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Ermita, Mira, Emzir Emzir, and Ninuk Lustyantie. "PICTURE WORD INDUCTIVE MODEL FOR BETTER DESCRIPTIVE TEXT WRITING." Indonesian EFL Journal 5, no. 2 (July 23, 2019): 73. http://dx.doi.org/10.25134/ieflj.v5i2.1736.
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This study is done to find out the effect of using the Picture Word Inductive Model for teaching-learning descriptive text with second-semester students in the English Education Study Program at the University of Jambi in Indonesia to improve the students� writing skills. This study used an action research method. Three cycles were done in this study. Data were gathered from observations and tests. In the preliminary study, the mean score of the student�s speaking was 50. The percentage of students who passed the minimum criterion of 70 was 6% with only 1 out of 17 students passing the minimum score. The mean score from cycle 1 was 72 and only 11 students or 65% passed the minimum score. The mean score from cycle 2 was 67 and 41%, i.e. only 7 students passed the minimum score. Meanwhile, from cycle 3, the mean score was 80 and all of the students (100%) passed the minimum score. Hence, the results showed that the use of Picture Word Inductive Model was a success. The students enjoyed their lessons more and were more motivated, interested and confident during the teaching-learning sessions.
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Tiyas, Lisa Agus Ning. "THE IMPLEMENTATION OF PICTURE WORD INDUCTIVE MODEL IN TEACHING WRITING TO THE SEVEN GRADE STUDENTS OF SMP N 1 MAOSPATI IN SCHOOLING YEAR OF 2014/2015." English Teaching Journal : A Journal of English Literature, Language and Education 4, no. 2 (July 3, 2019): 135. http://dx.doi.org/10.25273/etj.v4i2.4583.
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<p>The purpose of this research is to know the implementation of Picture Word Inductive Model and also to know the advantages and disadvantages of Picture Word Inductive Model in teaching writing. The research method used is descriptive qualitative. The population of this research is the seven grade students of SMP Negeri 1 Maospati. The sample of this research is the students of class 7i that consists of 30 students, with the technique of sampling using purposive sampling. The data collections are gotten from observation, interview and documentation. In analysing the data, the researcher uses (1) reducing data, (2) displaying data, and (3) conclusion or verification. The result of the analysis shows that: in applying the Picture Word Inductive Model, the teacher gives explanation about descriptive text and the definition of Picture word inductive model and give example by showing the pictures. Before the teacher asked the students to write it by themselves, the teacher gives example how to write based on the picture. The advantages of the implementation of Picture word inductive model are the students are active, enjoy, have good enthusiasm in the teaching and learning process and the students can write easily because they have found the word in the picture. The implementation of PWIM also helps to increase students’ ability in writing skill. The disadvantages of this research are the students have difficulty in making sentences and it needs more time to teach writing using that strategy in teaching learning process. Based on the result of the research, the researcher gives suggestions to the teacher, students and readers. The teachers should be creative to teach the students, so the lesson will be more interesting.</p>
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Hamdani, Beny. "Enhancing Vocabulary Among EFL Young Learners Through Picture-Word Inductive Model." International Journal of English Education and Linguistics (IJoEEL) 2, no. 1 (July 1, 2020): 9–16. http://dx.doi.org/10.33650/ijoeel.v2i1.1101.
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AbstractThis paper critically aims to enhance English vocabularies among EFL young learners of the fifth grade students through picture-word inductive model at elementary school Zainul Hasan Genggong Probolinggo in the academic year of 2019-2020. The research problem is How is the effective picture-word inductive model to enhance vocabulary among young learners of elemantary school Zainul Hasan Genggong Probolinggo? The type of the research is classroom action research. It was conducted in two cycles. The subjects of the research were 20 students of fifth grade. The data were collected from the test, interview, documentation and observation. The result showed that the students had increased their English vocabulary mastery which can be seen from the test result provided by the researcher. This is the evident from the test result that overall there was an increase in the English vocabulary mastery of 5 grade students as much as 50.70 % in the first cycle and 85.54 % in the second cycle. Meanwhile, the observation result showed that the students seemed more enthusiastic during the learning process. In reference to the actions conducted in two cycles, the use of the picture-word inductive model enhances the students’ vocabulary by practicing words into sentences and more attention on mechanical aspects such as spelling and pronunciation. Keywords : Young Learners, Vocabulary Mastery, Picture-word inductive model.
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Yulizar, Yulizar. "PICTURE WORD INDUCTIVE MODEL EFFECTIVE RESEARCH AS THE MEDIA FOR INCREASING STUDENTS’ WRITING AILITY IN DESCRIPTIVE TEXT." Jurnal As-Salam 2, no. 3 (December 31, 2018): 142–50. http://dx.doi.org/10.37249/as-salam.v2i3.110.
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Tujuan penelitian ini adalah untuk mengetahui apakah siswa yang diajar dengan picture word inductive model memiliki keterampilan menulis teks deskriptif lebih baik dari pada siswa yang diajar dengan gambar biasa. Jenis penelitian ini adalah penelitian eks5perimen semu; nonequivalent control group pre-posttest design. Sampel penelitian adalah kelas VIII.1 dan VIII.2. Kelas VIII.1 merupakan kelas control yang diajar dengan menggunakan picture biasa sedangkan kelas VIII.2 merupakan kelas experimen yang diajar dengan menggunakan picture word inductive model. Instrumen yang digunakan untuk mengumpulkan data penelitian adalah tes menulis teks deskriptif. Data dianalisis dengan menggunakan independent t-test. Temuan menunjukkan bahwa siswa yang diajar dengan picture word inductive model mempunyai keterampilan menulis teks deskriptif lebih besar daripada siswa yang diajar dengan gambar biasa.
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Tomasouw, Jolanda. "PENGARUH MODEL PENGAJARAN INDUKTIF KATA BERGAMBAR TERHADAP KETERAMPILAN MENULIS MAHASISWA PROGRAM STUDI PENDIDIKAN BAHASA JERMAN." Perspektif Ilmu Pendidikan 28, no. 2 (October 16, 2014): 83. http://dx.doi.org/10.21009/pip.282.1.
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Abstract: Inductive word picture teaching model is an instructional model used for the students at beginner levelat the German Study Program to direct them to complete the complicated tasks applying higher thinking order.This research aimed at discovering the effect of this model towards the students’ writing skill in German. Thisexperimental research applied single design with pre- and post- tests in Faculty of Teachers Education, PattimuraUniversity, Ambon during the second semester of 2013/2014. The result of research showed, the model has significantinfluence to writing skill. This means, the model forces the students to think inductively in writing. Besides, themodel enables them to construct their basic structural analysis systematically.
Keywords : writing skill, inductive model, picture word.
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Gu, Cui, and Thanachart Lornklang. "The Use of Picture-word Inductive Model and Readers’ Theater to Improve Chinese EFL Learners’ Vocabulary Learning Achievement." Advances in Language and Literary Studies 12, no. 3 (June 29, 2021): 120. http://dx.doi.org/10.7575/aiac.alls.v.12n.3.p.120.
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Vocabulary, as the fundament of any language, is one of the most crucial aspects of language learning. And it also draws great attention from Chinese learners of English as a foreign language (EFL). This study conducted an experiment to examine the effectiveness of the picture-word inductive model (PWIM) and readers’ theater on Chinese primary EFL learners’ vocabulary learning achievement. The samples were 34 fifth-grade students from a primary school of China. The students received a vocabulary learning treatment with the lesson plans constructed based on the picture-word inductive model and readers’ theater using Chinese Cheng-yu, and an English vocabulary learning achievement test was conducted before and after the treatment. Results of the test showed that the students’ mean scores in the posttest were significantly improved than in the pre-test, and results of the questionnaire showed that the participants were highly satisfied with learning English via picture-word inductive model and readers’ theater. The results indicated that learning English via picture-word inductive model and readers’ theater is an effective way for improving learners’ English vocabulary learning achievement as it provides the visual support and opportunities for learners to engage in vocabulary acquisition.
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Meliasari, Rahayu, Ngadiso Ngadiso, and Sri Marmanto. "The Picture Word Inductive Model: Its Effectiveness to Teach Writing Viewed from Students' Interest." International Journal of Language Teaching and Education 2, no. 3 (December 1, 2018): 248–58. http://dx.doi.org/10.22437/ijolte.v2i3.5697.
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Picture Word Inductive Model is an inquiry-oriented strategy for teaching writing that uses picture containing familiar objects to fully lead students into inquiring about words, adding words to their writing, and ultimately developing the title, sentences, and paragraphs about their picture. This experimental study aimed to find out the effectiveness of PWIM to teach writing viewed from students’ interest in the eighth grade of MTs. ASWAJA Pontianak. Sampling technique was through cluster random sampling resulting 2 classes which consist of 26 students of each class contributed to the study. Technique of data collection encompassed writing test and questionnaire. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA) and Tukey’s HSD Test. The result revealed that: (1) Picture Word Inductive Model(PWIM) is more effective than Controlled-Writing Strategy (CWS) to teach writing; (2) students having high interest have better writing skill than those having low interest. (3) there is an interaction between teaching strategies and the level of interest on students’ writing skill.
