Wholistic Planning and Literacy Assessment for Bi/Multilingual and Bi/Multicultural DHH Students

This chapter presents Hornberger's *continua of biliteracy as a comprehensive and wholistic examination of diverse deaf and hard-of-hearing students' multilingual and multicultural abilities. The continua consist of four domains—development, content, media, and contexts—through which biliteracy is acquired. The continua are described then applied to three diverse immigrant DHH students and their families who are from Cambodia, Vietnam, and Chile. This results in unique insights into the students' current skill development and future needs including attainment of a positive dual minority identity and optimal academic skills. The final section utilizes the continua with a miscue analysis of an African American eighth grader. Miscue analysis provided a naturalistic, language-neutral means of assessing reading skills and identified a number of strengths not previously observed. This combination of tools more thoroughly examines the positive and negative influences on diverse DHH students with sensitive and insightful approaches for optimizing their educational experiences.

The Influence of Discovery and CORE (Connecting, Organizing, Reflecting, and Extending) Learning Model on Students’ Creative Thinking Skill

The topic currently discussed in Indonesia is the industrial revolution 4.0. One of the skills that cover the 4.0 industrial revolution is creative thinking. The ability to think creatively must be developed from the early age. One of which is by applying a learning model in accordance with the students’ condition. In reality, Mathematics has not applied a learning model that triggers students' creative thinking skills. Furthermore, the question of creative thinking is currently experiencing a decline which can be seen in the average score of the national exam. Researchers concluded that students and teachers have not found the right learning model for creative thinking problems. The population in this research were eighth-grader of junior high school in Madiun Regency. Therefore, the main focus is to apply the discovery and CORE learning model, and to see how the effects of the discovery learning model and the CORE learning model. Then data analysis method used is one way univariate analysis of variance.

Improving Students’ Speaking Ability through Story Completion Technique in Narrative Text

This research aims to find out how to improve students’ speaking ability by using Story Completion Technique. The writers applied Collaborative Classroom Action Research as the method of research, where there are four steps that must be followed, they are: planning, action, observation and reflection. In this research, the writers only conducted one cycle due to the fact that the result of the test has been successful. There are 30 eighth grader students of SMPN 1 Takengon as the sample of this research. The data were taken from observation and students’ speaking test in pre-test and post-test, then were analyzed quantitatively. The result of the cycle was described qualitatively. From the results of the research, it was found that using Story Completion Technique in speaking lesson was very enjoyable and it encouraged students to speak more fluently. It can be proven from the result of pretest and posttest, which showed that the posttest score is higher than that of the pre-test (2204 for the pretest and 1640 for the posttest). That means the pre-test score is 54.67 and the post-test score is 73.47.

DEVELOPING SUPPLEMENTARY READING MATERIALS FOR THE STUDENTS OF EIGHTH GRADERS NURUS SALAFIYAH PROBOLINGGO

<div>Developing Supplementary Reading Materials for the students of eighth Graders at Nurus Salafiyah Probolinggo. It modified Latief model (2009); the researcher developed material based on data analysis taken from a preliminary study. The material was validated and tried-out to class VIII-B of Nurus Salafiyah Probolinggo. The result showed that this study and the product have successfully answered the students' needs in reading skills. Therefore, the product could be used for the eighth-grader students of Nurus Salafiyah Probolinggo</div>

Creating Home for Students of Color: A Qualitative Study

My name is Owen Setiawan, and I am an Indonesian-American eighth grader. This piece is a reflection on a qualitative research study I worked on with a group of students that investigated how school climates feel for middle, high school, and college students of color in the United States. After analyzing data from interviews and personal reflections from my student team, I then present the specific ways in which and reasons why students of color feel comfortable or uncomfortable in different educational settings. I conclude with recommendations for making educational spaces more welcoming and home-like for diverse populations.

Increasing the Students’ Writing Narrative Text Ability Through Brainstorming Technique

This script discusses the increasing students’ ability through brainstorming technique in teaching writing, especially in increasing students’ writing narrative text ability. This study is aimed at responding the following questions: (1) Can brainstorming as a technique increase the students’ Narrative paragraph writing Performance? (2) Can brainstorming as a technique improve the learning process?. The population of this research is the eighth grader of SMPN 3 BatanghariNuban. The number of population is 152 students. The researcher used sampling random technique to take sample. The research design was Classroom Action Research design. The instrument used to collect data was writing test because the students’ scores can be the basic data. The finding result shows that: (1) Brainstorming technique can make good students’ score in writing narrative text ability. (2) Brainstorming technique is effective in teaching writing, especially in writing narrative text.

BUKU TEKS BAHASA INDONESIA SMP DAN SMA KURIKULUM 2013 TERBITAN KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN 2014

Text book is one of important instruments in successful learning. Ministry of Education and Culture published standard textbook. Readability’s textbook must compatible with student’s capability and psychology. Fry’s graph is the best readability measuring tool for textbook. Aim of this research is to descibe readability’s Indonesian textbooks of Junior and Senior High School curriculum 2013 published by Ministry of Education and Cultural 2014. The kind of this research is literature study. The data collection used documentation technique. The result of this reseach is (1) the readability of Indonesian textbook for seventh grader is not suitable for target student because 20 of 33 texts is not suitable for seventh grader student based on Fry’s graph, (2) the readability of Indonesian textbook for eighth grader is suitable for target student because 17 of 22 texts is suitable for eighth grader student based on Fry’s graph, (3) the readability of Indonesian textbook for tenth grader is not suitable for target student because 18 of 23 texts is not suitable for tenth grader student based on Fry’s graph, (4) the readability of Indonesian textbook for eleventh grader first semester is not suitable for target student because 9 of 10 texts is not suitable for eleventh grader student based on Fry’s graph, and (5) the readability of Indonesian textbook for eleventh grader second semester curriculum 2013 is not suitable for target student because 14 of 22 texts is not suitable for seventh grader student based on Fry’s graph.

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.