Developing Authentic Reading Material for the Tenth Year Students of State Vocational High School 1 Kubutambahan

This study aimed at (i) developing authentic reading material for the tenth year students of Vocational high school based on the School Based Curriculum that meet the criteria of a good reading material, (ii) identifying the reading materials which have been used in SMK negeri 1 Kubutambahan, (iii) identifying the types of reading material which are needed to be developed fro the tenth year students of SMK Negeri 1 Kubutambahan, (iv) identifying the reading topics which were needed to be developed for the tenth year students of SMK Negeri 1 Kubutambahan, (v) developing reading activities that could be included and needed to be developed for the tenth year students of SMK Negeri 1 Kubutambahan. The data were gained using research instruments such as questionnaires, rubrics, and interview guides in order to find the compatibility of the existing materials and the developed materials with the syllabus and the criteria of good materials. Gall and Gall design model was employed as the present research procedures. The obtained data were quantitatively analyzed by using percentage of frequency. From the results, new materials were developed based on the requirements of syllabus analysis, criteria of good materials and good reading materials. After being developed, the materials were evaluated by experts. The results of the analysis were used as guideline for revising the developed materials. After being revised, the new materials were field-tested in the tenth year grade of SMK Negeri 1 Kubutambahan after conducting pre-test in order to identify the students\u27 prior knowledge. After field-test, post-test was conducted to identify whether or not the developed materials could improve the students\u27 reading comprehension. The next step was revising the results of the field test. After field-testing, the rubrics for analyzing the quality of developed materials were distributed to the teacher and the students. The obtained data were analyzed and categorized to ascertain rating scales. In conclusion, it was found that (i) the reading materials were developed based on the criteria of good materials, and the school-based curriculum and BSNP for the tenth year students of Vocational High School and considered as good reading materials, based on the criteria proposed by Tomlinson (1998, (ii) the existing materials in the English book used did not fully meet the requirements of the syllabus and curriculum, and categorized as average materials, (iii) authentic reading materials were the type of materials needed to be developed for the tenth year students of SMK Negeri 1 Kubutambahan, (iv) the reading topics which were needed to be developed were based on the SBC syllabus, (v) the reading activities that can be included and needed to be developed for the tenth year students of SMK Negeri 1 Kubutambahan were reading activities which based on the criteria proposed by Tomlinson (1998) and SBC

Translation and Botswana Literature in Setswana Language: A Postcolonial Criticism and Practice

The role of translation in the development and transformation of various aspects of both traditional and modern Botswana literature cannot be overlooked. This is not only because of its significance in defining and describing the different categories of the literature but also due to fact that translation has opened paths that make it possible to theorize and critique Setswana literature in the context of translation. Translation in Setswana literature applies to a vast volume of works encompassing the written and oral genres. This project aims to explore the perspectives and arguments that have been submitted by various translators and authors with respect to translation in Setswana literature in general. While recognizing that, at different historical periods, translation as a process has patently transpired in other local languages spoken in Botswana in a similar fashion, the present study exclusively focuses on the literary production in the Setswana language. In addition to being the common parlance, Setswana boasts of a sizeable works of literature, some of which have been translated into European languages, and mainly English. The examples of works that are considered for description and critique in this study are drawn from the oral and written traditions of Setswana literature. These include oral poetry, oral narratives such as proverbs and folktales, written poetry, novels and plays. Based on the critical discussion of these works, the study also aims to investigate the impact of translation on the formation and transformation of these genres that constitute the body of Setswana literature. This research project builds on few existing translation studies on Botswana literature. But, unlike most of the existing studies, it also goes beyond those studies in that it acknowledges and contextualizes the work of translation not merely as a new literary invention in the language but also in its instrumental function in enhancing and diversifying the trajectories of Setswana literature. Keywords: Setswana Literature, Translatio

Trainees' application of authentic materials in task-based approach in an EFL context: second year English major in focus at Jimma teachers college

