-In the process of developing students' literary competence, especially in the aspect of the ability to respond appropriately to all literature in a target language, students' literacy in the target language becomes a challenge that a teacher must face. This paper then proposes the initiation of literary competence through critical literacy in the target language. The study involved 84 university students that study English Literature in an EFL context. They were asked to critically read English literary texts and discuss in a group about the texts and then they were asked to write what they think about the texts. Their writings were then analyzed to see the students' ability to response appropriately to the texts in the target language. The 8 students were randomly selected to be interviewed about their attitude and reflection on the critical literacy activities and literary competence. The results show that only small number of students are able to engage in their literary competence within the interactional critical activities. Furthermore, the implementation of the activities of critical reading and discussing about literary texts and writing self-reflections are expected to improve the students' literacy and literary competence.
Questioning the existence of culture within EFL pedagogy has been an issue of identity of the Indonesian pedagogical practitioner. The chaotic perception upon the choice of implementing English culture or the local culture raises plenitude of dialogues among these pedagogical practitioner as well as researchers in Indonesia. This paper specifically embraced English literature classrooms as the setting of the dialogue between local culture and English literary texts and how it is represented by the instructors. Approaching the study qualitatively, this paper gained the results through observation, interviews, and text analysis. The data were then analyzed based on the theory of culture by Hofstede and the theory of literary competence by Spiro. The results showed that local culture was represented through the level of behavior/artifacts and the level of values/norms. The results also showed that the instructors' literary competence becomes the channel of their local culture and provided the possibility of transference of local culture within the process of the teaching-learning process of English literature. This paper, thus, suggested more comprehensive studies on the curricular application of the local culture within literary pedagogy in EFL settings.
No abstract
This paper aimed at exploring the existence of the integration of personal moral values within the process of the teaching of literature in English as a Foreign Language (EFL) setting in an Islamic University in Indonesia. As a part of the personal literary competence being performed in approaching literary texts, in this case study, literature instructors in EFL setting were seen as approaching the teaching of the English Literary texts through the framework of Borsheim-Black’s Critical Literature Pedagogy. It was a pedagogical framework for merging goals of critical literacy and canonical literature instruction consisting of two stances of reading literature: reading with the text and reading against the text. In this study, the stance of reading against the text became distinguishable since the findings showed that both literature instructors inadvertently articulated their personal moral values in approaching the teaching of English literary texts within the classroom although the objectives of the courses did not focus on teaching moral values. The study concluded that these instructors have a certain perception towards the integration of their personal moral values in the reading of literature and the teaching of literature in EFL set-ting. Hopefully, such assumption will be studied in further research.
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