The Structure and Function of Lexical Bundles in Communicative Saudi High School EFL Textbooks

Current English Language Teaching (ELT) textbooks have largely adopted the communicative approach by using authentic materials to foster EFL students’ communicative competence. However, the communicative status of Saudi high school English textbooks has been underexplored. One way to assess the authenticity of Saudi EFL textbooks is by considering their use of a frequent linguistic item known as lexical bundles. Thus, the present study investigated whether the lexical bundles in communicative Saudi high school textbooks are representative of conversational English. This comparative corpus study used a lexical bundle approach to compare the ten most frequent lexical bundles in the textbooks to those in an English reference corpus. Results show that three and four-word lexical bundles are less frequent in the textbooks compared to the reference corpus and that there is considerable variation in the structural and functional patterns of the bundles in the two corpora. Pedagogical implications are discussed in light of the findings.

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Evaluation on senior high school English textbooks

Journal of English Language and Pedagogy ◽

10.36597/jelp.v2i2.4530 ◽

2019 ◽

Vol 2 (2) ◽

pp. 143

Author(s):

Yosyie Azharia Winimurti ◽

Dedi Rahman Nur

Keyword(s):

High School ◽

Learning Process ◽

English Language ◽

Evaluation Research ◽

Senior High School ◽

English Language Teaching ◽

High School English ◽

English Textbooks ◽

Teaching Learning ◽

The Given

In Indonesia, English teachers use textbooks to help students in the teaching-learning process and use it as a self-help resource to get rich input in learning. To improve the quality of English language teaching in Indonesia, this research was conducted to measure whether the three books used in Senior High School, i.e. “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate” are right or not. This research used Alan Cunningsworth’s theory on excellent textbook and tried to find the strengths and weaknesses of the three books based on the given methods above. The study was conducted using evaluation research to evaluate the three English textbooks used by some schools in Yogyakarta. Evaluation steps included taking some samples from the books to see whether they meet the criteria of good textbooks that the researcher developed based on Cunningsworth’s framework. The research found out that Bahasa Inggris meets five standards: aims and approaches, design and organisation, topic, teachers’ book, and political consideration. Pathway to English meets four standards of excellent textbook by Cunningsworth: aims and approaches, design and organisation, teachers’ book, and political attention. Outcomes Upper Intermediate matches five principles of excellent manual by Cunningsworth: goals and methods, design and organisation, skills, topic, and teachers’ book. The researcher also found out that the strengths and weaknesses of “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate”. From the findings above, the researcher suggests the teacher use three textbooks in the teaching-learning process because three books meet the criteria in a good book.

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High School teachers' Experiences in classroom Ecology of Language Teaching: A Study from the Phenomenological Perspective

Journal of English Education and Teaching ◽

10.33369/jeet.4.4.466-482 ◽

2020 ◽

Vol 4 (4) ◽

pp. 466-482

Author(s):

Mani Ram Sharma

Keyword(s):

High School ◽

English Language ◽

Language Teaching ◽

English Teachers ◽

English Language Teaching ◽

High School English ◽

Classroom Ecology ◽

Teachers Experiences ◽

Phenomenological Perspective ◽

Ecology Of Language

The present study aims to look into ecological classroom practices adopted by teachers while teaching English language courses at colleges in Kathmandu, Nepal. The study specifically explains how three high school English teachers in the class felt about ecology of language teaching, how they experienced teaching, and how they provided meaning to it. Three high school English teachers’ experiences were recalled through an in-depth phenomenological interview. The results revealed that the need of classroom ecology was not emphasized. The teachers' experiences in the form of narratives, collected, transcribed, coded, thematic analyses and presented in the notion of emerging themes that English language teaching helped to explore the effective classroom ecological practices in detail. The study is expected to contribute in making EFL teaching successful in linguistic landscapes of Nepal.

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A Breath of Fresh Air into Iranian English Textbooks Evaluation of English Textbook “Vision2” for Iranian High School Students from Teachers’ Perspectives

International Linguistics Research ◽

10.30560/ilr.v1n2p89 ◽

2019 ◽

Vol 1 (2) ◽

pp. p89

Author(s):

Boshra Mallahi ◽

Shahram Afraz

Keyword(s):

High School ◽

High School Students ◽

English Language ◽

School Students ◽

High School English ◽

Points Of View ◽

English Textbooks ◽

Teachers Perspectives ◽

Iranian High School Students ◽

11Th Grade

The Purpose of this study was to investigate the appropriateness of newly developed Iranian high school English textbook “Vision2” from teachers’ points of view. 25 male and female high school English teachers were randomly selected from Hormozgan province, Iran to participate in the study. The evaluation of textbook was conducted quantitatively through a 3-points Likert scale checklist which was proposed by Dr. Montasser Mohamed AbdelWahab (2013). The data was subjected to analysis through descriptive statistics. Findings indicated that although the book has some strong sides, teachers pointed to major weaknesses in textbook in terms of lack of glossary list, shortage of time to cover the stated objectives and a need to recycling the newly learned vocabularies in subsequent lessons. In the light of these findings, the researcher reported some recommendations to address the slight drawbacks of the English language textbook for 11th grade. The findings of the study would be useful for teachers and material developers.

