Discussions RESEARCH FINDINGS AND DISCUSSION

commit to user 86 immeditately determined in this study. It could be worthwhile for future research to investigate the degree each of the factors affect the teachers.

B. Discussions

This part offers discussion to some issuesthemes the researcher considers pertinent that emerged from the research findings and interpreted in the light of the research questions and previous studies. They also form the main prepositions of the study. Based on the description of the results in the previous section, it is clear that the teachers have understand what constitutes literature and its role in language teaching. The attitudes and belief of the teachers towards the use of literature as a material is influenced by a number of factors which include the values and advantages that can be derived from using literature in the classroom, teachers’ confidence as well as students’ motivation. Thus, the way literature is used in the classroom depends on a number of factors such as teachers’ experience: background knowledge, methodologies and techniques, valuesadvantages, level of difficulty, teachers’ confidence and students’ motivation. The values and advantages of literature are broadly categorized into three: linguistic, cultural and social. These values are encompassing and congruent with Carter and Long’s three approaches of teaching literature. These approaches also known as models of teaching literature in the language classroom are: language model, cultural model and personal growth model and provide basis for teachers to commit to user 87 view the teaching literature. These models have been explored in chapter two of this research. The teachers believed that literature is a valuable resource in EFL and 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. Gilroy 1995 provides similar conclusion that literature provides a valuable resource in EFL: “Not only can it be used to expand students’ awareness of language by exposing them to many varieties of English, it can provide a stimulus for language acquisition in terms of vocabulary development and the internalizing of grammar patterns. In the form of creative and imaginative stimulus, it encourages students to give their own response which they can discuss with others” Gilroy 1995 In the same way, Hill 1986 asserts that “In order to internalize grammar and work out the meaning from the context, they foreigner learners must have a sufficiently large body of authentic and understandable material to work from, material Krashen calls ‘comprehensible input’. Light brown and Spada 2006 observe that ‘classroom research has confirmed that students can make a great deal of progress through exposure to comprehensible input without direct instruction . In this context, literature is perceived and can serve as a comprehensible input in language teaching and learning to enhance students’ language development. This may have necessitated Carter and Long 1987 to provide a list of language exercises that can be involved with a literary text such as: summarizing, sentence completion, ranking, reading and listening, gap filling, map filling, commit to user 88 unscrambling stanzas and sentences and completing chart as examples of exercises to involving students with texts. These exercises can extend the intermediate or advanced students’ awareness of the range of language itself as literature offers a rich source of linguistic input that can help learners to practice the four skills, in addition to exemplifying grammatical structures and presenting new vocabulary. Again, Hill 1986:1 stated that there are good psychological and linguistic reasons for teaching literature. Extensive reading provides the possibility of internalizing the language and reinforcing points previously learned, a genuine language context and a focal point for the students in their own efforts to communicate and motivation. As Collie and Slatter 1987 put it “Literary language is not always that of a daily communication, ...But it is special in its way. It is heightened: sometimes elaborate, sometimes marvelously simple yet, somehow, absolutely ‘right’ Using a novel, short story, poetry and drama in the language classroom motivate students to practice activities that would enhance their language development. They become more productive, creative, and adventurous as they appreciate the richness and variety of the language they are trying to master and begin to use some of that potential themselves. However, it has been argued that literature does not give language learners the kind of vocabulary they need. Contesting this view, Jha 1983 argues that there is no other way of acquiring a sophisticated command of language except through assiduous study of its literature. Since the commit to user 89 vocabulary used in written English, especially in literature, is by far larger than the spoken one, literature facilitates vocabulary building by learners. It is through literature that we can launch our students on a voyage of discovery, exploring other ways of seeing and being as well as clarifying their own world view Reese 2002. The study of literature therefore, is the study of language in operation and there is always the realization that each work is essentially the collection of words that are permanently available for the students to inspect, to investigate, to analyze, to build together. Obviously, literature provides cultural and social contexts for students. T5 and T6 described literature from a culturally-related point of view. T2 and T7 said: “Literature enriches the students’ understanding of the linguistic, cultural and social contexts,”T2 ‘Literature offers rich resources including cultural context”T7. On the other hand, the teaching foreign language today has been described as a way of teaching foreign culture. In fact, culture is considered as the fifth of language skills. Kramsch 1993:1 once asserts that: Culture in language learning is not an