scholarly journals ENGLISH LITERATURE TEACHING: AN INDONESIAN CONTEXT

2016 ◽  
Vol 6 (1) ◽  
pp. 42 ◽  
Author(s):  
Nita Novianti
Keyword(s):  
Language Learning ◽  
English Literature ◽  
Literary Texts ◽  
State University ◽  
Literature Teaching ◽  
Teaching Resources ◽  
Important Place ◽  
Efl Students ◽  
Reading Assignment

<p>Literature has gained an increasingly important place in language learning. Particularly in the EFL context, it has been regarded as beneficial for the improvement of English skills. However, there is not much attention given to the teaching of English literature for the sake of literature, not merely as a tool or technique in language learning, especially in Indonesia. The research therefore aims to investigate the teaching of English literature to EFL students in Indonesian universities. More specifically, it attempts to find how English literature lecturers select literary texts, what problems encountered by lecturers in teaching English literature to EFL students, and how they cope with the problems. A case study to three lecturers teaching three different literature courses in a state university in Indonesia was conducted. The findings show that: <em>First, </em>lengths, levels of language difficulty, canonical status, and the cultural background of the author become the main consideration for selecting the literary texts to teach; <em>Second</em>, the problems encountered are of threefold, namely reading habit, English proficiency, and resources; and <em>Third</em>, some of the strategies to cope with the problems consist of individual reading assignment, reading group, and taking the most advantage of the internet for teaching resources. This research has demonstrated that there are many areas for further studies in the teaching of English literature to EFL students in Indonesia, finding effective teaching models is one of them.</p>

On Translating Prepositions from English into Indonesian: A Case Study of Indonesian EFL Students

2017 ◽  
Vol 9 (3) ◽  
pp. 186
Author(s):  
Sependi Napitupulu
Keyword(s):  
Undergraduate Students ◽  
English Literature ◽  
Phrasal Verbs ◽  
Efl Students ◽  
Correct Translation

This study attempts to investigate errors in translating prepositions from English into Indonesian language by Undergraduate students at the Methodist University Indonesia, Medan. A total of 20 students in the Department of English Literature, Faculty of English Letters were involved in this study. Forty sentences containing English prepositions were translated by the students. The translations were then compared with the Indonesian equivalence in order to find out the quality of their translation. In order to measure the quality of preposition translation, three categories were referred to, namely: correct translation, correct with revision translation, and incorrect translation. Having analyzed the data, it revealed that most of the students failed to translate complex prepositions such as phrasal verbs. However, most students successfully translated simple prepositions such as noun prepositions and adjective prepositions. From 100% correct translation expected of students, only 44.37% of the total correct translation of prepositions committed by students. While correct with revision, from 100% correct translation with revision expected of students, only 41.75% of the total correct translation that need revision is produced by students. In the meantime, 13.75% of the total incorrect translation is produced by students. It was concluded that students tend to face problems in translating prepositional verbs as they are rarely used by and unfamiliar to students.   

scholarly journals Can Literature Teaching Be Functional for Students?

2004 ◽  
Vol 1 (1-2) ◽  
pp. 141-156
Author(s):  
Meta Grosman
Keyword(s):  
Foreign Language ◽  
English Literature ◽  
Literary Texts ◽  
Experimental Examination ◽  
Literature Teaching ◽  
Major Shift ◽  
Critical Understanding ◽  
The Rich ◽  
New Curricula

The essay discusses the dilemmas of literature teaching as first raised by student unrest towards the late 1960s because of the inefficiency and lack of interest of the established forms of literary studies and literature teaching of the time, and the later resolutions of these dilemmas towards the end of the century. The process of long-term experimental examination of the existing alienating forms of studies and teaching started when the criticism of students came to be supported by some of the most distinguished professors of literature. The second section centres on some more successful efforts to surpass such inefficient old forms of literature teaching with the major shift from teaching data about literature to the discoursal analysis of texts and to promoting students’ competence of critical understanding of literary texts and the functioning of language. The third part deals with trends in literature teaching within the framework of English literature as anticipated by the new Slovene curricula for English as a foreign language and the preparation of teachers for it. It emphasises the importance of the intercultural dimension of teaching according to the new curricula and the rich possibilities for the understanding of intercultural contacts in the process of reading literature in English.

