Teaching Gender Responsiveness through Folktales in EFL Classroom

Masykuroh, Qanitah (2020) Teaching Gender Responsiveness through Folktales in EFL Classroom. In: ICLLT 2019, 12 October 2019, Magelang, Central Java, Indonesia.

[thumbnail of PDF]
Text (PDF)
eai.12-10-2019.2292223.pdf - Published Version

Download (247kB) | Preview


Folktales are believed to one of can allow students to think critically about aspects of life in their own communitiesThe purpose of this study is to explore the utilization of Indonesian folktales in the EFL classroom for junior high school students.. Hence, the data of the study comprises the document, and information collected from observation and interview from an EFL class at an Islamic Junior high school in Surakarta, Central Java. The result shows that the use of selected folktales in the EFL classroom can provide and trigger more English language use. Moreover, the gender themes of the folktales can also be used to initiate students to think critically on gender issues, relating the folktales to their daily life experience. Further, this can help the students foster critical literacy as well as teaching them with a further understanding of gender notions in their lives. This study confirms the advantage of teaching ELT which encompass not only linguistic elements but also the integration of traditional literature in the curricula.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: gender responsiveness folktales teaching efl
Subjects: H Social Sciences > H Social Sciences (General)
Depositing User: EAI Editor IV
Date Deposited: 29 Sep 2021 12:52
Last Modified: 29 Sep 2021 12:52
URI: https://eprints.eudl.eu/id/eprint/7148

Actions (login required)

View Item
View Item