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Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* **

Yıl 2022, Cilt 42, Sayı 1, 347 - 394, 28.04.2022
https://doi.org/10.17152/gefad.962062

Öz

In this study, it is aimed to evaluate the 9th Grade English Curriculum with the Hammond Cube Model within the scope of the new English secondary education program, which started to be implemented gradually key to the grade level in the 2015-2016 academic year. In the process of meeting the expected standards of the new program which aims to further improve communicative competencies in English language, the need for a program assessment has emerged. In the study, variables of organization, content, method, and facilities included in the dimension of instruction; the variables of cognitive, affective and psychomotor domains included in the dimension of instruction and the variables of teacher and student included in the dimension of institution which are all present in the Hammond Cube Evaluation Model were aimed to be evaluated systematically and comprehensively through observation and semi-structured interviews. The research was designed with qualitative study model. In the Aydın province center, among the 7 Anatolian high schools which were determined to take into the scope of the research, 3 high schools were opted for gathering data. Qualitative semi-structured interviews were conducted with 8 English teachers who lectured in 9th class in the 3 schools mentioned and with three students for each school and nine students in total. In these three high schools, different English teachers and different 9th classes were observed through non-participant observation. All qualitative data obtained are analyzed by inductive content (thematic) analysis. In the research it was found that the 9th grade English language curriculum is comprehensive and functional. However, in the learning and teaching situations there are many obstacles for students to gain communicative proficiency in English language.

Kaynakça

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  • Bağçeci, B., & Yaşar, M. (2007).Opinions of Students Attending High Schools in Gaziantep about the Teaching of English, Gaziantep University, Sosyal Bilimler Dergisi, 6(1), 9-16.
  • Baniabdelrahman, A. A. (2013). The Effect of Using Online Tools on Ninth Grade Jordanian Students' Vocabulary Learning. Arab World English Journal, 4(1).
  • Bektaş Bedir, S. (2018). The effect of metacognitive reading strategies instruction on students' metacognitive awareness, reading achievement and self efficacy in English.PhD Thesis,Gaziosmanpaşa University, The Institute of Education Sciences: Tokat
  • Benavides Castillo, L. F. (2017). A Communicative Speaking Course for 9th Grade Secondary School Level of a Public School in Soledad, Atlántico, Colombia 2017 (Master's thesis, Universidad del Norte).
  • Chilisa, B., & Preece, J. (2005). Research methods for adult educators in Africa. Pearson South Africa.
  • Dağ Gülcan, A. (2013). The effect of using word cloud at pre-reading activities in the ninth grade English course on vocabulary learning.Master Thesis, Kocaeli University, The Institute of Social Sciences.
  • Denkci Akkaş, F. & Coker, B. (2015).Emerging Interaction Patterns in the Use of the Communicative Approach: A case of a 9th Grade English Language Classroom.The Literacy Trek,1(1).2-14.
  • Dönmez, Ö. (2010). Implementation of the new eighth grade English language curriculum from the perspectives of teachers and students. PhD thesis, Middle East Technical University, Ankara.
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  • Elgün Gündüz, Z (2017) Effects of multiple intelligences activities in a content-based context on grammar, vocabulary, writing and reading comprehension and attitudes of learners and teachers of English PhD thesis, Atatürk University, The Institute of Education Sciences: Erzurum.
  • Erbil Tursun, S. (2010). Teachers' and students' views on learner autonomy in English lesson at high school Master Thesis, Trakya University:Edirne.
  • Ersen Yanık, A. (2008). Primary school English teachers’ perceptions of the English Language Curriculum of 6th, 7th and 8th grades. Hacettepe UniversityJournal of Education, 35(35).
  • Eser, Y. (2011). Evaluation of Science and Art Centres education curriculum using Hammond modelDoktora PhD thesis, Fırat University: Elazığ.
  • Faraj, H. N. M. (2017). Lean as an innovative method in English language teaching to increase learner's reading and writing skills, Master Thesis, Gaziantep University, The Institute of Education Sciences.
  • Faturrochman, R. G., Darmawan, A. A., & Hadi, F. (2021). Teacher Talk in Scientific Approach in EFL Classroom: A Speech Acts Perspective. SAGA: Journal of English Language Teaching and Applied Linguistics, 2(1), 35-46.
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  • Gjendemsjø, M.O. (2013). A case study of a Content and Language Integrated Learning (CLIL) project in a 9th grade EFL class in Norway (Master's thesis, University of Stavanger, Norway).
  • Gökdemir, C. V. (2005). Üniversitelerimizde Verilen Yabancı Dil Öğretimindeki Başarı Durumumuz [Our Success in Foreign Language Teaching in Universities]. Atatürk UniversityJournal of Graduate School of Social Sciences, 6(2), 251-264.
  • Gömleksiz, M. N., & Kılınç, H. H. (2014).High School 12th Grade Students’ Perceptions of Self-Efficacy Beliefs for English, Fırat University Journal of Social Science, 24(2).
  • Guest,G.,MacQueen,K.M.,&Namey,E.E.(2012).Validity and reliability (credibility and dependability) in qualitative research and data analysis. Applied thematic analysis. London: Sage Publications, 79-106.
  • Gürler, İ. (2013). Effects of using dramatic text on developing self-confidence and pronunciation in the speaking course of 9th grade EFL students, Master Thesis, Atatürk University, The Institute of Education Sciences: Erzurum.
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Dokuzuncu Sınıf İngilizce Öğretim Programının Hammond Küp Modeli ile Nitel Değerlendirilmesi