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Zhao, Meilin, and Thanachart Lornklang. "The Use of Picture Word Inductive Model Focusing on Chinese Culture to Promote Young Learners’ English Vocabulary Acquisition." Advances in Language and Literary Studies 10, no. 4 (August 31, 2019): 105. http://dx.doi.org/10.7575/aiac.alls.v.10n.4p.105.
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As the foundation of English, the vocabulary difficulty should be removed first with effective instructions to develop learners’ English ability in order to meet the request of Thailand’s national curriculum. In addition, because English is used as a medium of intercultural communication and one component of language learning, diverse cultural contents should be combined with English teaching. Therefore the purpose of this study is to examine the effects of using picture word inductive model (PWIM) focusing on Chinese culture to promote young learners’ English vocabulary acquisition. This pre-experimental study with a pre-test and post-test design was conducted on grade six students for six weeks at private schools, Muang District, Nakhon Ratchasima Province in Thailand. The instruments in this study were lesson plans based on picture word inductive model using Chinese culture and English vocabulary acquisition test. After analyzing the data using mean (x̄), standard deviation (S.D.) and t-test, the findings showed that the post-test mean score of English vocabulary acquisition of grade six students who had learned English through picture word inductive model focusing on Chinese culture was significantly higher than the pre-test one at the.05 level. The study indicates that using picture word inductive model focusing on Chinese culture is an effective instruction in promoting young learners’ vocabulary acquisition as it provides learners attractive visual support to widen and deepen the application of the vocabulary and cultural knowledge.
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Kamarudin, Kamarudin. "The Effect of Picture Word Inductive Model (PWIM) on Students’ Vocabulary Mastery." Jurnal Paedagogy 8, no. 3 (July 7, 2021): 288. http://dx.doi.org/10.33394/jp.v8i3.3851.
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This research is aimed at finding out whether using Picture Word Inductive Model has positive effect on students’ vocabulary mastery or not. The research was pre-experimental with pre-test post-test design. The population and sample of the study was second grade students of MTs NW Lingsar which consisted of one class (26 students). The instrument that was used objective test (20 items). The score was analyzed by used descriptive and inferential analysis. Descriptive analysis was used to describe mean; mode, median, and standard deviation of group, and inferential analysis was used to describe the value of t-test for comparison between t-table. It was showed that the value of-test = 4.708 was higher than the value of t-table = 1.708. So, using Picture Word Inductive Model has positive effect on students’ vocabulary mastery at MTs NW Lingsar.
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Sabrina, Kisti, Kamaluddin Kamaluddin, Kamaluddin Kamaluddin, Yulius Tandi Sapan, and Yulius Tandi Sapan. "THE EFFECT OF PWIM (PICTURE WORD INDUCTIVE MODEL) ON STUDENTS’ COMPETENCE IN WRITING NARRATIVE TEXT." Journal of Teaching English 5, no. 4 (September 12, 2020): 306. http://dx.doi.org/10.36709/jte.v5i3.13868.
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This research aimed at investigating whether there is a significant effect of Picture Word Inductive Model on students’ competence in writing narrative text. The design of this research was Pre-Experimental design one group pre test and post test. The population of this research was all first grade of class IPA of Senior High School 4 Wangi-Wangi. The sample of this research was class IPA 1 which consists of 20 students. The instrument of this research was writing test in narrative genre and the criteria of students’ writing were assessed from five aspects of writing, namely content, organization, language use, vocabulary and mechanics. The data were obtained by using two essay writing tests. They were pre-test and post-test. The pre-test was given before treatment and the post-test was given after treatments in order to know the students’ competence before and after treatment of Picture Word Inductive Model. The data were analyzed by using SPSS in form of Paired Sample T-test. The result of the analysis showed that there was a significant effect of Picture Word Inductive Model on students’ competence in writing narrative text. It proved by the result of hypothesis testing using paired sample t-test. The mean score of pre-test was 59.77 and mean score of post-test was 76.67. Moreover, as a result the probability score of .000 (p score) was less than the level of significance (p ≤ 0.50. Therefore, it can be said that using Picture Word Inductive Model gives significant effect to increase students’ competence in writing narrative text at class IPA 1 of Senior High School 4 Wangi-Wangi.
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Sanchez, Ana Cristina, and Maria Elena Arias-Zelidon. "Using the Picture Word Inductive Model, Art and ACTFL 5 C’s to learn a second or foreign language." Advances in Social Sciences Research Journal 7, no. 8 (August 11, 2020): 35–48. http://dx.doi.org/10.14738/assrj.78.8639.
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This paper will examine how art can be used as a visual aid and a primary input to teach and learn the Spanish language and culture. Art will be limited to the use of photographs and paintings that will be combined with the Picture Word Inductive Model [PWIM] and the 5C goal areas on the teaching of a foreign language as recommended by the American Council on the Teaching of Foreign Languages [ACTFL]. The five C goals stand for Communications, Culture, Connections, Comparisons, and Communities.
The Picture Word Inductive Model [PWIM] was developed by the Language Arts Specialist, Emily Calhoun in 1998 to help children expand their vocabulary repertoire and develop reading and writing skills using pictures.
Art is a meaningful input that promotes vocabulary acquisition, listening, speaking, and literacy skills. It can be incorporated into any curriculum regardless of the language methodology to build background knowledge, scaffolding as a bridge from existing knowledge and new information. Art also promotes motivation on the students ‘part, which is a key aspect to successful learning.
The researchers will provide a unit plan that can be incorporated in a fourth or fifth-semester Spanish course.
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Rahmawati, Fitria, Ida Bagus Kade Gunayasa, and Lalu Hamdian Affandi. "PENGARUH MODEL INDUKTIF KATA BERGAMBAR TERHADAP KETERAMPILAN BERCERITA SISWA KELAS III SDN DI GUGUS IV LABUAPI TAHUN AJARAN 2018/2019." JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL 1, no. 1 (June 20, 2020): 35–43. http://dx.doi.org/10.29303/pendas.v1i1.53.
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This study aims to determine the effect of picture word inductive model on storytelling skill of third grade SDN in Labuapi IV group academic year 2018/2019. This research is a quantitative study with quasi-experimental and nonequivalent control group design. The population is all of class III students in Labuapi IV group. The technique of collecting data using the storytelling skill test directly and observation. The conclusion obtained in this study is the picture word inductive model have high influential toward the storytelling skill of third grade students in SDN Labuapi in academic year 2018/2019.
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Majdi, Muhammad. "PENGEMBANGAN KETERAMPILAN MEMBACA SISWA MADRASAH IBTIDAIYAH KELAS RENDAH MENGGUNAKAN PICTURE WORD INDUCTIVE MODEL." Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah 5, no. 1 (November 5, 2020): 1. http://dx.doi.org/10.35931/am.v5i1.330.
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Keterampilan membaca termasuk dari empat komponen keterampilan dalam mata pelajaran Bahasa Indonesia yaitu keterampilan menulis, membaca, berbicara, dan menyimak. Penelitian ini berfokus pada keterampilan membaca jenis keterampilan membaca permulaan pada kelas rendah. Karena dilapangan masih ditemukan sebagian kecil peserta didik yang belum terampil dalam membaca, oleh karena itu strategi Picture Word Inductive Model adalah salah satu langkah terapi yang cukup sederhana namun efektif diterapkan kepada peserta didik tersebut, baik itu bagi peserta didik yang memiliki kemampuan membaca rendah sampai kepada kemampuan sedang dan tinggi. Penelitian ini menggunakan penelitian kualitatif bersifat induktif. Subjek dalam penelitian ini adalah wali kelas 2b MIS Al Islamiyah Bangkar yang berinisial MIY dan 32 siswa kelas 2b. Berdasarkan hasil penelitian bahwa pengembangan keterampilan membaca menggunakan Picture Word Inductive Model dapat mengembangkan kualitas pembelajaran keterampilan membaca permulaan bagi kelas 2 MIS Al Islamiyah Bangkar, dengan tahapan-tahapan sebagai berikut 1) pengenalan gambar guru menggunakan konsep gambar pop up. 2) Peserta didik mengidentifikasi gambar. 3) Review kata bergambar secara audio dan visual. 4) Menyusun kata dan kalimat, bersama mengembangkan kata menjadi sebuah kalimat sederhana. Jadi hasilnya peserta didik yang memiliki keterampilan membaca rendah mulai berangsur-angsur membaik dengan tindak lanjut secara continue atau berkelanjutan disetiap pembelajarannya. Sedangkan peserta didik yang sudah memiliki keterampilan membaca sedang dan tinggi dapat mengembangkannya lebih baik lagi.
