School Texts Research Articles

The reality of teaching reading comprehension of lyric poetry texts in high schools in Vietnam

Teaching reading comprehension is considered a key step in education in general and teaching Literature in particular. How to teach reading comprehension to be really effective is also an issue that has been constantly discussed by educators for many years. Especially in recent years, teaching Literature in the direction of developing learners' capacity has become the main teaching concept in high schools in Vietnam. This article poses the problem of researching the current situation of teaching reading comprehension of lyric poetry texts in middle and high schools, to help teachers of literature in general and poetry in particular establish processes and strategies for teaching reading comprehension of lyrical texts effectively.

Secondary Substance and Quod Quid Erat Esse

Modern commentators recognize the irony of Aristotle’s Categories becoming a central text for Platonic schools. For similar reasons, these commentators would perhaps be surprised to see Aquinas’s In VII Metaphysics, where he apparently identifies the secondary substance of Aristotle’s Categories with a false Platonic sense of “substance” as if, for Aristotle, only Platonists would say secondary substances are substances. This passage in Aquinas’s commentary has led Mgr. Wippel to claim that, for Aquinas, secondary substance and essence are not the same thing and that Aristotle’s notion of essence is absent from the Categories. This paper—by closely analyzing the apparently contradictory divisions of “substance” in Aquinas’s In V and VII Metaphysics—shows that essence and secondary substance are not altogether distinct for Aquinas. Moreover, when the Categories is viewed by Aquinas as a work of logic, it is found largely to cut across the disputes between Platonism and Aristotelianism.

Combining morphological and contextual strategy instruction to enhance word learning

Effects of a 28-lesson teacher-delivered vocabulary program aimed at enhancing word learning in Danish 4th graders are reported. The program had a combined focus on morphological and contextual strategies that may support word learning during independent reading of school texts. Students in experimental classes progressed more than controls on trained skills, and they scored significantly higher on most posttest measures of word learning. Unexpectedly, effects on word learning were largest for morphologically opaque words. For transparent words, experimental students tended to ignore context clues and rely solely on morphological information. We conclude that the combination of morphological and contextual strategies has the potential to enhance word learning if the challenge of integrating the two strategies is overcome.

COMPUTING NUMERICAL IMAGES OF STUDENT WRITING

With the rapid increase in the number of available digital texts in schools, new methodological approaches to studying writing development in education are now emerging. However, with new methodological approaches follow new epistemological challenges. In this article, I examine some of these challenges and discuss how they affect the role of computational linguistics within the field of educational writing research. The article is structured around three main sections. First, I position computational linguistics within the wider field of educational writing research with particular focus on L1 writing and K12 education. Second, I discuss to what extent methods from computational linguistics can provide us with new insights into different aspects of educational writing. Third, I discuss the potential of the concept of affordance to bridge between technology-centered and human-centered methodological approaches, and I relate this idea to recent theoretical developments in the digital humanities. Based on this discussion, I conclude the article with suggestions for possible directions in future writing research.

Improving the Students’ Speaking Ability of Report Text through Stop Motion Video Technique in Junior High School

This research was Classroom Action Research. This research aimed at implementing stop motion video technique to improve students speaking ability of report text in junior high school and the students’ perception in implementation of stop motion video technique to improve the students’ speaking ability of report text. The subject of this research was the second grade of junior high school. The focus of this research was the students’ speking ability. The data were in the form of students’ speaking score. The data were obtained through conducting teaching learning process. The result of this research was that there were improvement in students’ speaking ability through Stop Motion Video technique in whole skills. The improvement was up to 40%-90%. They were pronunciation, grammar, vocabulary, fluency, and understanding. The students’ perception showed that all of the students were motivated after conducted this learning technique. This was showed by the questionnaires filled by the students.

Transitivity Analysis of EFL Students’ Narrative Text in Vocational High School

Language cannot be understood one at a time without considering contextual information about the current circumstances and culture. As a result, language can only be understood when individuals comprehend the circumstance and culture. This study aimed at identifying the process types that characterize the students' narrative texts. This study applied a descriptive qualitative method. The researcher collected the data from narrative texts. There were 28 students selected to be the subjects of this study. The collected data, presented in sentences and clauses, were analyzed using Halliday's transitivity system. Findings show that the process type that are dominantly used in the students' narrative texts are material, behavioral, intensive attributive, verbal, mental, and existential processes. The material process was the most common process type used because the students' subjects were connected to past figures. The findings in this study of the students' narrative texts demonstrate that the students must use the linguistic elements of a narrative text to give information. The purpose of text types in students' narrative texts is to encourage readers to imagine the words and sentence patterns used in the texts. It may help to minimize misunderstandings about the contents of the narrative text. As a result, while creating a narrative text, the students must employ the proper specific meaning, generic structure, linguistic characteristics, and language elements to stimulate readers' interest in providing necessary information while entertaining them.

