AsiaCall Online Journal (ISSN 1936-9859) Vol. 2 No.

1 November 2007 John Roy Chacko, Wan Roselezam Wan Yahya

Learners' Perceptions of the Instructional Approach Used in the Teaching of Literature

in ESL Classrooms: A Study of Malaysian Secondary Schools

John Roy Chacko

Wan Roselezam Wan Yahya
rose@fbmk.upm.edu.my
Universiti Putra Malaysia
Abstract
This study attempts to discover the perceptions of learners in the Malaysian context toward
the instructional approach used in the teaching of literature in English. Due to the multiracial
nature of the typical classroom in Malaysia, with its linguistic, cultural, and social
differences, the teaching of English literature assumes an important role in the curriculum.
For the purpose of this study, questionnaires were distributed to students and interviews
were conducted. These questionnaires were designed to obtain information regarding
perceptions toward the learning of English literature in relation to the demographic and
educational background of students. The findings of the survey show that the respondents
agreed to most of the pedagogical assumptions used in the teaching of literature in English.
An analysis of the perceptions of the respondents showed a significant difference for two
determinants across gender. The female respondents perceived the sociopolitical and
mythological determinants to be more important in the learning of literature in English than
their male counterparts.
Keywords: literature, Malaysia, ESL
Introduction
There have been few attempts to re-examine the nature of the learning of literature in English
through independent and resourceful learning approaches (Gurnam Kaur 1995). As such, there is a
need to research the learning of literature in Malaysian ESL classes to understand and deal with this
problem of a poor understanding of literature. Based on a descriptive survey of Malaysian high
school learners' perceptions towards current learning of literature in English, this study attempts to
account for one of the findings; students preference for the instructional approach used to teach
literature. The instructional approach used in the classroom will provide insights as to how effective
learning can take place as the problem will be examined in terms of the actual context of teaching
and learning. A study of the instructional approach used in the second language classroom is needed
to help teachers to find ways to aid their learners respond to a particular text or topic in literature.
There is also a need to research learner-centered approaches because the learners in Malaysian
schools come from different socioeconomic and cultural backgrounds. It is important to develop the
learners experiences and knowledge to motivate them to express their thoughts and views on
certain issues.

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AsiaCall Online Journal (ISSN 1936-9859) Vol. 2 No. 1 November 2007 John Roy Chacko, Wan Roselezam Wan Yahya

Definitions of Perception
Graig (1974) says perception is the process of providing meaningful information to sensory stimuli
or external sensation. Hemachak (1971) defines it as a process by which we select, organize and
interpret sensory stimuli into meaningful and coherent forms. Other researchers like Kohler (1960)
and Levin (1995) explain that perception is determined by the perceiver as well as by what is
perceived. These two factors depend on stimulus and personal factors. Both Dember (1962) and
Combs (1974) see perception as the behavioral and psychological component of human beings, as
related to beliefs and values. This basic concept deals with the behavior of human beings at any
given moment and is the result of how they see themselves, the situation in which they are involved,
and the interaction between the two. It can be deduced that learners should have reasonably
developed perceptual skills, which are indispensable factors in achieving an understanding of their
learning patterns.
Research Questions
No research has been done on the learners perceptions of the instructional approach used to learn
literature in the second language classes. The objectives of this study are to ascertain the more
suitable determinants from the instructional approach that can enhance the learning of literature in
English and to ascertain the perceptions of respondents towards the instructional approach across
gender. Based on these two objectives, the research questions that will be addressed are:
(i)
What are the responses to the instructional approach that can enhance the learning of
literature in English among second language learners?
(ii)
Which is the most and least suitable determinant in the instructional approach?
(iii) Are there significant differences for the instructional approach among second
language learners across gender?
Theoretical Framework
The most significant theories put forward for the growth, understanding and appreciation of
literature emphasize the interpretation of the text as a result of the interaction of a number of
factors, including emotional, cognitive and personality factors. Reading literature is believed to help
learners read the world and become better individuals in society (McRae 1991). Carter and Long
(1996) and Lazar (1996) argue that by responding to literary texts, learners will feel empowered by
their ability to grapple with the text and its language and relate it to the values and traditions of their
own society. The use of literature enables learners to understand and appreciate cultures and
ideologies different from their own in time and space, and to come to perceive traditions of thought,
feeling and artistic form within the heritage the literature of such cultures endows (Carter and Long
1996). The ability to infer meaning and to make interpretations is an important component of
language use. There is a need to research the instructional approach to help learners enjoy the texts
while at the same time using the English language to respond to these texts. The different ways
learners respond to a text in a literature class will depend to a large extent on the attitudes and
approaches that teachers adopt (Fisher 1993).
The instructional approach common to the learning literature in English emphasizes productive
thinking while at the same time encouraging intellectual nonconformity and radicalism among
readers (Smith 1996). The use of this divergent approach can be helpful in encouraging learners to
become active participants and not just passive learners in the learning process. The approach can
also sustain and encourage the process of learning, especially in a second language class (Massialas
and Zevin 1967). The theory put forward by Rosenblatt has provided the basis for this framework
(Refer to Figure 1), and ensures learners have a meaningful textual interaction which provides
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AsiaCall Online Journal (ISSN 1936-9859) Vol. 2 No. 1 November 2007 John Roy Chacko, Wan Roselezam Wan Yahya

