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Journal articles on the topic 'Text- based teaching'
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Zhumagulova, Erkeaiym Zhamyrkanovna. "TEXT - BASED TEACHING PRACTICES." Вестник Международного Университета Кыргызстана, no. 3 (2022): 107–10. http://dx.doi.org/10.53473/16946324_2022_3_107.
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Blom, A. "Towards Text-Based Second Language Teaching." Toegepaste Taalwetenschap in Artikelen 69 (January 1, 2003): 23–38. http://dx.doi.org/10.1075/ttwia.69.03blo.
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This article surveys corpus research into what might generally be referred to as conventionalism in language use, and discusses its implications for second language teaching methodology. After an introductory section with traditional and more recent views on the idiomatic and formulaic nature of language use, Section 2 presents a survey of corpus-based case studies into preselected types of lexical patterning like idioms and collocations. Section 3 presents the cruder statistical approach of automatically assessing the frequency of recurrent combinations in texts. The results suggest that conventionalism extends far beyond the traditionally recognised patterns, and might be the basic combinatory principle underlying the composition of written and oral texts. After a short section with some evidence that conventional sequencing is also a feature in learner output, the concluding section (5) argues that to do justice to the phenomenon of conventionalism in language use, teaching methodology should be essentially text-based.
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Crome, Keith, and Mike Garfield. "Text-Based Teaching and Learning in Philosophy." Discourse: Learning and Teaching in Philosophical and Religious Studies 3, no. 2 (2004): 114–30. http://dx.doi.org/10.5840/discourse20043227.
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Basori, Basori, and Elva Riezky Maharany. "Genre-Based Approach in Teaching BIPA." KOLOKIUM Jurnal Pendidikan Luar Sekolah 9, no. 2 (2021): 73–82. http://dx.doi.org/10.24036/kolokium-pls.v9i2.481.
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Knowledge of various teaching strategies is one of the important things that teachers need to have. In this case, every teacher must equip themselves with a variety of teaching strategies to achieve success in teaching BIPA. The text-based approach is one of the approaches that teachers can apply in teaching BIPA. There have been many studies that prove the success of this approach. However, the use of text-based approaches to teaching BIPA is still rare. Therefore, this article aims to provide a brief overview of the use of a text-based approach in teaching BIPA. This paper will present an understanding of a text-based approach in general, the advantages of using a text-based approach in teaching BIPA, and examples of using a text-based approach in teaching BIPA.
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Damanik, Eva Damayanti, Khairil Ansari, and Malan Lubis. "Development of Teaching Materials in Writing Text Report of Project Based Observations (Problem Based Learning) for Class X SMK Telkom 2 Medan." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 4 (2020): 1651–69. http://dx.doi.org/10.33258/birle.v3i4.1302.
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This study aims to determine the results of the development of teaching materials to write project-based observation report text for class X SMK Telkom 2 Medan. The subjects of this study were students of class X SMK Telkom 2 Medan who were taken as many as 1 class / study group with a total of 30 students. Researchers collected information based on the results of observations of teaching materials in class X SMK Telkom 2 Medan shows that the teaching materials used by teachers so far have only used textbooks without teaching materials in the form of modules as another guide in learning, especially on the text material for the observation report. The results of the effectiveness of teaching materials for writing text c reports on the results of project-based observations (project based learning) on a limited trial, namely 30 students of class X SMK Telkom 2 Medan, namely in the pretest test results obtained an average score of 68.97% with sufficient category . Meanwhile, after using teaching materials to write text modules on the postest test with an average score of 80.83% with a good category. These results state that the teaching materials for writing project-based observation report text after use have a significant increase in student learning outcomes with a difference of 11.86 which indicates that by using the teaching materials to write project-based observation report text learning) student scores are better than before.
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Rusmawan, Putu Ngurah. "Genre based Approach to Teach Writing Descriptive Text." JEES (Journal of English Educators Society) 2, no. 2 (2017): 119. http://dx.doi.org/10.21070/jees.v2i2.875.
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This study aims to discuss how teaching and learning activities were carried out by using Genre based Approach in teaching writing descriptive text at junior high school. This study was conducted in the classroom of VII-1. Therefore, the appropriate design was qualitative research design. The subject of the study was the English teacher. To collect data, the researcher used observation and interview. The finding of the study described that the teaching and learning activities that were carried out by the teacher fulfilled the basic competencies. The teacher carried out the opening teaching activities by greeting, asking the students’ preparation during the lesson, checking the student’s attendance list, and informing the learning objective. The teacher carried out the main teaching activities by informing about how to write a descriptive text, giving, and asking opinions, eliciting the students’ understanding, prompting and directing to do exercises. The teacher carried out the closing teaching activities by directing the student to continue at home and eliciting the students’ reflection of what they could learn at that time.
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Zingan, Olga. "IMPLICATIONS FOR TEACHING SPECIALIZED TEXT READING." Journal of Social Sciences III (3) (September 1, 2020): 29–36. https://doi.org/10.5281/zenodo.3971953.
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University reading material, apart from its content-area focus, yields significant language input. By assigning a variety of materials to read, students are provided considerable opportunities to assimilate target community language peculiarities and discourse conventions, as they occur in authentic contexts. Our legitimate concern is that the opportunities could be taken advantage of only when students master a good reading competence (RC), correlated with other basic language skills. To begin with, the article examines the importance of RC development for further academic and professional performance of students, in general, and for the acquisition of language proficiency within the English for Specific Purposes (ESP) course, in particular. Second, integrated approach instruction is provided from two perspectives: as a means of boosting students’ receptive and productive skills development and as a way of motivating students to get meaningfully engaged with specialized texts to get deeper domain-related knowledge. Thirdly, it is considered the issue of selecting the specialized text - a sample of disciplinary conventions written by domain experts. Finally, there are suggested some recommendations concerning students’ reading competence development within integrated pedagogy.
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Muhammad, Yuosuf, Namra Munir Dr., and Rashid Minas Wattoo Dr. "A Comparative Study on the Effect of Activity Based and Traditional Methods of Teaching Science at Elementary Level." International Journal of Case Studies 7, no. 10 (2018): 83–89. https://doi.org/10.5281/zenodo.3545079.
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The aim of this research was to study the effect of activity- based teaching and traditional method of teaching on the students’ achievement in the subject of Science at Elementary level. The research was experimental based on pre-test, post-test control group design. Five chapters were selected from 6th class Science book prescribed by Punjab Text Book Board for this research. Population of the research study was the students from GHS Model Town Lahore, Punjab (Pakistan). 70 students of class 6th were taken randomly from Govt. High School Model Town Lahore. A pre-test developed from the same book was administered on them for equalizing the groups. Students were randomly divided into two groups (experimental and control) on the results of pretest. Tests were administered keeping cognitive domain in view. Selected units from 6th class Science Book prescribed by Punjab Text Book Board were taught to both groups (experimental and control) for the time of eight weeks. Activity based method was used for experimental group only and other group was taught traditionally. Time for the teaching was 40 minutes daily to each group. After completion of period of eight weeks a post test from the same book and content was administered to both groups. Independent sample t-test was applied on the pre-test and post- test scores to check whether there is difference in the performances of two groups. It was concluded that students taught through activity based teaching performed better in post-test. It is recommended that in future Science may be taught with activities at elementary level. Science kit containing material for activities may be provided to science teachers
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Rustipa, Katharina, Agnes Widyaningrum, Teguh Kasprabowo, and Yulistiyanti Yulistiyanti. "Text-based approach to teach English diphthongs." EduLite: Journal of English Education, Literature and Culture 7, no. 1 (2022): 111. http://dx.doi.org/10.30659/e.7.1.111-124.
