Research Article
Teaching Gender Responsiveness through Folktales in EFL Classroom
@INPROCEEDINGS{10.4108/eai.12-10-2019.2292223, author={Qanitah Masykuroh}, title={Teaching Gender Responsiveness through Folktales in EFL Classroom }, proceedings={Proceedings of the 1st International Conference on Language and Language Teaching, ICLLT 2019, 12 October, Magelang, Central Java, Indonesia}, publisher={EAI}, proceedings_a={ICLLT}, year={2020}, month={2}, keywords={gender responsiveness folktales teaching efl}, doi={10.4108/eai.12-10-2019.2292223} }- Qanitah Masykuroh
Year: 2020
Teaching Gender Responsiveness through Folktales in EFL Classroom
ICLLT
EAI
DOI: 10.4108/eai.12-10-2019.2292223
Abstract
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.