personal literary understanding so that reading becomes a process of identifying, evaluating,

assimilating and accommodating the varied interpretations of the text.
Review of Related Literature
Presently, there are only a few studies conducted on the learning of literature in Malaysia. Among
them, a study on Students Responses and Perceptions towards the teaching of Literature (Goh
Meng Hong 2003) revealed that the teachers instructional designs were influenced by beliefs,
knowledge and expectations. Another study by Samuel Yesuiah (2003) on Using an Integrated
Approach in the Teaching of the Literature Component indicated that the learners perception of the
literature component is closely connected to the approaches used by the teachers teaching literature.
Influence of Perception on ESL Learners
Perception, according to Graig (1976), is a complex operation that involves intellectual or cognitive
factors, sensation, imagination and feelings. Yochim (1967) says perceptions have to be inferred
from observable behavior (p. 24), including what is said by a person. Perceptions are the
information provided by the teacher of the text and the creative activities conducted to enhance the
learners understanding of the text. Perception is a combined interaction of inner, personal factors
and outer stimulus. Learners need to learn to think rather than to learn the products of other peoples
thinking. Torrence (1979) emphasized that the goal would be to use thinking skills to teach learners
and ask them those kinds of questions that can help them learn how and what to learn in a rapidly
changing society.
Theories of Learning that Can Enhance Literature Learning among ESL Learners
Bruner (1970) is a strong advocate of the cognitive learning theory, which discusses how learners
can develop their thinking and learning patterns in ways that can be enhanced by effective
instruction. Bruner sees the discovery method of learning as a helpful instructive tool for cognitive
stimulation, by which learners can take control of their thinking behavior and learning. The
humanistic approach (Rogers 1963) enables the learner to become more responsible for determining
what is to be learned. The humanistic approach emphasizes small groups with individualistic
instructional methods that encourage more creativity. This concept would be able to blend with the
national education philosophy of Malaysia, which encourages freedom of expression, inculcation of
positive values, and dignity in the learner. Probst (1981) said that many literature teachers accept
the transactional method but they find that it is less manageable in a class because it is a three-way
process involving the text (which provides words, ideas), the learner (who provides personal
responses to the words and ideas) and reading (that provides the relationship between the text and
reader, thereby creating the meaning).
Instructional Determinants for Learning Literature
These determinants of the instructional approach provide the learners with a range of choices when
they learn literature. The different determinants put forward by research reviews are:
I. The Formalistic determinant. The objective of this determinant is to find the key to
the structure and meaning of the text. This determinant is also known as the intrinsic
approach, as it works towards revealing the intrinsic qualities like symbolism,
foreshadowing, metaphors and imagery in novels, poems, dramas and short stories.
II. The Sociopolitical determinant. As literature is the study of human beings, society and
integrated living, there is a reciprocal relationship between society and literature. This
approach demonstrates that the humanistic values which have existed in different ages
are valid even today, as they are universal.
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AsiaCall Online Journal (ISSN 1936-9859) Vol. 2 No. 1 November 2007 John Roy Chacko, Wan Roselezam Wan Yahya

