Approaches Employed By Secondary School Teachers To Teaching The Literature Component In English
The purpose of this article is to report on findings of a study designed to identify approaches employed by teachers to teaching the literature component in selected secondary schools in Sabah. The study was conducted in 15 urban secondary schools in Sandakan, Sabah with a population of 112 Engli...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Penerbit Universiti Sains Malaysia
2007
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| Subjects: | |
| Online Access: | http://eprints.usm.my/34333/ http://eprints.usm.my/34333/1/JPP_01_AMINUKM_ART_1_%281-23%29.pdf |
| _version_ | 1848877314695233536 |
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| author | Diana Hwang, Diana Hwang Embi, Mohamed Amin |
| author_facet | Diana Hwang, Diana Hwang Embi, Mohamed Amin |
| author_sort | Diana Hwang, Diana Hwang |
| building | USM Institutional Repository |
| collection | Online Access |
| description | The purpose of this article is to report on findings of a study designed to
identify approaches employed by teachers to teaching the literature component in selected
secondary schools in Sabah. The study was conducted in 15 urban secondary schools in
Sandakan, Sabah with a population of 112 English teachers. The approaches and
activities conducted in the literature lesson were identified whilst the reasons to why
teachers employed the approaches and activities were explicated. Triangulation involving
the questionnaire as the primary data, classroom observation and focused interview as the
secondary data was used. A total of 87 teachers responded to the questionnaire; whereas,
in a related case study, an English option teacher (a TESL graduate) and a non-option
teacher (a History graduate) were observed for four weeks and then be interviewed.
Findings show that the paraphrastic approach (mean = 4.05) is popularly used by
teachers, followed by the information-based approach (mean = 4.04) and the moralphilosophical approach (mean = 3.93). This seems to go concurrently with the findings of
the case study whereby both teachers exhibited similar teaching approaches. The findings
draw attention to the fact that teaching approaches are largely influenced by students'
language proficiency, attitudes, the exam-oriented culture, the prescribed literary
materials and the number of students in the classroom. The implication is that literature
teaching which aims at generating students' personal response and appreciation maybe a
futile exercise if the issues are not tackled wisely |
| first_indexed | 2025-11-15T17:13:29Z |
| format | Article |
| id | usm-34333 |
| institution | Universiti Sains Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T17:13:29Z |
| publishDate | 2007 |
| publisher | Penerbit Universiti Sains Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | usm-343332017-05-19T02:46:41Z http://eprints.usm.my/34333/ Approaches Employed By Secondary School Teachers To Teaching The Literature Component In English Diana Hwang, Diana Hwang Embi, Mohamed Amin LB2300 Higher Education The purpose of this article is to report on findings of a study designed to identify approaches employed by teachers to teaching the literature component in selected secondary schools in Sabah. The study was conducted in 15 urban secondary schools in Sandakan, Sabah with a population of 112 English teachers. The approaches and activities conducted in the literature lesson were identified whilst the reasons to why teachers employed the approaches and activities were explicated. Triangulation involving the questionnaire as the primary data, classroom observation and focused interview as the secondary data was used. A total of 87 teachers responded to the questionnaire; whereas, in a related case study, an English option teacher (a TESL graduate) and a non-option teacher (a History graduate) were observed for four weeks and then be interviewed. Findings show that the paraphrastic approach (mean = 4.05) is popularly used by teachers, followed by the information-based approach (mean = 4.04) and the moralphilosophical approach (mean = 3.93). This seems to go concurrently with the findings of the case study whereby both teachers exhibited similar teaching approaches. The findings draw attention to the fact that teaching approaches are largely influenced by students' language proficiency, attitudes, the exam-oriented culture, the prescribed literary materials and the number of students in the classroom. The implication is that literature teaching which aims at generating students' personal response and appreciation maybe a futile exercise if the issues are not tackled wisely Penerbit Universiti Sains Malaysia 2007 Article PeerReviewed application/pdf en http://eprints.usm.my/34333/1/JPP_01_AMINUKM_ART_1_%281-23%29.pdf Diana Hwang, Diana Hwang and Embi, Mohamed Amin (2007) Approaches Employed By Secondary School Teachers To Teaching The Literature Component In English. The Asia Pacific Journal of Educators and Education (formerly known as Journal of Educators and Education), 22 (1). pp. 1-23. ISSN 2289-9057 http://apjee.usm.my/APJEE_22_2007/JPP%2001%20AMINUKM%20ART%201%20(1-23).pdf |
| spellingShingle | LB2300 Higher Education Diana Hwang, Diana Hwang Embi, Mohamed Amin Approaches Employed By Secondary School Teachers To Teaching The Literature Component In English |
| title | Approaches Employed By Secondary School
Teachers To Teaching The Literature
Component In English |
| title_full | Approaches Employed By Secondary School
Teachers To Teaching The Literature
Component In English |
| title_fullStr | Approaches Employed By Secondary School
Teachers To Teaching The Literature
Component In English |
| title_full_unstemmed | Approaches Employed By Secondary School
Teachers To Teaching The Literature
Component In English |
| title_short | Approaches Employed By Secondary School
Teachers To Teaching The Literature
Component In English |
| title_sort | approaches employed by secondary school
teachers to teaching the literature
component in english |
| topic | LB2300 Higher Education |
| url | http://eprints.usm.my/34333/ http://eprints.usm.my/34333/ http://eprints.usm.my/34333/1/JPP_01_AMINUKM_ART_1_%281-23%29.pdf |