STUDENTS’ DIFFICULTIES IN WRITING PROCESS OF RECOUNT TEXT FOR EIGHT GRADE OF JUNIOR HIGH SCHOOL

Writing is very important and most required in academic field. Students Writing is the process of describing a language so that the message conveyed by the writer can be understood by the reader. Kingston (2002:3) state that student’s achievement in learning English is only measured by the productive skills, especially the writing performance. Writing is one way to express ideas, experiences and feelings in written form. This study aims to determine the difficulties experienced by students when writing recount text in junior high schools. This research was conducted by analyzing students dffculties in recount text according to the theory of Heong et al. (2012) and the factor of students difficulties by Zaenudin (2015: 10) state that these factors include: (a) their lack of fluency in issuing ideas using English. (b) they are not accustomed to using English in daily communication, (c) lack of understanding of students about the generic struscture and language feature, (d) lack of their ability to think abstractly. Data sources were two eighth grade students in one school. Junior High School (SMP) in Sidikalang, Indonesia. Data collection techniques by observation and interviews. The data analysis technique is descriptive analysis. The data obtained will be analyzed using the analysis procedure by Flower and Hayes (1981). According to Flower and Hayes (1981), cognitive process analysis to gather student protocols will be given the opportunity to write recount texts with different themes and then ask them to write out loud near the tape recorder, and ask students to think and write, they are asked to say everything that comes to their mind as they write, including distorted ideas, false starts, and incomplete or fragmented thinking. writers are not asked to get involved or analyze themselves when writing, but only to think hard when writing like people who talk to themselves. The findings obtained are: difficulties experienced by students, namely difficulty generating ideas and difficulty organizing ideas, and the factors that influence these difficulties are students' lack of understanding of themes, language features and general structures, b. Students are not fluent in expressing ideas using English, Students are not used to using English in daily communication, d. Low student interest and motivation in writing English.Keywords: Difficulty, Writing, process, Recount text, Student

PENGARUH PENGUASAAN KOSAKATA DAN TATA BAHASA TERHADAP KEMAMPUAN MENULIS TEKS RECOUNT BAHASA INGGRIS

: This study aims to determine: The effect of vocabulary and grammar mastery on the English recount text writing skills of state junior high. The results of the hypothesis obtained the following conclusions: (1) There is a significant influence in mastering the vocabulary and grammar together on the ability to write English recount text in junior high school. This is shown from the value of Sig 0.010 <0.05 and Fh = 4.972. (2) There is a significant influence of vocabulary mastery on writing English recount text of state junior high school. This is shown from the value of Sig 0.033 <0.05 and th = 2192. (3) There is a significant influence of grammar mastery on writing English recount text of state junior high school. This is shown from the value of Sig 0.039 <0.05 and th = 2.111. Keywords : vocabulary, grammar, recount text

Building accessibility to the disciplinary text: an inclusive resource in multilingual classes at the lower secondary school level

In this contribution, we present a reflection on the adaptation of the disciplinary text in lower secondary school explicitly linked to the theme of inclusion in the multilingual class. The adaptation of school texts, usually carried out by teachers as a response for migrant background learners and students with limited language skills who face difficulties in understanding school books, is reformulated to become a functional resource for inclusion that involves the whole class in the operations of facilitation and simplification of the text itself. The article aims to illustrate the strengths and weaknesses of the adaptation interventions of the disciplinary text in the context of plurilingual education. The perception of trainee teachers about the applicability of these interventions in an inclusive perspective in the multilingual class will then be presented and followed by some examples from the proposals developed by trainee teachers. In conclusion, future lines of actions will be envisaged aimed at raising awareness of inclusive language education in multilingual contexts.

