CHAPTER 1

INTRODUCTION

1.1 Research Background

Comprehension is defined as the act or process of comprehending. Hence,

comprehension skills can be described as the ability to process text, understand the meaning,

and integrate or connect information from the text to what the reader already knows. According

to (Harvey and Goudvis, 2000), comprehension skills builds up through making connections,

predicting, inferring, synthesizing and seeking answers to questions that arise. However, in this

paper, we would want students to improve their comprehension skills in literature by not only

understanding and visualizing the text but also help to enhance their higher order thinking skills

from combining information into new thoughts.

With that being said, our initiative of creating as well as promoting comic as a medium

to teach literature in an English classroom aims to improve comprehension skills among Form

4 students especially for one of their literature components which is the short story ‘Rubbish

Dump’ by Steve Chimombo. Through comics students would be able to grasp the meaning or

storyline of the short story in a limited amount of time which would eventually reduce Teacher

Talking Time (TTT) and increase Student Talking Time (STT) during a literature lesson.

Therefore, the implementation of comic in a literature classroom will encourage students to

develop the Four C’s Skills; Critical thinking, Collaboration, Creativity and Communicative

skills in order to prepare them to conquer the 21st Century challenges and opportunities in

future.

1.2 Problem Statement

According to the Malaysian Education system, English is an important subject that

needs to be taught in all schools in Malaysia. Curriculum Specification states that the English

subject not only focuses on the language and grammatical skills but also it emphasizes on the

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literature component like novel, short stories and poems. The literature component in the

English subject is aimed to develop language proficiency and nurturing the love for reading

through literary narrations.

However, in most literature classroom students have the difficulties in understanding,

learning and coping with the literary materials and texts provided. Arvidson and Blanco (2004)

argued that these literary texts are written in such a way that they are dull and lengthy with

unattractive colours and visuals. Furthermore, they believe students failed to relate themselves

to the literary materials and texts as their comprehension level towards it is limited.

Thus, this research is aimed to improve comprehension skills in literature by using

comic specifically in the short story ‘Rubbish Dump’. This is because comics are colourful and

attractive. In fact, it is well-sequenced which enhances the understanding of the storyline.

Besides that, it also helps to develop much needed analytical and critical thinking skills.

1.3 Research Objectives

a) To determine the effectiveness of using comic in “Rubbish Dump” to improve

comprehension skills in literature

b) To enhance higher order thinking skills among students using visuals and illustration

in literature class.

1.4 Research Questions

a) Does comic improve the comprehension skills in literature among student?

b) How does comic improve the higher order thinking skills among students in a literature

class?

c) What are the limitations that teacher face when using comic in handling a literature

classroom?

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1.5 Operational Definition

Comic is a medium used to express ideas by images, often combined with texts

or other visual information. According to Greg Hayman and Henry John Pratt in an

essay entitled ‘What Are Comics’, they define comic as a ‘pictorial narrative’. Durkin,

1993 believes that comprehension is the essence of reading and the active process of

constructing meaning from text. Higher order thinking skills or known as HOTS can be

defined as a concept of education reform based on learning taxonomies such as Bloom’s

taxonomy and involves the learning of complex judgmental skills such as critical

thinking and problem-solving. The material that will be used is in this research is the

short story ‘Rubbish Dump’ which is written by Steve Chimombo. It is a story from

Malawi, retold by Jennifer Bassett.

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 CHAPTER 2

LITERATURE REVIEW

This chapter focuses on previous findings and research found in journals and scholarly

materials which are closely related to our own study. There are few important topics covered

in this chapter which are both literature and the short story ‘Rubbish Dump’, the importance of

comprehension skills in literature, the intervention of this study itself which discusses on the

use of comic in literature, and finally the ARCS model as our theoretical approach.

2.1 Literature

Hirsch (1978), defines literature as any text worthy to be taught to students by teachers

of literature. According to research, ‘What is Literature?’ by Meyer (1997), proves that

literature or literary works are written texts that are marked by careful use of language,

including creative features like metaphors, symbolism, well-turned phrases, elegant syntax,

rhyme, alliteration and meter that are in a literary genre (poetry, prose fiction, drama). Apart

from that, literature plays two important roles ; literature with a capital L and literature with a

small l. John McRae (1994) distinguishes between literature with a capital L as the classical

texts such as Shakespeare, Dickens and literature with a small l which refers to popular fiction,

fables and song lyrics. However, in the context of Malaysian schools, as highlighted by the

Malaysian Education Blueprint (2013-2025), the importance of teaching and learning literature

in the Malaysian classroom is to enhance and upgrade the proficiency level of English. It also

contributes to students’ personal development and character building and widen their outlook

of the world through reading about other cultures and world views (Ganakumaran, 2003).

Conversely, if literature is not incorporated in the English language classroom, Malaysia will

not be able to help younger generation for the advent of globalization and the various

challenges that abound in today’s borderless world (Paramjit Kaur & Nooraida Mahmor,2013).

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2.2 Short Story ‘Rubbish Dump’

Rubbish Dump is a short story written by a Malawian writer, Steve Chimombo that is

featured in the Malaysian Form 4 literature component book, “Changing their Skies: Stories

from Africa, retold by Jennifer Bassett”. In our study, we focus on incorporating comic in the

short story Rubbish Dump as a tool to help students and teachers to learn and teach the short

story in classroom as a way to help improve comprehension skills among students.

2.3 Comprehension

According to Durkin 1993, Comprehension is the core of reading and the active process

of constructing meaning from text. Whereas, RAND Reading Study Group (2002) stated that

comprehension is the process of stimulating and creating meaning through interaction and

involvement with written language. On the other hand, Duke (2003) mentioned that

comprehension is a process where readers produce meaning by interacting with text through

the combination of prior knowledge and previous experience, information in the text, as well

as the reader’s views which are related to the text.

Comprehension does not only merely depend on the reader’s characteristics such as

their prior knowledge and previous experience, but it also depends on language processes such

as the fundamental reading skills, knowledge on vocabulary, decoding, sensitivity to text

arrangement, making an inference as well as motivation. Besides that, comprehension also

actively involves strategic processes. There are two types of these processes which are known

as metacognition and comprehension monitoring. Readers must go through both the language

and strategic processes to develop and improve their comprehension skills. However, when

readers develop in their comprehension skills, they are eventually able to progress well from

the stage of learning to read to the main goal which is reading to learn (Yovanoff, Duesbery,

Alonzo, & Tindal, 2005). Therefore, comprehension skills is crucial as it does not only develop

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a reader’s knowledge academically but also helps to shape a person mentally based on what

they perceive and understand from their readings.

