Group’s name:

1. Made Damayanti 1712021185

2. Diah Ayu Manik P 1712021188
3. Putu Enik Kristiani 1712021193
4. Made Yudik Wirawan 1712021196
5. Putu Yuni Widianingsih 1712021200

Literature-Based Instruction

1. Literature-based instruction involves teaching reading through exposure literature. The focus
of literature-based learning is to help children develop literacy skill through having real-life
literary experiences.
2. The types of activities done with the literature are the natural types of things children and
adult would do when reading and responding to any good books. For example, it is natural to
share and talk about a good book after reading it, to make connection or to make wonder
about new ideas or life experiences. There are three types of literature-based instruction, as
follow:
3. The teacher’s role is planning and supporting the real learning experiences. Literature-based
instruction is much more than giving student’s quality literature, it is doing the authentic
thing with the literature that all writers and readers would naturally do, and giving students
support with these activities as they need it.
4. Why use literature- based instruction?

Literature based instruction is a natural and authentic way to engage with our students.
When you talk about what you have just read and ask your students question about it, you are
building many other skills.

Students are narrating back to you what they heard (comprehension). They are thinking
critically about story in order to answer question. They are also practicing listening skills.

Learning from real books makes the subject come alive. It infuses learning with
imagination, which in turn makes the learning “stick” in their memories better. Literature-based
instruction helps all students become better readers, writers, listeners, and thinkers.
Good Literature is Essential

 Familiarize yourself with a variety of books

 Vertical Alignment for reading
 MCA book list
 Core knowledge
 Consult with your term

5. Provide Access to Good Literature

Know what is in your class library. Good literature with a variety of:

 Genres
 Interests
 Topics
 Difficulty levels

6. Time, Place & Opportunity

A time and place for reading the books in the classroom library.

An opportunity to talk about books and construct meaning together

7. Plan for a variety of experiences with literature.

a. Whole group
The whole group is a direct instruction using traditional textbooks that building
community readers of the class. Whole group instruction is a teaching method where the
teacher provides direct instruction to the whole group—usually a class.
b. Small group
Small group instruction usually follows whole group instruction and provides students
with a reduced student-teacher ratio, typically in groups of two to four students. Small
group instruction allows teachers to work more closely with each student on a specific
learning objective, reinforce skills learned in whole group instruction and check for
student understanding. Students can interaction, share ideas and connect with each other.
c. Individual
Individualized instruction is an instructional method that personalizes instruction to the
needs and learning style of the learner. This is done by varying the pace of instruction,
the method of learning employed and the content to be learned. It should respect
students’ selection and choices.
8. Provide books and plan in using literature based instruction (graphic organizer, thinking
map, anchor charts, post its).

Good planning is the key to meaningful experiences.

a. Book marks
One of the most important strategy a teacher should master is knowing how to
choose and decide materials that are going to be used. Therefore, book marking
technique in lesson planning is one of the ways to decide the kinds of teaching
material in Literature-Based Instruction.
Ex: marking certain parts from certain chapters of the book that are considered
necessary or important for the students to learn.
b. Thinking map
Aside from book marks, it is also important to concise the chosen material in a
form of thinking map.
Ex: the students are allowed to make the thinking map based on the own way of
understanding the material they are learning. They can make the thinking map as
creative as possible. For instance, tree map and bubble map.
c. Post-it notes
In additions to book marks, making or taking certain notes from the learning
material will so help the students learn the subject matter easily.
Ex: picking up the keywords from the learning material and putting into the notes
will enable the students remember the topic learned. Furthermore, it is also help
the students in forming the thinking map.
 d. Graphic organizer
Help your students classify ideas and communicate more effectively. Use graphic
organizers to structure writing projects, to help in problem solving, decision
making, studying, planning research and brainstorming.

How Teachers Implement Effective Literature-Based Reading Instruction Programs

James Zarrillo, Profesor Asistant of California State University, Long Beach stated that there
is a major change in how teacher implement literature-based instruction. The factor is:

Influence of whole language approach

Zarrillo believes that there are three factors of widespread use of literature-based
programs. They are:
1. Calls by parents and students in increasing literature in elementary school children.
2. Children are limited by basic ingredients.
3. The effect of the whole language approach to literacy.

Zarrillo defines a literature-based program as a program that combines original and / or

non-fiction material that has not been rewritten for school use. For the purposes of this study,
Zarrillo is defined as 'effective' programs where both the teacher and the principal consider that
the overall quality of students reading and writing is justified in continuing the program the
following year and programs where children have a positive attitude.

Three types of programs:

Most teachers believe that children learn to read by reading and that language arts must
be integrated into their curriculum. However, some teachers state that reading needs to be taught
as a series of sequential skills and that language arts must be taught separately from other
subjects.

1. Core books

The core book is read aloud by the teacher. Effective teachers also use this as a starting
point for independent reading and writing projects. Zarrillo observed that the core book method
does indeed cause some problems for children with different reading abilities or interests. In one
class, many students cannot read the core book even after the book has been read aloud by the
teacher, and, in another class, students feel bored with the subject of the book.

2. Literature-based

The second most popular method for incorporating literature into reading programs is a
technique in which the study of themes, genres or authors becomes the subject in which books
are selected. Successful teaching of literary units depends on an adequate supply of books.
Zarrillo warns against choosing subjects that are too narrow or reckless because this can
underestimate the curriculum. He stated that units based on classical genres, short stories, poetry,
or fairy tales, as well as writers, important social study themes or science topics help ensure that
children are exposed to good literature from which a teacher can plan useful activities.