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An Analysis of Students’ Perceptions in Implementation 2013 Curriculum on Senior High School English Language Teaching (ELT) in Bojonegoro

Jurnal Pendidikan Edutama ◽

10.30734/jpe.v8i1.1348 ◽

2021 ◽

Vol 8 (1) ◽

pp. 81

Author(s):

Mohammad Fatoni ◽

Moh. Zainuddin

Keyword(s):

High School ◽

Language Learning ◽

Learning Process ◽

English Language ◽

Language Teaching ◽

Senior High School ◽

English Language Teaching ◽

Learning Support ◽

High School English ◽

Learning And Teaching

Abstract: This study aims to analyze students’ perception in implementation of the 2013 curriculum on senior high school English language teaching (ELT) in Bojonegoro in (1) How are the students’ perceptions of the 2013 curriculum in terms of the learning process senior high school English language teaching?(2) How are the students' perceptions on the 2013 curriculum in terms of learning support in senior high school English language teaching?. Results of the analysis of students' perceptions of the 2013 curriculum in English Language Learning and Teaching in terms of the learning process and learning support, they were answered with a questionnaire. The learning process shows the following results: knowledge-perception (81%), exploration (84%), consolidation of learning (81%), the formation of attitudes and behavior (84%), formative assessment (81%), and learning support as follows: teacher quality (97%), student quality (90%) facility quality (68%). It can be concluded that the students' perceptions about the 2013 curriculum were positive, with the percentage strongly agreeing or very suitable between 76% -100%. Keywords: 2013 Curriculum; Students’ Perceptions; English Language Teaching (ELT); Qualitative Research Abstrak: Penelitian ini bertujuan untuk menganalisis persepsi siswa dalam implementasi kurikulum 2013 pada pengajaran bahasa Inggris di sekolah menengah atas (ELT) di Bojonegoro dalam (1) Bagaimana persepsi siswa terhadap kurikulum 2013 ditinjau dari proses pembelajaran pada pembelajaran bahasa Inggris di SMA? (2) Bagaimana persepsi siswa terhadap kurikulum 2013 dalam hal dukungan pembelajaran pada pembelajaran bahasa Inggris di SMA ?. Hasil analisis persepsi siswa terhadap kurikulum 2013 dalam Pembelajaran dan Pengajaran Bahasa Inggris ditinjau dari proses pembelajaran dan penunjang pembelajaran dijawab dengan angket. Proses pembelajaran menunjukkan hasil sebagai berikut: pengetahuan-persepsi (81%), eksplorasi (84%), konsolidasi pembelajaran (81%), pembentukan sikap dan perilaku (84%), penilaian formatif (81%) dan dukungan pembelajaran sebagai berikut: kualitas guru (97%), kualitas siswa (90%) kualitas fasilitas (68%). Dapat disimpulkan bahwa persepsi siswa terhadap kurikulum 2013 adalah positif dengan persentase sangat setuju atau sangat sesuai antara 76% -100%. Kata Kunci: Kurikulum 2013; Persepsi Siswa; Pengajaran Bahasa Inggris (ELT); Penelitian kualitatif

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Gender Role in Saudi Arabian Female High School English Textbooks Traveller 1 and Traveller 2

English Language Teaching ◽

10.5539/elt.v12n4p96 ◽

2019 ◽

Vol 12 (4) ◽

pp. 96

Author(s):

Waleed B. Al Abiky

Keyword(s):

High School ◽

High School Students ◽

Gender Roles ◽

Gender Bias ◽

Mixed Method ◽

English Language ◽

School Students ◽

High School English ◽

Female High School ◽

English Textbooks

In an era of rapid and sustainable alterations, Saudi Arabia are now going through transformation in gender roles and opportunities. The current study aimed to investigate the gender roles in the two major English language textbooks widely used by Saudi female high school students, namely Traveller 1 and Traveller 2, which has been taught since 2013. To achieve the study goals, a mixed method was used; Content Analysis and a compiling quantitative data in which the corpus of the two English textbooks were analyzed and frequencies and percentages of gender appearances and activities were also calculated. The major findings of the study are 1) the textbooks contained some obvious gender bias and imbalance; 2) males were predominant whereas females were completely absent or marginalized; 3) females’ pictures and participations in dialogues were very limited; 4) dialogues were largely male-male predominant and were about various topics; 5) males signed to gender roles significantly higher and more aggressive; 6) in contrast, females had weaker roles and never shown as symbolic or even significant social figures.