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Spoken communication demands the students' intelligible pronunciation of English speech sounds since unintelligible pronunciation hampers successful communication. However, the pronunciation of English speech sounds is problematic for many EFL learners even after years of learning English. The pronunciation problem is more complex when the speech sounds occur in a text. This is because, in an English class, the focus of pronunciation practice is usually on isolated words, phrases and sentences. Thus, they find difficulties when they apply the words, phrases, and sentences in a text. This study focused on teaching English diphthongs using the text-based approach. It investigated how text-based teaching can enhance the EFL students� mastery to pronounce English diphthongs in a text. This study is an experimental design, comparing two groups of students� pronunciation competence taught with genre/text-based approach and conventional approach. The research results revealed the effectiveness of text-based teaching since there was a significant difference in the students' competence taught with text-based teaching compared to those taught with the conventional method. Drilling techniques which were also applied played a vital role in the pronunciation practice. Based on the conclusion above, it is recommended that English teachers apply the text-based approach and drilling techniques as an alternative strategy to teach English diphthongs.
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Amelia, Mike, and Nostalgianti Citra Prystiananta. "Using Inquiry Based Learning Strategy in Teaching Writing Descriptive Text." Linguistic, English Education and Art (LEEA) Journal 5, no. 1 (2021): 1–10. http://dx.doi.org/10.31539/leea.v5i1.2648.
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This research aimed to look at the effect of inquiry based learning strategy on students’ ability to write a descriptive text. The method of this research was quasi-experiment. The population of this research was eighth-grade students of MTsN Kota Solok. The total population was 65 students. The research results show that the pre-test means score in experimental and control classes was 46,8 and 44,4. The mean score of post-test in the experimental class was 55 and control class 51,6. Students’ ability in writing descriptive text analyzed by using t-test statistical which t calculated= 2,04 and t table (0,975: 38) = 2,02 with significant level t calculated > t table. In conclusion, the students who were taught using an Inquiry based learning strategy have better results in writing descriptive text than those who were taught without inquiry based learning.
 Keywords: Descriptive text, Inquiry Based Learning, Writing
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Amalia, Ila, As'ari As'ari, and Uswatun Hasanah. "Developing an Intercultural-Based Text Book for Teaching Writing." Loquen: English Studies Journal 14, no. 2 (2021): 64. http://dx.doi.org/10.32678/loquen.v14i2.4959.
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Abstract: The spread of English as an international language has contributed to the current status of English teaching as a second or foreign language. This means that English teaching not only stimulates students to improve linguistic competence but also to enhance their intercultural competence. Teachers or designers must incorporate the cultural aspects as part of their teaching practices or teaching materials. This research aimed at (1) developing an intercultural-based textbook for teaching writing, (2) evaluating the feasibility of the intercultural-based textbook for teaching writing, and (3) evaluating the effect of the intercultural-based textbook on students’ writing skills. Twenty-one secondary school students participated as the subject of the research. Meanwhile, the ADDIE model (Analysis-Design-Develop-Implement Evaluate) was employed as its material development design. There were two experts who validated the textbook and an English teacher as the user. The result showed that an intercultural-based textbook was feasible to use for teaching writing. It was supported by the assessment results from the experts that were in the valid category. The use of the textbook also had an effect on students’ writing skills even in the low category. This could be seen from the post-test result that showed improvement compared to the pre-test result.Keywords: Intercultural competence, ADDIE Model, Writing Skill, Writing instruction, research, and development
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Feronika, Hutahaean, Abdurrahman Adisaputera Dr., and Mutsyuhito Solin Dr. "Development of Teaching Ma terials to Write Negotiation Text Based on Literacy." International Journal of Research and Review 5, no. 5 (2018): 22–27. https://doi.org/10.5281/zenodo.1254181.
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The purpose of this research is to know: (1) the process of preparing the development of teaching Materials to write negotiation text based literacy, (2) the feasibility of teaching Materials that are tested by Material validation and design on writing negotiation text based literacy, (3) the effectiveness of to write negotiation text based literacy in the class X private high school students of Saint Lucia. This type of research is research and development based on Borg and Gall development model. Trial subjects consist of Material experts, design experts, Indonesian teachers, Private High School students of Saint Lucia. Data on the quality of this product were collected through a questionnaire and a negotiated text writing test. The results of this study show that: (1) validation of Material otherwise eligible with excellent average. Obtained feasibility of the contents of 86.71% in very good category, the acquisition feasibility of 91.34% in very good category and the acquisition of language feasibility 87,50% in very good category, (2) validation by design expert with average 81, 67% in very good category, (3) individual trials expressed very well with an average total percentage of 88.83%, (4) The acquisition of small group trial results is very good with an average percentage of 88.51 %, (5) The acquisition of limited field trial results was excellent with average percentage score of 90.8%; (6) the effectiveness of teaching Materials showed a postage percentage of 80.09% higher than the pretest presentation of 70.80 %. Thus, the module of writing negotiation text that has been developed is feasible and effective for use as a learning resource.
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Septiyana, Linda, Widhiya Ninsiana, Eka Yuniasih, and Farida Nur Laily. "Development of Islamic Text-Based Reading Materials with a Genre-Based Approach." Pedagogy : Journal of English Language Teaching 10, no. 2 (2022): 169. http://dx.doi.org/10.32332/joelt.v10i2.5228.
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This study aims to develop Islamic text-based reading materials with a Genre-Based Approach as teaching materials for compulsory subjects for Islamic University students. The study used a Research and Development approach, where the data were collected through questionnaires and interviews. Qualitative data were analyzed using interactive analysis and quantitative data analysis used percentages. The research participants consisted of lecturers and 50 students from the Islamic Education Department. The data were collected through questionnaires and interviews. The result of this study indicated that designing Islamic text-based reading teaching materials with a genre-based approach is exceedingly needed. The content of the book consists of the following components: cover, preface, table of content, explanation text, recount text, descriptive text, narrative text, discussion text, hortatory text, news item text, references, and about the writer. Furthermore, the student's responses to the teaching materials designed were 0% disagreed, 13% less agreed, 52% agreed, and 35% strongly agreed. The average score is 3.22 and, if converted on a table with a scale of 4, includes it in a very good category. Therefore, an Islamic text-based reading material with a genre-based approach is worth applying by the students of the Islamic Education Department.
