scholarly journals A COMPARATIVE STUDY AND ANALYSIS OF THE ENGLISH TEXTBOOKS OF SECONDARY SCHOOLS OF GUJARAT: STRUCTURE AND GRAMMATICAL ITEMS

2021 ◽  
pp. 760-769
Author(s):  
Reena Vihol ◽  
Dhaval Patel
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Comparative Study ◽  
English Language ◽  
English Textbooks ◽  
Two Parameters

In the English language and Textbook of English, Structure and Grammar is an important part. In this paper, the researcher’s purpose to compare the structure and grammatical items in the textbooks of secondary school of Gujarat grade IX and X. English textbooks of grade IX and X analysed mainly by two parameters: Structure and Grammatical Items. The researcher studied each lesson of grade IX and X to assess the Structure and Grammatical Items.

scholarly journals An Evaluation of Sub-Skills (Vocabulary, Grammar and Pronunciation) in the Grade 9 English Textbook of Afghan Secondary Schools

2019 ◽  
Vol 8 (5C) ◽  
pp. 1236-1241
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Policy Makers ◽  
School Textbook ◽  
English Textbooks ◽  
Grammatical Structures

English language is a part of the school's curriculum in all levels in Afghanistan as a foreign language. Despite it being including for decades, very little research has been done in regard to the quality and evaluation of the ELT English textbooks. The current study investigates and evaluates English Language Sub-skills of the secondary school textbook “Grade 9” to evaluate the effectiveness of the materials for the teaching and learning of the subskills. The Eclectic Checklist of Demir & Ertas (2014) has been selected for evaluating the selected English textbook. The findings indicate that the selected textbook lacks contextualized usage of vocabulary, systematic representation and sufficient explanations of grammatical structures, and appropriate usage of pronunciation activities. Furthermore, the findings indicate that the textbook needs improvements in developing and presenting the sub-skills of English language appropriately, particularly grammar and pronunciation. These findings will be helpful to policy makers and ELT textbooks developers of Afghanistan to represent the contextualized and appropriate usage of the English Language sub-skills in upcoming versions of ELT textbooks.

scholarly journals Smart Teacher Smart Class Portal in Enhancing Secondary School English Teachers’ English Language Teaching Knowledge in Bangladesh

2015 ◽  
Vol 19 (1-2) ◽  
pp. 147-157
Author(s):  
SM Kamruddin Ropum ◽  
Md Yasin Arafat
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
English Teachers ◽  
English Language Teaching ◽  
Teaching Knowledge ◽  
Post Test ◽  
Teaching Learning

Smart teacher smart class (STSC) is a portal developed by Dnet which contains curriculum, teachers’ guide, education policy, textbook, lesson plan, multimedia contents, and teaching-learning strategies on different subjects aiming to provide content and pedagogical support to the secondary school teachers in Bangladesh. Making an offline CD, the STSC portal is provided to the respective teachers of secondary schools Dnet works with. The regular use of the STSC portal helps the teachers to improve their knowledge about effective teaching-learning techniques. The study was designed as one group pre-test post-test quasi-experimental method to find the effect of STSC portal on secondary school English teachers’ English language teaching knowledge (ELTK). Twenty eight English teachers from 14 secondary schools were selected purposively to form the group and the tests were administered on them considering 6 months intervention (STSC portal) period. The test was adapted from Cambridge language teaching knowledge (TKT) test focusing on different ELT aspects. The tests scores of the teachers were categorized in 4 knowledge levels: limited, basic, deep and extensive. The findings of the study show that the STSC portal induces a significant improvement of the teachers’ ELTK. Most of the teachers showed better performances in the post-test than the pre-test. Moreover, significance (0.001) and effect size score (0.91) also depict a clear and large effect in enhancing teachers’ ELTK. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12087 Journal of NELTA, Vol 19 No. 1-2, December 2014: 147-157

scholarly journals Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation

2021 ◽  
Vol 1 (2) ◽  
pp. 66-76
Author(s):  
Steven Sylvester Bockarie ◽  
Michael Sahr Bengu
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Senior Secondary School ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Language Teaching And Learning

