Chapter Five

CHAPTER 5

IMPLICATIONS AND RECOMMENDATIONS

5.1      SUMMARY OF FINDINGS AND DISCUSSION

         5.1.1 Which literature material; local or non-local, is preferred by the students?

From Table 4.3.4.1a, Table 4.3.4.1b, Table 4.3.4.1c, and Table 4.3.4.2, it can be concluded that most of the students prefer The Fruitcake Special by Frank Brennan with 16.0% (47 students), followed by The Curse by Lee Su Ann with 15.0% (44 students) and In the Midst of Hardship by Latiff Mohidin with 13.3% (39 students). The reason they like this material is because it is interesting with 53.3% (32 students) followed by good and unique storyline with 26.7% out of total votes (16 out of 60 students). Local materials received 102 votes throughout five materials and non-local materials received 191 votes throughout 17 materials. Here, we can clearly see the ratio material-to-vote of one to 20.4 for local and one to 11.2 for non-local. In other words, a local material has 34.0% of being liked by the students and 18.7% for the non-local materials.

Here, we can see a huge disparity between local and non-local materials. Local materials are deemed more interesting and have a better storyline compared to non-local materials. It can be seen with two local materials being the top three preferred materials by the students. It also has a better chance of being liked by the students with 15.3% more likelihood. However, the most preferred material is a non-local material with a 1.0% margin.

From Table 4.3.4.1b and Table 4.3.4.1c, it can be stated that 2 out of 5 local materials received less than 10 votes and 12 out of 17 non-local materials received less than 10 votes. Overall, 14 out of 22 materials received less than 10 votes. In other words, 40.0% of local materials are not popular, 70.6% of non-local materials are not popular and overall, and 63.6% of all the materials used in current Literature Component Cycle are not popular.

From Table 4.3.4.6, it can be concluded that Poems and Drama are the least popular component in current Literature Component with only 21.7% (13 out of 60 students) and 25.0% (15 out of 60 students) respectively. Novels and Short Stories take the lead with 70.0% (42 out of 60 students) and 50.0% (30 out of 60 students) respectively.

This shows that more than half of the materials are deemed not interesting and boring to the students especially poems and drama. The huge disparity is overwhelming and worrying. This can also be seen in a research conducted by Nor Hashimah Isa and Che Ton Mahmud in 2012 where their findings show that only 47.7% of the students like the poem in current cycle while 53.1% and 59.5% of the students like novels and short stories respectively.

From table 4.3.4.7,  Table 4.3.4.8, Table 4.3.4.9, Table 4.3.4.10 and Table 4.3.4.11, it can be stated that 62.7% (37 out of 59 students) has a real interest in English and Literature, but only 10.3% (6 out of 60 students) use English at home, 28.4% (17 out of 60 students) use English to communicate with their friends, 18.3% (11 out of 60 students) use English outside of classroom (chatting online, commenting/ foruming) and 23.6% (14 out of 59 students) prefer to read English books than Bahasa Melayu books.

This shows that even though majority of them has real interest in English, only few of them really use English to its fullest and practice it outside of classroom. This can also be seen in a research conducted by Nor Hashimah Isa and Che Ton Mahmud in 2012 where their findings only 39.3% students will read English book during leisure time, and 36.3% as favourite leisure activity.

To conclude, local materials are more preferred by the students. However, this does not show that non-local material is hated or less popular.

5.1.2    Why certain literature material; local or non-local, is easier to relate to the students?

From Table 4.3.4.3, it can be concluded that 47.7% (31 out of 60 students) can relate to poems while 52.3% (34 students) can relate to short stories, dramas/plays, and/or novels.

This shows that even though the percentage is higher with short stories, dramas/plays, and/or novels, it is a cumulative percentage of three of the component while 47.7% is for poems component alone. More of the students can relate to poem than short stories, dramas/plays, and/or novels.

From table 4.3.3b.1, Table 4.3.3c, Table 4.3.3d and Table 4.3.3b.2, it can be stated that the material that students can relate the most is The Fruitcake Special with 60.0% (36 out of 60 students), followed by The Curse and In the Midst of Hardship, both with 56.7% (34 students out of 60). The reason they can relate the most with these material is because they can fully understand the story 81.7% (49 out of 60 students), they can imagine the settings 75.0% (45 students out of 60), and they have been through the situation before 65.0% (39 out of 60 students). A total of 86 votes received by Local materials and 160 votes received by Non-local material. This put material-to-vote ratio at one to 17.2 and one to 9.4 for Local material and Non-local material respectively.

