THE IMPLEMENTATION OF LITERATURE TEACHING APPROACHES 149

LSP International Journal, Vol. 9, Issue 1, 2022, 149–165

© Universiti Teknologi Malaysia
E-ISSN 2601–002X
DOI: https://doi.org10.11113/lspi.v9.18595

The Implementation of Literature Teaching Approaches in the ESL Classroom:

A Systematic Review

Farhanah Mohamad Fikray

School of Education, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia

Hadina Habil
Language Academy, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia

Submitted: 1/5/2022. Revised edition: 6/6/2022. Accepted: 8/6/2022. Published online: 15/6/2022

ABSTRACT

According to Widowson (1984), teachers are having dilemmas in choosing the right teaching method for the non-native learners.
Thus, the methods to teaching literature are constantly changing to suit learners’ needs and differences (Padurean, 2015). This paper
aims to highlight on two main objectives. Firstly, it aims to describe the literature teaching approaches applied by teachers in the
ESL classroom. Secondly, it intends to elaborate on the challenges in applying appropriate literature teaching approaches in the
lesson. This research employs thematic analysis of 22 journal articles related to the teaching and learning of literature in the ESL
settings through the use of systematic review approach. Specific samples’ inclusion and exclusion criteria are applied during the
screening process of article search and the main platform for sample collection are Scopus and Google Scholar. The distribution of
year for the article sampling is set between the years of 2003 to 2021. Important keywords such as ESL teaching strategies, literature
teaching approaches, challenges in teaching literature, ESL teaching and learning, and second language pedagogy were used to
search for relevant samples. The findings show that there are six approaches to teaching literature that may be applied by the ESL
teachers in their classroom, which are the information-based, paraphrastic, stylistic, language-based, reader response and moral
philosophical approach. Meanwhile, previous research shows that the challenges to implement appropriate literature teaching
approaches are the examination-oriented system, large class size, time constraint, learners’ attitude, poor language competence, and
inappropriate texts selection.

Keywords: Teaching strategies, literature teaching approaches, challenges in teaching literature, ESL teaching and learning, second
language pedagogy

1.0 INTRODUCTION

Literature has been integrated in the English language curriculum for secondary school learners since
the year of 2000 until present. Throughout the years of its implementation, a lot of research have been
conducted to raise issues related to the process of teaching and learning of this language aspect in the
ESL classroom (Subramaniam, Shahizah Ismail Hamdan & Koo, 2003; Radzuwan Abdul Rashid,
Vethamani, & Shireena Basree, 2010). With its aim to encourage language competency during the
teaching and learning process, learners are prescribed with multiple genres of reading materials which
are short stories, drama, graphic novels, poems, and novels as materials to enrich their reading skills. In
addition, the incorporation of literature in the second language lessons may enhance and inculcate
thinking skills among learners (KSSM, 2018).
*Correspondence to: Hadina Habil (email: hadina@utm.my)
150 Farhanah Mohamad Fikray & Hadina Habil

Besides, the authenticity of literary texts allows readers to expand their vocabulary to be used in the real-
life situations which encourage language improvements, and development of other language skills such as
speaking, writing as well as listening (Kaowiwattanakul,2021). Nevertheless, the incorporation of
literature in the English language classroom is still a subject of debate among the policy makers, students,
teachers, and parents (Radzuwan Abdul Rashid, Vethamani, & Shireena Basree, 2010). One of the reasons
leading to this situation is because of the incompatible teachers’ approaches of teaching the literary texts
with the present learners’ learning strategies. According to San Jose and Galang (2015), it is impossible to
pick a single teaching approach to fit the needs of all types of students since learners constitute of
different motivational dynamics in which they respond differently during the lesson. Thus, adopting a
task-based method in the learning process might favour the active students and discourage those who are
timid. This is because, Ellis (2003) states that, the task-based approach emphasizes on learners’ ability in
using the language to deliver understandable messages through communication. Thus, learning the
linguistic forms and principle is the secondary goal of the lesson. This circumstance shows that this
approach is more practical to be applied to extrovert learners instead of the introvert ones. Thus, it proves
that this approach somehow neglects learners’ need as each of them are unique to their own leaning styles
and interests (Tonia Grace Ganta, 2015) Meanwhile, the traditional teacher centered learning may inspire
certain group of learners but frustrate the other parties. For example, the traditional approach may attract
students with auditory learning style, instead of those who prefer to learn through visual, read/write or
kinesthetic method. Hence, this shows that teachers approach to teaching play vital roles in the lessons it
affects learners’ understanding and academic performance (Yeung, Read, & Schmid, 2012). Thus, it is the
teachers’ role and responsibility to create well-planned teaching approaches to cater the variation in
learners’ learning preferences so that it may help them to grasp the learning content optimally
(Vethamani, 2003). In addition, it is vital for teachers to reflect, adapt, and learn from their everyday
teaching approaches to create an effective classroom teaching and learning experience. Indirectly, these
statements agree with Mulligan (2011) who emphasizes that, flexibility, creativity as well as continuous
adjustment and monitoring, are the key techniques towards effective teaching. Plus, a study conducted by
Asikainen et al., (2014) shows that there are a lot of factors contributing to positive effects of
implementing appropriate teaching approaches, i.e., students’ learning strategies, motivation and the way
they process acquired information despite other important elements such as teaching equipment, skills,
and strategies. Hence, it is significant to emphasize that the main issue to be highlighted in this paper is
connected to the topic of ESL teachers’ approaches of teaching literature in the English language lessons.
To further elaborate the research topic, this study is conducted based on these two research objectives:

1. To describe on the types of approaches that can be applied by the ESL teachers to teach literature
texts in the lesson.
2. To describe the challenges that ESL teachers faced to implement the approaches of teaching
literature in their classroom.

According to San Jose and Padurean (2015), ways of teaching literature are progressively developing
over the years. Thus, implementing new teaching approaches in the classroom creates different responses
from the students and it may also affect the success rate of the learning outcomes. Most of the time, new
strategies come with several challenges in its execution. Due to this situation, teachers are considered as a
dealer of multiple contradictory interests among the students in the classroom (Lambert, 1985).
Nevertheless, the multiple perspectives in the use of classroom teaching approaches sometimes would also
 THE IMPLEMENTATION OF LITERATURE TEACHING APPROACHES 151

cause misinformation among learners. This situation is caused by several factors, which are lack of
reflection and transformation in teaching practices as well as learners’ incapability to understand and
adapt with the approach applied by the teachers in the classroom. differences in the teachers’ expectation
towards the learning outcomes and learners’ context may lead to frustration during the teaching and
learning process. This argument is consistent with Kirschner, Sweller and Clark (2006) who suggest that
both experienced and novice teachers frequently apply the use of faintly guided strategies and unreliable
intuitions based on their previous practices which are always less effective during the teaching and
learning process. Therefore, it is significant that this study discusses on the issues pertaining the
approaches to teach literature in second language context so that teachers are given more ideas on how to
appropriately conduct literature lesson with approaches that may suit their learners’ needs. Hence,
students will be more interested to read and understand the literary texts provided for them.

