Relevant bibliographies by topics / Malaysian literature (English)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Malaysian literature (English)'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Malaysian literature (English)"

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Amarasekera, Jeslyn Sharnita. "Malaysian Literature in English: A Critical Companion." 3L The Southeast Asian Journal of English Language Studies 27, no. 3 (September 28, 2021): 228–29. http://dx.doi.org/10.17576/3l-2021-2703-15.

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Bush, Tony, Suriani Abdul Hamid, Ashley Ng, and Maria Kaparou. "School leadership theories and the Malaysia Education Blueprint." International Journal of Educational Management 32, no. 7 (September 10, 2018): 1245–65. http://dx.doi.org/10.1108/ijem-06-2017-0158.

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Purpose The purpose of this paper is to provide a systematic review of the Malaysian literature on three prominent leadership models (instructional, distributed and transformational), linked to a major educational reform initiative captured in the Ministry of Education’s Malaysia Education Blueprint (MEB). Design/methodology/approach The approach is a systematic review of all relevant Malaysian literature, in English and Bahasa Malaysia, on instructional, distributed and transformational leadership and alternative terms linked to these models. Findings The findings show that there is an emerging literature on these leadership models and their prevalence in Malaysian schools but that they have been interpreted in ways that are distinctive to the highly centralised Malaysian context. For example, instructional leadership is prescribed, so there is some evidence of its practice, notably in respect of monitoring. Similarly, distributed leadership is allocative, rather than emergent, as suggested in western literature. Research limitations/implications The findings show that, while research on these models is emerging, much more research is required to establish whether and how leadership practice in Malaysia differs from that outlined in the normative western literature. Practical implications There is emerging evidence to suggest that instructional and distributed leadership, if enacted carefully, can have a positive impact on student outcomes. Social implications The leadership models were developed in western, mainly decentralised, contexts, and there are clear implications for how such models might apply in highly centralised cultures, such as that prevailing in Malaysia. Originality/value This is believed to be the first systematic review of the Malaysian literature on school leadership models, linked to the MEB. It is also distinctive in including both English language and Bahasa Malaysia sources.
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Murooj Fareed Majeed. "Ethno Cultural Concept of Family Life in Malaysian Literature in English." Britain International of Linguistics Arts and Education (BIoLAE) Journal 2, no. 2 (July 3, 2020): 508–14. http://dx.doi.org/10.33258/biolae.v2i2.262.

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A family involves two or more persons who live in the same household and are related through blood, marriage, or adoption . Family is “a social group branded by a common home, economic collaboration, and reproduction. It includes grown-ups of both genders, at least two of whom sustain a socially approved sexual relationship, and one or more children, own or adopted, of the adults living together(Alakavuklar, 2009).The study is going to examine the concept of family in term of father/mother, father /children, mother/children binary opposition between three main ethnic groups in Malaysia (Malay ,Chinese ,Indian ) through Malaysian novels in English: ‘The Rice Mother', ‘Evening Is the Whole Day’, ‘Green Is the Color’, and ‘The Garden of Evening Mist’.
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Che Mustaffa, Nursufyana Ulfa, and Siti Nazuar Sailin. "A Systematic Review of Mobile-Assisted Language Learning Research Trends and Practices in Malaysia." International Journal of Interactive Mobile Technologies (iJIM) 16, no. 05 (March 8, 2022): 169–98. http://dx.doi.org/10.3991/ijim.v16i05.28129.

