Grade English Research Articles

Examining 8th grade English Course book and Educational Programme about Vocabulary teaching: Teacher’s Views

Examining 8th grade English Course book and Educational Programme about Vocabulary teaching: Teacher’s Views

Do long school commutes undermine teenagers’ wellbeing? Evidence from a nation-wide survey in China

IntroductionThere is reason to believe that a long school commute negatively affects the wellbeing of teenagers, but the empirical evidence is limited. The focus of past research has usually been on the commute mode or type rather than the commute length. Virtually all existing studies are based on surveys of a single domain of wellbeing; most have only established associations rather than causation and are set in highly developed countries in North America and Europe. Very few studies on this topic have been conducted in China. MethodsThis study employs a sizable nation-wide survey called China Education Panel Survey (CEPS). The sample includes nearly 7500 teenagers, ranging in age from 12 to 19, nearly all of whom attend public schools. Their wellbeing in relation to the length of the school commute is explored across three domains (health, activities, and cognition). An econometric technique called Propensity Score Matching (PSM) is applied to estimate causal effects; we control for 13 covariates. A long commute is defined as lasting at least 20 min one-way. ResultsLong commutes lead to: lower self-reported health and mental health scores, lower grades (in English, Chinese, mathematics, and cognitive tests), less time spent surfing the Internet, playing games, and sleeping, higher BMI and absenteeism, and more time completing household chores. When we control for commute mode, we find that even active long commutes are associated with lower physical and mental health status and reduced cognitive abilities and academic performance. ConclusionLong commutes negatively affect teenagers’ wellbeing regardless of transport mode (active or passive). To moderate this effect, the Chinese education and transport sectors should come together to (a) create and maintain a dense network of good schools; (b) improve transport services around schools; (c) provide publicly funded school-bus services; (d) build dormitories in very large school districts.

Effectiveness of “How to Write a Sentence” as Instructional Material to Improve the Writing Skills of Grade 6 Pupils

As students’ progress in their studies, they must learn a variety of important skills. Among these is writing, which is undeniably one of the most important skills that every student must develop. However, writing has always been a major challenge for students learning English, particularly in elementary schools and for second language learners. This study determined the effectiveness of the instructional material "How to Write a Sentence" as an intervention to improve the writing skills and academic performance in English of Grade 6 students at a public elementary school in the Philippines. The one-group pretest-posttest design of the quasi-experimental research design was used in this study. A 50-item pretest and posttest were used to assess the participants' academic performance before and after the intervention was implemented. The mean, standard deviation, and paired-samples t-test were used to interpret the data. Results revealed that the use of the instructional material "How to Write a Sentence" was found to be an effective intervention in improving the writing skills and academic performance in English of Grade 6 students at a public elementary school in the Philippines. It is recommended that administrators should encourage teachers to collaborate in order to further enhance or improve the intervention material or to create other contextualized and localized learning materials suited to diverse learner types.

THE ROLE OF MULTIMEDIA IN TEACHING AND ENHANCING THE LEARNING MOTIVATION FOR 6TH GRADE STUDENTS IN ENGLISH

The study aims at demonstrating the role of multimedia in teaching and enhancing the learning motivation for 6th grade students in English at the city of Janine schools from teachers’ perspective. It seeks to set the primary media suitable for their learning, and their use in their real-world school context, while developing teacher understanding for learners’ needs in the era or technological advancement. This study identifies the primary media suitable for 6th grade English, as English is a subject students find difficulty in understanding, being their second language. Therefore, the study seeks to answer this following research question: what is the role of multimedia in enhancing the 6th grade students’ motivation to learn English at the schools of Janine City from the teachers’ perspective? The study was conducted under the descriptive analytical method and created a learning community from 6th grade English teachers at the Janine city schools. It took place through purposive sampling with 12 teachers, using the in-person interview tool for the 12-teacher sample at the Janine city schools. This tool dwells on this phenomenon deeply in order to reach the appropriate results and recommendations. Results have shown the importance of multimedia as a factor for positive interaction, teaching engagement and motivation. Therefore, the study recommends that this teaching method should necessarily be incorporated in research, as it has shown effectiveness in achieving an interesting and effective teaching, while enhancing learning motivation, in a way that aligns with the TPACK model

