Effectiveness of English Literature Material (ELM) Module for Indonesian Students throught Meaningful Learning
DOI:
https://doi.org/10.56294/mw2025736Keywords:
English literature, English teacher candidate, meaningful learning, new learning approachAbstract
English literature played a vital role for non-native English speakers. It provided them with new experiences and insights, enhancing both their spoken and written global communication skills. These skills offered authentic experiences that helped the students to develop into English language teacher skills through meaningful learning in a controlled environment. But many universities in Indonesia still used classical ways. A new approach to learning English literature was urgent needed in the globalization era. So, this study was to analyze the effectiveness of the English literature material module for Indonesian students through meaningful learning to English teacher candidates. This was a quantitative paired research design. Fifteen students were involved in this study, involved in comparing two measurements, a pretest and a posttest taken from the same individual under different conditions. The results indicated that the module improved students’ English literary works in communicative ways through meaningful learning in the aspects of prior knowledge, critical analysis, and integration with related materials. In conclusion, the module quite effective to improve the students’ English literary works for students in higher education in Indonesia through meaningful learning. The study emphasized the importance of understanding students' knowledge before giving new materials, creating trigger questions, and the ability to associate materials with other new concepts. Therefore, it was recommended that the module integrated by meaningful learning could be applied for foreign language students to improve their communicative skills through English literary works, so it could be beneficial in self-efficacy, self-critical analysis, and self-integration.
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