JOURNAL OF RESEARCH ON APPLIED LINGUISTICS, LANGUAGE, AND LANGUAGE TEACHING最新文献

{"title":"USING TWA (THINK-WHILE-AFTER) TECHNIQUE TO IMPROVE THE ANALYTICAL EXPOSITION TEXT READING COMPREHENSION OF THE ELEVENTH GRADERS OF SMA NEGERI 2 MAGELANG IN THE SCHOOL YEAR 2018/2019","authors":"Vidiyana Manggesti","doi":"10.31002/JRLT.V2I1.382","DOIUrl":"https://doi.org/10.31002/JRLT.V2I1.382","url":null,"abstract":"Reading comprehension is a component of English skill that has to be mastered by the students. However, XI IPS 1 students of SMA Negeri 2 Magelang in the school year 2018/2019 have difficulties in comprehending reading of analytical exposition text. Thus, the writer conducted a research to overcome the problem by applying TWA technique. The objectives of this paper are to know how great is the increase of motivation in learning analytical exposition text reading comprehension of the eleventh graders of SMA Negeri 2 Magelang in the school year 2018/2019 after being taught by using TWA Technique and to know how great is the improvement of the analytical exposition text reading comprehension of the eleventh graders of SMA Negeri 2 Magelang in the school year 2018/2019 after being taught by using TWA Technique. The writer conducted a Classroom Action Research (CAR). The writer collected the data by using non-test technique (observation, questionnaire, and documentation) and test technique. Based on the result, there is increase of students’ motivation in learning reading comprehension of analytical exposition text. The results of observation, questionnaire, and documentation show that most of the students have behavioral and perception change. Moreover, the improvement also show in the test results. The writer concluded that the use of TWA technique could increase the students’ motivation in learning analytical exposition text reading comprehension and improve the students’ analytical exposition text reading comprehension.","PeriodicalId":332904,"journal":{"name":"JOURNAL OF RESEARCH ON APPLIED LINGUISTICS, LANGUAGE, AND LANGUAGE TEACHING","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130463636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"USING NON-DIALOGUE SHORT ANIMATED STORIES AS A TEACHING MEDIA TO IMPROVE NARRATIVE TEXT WRITING SKILL OF THE TENTH GRDERS OF SMA EL SHADAI MAGELANG IN THE SCHOOL YEAR 2017/2018","authors":"Bayu Fatkhurahman","doi":"10.31002/JRLT.V2I1.392","DOIUrl":"https://doi.org/10.31002/JRLT.V2I1.392","url":null,"abstract":"Most students get difficulties in writing English especially narrative text. There are internal and external factors which influence students’ skill. One of them is the teaching media that is used by the teacher, so the writer conducts this research to overcome the problem by applying the Non-Dialogue Short Animated Stories media. The main objectives of this research; the first is to know whether the Non-Dialogue Short Animated Stories media can increase the student’s learning motivation of the narrative text writing skill and the second is to know how great the improvement of the students’ narrative text writing skill, taught by the Non-Dialogue Short Animated Stories media. The writer conducted a classroom action research which was divided into Pre-cycle, Cycle I, and Cycle II. The writer took 22 students of the tenth grade in SMA El Shadai Magelang as the subject of the research. The writer used non-test and test to collect the data. The result shows that the use of the Non-Dialogue Short Animated Stories media can increase the students’ learning motivation. They were more active and had higher motivation to study. The result of the test, the students’ average score of all cycles; Pre-Cycle (62.95), Cycle I (71.36), Cycle II (82.50). The improvement from Pre-Cycle to Cycle I is 8.41 points. The improvement from Cycle I to Cycle II is 11.14 points. The total of the improvement from Pre-Cycle to Cycle II is 19.55 points.","PeriodicalId":332904,"journal":{"name":"JOURNAL OF RESEARCH ON APPLIED LINGUISTICS, LANGUAGE, AND LANGUAGE TEACHING","volume":"232 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121072903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"USING RESTATE, ANSWER, PROVE, SUM UP (RAPS) TECHNIQUE TO IMPROVE DESCRIPTIVE TEXT WRITING SKILL","authors":"titin