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UNIVERSITI TEKNOLOGI MALAYSIA

BORANG PENGESAHAN STATUS TESIS

LITERATURE COMPONENT (SHORT STORIES) ENGLISH LANGUAGE FORM 4: AN ANALYSIS OF THE CONTENT AND THE USERS’ PERCEPTION

JUDUL :

SESI PENGAJIAN : 2003 / 2004 Saya NURIZAH BT. MD. NGADIRAN

(HURUF BESAR)

mengaku membenarkan tesis (PSM/Sarjana/Doktor Falsafah)* ini disimpan di Perpustakaan Universiti Teknologi Malaysia dengan syarat-syarat kegunaan seperti berikut: 1. Tesis adalah hakmilik Universiti Teknologi Malaysia. 2. Perpustakaan Universiti Teknologi Malaysia dibenarkan membuat salinan untuk tujuan

pengajian sahaja. 3. Perpustakaan dibenarkan membuat salinan tesis ini sebagai bahan pertukaran antara institusi

pengajian tinggi. 4. ** Sila tandakan (√)

SULIT

______________________________ _______________________________ (TANDATANGAN PENULIS) (TANDATANGAN PENYELIA) Alamat Tetap:

TL 32, KG. PT. SURAU (L), PUAN MARZILA A. AZIZ PT. RAJA, 86400, B. PAHAT,, JOHOR D. TA’ZIM.. NAMA PENYELIA

Tarikh: 15th MARCH 2004 Tarikh: 15th MARCH 2004

(Mengandungi maklumat yang berdarjah keselamatan atau kepentingan Malaysia seperti yang termaktub di dalam AKTA RAHSIA RASMI 1972)

TIDAK TERHAD√

♦

(Mengandungi maklumat TERHAD yang telah ditentukan oleh organisasi/badan di mana penyelidikan dijalankan)

TERHAD

CATATAN : * Potong yang tidak berkenaan.

** Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak berkuasa/organisasi berkenaan dengan menyatakan sekali sebab dan tempoh tesis ini perlu dikelaskan sebagai SULIT atau TERHAD.

♦ Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah dan Sarjana secara penyelidikan, atau disertasi bagi pengajian secara kerja kursus dan penyelidikan, atau Laporan Projek Sarjana Muda (PSM).

This Bachelor’s Project Report Has Been

Approved and Accepted By

________________________________

PUAN MARZILA A. AZIZ

Bachelor’s Project Supervisor of Modern Languages Department,

Universiti Teknologi Malaysia

On Behalf of

Faculty of Education

Universiti Teknologi Malaysia

LITERATURE COMPONENT (SHORT STORIES) ENGLISH LANGUAGE FORM

4:: AN ANALYSIS OF THE CONTENT AND THE USERS’ PERCEPTIONS

NURIZAH BT MD NGADIRAN

This project report is submitted in partial of the requirement for the award of the

degree of Bachelor of Science and Education (TESL)

Faculty of Education

MARCH, 2004

ii

“I admit that this project report is my own piece of work except for citations and

summaries whereby each and everyone of their sources has been duly acknowledged.”

Signature :

Name of writer : NURIZAH BT. MD. NGADIRAN

Date : 10th MARCH 2004

iii

DEDICATION

Abah, Emak, Aliyah, Arip and Baby,

thank you for your support and faith…

iv

ACKNOWLEDGEMENT

First of all, I would like to express my gratefulness to ALLAH SWT for His mercy and

grace for allowing me to finish my thesis despite all the obstacles that I had to go

through.

I would like to express my sincere appreciation to all who have helped in one way or

another in this project. Special thanks are dedicated to:

My supervisor, Puan Marzila Aziz who has been very supportive with her

precious support and guidance throughout this project,

My examiners, Puan Norhiza Ismail and Dr. Faezah Md. Noor who have been

the great help with their assistance,

My family members, Abah and Emak (Encik Md. Ngadiran Ismon and Puan

Norhasni Ismail), sister and brothers for all your concern and care,

The occupants of M1-05-045, Melawis (2003/04) ~ Dinie, Nonie, Nate and

Cucuet for the support and love that you had showered me with, and

TESLian of 2000 – 2004 for believing in me and accepting me for who I am…

v

ABSTRAK

Di dalam proses mencapai matlamat dan objektif di dalam pengajaran dan

pembelajaran, adalah penting bagi guru untuk membuat persediaan yang rapi. Di dalam

proses Pengajaran dan Pembelajaran Bahasa Inggeris juga memerlukan guru membuat

persediaan yang mencukupi dalam aspek menyediakan dan menyampaikan informasi,

serta memahami komponen kesusasteraan Guru perlu memilih bahan yang bersesuaian

untuk pelajar. Oleh itu, guru perlu memahirkan diri mereka dengan kemahiran memilih

dan mengadaptasi bahan sebelum ia digunakan ke atas pelajar. Kajian ini dijalankan

bagi menganalisa isi kandungan salah satu modul yang telah direka oleh Ketua Panitia

SMK Air Tawar, Literature Component (Short Stories) English Language Form 4.

