Learning Sentence Research Articles

Research on the Innovation of Arabic Interrogative Sentence Teaching Strategies

This study investigates innovative teaching strategies for Arabic interrogative sentences, aiming to enhance language learners’ proficiency and comprehension in this linguistic domain. The target audience for these strategies includes Arabic language instructors and learners seeking to improve their language skills. To achieve the objectives of the current research, the researcher designed 3 tables to identify the distinctions and commonalities between English and Arabic while recognizing the unique characteristics of each language. By examining syntactic structures, verb conjugation patterns, and cultural nuances, this research seeks to provide valuable insights into the complexities of Arabic interrogatives and offer practical pedagogical approaches for language instruction. This study also aims to address the significance of employing the right strategies in second language acquisition by providing a comprehensive review of existing literature on teaching Arabic interrogatives and proposing innovative pedagogical approaches based on cognitive grammar theory. This research then seeks to contribute to the field of Arabic language teaching by offering practical solutions to the challenges associated with interrogative sentence learning, thus empower learners to navigate real-world scenarios effectively and engage meaningfully with Arabic interrogative structures. In short, this research underscores the importance of adopting innovative teaching strategies for Arabic interrogative sentences to facilitate language learners’ proficiency and comprehension. By providing practical insights and pedagogical approaches, this study aims to enrich language instruction and contribute to the broader discourse on language teaching and learning.

THE EFFECT OF COLOUR-CODING ON LEARNING ENGLISH SENTENCE STRUCTURE

Colour carries a psychologically relevant meaning, and the colours we see affect our psychological performance. Colour-coding impacts learners’ cognitive processing as material-oriented interventions in multimedia learning. For educational purposes, colours can be used to stimulate neural activity, allowing pupils to learn, memorize, and retain new information more efficiently. Especially for those who are visual learners, the brighter the colours are, the more they are able to capture the attention for particular types of information. (Elliot and Maier: 2012). Colour-Coding Strategy can help pupils make connections, gain knowledge and have a positive impact on attention inside the classroom. So it is not a kind of fun. Using such a strategy in teaching and learning grammar can be as simple as just asking your pupils to take out their booklets and colouring pens and markers. The current research focuses on determining the effectiveness of using colour-coding as a better tool for learning sentence structure at the primary level. In light of the aim, the research’s null hypothesis has been formulated to be tested. The design of one group has been adopted, pre and post-tests used. The sample includes (32) female pupils who are randomly selected from Qubat Al Sakhrah primary school in Mosul city.

HỌC BIỂU DIỄN CÂU SỬ DỤNG MÔ HÌNH LSTM TRONG BÀI TOÁN TÌM KIẾM CÂU HỎI

Learning sentence representation with the full semantics of a document is a challenge in natural language processing problems because if the semantic representation vector of the sentence is suitable, it will increase the performance of finding similar question problems. In this paper, we propose implementing a series of LSTM models with different ways of extracting sentence representations and applying them to question retrieval to exploit the hidden semantics of sentences. These methods give sentence representation from hidden layers of the LSTM model. The results show that the technique using a combination of both Max Pooling and Mean Pooling gives the highest results on the 2017 SemEval dataset for the problem of finding similarity questions. Keywords: LSTM; Deep Learning; NLP; QA; learning sentence representation; CQA.

Contrastive Learning with Transformer Initialization and Clustering Prior for Text Representation

Acquiring labeled data for learning sentence embeddings in Natural Language Processing poses challenges due to limited availability and high costs. In order to tackle this issue, we introduce a novel method called Contrastive Learning with Transformer Initialization and Clustering Prior for Text Representation (CLTC). Our method utilizes Pre-Layernorm Transformers without warm-up, stabilizing the training process while also increasing the final performance. We employ Contrastive Learning (CL) with dropout-based augmentation to enhance sentence embeddings. Additionally, we integrate prior knowledge into the contrastive learning framework within an efficient clustering strategy. When evaluated on the SentEval task, our approach showcases a competitive performance when compared to state-of-the-art approaches in the contrastive learning domain. Our method offers stability, improved embeddings, and the utilization of prior knowledge for enhanced unsupervised representation learning in Natural Language Processing applications.

Can Interactive PowerPoint Media Revolutionize Simple Sentence Learning in Elementary Schools?

