Search

Generated information is better recognized and recalled than information that is read. This generation effect has been replicated several times for different types of material, including texts. Perhaps the most influential demonstration is by McDaniel, Einstein, Dunay, and Cobb (Journal of Memory and Language, 1986, 25(6), 645–656; henceforth MEDC). This group tested whether the generation effect occurs only if the generation task stimulates cognitive processes not already stimulated by the text. Numerous studies, however, report difficulties replicating this text by generation‐task interaction, which suggests that the effect might only be found under conditions closer to the original method of MEDC. To test this assumption, the present study closely replicated MEDC's Experiment 2 in two separate German and English‐speaking samples. The present study provided partial evidence in favor of the expected interaction, which ultimately depended on successful completion of the generation task (with near‐to‐perfect accuracy). Moreover, it indicates that sentence unscrambling might enhance learning across genres. [ABSTRACT FROM AUTHOR]

English was regarded as a foreign language in Indonesia and holds significant importance in various domains, including education, economy, international relations, and technology. Consequently, the Indonesian government has designated English as the primary foreign language, mandatory for learning in both schools and universities. Thus, English has incorporated into the curriculum from elementary level up to university. This research aimed to determine if there is a significant difference in the reading abilities of students taught using the Hellotalk application compared to those taught through conventional methods.in this school most of students still low to read the English text so the Reseacher interesting to give new method for them. The method used Quantitative research, with an experimental method and quasi-experimental design. The target population consisted of seventh-grade students. Purposive sampling was utilized to select a sample of 25 students for the experimental group and 25 students for the control group. Data collection involved the use of a multiple-choice test, which was subsequently analyzed using the independent t-test in SPSS 25. The research findings revealed a significant distinction between the experimental group and the control group. This meant that Hellotalk Application was suitable to use in teaching reading on narrative texts at the seventh grade.

Based on the assumption that the process of understanding is partly narrative, this study explores the potential benefits and limitations of using narrative writing in biology education. We investigate what contribution a student-centered narrative intervention can make to the conceptual understanding of protein biosynthesis in the context of viral infections and virus replication. After a teaching sequence on this topic, 68 secondary school students (M = 15.7 years, SD = 0.57 years) explained virus replication in a written text. One subsample (n = 46) was instructed to write a narrative text, while the other one (n = 22) was asked to write an expository (non-fictional) text. Our data analysis encompassed an analysis of the structural narrativity in the student texts, as well as a concept-related rating of the level of scientific correctness in three categories. A post-test questionnaire (35 items) was used to depict the learners' viewpoints on their respective text production and the learning process that they experienced. Our findings indicate that most learners actually produced the text type they were supposed to, with exceptions in both sub-samples. As to the level of concept-related scientific correctness, we found no major differences between the two interventions. However, for two concepts, compartmentalization and levels of organization, the data indicate the significant advantage of the narrative intervention. We conclude from our results that to some extent, the effective learning properties of narrative texts, derived from the theoretical foundations, could indeed successfully be demonstrated in the field of virus replication. However, narrative text production is not equally beneficial for all aspects of the biological topic, and it also poses specific problems for some learners. [ABSTRACT FROM AUTHOR]

As a structural feature depending on the type of text, the function acquired by the morpho-semantic units expressing the aspect in the discourse flow is important both in terms of making sense of the text and as one of the basic variables used by the cognitive system in the information processing process. For this reason, it is important to determine the pragmatic functions of the units that make up the temporal structure as a result of their interaction with each other in the discourse flow of the text in terms of the development of reading skills. The perception and interpretation of lexical units are accompanied by grammatical inferences. Therefore, lexicalgrammatical studies that try to explain the working principles of linguistic tools and the semantic features they acquire as a result of their interaction with the discourse structure and the pragmatic and rhetorical functions they assume are important. In addition, the main feature of the narrative genre, which is the basic form of discourse, is temporal structuring. Based on this academic background, the aim of this study is to determine the textual function of morpho-semantic units encoding grammatical aspects in Turkish within the discourse flow. For this purpose, the database created by using purposive sampling method was analysed by using discourse analysis, one of the qualitative research methods, and based on the findings obtained, the textual functions gained by morpho-semantic units as a result of the interaction they established in the discourse flow were determined. [ABSTRACT FROM AUTHOR]

