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Perception formed through experiencing a particular thing can influence the perception, which will be formed in the future.
2. Attitude
An attitude is considered a determining factor to know whether or not people like something. By knowing one’s attitude, we can perceive whether
people have positive negative perceptions towards thing As Jum C: 1964. Attitudes are involved in the relationship between a person and the external
object event. Mann in Azwar 1988 stated that attitude has 3 components. There are: cognitive component, affective component, and action component.
Cognitive component deals with one’s belief toward something. For instance, English is believed to be difficult to learn. This belief becomes the students’
stereotype and it may be patterned instudents’ thought. Affective component represents how the individual feel about an idea object. For instance: a student
dislike learning English because it is difficult and he she is afraid of being failed in learning it. According to Anwar 1988 affective component is mostly
determined by one’s beliefs which, then, influence the individual’s acceptance and rejection of attitude. The last component, action component, represents how
the individual acts toward the attitude. It is about the tendency of the individual to response with respect to the attitude.
Since attitude are sets of process assumed to be operative within an individual, they influence the individual’s behaviour in specific ways. Frederick
J Mc Donald 1959:214 stated that attitude is orientation processes, the
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processes which enable a person to interact selectively with his environment. Robert Craig and William classified the types of attitude into two. The first one
is positive favorable attitude. The second one is negative unfavorable attitude. Positive attitudes are associated with approach tendencies feelings of pleasure.
It is also must be combined with a strong action orientation. Negative attitude is associated with avoidance tendencies in what persons say behave do.
3. Literature
This part will discuss the main point of literature. They are the nature of literature, the scope of literature, and the importance of literature in language
learning.
a. The Nature of Literature
It is quite difficult to define the meaning of literature. Literature is defined as anything written Sylvan et al., 2004. According to Rees 1973, there are two
definitions of literature. The first definition is anything which is written. For example, time-tables, catalogues, text – book, travel brochures and so on. The
second definition is writing which express and communicate thoughts, feelings and attitudes toward life. Basically, the term “literature” has different meanings
depending on who is using it and in what context. In education matter, for instance, literature can be defined as text which is composed of letters. It might be
the same as the other texts or passages in common. In literary definition, literature means acquaintance with letters,
from the Latin littera meaning an individual written character. It is
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a piece of writing that is valued as works of art, especially novels, plays, and poems. It is contrast to technical books and newspapers,
magazines, etc. Oxford English Dictionary the Sixth Edition, Wehmeir, 2000
There are many experts who contribute the definition of literature. In one point of view, literature is perceived as human expressions of life which uses
language as its medium. Those expressions of life might consist of experience, thought, and even feeling Hudson, 1910. Literature is a criticism of life. It is an
interpretation of life as life shapes itself in the mind of the interpreter. Literature is a performance in words which offers truth and gives
beneficial effects on the reader. This definition is also supported by Sylvan et al., 2004 which stated that literature is a performance in words. It has an element
of entertaining, display. There are three characteristics of literature: imitative, expressive, and
affectiveSylvan et al., 2004. The imitative theory holds that art is an imitation of something. The imitative theory often includes the notion that art gives us not
only pleasure but knowledge, insight into the nature of reality Sylvan et al., 2004. Literature is expressive because it expresses the artist feeling, emotion. It is
the spontaneous overflow of powerful feelings Sylvan et al., 2004. Literature is affective because it holds that a work of art ought to arouse a
particular emotion, or affect to use the psychologists term, in the perceiver.
b. The Form of Literature
The word literature refers to imaginative theory which consists of plays, prose fictions and poems. Wellek, Warner 1956. Apart from the definition
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of literature, Hudson also proposed three elements which are contributed in the form of literary art as follows:
First, there is the intellectual element, the thought which the writer brings to bear upon his subject, and which he expresses in his
work. Secondly, there is the emotional element, the feeling of whatever kind which his subject arouses in him, and which in turn
he desires to stimulate in us. Thirdly, there is the element of imagination, which is really the faculty of strong and intense
vision, and by the exercise of which he quickens a similar power of vision in ourselves 1910:14
Since literature is considered as a part of human experience, it can be inferred that literature and life have vital relations. Some people even perceive
literature as an art since it is interesting to learn. George Elliot said that it is a mode of amplifying experience and extending our contact with our fellow-
men beyond the bounds of our personal lot Hudson, 1910. Exemplifying the forms of literature, the writer classifies it into
three: prose, poetry, and drama. Those forms of literature are now commonly used as one of students’ learning activities in ELT classes in ways that can
implement their language skills. The first form of literature, prose, is also known as short story other than novel. It can be fiction or non-fiction, and it
is mostly in the form of narrative writing. Prose consists of writing that does not adhere to any particular formal structures Lowry, 2007. It means that
prose does not use complex grammar on its writing because it is aimed not only to make the readers know but also to comprehend the story as well.