Tesis ini mengandungi hasil penilaian isi kandungan dan analisis tentang pandangan

pengguna, dan kedua-duanya merupakan objektif kajian tesis ini. Proses penilaian

dijalankan berdasarkan panduan yang diperolehi daripada Cunningsworth (1995).

Manakala yang berkaitan dengan pandangan pelajar diperolehi daripada soal – selidik

yang diedarkan di kalangan pelajar, dan sesi temubual yang dijalankan ke atas salah

seoang guru Bahasa Inggeris Tingkatan 4 sekolah tersebut. Berdasarkan penilaian yang

telah dijalankan, modul ini tidak menyediakan latihan bagi pelajar untuk

mempraktiskan kemahiran yang telah ditetapkan di dalam Kurikulum Bersepadu

Sekolah Menengah Timgkatan 4 Namun begitu, para pelajar dan guru merasakan

bahawa modul ini membantu mereka di dalam proses memahami komponen sastera,

terutamanya cerita pendek. Di masa hadapan, adalah diharapkan agar bakal penyelidik

dapat mengkaji isi kandungan sebuah lagi modul berjudul Literature Component

(Poems) English Language Form 4 yang belum lagi dianalisa sesiapa. Di masa hadapan,

bakal pengkaji dapat menganalisa isi kandungan modul ini, dan hasil yang diperolehi

dapat menjadi panduan kepada Ketua Panitia SMK Air Tawar di dalam memperbaiki

modul tersebut.

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ABSTRACT

In order to achieve the aims and objectives of teaching and learning, it is

essential for the teacher to make a full preparation. The process of teaching and learning

literature too require the teachers to make preparation in supplying and delivering

relevant information and understanding the literature component. Teachers have to

select suitable material for the students, and they have to prepare themselves in the

skills of selecting and adapting the material before it is given to the students. This

research was carried out to analyze the content of one of the module prepared for

English language literature by the SMK Air Tawar Head Panel; Literature Component

(Short Stories) English Language Form 4. This thesis grants insight into the evaluation

of the content and the analysis of the users’ perceptions as the objectives of the study.

The process of evaluating was conducted with the guidance of an evaluation checklist

proposed by Cunningsworth (1995) and the data of users’ perceptions were attained

from the questionnaires distributed to the students and an interview session with one of

the Form 4 teacher of the school. From the evaluation, it can be concluded that there is

no exercise provided for the students to practice their skills highlighted in the Form 4

Curriculum Specification. In addition, the teacher and students feel that the module do

assist them in the process of understanding the literature component, specifically short

stories. As for the suggestion for further research, there is another module, entitled

Literature Component (Poems) English Language Form 4 that has not been evaluated

yet by anyone. It is hope that the future researcher could analyze the content of this

module as it can be an essential guidance for the Head Panel of SMK Air Tawar to

adapt and adopt the content.

