11 research outputs found
THE EFFECTIVENESS OF USING QUESTIONING THE AUTHOR STRATEGY IN TEACHING READING COMPREHENSION OF RECOUNT TEXT
No full textAbstractThis research is a pre-experimental design on Teaching Reading Comprehension to Students of Junior High School. The aim of this research is to see the effectiveness of using Questioning the Author strategy in teaching reading comprehension of recount text. This research was conducted to the eighth grade students of Madrasah Tsanawiyah Swasta Darul Ulum Pontianak. The population of this research was 128 students, which consist of class A, B, C and D. The sample of this research was class B with 33 students. The selection of this sample used the purposive sampling technique. This research covers dependent variable (students’ reading comprehension achievement) and independent variable (the use of QtA strategy). There were three times of treatment (teaching process) conducted by the researcher based on the procedures of pre-experimental design. The use of QtA strategy indicated that the students’ achievement on reading comprehension of recount text was improved and it was found that the students had good enough enthusiasm and understanding in reading text through this strategy. It was also proved that the significant score of students’ achievement was 5.7. The size effect of the use of QtA strategy toward the students’ reading comprehension achievement of the recount text was 20.8. This result indicated that the use of QtA strategy strongly improved the students’ reading comprehension of the recount text. The interpretation of hypothesis of this research, the null hypothesis was rejected because the result of t-test score was higher than t - table. Therefore, the alternative hypothesis was accepted in this research.Keywords: Questioning the Author Strategy, Reading Comprehension, Recount Text.
« Le jardin aux sentiers qui bifurquent » (Borges)
No full textThe adventure narrative of multimedia resembles a "garden of many winding paths", but it incontestably returns the spectator/actor to the author. The narrative and the aesthetics are thus subject to a veritable author strategy. This intentional drive to impute multimedia texts to an author at any price goes on from a particular proceeding of rhetoric : the misdemeanor of the initiate, the symbolic of play, and the process of virtualization as of a light show. This analysis also allows for a reassessment, from the angle of pluridisciplinarity (semiology of the image, film narrativology, and psychoanalysis), of concepts such as, interactivity, the symbolic and the virtual
Reading Comprehension Teaching Strategy Using Questioning The Author (QTA)
No full textThe purpose of this study was to determine the effectiveness of teaching reading comprehension using the Questioning The Author (QTA) strategy. The method used in this research is pre-experimental method. The subjects of this study were all students of class X SMK Pertanian Negeri 2 Tugumulyo. The results showed that: (1) the student’s scores in the pre-test were 57.96; (2) the student’s post-test score was 75.93; (3) paired t-test was 5.17, higher than 1.69 out of 32 with a significant level of 95% as a one-way critical value. In conclusion, learning to read comprehension using the QTA strategy is significantly effective in class X students of SMK Pertanian Negeri 2 Tugumulyo in the 2018/2019 Academic Year.
Keywords: Pre-Experimental Research, Questioning The Author Strategy, Teaching Reading Comprehensio
A location strategy of development is in classification of strategies
No full textВ статті на основі дослідження класифікацій стратегій підприємств і удосконаленого автором поняття «стратегія розвитку корпорацій» запропоновано нову класифікаційну ознаку «по відношенню до розвитку» і визначено стратегії, які мають властивості стратегії розвитку і ті, які не мають властивостей стратегії розвитку, орієнтовані лише на виживанняВ статье на основе исследования классификаций стратегий предприятий и усовершенствованного автором понятия «стратегия развития корпораций» предложен новый классификационный признак «по отношению к развитию» и определены стратегии, которые имеют свойства стратегии развития и те, которые не имеют свойства стратегии развития, ориентированные лишь на выживание.In the article on the basis of research of classifications of strategies of enterprises and concept improved an author «strategy of development of corporations» a new classification sign is offered «in relation to development» and strategies, which are characteristics of strategy of development and those, which are not characteristics strategies of development, oriented only to the survival, are certai
Narratologic analysis of the novel Barbara Reading «Mad Men».
