The Literature In English Component English Literature Essay

Chapter 1

Introduction

1.1Introduction

It has been 9 old ages since the literature in English constituent was foremost introduced by the Ministry of Education and to be included in English capable course of study for Secondary school. In analogue to the Ministry vision in bring forthing first-class pupils who can vie globally in the hereafter, Literature in English for both Lower Secondary and Upper Secondary Schools purpose to inclusively ease secondary pupils to better and beef up their proficiency in the English Language.

Through the literature in English constituent besides, it allows the pupils to larn many things from many positions by analyzing other civilizations and universe positions. Literature in English besides gives the pupils more chances to be more appreciative towards the esthetics of the English linguistic communication and towards Literature chef-d’oeuvres every bit good. Besides, the acquisition of literature will assist to leave values good to pupils ‘ personal growing, development and character.

However, throughout the 9 old ages of execution of the Literature constituent in secondary school, legion surveies have been done and have revealed some facts sing pupils ‘ involvement towards the literature in English constituent in the secondary school.

Most of Malayan pupils give negative responses to the acquisition of literature in English in schoolroom particularly at the early period when it was foremost introduced. Indeed, most of the researches have done some researches on how to heighten the acquisition of literature in English among the pupils due to the fact that Malayan pupils ‘ have deficiency of involvement in larning literature in English.

There are assortments of factors that contribute to pupils ‘ involvement in Literature. However this research will look profoundly into the three chief causes that impacting pupils ‘ involvement in larning literature in English and on how strong the causes truly affects the pupils. The three factors are the pupil ‘s exposure towards the mark linguistic communication and the degree of proficiency, the content of the literature constituent itself, and the activities done in the schoolroom. In fact, these three chief factors are ever being discussed as the grounds that influence pupils ‘ involvement in larning literature in English.

The linguistic communication spoken at place might act upon the pupils ‘ involvement towards the acquisition of literature in English otherwise. Students are coming from different household background that has different experience communication in English at place. If the parents are good in get the hanging the English linguistic communication and ever pass on with the kids in English, it might promote the pupils to read the literature in English texts. However, if the pupils have deficiency of exposure towards English linguistic communication, it might besides demotivate them to read the literature in English texts since they are barely understand them.

Another chief challenge for the pupils to larn literature in English is caused by the choice of texts itself. Students might hold deficiency of involvement in Literature because of the text ( short narrative, verse form and novel ) are tiring and inappropriate for them. If the pupils are unfamiliar with the secret plan and the scenes of the narrative, they will hold trouble to understand it and take to the deficiency of involvement to larn it. Furthermore, the major job sing pupils ‘ acquisition in literature is pupils encounter linguistic communication troubles that does non fit their linguistic communication ability. “Even instructors can non hold on the type of texts that should be taught although they by and large agree that the texts should advance rational development, independent thought, are interesting to striplings and run into certain cultural and aesthetic criterions“ ( Agee, 1998 ) . Therefore, the choice of the texts should be analysed and studied once more whether they are appropriate or non.

Literature constituent in English has been implemented in Malayan course of study get downing from the twelvemonth 2001. Since so, the pupils in secondary school have learnt a batch of verse forms, short narratives and even novels as the points of larning literature. Table 1.1 shows the points that learned by lower secondary schools pupils in Malaysia.

Table 1.1:Curriculum specifications for literature in KBSM English plan for lower secondary pupils.

Form Title Author Genre1 Life 's Brief Candle William Shakespeare Poem The Dead crow A.Samad Said Poem The Lake Isle of Innisfree W.B Yeats Poem The Pencil Ali Majod Short Story How Dalat Got Its Name Heidi Munan Short Story Of Bunga Telur and Bally Shoes Che Husna Azhari Short Story 2 Rubinson Crusoe Danie Defoe Novel Potato PeopleA A A Angela Wright Novel Phantom of the operaA A Gaston LerouxA A A A A A A A Novel 3 The Prisoner of Zenda Antony Hope Novel Dr Jekyll and Mr Hyde R.L.Stevenson Novel

