The present study aims to describe the distribution of courses and teaching materials for literary appreciation and learning models carried out by lecturers of the Indonesian Language and Literature Education Study Program of Private Universities in Central Java and Yogyakarta Special Region.
Methods of data collection were document observation, class observation and interviews with the Heads of the Study Program, lecturers, and students at University of Veteran Bangun Nusantara (Univet), Widyadharma University (Unwidha), PGRI University (UPY), and SarjanawiyataTamansiswa University of Yogyakarta (UST). The gained data were then analyzed qualitatively using Miles and Huberman’s 1992 interactive model.
The results indicate that (1) the distribution of literary appreciation courses was varied. To take literary appreciation courses, students must first take the Literature Theory course, Literature History, and Fundation of Literary Appreciation. (2) Learning models of literary appreciation are varied, but most lecturers have used cooperative models to the extent they know. Character education in literary learning is not explicitly given, but implicitly implemented, namely by working together, respecting different opinions or tolerance.
Teaching material; learning model; literary appreciation; character education
