Categorization of writing tasks in Iranian senior high school English textbooks

2017 ◽  
Vol 28 (1) ◽  
pp. 119-146
Author(s):  
Mohammad Aliakbari ◽  
Hassan Tarlani‐Aliabadi
Keyword(s):  
High School ◽  
Senior High School ◽  
High School English ◽  
English Textbooks

scholarly journals THE ELEMENTS OF IDEATIONAL GRAMMATICAL METAPHOR IN READING TEXTS FOR SENIOR HIGH SCHOOL ENGLISH TEXTBOOKS

2019 ◽  
Vol 16 (2) ◽  
Author(s):  
Diemam Ferzhawana ◽  
Siti Aisyah Ginting ◽  
Zainuddin Zainuddin
Keyword(s):  
High School ◽  
Senior High School ◽  
High School English ◽  
Qualitative Design ◽  
Grammatical Metaphor ◽  
English Textbooks ◽  
Descriptive Qualitative ◽  
Reading Texts

This study investigated ideational grammatical metphor in Senior High School English Textbook. The objectives of the study were to identify what ideational grammatical metaphors were used in Senior High School English Textbooks. The research was conducted by applying descriptive qualitative design. The data for this study were texts which were taken from Texts in Senior High School English Textbooks. The data were collected by selecting all the texts in the textbooks, then retyping the passage of the texts, editing the passage by breaking down the clauses into a data, and finally printing out the data. After the data had been collected, they were analyzed by some procedures; identifying the ideational grammatical metaphor in the data, rewording or unpacking the data into a congruent form, making comparisons between the two forms, classifying the classes of ideational grammatical metaphor and its function and analyzing the reason the ideational grammatical metaphor was used in Senior High School English Textbooks. The findings of the study showed that there were four ideational grammatical metaphor used in Senior High School English Textbook, namely the data of epithet = thing, event = thing, event = epithet and head = modifier.Keywords: Ideational Grammatical Metaphor, Senior High School English Textbooks,                                                 

scholarly journals Evaluation on senior high school English textbooks

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.

scholarly journals MODEL WRITTEN TEXTS IN THE RECOMMENDED SENIOR HIGH SCHOOL ENGLISH TEXTBOOKS

2015 ◽  
Vol 20 (2) ◽  
pp. 180
Author(s):  
Dwi Rukmini
Keyword(s):  
High School ◽  
Senior High School ◽  
High School English ◽  
Written Texts ◽  
English Textbooks ◽  
Model Texts

This article is based on the study on the model written texts provided in the Senior High School English textbooks. It is aimed at finding out whether those models are written by considering the English two contexts, cultural and situational, which encircle them. The data are all written texts provided in the six recommended English textbooks published by six different publishers. The results reveal that only eleven out of 115 model written texts tend to be incompatible with the two contexts encircling them, this implies that 104 of them (93.43%) are likely to be compatible and can be usedas model texts.

Basic English Speech Support And Pronunciation Skills Of Senior High School Students

2021 ◽  
Vol 8 (3) ◽  
pp. 662-671
Author(s):  
Henry Orbasayan Alperito ◽  
Cristobal Millenes Ambayon
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
High School English ◽  
Management Students ◽  
Basic English ◽  
Experimental Group ◽  
Senior High School Students

The Basic English Speech Support is audio with transcription which is composed of the features of pronunciation that is purposely compiled to enhance pronunciation skills specifically, the sounds of English, stress, intonation, and linking. It is applied within the study with the aim of measuring its effectiveness to the pronunciation skills of Senior High School students. The study is designed to evaluate, validate and determine the effectiveness of Basic English Speech Support to the Senior High School, Grade 12, Accountancy, Business and Management students in Libertad National High School. English-teacher Evaluators evaluated the audio and its transcription. The design involved the experimental group and the control group which were carefully selected through the randomization process. The data gathered were analyzed using both descriptive and inferential tools such as mean, standard deviation, and t-test. The results revealed that students from the experimental group got a higher mean gain compared to the control group. It was factually and statistically confirmed that the utilization of Basic English Speech Support served as a significant element in teaching pronunciation and evidently, advances better learning among Senior High School students.

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