Engaging Literary Appreciation and Comprehension via a Big Book

Rafizah Rawian, Mohamad Fadhili Yahaya, Dedi Sanjaya, Azrul Abdullah


This study was motivated by the gains of integrating children’s literature in the Malaysian KSSR (Kurikulum Bersepadu Sekolah Rendah/Integrated Syllabus for Primary Schools) English syllabus. The present study looked into primary students’ perceptions with regard to the usage of the Big Book as well as their comprehension level in terms of the plot development, setting, moral values and characters. Its respondents were 150 Year Four students from three primary schools in one of the rural districts in the Northern region of Malaysia. Its three main research instruments were namely a Big Book, a questionnaire as well as worksheets on plot development work, settings, moral values and main characters. The study revealed that 98.74% of the respondents had overwhelmingly conceded the value of the big book in supporting their comprehension of the story. All respondents had affirmed that they were heavily attracted by the illustrations as well as the colors used in the big book. All of the respondents could effectively grasp the exposition/beginning stage of the plot structure while 93 (62%) respondents had decent conception of the settings of the story. 113 (75%) respondents had sound understanding of the moral values described in the story. About 123 (82%) respondents could competently recognize the main characters. The results of the study had evidently reinforced the significant role of Big Books in enriching ESL learners’ literary appreciation as well as reading comprehension.

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DOI: https://doi.org/10.5430/wjel.v12n4p2

World Journal of English Language
ISSN 1925-0703(Print)  ISSN 1925-0711(Online)

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