School Texts Research Articles

Gêneros epistolares na era digital: perspectivas para o ensino-aprendizagem de Língua Portuguesa

Among the challenges of teaching and learning textual production, there is an urgent need to promote meaningful practices that involve real interlocutors, without restricting school texts to teacher-led reading. Furthermore, it is important to propose activities that reflect on emerging themes in society and the school community, such as adolescent mental health. With this in mind, we aim to present/discuss a proposal for teaching textual production through motivational letters conducted with 2nd-grade high school students at a public school in Bahia. Grounded in the didactic sequence procedure on the genre (Dolz; Noverraz; Schneuwly, 2011 [2004]), students carried out a retextualization activity resulting in letters, which were displayed on a mural in the school's common area, aiming to support emotionally vulnerable individuals and direct them to specialized health services. The analysis of two letters written jointly by two pairs of students revealed that the practice provided not only learning in written expression but also the construction of knowledge to play a social role in different fields of human activity. Furthermore, we noticed that, in the letters prepared, characteristics emerged that consolidate them as motivational letters or support letters.

The Relation Between the Composition of Corpora (Genre Balance and Representativeness) and Their Reliability in Compiling General Explanatory Dictionary

This paper aims to examine the genre composition of certain Slovenian corpora as sources for lexicographic analysis (especially when compiling dictionaries such as eSSKJ, the general explanatory dictionary), particularly of the largest corpus, Gigafida 2.0 (divided into two sub-corpora: a sub-corpus of non-fiction and literary texts and a sub-corpus of journalistic texts), the Corpus of Slovenian School Texts, the Corpus of Scientific Texts of Contemporary Slovenian, as well as the KRES corpus. We argue that corpora with major discrepancy in the proportions between different text genres used as lexicographic resources do not reflect the proportions between meanings which originate in semantic extension processes. Thus, one of the largest corpora available for Slovene, Gigafida (in both versions, 1.0 and 2.0, updated in 2019), could hardly be regarded as a reference source of data for a general explanatory dictionary. This is because various journalistic texts and web texts are predominant in Gigafida, while the share of non-fiction and literary texts does not exceed 10% in total. We suggest that a corpus should be at least approximately balanced, which could in turn provide its representativeness.

Problems of approaching literary text in secondary school: the linguistic problem

Problems of approaching literary text in secondary school: the linguistic problem

Referenzketten und stilistische Variation in der Sekundarstufe

Abstract If an entity is referred to multiple times in a text, a reference chain is created. This chain is considered neutral or unmarked when it is structured as follows: eine Frau – die Frau – sie – sie – sie … (‘a woman – the woman – she – she – she…’) (Thurmair 2003). Most studies on referential coherence (including those related to language acquisition) focus on animate entities in texts. For older school pupils to handle different types of texts (e. g. reports, descriptions, explanations) adequately, the question arises as to how references are made to inanimate objects in texts and whether simple possibilities of stylistic variation are used. In this experimental study with secondary-school pupils (Grades 5 and 8) and university students, we elicited chains of references to inanimate entities (eine Tasche – die Tasche – sie, ‘a bag – the bag – it’) and investigated the unmarked structuring of these references (indefinite NP – definite NP – personal pronoun) and the degree of precision in the introductory nominal phrase in terms of composition and/or attributes (e. g. eine Handtasche, eine gelbe Tasche, eine gelbe Handtasche, ‘a handbag, a yellow bag, a yellow handbag’). We also explored whether potential for variation was exploited through partial recurrence (e. g. eine Handtasche – die Tasche, ‘a handbag – the bag’). Although all three groups preferred using neutral reference chains, there were clear differences in the degree of preference between the two groups of pupils, on the one hand, and the students, on the other. The groups also differed regarding their use of precision and the extent to which they varied references through partial recurrence. In addition, deviations in agreement between a pronoun and its previous mention were observed in some pupils with German as a second language who followed the semantic strategy of referring to inanimate entities using the neutral pronoun es (independent of the grammatical gender) (e. g. eine gelbe Tasche – die Tasche – *es). Another surprising finding can be seen in the student group. In an effort to express themselves diversely and eloquently, the students varied the personal and demonstrative pronouns within the reference chains without considering that demonstrative pronouns fulfil specific grammatical functions in texts (Diessel, 1999; Bosch & Umbach, 2007) and that incorrect use confuses the reader, potentially leading to misinterpretation. As analyses of textbooks have shown that referential coherence is largely neglected in German instruction (Averintseva-Klisch, Bryant & Peschel, 2019), the findings are hardly surprising. They demonstrate once again that more attention needs to be paid to this phenomenon in teacher training and in work on texts in schools.

