English Literature in Malaysian Secondary Schools Context Has Evolved From Being A Core Part of The English Language Curriculum To A Point of Near

English Literature in Malaysian Secondary Schools context has evolved from being a
core part of the English Language curriculum to a point of near-extinction only to re-emerge
in the twenty-first century in a stronger form. English Literature is aimed at developing
language proficiency and encourage the love for reading in Malaysian education system. In
August 2012, the Minister of Education has announced the re-introduction of English
Literature subject in secondary schools, aiming at improving the education system. This has
invited streams of mixed responses from various parties. Therefore, this study functions as the
platform to provide an insight on the level of readiness among the English teachers, in terms
of their pedagogical skills, proposed activities and attitudes towards Literature.
In this nation, the teaching and learning of English Literature encompasses both the
primary and secondary school education. Several English Literature programmes have been
introduced in the Malaysian primary schools such as The New Zealand Readers Programme,
The World Bank Reading Project, The NILAM Programme and Childrens Contemporary
Literature Programme for English Language in Primary Schools. On the other hand, English
Literature is also part of the secondary schools curriculum. Subramaniam (2003) denoted that
glancing back at the history; literary materials were used for two different purposes during the
early periods of Independence.
English Literature in Malaysian Secondary Schools context has evolved from being a
core part of the English Language curriculum to a point of near-extinction only to re-emerge
in the twenty-first century in a stronger form (Subramaniam, 2007). This is where the
Ministry of Education Malaysia announced a major change that would take place in the
English Language Teaching (ELT). English Literature component would be introduced in the
secondary schools and a single period will be allocated for this component. The Literature
component is classified under language for aesthetic use learning outcome in the English
language curriculum specifications.
The component was first introduced in the year 2000 and it involved the teaching of
four genres like poem, short story, drama and novel. In fact, students are tested on the
component in the national examinations, Lower Secondary Assessment (PMR) and Malaysian
Certificate of Education (SPM). The component is aimed at highlighting the intentions to
enrich the students proficiency level in English language via the study of prescribed texts, as
well as to contribute to the personal development and character building of the students
(Subramaniam, 2003). Concurrent to this, students perceptions of other world views and
cultures can be broadened and widened. Works by local as well as the foreign writers are
taught in the component and the students are learning the second set of the prescribed texts.
The president of National Union of the Teaching Profession (NUTP), Hashim Adnan
held the opinion that a more in-depth study was needed before the plan was to be
implemented (Borneo Post, 24 August 2012). He further claimed that it must be borne in mind
that it is rather difficult to get students interested in Malay Literature, what more English
Literature. Therefore, it is important to look deeper into the matter as the education system
would not in favour to experience the effect of Pengajaran dan Pembelajaran Sains &
Matematik dalam Bahasa Inggeris (PPSMI) or English for Teaching Mathematics and Science
(ETEMS) for the second time. Opposing to the plan, the Royal Professor Ungku Abdul Aziz
Ungku Abdul Hamid in a newspaper interview 3 days after the announcement of the reintroduction plan, commented that the study of literature in the national education system
should not only focus on English Literature as the education system should instead promote
the study of literature in all of the worlds languages (The Malaysian Insider, 24 August
2012). He even added by saying that English culture portrayed in their literature was not like
that in the past and it was possible their language and culture would lose importance in the
world in future.
This plan has been documented in Malaysia Education Blueprint 2013 2025,
whereby English Literature module will be a compulsory subject in secondary schools as a
means to expose the students to English language. This will be done by the increase of 15% to
20% of the exposure to the language. It is proposed that the plan is to be executed in the
second wave of Malaysia Education Blueprint 2013 2025 (2013).
The syllabus in the Literature in English programme is organised in terms of Aims,
Objectives, Learning Outcomes and Educational Emphases. The Aims outline the general
goals of the programme while the Objectives define what students should achieve by the end
of the programme. The Learning Outcomes describe the skills, attitudes and knowledge that
students will acquire through the study of selected texts. The Contents provide further
specifications of Learning Outcomes and constitutes basic guidelines which teachers need to
take note while preparing their lessons. The current developments in education are included in
the Educational Emphases that include Learning How to Learn Skills, Information and
Communications Technology (ICT) Skills, Thinking Skills, Multiple Intelligences and Values
and Citizenship.
The Literature in English programme is based upon the study of some prescribed
works. The selected works convey the values as well as the interests of the students. Apart
from these prescribed texts, teachers can draw upon other literary works to widen the
knowledge and experience of their students.
Literature in the classroom should be
approached through a range of strategies which promote learner involvement in response to a

range of texts. Strategies employed for teaching should be student-centred. Student responses
should be encouraged through activities such as dramatising, the recitation of poems, and the
writing of skits, stories and poems.

English Literature in Malaysian Secondary Schools Context Has Evolved From Being A Core Part of The English Language Curriculum To A Point of Near

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English Literature in Malaysian Secondary Schools Context Has Evolved From Being A Core Part of The English Language Curriculum To A Point of Near

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English Literature in Malaysian Secondary Schools context has evolved from being a

Literature in the classroom should be

approached through a range of strategies which promote learner involvement in response to a

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