This shows that students can relate more to local materials compared to non-local materials. Most of it is because they can imagine the settings and thus making them understand the story. This shows that our students are lacking in-term of intercultural knowledge and this lack of knowledge is hindering our students in understanding non-local materials. Local materials also have higher likelihood to be understood by the students with 28.7% compared to 15.7% for non-local materials.

To conclude, local materials are easier to relate by the students. However, this does not show that non-local materials are less engaging or leave no impact to the students.

Which literature material; local or non-local, received more participation from students?

Table 4.5.1 and Table 4.5.2 have been simplified into following table

Table 5.1.3: Classroom Participation
Frequencies
	Local Mean	Non-local Mean
1)      Students always excited and prepared to learn ____ material(s).	3.00	2.60
2)      Students always ask question(s) when Teaching and Learning ____ material(s).	2.80	2.60
3)      ____ material(s) trigger(s) students' interest.	3.00	2.80
4)      ____ material(s) receive more attention because students understand the poem/short story/novel/play.	3.00	2.40
5)      Students always need further explanation/ clarification/ example when learning ____  material(s)	3.20	3.20
6)      Students always participate in Teaching and Learning of ____ material(s).	2.80	2.75
7)      ____ material(s)'s class is dull.	1.80	2.00
8)      Students always send their work/homework on ____ material(s) on time.	3.20	3.20
9)      Students did not need any further explanation on ____   material(s).	2.20	2.00
10)  Teaching non-local/local material(s) is easier than local/non-local material(s).	2.80	2.20

Table 5.1.3 shows the classroom participation between Local and Non-local materials. A figure below 2.50 shows disagreement and above 2.50 shows agreement. It can be stated that:

·         Students is slightly more excited and prepared to learn local materials

·         Students ask slightly more question / ask question more frequently on local materials class.

·         Local materials trigger more interest in students.

·         Local materials receive more attention because students understand the poem/short story/novel/play.

·         Students always need further explanation/ clarification/ example regardless of what type of materials.

·         Students participate slightly more in local material classes.

·         Non-local materials classes are slightly duller than local materials classes.

·         Students always send their work/homework on time regardless of what type of materials.

·         Students need slightly more explanation on non-local materials

·         Teaching local materials is easier than teaching non-local materials.

Form the above statements, it can be concluded that local materials received more participation from students, easier to understand by the students, and easier to teach. Non-local materials classes are slightly duller and need more explanation from the teacher.

5.1.3      Which literature material; local or non-local, is preferred by the teachers?

From Table 4.5.3 and Table 4.5.4, it can be stated that the material that teachers preferred the most is One is One and All Alone with 100.0% (5 out of 5 teachers), followed by In the Midst of Hardship, The Fruitcake Special, Rumplestiltskin, Journey to the Centre of the Earth and The Curse with 80.0% (4 out of 5 teachers). Out of these six materials, two of them are local (40.0% out of 5 local materials) and the other 4 (23.5% out of 17 non-local materials) is non-local. The reason they like these materials is because they have enough teaching aids to use with 3.33 mean (out of 4), followed by the story is funny/exciting, therefore easier to get students' attention with 3.20 mean (out of 4).

This shows that the teachers prefer local materials more than non-local materials due the fact that they have enough teaching aids and the story is funny/exciting, therefore easier to get students' attention.

From the data from interview, it can be stated that 60.0% of the teachers prefer local materials, 20.0% prefer non-local material and another 20.0% prefer both. The reason they prefer local materials are because it easier to understand by the students, they have background knowledge of it and it happens in our daily life

To conclude, the teachers prefer local materials more than non-local materials. However, this does not mean that they refuse to teach or teaching or using non-local materials is less effective.

