Research proposal 2012 blog

AZURAWATI BINTI WOK ZAKI 2011313879

EDU702: RESEARCH METHODOLOGY EDU7701A2

TEACHERS AND STUDENTS’ PERCEPTIONS TOWARDS PARAPHRASTIC APPROACH

TO TEACH LITERATURE IN ESL CLASSROOM

AZURAWATI BINTI WOK ZAKI

M.Ed. (Teaching English as a Second Language)

A Proposal Submitted to Prof Madya Dr. Teoh Sian Hoon

In Fulfillment of the Requirement of

EDU 702 Research Methodology course

Universiti Teknologi MARA

20th June 2012



CHAPTER 1

INTRODUCTION

1.0 INTRODUCTION

In Malaysia Education or Curriculum, literature is one of the most important parts in

language learning either in Malay Language or in English. Since ten years of the introduction

of English Literature, students are exposed with different types of reading genre in order for

them to learn better. Literature should be already a part of students’ life. Literature was

initially the main source of input for teaching in language classes in the era of Grammar

Translation Method but since then it has been dropped down the pedestal. In fact with the

advent of structuralism and audiolingual method, literature was downplayed and ergo

discarded to the periphery (Khatib, 2011; Collie & Slater, 1987, p.2). The Ministry of

Education has explains the reason of putting the literature component in KBSM English

language Curriculum Specifications, (2003). The syllabus specification is as follows,

“Language for aesthetic purposes enables learners to enjoy literary texts at a level suited to

their language proficiency and develops in them the ability to express themselves creatively”.

English literature benefits students very well. This is because English literature can

introduce students to a range of aspects, not only of the English language but also of

English culture. Widdowson (1975) further defines literature as a subject which has the

principal aim of developing the capacity for individual response to language use. When

studying Literature, students can explore not only the language aspects such as vocabulary

items but also that language can also be used for specific and aesthetic purposes. Students

will be familiar with the concepts of beat, meter and rhythm of the poems. In fact, they could



learn various themes in literature that they can relate to themselves or their own

surrounding. The familiarity with those concepts can improve students writing as they are

able to appreciate and apply these ideas. The four main skills in learning language can also

be improved with learning literature which is the reading, listening, speaking and writing

skills. The oral work based on literary texts may help improve students’ speaking skills

(Mario Saraceni, 2003).

At the same time, the study of Literature can provide students with a fresh and

creative angle with which to approach their studies in particular and their lives in general.

The themes of the literary texts to which learners can bring powerful response from their own

experience (Brumfit & Carter, 1989). Students learn to be more independent in their

literature learning as literature could make them eager to know about the authors or the

details of the stories or poems. According to Khatib (2011) stated that there are nine benefits

that learners can gain while learning literature such as

a) Authenticity; the writing in drama, novels, short story stimulate learners

imagination and the language used is related to learners themselves.

b) Motivation; learners gain motivation from the stories and dramas that they have

learnt as moral values will be inculcated too.

c) Cultural/Intercultural Awareness and Globalization; learners could add more

knowledge about other cultures and be more aware of variety in other cultures.

Literature could promote learners to explore on others politics, sociology and

economy.

d) Intensive/Extensive Reading Practice; learners can improve their reading skills

and promote reading habits among themselves.



e) Sociolinguistic/Pragmatics Knowledge; Sociolinguistic and Pragmatic

competence are two of the main components of the communicative competence

models. Hence, special attention is needed to be directed to this component.

Literature due to its authenticity is equipped with sociolinguistic and pragmatic

information (Khatib, 2011).

f) Grammar and Vocabulary Knowledge; reading short stories, drama, novel as well

as poem could help learners to improve their grammar and enlarge their

vocabulary.

g) Language Skills; at the same time learners could also improve their language

skills especially in English. Literature can promote learners to write their own

short stories or poems based on what they have read and learnt.

h) Emotional Intelligence; learners will be exposed with different genre of stories.

Feelings and emotions are involved that help to nurture learners Emotional

Intelligence.

i) Critical Thinking; learning literature is not only reading the texts given, but

learners need to share their ideas and opinions towards what they have read and

learnt. Therefore, it promotes critical thinking among learners in order to analysis

the story for example better.

However some students meet difficulty in learning English Literature. Sometimes

students are faced with a cultural reference that is totally alien to them, which has no parallel

in their own culture, such as the notion of autumn to the Malaysian students, as found in

Robert Frost’s poem, The Road Not Taken (Siti Norliana, Roszainora & Chittra, n.d).

Students have to deal with the complexity of the content and style of literary texts; they are



also confronted with linguistics and aesthetic unfamiliarity. Some students they refuse to

explore on their own, therefore the learning process take more time and become harder for

them.

Van de Berg (1990) emphasizes the value of literary reading passages as the basis

for second language learning. For high proficiency level of students, literature is an

advantage for them to learn the second language better and dig the knowledge through

literature. Literature becomes a barrier for the low proficiency students to learn the second

language better. According to Radzuwan, Malachi, & Shireena Basree (2010), even without

the incorporation of the literature component into the syllabus, these students were already

struggling learning the language and the incorporation of the literature component was seen

as adding another burden. Students already have difficulty to comprehend the English

article, therefore, literature is another high English level for them. Literature could demotivate

thelow proficiency students since they need to handle extra component of the language.

Lack of vocabulary contributes to the difficulty as the language used for Literature

component must be higher. According to Smita (2010) stated that there are few problems

encounter in teaching literature in non-native context such as:

a) British or English cultural references are not known or familiar to the learners.

They have problems to understand better what the author is trying to convey.

b) Racial prejudices about the writer or about his country. The learners may have

difference assumptions towards the writer; therefore they hardly understand the

writer’s intentions of writing.

c) The past ideas and references in literature may create misunderstanding in the

mind of the learners. The topic is outdated to the learners.

d) Unfamiliar with history or social upheavals of the country make learners lose

interest in study literature.