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Rogaleva, Anna Anatol’evna. "The pragmatic potential of the teaching language text (based on French and German teaching materials)." Philology. Theory & Practice 17, no. 9 (2024): 3160–67. http://dx.doi.org/10.30853/phil20240447.
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The research aims to identify structural elements of the teaching language text that enable it to interact with the foreign language learner (addressee) in a learning communication situation. Unlike existing studies, the interactivity of the teaching language text is examined using materials from authentic teaching materials for learners of German and French. Through linguistic analysis and generalization, structural elements of the teaching language text have been identified that enable it to interact with the addressee. The researcher examines the main approaches to defining the category of interactivity. The teaching language text is presented as a complex textual formation; its functions are related to the goals and objectives of foreign language learning. The language material is not only subject to assimilation but also serves as a model for developing speech activity and forming communicative competence. The scientific novelty of the research lies in the identified and described structural elements of the teaching language text that create text-addressee interactivity and contribute to text comprehension. The research findings showed that the teaching language text interacts in both its internal and external space with other components of the communication situation through publisher’s paratextuality, selective and productive interactivity. The interactivity of the teaching language text is linked to the pragmatic intentions of the text as the main unit of learning communication.
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Luo, Xia, and Huiyang Zhu. "A Text Detection and Recognition Algorithm for English Teaching Based on Deep Learning." Scientific Programming 2022 (April 8, 2022): 1–8. http://dx.doi.org/10.1155/2022/1287979.
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Traditional English teaching cannot make effective use of various resources, and the scheduling ability is poor. People cannot accurately obtain the information in the English textbook text in the learning process, resulting in some people who cannot better learn and master the English language. For this problem, this study adopts deep learning algorithm and establishes an English teaching text algorithm based on association semantic rules to mine the features between sentences and phrases in the text provided by English teachers. The proposed algorithm completes the feature extraction of the English teaching text and also analyzes the association analysis between semantics in English teaching text. In fact, its essence is to get English teaching association rules on the basis of information theory. By combining with semantic similarity information, English teaching text can be accurately detected and identified. The simulation results show that the proposed algorithm can accurately extract English teaching text information, and the accuracy and convergence speed during extraction are higher than other competing algorithms.
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Satrio, Bagas, and Endang Susilawati. "Developing a Web-Based Descriptive Text Writing Material for Tenth-Grade Students." Journal of English as a Foreign Language Education (JEFLE) 3, no. 1 (2024): 9. http://dx.doi.org/10.26418/jefle.v3i1.56699.
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This study aimed to develop a teaching material which is applicable in teaching descriptive text writing for tenth-grade students of Senior High School. Branch’s ADDIE model was used in the study in developing the instructional teaching material. Due to certain situation during the process of this study, the ADDIE model was only implemented for three phases only namely analyzing, designing, and developing (ADD). The purpose of designing the final product was to support teachers in teaching descriptive text writing. A need analysis was conducted in this research to gain information regarding the teacher and students’ needs. The designed product of the research was a web-based teaching material in form of a learning website. The developed web-based teaching material consisted of three chapters. It covers the descriptive text learning, grammatical aspect of descriptive text, and descriptive text writing lesson. There are activities on the lesson and a test for each chapter to measure students’ comprehension of related chapter. Furthermore, a validation made by the teacher displayed a percentage of 87% on the first questionnaire and 88% for the second. Both of the result can be labelled as “Very Good”. The result indicated that the designed product is suitable to be used in classroom to teach descriptive text writing for tenth-grade student of senior high school.Keyword: Developmental Research, Web-Based Learning Material, Descriptive Text Writing
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NA, Rohimah. "A GENRE BASED APPROACH IN IMPROVING STUDENTS’ WRITING NARRATIVE TEXT." Tahdzib Al-Akhlaq: Jurnal Pendidikan Islam 2, no. 2 (2019): 53–63. http://dx.doi.org/10.34005/tahdzib.v2i2.512.
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This research investigates Genre-based Approach in improving the students’ writing narrative text. The aims of this study were to to find out the effects of the Genre-based Approach in teaching writing narrative text. In collecting data, the writer used instrument; it is writing text (pre-test and post-test). The population of the research was the eighth grade students’ of Junior High School Karangtengah Garut. The writer used a proportional random sampling, so there were 34 students as the sample (25%) of the population: 15 males and 19 females. This research a used quantitative method and the pre-experimantal design. Two variables in this research: the independent variable research was using Genre-based Approach in teaching narrative text, and dependent variable was using narrative text in improving the writing skill. The result of the research showed that tobserved was 13.96 and tcritical was 2.0423. The criteria of test; Ho was accepted if - tcritical ≤ tobserved ≤ tcritical so that it was concluded that null hypothesis (HO) was rejected and the alternative hypothesis (Ha) was accepted because the score was – 2.0423 ≤ 13.96 ≥ 2.0423; therefore, there was a significant effect of using Genre-based Approach in teaching writing narrative text and 76% of students writing narrative text using Genre-based Approach was improved
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Irawan, Hengky, Muhammad Fuad, Edi Suyanto, Munaris ., and Siti Samhati. "Development of E-Module Teaching Materials for Writing Explanation Texts Based on Project Based Learning for Class XI Vocational High School." International Journal of Research and Review 12, no. 4 (2025): 30–42. https://doi.org/10.52403/ijrr.20250405.
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The lack of teaching materials used by educators, especially in the teaching of explanatory texts, has led to low learning outcomes among students. This is shown based on the results of observations, interviews with students, questionnaires to students, and supporting data through cognitive and non-cognitive diagnostic assessments. These data indicate that the low motivation and grades in explanatory text lessons among students are influenced by the unavailability of varied teaching materials. Based on this, the aim of this research is to produce teaching material products in the form of e-modules based on project-based learning, to test the feasibility of the product, and to test the effectiveness of the product for Grade XI vocational high school students in the teaching of explanatory texts. This research uses the Research and Development method, which consists of 7 stages: (1) analysis of potentials and problems, (2) data collection, (3) product design, (4) product design validation, (5) product revision, (6) product feasibility testing, (7) product effectiveness testing. This research was conducted at SMK N Pagelaran Utara. Data collection techniques were carried out through observation, interviews, questionnaires, and assessment test sheets in 6 classes that were the objects of the research. The results showed that (1) teaching materials for explanatory texts in the form of e-modules based on project-based learning for Grade XI vocational high school students were successfully developed and validated by material experts, media experts, and practitioners. (2) Teaching materials for explanatory texts in the form of e-modules based on project-based learning were declared very feasible by material experts, media experts, and practitioners with assessment percentages of 92%, 97%, and 95%. (3) Based on the effectiveness test, the explanatory text emodule based on project-based learning obtained an average N-gain index of (0.61) and (0.48) in Grade XI SMK N Pagelaran Utara, which falls into the medium category, thus the explanatory text e-module is declared effective for use in teaching. Keywords: e-module, project-based learning, explanatory text
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Yulianti, Erni. "Genre Based Approach in Teaching Writing Analytical Exposition Text." Jurnal Pendidikan Progresif 7, no. 1 (2017): 47–54. http://dx.doi.org/10.23960/jpp.v7.i1.201706.
