Purpose: This study centers on the significant role of Reader Response theory in instruction literary text, this study also, affirms that there is a useful and progressive influence of the Reader-response strategy in the literary text to enhance and improve the level of EFL Iraqi learners’ critical thinking. This study proves that teaching literature, without Reader response strategies, the level of development of critical thinking becomes very passive and slow. Methodology: The researcher used one group “pre-post-test”. The study was conducted at the English department, Faculty of Education in Iraq. This study was carried out for fifteen weeks. The researcher administered Cornell Class-Reasoning Test as a pre-test in week 4 while post-test in week 12.The researcher used non-probability convenient sampling because it was probably the most common of all sampling techniques in social sciences and the proximity of the samples to the researchers (Patton, 1990).This test was run twice with intensive interventions for five weeks implemented between the two tests. Main Findings. Findings showed that there was a statistically significant difference in the EFL Iraqi learners' critical thinking skills between pre-test scores and post-test scores. There are statistically significant differences at the “p ≤ 0.05” level for the following item groups: 1, 2, 3, 4, 5, 6, 7, 8, 9, and 12. This study confirmed that participants significantly improved their level of critical thinking skills by implementing Reader- Response activities in teaching literary texts. Implications: This study proposes applying the strategies of reader-response theory as an effective and encouraging concept or stimulating approach to enhance the level of recognition and appreciation of the texts in literature. This experiment could be a positive study and applicable to different educational centers to teach all the texts in English literature. This study helps instructors to change their old-style manners of instructions. Novelty: The experiment focused on the vital and encouraging role of reader-response theory in fostering EFL Iraqi readers’ capacity to generate multi-layers of versions and meanings during reading literature. The study presents a helpful and successful manner to all the persons who work as teachers in educational systems. The study directs the instructors to follow the modern approaches in explaining the literary text to their learners instead of the old-style manner. EFL tutors should practice these strategies in EFL English classes of literature so that they could make the lecture full of activity and enjoyment throughout the interesting themes of literature.
This study presents English teachers' professional, personality, social, leadership, and classroom interaction attributes which senior high school and university students expect from their English teachers. By knowing those attributes, English teachers are expected to be able to help their students attain better English language proficiency. For the investigation, five sets of questions were distributed in order to find out the respondents’ favourite English teachers attributes. The respondents consisted of senior students of three high schools and undergraduates of three universities who had high, mediocre and low English language proficiency. The results show that the students' levels of education and English language proficiency influence the students' perceptions on their English teachers' attributes. This study suggests that English teachers recognize the attributes that their students highly expect from them. It is suggested that English teacher training institutions should conduct more professional English language and language teaching trainings that help teachers to develop the attributes. It is also suggested that the Ministry of Research, Technology and Higher Education of the Republic of Indonesia to monitor and evaluate universities and institutions which establish English Education Departments.
This research paper mainly discusses Soeharto and his “Work Ethic” value system. It focuses on the role of local wisdom as a fundamental value that has moulded leadership character and style of Soeharto in Indonesia. A term during his leadership tenure was used by Soeharto to identify, list and explain the source of the dominant local wisdom. Content analysis was used as the method of analysis in to explain a series of “End of the Year Speech”, “Nationhood Speech” and “Party Speech”. Initial analysis on the speech texts showed that emphasis on values was given at every serie of the speeches delivered. Next, quotations of every paragraph in the speech texts were scrutinized for groupings of dimensions (Value Dimensions) specifically referring to Asian Values. The paragraphs of every text were recited for the final time in order to identify Derived Values originated from each of the Value Dimensions. Recordings of data were carried out by using Archive for Technology, the Life World and Everyday Language. Text Interpretation (ATLAS).ti version 7 software. It was discovered that Soeharto used his “Nationhood Speech” serie as his main medium to deliver values to his people. Value Dimension “Work Ethics” was identified as the second most important value in his delivery of messages on development. Meanwhile, Derived Values “Strong/Kind/Dilligent/Viable/Earnest” were values that frequently appeared in the dimension. At the end of this paper, an explanation on the application of these values in the leadership and development under Soeharto is obtained. In conclusion, a leader who manipulated local wisdom is capable of achieving development that is more pragmatic and effective. Reinvigorating the local wisdom is a significant factor that can catalyze a continuous development specifically in Indonesia and generally in the South East Asia.
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