Sentence Materials Research Articles

Audio-Based Podcast Media to Improve Listening Skills on Transitive and Intransitive Sentences

The lack of teacher innovation in providing learning media makes learning activities monotonous and boring. This research aims to develop audio-based podcast learning media for Indonesian language learning in grade IV elementary schools. The type of research used is research and development, which refers to the Borg and Gall model. Determination of media validity is carried out by validating media and material experts. The subjects of this research trial were teachers and students (small-scale trial with 6 students and large-scale trial with 24 students. The methods used to collect data were observation, interviews, questionnaires, documentation, and tests. The instruments used in collecting data were questionnaire sheets and test questions. The techniques used to analyse the data are qualitative descriptive analysis and quantitative and inferential statistics. The results of the research show that the assessment given by learning media experts is 91.7%, resulting in very decent qualifications 94%, resulting in a very decent qualification. The t-test results show that there is an increase in the average pre-test and post-test scores. The N-gain test results show a value of 0.73 on the small scale in the high category and a value of 0.61 on the large scale. medium category. It was concluded that audio-based podcast learning media was useful and effective in improving the learning outcomes of class IV students in transitive and intransitive sentence material.

Efektivitas Penggunaan Metode Pembelajaran LSQ Terhadap Hasil Belajar Materi Kalimat Efektif Siswa Kelas IV

The purpose of this study was to determine the effectiveness of using the Learning Start with a Question method on effective sentences in class IV SDN Widorokandang. This quantitative research was conducted using experimental method. This research was designed using One-group Pretest Posttest quantitative design. This research was conducted in the odd semester of the 2024/2025 academic year. The samples in this study were fourth grade students of SDN Widorokandang consisting of 14 students, consisting of 9 boys and 5 girls. Data were collected through pre-research observations, pre-research teacher and student interviews, pretest and posttest questions to measure students' writing skills and research documentation.This study used the Paired Sample T-Test test to determine whether there was an influence before and after being given treatment using the Learning Start with a Question method. The results of the Paired Sample T-Test analysis show that the significance level with sig. (2-tailed) of 0.000 <0.05 means that there is an average difference between the pretest and posttest. It can be concluded that students are able to show effective sentences, complete words, complete punctuation, compose words and write stories well after the application of the Learning Start with a Question learning method on effective sentence material for grade IV students of SDN Widorokandang.

PENGEMBANGAN MODUL AJAR BERDIFERENSIASI MATA PELAJARAN BAHASA INDONESIA KELAS II MATERI KALIMAT TANYA

Students have a diversity of needs that are often not well accommodated by teachers. This study aims to develop and determine the quality of differentiated learning teaching modules for subjects Indonesian question sentence material for grade II students. The development of differentiated teaching modules is expected to assist teachers in compiling learning activities based on the diversity of students. This research was carried out at Mangunan Experimental Elementary School using ADDIE type Research and Development research. The teaching module developed contains the steps for making and examples of learning designs. This research was validated by three validators who then tested the module on a learning group of 26 grade 2 students with the results of the initial assessment having different learning readiness, interests and learning styles, and four students with special needs: autism, slow learners, speech delay, and ADHD. Based on the results of expert validation, the quality of teaching modules is stated to be very good judging from the module criteria, namely: containing essential material, fostering interest, challenging, relevant, providing learning based on the results of assessment of student needs, presenting variations in the learning process, content, products, and environment. The results of the trial at the first meeting, showed an increase in understanding by 73.90% in learning question sentences. Learners show enthusiasm and increased involvement in the learning process as their learning readiness, interests, and learning styles are accommodated. This research is limited to the trial of the first meeting of the teaching module and still requires trials for subsequent meetings for more comprehensive results

IMPLEMENTATION OF AN INTEGRATED PBL MODEL IN SOCIAL EMOTIONAL LEARNING IN INDONESIAN LANGUAGE LEARNING IN CLASS IV PRIMARY SCHOOL

