A Junior High School Textbook on HealthScience and the Way to Health. J. Mace Andress , Maud A. Brown

1929 ◽  
Vol 37 (10) ◽  
pp. 794-795
Author(s):  
J. C. Mayfield
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Textbook ◽  
The Way

scholarly journals INVENTARISASI DONGENG HANTU DI KECAMATAN NAGRAK KABUPATEN SUKABUMI UNTUK BAHAN PEMBELAJARAN MEMBACA DI SMP

LOKABASA ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 111
Author(s):  
An-nisa Nur Maulida ◽  
Ruhaliah Ruhaliah ◽  
Rétty Isnendes
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Next Generation ◽  
Data Source ◽  
Reading Teaching ◽  
Taking Responsibility ◽  
The Way ◽  
At Home

Skripsi ini bertujuan untuk mendeskripsikan dongeng hantu, mengklasifikasikan dongeng hantu, menganalisis struktur cerita dongeng hantu, dan mengaplikasikannya untuk bahan ajar membaca di SMP. Penelitian ini menggunakan metode deskriptif analitik dengan teknik studi pustaka, observasi, dan wawancara. Populasi dalam penelitian ini menggunakan populasi wilayah, sedangkan sumber datanya adalah seluruh dongeng. Dongeng hantu yang berhasil dikumpulkan dari tujuh narasumber sebanyak delapanbelas dongeng. Setelah dideskripsikan,dongeng hantu selanjutnya diklasifikasikan. Klasifikasi delapan belas dongeng hantu tersebut terdiri atas: lima dongeng “ririwa”, dua dongeng hantu, dan sebelas dongeng lainnya termasuk dongeng siluman. Analisis dongeng mencakup: tema, alur, latar, dan tokoh. Dari analisis tersebut dapat disimpulkan bahwa tema dari semua dongeng hantu adalah tema sosial. Tujuh dongeng memiliki galur maju, sedangkan satu dongeng lainnya termasuk alur campuran. Pelaku dalam dongeng seluruhnya manusia. Latar tempat dalam delapan dongeng yang dianalisis adalah empat dongeng berlatar di rumah, tiga dongeng berlatar di hutan, dan satu dongeng berlatar di sungai. Adapun latar waktu sebanyak tujuh dongeng berlatar waktu siang hari. Sebagian berlatar waktu sore dan malam hari. Dongeng yang sesuai untuk bahan ajar membaca kelas VII sejumlah delapan dongeng. Pelestarian dongeng  oleh pemerintah dan masyarakat dengan cara membukukan dongeng ataupun menceritakan kembali dongeng ke generasi selanjutnya mungkin akan menjadi salah satu cara yang tepat agar kita tidak kehilangan nilai budaya dan tradisi di daerah kita sendiri. AbstractThis research was conducted based on a background to described, classified, and analyzed ghost’s folktale then applied it for reading teaching in Junior High School. This research used descriptive analytic’s method with literature written, observation, and interview’s techniques. The population in this research was region population  and data source was folktales. There was eighteen folktales from seven correspondences. After we described it all, we can classified that five folktales are “ririwa” folktales, two folktales are ghost folktales, and eleven folktales was “siluman” folktales.. Folktale’s analyzed included: theme, plot, setting, and character. All of theme in the folktale are social theme. Seven folktales are chronological plot, and one folktale is chronological-reverse plot. All characters are human. Place setting mostly at home, three folktales at jungle, and one folktale at the river. Time setting mostly at noon, some folktales are happened at afternoon and night. Eight folktales are suitable for reading teaching Taking responsibility by government and citizen to re-telling folktales for the next generation become one of the way to make culture belongs to life.  

scholarly journals LIMITATION VOCABULARY CAN BE ONE OF FACTOR THE STUDENTS DO NOT WANT TO SPEAK ENGLISH

2021 ◽  
Vol 4 (1) ◽  
pp. 75
Author(s):  
Rizka Dinda Amalia ◽  
Anita Anggraeni
Keyword(s):  
High School ◽  
Foreign Language ◽  
Junior High School ◽  
Qualitative Method ◽  
English Language ◽  
Junior High ◽  
Second Grade ◽  
Grade Student ◽  
International Language ◽  
The Way

English is an International language that is used as an instrument to communicate. As a foreign language it is quite normal if  English difficult to learn, because the way to write and read or speak English language is dissimilar whereas  in Indonesian language the way to read or speak and write it is the same. Same as student in one of Junior High school in Lembang, some of them do not want to speak English language especially in from of the class. The author guest one of the factor students do not want to speak English is limitation vocabulary. In this article the author try to know is it true that limitation vocabulary is one of factor student do not want to speak English ? To answer that question, the author use qualitative method through questionnaire and interview for second grade student. The result finding that many factor student do not want to speak English one of them is limitation vocabulary, the student said that is no easy to memorize a lot of vocabulary, when they memorize it the feel bored. To make the student do not feel bored the author  suggest to use some games in the class to make the student more attractive. Keywords:  Vocabulary, Factor, Speaking

READABILITY OF TEXTBOOK FOR THE EIGHTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL

