Literary work can be used as authentic material in the EFL classroom to achieve the language development of the learners. This study aims to discuss the role of literary texts and the benefits of using the texts for the EFL classroom. The study was conducted at the English Education Study Program, Bandar Lampung University, Indonesia. The reasons in choosing specific literary texts in the EFL classroom are evaluated and the main criteria to select the literary texts are discussed such as the motivation and the language use of the learners. It is found that the texts can facilitate the enjoyment of the learners while they are learning. The study concludes that the literary texts not only enhance the language development but also enrich the cultural representations while studying English.
In this article we report an ethnographic case study of observing the teaching and learning of English at a school for visually impaired students in Bandar Lampung, Indonesia. Data collection included student and teacher interviews. It also covered class observation and used a social constructivist framework of disability. The study revealed that the students received inadequate modifications of instruction in foreign language learning. However, the students used a variety of resources with the screen reader technology such as Non Visual Desktop Access (NVDA) and Job Access with Speech (JAWS). These findings suggest that visually impaired students actually can have unique ways of learning foreign language supported by the assistive technology. These abilities should be acknowledged to obtain the perspectives of students who receive disability specific education. Moreover, the study might provide a further facet to the research especially on the importance of learning strategies in special education.
In a digital era, people live in a cyberspace that they become part of modern society. The information that they have acquired is from the World Wide Web (WWW). This WWW has become an important medium for people in the world to disseminate information. Because of the technology of Web, cyber literature emerges. This study talks about the emergence of cyber literature which changes the way of reading and teaching in variousinstitutions. It becomes a challenge for people who teach literature because they should leave the printed text and move to the digital text as called hypertext. The existence of cyber literature also drives them change their style to analyze and criticize the work of literature. So, it becomes a challenge for them to teach literature from text to hypertext.
In this article we report an ethnographic case study of observing the teaching and learning of English at a school for visually impaired students in Bandar Lampung, Indonesia. Data collection included student and teacher interviews. It also covered class observation and used a social constructivist framework of disability. The study revealed that the students received inadequate modifications of instruction in foreign language learning. However, the students used a variety of resources with the screen reader technology such as Non Visual Desktop Access (NVDA) and Job Access with Speech (JAWS). These findings suggest that visually impaired students actually can have unique ways of learning foreign language supported by the assistive technology. These abilities should be acknowledged to obtain the perspectives of students who receive disability specific education. Moreover, the study might provide a further facet to the research especially on the importance of learning strategies in special education.
With disabled students, teachers have less opportunity to receive in their classes those who have sensory deficits, due to their rarity and few formations exist. But teachers are supposed to be able to teach all students, in their diversity, whether it is related to their culture or to the consequences of physical, sensory or mental disorders. In this population, the visually impaired students are the least numerous and know a particular situation, even paradoxical. Unlike other students with disabilities, they have been integrated for a long time, at the end of high school and at university, and for the blind often schooling in mainstream came after the specialized establishment from which they left by mastering the techniques of compensation. The lack of specialized staff dedicated to the visually impaired, in particular the teachers, is often a brake on inclusion and can bring a return of the students in non-inclusive device, and, in times of budgetary constraints, considerations only on the number of students are likely to forget that they cannot succeed without mastering techniques that can be taught. After having recalled the constraints which arise to study this population, we present the specificity of its needs. We link these needs to the foreign language skill that these students must acquire in order to become independent in their learning for global context, especially in South East Asia countries.
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