Can Literature Impact Reading and Writing Skills: Form 5 Students’ Perspective based on the novel “Dear Mr Kilmer” in a Local Secondary School

Abstract

Reading and writing skills have been the basis of a strong foundation in our educational system since its inception and new ways were being discovered or developed to increase students’ interest in those basic components of learning. On the other hand, Literature, which is a means of expressing self through the medium of the language, is frequently used in English as a Second Language (ESL) Classroom as an authentic method of teaching the target language which is incorporated in classrooms to improve English proficiency in reading and writing. This study delves into Form 5 students’ perspective on the impact of the novel "Dear Mr. Kilmer" on the reading and writing skills in a local secondary school. The research investigates how engaging with literature can influence students' understanding, reading skills, and writing skills. A mixed-methods approach was employed to gather insights from 50 students and their teacher. The study's design comprised three sections: understanding of the novel's content, reading skill enhancement, and writing skill improvement. The results indicated majority of students demonstrated a strong grasp of the narrative, exemplifying the novel's capacity to engage and resonate with young readers. The exploration of the novel's impact on reading skills illuminated a consistent pattern of improvement across decoding, comprehension, fluency, and vocabulary expansion. Regarding writing skills, the study showcased the novel's positive influence on students' abilities. The students' self-assessment of their writing skills revealed an overall enhancement in constructing sentences, identifying genre and content, and recognizing voice. The teacher also highlighted how the novel's relatable characters, themes, and letter format resonate with students, offering a personal connection that enhances language learning. The study's limitations included a relatively small sample size, self-reported data, short-term focus, and a specific educational context.