WESTERN MINDANAO STATE UNIVERSITY

College of Teacher Education

GRADUATE SCHOOL
Normal Road, Baliwasan, Zamboanga City

Task 2
Exploiting Short Stories in the EFL Classrooms by Rahman, S.
& Arju, S.
Submitted by: AHMAD, Rashida A.
Subject: EDL 208 | The Teaching of Literature
Date: June 20, 2020
Submitted to: Dr. Ericson Olario Alieto

The study narrates the benefits of using literature in EFL teaching in improving
not only in the four macro skills of language but also in skills when it comes to grammar
practice. Reading short stories can highly increase students’ motivation to read more and
appreciate the use of literature more which can be highly utilized as a stimulation to for
them and as a good means to improve reading and writing skills in English. The study
also indicated that short stories are ideal literary means for an EFL classroom usage.
Mainly, there are three merits and fitness should this lesson plan be employed in
my class. First, it is for the development of the whole class. I cannot deny the fact that I
teach in a public school where a lot of my students gained poor foundation in their former
learning. However, as a teacher who always understands, each student, whether of poor
or of good achievement or not, has their own sense of identity.  Therefore, the teaching
methods and strategies used to help these students shall also vary. In my teaching, I
always organize and understand my teaching context according to which I am going to
educate and their learning needs who I anticipate to have various learning styles and
needs, whether they are visual, auditory or a combination of the two. I can design my
lesson to incorporate all learning styles whether it is individual or by groups.
Second, it is an effective teaching method. As far as I know, most of the students
had been exposed to the same teacher-centred type as I had. They were used to waiting
for the teacher to tell them what to do, tell them what is wrong and right; waiting for
teachers to do it for them rather than doing it out by themselves. On the other hand, I
have observed that they are very reluctant to answer questions because they are afraid of
making mistakes. These made my teaching very difficult. To help the students to take
more initiative I tried the quescussion method way in their learning asking them variety
of HOTs questions. I require them to work out with questions and then try to solve these
questions by themselves. As well as that, during the course of the discussion, it is much
better if the activity to be done individually, by partner, or in groups depending on the
amount of time we can accumulate for the class. I can be selective or mix it up and use all
of these strategies for the class not get boring. I would not mind incorporating visuals in
my literature class by the use of films and/or movies.
Third, it is an organized time-managed plan. I prefer to cover too much for the
allotted time. If this is the case, sometimes I cannot allow myself to speed up since my
students are quite poor before they came to the college and they had no confidence in
speaking English. For an instance, when they are reluctant to answer questions, so
sometimes I had to force them to do so which were very difficult for them. I believe
learning is dynamic, and we all learn at a different phase. And at the end of the day, the
students will have to adjust to the teachers’ expectations. As you engage with students,

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we will encourage them to question and share ideas during the course of the class and be
at least mindful of the time spent.
I foresee that if I utilized the lesson plan in an EFL classroom, it may motivate
my students better than of just of simplified reading short stories passages. It may reveal
that the majority of the students technically can find short stories interesting to use both
as materials for self-entertainment and as part of language classes.
Hence, an effective lesson plan really takes time and effort not just only the
subject matter that you ought to teach but also of students’ abilities and goals.

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