Devī Māhātmya

The Sanskrit narrative text Devī Māhātmya—“The greatness of the Goddess” (also known as Durgā Saptaśatī and Caṇḍī Pāṭha, henceforth DM)—extols the tripartite triumphs of the all-powerful Goddess (Devī, Ambikā, Caṇḍikā, Durgā) over the universe-imperiling demons. Devī manifests for the protection of the gods, and cosmic order as a whole, in times of dire need. These exploits of this formidable feminine power constitute the first articulation of a Great Goddess within the Indian subcontinent. While the DM equates supreme reality with the feminine Hindu concepts of maya (illusion, magic), śakti (power, force, energy), and prakṛti (material nature), it posits no systematic theory. As only narrative can, the DM instead masterfully interweaves these philosophical strands, along with preexisting feminine faces within the Vedic fold, into the figure of a feminine divine whose greatness surpasses that of the Vedic pantheon, and even that of the cosmic Trimurti comprised of the “Great Gods” Brahma, Vishnu [Skt. Viṣṇu], and Shiva [Skt. Śiva]. The DM serves not only to exalt the Goddess as supreme, but also celebrates her paradoxical nature: she is both one and many, immanent and transcendent, liminal and central, gentle and fierce, motherly and martial. Yet there is no ambiguity in her status as all-powerful. She is utterly invincible. While power is something the gods possess, power is something the Goddess is. It is she, then, who ultimately creates, preserves, and destroys the universe and all beings within it. Variously dated between the 4th and 8th century ce, the DM finds a home as part of the Mārkaṇḍeya Purāṇa, comprising chapters 81–93 thereof. Far from a textual relic, the DM is recited as liturgy in goddess temples, during individual daily spiritual practice, and at temples and homes especially during the autumnal navaratra (“nine nights”) Hindu Goddess festival, commonly known as Durgā Pūjā. The DM independently circulates not only within this rich liturgic life, but as a standalone mythological, philosophical, and theological authority on the Hindu Goddess. In this respect, it is not dissimilar from the Bhagavad Gita’s circulation independent of the Mahābhārata in which it is couched. The DM’s recitation is considered beneficial for listeners and reciters alike. As exemplified and overtly stated in the DM, engaging the glories of the Goddess invariably secure her protection and benediction.

STUDENTS’ WRITING NARRATIVE TEXT ABILITY BY USING LOCAL WISDOM BASED LEARNING MODEL

This study aim to determine the effect of using local wisdom based learning model on students’ writing narrative text ability at the fourth semester students of English Education Program in Institut Pendidikan Tapanuli Selatan. The research type is quantitative with experimental method. The researcher collected the data by using composition writing test. The sample was taken by using total sampling technique, it was 25 students. The data were then analyzed by using descriptive and inferential analysis, it was t-test formula by Arikunto. The results of the research are the mean score of students’ writing ability before using local wisdom based learning model was 53.54 which categorized bad, then after using local wisdom based learning model was 82.50 which categorized good. The hypothesis testing showed that t-test was higher than t-table, it means that the hypothesis is accepted. The finding of research reveals that there is a significant effect of local wisdom based learning model on students’ writing narrative text ability at the fourth semester students of English Education Program in Institut Pendidikan Tapanuli Selatan.

Influence of Summarizing Short Stories Towards Students’ Narrative Writing Ability

