Finding an Implied Main Idea

English language, 2024

When we are reading a book, novel, or even an article, we often don't know what the main idea is in each paragraph we have read. It turns out that this is useful for us to know so that the essence of each paragraph is conveyed to the reader. However, this is not easy to do, we need to be careful by looking at the type of each paragraph we read. In studying this issue, the method we use is the close reading method, namely reading activities that are carried out carefully to be able to understand, assess and evaluate certain information in each article. The existence of the main idea in each paragraph will really help readers understand and also determine the main points you want to convey. Not only that, the main idea will really help the writer to develop his writing so that readers understand the information conveyed by the writer. In fact, this is supported by experts regarding the meaning of the main idea, including Kosasih; stating the main idea or main idea is the idea that is the basis for the development of a paragraph and according to Batuah; The main idea is the idea that is the main idea for the development of a paragraph. This main idea is found in the main sentence or topic sentence.

This study examined the degree to which 3 types of tasks affect the selection of main points in instructional texts. 133 10th graders participated. Each participant studied 3 instructional texts, and each text was preceded by 1 task. In the linguistic task, students had to underline text elements considered important by the author of the text. In the educational task, students had to underline text elements considered important by a portrayed teacher. And in the interest task, text fragments considered interesting by the student were to be underlined. On average, the type of task did affect the number and kind of selected text fragments, but the variation between the students was large. In the educational task, students selected the text fragments that corresponded to the task, but many of the authors main points were also selected. In the interest task, all kinds of text fragments were selected instead of only the fragments used to arouse interest. In all, the study provides more insight into 3 ways of identifying main points. These insights should be integrated into instructional programs on selecting main points.

British Journal of …, 2003

In research into comprehension of expository texts examples are sometimes considered as cognitive support, sometimes as seductive details. According to the cognitivist view, text comprehension is based on main ideas, whereas the constructivist view holds that examples are the basis of understanding.

1983

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Journal of Applied Developmental Psychology, 1989

Two sets of equivalent stories and main idea alternatives were developed in a series of preliminary studies with groups of undergraduates. One set was verbal; the other set was pictorial. A developmental study was completed with a group of second, fifth, and eighth graders, in which the children ranked the alternative main idea statements for each of the stories in one of the modalifies. As expected, there was improvement with increasing age in children's ability to select the best ("adult consensus" and theoretically derived) main idea alternatives and a pattern of increased differentiation in judging the quality of the different alternatives. Most important, there was little difference in the children's responses to main idea alternatives, based on whether their task was in the verbal or pictorial format. The ability to identify the main idea of a story has long been thought to be an important index of how well children have comprehended it (e.g.

British Journal of Educational Psychology, 2003

In research into comprehension of expository texts examples are sometimes considered as cognitive support, sometimes as seductive details. According to the cognitivist view, text comprehension is based on main ideas, whereas the constructivist view holds that examples are the basis of understanding.

Intervention In School And Clinic, 2020

This article describes a comprehension strategy that can be used by teachers to help students identify and construct the main ideas for expository texts. The BURNS Strategy (i.e., Box. Underline. Reread. Note. Summarize.) was developed as part of a larger reading intervention to improve the comprehension performance of struggling readers in the elementary grades. The BURNS strategy was designed to incorporate thinking scaffolds and question prompts to guide students through a thinking process that might help them construct the main ideas. This article reports on the teaching process and instructional scaffolds used in the intervention, and discusses implications for teaching main ideas in the intervention setting.

How will education reinvent itself to respond to the megatrends that are shaping the future of our societies and educate learners for their future, rather than our past? Governments cannot innovate in the classroom, but they can help build and communicate the case for change. They can also play a key role as platform and broker, as stimulator and enabler; they can focus resources, set a facilitative policy climate, and use accountability to allow innovation rather than compliance. To that effect, education policy makers need to develop proper innovation policies, better identify key agents of change, champion them, and find more effective approaches to scaling and disseminating innovation. This includes finding better ways to recognise, reward and give visibility to success, doing whatever is possible to make it easier for innovators to take risks, to encourage the emergence of new ideasbut also to monitor change in education systems and be able to link innovations with educational performance. While it is easy to talk about innovation in education, it is time to engage in the more difficult task to talk about how we actually know where and how innovation is happening, and whether it is effective. While most countries and most companies have innovation policies or departments, innovation remains a marginal policy agenda in most education systems. Even where there is some policy, few systems know whether their efforts have any effectiveness. Policy reform is usually preferred, as a top-down change decision, but many policy reforms change institutions and administrative rules without having impact on what really makes a difference: teaching and learning within the classroom.

Journal of Research in Reading, 1996

This paper describes a study with two objectives. First, to test the effectiveness of a programmecarried out by teachers in natural contextsfor teaching the process of main idea identification. Second, to test whether the relationship between process and product variables are those expected according to the Van Dijk and Kintsch model (1983). In the first part of the study (Alonso-Tapia and Carriedo, in press) teachers had been trained in what to teach about main idea comprehension and how to teach it according to a model of teachers' training. After receiving training, the experimental group of teachers (n = 1 l), who had improved more than the control group (n = 15) in knowledge of main ideas and of comprehension training strategies, had to apply the strategies and the instruction method learned, whilst teaching their students (6th, 7th and 8th grades). Pupils of experimental and of control teachers (n = 303 and 287 respectively) were assessed in order to test whether, after training, the former overtook the latter in main idea identification and in knowledge of the strategies related to this process. Results show that the experimental group of students performed better than the control group in the variables trained. Theoretical implications about the variables mediating the process of main idea identification are also discussed.

Nobel: Journal of Literature and Language Teaching, 2018

This research aims at (1) finding out whether Story Mapping Strategy can improve students' reading comprehension in finding main idea and (2) describing classroom climate when Story Mapping Strategy is implemented. The preliminary research showed that the students had problems in determining the main idea and finding the supporting details of the main idea. The method of this research was CAR and it was conducted in three cycles. In collecting the data, the researcher used observation field note, interview, questionnaire, diary, and test. Then, the researcher analyzed quantitative and qualitative data. The first were analyzed by using descriptive statistic (DS). It compared between the mean score of pre-test (before treatment) and post-test 1, 2, and 3 (after treatment). The later were analyzed by using Constant Comparative Method (CCM). The result of the research showed that (1) Story mapping strategy can improve the students' reading comprehension in finding main idea.(2) Story mapping strategy can improve the classroom climate in terms of: (a) students' cooperation is maximal and alive because they are motivated, helped, and encouraged, (b) students were more enthusiastic, got custom in story mapping and main idea activity, and could participate well because they often get praise or appreciation in classroom activity.