The Effect of Teaching Strategies and Students Curiosity on Students’ Achievement in Reading Comprehension

The objective of this research was to investigate whether: (1) The students’ achievement in reading comprehension taught by using INSERT strategy was higher than that taught by using K-W-L strategy, (2) The students’ achievement in reading comprehension with high curiosity was higher than that low curiosity, and (3) There was interaction between teaching strategies and curiosity on the students’ achievement in reading comprehension. This study was conducted at SMP Al-Ulum Medan during academic year 2017/2018. The population of this study was the eighth grade student which consists of six classes namely VIII-1, VIII-2, VIII-3, VIII-4, VIII-5, and VIII-6. So, the total of population was 228 students. Then two classes of grade VIII-4 and VIII-6 were chosen in this study as the sample. This study was an experimental research. The instrument used in this research was reading comprehension test and questionnaire sheet. The data were analysed by using two ways analysis of variance (Anova) 2x2 factorial design F-test at the level of significant 5% or ? = 0.05. The result of data analysis proved that: The students’ achievement in reading comprehension taught by using INSERT strategy was higher than that taught by using K-W-L strategy, (2) The students’ achievement in reading comprehension with high curiosity was higher than that low curiosity, and (3) There was interaction between teaching strategies and curiosity on the students’ achievement in reading comprehension by observing the data analysis, and the scores means of the students.

THE EFFECT OF PHYSICAL EDUCATION LEARNING SCHEDULE, FACILITIES, AND MOTIVATON ON LEARNING OUTCOMES OF EIGHTH GRADE STUDENT

The purpose of this study was to obtain information about the effect of physical education learning. The method in this study used path analysis. The sample included in this study amounted to 80 students. The results of the analysis show that the contribution of the Physical Education Learning Schedule (X1) to Physical Education Learning Outcomes (Y) is significant at 0.761. , Learning Facilities (X2) on Learning Outcomes (Y) which is significant at 0.687, Motivation (X3) on learning outcomes (Y) which is significant at 0.677 , Physical Education Learning Schedule (X1) on Motivation (X3) which is significant at 0.420 , Learning Means (X2) on Motivation (X3) which is significant at 0.401. The conclusion in this study is that physical education learning schedule, learning facilities and motivation both have a direct effect on physical education learning outcomes. Physical education learning schedule, learning facilities have a direct effect on students' motivation.

Helping a Student with Learning Disabilities Develop Automaticity with Multiplication Facts

An eighth-grade student, was able to memorize multiplication facts (0 to 10) for the zeroes to fives with 100% accuracy. In a previous study [1] the student used skip counting and her hands to recall all the facts for the ones to fives. The overall goal of the current study was to improve the student’s automaticity of multiplication facts (0-10) for the ones through fives, such as 4 x 6 = 24. The student had been taught multiplication concepts in her elementary years and she did have a basic understanding of the meaning of multiplication facts as shown in the previous study. She understood that 4 x 6 is a representation of four sets of six or 6 + 6 + 6 + 6 = 24. The student had used skip counting and flash cards with illustrations of the multiplication facts to memorize the multiplication facts. In the current study a multiple baseline design was used to measure the acquisition of fluency of multiplication facts over time. The student was able to develop automaticity with 80% accuracy by giving the solution within 3 seconds for all of the facts (0-10) for the ones through fives.

Learning to Program with SoloLearn

When looking for a simple activity to show eighth-grade students at the Hour of Code (a global activity for students) in December, I became familiar with an app called SoloLearn: Learn to Code (SoloLearn 2018). In fact, it was an eighth-grade student who introduced me to it. The program is simple enough that students can produce their first programs in minutes and comprehensive enough that users can progress through many levels as they master any of several computerprogramming languages. The twelve languages are C++, Java, Python, HTML, CSS, JavaScript, PHP, SQL, Ruby, JQuery, C#, and Swift. Various applied mathematics classes at the college level assume a basic knowledge of programming, and having this skill can open many careers for students. Coding also can serve as an enrichment activity for algebra students.

Effectiveness of mathematics teacher performance

This article represents conclusions about an effective mathematics teachers’ work. These conclusions were derived linking teachers questionnaire data to their students test results. Eighth grade student test results were taken from national 2012 and 2014 year student achievement test database. Descriptive statistics, statistical correlation analysis, clustering and generalization methods were used at this research. This article describes an effective working teacher behavior and provides teacher development directions, which in the near future are expected to improve student achievements.

THE IMPLEMENTATION OF CLOZE STRATEGY TO TEACH DESCRIPTIVE TEXT READING FOR EIGHTH GRADE STUDENT OF SMP NEGERI 1 WONOASRI

<p>Reading is one of the abilities of the students to master in English lessons. In reading a text students must be able to absorb the information conveyed by the author to the reader, because the essence of reading is knowing the information expressed in the text. Achieving the goal of reading in the application encounters several obstacles, including vocabulary mastery and low motivation to read to students. Knowing this, researchers used a reading strategy, cloze strategy. The purpose of this study was to determine the application of reading strategies using cloze strategy in reading descriptive text along with weaknesses and excesses. The researcher used qualitative descriptive research method to answer the hypothesis in the formulation of the problem. It can be concluded that the application of this reading strategy in the teaching and learning process has three steps, namely: pre-activities, whilst-activities and post-activities. While the advantages of this strategy are students enjoy reading lessons and students can absorb information in the text easily, while the weakness is the class becomes noisy in some activities.</p>

An “Arithmetic” Thinker Tackles Algebra

In her work concerning algebraic thinking, Kieran notes that students learning algebra tend to fall into two groups—“algebraic” thinkers who use undoing as a way to solve equations, and “arithmetic” thinkers who use trial-and-error substitution to solve equations. “Algebraic” thinkers rely on inverse operations; for example, this group would solve 5 + a = 12 by saying 12 – 5 = 7, ignoring the variable itself. When these students move on to more complex equations, such as 3a + 3 + 4a = 24, they tend to overgeneralize and get stuck (“24 divided by 4, minus 3, minus, um, no, divided by 3”). They are unable to balance the equation because they have not assigned enough significance to the role of the equal sign within the equation- solving process (Kieran 1988, p. 94). When arithmetic learners speak of their solutions, however, because they are using trial-and-error substitution, Kieran finds that they discuss the balance required between the two sides of the equation. She further states that of these two, “arithmetic” thinkers are using a method that “may provide a more intuitive basis for the more structural solving methods” (1992, p. 401). I was curious to see if an eighth-grade student whose thinking could be characterized as “arithmetic” would indeed find this type of thinking a help or a hindrance to her further development of algebraic concepts.

A Blueprint for Schoolwide Positive Behavior Support: Implementation of Three Components

This article provides a case study (focus on an eighth-grader with autism) within a case study (focus on an urban middle school) in terms of the implementation of positive behavior support (PBS). Information is provided on the characteristics of three key components of schoolwide PBS-universal support, group support, and individual support. For each component, information is presented on policy, assessment, and intervention in terms of an evolving approach to schoolwide PBS with descriptions of how the components were implemented at the middle school with a particular emphasis on the eighth-grade student. The authors conclude with implications for practice in terms of assessing current resources, providing professional development, and intensifying universal support within urban schools to address some of the complex issues associated with poverty.