sholichah","doi":"10.31002/JRLT.V2I1.407","DOIUrl":"https://doi.org/10.31002/JRLT.V2I1.407","url":null,"abstract":"Writing is one of the four language skills that is viewed as the most difficult skill to be mastered. The seventh graders of MTs Negeri 2 Kota Magelang in the school year 2018/2019 are ones of those who face some difficulties in writing descriptive text. RAPS is offered as a technique to improve their learning motivation and skill in writing descriptive text. The objectives of this research are to know whether the use of RAPS technique can improve the learning motivation of writing descriptive text of the seventh graders of MTs Negeri 2 Kota Magelang in the school year 2018/2019 and to know how great the improvement of descriptive text writing skill of the seventh graders of MTs Negeri 2 Kota Magelang in the school year 2018/2019 after the implementation of RAPS technique. The writer did the research through three phases; they are Pre- Cycle, Cycle 1, and Cycle 2. The data of this research are collected from the students’ written test, questionnaire, observation, and documentation. All the data are analyzed using both qualitative and quantitative data analysis technique. The result of research shows that RAPS technique give great improvement on the students’ learning motivation and skill in writing descriptive text.","PeriodicalId":332904,"journal":{"name":"JOURNAL OF RESEARCH ON APPLIED LINGUISTICS, LANGUAGE, AND LANGUAGE TEACHING","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128429097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PROCESS TYPES OF TRANSITIVITY IN RECOUNT TEXT WRITTEN BY ELEVENTH GRADERS OF ISAT-U SENIOR HIGH SCHOOL PHILIPPINES IN ACADEMIC YEAR 2018/2019","authors":"Umi Rahmawati","doi":"10.31002/JRLT.V2I1.366","DOIUrl":"https://doi.org/10.31002/JRLT.V2I1.366","url":null,"abstract":"Abstract This study is conducted to analyze transitivity process used in eleventh graders students of ISAT-U Senior High School based on Halliday's theory of Systemic functional linguistic, and identify the most dominant process used in the text. This study focuses on analyzing students transitivity process in their writing. It is expected to give a students' insight understanding in using transitivity process in delivering their ideas through text. This study is classified into descriptive qualitative research. The subject of the research is 11 recount text from eleventh graders of ISAT-U Senior High School Philippines, while the unit analysis is clause on students writing. The writer collected the data through documentation. After reducing, the writer analyze the transitivity process found using Halliday's theory. The result of the study shows that there are six types of transitivity process used by the students in their writing, they are material process (41.80%), relational attributive (28.79%), mental process (11.76%), verbal process (10.53%), relational identifying process (3.10%), behavioral process (2.48%), and existential process (1.55%). Relational attributive and identifying are types from relational process. Based on the findings, students are able to apply six types of transitivity process in their writing. On the whole, material process positioned as the most dominant process used by students in delivering their idea. It is clearly shown by the percentage in which used in 135 of 323 clauses.","PeriodicalId":332904,"journal":{"name":"JOURNAL OF RESEARCH ON APPLIED LINGUISTICS, LANGUAGE, AND LANGUAGE TEACHING","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114594158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"IDEATIONAL MEANING ANALYSIS IN ANALYTICAL EXPOSITION TEXT WRITTEN BY THE ELEVENTH GRADERS OF SMA NEGERI 1 MAGELANG IN THE ACADEMIC YEAR 2018/2019","authors":"Chanifah Chanifah","doi":"10.31002/JRLT.V2I1.423","DOIUrl":"https://doi.org/10.31002/JRLT.V2I1.423","url":null,"abstract":"In this paper, the writer focuses on the ideational meaning in the eleventh graders composition of analytical exposition text. The objectives of this study are to know the process types used and to know the dominant process type used in analytical exposition text written by the eleventh graders of SMA Negeri 1 Magelang in the academic year 2018/2019. The type of this study is qualitative, so the writer analyzes