TEACHERS’ OPINION TOWARDS THE USE OF
LITERATURE IN TEACHING ENGLISH TO YOUNG
LANGUAGE LEARNERS
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Wian Anggono 112008137
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
TEACHERS’ OPINION TOWARDS THE USE OF
LITERATURE IN TEACHING ENGLISH TO YOUNG
LANGUAGE LEARNERS
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Wian Anggono 112008137
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
TEACHERS’ OPINION TOWARDS THE USE OF
LITERATURE IN TEACHING ENGLISH TO YOUNG
LANGUAGE LEARNERS
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Wian Anggono 112008137
Approved by:
Victoria Usadya Palupi, MA-ELT Christiana Sidupa, M. Hum
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Teachers’ Opinion towards the Use of Literature in Teaching English to Young Language Learners
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TEACHERS’ OPINION TOWARDS THE USE OF LITERATURE IN many ways of them in doing their duty. One of the possibilities is using literature in their language teaching. However, there are still some arguments within the concept of using literature in English language teaching. Many researchers, like McRae (1991), Hişmanoğlu (2005), Cremin, Mottram, Bearne and Goodwin (2008), argue that teachers were often lack of background, preparation and knowledge of literature in teaching. This study tried to find out what actually happened to the practice of using literature in teaching English in Indonesia, especially Salatiga and Semarang Regency. The research question of this study is “what are the teachers‟ views toward the use of literature in English teaching?” As a matter of fact, the advantages, problems and methodologies when they were dealing with literature were covered as well. The data were collected from classroom observations and interviews with the teachers that used literature in their English teaching. The result showed that all the teachers had positive views toward the use of literatures because it brought some advantages which were memorability and linguistic modeling benefits. Nonetheless, they also confessed that it was time consuming and difficult in selecting the kinds of literature. They prefered to use story and song as their favorite types of literature. Ultimately, they used discussion and simulation or role-play as their way of using literature in their teaching.
Keywords: literature as teaching material, young learners, kinds of literature, teachers‟ view, TEYL.
INTRODUCTION
introduced to English language by my English teacher in my fourth grade of the elementary school. I thought that was rather late, because based on the Baxamusa‟s article (2012), the ability to think about and the ability to understand second language are during four to ten years old. It could be said that it is the golden age of our brain development. Therefore, during that age, it is time to optimalize their brain capacity by giving them input about languages. Moreover, recently researchers have shown an increased interest in Teaching English to Young Learners (TEYL). Lenneberg (1967) in Pinter (2006) said that the Critical Period Hypothesis (CPH) which suggested that brain plasticity was only conducive to language learning only until puberty. Therefore we have to make use this golden period of children brain, because it is the best time to learn language.
Nevertheless, teaching English to very young learners as a foreign language has its own difficulty. Cameron (2001) considers children do not have the same ability to use language to talk about language as older learners. In other words, they do not have the same access to meta-language that the teachers use. She also adds that children easily lose their interest on the material and are less able to keep themselves motivated on materials they find difficult. Therefore, teachers need a strategy to make young English learners more interested to the lesson. One way to attract children‟s interest in learning English is by using
processes of young learners are particularly adept at dealing with narrative structures. McRae (1991) adds that children learn to use language through invention, experimentation and stories. The language they use is rapidly related to imaginative stimuli, so it may be very relevant to use literature in children education, especially in teaching English.
Essentially, there were several specific reasons why I was interested in researching the use of literature in TEYL. Despite the fact that many researchers claimed that literature was beneficial, many of them also argued that teachers had negative views toward using literature in English teaching. One of them is McRae (1991). He said that teachers felt rather inadequate when facing literature, either they had no literacy qualification or they had not studied literature in their past learning. Hişmanoğlu (2005) added that teachers were often lack of preparation in
the area of literature teaching. He also said that teachers didn‟t have the background and training in literature and they lacked of pedagogically-designed appropriate materials. Those were also supported by Cremin, Mottram, Bearne and Goodwin (2008). Their research revealed that teachers were lack of professional knowledge and assurance with children‟s literature and the minimal
knowledge of global literature.
young English learners in local schools in Indonesia. My research here focused on knowing the teachers‟ views in using literature. This issue then later on became my research question. “What are the views of the teachers about using literature in
TEYL?” Therefore, this study aimed to examine the teacher‟s views on how the teachers select the literature, their methods and their problem in using literature to teach English.
