Research in second language learning has identified the absence of metacognition among learners as one of the major problems contributing to students’ inability to comprehend listening texts. Moreover, the shift to remote teaching due to COVID-19 has made it more crucial for teachers and learners to adapt to new modes of teaching and learning. This accentuates the need for effective listening strategy instruction. This study conducted at a university in Oman, is unique in two ways: first, it seeks out teachers’ (...) perceptions of metacognitive strategy instruction in remote teaching; and second, the intervention in the form of explicit metacognitive strategy instruction is offered online. This paper presents the findings of the study, which focused on the following: teachers’ perception of students’ listening difficulties; teachers’ perceptions of metacognitive strategies and their explicit instruction; the role of metacognitive strategy awareness and instruction in improving student participation and skills in listening; challenges encountered in teaching listening during remote teaching; and overcoming challenges of teaching metacognitive strategies in remote teaching. This mixed-method study collected data through questionnaires and interviews with 10 faculty members and 75 students. The findings show that teachers face several challenges, such as time limitations, shortened semesters, unfamiliar coursebook contexts, and assessment practices. For strategy instruction, teachers utilized collaborative lesson planning and resources and virtual flipped classrooms, among others. We conclude that metacognitive strategy instruction can provide better scaffolding during listening instruction and recommends further exploration of students’ use of metacognitive strategies in other academic contexts. (shrink)

Penelitian ini berjudul KEBERADAAN GAPURA PERAHU ISI SURAKARTA. Latar belakang pemakaian ikon gapura Perahu ISI Surakarta dan bentuk media promosi ISI Surakarta yang terdapat ikon gapura perahu ISI Surakarta didalamnya. Permasalahan penelitian ini terletak pada keberadaan gapura perahu ISI Surakarta, serta latar belakang pemakaian ikon gapura Perahu ISI Surakarta. Metode penelitian menggunakan metode penelitian kualitatif. Sumber data penelitian diperoleh dari karya, observasi, wawancara, dan dokumentasi. Data dikumpulkan melalui observasi, wawancara, dan dokumen (arsip). Proses analisis data menggunakan interaksi analisis data melalui (...) beberapa tahapan, yaitu pengumpulan data, reduksi, sajian data, serta kesimpulan. Berdasarkan hasil penelitian, diperoleh simpulan keberadaan gapura Perahu ISI Surakarta sebuah karya dari seorang seniman yang secara tidak langsung mempengaruhi dinamika kehidupan masyarakat dan orang-orang kreatif yang bekerja di ISI Surakarta juga memanfaatkan ikon gapura perahu ISI Surakarta menjadi identitas ISI Surakarta. Pemilihan ikon gapura perahu ISI Surakarta sebagai inspirasi untuk media promosi ISI Surakarta dikarenakan gapura tersebut selain memiliki bentuk yang artistik, lebih familiar di mata masyarakat, juga memiliki konsep filosofis yang dapat mewakili ISI Surakarta secara keseluruhan. (shrink)