expendable fifth skill, tacked on, so to speak, to the teaching of speaking, listening, reading, and writing. It is always in the background, right from day one, ready to unsettle the good language learners when they expect it least, making evident the limitations of their hard-won communicative competence, challenging their ability to make sense of the world around them. Kramsch, 1993:1 Some experts have argued that the teaching of literature for cultural purpose is not a mere transmission of information about the people of the target country. To learn a foreign culture is not merely to learn how to communicate but also to discover how commit to user 90 much leeway the target language allows learners to manipulate grammatical forms, sounds, and meaning, and to reflect upon, or even flout socially accepted norms at work both in their own or the target culture. To this regard, Collie and Slatter 1987:4 state that “Literature is best seen “as a complement to other materials used to increase the foreign learner’s insight into the country whose language is being learnt.” Hall 2007 adds that in EFL as well as ESL contexts, utilizing literary texts can be seen as a means of promoting one’s proficiency in vocabulary; reading; growth, as well as enriching cultural knowledge. T9 reported that “Teaching literature helps students learn about values embodied or expressed through the works, helps to cultivate the stude nts’ sensibilities and understanding of human experiences from different walks of life.” It can be said that using literature in the classroom is actually a fruitful way of educating the learner as a whole person and it provides opportunities for the learner to express their personal opinions, reactions and feelings. Thus, the type of literary texts use in the EFL classroom depends on teachers ’famarity and approaches. Apparently, many teachers find it more accommodating, more stimulating and more relevant to teach a particular literary text because of the language, the theme or cultural content. Most of the teachers prefer prose which includes a novel, novella, short stories and narrative material to other genres. As Lazar 1993 states that: Literature exposes students to complex themes and fresh, unexpected uses of language. A good novel or short story may be particularly gripping in that it commit to user 91 involves students in suspense of unraveling the plot... A play may engage students in complicated adult dilemmas. A poem may elicit a powerful emotional response from students. If the materials are carefully chosen, students will feel that what they do in the classroom is relevant and meaningful to their own lives Lazar, 1993:15 The pedagogical implications of using novel in teaching English was highlighted by Lazar 1990: 27: If the novel is chosen according to the needs of the students , it provides more resources than the course books, in terms of pedagogic activities. A good novel held confusing situations and dilemmas. It is concerned with the students as mentally, emotively and grammatically; so that it provides a great resource by offering several different classroom activities. In this respect, if the novel selected by the teacher can motivate the students , they dont only read an original literary script but also, the students taste the enjoyment of successfully reading and discussing a literary text, which is considered as valuable by the English natives Lazar, 1990:27. In an EFL classroom, novels can provide students with rich knowledge of the world. To understand the intricacies the world novel offers, attention must paid to the language of the novel. Through the language, students can develop their own consciousness and understanding of the various contexts of language use. By reading a well-written novel, they are aiming to enhance their language competence. The novel can then provide an enjoyable and stimulating experience as well as alert the teachers and students mentally and emotionally. When choosing a novel, the teacher must make sure that the text meets the particular age, language level, interest and be meaningful to the students. Teachers can also develop text activities to suit a particular group of students as well as their learning environment. Against this backdrop, Collie and Slatter enjoin EFL teachers who want to use novel for language teaching ; commit to user 92 1. To try to select the activities which complement each other and form a suitable balance, for example between language enrichment activities and ones designed to deepen the students’ understanding of the book and elicit a response. 2. Do not select too many activities in case this harms the simple involvement through reading that the individual builds. 3. Do not lose sight of the principal aim of the whole operation, which is to foster the enjoyment of reading in the learner. 4. It is a good idea to vary the mode of presentation: silent reading, for example can be followed by listening to the passage on a cassette. 5. Unless you are obliged to use a prescribed text, choose works that you know and like , and which are likely to appeal to the students you teach Collie and Slatter, 1996:93-94. Drama is one of the genres of literature frequently accessed for language teaching. Often, students rehearse a drama scene by taking up characters role play. This involves using the language of the playwright as well as taking the role of characters in the text. The high points of drama is the use of language because writers don’t just write, they use the right language consciously to reenact events or experiences. According to Godwin 2001:126, “Drama is a particularly effective tool for pronunciation teaching because the various components of communicative competence discourse intonation, pragmatic awareness, and non-verbal communication can be practiced in an integrated way. Using drama activities helps commit to user 93 to bring the written materials into life, by infusing the lifeless print with