LITERATURE IN ELT

FINAL EXAMINATION

Name : Hanifah Andriani

NIM : 7777180005

Class : 1A

MAGISTER OF ENGLISH EDUCATION

UNIVERSITY OF SULTAN AGENG TIRTAYASA

2018
 THE APPLICATION OF ICT IN LITERATURE CLASS

CHAPTER I
INTRODUCTION

1.1 Research Background

Information and communications technology (ICT) is an important part of most

organizations these days (Zhang & Aikman, 2007). Computers began to be used in

schools in the early 1980s, and several scholars suggest that ICT will be an important

part of education for the next generation (Bransford, Brown, & Cocking, 2000; Grimus,

2000; Yelland, 2001). Up‐to‐date technology offers many methods of enhancing

classroom teaching and learning (Ghavifekr et al., 2014; Lefebvre, Deaudelin &

Loiselle, 2006). Dawes (2001) stated that new technologies have the potential to upkeep

education across the curriculum and deliver opportunities for efficient student‐teacher

communication in ways not possible before. ICT in education has the potential to

transform teaching. However, this potential may not easily be realized, as Dawes (2001)

underlined when he stated, “problems arise when teachers are expected to implement

changes in what may well be adverse circumstances” (p. 61).

Due to ICT’s importance in society as well as in the future of education,

identifying the possible challenges to integrating these technologies in schools would be

an important step in improving the quality of teaching and learning. Balanskat, Blamire,

and Kefala (2006) argue that although teachers appear to acknowledge the value of ICT

in schools, they continue encountering obstacles during the processes of adopting these

technologies into their teaching and learning.

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 The use of literary texts in a language learning classroom can be a source of

valuable authentic material, cultural enrichment, language enrichment and to develop

personal involvement (Collie & Slater, 1987). Furthermore, literature can be motivating

material and help learners to develop their interpretative abilities (Lazar, 1993). Recent

studies have demonstrated how the use of technology in the teaching of literature such

as the use of e-mail (Meskill & Ranglova, 2000; Jackstadt & Müller-Hartmann, 2001),

multimedia (Yeh, 2005), and the internet (King, 2000; Schaumann, 2001) contribute to

learning the target language. While most of these studies demonstrate exemplary uses of

technology, there has been limited research focusing on teachers’ pedagogical

approaches in teaching literature in the language learning classroom. Paran (2006) calls

for more research investigating the approaches taken in teaching literature with specific

types of language learners and in specific countries.

1.2 Research Questions

This current research aims mainly at the investigation of the status of technology

integration in teaching the literature component. The study examines the teachers’ and

the students’ use of technology. To attain this aim, the following questions were

answered by the research:

1. What are the techniques used by teachers in teaching literature?

2. What is the impact of technology integration on teaching literature?

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1.3 Research Objective

Many studies have been conducted to investigate the challenges to technology

integration in education (Al‐Alwani, 2005; Ghavifekr , Afshari & Amla , 2012; Gomes,

2005; Osborne & Hennessy, 2003; Özden, 2007). This study provides teachers’

perception and perceived barriers to the use of technology tools in classroom’s teaching

and learning process. Therefore, the main objectives of this study are as follow:

1. To determine the appropriate technique by using ICT tools in teaching and learning

in the classroom among school teachers.

2. To identify that to what extent do teachers use ICT tools in teaching and learning in

the classroom.

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 CHAPTER II

THEORETICAL FRAMEWORK

2.1 Information and Communication Technology (ICT)

Information and Communication Technologies is a popularly known by its

acronyms ICT which is a combination of three powerful words- Information,

Communication and Technology. ICT (Information and Communication Technology)

is crucial to supplement the traditional mode of education. Here, the word

„supplement‟ is important because technology cannot replace teachers as such but can

surely supplement or add to their traditional mode of teaching. In the present age of

technology and information boom, sometimes, the traditional mode of teaching

different subjects including English literature seems monotonous. In many schools,

colleges and universities of India, English literature is taught in the traditional mode

where teachers keep on speaking for about an hour or so and students keep on hearing

and jotting down the notes. Soon, both, teachers and students get tired of this

monotonous routine of teaching and learning English literature in the same way every

day.

Thus, ICT is an umbrella term which includes diverse set of technological tools

and resources used to communicate, create, disseminate, store, and manage

information. It includes a gamut of technologies viz. applications and devices that are

used for facilitating communication such as cellular phones, radio, video, television,

computers, and satellite systems among others. It is often spoken of in a particular

context, such as ICT in education, ICT in Health care, or ICT in libraries.