The objectives of the research are to know and describe the average score of students’ narrative writing ability, and to know and describe whether there is an influence of Summarizing Short Stories towards students’ narrative writing ability at SMP Negeri 8 Bandar Lampung in 2020/2021. Most of the students get difficulties in improving their language skills, especially in writing. Writing is a problem in expressing and developing ideas or thoughts into written form. Narrative text is one of kinds of text that should be learned by the students. To solve the problem above, the writer used the technique in teaching narrative writing that is Summarizing Short Stories. In this research, the writer chooses the title: “The Influence of Summarizing Short Stories towards Students’ Narrative Writing Ability at the Second Semester of the Eighth Class at SMP Negeri 8 Bandar Lampung in 2020/2021”. In this reseach, the writer analyzed the result by using t-test formula. The research was conducted at the eighth class of SMP Negeri 8 Bandar Lampung in 2020/2021. The students of VIIIa were as a sample that were taught by using Summarizing Short Stories. The result of the research showed that there was significant influence of using Summarizing Short Stories towards students’ narrative writing ability. It is shown by the distribution list with df = (n1 + n2 – 2) = (23 + 22 – 2) = 43 obtained ttable t0.95 or significance level of 5% and ttable t0.99 or significance level of 1% was equal to 1.68 and 2.42. there were lower than tcount = 3.84 and the average score of students’ narrative writing ability in experimental class ( =66.58) was higher than the students’ score in control class (: 56.14) at the second semester of the eighth class of SMP Negeri 8 Bandar Lampung in 2020/2021.

THE EFFECTIVENESS OF USING YOUTUBE VIDEO IN TEACHING AND LEARNING PROCESS: WRITING NARRATIVE FOR SEVENTH GRADE STUDENTS

Learning English is so important today in this era globalization and modern since English is an International Language. Nowadays, students are required to be able to understand and get to know English further, this is evidenced by the existence of English lesson in every school, from kindergarten to Senior High School. Because of the development of education, many of National schools adopt two language systems in teaching, namely bilingual language. In Teaching English, especially narrative text, it is quite difficult, especially if we learnt seventh grade students whose age about eleven until twelve years old, as we know that, the age of 11 – 12 years old usually have a very high level of boredom, especially they learnt about text. As the teacher, we have to reduce their boredom and make the class more interactive. On the Interactive class, The students do not only listen or read a text from the textbook but also must be answer the question based on the text. From this observation, the writer want to compare about how if the technology nowadays will be combined in Teaching and Learning Process. This journal discusses about to find out whether the students’ interest in writing narrative taught by using text book is significantly higher than that taught by animated . The students would learn how to produce a narrative text (fable) by using textbook and watching in Video. From this observation, the writer found that using You Tube as a visual media is more effective in teaching narrative than using text book as a printed media in teaching media for seventh grade students, the class is more interactive by using a You Tube, it means that students can learn English especially how to speak fluently through the characters in the Video, and the teacher can be easier in providing an understanding of the meaning related on narrative text. Keywords: Writing Narrative , You Tube Video, Seventh Grade Students’ Interest

The Roles of Attitude in The Storyline of Beauty and The Beast (2017) Movie (Systemic Functional Linguistics Approach)

<p>This research is about analyzing the attitude used by the script writer in Beauty and The Beast (2017) movie. It is aimed to find the roles of attitude in giving the characterizations in the movie and the roles of attitude in building the narrative text in the movie using systemic functional linguistics approach.</p><p>This research is a descriptive qualitative research, implementing descriptive comparative method with discourse analysis. The source of the data is the utterances from the characters. Primary data were also collected applied genre relation, characterization theory and systemic functional linguistics, especially appraisal theory. In analyzing the data applied Miles &amp; Hubberman’ s (1992) interactive model with Spradley’s (1980) ethnographic steps which include domain, taxonomy, componential, and cultural context analysis.</p><span>The results of this research show the findings: (1) attitude takes roles in giving direct and indirect characterizations in the form of physical description, action, emotional and physical reaction, thought, speech, (2) In building the narrative text, affect takes roles to express the characters’ emotional feeling, judgement is used to describe and evaluate the characters’ behavior, and appreciation is used to describe the character’s physical appearance, the setting of place of the story and to give an abstract valuation. </span>

Think-Pair-Share for Novice English Readers: Engaging Seventh Graders to Explore Narrative Text