Teachers ‘ creativeness in learning Literature is besides one of the most of import characteristics to capture pupils ‘ involvement. Since literature is still considered new to Malayan instruction system, the chief job for both instructors and pupils is to hold assorted interesting activities to be applied in the schoolroom to learn literature. Most of the activities in literature schoolroom focal point on the comprehension of the text by reading the text and replying the comprehension inquiries provided by the instructors and from the work books. In the treatment forum as stated in the Malayan English Language Teaching Association ( MELTA ) web, www.melta.org.com, instructors are advised to supply the pupils with assorted originative activities in schoolroom to learn literature and to bring forth pupils ‘ involvement in larning literature. Therefore, instructors ‘ function is to seek for new thoughts, practicality and do experiments in literature through the reading from activities book or through the cyberspace. Creative activities are used to heighten pupils ‘ apprehension of literary texts and to pull their attending and involvement in reading and learning literature. Creative attacks like function drama and dramatisation or even games are created to better the dull traditional method of learning literature, which merely focus on close reading and account of literary texts. Students ‘ involvements need to be gaining control before they can to the full appreciate the beauty of the literature. ( MELTA forum ) .

1.2 Statement of Problem

The literature in English constituent has been implemented as portion of KBSM English course of study for about 9 old ages since it was foremost introduced in twelvemonth 2001. However, through my experience and observations show that the pupils have a deficiency of involvement towards the acquisition of literature and they fail to appreciate or understand of what literature is.A Thus, it is critical to understand the factors that influence the pupils ‘ involvement to larn literature in English in order for all to work out the job.

Since English is considered as the 2nd linguistic communication in Malaysia. Thus, the pupils ‘ degree of proficiency in the linguistic communication is changing to each other. Some pupils are given much exposure to the mark linguistic communication at place and some are even ne’er utter any English word at place. However, involvement is an subjective issue because it does non intend that if the pupils are good in English linguistic communication that they are interested to larn literature in English more than the pupils who are non really adept in English linguistic communication.

However, at the same clip one of the implicit in issue in the execution of the literature in English constituent is that most of the pupils feel that the literature texts offered in the English linguistic communication Syllabus are inappropriate, unchallenging and even tiring. In fact, the subject of literature text has been discussed and debated since it was foremost introduced until the present clip. The chief issue is to revise the usage of the current text and it has been supported by the pupils, parents and instructors. Some people think that the texts are beyond the pupils ‘ degree of proficiency to understand it and the subjects discussed are besides really dull.

On the other manus, some argue that the texts cover a broad scope of plants covering with different subjects and appropriate for the pupils to larn. As stated in MELTA forum web site, one of the members in the forum who is merely known as “ tpriya_1717 ” wrote that the of import facet that should be given greater accent would be the effectivity of instructors in using the texts in the instruction and larning procedure in schoolrooms. From her sentiment, it gives a image that the instructors should be more originative to affect pupils with tonss of interesting and gratifying activities to hike the pupils ‘ involvement while larning literature in the schoolroom. Unfortunately, since our instruction system tends to be more to exam-oriented, most of the instructors teach literature with the intent to go through the pupils in the scrutiny and pretermiting the chief ground of acquisition literature which is to understand and appreciate literature.

Therefore this research aims to happen the reply whether all the factors mentioned above influence the pupils ‘ involvement in larning literature in English positively or negatively. Furthermore, the research besides will look into which factor is holding greatest influence to the pupils ‘ involvement to larn literature in English.

1.3 Aims of Research

The intents of this research are to:

1 ) Investigate the influence of pupils ‘ degree of proficiency in English linguistic communication towards their involvement in the acquisition of literature in English.

2 ) Examine whether the contents of the literature constituent in Malayan course of study for lower secondary pupils are appropriate and suited for the pupils and whether the contents are able to bring forth the pupils ‘ involvement to larn literature in English.

3 ) Survey pupils ‘ penchants of activities applied in the schoolroom by the instructors during the literature lesson.

1.4 Research Questions

The research inquiries for the research to happen out are as below.

1 ) How does the pupils ‘ degree of proficiency in English linguistic communication influence pupils ‘ involvement to read the literature in English texts?

2 ) What are the pupils ‘ perceptual experiences towards the current literature in English constituent texts?

3 ) Which types of activities in the schoolroom are more interesting to the pupils in the acquisition of literature in English?

1.5Definitions of Footings

1 ) Factor: One that actively contributes to an achievement, consequence, or procedure.

