Reading The Word and The World: Intertextuality In Teaching Literature

A timely and relevant teaching strategy is a continuous quest in teaching and learning, especially in literature. Thus, this study discovers and explores the effect of intertextuality instruction in literature teaching in a state college in a rural area. Using semi-formal interviews, the researchers asked open-ended questions to discover the answer to the topic. Qualitative research was used for this research study to find effective qualities with the students’ real-world experiences when the Intertextuality Approach was applied during modular learning. Qualitative research allowed the researchers to see the effects of intertextuality instruction in teaching literature to pre-service student teachers. Results show that there is a very beneficial teaching and learning experience and assessment. Students learn new and unencountered literary texts (because some selections were new to them) or any intended assessment activities to do, and they become more knowledgeable in exploring similar texts which are found on the internet and in some of the researcher’s published research papers. Students are not only faced with new explorations but also allowing them to have close encounters with whatever literary texts are explored because they can relate to the texts. Also, such an approach created a well-structured and reflective atmosphere among students, especially when they develop confidence in their interpretations of the given texts, and are then willing to ask some fine questions with gusto in their group chat (GC) through Messenger. Inevitably most students wrote in their analysis that their memories were refreshed concerning the terms nostalgia, de javu, og-ogfu, and requiem in terms of assessment.