Copyright of Research in Reading & Writing Instruction is the property of Research in Reading & Writing Instruction and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Rumi's lyrical poems are one of the most unique mystical works in the world. Attention to this work has not been as much as attention to Masnavi, another work of Rumi. It is enough to pay attention to the works and explanations that have been written about these two books. One of the reasons for not paying enough attention to Shams’s lyrical poems is the specific language and the space produced by it. Rumi's special spiritual atmosphere is another reason for the difficulty of this text. One of the reasons for the difficulty of the text of Shams's lyrical poems is Rumi's use of previous narrative texts. In this study, by examining the verses written with narrative contexts, it is determined how effective these narrations have been in the formation of verses. Using different narrations, Rumi has created images that even the correct form of his poetry can be seen according to the narration. These narrations are sometimes obvious and sometimes hidden. Sometimes it is a choice between several narrations and sometimes a combination of narrations. [ABSTRACT FROM AUTHOR]

Shia narrators of the first centuries of Hijrah have played a significant role in the scientific and cultural development of Shia by transmitting the hadiths of Imams (PBUT (to the next generations. Therefore, knowing them helps us to better understand the roots of the development of Shiite sciences and knowledge. Ali ibn Mahziar, the Companions of the later Imams (PBUT), was definitely of a great role in this advancement. This article aims to answer the question of what role Ali Ibn Mehziar had in the scientific and cultural Advancement of Shiites by using the historical approach and based on descriptive-analytical method of research. The results of research demonstrates that the knowledge, reliability and position of Ali ibn Mahziar before Imams (PBUT) led the preservation more than (700) of his narrations in authentic Shiite texts. By extracting these narrations, it became clear that Ali ibn Mahziar played a significant role in explaining the jurisprudence and jurisprudential issues of the society of that day with the report of (482) jurisprudential narrations. Also, Ibn Mahziyar has tried to propagate Shiite supplications in order to heal the sufferings of Shiites. On the other hand, the relations of this Shiite scholar with other hadith areas and the training of students led to the spread of the hadiths of Imams (PBUT) in the Islamic world. [ABSTRACT FROM AUTHOR]

The analysis of written texts plays a motivating role in the French language teaching classrooms. As authentic documents, narrative texts have a unique characteristic as they contain different sequences that have their own structure. Beyond this structural knowledge, the learners also find the opportunity to discover the real-life use of the target language and the shared culture of native speakers. by using narrative texts in language teaching, the teacher offers learners the opportunity to get to know different aspects of the target language. The use of narrative texts for language teaching must be based on a method that can be applied to each text that can be used in the classroom either as a warm-up activity material or as a written material to be analyzed. In this study, we propose using the schemas created by Propp (1928) and Greimas (1966), specifically the narrative and actantial schemas. To do this, we first briefly recalled the types of text used in language classes and in particular provide a discussion of the characteristics of narrative texts. Then, the schemas created by researchers were presented to establish the theoretical foundations. Then, sample activities employing these schemas are presented. [ABSTRACT FROM AUTHOR]

Learning can be made more efficient when learners generate the to-be-learned text contents instead of passively receiving them. A multi-level meta-analysis was conducted to provide an overall estimate of the text generation effect’s magnitude and to identify theoretically and practically relevant moderators. Overall, generation interventions improved learning with texts compared to reading them (Hedges’ g =.41). This benefit was not attributable to time-on-task and was found across several learning conditions and settings (e.g., narratives and expository texts, multiple generation, and learning assessment tasks). The meta-analysis further suggests that generation benefits learning most strongly if the cognitive processes stimulated by the generation task complement those processes already stimulated by the text. In sum, the findings suggest that text generation can be suitable for educational applications especially if certain conditions are observed. [ABSTRACT FROM AUTHOR]

