• Andi Irene Febriany (A1B222119)

• Pangesti Diah Dewi Syafitri (A1B223031)

• Fatima Alia Zahra (A1B223042)

• Norma Yunita (A1B223063)

• Reyhan Teguh Prasetio (A1B223077)

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(Whether literature should still be taught in today’s English classroom?)

Literature as a multifaceted tool, not only enriches the educational experience by stimulating students’ imagination but also depens their engagement with the English language through a contextualized learning approach. There are also significant impact of integrating literature into English language education, focusing on its benefits for enhancing cultural understanding, developing language skills and fostering critical thinking among learners.

Literature is indispensable in English language education, advocating for its integration into the curriculum to not only improve language proficiency, communication, and learning outcomes but also to equip students with a broader and wider cultural perspective and critical thinking skill.

Lanjar Yunita 

Divana felisha kusnadi 

Samuel Dimaslingga 

Gilang Ramadhan

Romian Sinaga 

Rexsya Zahra Dwi Fitriana Hasibuan 

Dewi, A. C., & Asrifan, A. (2024). The role of literature in English education: A comparative study of teaching approaches (pp. 3–4).

Teaching literature in English education offers many meaningful benefits. It helps students improve their language skills by providing exposure to rich vocabulary, varied grammar structures, and authentic contexts for communication. At the same time, literature encourages creativity and critical thinking, as students analyze characters, plots, and themes while also learning to express their own ideas more effectively. Beyond language, literature opens the door to cultural understanding and empathy, allowing learners to explore diverse values, traditions, and perspectives. This makes literature not only a tool for language proficiency but also a way to shape more reflective, open-minded, and culturally aware learners (Dewi & Asrifan, 2024).

2. Hafiza Ilma Putri (A1B223035)

3. Richard Gomgom Parulian Simamora (A1B223054)

4. Agusni Bima (A1B223068)

5. Nuria Anastasya Bilbina (A1B223080)

In teaching literature, teachers act as facilitators who guide students to explore different interpretations rather than accept one “correct” answer (Lazar, 1993). Their role includes scaffolding, as teachers give step-by-step support that helps learners understand complex texts and later work more independently. They also use creative teaching, for example through role play, multimedia, or projects that make literature more interesting and meaningful. In addition, teachers connect texts with real life, so students see how themes in stories or poems relate to their own experiences, which makes learning more relevant and motivating (Renandya & Widodo, 2016).

Rizki Auliya Putri G (A1B223029)

Luthfia maulidia (A1B223062)

Silfi Triana(A1B223075)

Annisa Putri Wulandari (A1B223041)

Ika Agusti (A1B223089)

Indri Ramadani ( A1B223002 )

Teaching literature in English education faces several challenges. Literary texts often use complex grammar and vocabulary, which can be difficult for EFL learners to understand (McKay, 1982, p. 4). Cultural references in stories and poems also create barriers for non-native students, while some teachers treat literature as mere ‘filler’ rather than a core part of the curriculum (p. 2). These issues reduce motivation and limit the effectiveness of literature in achieving practical language goals (p. 4).