In Pursuit of Teachers’ Views on the Use of Textbooks in Their Classroom Practice

Mahadi, Mar Aswandi; Shahrill, Masitah

doi:10.5296/ije.v6i2.5637

Cited by 11 publications

(8 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As stated by Mahadi & Shahrill (2014), "The socialization of pupils to the aims and goals of education in a country takes place through curriculum. The curriculum provides the focus for teaching and learning activities and thereby occupies a central role in the formation of fundamental attitudes and images that provide the basic core of values.…”

Section: A Introductionmentioning

confidence: 99%

The Students and Teacher’s Views on the Use of E-Textbooks in Reading Classroom

Nopiyanti¹,

Asib²,

Tarjana³

2019

JEE

View full text Add to dashboard Cite

Since the development of information technology grows rapidly, the educational institutions are offered various media or tools of instruction supporting and enhancing teaching and learning process. E-textbooks are a variety of technology which changes the experience of classroom language from traditional into paperless in reading classroom. This technology facilitates the teacher and the students to utilize computer and paper-based reading tasks in realizing the functions of the e-learning environment. It creates an atmosphere of independent acquisition and quality pedagogical strategies which can improve the efficiency of teaching and learning. The use of electronic textbook completed by hypertext and multimedia tools clearly demonstrated the advantage of this technology compared with traditional textbooks. This research is about the teacher and students’ views on using e-textbooks for reading in EFL classroom. This research aims to identify, describe, and analyze teacher and students’ perceptions on using e-textbooks technology as the paper textbooks in teaching and learning reading for Indonesian lower secondary school. Mix method of qualitative and quantitative was applied in the research. The research was conducted on an English teacher and the twenty-five eighth-grade students who used e-textbooks in reading classroom of Islamic junior high school in Lampung, Indonesian. The techniques of data collection used were interviews, questionnaires, observation, and documentation. The results showed that the teacher and majority of the students had a good perception of using e-textbooks. Considering insufficiently available textbooks provided by the government which do not meet students’ need and interest, the teacher should find out and develop many other resources for teaching and learning in the classroom. However, e-textbook technology will not displace traditional paper textbooks in the future, but they will become the perfect complement to paper textbooks.

show abstract

Section: A Introductionmentioning

confidence: 99%

The Students and Teacher’s Views on the Use of E-Textbooks in Reading Classroom

Nopiyanti¹,

Asib²,

Tarjana³

2019

JEE

View full text Add to dashboard Cite

show abstract

“…Indeed, the teaching and learning settings in Brunei have been described as predominantly didactic, traditional and teacher-centred (Attwood & Bray, 1989;Charleston, 1998;Mahadi & Shahrill, 2014;Matzin et al, 2013;Morni, 2001;Nor & Shahrill, 2014;Omar et al, 2014;Scott & Fisher, 2002;Shahrill, 2009;Shahrill et al, 2013;Taha, 1997;Wahid & Shahrill, 2014). In a study on The Impact of an In-Service Course for Primary Teachers in Brunei, Scott and Fisher (2002) observed that children were mostly required to listen to their teachers' explanations and copy notes from the board.…”

Section: Background Of the Studymentioning

confidence: 99%

Exploring Primary School Teachers’ Conceptions of “Assessment for Learning”

Rashid

Jaidin²

2014

IES

View full text Add to dashboard Cite

This paper presents primary school teachers' conceptions of 'assessment for learning' in government schools in Brunei Darussalam. The Ministry of Education in Brunei introduced a 21 st century education system (codenamed SPN21) in 2007 and one of the initiatives brought by SPN21 was the implementation of School Based Assessment for Learning (SBAfL). Prior to SBAfL, assessment in primary government schools was highly examination oriented, which placed a great emphasis on 'assessment of learning' rather than 'assessment for learning'. The current study sought to explore teachers' experiences in implementing SBAfL in government primary schools in Brunei. A qualitative approach to research using phenomenographic methodology was applied to provide in-depth insights into the ways in which these teachers applied assessment for learning in their lessons, having been teaching for many years in an education system that was highly examination oriented. Semi-structured in-depth interviews were used as the main data collection instrument. Interviews were transcribed verbatim and analysed to form categories of description depicting the qualitatively different ways in which these teachers experienced assessment for learning (SBAfL). A total of four categories of description emerged from the data analysis, and the findings suggest variations in the ways in which assessment for learning is conceptualised by the teachers, which in turn, may affect the effective implementation of SBAfL in promoting a 21 st century education system in Brunei.

show abstract

“…Further adaptations to examinations and reduction of dependence on examination-type assessments continued to be made after the implementation of both the ongoing SPN21 educational reforms and inclusive education (Mundia, 2009(Mundia, , 2010a. Mathematics is one of the subjects that challenge Brunei secondary school students along with Science and English (Ang & Shahrill, 2014;Go & Shahrill, 2014;Mahadi & Shahrill, 2014;Nor & Shahrill, 2014;Pungut & Shahrill, 2014;Salam & Shahrill, 2014;Sarwadi & Shahrill, 2014;Wahid & Shahrill, 2014;Yatab & Shahrill, 2014aShahrill, 2009). These three constitute key subjects used in the selection criteria of students for admission into Brunei tertiary institutions as well as for award of scholarships.…”

Section: Brunei Studies With a Bearing On Students' Motivationmentioning

confidence: 99%

Foreign Language Learners’ Motivation and Its Effects on Their Achievement: Implications for Effective Teaching of Students Studying Japanese at Universiti Brunei Darussalam

Keaney¹,

Mundia

2014

IES

View full text Add to dashboard Cite

An increasing number of students at the University of Brunei Darussalam are studying the Japanese language. However, research on the relationship between learners' motivation and their achievement has not been given sufficient attention in Japanese foreign language education compared to English in Brunei. The present study, which utilized a quantitative survey, attempted to address this information gap. Based on the Brunei university student sample, five main motivational factors were extracted by factor analysis, namely: (1) Interest in Japanese pop culture and traditional culture; (2) Interest in Japanese language orientation; (3) Understanding Japanese people and society orientation; (4) Career use of Japanese language orientation; and (5) Self-satisfaction orientation. Participants differed significantly in their Japanese language learning motivation by gender and age. Male students were more driven to study Japanese language by Factor 1-Interest in Japanese pop culture and traditional culture orientation while females were inspired mostly by Factor 5-Self-satisfaction Orientation. In addition, students placed in the oldest age-group category (24-27) scored significantly higher on Factor 3-Understanding Japanese people and society orientation, than members of the other two age-groups. Based on these findings, nine recommendations were made to improve the teaching and learning of Japanese language at the university. Further mixed-methods research was also recommended to gain additional insights.

show abstract

In Pursuit of Teachers’ Views on the Use of Textbooks in Their Classroom Practice

Cited by 11 publications

References 7 publications

The Students and Teacher’s Views on the Use of E-Textbooks in Reading Classroom

The Students and Teacher’s Views on the Use of E-Textbooks in Reading Classroom

Exploring Primary School Teachers’ Conceptions of “Assessment for Learning”

Foreign Language Learners’ Motivation and Its Effects on Their Achievement: Implications for Effective Teaching of Students Studying Japanese at Universiti Brunei Darussalam

Contact Info

Product

Resources

About