Young Adult Literature in the Classroom--Or Is It?

Bushman, John H.

doi:10.2307/820642

Cited by 26 publications

(26 citation statements)

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“…In consequence, their responses are richer with intertextuality and self-reflection than those the rest of the group. What they have done is what Probst (1987 in Bushman andBushman, 1997) believes that "literature provides us not knowledge ready-made but the opportunity to make knowledge. "…”

Section: Interpretive Abilitymentioning

confidence: 99%

“…On the other hand, Collie and Slater (1987), Bushman and Bushman (1997) and Maley (2001) argue that literature should be taught in a relevant and meaningful ways so that the students are able to engage and later appreciate it more. In result, they are concerned with creating classroom activities that improve students" engagement in literature.…”

Section: Penggunaan Pendekatan Respons Pembaca Untuk Mendalami Teks Smentioning

confidence: 99%

“…Rereading is a good activity to understand a literary work (Hunt and Vipond (1991) in Miall, 2002). Furthermore, the bulk of literature on teaching literature (see Collie & Slater, 1987, Bushman and Bushman 1997, Maley, 2001, Lazar, 2005, Kilduff et al 2010, Delbanco, 2011 suggest variety of activities to approach a text. Students should be encouraged to share thoughts and feelings, to read other sources so that they can enrich their existing schemata.…”

Section: Interpretive Abilitymentioning

confidence: 99%

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Using Reader Response Approach to Get Engaged in English Texts of the Past

Nafisah

2014

Indonesian J. Appl. Linguist

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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.

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Section: Interpretive Abilitymentioning

confidence: 99%

Section: Penggunaan Pendekatan Respons Pembaca Untuk Mendalami Teks Smentioning

confidence: 99%

Section: Interpretive Abilitymentioning

confidence: 99%

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Using Reader Response Approach to Get Engaged in English Texts of the Past

Nafisah

2014

Indonesian J. Appl. Linguist

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“…The conflict is as unending as the sea surrounding the island, and the island's anonymity itself suggests it could be any place and that the conflicts depicted there will happen again somewhere else. Bushman and Haas (1997) tout the use of young adult literature in the classroom as "imperative;" it "serves young people in their struggle with identity, with their relationships with adults, and with their choices" (25). Thus, young adult literature acts as a guide through their journey into adulthood.…”

Section: Lord Of the Fliesmentioning

confidence: 99%

Rough Flight: Boys Fleeing the Feminine in Young Adult Literature

Khan¹,

Wachholz²

2006

ALAN

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“…There are plenty of choices lie ahead, yet the preference of using either classic or contemporary fictions is a never ending toil. Some educators believe that the classic literature will benefit young students in that it offers cultural and literary heritage (Bushman, 1997). Others argue that contemporary fictions are far more realistic in themes and characters that adolescents can relate strongly to the stories.…”

mentioning

confidence: 99%

Let’s Talk and Tolerate: Strengthening Students Cultural Awareness Through Literature Circles

Moecharam

KartikaSari

2014

Indonesian J. Appl. Linguist

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Putting more attention on teaching language skills, the use of literature in EFL classrooms is often abandoned. While essentially, exploiting literary texts in some advanced EFL courses, serves a variety of purposes, dedicated to encourage interactive and communicative classes for language learners at different levels of proficiency. Literary texts often offer cultural explorations through the embedded cultural contexts in the stories. Indeed, exploring literary works provides an exercise in cultural relativity, so that students are more aware of the cultural differences presented in various contexts. Both teachers and students need to get involved in class discussions and activities which are created to support deep exploration of cultures in the texts. This paper reports on the use of literature circles in an advanced EFL classroom to reinforce students' cultural awareness through the examination of classic literatures as well as contemporary realist fiction. The two genres of literatures also bring about multicultural issues which are worth noting in an attempt of developing students' cutural awareness. In the research, it is further found that distributing students in small discussion groups has encouraged more -talking‖ and improved students' written responses. In addition, teachers discovered that cultural values and attitudes are easily transferred through the characters in the literary works. Keywords: literature circles in EFL classroom, classic literatures, contemporary realist fictions. MARI KITA BICARA DAN MENOLERANSI: MEMPERKUAT KESADARAN BUDAYA SISWA MELALUI LINGKAR SASTRAAbstrak: Pengajaran bahasa Inggris di kelas-kelas EFL lebih sering terfokus pada pengajaran keterampilan berbahasa, dan cenderung mengabaikan penggunaan karya sastra berbahasa Inggris. Padahal, penggunaan karya sastra di kelas-kelas bahasa Inggris memiliki potensi besar yang ditujukan untuk membuat kegiatan pembelajaran lebih menarik dan interaktif. Karyakarya sastra umumnya menawarkan pemaparan budaya dalam bentuk konteks kebudayaan dalam alur ceritanya. Selain itu, mengkaji karya sastra juga melatih pemahaman akan budaya, dengan demikian peserta didi akan lebih peka terhadap perbedaan budaya yang tersaji dalam berbagai bentuk konteks cerita. Keterlibatan dan interaksi antara pengajar dan peserta didik dalam proses pembelajaran di kelas dapat menjadi daya dukung yang sangat baik untuk ekplorasi budaya yang lebih mendalam dalam kajian teks-teks sastra. Makalah ini menyajikan bagaimana penggunaan Literature

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Young Adult Literature in the Classroom--Or Is It?

Cited by 26 publications

References 1 publication

Using Reader Response Approach to Get Engaged in English Texts of the Past

Using Reader Response Approach to Get Engaged in English Texts of the Past

Rough Flight: Boys Fleeing the Feminine in Young Adult Literature

Let’s Talk and Tolerate: Strengthening Students Cultural Awareness Through Literature Circles

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