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 So, ICT is a very significant tool for providing variety to teaching of English

literature by eliminating the element of boredom from it and infusing in it freshness

every day and every moment. It may revolutionize the way the subject- English

literature is considered to be taught. The role of teacher is undoubtedly of immense

importance in the teaching of English literature but ICT may also make it lively by

making students interested as well as engaged in what is being taught. So, let‟s

understand this innovative approach of teaching English literature with ICT in the

following paragraphs:

2.2 Advantages of Using ICT in Literature Class

- ICT enhancing teaching and learning process

The field of education has been affected by ICTs, which have undoubtedly

affected teaching, learning and research (Yusuf, 2005) .ICTs have the potential to

accelerate, enrich, and deepen skills, to motivate and engage students, to help relate

school experience to work practices, create economic viability for tomorrow's

workers, as well as strengthening teaching and helping schools change (Davis and

Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005). In a rapidly

changing world, basic education is essential for an individual be able to access and

apply information. Such ability must find include ICTs in the global village.

The use of ICT in educational settings, by itself acts as a catalyst for change in

this domain. ICTs by their very nature are tools that encourage and support

independent learning. Students using ICTs for learning purposes become immersed in

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 the process of learning and as more and more students use computers as information

sources and cognitive tools (Reeves & Jonassen, 1996), the influence of the

technology on supporting how students learn will continue to increase. In the past, the

conventional process of teaching has revolved around teachers planning and leading

students through a series of instructional sequences to achieve a desired learning

outcome.

Learning approaches using contemporary ICTs provide many opportunities for

constructivist learning through their provision and support for resource-based, student

centered settings and by enabling learning to be related to context and to practice

(Berge, 1998; Barron, 1998). As mentioned previously, any use of ICT in learning

settings can act to support various aspects of knowledge construction and as more and

more students employ ICTs in their learning processes, the more pronounced the

impact of this will become. Teachers generate meaningful and engaging learning

experiences for their students, strategically using ICT to enhance learning. Students

enjoy learning, and the independent enquiry which innovative and appropriate use of

ICT can foster. They begin to acquire the important 21st century skills which they

will need in their future lives.

- ICT enhancing the quality and accessibility of education

ICT increases the flexibility of delivery of education so that learners can access

knowledge anytime and from anywhere. It can influence the way students are taught

and how they learn as now the processes are learner driven and not by teachers. This

in turn would better prepare the learners for lifelong learning as well as to improve

the quality of learning. In concert with geographical flexibility, technology-facilitated

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 educational programs also remove many of the temporal constraints that face learners

with special needs (Moore & Kearsley, 1996). Students are starting to appreciate the

capability to undertake education anywhere, anytime and anyplace.

- ICT enhancing learning Environment

ICT presents an entirely new learning environment for students, thus requiring a

different skill set to be successful. Critical thinking, research, and evaluation skills are

growing in importance as students have increasing volumes of information from a

variety of sources to sort through (New Media Consortium, 2007).ICT is changing

processes of teaching and learning by adding elements of vitality to learning

environments including virtual environments for the purpose. ICT is a potentially

powerful tool for offering educational opportunities. It is difficult and maybe even

impossible to imagine future learning environments that are not supported, in one

way or another, by Information and Communication Technologies (ICT).

Learning environments need to reflect the potential uses of knowledge that pupils

are expected to master, in order to prevent the acquired knowledge from becoming

inert (Bransford, Sherwood, Hasselbring, Kinzer, & Williams, 1990; Duffy & Knuth,

1990). In addition, teachers should stimulate pupils to engage in active knowledge

construction. This calls for open-ended learning environments instead of learning

environments which focus on a mere transmission of facts (Collins, 1996; Hannafin,

Hall, Land, & Hill, 1994; Jonassen, Peck, & Wilson, 1999). ICT may contribute to

creating powerful learning environments in numerous ways.

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 ICT provides opportunities to access an abundance of information using multiple

information resources and viewing information from multiple perspectives, thus

fostering the authenticity of learning environments. ICT may also make complex

processes easier to understand through simulations that, again, contribute to authentic

learning environments. Thus, ICT may function as a facilitator of active learning and

higher-order thinking (Alexander, 1999; Jonassen, 1999). The ICT environment has

been developed by using different software and also the extended experience in

developing web based and multimedia materials. ICTs have an important role to play

in changing and modernizing educational systems and ways of learning.

