PAPER

STUDY OF LITERARY WORKS WITH EXTRINSIC ELEMENTS :

Psychology, Sociology, Religion and Culture

LITERATURE IN ENGLISH LANGUAGE TEACHING

LECTURER : Heti Susanti, M.Pd

Created By :

 Dwi Asih Octavia (322210101)

 Okta Fatri Tarisyah (322210042)
 Elvyana (322210018)
 Fransiska Vitria Lulu Salma (322210123)
 Teguh Putra Anugrah (322210057)
 Naya Putri (322210081)

FACULTY OF LANGUAGE AND LITERATURE EDUCATION

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

IKIP PGRI PONTIANAK

2023

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 PREFACE

Praise be to God Almighty for all the abundance of His grace, taufik and
Hidayah so that the Developmental Psychology paper which was potent by Mrs.
Heti Susanti M.Pd with the title "Study Of Literary works with extrinsic elements:
Psychology, Sociology, Religion and Culture" can be compiled to completion. Do
not forget to thank the help from those who have contributed by donating both
thoughts and materials.

The author really hopes that this paper can add knowledge and experience
for readers. In fact, we hope further so that this paper can be practiced by readers
in everyday life.

For us as compilers, we feel that there are still many shortcomings in the
preparation of this paper due to our limited knowledge and experience. For this
reason, we really expect constructive criticism and suggestions from readers for
the perfection of this paper.

Pontianak October 2, 2023

Writer

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 TABLE OF CONTENT

hal

COVER.........................................................................................................................................

PREFACE....................................................................................................................................

TABLE OF CONTENTS............................................................................................................

CHAPTER I INTRODUCTION.................................................................................................

1.1 Background...........................................................................................................................

1.2 Problem Statement................................................................................................................

1.3 Purpose..................................................................................................................................

CHAPTER II DISCUSSION......................................................................................................

2.1 Definition of Study of Literary ............................................................................................

2.2 Extrinsic Elements................................................................................................................

a. Psychology .............................................................................................................................

b. Sociology...............................................................................................................................

c. Religion.................................................................................................................................

d. Culture ..................................................................................................................................

CHAPTER III CLOSING.........................................................................................................

3.1 CONCLUSION...................................................................................................................

3.2 SUGGESTION....................................................................................................................

REFERENCE............................................................................................................................

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 CHAPTER I

INTRODUCTION

1.1 Background

Literature is the imaginative work that pictures the human life in society
which can be enjoyed, understandable, and used by the society also. The author
will write the result of this imagination in a form of literary works. The form of
those literary work such as drama, poem, short story and also novel. The literary
work has its own definition taken from each different literature expert.
According to Pradopo (1994: 26) the literary work is as the picture of the world
and human life, the main criteria that is putted on the literary work is ‘truth’, or
everything that wants to be pictured by the author. Through that process, the
reader of their literary work will be able to catch the characteristic of the author
related with the world around him/her.

1.2 Problem Statement

a. What is Literature in English Language Teaching?

b. What elements does the study of literary works with extrensic elements
include?
c. How to Apply Literature in Culture?

1.3 Purpose

a. Aims to find out what is Literature in English Language Teaching.

b. Can recognise that there are several elements that influence this material.

