Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/26259
Title: Summarising an Explanation Text with a Visual Representation as the Guidelines: How Does this Work to Represent Meaning?
Contributor(s): Fitriani, Siti Sarah (author)orcid ; Kigotho, Mutuota  (author)orcid 
Publication Date: 2018-02-28
Open Access: Yes
DOI: 10.15548/jt.v25i1.379
Handle Link: https://hdl.handle.net/1959.11/26259
Open Access Link: https://www.doi.org/10.15548/jt.v25i1.379
Abstract: Metacognition has been popular in reading area, especially when it is related to comprehension and the representation of meanings. Combining metacognitive strategies to represent meanings from a text has been done by previous scholars to help readers construct meaning. In this paper, we present students’ drawings and writings as the results of successive visualisation and summarisation activities in the classroom. We intended to find out the extent to which students’ visual representations can be the guideline for them to write summaries. By employing qualitative research method, we collected visual representations and summaries from 26 undergraduate students studying at the English Education Department of Syiah Kuala University. To understand students’ drawings, we consulted some literature on visual literacy and multimodality; while for the analysis of students’ writings, we reviewed some literature on functional model to language. Based on the analysis, a productive visual representation leads to a strong summary, and vice versa. This result is further discussed in this paper.
Publication Type: Journal Article
Source of Publication: Al-Ta'lim Journal, 25(1), p. 1-12
Publisher: Faculty of Islamic Education and Teacher Training UIN Imam Bonjol Padang
Place of Publication: Padang, Indonesia
ISSN: 1410-7546
2355-7893
Field of Research (FOR): Higher Education - 130203
Curriculum and Pedagogy, Theory and Development - 130202
Technical Further and Workplace Education - 130108
Socio-Economic Outcome Codes: Pedagogy - 930201
Teacher and Instructor Development - 930202
Learning and Learning Processes
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

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