Teachers are the front-liner in education world. They take a crucial part in the process of students learning, so teacher should have a way to teach interestingly. With this study hopefully teachers could be wiser in selecting literature based on the students‟ need, and this research would encourage other educators to try using literature in their teaching. By doing this research this study would give contribution to the teaching of English, especially young learners. I also wished that the result of this research could usefully add and enrich teachers‟ repertoire of methods and pedagogy. And hopefully, the result of this study would enrich the literature about the use of literature to teach English to young learners.
THEORETICAL FRAMEWORK
A. Theoretical Background
1. Young Learners
Pinter (2006) classifies the characteristics of younger learners as children who are at pre-school or in the first couple of years of schooling, have a holistic approach to language, which means that they understand meaningful messages but cannot analyze language yet, have lower level of awareness about themselves as language learners as well as about process of learning, have limited reading and writing skills even in their first language, they are more concerned about themselves than others, have a limited knowledge about the world and they enjoy fantasy, imagination and movement. Whereas, Cameron (2001) said in her book that young learners mean those between five and twelve years old.
If we look at the statements by the experts above, it can be concluded that the classifications of young learners are not determined by their ages. It is because every child starts their language learning in various ages. The term „young learners‟ entirely functions as an umbrella to cover a range of ages. In other
words, if they are still early learners, they can be categorized as young learners. But in general, young learners can be categorized as those between five and twelve years old.
2. Literature
also use the theory from McRae (1991) which called literature with small “l”. It is
about the type of literatures other than classic literature. He said that literature is often associated with canonical literary works. What he means by canonical literary works are great literature and the study of literature. For example: classic literary works such as drama, poetry, Holy Bible, Holy Quran, etc. Those literary works often called Literature with capital “L”.
Whereas, he has a notion that literature is not merely the great literature as said above. So he proposed literature with small “l”, McRae (1991) defined
literature with small “l” as any text whose imaginative content will stimulate
reaction and response in the receiver. Still in McRae statement, literature with small “l” may include songs, lyrics, scripts, short stories, novels, folktales,
comics, films, eulogy, haiku, biography, memoirs, advertisements, newspapers, letter, notes, recipes, leaflets, etc. He said that everything whose imaginative content will stimulate reaction and response in the receiver is called literature.
If we see again at the theories from the experts above, literature was defined in various explanations. However, the theory proposes by McRae seems to fit this research more. The theory of literature with capital „L‟ and small „l‟ was
also used by some studies which are similar with this study, and it will be discussed later on in Literature Review Presentation point.
3. Advantages of Using Literature
Huntington (2007). Those findings can also be said as the advantages of using literary works in teaching language to novice learners. The first advantage of using literature in teaching language to novice learners is helping students develop cognitive flexibility and affective awareness. Secondly, using literature can be used to develop students‟ insight qualities in the earliest stages of language
learning. And the last one, when discussing literary works in L2 or target language with novice learners, they can be more productive in using the first language. Lazar (1993) also states in his book entitled “Literature and Language Teaching” that literature can be highly motivating the students in learning English. To complete it, Parkinson and Reid Thomas (2000) list, with more or less approval, the ten benefits of using literature.
Here are the ten benefits of using literature that were listed by Parkinson and Reid Thomas (2000). First, they mention about cultural enrichment. Reading literature promotes cultural understanding and awareness so that will enrich the cultural knowledge of the students. Then, the second is linguistic model. Literature provides examples of “good” writing, linguistic diversity, expressive
seventh advantage is rhythmic resource. Poems assist the learner in assimilating the rhythms of a language. The benefit number eight is that literature can be a motivating material. Literature is more likely to engage with and motivate a learner than artificial teaching inputs because it is generated by some genuine impulse on the part of the writer and deals with subjects and themes which may be of interest to the learner. The next is open to interpretation, because literature is open to interpretation and can serve as a basis for “genuine interaction” between learners. The last one is convenience. It is clear that literature is a handy (photocopiable) resource.
From those experts, we can see that there are advantages and values in using literature to teach English. Despite the fact that there are many advantages of using literature in classroom, there also some problems underlying the use of literature in teaching English. As Gray (2000) says that literature is authentic material, Collie & Slatter (1987) argue that as authentic material, most works of literature are not fashioned for the specific purpose of teaching a language. Same as Collie & Slatter statement, Hill (1986) says that the inclusion of literature was ungradable and unsuitable as a model and as the teaching of English for specific purpose increased. Specific purpose here means the learners‟ need. Collie &
Slatter (1987) & Hill (1986) agree that teacher often complained that the language of literature was irrelevant with the learners‟ need.
4. Literature Selection
literary text for use in language teaching is difficult, controversial and ultimately pretty subjective. Thus, the teachers need to be careful in selecting the literature. They should use literatures that are suitable for their pupils. The text selections according to McRae (1991) are divided into: accessibility, difficulty, story, the theme-based approach, text grouping, the pleasure of the text, relevance and recognition.