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TABLE OF CONTENT

CONTENT PAGE

DEDICATION iii

ACKNOWLEDGEMENTS iv

ABSTRAK v

ABSTRACT vi

TABLE OF CONTENT vii

LIST OF APPENDICES xii

CHAPTER CONTENT PAGE

PART ONE

INTRODUCTION

CHAPTER 1 INTRODUCTION 1

1.0 Introduction 1

1.1 Background of Study 1

1.2 Statement of Problem 4

viii

1.3 Objectives of the Study 5

1.4 Research Questions 5

1.5 Scope of Study 5

1.6 Significance of the Study 6

1.7 Operational Definitions 6

1.7.1 Literature Component (Short Stories) 6

English Language Form 4

1.7.2 The Users 7

PART TWO

LITERATURE REVIEW

CHAPTER 2 LITERATURE REVIEW 8

2.1 Introduction 8

2.2 The Definition of Literature 8

2.3 The Rationale of Teaching Literature 9

2.4 The Process of Selecting Materials 11

2.5 The Importance of Selecting Materials 13

2.6 Guidelines of Material Evaluation 14

2.7 Conclusion 21

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PART THREE

METHODOLOGY

CHAPTER 3 METHODOLOGY 22

3.0 Introduction 22

3.1 Research Methodology 22

3.2 Population 23

3.3 Sample 24

3.4 Instrument Of The Study

3.4.1 Questionnaires 24

3.4.2 Interview 25

3.5 Data Analysis 26

3.6 The Research Procedures 26

3.7 Conclusion 27

PART FOUR

FINDINGS AND DISCUSSIONS

CHAPTER 4 FINDINGS AND DISCUSSIONS 28

4.0 Introduction 28

4.1 Overview of the material 28

4.2 Analysis on the parallel of the content between 29

the Form 4 Curriculum Specification and the

x

module

4.3 Analysis of the Questionnaire Answered by the 32

Students

4.3.1 The Students’ Perception Towards The Module

in General

4.3.1.1 The attractiveness of the module 33

4.3.1.2 The organizations of the topics 34

4.3.1.3 The organization of the activities 35

4.3.1.4 The reading texts' level of difficulties 35

4.3.2 The Students’ Perception on the Importance of

Segments Highlighted in the Module

The Writers' Background 36

and Literary Career Segment

The Synopsis of the Story 37

Segment

The Elements of the Story 38

Segment

The Characterization 38

Segment

The Literary Devices 39

Segment

4.3.3 Criteria of the Module That Helps the 40

Students to Understand the Short

Stories Better

4.3.4 New Segments that the Students think 41

should be Included in the Module

and its Rationales

4.3.5 Supplementary Material for the Module 42

4.3.5.1 Responses towards accompanying the 42

module with a supplementary material

4.3.5.2 The most suitable supplementary 43

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material to accompany the module

4.3.5.3 Segments that should be included in 43

the video presentation

4.3.6 The Criteria that should be Implemented 44

in the Video Presentation

4.3.7 Segments that should be Included in the 45

Cassette

4.3.8 The Criteria that should be Implemented In 45

the Cassette

4.3.9 Segments that should be Included in the 46

Literature Website

4.3.10 The Criteria that should be Implemented in 47

the Literature Website

4.4 Analysis of the Interview with an English 48

Form 4 teacher of SMK Air Tawar

4.4.1 The Appearance of Module 48

4.4.2 The Organization of the Topic 49

4.4.3 The Level of Language Used in the Reading 49

Texts

4.4.4 The Illustrations and Cartoons Used 49

4.4.5 Segments that should be added in order to 50

make the Content of the Module More Complete

4.4.6 Suggestion on Relevant Supplementary 50

Material that should Accompany the Module

and its Characteristics

4.5 Discussion 51

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PART FIVE

CONCLUSIONS

CHAPTER 5 SUMMARY AND IMPLICATIONS 54

5.0 Introduction 54

5.1 Summary 55

5.2 Limitations of Study 56

5.2.1 Limited subject and samples 56

5.2.2 Time constraints 57

5.3 Pedagogical Implications 57

5.4 Suggestions for Further Research 58

REFERENCES 59

APPENDICES

xiii

LIST OF APPENDICES

Titles

Appendix 1 : The Module

Appendix 2 : Questionnaire for Students

Appendix 3 : Interview Questions for Teacher

1

CHAPTER I

INTRODUCTION

1.0 Introduction

The topics that will be covered in this chapter include background of study,

statement of problem, objectives of the study, research questions, scope of the study,

significance of the study, limitations, and the operational terms.

1.1 Background of Study

In Malaysia, English language is the second language after the Malay

language. Students, in primary and secondary level have to take English subject in

the process of education and they have to pass the subject. It is a compulsory subject

in ‘Penilaian Menengah Rendah’ (PMR) and ‘Sijil Pelajaran Malaysia’ (SPM) level.

In his speech with Malaysian students at Washington, United States of America, our

former Prime Minister, Dato' Seri Dr Mahathir Mohammad had urged the Malaysian

generally to master the English language in order for them to communicate with

2

foreigners, surfing the Internet and follow the latest news on science and technology

(Bernama, 15th May 2002).

In the process of language learning throughout the world, particularly

English, textbook plays a vital role. It also acts a key component in helping the

students to master the language. In addition, textbook too functions as the basis for

much of the language input learners obtain and the language exercise that take place

in the classroom. There are many things that can be offered by textbook, such as the

basis for the content of the lesson, the balance of skills taught and various kinds of

language practice the students play a part in (Richards, 2003).

For the most part, textbooks may also serve to complement the teachers’

lessons. According to Garinger (2003), there are three main reasons teachers use

textbook in the classrooms. Firstly, it is an extremely difficult and a demanding task

for teachers to develop their own classroom materials. Secondly, due to their type of

line of work, teachers do not have ample time to create new materials for their

students in language learning. And thirdly, teachers are restricted with external

pressure. These are the burdens that have to be carried by the teachers. By using

textbook, it enables teachers to relieve some of these agitations and hassles. It will

also lessen the preparation time for classroom materials, supply suitable activities,

and give tangible samples of classroom progress through which external

stakeholders will be pleased.