2.4 Comics

As for the historical background, the English word “comics” is already being published

in American newspaper in the “funnies” section about a century ago. Comics are seen as “a

narrative form consisting of pictures arranged in sequence” (Varnum & Gibbons 2001: xvi).

“Comics or, less commonly, sequential art is a form of visual art consisting of images which

are commonly combined with text, often in the form of speech balloons or image captions”

(Comics 2007: 1). The word ‘comics’ can in fact be considered a misnomer (Eisner 2004: 16).

According to McCloud from Understanding Comics (1993), comic can be defined as

“Juxtaposed pictorial and other images in deliberate sequence, intended to convey information

and/or to produce an aesthetic response in the viewer” (p. 9). Comics have the following

components: Panels, gutters, balloons and captions (Saraceni 2003: 7-10).

There are different fundamental forms of comics. They are comic strips, and comic

books and graphic novels. As for the comic strips, it can be identified from the usage of four

panels’ longs of a sequence cartoons. The other form is comic book and graphic novels. They

are longer comic stories. Few examples of popular comic books are Batman, Superman and

The Fantastic Four. These comic books are even being made into Hollywood films. In addition,

there are also web comics and instructional comics. Web comics are online comics available

on the Internet (Comics 2007: 8). Meanwhile, instructional comics are different compare to the

other available comics. It is being used to convey information for educative or informative

purposes. For many years, comics were only regarded as recreational reading, but comics

become more accepted as a legitimate form of art and literature and they are making their way

into classrooms (Edmunds 2006: 1)

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2.5 Intervention of Using Comic in Literature

Nowadays, teaching through static texts is not just dull but also impractical (Lyga &

Lyga, 2004). Thus, teachers need to come out with various creative ideas to attract student’s

attention especially in learning literature. There are many classic literature titles that has been

adapted into graphic novels and has been proven that comic can help the teachers to develop

reading literacy skills among students (Schwarz, 2002). According to McCloud (1993), comic

can be defined as a juxtaposed pictorial and other images in deliberate sequences, intended to

convey information and/or to produce an aesthetic response for the viewer. Laycock (2018)

propose that using comic in literature can help to build student’s interest and motivation to

read. This is due to the lack of interesting visual and the dullness of certain literary texts. Some

of the text are also lengthy and hard to understand. The use of pictures and vibrant colours in

comic enables it to become one of the solutions in a more interactive literature lesson. This is

because, the combination of texts and visual are much more engaging for students to actively

participate in the reading activity (Kerr & Culhane, 2000).

James W. Brown (1977) provided a theoretical in comics can be used in foreign

language classroom to build visual literacy and language. Brown highlighted how comics were

made of two different types of code: (1) linguistic code and (2) visual code. This is also as

similar as Paivio’s (1971) DCT theory who propose a similar coding system but as process.

DCT during top-down processing gave second language learners an additional strategy to use

when problem-solving a text. This could be best exemplified when students were instructed to

compose the text (i.e., dialogue or narrative) when communicating a meaningful story for a

provided sequence of visuals. Thus, by using comic the class will not be a ‘traditional’ class,

but comic books invite students to participate meaningfully in a classroom discussion precisely

because most of them are not already convinced of their literary value. If asked to critically

evaluate a comic book, students might be much more forthcoming with their ideas and opinions

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than in a discussion of a more "traditional" literary work (Rocco Versaci, 2001). In this

research, in order to answer the research questions, we will use a printed comic of the short

story Rubbish Dump to determine how effective the usage of comic in improving student’s

comprehension skills in learning literature in class.

2.6 Theoretical framework

Figure 2.6.1 ARCS Model

Every educator in the 21 century learning is facing great challenge of stimulating and
st

sustaining learner’s motivation especially in teaching literature component. This is because

many students become disinterested as they regard literature as a boring lesson. Thus, they are

dealing with difficulty of finding reliable and valid method to motivate the learners. One

method to solve this challenge is by using ARCS model of motivation which is proposed by

John Keller that provides guidance for analysing the motivational characteristics and designing

motivational strategies based on this analysis. According to John Keller’s ARCS Model of

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Motivational Design Theories, there are four steps for promoting and sustaining motivation in

the learning process: attention, relevance, confidence and satisfaction.

First, a lesson must grab the learner’s attention. Tactics for these can be ranged from

simple unexpected events (teacher shows the title of the short story with colourful and fancy

comic writing) to mentally stimulating problems that engage a deeper level of curiosity.

Definitely, student will lose their interest if teachers are using the old strategies such as reading

aloud to teach literature component. In fact, learners will be more interested and engaged into

the lesson if the teachers used variety of strategies to teach them. The use of comic to teach

literature component is one of the great ideas that can be applied in order to gain the attention

of the learners.

The second requirement of this model is to build the relevance. Although, the attention

is already being attained from the learners, but they will simply lose the motivation if it has no

perceived value. Relevance is aroused from the relationship between the content of the

instructions and the important goals of the learners, their past interests and their learning styles.

Learning literature “Rubbish Dump” can be considered as relevance into them as it is might be

related with their important goals such as pass the exam with flying colours. In term of past

interest, there is no doubt that many learners love to read comics as it is very interesting instead

of reading the written form. Besides that, the visual learners will found that the use of comics

in literature component is relevance into them as they are learning better through images and

visual representations.

Confidence is the third requirement in the ARCS motivational model. Establish positive

expectancies of success for students often used as the method to build the confidence. There is

no doubt that students often lose confidence if they are not aware of what is being expected

from them. It is much easier to boost the confidence among students if the teachers prepare

clearer objectives and providing examples of acceptable achievements. Thus, the teachers can

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assist in building positive expectation of success by making the lesson much easier and simpler

for students through the use of comic in learning literature. If the students found that learning

literature is exciting, they are prone to have a high confidence towards the success.

If the learners are attentive, interested in the content, and moderately challenged, then

they will be motivated to learn. But to sustain this motivation, the fourth condition of

motivation is required – satisfaction (John Keller, 2000). Learning must be rewarding or

satisfying in sense of achievements or praises. The students must feel positive about the

learning experiences to receive recognition and evidence of success that support their intrinsic

feelings. Tangible extrinsic rewards such as grades, token of achievements and prizes also can

produce satisfaction among students. The use of comic in the short story “The Rubbish Dump”

will help the students to understand the subject matter easier and faster than the traditional

ways. Hence, they will have better understanding on lesson and eventually will lead them into

mastery of the subject matter.

