scholarly journals Prácticas y concepciones de alumnos bachilleres al escribir comentarios de textos narrativos

2015 ◽  
pp. 232-253
Author(s):  
Ernesto Hernández Rodríguez
Keyword(s):  
High School ◽  
High School Students ◽  
Narrative Text ◽  
Academic Environment ◽  
Textual Studies ◽  
Narrative Texts ◽  
School Students ◽  
Written Comments ◽  
Classification Procedures ◽  
Discursive Resources

Este trabajo identifica y caracteriza algunas concepciones de alumnos de bachillerato sobre las propiedades del comentario escrito de un texto narrativo en un ambiente académico, y algunas maneras en que aplican esos criterios para redactar y corregir sus textos. El enfoque corresponde al estudio de la intencionalidad en el desempeño en el marco de los estudios de la textualidad. Los ejemplos representativos de los textos nos permiten apreciar las concepciones sobre el comentario escrito de una lectura narrativa y, en la práctica, la intencionalidad en las decisiones para escribir y editar los textos. Se presenta el diseño metodológico de elicitación para que los estudiantes escribieran comentarios, el procedimiento de caracterización y clasificación de los textos y las categorías propuestas para estudiar los textos en términos del tipo de información, los tipos de texto y los recursos discursivos.AbstractThis paper identifies and characterizes some conceptions of high school students about the properties of written comments of narrative texts in academic environment, and some ways they apply those criteria to compose and edit their texts. The research corresponds to an approach of intentionality in performance in textual studies. Representative examples of the texts let us appreciate the conceptions about the written comment of a narrative text and, in practice, the intentionality in the decisions involved in writing and editing texts. The paper presents the elicitation methodology to have students write their comments, the textual characterization and classification procedures and the study categories in terms of the type of text, discursive resources and information in the texts.Recibido: 28 de septiembre de 2014Aceptado: 09 de marzo de 2015

scholarly journals NURTURING STUDENTS' WRITING NARRATIVE INTEREST THROUGH MIND MAPPING AND COOPERATIVE INTEGRATED READING AND WRITING

2019 ◽  
Vol 5 (2) ◽  
pp. 121
Author(s):  
Ratih Inayah ◽  
Ningtyas Orilina Argawati
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Narrative Text ◽  
Narrative Texts ◽  
School Students ◽  
Moral Value ◽  
Mind Mapping ◽  
Reading And Writing ◽  
Interest And Motivation

This study aims to investigate the motivation of senior high school students at 11st grade in reading and writing English texts, especially narrative text.� The study also explores the insight toward the use of mind mapping and cooperative integrated reading and writing in nurturing students� interest and motivation in writing narrative text. The study used qualitative case study to learn and pay attention to phenomena that the students� motivation in reading and writing narrative text are needed to be nurtured. There were 36 students of 11st grade in senior high school in Bandung were involved in this study. Questionnaire and interview were given to the students. The results show that the students who show positive view toward reading and writing narrative texts are 74% students. They interest and willingness in making mind mapping of the narrative, because they know that narratives texts are full of information and moral value. While only 26% students who seem force to read and write narratives text to compose mind mapping. Eventually, integrating reading and composition in the classroom can nurture their reading interest and increase their willingness to read narrative text. Since, many students can understand the moral value of the narrative text through discussing with their friends at the class and making a mind mapping through cooperative learning about the narrative text is very useful to develop their mind.

scholarly journals THE ANALYSIS OF INTERLANGUAGE PRODUCED BY 3RD GRADE HIGH SCHOOL STUDENTS IN NARRATIVE WRITING TEXT

2017 ◽  
Vol 3 (1) ◽  
pp. 39
Author(s):  
Nida Amalia Asikin
Keyword(s):  
High School ◽  
High School Students ◽  
Narrative Writing ◽  
Narrative Texts ◽  
School Students ◽  
Descriptive Case Study ◽  
English Grammar ◽  
Qualitative Research Design ◽  
Efl Students ◽  
Passive Sentence

