SCORING AND MARKING KEY, QUESTION WISE ANALYSIS OF ACHIEVEMENT TESTrkbioraj24
Achievement test is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
Accurate achievement data are very important for planning curriculum and instruction and for program evaluation
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
SCORING AND MARKING KEY, QUESTION WISE ANALYSIS OF ACHIEVEMENT TESTrkbioraj24
Achievement test is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
Accurate achievement data are very important for planning curriculum and instruction and for program evaluation
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
It is a measure of student acquisition of skills or knowledge following.
Not a measure of potential to learn, or ability to learn.
Not a measure of whether the student is performing appropriately
Inquiry Training Model is ne of the most important model of teaching especially for Science Classrooms. The presentation gave the important topic of the Inquiry Training Model.
This ppt present literature on the meaning, purpose, and characteristics of continuous assessment, rational for adopting and implementing continuous assessment. It goes further to highlight problems of continuous assessment implementation, and present some guidelines of Planning and Organizing Continuous Assessment for more improved learning system.
Achievement test, Concept & Definition of Achievement test, Characteristics o...Learning Time
The type of ability test that describes what a person has learned to do is called an achievement test. Different kinds of tests, Achievement test, Concept & Definition of Achievement test, Characteristics of a good Achievement test, Classification of Achievement tests, Uses of Achievement tests
It is a measure of student acquisition of skills or knowledge following.
Not a measure of potential to learn, or ability to learn.
Not a measure of whether the student is performing appropriately
Inquiry Training Model is ne of the most important model of teaching especially for Science Classrooms. The presentation gave the important topic of the Inquiry Training Model.
This ppt present literature on the meaning, purpose, and characteristics of continuous assessment, rational for adopting and implementing continuous assessment. It goes further to highlight problems of continuous assessment implementation, and present some guidelines of Planning and Organizing Continuous Assessment for more improved learning system.
Achievement test, Concept & Definition of Achievement test, Characteristics o...Learning Time
The type of ability test that describes what a person has learned to do is called an achievement test. Different kinds of tests, Achievement test, Concept & Definition of Achievement test, Characteristics of a good Achievement test, Classification of Achievement tests, Uses of Achievement tests
Synopsis is the gist of your planned project submitted for approval from competent authorities. It gives a panoramic view of your research for quick analysis by the reviewers.
Tata kelola jurnal menuju akreditasi onlineabudira354
REGISTER JOURNAL 1979-8903 (PRINTED)- 2503-040X (ONLINE) was published every June and December by IAIN Salatiga, Indonesia and it had been accredited SINTA 2 at 24th October 2018 by Indonesia Ministry of Research, Technology and Higher Education (RistekDikti) of Indonesia.
ENAM ASPEK PENTING DALAM TATA KELOLA JURNAL MENUJU AKREDITASI NASIONAL
1. Author Guidelines/Gaya Selingkung.
2. Penyediaan Template Artikel & Konsistensi
3. Diversity of Reviewers, Editors & Authors dan bukti unggahan di OJS Web
4. Publication Ethics sesuai dengan COPE
5. Jumlah Sitasi/Citedness di Google Scholar, Scopus dan WoS
6. Pastikan DOI-nya aktif, bukan Broken link.
Click here for download: https://zenodo.org/record/5831120#.Ydn1U1kxXIU
These slides are related to our last event at the Sapienza University of Rome for the graduate students. Please follow our website: https://www.facebook.com/psa.sapienza
PPISMP TSLB1124 Topic 5b Preparation for Play.pptxYee Bee Choo
his course "Literary Studies in English" (TSLB1124) is offered in the second semester of the preparatory programme for the students of Teaching English as a Second Language (TESL) in the Institute of Teacher Education in Malaysia. Topic 5b discusses the preparation needed for staging a play.
PPISMP TSLB1124 Topic 5a Introduction to Play.pptxYee Bee Choo
This course "Literary Studies in English" (TSLB1124) is offered in the second semester of the preparatory programme for the students of Teaching English as a Second Language (TESL) in the Institute of Teacher Education in Malaysia. Topic 5 introduces:
- Types of Play: comedy, tragedy, tragicomedy and melodrama
- Elements of Play: literary, technical and performance
PPISMP TSLB1124 Topic 4 Novella “Heart of Darkness”.pptxYee Bee Choo
This course "Literary Studies in English" (TSLB1124) is offered in the second semester of the preparatory programme for the students of Teaching English as a Second Language (TESL) in the Institute of Teacher Education in Malaysia. Topic 4 includes a discussion of the novella "Heart of Darkness" by Joseph Conrad.