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 CHAPTER 3

METHODOLOGY

3.1 Introduction of Action Research Model

Action research is a process which participant examine their own educational practice

systematically and carefully using the technique of research (Watts, 1985, p. 118). According

to Mills (2011), action research is an attractive option for teacher researchers, school

administrative staff, and other stakeholders in the teaching and learning environment to

consider. Action research is being actively promoted in schools and teachers are strongly

encouraged to take up action research projects as an avenue for professional development

(Patrick T.H Lim, 2007). There are many guidelines and models of action research that are

available and can be used by the teachers in order to conduct and engage with an efficient

action research. Some of the well-known action research model is Kurt Lewin’s action -

reflection - cycle Model (1946), Kemmis and McTaggart’s Model (1998), Dialectic Action

Research Spiral (Mills, 2003) and the Balanced Model.

Figure 3.1.1 Kurt Lewin’s Model (1946)

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 Figure 3.3.2 Kemmis and McTaggart’s Model (1998)

Figure 3.3.3 Dialectic Action Research Spiral (Mills, 2003)

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3.2 Action Research Process Model (CAR Model)

The action research model that is used in this research is the Process Model for

Canonical Action Research by Davison et al, 2004. Process Model for Canonical Action

Research or as known as CAR Model is a model that imply a cyclic process of intervention,

with the conduct of (rarely) one or (more usually) several cycles of activities that are designed

to address the problem(s) experienced in the organizational setting. There are two essential

components in CAR which are first, by iterating through carefully planned and executed cycles

of activities, so researchers can both develop an increasingly detailed picture of the problem

situation and at the same time move closer to a solution to this problem. Second, by engaging

in a continuous process of problem diagnosis, so the activities planned should always be

relevant to the problem as it is currently understood and experienced.

Akin to other forms of AR, CAR involves the combination of theory and practice

‘through change and reflection in an immediate problematic situation within a mutually

acceptable ethical framework’ (Avison et al., 1999, p. 94). Basically, according to Davison et

al, there are five principles in CAR model which are the Principle of the Researcher - Client

Agreement (RCA), The principle of the Cyclical Process Model (CPM), the Principle of

Theory, the Principle of Change through Action and the Principle of Learning through

Reflection. In this research paper, the principle that will be used throughout the process is the

Principle of the Cyclical Process Model or also known as CPM. The cyclical nature of the CPM

suggests a unidirectional flow, with diagnosis followed by planning, intervention, evaluation

and reflection.

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 Figure 3.2.1 CAR process model.

Susman & Evered (1978) originally proposed a model with the following five stages

which are diagnosis, planning, intervention, evaluation and reflection. Process Model for

Canonical Action Research also have fives similar stage. Hence, we believed that by using this

process model, we can also come up with a reliable action research. The reason why we used

this model because the second principle (CPM) in this model have the criteria that can reflect

systematic research. The extent to which the Principle of the CPM is reflected in a project can

be described by the adherence to seven criteria (see Table 1).

Num. Criteria

1 Did the project follow the CPM or justify any deviation from it?

2 Did the researcher conduct an independent diagnosis of the organizational situation

3 Were the planned actions based explicitly on the results of the diagnosis?

4 Were the planned actions implemented and evaluated?

5 Did the researcher reflect on the outcomes of the intervention?

6 Was this reflection followed by an explicit decision on whether or not to proceed

through an additional process cycle?

7 Were both the exit of the researcher and the conclusion of the project due to either
the project objectives being met or some other clearly articulated justification?

Table 1: Criteria for CPM

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3.2.1 Diagnosis

Diagnosis is the first stage, process or step in conducting an action research according

to the Cyclical Process Model adapted from Davison et al 2004. In this stage, the researcher

must conduct a thorough diagnosis and also an independent diagnosis of the current situation

not only as to confirm the nature of the problem(s) but also to determine the cause(s) of the

problems. As researchers we will collect information and review literatures and materials that

are relevant to our study. We will also assess the situation of our topic through a thorough and

independent diagnosis by developing our research problems. In the context of our research

which is on the use of comic in ‘Rubbish Dump’ to improve comprehension skills in literature,

we will look into the problems that students faced in understanding a literature text.

3.2.2 Planning

After diagnosing the problems, researchers will directly move to the planning stage

whereby the intended sequence of actions needs to be specified. In this stage, researchers will

do a sampling in order to produce accurate results.

3.2.2.1 Sampling

The selected group of students will be from Form 4 with an intermediate level

of English proficiency. 30 students will be chosen to participate after undergoing a pre-

test to determine their language proficiency level. The group of students must have the

same level of proficiency, which is intermediate. Students with the same language

proficiency level is needed for the purpose of data collection and analysis. This will

help the researchers to observe whether there are any improvements in comprehension

and high order thinking skills among the selected group of students after the

implementation of comic as proposed by the researchers. This study will be conducted

among Form 4 students in Sekolah Menengah Kebangsaan Bukit Gambir which is a

15
government-funded school located in Gelugor, Penang. All quantitative and qualitative

data collected would be utilized for the data analysis.

3.2.2.2 Instrument

Our study will utilise a pre-test, formative test (post-test), summative test (test

and observe), peer feedback (observation from senior teacher), self-reflection for the

teacher and journal writing for the students. The tests will be conducted appropriately

by prioritising the accuracy, validity, reliability and credibility without losing any

information in the process. The qualitative methods used are emphasized without

neglecting the quantitative methods since our research requires both immense and in-

depth information for the purpose of analysis.

i. Instrument 1: Pre-test

Our Pre-test is in the form of a diagnostic online test that will be conducted

among the 30 selected students. The students are required to take the test

individually from the laptops provided by the researchers in charge. The main

purpose for this pre-test is to indicate their English proficiency level before

implementing comic in the classroom.

ii. Instrument 2: Formative Test (Post Test)

The formative test will look at the students’ performance on their

comprehension skills on the storyline and characters involved in the short story.

The researcher in charge will conduct this test with the students after

implementing the comic. This test will assess the students on their ability to

answer the questions without having any reference of the text or the comic. This

test is in relation to our research question 1.

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iii. Instrument 3: Summative test (Test and Observe)

This test is conducted to assess students’ high order thinking skills (HOTS)

through the implementation of this comic. Students are required to answer

HOTS questions regarding the important lessons that they have learned and

encountered through the implementation of comic. The students will be

evaluated through the scoring rubric created for the test.

iv. Instrument 4: Peer feedback

This method is conducted to enable senior teachers to observe the teaching

and learning process through the implementation of comic by the researchers.