III. The Biographical determinant. This determinant can help to explain the growth, the
maturing and decline of an authors works. Wellek and Warren (1963) have given three
reasons for the importance of this determinant: (a) It is useful as it provides information
on the actual production of the literary work, (b) It focuses on the human personality;
that is, a persons intellectual, moral and emotional development, and (c) It provides
materials for the systematic study of the authors psychology and his literary works.
IV. The Mythological determinant. This determinant analyzes the relationship between
literature and human nature. It consists of four aspects: (a) References to particular
mythological figures, (b) Use of archetypal themes like heaven, earth and initiation, (c)
Use of archetypal symbols like animals and flowers and (d) Perception of the hero,
including includes his/her birth, triumph over evil, marriage (with the spouse as a
subordinate hero), downfall and death (Burton, 1970). This determinant is linked
closely to the psychological determinant. as both deal with human behavior. The
difference between the two determinants is that of degree and affinity. Mythology tends
to be speculative and philosophical and its affinity is with religion, culture, history and
anthropology.
V. The Psychological determinant. This is an old determinant based on Freudian
psychological concepts. It focuses on the analysis of the motivations and emotional and
mental condition of the characters in the text. It can be the psychological study of the
writer or the study of the creative process, the study of the psychological types and laws
present within works of literature, or the effect of literature upon its readers (Wellek and
Warren, 1963, p.81).
Methodology
The research design (as indicated in Table 1) lists the independent and dependent variables involved
in the research. The independent variables are ethnicity, gender and academic qualifications. The
dependent variables are the instructional determinants. In order to find out the significance among
the determinants, a t-test was used. The sample for this study was confined to 100 Form Four
learners of literature in English in an urban secondary school. A larger sample size, of course,
provides more accurate results, as it is closer to the total population (Kumar 1997).
Instrumentation
A questionnaire and a structured interview were used in this study. The questionnaire was adapted
from Purves (1973) Literature Education in Ten Countries: International Studies in Evaluation II
and Reuksuppasompons (1983) A Study of the Learning of Literature Written in English in Selected
Universities in Thailand. The entire questionnaire was divided into two sections. Section A dealt
with the personal details of the respondents. This section had eight items related to the personal
details of the respondents such as their gender, academic qualification (grades in Penilaian
Menengah Rendah, or PMR), proficiency level, exposure to English Language and perception
towards the literature component. Section B dealt with the instructional approach and contained five
different determinants of learning literature in English. Each determinant had two statements related
to it. A four-point Likert scale scoring system was used for Section B. The structured interviews
were necessary to obtain comments and additional information to support the validity of the
questionnaire. Responses from questionnaires can have a residue of ambiguity no matter how
carefully they are worded (Fontana and Frey 2000). A pilot study was carried out with the
cooperation of 20 Form Four learners. The purpose of the pilot study was to determine whether the
questions were comprehensible to the learners and also if the participants were interpreting the
items the way the researcher had intended them. The learners who were involved in the pilot study
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AsiaCall Online Journal (ISSN 1936-9859) Vol. 2 No. 1 November 2007 John Roy Chacko, Wan Roselezam Wan Yahya

