Chapter 2

Literature Review
1.0

Introduction
This chapter is presenting the literature review on definition of literature,

reading and semantic maps as a reading strategy in teaching novel.

1.1
What is literature
There are many different ways to define literature. Literature is
describe a written and spoken material .Yet it more to creative and
imagination of work of poetry ,novel and short story. Literature also
represents a language or a people: culture and tradition. But then,
literature is more important than just a historical or cultural artefact, it
also introduces us to new worlds of experience
1.2

Reading
Reading is the third language skill in KBSM syllabus. It is one of the
crucial skills in the content area. Reading is known as receptive
language process. It represents the process of encoding a series

1.3

written of symbol and getting the meaning of what we read .

Novel
A novel is a fictional piece of prose wish elements of literature such
as character, setting, events, plot, themes and moral values. . The

1.4

story in the novel is written in sequential.

Semantic Episodic Maps
Heimlich, J.E.,Pittelman,S.V (1986) cited in Amoush (2012)explained
that Semantic Map is one type of graphic organizer .Semantic
Episodic mapping is is the incorporation between semantic map and
the element of short story and novel. It helps student to organize
and graphically show the relationship between information from the
text. The researcher found that this Semantic Episoding Mapping is
one of the best technique that can improve vocabulary and reading

1.5

comprehension.
Description of Semantic Episodic Maps
Schmelzel, JoAna (1990) said that to help student achieve better
understanding of narrative prose, yet still keep the benefits of
Semantic mapping, we decided to modify the traditional form of
semantic map by incorporating the element of the story structure as

a part of the map. We call this format Episodic Mapping. There are
five elements in an episodic map(Schmelzer,&Dickey,1990):
a) Setting,
b) Problem/goal
c) Major episodes(events),
d) theme
e) resolution
1.6

Why use Semantic Map to teach Novel

The previous researcher mentioned about the problem in
teaching literature in Malaysia especially to the lower proficiency is
a hectic.

The

student with limited vocabulary and lack

of

competence in target language will find to comprehend a novel is

become a challenge for them .Raymond C. Jones,(2006) mentioned
that semantic mapping can be helpful reference for students to use
in clarifying confusing points as they are reading. Wilson (2010)
agree that Semantic episodic Mapping able to increase the readers
understanding of a novel by breaking down the different elements in
the novel. To overcome this problem the researcher use Semantic
Episodic Mapping is to instil and inculcate the reading habit among
pupils, to enhance pupils thinking skill and to improve English
Language proficiency this can be found in the literature Component.
Reading literary text definitely offers opportunities to come across
many words as what Basnett and Grundy(1999) said, that literature
is learnt because of its powerful language which marks the greatest
skills a language user can demonstrate.

The student with limited vocabulary and lack of competence in

target language will find to comprehend a novel is become a
challenge for them .Raymond C. Jones,(2006) mentioned that

semantic mapping can be helpful reference for students to use in

1.7

clarifying confusing points as they are reading.

Review of related Research Literature

1.8

Ability to read is a major achievement for every student. Reading

skills is important to every leaner. Yet, there are also learners are struggling
and unable to read the target language efficiently. Most of the student less
proficiency in English read the text slavishly with less understanding
Elamati(2011).Malaysia has introduce the literature since 1976 Ganakaran
(2003).It is introduce to the student in order to expose them to English
inside and outside classroom. The reading program if or secondary is called
English Language reading Program (ELRP) and Class Reader Program(CRP) .
This program failed to contribute to the development of English Language
Reading. The program was failed because they were not tested in the exam.
The teacher is unable to see how student understand and acquire the
knowledge. Due to this matter in 2003 the Ministry Of Education introduce
Literature Component in the English Syllabus. The literature component is
divided by three sections which are short story, poem and Novel. Novel is
one the main problem for the student who has less level of proficiency in
English. This is because reading novel acquires a high thinking order skills.
Malaysian especially students in Malaysia do not like to read. However
teacher in Malaysia seem to carry responsible to promote student to read.
According to Alia (2009) stated that parents can develop literary interest in
children by reading to them in the initial phase of their lives. It means the
responsible inculcating reading habit in children is the parents
responsibility.