The Influence of Learning Style on Students' English Learning Outcomes

The purpose of this study was to analyze the various student learning styles and influence of the learning styles on English learning outcomes of fourth grade students at MI Darul Hidayah Sudimoro. This study uses quantitative methodes and data collection techniques using instruments in the form questionaire. Sample in this study were fourth grade student at MI Daruk Hidayah Sudimoro totaling 32 students. The data form the questionaire showed that the learning styles of fourth grade student in english subject at MI Darul Hidayah Sudimoro were 17 students (53%) visual learning style, 11 students (34.5) had an auditory learning style, and 4 students (12.5%) have a kinesthetic learning style. Learning style have a positive and significant impact on the learning outcomes of fourth grade students in english grade subject at MI Darul Hidayah Sudimoro. It can be seen frm the results of the regression test where the regression coefficient of the learning style variable is 0.293. the higher the value of the learning variable, the higher value of the student learning otcomes variable

PROBLEMS FACE BY VOCATIONAL HIGH SCHOOL STUDENTS IN LEARNING ENGLISH AT SMK NEGERI KEBONAGUNG

Learning English is very important especially for education and future, this is because English is one of the international languages ​​used. This case study aims to analyze the difficulties of learning English in grade 10 students at the vocational high school level. This research is mainly to find the students' difficulties in mastering English. This research was conducted at SMK Negeri Kebonagung involving 70 students as subjects. Researchers used a classical and individual approach in collecting data. The data was obtained using a google form which was distributed to 70 students of class x in various majors. The findings show that students' English learning difficulties are: (1) a sense of coercion; (2) mastery of basic concepts/low intake; (3) lack of self-confidence; (4) forgetting factor; (5) have little opportunity to practice. Referring to these findings, it is suggested to teachers and institutions to facilitate and provide high motivation for the students' English learning process.

Longitudinal predictors of French word reading difficulties among French Immersion children.

In Canada, approximately 12% of school-aged children are enrolled in French Immersion (FI), with some provinces estimating close to 30%. FI programs are intended to produce bilingual individuals who can functionally communicate in both of Canada's official languages. Yet, we are currently underinformed as to how to identify children with French word reading difficulties in such programs. Within this context, and in the interests of informing early identification of second language reading challenges, we examined early English predictors of French word reading difficulties. We also examined potential overlap of these difficulties as well as the stability of these difficulties over time. A total of 108 children in FI participated, completing measures of English nonverbal intelligence, phonological awareness, rapid automatized naming, and receptive vocabulary in kindergarten, as well as English and French word reading in grades 1, 2, and 3. Logistic regressions revealed that kindergarten English phonological awareness and rapid automatized naming (RAN) distinguished between good and poor French word readers in grade 3, with adequate sensitivity and specificity. These results suggest that English phonological awareness and RAN may be appropriate early skills to identify children at risk of word reading challenges in bilingual programs. Chi-square analyses demonstrated significant overlap of English and French word reading challenges in grades 1, 2, and 3, highlighting the possibility that English and French word reading difficulties do not exist independently. Finally, chi-square analyses revealed retrospectively stable word reading difficulties in English and French. Interestingly, prospective stability was stronger for French than English word reading challenges. Overall, our results underscore the importance of considering the specific nature of word reading difficulties in bilingual readers.

Podcast-Mediated Students Learning English in the Second Grade of Senior High School

Podcasts are one of the well-liked technological advancements to aid language acquisition. Podcasts, which are digital recordings, can be utilized to help students acquire the English language, particularly in speaking and skills. The reconducted was skilled at SMAN to know how to teach speaking and listening skills in high school using podcast media. Researchers used qualitative methods with observation and interview approaches and an interactive model for data analysis. The study results are (1) podcasts are a solution to students' difficulties in learning English as a medium for utilizing technology, (2) podcasts as a medium for learning speaking and listening skills, (3) podcasts can increase student motivation in learning English. So, this researcher draws the conclusion that Podcasts are one of the choices of English learning aids that also allow teachers to use technology in the classroom. It is important to highlight that the aim is not to replace podcasts as a substitute for live teaching. Therefore, it is recommended that when using podcasts, teachers should instruct their students well to maximize their effectiveness.