- ICT enhancing learning motivation

ICTs can enhance the quality of education in several ways, by increasing learner

motivation and engagement, by facilitating the acquisition of basic skills, and by

enhancing teacher training. ICTs are also transformational tools which, when used

appropriately, can promote the shift to a learner centered environment. ICTs,

especially computers and Internet technologies, enable new ways of teaching and

learning rather than simply allow teachers and students to do what they have done

before in a better way. ICT has an impact not only on what students should learn, but

it also plays a major role on how the students should learn. Along with a shift of

curricula from “content-centered” to “competence-based”, the mode of curricula

delivery has now shifted from “teacher centered” forms of delivery to “student-

centered” forms of delivery. ICT provides-Motivation to Learn. ICTs such as videos,

television and multimedia computer software that combine text, sound, and colourful

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 moving images can be used to provide challenging and authentic content that will

engage the student in the learning process. Interactive radio likewise makes use of

sound effects, songs, dramatizations, comic skits, and other performance conventions

to compel the students to listen and become more involved in the lessons being

delivered. Some of the parents of the respondents opined that their children were

feeling more motivated than before in such type of teaching in the classroom rather

than the stereotype 45 minutes lecture. They were of the view that this type of

learning process is much more effective than the monotonous monologue classroom

situation where the teacher just lectures from a raised platform and the students just

listen to the teacher.

2.3 English Literature

English literature is hundreds of years old and continues to be one of the most

popular courses of study in schools, colleges and universities not only in England but also

in the whole world. It is the study of literature written in the English language. In it, the

writers do not necessarily have to be from England but can be from all over the world. It

not only represents writers from different parts of the world and time periods but also

covers every major genre and style of writing. There are five genres of English literature

commonly taught in the classroom- poetry, drama, prose, non-fiction and media.

2.4 Teaching of English Literature with ICT: An Innovative Approach

English literature, like literature of many other languages, has a vast variety of

elements of music, emotions, actions and dialogues. Sadly, these elements are generally

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ignored by teachers during teaching of English literature as these elements are not

optimally presented in the way they should be, either because of the dearth of expertise in

teachers or because of the lack of resources. This issue can be addressed and resolved

well by integrating ICT optimally in the teaching of English literature. So, let‟s try to

understand that how these elements can be incorporated into the flat and dreary teaching

of English literature in the classroom, covering different genres of English literature

mainly poetry, prose and drama, by judicially utilizing the innovative approach of ICT to

enable the teaching process of English literature more interesting, more energetic and

more lively and that too with less efforts on the parts of teachers to teach the literature of

a foreign language in the countries like India:

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 CHAPTER III

DISCUSSION

3.1 Poetry

Poetry is usually written down as a text which has some sort of meter or rhythm

as it focuses on the way the syllables, words and phrases sound when put together. It is

often considered the oldest form of literature. Before writing was invented, oral stories

were commonly put into some sort of poetic form to make them easier to remember

and recite. In Vedic period also, Vedic education was imparted through the medium of

recitation of „Shalokas‟. Today, because of the invention of various scripts, poetry is

written down in some or the other script. But unfortunately, it is taught just by reading

it and not by reciting it. So, now-a-days, teaching of poetry in a pleasant way has

become a hard nut to crack for the 21st century teachers because of forgetting the old

but gold tradition of teaching poetry by recitation which puts proper emphasis on the

significance of different frequencies of sound through which the mind understands

poetry naturally, promptly, smoothly, permanently and, thus, more pleasantly. The

tradition of reciting poetry can be revived by using ICT. Poetry can be taught in the

classroom as a recitation art with the help of ICT in the following ways:

- VCD (Video Compact Disk) related to the poem to be taught may be played for

creating the diorama to capture the images and the sounds of the poem.

- CD (Compact Disk) of instrumental music related to the poem to be taught may be

played for producing background music to feel the melody of the poem.

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- CD of standard recitation by native speaker of English language of the poem to be

taught may be used for teaching students the correct way of recitation of the poem.

- Tape Recorder may be used for recording students‟ way of reciting the poem to be

taught to enable them to listen to it later on to improve their ability of reciting the

poem.

3.2 Drama

Any text meant to be performed rather than read can be considered drama (unless

it‟s a poem meant to be performed). In layman‟s terms, a drama is usually called a

play. Drama is the one given the least time in most classrooms. Often when drama is

taught sitting on a chair, it is only read the same way one reads a novel. Since drama is

meant to be acted out in front of an audience, it‟s hard to fully appreciate it by looking

only at pages of text. Students respond best to drama when they are exposed to film or

theatre versions and are encouraged to act out scenes passionately in classes. Drama

can be taught in the classroom itself as a performing art with the help of ICT in the

following ways:

- Film of the drama to be taught may be used for showing to students to teach them

the art of performing a drama.

