KAJIAN PESAN TEKS MONOLOGIS WHATSAPP/A STUDY OF WHATSAPP MONOLOGIC TEXT MESSAGE

Abstrak Penelitian ini bertujuan untukmenemukan dan mendeskripsikan struktur, bahasa yang dipilih untuk mentransmisikan, serta karakter pesan teksmonologis yang ditulis di ruang pesan tiga grup WhatsAppdan sekaligus dikirim ke seluruh anggota grup. Data berupa pesan teks monologis, diperoleh dari sumber tertulis tiga grup WhatsAppberbeda dengan cara membuat tangkapan layar pesan teks yang dipilih. Untuk menguji validitas data dilakukan wawancara dengan informan terkait. Data berbahasa Prancis bersumber dari sebuah grup WhatsAppyang anggotanya berprofesi sebagai guru bahasa Prancis, data berbahasa Indonesia diambil dari sebuah kelompok pengajian, dan data berbahasa Jawa diperoleh dari sebuah grup WhatsAppRW. Data terkumpul dianalisis berdasar perspektif monologis Bakhtin. Hasil analisis menunjukkan bahwa pesan teks monologis di dalam ruang pesan grup-grup WhatsApptersebut dituturkan dari penutur yang berwewenang kepada seluruh partisipan di masing-masing grup dalam konteks pemberian informasi. Pesan teks monologis tersebut dapat berstruktur lengkap atau semi lengkap, cenderung disampaikan dalam bahasa yang prestise di lingkungannya, dan secara umum bersifat otoritatif. Kata kunci: monologis, otoritatif, pesan teks, WhatsApp AbstractThis studyaimed to discover and describe the structures, language preference, and characters of the monologic text messages written and sent to all group members in the message spaces of three WhatsApp groups.The data that were in the forms of monologic text messages were obtained from three written sources, which were three WhatsApp groups, by taking and saving screenshots of selected text messages. To test the validity of the data, interviews were conducted with informants. The data written in French were collected from a WhatsApp group whose members are the French language teachers. The data written in Indonesian were obtained from a Quran reading group, and those in Javanese were collected from a WhatsApp group of a community unit (RW). All of the collected data were analyzed based on Bakhtin's monologic perspective. The results of the analysis showed that the monologic text messages in the message spaces of the WhatsApp groups were written by speakers (group members) with authority over all other group members in the three WhatsApp groups in terms of providing information. The monologic text messages were either complete or semi-complete, tended to be conveyed in language that showed prestige in each group’s environment, and were generally authoritative. Keywords: monologic, authoritative, text message, WhatsApp

Integrating Tubb’s Engagement Model with Critical Reading

Since critical reading has been assumed as critical, there are actually certain ideas and concepts that reflect how critical is this critical reading. Critical does not mean critical as in difficulty or failure in reading but more of looking into the skills, processes and the activities when reading. Group engagement has been said to improve team members’ critical thinking skills. This study is done to explore how group interactions facilitate critical reading activities. Specifically, this study explores how group work encourages critical reading through the processes of orientation, conflict, consensus, and closure. 72 participants responded to the instrument (a questionnaire). The questionnaire has 5 sections, demographic profile, orientation, conflict, consensus and also closure. Data is analyzed using SPSS version 26 to reveal percentage for the demographic profile and mean score for the variables. Findings indicate that group engagement facilitates critical reading in several ways. The study suggests that communication during group interaction improves learners’ critical reading.

The Influence of Embedded Music on the Memorization of Mandarin Chinese

The purpose of this study is to determine how embedded music affects verbal memory in the language of Mandarin Chinese. For this purpose, an experiment was conducted where 40 college students were recruited as the participants. Specifically, they were first randomly allocated into four groups, namely the ‘Reading Group’, the ‘Ambient-music Group’, the ‘Embedded-music Group’, and the ‘Finger-tapping Group’. They were then tested for verbal recall of a lyric in terms of both short-term memory and long-term memory. The results showed that the ‘Ambient-music Group’ scored the highest, followed by the ‘Reading Group’, while the ‘Finger-tapping Group’ ranked the third, and the ‘Embedded-music Group’ was at the bottom. The results that the sung version of a lyric was recalled worse than the spoken version conforms to the recent findings, as compared with traditional notions that music can facilitate the memory of language.

Adapting the Australian Canon and Decolonizing the Tertiary Classroom: Settler Students Respond to Leah Purcell’s The Drover’s Wife

The ‘Drover’s Wife Reading Group’ was a collaborative teacher–student project piloted between 2018 and 2020 at Federation University Australia with the intention to create spaces for decolonization, particularly settler (un)learning, beyond the limits of the tertiary English classroom. Drawing upon aspects of reader–response theory, the project began as a small constructivist study in that it sought, initially, to gauge the different responses undergraduate settler students had to a work of Indigenous Australian literary adaptation. However, the transformative nature of the text being engaged with – Leah Purcell’s play, The Drover’s Wife (2016), a literary work which has been widely recognized for the critical literacy it promotes – coupled with the sophistication of the participants’ various responses to it, quickly saw the project shift to one of intense collaboration, with the students involved becoming partners in shaping the project’s outcomes.

