Operational Focused Literature Lesson: Teaching Doll Story Type According To Waldmanns Stage Model

Literature lessons causes trouble for the learners getting education in university as well as in secondary education. Learners think that they cannot understand the literature texts even before they are analyzed in the class and the learners see them as hard, boring and nonfunctional texts. The learner who has prejudge against literature texts puts a distance between the text and himself and even if he really wants, he cannot understand the text that is done in the class. In order to solve all these problems and encourage the students’ desire of learning , literature lessons which learners can engage, produce and study independently from the teachers hold be applied. For such an application, it will be appropriate to set the example of “productive literature lesson model” that Günther Waldmann developed. Waldmann developed an approach related to literature lesson and with this approach he tried to demonstrate that learners can participate in each phase of the lesson actively. The aim is to make the students learn by both enjoying and producing, at the same time make the learning process permanent with the help of their own productions. For these, Waldmann developed a model consisting of four stages. The main purpose of this article is to indicate each stage of Waldmann’s model by applying on droll story (Schwank), how to apply this on each stage, which exercises can be done and how it can be taught with the features of droll story. Besides these, with the visualization of learners’ production ,how the literature being discussed dealt with by the students disinterestedly and how teaching can be done enjoyably can be seen explicitly. This article tries to aim at showing the contributions of Waldmann’s model with the help of story doll type in teaching also bringing a new dimension and perspective to the traditional literature lessons.

Keywords

Waldmann model, droll story, literature lesson, education