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The first lesson introducing the lighthearted mystery poem, Mystery Lunch.

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Short Story 2: Lesson Plan 1 (Husna Asyikin)

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Short Story 2: Lesson Plan 1 (Husna Asyikin)

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The first lesson introducing the dark and suspenseful short story The Black Cat.

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Literature plays a pivotal role in the teaching and learning of English. The integration of literature into English education provides students with a multifaceted approach to language learning, especially in the context of Malaysia (Hashim & Abd Talib, 2019). In terms of language learning, literature offers an authentic context for language learning as it exposes students to varied vocabulary, complex sentence structures, and diverse linguistic styles (Ali et al., 2021). By engaging with different genres, such as poetry, drama, and short stories, Malaysian students can learn of the flexibility and richness of the English language, leading to improved reading, writing, speaking, and listening skills.

Beyond grammar and vocabulary, literature also gives students more cultural awareness, which encourages them to analyse and think critically (Ismail et al., 2008). Critical thinking and analytical skills are transferable to other academic disciplines, consequently making literature a vital component of a well-rounded education.

This module delves into two short stories and one poem, with the overarching theme of mystery surrounding all three of the chosen literary texts. Students will engage in various activities ranging from interactive games and writing exercises to gallery walks. These class activities will foster a comprehensive understanding of the literature while also enhancing their language skills. The theme of mystery, with its elements of suspense, intrigue, and problem-solving, is particularly engaging for students, consequently stimulating their curiosity and enthusiasm for learning.

In brief, this module provides a dynamic and interactive approach to exploring English literature in the classroom. The blend of literary analysis with collaborative activities that follow the theme of the texts make learning English literature fun and memorable for the students.

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Ahmad Idham Abdilah Bin Muhammad Sobberi (2023549253)

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Ahmad Idham Abdilah Bin Muhammad Sobberi (2023549253)

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"Curiosity kills the cat" -In a mystery genre work, I would be the cat

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Short Story: Activity 2 (Strips summary answers)

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Short Story: Activity 2 (Strips summary answers)

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Ku Umairah Jannah bt Mohd Shujairi (2023968005)

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Ku Umairah Jannah bt Mohd Shujairi (2023968005)

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"No object is mysterious. The mystery is your eye."

-Elizabeth Bowen

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Ali, A. H., Wahid, A., Taisin, J. N., Ismail, A., Junaidi, R., Adam, N. F. M., Chin, R., & Huda, M. (2021). Understanding history and development on literature theory in Malaysia. LINGUISTICA ANTVERPIENSIA. https://www.hivt.be/linguistica/article/view/799

Bist, R. B., & Kandel, R. K. (2024). Reader Response Approach for Enhancing Literary Comprehension in an EFL Context. International Journal of Educational Reform, 10567879241226712.

Brown, A. B. (2022). Poetry: A means of creating deeper place connections. GeoHumanities, 8(1), 265-276.

Cushing, I. (2018). ‘Suddenly, I am part of the poem’: texts as worlds, reader-response and grammar in teaching poetry. English in Education, 52(1), 7-19.

Ghafar, Z. N., & Mohamedamin, A. A. (2023). The role of technology and e-learning process in English language teaching from schools to universities: A review of literature. Canadian Journal of Language and Literature Studies, 2(6). https://doi.org/10.53103/cjlls.v2i6.75

Gold , Y. (1983). Reading Detective Stories Can Motivate Students Toward Improved Oral and Written Communication Skills. Reading Improvement, 20(4).

Hashim, H., & Abd Talib, M. A. (2019). The learning of English literature in Malaysia: A review of literature. RELIGACIÓN. REVISTA DE CIENCIAS SOCIALES Y HUMANIDADES, 4(17).

Ibrahim, S., Amat, R., Saad, S., Tahir, N. M., & Noor, M. A. A. M. (2022). Fostering Intercultural Awareness Via Short Stories-Reconnoitering Student Perspective. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(9), e001749-e001749.

Ismail, F., Abdul Aziz, Ma., & Abdullah, T. (2008). Literature in English language teaching: a revisit in the Malaysian context. Research in English Language Teaching.

Krashen, S. D. (1982). Principles and practice in Second language acquisition Stephen D. Krashen. Pergamon Press.

Nagy-Kolozsvári, E., & Győri, J. G. (2022). Children’s literature in Transcarpathian schools for teaching English as a foreign language. Central European Journal of Educational Research, 4(1), 233-245. https://doi.org/10.37441/cejer/2022/4/1/10233

Pollock, E. J. (2003). Using Mystery Stories in the Language Classroom. Asian EFL Journal.

Pollock, E. J., & Chun, H. W. (2008). Why Use Detective Fiction in the AP Classroom? Distributed by ERIC Clearinghouse.

Raths, L. E. (1967). Teaching for thinking: Theory and application. C.E. Merrill.

