USING A MULTIMEDIA APPLICATION IN THE TEACHING OF

LITERATURE- A DEMONSTRATION ON “OF BUNGA TELUR

AND BALLY SHOES” BY CHE HUSNA AZHARI
ERDA WATI BAKAR ¹

Abstract

Over the past decade, there has been a rapid development of multimedia in education.
Multimedia is the term used to describe a hypertext system that incorporates a variety of media
besides text, including graphics, animation, video, sound and hypertext links. Multimedia has
enormous potential in the classroom, especially at elementary level, with a number of advantages
for experiencing literary texts, as it calls on all the language skills as well as viewing skills.
The use of multimedia creates an opportunity for teacher to recast their own understanding of the
role of text in the teaching and learning of literature. Apart from that, it also provides enormous
advantages in classroom. One of its advantages is that it provides an approach that is new and
attractive in comparison to a conventional method. This will encourage students to be more
actively involved in their learning as they experience, comprehend, interpret and evaluate the
different texts through the multimedia application. This is parallel to the notion that students need
to be more autonomous in their learning and a multimedia application is able to encourage
independent learning as student construct meaning and collectively build knowledge structure.
Due to the various benefits as briefly described above, this paper is aimed to demonstrate how a
multimedia application is used to teach a short story taken from ‘Short stories for Form One’, Of
Bunga Telur and Bally Shoes by Che Husna Azhari. A detailed lesson plan is accompanied to
show the lesson objectives and outcomes and how both can be achieved by using a multimedia
application. Apart from that, this paper will also discussees on the challenges faced in preparing a
multimedia application as well as a further discussion on the its values and how such application
can contribute to a much meaningful learning experience.

Keyword: Teaching literature, Multimedia application, Creative teaching methodology,

Autonomous learning.

__________________________________
¹ Centre for Liberal and Language Studies, Universiti Pertahanan Nasional Malaysia, Kem Sungai Besi
57000 Kuala Lumpur, erdawati@upnm.edu.my

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 1.0 INTRODUCTION

Over the years there has been a rapid development of multimedia in education as it gains
its popularity as an instructional medium in the education sector. Multimedia is a term used to
describe a hypertext system that incorporates a variety of media besides text, including graphics,
animation, video, sound and hypertext links, (Blazic, 2000). Multimedia has enormous potential
in the classroom, especially at elementary level, with a number of advantages for experiencing
literary texts, as it calls on all the language skills (listening, reading, speaking, and writing) as
well as viewing skills. Various application and software programmes have been made available in
the market and the use of multimedia materials for teaching literature in schools have become
feasible as it is now widely used as supplementary resources, for follow-up activities or as a form
of reward in the classrooms.

Due to its unlimited supportive roles in the literature classroom, the technology can be
seen as complementing and enhancing the effectiveness of students’ learning as they take up a
much active role whilst studying any literary texts. In addition, the usage of computers in
classroom is able to promote creative thinking abilities during the process of teaching and
learning. It also can be a tool to motivate students to learn better in a much supportive learning
environment. Due to this, the use of multimedia reflects changes in literature teaching
methodology as it accelerates significant changes and development in language education,
(Sivapalan and Wan Fatimah, 2010). This view is earlier reflected by Vethamani (2004) as he
further asserts the following benefits of introducing computer-mediated communication for the
teaching of literature;
a) they allow learners to use modern technology to study a course, which has often been
associated with things of the past.
b) they connect learners to a large source of reading materials available in electronic form.
c) they enable learners to determine their own course and direction in learning about a text
or a writer.
d) they connect learners to other learners of similar interests
e) they facilitate an interactive mode of learning unlike many earlier forms of technologies
like the audiotape and television that were non-interactive in nature.
f) they allow for authentic communication between readers of literary texts.
g) they remove the four walls of the classrooms, which seem to be a form of prison to
reluctant learners and open up a borderless world.
h) teachers become facilitators in the learning process and
i) learners become more independent and are actively involved in the learning process.

(pp. 178-179).

Learning literature is no longer restricted to mere book learning. The teaching of

literature can be revolutionized through the usage of multimedia applications and its benefits will
be illustrated in the following sections.

