scholarly journals Grammatical Cohesive Devices in Reading Text: A Discourse Analysis of English Test for Junior High School

JET ADI BUANA ◽  
2021 ◽  
Vol 6 (01) ◽  
pp. 1-6
Author(s):  
Dwi Jayanti ◽  
Didin Nuruddin Hidayat
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Writing Skills ◽  
Final Examination ◽  
Cohesive Devices ◽  
Reading Text ◽  
Academic Year ◽  
Report Text ◽  
Reading Texts

Reading text, besides being used as teaching media, is also used in an assessment measurement. However, in reality, many students have difficulty understanding the reading text due to several factors such as the text is too long, incohesive between words, and even incoherent between paragraphs. To avoid these factors, important to analyze the use of cohesive devices in reading texts. The present study aimed to investigate grammatical cohesive devices in the reading text of the English National Final Examination test for Junior High School in the 2017-2018 academic year in Indonesia. The current research attempted to: (1) find out the kind of grammatical cohesion devices that were applied in sixteen reading texts of the English National Final Examination test, (2) explore the use of reference, substitution, ellipses, and conjunction to describe the cohesiveness that was applied in sixteen of the reading texts, consisting of a short functional, narrative, descriptive, recount and report text. The reading texts were analyzed using Halliday and Hasan’s (1976) theory related to grammatical cohesion devices. The steps of data analysis were through the process of collecting, counting, categorizing, and assessing the grammatical cohesion devices. The findings revealed that 621 grammatical cohesion devices were used in the English National Final Examination reading text. Further, the findings explained that 67.47% of grammatical cohesion device was the reference (419), 5.15% was the substitution (32), 2.58% was the ellipses (16), 24.80% was the conjunction (154). The findings also indicated that the limited use of grammatical cohesion devices in the present study showed a lack of a variety of grammatical cohesion in terms of form and variation devices. Although the reading text of the English Final Examination was somewhat cohesive, some areas still need improvement. Implications for teachers and educators are to give more attention to the coherence of the reading text.  A  cohesive reading text will provide an understanding of both the form and content of the text. For reading text scriptwriters, they must pay attention to grammatical cohesion devices so it becomes more varied and not monotonous. Besides, students need to be given material related to cohesion because knowledge of cohesion is very useful in the mastery of their language, especially in reading and writing skills.

scholarly journals UJI VALIDITAS ASPEK KOMPETENSI BERSASTRA PADA SOAL ULANGAN AKHIR SEMESTER GANJIL MATA PELAJARAN BAHASA INDONESIA KELAS VII TAHUN PELAJARAN 2012/ 2013 SMP NEGERI WILAYAH NGAWI BARAT

2015 ◽  
Vol 25 (1) ◽  
Author(s):  
Laili Etika Rahmawati ◽  
Widya Puteri Kusumawati
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Final Examination ◽  
School Grade ◽  
Rational Analysis ◽  
Language Competence ◽  
Validity Test ◽  
Academic Year ◽  
Final Instrument

The research has aim to examine the aspect validity of literary competance on the instrument test of the odd semester final examination in academic year 2012/2013 grade VII of the state junior high school in West Ngawi Region. The research was descriptive qualitative research, which related to the validity test of the instrument test item in the final examination. The data ceollected then analized of its validity by using the four language competence i.e. listening, speaking, reading, dan writing, and also analized based on its accordance level to the literary basic competence. The validity type which used on the research was the content validity which did not involve the statistic calculation at all except the rational analysis. The result data of the validity test was the qualitative data, i.e. the description of validity test to the odd semester final instrument test of state junior high school grade VII in academic year 2012/2013. The result of the research showed that the literary instrument test were more dominant on the writing competance aspect. It is proof on the presence of tendency to include the other competence (such as listening competence) in the writing activity. Furthermore, on the writing basic competence, the ways to demonstrate to the students were more efficient and varies so that the instrument was appropriate to be applied. On the literary aspect of instrument test, there was one of the basic competence which did not included to the instrument test, i.e. basic competence of 8.2 rewrite the fairytale using the own language of the fairytale which had ever read or listened. As the research forward, this basic competence do not listed on the literary aspect of the instrument test.

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.

