This article shared the role of literary texts in bridging language exposure for EFL learners. This was presented in 1st International Conference on TEFL in Muhamadiah University, Purwokerto, Indonesia in 2009.

1. By
Mister Gidion Maru
COTEFL, May 1-2, 2009
Purwokerto
Engaging Literary Text to
Language Exposure for
Foreign English Learners

2. The goal of EFL is to communicate
in English
Learning English for
years
Facts:
- fail to utter what needs to utter
-able to speak but they can not
meet the required grammar
-confuse to apply English
constructions practically and
pragmatically in communication
process

3.  The intervention of students’ native language
 big class (overcrowded)
 an excessive low number of English as a foreign
language contact hours per week,
 behavioral problems on the part of the students
 lack of resources, equipment and material
 teacher competence
 lack of sufficient support both from government
and parents
 curriculum designed merely to meet grading
system or other purpose

4. Solutions?
Studying abroad
Joining English
courses
Reading English book Conversation club

5. Literature can open “horizons of possibility,
allowing students to question, interpret,
connect, and explore” Nazia Hussain (2007: 115)
Authentic
material
Cultural
enrichment
Language
enrichment
Personal
involvement
Language exposure for EFL
learners
Exposure refers to the contact that the learner has with the language that
they are trying to learn

6. Hindrance that may block the successful use
of literary text into foreign language class
activities
 there are very few pedagogically-designed
appropriate materials
 there is a lack of preparation in the area of
literature teaching in EFL programs
 Third, there is the absence of clear-cut
objectives defining the role of literature in EFL.

7. Approach to engage literary text for the purpose of EFL
1. The approach of bringing the
literary text should be focused
on the students’ interest as
language learners.
2. The teacher’s function is not to fill
learners by the knowledge of an
omniscient teacher but as a guide and
assistant for students.
3. the reception aesthetic
theory and quite similarly
the reader response
theories are closely
relevant ones.
Literary text provides students as foreign language learners
with more opportunities to express ideas, thought, and
emotion in appropriate English.

8. THANK YOU