Context of survey: The factors are the causes or the grounds that contribute to the influence in pupils ‘ involvement in larning Literature in English. It can be considered as the agents that are responsible towards the development of pupils ‘ involvement in larning Literature in English. In this survey, the factors are divided into three chief divisions which are the pupils ‘ household background, the choice of texts in literature in English constituent, and the activities during the literature in English lessons.

2 ) Interest: A province of wonder or concern about or attending to something

Context of survey: Interest is the emotional reactions and behavioral inclinations towards the acquisition of literature in English. In this survey, the pupils ‘ involvement is categorized into two classs which the pupils who react positively towards literature in English and pupils who react negatively towards the literature in English.A However, involvement is the behavior that can be changed or developed by certain strong influences either it turns out to be positive or negative.

3 ) Learning: Cognition or accomplishment gained through schooling or survey.

Context of survey: Learning is a procedure of survey to derive the cognition. The acquisition of literature in English largely happens at school particularly during the literature lesson for English topics. As literature in English constituent is a portion of English course of study in Malayan instruction course of study, the pupils need to larn it. Therefore, in this survey, the acquisition of literature in English is mentioning to the formal acquisition of the topic in Malayan secondary school.

4 ) Literature in English: written stuff specifically in English linguistic communication such as poesy, novels, essays, etc. , particularly works of imaginativeness characterized by excellence of manner and look and by subjects of general or abiding involvement.

Context of survey: Literature in English constituent is a portion of the English course of study in Malayan secondary schools. It is divided into three genres which are short narratives, verse forms, and novels.

1.6 Scope of Research

The range of the research involved the engagement of 40 pupils in Form 3 with different degree of proficiency from SM La Salle Tanjung Aru Kota Kinabalu, Sabah. Form 3 pupils have finished covering all the literature contents for lower secondary school. The information was collected and analyzed based on the questionnaires which were distributed to the respondents concerned.

1.7 Limitation of Research

The restriction of this survey:

A. Time restraints:

1 ) Students might non hold sufficient clip to make full the study signifier therefore ensuing in unreciprocated points and/or inaccurate replies.

B. Small sample:

1 ) The findings of the research are merely valid or based on one school. It does non stand foring of all schools in Malaysia and non even in Sabah.

1.8 Significance of Research

Over the old ages since the execution and the development of literature in English constituent as portion of Malayan course of study, many issues has been discussed sing on the jobs faced by the pupils that affect their involvement in larning the literature in English. This survey will happen the most sensible and rational reply on the factors impacting pupils ‘ involvement to larn literature in English.

This survey besides will turn out whether pupils ‘ degree of proficiency in English truly has a really strong influence to the pupils ‘ involvement in larning literature. Besides, this survey will assist the course of study interior decorators to better the contents of literature constituent for lower secondary school. This survey besides can be used as a mention for instructors to look into pupils ‘ penchants for activities in schoolroom during literature lesson and use them in the category.

This Study will besides supply and enable other or future research workers who would wish to carry on the same research with sufficient and utile information based on the subject. The methodological analysis in this research such as the questionnaire can ease the hereafter research by accommodating them or possibly amend them to accommodate their survey.

Chapter 2

LITERATURE REVIEW

2.0 Introduction

This chapter presents reappraisal of the general state of affairs and the development of literature in English in Malaysia ‘s instruction system. However, the chief treatments are focused on the three chief factors that have the greatest influence towards the pupils ‘ involvement in larning literature in English. The three chief factors are the household background of the pupils, the choice of text or the contents for Literature constituents, and the preferable activities by the pupils during the literature lesson. This reappraisal will besides supply some penetrations into the relationship between English linguistic communication proficiency that might act upon pupils ‘ involvement in larning Literature in English. Apart from that, reappraisals on other possible factors will besides be discussed as the statement of this chapter. These reappraisals are to give a better apprehension on how these factors can truly act upon and affects the pupils ‘ involvement in larning literature in English.

