ISOMERISM: IS THERE MISCONCEPTION?

Nine articles have been analyzed containing research results on misconceptions about isomerism. Analysis was conducted to examine the potential to causes emergence of the misconception. The analysis result are expected to be useful for teachers in learning for the same concepts. At least the teacher can avoid misconceptions that have happened before and innovate to find the right learning strategy. Isomerism can be categorized as a defined concept so that students are expected to be able to use rules for the purpose of classifying objects or events. The analysis showed 31 misconceptions experienced by grade 11 students to prospective chemistry teachers on isomerism concept. Thirty-one misconceptions are classified into three groups based on students' abilities needed to understand the concept of isomerism. The three groups are: (1) understanding the definition and application of rules; (2) spatial understanding; and (3) microscopic understanding. At this time only eleven misunderstandings were discussed, namely misunderstandings whose causes belong to the group (1). As an indicator caused misconception is inability of the sample to classify objects/events based on the attributes or characters indicated by the object/event. To teach a defined concept, it is recommended to use a strategy that contains detailed explanatory definitions and rules, examples and non-examples, and the elaboration process. In order to increase student reasoning, it is recommended to use a isomerism concept logic scheme

Seeing Things Through Language: A Stylistics Analysis of Seamus Heaney's Seeing Things

Seeing Things Through Language: A Stylistics Analysis of Seamus Heaney's Seeing Things Poetry, being a genre rich in linguistic and stylistic devices, offers more than one interpretation. These devices, if closely studied and analysed, not only help reader reach meaning but also provide them an insight into the life and mind of the poet. The present research aims at finding connections between the themes of the poetic volume Seeing Things and its use of Figurative Language and Parallelism. The objectives of the research are to study the role of Style in formulation of meaning and to analyse the way language works to convey ideas. These objectives have been achieved through a stylistic analysis of the figures of speech and parallels in the volume. The research is an example of close textual analysis with a perspective of studying the contribution of stylistic devices in the formulation of overall meaning and impression of the volume. The figures of speech that have been analysed include imagery, symbols, similes, metaphors, alliteration, onomatopoeia and personification. In order to carryout the stylistic analysis, an innovative integrative analytical model has been used. The analytical framework of Geoffrey Leech has also been applied at metaphors. The findings of the research show that the linguistic and stylistic devices used by the poet, Seamus Heaney, not only work to reinforce the meaning of the volume but they also have a bearing on the themes and ideas presented and portray a picture of Heaney's mind, life and Northern rural Irish surroundings.