Developing Lesson Plan of Teaching the Use of Figurative Language in Their Context

JURNAL ELINK ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Dian Luthfihayati
Keyword(s):  
Figurative Language ◽  
Lesson Plan ◽  
Similar Expression ◽  
The Mind

Semantic  is one of the branches of linguistics studying about meaning. Meanings are ideas or concepts that can be transferred from the mind of the speaker to the mind of the hearer. As we know that sometimes similar expression may have different meaningif  it is used in different contextKeywords: lesson plan, teaching, figurative language

Developing Lesson Plan of Teaching the Use of Figurative Language in Their Context

JURNAL ELINK ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Dian Luthfihayati
Keyword(s):  
Figurative Language ◽  
Lesson Plan ◽  
Similar Expression ◽  
The Mind

Semantic  is one of the branches of linguistics studying about meaning. Meanings are ideas or concepts that can be transferred from the mind of the speaker to the mind of the hearer. As we know that sometimes similar expression may have different meaningif  it is used in different contextKeywords: lesson plan, teaching, figurative language

May Sinclair

2021 ◽  
pp. 87-125
Author(s):  
Charlotte Jones
Keyword(s):  
Figurative Language ◽  
The Unconscious ◽  
Realist Novels ◽  
Power Of Language ◽  
May Sinclair ◽  
The Mind ◽  
The Relationship ◽  
Material Evidence

Chapter 2 extends the previous chapter’s inquiry into the relationship between realist aesthetics and figurative language as it might be oriented towards an unimaginable term—an unknowable, noumenal category—by considering its collision with what May Sinclair posits as its psychological equivalent, the unconscious. Sinclair combined a career as a novelist with philosophical research, mounting a vindication of neo-Hegelian idealist philosophy. For Sinclair, idealism’s impetus for thinking about immaterial and unseen realities led to the intangible and unseen realms of the mind, and a metaphysical absolute becomes the conduit for her early realist novels to begin to imagine a form for the uncertain boundaries and contours of consciousness. Both lack a verifiable content and are therefore apparently beyond the power of language to define or accommodate. This chapter suggests that the models of subjectivity presented in her fiction seek to integrate a revelatory encounter with an idealist absolute with the incontrovertible material evidence of alternative forms of consciousness being presented by the ‘new psychology’.

A cognitive rhetoric of poetry and Emily Dickinson

2005 ◽  
Vol 14 (3) ◽  
pp. 279-294 ◽  
Author(s):  
Craig Hamilton
Keyword(s):  
Figurative Language ◽  
Rhetorical Criticism ◽  
Emily Dickinson ◽  
Cognitive Linguistic ◽  
Cognitive Rhetoric ◽  
The One ◽  
Great Pain ◽  
The Mind ◽  
The Brain ◽  
Comprehensive Processing

In this article, I examine three poems by Emily Dickinson. The poems are F372, ‘After great pain, a formal feeling comes’, F598, ‘The Brain - is wider than the Sky’, and F1381, ‘The Heart is the Capital of the Mind,’ from the Franklin edition. In particular, I study the figurative language in these poems, but rather than simply identify figures, I attempt to explain how they function persuasively in cognitive terms. This approach is meant to move rhetorical criticism beyond an exercise in figure identification and towards an exercise in the explanation of the persuasive function of figures. The emphasis on figures owes something to the prominence they play not only in Dickinson’s poetry but in all poetry. One implication of cognitive linguistic theories of figures is that they point towards what I envisage as a cognitive rhetoric of poetry. A cognitive rhetoric of poetry ought to be grounded in classical theories of rhetoric and poetics on the one hand, and in cognitive linguistic theories of figures on the other. Such scope would reveal continuity between the concerns of current critics and the concerns of classical rhetoricians. It would also place equal emphasis on the poet’s production of figurative language and the reader’s comprehensive processing of it. What Dickinson’s poems are meant to reveal, ultimately, is poetry’s profoundly rhetorical nature.

scholarly journals PENINGKATAN HASIL BELAJAR SISWA PADA PEMBELAJARAN PKn MENGGUNAKAN MODEL MIND MAPPING DI SEKOLAH DASAR

2019 ◽  
Author(s):  
Reinita
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Lesson Plan ◽  
Mind Mapping ◽  
Mapping Model ◽  
Qualitative And Quantitative ◽  
Classroom Action Research ◽  
The Mind ◽  
5Th Grade ◽  
Quantitative Approaches

The research is aimed to describe the students’ learning outcomes in the Civics Subjects by using the Mind Mapping Model at 5th grade of SDN 19 Sungaitanang. The classroom-action research is conducted in the research by using both qualitative and quantitative approaches. The subjects of the research were the teacher and 22 students of the school. This research was conducted in two cycles where each cycle consists of planning, acting, observing, and reflecting. The result of the research shows that: a) the lesson plan increased from 73.21% (adequate) in cycle I to 92.85% (very good) in cycle II, b) in term of the teacher’s teaching aspect increased from 74.99% (adequate) in cycle I to 94.44% (very good) in cycle II; meanwhile, in the students’ learning aspect increased from 73.60% (adequate) in cycle I to 91.66% (very good) in cycle II, c) the students’ learning outcomes increased from 75.28 (adequate) in cycle I to 88.38 (very good) in cycle II. Thus, the use of Mind Mapping model has improved the students’ learning outcomes in learning the Civics Subjects at 5th Grade of SDN 19 Sungaitanang.

scholarly journals The Use of Figurative Languages on the Students' Poetry Semester V at FKIP Universitas HKBP Nommensen

