A Literature-Based Reading Instructional Model for Islam-Affiliated University in Indonesia
International Journal of Instruction
The use of literary texts from various sources to teach reading at Indonesian Islam-affiliated university was still under research. This study offered a contextually-relevant and culturally-sensitive reading instructional model for such particular university which sought to blend western, Indonesian, and Islamic cultures in harmony. The model was developed through studying relevant literature and research findings, designing a model, field testing the model, and revising the model. This
... model. This research involved the feedback and suggestion for improvement from three experts, five practitioners, and thirty-three students so as to emphasize the local voice in developing the reading instructional model. The findings revealed that the developed model should include such components as philosophy, input, process, and output with an adequate elaboration of each. In implementing the developed model, teachers should utilize literary text from western, Indonesian, and Islamic traditions. They should also emphasize the Indonesian culture and Islamic tradition aspects without losing their sight the international orientation of the English language teaching. significant after a detailed exploration within the spirit of inclusiveness and interface (Brown, 2007) . The authors argue that the use literary texts to teach English in Islamaffiliated university in Indonesia reflects the butterfly effect. When reconceptualised as an instructional model, literary text can serve as a springboard to explore the complex factors of teaching English at the Islam-affiliated university. Teaching of English as a foreign language (TEFL) at an Islam-affiliated university in Indonesia is intriguing particularly when it deals with whose or what cultures to be included. English cultures and values, on one hand, should be exposed as they are embedded within the English language. Indonesian cultures and values, on the other hand, should also be introduced to strengthen students' national pride. Furthermore, Islamic cultures and values should also be incorporated so as to emphasize the particularity of the university. This article supports the notion stating that an instructional innovation in TEFL should consider students' communal and regional cultures ((Budsaba & Todsapon, 2018) . Cultures are best introduced through a literature-based instruction as literature is often taken as a culture in action. Literary texts have been widely believed to be motivating materials that foster whole person education (Lazar, 2009) including cultural awareness, language skills, personal growth (Carter & Long, 1991) and religion understanding (Bayat & Jamnia, 1994) . Besides, developing a literature-based reading instructional model at an Islam-affiliated university in Indonesia leads to an interface among the Western, Indonesian, and Islam cultures and tradition. Lazar (2009) urges that in the last decade more and more English language teaching practitioners show strong interest in how literary texts might be effectively and interestingly utilized to teach a foreign language. Lazar's statement seems to be true when Collie and Slater (1994) point out some positive reasons for using literature in a language classroom. Accordingly, a literary text serves as valuable authentic material, fosters cultural enrichment, helps language enrichment, and encourages personal involvement. The text offers themes which are closely related to fundamental human issues. It provides foreign learners with insight into cultural background of the target language. As it encourages students' personal involvement, the lexical, syntactical, and cultural content, a literary text becomes more memorable. A well-chosen literary text might also serve as an excellent prompt for oral activities. Alwasilah (2014) maintains that the use of literature in education will provide the students with cross-cultural understandings and universal values which in turn will make them more human. Maley (2012) argues that literary texts provide the students with phonological, lexical, syntactic, and discoursal inputs which are essential to effective language learning. They also serve as suitable resources to develop students' language awareness of language variation, social appropriacy, and ideological bias. Thus, the literary text is an ideal resource that an English teacher could use to help students develop their linguistic knowledge, language skills, affective domain, cultural awareness, and spiritual dimension. A growing body of the study shows a sense of crisis as well as the importance of using literature from various traditions to teach English at an Islam-affiliated university. Khairuddin, et al., (2014) urge that learning materials from West often represent secular A Literature-Based Reading Instructional Model for Islam-...