Proposal

The kind of instructional materials given to students in a literature class is believed to contribute to the
improvement or deterioration of students’ achievement. This study addresses this gap by finding the
potential criteria for selecting the appropriate instructional material for literature teaching. It makes use of a
systematic literature review surveyed from published studies in refereed journals available from various
databases. To plot the responses to the formulated research questions, a repertory grid was used. The
data on the grid were analyzed to be able to identify the various gaps in the conducted researches. The
surveyed materials underwent thematic analysis. Subsequently, this study yields the following criteria,
encapsulated through the acronym “CARE,” namely: cultural enrichment, authenticity of the material,
relevant language enrichment, and ease requirement for understanding. It recommends that language
teachers, especially those specializing in literature teaching, try the use of the criteria proposed by this
study. Finally, this paper presents pedagogical implications and recommendations for further research
along this vein.
Instructional materials play both an essential and a significant role in teaching and in
learning of various subjects. In terms of learning, Olayinka (2015) posited that instructional
materials promote teachers’ efficiency and improve students’ performance. Olayinka (2015) also added that
instructional materials make learning more interesting, practical, realistic and appealing. They also enable
both the teachers and students to participate actively and effectively in lesson sessions. They give room for
acquisition of skills and knowledge and development of self- confidence and self- actualization. Ibeneme
(2000) defined teaching aids as those materials used for practical and demonstration in the class situation
by students and teachers. On the other hand, Ikerionwu (2000) saw instructional materials as objects or
devices that assist the teacher to present a lesson to the learners in a logical and manner. Banking on
Ikerionwu’s idea (2000), it is argued that teachers in general, and English teachers specifically, are always
concerned with the kind of material they are going to present to their students, and one of the most
challenging kinds of material for English classes is literature. Although some scholars have pointed out to
the shortcoming of literature use in practice, it is so vast and so practicable that instructors cannot stop
using it. In fact, Choi (2008) included the issue of selecting instructional materials for language and
literature teaching as one among the major concerns in Southeast Asia. Among the problems listed by Choi
(2008) include the existence of few pedagogically-designed suitable materials that can be used by
language teachers in a language or even in a literature classroom, the lack of preparation in the vicinity of
literature teaching in TESL / TEFL programs and the dearth of clear-cut objectives defining the role of
literature in ESL /EFL. Moreover, Rahimi (2008) claimed that literature provides few insights into how to
evaluate and select teaching materials and sources of knowledge for each component of the knowledge
base. In this sense, the teacher bears the burden of selecting he appropriate instructional materials in
teaching literature.
This idea is corroborated by Keshavarzi (2012) through his argument that choosing appropriate texts is the
first step to teaching English in the ESL/EFL classroom. All language
teachers desire to provide their students with materials inspiring them to speak up, to seek out
answers to questions, to voice their questions, and to read widely as well as deeply. An
important goal of education is equipping learners with materials to improve their own futures
and become contributing members of their own society, rather than burdens on society and
others. English language teachers are absolutely aware of this goal. Therefore, they attempt to
create such a situation for students of English language by selecting materials which leads to
students' and their societies' improvement.
Because the belief posited on policy.com (2012) that instructional materials should be
based on the learners’ levels does exist, several studies (e.g., Collopy, 2003; Remillard, 1999;
Sherin & Drake, 2009; Thompson & Senk, 2014) have pointed out that teachers tend to use the
materials selectively and modify the suggested activities to suit their own purposes, needs and
interests. Hence, the key to filtering best materials emerges from the appropriate criteria of
selecting materials.
To address the mentioned gaps, the studies of Eddy, 1990; Derwing, De Corby,
Ichikawa, & Jamieson, 1999; Gunderson, 2004, 2007: and Watt & Roessingh, 1994, 2001 all
conclude that educational institutions should do their best to seize the opportunity of this rapid
increase in the numbers of students flowing into classrooms in English-speaking countries
around the world. This emphasis on seizing this opportunity requires more attention from the
teachers' side on their material selection. They have to select those materials which absorb
learners and make them contributing members of their societies. It is here that literature
introduces itself to lead these teachers in their own right track. This study, therefore, addresses the gap on
what should be the criteria for selecting the appropriate literature materials today based on the latest
researches published in reputable journals. It likewise aims to contribute to the body of knowledge by
creating a set of criteria from the synthesis of various literatures available .
References
Arıoğul, S. 2001. “The Teaching of Reading Through Short Stories in Advanced Classes”
Unpublished M.A Thesis. Ankara: Hacettepe University.
Bryman, A. (2011). Samhällsvetenskapliga metoder [Social research methods] (2, [rev] uppl
ed.). Malmö: Liber
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.).
Abingdon: Routledge
Choi, Yeon Hee. (2008). Current Trends and Issues in English Language Education in Asia.
The Journal of Asia TEFL Vol. 5, No. 2, pp. 1-34.

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The kind of instructional materials given to students in a literature class is believed to contribute to the

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