Text For Students Research Articles

El léxico ELE en los modelos de lenguaje

This work is framed in the vocabulary generated by large language models such as ChatGPT, and specifically, in the one specialized in Spanish as a foreign language. For this purpose, two large language models, ChatGPT and LlaMa, have been asked to generate written comprehension texts for students of Spanish level from A1 to B2. For this purpose, it is necessary to use a specific input that generates the closest response to our purpose. After the request, the samples have been analyzed following the references of the specific notions section of the Instituto Cervantes Curricular Plan. Likewise, a comparison has been made between both models, hoping to find differences between the answers provided. With this analysis, we wanted to check whether the language models can be useful when preparing materials and, in particular, whether the textual samples generated follow the standards of the Cervantes Institute's Curriculum Plan with respect to vocabulary.

Developing Kemukus Mountain Flipbook Integrated with TaRL Approach in Improving Students’ Comprehension of Descriptive Texts

Teachers have not optimally used technology-based learning media and have not implemented a Teaching at the Right Level-based learning approach. causing students' understanding of descriptive text to be low. This study aims to develop, test the feasibility, and effectiveness of Teaching at the Right Level-based flipbook learning media to improve the understanding of fifth grade students. This type of research is research and development with the Borg and Gall model. The subjects of this study were 30 fifth grade Elementary students. Data collection techniques used tests (pretest and posttest) and non-tests (observation, interview, questionnaire). Data analysis techniques using normality test, t test and N-Gain test. The results showed: (1) Teaching at the Right Level-based flipbooks were developed using the canva application; (2) the results of the validity test of material experts, media experts, teachers, and students received a very feasible category; (3) effectiveness is shown from the results of analy-ing pretest and posttest scores. The results of the t test get a sig. (2-tailed) value of 0.00 <0.005. The conclusion in this studv shows that the development of learning media flipbooks based on Teaching at the Right Level was successfully developed, very feasible, and effectively used to improve the understanding of descriptive text for fifth grade Elementary students.

Teaching Reading Comprehension on Narrative Texts Through Whatsapp Group Features: An E-Learning Implementation in Junior Highs Schools

The act of reading necessitates that student readers employ various cognitive and linguistic tactics to comprehend the meaning embedded within the text. Using an e-learning method through WhatsApp groups to teach reading comprehension on narrative texts can be a new breakthrough. Therefore, the present study aims to find out the effect of WhatsApp groups on narrative text in junior high school students to teach reading comprehension. To reach the research aims, the study used experimental research method. The population of this research was 330 students of grade 9 of junior high school in Pematangsiantar. The researchers divided the samples intor control group and experimental group. The data collection method used was the reading tests employed to the students which covered pre-test, treatment, and post-test. The statistical analysis employed t-test analysis. Comparison of data from both groups indicated superior performance by the experimental group. The findings unequivocally show that the experimental intervention employing WhatsApp have significant effect on students’ reading comprehension of narrative text compared to traditional approaches. While WhatsApp has proven to be an effective tool, researchers must consider the challenges of using it for reading instruction in remote areas with limited internet connectivity. Students cannot access WhatsApp-based reading lessons without internet access, though they can still search for information through text messages. Therefore, it is important to examine the limitations of utilizing WhatsApp for reading education in areas with poor internet infrastructure.

Towards Decolonising White Curricula: A Reflective Approach to Teaching Kate Mulvany’s Jasper Jones

ABSTRACT This article presents the findings from a case study within the ‘English 3’ curriculum at Guilford Young College, a senior secondary school in southern Tasmania, Australia. Despite the senior English curriculum's engagement with themes pertaining to colonisation, it notably lacks representation of texts authored by First Nations writers, instead privileging narratives and generic conventions rooted in white Western perspectives. This study examines the potential for senior secondary teachers in Tasmania to navigate the curriculum and promote emergent decolonisation processes by adopting a reflective, standpoint-informed approach to close reading, particularly when working with texts that are less effective for conveying First Nations perspectives. Focusing on the teaching of Kate Mulvany’s Jasper Jones (2016) stage play, a popular set text for senior English students in Tasmania, this case study – dubbed ‘The Jasper Jones Case Study’ – explores how teachers can implement reflective practices to engage critically with the text. Comprising two teacher reflections, this article highlights the importance of acknowledging personal standpoint perspectives in the intersection of learning and teaching and seeks to motivate educators to utilise critical lenses that enhance pedagogies of decolonisation when navigating the constraints of a seemingly fixed curriculum.