PPISMP TSLB1124 Topic 3 Short story “The Yellow Wallpaper”.pptxYee Bee Choo
This course "Literary Studies in English" (TSLB1124) is offered in the second semester of the preparatory programme for the students of Teaching English as a Second Language (TESL) in the Institute of Teacher Education in Malaysia. Topic 3 includes a discussion of the short story "The Yellow Wallpaper" by Charlotte Perkins Gilman.
PPISMP TSLB1124 Topic 2 Poem “Hope is the Thing with Feathers”.pptxYee Bee Choo
This course "Literary Studies in English" (TSLB1124) is offered in the second semester of the preparatory programme for the students of Teaching English as a Second Language (TESL) in the Institute of Teacher Education in Malaysia. Topic 2c includes a discussion of the poem "Hope is the thing with Feathers" by Emily Dickinson.
This course "Literary Studies in English" (TSLB1124) is offered in the second semester of the preparatory programme for the students of Teaching English as a Second Language (TESL) in the Institute of Teacher Education in Malaysia. Topic 2b includes a discussion of the poem "Suicide Note" by Janice Mirikitani.
This course "Literary Studies in English" (TSLB1124) is offered in the second semester of the preparatory programme for the students of Teaching English as a Second Language (TESL) in the Institute of Teacher Education in Malaysia. Topic 2a includes a discussion of the poem "A Poison Tree" by William Blake.
PPISMP TSLB1124 Topic 1 Overview of Literature.pptxYee Bee Choo
This course "Literary Studies in English" (TSLB1124) is offered in the second semester of the preparatory programme for the students of Teaching English as a Second Language (TESL) in the Institute of Teacher Education in Malaysia. Topic 1 includes:
- Literary genres
- Literary elements
- Literary devices
PISMP TSLB3193 Topic 4b 21st Century Literacy (Visual).pptxYee Bee Choo
Developing sense of design, ability to create, amendment, reproduction of images, (digital and others)
- Communicating information in a variety of forms
- Appreciating the masterworks of visual communication
PISMP TSLB3193 Topic 4a 21st Century Literacy (Digital).pptxYee Bee Choo
Performing tasks in digital environment
•Reading and interpreting media (text, sound, images)
•Reproducing data and images through digital manipulation
•Evaluating and applying new knowledge gained from digital environments
• Reading multiple texts
• Reading from a resistant perspective
• Examining multiple perspectives
• Producing counter texts
• Taking social action
• Repositing oneself as a researcher of language (i.e. multimodality)
•Questioning and problematising texts
This is a KPPB (Kapasiti Pedagogi Pembelajaran Bermakna) presentation by the lecturer on the three intradisciplinary courses: Multiliteracies (TSLB3193), English for Academic Purposes (TSLB3023), and Multicultural Literature (TSLB3203).
Pembentangan ini adalah berkaitan dengan tatacara permohonan Pensyarah Cemerlang IPG. Link YouTube pembentangan ini boleh diakses daripada https://youtu.be/x4BPzd5NKQw
This is a KPPB (Kapasiti Pedagogi Pembelajaran Bermakna) presentation by the lecturer on the three intradisciplinary courses: TSLB3052 (Arts in Education), TSLB3223 (Children's Literature), and TSLB3213 (Speech Communication).
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
3. Proposal Vs Report
Proposal Report
Before conducting the research. After conducting the research.
Writes about what will take place. Write about what has taken
place.
Use future verb tense (i.e. will) to
describe the action.
Use the past verb tense (i.e. was)
to describe what has already
occurred.
Ends with the methods or
procedures.
Incorporates results and future
research directions after
collecting and analysing the data.
(Creswell, 2012, p.268)
4. Action Research Report
1. • The Context/ Background
2. • Literature Review
3. • Focus/ Aspect of the Practice to Improve
4. • Implementation of Action Plan
5. • Data Collection Methods
6. • Data Analysis and Interpretation
7. • Reflection and Implications
8. • Plan for Further Action
9.
• Citation of References: American Psychological
Association (APA)
(Topic 14 in RMK for TSL3133)
5. Action Research Report
• After completion of research activities, the
researcher has to report the entire activities
that are involved in research process
systematically in writing.
