Introduction To Literature Approaches in Teaching English Classroom

CHAPTER I
Introduction
A. INTRODUCTION TO LITERATURE APPROACHES IN TEACHING
ENGLISH CLASSROOM
Literature in Education is aimed at developing the potential of
students in a holistic, balanced and integrated manner encompassing
the intellectual, spiritual, emotional and physical aspects in order to
create a balanced and harmonious human being with high social
standards
There is a need to discover if the literature component in English is
taught in line with its aims and objectives. Thus, a focus on the
approaches
employed
by
teachers
in
the
teaching
of
literature
component in English would be of great value and interest.

For literature teachers, it is important that their methods and
approaches aim toward the all-around development and welfare of
students. Some scholars suggest that an integrated approach is a good
option
for
effective
instruction,
especially
in
language
teaching
(Adeyemi, 2010, p. 19). Moreover, such an approach is vital in the

present era of globalization, as many believe that the world, a culturally
and linguistically diverse entity, can be best understood in an integrated
way. Therefore, this study investigates the extent of its use in actual
instruction practice, studying the effectiveness of the integrated
approach to teaching literature upon students achievement, critical
thinking skills, and attitudes toward reading literature.
The
integrated
approach
can
also
be
referred
to
as
the
multidisciplinary approach, which denotes the teaching of concepts

across more than one subject area or approach. Adeyemi (2010, p. 9)
explains that in this approach, teachers combine a variety of methods,
techniques, and technical devices. Integration, in this sense, means
using relevant ideas from many disciplines or approaches. Aina (1979)
posits that integration can be used within and across disciplines. For
example, language can either be taught within itself by focusing on the
four skills of listening, speaking, reading, and writing or across disciplines
by integrating concepts, themes, and ideas from different subjects.
The integrated approach is beneficial to students. Langa and Yost

(2007, p. 65) state that this methodology helps students make
connections. Lucan (1981, p. 59) further suggests that the integrated
approach is student-centered because it empowers students to make
connections, generalize, and transfer knowledge to a variety of problemsolving situations in the real world. In addition, Adeyemi (2010, p. 12)
writes that the integrated approach provides students with more
comprehensive learning that is rich and interesting. As a result, it makes
the classroom atmosphere more enjoyable and thought-provoking.
Moreover, Knowles and Smith explain that the integrated approach to
teaching literature can facilitate collaborative learning as well as help
students become independent problem solvers (2001, p. 77).
CHAPTER II
Discussion
A. Approaches To Using Literature
1 Language-Based Approach
The most common approach to teaching literature in the
EFL classroom is what Carter and Long (1991) refer to as the
language-based approach. This model helps students enhance their
knowledge of familiar grammar, lexical, and discourse categories,
meaningful interpretations in understanding a text.
To use this approach, there are some matters we should be
considered, they are; the methodology, selection and organization
of material.
1) METHODOLOGICAL ASSUMPTIONS
Studying the language of the literary text will help to
integrate the language and literature syllabuses more closely.
Detailed analysis of the language of the literary text will help
students
to
make
meaningful
interpretations
or
informed
evaluations of it. At the same time, students will increase their

general awareness and understanding of English. Students are
encouraged to draw on their knowledge of familiar grammatical,
lexical or discourse categories to make aesthetic judgements of
the text.
2) SELECTION AND ORGANISATION OF MATERIAL
Material is chosen for the way it illustrates certain
stylistic features of the language but also for its literary merit.
A language-based approach is quite a broad approach
which covers a range of different goals and procedures.
Generally speaking, proponents believe in a closer integration of
language and literature in the classroom, since this will help the
students in achieving their main aim which is to improve their

knowledge of, and proficiency in, English.
2
Stylistic Approach
A Stylistics approach teaches students how to look for and
interpret stylistic dimensions of a text. Students are made to learn
how what is said and how meanings are made. They are taught to
know what makes the language of literature different from
everyday language, if it really is. The environment of our classes at
the college level is lecture-based where teacher remains at the
helm of affairs and students are demanded to be patient listeners,
which makes them hardly participative.
If we adopt the stylistic approach to teach literature at the
college level, it will help the students understand the role of language
in literature. Language is made up of words, structures and sentences
and literature is made up of these words, structures and sentences.
Students should be motivated to recognize intuitive responses to a
text which are central to the process of reading and re-reading the
text,
thus
helping
them
develop
their
own
communicative
competence as reading is the silent exposure of the self to the

language. it also helps them to understand how to make the use of
the target language in everyday contexts.
The stylistic approach incorporates a close reading of its
literature contrary to the traditional ways of memorization and
reproduction. It can prove to be the best method to learn a foreign
language through stylistic approach as it would give a close view of
the target language.
Literature as content; how far to go?

