scholarly journals Text-book Evaluation Entitled “Let’s Learn English” (K-13 English Text-Book)

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Ima Isnaini Taufiqur Rohmah
Keyword(s):  
Teaching And Learning ◽  
Language Teachers ◽  
English Text ◽  
Second Grade ◽  
Text Book ◽  
Textbook Evaluation ◽  
Teaching Objectives ◽  
K 13 ◽  
Teaching Thinking ◽  
Book Evaluation

The main elements of teaching are included teachers, students, and textbooks. Many people argue that the students are the key success of the teaching. Thinking to against that many people belief, many studies pointed the view that textbooks are the key of learning. It based on the assumption that both teacher and students are depend on the book in learning process. Therefore, great care and attention to the quality of text-book itself has to be taken in selecting the most appropriate textbook that fit to some factors as teacher’s interests, teaching objectives and finally students’ needs as well. Textbook evaluation checklist by Daoud and Celce-Murcia (1979) is used in this study because it is most appropriate for evaluating this current textbook. In this current study, the researcher evaluated K-13 English text book used by XII grade students of MAN 1 Bojonegoro as instructional material in the teaching and learning. Some aspects to be evaluated based on Textbook evaluation checklist by Daoud and Celce-Murcia (1979) including subject matter, vocabulary and structures, exercises, illustration, and physical make-up. This study is important as it hope will find out the strength as well as the weaknesses areas of the course book. This current study has been developed in order to analyze an available specialized course book for the second grade students. The results of the current study have important implications both for language teachers and the improvement of the course book

scholarly journals CONTENT ANALYSIS: EXPLORING THE SUITABILITY OF BUSINESS ENGLISH TEXTBOOK FROM LEARNER’S PERSPECTIVE

2020 ◽  
Vol 19 (2) ◽  
pp. 283-297
Author(s):  
Pangulu Sudarta Saat ◽  
Endry Boeriswati ◽  
Yumna Rasjid
Keyword(s):  
Content Analysis ◽  
Qualitative Content Analysis ◽  
Evaluation Model ◽  
Business English ◽  
Text Book ◽  
Textbook Evaluation ◽  
Prior Use ◽  
Market Leader ◽  
Book Evaluation ◽  
Learner’S Perspective

ABSTRACT This research aims to find out how the following aspects of analysis in textbook evaluation can facilitate assessment of the suitability of the text book students have been using as the main course book. The aspects are (1) use of business language skills and grammar (2) business vocabulary (3) business related materials (4) pedagogic features.The textbook being referred to is Market Leader, Third edition, Elementary published by Pearson Education, London, United Kingdom.  The gap filled in this research and prior  research is that they are prior-use textbook evaluation, while this article is based on a in-use textbook evaluation.  To achieve the aim, this research employs Philipp Mayring’s Qualitative Content Analysis research method, and Chengqian Guo’s new text book evaluation model as the framework developed from previous evaluation models.  Keywords: Business English text book suitability; Content Analysis; Textbook evaluation; Phillpp Mayring’s Content Analysis; Chengqian Guo’s New Textbook Evaluation Model

scholarly journals A Case Study: An Analysis Of Bilingual Syllabus Design In Yamuda Bilingual Boarding School In Takengon)

Ta'dib ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 1-13
Author(s):  
Barep Sarinauli ◽  
Isnawi Gayo
Keyword(s):  
Teaching And Learning ◽  
Boarding School ◽  
Target Language ◽  
Good Time ◽  
Second Grade ◽  
English Teacher ◽  
Coding System ◽  
Teaching Objectives ◽  
Syllabus Design

This paper analyzed syllabus designed by second grade teacher of elementary level in Yamuda Bilingual Boarding School Takengon. The data employed were a document which was the syllabus and interview result of the English teacher and principal. This is a qualitative case study which analyzed the data by using coding system. The result shows that the English teacher as the designer of the syllabus perceived her collective-planned syllabus positively because it had met the need of her pupils to master the target language and face globalization. Individually, she has a shallow understanding in constructing an ideal syllabus. She might understand the format but not the crucial aspect of syllabus design. Out of six aspects to be reviewed, there are only five aspects fulfilled by her in the syllabus. Yet she did not insert the local content to the syllabus design. Moreover, the syllabus designer neither gave her students a balance diet of language skills nor language aspects. She missed to describe the method used in teaching and learning process and employed a small number of games. On the other hands, this syllabus is a theme-based syllabus design which do favor for young language learners to pick up foreign language; the teacher had a good time table of assessment in order to see her students’ progress during and after the course. Finally, she also mentioned the teaching objectives which directed her to expand her teaching material.

