Critical thinking (CT) has generally been known as one of the core competencies of the 21st-century skills that students need to acquire to succeed in today’s world. To attain this goal, teachers undoubtedly have a critical role to play. Involving a group of Indonesian teachers of English, this study aims to explore the teachers’ initial conceptions of critical thinking as reflected in their planned classroom activities. Specifically, the data collected were in the form of written instructional activities that used literary works as learning materials. These data were obtained following the teachers’ participation in an online workshop on promoting critical thinking through literature held for English teachers from MGMP (i.e., English Teachers Working Group) in Bandung Regency. The workshop introduced a model of teaching critical thinking skills using literary works and required the teachers to design their own instructional activities based on the proposed CT model. Adopting content analysis as the methodological tool to scrutinize the teachers’ prepared materials, our initial findings indicate that, in general, the teachers had inadequate knowledge of how to incorporate critical thinking skills into their teaching. Literature was seen merely as a tool to develop students’ linguistic abilities rather than as a way to explore humans’ experiences and to connect ‘the word and the world’. This study recommends that the teachers be given more time to better explore the concepts surrounding critical literacy pedagogy as well as be given more opportunities for practical application of the promoted instructional model.
This study investigates the students" interpretations of English literary texts produced in the heyday of British and American Literature -the Victorian Age and Modernism. The fact that the texts are so distant from the students" time and cultural contexts often becomes the obstacles in understanding, in particular, canonized literary texts. Moreover, in EFL classes where students do not use English in daily basis, the problem is multifold. On the other hand, despite the advice to use texts that are more contextual and meaningful to EFL learners, it is unavoidable for EFL students majoring English literature to read some canonical texts. Although the use of canonical works may present ideological and political bias (see (Said, 1979) and (McCallum & Stephen, 2011)), Lazar (2005) argues that literature, among others, opens access to cultural background, expands students" language awareness and develops students" interpretative abilities. Confronting with time and space so different from the students" own, this study employing reader response theory and analyzes how these EFL students majoring English literature construct meaning from three texts they read and its effects towards their interpretative abilities. The data were collected through students" responses, questionnaires and focus group discussions.Keywords: English literature, canonized literary texts, EFL contexts, reader response PENGGUNAAN PENDEKATAN RESPONS PEMBACA UNTUK MENDALAMI TEKS SASTRA INGGRIS KLASIKAbstrak: Penelitian ini bertujuan untuk menyelidiki interpretasi mahasiswa terhadap teks sastra Inggris yang ditulis pada masa keemasan kesusasteraan Britania dan Amerikayaitu pada Masa Victoria dan Modernisme. Fakta bahwa teks-teks tersebut begitu jauh dari konteks waktu dan budaya yang dialami oleh mahasiswa sering menjadi hambatan untuk memahami teks sastra, khususnya sastra kanon. Lebih dari itu, permasalahan tersebut menjadi bertambah besar di kelas-kelas EFL yang tidak menggunakan bahasa Inggris dalam kegiatan hariannya. Di sisi lain, meskipun terdapat anjuran untuk menggunakan teks yang lebih kontekstual dan bermakna bagi para mahasiswa EFL, mereka yang mengambil jurusan Sastra Inggris tentunya akan membaca beberapa teks sastra kanon. Meskipun penggunaan karya kanon dapat menunjukan ketimpangan ideologis dan politis (lihat (Said, 1979) dan (McCallum & Stephen, 2011), Lazar (2005) berpendapat bahwa sastra, begitu juga beragam hal lain, dapat membuka jalan untuk mempelajari latar belakang budaya, memperluas kesadaran bahasa para mahasiswa, dan mengembangkan kemampuan interpretasi mereka. Dengan adanya perbedaan ruang dan waktu yang begitu berbeda dengan yang dialami oleh mahasiswa, penelitian ini menggunakan landasan teori respons pembaca dan menganalisis metode yang digunakan mahasiswa EFL di jurusan Sastra Inggris untuk membangun makna dari tiga teks yang mereka baca dan dampaknya pada kemampuan interpretasi mereka. Data penelitian ini diperoleh melalui respons mahasiswa, kuesioner, dan diskusi kelompok.
This research aims to investigate and interpret nationalism in Indonesian films for children with local settings. Four films for children -Garuda Di Dadaku (2009), Di TimurMatahari (2011), Serdadu Kumbang (2011, dan Tanah Surga…katanya (2012)-are analyzed with reference to the theoretical assumption of film as a form system covering its language use and mise-en-scène (Bordwell& Thomson, 2010). Employing a formal system analysis, aspects of nationalism were constructed and interpreted using Bhabha's (2000) dissemination theory and a seminal theory of ideology in children and teenagers' literary texts by Hollindale (1988). Results show that nationalism is presented 1) through the films' mise-en-scène which generates attachment to the Indonesian nation; 2) in abstract notions through the films interconnection with aspects of humanity, social justice, and unity; 3) the use of children characters' points of view. The presentation implied that, in the context of building nationalism, the constructed meanings from exposures on nationalism originated in local issues as well as socio-cultural issues have placed children in an instrumental role as the glue in the weaving of Indonesian nationalism. These findings generate three implications: (1) giving inputs about the kind of texts for children which focus on children's point of view; (2) encouraging the exposure of localities to raise the sense of nationalism; and (3) preparing practical ways to empower film as part of national character building in teaching children.
AbstrakDari empat keterampilan bahasa Inggris, keterampilan berbicara merupakan keterampilan yang paling sulit bagi siswa. Banyak alasan yang membuat siswa enggan berbicara bahasa Inggris, antara lain takut ditertawakan oleh temannya dan kurangnya rasa percaya diri. Faktor-faktor tersebut membuat siswa merasa cemas untuk berbicara dalam bahasa Inggris. Sejak diterapkannya pembelajaran dari rumah oleh pemerintah pusat akibat merebaknya Covid-19, siswa semakin tidak pernah berlatih berbicara dalam bahasa Inggris. Hal tersebut memperburuk tingkat kecemasan siswa untuk berbicara bahasa Inggris. Oleh karena itu, penelitian studi kasus kualitatif ini dilakukan untuk membantu mengurangi kecemasan siswa dalam berbicara bahasa Inggris dengan menggunakan zoom-storytelling, terutama ketika mereka diharuskan belajar dari rumah. FLCAS digunakan untuk mengukur tingkat kecemasan siswa. Hasil penelitian menunjukkan bahwa zoom-storytelling dapat mengurangi tingkat kecemasan siswa dalam berbicara bahasa Inggris. Melalui kegiatan zoom-storytelling ini, siswa terbantu untuk mendapatkan pembelajaran tatap muka secara virtual meskipun tidak berada di sekolah. Kata kunci: Aplikasi Zoom, Storytelling, Speaking Anxiety.AbstractAmong the four English skills, speaking is the most difficult skill for students. Many reasons make students reluctant to speak English, including being afraid of being laughed at by their friends and lack of confidence. These factors make students anxious to speak English. Since the implementation of learning from home by the central government due to the outbreak of the Covid-19, students have increasingly never practiced speaking English. It worsens the level of students' anxiety to speak English. Therefore, this qualitative case study research was conducted to help to reduce students' anxiety in speaking English by using zoom-storytelling, especially when they were required to learn from home. FLCAS was used to measure the student's anxiety level. The results showed that zoom-storytelling can reduce students' level of anxiety in speaking English. Through this zoom-storytelling activity, students were helped to get learning face-to-face virtually even though they were not in school.Keywords: Zoom Application, Storytelling, Speaking Anxiety.
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