ARTICLES ABOUT

THE APPLICATION OF LITERATURE

IN THE ENGLISH LANGUAGE TEACHING
IN RELATION TO COMMUNICATIVE COMPETENCE

By:

1. KOMMEN SOHNI SITOHANG (2223042019)

2. NUR INDAH TIKA HASWURI ( 2223042025)

3. ANNISA AZZAHRA (2223042013)

MASTER OF ENGLISH EDUCATION

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF LAMPUNG
2023
 COMPARISON
Item Article 1 Article 2
Title The Effectiveness of Using Poetry in Demystifying the Teaching and
Developing English Vocabulary, Learning of Literature in English
Pronunciation and Motivation of in Secondary Schools
EFL Palestinian Students
Aim Determine how well poetry might This paper aims to at;
help EFL Palestinian students learn -exposing the teachers of English
English vocabulary, pronunciation, literature to the integrative
and motivation. methods of teaching both
literature and language skills,
-highlighting the role and
importance of teaching literature
in English to secondary school
students using the integrative
teaching techniques, and
-providing both administrators
and teachers of literature with
effective and productive
teaching techniques which will
lead to better understanding of
the subjects- literature and
English language
Method Quantitative Qualitative
Data Questionnaires Observation
Collection
Sample - 214 English teachers Students of secondary school
- 73 female students grade
tenth
Validity Cronbach's Alpha, Guttman split- The research is qualitative
half, person correlation, independent research. It showed the
sample T-test, ANOVA, and co- sequences of teaching literature
variance "ANCOVA in secondary school.
Result The researchers used the Literature is language in action,
independent sample T-test to teachers of English at the
analyze the data of the test between secondary school are expected to
the control and experimental groups expose students to various
regarding vocabulary and literary components such as the
pronunciation. The mean of the theme, setting, plot, characters,
experimental group was higher than dialogues and monologues. A
the mean of the control group, and well- coordinated integrative
the p-value was less than the language teaching of literature in
significant level (0.05). The English at the secondary school
Article 3
Teaching English Poetry in
EFL Classroom through
Classroom Presentation
To know about how to teach
English Poetry in the EFL
classroom through classroom
presentation.
Qualitative
Observation
Students of the English
Department of STKIP Kie Raha
Ternate: 20 fifth-semester
students.
This research was analyzed
the data from the result of
classroom observation or in
other words the researcher
analyzes the result of
classroom presentation.
Poetry is one of the literary
works which has to be mastered
by the students. It becomes
necessary because it provides
many benefits to the students.
Thus, they have to own
understanding of poetry and the
basic versification of poetry.
Based on the finding, most of
the students got a good criterion
in understanding poetry. There
 researchers used One-Way
ANCOVA to identify if there were
statistically significant differences
between the mean scores of students'
levels in two groups regarding the
attitudes towards using poetry. The
results showed that the experimental
group had significantly higher
adjusted mean scores for the post-
questionnaire than the control group,
suggesting that the teaching method
had a positive effect on their
attitudes towards using poetry in the
language classroom. This study
examined the attitudes of English
language teachers towards using
poetry in the language classroom.
Results showed that 138 (64.45%) of
teachers were females, 78 (35.5%)
were males, 140 (65.4%) had a
Bachelor degree, 67 (31.3%) had a
Master degree, 4 (1.9%) had a
Diploma degree, and only 2 (0.9%)
had a PhD. The overall mean and
standard deviation scores of the
sample responses showed that the
extent of using poetry in the
language classroom comes to a high
degree. The Cultural Understanding
dimension had the highest mean
score, followed by Language Skills
and Pedagogical Value.
Conclusio This study investigated the
are only two students who got a
should clearly bring out the vital
fair criterion.
roles of literature as a laboratory
where students go to practice Furthermore, based on the
their ideas of English language. result, no student is getting low
and bad criteria in
That is literature should be used
understanding the sense of
to facilitate the learning of poetry. Most of the students get
English language. Therefore, it is
a satisfactory criterion in the
against this backdrop that this understanding of poetry. It
paper aims at discussing means that a few of the students
simplified teaching
do not understand the sense of
methodologies, strategies and poetry. They faced difficulties
techniques for effective and to conceive the sense of poetry
productive teaching and learning that connects feeling and
literature in particular and by emotion. While the competency
extension English language owned by the students in the
sense of poetry contributes to
generally in secondary schools
the students themselves in
learning a language.
Based on the result of Teaching
English poetry in EFL
classrooms through classroom
presentation there are many
benefits of introducing English
poetry into an EFL classroom.
Poetry introduces the students
to a part of the culture of the
language they are studying, a
part that they may have few
opportunities, if any, to
experience in the target
language. It also gives them a
higher forum in which to use
and practice the language skills
they are learning. The
researcher says a higher forum
because poetry is often
considered to be an elevated, as
well as elusive, form of
communication. The very least
English Language students can
get from studying poetry is
some new vocabulary, some
practice inferring meaning from
context, and some exposure to a
piece of art from the target
language. The most that a
student can gain is
immeasurable, for it can range
from a sense of achievement to
inspiration
the foregone differences between Teaching English poetry in EFL
n and effectiveness of using poetry in
recomme developing English vocabulary,
ndation pronunciation and motivation of
EFL Palestinian students. The
results showed that poetry was
effective in improving vocabulary,
pronunciation and motivation.
Teachers should consider students'
levels of understanding, interest,
length of poem, cultural background
and degree of complexity when
choosing a poem.
one genre and the other in
literature is that of the structure.
Poetry is composed in lines and
stanzas (verse), laying emphasis
on thyme and rhythm for sound
effect. Drama is written in acts
and scenes and it meant to be
acted on stage. While, drama is
hinged on dialogue or dramatic
exchange, prose is composed in
sentences, paragraphs and
chapters. Therefore, to teach
literature successfully, the
teacher must have adequate
knowledge of the subject matter
and some clear objectives in
mind. The objectives that the
teacher might have for literature
lessons include the need to help
students to identify, discuss,
apply, draw and evaluate themes,
characters, plot, settings, etc and
also use appropriate language
skills. Thus, a good and well-
coordinated literature lesson will
not only development the
students literarily but will also
go a long way in developing the
students’ practical use of English
language.
Class through classroom
presentation has improved or
increased students'
comprehension of poems and
enhanced the participation of
the fifth-semester students of
the English Department at
STKIP Kie Raha Ternate.
Through classroom
presentation, the students could
read the English poem and
analyze the poem based on the
basics of the versification of the
poem and present it in front of
the class. Classroom
presentation has given
theoretical and practical ways in
comprehending poems step by
step, asking and answering the
questions, sharing opinions,
helping each other, giving
feedback to complete the
teacher's tasks, and analyze the
basic versification of the poem.
ARTICLE 1

