FACULTY:

FACULTY OF EDUCATION AND LANGUAGES

SEMESTER / YEAR:
SEMESTER JANUARY 2015

COURSE CODE:
HBEL 3403
TEACHING OF LITERATURE

MATRICULATION NO:

781117065006001

IDENTITY CARD NO.

781117065006

TELEPHONE NO.

019- 4355002

E-MAIL

emyridz@gmail.com

LEARNING CENTRE

PERAK LEARNING CENTER

1. Introduction
Literature is defined as pieces of writing that are valued as works of art, especially novels,
plays, and poems (Oxford Advanced Learners Dictionary, 2005). For literature in English,
William Shakespeare is one of the famous writers who had produced massive masterpieces.
He had been widely regarded as the greatest writer in the English language and the world's
most excellent dramatist (Greenblatt, 2005). Literature is also known as the window of the
world as it offers the learners or readers the gist of ones culture, history, and traditions
(Carter & Long, 1991)
Literature in English has been implemented in the Malaysian education system to
improve students proficiency in the English Language through the study of a set arranged
literary text, as well as contributing to personal development and character building (Ministry
of Education, 2000The claim "the study of literature is fundamentally a study of language in
operation" (Widdowson: 1971) is based on the understanding that literature is an example of
language in use, and is a context for language use. Thus, studying the language of literary
texts as language in process is seen as enhancing the learner's appreciation of aspects of the
different systems of language organisation (OSullivan, 1991). By the end of the secondary
school English Language program, students ought to achieve the objectives set for them.

2. Literature in the Current Curriculum

The current curriculum includes literature in English and Malay as elective subjects and as
components of the English and Malay language subjects. Literature is also offered as an
elective subject at the SPM and STPM levels. The English Language syllabus has introduced
Childrens Contemporary Literature in Year 4, 5 and 6 in order to provide an early beginning
and a foundation in literature. Pupils will develop an understanding of other societies,
cultures, values and traditions that will help them in their emotional and spiritual growth. The
implementation of KSSR has put more emphasis in children literature. The standards for
Language Arts in Year 1 and Year 2 will explore the power of story, rhyme and song to
activate pupils imagination and interest, thus encouraging them to use English language
widely. The standards for Language Arts in Year 1, Year 2 and Year 3 for SJK will also
explore the power of story, rhyme and song to activate pupils imagination and interest, thus
encouraging them to use English language widely. In addition, the Language Arts module
also provides pupils an opportunity to integrate experiment and apply what they have learnt
in the other modules in fun-filled, activity-based and meaningful experiences. The value of
incorporating literature in English in the Malaysian Curriculum also includes the
development and enhancement of the basic language skills that are used in a literature in ESL
Context. One of the most important skills that can be developed in the study of literature is
reading. The process of reading literature requires that a student engage with literary texts
based on their past experiences, knowledge and worldview. Reading literature is crucially
linked to the critical and creative thinking skills (CCTS), an important set of skills that is the
focus of the teaching and learning objectives outlined in the Malaysian Secondary Schools
Syllabus. The development of CCTS skills in students can be facilitated by the practice of
making interpretations in their reading of literary texts which are open to various readings.
Students would also be able to acquire the skill of expressing their understanding and views
of issues and themes portrayed in literary texts from the dynamic reading, thinking and
interpreting process. With exposure to texts of various genres and cultural contexts, students
would also learn about intercultural engagement from literary texts that portray cultural and
ideological differences.

3. Literature Teaching in Malaysia

In 1979, the School Division, MOE initiated the introduction of the English Language
Reading Programme (ELRP). It was devised to encourage good reading habits amongst
school children to improve their English proficiency. Graded readers were selected by the
Curriculum Development Centre and provided to schools. However, according to Abu Samah
(2008) due to a shortage of staff and other administrative constraints, the programme suffered
from a lack of monitoring and training with the result that the books were not properly
utilised. After these problems and the KBSR (Kurikulum Baru Sekolah Rendah) and KBSM
(Kurikulm Baru Sekolah Menengah) curriculum reform, the Class Reader Project (CRP) was
introduced in 1990. A compilation of abridged literary texts were selected by a special
committee at the MOE, which stipulated that one of the five weekly English periods should
be devoted to the CRP. Despite the improved plan, the success of this programme was very
limited as it was not an examined component of the curriculum. As a result, the MOE made
the bold decision to absorb the literature component directly into the mainstream English
language syllabus.
The literature-in-English component was introduced in March (2000) at Form One and Form
Four levels in every secondary school in Malaysia (Ministry of Education, 2004:3).
Developed in line with the Malaysian philosophy of Education to produce holistically
developed individuals, the ministry hoped that through the literature component, students
would be able to get a firm groundingin the appreciation of literature in English with its
concern of humanity, values, beliefs, and customs as well as its great tradition and heights of
imagination and creativity. (Ministry of Education, 2004:5) Additionally, Hajjah Noor Baba,
a spokesperson from the Ministry of Education in Malaysia, in her Keynote address at the
Malaysia English Language Teaching Association (MELTA) 2005 stated that the ministry had
made provision for the study of English literature as a stand-alone subject, not integrated
into the English Language syllabus. She further affirmed that English Literature too had
evolved and new directions in the approach to English Literature had been designed, as she
further describes: .....especially in the shift from classics to contemporary works by both
native and non-native writers from all over the world thus resulting in a change of labelling
from English Literature to literature in English. Another significant change is the inclusion of

