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Jalan Stadium, Petra Jaya

93050 Kuching Sarawak

Malaysia

Phone: 082 313 900

Fax: 082 313 970

email: info@tps.edu.my

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Tunku Putra Weekly News 1 6 J U N E , 2 0 1 7

Any Newsletter comments or contributions, please contact Ms Sindy

(sindyt@tps.edu.my)

Mr. Eric, Head of National Primary

17 Jun ● Replacement School Day (7:40am~12:00noon)

13 - 22 ● Student Photo Sessions Jun

19 - 21 ● NP & IP PTI Jun

22 Jun ● NS - Semester 1 Reports to Parents

22 Jun ● NS - SPM - Oral - Bahasa Melayu

23 - 30 ● Hari Raya Aidifitri ( Holiday) Jun

3 Jul ● Swimming Resumes

6 Jul ● NS - SPM - Oral - English

6-8 Jul ● Prefect Leadership Training

7 Jul ● IP - World Children’s Day ● Primary & Secondary House Event

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Learning English Through Literature [An article to share…..]

The Children’s Contemporary Literature Programme implemented by the Curriculum

Development Centre of Malaysia in the year 2004 contributed immensely to the use of

literary genres in Malaysian primary schools. This programme based on prescribed

literary texts was introduced at the upper primary level as a non-tested component.

The rational was that the Literature Component, incorporated in English studies as an

intensive reading lesson, would enhance students’ proficiency in the language. Through

the reading of a prescribed text, the literature programme would enhance students’

understanding of the aesthetic aspects of the language content and at the same time,

create an enjoyable learning environment in English as a Second Language (ESL) class.

According to the Curriculum Development Centre of Malaysia by reading literary texts,

students could acquire vocabulary and domain knowledge, and build a background of

verbal and factual information that could help them to approach more complex materials

related to the same subject. Apart from this, literature too might give students the

opportunity to relate their personal experiences to the content of the subject matter.

Hence literary components encourage authentic linguistic communication, and the literary

components will also help connect students with the content on an emotional level.

These tie in with the learning objectives outlined by the Curriculum Development Centre

for the literature component which are as follows:

To instil and inculcate the reading habit among students;

To enrich students’ vocabulary and language content;

To enhance thinking skills;

To promote cultural understanding in the Malaysian context;

To improve the English language proficiency of students;

To provide lively, enjoyable and high-interest readings.

There are researchers who try to find ways to apply different teaching methods so that

the students’ second language ability could be enhanced to comprehend the subject

matter in school. One way was to develop literary and language awareness activities which

probably could get the students to focus on the language features of a text they had

just experienced. One of the most popular methods used to bring about literary and

language awareness of texts read in classes is Content-Based Instruction (CBI).

Researchers and scholars consider CBI as an effective powerful method of ESL

instruction, especially through the use of literature. This is because the language in this

approach is used as a medium for content which simultaneously provides the raw material

for linguistic development. Collaborating CBI with literature in Malaysian primary classes

might help students to enhance an ‘appropriate’ understanding of the valuable contents of

a literary text.

To ensure students’ access to forms and meanings of the authentic texts, contexts and

discourse of the subject matter that they are learning, CBI must offer both linguistic

and conceptual scaffolding. This study looked at the effectiveness of CBI in

literature-based reading classes in an urban primary school. The prescribed literary

texts had been provided since the Children’s Literature Programme had been

implemented.

Continue from page 1.

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Lifelong reading is what the Children’s Contemporary Literature programme hopes to promote. The objective of

the programme is to create the willing, eager reader who not only masters the skills of literacy but also applies

this mastery to achieve lifelong learning. Beyond that the skilled reader is the child who loves to read and the

child who can't stop reading.

Children's books are multifunctional. They help children to expand their imagination and to acquire literacy.

Children’s literature helps children to cope with problems be they social, cultural, racial or problems that crop

up in dealing with life in the real world. It also helps to inculcate specific social attitudes that are deemed to be

acceptable in their community.

Students who read acquire a large volume of vocabulary through reading. One therefore finds that while

literature can be used as a tool to promote literacy and proficiency in the language, one should never lose sight

of the fact that literature is meant to be enjoyed. Striking a balance between the two is not easy but it is not

impossible. Children should be able to enjoy literature, to let their creative minds grow wings and fly to the

realm of imagination. Appreciation of literature brings about personal and emotional gains as enriching the

children’s understanding of themselves and the world around them. Literature gives enjoyment while developing

the imagination. It also helps children make sense of their own experience and evokes one’s feelings on issues

related to life. The study of literature allows children to learn new ideas and knowledge. It adds to their

understanding of concepts and cultural traditions and values and issues in life.

Developing respect for self and others and encouraging one to become aware of one’s audience are learning

gains to be derived from the study of literature. The study of literature aids in language gains as developing the

children’s awareness of how language works in communication and experiencing the form of narratives. It also

allows them to experience new ways of using language that bridges the gap between written and spoken

language. Literature also aids the learner in developing an understanding of the meaning of words.

It is clear that the literature programme in primary schools is one that has been planned with great care and

deep thought has been given to pedagogy and the role of all parties involved, that is, both the teachers and

students.

[ With reference to MOE Implementation of Contemporary Literature in Primary Schools and related research

articles.]

Kindy 1 Red For the entry point of our IPC unit “Clothes”, we set up a Dress-Up

Corner in Kindy 1 Red. We explored and learned about the

different types of clothing. Dressing up and pretend play are

our favourite activities throughout this topic! Some of us

were afraid to try out these clothes but it is okay, we are practising Adaptability at the

same time.

We are learning about the different types of clothing.

We also participated in activities to wash, hang, dry and fold our own clothes.

It was not easy for us, however Resilience says “I can do it!”. We tried our BEST!

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T U N K U P U T R A W E E K L Y N E W S

Let’s get dressed up! Guess who I am…

Joe

Alia

Angus

Evan

Vera Eunice

Jaime

Arjan

Arul Ra-

vi

Adam

Moses

P A G E 4

T U N K U P U T R A W E E K L Y N E W S