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English Language Teaching Educational Journal (ELTEJ) 
Vol. 2, No. 3, 2019 pp. 133-141 
E-ISSN: 2621-6485  

  

Integrating Literary Works as the Local Content of ELT 

Materials for Undergraduate Students  

 
1Pratiwi Amelia, 2Agci Hikmawati, 

1,2 STKIP Muhammadiyah Bangka Belitung, Indonesia 

pratiwi.amelia@stkipmbb.ac.id 

 
Abstract 

The objective of this study is to design English materials for undergraduate students. In designing the 

materials, the writers focused on the general English materials integrated with Bangkanese’ Folks as one 

of the literary works existing in Bangka Belitung Province, Indonesia. This idea was based on the writers’ 

awareness to introduce local values to the students. Thus, the existing literary works were taken and 

modified by the writers to meet the purpose of the research.  The writers used the theory of Hutchinson 

and Waters (1987) and Borg & Gall (1989). The theory offered six steps, namely need analysis, writing 

syllabus, developing materials, trying-out materials, evaluating materials, revision, and writing the final 

draft. The participants of the research were 37 students studying in one of the private colleges in Bangka 

Belitung Province. These participants were chosen randomly. The designed ELT materials integrated the 

English lessons and the local folktales and culture. The integration was intended to improve the students’ 

communicative competence of both productive and receptive skills. Furthermore, it was expected that the 

designed materials were able to encourage the students to communicate more communicatively and 

appropriately in their social context.  

Keywords: designing materials, Bangkanese’ folks, ELT 
 

How to Cite: Amelia, P. and Hikmawati, A. (2019). Integrating Literary Works as the Local Content of 

ELT Materials for Undergraduate Students. English Language Teaching Educational Journal, 2(3), 133-

141.  

 
 INTRODUCTION  

In Indonesia, English is treated as a foreign language (EFL). It means that 

Indonesians do not use English in their daily conversations. They only use English in 

particular condition, such as in the field of business, economy, education, and science. 

Among these fields, it is known that learning English for education is more popular and the 

most commonly used in Indonesia. Most of the students in Indonesia learn English in order 

to fulfil the academic demands from their school or university. As a result, the teacher as 

the main facilitator in the class should be able to build the knowledge and skills needed by 

the students in order to succeed their learning.  

In teaching English as a foreign language, there are two kinds of skills learned; they 

are productive and receptive skills. Speaking and writing belong to productive skills, while 

reading and listening are categorized as receptive skills. Receptive skills refer to how 

people extract meanings from the discourse they see or hear, and this processing is called 

listening and reading. In addition to these two categorizations, students also need 

knowledge of language building and construction such as grammar, spelling, vocabulary, 

and phonics. This knowledge is required to make students be able to communicate 

effectively and appropriately, especially in constructing and making sentences. For this kind 

of case, teachers should make and use various and propriate methods, techniques, and 

materials to provide all the elements of language needed by the students. Appropriate and 

interesting lesson and materials will create students’ curiosity and motivation in learning 

English. Thus, English teachers should be familiar with language use in order to develop 

mailto:pratiwi.amelia@stkipmbb.ac.id


 

 

 

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their own skills and understand language as a social phenomenon and not merely as an 

exclusive learning branch, (Keshavarzi, 2012).  

In relation to materials or course books, it’s said that it’s important to ensure that the 

course content needed for ready implementation is delivered in a consistent format. 

Research has found that appropriate language content motivates learners to develop 

language skills (Viswanath, 2019). It’s due to the nature that language is associated with 

culture. That is, language is the carrier of cultural messages. One of the cultural forms is 

literature.  