Based on the assumption that the process of understanding is partly narrative, this study explores the potential benefits and limitations of using narrative writing in biology education. We investigate what contribution a student-centered narrative intervention can make to the conceptual understanding of protein biosynthesis in the context of viral infections and virus replication. After a teaching sequence on this topic, 68 secondary school students (M = 15.7 years, SD = 0.57 years) explained virus replication in a written text. One subsample (n = 46) was instructed to write a narrative text, while the other one (n = 22) was asked to write an expository (non-fictional) text. Our data analysis encompassed an analysis of the structural narrativity in the student texts, as well as a concept-related rating of the level of scientific correctness in three categories. A post-test questionnaire (35 items) was used to depict the learners’ viewpoints on their respective text production and the learning process that they experienced. Our findings indicate that most learners actually produced the text type they were supposed to, with exceptions in both sub-samples. As to the level of concept-related scientific correctness, we found no major differences between the two interventions. However, for two concepts, compartmentalization and levels of organization, the data indicate the significant advantage of the narrative intervention. We conclude from our results that to some extent, the effective learning properties of narrative texts, derived from the theoretical foundations, could indeed successfully be demonstrated in the field of virus replication. However, narrative text production is not equally beneficial for all aspects of the biological topic, and it also poses specific problems for some learners.

Introduction: The article is structured in a review of the literature, to know what has been done with the subject and what aspects still remain to be studied. Objective: to analyze research carried out on the comprehension of narrative texts through the use of digital storytelling in social networks in secondary school students through a systematic review. Material and methods: it consisted of a succession of steps for the bibliographical and scientific review of master's degree and specialization research projects based on the methodology of Manchado et al. (2009) on exploratory systematic reviews. Results: Storytelling is a didactic resource that allows motivating, activating attention and generating participation and interaction in students. Conclusions: digital storytelling is not yet associated with reading comprehension; therefore, it is a pending duty in research in the area of Spanish and literature. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This qualitative-quantitative study examines the level of metacomprehension awareness in international primary school students before, while, and after reading narrative texts. The first part of the study brings a short overview of theoretical background and previous research pertaining to metacognition and metacognitive strategies, reading comprehension, and plurilingualism in the context of formal education. The second part describes the participants, along with their diverse personal experiences regarding language and education. Two tests and a brief questionnaire were used for collecting the majority of information. A semi-structured interview was conducted to inquire about the participants’ attitudes towards reading narrative texts and the languages to which they give preference while reading such texts. The findings reveal that, at the age of ten, plurilingual students demonstrate a certain amount of metacomprehension awareness while reading narrative texts in English. No major differences were found between two language-specific groups defined by the students’ mother tongues, but certain differences occurred between boys and girls. Established reading language and language preferences for reading narrative texts seem to play an important role in effective reading comprehension, whereas age seems to be a more critical factor in the development of metacomprehension awareness of plurilingual 10-year-olds.

This study demonstrates the effect of summaries of narrative texts to improve reading comprehension. This study consisted of sixty elementary school students who had evident reading comprehension deficiencies, especially in narrative texts. This study is a pre-experimental study with a mixed design. Qualitative and quantitative instruments were applied to meet the purpose of this study. The instruments included pretest and post-test, rubric, learning log, survey, a checklist to measure the students’ development and progress, and their perspectives towards this innovation. Results indicated an improvement in students’ reading comprehension. Post-test means increased from 5.96 in the pretest to 9.10. The checklist also proved that students included the required elements in their summaries. Students indicated in the learning logs that they would extend this strategy to other subjects, and they had to reread and identify the most crucial information to summarize. The study has implications for teachers and learners since it can bring positive considerations about the importance of using summaries to improve reading comprehension.