2016 ◽  
Vol 5 (4) ◽  
Author(s):  
Rizki Mandasari And Anni Holila Pulungan
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Index Formula ◽  
Eighth Grade ◽  
Narrative Texts ◽  
School Textbook ◽  
Eighth Grade Students ◽  
Readability Level ◽  
Reading Texts

This research deals with the readability level of reading texts and the eighth gradestudents of junior high school. The objective of this research is to find out thereadability level of reading texts in English for junior high school textbook. Theresearcher used qualitative method in which the researcher describes thereadability level of reading texts in the textbook by using Gunning Fog IndexFormula. The text that will be analyze are 16 reading texts which are consists ofthree genres, 4 descriptive texts, 4 recount texts, and 8 narrative texts. They arethe whole reading texts in the English for junior high school textbook, publishedby Mediatama. Based on the analysis by using Gunning Fog Index Formula, fromtotal number 16 reading texts, 12 reading texts are in the very easy level, 1 text isin the standard level, and 3 texts are in the difficult level. In average, the texts arein the very easy level with score 7.3. It’s found based on the Gunning’s theory. Itis concluded that reading texts in English for junior high school textbook are notin the appropriate level for the eighth grade students of junior high school in SMPNegeri 3 Stabat.

Grammatical Metaphor in English Textbook of Junior High School

2015 ◽  
Vol 12 (2) ◽  
Author(s):  
Purnama Rika Perdana ◽  
Amrin Saragih ◽  
Sumarsih Sumarsih
Keyword(s):  
High School ◽  
Junior High School ◽  
Educational Level ◽  
Junior High ◽  
Scientific Writing ◽  
High School English ◽  
Qualitative Design ◽  
Grammatical Metaphor ◽  
Higher Educational ◽  
The Way

This study investigates grammatical metaphor in the English textbook of Junior High School. The objectives of the study are to identify what grammatical metaphor are used in Junior High School English textbook, to describe the way those grammatical metaphor are used, and to explain the reason why the English textbook of Junior High School uses those grammatical metaphors. The research was conducted by applying descriptive qualitative design. The data for this study were texts taken from an English textbook for Junior High School. The data were collected by selecting the texts based on their subjects, then retyping the passage of the text, editing the passage by breaking down the clauses into a data, and printing out the data. The findings of the study show that there are five grammatical metaphors used in the English textbook, namely the realization of epithet = thing, event = thing, event = epithet, head = modifier, and manner = epithet. It is found that the reason why the English textbook uses the grammatical metaphors is in order to make the information compact or denser which directs the students to a scientific writing model mostly applied in their higher educational level. Keywords: grammatical metaphor, English textbook, Junior High School

A Pleasant Approach to Demonstrative Geometry

1926 ◽  
Vol 19 (8) ◽  
pp. 484-486
Author(s):  
E. V. Sadley
Keyword(s):  
High School ◽  
High Schools ◽  
Junior High School ◽  
Junior High ◽  
Formal Treatment ◽  
The Subject ◽  
Experimental Geometry ◽  
The Way

The introduction of experimental geometry into our junior high school courses and the willingness to call any study of form in the lower grades by the high sounding name of “intuitive geometry” have done much to pave the way for the more formal treatment of the subject in the senior high schools.

Some geometric ideas for junior high school

1960 ◽  
Vol 53 (8) ◽  
pp. 620-626
Author(s):  
Irvin H. Brune
Keyword(s):  
High School ◽  
Young People ◽  
Junior High School ◽  
Junior High ◽  
People Today ◽  
The Way

“The race, including those who advocate abstractions today, learned much of its mathematics through practical needs and by the way of real problems…. Surely a small share of such learning while solving, abstracting while applying, and generalizing while testing should not be denied young people today.”

The Junior High School Textbook—Plus

1946 ◽  
Vol 39 (5) ◽  
pp. 217-220
Author(s):  
Veryl Schult
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
National Council ◽  
Modern Education ◽  
School Textbook ◽  
200Th Anniversary ◽  
Teaching Of Mathematics

This year, 1946, besides our celebrating 25 years of the work of the National Council of Teachers of Mathematics, we are celebrating the 200th anniversary of the birth of a great educator, the Swiss, Pestalozzi. And since he taught us much that applies to the teaching of mathematics today, I want to begin by reviewing briefly our debt to this man who might well he called the father of modern education.

scholarly journals PROJECT METHOD IN TECHNOLOGY AND IT EDUCATION

2016 ◽  
Vol 2 ◽  
pp. 231
Author(s):  
Henryk Noga ◽  
Jana Depešová
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Project Method ◽  
It Education ◽  
The Way

Based on the research it can be stated that both primary and junior high school students and teachers have different views on the effectiveness of project method used on technology and IT classes. The vast majority of students were the most satisfied with the practical classes that effectively combined theoretical and practical tasks. This form of work to a great extent fostered students’ activity. Unfortunately, although teachers were interested in using project method on technology and IT lessons, the way of using it can be questionable. Teachers emphasize the fact that not all issues can be achieved using this method. 

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