Purposes of Learning Literature

SESSION 2
PRAYOGO HADI SULISTIO, M.Pd
PENDIDIKAN BAHASA INGGRIS, FKIP
KEMAMPUAN AKHIR YANG DIHARAPKAN
• The students will be able to purpose of learning
literature
• The students will be able to analyze the
functions of learning literature in every level of
education
Introduction
• There are so various dimensions to see the importance of
learning literature.
• In your opinion, what is the importance in learning literature?
• What is the point?
Institutional interest – dimensions of literary competence

• Cognitive understanding & co-creation of meaning:

forming mental model, filling gaps, forming
hypotheses
• Linguistic-discursive competence: in reading, follow-
up communication, and negotiation of meaning
• Motivation & orientation: getting involved in a text,
finding pleasure in reading, recognizing relevance of
literature
Institutional interest – dimensions of literary competence

• Subjective response and participation in

interpersonal and intercultural perspectives
• Reflection on and critical judgment of moral values
and actions
• Cognitive-aesthetic understanding and evaluation
• Creative production through (re-)writing literary
texts (narrative, performative, and poetic
competence)
Doing’ literature – functions of learner texts

• Motivation through identification, individual

expression, and autonomy
• Recognition of others’ perspectives, supporting
empathy and tolerance
• Meaningful communication addressed to peers (and
the teacher)
• Challenging but playful experiment with language
and culture
Doing’ literature – functions of learner texts

• Object of mutual reflection and trigger of linguistic

and cultural awareness
• Holistic learning that combines affect, cognitive
insight, and imagination
• Opportunity to give feedback; for appreciation,
assessment, and evaluation
Literature for all levels – transition (recap)
Literature for all levels (Intermediate)

• Example: raising awareness of face-to-face interaction in

real life and narrative communication in comics
• “A Relationship in Eight Pages” (Hoover 2007)
• Pre-reading: What’s in a title and in a picture on the cover
page?
• Reading/viewing: Spell out what the characters feel and
think in addition to what they say.
• Post-reading: Compare the interplay of body language and
verbal communication to real life interaction. Discuss
intercultural similarities and differences. Re-create the
ending.
Literature for all levels (Upper-intermediate learners)

• “[G]reening of the EFL classroom” (Volkmann 2012: 397)

• an open discussion of culture and nature
• raising ecological awareness in a more directive way to change the
learners’ attitude and practical behavior
• Pressing questions:
• Who can claim to have ‘the truth’ about nature?
• Who controls which discourses about nature and the environment
(politics, multinational corporations, science, the media)?
• How could ecological insight translate into social and political
action?
• cf. Hollm & Uebel 2006: 182-83
Literature for all levels (Advanced learners)

• Advanced learners should be able to cope with – and enjoy –

literature from young adult fiction to selected classics
• Slumdog Millionaire (2006)
• media literacy
• inter-, trans-, and intracultural similarities and differences
• critical reflection on values and actions
• modern adaptions of Shakespeare’s Hamlet (manga or movie)
in comparison to selected scenes from the original
Literature for all levels

• Beginners: pleasure, enjoying reading

• Intermediate: expand ICC, cognitive understanding, discursive
skills, aesthetic appreciation, creative potential
• Advanced: increase ICC and all dimensions of literary
competence
• Thank you