Assessment of the Reliability of Lexical Lists for Automated Evaluation of Proficiency in Russian as a Foreign Language

The assessment of language proficiency plays a crucial role in education, but it often relies on subjective evaluation methods, which can result in bias and inconsistencies in the results. To address this challenge, many researchers advocate for the use of automated and semi-automated assessment methods based on linguistic characteristics of texts. In this study, we explore the applicability of available vocabulary lists as tools for automatically evaluating the proficiency levels of students learning Russian.There exist several types of lexical lists, including frequency-based word lists and minimum vocabulary lists. In this research, we analyze four popular Russian-language lexical lists commonly employed in education and lexical knowledge analysis. We hypothesize that texts produced by students assessed at lower language proficiency level will predominantly contain frequently used words and low-level vocabulary items corresponding to the distribution of lexical elements by frequency or language proficiency level represented in these lists. Conversely, students assessed at a higher proficiency level are expected to employ less commonly used and more complex lexical units. By examining the correlation between these resources and student-generated texts, we aim to gain insight into the suitability of using lexical lists for evaluating proficiency in Russian.For the analysis of correlations between the selected lexical lists and student texts, we employ custom Python scripts. Additionally, we utilize a cluster analysis method known as Principal Component Analysis (PCA) to test the hypothesis that students at the same proficiency level tend to use a similar basic vocabulary with some degree of variation.This study raises important questions about the effectiveness of using lexical lists for assessing language proficiency. The findings may serve as a foundation for developing more accurate and comprehensive methods for evaluating lexical proficiency among students learning the Russian language.

Writing and reading workshop: impact on reading motivation, reading amount and text comprehension

AbstractThe article explores the relationship between intrinsic and extrinsic reading motivation, reading amount and the comprehension of narrative and expository texts in lower secondary school students. In addition, we intended to verify the effect on these variables of an educational programme, the writing and reading workshop (WRW), aimed at promoting students' love of reading and useful reading strategies. The sample included 149 children attending the first year of lower secondary school. A longitudinal design with two steps of data collection was used. In five classes, teachers applied the WRW; the same number of classes were enrolled as a control group and the teachers applied the Italian traditional teaching programme. The experimental group achieved better results in narrative text comprehension and in reading amount after 1 year. Reading amount was found to mediate the relationship between the instructional method and reading comprehension. No effects of the teaching method were found on either intrinsic or extrinsic motivation.

Using Multimodal Text to Support Learning in the Developmental Curriculum Cycle

The study realizes a theoretical approach that reviews the literature by bringing key arguments and concepts that support the introduction of multimodal text in the school curriculum as a support in learning and understanding texts for students in the developmental curriculum cycle. Definitions of key concepts regarding multimodal text, comics, literacy, literacy are highlighted. From a conceptual point of view we are trying to formulate certain concepts and to emphasize the need to introduce multimodal text in the primary school curriculum, thus helping teachers and students through recreational activities that will lead to the development of literacy. With the help of multimodal text you develop: the ability to interpret a text, improve critical thinking, lifelong learning, effective communication and last but not least adaptability. A multimodal text is characterized by the fact that it is a literary narrative text in which two or more modes of communication (written, read, spoken) are combined in order to convey information through spoken or written language in combination with images, sounds, gestures and lights. We believe that multimodal text plays a significant role in the development of literacy, contributing to the formation of competent and critical readers and communicators. The interaction between literacy and multimodal text promotes a deeper and more nuanced understanding of information, essential for active and informed participation in contemporary society.

THE READING SKILLS OF EFL UNIVERSITY STUDENTS (Case study: The reading skills of the students learning English as a Foreign Language (EFL) at Universitas Al-Ghifari)

This study explores the reading skills of English texts of students learning English as a foreign language at Al-Ghifari University, focusing on the challenges they face, the strategies they use, and the relationship between reading skills and academic performance. Given the importance of reading skills for academic success, this study aims to provide in-depth insights through a mixed approach that includes quantitative and qualitative data. Quantitative data were obtained from students’ self-reports of their abilities and challenges, while qualitative interviews offered personal perspectives on their reading experiences. The results of the study are expected to provide valuable information for educators to improve the reading skills and academic performance of students learning English as a foreign language.

