scholarly journals Readability Level of English Reading Text Used In The Era of Pandemic

2021 ◽  
Vol 6 (7) ◽  
pp. 3448
Author(s):  
Rida Paranduk ◽  
Mister Gidion Maru ◽  
Javier Tuerah
Keyword(s):  
Junior High School ◽  
Private School ◽  
Teaching Strategy ◽  
Reading Level ◽  
Public And Private ◽  
9Th Grade ◽  
Reading Text ◽  
Frustration Level ◽  
The Given ◽  
Readability Level

This study attempts to investigate the readability level of the text used in the Junior High School. Taking the material from those read in the two prominent schools; public and private school. Being measured by the given formula and then followed by the given test to students, this study reveals that the readability level of four reading texts as the source of the data in this study indicates various level. It is only one out of four texts that was appropriate for 9th grade students. This affects the students’ purpose of reading competencies of the students in private Junior school who have tendency toward unassisted reading than the students in the public school. It implies the number of students who need the instruction or need assisted in reading. The students within this school demand more instruction than those in private school. The similar condition shown in the students who categorized in the frustration level. As the consequences, this circumstance requires teacher’s serious intervention among others by cautiously doing text selection and adjusting teaching strategy to students’ reading level competency.

scholarly journals The Analysis of the Readability Levels of The Reading Texts in Textbook Entitled “Fast Tract to English” for the Third Year Students of SMA Based on Raygor Readability Estimate

2018 ◽  
Vol 1 (1) ◽  
pp. 50-57
Author(s):  
Yeli Nurhamsih
Keyword(s):  
High School ◽  
Elementary School ◽  
Junior High School ◽  
First Year ◽  
The Third ◽  
Reading Text ◽  
Readability Level ◽  
Descriptive Method ◽  
Readable Text ◽  
Reading Texts

The objectives of this research are to know the readability levels of the reading texts in the textbook and want to know whether or not the reading texts are suitable linguistically for the third year students of SMA. The method used in writing this research was the descriptive method. There were the 38 reading texts analyzed which were taken from an English textbook entitled “Fast Tract to English”. The data were collected through the documentation technique. Those reading texts were analyzed by using Raygor Readability Estimate. There are five findings in this research. First, on the whole, the readability of the textbook is 11. It means the textbook is not suitable lingustically for the third year students of SMA because in general, the students have been studying English for nine years. Second, the writer found four reading texts that their readability levels are under Level 9. Based on Raygor Readability Estimate (RRE), those reading texts are not suitable linguistically for the third year students of SMA because they are predicted as too easy texts for them. Conversely, those reading texts can be linguistically suitable for those who have been studying English since first year of Junior High School or for less than 9 years. Third, there are seven reading texts that are considered as readable texts. The readability level of those reading texts is 9. Based on RRE, those texts are suitable linguistically for the third year students of SMA because level 9 is predicted as suitable readability level for them. However, those texts cannot be suitable linguistically for them if they have been studying English for under or over nine years. Fourth, most of the readability levels of the reading texts in the textbook are over Level 9 namely twenty-six reading texts. Based on (RRE), those reading texts are not linguistically suitable for the students who have been studying English since they were in fourth grade of Elementary school. Those reading texts can be suitable linguistically for those who have been studying English formally for over nine years. Fifth, among 38 reading texts, there is only one reading text that its readability level is in Invalid Level. This text is considered as not readable text. It means, this text cannot be read and learnt. It is predicted, the students might have difficulties in understanding this reading text. The reading text entitled “Non-Aligned Movement”. Keywords: Readability Levels, Reading Texts, Textbook.

scholarly journals Textbook Readibility Assessment of K13 English Textbook For Twelfth Grade

2019 ◽  
Vol 8 (2) ◽  
pp. 38-47
Author(s):  
Susilo Adi Perwira
Keyword(s):  
National Curriculum ◽  
Ministry Of Education ◽  
Instructional Text ◽  
9Th Grade ◽  
Twelfth Grade ◽  
Reading Text ◽  
Text Reading ◽  
5Th Grade ◽  
Readability Test ◽  
Readability Level

English textbook for twelfth grade of SMA which is published by Ministry of Education and Culture is a compulsory textbook which is based on national curriculum 2013 to support education in Indonesia. This study aims to investigate the readability level of the English textbook. It uses descriptive quantitative method to examine the readability of this book. The data are in the form of texts derives from transactional and interpersonal text, short functional text, reading text, instructional text inside the book. There are 180 data taken from those four texts. They are analyzed by using Miyazaki EFL readability formulae as a tool to measure the readability level whether it is suitable or not for twelfth grade students. According to Miyazaki EFL readability test, the easiest text from the book is in 5th grade and the hardest one is in post-school/university grade. But the most frequent grade appear in this book is in 8th and 9th grade which is 77 data (texts). The average of this book score is 63.2 which means it is suitable for 8th and 9th grade. This book is too easy for twelfth grade according to Miyazaki EFL readability test.

