The concept map as a learning tool. Improvement of students' motivation to learn English literature

Master's Thesis , 2011 , 84 Pages , Grade: 3.33 (B+)

Didactics for the subject English - Pedagogy, Literature Studies

The thought of teaching English literature has been the main concern for many English teachers as they are not trained to teach literature in schools. In relation to this, students are not motivated to learn literature. The study investigated the effect of using concept maps as a learning tool on students' motivation to learn English literature. Seventy students from a secondary school in a rural area of Sarawak participated in this study.

The research design used was a pre- and post-test quasi-experimental design method. Data were gathered on students' learning achievements in both pre-tests and post-tests for two different topics (Characters and Moral Values) in the short stories which were taught as part of the literature component and students' perception on motivation in using concept maps by using Students' Motivation Questionnaire (SMQ) with a reliability coefficient of 0.911.

A t-test, descriptive statistics, and one-way ANOVA statistical techniques were used to analyze the data. The findings suggested that students taught using concept maps being one of the teaching and learning tools had a higher level of motivation and obtained a significantly higher mean score on pre-test compared to post-test (Characters).
The findings further indicated that following the familiarization program, there is no significant difference between male and female students for the first topic (Characters) but showed a significant difference in the second topic, Moral Values (t = 2.10; p<0.04).

Another indication was that different ethnicities in using concept maps did not show any significant difference for both topics. More than 90% of the students agreed that using concept map really helps and motivates them in learning English literature. Therefore, it can be concluded that student-generated concept maps is a motivating learning tool in an English literature classroom. Discussion and implications of these findings on current practice were also mentioned in this study.

Table of Contents

• CHAPTER I INTRODUCTION
• 1.0 Introduction
• 1.1 Background of the study
• 1.2 Statement of problem
• 1.3 Objectives of the research
• 1.4 Research Questions
• 1.5 Limitations of study
• 1.6 Operational Definitions
• 1.7 Significant of study
• 1.8 Theoretical Framework
• 1.9 Summary of the chapter
• CHAPTER II LITERATURE REVIEW
• 2.0 Introduction
• 2.1 Concept map
• 2.2 Concept map in education
• 2.2.1 Concept map as a learning tool
• 2.3 KBSM Syllabus
• 2.3.1 Learning Literature
• 2.3.2 Alternative approaches to the teaching of literature
• 2.4 Motivation
• 2.4.1 Motivation for Learning
• 2.5 Summary of this chapter
• CHAPTER III METHODOLOGY
• 3.0 Introduction
• 3.1 Research Design
• 3.2 Participants
• 3.3 Instruments
• 3.3.1 Essay test
• 3.3.2 Students' Motivation Questionnaire
• 3.4 Procedure of the study
• 3.4.1 Qualitative concept map content analysis
• 3.5 Data Collection
• 3.6 Data Analysis
• 3.7 Summary of this chapter

Objectives and Key Themes

This study aimed to investigate the impact of using concept maps as a learning tool on students' motivation to learn English literature. The research sought to understand how concept maps, as a teaching and learning strategy, influence students' engagement and interest in the subject. The study was conducted with a group of secondary school students in a rural area of Sarawak.

• The effectiveness of concept maps as a learning tool in English literature education
• The influence of concept maps on students' motivation to learn English literature
• The impact of concept maps on students' understanding and retention of literary concepts
• The potential of concept maps to enhance student engagement and participation in English literature classes
• The role of concept maps in supporting diverse learning styles and needs in the English literature classroom.

Chapter Summaries

Chapter I: Introduction This chapter provides the background of the study, outlining the challenges faced by English teachers in teaching literature and the lack of student motivation in this area. It states the research problem, objectives, and research questions, along with the study's limitations and significance. The chapter also introduces the theoretical framework underpinning the study.

Chapter II: Literature Review This chapter explores the concept of concept maps and their application in education, particularly as a learning tool. It delves into the KBSM Syllabus, focusing on learning literature and alternative teaching approaches. The chapter also examines the concept of motivation, specifically in the context of learning.

Chapter III: Methodology This chapter details the research design, participants, instruments, and procedures employed in the study. It outlines the data collection and analysis methods used, including the use of pre- and post-tests, questionnaires, and qualitative content analysis of concept maps.

Keywords

This study focuses on the key concepts of concept maps, their effectiveness as a learning tool, and their impact on student motivation in the context of English literature education. It explores the potential of concept maps to enhance student engagement, improve understanding, and address diverse learning needs in the classroom. The study also investigates the relationship between concept map use, student motivation, and academic achievement in English literature.

• Course: Teaching English As Second Language
• Grade: 3.33 (B+)
• Author: Willie Nelson Ubie (Author)
• Publication Year: 2011
• Pages: 84
• Catalog Number: V305117
• ISBN (eBook): 9783668032866
• ISBN (Book): 9783668032873
• Language: English
• Tags: improvement, english