were excluded from the actual research. The data collected from the respondents were subjected to
descriptive statistics analysis, i.e. frequency counts and percentages.
Discussion: Background of Subjects
All the respondents (100) were from an urban school. There were 40 male respondents, out of
which 37 were Malays, 2 Chinese and 1 Indian. There were 60 female respondents, of which 51
were Malays, 5 Chinese and 4 Indians. This indicated a male:female ratio of 2:3 (Refer to Table 2).
There were 16 males and 23 females who obtained Grade A (Refer Table 3), making a total 39. In
terms of the grades obtained in the PMR examination, 15 Malay boys (37.5%), 16 Malay girls
(26.7%), 5 Chinese girls (8.3%), 1 Indian boy (2.5%) and 2 Indian girls (3.3%) scored A. 15 males
and 21 females, making a total of 36, had Grade B. Thirteen Malay boys (32.5%), 19 Malay girls
(31.7%) and 2 Chinese boys (5%) obtained Grade B. There was only 1 Malay female, making a
total of 1 or 1.6%, who had attained Grade E.
Table 4 shows the respondents exposure to the English language. 27 male [25 Malays, 1 Chinese, 1
Indian (67.5%)] and 37 female [31 Malays, 5 Chinese, 1 Indian (61.5%)] respondents considered
radio as an important tool. It was also found 39 males [36 Malays, 2 Chinese, 1 Indian (97.5%)]
and 11 females [4 Malays, 5 Chinese, 2 Indians (18.2%)] preferred to learn English by watching
television. The data also reveals that 24 males [21 Malays, 2 Chinese, 1 Indian (60%)] and 26
females [18 Malays, 5 Chinese, 3 Indians (43.3%)] learned English on the Internet. The data also
indicates that only 10 male [9 Malays, 1 Indian (25%)] and 27 female [18 Malays, 5 Chinese, 4
Indians (59.1%)] respondents interacted in English with their friends. The table also shows that only
7 males [6 Malays, 1 Indian (17.5%)] and 16 females [13 Malays, 1 Chinese, 2 Indians (28.3%)]
used English on a daily basis at their respective homes. The findings revealed that there is a greater
overall use of the literature learning approach among proficient learners as compared to the less
proficient learners. Successful learners indicated that they consciously make attempts to increase
their exposure to English language.
The data in Table 5 shows the respondents understanding of literature. Three males [3 Malays
(7.5%)] and 1 female [1 Malay (1.6%)] deemed their understanding of literature as excellent.
Another 14 male [13 Malays, 1 Indian (35%)] and 20 female [13 Malays, 5 Chinese, 2 Indians
(37.4%)] respondents were of the view that they are good in their understanding of literature. Three
males [1 Malay, 2 Chinese (12.5%)] and 34 females [32 Malays, 2 Indians (56.6%)] considered
themselves as average while only 7 male [7 Malays (17.5%)] and 5 female respondents [5 Malays
(8.3%)] regarded themselves as poor in their understanding.
Table 6 shows the respondents responses towards their favorite literature genre. Only 3 males
(7.5%) and 6 females (10%) considered poetry as their favorite (most liked) genre, though 22 males
(55%) and 27 females (40%) liked to study poems. There were a total of 42 respondents who
disliked poems. The most likely reason for this is that the language of poems may be difficult to
understand. As for short stories, a majority of the respondents, 17 males (42.5%) and 29 females
(48.3%) positioned it (short stories) as their preferred (most liked) literature genre, while 22 male
(55%) and 27 female (45%) respondents liked to read short stories. A total of 5 respondents, out of
which 1 was a male (2.5%) and the other 4 were females (6.7%), strongly disliked short stories. The
reason could be that short stories are more compact and take time to read.
Only 6 males (15%) and 11 females (18.3%) considered novels to be their favorite (most liked)
genre, while another 20 male (50%) and 28 female respondents (46.7%) liked to read novels.
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AsiaCall Online Journal (ISSN 1936-9859) Vol. 2 No. 1 November 2007 John Roy Chacko, Wan Roselezam Wan Yahya

Novels are interesting because there is a lot of variation based on characters and themes. There were
a total of 35 respondents, out of which 8 were males (20%) and 9 females (15%), who indicated a
strong dislike for novels, while 6 males (15%) and 12 females (20%) indicated at least some dislike
for novels.
Discussion: Instructional Determinants
This section discusses the data in relation to the research questions.
Research Question One: What are the responses to the instructional approach that can
enhance the learning of literature in English among the second language learners? (Refer to
Table 7).
The sociopolitical determinant was ranked first. Only 4.5%, or 9, of the respondents strongly
disagreed with the statement that they knew the texts well after being given adequate explanations
by teachers regarding the humanistic values in the texts. 26%, or 52, of the respondents strongly
agreed that they understood the texts and the issues that exist as well as the humanistic values in the
texts as a result of reading literature. The mean for the determinant was 6.17. The ranking of this
determinant as the most significant was also confirmed by the interviews that were conducted. 60%
of the interviewees agreed that this was a helpful and suitable determinant to learn literature.
The mythological determinant was ranked second. The analysis indicated that 5%, or 10, of the
respondents strongly disagreed with the statement that they can understand the close connection
between the nature of human behavior in literary texts and the realities of human lives. Sixty-four
percent of the respondents agreed and 18.5% or 37 respondents strongly agreed there is a close
connection between the nature of human behavior in literature and the veracities of human lives.
The mean for the determinant was 5.92. Fifty-four percent of the interviewees also agreed that this
was also a suitable determinant, in addition to the sociopolitical determinant, for enhancing the
learning of literature in English.
The psychological determinant was ranked third in importance . The total percentage of the
respondents who strongly disagreed that they understand the intellectual and emotional qualities of
the characters and the texts was 3.5%, or 7 respondents, while 15.5%, or 31 respondents, disagreed.
However, 64.5% of respondents agreed, while 16.5%, or 33 of the respondents, strongly agreed that
they have an insight into the intellectual and emotional qualities of the characters and the texts read.
The mean for the determinant was 5.88. The interviews revealed that 40% agreed that this
determinant was important to learning literature.
The biographical determinant was fourth with a mean of 5.83, followed by the formalistic
determinant. The mean for the formalistic determinant was 5.81.
Research Question Two: Which is the most and least suitable determinant in the instructional
approach that can enhance the learning of literature in English? (Refer Table 8).
It was found that the most important determinant that can enhance the learning of literature was the
sociopolitical determinant, with a mean of 6.17. This was also confirmed by those interviewed
(60%). The other significant determinants, according to rank order, were mythological,
psychological, biographical and formalistic. The least signficant was the formalistic determinant,
with a mean of 5.81. Those interviewed (20%) also confirmed that this determinant was the least
important for the learning of literature in English.
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AsiaCall Online Journal (ISSN 1936-9859) Vol. 2 No. 1 November 2007 John Roy Chacko, Wan Roselezam Wan Yahya

