Salah satu keuntungan bagi pemerintah dalam melaksanakan UKBI adalah dapat membuka peluang dalam pengajaran Bahasa Indonesia kepada Penutur Asing (BIPA). Implikasi penghapusan bahasa Inggris sebagai bahasa pengantar di sekolah dasar untuk pengajaran bahasa Indonesia kepada penutur asing. Ini memberi siswa aspek linguistik bahasa Inggris dan nilai-nilai universal Islam, yang belum cukup terwakili oleh bahan ajar yang ada di bidang ELT.
Language teaching can be more meaningful if the materials provide students with more than just linguistic aspects. Literary texts would then create an opportunity to further the character building of the students, including the spiritual realm. Literary texts were used as tools to expand the pupils' vocabulary and develop their grammar and translation skills.
Third, literature is usually viewed as containing a particular cultural perspective that is not always conceptually easy for students to understand. Showalter argues that teaching literature means developing students' critical thinking, reading skills, analytical skills, writing skills, etc. McKay believes that literature can be used to develop students' language skills, both at the level of usage and usage.
Meanwhile, Oemarjati emphasizes that the teaching of literature aims to introduce, encourage and develop students' sensitivity to the values shared by society.
Islamic Literature
One interesting point that remains to be explored is the assumption that non-native learners of English literature may face many cultural and linguistic differences that lead to barriers for both learners and teachers (Shakfa. In order to reduce such difficulties, English teachers in Islamic In its broadest sense, Islamic literature is understood as textual genres written with an Islamic perspective in any language (http://en.wikipedia.org/wiki/. Islamic_literature; 10 July 2014).
However, Kritzeck (1964:3) asserts that the term "Islamic literature", for those who can read and write in English, can easily be associated with such works as the Arabian Nights and the Rubaiyat of Umar Khayyam. It is the name of the religion... of persons who call themselves Muslims.. The Muslims of the world are mainly concentrated in the northern and eastern parts of Africa and the western and southern parts of Asia. In the context of Malay literature, Winstedt notes an important role of Islamic literature in the spread of religious doctrine.
Islamic literature is divided into four categories, namely: (1) romances of pre-Islamic heroes, which include the stories of Alexander the Great; prophets like Joseph and Jesus; the Persian hero and the Arab hero; (2) stories about the Prophet, including stories about the Shia saints Hasan and Husain and Muhammad Hanfiah; (3) the adventures of the people about the Prophet; and (4) locally composed stories. Qomar further argues that the story of Punokawan Semar, Gareng, Petruk and Bagong is an example of an Islamic local text in an Indonesian context. Briefly, Islamic literature encompasses all types of texts produced by Muslims or derived from Muslims.
What connects such a variety is the Islamic perspective underlying the deep structure of the works. Therefore, the term "Islamic literature" is used in this context and refers to any English written literature that contains Islamic moral and spiritual values. Approaches to the use of literature in EFL classroom Maley proposed three approaches to the use of.
Approaches to Using Literature in EFL Classroom Maley proposed three approaches to the use of
This approach is believed to be appropriate for the context of English as an International Language (EIL). Another theory of approaches that a teacher can use when using literature in the classroom is mentioned by Lazari. A • language of • material is the language-based literary text helps chosen to suit the approach the teacher integrates some.
In addition, Lazar suggests three main areas to consider when selecting literary texts for use in the classroom. The first consideration is the level of the students, their reason for learning English, the type of English required in the course, such as English for academic purposes and general English, and the possibility of including literary texts. The second involves identifying students' age, interests/hobbies, cultural background, and prior experience with reading literary texts.
Other important factors are: the availability of the text, the length of the text, the utilization - other resources available to help the students and the teacher to use the text -. Regarding the selection of texts, Maley argues that moral and cultural sensitivity are among the most controversial problems. The selection of texts for a language teaching program should therefore be contextual in the sense that it fits the shared moral, cultural and political views held by the students.
Islamic Literature and EFL Classroom
Materials design and lesson planning: Islamic short story
A text valued by certain communities for its literary value may be challenged by other communities for its offensive local sensibilities. This immediately emphasizes that such a championship could be an instrument to bring peace between the nations. But at this moment they were quarreling about spending a single piece of money, which was all they had among them.
He went to the shop of a fruit seller and bought four small bunches of grapes. No!' said the Greek, "it is stafil in my language." The grapes were divided among them, and each realized that the disharmony was due to his lack of understanding of the other's language. Eliminate some words from the text and have the students guess the missing words (performed by either cloze test or dicto-comp).
Remove the last sentence of the text and have students predict the moral of the story. Students are asked to conduct a brief interview with Islamic scholars regarding relevant Qur'anic verse(s), prophetic tradition, or saying that supports that supports the moral of the story.
Materials design and lesson planning: Islamic song (local text)
Penggunaan teks-teks lokal sesuai dengan kearifan tradisional yang telah lama dipegang, bahwa mengajar harus dimulai dari sini ke sana, dari mudah ke sulit dan dari diketahui ke tidak diketahui (Alwasilah. Wahai anak gembala, anak gembala, pergi dan panjatlah bintang itu pohon buah Lunyu- lunyu yo penekno kanggo ngisah dhodhot-iro Meskipun licin dan keras, Anda tetap memanjat untuk mencuci pakaian.
The students are given a jumbled English translation of the song (line or verse) and asked to recompose it.. Certain words have been removed from the English translation of the song and students must fill in the gaps, either themselves or using a list of words provided. The students are given a series of statements about the possible underlying meanings of the poem and decide which are true or false..
Students discuss the values and views on the world that are implicitly or explicitly expressed in the poem..
Concluding Remarks
