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 problem-solving 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.

3 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 language—content and formal schemata—
 through 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.

ART OF QUESTIONING

WHAT IS A QUESTION?
 A question is any sentence which has an interrogative form or function.
 In classroom settings, teacher questions are defined as instructional cues or
stimuli that convey to students the content elements to be learned.
 Directions for what they are to do and how they are to do it.

WHAT ARE SOME TYPES OF QUESTIONS?

James Gallagher’s Categories of Questions as modified by A.C Ornstein (1990) to
include Rath’s Valuing Levels
1. MEMORY QUESTIONS need recall of facts or discrete content items
2. CONVERGENT QUESTIONS require one correct response or a conventional
answer. These deal with background information and are useful for practice and review.
3. DIVERGENT QUESTIONS involve high-level, critical-creative thinking. These allow
many acceptable responses because they are often open-ended.
4. VALUING QUESTIONS explore students’ feelings and attitudes. Their emphasis is
on the personal development through clarifying attitudes.

HOW EXPERTS VIEW THE ART OF QUESTIONING?

 instruction which includes posing questions during lessons is more effective in
producing achievement gains than instruction carried out without questioning
students
 oral questions posed during online recitations are more effective in fostering
learning than are written question
 Posing questions before reading and studying material is effective for students
who are older, high ability, and/or known to be interested in the subject matter
 Very young children and poor readers tend to focus only on material that will
help them answer questions if these are posed before the lesson is presented
 asking more questions can improve their level of understanding than limited
ones

WHY ASKING QUESTIONS IS IMPORTANT?

Effective questioning will enable you to:
P-romote an active learning environment
E-xtend students’ analytical skills.
D-evelop the communication skills
I -nteract better with students
G-ain an insight into your students’ knowledge
R-ecognize and reward students.
E-xercise creative thinking skills.
E-mpower students to express their opinions

WHAT ARE SOME QUESTIONING TECHNIQUES?

1. Extending
2. Extending and lifting
3. Funneling
4. Sowing and reaping
5. Step-by-step up
6. Step-by-step down
7. Nose-dive
8. Random Walk

WHAT QUESTIONS TO AVOID IN CLASS?

1. YES- NO questions
2. elliptical
3. tugging
4. guessing
5. leading
6. vague

HOW TO IMPROVE QUESTION FRAMING?

Teachers may 4 questioning techniques effectively in teaching:
1. Redirection is a questioning technique which increases student participation and
prevents teacher domination.
2. Prompting uses hints and clues to assist a student to come up with a response
successfully.
3. Probing is a questioning technique which deals with insufficient answers. It
promotes reflective thought and critical thinking.
4. Wait time is the amount of time teachers wait after asking a question or more. It is
the time teachers spend in waiting for students to respond.