РАССМОТРЕНИЕ СВОЙСТВ ЛИЧНОСТИ В СТАРШИХ КЛАССАХ БОЛГАРСКОЙ ШКОЛЫ С ИНТЕНСИВНЫМ ОБУЧЕНИЕМ РКИ

The article discusses aspects of teaching Russian as a foreign language when working with texts of different genres and degrees of adaptation in the Bulgarian high school in the first year of Russian language teaching and demonstrates a variety of techniques and methods of working with a text. The author suggests a well-motivated staged introduction to literature in Russian for the purposes of language, literary and moral education. The proposed sequence involves not only the creation of specific semantic sets on the topic of "Character", the ability to use stable phrases, grammatical and syntactic constructions, but also the formation of certain psychological properties and traits, moral criteria. The suggested staged approach for working on the topic contributes to the development of speech and cognitive skills.

STRATEGI PEMBELAJARAN KWL UNTUK MENINGKATKAN PRESTASI SISWA DALAM MEMPELARI TEORI SASTRA

Penelitian ini adalah penelitian tindakan kelas dengan menerapkan strategi KWL (Know, Want to know and Learn) yang bertujuan untuk meningkatkan kualitas pembelajaran dalam mempelajari teori sastra. Dalam penelitian ini, peneliti mengumpulkan data dari mahasiswa semester IV Program Studi Pendidikan Bahasa Inggris Mahasaraswati Denpasar yang mengambil mata kuliah Introduction to Literature. Strategi ini dapat membantu mahasiswa untuk memahami teori dan dalam KWL juga membantu dosen agar mahasiswa tetap termotivasi dan tertarik ketika mereka berpikir tentang apa yang ingin mereka ketahui dan apa yang telah mereka pelajari. Teknik pengumpulan data dilakukan melalui pre-test, post-test dan angket di akhir siklus. Selanjutnya peneliti menggunakan teknik tes berupa tes lisan untuk semua siklus. Target pencapaian atau ketuntasan belajar siswa adalah A sebesar 50%, B sebesar 40%, C sebesar 10%, dan D 0%. Dari hasil nilai rata-rata siswa terjadi peningkatan secara signifikan. Selain itu, hasil angket yang telah diberikan menunjukkan bahwa mahasiswa merespon positif penerapan strategi KWL dalam prestasi belajar mahasiswa. Hal ini dapat dilihat dari hasil angket bahwa lebih dari 90% memberikan respon yang baik bahwa strategi KWL dapat meningkatkan prestasi belajar mahasiswa dalam teori sastra.

Powtoon Animation Video in Introduction to Literature Class: Students' Perception

This research aimed to discover the students' perception of Powtoon animation video in Introduction to literature class. Technology had a significant impact on education. During covid-19, mostly online learning system was applied. Introduction to literature was one of the online class subjects done last semester at odd semester academic year 2020/2021 by using an online system. Sixteen meetings had been done for one semester, and the last project was creating powtoon to tell fiction stories. Thirty-five students involved in this research, and the project of powtoon was created by students as one project accomplishment in this class. The researchers set the qualitative research design by using interview. The interview result revealed that the students were enjoying creating powtoon in this class. They were motivated to use technology in the online class system and found more online media soon.

SCIENTIFIC FIELD - SCIENTIFIC PROCESS (ACADEMICIAN AKMAL SAIDOV'S “COMPARATIVE INTRODUCTION TO THE BOOK "INTRODUCTION TO LITERATURE"

Comparative literature brings together the literature of nations onall continents of the planet through the study, analysis, research of the masterpiecesof world literature. The article provides a brief analysis of the book "Introduction toComparative Literature" by Academician Akmal Saidov. The article analyzes notonly important aspects of comparative studies, but also the relevance of this directionto other areas and processes of literature, aesthetics, psychology.

Teaching Fiction: Challenges and Remedies for College Students and Instructors

I have been teaching fiction for a number of years and every time I walk into class to teach my students fiction, a short story or a novel, I get embarrassed to find out that my students who have taken courses such as “The Rise of the Novel, or “Introduction to Literature” still do not know to answer basic questions related to such courses. What is literature? What are the major genres of literature? What is fiction? What are the basic elements of fiction? These questions are fundamentals for literature students. Their inability of not answering them will cause big problems for college instructors presuming that students should have known these questions during the time they were students taking these courses above mentioned. These challenges rise when I first meet with my students taking fiction as university requirement. I ask them individually to answer these questions, to which they are unable to answer in good English. They just use words or phrases to answer, which adds a new challenge. There I have to stop and tell them. First, how to answer these questions using good English. Then I proceed with the answering the questions myself, so they are on the right track from the first day of meeting with them. Thus, this paper discusses the challenges of teaching fiction and provides ways, methods or remedies to handle them. It provides benefits of reading fiction for students and teachers. Finally, it demonstrates the delivery plan offered by the college in which I teach and the changes I have made on the original plan so that both can suit and achieve the desired learning outcomes.

Varied Assessments Used to Measure Students’ Achievement in Introduction to Literature Class

This paper reported types of assessments and assessment practices used in Introduction to Literature (ITL) class. Looking at the context and the purpose of the assessment, the principles of classroom learning are to be applied in planning, constructing and administering the tests. The test was also constructed to contain a representative sample of the course, the relationship between the test items and the course objectives to keep up with the content validity. The test has two forms of assessment as dealt in learning contract that are spoken and written forms. The results of students’ assessment can be categorized into several categories: the first category is the students who have good achievement both in spoken and written performances; the second one is for category which the students have great range of different between spoken and written performances; the third category is the students who have the little range of differences between spoken and written performances; and the last category is the students who have got fair achievement both in spoken and written performances.