Mapping Literature Pedagogy in EFL Classroom: Insights from Indonesian Higher Education
Keywords:
descriptive qualitative research, EFL classroom, Indonesian higher education, literature pedagogy, teaching approachesAbstract
This study investigates how literature pedagogy is implemented in an English as a Foreign Language teacher education context in Indonesia. Although literature is widely recognized for its potential to develop linguistic, cultural, and interpretive competence, practical models and classroom strategies for integrating literature into tertiary EFL instruction remain under-documented. This research therefore aims to map the pedagogical approaches, teaching methods, materials, and assessment practices used in a university course entitled Teaching English through Literature. Using a descriptive qualitative design, the study analyzed course documents, classroom activities, and student reflections. Data were collected through classroom observation, analysis of lesson plans, and review of reflective journals, and were examined using thematic analysis to identify recurring pedagogical patterns. The findings reveal the integration of three major approaches, namely language based, reader response, and task based or communicative approaches. The course emphasized linguistic analysis, interpretation, and practical teaching experience through the use of poetry, short stories, and drama. Assessment included project-based tasks, microteaching activities, and reflective writing. The results suggest that literature pedagogy enhances students’ linguistic awareness, interpretive engagement, and creativity in teaching, although challenges remain in terms of limited class time and unequal literary exposure.
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