2.1 The Scenario of the instruction of LIE constituents in Malaya

Historically, the development of the instruction of literature in English in Malaysia can be considered as inconsistent. The instruction and acquisition of literature in English in the Malayan English Second Language ( ESL ) context has evolved from being a nucleus portion of the English linguistic communication course of study to a point of near extinction merely to re-emerge in the twenty-first century in a far stronger signifier ( Subramaniam, 2003 ) . In add-on, he stated that the downswing in the instruction and acquisition of literature as a topic is crucially marked by the alteration in the medium of direction in schools from English to Malay.A

Harmonizing to Carter and Long ( 1991: cited in Fauziah Ahmad 2007 ) , the importance of literature was merely to the full realized sometime in the mid 1980s where extended arguments and treatments took topographic point. Since so, the state of affairs for larning and instruction has changed radically and literature is soon being reconsidered within the linguistic communication learning profession. Fauziah ( 2007 ) believes that the alterations of attitude toward the importance of literature have besides affected the Malayan national course of study. As she stated in the debut of her research,“ Literature in English was foremost introduced to Form Four pupils in 1992. Subsequently, this has led to the re-introduction of literature into linguistic communication schoolrooms in the twelvemonth 2000, and is now an incorporate component of the English linguistic communication constituent. ”

The air current of alteration in the instruction and acquisition of literature in Malaysia is besides supported by Talif ( 2005 ) , in his book entitled “ Teaching Literature in ESL: The Malayan Context ” , a book which discusses briefly on the development of literature in English in Malayan schools. The survey shows that Literature in English was foremost introduced by the Malayan Education Ministry by implementing the Class Reader Programme ( CRP ) in 1990 at the Form 1 degree in all secondary schools. Basically, the CRP programme was designed to actuate pupils to read the category readers at place every bit good as to fix the pupils for the Literature in English Programme ( LEP ) at the upper secondary pupils. The LEP was offered as an elected topic for survey at the upper secondary school degree ( Form 4-5 ) which was implemented in 1992.

To day of the month, the Malayan Ministry of Education ( KPM ) implemented the literature in English constituent as a portion of English course of study in March, 2000. It started with merely for Form 1 and Form 4 pupils in twelvemonth 2000, followed by Form 2 and Form 5 in twelvemonth 2001, and to all Form 3 in every school in twelvemonth 2002. The constituent has been examined in SPM test in twelvemonth 2001 and in PMR test in twelvemonth 2002, ( Ministry of Education Malaysia ) .

To sum up the history and the development of literature in English in Malaysian course of study, the undermentioned reappraisal may reason all.

“ In Malaysia, three different reading programmes have been introduced over the last three decennaries. The English Language Reading Programme ( ELRP ) was implemented in 1983, the Class Reader Programme ( CRP ) in 1993 ( Malachi Edwin, 1993 ) and the incorporation of the literature in English constituent into the English Language course of study in 1999 ( Subramaniam, 2003 ) . To day of the month, the literature in English constituent in the English Language paper is considered to be the most successful reading programme because the texts that are being taught and read in the schoolroom are a tried constituent in the public scrutinies ( Vethamani, 2004a ; 2004b ) . ”A A A A A ( Too W.K, 2009, page 41 ) A

From the reappraisals above, it can be concluded that the journey towards the inclusion of literature in linguistic communication classs has been traveling through many phases of alteration. Therefore, the execution can be considered as unstable and the betterments by the ministry are needed from clip to clip.

2.2 The Students ‘ Attitude towards the instruction and acquisition of Literature in English

The deficiency of involvement in larning literature in English among Malayan pupils is one of the prevailing issues focused on by assorted governments and research worker. It is such an alarming issue because the pupils ‘ attitude towards literature is closely related in finding the success and failure in learning literature. There are three chief factors that are ever being associated with the deficiency of involvement in larning literature in English among the Malayan pupils. The figure 1 shows the chief focal point of the research worker in the survey of factors impacting the Malayan lower secondary pupils ‘ involvement in the acquisition of literature in English.

In order to back up the statement above, the research worker decide to do Davis ‘s theoretical account of research as a mention ( 1992: cited in Siti Norliana, 2008 ) to compare and back up statement of the job on the factors that impacting pupils ‘ attitude towards analyzing literature. For the intent of this survey, the research worker opts to see attitude ( Davis ‘s theoretical account of reaseacrh, 1992 ) as involvement towards analyzing literature. The positive attitude may convey the significance of extremely interested and negative attitude would be the lower involvement. Harmonizing to Davis ( 1992 ) , the Figure 2 shows the possible factors that have important relationship with pupils ‘ attitudes towards literature in a foreign linguistic communication.