Arabic Language Learning Strategy for Elementary School Graduates in Pondok Pesantren Yusuf Abdussatar Kediri Lobar West Nusa Tenggara, Indonesia

This article discusses the Arabic language learning strategy for elementary school graduates at Pondok Pesantren Yusuf Abdussatar, Kediri Lobar, West Nusa Tenggara. The background of this research is based on the importance of mastering Arabic as a means of communication and understanding religious texts in Islamic boarding schools. However, elementary school graduates who enter pesantren often have limitations in Arabic language skills. Therefore, effective learning strategies are needed to facilitate their understanding. This article examines the various methods used, ranging from the communicative approach, context-based learning, to the use of interactive media and a supportive learning environment. This research uses qualitative methods with observation, interview and document analysis techniques. The results show that the applied learning strategies succeeded in improving students' learning motivation and their Arabic language skills, especially through the combination of theory and hands-on practice. In addition, the active involvement of teachers and the support of an intensive boarding school environment play an important role in the success of the learning process. This article recommends further development on the integration of technology in Arabic language learning to improve the efficiency and effectiveness of learning in Islamic boarding schools.

The effectiveness of the project-based learning model assisted by audio visual media in writing opinion texts in vocational schools

Learning to write opinion texts is very required in the Vocational Curriculum However, students still have many difficulties in writing opinion texts. This research aims to overcome the problem of writing opinion texts in vocational schools through a Project Based Learning model assisted by audio-visual media. The object of the research was carried out at SMK Budi Tresna Muhamadiyah Cirebon grade XII. The research method, through experiments, tests the effectiveness of the Project Based Learning model in improving students' ability to write opinion article texts. The research instrument is in the form of a test to collect data on students' ability to write opinion article texts with the help of audio-visual media. The test data is in the form of text of opinion articles written by students both through prates and post-tests. The results showed that learning in the experimental class using the Project Based Learning model got a score of 1790 with an average score of 89.5 higher than the control class using the contextual model got a score of 1340 with an average score of 67. In addition, the results of significant tests that have been carried out by the experimental class (KE) > the control class (KK), H0 is rejected and H1 is accepted, then the VAK Project Based Learning model is declared effective. Based on the calculation of the significance test results, a calculation of 3,515 was obtained at a significant level of 5% and a table of 1,687. This shows that H1 is accepted and H0 is rejected. Thus, applying the Project Based Learning model to write opinion article texts for grade XII students of SMK Budi Tresna Muhammadiyah Cirebon for the 2024/2025 school year is effective.

Unpacking automaticity: Scaffolded texts and comprehension

AbstractAutomaticity in recognizing the words in a text is fundamental to comprehension. If the number of words readers need to stop and decode exceeds their ability to retain their understanding of a narrative's plot or an expository text's description, their comprehension suffers. The conventional intervention for students who lack the automaticity to adequately comprehend text has been to repeatedly read texts orally. The current review first addresses evidence for this conventional treatment, concluding that students have not shown substantial increases in silent reading comprehension. Next, this review presents evidence underlying an alternative perspective for automaticity support where texts are selected to support students in increasing their automaticity with the words they will encounter consistently—the 2500 morphological families that have been shown to account for at least 90% of most school texts. Finally, guidelines for teachers are provided that address the talk, tasks, and time of instruction, as well as texts, for automaticity.

The Effectiveness of Quizizz Media to Increase Appreciation of Pantun Texts in Junior High Schools

The Effectiveness of Quizizz Media to Increase Appreciation of Pantun Texts in Junior High Schools

Scientific Skills Present in Chilean School Textbooks from First to Fourth Grade in Natural Sciences

Objective: This research focused on identifying and classifying the scientific skills present in Chilean school textbooks of Natural Sciences from the first to the fourth year of Basic Education. Theoretical Framework: We sought to determine their presence, frequency, cognitive level and types of skills, comparing them with curricular documents and UNESCO declarations on the subject. Method: The study, descriptive in nature, employed the integrative method, using document analysis to compile quotations, patterns of behavior and categories. For quantitative aspects, descriptive statistics were used, analyzing by course and thematic units. Results and Discussion: It was found that the most promoted skills were observation and explanation, fundamental for scientific learning. Scientific skills were identified at all educational levels, varying in frequency. Third and fourth year showed a greater frequency and variety of higher cognitive level skills, although some, such as creating, evaluating, reflecting and imagining, did not have the expected frequency. The lower cognitive skills did not show significant differences between educational levels. The scientific skills present in the school texts coincide in general with those declared in the Curricular Bases and by UNESCO, both in type and educational level. Implications of the investigation: the investigation implies that the scientific skills that declare the Curriculum Bases and scientific literature are promoted, mostly, in school texts on Natural Sciences for basic education, verifying correspondence between the documents. Originality/Value: the study contributes to literature by contributing new knowledge to the state of affairs of the knowledge of Natural Sciences in basic education, as well as highlighting the need to promote more creativity and imagination in school texts. At the same time, the results will be an input for teachers to pay more attention to higher-level scientific processes.

