Abstract
One of the prominent theory was the goal-setting theory which was widely been used in educational setting. It is an approach than can enhance the teaching and learning activities in the classroom. This is a report paper about a simple study of the implementation of the goal-setting principle in the classroom. A clinical data of the teaching and learning session was then analysed to address several issues highlighted. It is found that the goal-setting principles if understood clearly by the teachers can enhance the teaching and learning activities. Failed to see the needs of the session will revoke the students learning interest. It is suggested that goal-setting learning principles could become a powerful aid for the teachers in the classroom.
Highlights
Most researchers indicated that goal setting is essential for achievement in learning process (Anderman, 2011)
The data was been analysed to explore in what circumstances the goal-setting learning principles are relevant to the classroom teaching and learning activities
Goal setting process Generally, goal setting is a major part of the successful implementation for teaching instructions, as well as students’ learning performance in academic
Summary
Most researchers indicated that goal setting is essential for achievement in learning process (Anderman, 2011). It encourages students’ self-improvement in different aspect of learning as it plays an essential component of decision making which related to the mental processes that result in selection of appropriate actions to make accomplishment. Long-term goals are not specific as what individuals set for their short-term goals. Both long-term and short-goals are always related to each other. Short term goals are set with the purpose to achieve long term goals. Students are expected to achieve short–term goals such as learning different the oral speaking and written skills on the chapters stated in syllabus in order to master English language
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