Soalan dan Skema Usul Fiqh

ENGLISH LANGUAGE PANEL: ACTION RESEARCH REPORT 1

SMKA MAAHAD HAMIDIAH
JLN SG RAMAL LUAR, 43000 KAJANG, SELANGOR DARUL EHSAN

SEKOLAH KLUSTER KECEMERLANGAN

ACTION RESEARCH REPORT
by

THE ENGLISH LANGUAGE PANEL

RESEARCH TITLE:

THE INTEGRATION OF LEARNER-CENTRED AND READER-RESPONSE
APPROACHES IN THE TEACHING OF MINFONG HO’S ‘SING TO THE DAWN'

VIA VIDEO PRODUCTION

RESEARCHER:

MAHANI ABU TALIB
ENGLISH LANGUAGE EXCELLENT TEACHER

(740219-01-6538)

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ENGLISH LANGUAGE PANEL: ACTION RESEARCH REPORT 2

TABLE OF CONTENT PROCESS / DETAIL
Page
Acknowledgement 3
Abstract 3
1.0 Reflection of Past teaching and learning 3-4
2.0 Review of Past Issues 4
3.0 Aims of the Research
4
3.1 General Aim 5
3.2 Specific Aim 5
4.0 Target Group
5.0 Research Procedure 5
5.1 Problem Statement 5
5.2 Analysis of Problem Statement 5
5.3 Administration of Action
5.4 Implementation of Research 5
5.4.1 Implementation of Activity 1 6
5.4.2 Implementation of Activity 2 6-7
5.5 Research Report 7
6.0 Recommendation for Further Research 7-8
7.0 Bibliography 9 - 10
8.0 Appendix

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ENGLISH LANGUAGE PANEL: ACTION RESEARCH REPORT 3

SECTION PROCESS/DETAILS

ACKNOWLEDGEMENT Madam Rahayu bt Shukor, Head of the Language
Department;

Madam Rahani bt Ali, Head of English Language Panel;

Madam Muna bt Imam Supaat and Madam Nur Arina bt Md
Arif, Form 5 English Language teachers

37 students of 5 Ibnu Sina.

ABSTRACT The integration of learner-centred and reader-response

approaches in the teaching and learning of English
Literature helps in engaging students’ attention in

understanding the texts better. In this particular research,

video production is used in the students presentations of
the novel ‘Sing to the Dawn’.

Each group is given an element to present and 1 group is
chosen to do the drama production. The elements of a
novel are the plot, settings, the characters and
characterisations, themes, moral values. They are also free
to browse the internet for any online resources on the
novel. This method enhances students understanding on
the novel as they are the ones who explore the internet for
the information. The sharing or presentation sessions to
other students make their understanding of the novel
better. Students are more attracted to understand the novel
better as they are given the chance to explore and share
the information gained on their own.

Besides the utilization of ICT in the teaching and learning
of English Literature, students are given the opportunity to
work in groups and teacher acts as the facilitator. Learner-
centred approach is one of the 21st Century English
Language Classroom approaches that really works well in
my literature class. Group work promotes working hand in
hand in ensuring the best production. They learn from one
another and no one in the group is seen to shy away during
discussion. They have their own roles in the group, hence,
work is done within the time given.

1.0 REFLECTION OF PAST This year, I was given the responsibility to teach two
TEACHING AND classes of Form 5 and they are of different levels of English
LEARNING competency, namely the advanced, average, and weak.
This particular challenge was given to the best class, 5 Ibnu
Sina. Since the students have good command of the

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2.0 REVIEW OF PAST ENGLISH LANGUAGE PANEL: ACTION RESEARCH REPORT 4
ISSUES
English Language, they were challenged to produce video
3.0 AIMS OF THE productions on the elements of the novel; the plot, settings
RESEARCH of time, place and culture, characters and
characterizations, themes, moral values and the drama
production.