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 2.0 IMPLICATION OF USING MULTIMEDIA IN THE TEACHING OF
LITERATURE

The usage of multimedia application offers enormous opportunities for both teachers and
learners to be engaged in a “non-linear” environment where both can have a much more
meaningful interaction. According to Mulheim (1998) multimedia helps to support independent
learning through students’ control of information and events. The students would have a greater
degree of control over the delivery of their learning. The multimedia application used in the
lessons would help them to access information, learning spaces, and other resources. Due to this,
the students will feel more empowered of their own learning and this experience would help them
to shape their own learning “by encouraging the perception that a culture’s varied media are a
collection of resources they can be guided through and that they have choices about the routes
they take” (Porter, 2000, p. 317). As students become more autonomous, this enables teachers to
focus more on student-centred learning rather than learning in conventional text based
classrooms. Teachers can design activities that need them to be less didactic and allow students to
explore the borderless world of technology.

Apart from that, multimedia can be considered as a “powerful catalyst” for cooperative
learning in stimulating interaction and providing an ambiance conducive for collaboration and
sharing of experiences, (Porter, 2000, Meskill and Swan 2001,). Students can be assigned with
different tasks that involve any multimedia applications as a group or in pairs. They would
communicate and discuss ideas together even though they are not physically together. The usage
of email, conferencing systems, and other computer-mediated communication tools provides a
rich environment in which communication can still be continued outside the classroom. This
would further enhance socially mediated learning processes among the students, (Webb, 1983,
Johnson and Johnson, 1986). Furthermore, it also serves to shape the social context in which
literary works can be explored together. Collectively, students and teachers will be able to benefit
the sources of images, sounds and texts that can stimulate and facilitate the sharing of responses.
In this context, the technology is playing a crucial role as a springboard in which roles and
discourse can be molded effectively.

Multimedia has been regarded to support “constructivist” views of learning. The theory
affirms the view that students learn more effectively when they are actively involved with the
tasks and collectively build knowledge structures, (Papert, 1993). It is believed the reason why
students are more active in their learning is due to the visual and aural elements of multimedia
which are able to support the diverse learning styles among the students, (Spoehr, 1992). These
elements make multimedia a rich and engaging learning, hence, contributing to high levels of
motivation and involvement, (Chomsky, 1990). This is made possible as students are assisted by
the visual and aural elements, they are able to “explore, expand, clarify and modify” their
understandings and interpretations of the literary texts. The technology provides the crucial
support for students as it helps them to develop and share their interpretations from multiple
perspectives, (Meskill and Swan, 2001, p.3).

Application of multimedia or technology in classrooms also helps by providing students

with an access for better research methods and “analytic approach”. Multimedia application
further helps students by providing research tools and “interface” that helps the teacher to guide
the students through implementation of new techniques, (Porter 2000, p. 318). As students have
better access to information, this will become part of external motivational factor for the students
and encourage them to learn and experiment.

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With the added advantage of multimedia application gives opportunities for teachers to establish
new teaching methods and this often provide students with added interest in the course, hence,
stimulate them to develop their own learning, (Porter, 2000)

3.0 PRESENTATION OF “OF BUNGA TELUR AND BALLY SHOES” USING

MULTIMEDIA APPLICATIONS

3.1 Overview and plot of “Of Bunga Telur and Bally Shoes”

The story is set in a traditional Malay village in the state of Kelantan, which is located on
the coast of Peninsular Malaysia. Among the Malays, weddings are usually celebrated on an
elaborate scale. Although the story takes place in contemporary times, matchmaking is still
practiced. The older folks, usually the women, take the responsibility of choosing a bride or
bridegroom for their children. This is often followed by the elders taking a full charge of the
wedding preparations. Amongst the Malays, the ‘bunga telur’ is a must. The ‘bunga telur’ is a
hard-boiled egg that is presented in a special case to guests who come for the wedding.

Jamal leaves the choice of a bride to his mother. He is quite pleased with his mother’s
selection. He is impatient to get married but to his dismay, the wedding preparation will take only
three months and it will cost a lot of money. He will have to spend money on food for the guests,
the dowry and presents for the bride and the bunga telur among other thing. The total cost is
RM18900. Jamal tries to reduce the cost to RM8100. He considers cheaper food and presents by
borrowing some of the required items. Jamal sells some of his possessions and borrows some
money from his sister. But he is still in short of RM1930. His mother agreed to lend him
RM1500. Jamal has to sell his Bally shoes. With the money raised, the wedding preparations
proceed smoothly. Before the wedding, Jamal tries on his wedding costume but somehow it does
not look complete without his Bally shoes, (Berita Harian, Fokus PMR, 5th April 2010).

