LITERATURE IN MALAYSIAN
SCHOOLS
DR HUSNIAH SAHAMID
FACULTY OF EDUCATIONAL STUDIES
UNIVERSITI PUTRA MALAYSIA
Literature in Malaysian
Secondary Schools
• History & Development
- Early Reading Programmes
- Literature
• Texts, Exam Format
Background
Early independence: English
• selection & use of texts : school
1976: medium of instruction Malay to English
• Use of literature through English Language
reading programmes
• Literary materials for exposure to language
READING PROGRAMME
1.English Language Reading Programme (ERLP)
• 1979: Piloted
- residential schools
• 1983 : all secondary schools
- Graded texts : learner abilities
ERLP
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Books in boxes:
primary vocabulary list
key grammar items
Target:
- learners read 100 books in 3 years
READING PROGRAMME
2. Class Reader Programme (CRP)
1990:
• weaknesses in ERLP
• Lacked structure to improve English
1993:
• CRP implemented
• Part of New Integrated Secondary School
Curriculum (KBSM)
CRP : Aims
• expose learners to materials written in English
• motivate learners to read: reading habit
• increase language proficiency through
teaching materials
• can enrich & consolidate learning
• generate interest in literature
• Prepare for study of literature
CRP
Incorporated:
• specially written texts
• abridged forms of texts
• Classification levels:
- Elementary
- Intermediate
- Advanced
CLRP
• Ministry of Education (MOE)
• Support for use
• Preparation for Classroom
Teaching files :
- Teaching notes
- Exercises
- Activities
NOTE : not examinable
CLRP
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Teachers lacked training
Use of literary materials
Little impact
Little/no improvement in English language
standards
LITERATURE COMPONENT
• 1999 :
MOE change in policy
• Teaching of literature to all secondary
students
• Secondary English school syllabus
Schedule of implementation
2000
• Forms 1 and 4
2001
• Form 2 and 5
2002
• Form 3
Weightage
• SRP Language exam
- 20% of total marks
• SPM language exam
- 20% of total marks
• Teaching:
• ONE of five English period per week
AIM: LIT COMPONENT
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Enhance students proficiency
Contribute to personal development
& character building
Broaden outlook: other cultures, world views
STUDENTS ENABLED:
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Give personal response to texts
Awareness of how language is used
reflect, draw upon moral lessons
Understand , appreciate other cultures
LITERATURE TEXTS 2011
Form 1
Poems
1. The River -Valerie Bloom
2. Mr Nobody - author unknown
Short Stories
1. Flipping Fantastic -Jane Langford
Form 2:
Poems
1. I wonder - Jeannie Kirby
2. Heir Conditioning - M. Shanmughalingam
Short Stories
1. One is One and All Alone - Nicholas Fisk
Play
1. Rumpelstiltskin -Angela Lanyon
Form 3:
Poems
1. A Fighter's Line- Marzuki Ali
2. Leisure - Willian Henry Davies
Form 4:
Poems
1. In the Midst of Hardship -Latiff Mohidin (The Malay
version is found in this blog)
2. He Had such Quiet Eyes -Bibsy Soenharjo
Short Stories
1. QWERTYUIOP -Vivian Alcock
2. The Fruitcake Special -Frank Brennan
Play
1. Gulp and Gasp- John Townsend
Form 5:
Poems
1. Nature -H.D. Carberry
2. Are you Still Playing Your Flute -Zurinah
Hassan
Form 5 Novels for 2011 : Examples
Pahang,Terengganu, Johor,Sabah,Sarawak and Labuan
The Curse by Lee Su Ann
Step by Wicked Step by Anne Fine
Perlis,Kelantan,Kedah, Penang and Perak schools)
LITERATURE AS AN ELECTIVE
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1998 : MOE
Elective subject - F4 & F5
Literature in English – SPM
Texts in Cycles:
First Cycle, Second Cycle etc.
Expose Learners to
• variety of texts types, language forms,
conventions of written mode
• Respond creatively & critically
• Gain insight: varied experiences of life :
conflicts, crises, relationships
• Relate & appreciate environment
National Philosophy
• Developing individuals
• who are intellectually, spiritually and
physically enriched
SPM Literature in English
Examination Format
Candidate asked to choose :
• one question from each component:
• A, B, C and D
Short Stories
Section A:
• 6 texts to be studied.
• Only 4 short stories selected for testing each
year.
• Each short story tested individually.
• Candidate required to answer ONE of four
questions.
Novel
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Section B:
3 texts to be studied.
All 3 novels will selected for testing each year.
Each novel tested individually.
Candidate required to answer ONE of three
questions.
Play/Drama
Section C:
• 3 texts to be studied.
• All 3 plays selected for testing each year.
• Each play tested individually.
• Candidate required to answer ONE of three
questions
Themes
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Section D:
3 themes to be studied.
All 3 themes selected for testing each year.
Each theme tested individually.
Candidate required to answer ONE of three
questions.
Extra Response (s)
• Candidates allowed to answer two or more
questions from each component.
• Examiner will choose highest marks the
candidate has attained for ONE question.
KESUSASTERAAN DALAM BAHASA INGGERIS
SENARAI KARYA
BAGI PEPERIKSAAN SPM
TAHUN 2008, 2009, DAN 2010
Novel and Drama
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Novel
Fahrenheit 451 (Ray Bradbury)
Fasting, Feasting (Anita Desai)
Holes (Louis Sachar)
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Drama
Julius Caesar (William Shakespeare)
The Lion and the Jewel (Wole Soyinka)
An Inspector Calls (J.B. Priestly)
Short Story
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Naukar (Anya Sitaram)
Cinderella Girl (Vivien Alcoc)
The Landlady (Roald Dahl)
A Common Story (Kassim Ahmad)
Neighbours (Robert Raymer)
Harrison Bergeren (Kurt Vonnegut Jr. )
Poetry
Theme: Relationships
• Tonight I Can Write (Pablo Neruda)
• Ways of Love (Chung Yee Chong)
• A Prayer for My Daughter (Yeats)
• The Way Things Are (Roger McGough)
• For My Old Amah (Wong Phui Nam)
• How Do I Love Thee? (Elizabeth Barret Browning)
Poetry
Theme: Perceptions of Self
• Birches (Robert Frost)
• I Am (John Clare)
• This Is A Photograph of Me (Margaret Atwood)
• Waiting to Go On (Hugo Williams)
• Daring Tears (Craig Romkema)
• The Traveller (Muhammad hj Salleh)
Poetry
Theme: Conflicts
• Dulce et Decorum Est (Wilfred Owe)
• The Man He Killed (Thomas Hardy)
• Death of A Rainforest (Cecil Rajendra)
• The War Against Trees (Stanley Kunitz)
• A Quarrel Between Day and Night (Omar Mohd
Noor)
• "Crabbed age and youth cannot live together ‘’
(Shakespeare)
EDUCATIONAL EMPHASES
• Thinking skills
• Critical & thinking
ICT Skills
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ICT skills & knowledge
Multimedia rresources
Meaningful connections with
New information & existing knowledge
Preparation for the Real World
• Meet challenges
• Language used in society
• Contributing member to society
Learning how to learn
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Responsibility for own learning
Study skills
Informational skills
Independent life long learners
Knowledge acquisition
• Explore
• & develop knowledge
Values & Citizenship
• Array of values & citizenship
• Incorporated in learning outcomes
• Develop learners
- respect for cultural diversity
- common values
- tolerance
- patritism
Multiple Intelligence
• Adress
• various intelligences
• END OF NOTES