Meaningful Learning of Literary Elements by Incorporating Critical Literacies

Yoon, Bogum; Uliassi, Christine

doi:10.1177/2381336918786939

Cited by 6 publications

(9 citation statements)

References 16 publications

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“…The majority of students mentioned historical, cultural, and social aspects in literary works. This percentage is supported by the theory that the suitability of aspects of social and cultural life encourages teachers to present literary works as study material (Farrugia & Trakulphadetkrai, 2020;McLean Davies et al, 2020;Vermeulen & Hurkens, 2020;Yoon & Uliassi, 2018). Literature is presented in the classroom in various works including poetry, short stories, plays, novels, legends, etc., because there is a suitability of life and culture lessons in the lives of students today.…”

Section: Discussionmentioning

confidence: 98%

“…This causes constructive friction. This constructive friction is needed by students to develop language skills and students' thinking abilities (Fialho, 2019;Yoon & Uliassi, 2018). Teachers need to understand students' views of literary works.…”

Section: Students' Views On Teaching Literature In Language Learningmentioning

confidence: 99%

“…In fact, learning literature greatly contributes to students' language skills. The percentage of learning literature in schools is not greater than learning language competence, so that many students do not have knowledge of the vocabulary used in literary works (McConn & Blaine, 2022;Yoon & Uliassi, 2018). There are still many students who have difficulty interpreting the meaning or understanding the intrinsic message of literary works.…”

Section: Introductionmentioning

confidence: 99%

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The Role of Literature Teaching in Improving Students' Language Skills

Noviadi

Sumiyadi

Permadi

2023

IJLTER

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Students' views on language learning are an important foundation in formulating language learning plans and processes. This study aims to look at students' views about the benefits of learning literature in language learning at the high school level. This study also seeks to reveal differences in the views of students from several schools. Researchers use a comprehensive approach to analyse students' views about the benefits of learning literature in learning. Researchers used a survey research method involving an open-ended questionnaire to see students' views on the benefits of learning literature in language learning. The research participants were 555 high school level students from fifteen schools. The research findings show that most students provide a positive view, that is, learning literature in learning Indonesian really supports the linguistic aspects of language learning. Generally, students' views of the benefits of literature are based on the teaching approach used sequentially from the largest to the smallest percentage, namely the language approach, the context approach, followed by the reader's approach and the text approach. The most proportionate combination of approaches is the language approach with context. Some differences from the research sample regarding the benefits of learning in aspects of supporting language skills are caused by differences in the style of approach or pedagogies used by teachers. The results implied that teachers can see and consider students' perspectives or views regarding the benefits of learning literature which are then used to support language learning.

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Section: Discussionmentioning

confidence: 98%

Section: Students' Views On Teaching Literature In Language Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Role of Literature Teaching in Improving Students' Language Skills

Noviadi

Sumiyadi

Permadi

2023

IJLTER

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“…Interestingly, the data in table 2 also implies that there is no presentation of thoughts regarding the existence of bibliotherapy in Indonesia. The condition of the content is unique considering that Indonesia is one of the countries with a large population in the world and is experiencing the massive impact of the corona virus [24].…”

Section: Nomentioning

confidence: 99%

Bibliotherapy in the Pandemic Time: A Bibliometric Analysis

et al. 2022

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This research aims to obtaining the general parametric insights on the productivity and influence of the studies on that fields as the attempt to deal with the impact of the spread of the corona virus particularly to students and their language learning. The inclusion of the language learning is connected with the notion of language as the main ingredient of text(s) selected for bibliotherapy. By relying upon Publish or Perish (PoP) metrics, the analysed data were taken from the articles published within the range from 2020-2022 which are thought to be the period of the emergence and highly spread of Corona Virus. To guide the exact and comprehensive search, seven keywords such as covid, pandemic, students, text, literature, language learning and Indonesia are combined with bibliotherapy as the main topic. The results indicated that globally 148 articles mark the productivity of the research on the bibliotherapy, yet the high impact gain by the combination of bibliotherapy with ‘student, pandemic, and literature’ as shown by the metrics of citation and index. Unfortunately, this global tendency is far different from the Indonesian context which reveals no inquiry yet conducted on the bibliotherapy issue despite the big number of victims and affected covid-19 in this country.

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“…Studies of critique-centered critical pedagogy illustrate how a curricular focus on sociopolitical topics, such as racism, climate change, and immigration policy, can support students in developing understandings of how oppression has been constructed and resisted (e.g., Curwen et al, 2019; Hanes, 2019). Further, research has illustrated how teachers can guide students both to analyze how texts are shaped by an author’s purposes and to question textual authority (e.g., Papen, 2020; Yoon & Uliassi, 2018). The tenet of critique tends to focus on what Vossoughi and Gutierrez (2016) term the what of critical pedagogy, or the curricular content and pedagogical outcomes.…”

Section: Critique and Dialogue: Tensions Of Freirean Critical Literacymentioning

confidence: 99%

Unpacking Everyday Critical Pedagogy: Languaging Critique and Dialogue

Taylor

Hikida

2020

Literacy Research: Theory, Method, and Practice

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This article explores how critical pedagogy unfolds in the everyday interactions between teachers and students. Specifically, Freirean constructs of critique and dialogue were explored in two key literacy events drawn from an ethnographically informed case study of one fourth-grade classroom. The events were first examined from an ethnographic perspective to understand how sociopolitical issue(s) were being critiqued (or avoided). These events were then analyzed again through microanalytic discourse analysis to explore how teachers and students jointly accomplished dialogue and critique through proposing and taking up of particular stances toward text(s). By juxtaposing these two analytic lenses, the researchers argue for an understanding of critical pedagogy, particularly the tenets of critique and dialogue, as interactionally co-constructed in the continually evolving, everyday talk between teachers and students. This article closes by considering the implications of this work for classroom-based literacy research that examines critical pedagogy.

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Meaningful Learning of Literary Elements by Incorporating Critical Literacies

Cited by 6 publications

References 16 publications

The Role of Literature Teaching in Improving Students' Language Skills

The Role of Literature Teaching in Improving Students' Language Skills

Bibliotherapy in the Pandemic Time: A Bibliometric Analysis

Unpacking Everyday Critical Pedagogy: Languaging Critique and Dialogue

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