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All Journal ETERNAL: English Teaching Journal LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Agnes Widyaningrum
UNISBANK
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Visual Representation in Reading Text for Students of Elementary School Dionysius Nazario Setiaji; Agnes Widyaningrum
ETERNAL (English Teaching Journal) Vol 14, No 2 (2023): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v14i2.15338

Abstract

The importance of learning English skills, namely reading aimed at improving English mastery, is very important for students. Though there are some students who have difficulty in learning English subject in class. Therefore, I conducted research using classroom action research about the use of visual images to find out whether pictures can improve students' reading comprehension mastery or not. This research was conducted in 6 steps, namely identifying, planning, collecting data, analysing and interpreting data, reflecting and sharing, and taking action. This subject of the study are fourth graders of SDN Ngaliyan 05 Semarang. The results showed that their average pre-test score was 41 and the average post-test score was 74. The finding shows that using visual images can help them to learn reading comprehension.
A CORPUS-BASED ANALYSIS OF LEXICAL FREQUENCY AS EVIDENCE IN UNDERGRADUATE LITERARY ARGUMENTATION Agnes Widyaningrum
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.10844

Abstract

Despite the growing use of corpus tools in literary studies, little is known about how undergraduate writers transform corpus-generated lexical frequency into argumentative evidence. This study investigates how lexical frequency outputs from Voyant Tools are used as evidential support in undergraduate literary argumentation. Using a qualitative discourse-analytic approach, the study examines three purposively selected student mini-research articles from a corpus-assisted literature course. The analysis identifies a recurring frequency-to-claim trajectory in which writers select a salient lexical item, report its frequency, connect the numerical observation to an evidential bridge, and extend it into a literary interpretation. Across the dataset, lexical frequency functions as a warrant for keyword selection, thematic centrality, theoretical labeling, and methodological legitimacy. At the same time, the findings show that frequency alone does not ensure interpretive validity; persuasive literary argumentation depends on contextual triangulation, particularly through keyword-in-context (KWIC) analysis. As a small-scale exploratory study, this article proposes the frequency-to-claim trajectory as a conceptual model for understanding how quantitative outputs are transformed into qualitative literary reasoning and highlights its pedagogical implications for corpus literacy and undergraduate literary writing.
Co-Authors Dionysius Nazario Setiaji