No full textУ статті досліджується наративна структура роману Барбари Редінґ «Безумці», з’ясовуються особливості функціонування всіх елементів наративу. Визначається, що у творі домінує суб’єктивна манера оповіді (форма діалогізованого монологу). Авторську стратегію викладу реалізує дієгетичний наратор, який часто виявляється обмеженим у своєму знанні, і тоді виклад підтримується всезнаючим недієгетичним наратором.В статье исследуется нарративная структура романа Барбары Рединг «Безумцы», анализируются особенности функционирования всех элементов нарратива. Определяется, что в произведении доминирует субъективная манера повествования (форма диалогизированного монолога). Авторскую стратегию изложения реализирует диегетический нарратор, который часто бывает ограниченным в своем знании, в таком случае изложение поддерживается всезнающим недиегетическим нарратором.The article explores narrative structure in the novel «Mad Men» by a contemporary Ukrainian writer Barbara Reding. Features of functioning narrative elements are determined. The subjective manner of presentation (dialogized monologue form) dominates in the novel. In the novel this type of narrator is modeled which affects the process of perception and interpretation of work. Diegetic narrator realized author strategy presentation. He is often limited in their knowledge, but in this case presentation supported by omniscient non-diegetic narrator
Narratologic Analysis of the Novel Barbara Reading «Mad Men»
No full textУ статті досліджено наративну структуру роману Барбари Редінґ «Безумці», з’ясовано особливості функціонування всіх елементів наративу. Визначено, що у творі домінує суб’єктивна манера оповіді (форма діалогізованого монологу). Для наративу визначальний прийом текстової інтерференції. Авторську стратегію викладу реалізовує дієгетичний наратор, який часто виявляється обмеженим у своєму знанні, і тоді виклад підтримується всезнаючим недієгетичним наратором. The article explores narrative structure in the novel «Mad Men» by a contemporary Ukrainian writer Barbara Reding. Features of functioning narrative elements are determined. The subjective manner of presentation (dialogized monologue form) dominates in the novel. Text reception interference is determining factor in the narrative when text character and the actual presentation of combined text narrator. In the novel this type of narrator is modeled which affects the process of perception and interpretation of work. Diegetic narrator realized author strategy presentation. He is often limited in their knowledge, but in this case presentation supported by omniscient non-diegetic narrator. Reception is the principal internal focalization, but external focalization used too: the narrator is closely watching the heroes, captures their gestures, facial expressions, intonation, emotional reactions
« Le jardin aux sentiers qui bifurquent » (Borges)
No full textLe récit d’aventure multimédia ressemble à un « jardin aux sentiers qui bifurquent », mais il ramène incontestablement le spect-acteur à son auteur. Le narratif et l’esthétique sont ainsi mis au service d’une véritable stratégie d’auteur. Cette intention d’auctorialiser l’œuvre multimédia à tout prix s’élabore à partir de procédés de rhétorique particulier : le délit d’initié, la symbolique du jeu et le processus de virtualisation comme de jeu de lumières. Cette analyse permet aussi de réenvisager, sous l’angle de la pluridisciplinarité (sémiologie de l’image, narratologie filmique et psychanalyse), des concepts tels que l’interactivité, le symbolique et le virtuel.The adventure narrative of multimedia resembles a "garden of many winding paths", but it incontestably returns the spectator/actor to the author. The narrative and the aesthetics are thus subject to a veritable author strategy. This intentional drive to impute multimedia texts to an author at any price goes on from a particular proceeding of rhetoric : the misdemeanor of the initiate, the symbolic of play, and the process of virtualization as of a light show. This analysis also allows for a reassessment, from the angle of pluridisciplinarity (semiology of the image, film narrativology, and psychoanalysis), of concepts such as, interactivity, the symbolic and the virtual.El relato de aventura multimedia se parece a un "jardín con senderos que bifurcan", sin embargo, dicho relato dirige indiscutiblemente el espect-actor hacia su autor. De esta manera, la dimensión narrativa y estética está puesta al servicio de una verdadera estrategia del autor. Esta intención de auctorialiser, a cualquier precio la obra multimedia se elabora a partir de procedimientos de retórica particular : el delito del iniciado, lo simbólico del juego y el proceso virtual como juego de luces. Este análisis permite también considerar de nuevo, conceptos tales como la interactividad, lo simbólico y virtual, a partir de un enfoque pluridisciplinario, es decir, la semiología de la imagen, la narratología fílmica y el sicoanálisi
The Effect of Questioning The Author (QtA) Strategy on Reading Comprehension Of The X C Students at SMA 5 Jember in The 2016/2017 Academic Year
No full textFor many students, reading is by far the most important of the four skills
in a second language, particularly in english as second or foreign language
(Carrel, 1988: 1). Reading plays a particular important role in education. Not only
does our education system demand alot of reading in the process of learning, it
also tends to use the capacity to read fluently as an indicator of more general
intelectual ability (Bridley, 1994: 81). For that reason, the role of reading in
language teaching should be emphasized because it is an important factor to get
success in the target language.
