10Feb 2019


  • SekolahMenengahKebangsaanAlorPongsu&UniversitiKebangsaan Malaysia.
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English literature has been officially implemented in malaysia secondary school syllabus since year 2000. Most of the pupils response that learning literature components in four poems and a novel are to be less interesting. Thus, litisland was innovated to increase the pupils? interest and understanding in english literature and to trigger their creative and critical thinking skills. A research was conducted on 60 upper secondary pupils from bagan serai, malaysia to test the effectiveness of litisland. The questions featured in the litisland board games were invented to match with the literature components and lower order thinking skills (lots), higher order thinking skills (hots), bloom taxonomy and ryan thinker?s keys in the construction process. An action research was used to test the effectiveness of this board game within three months to coincide with the 21st - century learning. The instrument used for this research is questionnaires. The analysis of the instrument shows that 88% of pupils are strongly agree, 9.3% pupils agree and 2.66% went neutral that litisland is effective in helping them increasing their interest to learn and understand literature components. The post-test data proves that it helps to increase about 80% of pupils? marks. Litisland has a major potential to help increasing pupils? interest and understanding towards learning english literature components where they can enjoy and have fun in learning, and at the same time master the topic.

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[Che Surhaizaibinti Che Wil, Muhammad Rizal bin Sadiman and MelorMd Yunus. (2019); LITiSLAND: A TOOL FOR CASCADING KNOWLEDGE AND ENHANCE CRITICAL THINKING SKILL ON ENGLISH LITERATURE COMPONENTS. Int. J. of Adv. Res. 7 (2). 1-5] (ISSN 2320-5407). www.journalijar.com

Che Surhaizai binti Che Wil
Universiti Kebangsaan Malaysia


Article DOI: 10.21474/IJAR01/8455       DOI URL: http://dx.doi.org/10.21474/IJAR01/8455

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