Literature as a Bridge Across Generations: Teaching Strategies for Correlating Students with Cultural Heritage
DOI:
https://doi.org/10.29407/e.v11i2.23484Keywords:
literature, cultural heritage, teaching strategy, intergenerational bridge, cultural preservationAbstract
In the fast-paced era of globalization, there is a concern that the younger generation is increasingly being uprooted from their cultural roots and ancestral heritage. This study aims to explore the potential of literary works as a bridge between generations, as well as propose effective teaching strategies to connect students with cultural heritage through literary works. The study involved 5 literature teachers and 50 students of SMK Negeri 1 Kediri. The study used a qualitative approach by analyzing data from classroom observations, interviews with teachers and students, and content analysis of literary works used in learning. Data collection was conducted for 3 months, from March to May 2024. The data analysis technique used was thematic analysis to identify patterns and themes in the data, which was then combined with content analysis of the literary works studied. The results showed that the use of classic and contemporary literary works rich in local cultural content can help increase students' appreciation of their cultural heritage. Effective teaching strategies include guided discussions, culture-based projects and collaboration with cultural resource persons. This research contributes to the understanding of the role of literature in bridging the intergenerational gap and promoting the preservation of cultural heritage through education.
References
Barone, T., & Eisner, E. W. (2012). Arts Based Research. Sage Publication.
Bobkina, J., & Stefanova, S. (2016). Literature and Real Life: Exploring Literature for Adult Students. Study Circles at Institutions for Adult Learning, 5(4).
Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cai, M. (2008). Transactional Theory and The Study of Multicultural Literature. Language Arts, 85(3), 212–220.
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). Sage Publications.
Creswell, John W. (2007). Qualitative Inquiry & Research Design Choosing Among Five Apporoaches. SAGE Publication Inc.
Damono, S. D. (2003). Pengantar Teori Sastra. Pusat Bahasa Departemen Pendidikan Nasional.
Damrosch, D. (2003). What is World Literature? Princeton University Press.
Dewey, J. (1938). Experience and Education. Macmillan.
Jewitt, C. (2008). Multimodality and Literacy in School Classrooms. Review of Research in Education, 32(1), 241–267.
Kosasih, E. (2012). Dasar-Dasar Keterampilan Menulis. Yrama Widya.
Lailiyah, N., & Rahmayantis, M. D. (2021). Melukis Kata Lewat Puisi. Kepel Press.
Langer, J. A. (2011). Envisioning Literature: Literary Understanding and Literature Instruction. Teachers College Press.
Lawall, S. (1994a). Reading World Literature: Theory, History, Practice. University of Texas Press.
Lawall, S. (1994b). Reading World Literature: Theory, History, Practice. University of Texas Press.
Mendoza, J., & Reese, D. (2001). Examining Multicultural Picture Books for The Early Childhood Classroom: Possibilities and Pitfalls. Early Childhood Research & Practice, 3(2), n2. https://doi.org/10.1038/s41586-019-1666-5
Nurgiyantoro, B. (2014). Sastra Anak: Pengantar Pemahaman Dunia Anak. Gadjah Mada University Press.
Nussbaum, M. C. (2010). Not for Profit: Why Democracy Needs the Humanities. Princeton University Press.
Rosenblatt, L. M. (1995). Literature as Exploration. Modern Language Association of America.
Showalter, E. (2003). Teaching Literature. Blackwill Publishers.
Sumarsono, D. (2010). Pengajaran Sastra di Sekolah: Pendekatan Teori dan Praktik. In Pustaka Pelajar. Pustaka Pelajar.
Tarigan, H. G. (2008). Menulis Sebagai Suatu Keterampilan Berbahasa. Angkasa.
Unsworth, L. (2001). Teaching Multiliteracies Across the Curriculum: Changing Contexts of Text and Image in Classroom Practice. Open University Press.
Vygotsky, L. S. (n.d.). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