On the other hand, the complexity of the subject matter is harder if teachers who are

teaching literature are unwilling to prepare their lessons as it should be; and this planning

process should include considerations for students’ need and interest as well as their level of

proficiency. Therefore, how teachers improve their literature lesson and present it to the

classroom can seriously affect the students’ learning process. Teaching literature needs

more creative ideas from teachers. Teachers can not rush in teaching literature too. The

objectives of learning must suit students’ level of proficiency. However, the obstacle in

learning literature actually can be encountered effectively with the assist of the suitable

approach of teaching Literature by the teachers. An effective teaching process and a very

conducive learning environment of the classroom are undeniably teachers’ responsibility

(Fauziah & Jamaluddin, 2009). If teachers are aware with the responsibility that they need to

uphold, they should always find ways to reduce the burden that students’ carry in learning

literature. Students’ perception and observation can work in practice and become a part of

exploratory studies (Eken 1999; Sidhu 2003)

Meanwhile Murat (2005) stated teachers can consider few steps in order to help

students learning literature better. First, he should determine the aim of language teaching in

relation to the needs and expectations of the students. Teachers can set the aim by asking

the students orally, interviewing or even giving them questionnaires. Teachers can always

ask the students in order to get their opinion in learning literature. From the opinion given,

teachers can adjust and adapt with the class. Second, he should select the appropriate

language teaching method, teaching techniques, and classroom activities. The problem with

teachers nowadays, they do not investigate students’ preferences in learning literature.

Different approaches should be considered in teaching literature. Different students will have

different way of learning. Teachers can always try different style of teaching to attract

students’ attention.



Then, the teacher should select the literary texts relevant to the aim and the

objectives of his teaching. Teachers should not just depend on the literature text provident

by the Ministry of Education but they can sometimes use different texts which have similar

objectives of teaching to vary the lesson. If the text introduced by the Ministry of Education is

too difficult for students, teachers can come out with simple text first which similar to the

compulsory text. Therefore, students can slowly learn literature.

At the same time, Murat (2005) also stated that at elementary levels, for example,

students should be given simplified or specially written stories. Simplified text will help weak

students to understand the literature text better. Teachers may work together with students

in comprehending the literature text better. According to Fauziah and Jamaluddin (2009)

stated that one important aspect of teaching literature is the teacher’s creativity in

approaching certain texts or themes. Teachers should aware of their responsibility to try out

the best approach as well as the best methods to attract students’ attention in learning

literature. Teachers as the expert one in literature should play their roles in helping students

to learn literature better in ESL classroom.

1.1 BACKGROUND OF THE STUDY

Day by day, there are many efforts have been done by the Ministry of Education in

order to help students. The latest one is the new selection of literature texts. One of the

panels to choose the current texts for literature learning is a student. This is to give

opportunity to students to choose the texts that they favour most in learning literature.

Literature text is important as a motivation for students to learn literature.

Literary texts are very motivating due to its authenticity and the meaningful context it

provides (Khatib, 2011; Ghosn, 2002, Van, 2009). Literature deals with things which are

interesting in nature and includes little if any uninteresting things (Khatib, 2011; Maley,



1989a). Motivation is especially achieved when students are exposed to what they really

enjoy. Experience shows that students are highly motivated when they are exposed to

literary texts for language learning purposes (Khatib, 2011). Therefore, in order for students

to engage better with literature, the best texts should be considered based on students’

preferences.

At the same time, it is undeniably that teachers also crack their head in order to make

literature no longer becomes one of the boring lessons in English classroom. Many materials

are provided to help students to understand the literature texts better. Many books are

bought in order to get the best references. At the same time, many websites and blogs can

help teachers to prepare for suitable teaching materials. However, students nowadays who

mostly rely on teachers always wait for their teachers to tell the stories or poems in

classroom. Especially for weak students, they have the difficulty to read and understand the

texts on their own. They also refuse to find the difficult words in dictionary. Student centered

learning is hardly to be practiced. Again, as teacher centered learning is always the suitable

one especially for low proficiency level of students, teachers need to make more preparation.

Therefore, obviously teachers play important role to help students in learning

literature as students always need guide from teachers. Teachers need to take prompt

action first. Teaching should reflect and cater to students’ need, both individually and

collectively. Therefore when teachers teach, they always have to refer to the nature of the

students they have and the level of their students’ ability and receptivity (Fauziah &

Jamaluddin, 2009). Different approaches could help students to engage with literature.

According to Maley (1989a) in Khatib (2011) noted few approaches that can be considered

by teachers in teaching literature such as:

a) The critical literary approach; focus on the literariness of the texts including such

features as the plot, characterization, motivation, value, psychology, background,

etc.



b) The stylistic approach; focus on literature as ‘text’.

Then, Amer (2003) in Khatib (2011) stated the other two possible approaches in teaching

literature such as:

a) The Story Grammar Approach (SGA); there is an interaction between the reader and

the text.

b) Reader Response Approach (RRA); based on a premise of teaching literature for

literature’s sake not for language learning and development purposes.

However, According to Radzuwan, Malachi, & Shireena Basree (2010), paraphrastic

approach is the most favourable approach employed by teachers in teaching literature in

secondary school. Teachers paraphrase the text in order to ensure students are able to

understand what they are learning that day. This study will focus on the paraphrastic

approach and strategies employed in the teaching of the literature component in English to

the less proficient group to examine if the approach help to meet the aims of incorporating

the literature component into the English language paper.

1.2 STATEMENT OF PROBLEM

As Literature has been introduced since ten years ago, the achievement of students

in Literature is still not like what is expected such as express their critical thinking creatively.

Experience and observation show that students do not understand what they are learning

and what they have learned in classroom regarding to Literature. At the same time, they do

not know how to appreciate the beauty of literature accordingly. In literature text such as

short story, novel and poem, there are lots of new culture, political, historical perspective.

Unfortunately, students do not take those as extra knowledge as they only learn literature for

the sake of the examination. They tend to memorize all the answers but hardly understand



what they have learnt. Plus, they only see literature as an ordinary reading text and do not

really explore the fundamental gist of learning literature. Students might learn new

vocabulary, grammar of English language and so on but they hardly understand what is

literature is.