feeling, imagination, and through for the learner, who becomes an active participant in the learning process Wessels, 1987:7. Drama can be presented not only as an aid to language learning but such dramatic activities as role play, writing and reading, mime and dramatization of non- dramatic texts put students in the spotlight of internalizing the language of such texts. With its natural sounding conversation, drama can provide models for students to speak. Since it involves role play, students can learn more than just dramatization, they learn the entire language involved. As drama promotes language development, it heightens effective listening skills and strengthens comprehension and learning retention by involving the senses as an integral part of the learning process. Short stories are the primary source of language teaching and learning. Students learn not only about telling stories or moral themes contained in the stories but the language used in delivering the stories. Deacon and Murphy 2001:23 explore stories as a context for learning new vocabulary and language form,’engaging our narrative mind in the service of language learning in the classroom.’ Short stories have the following advantages 1. The controlled length of short stories, 2. The concise writing with carefully selected vocabulary and Lexis, 3. The use of contemporary or colloquial language, 4. Insertion of authentic, natural dialogue and, commit to user 94 5. Short stories can effectively serve as a resource in English language teaching and learning. According to Erkaya 2005 when using short stories teachers can teach higher order thinking because short stories promote the use of all the four skills namely the listening, speaking, reading and writing and short stories are embedded with motivational benefits. These skills are needed in language learning and it is important for them to learn the skills. Murdoch 2002:7-17 observes that short stories can if selected and exploited appropriately, provide quality text content which will greatly enhance ELT courses for learners at intermediate levels of proficiency. Students are often familiar with the language contained in stories and can remember the language more easily than any other teaching medium. The language of drama transforms an or dinary scene and creates a magical accord in the students’ memories. Short stories help students to go beyond the surface meaning and dive into underlying meanings. It gives students the opportunity to use their creativity. Poetry is considered the most difficult genre of literature to teach in the language classroom, perhaps because of its language and structure. Exploring the use of literature as a resource in the teaching of language Language through literature , Tomilinson 1985 suggests that ‘Poems, stories and extract from plays, novels and autobiographies can involve students as individual human beings who can gain rich exposure to authentic English as well as opportunities to develop communication skills a s a result of motivated interaction with texts and with their fellow students’. commit to user 95 Tomilnson 1986:46 believes that poetry ‘can break down the barriers and involve learners in thinking, feeling and interacting in ways which are conducive to language acquisition ’. In similar vein, Adamson et al 1999 point out that: “Poetry has a sense of permanence and performance not afforded to a letter, memo or other communicative classroom exercises. It also gives permission to intimate feelings which don’t necessarily have a place elsewhere in the language classroom. For these reasons, language learners have much to offer poetry and poetry has much to offer them”. By studying poetry, students can appreciate the writer’s composition process as well as develop sensitivity for words and greater analytical ability. According to P7 students can imitate the literary works because they have to write and not only read. Poetry provides students with a different viewpoint towards language use by going beyond the known usages, rules of grammar, syntax and vocabulary. Through poetry, students become familiar with figures of speech such as Simile, metaphor, irony, personification, imagery, etc. Therefore, Lazar 1993:129-132 proposes several activities for use with poems under three different categories: pre-reading, while-reading and post-reading Pre-reading activities 1. Stimulating student interest in the text 2. Providing the necessary historical or cultural background 3. Helping students with the language of the poem While-reading activities 1. Rearranging a jumbled version of poems 2. Gap-filling by using a list of words provided commit to user 96 3. Predicting what happens next 4. Underlining the words and speculating their metaphoricalsymbolic meaning 5. Checking meaning using a dictionary 6. Answering comprehension questions Post-reading activities 1. Helping students towards an interpretation of the poem 2. Further follow-up activities Lazar, 1993:129-131 Neranjani 2011 points out four sections on how to teach literature through activities as recommended by Duff and Malay 2001. Section 1: starting points - a selection of activities which can be used with students at different levels is introduced. Formal knowledge of literature is not required for this. These activities will lead to further discoveries and are designed to; a awaken interest – guessing, speculation, discussion b accustom students to work on short texts c introduce approaches that will later be used with longer texts d provide teacher with material that is easy to prepare, adapt and renew. Section 2: General approaches – The approaches are not text bound. Same approaches can be used with material of one’s “own choice”. Two approaches are given; i. Flexibility : Any text can be approached in different ways depending on what the focus is. Eg.Language, theme, depiction of character etc. ii. Similarity : There are common features in texts. commit to user 97 In a general approach the