Proofreading student writing: a research-based stakeholder tool focused on ethical practice

This article presents a research-based stakeholder tool informed by a study of the various types of changes proofreaders may make when proofreading a student text. Whilst the tool can be used to advise higher education students, (non-)professional proofreaders/editors, English for Academic Purposes (EAP) lecturers, writing centre tutors, and university policy makers as to appropriate forms of third-party intervention, it is primarily intended to be used as a framework that assists academics in deciding which kinds of third-party intervention are un/ethical when allowing their students to have work proofread. As such, the stakeholder tool serves a heuristic purpose in that it: 1) displays the various types of interventions proofreaders could make for an academic to consider which interventions they wish to allow, from the lightest-touch (e.g., correcting typos or spelling errors) to the heaviest-touch (e.g., substantial, wholesale rewriting of the text by the proofreader at the level of content); 2) advises academics about un/ethical forms of proofreading intervention; 3) confirms an academic has given permission for a student to seek out proofreading support whilst specifying what in the academic’s opinion is un/ethical in terms of proofreading intervention; and 4) educates and trains stakeholders in academically sound proofreading practices. This stakeholder tool is timely when considering that some current university proofreading policies are poorly worded and ambiguous, and when considering the lack of clarity about or knowledge of university proofreading guidelines by stakeholders such as staff and students.

Enhancing English education with Natural Language Processing: Research and development of automated grammar checking, scoring systems, and dialogue systems

Abstract. In this paper, we investigate the scope for transformational change that these technologies offer to English education. We examine how NLP can support English education through automated grammar checking having students text checked for grammatical errors in real time, automated scoring systems which evaluate written and verbal English against predefined criteria, and dialogue systems which interacts with learners in English to help develop their speaking and listening skills in an engaging and non-judgmental environment. We document the current status of these NLP applications, examine their educational benefits, highlight some of the challenges faced by the technologies and finally discuss the way forward for large-scale adoption of such technologies, bringing the research to a logical conclusion. We hope that this study will provide a comprehensive understanding of how NLP can be employed to transform education in English and also highlight some of the associated challenges and ethical dilemmas.

Keefektifan Kalimat dalam Teks Eksposisi Siswa Kelas XII SMA Pertiwi 1 Padang

This research aims to describe the effective use of sentences in expository texts of class Pertiwi 1 Padang High School in terms of spelling accuracy which includes; capital letters, punctuation, and word placement. The object of this research is the exposition text of class XII students at SMA Pertiwi 1 Padang. In this research method, the researcher uses a qualitative descriptive method. The data source in this research is the assignment to write an expository text submitted by class XII students at SMA Pertiwi 1 Padang. The instrument in this research is the researcher himself who functions as the main instrument, which includes data collection, interpretation of results, and reporting of research findings. Data collection techniques are carried out through documentation studies, by giving assignments and photocopying the work of exposition texts of students in class XII of Pertiwi High School. 1 Padang. In this study there were 129 effective sentences, while 155 were ineffective sentences out of the 318 sentences analyzed.

Leveraging Canva to create a biographical recount text for vocational secondary students in ESP instruction

Integrating technology into English for Specific Purposes (ESP) instruction is essential for adapting to rapid technological advancements, and Canva offers significant potential in this area. However, research on Canva has mainly focused on general English instruction, with limited examination of its application in ESP. This study explores how vocational secondary school teachers used Canva to teach biographical recount texts in an ESP context, along with the rationale behind this choice. A qualitative study was conducted at SMKN 13 Malang, West Java, within the Merchant Nautical Ship Department. Data were collected through classroom observation and interviews with an experienced English teacher. Observations revealed the structured steps of using Canva to teach biographical recount texts, enabling more active students’ participation in class. Canva was chosen for its practical benefits, including students’ familiarity with the platform, ready-to-use templates, and the potential to boost students’ creativity, all of which support its effective use in vocational education.