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Bertaria Sohnata Hutauruk
Keyword(s):  
Qualitative Research ◽  
Young People ◽  
Figurative Language ◽  
Language Poetry ◽  
Teaching Poetry ◽  
Subject And Object ◽  
Teacher Needs ◽  
The Subject ◽  
The Mind ◽  
Descriptive Qualitative

<p>This research discusses The Use of Figurative Languages on the Students’ Poetry Semester V at FKIP Universitas HKBP Nommensen. The problems of this research are (1) what types of figurative language used on the students’ poetry semester V at FKIP Universitas HKBP Nommensen Medan? (2) what figurative language is dominantly used on the students’ poetry  semester V at FKIP Universitas HKBP Nommensen Medan? The objectives of this research are to find out types of figurative language used on the students’ poetry semester V at FKIP Universitas HKBP Nommensen Medan and to figure out and analyze what figurative language is dominantly used on the students’ poetry  semester V at FKIP Universitas HKBP Nommensen Medan?To find out the answer of the problem in this research, the writer uses the related theories; they are Quinn (1982), McDonough and Shaw (1993), Gluckberg (2001), Alm-Arvius (2003), Lazar (2003), Ratumanan and Laurens (2003), Brown (2004), Harmer (2004), Heller (2006), Picken (2007), Keraf (2009), Creswell (2009), Arikunto (2010), Arnold and Von Hollander (2011), Dalman (2012), Dancygier and Sweetser (2014). This research is conducted with descriptive qualitative research where the subject and object is taken from the students’ poetry. The writer gets the data by observation and documenting. After the data had been collected, the writer finds out three types of figurative language on the students’ poetry: symbol, metaphors and personifications. In teaching poetry, every teacher needs to call upon a number of techniques and methods. If teachers of poetry disagree on the methods of teaching a certain poet, they must agree on goals: To put their students in touch with the mind of that poet. No doubt, it is known for every one that good poetry lessons occur in classrooms where young people are guided by responsive teachers who implement as well as they plan.</p><strong>Keywords: </strong>Figurative language, poetry, language

Matthew Prior’s Alma: Affecting the Metaphysics

2019 ◽  
Vol 68 (262) ◽  
pp. 235-261
Author(s):  
Mark Loveridge
Keyword(s):  
Figurative Language ◽  
Alexander Pope ◽  
Main Subject ◽  
Figures Of Speech ◽  
Metaphysical Poetry ◽  
The Mind

Abstract This essay provides the first full descriptive and analytical account since 1946 of Matthew Prior’s poem Alma: or The Progress of the Mind (1719), which Alexander Pope described as a ‘master-piece’. Connections are developed between Prior’s use of effervescent figures of speech and narrative tricks, and uses of figurative metaphysical language in Isaac Newton’s Opticks, the Principia Mathematica, and the ‘Leibniz–Clarke’ controversy of 1715–1716. It emerges that the poem’s main subject is figurative language and the arguments it serves. Alma is a very unusual critique of aspects of Newtonian thought, employing techniques of ‘metaphysical’ poetry to poke fun at Newtonian metaphysics.

scholarly journals IMPLEMENTATION OF MIND MAPPING METHOD COMBINED WITH MAKE A MATCH TECHNIQUES ON COOPERATION ATTITUDE AND STUDENT LEARNING OUTCOMES

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Rizki Rahmadhani ◽  
Zulkifli Simatupang
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Lesson Plan ◽  
Student Learning Outcomes ◽  
Mapping Method ◽  
Mind Mapping ◽  
Implementation Phase ◽  
Match Technique ◽  
Biology Learning ◽  
The Mind

This study aims to describe the implementation of Biology learning using the Mind Mapping method combined with the Make A Match technique. The study used a descriptive research design. The whole series of research processes are conducted with the standards of graduates, processes standard, and assessment standards applied in the 2013 curriculum. The implementation phase of instruction is done: 1) Measurement of teacher's ability to prepare a lesson plan and implement teaching-learning; 2) The attitude of students cooperation when composing a Mind Mapping on the material of the human excretion system; 3) Measurement of student learning outcomes. Data analysis was done by the descriptive statistic technique, in mean form, standard deviation, frequency distribution, and description of learning recordings. As a result, the teacher can implement well the Biology learning device material of the human excretion system in class XI MIA Lubuk Pakam MAN using the Mind Mapping method combined with the Make A Match technique. The collaboration of students in class XI MIA MAN Lubuk Pakam when composing a Mind Mapping is in a good category. The distribution of mastery learning in class XI MIA MAN Lubuk Pakam after learning the Mind Mapping method combined with Make A Match technique is 76,1% of students reaching completeness and 23,9% unfinished. The learning mastery in the Mind Mapping method combined with the Make A Match technique is higher than the previous daily test.

How Homo economicus lost her mind and how we can revive her

2018 ◽  
Vol 41 ◽  
Author(s):  
Peter DeScioli
Keyword(s):  
Economic Thought ◽  
History Of Economic Thought ◽  
Homo Economicus ◽  
Economic Theories ◽  
Target Article ◽  
History Of ◽  
The Mind ◽  
And Behavior

AbstractThe target article by Boyer & Petersen (B&P) contributes a vital message: that people have folk economic theories that shape their thoughts and behavior in the marketplace. This message is all the more important because, in the history of economic thought, Homo economicus was increasingly stripped of mental capacities. Intuitive theories can help restore the mind of Homo economicus.

Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis
Keyword(s):  
Language Learning ◽  
Children And Adolescents ◽  
Standardized Tests ◽  
Figurative Language ◽  
Language Intervention ◽  
School Age Children ◽  
Educational Materials ◽  
Language Learning Disabilities ◽  
Promising Application ◽  
Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

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