Research Question Three: Are there significant differences for the instructional approach
among second language learners across gender? (Refer to Table 9).
Table 9 shows the level of significance in the perceptions of the respondents towards the
instructional approach determinants, to enhance the learning of literature in English in a second
language classroom based on gender.
There were only two significant determinants. The mean for the sociopolitical determinant was 5.83
for the male and 6.4 for the female respondents. The standard deviation was 1.5 for the male and
0.827 for the female respondents. The standard deviation difference (SDD) between the two groups
was 0.673. Applying a t-test at 0.05 level of confidence, this determinant was significant (p<0.05).
This showed that the female respondents perceived this determinant to be more important for the
learning of literature in English than the male respondents. The role of the woman in the
sociopolitical organization is related to her importance in the family. The female respondents
probably emphasized this determinant as the family is a microcosm of society.
The mean for the mythological determinant was 5.63 for the male and 6.12 for the female
respondents. The standard deviation for the male respondents was 1.314 and 0.94 for the female
respondents. Applying a t-test at 0.05 level of confidence, this determinant was significant (p<0.05).
This showed that the female respondents perceived this determinant to be more significant for the
learning of literature in English than the male respondents. This determinant appealed strongly to
the female respondents as it presents the relevance of literature as an expression of life and its
realities. Perhaps the female respondents are more speculative and philosophical in their degree of
affinity. There was no significant difference for the other three determinants. As such, both the male
and female respondents perceived these determinants to be of equal significance.
Pedagogical Implications of the Study
The overall results of the study indicate that the successful learners seemed to practice the English
language in natural realistic settings such as reading newspapers and magazines. The use of the
instructional approach adopted in the teaching of the Form Four learners encourages self directed
learning, where the learners take on responsibility for their learning of literature. The approach
reduces the learners dependence on their teachers and encourages greater independence on the
learners part (Ministry of Education, 1989). At the same time, learners are motivated, and their
self-esteem is heightened with constant reinforcement (Lee Kok Cheong, 1983). The focus of this
experience should be in helping learners to learn how to equip themselves with the tools to
understand and comprehend the learning of literature. Although learners have positive perceptions
towards the literature component, some of the respondents expressed that they need assistance and
help in learning the literature component. The instructional approach used can provide valuable
ideas, insights and activities to learners in their efforts to master the literature component as a
whole.
References
Bruner, J.S. Towards a Theory of Instruction. Cambridge: Belknap Press of Harvard University,
1970.
Burton, D.L. Literature Study in High School. New York: Holt, Rinehart and Winston, 1970.
Carter , R. & Long, M.N. Teaching Literature. London: Longman, 1996.
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AsiaCall Online Journal (ISSN 1936-9859) Vol. 2 No. 1 November 2007 John Roy Chacko, Wan Roselezam Wan Yahya