scholarly journals Arab-Origin Students’ Experiences of Learning Turkish: A Case Study

2018 ◽  
Vol 6 (12) ◽  
pp. 208
Author(s):  
Esra Karakuş Tayşi
Keyword(s):  
Data Analysis ◽  
Language Learning ◽  
Research Method ◽  
Native Speakers ◽  
State University ◽  
Structured Interviews ◽  
Aegean Region ◽  
Language Structure ◽  
Arab Origin

The purpose of this study is to consider the Turkish learning situations of the 16 Arab-origin students learning Turkish at TÖMER subordinate to a state university in the Aegean region from the perspectives of both students and the teachers who teach them Turkish and investigate their language learning experiences from many perspectives. In order to achieve this goal, a qualitative research method was used. Data were collected from the participating students and lecturers through semi-structured interviews. The method of content analysis was used in the data analysis. Based on the findings obtained in the data analysis, it was concluded that the students stated that; they learnt Turkish to study at a university and because they had to live in Turkey; they had the most difficulty in the writing skill; they found the Turkish lessons difficult due to the different language structure and alphabet. On the other hand, the participating lecturers stated that; the students had difficulties in writing; they used Turkish by having conversations with Turkish native speakers and at work; the mistakes they made the most were suffix and spelling mistakes, and in order to solve these problems, they got the students to play concept games, and had lessons in different places outside the classroom by getting the students to do a lot of practice.

Mobile Technologies, Podcasting and Language Education

2009 ◽  
pp. 331-349 ◽  
Author(s):  
Volker Hegelheimer ◽  
Anne O’Bryan
Keyword(s):  
Language Learning ◽  
New Technology ◽  
Language Education ◽  
Mobile Technologies ◽  
Development Phase ◽  
State University ◽  
Iowa State University ◽  
Learning And Teaching ◽  
Teachers And Students

The increasing availability of mobile technologies is allowing users to interact seamlessly with a variety of content anytime, anywhere. One of these new Web 2.0 technologies, or technologies that aim at enhancing and creating opportunities for user collaboration, is podcasting (Wikipedia, 2008; O’Reilly, 2005), an online audio and video publishing tool. Podcasts are increasingly being used by language educators and learners, yet in the educational realm, podcasting is still in a development phase as teachers and students are just beginning to experiment with ways to best use the technology. Therefore, few guidelines exist in terms of researching this new technology, specifically with regards to language learning and teaching (Rosell-Aguilar, 2007). In this chapter we begin to close this gap by first providing an overview of podcasting. We then discuss the potential of podcasting to transform ways in which languages are learned. In doing so, we cite illustrative examples of podcasts currently being used by language educators and students, and suggest ways in which the effects of this technology on language learning processes may be researched in order to make pedagogically sound decisions about using podcasts for language learning and teaching. After presenting a case study investigating the use of podcasts at Iowa State University, we conclude with a reflection on the potential for podcasts to transform language learning and teaching.

scholarly journals Spontaneous Gesturing in the EFL Classroom and its Impact on Interaction and Learning: A Case Study

2017 ◽  
Vol 5 (2) ◽  
pp. 34
Author(s):  
Haifa H AlGhamdi ◽  
Fatimah M A Alghamdi
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Classroom Interaction ◽  
Vocabulary Retention ◽  
Independent Observer ◽  
Efl Teachers ◽  
Efl Students ◽  
Preparatory Year