2.0 THEORETICAL FRAMEWORK

Concerns regarding methodologies in teaching literature have been widely discussed by the researchers in
the field, and due to this situation, many literature texts and teaching techniques have been incorporated in
the lesson as it proves to aid students in developing their emotional as well as intellectual progress
(Jafriyatur Rohaniyah, 2012). Therefore, this section will describe the foundation of literature teaching
approaches that have been introduced by Carter and Long (1991). In particular, there are three main
models of teaching literature which are (1) the language model (2) the cultural model and (3) the personal
growth model.

2.1 The Language Model

This technique emphasizes on the linguistic perspectives of the reading materials. Basically, this approach
is related to the learners’ progress of knowledge as they interact with the familiar vocabulary, grammar as
well as the discourse of the texts (San Jose & Padurean, 2015). Plus, Aydin (2013) also adds that this
approach allows learners to explore the functions of language through the literary texts. Furthermore,
Mustakim, Mustapha and Lebar (2018) state that, this approach enables the teachers to apply multiple
language teaching strategies to interpret literature reading materials with the aim to achieve certain
language goals. In addition, this method will also help to improve learners’ competency and proficiency in
language learning as literature texts act as a channel to enhance learners’ linguistics skills (Hwang &
Embi, 2007). Furthermore, students also benefitted from this technique as they can acquire the aesthetic
values of the text via the quality of communication and expression of the literature.

2.1.1 The Information-based Approach

According to Carter and Long (1991), this approach focuses on exposing the learners with information
and knowledge about the target language. It is mainly a teacher-centred learning process where learners
are actively receiving input directly from the teachers regarding the texts provided for them. Furthermore,
teachers are expected to play active role as the main reference in the lesson. The information that was
given to the students reflects the cultural, political as well as social background of the texts being studied.
152 Farhanah Mohamad Fikray & Hadina Habil

2.2 The Cultural Model

Meanwhile, the cultural model of literature teaching approach highlights on using the texts as the main
resource for information and facts. Specifically, this approach can be considered as a teacher centered
method as teachers play the role of the main source of knowledge. Besides, San Jose & Galang (2015)
states that, this approach is transdisciplinary as the focus are on the cultural and ideological knowledge of
a country rather than a channel for language acquisition. In short, this strategy explores more on a nation’s
identity rather than the structural features of language. Besides, Yimwilai (2015) suggested that learners
are expected to analyse the text by looking at the history, political as well as its social context and
characteristics. Meanwhile, Savvidou (2004), views the cultural model as a traditional method to teaching
literature. Although it is said that this approach leads towards one way classroom interaction, the cultural
model enables the learners to comprehend different cultural representation or ideologies within the text by
relating it to their own perspectives. In one way or another, it can be said that this model may expand the
universality of thoughts as well as ideas among the students.

2.2.1 The Paraphrastic Approach

According to Sii and Chen (2016), the paraphrastic approach is a method in which literary texts are
explained or elaborated in simpler words by the teachers. This approach involves rewording, direct
translating, or code-switching processes so that learners are able to grasp the content of the texts
appropriately. As the same with the information-based approach, it is also a teacher centered teaching
strategy as teachers must provide information or background input of the text to help learners in
comprehending the literary reading materials provided for them. Thus, this approach is suitable for novice
learners as it provides easier platform for them to generate assumptions or interpretation of the texts
(Talif, 1995)

2.2.2 The Stylistic Approach

Specifically, this approach entails the analysis of language and linguistic as well as it involves literary
critics (Sii & Chen, 2016) of the reading materials. According to Thunnithet (2011), learners are able to
create knowledge and language awareness since this approach focuses on understanding the meaning and
the analysis of elements in the texts.

2.2.3 The Language Based Approach

The language based approach is a student-centred learning strategy which exposes the learners with the
elements of syntax, semantic, and phonology as it main aim is to create language awareness in the reading
process (Ashairi Suliman, Melor Md Yunus and Mohamed Yusoff Mohd Nor, 2019). This means that, the
literary texts functioned as mediums or materials of conducting activities rather than using it as sources of
information. With reference to (Dhillon & Mogan, 2014), this approach aid in improving language
performance among students as it implement the use of language and literature skills while reading.
 THE IMPLEMENTATION OF LITERATURE TEACHING APPROACHES 153

2.3 The Personal Growth Model

The third one is the personal growth model. This approach bridges the use of language model and cultural
model while teaching literature. Particularly, emphasis is given on the language use within a specific
context of culture. By this way, learners are expected to engage with the text through their intellectual and
emotional ability to understand messages as well as reading activities. Therefore, the students are allowed
to use the language optimally in the process of comprehending the literary texts which will also lead to the
development of other language skills such as writing, speaking and listening (Fisher, 2003). This model
allows students to connect and respond towards the reading materials in relation with their own real-life
experience. Hence, learners’ linguistic, emotion as well as character development can be encouraged
(Hwang & Embi, 2007). Besides, this model of teaching literature educates learners to study the texts
through its style and link between the language forms and content (Short, 1996).

2.3.1 The Personal Response Approach

The personal response approach motivates the students to try to relate their own real life experience with
the themes of the texts being studied. This approach is the opposite of information based approach as it
seeks to elicit the learners’ personal opinion and feedbacks about the reading material (Hwang & Embi,
2007). Indirectly, the use of this approach provide opportunities for learners to discuss on certain issues
based on their own perspectives and it helps in engaging them with personal enjoyment and pleasure
during the reading process (Divsar, 2014). At the same time, the language and literary competency can be
developed among learners.

2.3.2 The Moral Philosophical Approach

As compared to the other literature teaching approaches that have been discussed earlier, this approach
highlights on learners’ awareness towards the philosophical and moral values of the texts during the
reading process (Radzuwan Abdul Rashid., Vethamani & Shireena Basree. 2010). This means that,
learners are required to interprete the meaning of the literary works beyond text level as they need to be
able to make inferences on the moral as well as philosophical aspects of the reading materials. Besides,
this approach will also help in instilling good values and self-realization among learners during the
process of making sense of the texts (Lim & Omar, 2007). According to Sii and Chen (2016), this
approach is parallel with the aim of the Ministry of education in the curriculum specification which is to
inculcate good values and morality for better citizenships.
Particularly, the models and approaches of teaching literature that have been discusssed explain
different focus on how literary texts can be taught to the students. The first approach highlights on the
structural as well as grammatical principle of the texts. The second one touches on the cultural elements of
the literature. Finally, the third model integrates the analytical interpretation of both linguistic and cultural
features of the reading materials as a strategy to help the students in comprehending the texts. Therefore, it
is vital that teachers choose the appropriate method as a potential pedagogic tool to be applied in their
classroom so that learners are able to benefit from the effective teaching and learning of literature
successfully (Savvidou, 2004).
154 Farhanah Mohamad Fikray & Hadina Habil

3.0 METHODOLOGY

With the aim to fulfill the research objectives, a systematic literature review approach was conducted on
the related academic articles by following Chalkiadaki (2018) framework of research procedure. The
framework determined the inclusion and exclusion criteria of the potential research articles to keep the
focus of the study on track. In order to do this, the reading sources that will be reviewed are set into
specific criteria as listed in Table 1. First of all, the search for articles is done through the use of two main
academic databases which are Scopus and Google scholar. These academic online resources have been
chosen as the primary reference for this study because of its reputation in providing numerous amounts of
valid and reliable articles on the research topic.

