Idea Of Text Research Articles

Efektivitas Model Pembelajaran Think Pair Share dalam Meningkatkan Pemahaman Siswa Terhadap Materi Ide Pokok dan Ide Pendukung Teks Deskripsi di Kelas IX-I SMP Negeri 13 Surabaya

Through classroom action research conducted in two cycles, this study aims to improve the understanding of grade IX-I students of SMP Negeri 13 Surabaya on the material of main ideas and supporting ideas of descriptive texts by implementing the TPS cooperative learning model. The results of the study showed a significant increase in student understanding after the implementation of the Think Pair Share learning model. In the pre-cycle, the average student test score was 65. After cycle I, the average score increased to 78, indicating an increase of 20%. In cycle II, the average score reached 85, or an increase of 9% from cycle I. This increase is indicated by the increasing number of students who can correctly identify the main idea and supporting ideas of descriptive texts. In addition, student activeness in discussing and giving opinions also increased significantly. This shows that the Think Pair Share cooperative learning model is effective in improving students' understanding of the main idea and supporting ideas of descriptive texts.

Do source use features impact raters’ judgment of argumentation? An experimental study

This experimental study explores how source use features impact raters’ judgment of argumentation in a second language (L2) integrated writing test. One hundred four experienced and novice raters were recruited to complete a rating task that simulated the scoring assignment of a local English Placement Test (EPT). Sixty written responses were adapted from essays written by EPT test-takers. These responses were crafted to reflect different conditions of source use features, namely source use quantity and quality. Rater scores were analyzed using the many-facet Rasch model and mixed two-way analyses of variance (ANOVAs) to examine how they are affected by source use features and rater experience. Results show that source use features impacted the argumentation scores assigned by raters. Paragraphs with more source text ideas that are better incorporated received the highest argumentation scores, and vice versa for those with limited, poorly integrated source information. Rater experience impacted scores but did not influence rater performance meaningfully. The findings of this study connect specific source use features with raters’ evaluation of argumentation, helping to further disentangle the relationships among examinee performance, rater decision, and task features of integrated argumentative writing tests. They also provide meaningful implications for writing assessment research and practices.

The Effectiveness of Lexicon Card Media Assisted by Minimum Competency Assessment on Students’ Learning Comprehension

The low student learning outcomes in Indonesian language learning content in class IV are caused by teachers tending to use lecture methods, which causes students to become bored. This research aims to analyze the effectiveness of lexicon card media assisted by minimal competency assessment on students' understanding compared to conventional methods. The method used in this research uses a Quasi Experiment type with a Non-equivalent Control Group research design. The methods used to collect data are interviews, observation, documentation and tests. The instruments used to collect data were questionnaires and test questions. The population of this study was 111 students. The sampling technique used is Nonprobability Sampling. The data analysis technique used is quantitative descriptive analysis and inferential statistics. The results of research on the use of lexicon card media assisted by minimum competency assessments can improve student learning outcomes. The results of the student understanding test increased from the pretest to the post-test, and the average of the experimental class was higher than the control class. It was concluded that the effectiveness of lexicon card media assisted by minimum competency assessments in understanding the ideas of narrative texts had an influence in improving student learning outcomes compared to conventional methods.

The Influence of Cognitive Strategies Towards Student Ability In Determine The Main Idea In Descriptive Text

This research aims to identify the influence of cognitive strategies toward student ability in determining the main idea in descriptive text. This research uses quantitative research methods, using the preexperiment method with the design of the one group pretest posttest. The researchers uses tests as a data collection technique, then pretest and posttest as research instruments. Participants in this research were 52 class XI students of SMK 2 LPPM RI Majalaya. Research data shows that cognitive strategies help students in determine the main idea in descriptive text. Students can demonstrate better reading comprehension skills. This data is supported by the pretest results which have a mean value of 52.02 and posttest results which have a mean value of 87.92. Furthermore, the results of hypothesis test using paired sample t-test method show that there is a significant influence of the use of cognitive strategies toward students ability to determine the main idea in descriptive text with the Sig value. < 0.05 or 0.001 < 0.05. Based on the research results, cognitive strategies influence students ability in determine the main idea in descriptive text.

