Implementing Various Teaching Approaches/Methods in Teaching Literature in Literature Course at University Level

DOI

10.2991/978-2-38476-587-4_17How to use a DOI?

Keywords

Approaches/Methods; Assessment; Implement; Teaching Literature; Text Types

Abstract

Literature is widely regarded as capable of enriching students’ cultural knowledge, which constitutes an essential component of language learning, while simultaneously being considered beneficial in supporting the acquisition of the four language skills — reading, writing, listening, and speaking — as well as core English components including vocabulary, grammar, and pronunciation. The substantial body of research in the domain of English teaching and learning through literature affirms that literature occupies a significant role in language education. Nevertheless, literature is frequently perceived as an unengaging subject owing to its structural complexity and specialized use of language, wherein students’ diminished interest often stems from the adoption of unsuitable teaching approaches. Accordingly, this study aims to examine the implementation of various teaching approaches utilized in a literature course. A qualitative case study design was employed, conducted within an English literature course during the third semester at Universitas Islam Madura. The research instruments encompassed audio recordings, field-note classroom observations, and interviews. The findings revealed that the English lecturer applied four teaching methods in equal proportion at 25% each, namely Reader-Response, Communicative Language Teaching (CLT), Task-Based Learning (TBL), and Contextual Analysis, with the initial three methods collectively representing 75% of student-centered instructional approaches. The course placed equal emphasis on three domains: Personal Growth, Contextual Analysis, and Extensive Reading, each contributing 33.3% toward the overall course objectives. Five literary genres, comprising short stories, poems, plays, novels, and essays or nonfiction, were incorporated in equal proportion at 20% each, with the purpose of offering diverse reading experiences and cultivating critical, creative, and linguistic competencies. Assessments administered for each genre encompassed three categories of activities, ensuring thorough evaluation of comprehension, analytical ability, creativity, and real-world application. Overall, the findings underscore a numerically balanced, interactive, and student-centered orientation in the teaching of English literature. This study is anticipated to contribute to delineating current trends in teaching and learning within undergraduate English literature programs, particularly in the development of a contextually appropriate model for teaching English literature in the Indonesian setting.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Seswanto Seswanto
AU  - Pratiwi Retnaningdyah
PY  - 2026
DA  - 2026/06/12
TI  - Implementing Various Teaching Approaches/Methods in Teaching Literature in Literature Course at University Level
BT  - Proceedings of the 4th International Conference on English Studies in Indonesia (ICONESIA 2025)
PB  - Atlantis Press
SP  - 193
EP  - 213
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-587-4_17
DO  - 10.2991/978-2-38476-587-4_17
ID  - Seswanto2026
ER  -