scholarly journals Annotating clause boundary labels to the written composition corpus of Japanese elementary and junior high school students

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 562
Author(s):  
Mizuho Imada ◽  
Takumi Tagawa ◽  
Chang-Yun Moon ◽  
Akio Nasu
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Support Vector ◽  
School Age ◽  
School Students ◽  
Writing Ability ◽  
Japanese Students ◽  
Children's Writing ◽  
Interrogative Clauses ◽  
Boundary Labeling

To evaluate the development of children’s writing ability, it is necessary not only to examine quantitative indices such as the dependency distance, but also to inquiry the types of structures they use. We conducted clause boundary labeling using Support Vector Machine (SVM) on a corpus of Japanese students' compositions to investigate the change in the tendency of clause use with the progression of school age. The analysis of clause label frequency per sentence exhibited an increase in attributive clauses, nominal clauses, quotation clauses, and continuous clauses, and a decrease in parallel clauses, conditional clauses, reason clauses, time clauses, indirect interrogative clauses, and main clauses. The analysis of dependency distance demonstrated that most of the clauses that increased had short dependency distances, while most of the clauses that decreased had long dependency distances, and that the frequency of clauses with small dependency distances increased relatively with increasing school age. In addition, there was a shift in clause selection among functionally similar clauses, such as from “-te” to continuous forms, from “-tara” to “-ba”, and from “-kedo” and “-keredo” to “-ga”. These results suggest a change in the children’s lexical and grammatical choices, from coordinate to subordinate structures, and from spoken to written vocabulary.

scholarly journals Measuring School Climate among Japanese Students—Development of the Japan School Climate Inventory (JaSC)

2020 ◽  
Vol 17 (12) ◽  
pp. 4426
Author(s):  
Tomoko Nishimura ◽  
Manabu Wakuta ◽  
Kenji J. Tsuchiya ◽  
Yuko Osuka ◽  
Hideo Tamai ◽  
...  
Keyword(s):  
High School Students ◽  
School Climate ◽  
Junior High School ◽  
Behavioral Problems ◽  
School Students ◽  
Behavioral Traits ◽  
Japanese Students ◽  
The Relationship ◽  
Do So

School climate is a significant determinant of students’ behavioral problems and academic achievement. In this study, we developed the Japan School Climate Inventory (JaSC) to see whether it measures school climate properly. To do so, we investigated whether or not the measurement with JaSC varies across sub-groups of varying grade and of gender and examined the relationship between the perception of school climate and the psychological and behavioral traits at individual levels in a sample of Japanese elementary and junior high school students (n = 1399; grade 4–9). The results showed that the measurement was consistent, since single-factor structures, factor loadings and thresholds of the items were found not to vary across sub-groups of the participants. The participants’ perception of school climate was associated positively with quality of life, especially in school (β = 0.152, p < 0.001) and associated negatively with involvement in ijime (bullying) as “victim” and “bully/victim” (β = −0.098, p = 0.001; β = −0.188, p = 0.001, respectively) and peer relationship problems (β = −0.107, p = 0.025). JaSC was found to measure school climate consistently among varying populations of Japanese students, with satisfactory validity.

scholarly journals Linguistic Interdependence Hypothesis: Does the Positive Transfer in Writing Skill Occur in Lower Level Students?

2021 ◽  
Vol 5 (11) ◽  
pp. 1606
Author(s):  
Beby Maharani Masyitha ◽  
Utami Widiati ◽  
Ekaning Dewanti Laksmi
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Positive Transfer ◽  
Language Transfer ◽  
School Students ◽  
Writing Ability ◽  
English Writing ◽  
Writing Skill ◽  
Bahasa Indonesia ◽  
Interdependence Hypothesis