Gapura Perahu Sebagai Ikon Media Promosi ISI Surakarta, Surya Afandy, 2014. Tesis Program Pascasarjana penciptaan dan pengkajian Seni Institut Seni Indonesia (ISI) Surakarta, pengkajian seni rupa. Tesis ini membahas tentang keberadaan gapura perahu ISI Surakarta, latar belakang pemakaian ikon gapura Perahu ISI Surakarta dan bentuk media promosi ISI Surakarta yang terdapat ikon gapura perahu ISI Surakarta didalamnya. Permasalahan penelitian ini terletak pada keberadaan gapura perahu ISI Surakarta, latar belakang pemakaian ikon gapura Perahu ISI Surakarta dan bentuk media promosi ISI (...) Surakarta yang terdapat ikon gapura perahu ISI Surakarta didalamnya. Metode penelitian menggunakan metode penelitian kualitatif. Sumber data penelitian diperoleh dari karya, observasi, wawancara, dan dokumentasi. Data dikumpulkan melalui observasi, wawancara, dan dokumen (arsip). Proses analisis data menggunakan interaksi analisis data melalui beberapa tahapan, yaitu pengumpulan data, reduksi, sajian data, serta kesimpulan dan interpretasi analisis dengan dasar teori semiotika Bhartes. Berdasarkan hasil penelitian, diperoleh simpulan keberadaan gapura Perahu ISI Surakarta sebuah karya dari seorang seniman yang secara tidak langsung mempengaruhi dinamika kehidupan masyarakat dan orang-orang kreatif yang bekerja di ISI Surakarta juga memanfaatkan ikon gapura perahu ISI Surakarta menjadi identitas ISI Surakarta, ini terbukti dengan sering munculnya ikon gapura perahu pada media promo-media promo ISI Surakarta. Pemilihan ikon gapura perahu ISI Surakarta sebagai inspirasi untuk media promosi ISI Surakarta dikarenakan gapura tersebut selain memiliki bentuk yang artistik, lebih familiar di mata masyarakat, juga memiliki konsep filosofis yang dapat mewakili ISI Surakarta secara keseluruhan. Cerminan visual gapura Perahu STSI atau ISI Surakarta sendiri secara tidak langsung mengungkap mitos pada ISI Surakarta, yaitu ideologi dewa ruci yang muncul melalui pendekatan semiotika Barthes karena Penggunaan teks, bahasa, maupun tanda pada umumnya didasarkan atas ideologi tertentu secara sadar atau tidak sadar oleh pemakai tanda, dengan demikian kegiatan membaca tanda pada media promosi cetak dapat diartikan sebagai membongkar suatu ideologi yang secara manipulatif bekerja dalam sebuah kondisi sosial tertentu. -/- . (shrink)

The question of whether or not beauty exists in nature is a philosophical problem. In particular, there is the question of whether artworks, persons, or nature has aesthetic qualities. Most people say that they care about their own beauty. Moreover, they judge another person's appearance from an aesthetic point of view using aesthetic concepts. However, aesthetic judgements are not objective in the sense that the experience justifies their objectivity. By analysing Monroe C. Beardsley's theory of the objectivity of aesthetic qualities, (...) I examine whether there are really beautiful and ugly persons in the world. I will criticize the way analytic philosophers judge people and art from an aesthetic perspective. If there are no aesthetic qualities in the world, nobody can judge someone beautiful or ugly without oppression. Aesthetic judgement is exercise of power. (shrink)

Reza Adeputera Tohis. NIM. 231 408 036. “Pemahaman Ideologi Dan Gerakan Mahasiswa Gorontalo Abad XX (Studi Kasus Tahun 1990-2001)” Program Studi Pendidikan Sejarah. Fakultas Ilmu Sosial. Univesitas Negeri Gorontalo. 2013. Di bawah bimbingan Bapak Drs Darwin Une, M.Pd. dan Bapak Drs. Surya Kobi M.Pd. -/- Penelitian ini dimaksud untuk dapat mengetahui proses terbentuknya pemahaman ideologi mahasiswa Gorontalo dan pola gerakan mahasiswa Gorontalo abad XX khususnya pada tahun 1990-2001. Penelitian ini menggunakan metode penelitian Kualitatif-deskriptif. -/- Guna mendapatkan data mengenai masalah (...) di atas, maka di lakukan pengumpulan sumber yaitu wawancara dengan tokoh-tokoh yang dinilai penulis mengetahui banyak informasi mengenai masalah dalam penelitian ini dan melalaui sumber-sumber tertulis berupa buku dan arsip atau referensi yang terkait. Data yang terkumpul kemudian diperiksa validitasnya melalui teknik triangulasi sumber dan triangulasi teori. Selanjutnya data dianalsis dengan menggunakan analisis interaktif yang terdiri dari tiga komponen yaitu: reduksi data, sajian data dan penarikan kesimpulan/verifikasi. -/- Setelah melalui tahapan diatas maka ditemukan bahwa proses terbentuknya pemahaman ideologi mahasiswa Gorontalo abad XX khsusnya pada tahun 1990-2001, dibentuk oleh dua faktor yaitu: faktor pengetahuan dan faktor masalah sosial. Kemudian, pola gerakan mahasiswa gorontalo abad XX khususnya pada tahun 1990-2001, memilki dua pola gerakan yaitu: gerakan melalui demonstrasi dan gerakan melalui dialog. (shrink)