Factors

In comparing to the research worker ‘s theoretical account and the Davis ‘s theoretical account of research, both theoretical accounts show several similarities sing on the factors that might act upon and impact the involvement towards the acquisition of literature in English. Davis believes that those factors contribute great impacts to the pupils ‘ attitudes in analyzing literature. Based on Davis ( 1992 ) , all of the factors result the fluctuation of the pupils ‘ attitudes towards the perusal of literature.

2.3 Students ‘ Degree of Proficiency in English Language

Learning literature in English is rather a challenge for Malayan pupils because the English is considered as the 2nd or the 3rd linguistic communication in our state. In order for the pupils to larn literature in English, the first thing that they have to maestro is the linguistic communication itself because that is the lone manner to tie in with literature in English better. Therefore, the degree of proficiency in English would impact the pupils ‘ involvement in larning literature in English. If the pupil is good in English, the possibility to hold higher involvement towards literature in English is really high. Meanwhile, lower proficiency degrees in English may take to defeat and less motive among pupils to larn literature in English.

2.3.1 Language Spoken at Home

Students normally are coming from different household background. Thus pupils may hold different experience or exposure towards the acquisition of literature. There are pupils who are really good in term of proficiency in English linguistic communication because they pattern the linguistic communication at place with their parents in day-to-day communicating. However, there are besides pupils who ne’er use or speak in any other linguistic communication including English as a spoken linguistic communication at place but merely talk in their female parent lingua linguistic communication at place. This state of affairs can be seen by comparing between the pupils from urban country and pupils who live in rural country. Harmonizing to Jamali and Hasliza ( 2002 ) , Malayan pupils particularly those who live in rural countries do non see the demand to utilize of English in their life, and it caused them to hold lower motive to larn English. The exposure towards English linguistic communication and literature in English that they received are really small compared to urban pupils. In fact,“ there are a turning figure of kids whose first linguistic communication is English and who may be termed native talkers since their parents have chosen to utilize merely English in the place alternatively of their cultural linguistic communications. ”– Murugesan ( 2003 ) . Therefore, the pupils ‘ degree of proficiency in English linguistic communication may change to each other. The more the pupils have been exposed to the English linguistic communication, the more involvement they gain to larn and read the literature in English.

2.4 Choice of texts in Literature in English constituent

There are ever bad and negative feedbacks that have been received from the pupils and the instructors sing on the literature text in Malayan school. Sidhu ( 2003 ) , as cited in Too ( 2006 ) , found that most pupils showed small involvement in reading prescribed texts. The consequence of Sidhu ‘s research revealed that 60 % of the pupils viewed the texts in Literature in English as drilling and failed to elicit their involvement to read.

Assorted remarks and feedbacks besides can be retrieved from the treatment forum in MELTA website largely participated by the instructors and the pupils. Some of them think that the texts for English literature constituents are tiring and necessitate to be reviewed.

Retrieved Online November 18, 2009 from: hypertext transfer protocol: //www.melta.org.my/modules/newbb/viewtopic.php? topic_id=1098 & A ; forum=5 & A ; viewmode=flat & A ; start=20

2.4.1 Students ‘ Troubles in understanding the texts

There are three different genres that the pupils have to larn and read for the literature in English constituent. They are short narrative, verse form and novel. Students have different perceptual experience and involvement towards each genre.

Harmonizing to Siti Norliana ( 2008 ) research, the pupils showed higher involvement in reading the short narratives item compared to verse forms and novels. The pupils prefer short narratives because they are non drawn-out and less clip devouring to read if compared to Novels. Most of the pupils described novels as drawn-out and really confusing in term of secret plan and characters.A It should non be a surprise that the pupils prefer short narratives more than novel because as cited in Wei-Keong Too ( 2006, Page 43 ) , both Reed ( 1992 ) and Chances ( 1999 ) analyses conclude that the books that immature grownup choose are character driven and the secret plan is fast.

In Dr. Sharifah ‘s ( 2002 ) survey, the analysis consequence showed that the pupils ‘ positive responses towards short narratives and novels are higher than the verse form. Harmonizing to the consequence, pupils are less interested in reading verse forms because of the usage of literary linguistic communication with implicit in significance. Therefore, it is really difficult for the pupils to understand the texts.

