CONCLUSION AND SUGGESTION Sample Clauses

CONCLUSION AND SUGGESTION. 1Conclusion
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CONCLUSION AND SUGGESTION. 4.1 Conclusion 55 4.2 Suggestion 55
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CONCLUSION AND SUGGESTION. 5.1 Conclusion 69
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CONCLUSION AND SUGGESTION. The study's result is discussed in this last chapter. I'd want to repeat and summarize the data analysis and explanation of the results. In this chapter, I also provided some recommendations for the proposed study and suggested future studies relevant to the study that should be undertaken by other researchers.
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CONCLUSION AND SUGGESTION. 5.1 Conclusion………………………………………… 48 5.2 Suggestion………………………………………… 49
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CONCLUSION AND SUGGESTION. After collecting the data and analyzing the result of the research, the researcher drew some conclusions and suggestions. This chapter presents conclusions of the research. These conclusions of the research are built up based on the data analysis, which was discussed in Chapter IV of this research. Some suggestion are provided in order to give information as well as guidance to conduct further research concerning the same field or issue. Finally, this suggestion are addressed to those who are interested to analyze students‟ attitude toward speaking English.
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CONCLUSION AND SUGGESTION. Teaching media such as textbooks provide much information related to the culture, norms and belief of one’s country. In addition, it could be a media to coin and raise the awareness of the classroom regarding one culture with another culture. It should not aim at comparing which culture is the best and which one is the worst. Teachers should be able to conduct a deep analysis for each book used in the classroom. The book examined in this study shows that it prefers the cultures of native English speakers although a few show the cultures of non-native English speakers. Thus, although the culture, reading content, and picture provided in this text book portray many different cultures, they have an unequal number since they tend to prefer the inner circle countries and cultures. The researchers detailed each section and categorized them based on the theory of cultural information. The researchers also asserted the strengths and weaknesses of the information within each section. Therefore, language teachers could refer to this finding and enhance their insight related to the use of textbooks in English classrooms, assess and evaluate their textbook materials, select the cultural information/types of texts/contents materials, and engage the cultural aspects/information presented in the textbook materials to their students’ norms. Xxxxxxx, X., Xxxxxxx, X., & Fahsi, B. (1990). Design decisions on the cultural content of a secondary English course for Morrocco. ELT Journal, 44(1), 3-10. Xxxxx, X., Xxxxxxxxxx, X., & Xxxxxx, M. (2014). The evaluation of “English Textbook 2” taught in Iranian high schools from teachers’ perspective. English Language Teaching, 7(3), 150-158.
Sample 1
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CONCLUSION AND SUGGESTION. Teaching media such as textbooks provide much information related to the culture, norms and belief of one’s country. In addition, it could be a media to coin and raise the awareness of the classroom regarding one culture with another culture. It should not aim at comparing which culture is the best and which one is the worst. Teachers should be able to conduct a deep analysis for each book used in the classroom. The book examined in this study shows that it prefers the cultures of native English speakers although a few show the cultures of non-native English speakers. Thus, although the culture, reading content, and picture provided in this text book portray many different cultures, they have an unequal number since they tend to prefer the inner circle countries and cultures. This research focused only on the cultural aspects within four main topics, namely reading texts, pictures, dialogues, and cultural awareness. The researchers detailed each section and categorized them based on the theory of cultural information. The researchers also asserted the strengths and weaknesses of the information within each section. Therefore, language teachers could refer to this finding and enhance their insight related to the use of textbooks in English classrooms, assess and evaluate their textbook materials, select the cultural information/types of texts/contents materials, and engage the cultural aspects/information presented in the textbook materials to their students’ norms. Moreover, future researchers in the area of textbook analysis could conduct further studies investigating the infusion of moral, character, and other values or norms employing both quantitative and qualitative methods to generate more comprehensive results. Xxxxxxx, X., Xxxxxxx, X., & Fahsi, B. (1990). Design decisions on the cultural content of a secondary English course for Morrocco. ELT Journal, 44(1), 3-10. Xxxxx, X., Xxxxxxxxxx, X., & Xxxxxx, M. (2014). The evaluation of “English Textbook 2” taught in Iranian high schools from teachers’ perspective. English Language Teaching, 7(3), 150-158.
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CONCLUSION AND SUGGESTION. Refer to the chronically of the clear a way to the effort of the construction of the Health Center we could take a conclusion and suggestion as follows:
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Related to CONCLUSION AND SUGGESTION

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