The senior teacher will observe the researchers and give feedback on the

effectiveness of using comic in the classroom and also to ensure that the lesson

taught follows the curriculum specifications provided by the Ministry of

Education.

v. Instrument 5: Self-reflection

This method is for the researchers to reflect on the implementation of comic

in the classroom, the overall performance of students as well as the limitations

that the researchers face in the midst of creating and implementing the comic.

This will also help researchers to learn from the problems that they faced during

the implementation of comic in the classroom.

vi. Instrument 6: Journal Writing

This method is for the students. The students will be given the chance to

write their opinions on how effective the use of comic is to improve their

comprehension skills and also higher order thinking skills. Students will also

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 rate the effectiveness of the whole learning process through comic with a scale

given by the researchers.

3.2.3 Intervention

First and foremost, we used comic as the intervention in our action research because it

contains a series of sequential images arranged in panels that are using words and symbols to

tell a whole story. Comics provide narrative experiences for students just beginning to read and

for students acquiring a new language. Students follow story beginnings and endings, plot,

characters, time and setting, sequencing without needing sophisticated word decoding skills.

Images support the text and give students significant contextual clues to word meaning. Comics

act as a scaffold into the students’ understanding. Rather than using the original short story of

The Rubbish Dump, some student might find it is boring as there are not many pictures in this

short story. Apart from that, it is also being arranged in lengthy paragraphs and thus will lead

into disinterest among students to read the short story itself. On the contrary, if we change the

lengthy paragraphs of the short story into comics, it will be much easier to read the short story.

As they read it students are exposed to English as a whole, and not the simplified collection of

structures presented in a linear fashion which is the staple of most ESL course books.

According to Stephen Carry, a second language learner specialist and author of Going

Graphic: Comics at Work in the Multilingual Classroom, says: “Comics provide authentic

language learning opportunities for all students. The dramatically reduced texts of many comics

make them manageable and language profitable for even beginning level readers.” Also,

according to Cary, comics motivate reluctant readers. They engage students in a literary format

which is their own. Comics speak to students in a way they understand and identify with. Even

after students learn to be strong readers comics give students the opportunity to read material

18
which combines images with text to express satire, symbolism, point of view, drama, puns and

humour in ways not possible with text alone.

3.2.4 Evaluation

The use of comic as the intervention in this research will give many good effects to the

students. The strengths of comics in education according to Yang Gene (2003) are many such

as motivating. Due to human’s natural attraction to pictures, comics can capture and maintain

the learner’s interest. The visuals representations by using colourful pictures and texts mutually

tell a story. Thus, the students will become more interesting to read the story by using comic

instead of reading it in traditional way in lengthy paragraphs. There is famous Chinese proverb

“one sighted is worth, a hundred words”, it is fact that we take knowledge through our

intellects. In this "interplay of the written and visual" comics "put a human face on a given

subject" resulting in emotional connection between students and characters of a comic’s story,

Versaci (2001). Hence, the students will understand the character better because the use of

pictures in this comic that show facial expression will definitely make it easier for the students

to understand the emotional feelings of the characters such as happy, sad, angry and others.

The combinations of images and the written word (Eisner, 1985) have a strong visual aspect,

which facilitates readers’ imagination and helps anchor the expressions used by not only

putting them in context but making the medium multimodal. Memory formation is also aided

by such visual details.

The usage of comic books in the short story “The Rubbish Dump” might have

advantageous psychological effects. It is possible that the use of comics reduces students’

Foreign Language Anxiety (Horwitz, Cope, 1986). This type of anxiety, if high, could prevent

information intake and therefore inhibit the learning process. We cannot deny the fact that there

are students who refuse to read the short story because it is written in English. The students in

19
the intermediate level will regard English language is difficult to understand because it is not

their mother tongue and they are not a native speaker. However, when deeply engrossed in a

comic book story, attending to both text and image, students may learn to read for pleasure,

develop a liking to their target language, and experience less anxiety in the classroom.

However, the use of comic as the intervention in this research will also have some

drawbacks to the students and teachers. The language that are been used in comic are very

simple and straightforward. Thus, it does not require a complex information processing. For

some weak students, it may give advantages to them as they will be able to understand the

storyline and plot of the story as a whole. However, for advanced students, they might find that

reading comics is not challenging for them. The usage of simple words and vocabularies will

later on made them feel disinterested towards the comics. This means that, although students

find them absorbing, their vocabulary level and themes do not challenge students. Most

importantly, the sequential events that present in the comic takes into account the important

and essential part of the short story only. Hence, there are not much exposure about the

additional or extra parts of the short stories such as minor characters, moral values and

additional themes. Thus, if the students want to understand better everything of the smaller

parts, they still need referring to the original text.

As for the teachers, they might find that it is challenging to use comic in literature

classroom because only the important parts of the short story is being highlighted in the comic.

Thus, this may misguide the students into the wrong interpretation of the short story especially

if the teacher does not provide learning guidance for them. Reading the comic will benefit the

students’ comprehension skills as they will see a clear cut of events and plot in the short story.

However, there are not much higher order thinking skills (HOTs) that being applied and

showed from the comic. Besides that, as we already know, in comic there are many pictures

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and texts that been used in order to make the short story as a whole. For some students, they

might focus more on the pictures and images instead of focusing on the content of the comic.

Besides that, the teachers will use the comic to improve higher-order thinking skills

(HOTS) among students in a literature class. The teachers will teach students about few

elements of the short story such as characters, plot, settings and many more. These elements

will be taught by using the comic. It means that the comic will be used by the teachers in order

to replace the usage of the traditional text in teaching and learning process in literature. The

usage of the comic will be emphasized on particular strips so that the students will get an idea

about the important lessons that be gained through their reading on the comic.

After that, the teachers will conduct a test in form of summative assessment to access

the students. The test will require students to answer the question that related to HOTS. The

test will be about the important lesson of the short story “The Rubbish Dump”. The test will be

conducted by the teachers in order to know whether the usage of comic can be used as a way

to improve their higher-order thinking skills. The students will be asked to state three points

with the relevant explanations that can be gained from that short story. They will be given 30

minutes to complete the question given.

The teachers will record the students’ grades after the test in order to evaluate their

performance regarding the usage of the comic in the literature class. The students will be

observed to know whether the comic can improve their higher-order thinking skills. The

students’ answers and grades will be analysed by the teachers in order to check their

understanding level. The teachers will refer to the scoring rubrics to monitor their higher-order

thinking skills improvements from the usage of comic in a literature class.

