|
Table 4.3.4.2: Please state reason (referring to Table 4.3.4.1a)
|
||||
|
|
Frequency
|
Percent
|
Valid Percent
|
Cumulative Percent
|
|
99
|
3
|
5.0%
|
5.0%
|
5.0%
|
|
Easy to
understand.
|
8
|
13.3%
|
13.3%
|
18.3%
|
|
Fun and
has a lot of moral values.
|
1
|
1.7%
|
1.7%
|
20.0%
|
|
The
storyline is interesting.
|
45
|
75.0%
|
75.0%
|
95.0%
|
|
It
increases interest in reading.
|
1
|
1.7%
|
1.7%
|
96.7%
|
|
It is the
novel that I learnt.
|
1
|
1.7%
|
1.7%
|
98.3%
|
|
The
material makes me happy.
|
1
|
1.7%
|
1.7%
|
100.0%
|
|
Total
|
60
|
100.0%
|
100.0%
|
|
Table
4.3.4.2 shows the reason why the students prefer the materials in Table 4.3.4.1.
the highest reason is “The storyline is interesting”
with 75.0% (45 students), followed by “Easy to understand” with 13.3% (8
students) and “Fun and has a lot of moral values”, “It increases interest in
reading”, “It is the novel that I learnt”, and “The material makes me happy”
with 1.7% (1 students).
|
Table 4.3.4.3: Literature Component Background
|
||||||
|
Descriptive Statistics
|
||||||
|
|
N
|
Min.
|
Max.
|
Mean
|
||
|
Poems
|
Theme
|
I like
the theme of the poem(s).
|
59
|
1
|
4
|
2.73
|
|
I can
relate myself to the poem(s).
|
59
|
1
|
4
|
2.58
|
||
|
The theme
is simple and easy to understand.
|
59
|
1
|
4
|
2.78
|
||
|
Language
|
The words
used are easy to comprehend.
|
59
|
1
|
3
|
2.39
|
|
|
I can
understand the poem(s).
|
59
|
1
|
4
|
2.73
|
||
|
I need to
read more than once to understand the poem(s).
|
59
|
1
|
4
|
3.20
|
||
|
I can
feel the feeling the author is trying to convey
(happy/sad/frustration/rage/envy /stress).
|
59
|
1
|
4
|
2.93
|
||
|
Imagery
|
I like
the scene(s)/setting(s) in the poem(s).
|
58
|
2
|
4
|
2.98
|
|
|
I can
imagine the scene(s)/setting(s) in the poem(s).
|
58
|
1
|
4
|
2.71
|
||
|
I can
imagine the tone of the author.
|
59
|
1
|
4
|
2.46
|
||
|
I can
imagine the character(s) in the poem(s).
|
57
|
2
|
4
|
3.02
|
||
|
Short
stories, Dramas /Plays, and Novels
|
Theme
|
I like
the theme of the short stories, dramas/plays, and/or novels.
|
60
|
2
|
4
|
3.00
|
|
I can
relate myself to the short short stories, dramas/plays, and/or novels.
|
60
|
1
|
4
|
2.65
|
||
|
The theme
is simple and easy to understand.
|
60
|
1
|
4
|
2.87
|
||
|
Plot
/Storyline
|
The plot
is not linear and boring.
|
60
|
1
|
4
|
2.07
|
|
|
Some
short story/drama/play/novel has a slow developing plot.
|
60
|
1
|
4
|
2.63
|
||
|
Some
short story/drama/play/novel's plot is confusing.
|
60
|
1
|
4
|
2.60
|
||
|
Character
and Characteristics
|
I find
some characters are interesting.
|
60
|
2
|
4
|
3.30
|
|
|
I can
relate myself to some character.
|
60
|
1
|
4
|
2.68
|
||
|
The character
development is interesting.
|
60
|
1
|
32
|
3.63
|
||
|
Some
characters leave certain kind of impact to me.