Feminist Pandemic Pedagogies: Podcasting and the Study of Religion

In this article I will explore and share my pedagogical practices and experiences as a feminist scholar of religion, within the context of a voluntary postgraduate reading group, during the first nine months of the Covid-19 pandemic. The article is structured in two parts. The first part offers a reflection of the teaching approaches that inspired and enabled the production of a podcast about the study of religion from the perspective of black African students and scholars of religion. The second part conceptualizes the production of a podcast as a feminist pedagogical experiment and reflects on this process alongside feminist pedagogical principles. While the orientation of this article is tentative and reflexive, it advances the argument that because of the commitment to social justice that is inherent to feminist approaches to scholarship and pedagogy, feminist scholars are generally poised to work within the contexts of crisis. Therefore, within the context of the pandemic, feminist approaches to teaching and learning in the study of religion may yield insights that can contribute to the continued development of sustainable pedagogies that honor the fraught nature of these times for both scholars and students.

Effects of the Sonas Program on Anxiety and Depression in Nursing Home Residents with Dementia: A 6-Month Randomized Controlled Trial

<b><i>Introduction:</i></b> There is a dearth of evidence about the effects of Sonas, a multisensory stimulation on people with dementia (PWD). The main aim of this study was to examine the effects of the Sonas program on anxiety and depression in nursing home (NH) residents with dementia. <b><i>Methods:</i></b> In all, 120 PWD ≥65 years of age from 6 NHs were included in a randomized control trial and were allocated to 1 of 3 groups for 24 weeks: a Sonas program group (<i>n</i> = 48), a reading group (<i>n</i> = 32), and a control group (<i>n</i> = 40). One hundred and five participants completed follow-up assessments. Anxiety and depression were assessed by the Rating Anxiety in Dementia (RAID) scale and the Cornell Scale for Depression in Dementia (CSDD), respectively. Generalized linear mixed models were estimated to assess trends in the proportion of participants with anxiety (a RAID score ≥11) and depression (a CSDD score ≥10). <b><i>Results:</i></b> No significant reduction in anxiety from baseline to follow-up was observed in any of the groups. Participants in the Sonas group showed a significant reduction in depression from baseline to 12 weeks (<i>p</i> = 0.001) and from baseline to 24 weeks (<i>p</i> = 0.009). <b><i>Conclusion:</i></b> The Sonas program had no effect on severity of anxiety but a reduction in depressive symptoms was found in PWD.

Structured Reading Groups

This paper explored James’ Lang’s work Small Teaching as a useful resource for developing and incorporating structured reading groups in the required upper-level theology courses at the institutions where I teach. The purpose of the reading groups is to increase student engagement and facilitate deep learning, with each reading group role patterned on one of Lang’s models or principles of knowledge, understanding, and inspiration.

Diagnosing undernutrition children and adults: new French criteria. Why, for what and for whom? A joint statement of the French National Authority for Health and French Federation of Nutrition

The objective was to establish new diagnostic criteria for undernutrition for the French population, concordant for children aged < 18 years and adults aged < 70 years, easy to use by health professionals, and applicable whatever the situation (in - and outpatients). A multi-disciplinary working and a reading group were involved. The procedure was divided into 4 phases: 1) systematic review and synthesis of the literature; 2) writing of the initial version of the guidelines; 3) reading; 4) finalization. The literature search included international guidelines, meta-analyses, systematic reviews, and randomized control trials from January 2007 to July 31, 2018. A two-step approach was selected: diagnosing undernutrition, and then grading its severity. For diagnosis at least one phenotypic criterion associated with at least one etiologic criterion were required for both children and adults. Phenotypic criteria for children were: weight loss, body mass index (BMI) < International Obesity Task Force curve 18.5, weight stagnation, reduction of muscle mass/function; for adults: weight loss, BMI < 18.5, reduction of muscle mass/function. Etiological criteria for children and adults were: reduction in dietary intake, reduced absorption, and hypercatabolism. Phenotypic metrics were used in both children and adults for grading severity (moderate or severe). These new French recommendations integrate the proposals of recent international recommendations combining etiologic with phenotypic criteria, but for the first time, they are concordant for children and adults. The World Health Organization threshold of 18.5 for BMI was kept as phenotypic criteria because epidemiologic data show an increased mortality for that threshold.

The creative self in anorexics

The article describes the interaction of anorexic patients, hospitalized in the Regional Pilot Psychiatric Service for the treatment of Anorexia in the Molinette Hospital of Turin, with the reading volunteering group. On the basis of said interaction, the Creative Self is searched for in patients and shows into be present in different ways. It seems anyway enhanced by the presence in the reading group.

Developing L2 Learners Metacognitive Strategies through Reading Group Activities

The trend of teaching reading comprehension has shifted the gear from cognitive development to metacognitive orientation and Reading Group activity is one way to foster knowledge constructions and meaning-making in the scheme of metacognition. Reviewing the theoretical foundations of reading group activities, this article theoretically addresses how a reading group can promote individual L2 readers' metacognitive reading strategies. This article emphasizes the importance of implementing a reading group to support second language readers to self-regulate their metacognitive reading strategies by planning, monitoring, and evaluating an academic reading text. Further, this article elaborates on adapting principles in setting up reading group activities, based on the authors' L2 teaching practices. Finally, recommendations and directions for future studies are also provided.