KEMAMPUAN MEMBACA NYARING TEKS CERITA BUGIS SISWA KELAS V SDN 85 WANUA BARU KABUPATEN MAROS

This research is a descriptive quantitative study that aims to describe the ability to read aloud Bugis story texts of fifth grade students of SDN 85 Wanua Baru, Maros Regency. The population of this study were all fifth grade students of SDN 85 Wanua Baru, Maros Regency in the 2023/2024 school year, totaling 15 students. The withdrawal of samples in this study was carried out by means of total sampling because the population was less than one hundred. The data collection techniques used in this study were oral test techniques and recording techniques. The data obtained were analyzed using quantitative descriptive analysis. There are four aspects of assessment used in this study, namely aspects of fluency, aspects of the use of intonation, aspects of pronunciation, and aspects of voice volume. Based on the results of the data analysis obtained, it shows that the ability to read aloud Bugis story text of fifth grade students of SDN 85 Wanua Baru Maros Regency, namely (1) the fluency aspect of students who scored above 70, namely 10 people with a percentage of 60% declared unable, (2) the aspect of using intonation of students who scored above 70, namely 8 people with a percentage of 53% declared unable, (3) the aspect of pronunciation of students who scored above 70, namely 3 people with a percentage of 20% declared unable, and (4) the aspect of voice volume of students who scored above 70, namely 12 people with a percentage of 80% declared able

Assessing the Role of Literary Texts in Students’ Cultural Awareness, Historical Understanding, and Challenges Faced by EFL Students

Assessing the Role of Literary Texts in Students’ Cultural Awareness, Historical Understanding, and Challenges Faced by EFL Students

The Effect of Students’ Metacognitive Awareness and Reading Comprehension in Narrative Text of Second-Grade Students

This research aims to determine students’ metacognitive and reading comprehension in narrative text. This study investigates whether metacognitive awareness affects students' reading comprehension of narrative text at SMA N 3 Binjai. This research applied a quantitative approach, the population was the second-grade students at SMA N 3 Binjai in the 2024 academic year, and the sample was XI MIA 1 and XI MIA 2. The first sample involves 34 students for the experimental group (XI MIA 1) and the second sample involves 36 students for the control group (XI MIA 2). The instruments for collecting data were tests and questionnaires. There were pre-tests and post-tests for collecting data and the researcher gave pre-tests and post-tests to both classes. Based on the data, it was found that the result of the t-test (t-calculated) was higher than the t-table value at a significance level of p = 0,05 (2,1 > 1,995). Therefore, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. This indicates that metacognitive awareness was significantly influence the reading comprehension achievement of second-grade students at SMA N 3 Binjai.

Phrase Frame Use in EFL Learners’ Argumentative Essays: A Corpus-Based Comparative Study

Recently, there has been a growing interest in the features and development of multi-word formulaic sequences for foreign language learners in the field of second language acquisition. While considerable amount of research has been conducted on continuous formulaic sequences both domestically and abroad, scant attention has been rendered to discontinuous phrase frames. Adopting a corpus linguistic perspective, the current study compares and analyses second language learners from different backgrounds with native speakers, focusing on the phrase frame features identified in the argumentative essays written by Chinese and German EFL learners. With a corpus-based approach, the four-word phrase frames are extracted from the English TOEFL essay texts of Chinese and German students using AntConc 4.1.4 corpus analysis software. The top 100 most frequently occurring phrase frames are manually filtered and then classified according to their structural and functional features to identify similarities and differences in terms of overall frequency, structure, and function features of phrase frames between two groups of learners and with those of native writers. The findings reveal that L2 learners significantly employ more fixed and predictable phrase frames than their native writers, with German L2 learners using more phrase frames than their Chinese L2 counterparts. In terms of functional features, German L2 learners use more stance and discourse organizing expressions than Chinese L2 learners. Awareness of the essay genre, English proficiency, and the time-limited writing environment are contributing factors to these features. Therefore, the study suggests that the accuracy and variety of phrase frame usage are more representative of L2 learners’ acquisition and writing quality than their quantity of use. This study facilitates an understanding of different EFL learners’ phraseological competence through the lens of their p-frame use and provides pedagogical insights accordingly into teaching and learning argumentative essays in EFL contexts.