One of the reasons that students are not able to discover the underlying principle of

literature is because of the teachers’ style of teaching. This is because some of the teachers

may just focus on the grammar, vocabulary and skill. They may ask students to memorize

certain part of the story in order for them to answer the examination questions better.

Teachers might neglect the elements in the literature itself. The elements that include in the

literary texts make literature interesting to be explored. With the introduction of literature,

teachers should be more creative in order to attract the students’ attention to learn Literature

as well as appreciate the literature works. Teaching literature should enable the teachers to

be more creative in their teaching style. For example, if the theme of the poem is related to

nature, teachers could bring students outside the classroom to be closer to the environment.

More group work can be done in literature learning.

There are many approaches that can be employed to teaching Literature. Nowadays

information and technology communication (ICT) could become one of the main concerns to

teaching Literature. Teachers should aware of the importance of lCT in teaching and

learning process. Power point presentation could give clear picture regarding the literature

texts or the poems that need to be taught. As the Literature might be difficult for students,

teachers play an important role to help the students to understand and appreciate literature

better. In reality, teachers are too obsessed with examination; therefore the teaching and

learning process are more to exam oriented. There is no fun, no creativity and also no

exploration of the Literature. Students cannot savor the honey taste of literature. The main

concern is always to ensure that students are able to answer the examination questions well

and pass the examination with flying colours. Students totally depend on the teachers when



it comes to learning second language. Teachers only focus on finishing the syllabus and

cause them to become boring and stereotype.

At the same time, some teachers do not know what is the best approach to teach

Literature in ESL classroom. The problem affects the teaching and learning process in

classroom. Therefore, students could not gain both language and appreciation of the

Literature well. Teachers tend to use the first language in order for students to understand

the literary text better. It is the famous option that teachers choose to teach Literature in ESL

classroom. Therefore, this situation shows that teachers do not motivate the students to

appreciate Literature and they lack of methods in teaching Literature. Teaching Literature by

using the first language will not help the students much in order to understand it in depth.

1.3 RESEARCH OBJECTIVES

This study aims to investigate teachers and students’ perceptions towards the approach

used by the teachers used to teach literature in ESL classroom. The two objectives are as

follows:

1. To investigate students’ perception to the paraphrastic approach employed to teach

literature in the ESL classroom.

2. To investigate teachers’ perception to the paraphrastic approach employed to teach




1.4 RESEARCH QUESTIONS

This study aims to gain a general overview of the approaches and strategies employed

by teachers in teaching literature to Form 4 students in secondary schools. The research

questions for this study are as follows:

1. Why do teachers prefer to use Paraphrastic Approach in teaching literature?

2. How students accept Paraphrastic Approach in learning literature?

3. What are the strengths and weaknesses of using the implemented approach?

1.5 OPERATIONAL DEFINITION

LITERATURE: Literature is pieces of writing that are valued as works of art, especially

novels, plays and poems (in contrast to technical books and newspapers, magazines, etc.)

ESL: ESL is English as a Second Language.

PARAPHRASTIC APPROACH: Paraphrastic approach deals with the surface meaning of

the text. Teachers whose using this approach may paraphrase or re-word the story in similar

language or translating it into other languages.

1.6 LIMITATION OF THE STUDY

Although this research was carefully prepared, there are still limitations and

shortcomings for this research.

First of all, the research will be conducted to Form 4 students which have different

levels of proficiency. They may have difficulty to understand the Paraphrastic Approach that

teachers used in teaching literature.



Second, the population of the experimental group is small, only 5 schools involved

that might not represent the majority of the students in the state.

Third, since the questionnaire designed to measure the students’ attitude towards the

teaching of Literature might give useful information about the approach used and the

benefits to them; it seems not to provide enough evidence of the students’ actual behaving

towards the learning of Literature in ESL classroom.

1.7 SIGNIFICANCE OF THE STUDY

Every party plays an important role in order to achieve the goal in teaching and

learning Literature. The changes and development of curriculum has brought a new

dimension to education as well as to Literature learning. Therefore, the findings of this study

could benefits the teachers as well as other professionals in the education field in seeking

solution of the problem faced by English teachers in teaching Literature as well as the

students. Then, the curriculum development centre can use the result of findings in order to

improve the syllabus. Most important thing, teachers could consider certain approaches

chosen that could help them in teaching literature based on the strengths and weaknesses

discussed. Therefore, teachers could improve their teaching strategies and students will gain

the benefits from the teaching and learning process.

At the same time, the findings could also be as the guideline for the trainee teachers

or fresh graduate teachers to prepare themselves with the suitable approaches in teaching

and learning process later. Then, the Faculty of education in universities could use the

findings in order to modify the course outline for the future teachers. Finally, this study could

produce teachers who are aware of the strengths and weaknesses of approaches used in

teaching literature in future.



1.8 CONCLUSION

This first chapter highlights the main topics that related to the study. It introduces the

role of literature in ESL classroom as implemented in English subject in Malaysian

secondary schools. This chapter will also be described in details the background of study,

problem statement, research objectives, research questions, significance of study, limitations

and the operational definition.



CHAPTER 2

LITERATURE REVIEW

2.0 INTRODUCTION

The aim of this research is to obtain information on teachers and students’ perception

on the use of paraphrastic approach in teaching literature as well as the strengths and

weaknesses of paraphrastic approach.

In this chapter two, there includes the idea of paraphrastic approach and the

implementation involved in educational field as well as some other researchers and

professionals overall opinion regarding paraphrastic approach in teaching and learning

literature.

2.1 PARAPHRASTIC APPROACH

Oxford Advanced Learner’s Dictionary defines it as “to express what sb has said or

written using different words, especially in order to make it easier to understand”. An

important process of rewriting source texts is paraphrasing or restating a source text in one’s

own words with a credit to the original author (Shi, 2012). According to Cambridge Learner’s

Dictionary paraphrase is “to express something that has been said or written in a different

way, usually so that it is clearer”. Paraphrasing can be defined as paraphrastic approach as

according to Diana and Mohamed Amin (2007), the paraphrastic approach deals with the

surface meaning of the text. Teachers whose using this approach may paraphrase or re-

word the story in a simpler language or even translating it into other languages. Therefore, in

other words paraphrase approach is simplifying the text with simple language or translates

the text to other language that audience can understand better. As long as paraphrase is



used to re-tell the story and translate is also considered during the lesson, those can be

paraphrastic approach in language learning.