|
60
|
1
|
4
|
2.65
|
||
|
Setting
|
I like
the scene(s)/setting(s) in the short stories, dramas/plays, and/or novels.
|
60
|
1
|
4
|
2.87
|
|
|
I can
imagine the scene(s)/setting(s) in the short stories, dramas/plays, and/or
novels.
|
60
|
2
|
4
|
2.75
|
||
|
The
scene(s)/setting(s) are easy to relate.
|
60
|
1
|
4
|
2.72
|
||
|
Moral
Values
|
The short
story/novel/play has a lot moral values.
|
59
|
1
|
4
|
3.42
|
|
|
I can
relate myself to the moral values(s).
|
60
|
1
|
4
|
3.13
|
||
|
The moral
value(s) is simple yet very good.
|
60
|
1
|
4
|
3.07
|
||
|
Valid N
(listwise)
|
55
|
|
|
|
||
Table
4.3.4.3 shows students’ literature components background. Figure less than 2.50
shows disagreement and more than 2.50 shows agreement to the statement. The
most agreed statement is “The character development
is interesting” with 3.63 mean, followed by “The short story/novel/play has a
lot moral values” with 3.42 mean, and “I find some characters are interesting”
with 3.30 mean. The least agreed statement is “The plot is not linear and
boring” with 2.07 mean.
|
Table 4.3.4.4: Suggested Material
|
||||
|
Frequency
|
||||
|
|
Frequency
|
Percent
|
Cumulative Percent
|
|
|
Valid
|
99
|
2
|
3.3%
|
3.3%
|
|
No
suggestion.
|
37
|
61.7%
|
65.0%
|
|
|
Yes.
|
12
|
20.0%
|
85.0%
|
|
|
Yes, a
novel.
|
2
|
3.3%
|
88.3%
|
|
|
Yes,
Cinderella.
|
1
|
1.7%
|
90.0%
|
|
|
Yes,
Harry Potter.
|
3
|
5.0%
|
95.0%
|
|
|
Yes, Life
Brief Candle.
|
1
|
1.7%
|
96.7%
|
|
|
Yes,
Titanic.
|
1
|
1.7%
|
98.3%
|
|
|
Yes,
Twilight Saga.
|
1
|
1.7%
|
100.0%
|
|
|
Total
|
60
|
100.0%
|
|
|
Table 4.3.4.4
shows suggested materials by the students. The highest is “No suggestion” with
61.7% (37 students), followed by “Yes” with 20.0% (12 students) and “Yes, Harry Potter” with 5.0% (3 students). The least
suggested material is “Yes, Cinderella”, “Yes, Life Brief Candle”, “Yes,
Titanic”, and “Yes, Twilight Saga” with 1.7% (1 student).
|
Table 4.3.4.5: Suggested activity to improve Teaching and
Learning session.
|
|||
|
Frequency
|
|||
|
|
Frequency
|
Percent
|
Cumulative Percent
|
|
More
English period.
|
12
|
20.0%
|
20.0%
|
|
No
suggestion.
|
9
|
15.0%
|
35.0%
|
|
Use
graphic novel to teach literature.
|
9
|
15.0%
|
50.0%
|
|
Play
games in class.
|
7
|
11.7%
|
61.7%
|
|
Use
role-play to teach Literature.
|
7
|
11.7%
|
73.3%
|
|
Watch
related movie.
|
7
|
11.7%
|
85.0%
|
|
Use LCD
in teaching.
|
4
|
6.7%
|
91.7%
|
|
99
|
3
|
5.0%
|
96.7%
|
|
Do quiz
in class.
|
2
|
3.3%
|
100.0%
|
|
Total
|
60
|
100.0%
|
|
Table 4.3.4.5
shows suggested activity to improve Teaching and Learning session. Highest
suggested activity is “More English period” with
20.0% (12 students), followed by “No suggestion” with 15.0% (9 students), and “Use
graphic novel to teach literature” with 15.0% (9 students). The least suggested
activity is “Do quiz in class” with 3.3% (2 students).
