PERSONALIZING LEARNING OF ENGLISH LITERATURE: PERCEPTIONS AND CHALLENGES

Abstract

In this study, we look at how students perceive and struggle with English literature in the classroom. Selected
were sixty fifth graders from a single secondary school in the Hulu Langat area of Selangor. Students were
randomly selected from three categories: excellent, average, and weak—based on their English skill levels. To
gather information about these individuals' perspectives and experiences with literary texts, literature lessons,
and ESL teachers' learning of English literature in ESL classrooms, a 45-item structured questionnaire was
developed using a 1-4 Likert scale instrument. The study's overall results show that, despite the difficulties
they've had studying literature, most students and respondents had good views of literary texts, literature
lessons, and ESL instructors. Teachers, educationists, and curriculum developers might benefit greatly from this
study's findings when considering how to update the literary component of their lessons in light of students'
perspectives and difficulties. Consequently, they will figure out how to fix the problems that students have so
that they can enjoy the literary component of the English language arts curriculum more, which might improve
their overall performance in the SPM English Language exam.