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Title:	Approaches to teaching the children's contemporary english literature component in primary schools challenges and resolutions
Authors:	Jothimalar Krishnasamy (P33303)
Supervisor:	Ganakumaran Subramaniam, Assoc.Prof.Dr.
Keywords:	Universiti Kebangsaan Malaysia -- Dissertations Dissertations, Academic -- Malaysia English literature-Study and teaching (Elementary)-Malaysia Teaching-methods Children's literature English
Issue Date:	19-Jul-2012
Description:	The study examined the various approaches in teaching the Children’s Contemporary English Literature (CCEL) in the literature component of the English language syllabus for primary schools in Malaysia, and the challenges and possible resolutions therein. The research began with the hypothesis that the current component and the material/module is deficient in its ability to meet syllabus goals, and went on to evaluate the Contemporary Literature in English component module and to ascertain its strengths and weaknesses with respect to the primary school syllabus goals and outcomes. The module were evaluated by 15 pedagogical experts in English language and literature from schools, Ministry of Education, teacher training institutions and universities, wherein the Cunningsworth’s checklist was adapted as an instrument in the evaluation. The findings revealed that the module theoretically covers the aims, objectives, syllabus content, and teaching methodology, but it is necessary to maximize and incorporate values that appeal to young learners, using simple language, and symbolize the Malaysian way of life; while simultaneously its methodology fulfills the elements of literature requirements. Another focus of the research was on assessing how the resource module provided to teachers shaped the approaches and activities used in the classroom. The study was conducted in 300 urban and rural, National and National-type Primary schools in the state of Negeri Sembilan Darul Khusus, and had a quantitative-qualitative mixed research method. A triangulation approach was utilized in primary data collection from 300 teachers ― 200 English option and 100 non English option ― who were randomly selected from National, National type (Chinese/Tamil) schools as respondents to the study questionnaire. In essence, the approaches and activities conducted in the (CCEL) literature lessons were identified, and the reasons as to why teachers employed ongoing approaches and activities were explicated. Procedurally, 13 teachers were observed for 4 weeks with 3 sets of 13 lessons, following which they were interviewed. The quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS, MS-Window version 13), and in terms of descriptive statistics (frequency counts, standard deviation, mean scores and percentages) and inferential statistics (ANOVA, Pearson correlation and ttest). The qualitative data (field notes and interview transcripts) were examined to gain further understanding about the teachers’ use of the selected approaches and activities. The findings showed that shortfalls exist in the achievement of learning outcomes, and that a further supplementary approaches and activities may enable enhancements in teaching literature in primary schools and, particularly, enhance students’ preparation in literature studies and examination-based testing in secondary school. In the second phase of the study, and based on findings from the preceding phase one, the study identifies the motivations for these supplementary approaches and activities used by teachers to teach the children’s contemporary English Literature component in primary schools. In the final phase of this research, challenges faced by teachers teaching the children’s contemporary English Literature component in primary schools and the possible solutions were explicated.,Certification of Masters/ Doctorial Thesis" is not available
Pages:	581
Call Number:	PR51.M4J647 2012 tesis
Publisher:	UKM, Bangi
Appears in Collections:	Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan

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