|
Table
4.3.4.6: Preferred Literature Component and Preferred Material.
|
|||||||
|
Frequency
|
|||||||
|
Preferred literature
component
|
|||||||
|
Poem
|
Short
Story
|
Drama/ Play
|
Novel
|
Total Count
|
|||
|
Preferred material
|
Count
|
13
|
30
|
15
|
42
|
100
|
|
|
% (%)
|
13.00
|
30.00
|
15.00
|
42.00
|
100.00
|
||
|
Mr. Nobody
|
1
|
-
|
-
|
-
|
1
|
||
|
The River
|
0
|
-
|
-
|
-
|
0
|
||
|
I Wonder
|
0
|
-
|
-
|
-
|
0
|
||
|
Heir Conditioning
|
0
|
-
|
-
|
-
|
0
|
||
|
A Fighter's Lines
|
0
|
-
|
-
|
-
|
0
|
||
|
Leisure
|
0
|
-
|
-
|
-
|
0
|
||
|
In the Midst of Hardship
|
8
|
-
|
-
|
-
|
8
|
||
|
He had Such Quiet Eyes
|
7
|
-
|
-
|
-
|
7
|
||
|
Nature
|
6
|
-
|
-
|
-
|
6
|
||
|
Are You Still Playing Your Flute
|
6
|
-
|
-
|
-
|
6
|
||
|
One is One and All Alone
|
-
|
1
|
-
|
-
|
1
|
||
|
Flipping Fantastic
|
-
|
2
|
-
|
-
|
2
|
||
|
QWERTYUIOP
|
-
|
16
|
-
|
-
|
16
|
||
|
The Fruitcake Special
|
-
|
28
|
-
|
-
|
28
|
||
|
Rumplestiltskin
|
-
|
-
|
1
|
-
|
1
|
||
|
Gulp and Gasp
|
-
|
-
|
10
|
-
|
10
|
||
|
Black Beauty
|
-
|
-
|
-
|
1
|
1
|
||
|
The Boscombe Valley Mystery
|
-
|
-
|
-
|
2
|
2
|
||
|
Journey to the Centre of the Earth
|
|
-
|
-
|
-
|
0
|
0
|
|
|
The Curse
|
-
|
-
|
-
|
33
|
33
|
||
|
Step by Wicked Step
|
-
|
-
|
-
|
2
|
2
|
||
|
Catch Us if You Can
|
-
|
-
|
-
|
2
|
2
|
||
|
Total Count
|
28
|
47
|
11
|
40
|
126
|
||
|
Percentage (%)
|
22.20
|
37.30
|
8.70%
|
31.80
|
100.0
|
||
Table
4.3.4.6 shows that 42.0% (42 votes) of total votes like Novel, followed by
Short Stories with 30.0% (30 votes), Drama with 15.0% (15 votes) and Poems with
13.0% (13 votes).
|
Table 4.3.4.7: Like learning English and Like Literature (Poems,
Short stories, Dramas/Plays, Novels).
|
|||||
|
Frequency
|
|||||
|
|
Like learning Literature? (Poems, Short stories, Dramas/Plays,
Novels)
|
Total
|
|||
|
Yes
|
No
|
||||
|
Like learning English.
|
Disagree/ Strongly Disagree
|
Count
|
6
|
6
|
12
|
|
% within Do you like to learn English Literature? (Poems, Short
stories, Dramas/Plays, Novels)
|
14.0%
|
37.5%
|
20.3%
|
||
|
|
% of Total
|
10.2%
|
10.1%
|
20.3%
|
|
|
Agree/ Strongly Agree
|
Count
|
37
|
10
|
47
|
|
|
% within Do you like to learn English Literature? (Poems, Short
stories, Dramas/Plays, Novels)
|
86.0%
|
62.5%
|
79.6%
|
||
|
|
|
% of Total
|
62.7%
|
17.0%
|
79.7%
|
|
Total
|
Count
|
43
|
16
|
59
|
|
|
% within Do you like to learn English Literature? (Poems, Short
stories, Dramas/Plays, Novels)
|
100.0%
|
100.0%
|
100.0%
|
||
|
|
% of Total
|
72.9%
|
27.1%
|
100.0%
|
|
Table
4.3.4.7 shows that 79.6% (47 students) Agree/Strongly Disagree that they like
learning English and 62.7% (37 students) like learning Literature as well. Out
of 20.3% (12 students) that Disagree/Strongly Disagree that they like learning
English, 10.1% (6 students) do not like learning literature as well.
