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C. Research Weaknesses
The study investigated teachers’ attitudes towards the use of literature and the factors that affect teachers use and non-use of literature in the EFL classroom. The
study only intended to explore and describe the experiences, meaning and perspectives of the participants towards the phenomenon. The use of phenomenology
as an approach allowing in-depth interviews with the teachers is one of the strengths of this study. Through the in-depth interviews with participants, the researcher was
able to obtain rich data regarding their perspectives of the phenomenon. However, there were weaknesses in carrying out this research which the
researcher tries to explain below: First, many teachers were reluctant to participate in this research because
they have never used literature in teaching English. As a result, the researcher had to wait for a long time before getting approval and confirmation from the nine
participants who agreed to participate in this research. The scheduling of the interviews and classroom observations suffered many postponements before finally
being conducted. Second, the data collection technique which involved in-depth interviewing
seemed tedious for one person to undertake. The researcher conducted, tape-recorded, transcribed and analyzed data all alone. Future researchers who intend to use a
phenomenological approach should try to have an assistant to assist them.
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Third, the research focuses on nine teachers in one English department. The findings may not be absolute in terms of generalization, so it may ideal and beneficial
to replicate this study in other places with different populations since it may produce different results. Other research methodologies and approaches can be employed in
future research. Fourth, the classroom observations did not yield much data because the
teachers did not teach literature on the various occasions they were observed. The researcher was only left with the interview data to work on. So, the objectives of
conducting observations were not accomplished in this study. Despite the weaknesses, the researcher believes that the conclusions made
in this research are credible and reflect the teachers’ attitudes towards literature and the factors that affect teachers use and non-use of literature in the language
classroom, as they are already backed up with sufficient data obtained from the participants.
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CHAPTER V CONCLUSION AND SUGGESTION
This fifth chapter presents the conclusion and suggestion derived from the results of the research.
A. CONCLUSION
1. The teachers who were participants of this research understand what
constitutes literature and its values in language teaching process. They believe literature is a valuable resource for language teaching and offers
linguistic, cultural and social values. They also believe that literature enriches students’ vocabulary development, in knowing about words
diction that are not used in everyday expressions, in internalizing the structure and grammar of the language and getting feelings of the
language. Students can also appreciate creative message and understand about other
people’s culture by reading literary texts. In terms of attitude, the teachers showed positive attitudes towards literature as a pedagogical
material for teaching in EFL. However, it can be concluded that the teachers have not enthusiastically embraced literature for the purpose of
teaching English. A reflection of this can be seen from the outcome of the classroom observations in which they failed to teach literature in
several occasions they were observed. 2.
The majority of the teachers have preference for prose than other genres. 3.
The teachers favored the use of foreign literature over local literature. By this, it implies there is a rejection of local literature for language
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