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Oktafiani, Desy, and Hendra Husnussalam. "IMPROVING STUDENTS’ WRITING SKILLS IN DESCRIPTIVE TEXT USING PICTURE WORD INDUCTIVE MODEL (PWIM) STRATEGY." PROJECT (Professional Journal of English Education) 4, no. 3 (May 11, 2021): 420. http://dx.doi.org/10.22460/project.v4i3.p420-425.
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The objective of the study is to provide the students treatment and make the students easy in learning process of writing descriptive text, therefore to improve the students writing skills in English by using PWIM strategy. The participants are the 7th grade students of Junior High School at Cimahi in academic year 2019/2020 which consist of 32 students. The study using CAR with two cycles to observe the activities and responses of students in classroom. Result of the study could be seen from the improvement score from pretest to posttest 2 with a minimum score of 75 and maximum score of 85 in posttest 2. Keywords: Writing, Descriptive Text, PWIM Strategy, CAR
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Wulandari, Tri, Anayanti Rahmawati, and Muhammad Munif Syamsuddin. "MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN MELALUI PICTURE WORD INDUCTIVE MODEL PADA ANAK USIA 5-6 TAHUN." Kumara Cendekia 7, no. 4 (December 11, 2019): 416. http://dx.doi.org/10.20961/kc.v7i4.35758.
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Nuning. "Picture Word Inductive Model to Improve the Ability of the Procedure Writing of MTs Students." IJOLTL-TL (Indonesian Journal of Language Teaching and Linguistics) 5, no. 3 (September 30, 2020): 183–98. http://dx.doi.org/10.30957/ijoltl.v5i3.636.
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This study aims to improve the students’ outcomes in learning to write English procedural texts through the Picture Word Inductive Model (PWIM). The research subjects were 27 students of MTs Negeri 1 Jepara. This research was conducted in 3 cycles in which the students worked in groups of four. In first cycle, the students describe a picture of a certain food or drink menu using the PWIM, while in second cycle the students explain the procedure of making food/drink recipes as in cycle 1. In the third cycle, the students ask for or provide information on food/beverage recipes using the PWIM. Data collection was carried out simultaneously with observation during the action, while the data analysis was carried out simultaneously at the time of reflection on the action. From the results of analysis/reflection, it reveals whether the action will be terminated (if it has reached the target) or continues to achieve the target. The data analysis was performed using the triangulation method. The results showed that there was an increase in student learning outcomes in participating in learning English writing with the PWIM. In the original situation, there were only 8 students (22.22%) out of 27 students who could describe certain objects/people/ places. In the first cycle of action, there were 10 students (37.04%) who could make the procedure text more correctly. In the second cycle, 17 students (62.96%) could write procedural texts correctly. In the third cycle, there was an increase in student learning outcomes. There were 27 students (100%) who could write the procedural text correctly.
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Rosmini, Mrs. "PENERAPAN MODEL PICTURE WORD INDUCTIVE MODEL (PWIM) UNTUK MENINGKATKAN HASIL BELAJAR MAPEL IPS TERPADU DI MTs AL IKHLAS KOTA BONTANG." Prosiding Seminar Nasional Ahlimedia 1, no. 1 (April 20, 2021): 109–19. http://dx.doi.org/10.47387/sena.v1i1.44.
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Di masa pandemi Covid -19 ini peneliti mencoba menerapkan model pembelajaran lain yang kemungkinan cocok dipakai melalui daring atau online. Sebab pembelajaran yang biasanya dilakukan melalui tatap muka sungguh berbeda dengan pembelajaran jarak jauh ini. Melihat aktivitas belajar peserta didik dan hasil belajar peserta didik yang pada masa awal-awal pembelajaran dirasa belum memuaskan dan maksimal. Oleh karena itu, peneliti mencoba untuk mencari model pembelajaran yang dirasa cocok diterapkan pada peserta didik untuk mengoptimalkan sumber daya yang ada sehingga diperoleh hasil belajar dan aktivitas peserta didik yang diharapkan. tujuan penelitian ini adalah “untuk meningkatkan hasil belajar dan aktivitas belajar peserta didik mata pelajaran IPS Terpadu pada peserta didik kelas IX di MTS Al Ikhlas Kota Bontang. Dari hasil penelitian ini akan diuraikan tentang hasil belajar serta aktivitas peserta didik selama pelaksanaan siklus I dan siklus II yang maisng-masing siklus dilakukan dua kali pertemuan Hasil penelitian diperoleh dari pengamatan pada saat pembelajaran dan hasil tes pada akhir pembelajaran untuk mengukur peningkatan pencapaian peserta didik. Berdasarkan tindakan siklus I diperoleh data sebagai berikut 55% dimiliki 17 peserta didik yang tidak aktif dalam aktivitas pembelajaran. Perolehan ini diambil dari nilai tes peserta didik. Berdasarkan data tersebut dapat dinyatakan bahwa hasil belajar pada mata pelajaran IPS di MTS AL IKHLAS masih rendah. Sedangkan nilai hasil belajar peserta didik pada siklus II menggunakan Picture Word Inductive Model (PWIM) mengalami peningkatan yang signifikan dibanding siklus I. Hampir 98% siswa sudah menunjukkan keaktifan.
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Lake, Angelina C. O. R., Muakibatul Hasanah, and Furaidah Furaidah. "Penerapan Model Induktif Kata Bergambar untuk Meningkatkan Keterampilan Membaca Permulaan Siswa Sekolah Dasar." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 5, no. 9 (September 1, 2020): 1365. http://dx.doi.org/10.17977/jptpp.v5i9.14060.
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<p><strong>Abstract:</strong><em> </em>This research aimed to increase the beginning reading skills of first grade students of SD Inpres 2 Oepura Kupang by using inductive model of picture words. The student achievement was measured by using reading test and observation. The results showed that the use of the inductive model of picture words could increase the beginning reading skills of the students</p><strong>Abstrak:</strong> Penelitian ini bertujuan mendeskripsikan proses pembelajaran dan peningkatan keterampilan membaca permulaan menggunakan model induktif kata bergambar siswa kelas I SD. Penelitian ini dilaksanakan di SD Inpres Oepura 2 Kupang-NTT. Peningkatan keterampilan membaca permulaan siswa melalui model induktif kata bergambar diukur menggunakan tes dan lembar observasi. Hasil penelitian menunjukkan bahwa penggunaan model induktif kata bergambar dapat meningkatkan keterampilan membaca permulaan siswa.
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Latifah, Elmy. "Penerapan Strategi Picture Word Inductive Model dalam Menyusun Teks Deskriptif Berbahasa Inggris untuk Meningkatkan Prestasi Belajar Siswa Kelas VII-1 SMP Negeri 1 Brang Rea." Jurnal LENTERA: Jurnal Studi Pendidikan 3, no. 2 (July 23, 2021): 87–94. http://dx.doi.org/10.51518/lentera.v3i2.53.
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Makalah ini menyajikan hasil penelitian tindakan kelas dalam pembelajaran menulis berbahasa Inggris. Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa kelas VII-1 SMP Negeri 1 Brang Rea semester genap tahun ajaran 2018/2019 dalam pembelajaran menulis berbahasa Inggris, terutama dalam mendeskripsikan benda, orang atau tempat tertentu melalui strategi pembelajaran Picture Word Inductive Model.
Subyek penelitian adalah 31 siswa kelas VII-1 SMP Negeri 1 Brang Rea semester genap tahun ajaran 2018/2019. Penelitian ini dilaksanakan selama 3 siklus. Selama seluruh siklus, siswa bekerja dalam kelompok berempat. Pada siklus pertama siswa mendeskripsikan benda tertentu dengan strategi penggunaan Picture Word Inductive Model (PWIM), sementara pada siklus kedua siswa mendeskripsikan orang tertentu dengan prosedur seperti dalam siklus 1. Pada siklus ke tiga, siswa mendeskripsikan tempat tertentu tanpa menggunakan strategi PWIM.
Pengumpulan data dilaksanakan bersamaan dengan pengamatan selama tindakan, sementara analisis data dilaksanakan bersamaan pada saat refleksi tindakan. Dari hasil analisis/refleksi bisa diketahui apakah tindakan akan dihentikan (apabila telah mencapai target) atau dilanjutkan untuk mencapai target. Penelitian dengan menggunakan analisis data berupa triangulasi metode, menunjukkan hasil bahwa ada peningkatan hasil belajar siswa kelas VII-1 SMP Negeri 1 Brang Rea semester genap tahun ajaran 2018/2019 dalam mengikuti pembelajaran menulis berbahasa Inggris ketika menggunakan strategi PWIM.