|
Table 4.3.4.8: Good in English and always use English at home.
|
|||||
|
Frequency
|
|||||
|
|
I always use English at home.
|
Total
|
|||
|
Disagree /Strongly Disagree
|
Agree/ Strongly Agree
|
|
|||
|
I’m good in English.
|
Disagree/ Strongly Disagree
|
Count
|
23
|
2
|
25
|
|
% within I always use English at home.
|
46.0%
|
25.0%
|
43.2%
|
||
|
% of Total
|
39.8%
|
3.4%
|
43.2%
|
||
|
Agree/ Strongly Agree
|
Count
|
27
|
6
|
33
|
|
|
% within I always use English at home.
|
54.0%
|
75.0%
|
56.8%
|
||
|
% of Total
|
46.5%
|
10.3%
|
56.8%
|
||
|
Total
|
Count
|
50
|
8
|
58
|
|
|
% within I always use English at home.
|
100.0%
|
100.0%
|
100.0%
|
||
|
% of Total
|
86.3%
|
13.7%
|
100.0%
|
||
Table
4.3.4.8 shows that 56.8% (33 students) Agree/Strongly Agree that they are good
in English, and 10.3% (6 students) of them use it at home and 43.2% (25
students) Disagree/Strongly Disagree that they are good in English and 3.4% (2
students) of them use English at home. If we look at Always use English at Home
to Good in English ratio, 1 out of 5.5 students that agree they are good in
English use English at home, and 1 out of 12.5 students that disagree they are
good in English use English at home.
|
Table 4.3.4.9: Good in English and Use English to Communicate
with Friends
|
|||||
|
Frequency
|
|||||
|
|
I use English to communicate with my friends.
|
Total
|
|||
|
Disagree /Strongly Disagree
|
Agree /Strongly Agree
|
||||
|
I’m good in English.
|
Disagree/ Strongly
Disagree
|
Count
|
20
|
5
|
25
|
|
% within I use English to communicate with my friends.
|
52.6%
|
22.7%
|
41.7%
|
||
|
% of Total
|
33.3%
|
8.3%
|
41.7%
|
||
|
Agree/ Strongly Agree
|
Count
|
18
|
17
|
35
|
|
|
% within I use English to communicate with my friends.
|
47.4%
|
77.3%
|
58.3%
|
||
|
% of Total
|
30.0%
|
28.4%
|
58.3%
|
||
|
Total
|
Count
|
38
|
22
|
60
|
|
|
% within I use English to communicate with my friends.
|
100.0%
|
100.0%
|
100.0%
|
||
|
% of Total
|
63.3%
|
36.7%
|
100.0%
|
||
Table
4.3.4.9 shows that 58.3% (35 students) Agree/Strongly Agree that they are good
in English, and 28.4% (22 students) of them use it with their friend and 41.7%
(25 students) Disagree/Strongly Disagree that they are good in English and 8.3%
(5 students) of them use English at home. If we look at Use English to
Communicate with Friends to Good in English ratio, 1 out of 2.1 students that
agree they are good in English use English to communicate with friends, and 1
out of 5.0 students that disagree they are good in English use English to
communicate with friends.
|
Table 4.3.4.10: Good in English and Use English outside of
Classroom (Chatting Online, Commenting/Foruming).
|
|||||
|
Frequency
|
|||||
|
|
I use English outside of classroom (chatting online, commenting/
foruming).