The cultural ecosystem services (CESs) -related studies for decades have centered on the visual connotations of human perceptions rather than incorporating the other sensory experiences. This paper works to narrow the research gaps through scrutinizing the CESs of Chinese Classical Gardens from a multisensory perspective. We first demonstrate a qualitative phenomenological approach to conceptualizing the CES typologies of Chinese Classical Gardens, and then propose a novel deep learning approach to measuring their CESs based on online reviews from the lens of five senses. Following, the inter-relationships among the CESs are examined using co-occurrence network analysis. Results show that the CESs typologies of Chinese Classical Gardens include 7 main categories and 21 minor classes. Among them, the visual perception based CESs make up the highest proportion, but a noteworthy proportion of hearing, touch and taste based CESs is also observed. Additionally, the visual perception based CESs and auditory perception based CESs generally present higher centrality within the networked typology. Based on the discoveries, we finally discuss implications for landscape management. This paper foregrounds the effectiveness and feasibility of scrutinizing CESs from a multisensory perspective, and adds fuels to unpack the full spectrum of CESs for the geographical community. • Multi-senses are introduced to refresh existing cultural ecosystem services (CESs) theoretical frameworks. • A novel deep learning approach is proposed to extract CESs based on online reviews from a multisensory perspective. • New knowledge is obtained regarding the CESs of Chinese Classical Gardens. • Contributions are advanced to establish the full spectrum of CESs for the geographical research. [ABSTRACT FROM AUTHOR]

Video technology in ELT has been increasingly used to help students to improve their language skills. Various videos are designed to present ELT materials. This study aims to investigate the use of short videos to improve students’ writing skills of narrative texts at the senior high school. This study is categorized as classroom action research. The data consist of qualitative and quantitative data. The instruments used to attain the qualitative data are observation and documentation, while the quantitative data are collected using writing tests. This study is carried out in two cycles. The use of short videos helps students understand the generic structures of narrative texts. During learning processes, students are asked to analyze the narrative structures from the introductory to the conclusion paragraph. The improvement of students’ narrative texts is made in the second cycle. The students’ writing achievement is 76.25 in the second cycle. The students’ achievement achieves the passing grade. Therefore, the use of short videos is able to improve students’ writing skills of narrative texts at the senior high school.

Copyright of Logopedia e Comunicazione is the property of Edizioni Centro Studi Erickson SpA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

he aims of this study were to explain and describe how Video was used in teaching writing narrative texts and to find out the result of the teaching writing and learning process after the students were taught by using Video.The subject of this study was VIIIA students ofSMP N 24 Semarang. In this research, I used tests and questionnaires to collect the data. I designed an action research that consisted of pretest and two cycles of the treatment. The first meeting was for pretest, the second until the fourth meeting were for treatments using Video in teaching writing in narrative texts and the fifth meeting was for posttest.The result of the study showed that there was an improvement of the students’ writing after the students were taught by using Video. It could be seen from the average of the pretest was 59.8, the first cycle was 68.55, the second cycle was 79.03, and the posttest was 84.82.In conclusion, the use of fairy tail video as a medium worked well in writing class, especially for the VIIIA of SMP N 24 Semarang. The students also said that they were not bored during the teaching and learning process. They felt fun and their motivation to write the narrative texts increased after using Video. Based on the results above, Video can be an interesting and appropriate medium to teach writing.© 2013UniversitasNegeri SemarangAlamatkorespondensi: GedungB3Lantai3FBSUnnesKampusSekaran, Gunungpati, Semarang, 50229E-mail: dewi88niez@yahoo.co.idISSN 2252-6706

The objectives of this study were to find out the validity, practicality, and effect of interactive multimedia for teaching reading comprehension on narrative texts based on South Sumatera local culture. This reasearch was development research by adapting the ADDIE model consisting of analysis, design, development, implementation, and evaluation. The subjects of this study were 25 fourth-semester students of Tridinanti University. This study found that The interactive multimedia for teaching narrative texts based on South Sumatera local culture were valid in terms of its contents, construct and after evaluated by three experts review. The total average score of the validity was 3.53. It was indicated at high validity level. This media was practical after evaluated in one-to-one evaluation with an average score (3.63) and small group evaluation with an average score (3.78). It was indicated at high practical Level. Moreover, it also had a potential effect after tried out in field test. It was determined by the result of students' achievement in reading comprehension test since 72 % of the students pass. [ABSTRACT FROM AUTHOR]