Improving student outcomes in constructing simple English sentences is essential, particularly in elementary education, where foundational language skills are developed. In Indonesian elementary school, low performance in this area was linked to the lack of interactive learning media. This study aimed to address this gap by developing, assessing the feasibility of, and evaluating the effectiveness of interactive PowerPoint-based learning media for fourth-grade students. Using the ADDIE development model—comprising Analysis, Design, Development, Implementation, and Evaluation—the study involved 26 students from SDN 02 Kendengsidialit Jepara, with data collected through observations, interviews, questionnaires, and documentation. The findings revealed a significant improvement in student performance, with the maximum score increasing from 71 in the pretest to 88.89 in the post-test. This improvement was confirmed by a paired t-test validating the media's effectiveness in enhancing learning outcomes. The analysis of pretest and post-test data further indicated moderate overall improvement underscoring the positive impact of the interactive PowerPoint-based learning approach. The study demonstrated that the interactive PowerPoint media is practical and feasible for improving students' mastery of simple English sentences. It is a valuable tool for enhancing language instruction in primary education.

The Effect of Integrative Prequestions on Learning from Text: An Eye-Tracking Study

Asking questions before studying (i.e., prequestions) is an effective strategy for learning, but there is not enough evidence demonstrating how integrative prequestions lead to a general benefit of learning. Considering this need, this study aimed to reveal the underlying cognitive processes contributing to this learning benefit using eye movement measurements. This study included 24 adults aged 18-35. Half of the participants were randomly selected to answer integrative questions before reading the passage (Prequestion Group). The other half did not receive prequestions before reading (Control Group). The results show that answering integrative questions before reading enhances the learning of both prequestioned and non-prequestioned sentences. Eye movement data demonstrates that the Prequestion Group exhibited increased attention, with a greater fixation number and longer complete fixation time on prequestioned sentences than the Control Group, and they also displayed more gaze transitions between these sentences during reading due to combining information related to prequestions. Interestingly, the Prequestion Group achieved higher post-test scores on non-prequestioned sentences, even though they paid less attention to these items than the Control Group. These findings suggest that integrative prequestioning can be used as an active learning strategy for students to foster deeper cognitive processes through the integration of information.

The Effect of Task-based Elementary School Students’ Sentence Construction Learning Using Artificial Intelligence and Corpora

This study investigates the efficacy of task-based sentence construction learning utilizing artificial intelligence (AI) and corpora among sixth-grade students in elementary education. The investigation is centered on enhancing students' proficiency in sentence construction ability, employing a structured six-step approach tailored to English language lessons for sixth graders. These steps encompass sentence preparation, practice, discovery, application, consolidation, and expansion. Each stage incorporates specific pedagogical tools: AIPengTalk for practice, corpora for discovery, task-based activities for application, and Dictogloss exercises for expansion. The findings of this study indicate several significant outcomes. Firstly, task-based sentence learning leveraging AI and corpora demonstrates effectiveness in augmenting students' proficiency in English sentence learning. The six-step approach facilitates a comprehensive and thorough exploration of sentence construction, leading to increased fluency and versatility in the utilization of English sentences. Secondly, the impact of task-based sentence learning utilizing AI and corpora extends across students of varying proficiency levels, including upper, middle, and lower achievers. Remarkably, the greatest improvement is observed among lower-level students, followed by middle-level students, while upper-level students exhibit comparatively lesser advancement. This suggests that task-based approaches are particularly advantageous for learners with moderate to lower proficiency levels, aiding in their acquisition of sentence composition skills. Notably, activities focusing on sentence construction contribute significantly to enhancing both fluency and accuracy, particularly among middle- and lower-level learners. Thirdly, the overall student response to task-based sentence learning employing AI and corpora is predominantly positive. Many students express appreciation for the integration of innovative teaching and learning methodologies, such as AI-PengTalk, corpora analysis, task-based activities, and Dictogloss exercises, citing their effectiveness in consolidating their English language skills. This study holds significance in its exploration of integrating sentence structure learning within the elementary school English curriculum, with a distinct emphasis on communicative functions, and its subsequent application within classroom settings.

