SCHEMA ACTIVATION IN SHAPING STUDENTS’ INTERTEXTUAL RESPONSES IN READING PICTURE BOOK
Bibliographic record
Abstract
This research was intended to explain the process of schema activation in shaping students’ intertextual responses in reading the selected picture book, My Dad by Anthony Browne. The text is considered as narrative text which is available in the school curriculum. The research was conducted in a high school in Cimahi with 37 students involved as the participants. This research employed a qualitative research design in which the data were collected through classroom observation, students’ documents and interview framed within a work by Sipe (2008) that explains types of students’ responses of literary text, in particular, intertextual responses. The findings showed that through schema activation, students’ intertextual responses and views in reading can be maximized as students’ developed intertextual links between the book, other related stories and the students’ cultural experiences. The ultimate argument of the paper is that schema activation provides an excellent implication for students’ classroom reading activities;---Penelitianinibertujuanuntukmenjelaskan proses aktivasiskemadalammembentukresponintertekstualsiswadalammembacabukubergambar yang telahdipilihyaituMy Dad karya Anthony Browne. Tekstermasukteksnaratif yang terdapatdalamkurikulumsekolah.Penelitianinidilaksanakan di sebuahSekolahMenengahAtas di Cimahidengan 37 siswaterlibatsebagaipesertapenelitian.Penelitianinimengguanakanmetodekualitatifdimana data penelitiandiperolehlewatobservasikelas, dokumensiswadanwawancaradisusundenganmenggunakanteoridariSipe (2008) yang menjelaskanjenis-jenisresponsiswaterhadapkaryasastra, khususnyaresponintertekstual.Hasildaripenelitianinimenunjukanbahwalewataktivasiskema, responintertekstualsiswadanpandangandalammembacadapatdimaksimalkansaatsiswamengembangkanhubunganintertekstualantarabuku, cerita-cerita yang berkaitandanpengalamankulturalsiswa.Argumenutamandaripenelitianiniialahbahwaaktivasiskemamemberikanimplikasi yang sangatbaikbagikegiatanmembacasiswa di kelas.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".