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UNDER the new Standard-Based Curriculum for Secondary Schools (KSSM), literature is not a tested component in the English Language subject, and teachers are free to choose any literary text of their choice to enhance learning.
The literature component was first incorporated into the English Language syllabus in the year 2000 as a measure to stem the decline of the language in the country.
Its aim was to enhance stu- dents' proficiency in the English language through the study of a prescribed set of literary texts.
The choice of texts, be it poems, short stories or novels, had received mixed comments.
The majority of students found the language in the texts beyond their proficiency level.
Their struggles were exacerbat- ed by the fact that the literature component was tested in exams.
Since these texts were studied with the exams in mind, most stu- dents found it difficult to appreci- ate and enjoy them, in spite of their teachers' efforts.
Furthermore, a comment I had received is that the issues and themes addressed in the stories and poems were irrelevant to the students.
Now that literature is not tested
Don: Promote young adult lit
LEARN ENGLISH
in exams and teachers have the freedom to choose the texts, it is vital to promote the use of young adult literature and provide a framework for exploring such liter- ary texts with students.
It is hoped that the teaching and learning of literature in the classroom will promote the read- ing habit among learners and at the same time, enable them to respond positively to literary works and be sensitive to h u m a n and moral values.
It is through reading that teenag- ers not only develop themselves and their world views, but also become the torchbearers of pro- gress in the English language.
Undoubtedly, young adult liter- ature benefits teenagers more if compared to traditional literary works.
In selecting texts for teenagers, curriculum developers and teach-
ers have to consider certain fac- tors such as students' back- grounds, cultures, races, religions, interests, socioeconomic statuses, ages and proficiency levels.
Curriculum developers and teachers have a significant respon- sibility as they plan and select materials for the students.
They have an obligation to pro- vide students with challenging learning experiences, including a range of quality and varied read- ing materials.
In selecting texts which are suit- able for young adults, one should ensure that the texts are interest- ing, challenging, thought-provok- ing, and call for students' responses in term of content and subjectivity.
Texts which meet these criteria will make the process of learning an enjoyable endeavour.
Adolescence and preadoles- cence are difficult stages in the lives of youths. They are no longer children but neither can they be considered as adults.
It is important for teachers to know about young adult litera- ture for it meets the diverse
needs and interests of these young people - physically, emo- tionally and cognitively.
The themes portrayed in young adult literature can create an envi- ronment in which readers can dis- cover connections between them- selves and the texts that they read.
In other words, besides provid- ing students with the reading mate- rials that they need to learn litera- ture, the texts should be able to help them understand the develop- ment that they are going through.
Researchers have suggested that the stories should be set in schools and that parents remain in the background. They should be told from the viewpoint of teenagers who use a contempo- rary language familiar to students of that age group.
The main characters could make an awkward attempt at romance and there should be the presence of large social problems.
Rebellion and mischief should be included while the pace should preferably be quick.
Researchers have also suggest- ed that we should examine con-
flicts and make connections while studying literary texts. This bridg- ing process not only allows the readers to understand the author's perspectives, but also propels the readers towards learning about themselves.
The characters who encounter moral dilemmas function as mir- rors for the teenage readers, as well.
In view of the benefits, the Curriculum Development Centre (CDC) should attempt to place young adult literature on the reading list for teenagers in sec- ondary schools.
Not only should these books be in the syllabus, but they should also be made available for exten- sive reading programmes, be it through the efforts of the Education Department or individ- ual teachers.
It would be better if the texts are written by Malaysian writers about teenagers in Malaysia. With such texts, local students would be able to relate to them even better.
This will also give opportunities to budding local writers to come up with more writings of their own.
PETER FRANCIS Senior lecturer
Universiti Teknologi Mara, Perak
