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Approach for teaching grammar in iban secondary school textbooks

This study examined the approach to teaching grammar in Iban secondary school textbooks. The specific objectives were to identify the grammar items focused, the types of grammar practices and the grammar approach employed based on the grammar features and flow of activities in the...

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Main Author: Felisia, Tensing
Format: Final Year Project Report
Language:English
Published: Universiti Malaysia Sarawak, UNIMAS 2009
Subjects:
LB Theory and practice of education
LB1603 Secondary Education. High schools
Online Access:http://ir.unimas.my/id/eprint/6928/1/Felisia%20Tensing%20ft.pdf
http://ir.unimas.my/id/eprint/6928/
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spelling my.unimas.ir.69282023-08-30T08:19:13Z http://ir.unimas.my/id/eprint/6928/ Approach for teaching grammar in iban secondary school textbooks Felisia, Tensing LB Theory and practice of education LB1603 Secondary Education. High schools This study examined the approach to teaching grammar in Iban secondary school textbooks. The specific objectives were to identify the grammar items focused, the types of grammar practices and the grammar approach employed based on the grammar features and flow of activities in the grammar sections. The 5 selected textbooks were the official and compulsory teaching and learning materials used in Iban educational setting, which were provided by Ministry of Education Malaysia and designed according to the national curriculum. Decoo‟s (1996) refinement of inductive and deductive approach to five modalities were adapted as the checklists for the analysis. The findings showed that the grammar items focused on the learning of language parts and structures, the grammar practices found were the mechanical types which involved heavy drills and controlled production, while Decoo‟s Modality A (Actual Deduction) or known as deductive approach were the dominant teaching used in all the 5 textbooks. It was found that Form 5 textbook was entirely deductive compared to Form 2 with the ratio of 1:24, Form 3; 1:3.85, Form4; 1:7 and Form 1; 1:2.25. Therefore, the result indicated that Iban grammar teaching reflected the structural view of language learning. The findings of the study would provide beneficial feedback to the organisations and educationists involved in the material development and manipulation, which specifically refers to Iban language. Universiti Malaysia Sarawak, UNIMAS 2009 Final Year Project Report NonPeerReviewed text en http://ir.unimas.my/id/eprint/6928/1/Felisia%20Tensing%20ft.pdf Felisia, Tensing (2009) Approach for teaching grammar in iban secondary school textbooks. [Final Year Project Report] (Unpublished)
institution Universiti Malaysia Sarawak
building Centre for Academic Information Services (CAIS)
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sarawak
content_source UNIMAS Institutional Repository
url_provider http://ir.unimas.my/
language English
topic LB Theory and practice of education
LB1603 Secondary Education. High schools
spellingShingle LB Theory and practice of education
LB1603 Secondary Education. High schools
Felisia, Tensing
Approach for teaching grammar in iban secondary school textbooks
description This study examined the approach to teaching grammar in Iban secondary school textbooks. The specific objectives were to identify the grammar items focused, the types of grammar practices and the grammar approach employed based on the grammar features and flow of activities in the grammar sections. The 5 selected textbooks were the official and compulsory teaching and learning materials used in Iban educational setting, which were provided by Ministry of Education Malaysia and designed according to the national curriculum. Decoo‟s (1996) refinement of inductive and deductive approach to five modalities were adapted as the checklists for the analysis. The findings showed that the grammar items focused on the learning of language parts and structures, the grammar practices found were the mechanical types which involved heavy drills and controlled production, while Decoo‟s Modality A (Actual Deduction) or known as deductive approach were the dominant teaching used in all the 5 textbooks. It was found that Form 5 textbook was entirely deductive compared to Form 2 with the ratio of 1:24, Form 3; 1:3.85, Form4; 1:7 and Form 1; 1:2.25. Therefore, the result indicated that Iban grammar teaching reflected the structural view of language learning. The findings of the study would provide beneficial feedback to the organisations and educationists involved in the material development and manipulation, which specifically refers to Iban language.
format Final Year Project Report
author Felisia, Tensing
author_facet Felisia, Tensing
author_sort Felisia, Tensing
title Approach for teaching grammar in iban secondary school textbooks
title_short Approach for teaching grammar in iban secondary school textbooks
title_full Approach for teaching grammar in iban secondary school textbooks
title_fullStr Approach for teaching grammar in iban secondary school textbooks
title_full_unstemmed Approach for teaching grammar in iban secondary school textbooks
title_sort approach for teaching grammar in iban secondary school textbooks
publisher Universiti Malaysia Sarawak, UNIMAS
publishDate 2009
url http://ir.unimas.my/id/eprint/6928/1/Felisia%20Tensing%20ft.pdf
http://ir.unimas.my/id/eprint/6928/
_version_ 1776251355750465536
score 13.211869

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