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1. What is literature ?

I. Defining Literature
Literature, in its broadest sense, is any written work. Etymologically, the term derives from
Latin litaritura/litteratura “writing formed with letters,” although some definitions include spoken
or sung texts. More restrictively, it is writing that possesses literary merit. Literature can be
classified according to whether it is fiction or non-fiction and whether it is poetry or prose. It can
be further distinguished according to major forms such as the novel, short story or drama, and
works are often categorized according to historical periods or their adherence to certain aesthetic
features or expectations (genre).

Taken to mean only written works, literature was first produced by some of the world’s earliest
civilizations—those of Ancient Egypt and Sumeria—as early as the 4th millennium BC; taken to
include spoken or sung texts, it originated even earlier, and some of the first written works may
have been based on a pre-existing oral tradition. As urban cultures and societies developed, there
was a proliferation in the forms of literature. Developments in print technology allowed for
literature to be distributed and experienced on an unprecedented scale, which has culminated in
the twenty-first century in electronic literature.

A. Definition Literature

Literature is personal expression of man, which comes from experiences, thinking,


spirit, and conviction in the real description, which around feeling of the reader. Literary work
describes life, which are poured by the author’s imagination to influence the reader thinking.
Some authors describe the situation and some characters that make the reader as if the cast who
are in that situation.
In the literature an author will cause his character to be had in certain truth and certain
fact. And he always concerned about how truth and fact related to each other. The writer of
literature does not stray from facts. He will select from the fact of the world or make up certain
facts so that he can present a truth of human nature. 1
Thus will make readers can enjoy what they read. And can imagine themselves in
situations and be like he was reading. With he or she knowledge imagination. One can not
imagine without knowledge a reality. Therefore, imagination is always tied to reality, while
reality can not be separated from the imagination.2And probably no two readers get exactly the
same thoughts and feelings from something they read, because their past experiences have
been different.3
And this will be a special meaning for readers. As already mentioned above, the
literature has no meaning without a meaning by the reader.4 Therefore in giving meaning to a
literature that we have mastered the language code used in the text. In addition, Some
Experiences and knowledge are required of the reader to make judgment.5 Thus we can feel
the function of literature as expressed by the dulce et utile Horace can be translated as an
entertainment and teaching or working or playing and terminal values and instrumental values,
or art and propaganda, "or art for art, and art as a unifying ritual and community culture.6

B. Major form
1. Poetry
Poetry is a form of literary art that uses aesthetic and rhythmic qualities of language to
evoke meanings in addition to, or in place of, prosaic ostensible meaning (ordinary intended
meaning). Poetry has traditionally been distinguished from prose by its being set in verse7prose
is cast in sentences, poetry in lines; the syntax of prose is dictated by meaning, whereas that of
poetry is held across metre or the visual aspects of the poem.8

1
Edward H.jones.Jr.Outline of Literature Short Stories, Novels, and Poem. The Macmillan Company: New
York.1968. p.3
2
Umar Junus.Dari Peristiwa ke Imajinasi Wajah Sastra dan Budaya
Indonesia.PT.Gramedia:Jakarta.1983.p.3
3
Prof.Dr.rachmat djoko pandopo.Beberapa teori sastra,metode kritik dan penerapannya.pustaka
Pelajar:Yogyakarta.2005.p.115
4
A.teuw.Membaca dan Menilai Sastra.PT.Gramedia:Jakarta.1983.p.12
5
Edward H. jones. Jr . Outlines Of Literature Short Stories, Novel, and Poems.The Macmillan company:
New york.1968.p.5
6
Rene wellek and Austin warren..Teori kesusasteraan. PT Gramedia : Jakarta.1977. p.316
7
POETRY, N.". OXFORD ENGLISH DICTIONARY. OUP. RETRIEVED 13 FEBRUARY 2014
8
Preminger, The New Princeton Encyclopedia of Poetry and Poetics, 938–9
Prior to the nineteenth century, poetry was commonly understood to be something set in
metrical lines; accordingly, in 1658 a definition of poetry is “any kind of subject consisting of
Rythm or Verses”9. Possibly as a result of Aristotle’s influence (his Poetics), “poetry” before the
nineteenth century was usually less a technical designation for verse than a normative category
of fictive or rhetorical art10.As a form it may pre-date literacy, with the earliest works being
composed within and sustained by an oral tradition;11hence it constitutes the earliest example of
literature.

