LEXICAL DENSITY AND GRAMMATICAL INTRICACY OF READING MATERIALS IN ENGLISH IN FOCUS TEXTBOOK FOR FIRST GRADE OF JUNIOR HIGH SCHOOL

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Amna Apriany Delima Batubara And Sumarsih
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
First Grade ◽  
English Reading ◽  
Reading Materials ◽  
Lexical Items ◽  
Lexical Density ◽  
Descriptive Method ◽  
Reading Texts

This study aims to find out the lexical density and grammatical intricacy of English reading texts in the textbook for the 1st grade of junior hih school to measure the difficulty of the text. The objectives of the study are to find out the lexical density and grammtical intricacy which formed in the reading texts of English in Focus Textbookwhich has the highest both of lexical density and grammatical intricacy. This study was conducted by descriptive method with qualitative research. The data of this research were the English reading texts of English in Focus Textbook for First Junior High School. The data were text analyzed by using Halliday’s theory. The result of this study; 1).Lexical density formed of the texts was high based on Halliday’s theory that the texts had more lexical item than grammatical item, Text 1 was 57.31%, Text 2 was 70.83%, Text 3 was 68.75%, Text 4 was 61.36%, Text 5 was 58.82%, Text 6 was 60.86%, Text 7 was 69.23%, Text 8 was 71.42%. Grammatical Intricacy formed of the texts was high based on Halliday’s theory that the texts had more complex clauses than simple clause, Text 1 was 7, Text 2 was 4, Text 3 was 2.16, Text 4 was 2, Text 5 was 1.08, Text 6 was 1.75, Text 7 was 2, Text 8 was 2. 2).Lexical density influences the difficulty of reading texts if it has higher proportion of lexical items than grammatical items. While grammaticcal intricacy also influences the difficulty of reading texts if it has higher proportion of complex clauses in comparison with simple clauses. 3).The length of the sentence did not influence the grammatical intricacy of the texts but the more complex clauses and content carrying lexical items could make the reader difficult to process the texts.

LEXICAL DENSITY OF READING TEXTS IN ENGLISH TEXTBOOK OF JUNIOR HIGH SCHOOL

2016 ◽  
Vol 5 (4) ◽  
Author(s):  
Desi Ariska And Isli Iriani Indiah Pane
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Ninth Grade ◽  
English Reading ◽  
Lexical Items ◽  
Lexical Density ◽  
Ninth Grade Students ◽  
Report Text ◽  
Reading Texts

This study deals with lexical density of English reading texts in the textbook of junior high school. The objectives of the study are to find out the lexical density of reading texts of English in Focus textbook, the text which has the highest lexical density in the reading texts, and the reason of the text which has the highest lexical density in reading texts. This study was conducted by descriptive qualitative method. The data of this research were the English reading texts of English in Focus textbook for ninth grade students of junior high school published by National Education Department. The result of the analysis showed that: (1) The lexical density of procedure texts are 5.90, 5.08, 5.5, and 4.69, report texts are 5.92, 4.22, 4.06, and 3.64 and narration texts are 2.92 and 2.90. The score showed that the lexical density of eleven reading texts on English in Focus textbook for ninth grade of junior high school is categorized medium based on the Halliday’s theory. It means that the texts are not difficult, easy to understand and suitable for ninth grade students of junior high school. (2) The highest lexical density of the reading texts is report text entitled “The Chinese Influence in Indonesian Visual Art” (5.92) because of the higher number of lexical items than grammatical items, few clauses and more vocabularies of words. (3) Report text has the highest lexical density because of the high proportion of lexical items in the text and it also because of the generic structure, language features and the style of writing report text.

scholarly journals LEXICAL DENSITY AND READABILITY IN ENGLISH FOR JUNIOR HIGH SCHOOL VIII TEXTBOOK

2019 ◽  
Vol 7 (4) ◽  
Author(s):  
Nurwahidah Ramadhani Waruwu ◽  
Johan Sinulingga ◽  
Yeni Erlita
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Readability Score ◽  
Flesch Reading Ease ◽  
Standard Level ◽  
8Th Grade ◽  
Lexical Items ◽  
Lexical Density ◽  
Reading Texts