Different from that, Lazar (1993) suggests that the criteria in selecting literature involve the students‟ cultural background, the students‟ linguistic proficiency, and the students‟ literary background. Lazar (1993) also adds that
there are other factors to consider when selecting literary text. Those factors are the availability of the text, the length of the text, the exploitability of the text, and how it will fit with syllabus.
The selection of literature is indeed very crucial in Teaching English, especially to young learners. Teachers have to consider plenty of things, like what the experts says above, before they choose the most suitable material for their students. Later, this research would be underlain by those two experts‟ theories of
selecting literature.
5. Methodology of Using Literature
(sometimes monologues with time set aside for questions or discussion at the end); and they appear appropriate to transferring information from the lecturer to a group of students. The second methodology is informal dialogue. In this scenario, the student is asked by the supervisor to report on what she or he has been doing; the supervisor then sits back for an extended answer, while the student talks in detail about what she or he has read and thought. Thirdly, workshops are involved. Workshops generally take the form of simulations, tasks and role-play. They involve, essentially, a concern to impose structure on learning-events, by specifying a task which offers students a clear idea of what they are supposed to do, and achievable goals or outcomes to motivate and direct the learning process. The last one is self-access learning. These, where available, have the effect of freeing students from the constraint of having to work together at the same pace, or in the same sequence. They can also provide a high degree of individualised learner-feedback.
B. Literature Review Presentation
were attempted to be answered through questionnaires (for the students and the teachers), interviews (the teachers and the students) and some classroom observations.
The study conducted by Tasneen (2010) resulted that both the teachers (37%) and students (68%) believed that literature was an asset to be used as the language teaching resource. However, she added that both the teachers and the students faced some problems with literature in the language classrooms; 88% of the teachers thought that, for the students the linguistic level of the text and sometimes the cultural unfamiliarity hindered their comprehension of the texts. They liked both literatures with small and big „L‟ to be used in their language
classrooms. In fact some of them added that in a number of cases literature with small „l‟ was more functional, as it gave the students quicker glimpses of various
styles and structures.
With the existence of this similar research conducted by Tasneen (2010) I could draw some hypotheses toward the research question of this study. From the study by Tasneen (2010) hypothetically the teachers have positive view toward the use of literature in English language classroom. In addition, I hope this similar study could also guide me through every process in finishing this research.
THE STUDY
Research Methodology
. This study was set in eight schools in Salatiga and Semarang regency, Central Java, Indonesia. There were some reasons why I chose Salatiga and Semarang regency as my context of the study. The first reason is that the English education in Salatiga and Semarang regency is growing so fast. Almost every school includes English as their main subject. Likewise, there are a lot of elementary schools and kindergarten in Salatiga and Semarang regency. So that it will make me easier to find the participants of my research.
B. Participants
C. Instruments of Data Collection
In attempting to get the answer of my research question, I got the data through semi-structured interview and observation. The interview focused on examining the teachers‟ views (see Appendix A). Each interview lasted for around twenty minutes. The interviews were done in Indonesian language because as Nation (2003) suggested, it is easier and more communicatively effective to use the L1. However, I translated both the questions and the answers from the participants into English to make it easier for the readers to understand the data (see Appendix B). I also did observations to some participants. It was done from February until March 2013. The observations functioned to provide more information about the actual teaching learning activities in the classroom. The class activity was recorded from the beginning of the lesson until the end of the lesson.
D. Procedure
literature to teach English in classroom, the class activity was recorded from the beginning of the lesson until the end of the lesson. After doing every observation, I asked the teacher to arrange the last interview which I called the third section of this data collection (see Appendix A). In that interview the teachers would be asked some questions related to the teaching in the class that had been observed before. The questions‟ order more or less were divided into questions focusing the teacher‟s view in using literature to teach English. The questions would be
flexibly adjusted, depended on the needs until I get all the data.
FINDINGS AND DISCUSSIONS
This section will be discussing about some emerging themes from the interviews and observations data. Based on my research questions, this research was conducted to know teachers‟ opinion and view toward the use of literature in
TEYL. Along with that, There were four emerging themes discussed in this section which are: the advantage of using literature in TEYL, problems they face when they are using literature in TEYL, the kinds of literature they prefer to use and the reason for selecting the literatures and teachers‟ methodology of using
literature in teaching.
