Aesthetic and Efferent Approach

4,795 views

Published on

I make this Powerpoint to complete my assignment and to make the students mor understanding with this material. If you want this PowerPoint just send me a message 085750057510

Published in: Education

Aesthetic and Efferent Approach

  1. 1. 1. Saifullah 2. Nurul Sabrina 3. Mirza Kurniawan 4. Josafat Marvi Bungai open Members USER NAME : Group 10 PASSWORD :      (F12112004) (F12112013) (F12112075) (F12112085)
  2. 2. Introduction Context Description Distinguishing Feature Practical Ideas Conclusion exit Theory into Practice: Teaching and Responding to Literature ` Aesthetically
  3. 3. Introduction Context Description Distinguishing Feature Practical Ideas Conclusion exit Transactional reader response approach as an alternative way of teaching literature in EFL situations to replace the use of traditional approach for teaching literature ` (teacher-centered) in Turkey. -Rosenblatt
  4. 4. Transactional Reader Response Introduction Context Investigated Possible effect Description ` Distinguishing Feature Practical Ideas Conclusion exit Aesthetic Efferent
  5. 5. A. Education in Turkey Introduction Context Description Free Distinguishing Feature Compulsory ` Practical Ideas Conclusion exit Basic education program High school education program
  6. 6.  Basic education program Introduction Context Description Distinguishing Feature `  8 years  Compulsory Practical Ideas Conclusion exit  Foreign language is compulsory starts in the 4th year of basic education (in state school): English, German, French (mostly taught is English).
  7. 7.  High school education program Introduction Context  3 years Description Distinguishing Feature Practical Ideas Conclusion exit `  Includes:  general,  vocational,  technical, and  private schools
  8. 8. B. Teaching Literature in Turkey Introduction Context Description Distinguishing Feature Practical Ideas Conclusion exit • At Selcuk University in Konya, Turkey. • Students of English literature department are selected by means of highly competitive Central University Entrance Examination. ` • English literature is a main 4-year degree course subject. • Literature teaching at primary and secondary level is teacher-centered by using of traditional approach.
  9. 9. Traditional Approach Introduction Context Description Working through the text Note-taking Passive Recipients ` Distinguishing Feature Practical Ideas Conclusion exit Students’ indifference to the reader’s role in reading process Focus on memorization rather than appreciation Teacher centered
  10. 10. Effects of using Traditional Approach Introduction Context Description Distinguishing Feature ` Practical Ideas Conclusion exit Students can’t develop their thinking skills It may the motivation and interest of literature class Students are afraid to express their ideas.
  11. 11. C. Student’s View on Literature Introduction Context Description Distinguishing Feature Practical Ideas Conclusion exit By 36 students interviewed, that the majority of students had experienced traditional ways of literature teaching, and didn’t enjoy with it . ` It contrasted by the desire of students to have an ideal literature class .
  12. 12. Ideal literature class??? Introduction Context Description “We need a literature teacher like Robin Williams plays in the movie Dead Poets Society who would make us live and feel whatever we read. I really would `like to be a teacher like him…” Distinguishing Feature Practical Ideas Conclusion exit “ A literature teacher must be in close interaction with the students and should not make the lesson monotonous..”
  13. 13. Introduction Context Description Distinguishing Feature Practical Ideas Conclusion exit Most student really would to be given opportunities to express what they think and complained that, Unfortunately, they became accustomed to accept whatever their teacher says.. ` “We always think that the teacher is always right. Whatever she says we write them down…”
  14. 14. Transactional Reader Response Introduction Context Aesthetic Description Distinguishing Feature Practical Ideas Conclusion exit - Focus on lived-through experience of reading - More personally, emotionally, imagine, feelings based - About to communicate what students’ felt - What was interesting Efferent ` - Fact oriented - Focus on the information from the text - Attend to the structure of language & the analysis of literary elements (characters, setting, style, rhyme, pattern, and genre) - Draw conclusion - Generate opinion