This research discusses the implementation of the Problem Based Learning (PBL) learning model which is integrated with Social Emotional Learning (SEL) in Indonesian language learning in class IV elementary school. Aims to introduce students to learning that is oriented to daily life problems in the surrounding environment. Apart from that, to develop students' social emotional skills, related to empathetic attitudes through learning Indonesian with persuasive sentence material in class IV elementary school. The method used in this research is descriptive qualitative. This research was conducted in class IV at SDN Sambirejo 02 Semarang. The research results show that the implementation of the SEL integrated PBL model in Indonesian language learning in grade IV elementary school brings positive results. The use of this PBL model focuses on real problems faced by students, in this case related to bullying behavior. Apart from that, through this learning, students can develop learning attitudes such as empathy, discipline, responsibility and honesty. The results of the analysis show that students' learning attitudes have a correlation with students' cognitive achievement scores in the range of 0.55 - 0.78 (fairly strong - strong) and a classical completeness level of 82.75% in learning Indonesian with persuasive sentence material in class. IV.

Intelligibility of British and American English in different listening conditions

Communication specialists frequently hear complaints from patients that unfamiliar accents are more difficult to understand, particularly in background noise. Previous work (Schilaty et al., 2021) has indeed shown that when presenting American listeners with both American and British accents, intelligibility in noise is poorer for the unfamiliar accent across age and hearing status. However, Schilaty et al. (2021) examined relatively easy sentence materials (Basic English Lexicon [BEL] sentences; Calandruccio & Smiljanic, 2012) in only one type of noise. The current study expands on previous work by comparing the intelligibility of American and British accents for a more difficult sentence set (Harvard sentences; Rothauser et al., 1969) in young adult American listeners across two noise types (speech-shaped noise and 12-talker babble). Stimuli consisted of 180 Harvard sentences produced by two male talkers: one with an American (Northwestern) dialect and one with a Southern British dialect. Young adult listeners with normal hearing transcribed the sentences in quiet, in speech-shaped noise at −3 dB SNR, and in 12-talker babble at −3 dB SNR. Listeners also completed a dialect familiarity questionnaire. The results will shed additional light on the interactions between talker and listener dialect, dialect familiarity, and background noise type.

Alpha-Band Dynamics of Hearing Aid Wearers Performing the Repeat-Recall Test (RRT).

This study measured electroencephalographic activity in the alpha band, often associated with task difficulty, to physiologically validate self-reported effort ratings from older hearing-impaired listeners performing the Repeat-Recall Test (RRT)-an integrative multipart assessment of speech-in-noise performance, context use, and auditory working memory. Following a single-blind within-subjects design, 16 older listeners (mean age = 71 years, SD = 13, 9 female) with a moderate-to-severe degree of bilateral sensorineural hearing loss performed the RRT while wearing hearing aids at four fixed signal-to-noise ratios (SNRs) of -5, 0, 5, and 10 dB. Performance and subjective ratings of listening effort were assessed for complementary versions of the RRT materials with high/low availability of semantic context. Listeners were also tested with a version of the RRT that omitted the memory (i.e., recall) component. As expected, results showed alpha power to decrease significantly with increasing SNR from 0 through 10 dB. When tested with high context sentences, alpha was significantly higher in conditions where listeners had to recall the sentence materials compared to conditions where the recall requirement was omitted. When tested with low context sentences, alpha power was relatively high irrespective of the memory component. Within-subjects, alpha power was related to listening effort ratings collected across the different RRT conditions. Overall, these results suggest that the multipart demands of the RRT modulate both neural and behavioral measures of listening effort in directions consistent with the expected/designed difficulty of the RRT conditions.