IMPLEMENTATION OF WEB-BASED NAIVE BAYES ALGORITHM FOR DETERMINING DEPARTMENTS AT SMK 10 MUHAMMADIYAH KISARAN

Determination of majors is very important for the convenience of prospective students in the process and continuation of education so that they do not experience difficulties in the teaching and learning process in the future. SMK 10 Muhammadiyah Kisaran is one of the private vocational schools in Asahan that provides 3 majors including Audio Video Engineering (TAV), Computer and Network Engineering (TKJ), and Motorcycle Engineering and Business (TBSM). SMK 10 Muhammadiyah Kisaran does not yet have a special system for selecting majors so that prospective students are welcome to choose majors according to their own wishes, not a few students find it difficult because the students themselves do not understand their abilities.so that it’s not uncommon for students to choose majors in a random way or follow their friends' choices. Therefore we need a system that can help prospective students in selecting majors that match their interests and talents and reduce mistakes in choosing majors. The technique used for the classification data mining model in this study is the Naïve Bayes Algorithm. The dataset that will be used as training data and test data is data for new students for the 2021/2022 school year, to be precise, for class X SMK 10 Muhammadiyah Kisaran obtained from the results of documentation and questionnaires. The criteria used were school origin, gender, interests, major, influence of friends, parental suggestions, math scores, English grades, and science grades. The results of the classification modeling with the Naïve Bayes Algorithm produce an accuracy value of 89%.

Academic vocabulary knowledge among adolescents in university preparatory programmes

English academic vocabulary knowledge is needed for reading in many internationalized university contexts around the world. However, our knowledge is limited regarding the degree to which pre-tertiary education prepares students for the academic English reading demands at university. To explore this question, this cross-sectional study analyzed academic vocabulary scores from two Swedish student samples (N=952), at the beginning and at the end of upper secondary English education. Statistical analyses were conducted to describe and compare the academic vocabulary knowledge in the two samples, also in relation to gender, study disciplines and English grades. Large variations in vocabulary scores were observed within and between samples. The exit-sample outperformed the entry-sample. The exit-sample’s academic vocabulary knowledge correlated positively with English grades, however, these (CEFR-B2) students do not, on average, reach suggested mastery thresholds of academic vocabulary knowledge. A logistic regression analysis showed higher probabilities for male students and Arts/Humanities/Science/Technology students than female and Economics/Social science students to reach suggested mastery thresholds. This unequal distribution of academic word knowledge is discussed in the context of curricular goals about equality and university-preparation.

ФОРМУВАННЯ ЦІННІСНИХ ОРІЄНТАЦІЙ УЧНІВ ПІД ЧАС ПРОВЕДЕННЯ ПОЗАКЛАСНОГО ЗАХОДУ «#ME TOO. НЕ БІЙСЯ ГОВОРИТИ ПРО НАСИЛЛЯ!» З ІНОЗЕМНОЇ МОВИ (АНГЛІЙСЬКА) В 10-11 КЛАСАХ ЗАКЛАДІВ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

The article investigates the specifics of the formation of students' value orientations while studying a foreign language (English) in grades 10-11 in general secondary education institutions. It is the youth age (16-21) that is the most favorable for the formation of worldview, the formation of value orientations that are fixed throughout a person's life in the process of learning, socialization and adaptation. At the senior level (10-11 grades), students strive for comprehensive development. At the same time, social activity and interest in the other sex increases at this age. However, it is worth considering that adolescents are not psychologically mature and often do not dare to talk about their problems out loud. The extracurricular work on foreign language in 10-11 grades has educational, upbringing and developing value. During the extracurricular activities, the teacher can convey the necessary and useful information to young people, promote the formation of value orientation of students, prevent the consequences of negative influences of society. In the article, we proposed the development of an extracurricular event «#Me too. Don't be afraid to talk about violence!», which goes beyond the compulsory educational program. During the event, the teacher has the opportunity to provide new material, cultivate creativity, and form students' value orientations. It aims to improve the knowledge, skills and abilities of students in English lessons, as students get acquainted with new vocabulary, including neologisms that arose under the influence of the Me too social movement. The extracurricular event «#Me too. Don't be afraid to speak up about violence!» is of great educational importance, as it fosters respect for dignity, compassion for people, and the right to personal integrity in young people. Key words: value orientations, personality, extracurricular activities, English language.

An Analysis of Students' Linguistic Difficulties in Writing Recount Text at the Tenth Grade Teknik Pengeboran Minyak and Gas (TPMG) SMK Negeri 1 Mandau

The purpose of this study is to analyze what are the students' difficulties in writing English using recount text. This research is a quantitative approach descriptive research design involving 33 Tenth grade students of TPMG. The data collection technique is a test. There are several steps to analyze the data: analyzing the students' work, calculating the average score using descriptive statistics and the last step is descriptive analysis. The results showed that the students' difficulties in writing English in the tenth grade of TPMG were Vocabullary 33%, Grammar 40% and language use 27%. So the highest difficulty experienced by these students lies in grammar with a percentage of 40%

DEVELOPING LEARNING MODULE AS SUPPLEMENTARY TEACHING MATERIAL FOR LEARNING ENGLISH

Rahmia, Rafiqa Yusrin. 2022. Developing Learning Module As Supplementary Teaching Material for Learning English for the fifth Graders of SD Negeri 4 Ternyang. English Education Department. Graduate Program. IKIP Budi Utomo of Malang, Advisor; Jasuli. S.Pd., M.Pd.
 
 The background of developing teaching materials for the 5th grade English module at SD Negeri 4 Ternyang is by looking at the existing problems through interviewing English teachers and distributing questionnaires to 24 students. Interviews were used to analyze problems in the learning process, while questionnaires were used to analyze students' needs in learning English. Then the second questionnaire was used to collect data from material experts and media experts about the feasibility of the product being developed. The research was conducted due to the lack of learning media to distribute learning materials based on English teacher interviews
 The objective of this study was to find out the which teaching materials are suitable for learning English grade 5 of SD Negeri 4 Ternyang. This study uses a research and development approach (Research and Development). The development procedure follows the Borg and Gall procedure which can be done more simply by involving 6 main steps, namely: 1) Research and data collection 2) Planning 3) Product development 4) Expert validation 5) Revision 6) Revised product.
 The results of the assessment of the material expert test obtained a score of 77% in the good category, the assessment results from the media expert test obtained a score of 86% in the very good category. Therefore the teaching materials for the English learning module in grade 5 are suitable for use in learning activities.
 Regarding the further development of learning module as supplementary teaching materials for learning English for elementary school grade 5 about the further development of learning modules as complementary teaching materials for learning English for grade 5 elementary school can be suggested to further researchers such as students who want to do similar research are expected to master technology, especially computers and expand the material, develop products at different grade levels, the product resulting from this research will be better and more feasible as a learning resource if it is tested on students in the learning process so that data is obtained in the form of values in order to determine the level of student learning abilities.
 
 
 Keywords: learning module, English

AN ANALYSIS OF STUDENTS’ ATTITUDE IN LEARNING ENGLISH AT ELEVENTH GRADE OF SMA NEGERI 2 GU

The problem in this study was how were the students’ attitude in learning English at eleventh grade of SMA Negeri 2 Gu? This study aimed at determining and identifying students’ attitude in learning English in the eleventh grade of SMA Negeri 2 Gu. The design of this study was a descriptive qualitative. Subjects of the research were fifteen students of eleventh grade at SMA Negeri 2 Gu. Techniquies of data collection in this study were questionnaire and interviw. Techniques of data analysis used were data reduction, data display and conclusion. The result showed thwt te students had positive attitude in learning English, which consisted of aspect of cognitive attitude, aspect of affective attitude and aspect of behavior attitude. In all aspects students’ attitude were in the good category. Based on three aspects of attitudes, the most dominant aspect of attitude was the affective attitude aspect.