  15. 15. Introduction Context Description Distinguishing Feature Practical Ideas Conclusion exit “ Surely the purpose of reading literature is more than the acquisition of a get-quick rich knowledge of literature…” (R o s e n b l ` a t t , p .74)
  16. 16. Introduction PURPOSES Context Description Distinguishing Feature Practical Ideas Conclusion exit ` CLASS ACTIVITY
  17. 17. Introduction Context Description Distinguishing Feature Practical Ideas Conclusion exit Compared the possible effects of approaching literature aesthetically or efferently on students’ responses in an EFL context. ` Investigated whether teaching approach affected students’ responses to a subsequent reading task To investigate the students’ and the teachers’ attitudes toward efferent and aesthetic teaching.
  18. 18. Introduction Context 36 Students are divided into two groups; the efferent group and the aesthetic group. Description Distinguishing Feature Practical Ideas Conclusion exit ` The teaching took 14 weeks ( 4 hours a week ) Both teachers use the same general type of activities and materials in teaching.
  19. 19. EFFERENT GROUP AESTHETIC GROUP TASK Introduction Context Description Distinguishing Feature Practical Ideas Conclusion exit Students asked to write about their knowledge of the author and the 18thcentury life. Students asked to write a letter to the author of the novel. - Students provided by notebooks as to keep logs to write their responses to the novels they’re reading - Logs were checked twice - Write an essay before the study (freely) and at the end of semester (Hemingway’s “Cat in the Rain” and “Hills Like White Elephants”) - Students provided by notebooks as to keep logs to write their responses to the novels they’re reading - Logs were checked twice - Write an essay before the study (freely) and at the end of semester (Hemingway’s “Cat in the Rain” and “Hills Like White Elephants”) `
  20. 20. CONCLUSION AESTHETIC Responses EFFERENT Responses Introduction !@#$ %^&* Context Description ` Distinguishing Feature Practical Ideas Conclusion exit Focuses on the associations, emotions, and feelings while reading. Focuses on author’s development of characterization, setting, theme, language, and literary devices.
  21. 21. Key words list EFFERENT Responses Introduction  Responding to the structure of language • (difficult/ easy/ complicated/ Context fluent/ conversation/ phrases/ sentences/ structures) Description  Identifying the character • (characters/hero/heroine) ` Distinguishing  Identifying the setting Feature • (setting/hotel/station) Practical  Identifying the plot Ideas • (theme/topic/subject/tells/told/ says/said) Conclusion  Evaluating Literary devices • (title/style/describe/descriptio exit n/ successful/writer/narrator/ Hemingway/Defoe/novel/story AESTHETIC Responses  Making associations • (remind/ remember/ culture/ book/ film)  Relating feelings • We/you/reader • I (like/liked, feel/felt, love, believe)  Hypothesizing and extending • Will/won’t, may/might, future/next, seems/maybe  Imagining and picturing • If (I were/would/could) imagine/picture/dream  Making judgements • Right/wrong/good/bad/agree/ disagree/in my opinion/I mean • Must/never/should/proud
  22. 22. A. Efferent vs Aesthetic Teaching Introduction Context Description Distinguishing Feature Practical Ideas Conclusion exit  Objectives: 1. Introducing students to the subject matter of the 18th-century novel. 2. Providing information about 18thcentury society and forming a fuller awareness of 18th-century social and ` values. 3. Students expected to be able to capture the fictive world a novel presents, make criticisms, and present different views on the novels they read
  23. 23. Efferent Group Introduction Context 2. Read passage aloud, rephrasing, explaining, and translating into Turkish 1. Teachers use more efferent prompts Description Distinguishing Feature 3. Questions asked about characters and events in novel ` Practical Ideas Conclusion exit 5. Teacher stands by the table and often did most of the talking! 4. Focused on literary techniques (style, theme, setting, characterization, and writer’s intention)
  24. 24. Aesthetic Group Introduction Context 2. Teacher uses more aesthetic prompts and facilitated personal responses. 1. Teachers was more interactive Description ` Distinguishing Feature Practical Ideas Conclusion exit 2. Do group work and whole-class discussion 4. Questions used is to focus students’ attention on their own experiences