• For clear and easy understanding of readers,
writing a good research report requires
knowledge of the types of research reporting,
rules for writing and typing, format and style
of research reporting and the body of the
report.
6. Action Research Report
• Research reports mainly take the form of a
thesis, dissertation, journal article and a paper
to be prescribed at a professional meeting.
• Research reports vary in format and style.
7. Action Research Report
• For example, there are differences found in a
research report prepared as a thesis or
dissertation and a research report prepared as
a manuscript for publication.
• The dissertation and thesis are more elaborate
and comprehensive. While research papers
prepared for journal articles and professional
meeting are more precise and concise.
8. Action Research Report
Format
• Format refers to the general pattern of
organisation and arrangement of the report.
• It is an outline that includes sections and
subsections or chapters and subchapters or
headings and subheadings followed to write
research report.
• All research reports follow a format that is
parallel to the steps involved in conducting a
study.
9. Action Research Report
Format
• The APA (The Publication Manual of the
American Psychological Association) format is
widely followed because it eliminates formal
footnotes.
• It provides detailed information about
research format for all types of research
reports on various behavioural and social
science disciplines.
• APA format Version 6 should be followed.
10. Action Research Report
Style
• Style refers to the rules of spelling,
capitalisation, punctuations and typing
followed in preparing the report.
• A researcher has to follow some general rules
for writing and typing a research report.
11. Action Research Report
Rules in Report Writing:
1. The research report should be presented in a
creative, clear, concise and comprehensive style.
• Literary style of writing is to be replaced by
scientific and scholarly style reflecting precise
thinking.
• Descriptions should be free from bias, ambiguity
and vagueness.
• Ideas need to be presented logically and
sequentially so that the reader finds no difficulty
in reading.
12. Action Research Report
Rules in Report Writing:
2. The research report should be written in a
clear, simple, dignified and straight forward
style, sentences should be grammatically
correct.
• Colloquial expressions, such as ‘write up’ for
report and ‘put in’ for insert should be avoided.
• Even great ideas are sometimes best explained in
simple, short and coherent sentences.
• Slang such as ‘kids’, ‘gotta’, etc should be avoided.
13. Action Research Report
Rules in Report Writing:
3. Research report is a scientific document but
not a novel or treatise.
• It should not contain any subjective and
emotional statements.
• Instead, it should contain factual and objective
statements.
14. Action Research Report
Rules in Report Writing:
4. Sexist language should be replaced by non-
sexist language.
• Male or female nouns and pronouns (he and
she) should be avoided by using plurals.
• For example, write children and their parents
have been interviewed rather than child and
his parents were interviewed.
15. Action Research Report
Rules in Report Writing:
5. Instead of using titles and first names of the
cited authors, last name is needed.
• For example, instead of writing Professor John
Dewey, write Dewey. .
16. Action Research Report
Rules in Report Writing:
6. Constructed forms of modal auxiliaries and
abbreviations should be avoided.
• For example, shouldn’t, can’t, couldn’t should not be used.
• However, abbreviations can be used to avoid repetition if
the same has been spelled out with the abbreviation in
parentheses.
• For example, researcher can write NCERT if he/she has
used NCERT in parenthesis in his/her earlier sentences like
National, Council of Educational Research and Training
(NCERT).
• There are few exceptions to this rule for well-known
abbreviations such as IQ.
17. Action Research Report
Rules in Report Writing:
7. Use of tense plays an important role in writing a
research report.
• Past tense or present perfect tense is used for
review of related literature and description of
methodology, procedure results and findings the
study.
• Present tense is appropriate for discussing results
and presenting research conclusions and
interpretations.
• Future tense, except in research proposals, is
rarely used.
18. Action Research Report
Rules in Report Writing:
8. Economy of expression is important for writing a
research report.
• Long sentences and long paragraphs should be
avoided.
• Short, simple words are better than long words.
• It is important that thought units and concepts
are ordered coherently to provide a reasonable
progression from paragraph to paragraph
smoothly.
19. Action Research Report
Rules in Report Writing:
9. Fractions and numbers which are less than
ten should be expressed in words.
• For example, six schools were selected or fifty
percent of students were selected.
20. Action Research Report
Rules in Report Writing:
10. Research report should not be written
hurriedly.
• It should be revised many times before
publication.
• Even typed manuscripts require to be
thoroughly proofread before final typing.