Implementing Vocabulary Journals through Digital Narrative Text for EFL Secondary Students in Learning General Vocabulary

Four fundamental language skills such as listening, speaking, reading, and writing are important skills for EFL secondary school students to develop it. Learning English requires fundamental knowledge of vocabulary since it influences these abilities greatly. However, vocabulary instruction is often overlooked in traditional language learning strategies. On the other hand, the use of digital narrative texts, such as videos, provides a modern approach to facilitating students in general vocabulary learning. This study explores the integration of vocabulary journals with digital narrative texts to enhance vocabulary acquisition among EFL secondary students specifically in junior high school students. This study used action research and involved 25 students from a junior high school in Karawang. Data collection methods included vocabulary journal logs, observations, interviews, and reflective journals. The findings revealed that vocabulary journals significantly assist students in understanding and retaining new vocabulary, enhancing overall language comprehension. Students expressed positive attitudes towards this method, highlighting its engaging and interactive learning strategy. This study concludes that combining vocabulary journals with digital narrative texts effectively supports vocabulary acquisition, making learning more enjoyable and impactful. This approach fosters deeper understanding and long-term retention of vocabulary, improving students' language skills and academic performance. The findings suggest that this innovative strategy could be beneficial in educational settings.

Digital Teaching Materials of Logical Thinking - Oriented Exposition Text for X Graders of SMA/MA/SMK

This research aims to develop a logical thinking-oriented exposition digital teaching material product that is feasible and effective for Indonesian Language learning in grade X students of SMA/MA/SMK. This research uses a research and development method (Research and Development) with the ADDIE (Analysis Design Development Implementation Evaluation) model. Data collection in the study was carried out and analyzed descriptively, both quantitative and qualitative. The result of the design and development of this digital teaching material is a digital module in the form of pdf and a Flipbook consisting of a cover, concept map, learning objectives, until author biodata. It also contains materials in videos to practice listening, reading and writing that can be accessed in youtube by scanning the link. The results of product validation by language, material and media validators and practitioners stated that the digital teaching materials of logical thinking-oriented exposition texts for SMA/MA/SMK with a result of 80.79% mean "Feasible" to use. The results of the implementation of digital teaching materials for logical thinking-oriented exposition texts for 63 grade X students at SMAN 1 Gantar, SMAN 1 Gantar and MA Ma'had al-Zaytun, showed that there was a significant development between student learning outcomes before and after the use of digital teaching materials after being assessed using the T-Test (Paired sample Test), meaning "effective" for learning exposition text materials. Thus, digital teaching materials for logical thinking-oriented exposition texts for teachers and students of class X SMA/MA/SMK are feasible and effective in learning.

Students' Abilities in Reading Infographics Text in Junior High Schools

Infographic text is a visual text in the form of a combination of images, graphics, illustrations, and typography that serves to facilitate readers in understanding information. Therefore, infographic text is presented with an attractive appearance by increasing the number of illustrations and a little text. The widespread use of infographic text in every aspect of life today requires everyone to have adequate ability to read infographic text. Therefore, in this study the author conducted research on the ability of junior high school students to read infographic texts. The method used in this research is quantitative descriptive method. The object of the research is students of Class VIII of Junior High School in one of the districts in Central Java province. The results showed that the ability to read infographic texts of junior high school students in one of the districts in Central Java still needs to be improved. It can be seen from the low score obtained in doing infographic text questions. There are several efforts that teachers can make to improve students' ability to read infographic texts, namely by increasing visual literacy, improving reading skills, providing knowledge about infographics, and providing practice reading infographic texts.

Ta'lîm Kitāb Nubdzah Al-Bayān Li Tarqiyah Mahārah Al Qiraāh Al ‘Arabiyah

<p style="text-align: justify;" dir="ltr"><span> </span><span>Arabic is an important part of the learning curriculum so that Arabic is made the official language at educational foundations, as well as at the Al-Amien Tegal Prenduan Islamic Boarding School. At this Islamic boarding school, the principles of learning Arabic are applied through the book Nubdzatul Bayan which consists of five volumes and a supplement. The aim of this research is to learn the rules of the Arabic language using the Nubdzatul Bayan book in order to improve the reading skills of Arabic texts for beginner students. The research method used is qualitative, with data collection techniques in the form of interviews, observation and documentation, with the research object being the students. The research results show that the strategy for learning Arabic rules using the Nubdzatul Bayan book is carried out through deductive methods and question and answer methods, where the teacher plays an important role in the learning process. First, the teacher writes the rules of Nahwu and Sharaf on the board along with examples of numbers in Arabic, Face-to-face learning is limited to only 3 hours per day, while learning evaluation includes daily, weekly, monthly and annual evaluations carried out using written tests and oral tests. Thus, this research provides insight into the effectiveness of using the Nubdzatul Bayan book in teaching Arabic language rules and improving Arabic text reading skills for beginner students at the Al-Amien Tegal Prenduan Islamic Boarding School.</span></p>