Prosiding Persidangan Antarabangsa Kelestarian lnsan kali ke-2 (201 5) The Royale Bintang Resort & Spa, Seremban, 19 - 20 Oktober 2015

TEACHING APPROACHES EMPLOYED BY SECONDARY SCHOOL ENGLISH TEACHERS WHEN TEACHING

LITERATURE COMPONENT IN ENGLISH

Najah Binti Ramlan

Department of Language and Communication, Faculty of Science, Technology and Human Development, Universiti Tun Hussein O m Malaysia

najah@uthm.edu.my, najahramlan@yahoo.co.uk

ABSTRACT

Reading literature is included as a component in the new English language curriculum for all secondary schools in Malaysia which aimed to engage students in reading literature for enjoyment and self-development. However, it is difficult to implement these during the teaching of literature component in the real English language classroom setting. Therefore, this study aims to identify the teaching approaches that English language teachers use when teaching literature in class and the reasons behind the selection of approaches used. Questionnaire was used in collecting the data from 149 secondary schools English teachers in Pontian and Johor Bahm districts. In this study, it was found that teacher-centered approach is used rather than student-centered approach when teaching literature component. The reason was mahily because the students did not have the competency in English, so it is difficult to approach literature through student-centered way as suggested in the English language curriculum.

Keywords: Integrated Curriculum for Secondary Schools (ICSS) for English language syllabus; teaching approches; literature component in English; teacher-centered approach; student-centered approach.

INTRODUCTION

The new Integrated Curriculum for Secondary Schools (ICSS) for English language syllabus was designed to meet the recent language needs in the real world. It aims at extending students' language proficiency level to ensure that they will be able to use the target language for their everyday life, knowledge acquisition and future workplace needs (Ministry of Education, 2000: 2) and one of it is the integration of literature in the syllabus.

The followings are the learning outcomes that teachers should accomplish when teaching literature component to their students (Ministry of Education, 2000):

Skop: Bahasa, Komunikasi dan Pendidikan

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