Dapat disimpulkan bahwa PWIM signifikan guna meningkatkan hasil belajar siswa dalam pembelajaran menulis berbahasa Inggris terutama dalam mendiskripsikan benda/orang/tempat tertentu bagi kelas VII-1 semester genap tahun ajaran 2018/2019. Implikasi pedagogis dari penelitian ini adalah, penggunaan strategi PWIM bisa membantu siswa dalam menggali banyak kosa kata untuk kemudian disusun menjadi sebuah paragrap dan teks deskriptif berbahasa Inggris. Dengan melihat gambar benda/orang/tempat tertentu, siswa mendapatkan inspirasi kata apa saja yang akan mereka tulis untuk menyusun sebuah teks deskriptif.
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Nurmala, Ela. "Peningkatan Kinerja Guru Madrasah Melalui Penerapan Strategi Pembelajaran Bervariasi." Madrasa: Journal of Islamic Educational Management 2, no. 1 (August 1, 2019): 7–13. http://dx.doi.org/10.32940/mjiem.v2i1.217.
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Based on the results of the Competency Knowledge Test (UPK) specifically regarding writing skills in class XI religious (IIK)-1 state madrasa aliyah (MAN) 2 Sumedang, it turns out that from the total of 34 students only 15 people or 42.86% whose value exceeds the specified Minimum Completion Criteria (KKM) value limit that is 78. This shows that learning achievement in English, especially writing skills in class IIK-1 is still low. The facts above show that students' learning achievement in English subjects is still low. One way out is to change the learning model by applying the Picture Word Inductive Model Strategy learning model to English subjects. This study aims to describe the application of the Picture Word Inductive Model Strategy in improving learning activities and Educator Performance and learning outcomes of English Class XI Religious (IIK) -1 MAN 2 Sumedang Students Even Semester Academic Year 2016/2017. From the results of the research conducted in March, May 2017 with 2 cycles there are the following findings: The increase in the performance value of educators from cycle 1 to cycle 2 increased by 10 points while from cycle 2 to cycle 3 increased by 8 points. Furthermore, in terms of categories also increased from C in cycle 1, B to cycle 2 and A in cycle 3. The increase in this activity value from cycle 1 to cycle 2 increased by 9.99 points while from cycle 2 to cycle 3 increased by 7.53 points . Furthermore, in terms of categories also increased from C in cycle 1, B in cycles 2 and A in cycle 384 to 82.54 on average cycle 2 learning achievement. An increase in learning achievement from cycle 1 to cycle 2 increased by 9.99 points while from cycle 2 to cycle 3 increased by 7.53 points. Furthermore, in terms of categories also increased from C in cycle 1, B in cycles 2 and A to cycle 3. Based on the findings in the research above, it can be concluded that: the increase in learning achievement from cycle 1 to cycle 2 increased by 9.99 point while from cycle 2 to cycle 3 increased by 7.53 points. Furthermore, in terms of categories also increased from C in cycle 1, B in cycles 2 and A in cycle 317
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Meifira, Elsa Ninda, and Hermawati Syarif. "Improving Students’ Writing Ability of Descriptive Paragraph and Their Creativity through Picture Word Inductive Model (PWIM) at Second Semester of Non-English Department Students UIN Raden Fatah Palembang." International Journal of Educational Dynamics 2, no. 1 (January 17, 2020): 15–23. http://dx.doi.org/10.24036/ijeds.v2i1.229.
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This study aimed to find out the improvement of students’ writing ability of descriptive paragraph through PWIM at second semester of non-English department students in UIN Raden Fatah Palembang. The type of this research was classroom action reseacrh which were conducted in two cycles. Every cycle consisted of five meetings; four meetings to do treatments, one meeting for test. The participations were the second semester of Hadith Science students that consisted of 37 students. This research was analyzed by quantitative data; namely, writing tasks and writing tests. The result from cycle I to cycle II showed that PWIM improved students’ writing ability of descriptive paragraph and increased their creativity in writing that could be seen from the activeness and participation of students in the learning process.
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Sepyanda, Marsika. "THE EFFECT OF PICTURE WORD INDUCTIVE MODEL (PWIM) AND STUDENTS’ SELF-EFFICACY TOWARD THEIR WRITING SKILL OF DESCRIPTIVE TEXTS AT GRADE X OF SMA NEGERI 1 IX KOTO SUNGAI LASI." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 6, no. 2 (July 7, 2013): 95. http://dx.doi.org/10.24036/ld.v6i2.7404.
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Penelitian ini ditulis untuk melihat pengaruh strategi picture word inductive model (PWIM) dan self-efficacy siswa terhadap keterampilan mereka dalam menulis teks deskriptif. Penelitian ini merupakan quasi-experimental dengan rancangan factorial design. Data penelitian ini diambil dari hasil tes keterampilan menulis siswa dan angket self-efficacy. Kemudian, data tersebut dianalisis dengan menggunakan t-test dan Anova dua Arah melalui aplikasi Minitab 14. Hasil penelitian ini menunjukkan strategi PWIM memberikan efek yang signifikan terhadap keterampilan menulis siswa jika dibandingkan dengan strategi listing yang biasa digunakan oleh guru dalam pengajaran menulis. Hasil tersebut memperlihatkan t-hitung sebesar 1,900 yang lebih besar daripada t-tabel yang bernilai 1,684. Kemudian, siswa yang memiliki self-efficacy tinggi yang diajarkan dengan strategi PWIM mempunyai kemampuan yang lebih baik dalam menulis teks deskriptif dibandingkan dengan siswa yang diajarkan dengan strategi listing, dimana t-hitung sebesar 3,160 yang lebih besar daripada t-tabel yang bernilai 1,812. Akan tetapi, siswa yang memiliki self-efficacy rendah yang diajarkan dengan strategi PWIM tidak mempunyai kemampuan yang lebih baik dalam menulis teks deskriptif dibandingkan dengan siswa yang diajarkan dengan strategi listing yang mana t-hitung sebesar 1,730 yang lebih kecil daripada t-tabel yang bernilai 1,812. Selanjutnya, dari hasil penelitian juga ditemukan bahwa tidak ada interaksi antara strategi mengajar dengan self-efficacy terhadap keterampilan menulis siswa dimana F-hitung sebesar 0,08 yang lebih tinggi daripada F-tabel yang bernilai 2,58.
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Sepyanda, Mariska. "THE EFFECT OF PICTURE WORD INDUCTIVE MODEL (PWIM) AND STUDENTS’ SELF-EFFICACY TOWARD THEIR WRITING SKILL OF DESCRIPTIVE TEXTS AT GRADE X OF SMA NEGERI 1 IX KOTO SUNGAI LASI." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 7, no. 2 (July 3, 2018): 113. http://dx.doi.org/10.24036/ld.v7i2.10350.
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This study was written to see the effect of picture strategy inductive model (PWIM) and student self-efficacy to their skills in writing descriptive text. This research is a quasi-experimental design with factorial design. This research data is taken from the result of student writing skill test and self-efficacy questionnaire. Then, the data were analyzed by using t-test and two-way Anova through Minitab 14 application. The results of this study indicate that PWIM strategy has a significant effect on students' writing skill when compared with listing strategy used by teachers in writing teaching. The result shows a t count of 1,900 which is larger than the t-table that is worth 1.684. Then, students with high self-efficacy taught with the PWIM strategy have a better ability to write descriptive text than students taught with a listing strategy, where t counts are 3.160 which is greater than t-tables of 1.812. However, students with low self-efficacy taught by the PWIM strategy do not have a better ability to write descriptive text than students taught by a listing strategy that t-counts 1.730 smaller than t-tables of 1.812 . Furthermore, from the results of the study also found that there is no interaction between teaching strategies with self-efficacy to the writing skills of students where F-count is 0.08 higher than the F-table is 2.58.
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Nurani, Siti, and Amrina Rosyada. "Implemented PWIM in Developing Students’ Communicative Competence of SMK Islam Wijaya Kusuma Jakarta." Lingua Cultura 11, no. 1 (May 31, 2017): 25. http://dx.doi.org/10.21512/lc.v11i1.1608.
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The research aimed at determining the significant effect of implemented Picture Word Inductive Model (PWIM) in developing students’ communicative competence in SMK Islam Wijaya Kusuma Jakarta. The students’ communicative competence was measured quantitatively by conducting the experiment method. There were 47 of the eleventh-grade students as samples chosen randomly by using purposive sampling technique. The data were performed by using the test instrument with two groups on post-test design; one group became the experiment class and the other group became the control class. The questionnaire was assigned to students at the end of the lesson. The post-poster cycle assessment was given as a basis of measurement in analyzing students’ communicative competence. The data were analyzed by using t-test two tailed formula to find out the significant difference of each class of the sample (simple effect). Findings have shown that there is a significant effect of using PWIM to students’ communicative competence which is reflected from the enhancement of students’ comprehension toward the pronunciation, fluency, grammar, vocabulary as well as the increase of their motivation and creativity experiencing thelearning process more communicatively.