Combs, A.W. Educational Accountability Beyond Behavioral Objectives. Washington: Association

for Supervision and Curriculum Development, 1974.
Dember, K. The Psychology of Perception. New York: Holt, 1962.
Fisher, R. Teaching Children to Think. London: Basil Blackwell Ltd., 1993.
Fontana, K. & Frey, L. The Education of the Young Child. London: Open University Books, 2000.
Goh, M.H. Students Responses and Perceptions Towards the Teaching of Literature: A Case Study.
Unpublished Masters Thesis, University of Malaya. Kuala Lumpur, Malaysia: 2003.
Graig, D.R. Perception. London: London University Press, 1974.
Gurnam Kaur. An Evaluation of Class Readers Programme. A Case Study. Unpublished Masters
Thesis, University of Malaya, Kuala Lumpur, Malaysia: 1995.
Hemachak, Don E.. Encounters with the Self. New York: Reinhart, 1971.
Kohler, W. Gestalt Psychology. New York: Routledge Kegan, 1960.
Lazar, G. Literature and Language Teaching. Cambridge: Cambridge University Press, 1996.
Lee, K.C. Language and Language Education. Singapore: Singapore University Press, 1983.
Levin, K. The Source Book of Gestalt Psychology. New York: Routledge & Kegan Paul. Ltd., 1995.
Massialas, B.G. & Zevin, K. Creative Encounters in the Class: Teaching and Learning through
Discovery. New York: John Wiley, 1967.
McRae, J. Literature with a small l. London: MacMillan Press, 1991.
Ministry of Education. Huraian Sukatan Pelajaran. Literature in English Tingkatan I-V. Kuala
Lumpur, Malaysia: Dewan Bahasa dan Pustaka, 1989.
Probst, R.E. (1981). Response-base Teaching Literature. English Journal 70 (1981): 43-47.
Purves, Alan C. Literature Education in Ten Countries: International Studies in Evaluation II. New
York: John Wiley, 1973.
Reuksuppasompon, K. A Study of the Teaching of Literature Written in English in Selected
Universities of Thailand. Unpublished Doctoral Dissertation. Illinois State University, 1983.
Rogers, F.M. Higher Education in the United States: A Summary Review. Cambridge: Harvard
University Press, 1963.
Samuel Yesuiah. Using An Integrated Approach in the Teaching of the Literature Component in the
English Language Programme for Secondary Schools. Unpublished Masters Thesis,
University Kebangsaan Malaysia. 2003.
Smith, A. Accelerated Learning in the Classroom. Stamford: Network Educational Press, 1996.
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AsiaCall Online Journal (ISSN 1936-9859) Vol. 2 No. 1 November 2007 John Roy Chacko, Wan Roselezam Wan Yahya

Torrence, E.P. Encouraging Creativity in the Classroom. Dubuque, Iowa: WM Brown, 1979.
Yochim, D. Perceptual Growth in Creativity. Philadelphia: Inter-National Textbook Co., 1967.
Wellek, R. & Warren, A. Theory of Literature. London: Peregrine Books, 1963.

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AsiaCall Online Journal (ISSN 1936-9859) Vol. 2 No. 1 November 2007 John Roy Chacko, Wan Roselezam Wan Yahya

Figure 1: Model for instructional approach incorporating Rosenblatts reader-response theory

OUTCOMES
STUDENT LEARNING :

APPROACHES

PLANNING & LEARNING

PROCESS

CLASSROOM
INTERACTIONN

Instructional
Approach -

Teachers Plan
Jointly constructed
action for:

INSTRUCTIONAL
APPROACH

Text (Ideas + Meanings)

Learners
Learning of
literature

Student-centred
activities
Teacher only as a
facilitator

Reader
(Response to
text)

Different
interpretations
provide
diversified
knowledge and
appreciation of
texts.
Learners
interaction
develop
cognitive and
affective
personality.

Adapted from C.M.Clark & R.J. Yingers (1987) Model for Research Planning & Instruction.

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AsiaCall Online Journal (ISSN 1936-9859) Vol. 2 No. 1 November 2007 John Roy Chacko, Wan Roselezam Wan Yahya

Table 1: Research Design Indicating Independent and Dependent Variables

This table shows the comparison between instructional and language-based approaches in the learning of
literature.

Independent Variables

Dependent Variables

Personal Details of Literature Learners

Learning Approaches

School Location

Urban

Instructional
Determinants

Gender

Male or Female

Ethnicity

Malay / Chinese /
Indian / Others

Academic
Qualifications
(English language
Grades in PMR)

A/B/C/D/E

Sociopolitical,
Formalistic,
Psychological,
Mythological,
Biographical

Table 2: Type of school and Distribution of respondents according to gender.