Implementation of a Cooperative Learning Model of Group Investigation Type to Increase Student Activity and Understanding of Tayyibah Hauqalah Sentence Material

This research aims to implement a group investigation type cooperative learning model to increase student activity and the level of student understanding of the tayyibah hauqalah sentence material. This research method uses the type of Classroom Action Research (PTK). The PTK model used refers to Kurt Lewin, which has a spiral shape from cycle I to cycle II. Each cycle consists of planning, action, observation, and reflection. Data collection techniques in this research used observation, interviews, documentation and tests. The data analysis technique in this research uses descriptive statistical analysis techniques to analyze quantitative data.
 The results of this research show that 1) there is an increase in student activity, as evidenced by the results of observations of student learning activity in cycle I which shows that the score obtained is 80 out of a maximum score of 92, or if the final score of student activity obtained is 90% of maximum score. Furthermore, in cycle II there was also an increase in student learning activity, as evidenced by the results of observations of student learning activity, which obtained a score of 86 out of a maximum score of 92, or if the final score of student activity was obtained as a percentage, it was 93% of the maximum score. 2) there was an increase in the level of students' understanding of the tayyibah hauqalah sentence material in cycle I as evidenced by students getting an average class score of 80.0 and the percentage of learning completion that reached the KKM was 76% or 23 students. Furthermore, in cycle II there was also an increase in the level of students' understanding of the tayyibah hauqalah sentence material as evidenced by students getting an average class score of 88.5 and the percentage of learning completion that reached the KKM was 93% or as many as 28 students.

Eye-tracking evidence from attachment structures favors a serial model of discourse–sentence interactivity

ABSTRACT Many psycholinguistic studies examine how people parse sentences in isolation; however, years of work in discourse processing have shown that sentence-level interpretations are influenced at some stage by discourse-level information. Evidence over the past 20 years remains mixed as to the temporal dynamics of such top-down interactions. In particular, dynamic accounts where readers use the discourse model to generate expectations for certain grammatical structures before and during parsing differ from serial accounts where an algorithmic first-pass processing mechanism precedes integration of sentence material into the discourse model. To test between these two theories, the current study investigates eye-movement behaviors when reading temporarily ambiguous attachment structures following discourses with biases either matching, mismatching, or neutral with respect to the attachment resolution. No evidence was found suggesting readers systematically use discourse information to generate structural expectations, in line with serial accounts of processing at the sentence–discourse interface. Scanpath analyses further highlight the confirmatory nature of rereading when participants encounter discourse continuations that do not fit with prior contexts.

Sensor-fusion to understand communication difficulty during conversations in noise

Difficulty communicating is the most challenging consequence of living with hearing loss, substantially affecting personal and professional relationships. While hearing devices help to redress this challenge, there is often a mismatch between performance measures obtained in clinical and laboratory settings and observed real-world behaviour. This discrepancy is likely due to an array of parameters, with the most notable being unrealistic speech stimuli (e.g., contrived sentence materials), artificial background noise, and tasks that do not reflect real-world communication behaviour or scenarios (e.g., sentence recall). To bridge this gap, we used sensor-fusion to understand communication difficulties in familiar communication partners engaged in natural, unrestricted conversations while listening to different levels of realistic background noise. We tallied communication breakdowns as a robust, overt metric of communication difficulty and fused data from an array of sensors including microphones, eye and motion trackers, and wearables that detect autonomic nervous system activity to objectively index communication difficulty. Our approach aims to find biomarkers that may predict the communication difficulties faced by individuals with hearing loss in the real-world. Ultimately, this research will contribute to enhancing the effectiveness of hearing devices, leading to improved social connection and quality of life for people with hearing loss.

Determining Frequency Importance Function for Speech Intelligibility of Persian Monosyllabic Words and the List of Quick Speech in Noise in Persian Language

Background and Aim: The Frequency Importance Function (FIF) is the main component of the Speech Intelligibility Index (SII) for a certain language. The FIF indicates the relative importance of each frequency band as it contributes to speech intelligibility. This study was conducted to determine the FIF for the Persian monosyllabic words and the list of Quick Speech in Noise (QSIN) in Persian language. Methods: In this exploration study, 34 monolingual Persian-speaking subjects aged 25–40 years with normal hearing (17 males) were included. The FIF was evaluated for 100 monosyllabic words and 30 sentences of Persian QSIN under 180 different auditory conditions. The speech recognition scores were calculated and crossover frequencies were determined. Then, the relative transfer function was extracted and FIFs were calculated. Results: The findings showed that for monosyllabic word material, the FIF had three peaks at 178, 1787, and 4467 Hz and for Persian QSIN, the FIF had an initial peak at about 141 Hz followed by a peak at about 1800 Hz. According to the results, the frequency range 891–8913 Hz is very important for recognition of the Persian words. Moreover, the mean crossover frequencies for the Persian sentences was 1446 Hz. Conclusion: For monosyllabic word material in the Persian language, the FIF at 708–1778 Hz is very important for recognition of the Persian monosyllabic words. For sentence material in the Persian Language, the FIF at 708–4467 Hz has the highest importance for recognition of Persian sentences. Keywords: Frequency importance function; speech intelligibility index; monosyllabic word; quick speech in noise list; Persian language