5.2      IMPLICATIONS AND RECOMMENDATIONS

5.2.1    Local materials and non-local materials.

           Local materials have shown its overall values and effectiveness. It is proven from both perspectives that the students prefer local materials, as it is easier to relate to them. It also receives more participation from the students and easy to teach by the teacher as well. Students’ perspective is important because it is they that will learn it and be our next leader. However, students cannot really give solid judgment as they are still young and might be naïve in certain fields. For them, maybe only Point A is correct, but they fail to see few points up ahead after A. here, teachers’ perspective comes into play. Teachers will show what is better; if not the best, for the students since they have more experience in teaching and dealing with students. However, our generation is changing by time. Schroer (2012) groups generations starting from The Depression Era (Born: 1912-1921), to recently Generation Y: Echo Boomers or Millenniums (Born: 1977-1994) and Generation Z (Born: 1995-2012). The period as we can see here is never fix. He added, “Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and expert than their Gen Y forerunners” which is totally different from Gen Y which he stated, “Gen Y are less brand loyal and the speed of the Internet has led the cohort to be similarly flexible and changing in its fashion, style consciousness and where and how it is communicated with.”. Their preferences, the way of thinking, knowledge might not be the same from Generation Y to generation Z. This changing is happening rapidly, and for adults, these changes rarely affect us since we are already got used to who and what we are. Using teachers’ perspective alone to judge what best for the students is an act of cruelty. We cannot force someone to like what we like, read what we read or even eat what we eat.

5.2.2    Implication towards our future generations.

        As we discussed in Chapter 2, Local and Non-local materials have their own pro and cons. Too much of Local materials will leave our students almost clueless to outside world and make their language learning a bit slower as learning language without culture is futile. Singhal (1998) states that “current pedagogy stresses that language cannot be taught without culture and that culture is a necessary context for language use”. This also agrees to statement made by Lessard – Cluston (1997) “language teaching is indeed culture teaching”. Krasner (1999) added that “Students will master a language only when they learn both its linguistic and cultural norms … linguistic competence alone is not enough for learners of a language to be competent in that language”. However, having too much of Non-local materials will make our students forgot about their roots. Therefore, a well-balanced amount of Local and Non-local is the main priority followed by current learning styles and trend in said generations. Eaton (2010) listed what is current and what is out-dated in Language Learning.

·            What’s out

o    Vague, hollow promises that cannot be proven.

o    Saying that learning languages is easy.

o    Authoritative teacher attitudes.

o    Complaining about cutbacks and lack of funding.

o    Language labs.

·            What’s in

o    Clear, provable demonstrations of learning.

o    Frameworks, benchmarks and other asset-based approaches to assessment.

o    Individualized, customizable, learner-centred approaches.

o    Proving the value of language learning through stories and speech.

o    Using technology for language learning.

o    Linking language learning to leadership skills.

o    Showing funders the impact, their investment has on our students, our         communities and our world.

5.2.3    Intercultural Language Learning (IcLL)

            Using Intercultural Language Learning (IcLL) is a good method as it emphasizes both on own culture (C1) and target culture (C2). It is to increase cross-culture tolerance and understanding. Kramsch (1999), engaging in culture learning involves engaging with the complexity of identity and the development of an understanding of the situated nature of identity. Liddicoat, Scarino & Kohler (2003) listed the goals of intercultural language learning are as follows:

• Understanding and valuing all languages and cultures

• Understanding and valuing one’s own language(s) and culture(s)

• Understanding and valuing one’s target language(s) and culture(s)

• Understanding and valuing how to mediate among languages and cultures

• Developing intercultural sensitivity as an on-going goal.

        Paige and Stringer (1997) identify a five-element model for such learning:

·            Learning about the self as a cultural being

·            Learning about culture and its impact on human language, behaviour and     identity

·            Culture-general learning, focusing on universal intercultural phenomena,       including cultural adjustment

·            Culture-specific learning, with a focus on a particular language and culture

·            Learning how to learn about language and culture.

Renner (1994) comes out with a guideline for teachers.

1.      Teachers need to begin seeing themselves as educators and not people who are just doing their job. Whenever the teacher observes racism, prejudice and hate, he or she must speak out against it. This implies that the teacher needs to start taking time for his or her own study and reflection and his or her own opinions seeing where the learners need to be broadened; what attitudes do the teachers hold are based on racist stereotypes and falsehoods they were taught along their life journey.

2.      Teachers need to be aware of the language they use with the students and the racial attitudes it reflects. This includes prejudice referrals about people from your own country as well. Why are people in the south (of Italy, Germany, France, Spain, USA) always considered inferior to people from the north? (Renner, 1994). This must happens for a reason.