CONSUMO DE ALIMENTOS PROCESSADOS E ULTRAPROCESSADOS POR ESCOLARES DE ARROIO DO TIGRE, RS

2018 ◽  
Vol 7 (1) ◽  
pp. 157-164
Author(s):  
Rubiane Inara Wagner ◽  
Patrícia Molz ◽  
Camila Schreiner Pereira
Keyword(s):  
Public School ◽  
Nutritional Status ◽  
Private School ◽  
Food Habits ◽  
Cross Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
Public And Private ◽  
The Public ◽  
Cereal Bars

O objetivo deste estudo foi comparar a frequência do consumo de alimentos processados e ultraprocessados e verificar a associação entre estado nutricional por adolescentes do ensino público e privado do município de Arroio do Tigre, RS. Trata-se de um estudo transversal realizado com adolescentes, com idade entre 10 e 15 anos, de uma escola pública e uma privada de Arroio do Tigre, RS. O estado nutricional foi avaliado pelo índice de massa corporal. Aplicou-se um questionário de frequência alimentar contendo alimentos processados e ultraprocessados. A amostra foi composta por 64 adolescentes com idade média de 12,03±1,15 anos, sendo 53,1% da escola pública. A maioria dos adolescentes encontravam-se eutróficos (p=0,343), e quando comparado com o consumo de alimentos processados e ultraprocessados, a maioria dos escolares eutróficos relataram maior frequência no consumo de balas e chicletes (50,0%) e barra de cereais (51,0%), de 1 a 3 vezes por semana (p=0,004; p=0,029, respectivamente). Houve também uma maior frequência de consumo de alimentos processados e ultraprocessados como pizza (73,5%; p0,001), refrigerante (58,8%; p=0,036) e biscoito recheado (58,8%; p=0,008) entre 1 a 3 vezes por semana na escola pública em comparação a escola privada. O consumo de suco de pacote (p=0,013) foi relatado não ser consumido pela maioria dos alunos da escola particular em comparação a escola pública. Os dados encontrados evidenciam um consumo expressivo de alimentos processados e ultraprocessados pelos adolescentes de ambas as escolas, destacando alimentos com alto teor de açúcar e sódio.Palavras-chave: Hábitos alimentares. Adolescentes. Alimentos industrializados. ABSTRACT: The objective of this study was to compare the frequency of consumption of processed and ultraprocessed foods and to verify the association between nutritional status by adolescents from public and private schools in the municipality of Arroio do Tigre, RS. This was a cross-sectional study conducted with adolescents, aged 10 to 15 years, from a public school and a private school in Arroio do Tigre, RS. Nutritional status was assessed by body mass index. A food frequency questionnaire containing processed and ultraprocessed foods was applied. The sample consisted of 64 adolescents with a mean age of 12.03±1.15 years, 53.1% of the public school. Most of the adolescents were eutrophic (p=0.343), and when compared to the consumption of processed and ultraprocessed foods, most eutrophic schoolchildren reported a higher frequency of bullets and chewing gum (50.0%) and cereal bars (51.0%), 1 to 3 times per week (p=0.004, p=0.029, respectively). There was also a higher frequency of consumption of processed and ultraprocessed foods such as pizza (73.5%, p0.001), refrigerant (58.8%, p=0.036) and stuffed biscuit (58.8%, p=0.008) between 1 to 3 times a week in public school compared to private school. Consumption of packet juice (p=0.013) was reported not to be consumed by the majority of private school students compared to public school. Conclusion: The data found evidenced an expressive consumption of processed and ultraprocessed foods by the adolescents of both schools, highlighting foods with high sugar and sodium content.Keywords: Food Habits. Adolescents. Industrialized Foods.

scholarly journals Household Chores or Play Outdoors? The Intersecting Influence of Gender and School Type on Physical Activity Among Indian Adolescents

2020 ◽  
Vol 47 (5) ◽  
pp. 682-691
Author(s):  
Ilana G. Raskind ◽  
Shailaja S. Patil ◽  
Nikhil Tandon ◽  
Sharanya Thummalapally ◽  
Michael R. Kramer ◽  
...  
Keyword(s):  
Physical Activity ◽  
Confidence Interval ◽  
Private School ◽  
Rate Ratio ◽  
School Type ◽  
School Students ◽  
Public And Private ◽  
Active Time ◽  
Public School Students ◽  
Indian Adolescents

