CHAPTER 4
FINDINGS AND
DISCUSSIONS
4.1 INTRODUCTION
This chapter will analyse all the data gathered
from questionnaire and interview. The analysis of the data is followed by a
discussion of the research finding(s) that will help answer the research
questions. Data were analysed to investigate teachers’ and students’ perception
regarding which literature material (local or non-local) better suits the
students and to aid curriculum developers in determining which material suits
students the most and directly amplify learning experience thus improving
students’ results and proficiency. There are two (2) types of questionnaire and
interview where each dwells with students and teachers. Questionnaire data were
obtained from a set of sixty (60) Form 4 students and five (5) teachers from
SMK Seri Menanti. While interview data were obtained from only five (5)
students and five (5) teachers from the same school.
The questionnaire comprised of two (2) sections
and data generated will be presented as follows:
·
The first section
consists of students’ demographic data such as gender, sex and age.
·
The second section
consists of the
analysis of students’ data which answer the research questions.
·
The
third section will consists of teachers’ demographic data
·
The fourth section
consists of the
analysis of teachers’ data which answer the research questions.
Descriptive statistical analysis was used to
calculate the frequencies, percentage and mean of the raw data. The number
gathered then was converted into table, bar charts or pie charts when deemed
necessary.
4.2 STUDENTS’S DEMOGRAPHIC DATA
|
Table 4.2.1: Students’ gender
|
||||
|
Gender
|
||||
|
|
Frequency
|
Percent
|
Cumulative
Percent
|
|
|
Valid
|
Female
|
35
|
58.3
|
58.3
|
|
Male
|
25
|
41.7
|
100.0
|
|
|
Total
|
60
|
100.0
|
|
|
Table
4.2.1a shows that 58.3% (35 students) of the sample students are female and
41.7% (25 students) are male.
|
Table
4.2.2: Students’ age
|
||||
|
Age
|
||||
|
|
Frequency
|
Percent
|
Cumulative Percent
|
|
|
Valid
|
16
|
60
|
100.0
|
100.0
|
Table
4.2.2 shows that 100.00% (60 students) of the sample students, are 16 years
old, which is in Form 4.
|
Table 4.2.3: Students’ race
|
||||
|
Race
|
||||
|
|
Frequency
|
Percent
|
Cumulative Percent
|
|
|
Valid
|
Malay
|
60
|
100.0
|
100.0
|
Table 4.2.3
shows that 100.00% (60 students) of the sample are Malay.
4.3 STUDENTS’S DATA ANALYSIS
|
Table 4.3.2.1: Problem in learning English
|
||||
|
Frequencies
|
||||
|
|
N
|
Percent
|
Percent
of Cases
|
|
|
Problem in learning English
|
Do not
understand the meaning of English word(s) and English sentence(s).
|
31
|
18.3%
|
53.4%
|
|
Confused
with the spelling.
|
23
|
13.6%
|
39.7%
|
|
|
It’s hard
to pronounce the word.
|
26
|
15.4%
|
44.8%
|
|
|
Some
words have a lot of meaning.
|
34
|
20.1%
|
58.6%
|
|
|
Grammar
is too confusing.
|
40
|
23.7%
|
69.0%
|
|
|
Cannot
write or compose in English.
|
15
|
8.9%
|
25.9%
|
|
|
Total
|
169
|
100.0%
|
291.4%
|
|
Table 4.3.2.1
shows the problem faced in learning English. 23.7% (40 students) stated that
grammar is too confusing, 20.1% (34 students) stated that some words have a lot
of meaning (homonyms), and 18.3% (31 students) stated that they do not
understand English word(s) and sentence(s). The least problem stated is writing
or composing in English with 8.9% (15 students).