This study aimed to analyze and describe the lexical density and readability in English for Junior High School VIII textbook. It was conducted by using descriptive qualitative research. The textbook was published by Mediatama. It is used for the eighth grade of students in junior high school. The researcher used seven reading texts as the data. The lexical density was tested by using Ure’s formula and the readability was tested by using Flesch Reading Ease Formula. The result showed that the lexical density of the reading texts in English for Junior High School VIII textbook is above 40% which indicates that it has high lexical density. Lexical items (nouns, verbs, adjectives, and adverbs) play important role to influence the density of a text. The more lexical items in a text, the higher lexical density percentage will be and it also affects the readability of the reading texts. Then, the result also showed that the average readability score is 66 which falls into standard level. It indicates that the reading texts are readable for 8th grade students of junior high school but they still need teacher’s assistance to comprehend the texts. Keywords: Lexical Density, Readability, Flesch Reading Ease Formula.

scholarly journals An Analysis on Readability of English Reading Texts With Automated Computer Tool

2019 ◽  
Vol 6 (1) ◽  
pp. 81-91
Author(s):  
Yulianto Yulianto
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Dominant Role ◽  
Junior High School Students ◽  
School Students ◽  
English Reading ◽  
Reading Texts

Selecting appropriate textbook to the students is important because textbook have dominant role in the success of foreign language teaching and learning. The purpose this article is to analyze the readability level of English reading texts with automated computer tools. There are eight reading texts that will be analyzed in this qualitative study.  The data and source of data of this research were adopted from an English textbook entitled Pathway to English 2 Textbook for the Eighth Grade of Junior High School Students Published by Erlangga. The results reveal that only 1 text was appropriate for seven or eight grade of Junior High School students. There were 6 texts appropriate elementary students. And there was 1 text suitable for Senior High School students.

DEVELOPING ENGLISH READING MATERIALS FOR STUDENTS OF CERDAS MURNI ISLAMIC JUNIOR HIGH SCHOOL

2018 ◽  
Vol 6 (4) ◽  
Author(s):  
Diah Ayu Nanda ◽  
Johan Sinulingga ◽  
Morada Tetty
Keyword(s):  
High School ◽  
High School Students ◽  
Research And Development ◽  
Junior High School ◽  
Junior High ◽  
School Students ◽  
Islamic School ◽  
Authentic Material ◽  
English Reading ◽  
Reading Materials

This study aimed to develop English reading materials needed for students of Cerdas Murni Islamic Junior High School through Authentic Material Approach (AMA).The objective of this study was to develop relevant English reading materials to the needs of Cerdas Murni Islamic Junior High School students especially eight grade . This study was conducted by Research and Development (R&D) design through six phases: 1) Collecting data, 2) Analyzing data, 3) Developing new materials, 4) Validating product 5) Revising materials, 6) final product. The data of this research were from the existing materials, syllabus,  students’ questionnaire, and the teachers’ interview. The result of this research showed that the existing materials were not suitable to the Islamic school students’ needs.. Therefore, new English reading materials were developed through Authentic Material Approach (AMA) principles in order to meet the Islamic students’ needs. Furthermore, developing English reading materials were recount text. Recount text expose personal recount “Tarawih Changed his Life and the biographical recounts of Prophet Muhammad SAW and Shalahuddin Al-Ayyubi”. The English reading materials were validated by English teacher and English lecturer. Both of them agreed that new English reading materials were suitable with the Islamic school students’ needs. Key Words: English reading materials, Islamic junior high school, Research and Development (R&D)

DEVELOPING ENGLISH READING MATERIALS FOR STUDENTS OF CERDAS MURNI ISLAMIC JUNIOR HIGH SCHOOL

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Diah Ayu Nanda And Morada Tetty
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
English Teacher ◽  
New Materials ◽  
School Students ◽  
Islamic School ◽  
Authentic Material ◽  
English Reading ◽  
Reading Materials

This study aimed to develop English reading materials needed for students ofCerdas Murni Islamic Junior High School through Authentic Material Approach(AMA).The objective of this study was to develop relevant English readingmaterials to the needs of Cerdas Murni Islamic Junior High School studentsespecially eight grade . This study was conducted by Research and Development(R&D) design through six phases: 1) Collecting data, 2) Analyzing data, 3)Developing new materials, 4) Validating product 5) Revising materials, 6) finalproduct. The data of this research were from the existing materials, syllabus,students’ questionnaire, and the teachers’ interview. The result of this researchshowed that the existing materials were not suitable to the Islamic schoolstudents’ needs.. Therefore, new English reading materials were developedthrough Authentic Material Approach (AMA) principles in order to meet theIslamic students’ needs. Furthermore, developing English reading materials wererecount text. Recount text expose personal recount “Tarawih Changed his Lifeand the biographical recounts of Prophet Muhammad SAW and Shalahuddin Al-Ayyubi”. The English reading materials were validated by English teacher andEnglish lecturer. Both of them agreed that new English reading materials weresuitable with the Islamic school students’ needs.