Yıl 2022, Cilt 42, Sayı 1, 347 - 394, 28.04.2022
https://doi.org/10.17152/gefad.962062

Öz

Bu çalışmada 2015-2016 akademik yılında kademeli olarak uygulanmaya başlayan yeni İngilizce ortaöğretim programı kapsamında 9. Sınıf İngilizce Öğretim Programı’nın Hammond Küp Modeli ile değerlendirilmesi amaçlanmıştır. İngilizcede iletişimsel yeterlikleri daha çok geliştirmeyi hedefleyen yeni programın beklenen standartları karşılayabilmesi bakımından bütüncül bir program değerlendirmesi yapılması gerekliliği ortaya çıkmıştır. Çalışmada, Hammond Değerlendirme Modeli’ndeki öğretim boyutunda yer alan organizasyon, içerik ve yöntem ve imkân değişkenlerinin, kurum boyutunda yer alan öğrenci ve öğretmen değişkenleri ve davranışsal boyutta yer alan bilişsel, duyuşsal ve devinişsel alan değişkenlerinin gözlem ve yarı yapılandırılmış görüşmeler yoluyla kapsamlı ve sistematik olarak değerlendirilmesi amaçlanmıştır. Araştırma nitel araştırma modelindedir. Çalışma kapsamına alınan Aydın il merkezindeki 7 Anadolu lisesi arasından belirlenen 3 okulda görev yapan 9. sınıfta derslere giren 8 İngilizce öğretmeniyle ve belirlenen bu üç liseden üçer öğrenci olmak üzere 9 öğrenci ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Ayrıca, belirlenen bu üç lisede farklı dokuzuncu sınıflarda ve farklı ders saatlerinde farklı öğretmenler ile sürdürülen İngilizce dersleri aralıklı katılımsız gözlem yoluyla incelenmiştir. Ulaşılan tüm nitel veriler tümevarımsal içerik (tematik) analizi ile çözümlenmiştir. Araştırmada, 9. sınıf İngilizce öğretim programının kapsamlı ve işlevsel olduğu, ancak eğitim-öğretim durumlarında, öğrencilerin hedeflenen iletişimsel yeterliğe erişebilmelerine engel teşkil eden birçok öğenin olduğu belirlenmiştir.