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Mobile technology integration in Malaysia’s English language education has a bright future, owing to the many advantages offered by mobile devices. However, there are inadequate studies that systematically review existing work in Malaysia to uncover gaps in the use of mobile technologies for English teaching and learning. Thus, a systematic review was conducted to offer an up-to-date synthesis of Mobile-Assisted Language Learning (MALL) integration in Malaysia from January 2019 to January 2021. The review followed the PRISMA Statement's guidelines which resulted in the identification of eleven articles that met all the inclusion criteria. Following that, the eleven articles were analysed and synthesised quantitatively and qualitatively using seven codes derived from two earlier systematic reviews of the literature. The codes were: (1) research objectives, (2) research methodologies, (3) educational level, (4) learning context, (5) device types, (6) theories, and (7) research outcomes. The systematic review discovered several significant findings, including the fact that the majority of the studies examined the effect of MALL integration on students' English acquisition and performance, and that MALL was more prevalent in Malaysian higher education institutions than other levels of education, with the lowest prevalence in primary schools. In light of this information, recommendations for future research were proposed. Malaysian academics are encouraged to broaden the scope of their future research and engage students from all levels of education in future MALL practices in order to better understand MALL's usability in English language instruction in Malaysia.
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Omar, Yahya. "The Inclusion of Literature Components in Malaysian English Papers: the Challenges and Pros in Teaching and Learning." Al-Ta lim Journal 24, no. 3 (December 5, 2017): 174–86. http://dx.doi.org/10.15548/jt.v24i3.335.

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The low proficiency attainment in English language among Malaysian learners has been given main attention in Malaysia Ministry of Education’s plan to further improve education. Part of the plan is by introducing literature components in the teaching and learning of English language curriculum. This has immediately changed the scenario of teaching and learning in English language classroom. This paper will review past studies related to the implementation of Literature component in English language by looking specifically at the teacher’s roles since teachers are the direct factor contributor in learners’ process of learning and teaching. Apart of roles in the learning process, teachers’ approaches employed in teaching literature component will be critically reviewed in this paper and suitable approaches available in teaching literature in English will be put forward.
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Liu, Yuxin, and Ying Zhao. "Research Review and Theory Reflection on Malaysian English Literature." Journal of Humanities, Arts and Social Science 7, no. 3 (April 26, 2023): 508–13. http://dx.doi.org/10.26855/jhass.2023.03.006.

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Kaur Mehar Singh, Manjet, and Fatin Najwa Amelia Marsani. "Advancing Intercultural Competence among National Secondary School Students through Malaysian English Literary Texts (MELT)." International Journal of Applied Linguistics and English Literature 7, no. 5 (September 1, 2018): 106. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.5p.106.

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The aims of English literature component in the Malaysian English Language curriculum as outlined by the Ministry of Education (MoE) (2009) are to improve the students’ proficiency through reading, respond to texts, understand and appreciate other cultures and relate events and characters to one’s own life. Therefore, the purpose of this research is to assess the intercultural elements in a short story titled Tanjung Rhu used as the Form Four English literature component text and another Malaysian English literary text (MELT) titled Deep Fried Devils. The assessment of intercultural elements in the two MELTs will provide opportunity for a MELT that can better advance intercultural competence among national secondary school students. Qualitative data comparing two MELTs is collected using a checklist for selecting and evaluating multicultural MELT by Harper and Brand (2010). Content analysis comparison of the story, characters, plot and settings was conducted using Atlas.ti 7.0 version software. Findings indicate Deep Fried Devils has better intercultural elements to promote intercultural competence among Malaysian national secondary school students of diverse ethnicity. This research recommends Deep Fried Devils to be considered as part of the English literature component in next text selection cycle by the Malaysian MoE or as extensive reading material for Form Four students to develop their intercultural competence. The findings provide insights to guide policy makers, curriculum designers and literature text selection committee in recognizing cultural diversity elements in MELT and choosing suitable MELT for promoting intercultural competence among Malaysian national school students.
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Kaur, Paramjit, and Nooraida Mahmor. "Examining the Role of the English Literature Component in the Malaysian English Curriculum." Procedia - Social and Behavioral Sciences 134 (May 2014): 119–24. http://dx.doi.org/10.1016/j.sbspro.2014.04.229.

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Ismail, Hashim. "SASTERA NASIONAL: ANTARA SASTERA INGGERIS DAN SASTERA MELAYU[NATIONAL LITERATURE: BETWEEN THE ENGLISH LITERATURE AND MALAY LITERATURE]." Journal of Nusantara Studies (JONUS) 2, no. 2 (December 31, 2017): 178. http://dx.doi.org/10.24200/jonus.vol2iss2pp178-187.