similarities in the texts are pointed out. Eg: description of places, people, dialogues etc. Section 3: Developing ideas -Activities to concentrate primarily on discussion of topics. One of the aims of these activities is to give the students opportunity to speak from personal experience. Section 4: Further ideas -suggestions are given for activities based on literary texts which can be used to improve a specific language skill or practice a particular area of language. Importantly, literature offers a lot of benefits in language teaching and enriches the language learner. Students exposed to different texts through reading and practical classroom exercises have opportunities to interact with the texts, to improve their linguistic knowledge and human experiences. When students read, they interact with the text. By interacting with the text they interpret what they read. By interpreting what they read, they can work towards speaking English more creatively Erkaya, 2005:5. Reading is a practical exercise that accompanies literature use in the classroom. Reading is an interactive process in which the reader and the text contribute to meaning. Readers take an active role, by bringing to bear personal views, experience with language and with culture, and expectations of reading to construct meaning and analyze ideas. According to De Naples 2002, when students learn how to understand fiction; drama; and poetry, they become emotionally engaged in the characters’ lives as well as the worlds authors create. The goal of commit to user 98 literature instruction is to help students appreciate the written word as well as to be able to articulate their thoughts and insights in oral and written form. To broaden their language skills and be in a position to use the language effectively and properly. Therefore, an attitude that literature is difficult to teach can be negativey impact a whole educational system especially where it seems to be stereotypical among teachers. Beside, linguistic difficulty is one of the complains and traditional argument against the teaching of literature in the language classroom. T2 stated : “Literature is very complicated and difficult. It contains difficult words and this can discourage teachers and students”. T2 . T7 identified language dilemma as a major challenge since the students are non- English speakers and are learning the language. Relatively, Collie and Slatter 1987 note that literature was thought of as embodying a static, convoluted kind of language, far removed from the utterances of daily communication. Literature was viewed as a complex subject or resource to teach and only reserved for a few elite who can understand the language of literature. Sullivan 1991 says that the linguistic difficulty of the text is one of the major arguments against using literature in the language classes. Another argument against literature is that learners may need a lot of background knowledge about English language and culture to interpret some texts. Earlier, Schulz 1981:43-53 points out that the linguistic complexity of a text affects accessibility, comprehensibility, and the pleasure of enjoying literature in foreign language learning. Students can be hindered from attaining the practical goals of language proficiency if linguistic commit to user 99 complexities are not handled carefully by teachers. Based on personal experience, Savvidou 2004:4 writes, ‘The reason why teachers often consider literature inappropriate for the language classroom may be found in the common beliefs held about literature and literary language. Firstly, the creative use of language in poetry and prose often deviates from the conventions and rules which govern standards, non- literary discourse as in the case of poetry where grammar and Lexis may be manipulated to serve orthographic or phonological features of the language. Secondly, the reader requires greater effort to interpret literary text since meaning is detached from the readers’ immediate social context; one example is that the “I” in the literary discourse may not be the same person as the writer.’ Many teachers consider literature inappropriate for language teaching due to linguistic difficulties. T7 emphasized that the difficulty in understanding literary works is caused by language and cultural contexts. He narrated a situation where he presented two novels to his students, Kim by Rudyard Kipling and The heart of Darkness by Joseph Conrad. The majority of the students in the class chose Kim because they believed the language is easier than that of Conrad’s Heart of Darkness but on reading Kim, the student complained that the cultural perspective in the novel is a difficult for them to understand. Meanwhile, Topping 1968 rejects the idea that literature could be used to improve language skills because l iterature compounds students’ linguistic problems rather than improves it. Topping argues that “literature should be excluded from the foreign language curriculum because of its structural complexity, lack of conformity to standard grammatical rules, and remote control perspective”. Beginners or inexperienced learners may find literature a misleading model of language. Watts commit to user 100 1981:446 and Parkinson 1990 claim that there is linguistic deviations especially in poetry but insist that the students can overcome the difficulties and improve their language skills when exposed to poetry. On the other hand, Bates 2000 believes that poetry can handle all kinds of experiences connected to EFL and irradiate the experience, providing thought and comic relief, making the experience more real, and perhaps making the language learning more creative. McRae has suggested that teachers should be aware of the implications of teaching poetry and literature and devise ways to make it less difficult for students. By knowing the implication, teachers can make the teaching of literature easier by designing and implementing easy-to-follow lesson