Type

of

Number of Respondents

Percentage

School
Malay

Urban

Chinese

Indian

Total

37

51

40

60

40%

60%

M = male
F = female

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AsiaCall Online Journal (ISSN 1936-9859) Vol. 2 No. 1 November 2007 John Roy Chacko, Wan Roselezam Wan Yahya

Table 3: Grades in PMR English Language Paper 2005 by ethnicity

Ethnicity

Grades / Percentage

Malay

Chinese

Indian

15

37.5

13

32.5

15

7.5

16

26.7

19

31.7

14

23.3

1.6

1.6

8.3

2.5

3.3

3.3

Table 4: Respondents exposure to the English language

Exposure to English / Percentage

RD

TV

IT

FR

DY

25

62.5

31

51.6

36

90

6.6

21

52.5

18

30

22.5

18

52.5

15

13

25

2.5

8.3

8.3

8.3

2.5

1.6

2.5

3.3

2.5

2.5

6.6

2.5

3.3

27

67.5

37

61.5

39

97.5

11

18.2

24

60

26

43.3

10

25

27

59.1

17.5

16

28.3

RD

: Radio

TV

: Television

IT

: Internet

FR

: Interaction with Friends

DY

: Daily use at home

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AsiaCall Online Journal (ISSN 1936-9859) Vol. 2 No. 1 November 2007 John Roy Chacko, Wan Roselezam Wan Yahya

Table 5: Respondents understanding of literature

E

Understanding of literature / Percentage

Excellent

Good

Average

Poor

7.5

1.6

13

32.5

13

21.6

7.5

32

53.3

17.5

8.3

12.5

2.5

3.3

3.3

7.5

1.6

14

35

20

37.4

12.5

34

56.6

17.5

8.3

M = Malay
C = Chinese
I = Indian
T= total

Table 6: Respondents favourite literature genre

Item

Favourite literature genre / Percentage

Most Liked

Like

Strongly Dislike

Dislike

Poems

7.5

10

22

55

27

40

22.5

11.7

15

20

33.3

Short

17

42.5

29

48.3

22

55

27

45

2.5

6.7

15

11

18.3

20

50

28

46.7

20

15

15

12

20

Stories
Novels

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AsiaCall Online Journal (ISSN 1936-9859) Vol. 2 No. 1 November 2007 John Roy Chacko, Wan Roselezam Wan Yahya

Table 7: Distribution of Respondents responses towards Instructional Determinants

Numerical Values and Percentages

Instructional
Determinants

Formalistic
Total responses
Percentage (%)

Strongly
Disagree

Disagree

Agree

A1

A2

A1

A1

4
9
( 4.5 )

16

B1
Sociopolitical
Total responses
Percentage (%)

Biographical
Total responses
Percentage

Mythological
Total responses
Percentage

A2

A1

17 15
32
(16 )

B2

B1

B2

B1

12

5
17
( 8.5 )

67

55
122
( 61 )

17

C2

C1

C2

C1

C2

C1

71

67
138
( 69 )

14

D2

D1

D2

D1

16
25
( 12.5 )

75

53
128
( 64 )

12

3
7
( 3.5 )

11

D1

D2

D1

10
(5)
E2

E1
3

7
( 3.5 )

18
29
( 14.5 )

E2

E1

18
31
( 15.5 )

70

13

E2

59
129
( 64.5 )

6.17

C2

12
26
( 13 )

5.83

D2

25
37
( 18.5 )

13

5.81

B2

35
52
( 26 )

E1

_
X

A2

62 64
126
( 63 )

B1

9
( 4.5 )

E1
Psychological
Total responses
Percentage

17
33
( 16.5 )

B2

C1

A2

Strongly
Agree

5.92

E2

20
33
(16.5 )

5.88

Table 8: Most and Least Suitable Determinants from the Instructional Approach that can enhance
the learning of literature in English

Approach

Instructional

Determinants

_
X

Rank

Formalistic

5.81

Sociopolitical

6.17

Biographical

5.83

Mythological

5.92

Psychological

5.88

47

AsiaCall Online Journal (ISSN 1936-9859) Vol. 2 No. 1 November 2007 John Roy Chacko, Wan Roselezam Wan Yahya

Table 9: Perceptions of Respondents to the Instructional Determinants according to Gender