  25. 25. … typical questions used in aesthetic group Introduction Context “What is your first reaction to this chapter?” “What would you do if you were in the character in the novel?” Description Distinguishing Feature “What feelings do you have` as you read the novel?” Practical Ideas Conclusion exit “Did the novel remind you of any other novels or films?”
  26. 26. B. Students’ Reaction to Aesthetic and Efferent Teaching Introduction More sharing, discussing Enjoyable and Interesting learning Context Description Distinguishing Feature Practical Ideas Conclusion exit “It’s very important for people to express their opinion freely. ` Everybody has different opinions and they should be able to discuss them without hesitation.” “In the classroom, we were asked to talk about our opinions and this was very nice” “…we must learn a lesson from it and apply it in our real lives.”
  27. 27. Introduction Context Description Distinguishing Feature “The teacher asks questions and gives us her answer to the questions. This is very good because we write it down and ` before the exam we revise these note.” Practical Ideas Conclusion exit ! Students in efferent group even felt safe with teacher who provides the aesthetic ways of teaching (question-answer session)
  28. 28. C. Moving from an Efferent Stance to an Aesthetic Stance Introduction Context Description Distinguishing Feature Practical Ideas Conclusion exit In those efferent responses showed that : 1. Efferent was to critique work in the manner of school criticism. 2. Students focused on story content and couldn’t enjoy to share ideas. 3. They assumed that their personal opinion was not ` valued, because there’s only one answer in right In those aesthetically responses showed that: 1. Students focused on imagining themselves in character’s place, making associations and relating feelings. 2. Students felt more live to study literature.
  29. 29. D. Pre- and Post-study Responses Introduction Context Description Distinguishing Feature Practical Ideas Conclusion exit Aesthetic group : students were able to respond from a more aesthetic focus. Efferent group : students responded more efferent focus. ` “Aesthetic teaching encouraged the students to respond at a more mature level.”
  30. 30. E. Teachers’ Reactions to Aesthetic in Teaching Introduction Both teachers, aesthetic and efferent teachers were inspired by the experience and have better Context understanding of the need to facilitate students’ engagement in literature. Description Distinguishing Feature Practical Ideas Conclusion exit They tough that teaching aesthetically will ` encourage students to have affective and imaginative responses. It can create a balance atmosphere between literature and personal experience.
  31. 31. H. Act as Questions and Prompts ThatThatEngage I. Create Listener, Responder, and Helperand Inter D. EncourageEnvironmentMake PersonaltoRatherforin E. Provide Students andOpportunities C. Pose QuestionsWith Where Literature Ask Students to Prompts F. Provide Begin With the Initial inEncourage Pose an Opportunities for Students Is Talk F. Always Students to Respond Writing Encourage A.Than as Provider ofArtistic Value Impressions B.textual Connections Information to Variety of to Relieve Speculation Activities Appreciated for Its the Reading Experience Interpretation Through Students Playing Introduction Context Description Distinguishing Feature Practical Ideas Conclusion exit She is likes my mother, my mother kiss me too. Drama Dear Diary Teacher talk less `  Talk each other  Group work  Group presentations Reading Writing
  32. 32. Introduction Context Description Distinguishing Feature Practical Ideas Conclusion exit Aesthetic teaching can create a desirable atmosphere that is pleasant for both teachers and students. It also helped to extend students’ growth not only as readers but also as ` individuals who realize that there were alternative perspective to life each other. As literature teacher, we must put better understanding of our students’ ability as readers and responders.
  33. 33. It’s time for Question 1 2 3 ` 4 5 6 exit
  34. 34. 1. Emi: is it possible to apply in Indonesia? 2. Jannah: Traditional teaching. What make students do that 3. Ami: system in Indonesia use the efferent approach.
  35. 35. Saifullah Nurul Sabrina Mirza Kurniawan THANKS ` Yosafat Marvi Bungai Say…… exit FOR WATCHING US

×