THE APPLICATION OF UNO CARD GAME TO IMPROVE MASTERY OF MATERIAL AL ‘ADAD AL MUFROD AL ‘ASHLI WA AT TARTIBI CLASS X MA BILINGUAL JUNWANGI KRIAN

There are 3 elements in learning Arabic, namely, sound elements (ashwat), vocabulary elements (mufradat) and sentence structure elements (tarkib) and all of them are regulated by Arabic grammar sciences such as, balaghah science, sharaf science, nahwu science. The science of nahwu studies the layout of sentences and the end of the harakat in a word. Some of the nahwu material, one of which is Al 'adad which is found in the discussion of isim or nouns. Based on observations made in class X MA Bilingual Junwangi Krian Sidoarjo, where Al 'adad material is usually taught in a traditional way, boring and lack of innovation, so that students often have difficulty understanding it, it is necessary to use the UNO card game media. The purpose of this study was to determine how the application and improvement of mastery of Al 'Adad Al Mufrod Al 'Ashli wa At Tartibi material by using UNO card game media. The research method used is classroom action research with data collection techniques including; tests, observations, interviews and documentation. The results showed that, first, the application of the UNO card game is guided by the teacher in a group of 5 students, the teacher explains the game procedure, and students start playing cards and give examples of sentences until the card runs out, for habituation, the game is done 2-3 times. Second, the use of UNO card game media can improve the mastery of Al 'Adad A l Mufrod Al ‘Ashli wa At Tartibi with student learning completeness which continues to increase from 50% to 100% and from a value that reaches KKM 85 only 20% to 90%. It can be concluded that there is an effect of the application of UNO card game media to improve mastery of the material Al 'Adad Al Mufrod Al 'Ashli wa At Tartibi.

Pengaruh Model Pembelajaran Concept Sentence Terhadap Keterampilan Menulis Karangan Narasi Pada Siswa Sekolah Dasar

This research aims to determine the effect of the concept sentence learning model on narrative essay writing skills in class V UPT SDN 149 Tamalala students. This type of research is Quasi Experimental Design research and is a quantitative type of research. The sample in this study was 12 students. Data collection techniques were carried out using learning results tests and observation sheets. The data analysis technique in this research is descriptive data analysis technique and T-Test. The results of the research show that the skill of writing narrative essays before implementing the concept sentence learning model in the pretest with an average score of 59. Meanwhile in the posttest it increased with an average score of 83. Results of the t-test analysis of the influence of the concept sentence learning model on the learning outcomes of student participants The results show that the significance value obtained is good, namely the influence of the concept sentence learning model on narrative essay writing skills (Sig = 0.010) is smaller than the alpha value set, namely 0.05 (0.010 < 0.05).

Novelty Evaluation using Sentence Embedding Models in Open-ended Cocreative Problem-solving

AbstractCollaborative creativity (cocreativity) is essential to generate original solutions for complex challenges faced in organisations. Effective cocreativity requires the orchestration of cognitive and social processes at a high level. Artificial Intelligence (AI) techniques, specifically deep learning sentence embedding models, have emerged as valuable tools for evaluating creativity and providing feedback to improve the cocreation process. This paper examines the implications of sentence embedding models for evaluating the novelty of open-ended ideas generated within the context of real-life project-based learning. We report a case study research design involving twenty-five secondary students, where a cocreative process was developed to solve a complex, open-ended problem. The novelty of the co-generated ideas was evaluated using eight pre-trained sentence embedding models and compared with experts’ evaluations. Correlation and regression analyses were performed to examine the reliability of the sentence embedding models in comparison to the experts’ scoring. Our findings disclose that sentence embedding models can solve the challenge of evaluating open-ended ideas generated during the cocreative process. Moreover, the results show that two-sentence embedding models significantly correlate better with experts- Universal Sentence Encoder Transformer (USE-T) and USE Deep Averaging Network (USE-DAN). These findings have a high pedagogical value as they successfully evaluate the novelty generated in a real problem-based environment that uses technology to promote key cocreative processes. Furthermore, the real-time evaluation facilitated by these models can have a strong pedagogical impact because it can provide valuable feedback to teachers and students, thereby optimising collaborative ideation processes and promoting effective cocreative teaching and learning methodologies.

