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POSITIVE LEARNERS’ RESPONSES ON MORAL VALUES BASED STORIES: CONSTRUCTING AND DEVELOPING KNOWLEDGE
Corresponding Author(s) : Luqman Alhakim
Humanities & Social Sciences Reviews,
Vol. 8 No. 2 (2020): March(2020)
Purpose of the study: The study aims at investigating the students’ responses about moral education values behind the sentences from different historical texts in a classroom action research on the Intensive Reading course to find out their responses based on their experiences and to understand the values as well as understanding micro text elements.
Methodology: The subjects of the research are the 2nd-semester students at the English Language Education Program of Slamet Riyadi University, Indonesia. The research method is a classroom action research. The methods in collecting the data were observation, a questionnaire, and document analysis. The data were analyzed through data reduction, data display, and conclusion drawing/ verification.
Main Findings: Research findings showed that the students’ responses on the passages entitled (1) “Restaurant Then and Now” indicates that they responded about local product, i.e. local food and beverages and beneficial activities during eating; (2) “Ray Harry hausen, Special Effects Genius” indicates they respond innovation, creativity, professionalism, and trust; (3) “Interview with a Young Environmentalist” indicates they respond professionalism, autonomous, creative, and working social activities together; and (4) “A New College Course: What Motivates Altruism?” show their response that valuable, sense of regard, autonomous, professionalism, and trust for altruism.
Applications of this study: The study can be useful in the area of English language teaching, especially in teaching reading because students have to read and respond. Responding occurs if there is integration between prior knowledge, language experience, and critical thinking; therefore the researchers intend to encourage them to respond to understand the texts fully.
Novelty/Originality of this study: Positive responses for positive sentences dominate the students’ response; so that they understand which sentence’s content is good or not at their mind. Their positive responses indicate that they are open, able to differentiate between good and bad activities, and able to read and assess the phenomena based on their various educational background.
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