Selected verses from Abdullah Yusuf Ali’s English language translation of the Quran were used as a literary text to teach both descriptive and figurative imagery. Several steps were taken for the preparation of this case study.
1. The selected verses can be obtained through websites under the list of topics of the Quranic verses. A teacher can choose from a wide range of suitable topics for students. For this case study, the selected verses were Surah (37) As-Saffat (Those Ranged in Ranks), verses 62-68, 74. Verses 62-68 are verses about Hell and verse 74 is a verse about Heaven.
2. The source of these verses was The Holy Quran, the English Language Translation of the Quran by Abdullah Yusuf Ali. The exemplary verses were found to be suitable in content for the teaching of both descriptive and figurative imagery. The presence of literary devices such as similes, metaphors and symbols was clearly visible in the verses.
3. The technique for teaching imagery was chosen from a wide range of techniques. The technique-Illustrating and Designing was thought to be suitable for the particular group of participants with the English language proficiency level at the PreIntermediate level. The classroom activity for this technique was task-based, locating and identifying the images in the verses and stating which senses are affected through these images. Then, in this particular technique, Illustrating and Designing, the students are allowed to express themselves imaginatively not in verbal or written work or by reading but by listening and then drawing, sketching and colouring their interpretation of what is read to them.
4. The source of the technique was Pictures for Language Learning by Andrew Wright (Wright,1989).
5. The basis for gauging students’ understanding through assessment and evaluation can be obtained from their participation and contributions in the classroom activities and also from a written assignment. The written assignment was devised having the level of proficiency in the language and age group of the participants in mind. The assignment given in this case study was for the students to express themselves in the form of drawing or sketches.
The written assignment was:
74.Except the sincere (and devoted)
Servants of God
These 2 lines tell that only the sincere and devoted servants of Allah do not have to go through what the sinners have to go through in Hell (as described in verses 62-68).
Draw and sketch a picture of Heaven, of what you feel to be the opposite of your previous drawing or sketch of images Hell.
6. The above assignment invited many visionary ideas of Heaven. The students were not required to write sentences for the assignment. This technique is suitable for students with less proficiency in the target language. This writer had felt that the students would be relieved at the thought of not having to write a paragraph or an essay. However, this writer discovered that the students felt a need to write to clarify their ideas in their drawings. Although this writer did not permit them to do so, this writer was pleasantly relieved that the students had the urge for needing to put across their ideas more clearly through writing in the target language. The negative urge of escaping from writing or avoiding to write in the target language was diminished.
7. A Marking Scheme was devised for the evaluation of the students’ understanding through their drawings or sketches of images. An analysis of the data derived from the marks obtained by the students from the drawings or sketches of images showed a high level of understanding of the lesson taught using Quranic imagery as the literary text.
8. A thorough familiarization of the selected verses before using the verses in the classroom is necessary as with any other text. A preparation of first providing a brief explanation and discussion of each verse for the basic meaning of the verse. Then, any teacher as a facilitator of any classroom activity must practice eliciting answers from students and not have students’ roles be only as recipients. Students must also be productive contributors in classroom activities. This is the communicative approach.
Through experience, a researcher who has made the above preparations would likely be able to conduct the case study smoothly. It is also necessary for the researcher to do an observatory comments write up immediately after the teaching session so as to have the information still fresh in mind. The write up should be as thorough as possible, anything that was noticed during the teaching session. The write up will be summarized later for the official report.
Preferably, assessments should reflect both social and academic performance. But for the purpose of this study, students’ demonstration on understanding the lesson through the use of Quranic imagery is my main focus. Although some of the points below were looked into for the evaluation of students’ understanding for this study, an overall evaluation of assessment should involve all of the following:
1. Completion of task
2. Ability to understanding through listening to teacher and peers
3. Ability to participate in brainstorming
4. Ability to explain or make connections or predict in material and content
5. Ability to demonstrate their new knowledge
6. Ability to express prior knowledge
7. Ability to demonstrate individuality and creativity
8. Availability and ability to make choices in tasks which consider flexibility for different strengths and needs.
A revisit of the list of objectives any teacher wishes to achieve for a lesson on imagery using any other text must be matched with the list of objectives the researcher has achieved at the end of a lesson on imagery using Quranic images as the text. It can be clearly examined, concluded and proven that the same objectives have been achieved.
9.Some changes in the above procedure could have made the research steps more effective:
During the teachers’ explanations when locating and identifying the images, the teacher can take this opportunity to teach vocabulary, synonyms and antonyms. This teacher called for volunteers who felt they could further insert the vocabulary word in a sentence of their own. This was all done spontaneously. For example, when explaining,
Verse 64 line 1-3: For it is a tree
That springs out
Of the bottom of Hell-fire
What type of imagery? Descriptive imagery.
This image gives a vivid description of the location of the tree of Zaqqum and compares its growth process to that of weeds.
Senses: visual.
One can also imagine seeing this horrid tree in Hell.
This teacher took the time to teach this group the concept of positive and negative connotation using the word “springs”. This teacher modeled several sentences:
Water springs out from the ground after digging into the soil about 2 feet deep.
These special flowers will spring up in full bloom after the summer.
In these two model sentences, the word “spring” carries a positive connotation.
The one in the verse carries a negative connotation and this teacher compared it to weeds as opposed to water and flowers.
More vocabulary words were generated. For every image located and identified, this teacher took the opportunity to stray for vocabulary teaching.
The practice of the four language skills were reported as follows:
5) Use the four skills:
i)Speaking : Not Done
ii)Listening : Done in listening to the verses read by the teacher.
iii)Writing : Not done
This teacher reported as such because this teacher wanted to remain on the strict observational reporting of only Quranic Imagery teaching. However, in this teacher’s observatory notes, it was documented that those skills were exercised in students’ participation when the teacher strayed from Quranic Imagery teaching as such.
To report in a loose manner, all four language skills were touched upon during the session.
i)Speaking : Done during vocabulary teaching
ii)Listening : Done in listening to the verses read by the teacher. Done during teacher’s explanation of images in the verses
iii)Writing : Done when students took down notes of meaning of vocabulary
iv)Reading : Done when students were attempting to draw images
As for the selection of suitable verses, this teacher found that it really depends on the class of students. This teacher has tried this methodology of research mostly on non native speakers of English who were mostly Muslims. This teacher has also tried the same set of verses on a group of native speakers of English. The only difference in participation was the solemn attitude from Muslim students and then for native speakers, some found the descriptions in this particular set of verses humorous. This teacher had perhaps not made such a wise selection for different target groups of students. Thus, this teacher must also consider the students’ background when making her selection of verses and not just the level of proficiency and age group. This was an experience that this teacher had to learn from.
Read the Paper here:
