Shredding an EFL textbook: methodological implications in Secondary Education

The purpose of this paper is to show the qualities, methodology and characteristics of an EFL textbook. To do this, a detailed bibliographic review was carried out that served as the foundation to obtain the vision and background necessary to face, in the most objective way and with the broadest possible vision, the main objective —to show the qualities, methodology and characteristics of a EFL textbook— of research. The approach of the present work has been carried out in such a way that it can be easily understood not only by professors and researchers who are experts on the subject but also by the general population —due to the importance of the involvement of families in the teaching-learning process—

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Bloom’s Taxonomy: Improving Assessment and Teaching-Learning Process

Journal of Education and Educational Development ◽

10.22555/joeed.v3i2.1034 ◽

2016 ◽

Vol 3 (2) ◽

pp. 203 ◽

Cited By ~ 5

Author(s):

Muhammad Tufail Chandio ◽

Saima Murtaza Pandhiani ◽

Saima Iqbal

Keyword(s):

Secondary Education ◽

Learning Process ◽

Research Study ◽

Bloom's Taxonomy ◽

Secondary Level ◽

Assessment System ◽

Bloom’S Taxonomy ◽

The Subject ◽

Teaching Learning ◽

Level Of Analysis

<p>This research study critically analyzes the scope and contribution of Bloom’s Taxonomy in both assessment and teaching-learning process. Bloom’s Taxonomy consists of six stages, namely;remembering, understanding, applying, analyzing, evaluating and creating and moves from lower degree to the higher degree. The study applies Bloom’s Taxonomy to the prevailing assessment system at the level of secondary education in Sindh. The data are collected from the last five years’ question papers used by the Board of Intermediate and Secondary Education (BISE), Karachi, Hyderabad Sukkur at secondary level for the subject of English. The questions asked in these papers are classified and analyzed from the vintage point of Bloom’s Taxonomy to determine whether the present assessment system focuses on the lower degrees of learning like remembering, understanding, applying or it transcends to the higher degrees such as analyzing, evaluating and creating. The data are quantitative hence SPSS. 20 is used to analyze and draw conclusions and results. The findings of this study will help to improve both assessment and teaching-learning process, which will hopefully uplift the learner from the sheer practices of description, rote-learning and memorization to the profound level of analysis, evaluation and creativity.</p>

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L’atome Dans Le Manuel Scolaire De L’enseignement Secondaire Au Maroc

European Scientific Journal ESJ ◽

10.19044/esj.2018.v14n28p154 ◽

2018 ◽

Vol 14 (28) ◽

pp. 154

Author(s):

Ben mesaoud, M. ◽

Belfazga M. ◽

Radid M. ◽

Dakkach M. ◽

Janati-Idrissi R. ◽

...

Keyword(s):

Secondary Education ◽

Learning Process ◽

Common Core ◽

Descriptive Study ◽

Didactic Transposition ◽

Institutional Learning ◽

The Subject ◽

The Common ◽

Teaching Learning ◽

Didactic Presentation

Textbooks play a significant role in the teaching-learning process as a result of didactic transposition, and as a vehicle employed for institutional learning. This descriptive study is devoted to conducting a thematic didactic analysis of textbooks of physics and chemistry of the common core of science and technology of secondary education in Morocco on the subject of atom. This paper focuses on contributing to the treatment of one of the problems that deals with the didactic transposition of the scientific concepts related to the "atom", in order to detect the different problems that can hinder their teachinglearning process. At the methodological level, we used a specific prior grid applied to the same theme. This allowed us to draw a hypothesis on the possible effect of the didactic presentation of concepts related to the atom in understanding the students. It also aim to propose recommendations to remedy the imbalances observed; such as: the dissymmetry between textual and figurative aspects, the absence of analogy, the problem of modeling, and the upgrading between objectives, contents, and proposed activities, etc.