The review provides a critical assessment of the content of the book by the German onomastician Volker Kohlheim, composed in cooperation with Rosa Kohlheim and devoted to literary onomastics. The content of the book reflects first of all the categories of proper names, which the authors studied in detail in literary texts of different times: anthroponyms (Chapter 1), toponyms (Chapter 2) and urbanonyms (Chapter 3); secondly, particular problems relevant to modern literary onomastics: alien name in literature (Chapter 4), psychological factor (Chapter 5), name in translation (Chapter 6). The reviewer points out the way the book successfully combines traditional and innovative approaches to the analysis of proper names in literary texts. The tradition is evident in the application of the conceptual apparatus well developed in the German literary onomastics. The novelty is observed, first of all, in the use of tools of cognitive linguistics (cognitive mapping) and psychoanalytic literary criticism, as well as in an attempt to transfer the focus of the research from anthroponyms to other categories of proper names. The reviewer notes the subtle philological analysis of abundant onomastic material and the general informative value of the book that also contains a detailed terminological index and a large list of references. This combination makes the book useful for anyone interested in literary onomastics, especially for Germanic and Romance philologists. At the same time, the reviewer expresses some regret that the book does not contain a concluding part in which the authors would generalize the results of their research.

The aim was prepared in order to analyze the linguistic ability of children with visual impairment and children with normal vision. Several features of the narrative episodes produced were investigated, including quantity, quality, the connections between them and the structural elements which they consist of. Central tendency measures and dispersion measures were applied, in addition to inferential measures. This leads us to the conclusion that the structural parts making up the texts depend on a great extent to the individual style of each subject. However, the two groups are markedly different in certain parts. Finally, pupils who were older and educated to a higher level have shown greater development of narrative ability, engaging more with the essential part quite largely forgotten in the younger pupils’ texts. With regard to the connections established by the pupils between the various episodes making up their narratives, the texts produced by pupils with visual impairments show predominantly temporary connections. Significant differences were found between the texts written by students who had normal vision and those who were blind or partially sighted. The greatest differences were observed in the length of the text and the complete episodes: both measures were greater in the texts written by students with normal vision.

In this paper, we propose the study of the cohesion in the narrative texts written by B2 and C1 level learners of French as a FL. We will focus on the sentence connectors. We will analyse different parameters such as the frequency and variety of connectors used. We will then focus on some unexpected uses found in the learner corpus Corpus-CFLE. Our aim is to study the students’ narrative productions and their knowledge in the use of specific connector according to the type of the text produced.

The corpus “d-Prose 1870-1920” is a heterogeneous collection of 2511 German-language literary prose texts published between 1870 and 1920. It contains narrative texts from trivial and high literature with a minimum length of 1000 words. The texts are available as UTF-8 text files with an associated metadata table. These data are primarily of interest to literary scholars, linguists, but also for all those who are involved in the modelling of textual and cultural phenomena. The corpus can be used to test literary, literary-historical, cultural, and linguistic hypotheses.

We acquire a lot of information about the world through texts, which can be categorized at the broadest level into two primary genres: narratives and exposition. Stories and essays differ across a variety of dimensions, including structure and content, with numerous theories hypothesizing that stories are easier to understand and recall than essays. However, empirical work in this area has yielded mixed results. To synthesize research in this area, we conducted a meta-analysis of experiments in which memory and/or comprehension of narrative and expository texts was investigated. Based on over 75 unique samples and data from more than 33,000 participants, we found that stories were more easily understood and better recalled than essays. Moreover, this result was robust, not influenced by the inclusion of a single effect-size or single study, and not moderated by various study characteristics. This finding has implications for any domain in which acquiring and retaining information is important. [ABSTRACT FROM AUTHOR]