On the Contrastive Analysis of a Television Text Type

Analysis of media-linguistic aspects by linguists is of great importance because the latest linguistic trends can be understood on the basis of this material. Based on the contrastive studies of the text type weather report on German and Georgian television, the following similarities and differences were highlighted: many media-linguistic aspects (sentence types, common verbs, mood, technical and local expressions, visual effects, etc.) look similar. With regard to the types of sentences, the following tendency has emerged: parataxes are the most common occurrence in TV weather reports. In second place are hypotaxes, followed by simple sentences and ellipses. German moderators tend mainly to use the oral style. This is shown by reductions, colloquial and regional expressions, breaking a sentence frame, demonstrative pronouns and modal particles. In addition, that could also indicate that they are less focused on the teleprompter. The weather report of the Georgian morning TV program "Guten Morgen, Georgia" (Rustavi 2) is broadcast live at various locations. Before the current temperature of the day is presented, the weather moderator chats casually with the studio moderators and their guests. The weather report is contextualized in this way. The weather report is almost always done with an introductory sentence. The weather data is read out by the moderator or by the respective guests. German moderators present both current temperatures and the weather forecast for the next few days. Regarding speaking speed, it can be emphasized that German moderators speak almost twice as fast as Georgian moderators. Both German and Georgian moderators are always in a good mood. The dress style of the morning presenters, in contrast to evening presenters, is mostly unofficial in both the German and Georgian weather reports. It must also be mentioned here that it is very important to deal with various types of text in both school and university foreign language lessons. Since listening to a weather report is a realistic everyday act, this type of text must find a worthy entry into foreign language lessons. It is advantageous to combine visual and linguistic aspects, because in this way both visual and hearing comprehension are trained.

Students as digital multimodal text designers: A study of resources, affordances, and experiences

AbstractThis paper addresses how students design multimodal digital text when making digital stories in school. Drawing on the perspective of ‘multiliteracies’, multimodal analysis of video recordings was used to understand the data. Findings revealed that (a) multimodal digital text making requires particular digital and modal text‐making skills and knowledge, such as knowledge of photography, film, film editing, image searching, and audio recording; (b) students' prior knowledge was crucial for mastering the digital and modal affordances offered when making digital stories; and (c) making multimodal digital texts in school offers increased opportunities for students to perform and succeed in text making. These findings point to the need for schools to offer education that makes it possible for all students to gain knowledge and master skills needed for contemporary text making. Such knowledge goes beyond skills and practices needed when making paper‐based text, and borders on other disciplines such as art and technology. Practitioner notesWhat is already known about this topic Text making in the 21st century entails working in various modes, such as images, writing, and video, and is often performed with digital resources. Today's students must be competent in designing multimodal texts that are commonly associated with digital technology and multimedia. Students' modal choices when creating digital texts are influenced by prior experiences and knowledge of text‐making practices obtained outside school. What this paper adds This paper provides examples of the differing prerequisites of students designing a digital multimodal story. This paper offers insights into the particular digital and modal text‐making skills and knowledge necessary for students to become competent text makers. Multimodal digital texts activities in school offers increased opportunities for students to perform and succeed in text making. Implications for practice and/or policy The results of this study have implications for literacy practices as well what is included in the literacy curriculum. This study provides implications for education that intends to reduce inequalities in students' prerequisites concerning making digital multimodal texts, and examines the text‐making experiences, knowledge, and skills students already possess upon entering the classroom. Classroom‐based instruction and opportunities for digital creation can bridge the gap between student's informal text‐making activities and formal text‐making activities at school and help to close the digital divide among students.

Research on Teaching Strategies of Chinese Discontinuous Text Reading in Junior Middle School

Under the promotion of the new curriculum reform, Chinese teaching in junior middle school has made great progress. As an indispensable part of Chinese teaching in junior middle school, the importance of reading can not be ignored. Discontinuous text reading is a very important quality and skill. It helps students deepen their understanding of the text in the form of pictures and texts, and helps to enhance the effect of students’ reading learning. This paper discusses the teaching strategies of Chinese discontinuous text in junior middle school, hoping to have a positive help to the teaching of discontinuous text reading.

The “Immortal Regiment”: A “Holiday Through Tears,” a Parade of the Dead, or a Mass Protest?

ABSTRACT The history of the Great Patriotic War has become post-Soviet Russia’s universal language for political discussion and the only effective “bond.” As the most advantageous narrative from the perspective of the regime’s interests, it is this narrative of war that the Kremlin seeks to control above all. Memory of the war has been “appropriated” by the state, and the more freedom it has to manipulate this, the less veterans are able to challenge its triumphal mythmaking. However, the memory of war is, for most Russians, not limited to any official narrative in school texts, books, or films. For each family, it is also a family history, an object of pride, and a memory of tragedy. The state’s appropriation of the war and the pressure of “military-patriotic propaganda” have sparked resistance among a significant portion of society, along with a desire to affirm their own family memories. The “Immortal Regiment” was originally an attempt to seize power from the state monopoly and to assert the history of the war as a family history, one not inscribed in the state narrative alone, but that also subordinates the state narrative to family memory. Millions of Russians took to the streets to assert their right to history, the most powerful political statement in Russia’s entire post-Soviet history. The state has tried to paint the Immortal Regiment as a loyalist movement, because it speaks to the same topic that constitutes the core of the regime’s own political ideology, the Great Patriotic War. Meanwhile, it is clear even to the regime itself that this movement is discussing the war differently, in fact undermining the state’s interpretive monopoly on the military past and, consequently, its right to make political statements that exploit the theme of the war. It nevertheless remains too early to say whether the state has fully integrated this action into the propaganda mainstream. Furthermore, the power of the Immortal Regiment is even forcing propaganda to adapt to the demands of family and personal memory.