Table 1 Inclusion and exclusion criteria of the article sources

Type of criterion Criteria Inclusion Exclusion

Academic databases Scopus and Google scholar x
Keywords Teaching strategies, literature teaching x
approaches, challenges in teaching literature, ESL
teaching and learning, second language pedagogy
Publication types Journal articles x
Conference papers x
Reports x
Dissertation x
Books x
Access Online x
Paper x
Period of publication 2003-2020 x
Place of publication Worldwide x
Type of study Empirical investigation x
Theoretical studies x
Research design Qualitative x
Quantitative x

This study uses five main keywords for article search which are (i) Teaching strategies, (ii) literature
teaching approaches, (iii) challenges in teaching literature, (iv) ESL teaching and learning, as well as (v)
second language pedagogy. In the process of collecting and screening of the resources, a vast number of
articles related to the topic have been gathered. However, only 22 of them were chosen as research
samples since they provide relevant discussion on the theme of the current review appropriately. In
addition, the types of articles that were analyzed in this research are empirical, conceptual and theoretical
studies which revolve around the subject of the teaching and learning of literature in the ESL and EFL
classroom. The selected article ranges from the year of 2003 to 2021. This timeline for research papers is
selected because of several reasons. Firstly, studies in the early 2000 provide more understanding on how
both teachers’ and learners’ respond to the literary texts prescribed by the Ministry of Education in its
early introduction. Besides, many studies have also been conducted throughout the respective years which
 THE IMPLEMENTATION OF LITERATURE TEACHING APPROACHES 155

elaborate in depth on the topic of literary teaching approaches such as Mustakim, Mustapha and Lebar
(2014); Amer (2003); Savvidou (2004); Hwang and Embi (2007) and the list goes on. The prior research
in the area helps to bridge the findings of the past and present studies. Besides, it enables the researcher to
track the patterns and current trends in the field of the study.

4.0 FINDINGS AND DISCUSSIONS

4.1 The Approaches That Can Be Applied by ESL Teachers in Teaching Literature Texts

In this section, the researcher will address on the first research objective which is to explore on the
approaches of teaching literature in the ESL classroom. In a study conducted by Ling and Chen (2016), it
is demonstrated that Carter and Long (1991) models of teaching literature have been widely adapted and
used as the main reference in language teaching. Since the models are among the first established models
to teaching literature in the language classroom, it acts as the foundations to the latter literature teaching
approaches (Hwang &Embi, 2007; Bagherkazemi & Alemi, 2010; Radzuwan Abdul Rashid, Vethamani,
& Shireena Basree, 2010; Khatib, Rezaei & Derakhshan, 2011; Thunnithet, 2011; Nair et al., 2012;
Aydin, 2013). The examples of new literature teaching approaches that have been derived from Carter and
Long (1991) models of teaching literature are (i) the information-based approach, (ii) paraphrastic
approach, (iii) stylistic approach, (iv) language-based approach, (v) Personal responses approach, and (vi)
moral-philosophical approach. Firstly, focus will be given on the cultural model. According to Thunnithet
(2011), there is a close relationship between this model with the information-based approach. Hwang and
Embi (2007) propose that this approach view literature as the main facts and informational resource that
must be presented by the teacher for the students. Indirectly, this strategy applies traditional teaching
methods as it practices the teacher centered-learning atmosphere (Radzuwan Abdul Rashid, Vethamani, &
Shireena Basree, 2010). Furthermore, Aydin (2013) suggests that this model emphasizes on the role of
literature as the main source for ideas, knowledge, and values of a specific culture throughout certain
historical periods. In a way, learners are expected to interpret and analyze a text by appreciating the
ideologies in multicultural settings. Besides, this approach is also defined as a method which offers vast
number of inputs and knowledge for the learners (Thunnithet, 2011). As a subordinate to the cultural
model, teachers possess full control during lessons whereby students undergo the learning process through
lectures, notes reading, elaboration as well as writing analytical criticism of texts provided from the
textbook or tasks provided by the teacher (Carter & McRae, 1996). This situation agrees with Carter and
Long (1991) who describe that the information-based approach is a way of teaching which emphasizes on
the use of literature as the source of knowledge for the learners. It requires the students to observe the
history as well as characteristic of the text in terms of its political, cultural, social, and historical
perspectives (Lazar, 1993). In Malaysian context, a study conducted by Hwang and Embi (2007) shows
that, ESL teachers have high tendency of applying the information-based approach when teaching
literature component in the classroom. Activities such as explaining the content of the texts, asking
students questions on their understanding about the reading materials, and explaining the gist and
information of the texts to the students are some of the examples on how this type of approach is
conducted during the lessons. It is important to note that this approach is applied in the classroom to
examine whether learners remember and understand the literary texts, as well as to elicit learners’
feedback and responses about the texts. In short, this approach demands large information from the
teacher while students are very dependent in receiving the content of the lesson.
156 Farhanah Mohamad Fikray & Hadina Habil

