Using Literary Texts to Improve Students’ Motivation and

Understanding on Introduction to British Culture Course

Eva Najma

, Ayendi

, and Novalinda

English Department, Andalas University Padang, Indonesia

Keywords: Classroom Action Research, Introduction to British Culture, literary texts.

Abstract: This classroom action research aims to improve the teachers’ way in instructing students of Introduction to

British Culture course which consists of 33 students. It then makes easy and pleasant to understand the topics

given. In this case, we use literary texts as well as textbooks to understand the culture of British society. From

the results of comparison, this research is conducted for one semester starting with the mid-semester exam,

the method of learning used is the usual method through discussion of British cultural topics. While the

method of learning given after mid-semester to the final exam of the semester applies Classroom Ac-tion

Research (CAR) based on the theory [1]. The result of the research, at the beginning of the session until the

end of the se-mester, the students' motivation in learning when using literary texts is more enthusiastic and

creative, especially in reading the material rather than just discussing cultural topics determined in the

previous class. Discussions using literary texts to understand British culture are also warmer than before. The

level of student participation and understanding is also higher when using liter-ary texts. It is proved that the

final exam score is mostly higher than a mid-semester test score. It is interesting to conclude that the level of

understanding students’ British culture is not deter-mined whether the literary work is classical or

contemporary but the decisive is the style of the author in describing the literary works.

1 INTRODUCTION

Introduction to British Culture is one of the

compulsory cultural subjects in the English

Department of the Faculty of Humanities, Andalas

University which is offered in semester 4. The

material discussed is everything related to British

culture such as the history of United Kingdom,

education, social life of the community, social strata

of English Society, language, culture and also

included the ethics as well as the latest issues in

British society, such as sports and drama.

This course aims to provide students with any

knowledge related to the topics that are given.

Besides, this course is also designed to improve the

students’ skills such as speaking, grammar and gain

more English vocabularies.

So far, the methods of the learning process in this

course are the lecturer or students to prepare the

powerpoint taking from related references.

The method applied to arise the problem during

the learning process, one of them is students’ lower

understanding of the materials given. This result is

based on the assessment given in the first 10 minutes

in every meeting and mid-semester test. To improve

the quality of learning outcomes, the teaching

material is modified by replacing it with short stories

and drama scripts. Besides that, supporting material

is also provided.

Based on the results of the mid-semester test in

written form through questions to semester 4th

students of English Department which were

conducted at the beginning before the researcher

applied the learning method plan using literary texts

and communicative approach, most of the students

have low or very low test results. It is indicated by

most of them answer the question unsatisfied.

Hence, this class is deliberately chosen to be

included in the Classroom Action Research. Based on

the phenomenon above, the purpose of this study is to

explain how far giving literary reading material can

improve the speaking ability and its influencing

factors to English Department students, Faculty of

Humanities, Andalas University. The research is

beneficial for lecturers to create an innovation and

apply this method to improve the quality of the

learning process in the lesson they teach.

Najma, E., Ayendi, . and Novalinda, .

Using Literary Texts to Improve Students’ Motivation and Understanding on Introduction to British Culture Course.

DOI: 10.5220/0008678900340037

In Improving Educational Quality Toward International Standard (ICED-QA 2018), pages 34-37

ISBN: 978-989-758-392-6

Therefore, [2] given a reason for action research

is the systematic collection of information which is

constructed to accomplish social change.

Furthermore, [3] to specify that Classroom Action

Research is research established in the classroom and

no more than explore what happens inside the

classroom and it serves classroom communication

and interaction as the best way to do expectedly. [4]

as stated, “Action Research is a process in which

educators examine their practice systematically and

carefully using the techniques of research”. The

researchers conform with this remark which is

relevant to our research.

2 METHODOLOGY

2.1 Learning Method Developed

The learning process that has been carried out so far

is in the form of a small group presentation consisting

of two people alternating each week. Lecturers still

have great authority in providing explanations and

regulating the student activities at each meeting.

Students are only responsible for carrying out group

presentations followed by discussion, question and

answer, and doing assignments.

2.2 The assessment applied in measuring

student learning outcome so far

The measurement applied so far is in the form of

attendance value, the readiness for presentation,

understanding, activeness and the role in group work.