<p><strong>Abstract:</strong> Language transfer always becomes an interesting topic to discuss in SLA. From the two types of language transfer take place in the process of language learning, this research aims to investigate the positive transfer occurs in junior high school students’ writing skill. The two languages to be involved in this research, Indonesian as L1 and English as L2. The analysis of the positive transfer within writing skill in this research is carried out under the theory of ‘Linguistic Interdependence Hypothesis’ proposed by Cummins. Correlational research design is employed to analyze the correlation between the students’ L1 (Indonesian) writing ability and L2 (English) writing ability. The analysis result shows that the positive transfer in students’ writing does not exist. This happens due to the lack of exposure that the students have in practicing L2 (English) writing.</p><strong>Abstrak:<em> </em></strong>Transfer bahasa selalu menjadi topik yang menarik untuk dibicarakan dalam pemerolehan bahasa kedua. Dari dua jenis transfer bahasa yang terjadi dalam proses pembelajaran bahasa. Penelitian ini bertujuan untuk menginvestigasi transfer positif yang terjadi dalam keterampilan menulis siswa SMP. Ada dua bahasa yang dilibatkan dalam penelitian ini, yaitu bahasa bahasa Indonesia dan bahasa Inggris. Analisis transfer positif dalam keterampilan menulis pada penelitian ini mengacu pada teori ‘<em>Linguistic Interdependence Hypothesis</em>’ yang digagas oleh Cummins. Penelitian ini menggunakan metode korelasional untuk menganalisis korelasi kemampuan menulis siswa dalam bahasa Indonesia dan bahasa Inggris. Hasil analisis menunjukkan bahwa tidak ada transfer positif yang terjadi dalam tulisan siswa. Hal ini terjadi karena kurangnya pajanan yang diterima siswa untuk mengasah keterampilan menulis dalam bahasa Inggris.

scholarly journals Guided Writing to Improve the Students’ Writing Ability of Junior High School Students

EFL Journal ◽  
2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Suma Ningsih
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Second Grade ◽  
School Students ◽  
Writing Ability ◽  
Writing Test ◽  
Second Grade Students ◽  
Guided Writing ◽  
Teaching Of Writing ◽  
Passing Grade

The problems of writing are found at MTs Almuna Samarinda; the students are reluctant to write English, they are difficult to express their ideas and thought to the paragraph writing, they made many grammatical mistakes in their writing, and they are also lack of vocabulary in their writing so that it made their writing monoton. This is a classroom action research which aimed at improving the students’ writing ability of madrasah students. The setting of the research is the second grade students of MTs Almuna Samarinda. The instruments of the study are observation and writing test. The result of study shows that Guided writing can overcome the problems in the teaching of writing found at MTs Almuna Samarinda. It was found that in preliminary study, there were 14 students (50%) who achieved minimum passing grade and there were 14 students (50%) of the students who did not pass the minimum passing grade, the highest score was 80 and the lowest score was 50. In Cycle 1, there were 18 students (64%) who achieved minimum passing grade and there were 10 students (36%) of the students who did not pass the minimum passing grade, the highest score was 80 and the lowest score was 55. This cycle was not successful because it did not reach the criteria of success, 70. In Cycle 2, there were 22 students (79%) who achieved minimum passing grade and there were 6 students (21%) of the students who did not pass the minimum passing grade, the highest score was 90 and the lowest score was 60. This cycle was successful because it reached the criteria of success

scholarly journals PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF JUNIOR SCHOOLCHILDREN’S SOCIAL SUCCESS IN THE LEARNING PROCESS

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Alexander Mytnyk ◽  
◽  
Alla Stryzhak ◽  
Keyword(s):  
High School Students ◽  
Primary School ◽  
Junior High School ◽  
Value Orientations ◽  
Educational Process ◽  
School Age ◽  
School Students ◽  
Social Success ◽  
Primary School Age ◽  
Three Components