|
Total
|
|||
|
Disagree/ Strongly Disagree
|
Agree/ Strongly Agree
|
||||
|
I’m good in English.
|
Disagree/ Strongly Disagree
|
Count
|
21
|
4
|
25
|
|
% within I use English outside of classroom
|
46.7%
|
26.7
|
41.7%
|
||
|
% of Total
|
35.0%
|
6.7%
|
41.7%
|
||
|
Agree/ Strongly Agree
|
Count
|
24
|
11
|
35
|
|
|
% within I use English outside of classroom
|
53.3%
|
73.3%
|
58.3%
|
||
|
% of Total
|
40.0%
|
18.3%
|
58.3%
|
||
|
Total
|
Count
|
45
|
15
|
60
|
|
|
% within I use English outside of classroom
|
100.0%
|
100.0%
|
100.0%
|
||
|
% of Total
|
75.0%
|
25.0%
|
100.0%
|
||
Table
4.3.4.10 shows that 58.3% (35 students) Agree/Strongly Agree that they are good
in English, and 18.3% (11 students) of them use it outside of classroom and
41.7% (25 students) Disagree/Strongly Disagree that they are good in English
and 6.7% (4 students) of them use English outside of classroom. If we look at
Use English outside of Classroom (Chatting Online, Commenting/Foruming) to Good
in English ratio, 1 out of 3.2 students that agree they are good in English use
English outside of classroom, and 1 out of 6.3 students that disagree they are
good in English use English outside of classroom.
|
Table 4.3.4.11: Good in English and
prefer to read English books than Bahasa Melayu books.
|
|||||
|
Frequency
|
|||||
|
|
I
prefer to read English books than Bahasa Melayu books.
|
Total
|
|||
|
Disagree/ Strongly Disagree
|
Agree/ Strongly Agree
|
||||
|
I’m
good in English.
|
Disagree / Strongly Disagree
|
Count
|
23
|
2
|
25
|
|
% within I prefer to read
English books than Bahasa Melayu books.
|
53.5%
|
12.5%
|
42.4%
|
||
|
% of Total
|
39.0%
|
3.4%
|
42.4%
|
||
|
Agree / Strongly Agree
|
Count
|
20
|
14
|
34
|
|
|
% within I prefer to read
English books than Bahasa Melayu books.
|
46.5%
|
87.5%
|
57.6%
|
||
|
|
% of Total
|
34.0%
|
23.6%
|
57.6%
|
|
|
Total
|
43
|
16
|
59
|
||
Table
4.3.4.11 shows that 23.6% (14 students) agree that they are good in English
prefer to read English books than Bahasa Malaysia books, 34.0% (20 students)
agree that they are good in English but prefer reading Bahasa Malaysia books
than English book, 39.0% (23 students) disagree that they are good in English
but prefer to read English books than Bahasa Malaysia books, and 3.4% disagree
that they are good in English and prefer reading Bahasa Malaysia books than
English book.
4.4 TEACHERS’ DEMOGRAPHIC DATA
|
Table 4.4.1: Teachers’ gender
|
|||
|
Frequency
|
|||
|
|
Frequency
|
Percent
|
Cumulative Percent
|
|
Female
|
3
|
60.0%
|
60.0%
|
|
Male
|
2
|
40.0%
|
100.0%
|
|
Total
|
5
|
100.0%
|
|
Table
4.4.1 shows the teachers’ gender. 60.0% (3 teachers) are female and 40.0% (2
teachers) are male.
|
Table 4.4.2a: Teachers’ age
|
|||
|
Frequency
|
|||
|
Age
|
Frequency
|
Percent
|
Cumulative Percent
|
|
50
|
1
|
20.0
|
20.0
|
|
24
|
1
|
20.0
|
40.0
|
|
25
|
1
|
20.0
|
60.0
|
|
34
|
1
|
20.0
|
80.0
|
|
43
|
1
|
20.0
|
100.0
|
|
Total
|
5
|
100.0
|
|
Table
4.4.2a shows teachers’ age. The oldest teacher is 50 years old (1 teacher), followed
by 43 years old (1 teacher), and 34 years old (1 teacher). The youngest teacher
is 24 years old.
