Effect of concept map supported teaching approaches from rules to sample and sample to rules to grammar teaching

Beydoğan, H. Ömer; Bayındır, Gürsel

doi:10.1016/j.sbspro.2010.03.623

Cited by 4 publications

(3 citation statements)

References 17 publications

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“…Clarke (1991), Piercy (1997) and Al-Hosary (2006) mentioned that the concept maps classify things and situations, define the main idea, organize the concept, and link between concepts groups, things, and events, achieve the meaningful learning, help to evaluate understanding level for the students and to develop the highest thinking abilities for them. It also regulates the cognitive framework in an integrated pattern, and it is an effective way to retain knowledge and not to forget it (Beydogan & Bayindir, 2010). Study shows the effectiveness of using the concepts maps in teaching linguistic grammar compared to usual manner, especially in understanding abstract linguistic grammar and explaining the relations between the sentences and giving examples on the different linguistic grammar for the students.…”

Section: Concept Maps Strategymentioning

confidence: 97%

The Effectiveness of Using Constructive Learning Strategies in Teaching English Language on Developing the Achievement of Grammar, Translation, and Critical Thinking Skills for the Third Grade Intermediate Students

AlShareef¹

2015

SUET

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The study aimed to reveal the effectiveness of the integration between some constructive learning strategies in teaching a unit of the English language course to collect translation skills, using grammar, and the acquisition of critical thinking skills for intermediate third grade students in Mecca. Also, it aimed to acknowledge the statistical differences between the modified averages for the study sample groups degrees in the dimensional collecting of grammar and translation skills at the knowledge of the grammar level and using it, and at the macro level for collecting translation and grammar skills after adjusting the old collecting, as well as the knowledge of the statistical differences between the modified averages for the study sample groups in the total telemetric for the critical thinking skills after adjusting the old collecting. To achieve the study objectives, the researcher used the semi-experimental method that had several experimental groups (four groups), and applied it to a sample of intermediate third-grade students in the city of Makkah (99 students) in teaching the unit of the English language course, which is (Healthy Eating) in the second semester in 2011/2012. After using the appropriate statistical methods, the study came to a result that there are no statistically significant differences in the old implementation for the test of skills of academic achievement of grammar, translation, and critical thinking skills, and that there are statistically significant differences in the new implementation due to the four strategies. According to the results of the study, the researcher recommended a number of recommendations including: the necessity to focus on the constructive theory in teaching English language skills, the importance of expanding the use of the suggested integrative oriented and its development in the field of English language teaching, to hold an intensive training courses for teachers of the English language to train them on using the suggested integrative strategy, the emphasis on the importance of the curriculum activities which focus on the integration between the constructive learning strategies, the importance of expanding of scientific research in the field of integrative strategies, and the development of synthesis methods that combine two strategies or more.

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Section: Concept Maps Strategymentioning

confidence: 97%

The Effectiveness of Using Constructive Learning Strategies in Teaching English Language on Developing the Achievement of Grammar, Translation, and Critical Thinking Skills for the Third Grade Intermediate Students

AlShareef¹

2015

SUET

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“…The importance of grammar competency is in line with the importance of the formality aspect and its form in writing (Benitez-correa et al, 2019;Uysal & Yavuz, 2015). In other words, the more formal the situation is and it falls on writing, the more grammar is important to be considered (Beydoğan & Bayındır, 2010;Schurz & Coumel, 2020). There are some grammar competencies needed to be conceived by the language students, such as word order, grammatical rules; e.g.…”

Section: Introductionmentioning

confidence: 97%

An Analysis of Grammatical Errors Committed by Students in Writing Comparison and Contrast Paragraphs

Yudhayana

Juniarta

2022

JPBI

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Writing skills are still lacking and weak in students' classes and are often ignored by students. This study aimed at analyzing, and calculating the types and the sources of grammatical errors committed by the second-semester students from four classes in the English Language Education department academic year 2020/2021 in their comparison and contrast paragraphs. The final semester test of the Paragraph Writing course was used as the instrument of the study. Additionally, in analyzing the data, the theory by Dulay, Burt, and Krashen (1982) was used to describe the types of errors and the theory by Richards (1974) was used to analyze the errors’ sources. After that, that data was calculated. From the 114 paragraphs, 38 paragraphs that contained erroneous sentences were found. Four types of errors were classified, namely omission with 61 errors or 65%, followed by addition with 23 errors or 25%, then misformation with 6 errors or 6%, and the lowest was misordering with 4 errors or 4%. The errors were committed because of two sources; the first was an interlingual error that occurred 52 times or 54.84% and the second was an intralingual error with 42 errors or 45.16%. Conclusively, the omission and addition errors were the errors that needed to be concerned about because these two types of errors showed a very significant number of occurrences. Therefore, the students should be more aware of the grammar rules and teachers should emphasize the appropriate teaching method or technique to prevent the same errors to be happening in the future.

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“…This assessment aims to find Volume 1, Number 3, September-December 2022, Page 283-290 out the abilities, obstacles and needs of the child in the field of arithmetic . (Beydoǧan & Bayindir, 2010;Sievert et al, 2021;Vieira et al, 2021) By conducting an assessment, we can find out the abilities and shortcomings of students in the field of arithmetic. From the results of the assessment, the teacher gets information on what material is appropriate and needed by students in the preparation of the learning program provided.…”

Section: Introductionmentioning

confidence: 99%

Arithmetic Assessment forGrade 2 Students with Disabilities di SLB Negeri Binjai North Sumatra

Ponija

2022

pj.oem

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In the process of teaching and learning in schools, it is inseparable from the subject of Mathematics which is a compulsory subject for all students who must be studied. One of the branches of mathematics is arithmetic which deals with real numbers and the ability to count. For children with mental disabilities who experience obstacles in intellectual abilities will have difficulty in understanding mathematics subjects. To find out the abilities and needs of children with mental disabilities, it is necessary to conduct an arithmetic diagnostic assessment. Assessment is developed starting from the Core Competencies (KI) and Basic Competencies (KD) of the student's class to the pre-requisite arithmetic abilities of classification, series, correspondence and conservation. From the results of the assessment carried out both classically and individually, it can be seen that 4 students are in the Frustration level category in grades 2 and 1 as well as in arithmetic pre-requisite ability. From these results, there were 2 groups of abilities from the 4 students. So that mathematics learning in the class must be adjusted to the results of the assessment carried out by creating an individual learning program. By conducting an assessment, children with mental disabilities will get the right learning according to their abilities and needs so that children with mental disabilities can develop optimally, especially in the field of mathematics. This assessment can also be tested on children with special needs with other obstacles by developing instruments, especially at their level.

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Effect of concept map supported teaching approaches from rules to sample and sample to rules to grammar teaching

Cited by 4 publications

References 17 publications

The Effectiveness of Using Constructive Learning Strategies in Teaching English Language on Developing the Achievement of Grammar, Translation, and Critical Thinking Skills for the Third Grade Intermediate Students

The Effectiveness of Using Constructive Learning Strategies in Teaching English Language on Developing the Achievement of Grammar, Translation, and Critical Thinking Skills for the Third Grade Intermediate Students

An Analysis of Grammatical Errors Committed by Students in Writing Comparison and Contrast Paragraphs

Arithmetic Assessment forGrade 2 Students with Disabilities di SLB Negeri Binjai North Sumatra

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