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Rosyada, Amrina, and Rina Husnaini Febriyanti. "Evaluating PWIM and GTM in Teaching English Basic Structure for EFL Undergraduates." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 5, no. 2 (December 31, 2020): 275–85. http://dx.doi.org/10.24042/tadris.v5i2.6216.
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This research aimed at evaluating the use of the Picture Word Inductive Model (PWIM) and Grammar Translation Method (GTM) in teaching English Basic Structure for EFL undergraduates. Eighty-four students were randomly chosen as a sample from over 400 EFL undergraduates students in the second semester of the English Education Program. Furthermore, the samples were grouped into two classes, 43 students in the PWIM group and 41 students in the GTM group. The research employed the mixed-method research of convergent parallel design. The efficacy of the PWIM and GTM was investigated in terms of learners' ability to develop structured sentences. The PWIM, as a new experience in teaching Basic Structure, was administered in two cycles. On the other hand, the GTM as the conventional teaching method was implemented within six sessions. In PWIM, two poster pictures were modeled as the instruments. At the end of the treatment, a post-test of structured sentences was assigned in both groups. The test consisted of 25 error analysis questions. As the results, in PWIM class, the highest score was 98, the lowest score was 66, and the average score was 78.1. Meanwhile, in the GTM class, the highest score was 96, the lowest score was 42, and the average score was 64.6. Moreover, the research indicated that most students were enthusiastic in the learning process and experienced different exciting learning process through PWIM. It can be said that applying PWIM as the new teaching method in teaching English Basic Structure is needed to enrich and broaden students' learning outcomes.
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Janhunen, P., A. Olsson, F. S. Mozer, and H. Laakso. "How does the U-shaped potential close above the acceleration region? A study using Polar data." Annales Geophysicae 17, no. 10 (October 31, 1999): 1276–83. http://dx.doi.org/10.1007/s00585-999-1276-x.
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Abstract. We present a statistical study of Polar electric field observations using auroral oval passes over Scandinavia above the acceleration region. We are especially interested in seeing whether we can find large perpendicular electric fields associated with an upward extended classical U-shaped potential drop for these passes, during which Polar is in the northern hemisphere usually at about 4 RE altitude. We also use Polar magnetic field data to infer the existence of a field-aligned current (FAC) and conjugate ground-based magnetometers (the IMAGE magnetometer network) to check whether the event is substorm-related or not. We find several events with a FAC but only weak perpendicular electric fields at Polar. In those rare cases where the Polar electric field was large, its direction was mostly found to be incompatible with the U-shaped potential model, or it was associated with disturbed conditions (substorms), where one cannot easily distinguish between inductive and static perpendicular electric fields. We found only two cases which are compatible with the upward extended U-shaped potential picture, and even in those cases the potential value is quite small (1-2 kV). To check the validity of the analysis method we also estimate the perpendicular electric field on the southern hemisphere, where Polar flies within or below the acceleration region, and we found a large number of inverted-V-type signatures as expected from previous studies. To explain the lack of perpendicular electric fields at high altitudes we suggest an O-shaped potential model instead of the U-shaped one.Key words. Ionosphere (particle acceleration) · Magnetospheric physics (auroral phenomena; magnetosphere · ionosphere interactions)
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Sukarno, Sukarno, and Salamah Salamah. "Perbedaan Berpikir Kritis Antara Siswa Yang Diajar Dengan Menggunakan Bahan Ajar LKS Berbasis Model Berpikir Induktif dan Model Induktif Kata Bergambar Pada Mata Pelajaran IPA Kelas IV SDM di Kota Bengkulu." Manhaj: Jurnal Penelitian dan Pengabdian Masyarakat 3, no. 2 (September 27, 2019): 118. http://dx.doi.org/10.29300/mjppm.v3i2.2368.
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This study aims to determine differences in students' critical thinking by using science-based LKS teaching materials based on inductive thinking models with Inductive Word Pictorial models in class IV SDM II of Bengkulu City, critical thinking differences from groups of students with high initial ability using teaching materials based on science-based LKS inductive thinking with the pictorial word Inductive model in class IV SDM II Bengkulu City, the difference in critical thinking from the group of students with low initial ability by using science teaching material based on inductive thinking models with the Inductive Word Pictorial model in class IV SDM II Bengkulu City, the interaction between learning model and the initial ability to think critically in class IV SDM II Bengkulu City. This study uses a quantitative approach to the type of quasi-experimental research. The subjects of this study were HR II students, totaling 40 students. Data collection was performed using essay tests. The results showed 1) Overall there were differences in students' critical thinking between those taught by using teaching materials for science subjects based on the learning model of inductive thinking and based on the pictorial model of pictorial words. . 2) there is a difference in the critical thinking of students with high initial ability between those taught by using teaching materials for science subjects based on inductive thinking learning models and based on the pictorial model of pictorial words. 3) there is no difference in the critical thinking of students with low initial ability between those taught by using teaching materials based on natural science learning models based on inductive thinking models and based on the pictorial model of pictorial words. students in science subjects at SD Muhammadiyah II Bengkulu city.
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FALLUCCHI, FRANCESCA, and FABIO MASSIMO ZANZOTTO. "Inductive probabilistic taxonomy learning using singular value decomposition." Natural Language Engineering 17, no. 1 (January 2011): 71–94. http://dx.doi.org/10.1017/s1351324910000197.
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AbstractCapturing word meaning is one of the challenges of natural language processing (NLP). Formal models of meaning, such as networks of words or concepts, are knowledge repositories used in a variety of applications. To be effectively used, these networks have to be large or, at least, adapted to specific domains. Learning word meaning from texts is then an active area of research. Lexico-syntactic pattern methods are one of the possible solutions. Yet, these models do not use structural properties of target semantic relations, e.g. transitivity, during learning. In this paper, we propose a novel lexico-syntactic pattern probabilistic method for learning taxonomies that explicitly models transitivity and naturally exploits vector space model techniques for reducing space dimensions. We define two probabilistic models: the direct probabilistic model and the induced probabilistic model. The first is directly estimated on observations over text collections. The second uses transitivity on the direct probabilistic model to induce probabilities of derived events. Within our probabilistic model, we also propose a novel way of using singular value decomposition as unsupervised method for feature selection in estimating direct probabilities. We empirically show that the induced probabilistic taxonomy learning model outperforms state-of-the-art probabilistic models and our unsupervised feature selection method improves performance.
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Luo, Chun Rong, and Joan Gay Snodgrass. "Competitive activation model of perceptual interference in picture and word identification." Journal of Experimental Psychology: Human Perception and Performance 20, no. 1 (1994): 50–60. http://dx.doi.org/10.1037/0096-1523.20.1.50.
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Safrijar, Yeni, and Cut Novrita Rizki. "PENGARUH PERBANDINGAN PENGGUNAAN MODEL PEMBELAJARAN PICTURE AND PICTURE DENGAN WORD SQUARE PADA MATERI STRUKTUR DAN FUNGSI JARINGAN TUMBUHAN TERHADAP HASIL BELAJAR SISWA KELAS VIII MTsN 3 BANDA ACEH." Pedagogik : Jurnal Ilmiah Pendidikan dan Pembelajaran Fakultas Tarbiyah Universitas Muhammadiyah Aceh 7, no. 1 (April 29, 2020): 57–63. http://dx.doi.org/10.37598/pjpp.v7i1.772.
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Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar siswa pada mata pelajaran biologi khususnya pada materi struktur dan fungsi jaringan tumbuhan yang diajarkan menggunakan model pembelajaran picture and picture dengan model pembelajaran word square di kelas VIII MTsN 3 Banda Aceh. Penelitian ini menggunakan pendekatan kuantitatif dengan desain Pre-test Post-test Control Design Group. Populasi penelitian adalah semua siswa kelas VIII MTsN 3 Banda Aceh dengan sampel siswa kelas VIII1 sebagai kelas eksperimen I dan kelas VIII2 sebagai kelas eksperimen II. Data dikumpulkan denganmenggunakan tes hasil belajar yang selanjutnya dianalisis dengan menggunakan uji-t. Hasil analisis datadari kedua kelas diperoleh bahwa nilai thitung  ttabel (3,199 1,995) berdasarkan nilai post-test. Sebaliknya berdasarkan nilai pre-test nilai thitung  ttabel (1,252  1,995). Jika thitung  ttabel, Ho ditolak dan Ha diterima artinya ada pengaruh yang signifikan sebaliknya thitung  ttabel, Ho diterima dan Ha ditolak artinya tidak ada pengaruh yang signifikan. Oleh karena itu berdasarkan hasil penelitian yang diperoleh dapat disimpulkan terdapat perbedaan hasil belajar yang diajarkan menggunakan model pembelajaran Picture and Picture dengan Word Square terhadap hasil belajar siswa pada materi struktur dan fungsi jaringan tumbuhan di MTsN 3 Banda Aceh.PENGARUH PENGGUNAAN MODEL PEMBELAJARAN PICTURE AND PICTURE DENGAN WORD SQUARE PADA SISWA KELAS VIII MTsN 3 BANDA ACEH
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Pleshakova, A. Yu. "Germany’s dual education system: The assessment by its subjects." Education and science journal 21, no. 5 (May 31, 2019): 130–56. http://dx.doi.org/10.17853/1994-5639-2019-5-131-157.