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3.2.5 Reflection

According to Davidson et al, the fifth stage in this model provides an opportunity to

reflect explicitly on the activities and outcomes of the project. It should enable the action

researcher to reach a decision as to whether or not to proceed through an additional process

cycle. Thus, in this stage the teacher will use summative assessment as the final test to discover

each of the student’s comprehension skills by using a comic in teaching literature. A journal

writing will be conducted with the students by the teacher-in-charge. The journal writing will

take place to test if the students are able to improve their comprehension skills in learning

Rubbish Dump by using comic instead of the original text. Students will write a journal writing

for 15-20 minutes depending on the way the teacher-in-charge handles the session.

To ensure that the approaches can improve the student’s comprehension skills

accurately, the teacher will also provide the students with a rating scale. Rating scale can help

the teacher to make comparison between each student’s prior performance and their current

performance. With this method, the teacher in-charge will be able to identify the flaw and the

strength of the approach and make amendments to improve it.

For this research, the researchers will reflect if the comic strips can help students to

improve their higher order thinking skills. However, there will be a few limitations that teachers

might face when using comic in handling a literature class. One of the limitations is it might

be time consuming. This is because the teachers might take a lot of time to draw the comic

strips. For example, the teachers might have to spend 35 minutes just to draw one frame of the

comic strip. Some of the teachers also might have to spend more time if they are not familiar

and not artistic enough in drawing.

Besides that, the teachers might have difficulty to draw the comic well because of the

limited platforms offered to them. Even though there are few platforms that can be used freely,

they might contain only small database of characters and templates to choose. If this kind of

22
problem occurs, the teachers might have to draw the comic manually and of course, it will take

more time to cover the whole part of short story “The Rubbish Dump”. The outcome of the

comic strip also might not be satisfying enough to be used in the teaching and learning process

in a literature class.

Lastly, the art of reading might be disappeared if the comic strip is being used to teach

the literature. Through the implementation of comic, teachers might find it difficult for students

to appreciate the art of literature. This is because the students might have to analyze the comic

strips in depth in order for them to get information about moral values, symbolism, plot and so

on. Compared to the traditional text, it might contain more information about all of those

elements in details.

3.3 Validity of the comic

According to Collins Dictionary.com validity can be defined as something such as a

result or a piece of information that can be trusted or believed. To ensure that the comic is

suitable and relevant to be used in teaching literature, a validity test will be conducted by the

senior teachers. Researchers will invite senior teachers to give feedbacks and their opinion

about the use of comic in literature class. On the other hand, the senior teachers will validate

whether the comic truly can measure what is intended to be measured which is to improve the

comprehension and higher order thinking skills among students in learning literature. Even

though, the researchers want to have a fun and interactive class, the syllabus and content of the

comic should be on part with the curriculum specifications.

The validity of the comic can be check by using criterion validity (or criterion-related

validity) that can measures how well one measure predicts an outcome for another measure. A

test has this type of validity if it is useful for predicting performance or behavior in another

situation (past, present, or future). Through this type of validity, the senior teacher can validate

23
whether the comic is suitable to be use in the literature class when the senior teachers observe

the students when they use the comic as the literary text instead of the original text. If their

observation can show the students future performance, the test is said to have criterion validity.

3.4 Data collection

For the collection of the quantitative data, there was a pre-test conducted to determine

the proficiency level of the students. The students were given the comic to read and

comprehend the sequence of events in the short story “The Rubbish Dump”. There were both

formative and summative test conducted where questions regarding the storyline and plot of

the story were asked. This is to ensure that the students know the overall storyline and the

sequencing of the events of the story. However, there were no use of rubrics for the test as the

main idea of it is to find out if the students are able to understand as well as state the sequence

of events of the short story accurately.

Besides that, we also collected qualitative data for this research. For this, the teachers

are required to write a self-reflection, do journal writing as well as write peer review. Teachers

are required to write a reflection based on their own observation of the lesson. Also, they a

required to do a writing journal which is will be reviewed. As for the peer review, a senior

teacher would observe the lesson and give out her opinions about it.

3.5 Data analysis

Quantitative data collected through the use of rubric will be used for analysis purposes.

Students who undergone the pre-test and summative test will have their score and will be

evaluated by the teacher who handle the class.

Qualitative data are collected through the use of journal writing and rating scale from

the students. The data will be analysed to determine the effectiveness of using comic in

“Rubbish Dump” to improve their comprehension skills in Literature.

24
 4.0 RESEARCH TIMELINE

No. Activity Week

1 2 3 4 5 6 7 8 9 10 11 12 13 14
1. Identify the problem and prepare /
research proposal.
2. Obtain permission to conduct /
research:
• Head of English Language
Department of Sekolah
Menengah Kebangsaan Bukit
Gambir
• School Principal
• PPD
• JPN
3. Distribute consent letters to the /
students and parents and collect
them.
4. Task 1: Pre-test /
Test the student’s proficiency level
using proficiency level test.
5. Observe how students understand /
the short story Rubbish Dump using
the original text.
7. Introduce the intervention which is /
printed comic about the short story
Rubbish Dump

25
8. Task 2: Lesson Plan 1 /
Teaching plot using original text
9. Task 3: Lesson Plan 2 /
Teaching plot using printed comic
10. Task 4: Lesson Plan 3 /
Teaching themes using printed
comic
11. Task 5: Lesson Plan 4 /
Teaching characters using printed
comic
12. Task 6: Lesson Plan 5 /
Teaching settings using printed
comic
13. Task 7: Lesson Plan 6 /
Teaching lesson using printed comic
13. Post-test is administered /
14. Submission of journal writing and /
rating scale from the students
15. Discussion and conclusion /
16. Submission of final report /

26
5.0 BIBLIOGRAPHY

Using Literature - Introduction. (2019). Retrieved from

http://www.teachingenglish.org.uk/node/3805/try/resources/britlit

Meyer, J. (1997). Retrieved from http://arts-sciences.und.edu/academics/summer-institute-of-

linguistics/work-papers/_files/docs/1997-meyer.pdf

Malaysian Education Blueprint (2013-2025). (2019). Retrieved from

https://www.ilo.org/dyn/youthpol/en/equest.fileutils.dochandle?p_uploaded_file_id=406

Kaur, P., & Mahmor, N. (2013). Examining the Role of the English Literature Component in the
Malaysian English Curriculum. Retrieved from
https://www.researchgate.net/publication/263281975_Examining_the_Role_of_the_English_Literature
_Component_in_the_Malaysian_English_Curriculum

Harvey, & Goudvis. (2011). Retrieved from

http://www.stephanieharvey.com/sites/default/files/RIT%202016%20Handouts.pdf

Ghazali, S., Setia, R., Muthusamy, C., & Jusoff, K. (2019). SL Students’ Attitude towards Texts and
Teaching Methods Used in Literature Classes. Retrieved from
https://www.researchgate.net/publication/42386399_ESL_Students'_Attitude_towards_Texts_and_Te
aching_Methods_Used_in_Literature_Classes

Bassett, J., Kamwathi, P., Ntensibe, J., Asare, M., & Hedge, T. (2014). Changing their skies.
Butterworth: Zirwan Sdn. Bhd.