THE READABILITY OF READING TEXTS IN ENGLISH TEXTBOOKS FOR THE EIGHTH GRADE STUDENTS IN MEDAN IN THE ACADEMIC YEAR OF 2015/2016

2016 ◽  
Vol 5 (4) ◽  
Author(s):  
Barli Kifli And Meisuri
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Sixth Grade ◽  
Eighth Grade ◽  
Readability Score ◽  
Eighth Grade Students ◽  
English Textbooks ◽  
Academic Year ◽  
Reading Texts

This study focused on the readability of reading texts in English textbooks for grade VIII students in Medan in the academic year of 2015/2016. This study attempted to find out whether the English reading texts were appropriate or not in terms of the readability level for the target students. This study was categorized as descriptive qualitative research. The source of the data were six reading texts which consist of descriptive, recount and narrative texts selected from three English textbooks entitled English for Junior High School VIII published by Mediatama, English on Sky 2 published by Erlangga, and English in Focus published by Pusat Perbukuan Departemen Pendidikan Nasional, for grade VIII in Medan which were designed under guidance of Kurikulum Tingkat Satuan Pendidikan (KTSP). The Dale and Chall original formula was used to analyze the data from the textbooks. The findings of the study showed that the average readability score of the six texts in English in Focus textbook was 6.0. It indicated that the reading texts in English in Focus textbook is appropriate for the eighth grade students since it’s level is for the seventh and eighth grade. The average readability score of reading texts in English on Sky and English for Junior High School VIII textbook were 5.7 and 5.5. The scores indicated that the reading texts in both English on Sky and English for Junior High School VIII textbook were too easy for the eighth grade students since the textbooks’ level was for the fifth and sixth grade.

scholarly journals Analyzing Cohesion Device of Monologue Texts in Students’ Text Book for Eight Grade in Academic Year 2017/2018

2018 ◽  
Vol 6 (2) ◽  
pp. 165
Author(s):  
Muhamad Zayyinul Muttaqin
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Qualitative Approach ◽  
Eighth Grade ◽  
Text Book ◽  
Cohesive Devices ◽  
Academic Year

<p style="margin-bottom: 0.35cm; line-height: 115%;" align="left"> </p><p>This study aimed to describe the types of cohesive devices that were mostly used and also to find out which one the most cohesive text among texts in Students’ texts book (When English Rings a Bell) for Junior High School at eighth grade in the academic year of 2017/2018. The object of this study was monologue texts that are found in students’ texts book for Junior High School at eight grade in the academic year of 2017/2018. This study used qualitative approach. The researcher analyzed the data; First, the data were analyzed by dividing and numbering sentences into clauses, second, putting the number of cohesive devices into tables based on types, third, putting the number of cohesive devices in the form of a percentage, the last, interpreting based on the result.</p><p style="margin-bottom: 0.35cm; line-height: 115%;" align="left"><span style="font-family: sans-serif;"><br /></span></p>

scholarly journals IMPROVING STUDENTS’ WRITING SKILLS IN DESCRIPTIVE TEXT USING PICTURE WORD INDUCTIVE MODEL (PWIM) STRATEGY

2021 ◽  
Vol 4 (3) ◽  
pp. 420
Author(s):  
Desy Oktafiani ◽  
Hendra Husnussalam
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
Writing Skills ◽  
Maximum Score ◽  
Minimum Score ◽  
Academic Year ◽  
Improvement Score

The objective of the study is to provide the students treatment and make the students easy in learning process of writing descriptive text, therefore to improve the students writing skills in English by using PWIM strategy. The participants are the 7th grade students of Junior High School at Cimahi in academic year 2019/2020 which consist of 32 students. The study using CAR with two cycles to observe the activities and responses of students in classroom. Result of the study could be seen from the improvement score from pretest to posttest 2 with a minimum score of 75 and maximum score of 85 in posttest 2. Keywords:  Writing, Descriptive Text, PWIM Strategy, CAR 

scholarly journals Analysing Cohesion Device of Monologue Texts in Students’ Text Book for Eight Grade in Academic Year 2017/2018

2019 ◽  
Vol 7 (2) ◽  
pp. 122
Author(s):  
Muhamad Zayyinul Muttaqin
Keyword(s):  
High School ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Primary Data ◽  
Text Book ◽  
Personal Reference ◽  
The Third ◽  
Cohesive Devices ◽  
Academic Year