The next strategy in Carter and Long (1991) models of teaching literature is the language model.
Specifically, there are three methods underlying this approach namely (i) the paraphrastic approach, (ii)
the stylistic approach and (iii) the language-based approach. According to Lazar (1993), this teaching
model view literature as the main source that accommodates language practices through multiple language
activities rather than solely utilizing it for the purpose of extracting facts and information. In a study
conducted by Aydin (2013), it is said that this approach introduces the students with different language
functions, for example, grammar and vocabulary with the use of literary texts. Besides, there are also
many activities that may be conducted by the ESL teachers to exercise this model in their classroom such
as role play, prediction, question-discussion, brainstorming, generating views and so on (Hirvela, 1996;
Lazar, 1993; Rosli Talif, 1995). For instance, role playing introduces learners with the real situations of
social activities (Xu,2011). Therefore, they are expected to express their views of an assigned situation
according to their roles. In doing so, they need to create dialogue lines and rehearse it with appropriate use
of language. These activities help learners to grasp new vocabulary of the target language (Mohd Yusop et
al,2018) develop speaking and communication skills as well as familiarize learners with the language
functions (Masnan & Mohd Radzi, 2015). Thus, it makes this strategy as a platform of introducing the
linguistic features of a language for the ESL learners (Carter & McRae, 1996; Rosli Talif, 1995).
Therefore, the language model is an integration of language and literature that aims on developing
learners’ language competence during the learning session (Carter& McRae, 1996; Hwang & Embi,
2007). This approach specifically seeks to elicit learners’ responses to the text. Rosli Talif (1995)
highlights that it motivates the students to read by establishing relationship between the texts’ theme and
their life experiences. This process helps teachers to presume students’ level of knowledge regarding a
particular subject (Lundahl, 1998). Therefore, it is imperative that teachers are aware of the characteristic
of this model before applying it in their classroom. This is because, the approach requires effective
teaching and learning communication quality to preserve the aesthetic aspect of the literature texts
(Khatib, Rezaei & Derakhshan, 2011).
As previously mentioned, there are three approaches which are the subordinates to language model.
First of all, the discussion will highlight on the paraphrastic approach. Specifically, teachers explain the
literary texts mainly by paraphrasing or rewording the whole reading materials in order to simplify its
content. Not only that, it is possible to translate the text to enable the learners to have better text
comprehension (Hwang & Embi, 2007; Divsar, 2014; Ling and Chen, 2016). According to Rosli Talif
(1995), this approach is appropriate for teachers whose learners are still in the beginners’ level, since it
scaffolds their understanding to formulate assumptions from the reading content. Furthermore, a study
conducted by Hwang and Embi (2007) in Malaysian context suggests that learners who have low
competency in English language may be assisted through the use of this approach as the use of simpler
description of a text as well as the intervention of mother tongue during the lesson decrease the level of
anxiety among students. Secondly, the stylistic approach is defined as a combination of linguistic as well
as literary critics which guide the students towards better understanding of the literary texts (Lazar, 1993).
This approach emphasizes on the language features of the texts where it focuses on the functions of
linguistic elements in delivering the message that authors are trying to convey to the readers (Aydin, 2013;
Hwang & Embi, 2007). In addition, Lazar (1993), emphasizes that, this technique aims to allows learners
to come out with meaningful interpretation of the reading materials, and encourage them to explore the
text beyond its surface meaning. Thus, students are expected to scrutinize the reading materials in terms of
its linguistic features (Carter & Long, 1996). In summary, this approach may be applied by the teachers in
their classroom in order to aid the students towards meaningful analysis of texts and indirectly develop
 THE IMPLEMENTATION OF LITERATURE TEACHING APPROACHES 157

their language input (Thunnithet, 2011). Next, the discussion is on the language-based approach.
According to Choudhary (2016) this approach aims to create awareness on the language of literature, and
it is applicable mainly for novice or beginners. Research conducted by Ling and Chen (2016), described
this technique as a means of learning through literature reading. It is considered as a student-centered
teaching approach as it is an activities-based technique. There are a lot of classroom activities related to
this approach which are writing the continuation of a story, debates, expressing opinions, poetry recitals,
or summarizing the content of a literary reading material Divsar (2014). Besides that, Choudhary (2016)
also states that this approach maximizes the implementation of communicative language teaching (CLT)
optimally as it promotes the development of language skills through discussion, interaction, cooperation
and collaboration as well as collective learning. Indirectly, it will also increase learners’ language
proficiency and develop their literature skills through independent learning. Through this approach,
teachers are able to encourage more responses from the students since the classroom experience is more
engaging (Aydin, 2013). This is due to the fact that, it motivates learners to independently deal and handle
the texts to develop autonomy learning experience and elevates their enjoyment as well as interest in
learning literature.
The personal growth model of teaching literature bridges the functions of both cultural and language
model by looking at the use of language, and its position within a specific context of culture (Savvidou,
2004). This approach aids in the development of language, ideas as well as learners’ content and formal
schemata through multiple themes and topics in the texts. Thus, it relates to Goodman (1970) theories of
reading and reader-texts interaction. With reference to Hwang and Embi (2007), this model of teaching
promotes learners’ language development, emotions and character by engaging themselves with the issues
and themes of the texts. Besides, it is also useful in inculcating the joy of reading literary texts for
personal development and to establish connection with their real-life environment (Aydin, 2013). This
positive reader-text interaction may generate pieces of work through classroom activities where it involves
the process of comparing and contrasting the roles and characteristics of the characters in the texts with
learners’ own life (Molloy, 2003). Thus, they are exposed to more reflective and analytical procedure of
reading and discussions. In particular, this model comprises of two main teaching methods which are the
personal-Response Approach and Moral-Philosophical technique (Ling & Chen, 2016). The personal-
response approach allows teachers to encourage the students to make connection and express their
feelings on the themes of the texts with their personal experience (Radzuwan Abdul Rashid, Vethamani,
& Shireena Basree, 2010). Besides, it encourages learners to read for pleasure and develop second
language competency (Divsar, 2014). Nevertheless, this concept of reading habit does not fit well in the
ESL settings where learners’ first language becomes the focal preference of reading materials (Zainal
Abidin & Taufik Lock Kim Wai, 2020). Hence, teachers may help to encourage learners’ second language
reading process through appropriate pedagogical techniques during the teaching and learning sessions.
Hwang and Embi (2007) have suggested several learning activities related to this approach, for example,
discussions, generating opinions, and brainstorming as options to implement this approach in the ESL
classroom.
On the other hand, the Moral-Philosophical Approach stresses on using literature to instill moral
values among students (Rosli Talif, 1995; Hwang & Embi, 2007). According to Radzuwan Abdul Rashid,
Vethamani, and Shireena Basree, (2010), the values of morality and philosophy can be identified by the
learners throughout the reading process. The awareness on the moral values can be implemented by the
end of literature lesson as it gives time for learners to evaluate and search for the moral elements while
reading through activities such as reflective sessions (Wang, 2003). Furthermore, learners’ evaluation on
the reading materials would also help the teachers to ask for their feedbacks and reflection (Parwathy et
158 Farhanah Mohamad Fikray & Hadina Habil

al., 2004). Besides, it helps the students to achieve self-realization and self-figuration while interpreting
the literature reading materials (Lim & Omar, 2007). Nevertheless, this approach needs the students to
critically comprehend the moral and philosophical inference (Divsar, 2014). This approach is also parallel
with the learning outcomes of Malaysian Secondary English Language curriculum which is to instill
patriotism and good values for the citizens (Ministry education of Malaysia, 2000).

