Abstract
This research aims to find out whether texts in the English National Examination at Junior High School. Conform with students' readability level or not. This research is research that uses quantitative methods. It aims to investigate the readability of the texts used in the English national examination texts for junior high school students. Subjects are 8 texts used in the English national examination texts. The instrument used to collect data is the Flesch Reading Ease readability formula. The results of the study it was found that the reading text on the National Examination test was not suitable for junior high school students. Based on the readability formula for the eight reading texts, there are 4 texts in the very easy category, in the easy category there is 1 text, in the quite difficult category there is 1 and there are only 2 reading texts that are suitable for students who are included in the standard category and are fairly easy. For those interested in studying readability, besides Flesch reading ease formula. The writer hopes this research can give more information for further research. The author expected to pay attention to producing better texts which suitable with the level of the students’ readability as the good text can help students to get a high score.
Highlights
As stated by Liando and lumettu in (Tatipang, 2020), “As a tool of communication, language is an essential part of Human life”
While the purpose of this research is to find out whether texts in the English National Examination at Junior High School conform with students' readability level or not
The data source in this study is the reading texts found in the English National Examination 2018/2019 academic year
Summary
As stated by Liando and lumettu in (Tatipang, 2020), “As a tool of communication, language is an essential part of Human life”. Reading is the ability to understand the meaning of a text. Reading is a way to get a message from the text. As stated in (Aris M Girsang, Nihta F V Liando, Mister G Maru, 2020) the main motivation behind reading through is to get the correct message from the message that the author expects the reader to confirm. (Grabe, 1991) (Alyousef, 2005: 1), the reading shown is defined as an intuitive interaction between the reader and the text that leads to an understanding of familiarity. Readers who have text try to separate meanings, and there are different types of information: etymological or ordered information (from the beginning) and summary information (through and through), (Abisamra, 2001). Reading is very important in our daily life, especially in the learning process
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of English Culture, Language, Literature and Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