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.

Houses to Live In: Planning Social Democracy in New Zealand School Texts

ABSTRACT Between 1947 and 1949, state-sanctioned texts on town planning and housing were produced for New Zealand schools. In these publications, ideals of social democratic citizenship intersect with modernist precepts of planning and design. Analysis of the school texts in the discursive context reveals an aim to encourage future citizens to take an active role, in accordance with new education pedagogy, in shaping the built environment of post-war society. While the relationship between ideas and architecture has been of interest to historians of education, attention has largely focused on the school. This article extends the conversation to reflect on how readers of school texts were encouraged to consider their relationship to the wider built environment and hailed as active citizens within an imagined community of New Zealand’s social democracy tasked with shaping its material form.

Development of The Search, Solve, Create, and Share (SSCS) Model with Strengthening Information Literacy for High School Students

This study aims to develop the search, Solve, Create, and Share (SSCS) Model with information literacy reinforcement to improve students' ability to write explanatory texts. This study used the research and development with the ADDIE model, which involved Analyze, Design, Develop, Implement, Evaluate. This study employs various data collection techniques, including interviews to understand learning issues, questionnaires to identify student needs and assess product validity, and tests to measure writing skills. The instruments used include observation sheets, questionnaires, interview guidelines, and scoring rubrics, all aimed at supporting the development of the instructional model. The results showed that the SSCS model with information literacy succeeded in improving students' skills that had been tested on 85 students in three high schools in Brebes Regency. The results showed that 16% of students received excellent ratings, 80% of students received good ratings, and 4% received fair ratings. Evaluations from teachers and students indicated positive acceptance of the model, although there were certain aspects which required further adjustments. This study provides a strong foundation for implementing the development of this model in the practice of learning to write explanatory texts in senior high schools.

Fairy-tale texts as a means of teaching foreign-language reading in primary school. Part 2

The problem for the research. Teaching foreign languages in primary school is aimed at a harmonious development of a pupil’s personality. One of fruitful ways to achieve this goal is reading and discussing foreign-language fairy-tales. The problem of this study is related to the search for methods of using fairy-tale texts as an effective means of developing communicative skills and all spheres of a younger student’s personality. Methods of investigation. Experimental work on teaching reading of foreign-language fairy-tale texts in primary school was organized and conducted on the basis of Gymnasium No. 46 in Kirov, Russian Federation (52 pupils of grades 4 “A” and 4 “B”). Foreign-language fairy-tale texts are selected and organized, sets of exercises of an emotional and value character are constructed, aimed at achieving subject, meta-subject and personal learning results in a trinity; criteria and levels of their assessment are developed. The findings of the study. At the end of the experimental work, an increase in the subject results of teaching foreign-language reading was noted in 21 % of pupils of the experimental group and only in 10% of students of the control group. According to meta-subject results, the data are 23% and 16%, respectively, and 27% and 8% for personal results. The calculation of the G-criterion of signs shows that at the end of the creative experiment in the experimental group GEMP. ≤ GCR. (0 ≤ 5) for subject and meta-subject and 0 ≤ 6 for personal results. Consequently, the improvement in the performance of the experimental group students is not due to accidental circumstances, but to the conduct of experiential teaching. Conclusions. The theoretical justification and approbation of foreign fairy-tale texts in the educational process of primary school, as well as a set of exercises of an emotional and value nature for teaching reading, make it possible to assume that fairy tales are an effective means of a harmonious development of a younger student’s personality.