Besides, there is also an assessment of midterm

exams, semester exams and assignment scores. The

assessment consists of:

Group presentation : 10%

Attendance : 10%

Activeness : 10%

Attitude : 10%

Task : 10%

Mid-Test : 25%

Final Test : 25%

Final grade distribution in the previous semester

Generally, the distribution of student grades are B- to

B +, meanwhile A-, A is very little in percentage.

Based on the researcher’s experience in teaching

2016 students, they have low motivation and

understanding, lack of reading, lack of discipline,

inactive in answering the question and have no

preparation before coming to class. External factors

come from the lecturer. In this case, the researchers

themselves about the cultural awareness teaching

method she has applied to the students who are less

attractive. At that time the researcher focused on the

learning process of understanding the topic of

presentations and discussions rather than applying

direct practicing about these aspects of culture in

pragmatic speaking communication.

2.3 The Learning Method Developed in

This Classroom Action Research

There are some steps in research as cited [5] 1.

Identifying questions, 2. Literature review, 3.

research study planning, 4. Data collection, 5,

Analyzing data, 6. Taking action based on results and

7. Here the researchers do not take all of the Gwynns’

steps. We have taken once which apply to our case.

To identify a question, the researchers have 10 until

15 minutes at the beginning of the class, such as how

many of them have read the assignments given before

coming to class, what things do the texts make them

interested, etc. Then to plan a strategy, we gather data

about individual students but collectively to all

students. In analyzing data, we search our teaching

strategy results better on students’ answering the

questions, performance on a presentation of the

material to class, followed by discussion, exams

compared between mid-test and the final test. The

next step is to take action based on results. This

research finding will inform to our teaching decision;

it is suggested that if the new strategy improves the

student learning, it should be used to continue in the

teaching context. Then the last one but not least is

sharing CAR findings [6]

3 RESULT AND DISCUSSION

The literary texts that we have given to the students

are Pride and Prejudice written by Jane Austen,

Pygmallion written by Goerge Bernard Shaw,

Complicity by Julian Barnes and The Happy Prince

by Oscard Wilde. Besides reading the literary texts,

the students also read other textbooks to understand

the text and the context conclusively.

Before having interpretation related to the culture,

there are some identifying questions, asking the

students the intrinsic elements in order to comprehend

the text intensively. They have to understand the first

characters, themes and plot. The students have to be

able to determine what are the characters’ significant

traits, such as ambitious, doubting, anxious,

aggressive, timid, noisy, practical, straightforward,

etc., [7] Before the presenters take their time, the

Using Literary Texts to Improve Students’ Motivation and Understanding on Introduction to British Culture Course

lecturer take ahead for 10 or 15 minutes to ask the

class about the intrinsic elements. It is the way to lead

them interpreting the text in details. The result is very

satisfying.

The learning process in the Introduction to British

Culture so far is in the form of presentations and

discussions by giving topics from the textbook. The

students are divided into some groups of two or three

people. Each group has one topic to be presented.

Introduction to British Culture relates to British

culture which also included an assessment, oral

quizzes and evaluation. Lecturers still have great

authority in providing explanations and regulating

student activities at each meeting. Students are only

responsible for carrying out group presentations

followed by discussion, question and answer and

doing assignments. In the last half semester, the

material was replaced with literary text. Students are

assigned to read and discuss short stories or drama

scripts at home. In the first 15 minutes, the lecturer

will give an oral quiz to ascertain whether the student

has read the material provided and the supporting

material. After that, the student does a presentation

followed by question and answer.

Then the time for presenters conveys their topic

more or less 10 minutes by having powerpoint with

10-12 slides. We have a warm discussion; they give

an argument with their interpretation. It is very

interesting because they would have more questions

and argument compared to the previous methods.

During the discussion session, the questions and

comments are not always answered by the presenters

but the audience can help them. One thing that the

students should be aware that their discussion as well

as the topics should be led to supporting books given

to them.

Pygmalion, a play written by George Bernard

Shaw describes the social status in English society of

how the language is spoken by the working and

middle-class people in 19

century of England. It

seems that the people belong to the working class can

shift to a higher class; it is not easy sometimes to

change one’s identity. She finds another way to lift

her class by finding a rich man to marry. For this case

students also read Class : The Devastingly funny

expose of the English Class System written by Jilly

Cooper published in 1980.

