Students’ Attitudes and Perceptions towards Cultural Elements in Literary Texts

Abstract

The study investigated the students' attitudes towards these culturally loaded literary texts and the extent these texts assist them in English language learning. A quantitative research method using a survey design was employed in the study. Using a random sampling technique, a set of questionnaires was distributed via Google Forms to students and 52 students responded to the questionnaire. The findings revealed that students had positive attitudes towards culturally loaded literary texts especially in a sense of respecting other people with different cultures. They also perceived that the cultural elements in literary texts helped them in improving their English language learning, especially in enriching their vocabulary. It was also discovered that there was a significant relationship between students' attitudes and perceptions on the role of cultural elements in literary text to improve their language learning. However, the students' education levels influenced neither the attitudes nor the perceptions. It is important to note that literary texts have the potential in enhancing students' linguistic competence and cultural competence, therefore, they should be integrated in the curriculum for other programmes and not only for English language programmes.

Teaching Practice Program in College of Education – Creativity, Emotional Intelligence and Locus of Control

“…One of the competencies that must be prepared and must be owned by prospective teachers in teaching practice programs is basic teaching skills for future teacher students (Aglazor, 2017). The teaching practice program is an activity program that must be carried out by prospective teachers (Mohamad et al, 2017). The teaching practice program is a set of activities designed for students majoring in education, particularly economics education, and it includes teaching practice and training outside of the classroom as a venue for developing and fostering the professional competencies necessary to become qualified and professional teachers (Faridah et al, 2017).…”