3.2 Learning objectives and learning outcomes

The following sample lesson plans are designed to cater for intermediate and upper
intermediate levels. Even though the story is simple and taken from collection of short stories
catered for Form One students, however, the multimedia-based activities in the lessons are
complex and in need for a higher level of proficiency.

3.2.1 Lesson objectives

The following lesson plans are designed to achieve the following objectives;

a) to enable students to think critically and be able to solve problems as dictated in the
literary text.
b) To find evidence from the story in order to support the questions imposed in the
application.
c) To develop students’ creativity in thinking for other alternatives that the characters
may adopt.
d) To enable students to emphathise and relate the events, characters, values and
messages to their own lives.

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3.2.2 Lesson outcomes

By the end of the lessons, the students should be able to;

a) Describe the characteristics of each characters

b) Identify the themes that are portrayed in the story
c) Write a short paragraph of reflective write-up
d) Provide an alternative ending to the story
e) Produce a digital scrap book using a multimedia application

3.3 Samples of lesson plans of “Of Bunga Telur and Bally Shoes”

3.3.1 Problem-solving and Alternate ending

For this task, the students are presented with the presentation slides (Refer to Appendix
1.0) and the students are required to solve Jamal’s problem. As a group they need to come up
with the solution to help Jamal to come up with the rest of the money needed for his wedding
reception. Each group is required to present their opinion to class and all groups will vote for the
best decision to be suggested to Jamal. The subsequent activity involves students to come up with
an alternative ending to the story. The story ends as Jamal realizes that his appearance isn’t what
he is hoping to be as he doesn’t have his Balley shoes to be worn with his wedding costume. All
groups are required to prepare a brief power point slides show and present their ideas of
alternative endings to the story.

With such activity, the students are free to explore their critical thinking skills and work
collaboratively with their group members. The students also will learn to relate the story to their
background knowledge of the issues presented in it. This activity also will help students who are
passive learners to be more involved and be more confident to share their ideas while they are
working within their groups.

3.3.2 Elements of literature and Digital Scrap Book

Each group is given note cards at the beginning of the lesson. Each of these note cards
will have a different heading: characterization, images and symbols, setting, theme, language and
style. Throughout reading the story, students will find three quotes for each note card which
demonstrates that particular topic. After each quote, students will write a brief statement
explaining how that quotes refers or relates to the topic on their particular note card. Students will
continue to fill these note cards until they have finished covering the story. When the class has
finished reading the story, each group will put together a PowerPoint presentation of their note
cards. Each group will be able to learn from each other and all these presentations will be
compiled to enhance the overall understanding of the characters, event, and themes of the story.

It is important for students to read the story and be aware and comprehend the various
literary elements such as plot development, theme, setting, point of view, imagery and
symbolism. To gain a working knowledge of these literary elements, as well as, recognizing how
these elements help to forward, enhance, or explain the text, students should be engaged in an
activity that is inter-connected throughout the story. This activity provides students with the

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opportunities to observe how these literary elements readily apply to the text and enriching
students’ understanding and appreciation towards any literary works,(Villand, 2004).

3.3.3 Reflective writing – Jamal’s Personal Blog

Students are required to set up a blog for Jamal. In the blog, the students and their
partners are required to imagine themselves as Jamal and dictate his personal dilemma into the
blog. The blog entry has to be within 200 words only. The students are allowed to add in extra
details to make their blog entry interesting without altering the originality of the story. Each pair
will have to visit the others blog and leave appropriate comments for Jamal.

For this activity, the students are engaged personally with the main characters as they
have to imagine being in Jamal’s shoes. The students need to transform their persona into Jamal
and writing the blog as how Jamal would respond to the problem. This activity will promote
active interaction among students as they internalized Jamal’s dilemma and expressed it through
their write-ups.

4.0 EVALUATION AND ASSESSMENT OF MULTIMEDIA APPLICATION

At first glance, it seems that the lessons above are guaranteed success to be applied in
classroom lessons, however, certain crucial issues are in need for fine-tuning. The issues that
need to be taught over are the issue of access for multimedia softwares, revision of teachers’
roles, and teaching content.

