scholarly journals THEMATIC PROGRESSION PATTERNS IN ELT JOURNAL ABSTRACTS

2020 ◽  
Vol 4 (2) ◽  
pp. 72
Author(s):  
Kasyfur Rahman ◽  
M. Arsyad Arrafi’i ◽  
Imansyah Imansyah
Keyword(s):  
Research Study ◽  
Theoretical Framework ◽  
Impact Factors ◽  
Thematic Progression ◽  
Single Pattern ◽  
Progression Patterns

Developing an English cohesive and coherent writing requires an effort of connecting ideas grammatically and semantically. To explore this, we carried out a research study by analyzing fifteen journal abstracts from international journals in ELT whose impact factors are within the top 10 in the field. The data showed that the abstracts make use of integrated pattern, not relying simply upon a single pattern. The findings also suggest ambiguous relationship between some clauses, many of which rather represent inductive relationship; therefore coding them into the three thematic progression patterns in Eggins (1994) seemed to be less accommodating. Further research on this subject would then require more sophisticated research theoretical framework.

Thematic Progression in Students’ Descriptive Text

2021 ◽  
Vol 2 (3) ◽  
pp. 503-507
Author(s):  
Grace Purba ◽  
Arsen Nahum Pasaribu
Keyword(s):  
Research Design ◽  
Qualitative Method ◽  
Writing Skills ◽  
Theoretical Framework ◽  
Linear Pattern ◽  
Thematic Progression ◽  
Dominant Pattern ◽  
Good Writing ◽  
Level Of Knowledge ◽  
Progression Patterns

A way for developing good writing skills is by using thematic progression. It can help students improve their writing abilities. Theme and rheme are used to analyze the thematic progression. This study aimed to find out the types of thematic progression of students' descriptive texts and the most dominant pattern of thematic progression in students’ descriptive texts. The researcher used the descriptive qualitative method in the research design. There were 50 texts written by students at SMP Swasta Sultan Agung Pematangsiantar. The data was analyzed using (Eggins, 2005) theory as the theoretical framework that found three types of thematic progression. The findings revealed that the students' descriptive texts follow three thematic progression patterns: reiteration or constant pattern, zig-zag or linear pattern, and multiple patterns or split rheme pattern. The constant pattern was the most dominant used by students in 271 occurences (91.80%), followed by zig-zag or linear pattern occurred 13 times (4.4%) and multiple patterns or split rheme pattern occurred 11 times (3.8%)l. The findings show students, in writing descriptive text, tend to use simple thematic progression due to their level of knowledge in grammar and thematic progression is relatively low.

scholarly journals Tracking Theory Building and Use Trends in Selected LIS Journals: More Research is Needed

2007 ◽  
Vol 2 (3) ◽  
pp. 101
Author(s):  
Carol Perryman
Keyword(s):  
Interrater Reliability ◽  
Information Science ◽  
Measure Theory ◽  
Theory Development ◽  
Theoretical Framework ◽  
Time Span ◽  
Rate Of Change ◽  
Impact Factors ◽  
Library And Information Science ◽  
Korean Society

Objective - The authors measure theory incidents occurring in four LIS journals between 1984-2003 in order to examine their number and quality and to analyze them by topic. A third objective, only identified later in the text of the study, was to compare theory development and use between Korean and international journals. Research questions asked include whether LIS has its own theoretical base as a discipline, and what characteristics the theoretical framework has. Design – Bibliometric study. Setting – Journal issues selected from four LIS journals for the time span from 1984 - 2003. Subjects – Two international journals, Journal of the American Society for Information Science and Technology (JASIST) and Library and Information Science Research (LISR) were selected based on their high ranking in the Social Sciences Citation Index (SSCI) impact factors. Two Korean journals, Journal of the Korean Society for Information Management (JKSIM) and Journal of the Korean Society for Library and Information Science (JKSLIS) were selected. Methods - After having determined a definition of theory, and identifying different levels of theory, the authors set up rules for the identification of theory incidents, which are defined as “events in which the author contributed to the development or the use of theory in his/her own paper” (550). Content analysis of 1661 research articles was performed to measure theory incidents according to working definitions. Interrater reliability was ensured by conducting independent coding for “subfield classification, identification of theory incidents, and quality measurement” (555), using a sample of 199 articles (random selection not specified), achieving 94-97% interrater reliability. Incidents, once identified, were evaluated for quality using Dubin’s “efficiency of law” criteria, involving measures of relatedness, directionality, co-variation, rate of change, and “profundity,” defined as the depth to which theory is incorporated into the research study. Main Results - 21.79% (n=362) of the articles contained theory incidents that were analyzed and evaluated. Trend measurement indicated an overall increase, although a slight decrease was shown in the year range 1993-2003. International journals accounted for 61.33% of theory incidents, compared to 38.67% for the Korean journals. T-testing showed that differences in means between Korean and international journals were not statistically significant. Topical theory areas were ranked by frequency. The top five areas were shown to be nearly identical between Korean and international journals. ANOVA was performed with significant results in the difference between efficiency ratings. Conclusion – The authors find that the overall proportion of theory incidents including both theory development and use increased through the 20-year time span examined, and that LIS has established its own theoretical framework based upon the frequency of incidents.

