Investigating Terminologies in Teaching Literature: A Corpus Study

Regarding the literature subjects provided by the English Language Education Department, University of Muhammadiyah Malang, some students conduct researches on literature in their thesis. They find difficulties in doing the research as lacking of experience in discussing the thing and lacking vocabulary in describing terminologies. This research was designed to help the students whose major is English Education to maintain their study, especially on teaching English literature by finding out the terminologies in teaching literature books in terms of their frequency, example of their use, and meaning (in context). The objects of this research are Teaching and Learning English Literature by Ellie Chambers and Marshall Gregory, and Teaching Holocaust Literature and Film by Robert Eaglestone and Barry Langfor (Ed.) talking about teaching literature. The research method is document analysis. In number, there is no significant difference between them. No literary terminology that is more than 250 words. Beside, since they talk the same scope, the meanings of the terminologies are the same. Further, both present different use of terminologies. In some sentences, the terminologies are used to explain something closer to literature, yet in some other sentences, the terminologies are used to describe or explain the things related to teaching literature

Types and constructions of noun phrases in the Adventure of Sherlock Holmes and their teaching approach

The objectives of this study are to find out and analyze what the common type and construction of noun phrase used in short story entitled The Adventures of Sherlock Holmes is and also to know what teaching approach can be used to teach noun phrase. This study is descriptive qualitative study. It is kind of method which is conducted by collecting data, analyzing the data, and drawing representative conclusion. The writer collected and analized the types and constructions of noun phrases in The Adventure of Sherlock Holmes. The total number of the data is 187 noun phrases. After being documented, the writer classified them based on the types and constructions of noun phrase then inserted into a table. As result of this study, the writer can conclude that there are three types of noun phrase which are found in the story entitled The Adventure of Sherlock Holmes. They are pre-modified noun phrase, post-modified noun phrase and pre-post-modified noun phrase. The most common type that is used in this story is pre-modified noun phrase. There are 135 Pre-Modified Noun Phrases, followed by pre-modified-post-modified noun phrase, 48 noun phrases. The least is post-modified noun phrase, just 5 noun phrases. There are eight classifications of modifier composition that builds noun phrase. Those are determiner, enumerator, adjective, noun, adverb, prepositional phrase, relative clause and other form of post-modifier. This story, The Adventure of Sherlock Holmes, applies all kinds of noun phrase using various kinds of modifier. The most common modifier used in this story is determiner that found in 132 noun phrases. Then, it is followed by enumerator found in 48 noun phrases. Adjective to be the next common modifier found in 45 noun phrases. After that, relative clause becomes the fourth range of the common modifier that is found in 15 noun phrases. Noun is the next that is found in 13 noun phrases. The least is adverb, it is only found in one noun phrase. The patterns of noun phrase construction that found in The Adventure Sherlock Holmes are:1) e+N+PP, 2) d+N, 3)d+N+PP, 4) adj+N, 5) e+adj+N, 5) e+adj+N, 6) d+N+N, 7) d+adj+N+PP, 8) d+adj+N+RCL, 9) N+PP, 10) N+adj, 11) e+adj+N+PP, 12) e+N, 13) adj+N+N, 14) e+adv+adj+N, 15) N+ RCL. From the result of this study, the writer can conclude that cognitive approach can be used to teach noun phrase as stated in chapter II that good teaching has some goals. It needs an approach and some techniques to reach those goals. In this study the writer suggested using cognitive approach to teach noun phrase and also the writer applied some techniques in it such as using game. A game can be used as a technique to teach noun phrase because there are some benefit of using gam

RELIGIOSITY IN CHARLES DICKENS’ CHRISTMAS NOVELS A Study of Structural Genetic

The objective of this research was to understand comprehensively the meaning and existence of religiosity in Dickens’ Christmas Novels. It was a qualitative research by using structural genetic approach. The data were collected by using content analysis to classify the frequency of the concept or the code of the text. Then conducting them towards dimension of religiosity. The data analysis and interpretation indicates that (1) Dimensions of religiosity exist in intrinsic structures such theme, plot, character, setting indicate the importance of religiosity to make a better world. (2) Social structure indicates the gap between the rich and the poor in English society. (3) The author’s world view indicates man’s experience effect human character as religious or irreligious person. The findings lead to recommendation to practice literary research on religion and literature as well as motivate students gaining knowledge and good interpretation of the text and the context of religiosity. &nbsp

Real Teaching and Real Learning vs Narrative Myths About Education

All real classrooms are saturated in the fictional narratives about education from TV and movies that swirl about thickly and persistently in western culture, yet the influence that these fictions exert on real teachers and real students is seldom examined. This article argues that since these fictional narratives nearly always deal in recycled stereotypes of both students and teachers, and that since they seldom receive critical attention, the influence they exert on real teachers and real students is to mislead, confuse, and impoverish their evaluations of and expectations about the nature of genuine education

La littérature et les matériels didactiques pour le renforcement de l’apprentissage de l’anglais: étude de cas développée en 2018