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IMPROVING THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT THROUGH TEAM GAMES TOURNAMENT

10.24114/reg.v3i3.1373 ◽

2014 ◽

Vol 3 (3) ◽

Author(s):

DesiYusnanda Sari And Sri MindaMurni

Keyword(s):

Reading Comprehension ◽

Learning Process ◽

Quantitative Data ◽

Qualitative Data ◽

Reading Scores ◽

Team Games ◽

The Subject ◽

The Mean ◽

Teaching Learning ◽

Data Reading

This study attempted to improve the students’ reading comprehension achievement in descriptive text through Team Games Tournament (TGT) method. This study was conducted by using classroom action research. The subject of the research was class IX SMP PAB 10 Medan Estate which consisted of 25 students. The research was conducted in two cycles and the first cycle consisted of four meetings the second cycle consisted of two meetings. The instruments for collecting the data were quantitative data (reading evaluation) and qualitative data (diary note, observation sheet and interview sheet). Based on reading scores, students’ score kept improving in every evaluation. In the test I the mean was 65,33, in the test II the mean was 71,72 and the test III the mean was 84,54.Based on diary note, observation sheet and interview sheet, it was found that teaching-learning process ran well. Students were active, enthusiastic, and interested in reading. The result of the research showed that Team Games Tournament (TGT) method significantly improved students’ achievement in reading comprehension especially in reading descriptive text.

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IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT BY WATCHING MOVIE

10.24114/reg.v2i2.646 ◽

2013 ◽

Vol 2 (2) ◽

Author(s):

Yohanna Situmeang And Busmin Gurning

Keyword(s):

Learning Process ◽

Quantitative Data ◽

Qualitative Data ◽

English Teachers ◽

Narrative Text ◽

Narrative Writing ◽

Class Viii ◽

The Subject ◽

Teaching Learning ◽

Orientation Test

This study was attempted to improve students’ achievement in writing narrativetext by watching movies. This study was conducted by using classroom action researchin two cycles. Cycle I consisted of four meetings while Cycle II consisted of twomeetings. The subject of the research was class VIII-A SMP SWASTA IMMANUELMEDAN. The number of the students was 34. To collect the data, the instruments werequantitative and qualitative data. The quantitative data was the scores of the studentsand the qualitative data was interview sheets, observation sheets, and diary notes. Basedon the writing score, students’ score were improving in every test. It can be seen inOrientation test, Test I in Cycle I, and Test II in Cycle II. In Orientation test, the meanscore was 37.94 then it was improved to 65.85 in Test I. In the end of cycle II, the meanscore for test II was again improved to 83.41. Based on interview sheets, observationsheets and diary notes, it was found that teaching-learning process ran well. In line withthe data, it showed that the application of watching movies significantly improvedstudent’s achievement in writing narrative text. English teachers were suggested to givemovies to be watched as guidance on students’ narrative writing in the class.

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IMPROVING STUDENTS’ WRITING ACHIEVEMENT THROUGH THE PROCESS GENRE APPROACH

10.24114/reg.v2i2.644 ◽

2013 ◽

Vol 2 (2) ◽

Author(s):

Sri Wuri Handayani And Masitowarni Siregar

Keyword(s):

Action Research ◽

Learning Process ◽

Qualitative Data ◽

Score Test ◽

Writing Achievement ◽

The Subject ◽

The Mean ◽

Teaching Learning ◽

Orientation Test ◽

Interview Questionnaire

This study attempts to Improving Students’ Achievement Through the Process GenreApproach. The objective of the study is to discover whether the use of the ProcessGenre approach could significantly improve students’ writing achievement. This studyconduct by applying Classroom Action Research which was carried out in two cycles inten meetings. The subject of this study of SMA Panca Budi Medan which consisted of39 students of class X – 2 reguler.. Orientation test was done in the first meeting, test IIwas done in the fourth meeting, and test III was done in the last meeting. The mean ofstudents’ score test III (76,242) was higher than the test II (66,878) and test I (57,606).Besides, the qualitative data was taken from observation sheet, interview, questionnaire,and diary notes. It was found that teaching learning process ran well. By applying theProcess Genre Approach in the classroom, the students understood the content ofdescriptive text easily. They also were active and enthusiastic during the teachinglearning process. The result of the research showed that the application of the ProcessGenre approach significantly improved students’ achievement in writing descriptive text