The study entitled 'Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation' seeks to unravel the myriad of problems in teaching and learning the English Language in senior secondary schools and offers strategies that can be implemented to salvage the situation. Learning to teach is more than simply knowing the results of research and theory; it always involves learning the ‘craft’ of classroom exposition, explanation, organization, and guidance. The desired outcome of the language learning process is the ability to communicate competently, not the ability to the ability to use the language exactly as a native speaker does. To guide the study, three research questions were posed. The questions examined the following three variables: (1) the constraints in teaching English; (2) the constraints in learning English; and (3) strategies for implementation in senior secondary schools. The research will be carried out in two senior secondary schools in Kenema City, Eastern Sierra Leone (Government Senior Secondary School and Methodist Senior Secondary School). The study revealed that: the lack of adequate teaching and learning materials, poor pedagogical and academic subject matter competency, and the negative attitude of students towards the English Language, account for the major constraints in the teaching and learning of the subject.

scholarly journals THE POTENCIAL OF USING SMARTPHONE IN TEACHING AND LEARNING OF ENGLISH LANGUAGE IN SECUNDARY SCHOOLS

2019 ◽  
Vol 3 (3) ◽  
pp. 349-360
Author(s):  
Mphatso Imwa
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Case Studies ◽  
Teaching And Learning ◽  
English Language ◽  
School Education ◽  
Online Research ◽  
Secondary School Education ◽  
Improving Teaching And Learning

This article systematically reviews the literature on the Potential of using Smartphone in teaching and learning of English Language in secondary schools. It focuses on the benefits, perceptions, challenges, and solutions towards incorporating smartphones in secondary school education. Through online research, 9 empirical and theoretical articles, case studies, and surveys defending the use of a smartphone in teaching and learning of English language in secondary schools were analyzed. The results from the study show that smartphones do have potential at improving teaching and learning of English amongst the teachers and learners in secondary schools. However, it is revealed also that there is need to establish effective pedagogical ways of using the smartphones in order to reduce indiscipline, distraction, and cases of cyberbullying. 

scholarly journals STYLISTIC STUDY OF THE ENGLISH TEXTBOOKS OF SECONDARY SCHOOLS OF GUJARAT: A COMPARATIVE STUDY

2020 ◽  
pp. 527-536
Author(s):  
Reena Vihol ◽  
Dhaval Patel
Keyword(s):  
Secondary Schools ◽  
Comparative Study ◽  
Lexical Aspect ◽  
English Textbooks

The purpose of this study is to analyse stylistic study of English textbooks of secondary schools of Gujarat. The researcher studied Grade IX and X textbooks to compare stylistic study with chosen parameters: Phonological aspect, Lexical aspect, and Syntactical aspect with randomly selected parameters.

scholarly journals Problems Faced by English Teachers of Lower Secondary Schools in Assessments

Jurnal Kiprah ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 17-20
Author(s):  
Dewi Nopita
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
English Language ◽  
Research Result ◽  
English Teachers ◽  
Language Teachers ◽  
Learning Goals ◽  
Language Assessments ◽  
English Language Teachers ◽  
Lower Secondary Schools

Dalam pengajaran Bahasa Inggris, guru memegang peranan penting dalam pencapaian tujuan pembelajaran. Kemampuan guru dalam merancang proses pembelajaran sangat berpengaruh terhadap tingkat pencapaian siswa. Agar dapat meengetahui tingkat capaian pembelajaran siswa, guru diharapkan untuk mempunyai kemampuan yang baik dalam merancang penilaian. Artikel ini bertujuan untuk memaparkan masalah-masalah yang dihadapi guru Sekolah Menengah Pertama (SMP) dalam merancang penilaian proses pembelajaran yang dilakukan oleh siswa, yang merupakan hasil penelitian. Adapun data penelitian diperoleh dari guru-guru Bahasa Inggris di SMPN 17 Bintan, SMPN 3 Bintan, SMPN 2 Bintan, dan SMPN 12 Bintan melalui pengamatan dan wawancara. Hasil penelitian menunjukkan bahwa guru-guru mata pelajaran Bahasa Inggris di Kabupaten Bintan benar-benar mengalami kesulitan dalam merancang penilaian terkait bentuk dan fokus penilaian. In the world of teaching English as a foreign language, teachers do hold a pivotal role in achieving the learning goals. The teachers’ skill in designing their classroom instruction contributes to students’ level of learning achievements. To be able to see the students’ achievement in learning, English teachers are required to have knowledge and skill in designing the assessment. This article, derived from a research result, intends to explore secondary school English language teachers’ problems related to English language assessment. There were 4 lower secondary schools in Bintan regency involved as the subjects of the research: SMPN 17 Bintan, SMPN 3 Bintan, SMPN 2 Bintan, and SMPN 12 Bintan. The instruments of the research were observation and interview. Finally, it was found that English language teachers of secondary schools in Bintan regency had serious problems in designing English language assessments related to the forms and the focus of the assessment. Keywords: Lower secondary school, English teachers, assessment

scholarly journals Assessing Punctuation Errors Made by Secondary School Students in English Language Comprehension in Ogun State, Nigeria