The purpose of this study is to explore the effect of English as a Foreign Language (EFL) teachers’ spontaneous use of non-verbal gesture cues in classroom atmosphere and in teaching and learning English vocabulary at college, EFL Saudi context. Two groups consisting of thirty-nine female students, who are studying in their preparatory year at a major Saudi university, and two female EFL teachers participated in the study. For one session each, the two groups were observed by one of the researchers and an independent observer. Each of the two groups’ teachers was observed while teaching her subject matter to students where the students had to learn a list of new English vocabulary items. Qualitative data from the classroom observation sessions were gathered to identify possible differences in nonverbal behavior and to explore its effect on classroom interaction and general atmosphere. Quantitative data, on the other hand, was gathered through vocabulary tests to find out if different EFL teachers’ nonverbal conduct will impact vocabulary learning. The findings of the study revealed that gesture has a positive impact on classroom interaction. Moreover, gesture has a significant impact on the EFL students’ vocabulary retention. Based on the data anlysis and findings of this study, several implications are made on the topic of gesture and its impact on language learning and classroom interaction for further research and classroom practices.

scholarly journals Tuning the Chords of Youth Identity: A Community-Based Project Focused on Music in English

2019 ◽  
Vol 18 ◽  
pp. 48-67
Author(s):  
Edna Mercedes Bonilla-Salazar
Keyword(s):  
Critical Pedagogy ◽  
Language Learning ◽  
Structured Interviews ◽  
Community Based ◽  
Identity Exploration ◽  
Basic Principles ◽  
Tenth Graders ◽  
Youth Identity ◽  
Efl Students

This is an exploratory case study implemented in a public school of Ibagué Colombia, that reports findings of a qualitative research. In this study tenth graders EFL students, explored into their local contexts, salient aspects of youth identity, that emerged from interaction with music in English. The study is framed on some basic principles of Critical Pedagogy (CP) and foundations of Community- Based Pedagogies (CBP). Content data analysis was used to examine the information obtained from the different tools of data collection: community mapping, questionnaires, recorded semi-structured interviews and notes in the teacher’s journal. Finally, member checking was implemented to validate data and to increase the credibility and validity of this qualitative study. Conclusions and pedagogical implications reveal how local inquiries focused on music in English become a source for language learning and enlighten curriculum designers and teachers towards the construction of a flexible curriculum with relevant content, oriented to youth identity exploration and understanding

scholarly journals STUDENTS’ PERCEPTION TOWARD THE ENACTMENT OF METACOGNITIVE INSTRUCTION IN AN EFL WRITING CLASS: LESSON LEARNED FROM A PRIVATE UNIVERSITY IN INDONESIA

2020 ◽  
Vol 3 (3) ◽  
pp. 220
Author(s):  
Ani Fiani
Keyword(s):  
Language Learning ◽  
Private University ◽  
Learning Goals ◽  
Teaching Program ◽  
Efl Writing ◽  
Metacognitive Instruction ◽  
Writing Class ◽  
Efl Students

Metacognition plays an important role in developing EFL students to become successful learners who are able to plan their learning goals, monitor their learning progress, and evaluate their learning outcomes in the disruption era. Because of the crucial role of metacognition in language learning, the implementation of metacognitive instruction in an EFL writing class had been investigated during one semester. Thus, this article discussed the students’ responses towards the use of the teaching program. This research study conducted with thirty three students in a private university in Lubuklinggau used a case study by collecting data through a questionnaire and reflective journals. The research results revealed that most of the EFL students had highly positive responses towards the implementation of metacognitive instruction in an EFL writing class including three aspects, namely the learning materials, learning activities, and benefits of the learning processes. Therefore, the teaching program had encouraged and benefited to the students in learning to write.  Metacognitive instruction, as an alternative of effective methods, should be considered by teachers to help their students to become more independent learners.Keywords: Metacognition, metacognitive instruction, writing

scholarly journals Strengths and Weaknesses of Self-Regulated Learning through YouTube: Indonesian EFL Students’ Perceptions

2020 ◽  
Vol 3 (4) ◽  
pp. 531-542
Author(s):  
Hj. Fadhilah Harahab Putri ◽  
Agus Wijayanto ◽  
Slamet Supriyadi
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Education ◽  
Sufficient Information ◽  
Self Regulated Learning ◽  
Perceptions Of Students ◽  
Regulated Learning ◽  
Efl Students ◽  
Depth Interviews