Title : The Effectiveness of Using Poetry in Developing English

Vocabulary, Pronunciation and Motivation of EFL Palestinian

Students

Author : Mohammed A A Farrah & Ruba AL-Bakri

Summary and explanation:

The goal of this study is to determine how well poetry might help EFL

Palestinian students learn English vocabulary, pronunciation, and motivation. The

quantitative approach was used by the researchers to gather the necessary data. To find

out how students and teachers felt about employing poetry in language classes, the

researchers employed a questionnaire. Teachers and students from Hebron both took

part in the study. 214 English language teachers and 73 female students in the tenth

grade made up the study's sample. A single school will make up the experimental

group. When reading poetry, the experimental group significantly outperformed the

control group in terms of vocabulary and pronunciation skills, according to the analysis

of the post-test. Additionally, the survey results revealed that both teachers and

students have favorable opinions of using poetry as a method of teaching English

language in the language classroom. In summary, poetry has positive effects in

developing students' motivation while also improving their English vocabulary and

pronunciation.

Learning a foreign language is important for communicating effectively.

Literature in EFL classes has been controversial, with some calling for it and others

opposing it. Mckay (1982) refutes three popular views against the integration of

literature in classes, arguing that it has a prominent impact on learners. Literature helps
learners to develop positive attitudes, understand and tolerate cultural differences, and

enhance their imagination and creativity. It also provides an interesting and motivating

atmosphere for language learning.

This study aims to investigate the effectiveness of using poetry in developing

English vocabulary, pronunciation and motivation of EFL Palestinian students. The

study aims to explore the impact of using poetry in the language classroom on

developing learners' vocabulary and pronunciation of 10th graders of AL-Sayyedah

Sarah secondary school. The research questions are: Are there statistically significant

differences in the performance of the students in the post-test results between the

control group and the experimental group? Are there statistically significant

differences in the attitudes of students towards using poetry regarding language skills,

personal reflections, and cultural understanding? This study examines the attitudes of

English language teachers towards using poetry in the language classroom.

It has five sub-questions: pedagogical value, language skills, critical thinking,

cultural understanding, and motivation. It is significant for several reasons, such as

helping teachers to change their attitudes, motivating students to read poetry, and

encouraging students to adopt poetry as a way to learn vocabulary and pronunciation.