The Effect of Cultural Schemata on Improving Iraqi EFL Preparatory Pupils’ Achievement

The Current Study aims finding out the effect of the cultural schemata on EFL pupils’ achievement in learning English Language and finding out whether the lack of cultural schemata of EFL pupils of experimental group affect their ability in learning English Language. To conduct the study and fulfill its aims the following hypotheses are set: 1) There is no statistically significant difference between the mean score of experimental group who is taught cultural schemata and control group who taught by the traditional way in posttest. 2) To achieve the aims and confirm the hypotheses, the experimental design which is Non-Randomized Experimental Group Pretest –Posttest Design. The sample of the current study consists of (50) pupils in the fifth literary stage, derived from Al-Barudy preparatory school for girls. Both groups have been equalized in such variables from educational level of parents, age, English grades achievement in fourth stage, and the post and pretest of both groups. The experiment lasted two months, the researcher has taught the two groups during the academic year 2021-2022. To analyze the obtain data, different statistical means have been used many T-test for two independent samples to measure the pupils’ post-test achievement. After the statistically treatment of the data, the results expose that teaching pupils by using cultural schemata has provide it is effectiveness in rising pupils’ understanding and their ability to communicate in learning English Language Based on the results, the obtained conclusions in this study, suitable “recommendations and suggestions for further studies are put forward”.

Teaching English Literary Text by Using Personal Response Approach for Iraqi EFL Students

Personal response approach is an approach of teaching that help and gives the students chance to learn, practice and solve their problem in learning English. It is one of the literary criticism approach in which readers can involve their personal opinions, feelings, and background knowledge to create meanings of the text. The Current study aims to investigate the influence of teaching English literary text by using Personal Response Approach for Iraqi EFL Students. To conduct the study and fulfill its aim, it is hypothesized that, there is no statistically significant difference between the mean scores of the experimental groups’ literary text ability in pre- posttest. To achieve the aim and confirm its hypothesis the experimental design which is Non- Randomized Experimental Group Pretest- Posttest Design is used. The sample of the current study consists of (60) students who have been chosen from fifth scientific stage at Ibn -Al-Muaatum secondary school for boys in Tikrit. (30) students have been chosen to be the experimental group, and (30) students have been chosen to be control group. Both groups have been equalized in such variables levels of educational of parents, testees age, English grades achievement in fourth stage, and the pre-test of both groups. To analyze the obtained data, different statistical means have been used T-test, weighted mean and percentile mean to measure the students’ performance. The results obtained by the researcher indicate that there are statistically significant differences between students' performance in the pre-experimental test and their performance in the post-test in favor of the personal response approach. The researcher has written a number of recommendations and suggested a number of proposals for future studies.

EFL TEACHERS' PERCEPTIONS ABOUT THE EIGHTH AND NINTH GRADES ENGLISH TEXTBOOKS USED IN PALESTINIAN SCHOOLS

Investigating teachers' perspectives on language materials could help in developing them (Ellis, 1998). Based on Gaza EFL teachers' complaints about the English textbooks of eighth and ninth grades, the present study aimed to explore the teachers' perceptions about such textbooks. The researcher administered a quantitative questionnaire to 63 teachers teaching English to Gaza eighth and ninth graders in 31 schools. She also conducted focus-group interviews with 18 teachers selected from the 63 teachers. The results of the questionnaire indicated that the participants had positive perceptions of the textbooks. However, the interview analysis showed the problematic aspects of such textbooks, such as the irrelevance of some topics to students' interests and needs, irrelevance of some reading topics to students' content background knowledge, irrelevance of speaking exercises and activities to authentic use of English language, and lack of gradation in writing activities included in the eighth grade English textbooks. Finally, the researcher provided relevant implications<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0205/a.php" alt="Hit counter" /></p>.