Cohesive term deals with the unity of paragraph or passage that relates between sections of a text or speech. This study aimed to describe the types of cohesive devices that were mostly used and also to find out which one is the most cohesive text among students’ texts book (When English Rings a Bell) for Junior High School at Eight grade in the academic year of 2017/2018. The primary data of this study was monologue texts that are found in students’ texts book for Junior High School at Eight grade in the academic year of 2017/2018. This study used a qualitative approach; First, the data were analyzed by to divide and numbering sentences into clauses; The second, to put the number of cohesive devices into tables based on types; The third, to put the number of cohesive devices into the form of percentage; The last, to make an interpretation based on the result. The objective findings are three kinds of cohesive; those were reference, ellipsis, and conjunction. Then, most of the cohesive device was a reference, personal reference, which mostly realized in every single clause, then followed by the conjunction "additive and adversative." This study was practically implicated to teaching and learning which can introduce functions and samples of cohesive to their students in order that students knew and then utilized its concept in their writing.

scholarly journals KOMPARASI KETERAMPILAN MENULIS TEKS LAPORAN HASIL OBSERVASI DENGAN KETERAMPILAN MENULIS TEKS CERITA FANTASI SISWA KELAS VII SMP NEGERI 22 PADANG

2020 ◽  
Vol 9 (1) ◽  
pp. 182
Author(s):  
Rosita Hasibuan ◽  
Mhd. Hafrison
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Writing Skills ◽  
Grade Student ◽  
Seventh Grade ◽  
Significant Difference ◽  
Story Writing ◽  
Report Text ◽  
Seventh Grade Student

ABSTRACTThe purpose of this research was to describe things as follow. First, it describes the writing skills of the report text of observations of grade VII junior high school 22 Padang. Secondly, it describes the writing skills of fantasy text for VII grade students of junior high school 22 Padang. Third, analyze the comparasion between the writing skills of the observation report text and the fantasy story writing skills of the seventh grade student. This type of research is quantitative research with descriptive analysis. Based on the result of the study, the following three things were concluded. First, the writing skills of the report text of observations of grade VII students of junior high school are in good qualifications (82,82). Secondly, the skills to write fantasy text for seventh grade student of junior high school 22 Padang are in good qualifications (80,66). Third, there is a significant difference between the writing skills of observations report text and the fantasy story writing skills of grade VII students of junior high school 22 Padang, so it can be concluded that H0 is rejected and H1 is accepted because the test results prove that the count is greater then the table 11,25>1,68. Kata Kunci: Komparasi, Menulis Teks LHO,Menulis Teks Cerita Fantasi

scholarly journals Teknik Permainan Kartu Memo dalam Pembelajaran Aksara Sunda

LOKABASA ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 171-179
Author(s):  
Muhamad Farid ◽  
Rahman Rahman ◽  
Usep Kuswari
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Writing Skills ◽  
School Students ◽  
Writing Ability ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Academic Year