A paraphrase is an indirect quotation (Larson, 2004). Then, Bazerman (2010) had

come out with the definition of paraphrase which is putting the meaning of the text into new

words makes you pay close attention to the author's ideas and thereby improves your level

of understanding. In other words, when paraphrasing one will keep the author’s idea in mind

but may tell it in different way which makes the idea is simpler to be understood. Meanwhile

Higher Score (2007) defined “Paraphrase” is a verb which means to re-write a phrase or

sentence with the same meaning but using different words.

Paraphrase approach is also used for listening, speaking, reading and writing. One of

the most commonly recommended pedagogical interventions is the teaching of paraphrasing

(Keck, 2006; Campbell, 1990; Currie, 1998; Howard, 1996; Hyland, 2001; Johns & Mayes,

1990). Keck (2006) also stated that paraphrasing is considered by many to be an important

skill for academic writing, and some have argued that the teaching of paraphrasing might

help students avoid copying from source texts. Vacca and Vacca (1999) stated, "Students

who experience the integration of writing and reading are likely to learn more content, to

understand it better, and to remember it longer" (p. 262). Obviously paraphrasing is

important in other high level examinations. In TOEFL iBT, for instance, paraphrasing is an

important skill in the reading section, in the listening and above all in the speaking and

writing section of the test (Higher Score, 2007).

Paraphrasing can also be taught to students in order for them to familiar with the

paraphrastic approach especially when teachers use it in teaching other skills too. For

example in learning literature, students tend to memorize the summary from the literature

text or reference books, it is not impossible that the one whole class will come out with the

same kind of answer for summary of one short story. Instead of students memorizing the

summary, it is better to teach them paraphrase the summary into the useful and simpler



words. At the same time, paraphrasing could help them to understand and write the story

better.

Other than that, paraprastic approach is also used in interview with children. This

shows that paraphrasing could help children to understand what is being said or what is

trying to convey effectively. According to Evans and Roberts (2009) in Evans, Roberts, Price

and Stefek (2010) stated that previous research has experimentally assessed the influence

of different types of paraphrasing on children’s event reports and found that some styles of

paraphrasing are indeed more beneficial than others. Then, paraphrasing may motivate

children to expand their responses with two main ways proposed (Evans, Roberts, Price &

Stefek, 2010; Evans & Roberts, 2009). Firstly, paraphrasing may encourage rapport

between the child and interviewer. Therefore, in ESL classroom, paraphrasing may

encourage rapport between students and teachers. Secondly, paraphrasing may transfer

control to the child as in ESL classroom students have the power to use their own words to

convey what they understand from one story.

2.2 IMPORTANCE OF PARAPHRASING

Paraphrastic approach as well as paraphrasing that is used especially beneficial to

the students. As Evans and Roberts (2009) promoted two main ways to promote the use of

paraphrasing that give benefits to students. First and foremost, paraphrasing may encourage

rapport. Good rapport can be built in ESL classroom. For example, when students give

respond to teacher in telling the short story in their own words, then teacher restates or

paraphrase what the students have been said, students feel motivated as what the teacher

restates highlight that the teacher is listening to the students well. Students will feel

appreciated and supported by the teacher. Thus, students feel comfortable in class and

respond more during the lesson. Another benefit of paraphrasing is transferring control to



children or students. For example, students have the power to use their own words and re-

word what they understand from the text given. Student centered learning can be achievable

where students will be able to share their ideas with others in class by using the words that

they know or paraphrase from the source that they have read.

Meanwhile according to Bronshteyn and Baladad (2006) emphasised that the use of

parapharasing as add-ons to information literacy instruction in order for students to gain

proficiency in thinking critically about a source and expressing their own voice with the

convention of parenthetical citation. In ESL/EFL classroom, when teachers use paraphrastic

approach, it helps students to gain information better and think critically to any instructions

given. Teaching paraphrasing as a means of learning how to write a research paper

Bronshteyn and Baladad (2006). Paraphrasing can also be beneficial for students in writing

especially in academic writing. For ESL/EFL classroom paraphrasing writing could help them

to use simple words with simple phrases that can be understood better in writing. Therefore,

students will be more confident to use the language as well as to practice it in classroom.

Other than that paraphrasing is also a mean to understand Bronshteyn and Baladad

(2006). The ability to paraphrase help students in their writing work as well as it can provide

the writer with a wide range of stylistic alternatives. Harris and Sipay (1990) stated that

"being able to restate another's thoughts in one's own language clearly and unambiguously

is a crucial test of whether the thoughts were understood" (p. 537). Therefore, any difficult

ideas or unclear thoughts become easier to understand. As paraphrasing uses simpler

words and using students own words, it helps students in future to understand what they

have read and written. Others may also get the benefits and understand one idea clearer.

Then, students also can learn to borrow from a source without plagiarising (Bronshteyn &

Baladad, 2006). Campbell (1990) clearly stated that the teaching of paraphrasing, among

other techniques, is essential to help students avoid committing cases of plagiarism.

Plagiarism is always the main problem especially in academic writing. Currie (1998) claimed



that students often fall back on copying as what they might see as a safe strategy when they

are attempting to fit into the academic world. This is because students hardly understand

how to rephrase what the source written in their own words according to their understanding.

However, paraphrasing skill can help students to vary their sentences based on other source

but with their own ideas. Students can be creative and critical in playing with choice of words

that at the same time to convey the author’s meaning wisely. Therefore, plagiarism can be

avoided in academic writing.