Prediction of English Online network performance based on Xgboost algorithm

With the popularization of the Internet and the development of artificial intelligence technology, it is profoundly changing the direction of educational innovation, breaking the barriers between online and offline, and making the online education model develop rapidly. With the change of educational methods, how to evaluate the effectiveness of online education has become an urgent problem to be solved. This paper collects students' online learning behavior data through the online English learning platform, and uses visual analysis methods to further explore the influence mechanism of online learning behavior characteristics and academic performance, and analyzes the characteristics of different learning behaviors in different grades. The English online network score prediction based on the XGBoost algorithm in this paper can allow test takers to predict the test score range more conveniently and quickly, saving operation time and improving work efficiency. In this paper, the XGBoost algorithm is used to construct a grade prediction model for the selected learning behavior characteristic data, and then the model parameters are optimized by the grid search algorithm to improve the overall performance of the model, which in turn can improve the accuracy of students' English grade prediction to a certain extent. The final results of the study show that the prediction accuracy remains above 90%, indicating that the accuracy is high and has certain feasibility. The predicted score is slightly higher than the actual score, and the predicted score range should be appropriately reduced to ensure English scores.

The Role of Cultural Schemata in Learning English Language Skills

The current study aims to find out the effect of the cultural schemata on learning English language skills and investigate the activation of background knowledge of learners to ensure a better understanding of learning the English language. To conduct the study and fulfil its aims, the following hypotheses are set: 1) there is no statistically significant difference between the mean scores of the experimental group's achievements at the recognition and the production levels in the post-test. 2) to achieve the aims and confirm the hypotheses, the experimental design which is a non-randomized experimental group pre-test–post-test design. The sample of the current study consists of (50) pupils in the fifth literary stage, derived from Al-Barudy preparatory school for girls. Both groups have been equalized in such variables from the educational level of parents, age, English grades achievement in the fourth stage, and the post and pre-test of both groups. The experiment lasted two months; the researcher taught the two groups during the academic year 2021-2022. to analyze the obtained data, different statistical means have been used for many t-tests for two independent samples to measure the pupils' post-test achievement. After the statistical treatment of the data, the results expose that teaching pupils by using cultural schemata has provided it is effective in background knowledge activation in reading, listening, speaking and writing and also raises pupils' motivation to learn the English language. Based on the results, the obtained conclusions in this study, suitable "recommendations and suggestions for further studies are put forward.

Are these texts readable? An Analysis on the Readability Level of English Textbooks for Indonesian High Schools

Reading texts or passages from textbooks are commonly used as learning materials in the Indonesian EFL context. This leads to the emergence of readability or reading level analyses for EFL reading materials using conventional formulas which, unfortunately, were originally developed for either English as L1 or L2 context. Moreover, there are alternative readability formulas for EFL materials that are relatively newer yet still underused in the field. Hence, this current descriptive study aimed to address this gap by attempting to analyze the reading texts in three Senior High School English textbook series published by the Ministry of Education and Culture, using formulas measuring the readability level without grade-levelling and using simplified EFL reading materials. In this study, the two specific formulas employed to conduct the readability level analysis were Miyazaki EFL Readability Index and McAlpine EFLAW formula. The results showed that the overall Miyazaki EFL readability score of all reading texts in the 10th, 11th, 12th grade English textbooks was 50, categorized as having a “standard” difficulty. Meanwhile, based on the analysis using McAlpine EFLAW readability formula, the overall readability score was 20.86, which was considered as “very easy to understand”. Eventually, it could be concluded that the two formulas could be conveniently used to analyze the readability level of all the reading texts in the textbook series. Moreover, the texts could be deemed as of “suitable and understandable” level for the intended EFL students in Indonesia.
 
 
 Keywords:Readability; Texts; Textbooks; Miyazaki EFL formula; McAlpine EFLAW formula