A. Teacher’s view in using literature in English teaching
In my opinion it is one way to make them interested in learning English. Through some literatures such as short stories that they have been already familiar with, they will be more interested and familiar with English language so that it will make us easier to teach and easier also for them to learn English. (Teacher A)
The opinion from Teacher A above showed that for the Teacher A, literature was very good in making the students interested to learn English. Similar to teacher A‟s statement, using literature was a good way to attract the students‟ attention
were also declared by Teacher D. It could make Teacher D easier in doing her job.
In my opinion, literature helps me to teach them easily, I feel that literature also help the students be interested to the teaching. So that it makes me easier in doing my job as a teacher, because I can say that literature here could act as my assistant in teaching. (Teacher D)
It‟s fun, instead of explaining to them directly, I tend to use literature to make it more fun so that the students will be interested more and not getting bored. I think it is effective also, as long as the students know the vocabulary so that they will understand the material. In my institution, the English learning for children are focused more on vocabulary, because it is simpler than learning grammar. So, I use literature here as the models of language to teach them vocabularies. (Teacher G)
As what Ghosn (2002) proposes, Teacher G said that besides it makes the students interested, literature also facilitates integration to the language area which is vocabulary. Almost all of the participants in this research gave positive views about using literature in teaching English language, but there is one respondent which is Teacher E who mentioned not only the advantages, but also the challenges in the application of research in her class.
I think applying literature for them is quite difficult, because they tend to be interested more in moving things, so if I apply it to them they will be interested but for short time and then forget it. And if I read them a story, they will be interested more to the teacher rather than the story itself. So, I think literature is useful for some reasons only, when the teacher is active it will works really well. (Teacher E)
Therefore, from all those respondents it can be concluded that teachers‟
Tasneen‟s (2012) research that both students and teachers had positive view that literature is a good language learning resources.
B. The advantages of using literature in English teaching
As you see in my introduction part, we all know that there are so many advantages of using literature in English teaching proposed by the experts. In this section, the advantages of literature in English teaching from the point of view of the front-liner in it, which are the teachers, will be discussed. There are several advantages that were stated by the participants of this research. Their opinions are various one to the others, and in this section it will be seen deeper the opinions about the benefits of literature in English language teaching.
Here is one opinion that was said by Teacher C about the advantages of using literature in English teaching.
It is useful for the students. From the literature itself, they can learn vocabulary, and also they can learn the structure of every sentence. So it is a good example for them in learning English language. For the teacher, it is helpful, because by using it, I feel that the students are more interested and paying more attention to the teaching so that I don‟t need to yell at
them. (Teacher C)
The same opinion also told by Teacher G and Teacher E. They agreed that using literature can be useful because it can become models for the language they teach.
English is focused more on vocabulary, because it is simpler than learning grammar. So I use literature here as the models of language to teach them vocabularies. (Teacher G)
Here is the Teacher E opinion about advantages of using literature on English teaching.
It makes me easier to teach. For me literature is like the prolongation or extension of me. So I can say that I am explaining and the literature is modeling. When using literature the students will remember better. (Teacher E)
From the opinion of Teacher C and Teacher G and Teacher E above, it could be said that the benefit that they got from literature was the linguistic modeling from literature itself. Teacher C could use literatures as the example language for the students. The benefit of literature as a linguistic model iss also discussed by Sell (2005) in his list of ten benefits of literature in foreign language classroom. He says that literature can be used as linguistic model. He added that literature provides examples of good writing, linguistic diversity, expressive ranges, and so on.
It makes me easier to teach. For me literature is like the prolongation or extension of me. So I can say that I am explaining and the literature is modeling. When using literature the students will remember better. (Teacher E)
From the view of Teacher E using literature will make the students remember better. This view is also supported by Teacher D‟s argument.
They will remember and understand it by listening to the story and looking at the pictures, moreover when I use song which is followed by doing the gestures so that they will notice and understand the meaning of the song. (Teacher D)
Those two opinions from the teachers are agreed by Maley and Moulding (1985) they said that literature is having the benefits of memorability. Because literature, especially poetry and songs, is memorable, it can be a memorized archive of linguistic usage. Eventually, It is very agreeable with Teacher D‟s opinion.
Along with those two views I also found interesting fact about modeling and memorability benefits of using literature in English teaching. There are 3 teachers that use literature as a model of language and asked their students to make their own literature based on the models. They claimed that by using that method it will make them remember everything because they experience it themselves.
their vacation. Another example when we discussed about profession, I asked them to make their own story about what are their aspiration in the future. I asked them to look at the example of short story as a guide. By asking them to create their own literature, I believe that the students will always remember that. (Teacher A)
In that statement, Teacher A used literature as a model for the students and asked them to create their own literature. During my observation in Teacher A‟s class it
was clearly shown that Teacher A asked her students to produce their own literature in a kind of short story. By asking them to create their own literature, Teacher A believes that the students will always remember what Teacher A taught them. The same opinion also stated by Teacher B below.