Larson (2004) stated three important reasons of paraphrasing. First and foremost,

paraphrase can be the way to restate a difficult passage the reader may not understand. The

key word is ‘restate’ or ‘re-word’ the passage into a simpler passage where other people can

get the idea better and grab the gist of the passage. This is to support the reader to read and

understand rather than read without understanding what the passage is all about. Then,

paraphrase can be the way to explain or interpret concepts or unfamiliar terms. There are

certain concepts that are explained in difficult or complex sentences that make the reader or

listener hardly understand. This obviously happens when students who are reading a story

book or novel such as in Shakespeare’s works, students hardly understand certain concept

or terms used in the story. Therefore, paraphrasing could be one of the best way to

elaborate the concepts or unfamiliar terms in simpler words based on the level of the

students. The third reason proposed by Larson (2004) is to make abstract facts and ideas

concrete. Some ideas proposed by some authors might be too vague and hardly to be

understood. Paraphrasing again helps to identify the main points and explain the ideas

clearly.



2.2.1 THE IMPORTANCE OF PARAPHRASING FOR ELL

English language learner (ELL) always needs method to help them to

understand the target language better. According to Perles (2009), it is important to

use paraphrase to help English language learners because paraphrasing is one of

the main methods that ELLs will be able to use to clarify that they have understood

something correctly. Munro (2008) has identified paraphrasing as a useful strategy

for students with reading difficulties. Paraphrasing can be one of the ways to

measure students’ understanding especially for literature text. The example given by

Perles (2009), if a bank teller explains to an ELL the terms of a loan, the ELL should

learn to clarify by saying, “So what I understand from what you’ve said is... ” and to

paraphrase what was heard. The same applies in many areas of life, including

academic work, social settings, and professional situations. Therefore in literature

learning in ESL/EFL classroom, students may tell the story by telling the summary by

using their own words. Students may clarify what they have read into simplest words

and sentences that later become their own interpretations of the story.

At the same time, Perles (2009) also suggested that students write down their

paraphrasing sentences. This is to prepare the students in order to convey what they

have read into their words effectively. Perles (2009) also proposed that if the

students are not able to paraphrase well, teacher may help the students by providing

them a backward web graphic organizer. Thus, students may fill in the graphic with

the main information that they got from their reading as a guideline then explaining

on their own words.



2.3 SKILLS AND TECHNIQUES TO PARAPHRASE

In order to use the paraphrastic approach, one must know the skills to paraphrase.

According to Bronshteyn and Baladad (2006), there are three skills which are needed in

order to paraphrase. Firstly, one must have the knowledge of parenthetical citation format.

According to Aage Hansen (1957) in Foget (2002) stated that parenthetical phrases (and

asides) may be characterized as ”words, phrases, or sentences which are ’on another level’

compared to the surroundings (sentence, utterance) in which they are inserted. These

parenthetical phrases are spoken in a lower tone and/or with pauses preceding and following

them.” Therefore, in ESL/EFL classroom teacher may use appropriate intonation with

different phrases that can be understood by students. At the same time, students will also

learn the language which suit their level and might be simpler as what paraphrasing is.

Secondly, one who wants to paraphrase must have the experience and ability in

restating ideas with synonyms in one’s own voice. In order to paraphrase, it is so important

that the meaning of the idea used based on others’ must be clear or synonym. This is

because when people paraphrase the idea is still the same but the way they write or tell

must be differently. Thirdly, experience introducing concepts, or knowledge of stock

transitional phrases. One must be able to use some concepts in paraphrasing. Then the use

of transitional phrases is also important so that one can write or use the words effectively. At

the same time, transitional phrases will make the paraphrasing becomes more authentic and

not only copy from others’.

Once the students or teachers master these three skills, they are able to paraphrase

better. At the same time, they will be able to come out with a good piece of writing and even

it is easier for them to understand what they are trying to tell. Therefore the recipients can

also get the benefit where the paraphrasing should ease them to understand one’s idea

better. The closer they get to what the speaker is saying, the more a real interchange of

ideas takes place (Bazerman, 2010). For example, in learning short story or drama, teacher



might paraphrase the summary of the story first in their own words. This will benefit the

students to grab the idea better from the teacher instead of cracking their head on their own

with high level of English for certain students.

Bazerman (2010) mentioned that paraphrasing will help you to communicate the

meaning of a difficult passage. When you go on to make your own argument, it will allow you

to refer to another writer's thoughts while you maintain control of the focus and tone of the

argument. In other words, people can convey the difficult meaning to the easiest

understanding when paraphrasing and make reference to the author’s idea to focus on the

basic idea of the author. We have to recognize the writer's way of thinking and his or her

special interests (Bazerman, 2010). This is to ensure that we are conveying the correct idea

that the author presented. Paraphrasing is useful in the application of rules and procedures

because it presents the information in a different and more simplified way (Maryam &

Hossein, 2012).

At the same time, Bazerman (2010) also came out with two techniques that can be

used in doing paraphrasing. Firstly, substituting synonyms can be the first draft of

paraphrasing. One may use the synonym words to replace certain words from the author’s

writing. Therefore, again, plagiarism can be avoided. Then, restructuring the sentence might

lead to a more total paraphrase. After drafting with synonym words replacement, the

arrangement of sentences can be done effectively to make the sentence structures differ

than the author’s. The ideas still maintain but the way of conveying differs. Without that

control of core meaning, a rewritten sentence can easily turn into gibberish (Bazerman,

2010). Pecorari (2008) claimed, ‘‘the problem may not be that one group has a mistaken

perception, but that two groups have different perceptions’’ (p. 10). The final touch after

those two techniques is checking the meaning either it fits what the ideas conveyed by the

authors or not. This is so important to avoid any other misunderstanding from the main idea.



Then, Higher Score (2007) stated few of paraphrasing methods that can be

considered in paraphrasing effectively. The first method is use different vocabulary with the

same meaning. It is as what the earlier techniques that one can use the synonyms to replace

the word. However, one should be careful with the overall meaning and the sentences might

be unnatural English sentences. Thus, other people might not get what the person is trying

to tell with the new paraphrasing sentences. At the end of the day, paraphrasing might

contribute to misunderstanding problem. For example, if students want to rephrase what

they have read in the book regarding one short story, if they paraphrase wrongly, surely they

might lead to factual error of the story.

