disabilities include those who have long-term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others Meanwhile based on the International Classification of Functioning, problems in the body function or structure such as a significant deviation or loss, a reduction, an increase,
5].
As part of a human being, persons with disabilities have the same rights in every aspect of life with other people. This includes civil aviation.
As a transport mode, aviation has to recognize and accommodate passengers who happen to be persons with disabilities. They have the same international rights, such as accessibility, and also full and effective participation and inclusion in society. This includes freedom of movement and freedom of choices as stipulated in Articles 3.c and Article 3.f of
Advances in Social Science, Education and Humanities Research, volume 477Proceedings of the International Conference on Community Development (ICCD 2020)
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Rahayu
Diponegoro University
Teaching English Through Literature-Based Instruction:
An Integrated Study of Language and Literature
Besse Darmawati*
Balai Bahasa Sulawesi Selatan, Indonesia [email protected]
Asfah Rahman
Universitas Negeri Makassar, Indonesia [email protected].
Abdul Halim
Universitas Negeri Makassar, Indonesia [email protected]
Muhammad Basri
Universitas Negeri Makassar, Indonesia [email protected]
Abstract. The study of language has been increasingly inseparable from the study of literature (Novianti, 2016). Therefore, it is suggested that working with literature in the classroom focus on integrating language and literature for more comprehensive and enjoyable learning activities. Literature-based instruction is one of the teaching language strategies by using literary works that are suitable for teaching English. In line with this, this study aims to explain the integrated study of language and literature in teaching English through literature-based instruction in EFL classroom. This is a qualitative case study conducted in an Indonesian Islamic Junior High School at Makassar, South Sulawesi, Indonesia. Data were obtained through interview, observation, and documentation techniques of data collection. The data gathered were analyzed qualitatively through Miles and Huberman stages of condensation, display, and drawing conclusion. The study result showed that the literature-based instruction in teaching English for EFL students in an Indonesian Islamic Junior High School is very necessary to be developed and practiced. This integrated study of language and literature is practically rich of activities due to the teaching purposes, namely (1) reading and literary work, (2) speaking and literary work, (3) listening and literary work, and (4) writing and literary work.
Indeed, teaching English through literature-based instruction is an evidence that language and literature can be taught two in one formula as an integrated study
and literature skills.
Keywords: teaching English, literature-based instruction, integrated study
I
NTRODUCTIONIndonesia is one of the countries in the world which still uses English as a Foreign Language (EFL). As a result, English becomes a compulsory subject at all educational levels in our country. In line with this, the process of English language teaching and learning has become one of the top priorities of many countries, including Indonesia, to face the globalization era. Particularly on the level of junior high schools, English is very important to be taught based on the Minister of Education and Culture Regulation Number 24/2016 [1]. English,
on this regulation, is categorized as subject A which aims to develop attitude, knowledge, and skill competences of the students as a basis and capacity building in the life of society, nation, and state. The aims characterize the national program of education in Indonesia and support the goal of our government in education to improve the quality of life of Indonesian people through the improvement of the quality of education [2] by mastering English as a foreign language and improving the ability to communicate globally. These realities reveal that English plays an important role in the educational scene of Indonesia.
The dynamic of teaching and learning English improves at any times. Nowadays, the study of language has been increasingly inseparable from the study of literature [3]. Consequently, literature serves a significant role in teaching and learning English, particularly for EFL students [3]. It is an integral part of language learning [3], [4], [5], [6], and the use of literature for language teaching purposes becomes an important issue in language teaching [7]. Therefore, the researchers are interested in exploring the integrated study of language and literature in teaching English, named literature-based instruction in EFL classroom.