I think children tend to imitate what they experience. If they introduced to literature and they try to practiced it and imitate it by asking them to create their own literary work like short story, it will be easier for them to learn and remember it. (Teacher B)
Teacher B agreed that by asking them to create their own literature, it will be easier for them to learn and remember it. To make it complete Teacher H also stated that
These were supported by Bertrand (2010) in Read (2010), he said that usually the children take the story they've read and using the vocabulary they've learnt around the subjects in the story can personalize it and re-create their own story. It's a very enriching process. From those teachers statements, it can be concluded that from the point of view of the teachers, literature has memorability and linguistic modeling benefits as what Sell (2005) and Maley and Moulding (1985) stated in their works.
C. Problems in using literature to teach English to young learners.
Using literature in English teaching has so many advantages. Teachers have claimed it as a fact of their teaching. Nevertheless, from the interviews with all the respondents, it is found out that there are also some problems underlying this issue. As suggested by McRae (1991), the selection of literary text for use in language teaching is difficult, controversial and ultimately pretty subjective. He adds that the criteria in selecting literatures are manifold, and probably every individual teacher would place the important points that follow in a different order of importance (McRae, 1991). Thus, this chapter will reveal teachers‟ views about the problem they faced when they are using literature in their class. In general, there are two main problems that were revealed from the interviews with the respondents. The first one is the problem with time and the second one is the problem in selecting the literatures. Most of them were experiencing both problems.
In my opinion, I can‟t handle the time, because in preparing the literature it needs much time. The literature that is given can‟t be random literature, I should consider the topic, theme, level, etc. So it is sometimes time consuming in preparation. (Teacher A)
Another idea was also declared by Teacher B and Teacher D. They also have problem in time usage. However, in both teachers‟ statements, they said that the problem also relied on the selection of the literature which will be discussed also later on. Here are their statements.
It maybe my fault in selecting the literature itself, because one literature can be applied nicely in certain class but maybe won‟t be in another class.
When I use literature maybe it makes them lose focus because they enjoy the literature too much and forget the main material. And it is time consuming also. (Teacher B)
In addition to that, Teacher D said that
Sometimes, I have difficulty when looking for or selecting literature for them. Besides the limited time, media and money, I also have to consider their level in English. My students are not so good in English so that I have to select literature that is easy enough for them and suitable for their level. (Teacher D)
From those answers confessed by some teachers, we can see that for them, using literature is sometimes time consuming. This finding is also supported by O‟Connell (2009) he says that it is the biggest cause of excluding literature from
argument, is that there is no time in the school syllabus for such wasting time material like literature.
Another problem of using literature in English teaching that arouse from the interview sections with the respondents was the selection of the literatures. Some teachers confessed that they sometimes got difficulty in choosing or selecting the suitable literatures to teach their students. Like what Teacher B and D have already mentioned above, Teacher E stated that
The problem occurs when the literature I chose is not suitable with their age. They can‟t understand when the materials are too alien for them. So I
have to choose the material that is familiar for them. (Teacher E)
Lazar (1993) suggests that the criteria in selecting literature involve the students‟ cultural background, the students‟ linguistic proficiency, and the students‟ literary
background. Along with that statement, Teacher H also claimed that it was hard to choose literature in Teacher H‟s teaching.
When I have to search the literature, it is sometimes hard for me because I have to consider so many things, the suitability, the length of the story and the difficulty for the students. I have to find the most suitable literary works for them. (Teacher H)
Lazar (1993) also adds that there are other factors to consider when selecting literary text. Those factors are: the availability of the text, the length of the text, the exploitability of the text, and how it will fit with syllabus.
discussions above, we can draw a conclusion that teachers were sometimes get problems or difficulties in the process of using literature in their teaching. The main problems that they usually got were the time limit and the selecting of literature. It proves that McRae‟s (1991) hypothesis which mentioned about the criteria in selecting literatures are manifold, and probably every individual teacher would place the important points that follow in a different order of importance is very true.
D. The kinds of literature they prefer to use and the reason for selecting the
literatures
McRae (1991) divides literature into literature with capital “L” and literature with small “l”. Literature is often associated with canonical literary
works. What he means by canonical literary works are great literature and the study of literature. For example: classic literary works such as drama, poetry, Holy Bible, Holy Quran, etc. those literary works often called Literature with capital “L”. Whereas, he defines literature with small “l” as any text whose
imaginative content will stimulate reaction and response in the receiver. Still in McRae statement, literature with small “l” may include: songs, lyrics, scripts,
From the participants‟ answers, most of them were using short story and
song lyrics as their materials. A view of them was also using poems and mini-drama. Nevertheless majority of them were using story as their preference either short story text or story books.