Kaynakça

  • Abdalı, A. (2016). The effects of comic strips use in intermediate-level English reading classes, Master Thesis,Atatürk University, The Institute of Education Sciences: Erzurum.
  • Acar, M. (2013). How English texts including the elements of students native culture affect their reading skills in English, Master Thesis, Ege University, The Institute of Social Sciences: İzmir.
  • Ahmad, I., Farid, A., & Hussain, M. S. (2021). Teacher Cognition and English as a Foreign Language Context: Potential Challenges. Psychology and Education Journal, 58(5), 382-395.
  • Akmençe, A. E., Akpunar, B., & Akmençe, E. (2017).Holistic Language Education.Harran Education Journal, 2017 2(1), 41–50.
  • Altın, E. (2018). Efl teachers' perspectives on current challenges of teaching English according to service areas, Master Thesis, Çanakkale Onsekiz Mart University, The Institute of Education Sciences.
  • Astuti, E. P. (2019). Schoology and its contribution in English learning. In English Language and Literature International Conference (ELLiC) Proceedings (Vol. 3, pp. 64-70).
  • Aydoğan Koral, M. (2021). Analysis of speaking skill in high school English language curricula and coursebooks in Turkey, Master Thesis, Hacettepe University, The Institute of Education Sciences:Ankara.
  • Bağçeci, B., & Yaşar, M. (2007).Opinions of Students Attending High Schools in Gaziantep about the Teaching of English, Gaziantep University, Sosyal Bilimler Dergisi, 6(1), 9-16.
  • Baniabdelrahman, A. A. (2013). The Effect of Using Online Tools on Ninth Grade Jordanian Students' Vocabulary Learning. Arab World English Journal, 4(1).
  • Bektaş Bedir, S. (2018). The effect of metacognitive reading strategies instruction on students' metacognitive awareness, reading achievement and self efficacy in English.PhD Thesis,Gaziosmanpaşa University, The Institute of Education Sciences: Tokat
  • Benavides Castillo, L. F. (2017). A Communicative Speaking Course for 9th Grade Secondary School Level of a Public School in Soledad, Atlántico, Colombia 2017 (Master's thesis, Universidad del Norte).
  • Chilisa, B., & Preece, J. (2005). Research methods for adult educators in Africa. Pearson South Africa.
  • Dağ Gülcan, A. (2013). The effect of using word cloud at pre-reading activities in the ninth grade English course on vocabulary learning.Master Thesis, Kocaeli University, The Institute of Social Sciences.
  • Denkci Akkaş, F. & Coker, B. (2015).Emerging Interaction Patterns in the Use of the Communicative Approach: A case of a 9th Grade English Language Classroom.The Literacy Trek,1(1).2-14.
  • Dönmez, Ö. (2010). Implementation of the new eighth grade English language curriculum from the perspectives of teachers and students. PhD thesis, Middle East Technical University, Ankara.
  • Egamnazarova, F. A., & Mukhamedova, M. S. (2021). Improving english language listening skill. Academic research in educational sciences, 2(Special Issue 1).
  • Elgün Gündüz, Z (2017) Effects of multiple intelligences activities in a content-based context on grammar, vocabulary, writing and reading comprehension and attitudes of learners and teachers of English PhD thesis, Atatürk University, The Institute of Education Sciences: Erzurum.
  • Erbil Tursun, S. (2010). Teachers' and students' views on learner autonomy in English lesson at high school Master Thesis, Trakya University:Edirne.
  • Ersen Yanık, A. (2008). Primary school English teachers’ perceptions of the English Language Curriculum of 6th, 7th and 8th grades. Hacettepe UniversityJournal of Education, 35(35).
  • Eser, Y. (2011). Evaluation of Science and Art Centres education curriculum using Hammond modelDoktora PhD thesis, Fırat University: Elazığ.
  • Faraj, H. N. M. (2017). Lean as an innovative method in English language teaching to increase learner's reading and writing skills, Master Thesis, Gaziantep University, The Institute of Education Sciences.
  • Faturrochman, R. G., Darmawan, A. A., & Hadi, F. (2021). Teacher Talk in Scientific Approach in EFL Classroom: A Speech Acts Perspective. SAGA: Journal of English Language Teaching and Applied Linguistics, 2(1), 35-46.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906.
  • Gjendemsjø, M.O. (2013). A case study of a Content and Language Integrated Learning (CLIL) project in a 9th grade EFL class in Norway (Master's thesis, University of Stavanger, Norway).
  • Gökdemir, C. V. (2005). Üniversitelerimizde Verilen Yabancı Dil Öğretimindeki Başarı Durumumuz [Our Success in Foreign Language Teaching in Universities]. Atatürk UniversityJournal of Graduate School of Social Sciences, 6(2), 251-264.
  • Gömleksiz, M. N., & Kılınç, H. H. (2014).High School 12th Grade Students’ Perceptions of Self-Efficacy Beliefs for English, Fırat University Journal of Social Science, 24(2).
  • Guest,G.,MacQueen,K.M.,&Namey,E.E.(2012).Validity and reliability (credibility and dependability) in qualitative research and data analysis. Applied thematic analysis. London: Sage Publications, 79-106.
  • Gürler, İ. (2013). Effects of using dramatic text on developing self-confidence and pronunciation in the speaking course of 9th grade EFL students, Master Thesis, Atatürk University, The Institute of Education Sciences: Erzurum.
  • Hammond, R. L. (1968). Evaluation at the Local Level.Tucson, Arizona, files.eric.ed.gov
  • Hamzaoğlu, H., & Koçoğlu, Z. (2016).The application of podcasting as an instructional tool to improve Turkish EFL learners’ speaking anxiety. Educational Media International, 53(4), 313-326.
  • Han, T., & Okatan, S. (2016). High School Students' Attitudes and Experiences in EFL Classrooms Equipped with Interactive Whiteboards. GiST Education and Learning Research Journal, 13, 148-165.
  • İnam, G. (2009). Teacher opinions about 4th classes English programme in primary schools, Master Thesis, Adnan Menderes University,The Institute of Social Sciences: Aydın.
  • Karasar, N. (2011). Bilimsel araştırma yöntemi [Scientific Research Method ] (22. bs). Ankara: Nobel Yayın Dağıtım.
  • Karataş, H., & Fer, S. (2009). Evaluation of English Curriculum at Yıldız Technical University Using CIPP Model.Education and Science, 34(153).
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Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Makaleler
Yazarlar

