THE ROLE OF LITERATURE IN ENGLISH EDUCATION: A COMPERATIVE

STUDY OF TEACHING APPROACHES

Anita Candra Dewi
Universitas Negeri Makassar, Indonesia
[email protected]

Andi Asrifan
Universitas Muhammadiyah Sidenreng Rappang, Indonesia
[email protected]

ABSTRACT

This study explores the significant impact of integrating literature into English language education, focusing
on its benefits for enhancing cultural understanding, developing language skills, and fostering critical
thinking among learners. Literature, as a multifaceted tool, not only enriches the educational experience by
stimulating students' imagination but also deepens their engagement with the English language through a
contextualized learning approach. The research findings highlight positive perceptions from both students
and teachers regarding the incorporation of literary texts in language learning. These stakeholders point out
the effectiveness of literature in promoting creativity, imagination, and a deeper appreciation of diverse
cultures and values. Furthermore, the study demonstrates how literature facilitates the improvement of
essential language skills, including vocabulary expansion, grammar comprehension, and the enhancement
of speaking and writing abilities. By presenting complex language structures and rich vocabularies within
meaningful contexts, literature serves as a powerful medium for language proficiency and communication
skill development. The study concludes that literature is indispensable in English language education,
advocating for its integration into the curriculum to not only improve language learning outcomes but also to
equip students with a broader cultural perspective and critical thinking skills.
Keywords: Literature, Language, critical, imagination

1. INTRODUCTION

The use of literature in language teaching traces back to the 19th century. The dominant
method of language teaching at that time was grammar translation and the most popular technique
was the translation of literary texts into the target language. Literary works provided supplementary
materials for grammar practice, vocabulary learning, and translation (Liaw, 2001). Since the advent
of the structural approach to language and the popularity of direct and audiolingual methods,
literature has fallen out of use in language classes. Even with the introduction of CLT
(Communicative Language Teaching) literature was neglected and omitted from the language
course syllabus. One influential figure in the field of literature, Maley (2001), cites the lack of
empirical research in support of literature's facilitative role as the main reason for the negative view
of literature.
However, starting from the mid-1980s, interest in literature as a teaching resource resurfaced
and continues to this day. This can be seen from the publication of textbooks on the role of literature
in the classroom (e.g. Duff and Maley, 1991; Gower and Pearson, 1986; Hill, 1986; Lazar, 1993;
Maley and Duff, 1989; McRae, 1991), but there is still controversy about the use of literature for the
purpose of (English) language teaching and learning. Many EFL (English as Foreign

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Language)/ESL (English as Second Language) teachers consider literature as a mere work of art
and not suitable for the ability level of ESL/EFL students, and ignore literature as a source of
language learning and teaching (Bassnett and Grundy, 1993). Some teachers use literature as a
type of filler activity and not as an integral part of their teaching (Wasanasomsithi, 1998). But some
experts believe that literature can expand students' linguistic knowledge (Povey, 1967). Pugh
(1989) argues that literature is a rich source of meaningful input especially in the context of English
as a foreign language (ESL/EFL).
The integration of literature into English language education has long been a subject of
academic inquiry and pedagogical innovation. This study situates itself within this ongoing
discourse, aiming to elucidate the multifaceted role literature plays in enhancing the educational
landscape for English language learners. The background to this research is rooted in the
understanding that literature is not merely a vehicle for language acquisition but a dynamic tool that
offers profound cultural insights, stimulates cognitive development, and fosters empathy among
learners.
Historically, the use of literature in language teaching has oscillated between periods of fervent
advocacy and relative neglect, influenced by prevailing educational philosophies and
methodologies. In the era of grammar-translation methods, literary texts were primarily used for
their linguistic complexity. However, with the advent of communicative language teaching and task-
based learning, the focus shifted towards real-life language use, sidelining literature due to its
perceived lack of practical relevance. Despite these fluctuations, a growing body of research has
begun to reassert the value of literature, not just for its aesthetic qualities but for its potential to
enrich language education in a holistic manner.
This study builds upon the premise that literature, with its rich tapestry of narratives, characters,
and cultural settings, can bridge the gap between language learning and cultural immersion. It
posits that through engagement with literary texts, students can develop a nuanced understanding
of language nuances, idiomatic expressions, and complex grammatical structures, all within
contextually rich and emotionally engaging narratives. Furthermore, literature's capacity to present
diverse worldviews and ethical dilemmas offers a unique platform for developing critical thinking
skills and fostering a global perspective among learners.
In exploring these dimensions, the study seeks to contribute to the broader conversation on
how literature can be effectively integrated into English language curricula to not only enhance
linguistic proficiency but also to cultivate a deeper, more empathetic engagement with the world.

