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Makalah Literature (Selecting Text)
Makalah Literature (Selecting Text)
Makalah Literature (Selecting Text)
INTRODUCTION
This paper looks briefly at the some more recent historical positions
regarding the use of literature in ELT, and then discusses how the It concludes
proposing some criteria for text selection and some suggestions on how to use
these texts in conjunction with other textual forms and media.
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1.3 Objective of the Problem
Regarding to the fomluation of the problem that has been stated before, the
writer determine the objective of the study. The objectives are devided into three
points, those are:
1) To know the criterias for selecting learning material.
2) To know the approaches to materials evaluation.
3) To know how to evaluate learning material.
4) To know three approaches to using literature with the language learner.
5) To know the differences among the three approaches.
6) To know the role of metalanguage.
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CHAPTER II
DISCUSSION
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them. The mother tongue of the students may be used to discuss the texts, or
students may be asked to translate texts from one language into the other.
3. Literature for personal enrichment
Lazar (2009: 24) mentioned that literature is a useful tool for encouraging
students to draw on their own personal experiences, feelings and opinions. It helps
students to become more actively involved both intellectually and emotionally in
learning English, and hence aids acquisition. Excellent stimulus for groupwork. In
this approach, teachers have to make text more relevant to students experience. It
is best to select materials which are in line with the major interests of the students.
Duff and Maley (2007) stress that teachers can cope with many of the
challenges that literary texts present, if they ask a series of questions to assess the
suitability of texts for any particular group of learners:
Is the subject matter likely to interest this group?
Is the language level appropriate?
Is it the right length for the time available?
Does it require much cultural or literary background knowledge?
Is it culturally offensive in any way?
Can it be easily exploited for language learning purposes?
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PERSONIFICATION: a kind of metaphor in which abstract or inanimate objects
are described as if they were alive and animate.
PARADOX: a statement which appears to be contradictory or absurd, but may be
true.
OXYMORON: a combination of neighboring words which seem apparently
contradictory or incongruous.
METONYMY: a figure of speech in which the name of a thing is substituted for
another thing with which it is usually associated.
SYNECDOCHE: the whole of something is used to mean the part of it, or part of
it is used to mean the whole.
APOSTROPHE: the direct addressing of an abstract quality, object or absent
person.
ALLITERATION: the repetition of the initial consonant sounds in two or more
consecutive words.
ASSONANCE: the repetition of identical or similar vowel sounds usually in the
middle of words.
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One of the unfortunate aspects of teaching a secondary school class is, that
the authentic text will not be always suitable for every single student, but only for
most of them. When considering students cultural background, their linguistic
proficiency and literary background, the number of students who could be
possible omitted because the text is out of their range decreases greatly.
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2.3.2 Students Linguistic Proficiency
Spoken English differs greatly from the written one, especially the one
used in literary texts, which are usually full of metaphors, idioms, archaisms and
structures, that students might not be familiar with. Into consideration should be
taken all the texts that are written in any kind of a dialect or show a large number
of slang words. Teachers must then ask are students sufficiently familiar with the
usual norms of language use to recognise when these are subverted? (Lazar,
1993: 53). Students could get easily discouraged when they come across a text
which is too difficult for them. It might be helpful to provide them with texts
which were later transformed into films and therefore there is a chance that
students will be familiar with the content. The essential question a teacher needs
to respond to is, whether the text is helpful to her students English in any way.
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them lift the words of a poem or a fiction passage then convert them into literary
meanings.
1. Availability of Text
a) Which kind of text and book are available from which you can choose?
b) How easily can you make these texts available to your students?
2. Length of Text
a) Do you have enough time available to work on the text in class?
b) How much time do students have to work on the text at home?
c) Could you use only past of a text, or an abridged version of it? If so, how
much background information will you need to give students to make the
text intelligible?
3. Expliotability
a) What kind of tasks or activities can you device to exploit the text?
b) Are there resources available to help you exploit the text, for example a
film or a particular novel the students are studying, recording of a play of
poem, library materials giving information about the life of an author, etc.?
