Literature Instructions in Secondary Schools: A Case Study 
Norhanim Binti Abdul Samat1, Sarah Nur Ain Binti Khaidzir2
1Norhanim Binti Abdul Samat, Language Academy, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor.
2Sarah Nur Ain Binti Khaidzir, School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor.
Manuscript received on 02 September 2019 | Revised Manuscript received on 12 September 2019 | Manuscript Published on 23 September 2019 | PP: 1226-1229 | Volume-8 Issue-5C, May 2019 | Retrieval Number: E11740585C19/19©BEIESP | DOI: 10.35940/ijeat.E1174.0585C19
Open Access | Editorial and Publishing Policies | Cite | Mendeley | Indexing and Abstracting
© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Literature component has been made clear by the Ministry of Education (2012) in Malaysia Education Blueprint 2013-2025 to promote active learning and enhance learning. However, some studies show that learners might not be interested in literature lessons in schools for many different reasons. Their reactions and responses during the literature lessons show their lack of interest. This research was undertaken to investigate learners’ reactions during literature lessons. This qualitative case study was carried out on two mixed ability classes, consisting of 53 high school learners from two schools in Johor Bahru district and four English teachers. Lessons were observed and videotaped, and the participant-teachers were interviewed and audiotaped to seek responses on their learners’ reactions and responses during lessons. This research provides new insights on how learners perceive literature lessons in schools which promotes language learning.
Keywords: Literature Learning, Reactions, Secondary Learning.
Scope of the Article: Deep Learning