Project-Based Learning Model Oriented Towards Creative Character in Poetry Text Learning for 10th Grade High School Students

This research is entitled "Project-Based Learning Model Oriented Towards Creative Character in Poetry Text Learning for 10th Grade High School Students." Based on the results of research on poetry text learning activities, teachers need to adapt the learning model to effectively implement classroom activities. Therefore, the problem addressed by this research is how to model a creative character-oriented project-based learning approach in teaching poetry texts in 10th-grade high school. The aim of this research is to explain a creative character-oriented project-based learning model for teaching poetry texts. The research method used is Research and Development (RnD). The primary data source comes from expert teachers who validate the Learning Implementation Plan tool. Data collection is conducted by providing a set of question instruments to the validators for assessment. The data analysis technique involves validation analysis and effectiveness analysis, assisted by statistical analysis using Microsoft Excel. The presentation of the collected data includes a narrative description of the Learning Implementation Plan (RPP) after validation by the validators. Conclusions are drawn from the validation results based on questionnaire evidence provided by the three validators. At the final stage, after the lesson plan has been validated, it will be concluded and described. The research results showed that the average score before using the project-based learning model (O1) was 79.80. After using the project-based learning model, the score (O2) increased to 87.30. Data based on regression statistical tests using Microsoft Excel show that the p-value is < 0.005, indicating that H0 is accepted. This data explains that with a p-value of 0.868, there is a significant difference in learning outcomes between before and after using the Project-Based Learning Model.

Fairy-tale texts as a means of teaching foreign-language reading in primary school. Part 1

The problem for the research. Teaching foreign languages in primary school is aimed at a harmonious development of a pupil’s personality. One of fruitful ways to achieve this goal is reading and discussing foreign-language fairy-tales. The problem of this study is related to the search for methods of using fairy-tale texts as an effective means of developing communicative skills and all spheres of a younger student’s personality. Methods of investigation. Experimental work on teaching reading of foreign-language fairytale texts in primary school was organized and conducted on the basis of Gymnasium No. 46 in Kirov, Russian Federation (52 pupils of grades 4 “A” and 4 “B”). Foreign-language fairy-tale texts are selected and organized, sets of exercises of an emotional and value character are constructed, aimed at achieving subject, meta-subject and personal learning results in a trinity; criteria and levels of their assessment are developed. The findings of the study. At the end of the experimental work, an increase in the subject results of teaching foreign-language reading was noted in 21% of pupils of the experimental group and only in 10% of students of the control group. According to meta-subject results, the data are 23% and 16 %, respectively, and 27% and 8% for personal results. The calculation of the G-criterion of signs shows that at the end of the creative experiment in the experimental group Gemp ≤ Gcr. (0 ≤ 5) for subject and meta-subject and 0 ≤ 6 for personal results. Consequently, the improvement in the performance of the experimental group students is not due to accidental circumstances, but to the conduct of experiential teaching. Conclusions. The theoretical justification and approbation of foreign fairy-tale texts in the educational process of primary school, as well as a set of exercises of an emotional and value nature for teaching reading, make it possible to assume that fairy tales are an effective means of a harmonious development of a younger student’s personality.

Canva-based Smart Apps Creator Media to Enhance Comprehension Skills of Informational Text for Third-Grade Students

Learning media, as a tool for delivering information from teachers to students, aims to facilitate the teaching and learning process in school. Smart Apps Creator is a software with several advantages for developing interactive learning media, one of which is with the assistance of Canva application as its online design application. This research aims to create Canva-based Smart Apps Creator media to enhance the ability to understand the content of information texts in third-grade elementary schools. The research method used is Research and Development (R&D) based on Sugiyono's research with the Borg & Gall development model modified into eight stages, namely: potential and problems, data collection, product design, design validation, design revision, product testing, product revision, and usage testing. This research utilizes data collection techniques through tests and non-tests. The data analysis techniques used include both qualitative and quantitative data analysis. The material expert validation result obtained a percentage of 90%, and the media expert validation obtained a percentage of 92%, both categorized as "highly feasible." Using Canva-based Smart Apps Creator media in learning activities is quite effective through N-gain testing, with students' learning outcomes reaching 0.66 (65.6%), and the average pre-test score increased from 55 to 83 during the learning process (post-test). From these results, the Canva-based Smart Apps Creator media is declared highly suitable for learning and sufficiently effective in improving the ability to comprehend the content of information texts in Indonesian language classes for third-grade elementary school.

