Implementation of Quality Management System ISO 9001:2015 Integrated with Accreditation Standards in SMK 1 Sragi

Accreditation and ISO become a benchmark that is used as a school in an effort to ensure the quality of education. In applying of Quality Management System ISO 9001: 2015 can be integrated with accreditation standards. Purpose of this research: (1)the evaluation results of ISO 9001: 2015 implementation integrated with accreditation standards in SMK 1 Sragi in terms of Context, input, process, product; and (2) inhibiting and supporting factors for the implementation of ISO 9001: 2015 that are integrated with accreditation standards in SMK 1 Sragi. This research was carried out using the CIPP evaluation model from Stufflebeam. Data collection techniques: questionnaires, interviews, and review of archive documents. The results showed that : (1) The evaluation results of the ISO 9001: 2015 implementation integrated with accreditation standards in SMK 1 Sragi showed that: the context aspect is categorized quite well with an average of 3.18, the input aspect is categorized quite well with an average of 3.23, the process aspect is categorized quite well with an average of 3.19, the product aspect is categorized quite well with an average of 3.06. (2) The inhibiting factors for the implementation of ISO 9001: 2015 integrated accreditation standards in SMK 1 Sragi are stagnation of mindset for sustainable school progress, lack of literary awareness and lack of understanding of risk management, supporting factors for the implementation of ISO 9001: 2015 integrated accreditation standards in SMK 1 Sragi are top management commitment, role of personal, effective communication, and continous improvement.

Literary Competence Improvement on Listening Short Story using Pakem Strategy With TGT (Team Games Tournament ) Method

Literature teaching at school is aied to give the basic of literary awareness to the students, so they can learn to love and appreciate literature well based on the literary rules they have got. One example of literary works is shortstory.we can teach students short story in listening class. However, their literary competence is found out to be low. Therefore, the teacher proposed TGT method to improve students’ literary competence. The results reveals that working activities during listening show students’ positive appreciation to literature. However, the teacher should have more give attention to the aspects of short story.

Pedagogical Stylistics as a Tool in the Classroom: An Investigation of EFL Undergraduate Students' Ability in Analyzing Poetic Language

This research paper draws on applying the tools of pedagogical stylistics in teaching literature in particular poetry to English as a foreign language (EFL) undergraduate Iraqi students. The language of literature is rich with social context, exquisite deviant forms, and vocabulary. This paper aims at examining to what extent pedagogical stylistics can be helpful in increasing students' literary awareness. In addition, to examine how it can help them to interpret and analyze selected poems that have been chosen for them to achieve this goal. For the purpose of gathering the required data a pre-test and a post-test are conducted. Verdonk's (2013) approach is adopted in teaching stylistic tools to the students. The participants were (40) second-year students of the academic year 2018-2017 from University of Baghdad, Iraq. Moreover, a questionnaire is distributed to know students' opinions about studying stylistics. The final results proved that (1-) pedagogical stylistics tools are of great significance to pay heed to the language of poetry or literary language in general, (2-)the questionnaire shows that most agreed on studying stylistics in the classroom. Thus, this study highly recommends that teachers of literary subjects should focus on stylistic tools in teaching literary texts.

Exploring new territories in pedagogical stylistics: An investigation of high-school EFL students’ assessments

The growing number of recent publications on pedagogical stylistics indicates that this area is still of much interest to those who invest in the integration of language and literature. However, evidence-based assessments of pedagogical stylistics are still few and depend mostly on teachers’ intuitions. The present study contributes towards filling this gap by examining 28 reflective accounts produced by high-school English as a foreign language (EFL) teenagers who participated in a literary awareness workshop on iconicity. Branching out from pedagogical stylistics, literary awareness is here described as a program which aims at sensitizing students to verbal artistry. The bottom-up analysis of the participants’ accounts reveals five main aspects – “applicability,” “learning,” “materials,” “students” and “teaching” – and indicates that the workshop was to a certain degree transformative. Instead of an instrumental approach to language learning, the workshop aimed mostly at consciousness-raising. Students’ assessment of the workshop was quite positive, and they linked in-class experience with their lives outside the school. The results indicate that, besides learning a foreign language, the process of reflection has led students beyond the text. We conclude by discussing the implications of the workshop for both pedagogy and research.

Twórcze echa neurotycznej młodości Żeromskiego, czyli pisarstwo wywiedzione z Dzienników

Until now, Stanisław Żeromski’s writings have not been viewed with regard to literature common to the age of anxiety from the turn of the eighties and nineties of the 19th century, though there are numerous common aspects shared by both. These are clearly discernible in the early works of the writer, written in his youthful days, and shaped among others by J. Ochorowicz’s literary piece Z dziennika psychologa (“From a psychologist’s diary”) concerning the latter’s views on the neuropsychological system of man, the acquired habitual self-analysis and autobiographism rooted in the practical activities of a diarist; all of which surface both in the subject matter, the singularity of style, narration, as well as the composition of later works by the author. By devoting the majority of space and attention to identifying and tracing literary awareness in his intimate notes from 1882 to 1891 – of which one volume carries the title Dziennik człowieka nerwowego (“Diary of the anxious man”) – R. Okulicz-Kozaryn portrays its role in Siłaczka (“The Strongwoman”), Mogiła (“The Grave”) and Źródło (“The Source”), also in Ludzie bezdomni (“The Homeless”). He further claims that Żeromski’s Dzienniki (“Diaries”) should be presented as its laboratory sample, whereas the entire literary output of the writer ought to be interpreted as more advanced consequences of the then initiated experiment.