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"Literary approach to the Quran developed by al-Khuli created deep critiques from its opponents, in whose opinion, the usage of literary paradigm to the study of the Qur’an, according to them, implied a consequence of treating the Qur’an as a human text which clearly indicates a strong influence of a liberal mode of thinking that goes out of the line of the Qur’an’s spirit. This article shows a diametric fact compared to that they have claimed. The data proves that linguistic aspects of the Qur’an have succeeded in making an intellectual connection among progressive and liberal scholars in the classical and modern era. This supports the assumption that progressive and liberal thought whose one of its indicators is freedom of thought in accordance to Charles Kurzman term, is “children” of the Islamic civilization. Freedom of thought in the classical Islamic scholarship should be the élan of intellectualism including the field of Quranic studies."

"Tantangan pada penulisan teks argumentatif yang dihadapi pelajar kelas XI salah satu Sekolah Menengah Atas (SMA) swasta di Cibubur terletak pada kemampuan menyusun dan mengembangkan gagasan. Maka, kendala tersebut diatasi melalui studi eksperimental menggunakan metode campuran dengan menerapkan prewriting berbentuk mind map. Hasil penelitian berupa perbandingan nilai pre-test dan post-test yang dianalisis menggunakan Nonparametric-Wilcoxon Signed Rank Test menunjukkan hasil yang signifikan pada experimental group dengan Asymp.Sig.(2-tailed) 0.003<0.05. Partisipan kemudian mengungkapkan persepsinya terhadap penggunaan mind map melalui kuesioner dan wawancara yang dianalisis menggunakan software Nvivo 12 dengan teknik In Vivo coding. Dari hasil analisis, diketahui bahwa kata kunci, warna, dan cabang merupakan komponen mind map yang paling berdampak pada eksplorasi konten, struktur teks, kemudahan dan minat menulis, efisiensi waktu, serta keterampilan berpikir. Meskipun demikian, terdapat 3 orang partisipan yang mengungkapkan bahwa mereka tidak merasakan perkembangan karena penyebab tertentu. Signifikansi hasil penelitian dan persepsi yang mayoritas positif menyiratkan bahwa mind map merupakan strategi yang cocok untuk mengembangkan gagasan pada penulisan teks argumentatif. Maka, pada penelitian selanjutnya, menarik untuk melihat fungsi mind map pada komunitas belajar yang lebih besar dan menggabungkannya dengan strategi lain untuk mengoptimalkan hasil belajar.

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The ability to compose and develop ideas in argumentative writing was a challenge for grade XI students at one of Cibubur’s private high schools. Therefore, a mixed method experimental study was implemented to determine the effectiveness of mind map as a prewriting strategy to improve the student’s ability. The result of the study was presented by the comparison of pre-test and post-test scores which were analyzed using Nonparametric-Wilcoxon Signed Rank Test. A significant value was found in the experimental group with Asymp (two-tailed) Sig. = 0.003<0.05. The participants also expressed their perception of the mind map’s feature through a questionnaire and interview. According to the data which were analyzed using Nvivo 12 with In Vivo coding, the mind map elements with the greatest influence on content exploration, text structure, ease and interest in writing, time efficiency, and thinking skills were keywords, colors, and branches. Nevertheless, 3 participants said they didn’t make any progress for several reasons. The significant findings and the vast majority of positive opinions indicated that the mind map was an effective strategy for developing ideas in argumentative writing. In further research, it would be interesting to explore how it fits into the larger learning community by combining it with other methods to improve learning outcomes.

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"This article examines domestic and international critiques of the literature of the Vietnamese-language writer Khái Hưng, who was active from the French colonial period to the eve of the Indochina War. It then explores changes and continuities in Vietnamese literary criticism in light of changes in the nation’s cultural policies. Khái Hưng was one of seven members and the most prolific writer of the Self-Reliant Literary Group, founded in 1933 in Hanoi. In 1941 he was arrested by the French for anticolonial activities. Following World War II, he supported the Vietnamese Nationalist Party as an editor of the Party’s newspapers. In 1946 he was captured by the Communist-led Việt Minh, and in 1947 he was executed. On the grounds that he was involved in the Party against the Việt Minh and was purged by the Việt Minh, few serious studies have been conducted on Khái Hưng despite his stature as a leading writer in the 1930s and 1940s. Although former South Vietnamese scholars recognized the importance of Khái Hưng’s late works, they had to start by collecting these materials, which had been scattered due to national division and war; also, South Vietnamese students of literature tended to prefer the study of foreign literature to domestic literature. After the fall of the former South Vietnam, those who fled abroad as refugees had to start earning a living from scratch. Therefore, few of them studied literature at academic institutions, and little serious research was conducted on Khái Hưng, including his activities in the latter years of his life. However, as Đỗ Lai Thúy points out, avoiding such “sensitive issues” in Vietnam makes it difficult to truly understand the country. This paper carefully traces the treatment of the literature created by Khái Hưng, who was recognized as a “sensitive issue.” At the same time, it attempts to dismantle the formula that was constructed with the rise of social realism: romanticism=bourgeoisie=decadence=reaction, which has become a simplified and somewhat established theory in Vietnamese literary history since Khái Hưng’s death. Focusing on a specific writer reveals the complex ways in which the cultural policies of a war-torn nation were operationalized at the civilian level."