c. To know and identify how Literature is Applied in Culture

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 CHAPTER II
DISCUSSION
2.1 Definition of study of Literary
According to Richards and Rodgers (1986) modification in language
teaching methods throughout history takes into account changes in learners
necessities, the goals of language study, and theoretical advances. There has been
a proliferation of approaches and methods in contemporary second or foreign
language teaching which reflects the wish to find better ways of teaching
languages. The early 1980s witnessed a revived interest in the role of literature
and a great number of recent language teaching texts, particularly those which use
a communicative approach, have included literature in their contents for language
study. (Jackson and Di Pietro 1992, Smalzer and Lim 1994) This article presents
the results of research into the use of literature in the EFL/ESL classroom. We will
try to justify the benefits of the literature-based approach in the teaching of
foreign or second languages and to sketch some activities derived from it.
Included are some extracts taken from students’ actual performance. Literature
offers contextual, linguistic, cultural and methodological advantages in the
teaching of second or foreign languages. All these benefits together lead to a
communicative and motivational EFL/ESL teaching-learning process. In the
following paragraphs, we will try to support each one of these benefits. The first
advantage that has been mentioned here is the fact that literature offers a context
that promotes meaningful learning. When we speak about meaningful learning
learning that is real, important and interesting to studentsunavoidable is mention
of Ausubel (1983) and Novak (1988). They see the process of acquiring
knowledge as accumulative. They statethat what is going to be learned must be
related to what students know. Inother words, it must be related to any relevant
aspect which pre-exists in thestudents’ cognitive structure. In meaningful learning,
the process of acquiring new information produces changes not only in the
existing information (thesis) but in the new information as well. This supposes an
interaction between pre-existing and new information (anthesis) and the result of
this islearning (synthesis).In contrast to learning by heart or senseless repetition,
meaningful learning material is potentially related to the learners’ cognitive
baggage;that is to say, it can be included in the existing cognitive structure. Yet
also,as the definition of meaningful learning implies, it is not only what is related

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to students’ experience but also what is interesting to them which will be learned
easily in an stimulating way. Meaningful learning leads to motivating,
communicative and personal-responding classes. Specifically speaking about the
EFL/ESL field, Sorani and Tamponi (1992) recommend that the teaching of a
second or foreign language should consist of meaningful contexts, especially
those interesting to students according to their experience, knowledge of the world
and interests. They also claim that the teaching of a second or foreign language
should not be an isolated activity but an activity related to what students have to
learn or have learned in other courses or in life to make them grow up as
exceptional human beings. When there is a good selection, literature is a rich
source of meaningful context. A meaningful context is linked to the motivational
aspect of literature, since it permits learners to read non-trivial material which
makes them think about their own experience and give a personal response, and in
that way its use is justified (Duff and Maley 1990). The use of literature in the
EFL/ESL classroom is recommended, since it generates purposeful lessons and
provides the basis for highly motivated small-group work (Enright and
McCloskey, 1985). The importance of literature has been stressed because literary
texts are seen as potential material which provides the basis for interactive,
meaningful and content-based ESL/EFL classes. In addition, literature serves as a
stimulus for writing compositions. (Povey 1979; Widdowson 1983, and Spack
1985). Frequently in foreign or second languages teaching mundane topics are
used and justified, but when there is a need of some change, literature can serve
that purpose. Widdowson (1983) establishes the significance of an interesting
context when he explains what happens in a classroom when trivial situations or
mundane tasks are presented: .Its not easy to see how learners at any level can get
interested in and therefore“ motivated by a dialogue about buying stamps at a post
office. There is no plot, there is no mystery, there are no characters; everything
proceeds as if communication never creates a problem. There is no
misunderstanding and there is no possibility of any kind of interaction.
(Widdowson, p. 98).“

Such a dialogue cannot produce any important effect in learners and of

course it does not foster a desire to work with classmates in a motivating way. A
text of this kind would supply a relevant point for learners, (but when they have to
communicate really, they have nothing interesting to say). A trivial situation can

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offer students the opportunity to use the foreign language but only in a vacuum.
But literary texts offer teachers and learners opportunities for escaping from
everyday routine. Hill (1989) also claims that literature offers a genuine context
for communication because a story or a poem is easier to remember than a
collection of unrelated items (rote learning). He points out that people analyze
incoming messages in two ways: They have information connected with certain
collections of sounds and symbols stored in their memory, and they have their
own knowledge of the world and the context of the message from which to work
(meaningful learning). When the teaching of language consists of using isolated
sentences