The researchers adopted the quantitative method for data collection and analysis

to examine the effectiveness of using poetry in the language classroom for non-native

speakers of English as a means to develop English vocabulary, pronunciation and

enhance motivation in EFL classes. The population of the study included all 10th-grade

female students from the Directorate of Education in Hebron school and all English

language teachers in the same Directorate. The sample of the study included seventy-

three female students from a local, public school in Hebron, Palestine. Both the
experimental and control groups sat for pre and post-tests, as well as pre and post-

questionnaire filling.

This study examined the attitudes of 214 non-native English language teachers

towards using poetry in the language classroom as a means to develop learners'

vocabulary, pronunciation and motivation. The researchers used a pre-test and post-test

to measure students' levels in both vocabulary and pronunciation. A questionnaire was

also used to evaluate attitudes towards using poetry in the language classrooms. The

pre-test consisted of forty-five marks and analyzed statistically by using an

independent sample T-test. The results showed that the pre-test had a mean, the

standard deviation, and the T-value of both pre vocabulary and pronunciation sections

respectively.

The most important details in this text are the results of a pre-test and post-test.

The pre-test showed no statistically significant differences between the experimental

and control groups, while the post-test measured the impact of using poetry on

developing students' vocabulary and pronunciation competence. The validity of the test

was checked by four experts from Hebron University, and the reliability of the test was

checked by applying it to a sample of eleven students from the study population. The

chosen poetry was chosen according to the major themes and popularity of the poets,

and the researchers made efforts to ensure that the chosen poetry was suitable for the

participants' age, cultural background and English levels. The researchers used two sets

of questionnaires to investigate both teachers' and students' attitudes towards using

poetry in the language classroom.

 Validity of the questionnaires was assessed by experts, and reliability was

checked by Cronbach's Alpha. The researchers presented ten English poems to the

experimental group using LCD in the classrooms during the second semester of 2017-

2018. The researchers asked students to express their feelings and opinions towards the

targeted poems. They used markers, word cards, flash cards, and CDs to read and

enjoy the poems. Data analysis was used to examine hypotheses and questions, such as

frequency and percentages, Cronbach's Alpha, Guttman split-half, person correlation,

independent sample T-test, and ANOVA. Analysis of co-variance "ANCOVA" was

used to examine the differences between mean values of pre and post-questionnaire.

The researchers used the independent sample T-test to analyze the data of the test

between the control and experimental groups regarding vocabulary and pronunciation.

The mean of the experimental group was higher than the mean of the control group,

and the p-value was less than the significant level (0.05). This suggests that there are

significant differences in the performance of the students in the post-test results

between the control group and the experimental group. The research found that there

were significant differences in the performance of the students in the vocabulary post-

test results between the control group and the experimental group, which corresponds

with Ahmad's (2014) and zen's (2012) studies. Additionally, there were statistically

significant differences in the attitudes of students towards using poetry in the language

classroom due to the teaching method.

These results are consistent with literature studies like Mittal, Lazar, 1996,

Ahamd, 2014, Reilly, 2012, Saraç, 2003, ubukçu, 2001, Jumatriadi, 2014, Cullinan,

Scala, and Schroder, 1995. The researchers used One-Way ANCOVA to identify if

there were statistically significant differences between the mean scores of students'
levels in two groups regarding the attitudes towards using poetry in the language

classroom. Table (4.7) showed that the mean scores in the pre-questionnaire for the

experimental group were (72.2523) and the mean score on the pre-questionnaire for the

control group was (77.0370). However, the mean score on the pre-questionnaire for the

experimental group was (82.5586). The researchers used One-Way ANCOVA to

identify if there were statistically significant differences between the students' mean

scores in attitudes towards using poetry regarding language skills dimension due to

teaching method between the experimental and control groups.

To identify the sources of these differences, table (4.9) showed the adjusted mean

scores for the post-questionnaire according to the group. To answer the question, mean

scores and standard deviation were calculated for the students in the control and

experimental groups according to teaching method. Table (4.11) showed that the F

value was (15.221) for the differences between the mean scores of students’ level into

groups regarding the attitude towards using poetry in terms of personal reflections

dimension, and the p-value was less than the significant level (0.05). The experimental

group had significantly higher adjusted mean scores for the post-questionnaire than the

control group, suggesting that the teaching method had a positive effect on their

attitudes towards using poetry in the language classroom. The post-questionnaire

results for the experimental and control groups showed significant differences in

attitudes towards using poetry regarding the cultural understanding dimension.

