Interactive Multimedia Development In Teaching Drama for Students Class Xi In State Senior High School 4 Medan (Published)
This study aims to: (1) describe the results of interactive multimedia development in drama lessons for class XI State Senior High School 4 Medan, (2) Describe the feasibility result of interactive multimedia development in drama lessons, (3) Describe the effectiveness of interactive multimedia development in drama learning. Interactive multimedia is developed in the form of interactive learning CDs. This research method is research and development. Research and Developmemt (R & D) with DDD-E model (Decide, Design, Develop, Evaluate). The results of the study indicate that: (1) validation of material experts with an average of 93% on very good criteria; (2) validation of media design experts with an average of 90% in very good categories; (3) teacher response with an average of 96% on very good criteria, (4) individual trials with an average of 77% with good criteria, (5) small group trials with an average of 87% with very good criteria, (6) limited field test with an average of 95% with very good criteria. The final activity of the development of learning media is continued by looking at the effectiveness of students in drama lessons. The study was conducted on the students class XI State Senior High School 4 Medan. Result of learning test of drama lessons on content material and linguistic text before using learning media equal to 67,9, while result of learning test after using learning media is 77,37. The difference is 9.44 from before to after. The result of drama learning test on drama staging before using learning media equal to 64,28, while result of learning test after using learning media is 82,65, the difference obtained is 18,37 from before to after. The interactive multimedia implication in drama learning is that learning media will provide convenience for teachers to provide learning materials, as well as provide convenience for students in receiving and applying the subject matter provided.
Comprehension is the ultimate goal of all reading; that is, the ability to understand a text underlies all reading tasks. Thus, main-idea comprehension should be at the core of all reading instruction. In most classes, comprehension is tested as the class reviews post-reading comprehension questions. Instead of testing comprehension, we can help our students by teaching comprehension. Simply put, reading comprehension is the act of understanding what you are reading. While the definition can be simply stated the act is not simple to teach, learn or practice. Reading comprehension is an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing. Reading comprehension is one of the pillars of the act of reading. The use of effective comprehension strategies that provide specific instructions for developing and retaining comprehension skills, with intermittent feedback, has been found to improve reading comprehension across all ages.
From Silence to Story: How Discursive Functions of Silence Affect Our Reading of a Story (In Persian Literature) (Review Completed - Accepted)
This paper examines different types of ‘silence’ as meaningful absence that leaves a trace behind. This trace is meaningful due to the absence of some lines within a text. As a marker of silence, the trace is introduced in various forms. The study of meaningful silence in literature as discourse shows that this marked silence is present in any text with the aid of discursive indicators. Any text communicates meaning through combinations of words and lack thereof, i.e., silence. Silence, in fact, has an interactive role and it is also employed as a discursive technique in literature to produce a narrative and plot.
This study explores the functions of written silence in fictional world. The main questions are: what are the different types of written silence, and what discursive functions do they serve in literary narratives? We regard written silence as a marker of the intentionally disregarded signifiers. The systematic use of silence is always directed towards leaving specific effects, while also impacting the author’s style of writing. The paper delineates and analyzes this kind of silence in five Iranian short stories in terms of three types. Consequently, these types will be discussed on three axes to study the structure of narrative and the creation of the elements of a story such as complication, denouement, suspense, atmosphere and setting by means of silence. Each types of silence have its specific function in fiction.