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Introduction. The dual system of VET, widely practiced and popular in Germany, serves as a model for the European Union. The effectiveness of such training, successfully combining the development of theoretical knowledge with the practical activities of students, has been tested by life and time. The indisputable advantages of this system include its ability to respond quickly to the challenges of globalisation and transformation in the world of professions. In this regard, it is very important to address the socio-cultural and historical backgrounds of the dual system formation and to find out the reasons for its successful contemporary functioning.The aim of the present publication was to comprehend the implementation experience of theGermany’s dual system based on the opinions analysis of experts and participants of the dual education system and the feedback from the direct participants of the educational process about this method of acquiring a profession and building a career path.Methodology and research methods. The leading research methods were questionnaire survey, comparative analysis and content analysis of empirical materials. Processing and generalisation of the detailed answers of respondents were based on the inductive method.Results. Historical, mental, socio-economic prerequisites for the appearance and formation of the Germany’s dual education system were identified and described. The methodology and methodological tools for the comparative analysis of attitudes of educational process members (students, practitioners, experts) and their points of view concerning degree of rationality, expediency and efficiency of support and development of dual forms of vocational education. The obtained data and synthesis of evaluative judgments of informants allow us to present an objective picture of the considered option for providing the country’s economy with the necessary labour resources.Practical significance. The materials of the article, confirming the prospects of the introduction and dissemination of the experience accumulated inGermany on the reproduction of skilled workers of enterprises, can be useful for understanding the directions of VET in other countries. Moreover, the research materials can be practically applied for the selection and creation of effective, similar to the German, mechanisms of rapid response to globalisation changes in the manufacturing sector.
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De Houwer, Jan, Wim Fias, and Géry d'Ydewalle. "Comparing color-word and picture-word Stroop-like effects: A test of the Glaser and Glaser (1989) model." Psychological Research 56, no. 4 (July 1994): 293–300. http://dx.doi.org/10.1007/bf00419659.
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Minkina, Irene, Nadine Martin, Kristie A. Spencer, and Diane L. Kendall. "Links Between Short-Term Memory and Word Retrieval in Aphasia." American Journal of Speech-Language Pathology 27, no. 1S (March 2018): 379–91. http://dx.doi.org/10.1044/2017_ajslp-16-0194.
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Purpose This study explored the relationship between anomia and verbal short-term memory (STM) in the context of an interactive activation language processing model. Method Twenty-four individuals with aphasia and reduced STM spans (i.e., impaired immediate serial recall of words) completed a picture-naming task and a word pair repetition task (a measure of verbal STM). Correlations between verbal STM and word retrieval errors made on the picture-naming task were examined. Results A significant positive correlation between naming accuracy and verbal span length was found. More intricate verbal STM analyses examined the relationship between picture-naming error types (i.e., semantic vs. phonological) and 2 measures of verbal STM: (a) location of errors on the word pair repetition task and (b) imageability and frequency effects on the word pair repetition task. Results indicated that, as phonological word retrieval errors (relative to semantic) increase, bias toward correct repetition of high-imageability words increases. Conclusions Results suggest that word retrieval and verbal STM tasks likely rely on a partially shared temporary linguistic activation process.
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Demiray, Fatma, and Dilek Peçenek. "Language Selectivity in Lexical Access: an Experimental Study on Bilinguals." European Journal of Language and Literature 1, no. 1 (April 30, 2015): 32. http://dx.doi.org/10.26417/ejls.v1i1.p32-60.
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In this study, the locus of language selection in bilingual lexical access is investigated based on some basic factors such as first languages, second language proficiency, age of acquisition and multilingualism. In particular, this study explores competition between bilinguals’ languages and proposes two language selection models; Inhibitory Control Model (Green, 1998) and Concept Selection Model (La Heij, 2005). In experiment 1, the participants were asked to perform a word translation task from their second language (L2) to first language (L1). Each target was accompanied by a distracter item in the form of a picture or a word which was related/unrelated to the target word semantically. As a result, all participants translated target words faster when they are accompanied with semantically related/unrelated word distracters than picture distracters. On the other hand, they translated target words faster when they are accompanied with unrelated word distracters than related word distracters. Finally, they translated target words faster when they are accompanied with related picture distracters than unrelated picture distracters. In experiment 2, participants were asked to perform a switching task with the numbers in their first language and second language according to the background color of the digits. Finally, the language switching cost was larger when switching from L2 to L1 than vice versa. The results have shown that while the factors such as L1 andage of acquisition do not affect the locus of language selection during lexical access, proficiency in L2 and multilingualism factors affect the locus of language selection.
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안석환, 이도준, and 이윤정. "Redundant interference: Evidence for the coactivation model in a word-picture Stroop task." Korean Journal of Cognitive and Biological Psychology 27, no. 2 (April 2015): 313–19. http://dx.doi.org/10.22172/cogbio.2015.27.2.012.
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CHRISTOFFELS, INGRID K., ANNETTE M. B. DE GROOT, and LOURENS J. WALDORP. "Basic skills in a complex task: A graphical model relating memory and lexical retrieval to simultaneous interpreting." Bilingualism: Language and Cognition 6, no. 3 (December 2003): 201–11. http://dx.doi.org/10.1017/s1366728903001135.
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Simultaneous interpreting (SI) is a complex skill, where language comprehension and production take place at the same time in two different languages. In this study we identified some of the basic cognitive skills involved in SI, focusing on the roles of memory and lexical retrieval. We administered a reading span task in two languages and a verbal digit span task in the native language to assess memory capacity, and a picture naming and a word translation task to tap the retrieval time of lexical items in two languages, and we related performance on these four tasks to interpreting skill in untrained bilinguals. The results showed that word translation and picture naming latencies correlate with interpreting performance. Also digit span and reading span were associated with SI performance, only less strongly so. A graphical models analysis indicated that specifically word translation efficiency and working memory form independent subskills of SI performance in untrained bilinguals.
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Crepaldi, Davide, Wei-Chun Che, I. Fan Su, and Claudio Luzzatti. "Lexical-Semantic Variables Affecting Picture and Word Naming in Chinese: A Mixed Logit Model Study in Aphasia." Behavioural Neurology 25, no. 3 (2012): 165–84. http://dx.doi.org/10.1155/2012/178401.
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Lexical-semantic variables (such as word frequency, imageability and age of acquisition) have been studied extensively in neuropsychology to address the structure of the word production system. The evidence available on this issue is still rather controversial, mainly because of the very complex interrelations between lexical-semantic variables. Moreover, it is not clear whether the results obtained in Indo-European languages also hold in languages with a completely different structure and script, such as Chinese. The objective of the present study is to investigate this specific issue by studying the effect of word frequency, imageability, age of acquisition, visual complexity of the stimuli to be named, grammatical class and morphological structure in word and picture naming in Chinese. The effect of these variables on naming and reading accuracy of healthy and brain-damaged individuals is evaluated using mixed-effect models, a statistical technique that allows to model both fixed and random effects; this feature substantially enhances the statistical power of the technique, so that several variables–and their complex interrelations–can be handled effectively in a unique analysis. We found that grammatical class interacts consistently across tasks with morphological structure: all participants, both healthy and brain-damaged, found simple nouns significantly easier to read and name than complex nouns, whereas simple and complex verbs were of comparable difficulty. We also found that imageability was a strong predictor in picture naming, but not in word naming, whereas the contrary held true for age of acquisition. These results are taken to indicate the existence of a morphological level of processing in the Chinese word production system, and that reading aloud may occur along a non-semantic route (either lexical or sub-lexical) in this language.
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Hagberg, Garry L. "Word and Object: Museums and the Matter of Meaning." Royal Institute of Philosophy Supplement 79 (October 2016): 261–93. http://dx.doi.org/10.1017/s1358246116000175.
