There are 33 students, 20 girls and 13 boys in this class. The analysis consists of two parts, the first one is the observation and the second one is the final results obtained. The activities in classroom consisted of a quiz by listening and speaking training. Both genders had many opportunities to practice speaking English in class. The teacher adopted the role as the host of the quiz, to see if all the students participate.
The subjects will be the students enrolled in the third grade self-contained classroom of the school. DATA GATHERING INSTRUMENTS The Gates Macginitie Reading Test Fourth Edition will be administered to each of the participant. A pre and post-testing every quarter will be carried out to measure improvement in student’s reading comprehension over time and evaluate Brain Gym’s program effectiveness. PROCEDURE The students in the study will be separated into two groups. Group A will be the control group while Group B will be the experimental group.
Each section is heard only once. At the end of the test students are given 10 minutes to transfer their answers to an answer sheet. Test takers will lose marks for incorrect spelling and grammar. Reading: The Reading paper has three sections and texts totaling 2,150-2,750 words. There will be a variety of question types, such as multiple choice, short-answer questions, identifying information, identifying writer’s views, labeling diagrams, completing a summary using words taken from the text and matching information/headings/features in the text/sentence endings.
Meanwhile, all activities of teachers in the class B will be recorder to help the researcher to assess the experimental procedures. In class A, the traditional teaching method will be used. In this group no motivational strategies will be used by the teacher and the students have to learn English without any motivational intervention .In class B, some motivational strategies will be applied by the teacher and teachers help students explicitly and persuade them to speak English. The teacher also applies the motivational strategies to help students to learn new English sentences and practice the correct pronunciation of the words. This treatment will be applied for one term (20 sessions, 40 hours).
ESL teachers and practitioners in early childhood and should continuously observe students progress for the purpose of evaluating the teaching strategies and to develop students interests in learning English. A meaningful participation of teachers is required with appropriate teaching strategies will develop students’ interest in learning English (Chumak- Horbatsch, 2004; Tabors & Snow, 2001). Students who are learn English in the classroom will benefit when their first language is valued by the school and teachers. Teachers and early childhood practitioners face challenges in teaching students who come to school without any English language background and also when families do not share the same language. Likewise to fulfil a student’s interest in learning they need sufficient knowledge to create learning opportunities for students to learn the core language in the classroom to a level which they can understand.
This research would find out the non-numeric data and to describe it. The researcher would describe about: (1) what types of students’ motivations in learning English as EFL on Double-Degree program at foreign language academy ( ABA YW- UMI Makassar), (2) how the motivation emerge in the classroom during the teaching and learning
The purpose of the study described in this research report was to investigate the role of morpheme in helping students in understanding a meaning of a word. The aim here is students from the secondary school with age range from thirteen to fifteen years old which is from form 1 until form 3. Data for the research were collected through interview or face-to-face survey. This research utilized both the qualitative research methodology. The researchers use the instrument to collect the data were interview or face-to-face survey with the respondent.
The teacher must provide the students with linguistic input to promote language proficiency. (Haß, 2006) Annotated Bibliography Cárnio, Maria, et al. “The role of phonological awareness in reading comprehension.“, Revista CEFAC, Sep. 2017. The article “The role of phonological awareness in reading comprehension“ deals with the possible correlation between the reading comprehension and the phonological awareness of students with and without writing and reading disorders. 60 4th grade students, from two public elementary schools, with and without learning disorders participated in the study.
In addition to questionnaires, interview was conducted with English teachers and school principals by arranging considerate time for the interviewees. The interview was conducted with English teachers and directors of the study area. Observation was also used as the third data collection tool. According to Wajnryb (1995), “Being in classroom as an observer opens up a range of experiences and processes which can become part of the raw material of a teacher's professional growth” (p. 1). The two weeks’ observations were made on five sections, in the sample school in grade ten regarding the teachers, students and students’ activities in the classroom and at school level in general, and on the teachers' self-evaluation system by preparing
Documentation of Students’ Works The researcher will use writing test as the instrument of gathering information about students grammatical errors in composing descriptive text. The steps of the test are asking the sample to write the descriptive text by the theme which is chosen by the researcher. 2. Interview Questions The interview will be given after the researcher finished analysing the students’ error. The researcher will select some students as representative in the interview session.