THE SPECIAL FEATURES OF ALEXANDER XHUVAN'S PEDAGOGICAL OPINION

The study of A. Xhuvan's activity, with particular emphasis on the drafting and publication of primary and secondary school texts (then also high school), is still important today, due to the fact that science constantly finds new information about his works. . The studies so far have partially given scientific opinion on this great personality of education. We will analyze the data from the year 1919, when he published the first text "Language book or grammar: First part", he (either as author or co-author) published or reprinted nearly 40 textbooks of Albanian grammar and syntax, elementary , reading books, anthologies, texts of ancient Greek and Arberian literature, of stylistics and general literature, of pedagogy and psychology, etc., among which are the texts: "Didactics and Education" (1926), "Beginnings of Stylistics" of general literature" (co-author with Kostaq Cipo, 1930); "Additional psychology in the work of education" (1933), which Norbert Jokli called a "monumental" work, then "Didactics" (1937), "Education" in manuscript, etc. We will analyze his studies and texts, the way in which the two rare types of a man naturally intertwine, that is, A. Xhuvani the scholar and A. Xhuvani the linguist. His texts are used, not only in Albania, but also in the Albanian territories abroad, even in the diaspora. They also served as a methodological model for other authors of Albanian textbooks. Even in Kosovo, the first grammars of the Albanian language were drawn up according to the model of Alexander Xhuvan's texts. In addition to textbooks, he was also an editor, reviewer, translator, etc. With the textbooks of A. Xhuvan, a new stage in Albanian textology began. Meanwhile, he intensified cooperation with many magazines and newspapers of the time, such as: "Pedagogical Magazine", "Normalisti", "Kumtari assimuer", "New School", "Teacher", "National School", etc., where he dealt with various issues pedagogical, educational, teaching etc... Xhuvan's pedagogical thought is a model thought that should be guided today and that his works deserve more in-depth studies.

The Colonialism and Stereotypes Based on Race and Religion: Representation of Papua in Indonesian Elementary Textbook School

Implementing anti-racist pedagogy in Islamic schools, particularly for Muslim teachers, involves unique challenges. Their behaviour is closely scrutinized, making it crucial to emphasize positive Islamic behaviour, including antiracism efforts, to contribute to a more just society. This research explained the root of racism and equality in Islam. In addition, this research add explanation on how Islamic education has significant role as well as antiracism paedagogy through school text book. School textbooks are effective media for conveying educational messages or values to children. Besides being made as an educational medium, books are also deliberately designed to represent the ideal interests according to their creator, especially books published by the state. The content can undoubtedly describe what is suitable for each country. Through school textbooks, we can look at the state's perspective on ethnicity critically. Based on this, this study will describe the representation of an ethnic group, especially the Papuan ethnic group. This research is not only limited to the study of texts but will try to do interdiscussion with the existing social context. By using Critical Discourse Analysis (CDA) this research will provide a complete picture of how the text is formed and what discourses are present in the formation of the text. The text in this study consisted of 2 related types, namely picture text and narrative text. In addition, this research is necessary because the findings will provide an overview of the content of school textbooks related to how regional representation is described. This is important to note as one of the instruments to build contemporary Indonesian identity especially in the national and Islamic education sector.

Fable Text Teaching Materials in Increasing Reading Interest of Elementary School Students

This research aims to overcome the low interest in reading in elementary school students. The effort made is to develop teaching materials in the form of reading fable texts which can increase students' interest in reading. Fable texts are animal stories that children really like. Teaching materials presented digitally are very popular with millennial children. It is hoped that the development of this teaching material can provide a solution to several problems with interest in reading in schools, namely students' low interest in reading, understanding the moral message of fable texts which is neglected, and limited reading books for fable texts in schools. This research uses the Research and Development (RnD) method which consists of preliminary studies, product development and trials. The results of expert validation show that the teaching materials developed meet the content validity criteria as teaching materials suitable for use in elementary schools. Based on the analysis of the trial results, it is known that the teaching materials are included in the Very Good (suitable) category in increasing elementary school students' interest in reading. Teachers can use moral value messages from fable texts as affective learning and character education for students. Digital teaching materials for fable texts developed can be used by schools to increase students' interest in reading, especially new students.

The Need for Editorial Reorganization of Problem Statements on the Logarithmic Function Proposed in School Textbooks to Improve Their Comprehension

We present elements of reflection that allow us to approach the role of the editorial organization in understanding certain problem statements modeled by a logarithmic function proposed in school texts. The main objective is to analyze the role that editorial reorganization plays in problem statements related to the logarithmic function, semiotic elements that promote the articulation of the semiotic representation registers that students can use to provide solutions to the proposed questions, since the understanding of problem statements lies in the coordination of at least two representation registers, but part of this is within the Natural Language register. The methodological design was a descriptive qualitative case study in which the editorial reorganization of four problem statements about the logarithmic function, selected from three school texts, was carried out. These statements were applied to seven university students in order to analyze their productions, mathematical treatments, and the way in which they articulated the different semiotic registers to provide a solution to the presented problem statement. In relation to the development of the sequence of statements, the need to reformulate problem statements that lead to the discrimination of all visual values in the graphic register in correspondence with variations in the significant units of the algebraic register was confirmed.