scholarly journals Evaluation of Oxford Progressive English Text Book: A Qualitative Study

sjesr ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 364-380
Author(s):  
Abdul Ali ◽  
Amara Javed ◽  
Dr. Ghulam Murtaza
Keyword(s):  
Language Learning ◽  
Learning Style ◽  
Language Skills ◽  
English Text ◽  
Text Book ◽  
Textbook Evaluation ◽  
Need Analysis ◽  
Weak Points ◽  
Supplementary Material ◽  
The Given

Textbook evaluation is considered an important factor in the field of education from the aspect of teachers and learners. The current examination aims to evaluate the Oxford Progressive English textbook for 8th class. The current study aims to probe strong and weak points in the given coursebook. Besides, whether the textbook should be accepted or rejected will also be explored in this study. As for research methodology, the nature of the present research is of descriptive qualitative. The sample for the evaluation is the Oxford Progressive English text for the 8th class Checklist method and an impressionistic method “as an instrument will be used for evaluating the ELT material. The following “Checklist” was used to evaluate the textbook. Sheldon’s checklist has been used as an instrument of the research. The data has been collected from the textbook on the 8th. The findings of the study show that almost the merits and demerits of the textbook are equal. Demerits include a lack of focus on language skills and sub-skills. Other aspects of language learning have also been ignored, for example: need analysis, learners' age, background, learning style, examination equivalence, self –revision exercises, achievement test, self-checks, supplementary material, audiovisual recording. This study concludes that the school management should replace or revise the contents of the textbook.

scholarly journals Evaluation of English Textbook of Intermediate Class From Students’ Perspectives

2019 ◽  
Vol 12 (3) ◽  
pp. 26
Author(s):  
Muhammad Arfan Lodhi ◽  
Hifza Farman ◽  
Ihsan Ullah ◽  
Aiza Gul ◽  
Fareeha Tahira ◽  
...  
Keyword(s):  
Staff Development ◽  
Language Learning ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Intermediate Level ◽  
Target Language ◽  
Text Book ◽  
Learning Gap ◽  
Textbook Evaluation ◽  
English Textbooks

Textbooks play significant role in teaching and learning continuum. Due to this reason, Curriculum wings and Directorate of staff development (Punjab) have had continuous check and monitoring in devising goals and standards in textbooks from grade 1 to grade 10. But at intermediate level specially in12th grade, the same text book i.e. Good-bye Mr. Chips is being taught more than 20 years. It is assumed that there lies a huge literacy and learning gap between the secondary level English textbooks and intermediate level English textbooks. The present study keeping in view the issues and gaps in mind was an attempt to investigate the importance of English textbooks being taught at intermediate level (Grade 12) in different schools and colleges in Punjab. Prospective study occupies descriptive type of research framework. The textbook of English being taught at intermediate level is evaluated according to specified models and strategies mentioned in previous research studies based upon textbook evaluation. Sample was determined through applying cluster random sampling technique. Questionnaire was designed, validated and administered after conducting pilot phase. The findings of the study reveal that the textbook being taught at intermediate level is not be up to snuff to convene the common objectives of the target language and is irreconcilable with the requirements of promoting confidence and ornamental language skills. Moreover, it is recommended that textbooks must be revised from time to time to obtain definite language learning objectives. The book being evaluated lacks innovation, students’ interest, relevant content and appropriate skills.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

The Attitude of the Common Law

1939 ◽  
Vol 7 (1) ◽  
pp. 81-84
Author(s):  
H. C. Gutteridge
Keyword(s):  
Common Law ◽  
Short Note ◽  
English Text ◽  
Text Book ◽  
Contractual Obligation ◽  
Short Statement ◽  
Foreign Law ◽  
The Common

The English text-book writers have very little to say about conflicts in matters of quasi-contract. Dicey, who devotes only a short note to the question, is chiefly concerned with the problem of ‘classification’ and leaves it, otherwise, very much in the air. He refers in a footnote, without any discussion of its import, to a solitary case and gives no indication as to the rules which should, in his opinion, govern the matter. Westlake treats the question with more respect but with a lack of precision. He does not attempt any analysis of the different states of fact which may give rise to the problem in practice, nor does he discuss in any detail the rules to be applied. He confines himself to the statement that there can be little doubt that the proper law of a quasi-contractual obligation ought generally to be drawn from the place with which the act that occasions it has the most real connexion. Burge's Colonial and Foreign Law contains a somewhat obscure passage dealing with a very recondite aspect of the matter, but is otherwise confined to a short, statement of the views of certain Continental authors. Baty dismisses the question as being ‘comparatively unimportant’ Foote and Cheshire ignore the problem altogether, as also do the editors of the relevant title in the Hailsham edition of Halsbury's Laws of England.