- Audio of instrumental music related to the drama to be taught may be used for

playing background music to create different moods of the drama.

- PPT (Power Point Presentation) of natural scenes related to the drama to be taught

may be used for preparing background scenery to present different seasons of the

drama.

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 - Mike and Speaker may be used for creating echo in the sound to increase the

intensity of the dialogues of the drama spoken by teachers during teaching.

3.3 Prose

Prose can be defined as any kind of written text that is not poetry (which means

that drama is technically a type of prose). The most typical varieties of prose are

novels and short stories, novellas, biographies, autobiography while other types

include letters, diaries, journals, and non-fiction. Prose is written in complete

sentences and organized in paragraphs. Instead of focusing on sound, which is what

poetry does, prose tends to focus on plot and characters. Prose is the type of literature

read most often in English classrooms. Prose can be taught in the classroom as a

reading art with the help of ICT in the following ways:

- Documentary of the novel to be taught may be used for showing it to students to

make them understand it in a better way.

- Videos of various stages related to the short story to be taught may be used for

presenting its different stages to narrate it.

- A Digital Board having moving-text may be used for reading comfortably the long

text of prose in large font size to avoid stress on eyes occurring due to the small font

size of the printed text.

- E-newspapers/e-magazines/e-journals may be downloaded for providing them to

students to inculcate in them the habit of reading varieties of prose published in them

without carrying heavy printed text books.

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- Blogs of various eminent authors of English language may be used for teaching

students the latest articles to make them aware of the contemporary trends in prose

writing.

3.4 Some Practical Examples of Teaching of English Literature with ICT in Real

Classroom Setting

To find out the effectiveness of teaching of English literature with ICT, the

researcher incorporated some of the tools of ICT during teaching of English

literature in a real classroom setting and found that the tools of ICT used were very

helpful in teaching English literature effectively.

a. The researcher taught a drama with the help of the following Audio-Video:

(Source- https://www.youtube.com/watch?v=Tb2bahg2faU)

b. The researcher taught a story with the help of the following Power Point

Presentation:

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(Source- http://www.slideshare.net/kalpitvision/new-rabbit-tortoise-story-14566518)

c. The researcher taught a poem with the help of the following Video:

(Source-

https://www.youtube.com/watch?v=vfrlYx0-B7E )

3.5 TPCK Approach

The TPCK approach was first established by Mishra and Koehler (2006) as an

attempt to develop the understanding of teaching with educational technologies. As

many approaches to technology integration in teaching appear to be techno-centric,

omitting consideration of the interdependency between content, pedagogy and

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technology, the scholars have recommended using the TPCK framework. As cited by

Harris, Mishra and Koehler (2009), studies of teachers’ application of technology

show that technology is not always well integrated across curricula as it is considered

to be pedagogically unsophisticated and limited in strength, variety and depth (Cuban,

2001; Earle, 2002; McCrory-Wallace, 2004; Zhao, Pugh, Sheldon & Byers, 2002).

They assume that approaches like the software-focused initiatives, demonstrations of

sample resources and lessons and projects concentrate on the educational technology

being used rather than the students’ learning needs and give little credit to two key

domains which are content and pedagogy. According to the same scholars, the

application of educational technology must comprehend more than the tools used in

teaching to involve content and pedagogy (Harris, Mishra, & Koehler, 2009, p. 3).

Figure 1 presents this approach.

Figure 1. The TPCK approach

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 “The TPCK framework describes how teachers’ understandings of technology, pedagogy,

and content, can interact with one another to produce effective discipline-based teaching

with educational technologies” (Harris, Mishra, & Koehler, 2009, p. 4). They introduce

the TPCK framework as three interdependent components of teachers’ knowledge. TPCK

then consists of multiple interactions among content, pedagogy and technology.

3.6 The Project Based Learning Approach

Many scholars have considered this approach to be a productive medium for

technology integration and efficacy in teaching as well as learning. PBL as defined by

many scholars (e.g., Grant, 2002; Jones, Rasmussan & Moffit, 1997; Stoller, 1997;

Thomas, 2000; Thomas, Mergendoller, & Michaelson, 1991) is an instructional model

that implies the following:

- An in-depth investigation of the topic under study.

- Stimulating higher level thinking skills by involving the students in performing

projects using what they have learnt and creating their own meaningful products.

- Using authentic content and assessment.

- Involving the students in design, problem solving and decision making by exposing

them to challenging authentic problems or questions.