Spectral weighting for sentence recognition in steady-state and amplitude-modulated noise.

Spectral weights in octave-frequency bands from 0.25 to 4 kHz were estimated for speech-in-noise recognition using two sentence materials (i.e., the IEEE and AzBio sentences). The masking noise was either unmodulated or sinusoidally amplitude-modulated at 8 Hz. The estimated spectral weights did not vary significantly across two test sessions and were similar for the two sentence materials. Amplitude-modulating the masker increased the weight at 2 kHz and decreased the weight at 0.25 kHz, which may support an upward shift in spectral weights for temporally fluctuating maskers.

Recognition of Sentences With Complex Syntax in Speech Babble by Adolescents With Normal Hearing or Cochlear Implants.

General language abilities of children with cochlear implants have been thoroughly investigated, especially at young ages, but far less is known about how well they process language in real-world settings, especially in higher grades. This study addressed this gap in knowledge by examining recognition of sentences with complex syntactic structures in backgrounds of speech babble by adolescents with cochlear implants, and peers with normal hearing. Two experiments were conducted. First, new materials were developed using young adults with normal hearing as the normative sample, creating a corpus of sentences with controlled, but complex syntactic structures presented in three kinds of babble that varied in voice gender and number of talkers. Second, recognition by adolescents with normal hearing or cochlear implants was examined for these new materials and for sentence materials used with these adolescents at younger ages. Analyses addressed three objectives: (1) to assess the stability of speech recognition across a multiyear age range, (2) to evaluate speech recognition of sentences with complex syntax in babble, and (3) to explore how bottom-up and top-down mechanisms account for performance under these conditions. Results showed: (1) Recognition was stable across the ages of 10-14 years for both groups. (2) Adolescents with normal hearing performed similarly to young adults with normal hearing, showing effects of syntactic complexity and background babble; adolescents with cochlear implants showed poorer recognition overall, and diminished effects of both factors. (3) Top-down language and working memory primarily explained recognition for adolescents with normal hearing, but the bottom-up process of perceptual organization primarily explained recognition for adolescents with cochlear implants. Comprehension of language in real-world settings relies on different mechanisms for adolescents with cochlear implants than for adolescents with normal hearing. A novel finding was that perceptual organization is a critical factor. https://doi.org/10.23641/asha.21965228.

Noise-Vocoded Sentence Recognition and the Use of Context in Older and Younger Adult Listeners.

When listening to speech under adverse conditions, older adults, even with "age-normal" hearing, face challenges that may lead to poorer speech recognition than their younger peers. Older listeners generally demonstrate poorer suprathreshold auditory processing along with aging-related declines in neurocognitive functioning that may impair their ability to compensate using "top-down" cognitive-linguistic functions. This study explored top-down processing in older and younger adult listeners, specifically the use of semantic context during noise-vocoded sentence recognition. Eighty-four adults with age-normal hearing (45 young normal-hearing [YNH] and 39 older normal-hearing [ONH] adults) participated. Participants were tested for recognition accuracy for two sets of noise-vocoded sentence materials: one that was semantically meaningful and the other that was syntactically appropriate but semantically anomalous. Participants were also tested for hearing ability and for neurocognitive functioning to assess working memory capacity, speed of lexical access, inhibitory control, and nonverbal fluid reasoning, as well as vocabulary knowledge. The ONH and YNH listeners made use of semantic context to a similar extent. Nonverbal reasoning predicted recognition of both meaningful and anomalous sentences, whereas pure-tone average contributed additionally to anomalous sentence recognition. None of the hearing, neurocognitive, or language measures significantly predicted the amount of context gain, computed as the difference score between meaningful and anomalous sentence recognition. However, exploratory cluster analyses demonstrated four listener profiles and suggested that individuals may vary in the strategies used to recognize speech under adverse listening conditions. Older and younger listeners made use of sentence context to similar degrees. Nonverbal reasoning was found to be a contributor to noise-vocoded sentence recognition. However, different listeners may approach the problem of recognizing meaningful speech under adverse conditions using different strategies based on their hearing, neurocognitive, and language profiles. These findings provide support for the complexity of bottom-up and top-down interactions during speech recognition under adverse listening conditions.