Development of Problem-Based Learning Model Physics Learning Tools to Improve Critical Thinking Skills of High School Students

Objective: Most EFL students need help to develop their speaking abilities. Due to their limited vocabulary, poor grammar, and lack of confidence, they could not practice speaking. Ten students from the English Department joined a study group to address these obstacles. Method: The procedure was carried out online. The teacher created a WhatsApp group as the initial class medium. He added to the vocabulary development and grammar education on the screen. The students studied the material on a video podcast to retell to meet the comprehension criteria, synchronizing their inputs with real life. They then describe a picture to hone their communication skills. They also transcript their story in order to make the spoken and written versions of it coincide. Results: After following the teacher's instructions to build sentences using the lexico-grammar technique, students can identify the grammatical conventions used in podcasts. They can adequately narrate pictures thanks to this type of learning. Their increased confidence fosters mature dialogue. The students' delivery will become more fluid due to the novelty of learning sentence construction through lexico-grammatical techniques and synchronizing it to podcast material. They acquired the ability to apply vocabulary and grammar norms contextually. It was evident from the way they described the images. To fit the needs of their students in the classroom, teachers might change them. It also encourages other researchers to continue their observations.

Using Podcasts, Lexico-Grammatical Resources, and Videos With Descriptive Images to Improve Speaking Skills

Objective: Most EFL students need help to develop their speaking abilities. Due to their limited vocabulary, poor grammar, and lack of confidence, they could not practice speaking. Ten students from the English Department joined a study group to address these obstacles. Method: The procedure was carried out online. The teacher created a WhatsApp group as the initial class medium. He added to the vocabulary development and grammar education on the screen. The students studied the material on a video podcast to retell to meet the comprehension criteria, synchronizing their inputs with real life. They then describe a picture to hone their communication skills. They also transcript their story in order to make the spoken and written versions of it coincide. Results: After following the teacher's instructions to build sentences using the lexico-grammar technique, students can identify the grammatical conventions used in podcasts. They can adequately narrate pictures thanks to this type of learning. Their increased confidence fosters mature dialogue. The students' delivery will become more fluid due to the novelty of learning sentence construction through lexico-grammatical techniques and synchronizing it to podcast material. They acquired the ability to apply vocabulary and grammar norms contextually. It was evident from the way they described the images. To fit the needs of their students in the classroom, teachers might change them. It also encourages other researchers to continue their observations.

Pemanfaatan linguistik generatif transformasional dalam pengajaran pengembangan kalimat berbasis muatan lokal pada Siswa Sekolah Dasar

This research uses a library research approach that prioritizes philosophical analysis over empirical data testing. There are three important points studied in this research, namely learning sentence analysis in elementary school students using a transformative generative linguistic approach, the application of types of transformation in learning sentence analysis, and the relevance of learning sentence analysis by utilizing local content. The results of this study are projected to be used as a reference source for language teaching guidelines that further develop language creativity, especially the use of sentences. The generative transformational linguistic approach developed by Chomsky, offers an interesting theoretical framework for understanding sentence variation and its underlying structural transformations. Implementation of sentence analysis teaching based on a transformational generative linguistic approach to elementary school students requires implementation steps that are appropriate to the level of cognitive development and language skills of students at the elementary school level, namely the initial stage (first and second grade students), the middle stage (third grade students and four), and advanced stages (fifth and sixth grade students). Implementation of the transformational generative linguistic approach can be carried out through several stages, namely introducing the basic ideas of generative grammar, understanding the basic structure of sentences, understanding syntactic transformations, transformation exercises and case studies. Local cultural inclusion can be utilized in teaching sentences to elementary school students. Students can use language in their own cultural context, consider variations in linguistic expression, and explore the cultural strengths of sentence structure.

Effectiveness of Increasing Vocabulary and Constructing Sentences for High Class 4/5/6 SDLB for the Deaf Using the MMR Method with Video Media at SLB Riverkids and SLB Putra Jaya