scholarly journals Altruistic and Anomic Suicide: A Durkheimian Analysis of Palestinian Suicide Bombers

2016 ◽  
Vol 9 (4) ◽  
pp. 30
Author(s):  
Reem A. Abu-Lughod ◽  
Eduardo L. Montoya
Keyword(s):  
Logistic Regression ◽  
Research Study ◽  
Theoretical Framework ◽  
Suicide Terrorism ◽  
Suicide Bombers ◽  
The Past ◽  
Suicide Bombings ◽  
The World ◽  
History Of

In the past two decades, suicide terrorism in its different forms has become a popular topic of research and debate. It has contributed to a different sense of normalcy and regularity in various societies across the world given that suicide bombings are relatively inexpensive and effective, compared with other kinds of terrorist methods. This study primarily focuses on suicide bombings in the Palestinian/Israeli territories, an area that has experienced conflict and tension for over six decades. In doing so, the research study uses Durkheim’s typology of suicide as a theoretical framework to trace the history of suicide bombings in the Palestinian/Israeli territories, outline the characteristics of suicide bombers, their motivations, and how suicide bombings have been used as a form of resistance to occupation. The data collected cover suicide bombings that have occurred from April 1994 to February 2008. The research study uses logistic regression to examine the characteristics of the suicide bombers and their attacks. The results show, among other things, that the attacks possess elements of both altruistic and anomic types of suicide in the Durkheimian sense of the word.

scholarly journals “CONSTANT, ZIG-ZAG LINEAR, OR MULTIPLE?”: THEMATIC PROGRESSION PATTERNS ON EFL STUDENTS’ RECOUNT TEXTS

2020 ◽  
Vol 7 (2) ◽  
pp. 172
Author(s):  
Merina Devira ◽  
Makhroji Makhroji ◽  
Allif Syahputra Bania ◽  
Novia Sari
Keyword(s):  
Teaching And Learning ◽  
Qualitative Method ◽  
English Language ◽  
English Language Teaching ◽  
Dominant Type ◽  
Linear Pattern ◽  
English Writing ◽  
Thematic Progression ◽  
Efl Students ◽  
Progression Patterns

The main problem faced by EFL students in writing English texts includes the difficulties to produce a cohesive and coherent text that it seems necessary to show how the tools of Theme and Rheme can be used to help construct the students' good English writing. This study aimed to find out the types of thematic progression patterns in each clause of the recount texts written by students and the dominant pattern of thematic progression revealed from the texts. The research design of this study is a qualitative method which employed the study instrument of the students' recount texts at class IX of SMAN 2 Langsa, Aceh. A content analysis approach by using a Theme and Rheme framework generated from a theory of Systemic Functional Linguistics (SFL) was used to analyze the thematic progression patterns on the students' recount texts, which included several steps: reading the student's texts, identifying the theme and rheme of every clause of the student's text, describing the thematic progression patterns of student's text and drawing the thematic progression pattern on student's text. The findings of the analysis indicated that there are three (3) thematic progression patterns found on the students' recount texts: the Theme Constant, the Theme Zig Zag Linear pattern and Theme Multiple patterns. The dominant type of thematic progression patterns constructed by the students into their recount texts was revealed mostly on 123 constant or reiteration patterns (76.8%), followed by zig-zag patterns of 35 times (21.8%)  and 9 times (1.25%) of multiple patterns. The results of this study will be facilitative as the tools for English language teaching and learning classrooms particularly for writing English texts. 

scholarly journals DEVELOPMENT OF EFL TEACHERS´ PEDAGOGICAL CONTENT KNOWLEDGE THROUGH ACTION RESEARCH IN A MASTER’S PROGRAM

2020 ◽  
Vol 78 (4) ◽  
pp. 533-552
Author(s):  
Julio Cesar Gomez
Keyword(s):  
Action Research ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Research Study ◽  
Theoretical Framework ◽  
Master's Program ◽  
Pedagogical Content ◽  
Action Research Study ◽  
The Impact

This longitudinal, 2-year study explored the experience of a cohort of seven in-service teachers in an English Language Teaching master’s program as they carried out action research studies to determine the impact of the stages of the research process on the various components of their pedagogical content knowledge. The research design followed a qualitative multiple case study model. Data were gathered through semi-structured interviews, written reflections, and participant observation journal notes. Main findings highlight the way specific components of the thesis linked to stages of the action research study contributed to developing certain types of knowledge integral to pedagogical content knowledge. Knowledge of the students was highly impacted by the needs analysis and the design and implementation of the intervention. In terms of pedagogical knowledge, building the state of the art and theoretical framework along with the intervention clarified and further developed knowledge of teaching methodologies and strategies. Subject matter knowledge was highly impacted by the theoretical framework and the socialization opportunities. Establishing the setting of the study contributed to further understand the constraints and affordances of their teaching contexts. Overall, this action research study became an insightful experience that helped participants promote effective classroom practices to address their students’ needs. Keywords: action research, longitudinal case study, master’s thesis, pedagogical content knowledge, second language teacher education.

