GENRE OF LITERATURE

A. Definition of genre
Genre means a type of art, literature, or music characterized by a specific form,
content, and style. For example, literature has five main genres: poetry, prose, drama,
fiction, and non-fiction. All of these genres have particular features and functions that
distinguish them from one another. Hence, it is necessary on the part of readers to know
which category of genre they are reading in order to understand the message it conveys,
as they may have certain expectations prior to the reading concerned.

B. Types of Genre
There are five types of genres in literature, which include:

1. Poetry

a. Definition of Poetry
Poetry is the first major literary genre. All types of poetry share specific
characteristics. In fact, poetry is a form of text that follows a meter and rhythm,
with each line and syllable. It is further subdivided into different genres, such an
epic poem, narrative, romantic, dramatic, and lyric. Dramatic poetry includes
melodrama, tragedy, and comedy, while other poems includes ode, sonnet, elegy,
ballad, song, and epic. Popular examples of epic poems include Paradise Lost, by
John Milton, The Iliad and The Odyssey, by Homer

b. The Importance of Using Poetry in Language Teaching

 Using poems can aid to learn and to teach the target language skills (Burton,
1984).
 It provides readers with a different viewpoint towards language use by going
beyond the known rules of grammar and syntax.
 It makes students familiar with figures of speech due to their being a part of
daily language use (Hall, 2003).

2. Prose

a. Definition of Prose

This type of written text is different from poetry in that it has complete
sentences organized into paragraphs. Unlike poetry, prose focuses on characters
and plot, rather than focusing on sounds. It includes short stories and novels, while
fiction and non-fiction are its sub genres. Prose is further categorized into essays,
speeches, sermons, and interpretations.

Philosophical, historical, journalistic, and scientific writings are traditionally

ranked as literature. They offer some of the oldest prose writings in existence;
 novels and prose stories earned the names "fiction" to distinguish them from
factual writing or nonfiction, which writers historically have crafted in prose.

b. The Importance of Using Prose in Language Teaching

 Using novels in language classrooms is a valuable tool for mastering not

only the linguistic system, but also the culture of the target language
(Lazar, 2007)
 Short story makes students’ reading easier due to being simple when
compared with the other literary genres (Murdoch, 2002). In addition, it
enlarges the readers’ worldviews about various cultures.

3. Drama

a. Definition of Drama

Drama is a form of text that is performed in front of an audience. It is also

called a play. Its written text contains dialogues, and stage directions. This genre
has further categories such as comedy, tragedy, and tragicomedy.

William Shakespeare is known as the father of English drama. His well-known

plays include Taming of the Shrew, Romeo & Juliet, and Hamlet. Greek
playwrights were the pioneers in this field, such as Sophocles’ masterpiece
Oedipus Rex, and Antigone, while modern dramas include Death of a Salesman,
by Arthur Miller.

b. The Importance of Using Drama in Language Teaching

 Using drama in a language classroom is a good resource for language teaching

(Lazar, 2007). EFL students may get familiar with a variety of grammatical
forms in various contexts and know how to use the language to express
themselves through using this literary genre.

 Drama makes EFL learners aware of the target language culture. Therefore,
the target language and the context of drama should fuse into a learning
process with high interest and enjoyment. EFL students ought to use drama to
promote their understanding of life experiences and make sense of their extra-
linguistic world (Saricoban, 2004). In fact, drama can be used to stimulate
learners’ imagination, develop their critical thinking skills and promote
language development (Lenore, 2007).
 Using drama is an effective technique teachers can have recourse to in any
learner-centred classes since it promotes their students’ comprehension of the
verbal and the nonverbal features of the target language (Lenore, 2007).

4. Fiction

Fiction has three categories that are, realistic, non-realistic, and semi-fiction.
Usually, fiction work is not real and therefore, authors can use complex figurative
 language to touch readers’ imaginations. Unlike poetry, it is more structured, follows
proper grammatical pattern, and correct mechanics. A fictional work may incorporate
fantastical and imaginary ideas from everyday life. It comprises some important
elements such as plot, exposition, foreshadowing, rising action, climax, falling action,
and resolution.

Popular examples of literary fiction include, James Joyce’s novel A Portrait of an

Artist as a Young Man.

5. Non-Fiction

Non-fiction is a vast category that also has sub-genres; it could be creative like a
personal essay, or factual, like a scientific paper. It may also use figurative language,
however, not unlike poetry, or fiction has. Sometimes, non-fiction may tell a story,
like an autobiography, or sometimes it may convey information to readers.

Other examples of non-fiction include biographies, diaries, memoirs, journals,

fantasies, mysteries, and romances. A popular example of non-fiction genre is
Michael Pollan’s highly celebrated book, The Omnivore’s Dilemma: A Natural
History of Four Meals, which is an account of the eating habits of Americans.

C. Function of Genre

Different genres have different roles. For example, fiction and dramatic genres help
students and writers learn and improve their communication skills. A poetic genre, on the
other hand, enhances imaginative and emotional power of the readers. Non-fictional texts
and essays help readers develop analytical and persuasive capabilities. However, the
major function of genre is to establish a code of behavior between the writers and
audience, and keep the readers informed about the topics discussed or the themes
presented.
 SOURCES

https://en.wikipedia.org/wiki/Literature

https://literarydevices.net/genre/

Saricoban, A. (2004). “Using Drama in Teaching Turkish as a Foreign Language”. In

Eurasian Journal of Educational Research. No.14. (pp. 13-32).

Tosta, A. L. (1996). “Poetry? It’s Worth a Try!”. In English Teaching Forum, 34(3). (pp.
1823).

Wessels, C. (1987). Drama. Oxford: Oxford University Press.

 GENRE OF LITERATURE
LITERATURE IN ELT

Tri Rini Widiarti, S. Pd.,M. Hum

Disusun oleh :

Hasna Diyanah S 1600004111

Fitriani 1600004112
Septi Puji Lestari 1600004113
Arin Rifa’ Agustin 1600004115

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

AHMAD DAHLAN UNIVERSITY

2019