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전영주 and SUHHYUK. "A Study on Teaching Text-based Sentence-ending Expressions." Journal of Research in Curriculum Instruction 11, no. 2 (2007): 583–604. http://dx.doi.org/10.24231/rici.2007.11.2.583.
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Riyana Sari, Ni Nyoman, Dewa Komang Tantra, and Made Hery Santosa. "Task-based Language Teaching and Text Types in Teaching Writing Using Communicative Approach." SHS Web of Conferences 42 (2018): 00064. http://dx.doi.org/10.1051/shsconf/20184200064.
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One of the most important language competencies in teaching learning process is writing. The present study focused on investigating the effect of communicative approach with task-based language teaching and communicative approach on the students’ writing competency at SMP N 2 Kediri viewed from text types(i.e. descriptive, recount, and narrative). To analyze the data, the design of the experimental study was posttest-only comparison groups by involving 60 students that were selected as the sample of the study through cluster random design. The sample’s post tests were assessed by using analytical scoring rubric. The data were then analyzed by using One-way ANOVA and the post hoc test was done by computing Multiple Comparison using Tukey HSD Test. The result showed that there was significant difference of the effect of communicative approach with task-based language teaching and communicative approach on the students’ writing competency. These findings are expected to give contribution in teaching English, particularly writing.
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Bambulu, Dewi Oktaviani, Noldy Pelenkahu, and Maikel Sanger. "THE EFFECTIVENESS OF TASK BASED LANGUAGE TEACHING IN TEACHING WRITING." Journal of English Culture, Language, Literature and Education 9, no. 1 (2021): 44–57. http://dx.doi.org/10.53682/eclue.v9i1.1633.
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The aim of this study was to see the effectiveness of Task-Based Language Teaching in Teaching Writing. Writing is very important for students because they can express themselves in writing form and being brave to state their own opinions. Many English teacher got some problem in teaching writing, the teacher must choose a strategy which is suitable on the students conditions. Not only speaking ability that must be taught and applied in the class but also writing ability. The data of this research was students scores in writing procedure text. The population of this study were the first grade and the sample was 31 students of smp berea tondano in academic year 2017/2018. The research used one group pre-test and post-test experiment. The result showed that there was an increase between the pre-test (62,40) and tghe post-test (67,60). In this research, the research used quantitative experimental research as design of this research. Then, the research identified and analyzed based on statistic calculation for getting good result accuratelty, completely and systematically. A teacher should be creative to use various strategy in english teaching moreover teaching writing. In choosing the strategy, the teacher should pay attention to the material will be given.
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Wang, Fan. "Strategy Analysis of Listening Discourse Acquisition: Based on the Special Dictation Text Type." Theory and Practice in Language Studies 9, no. 6 (2019): 741. http://dx.doi.org/10.17507/tpls.0906.20.
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The dictation text has always been a weak point for our students in Test for English Majors-4. Discourse teaching is an indispensable part of listening teaching. This paper mainly discusses the pattern analysis and strategy methods in the four dictation text listening discourse. The content includes TEM-4 listening examination requirements, dictation text discourse analysis, the answer steps and strategy methods in dictation text. The research of this subject is designed to help students perform better in their listening exam.
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Widianti Rifa’i, Wini, and Rina Herlina. "LITERACY BASED TEACHING IN READING RECOUNT TEXT BY USING AUTHENTIC MATERIALS." Journal of English Education Program (JEEP) 8, no. 2 (2021): 122. http://dx.doi.org/10.25157/(jeep).v8i2.6428.
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This study deals with the development of authentic materials in teaching reading recount text in literacy-based teaching. This study was aimed at 1) observing how the teacher develops recount text by using authentic materials in the literacy-based teaching, and 2) figuring out the students’ responses on authentic materials in recount text developed in the literacy-based teaching. This study employed a qualitative method with the type of case study design. By using purposive sampling technique, this study involved 23 students of class VIII-D and the English teacher is the sample of this study. The research instruments used in this study were the classroom observation, interview, and questionnaires. This study used the triangulation to analyze the data. The result revealed that the teacher used only five of seven principles of literacy in developing authentic materials in teaching reading recount text. They are interpretation, collaboration, problem solving, reflection and self-reflection; and literacy involves language use. Furthermore, the use of authentic materials in reading recount text improved the students’ motivation and reading comprehension. Meanwhile, the use of authentic materials also helped them to overcome their difficulties in learning reading, improving students’ vocabulary, and enhancing the students’ attention in learning reading. It can be concluded that the use of authentic materials by using some principles of literacy has given positive effect to the student’s motivation and reading comprehension. Authentic material is one of media which can help and facilitate the students in a reading text. Keywords: Literacy based teaching, reading, recount text, and authentic materials.
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Maelasari, Neneng, Mahmudi Efendi, and Rusdiawan. "Learning Reading Skills of Expository Texts Using a Constructivist Approach through Google Form-Based Teaching Materials." DISCUSSANT: Journal of Language and Literature Learning 3, no. 1 (2025): 53–60. https://doi.org/10.55909/dj3l.v3i1.44.
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This study aims to describe: 1) the procedure for learning exposition text reading skills using a constructivist approach through Google Form teaching materials; 2) the results of learning exposition text reading skills using a constructivist approach through Google Form teaching materials. The study was conducted at SMA Negeri 1 Terara. The study took place in the odd semester of the 2024/2025 academic year. This study uses a descriptive method. The population of this study were grade X students who took part in exposition text reading skills learning using a constructivist approach through Google Form teaching materials. There were 30 students. The sample was determined as many as 28 students based on a statistical formula. To collect data on learning outcomes for exposition text reading skills using a constructivist approach through Google Form teaching materials, an exposition text reading skills test was used based on the Google Form file upload option. This test meets these validity requirements because it is compiled using objective and systematic procedures. Each student's answer sheet is checked using a scoring rubric to obtain a raw score. Learning outcome data were analyzed using a parametric inferential statistical procedure, namely the one-sample t-test. Research results: 1) the learning procedure for reading exposition text skills using a constructivist approach through Google form teaching materials involves 4 initial activities, 23 core activities, and 3 final activities; 2) the learning outcomes for reading exposition text skills reached a mean of 84.23 above the target of 85.00.
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Yuldashaliyevna, Usmonova Oyistaxon, and Kudratxodjayeva Nargis Akbarovna. "Methods of Teaching Students to Create Creative Texts." American Journal of Philological Sciences 05, no. 04 (2025): 81–84. https://doi.org/10.37547/ajps/volume05issue04-20.
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In this article, in accordance with the curriculum, in order to check and evaluate the student's knowledge in Uzbek language classes, as well as to improve the skills that lead to independent thinking, such as observation, the ability to connect events and situations, and the ability to draw logical conclusions from the statement. it is about making educational and creative statements, creating a text based on a picture, creatively changing the text related to the specialty, and performing various tasks related to working on the text.