Implemented in language skill, prose can improve students’ reading ability and enrich their vocabulary as well Preston, 2003.
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The second form of literature is poetry. Poetry is a group of poems, compositions written in verse Hudson, 1910. A little bit different from prose,
poetry does not only consist of text or story. It more emphasizes on the beauty of a language which expresses deeper meaning. By analyzing poetry, the
students try to seek the meaning and communicate the ideas of the poet Hudson, 1910. Therefore, poetry has to be spoken. The students are to read it
aloud, in front of the class for example, with good manner expression so as to convey the real meaning of the poetry to the audience. Through this way, the
students’ speaking ability can be gradually enhanced. Then, the last form of literature is drama. Drama, or which is also
known as play, is usually written to be performed. Drama is an imitation of man’s action Hudson, 1910.
Drama is concerned directly with life, with men and women, and their relationships, with the thoughts and feelings, the passions and
motives by which they are governed and impelled, with their joys and sorrows, their struggles, successes, failures Hudson, 1910.
Using drama, the students can improve their speaking ability and pronunciation in ways that they are expected to perform and speak the script
loudly, clearly, and fluently. Drama can also enhance reading skill through reading, memorizing, and analyzing the script.
c. The Importance of Literature in Language Learning
Literature in English Education field has many advantages for the students. The students will change their thought and behavior based on the reflection of text
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or book they read. Ronald Carter 1996 stated that people also change their mind as a result of later reading or further reflection.
The study of literature and the use of literature are as a resource for language learning Carter, 1996. Rees 1973 stated that learning literature helps
the students to understand the strange relationship, such as quarrel and friendship. Through reading short story or novel, the learners can understand others’
experiences. It also means that reading books is a means of getting much more knowledge than we could ever hope to get through our own personal experience.
Through literature, the learners can use the experience of other people as well. The use of literature is the same as the use of history or philosophy: it helps us
toward a better understanding of ourselves and our fellow human beings Rees, 1973.
By studying the literature of other countries, we begin to understand the problems which are shared by all mankind Rees, 1973. It also helps us to
understand the country and its people. Studying literature also helps us in some sense making ourselves better people: literature is in fact something from which
we get moral education. People can reflect other’experiences to solve and overcome their problems. They will learn through others’ failure and success. This
is surely an important step toward international understanding and world peace. English literature can also be helpful for foreign student who wishes to
learn something about particular region, and to understand how human character and emotion are influenced by natural surroundings Rees, 1973. It is related to
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the books which tell about history and the characteristic of social and cultural of the region.
Rees 1973 stated that learning literature also helps the students to the desire to appear ‘cultured’ or well read. It trains students to pay close attention to
the printed word, and encourages them to think deeply about the meaning of what is written. It will help the students to have careful attention in detail. In literature,
the students encourage to analyze the character, setting, and think deeply about the problems. Therefore, they will have habit to read deeply and help them to
enjoy reading.
4. Motivation
People conduct an action with motive. This motive leads them to behave in their manner to get some achievement. Motivation is the intentions, desires, goals,
and needs that determine human and animal behavior. An inquiry is made into a person’s motives in order to explain that person’s actions. It would be impossible
to discover motivation unless behavior was organized Bootzin et al, 1983. It is believed that some purposes guide a person’s behavior to get an end state, which
may be a goal or the satisfaction of some needs. Motivation cannot rouse without any stimulus. Some stimuli are needed to
evoke goal-directed behavior, as Bootzin et al 1983 explain in their book 368. Thus, the concept of motivation is based on two components: internal drive and
external incentives. The internal drive activates and adjusts the being toward some goals, whether the external incentive is the goal itself.
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According to Gardner and Lambert 1972, they identified two forms of motivation: instrumnetal and integrative. Instrumental motivation is the reflection
of an external need. The learners are not learning a language because they want to although this does not imply that they do not want to, but rather because they
need to. For example, they need to read texts in language in order to work. The factor of this motivation is an external one. Integrative motivation, on the other
hand, derives from a desire on the part of the learners to be members of the speech comunity that uses a particular language. It means that the desire to perform an act
for its own sake. For example, someone reads literary books for his or her own interest and pleasure, not for his or her needs to get a reward. As stated
previously, there are some drives or reasons or motives which cause people to conduct an action.
B. Theoretical Framework
To conduct this study, some theories are applied. The first theory employed in this study is the theory of perception. It will help the researcher to
determine the factors which influence the students’ perception on the study of literature. This theories help the researcher to answer the first problem.
Perception is defined as an individual’s process of organizing and interpreting impressions of the environment so that the impressions will be
meaningful Robbins, 1997. There are also other theories about perception, but the main point is not really different that is dealing with the individual’s
organizing and interpreting impressions of the environment. Perception on
