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Approaches Employed By Secondary School Teachers To Teaching The Literature Component In English

Hwang, Diana, and Mohamed Amin Embi, (2007) Approaches Employed By Secondary School Teachers To Teaching The Literature Component In English. Malaysian Journal of Educators and Education, 22 . pp. 1-23.

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Official URL: http://www.usm.my/education/publication/JPP%20AMINUKM%20ART%201%20(1-23).pdf

Affiliations

Universiti Kebangsaan Malaysia, Faculty of Educational Studies.
Universiti Kebangsaan Malaysia, Faculty of Educational Studies.

Abstract

The purpose of this article is to report on findings of a study designed to identify approaches employed by teachers to teaching the literature component in selected secondary schools in Sabah. The study was conducted in 15 urban secondary schools in Sandakan, Sabah with a population of 112 English teachers. The approaches and activities conducted in the literature lesson were identified whilst the reasons to why teachers employed the approaches and activities were explicated. Triangulation involving the questionnaire as the primary data, classroom observation and focused interview as the secondary data was used. A total of 87 teachers responded to the questionnaire; whereas, in a related case study, an English option teacher (a TESL graduate) and a non-option teacher (a History graduate) were observed for four weeks and then be interviewed. Findings show that the paraphrastic approach (mean = 4.05) is popularly used by teachers, followed by the information-based approach (mean = 4.04) and the moral-philosophical approach (mean = 3.93). This seems to go concurrently with the findings of the case study whereby both teachers exhibited similar teaching approaches. The findings draw attention to the fact that teaching approaches are largely influenced by students' language proficiency, attitudes, the exam-oriented culture, the prescribed literary materials and the number of students in the classroom. The implication is that literature teaching which aims at generating students' personal response and appreciation maybe a futile exercise if the issues are not tackled wisely



Kajian ini bertujuan untuk melaporkan gambaran keseluruhan tentang kaedah pengajaran guru dalam pengajaran komponen sastera bahasa Inggeris. Ia merangkumi sekolah-sekolah menengah bandar di daerah Sandakan, Sabah dengan populasi seramai 112 orang guru bahasa Inggeris. Kaedah pengajaran dan aktiviti yang dijalankan dalam kelas telah dikenal pasti, manakala sebab-sebab mengapa kaedah dan aktiviti tersebut digunakan telah dijelaskan. Kajian ini menggunakan tiga jenis kaedah penyelidikan, iaitu soal selidik yang memberikan data utama, manakala pemerhatian dalam kelas dan temu ramah dengan guru memberi data sampingan. Seramai 87 orang guru telah memberi respons kepada soal selidik manakala seorang guru beropsyen bahasa Inggeris (graduan TESL) dan seorang guru bukan opsyen bahasa Inggeris (graduan Sejarah) terlibat dalam satu kajian kes. Pemerhatian kelas telah dijalankan selama empat minggu dan temu ramah juga diadakan. Kajian menunjukkan bahawa kaedah pengajaran paraphrastic (min = 4.05) merupakan kaedah popular yang digunakan oleh guru. Ini diikuti oleh kaedah pengajaran information-based (min = 4.04) dan moral-philosophical (min = 3.93). Ini disokong oleh dapatan kajian yang mana dua orang guru yang diperhatikan juga mempraktikkan kaedah pengajaran yang sama. Kajian ini menunjukkan bahawa kaedah pengajaran kebanyakannya dipengaruhi tahap penguasaan bahasa Inggeris oleh murid, sikap, budaya peperiksaan, bahan bacaan dan saiz kelas. Implikasi kajian ini menunjukkan bahawa matlamat pengajaran sastera, iaitu untuk menggalakkan respons dan penghayatan murid terhadap sastera mungkin tidak tercapai jika isu-isu tersebut tidak ditangani dengan sewajarnya

Item Type:Journal
Keywords:Literature, Study and Teaching, Sabah, Malaysia, English language teaching
Subjects:L Education
ID Code:6542

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