scholarly journals Development of an online learning environment for geography and geology using Minecraft

2019 ◽  
Vol 1 ◽  
pp. 1-1
Author(s):  
Junko Iwahashi ◽  
Yoshiharu Nishioka ◽  
Daisaku Kawabata ◽  
Akinobu Ando ◽  
Hiroshi Une
Keyword(s):  
High School ◽  
Virtual Worlds ◽  
Junior High School ◽  
Virtual World ◽  
Junior High ◽  
Computer Game ◽  
First Grade ◽  
Real Field ◽  
Modern World ◽  
Understanding Of Science

<p><strong>Abstract.</strong> The purpose of this research is to give children a geographical viewpoint, and to encourage an interest in, and awareness of, landforms and geology. We created a system based on an exploration type computer game and verified the educational effects. Moreover, we aim to reach not only the virtual aspect but we also have a goal of creating interest in the actual field. As a secondary effect, by using a computer game that attracts children’s interest, we aim to make the experience of solving issues subjective and active even if the player is a passive child, a child with little inquiry, or a child who is not adept at self-assertion. With this new approach, we also hope to interact with young generations who usually do not interact with researchers.</p><p>Many thematic maps of geography and geology are already published on the Web. They are popular among those who need to collect and view the information for some reason or with those who are interested in observing topographic maps and are interested in geology. However, in particular, the approach to children who do not have such motivation needs one more step: a mechanism to induce an inquiring mind, and a mechanism that leads to finding the information and having interest in the real field.</p><p>The platform of this research is Minecraft Education Edition (Mojang/Microsoft). Minecraft is very popular game software which has exceeded one hundred million users worldwide in recent years, and in Japan there are many elementary and junior high school student enthusiasts of Minecraft. In the game a user explores a virtual world made of cubic blocks. The blocks imitate vegetation, rock formations, and other items, and can create various puzzles. In recent years, the release of the Education Edition assumes use in classrooms.</p><p>In this research, we have constructed a virtual world tailored to a specific junior high school which teaches science classes to first grade students. First, we re-created the actual school buildings and also included the underground geologic strata based on data from boring. In addition, we created a mechanism to expand children’s imagination and knowledge about past environments which can be understood from the geological strata. We also provided checkpoints and gave challenges regarding knowledge about the formation of the land. Together with this modern world, we created ancient virtual worlds so users may understand the geological history around the school’s location.</p><p>Through the experience of this research, we were able to confirm the mechanisms for promoting motivation in children and aiding their understanding of science. It can be applied to systems other than Minecraft, and it can contribute to educational support in a wide variety of fields.</p>

scholarly journals A Research on the Influence of Scaffolding Teaching on Junior High School Students’ English Reading Ability

2021 ◽  
Vol 11 (2) ◽  
pp. 43
Author(s):  
YANG Dan
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Reading Ability ◽  
Junior High ◽  
Teaching Experiment ◽  
Junior High School Students ◽  
School Students ◽  
English Reading ◽  
Reading Interest

This research tries to apply the scaffolding teaching mode in English reading teaching, with the purpose of enhancing students’ interest in reading and improving their reading levels. This study explores whether scaffolding teaching can enhance students’ reading interest and thus improve junior high school students’ English reading ability. After a 3-month-long teaching experiment, through the comparison and analysis of questionnaires and English reading scores, it is found out that scaffolding teaching is beneficial to enhance students’ reading interest and improve students’ reading level.

scholarly journals Group Investigation (GI) on Students Descriptive Writing

2020 ◽  
Vol 2 (2) ◽  
pp. 103
Author(s):  
Nurfatihah Pohma ◽  
Suhaila Waeji
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
First Grade ◽  
T Test ◽  
Investigation Method ◽  
Equal Variance ◽  
Post Test ◽  
Descriptive Writing ◽  
Method Group

The objective of this study was to investigate whether Group Investigation increased first-grade students’ descriptive writing at Raman Siriwit Junior High School, Thailand. This study is quantitative were pre-test and post-test used to collect the data. The writers applied a t-test to analyze the data. Based on the Equal variance column, in obtained t-count scores is 11.808 by computing table scores n1 + n1-2 = 23 + 23 - 2 = 44, then obtained t-table score is 2.05 and significant score is 0.000. Because the score of t-count is 11.808> t-table 2.05 and the significant score is 0.000 <α = 0.05, so that H0 is rejected and Ha is accepted. This means that the pretest writing score compared to the posttest writing score is different. This means that there are significant differences in writing pretest scores with posttest scores after the Group Investigation method. Group Investigation increased first-grade students’ descriptive writing at Raman Siriwit Junior High School, Thailand.

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