Norhezan Che Teh, Nor Hashimah Isa


The teaching of Literature does not merely contribute to language learning alone. It is also capable of developing one’s higher order thinking skills (henceforth HOTs) through literary texts studied. Alas, at present the subject is taught for merely “exam purposes in contrary to understanding and appreciating it” (Marzilah & Sharifah Nadia, 2010). Hence, change has to take place immediately. The latest transformation in Malaysian education system, The Malaysia Education Blueprint 2013 – 2025, stresses on the mastery of HOTs. However, its teaching is faced with hiccups. The research carried out found several contributing factors. They are the teachers’ disinclination towards Literature, teachers’ readiness and willingness to teach HOTs, time issue and exam oriented culture. Thus, the researchers are proposing alternative in-class and follow up activities via Critical Thinking Module (henceforth CTM) that teachers can use in assisting the students to put their HOTs into practice through Literature classes. The medium used is a short story written by a local writer. The result of the research showed evidence of HOTs in the students’ answers. This research proposes that the CTM be used as an introductory module to assist the teachers in incorporating HOTs in their Literature classes.


Literature; higher order thinking skills; teachers; students

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