This study aimed to develop teaching materials for literary texts based on local wisdom culture of North Sumatera at Grade VII semester 2 and the digitalization of the learning. The literary teaching ...materials developed were folk poetry, fable, and fictional texts. This study used the Research & Development method referring to the 4-D model developed by Thigaranjan et al. This model consists of four development steps such as define, design, develop, and the disseminate. The data in this study was analysed by using descriptive qualitative analysis. The validation on the teaching materials developed was carried out by 3 experts, namely material expert, language expert, and media experts. Furthermore, the teaching materials developed was tested on preliminary field and main field testing for Junior High Schools (SMP) relevant with the model of research method used. The study results showed that the teaching materials got excellent qualification in content validation (91.06%), excellent qualification in language validation (90%), excellent qualification on media expert validation (89.76%), excellent qualification on learning practitioner validation (95%), and excellent qualification on student response trials (88.98%). Thus, from the results of the research conducted, it can be concluded that the teaching material developed is "valid" which means that it is suitable to use as Indonesian literary texts teaching material based on local wisdom of North Sumatera at grade VII Semester 2.
his study aims to produce and determine the effectiveness of interactive material for writing non-literary texts based on flipbooks for class X students of MAN 2 Langkat. This research is a Research ...and Development (RnD) research using the ADDIE development model. There are three subjects in this development research. The first, validators consist of two material experts and two design experts. The four validators are Postgraduate Lecturers at Medan State University. Second, two teachers of Indonesian subjects. And the last are the students of class X MAN 2 Langkat totalled 96 people from three different classes, namely X MIA, X IIS, and X IIA. The data collection instruments used were in the form of a teacher needs analysis questionnaire, a student needs analysis questionnaire, a material and media expert validation sheet, a teacher validation sheet, and a student response sheet. Individual trials obtained "good" criteria with an average percentage of 88.5%. The small group trial obtained the criteria of "very good" with an average percentage of 89.8%. The wider trial obtained the criteria of "very good" with an average percentage of 89.5%. The effectiveness of the interactive material for writing non-literary texts based on flipbooks developed shows higher student learning outcomes with an average pre-test score of 73.4% with the lowest score being 62, and the highest score being 82. While the post-test average score -test is 86.7% with the lowest score is 75 and the highest score is 94. Based on these data, it can be concluded that the interactive material for writing non-literary texts based on flipbooks is effective and can improve student learning outcomes, especially in writing non-literary texts.
The problem of studying emotionally expressive information contained in a text is of considerable interest since it interprets reality, expressing value or emotionally significant attitudes toward ...this reality. The analysis of the emotivity and expressiveness of a literary text focuses primarily on its research from the cognitive (separation of emotiogenic knowledge) and semantic (determining the features of its use to indicate the author’s purposes) perspectives. A literary text is considered as a dual dimension: on the one hand, it is related to emotions, and on the other hand, it is specified by them. The aim of the article is to identify and examine the emotional concepts represented in Markus Zusak’s Bridge of Clay for portraying the vicissitudes of fate. The breath-taking story revolves around the Dunbar family of ‘ramshackle tragedy’ and brims with pathos. To analyse the emotion concepts, the following methods have been employed: the methods of interpretation and systematisation; contextual, stylistic, and distributive analysis as also a method of emotional valence, and the hypothetico-deductive method. The Results of the Study show that emotion concepts in Zusak’s Bridge of Clay are realised at the following levels: phonetics, morphology, and semantics, which shows the universality of functioning emotion concepts in fictional discourse. The emotion concept appears as a single entity that consists of attributes of emotivity, which are anthropocentric and character-creating. The lexical units, chosen by Zusak, convey the author’s intentions, explicitly or implicitly indicating the emotional nature of the text. Since characters belong to the category of essential universals of a literary text, the emotional meanings included in its structure have a special informative significance. The character’s emotions are represented as the special psychological reality, and the set of emotions in the text appears as a kind of dynamic plurality that changes as the story develops.
Like the Russian Federation, the United States is a multilingual, multicultural society. A nation of immigrants and indigenous peoples, it has produced a rich body of literature in dozens of ...languages in addition to English that scholars have only in recent decades begun to pay attention to. Of particular note are texts in Spanish, Yiddish, Chinese, French, Hebrew, German, Arabic, Norwegian, Welsh, Greek, Turkish, Italian, Korean, Polish, Portuguese, Russian, Vietnamese and numerous American Indian languages. In this paper we observe the most significant texts of multilingual American literature. The corpus of literary works shows us, that despite Americans pervasive and enduring xenolinguaphobia - aversion to other languages - the United States, like other large countries, is a heterogeneous amalgam. Ignoring the variety of works written in languages other than English impoverishes the national culture and handicaps serious readers.
Student readers struggle to construct the interpretive inferences necessary for successful literary comprehension. Expert think-alouds were conducted to identify the kinds of domain-specific ...knowledge that were drawn upon when reading the short story The Elephant. These data were used to construct three reading instructions provided to student (novice) literary readers. These instructions informed the student about two types of literary conventions (Rules of Notice, Rules of Signification, Combined). Analysis of the students’ essays indicated having both types of domain-specific knowledge yielded the most interpretive inferences. Attention to language mediated the effect suggesting a means for domain-specific knowledge to be used to leverage student engagement in literary interpretation.
•Successful literary reading requires the generation of interpretive inferences.•Students do not readily construct these interpretive inferences.•Experts rely on domain-specific knowledge of literary conventions to generate these inferences.•Providing expert-like literary convention knowledge increases production of interpretive inferences.
This article undertakes a comparative study of Ingarden and Derrida in regards to literature. It is being shown that the former’s concepts of ‘spots of indeterminacy’ and ‘empty spots’ resemble the ...latter’s notions of ‘spacing’ and ‘blanks’. Yet, although they both share a background in Husserlian phenomenology, it is argued that their ideas can hardly be equated to one another. Moreover, Derrida seemed to have avoided any association with Ingarden. This is due to their fundamentally different take on the literary work. Whereas Ingarden mainly considered the ontological nature of literature, Derrida took into account the broader context of the world in which literature takes place. For Ingarden, Derrida would have strayed too far from the subject matter. For Derrida, Ingarden hardly understood its complexity and only examined a small fragment of the issue: the question what makes us grasp literature as such. To Ingarden, those aspects were essential. To Derrida, they were merely objective rules.
Chinese literary texts contain a sizeable vivid imagery vocabulary, which makes it difficult for average readers to judge the boundaries between words, and the current pre-trained language model is ...also difficult for them to learn its implicit knowledge effectively, which brings troubles to machine semantic analysis. The study uses CRF training to obtain a semantic analysis model of Chinese literary texts that recognizes the semantic relationship between two words. SVM is used to train classifiers for confusing categories, and the two semantic relations in the output of the CRF model are further recognized to determine the final semantic relations between word pairs. Finally, the LCQMC dataset is used as the experimental data, and the semantic analysis technique based on CRF and SVM is employed to obtain the participle, lexical, and dependent syntactic annotations. According to the results, the model’s correct rates on the LAS for paraphrase recognition and dependency analysis of Chinese literary texts are 74.83% and 92.05%, respectively. The study enhances the efficiency of semantic analysis of relevant Chinese texts and is crucial for the study on the semantic analysis of terms.