|
Table 4.3.2.2: Difficult skill(s)
|
||||
|
Frequencies
|
||||
|
|
N
|
Percent
|
Percent of Cases
|
|
|
Difficult skill(s)
|
Speaking
|
27
|
22.0%
|
45.0%
|
|
Reading
|
3
|
2.4%
|
5.0%
|
|
|
Writing
|
16
|
13.0%
|
26.7%
|
|
|
Literature
|
28
|
22.8%
|
46.7%
|
|
|
Grammar
|
36
|
29.3%
|
60.0%
|
|
|
Poem
|
13
|
10.6%
|
21.7%
|
|
|
Total
|
123
|
100.0%
|
205.0%
|
|
Table
4.3.2.2 shows skills that are deemed difficult by the students. 29.3% (36
students) struggle with grammar, followed by 22.8% (28 students) literature and
22.0% (27 students) speaking. The least difficult skill is reading with 2.4% (3
students).
|
Table 4.3.2.3: English Background
|
||||
|
Descriptive Statistics
|
||||
|
|
N
|
Min.
|
Max.
|
Mean
|
|
I’m good
in English.
|
60
|
1
|
4
|
2.57
|
|
I always
use English at home.
|
58
|
1
|
3
|
1.83
|
|
English
is one of my favorites subject.
|
60
|
1
|
4
|
2.77
|
|
I like
learning English.
|
60
|
1
|
4
|
3.08
|
|
Learning
English is fun.
|
60
|
1
|
4
|
3.23
|
|
Learning
English is easy.
|
60
|
1
|
4
|
2.55
|
|
I prefer
to read English books than Bahasa Melayu books.
|
59
|
1
|
4
|
2.14
|
|
I always
send my English homework on-time.
|
60
|
1
|
4
|
2.50
|
|
I like my
English teacher.
|
60
|
1
|
4
|
3.37
|
|
I use
English to communicate with my friends.
|
60
|
1
|
4
|
2.23
|
|
I use
English outside of classroom (chatting online, commenting/foruming).
|
60
|
1
|
4
|
2.00
|
|
My
teacher is good at teaching English.
|
60
|
2
|
4
|
3.55
|
|
I study
English at home (on your own/tuition) willingly.
|
60
|
1
|
4
|
2.60
|
|
I always
ask my friends or teacher if i don’t understand certain things about English.
|
60
|
1
|
4
|
3.28
|
|
My family
(parents/brothers/sisters) always helps me with English homework.
|
60
|
1
|
4
|
2.45
|
|
Valid N
(listwise)
|
57
|
|
|
|
Table
4.3.2.3 shows students’ English background. Figure less than 2.50 shows disagreement
and more than 2.50 shows agreement to the statement. Highest agreement to the
statement is “My teacher is good at teaching English” with 3.55 mean, followed
by “I like my English teacher” with 3.37 mean and “I
always ask my friends or teacher if i don’t understand certain things about
English” with 3.28 mean. The least agreement to the statement is “I always use
English at home” with 1.83 mean.
|
Table 4.3.3a.1a: Do you like to learn English
|
||||
|
Descriptive Statistics
|
||||
|
|
N
|
Min.
|
Max.
|
Mean
|
|
Do you like
to learn English Literature? (Poems, Short stories, Dramas/Plays, Novels)
|
59
|
1
|
2
|
1.27
|
|
Valid N
(listwise)
|
59
|
|
|
|
Table
4.3.3a.1a shows students’ preference to learn English. Figure more than 1.50
shows disagreement and less than 1.50 shows agreement to the statement. The
mean is 1.27 which shows agreement to the statement.
|
Table 4.3.3a.1b: Please state reason (referring to Table
4.2.3a.1a)
|
|||||
|
Why?
|
|||||
|
|
Frequency
|
Percent
|
Valid Percent
|
Cumulative Percent
|
|
|
Valid
|
Easy to
understand.
|
5
|
8.3%
|
9.4%
|
9.4%
|
|
Hard to
understand.
|
10
|
16.7%
|
18.9%
|
28.3%
|
|
|
I like
literature.
|
2
|
3.3%
|
3.8%
|
32.1%
|
|
|
Interesting.
|
30
|
50.0%
|
56.6%
|
88.7%
|
|
|
It has a
deep meaning.
|
1
|
1.7%
|
1.9%
|
90.6%
|
|
|
It is
hard to convey the idea.
|
1
|
1.7%
|
1.9%
|
92.5%
|
|
|
It makes
me creative.
|
3
|
5.0%
|
5.7%
|
98.1%
|
|
|
Novel is
my favourite book.