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Issues of Representation in Japanese Junior High School English Textbooks

10.37546/jaltpcp2019-06 ◽

2020 ◽

Vol 2019 (1) ◽

pp. 41

Author(s):

Luke Houghton

Keyword(s):

High School ◽

Junior High School ◽

English Language ◽

Junior High ◽

English Speakers ◽

High School English ◽

Outer Circle ◽

Japanese Students ◽

Primary Users ◽

English Textbooks

This study is an analysis of how English and “English speakers” were represented in Japanese junior high school textbooks. The frequency of nationalities shown as English-speakers and the frequency of nations and national landmarks mentioned in the textbooks were counted with reference to Kachru’s (1985) “circles” of English to identify areas of overrepresentation or underrepresentation. The ways in which English speakers were given voice were also investigated. The study found that, although the textbook authors attempted to represent the English language as spoken by a variety of nationalities, there was a bias towards representing Japanese students and inner circle nationals as the primary users of English, a severe lack of representation of people of outer circle nationalities as English speakers, and little discussion of varieties of English. 本研究では、中学生対象の検定教科書において、英語および英語話者がどのように表現されているかを調査した。英語話者として表現される国籍及び、国やその国を表徴するシンボルの頻度を記録し、ブラージ・カチルー（1985）が提唱した同心円モデルを使い、過剰表現又は表現不足の領域を調査した。この調査で、教科書はさまざまな国籍の人が話す「英語」を表現しようとしたが、日本人学生と内円（英語/第一言語）の国々の話者を英語の主なユーザーとして過剰表現する傾向があり、特に外円（英語/第二言語）の国々に属する英語話者に関する表現や、様々な英語に関する議論が大幅に不足していることが分かった。

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Assessing intercultural competence (IC) of state junior high school English teachers in Yogyakarta

Indonesian Journal of Applied Linguistics ◽

10.17509/ijal.v9i3.23213 ◽

2020 ◽

Vol 9 (3) ◽

pp. 628-636

Author(s):

Mas Muhammad Idris

Keyword(s):

High School ◽

Junior High School ◽

Intercultural Competence ◽

English Language ◽

Junior High ◽

English Teachers ◽

English Language Teaching ◽

High School English ◽

Norms And Values ◽

Different Cultures

Intercultural competence (IC) is a concept which has gained importance in recent years. It seems to be transparent, accepted as well as used both in formal and informal situations. This concept can be defined as an individual’s capability to communicate effectively and appropriately with other people who have different cultures, norms, and values. In order for a person to be labeled as an intercultural speaker with intercultural competence, s/he should have the competence of intercultural attitude, skill, and knowledge. However, this competence has not been noticed and assessed comprehensively inside and outside academia, particularly in the setting of English language teaching. Hence, this study aims to assess and determine the level of intercultural competence of state junior high school English teachers in Yogyakarta. This study involved 260 participants taken using cluster random sampling from the whole population of 790 state junior high school English teachers. Data were collected using a valid and reliable questionnaire. Afterward, the data were analyzed with descriptive statistics and Kruskal Wallis test along with prerequisite of normality. This study revealed that the level of IC of state junior high school English teachers in Yogyakarta was high. Moreover, it has been found that their level of intercultural attitude (IA), intercultural skill (IS), and intercultural knowledge (IK) were categorized as high. In other words, these results indicate that the state junior high school English teachers in Yogyakarta have a capability to mingle with diverse people using a language effectively and appropriately. Importantly, this study showed that there were no significant differences in their IC level according to where they teach in four districts and one city. These mean that the locations where they teach do not affect their level of intercultural competence.

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Process Drama and Teacher in Role in ELT

JALT PIE SIG: Mask and Gavel ◽

10.37546/jaltsig.pie8.1-1 ◽

2020 ◽

Vol 8 (1) ◽

pp. 5-12

Author(s):

Robert Donegan

Keyword(s):

High School ◽

English Language ◽

Language Teaching ◽

Senior High School ◽

English Language Teaching ◽

Process Drama ◽

Specific Technique

This paper is a discussion of the potential of using specific drama techniques during English lessons at a Japanese private senior high school. The techniques in focus are process drama and specifically teacher in role (TiR). TiR is a specific technique that is often used in the broader area of process drama. Process drama concerns itself more with the experiential rather than the performance aspect of drama. In it, a teacher, or facilitator, goes into role with the participants in the co-construction of extended role-plays and dramas. Such methods have been used in English language teaching by many practitioners. The methods are discussed in this paper, with the focus on their suitability for teaching in a Japanese senior high school.

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