The recent advancements in technology are growing rapidly, because of that the demands of Internet are increasing rapidly. Include the use of website and application. Technology has brought various potentials for language learning. Therefore, in this research the aims are to determine the perceptions of EFL students and the strengths and weaknesses of self-regulated learning using YouTube. To achieve the objective of the research, the method used in this research is a case study. The data in this research were collected through in-depth interviews. The subjects in this research were four undergraduate students who are majoring in English education from university in Indonesia and they were purposively selected, so that they can provide sufficient information. The results in this research showed the positive perceptions of students towards EFL students self-regulated learning using YouTube. They declared that the use of YouTube could facilitate them in regulating their learning English, brings joy, pleasure and excitement during the learning process. In addition, in this research found out that the strengths of self-regulated learning using YouTube; YouTube provides a lot of learning materials, the ease to use YouTube, flexibility of time and place when using YouTube in regulating their learning. Meanwhile the weaknesses are financial constraints and problem of Internet connectivity.

scholarly journals Non-Native English Lecturers' Motivational Practices in a Tertiary Educational Environment

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Sahril Nur ◽  
Tri Indri Hardini ◽  
Andi Anto Patak
Keyword(s):  
Learning Outcomes ◽  
Qualitative Case Study ◽  
English Literature ◽  
Motivational Strategies ◽  
Success Stories ◽  
Embedded Design ◽  
Efl Students ◽  
Field Notes ◽  
Specific Activities

To fill in the gap on how tertiary educational environment’s non-native English lecturers in Indonesia use all motivational activities, this qualitative case study examined how they think about motivational strategies in the classroom, how they put the knowledge into effect, and how EFL students think about their lecturers' motivational strategies. This study focused on a single embedded design in which participants from a single organization were divided into two major clusters. Interviews with five non-native English lecturers and thirteen English Literature students, observation, and field notes were utilised. The participants believed that there are two types of motivation: natural and nurtured, with nurturing motivation receiving more attention. The instructor element is central to motivation, according to participants in both clusters. Both participants stressed the importance of getting a figure to obey. This understanding was positively reflected in practices where lecturers developed, produced, and sustained motivational teaching strategies in the classroom, demonstrating dominance. Sharing non-native English lecturers' success stories, contextualizing, and encouraging were among the study's specific activities. Motivation is essential for learning, but the type and techniques used can differ depending on the situation. These results indicate that a proper and replicable Motivational Teaching Practices (MTP) paradigm necessitated national or regional adaptations due to contextual factors. However, MTP components relevant to English Literature students were ignored by lecturers. Realising MTP’s importance may lead to successfully achieving learning outcomes in higher educational settings.

scholarly journals Challenges to Studying English Literature by the Saudi Undergraduate EFL Students as Perceived by Instructors

2020 ◽  
Vol 13 (3) ◽  
pp. 8
Author(s):  
Hammad Ali Alshammari ◽  
Elsayed Abdalla Ahmed ◽  
Mukhled Atta Abu Shouk
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
English Literature ◽  
Structured Interview ◽  
Literary Texts ◽  
Negative Attitudes ◽  
Efl Learners ◽  
Different Types ◽  
Instructional Processes ◽  
Efl Students

Studying English literature is interrelated to studying English as a foreign language (EFL), and thus incorporating literary texts into EFL learning curricula is important for providing EFL learners with the necessary language skills and emotional growth. However, EFL learners prefer to avoid studying English literature due to several challenges that may extend from difficulties inherited in literature itself to the learning and instructional processes. Therefore, this study aimed at investigating the reasons that &nbsp;&nbsp;may discourage EFL learners to study English literature as perceived by their instructors. The sample of this study consisted of 20 English instructors at one of the northern Saudi universities. Two instruments: a survey and a semi-structured interview developed by the researcher were employed to collect the data. Descriptive statistics and qualitative methods were employed to interpret the gathered data. The findings revealed that there were six main different types of challenges that played an important role in the phenomena under investigation, namely: a) literature inherited difficulty, b) learners&#39; cultural misperceptions, c) learners&#39; negative attitudes, d) learners&#39; intrinsic demotivating factors, e) unfamiliarity/ learners&#39; poor prior knowledge, and f) instructional difficulty. Implications for addressing these problems were included.

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