Page 1

Introduction (Jaftiyatu, 2012)In English language teaching, many literary texts were used as additional passages. The use of literature in language teaching has given many contributions to increase students’ achievement such as creative thinking, motivation, enjoyment, etc. In EFL/ESL language teaching, literature as a content subject can promote internal as well as international communication among all human in the world through literary works because literary texts provide much aesthetic, intellectual and emotional pleasure to the students. Teachers of literature are always on the lookout for effective techniques and approaches to teach the subject. Wu & Wu (2008) stated that the applying particular techniques and approach in teaching and learning literature such as student-centered activities, teaching and learning literature can be an enjoyable, exciting, and uplifting experience because the reading process provokes students’ individual thoughts and interpretations.

Analyzing (Jaftiyatu, 2012) It is a process of Comprehension: is, quite simply, the process of breaking literary details down into smaller parts. Understanding literature is an activity involving reading and process of comprehension. Reading literature can be the first process of knowing the information of particular text. The activity of reading literature also involved some aspects of reading process. The more important things of comprehending the text are what the contents of poem. Poetry is like other literary works: prose and drama, it also has its own structures, purposes, languages and general characteristics. All of the elements of parts of literature such as (rhyme, rhythm, repetition, meter, and onomatopoeia and speech of language such as simile, metaphor, hyperbole, and personification) can be used to find information or ideas in comprehending and appreciating it.

Reading literature is a process of finding particular information, ideas, experiences, message, values and themes for pleasure or serious analysis.

Advantages Authentic literature can open doors for students by introducing them to different cultures, social structures and story lines. It addresses higher level thinking skills than basal level instruction. Rather than forcing children to give pat answers to basic questions about a story, literature-based instruction encourages children to think deeply and share their thoughts about a story. Reading authentic literature can improve vocabulary, reading comprehension, reading ability and language growth. In addition, literature-based instruction is much more child-centered, with the teacher as the facilitator or coach, rather than "the sage on the stage."

Disadvantages Finding appropriate literature selections that address the skills that students need to learn can be challenging, and finding selections that actually build from one year to the next is virtually impossible. From the teacher's perspective, teaching using a literature-based approach can be more difficult than using other approaches. (Mike, 2012)The most popular process followed to analyze the language of literature: ALLEGORY - narrative form in which the characters are representative of some larger humanistic trait (i.e. greed, vanity, or bravery) and attempt to convey some larger lesson or meaning to life.

CHARACTER - representation of a person (Protagonist, Antagonist, Minor character, Static character, Dynamic character.), place, or thing performing traditionally human

activities or functions in a work of fiction

CONNOTATION - implied meaning of word. DENOTATION - dictionary definition of a Word. DICTION - word choice that both conveys and emphasizes the meaning or theme of a poem through distinctions in sound, look, rhythm, syllable, letters, and definition. FIGURATIVE LANGUAGE - the use of words to express meaning beyond the literal meaning of the words themselves. Metaphor, Simile, Hyperbole, Personification FOOT - grouping of stressed and unstressed syllables used in line or poem

POINT OF VIEW: pertains to who tells the story and how it is told. The point of view of a story can sometimes indirectly establish the author's intentions. Narrator, First-person, Second person, Third Person, Omniscient RHYTHM - often thought of as a poem’s timing. Rhythm is the juxtaposition of stressed and unstressed beats in a poem, and is often used to give the reader a lens through which to move through the work. SETTING - the place or location of the action. The setting provides the historical and cultural context for characters. It often can symbolize the emotional state of characters. SPEAKER - the person delivering the poem. Remember, a poem does not have to have a speaker, and the speaker and the poet are not necessarily one in the same. STRUCTURE (FICTION) - The way that the writer arranges the plot of a story.

STRUCTURE (POETRY) - The pattern of organization of a poem. For example, a Shakespearean sonnet is a 14-line poem written in iambic pentameter. SYMBOLISM - when an object is meant to be representative of something or an idea greater than the object itself.

Bibliografía Jaftiyatu, R. (7 de mayo de 2012). TECHNIQUE IN TEACHING LITERATURE. TECHNIQUE IN TEACHING LITERATURE. Okara, tahun: UNESA. Mike, H. (25 de enero de 2012). roane sate. Recuperado el 15 de mayo de 2019, de roane state:

Profile for cristel rendon salazar