Betül ALTAY (Sorumlu Yazar)
ADNAN MENDERES UNIVERSITY
0000-0003-3196-4323
Türkiye


Asuman Seda SARACALOĞLU
ADNAN MENDERES ÜNİVERSİTESİ
0000-0001-7980-0892
Türkiye

Destekleyen Kurum Aydın Adnan Menderes Üniversitesi Bilimsel Araştırma Projeleri Birimi
Proje Numarası EĞF 17013
Teşekkür This article is reproduced from qualitative part of first author’s dissertation thesis written under the supervision of second author. The thesis was designed within the scope of Aydın Adnan Menderes University Scientific Research Projects (BAP) and was conducted with financial support with the project code of EĞF 17013.
Yayımlanma Tarihi 28 Nisan 2022
Yayınlandığı Sayı Yıl 2022, Cilt 42, Sayı 1

Kaynak Göster

Bibtex @araştırma makalesi { gefad962062, journal = {Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi}, issn = {1301-9058}, address = {}, publisher = {Gazi Üniversitesi}, year = {2022}, volume = {42}, pages = {347 - 394}, doi = {10.17152/gefad.962062}, title = {Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* **}, key = {cite}, author = {Altay, Betül and Saracaloğlu, Asuman Seda} }
APA Altay, B. & Saracaloğlu, A. S. (2022). Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* ** . Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi , 42 (1) , 347-394 . DOI: 10.17152/gefad.962062
MLA Altay, B. , Saracaloğlu, A. S. "Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* **" . Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42 (2022 ): 347-394 <https://dergipark.org.tr/tr/pub/gefad/issue/69633/962062>
Chicago Altay, B. , Saracaloğlu, A. S. "Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* **". Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42 (2022 ): 347-394
RIS TY - JOUR T1 - Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* ** AU - Betül Altay , Asuman Seda Saracaloğlu Y1 - 2022 PY - 2022 N1 - doi: 10.17152/gefad.962062 DO - 10.17152/gefad.962062 T2 - Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi JF - Journal JO - JOR SP - 347 EP - 394 VL - 42 IS - 1 SN - 1301-9058- M3 - doi: 10.17152/gefad.962062 UR - https://doi.org/10.17152/gefad.962062 Y2 - 2021 ER -
EndNote %0 Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* ** %A Betül Altay , Asuman Seda Saracaloğlu %T Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* ** %D 2022 %J Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi %P 1301-9058- %V 42 %N 1 %R doi: 10.17152/gefad.962062 %U 10.17152/gefad.962062
ISNAD Altay, Betül , Saracaloğlu, Asuman Seda . "Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* **". Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42 / 1 (Nisan 2022): 347-394 . https://doi.org/10.17152/gefad.962062
AMA Altay B. , Saracaloğlu A. S. Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* **. GEFAD. 2022; 42(1): 347-394.
Vancouver Altay B. , Saracaloğlu A. S. Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* **. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi. 2022; 42(1): 347-394.
IEEE B. Altay ve A. S. Saracaloğlu , "Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* **", Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, c. 42, sayı. 1, ss. 347-394, Nis. 2022, doi:10.17152/gefad.962062