The Approaches to Teaching Literature for EFL Young Learners (original) (raw)
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Literature has gained an increasingly important place in language learning. Particularly in the EFL context, it has been regarded as beneficial for the improvement of English skills. However, there is not much attention given to the teaching of English literature for the sake of literature, not merely as a tool or technique in language learning, especially in Indonesia. The research therefore aims to investigate the teaching of English literature to EFL students in Indonesian universities. More specifically, it attempts to find how English literature lecturers select literary texts, what problems encountered by lecturers in teaching English literature to EFL students, and how they cope with the problems. A case study to three lecturers teaching three different literature courses in a state university in Indonesia was conducted. The findings show that: First, lengths, levels of language difficulty, canonical status, and the cultural background of the author become the main consideration for selecting the literary texts to teach; Second, the problems encountered are of threefold, namely reading habit, English proficiency, and resources; and Third, some of the strategies to cope with the problems consist of individual reading assignment, reading group, and taking the most advantage of the internet for teaching resources. This research has demonstrated that there are many areas for further studies in the teaching of English literature to EFL students in Indonesia, finding effective teaching models is one of them.
Proceedings of the International Conference on Community Development (ICCD 2020)
The study of language has been increasingly inseparable from the study of literature (Novianti, 2016). Therefore, it is suggested that working with literature in the classroom focus on integrating language and literature for more comprehensive and enjoyable learning activities. Literature-based instruction is one of the teaching language strategies by using literary works that are suitable for teaching English. In line with this, this study aims to explain the integrated study of language and literature in teaching English through literature-based instruction in EFL classroom. This is a qualitative case study conducted in an Indonesian Islamic Junior High School at Makassar, South Sulawesi, Indonesia. Data were obtained through interview, observation, and documentation techniques of data collection. The data gathered were analyzed qualitatively through Miles and Huberman stages of condensation, display, and drawing conclusion. The study result showed that the literature-based instruction in teaching English for EFL students in an Indonesian Islamic Junior High School is very necessary to be developed and practiced. This integrated study of language and literature is practically rich of activities due to the teaching purposes, namely (1) reading and literary work, (2) speaking and literary work, (3) listening and literary work, and (4) writing and literary work. Indeed, teaching English through literature-based instruction is an evidence that language and literature can be taught two in one formula as an integrated study to develop the students' ability in both language and literature skills.
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Indonesian Journal of Applied Linguistics, 2014
Using literature instruction practices in different "literature programs" as a point of departure, this article discusses some knotty issues and dilemmas confronting English literature instructors and researchers in Indonesia, especially those working in the context of English as A Foreign Language (EFL). First some commonly adopted approaches to literature teaching are outlined and specific issues and dilemmas located. Next, using Indonesian current situation as a case in point, these perceived issues and dilemmas are fleshed out and possible solutions from diverse fronts are then sketched out.
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Literary work can be used as authentic material in the EFL classroom to achieve the language development of the learners. This study aims to discuss the role of literary texts and the benefits of using the texts for the EFL classroom. The study was conducted at the English Education Study Program, Bandar Lampung University, Indonesia. The reasons in choosing specific literary texts in the EFL classroom are evaluated and the main criteria to select the literary texts are discussed such as the motivation and the language use of the learners. It is found that the texts can facilitate the enjoyment of the learners while they are learning. The study concludes that the literary texts not only enhance the language development but also enrich the cultural representations while studying English.
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Literature of English has become part of the KBSM syllabus in Malaysian education system. The mode of delivering the content can be done in various ways. However, not all teachers are aware of the possible best ways of teaching literature. This study was carried out to investigate the approaches used to teach literature in the ESL classroom in Sekolah Menengah Kebangsaan Taman Desa Skudai, Johor Bahru. An investigation was conducted involving 60 form four students which were divided into two groups equally. They were taught literature using two different approaches and given sets of questionnaire to be answered at the end of the lesson. An interview was also done with the teacher to reinforce the findings. The overall findings of the study signify that most of the students prefer a language-based approach lesson more than the integrated approach. This study also reveals that there were weaknesses and strengths found in both approaches. In conclusion, it can be said that the language...