Many studies have discussed the Think-Pair-Share strategy to increase students' learning motivation in various scientific fields, especially in learning English. However, it still requires more exploration concerning TPS implementation for seventh-grader students to improve their proficiency when engaged in narrative reading. This research departs from the student's opinion about the struggle to read and understand the narrative text, and the class was so boring. Therefore, it is assumed that the use of TPS can increase the student’s motivation in reading narrative text. The design chosen is classroom action research (CAR) implemented at MTs. Darul Hikmah Jabon. The participants were 26 students. This research is done with one pre-cycle for need analysis and two cycles to see the increase of the student's score. In the pre-cycle, only three students reached the success criteria. In the first cycle, the scores did not significantly increase; only eleven students succeeded. In the second cycle, twenty-three students showed improvement. It resumed that the TPS technique is very effective for increasing student motivation on reading narrative text. Keywords: Think-Pair-Share, Narrative Text, Classroom Action Research.

THE EXPLORATION AND ANALYSIS OF NANTAMPUK MMAS FOLKLORE AND PAKPAK BHARAT CULTURE, CUSTOM, AND TRADITION

This study aims to explore and revitalize part of Pakpak Bharat culture, a folktale entitled Nantampuk Mmas which is not well known. The purpose of the study in disseminating Pakpak culture is achieved by presenting a detailed narrative style of the story and an analysis of Pakpak Bharat cultures such as customs, language, folklore, and many others contained in Nantampuk Mmas folktale. The set of data are collected through direct interviews with the locals and elders of Nantampuk Bharat region. The data was analyzed using the content analysis method which is suitable for the qualitative type of data and analyzing interview dialogue. The result of the research found a good quantity of Pakpak Bharat aspect of culture and a narrative text of Nantampuk Mmas folktale. The result of the analysis may be applied as a teaching material, references for literary works, supporting similar research, and so forth

Functional Analysis of Narrative Texts in Elementary School Textbook “Fly with English”

Background: This study is an analysis of narrative texts in Elementary School textbook “Fly with English” based on lexico-grammar and context in the framework of Systemic Functional Linguistics (SFL). This study is also expected to give the pedagogical implication based on the context of teaching and learning process Method: This research uses descriptive qualitative type of study in investigating the problem. In the technique of collecting data, the writer uses observation and documentation. The writer finds 95 clauses in narrative text. In analyzing the data, the writer uses lexico-grammar of SFL framework to answer the first problem. Moreover, the writer refers to context of SFL framework to answer the second problem, and the writer also uses context of teaching and learning to answer the third problem. Result: Based on the result, there are six types of processes in the narrative text, those are: (1) material process (40%), (2) mental process (23,1%), (3) relational process (20%), (4) verbal and behavioral process (7,4%), and (5) existential process (2,1%). The writer also finds fifteen types of the participants, namely actor, goal, senser, phenomenon, sayer, verbiage, carrier, attribute, token, value, receiver, client, recipient, behaver, and existent. Moreover, the writer finds six types of circumstances, that are, location, matter, manner, accompaniment, cause, and extent. Implication: The pedagogical implication of studying Systemic Functional Linguistics (SFL) in narrative text is to give the insight of the teacher about SFL genre pedagogy in teaching and learning process. In functional grammar, teacher can teach the language features in different ways, such as by introducing the terms of processes, participants, and circumstances that contain in the narrative text clauses.

Modified Digital Comics: An Alternative Way for Enhancing Students Narrative Text Writing Ability

One of the countries in the world with the most comic readers is Indonesia. Based on Detik.com, Indonesia as the biggest southeast comic market has more than 6 million active users. This phenomenon becomes an opportunity for applying this media in the classroom. The purposes of this study are to find out the effect of modified digital comic as an alternative way in improving the students’ ability in writing narrative text and what aspect of writing which is influenced by this media. This research used quantitative approach and was conducted to 29 students. For collecting the data, the researcher administered the writing test. This study showed that there was a significant improvement of students who have low proficiency in the English language in writing narrative text after using modified digital comics as a language-learning media. However, the teacher perceived the use of modified digital comics in the classroom as time consuming and impractical. Keywords: modified digital comic, narrative text, writing ability.