2. RESEARCH METHODOLOGY
This research uses descriptive qualitative methods. The concept of qualitative research is
related to exploring or digging deeper than events, circumstances or events as phenomena that
occur in the field. The data used is in accordance with the facts that occur in the field (Creswell &
Creswell, 2018). Data were collected using interviews, observations and documents. Observation
was done through direct observation of students and teachers. The data analysis technique
consists of three steps, namely data reduction, data presentation, and conclusion drawing. Data
reduction is the process of selecting, focusing on simplifying, abstracting, and transforming rough

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data. Data presentation is an activity when a set of information is organized, so that it gives the
possibility of drawing conclusions and taking action (Miles & Huberman, 1994).

3. RESULTS AND DISCUSSION

The results of the analysis show that the role of literature in English shows that literature
contributes to the development of language skills, including understanding grammar, vocabulary,
and sentence structure. Through reading and analyzing literary works, students can enrich their
language skills. Literature opens up opportunities to understand various language styles and text
structures. Inspiration from literature can stimulate students' creativity in writing. They learn to
develop narratives, characters, and writing styles through interaction with literary works. Through
analyzing literary characters, students can develop analytical and critical skills. They are invited to
understand narrative structures, characters, themes, and deeper meanings. Literature introduces
students to different cultures and traditions. Readers of literature can understand cultural
backgrounds and social contexts that reflect the diversity of society. Literature provides space for
creative and imaginative expression.
Through this role, literature is not only a tool for understanding language, but also a means to
stimulate the mind, develop critical thinking skills, and broaden students' worldview. The integration
of literature in language learning brings wider benefits to students' development in the context of
language and literacy. The views of students and teachers on the role of literature in language
learning, especially English.
1. Student view
a. Challenge and pleasure
Some students may see literature as a challenge, but also as a source of pleasure because
it can open up a world of imagination and creative expression.
b. Relevance to everyday life
An approach that is relevant to everyday life can increase students' interest in literature.
c. Cultural understanding and values
Students who understand the cultural values and meanings in literary works may have a
positive outlook as literature can open their horizons to the diversity of human societies and
values.
2. Teacher's view
a. Effective learning tool
Many teachers see literature as an effective learning tool to develop language, analytical
and critical skills.
b. Development of creativity and imagination
Literature provides teachers with opportunities to develop students' creativity and
imagination. Teachers can design activities that encourage students to express their ideas
through creative writing or discussion.
c. Introduction to culture and values
Teachers can see literature as a way to introduce students to cultures and values that may
differ from their own experiences.

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 The negative views and positive views on the use of literature in English language teaching
are as follows;
1. Negative views towards the use of Literature
McKay (1982) mentions several opinions against the use of literature. First, the lack of
contribution of literature to the teaching of grammar which is one of the important objectives of
language teaching programs. The reason is the structural complexity and unique use of
language in literature. The second opinion is that literature does not help students to achieve
academic and skill goals. The third is the specific cultural perspective found in every work of
literature. Understanding and interpreting cultural viewpoints may be difficult for students
especially non-native speakers of English.
2. A positive view on the use of Literature
According to Povey (1972) reading literature familiarizes students with the use of a large
vocabulary and new and complex syntax, this contributes to the expansion of language use
and linguistic knowledge. Another advantage of using literature in the English language
classroom is that it promotes language use or communication especially in the EFL context.
McKay (1982) believes that in the context of literary works, role relations and pre-established
social contexts have been considered, so literature can be used to increase students'
awareness of language use. Another contribution of literature to learning is the experiential and
motivational or affective factors provided through literature and its influence on students'
reading skills. If we understand reading as an interaction between the reader and the text, then
the reader must desire or be motivated to read and literature can be considered as a tool to
provide that motivation. Improved reading skills lead to achievement in academic goals and
practical skills. Another advantage of literature is the encouragement of tolerance in the face
of cultural differences and as a platform for recognizing students' creativity.