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 to illustrate particular points, it prevents the learners from making any
analysis on the basis of context. In this way, they are unable to participate in the
meaning. Not only foreign students but native speakers have difficulty
remembering unrelated words and structures. If they do not have a meaningful
context from which to work and to which they can relate what they learn, their
communication and competence will be reduced: literary texts provide relevant
materials, and necessary stimuliincite learners to speak and share ideas. In the
case of a poem, there is little room for rote learning. Students do not have to learn
it by heart but rather to extract the topic that it presents. Since, generally speaking,
poetry discusses issues that are important to all human beings, students will have
an interesting topic to talk about, and they will be involved not only intellectually
but emotionally. Literature is a non-trivial authentic material. It is non-trivial
becauseit says something about fundamental human aspects, and it is authentic in
the sense that it was not created as a classroom aid to teach a language. On the
contrary it is genuine language as it is exposed to native speakers. Literature can
be complementary to other authentic materials, such as advertisements,
newspapers, city plans, travel timetables, forms, comics, and so forth. (Brooks
1989, Dicker 1989, Hussein 1989, Ahellal 1990, and Ibsen1990). Literature offers
cultural benefits. In the study of a foreign or second language, it is important to
have some knowledge about the culture of that target language, so some time must
be devoted to this task. Literature can be a complementary material to other ways
of knowing the foreign culture such as films, radio or TV programs, magazines,
newspapers, and music. Literature gives learners the opportunity to get an
understanding of the cultural values of English-speaking people, and make them
see not only the differences that separate their own culture from the target one, or
one target culture from another target culture but the similarities between both
cultures and their own culture. About this topic, Bastrkmen (1990) states that:
“literature opens up to the learners the culture of the people whose language is
being studied” Literature gives linguistic advantages. The linguistic justification
of the use of literature refers to literary texts as language. Pieces of literature
“offer a genuine sample of a very large range of styles, registers and texttypes at
many levels of difficulty.”(Duff and Maley 1990, p.6). For Littlewood (1986)
literature offers opportunities to use language structures in reading comprehension
if accompanied by grammatical analysis and explanations. Drills and exercises
can provide students with needed linguistic Structures. Literature may also help

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students expand the second language. This author also refers to literature as a
vehicle for the learning of language varieties (formal and informal English, slang,
etc.), and ranges of styles such as a poetic style, a conversational style for
dialogues, and informative style for narrative. He also thinks that the work of a
writer can lead readers to know local dialects, and illuminate the state of linguistic
development. For McKay (1989) literature is also an ideal vehicle for illustrating
language use and for differentiating use from usage (usage involves knowledge of
linguistic rules, and use means knowing how to use these rules for effective
communication). What has been discussed so far is how literature can be
beneficial in the EFL/ESL classroom, and it is necessary to stress the fact that all
these benefits lead toward what Ibsen (1990) has called a creative methodology
and what Duff and Maley (1990) consider is the methodological justification of
the incorporation of literature in the foreign or second language teaching. When
the students become personally involved with the literary texts studied, such an
involvement gives them the chance to be exposed to other viewpoints (the
author’s and their classmates’ points of view) express their own ideas and feelings
and at the same time get new and motivating classroom experiences, such as re-
creating literary texts or even creating their own texts. The aim of using literature
in the EFL/ESL context should be to provide students with suitable lessons, but,
as was mentioned earlier, in order to be successful, educators have to devote
enough time and thought to selecting texts and methods. Specifically speaking
about selection of texts, it is important to state that sometimes experimental
literary works are not advisable in the EFL/ESL context due to the fact that some
of these works remain obscure even for native speakers. The point related to
methods is also very important, because the success of a class frequently depends
on how to deal with the text in the classroom. The following part of this article
concerns these topics. Selection of texts and teaching methods Littlewood (1986)
recommends to teachers that they should be clearabout what literature offers and
what students require to discuss its role and select appropriate methods and texts.
The factor of student interest is so important that it should be taken into account
by the teacher when s/he is selecting literary texts for her or his classes. Dellinger
(1989) thinks that educators need to select interesting and motivating texts for his
or her students. Undoubtedly, that will stimulate students to relate what they read
with their own experience or their classmates experience. The literary texts to be
read should be adapted to students’ interest, age and experience. If professors

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select a difficult and inadequate text considering his or her students’ linguistic
experience and prior knowledge, this text can remain obscure. Regarding
selection, it is important to comment on what Ollmann (1993) found after
designing two questionnaires and presenting them to his students in order to
discover what strategies they use to choose books and whether they are making
successful choices. This researchers conclusion provides a basis for thinking that
when students speak out, they give teachers very good ideas for making good
choices for their classes. According to Mckay (1986), success in using literature
depends not only upon the text linguistic level but upon its cultural level as well.
We have to take into account that if it is an extremely difficult text, on a linguistic
or cultural level it will probably bring few benefits. Neither would it be a good
idea to use a simplified version of the text. One solution is to select texts which
are relatively easy to read. Another important aspect to take into account is how to
deal with the selection in the classroom. The text must be stimulating and the
students must be taken into account. Considering that sometimes it is hard to
select appropriate literary texts, it seems necessary to include Bastrkmens (1990)
guidelines for selection:

1. Choose texts with universal topics and themes so that students can have had
personal experience of their own. This will facilitate classroom interaction.

2. Select works in an everyday setting and avoid abstract or fantasy-type literary

pieces. In this way interaction will be easier and the vocabulary familiar.

3. It is better to work with contemporary texts, so that students will not have
problems trying to understand archaic language.

4. Choose authors who use a simple style such as Hemingway, Frost and so forth.

5. Prefer works whose characters or themes are related to student age and
interests. Dealing with the text in the classroom For Mackay (1986) selection is
only one step. The following one shows how to use the text in the classroom. She
differentiates betwen efferent and aesthetic reading. Following Rosenblatt’s
tradition (1978), she

defines efferent reading “as reading in which the reader is concerned with what he
will carry away from the text”. Or in other words, the usefulness of it. aesthetic
reading “the readers primary concern is with what happens during the actual

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reading”. Or as Rosenblatt herself points out: “in aesthetic reading, the readers’
attention is centered directly on what he is living through during his relationship
with the particular text” Mackay concludes by saying that classroom approaches
to efferent and aesthetic reading must be different. In this sense, the text can be
used to get to know the author’s ideas, and how the language he is using
functions. But it is also necessary to have students think in advance about the
possibilities that they can find in the text, and to take into consideration their own
experience in order to approach the text. In what follows, a selection of activities
from published sources are summarized, and some new activities are suggested.

1. Contextual benefits:

 To activate previous knowledge (aesthetic reading or reading which takes

into account interaction between reader and text)
 To make students reflect before they read (aesthetic reading)
 To have students create meaning in advance
 To avoid misunderstanding of the text to be read.

Linguistic benefit is, to attack difficult words.The learners background knowledge

with respect to the topic the reading selection discusses is crucial in text
comprehension. Writing and discussion are not necessary follow-up activities;
they can be carried out before reading the literary texts. Knutson (1997) points out
that discussion and writing tasks can elicit students personal views or previous
readings on a topic, or other expectations regarding a text content. Prior to
reading, students can articulate their expectations as to what aspects will be
illuminated and what perspective the text will reflect. Discussion before reading
provides focus, which creates interest in the text. As preparation, the teacher may
ask a question and have students debate it. Each student writes a short
composition which represents his or her point of view. Afterwards, students
compare their written productions and discuss the various compositions orally in
order to obtain a focal point of reading that will follow. Another pre-reading
activity can be providing students with the title of the text to be read and or some
key words which summarize the main idea of the literary work. When presenting
the poem that the American writer Maya Angelou wrote and read in the
inauguration of president Clinton “In the Pulse of the Morning”, the author of this
work decided to ask students what the title and some key words suggested to them

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before giving them the poem. Some students said that the poem would be about a
“new beginning”, “another opportunity”, “union among different people”,
“sunrising”, “hope”, “learning from mistakes”, and so forth. After having access
to the text, students felt that their predictions were close to what the poet tried to
express. Additionally, they realized that there were more ideas that could be
developed when they actually read the literary piece.

At the beginning level, previewing is very useful in order to make students

guess meanings of unfamiliar words. If the teacher knows that students will meet
some difficult words, s/he should work with those words in advance. In that case
students will not have any vocabulary problems when reading the text. For
instance, giving them an exercise sheet where they have to match words from the
text with their corresponding synonym using an English-English dictionary is an
advisable pre-reading activity.

2.2 Extrinsic Element

Intrinsic and extrinsic approaches to literature are ways to criticize

literature in different terms. In intrinsic approach, the critic is mainly concerned
with the form, language, style, symbols, images, contrasts, structure and
development of plot in a literary work. Words on the page are of utmost
importance for him. Intrinsic approach is also called formalism as the critics basic
interest is in the form of the text. In comparison to intrinsic approach, the extrinsic
approach makes the critic to give more importance to the context of a text. It
means that he is mainly interested in the background, history, social conditions
and biography of the author. He judges the text in relation to the author and his
life. The critic moves from the text to the context.

The term extrinsic is an adjective which is used to mean something that

does not either an essential or an inherent component of something. It is used as
another word for the term extraneous. It could also be used to mean 'originating
from the outside'. In this sense of the term it is used as a synonym for the term
external. The term extrinsic is most often contrasted to the term intrinsic. In this
sense of the term, intrinsic would mean of or pertaining to the fundamental nature
of a given thing; that is, inherent.

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 There are some external points are discussed in study of literature. But
setting and environment are more often discussed. Sometimes, the extrinsic study
only connects the literature to the social context and the previous growth. In most
cases, it becomes a causal explanation, professing to account for literature, to
explain it, and finally to reduce it to its origins (the fallacy of origins). It is clear
that causal study can never dispose of problems of description, analysis, and
evaluation of an object such as work of literary art. Cause and effect are
incommensurate: the concrete result of these extrinsic causes the work of art- is
always unpredictable (Wellek and Warren, 1977: 73)

There are some opinions about the extrinsic factors influence the literary
works such as the biography, psychology, social life, causal explanation of
literature largely in such other collective creations, and some quintessential spirit
of the time.

But either how far these factors determine the production process of literary
works, or how far the extrinsic method supposed to be able in measuring the
external influence, depends on the approach which is used. The scientists who use
the social approach tent to come to determine in straight. Their radicalism is the
influence of positivism. This occurs to the proponents of geistegeschichte, which
is combined with hegelianism and romanticism. Moreover, they are more radical
than the scientists who use the social approach. On the other hand, there are some
of scientists who are more modest. They do not depend only on one factor. The
other factors may give effects as well.

There are four enstinsic elements that will be discussed in this paper, namely :

a) Psychology

There are four possible definitions about psychology of literature: psychological

study of the writer, as type and as individual, or the study of the creative process,
or the study of the psychological types and laws present within works of literature,
or, finally, the effects of literature upon its readers (audience psychology) (Wellek
and Warren, 1977: 81). But the third definition is the only one which is strongly
related with the study.

Some theorists had ever theorized about the successful of an author. First,
the most decided the successful of an author is his literary genius. Some others

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said that the successful of an author depended on his physical appearance. The
rests argued that emotional disorders and compensatory distinguished the artists,
scientists, and other contemplatives.

Freuds view about an author is inconsistent. Freud, Jung, and Frank are
civilized people. They were well educated in Austria and respected the classical
works of Greeks and German literature. Freud himself found his works were
almost same with Dostoyevskys The Brothers Kamarazov, in Hamlet, in Diderots
Neveu de Rameau, in Goethe. According to him, the author as an obdurate
neurotic who, by his creative work, kept himself a crack-up but also from any real
cure. The poet, that is, is a day-dreamer who socially validated (Wellek and
Warren, 1977: 82).

Such an account presumably disposes of the philosopher and the pure

scientist along with the artists, and is, therefore, a kind of positivist, reduction of
contemplative activity to an observing and naming instead of acting (Wellek and
Warren, 1977: 82). This limit, however, merely describes the indirect effect of
literary works that is alterations in the outer world.

The theory of art as a neurosis leads to a new problem that is the relation
between the imagination and belief. The artists keep felling and seeing his own
though. Besides that, it is common for them to combine two kinds of imagery. For
example, audition coloree: the trumpet as scarlet.

T.S Elliot had argued his views about a poet since his writing. Over there, he
said that a poet is supposed to repeat and keep his relation with his childhood
meanwhile he is running to the future. Then, in 1918, he wrote that a poet is more
primitive, as well as more civilized, than his contemporaries . In 1932, he repeated
this conception, especially about auditory imagination but also of the poets visual
imagery, and especially his recurrent images, which may have symbolic value, but
of what we cannot tell, for they have come to represent the depths felling into
which we cannot peer (Wellek and Warren, 1977: 84). Then he concluded that the
pre-logical mentality persists in civilized man, but becomes available only to or
through the poet (Wellek and Warren, 1977).

b) Sociology

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 Sociology of literature is not, in fact, a single theory that can set out very clear
principles in its methodological explanation. Various sociologists have proposed
different views on this method of study of literature. With these views, it can be
summed up that the sociology of literature as a whole, deals with and theorizes,
the way in which society is represented in the literary text and the interaction of
literature with other social institutions. In this research approach, literature is a
function of the social structure of its time, a structure without which literary works
cannot be properly analyzed without the knowledge of its institutions and groups.
Two major trends in sociology of literature have emerged from these theoretical
commonalities.

1. A group of sociological literature researchers are mainly concerned with the

social function of literary texts. According to them, literature is a "social
document" or a "mirror of society" and, by examining it, an accurate and objective
knowledge of social relations can be acquired. Literature is not only a translator of
social reality, but can also transform the reality that has resulted from it; in other
words, literature is both a social product and a social force. The views of Marxists
on literature and its social function are in line with exactly the same trends in the
sociology of literature. Among the theorists of this kind of literary sociology are
Madame Friends, Elipolit Ton and Richard Hogarth.

2. Another group of writers on the sociology of literature focuses their research on

the relationship of the author to the socio-cultural situation of his time and the
conditions for the production of literature. It is very important to address the
author's personal worldview in the analyzes of these researchers. This group also
devotes a large part of its authors to examining the role of these institutions. They
are involved in the production and distribution chain of literary works.

According to these sociologists, poets have, in ancient times, gained their social
status from their lords or sponsors, while today it is the publishers and distributors
of books who determine this position for poets and writers (Payendeh, 2005: 4).

Place of sociology of literature in contemporary criticism

Sociology of literature is a field of multidisciplinary studies which examines the

impact of social structures on the production of literary texts. The premise of
those involved in this type of research is that the creation of literary works is the
result of certain social situations, and the mystery of literature cannot be properly

12
understood unless we first carefully analyze its relationship with these situations.
In this research, theoretical concepts and methodological principles of sociology
serve as a tool for reading and evaluating the social functions of literary texts.
Sociology is a field of social science that examines human social life. Sociologists
are trying to analyze human society from the perspective of the structure of human
collective behavior. In a sense, a sociologist is someone who studies how the
social system works and how it relates to the way in which the statistics of society
are lived. Analyzes by sociologists on the impact of cultural, political,
geographical and economic factors Esthetics and the like discuss the relationship
between social statistics and their social groups and internal legislation. In other
words, sociologists are trying to explain social processes and how society is
organized. Such an explanation should usually involve the social institutions and
their functions. According to sociologists, man is a creature that is influenced by
family, culture, religion, politics, education and other social institutions and reacts
conditionally to the teachings of this institution (Payendeh, 1394: 1) [9].

According to sociologists, literature is one of the resources that can be

used for the scientific study of society. Indeed, literature itself is a kind of social
institution. According to sociologists, the function of literature is to reflect the
situation of society at any time, and the relationship between the statistics of
society and the critical view is being examined. Sociology of literature states that
literature reproduces human experiences in social life; therefore, the core of any
literary work is social life By adopting the same approach, René Volk and Austin
Varan argue in their book Theory of Literature: that the creation of literary works
is a consequence of life in the sum of other human beings (society). Literature is
born out of special social institutions (René Volk - Austin Varan, 1379: 99).

In this case, we can say that differences in the literature of nations are
rooted in the same question, for example:

differences in norms, values and social behavior in different societies, and

differences in the themes of the literary works of those societies. Whenever the
social systems of the roof are different, the literature derived from those systems
will be different in the first place.Or, if we consider literature as a product of
social life, then we must say that there are many commonalities between
sociology and literature, because they both pursue the same goal of the search for
society and interpersonal relationships. Sociologists study the aspects of social life

13
by studying literature, just as they do by analyzing the social structure. According
to them, the works of the literary index of each period give a clear picture of the
social, environmental, economic, religious and political structures and behavior of
human beings in their contemporary societies. Sociological research requires the
same type of data and, therefore, sociology should not neglect the literature that is
a valuable

source of information and social research (Payende, 1394: 1) [4].

In this case, he argued that the relationship between literature and society is
dialectical, that literature arises from social structures, but at the same time
questions and denies those structures. For example, in order be successful in
literary creativity, every novelist must have a view of the world around him, but if
he remains within the cultural boundaries of the world, he can no longer help to
create a new and different reality through literary creation. The works of such an
author are the most accurate description of society, but they do not provide any
alternative to the issues dealt with by the statistics of society (Wat, 1394: 11) [9].

c) Religion

Religion can be thought of as a set of institutions, a set of ideas and beliefs, or

a lived practice (including the rituals, behaviors, and day-to-day life of individuals
and communities)—all of which have complex relations with each other, and all
of which are affected by and in turn affect literature (not least in the
interpretations of scriptures). As a critical approach, literature and religion asks
how these impulses compete, coordinate, or otherwise inform one another and
other practices and traditions. At Washington University, scholars specialize in
medieval culture and blasphemy; literatures of sin and confession; early modern
drama and English religious life; early American religious culture and its impact
on literary traditions; political theology and theory; narratives of secularization
and the cultures of religion that challenge secularity; and, finally, the emerging
relations among religion, philosophy and psychology in the nineteenth and
twentieth centuries. Beyond these multiple specialties, we are aided by close
interactions with Religious Studies and the John C. Danforth Center on Religion
and Politics. Necessarily interdisciplinary, literature and religion at Washington
University takes seriously the study of belief and disbelief, studying how each
emerges from and shapes literary, political, and philosophical traditions.

14
 The most apparent and apposite justification for including literary materials in
the study of religion is the historical one. What is most obvious, however, is often
overlooked. In virtually every high-cultural system, be it the Indic, the Islamic, the
Sino-Japanese, or the Judeo-Christian, the literary tradition has, though in vastly
different forms and guises, developed in intimate indeed, often intertwinin relation
to religious thought, practice, institution, and symbolism. Without paying due
heed to Greek myth and thought, to Hebrew saga and wisdom, and to Christian
symbolism and piety, the twenty-five-hundred-year "drama of European
literature," as German scholar Erich Auerbach calls it, simply cannot be
understood. Conversely, our knowledge of these three religious traditions, of their
self-expression and cultural impact, would be grossly truncated without specific
consideration of their literary legacy in both canonical and extracanonical
writings. In a similar way, Daoist rituals, Buddhist dogmas, and Confucian ethics
joined, in imperial China, to shape and sustain the classic forms of Chinese lyric
poetry, drama, and prose fiction. The itinerant Buddhist priest and his exorcistic
exploits in medieval Japan have provided numerous plots for Nō drama, while
subtle debates on the buddhahood of trees and plants (somoku jobutsu ) underlie
many of the exquisite waka of Saigyo, the twelfth-century poet. In Hinduism,
Judaism, Christianity, and several major divisions of Buddhism, sacred and
secular hermeneutics have developed, at various periods, in a parallel or mutually
influential manner. To ignore this interrelatedness of holy and profane texts and
the interdependence of their interpretive sciences is to distort large segments of
the world's literary and religious history.

d) Culture

Literature is an art of writing by means of words. It is a sensitive record of

what the authors have seen, experienced, thought and felt in life. Literature is a
slice of life; it holds a mirror to life. Literature introduces the world the true ideals
of a particular civilization, culture and sensibility of a particular nation. The
passion for knowledge, the desire to know and understand life and culture of man
contribute to the growth of creative literature. Literature has had a major impact
on the development of society. It has shaped civilizations, changed political
systems and exposed injustice.

15
 Culture shows itself in everything- language, literature, performing arts, verbal
and non-verbal behavior of people etc. Each one of us is an ambassador of our
own culture. Culture in its broadest sense is cultivated behavior, it is the social
behavior and norms found in human societies. It is the sum of total of the learned
behavior of a group of people that are generally considered to be the tradition of
that people and are transmitted from generation to generation. The relationship
between Literature and Culture The impact of literature and culture on each other
is undeniable. The relationship between them is similar to that of a dance and
dancer they are inseparable. When we talk about the culture, the literature can also
appear unconsciously, because the culture is composed of thoughts, feelings and
emotions and the styles and personal ways of society. In the teaching of culture
literature plays different roles. Literature is loaded with cultural connotations and
assumptions. Literature serves either as illustration or a starting point for the study
and mediation of cultural phenomena. It is understood as part of a specific foreign
civilization, thus by learning about the social, historical, linguistic, and other
cultural implementations in literary texts. The literature discloses and transmits
many concepts to other generations and the relationships exist from the beginning
of history until now. This is not limited to a specific geography. In fact, this
interaction and impact can be observed in all over the world. / matter of fact the
cultures consist of people's beliefs, traditions ir society, and the literature, on the
other hand, discloses these elem in term of different literature. So, the literature is
in interaction with impacting on culture.

The interaction between culture and literature is due to involvement of culture

in different area like tradition, thoughts, and human perspectives and in this
process the literature acts as a powerful instrument. There are some elements
inside the culture that are in harmony with each other and shape some beliefs,
values. These elements can be flourished by means of literature. In fact, culture is
the outcome of a society, so the elements of culture, are rooted in thoughts of
everybody in a society. There is no doubt that the relationship between literature
and culture makes their flourishing possible.

Literature is a big part of all cultures. Different countries study books that shape
their nations and children and adults will read them so that they understand what
made their home how it is. Literature can inform people, it can share history and it

16
becomes the history of a certain place or the world. The documentation of an
event or even a story made up can change a culture.

Literature reflects the cultural norms and values, beliefs, attitudes. The
contemporary processes of class struggle and conflict and it also reflects the
diversity amidst different types of social experiences and facts. Literature reflects
the spirit of the age. It is considered to be a product of its time. With the help of
literature, culture of particular society or nation can be studied.

Both culture and literature are inseparable. Infact this is a bilateral

relationship because culture, on the one hand, establishes a situation in which
writers and poets can flourish themselves and literature, on the other hands, opens
a new approach toward the world, and this helps to establish a new thought in
different components of any culture The culture includes the beliefs, values, of a
society and the literature, on the other hand, expresses them in different literature
shapes. Therefore it finally leads to glory and outcome of a culture.

CHAPTER III CLOSING

17
3.1 Conclusion

In literature, of course, this is the use of literary works in learning English. There are
various things that affect him in forming a literature. On the other hand there is an
element that we know as an extrinsic element which, This is an external element that
will affect the formation of an English literature. But in the extrinsic element it is also
divided into several more elements where there are 4 other important elements. Like
psychology which is more directed to one's psychological science, not only that element
of Socialogy which leads to none other than the social life of the people around us. In
addition, there are also elements of religion that cannot be separated from the formation
of literature, as well as cultural elements that we cannot separate from an element of
literature. Of each existing element, there is a role that influences each other. However,
these four extrinsic elements are elements that greatly influence the study of a good
English literature.

3.2 Sugestion

The author realises that the content of this paper has not reached the stage of
perfection, therefore the author requests constructive criticism and suggestions and
improvement of the content of this paper. To all those who have helped and supported
the preparation of this paper, I thank you and hope it is useful for all of us. Amin.

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