However, there are also some destructive consequences of the use of

textbooks in language learning. Richards (2003) has underlined some potential

negative impacts:

Textbooks may contain inauthentic language

Textbooks at times present inauthentic language since texts,

dialogs and other aspects of content tend to be specially written to

3

integrate teaching goals and are often not representative of real

language use.

Textbooks may distort content

Argumentative topics are avoided and in its place, an

idealized view of the world is portrayed by the norm.

Textbooks may not be a sign of the students’ needs

Textbooks are usually written for global market. Therefore,

they frequently do not reflect the students’ interests and needs.

Textbooks can decrease the teachers’ skills

Teachers only act as people who present materials prepared

by others if they use textbooks as the primary source of their

teaching.

Both advantages and boundaries of the use of material need to be considered.

Therefore, this study is carried out to evaluate the content of a module designed by

the Head Panel of English Language of Sekolah Menengah Kebangsaan (SMK) Air

Tawar, Literature Component (Short Stories) English Language Form 4. It is

because, if the textbook has some destructive consequences, both designers and

teachers can take counteractive action. Moreover, this study will provide appropriate

assistance for teachers so they not tend to acquire all the activities suggested in the

module without thinking of the appropriateness.

4

1.2 Statement of Problem

During the researcher’s practical teaching time at SMK Air Tawar, the

researcher had been assigned to teach literature components to the students. One of

the materials used to enhance the students’ interest in the related field was Literature

Component (Short Stories) English Language Form 4 (please refer to Appendix 1), a

module created by the Head Panel of English Language of the school, Puan Aduni

Mohd. Yunan.

This module was designed by the end of 2002 and distributed to Form 4

students of 2003. The purpose of creating this teaching material is to help the

students in understanding English literature in an interesting way without neglecting

the syllabus that had been proposed by the Ministry of Education. And secondly,

this model is created to trigger the teachers and students interest in teaching and

learning English literature. However, there is no specific research to identify

whether the module had reached these two intentions or not.

Based on this reason, the researcher is interested to conduct an evaluation

towards the module. As a future teacher that had been exposed to the theory of

material evaluation in one of the subject during the academic years in Universiti

Teknologi Malaysia (UTM), Materials Design and Adaptation, it is essential for the

researcher to develop skills in assessing the material used in teaching the students.

Assessing and evaluating material is actually one of the teachers’ tasks, as they have

to know whether the content of the material relevant with the syllabus designed by

the government, and whether the students are able to follow the activities

highlighted. Furthermore, if the material is not as good as it should be, the teachers

who are using the material have the chance to make changes to the materials.

5

1.3 Objectives of the Study

The objectives of this study are:

a) To analyze the content of the textbook in relation to the Form 4

syllabus proposed by the Ministry of Education

b) To find out the users’ perception towards the module

1.4 Research Questions

This research will try to answer these two questions:

a) Is the content prepared according to the syllabus of English subject?

b) What are the opinions of the users of the module?

1.5 Scope of Study

This study is primarily on a module created by the Head Panel of English

Language Department, Literature Component (Short Stories) English Language

Form 4 that is currently use by Form 4 students of SMK Air Tawar. This research

involves thirty three Form 4 students of SMK Air Tawar and one Form 4 English

teachers. The students have to answer a set of questionnaires consists of fifty-one

questions that are divided into five different section, while the teacher will have to

undergo an interview session. The students and teacher are selected based on their

experience in using the material.

6

1.6 Significance of the Study

The main attention of this study is to provide an evaluation of the textbook as

guidance for the teachers and teacher trainees. From the findings of this research, the

teachers will be able to identify the strong points and weak points of this module.

They then could implement the brilliant points of the module and make some

alterations to the ineffective parts of the material.

In addition, this study is useful in the process of helping the teachers to

acquire good and valuable insights into the nature of the material. Through the

process of accessing, the skills in evaluating material will be developed. They will

also be able to think critically whether the material is appropriate to be implemented

to the students.

1.7 Operational Definitions

1.7.1 Literature Component (Short Stories) English Language Form 4

The English Language Head Panel of SMK Air Tawar designs this module

and it is used as a reference in the process of teaching one of the literature

component, short stories. The short stories include The Necklace, The Drover’s

Wife, The Lotus Eater, The Sound Machine and Looking for a Rain God. Appealing

pictures and explanations will accompany the short stories on the literature device

and elements included in them.

7

1.7.2 The Users

The users are the teachers and students who are using Literature Component

(Short Stories) English Language Form 4 as a guidance in the process of teaching

and learning English literature. There will be one teacher and thirty-three Form 4

students of SMK Air Tawar involve in this research, as their opinions and view of

the module will be analyzed to measure their perception towards the module.