Deafness is a condition where a child experiences problems with his ability to hear. Deaf children have a small vocabulary. The small vocabulary is caused by poor listening skills so that children are unable to accept new vocabulary which results in difficulties in communicating. Apart from difficulties in communication, they also have difficulty in constructing sentences. One step that can overcome the above problem is to apply the Maternal Reflective Method (MMR). The Reflective Maternal Method (MMR) emphasizes the mother's way of teaching language to children, where the teaching is carried out scientifically. The aim of this research is to analyze MMR on the ability of deaf children in adding vocabulary and constructing sentences. This type of research is Quasi Experimental research with a one group pretest posttest design, which applies five pretests and five posttests. Analysis technique for testing hypotheses using the SPSS 25 for Windows program.The research results showed a significant difference between the pretest results and the posttest results. This is proven by the output results obtained p is 0.000, which means p<0.05 then H0 is rejected and Ha is accepted. This means that there is a significant increase in the vocabulary and sentence learning outcomes of deaf students.The conclusion of this research is that the Maternal Reflective Method (MMR) can influence the addition of vocabulary and sentence construction in deaf children

Design and Implementation of a Semantic Information Expression Device Based on Vibrotactile Coding

In recent years, research on new technologies for expressing and exchanging information through tactile vibration has been the focus of researches. In this paper, by choosing a suitable coding scheme and a vibrating motor arrangement, we designed a device to express semantic information through vibrotactile. Three types of experiments were designed to test the usability of the encoding scheme and the device. Firstly, the vibration intensity was experimented when designing the encoding scheme, and the results showed that the encoding scheme was better with Braille units of 0.2 and 0.3 vibration intensities. In addition, the learning experiment and sentence recognition accuracy experiment were carried out to verify the usability of the device. The learning experiment results show that subjects were able to memorize Braille characters with an accuracy more than 90%, and to recognize a Chinese character (consisting of two Braille cells) with an average of 90.8% accuracy. The sentence recognition accuracy test experiment results show that the average recognition rate of the three poems used for the test was 93.33%. The device can be used for semantic information expression and touch-reading of Braille, and it can realize the reading experience of paper Braille.

Protein-Protein Interaction Network Extraction Using Text Mining Methods Adds Insight into Autism Spectrum Disorder.

Text mining methods are being developed to assimilate the volume of biomedical textual materials that are continually expanding. Understanding protein-protein interaction (PPI) deficits would assist in explaining the genesis of diseases. In this study, we designed an automated system to extract PPIs from the biomedical literature that uses a deep learning sentence classification model, a pretrained word embedding, and a BiLSTM recurrent neural network with additional layers, a conditional random field (CRF) named entity recognition (NER) model, and shortest-dependency path (SDP) model using the SpaCy library in Python. The automated system ensures that it targets sentences that contain PPIs and not just these proteins mentioned in the framework of disease discovery or other context. Our first model achieved 13% greater precision on the Aimed/BioInfr benchmark corpus than the previous state-of-the-art BiLSTM neural network models. The NER model presented in this study achieved 98% precision on the Aimed/BioInfr corpus over previous models. In order to facilitate the production of an accurate representation of the PPI network, the processes were developed to systematically map the protein interactions in the texts. Overall, evaluating our system through the use of 6027 abstracts pertaining to seven proteins associated with Autism Spectrum Disorder completed the manually curated PPI network for these proteins. When it comes to complicated diseases, these networks would assist in understanding how PPI deficits contribute to disease development while also emphasizing the influence of interactions on protein function and biological processes.

The Effectiveness of Concept Sentence (CS) and Think Talk Write (TTW) Cooperative Learning Models in Writing Descriptive Text for Grade V Elementary School Students

This research aims to determine the differences and effectiveness results of using the Concept Centence and Think Talk Write cooperative learning models in order to develop descriptive text writing skills. The type of research used in this research is quasi-experimental or known as quasi-experimental research. Samples taken from elementary schools in Bancak District, Semarang Regency were SDN Jlumpang and SDN Pucung. The sampling technique in this research used a purposive sampling technique. The dependent variable in this research is descriptive text writing skills. The technique used in this research is using tests. Statistical analysis tests used for this research include normality tests, homogeneity tests with t-tests or mean difference tests. The results of this research are that there are differences in the Concept Centence and Think Talk Write learning models regarding descriptive text writing skills. The difference in the average pretest and posttest scores for experimental class 1 is 23,34. While for experimental class 2 it is 19,12. The t-test results show the value of Sig. (2-tailed) of 0,020 < 0,05, so that Concept Sentence learning has significantly superior effectiveness on the descriptive text writing skills of 5th students in Bancak District.