In a learning context, literature is considered very significant when it’s employed in a 

language teaching and learning. Literature is a good source to teach English. Moreover, It 

has a particular context to contextualize the teaching activities (Keshavarzi, 2012). As a 

result, teachers can use many sources of liteary works as teaching materials. Wellek and 

Warren (1996) define literary work as a branch of literature which deals with any materials 

to create a picture, an idea or a story in a meaningful pattern. The literary work is also a 

work of art. It can be a drama, fiction, essay, biography, or journalism and so on. Literary 

works nowadays are more popular to use since it has many advantages in language 

teaching.  Literary works such as poetries, novels, stories, or plays should be used in foreign 

language teaching because these works include all the features needed to teach a foreign 

language (Erdem, 2016). There are several types of literature that can be used for teaching 

purpose, as well as the approach to the use of literature in language teaching, and the 

underlying reasons for using literature in language teaching (Arafah, 2018).  

In regard to teaching materials, Hutchinson and Waters (1987) wrote that there are 

three kinds of materials, namely materials evaluation, materials development, and material 

adaptation. As for teachers, they can evaluate from existing materials and then revise it, 

develop materials by the teacher, or modify the existing materials and then writing the 

materials. In ELT, The teacher can use literature to evaluate, to develop, or to adapt the 

material for the students, so the students will not get bored and be attracted to the materials.  

 

Why This Research?  

There are four reasons why this study is essential to be conducted. First, literary 

works will be able to make lessons enjoyable, to make the students learn wisdom and 

knowledge, and to increase the student’s cultural awareness and moral values. Harmer 

(2001) says learning materials should attrack and raise the students’ challenge to learn 

English, so the students would not feel bored during the lesson. Interesting materials in the 

classroom will raise the student’s ability and motivate them to involve actively in the 

classroom. Second, the use of literary works in the ELT classroom as media or material in 

teaching and learning activity can give a chance for students to analyse, to critics, to evoke 

their feelings and thoughts creatively. Studying through literary works will raise the 

student’s interest to study English. Third, the use of literary works will improve the 

students’ awareness of their own culture. Fourth, teaching English through literature 

enhances the students’ vocabulary mastery and reading comprehension (Ismail & Masnur, 

2019). Besides, it can promote literary understanding and general linguistic awareness 

among teachers and learners (Shazu, 2014; Yadav, 2014).  

Most of the previous studies also found that the use of literature on language teaching 

has a positive influence on students’ level of motivation and interest (Khodabakhshi & 

Lagos, 1993; Goh, 1996; Estridge, 2000; Ho, 2000; Wu, 2001; Chen, 2006). Furthermore, 

more explicitly teaching English through folklore as part of literary works is such an 



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Amelia & Hikmawati 

135 

effective strategy to promote and enable cross-cultural understanding because folklore can 

be found in everyday life (Gholson & Stumph, 2005).  

Literature enables the student’s intercultural awareness to live, nurtures empathy, 

improves tolerance for diversity, and emotional intelligence (Ghosn, 2002). Unfortunately, 

not many students are aware of their local literature. Subhan (2006) claims that not all 

people like and love literature. Even many people have a terrible attitude toward literature. 

These people usually regard literature as something irrational or something useless. These 

facts show that there are people who do not like literature; even they said that reading 

literature is donkey work. However, there are so many works of literature that have rich 

content, yet they have not been explored adequately.  Especially in Bangka Belitung 

Province, the condition is almost similar where there’s not much attention paid to literary 

use in ELT. Another problem concerning English language teaching there is that there are 

no ELT materials which provide local content. 

The problems in Bangka Belitung Province above is also occurring in at the one of 

the private colleges in Bangka Belitung, which was the setting of the research. Based on 

preliminary study conducted by the researchers, it was found out that many students were 

not aware of their own culture. Based on this identified problem, the researchers were eager 

to conduct a study to design ELT materials that integrated local content and ELT materials. 

It’s hoped that it could expose the students to their own local culture while at the same time 

learning English effectively. With this, the students can get advantages of not only knowing 

about literature but also learning new vocabulary and phrases in order to improve their 

English ability. Thus, this study focuses on designing ELT materials by using Bangkanese’ 

folks. This study presents the integration of literary works especially in teaching reading 

comprehension, speaking, writing, vocabulary, and grammar.  It is hoped that the designed 

materials can In addition, the reserachers would like to promote the local content of Bangka 

Belitung to the students so that they will be more accessible and popular. 