One Way ANCOVA showed that the F value was (19.988) and the p-value was

less than the significant level (0.05). The adjusted mean scores for the post-

questionnaire were in favor of the experimental group, which is consistent with

literature studies.
 The researchers examined the demographic characteristics of English language

teachers, including gender, education, years of experience, type of school, and level of

teaching. Results showed that 138 (64.45%) of teachers were females, 78 (35.5%) were

males, 140 (65.4%) had a Bachelor degree, 67 (31.3%) had a Master degree, 4 (1.9%)

had a Diploma degree, and only 2 (0.9%) had a PhD. Additionally, 93 (43.5%) had

experience between 5 to 10 years, 66 (30.8%) had experience of less than 5 years, and

50 (23.4%) had an experience of more than 10 years. This study used a 5-Likert scale

to classify the attitudes of English language teachers towards using poetry in the

language classroom. The overall mean and standard deviation scores of the sample

responses showed that the extent of using poetry in the language classroom comes to a

high degree.

The Cultural Understanding dimension had the highest mean score, followed by

Language Skills and Pedagogical Value. The Pedagogical Value dimension had the

lowest mean score, followed by Language Skills and Pedagogical Value. The

Language Skills dimension had the mean value of 4.0008 and standard deviation

of.61057. The Language Skills dimension is high and all items come to high degree.

The item "Poetry helps improve students' listening skills" has the highest mean score

(4.2991).

The item "Poetry helps learners become familiar with word stress, intonation and

rhythm" has the lowest mean score (3.8178). The item "Poetry evokes students'

awareness towards the linguistics features of the language" has the highest mean score

(3.869). The item "Poetry is a useful tool when teaching cultural aspects in an EFL

classroom" has the highest mean score (4.1449). The item "Poetry encourages
interaction and communication among learners" has the highest mean score (4.0607).

The item "Poetry motivates students to be active learners" has the lowest mean score

(3.8037). The item "Poetry is more enjoyable than other literary works" has the highest

mean score (3.8505).

This study aims to investigate the effectiveness of using poetry in developing

English vocabulary, pronunciation and motivation of EFL Palestinian students. Ten

poems were chosen for their common themes and popularity, and two groups of

students were studied. The experimental group used different strategies for teaching

vocabulary and pronunciation, while the control group learned the intended vocabulary

and pronunciation through traditional methods. The results showed that poetry was

effective in improving vocabulary, pronunciation and motivation. The results of pre

and post-tests showed that using poetry as a means to teach vocabulary and

pronunciation competences were effective.

Teachers should consider students' levels of understanding, interest, length of

poem, cultural background and degree of complexity when choosing a poem for their

learners. Two questionnaires were used to measure students' attitudes and motivation

towards using poetry in the language classroom. The teachers' questionnaire aimed to

examine their attitudes towards integrating poetry in the classroom. Results showed

that using poetry has a great influence on improving students' vocabulary and

pronunciation competences. Teachers have positive attitudes towards integrating

poetry, as it has a great influence on the pedagogical value, language skills, cultural

understanding and motivation dimensions.

 ARTICLE 2

Title : Demystifying the Teaching and Learning of Literature

in English in Secondary Schools

Author :

Summarize And Conclusion:

This paper discusses the teaching of literature in English, which is described as literary

work in real life or imaginary situation expressed in the four genres: prose, poetry and drama.

It aims to discuss simplified teaching methodologies, strategies and techniques for effective

and productive teaching and learning literature in particular and by extension English language

generally in secondary schools. The difference between one genre and the other is that of the

structure. To teach literature successfully, the teacher must have some clear objectives in mind,

such as helping students to identify and discuss the story structure or plot of selected work,

identifying characterization, discussing the theme of the selected work, identifying the setting,

discussing literary devices and their appropriateness and communicative competence, drawing

inferences, discussing their feelings about the selected work, applying their knowledge and

experiences to the story, evaluating or passing judgments on the story, and using literature to

promote communicative effectiveness in the four language skills. Prose literature is a long

form of literature that requires the teacher to tell a captivating aspect of the story briefly to

motivate the students.