Firstly, the question of easy access to multimedia softwares has always become an issue.
Despite the fact, that any literature lessons can be done through mere book learning, however, a
subject as dense and intense as studying a literary works, students need to be inspired and
attracted to the text. A teacher needs to figure out ways to engage the learners and multimedia
software is the answer. The benefits of using technology in a literature lesson have been
discussed earlier, but one needs to be aware that not all educational institutional are equipped
with the multimedia facilities. Teachers must ensure that students have enough access to tools
with which to build individually or group constructed representations of understandings
developed around a piece of literature, (Meskill and Swan, 2001). If such access is not available,
therefore, a teacher must learn to adapt to the limited resources available and figure out other
alternative ways to engage the learners despite the absence of technology.

Secondly, once a teacher decides to bring in the influence of technology into the
classroom, one needs to realize that one’s roles during the process of teaching and learning are
compromised. In a conventional classroom lesson, a teacher functions as the sole provider of
information and most communication is based on teacher-centred and very little discussion is
established between the students and the teacher. Even if there is any evidence of interaction, it is
monopolized by much proficient students leaving the passive ones to be marginalized. In a
technological-assisted lesson, a teacher has much more passive role to play as students are
expected to be more autonomous in their learning. The teacher functions as a facilitator and
observer. This would lessen the burden of the teaching from the teachers. However, a teacher still
needs to be wary of the direction of the lessons and do not allow students to go off track. This is
because once the students realize that they are in charge of their own learning, they tend to be out
of control and have more tendencies to commit more errors. It is insufficient to merely make
resources available to the students and a teacher needs to realise one’s crucial role in ensuring

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that real learning happens when students interrogate web resources, (Potter, 2000). Furthermore,
teachers’ intervention is most needed to resolve students’ problems and frustrations when dealing
with technological enhanced lessons. According to Tippons and Kittleson (2007), in this type of
classroom, a teacher needs to be more pro-active as one has to scaffold students’ learning with
cues, prompts and instructions as needed. The interaction can be both productive and challenging
because it requires teachers to fully understand students’ thinking and modify the instructions
accordingly.

Thirdly, despite the usage of technology in the classroom, a teacher is still in need to
provide appropriate lesson content to the students. Content is crucial to the successful uptake and
use of digital resources, just as with traditional resources such as journals and other publications,
(Potter, 2000). Students could not be given immediate responsibilities to explore the text by
themselves without proper guidelines. The students are in liberty to gather as much information
by manipulating the abundance of resources available on the Internet, however, a teacher needs to
control the flow of information, so that, students will not be on the wrong tracks due to the
overwhelming information. A teacher still needs to determine the lesson objectives and outcomes
of each lesson and to prepare lesson plans. This will control the pathway of the lesson. Apart
from that, a teacher also needs to invest their time and energy in the development of new IT
resources, or to invest in adapting existing resources to fit with the needs of the students, (Potter,
2000).

5.0 CONCLUSION

The application of multimedia in a literature lesson can be challenging if the necessary

basic resources are not available for the students, however, this should not hinder any teachers’
attempt to incorporate the usage of technology into the lessons, so that students will be able to
enjoy a literature lesson without having the pre-conceived notion that a literature lesson is dull
and monotonous. Innovations in educational technology have inspired reformations in teaching
concept, teaching modes, teaching contents and teaching pedagogy. By the incorporating
information technology into teaching, this would lead to promoting both teachers and students’
learning initiatives as they become more conscious and autonomous of their own learning as they
develop their ability to learn independently. In addition, the application of technology into the
lesson, would further enhance students’ potential in constructing knowledge. This is made
possible as students become active learners. With the usage of multimedia application in
literature lessons, there are more opportunities for students to express themselves either as
individuals, pairs or small groups. The lessons are more interactive and students take full
responsibilities of their own learning as they learn to reflect on their own interpretations and
thought processes. Despite the few obstacles that might deter teachers’ effort to integrate
technology into the lessons, the problems should be perceived as a challenge by figuring out the
best solutions to the problems. The researcher nevertheless hope that the teaching ideas as
imposed in this paper will provide literature and language educators a foretaste of the enormous
potential of infusing multimedia technology in the literature lessons as we are barely discovered
the surface of its massive benefits.

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