2017 ◽  
Vol 4 (2) ◽  
pp. 39
Author(s):  
B. Oluwakemi Adekola ◽  
Oluseun Fatai Lawal
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Language Comprehension ◽  
Secondary School Students ◽  
English Language ◽  
Validity And Reliability ◽  
School Students ◽  
Ogun State ◽  
Ex Post ◽  
Chi Square Analysis

This study assessed the errors in English comprehension by Senior Secondary School Students. Errors in Englishpunctuation in this study were categorized as mechanical errors in comprehension with particular emphasis onpunctuation marks and spelling. This study adopted a descriptive research design of ex-post-facto type. The targetgroups for the study were Ogun State Secondary Schools in Nigeria. The samples were drawn from four (4)geo-political zones in Ogun State of Nigeria (Ijebu, Remo, Yewa and Egba). Multi-stage stratified samplingtechnique was used to select five co-educational Secondary Schools from the four geo-political zones. Five schoolswere selected with fifty (50) Secondary Students III (SSS 3) per school totaling two hundred and fifty (250) male andfemale students in each of the divisions. Two instruments, Errors in English Language Comprehension (EELC), andan achievement test in English Language Punctuation (ATELP) were used to collect data from the one thousand(1000) students who were randomly sampled as participants. The validity and reliability of the instrument weredetermined by trial testing. The data were subjected to Chi-square, Analysis of Variance (ANOVA) and PearsonProduct Moment Correlation coefficient. The data were tested for significance at the 0.05 level. Based on thefindings, it was detected that students made more errors in punctuation than in spellings. This could be attributed tolack of knowledge and understanding of common mistakes made in English. Part of the recommendations made wasthat; teachers should concentrate on areas of difficulties such as comma, colon and semi-colon for students.

scholarly journals LINGUISTIC SEXISM IN CURRENT UPPER SECONDARY SCHOOL ENGLISH LANGUAGE TEXTBOOKS: TIẾNG ANH 10, TIẾNG ANH 11 AND TIẾNG ANH 12

2017 ◽  
Vol 33 (6) ◽  
Author(s):  
Nguyen Doan Canh
Keyword(s):  
Secondary School ◽  
English Language ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
Language Textbooks ◽  
English Textbooks

This article reports my study on linguistic sexism in current Vietnamese upper secondary school English language textbooks: Tiếng Anh 10, Tiếng Anh 11 and Tiếng Anh 12. The study was aimed at finding out how often linguistic sexism occurs in these textbooks and uncovering the hidden messages conveyed through this linguistic sexism. The results of the study showed that linguistic sexism occurs rather often in the three English textbooks and through it the messages of women’s low status are conveyed.

scholarly journals An Evaluation of the "English for Iraq" Course for the Fifth Grade Secondary Schools

2018 ◽  
Vol 1 (120) ◽  
pp. 43-60
Author(s):  
ضياء مزهر خريبط
Keyword(s):  
Secondary Schools ◽  
Teaching Methods ◽  
Cultural Context ◽  
English Language ◽  
Language Teachers ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Appearance Design ◽  
English Language Teachers ◽  
English Textbooks

Providing Iraqi students with proficiency in English is the ultimate goal of the educational system which is a way of getting knowledge in the fields of arts, sciences, transferring knowledge and sciences to other communities. Therefore, conducting such a type of study is very important because the contents of English textbooks have a huge influence on learning of the students. Once the content of English textbooks contain errors as the correct one, this will effect on his/her learning. The present study is an attempt to evaluate the new course entitled “English for Iraq” for fifth grade students for secondary schools, by Olivia Johnston and Mark Farell. It aims to answer eleven questions relating to the following domains: strength, objectives, appearance, design and illustration, language components, social and cultural context, accompanying materials, teaching methods, language skills, teachability, and practice and testing. The sample which is randomly chosen consists of (64) English language teachers, Baghdad Al-Rusafa 2nd. A survey checklist employed as an instrument of the present study. The major results showed that English teachers of Baghdad Al-Rusafa 2nd were satisfied with only seven domains of the checklist out of eleven. They are: the general appearance, design and illustration, accompanying materials, social and cultural context, teaching methods, practice and testing, and language components.

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