4. Fit With Syllabus
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a) How do the texts link with the rest of the syllabus? Thematically? In term
of vocabulary, grammar and discourse?
b) Can you devise tasks and activities for exploiting the text with the link
with the methodolgy you have used elsewhere in the syllabus? These often
helps to put students at their ease. For example, if your students are used to
using Multiple Choice or True/False questions when doing reading
comprehension, then you could use similar tasks when exploiting literary
text.
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language teaching was explored (e.g. in Swales, 1980; Allwright, 1981; and
ONeill, 1982). The need for a more systematic approach to materials
evaluation emerged during this time as it became apparent that any set of
commercially produced teaching materials would be unlikely to be completely
suitable for a particular group of learners (McGrath, 2002; McDonough
& Shaw, 2003). A number of theoretical evaluative frameworks have since
been published (e.g. in Williams, 1983; Breen & Candlin, 1987; Sheldon, 1988;
McDonough & Shaw, 2003; Cunningsworth, 1995; and McGrath, 2002). These
have mostly been checklist-based, usually in the form of questions to be
answered to determine the extent to which the materials fulfil a set of criteria.
While there is a scarcity of evaluation schemes specifically designed for
young learner materials, Halliwell (1992) provides a checklist for evaluating
and comparing young learner coursebooks.
The advantages and disadvantages of checklists have been pointed out
by several writers. Not only can checklists be systematic and comprehensive,
they are also cost and time effective, and the results are easy to understand,
replicate and compare (McGrath, 2002: 2627). On the other hand, pre-existing
checklists can become dated and the criteria used may not be transparent or
based on assumptions shared by everyone (McGrath, 2002). Sheldon (1988:
242) has also written how considerable modification of any set of culturally
restricted criteria is necessary to make them applicable to most local contexts.
3. Materials evaluation: in practice
A number of practical studies have utilised different approaches
to materials evaluation. Alamri (2008) employed a survey questionnaire
of teachers and administrators to evaluate the English textbook used with a
group of young Saudi learners. Both Murdoch (2000) and Atkins (2001)
used McDonough and Shaws (2003) coursebook evaluation model to
evaluate textbooks used in Korean and Japanese secondary school contexts
respectively. Litz (2005) employed student and teacher evaluation survey
questionnaires to evaluate a coursebook used in a Korean university. In all
cases, a checklist-based system was used, with some modification required to
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make the evaluation more suitable for each researchers aims and context.
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CHAPTER III
CONLUSION
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handling literary text, and may use more extensive texts. Also the students
interest and hobbies should be revealed by administering regular questionnaires or
open panels because they may increase motivation and may create permanent love
for reading even in life after school or university. More than this, learners cultural
and ethnic background or even their nationality should be manipulated. This will
help learners to tolerate themes and topics discussed or presented by a foreign.
Furthermore, the students previous experience of literary text reading should be
known, in advance because it may help in reinforcing the foreign literature if
exploited suitably by the teacher. All these elements together with high knowledge
of the characteristics of literary text will help literature teachers to select and
classify literary materials appropriately.
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REFERENCE
Carter, R., Long, M. N. (1991). Teaching Literature. New York, NY: Longman
Publishing.
Duff, A & Maley, A. (2007). Literature (Resource Books for Teachers), Oxford
University Press.
Halliwell, S. (1992). Teaching English in the Primary Classroom. Harlow:
Longman.
Huang, Q. (2009). Background Knowledge and Reading Teaching. Asian Social
Lazar, G., (1993). Literature and Language Teaching. Cambridge, UK:
Cambridge University Press.
Litz, D. (2005) Textbook evaluation and ELT management: a South Korean
case study [online]. Asian EFL Journal Thesis Section. www.asian-efl-
journal.com/Litz_thesis.pdf.
Maley, A. (2001). Literature in the language classroom' in The Cambridge Guide
to Teaching ESOL, Cambridge University Press.
McDonough, J. and Shaw, C. (2003). Materials and Methods in ELT.
Oxford: Blackwell.
McGrath, I. (2002). Materials Evaluation and Design for Languag Teaching.
Edinburgh: Edinburgh University Press.
Rubdy, R. (2003) Selection of materials. In Tomlinson, B. (ed.) Developing
Science, vol. 5, 138-142. Retrieved from www.ccsenet.org/journal.html
Tomlinson, B. (1998). Materials Development in Language Teaching.
Cambridge: Cambridge University Press.
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