ORGANIZATION OF WORK ON PREPARATION FOR COMPOSITION TRAINING IN PRİMARY SCHOOL

The article examines the ways of preparing younger students to write compositions. For this reason, first of all, the importance to organize work on the systematic analysis of the structural and content features of the reading texts in the textbook is emphasized. It is noted that tasks aimed at understanding the concepts, such as ―text‖, ―idea of text‖, ―parts of text―, ―title‖, ―paragraph‖, ―plan‖, etc. introduce students to the structural features of the text, its composition and help to develop text construction skills.

Online Collaborative Strategies of ESL Learners in Precis Writing

It can be difficult to make the switch to online learning, and there are questions about how well students will be able to work together on group writing assignments. This study aims to identify the synchronous collaboration strategies employed by ESL students and how they affect their precis writing. Purposive sampling was employed in this study to select twenty-five (25) ESL students. Data was gathered using interviews, observation, and checklists as part of an explanatory mixed-method study design. According to the study's findings, students gain strategic thinking skills through online collaborative writing assignments; they also get better at summarizing, working in teams, and communicating important ideas in texts; and they stress the value of editing their work and utilizing both conventional and modern writing tools. Through the provision of resources, technology, and mentorship, educational institutions should establish settings that support collaborative writing.

Blackout Poetry: Eclipsing With Words and Images to Illuminate Ideas.

Integrating literacy practices in science classrooms can help students read complex scientific text, write arguments as part of shared cross-disciplinary practices, and engage with content. In the Linking Science, Mathematics, and Literacy for All Learners program, middle school science, mathematics, ELA, and special education teachers have been implementing multimodal STEM text sets that include a range of texts and scaffolds that support instruction and students' content learning. One of these strategies combines reading and writing in unique and creative ways: poetry writing! Blackout and found poems are accessible approaches to help students focus on key words and ideas in a complex text, pull out those words to work with them, and then reconstruct them into a poem. This approach can be used in a variety of ways, and in some of the examples provided, students include an altered page from a scientific article on which they find their words, black out the rest of the text, and then illustrate the entire document to help show their message.

Opening the boundaries of a literary text: Anton Chekhov’s novel “Kashtanka” and its film adaptation in teaching Russian as a foreign language

The article describes the work with a literary text and its adaptation in the classroom of Russian as a foreign language. In particular, we focus on the ways of understanding a literary text by including a film adaptation into classroom activities. Special attention is paid to the characteristics of the intersemiotic translation and its basic concepts: adaptation, film adaptation and interpretation. For the methodology of teaching Russian as a foreign language, this distinction is conditional and is of great interest from the point of view of understanding the idea and content of the literary text and the peculiarities of its interpretation. When working with international students, the use of screen versions of Russian literature texts helps, on the one hand, to simplify the process of understanding their meaning and key points by visualizing verbal and nonverbal components of the text, on the other hand, to complicate this work - to increase the amount of information provided. The present paper presents the algorithm of working on the text of the short story “Kashtanka” by Anton Chekhov and its film adaptations and formulates sample tasks for classroom and independent work.

Bakhtin’s Philosophical Anthropology in Translation: Rhetoric Devices and Text Cohesion

The concepts developed by Mikhail Mikhailovich Bakhtin, a Russian theoretiсian of the 20th century, have had an important impact on the evolution of paradigms in humanities. However, his later works on literary theory continue to be far better known than his early essays on philosophical anthropology despite their key role in shaping Bakhtin’s thought. Published achronologically and imbued with innovative terms, Bakhtin’s works were sometimes translated by those who were unfamiliar with his concepts. The purpose of this study is to examine one of the earliest Bakhtin’s essays, Author and Hero in Aesthetic Activity , through a comparative perspective. The analysis is based on its French (1984) and English (1990) translations. It aims at revealing how the mechanisms of text cohesion and rhetoric are rendered in translation in order to convey the author’s ideas. The analysis has shown that the strategies chosen by the translators into French and English do not coincide and vary from ellipsis in French to amplification in English. The choice of coreferential models turns out to play a crucial role in structuring ideas in the target texts.