 

RESEARCH METHOD  

This study aimed to develop an effective product that can be used in an educational 

program as the learning materials. According to Borg & Gall (1983), Research and 

Development is a process to develop and validate education products. Products produced by 

R & D include teacher’s training materials, learning materials, set of behavioural objectives, 

media, materials, management system and so on. Products are developed to meet specific 

needs and according to detailed specifications tested and revised until a specified level of 

the effectiveness is achieved. The product designed in this research was a set of English 

materials for undergraduate students by using literary works focusing on folktales. This 

study used local Bangkanese’ folks which hasn’t been explored yet in English teaching 

materials. The total participants in this study were 37 first semester students taken randomly 

from two departments of a private college in Bangka Belitung Province. The participants 

consisted of 20 students of Primary Education Department and 17 students of Sport 

Education Department. The instruments used in this study were two-phase of the 

questionnaire and interview, try-out, and group discussion with an expert senior lecturer. 

For the validity and reliability of the instruments, the researchers used the item validity to 

make sure that the instruments used were valid and reliable.  

Several steps were conducted to meet the criteria of Research and Development 

(R&D) research. The researchers followed Hutchinson & Waters (1987) model in designing 

the research. The researchers implemented the seven steps to create an effective product. 

First, the researchers distributed a questionnaire for the need analysis. Second, the 

researchers analyzed and processed the questionnaires based on the students’ need. Third, 

the researchers wrote a course grid and syllabus based on the result of the need analysis and 



 

 

 

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designed the materials and activities based on the result of the needs analysis conducted 

previously. Fourth, the researchers conducted a try out by using designed materials and 

checked the validity and reliability of the material. Fifth, the researchers distributed the 

questionnaires to evaluate the designed material to the students. Sixth, the researchers 

analyzed and revised the designed materials based on the validation of the content and 

construct of the materials by using an expert judgment. Seventh, the researchers published 

the final draft.  

 

RESULTS AND DISCUSSION  

1. The Results of the Need Analysis 

The results of the need analysis were taken from the distribution of the first phase 

questionnaire. The first questionnaires were distributed to the students to know the students 

needs, wants, and lacks. The questionnaire was also intended to be a guidance to design the 

materials in the latter step of the material designing process. Most of the students took parts 

in the study were female. It consisted of 25 female students, while male students were only 

12 students. The age and the range of theirs varied. Most of them were in the range of 17-20 

years old.  The results of the need analysis were divided into two kinds of elements i.e. the 

students’ knowledge level and the distribution based on the students’ interest. The results of 

distribution of the students’ needs are shown in the table below: 

 

 

 

 

 

 

 

 

 

 

 

 

Figure 1. The Distribution of Students’ Knowledge Level  

 

Figure 1 shows the distributions of the students’ knowledge level and also the 

students’ lacks in learning English. It was divided into seven aspects, namely listening 

comprehension (beginner students were 55 %, intermediate students were 37%, advanced 

students were 8%), reading comprehension (beginner students were 65%, intermediate 

students were 33%, advanced students were 2%), grammar mastery (beginner students were 

69%, intermediate students were 23%, advanced students were 8%), vocabulary mastery 

(beginner students were 58%, intermediate students were 35%, advanced students were 

7%), words pronunciation (beginner students were 47%, intermediate students were 30%, 

advanced students were 23%), sentence constructions (beginner students were 56%, 

intermediate students were 38%, advanced students were 6%). Based on the results, it can 

be concluded that most of the students have poor ability in English. 