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AbstractWe often think of works of art as possessors of meaning, and we think of museums as places where that meaning can be exhibited and encountered. But it is precisely at this first step of thinking about artistic meaning that we too easily import a conceptually entrenched model or picture of linguistic meaning that then constrains our appreciation of artistic meaning and what museum exhibitions actually do. That model of linguistic meaning is atomism: the notion that the single, self-contained word is the ultimate building block of meaning. This picture was excavated with exacting precision in Wittgenstein's sustained reflections on the nature of meaning, and the new way of seeing linguistic meaning that those reflections usher in holds direct significance for our understanding of artistic meaning, as we see here in examples from Rembrandt, Rietveld, and others. A more complete understanding of a dynamic, interactive, contextual, and use-based conception of language better reveals what actually happens in museums and the nature of the meaning we find there.
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Demeter, David, and Doug Downey. "Just Add Functions: A Neural-Symbolic Language Model." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 05 (April 3, 2020): 7634–42. http://dx.doi.org/10.1609/aaai.v34i05.6264.
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Neural network language models (NNLMs) have achieved ever-improving accuracy due to more sophisticated architectures and increasing amounts of training data. However, the inductive bias of these models (formed by the distributional hypothesis of language), while ideally suited to modeling most running text, results in key limitations for today's models. In particular, the models often struggle to learn certain spatial, temporal, or quantitative relationships, which are commonplace in text and are second-nature for human readers. Yet, in many cases, these relationships can be encoded with simple mathematical or logical expressions. How can we augment today's neural models with such encodings?In this paper, we propose a general methodology to enhance the inductive bias of NNLMs by incorporating simple functions into a neural architecture to form a hierarchical neural-symbolic language model (NSLM). These functions explicitly encode symbolic deterministic relationships to form probability distributions over words. We explore the effectiveness of this approach on numbers and geographic locations, and show that NSLMs significantly reduce perplexity in small-corpus language modeling, and that the performance improvement persists for rare tokens even on much larger corpora. The approach is simple and general, and we discuss how it can be applied to other word classes beyond numbers and geography.
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Hagoort, Peter. "The neurobiology of language beyond single-word processing." Science 366, no. 6461 (October 3, 2019): 55–58. http://dx.doi.org/10.1126/science.aax0289.
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In this Review, I propose a multiple-network view for the neurobiological basis of distinctly human language skills. A much more complex picture of interacting brain areas emerges than in the classical neurobiological model of language. This is because using language is more than single-word processing, and much goes on beyond the information given in the acoustic or orthographic tokens that enter primary sensory cortices. This requires the involvement of multiple networks with functionally nonoverlapping contributions.
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ZHANG, QINGFANG, CHEN FENG, XUEBING ZHU, and CHENG WANG. "Transforming semantic interference into facilitation in a picture–word interference task." Applied Psycholinguistics 37, no. 5 (September 1, 2015): 1025–49. http://dx.doi.org/10.1017/s014271641500034x.
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ABSTRACTA number of studies that observed semantic facilitation in a picture–word interference task questioned the hypothesis that lexical selection during speech production is a competitive process. Semantic facilitation effects are typically observed when context words and target names do not belong to the same semantic category level. In the experiments reported in this article, we used a picture–word interference task with basic-level context words and basic-level naming (i.e., the context word is dog, and the target name is cat) to investigate semantic context effects. We observed a reversal of semantic context effect: context words that induce semantic interference when stimulus onset asynchrony (SOA) are –100 and 0 ms and induce semantic facilitation at large negative SOA values (from –1000 to –400 ms, in steps of 200 ms). At the empirical level, our data suggest that manipulating SOA can reverse the polarity of the semantic context effect. Our analysis demonstrates that the conceptual selection model provides the most straightforward way to account for the reported polarity shift and the different SOA ranges covered by the semantic interference effect and the semantic facilitation effect.
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Ufimtseva, Natalya, and Olga Balyasnikova. "Language Picture of the World and Associative Lexicography." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 1 (April 2019): 6–22. http://dx.doi.org/10.15688/jvolsu2.2019.1.1.
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Conceptually, the language picture of the world is defined as the representation of the real world in the system of concepts and categories of the language. Language processes (e.g., nomination) are inextricably related to the processes of identifying objects from the outside world and their understanding. The three interdependent basic concepts, culture, activity, and language consciousness, are implied to reflect the activity which is preconditioned by the system of cultural regulators and the expression of these relations in communication by means of units and language categories. The Moscow psycholinguistic school, grounded in the speech activity theory, regards the world picture as a system phenomenon in the consciousness of a language speaker / culture bearer, interprets meaning as an ideal form for the objective world to exist, and specifies optimal methods to register the knowledge behind the word in ordinary consciousness of a native language speaker / culture bearer are specified. Among the methods applied, the authors use the free associative experiment to collect data from numerous respondents, speakers of the national language / members of a cultural community. The associative and verbal network, built on mass associative experiments, reflects the systematic connections between its elements, i.e. words, each of them, in its turn, has its meaning and systematicity. The comparison of the language picture of the world fragments, the model components allows to make conclusions on the discrepancy both between meanings (knowledge behind the words) of components and their systematicity. Thus, the associative and verbal network as an integral model of the language picture of the world is capable of reflecting elements in the system at micro and macro levels estimating the meaning and significance of each system element. The advent of associative lexicography has made it possible to obtain the first ever comprehensive model of the world picture from a "naïve" native language speaker / a culture-bearer, and to observe the real interaction and interdependence between the meaning and significance of a separate word within the entire associative verbal network and the associative field. The data of mass associative experiments reflect the real state of everyday consciousness of a speaker / bearer of a certain language / culture. This evidence is used to analyze the synchronous state of consciousness, as well as to register changes that develop diachronically, given the data were collected at definite time periods. The observed changes indicate shifts in the associative verbal network structure along with the changes in the content of the knowledge associated with the word stimulus, thus reflecting the evolution of the society.
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Drew, Ruby L., and Cynthia K. Thompson. "Model-Based Semantic Treatment for Naming Deficits in Aphasia." Journal of Speech, Language, and Hearing Research 42, no. 4 (August 1999): 972–89. http://dx.doi.org/10.1044/jslhr.4204.972.
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An interactive activation model for picture naming was used to guide treatment of a semantic-level deficit in 4 individuals with aphasia and severe picture-naming problems. Participants exhibited a profile consistent with Broca's aphasia with severe naming deficits, part of which was attributable to a semantic impairment based on testing of the lexical system. A semantic-based treatment was used to train naming of nouns in two semantic categories using a single-participant multiple baseline across behaviors and participants. Additional treatment, which included orthographic and phonological information about target words, then was applied. Treatment responses and error patterns demonstrated that semantic treatment resulted in improved naming of both trained and untrained items for 2 of 4 participants. Two participants did not show improved naming until treatment emphasizing the phonological form of the word was provided. This study demonstrates the utility of using an interactive activation model to plan treatment based on levels of disruption in the lexical processing system.
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Levelt, Willem J. M., Peter Praamstra, Antje S. Meyer, Päivi Helenius, and Riitta Salmelin. "An MEG Study of Picture Naming." Journal of Cognitive Neuroscience 10, no. 5 (September 1998): 553–67. http://dx.doi.org/10.1162/089892998562960.
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The purpose of this study was to relate a psycholinguistic processing model of picture naming to the dynamics of cortical activation during picture naming. The activation was recorded from eight Dutch subjects with a whole-head neuromagnetometer. The processing model, based on extensive naming latency studies, is a stage model. In preparing a picture's name, the speaker performs a chain of specific operations. They are, in this order, computing the visual percept, activating an appropriate lexical concept, selecting the target word from the mental lexicon, phonological encoding, phonetic encoding, and initiation of articulation. The time windows for each of these operations are reasonably well known and could be related to the peak activity of dipole sources in the individual magnetic response patterns. The analyses showed a clear progression over these time windows from early occipital activation, via parietal and temporal to frontal activation. The major specific findings were that (1) a region in the left posterior temporal lobe, agreeing with the location of Wernicke's area, showed prominent activation starting about 200 msec after picture onset and peaking at about 350 msec, (i.e., within the stage of phonological encoding), and (2) a consistent activation was found in the right parietal cortex, peaking at about 230 msec after picture onset, thus preceding and partly overlapping with the left temporal response. An interpretation in terms of the management of visual attention is proposed.
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Costa, Albert, and Alfonso Caramazza. "Is lexical selection in bilingual speech production language-specific? Further evidence from Spanish–English and English–Spanish bilinguals." Bilingualism: Language and Cognition 2, no. 3 (December 1999): 231–44. http://dx.doi.org/10.1017/s1366728999000334.