Alternatives of Genuine Basic Education Program in Papua Provinces, Indonesia

ABSTRACT: This paper examines alternatives to accelerate genuine education in Papua Provinces (Papua Province and West Papua Province), Indonesia. It is two strategic Provinces as pillars of the nation in eastern Indonesia. There are several considerations behind the need for a strategy to adjust the implementation of education in Papua. Especially basic education for rural and remote communities in “Tanah” (Land) of Papua. One of them is that currently the educational attainment in these two Provinces are relatively behind compared to most other Provinces in Indonesia. In general, there is still a low learning culture adopted by the people of “Tanah” Papua. This is because, among other things, some Papuans still live in a nomadic cultural pattern (hunting and gathering), which results in low school enrollment rates. This research-based paper uses literature studies, documentary studies, and limited FGDs (Focus Group Discussions) with several stakeholders. The results achieved in this study include: high percentage Senior High School dropout; obstacles for Primary School are reading and writing; while for Junior High School this concern mathematics, languages, and science. The majority of the children do not continue to Secondary school after Primary school. Public and Private schools management system for the interior, coastal, remote, and isolated areas receive very little support for teaching staff, equipment, media materials, school text books, and school administration. Lastly, the majority of isolated areas or marginal communities in Papua cannot read and write. KEY WORDS : Basic Education; Marginal Communities; Learning Culture in Rural Areas. About the Authors: Prof. Dr. Dinn Wahyudin is a Senior Lecturer at the Curriculum and Educational Technology Department, Faculty of Education UPI (Indonesia University of Education) in Bandung, West Java, Indonesia. Dr . Ir . Agus Sumule is a Senior Lecturer at the Faculty of Agriculture UNIPA (State University of Papua), Indonesia. Andi Suwirta, M.Hum. is a Ph.D. Student by Research at the Study Program of History Education SPs (School of Postgraduate) UPI in Bandung, West Java, Indonesia. E-mail address: dinn_wahyudin@upi.edu and suciandi@upi.edu Suggested Citation: Wahyudin, Dinn, Agus Sumule & Andi Suwirta. (2021). “Alternatives of Genuine Basic Education Program in Papua Provinces, Indonesia” in TAWARIKH: Journal of Historical Studies , Volume 12(2), April, pp.219-240. Bandung, Indonesia: Minda Masagi Suci and ASPENSI, with ISSN 2085-0980 (print) and ISSN 2685-2284 (online). A rticle Timeline : Accepted (February 9, 2021); Revised (March 2, 2021); and Published (April 30, 2021).

TELAAH KEMAMPUAN SISWA MENENTUKAN UNSUR-UNSUR PARAGRAF DALAM TEKS BACAAN PADA SISWA KELAS IV SDN SEMANAN 04 PAGI

Understanding the content of reading text in elementary school can be helped by determining the element of paragraph. This study aims to determine of fourth grades at SDN Semanan 04 Pagi in determining the paragraph elements in the reading text. This study uses a qualitative approach using a qualitative descriptive method. The research subjects in this study were 21 students in grade IV. The research instrument used was in the form of tests and interviews conducted on students. This study obtained analysis results which stated that students' ability to determine paragraph elements in reading texts was quite good because on average students were able to find 3-4 paragraph elements correctly. The students’ ability in finding main sentences, explanatory sentences, and affirmative sentences on tests 1, 2, and 3 showed a fairly good ability, while students’ abilities in determining transitions on tests 1, 2, and 3 showed poor abilities. The factors that cause students’ difficulties in determining the elements of paragraphs are lack of understanding of the material, lazy to study, lack of interest and motivation in student learning, no self-motivation to learn, and lack of practice in understanding the meaning of reading texts

Reading Comprehension and Academic Vocabulary: Exploring Relations of Item Features and Reading Proficiency

AbstractGeneral academic words are those which are typically learned through exposure to school texts and occur across disciplines. We examined academic vocabulary assessment data from a group of English‐speaking middle school students (N = 1,747). We tested how word frequency, complexity, proximity, polysemy, and diversity related to students’ knowledge of target words across ability levels. Our results affirm the strong relation between vocabulary and reading at the individual level. Strong readers were more likely to know the meanings of words than struggling readers were, regardless of the features of the academic words tested. Words with more meanings were easier for all students, on average. The relation between word frequency and item difficulty was stronger among better readers, whereas the relation between word complexity and item difficulty was stronger among less proficient readers. Our examination of academic words’ characteristics and how these characteristics relate to word difficulty across reading performance has implications for instruction.