|
Table 4.4.2b: Teachers’ age mean
|
||||
|
Descriptive Statistics
|
||||
|
|
N
|
Minimum
|
Maximum
|
Mean
|
|
Age
|
5
|
5
|
43
|
26.20
|
|
Valid N
(listwise)
|
5
|
|
|
|
Table
4.4.2b shows teachers’ mean age. The mean age of the teachers is 26.20.
|
Table 4.4.3: Number of class being taught
|
||||
|
Descriptive Statistics
|
||||
|
|
N
|
Minimum
|
Maximum
|
Mean
|
|
Classes
|
5
|
3
|
5
|
4.20
|
|
Valid N
(listwise)
|
5
|
|
|
|
Table
4.4.3 shows the mean number of class currently being taught by the teachers.
The minimum number of class is three and the maximum number of class is five
with a mean of 4.20.
|
Table 4.4.4: Experience in teaching (years)
|
||||
|
Descriptive Statistics
|
||||
|
|
N
|
Minimum
|
Maximum
|
Mean
|
|
Experience
in teaching
|
5
|
1
|
24
|
9.80
|
|
Valid N
(listwise)
|
5
|
|
|
|
Table
4.4.4 shows the mean of experience in teaching. The minimum is one year and the
maximum is 24 years with a mean of 9.80.
|
Table 4.4.5: Number of school(s) taught before
|
||||
|
Descriptive Statistics
|
||||
|
|
N
|
Minimum
|
Maximum
|
Mean
|
|
Numbers
of school taught before
|
5
|
1
|
8
|
2.80
|
|
Valid N
(listwise)
|
5
|
|
|
|
Table
4.4.5 shows the number of school taught before by the teachers. The minimum is
one school and the maximum is eight school with a mean 2.80.
4.5 TEACHERS’ DATA ANALYSIS
|
Table 4.5.1: Classroom participation (Local materials)
|
||||
|
Descriptive Statistics
|
||||
|
|
N
|
Min.
|
Max.
|
Mean
|
|
Students
always excited and prepared to learn local material(s).
|
5
|
3
|
3
|
3.00
|
|
Students
always ask question(s) when Teaching and Learning local material(s).
|
5
|
2
|
3
|
2.80
|
|
Local
material(s) trigger(s) students' interest.
|
5
|
3
|
3
|
3.00
|
|
Local
material(s) receive more attention because students understand the poem/short
story/novel/play.
|
5
|
3
|
3
|
3.00
|
|
Students
always need further explanation/clarification/example when learning local
material(s)
|
5
|
2
|
4
|
3.20
|
|
Students
always participate in Teaching and Learning of local material(s).
|
5
|
2
|
3
|
2.80
|
|
Local
material(s)'s class is dull.
|
5
|
1
|
2
|
1.80
|
|
Students
always send their work/homework on local material(s) on time.
|
5
|
3
|
4
|
3.20
|
|
Students
did not need any further explanation on local material(s).
|
5
|
1
|
3
|
2.20
|
|
Teaching
local material(s) is easier than non-local material(s).
|
5
|
2
|
3
|
2.80
|
|
Valid N
(listwise)
|
5
|
|
|
|
Table
4.5.1 shows classroom participation in term of local materials. Figure less
than 2.50 shows disagreement and more than 2.50 shows agreement to the
statement. Most of the teacher agrees on
students always need further explanation/clarification/example when learning
local material(s) and students always send their work/homework on local
material(s) on time with a mean of 3.20. Most of the teachers disagree on local
material(s)'s class is dull with a mean of 1.80 followed by students did not
need any further explanation on local material(s) with a mean of 2.20.
|
Table 4.5.2: classroom participation (Non-local materials)
|
||||
|
Descriptive Statistics
|
||||
|
|
N
|
Min.