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In this study we address the question of how lexical selection is achieved by bilingual speakers during speech production. Specifically, we test whether there is competition between the two lexicons of a bilingual during lexical access. In two picture–word interference experiments we explore the performance of two groups of bilinguals, English–Spanish and Spanish–English proficient bilinguals while naming pictures either in their L1 (Spanish) or in their L2 (Spanish). Picture naming was facilitated when the name of the picture and the distracter word were the “same”, regardless of the language in which the distracter was printed: same-language (e.g., mesa–mesa [table in Spanish]) or different-language pairs (e.g., mesa–table). The magnitude of this facilitatory effect was similar when naming in L1 (Experiment 1) and in L2 (Experiment 2). We also found that naming latencies were slower when the distracter word was semantically related to the picture's name (e.g., mesa–chair), regardless of the language in which the distracter was printed. The results suggest that there is no competition between the two lexicons of a bilingual during lexical access for production. This interpretation favors a model of lexical access in which lexical selection is language-specific both when speaking in L1 and in L2.
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Graves, William W., Thomas J. Grabowski, Sonya Mehta, and Jean K. Gordon. "A Neural Signature of Phonological Access: Distinguishing the Effects of Word Frequency from Familiarity and Length in Overt Picture Naming." Journal of Cognitive Neuroscience 19, no. 4 (April 2007): 617–31. http://dx.doi.org/10.1162/jocn.2007.19.4.617.
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Cognitive models of word production correlate the word frequency effect (i.e., the fact that words which appear with less frequency take longer to produce) with an increased processing cost to activate the whole-word (lexical) phonological representation. We performed functional magnetic resonance imaging (fMRI) while subjects produced overt naming responses to photographs of animals and manipulable objects that had high name agreement but were of varying frequency, with the purpose of identifying neural structures participating specifically in activating whole-word phonological representations, as opposed to activating lexical semantic representations or articulatory-motor routines. Blood oxygen level-dependent responses were analyzed using a parametric approach based on the frequency with which each word produced appears in the language. Parallel analyses were performed for concept familiarity and word length, which provided indices of semantic and articulatory loads. These analyses permitted us to identify regions related to word frequency alone, and therefore, likely to be related specifically to activation of phonological word forms. We hypothesized that the increased processing cost of producing lower-frequency words would correlate with activation of the left posterior inferotemporal (IT) cortex, the left posterior superior temporal gyrus (pSTG), and the left inferior frontal gyrus (IFG). Scan-time response latencies demonstrated the expected word frequency effect. Analysis of the fMRI data revealed that activity in the pSTG was modulated by frequency but not word length or concept familiarity. In contrast, parts of IT and IFG demonstrated conjoint frequency and familiarity effects, and parts of both primary motor regions demonstrated conjoint effects of frequency and word length. The results are consistent with a model of word production in which lexical-semantic and lexical-phonological information are accessed by overlapping neural systems within posterior and anterior language-related cortices, with pSTG specifically involved in accessing lexical phonology.
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Harpiansi, Harpiansi, and Fatimah Kesuma Astuti. "IMPLEMENTING THE TOTAL PHYSICAL RESPONSE METHOD WITH WORD WALL PICTURE TO INCREASE DEAF STUDENTS’ VOCABULARY IN THE FIRST GRADE OF SMP LUAR BIASA NEGERI MARTAPURA." JEES: Journal of English Educational Study 2, no. 1 (May 22, 2019): 1–10. http://dx.doi.org/10.31932/jees.v2i1.360.
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Abstract : This research aimed to increase the English vocabulary mastery of the deaf students, especially in the material of instruction by using the total physical response method with word wall picture in the first grade of SMP Luar Biasa Negeri Martapura in the academic year of 2014/2015. The subject of this research consisted of 9 students. The method used in this research was Classroom Action Research (CAR) designed based on the model proposed by Kemmis and McTaggart. This research was conducted in three cycles, in which for each cycle consisted of 3 meetings. It consisted of a planning phase, acting, observing, and reflecting. To answer the research questions, qualitative and quantitative were collected. The qualitative data were obtained through observation, while the quantitative data were obtained through tests and a questionnaire. The result showed there was an increase of the deaf students’ English vocabulary mastery. The pre-cycle test mean score was 48.89, while the mean score in the test of cycle 1, cycle 2, and cyle 3 was respectively 56.67, 63.89, and 78.89. So, the criteria of success had been achieved. The data obtained through the questionnaire showed there was a positive response given by the students in the teaching-learning process of English vocabulary using the total physical response method with word wall picture. In which the mean score of the pre-questionnaire was 32.22%. Then the mean of the post-questionnaire was 77.04%, so it increased as much as 44.82%. Furthermore, the results of observation showed that deaf students were motivated in the teaching-learning process during the implementation of total physical response method with word wall picture. Keywords: Total physical response, word wall picture, vocabulary mastery, deaf students, and classroom action research.
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Weston, Audrey D. "The Influence of Sentence Elicitation Variables on Children's Speech Production." Journal of Speech, Language, and Hearing Research 40, no. 5 (October 1997): 975–89. http://dx.doi.org/10.1044/jslhr.4005.975.
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This study investigated the potential influence of adult-modeled sentences on the speech production of 15 children with speech delays of unknown origin. Two comparison tokens of target words containing sounds with inconsistently realized phonemes were sampled in picture descriptions elicited with and without adultmodeled descriptive sentences. Ten listeners made forced-choice paired-comparisons to identify the children's relatively more advanced word productions. From 205 total comparisons, listeners identified 130 word pairs that included one token more advanced than the other. Significantly more of the children's advanced word productions occurred in sentences elicited with an adult model sentence. Discussion considers theoretical and clinical perspectives of an assumption that variables facilitating children's language production may benefit speech production.
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Saadati, Baiq Arnika, Buana Sari, and Muhamad Sadli. "PENERAPAN MODEL PEMBELAJARAN INDUKTIF KATA BERGAMBAR UNTUK MENINGKATKAN MINAT MEMBACA PADA MATA PELAJARAN BAHASA INDONESIA." AULADUNA: Jurnal Pendidikan Dasar Islam 6, no. 2 (December 15, 2019): 105. http://dx.doi.org/10.24252/auladuna.v6i2a1.2019.
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AbstrakPenelitian ini bertujuan untuk mengetahui peningkatan minat membaca siswa melalui penerapan model pembelajaran induktif kata bergambar pada mata pelajaran bahasa Indonesia kelas 2 MIN 3 Kota Mataram. Penelitian ini merupakan penelitian tindakan kelas yang terdiri dari dua siklus. Masing-masing siklus diawali dengan tahap perencanaan, pelaksanaan, observasi, dan refleksi. Instrumen yang digunakan adalah lembar observasi, angket, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran induktif kata bergambar dapat meningkatkan minat membaca pada mata pelajaran bahasa Indonesia kelas II MIN 3 Kota Mataram. Hal ini dapat dilihat dari skor yang diperoleh pada siklus I, 14 siswa dari 28 siswa berminat untuk membaca sedangkan 14 siswa belum berminat membaca, sehingga persentase minat klasikal yang dicapai sebesar 50% dengan nilai rata-rata 63,1. Pada siklus II, 26 siswa dari 28 siswa berminat untuk membaca sedangkan 2 siswa lainnya belum berminat untuk membaca, sehingga persentase minat klasikal yang dicapai sebesar 92% dengan nilai rata-rata 66,3.AbstractThis study aimed to know the increase of students’ interest in reading through the implementation of visual word inductive learning model in Indonesian language subject for the second grade of MIN 3 Mataram City. The type of the research was classroom action research which consisted of two cycles. Each cycle was begun by planning, implementation, observation, and reflection stages. The instruments used in this study was observations, questionnaires, and documentations. The result showed that the implementation of visual word inductive learning model could increase reading interest in Indonesian language subject of the second grade at MIN 3 Mataram City. It could be seen from the scores obtained in the first cycle, 14 students out of 28 students were interested to read while 14 students were uninterested. Thus, the percentage of classical interest achieved was 50% with an average value of 63.1. In cycle II, 26 students out of 28 students were interested to read while 2 students were unnterested so the percentage of classical interest achieved was 92% with an average value of 66.3.
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Bugno-Narecka, Dominika. "Ekphrastic Historiographic Metafiction – Enfolding Word, Image and History." Lublin Studies in Modern Languages and Literature 44, no. 2 (July 14, 2020): 3. http://dx.doi.org/10.17951/lsmll.2020.44.2.3-13.
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<p><em>T</em>he purpose of this paper is to provide a dynamic model of ekphrasis which can be used to interpret literary works that refer to, and thus, represent works of art. The paper will also show how ekphrasis as a fold collaborates with historiographic metafiction in ekphrastic historiographic metafiction. Theoretical reflection will be illustrated with the relevant examples from Salman Rushdie’s<em> The Enchantress of Florence, </em>Patrick Gale’s <em>Notes from an Exhibition, </em>Tracy Chevalier’s <em>Girl with a Pearl Earring </em>and Joseph Heller’s <em>Picture This.</em></p><p> </p><p><em><br /></em></p>