In this research, the research problem is “Is there any significance effect of
Questioning the Author (QtA) strategy toward students’ reading comprehension
of X C students of SMA 5 Jember in the academic year 2016/2017??”. Based on
the problems, the research objective is intended “To know the significance effect
of teaching reading by using Questioning the Author strategy in relation to the
students’ reading comprehension at SMA 5 Jember in the 2016/2017 Academic
Year?”.
This research was an experimental research. The research area was SMA 5
Jember. Furthermore, The research subjects of this research are the X C students
of SMA 5 Jember as the experiment group and X A students of SMA 5 Jember as
the control group. Meanwhile, to analyze the data, we use t-test formula:
Nx Ny Nx Ny
x y
Mx My
t
1 1
2
2 2
After analyzing the data, which is specifying the t-test value in 5%, it was
known that the result of t-test for experimental group was 8.58, After it was
correlated to the degree of freedom of 78 which was 1.99 from t-table, it is found
that t-test is bigger than t-table (8.58 >1.99). It means that teaching reading
comprehension by using Questioning the Author (QtA) Strategy has a significant
effect on students' Reading Comprehension achievement of SMA 5 Jember in the
2016/2017 academic yea
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Reading with Robots: A Platform to Promote Cognitive Exercise through Identification and Discussion of Creative Metaphor in Books
No full textMaintaining cognitive health is often a pressing concern for aging adults, and given the world's shifting age demographics, it is impractical to assume that older adults will be able to rely on individualized human support for doing so. Recently, interest has turned toward technology as an alternative. Companion robots offer an attractive vehicle for facilitating cognitive exercise, but the language technologies guiding their interactions are still nascent; in elder-focused human-robot systems proposed to date, interactions have been limited to motion or buttons and canned speech. The incapacity of these systems to autonomously participate in conversational discourse limits their ability to engage users at a cognitively meaningful level.
I addressed this limitation by developing a platform for human-robot book discussions, designed to promote cognitive exercise by encouraging users to consider the authors' underlying intentions in employing creative metaphors. The choice of book discussions as the backdrop for these conversations has an empirical basis in neuro- and social science research that has found that reading often, even in late adulthood, has been correlated with a decreased likelihood to exhibit symptoms of cognitive decline. The more targeted focus on novel metaphors within those conversations stems from prior work showing that processing novel metaphors is a cognitively challenging task, for young adults and even more so in older adults with and without dementia.