|
1
|
1.7%
|
1.9%
|
100.0%
|
|
|
Total
|
53
|
88.3%
|
100.0%
|
|
|
|
Missing
|
99
|
7
|
11.7%
|
|
|
|
Total
|
60
|
100.0%
|
|
|
|
Table 4.3.3a.1b
shows the reason for the result in Table 4.2.3a.1a. The highest reason is “Interesting” with 50.0% (30 students), followed by “Hard
to understand” with 16.7% (10 students), and “Easy to understand” with 8.3% (5
students). The least reason is “It has a deep
meaning”, “It is hard to convey the idea”, and “Novel is my favourite book”
with 1.7% (1 student).
|
Table 4.3.3a.2: Preferred Literature Component
|
|||
|
Frequencies
|
|||
|
|
N
|
Percent
|
Percent of Cases
|
|
Poem
|
13
|
13.0%
|
22.4%
|
|
Short
story.
|
30
|
30.0%
|
51.7%
|
|
Novel
|
42
|
42.0%
|
72.4%
|
|
Drama/Play.
|
15
|
15.0%
|
25.9%
|
|
Total
|
100
|
100.0%
|
172.4%
|
Table 4.3.3a.2
shows preferred literature component. The most preferred literature component
is novel with 42.0% (42 students), followed by short story with 30.0% (30
students), drama/play with 15.0% (15 students) and poem with 13.0% (13
students).
|
Table 4.3.3a.4: Literature Background
|
||||
|
Descriptive Statistics
|
||||
|
|
N
|
Min.
|
Max.
|
Mean
|
|
Literature
is one of my favorite English components.
|
60
|
1
|
4
|
2.53
|
|
Learning
literature is easy.
|
59
|
1
|
4
|
2.34
|
|
Learning
literature is fun.
|
59
|
1
|
4
|
2.81
|
|
I prefer
reading literature (books/poems) than normal article.
|
58
|
1
|
4
|
2.71
|
|
I can understand
every word in literature.
|
59
|
1
|
3
|
2.19
|
|
I can
understand every literature material.
|
59
|
1
|
3
|
2.08
|
|
I always
send my literature homework on-time.
|
60
|
1
|
4
|
2.62
|
|
My
teacher is good at teaching literature.
|
60
|
1
|
4
|
3.37
|
|
I study
literature at home (on your own/tuition) willingly.
|
60
|
1
|
4
|
2.27
|
|
I always
ask my friends or teacher if I don’t understand certain things about
literature.
|
60
|
1
|
4
|
2.97
|
|
My family
(parents/brothers/sisters) always helps me with literature homework.
|
60
|
1
|
4
|
2.20
|
|
Valid N
(listwise)
|
56
|
|
|
|
Table
4.3.3a.4 shows literature background of the students. Figure less than 2.50
shows disagreement and more than 2.50 shows agreement to the statement. The
most agreed statement is “My teacher is good at
teaching literature” with 3.37 mean, followed by “I always ask my friends or
teacher if I don’t understand certain” with 2.97 mean, and “Learning literature
is fun” with 2.81 mean. The least agreed statement is “I can understand every
literature material” with 2.08 mean.
|
Table 4.3.3b.1: Material that students can relate to.
