Literature component in English Lesson for Primary Schools. A Survey on Teachers' Views in Primary Schools at Kota Samarahan and Asajaya Districts

Maxwell, Chaong (2005) Literature component in English Lesson for Primary Schools. A Survey on Teachers' Views in Primary Schools at Kota Samarahan and Asajaya Districts. [Final Year Project Report / IMRAD] (Unpublished)

PDF Maxwell ft.pdf Download (58MB)

Abstract

The recent development saw the introduction of Literature Component in English lesson in the Malaysian Primary schools. Literature Component is expected to have good impact on English Language. It is aimed to enhance students' English Language proficiency level as well as to broaden their knowledge about the cultures of other people. The main objective of this study is to explore the teachers' views on the implementation of Literature Component in English lessons particularly in primary school in Samarahan and Asajaya Districts. The teachers' views have been categorized into three main perspectives; the effectiveness of the programme, strategies used in teaching Literature Component and problems in implementing the programme. The population of the study consists of primary school teachers who are involved in the teaching of literature during English lesson in primary schools in both districts. There are 49 primary schools involved in this study and the English teachers of these selected school become the respondents. The study reveals that the students are more motivated in learning the English language and their reading habits have been enhanced as a result of the programme. The majority of the teachers perceive the programme as being able to help the students be more interested in reading. The programme provides variety to the teaching of English particularly in creating a fun learning environment during the English lesson and the students enjoy doing the activities. In addition, the reading habit among the students is also developed as the programme become more attractive in forming the new dimension in learning English language. Students face great difficulties in understanding the literature component due to their low level of proficiency in the English language especially among students from rural schools. This study also reveals that the teachers are having problem of not enough materials especially the literature books. Furthermore, lacking of training among teachers on how to conduct the activities effectively during the Literature Component lesson has contributed significantly to the problem of the programme.

Actions (For repository members only: login required)

View Item