[Article Journal Review - Part 5] Learning English as Foreign Language in Indonesia through English Children's Literature by Lena Marlina

Integrating Children's Literature in EFL Classroom

Photos from School Library Journal

Title of the article: Learning English as Foreign Language in Indonesia through English Children’s Literature

Author: Leni Marlina from State University of Padang

Taken from International Journal of Literacies by Common Ground Volume 19 Issue 4 with ISBN 2327-0136

In this section, the author has explain about the steps to integrating children’s literature in EFL Classroom. They are selection of children’s literature, implement model of ITB (Into, Thought and Beyond) and implementation by using literature circle.

1. Selection of Children’s Literature

Marlina explains in order to select children’s literature; we should consider many things such as students’ interest, taste, need, student’s linguistic proficiency, cultural background and student’s background knowledge.

English teachers should take three important factors to select children’s literature. They are: 

• Language 

The text should have simple language but it doesn’t kill students’ intention.

• Content 

The text should involve the readers at three levels such as personal, cultural and universal 

• Length 

The story should be short but long enough to enhance student’s interests and feelings.

2. Implement Model of ITB

ITB method was suggested by Richard-Amato and Snow. This method is easy to be remembered, ITB includes into, thought, and beyond.

• Into 

We do this step before reading. This step aims to enhance students’ interest about text. Teachers can start the learning by introduce the story briefly with using illustration and other clues from the book. It can help students to connect with the story.

• Thought 

We do this step when students are ready to read the story. Teachers can read the story aloud with expression while they move slowly around the room. This step is interactive one. Students will actively analysis the whole story.

• Beyond 

This step happens in the end of learning activity. Students can do something appreciation of the works. Students also can write to clarify their thinking and deepen understanding. On this step, teachers may give different tasks depending on the story and on our aims.

3. Implementation by Using Literature Circle

After reading children’s literature, teachers should divide students into several groups. On those groups, students will discuss everything about book that they already have read. Students also should be divided into several roles on their own group. Those roles including Group Discussion Leader, Summarizer, Connector, Word Master, Passage Person and Cultural Collector. Each student will have an active role in doing literature circle.

Conclusion

In this part, the author states that the use of children’s literature is highly appropriate for those who are still in the beginner and intermediate levels of English proficiency. Integrating children’s literature in Indonesian EFL secondary classroom gives large benefit in the process of learning English.

This journal has explained about the fun and attractive strategy to teach EFL in Indonesia. This journal also gives us many advices if we want to implement English Children’s Literature in the classroom. The author also gives us new method to improve students’ language learning and communication in class. This journal completely can help EFL teachers who want to implemented literature in their classroom.

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