ÉTUDE DES INSERTIONS BIBLIQUES DANS L’OUVRAGE DU MÉTROPOLITE VARLAAM, RĂSPUNS ÎMPOTRIVA CATIHISMUSULUI CALVINESC [RÉPONSE AU CATÉCHISME CALVINISTE

Răspuns împotriva Catihismusului calvinesc is a polemic text by Metropolitan Varlaam, printed in the 17th century. In this text, Varlaam combats the ideas of a Calvinist text that appeared at that time, so he builds his argumentative discourse on the basis of biblical quotations, the truth of which cannot be questioned. Moreover, through the examples he offers, Varlaam guides the receivers to interpret the sacred text in accordance with the norms of the Orthodox faith and the Eastern patristic tradition

Exploiting Ishiguro’s 'The Remains of the Day' as a Language Reinforcement Platform

Literature taught through different genres in any language provides authentic material for language acquisition by ESL/EFL learners. It offers a range of linguistic choices and multiple levels of textual engagement. It also caters to (Krashen 1985) Input Hypothesis of i+1 in which acquisition is presumably maximized if input is positioned at one level higher than a learner’s existing level of language ability. For this research, the novel, ‘The Remains of the Day’ (TROD) (Ishiguro 1989) has been used to stimulate language learning. It may be noted that Ishiguro is a Nobel Laureate who depicts the harrowing struggle of the central characters resorting to memory assistance to reconcile with their past. The theoretical framework is informed by (Johns and Davies’s 1983) ideas of Text as a Vehicle of Information (TAVI), Text as a Linguistic Object (TALO) and Clandfield’s 2005 construct of Text as a Springboard of Production (TASP). Ishiguro’s style may also be compared to Hemingway in terms of producing episodic long sentences marked by conjunctions and the associations to his Ice berg metaphor. A single textual extract, guided by TAVI, TALO and TASP will be used to answer these research questions. How can TROD be used to teach the ESL/EFL learners’ reading skills? How can TROD be exploited to improve the vocabulary and grammar of ESL/EFL learners? How can selective paragraphs of the novel be used by ESL/EFL learners to develop their writing and critical thinking ability? The results of the research will probably highlight some of the ways in which literary texts can be exploited for language learning in an EFL/ESL context. The research may perhaps be restricted by its focus on a single literary text and its theoretical basis, but it will significantly contribute towards creative reimagining of the immense literary possibilities for language use.

The concept of Revolution in 17th century England and translations from Latin of William Camden's «Britannia»

The article examines the evolution of the idea of the revolution in England in the 17th century. This evolution can be outlined in how the word ‘revolution’ was being employed in translating from Latin William Camden’s ‘Britannia’. Two translations done – one at the start and the other at the close of the century – allow tracing the semantic change that occurred in the usage of the word ‘revolution’ on the course of the century. This evolution changes the meaning of the word and pushes it closer to modern understanding of ‘revolution’ as an event of considerable social and political significance and change. An attempt is made to explain why exactly this word came to denote one of the key events of Modern history. The word ‘revolution’ was being widely used in England of the late sixteenth – early seventeenth century and served to connect everyday secular and mundane ideas and notions to heavenly, more elevated level. The character of the employment of the word provided for the possibility of its secularisation and direct social and political usage. Particular stages of this process are shown by the analysis of its role in the English translations of various concepts and ideas of original Latin text by William Camden.

The Role of Planning in Reading Comprehension by Adolescents with ADHD: Evidence from Eye-Movements

This study explored the manner in which poor planning skill impairs reading comprehension of students with ADHD. Ninety-six adolescents with and without ADHD completed a planning task (Tower of London) and answered open-ended questions following the reading of two expository texts under two reading goals—study and entertainment, while their eye-movements were recorded. Findings indicated lower performance for the participants with ADHD on the planning and reading comprehension tests. Moreover, controls exhibited longer and more frequent (re)readings of text ideas in the study than in the entertainment goal condition, whereas readers with ADHD showed similar reading patterns for both reading goals. Critically, the difference observed between the groups on the reading comprehension test was mediated by the difference observed in their planning performance and goal-based reading patterns. Findings suggest that students with ADHD experience difficulties in reading comprehension due to poor planning of their text processing, as appropriate for different reading goals.