3.      Besides that, teachers need to convey a positive image of all racial and ethnic groups in the classroom. For instance by putting up pictures of people of colour or immigrants to the country may work. In addition, the teacher can try to change the maps so they reflect real proportion and not the usual disproportional maps of big northern countries and small southern countries.

4.      Teachers need to choose wisely the teaching materials. Set up for themselves some criteria as a textbook must have: people of colour, cultural diversity, English as a world language principles, diverse pronunciations and social standings. Most of the textbooks in use contain both blatant and subtle stereotypes of ethnic groups. Point out to students when a publisher has stereotyped a group or presented historical events from only a Eurocentric point of view.

5.      If the textbook is not all it should be, then the teacher needs to use supplementary materials that present the perspectives of ethnic and racial groups.

6.      Children see colour and become aware of racial differences at a very early age. Banks (1991) points out that not only do students see colour, they tend to accept as normative the evaluations of various ethnic groups by the wider community. Therefore, the teacher may invite his or her friends of various ethnic backgrounds into the classroom. This is to show that he or she does not ignore racial and ethnic differences but always responds positively and affirmatively.

7.      Teachers must be aware of students’ developmental levels when selecting themes or concepts to present. Learning activities should be clear and specific in lower levels, gradually becoming more complex as the level of the student increases. There are a variety of children’s fiction, which presents concepts like similarities, differences, and prejudice, which can be used at lower levels. At upper levels, fiction biographies can be used to present the more complicated ideas of racism and oppression.

8.      If the teacher has a racially or ethnically mixed classroom, pair and group work among different races or ethnics, can promote integration and provide students with the possibility of creating friends.

9.      Finally, for schools that have diverse racial groups, make sure that these groups are included in school activities and functions. They need to be viewed as winners and encouraged to ensure academic studies. They need teachers who make them feel like they belong and who help them succeed in their academic goals.

Banks (2001) comes out with a guideline for Curriculum Guidelines.

1.      The curriculum should reflect the cultural learning styles and characteristics of the students within the school continuity.

2.      The multicultural curriculum should provide students with continuous opportunities to develop a better sense of self.

3.      The curriculum should help students understand the totality of the experiences of ethnic and cultural groups.

4.      The multicultural curriculum should promote values, attitudes, and behaviours that support ethnic pluralism and cultural diversity as well as build and support the nation-state and the nation’s shared national culture.

5.      The multicultural curriculum should help students develop their decision-making abilities, social participation skills, and sense of political efficacy as necessary bases for effective citizenship in a pluralistic democratic nation.

6.      The multicultural curriculum should help students develop the skills necessary for effective interpersonal, interethnic, and intercultural group interactions.

7.      The multicultural curriculum should be comprehensive in scope and sequence, should present holistic views of ethnic and cultural groups, and should be an integral part of the total school curriculum.

8.      The multicultural curriculum should include the continuous study of the cultures, historical experiences, social realities, and existential conditions of ethnic and cultural groups, including a variety of racial compositions.

9.      Interdisciplinary and multidisciplinary approaches should be used in designing and implementing the multicultural curriculum.

10.  The multicultural curriculum should use comparative approaches in the study of ethnic and cultural groups.

11.  The multicultural curriculum should help students to view and interpret events, situations, and conflict from diverse ethnic and cultural perspectives and points of view.

12.  The multicultural curriculum should provide opportunities for students to study ethnic group languages as legitimate communication systems and to help them develop literacy in at least two languages.

13.  The multicultural curriculum should make maximum use of experimental learning, especially local community resources.

IcLL will serve great function in our current Education system. Not just it will increase proficiency in English; it will also help boost our knowledge about our own cultures, especially we, Malaysian, that lives in a multiracial and multicultural country.

5.3       CONCLUSION

        The study has highlighted students’ and teachers’ perspective in local and non-local materials. However, this is only in one community in a small group; 60 students and 5 teachers, from SMK Seri Menanti, Muar, Johor. A better items and research team with bigger sample will help in achieving result that is more precise. It is vital that a further research is conducted in order to fully understand students’ and teachers’ perspective on local and non-local materials so that our future generation will get crème de la crème.

         As a conclusion, the researcher hopes that the future cycle of literature will be better suits the students or even better, a revamp in our English syllabus by implementing IcLL. However, no matter what language we will use in the future, our roots must not be forgotten as it is rich with cultures.