Short Story Text Research Articles

Improved Learning Summarizes Short Stories with Problem-Based Learning Models

This article describes the improvement of learning to summarize short story text with Problem Based Learning (PBM) model. The method used in this research is Classroom Action Research. Sources of data in this study were students of class VII-1 consisting of 18 men and 18 women. The results showed that learning to summarize short story text with PBM model can improve learning attitudes, learning activities, and student learning outcomes. The results of the questionnaire, the value of teacher observation, the value of student observation was categorized high and increased in each cycle, the results support the increase in student learning outcomes in learning to summarize short story text using the PBM model. Keywords: Short story, Problem Based Learning (PBM).

PERBEDAAN PENGGUNAAN PENDEKATAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER DAN THINK PAIR SHARE TERHADAP KEMAMPUAN MENULIS TEKS CERPEN SISWA KELAS VII SMP NEGERI 12 PADANG

This research were aims to describe the things as follows. First, the ability to write a short story text students of class VII SMP Negeri 12 Padang taught by using cooperative approach Numbered Head Together type. Second, the ability to write short story text students of class VII SMP Negeri 12 Padang taught by using cooperative approach Think Pair Share type. Third, the difference in ability to write short story text students of class VII SMP Negeri 12 Padang taught by cooperative approach Numbered Head Together and Think Pair Share type. This research was quantitative with descriptive method of quasi experimental research design. Sampling was done by using simple random sampling technique. In this research, class VII.3 was assigned as experiment class I which amounted to 32 students and VII.5 as experiment class II which amounted to 30 students. Data collected by using performance test writing short story text. The results of this study are as follows. First, the ability to write a short story text students of class VII SMP Negeri 12 Padang taught by using cooperative approach Numbered Head Together type was 89,58. Second, the ability to write short story text students of class VII SMP Negeri 12 Padang taught by using cooperative approach Think Pair Share type was 81,48. Third, there was a significant difference in ability to write short story text of students in class VII SMP Negeri 12 Padang taught by cooperative approach Numbered Head Together and Think Pair Share type.

The Development of Writing Short Story Teaching Material Based on the Local Wisdom for the Eleventh Grade Students in Situbondo

The development of the teaching material of writing short story text is needed. It is because of its starting from thestudy of text book and the preliminary study, it is known that must be fixed, such as: 1) the discussion about language style, 2) thediscussion about the intrinsic elements, 3) the discussion about the writing technique of short story, and 4) the short story that isused as monotonous modelling text and it cannot be comprehended by the students easily. The development of teaching materialof writing short story text doesn’t only fixes the condition of text book, but also accomodates the local wisdom of Situbondo. Thisis as an effort to mediate the personality of the students in the form of comprehension and knowledge. The aim of this research isto describe the development process, the validity, and the response of the students. This research uses the method of research anddevelopment from Team of Puslitjaknov (Team of The Research Centre, The Policy, and The Innovation), which is adapted fromthe model of Borg and Gall. The validity percentage of teaching material of writing short story text bases on the local wisdom forstudents in class XI of Senior High Scholl in Situbondo reaches 81,49%. It means that the teaching material is proper. Meanwhile,bases on the results of students try out, it gives response until 81%. It means that the teaching material is also proper to beimpemented in the classroom.

Grade processing of novel vocabulary and evaluating text readability

This paper has selected texts of Korean literature with Korean vocabulary levels based on the quantitative analysis of the novel corpus. To select text based on vocabulary level, it gives a grade as A, B, C, D, E 5 steps to novel corpus vocabulary based on Korean Language Education Vocabulary Content Development by the National Institute of the Korean Language, and the process of measuring vocabulary difficulty is as follows. First, the short story texts were selected for analyzing . Second, it was listed by extracting the basic form of the novel vocabulary. Third, It was given a grade to the novel through automatic reprocessing after unifying the representation of the novel text list and vocabulary list of Korean vocabulary education content development. Fourth, It was measured the difficulty of novel text based on the vocabulary list graded by level by applying readability formula. Fifth, it was graded depending on the difficulty of the vocabulary of short story text. When teaching the Korea Literature, if we can determine the level of the texts by leveling vocabulary and sequential organization of the difficulty to understand, it can help not only increase of comprehension of the work, but also improve language skills. This paper is expected to provide scientific and objective criteria for the selection of literary texts for the pedagogy of Korean language and literature.

The Cognitive Modelling of Textual Modality

The article is devoted to the cognitive modelling of modality on the basis of information-content structure of the English short story text. The cognitive, modal and textual functions interaction may be represented as the hierarchical systerm of textual modality hyperframe, which comprises as essential parts frames of referential and subjective modalities. In its turn, the referential modality frame as the basic layer of the text content embraces the scenes and scenarios of subject, action/state, object, temporality and locality. The subjective modality frame is subdivided into subjective–personal (author – text) and subjective–interpersonal (author – recipient) modalities. Correspondingly, the former consists of the scenes of sensor, emotive (psychic reaction), mental, evaluative and compositional modalities; the latter implies the epistemic, axiological and deontic modalities. The provided textual analysis reveals the interaction of language units of different levels (phonetic, lexical, grammatical, syntactical), activating frames of referential and subjective modalities.

Short Story Text in Project-Based Learning Model on 7 th Graders

Mid-2013 the world of education in Indonesia was preoccupied with curriculum changes. Curriculum 2013 replaced the previous, namely Curriculum 2006 or KTSP (school-based curriculum). In line with the changes, there is also a change in the Indonesian language learning, namely a text-based learning. To enhance the mindset of teachers and students in learning Indonesian, the author tries to outline the project-based learning model with short stories in class VII of Junior High School (SMP). Project-based learning is a learning model that uses project / activity as a learning process to achieve competency of attitudes, knowledge, and skills. The emphasis of the learning lays on learners activity to produce output by applying the skills of researching, analyzing, creating, up to presenting their products based on real-life experience. Meanwhile, the short story is a work of literary prose that tells story. It is categorized as prose because it is not bound by a particular form (free). Judging from the contents which tells story, short story is classyfield into epic category (storytelling). The term of short stories emerges from the point of view of a storybeing told conciseness. This paper aims to provide rocommendation advice to the world of education in Indonesia, especially on Indonesian language and literature learning of class VII.

Narrative Comprehension and Story Grammar

Every text has an underlying structure which has a vital contribution in making it a meaningful whole. Awareness of a text’s structure therefore is significant in deriving the sense of the text. Story grammar offers a simple and effective framework to analyze a coherent structure in narrative texts, hence is assumed to facilitate the comprehension of narratives. The research has been designed to be a descriptive study, with the objective to explain and illustrate how story grammar can function in constructing and decoding meanings in a narrative text, and, to highlight the scope of story grammar in pedagogy. A short story text has been randomly selected from the short story collection in the English text book by Punjab text book board for Intermediate level. A three stepped comprehensive analysis of the sample text has been done by implementing the selected story grammar model. It has been found that story grammar helped in deriving a coherent structure from the short story text; hence it has pedagogical implications in developing narrative comprehension.

Teaching the Short Story

works from many other genres. The brevity of short stories makes them ideal for class discussion, and readers of all ability levels can finish reading an interesting story within a single class period. Perhaps the most valuable feature of all is simply that the short story allows students to deal, in depth, with a wide range of elements in literature. Yet with all these values, the short story still presents some teaching problems, the most important of which is the difficulty of varying the classroom approach. Too many teachers handle the story as though they were teaching a shortened novel and do little more than engage in formal textual explication. Discussion of the short story text should occur, of course, and students should know something of what the short story genre is. But this does not mean that the activities leading to such understanding need to be routine or repetitive.