plan that helps students grab what is being taught. They need to be equipped with the necessary skills and methodologies to teach literature. In many EFL settings many teachers have complained that literature is too ‘difficult’ and ‘irrelevant’ to students who are yet to grasp the basic grammar of the language, let alone involve in complex endeavor of reading complex literature with complex language structures, meanings and cultural perspectives. Poetry is largely considered as the most difficult because of its elevated and figurative language which includes simile, irony, metaphor, and personification etc. In a comment, McRae 1991: 80 notes that many language teachers shy away from using poetry, perhaps largely because of unfamiliarity with the pleasure of poetry, and deeply-rooted feelings that poetry is Literature at its most literary. Students may feel much the same; with the result that poetry and language teaching seen quite simply not to go commit to user 101 together. But McRae argues that the idea that literature is not ‘relevant’ to learners is easily quashed p. 55. Povey 1967 who was concerned about the theoretical and practical implementation of literature, states that the linguistic difficulty of literature has been overstated; readers do not need to experience total comprehension to gain something from a text”. Teachers can overcome the difficulties by choosing appropriate texts. Literary texts in English written by locals can be introduced to ameliorate the linguistic and cultural difficulties on the teacher and the students. Hill 1986 has made a case for local writers to be incoprated. According Hill, local writers tend to deal with situations familiar to the students who do not therefore have to cope with cultural as well as linguistic difficulty. The style of most local writers is often simpler than that of English and American authors. Theefore, Hill cited the style of many Commonwealth writers as often simpler than that of English and American authors although this is always the case and such idioms as they use are likely to be better known in their own area than those commonly used by native speakers. In Indonesia, Iskandar 2009 has shown support in the use of local literatures in teaching language. He argues that ‘The use of the English translation of the Indonesian literature promotes some advantages to the Indonesian EFL settings. Since the students know the original, they are reasonably easy to explore it in English, either in terms of speaking or writing. Besides, they have a strong opinion about literature which make them conf ident in sharing it to others’. commit to user 102 Thus, when a teacher is confident and enthusiastic about a teaching material and what to teach, he uses the material effectively to inspire hisher class and to achieve the learning goals. Confidence is apparently is the most important quality of a teacher. A teacher who is confident affects the students with what heshe teaches.As Maley 2001 cited in Khatib et al, 2001 observes that this attitude toward literature is due to a paucity of empirical research confirming the significance of literary input for language class. This is partly because of time constraints, partly because some teachers still feel “that they are not equipped methodologically to use literary texts Paran, 1998:83”. Eison 1990 provides ten recommendations to assist teachers in their quest to become professionally effective and personally self-confident: 1. To feel confident, Act confident 2. Examine why you want to teach 3. Learn the characteristics associated with effective teaching 4. Enter each class with specific educational goals and objectives 5. Teach less, better 6. Use active learning strategies regularly 7. Don’t be a perfectionist 8. Be relaxed about admitting it when you don’t know something 9. As for responses from students and colleagues 10. Remember that enthusiasm and energy carry the day commit to user 103 Eison stresses that a positive attitude, high level motivation, and willingness to reflect on one’s teaching will join with texts and experience to increase both self- confidence and skill. Lack of confidence affects what teachers actually teach, how they present what they teach and how they use teaching materials. There seems to be a correlation between a teacher competence and knowledge of a subject and to teach confidence. Effective teaching requires knowledge and understanding of the content of teaching. A teacher who lacks confidence and strength in the material will limit the educational experiences of the students. Language teachers who do not have the background and training in literature will definitely find it difficult to teach literature. Lack of motivation by students can hinder the teachers’ use and non-use of literature in the ELF classroom, how to motivate the students was considered a big challenge for teachers as reflected in the following responses: “Well again, I will return to the characteristics of my students. So, based on my experience, many students do not like literary text”. T3 “Lack of reading habit was as a result of lack of motivation”. T5 “ … How to motivate students to be interested in poetry is a challenge. T8 “The challenge is to encourage students to develop reading habit, and how to make them a keen reader of literature.” T9 Many scholars believe that the type of text selected could help in motivating students. If a teacher selects texts that meets the age, needs and interest of the students, they will definitely be motivated to read. Teachers can also provide background and explain difficult words or expressions before engaging the students to read such texts. commit to user 104 As a consequence, Wright 1987 believes the primary function of teachers is to motivate the learners who are not motivated and to nurture those who are already well motivated to the task of learning. Attitudes influence not only teachers’ behavior and teaching practices in the classroom but also