Critical Literature Pedagogy: A Perspective from an EFL Setting

Afifuddin, Muzakki; Kadarisman, A. Effendi

doi:10.5220/0009912828772885

Cited by 2 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This study supported the assumptions that Critical Literature Pedagogy may become a standard approach in the teaching of literature in EFL settings that promoted literary analyses that were closer to the 'learners' milieu (Afifuddin & Kadarisman, 2020). These findings also have the potential to overhaul the existing paradigm of English education.…”

Section: Teaching Literature: Teaching Technique Implementationsupporting

confidence: 78%

Teaching Literature: Infusing Literary Works on Language and Emotional Intelligence Improvement

Rokhmah,

Purwaningsih,

Anggawirya

et al. 2024

E-Structural

View full text Add to dashboard Cite

Abstract. Literary works and language teaching need more prior focus on their investigation, specifically on seeing how those two things affect language proficiency. This study aims to investigate the effectiveness of teaching literature in improving students' English proficiency while also considering other aspects such as empathy, emotional intelligence, and aesthetic satisfaction. The method used was a pre-experimental design with a sample of 28 students. Before the intervention, a needs analysis was conducted to measure students' reading literacy, reading interest, and aesthetic interaction with literature. Learning objectives designed based on this needs analysis were then implemented. The data were taken through conducting need analysis, treatment, and measurement. The findings showed a significant increase in the student's English proficiency, with approximately 82% increases in empathy scores, 35% in emotional intelligence, and 20% in aesthetic satisfaction. These results indicate that literature is an effective tool for language teaching and contributes to students' holistic development in other aspects of life.Keywords: children's literature; emotional intelligence; language development; teaching literatureAbstrak. Penelitian ini bertujuan untuk mengetahui efektivitas pengajaran sastra dalam meningkatkan kemahiran bahasa Inggris siswa, serta mempertimbangkan aspek lain seperti empati, kecerdasan emosional, dan kepuasan estetika. Metodologi yang digunakan adalah desain pra-eksperimental dengan sampel sebanyak 28 siswa. Sebelum melakukan intervensi, dilakukan analisis kebutuhan untuk mengukur literasi membaca siswa, minat membaca, dan interaksi estetika dengan sastra. Tujuan pembelajaran yang dirancang berdasarkan hasil analisis kebutuhan ini kemudian dilaksanakan. Temuan menunjukkan bahwa terdapat peningkatan yang signifikan dalam kemahiran bahasa Inggris siswa, dengan peningkatan skor empati sekitar 82%, kecerdasan emosional sebesar 35%, dan kepuasan estetika sebesar 20%. Hasil ini menunjukkan bahwa sastra tidak hanya merupakan alat yang efektif untuk pengajaran bahasa tetapi juga memberikan kontribusi terhadap perkembangan holistik siswa dalam aspek kehidupan lainnya.Kata kunci: kecerdasan emosional; perkembangan bahasa; pengajaran sastra; sastra anak

show abstract

Section: Teaching Literature: Teaching Technique Implementationsupporting

confidence: 78%

Teaching Literature: Infusing Literary Works on Language and Emotional Intelligence Improvement

Rokhmah,

Purwaningsih,

Anggawirya

et al. 2024

E-Structural

View full text Add to dashboard Cite

show abstract

“…Another study by Klonia (2015) resulted supports to the potential role of CLP as a methodology when teaching literature in EFL setting in upper secondary school in Sweden. Furthermore, Afifuddin and Kadarisman (2020) presented evidence on how the curriculum of the literature classrooms in certain EFL setting have already been within the framework of CLP. The findings showed that the lecturer as the instructor and the department as the curriculum developer had unintentionally explored the dimensions of the framework of CLP.…”

Section: Introductionmentioning

confidence: 99%

Integrating Personal Moral Values in Teaching Literature in English as a Foreign Language Setting

Afifuddin

2022

Buletin Al-Turas

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Critical Literature Pedagogy: A Perspective from an EFL Setting

Cited by 2 publications

References 0 publications

Teaching Literature: Infusing Literary Works on Language and Emotional Intelligence Improvement

Teaching Literature: Infusing Literary Works on Language and Emotional Intelligence Improvement

Integrating Personal Moral Values in Teaching Literature in English as a Foreign Language Setting

Contact Info

Product

Resources

About