Considering the fact that these students are of the
advanced group, they took the challenge positively. They
were also challenged to use good command of English in
the video, write their own script based on the novel, acting
it out, carry out recording and shooting in the school
compound, and video editing in a limited time period of only
two weeks. This so called mega literature project is to
challenge the students as to inject the feeling of fun and
enjoyment in the learning of literature, the novel per say.
The novel, ‘Sing to the Dawn’, is chosen instead of ‘Dear
Mr. Kilmer’, as it has local setting and students are able to
relate to it and they have more freedom to interpret the
novel in their own words and opinions.

5 Ibnu Sina students were unable to obtain a full mark of
15 (content mark is 10 and language mark is 5) in personal
response as some did not fully understand the novel
through reading alone. At the same time, students did not
appreciate literature as much through teacher-centred
approach as this is a passive approach. They yearned for
an approach which allows them to work together in a group
as there is a room for discussion. Hence, the best result
could be obtained.

3.1 GENERAL AIM

The aims of this literature lesson are to grab the students’
interest and attention in learning the novel and to provide
more opportunities to experience the pleasures in learning
literature. These advanced students might lose interest if
the teaching of literature is done in a more traditional way
like the ‘chalk and talk method’ or the old school way, the
teacher-centred method. Rosenblatt mentioned in her
criticism of the traditional method of reading in which the
student is a passive recipient of the ideas he finds in the
text. As the teacher in charge, I felt responsible to think of
new ideas to challenge them so as to ensure they would
not be bored with my lessons. Due to that, the learner-
centred approach is used as they were the ones who
generated the meaning of the novel.

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3.2 SPECIFIC AIM

In this project, I anticipated the students to express their
own opinions and ideas, as they were free to interpret the
novel according to their own understanding, as in providing
them a more important role.

4.0 TARGET GROUP My subjects for this Action Research are 37 students from
5 Ibnu Sina and they are actually the crème’ de la crème’
of the batch who possess a high level of English
Competency in all skills, namely Listening, Speaking,
Reading and Writing.

5.0 RESEARCH PROCEDURE

5.1 Problem Statement Before starting the video productions project with 5 Ibnu
Sina, I had asked them on how they wanted the lesson to
go about. I gave them few options as I thought of giving
them the freedom to select their own learning style in
dealing with ‘Sing to the Dawn’.

5.2 Analysis of the Problem Three options were given to the students; presenting the
Statement elements using the PowerPoint Slides, presenting the
elements using the Poster Sheets, and the most
challenging option was presenting the elements via video
productions in which they were needed to act out the roles
of the characters, prepare their own script, do recording
and shooting, and edit the video.

5.3 Administration of action The students chose the video productions. Hence, they
were to brainstorm on the planning of the presentations
and how to execute their planning.

5.4 Implementation of 5.4.1 Implementation of Activity 1
Research Introduction of the novel and its elements

First and foremost, the class of 37 was divided into 6
groups with 6 team leaders or ‘Young Teachers of English’.
Each group was assigned a different task and they were
given the opportunity of choosing the element. The given
tasks were the plot, the setting of time, place and culture,
characters and characterization, themes, moral values and
drama. There was a time limit given to the production of the
videos and it was only 2 weeks. They were given the
freedom to interpret the elements given according to their
opinions based on the group’s decision. There were
altogether 10 teaching periods used in this literature

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5.5 Research Report ENGLISH LANGUAGE PANEL: ACTION RESEARCH REPORT 6

ACTION RESEARCH REPORT project. Yes, undeniably the allocation of time was
insufficient but they made it a point to come to school to
complete their task.

5.4.2 Implementation of Activity 2

Disseminating Tasks / Ideas – Group work

The first 2 periods were used to explain the task assigned
clearly, to divide the students into 6 groups with their Young
Teacher, to brainstorm on the planning of how to go about
the production of the video, to get information from the
internet, the reference books and the novel itself, and also
to divide the workload among themselves. 6 solid periods
were utilized to the fullest in the production of the video as
assigned earlier. During this process, I put on my hat as a
facilitator to them and tried to facilitate them so as not to go
astray. The last 2 periods were meant for presentations by
all 6 groups and they presented their video productions on
the same day in the own classroom.

