Achievement Related Classroom Behavior of Secondary School Normal and Disturbed Students

1969 ◽  
Vol 35 (9) ◽  
pp. 677-684 ◽  
Author(s):  
Marshall S. Swift ◽  
George Spivack
Keyword(s):  
High School Students ◽  
Academic Success ◽  
Emotionally Disturbed ◽  
Special Class ◽  
Classroom Behavior ◽  
School Students ◽  
Regular Class ◽  
Regular Classes ◽  
Item Scale ◽  
Senior High School Students

How can the educator be helped to focus upon achievement related classroom behavior in an organized, reliable, and communicable fashion? Academically related behaviors were described by teachers of regular (public school) and special class (emotionally disturbed) junior-senior high school students. An initial 102 item scale was used by teachers to rate 882 regular class and 672 special class youngsters. The result was a 45 item scale defining 13 factors, 12 common to both the regular and special class groups. All of the 13 factors were significantly correlated with academic achievement in the special classes, 12 of the 13 in regular classes. The results were interpreted in terms of the relevance of behavior to academic success or failure.

A Comparative Study of Two Scales for Foreign Language Classroom Enjoyment

2019 ◽  
Vol 126 (5) ◽  
pp. 1024-1041 ◽  
Author(s):  
Yinxing Jin ◽  
Lawrence Jun Zhang
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Teaching And Learning ◽  
First Language ◽  
Foreign Language Teaching ◽  
School Students ◽  
Language Classroom ◽  
Confirmatory Factor ◽  
Item Scale ◽  
Senior High School Students

This article reports on a study that tested Jin and Zhang's Chinese version of the Foreign Language Enjoyment Scale for classroom learning through confirmatory factor analysis and compared the resulting scale with Li, Jiang, and Dewaele's 11-item scale. Four hundred five Chinese first language senior high school students of English in years 1–3 participated in this study. We found that Jin and Zhang's version of the Foreign Language Enjoyment Scale could be reduced to a 16-item scale that preserved the same factor structure as the original scale. This revised 16-item scale showed a more solid dimensional division and better psychometric properties than Li et al.'s scale. We discussed our findings in relation to the scale's wider application for improving foreign language teaching and learning.

scholarly journals PARENTAL INVOLVEMENT OF INDONESIAN SENIOR HIGH STUDENTS: CONTRIBUTION TOWARDS ACADEMIC SUCCESS

2018 ◽  
Vol 3 (1) ◽  
pp. 30-50
Author(s):  
Fathor Rasyid
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Parental Involvement ◽  
Significant Contribution ◽  
Family Background ◽  
Learning Opportunities ◽  
Senior High School ◽  
School Students ◽  
Senior High School Students

The research was carried out to investigate whether there was any significant contribution of family background and parental involvement towards students’ achievement, and which spesific parental involvement aspects best predict students English performance. To this end, English test was administered to Indonesian senior high school students (n= 222), and questionnaire was to their parents.Path analysis with smartPLS was utilized to analyze the data. The results revealed that the contribution of family background towards parental involvement is significant. However, there are no significant contributions of parental involvement and family background towards students’ achievement. No significant contribution is also found between family background and students’ achievement through intermediary variable of parental involvement. Other finding indicated that parents’ aspiration and expectation along with enhancing learning opportunities at home had the strongest effects on students’ achievement.

DEVELOPING INTERACTIVE MEDIA TO TEACH SPEAKING SKILL FOR GRADE 11 STUDENTS

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Anggi Yulihar And Nora Ronita Dewi
Keyword(s):  
High School ◽  
High School Students ◽  
Research And Development ◽  
Interactive Media ◽  
Senior High School ◽  
School Students ◽  
Need Analysis ◽  
Speaking Skill ◽  
The Subject ◽  
Senior High School Students

The study deals with the developing interactive media for senior high school students. The objective of this study is to find out how to develop interactive media for better speaking skill of senior high school students. The research was conducted by using Research and Development (R&D). The subject of this research was 2016/2017 students of the eleventh grade of Class XI IPA4 in SMAN 1 Batang Kuis. The number of the students was 30 students. The data of this study was collected by using need analysis questionnaire and experts’ judgment. Need analysis questionnaire was calculated by using percentage to get the information of students’ need before developing interactive media. Experts’ judgment was calculated by using likert data, mean and criteria interval of expert judgment to know the validity of interactive media which has been developed. After the data analyzed, it was found that the experts’ judgment result was 4.80 which had a very good criteria interval. The result of the research find that interactive media is a very good to be used in teaching speaking skill.

LEXICAL AMBIGUITY IN READING ANALYTICAL EXPOSITION TEXTS FOR SENIOR HIGH SCHOOL STUDENTS

2017 ◽  
Vol 6 (4) ◽  
Author(s):  
Putri Sembiring And Sortha Silitonga
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Method ◽  
Lexical Ambiguity ◽  
School Students ◽  
Dominant Type ◽  
Ambiguous Words ◽  
Reading Materials ◽  
English Textbooks ◽  
Senior High School Students

The objectives of this study were to find out the types of lexical ambiguity and the most dominant type of lexical ambiguity used in analytical exposition texts in English Today 2 and Advanced Learning English 2 textbooks. This study was conducted by using descriptive qualitative method. The research was mainly focused on the four types of lexical ambiguity proposed by Saeed, such as homonymy, polysemy, synonymy and antonymy. In carrying out this study, the data were taken from analytical exposition texts in reading materials and exercise material from the two English textbooks which contained of ambiguous words. The result of the study indicated the numbers of lexical ambiguity were 46 words within homonymy (34,8%), polysemy (28,2%), synonymy (19,6%), and antonymy (17,4%).

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