This paper attempts to revive interest in the speech act theory of literature by looking into Monroe C. Beardsley's account in particular. Beardsley's view in this respect has received, surprisingly, less attention than deserved. I first offer a reconstruction of Beardsley's account and then use it to correct some notable misconceptions. Next, I show that the reformulation reveals a hitherto unnoticed discrepancy in Beardsley's position and that this can be explained away by a weak version of intentionalism that Beardsley himself (...) actually tolerates. Finally, I assess the real difficulty of Beardsley's theory and its relevance today. (shrink)

The argument diagramming method developed by Monroe C. Beardsley in his (1950) book Practical Logic, which has since become the gold standard for diagramming arguments in informal logic, makes it possible to map the relation between premises and conclusions of a chain of reasoning in relatively complex ways. The method has since been adapted and developed in a number of directions by many contemporary informal logicians and argumentation theorists. It has proved useful in practical applications and especially pedagogically in teaching (...) basic logic and critical reasoning skills at all levels of scientific education. I propose in this essay to build on Beardsley diagramming techniques to refine and supplement their structural tools for visualizing logical relationships in a number of categories not originally accommodated by Beardsley diagramming, including circular reasoning, reductio ad absurdum arguments, and efforts to dispute and contradict arguments, with applications and analysis. (shrink)

This article discusses the relationship (or lack thereof) between authors’ intentions and the meaning of literary works. It considers the advantages and disadvantages of Extreme and Modest Actual Intentionalism, Conventionalism, and two versions of Hypothetical Intentionalism, and discusses the role that one’s theoretical commitments about the robustness of linguistic conventions and the publicity of literary works should play in determining which view one accepts.

This paper explores the role of 1980s to early 1990s feminist theory of art within the analytic philosophical tradition of aesthetics starting with a critique of the noncontextual criticism of aesthetics of Jerome Stolnitz and Monroe Beardsley contrasted with contextual feminist theory, informed by contextual theories of Arthur Danto, George Dickie and Marcia Eaton, and concluding that knowledge of external, contextual data is necessarily required to assess a work of art that has been deemed a work of art by means (...) of external, contextual data. Feminist theory is one type of contextual theory available. (shrink)

The relationship of the author’s intention to the meaning of a literary work has been a persistently controversial topic in aesthetics. Anti-intentionalists Wimsatt and Beardsley, in the 1946 paper that launched the debate, accused critics who fueled their interpretative activity by poring over the author’s private diaries and life story of committing the ‘fallacy’ of equating the work’s meaning, properly determined by context and linguistic convention, with the meaning intended by the author. Hirsch responded that context and convention are not (...) sufficient to determine a unique meaning for a text; to avoid radical ambiguity we must appeal to the author’s intention, which actualizes one of the candidate meanings. Subsequent writers have defended refined versions of these views, and a variety of positions on the spectrum between them, in a debate that remains central to philosophical aesthetics. This Teaching and Learning Guide lists key readings and suggests how they might be incorporated within a syllabus. It also offers focus questions related to the readings. See also the companion article, Sherri Irvin, “Authors, Intentions and Literary Meaning.” Philosophy Compass 1 (2006), 114-128. (shrink)

This thesis contends that the possession of a sense of humour would contribute considerably to the quality of human life. It is an exploration and discussion of some of the difficulties involved in justifying the development of humour in terms of a philosophy of education. In light of developments in the digital age with consequent changes in science, technology and society, the educated person of the future will have to be less concerned with the accumulated knowledge of the past than (...) with the development and interplay of social and natural environments. Such a person will need to have, more than ever, a sense of what is truly real and what is truly valuable in human life. If the primary purpose of education is the preparation of students for their future lives, educators are now faced with some challenging problems. Apart from the high social value of laughter, there is a recognized relationship between humour and intelligence. Knowing that the two are related proves to be a key factor in understanding the learning process and assuring that the development of a sense of humour in education is worthy of consideration. (shrink)