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Cao, Xuenan. "Learning of Short Video Text Description of Nursing Teaching Based on Transformer." Computational Intelligence and Neuroscience 2022 (October 10, 2022): 1–9. http://dx.doi.org/10.1155/2022/6989374.
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Nursing is an important task in modern medical treatment, which can assist patients in the treatment and rehabilitation process. Nursing practitioners’ skills and mentality can affect patient recovery and the speed of treatment. Therefore, there are already a large number of colleges and universities to carry out nursing teaching work. However, the current nursing teaching work still adopts the traditional teaching mode, which is no longer in line with the nursing work of the present era. Nursing teaching not only imparts nursing expertise to students, but it also requires higher practical ability. This study considers the integration of short video technology and text teaching mode into the teaching work of nursing. This study also used the transformer method to extract and predict the characteristics of nursing knowledge, nursing actions, and student satisfaction in short nursing teaching videos and texts. This study also explores the temporal characteristics existing in short videos of nursing teaching. The results show that the T-CNN-L method has higher accuracy than the T-CNN method in predicting the relevant features of nursing teaching short videos. The T-CNN-L method can also accurately and efficiently extract and predict nursing knowledge features and nursing action features.
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Jamiluddin, Jamiluddin. "Improving Students' Writing Recount Text Ability Through Literacy-Based Teaching." Journal of Humanities and Social Sciences Studies 3, no. 1 (2021): 32–40. http://dx.doi.org/10.32996/jhsss.2021.3.1.4.
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The purpose of this study was to determine how the process of implementing literacy-based teaching and learning can improve the students' ability of SMP Negeri 12 Palu in understanding and writing accurate and correct recount text. Therefore, this research design is a class action research that is cycled by implementing literacy-based teaching and learning through action planning, implementation, observation, and reflection procedures. If the first cycle is unsuccessful (not yet complete), then proceed to the second cycle with strategies for improving action planning, implementation, observation, and reflection. The data collection instruments were through observation, tests, and questionnaires. The subjects of this study were 12 Grade 8 students of SMP Negeri 12 Palu. In the first cycle, the classically average student score was 43.75, meaning that it did not meet the minimum completeness criteria. After reflection through improving action planning and implementation in the classroom by applying teaching materials in oral and written form simultaneously or simultaneously in the second cycle, the students' mean score classically became 76.25, which means that they meet the minimum completeness criteria set at State Junior High Schools. 12 Palu. The results showed that literacy-based teaching and learning could improve students' understanding in writing recount text correctly and correctly through implementing teaching materials in oral and written forms simultaneously or simultaneously.
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Muhammad Ridha and Muassomah. "Internalization of Learning Motivation in Literary Text-Based Qiraah Learning." WARAQAT : Jurnal Ilmu-Ilmu Keislaman 7, no. 1 (2022): 75–85. http://dx.doi.org/10.51590/waraqat.v7i1.313.
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Learning motivation has become a serious problem in various educational institutions because it has implications for students’ interest and focuses on learning, the higher the motivation to learn, the higher the interest and focus of student learning. This research aims to instill students’ learning motivation through learning maharah qiraah (reading skills) using the teaching material of the story of Al-Hub Al-Maktum written by Prof. Drs. Muhaiban. This research uses a descriptive qualitative method to examine the data through data analysis of observations, interviews, and document studies with research samples from MA Al-Irsyad Tengaran 7 students in Batu City. The data field shows that students are less motivated by the learning materials that have been applied, which was implicated in the decreased interest and focus of students learning during teaching and learning activities. The results of the research show that there is an increase in students learning motivation in teaching and learning activities maharah qiraah using the teaching material of the story of Al-Hub Al-Maktum. These can be seen from the enthusiasm of students for participating in learning and the value calculations of before and after learning are increased by 9.96. The learning motivation that increases in students has able to influence student’s interest and focus on learning during teaching and learning activities.
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Pinilih, Murni Sekar, Asman Bin Mohd Tahir Tahir, Dinantari Susilo Susilo, Deaseptia Nirmala Kusumamawarni, Suharyadi, and Dian Riani Said. "Constraints and Challenges in Implementing Text-Based Teaching in Particular Contexts." International Journal of Applied Educational Research (IJAER) 1, no. 2 (2023): 69–80. http://dx.doi.org/10.59890/ijaer.v1i2.953.
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This research focuses on exploring the constraints and challenges faced by teachers and students when implementing text-based teaching in specific contexts. Text-based teaching has been proven to have a significant impact on the principles of English as a Foreign Language (EFL) teaching and learning, improving students' ability to understand the meaning and fostering communication competence in authentic environments. However, despite its benefits, various obstacles and challenges hinder the successful implementation of this approach. These constraints include a lack of vocabulary and grammar acquisition, inadequate English language skills in context, low motivation, limited learning autonomy, and lack of cooperation among students. In addition, teachers also face challenges such as selecting appropriate authentic texts, modifying and adapting them to meet instructional objectives, designing appropriate tasks, and overcoming potential student boredom with routine activities. To overcome these barriers, teachers need to engage in comprehensive professional development to acquire the knowledge and skills necessary for effective implementation of text-based teaching. In addition, policymakers are encouraged to provide advanced training opportunities in this area, allowing teachers to improve their teaching practices.
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Pinilih, Murni Sekar, Asman Bin Mohd Tahir, Dinantari Susilo, et al. "Constraints and Challenges in Implementing Text-Based Teaching in Particular Contexts." Constraints and Challenges in Implementing Text-Based Teaching in Particular Contexts 1, Vol. 1 No. 2 (2023): December 2023 (2024): 12. https://doi.org/10.59890/ijaer.v1i2.953.
Full textAbstract:
This research focuses on exploring the constraints and challenges faced by teachers and students when implementing text-based teaching in specific contexts. Text-based teaching has been proven to have a significant impact on the principles of English as a Foreign Language (EFL) teaching and learning, improving students' ability to understand the meaning and fostering communication competence in authentic environments. However, despite its benefits, various obstacles and challenges hinder the successful implementation of this approach. These constraints include a lack of vocabulary and grammar acquisition, inadequate English language skills in context, low motivation, limited learning autonomy, and lack of cooperation among students. In addition, teachers also face challenges such as selecting appropriate authentic texts, modifying and adapting them to meet instructional objectives, designing appropriate tasks, and overcoming potential student boredom with routine activities. To overcome these barriers, teachers need to engage in comprehensive professional development to acquire the knowledge and skills necessary for effective implementation of text-based teaching. In addition, policymakers are encouraged to provide advanced training opportunities in this area, allowing teachers to improve their teaching practices.
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Riswanto, Riswanto. "Advocating teaching and learning cycle derived from genre-based approach in teaching writing." JRTI (Jurnal Riset Tindakan Indonesia) 6, no. 2 (2021): 690. http://dx.doi.org/10.29210/30031977000.