2.Prose
Prose is a form of language that possesses ordinary syntax and natural speech rather than
rhythmic structure; in which regard, along with its measurement in sentences rather than lines, it
differs from poetry.12.On the historical development of prose, Richard Graff notes that ”
 Novel: a long fictional prose narrative.
 Novella:The novella exists between the novel and short story; the publisher Melville
House classifies it as “too short to be a novel, too long to be a short story.13
 Short story: a dilemma in defining the “short story” as a literary form is how to, or
whether one should, distinguish it from any short narrative. Apart from its distinct size,
various theorists have suggested that the short story has a characteristic subject matter or
structure;14 these discussions often position the form in some relation to the novel.15
3.Drama

9
POETRY, N.". OXFORD ENGLISH DICTIONARY. OUP. RETRIEVED 13 FEBRUARY 2014
10
Ross, "The Emergence of "Literature": Making and Reading the English Canon in the Eighteenth Century",
398
11
FINNEGAN, RUTH H. (1977). ORAL POETRY: ITS NATURE, SIGNIFICANCE, AND SOCIAL CONTEXT. INDIANA
UNIVERSITY PRESS. P. 66. & MAGOUN, JR., FRANCIS P. (1953). "ORAL-FORMULAIC CHARACTER OF ANGLO-SAXON
NARRATIVE POETRY".SPECULUM 28 (3): 446–67. DOI:10.2307/2847021
12
Preminger, The New Princeton Encyclopedia of Poetry and Poetics, 938–9 &Alison Booth; Kelly J. Mays.
"Glossary: P".LitWeb, the Norton Introduction to Literature Studyspace. Retrieved 15 February 2014.
13
Antrim, Taylor (2010). "In Praise of Short". The Daily Beast. Retrieved 15 February 2014.
14
ROHRBERGER, MARY; DAN E. BURNS (1982). "SHORT FICTION AND THE NUMINOUS REALM:
ANOTHER ATTEMPT AT DEFINITION". MODERN FICTION STUDIES. XXVIII (6). & MAY, CHARLES (1995). THE
SHORT STORY. THE REALITY OF ARTIFICE. NEW YORK: TWAIN

15
Marie Louise Pratt (1994). Charles May, ed. The Short Story: The Long and the Short of It. Athens: Ohio
UP
Drama is literature intended for performance16.

2.What are some benefit to study literature ?

Literature classes, as Mainland (2013: 145) puts it, help students find their voice. In this
way, getting students talk in another language and assisting them express themselves have a lot in
common. Literature can be a tool rather than an end in teaching English as a second or foreign
language (Murat 2005: 53). The major four reasons why literature should be used in ESL / EFL
classrooms are: authenticity, cultural and language enrichments, in addition to personal
involvement (Murat 2005: 54). The part which a novel or a poem plays is to take the learner to a
vaster or larger area of huge bulk of language utterances, based on lifelike, situational, authentic
experiences which characters have in the literary work. Likewise, reading works of different
literary genres offers students familiarity with many various linguistic forms, communicative
functions and meanings. The worlds which such written texts as novels, short stories, poems, and
drama offer helps in learners' understanding of how communication in that country takes place as
they present situations of characters from various social / regional backgrounds (Murat 2005: 54).
Writing could be an important task in teaching literature, since it affects the students`
proficiency and helps students to organize their ideas clearly. However, Isaacs (2009: 119) claims
that there is no place for writing in many English classes; alternatively, even if there is, it is the
exclusive area in English department. Moreover, Mainland (2013:146) describes the role of
criticality in literature, emphasizing that critical ideas need a good language for utterance.
Interestingly, the process of language learning draws a connection between texts and ideas to
keep on the path. According to Murat (2005: 55), through literature learners become familiar with
"a substantial and contextualized body of text." In addition, what adds to their writing skills is their
increasing awareness of the variety of the ways by virtue of which ideas can be connected. Using
literature also brings about the learners' personal involvement. That is, they begin to react
emotionally to the story that is being unfolded, which has a beneficial effect on the whole
language-learning process.

