EXAMPLES OF DATA PRESENTATION AND ANALYSIS

QUANTITATIVE DATA

The participants used various practices when they taught literature component in a
language classroom. Table 1 below shows the practices that the teachers used when teaching
literature to their students.

Practices No. of Participants

Classroom Discussion 11
Written Exercises 11
Notes Giving 10
Role Play 7
Comprehension Questions 7
Synopsis 7
Translation 6
Group works 6
Teaching Courseware 6
Published Materials (Workbooks and Reference Books) 5
Picture-related Activities 5
Storytelling 5
Presentation 4
Brainstorming 3
Chalk & Talk 3
Movie Watching 1
Illustrations & Demonstrations 1
Mind-mapping 1
Table 1: Practices used in teaching literature component

Based on Table 1, the most used practices when teaching literature component were
classroom discussion and written exercises with 11 participants each used the practices. 10

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participants preferred giving notes in class during literature lesson. Meanwhile, 7 out of 20
participants each used role playing, giving comprehension questions and synopsis to teach
literature component. Other practices that are used in teaching literature by the participants are
translation (6 out of 20), group works (6 out of 20), teaching courseware (6 out of 20), published
materials, picture-related activities, storytelling (5 participants each), presentation (4
participants), brainstorming and chalk-and-talk (each 3 participants out of 20). From the findings
also, the least used practices by the participants were movie watching, illustrations and
demonstrations, and mind-mapping as only one teacher each used those practices.

QUALITATIVE DATA

For good classes, the participants usually employed student-centred activities. The
following are the evidences for this claim from the interviews:

Interview 2:
“We use student-centred because we use discussion. We don’t talk much. Let
them give their own opinion… they give their opinion and they let their friend
oppose or agree with them. If they cannot come to any decision, they will look at
you.”

Interview 3:
“When we teach good students, I’ll normally use student-centred activities. They
will read, they will give their opinions, even exercises that we prepare will be
based on the activities that students carry out… But good students, definitely all
the activities you can give them higher level activities like for example in the
story, Looking for the Rain God by Bessie Head. You can teach the students
basically the story first. Then towards the end, in order to gain their opinions and
views. Basically what I did was sort of enrichment activity for them, they will
role play. They have lots of this role playing going on in the better classes.”

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 Interview 7:
“I let them act out and I normally divide them into groups. I let them be in groups
and try to think… I will let them discuss… I make them read at home or they
read it in class and then we discuss it together.”

Interview 10:
“Lecturing, role-play, re-enactment of some scenes from the story or novel work
with the better class.”

From the responses, teachers use practices such as role-playing, classroom discussion,
group discussion, oral presentations and pair works and these became the main practices used by
the teachers when teaching literature to good students. However, giving lectures, explanation,
demonstrations and clarifications were still being done in class so that the students could
understand the literary texts being taught better.