|
||||
|
Frequencies
|
||||
|
|
N
|
Percent
|
Percent of Cases
|
|
|
Which material can you relate to yourself? (Local and non-Local materials
frequency)
|
Mr. Nobody
|
7
|
2.8%
|
11.7%
|
|
The River
|
6
|
2.4%
|
10.0%
|
|
|
I Wonder
|
1
|
0.4%
|
1.7%
|
|
|
Heir Conditioning
|
0
|
0.0%
|
0.0%
|
|
|
A Fighter's Lines
|
1
|
0.4%
|
1.7%
|
|
|
Leisure
|
3
|
1.2%
|
5.0%
|
|
|
In the Midst of Hardship
|
34
|
13.8%
|
56.7%
|
|
|
He had Such Quiet Eyes
|
30
|
12.2%
|
50.0%
|
|
|
Nature
|
11
|
4.5%
|
18.3%
|
|
|
Are You Still Playing Your Flute
|
17
|
6.9%
|
28.3%
|
|
|
One is One and All Alone
|
5
|
2.0%
|
8.3%
|
|
|
Flipping Fantastic
|
3
|
1.2%
|
5.0%
|
|
|
QWERTYUIOP
|
19
|
7.7%
|
31.7%
|
|
|
The Furitcake Special
|
36
|
14.6%
|
60.0%
|
|
|
Rumplestiltskin
|
6
|
2.4%
|
10.0%
|
|
|
Gulp and Gasp
|
23
|
9.3%
|
38.3%
|
|
|
Black Beauty
|
5
|
2.0%
|
8.3%
|
|
|
The Boscombe Valley Mystery
|
2
|
0.8%
|
3.3%
|
|
|
Journey to the Centre of the Earth
|
1
|
0.4%
|
1.7%
|
|
|
The Curse
|
34
|
13.8%
|
56.7%
|
|
|
Step by Wicked Step
|
2
|
0.8%
|
3.3%
|
|
|
Catch us if You Can
|
0
|
0.0%
|
0.0%
|
|
|
Total
|
246
|
100.0%
|
410.0%
|
|
Table
4.3.3b.1 shows the total number of responses that each item (Poem/Short
Story/Drama/Novel); Local and Non-local, get in term of how many students can
relate to them. Highest frequency is The
Fruitcake Special by Frank Brennan with 14.6%
(36 students), followed by The Curse by Lee Su Ann and In the Midst of Hardship by Latiff
Mohidin both with 13.8% (34 students). The
least frequency are Heir Conditioning
by Dato’ M.Shanmughalingam and Catch us if You Can by Catherine MacPhail
with 0.0% (0 students). Since Journey to
the Centre of the Earth by Jules Verne is not taught at this school, this
result will be put aside in the next chapter.
|
Table 4.3.3c: Which material can you relate to yourself? (Local materials frequency)
|
||||
Frequency
|
||||
|
|
Responses
|
Percent of Cases
|
||
|
N
|
Percent
|
|||
|
Which material can you relate to yourself? (Local materials frequency)
|
Heir Conditioning
|
0
|
0.0%
|
0.0%
|
|
A
Fighter's Lines
|
1
|
1.2%
|
2.1%
|
|
|
In the
Midst of Hardship
|
34
|
39.5%
|
72.3%
|
|
|
Are You
Still Playing Your Flute
|
17
|
19.8%
|
36.2%
|
|
|
The Curse
|
34
|
39.5%
|
72.3%
|
|
|
Total
|
86
|
100.0%
|
183.0%
|
|
Tbale
4.3.3c shows that material the most students can relate to is In the Midst of Hardship and The Curse with 39.5%
(34 students) followed by Are You Still Playing Your
Flute with 19.8% (17 students). Material the least students can relate to is
Heir Conditioning with 0.0% (0 student)
|
Table 4.3.3d: Which material can you relate to yourself? (Non-local materials frequency)
|
||||
|
Frequency
|
||||
|
|
Responses
|
Percent of Cases
|
||
|
N
|
Percent
|
|||
|
Which material can you relate to yourself? (Non-local materials frequency)
|
Mr.