Literature provides deep insights into cultural norms, helping students understand cultural
differences and similarities. Literary integration enriches vocabulary, improves grammar
understanding, and develops speaking and writing skills. From this analysis, students are invited
to think critically, analyzing characters, plots, and themes with a critical point of view.
In the results and discussion section of this study, the role of literature in English language
education emerges as multifaceted, significantly impacting students' cultural understanding,
language skills development, and critical thinking abilities. The analysis reveals that literature, when
effectively integrated into the curriculum, serves not only as a medium for linguistic improvement
but also as a catalyst for cultural immersion and cognitive development. This dual function of
literature in language learning underscores its value beyond mere language acquisition,
highlighting its role in fostering a deeper, more nuanced engagement with both the language and
its cultural contexts.
The empirical data and interviews with English teachers corroborate the notion that literature
enriches the language learning experience by providing students with authentic, context-rich
linguistic input. This exposure to varied linguistic structures and vocabulary in meaningful contexts

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facilitates a more natural acquisition of language, echoing the findings of previous research that
literature can significantly enhance language proficiency. Moreover, the engagement with literary
texts encourages students to explore and interpret complex themes, characters, and narratives,
thereby stimulating critical thinking and analytical skills.
Furthermore, the study's findings align with the perspective that literature opens up avenues
for cultural exploration and understanding. Through literature, students gain insights into different
cultural norms, values, and perspectives, which is instrumental in developing intercultural
competence. This aspect of literature in language education is particularly relevant in today's
globalized world, where cross-cultural communication and understanding are paramount.
In conclusion, the integration of literature into English language education offers a holistic
approach to language learning. It not only enhances linguistic proficiency but also cultivates critical
thinking, cultural awareness, and empathy among learners. These findings suggest that literature
should be an integral component of English language curricula, warranting further exploration and
implementation in educational settings.

4. CONCLUSION
The investigation into the role of literature in English language education has underscored its
significant impact on enhancing cultural understanding, language skills development, and critical
thinking among learners. This study has illuminated the multifaceted benefits of integrating
literature into the English language curriculum, demonstrating that literature is not merely an
ancillary component but a pivotal element in fostering a comprehensive and enriching learning
experience.
The positive perceptions of both students and teachers regarding the incorporation of literature
into language learning highlight its effectiveness as a pedagogical tool. Literature's capacity to
stimulate creativity, imagination, and introduce learners to diverse cultures and values is
particularly noteworthy. These findings affirm the argument that literature serves as a bridge,
connecting learners with complex linguistic structures and rich vocabularies in meaningful contexts,
thereby facilitating a deeper engagement with the language.
Moreover, the study has revealed that literature's contribution extends beyond language
proficiency. By engaging with literary texts, students are encouraged to think critically and
empathetically, enabling them to navigate and understand the complexities of different cultural
perspectives and human experiences. This aspect of literature in education is invaluable in
preparing students for the globalized world, where intercultural competence and communication
are increasingly important.
In conclusion, the integration of literature into English language education emerges as a
powerful strategy to enrich language learning. It not only enhances linguistic skills but also fosters
critical thinking and cultural awareness. Given these findings, educators and curriculum developers
are encouraged to incorporate literature into language teaching practices more systematically.
Future research should continue to explore innovative methods for integrating literature in language
education, ensuring that learners can reap the full spectrum of benefits that literary texts have to
offer.

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