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Malay literature is hoped to unite the multi-racial Malaysian through the use of Malay Language which is the national language of the country. However, the recognition of Malay literature as national literature is not free from criticsm. This national identity began to be contested with the arrival of postmodernism. This qualitative research employed descriptive and comparative methods to provide insights into the importance of having national literature that is written in Malay language. This paper also discusses whether literature written in English should be recognized as the national literature since the language emerges as the global language used by people from different backgrounds. The main data sources are the views of two national poets -Muhmamad Haji Salleh and Wong Phui Nam - which were critically compared and synthesized. This paper concludes that Malay literature should remain as national literature whilst literature written in other languages should be allowed to flourish in their own unique ways. Keywords: National literature, Malaysian literature, sectional literature, Malay literature, contemporary Malay literatureCite as: Ismail, H. (2017). Sastera nasional: Antara sastera Inggeris dan sastera Melayu [National literature: Between the English literature and Malay literature]. Journal of Nusantara Studies, 2(2), 178-187. AbstrakSastera Melayu sebagai sastera yang menyatukan semua kaum sama ada kaum bumiputera atau bukan bumiputera adalah sudah jelas, namun pandangan untuk mencabar kedudukan sastera Melayu sebagai sastera kebangsaan sentiasa muncul dalam bentuk polemik. Setelah globalisasi menjadi satu bentuk perubahan pemikiran pascamoden, persoalan berteraskan satu kaum dipertikaikan atau mula disemak kembali. Kajian kualitatif ini menggunakan kaedah deskripsi dan perbandingan untuk membincangkan kepentingan penggunaan Bahasa Melayu dalam sastera kebangsaan. Kajian ini juga membincangkan sama ada kita wajar menerima sastera berbahasa Inggeris yang dipandang oleh setengah pihak sebagai bahasa penyatuan baharu dunia sastera. Sumber data utama adalah hujah-hujah yang dilontarkan oleh dua orang ahli sastera negara iaitu Muhmamad Haji Salleh dan Wong Phui Nam. Kajian ini menegaskan bahawa Sastera Melayu perlu kekal sebagai sastera kebangsaan manakalan sastera bukan berbahasa Melayu boleh berkembang dengan sendirinya mengikut acuan masing-masing.Kata Kunci: Sastera kebangsaan, sastera Malaysia, sastera etnik, sastera Melayu, sastera Melayu mutakhir
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Homam Altabaa and Norsyazwina Zulkifli. "Error Analysis of English Writing in Final Year Projects in Malaysia: The Case of IIUM." Journal of Islam in Asia (E-ISSN 2289-8077) 21, no. 1 (June 28, 2024): 306–49. http://dx.doi.org/10.31436/jia.v21i1.1199.

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This study conducted an Error Analysis (EA) on written dissertations by undergraduates from the English Language and Literature (BENL) department at International Islamic University Malaysia (IIUM). Despite the abundance of research on EA conducted with multiple samples and backgrounds, only a few studies concerning EA can be found and accessed in a Malaysian context. Thus, this paper aims to find the most common errors committed by undergraduates in Malaysia, focusing on their theses that adhered strictly to academic writing. Using Stephen Pit Corder's EA framework, a qualitative approach was employed to find the errors in the written samples. Additionally, this research synthesised the results of the Lunsford & Connors' study in 1988 with several studies on the Malaysian context that were compared and contrasted with findings from the interview session with lecturers from the BENL department to find the most common errors in writing among Malaysians. This paper's results demonstrate that the most common errors from IIUM undergraduates are word choice, punctuation, prepositions, plurality and singularity, verbs, articles, pronoun, ambiguity, adverbs, and subject-verb agreement. Similar to the synthesis, word choice remains the most highlighted classification of errors. In contrast, it is revealed that subject-verb agreement (SVA) is not the most frequent error. One possible justification for this finding is accessible online grammar checkers that revise students' writing with basic grammar rules. Therefore, this paper has contributed to Error Analysis in theses to benefit language learners, both learners and teachers and researchers interested in the Second Language Acquisition (SLA) field in Malaysia.
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Dissertations / Theses on the topic "Malaysian literature (English)"

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Abdul, Rahman Ramakrishna Rita. "New varieties of English in postcolonial literatures: Malaysian English in Malaysian literature in English." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/553.