Yee, B. (2019). TSL3133 Topic 5 Action Research Concepts and Models. Retrieved from
https://www.slideshare.net/YeeBeeChoo/tsl3133-topic-5-action-research-concepts-and-models

Principles of canonical action research. (2014). Retrieved from

https://onlinelibrary.wiley.com/doi/full/10.1111/j.1365-2575.2004.00162.x

(2019). Retrieved from https://www.ifla.org/past-wlic/2009/94-tiemensma-en.pdf

(2019). Retrieved from https://twp.duke.edu/sites/twp.duke.edu/files/file-

attachments/comic.original.pdf

Sarlitto, M. (2013). The Benefits of Comics in Education | plasq.com. Retrieved from

https://plasq.com/education/the-benefits-of-comics-in-education/

The Benefits of Comic Life in Education. (2015). Retrieved from

https://www.academia.edu/31054099/The_Benefits_of_Comic_Life_in_Education

Marianthi, V., Boloudakis, M., & Retalis, S. FROM DIGITISED COMIC BOOKS TO DIGITAL
HYPERMEDIA COMIC BOOKS: THEIR USE IN EDUCATION. Retrieved from
https://www.comicstripcreator.org/files/papers/DigitalHypermediaComics.pdf

Karap, Z. (2017). The possible benefits of using comic books in foreign language education: A
classroom study. Képzés És Gyakorlat, 15(1-2), 243-260. doi: 10.17165/tp.2017.1-2.14

27
6.0 APPENDICES

6.1 Appendices 1 (Pre-test)

28
 6.2 Appendices 2 (Pre-test and Post-test)

1. What Joey thinks when he looks at the big aeroplane?(1m)

______________________________________________________________

2. Where do Joey and his family live?(1m)

______________________________________________________________

3. Why does it quite hard to live next to the international airport?(1m)

________________________________________________________________
4. Why does Joey refuse to receive help from Mazembezi when he falls on the piles of rubbish?(1m)
________________________________________________________________

5. What are the relationship between Joey and Mazambezi?(1m)

_______________________________________________________________

6. Why do Joey and Mazambezi meet at the rubbish dump?(1m)

_______________________________________________________________

7. Why Joey’s mother forbidden him from going to the rubbish dump?(1m)

________________________________________________________________

8. What does Mazambezi gives to Joey as a toy?(1m)

_________________________________________________________________

9. Where Joey hides the toy?(1m)

_____________________________________________________________________

10. What does Joey and Mazembezi talk about when they meet?(1m)

________________________________________________________________
29
Model answer
Question
1. What Joey thinks when he looks at the big He loves watching passengers in their
aeroplane?
2. Where does Joey and his family live?
3. Why does it quite hard to live next to the
international airport?
4. Why does Joey refuse to receive help
from Mazembezi when he falls on the
piles of rubbish?
5. What are the relationship between Joey
and Mazambezi?
6. Why do Joey and Mazambezi meet at the
rubbish dump?
7. Why Joey’s mother forbidden him from
going to the rubbish dump?
8. What does Mazambezi gives to Joey as a
toy?
9. Where Joey hides the toy?
10. What does Joey and Mazembezi talk
about when they meet?
Note: teacher can accept any other valid and appropriate answers.
Answer
expensive clothes, bags and cameras getting
off the plane.(1m)
Next to an international airport. (1m)
Unbearable noise from the airplanes. (1m)
Mazembezi is dirty. (1m)
Friend. (1m)
Because Mazambezi is a rubbish collector and
he works at the rubbish dump. (1m)
His mother afraid that he will get ill. (1m)
A broken plane. (1m)
In the bag where he kept the foreign money,
empty cigarette packets and all the things he
found in the airport.
The things in the dump and where they come
from.
30
 6.3 Appendices 3 (Lesson Plans)

LESSON PLAN 1
Teaching Plot using original text

Subject : English Language

Time : 12.00 pm – 1.00 pm

Class : Form 4

Language proficiency : Intermediate

Number of students : 16

Date : 3rd May 2019

Topic : Literature component – Short story ‘Rubbish Dump’.

Area focused : Plot

General Objective : Students should be able to identify the plot and its elements in the short story
‘Rubbish Dump’.

Specific objectives : By the end of the lesson, students will be able to:

i. Rearrange the correct sequence of the plot elements in the short

story.
ii. Present their point of views regarding the statement which is based
on the short story.

Teaching aids : Whiteboard, arker pen, manilla cards, sticky tape,

Powerpoint slides, laptop, LCD Projector & printed extract from

the short story, “The Rubbish Dump”

31
Stages (60 minutes) Activity Notes
Set induction 1. Show students a picture of small Laptop, LCD Projector &
(5 minutes) children in Africa picking up trash PowerPoint slides
using the LCD Projector.
2. Ask students to answer question based
on the picture short shown to them.

Lesson Delivery 1. Show the plot structure of the short

LCD Projector, Laptop,
- Stage 1 story The Rubbish Dump.
Whiteboard, & Marker pens
(15 minutes) 2. Explain about the plot elements of a
short story.

Lesson Delivery 1. Ask the students to form a group of Manila card, Marker pens,
- Stage 2 four. Printed pictures, & Sticky
(27 minutes) 2. Distribute the jumbled printed tapes
extract of important events to
each group.
3. Then, distribute the manila cards
that are marked with ‘Expository’,
‘Rising Action’, ‘Climax’ and
‘Falling Action & Resolution’ to
each group.
4. Instruct the students to rearrange
the printed extract of important
events following the sequence of
the plot on the manila card.
5. Ask one representative from each
group to present what they have
done.
6. Tell them to paste the manila cards
on the wall.

