THE PROPORTION OF LITERATURE

IN ENGLISH EDUCATION STUDY PROGRAM

PROPOSAL

HASNA

Dosen Pembimbing

Pratiwi Retnaningdyah, Ph.D.

Oleh:
Hasna
NIM 19070956031

UNIVERSITAS NEGERI SURABAYA

INTRODUCTION

This chapter deals with background, problem statements, objectives, and significance of

the study. The background reveals the importance, urgency, novelty and feasibility of the

study.

A. Background

The potential contribution of literature to improving not only vocabulary, but also

reading and critical thinking skills which is more creative and representational use of

language had been recognized by Communicative Language Teaching (CTL) since the 70s

and 80s. This has been supported by (Tatsuki, 2015), that experts and policy makers in many

countries across Europe and Asia have integrated literature into English language programs.

Moreover, one part of Council of Europe’s Common European Frameworks of Reference for

Language: Learning, teaching, assessment (CEFR) is literature (Council of Europe, 2018).

Thus, globally, literature has been integrated in English language curriculum and

governement policy.

Some research has appeared that reading literary works – novels, stories, poems – may

offer such insight to younger children, adolescents, and adult readers alike (e.g (Tabačková,

2015; Tevdovska, 2016; Prinsloo, 2018). While perusing such writings, we are drawn into a

mimicked social world, in which we are able securely involvement circumstances which will

either take after or be exceptionally distinctive from circumstances in our claim lives. This

encounter is considered to be “transformative”: it may alter our knowledge into ourselves in

connection to others (Schrijvers et al., 2019).

Education Faculty. In other words, it is a language program in an educational institution or

university. In some universities in Indonesia, it can be a language program in teacher training

and education faculty. As English Language Education Program, it prepares the students to

teach English. While as a study program in an institution in a country it should follow the

curriculum based on the government policy, educational experts, and educational

practitioners who are involved in constructing the curriculum.

English Language Teaching in global world has changed in this 21 st century. The

changes involve the major theoretical paradigm, the practices, the issues, and the challenges

in English Language Education (ELE). As English spreads around the world and is used as a

lingua france for trade and other purposes makes the changes in English use and users, in

terms of the methods and materials used. Literature is a kind of materials that is used in

teaching English language (Nunan, 2015). Within the field of instruction, the relationship

between language and literature has not continuously been a inviting one. The presence of

isolated educational program, the instructive needs, and other components, exceptionally

regularly have driven to etymological instruction taking over the space of writing instruction,

in this way catering to the significance of our students’ procurement of an satisfactory

communicative competence, which is regularly held as a need over other abilities. At the

same time, literature has been one of the foremost common literary references for the

educating of language structure: scholarly writings are generally used as illustrations of the

phonetic wonders tended to within the instructing units of essential and auxiliary school

reading material. However, it is or maybe bizarre for a total work of literature to ended up a

reading material for instructing a language (Arbona and Raffi, 2015).

(Why those East Java English Education Study Program) Because of the importance

role of literature in teaching English, the governement policy should cover literature as
primary material the same with linguistic material which should be implemented in English

Education Curriculum. However, the proportion of literature in English Education Study

Program in most of educational universities in Indonesia is very few comparing with

linguitics proportion, e.g. in UPI, which shows the curriculum structure and the course

distribution of the Language and Literature Study Program, i.e., 50 linguistic courses and 14

literature courses meaning only 21.8% from the total number of the courses. It means that the

comparison between the number of linguistic courses and literature courses is not balance.

Some studies have shown the benefits of literature in language learning and note that

literature has been integrated into English language programs in many countries across

Europe and Asia. However none of them focuses on the proportion of literature in English

Education Study Program particularly in Indonesia. In addition, the previous studies have

explored the students’ perception on the use of literature in their language classroom. Most of

the previous studies used experimental and mixed methods. Thus, this study will focus on

exploring the proportion of literature in English Education Study Program particularly in East

Java, Indonesia by using qualitative research design.

East Java is one of the province in Indonesia which has many exelences rather than

other provices, such as: 1) East Java has the highest number of districts or cities in Indonesia,

with 29 districts and 9 cities; 2) The owner of the second largest population after West Java

is 39.89 million people in 2020; 3) East Java is a province with the highest number of public

universities in Indonesia; 4) Tanjung Perak International Port is the second busiest port in

Indonesia after Tanjung Priok; 5) There is the largest oil producer in Indonesia, namely the

Cepu Block in Bojonegoro. In other words, East Java is the second best in Indonesia being

compared with West Java.

B. Problem Statements
 There are four research questions that will be answered in this study: (1) How is the

proportion of literature in English Education Study Program in East Java, Indonesia? (2)

What are the perspectives of educational practitioners in rlation to the proportion of literature

in Englsih Education Study Program in East Java, Indonesia? (3) What should be the

proportion of literature in Englsih Education Study Program in East Java, Indonesia? (4)

What should be the future prospects of literature in Englsih Education Study Program in East

Java, Indonesia?

C. Objectives of the Study

Based on key words of study questions above, the writer intended to find out:

1. the proportion of literature in Englsih Education Study Program in East Java, Indonesia

today;

2. the perspectives of educational practitioners in relation to the proportion of literature in

Englsih Education Study Program in East Java, Indonesia, today;

3. the ideal proportion of literature in Englsih Education Study Program in East Java,

Indonesia;

4. the future prospects of literature proportion in Englsih Education Study Program in East

Java, Indonesia.

D. Significance of the Study

The result of this study is expected to be consideration for the government in relation to

language policy and for the educational practitioners particularly for those who work in

English Education Study Program in relation to curriculum design as the basis of designing

English Education Curriculum.

REVIEW OF RELATED LITERATURE

This chapter concerns about theoretical basis, some previous related to the studies, and

theoretical framework. Theoretical basis discuss about the theories supporting the study;

while, previous related studies will be elaborated from international, national to local articles.

Furthermore, theoretical study shows the theories will be used in this study to analyze the

study result.

A. Theoretical Basis

a. Definition of Speaking

The definition of speaking has been concerned by some experts. Chaney (1998: 13)

defines speaking as the manner of constructing and partaking sense over the practice of

spoken and non-voiced signs, in a variability of settings. Based on Oxford Advaced Learner’s

Dictionary of Current English written by AS Hornby (1987: 827), to speak is to create

practice of linguistic in an usual, not a singing.

B. Previous Related Studies

There were eight international articles the writer had read that showed the evidence

about the effectiveness or the use of personal experiences in teaching Speaking.

C. Theoretical Framework
 CHAPTER III

STUDY METHODOLOGY

This chapter discusses study design, study researcher presence, research sites, data

source, collecting data procedure, data analysis, and checking the validity of the findings.

A. Study Design

In designing the study, the writer used qualitative experimental design. Quantitative and

Qualitative data were equally weighted. Firstly, the data were quantitatively analyzed. Then,

the result of quantitative analysis was interpreted qualitatively.

B. Researcher Presence
C. Research Sites
D. Data Source
E. Collecting Data Procedure
F. Data Analysis
G. Checking the Validity of the Findings

REFERENCES

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