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This study investigates language choice in Malaysian literature written in English in three different phases of Malaysian sociopolitical development: the Immediate Post Independence Era (1957–1980), the Mahathir Era (1981–2002) and the Current Era (2003–2006).The study is organised around three major objectives. The first examines the development and the use of Malaysian English (MalE) by Malaysian writers; the second examines the extent to which the use of MalE relates to the sociocultural development in Malaysia; and the third explores the significance of shifts in writing style involving the use of localised English. The study identifies, categorises, and analyses instances of MalE in Malaysian literature in English in terms of these three overarching objectives.The outcomes of this study suggest that the use of a nativised endonormative variety of English in Malaysian postcolonial writings is becoming more prevalent, and that such a harnessing of linguistic resources by Malaysian writers has important ramifications in terms of the construction and maintenance of a shared Malaysian national identity.
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Nasir, Nora. "ESL learner difficulties in the Malaysian literature classroom." Thesis, University of Strathclyde, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288554.

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Talif, Rosli. "Teaching literature in ESL in a Malaysian context : (proposed INSET course designs for literature in ESL instruction)." Thesis, University of Nottingham, 1991. http://eprints.nottingham.ac.uk/11560/.

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In view of the recent introduction of a literature component in the Malaysian English language teaching syllabus, this research study sets out to determine the present situation concerning the teaching of literature in ESL in Malaysia with particular reference to the Class Reader Programme (CRP). This is in order to develop two proposed course designs for the teaching of literature in ESL at the secondary school level with special emphasis on the Malaysian context. Under the present circumstances, this study offers an immediate response to the new developments and challenges brought about by the literature in ESL programmes especially when the Malaysian Education Ministry implemented the CRP at the Form One level in all secondary schools beginning from the 1989 academic year. The Ministry also plans to introduce the forthcoming Elective Literature in English Programme (ELEP) for the upper secondary level (Forms Four-Five) during the 1991-92 school session. These programmes aim to introduce the use of literary texts for language and literary purposes. This study is also in line with the current effort undertaken by the Department of Languages at the Universiti Pertanian Malaysia (UPM) to develop teaching literature in ESL courses for its pre- and in-service education and training (INSET) programme. Questionnaires were developed and used as the means for gathering the data in three separate surveys which were carried out for the purposes of this study. The three respective surveys were to investigate: (1) the Universiti Pertanian Malaysia (UPM) TESL in-service teachers' training to teach literature in ESL in Malaysia; (2) teachers' response to the CRP; and (3) teachers' response to the needs analysis of course components for teaching literature in ESL in Malaysia. In addition, separate interviews which involved two assistant directors from the Ministry of Education, Malaysia had also been undertaken to obtain further information pertaining to the aims and implementation procedures for the literature in ESL programmes (CRP and ELEP) at the secondary school level in Malaysia. The sample for this study consisted of 144 in-service teachers at UPM who were undergoing a four-year Bachelor of Education (B. Ed.) programme in Teaching English as a Second Language (TESL) and twenty-three Form One English language teachers from eleven selected rural and urban secondary schools in Malaysia who had been involved with the CRP. The outcome of this study primarily revealed that in the English language syllabus the respondents were not adequately prepared to teach the literature component; thereby, establishing the need for teaching literature in ESL courses in teacher education programmes in Malaysia. In relation to this finding, two proposed course designs which cater for the integrated language and literature teaching programmes in Malaysia (CRP and ELEP) were developed as an initial and practical response toward this undertaking. The two proposed courses are known as "Literature in ESL in the Language Class" and "Literature in ESL in the Literature Class”. Essentially, these two complementary courses promote the use of literary texts in the ESL classroom. Due consideration had been given to the following factors in the process of developing the two proposed courses: (1) the aims and objectives of the literature in ESL programmes in Malaysia (CRP and ELEP); (2) the results of the three empirical surveys which were conducted for the purposes of this study; (3) the review of the literature; and (4) the researcher's five years of practical experience in working with the Teaching of English as a Second Language (TESL) pre- and in-service teacher training and development programme at UPM. It is hoped that the results of this study will have some implications for future considerations on teaching literature in ESL courses, particularly in Malaysia, and also provide some basic principles and directions for future research in the area. More importantly, this initial effort should be regarded as a primary attempt to address the inadequacy of courses on methodology in the teaching of literature in ESL in the Malaysian teacher education curriculum. It may also serve as a practical guide to those who are interested in understanding more about the nature of literature teaching in ESL in general and in the Malaysian context in particular.
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Idrus, Faizah. "The construction of shared Malaysian identity in the upper secondary English literature classroom." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12429/.

