scholarly journals The Effect of Prior Knowledge of English at Elementary School on the Reading Ability of Junior High School Students

2019 ◽  
Vol 1 (2) ◽  
pp. 21-28
Author(s):  
Roudhotul Hildayani

This research is used quantitative method and the design used in this research was  ex post facto. In collecting the data, the reseacher administer questionairre then share the reading test to the students. In analyzing the data, the reseacher used linear regression in SPSS 16.0.the result of this research  shows that there is effect or influence between prior knowledge of english and reading ability. Based on the calculation linear reggresion, the gain of sig is 0.021  which is less than 0.05  . it mean s that prior knowledge of english at elementary school influence the reading ability of junior high school students. It can be concluded that the students who get  prior knowledge of english at elementary school are having better reading ability than those who do not.  

2021 ◽  
Vol 11 (2) ◽  
pp. 43
Author(s):  
YANG Dan

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.


2020 ◽  
Author(s):  
Hideaki Hirai ◽  
Mitsuru Toma ◽  
Ikuko Akahane

<p>Focusing on the number of the word “soil” in the field of science in the national guideline of Japan, it has been decreasing almost every ten years. Also, soil is taught inorganically and organic aspect is not treated in the field of science of the recent curriculum (Hirai et al. 2011). On the other hand, as urbanization is proceeding, people are gathering into city where the places with soil are scarce. Under such circumstances it would be important to analyze an interest and recognition of necessity on soil of elementary school pupils and junior high school students who are engaged with the present educational guideline. Therefore, soil education committee of Japanese Society of Soil Science and Plant Nutrition made a decision to conduct a questionnaire survey on soil in 2015. The questions in the questionnaire are; Q1. Are there places with soil around where you live, such as a rice field, forest, park or garden? Q2. Would you like to have places with soil around where you live? Q3. If you replied that you preferred to have a place with soil, what are your reasons? Q4. If you answered that you preferred not to have places with soil around in Q2, what are your reasons? Q5. In what situations have you touched soil? Q6. Circle all of the functions of soil that you think are useful in the lives of people, animals and plants which you are familiar with. Q7. Would you like to know more about soil? After the questionnaire survey, it was revealed that the questionnaire was answered by 5,396 pupils in the elementary schools and 3,472 students in the junior high schools. The results were partly summarized as follows: 1) The percentage of those who replied “I would like to have as many as possible” for Q2 decreased with increasing grade. The highest value was 48.3 % of 1<sup>st</sup> grader of elementary school, while the lowest was 27.5 % of 3<sup>rd</sup> grader of junior high school. The recognition of necessity on soil would be decreasing with increasing age. 2) The percentage of those who replied Q5 with “When working with flower pots” decreased with increasing grade. The highest value was 71.0 % of 1<sup>st</sup> grader of the elementary school, while the lowest was 23.1 % of 3<sup>rd</sup> grader of junior high school. Moreover, almost the same tendency was observed for “When taking a class at school”, that is, the highest value was 69.6 % of 1<sup>st</sup> grader of elementary school, while the lowest was 27.1 of 3<sup>rd</sup> grader of junior high school. 3) The percentage of those who replied “I would like to know as much as possible about soil” for Q7 decreased with increasing age. The highest value was 66.1 % of 2<sup>nd</sup> grader of elementary school, while the lowest value was 14.5 % of 3<sup>rd</sup> grader of junior high school.</p>


1973 ◽  
Vol 36 (1) ◽  
pp. 173-174 ◽  
Author(s):  
Joe Khatena

Form I of the Children's Version of Onomatopoeia and Images was administered to 107 elementary school students and Form II to 100 junior high school students. Their responses to 4 presentations of 5 verbal stimuli showed progressive mean gains in originality scores with the greatest gains occurring on the first repetition.


2021 ◽  
Vol 10 (2) ◽  
pp. 317
Author(s):  
Rinda Nuningtyas ◽  
Bambang Widi Pratolo ◽  
Arina Athiyallah

During the Covid-19 pandemic, there was a very significant change in student teaching and learning methods.The government policy requires that almost all activities including learning activities at school be eliminated and replaced with online schools. One of the most used applications for learning in this pandemic era is WhatsApp. The general objective of this research is to conduct a comparative study on the use of the WhatsApp application as a learning application during the Covid-19 pandemic in elementary and junior high school students in English. While the specific purpose of this research is to find out the strengths and weaknesses as well as the constraints of using WhatsApp as a learning application. The research method used is through field observations using qualitative descriptive methods and also interview techniques to several elementary and junior high school students in the research environment. This is interesting to research further based on direct observations of researchers on the use of WhatsApp on school students directly. This study assumes that the advantages and disadvantages of the learning process using WhatsApp will be found for both elementary school students and junior high school students. That elementary school finds difficulty in using WhatsApp for learning. Because some of the elementary students are still not fluent in reading. Junior high school learners assume that learning by WhatsApp is efficient but still not comparable to face-to-face meetings. The research implications are as follows:  that the students would be able to learn easily by using WhatsApp as a learning application. The teacher Would find another method that enhances the understanding of the students besides using WhatsApp by necessity.


Author(s):  
Hui-Ju Chang ◽  
Chien-Ya Wang ◽  
Hsueh-Chih Chen ◽  
Kuo-En Chang

AbstractThis research aims to examine the use of humor in early adolescents for coping with imagined situations. The main issues investigated are the response patterns of participants to requests to answer the imagined questions by taking both general and humorous perspectives. The Interpersonal Coping Questionnaire was used to survey 485 fifth- to eighth- grade elementary school students in Taipei County and Taipei City for their answers to the imagined questions. The results show that, compared to the general answering perspective, elementary school students taking the humorous answering perspective tended to use specific coping strategies, humor techniques and content. The analysis of techniques of humor in our study has also revealed that irony, imitation, and metaphor were the most used strategies to cope with embarrassing interpersonal conditions in cases where a humorous approach was requested. In terms of age, both male and female junior high school students use more humorous techniques than the fifthand sixth-graders do, indicating a significant correlation between the creation of humor and the development of cognition. In terms of gender, female junior high school students use illogic and parody/imitation more than the male counterparts do.The respondents' humorous responses were also classified as aggressive, affiliative, self-defeating, or self-enhancing. It was discovered in this study that in terms of age, male elementary students mostly frequently used aggressive humor, whereas female elementary students mostly often used affiliative humor responses. As for junior high school students, male students use more aggressive humor, while their female counterparts use more self-defeating humor. These findings of the present research provide a valuable understanding for education.


Reading is one of the important language skills that junior high school students have in today's digital age. Information on the development of science and technology that flows profusely in digital forms, requires the growth of high reading interest from junior high school students. The high interest in reading is characterized by the enthusiasm of students in wanting to understand reading material in a literal, inferential evaluative, and appreciative manner. This study aims to improve the reading ability of junior high school students through the Preview, Question, Read, Reflect, Recite, Review (PQ4R) based on blended learning strategies. Blended learning technology combines face-to-face and online learning activities in the process of reading and understanding reading material. The methods in experiments using digital reading material was read using the PQ4R metacognitive strategy. The results of the study indicate that students carry out reading activities (self-planning) with Preview and Question stages. Then, the students conduct reading monitoring (self-monitoring) with the three stages; Read, Reflect, and Recite. Finally, the students evaluate the progress of reading (self-evaluation) by conducting a review. Thus, it can be concluded that the students interest in reading increases by applying the blended learning based PQ4R metacognitive strategy


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