metodology of second journal
Resyi fatmawati
English Education Department 17
Methodology of second journal.
Method
Participants
This study was conducted with 50 (24 males and 26 females) primary school students who were studying at 5th grade in Javanrood, a city in Kermanshah province of Iran. The age range of the participants was from 10 to 12. They were all native speakers of Kurdish, none had studied and learnt English before, and none of them had any previous exposure to English. The subjects were randomly assigned into experimental and control groups.
Materials
Twenty-five English words as the target vocabulary items were identified by the researchers. The English target words were of approximately the same or similar pronunciation to the Kurdish key words (e.g. „Pillow‟/ˈpɪl oʊ/, Kurdish key word: „پیالو‟/ˈpɪl aʊ/). A group of experienced (native Kurdish) EFL teachers judged the appropriateness of the English words and the Kurdish equivalents for teaching to fifth graders. The researchers constructed two booklets, one booklet for each teaching condition. The booklet for the keyword method condition (experimental group) in thirteen pages provided interactive pictures of the twenty five Kurdish keywords and the Persian equivalents of the English words. The English word, the Kurdish keyword, and the Persian meaning of the English word were printed at the bottom of each page below the picture (Appendix).The booklet for the memorization condition (control group) provided only the English words and their Persian equivalents at the center of each page. A multiple choice test of 25 items was developed by the researchers in Persians the participants didn‟t know English alphabets and was given to the subjects in three different times. Since the test was a researcher made one, it was necessary to check for its validity and reliability before administration. For this purpose, in addition to the researchers, an expert in the field of testing was asked to judge the test'suse and interpretation validity for the intended purpose of the study. The test reliability was estimated through Cronbach‟s alpha coefficient and it was found to be highly reliable (α =.80).
Procedure
Two presentation types were adopted for the instruction of the chosen vocabulary items in this study: In presentation type 1, the English words and their Persian equivalents were presented for control group and the similarity and the link between the English words and the Kurdish key words were not highlighted and attended to and they were simply asked and to memorize the new words. Presentation type 2 included the English words, their Persian equivalents and the Kurdish key words that were peculiar for experimental group. The participants in the experimental group were helped to make a mental link between the Kurdish key words and the new English words. In order to make it easier for the experimental group's participants to make the mental image and highlight the relation between the new English word and the Kurdish key word, 25 picture illustrations were prepared each one of which consisted of two merged photos or drawings of both English word, and the Kurdish key word. The chosen words had the same or very similar pronunciation in the two languages, i.e., English and Kurdish. The target words were taught to the participants of the two groups in two 60- minute sessions, using the two presentation types. After the treatment, the two groups were tested three times: A day after the second treatment session the first test was given to both groups, two weeks later, the same test was given for the second time and finally 30 days after the treatment the same test was given for the third time; however, the order of the test items was altered to avoid the effect of serial learning and minimize the practice effect. There was no pretest as all the subjects were true beginner English learners with absolutely no prior English learning experience. Data analysis In order to analyze the collected data and answer the research questions, multivariate analysis of variance (MANOVA) was conducted as the dependent variable of the study was measured at three stages.
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English Education Department 17
Methodology of second journal.
Method
Participants
This study was conducted with 50 (24 males and 26 females) primary school students who were studying at 5th grade in Javanrood, a city in Kermanshah province of Iran. The age range of the participants was from 10 to 12. They were all native speakers of Kurdish, none had studied and learnt English before, and none of them had any previous exposure to English. The subjects were randomly assigned into experimental and control groups.
Materials
Twenty-five English words as the target vocabulary items were identified by the researchers. The English target words were of approximately the same or similar pronunciation to the Kurdish key words (e.g. „Pillow‟/ˈpɪl oʊ/, Kurdish key word: „پیالو‟/ˈpɪl aʊ/). A group of experienced (native Kurdish) EFL teachers judged the appropriateness of the English words and the Kurdish equivalents for teaching to fifth graders. The researchers constructed two booklets, one booklet for each teaching condition. The booklet for the keyword method condition (experimental group) in thirteen pages provided interactive pictures of the twenty five Kurdish keywords and the Persian equivalents of the English words. The English word, the Kurdish keyword, and the Persian meaning of the English word were printed at the bottom of each page below the picture (Appendix).The booklet for the memorization condition (control group) provided only the English words and their Persian equivalents at the center of each page. A multiple choice test of 25 items was developed by the researchers in Persians the participants didn‟t know English alphabets and was given to the subjects in three different times. Since the test was a researcher made one, it was necessary to check for its validity and reliability before administration. For this purpose, in addition to the researchers, an expert in the field of testing was asked to judge the test'suse and interpretation validity for the intended purpose of the study. The test reliability was estimated through Cronbach‟s alpha coefficient and it was found to be highly reliable (α =.80).
Procedure
Two presentation types were adopted for the instruction of the chosen vocabulary items in this study: In presentation type 1, the English words and their Persian equivalents were presented for control group and the similarity and the link between the English words and the Kurdish key words were not highlighted and attended to and they were simply asked and to memorize the new words. Presentation type 2 included the English words, their Persian equivalents and the Kurdish key words that were peculiar for experimental group. The participants in the experimental group were helped to make a mental link between the Kurdish key words and the new English words. In order to make it easier for the experimental group's participants to make the mental image and highlight the relation between the new English word and the Kurdish key word, 25 picture illustrations were prepared each one of which consisted of two merged photos or drawings of both English word, and the Kurdish key word. The chosen words had the same or very similar pronunciation in the two languages, i.e., English and Kurdish. The target words were taught to the participants of the two groups in two 60- minute sessions, using the two presentation types. After the treatment, the two groups were tested three times: A day after the second treatment session the first test was given to both groups, two weeks later, the same test was given for the second time and finally 30 days after the treatment the same test was given for the third time; however, the order of the test items was altered to avoid the effect of serial learning and minimize the practice effect. There was no pretest as all the subjects were true beginner English learners with absolutely no prior English learning experience. Data analysis In order to analyze the collected data and answer the research questions, multivariate analysis of variance (MANOVA) was conducted as the dependent variable of the study was measured at three stages.
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