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When writing in English, the students of SMA 15 Padang found two obstacles. The first issue was that the teacher's approach did not motivate students to write. This challenge increased the second issue, namely the students' apathy. The pupils were unmotivated and uninterested in writing. In other words, the students were uninterested. To address the two concerns, the researcher did a classroom action research that involved five stages: developing the context, modeling and deconstructing the text, cooperative production of the text, autonomous construction of the text, and linking to relevant text. The study found that implementing a teaching and learning cycle built from a genre-based approach might improve the teaching and learning process in writing classes. This was evident from the results of a checklist observation, which revealed that virtually all pupils appreciated the manner the instructor taught and that the majority of them were engaged in their study. The questionnaire results also revealed that 96 percent of the students were interested in the teacher's method and 98.8 percent of the pupils were already engaged in learning. By recording 10 pupils in each cycle, those data were also validated to the results of the interviews. According to the interview data, the majority of the students expressed an interest in the teacher's method and writing in English. Finally, implementing a teaching and learning cycle developed from a genre-based approach might increase students' enthusiasm to write in English. Hopefully, it will be a significant contribution for the teacher and other scholars to teach and conduct research, particularly in the teaching of writing.
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Khristin, Sri Utami Nardiyana, Fahreza Nur Wicaksana Andrean, Werdiningsih Dyah, and Tabrani Akhmad. "Development of Infographic Based Biographical Text Teaching Materials with QR Code Assistance for Class X SMA Students." International Journal of Social Science and Education Research Studies 04, no. 06 (2024): 593–99. https://doi.org/10.5281/zenodo.12169434.
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Abstract : Indonesian language learning at SMA Negeri 1 Blitar for biographical text material has not been carried out well due to the use of teaching materials that have not been varied. Teaching materials for biographical text material need to be developed to support the implementation of learning activities. The development of biographical text teaching materials based on infographics with the help of QR codes for class The aim of this research is to (1) describe the needs analysis, (2) describe the development process, and (3) describe the feasibility of product development for infographic teaching materials assisted by QR code biographical text material for class X students at SMA Negeri 1 Blitar. This teaching material was developed based on the Borg & Gall development model which consists of three stages, namely 1) needs analysis as a preliminary study, 2) product development, and 3) feasibility test of the final product. The validity of the product being developed can be determined through material expert validation and media expert validation activities. The validation results show that the biographical text teaching material product based on QR code-assisted infographics for class X students at SMA Negeri 1 Blitar is very suitable for use in the learning process.
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Kim, Sun-Hee. "Teaching English Poetry Through Task-Based Learning and Digital Text." Modern Studies in English Language & Literature 65, no. 2 (2021): 27–50. http://dx.doi.org/10.17754/mesk.65.2.27.
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Umi Hani, Siti, Suherli Kusmana, and Yusida Gloriani. "Development of Anecdote Text Teaching Material Based on Moral Value." International Journal of Secondary Education 9, no. 2 (2021): 38. http://dx.doi.org/10.11648/j.ijsedu.20210902.11.
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Rahmadani, Astuti Pratiwi, Rika Afriyanti, and Armilia Riza. "THE IMPLEMENTATION OF TEACHING WRITING THROUGH A GENRE-BASED APPROACH." TELL-US JOURNAL 8, no. 2 (2022): 1–12. http://dx.doi.org/10.22202/tus.2022.v8i2.5843.
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This study reports on the effectiveness of teaching writing through a genre-based approach. This study employed a qualitative research design, embracing the characteristics of a case study. The data were obtained from classroom observation. The study involved students at a public high school in Bandung. The result shows that the teaching program of Genre Based Approach which includes Building knowledge of the field (BKOF), Modeling of the text (MOT), Joint construction of the text (JCOT), and Independent construction of the text (ICOT) helped the students to express the idea in writing. It also helped students to understand the language features and structures of the text. Based on the analysis, it is recommended that the teaching program can be applied in various text genres to improve the teaching of English and enhance the students’ writing ability.
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Ilman, Ilman, and Syamsudduha Syamsudduha. "PENGEMBANGAN BAHAN AJAR TEKS EKSPOSISI BERBASIS MULTILITERSI DI SMP." INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia 3, no. 1 (2022): 31. http://dx.doi.org/10.26858/indonesia.v3i1.30298.
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Development of Multiliteration-Based Exposition Text Teaching Materials in Junior High School. This study aims to develop multiliterate-based exposition text teaching materials for class VIII junior high school students. This research is a research that uses research and development type. The research design used is an adaptation of the Dick & Carey development model. The data analysis technique was carried out by means of qualitative and quantitative descriptive and expert test data analysis using Aiken's formula. The results of this study are in the form of products, namely teaching materials in the form of textbooks which are categorized as very feasible. (1) The development of multiliterate-based exposition text teaching materials for class VIII SMP and equivalent is very important to meet the material needs of students in the 21st century education era and to overcome the weaknesses of the teaching materials used. (2) Based on the assessments of 3 experts, the teaching materials in the form of multiliterate-based exposition text books for grade VIII junior high school students are in the very appropriate category.
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Ilman, Ilman, and Syamsudduha Syamsudduha. "PENGEMBANGAN BAHAN AJAR TEKS EKSPOSISI BERBASIS MULTILITERSI DI SMP." INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia 3, no. 1 (2022): 31. https://doi.org/10.59562/indonesia.v3i1.30298.
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Development of Multiliteration-Based Exposition Text Teaching Materials in Junior High School. This study aims to develop multiliterate-based exposition text teaching materials for class VIII junior high school students. This research is a research that uses research and development type. The research design used is an adaptation of the Dick & Carey development model. The data analysis technique was carried out by means of qualitative and quantitative descriptive and expert test data analysis using Aiken's formula. The results of this study are in the form of products, namely teaching materials in the form of textbooks which are categorized as very feasible. (1) The development of multiliterate-based exposition text teaching materials for class VIII SMP and equivalent is very important to meet the material needs of students in the 21st century education era and to overcome the weaknesses of the teaching materials used. (2) Based on the assessments of 3 experts, the teaching materials in the form of multiliterate-based exposition text books for grade VIII junior high school students are in the very appropriate category.
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Bi, Shuyuan, and Wei Liu. "Clustering Analysis of Online Teaching Cases and Evaluation of Teaching Results." International Journal of Emerging Technologies in Learning (iJET) 18, no. 03 (2023): 128–42. http://dx.doi.org/10.3991/ijet.v18i03.38055.
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To facilitate front-line teachers to provide more efficient cases for classroom teaching activities in limited teaching time, it is necessary to conduct clustering analysis of online teaching cases. The existing clustering study on text-based teaching resources focuses on the representation and fusion of different views of texts and the discovery of consistent clustering allocation, and ignores the high-dimensional sparsity of text data. To this end, this paper studies clustering analysis of online teaching cases and evaluation of teaching results. This paper gives the design flow of online teaching with case teaching as the core and proposes a text multi-view clustering algorithm based on case subject alignment, and presents a clustering model structure based on subject alignment. Based on the grey system theory, this paper compares online classroom teaching results before and after teachers use clustering algorithm to process teaching cases. Finally, the experimental setup is given, and the effectiveness of the proposed algorithm is verified by experiment.