4.2 The Challenges to Implement the Literature Teaching Approaches in the ESL Classroom

There are multiple teaching approaches that may promote successful comprehension and develop
linguistic knowledge among learners (Arafah, 2019; Khan and Alasmari, 2018). Plus, according to Ur
(1991), the diversity in literature teaching resources and methodologies help learners to develop
interpersonal and inferential abilities which then enhance their cognitive and language skills (speaking,
writing, and listening). However, these approaches may somehow restrict the ESL teachers to optimally
implement potential literature teaching approaches in the lessons due to several challenges. The first
challenge proposed by Ling and Chen (2016) is on the examination-oriented system. In a research
conducted by Marzilah Abdul Aziz and Sharifah Nadia Syed Nasharudin (2010) and Nair et al. (2012),
students mainly learn literature for the purpose of passing the English language test rather that
appreciating the aesthetic aspect of the texts. The study is supported by Zubaidah Awang and Shaidatul
Akma Adi Kasuma (2010) who suggest that readers do not possess any interest in reading for pleasure
since they only aim to have good results. In Malaysian context, this situation defeats the main aim of
Ministry of education (2000), where incorporating literature in the language classroom is for learners to
experience reading enjoyment. This situation forces teachers to practice the cultural model of teaching
literature as it is compatible with the examination-oriented system. Thus, it restricts learners to be critical
in applying the higher order thinking skills (HOTs) while reading (Divsar, 2014; Radzuwan Abdul
Rashid, Vethamani, & Shireena Basree,2010; Hwang & Embi, 2007). This statement is supported by
Kirkpatrick and Zang (2011), who states that the examination-oriented system inhibits learners’ ability to
learn effectively as well as it leads to anxiety, psychological burden, and suppressed their creativity in the
classroom.
The second challenge is because of the large classroom size. The number of students in a lesson affects
the way teachers opt for specific approach. Catering a large classroom size makes it difficult for the
teachers to organize interactive teaching activities (Radzuwan Abdul Rashid, Vethamani, & Shireena
Basree, 2010; Divsar, 2014). A study conducted by Yelkpieri et al., (2012), shows that big classroom size
affects the quality of teaching as it limits the progress of activities and exercises during learning. Besides,
it is also difficult for teachers to monitor the flow of the lesson as learners vary in terms of learning
strategies and personality. This statement is supported by Ayeni and Olowe (2016) who find that, bigger
class capacity is a challenging factor in the classroom of any setting since it affects classroom’s
management and control. As a result, learners would be less attentive towards the provided texts. Besides,
applying the personal growth model of teaching literature in a large-sized classroom may lead to teaching
and learning frustration since teachers are unable to invigilate and pay attention for each of the learners
(Ling and Chen, 2016). The next challenge that hinders the implementation of literature teaching approach
in the classroom is the time constraint. In relation with the teaching and learning of literature in the ESL
classroom, it can be said that, applying new teaching approach and activities require more time since both
teachers and learners must do some preparation in order for the activities to be successful and enjoyable.
For instance, role playing requires time for stage set up, prop placement and the actor must arrange their
 THE IMPLEMENTATION OF LITERATURE TEACHING APPROACHES 159

que according to dialogues or script. These arrangement and preparation take a lot of time which make it
difficult for teachers to implement multiple literature teaching approaches on frequent basis in their
classroom. According to Pelletier et al. (2002), teachers’ decision in picking specific approach of teaching
depends on the time allocation for the lesson. This statement is supported by Ling and Chen (2016) who
agree that limited time for language learning stops the ESL teachers to try out new teaching
methodologies in the classroom. It is quite unfortunate towards students’ language development since
sufficient learning time helps activates learners’ cognitive ability that enhance understanding of the
learning contexts (Wang, 2011; Chichekian and Shore, 2016; Murphy et al., 2007; Newman et al., 2004).
Learners’ language competence and attitudes towards learning literature are also factors which may
cause challenges for teachers to adopt appropriate teaching approach in the classroom. In certain
circumstance, it may be very hard for the teachers to apply variation in their teaching technique due to
learners’ lack of proficiency of the target language. According to Perfetti et al., (2005) as well as Perfetti
and Stafura (2014), the process of reading is complex, and it requires the combination of linguistic and
cognitive skills to achieve the state of comprehension. Therefore, most teachers choose to conduct the
paraphrastic approach in the classroom so that the less proficient learners are able to grasp the content of
texts successfully (Ling and Chen, 2016). In a research conducted by Isikli and Tarakcioglu (2017), it is
stated that, learners’ proficiency level plays an important role in successful lesson. This is because, it
helps the students to better comprehend the text so that they may give feedbacks on what they learnt from
the reading materials. Therefore, teachers need to contextualize their teaching methods so that it is
compatible with the students’ background (Subramaniam, Shahizah Ismail Hamdan & Koo, 2003). On the
other hand, learners’ attitude during the lesson is another student’s related challenge which requires the
ESL teachers to carefully plan their literature teaching approaches. According to Zubaidah Awang and
Shaidatul Akma Adi Kasuma (2010), the lack of interest, makes it difficult for the teachers to apply
learning activities. Furthermore, passive feedbacks from the students and their reluctance to participate
during the learning process require teachers to carefully select the method that may accommodate the
learners’ academic, psychological, and emotional context (Radzuwan Abdul Rashid, Vethamani, &
Shireena Basree, 2010; Agee, 1998).
Finally, the selection of texts for learners’ reading materials can also be one of the challenging factors
affecting the teachers’ ability to integrate the use of multiple literature teaching approaches in the
classroom (Ghazali et al., 2009). In literature lesson, the subject of incompatible selection of texts with
learners’ proficiency has always been debated as an issue leading to frustrations and demotivation in the
teaching and learning of the language (Fecteau, 1999; Subramaniam, 2002; Arvidson & Blanco, 2004).
Besides, linguistic complexity and unfamiliar context of the texts lead to unsuccessful reading
comprehension among learners. According to Gwin (1990) the complexity of stylistic representation
within the texts especially in poetry restricts students’ ability to comprehend beyond the text level. This
situation agrees with a study by Baizura Hasni (2007) who find that challenging reading materials could
be a factor of learners’ lacking in interest to engage with the prescribed texts. Besides, the unsuitable
prescription of texts causes the students to have negative expectation while reading as they presumed that
the materials are full of incomprehensible lexical items (Doris & Navinder, 2000). Furthermore,
vocabulary and grammatical complexities in a text pose certain problem for the students to make inference
and to interpret the contextual clues in the reading process (Davis et al., 1992; Kaur & Thiyagarajah
1999). Besides that, the unfamiliar cultural convention in the learning resources might as well be one of
the reasons causing the teachers to stick with their usual kind of teaching method (Subramaniam,
Shahizah Ismail Hamdan & Koo 2003). According to Maley (1989a) contextual unfamiliarity in the
cultural elements of the texts creates language barrier resulting in misunderstanding among learners. It
160 Farhanah Mohamad Fikray & Hadina Habil

requires teachers to re-explain and rectify misconceptions faced by the students. Indirectly, teachers must
adapt with the classroom position by switching multiple methods of literature teaching to accommodate
learners’ needs and enhance their positive reading behavior. This condition proves that texts selection in
the ESL classroom shapes learners’ attitude and teacher’s approaches in teaching since the choice of
classroom resources naturally comes with implications as well as challenges (Subramaniam, Shahizah
Ismail Hamdan & Koo, 2003). Thus, adapting the reading texts according to the learners’ context is
necessary as it helps to activate the learners’ background knowledge to analyze messages that authors are
trying to convey (Tomlinson, 2011). Although it is challenging to find the perfect approach of teaching
literature in the classroom, the potential to incorporate suitable techniques may be accomplished by the
teachers through texts contextualization in terms of the students’ intellectual, cultural, and emotional
assumptions (Subramaniam, Shahizah Ismail Hamdan & Koo, 2003; Blocksidge, 2000).