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In Malaysia, ethnic and cultural tension and conflicts have escalated in the past 5 years bringing undesirable impacts on the nation’s economy and, most importantly, on inter-ethnic relationships. In line with the government’s 1Malaysia effort to produce a more integrated society, this study proposes the need to construct a shared Malaysian identity, starting from the classroom, which is facilitated by teachers through the use of Malaysian short stories. This proposition, amidst the differences in cultural, religious and beliefs systems, aims to close the ethnic and cultural divide and cultivate widespread inter and intra cultural awareness. The study is grounded in the notion of hybridity in the Third Space espoused by Bhabha (1994) and ameliorated and geared towards the classroom context by the works of Gutiérrez (1999, 2004, 2008). The inquiry was designed using primarily qualitative research instruments employing non-participant classroom observations, semi-structured interviews with 7 English Language teachers, and group interviews with 6 groups of students from 4 different schools in Kuala Lumpur. A one-day workshop was also conducted with the 7 teachers to introduce new Malaysian short stories and also for the purpose of sharing experiences in teaching literature in English. This data source was then supported by secondary quantitative data derived from self-completion questionnaires administered to the students of the teachers involved in this study. The findings from the analyses of the results show various attitudes, beliefs and teaching and practices in the English language classroom in response to the notion of constructing a shared identity in the Third Space. The notion of the hidden curriculum is also investigated to determine how it can be usefully theorized towards identity construction in the classroom. On the one hand, students mainly accepted the shared identity concept as a basis for classroom practice, whilst teachers had a range of views about this idea. In the conclusion, the thesis explores the implications of the classroom practices adopted by the teachers in this study as part of the process of constructing a shared Malaysian identity. It also examines the plausibility of and barriers to creating an awareness of the Third Space through the use of narratives produced by local writers, both as a medium for developing the skills to access the Third Space and also as the container of messages about Malaysian society and identity. Finally, this study suggests the way forward for realizing the country’s aspiration of a unified society and becoming a full-fledged developed country, which can possibly start in the classrooms.
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Vethamani, Malachi Edwin. "Character presentation and interaction : styles of minority discourse in the Malaysian English novel." Thesis, University of Nottingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339765.

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Hafiz, Zahedah Abdul. "An investigation of the use of children's literature in Key Stage 1 teaching in Cardiff with specific reference to its possible use in Malaysian primary English language classes." Thesis, Cardiff Metropolitan University, 2002. http://hdl.handle.net/10369/7395.

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This study has been undertaken because of concern about falling standards of English proficiency among school children in Malaysia. It has set out to investigate whether the use of children's literature as a resource in the teaching of English might help in arresting this decline. A review of literature pointed to the link between reading literature and language learning. Learning a language is clearly more than acquiring a set of discrete skills. It involves the mastery and interplay of listening, speaking, reading and writing skills. The knowledge about language that comes from reading children's literature is particularly valuable for the beginning learner. Cardiff and Malaysian teachers' responses, elicited by a variety of means, reinforced the view that reading strategies can be further developed by listening, reading, interacting and responding to stories, rhymes, poems and plays. It was hypothesised that teachers in Cardiff, where the use of children's literature is common practice in English teaching, would agree that it was a useful tool for language learning. This proved to be the case, their responses showing that not only did children's literature make English lessons fun and assist language learning, it provided many more benefits because of its rich storehouse of genres. In Malaysia, where it is not in common use, primary school English language teachers' views were also sought as to the feasibility of using children's literature in their English Language teaching. Malaysian teachers of different demographic characteristics were in strong agreement that its use would assist language learning and attainment of teaching objectives, while making English lessons enjoyable. However they maintained that appropriate training and materials would have to be provided before such pedagogic practice was considered.
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Liau, Agnes Wei Lin. "Exploring literature anxiety among students studying literature in English at Universiti Sains Malaysia." Thesis, University of Cambridge, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612210.