Lesson Delivery 1. Tell students to remain seated in LCD Projector, & Laptop
- Stage 3 their groups.
(10 minutes) 2. Show students the question on the slide:
“If you were Mazambezi what would you
have done to improve the status of your
life?”
3. Explain to students about the activity.
4. Students carry out the activity.
5. Students present the final outcome of their
activity orally in front of the class.

Closure 1. Ask students to repeat at least two important

(3 minutes) events in the short story.
2. Recap the lesson.

32
 LESSON PLAN 2
Teaching Plot using printed comic

Subject : English Language

Time : 12.00 pm – 1.00 pm

Class : Form 4

Language proficiency : Intermediate

Number of students : 16

Date : 3rd May 2019

Topic : Literature component – Short story ‘Rubbish Dump’.

Area focused : Plot

General Objective : Students should be able to identify the plot and its elements in the short story
‘Rubbish Dump’.

Specific objectives : By the end of the lesson, students will be able to:

i. Rearrange the correct sequence of the plot elements in the short story.
ii. Present their point of views regarding the statement which is based
on the short story.

Teaching aids : Whiteboard, arker pen, manilla cards, sticky tape,

Powerpoint slides, laptop, LCD Projector, printed pictures,

& comic strips.

33
Stages (60 minutes) Activity Notes
Set induction 1. Show students a picture of small Laptop, LCD Projector &
(5 minutes) children in Africa picking up trash PowerPoint slides
using the LCD Projector.
2. Ask students to answer question based
on the picture short shown to them.

Lesson Delivery 1. Show the plot structure of the short

LCD Projector, Laptop,
- Stage 1 story The Rubbish Dump.
Whiteboard, & Marker pens
(15 minutes) 2. Explain about the plot elements of a
short story.

Lesson Delivery 1. Ask the students to form a group of Manila card, Marker pens,
- Stage 2 four. Printed pictures, & Sticky
(27 minutes) 2. Distribute jumbled pictures tapes
(signifying important events in the
story) and comic strips (captions
for each picture) to each group.
3. Then, distribute the manila cards
that are marked with ‘Expository’,
‘Rising Action’, ‘Climax’ and
‘Falling Action & Resolution’ to
each group.
4. Instruct the students to rearrange
and paste the given pictures to its
correct comic strip following the
sequence of the plot on the manila
card.
5. Ask one representative from each
group to present what they have
done.
6. Tell them to paste the manila cards
on the wall.

Lesson Delivery 1. Tell students to remain seated in LCD Projector, & Laptop
- Stage 3 their groups.
(10 minutes) 2. Show students the question on the slide:
“If you were Mazambezi what would you
have done to improve the status of your
life?”
3. Explain to students about the activity.
4. Students carry out the activity.
5. Students present the final outcome of their
activity orally in front of the class.
Closure 1. Ask students to repeat at least two important
(3 minutes) events in the short story.
2. Recap the lesson.

34
 LESSON PLAN 3
Teaching themes using
printed comic

Date : 3rd May 2019

Time : 12.00 p.m. - 1.00 p.m.

Class : Form 4

Enrolment : 16 students

Level : Intermediate

Topic/ Theme : Literature

Title : The Rubbish Dump

Curriculum Specifications : Moral Values
Language Objectives : Identifying the moral values in the short story, The Rubbish Dump.

Specific Objectives : By the end of the lesson, students should be able to: -

i. Identify at least two themes of the short story The Rubbish Dump.
ii. Relate the themes of the short story with the given comic
strip which denotes the important events in the short story.
iii. Complete the worksheet given by match all the themes with
the given excerpts of the story accurately.

Prior Knowledge : Students have read the short story.

Teaching Materials : Marker Pens, Whiteboard, PowerPoint Presentation

Changing Their Skies: Stories from Africa (The Rubbish Dump),
Comic strips & Worksheets.

35
Stages (60 minutes) Activity Notes
Set induction 1. Divide students into groups of four. Comic Strips
(5 minutes) 2. Distribute the comic strips to each
group.
3. Ask students to discuss “What are
the possible themes they can relate
to the shown comic strips?”
4. Ask one representative from the
group to answer the discussed
answer orally in front of the class.

Lesson Delivery 1. Introduce the main topic to the students

Marker pens, Whiteboard,
- Stage 1 by showing the excerpts from the short
story and relating it to the set induction. PowerPoint Presentation,
(15 minutes)
2. State the objectives of the lesson. Comic Strips
3. Explain to students further about
the themes in the story using a
prepared PowerPoint
Presentation.

Lesson Delivery 1. Divide students into groups of Manila card, Marker paper
- Stage 2 four.
(27 minutes) 2. Provide students with the manila card.
3. Explain to students about the
activity.
4. Students carry out the activity.
5. Students present the final outcome of
their activity.
Lesson Delivery 1. Distribute the worksheet. Worksheet
- Stage 3 2. Give instructions.
(10 minutes) 3. Students do the activity with
teacher’s guidance.
4. Discuss students’ answers in class.

Closure 3. Ask students what the important themes

(3 minutes) in the short story are, The Rubbish
Dump.
4. Recap the lesson.

36
 LESSON PLAN 4

Teaching Characters using

printed comic

Date : 3rd May 2019

Time : 12.00 p.m. - 1.00 p.m.

Class : Form 4

Enrolment : 16 students

Level : Intermediate

Topic/ Theme : Literature

Title : The Rubbish Dump

Curriculum Specifications : Moral Values
Language Objectives : Identifying the moral values in the short story, The Rubbish Dump.

Specific Objectives : By the end of the lesson, students should be able to: -

i. Identify the two main characters of the short story The Rubbish
Dump based on the given comic strips.
ii. State at least three characteristics of the main characters
based on the given comic strips.
iii. State their favourite character and state at least two reasons
for it.

Prior Knowledge : Students have read the short story.

Teaching Materials : Marker Pens, Whiteboard, PowerPoint Presentation

Changing Their Skies: Stories from Africa (The Rubbish Dump),
Comic strips & Worksheets.

37
Stages (60 minutes) Activity Notes
Set induction 1. Distribute the comic strips to the Comic Strips
(5 minutes) students.
2. Ask students who are the main
characters in the story based on the
given comic strips.
3. Ask a few students to answer the
question orally in front of the class.