Nobody
|
7
|
4.4%
|
12.5%
|
|
The River
|
6
|
3.8%
|
10.7%
|
|
|
I Wonder
|
1
|
0.6%
|
1.8%
|
|
|
Leisure
|
3
|
1.9%
|
5.4%
|
|
|
He had
Such Quiet Eyes
|
30
|
18.8%
|
53.6%
|
|
|
Nature
|
11
|
6.9%
|
19.6%
|
|
|
One is
One and All Alone
|
5
|
3.1%
|
8.9%
|
|
|
Flipping
Fantastic
|
3
|
1.9%
|
5.4%
|
|
|
QWERTYUIOP
|
19
|
11.9%
|
33.9%
|
|
|
The
Furitcake Special
|
36
|
22.5%
|
64.3%
|
|
|
Rumplestiltskin
|
6
|
3.8%
|
10.7%
|
|
|
Gulp and
Gasp
|
23
|
14.4%
|
41.1%
|
|
|
Black
Beauty
|
5
|
3.1%
|
8.9%
|
|
|
The Boscombe
Valley Mystery
|
2
|
1.2%
|
3.6%
|
|
|
Journey
to the Centre of the Earth
|
1
|
0.6%
|
1.8%
|
|
|
Step by
Wicked Step
|
2
|
1.2%
|
3.6%
|
|
|
Catch us
if You Can
|
0
|
0.0%
|
0.0%
|
|
|
Total
|
160
|
100.0%
|
285.7%
|
|
Table
4.4.2c shows that material the most students can relate to is The Furitcake Special with 22.5% (36 students) followed by
He had Such Quiet Eyes with 18.8% (30 students) and Gulp and Gasp with 14.4%
(23 students). Material the least student can relate to is Catch us if You Can
with 0.0% (0 student)
|
Table 4.3.3b.2: Literature Background (based on Table 4.3.3b.1)
|
||||
|
Descriptive Statistics
|
||||
|
|
N
|
Min.
|
Max.
|
Mean
|
|
I can
relate to the material(s) because I have been through the situation before.
|
60
|
1
|
4
|
2.72
|
|
I can
relate to the material(s) because it is happening to me right now.
|
60
|
1
|
4
|
2.28
|
|
I can
relate to the material(s) because I can imagine the setting.
|
59
|
1
|
4
|
2.92
|
|
I can
relate to the material(s) because I can fully understand the story.
|
60
|
1
|
4
|
2.93
|
|
I can
relate to the material(s) because of the current issues.
|
59
|
1
|
4
|
2.54
|
|
Valid N
(listwise)
|
58
|
|
|
|
Table
4.3.3b.2 shows the reason why students can relate to materials in Table 4.3.3b.1.
Figure less than 2.50 shows disagreement and more than 2.50 shows agreement to
the statement. The most agreed statement is “I can relate
to the material(s) because I can fully understand the story” with 2.93 mean,
followed by “I can relate to the material(s) because I can imagine the setting”
with 2.92 mean and “I can relate to the material(s) because I have been through
the situation before” with 2.72 mean. The least agreed statement is “I can
relate to the material(s) because it is happening to me right now” with 2.28
mean.
|
Table 4.3.4.1a: Material that is preferred by the students.
|
||||
|
Frequencies
|
||||
|
|
N
|
Percent
|
Percent
of Cases
|
|
|
Which material
that you like? (Local and Non-local)
|
Mr.
Nobody
|
6
|
2.0%
|
10.0%
|
|
The River
|
4
|
1.4%
|
6.7%
|
|
|
I Wonder
|
0
|
0%
|
0.0%
|
|
|
Heir
Conditioning
|
0
|
0%
|
0.0%
|
|
|
A
Fighter's Lines
|
2
|
0.7%
|
3.3%
|
|
|
Leisure
|
2
|
0.7%
|
3.3%
|
|
|
In the
Midst of Hardship
|
39
|
13.3%
|
65.0%
|
|
|
He had
Such Quiet Eyes
|
29
|
9.9%
|
48.3%
|
|
|
Nature
|
22
|
7.5%
|
36.7%
|
|
|
Are You
Still Playing Your Flute
|
17
|
5.8%
|
28.3%
|
|
|
One is
One and All Alone
|
2
|
0.7%
|
3.3%
|
|
|
Flipping
Fantastic
|
3
|
1.0%
|
5.0%
|
|
|
QWERTYUIOP
|
30
|
10.2%
|
50.0%
|
|
|
The
Furitcake Special
|
47
|
16.0%
|
78.3%
|
|
|
Rumplestiltskin
|
5
|
1.7%
|
8.3%
|
|
|
Gulp and
Gasp
|
31
|
10.6%
|
51.7%
|
|
|
Black
Beauty
|
3
|
1.0%
|
5.0%
|
|
|
The
Boscombe Valley Mystery
|
3
|
1.0%
|
5.0%
|
|
|
Journey
to the Centre of the Earth
|
0
|
0%
|
0.0%
|
|
|
The Curse
|
44
|
15.0%
|
73.3%
|
|
|
Step by
Wicked Step
|
2
|
0.7%
|
3.3%
|
|
|
Catch us
if You Can
|
2
|
0.7%
|
3.3%
|
|
|
Total .
|
293
|
100.0%
|
488.3%
|
|
Table
4.3.3.1 shows the total number of responses that each item (Poem/Short
Story/Drama/Novel); Local and Non-local, get in term of how many students like
them. Highest frequency is 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 least frequency are I Wonder by Jeannie Kirby, Heir Conditioning by Dato’ M.Shanmughalingam
and Journey to the Centre of the Earth
by Jules Verne with 0.0% (0 students).