This research is a descriptive case study concerning interlanguage in EFL students� narrative writing. The study explores the occurrence of interlanguage in students� writing, and the reason(s) why interlanguage exist in their writing. The data of the study are ten narrative texts produced by nine twelfth-year students of a senior high school in Kuningan. The study used a qualitative research design. There was one data collection procedures applied in this study, namely document analysis. The data from students� texts were analyzed on the basis of the concept of interlanguage by Selinker (1972). The results of the study revealed that from the ten texts, the interlnguage appear in forming passive sentence, choosing incorrect verb agreement, choosing wrong auxiliary, making the unparalleled sentence, and translating sentence word by word. For that reason, it is concluded that interlanguage exist due to the strong influence of native language. Therefore, it is suggested that students should be exposed to the use of appropriate English grammar in their writing.Keywords: interlanguage, narrative writing, passive sentence

scholarly journals PIRANTI KOHESI GRAMATIKAL DAN LEKSIKAL PADA WACANA RUBRIK "SELEBRITAS" DALAM MAJALAH FEMINA SEBAGAI BAHAN AJAR MENULIS TEKS NARASI

2017 ◽  
Vol 18 (2) ◽  
pp. 88
Author(s):  
Nila Prima Septianingrum ◽  
Atiqa Sabardila
Keyword(s):  
High School Students ◽  
Core Competencies ◽  
Narrative Text ◽  
Teaching Material ◽  
Narrative Texts ◽  
School Students ◽  
Person Plural ◽  
Lexical Cohesion ◽  
Demonstrative Reference ◽  
Third Person

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.

scholarly journals MORAL VALUES IN NARRATIVE TEXTS OF ENGLISH TEXTBOOKS FOR SENIOR HIGH SCHOOL STUDENTS PUBLISHED BY THE MINISTRY OF EDUCATION AND CULTURE

2017 ◽  
Vol 4 (2) ◽  
pp. 130-143
Author(s):  
Iwan Setiawan ◽  
Fahriany Fahriany
Keyword(s):  
High School ◽  
High School Students ◽  
Moral Values ◽  
Senior High School ◽  
Ministry Of Education ◽  
Narrative Texts ◽  
School Students ◽  
Teachers And Students ◽  
English Textbooks ◽  
Senior High School Students

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  

scholarly journals Intencionalidad para resolver contenidos y referencias anafóricas en el comentario escrito de un texto literario en bachillerato

2018 ◽  
Vol 13 (1) ◽  
pp. 41
Author(s):  
Ernesti Hernández Rodríguez
Keyword(s):  
High School ◽  
High School Students ◽  
Literary Text ◽  
School Students ◽  
Compensatory Strategies ◽  
Written Comments

<p>This paper presents a descriptive characterization of intentionality of high school students’ performances, when trying to solve ambiguities in contents and intra and extratextual anaphoric referential relationships in their written comments of a literary text. Anaphora is the grammatical, referential and content interrelationship between a lexical element and another, known as antecedent. The students wrote their texts in class and in counseling sessions to promote reflexive and self-regulated textual decisions when modifying their writings. The compilation of texts involved the follow-up of the textual decisions to try to improve writing. The method of analysis contemplated criteria and expectations as textual categories for classification and interpretation. Results show that anaphora relationships involve grammar cohesion, contents and punctuation. The main difficulties were the incorporation and correction of information and the ambiguities in intra-textual anaphora. Intentionality was manifested in the regulation of performance and in the experimentation of compensatory strategies, when students couldn’t find solutions to certain difficulties.</p>

scholarly journals USING STORY MAPPING TECHNIQUE IN TEACHING READING OF NARRATIVE TEXT FOR JUNIOR HIGH SCHOOL STUDENTS

2020 ◽  
Vol 9 (1) ◽  
pp. 19
Author(s):  
Imana Annisa ◽  
Witri Oktavia
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Narrative Text ◽  
Mapping Technique ◽  
Teaching Reading ◽  
School Students ◽  
Story Mapping

This paper is aimed at describing the use of ‘Story Mapping’ to improve students’ comprehending in reading narrative text at junior high school students. This technique is applied to help junior high school students to understanding andcomprehending narrative text. This technique enables students to solve the problem by using story mapping sheet given to them. By using this technique, the students are allowed to read the narrative text and determine the appropriate part of the text to each part of the sheet on story mapping.

scholarly journals Penggunaan Peranti Penghubung Antarkalimat dalam Teks Genre Naratif Buku Pelajaran Bahasa Indonesia SMA Kelas XI

2021 ◽  
Vol 2 (1) ◽  
pp. 1-8
Author(s):  
Ahmad Sirulhaq ◽  
Mahsun ◽  
Muhammad Sukri ◽  
Kaharuddin
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Senior High School ◽  
Narrative Text ◽  
School Students ◽  
Language Textbooks ◽  
Bahasa Indonesia