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Fitriani, Sadapotto Andi, Efendi Rustam, and Kasman Nuraeni. "DESIGNING ENGLISH SYLLABUS AND INTRUCTIONAL MATERIAL BASED ON LOCAL STORY AT SMK NEGERI 4 BONE." Global Journal of Arts Humanity and Social Sciences 4, no. 12 (2024): 1057–62. https://doi.org/10.5281/zenodo.14413991.
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The purpose of this study is to describe the development of local wisdom-based folklore text teaching materials for students and to determine the feasibility of local wisdom-based folklore text teaching materials for grade X students. This research method uses steps, namely research and development (R&D), research and development is a research method that produces a product in a particular field of expertise, which is followed by certain by-products and has effectiveness and a product. The design used in this study is ADDIE (Analysis-Design-Develop-Implement-Evaluate). The Analysis stage identifies problems and conducts task analysis, the Design stage formulates specific, measurable, applicable, and realistic learning objectives. This Develop stage focuses on activities to produce and refine teaching materials and activities to select the best teaching materials in an effort to achieve the learning objectives that have been formulated. At this Implement stage, everything that has been developed is arranged in such a way that it is in accordance with its role and function so that it can be implemented properly. and the Evaluate stage is the process of seeing whether the learning system being built is successful, in accordance with the initial stage or not. The subject of the research is students in grade X students of SMK Negeri 4 Bone. The data collection techniques used in this study were Needs Questionnaire, observation, and tests. The data analysis techniques used were feasibility tests and validation tests of teaching materials obtained from material expert validators, language expert validators. Based on the percentage results of the material expert validation, a score of 65% was obtained with a percentage criterion of good. Then based on the percentage results of the language expert, a score of 62.5% was obtained with a percentage criterion of good. Furthermore, the feasibility test of teaching materials in small groups obtained a score of 80% with a percentage criterion of very feasible, and based on the percentage results of the feasibility test in large groups, a score of 90.3% was obtained with a percentage criterion of very feasible. With the existence of these teaching materials, the learning process becomes fun, then the module can be used as one of the learning resources that can facilitate students in learning English on folklore text material for class X of SMK Negeri 4 Bone.
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Lestari, Ambar Sri. "Digital Based Learning Management With A Multimodal Approarch." AL-TANZIM: Jurnal Manajemen Pendidikan Islam 6, no. 1 (2022): 465–76. http://dx.doi.org/10.33650/al-tanzim.v6i2.3235.
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The purpose of this study is to examine digital-based learning management with a multimodal approach to transform teaching materials. This study involved a multimodal approach to meaning interpretation, applying three metafunction principles: ideational (representational), interpersonal (social relations), and textual (organizing text). Such three metafunctions are combined with text, image, sound, and video tutorial modes in teaching materials. This study included twelve students willing to answer five open-ended questions about digital teaching materials via Google forms. The study's findings identified student feedback assessing digital teaching materials, specifically: 1) teaching materials packaged in ebook creator; 2) integration of multimedia in teaching materials; 3) integration of digital storytelling in teaching materials; and 4) material by the lesson plan. This study has implications for digital-based teaching to transmit innovative and diverse knowledge.
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Rakhmanova, Victoria. "TEACHING CHUNKS OF LANGUAGE: FROM TEXT TO TASK." Modern Scientific Research International Scientific Journal 2, no. 5 (2024): 350–57. https://doi.org/10.5281/zenodo.11656990.
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Language learning has evolved significantly over the years, and one approach that has gained substantial traction is the teaching of language in "chunks." This method focuses on teaching learners fixed or semi-fixed phrases, collocations, and idiomatic expressions as units of meaning, rather than isolating individual words. This article explores the concept of teaching chunks of language, its theoretical underpinnings, practical applications, and the transition from text-based to task-based learning.
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Farias, Jailine Mayara Sousa de, and Suzana Leite Cortez. "Working with digital text in the language classroom in a transmodal perspective." Revista Letras Raras 10, no. 2 (2023): 24–43. https://doi.org/10.5281/zenodo.10121443.
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ABSTRACT Given the intrinsic relation between linguistic, cognitive and social activities, and also the multiple semiotic resources involved in the compositional process, it is necessary to include the nonverbal dimensions in the work with text production and comprehension in language teaching contexts. The affordances of the digital and the emergence of digital-native genres imply, on the one hand, conceptual challenges and offer, on the other, new pathways for the interaction and meaningmaking process, which can combine new and conventional forms of writing (HOWELL et al., 2015). This implies working with an expanded notion of text, as defined by Cavalcante et al. (2019) and Cavalcante & Custódio e Filho (2010). Grounded in this notion of text, we reflect on the work with digital texts in the language classroom, based on a transmodal approach (SHIPKA, 2016; HORNER et al., 2015), with the aim of contributing to the discussion of theoretical and pedagogical perspectives in language teaching contexts. Therefore, we present a teaching proposal for language classrooms, exploring the affordances of the digital in the expansion of students' compositional repertoire and the work with text.
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Wang, Qiong. "Design of 3D Animation Special Effects in Animation 3D Modeling Teaching Based on QFD Theory." International Journal of Emerging Technologies in Learning (iJET) 12, no. 07 (2017): 90. http://dx.doi.org/10.3991/ijet.v12i07.7218.
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A multimedia teaching device based on synchronous text teaching content display was designed by utilizing multimedia and animation technology. The device can make relevant text appear synchronously while the teaching video is played. It can achieve perfect combination of video and text, reduce learning load and improve learning efficiency. To estimate this new teaching device, we chose the students as the objects of study before and after using the device, and combined QFD theory for quantitative evaluation. Finally, such conclusion was drawn that this teaching device indeed has an ideal teaching effect.
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Muthoharoh, Nada Raudhotul, and Anita Anita. "Using Feedback in Teaching Writing Descriptive Text." Loquen: English Studies Journal 11, no. 02 (2018): 42. http://dx.doi.org/10.32678/loquen.v11i02.1035.
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This study is to see the improvement of student’s writing skill on descriptive text for seventh grade students of SMP 14 Kota Serang by using peer feedback technique. The subject of this research is the students of seventh grade of SMP 14 Kota Serang which consist of 30 students. This research is applied by a quasi-experimental design and quantitative research method. The instrument used in this research was tests (pre-test and post-test) which is conducted based on the main problems: 1) How is the students writing ability on descriptive text at the seventh grade of SMP 14 Kota serang? 2) How is the effectiveness of peer feedback in teaching writing descriptive text at the seventh grade of SMP 14 Kota serang?. The research finding of the last result showed that “to” from the calculation is higher than t table both at significance level 5% and 1%. Significance 5% t observation= 7.14 and t table= 1.67 or 7.14 >1.67 which its significance 1% t observation=7.14 and t table= 2.39 or 7.14 >2.39. In addition, the result of observations showed that the students more motivated in learning English, especially for writing subject. Based on the result above, it can be concluded that peer feedback can be used in teaching writing descriptive text. The result of this research shows that the students’ writing on descriptive text who use peer feedback achieve better performance than those who do not use it.
