This paper presents experimental results about the use of the Critical Literacy Approach (CLA) in literary appreciation using Indonesian short stories. The purpose of the study is to find better teaching strategies to improve students’ critical thinking skills and critical awareness to comprehend the conditions of the world, including social relationships involving disproportionate power relations. This study uses the randomized pretest-posttest control group design (RPPCGD), which is a randomized design by giving pretest and posttest to the experimental group (CLA) and control group (expository). The effect of both teaching strategies is calculated through the difference between the pretest and posttest of both groups. This research involved 170 students in the Department of Indonesian Language and Literature Education of an education university in Indonesia. The results are presented in the form of analytical descriptions of paired samples test and paired samples correlations of each group. The results show that students who did a short story analysis with CLA had significantly increased critical thinking skills and critical awareness compared to students of expository strategy. The average posttest of the experimental group is 80.33, which is considerably higher than the control group, with an average of 76.13. The average increase in skills (posttest-pretest) of the experimental group is 38.71 points, and the control groups have an average increase of 31.19 points. Therefore, it is clear that the teaching of literary appreciation using Indonesian short stories with CLA is effective. The use of CLA strategies in increasing students’ critical thinking skills and critical awareness through literary appreciation of Indonesian short stories shows positive results. The results of this study can contribute to the field of learning design with new ideas to improve critical thinking skills and critical awareness of Indonesian students through effective short story analysis or fictional prose analysis.
This research intends to portray a variety of literacy dimension learning strategies through the analysis of didactics of HB. Jassin's short stories. The stories pointed out their specific didactics. As one of the literary learning materials, the didactics of the stories infer high relevance towards the national education goals. A qualitative approach was employed in conjunction with the framework of literary works didactic theories. The stories to analyze were: 1) "Kalau Pandai Ia Berkata (Merdeka, 1966), 2) "Darah Laut" (Djawa Baru, 1944), 3) "Antara Si Lemah" (Poedjangga Baroe, 1941). The findings indicated that the stories were full of didactic values. The values consisted of dignified personality, well-mannered behavior, critical thinking ability, self-control, responsibility, independence, sincerity, bravery, and creativity. Those values could be delivered to students through literacy dimension learning strategies: 1) brainstormin writing ideas, 2) character development in writing and 3) problem posing.
This study aimed to study the effect of drama-based language teaching on students' presentation skills in college. This study used a quasi-experimental method by dividing two groups of participants, namely experimental and control. The samples involved in this study were 100 students from semester 5, divided into 2 groups with the composition of each group of 50 students. The experimental group received a drama-based teaching intervention and was assigned to perform live drama at the end of the semester, while the control group did not. The research results show that drama-based language teaching contributes significantly to students' presentation skills. The improvement in presentation skills is seen in the presentation aspect, namely organization, adaptability, and presentation content. It can be concluded that the intervention of language teaching through drama can improve students' oral language skills or presentation skills. This study implies that in supporting academic activities, students' speaking skills can use drama as an alternative, especially for students who take language studies programs.
This paper aims to describe the children's social identity of Indonesian children's literature. Based on the low understanding of social identity that has the potential to cause social interaction problems thus, it needs to be introduced from an early age to children. The children's story is a good teaching material as well as the right media to introduce the concept. This research applied content analysis method. The data collection technique was continuous reading and recording. Data analysis techniques were categorized into tabulating and inferencing. The results of this study were: (1) The social identity of children in Indonesian children's literature in the family environment was children, grandchildren, and nephews; in school was as a student, a friend, a seatmate, and a classmate; in the community was as citizens, friends, playmates, neighbors, sellers, and buyers. (2) The social identity of children in Indonesian children's literature was presented through narrative and dialogue. (3) The social identity of children in Indonesian children's literature is relatively complex but it was united as one unity of story. Thus, the existence and diversity of social identity in the story can be utilized as teaching materials in the elementary school so that students have adequate self and social literacy.
Media in learning is very important to support learning success and maximize learning outcomes. In the multimedia era, the media used tend to be technology-based. But it is possible that conventional media such as books, novels, pictorial stories etc. can still be used and are indispensable. Literary work is very possible to be used in learning, especially in early reading and writing. Literary literacy by utilizing literary works can be chosen as a solution in learning, because literature has many advantages, including developing language skills, developing character, learning media, and others. The purpose of the study was to obtain a profile of reading and writing early learning in elementary schools in the city of Bandung. Data is used as a reference for designing learning syntax by utilizing literary literacy. Descriptive qualitative methods are used in research to analyze the data obtained. The main data used were teacher answers based on questionnaires distributed in 40 different elementary schools in the city of Bandung. Based on the results of the study, only a few teachers used literary works in reading and writing early learning. The use of literary works, especially fables has not been maximally utilized in learning. Whereas by utilizing literary works, teachers can develop language skills and student character, as well as social learning.