A central contribution arising from the work was the creation of the first computational method for modelling metaphor novelty in word pairs. I show that the method outperforms baseline strategies as well as a standard metaphor detection approach, and additionally discover that incorporating a sentence-based classifier as a preliminary filtering step when applying the model to new books results in a better final set of scored word pairs. I trained and evaluated my methods using new, large corpora from two sources, and release those corpora to the research community. In developing the corpora, an additional contribution was the discovery that training a supervised regression model to automatically aggregate the crowdsourced annotations outperformed existing label aggregation strategies. Finally, I show that automatically-generated questions adhering to the Questioning the Author strategy are comparable to human-generated questions in terms of naturalness, sensibility, and question depth; the automatically-generated questions score slightly higher than human-generated questions in terms of clarity. I close by presenting findings from a usability evaluation in which users engaged in thirty-minute book discussions with a robot using the platform, showing that users find the platform to be likeable and engaging
En la senda de la escuela 2.0: de cómo invisibilizar las tecnologías a cómo construir propuestas educativas para el siglo XXI Un estudio de caso colaborativo para reflexionar sobre la educación contemporánea
No full textPer voluntat expressa de l'autora de la tesi, Elisabet Higueras Albert, els annexos no s'ofereixen com a adjunts del cos de la tesi, ateses les dificultats tècniques que això comportaria i pel limitat interès que poden tenir.Las tecnologías de la información y de la comunicación se han incluido dentro de los currículums educativos como herramientas al servicio de la educación. A nivel nacional, se estableció su importancia en la propuesta Proyecto Escuela 2.0, que posteriormente desapareció y se reformuló, pero que situó el horizonte hacia el que debería dirigirse las educación para el siglo XXI. Esta investigación se enmarca en este contexto socioeducativo en el que las prácticas educativas mediadas con TIC se pretenden invisibilizar e integrar en la educación. El problema de investigación que se desprende de esta perspectiva es si este enfoque permitiría aproximar el adentro con el afuera del aula, o lo que Fueyo (2008) denomina como el currículum escolar y el currículum cultural. Esta aproximación se podría dar utilizando las TIC de forma interactiva y constructiva, por lo que se plantea realizar un estudio de una experiencia de aula que utilice las TIC como TAC (Tecnologías para el Aprendizaje y el Conocimiento).
Con el objetivo de comprender qué sucede en contextos educativos que intentan invisibilizar las TIC utilizando prácticas colaborativas en el aula, se seleccionó un centro educativo para conducir en éste un estudio de caso. El centro participante llevaba a cabo una experiencia en la que utilizaba una herramienta educativa basada en las potencialidades de la autoría digital en web 2.0, la mediaquest, además de trabajar de forma transversal diferentes profesores, aspecto que la hizo idónea para la investigación. Esta experiencia se situaría dentro del discurso de las pedagogías emergentes (Adell y Castañeda, 2012). La metodología utilizada para llevar a cabo el estudio de caso fue de tipo cualitativo, en un enfoque entre la etnografía y la investigación-acción. La construcción y reconstrucción del caso se llevó a cabo con la participación de todo el profesorado implicado.
De este estudio de caso se desprenden diversos hallazgos que ofrecen una panorámica del funcionamiento de dicha experiencia, identificándose cinco momentos clave para su óptimo progreso (contextualización, planificación, desarrollo, resultados y evaluación), así como diversos tópicos de interés educativo que se presentan y se abren a discusión, tales como el acompañamiento de las innovaciones, la colaboración entre docentes, la autoría digital del alumnado, el aprendizaje colaborativo, la ruptura de las fronteras espacio-temporales en la educación, así como los retos de la educación para la ciudadanía democrática del siglo XXI, entre otros.Nowadays, ICT are included in all educational policies and curriculums. In Spanish context, the project Escuela 2.0 established the horizon for the education of the XXI century. This investigation studies a practice included in this context that aims to get ICT invisible in education. Under this approach, the outside of the school could come closer to the inside, or what Fueyo (2008) called the cultural curriculum and the scholar curriculum. This could be achieved using ICT constructive and interactively, conceiving the ICT as technologies for learning and knowledge (in Spanish TAC, Tecnologías para el Aprendizaje y el Conocimiento).
Departing from the aim of understanding what happens in a classroom under this approach, there was selected a school where to conduct a case study. The school selected was leading an experience using an environment web 2.0 (mediaquest) that asked the students to create an output, becoming digital authors. In that case, different teachers were collaborating in the same experience everyone from his/her area of knowledge. This experience could be an example of what Adell & Castañeda (2012) called emergent pedagogies. The methodology for constructing this case study was qualitative, in between of the ethnography and the action-research approaches. All the teachers participating in the experience were involved in this construction and re-construction of the case study.
The findings emerging from this case study offer a panoramic view of how the experience worked at practice, identifying five key moments for its optimal progress (contextualization, planning, development, outcomes and evaluation). Moreover, different educational topics arose such as the accompaniment that is needed for guarantee the innovations, the collaboration among teachers, the value of the digital author strategy for learning, the effectiveness of collaborative learning, the broken up of the space-time barriers in education, and other challenges that education has to face for teaching for the democratic citizenship of the XXI century