Sadjadi & Bakhtiar (2017). Reader-Response Approach: Critical Concepts and Methodology in Phenomenological Reading Theory. دوفصلنامه خواندن، یادگیری مستمر و رفتار علمی, 1(1), 87-98.‎

Shnawa, R. Z. (2023). Teaching English literature in Iraqi preparatory schools after 2013.

Somers, A. B., & Worthington, J. E. (1979). Response Guides for Teaching Children’s Books. National Council of Teachers of English.

Waham, J. J. (2023). The significance of teaching English literature in schools in Iraq. Pedagogia, 13(1). https://doi.org/10.21070/pedagogia.v13i1.1583

Wahya, T. N. I., Amrullah, M. I., & Rohmana, W. I. M. (2023). Drama as the way to integrate literature in English language teaching. International Journal of English Language and Literature, 3(2). https://doi.org/10.21111/ijelal.v3i2.9057

Fisher, Douglas & Frey, Nancy. (2020). Lessons From Pandemic Teaching for Content Area Learning. The Reading Teacher. 74. 341-345. 10.1002/trtr.1947.

Soori, Afshin & Kafipour, Reza & Dakhil, Taif & Laleh, Khojasteh & behrosi, behnam. (2023). The effect of role-play on vocabulary learning and retention in Iranian EFL learners. Forum for Linguistic Studies. 5. 1-13. 10.59400/fls.v5i2.1835.

Johnson, David & Johnson, Roger. (2018). Cooperative Learning: The Foundation for Active Learning. 10.5772/intechopen.81086.

Miller DK, Homan SM. Determining transition probabilities: confusion and suggestions. Med Decis Making. 1994 Jan-Mar;14(1):52-8. doi: 10.1177/0272989X9401400107. PMID: 8152357.

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Nursyarah Afiqah Binti Kamal Ariffin (2023584107) 

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Nursyarah Afiqah Binti Kamal Ariffin (2023584107) 

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"Respect is a two-way street, if you want to get it, you've got to give it."

-said one neighbor to the other.

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"Always plan 2 steps ahead of yourself and 3 steps ahead of your opponent"- is what I think of constantly while having fun in a competitive scene

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Short Story 1: Lesson Plan 1 (Nursyarah) 

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Short Story 1: Lesson Plan 1 (Nursyarah) 

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The first lesson introducing the short story The Mystery in the Backyard.

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A subsequent lesson for text enrichment of the poem, Mystery Lunch

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Samples of worksheets used in Activity 2 and 3

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This lesson is a follow up lesson from the previous class where there are more engaging activities for the students.

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The poem is about a girl who does not know what her brother made him for lunch thus trading it with others. In the end, she realized that she prefers what her brother made compared to other people's lunch. The poem has a lighthearted tone and a humorous mood, yet still has the element of mystery.

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A lunch box with question mark at cafeteria

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Literature incorporation in education has been a topic that has been discussed and revisited multiple times in the past. It is sometimes difficult for educators to justify the inclusion of literature in their lessons as some fail to see its importance or usefulness as described by Elain Showalter, 2002 as “the anxiety of teaching”. Some educators might even say that literature is not relevant to be taught because it doesn’t bring any advantage when students face real life situations. However, according to Sivakumar, 2006, he argued this general perception by highlighting literature’s role in increasing reading proficiency and promoting cultural understanding.

Sivakumar also critiques some scholars that took a jab on the use of literature by defending its place in language education as a resource that promotes critical consciousness and imagination. He concludes his point by affirming the value of literature in foreign language teaching, based on his own experience and the transformative impact it can have on learner’s affective and emotional dimensions. Some older sources also seem to support Sivakumar’s claims such as Lazar (1993:15-9) who suggest that literature in a foreign language classroom motivates, offers access to cultural background, encourages language acquisition, expands language awareness, develops students’ interpretative abilities and educates the whole person in so far as it enhances our imaginative and affective capacities. Fernandez, 2003, as well as Burke and Brumfit, 1986, also states that literature promotes literacy and oracy, critical and analytical ability, social skills and the use of imagination; encourages liberal, ethical and humanitarian attitudes, respect for the imagination, respect for literacy and cultural tradition; and provides information about literature, literary traditions and language.

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Short Story 1: Lesson Plan 2 (Sarah Imanina)

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Short Story 1: Lesson Plan 2 (Sarah Imanina)

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sarah imanina lesson plan_ murder mystery

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Short Story 1: The Mystery in the Backyard by Tom Conklin.

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Short Story 1: The Mystery in the Backyard by Tom Conklin.

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Tom Conklin's gripping story "The Mystery in the Backyard" centres on two young boys named Tony and Juan, who become suspicious of their neighbor, Mr. Kaufman. Tony notices odd behaviour from Mr. Kaufman at the beginning of the story, like receiving deliveries and making expensive purchases even though he seems to be having financial difficulties. Tony starts to suspect that Mr. Kaufman might have been the victim of foul play, especially after discovering opulent travel brochures in his possession.