scholarly journals Cultural Diversity and Its Influence on Role Players in a Full-Service School in Soshanguve: A Wellness Perspective

2021 ◽  
Vol 4 (1) ◽  
pp. 23
Author(s):  
Ute Steenkamp
Keyword(s):  
Data Collection ◽  
Cultural Diversity ◽  
Thematic Analysis ◽  
Cultural Awareness ◽  
Research Study ◽  
Research Question ◽  
Theoretical Framework ◽  
Structured Interviews ◽  
Role Players ◽  
Cultural Historical Activity

The purpose of the study was to explore the role cultural diversity plays in a Full-Service School in Soshanguve by means of a wellness perspective lens. The phenomenon at hand was the way that cultural diversity influences role players within a Full-Service School. The study was underpinned by three theories, namely Hettler’s Wellness Theory, Cultural-Historical Activity Theory and Ubuntu to generate a comprehensive insight into the role of cultural diversity on role players within a Full-Service School in Soshanguve. The study was premised on a qualitative philosophy using an interpretive paradigm, an ethnographic case study and using various qualitative methods of data collection, analysis and interpretation of data. Only one school participated in this research study as the goal of this research study was understanding the phenomenon from the participants’ perspective. The study employed a purposive sampling approach to select diary entries from educators who participated in the semi-structured interviews. Data collection and analysis were precise as the data was collected and transcribed as soon as it was recorded. The researcher consequently decided to use thematic analysis to draw on the theoretical framework of this study. Thematic analysis refers to the identification of themes and patterns of meaning throughout the data in correlation to the research question. Thus, the researcher analysed content by coding specific themes as directed by the research project’s theoretical framework. Among the findings was that role players identified that cultural diversity influences the wellness dimensions holistically. One of the recommendations is to establish a cultural awareness model in collaboration with the community within a Full-service school.

scholarly journals Comparative Study of Editorials of Daily Dawn and Daily the News International Regarding Electricity Crisis of Pakistan

2016 ◽  
Vol I (I) ◽  
pp. 28-39
Author(s):  
Muhammad Ahmad Nawaz ◽  
Sajjad Ali
Keyword(s):  
Comparative Study ◽  
Research Study ◽  
Theoretical Framework ◽  
Framing Theory ◽  
Electricity Crisis ◽  
The Media ◽  
Elite Newspapers

This research investigates the editorial coverage of two elite newspapers of Pakistan; Daily the News International and Daily Dawn regarding electricity crisis in Pakistan from June 2010 to May 2011. For this research study, 49 editorials were studied, comprised 648 sentences. Twenty-two editorials (291 sentences) in Daily Dawn and 27 editorials (357 sentences) published in Daily the News International during the proposed period of the study. All editorial sentences are divided into five different categories; Causes, Effects, Reactions, Solutions and Miscellaneous of the electricity crisis according to the nature of data. The study finds out that both newspapers gave 22.06% favourable, 36.57% unfavourable coverage, while 41.35% neutral coverage on the issue which shows that both the newspapers have given more neutral coverage. The researcher used framing theory as a theoretical framework. In light of results, the researcher concluded that the media framed this crisis in a neutral way.

scholarly journals Improving Coherence of The Students’ Sentences by Applying Thematic Progression And Personal Blog In The Sentence-Based Writing Class

2012 ◽  
Vol 5 (2) ◽  
pp. 55
Author(s):  
Arif Suryo Priyatmojo
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Contribution ◽  
Thematic Progression ◽  
Writing Class ◽  
Post Test ◽  
The Subject ◽  
Group 2 ◽  
Progression Patterns

This study was aimed at describing what kinds of thematic progression patterns mostly employed by the students, describing how to apply thematic progression theory and personal blog in the sentence-based writing class, and finding out whether the use of thematic progression theory and personal blog give positive significances to coherence of the students’ sentences. This is an action research study employing two cycles. The subject of the study was 24 students of group 2, in a class of sentence-based writing (SBW), and the object of the study was students’ sentences created by the students in the teaching and learning process (TLP). The result of the study shows that thematic progression patterns moslty employed by the students are constant theme pattern followed by zig zag and multiple theme patterns. In TLP, the materials were devided and given to the students in two cycles. The first cycle focused on introducing the thematic progression theory and its kinds of patterns. Then, in the next cycle the students focused on sharing ideas with other classmates via individual blogs. Based on the result of the study, teaching SBW using thematic progression theory gives its positive significance by varied patterns used by the students. It can be seen from the analysis of the students’ sentences from pretest, paragraf 1, paragraf 2, paragraf 3 and posttest. The students also give positive responses upon its teaching and learning process using thematic progression and personal blogs based on the pre and post test questionnaire data. It is hoped that the result of the study gives positive contribution to the students in preparing them to write in bigger contexts - paragraph-based writing, genre-based writng and academic writing in the next coming semesters. Keywords:  Thematic Progression; Theme-Rheme; Thematization; Personal Blog  

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