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This paper discusses a study which explored a method of integrating literature in English Language proficiency courses at University technology Mara, (UiTM) Terengganu, Malaysia. A quasi-experimental study was conducted on two intact groups; the control and experimental groups respectively. Both groups underwent a eight week experiment whereby one short story, The Burden of Sin by S. Karthigesu was taught to the control group using the routine reading and comprehension teaching approach while the experimental group was taught using the reader response approach adapting Ibsen’s The I Model text exploration and literary devices. Descriptive and inferential statistical analyses were conducted on the data using two non-parametric tests: the Wilcoxon Signed Rank test to determine the significance difference between the pretest and posttest scores; and the Mann-Whitney U test to determine the significant difference between the scores of the experimental and control groups. The results proved to be substantially significant; that by integrating literature in the language curricula, students can learn the four skills – listening, speaking, reading and writing- more effectively because of the literary promoting cultural, higher-order thinking and motivational benefits that fortify it. |