New Light on Six Inscriptions from Arad

On the basis of new multispectral images, I re-examine six of the inscriptions found by Yohanan Aharoni at Arad. These are Arad 76, an early ration list; Arad 49, an inscribed ritual bowl dated to the late 8th century; three letters that form part of Eliashib's archive (Arad 3, 5 and 12); and a unique school text dated to the late 7th–early 6th centuries that records blessings and expressions of human emotions (Arad 28). Only certain portions of the three letters are discussed in detail whereas the three other inscriptions are rendered in Hebrew transcription, translation, commentary and detailed discussion.

Text Complexity Modulates Cross-Linguistic Sentence Integration in L2 Reading

Cross-linguistic influences (CLI) in first-language (L1) and second-language (L2) reading have been widely demonstrated in experimental paradigms with adults at the word and sentence levels. However, less is known about CLI in adolescents during naturalistic text reading. Through eye-tracking and behavioral measures, this study investigated expository reading in functionally English monolingual and Spanish (L1) - English (L2) bilingual adolescents. In particular, we examined the role of L1 (Spanish) sentence integration skills among the bilingual adolescents when L2 school texts contained challenging syntactic structures, such as complex clauses, elaborated noun phrases, and anaphoric references. Results of generalized multilevel linear regression modeling demonstrated CLI in both offline comprehension and online eye-tracking measures that were modulated by school text characteristics. We found a positive relationship (i.e., facilitation) between L1 sentence integration skills and L2 English text comprehension, especially for passages with greater clause complexity. Similar main, but not modulatory, effects of sentence integration skill were found in online eye-tracking measures. Overall, both language groups appeared to draw upon similar reading component skills to support reading fluency and comprehension when component skills were measured only in English. However, differential patterns of association across languages became evident when those skills were measured in both L1 and L2. Taken together, our findings suggest that bilingual adolescents’ engagement of cross-linguistic resources in expository reading varies dynamically according to both language-specific semantic knowledge and language-general sentence integration skills, and is modulated by text features, such as syntactic complexity.

The Deliberative Approach In Teaching Dialogue Texts To Middle School Students/ المقاربة التداولية في تدريس النصوص الحوارية لتلاميذ المرحلة المتوسطة

This research deals with the deliberative approach in teaching the dialogic text in middle school;given the importance of this approach, which is concerned with language during its use and goes beyond the vocalized formto search for its hidden meaning and purposes. This research was initiated by defining the terms of the study;then we dealt with the reality of teaching the dialogue text in the middle stage, where we reviewed the method or approach by which the dialogue text is taught in the Algerian middle school.The research also included the importance of adopting the deliberative approach in teaching the dialogue text and the method of investing it in the learning-teaching process.As the most appropriate alternative, given the mechanisms and techniques it provides that make the process of teaching the dialogue text more interactive and active, then we concluded the research with a set of results that we reached. The main approach that we adopted in this research is the qualitative approach which is based on collecting qualitative data as a first stage, and then we used qualitative analysis in presenting and analyzing this data and through discussing of these data, we came to important results and conclusions. As for the type; we have relied this study through our attempt to search for methods and techniques dialogue texts to middle school students and their suitability to the nature of the dialogue text. As it a communicative text, in its teaching we need an approach that touches its various interactive aspects; Whether it is apparent or implicit on the one hand, and also the effectiveness of these methods in stimulating motivation, suspense and attracted students on the other hand; We also relied on primary and secondary sources. And we have reached a set of conclusions, which summarize it stressing the importance of adopting the deliberative approach in teaching dialogic texts. This is due to the mechanisms and techniques that provides it and make the process of teaching the dialogue text more interactive and dynamic

Teaching Narrative Text by Using Story Telling Method at Ninth Grade Students

This research was aimed to investigate the used of storytelling in teaching narrative text in junior high school. This research employed a quantitative method with a true experimental design. The sample of this research was the 9th grade students at MTs. Miftahul Ulum Batang-Batang. There were 42 students involved in this research; 21 of them belonged to experimental class and 21 were belonged to control class. Therefore the speaking test and questionnaire were implemented as the research instrument in order to collect the data. The test was conducted twice, first test was pretest and the second was posttest. The result of this research indicated that teaching narrative text by using story telling method was effective