Generated information is better recognized and recalled than information that is read. This so‐called generation effect has been replicated several times for different types of material, including texts. Perhaps the most influential demonstration was by McDaniel et al. (1986, Journal of Memory and Language, 25, 645–656; henceforth MEDC). This group tested whether the generation effect occurs only if the generation task stimulates cognitive processes not already stimulated by the text. Numerous studies, however, report difficulties replicating this text by generation‐task interaction, which suggests that the effect might only be found under conditions closer to the original method of MEDC. To test this assumption, we will closely replicate MEDC's Experiment 2 in German and English‐speaking samples. Replicating the effect would suggest that it can be reproduced, at least under limited conditions, which will provide the necessary foundation for future investigations into the boundary conditions of this effect, with an eye towards its utility in applied contexts. [ABSTRACT FROM AUTHOR]

This article reports a study investigating the English teacher’s strategies for assisting secondary school students of English to be critically literate through an analysis of narrative texts. In this study, Luke and Freebody’s (1999) four resources model of critical literacy was used as a framework for English instruction situated in an Indonesian secondary school. Data were collected from classroom observations, students’ reflective journals, and an interview with secondary school students. The findings showed that the four resources model of critical literacy, to some extent, helped students to become critically literate especially at the stage of meaning-making-of and criticizing the text. The implication of the study is that there is the possibility of implementing critical literacy-oriented English classrooms in Indonesian and Asian secondary schools.

The study presents a new look at the Demotic story of Setne I. According to traditional interpretations, Setne is a scholar searching for the magical scroll containing the wisdom of Thoth, who has to pass through various dangers along his journey and, in the end, is forced to return the book back to the tomb where he found it. The mysterious beauty Tabubu, whom he encounters after carrying the scroll out of the tomb of the scholar Naneferkaptah, is usually portrayed as a force of chaos, as one of the dangerous women described in coeval wisdom literature as creatures any wise man should avoid. However, a careful analysis of the text reveals Setne to be no scholar, his motivation as far from a pure search for knowledge, and his desires being of a carnal rather than spiritual nature. Moreover, a large part of the narrative appears to play out in the spiritual realm, which Setne reaches upon voluntary or involuntary intoxication. Finally, the story also shows that the memory of the real Setne Khamwaset permeated the literary tradition of the time, as the literary Setne, too, is portrayed as an ancient “archaeologist” who roams and restores tombs from long lost times.

Reading comprehension is one of the essential skills for learning in every language and in Iranian educational system, there seems a need to make some revisions in teaching reading comprehension. In an attempt to address this problem, this research set out to utilize Directed Reading –Thinking Activity (coined by Stauffer, 1969) as a teaching comprehension model which was expected to enhance students’ reading comprehension ability of graded readings. To do this end, 50 intermediate students from Zabansara Institute were randomly assigned to two groups (one control and one experimental) each consisting of 25 participants. Drawing on a mixed-methods design, the two groups were compared in pre-test and post-test in the quantitative phase. In the qualitative stage, fifteen students from experimental group were interviewed on the effect of implementing DRTA based setting on their comprehension of graded readings (The implemented readings in this study were narrative texts). The findings of the study revealed that DRTA had significant effect on participants' reading comprehension of graded reading. The study provides some pedagogical implications for EFL teachers and students, and suggests some possible avenues for further studies as well.

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The corpus "d-Prose 1870-1920" is a heterogeneous collection of 2511 Germanlanguage literary prose texts published between 1870 and 1920. It contains narrative texts from trivial and high literature with a minimum length of 1000 words. The texts are available as UTF-8 text files with an associated metadata table. These data are primarily of interest to literary scholars, linguists, but also for all those who are involved in the modelling of textual and cultural phenomena. The corpus can be used to test literary, literary-historical, cultural, and linguistic hypotheses. [ABSTRACT FROM AUTHOR]