Culture shock atau sering kita sebut dengan istilah gegar budaya sangat berkaitan dengan keadaan dimana ada kekhawatiran dan ketidakmenentuan dari perasaan dan pikiran berlebih yang dialami orang-orang yang menempati wilayah baru dan asing. Di Unsika sendiri, kondisi culture shock sangat tampak jelas di kalangan mahasiswa khususnya. Kondisi tersebut bukan hanya dilatarbelakangi oleh status Unsika yang menjadi sebuah Perguruan Tinggi Negeri yang berada di daerah Karawang, juga karena posisi Kota Karawang yang terletak pada perbatasan Ibu Kota yang kita ketahui bersama merupakan pusat kehidupan Metropolitan. Sehingga, sedikit banyaknya mempengaruhi kondisi sosial masyarakat yang terbentuk dalam keadaan culture shock. Banyaknya mahasiswa pendatang dari berbagai daerah bahkan berasal dari luar pulau, menjadikan kondisi culture shock di lingkungan mahasiswa Unsika berada pada tingkat atau tahap culture shock yang beragam. Namun, dalam kajian ini ditemukan kunikan dimana rerata terbesar dari the crisis phase dialami oleh responden atau mahasiswa wanita. Sehingga sangat menarik untuk diteliti lebih lanjut lagi terhadap penyebab dan keterkaitannya.
This study describes the didactic literature, namely literature that educates in imaginative or fictitious forms including moral, religion, philosophy or certain themes. This study aims to analyze the contents/expressions of discipline in literary works. This study employe a descriptive qualitative method based on the theory of didactic literary approach. The data were obtained by documentation study techniques and content analysis. The source of this research data were the texts that contain didactics expressions from a collection of Indonesian folklore, in this case Acehnese folklore, entitled "Cerita Rakyat Aceh Bernuansa Damai" [Peaceful Nuance of Aceh Folklore] published by the Peace Education Program (PPD) in 2009 containing 21 stories from various regions in Aceh. The analysis shows that the expression of the falsity of folklore in terms of (a) the suitability of the content/expression with the aim of national education, (b) contain a cultural dimension consisting of language, science, profession/work, technology, art, social system/organization, and religion/religion, (c) contain dimensions of knowledge: conceptual, procedural, and metacognitive, (d) find out the knowledge as the source of the problem/conflict and the solution provided.
AbstrakRelasi Antarteks dalam Pengkajian Sastra. Relasi antarteks terdapat dalam karya sastra yang di dalamnya membayangkan teks lain. Dalam mengkaji teks demikian, kita biasanya langsung mengkaitkannya dengan konsep intertekstual, padahal konsep tersebut berkaitan dengan teori pascastruktural sehingga dalam pengkajiannya, kita harus mengikuti prinsip-prinsip pascastrukturalisme. Relasi teks juga mensyaratkan kita untuk melakukan kajian bandingan, yang dalam kajian sastra dapat menggunakan konsep sastra bandingan. Kajian sastra bandingan tidak berkaitan dengan salah satu teori. Bahkan, teori apapum dapat dimanfaatkan untuk kepentingan sastra bandingan. Sehubungan dengan relasi teks dalam dunia sastra merupakan fenomena menarik, kemungkinan banyak pihak atau peneliti yang tertarik untuk mengkajinya. Oleh sebab itu, diperlukan landasan teori sastra yang kukuh dan relevan sehingga menghsilkan kajian sastra yang bermakna dengan kadar ilmiah yang dapat dipertanggungjawabkan. Penegasan ciri pembeda antara prinsip kajian sastra bandingan dan prinsip kajian intertekstual dalam tulisan ini merupakan upaya ke arah pengkajian sastra yang demikian. Kata kunci: teks, intertekstual, pascastruktural, sastra bandingan AbstractInter-textual Relation in Literary Studies. Inter-texts relation exista in literary works; one work shadows the other. In studying such texts we often immediately link them with the concept of intertextuality that belongs to post-structuralism. Texts relation also requires us to compare literary works using comparative literary study concepts. Comparative literary studies are not related with one specific theory. Any theory can be employed. Texts relation is an iteresting phenomenon that invites many to investigate. For this reason we need a grounded and relevant literary theory that will facilitate insightful and reliable literary studies. The difference between comparative literature principles and inter-textual studies principles are discussed in the article.
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