THE COHESION AND COHERENCE IN BARACK OBAMA’S SPEECH TEXT “FINAL PRESIDENTIAL PRESS CONFERENCE OF YEAR”

This research aimed at analyzing the cohesion and coherence in Barack Obama’s speech text “Final presidential press conference of year”. This research designed by the qualitative method with descriptive approach. Then, researcher used the Miles, Huberman, & Saldana theory to analyze the cohesion and coherence in the speech text. The result of this research showed all of cohesion and coherence devices were found. The data of this research were words and phrases. Based on summary of the result, that Barack Obama’s speech text “Final Presidential Press Conference of Year” contained grammatical cohesion devices, they are reference (34), subtitution (1), ellipsis (12), and conjuntion (60). And then, it contained the lexical cohesion devices. They are; reiteration (47) and collocation (11). Moreover, it contained the coherence devices. They are; repeat key nouns (9), consistent pronoun (5), transition signals (53), and the ideas in the speech text are arranged structurally. Based on the research finding, in the spech text, the cohesion devices dominanted in grammatical cohesion, especially in using conjuction. And the coherence devices dominanted in using transition signals. It is suggested that English learners’ should pay attention about the usage of cohesion and coherence in order to create a good text as well as a speech. For the teachers, hopefully this research could be used to enrich their teaching material. And for the next researcher, can get information and knowledge to create a text grammatically and semantically.

The Effect Of Snowball Throwing Method In Reading Comprehension Of Narrative Text At Grade Ten Of SMA Negeri 1 Siantar

The purpose of this research is to determine the more significant influence of the Snowball Throwing method on the reading comprehension of narrative text for class X SMA NEGERI 1 SIANTAR students. This research uses an experimental design. The problems in this research are the problems of students who have low reading comprehension abilities, students who are not familiar with the vocabulary in the text, and students who do not understand how to find the main idea in the narrative text they read. This research uses an experimental design, meaning that there is a certain experiment that is applied to a population or sample. And the population of this study were two classes, namely students in classes X-3 and X-4, totaling 60 students. The sample size is 30 students in each class. The control group used a textbook while the experimental group was taught using the snowball throwing method. In this study, data analysis showed that the average post-test score for the experimental group was 76, while the score for the control group was 64.16. The influence of the Snowball Throwing Method is more significant than without using the Snowball Throwing Method on the Reading Comprehension of class X SMA NEGERI 1 SIANTAR students in narrative texts. This is proven by the t test of 3.56 and the t table value of 2.001 and df = 58 (Nx+Ny-2 = 30+30-2 = 58). The t test value is greater than the t table value (t test > t table). Therefore the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected.

Analisis Strategi Pembelajaran PQ4R Untuk Menentukan Ide Pokok Pada Teks Eksplanasi

The low learning outcomes of grade 6 students at SDN 3 Dawuhan, especially when learning to determine the main idea of ​​an explanatory text, is caused by several factors, namely internal and external. External factors include variations in the learning model carried out by the teacher which are still not optimal.
 The subjects of this study were 6th grade students at SDN 3 Dawuhan, consisting of 10 students. This study uses a descriptive qualitative research approach with data collection techniques through tests, observations and interviews. The purpose of this study was to test the effectiveness of the PQ4R learning strategy (Preview, Questions, Read, Reflect, Reside and Review) in learning Indonesian to determine the main idea of ​​an explanatory text. The results obtained are, 1) increasing the ability to ask questions, 2) increasing self-confidence, 3) increasing the ability to think critically and 4) the ability to understand reading. Suggestions for future research, so that there are efforts to cultivate reading activities for students so that they can increase vocabulary treasury which will further improve reading comprehension skills as well.
 Keywords: Main idea, PQ4R, Explanatory text

Intellectual, spiritual and material structural summit in the poetry of "My Heart" by Sami Awdal