So far, I‟m still using story books and short story texts, because I realize
that they are still elementary students, so their grade and level in English is still not too good. And I thought that the most suitable material for them is short story. (Teacher H)
From the statement above it can be seen that Teacher H prefered to use story books and short story texts because Teacher H thought that it would be suitable for elementary school students. In agreement with Teacher H, Teacher D confirmed that Teacher D was also using story books, and Teacher D added some detail information about it.
I usually use story book, which has pictures in it, we read it first for them and show the pictures to them then we translated it into their language, so that they will understand the English word of the pictures. They will remember and understand it by listening to the story and looking at the pictures. (Teacher D)
English to their students. It is clear that story, no matter kinds of it, is preferred a lot by the teachers.
Another kind of literature that is very popular to use based on their answers in the interview is song. Almost all of them used song in their teaching with the reasons which were various, and here are some opinions from them.
I usually use song, short story, mini drama and also posters. For songs, I usually make it myself because I tried to adjust to the students need or to the theme. Sometimes, song lyrics that is already created or already in books are not always suitable for students‟ needs and the theme, so I
usually made the lyrics myself. (Teacher F)
In this case, Teacher F was creating the lyrics himself. It was due to the suitability with the learners‟ need and the theme s/he brought. Teacher F also added,
From my experience for about 9 years in teaching children I notice that averagely children likes singing, no matter their voice are good or not, it doesn‟t matter. The importance one is they like song. That‟s why I prefer
song in my teaching. (Teacher F)
Additionally, Teacher C has the same opinion about using song lyrics when teaching.
song. In addition I use song more for their entertainment. I hope when I use song they feel enjoy and not stressed. (Teacher C)
From those statements by the interviewees, it can be affirmed that the reason they use song as their teaching materials is because the students enjoys it. Once again, McRae (1991) in his book “Literature with a Small „l‟ ” provided
some support toward the reason they use song as their teaching materials. McRae (1991) summarized that the reason for using songs are well-known and hardly need to be gone into again here: familiarity, accessibility, memorability, the close links between sound and sense, rhythm and rhyme, melody and meaning, as well as simple enjoyable language practice, are all valid reasons for using song. In the end, the answers from the teachers shows that they were all preferring to use literature with small „l‟ rather than the capital „L‟.
E. Teachers’ methodology of using literature in teaching
At this point, we will be discussing about kind of methodology or way of teaching that the teachers use when they include literatures in their teaching. From the interviews it was found out that the way teachers used literature in their teaching is various. On the other hand, some of them were in agreement of the same technique as can be seen from their answers below.
Or sometimes I ask the representatives of them to read the literatures I give or the literatures they made themselves and also some kind of role-play. (Teacher A)
In the statement above Teacher A explained two ways of teaching, but I recognize that the thing Teacher A use is the same, which is discussion. Teacher A also added that s/he used role-play also in the teaching. An almost similar statement is also confirmed by Teacher C.
Sometimes I ask them to read the short story and I help them to correct the pronunciation and tell the meaning of the words they haven‟t known yet. Sometimes I also ask them to form groups and discuss in their group. Also I often ask them to act or practice the things in the text. But usually I just teach them as standard teachers do, you know, teacher standing in front of the class and the students pay attention to me. (Teacher C)
Teacher C also mentioned discussion as his/her way in teaching which is collaborated with teacher centered teaching. In addition, Teacher C stated his/her believe toward discussion in class.
story I walk around them and help them with their problem or explain if they have questions or difficult vocabularies. (Teacher B)
From what Teacher B said, it is clear that s/he also prefers group discussion in class; Teacher B added that group discussion can make them communicative, active and cooperative with others. Teacher B believes that somehow group discussion can enhance them more to memorize something rather than when they work themselves. It was agreed by McRae (1991), he said that discussion, in pairs, in groups, or in the form of debate or whole class interaction will develop reading memory, memory reference search and recall.
Another methodology that was popularly used by the participants was role-playing or simulation.