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Ebejer, Oriana. "Is Block-Based Programming an Effective Teaching Tool?" MCAST Journal of Applied Research & Practice 5, no. 1 (2021): 40–65. http://dx.doi.org/10.5604/01.3001.0015.0182.
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Block-based Programming (BBP) is used as a teaching tool and has gained popularity with young people who start to learn computer programming. BBP hides the programming complexity and allows the user to write programs via a simple, visual interface. In this study, MCAST students’ opinions about BBP are compared to more traditional programming methods. This includes whether they think introducing programming through BBP at Level 2 is the right approach. This research is important to MCAST’s computing curricula to remain relevant to the students’ needs. The research participants are students who joined MCAST form Level 2 and have now completed Level 3 or a higher qualification. Twenty independent variables related to BBP have been identified from secondary data. These factors include: BBP is fun and media rich, it simplifies complex programming concepts, it has poor debugging tools, and it targets a younger audience. These factors are presented to the research participants via an online survey, which they answered using a five-point Likert scale (from Strongly Disagree to Strongly Agree). The participants were also asked some questions specifically on BBP to measure how much they value BBP as a teaching tool at their level. Out of 73 students who were contacted 32 responded to the survey. A test question was planted in the survey to check for consistency; one answer did not pass the validity test and was removed from the dataset. The data collected from the 31 surveys was analysed using SPSS. A dimensionality reduction technique (Principal Component Analysis) was then applied to the dataset to reduce the number of independent variables. The rotation matrix suggested that the variables may be reduced to five (from 20). Almost all the participants approve of BBP as the ideal approach with Level 2 students, but they also suggest that a text-based programming language should be introduced as well. Based on this research it is suggested to keep using BBP as a pedagogical tool but change the specific current tool used in class, Scratch, to one which offers a translation of the visual steps to text-based. Alternatively, complement the BBP tool with a text-based one.
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Liu, Wei, Yanqiu Zhang, and Tongtong Wang. "Research on Students’ Satisfaction of Intelligent Learning Based on Text Mining Technology." Computational Intelligence and Neuroscience 2022 (June 22, 2022): 1–12. http://dx.doi.org/10.1155/2022/4024263.
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Recently, professionals have highlighted the need for students to have information technology and data analytic skills to be successful in the profession. To meet this demand, educators attempt to integrate technology into curricula. However, the satisfaction of students is of greater importance to evaluating curriculum quality than teaching. This study explores the perceptions that second-year undergraduate students (n = 51) enrolled in a Chinese University held about the teaching contents and teaching approaches of intelligent curriculum. Based on the data sample of the students’ summary text for curriculum learning, this study adopts TFIDF analysis, topic modeling, text sentiment analysis, and other text mining technologies so as to have a profound analysis on the students’ satisfaction. We find that: (1) the students have a higher satisfaction on the teaching contents involved in the financial sharing center compared to RPA financial robot; (2) students have a better adjustment to case analysis and flipped classroom compared to simulation training and classroom lecturing. Our findings and discussion should be of interest to leaders and teachers of business program seeking to integrate technology. We believe that this study’s results provide opportunities to have a further improvement of the teaching contents and optimization of teaching design to effectively improve the curriculum quality in order to achieve enhancement of students’ satisfaction.
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Yang, Shuang. "English Writing Correction Based on Intelligent Text Semantic Analysis." Advances in Multimedia 2022 (June 24, 2022): 1–12. http://dx.doi.org/10.1155/2022/5211045.
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In order to improve the teaching effect of English writing, this paper combines the intelligent text semantic analysis algorithm to construct an English writing correction model. Moreover, this paper deduces the relationship formula between the range of English semantic information cloud drop and the evaluation word through the contribution of cloud drop group to qualitative concepts, the association between cloud drop central area and evaluation words, and the relationship between cloud drop ring area and evaluation word. In addition, this paper uses the word selection probability results obtained from the preference evaluation. The simulation results show that the English writing correction model based on intelligent text semantic analysis proposed in this paper can play an important role in the intelligent teaching of English writing.
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Zhang, Liwen. "Three-dimensional Japanese text translation teaching on college students’ foreign language learning anxiety." CNS Spectrums 28, S2 (2023): S134—S135. http://dx.doi.org/10.1017/s109285292300593x.
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BackgroundThe anxiety of college students in learning a foreign language may affect their learning results, so it is very important to find effective teaching methods to alleviate the anxiety. This study explores the effects of Japanese text translation teaching based on three-dimensional transformation on college students’ foreign language learning anxiety.Subjects and Methods100 undergraduate students majoring in Japanese in a university were randomly divided into test group and control group, with 50 students in each group. The test group received Japanese text translation teaching based on 3D conversion, and the control group received traditional text translation teaching. Anxiety questionnaire was used to assess the anxiety level of students, and the data were statistically analyzed by SPSS23.0.ResultsThe statistical analysis showed that the level of foreign language learning anxiety of the test group was significantly lower than that of the control group (t=3.42, P< 0.05). Specific data showed that the average anxiety score of the test group was 3.55, and the average score of the control group was 4.27. In addition, students in the test group performed better in translation accuracy (test group: 83%; Control group: 76%).ConclusionsJapanese text translation teaching based on 3D transformation can effectively alleviate the anxiety of college students in foreign language learning. Through interactive and immersive learning experiences, students can better understand and apply language knowledge, thereby reducing anxiety levels. Adopting this teaching method can improve foreign language teaching and enhance students’ learning effect and experience.Acknowledgement2022 Yancheng College of Technology Teaching Reform Research Projects (No.JYKT2022B060).
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Pratiwi, Indah, and Yanti Sri Rezeki. "Designing Workbook for Teaching Writing Descriptive Text Based on Scientific Approach." JELTIM (Journal of English Language Teaching Innovations and Materials) 1, no. 2 (2019): 59. http://dx.doi.org/10.26418/jeltim.v1i2.26969.
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This research aims to design workbook based on the scientific approach for teaching writing descriptive text. This research was conducted on the seventh-grade students of SMPN 24 Pontianak. The method of this research is ADDIE (Analysis, Design, Development, Implementation, and Evaluation) with the exclusion of Implementation and Evaluation phases. This material was designed as supplementary material to support the course book used especially in teaching writing of descriptive text. The respondents in this research were the seventh-grade students and an English teacher at SMPN 24 Pontianak. In this research, the researchers found that workbook based on scientific approach fulfilled the criteria of the good book to teach writing descriptive text. The researchers conducted an internal evaluation to see the usability and the feasibility of the workbook. The result of the evaluation is 89%. It showed that the workbook is feasible to be used by students as the supplementary material to support the main course book and help the students improve their writing ability in descriptive text.