The group which had to deal with the drama production
happened to be the all-boys group. Some had to play the
role as Dawan, Mother, Grandmother, Noy, and Bao. They
put on female costumes and really acted like the
characters. They even prepared their own script and put
voice over to the video. The rest of the other groups took
all the effort to search for information on the task assigned
to them and they really worked on it well. They insisted to
also have a short video production based on their task
since they were enthusiastic enough to see the drama
group producing their video production. As their English
Language teacher, I felt euphoric and blessed to be given
a great opportunity to teach 5 Ibnu Sina this year as they
were really brilliant and more than creative to have the
ability in producing such awesome video productions.

5.5.1. Reflection of the research on the students

The students worked wonders in groups rather than
individually or pairs. This is based on Rosenblatt who is
also against the idea of the traditional method of reading in
which the student is a passive recipient. Frankly speaking,
I am not in favour of a quiet and boring literature lessons. I
am also not the chalk and talk teacher. Learner-centred
approach works wonders with my 5 Ibnu Sina.

Apart from that, the students were given the freedom to
voice out their personal opinions on the literary texts.

MAHANI ABU TALIB

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6.0 Recommendation for According to Rosenblatt, in the traditional teaching
Further Research literature method, it is common that literary texts are always
interpreted by the teachers who assume that the text has
solid correct interpretations. As I love to go out of the
norms, I gave my students the freedom for interpretations
on every element assigned to them. As a result, the
outcome of the video productions was amazing!

5.5.2. Reflection of the research on the teacher

There are quite a number of new insights I gained during
the whole process of carrying the literature project and
producing the videos. I learnt that students of high
proficiency level of English Language are easily bored
when given the same boring worksheet though challenging
as they wanted something to work on or projects to
experience the enjoyment in the teaching of literature.
Having said that, the literature project became my
brainchild as I was the first English Language teacher to
have carried out such plan. Though taxing, I myself found
the video productions something which have gone beyond
any teacher’s imagination.

5.5.3. Overall reflection of the research in the teaching
and learning process

The literature project was a huge success for the students
of 5 Ibnu Sina and not forgetting myself as the teacher in
charge throughout the whole process of video productions.
In the near future, I would definitely put the strategies into
practice again especially in the teaching of literature in ESL
classrooms regardless of their levels. Some of the theories
I referred to in making the project a success are, reader-
response approach, reader’s cultural background, and the
teacher’s and students’ roles.

I am confident that any English Language teacher has the
capability in carrying out such task to elevate the teaching
and learning of literature as to make it extra ordinary. The
aim would none other than gauging students’ interest in
understanding the literary texts, particularly the novel. The
same approaches can also be applied to the teaching of
any literary texts in the literature component. Thus, further
research should be implemented to improvise the teaching
and learning of literature in the 21st Century English
Language Classroom.

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Bibliography ENGLISH LANGUAGE PANEL: ACTION RESEARCH REPORT 8

Connell, J. (2000). “Aesthetic Experiences in the School
Curriculum: Assessing the Value of Rosenblatt’s
Transactional Theory.” Journal of Aesthetic Education 34
(1): 28–35.

Khatib, S. (2011). Applying the reader-response approach
in teaching English short stories to EFL students. Journal
of Language Teaching and Research, 2(1), 151-159.

Rosenblatt, L. (1991). “Literary Theory.” In J. Flood et al.
(eds.) Handbook of Research on Teaching the English
Language Arts, 57–62. Mahwah, NJ: Lawrence Erlbaum
Associates.

Rosenblatt, L. (2005). Making Meaning with Texts:
Selected Essays. Portsmouth, NH: Heinemann Press.