Mean

Standard Deviation

Instructional
Determinants

t
value

p
value

Male

Female

MD

Male

Female

SDD

Formalistic

5.48

6.03

-0.55

1.633

0.901

0.732

-1.972

0.054

Sociopolitical

5.83

6.4

-0.57

1.5

0.827

0.673

-2.210

*
0.031

Biographical

5.73

5.9

-0.17

1.281

0.752

0.529

-0.779

0.439

Mythological

5.63

6.12

-0.49

1.314

0.940

0.374

-2.043

*
0.045

Psychological

5.75

5.97

-0.22

1.335

1.057

0.278

-0.903

0.369

MD:

mean difference

SDD:

standard deviation difference

p = 0.05

48

AsiaCall Online Journal (ISSN 1936-9859) Vol. 2 No. 1 November 2007 John Roy Chacko, Wan Roselezam Wan Yahya

QUESTIONNAIRE
SECTION A : BACKGROUND INFORMATION
1.

Form

: 4 ____________________

2.

Gender (please circle)

3.

Ethnicity (please circle) : Malay / Chinese / Indian / Others

4.

Grade scored in English in the PMR examination (please circle) : A / B / C / D / E

5.

Is reading in English a daily practice to you? (please circle) : Yes No

6.

My current exposure to English includes by way of (please tick where relevant) :

a)

Radio

b)

Television

c)

Internet

d)

Interaction with friends

e)

Daily use at home

7.

: Male / Female

I rate my understanding in literature as (please circle) :

Poor / Average / Good / Excellent

8.

My favourite literature genre is (Please indicate the degree to which each

genre applies to you by stating in the box provided) :
1
2
3
4
a)

Poems

b)

Short stories

c)

Novels

Most Liked
Like
Strongly Dislike
Dislike

49

AsiaCall Online Journal (ISSN 1936-9859) Vol. 2 No. 1 November 2007 John Roy Chacko, Wan Roselezam Wan Yahya

SECTION B: INSTRUCTIONAL APPROACH DETERMINANTS

There are different approaches that can be used to help you understand and appreciate literary texts.
Below are some of these approaches. Please indicate the degree to which each statement applies to
you by placing a tick in the appropriate column.
1
2
3
4
NO

ITEM

A1

Explanation of basic literary terms

like metaphor, symbolism, imagery
helps you understand literary genre
like novels, short stories and poems.

A2

Relevant outside information such as

Internet notes related to a literary
genre can help you to understand a
text better.

B1

When teachers explain the social,

political, economic and other issues
that exist during the era, it helps you
to know the text well.

B2

By reading literature, you become

aware of universal and humanistic
values such as love, kindness etc.

C1

You get an insight of the writers when

the teacher provides you with some
background knowledge.

C2

When teacher explains how the

writers works reflect his / her own
personal experiences, you become
aware of why he / she wrote the novel,
poem etc.

STRONGLY
DISAGREE
(1)

Strongly Disagree
Disagree
Agree
Strongly Agree
DISAGREE
(2)

AGREE
(3)

STRONGLY
AGREE
(4)

50

AsiaCall Online Journal (ISSN 1936-9859) Vol. 2 No. 1 November 2007 John Roy Chacko, Wan Roselezam Wan Yahya

NO

ITEM

D1

Your imagination can be captured by

explaining the close connection
between history, literature, human
life, religion and folklore, and the
realities of human life.

D2

You understand the nature of human

behaviour better when shown the
significance of the heroes, symbols
and themes in literary texts.

E1

When there is a discussion on the

intellectual and emotional qualities of
the characters in the text, you have an
insight into the nature of the
characters.

E2

You understand the text better by

understanding the emotional content
in a text.

STRONGLY
DISAGREE
(1)

DISAGREE
(2)

AGREE
(3)

STRONGLY
AGREE
(4)

51

AsiaCall Online Journal (ISSN 1936-9859) Vol. 2 No. 1 November 2007 John Roy Chacko, Wan Roselezam Wan Yahya

INTERVIEW QUESTIONS ( IQ )
RESPONDENT: ________
RESEARCHER

TIME: __________
RESPONDENT

CODE

Do you enjoy literature

lessons?

IQ 1

Are your literature lessons

interesting?

IQ 2

Which do you like; poems,

short stories or novels?

IQ 3

Does your teacher explain

the text related to poems,
short stories and novels?

IQ 4

Does the teacher explain

terms
like
metaphors,
imagery and symbolisms?

IQ 5

Do you relate the issues to

your personal life?

IQ 6

Do you understand the

themes and the characters
in the text?

IQ 7

When you read the text, do

you feel sad or happy in
what happened in the text?

IQ 8

REMARKS

52