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Moreover, the use of literature also provides cultural understanding, which makes students tolerate and respect the diverse cultures of others.

Based on the results of students' views on literature-based learning model, it shows that using literature in English learning is effective for language skills development. The researchers utilized a research instrument called the self-assessment survey. To answer the research questions, the researchers used an exploratory case study, which employs qualitative research methods to collect data.

The participants of this research are 6th semester students of the English language education department at Sekolah Keguruan Ilmu Pendidikan (SKIP) Yayasan Pendidikan Ujung Pandang (YPUP), with a total of 17 participants. This research aims to investigate students' views on the use of literature in English learning activities. Therefore, using literary works for learning model trains students' receptive skills (reading) and their productive skills (speaking). It is because literature consists of various works such as prose, drama, and poetry that can be used as a source of extensive reading material. The use of literature in language learning effectively improves students' language skills. The results of the study indicate that the Read for Writing model has a positive effect on students' short story writing skills in terms of language, content, organization, and communicative achievement. Both qualitative and quantitative data collection and analysis techniques were designed such as tests for short stories, story assessment control lists, reading and writing syllabuses, lesson plans, an analytic story assessment rubric, and a student's view questionnaire. Finally, the participants' views on the model were determined. The purpose of this study is to investigate if there is a significant difference both in the pre-post-test writing achievements of students who were taught through the Read for Writing model, and between the experimental group and the control group. It is a quasi-experimental 13-week field study which was implemented in a primary school.

This study is an inquiry into the effects of reading short stories in improving foreign language writing skills through Read for Writing model, which is the adaptation of the approach called Talk for Writing (Corbett, 2013).