It is proved in the article that personality had to be able to think, constructing logical reasoning with the help of concepts, judgments and inferences, and the ability to interact constructively with others, working in a team, to succeed in the society. The content and structure of social success of a child of primary school age are presented. This concept is proposed as an integrated quality, which consists of three components: motivational, instrumental and emotional and behavioral. The motivational component is characterized by the presence of the need for knowledge, the desire to succeed. The instrumental component covers three components: cognitive (systematized program knowledge; developed conceptual, divergent, critical thinking); operational (intellectual, intellectual and cognitive, research, intellectual and creative skills); evaluative and effective (reflection and adequate self-esteem). The emotional and behavioral component of social success of junior high school students is represented by the following components: value (presence of value orientations), emotiona and volitional (developed emotional intelligence, respect, sensitivity to others, self-control, volitional qualities), communicative (developed social intelligence). Psychological and pedagogical conditions are characterized as a mechanism of formation of social success of a child of primary school age in the process of studying in the Institutions of general secondary education (IGSE), namely: dominance of problem searching dialogue between teachers and students and between students in the educational process of primary classes; implementation of the course “Logic” in the educational process of primary school in 2–4th classes and tasks related to the content of the course “Logic” on lessons in Humanities and Natural Sciences and Mathematics cycles; creating tasks for joint learning activities, providing “I am – the inclusion” of each pupil in joint work. The mission of the course “Logic” in the content of primary education is described; the techniques of organization and implementation of problem searching dialogue between the subjects of the educational process, the organization of educational activities in a team are revealed.

Improving the Narrative Writing of Students with Learning Disabilities

1994 ◽  
Vol 15 (1) ◽  
pp. 21-32 ◽  
Author(s):  
Marjorie Montague ◽  
Alexandra G. Leavell
Keyword(s):  
Learning Disabilities ◽  
High School Students ◽  
Junior High School ◽  
Multiple Baseline ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Writing Ability ◽  
Baseline Design ◽  
Student Differences

The purpose of this study was to investigate the effects of procedural and substantive facilitation—specifically, instruction in character development—on the quality and length of narratives written by 9 Junior High School students with learning disabilities. A multiple baseline design across triads was used to determine the effects of treatment. Results indicated that over a period of 2 months, students generally made substantial increases in the amount they wrote and mild to moderate increases in the quality of the stories produced. Recommendations are given for individualizing instruction considering student differences in writing ability, background, motivation, interest, and attention.

scholarly journals Study on the Application of Group Cooperative Learning in English Process Writing Teaching in Junior High School

2016 ◽  
Vol 4 (12) ◽  
pp. 48-55
Author(s):  
Yu Ma
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Cooperative Learning ◽  
Junior High School ◽  
Junior High ◽  
Process Writing ◽  
School Students ◽  
Writing Ability ◽  
New Ideas

Based on the study on cooperative learning in the writing class and the analysis of the results of the mid term and final writing exams of the second year junior students in the Dazhou Middle School, this thesis focuses on the effectiveness of group work i n the development of junior middle school students’ ability of process writing. The research is conducted with the goal to find out more effective ways for teachers to enhance junior high school students’ process writing ability the ability of analyzing and handling learning materials, cooperating with group members, creating new ideas and summarizing the ideas of the group.

scholarly journals Learning Model Of Dribbling Futsal Ball Game Based For Junior High School Students

KINESTETIK ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 55-62
Author(s):  
Cahya Setia ◽  
Ardian Cahyadi
Keyword(s):  
High School ◽  
High School Students ◽  
Research And Development ◽  
Junior High School ◽  
Junior High ◽  
Learning Model ◽  
Junior High School Students ◽  
School Age ◽  
School Students ◽  
Ball Game

