EduLite: Journal of English Education, Literature and Culture
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THE AMERICA’S CHRONICALLY GAP SKIN-COLORS, THE BOURGEOUIS, AND THE BEE’S TENSION AS DISCOVERED IN AKEELAH: THE LOGO-THERAPHY APPROACH
Get PDFAkeelah, a black American teenager, who faces many obstacles to achieveher purpose, to win the bee. Jibes, less attention from her mother, family,and even the roughness words are often heard by her until she becomesuncivilized. In the other side, Dylan-bourgeois with the bee’s tension aresupported her pessimism to become unsure of her own ability. Moreover, achronicle Gap Skin-Colors in America made people after she won theregional spelling bee. Thereof, Akeelah becomes more respectful and foundthe true meaning of life, all is full of love in all of sudden. Akeelah becomesmore open minded after her brutal and indecent. Hence, in this researchthe author will elaborate the logo therapy theory in a way to give a solutionfor status quo from the literary work analysis of ‘Akeelah and the Bee.Keywords: The logo-therapy theory, Status Quo, and Akeela
TEACHING LITERATURE THROUGH POETRY: A SHIFTING READING ORIENTATION FROM EFFERENT TO AESTHETIC
Get PDFThere is a paradigm shifting in teaching literature from transmission totransactional. However, most of Indonesian English teachers in teachingliterature still apply transmission approach which shows they are not readyyet for the changing. This article attempts to show the shift of paradigm inreading orientations and its implications in teaching literature through poetryby describing the writer’s experience in learning literature through poetry.Discussing six important points, this essay is purposed to give alternativeteaching-learning literature which would provide good points for students aswell as teachers.Keywords: paradigm shift, reading orientation, teaching literature, poetry,efferent, aestheti
THE EFFECTIVENESS OF JIGSAW LEARNING STRATEGY TO IMPROVE STUDENTS’ READING ABILITY
Get PDFThis research was an attempt to investigate the use of Jigsaw learning Strategy in term of improving students’ reading ability. This six month project was conducted to Senior-high school students around Semarang. In order to get to know the impact of this program, this research required two classes designed as the class of experiment and the class of control. Each class would have its roles in this research. As the project was completely done, it was observed that the mean score of the posttest in the class ofexperiment (85.4412) was higher than that of the class of control (67.95). Of referring to the data, this was concluded that this learning strategy was positively effective to improve students’ learning performance in reading
ERROR CORRECTION, FEEDBACK, AND ACTION RESEARCH IN AMERICAN LITERATURE CLASSROOM: WHY NOT?
Get PDFError correction and feedback are two indispensable factors in shaping literature technique and theory. In this case, these techniques were applied to students who took American Multicultural Literature at College of Languages, UNISSULA Semarang. The students were asked to make any literary criticism toward several literary works from different cultural backgrounds. Both teacher and students have significant roles in those preferences. If teacher and students both understand the purpose of certain correction techniques and agree their use, feedback is more likely to be productive. This article also covers action research by using two cycles. It finds that students can improve their capabilities and skills in writing of an intellectual diary. It can be seen from the result of observation both test-1 and test-2 which had the progress in index from 0.45 to 0.52. Hence collaborative writing and reader-response criticism has given great contribution toward students’ motivation in learning American literature
THE USE OF INFORMATION GAP TECHNIQUE TO IMPROVE SPEAKING SKILL
Get PDFThe final project was about the use of information gap technique to improve speaking skill. The objective of this study was to find out whether Information Gap technique was effective to improve students’ speaking skill or not. A quasi experimental research design was used in this study. The population of this study was the eleventh graders of MAN 2 Semarang in the academic year 2014/2015 with the number of population around 210 students. Non-equivalent groups’ pretest-posttest design was used in this study. Two classes were taken as the samples with around 60 students. The data were collected by using several activities. They were pre-test, treatment, and post-test. The result of this study shows that the pretest average of experimental class was 45.81 while the pretest average of control class was 42.12. After giving treatment for four meetings the posttest average of experimental class was 70.76 and while the posttest average control class was 49.48. The result of the analysis showed that there was a significant difference. It was supported by t-test result, the significant difference in the result of posttest between control and experimental class was 0.00 < 0.05. It means that the use of Information Gap technique in teaching speaking was better than the conventional method. It could be concluded that H1 was accepted that the use of Information Gap Technique was effective to improve students’ speaking skil