When the pupils find the verse forms really hard in footings of linguistic communication, they will automatically decline to read it and demo lower involvement towards any text in the same genre. For case, the verse form like “ Life ‘s Brief Candle ” is really difficult for the pupils to understand since they are non familiar with the literary linguistic communication used in the verse form and could non acquire the underlying significance of the verse form. In Huzaina ‘s ( 2006 ) research consequence, pupils found ‘Life ‘s Brief Candle ‘ the most hard because they could non tie in the taper much with their life.

If the pupils could tie in the texts with their ain experience and milieus, they will understand the significance of the texts easier and go more interested to read more from other writers.

2.5 Activities in the schoolroom

Teachers ‘ creativeness in learning Literature is besides one of the most of import characteristics to capture pupils ‘ involvement. Teachers play the of import function to transfuse involvement in larning literature in English among the pupils. As for that, instructors need excess enterprises and creativenesss to transfuse pupils ‘ involvement towards the topic by supplying the pupils with the interesting activities. Creative activities are used to heighten pupils ‘ apprehension of literary texts and to pull their attending and involvement in reading and learning literature.

2.5.1 Teacher-centered VS student-centered activities

The activities during the literature in English lesson are of import to do the pupils take portion in the lesson. However, many instructors lack originative thoughts to supply the pupils with interesting activities when learning literature in the schoolroom. Unfortunately, many instructors apply activities which are more teacher-centered in orientation during literature lesson. Teacher-ecentered activities are activities that are more controlled by the instructors all the clip, such as spoon-feeding the pupils with all the information and thorough accounts and interlingual renditions. Therefore, the pupils ‘ function is merely taking notes from the instructors and memorize them for the interest of go throughing the test. As mentioned by Sharifah Nadia ( 2007 ) in her research, since our instruction system is exam-oriented, most of the instructors teach literature with the intent to go through the pupils in the scrutiny and pretermiting the chief ground of acquisition literature which is to understand and appreciate literature. As a consequence, the activities are stereotype because the instructors merely concentrate on how to do the pupils pass in the test.

An experient and first-class instructor would utilize student-centered activities that involve pupils ‘ engagement during the literature lesson. In this sort of activities, the pupils get involved and take part in the lesson alternatively of listening merely to the instructor ‘s account. The pupils will be able to see and understand the significance of literature during the learning procedure. There are many gratifying activities that the instructors can use in the schoolroom particularly during literature in English lesson such as play, function dramas, group treatment, games, and multimedia presentations. These activities allow the pupils to show themselves through literature and capture their involvement to larn literature in English.

Since the student-centered activities are more gratifying and nexus to the pupils ‘ involvement, the pupils are more interested to larn more about literature in English in the schoolroom. In Siti Norliana ‘s ( 2008 ) survey, the pupils show more positive response towards activities that allow them to take part in the lesson actively. Table 2.1 shows the consequence of pupils ‘ credence towards activities used in literature in English lesson by the instructor in the schoolroom.

Table 2.1 Students ‘ Acceptance towards the Activities for Literature in English Classroom

No. Teaching Methods Percentage ( % )1 ) Students provide background information 96.2 2 ) Assortment of activities ( games, play, function drama, etc ) 95.4 3 ) Working in groups 91.8 4 ) Teacher 's account 90.9 5 ) Audio Visual Supports 85.5 6 ) Translation and utilizing Malay in learning literature 70

The consequence is cited from Siti Norliana ( 2008 )

From the consequence, it shows that the pupils prefer the activities that can promote them to take part in the lesson and let them to believe more critically instead than listening to teacher ‘s talk. In add-on to the research, based on the interviews by Siti Norliana ( 2008 ) , found that half of the pupils described that the activities employed by the instructors are dull and unequal. This state of affairs is supported by Dr. Sharifah ( 2002 ) , she concluded that the instructors ‘ cognition, expertness, and creativeness is non yet developed. Therefore, it consequences that instructors can non do fluctuation in the activities during literature in English lesson and fails to capture pupils ‘ involvement.