Comparison of ideal mask-based speech enhancement algorithms for speech mixed with white noise at low mixture signal-to-noise ratios

The literature shows that the intelligibility of noisy speech can be improved by applying an ideal binary or soft gain mask in the time-frequency domain for signal-to-noise ratios (SNRs) between -10 and +10 dB. In this study, two mask-based algorithms are compared when applied to speech mixed with white Gaussian noise (WGN) at lower SNRs, that is, SNRs from -29 to -5 dB. These comprise an Ideal Binary Mask (IBM) with a Local Criterion (LC) set to 0 dB and an Ideal Ratio Mask (IRM). The performance of three intrusive Short-Time Objective Intelligibility (STOI) variants-STOI, STOI+, and Extended Short-Time Objective Intelligibility (ESTOI)-is compared with that of other monaural intelligibility metrics that can be used before and after mask-based processing. The results show that IRMs can be used to obtain near maximal speech intelligibility (>90% for sentence material) even at very low mixture SNRs, while IBMs with LC = 0 provide limited intelligibility gains for SNR < -14 dB. It is also shown that, unlike STOI, STOI+ and ESTOI are suitable metrics for speech mixed with WGN at low SNRs and processed by IBMs with LC = 0 even when speech is high-pass filtered to flatten the spectral tilt before masking.

MEDIA MIND MAPPING UNTUK MENINGKATKAN PEMAHAMAN MATERI KALIMAT BERPOLA

This study aims to determine the effect of using mind mapping media on patterned sentence material on the understanding of SMA/SMK/MA equivalent students. This research is a quantitative research. The research method used is One Group Pretest-Posttest Design. The population in this study were SMA/SMK/MA equivalent students. The sampling technique used was the snowball sampling technique. Samples were obtained from disseminating from small groups to large groups. The data collection instrument used was multiple choice test sheets which were given through pre-test and post-test via google form and WhatsApp to provide mind mapping media. The data from this study were analyzed using descriptive statistics by analyzing the mean, median and mode obtained from the pre-test and post-test. From the research results, it is known that the average, median and post-test mode results after being given mind mapping media are more improved than before being given mind mapping media by doing a pre-test. So it can be concluded that there is a significant effect after the use of mind mapping media with patterned sentence material on the understanding of SMA/SMK/MA students on an equal footing.

Overt and implicit prosody contribute to neurophysiological responses previously attributed to grammatical processing

Recent neurophysiological research suggests that slow cortical activity tracks hierarchical syntactic structure during online sentence processing. Here we tested an alternative hypothesis: electrophysiological activity peaks at constituent phrase as well as sentence frequencies reflect cortical tracking of overt or covert (implicit) prosodic grouping. Participants listened to series of sentences presented in three conditions while electroencephalography (EEG) was recorded. First, prosodic cues in the sentence materials were neutralized. We found an EEG spectral power peak elicited at a frequency that only ‘tagged’ covert, implicit prosodic change, but not any major syntactic constituents. In the second condition, participants listened to a series of sentences with overt prosodic grouping cues that either aligned or misaligned with the syntactic phrasing in the sentences (initial overt prosody trials). Following each overt prosody trial, participants were presented with a second series of sentences lacking overt prosodic cues (instructed prosody trial) and were instructed to imagine the prosodic contour present in the previous, overt prosody trial. The EEG responses reflected an interactive relationship between syntactic processing and prosodic tracking at the frequencies of syntactic constituents (sentences and phrases): alignment of syntax and prosody boosted EEG responses, whereas their misalignment had an opposite effect. This was true for both overt and imagined prosody conditions. We conclude that processing of both overt and covert prosody is reflected in the frequency-tagged neural responses at sentence constituent frequencies. These findings need to be incorporated in any account that aims to identify neural markers reflecting syntactic processing.