Very effective, because in my opinion students cannot concentrate only to the teacher or to one object only but always change to the other object, so here literature is very effective and suitable for which are very active and dynamic. One technique to deal with that matter is making them
practice/doing the words in a song or story. For example: the rabbit jump, jump, jump. The students will also do jumping. (Teacher E)
I like it more in practice material, not theoretical materials. Back to the children‟s characteristic which is playing and active. For example singing
and mini drama. . . I also notice that children is active, their motoric ability is strong, so I also have to provide a place for them like using mini drama every the end of semester . . . . Actually in my institution, the methodology used for every child is different. It depends on every child‟s characteristic. But basically it can be concluded that the methodology is active learning. They are not taught like conventional teaching like they are silent and the teacher teach them. It can‟t be like that. So we let them
active as they like and teacher here act as facilitator for them. For example they sing a song with music; they do drama performance every semester. It will make them have place to express their activeness and also interested more in English. (Teacher F)
It makes it clearer that from those opinions, role-play can make the students have some place to express their activeness. And those teachers agreed that role-playing is a good way when dealing with active students. During the observations, it also can be seen that discussion and role-playing were used by them and it worked very well with the students.
CONCLUSION
the literature itself, the problems that may occur when they deal with literature and the methodology when they use literature in their teaching. Through this study, I was wondering what exactly happened in the practice of using literature in English language teaching in Salatiga and Semarang regency. Therefore, this study aimed to identify the teachers‟ view towards the use of literature in English teaching to young learners. Furthermore, the teachers‟ real practice and application of using literature in their teaching can be seen clearly along this study.
Throughout this study, it is concluded that all the teachers agreed to give positive views toward the use of literature in English language teaching. Majority of them stated that literature was really helpful in making the students interested in the materials and also facilitated integration of the language skills, for example: vocabulary, reading and writing skill. From this research, I also found that teachers pronounced some advantages of using literature in their teaching. The common advantages that were pronounced by the teachers in this research were memorability and linguistic modeling benefits. However, there were also other benefits revealed by the teachers. Literatures, for them, were considered as interesting and motivating materials.
Conversely, there were also some problems underlying the usage of literature in English teaching. As what Hişmanoğlu (2005) says that teachers are
problems within the using of literature in their teaching. Nevertheless, their problems are a bit different with what Hişmanoğlu (2005) has argued. The
teachers in Salatiga and Semarang regency commonly has problem in selecting the literatures and time management. Choosing the appropriate and proportional literature materials for the students was claimed as a difficult and time consuming matter for them. They have to suit the requirements when they are selecting the literatures. Consequently, the teachers chose their materials based on the students needs. Generally, they preferred to use songs and stories as their materials because those were the most suitable materials for their students.
To deliver the materials, teachers actually need the methodology or way of teaching. Furthermore, when using literature in their teaching, some teachers in my study commonly did class-discussion or group discussion in their class and some of them asked their students to do role-playing. They believed that group discussion could make them communicative, active and cooperative with others. Moreover, somehow group discussion could assist them to memorize something rather than when they worked by themselves. They also believed that role-play enabled the students to express their active participation in class. And those teachers agreed that role-playing was a good way when dealing with active students. Although Hişmanoğlu (2005), Cremin, Mottram, Bearne and Goodwin
that the teachers are well-prepared from the selecting of literature, anticipating the problems that occur and teaching.
To sum up, using literature in English language teaching carries so many benefits both for the teachers and the students. However, there are still some problems that may occur. Hence, teacher should consider a number of things when they deal with literature to teach young language learners. They have to suit the needs of the students and the materials that they are willing to present. As a matter of fact, knowing what the students need, want, lack, and desire in their study of literature is a key of success (Thom, 2008). At the end, as the suggestions for further research, researchers should find a way to know what the students need, want, lack, and desire in their study of English language with the help of literature.
ACKNOWLEDGEMENT
besties, Bugil, Maki, Iled, Chembun, Kuma, Benny, Damn, Keong, Pepi, Ninda, BuRoso‟s boys and 2008ers family, for supporting me. Also my scooter, Smithy
Werben Jaggerman Jansen who tirelessly accompany me wherever I went in the process of making this paper.
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APPENDIX A
Interview questions
1. What do you think about using literature in your teaching?
2. What do you feel when you are using literature as your aid of teaching? 3. How often do you use literature in your teaching?
4. What teaching materials (literature) do you use in your teaching? (story books, song lyrics, poems, self-made materials, etc). why?
5. What reason do you have in choosing that/those materials? 6. Why don‟t you use other materials other than that?
7. In what way do you use literature in your teaching?
8. What are your expectations when you are using literature in your teaching? 9. What do you think the advantage(s) of using literature in your teaching?
for you? For the students?
10.What do you think the disadvantage(s) of using literature in your teaching? for you? For the students?
