Reconciling Literary Text with Learners’ Trust in EFL Class 1 Mister Gidion Maru Manado State University, North Sulawesi mrhekang@yahoo.com Abstract Expecting communicative activities, in light of the goal of EFL concerns with the ability to communicate, among learners in English as a Foreign Language (EFL) class has colored the mind of teacher for time to time. In that respect, conventionally, teachers have tried to apply, implement and modify a variety of teaching methods and strategies. This paper attempts to share an idea of establishing trust among learners by reconciling it with the use of literary text in order to set a climate for active learning and participation in EFL class. Trust for EFL learners become crucial as it reflects the relationship and bond as well as willingness to interact with others in class activities. As the trust established, learners begin to socialize themselves including exchanging ideas and expression. It is at this climate that the learner learns from and with their classmates, both through his classmate ƌespoŶse toǁaƌd the ŵistake he ŵakes aŶd his Đlassŵates ŵistake aŶd help. Fuƌtheƌ, in a trust of his classmates as a friend and partner in learning the language, the EFL learners shall easily perform the language competence as practiced in writing dialogs, conducting interviews and presentations or reaching a consensus within a group. For the purpose of helping the learners to have the same material to focus embodying the trust established among them, a literary text, one of the alternatives, could play a role. A literary text, combined external realities, is a rich material within which all language skills are extended and cultural awareness of the learnt language is developed. Teachers, then, reconcile the text with the trust needed among the learners in the endeavor to arrive at the goal of EFL class. Keywords: Trust, Language competence, class activities, literary text Introduction Having an active EFL (English as a Foreign Language) class has been a dream for almost all of teaĐheƌs. LeaƌŶeƌs ǁilliŶgness to share their ideas and opinion or at least to respond toward their teachers and classmates in English fills the mind of EFL teachers. This perspective is not apart from the goal of EFL that is to be able to communicate in English. Thus, the classroom activity, in a certain poiŶt, ŵaLJ ƌefleĐt the teaĐheƌs aiŵ at ĐoŵiŶg to the edžpeĐted output; to Ŷegotiate as ǁell as seŶd and receive meaning in English. In other words, hoping communicative activities, in light of EFL goal as to the ability to communicate among the learners in EFL class has colored strategies and appƌoaĐhes deǀeloped ďLJ EFL teaĐheƌs. JoaŶ KaŶg “hiŶ ;ϮϬϬϳ: ϮͿ ǁƌote, WheŶ teaĐhiŶg EŶglish as a Foreign Language (EFL), at any level, the classroom has to be a place in which language is not only 1 This paper was presented at 56th TEFLIN International Conference on December 8- 10, 2009 in UIN Malang, Indonesia