In the last session, the lecturer adds, corrects and

explains the things that left. In the last meeting, the

students are given the questions as instruments to

answer directly on a piece of paper. It is suggested not

to write their name to establish feeling free in writing

their impression about the class.

• What do you think having used the literary text

in this Introduction to British Culture class?

• Do you feel you get improvement in

understanding the material of your speaking

skills?

• How many percents you would prepare the

material before the class for each text?

• Which level you belong to the difficulties of

understanding the literary text?

• Do you think you get improvement in class

activity?

The Answers:

• Almost 90 % of the students have answered that

by having the literary texts, the class becomes

interesting. This way helps them to understand the

British Culture. Since literary texts in the form of

a short story or play, it is not too long and not

wasting time. Two students answer are not

efficient and they are not interested to read the

texts.

• Most of them answered “Yes”, because it is their

sessions to speak, like presenting the paper,

automatically they should prepare themselves

how to speak well in front of the class. Q&A

session does help them to increase their ability in

speaking.

• Most of them prepare themselves reading material

between 60 – 80 %.

• The difficulties depend on the texts. Pygmalion

and The Happy Prince are okay for them but the

other two are difficult.

• Most of them answered “Yes”, these improved

their activity in the class.

Before conducting the research, the distribution of

student grades, is generally in B to A-. This grade is

quite good considering that the students are excellent

of those who have English competence. However, the

grade of students' speaking ability has not been

maximized to get an A score (although there are some

who get an A). Based on the researcher’s experience

in teaching English for class A, students are generally

lack of discipline, they do not ask questions actively

and did not prepare themselves to speak before

coming to class, only practice their English speaking

outside the classroom. External factors come from the

lecturer. In this case, it is the researcher himself about

the methods of teaching English that she has applied

to students. Researchers at that time focused on their

teaching and learning of the student presentations and

discussions on aspects of English grammar in the

context of British culture. It may be the reason that

the method applied makes the class unpleasant, not

challenging, not explorative, unnatural and the

ICED-QA 2018 - International Conference On Education Development And Quality Assurance

lecturer centered learning that makes the students less

enthusiastic about being active in speaking English.

The measurement of student learning is in the form of

attendance, the readiness for presentation,

understanding, grammar, fluency, activeness and the

role in group work. This course is assessed through

the oral presentations, papers and discussions in final

or semester test. Based on these elements, among 33

students; 6 students get A, 10 students get A-, 10

students get B+ and the rests get B until D.

4 CONCLUSION

Classroom Action Research (CAR) for Introduction

to British Culture is conducted to improve the

learning to a better result. Before this research is

conducted there are some weaknesses, such as the

students’ motivation to prepare the topics given is

low, the students’ activity during the class is not

lively and the result or grade they get is low.

By having done the research, the situation of the class

changes. They have the motivation to read the

material before the class. The discussion session

becomes energetic and enjoyable. Everybody wants

to comment during the discussion session.

Undoubtedly, most of the grades are satisfied.

REFERENCES

S. Kemmis, & R. McTaggart. The Action Research Planner.

Victoria, Australia: Deakin University. 1988

R Bogdan, and S.K., Biklen. Qualitative Research for

Education: An Introduction to Theory and

Methods. Boston: Allyn and Bacon. 1992

D. Allwright and K. M. Bailey. Focus on The Language

Classroom. New York: Cambridge University

Press. 1991

S. Khanisah. Classroom Action Research in Jurnal Pioneer.

Vol 1, No 1. 2003

G. Mettetal. Improving Teaching through Classroom

Action Research in Essays on Teaching Exellence:

Toward the Best Way in the Academy. Vol. 14. No.

7. 2002-2003.

Khasinah, Siti, “Classroom Action Research” in Jurnal

Pionir, Vol 1, No. 1, 2013, pp.108-111.

[7] Robert, Edgar V and Jacob, Henry E. Fiction: An

Itroduction to Reading and Writing. New Jersey.

Prentice –Hall Inc. 1987

Moore, R., Lopes, J., 1999. Paper templates. In

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APPENDIX

If any, the appendix should appear directly after the

references without numbering, and not on a new page.

Using Literary Texts to Improve Students’ Motivation and Understanding on Introduction to British Culture Course