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internalize the structure and grammar of the language and enjoy the reading of literature for fun or entertainment.
4. Preference for Prose
The fourth issue that emerged is that most of the teachers prefer prose to other genres. There seems to be a consensus the teachers who teach literature as a resource
and those who teach literature as a subject on this issue. The majority of the teachers stated that they preferred prose which includes novel, novella, short stories and
narrative materials. For example,
T2 and T3
responded:
“I use literature especially prose in my language skills’ class”T2 “Talking about genre of literature I teach or prefer teaching my class. As we
know, there are three main genres of literature, drama, poetry and prose. From these three genres, the one I prefer most is teaching prosaic work, teaching
about prose because I have to consider the level of the language, and the
number of my students”T3 .
T4 and T6
stated that they teach prose and drama because they are easy for the students and the teachers.
“Any genre, it can be prose, drama etc, but it must be simplified but not poetry”T4.
“Especially for the novels, prose and sometimes drama. Of course, frankly speaking, I don’t like poems because it is too difficult for me to understand
the imageries T6.
T7 and T9
mentioned that they teach both prose and poetry because they are very useful to what they teach. T8 preferred poetry because:
“Poetry is the peak of aesthetic, the application of the use of aesthetic of language. In poetry you find good language, good expression, for example
metaphor. All of them are beautiful. Poetry also sends imageries. The people
imagine real and unreal… I Iike teaching poetry because it gives me aesthetic imageries and I
think students also like it.”
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The finding shows that the teachers mostly prefer prose because it is considered easier to both the teachers and the students than other genres. Poetry is the second
most preferred genre even though some of the teachers consider poems very difficult, technical and complex because of its language and imagination. Based on the
responses, drama is the least preferred genre by the teachers for language teaching.
5 Criteria for Selecting literary texts
The issue of the different criteria for selecting literary texts by the teachers also emerged. Criteria are standards that the teachers consider and adopt when
selecting a literary text for their classes.
T1
said the material she used in her reading class was provided by the department and she must use it. This means she
never had any inputs in selecting the text. Apart this participant, others expressed different criteria for selecting literary texts. Specifically,
T2
and
T3
said:
“I select materials that are easy for the students and I must consider the
language level”. We must consider the level of difficulties, the students’ level of understanding on choosing literature for the students.”
T2
“I intend to first look at the number of students in my class because as you know if I have to teach 80 students in my class and of course am not going to
teach them prosaic works, am talking about over 500 pages for example and it is not easy to finish very soon. The Second criterion I always look at is the
characteristics of my students because you know from year to year the quality of our students keep changing. Sometimes in one year we have good,
qualified students, but another year, we have the lower ones, sometimes very bad, so I know the way to look at my students firs
t”T3.
T4
pointed out that language difficult and famous authors were important considerations in selecting literary texts. For example, literary texts whose authors are
famous have something to offer to the students.
T5
explained that the theme of text
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must be related to the content of his teaching in the classroom. That is the theme must be relevant to the students’ situation. He explained that reviews made by other people
about a literary text are important considerations when selecting a literary text. “When many people talk about a certain literary product, it means there are
deep values or at least a variety of values that should be paid attention to. This must be related to the themes I teach in class.”
T5 T7
stated that literary texts must be interesting, easy to understand, high quality works that students can imitate. This participant cited that his students are non-
English speakers and the criteria listed are very important for him in selecting literary texts.
T8
stated that the easiest works of literature especially poetry which the students can understand should be considered when selecting a literary text.
According
T9
: “I consider the students’ level of English mastery in selecting the works,
generally works which are less complicated in plots and literary techniques, but with interesting stories. I avoid difficult texts, difficult language
expressions, such as the one that breaks conventional language rules, uses of long sentences, those that use advanced literary techniques such as advance
symbolism” From the above, there were no best criteria for the teachers in selecting literary text.
In fact, the selection of literary texts depends on a teacher consideration of the situation and need of the students. The criteria mentioned by the teachers were:
language level, level of difficulty, length of literary text, students’ need, theme, easy to understand and interesting texts.
In relation is the issue of the approaches adopted by the teachers in teaching literature. The teachers mentioned different approaches including reading-
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comprehension, teacher-centered, analytical, semiotic and structural approaches. These approaches they believe can be used for the purpose of teaching literature in
the language classroom.
e Non- use of Local literature
The next issue arising from the research is the non- use of local literature for language teaching. Only four participants commented on this issue. Local literature
refers to literature written in English by Indonesians.
T3, T4
, and
T6
categorically stated that they use foreign literature written by the native speakers British and
Americans. By this local literature is rejected for teaching purposes. The reason for literature written by native speakers of English is that the department is English
department and the literature they must use must reflect the name of the department. The teachers’ responses:
“In my opinion, I represent the teaching staff of the English department. Since we have the name of our department English, so what we teach in our classes
is literary works which are written in English and written by, especially native speakers of English. We limit the boundaries to literatures produced by native
speakers. We refer to British and American literatures. Even though we have Australian literatures but we rarely teach Australian literary products in our
department. That is our consensus. Actually, if we can employ or use Indonesian literary works, I think there is an advantage because first the topics
adopted in the literary works will serve much closer to Indonesian students”.
T3
“ I do not use teach local literatures. Because our department is an English department so I must teach English liter
atures”
T4
“The focus of my teaching is English literature which comprises British and
American literatures”
T6
It would be seen that the teachers still regard British and American literatures as the model and the best examples of good English for the students. One of the teachers
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even stated that they do not teach Australian literature in the department. In spite of the not seemingly positive attitude towards the use of the local literature in the
teaching process,
T7
stated that he used literature from different regions and countries. He used Indonesian literature for his creative writing class. To quote him:
“I use literature from various regions and countries. I use Indonesian literature too in my creative writing class”T7.
T3
acknowledged that there are advantages using literary works produced by Indonesians.
“Actually, if we can employ or use Indonesian literary works, I think there is an advantage because first the topics adopted in the literary works will serve
much closer t o Indonesian students”T3.
It can be inferred that the teachers’ showed less enthusiasm towards the use of local
literature in the teaching process. Perhaps, this accounts for the neglect and underutilization literature written by Indonesia. And may even be responsible for the
kind of attitudes teachers have about literature.
2. Factors that affect teachers use and non-use of literature
