In recent years, English literature education in Malaysia has always been the focal point of the Ministry of Education (MOE) to establish a fundamental aspiration towards the creation of entertainment as well as a strong linguistic substrate for learners. Literature can be defined as ingenious works of fiction whose language may not be entirely true (Eagleton, 2006). The incorporation of English literature as a core element rather than a stand-alone subject has given rise to queries among educators. This study aims to examine the issue relating to the current Kurikulum Standard Sekolah Rendah (KSSR) program launched in 2011. School-based assessment generally refers to the assessment piloted among lower primary school students. It is also a continuous assessment on a daily basis. Each skill in the KSSR programs is mapped into a corresponding “band descriptor” which serves as a guide for the teacher (Evans, 2012). Our concern is to consider the inclusion of literature in English and the effectiveness of literary texts from the teachers' point of view. As the KSSR was just implemented three years ago for lower primary, relevant research and results are limited. However, there have been many feedbacks, opinions, views and justifications regarding the implementation of KSSR. According to MELTA, the role of literature in the Malaysian English language classroom lies with the teachers. It is apparently a big task for teachers to consider literature beyond a component or literally an assessment. Many Malaysian English teachers lack self-confidence and do not view language arts as an opportunity for ingenious expressions. The emphasis on the importance of learning literature as a p...... middle of paper ......entential. For example, for teaching short stories, the Curriculum Development Center emphasizes that teachers should first carefully read literary texts with students while directing the plot, character, and moral of the story (Cheng, 2007 ). Additionally, teachers should prepare enrichment worksheets, strategize diverse and fun activities for students, thereby creating an enjoyable and conducive learning atmosphere. In addition, the comprehensive activities performed must match the interests and learning styles of the students. The use of various resources to integrate into literature lessons is clearly highlighted for teachers in this article. Using authentic materials will boost students' motivation and interest to focus on the lesson. Authentic materials will also help students relate to real life. In addition, the integration of multimedia (ICT) in the classroom, such as