Abstrak: Dalam pembelajaran kekinian, penekanan dilakukan pada upaya kreatif pemanfaatan bahasa itu sendiri untuk tujuan-tujuan yang lebih praktis. Pandangan ini sering disebut sebagai pembelajaran bahasa berbasis teks. Seiring dengan berubahnya paradigma ini, salah satu kompetensi yang perlu diketahui oleh siswa Sekolah Menengah Atas dalam pembelajaran bahasa Indonesia adalah kemampuan memproduksi teks naratif, sebagaimana tertuang dalam silabus atau kurikulum 2013 (revisi 2017). Kemampuan memproduksi teks naratif itu sendiri tidak lepas dari kemampuan untuk menempatkan konjungsi, baik konjungsi antarkalimat maupun konjungsi antarparagraf. Ketepatan konjungsi antarkalimat maupun antarparagraf ini akan menjamin kekohesian dan kekoherensian paragraf itu sendiri, yang pada akhirnya akan melahirkan sebuah teks naratif yang baik. Akan tetapi, perlu kiranya untuk diperhatikan, apakah penggunaan konjungsi dalam buku pelajaran bahasa Indonesia dalam teks genre naratif sudah lengkap dan tepat atau tidak. Oleh karena itu, makalah ini bertujuan untuk mengelaborasi bentuk-bentuk konjungsi antarkalimat yang digunakan dalam teks genre naratif buku pelajaran bahasa Indonesia SMA Kurikulum 2013 (revisi 2017).  Abstract: In contemporary learning, emphasis is placed on creative efforts to use language itself for more practical purposes.  This view is often referred to as text-based language learning.  As this paradigm changes, one of the competencies that high school students need to know in learning Indonesian is the ability to produce narrative text, as stated in the 2013 syllabus or curriculum (2017 revision).  The ability to produce narrative text itself is inseparable from the ability to place conjunctions, both conjunctions between sentences and conjunctions between paragraphs.  The accuracy of the conjunctions between sentences and between paragraphs will ensure the cohesion and coherence of the paragraph itself, which in turn will create a good narrative text.  However, it is necessary to pay attention to whether the use of conjunctions in Indonesian language textbooks in narrative genre texts is complete and correct or not.  Therefore, this paper aims to elaborate the forms of conjunctions between sentences used in the narrative genre text of Senior High School  Indonesian language textbooks in 2013 Curriculum (2017 revision).

Scaffolding in Narrative Learning: Appraisal Analysis in Teachers’ Talk

TEKNOSASTIK ◽  
2020 ◽  
Vol 18 (1) ◽  
pp. 59
Author(s):  
Setyo Prasiyanto Cahyono ◽  
Inggy Yuliani Pribady
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Classroom Discourse ◽  
Junior High School Students ◽  
Narrative Texts ◽  
School Students ◽  
Classroom Discourse Analysis ◽  
Efl Teachers ◽  
Appraisal Analysis

Engagement is one of appraisal dimensions introduced by Martin and White (2005) that is used to analyze the stances which a teacher takes, both in relation to the students and the visual-verbal components in texts and the way of the teacher align or dis-align the students. This paper explores the interaction between a teacher and thirty-two junior high school students in learning narrative texts. The focus of this study is on the stages of scaffolding to help the students to cope with narrative texts. This study employs classroom discourse analysis particularly appraisal analysis on engagement elements in teacher’s talk. The findings of this study depict that in teaching the students, the teacher uses different kinds of engagement systems of heterogloss (contract and expand) to take particular stance to mediate the students with teaching materials. The heterogloss is also used to guide the students in exploring the learning materials. Practically, the result of the study is beneficial for the EFL teachers as a reference in teaching narrative texts.

scholarly journals Teaching Narrative Text in Junior High School: Digital Story Telling in English as a Foreign Language (EFL) Context

2020 ◽  
Vol 2 (1) ◽  
pp. 19-23
Author(s):  
Mutiara Shasqia
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Digital Storytelling ◽  
Junior High ◽  
Narrative Text ◽  
School Students ◽  
Ongoing Research ◽  
Writing Skill ◽  
Innovative Learning

Current learning perspective is a process of giving learners to have the ability or skills in an innovative learning situation. In learning English, it requires techniques and creative so that learners have competence in writing narrative text. This research aims at proving digital storytelling can improve the junior high school students’ writing skill in making narrative text. Digital storytelling is one of the media for teaching writing narrative text. The objectives of this qualitative study are to discuss the technique of teaching digital storytelling in writing process based on the selected literature and current study regarding the use of digital storytelling. This ongoing research tries to give an additional perspective and motivation to improve students’ writing skill in the narrative text through digital storytelling. This study reveals that by using digital storytelling, the students can mastery some aspect in English.

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