Most Indian adolescents, particularly girls and private school students, do not engage in sufficient physical activity (PA). Current understanding of these sociodemographic differences is limited by a focus on exercise, which may not fully capture PA in developing countries. We examined how gender and school type are associated with multiple PA domains and whether associations with gender differ by school type. We randomly selected an equal number of girls and boys (ages 13-16 years) from public and private schools in Southern India ( n = 395). Cross-sectional 24-hour time-use surveys measured PA, which was categorized into three domains: chores, errands, and work; play; and transportation. Negative binomial and logistic regression modeled relative differences in domain-specific PA minutes and the probability of engaging in ≥60 minutes of moderate-to-vigorous PA (MVPA), respectively, in the prior 24 hours. Girls and boys were equally likely to meet MVPA recommendations. However, girls spent twice as much active time completing chores, errands, and work (rate ratio = 1.98, 95% confidence interval = [1.32, 2.98]), while boys spent twice as much active time playing (rate ratio = 2.11, 95% confidence interval = [1.23, 3.62]). Public and private school girls spent more active time in chores, errands, and work than boys; however, gender differences were greater among public school students ( p value for interaction <.05). Although comparable MVPA levels for girls and boys are beneficial for physical health, girls may gain fewer cognitive, social, and emotional benefits associated with play. Additional research may clarify why the gendered burden of household responsibilities was greater among public school students. School-based programs to engage girls in active play may help reduce inequities.

Adult Courses through Cooperation

1951 ◽  
Vol 134 (5) ◽  
pp. 130-131
Author(s):  
Kenneth C. Parker
Keyword(s):  
Adult Education ◽  
Private School ◽  
American Education ◽  
Education Programs ◽  
Public And Private ◽  
New Horizons ◽  
Recreation Programs

When taxpayer groups demand that frills be trimmed from the educational petticoat for economy reasons, adult education programs are often exempted from criticism. Adults who have benefited from classes that open new horizons of knowledge or from recreation programs that really recreated the tired mind would be reluctant to dispense with this phase of American education. On these pages, Kenneth Parker, who played a large part in getting public and private school authorities to cooperate for the benefit of the community, describes an unusual adult education venture.

scholarly journals IMRPOVING STUDENTS’ READING COMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY ON NARRATIVE TEXT

2019 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Santi Nurdianti ◽  
Resti Rosita ◽  
Odo Fadloeli
Keyword(s):  
Reading Comprehension ◽  
Teaching Strategy ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Grade Student ◽  
9Th Grade ◽  
Post Test ◽  
Ninth Grade Student ◽  
The Mean

This study is a CAR. The objective of this study is improve reading comprehension through reciprocal teaching strategy for the ninth grade student. The researcher answered 2 problem questions of research 1) can the use of reciprocal teaching strategy improve the students’ reading comprehension in the 9th grade of MTs At-Taqwa Cihampelas? 2) How far does the use of reciprocal teaching strategy improve the 9th of MTs AT-Taqwa? Design of the research was CAR. It was conducted in 2 cycles. The teacher analyzed the students’ reading comprehension in each cycle. The results showed that (1) the use of reciprocal teaching strategy can enhance students reading comprehension step by step from cycle 1 and 2. It is proved with the students score, the mean score pretest in cycle I 52.57 and the mean of the posttest in cycle I 63.14.The mean of the post-test in cycle II 71.71.the last cycle means score was categorized as good. The improvements in students understanding indicates that reciprocal teaching strategy is effective and applicable when deals with the students’ problem in reading narrative text.Keywords: Reciprocal teaching, reading comprehension, narrative text.

scholarly journals ANALISIS AKUNTABILITAS, TRANSPARANSI DAN EFEKTIVITAS PENGELOLAAN DANA BANTUAN OPERASIONAL SEKOLAH (BOS) (STUDI KASUS PADA SMP NEGERI 3 DAN SMP ISLAM YPUI DARUL ULUM DI KOTA BANDA ACEH)

2019 ◽  
Vol 4 (1) ◽  
pp. 116
Author(s):  
Faisyal Ammar ◽  
Bustamam Bustamam
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Good Governance ◽  
Secondary Data ◽  
School Principal ◽  
Primary Data ◽  
Public And Private ◽  
Qualitative Descriptive ◽  
Banda Aceh

The purpose of this study was to determine the implementation of accountability, transparency, and effectiveness in managing the School Operational Assistance (BOS) funds in public and private Junior High School in Banda Aceh City. This research involved two objects, Junior High School 3 Banda Aceh and Islamic Junior High School YPUI Darul Ulum. This research used the qualitative descriptive method and also used primary and secondary data in data collection.  The primary data were obtained directly by interviewing informants that were BOS coordinator in Education and Culture Services of Banda Aceh City and school BOS team consisting of the school principal and BOS treasure. The data were collected by direct observation in the field. The secondary data were collected by using documentation technique. In analyzing the data, the researcher used data reduction, data presentation, and data verification. The result of the study showed that the accountability, transparency, and effectiveness in managing the School Operational Assistance (BOS) funds in Junior High School 3 Banda Aceh were in accordance with the Regulation of the Minister of Education and Culture (Permendikbud) No. 26 of 2017 which reflected good governance, while the management of the School Operational Assistance (BOS) funds in Islamic Junior High School YPUI Darul Ulum Banda Aceh in terms of transparency was still not perfect, but in terms of accountability and effectiveness were in accordance with the Regulation of the Minister of Education and Culture (Permendikbud) No. 26 of 2017.

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