An Investigation of Teachers Approaches Employed In Teaching The English Literature
Asian Journal of Education and E Learning, 2015
There is very little research which uses 'process perspectives of what is really happening in the classrooms.' This research has a five pronged purposes; therefore, it is expected that this study can contribute to the field of study especially teaching literature for school students. Research was done by way of survey questionnaire, classroom observations, interviews and expert check list. The respondents of the questionnaire were teachers who teach English in schools. These teachers were involved in teaching the Literature in English. A series of classroom observations were carried out by the researcher. This was conducted in randomly selected schools every week. Thus, the researcher observed 13 lessons with three sets of lessons each for a period of four weeks. Teachers, namely English option and non-English option from National schools and National Type schools, which consist of Chinese and Tamil schools from all the 7 districts in the state of Negeri Sembilan was observed three times each. The same sample was interviewed to ensure validity and reliability of the results obtained from the classroom observation and survey questionnaire results. To this end, the study aimed at analyzing the extent to which teachers' approaches in teaching literature is understood among teachers and students in the Malaysian schools. In addition, the study aimed at exploring, through field investigations, the manner in which teacher and school related variables respond against approaches employed by the teachers in teaching the literature. Ultimately, its findings are meant to help teachers, researchers, key educational policy-makers and other education experts, to explore possibilities of developing more effective ways of utilizing active learning approaches at school level. Apart from that, the study is to gather a general overview on the approaches employed by teachers in teaching the English Literature in schools. It is essential to look at the approaches the teachers use to teach literature in their respective classrooms. The findings would provide useful information for the Ministry of Education to identify the current literature teaching situation in the ESL classroom. The findings of the study will also provide valuable information for the Ministry of Education to examine and counteract on the discrepancy, if there is any, so that the teaching of the English Literature component in schoolscan serve its function well. The study will also open up ways for future researchers to conduct in-depth studies on the methodological aspects of the teaching of the English Literature in schools. In doing so, it is hoped that teachers will be able to contribute to more effective teaching and learning of the teaching of the English Literature in schools in the ESL context.
Instructional Practices in Teaching Literature: Observations of ESL Classrooms in Malaysia
English Language Teaching, 2010
Literature is an expression of life through the medium of language and in the ESL classroom it is often seen as an authentic means of learning the target language. A literature-enriched curriculum not only helps learners improve their reading and writing skills but more importantly helps them internalise grammar and vocabulary. The many benefits of literature saw the implementation of the Contemporary Children's Literature (CCL) programme in all upper primary ESL classrooms in Malaysia four years ago. Using classrooms observations and interviews as research instruments, this paper critically examines the instructional practices of five Teaching English as a Second Language (TESL) teachers teaching Year 4 students in the state of Selangor and evaluates the various challenges faced by them in their ESL classrooms. Preliminary findings on the Contemporary Children's Literature programme revealed that teachers spent a lot of time on individual comprehension work with little emphasis given to comprehension instruction and higher order thinking skills. The integration of literary elements in the literature classrooms was also minimal and teachers lacked creativity as far as organising learning tasks were concerned. Nevertheless, the CCL programme offers great potential for enhancing English language learning among students. Policy makers and education leaders also need to take cognizance of related concerns, challenges and issues prevalent in Malaysian ESL classrooms.
A close look at the trend of research in the teaching of Literature reveals an interesting pattern. In the late 1980's many research in the teaching of Literature looked at how best to teach this subject to students. Later in the 1990's, many articles looked at what materials could or should be used in the classroom to teach Literature effectively. Slowly, the shift is moving into the Literature text used to teach the students. Not many actually looked at what the actual clientstudents learning Literature felt about the subject. Do they like it? Why do they like it? Why not? This study is an inquiry into what students learning Literature felt about the subject. Many teachers complain that students do not seem to show genuine interest in the subject, while some students actually reject the subject by refusing to participate in the lesson, others might be forced to study it in order to pass.
Obstacles Encountered While Integrating Literature in Teaching English
Ta'dib, 2018
This article depicts problems faced by High School teachers while using literature in teaching English. The data related to their broad views of using literature in the classroom were obtained from semi structured questionnaires as the preliminary data distributed to English teachers in Tanah Datar regency. As the result, by using purposive sampling technique ten of the teachers were selected to be the informants of the research. Then, in-depth interviews were conducted to the informants in order to find the obstacles encountered while integrating literature in their teaching of English. As the result, most of the informants found that using literature is interesting, however it is relatively disadvantageous because of several burdens, such as 1) Its difficult language, in terms of its complexity, its structure, vocabulary, poetic and unfamiliar diction, 2) inappropriacy with the students' level, 3) not suitable with the topics, 4) time management, 5) students' lack of pronunciation, 6) unavailable supporting tools, 7) limited resources, 8) students' unconfidence, and 9) unattractive poem materials.
Literature Teaching in EFL Context: Some Issues and Dilemmas
2014
Using literature instruction practices in different "literature programs" as a point of departure, this article discusses some knotty issues and dilemmas confronting English literature instructors and researchers in Indonesia, especially those working in the context of English as A Foreign Language (EFL). First some commonly adopted approaches to literature teaching are outlined and specific issues and dilemmas located. Next, using the Indonesian current situation as a case in point, these perceived issues and dilemmas are fleshed out and possible solutions from diverse fronts are then sketched out.