DEVELOPING TEXT CREATION COMPETENCY THROUGH TEXT ANALYSIS IN DIFFERENTIAL LITERARY EDUCATION

Abstract

This paper explores the development of text creation competency in differential literary education, focusing on text analysis as a core tool. Language elements such as words and phrases are studied within textual contexts, promoting a deeper understanding of both linguistic structure and meaning. The study emphasizes that language learning is not isolated to vocabulary or grammar but occurs comprehensively through text-based learning. By analyzing texts, students enhance their ability to distinguish primary ideas from secondary ones and develop coherent written and oral communication skills. Additionally, tasks structured around identifying themes, organizing ideas, and understanding syntactic relationships cultivate students' analytical thinking and creativity. Various genres and forms of texts—ranging from official documents to literary works—are examined to teach students about stylistic diversity and structural complexity. The paper further advocates for contextualized language teaching to enrich students’ vocabulary and strengthen their literacy.