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Hamzah Puadi Ilyas
University of Muhammadiyah Prof. DR. HAMKA (UHAMKA), Jakarta
Education Languange, Linguistic, Communication & Media

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Retaining Literature in the Indonesian ELT Curriculum Hamzah Puadi Ilyas
Studies in English Language and Education Vol 3, No 1 (2016)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (480.701 KB) | DOI: 10.24815/siele.v3i1.3384

Abstract

This article presents serious independent arguments why literature needs to be retained in the Indonesian ELT (English Language Teaching) curriculum. In general, ELT curriculum nowadays seems to neglect the importance of literature since the introduction of the communicative approach. Three aspects are presented in connection with why the notion may need immediate application: (1) literature brings many advantages to Indonesian ELT learners; (2) literature can be used to teach critical thinking skills; and (3) critical thinking can be used to promote tolerance. This article is developed based on mainly the ideas of literature teaching proposed by Collie and Slater (1987), Lazar (1993), and Ghosn (2002). Hence, critical thinking and tolerance are values not getting serious attention in educational processes in this country even though these values have been included in the National educational objectives for Indonesia. 
Retaining Literature in the Indonesian ELT Curriculum Hamzah Puadi Ilyas
Studies in English Language and Education Vol 3, No 1 (2016)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v3i1.3384

Abstract

This article presents serious independent arguments why literature needs to be retained in the Indonesian ELT (English Language Teaching) curriculum. In general, ELT curriculum nowadays seems to neglect the importance of literature since the introduction of the communicative approach. Three aspects are presented in connection with why the notion may need immediate application: (1) literature brings many advantages to Indonesian ELT learners; (2) literature can be used to teach critical thinking skills; and (3) critical thinking can be used to promote tolerance. This article is developed based on mainly the ideas of literature teaching proposed by Collie and Slater (1987), Lazar (1993), and Ghosn (2002). Hence, critical thinking and tolerance are values not getting serious attention in educational processes in this country even though these values have been included in the National educational objectives for Indonesia. 
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