5.0 CONCLUSIONS

In summary, the approaches to teaching literature can be conceptualized as a set of interrelated beliefs
concerning the nature of language teaching and learning which determine the classroom techniques and
activities that may be applied by the teachers while teaching (Midhin 2015; Anthony, 1963). Paulston and
Bruder (1976) view an approach as the theoretical foundation grounded on a particular systematic
methodology. The variability and uniqueness of learners’ attitude and learning styles makes it vital for
teachers to have knowledge and understanding on the roles of teaching techniques for successful
classroom atmosphere (Permanaludin, 2017). This systematic review elaborates on the approaches that
can be applied by the ESL teachers to teach literature in the ESL settings. Briefly, there are six approaches
of teaching literary texts for second language learners which are the information based, paraphrastic,
stylistic, language-based, personal response, as well as moral philosophical approach. All these teaching
techniques are related to the models of teaching literature proposed by Carter and Long (1991). Besides,
this research also highlights on the challenges of implementing literature teaching methodology in the
second language lessons. The findings show that there are six factors which affect the successful
implementation on literature teaching approaches in the ESL context i.e., examination-oriented system,
large class size, time constraint, language competency, students’ attitude, and literary texts selection.
There are several pedagogical implications which might be useful for the development of ESL
teachers’ professionalism acquired from this review. Firstly, providing trainings for teachers are
significant as it gives exposure, knowledge as well as support system to increase their teaching confidence
(Ling and Chen, 2016). Furthermore, teachers with sufficient pedagogical information influence the way
the learners respond to the literary reading materials which may result in better learning accomplishment
(Ghazali et al., 2009). Besides, it is also suggested that teachers carefully choose learning materials that
suit the learners’ context as it activates students’ schemata and reading motivation (Zhen, 2012). This
situation contributes to a well-developed language enrichment and content understanding among learners
(Adhikari, 2019). According to Duff and Maley (1990), creating multiple language activities to teach
literature would also help teachers to be more systematic in handling the way they adopt an approach
during lessons. Hence, opportunities for better classroom participation can be encouraged. Specifically,
each of the literature teaching models that have been discussed in this paper may be used by the ESL
teachers to achieve certain lesson objectives during the teaching and learning process. For example, the
language model is best to be used by the teachers to introduce on how the language is used in the literature
 THE IMPLEMENTATION OF LITERATURE TEACHING APPROACHES 161

texts. Basically, the main focus of the model is on gathering information on the content of the reading
materials and it highlights learners’ knowledge development by asking them to work with specific
grammar or lexical categories. However, this approach gives less emphasis on encouraging creative
thinking among learners. On the other hand, the cultural model is best to be used as an approach to expose
learners to the knowledge of the world as the main aim focuses on knowing a country’s ideologies,
culture, social and political perspectives. Thus, it is appropriate to use this approach on more advance
learners since good mastery in language is vital for learners to interpret texts through this model.
Meanwhile, the personal growth model bridges the language and cultural model with the focus of using
the language in a particular cultural context. In implementing this model, teachers are required to
encouraged students to express feelings and opinion about the texts by relating it to their real life situation.
In a way, it helps them to use critical thinking in comprehending the literary texts. The personal growth
model is also closely related with the integrated model of teaching literature (Savvidou, 2004) as it merges
the language and cultural perspective of texts interpretation. It helps learners to generate ideas on the
linguistic and semantic aspects of the texts through written or spoken form during the reading process
(Adhikari, 2019). In short, teaching strategies are fundamental in the context of language learning since it
acts as a platform for the learners to grasp knowledge from the learning content (Galang, San Jose, 2015).
This systematic review is not without limitation as it reviews only 21 journal articles collected from
various sources of online academic databases. As the article samples ranges from the year of 2003-2021,
the study may not cover certain theories and findings from research excluded from the timeline. Lastly,
the discussion in this research emphasizes on the ESL and Malaysian context. Therefore, they might not
be applicable to represent the whole population of English language learning. Nevertheless, it is hoped
that the result from this study can be beneficial for teachers and learners in the respective field.

ACKNOWLEDGEMENTS

I would like to express my sincere appreciation and gratitude to my supervisor, Associate Professor Dr.
Hadina Habil for the advice and guidance throughout the process of writing this paper. Also, thank you to
my parents and family for their prayers and understanding.

REFERENCES

Adhikari, B. R. 2019. Literature in the Language Classroom: Roles and Pedagogy. Journal of NELTA
Gandaki. 1: 1-10.
Agee, J. 1998. Negotiating Different Conceptions about Reading and Reaching Literature in a Pre-Service
Literature Class. Research in the Teaching of English. 33: 85-120.
Amer, A. A. 2003. Teaching EFL/ESL literature. The Reading Matrix. 3(2).
Anthony, E. M. 1963. Approach, Method and Technique. English Language Teaching. 17: 63-67.
Arafah, B. 2019. The Idol: A Model for Incorporating Literature in ELT. KNE Social Sciences. 43-59.
Arvidson, A. J., & Blanco, P. 2004. Reading across Rhode Island: One Book, One State, Many Successful
Readers. English Journal. 47-53.
Ashairi Suliman, Melor Md Yunus, & Mohamed Yusoff Mohd Nor. 2019. Scrutinising The Preference in
Literature Approaches and Activities: From the Lenses of ESL Teachers. 3L: Language,
Linguistics, Literature. 25(2): 38-48.
162 Farhanah Mohamad Fikray & Hadina Habil