APENDIX B
Example of interview answers
1. What do you think about using literature in your teaching?
In my opinion it is one way to make them interested in learning English. Through some literatures such as short stories that they have been already familiar with, they will be more interested and more familiar with English language so that it will make it easier to us to teach and easier also for them to learn English.
2. What do you feel when you are using literature as your aid of teaching?
I feel it sometimes could be easy but sometimes could be difficult, it‟s so -so. It is easy when the students were interested to the material (literature) that I brought. It will make the students more engaged and involved in the teaching process.
It is difficult for me in selecting the literature, it is quite hard for me to find some suitable literatures for their knowledge and their level, but it‟s Quite challenging.
-added Question: you said that it’s difficult for you to choose
literature which is suitable for them, so how did you deal with it? what is your trick in selecting literature for them?
Before that, I need to tell you that usually I give literature for them not at the beginning of the class/ semester. but I have to see their ability in English and their level in English first. for example: I teach 4,5, and 6th grader of elementary school, their characteristic are far different one another. For example, 4th graders are easier in absorbing the materials I gave, so it is easier to apply literatures in their class. the application of literature in the other classes are quite difficult. So I have to be more careful in selecting the literature for them. I have to reconsider their level, knowledge and ability in English. For example; I usually choose literatures such as short story that are familiar for them. If they don‟t know or not familiar yet with the story it will make it difficult for them also for me. So I tend to not to give them that material.
3. How often do you use literature in your teaching?
their own literary work and they read it in front of class and the others give them applause, it will teach them how to appreciate literature.
-added Question: you asked your students to create their own literature? what kind of literature? And what is it used for?
So far I still asked them to make a narrative text or short story. Like for example yesterday when I discussed about transportation, I asked them to write a story about what transportation that they use when they were in their vacation. Another example when we discussed about profession, I asked them to make their own story about what are their aspiration in the future. I asked them to look at the example of short story as a guide. By asking them to create their own literature, I believe that the students will always remember that.
4. What teaching materials (literature) do you use in your teaching? (story books, song lyrics, poems, self-made materials, etc). why?
It depends on the context and theme, so usually I use short story or poem, I rarely use song in my teaching because I am not good in singing and also limited in media, because my school is placed in remote area.
5. What reason do you have in choosing that/those materials?
For short story, I use it because it is easy to find and very familiar with students. so it is easy for me and the students also. For poems, I choose it because it will help them with their vocabulary. Because in poems there are so many variations of vocabs and word choices. I also consider their background knowledge and level in selecting the literature. So that they are not shocked or unfamiliar when they get the materials. Usually my trick is explaining to them first about the material that will be discussed. 6. Why don’t you use other materials other than that?
If I use song for example, it will take too long time, because we have to consider remembering the lyrics, the music etc, but if I use poem or short story it‟s only based on their mind no need other consideration.
7. In what way do you use literature in your teaching?
I have 2 ways of teaching and it‟s depends on the number of the students. First when the number of the students are about 15 or below, I usually asked them to form their seat in circle and we do sharing and small discussion. In the bigger number of students, I usually divide them into several small groups and I let them discuss the material with their group. Or sometimes I ask the representatives of them to read the literatures I give or the literatures they made themselves and also Some kind of workshop.. 8. What are your expectations when you are using literature in your
When talking about elementary students they are tend to be interested more in fun activities such as listening to a story, singing and so on. So, with the inclusion of literature in class I hope that they will be more interested in learning English although their chance in it is still not too many. Besides that, I hope they begin to like English, if they like it their motivation in learning is also increasing.
9. What do you think the advantage(s) of using literature in your teaching? for you? For the students?
With literature, it will make easier for us to deliver the material. It minimalize gap between the students and the main material.
-Added Question: gap between students and the main material? Can you please explain it to me?
Sometimes when we explain about certain materials, the students were not easily understand what I taught them. So here literature play its role as a bridge to connect the gap between the students and the material.
10.What do you think the disadvantage(s) or problem that you face when using literature in your teaching? for you? For the students?
The time, because in preparing the literature itself needs time. The literature that is given can‟t be random literature, I should consider the topic, theme, level, etc. so it is sometimes time consuming in preparation. For the students, I find it difficult when they are dealing with literature that are unfamiliar for them. So it is a challenge for me to find the most
suitable literature for them.
11.In your opinion, how important is literature in your everyday teaching?
I think it is not too important, I mean for me, literature is not the main issue in English teaching. In my teaching it is not the main material, it is only giving the students new atmosphere and refreshing media besides their main material. But still it gives many benefits.
12.How effective do you think using literature in your teaching? Why? In my opinion, it is very effective, because with using literature students are more interested and motivated. When they are interested and