T. S. Eliot – “T. S. Eliot World Literature Analysis"
Masterpieces of World Literature, Critical Edition.

Wolfgang Iser. (1972). The Reading Process: A
Phenomenological Approach. New Literary History,
Volume 3, No. 2, 279- 299.

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8.0 APPENDIX
8.1 APPENDIX 1

5 INBU SINA PERSONAL RESPONSE RESULTS
(CONTENT 10 MARKS + LANGUAGE 5 MARKS = TOTAL 15 MARKS)

No. NAME TEST 1 TOTAL TEST 2 TOTAL
CL CL
1 ABBAD BIN LUQMAN 74 11 95 14
2 ABDUL RAHMAN BIN ZAHARI 74 11 95 14
3 AISHA FARISHA BINTI SAMSUDIN 63 9 84 12
4 AMIRUL IMRAN BIN MASRUR 53 8 74 11
5 AMNEE YUSOH 53 8 74 11
6 AQIF IZDIHAR BIN AZIZ 84 12 10 5 15
7 ARIFF IKMAL B. MUHAJIR 63 9 84 12
8 ASMA' BINTI ABD MUTHALIB 63 9 84 12
9 ATHIRAH HANNANI BINTI KHUMAIDI 63 9 84 12
10 AZLINI HANNI BINTI KAMARULZAMAN 63 9 84 12
11 INTAN NURQAISARAH BINTI SAHARUDIN 74 11 95 14
12 IRFAN AZHAN BIN MOHD AZIDAN 84 12 10 5 15
13 IZZATUL NADHIRAH BINTI IDROS 74 11 95 14
14 MAISARAH BT IBRAHIM 74 11 95 14
15 MAISARAH SYAZWANIE BINTI MARHADINATA 84 12 10 5 15
16 MARYAM BINTI ZULKARNAIN 84 12 10 5 15
17 MUHAMMAD AMEERUL BIN ABDUL HADI 63 9 84 12
18 MUHAMMAD HAZIQ BIN HASSIM 63 9 84 12
19 MUHAMMAD IMRAN B ABD LATIF 63 9 84 12
20 MUHAMMAD UMAR B ABDUL KHALIK 84 12 10 5 15
21 NUR AFIFAH BT MUSTAFA YUSOF 74 11 95 14
22 NUR ALIS AMALIN BINTI MOHAMMAD 63 9 84 12
23 NUR ALYA NABILAH BINTI JAMAL 63 9 84 12
24 NUR ATIKAH BINTI MOHD NOOR FAISAL 74 11 95 14
25 NUR HAZIQAH BINTI MOHD RAZIP 74 11 95 14
26 NURAIN BATRISYIA BINTI EDIAMIN 63 9 84 12
27 NURAIN NADZIRA BINTI MOHD YUNUS 63 9 84 12
28 NURIN NAZIFA BT REZA SHAHREZ 63 9 84 12
29 NURIN ZULAIKHA BINTI ROSLI 63 9 84 12
30 NURUL HANI BINTI MUHAMMAD AKMAL 63 9 84 12
31 NURUL HUDA BINTI MOHD MASHUDI 53 8 74 11
32 NURUL IZZAH BINTI MOHD KAMIL 63 9 84 12
33 RABIATUL HUSNA BT JAMALUDDIN 63 9 84 12
34 RAHIL SAJIDAH BINTI MOHD KHAIROL NIZAM 63 9 84 12
35 SAIFUL AZRIN BIN ABDULLAH 53 8 74 11
36 SITI NAZATUL NAJIHA BT JAMAL KHAIL 74 11 95 14
37 YASMEEN SIDI 53 8 74 11

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8.2 APPENDIX 2

THE BAR GRAPH SHOWING THE COMPARISON OF MARKS BETWEEN
TEST 1 AND TEST 2

COMPARISON OF MARKS BETWEEN TEST 1 AND TEST 2

20

18

16

14

NUMBER OF STUDENTS 12

10

8

6

4

2

0 9 8
15 14 13 12 11 10

MARKS

TEST 1 TEST 2

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