|
Max.
|
Mean
|
|
Students
always excited and prepared to learn non-local material(s).
|
5
|
2
|
3
|
2.60
|
|
Students
always ask question(s) when Teaching and Learning non-local material(s).
|
5
|
2
|
3
|
2.60
|
|
Non-local
material(s) trigger(s) students' interest.
|
5
|
2
|
3
|
2.80
|
|
Non-local
material(s) receive more attention because students understand the poem/short
story/novel/play.
|
5
|
2
|
3
|
2.40
|
|
Students always
need further explanation/clarification/example when learning non-local
material(s)
|
5
|
3
|
4
|
3.20
|
|
Students
always participate in Teaching and Learning of non-local material(s).
|
4
|
2
|
3
|
2.75
|
|
Non-local
material(s)'s class is dull.
|
5
|
2
|
2
|
2.00
|
|
Students always
send their work/homework on non-local material(s) on time.
|
5
|
3
|
4
|
3.20
|
|
Students
did not need any further explanation on non-local material(s).
|
5
|
1
|
3
|
2.00
|
|
Teaching
non-local material(s) is easier than non-local material(s).
|
5
|
2
|
3
|
2.20
|
|
Valid N (listwise)
|
4
|
|
|
|
Table
4.5.2 shows classroom participation in term of local materials. Figure less
than 2.50 shows disagreement and more than 2.50 shows agreement to the
statement. Most of the teacher agrees on students always need further explanation/clarification/example
when learning non-local material(s) and students always send their
work/homework on non-local material(s) on time with a mean of 3.20. Most of the
teachers disagree on non-local material(s)'s class is dull and students did not
need any further explanation on non-local material(s) with a mean of 2.00.
|
Table 4.5.3: Preferred material by the teachers to teach?
|
||||
|
Frequencies
|
||||
|
|
N
|
Percent
|
Percent of Cases
|
|
|
|
Mr Nobody
|
3
|
5.7%
|
60.0%
|
|
The River
|
3
|
5.7%
|
60.0%
|
|
|
I Wonder
|
2
|
3.8%
|
40.0%
|
|
|
Heir Conditioning
|
3
|
5.7%
|
60.0%
|
|
|
A Fighter's Lines
|
1
|
1.9%
|
20.0%
|
|
|
Leisure
|
1
|
1.9%
|
20.0%
|
|
|
In the Midst of Hardship
|
4
|
7.5%
|
80.0%
|
|
|
He had Such Quiet Eyes
|
3
|
5.7%
|
60.0%
|
|
|
Nature
|
2
|
3.8%
|
40.0%
|
|
|
Are You Still Playing Your Flute
|
1
|
1.9%
|
20.0%
|
|
|
One is One and All Alone
|
5
|
9.4%
|
100.0%
|
|
|
Flipping Fantastic
|
1
|
1.9%
|
20.0%
|
|
|
QWERTYUIOP
|
3
|
5.7%
|
60.0%
|
|
|
The Fruitcake Special
|
4
|
7.5%
|
80.0%
|
|
|
Rumplestiltskin
|
4
|
7.5%
|
80.0%
|
|
|
Gulp and Gasp
|
2
|
3.8%
|
40.0%
|
|
|
Black Beauty
|
2
|
3.8%
|
40.0%
|
|
|
Journey to the Centre of the Earth
|
4
|
7.5%
|
80.0%
|
|
|
The Curse
|
4
|
7.5%
|
80.0%
|
|
|
Catch us if You Can
|
1
|
1.9%
|
20.0%
|
|
|
Total
|
53
|
100.0%
|
1060.0%
|
|
Table 4.6.1 shows the materials
preferred by the teacher. Highest preferred material is One is One and All
Alone with 9.4% (5 counts), followed by In the Midst of Hardship, The Fruitcake
Special, Rumplestiltskin, Journey to the Centre of the Earth and The Curse with
7.5% (4 counts). Lowest are A Fighter's Lines, Leisure, Are You Still Playing
Your Flute, Flipping Fantastic and Catch us if You Can with 1.9% (One count).
