THE STRATEGY OF TEACHING LITERATURE THROUGH LANGUAGE-BASED METHOD: A COMMUNICATIVE APPROACH

This article has examined and shown a possible application of the poem The Road Not Taken by Robert Frost to be discussed for appreciation. It is a double function; to exercise the appreciation and to improve learners speaking ability. After having stated the increasingly popular use of literature in the foreign language teaching, it is a justification of the selection of the poem, as the learning source.\ud The Road Not Taken is a good example for the case study. Both culturally and thematically, it is an interesting poem, its strong motivational power cannot be denied, the poem also displays real, current language, which is, from the point of view of the methodological approach (communicative approach) extremely important.\ud Turning these materials extremely depend on the readiness of teachers preparing lessons, motivating learners, and the selection of appropriate materials One tiling be concerned that the learners should have language skills at an intermediate level.\ud The poem is thematically, culturally, historically and literary relevant, for which its use in English classroom. Furthermore, the poem is an enjoyable piece of literature, which learners will be pleased to read. With the proposal of activities, it has been seen that the working on such a poem, not only literary competence can be developed, but also lexical, linguistic competence, and social communicative competence. If the activities and their implementation are appropriate. The poem can be a useful tool for improving the communicative competence of the learners of English as a foreign language.This paper aims at emphasizing the use of literary text for teaching literature for literary appreciation. This study is a language-based method. The reasons for using this method; the learners arc expected to improve their English while discussing literary work. The main criteria for selecting suitable literary texts are stressed on the underlying reasons and criteria for the level of the learners appropriately. Moreover, literature and the teaching of language skills can contribute each other. The selection of teaching materials and teaching preparation are very important to apply for this method. Likewise, the teachers with understand literature and stylistic are taken into account. In fact, the application of this method is more appropriate given to learners at the intermediate level. With a background at the intermediate level and so the communicative approach can be applied