Teaching Literature through Activity-Based Pedagogy for Enhancing Student Engagement in Teaching Mr. Know-All

Abstract

This research article explores the implementation of activity-based pedagogy to enhance student engagement in teaching literature, with a specific focus on W. Somerset Maugham’s short story Mr. Know-All. Drawing from reflective classroom practice at the University with undergraduate students, the study demonstrates how student-centered activities centered on discussion, questioning, and the Think-Pair-Share (TPS) strategy transform passive reading into active, collaborative meaning-making. Activity-based learning shifts the classroom dynamic from teacher-dominated instruction to one where students actively participate through hands-on tasks, group interactions, and critical reflection, fostering deeper comprehension, critical thinking, communication skills, and emotional investment in literary texts. The methodology employs a qualitative, experience-based descriptive approach grounded in the researcher teaching experience of the story. The article details practical activities: pre-reading discussions on judging appearances, character analysis of Mr. Kelada, focused exploration of the pivotal necklace scene, and thematic discussions on tolerance, sacrifice, and prejudice. It further proposes tiered questioning (literal, analytical, and evaluative) to scaffold comprehension and critical analysis, alongside TPS activities that encourage individual reflection, peer dialogue, and whole-class sharing on issues like prejudgment and moral sacrifice. Teachers can generate various activities to make learners more engaged and creative in teaching and learning environment. Teachers can create activities that generate interest among the participants and become more engaged learners. The integration of such methods not only enhances language skills and literary appreciation but also cultivates empathy, analytical abilities, and social interaction among students.