Asikainen, H., Parpala, A., Lindblom-Ylänne, S., Vanthournout, G., & Coertjens, L. 2014. The
Development of Approaches to Learning and Perceptions of the Teaching-Learning Environment
during Bachelor Level Studies and Their Relation to Study Success. Higher Education Studies.
4(4): 24-36.
Aydin, N. 2013. Teaching Shakespeare: A Qualitative Meta-Analysis. Unpublished Master Thesis,
Bilkent University, Ankara.
Ayeni, O. G., & Olowe, M. O. 2016. The Implication of Large Class Size in the Teaching and Learning of
Business Education in Tertiary Institution in Ekiti State. Journal of Education and Practice. 7(34):
65-69.
Bagherkazemi, M., & Alemi, M. 2010. Literature in the EFL/ESL Classroom: Consensus and
Controversy. LiBRI. Linguistic and Literary Broad Research and Innovation. 1(1): 30-48.
Baizura Hasni. 2007. TESL Trainees Perception on the Use of Group Work in the Teaching of Literature
in ESL Classroom. Unpublished Bachelor's Thesis. Universiti Teknologi Malaysia.
Baizura Hasni. 2007. TESL Trainees Perception on the Use of Group Work in the Teaching of Literature
in ESL Classroom. Unpublished bachelor's thesis, Universiti Teknologi Malaysia.
Blocksidge, M. (ed). 2000. Teaching Literature 11-18. London: Longman.
Carter, R. & Long, M. 1991.Teaching Literature. London: Longman.
Carter, R. & McRae, J. (eds). 1996. Language, Literature and the Learner. Harlow: Addison Wesley.
Longman.
Chalkiadaki, A. 2018. A Systematic Literature Review of 21st Century Skills and Competencies in
Primary Education. International Journal of Instruction. 11(3).
Chichekian, T., and Shore, B. M. 2016. Preservice and Practicing Teachers’ Self-Efficacy for Inquiry-
Based Instruction. Cogent Educ. 3: 1236872. Doi: 10.1080/2331186X.2016.1236872.
Choudhary, S. 2016. A Literary Approach to Teaching English Language in a Multicultural Classroom,
Higher Learning Research Communications. 6(4).
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. 1992. Extrinsic and Intrinsic Motivation to Use Computers
in the Workplace 1. Journal of Applied Social Psychology. 22(14): 1111-1132.
Dhillon, K. K., & Mogan, S. 2014. Language-based Approaches to Understanding Literature: A Creative
Activity Module. The English Teacher. 43(2): 63-78.
Divsar, H. 2014. A Survey of the Approaches Employed in Teaching Literature in an EFL Context.
Modern Journal of Language Teaching Methods. 4(1): 74.
Doris Boo & Navinder Kaur. 2000. The Literature Component in English. Form Four. Bangi: Pelangi Sdn.
Bhd.
Duff, A., & Maley, A. 1990. Literature. Oxford: Oxford University Press.
Ellis, R. 2003. Task-based Language Learning and Teaching. Oxford, U.K: Oxford University Press.
Fatimah Hashim (Eds.). Developing Reading Skills. Petaling Jaya: Sasbadi. 55-74.
Fecteau, M. L. 1999. First‐and Second‐Language Reading Comprehension of Literary Texts. The Modern
Language Journal. 83(4): 475-493.
Fisher, R. 2003. Teaching Thinking. London: Continuum.
Goodman, K. S. 1970. Reading a Psycholinguistic Guessing Game, In Harry Singer and RobertB. Ruddell
(Eds.). Theoretical Models and Processes of Reading. Newark, Delaware: International Reading
Association
Gwin, T. 1990. Language Skills through Literature. English Teaching Forum. 28(7): 10-17.
Hafilah Zainal Abidin & Taufik Lock Kim Wai. 2020. Learning Poetry: Attitudes and Challenges Faced
 THE IMPLEMENTATION OF LITERATURE TEACHING APPROACHES 163

by ESL Students. LSP International Journal. 7(2): 55-69.

Hirvela, A.1996. Reader-Response Theory and ELT. ELT Journal. 50(2): 127-134.
Hwang, D., & Embi, M. A. 2007. Approaches Employed by Secondary School Teachers to Teaching the
Literature Component in English. Malaysian Journal of Educators and Education. 22: 1-23.
Isikli, C., & Tarakcioglu, A. 2017. Investigating Problems of English Literature Teaching to EFL High
School Students in Turkey with Focus on Language Proficiency. Journal of Language and
Linguistic Studies. 13(2): 82-95.
Jaftiyatur Rohaniyah. 2012. Technique in Teaching Literature. OKARA: Jurnal Bahasa dan Sastra. 6(1).
Kaowiwattanakul, S. 2021. CEFR Based Learning Approach: Using Literature to Enhance EFL Students'
Reading Skills and Critical Thinking Skills. English Language Teaching. 14(11): 66-79.
Kaur, S., & Thiyagarajah, R. 1999. The English Reading Habits of ELLS Students in University Science
Malaysia. Proceedings of the Sixth International Literacy and Education Research Network
Conference on Learning, Malaysia. 27.
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-
179.
Khatib, M., Rezaei, S., & Derakhshan, A. 2011. Literature in EFL/ESL Classroom. English Language
Teaching. 4(1): 201-208.
Kirkpatrick, R., & Zang, Y. 2011. The Negative Influences of Exam-Oriented Education on Chinese High
School Students: Backwash from Classroom to Child. Language Testing in Asia. 1(3): 36-45.
Kirschner, P., Sweller, J., & Clark, R. E. 2006. Why Unguided Learning Does Not Work: An Analysis of
the Failure of Discovery Learning, Problem-based Learning, Experiential Learning and Inquiry-
Based Learning. Educational Psychologist. 41(2): 75-86.
Lambert, L. 1985. Adult Learning, Teacher Preparation and Inservice: An Urgent Agenda.
Lazar, G. 1993. Literature and Language Teaching: A Guide for Teachers and Trainers. Cambridge:
Cambridge University Press
Lim, B. S. H., & Omar, S. 2007. Approaches Adopted in the Teaching of Poetry for the Upper Secondary
School Students in Tawau Town Area.
Ling, S., Chen, S., E. 2016. Approaches to the Teaching of English Literature Preferred by Students in
Selected Malaysian Secondary Schools. International Journal of Language Education and Applied
Linguistics. Retrieved from https://doi.org/10.15282/ijleal.v4.481.
Lundahl, B. 1998. English Language Didactics. Texts, Communication, Language Development Lund:
Student litteratur AB.
Maley, A.1989a. Down from the Pedestal: Literature as Resource. In R. Carter, R. Walker & C. Brumfit
(Eds.). Literature and the Learner: Methodological Approaches. Modern English Publications and
the British Counsel. 1-9.
Marzilah Abdul Aziz & Sharifah Nadia Syed Nasharudin. 2010. An Investigation on Approaches Used to
Teach Literature in The ESL Classroom: A Case Study of Sekolah Menengah Kebangsaan Taman
Desa Skudai, Johor Bahru. Retrieved from
http://eptints.utm.my/11115/An_Investigation_On_Approaches_Used_To_Teach_Literature_In_T
he_ESL_Classroom.pdf.
Masnan, A. H., & Mohd Radzi, N. M. 2015. Pengetahuan Persediaan Pengajaran Guru Prasekolah Baru.
Jurnal Pendidikan Awal Kanak-kanak Kebangsaan. 4: 90-108. https://ejournal.upsi.edu.my/
index.php/J PAK /article /v iew/848.
Midhin, M. M. 2015. Techniques Used by University Instructors in Teaching Short Story. International
164 Farhanah Mohamad Fikray & Hadina Habil

Journal of Language and Linguistics. 2(3): 83-92.