As a consequence, it is of import to cognize the pupils ‘ penchants of activities during the literature in English lesson in order to fit suited activities with their involvement so that they can larn it meaningfully.

Chapter 3

Methodology

3.1 Introduction

This research aims to look into the factors impacting pupils ‘ involvement in larning literature in English among lower secondary pupils. The design used in this research is quantitativeA research design to happen the reply on how the pupils ‘ background and the degree of proficiency in English, the choice of texts in literature constituent in English, and the activities applied in the schoolroom during literature lesson can impact the pupils ‘ involvement towards the acquisition of literature. The research subjects, research instruments and method of informations analysis are discussed below.

3.2 Research Framework

3.2.1Quantitative Research Design

This survey uses the quantitative research design. In harmonizing to the research design, this research is to happen causes of things that have already occurred by analysing the pupils ‘ responses to the inquiries.

In this research, the pupils ‘ background of linguistic communication spoken at place and the test consequence for PMR test are being compared based on the stating pupils who are given much exposed to the mark linguistic communication show the positive attitude to literary survey. The pupils ‘ penchants towards the selected texts for the literature in English constituent are investigated based on their picks and sentiments for the texts. Lists of activities are provided in the questionnaire in order to place which activities are preferred by the pupils to hold during the literature in English lesson. Bes

3.3A Research Subjects

3.3.1 Background of the School

The school identified for this research was SM La Salle Tanjung Aru, one of the really good known Prime Minister schools in Kota Kinabalu Sabah. It was a individual session male child school.

3.3.2 Background of the pupils

The selected sample for this survey was 40 pupils from Form 3 Vega and Form 3 Rigel. It was rather a hard sample as the categories were non taught by the research worker. However, the job was non a large issue for the research worker since the research worker manages to administer the questionnaire to the pupils. Form 3 Vega and Form 3 Rigel severally ranked as the first and the 2nd category in signifier 3. Although the categories can be considered advanced, the pupils ranged from novice to intercede to advanced degrees peculiarly in English topic.

3.4A Research Instruments

Data for this survey were collected chiefly through questionnaires distributed to the pupils by the research worker.

3.4.1 Questionnaire

The questionnaire was distributed to happen out about the pupils ‘ background and degree of proficiency in English linguistic communication, pupils ‘ perceptual experience towards the current text used for literature lesson, and the pupils ‘ penchants for activities in schoolroom during the literature lesson.

The questionnaire is divided into four subdivisions: Section A, Section B, and Section C. The inquiries are largely in signifier of multiple-choice inquiries with few clears ended inquiries. Each subdivision for A, B, C and D are severally to look into the pupils ‘ background and degree of proficiency in English linguistic communication, pupils ‘ general perceptual experience towards the literature in English constituent, the pupils ‘ sentiment towards the current texts for literature in English particularly texts for lower secondary pupils, and the activities that the pupils prefer most to hold in literature lesson. The sample of questionnaire is attached in the appendix.

The questionnaire was designed based on Quantitative Research attack to obtain the coveted signifier of informations. The questionnaire was organized into three subdivisions:

1 )Section A consists of few points chiefly for oppugning pupils ‘ demographic features such as gender, age, ethnicity and the linguistic communications spoken at place and class scored in English in PMR test.

2 )Section B consists of 7 inquiries oppugning about pupils ‘ general perceptual experience towards the execution of literature in English constituent in the English course of study.

3 )Section C consists of 7 inquiries sing on pupils ‘ sentiments on the selected verse forms, short narratives, and novels that they have learnt throughout the three old ages of larning literature in English constituent started when they were in Form 1 until they entered Form 3.

4 )Section D consist of 12 inquiries and it is divided into 2 sub-sections inquiries that inquiring for the pupils ‘ penchants of common activities during literature in English lesson and asking the pupils ‘ sentiment towards the instructor ‘s attacks in category when learning literature in English.

3.5A Method of Data Analysis

In order to analyze the pupils ‘ responses to the questionnaires, this research used the manual numeration for all the replies. It is based on the frequence count and per centum for all pick. The information is presented in table signifiers for a clearer account and description. The consequence for unfastened ended inquiries besides is counted by and large and analysed holistically.

3.6A Drumhead

This chapter discusses and explains about the research subjects, research instruments and method of informations analysis that have been used in this research.