- Learner-centered, as the teacher’s role is facilitation and not direction.

- Developing learners’ autonomy and motivation.

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3.7 Methodology

The respondents of this study were students in senior high school and some of

Englisgh teacher in a school. A mixed methodology including quantitative as well as

qualitative approaches was used to answer the questions of the study. Accordingly, the

study used two sets of questionnaires (one for teachers and one for students) as

primary instruments, piloted for validation purposes, and a secondary instrument that

included classroom observations and structured interviews with the head of the

department and the literature teachers. In addition, a classroom observation rubric and

lesson plan template used in the case study implementing technology in the classroom

were also used as secondary instruments.

The teachers’ and students’ questionnaires examined their uses and attitudes

towards technology integration in teaching and learning literature. The questionnaires

examined the status of their technology use rating their familiarity with some

technological tools and identifying their attitudes towards using technology in

different situation. An open-ended question about their own views regarding using

technology was provided for more generalized results. It is important to point out that

the question about teachers’ implementation of technology adopted the same scale

used by Bebell, Russell and O’Dwyer (2004, in Schrum, 2010).

The interviews and the classroom observation rubric were used to examine the

overall situation of technology integration in the department of English and the

techniques used by the literature teachers in teaching literature in the classroom. The

interview with the literature teachers was structured to examine their use of technology

and the challenges facing them in the teaching process.

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 The case study was used to investigate the impact of technology integration in

teaching literature. The first part of the Literary Prose Course was taught to 30

students in the third year using TPCK and PBL approaches in teaching the literature

content. The study took place in the Helen Keller Self Access Center (HKSAC) as it

was a suitable environment for integrating technology. The HKSAC is equipped with

all the technological tools that can help teaching. It contains more than 35 computers,

loudspeakers, good Internet connectivity, a big screen, projectors and microphones.

The lesson plan used to implement technology in the classes was adopted from the E-

Teacher web-skills course and the PALSS course completed with the University of

Oregon (University of Oregon American English Institute, 2014). The technology

tools used in the classroom included a classroom website, reflective blogs, PowerPoint

presentations, online discussion group and some audiovisual materials.

3.8 Discussion

Aiming to investigate the impact of using technology in the teaching of literature,

the study had to investigate the teaching techniques and strategies used in teaching

literature. The results have shown that teachers of literature use traditional approaches

in teaching. The main aims for teaching literature courses in the English syllabus

included only linguistic and cultural aims neglecting the poetic, aesthetic and personal

enrichment goals of teaching literature. It should be noted that the teachers should be

aware that traditional approaches are no longer effective in a 21 st century learning

process. In the interview with the literature teachers, it was obvious that they do not

give much credit to the students’ needs and interests – which are rather technology-

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oriented – for achieving more engagement. However, the students have reported that

selecting the works to be studied according to their interest and giving them the chance

to reflect on their ideas will make them more motivated to learn about the subject

matter. This is to stress the need to use more student-centered approaches to teaching

literature. In this regard, the case study assured that technology was the suitable

environment for attaining students’ autonomy as they could reflect on what they have

learnt using blogs, discuss and share their own thoughts and ideas about the literary

works they were studying through using online discussion group and enjoy and engage

in the lectures which used audio-visual materials as well as interactive PowerPoints

and tasks.

Relating the students’ results to those reported by the literature teachers, it is

obvious that there is a distance between the teachers’ skills and the students’ needs and

interests. The students showed higher uses of technology than the teachers, which

justifies the formers’ call for applying technology-integrated teaching strategies when

teaching the literature component. Although teachers try to cope with the situation,

even when they use technology in their classrooms they apply their traditional

techniques, not being consistent with student learning outcomes. This is proved

through the results showing the high use of technology by teachers for instruction

while it is never used to address the students’ use inside the classroom and their

products. Nevertheless, most of the students reported that they need the teacher’s help

while using technology. Therefore, the call for teachers’ professional and self-

development regarding educational technologies is highly recommended.

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 CHAPTER IV

CONCLUSION

No doubt, teaching is an art but it can be definitely effectively improved with the help of

science i.e. ICT. A lot of efforts have been put to harness the utilities of ICT in the field of

education in general but very few in the teaching of English literature particularly. English

literature can be taught with a great ease and joy with the help of ICT to suit students‟ needs and

interests. Therefore, more research is required to support pedagogical use of ICT for improving

teaching of English literature. So, let’s promote teaching of English literature with ICT for

understanding it more effectively, more interestingly and, ultimately, more successfully.

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