Then, the second method of paraphrasing proposed by Higher Score (2007) is

change the words of order. It is like restructuring the sentences after replacing the words

with the synonym words. The meaning must be the same with the idea proposed by the

author. However, the problem that may occur is grammatical problems. This is because one

must know what should be added and what should be omitted when changing the words of

order. Students might face this kind of problem, as they may neglect certain words or unsure

with the correct words of order. Meanwhile the third method of paraphrasing is use different

grammar. According to Higher Score (2007), if you change the grammar and make an error,

usually the reader will understand what you mean. However, if you change the vocabulary

and make an error, often the reader will not understand what you mean. In this method, one

must familiar with parts of speech.

All the skills and methods proposed are interrelated. Paraphrasing can be done with

the use of the basic techniques such as replacing the words, arranging the sentences and

checking the grammatical error. Teachers may have no problems in paraphrasing especially

in teaching literature in ESL/EFL classroom to make students understand the literature

component better. However, students need to be taught those few skills to avoid

misunderstanding of ideas.



2.4 PARAPHRASING ANDSIMPLIFIED LITERATURE TEXT

Literature text is known with the complex sentences and different kind of writing.

Some students have difficulties to read and understand the literary text better especially the

low proficiency students. As paraphrasing is also defined as re-word the ideas in simple

words, it is can be considered as simplified words. Therefore, simplified text has been

introduced in order to help the students to understand literature text better for instance, ‘The

Prisoner of Zenda’ which has thinner text for students to read as well as ‘Catch If You Can’

Novel. The majority of L2 learning texts at the beginning and intermediate levels still depend

on simplified input, and many material writers and L2 specialists continue to emphasize the

practical value of simplified texts, especially for beginning and intermediate L2 learners (e.g.,

Johnson, 1981, 1982; Shook, 1997; Young, 1999; Croosly, Louwerse, McNamara,

McCarthy, 2007). The use of simplified text is not only famous in Malaysian Education for

literature but it has been used widely for L2 learners especially the beginner.

At the same time according to Croosly, Louwerse, McNamara, McCarthy (2007)

stated that simplified text consists of the cognitive mechanisms which mimic the language

found in caretaker talk and teacher talk and help the language learner acquire a language in

a relatively structured way. Therefore, obviously the words and sentences used in simplified

text are much easier and more to the beginner (students) level. As simplified text is more to

teacher talk, it is more to what teacher paraphrase in classroom when explaining about a

story in ESL/EFL classroom. The simplified texts benefit L2 learners because they exclude

unnecessary and distracting idiosyncratic style without suffering a loss of the valuable

communication features and concepts that are found in real texts (Croosly, Louwerse,

McNamara & McCarthy, 2007). In simplified text, the difficult words have been replaced with

simpler words and sentences have been paraphrase to the simplest one. The distracting

idiosyncratic (personal) style has been decreased. For example, in Shakespeare’s works,

the old English text might be replaced with the modern one. The purpose is to make the



reader understand the words better. Thus, students have no problem to understand the story

or drama on their own with the help of dictionary.

Then, simplified texts are often seen as valuable aids to learning because they

accurately reflect what the reader already knows about language and have the capacity to

extend this knowledge (Davies & Widdowson, 1974; Croosly, Louwerse, McNamara &

McCarthy, 2007). In the making of simplified text, the author must paraphrase the story for

instance based on the familiar words used by students as well as based on students’ level.

They are not expected to learn too many difficult words that may not motivate them to read

and study the literature text better. The aim of simplified text is to encourage students to

read better. At the same time simplified text is used to attract students to love learning

literature in ESL/EFL classroom. Therefore, the paraphrasing plays important role to come

out with a good understandable text for students.

Simplified texts also contain increased redundancy and amplified explanation (Kuo,

1993; Croosly, Louwerse, McNamara & McCarthy, 2007). Usually students or the L2 readers

have problem in understanding the literature text is because the text is too long with

redundancy or repetition of the idea. Some of the vivid explanation about the characters or

the plot and setting might trouble and confused the students. However, this problem can be

overcome with the use of simplified text. Simplified text usually emphasises on the main idea

of the story and the important information needed by the readers. For instance, if students

are given ‘East of Eden’ to read and learn, they may hardly finish the novel with hundreds of

page. Plus, they may have difficulty to understand the flashback that could lead to repetition

for them and make them confused regarding the timeline of the story.

Therefore, simplified text can help students to understand better and get the main

idea of the related story better. The paraphrasing technique used in simplifying the text help

to promote the new way of learning literature to students.



2.5 CONCLUSION

The review stated by the researchers, authors and journalist give more ideas in the

used of Paraphrastic Approach in teaching Literature in ESL/EFL classroom. The

importance, ideas, benefits as well as techniques used could help the learners in order to

use the approach in writing and at the same time to use in understanding the literature text

better. Plus, this approach is also help teachers in conveying their lesson better to achieve

the objective of teaching literature.



CHAPTER 3

METHODOLOGY

3.1 INTRODUCTION

This study is to investigate the perception of teachers and students towards paraphrastic

approach used in teaching literature. Therefore, this study focuses on finding the strengths

and weaknesses of the approach used in teaching literature in ESL classroom. This chapter

will discuss the research design, the method of data collection and also the method(s) of

data processing or the analysis of the data in greater detail.

3.2 RESEARCH DESIGN

The research design focuses on combination of quantitative and qualitative methods.

Hence, it involves triangulation designs to find agreement and validation of the

questionnaires. Triangulation is an approach to research that uses a mixture of more than

one research strategy in a single investigation. Triangulation is chosen as a research

strategy to assure completeness of findings or to confirm findings. The research design can

be summarized as in Figure 3.1



Figure 3.1 Research design of the survey research

A specific topic will be chosen based on the related literatures and a conceptual framework

will be developed for the study.

.

Research Question 1: Why do teachers prefer to use Paraphrastic Approach in teaching

literature?

Research Question 2: How students accept Paraphrastic Approach in learning literature?

Research Question 3: What are the strengths and weaknesses of using the implemented

approach?

Adapt and adopt questionnaires from related literature.

