019;Suliman et al, 2019;Wahyuni et al, 2021), revealed that there are six main approaches employed by teachers in teaching literature, which are the information-based approach, moral-philosophical approach, paraphrastic approach, language based approach, reader response approach, and stylistic approach. Subsequently, four studies by Benonguil & Barnido (2022); Hernández (2020); Moustafa & Naima (2022) and Yimwilai (2015) suggested other teaching methods such as the experimental group approach, communicative approach, affective responses approach, and focus group discussion.…”

“…It is also a good way of helping them to pronounce the English words by reading aloud the literary texts in the class (Moustafa & Naima, 2022). Ling & Chen (2016) suggested group discussion and sharing sessions. Students could understand the text better with the given basic information and main contents.…”