This article details the pedagogical praxis developed for promoting English as literature and didactic resources and materials were implemented alongside. In fact, it describes the experiences and perceptions of the research participants in terms of their thoughts and reflections towards the process and its effect in terms of their academic development. This was qualitative research, specifically, a case study, which was developed in two courses: Children’s Literature and Didactic Resources and Materials, where the linguistic and pedagogical fields were integrated to foster the learning of English. These courses belong to the Bachelor’s Degree of Teaching English for elementary school, from Universidad Nacional (UNA), Costa Rica. The results of this study show that the students’ considered the implementation of literary texts in the English class as well as the use of varied didactic resources and materials valuable since they were helpful for developing dynamic, engaging, and interesting lessons, which may be a source of motivation for their future language learners.Este artículo describe la praxis pedagógica desarrollada para promover el idioma inglés a través de la implementación de obras literarias y de recursos y materiales didácticos. De hecho, se describen las experiencias y percepciones de las personas participantes en relación con sus pensamientos y reflexiones hacia el proceso y su efecto en términos de su desarrollo académico. Esta investigación es de tipo cualitativa, específicamente, un estudio de caso, que se desarrolló en dos cursos: Literatura Infantil y Recursos y Materiales Didácticos, en donde el área lingüística y la pedagógica fueron integradas para fortalecer el aprendizaje del inglés. Estos cursos pertenecen al Bachillerato en la Enseñanza del Inglés para I y II ciclos (primaria), de la Universidad Nacional (UNA), Costa Rica. Los resultados de esta investigación muestran que el estudiantado consideró la implementación de textos literarios en inglés y la utilización de recursos y materiales didácticos valiosa, ya que el proceso fue útil para desarrollar lecciones dinámicas, atractivas e interesantes, las cuales pueden ser una fuente de motivación para su población estudiantil futura.Cet article décrit la praxis éducative développée pour promouvoir la langue anglaise moyennant la mise en place des œuvres littéraires, des ressources et des matériels didactiques. Également, l’article décrit les expériences et les perceptions des personnes participantes en rapport avec leurs pensées et leurs réflexions sur le processus et son effet dans leur développement académique. Cette recherche qualitative a été menée dans deux cours: Ressources et matériels didactiques et Littérature d’enfance dans lesquels les domaines linguistique et pédagogique ont été intégrés afin de renforcer l’apprentissage de l’anglais. Ces cours font partie de la filière d’Enseignement de l’Anglais pour les cycles I et II (école primaire) de l’Université Nationale du Costa Rica (UNA). Les résultats de cette recherche ont mis en évidence que les étudiants ont considéré très précieux la mise en place des textes littéraires en anglais ainsi que l’utilisation de ressources et matériels didactiques car cela a permis de développer des leçons dynamiques, attirantes et intéressantes, lesquelles peuvent être une source de motivation pour leurs futurs apprenants

Old School Catalog 1890-91, Annual Catalog

https://scholar.valpo.edu/oldschoolcatalogs/1056/thumbnail.jp

Restoring Language to Literature Pedagogy: Towards an Interactive Approach

English literature teaching in Bangladeshi universities has remained to be a frustrating experience for the faculties. This “frustration” is often attributed to the poor understanding of “the intellectually unequipped” and ‘linguistically unprepared’ students. This study, to understand the faculty frustration, investigates the literature teaching approaches practiced in the classes. The study also examines the role of “linguistic skill” as the learning outcome in the lesson plan of the course teachers. Finally, the paper finds that literature teaching at the tertiary level in Bangladesh does not accommodate pedagogical approaches and the linguistic skill of the students is not given the required priority in the teaching process. This paper, therefore, recommends an Interactive Approach in which language is to be integrated as one of the learning outcomes.  

THE USE OF POW-TEGA IN TEACHING SPEAKING TO THE TENTH GRADE STUDENTS OF THE SENIOR HIGH SCHOOL PGRI 2 OF PALEMBANG

The problem of this study was: “Is there a significant difference between the students who taught by PowTega strategy and those who are not to the tenth grade students of the Senior High School PGRI 2 of Palembang?”. The objective of the study was to find out whether or not there is there a significant difference between the students who taught by Pow-Tega strategy and those who are not to the tenth grade students of the Senior High School PGRI 2 of Palembang. This study applied an experimental control group design with two classes. the prettest-posttest group design. The population of the study was all of the tenth grade students of Senior High School PGRI 2 of Palembang consisting of 8 classes with 228 students as the whole number. The sample was 72 students divided into two classes: experimental and control groups. The sample was taken by using cluster random sampling. In collecting the data, the writer used speaking or oral tests. The tests were given to the students about descriptive text which focus about describing country. Based on the result of the data analysis, the findings of the study showed that the speaking scores of the tenth grade students taught through Power Teaching Game (Pow-Tega) Strategy were higher than those of the ones taught through conventional method of Senior High School PGRI 2 of Palembang. In experimental group, the highest post-test score was 74, the lowest post-test score was 66, and the average was 66.91 while 70 was the highest score in control group, the lowest post-test score was 64, and the average was 67.19 Ho was rejected and Ha was accepted. It means that there was significant difference in teaching speaking skill to the tenth grade students of Senior High School PGRI 2 of Palembang who are taught by using Pow-Tega strategy and those who are not. Besides, proved that the students’ scores in post-test were higher than in the pre-test. It implies that the use of Pow-Tega strategy brought improvement to students’ speaking skill and it could be used as an alternative strategy in teaching speaking

Old School Catalog 1887-88, Annual Catalog

https://scholar.valpo.edu/oldschoolcatalogs/1058/thumbnail.jp