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Ali, Soraya. "Transactive reader-response theory and the teaching of literature in a second language." Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307903.

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Tay, Eddie. "Not at home colonial and postcolonial Anglophone literatures of Singapore and Malaysia /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B37898139.

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Tay, Eddie, and 鄭竹文. "Not at home: colonial and postcolonial Anglophone literatures of Singapore and Malaysia." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B37898139.

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Books on the topic "Malaysian literature (English)"

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Quayum, Mohammad A., ed. Reading Malaysian Literature in English. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5021-5.

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1942-, Muhammad Haji Salleh, ed. An Anthology of contemporary Malaysian literature. Kuala Lumpur: Dewan Bahasa dan Pustaka, Ministry of Education, 1988.

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Quayum, Mohammad A., Ph. D. and Wicks Peter C, eds. Malaysian literature in English: A critical reader. Petaling Jaya, Selangor Darul Ehsan: Pearson Education Malaysia, 2001.

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Press, Maya, ed. A bibliography of Malaysian literature in English. Petaling Jaya: Maya Press, 2016.

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Fadillah, Merican, ed. Voices of many worlds: Malaysian literature in English. Shah Alam, Selangor Darul Ehsan, Malaysia: Times Editions, 2004.

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Talif, Rosli. Teaching literature in ESL: The Malaysian context. [Kuala Lumpur]: Penerbit Universiti Pertanian Malaysia, 1995.

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Quayum, Mohammad A., Ph. D. and Nor Faridah Abdul Manaf, 1963-, eds. Writing a nation: Essays on Malaysian literature. Kuala Lumpur, Malaysia: International Islamic University Malaysia, 2009.

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Vethamani, Malachi Edwin. Developments in teaching of literature in English. Serdang: Universiti Putra Malaysia Press, 2004.

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Yahya, Zawiah. Malay characters in Malaysian novels in English. Bangi: Penerbit Universiti Kebangsaan Malaysia, 1988.

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Karen-Ann, Theseira, ed. Book project. Johor Bahru, Johor Darul Ta'zim: Various Channels Marketing, 2003.

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Book chapters on the topic "Malaysian literature (English)"

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Leon, Carol. "Rehman Rashid’s Malaysian Journey: Ethnic Identity and Nationalism in Malaysia." In Reading Malaysian Literature in English, 153–66. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5021-5_11.

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Philip, Susan. "The NEP and Vision 2020: Responses from the Malaysian English-Language Theatre." In Reading Malaysian Literature in English, 69–84. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5021-5_5.

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Yousof, Ghulam-Sarwar. "Ethnicity, Multiculturalism, and National Identity in Three Malaysian English Plays: A Personal Perspective." In Reading Malaysian Literature in English, 85–96. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5021-5_6.

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Quayum, Mohammad A. "“My Country”/“Our Country”: Race Dynamics and Contesting Nationalisms in Lloyd Fernando’s Green is the Colour and Shirley Geok-lin Lim’s Joss and Gold." In Reading Malaysian Literature in English, 15–31. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5021-5_2.

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Ng, Andrew Hock Soon. "The Absurdist Imagination and Its Indigenization in Salleh Ben Joned’s The Amok of Mat Solo." In Reading Malaysian Literature in English, 97–112. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5021-5_7.

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Marino, Elisabetta. "In Search of Identity: Gender and Ethnicity in Shirley Geok-lin Lim’s Two Dreams: New and Selected Stories." In Reading Malaysian Literature in English, 127–37. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5021-5_9.