the data through descriptive qualitative. The subject of this study was the eleventh graders’ analytical exposition text in XI Social 2 of SMA Negeri 1 Magelang in the academic year 2018/2019. The writer took 12 analytical exposition texts which were analyzed and collected by documentary technique. The result revealed that the total numbers of processes are contributed into six process types. Those are material processes, mental processes, behavioral process, verbal processes, relational processes and existential processes. Thus, the dominant process type is relational process which are divided into attributive processes and identifying processes. Students mostly used relational processes to give their idea about phenomenon discussed in their analytical exposition texts. Finally, the writer suggests the teacher to master ideational meaning and explain more about the lexicogrammatical feature used in analytical exposition text so that the students can compose qualified writing.","PeriodicalId":332904,"journal":{"name":"JOURNAL OF RESEARCH ON APPLIED LINGUISTICS, LANGUAGE, AND LANGUAGE TEACHING","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132434519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"REITERATION USED ON DESCRIPTIVE TEXT OF THE TENTH GRADERS OF SMA N 1 MAGELANG IN THE SCHOOL YEAR OF 2018/2019","authors":"Yoshinta Adinda Bayu","doi":"10.31002/JRLT.V2I1.384","DOIUrl":"https://doi.org/10.31002/JRLT.V2I1.384","url":null,"abstract":"Based on Curriculum 2013, the tenth grade students of senior high school should learn how to write a descriptive text. In composing a descriptive text, they also need to consider the use of reiteration in order to easily write a text by varying the word choice, therefore the researcher focuses on reiteration used in students descriptive text. There are two objectives of the research. The first objective is to describe the types of reiteration. The second objective is to explain the most dominant type of reiteration in descriptive texts written by tenth graders. This research uses descriptive qualitative approach. The subject of the research is descriptive texts written by X IPA 5 Class of SMA N 1 Magelang in the school year 2018/2019. The data is analyzed by using Tanskanen’s Theory (2006). The steps of data analyzing are 1) identifying reiterated items from students’ descriptive texts, 2) analyzing the categories of reiteration, 3) classifying the types of reiteration and summing up the total of reiteration, 4) calculating the percentage of reiteration, and 5) concluding the results. The result of this research shows 311 reiterated items occured in 15 descriptive texts that have been analyzed. It presents all of reiteration types exist in the students’ descriptive text. Simple repetition becomes the most dominant type of reiteration that occurs 88 times spread to all of descriptive texts. The considerable factor is because simple repetition is the most straightforward reiteration type.","PeriodicalId":332904,"journal":{"name":"JOURNAL OF RESEARCH ON APPLIED LINGUISTICS, LANGUAGE, AND LANGUAGE TEACHING","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133959191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"USING WATTPAD APPLICATION TO IMPROVE THE RECOUNT TEXT WRITING SKILL OF THE TENTH GRADERS OF SMA N 3 TEMANGGUNG IN THE SCHOOL YEAR OF 2018/2019","authors":"Isti Rokha Rukun","doi":"10.31002/JRLT.V2I1.398","DOIUrl":"https://doi.org/10.31002/JRLT.V2I1.398","url":null,"abstract":"USING WATTPAD APPLICATION TO IMPROVE THE RECOUNT TEXT WRITING SKILL OF THE TENTH GRADERS OF SMA N 3 TEMANGGUNG IN THE SCHOOL YEAR OF 2018/2019 ISTI ROKHA English Department Faculty of Education and Teachers Training Tidar Univerisity Istiroha72@gmail.com ABSTRACT English is one of the international  languages. In teaching English, there are four language skills. They are listening, speaking, reading, and writing. Writing is a language skill to express opinions, feelings, and ideas into the arrangement. However, the tenth graders of SMA N 3 Temanggung in the school year of 2018/2019 still got difficulty in writing, especially in writing recount text. The students’ average score is 65, wile the standard minimum score of the learning target is70. It was caused by the students’ low motivation in learning