However, since Journey to the Centre of the Earth by Jules Verne is not
taught at this school, this result will be put aside in the next chapter.
|
Table 4.3.4.1b: Material that is preferred by the students.
(Local materials only)
|
||||
Frequency
|
||||
|
|
N
|
Percent
|
Percent of Cases
|
|
|
Which material that you like?
(Local)
|
Heir Conditioning
|
0
|
0.0%
|
0.0%
|
|
A Fighter's Lines
|
2
|
2.0%
|
3.8%
|
|
|
In the Midst of Hardship
|
39
|
38.2%
|
73.6%
|
|
|
Are You Still Playing Your Flute
|
17
|
16.7%
|
32.1%
|
|
|
The Curse
|
44
|
43.1%
|
83.0%
|
|
|
Total
|
102
|
100.0%
|
192.5%
|
|
Table
4.3.4.1b shows the total score of responses that each item (Poem/Short
Story/Drama/Novel); Local, get. Highest frequency is The Curse by Lee Su Ann with 43.1% (44 students), followed by In the Midst of Hardship by Latiff
Mohidin with 38.2% (39 students) and Are You Still Playing Your Flute by
Zurinah Hassan with 16.7% (17 students). The least frequency are I Wonder by Jeannie Kirby and Journey to the Centre of the Earth by
Jules Verne with 0.0% (0 students).
|
Table 4.3.4.1c: Material that is preferred by the students.
(non-Local materials frequency)
|
||||
|
Frequency
|
||||
|
|
N
|
Percent
|
Percent of Cases
|
|
|
Which material that you like?
(non-Local)
|
Mr. Nobody
|
6
|
3.1%
|
10.3%
|
|
The River
|
4
|
2.1%
|
6.9%
|
|
|
I Wonder
|
0
|
0.0%
|
0.0%
|
|
|
Leisure
|
2
|
1.0%
|
3.4%
|
|
|
He had Such Quiet Eyes
|
29
|
15.2%
|
50.0%
|
|
|
Nature
|
22
|
11.5%
|
37.9%
|
|
|
One is One and All Alone
|
2
|
1.0%
|
3.4%
|
|
|
Flipping Fantastic
|
3
|
1.6%
|
5.2%
|
|
|
QWERTYUIOP
|
30
|
15.7%
|
51.7%
|
|
|
The Furitcake Special
|
47
|
24.6%
|
81.0%
|
|
|
Rumplestiltskin
|
5
|
2.6%
|
8.6%
|
|
|
Gulp and Gasp
|
31
|
16.2%
|
53.4%
|
|
|
Black Beauty
|
3
|
1.6%
|
5.2%
|
|
|
The Boscombe Valley Mystery
|
3
|
1.6%
|
5.2%
|
|
|
Journey to the Centre of the Earth
|
0
|
0.0%
|
0.0%
|
|
|
Step by Wicked Step
|
2
|
1.0%
|
3.4%
|
|
|
Catch us if You Can
|
2
|
1.0%
|
3.4%
|
|
|
Total
|
191
|
100.0%
|
329.3%
|
|
Table
4.3.4.1c shows the total score of responses that each item (Poem/Short
Story/Drama/Novel); Non-local, get. Highest frequency is The Fruitcake Special by Frank Brennan with 24.6% (47 students),
followed by Gulp and Gasp by John
Townsend with 16.2% (31 students) and QWERTYUIOP by Vivien Alcock with 15.7%
(30 students). The least frequency is
Heir Conditioning by Dato’ M.Shanmughalingam.
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