ABSTRACT This study aimed to reveal the moral values in the narrative texts of English textbooks for senior high school students published by the Ministry of Education and Culture and also the English teachers’ and students’ responses at SMK Triguna Utama, South Tangerang City, related to the topic under investigation. This research used content analysis design. The data sources were the narrative texts in the English textbooks and teachers’ and students’ responses. The data were collected through documentation, interview, and questionnaire. Data analysis procedures consisted of perusing, eliciting, coding, tabulating, interpreting, drawing conclusions and validating. The research found that the English textbooks lacked fables and gave a smaller portion to Indonesian local stories. Moreover, the narrative texts were dominated by the value of kindness, while, fairness was included least explicitly in the stories. These findings were supported by the views and preferences of the teachers and students. Lastly, the teachers and students compactly argued that vocabulary is the greatest barrier to teaching and learning narrative text, and the effectiveness of the school’s atmosphere in instilling moral values still needed further research. ABSTRAK Penelitian ini bertujuan untuk mengungkap nilai-nilai moral dalam teks naratif buku teks bahasa Inggris untuk siswa Sekolah Menengah Atas yang diterbitkan oleh Kementerian Pendidikan dan Kebudayaan dan juga tanggapan guru dan siswa bahasa Inggris di SMK Triguna Utama, Kota Tangerang Selatan, terkait dengan topik yang diselidiki. Penelitian ini menggunakan desain analisis isi. Sumber datanya adalah teks naratif dalam buku teks bahasa Inggris dan tanggapan guru dan siswa. Data dikumpulkan melalui dokumentasi, wawancara dan angket. Sedangkan, prosedur analisis data meliputi pembacaan teks secara cermat, pemilahan data, penyandian, tabulasi, interpretasi, penarikan simpulan dan validasi. Penelitian ini menemukan bahwa buku teks bahasa Inggris tersebut masih kekurangan fabel dan cerita lokal Indonesia. Selain itu, teks naratif didominasi oleh nilai kebaikan, sementara nilai keadilan kurang tergambarkan dalam cerita. Temuan ini didukung oleh pandangan dan preferensi para guru dan siswa. Terakhir, para guru dan siswa secara sepakat berpendapat bahwa kosa kata merupakan penghalang terbesar dalam pengajaran dan pembelajaran teks naratif, dan efektivitas atmosfer sekolah dalam menanamkan nilai moral masih memerlukan penelitian lebih lanjut. How to Cite: Setiawan, I., Fahriany. (2017). Moral Values in Narrative Texts of English Textbooks for Senior High School Students Published by the Ministry of Education and Culture. IJEE (Indonesian Journal of English Education), 4(2), 130-143. doi:10.15408/ijee.v4i2.5977

The purpose of this study are (1) describes the use of grammatical cohesion devices in the rubric "Selebritas" in the Feminamagazine; (2) describes the use of lexical cohesion devices in the rubric "Selebritas" in the Femina magazine; and (3) implement the use of grammatical and lexical cohesion devices in rubric "Selebritas" in Femina magazine as one of the teaching material to write narrative texts. The results of this study were (1) grammatical cohesion devices analyzed in this study consisted of 10 reference, 6 conjunction, 3substitution, and 3 ellipsis. Counterfeit reference cohesion divided into 7 reference persona, 2 demonstrative reference and 1 comparative reference. Reference persona is divided into 1 pronoun first person singular, 1 pronoun first personplural, 4 pronouns third person singular, and 1 pronouns third person plural; (2) lexical cohesion devices analyzed in this study consisted of 7 equivalence, 2 hyponymy, 2antonym, 2 repetition, 1 synonymy and 1 collocation; and (3) the results of this research are used as teaching material in high school students of class VII in accordance with Curriculum 2013. These teaching materials can be applied to core competencies 4 and basic competence 4.5.1 which students were asked to compile a narrative text.