Corpus-Based Vocabulary Analysis of English Podcasts

RELC Journal ◽  
2021 ◽  
pp. 003368822097931
Author(s):  
Ulugbek Nurmukhamedov ◽  
Shoaziz Sharakhimov
Keyword(s):  
Teaching And Learning ◽  
Public Discourse ◽  
English Language ◽  
Language Teachers ◽  
Television Programs ◽  
University Professors ◽  
Word Families ◽  
Proper Nouns ◽  
English Language Teachers ◽  
Ted Talks

In addition to movies, television programs, and TED Talks presentations, podcasts are an increasingly popular form of media that promotes authentic public discourse for diverse audiences, including university professors and students. However, English language teachers in the English as a second language/English as a foreign language contexts might wonder: “How do I know that my students can handle the vocabulary demands of podcasts?” To answer that question, we have analyzed a 1,137,163-word corpus comprising transcripts from 170 podcast episodes derived from the following popular podcasts: Freakonomics; Fresh Air; Invisibilia; Hidden Brain; How I Built This; Radiolab; TED Radio Hour; This American Life; and Today Explained. The results showed that knowledge about the most frequent 3000 word families plus proper nouns (PN), marginal words (MW), transparent compounds (TC), and acronyms (AC) provided 96.75% coverage, and knowledge about the most frequent 5000 word families, including PN, MW, TC, and AC provided 98.26% coverage. The analysis also showed that there is some variation in coverage among podcast types. The pedagogical implications for teaching and learning vocabulary via podcasts are discussed.

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

Worchitect: An English Grammar (Parts of Speech) Card Game

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Adi Idham Jailani ◽  
Nazarul Azali Razali ◽  
Ahmad Harith Syah Md Yusuf ◽  
Ariff Imran Anuar Yatim ◽  
Nor Atifah Mohamad
Keyword(s):  
Teaching And Learning ◽  
Language Game ◽  
Language Teachers ◽  
Learning Activity ◽  
Language Games ◽  
Card Game ◽  
Parts Of Speech ◽  
English Grammar ◽  
L2 Learners ◽  
Grammar Rules

Mastery of the English grammar is an intricate subject. Conventional teaching and learning of the English grammar have found to be an arduous task for teachers and a lacklustre one for students. The traditional pen and paper method often cause second language (L2) learners to become unmotivated in understanding this important element of the language. Thus, it is critical to provide L2 learners with the motivation to engage learning grammar in a more meaningful and purposive process. An ideal way to provide such learning experiences is through the use of language games that accommodate L2 learners’ desire to grasp grammar rules in an enjoyable way. To fill the gap for a purposive and meaningful grammar-based language game, Worchitect, a card-based game that focuses on (English) parts of speech is developed. The card game poses players/learners with questions that will foster their understanding of the rules of grammar for them to play the game and accumulate the highest scores possible. This game provides a constructive reinforcement to L2 users as it allows for the English parts of speech (and grammar) rules to be deductively attained. Furthermore, Worchitect is highly marketable as it is suitable for learners of various language proficiencies; for language teachers to be used as reinforcement or the actual learning activity; for parents who are looking to spend quality time with their children; and for any language enthusiast.

The Effectiveness of Instructional Aids in Assisting Students to Understand Concepts in Principles of Accounting

2021 ◽  
Vol 12 (3) ◽  
pp. 1064-1073
Author(s):  
Norlia Mat Norwani
Keyword(s):  
Teaching And Learning ◽  
Positive Impact ◽  
Traditional Approach ◽  
School Administrator ◽  
Control Group ◽  
Text Book ◽  
Quasi Experimental ◽  
Principles Of Accounting ◽  
Learning School ◽  
Instructional Aids

This study was conducted to determine the effectiveness of instructional aids in the teaching and learning (T&L) of Principles of Accounting among form four students. This is quasi-experimental study involving 60 form four students in a secondary school in Klang, Selangor. The instructional aids utilized are concept charts, brief notes, powerpoint slides and supported by the text book. Pre-test and post-test were conducted to assess students’ performance before and after the treatment. The findings of the study found that the performance of experimental group is significantly better than the control group using the traditional approach. Consequently, the positive impact of using various aids in T&Lcannot be denied. Teachers should take the time to incorporate instructional aids in T&L to assist students learning. School administrator must provide the facilities required to encourage teachers to employ instructional aids in T&L.

Sign in / Sign up

Export Citation Format

Share Document