According to Eagleton, literature is the kind of writing that uses language in a special way [8]. In relation to teaching and learning language, literature is often said to be the window to the world. It puts students in touch with a range of emotional experiences and expressions that encourages self-reflection and the education of the whole person [9]. Therefore, literature-based instruction involves teaching and learning through the literature component where students are given opportunities to discuss literary elements, such as plot, character, setting, point of view, values, message, and themes [9]. The use of literary works in the sense of literature-based instruction in the classroom treats the students as the social creatures who are studying others social patterns, norms and values. It also provides opportunities for foreign language classes and can appeal the students with various learning style which help them practice the
Proceedings of the International Conference on Community Development (ICCD 2020)Copyright © 2020 The Authors. Published by Atlantis Press SARL.
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Besse Darmawati*
Balai Bahasa Sulawesi Selatan, Indonesia
Cross Culture Effect: Virtual Media for Thai Native Speaker as EFL Students
Ike Dian Puspita Sari*
IKIP Budi Utomo Malang [email protected]
Ahmad Lani IKIP Budi Utomo Malang [email protected] Ateekoh Khareng
Rajabhat University of Thailand
Abstract. In learning phonology, students study the characteristics of deep sound systems of English that makes it different from other languages. Furthermore, they will get to know phonetics which is discussed in a manner specifically about phonetic articulation and how it sounds. This research used quasi-experimental research design, in which the research subjects were 62 Thai students. The researcher used two classes, namely Experimental Group (EG) and Control Group (CG). In modern times, the use of technology can be used to support the learning process. Learning occurs when students are able to engage, talk, interact and do the learning process in accordance with their desires and abilities. Students are able to access information quickly through internet access. Not often, they exchange information with other students through the sophistication of their mobile features. Such a phenomenon leads the researcher to know the effectiveness of virtual media in teaching pronunciation for Thai native speaker as EFL students in Lukmanul Hakeem private school in Thailand.
Keyword: cross culture effect, virtual media, native speaker, EFL students
I
NTRODUCTIONIn the learning process, instructors have an important role to design, monitor and evaluate learning outcomes. There are several teaching roles in the learning process of English, namely as a facilitator, supervisor, manager, evaluator, and even has a role as a student [1]. As a facilitator, the instructor's role is to develop a learning environment that refers to social life, intellectual intelligence, and awareness of the use of language. An assignment for students is a learning plan to make students master the ability to speak English. In an evaluation, the instructor will refer to the competencies that have been achieved, compared to the weaknesses that students have.
The symbols used by one language with another language are possible just different. For example, in English, some of the letters used are different from
the sound of letters in Indonesian. Two types of letters can be used, i.e. vowels (vowels) and consonants (dead letters). Vocal is produced from unobstructed air and flows from the larynx to the lips, but the consonants are not [2]. In English, students are also introduced to voiced types and voiceless in phonetic articulation [3]. Talking about the types of phonetic articulation used in English, students often have problems to distinguish and pronounce it. That matter perhaps due to differences in phonetic articulation in their mother tongue.
Foreign language learning consists of several factors, including, communicative competence, grammatical competence, language proficiency, as well as a change in attitudes towards one's own or another culture. Cultural competence, for example, the cognition of the patterns, customs, beliefs, and systems of intending of another country, is indisputably an entire part of foreign language learning, and many teachers have seen it as their aim to comprise the teaching of culture into the foreign language program. It might that the opinion of communicative competence, which has blazed a track, as it were, in foreign language teaching, stressing the function of linguistic context and the conditions under which language can be applied when it arrives to actually fitting students with the cognitive acquisitions they demand in a second-
c [4].
To meet the needs of students in this era, students may use media that can provide colour and material interesting for learning a language [5]. Besides the use of media has a positive impact on several aspects, for example, motivation, behaviour, thinking power, and the times [6].
In learning phonology, students study the characteristics of deep sound systems English that makes it different from other languages [7].
Furthermore, in phonology, students will get to know phonetics which is discussed in a manner specifically about phonetic articulation and how it sounds. In previous lessons, they only know the phonetic symbols from the book. Meanwhile, how to pronounce it not so emphasized.
In modern times like now, the use of technology can be used to support the learning process.
Proceedings of the International Conference on Community Development (ICCD 2020)
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