Analyzing Listening and Speaking Activities of Iranian EFL Textbook Prospect 3 Through Bloom's Revised Taxonomy

Mizbani, Maryam; Chalak, Azizeh

doi:10.7575/aiac.alls.v.8n.3p.38

Cited by 25 publications

(25 citation statements)

References 4 publications

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“…Students master the ability to remember better than the ability to understand and analyze. This result is in line with the research Chalak & Mizbani about listening and speaking analysis which revealed that the ability to remember in listening activities was 60% [34]. The ability to remember in this study also occupies the largest percentage compared to other abilities.…”

Section: Discussion Of the Resultssupporting

confidence: 91%

Implementation of UKBI to improve students’ listening ability

2019

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Listening is one of the basic language skills that must be possesed by student in elementary teacher education study program. As a teacher candidates, listening ability can be used as knowledge for student in teaching practice in elementary school. The listening ability is still relatively low. Listening ability for students its important, so need a have efforts and attention.This study aims to improve the students listening ability through the implementation of UKBI. UKBI is a proficiency test of Indonesian language that used as a method to measured proficiency of someone's language ability. This study used classroom action research with two cycles. This study was conducted on 41 students class 2 A of elementary teacher education student in Ahmad Dahlan University. Data collection methods was used test and observation. The results showed that the implementation of UKBI can improve the listening ability to elementary teacher education student. This was proved in cycle I and cycle II with the increase of the average listening scores of 75.12 and 83.05 and the classical completeness of 78.05% and 90.24%. Analysis of the listening scores showed that remembering is the most prominent ability among understanding and analyzing.

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Section: Discussion Of the Resultssupporting

confidence: 91%

Implementation of UKBI to improve students’ listening ability

2019

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“…This notion is corroborated by a study, for instance, which was conducted by Sobkowiak (2016) even though there was credence that a textbook could enhance the student's critical thinking ability, it was yet found to be limited in his study. Similarly, Mizbani and Chalak (2017) revealed that an EFL textbook investigated in their study was found to not accommodative in terms of higherorder thinking skills. Thereby, it should be taken into account that the textbook selection process is not a taken-for-granted process, there should have some considerations which could be hinged on the evaluation conducted.…”

Section: Introductionmentioning

confidence: 85%

The visual-verbal text interrelation: Lessons from the ideational meanings of a phonics material in a primary level EFL textbook

2021

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The interrelation between verbal and image represented in a textbook is one of the prominent issues that should be taken into account. If the interrelation between these modes is presented in a textbook properly and aptly, students' outcomes of a particular material, such as phonics, may be entrenched and fostered. Thereby, this study aimed to scrutinize the interrelation between the verbal and image represented in the phonics material, which was to the best of the writer's knowledge concerning studies scrutinizing the phonics materials vis-à-vis multimodal text was still limited. Furthermore, a qualitative research method using content analysis was employed to investigate the analysis unit, namely the phonics material taken from one primary level EFL textbook. Besides, Royce's (1998, 2002, 2007) Intersemiotic Complementarity and Kress and van Leeuwen's (2006) Grammar of Visual Design involving one of the metafunctions deriving from Halliday's Systemic Functional Linguistics, ideational metafunction was employed. The findings revealed that a multimodal text encompassing the phonic material was, in fact, had fruitful meanings manifested in various modes, and there was a synergy found between the visual and verbal meanings realized by the ideational intersemiotic complementarity.

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“…What is more, T3 said that the students with low cognitive aspects will face difficulties in receiving the material because the language presented is all in English. Teachers sometimes do not found a necessary material based on K-13 so they should employ supplementary materials (Mizbani & Chalak, 2017). It is to increase students' ability to comprehend the concept (Susiati & Mufidati, 2020).…”

Section: The Teachers' Difficulties On Using the Bookmentioning

confidence: 99%

EFL Teachers Perception toward the Use of Beyond International Textbook

Muzakky

Albiansyah

2021

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This study aims to explore the teacher’s perception on using the “beyond” textbook that is from an international publisher. The study used descriptive qualitative design. The open-ended questionnaire was used to explore the teachers’ perception. The participants of the study were three English teachers, two of them are from SMPIT Al Muqorrobin-Depok and one is from SMPI Al Ikhlas-South Jakarta. The finding revealed that the teacher has a positive perception of the textbook. It has accordance with the requirements of the good book. The content is aligned with the Indonesia curriculum. It also involved four basic language skills as well as its language knowledge. However, the textbook has very minimal local cultural understanding and doesn’t facilitate all learners’ cognitive level. For further research, it is suggested to have the study in Bilingual or senior school in order to find the maximum result toward the implementation of the textbook.

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Analyzing Listening and Speaking Activities of Iranian EFL Textbook Prospect 3 Through Bloom's Revised Taxonomy

Cited by 25 publications

References 4 publications

Implementation of UKBI to improve students’ listening ability

Implementation of UKBI to improve students’ listening ability

The visual-verbal text interrelation: Lessons from the ideational meanings of a phonics material in a primary level EFL textbook

EFL Teachers Perception toward the Use of Beyond International Textbook

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