Ministry of Education of Malaysia. 2000. English Language Syllabus for Secondary Schools in Malaysia.
Kuala Lumpur: Curriculum Development Centre.
Mohd Yusop, N. A., Abdul Rahman, N., Md Yassin, S., & Mohamed Isa, Z. 2018. Penyiasatan Secara
Inisiatif Kanak-Kanak Menerusi Pendekatan Projek. Jurnal Pendidikan Awal Kanak-kanak
Kebangsaan. 7: 30-49. https://ejournal.upsi.edu.my/index.php/JPAK/article/view/910.
Molloy.2003, in Lindstedt Kubik, A. K. 2010. Using Literature in EFL Education: The Connection
between Theory and Practice.
Mulligan, E. 2011. What Works: Effective Teaching Strategies for Students with Disabilities.
http://nichcy.org/what-works-effective-teaching-strategies-for-students-with disabilities.
Murphy, C., Neil, P., & Beggs, J. 2007. Primary Science Teacher Confidence Revisited: Ten Years on.
Educ. Res. 49: 415-430. Doi: 10.1080/00131880701717289.
Nair, G. K. S., Roszainora Setia, Siti Norliana Ghazali, Sabapathy, E., Razita Mohamad, Myshithah
Mohamad Ali, & Nor Syamimi Iliani Che Hasan. 2012. Can Literature Improve English
Proficiency? The Students’ Perspective. Asian Social Science. 8(12): 21.
Newman, W. J., Abell, S. K., Hubbard, P. D., McDonald, J., Otaala, J., & Martini, M. 2004. Dilemmas of
Teaching Inquiry in Elementary Science Methods. J. Sci. Teacher Educ. 15: 257-279. Doi:
10.1023/b:jste.0000048330.07586.d6.
Padurean, A. N. 2015. Approaches to Teaching Literature in EFL Classrooms. Journal of Romanian
Literary Studies. 06: 195-200.
Parwathy, R., Richards, C., Bhajan, K. & Thevy, R. 2004. Light on Lit Emerald: Selected Poems & Short
Stories for Form 4. Petaling Jaya: Pearson Malaysia Sdn. Bhd
Paulston, C. B., & Bruder, M. N. 1976. Teaching English as a Second Language. Techniques and
Procedures.
Pelletier, L. G., Séguin-Lévesque, C., & Legault, L. 2002. Pressure from Above and Pressure from Below
as Determinants of Teachers' Motivation and Teaching Behaviors. Journal of Educational
Psychology. 94(1): 186.
Perfetti, C. A., & Stafura, J. 2014. Word Knowledge in a Theory of Reading Comprehension. Scientific
Studies of Reading. 18: 22-37. Doi:10.1080/10888438.2013.827687.
Perfetti, C. A., Landi, N., & Oakhill, J. 2005. The Acquisition of Reading Comprehension Skill. In M. J.
Snowling & C. Hulme (Eds.). The Science of Reading: A Handbook Malden, MA: Blackwell. 227-
247.
Permanaludin, U. 2017. Strategies of English Literature Teaching at English Literature Undergraduate
Program at Sunan Gunung Djati State Islamic University. Al-Tsaqafa: Jurnal Ilmiah Peradaban
Islam. 14(1): 175-186.
Radzuwan Abdul Rashid., Vethamani, M. E., & Shireena Basree. 2010. Approaches Employed by
Teachers in Teaching Literature to Less Proficient Students in Form 1 and Form 2. English
Language Teaching. 3(4): 87-99.
Rosli Talif .1995. Teaching Literature in ESL: The Malaysian Context. Kuala Lumpur: Univesity
Pertanian Malaysia Publisher.
San Jose, A. E., & Galang, J. G. 2015. Teaching Strategies in Teaching Literature: Students in Focus.
International Journal of Education and Research. 3(4): 41-50.
Savvidou, C. 2004. An Integrated Approach to Teaching Literature in the EFL Classroom. The Internet
TESL Journal. 10(12): 1-6.
 THE IMPLEMENTATION OF LITERATURE TEACHING APPROACHES 165

Short, M. 1996. Exploring the Language of Poems, Prose and Plays. Harlow: Longman.
Sii, L., & Chen, S.E. 2016. Types of English Literature Teaching Approaches Preferred by Teachers in
Secondary Schools in Miri, Sarawak. International Journal of Language Education and Applied
Linguistics. 4: 1-14
Siti Norliana Ghazali., Roszainora Setia., Muthusamy, C., & Jusoff Kamaruzaman. 2009. ESL Students'
Attitude towards Texts and Teaching Methods Used in Literature Classes. English Language
Teaching, 2(4): 51-56.
Siti Salina Mustakim., Ramlee Mustapha., & Othman Lebar. 2018. Teacher’s Approaches in Teaching
Literature: Observations of ESL Classroom. MOJES: Malaysian Online Journal of Educational
Sciences. 2(4): 35-44.
Subramaniam, G. 2002. Reading through Literature and Literature through Reading: The Incorporation of
a Literature Component in the Malaysian ESL Syllabus. Developing Reading Skills. 55-74.
Subramaniam, G., Shahizah Ismail Hamdan., & Koo, Y. L. 2003. Pedagogical Implications of the
Incorporation of the Literature Component in the Malaysian ESL Syllabus. Teaching of Literature
in ESL/EFL Contexts. Petaling Jaya: Sasbadi MELTA ELT Series.
Talif, R. 1995. Teaching Literature in ESL the Malaysian Context. Kuala Lumpur: UPM Press.
Thunnithet, P. 2011. Approaches to Criticality Development in English Literature Education: A Second
Language Case Study in a Thai University. Doctoral dissertation, University of Southampton.
Tomlinson, B. 2011. Principles and Procedures for Self-Access Materials. Reading.
Tonia Grace Ganta. 2015. The Strengths and Weaknesses of Task Based Learning (TBL) Approach.
Scholarly Research Journal for Interdisciplinary Studies. 3(16): 2760-2771.
Ur, P. A. 1991. Course in Language Teaching. Cambridge, United Kingdom: Cambridge University
Press.
Vethamani, M. E. 2003. Learner before Text and Teaching. The English Teacher. 32: 1-7.
Wang, D. 2011. The Dilemma of Time: Student-Centered Teaching in the Rural Classroom in China.
Teach. Teach. Educ. 27: 157-164. Doi: 10.1016/j.tate.2010.07.012.
Wang, E. 2003. Integrating Moral Education in the Study of Literature. English Quarterly. 35: 38.
Toronto: Canadian Council of Teachers of English Language Arts.
Widdowson, H.1984. Explorations in Applied Linguistics. Oxford: OUP windows (version 10 and 11).
Open University Press: Philadelphia
Xu, Q. 2011. Role Play- An Effective Approach to Developing Overall Communicative Competence.
Cross-cultural Communication. 7: 36-39.
Yelkpieri, D., Namale, M., Esia-Donkoh, K., & Ofosu-Dwamena, E. 2012. Effects of Large Class Size on
Effective Teaching and Learning at the Winneba Campus of the UEW (University of Education,
Winneba), Ghana. Online Submission.
Yeung, A., Read, J.R., & Schmid, S. 2012. Students’ Learning Styles and Academic Performance in First
Year Chemistry.
Yimwilai, S. 2015. An Integrated Approach to Teaching Literature in an EFL Classroom. English
Language Teaching. 8(2): 14-21.
Zhen, C. 2012. Characteristics and Strategies of Literature Teaching in the EFL Context in China.
International Journal of Electronics and Communication Engineering. 5(3): 35-43.
Zubaidah Awang., & Shaidatul Akma Adi Kasuma .2010. A Study on Secondary School Students’
Perceptions of their Motivation and Attitudes towards Learning the English Literature Component.
A Study on Secondary School Students’ Perceptions of Their Motivation and Attitude towards
Learning the English Literature Component. 1-8.