This approach looks at the content of the literary piece. It
intends for the student to analyze and interpret the literary piece. It
uses the social, political and, historical background of the text:
biography of the author, genre, all and everything that can help the
student understand the content of the piece and the circumstances
that surrounded the period when it was written.
Its approach also well known as culture approaches which
helps EFL students deal with a literary work in relation to the target
culture, such as literary history or genre. It requires that students
explore and interpret the social, political, literary, and historical
context of a specific text. This model provides an opportunity for

students to explore cultural background, which leads to a genuine
understanding of literary works and encourages students to

understand different cultures and ideologies in relation to their
own.
4
Literature For Personal Enrichment; Involving Students

The personal growth model, or enrichment model,
attempts to bridge the language model and the cultural model by
focusing on the particular use of language in a text while
simultaneously placing it in a specific cultural context. This model
involves
students
personal,
intellectual,
and
emotional
experiences. Students are encouraged to express their feelings and

opinions and to make connections between their own personal and
cultural experiences and those expressed in the text. Another
aspect of this model is that it helps students develop knowledge of
ideas
and
languagecontent
and
formal
schematathrough
different themes and topics. Thus, learning is said to take place

when readers are able to interpret texts and construct meaning on
the basis of their own experience.
B. The Role of Metalanguage
Literature means that the art of language. So, we need to use
metalanguage in this teaching learning activity to make the written
text or the speech will be more interesting for the students as the
reader or the audience. In literary metalanguage, there are some
terminology that the teachers and the students should be mastered.
They are:
METAPHOR: a comparison made between things which are unlike
each other by describing one as if it were the other.
SIMILE: an explicit comparison made between two unlike things
which is usually indicated by using the words like or as.
PERSONIFICATION: a kind of metaphor in which abstract or
In animate objects are described as if they were alive and animate.
PARADOX: a statement which appears to be contradictory or
absurd, but may be true.
OXYMORON: a combination of neighboring words which seem
apparently contradictory or incongruous.
METONYMY: a figure of speech in which the name of a thing is
substituted for another thing with which it is usually associated.
SYNECDOCHE: the whole of something is used to mean the part of
it, or part of it is used to mean the whole.
APOSTROPHE: the direct addressing of an abstract quality, object or

absent person.
ALLITERATION: the repetition of the initial consonant sounds in two
or more consecutive words.
ASSONANCE: the repetition of identical or similar vowel sounds,
usually in the middle of words.
CHAPTER III
Conclusion
Literature plays an important role in the English programs of many
non-English speaking countries. There are several approaches which are
integrated to conduct some skills such as Writing, Speaking, and reading in
teaching literature. In order get the objectives of teaching literature, the
teachers should choose the appropriate approaches and materials based on
the students need.
CHAPTER IV
References
Carter, R., and M. N. Long. 1991. Teaching literature. Harlow, UK:
Longman.
Littlewood, W. T. 1986. Literature in the school foreign-language
course. In
Literature and language teaching, ed. C. J. Brumfit and R. A.
Carter, 17783. Oxford: Oxford University Press.

Brumfit,J.C. (1985) Language and Literature Teaching: From Practice to
Principle.Oxford:Pergamon Press.
Brumfit,C.J. and R. Carter. (1984) Literature and Language Teaching.
Oxford
University Press.
Carter,R. and M.Long.(1991)Teaching Literature. Longman
Carter,R. and M. Long(1990) The Web of Words. Cambridge University
Press
Duff, A. and A.Maley. (1990)Literature.Oxford University Press.
The Internet ESL Journal, Vol.X No.12, December 2004
Lazar, G.(1993) Literature and Language Teaching.Cambridge

University Press.
McDougal,Littell. Literature. Red Level . McDougal,Littell &Company
1990
McDougall, Littell. Literature. Green Level. McDougall, Littell &
Company 1990
Zafeiriadou, N. (2007) On Literature in the EFL Classroom.
H.G. Widdowson.(1980). The Untrodden Ways. In C.J. Brumfit and R.
Carter .

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CHAPTER I

component in English would be of great value and interest.

(Adeyemi, 2010, p. 19). Moreover, such an approach is vital in the

multidisciplinary approach, which denotes the teaching of concepts

The integrated approach is beneficial to students. Langa and Yost

evaluations of it. At the same time, students will increase their

students in achieving their main aim which is to improve their

competence as reading is the silent exposure of the self to the

Literature as content; how far to go?

context of a specific text. This model provides an opportunity for

understanding of literary works and encourages students to

Literature For Personal Enrichment; Involving Students

experiences. Students are encouraged to express their feelings and

different themes and topics. Thus, learning is said to take place

APOSTROPHE: the direct addressing of an abstract quality, object or

Literature and language teaching, ed. C. J. Brumfit and R. A.

Carter, 17783. Oxford: Oxford University Press.

Lazar, G.(1993) Literature and Language Teaching.Cambridge

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