The debate among English teachers in Bataan Peninsula State University-Balanga Campus whether it is the standard to use literary theory to teach the literature for undergraduate with the specialization of English. In a mandated curriculum for undergraduate English majors there are typical textbooks for literature class. Those different textbook have almost the same structure, bibliographical information about the author, brief introduction and explanations of language work. Most of the time, language teacher uses approach that is not linked to any literary theory but they focus on the author’s background information, words and expression and also the structure. Literature courses offered to all universities and colleges. Attitudes of the students in studying literary for those who had serious struggle in literary study. Reading literatures in all categories have their doubt in somehow to ‘hidden meaning’ of the text. It resists analytical thinking for not to loss the focus in reading that believe in such thinking needs.
Literary criticism refers to analyzing, critiquing and reviewing literary piece. It performed the perspective of the reader in critical thought. The purpose it to analyze the quality and relevance from reader’s viewpoint. Literary criticism addresses different manner and it can be taught individually. However, there is associated underlying skills with all literary criticism that will help to understand the text. It focused on literary interpretation or what may call second-level literary criticism. We have first-and-second level criticism and their difference which is similar between like or dislike of the text.
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Examination that made to the students from Northern Ireland and England, responses to the literature presents poetry “unseen”, inviting consistency of close reading with the orientation-to-text with Practical Criticism and New Criticism. Approach survive in United Kingdom. They promote cultural literacy as premise for learning. In this article explore the troubled relationship in curricula, pedagogy and assessment for studying literature and interactions in classroom discussion in Northern Ireland and England where the senior high school students (16-17 years old) of English Literature contemplate Yeats poem “Easter, 1916”. With the use of method, the teacher holds contextual information as they obtain students’ responses, the vary responses of each students seem to arise from vary access to background knowledge base to local British culture.
In the Philippines, there’s some issues about the writers. The New criticism did not come unopposed. “Analytical approach” was met within Silliman itself. From Edilberto Tiempo (Filipino writer): “The literary magazine from one University assume the beat for us. For a year, we are branded as faddist, propagators, freaks… In the Philippines, it took 15 years before New Criticism achieved foothold. A dozen or other writers and scholars had gone to Universities in America and returned to the Philippines and added impulse to the reproduction of New Criticism.”
It promotes the Literary Criticism in College curriculum in English Language class. With this subject, undergraduate English major see every piece of the literature, at the same time the deep interpretation of one literature will develop. Allow themselves to be involved in conversation in social, psychological, gender queer and analyzing the figurative languages. As studying English literature, engaging in Author’s background, self-reflection from the piece are relevance in criticizing piece. Criticism is important component in studying and learning literature. It appears obvious that literary criticism demands sharper analysis and focuses. The literary criticism in curriculum should reflect reasoning that found in current literary theory.
The study aimed to measure the different Perception of 3rd year ELLA (English Language and Literature Advocates) with the literary piece: Interpretation and views using Deconstructive Criticism
The knowledge of interpreting literature in English class leads the reader’s critical thinking and deep understanding. Readers understand the literary piece in the broad judgement of the literary theory. The critics have their own interpretation, negative and positive views. With the Deconstructive Criticism, the readers created their own meaning during reading and it is inevitable to give way more meanings from the piece. It can be difficult thing when taking criticism. It is dependent on opinions and reviews. The reader role to be like a detective, authenticating and editing the manuscript, it is widely from examining books.
Specifically, seek the answer to the following questions:
1. How the undergraduate English major expand their perception in literary criticism?
2. What difficulties that may encounter of English major students in criticizing literature with the use of deconstructive criticism?
3. How did they cope with the changes and problems that brought by literary criticism?
4. What are the distinct experience of interpreting text in literary criticism?
Significance of the study
This study will take up to integrate literary criticism in English curriculum and also to expand the learning in literary of English advocates in Bataan Peninsula State University.
They are the direct recipients of the output of this study. Any improvement of undergraduate English major in interpreting literary piece can produce the better learning and understanding of literature in literacy class.
This is very beneficial to the faculty member of English, specially to those newly hired teacher or the newbie in teaching profession. In this research, the teacher will find the new concept of understanding literature and share the relevance to the students.
It supports the teachers and the department in planning the curriculum in students’ success that define intended learning outcomes, content, assessments and pedagogic requirements. Help the students develop their skills in analyzing and their comprehension.
The researcher may acquire information and ideas in this study. It may use as a guide or support to their future research paper and to their problem.
This qualitative research focus on how to measure the process of the students in interpreting and criticizing the literature and to expand the knowledge in literary criticism of the undergraduate English major in Bataan Peninsula State University-Balanga Campus. This study describes the uniqueness of understanding and individual judgements on the text.
There is limitation of all literary criticism. Many literatures talk about issues, including social status, gender preferences, mental health, poverty, race and so on. There’s approach that only interpret in the text itself. The way of thinking will become inclusive.
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