21. Action Research Report
Rules in Report Writing:
11. Typing is very important while preparing research
report.
• Follow the rules of typography on:
– Font: Arial
– Font size: 11
– Spacing: double, justified
– Margin: 2.5 cm (from top, down, right)
4.0 cm (from left)
(Buku Panduan Penyelidikan Tindakan IPGM, p. 68)
22. Action Research Report
Mechanisms of Writing Dissertations and
Theses
• The main sections of a dissertation and thesis
are
(i) Preliminary pages,
(ii) Main body of the report and
(iii) Appendices.
23. Action Research Report
(i) Preliminary pages
• The Preliminary pages include:
– Title page
– Supervisor’s verification
– Declaration
– Dedication
– Acknowledgement
– Abstract
– Abstrak
– Content
– List of Tables
– List of Figures
– List of Appendices
– List of Abbreviations
24. Action Research Report
(i) Preliminary pages
• The title page usually includes the title of the
report, the author’s name, the degree
requirement, the name and location of the
college or university according the degree and
the date or year of submission of the report.
• Name, designation and institutional affiliation of
the guide are also written.
• The title of a dissertation and thesis should
clearly state the purpose of the study.
• The title should be typed in capital letters, should
be centred.
25. Title Page
THE USE OF RECIPROCAL TEACHING TECHNIQUE IN
IMPROVING READING COMPREHENSION
SITI ZAFIDAH BINTI MUJIR
This project report submitted in partial fulfilment
of the requirements
for the Degree of Bachelor in Education
Teaching of English as Second Language (TESL)
INSTITUT PENDIDIKAN GURU
KAMPUS TUN HUSSEIN ONN
MARCH 2014
26. Action Research Report
Preliminary pages
Supervisor’s Verification
• A thesis to be submitted for the purpose of
examination must obtain prior declaration by
the supervisor on the standard and quality of
the thesis.
27. Action Research Report
Preliminary pages
Declaration
• The researcher declares the originality of the
research and he has done his own research
without cheating, plagiarism and appropriate
referencing is used to acknowledge the work
of others.
• The declaration should be signed.
28. Action Research Report
Preliminary pages
Dedication
• The dedication is usually quite short, not more
than one paragraph.
• It is a personal rather than an academic
recognition.
29. Action Research Report
Preliminary pages
Acknowledgement
• This page permits the researcher to express
appreciation of persons who have contributed
significantly to the completion of the report.
• It is acceptable to thank one’s own guide or
supervisor who helped at each stage of the
research work, teachers, students or principals
who provided data for the research and so on.
• Only those persons who helped significantly for
completion of research work should be
acknowledged.
30. Action Research Report
Preliminary pages
Abstract
• An abstract of the paper consisting of not more
than 250 words (one page), and containing title,
focus, participants, methods, findings, reflection
and recommended suggestions are given before
main body of the paper.
• The keywords related to the research should be
given.
• Abstract should be bilingual, it must be written in
English and followed by the translation in Bahasa
Melayu.
31. Action Research Report
Preliminary pages
Content
• The table of contents is an outline of the
dissertation or thesis which indicates page on
which each major section (chapter) and
subsection beings.
• Entries listed in the table of contents should
be identical to headings and subheadings in
the report.
32. Action Research Report
Preliminary pages
List of tables, figures, appendices and abbreviations
• The list of tables, figures, appendices and abbreviations are
given in a separate page that gives number, title of each
table, figure appendices, and abbreviations and page on
which it can be found.
• Table titles, figure titles and appendix titles should be the
same titles that are given in the main body of the report.
• In the body of report, the title is written on top of table
while the title is written at the bottom of figure with
numerical number, e.g. Table 1, Figure 1. However, the
appendices are written with alphabets such as Appendix A,
Appendix B…
33. Action Research Report
1.0 INTRODUCTION
- Background
- Context
- Reflection on Teaching and Learning Experience
2.0 RESEARCH FOCUS
- Selection of Research Focus
- Initial Data Collection
- Action
3.0 OBJECTIVES AND RESEARCH QUESTIONS
4.0 RESEARCH PARTICIPANTS
5.0 RESEARCH IMPLEMENTATION
- Stages of Action
- Data Collection Methods
- Data Analysis Methods
- Data Triangulation Methods
6.0 RESEARCH FINDINGS
7.0 REFLECTION
8.0 SUGGESTIONS FOR FURTHER RESEARCH
REFERENCES
APPENDICES
(ii) Main body of the report
34. Action Research Report
(iii) Appendices
• Appendices include information and data pertinent to the
study which are not important to be included in the main
body of the report or are too lengthy.