Meetings with core-person in the area of study to obtain the validity of questionnaire

Conductiong pilot study to check reliability of questionnaire

Distributing validated questionnaires to respective samples, classroom observation and

interviews.

Conducting data analyses

a) Descriptive Analyses b) Pearson-Correlation

Findings and discussions in final report



3.3 DATA INSTRUMENTATION

The instruments consist of survey questions, interviews as well as classroom

observation. Qualitative approach used in this study will be the main approach. Likert Scale

will be used for the questionnaires that the questionnaire was adapted from two previous

studies on using literature in the language classrooms by Zubaidan and Shaidatul Akma

(2010) and Diana and Mohamed Amin (2007). It is the suitable method to investigate the

respondent attitudes and opinions. Likert scaling presumes the existence of an underlying

(or latent or natural) continuous variable whose value characterizes the respondents’

attitudes and opinions (Clason & Dormody, n.d).

The research results will be descriptively presented students and teachers’

perception towards paraphrastic approach will be revealed. Besides that, this research also

consist of the respondents views based the interviews on the strengths and weaknesses of

paraprastic approach in teaching literature in ESL classroom.

3.3 METHOD OF DATA COLLECTION

The study involves quantitative and qualitative data analysis. Descriptive statistical

analysis, inferential statistics such as Pearson Correlation and the Independent Samples T-

Test, will be used for the quantitative data. Classroom observation field notes will be

compiled. Meanwhile each observation will be summarized and interpreted accurately. The

interview transcripts later will be grouped and will be nicely quoted to strengthen the basis of

argument. The data collection will be done based on the four steps:

a) a set of questionnaires will be given to the students and teachers as the prior to the

study in order to investigate teachers and students’ perception towards the

paraphrastic approach in teaching literature.



b) classroom observation will be done in order to look at the strengths and weaknesses

of the paraphrastic approach used in teaching literature.

c) Interview will be done with the teachers in order to get their opinion or perception

towards the paraphrastic approach that has been used in teaching literature. At the

same time, the interview will also cover the strengths and weaknesses of the

approach used.

The summary of data collection is shown in Figure 3.2

Figure 3.2 Summary of data collection procedure

Distributing Questionnaires to

Students

Classroom Observation

Interview with Teachers concern



3.4 THE METHOD(S) OF DATA PROCESSING/ ANALYSIS

The quantitative and qualitative data will be examined by using different kind of mode of

analysis. The questionnaires will be analysed by using the statistical analysis software

(SPSS). The qualitative data for the observation and interview will be grouped, coded and

verbatim based on thematic analysis according to Aronson (1994) with four steps:

a) collect the data will be collected from the talk session. From the transcribed

conversations, patterns of experiences can be listed. This can come from direct

quotes or paraphrasing common ideas, (Aronson, 1994).

b) identify all data that relate to the already classified patterns. The talk that can be fits

under precise pattern is acknowledged and placed with the corresponding pattern.

c) combine and catalogue related patterns into sub-themes. Themes are identified by

"bringing together components or fragments of ideas or experiences, which often are

meaningless when viewed alone" (Aronson, 1994; Leininger, 1985)

d) build a valid argument for choosing the themes. Related literature will help in

choosing the best themes. Inferences can be made from the interview or therapy

session as information gained by referring back to the literature.

The findings will be discussed in order to identify and report as accurately as possible

the perceptions of students and teachers towards the use of paraphrastic approach in

teaching literature in ESL classroom.



3.5 LOCATION OF THE STUDY

The study will be conducted in 3 secondary schools from the sub-urban district of

Bera, Pahang.

3.6 SAMPLE

The targeted groups are the Form 4 students and English Language teachers. The

sample will be selected according to the convenience method sampling (Fraenkel and

Wallen, 2008). Meanwhile, the teachers chosen will be the English teacher optionist and

non-optionist. They will be interviewed in order to get their respond (perception) towards the

use of paraphrastic approach in teaching literature in ESL/EFL classroom.

3.7 PILOTING AND IMPROVEMENT OF INSTRUMENT

A pilot study will be conducted before the actual research. Pilot study is known as the

exercise of a mini study to carry out the instrument to see how they work and get respond

out of the instrument. The respondents for the pilot study will not be the actual respondents.

The purpose of doing the pilot study for the questionnaire is to

i. determine validity and reliability as the questions are created by the researcher and adapt

and adopt from other researchers.

ii. ensure the wordings and item structure are clear so that it can be easily understood by

the respondents and interpreted as hoped by the researcher

iii. improve the questions so the results will be valid

iv. determine the length of time needed to answer the questionnaire



After the pilot study was done, the piloted instruments will be collected and improvements

will be made to the questionnaire. Some adaptations were also made where possible

provided that it was relevant with the objectives.

3.8 CONCLUSION

In this chapter, the careful selection of research design will contribute to the reliability

and validity of the findings. The result is hoped to give to the meaningful interpretation of the

perceptions of using paraphrastic approach in teaching literature in ESL/EFL classroom by

teachers and students.

The method will be well-planned in order to get and analysis the data. If the

respondents give good cooperation, then all the data collections for this research are valid

and reliable.



REFERENCES

Books:

Brumfit, C.J., & Carter, R. A. (Eds.). (1989).Literature and language teaching. Oxford: Oxford

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Campbell, C. (1990). Writing with others’ words: Using background reading text in academic

compositions. In B. Kroll (Ed.), Second language writing: Research insights for the

classroom (pp. 211-230). Cambridge: Cambridge University Press.

Currie, P. (1998). Staying out of trouble: Apparent plagiarism and academic survival. Journal

of Second Language Writing, 7(1), 1–18.

Eken, D. K. 1999. Through the eyes of the learner: Learner observations of teaching and

learning. ELT Journal, 53(4): 66-80

Fraenkel, J. R. & Wallen, N. E. (2008). How to design and evaluate research in education (7th ed).

Boston: McGrawHill

Harris, A.J., & Sipay, E.R. (1990). How to increase reading ability: A guide to developmental

and remedial methods (9th ed.). White Plains, NY: Longman.

