A Study on the Aspects of Classical Literature Materials in High School Korean Textbooks and Literature Textbooks According to 2015 Revised Curriculum

2020 ◽  
Vol 66 ◽  
pp. 171-221
Author(s):  
Yun-Jeong Hwang
Keyword(s):  
High School ◽  
Classical Literature ◽  
Literature Textbooks

scholarly journals PENGEMBANGAN BUKU AJAR BAHASA INDONESIA TERINTEGRASI PENDIDIKAN KARAKTER BERDASARKAN PENDEKATAN KOMUNIKATIF

2019 ◽  
Vol 19 (2) ◽  
pp. 267-279
Author(s):  
Cicilia Nian Erika
Keyword(s):  
High School ◽  
Research And Development ◽  
Character Education ◽  
Junior High School ◽  
Junior High ◽  
Language And Literature ◽  
Communicative Approach ◽  
Literature Textbooks ◽  
Bahasa Indonesia

The research and development of Indonesian textbooks is very important especially for the textbook which integrates character education using communicative approach. Many textbooks have been published, but they are often only for reference in assignments and exercises. The existing textbooks do not fully use text that is a genre in learning Indonesian, namely the pedagogic genre. This research aims to produce forms of competence, material forms, forms of tasks, and forms of assessment in the development of Indonesian Language and Literature textbooks integrated with character education based on communicative approaches for junior high school. The method used was research and development with reference to the Borg and Gall model. The showed that learning devices, teaching books, are feasible to implement. In addition, practitioners' assessment of the implementation of this textbook is 3,526 categories "Good". Likewise, the assessment of students in the three aspects occupies the highest category of Good. Therefore, the development of the Indonesian Language and Literature textbook can already be said to be feasible to use for the teachers and the students of Junior High School, especially for SMP Pangudi Luhur 1  in Yogyakarta.

scholarly journals World Literature and Translation in Persian Literature Textbooks

2021 ◽  
Vol 13 (3) ◽  
pp. 30-43
Author(s):  
Nazanin Shadman ◽  
Mir Mohammad Khademnabi
Keyword(s):  
High School ◽  
World Literature ◽  
Theory And Practice ◽  
Ministry Of Education ◽  
Persian Literature ◽  
Education Organization ◽  
The Status ◽  
Literature Textbooks ◽  
Anglo American ◽  
Foreignizing Translation

Abstract Persian literature textbooks, designed, compiled, and distributed by a state bureau run by the Ministry of Education, Organization for Educational Research and Planning, also have sections on the theory and practice of translating world literature. The current study deals with those passages, how they are represented and how they are consequently interpreted in the light of Venuti’s conceptualization of domesticating and foreignizing translation. It is aimed to understand the status, significance, and visibility of translators in the corpus under study. The results of content analysis for the five high school literature textbooks (grades 6, 7, 8, 9, 10, 11, and 12) indicate a strong sense of domestication and appropriation by the compilers of the textbooks. The following strategies are recognized to have the largest share in the textbooks: no mention of the name of the translator, Iranization, and appropriation. The strategies are followed by samples for each theme. The paper concludes that the polyphonic world promised to be achieved by studying foreign and world literature is not, therefore, attained in such a context, as the emphasis is ultimately on the target ideologies and worldviews. The study also sheds doubt on the assumption that domestication is confined to the so-called imperialistic cultures like the Anglo-American.

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