Modified PPP Procedure in Teaching Conditional Sentences Through Whatsapp for Vocational School Students

The aims of the study are to find out whether there is a significant difference in students' achievement of conditional sentences between those who are taught using modified PPP procedure through WhatsApp and those who are taught using original PPP procedure in limited offline learning. The population was the students of SMKN 1 Metro. This study is quasi-experimental, and the sampling was taken in two classes. The experimental class was given the treatment using a modified PPP procedure through WhatsApp. In contrast, the control class was given the treatment using the original PPP procedure in limited offline learning. The findings showed a significant difference in students' achievement of conditional sentences between those two procedures, which is in line with the difference in students' perception of the learning process between those two classes. Modified one was more effective in improving students' achievement of conditional sentences, especially in pandemic Covid 19, where online learning is necessary. The conclusion is that the modification of the PPP procedure through WhatsApp is very effective to use even after the pandemic, because there are more opportunities for students to discuss using WhatsApp which makes them gain a deeper understanding and better achievement of the conditional sentence material.

Enhancing students’ understanding of Arabic syntax on high school students in Indonesia

Understanding the concept of Arabic syntax is a learning problem faced by the students. For that reason, this study aims to improve students' understanding of Arabic syntax. This study employed action research design by presenting six critical-reflective steps in efforts to improve students' understanding of Arabic syntax at a junior high school in West Java, Indonesia. Data were collected using interviews, observations, surveys, oral and written tests. The findings revealed that the understanding of Arabic syntax for first-year high school students regarding noun, verb, particle and sentence material improved well. This study confirms that through a series of critical-reflective steps, the students' understanding of the concept of Arabic syntax can be improved.&#x0D; &#x0D; Keywords: Arabic Syntax, Arabic Learning, Non-native Speaker, Foreign Language

Development and Validation of a Mandarin Chinese Adaptation of AzBio Sentence Test (CMnBio).

A new sentence recognition test in Mandarin Chinese was developed and validated following the principles and procedures of development of the English AzBio sentence materials. The study was conducted in two stages. In the first stage, 1,020 sentences spoken by 4 talkers (2 males and 2 females) were processed through a 5-channel noise vocoder and presented to 17 normal-hearing Mandarin-speaking adults for recognition. A total of 600 sentences (150 from each talker) in the range of approximately 62 to 92% correct (mean = 78.0% correct) were subsequently selected to compile 30, 20-sentence lists. In the second stage, 30 adult CI users were recruited to verify the list equivalency. A repeated-measures analysis of variance followed by the post hoc Tukey's test revealed that 26 of the 30 lists were equivalent. Finally, a binomial distribution model was adopted to account for the inherent variability in the lists. It was found that the inter-list variability could be best accounted for with a 65-item binomial distribution model. The lower and upper limits of the 95% critical differences for one- and two-list recognition scores were then generated to provide guidance for detection of a significant difference in recognition scores in clinical settings. The final set of 26 equivalent lists contains sentence materials more difficult than those found in other speech audiometry materials in Mandarin Chinese. This test should help minimize the ceiling effects when testing sentence recognition in Mandarin-speaking CI users.

Written standard sentence materials convey social information.

The Harvard/IEEE (henceforth H/I) sentences are widely used for testing speech recognition in English. This study examined whether two talker characteristics, race and gender, are conveyed by 80 of the H/I sentences in their written form, and by a comparison set of sentences from the internet message board Reddit, which were expected to convey social information. As predicted, a significant proportion of raters reported perceiving race and gender information in the H/I sentences. Suggestions of how to manage the potential influence of this social information on measures of speech intelligibility are provided.