 

 

 

Sentence Construction

Word Pronunciation

Vocabulary Mastery

Grammar Mastery

Reading Comphrehension

Listening Comphrehension

56%

47%

58%

69%

65%

55%

38%

30%

35%

23%

33%

37%

6%

23%

7%

8%

2%

8%

Advanced Intermediate Beginner



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Figure 2. The Distributions of Learning Activity Based on the Students’ Need 

 

Figure 2 shows the distributions of students’ needs on learning English. It was 

divided into six aspects covering listening comprehension (beginner students were 56 %, 

intermediate students were 39%, advanced students were 5%), reading comprehension 

(beginner students were 55%, intermediate students were 30%, advanced students were 

15%), vocabulary task (beginner students were 65%, intermediate students were 28%, 

advanced students were 7%), grammar task (beginner students were 50%, intermediate 

students were 35%, advanced students were 15%), story re-writing (beginner students were 

68%, intermediate students were 25%, advanced students were 7%), and role-play (beginner 

students were 72%, intermediate students were 17%, advanced students were 11%). From 

this figure, it can be summed up that the students’ needs on learning English varied. Based 

on these results, therefore, the writer tried to provide all the learning activities based on the 

results on Figure 2 during the step of material designing.  

 

 

 

 

 

 

 

 

 

 

 

 

 

Figure 3. The Distributions of Students’ Interest in Bangkanese’ Folktales 

  

From the distributions of the students’ interest in Bangkanese’ Folktales in Figure 3, 

it can be said that most of the students chose and were interested in Bangkanese’ folktales. 

They also agreed that learning English through literary works would stimulate them to learn 

English more enjoyably. So, based on the results of need analysis on the kinds of 

Bangkanese’ folktales chosen by the students, the researchers decided to include all the 

seven Bangkanese’ folktales listed into the designed materials. 

 

2. Designing Materials  

Re-telling Story and Role Play

Story Re-writing

Grammar Task

Vocabulary Task

Reading Comphrehension

Listening Comphrehension

72%

68%

50%

65%

55%

56%

17%

25%

35%

28%

30%

39%

11%

7%

15%

7%

15%

5%

Advanced Intermediate Beginner

Mak Per and Telaga Warna (28%)

The Bird of Kedidi (15%)

Pak Udak (18%)

Putri Pinang Gading (15%)

The Legend of Batu Balai (7%)

Bujang Antan (12%)

Quail Killed Lion (9%)



 

 

 

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The data taken from the questionnaire were used as a basis to design the ELT 

materials. The materials consisted of two parts. Each part consisted of warming up 

activities, vocabulary building, exercise, pronunciation practice, grammar rules, and 

conversation practice activities. The materials also covered all skills of English i.e. reading, 

writing, and speaking, and the language knowledge focused on grammar (simple past tense, 

past continuous, past perfect tense, past perfect continuous tense; temporal sequence; 

conjunctions), and vocabulary (action verbs). Each unit consisted of the learning goal and 

the main competence that should be achieved by the students after learning the materials. 

The sample of tasks presented in the designed materials are shown below: 

 

a. Role Play 

 

 

 

 

 

 

 

 

 

b. Re-write the story 

Instruction: Re-write and complete this story based on your own imagination by using 

appropriate vocabulary and sentence constructions. 

 

Mak Per dan Telaga Naga 

 One night, a grandmother said to his grandchild. “Bujang... Don’t be naughty, 

please! A Naughty boy who played far away from home would be eaten by the dweller of 

Telaga Naga, said her. Your grandfather often told us about the Giant of Telaga Naga. I 

would tell you. Once upon a time, there was a bay in the coastal areas near Tempilang 

Village. The bay was Telaga Naga. A long ago, there was a giant living in this lake 

_________________________________________________________________________

______________________________________________________________________ 

 

c. Fill in the blanks 

Instruction: Fill in the blanks and complete this passage by using appropriate vocabulary. 

 

Burung Kedidi 

 In a village there lived two sons with their mother who was very old and she 

___________ crooked.  Their father died when they were still in their childhood age. 

Because they lived in suffering, one day they __________ to leave their village. They asked 

their mother’s _________ to allow them.  

“Mom, we wanted to sail over the sea and see the world. I wanted to change our life. I did 

not want it if we lived in suffering through all my life. Please, _________ us to go”, said the 

sons. 

 

 

 

Instruction: 

✓ Work in groups. Read the story of Mak Per and Telaga Naga on 

your textbook. 

✓ Create your own dialogue based on that story  

✓ Make a role-play and act out your dialogue in front of the class. 