writing and the monotonous media that are used by the teacher. There are two objectives of this research. First, to know whether or not wattpad  application motivates the students in learning writing of recount text of the tenth graders of  SMA N 3 Temanggung in the school year of  2018/2019. Second, to find out whether or not teaching writing using wattpad application improve the students’ writing skill of recount text of the tenth graders of SMA N 3 Temanggung in the school year of 2018/2019. The writer conducted a classroom action research. The subject of this research is X IPA 3 of SMA N 3 Temanggung in the school year of 2018/2019 involving 15 males and 21 females. This research was divided into Pre-Cycle and two-Cycles, they are: Cycle I and Cycle II. The writer used observation sheet, questionnaire, and documentation to collect the data. In analyzing data, the writer used qualitative and quantitative measurement to find out the result. The writer found that the use of wattpad application as media can increase the students’ learning motivation. The observation and questionnaire results indicate the students’ have better motivation in learning writing of recount text. The observation percentage in Pre-Cycle is 44.16%, in Cycle I 61.38%, is and it becomes 76.38% in Cycle II. The total improvement is 32.22%. In Pre-Cycle test, the average score of writing recount text is 63.27. After the writer using wattpad application as media, the students average score in Cycle I is 66.55 while in Cycle II is 73.36. The improvement from Pre-Cycle to Cycle I test is 3.28 points, and from Cycle I test to Cycle II test is 6.81 points. Overall the total improvement from Pre-Cycle test to Cycle II test is 10.9 points. Based on the above results, the writer concludes that the use of wattpad application as media in writing recount text can improve the students’ learning motivation in writing recount text and the recount text writing skill of the tenth graders of SMA N 3 Temanggung in the school year of 2018/2019. Keywords: Recount Text , Wattpad Application Media, Writing Skill","PeriodicalId":332904,"journal":{"name":"JOURNAL OF RESEARCH ON APPLIED LINGUISTICS, LANGUAGE, AND LANGUAGE TEACHING","volume":"137 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123228537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ANALYSIS OF THEME AND RHEME IN OPINION AND IDEA OF ANALYTICAL EXPOSITION TEXTS WRITTEN BY THE ELEVENTH GRADERS OF SMA N 4 MAGELANG IN THE SCHOOL YEAR OF 2018/2019","authors":"Ernia Dwi Apsari","doi":"10.31002/JRLT.V2I1.422","DOIUrl":"https://doi.org/10.31002/JRLT.V2I1.422","url":null,"abstract":"One of the important skills to be mastered by the students in learning English is writing skill because it is used to construct an academic text. However, most of the students have difficulties in writing process that will cause them do not produce texts as it should be. The term of textual meaning refers to theme and rheme. Theme and rheme can be used to make a well-organized paragraph in writing. The objectives of this research are to find out the realization of theme and rheme and the types of theme in opinion and idea of analytical exposition texts written by the eleventh graders of SMA N 4 Magelang in the school year of 2018/2019. The subject of this research is the students of XI Science 4 grade of SMA N 4 Magelang in the school year 2018/2019. The type of this research is descriptive qualitative, it allows the writer to make a personal assessment in form of descriptive text. Based on Gerot and Wignell’s theory (1994), there are three types of theme. They are topical theme that consists of marked and unmarked topical theme, then interpersonal theme, and textual theme. The result shows that marked topical theme has the lowest percentage, it is 2.47%. The first mostly applied theme is unmarked topical theme that has 50%. Textual theme has second range that is 38.27%. The last is interpersonal theme, showing the judgment of person, has 9.26% out of 100% percentage of theme.","PeriodicalId":332904,"journal":{"name":"JOURNAL OF RESEARCH ON APPLIED LINGUISTICS, LANGUAGE, AND LANGUAGE TEACHING","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123291241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE IMPLEMENTATION OF CURRICULUM 2013 