more genres at the SPM level, where instruction is not restricted to the study of novels and
plays alone, a practice which was prevalent before the late 1990s. Students of literature today
are exposed to short stories, poems, novels, and plays. (Baba,2005:90-96).
However, the aim to make English literature a stand-alone subject at secondary level has not
materialised as it is still a component of the English Language curriculum from Form 1 to
Form 5. Baba (2005) highlights some critical issues concerning, for instance, the teaching and
learning of literature in Malaysia which displays a mismatch between study demands and
teacher supply. She further explains that teachers who are qualified to teach literature are sent
to places where literature is not in high demand or schools where literature is a popular
subject but short of qualified staff. Another concern, Baba added, is teacher competence.
Although the intake for language teachers is high, this does not necessarily mean that they are
all capable of teaching English literature. Baba sums up; trainee teachers now are the 16
product of the fully implemented Malay or Bahasa Melayu curriculum. The criterion for what
is to be taught is an ongoing issue, and how literature should be taught is another, which
brings the issue of materials or text selection. The question is what should be the basis of the
text selection and the genre of texts? Are texts written by native speakers superior to those
written by non-native speakers and they are culturally suitable for Malaysian learners? These
are some of the issues that are surrounding the literature teaching realm in the Malaysian
setting.

4. The Benefits of Teaching Literature in the Classroom

Apart from that, teachers should have discovered the benefit of teaching literature in ESL
classroom. According to Dr. Ganakumaran Subramaniam, a president of Malaysian English
Language Teaching Association (MELTA), literature is introduced into syllabus for plentiful
purposes. Literature is hoped to be able to (1) provide rich and diverse exposure to language,
(2) improve vocabulary, syntax, and structure, (3) develop perception and interpretation
skills,(4) develop comprehension and motivation. As stated in the Curriculum Specification
(also known as Huraian Sukatan Pelajaran Bersepadu Sekolah Menengah), the study of
literary texts is meant to inculcate values and broaden learners outlook. All the objectives
mentioned can be related to literature component that existing English Syllabus.
There are three core areas that literature can help a language learner. The first aspect
is literature assist learners language development. According to Fook and Sidhu, (2010), a
literature-enriched curriculum not only helps learners improve their reading and writing skills
but more importantly helps them internalize grammar and vocabulary. Sidhu(2003) and
Savvidou (2004) add that the study of literature unconsciously enhances students overall
linguistic competence including their knowledge of syntax, morphology, semantics and
phonetics. Himanolu (2005) stated that, literature provides learners with a wide range of
individual lexical or syntactic items. Students become familiar with many features of the
written language, reading a substantial and contextualized body of text. As stated by Davis et
al (1992), literary style and structure pose a problem for students in trying to comprehend
literary texts, therefore, it somehow contributes to students attitude towards literature
learning. For instance, poems are identically disliked as it contains numbers of figurative
language and images which students fail to interpret (Wan Kamariah, 2009). In order to make
literature as the prominent role in enhancing English language, teachers should be able to
change this hindrance into attraction. Literature also enhances ESL students knowledge
about society. In the literary texts prepared, students are exposed with various cultures from
different countries. As stated by Kow (2002) noted that children's books are multifunctional.
They help students to expand their imagination, apart from literacy. Literature helps students

to cope with problems be they social, cultural, racial or problems that crop up in dealing with
life in the real world. It also helps to inculcate specific social attitudes that are thought to be
acceptable in their community. In fact, one of the advantages of using literature is that it can
serve as a medium to transmit the culture of the people who speak the language in which it is
written. According to Norliana Ghani (2009), students prefer books or texts that discuss the
issues of youth, relationship, and social changes. These texts or stories are usually have clear
language, good organization of the plot, and thought provoking. This is the reason why in
literature class, students are encouraged to have discussions or presentations of their opinions
which indirectly promote critical thinking. Critical thinking is very useful when it comes to
problem solving as one has to weigh before making any decisions.

