Conclusions CONCLUSIONS AND SUGGESTIONS
to the greatest of waxwork exhibitions, where every waxwork is made of flesh and blood McNamee 264. We can experience this situation through novels, short
story and another literary works who presents adventure of human being though out the every space of this world. We can see the situation in Paris trough a novel
and we no need to go to Paris. Second is that literature is desirable – to enlarge
experience McNamee 264. People can experience this situation trough poetry. People are brought to the bellow of the surface of phenomena to the inner and real
meaning of a words or sentences. Besides literature is interesting, Gillian Lazar in his book titled Literature
and Language Teaching give some reasons why we use literature in the language classroom Lazar 15-19:
a. Motivating Material Literature is highly valued in many countries around the world. For this reason,
students of English may experience a real sense of achievement at using literary material in the classroom. If the materials are carefully chosen, students will
feel that what they do in the classroom is relevant and meaningful to their own lives.
b. Access to Cultural Background Literature will be able to provide students with access to the cultural of the
people whose language they are studying. Reading English literature does encourage students to become broadly aware of the social, political and
historical events which form the background to a particular play and novel. c. Encouraging Language Acquisition
Literature may provide a particularly appropriate way of stimulating this acquisition, as it provides meaningful and memorable contexts for processing
and interpreting new language. Asking them to read a simple poem aloud, possibly accompanied by gestures or mime, may be an effective way of helping
them to internalize vocabulary, grammar patterns or even intonation. d. Expanding Students’ Language Awareness
The use of literature with students can help them to become more sensitive to some of the overall features of English. In the context of a novel or short story,
it will help the students to be more easily to interpret its underlying themes. e.
Developing Students’ Interpretative Abilities Litera
ture is a particularly good source to develop students’ abilities to infer meaning and to make interpretations. It is because literary text are often rich in
multiple levels of meaning, and demand that the readerlearner is actively involved in ‘teasing out’ the unstated implications and assumptions of the text.
f. Educating the Whole Person Literature may also have a wider educational function in the classroom in that it
can help to stimulate the imagination of our students, to develop their critical abilities and to increase their emotional awareness. If we ask students to
respond personally to the texts we give them, they will become increasingly confident about expressing their own ideas and emotions in English. They will
feel empowered by their ability to grapple with the text and its language, and to relate it to the values and traditions of their own society.
There are a lot of benefits why we use literature in the classroom as what Lazar described. Besides interesting, literature also has function in developing
students’ ability in mastering language; enlarge their knowledge and also interacting within their social life.
Brumfit says that reading is the most autonomous ability in language work, and literary work is one to the most suitable materials to enhance the
students’ reading skill Brumfit 105. It doesn’t mean that the students have to deal with the whole pages of Paradise. Since Paradise consist of several chapters
and each chapter has its own purpose, the students just have to read part of the novel that is Seneca page 83-87 and Seneca page 115-117. The class activity will
be design in a form of group work. This activity using Paradise as the material is implemented in Intensive
Reading II class for students of English Education Study Program. Since the students are not familiar with this novel and as the writer told before that this
novel does not belong to the novel for enjoyment, glossary is provided to help students with difficult words. An exercise for enriching students’ vocabulary is
also provided. The teacher divides the class into two groups. Each group gets different
texts. To build their prior knowledge, the teacher asks the students to discuss the pre-reading questions. Then, ask them to read the passage using the reading
strategy of previewing, skimming, scanning, and identifying the main ideas. After they finish reading the passage, ask them to share their information they get.