Explicit feedback is an important factor in the revision process to give children's clues to evaluate their own narrative text (McCurdy, Skinner, Watson, & Shriver, 2008. The aim of this study is to evaluate the impact of a narrative writing programme where the experiment gave to 4th grade children an instrument to revise their text. The participants were 71 children from 4th grade, from classrooms were teachers hardly gave them instructions about the structure of narrative texts. Children were divided in 3 different experimental groups that were submitted to 3 different types of writing programmes and 1 control group. Children were equivalent on cognitive level and on language development. Each experimental group, had to write down, 17 narrative texts, one for session. Children from experimental group 1 and 2 were given an instrument with a narrative structure to evaluate by their own means the quality of their text. Children from experimental group 3 were only asked to revise the text, without any further instruction. Control group children spent the same amount of time in math exercises and reading. The children from all experimental group improved the quality of their narrative when compared with children from control group, according PROESC criteria. However, the texts from children of experimental group, 1, 2 and 3 had not significant different in what concerns to children's evolution from pre to post-test. This suggest the importance of the image sequence as support for children's revision process. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study examines the distribution of verbal patterns and their semantic-syntactic functions as they are used in spoken narrative text production by adult native speakers of Palestinian Arabic. 30 native Palestinian Arabic adult speakers from Kufur Qareʕ, a village in Central Israel, were shown a clip demonstrating conflicts and were asked to produce an oral narrative text based on it. The verbs used in these narratives were examined according to root, pattern, transitivity and semantic class. The results revealed strong tendencies with regard to the distribution of the patterns that were used. CaCaC was the most productive pattern by type and token counts. This stands in contradiction to the results for verb innovation, where the CaCCaC and tCaCCaC patterns are selected almost exclusively, and it highlights the gap between productivity based on new formations and productivty based on basic forms in use. In addition, some verbal patterns were extermely rarely used. The results also show that there was no transparent form-function relation with respect to the semantic functions of verbal patterns. Most semantic functions were delivered in a small number of patterns (between 1–3) and the majority of them were in were found in one pattern, CaCaC. The results shed light on the actual usage of Arabic verbal patterns in text production and their semantic and syntactic features. [ABSTRACT FROM AUTHOR]

In this paper, we propose the study of the cohesion in the narrative texts written by B2 and C1 level learners of French as a FL. We will focus on the sentence connectors. We will analyse different parameters such as the frequency and variety of connectors used. We will then focus on some unexpected uses found in the learner corpus Corpus-CFLE. Our aim is to study the students' narrative productions and their knowledge in the use of specific connector according to the type of the text produced. [ABSTRACT FROM AUTHOR]

This paper describes how narrative texts are explored as the sources of values for morale development of the learners of SMP levels. Narrative texts that refer to tales or stories described in the finction versions may be written in English or in Bahasa Indonesia the teaching values in the text are relevant to the students’ level of comprehension. Morale values from the texts are extracted into its teaching including honesty, courtesy, responsibility, perseverance, struggle, religiosity, tolerance, discipline, self-reliance, and work hard. Selected texts are identified bybthe teacher and instructional objectives are identified in adherence to the competencies and learning outcomes. Characterustics of good texts including authenticity, complexity of languages and vocabulary selection are crucial in the process.

The term learning environment is a construct perceived by researchers as embracing different aspects of the teaching-learning continuum. It can be described as the physical location where learning occurs: learning in class versus learning beyond it, learning in a home country (with focus on the effects of a learning environment on outcomes of teaching) versus learning abroad (Dewey, 2004, Diaz-Campos, 2004), the latter constituting a fast-growing area of study. Learning environment also means the physical space where formal instruction is carried out (Gabryś-Barker, 2010). But above all, learning environment studies focus on interactions between adults (teachers, parents) and students and show how these relations can affect the latter's achievement and more generally well-being at school and outside. Thus, it can be seen as mostly affective. This chapter aims to comment on the perceptions pre-service teachers have of a foreign language learning environment, as expressed in their narrative texts on the topic. The data obtained in this study will be compared with the result of a similar study carried out with a group of pre-service EFL teachers in a different cultural setting, in Turkey (Saglam, Sali, 2013). This should shed some light on whether the trainees' perceptions are in some way culture-specific and therefore grounded in the educational policies of a given country. The conclusions drawn from the study will hopefully contribute to the ongoing discussion on how to improve FL teachers' training programmes. [ABSTRACT FROM AUTHOR]