5. Issues in the Teaching and Learning of Literature in Malaysia

The Ministry of Education embarked on a policy shift in 2000 with the incorporation of
literature in English language lessons in schools. It was stipulated that one of the five English
periods in schools be allocated for the literature component. Following this move, literary
texts of various genres were introduced in schools from Form One to Form Five. The selected
texts were written by both English and Asian writers. The aim of learning these literary texts
is to enhance students proficiency level of English, contribute to students personal
development and character building and widen their outlook of the world through reading
about other cultures and world views (Ganakumaran 2003). The implementation of this
policy has varied repercussions, both positive and negative. In a study of the incorporation of
the literature component in schools Ganakumaran (2003) states there are a number of
challenges and implications especially in the selection of appropriate texts. He suggests that
the text chosen must be both readable and accessible to pupils. It is also important to maintain
a consistency in the themes of the language proficiency aspect and the theme of the literature
component (Ganakumaran, Shahizah & Koo, 2003). He also believes that another aspect of
readability should be seen from the perspective of culture. The texts are selected from both
local and foreign ones. For instance, the poem Lifes Brief Candle by Shakespeare or the
novel Dr. Jekyll and Mr. Hyde by R.L. Stevenson used in the lower secondary syllabus is
both geographically and historically distant to the Malaysian student. In fact, some of the
cultural information in some of the texts is obsolete even in the countries of origin
(Ganakumaran, Shahizah & Koo 2003).
Vethamani, M.E. (2004) says the literature component implemented in the schools has a
strong bias for texts from the British and American literary traditions. Not denying that these
two traditions have a canon of literary works, there is also a need to acknowledge the
emerging trend of local literary works in English or translated into English from Malay and
should be considered for use in schools. In addition, the status of English in Malaysia as a
second language or sometimes to that of a foreign language has resulted in English being
used minimally in communication. Therefore students have little interest in the culture of the
target language.

Incorporating Malaysian literature in English would offer a more familiar setting and cultural
elements. It could encourage students to enjoy the literary texts as they would be able to
identify with the local characters and issues (Vethamani, M.E. 2004). The relation between
student and text is an important element in determining the choice of suitable texts for use in
the classroom, even in the context of the teaching and learning of English in the first
language. According to Blocksidge (2000) it is not a simple task of listing those texts which
will always do well in the classroom, but they must also be able to portray the intellectual,
cultural and emotional assumptions. Texts should have a public theme and also within the
grasp of students and similarly they are capable of extending the students moral, social and
emotional understanding (Haddon 2000).
A study conducted by Norton (1995) in the teaching of literature in Swedish Upper
Secondary schools shows that the pupils find reading in English as a foreign language
difficult than reading in their mother tongue, prefers texts that are amusing, thrilling and not
too demanding. Norton states the problems teachers face in teaching literary texts, especially
in a foreign language context is the choice of texts. The texts must enable pleasant reading by
being on the appropriate level for students that is the linguistic or vocabulary-wise level and
on the intellectually or content- wise level (Norton 1995). Literary appreciation is the true
key to understanding and enjoyment of a work of literature (Gwin, 1990). This level of
literary appreciation can result only from reading texts that have a genuine and meaningful
impact on the individual (Keshta 2000; Ballentine & Hill, 2000). Consequently, to achieve
this level, careful consideration must be given to selection of texts for use in the literature
classroom. This is because the key to success in using literature in ESL classrooms depends
primarily on the texts selected.
A research conducted by Che Ton Mahmud (2005) on rural secondary school students reveal
that if the aim of the literature component in the English language syllabus is to be achieved,
the text used needed due consideration. In the context of the Malaysian rural classrooms,
texts selected should trigger the students schemata so as to provide a genuine platform for
students and teacher interaction, and reader-text interactive processes to take place. Localized
literature should be favoured but specific related themes should take priority. Results of the
research reveal that texts used should relate to the students life experiences, activate their

prior knowledge and convey a message. The titles selected should trigger and maintain
students interest and should be able to provide avenues for spontaneous students responses
and involvement.

6. Selection of Materials
One of the most important considerations in the issue of text selection is the source of the
selected texts. Literary texts of a wide range of cultural settings should be selected. Local and
more recent and new writings should be given prominence over canonical texts. Local texts
should be emphasised more as they are more accessible to students compared to foreign texts.
Research or a needs-analysis on students reading preferences is an important means of a
student-oriented text selection.
In terms of genre, text selection should be based on multiple genres as well as multimodal
texts. The general consensus was that poems, short stories and graphic novels were thought to
be genres that would have popular appeal amongst Malaysian learners. It was also suggested
that teaching all these texts should also be based on multimodal techniques.
Literary texts are usually difficult for both the students and teachers to select. In this respect
teachers should be wary about such factors as the learners language proficiency, age, gender,
and background knowledge so that children or young adults are exposed to certain types of
literary texts in comparison to the adult learners. The learners gender and background
knowledge likewise should come under close scrutiny when it comes to selecting the
materials. Also factors related to the text itself should also be considered. Considering all the
aforesaid problems built-in literary texts, Carter & Long (1991) argue that these problems can
be overcome by selecting an appropriate text for an appropriate group of language learners.