students’ overall performances. There is a preference for foreign literature over local literature. Some of the teachers still have a notion that foreign literature written by native speakers is superior to the local literature and the model for language teaching. Using British and American literatures can limit teachers and affect students’ understanding of the texts because of the language and cultural contexts. Although, this may not be a general case. Observed, teachers and students often struggle to overcome the cultural contexts and language difficulty contained in the text since they are written without the non- native speakers’ in mind. Hill 1986 contends that “Local writers tend to deal with situations familiar to the students who do not therefore have to cope with cultural as well as linguistic difficulty. The style of most local writers is often simpler than that of English and American authors”. Kachru and Smith 1985: say, ‘The language English now belongs to those whose it as their first language, and to those who use it as an additional language, whether in its standardized form or in its localized form. Today, varieties of English exist and are used to produce literature. The term ‘World Englishes’, has come to be associated with new Englishes and ‘World literatures’ from Africa, the Caribbean, commit to user 105 Asia and Europe. These literatures can strengthen students’ imagination and vision of what life is like in other foreign territories and how English is used in particular contexts and cultural conveniences. A Combination of local literature and foreign literature could provide the students with the best linguistic, cultural and social experiences and for them to to appreciate language use and different varieties of English. The teachers however agreed that background knowledge, skills and training can increase teachers’ confidence in using literature. They also agreed that internal and external trainings such as “sit in” or inviting resource persons from other institutions could help broaden teachers perspective, skills, enhance their teaching methodologies and techniques as well as boost their confidence. Nifisah 2006 notes that there is little chance that using literature in ELT setting is successful unless the teachers are competent. This is because there is an absence of clear-cut objectives defining the role of literature in the EFL context and most language teachers have no background and training in literature. There is a lack of pedagogically-designed materials teachers can use in the EFL classroom. As a result, Nifisah suggests that teachers need to be trained and prepare for the task. Teachers who understand the methodologies and approaches would likely implement literature in their classrooms. Teachers whose motivation for self development is high will give a better result. commit to user 106 In this context, the Malaysian case could serves as a classical example of success. Literature was officially included in the Malaysian ELT syllabus in the year, but school teachers were worried because they had no training in administering the teaching of this new component. The majority has limited knowledge of the teaching methodologies that lie behind the use of literature in English language teaching. Others expressed their concern about coping with the time to cover the whole syllabus with the inclusion of the extra component into the English language syllabus Abdullah, Zakaria and et al, 2007. The Ministry was able to design special comprehensive training sessions that could not only train and equip the English language teachers with the knowledge in using literature in their English language classrooms but to also build a sense of confidence and willingness to explore the potentials of literature in teaching the target language. Based on the research findings and discussion that follows, the following preposition are drawn for this study: 1.The teachers have understanding of what constitutes literature and believed it is a valuable resource for language teaching especially for EFL. They also believed literature offers linguistic, cultural and social values to teachers and the students. Both the teachers who teach literature as a resource and those who use as a subject believed literature enriches it students’ vocabulary development, in knowing about words diction that are not used in everyday expressions, in internalizing the commit to user 107 structure and grammar of the language and getting feelings of the language. There is also a creative message in literature and students can imitate good works of literature. Despite the understanding of what literature constitutes and its values in language teaching, some of the teachers believed that literature is difficult to teach. However, it can be concluded that the teachers have not enthusiastically embraced literature for the purpose of teaching English. This reflection can be seen from the outcome of the classroom observations conducted for this study in which the teachers fail to teach literature. There is a consensus that the way literature is used in the classroom depends on teachers’ experience background knowledge, methodologies and techniques, understanding of the valuesadvantages, level of difficulty, teachers’ confidence and students’ motivation. 2. The factors that affect the teachers’ use and non- of literature in the EFL Classroom include: Teachers’ Attitude that literature is difficult, Teachers’ lack of confidence to teach literature, and students’ lack of motivation to read literature. 3. Internal and external training are important and recommended to equip teachers with the teaching methodologies and approaches to use literature and to increase their confidence to explore the potentials of literature in teaching English. These prepositions are consistent with the research questions and supported by data obtained for this study as well as previous studies. commit to user 108

C. Research Weaknesses