This research research and development aims to produce a Learning model of dribbling futsal ball game-based for junior high school students. In addition, this research and development is carried out to obtain in depth information about development and application of Futsal herding models for junior high school student and to find out the effectiveness, efficiency, also attractiveness of children to models created. This study uses Research & Development (R & D) development research method from Borg and Gall. The subjects in this research and development were junior high school students consisting of 60 children. The instruments used were questionnaires, questionnaires, and futsal dribbling test instruments used to collect volleyball bottom service data for junior high school aged student, while the stages in this research and development were: (1) needs analysis, (2) expert evaluation (initial product evaluation); (3) limited trials (small group trials); and (4) main testing (field testing). The model effectiveness test uses the futsal ball dribbling skill to determine the level of ability to dribble a futsal ball for junior high school age before giving a treatment in the form of a dribbling model developed and to determine the level of ability to dribble after the dribbling model treatment or treatments developed, from the initial tests performed dribbling a student ball of 750, Based on the development results, it can be concluded that: (1) By futsal dribbling learning model for junior high school age, it can be developed and applied in physical education learning at school (2) By futsal dribbling learning model for junior high school age that has been developed, evidence of an increase is obtained. This is shown in the testing results from pretest and posttest data that there is a significant difference between before and after the treatment model.

scholarly journals Comparatives of Expressive Activities of Junior High School Students with Different Types of Representative Systems

2017 ◽  
Vol 9 (2) ◽  
pp. 107-115
Author(s):  
N.A. Geydebrekht
Keyword(s):  
High School ◽  
High School Students ◽  
Primary School ◽  
Junior High School ◽  
Junior High School Students ◽  
School Age ◽  
School Students ◽  
Different Types ◽  
Representative System ◽  
Primary School Age

The article presents data from a study of drawings of children of primary school age to identify the сcomparative diagnostic parameters that allow to define the leading representative system in the child. 164 drawings of 51 persons under test of the two grades of primary school were analyzed. The observation and modified in relation to primary school age version of the method «Representational systems bias test» (Lewis A., Puselik R., 2012) were used as elements of the diagnostic unit. Based on these results it is concluded that the drawings of children of primary school age with different types of representative systems have differences, sufficient to justify their diagnostic informative value. The results of the study make comparative profiles of children of primary school age with different types of representational systems to facilitate the diagnostic part of the work with children's drawings.

scholarly journals IMPROVING NARRATIVE WRITING ABILITY BY USING PICTURES

2019 ◽  
Vol 22 (1) ◽  
Author(s):  
Indrawaty Asfah
Keyword(s):  
High School ◽  
High School Students ◽  
Data Collection ◽  
Junior High School ◽  
Junior High School Students ◽  
Narrative Writing ◽  
School Students ◽  
Writing Ability ◽  
The Media ◽  
Media Data

This study aims to improve the ability to write narratives for SMP or Junior High School students. The subjects of this study were 32 students class VII A SMP Bayangkara Makassar. Learning is carried out using pictures as the media. Data collection uses observation, assessment rubrics, interviews, journals, and photo for documentation. The results of the study show that the use of radiant color, attractive, simple, easy to understand pictures as a media and delivered in the best presentation, can improve students’ narrative writing

Fake Math-Dislike Students in Japan and East Asian countries

2018 ◽  
Author(s):  
Kazuo Mori ◽  
Akitoshi Uchida
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Math Achievement ◽  
Implicit Attitude ◽  
Asian Countries ◽  
Control Groups ◽  
School Students ◽  
Japanese Students ◽  
One Year ◽  
And Control

International surveys repeatedly showed that Japanese children were good at mathematics but disliking it. We hypothesized there were a considerable number of “fake math-dislikes” among Japanese students who claimed they disliked mathematics explicitly while accepted it implicitly. To examine this hypothesis, we administered questionnaires and paper-based implicit association tests (IAT) to 204 Japanese junior high school students (13-14 years old) and found 38 fake math-dislikes (Study 1). We hypothesized further that those fake math-dislikes would become real math-dislikes eventually and that informing of their implicit attitude toward mathematics might work preventing this undesirable transition. Then, in Study 2, we randomly assigned them into experimental and control groups and informed only the experimental students of their positive implicit attitude toward mathematics we revealed with the IAT. One year later, we found 15 of the 16 experimental students improved their math achievement scores while only nine of the 17 control students did. The simple practice of informing of their implicit attitude worked effectively for improving their math achievement. As hypothesized, it prevented the fake math-dislike students from turning into real math-dislikes.

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