3. Self-selection of reading

Students choose the types of writing they want to do: journals, letters to writers,
creative writing, etc. Only one teacher in this study used the independent step and self-selection
for the entire reading program. Teacher schedules a half hour class period every day when
students silently read the book of their choice and follow this with the writing period. Teachers
often hold 5 to 10 minute conferences with students to hear them read and discuss their work.
Students are also allowed to form groups to work on projects that have been discussed with the
teacher. Zarrillo rated this teacher successful because his students were good readers and writers
and succeeded in standardized examinations. However, Zarrillo points out that this teacher
teaches in a school where parents and administration support innovative, child-centered
programs.

The results of this study indicate that there are at least three types of literature-based
reading programs that can effectively develop reading skills and language arts in elementary
school students. The success of reading literature, Zarrillo said, depends on several steps,
including:
- Display a book or unit in a way that generates enthusiasm among students
 - Requires children to respond to what they hear and read (all successful programs involve
asking interpretive questions; students usually have several choices in how they respond
or variations in assigned tasks)
- Schedule a quiet reading time every day in a book of their choice
- Provide language arts lessons to children when needed
- Allowing children some choice of topics, presentations, etc. in group projects (successful
teachers, however, are considered peripheral projects and do not allow them to take time
from reading the literature)

Advantages and disadvantages

1. Advantages

- Authenticity
Proponents of literature-based instruction usually focus on the importance of using
authentic literature, rather than the "canned" variety found in basal textbooks and other
programs. Books written to teach children who have difficulty reading, making up, and are not
happy because of authentic literature. Verified literature can also be opened doors for students by
introducing them to various cultures, social structures and storylines.

- Higher Level Thinking Skills

Many teachers choose literature-based instruction because they feel that it addresses
higher level thinking skills than basal level instruction. 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,
literary-based teaching is far more child-centered, with teachers as facilitators or trainers, rather
than "wise men on stage."

2. Disadvantage
- Teacher’s perspective
First-time teachers may find it especially challenging, since literature-based approaches
inherently have less structure than many other approaches. From the teacher's perspective,
teaching using a literature-based approach can be more difficult than using other approaches.
The teacher may also have difficulty in assessing the child's progress effectively. Because
literature-based teaching is less widely used than other forms of teaching, teachers often spend
hours choosing literary choices, and developing activities and evaluations that reflect content.

- Scope and Sequence

Finding selections that actually build from one year to the next is virtually
impossible.This means that using literature-based instruction can prevent students from building
their skills systematically, and they may lose some skills completely. Especially when students
move up to the next class, they will feel a lack of continuity, which can prevent them from
growing as readers, writers and thinkers.

Fostering Jordanian University Students’ Communicative Performance

Through
Literature-Based Instruction
by
RUBA FAHMI BATAINEH
RAGHD YAQOUB AL RABADI
OQLAH MAHMOUD SMADI
Yarmouk University

The aim:

 In learning and teaching English, we have noticed that students tend to respond positively
to the literary texts that occasionally appear in textbooks. Students need to use proper
learning strategies to achieve communicative competence. In this study, the effectiveness
of their strategic investment within literature-based instruction is investigated. More
specifically, the following question is addressed: To what extent does literature-based
 instruction foster the communicative performance of English major students at Balqa
Applied University College (AUC)?
 The question of this research concerns the effect of using literature-based instruction on
the communicative performance of Jordanian university students
 This research may help open new horizons for instructors, especially those who are still
reluctant to give literature the benefit of the doubt.
 This research is potentially beneficial to curriculum designers who may opt for adopting
authentic materials that better foster Jordanian students’ communicative performance.

The method:
 The design applied in this research was essentially an emergent interactive qualitative
design. It was based on multiple narrative inquiry procedures that emphasized the
participating students’ points of view and reactions.
 The participants were eight female EFL university students chosen purposefully based on
their willingness to participate in the experiment.

 The data collection instruments incorporate the following:

• Multiple-choice format pre- and posttests taken from the Virginia Standardsof Learning
(Virginia Department of Education, 2004)
• A classroom observation that encompassed students’ suggestions, complaints, and
remarks on each class session; students’ behaviors in terms of enthusiasm, appreciation,
or rejection were also documented
• role-play for the purpose of evaluating of oral proficiency according to a set of rubrics
adapted from the previous literature
• Interviews with participants
• journal dialogue writing that comprised an open channel of communication between the
participants and the instructor—thus, a personal account for each student’s questions and
feedback was accumulated
• An assessment rubric adapted from North Dakota Standards and Benchmarks
The result
Literature-based instruction seems to be a proper alternative in introducing
authentic and contextualized material. It caters to students’ individual differences; offers
remedial measures to foster linguistic, sociolinguistic, discourse, and strategic
competences; and reinforces students’ self-confidence and risk-taking. The findings lead
to these conclusions about Literature-based Instruction
• It plays a vital role in developing university students’ linguistic, sociolinguistic,
discourse, and strategic competences.
• It allows university students to activate their cognitive strategies (e.g., critical thinking,
problem solving, creative writing), social strategies (e.g., pair/ group work), and affective
strategies (e.g., self-confidence, risk-taking).
• It allows teachers to detect points of strength and weakness in students’ communicative
performance.
• It fosters students’ centeredness and, thus, holds them responsible for their own
learning.
• It constitutes a valid alternative in searching for authentic, contextualized, and
functional language for EFL learners.