SENTENCE STRUCTURES IN LEARNING ENGLISH

Learning sentence structure is an important element in mastering English, as it allows learners to convey thoughts and ideas in a meaningful way. However, mastering sentence structure in English can be difficult for English learners, as English has a unique sentence structure system that is different from other languages. This research aims to explore the role of sentence structure in learning English, the challenges that English learners face when mastering sentence structure and strategies to help English learners overcome these challenges. The research will focus on the challenges that English learners face when mastering sentence structure, such as the influence of native language, the complexity of English sentence structure and the impact of English proficiency. The results of this research will contribute to a deeper understanding of the role of sentence structure in English language learning and provide information for the development of more effective language teaching methods and strategies. The results of this research may be useful to English language lecturers and curriculum developers interested in improving the quality of English language education for English learners. The findings of this study will contribute to a deeper understanding of the role of sentence structures in learning English and inform the development of more effective language teaching methods and strategies. The results of this research can be useful for English language instructors and curriculum developers who are interested in improving the quality of English language education for ELLs. The study highlights the importance of sentence structures in learning English and offers insights into how ELLs can be supported in acquiring this crucial aspect of the English language.

Effectiveness of Grammar Learning through Data-Driven Learning (DDL) with Undergraduate Students

This study investigates the extent to which paper-based data-driven learning (DDL) activities can improve Thai EFL students’ grammar learning of conditional sentences (the second condition), as well as the participants’ attitudes toward learning through the DDL approach. This was a two-week research using a one-group pre-test and post-test design. The convenience-sampled participants were 15 Thai EFL undergraduate students majoring in English at the Faculty of Humanities and Social Sciences. This study included three research instruments: a pre/post-test, an attitudes questionnaire, and interviews. The instructional approach, which consisted of the paper-based DDL material, was devised using The Corpus of Contemporary American English (COCA) consisting of 40 concordances. Using non-parametric statistics Wilcoxon Signed Rank Test, there is a statistically significant difference in mean scores in the findings (p<.001), indicating that their grammatical knowledge was developed after participating in DDL activities. Furthermore, the participants had positive attitudes towards DDL learning since they considered DDL as a fruitful and beneficial tool in helping them acquire grammatical knowledge and language patterns by themselves. Therefore, the outcomes of the research have a noteworthy impact on the field of teaching English, showcasing the potential of utilizing corpus data to analyze genuine language patterns and enhance learners’ understanding of language structure.

Pengaruh Model Pembelajaran Concept Sentence Terhadap Keterampilan Menulis Teks Fabel Siswa Kelas VII SMP Negeri 1 Tanah Pinem Tahun Ajaran 2022/2023

This study aims (1) to analyze the skills of writing fable texts for class VII students of SMP Negeri 1 Tanah Pinem for the 2022/2023 academic year using the conventional learning model; (2) To analyze the skills of writing fable texts for class VII students of SMP Negeri 1 Tanah Pinem for the 2022/2023 Academic Year using the Concept Sentence learning model; (3) To analyze the effect of the Concept Sentence learning model in improving the skills of writing fable texts for class VII students of SMP Negeri 1 Tanah Pinem Academic Year 2022/2023. The method used in this research is the experimental method of two group post-test design. The population in this study were all students of class VII SMP Negeri 1 Tanah Pinem. The population of class VII students at SMP Negeri 1 Tanah Pinem for the 2022/2023 academic year is 108 students divided into 4 classes. Of the 108 students, the samples in this study were class VII-A which consisted of 27 students and class VII-C which consisted of 27 students. In this study, the researcher made class VII-A as the experimental class, while class VII-C was the control class. The data analysis technique used in this study is quantitative data by using analysis requirements test, homogeneity test, and hypothesis testing. The results showed that the average value of the fable text writing skills of the experimental class students was 83.96 belonging to the good category while the average value of the control class was 62.25 belonging to the sufficient category and did not meet the Minimum Completeness Criteria (KKM), namely 75. Based on the t test, the significance level value α = 0.05 and n = 27 is obtained, ttable = 2.056. Thus it can be concluded that tcount > ttable, that is, 8.68 > 2.056, so the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. This proves that there is a significant effect of using the Concept Sentence learning model on the skills of writing fable texts for class VII students of SMP Negeri 1 Tanah Pinem for the 2022/2023 academic year.