The main purpose of this study was to investigate the trainees' application of authentic materials in task-based approach in an EFL context in Jimma Teachers' College. Descriptive survey design, which involved both quantitative and qualitative techniques of data collection and analysis, was employed in the study to achieve the research goals. All of the population which means (N=39), 19 male and 20 female second year English major trainees, and all six instructors taken as the participant of the study. Questionnaires (for both trainees and instructors) and content analysis data collection instruments were used and analyzed using quantitative descriptive statistics. The overall .finding of this study revealed that, teacher trainees were moderately familiar with the application of authentic materials. However, the sizable proportion value of teacher trainees' and instructors perception on the application of authentic readings, authentic audio, authentic visual, authentic electronic and realia in taskbased approach result showed that, the grand mean value to be (M- 2.13). This value indicated their perception to a lesser extent or never learned in their communicative English (Enla-l02) through these materials. Therefore trainees found to incorporate authentic materials into their task-based approach in an EFL context as a tool to improve their capacity EFL learning. Finally, this study recommended all of EFL trainees and instructors should maximize their capacity on how to incorporate authentic materials in task-based approach in an EFL context. Other researchers also have to investigate their research on the application of authentic materials in the present or an informed approach in task-based approach in an EFL context in a larger scale to get a wider and deeper in the research area.Jimma Universit

Taxonomy and DNA Barcoding in the Genus Manfreda (Salisb.) Asparagaceae

The genus Manfreda Salisb. of Asparagaceae is a genus of potential horticultural interest and is currently subject to breeding efforts at the University of Arkansas. A lack of taxonomic clarity however undermines the classification of potential inter - and intrageneric hybrids. The study aims to assess existing species delimitation within the genus Manfreda employing morphology while investigating the potential utility of Consortium for the Barcode of Life Plant (CBOL) DNA Barcodes for identification of specific taxa and an External Transcribed Spacer (ETS) - Internal Transcribed Spacer (ITS) DNA barcode for developed hybridized taxa. Observation of 855 herbarium specimens facilitated phylogenetic and Principal Component Analysis of morphology. Phylogenetic analysis employing Maximum Parsimony and Bayesian techniques of qualitative characters failed to identify any interspecific relationships with sufficient confidence. Principal Component Analysis identified 14 species exhibiting uniformity in categorical characters. The residual seven were subjected to further review employing existing literature, biogeographical and morphological data from herbarium specimens. The study supported specific designations of 19 of 21 species studied. A proposal for Manfreda pubescens (Regel & Ortgies) Verh.-Will. ex Espejo & López-Ferr. to be relegated to a varietal rank of Manfreda maculata (Mart) Rose was concluded based on a lack of consistent derived characters as well as biogeographical and ecological continuity. Utility of the CBOL Plant DNA Barcode for identification of Manfreda species was investigated employing phylogenetic and nucleotide networking techniques. The CBOL Plant DNA Barcode failed to identify any interspecific relationships via Maximum Parsimony or Bayesian techniques. Sufficient variation however was available for differentiation of each species of Manfreda via composition of a nucleotide network map. Results allude to minimal divergence between species of Manfreda, yet sufficient derived characters for functionality of CBOL Plant DNA Barcodes. Analysis of an ETS - ITS DNA barcode for identification of intergeneric hybridized taxa of Agave L., Manfreda and Polianthes L. could not be conducted due to inefficiencies in DNA amplification techniques. The ETS gene region could not be amplified, a trial of three different amplification parameters was conducted and a lack of appropriate PCR primers was identified as the cause of no amplification. Amplification of the ITS gene region was successfully achieved; however, subsequent analysis of the electropherogram alluded to intra-individual polymorphisms within the genome. Therefore,it was concluded that the utility of the ITS region is negligible for DNA barcoding of the maag 01-07-13, mapo 01-04-07 and mapo 05-04-02 intergeneric hybrids

Inferential profiles emerging from reading for summarization and reading for translation tasks: an exploratory study

Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2014.Abstract: The present research is an exploratory study, which intended to investigate the influence of reading purpose and readers' experience on task products and inferential processes in two study conditions, namely reading for summarization and reading for translation. The theoretical background guiding this study stemmed from models of discourse processing that have been established in the field (Graesser et al., 1994; Kintsch & van Dijk, 1978; van den Broek, Risden & Husebye-Hartman, 1995; van Dijk & Kintsch, 1983). Six participants took part in this research, two of them were professional translators and four of them were undergraduate students from the seventh semester of the Letras Course at Universidade Federal de Santa Catarina (UFSC). Two narrative texts in English, (L2), were read, then summarized and translated into Portuguese, (L1). In addition, keylogging data stemming from the study tasks (i.e., reading for summarization and reading for translation) were collected using Translog 2006, and retrospective verbal protocols were carried out after each study task. Analytical procedures involved triangulation of quantitative data from scores of the task products and total task times recorded in Translog 2006, with qualitative data from retrospective protocols. Verbalizations were categorized using a framework adapted from Graesser & Kreuz (1993) in order to help identify inference types generated for narrative texts under the aforementioned study conditions. The previous experience variable indicated positive tendencies for the translators' group and some trend towards beneficial effects for both undergraduate students. Qualitative data analysis resulting in the identification of inferential profiles was carried out to help explain efficient and strategic use of inferences in narrative comprehension. Implications of this study results led to pedagogical practices that foster the explicit teaching of inferences with a view to raising students' awareness about inferences possibilities and functions for reading, summaries and translations.Esta pesquisa é um estudo exploratório, o qual pretendeu investigar a influência do propósito de leitura e a experiência dos leitores sobre os produtos das tarefas do estudo e processos inferenciais em duas condições de estudo, ou seja, leitura para resumo e leitura para tradução. O referencial teórico que norteia este estudo originou-se nos modelos de processamento do discurso que estão consagrados neste campo de conhecimento (Graesser et al., 1994; Kintsch & van Dijk, 1978; van den Broek, Risden & Husebye-Hartman, 1995; van Dijk & Kintsch, 1983). Seis participantes fizeram parte desta pesquisa, duas delas eram tradutoras profissionais e quatro delas eram estudantes de graduação do sétimo semestre do curso de Letras da Universidade Federal de Santa Catarina (UFSC). Dois textos narrativos em inglês, (L2), foram lidos, resumidos e traduzidos para o português, (L1). Além disso, foram coletados dados de movimento de teclado gerados durante realização das tarefas do estudo (ou seja, leitura para resumo e leitura para tradução) por meio do programa Translog©2006. Após cada tarefa do estudo, foram realizados protocolos verbais retrospectivos. Os procedimentos analíticos envolveram a triangulação de dados quantitativos a partir de pontuações dos produtos do estudo e tempos totais de tarefas registrados no Translog©2006 com dados qualitativos dos protocolos verbais. As verbalizações foram categorizadas por meio de uma taxonomia adaptada a partir da tipologia proposta Graesser e Kreuz (1993) para que se identificassem os tipos de inferências geradas para textos narrativos sob as condições supracitadas do estudo. Os resultados relacionados à experiência prévia indicaram tendências positivas entre participantes e tarefas. A análise qualitativa dos dados resultou na identificação de perfis inferenciais, a qual foi realizada para ajudar a explicar o uso estratégico e eficiente de inferências na compreensão de narrativas. Os resultados sugerem que perfis inferenciais dinâmicos e abrangentes foram associados a processos e produtos de tarefas de resumo e tradução mais satisfatórios. As implicações dos resultados do estudo levaram a práticas pedagógicas que incentivem o ensino explícito inferências com o propósito de conscientizar os estudantes sobre as possibilidades e funções das inferências para leitura, resumo e tradução

Those who can, teach: the formative influence of socio-cultural constructions of teachers in children's literature and learners' notions of teaching

This interdisciplinary study uses grounded theory to interrogate the socio-cultural relationship between readers and the texts written for them to explore the question of articulation between learners’ notions of teaching and narrative representations of teachers found in children’s literature from the UK. Utilising the principles of Personal Construct Psychology (Kelly 1955), an in-depth analysis of literature written for child- and young adult readers forms the basis of the study, the findings of which informed an exploration of participants’ perceptions of literary and actual teachers. A total of 163 teacher-characters from 45 examples of fiction for children and young adult readers were critiqued; as a result, eight prevalent character roles and traits were identified, developing previous findings by Dockett, Perry and Whitton (2010) from their study of teachers in English language picturebooks. Narrative methodologies, including character profile depictions and an approach based on the Storycrafting method (Karlsson and Riihelä 1991), were used in order to explore links between the depictions of characters in published works and the fictions created by 22 pupils aged 9-10 in an English primary school; this was repeated with ten university students training to teach on an undergraduate Initial Teacher Education (ITE) degree. Finally, repertory grid interviews were conducted with all 32 participants to establish individuals’ construct systems regarding the characteristics of literary and actual teachers. Initially the study had intended to identify a taxonomy of archetypal characters, however the emerging constructs indicated a diversity of representation that would have rendered a taxonomy meaningless. Instead, the character roles and traits presented themselves as more meaningful sociocultural constructs. Their appearance in both the published and participants’ corpora indicated a direct link between the depictions of teachers in children’s literature and participants constructs regarding the role. Detailing the eight roles and traits of the teacher within Anglo-centric children’s literature, including four not previously identified, comprises an original contribution to knowledge, as does the utilisation of Personal Construct methodologies in the analysis of children’s literature. Broadening the study to include literature and participants from different socio-cultural groups, and the application of the methodology to examples of literature written by children are areas suggested for further research