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IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING THROUGH TWO STAY TWO STRAY STRATEGY

10.24114/reg.v2i2.638 ◽

2013 ◽

Vol 2 (2) ◽

Author(s):

Dita Masyitah Sianipar And Sumarsih

Keyword(s):

Action Research ◽

Learning Process ◽

Quantitative Data ◽

Test Score ◽

Qualitative Data ◽

Speaking Test ◽

The Subject ◽

The Mean ◽

Teaching Learning ◽

The Way

This study deals with the way to improve students’ achievement in speaking particularly through Two Stay Two Stray Strategy. This study was conducted by using classroom action research. The subject of of the research was class X-AP SMK Swasta Harapan Danau Sijabut in Asahan Regency that consisted of 34 students. The research was conducted in two cycles consisted of three meetings in each cycle. The instruments of collecting data for quantitative data used Speaking Test and instrument for analysis of qualitative data used observation, interview and questionnaire sheet. Based on the speaking test score, students’ score kept improving in every test. In the test I the mean was 61,47, in the test II the mean was 67,41 and the test III the mean was 78,52. Based on observation sheet and questionnaire sheet, it was found that teaching learning process run well and lively. Students were active and interest in speaking. The using of Two Stay Two Stray Strategy is significantly improved students’ achievement in speaking.

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IMPROVING GRADE V STUDENTS’ VOCABULARY ACHIEVEMENT THROUGH FLASH CARDS

10.24114/reg.v3i1.1042 ◽

2014 ◽

Vol 3 (1) ◽

Author(s):

Sabatini Sitorus And Masitowarni Siregar

Keyword(s):

Action Research ◽

Learning Process ◽

Qualitative Data ◽

Vocabulary Test ◽

Flash Cards ◽

The Subject ◽

The Mean ◽

Classroom Action Research ◽

Teaching Learning ◽

Vocabulary Achievement

This study attempts to increase students’ vocabulary achievement by using flash cards. The objective of the study is to investigate whether the using of flash card can improve students’ vocabulary achievement. This study conduct by applying Classroom Action Research which was carried out in two cycles in six meetings. The subject of this study of SD Negeri 174559 Siraituruk, Porsea which consisted of 34 students. For collecting data, the instruments used were quantitative (vocabulary test) and qualitative data (interview sheet, observation sheet, and diary notes. Based on the data, it was found that the mean of the second cycle (80, 44) is higher than the mean of first cycle (64, 85) and pre-test (44, 41). Based on interview sheet, observation sheet and diary notes, it was found thee students were more active and more enthusiastic during the teaching learning process in the second cycle than the first one. It was concluded that teaching vocabulary by using flash cards can improve the students’ vocabulary achievement.

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IMPROVING STUDENT’S VOCABULARY ACHIEVEMENT IN WITING DESCRIPTIVE TEXT THROUGH MAKE A MATCH METHOD

10.24114/reg.v2i4.691 ◽

2013 ◽

Vol 2 (4) ◽

Author(s):

Irma Lely Lumban Gaol And Johan Sinulingga

Keyword(s):

Data Analysis ◽

Action Research ◽

Learning Process ◽

Match Method ◽

Writing Test ◽

The Subject ◽

Classroom Action Research ◽

Teaching Learning ◽

Descriptive Writing ◽

Vocabulary Achievement

This study is concerned with the improving student’s vocabulary achievement in writing descriptive text through Make a Match Method. The objective of this study was to discover whether the use of Make a Match Method could significantly improve students’ vocabulary achievement in writing descriptive text. This study was conducted by applying Classroom Action Research which was carried out in two cycles in six meetings. The subject of this study was students of SMA Negeri 1 Pollung which consisted of 34 students. The instruments for collecting data were descriptive writing test, observation sheet, questionnaire sheet, and diary notes. The techniques for data analysis were quantitative and qualitative. It was found that teaching-learning process ran well. Students were active, enthusiastic and interested on writing descriptive text. The result of this study showed that the use of Make a Match Method significantly improved student’s vocabulary achievement in writing descriptive text.