 

  



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3. Try Out and Evaluation 

The try out was implemented to the 37 students of the setting of the research. These 

participants participated in the questionnaire filling previously held. The try out was 

conducted in 6 meetings. Based on the results of the try out, it can be summarized that the 

designed material has been appropriate and suitable for the students. Furthermore, an 

evaluation was needed to evaluate and validate the designed material. Thus, the content 

materials designed were evaluated and validated by a senior lecturer who was considered an 

expert in English language teaching. The results of the content validation were used to 

revise the designed materials.  

It was also found out that, after the try out, the students were more interested in 

learning English. Most of them agreed that the use of literature could be used as one of 

techniques for teaching English for both language skills (i.e. reading, writing, listening and 

speaking) and language aspects (i.e. vocabulary, grammar and pronunciation). These results 

were in line with the research conducted by Hismanagolu, (2005) and the research 

conducted by Chen (2014) which claimed that literature could be effectively used to acquire 

English as a foreign language for students in all ages. Students got benefits from being 

challenged with language input that was slightly beyond their independent level of 

comprehension. Furthermore, Erdem (2016) stated that literature had a number of benefits, 

including, but not limited to the availability of unique material, stimulation of the reader's 

development and contribution to the reader's vocabulary and cultural enrichment. Along 

with the benefits mentioned, diversity, interest, vagueness, and universality could also be 

named as other advantages. Literature in language teaching materials should give students 

the opportunity to learn and use the language more creatively and to develop a better 

understanding of the language they are studying (Daskalovska & Dimova, 2012).  

 Meanwhile, some researchers found the challenges in implementing the literary 

works into language teaching. Hasan (2019) stated that the language of literary works are 

difficult to understand, unfamiliar culture-related elements in the texts can be sources of 

difficulty in literature studies, and the problem with the genre. So, the teachers need to 

evaluate and consider the effectiveness of the literary texts use especially in terms of 

linguistic difficulty. Besides, need analysis is a mandatory pre-requisite before designing 

and producing any curriculum. So, it is important to consider the issues of context and 

culture before using it as a source of learning and designing appropriate exercises that best 

facilitate learning in the classroom. Thus, for teachers in using literature as learning 

materials, they should take into account the aspects of the learners’ age, language level, 

clear learning objectives, appropriate pedagogically designed materials, and learning 

activities. The teachers should make sure whether the materials designed are suitable for the 

learners.  Besides, the teachers should also consider the students’ motivation, needs, and 

cultural background. Last but not least, one major factor to consider when using literature is 

whether a particular work is capable of revealing the kind of personal involvement by 

stimulating the interest of the learners and generating strong, positive reactions from them, 

(Hişmanağolu, 2005). To make it effective, the teachers need to evaluate, analyze, adapt, 

and modify the texts presents on the literary works before using it with the learners. 

Because not all literary works are suitable for teaching. It should meet the students’ need 

and also it should match with the learning goal of learning. Otherwise, it will not be able to 

help the students in learning English and make it useless. 

 

CONCLUSION   

 To sum up, the results of this study showed that developing English materials 

through local content integration were considered suitable for the intended students as 

showed through the results of try-out and evaluation done with the students and an expert in 



 

 

 

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the fileld. The results of this study were in line with the previous study conducted by some 

researchers, who found out that literature can be used as an alternative way to teach English. 

Thus, it is essential to be creative in designing the materials by focusing on a particular field 

of study. However, not all the literature or literary works can be used as materials for 

teaching. The teachers need to select whether to make them suit the learners’ age, English 

level, and syllabus appropriateness.  That is why in designing ELT materials, teachers 

should follow the principlse of language teaching and materials development.  The 

materials should be based on the needs of the students. Besides, the teachers have to pay 

attention to insert the cultural awareness and moral value when engaging the materials 

during the process of teaching and learning. By so doing, it would give the students a 

chance not only to know more about their culture but also to teach good character to the 

them. That is why the teachers nowadays should pay attention not only to the contexts of 

the materials but also how to teach a moral lesson to the students. 
 

 

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