7. Justification of Two Poems.

To make my point more clearly, I have choose two poems from Year 4 and Form 5. In these
poems there are some words that in my opinion do not suit our Malaysian background and it
beyond the reach of our students knowledge.
For example in the poem entitled Holidays Memories. There are some words; I am quite
sure, any Malaysian students are not familiar or understand it at all. The first word is
Timbuktu. Timbuktu is a city in the West African nation of Mali situated 20 km (12 mi) north
of the River Niger on the southern edge of the Sahara Dessert. As a teacher, I know where
Timbuktu is but to explain it to the students (who have never been to West African!) maybe
the teacher need to put up a world map to show the place before they read the poem.
Then, I floated on a moonbeam...What is a moonbeam? I have no idea! I gossiped to a
parrot, travelling to Mars... I know the students know a parrot as a beautiful blue, red, and
yellow bird but a parrot travelling to Mars? It is real? More questions will be ask from the
students and more difficult for me to explain it. Then, there is a line; I drove a greyhound
bus...which makes me think, what is the meaning of a greyhound bus? And it getting worse
when this line showed up; I heard a mermaid sing...Is a mermaid existing in this world? I
know my pupils will say that they knew mermaid from the cartoon: The Little Mermaid, but
still it is a fairy tale creature and does not exist at all.

Theres Been a Death in the Opposite House.

Theres been a death in the opposite house
As lately as today
I know it by the numb look
Such houses have always
The neighbours rustle in and out
The doctor drives away
A window opens like a pod
Abrupt, mechanically
Somebody flings a mattress out
The children hurry by
They wonder if it died on that
I used to when a boy
The minister goes stiffly in
As is the house were his
And he owned all the mourners now
And little boys besides
And when the milliner and the man
Of the appalling trade
To take the measure of the house
Therell be that dark parade
Of tassels and of coaches soon,
Its easy as a sign
The intuition of the news
In just a country town
- Emily Elizabeth Dickinson

A window opens like a pod

Abrupt, mechanically
How does the window open like a pod? What is a pod? And how does it open
mechanically? These are maybe the questions from the students whether the weaker one or
the good one.
Somebody flings a mattress out
.This is quite confusing. Why a person flings or throws a mattress out from the house? What
is the meaning of the line? In Malaysian cultural, there are no such things as throwing
mattress when someone died.

The minister goes stiffly in...

What comes to my mind is wondering who this minister is? Who is the minister referring to
in Malaysian context? Is it similar to the Imam? If I am asking such question, imagine the
students understanding toward it.

And when the milliner and the man

Of the appalling trade
To take the measure of the house
Therell be that dark parade

What is the milliner doing there? Who is the milliner referring to in Malaysian context?
The man of the appalling trade, is he the one going to do the things needed before burial?
Im not sure of what they might be though in the Islam or other religion. Why is he going to
measure the house? What is the parade for?
Of tassels and of coaches soon,
Its easy as a sign
And, finally, what are tassels going to do in the dark parade? Are they those, as I
remember, hung to the coaches?

8. The Findings
Understanding the text is a problem for very weak students. They cannot understand the text
if they cannot understand the sentences. The sentences do not make sense when the meanings
of the specific words are not known. For such students, English is not second language but a
foreign language. Thus, the literature text is beyond their ability to comprehend and in a
regular English lesson. This is due to the figurative languages used such as idioms,
metaphors, similes, symbolism and such. Most of the students thought that background
information concerning a text such as the authors life or the setting was vital to
understanding a text. I agreed that background information would make it easier for students
to comprehend a text. Language problems included unfamiliar words, phrases as well as
archaic language used in poems. Language problem was especially time consuming as
students had to constantly refer to dictionaries for meanings of words, get help from siblings
or relatives or seek explanation from their teachers. Another problem faced by the students
was in understanding the real meaning or the message of the texts. The students agreed that
although they could understand the literal meanings of texts, they had problems figuring out
the underlying meanings. Not surprisingly, teachers spent a lot of time discussing plot,
characters, themes, setting and moral values of the texts in class.

9. Conclusion
A way to motivate students to read literature is through better text selection. The most
important criterion in text selection is probably students interest. This does not mean that the
texts have to be about teenagers issues only. Students response suggested that they would
like to read about adventure, mysteries and life experience. As students come from different
background, interest and abilities, the best option is to choose texts which vary in terms of
genres, topics and language level. More contemporary poems can be included in the text
selection and for novels, it is better if more choices are provided and students are allowed to
choose those which suits their interest and language level. Teachers play a big role in
students education. Not only do they impart knowledge to students but they also help shape
students attitudes towards education, school and more specifically, the subjects that they
teach.

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