HOW STUDENTS MAKE MEANING IN LITERATURE CLASS: STUDENTS’ IDEOLOGICAL STANCE IN THEIR WRITTEN RESPONSES
| Main Author: | Fiftinova, Fiftinova |
|---|---|
| Format: | Proceeding PeerReviewed application/pdf |
| Subjects: | |
| Online Access: |
http://eprints.unsri.ac.id/6801/1/52._fiftinova.pdf http://eprints.unsri.ac.id/6801/ |
Daftar Isi:
- Literature teaching plays important roles both in language learning and cultural enrichment. By having literary experience, students are expected to explore the language used in literature and at the same time to use language for writing and talking about their perception about the world. As students of English education program are the ones whom are, in the future, responsible for the teaching of lower level ones: elementary, junior and senior high level, analytical, intellectual capability as well as cultural awareness should be owned by them. Therefore investigating how students actually realize their ideological stance in a written response to literary text is required. In order to explore students’ ideological stance, the language used by college students for realizing their cultural understanding or belief as a response to literary texts was investigated by using Systemic Functional Grammar (SFG). Through the analysis, belief systems or position students take after reading literary texts can be identified. This analysis is based on the concept that language represents ideology (Kress, 1976; Halliday, 1994; Fairclogh, 2003; Eggins, 2004; Van Dijk, 2006). This presentation is devoted to explaining and discussing ideology or cultural value students shared in their responses, and to give information what teacher should do in stimulating students’ ideological stance. Key words: literature teaching, ideology, Systemic Functional Grammar (SFG)