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Using English Movie with Delay and Non Delay Subtitle to Improve Listening Skill

LETS ◽

10.46870/lets.v1i1.13 ◽

2019 ◽

Vol 1 (1) ◽

pp. 1-9

Author(s):

Muh. Ikhlasul Amal ◽

Syahdan ◽

Risal Pandi ◽

Halid M ◽

Arialdi

Keyword(s):

Learning Process ◽

English Language ◽

Native Speakers ◽

English Teacher ◽

Listening Skills ◽

Listening Skill ◽

Language Classroom ◽

Post Test ◽

The Subject ◽

Teaching Learning

The aim of the study was to analyze and describe the process of improving students’ listening skill for eleventh grade students of MAN 1 Majene, West Sulawesi Province through watching English movies. The subject of this research is XI Agama 2 Class that consisted of 16 students. The method used in this study is Classroom Action Research (CAR) which the writer works collaboratively with the English teacher. The results in this study indicate that there was improvement of the students’ skill listening. Most of the students gradually gained good scores at the end of the cycle. The data were collected from a questionnaire, observation note of performance, pre-test and post-test. The study was conducted with cycle model through the steps of planning, conducting, observation, and reflection. The results of this study show a significant relationship between students' learning by English movie with delay subtitle related to their listening skills as shown in their improvement of post- test and positive responses of students than E nglish movie with not delay. The questionnaire shows that more than 75% students felt easy to understand listening materials from native speakers. Consequently, it was suggested that teaching learning process using English movie with English subtitle is recommended into learning process to improve students' listening skills in English language classroom. In conclusion, watching English movie can improve students listening skill.

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Semiotic Representations of the Linear Function by Students Studying Administration

International Education Studies ◽

10.5539/ies.v12n9p97 ◽

2019 ◽

Vol 12 (9) ◽

pp. 97

Author(s):

Julio C. Ansaldo-Leyva ◽

Julia X. Peralta-García ◽

Francisco J. Encinas-Pablos ◽

Omar Cuevas-Salazar ◽

Laura Rangel-Lucas ◽

...

Keyword(s):

Linear Function ◽

Learning Process ◽

Cognitive Activity ◽

Mathematical Concept ◽

Graduate Level ◽

Sample Group ◽

Semiotic Representations ◽

The Subject ◽

Teaching Learning ◽

Administrative Science

Mathematical tools allow us to clearly explain the phenomenon studied in administrative science. Various studies have shown that linear function is a concept, widely used in administration, as well as in other kinds of science, but difficult for students to grasp and assimilate as a tool in their studies. That is the reason that the objective of the present project was to determine the difficulties faced by students of administration in learning the concept of the linear function, based on the theoretical elements of Raymond Duval’s registers of semiotic representation, to identify areas of opportunity in the teaching/learning process of this mathematical concept. Therefore, we designed an instrument made up of eight situations, which altogether consist of 24 problems. This instrument was validated by three experts in the area. Later, in keeping with the nature of the data to be collected, the instrument was given to a small randomly chosen sample group of six students studying under-graduate level administration and who were taking the subject of Mathematics for Business I. Students had the most difficulty in dealing with the registry of graphic representation and the cognitive activity of conversion between graphic and algebraic registers. It was also discovered that apparently context problems favored the latter conversion activity. We recommend these findings be further studied in a didactic approach to the issue, as well as carrying out studies of this nature on other mathematical objects in the course.

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