REVISION ON LESSON PLANS MADE BY ENGLISH TEACHERS OF SMAN 2 MAGELANG IN SCHOOL YEAR 2018/2019","authors":"khurotul Aeini","doi":"10.31002/JRLT.V2I1.424","DOIUrl":"https://doi.org/10.31002/JRLT.V2I1.424","url":null,"abstract":"ABSTRACT Lesson plan helps the teachers organize the teaching and learning process. It is important to achieve the learning objective. Regulation of Ministry of National Education and Culture No 22 of 2016 is guidance to design the lesson plan. In fact, many teachers of SMAN 2 Magelang have not implemented the regulation in their lesson plan. There are two objectives of this research. First, it is to know the components of lesson plans made by English teacher. Second, it is to know how the implementation of curriculum 2013 revision in the lesson plans made by English teachers of SMAN 2 Magelang is. This research is descriptive qualitative. In conducting this research, the writer collected the documentation of 18 lesson plans made by 4 English teacher of SMAN 2 Magelang. The data were analyzed by using checklist then described. There are two results on this research. First, there are 13 components on lesson plans made by English teachers of SMAN 2 Magelang. Second, the implementation of components in lesson plans are different from one teacher to another. The average implementation of components in lesson plans made by teacher 1 is 98.46%, made by teacher 2 is 100%, the average implementation of components in lesson plans made by teacher 3 is 96.92%, and made by teacher 4 is 60%. According to findings, it can be concluded that the lesson plans made by 4 English teachers implement the components. The components are based on the Regulation of Ministry of National Education and Culture No 22 of 2016. According to the result above, the writer suggests to the teachers to complete the lesson plans and increase their knowledge especially in designing a lesson plan. Keyword: Lesson plan, Curriculum 2013 revision, English teacher","PeriodicalId":332904,"journal":{"name":"JOURNAL OF RESEARCH ON APPLIED LINGUISTICS, LANGUAGE, AND LANGUAGE TEACHING","volume":"444 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133264367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ANALYSIS OF METAPHORS FOUND ON THE DIALOGUES OF “THE TRAGEDY OF OTHELLO THE MOOR VENICE” DRAMA SCRIPT BY WILLIAM SHAKESPEARE","authors":"Koni Aprilia","doi":"10.31002/JRLT.V2I1.391","DOIUrl":"https://doi.org/10.31002/JRLT.V2I1.391","url":null,"abstract":"Communication can be built if there is an understanding between speaker and the hearer. This study aims to analyze the metaphors found on drama script, although drama represents  human’s communication but the language used is not the same as the language used in daily communication, usually the drama script uses language style and ambiguous. The objectives of the study are to know what types and meaning of metaphors found on the dialogue of “the Tragedy of Othello the Moor Venice” drama script by William Shakespeare The type of this research is a descriptive qualitative research. The data collection was started by observing the drama script and classify into each type then the writer also specify the data which will be analyzed. The data analysis was started by finding the metaphors on the dialogue of drama script, identifying the types of metaphors based on Lakoff and Johnson theory (2003) and interpret the data through its logical meaning. The result of this research shows there are 25 data metaphors found on the text. They are divided into 60% of structural metaphors, 20% of orientational metaphors, 12% of container ontological metaphors and 8% of personification ontological metaphors. Second, the meaning of metaphors found on the drama script also revealed from the analysis process which shows the condition of the Venice such as; love, loyalty, betrayal, envy,  racism, manipulation, power competition and social status. Metaphors has been used as a tool in communication in order to illustrates the meaning with a greater emotion. Keywords : semantics, metaphor, drama script","PeriodicalId":332904,"journal":{"name":"JOURNAL OF RESEARCH ON APPLIED LINGUISTICS, LANGUAGE, AND LANGUAGE TEACHING","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123066471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}