The structure of the text proves its globalization in today’s literature, as its templates and linguistic cords fall into place. The present research revolves around sets of structures—a kind of structuralism—intellectual, spiritual and material structuralism that expands and deepens the scope of research. The intellectual structure at the moment of scrutiny falls into a circle of thought and closed discourse in which the philosophy revolves around each of the neutral ideas that reach the mind of the reader. And the horizons of the idea expand so that it is possible to reach the top of the structure from the prefix and the leading sentence to the last morpheme, from which the resonance of all the discourse units is created. The units struggle for the ability to coexist and the survival of the significance of ideas in that structure. The spiritual structuralism of a cognitive circle turns into a structure with hieroglyphs and imagery, in which the genius of the text writer appears in his choice of words and luminous ideas. Then the intellectual and spiritual cognitive discourse mix so that within a kind of carrier of the ideas of the heavenly text, we create a symbol from which is read national intellectual cognitive knowledge.

THEMATIC PROGRESSION ANALYSIS ON STUDENTS’ ANALYTICAL EXPOSITION TEXTS

This study aims to investigate how university students organize their ideas in Exposition texts, particularly Analytical Exposition texts, and to what extent their Analytical Exposition texts are consistent with argumentative language features in terms of Thematic Progression, based on the framework of Systemic Functional Linguistics. The data were taken from nine Analytical Exposition texts of university students at low, moderate, and high levels of achievement. The result shows that the students organize their ideas in three ways of Thematic Progression namely Constant Theme Theme Progression (CTP) or Re-iteration pattern, Simple Linear Theme Progression (SLP) or Zig-Zag pattern, and Derived Theme Progression (DTP) or Multiple Theme pattern. In terms of Thematic Progression consistency, some texts from middle and high achievers are consistent with the argumentative language features, since they employed SLP than CTP and DTP. However, some students still need more guidance to improve the quality of their writings

Assessing Iraqi Learners’ Perceptions and Attitudes through Reading Literary Texts

The purpose of this paper is to assess how reading literature has affected the cultural experiences of Iraqi students. This study was conducted among third-year students at the department of English and literature to evaluate their cultural background in reading literature. The responses of the students to reading literature were compiled using a survey to gather data. The study involved asking a minimum of 42 Iraqi students, with 86% of the respondents being female and 14% male. The researcher employed closed-ended questions from a questionnaire in order to gather information about the students' literary reading experiences. A variety of statistical tools were used to analyze the data. The study's outcomes (Mean=3.63) show that Iraqi students' experiences and attitudes were accepted to a full degree as a result of reading literary texts. According to the results of a survey on the cultural experiences and personal information through reading literature, the majority of Iraqi students have favorable attitudes and positive perceptions toward reading literature. The majority of students choose literary texts over non-literary ones when reflecting on their own experiences, attitudes, or observations, as well as on past experiences, present needs, and connections to the text's ideas.

Polish and English Discourses on the History of Medieval Italy: A Polysystem Study

The article deals with the problem of polysystem differences between Polish and English historical text dealing with Middle Ages. In the Polish literary tradition, the Renaissance poetics of translation favored free adaptations, totally independent of the originals. The British tradition of translation, codified at the end of the eighteenth century, did not allow paraphrase. On the contrary, translation should give a full transcript of the idea of the original text, while the style and manner of rendering should have the same character as in the original. As for the rhetoric of science, in the Polish language, it was first shaped by literary models of highly declensional Latin and then French models of purple prose. In the English language, scientific diction was based on inherent Germanic and Norman syntax-oriented models and openness to foreign patterns which was valued as a resistance against smooth reading and straightforward interpretations. The article analyses Henryk Samsonowicz’s introduction to Rozkwit średniowiecznej Europy [The Heyday of Medieval Europe] (2001) as well as the Polish translation of Chris Wickham’s Medieval Rome. Stability and Crisis of the City, 900–1150 (2015). The conclusion is that Polish and English scientific texts – not only those treating about Italy in the Middle Ages – belong to different genres. While ­Polish authors try to create linguistically transparent, smooth, and stylized essays belonging to belles-lettres, their English colleagues seem to be down-to-earth and precise, consciously preserving traces of cultural (Italian/ Roman) foreignness.