Munro, J. (2008). Literacy Intervention Strategies – Course Notes. University ofMelbourne.

Pecorari,D. (2008). Academic writing and plagiarism. London: Continuum.

Rosli Talif. (1995). Teaching literature in ESL the Malaysian context. Kuala Lumpur: Penerbit

Universiti Pertanian Malaysia.

Sarceni, M. (2003). “Literature in the EFL Classroom: Roses or Thorns?”. In Subramaniam,

G. and Vethamani M.E. (Eds.) Teaching Literature in ESL/EFL Contexts. Petaling Jaya:

Sasbadi Sdn. Bhd.



Sidhu, Gurnam Kaur, 2003. Literature in the language classrooms: Seeing through the eyes

of learners. In: Ganakumaran & Edwin Malachi (eds.). Teaching of literature in ESL/EFL

contexts. pp. 88-110. Petaling Jaya: Sasbadi-Melta ELT Series.

Van de Berg, Camille (1990). Conversation activities based on literary readings. French

Review, 63(4), 664-667.

Vacca, R., & Vacca, J. (1999). Content area reading. New York: Longman.

Widdowson, H. G. (1975). Stylistics and the teaching of Literature. London: Longman

Journals:

Angela D. Evansa, Kim P. Robertsb, Heather L. Pricec, Candyce P. Stefek. (2010). The use

of paraphrasing in investigative interviews. Retrieved on April 21, 2012 from

http://www.sciencedirect.com/science/article/pii/S0145213410001420?via=ihub

Bronshteyn, K; Baladad, R. (2006). Librarians as Writing Instructors: Using Paraphrasing

Exercises to Teach Beginning Information Literacy Students. Retrieved on April 21,

2012 from http://connection.ebscohost.com/c/articles/23842329/librarians-as-writing-

instructors-using-paraphrasing-exercises-teach-beginning-information-literacy-students

Bazerman, C. (2010). Paraphrasing: The Author's Thoughts in Your Words. Retrieved on

April 3, 2012 from http://writing.colostate.edu/textbooks/informedwriter/chapter3.pdf

Crossley, S.A , Louwerse, M.M, McCarthy, P, McNamara, D. (2007). A Linguistic Analysis

of Simplified and Authentic Texts. Retrieved on June 2, 2012 from

http://www2.gsu.edu/~wwwesl/Files/ALSL/Cross__linguistic_analysis_of_simplifi

ed_and_authentic_texts.pdf

Clason, D. L. & Dormody, T. J. (n.d). Analyzing Data Measured by Individual Likert-Type

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citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.113.2197...pdf



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Fauziah Ahmad & Jamaluddin Aziz. (2009). Students’ Perception of the Teachers’ Teaching

of Literature Communicating and Understanding Through the Eyes of the Audience.

Retrieved on March 29, 2012 from www.eurojournals.com/ejss_7_3_02.pdf

Higher Score. (2007). How to Paraphrase Effectively. Retrieved on March 28, 2012 from

http://www.higherscore.ca/downloads/Higher%20Score%20Free%20Advice%202%20-

%20Paraphrasing.pdf

Keck, C. (2006). The use of paraphrase in summary writing: A comparison of L1 and L2

writers. Retrieved on April 21, 2012 from

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http://leo.stcloudstate.edu/research/usingquotes.html

Maryam Pakzadian & Hossein Barati. (2012). The Effects of L1 Translation vs. Paraphrasing

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(2010). Approaches Employed by Teachers in Teaching Literature to Less Proficient

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Smita. (2010). Language in India. Retrieved on March 29, 2012 from

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Perles, K. (2009). Tips for English Language Learners: Paraphrasing. Retrieved on April 6,

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Zubaidah Awang & Shaidatul Akma Binti Adi Kasuma. (2010). A Study On Secondary

School Students’ Perceptions Of Their Motivation And Attitude Towards Learning The

English Literature Component. Retrieved on June 3, 2012 from

http://eprints.utm.my/10716/











20th June 2012



CHAPTER 1

INTRODUCTION

1.0 INTRODUCTION










































economy.












vocabulary.






Intelligence.














them.


















































































preferences.





















etc.





literature such as:


the text.
























literature is.






































follows:






















































1.8 CONCLUSION








CHAPTER 2

LITERATURE REVIEW

2.0 INTRODUCTION







literature.












































better.










































































clearly.
























on their own words.











































Hossein, 2012).


































































































2.5 CONCLUSION









CHAPTER 3

METHODOLOGY

3.1 INTRODUCTION






3.2 RESEARCH DESIGN












.


literature?



approach?





interviews.




































approach used.




Students




























Bera, Pahang.

3.6 SAMPLE






















3.8 CONCLUSION







and reliable.



REFERENCES

Books:


UP.








Fraenkel, J. R. & Wallen, N. E. (2008). How to design and evaluate research in education (7th ed).

Boston: McGrawHill









Sasbadi Sdn. Bhd.







Review, 63(4), 664-667.



Journals:



























%20Paraphrasing.pdf










from


om






























20th June 2012



CHAPTER 1

INTRODUCTION

1.0 INTRODUCTION










































economy.












vocabulary.






Intelligence.














them.


















































































preferences.





















etc.





literature such as:


the text.
























literature is.






































follows:






















































1.8 CONCLUSION








CHAPTER 2

LITERATURE REVIEW

2.0 INTRODUCTION







literature.












































better.










































































clearly.
























on their own words.











































Hossein, 2012).


































































































2.5 CONCLUSION









CHAPTER 3

METHODOLOGY

3.1 INTRODUCTION






3.2 RESEARCH DESIGN












.


literature?



approach?





interviews.




































approach used.




Students




























Bera, Pahang.

3.6 SAMPLE






















3.8 CONCLUSION







and reliable.



REFERENCES

Books:


UP.








Fraenkel, J. R. & Wallen, N. E. (2008). How to design and evaluate research in education

(7th ed). Boston: McGrawHill









Sasbadi Sdn. Bhd.







Review, 63(4), 664-667.



Journals:



























%20Paraphrasing.pdf










from


om


















