ISSN: 2226-6348
Open access
Literature is important in learning a language. It is a powerful tool in improving the students' linguistic skills. Literature also essentials in developing students' language skill and overall academic success. Literature components have been incorporated into English language lessons in Malaysia's primary schools for more than a decade ago. Contemporary Children's Literature (CCL) is a literature component provided for primary school students in Malaysia. One of the objectives of incorporating CCL into the English language is to enhance students' language proficiency. This case study was carried out to discover teachers' perceptions of the inclusion of Information Communication Technology (ICT) with CCL materials in a literature lesson, and to investigate students' perceptions of CCL activities employed by the teacher. The results indicate that teachers employed both teacher-centered and student-centered approaches in teaching literature. Moreover, the integration of ICT assists teachers in engaging students in the lesson. The students showed positive feedback on the use of ICT inside the classroom.
Ahmad F., & Aziz J., (2009). Students’ Perception of their Teachers' Teaching of Literature Communicating and Understanding through the Eyes of Education. European Journal of Social Science, 7(3)17-26.
Ahmed Sh., (2015). Attitudes towards English Language Learning among EFL Learners at UMSKAL. Journal of Education and Practice, 6, 1-12. www.iiste.org
Amelia T. T., Johari A., Rozaimi A., & Huzaimah S., (2013). Factors Contributing to Communication Apprehension among Pre-University Students. Academic Journal of Interdisciplinary Studies, 2(8), 356-366.
DOI:https://doi.org/10.5901/ajis.2013.v2n8p665
Bindu, C. N., (2016). Impact of ICT on Teaching and Learning: A Literature Review. International Journal of Management and Commerce Innovations, Vol. 4, Issue 1, pp: (24-31). www.researchpublish.com
Braun, V., & Clarke, V., (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Caulfield, J., (2019). How to do Thematic Analysis: Step-by-Step Guide & Examples. https://www.scribbr.com/methodology/thematic-analysis/
Cloutier, C., & Ravasi, D., (2020). Using Tables to Enhance Trustworthiness in Qualitative Research. DOI: 10.1177/1476127020979329
Creswell, J. W., & Creswell, J. D., (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Fifth Edition). SAGE Publications Ltd.
Daskalovska, N., & Dimova, V., (2012). Why should literature be used in the language classroom? Procedia Social and Behavioral Sciences 46 (2012). Elsevier Ltd. www.sciencedirect.com
Davis, K., Christodoulou, J., Seider, S., Gardner, H., (2011). The Theory of Multiple Intelligences. In R. J. Sternberg & S. B. Kaufman (Eds.), Cambridge Handbook of Intelligence (pp. 485-505). Cambridge, UK; New York: Cambridge University Press.
Emaliana (2017). Teacher-centered or Student-centered Learning Approach to Promote Learning? Jurnal Sosial Humaniora, Volume 10, Ed. 2.
Faiza R. A., & Azlina A. A., (2020). Systematic Review: The Challenges and Approaches in The Teaching of English Literature in Enhancing English Proficiency, Pages 318-336. International Journal of Academic Research in Progressive Education and Development. https://dx.doi.org/10.6007/IJARPED/v9-i1/7136
Garrett, T., (2008). Student-centered and Teacher-centered Classroom Management: A Case Study of Three Elementary Teachers. Journal of Classroom Interaction, Vol. 43.1, pages 34-47.
Gurnam, K. S., Chan, Y. F., Sarjit, K., (2010). Instructional Practices in Teaching Literature: Observations of ESL Classrooms in Malaysia. www.ccsenet.org/elt
Harmer, J., (2002). The Practice of English Language Teaching (Fourth Edition). Pearson-Longman.
Kow, K. Y. C., (2007). Issues in Teaching and Learning of Children’s Literature in Malaysia. English Language Department, University of Malaya Kuala Lumpur. https://doi.org/10.9744/kata.9.2.112-125
Kulik, J., (2003). Effects of Using Instructional Technology in Elementary and Secondary Schools: What Controlled Evaluation Studies Say. SRI International.
Li, D., (2011). How to Teach and Learn English Literature in e-Education Era. International Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 1, No. 3, pages: 241-245.
Mohammed, A. B., (2019). The Advantages of Using Literature in the Language Learning Classes. DOI: 10.31124/advance.10026860
Mohammed, S. A., Hussein, S. A. B., & Sayer, I. M., (2021). Challenges and Opportunities of Teaching Literature in Kurdistan Region of Iraq. Journal of University of Human Development Vol. 7(3): 61-68. DOI: 10.21928/juhd.v7n3y2021.pp61-68
McRae, J. (1991). Literature with a small ‘l’. London: Macmillan
Nikopoulou, K., (2022). What is Convenience Sampling?: Definitions & Examples. https://www.scribbr.com/methodology/convenience-sampling/
Norfadzillah C., Noraini S., Chelster S. J. P., & Wardatul A. D., (2022). The Importance and Factors of Enjoyment in Malaysian ESL Classroom: A Multisite Case Study. International Journal of Education, Psychology and Counseling (IJEPC) Volume 7 Issue 48 (December 2022). DOI: 10-35631/IJEPC.748016
Pallai, P., (2015). Impact of Children Literature on Literacy Development of Primary School Children’s. International Journal of Current Research. Vol 7 (8), 19229-19232.
Parilah M. S., & Josclyn L. E., (2015). ESL Teachers’ Attitude towards Using ICT in Literature Lessons. International Journal of English Language Education, Vol. 3, No. 1. DOI:10.5296/ijele.v3il.7158
Patton, M. Q. & Cochran, M., (2002). A Guide to using Qualitative Research Methodology. Medecins Sans Frontiers. Retrieved from https://www.academia.edu
Pelan Pembangunan Pendidikan Malaysia 2013-2025, (2013). Kementerian Pendidikan Malaysia. https://www.moe.gov.my/
Pusat Perkembangan Kurikulum, (2011). Contemporary Children's Literature Assessment. Kementerian Pendidikan Malaysia. https://www.slideshare.net/Thanam/guidelines-literature-year6.
Radzuwan A. R., Kamariah Y., Shireena B., Zahirah W., (2016). Perspective Evaluation of the Teaching of Literature to Less Proficient Students. Man in India, 96(11): 4689-4706. Serials Publications. https://www.researchgate.net/publication/311741875.
Saracho, N. O., (2021). Theorists and Their Developmental Theories. Early Child Development and Care, 191:17-8. DOI: 10.1080/03004430.2021.1917266
Shearer, B., (2004). Multiple Intelligences Theory after 20 Years. Teachers College, Columbia University. Vol. 106 (1). https://doi.org/10.1111/j.1467-9620.2004.00312.x
Shireena B., (2009). The Implementation of Contemporary Children's Literature Program (CCL) in Malaysia Primary Schools: Feedback from Stakeholders. The International Journal of Learning. DOI:10.18848/1447-9494/CGP/V16I08/46485
Siti Salina M., Ramlee M., Othman L., (2018). Teacher’s Approaches in Teaching Literature: Observations of ESL Classroom. Malaysian Online Journal of Education Science. Vol. 2 (4).
Yin, R. K., (2003). Case Study Research and Applications: Design and Methods (Sixth Edition). COSMOS Corporation. SAGE Publications Ltd
(Jalius & Soekarno, 2023)
Jalius, E. A., & Soekarno, M. (2023). Teaching Approaches and ICT Integration with Contemporary Children Literature. International Journal of Academic Research in Progressive Education and Development, 12(4), 1764-1777.
Copyright: © 2023 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode