Literary genres in English textbooks for Senior High School
-
(1) * Dhini Aulia
Universitas Pendidikan Indonesia
Indonesia
(2) Fazri Nur Yusuf Universitas Pendidikan Indonesia
Indonesia
(3) Didi Sukyadi Universitas Pendidikan Indonesia
Indonesia
(4) Azhar Aziz Lubis University of Waikato, New Zealand
New Zealand
(*) Corresponding Author
Abstract
While the potential of literary works in English as a Foreign Language (EFL) education is often discussed, limited research exist on their integration into Indonesian senior high schools English textbooks. The present study investigates how literary genres are incorporated into English textbooks in Indonesian senior high schools by investigating (1) the literary genre described in the textbooks and (2) the tasks that describe the language skills and the literary - specific knowledge to recognize the critical role of such content in fostering students' language development, cultural and intercultural awareness, and engagement in EFL education. The data sources of this study were three levels of senior high school English student textbooks published by the Indonesian government. The study combined a quantitative approach to examine the presence of literary works with qualitative content analysis to unpack the language skills and literary-specific knowledge included in the textbooks. The framework utilized literary genre terms and literary-specific knowledge. Among the 31 chapters in the textbooks, 12 chapters (39%) addressed literary works from various cultures, with 53% of the texts derived from the Indonesian context. In addition to language skills activities and tasks, there were literary knowledge activities. These findings implied that improving students' cultural and intercultural awareness may pose challenges. Moreover, these results highlight the importance of incorporating more authentic English literary works into English textbooks to prepare students for real - world English cultures. HIGHLIGHTS:- The literary genres represented in these textbooks include fiction, nonfiction, and poetry.
- The authors of the analyzed textbooks predominantly utilized the term “genre-based text”,
including narrative and recount texts, without introducing the term “literary" or "sastra". - Over 53% of the literary content in these textbooks consists of texts or stories in an
Indonesian context, so educators should include learning materials that feature original
literary works to increase students' exposure to Western culture.
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References
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Swaffar, J. (1999). The Case for Foreign Languages as a Discipline. 155–167.
Tevdovska, E. S. (2016). Literature in ELT Setting: Students⿿ Attitudes and Preferences Towards Literary Texts. Procedia - Social and Behavioral Sciences, 232, 161–169. https://doi.org/10.1016/j.sbspro.2016.10.041
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Turco, L. (2020). The Book of Literary Terms (2nd ed.). University of New Mexico Press.
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Vishnevskaia, M., & Zhou, Z. (2019). The Impact of Using Music and Songs on Teaching EFL in China by Non-native English Teachers. Universal Journal of Educational Research, 7(8), 1808–1813. https://doi.org/10.13189/ujer.2019.070819
Volkmann, L. (2019). Culture and literature in EFL education: Functions and antinomies. In Culture and Literature in EFL Education: Relating Theory to Practice (pp. 19–36). Peter Lang.
Zakaria, M. A., & Aziz, A. A. (2019). The Impact of Digital Storytelling on ESL Narrative Writing Skill. Arab World English Journal, 5, 319–332. https://doi.org/10.24093/awej/call5.22
Afrilyasanti, R. (2021). Bahasa Inggris Tingkat Lanjut untuk SMA Kelas XI. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Al-efeshat, H., & Baniabdelrahman, A. (2020). The EFL Teachers’ And Students’ Attitudes Towards The Use of Songs in Learning English.
Al-Saeed, S. J., & Alenezi, A. A. (2021). Assessing the Communicative Use of Literary Texts in EFL Coursebooks. English Language and Literature Studies, 11(2), 68. https://doi.org/10.5539/ells.v11n2p68
Alwasilah, A. C. (2006). From Local To Global: Reinventing Local Literature Through English Writing Classes. TEFLIN Journal, 17(1), 11–27.
Arens, K., & Swaffar, J. (2000). Reading Goals and the Standards for Foreign Language Learning. Foreign Language Annals, 33(1), 104–122. https://doi.org/10.1111/j.1944-9720.2000.tb00896.x
Baetens, J. (2008). Graphic Novels: Literature without Text? English Language Notes, 46(2), 77–88. https://doi.org/10.1215/00138282-46.2.77
Bloemert, J., Paran, A., Jansen, E., & Van De Grift, W. (2019). Students’ perspective on the benefits of EFL literature education. The Language Learning Journal, 47(3), 371–384. https://doi.org/10.1080/09571736.2017.1298149
Bobkina, J., & Dominguez, E. (2014). The Use of Literature and Literary Texts in the EFL Classroom; Between Consensus and Controversy. International Journal of Applied Linguistics & English Literature, 3(2), 249–260. https://doi.org/10.7575/aiac.ijalel.v.3n.2p.248
Calafato, R., & Gudim, F. (2022). Literature in contemporary foreign language school textbooks in Russia: Content, approaches, and readability. Language Teaching Research, 26(5), 826–846. https://doi.org/10.1177/1362168820917909
Calafato, R., & Paran, A. (2019). Age as a factor in Russian EFL teacher attitudes towards literature in language education. Teaching and Teacher Education, 79, 28–37. https://doi.org/10.1016/j.tate.2018.12.002
Carter, R., & Long, M. N. (1991). Teaching Literature. Longman.
Ceylan, N. O. (2016). Using Short Stories in Reading Skills Class. Procedia - Social and Behavioral Sciences, 232, 311–315. https://doi.org/10.1016/j.sbspro.2016.10.027
Chen, M., Mohammadi, M., & Izadpanah, S. (2024). Language learning through music on the academic achievement, creative thinking, and self-esteem of the English as a foreign language (EFL) learners. Acta Psychologica, 247, 104318. https://doi.org/10.1016/j.actpsy.2024.104318
Collie, J., & Slater, S. (1987). Literature in the language classroom: A resource book of ideas and activities. Cambridge University Press.
Divsar, H., & Tahriri, A. (2009). Investigating the Effectiveness of an Integrated Approach to Teaching Literature in an EFL Context.
Drisko, J. W., & Maschi, T. (2016). Content analysis. Oxford University Press.
Floris, F. D. (2004). The Power of Literature in EFL Classrooms. K@ta, 6(1).
Ghosn, I. K. (2002). Four good reasons to use literature in primary school ELT. ELT Journal, 56(2), 172–179. https://doi.org/10.1093/elt/56.2.172
Habjan, J. (2016). Introduction: Globalizing Literary Genres. In Globalizing Literary Genres: Literature, History, Modernity (p. 3). Routledge.
Hall, G. (2015). Literature in language education (Second edition). Palgrave Macmillan.
Kaowiwattanakul, S. (2021). CEFR Based Learning Approach: Using Literature to Enhance EFL Students’ Reading Skills and Critical Thinking Skills. English Language Teaching, 14(11), 66. https://doi.org/10.5539/elt.v14n11p66
Khan, M. S. R., & Alasmari, A. M. (2018). Literary Texts in the EFL Classrooms: Applications, Benefits and Approaches. International Journal of Applied Linguistics and English Literature, 7(5), 167. https://doi.org/10.7575/aiac.ijalel.v.7n.5p.167
Khatib, M., Rezaei, S., & Derakhshan, A. (2011). Literature in EFL/ESL Classroom. English Language Teaching, 4(1), 201. https://doi.org/10.5539/elt.v4n1p201
Kumar, T., Akhter, S., Yunus, M. M., & Shamsy, A. (2022). Use of Music and Songs as Pedagogical Tools in Teaching English as Foreign Language Contexts. Education Research International, 2022, 1–9. https://doi.org/10.1155/2022/3384067
Lașcu, T. (2023). Development of the discourse competence through literary texts. Hungarian Educational Research Journal, 13(3), 358–365. https://doi.org/10.1556/063.2022.00137
Lems, K. (2018). New Ideas for Teaching English Using Songs and Music.pdf. English Teaching Forum. americanenglish.state.gov/english-teaching-forum
Llach, P. A. (2007). Teaching Language Through Literature: The Waste Land in the ESL Classroom. ODISEA. Revista de Estudios Ingleses, 8, 7–17. https://doi.org/10.25115/odisea.v0i8.90
McKay, S. L. (2001). Literature as Content for ESL/EFL. In Teaching English as a second or foreign language (3rd ed., pp. 319–332). HEINLE & HEINLE.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc.
Neuendorf, K. A. (2017). The content analysis guidebook (Second edition). SAGE.
Nozen, S. Z., Rezvani Kalajahi, S. A., Nadzimah Abdullah, A., & Jabbarzadeh, H. (2017). An Iinvestigation of The Impacts of Taching Writing Skill Through Extensive Short Story Reading. Journal of Nusantara Studies (JONUS), 2(1), 53. https://doi.org/10.24200/jonus.vol2iss1pp53-70
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (Fourth edition). SAGE Publications, Inc.
Putri, B. G., Degeng, P. D. D., & Isnaini, M. H. (2022). EFL Students’ Perception towards the Use of English Songs as Listening Learning Media. KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, Dan Sastra), 6(2), 1–15. https://doi.org/10.33479/klausa.v6i2.625
Sari, D. F. (2016). Authentic Materials for Learning English: A Study on EFL Students in Aceh. Studies in English Language and Education, 3(2), 147–157. https://doi.org/10.24815/siele.v3i2.4962
Stephens, E. C., & Brown, J. E. (2000). A Handbook of Content Literacy Strategies: 75 Practical Reading and Writing Ideas. Christopher-Gordon Publishers.
Swaffar, J. (1999). The Case for Foreign Languages as a Discipline. 155–167.
Tevdovska, E. S. (2016). Literature in ELT Setting: Students⿿ Attitudes and Preferences Towards Literary Texts. Procedia - Social and Behavioral Sciences, 232, 161–169. https://doi.org/10.1016/j.sbspro.2016.10.041
The Lion, the Witch and the Wardrobe. (2024, June 3). Wikipedia, the Free Encyclopedia. https://en.wikipedia.org/wiki/The_Lion,_the_Witch_and_the_Wardrobe
Tomlinson, B. (2023). Humanizing the coursebook. In Developing Materials for Language Teaching (3rd ed., pp. 128–149). Bloomsbury Publishing.
Turco, L. (2020). The Book of Literary Terms (2nd ed.). University of New Mexico Press.
Van, T. T. M. (2009). The relevance of literary analysis to teaching literature in the EFL classroom_Van.pdf. English Teaching Forum, 3, 2–17.
Vishnevskaia, M., & Zhou, Z. (2019). The Impact of Using Music and Songs on Teaching EFL in China by Non-native English Teachers. Universal Journal of Educational Research, 7(8), 1808–1813. https://doi.org/10.13189/ujer.2019.070819
Volkmann, L. (2019). Culture and literature in EFL education: Functions and antinomies. In Culture and Literature in EFL Education: Relating Theory to Practice (pp. 19–36). Peter Lang.
Zakaria, M. A., & Aziz, A. A. (2019). The Impact of Digital Storytelling on ESL Narrative Writing Skill. Arab World English Journal, 5, 319–332. https://doi.org/10.24093/awej/call5.22
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Published
2024-10-17
How to Cite
Aulia, D., Yusuf, F. N., Sukyadi, D., & Aziz Lubis, A. (2024). Literary genres in English textbooks for Senior High School. JEES (Journal of English Educators Society), 9(2), 124-133. https://doi.org/10.21070/jees.v9i2.1876
Section
Articles
Copyright (c) 2024 Dhini Aulia, Fazri Nur Yusuf, Didi Sukyadi; Azhar Aziz Lubis
This work is licensed under a Creative Commons Attribution 4.0 International License.