Lesson Delivery 1. Introduce the main topic to the students

Whiteboard, Comic Strips
- Stage 1 by showing the excerpts from the short
(15 minutes) story and relating it to the set induction.
2. State the objectives of the lesson.
3. Explain to students further about
the main characters and their
characteristics using the comic
strips.
Lesson Delivery 6. Divide students into groups of Manila card, Marker paper
- Stage 2 four.
(27 minutes) 7. Provide students with the manila card.
8. Explain to students about the
activity.
9. Students carry out the activity.
10. Students present the final outcome of
their activity.
Lesson Delivery 1. Distribute the worksheet. Worksheet
- Stage 3 2. Give instructions.
(10 minutes) 3. Students do the activity with
teacher’s guidance.
4. Discuss students’ answers in class.

Closure 1. Ask students who are the main

(3 minutes) characters in the short story, The
Rubbish Dump.
2. Recap the lesson.

38
 LESSON PLAN
Teaching Setting using printed comic

Date : 3rd May 2019

Time : 12.00 p.m. - 1.00 p.m.

Class : Form 4

Enrolment : 16 students

Level : Intermediate

Topic/ Theme : Literature

Title : The Rubbish Dump

Curriculum Specifications : Moral Values
Language Objectives : Identifying the moral values in the short story, The Rubbish Dump.

Specific Objectives : By the end of the lesson, students should be able to: -

i. Identify the settings of the short story The Rubbish Dump based on
the given comic strips.
ii. Match the events and the settings given in the comic strips.

Prior Knowledge : Students have read the short story.

Teaching Materials : Marker Pens, Whiteboard, PowerPoint Presentation

Changing Their Skies: Stories from Africa (The Rubbish Dump) &
Comic strips

39
Stages (60 minutes) Activity Notes
Set induction 1. Show students pictures of a few PowerPoint Presentation
(5 minutes) places and ask them if they look
familiar.
2. Ask students if they can relate the
pictures with the settings of the short
story.

Lesson Delivery 1. Introduce the main topic to the students

Whiteboard, Comic Strips
- Stage 1 by showing the comic strips from the
(15 minutes) short story and relating it to the set
induction.
2. State the objectives of the lesson.
3. Explain to students further about
the settings using the comic
strips.
Lesson Delivery 1. Divide students into groups of Manila card, Marker paper
- Stage 2 four.
(27 minutes) 2. Provide students with the manila card.
3. Explain to students about the
activity.
4. Students carry out the activity.
5. Students present the final outcome of
their activity.
Lesson Delivery 1. Distribute the worksheet. Worksheet
- Stage 3 2. Give instructions.
(10 minutes) 3. Students do the activity with
teacher’s guidance.
4. Discuss students’ answers in class.

Closure 1. Ask students who are the main

(3 minutes) characters in the short story, The
Rubbish Dump.
2. Recap the lesson.

40
 LESSON PLAN 6
Teaching Lesson using
printed comic

Date : 3rd May 2019

Time : 12.00 p.m. - 1.00 p.m.

Class : Form 4

Enrolment : 16 students

Level : Intermediate

Topic/ Theme : Literature

Title : The Rubbish Dump

Curriculum Specifications : Moral Values
Language Objectives : Identifying the moral values in the short story, The Rubbish Dump.

Specific Objectives : By the end of the lesson, students should be able to: -

i. Identify the moral values of the short story given.

ii. Identify and match the comic strips to the correct moral
values and vice versa.

Prior Knowledge : Students have read the short story.

Teaching Materials : Marker Pens, Whiteboard, Manila Card,

Changing Their Skies: Stories from Africa (The Rubbish Dump),
Comic strips

41
Stages (60 minutes) Activity Notes
Set induction 1. Place a wastepaper basket at the Wastepaper basket, Trash
(5 minutes) front of the classroom. (Used piece of paper).
2. Ask students to take out a piece
of trash (used piece of paper).
3. Ask students to aim and throw the
piece of trash into the wastepaper
basket.
Lesson Delivery 1. Explain to students that the
Marker pens, Whiteboard,
- Stage 1 wastepaper basket represents
Manila Card, Plasticine
(15 minutes) goals or opportunities in life.
2. Next, tell them that the way they
aim and shoot the piece of trash
into the wastepaper basket is the
effort they take to achieve their
goals in life.
3. Explain to the students that the
ones who sat in the front row
and the ones who sat at the back
have different privileges in life,
but their effort would determine
their future.
4. Introduce the main topic to the students
by showing the excerpts from the short
story and relating it to the set induction.
5. State the objectives of the lesson.

Lesson Delivery 1. Divide students into groups of Manila card, Marker paper
- Stage 2 four.
(27 minutes) 2. Provide students with the manila card.
3. Explain to students about the
activity.
4. Students carry out the activity.
5. Students present the final outcome of
their activity.
Lesson Delivery 1. Distribute the comic strips. Comic Strips
- Stage 3 2. Give instructions.
(10 minutes) 3. Students do the activity with
teacher’s guidance.
4. Discuss students’ answers in class.

42
Closure 1. Ask students what the important lessons
(3 minutes) in the short story are, The Rubbish
Dump.
2. Recap the lesson.

43
6.4 Appendices 4 (Summative Test)

Higher order thinking skills question

SUMMATIVE TEST QUESTION:

What are the 3 important lessons you can learn from the short story “The Rubbish Dump” by
Steve Chimombo? Elaborate your answers.

(30 marks)

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 6.5 Appendices 5 (Scoring Rubrics)

The scoring rubric we have used is the Holistic Critical Thinking Scoring Rubrics.

Rubric 5 (30marks) 4 (20 marks) 3 (10 marks) 2 (5 mark) 1(0 mark)

component
Evaluates the Perfectly evaluates 3 Accurately evaluates 2 Make an attempt to Poorly evaluate the Does not evaluate
3 important important lessons with important lessons with evaluate 1 important important lesson by the important
lessons of the well-explained and well-explained reasons. lesson with simple providing weak reasons lessons of the short
short story. precise reasons. reasons. and less elaboration. story.

In this case, students are Students are accurately Students are able to
perfectly evaluates the evaluates the important Students still able to evaluate the important Students cannot
lessons of the short story lessons short story evaluate the important lesson of the short story make an
“Rubbish Dump” either “Rubbish Dump” either lesson of the short “Rubbish Dump” either evaluation of the
it is satisfying or not by it is satisfying or not by story “Rubbish it is satisfying or not important lessons
providing two well- providing two well- Dump” either it is but unable to provide a short story
developed and precise developed reasons to satisfying or not by clear reason to support “Rubbish Dump” is
reasons to support the support the answer. providing two brief the answer. satisfying or not.
answer. and simple reasons to Give irrelevant
support the answer. descriptions or
reasons.

45
6.6 Appendices 6 (Storyboard)

46
47
48
49
50