|
Table
4.5.4: Reason why prefer those materials (Table 4.5.3)
|
||||
|
Descriptive
Statistics
|
||||
|
|
N
|
Min.
|
Max.
|
Mean
|
|
The elements are
easier to teach.
|
5
|
3
|
3
|
3.00
|
|
Students can
understand the material(s) easier.
|
5
|
3
|
3
|
3.00
|
|
The word and language
used are simple and comprehensible.
|
5
|
3
|
3
|
3.00
|
|
The material(s)
really engage the students.
|
5
|
3
|
3
|
3.00
|
|
The story is
funny/exciting, therefore easier to get students' attention.
|
5
|
3
|
4
|
3.20
|
|
I have enough
knowledge to teach the material(s).
|
5
|
2
|
4
|
3.00
|
|
I have enough
teaching aids to use.
|
3
|
3
|
4
|
3.33
|
|
Valid N
(listwise)
|
4
|
|||
Table 4.6.2 shows the reason why teachers prefer
those materials (refer Table 4.6.1) to teach. The highest reason is because
they have enough teaching aids to use with 3.33 mean, followed by the story is
funny/exciting, therefore easier to get students' attention with 3.20 mean. The
rest, being the elements are easier to teach, students can understand the
materials easier, the word and language used are simple and comprehensible, the
materials really engage the students, and I have enough knowledge to teach the
materials, stand at 3.00 mean.
To further answer the research question,
an interview had been conducted to the same teachers. Among the question asked are:
i.
How do you gauge
students’ participation during T&L session?
ii.
From your observation,
which type of material received most participation from students (in term of
T&L)? ; did students ‘engage’ with T&L session.
iii.
From your observation,
which type of material received most participation from students (in term of
activities)? ; did the student volunteered for certain role or anything, did
they prepare for the presentation.
Three out of 5 gauge the students
by asking them (students) questions directly after lesson. The other two will
distribute hand-outs/worksheets for the students to do. If they manage to
answer the questions and do the hand-outs/worksheets, that means they
understood the lesson.
As the class the teachers’ teach
range from Form 1 to Form 5, beginner to advance, answer to question two (2)
above is hard to conclude. 2 out of 5 chooses short stories as the type of material
that receives most participation due to the fact that they can fully understand
the story well and it is not as long as drama or novel. However, T4 states
that, it is not the type of material (poem, short story, drama, novel, local or
non-local) that matter; it is the visual aids that the teacher uses.
“If you put some
pictures in your maybe in your ABM (Alat Bantuan Mengajar/ teaching aid), maybe
your hand-outs, and then the students, ye la students basically they need some
visual aid. Things that they can look at and do at the same time.”
However, in term classroom
activity, three out of five teacher states that drama received most
participation from students. Given ample time to the students, they will come
out with a short play of certain scene.
“… especially for
drama, because they volunteer to act out, and usually I give them time to
prepare, and yes they do prepare.”
T3 differ with the rest. For her,
due to low English proficiency students, the students prefer to do
hand-out/worksheets than doing activities.
“Since the students are
beginner, they prefer to do work sheets than doing those activities.”
A
few other question that were asked are:
i.
Which material do you
prefer; local or overseas? Why?
ii.
From your own opinion
and experience, which material (local, overseas, or mixed) better suits the
students?
Three out of five of them prefer
local due to the fact that local is easier to understand by the students
because they have background knowledge of it and it happens in our daily life.
One out of 5 prefers non-local material because it gives the students new
perspective.
“I personally prefer
the overseas material because the idea are quite different and very interesting
compare to ours (local).”
Another one of them remain
unsettle. As for him, both have their pros and cons.
As for the second question, five
out of five stated all type of material is good for the students. However, one
of them put emphasis on poem.
“.. poem. Because the
explanation (definition) are subjective”
No comments:
Post a Comment