Literature-Based Learning to Build Students’ Vocabulary

Evi Puspitasari


Literature-based Approach (LbA) is popularly used in reading. In implementing the approach, teachers use literary works to be read by students. The literary works that the students read to get the language input are commonly authentic which means that by reading the texts, students can identify a model of language and several aspects of language such as expression, vocabulary, grammar, and culture and how to use them in a real context. Realizing the importance of input, a teacher in a university in Indonesia implemented this approach in a reading class for freshmen. This research which belongs to descriptive qualitative research put attention on investigating what the students perceived toward the implementation of the LbA to assist them in vocabulary building. The data were collected by interviewing five students who were chosen because it was their first time reading an English language novel and they were the top six students in terms of vocabulary scores. To interview the participants who are presented using pseudonym, a semi guided interview guide- line was used as an instrument. The research results show that students were anxious joining this class at the beginning. However, after some meetings and reading several pages, they started to enjoy reading the novel because the novel was interesting and entertaining. In addition, the topic was closely related to their daily life. After getting new words, one of participants wrote them on paper and stuck it on her room wall. Four other students wrote the words on a notebook as a vocabulary journal. Besides by doing those things to help them recall the words, the students also used them in retelling quizzes for writing and in daily conversation with mates for speaking.

Full Text:



Ahmadi, M., Ismail, H. & Abdullah, M. (2013). The importance of metacognitive reading strategy awareness in reading comprehension. English Language Teaching, 6(10): 235-244.

Folse, K. (2004). Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor, MI: University of Michigan Press.

Harmer, J. (2007). The practice of English language teaching (4th edition). Essex: Pearson Education Ltd

Hiebert, E., & Kamil, M. (2005). Teaching and learning vocabulary. Mahwah, NJ: Erlbaum.

Hişmanoğlu, M. (2005). Teaching English through literature. Journal of Language and Linguistic Studies, 1(1) 53-66.

Krashen, S. D. (2003). Explorations in language acquisition and use: The Taipei lectures. Portsmouth, N.H: Heinemann.

Lee, S.H., & Muncie, J. (2006). From receptive to productive: Improving ESL learners’ use of vocabulary in a postreading composition task. TESOL Quarterly, 40, 295-320.

Linse, C. T. &Nunan, D. (2005). Practical English language teaching: Young learners. New York: McGrawHill ESL/ELT.

Nassaji, H. (2003). L2 vocabulary learning from context: Strategies, knowledge sources, and their relationship with success in L2 lexical inferencing. TESOL Quarterly, 37, 645-670.

Nation, P. (2001). Learning vocabulary in another language. Cambridge, UK: Cambridge University Press.

Norland, D. L., & Pruett-Said, T. (2006). A kaleidoscope of models and strategies for teaching English to speakers of other languages. Westport, Conn.: Teacher Ideas Press.

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press, Cambridge.

Tomlinson, B. (2011). Introduction: principles and procedures of materials development. In B. Tomlinson (ed.) Materials development in language teaching (second edition). Cambridge; Cambridge University Press, pp. 1-34.

Violetta-Irene, K. (2015). The use of literature in the language classroom: methods and aims. International Journal of Information and Education Technology, 5 (1), pp. 74-79.


  • There are currently no refbacks.