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Patke, Rajeev S. "Sincerity and Authenticity in the Poems of Bernice Chauly." In Reading Malaysian Literature in English, 185–96. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5021-5_13.

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Dalal, Sanghamitra. "“Departures, Deaths, Arrivals”: Homing in Hi(s)tories in Preeta Samarasan’s Evening is the Whole Day." In Reading Malaysian Literature in English, 197–210. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5021-5_14.

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Quayum, Mohammad A. "Beyond “Tribalism”: Re-imagining Malaysia in Adibah Amin’s This End of the Rainbow." In Reading Malaysian Literature in English, 51–68. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5021-5_4.

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Newton, Pauline T. "Welcoming the Orchid and the Scorpion: The Process of Inclusion and Nation-Building in Lloyd Fernando’s Scorpion Orchid and Cultures in Conflict." In Reading Malaysian Literature in English, 1–13. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5021-5_1.

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Conference papers on the topic "Malaysian literature (English)"

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Rahman, Ahmad Zufrie Abd, Seng Tong Chong, Zeittey Karmilla Kaman, and Carol Elizabeth Leon. "Use of the Resilience Concept in the CEFR-Aligned English for Science and Technology (EST) Classes in Malaysian Secondary Schools through Victorian Literature." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368314.

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"Influence of Religion and Vedic Literature in Indian English Literature." In Nov. 20-22, 2017 Kuala Lumpur (Malaysia). URST, 2017. http://dx.doi.org/10.17758/urst.iah1117017.

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Rozi, Fahrur, Lulu Farida, Sulasmianti Samir, Intan Hapsari, and Azidan Jabar. "The Interpretation of Billboards Used in Indonesia And Malaysia: A Semiotic Analysis." In Proceedings of the 9th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2020, 14-15 November 2020, Semarang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.14-11-2020.2310244.

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Stanlee, Tracy, and Suyansah Swanto. "Professional Development for ESL Educators During Covid-19 Pandemic Era at Sabah’s Tertiary Institutions, Malaysia." In Proceedings of the 10th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2021, 14-15 August 2021, Semarang, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.14-8-2021.2317649.

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Wardani, Arista Kusuma. "Interprofessional Collaboration on Mental Health: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.26.

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Abstract:
ABSTRACT Background: The increasing prevalence rate of mental illness due to demographic changes became the burden of disease in primary health care. Effective interprofessional collaboration strategies are required to improve professional welfare and quality of care. Interdisciplinary teamwork plays an important role in the treatment of chronic care, including mental illness. This scoping review aimed to investigate the benefit and barrier of interprofessional collaboration approach to mental health care. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The search included PubMed, Science­Direct, and Willey Online library databases. The inclusion criteria were English-language, full-text, and free access articles published between 2010 and 2020. The data were reported by the PRISMA flow chart. Results: A total of 316 articles obtained from the search databases, in which 263 articles unmet the inclusion criteria and 53 duplicates were excluded. Based on the selected seven articles, one article from a developed country (Malaysia), and six articles from developing countries (Australia, Canada, Belgium, Norway) with quantitative (cross-sectional, surveil­lance) and qualitative study designs. The reviewed findings were benefit and barrier of interprofessional collaboration on mental health. Benefits included improve quality of care, increase job satisfaction, improve patient health status, increase staff satisfaction, increase performance motivation among employees, as well as shorter duration of treat­ment and lower cost. Barriers included hierarchy culture, lack of resources, lack of time, poor communication, and inadequate training. Conclusion: Interprofessional teamwork and collaboration have been considered an essential solution for effective mental health care. Keywords: interprofessional collaboration, benefit, barrier, mental health Correspondence: Arista Kusuma Wardani. Universitas ‘Aisyiyah Yogyakarta. Jl. Siliwangi (Ring Road Barat) No. 63 Mlangi, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: wardanikusuma­1313@gmail.com. Mobile: +6281805204773 DOI: https://doi.org/10.26911/the7thicph.04.26
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