Determined to uncover the truth, Tony enlists Juan to help him investigate Mr. Kaufman further. They follow him to the library, where they observe him researching various topics, including true crime and murder. Tony becomes increasingly convinced that Mr. Kaufman may have harmed his missing mother to inherit her wealth.

As the boys continue their surveillance, they witness Mr. Kaufman engaging in seemingly innocent activities like playing bingo and mailing bills. Despite their efforts to find incriminating evidence, they could not find anything that would implicate him. However, Tony remains steadfast in his belief that Mr. Kaufman is hiding something sinister.

The story reaches a climax when Tony and Juan discover a shocking revelation about Mr. Kaufman's past as a newspaper reporter and his potential motives for his actions. In a surprising turn of events, the boys confront Mr. Kaufman, leading to a resolution that challenges their assumptions and teaches them valuable lessons about jumping to conclusions and the complexity of human behavior.

In general, "The Mystery in the Backyard" is an exciting and provocative tale that delves into themes of friendship, scepticism, and the significance of "Never judge a book by its cover."

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SARAH IMANINA BINTI ABD MAJID (2023796671)

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SARAH IMANINA BINTI ABD MAJID (2023796671)

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There can be no prestige without mystery, for familiarity breeds contempt.

-Charles de Gaulle

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Short Story 1: LP2 Worksheet (Sarah Imanina)

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Short Story 1: LP2 Worksheet (Sarah Imanina)

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Short Story 1 (Mystery in the Backyard)- Text selection justification.

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Short Story 1 (Mystery in the Backyard)- Text selection justification.

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HUSNA ASYIKIN BINTI MOHAMMAD TAJUDIN (2023148657)

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HUSNA ASYIKIN BINTI MOHAMMAD TAJUDIN (2023148657)

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"Seek knowledge from cradle to the grave." -

Prophet Muhammad (Pbuh)

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The Black Cat by Edgar Allan Poe is a dark and suspenseful short story that delves into the psychology of guilt and madness. The narrator, a man who once loved animals, descends into alcoholism and becomes increasingly violent. His favorite pet, a black cat named Pluto, becomes the target of his rage. After mutilating and eventually killing Pluto, the narrator is haunted by another black cat that eerily resembles the first. This second cat's presence drives him further into insanity, culminating in the murder of his wife. His attempts to conceal his crime are thwarted when the cat's howls reveal the hidden body to the police. Poe's story masterfully explores themes of guilt, psychological torment, and the potential for evil within us all.

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The integration of literature in teaching English has garnered significant interest in educational research. Incorporating literature into English language instruction offers numerous advantages, enhancing students' language skills, engaging their interest, and developing their critical thinking and cultural awareness. Firstly, the integration of literature in English teaching significantly enhances students' language skills. According to Shnawa (2023), studying literature improves vocabulary, word formation, and sentence structure, enabling students to incorporate these elements into their everyday language use. This enhancement is essential for effective communication and comprehension in English, making literature a powerful tool for language development.

Moreover, literature makes learning English more engaging and enjoyable. Wahya et al. (2023) highlighted that using drama in literature classes can make the learning process more interactive and enjoyable. Drama encourages students to participate actively, thereby increasing their enthusiasm and motivation to learn English. This engagement not only makes learning fun but also deepens students' understanding of the language through practical application.

In addition, literature plays a crucial role in developing students' critical thinking and cultural awareness. Waham (2023) emphasized that teaching English literature in schools is vital for developing students' critical thinking abilities and cultural awareness. Through exposure to various cultural contexts and perspectives in literature, students broaden their understanding of the world, enhancing their analytical skills and fostering a more comprehensive worldview.

Furthermore, the integration of technology in teaching literature enhances its effectiveness. Ghafar and Mohamedamin (2023) discussed the role of technology in English language teaching, highlighting how English-language videos, songs, movies, and live theatre performances can enrich the learning experience. Technology also facilitates remote learning, making literature more accessible to students and providing diverse and dynamic ways to engage with literary content. Additionally, both teachers and students generally have positive attitudes towards using literature in English teaching. Nagy-Kolozsvári and Győri (2022) found that teachers recognize the benefits of incorporating literature, such as enhancing language skills and cultural understanding. Although some challenges exist, the overall positive reception among educators and students underscores the value of literature in the classroom.

In conclusion, incorporating literature into English teaching offers numerous advantages, including enhanced language skills, engaging learning experiences, and the development of critical thinking and cultural awareness. Leveraging technology can also further improve the outcomes of literature-based English education. Continued research and effective implementation strategies are essential for maximizing the benefits of this approach in schools.

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Short Story 2 (The Black Cat) - Text Selection Justification.

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Short Story 2 (The Black Cat) - Text Selection Justification.