Techniques for effective teaching of prose include story completion, story re-telling,

dramatization, re-writing, story illustration, converting pictures, diagram and sketches to

stories, discussion based on the story line, memorization of interesting quotes from the story,

analyzing the language of the story, joint discussing the content of the story, and writing

similar stories of their own. To stimulate reading of stories, the teacher should choose a story

with characters and events that will interest the pupils, prepare work on other tasks for some

pupils to do while they do share reading with other groups, establish any background

knowledge before reading the story, show pupils some illustrations on the content of the story

and ask questions about them, invite students to join in the reading, discuss the story with their

students and ask them to bring out the parts that give them pleasure and excitement. Plot is the

organization of the sequence of events in a story, which pays attention to the organization in a

novel. The most important details in this text are the techniques used to teach the plot of a

story. These techniques include getting the students to read the story silently on their own,

narrate the events of the story in a chronological order, put the major events on the chalkboard,

write five or more sentences describing the plot of the story, and display the plot written by the

best students for others to read and imitate.

The setting of a story is time and place-bound, so it is important to help students

identify the setting and draw from their knowledge of what they read from the novel and their

own experiences to arrive at their own conclusions. Characterization refers to the system an

author uses to present characters, while character refers to any of the individuals presented in

the story. Techniques of teaching Characterization include getting the students to name the

characters and categorize them into major and minor characters, assisting them to give physical

description of the characters, and getting them to act the roles of the characters paying

attention to their mannerisms.

ARTICLE 3

Title : Teaching English Poetry in EFL Classroom through

Classroom Presentation

Author : Syamsia & Hamid Ismail

Summarize And Conclusion:

This research aimed to know how to teach English Poetry in the EFL classroom

through classroom presentation. The researchers said that poetry has been used in teaching and

learning English in the classroom. Many educators have attempted to deal with poetry in the

EFL classroom. The Northern Territory Department of Employment, Education and Training

in Australia (2006) proposed resources in teaching and learning poetry. They state that poetry

is a language used in particular ways that involve rhyme, rhythm, and meter. It is a way of

sharing experiences, telling a story, expressing feelings or ideas. The researchers want to find

out this research because English Poetry is a subject in the fifth semester of the English

Department at STKIP KIE RAHA TERNATE. In the English poetry subject, the students learn

about basic versification of English poem likes stanzaic forms in a poem, rhythms, rhyme

scheme, metrical lines, poetic feet, punctuation, and figurative language in a poem. In these

cases, the students were asked to looking after an English poem and then make an analysis of

basic versification of English poem after that they were present in front of the class.

The research design used in this research is qualitative research. Qualitative research is

a means for exploring and understanding the meaning of individuals or group ascribe to a

social or human problem. The population in this research was all students of the English

Department of STKIP Kie Raha Ternate, and the samples of this research were 20 fifth-

semester students of the English department of STKIP Kie Raha Ternate. To collect the data
the researcher used classroom observation and documentation. Classroom observation in this

research means that the researcher did monitor or observed the students when they do

classroom presentations about English poems. While documentation means in this research

like document used in the teaching and learning process. To analyze the data, the researcher

was analyzed the data from the result of classroom observation or in other words the researcher

analyzes the result of classroom presentation. When the students present the classroom

presentation it is about English poems and how the students analyzed English poems that they

presented by using descriptive techniques. The data were gotten in the form of grade (range 0-

100) and the grading quality (bad (0-20), low (21-40), fair (41-60, good (61-80, and excellent

(81- 100).

Furthermore, based on the result, no student is getting low and bad criteria in understanding the

sense of poetry. Most of the students get a satisfactory criterion in the understanding of poetry.

It means that a few of the students do not understand the sense of poetry. They faced

difficulties to conceive the sense of poetry that connects feeling and emotion. While the

competency owned by the students in the sense of poetry contributes to the students

themselves in learning a language.

Based on the result of Teaching English poetry in EFL classrooms through classroom

presentation there are many benefits of introducing English poetry into an EFL classroom.

Poetry introduces the students to a part of the culture of the language they are studying, a part

that they may have few opportunities, if any, to experience in the target language. It also gives

them a higher forum in which to use and practice the language skills they are learning. The

researcher says a higher forum because poetry is often considered to be an elevated, as well as

elusive, form of communication. The very least English Language students can get from

studying poetry is some new vocabulary, some practice inferring meaning from context, and

some exposure to a piece of art from the target language. The most that a student can gain is

immeasurable, for it can range from a sense of achievement to inspiration. Teaching English

poetry in EFL Class through classroom presentation has improved or increased students'
comprehension of poems and enhanced the participation of the fifth-semester students of the

English Department at STKIP Kie Raha Ternate. Through classroom presentation, the students

could read the English poem and analyze the poem based on the basics of the versification of

the poem and present it in front of the class. Classroom presentation has given theoretical and

practical ways in comprehending poems step by step, asking and answering the questions,

sharing opinions, helping each other, giving feedback to complete the teacher's tasks, and

analyze the basic versification of the poem.