Publication:
Pendidikan sastera Melayu di Singapura = (Malay literature education in Singapore)

Loading...
Thumbnail Image
Date
2004
Journal Title
Journal ISSN
Volume Title
Publisher
Research Projects
Organizational Units
Journal Issue
Abstract
Historically, Malay literature education in Singapore had gone through a long process. It had begun long before the coming of western colonialism in the Malay Archipelago. Malay literature was taught in the 'pondok' and 'madrasah', that were the traditional educational institutions in Malay society. In these institutions, Malay literary texts, categorized as the genre of Sastera Kitab, was used as teaching materials.<br><br>Western colonialism changed the Malay's education system in order to fulfill their aspiration in the East. This was to ensure that the Malay education was relevant to the current needs of the colonist. During that time, translation of the European and English literatures were used as teaching materials in the Malay vernacular schools. As a result, Malay literature was gradually being excluded from the curriculum of Malay education. The main objective of using these translation texts was to teach 'reading' and 'writing' skills to Malay children whom they regarded as ?illiterate?. However, on the part of colonial education system, there was no concrete concept of the teaching of literature, nor a structured planning in terms of pedagogy and methodology of teaching of literature for the Malay school population. When Singapore was part of the Malaysian Federation, Malay language became the National Language. With this status, Malay language became a compulsory subject in all schools, both Malay and non-Malay schools. In 1961, the first Malay secondary school, Sang Nila Utama was opened. Malay literature became a teaching subject in all secondary schools. This led to a very positive development of Malay literature education in Singapore. However by 1980s, this development showed a declination parallel to the closure of the Malay schools, as most of the Malay children attended the national schools. National schools offered Malay as a Second Language and did not offer Malay literature as a subject per se. Nevertheless Malay literature is still being used as part of the contents for the teaching of Malay language in schools. In order to ensure the continuity, the Ministry of Education in 1990s, introduced several programmes for the teaching and learning of Malay literature. The main objective of these programmes is to attract more Malay secondary and post-secondary students to learn Malay literature. In the long term it is hoped that these programmes would allow more Malay students to appreciate Malay literature.
Description
Keywords
Citation
Collections