16
Elam, Kier (1980). The Semiotics of Theatre and Drama. London and New York: Methuen. p. 98.ISBN 0-
416-72060-9.
Literature can serve as the source of correlation between the students` proficiency and
language use. Relevantly, Adesuyi (1991: 38) explains that both language and literature are
inseparable parts of English, and each is described as one side of a coin. Both are serving people's
communications and activities. Furthermore, language is the system of communication that is used
to express different thoughts. Precisely, different types of literature may affect language
acquisition in accordance with culture, society, and area. Reading and studying a novel, a play, or
a poem in the target language may help in introducing learners to the culture through which that
language passed. It is through reading a literary work written in a certain dialect of a language
that a student may be aware of the varieties of that language.
The value of literature essentially comes from its capacity to develop learners'
sociolinguistic knowledge of the target language, providing them with a wide range of language
varieties. Language changes from one social group and profession to another. Similarly, a person
speaks differently in more than one social context, using formal or informal speech styles (Murat
2005: 56).In the light of the above, literature exposes the learners to other languages and cultures.
Moreover, the interrelation between literature and language could be seen through expressing
ideas. It shows how people of different cultures can share their ideas simply through language.
Besides, a subsequent advantage of studying literature will be the enrichment of the learners'
vocabulary and reading skills. Furthermore, literature could be used in teaching any language.

3. Why do English department student literature


there are still good reasons for the study of English Literature.

Students who study only English Language, with its emphasis on reading and writing skills,
sometimes fail to see the point of studying English literature, especially if they have no plans to
study English or Translation at university. But English literature can introduce students to a range
of aspects, not only of the English language but also of English culture.

There are aspects of English culture that are encapsulated by English literature. Of course, this is
quite obvious when studying the works of Shakespeare or of writers, poets and playwrights of the
eighteenth and nineteenth centuries. It is, however, also true when studying other works of English
literature. Students can learn about allusions and references to different aspects of English culture.
They can also learn the context and meanings of famous quotes and phrases.

Studying Literature does not confine the students to the traditions of England but includes the
possibility of introducing them to traditions which inform English Literature, such as the study of
Ancient Greek drama, and to literature in other contexts, such as American literature. It also
provides the students with an alternative to the pervasiveness of “television culture” with its
immediacy and, often, its shallowness.

An enjoyment and appreciation of Literature will give students the ability to develop this into an
interest in books and reading as they move away from their studies and into their adult lives. They
will have the confidence to approach and tackle new forms of books and writing, since they were
exposed to a range of literature during their school days.

When studying Literature, students can learn not only language aspects such as vocabulary items
but also that language can be used for specific and aesthetic purposes. Familiarity with the concepts
of beat, metre and rhythm can improve their own writing as students are able to appreciate and
apply these ideas. Finally, the study of Literature can provide students with a fresh and creative
angle with which to approach their studies in particular and their lives in general.

So the next time you are reading a newspaper article lamenting the lack of creativity and initiative
in the local workforce, remember that in a small way the study of English Literature can help to
add a refreshing and further dimension to a person’s life.
Mainland, C. (2013). Teaching Literature like a Foreign Language; or, What I
Learned When I Switched Departments, Pedagogy, 13 (1), 2013: 145-148.

Isaacs, E. (2009). "Teaching General Education Writing: Is There a Place for


Literature?", Pedagogy, 9 (1): 97-120.

Adesuyi, V.A. (1991). Relationships between Students` Exposure to English


Literature and Performance in WASC English Language among Secondary Students in
Ondo State. An unpublished M.A. Thesis. University of Ife, Ile-Ife, Nigeria.
Hismanoglu, Murat. (2005). "Teaching English Through Literature" Journal of
Language and Linguistic Studies, 1 (1): 53-66..

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