The background of this study is the lack of students’ ability to write Sundanese writing. This study has a purpose to describe students’ writing ability towards Sundanese writing based on the form, grammatical writing, also manners before using memo cards game students’ writing ability towards Sundanese writing based on the form, grammatical writing, also manners after using memo cards game the effectiveness of memo cards game to help increasing the students’ writing ability in Sundanese writing based on the form, grammatical writing, and also manners. Using the quasi-experimental research and one-group pretest and posttest design. This study collected the data using tests to the Junior High School students grade VII-A in SMPN 2 Lembang, academic year 2018/2019 which is 37 students. The results show that: 1) students’ writing ability towards Sundanese writing before using memo cards game is about 60,13 from the 70 of passing grade; 2) students’ writing ability towards Sundanese writing after using memo cards game increase to 74,66; and 3) there is a significant difference between the students’ writing before using memo cards game and after using memo cards game. We can see from the hypothesis experiment that the value of Asimp. Sig (2-Tailed) is 0,000. We can conclude that the memo card game technique can mrove the writing skills of Sundanese grade VII-A junior high school student in academic year 2018/2019.AbstrakLatar belakang penelitian ini adalah kurangnya kemampuan dalam menulis aksara Sunda siswa kelas VII-A SMPN 2 Lembang taun ajaran 2018/2019. Penelitian ini bertujuan untuk mendeskripsikan kemampuan menulis aksara Sunda siswa kelas VII-A SMPN 2 Lembang sebelum dan sesudah menggunakan teknik permainan kartu memo berdasarkan bentuk, tatacara penulisan, serta kaidah-kaidahnya, dan perbedaan yang signifikan kemampuan menulis aksara Sunda sebelum dan sesudah menggunakan teknik permainan kartu memo. Metode yang digunakan dalam penelitian ini yaitu studi kuasi eksperimen dengan desain penelitian one-group pretest and posttest. Teknik yang digunakan untuk mengumpulkan data dalam penelitian ini yaitu menggunakan tes kepada siswa kelas VII-A SMPN 2 Lembang tahun ajar 2018/2019 yang berjumlah 37 siswa. Berdasarkan hasil penelitian yang dilakukan dapat diketahui bahwa, (1) kemampuan siswa menulis aksara Sunda sebelum menggunakan teknik permainan kartu memo adalah sebesar 60,13, (2) kemampuan siswa menulis aksara Sunda setelah menggunakan teknik permainan kartu memo adalah sebesar 74,66 3) terdapat perbedaan yang signifikan antara kemampuan menulis siswa terhadap aksara Sunda sebelum dan sesudah menggunakan teknik permainan  kartu memo. Hal tersebut dapat kita lihat dari uji hipotesis bahwa nilai Asimp. Sig (2-Tailed) sebesar 0,000. Dengan demikian, dapat disimpulkan bahwa Teknik Permainan Kartu Memo dapat meningkatkan kemampuan menulis aksara Sunda siswa SMPN 2 Lembang tahun ajaran 2018/2019.Abstrak: Latar belakang penelitian ini adalah kurangnya kemampuan dalam menulis aksara Sunda siswa kelas VII-A SMPN 2 Lembang taun ajaran 2018/2019. Penelitian ini bertujuan untuk mendeskripsikan kemampuan menulis aksara Sunda siswa kelas VII-A SMPN 2 Lembang sebelum dan sesudah menggunakan teknik permainan kartu memo berdasarkan bentuk, tatacara penulisan, serta kaidah-kaidahnya, dan perbedaan yang signifikan kemampuan menulis aksara Sunda sebelum dan sesudah menggunakan teknik permainan kartu memo. Metode yang digunakan dalam penelitian ini yaitu studi kuasi eksperimen dengan desain penelitian one-group pretest and posttest. Teknik yang digunakan untuk mengumpulkan data dalam penelitian ini yaitu menggunakan tes kepada siswa kelas VII-A SMPN 2 Lembang tahun ajar 2018/2019 yang berjumlah 37 siswa. Berdasarkan hasil penelitian yang dilakukan dapat diketahui bahwa, (1) kemampuan siswa menulis aksara Sunda sebelum menggunakan teknik permainan kartu memo adalah sebesar 60,13, (2) kemampuan siswa menulis aksara Sunda setelah menggunakan teknik permainan kartu memo adalah sebesar 74,66 3) terdapat perbedaan yang signifikan antara kemampuan menulis siswa terhadap aksara Sunda sebelum dan sesudah menggunakan teknik permainan  kartu memo. Hal tersebut dapat kita lihat dari uji hipotesis bahwa nilai Asimp. Sig (2-Tailed) sebesar 0,000. Dengan demikian, dapat disimpulkan bahwa Teknik Permainan Kartu Memo dapat meningkatkan kemampuan menulis aksara Sunda siswa SMPN 2 Lembang tahun ajaran 2018/2019.

Analysis on Reading and Writing Section of Test Items in 2009/2010 English National Final Examination (UAN) for Junior High School Students

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Musarokah Siti ◽  
Dwi Anggani Linggar Bharati
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Final Examination ◽  
School Students ◽  
Cognitive Domains ◽  
Reading And Writing ◽  
Test Items

ABSTRACT This paper attempts to analyze the test items in the English National Final Examination (UAN) for Junior High School Students in the academic year 2009/2010. This study aims at analyzing the compatibility of the test items of package A in reading and writing section of English National Final Examination for Junior High School Students with the standard of graduate competence and the cognitive domains used in the test. The data were collected by using documentary method, while in analyzing the data the writers focused on matching the compatibility of the test items with the Standard of Graduate Competence and identifying the cognitive domain used. From the analysis, it was found that the test items of package A in reading and writing section of English National Final Examination 2009/2010 were in line with the Standard of Graduate Competence (SKL) arranged by the government. The cognitive domains in reading section mostly used level of comprehension. The cognitive domains in writing section used the application and the synthesis level. ?é?á Key words: analysis, test items, national final examination

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