• Tests, questionnaire, career letters, raw data and data
analysis sheet are included in the appendices.
• Sometimes, subject index that includes important concepts
used in the main body of the report.
• The list of those concepts are given alphabetically with the
page on which each can be found.
• Appendices are named alphabetically and they are written
on the top left corner of the page. Then, followed with
short title relating to the theme. (For example, Appendix A
Non-verbal Text on concept attainment in Biology.)
35. Action Research Report
References
• References consist of all documents including
books, journal, articles, technical reports,
computer programmes and unpublished works
that are cited in the main body of a research
report. i.e. dissertation, thesis, journal article,
seminar paper, etc. References includes mainly
primary sources.
• A bibliography, in contrast, contains everything
that is either cited or not cited in the body of the
report but are used by the researcher. It includes
both primary and secondary sources.
36. Action Research Report
References
• References is arranged in alphabetical order
by the last names of the first authors.
• Each entry in the reference starts at the left
margin of the page, with subsequent lines
double spread and indented.
• Extra space is not given between the entries.
37. Action Research Report
Common Errors in Citations/References
Identify the errors in the following citations:
1. According to Haldfield (1999) (as cited in Trong Tuan and Thi
Minh Doan, 2010), game is an activity with rules, a goal and an
element of fun.
2. I will apply Paivio’s (1971) Dual Coding Theory, this theory
emphasises on the formation of mental images aids in learning
(Reed, 2010). Based on Paivio (2006), the representations are
connected to sensory input and response output systems…
3. In 2003, Golafshani stated that in qualitative research,
reliability and validity is replaced by the idea of
trustworthiness.
4. According to (W.R. Lee; V.N. Tameh) teaching aids or illustrative
material, whether visual, audio or audio visual can be
wonderful assest for the teaching and learning process.
38. Action Research Report
Common Errors in Citations/References
Identify the errors in the following citations:
4. According to Thirusanku & Melor (2012), English is
spoken and used as a second language in countries
which are typically ex-colonies of United Kingdom.
5. The aim is to establish a balance between national
and international needs and challenges manifested
through linguistic educational policies (Gill and
Kirkpatrick, 2013).
6. I plan to use Kemmis and McTaggart’s (1998) model of
action research.
7. According to Emle Stringer (2008) in her book ‘Action
Research in Education’, action research provides
useful tool for day-to-day planning in classrooms.
39. Action Research Report
Common Errors in Citations/References
Identify the errors in the following reference list:
8. Golafshani, N. (2003). Understanding reliability and
validity in qualitative research. The Qualitative Report,
8(4), 597-607.
9. Khairunnisa. (2010). Improving students’ understanding
on adverbs of frequency through memory round game.
Tarbiyah Faculty Walisongo State Institute For Islamic
Studies. Semarang.
10. Gill, S.K. & Kirkpatrick, A. (2013). English in Asian and
Europian higher education. United Kingdom: Blackwell
Publishing Ltd.
11. Nunan, D. (1991). Communicative task and the language
curriculum. TESOL Quarterly, 25(2), 279-295.
40. Title page
Supervisor’s verification
Declaration
Dedication
Acknowledgement
Abstract
Abstrak
Content
List of Tables
List of Figures
List of Appendices
List of Abbreviations
Tutorial 14
1.0 INTRODUCTION
- Background
- Context
- Reflection on Teaching and Learning Experience
2.0 RESEARCH FOCUS
- Selection of Research Focus
- Initial Data Collection
- Action
3.0 OBJECTIVES AND RESEARCH QUESTIONS
4.0 RESEARCH PARTICIPANTS
5.0 RESEARCH IMPLEMENTATION
- Stages of Action
- Data Collection Methods
- Data Analysis Methods
- Data Triangulation Methods
6.0 RESEARCH FINDINGS
7.0 REFLECTION
8.0 SUGGESTIONS FOR FURTHER RESEARCH
REFERENCES
APPENDICES
Write a report for you action research according to the following format (2016):
Submission Date: Week 9 Semester 8/2018
41. References
• Creswell, J.W. (2012). Educational research:
planning, conducting and evaluating quantitative
and qualitative research (4th ed.). Boston, MA:
Pearson Education Inc.
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