Research model pdf

External and internal criticisms are essential to ascertain the quality of the data that will in turn affect the quality of the depth of interpretations and analyses since the rigorous examinations of the internal and external value of the data will ensure valid and reliable information as well as viable historical analyses Berg, The primary concern of external criticism is the genuineness of resource materials ibid.

It is extremely crucial for researchers to evaluate their sources with great care, or even get verification from experts, to ensure that sources are authentic to avoid frauds, hoaxes and forgeries as these are not uncommon and can prove to be problematic Lundy, ; Berg, Lundy cautioned researchers to be vigilant in including both positive and negative criticism of all data sources which includes missing accounts, lack of relevant viewpoints and the persons involved in the event.

However, a Christian view of history took hold within the Roman Empire, causing the blending of religious and analytic historical practices ibid. The most prominent statement of the Christian interpretation of history can be seen in The City of God, a work by St. From the 14th century through to the 19th century, historical research methods brought about a transformation from supernatural explanations towards more secular approaches Breisach, And, since the late s, historians have moved through major reconceptualizations of their expertises and skills —— from the new social history of the s and s, through the intersections among history, language and thought of the s and s, to the postmodernism of the s where culture, that was once held by the supernatural, was elevated to a level of importance ibid.

In response to the shift in the field of historical research, Appleby strongly encouraged historians of the new histories to act as cultural translator by interpreting the past for consumers of history with new questions that lead to new answers through the mediating filter of culture.

McCullagh holds that these premises cannot be proven beyond the possibility of doubt even if they were accepted ibid. The goal, however, is to show that historical descriptions can be shown to be probably true on these assumptions ibid.

He further states that if the strength and scope of an explanation is very great that it explains a variety and vast number of facts more than any competing explanation, then it is likely to be true.

Based on Marxist theory, history is the story of struggles between social classes where those in power control wealth and resources while the powerless struggle to survive Cassell, However, this economic deterministic historical theory became more and more out of tune with Western thought, such that after , the Eastern European countries and the Soviet Union rejected their Marxist regimes and hence the viability of Marxism as an encompassing historical theory was put into doubt Breisach, The twentieth century also saw the founders of the Annales school, Lucien Febvre and Marc Bloch calling for a total history, that would stress on social and economic phenomena, which is well suited to the quantitative approach ibid.

The founders felt that human activities from different domains economic, political, scientific, geographic, cultural, demographic and etcetera need to be synthesized to understand history as a whole Hall, ; Campbell, It was influenced by structuralism, a strong contemporary French philosophical and literary movement, as historical research of the Annales school could be seen as the exploration of a number of structural interpretations Berg, It argues that the founding of knowledge on pure experience phenomenology or systematic structures structuralism was impossible and is a cause for celebration and liberation instead of failure and loss ibid.

Feminism too emerged in the s when women began to question their treatment as independent individuals in a male-dominated society Tzanelli, Often, it is also impossible to triangulate findings because the contemporary witnesses are no longer living and there are no other sources of information to the given issue ibid.

On a side note, it should be noted that with the advancement of technology today, the use of internet for the correspondence of both primary and secondary sources have increased greatly since more and more information are been stored electronically.

The Power of History. The American Historical Review , 1 , Berg, B. Historiography and Oral Traditions. MA: Allyn and Bacon. Breisach, E. Historiography: Ancient, Medieval and Modern 2nd ed. Chicago: University of Chichago Press. Campbell, P. Lamont Ed. Theories of History. Historical Research and Social Movements. Snow, D. Porta, B. McAdam Eds. Malden, MA: Wiley-Blackwell. Hall, J. Historicity and Sociohistorical Research.

Turner Eds. Historical Research Methods. Historical Research. Given Ed. Monaghan, E. Undertaking Historical Research in Literacy. Besides, the use of a textbook in a ; ; Yule et al. In other words, textbooks provide the communicative practice, but instead can lead standards in instruction.

Moreover, they to an oversimplification of language and include a variety of learning resources such as unrealistic views of real-life situations. It can workbooks, CDs and cassettes, videos, etc. Whether one believes that textbooks who do not necessarily accept this view and are too inflexible and biased to be used retain some well founded reservations on the directly as instructional material or that they subject.

Allwright suggests that actually help teaching and learning, one textbooks are too inflexible and generally cannot deny the fact that textbooks still reflect the pedagogic, psychological, and maintain enormous popularity and are most linguistic preferences and biases of their definitely essential. Evaluation plays a key role in problems with many textbooks are not education and it is important for the teacher necessarily the fact that they are culturally or since it can provide valuable information for socially biased, but that they are actually too the future going of classroom practice, the contrived and artificial in their presentation of planning of courses and management of the target language.

They argue that it is learning tasks by students. Finally, evaluation crucial to introduce learners to the is essential for the use of instructional fundamental characteristics of authentic real- materials such as textbooks. Ellis evaluation and retrospective evaluation. A suggests that textbook evaluation helps predictive evaluation is designed to make a teachers go beyond impressionistic assess- decision regarding what materials to use.

If one accepts the value of textbooks in Once the materials have been used, further ELT, then it must surely be with the evaluation may be conducted to find out qualification that they are of an acceptable whether the materials have worked out for level of quality, usefulness, and appropriate- them, and this type of evaluation is called ness for the context and people with whom retrospective evaluation.

As it can be they are being used. In the literature, the understood from the aforementioned subject of textbook evaluation is not definitions, both predictive and retrospective particularly extensive. They analysis such as Williams , Sheldon both help teachers to make appropriate , Brown , Cunningsworth judgment concerning the effectiveness of their and all agree, for instance, that evaluation teaching including the materials they used.

One of the textbooks such as layout, organizational, and major reasons is the need to adopt new logistical characteristics. Other important coursebooks. Such activities of materials is not only teachable, but also fits also permit teachers to make optimum use of the needs of the individual teacher's approach their strong points and strengthen the weaker as well as the organization's overall areas by adapting and substituting materials curriculum.

Which a set of materials is not from other books. Furthermore, needs and learning outcomes in curriculum. This will This research was designed by using enable teachers to make appropriate descriptive research model. The data about adaptations to the material in their future the assessment of the academic writing instruction.

The second type of evaluation aids the teacher to explore the Participants weaknesses or strengths of the textbook while The study was done with 3 academic writing it is being used. All of participants have years teaching situation experience in teaching. The ten students Program of Language and Art Education were chosen purposively. This particular research reported on have the highest score in their academic a survey that was conducted on academic writing Writing IV.

It is hoped that this study will be a preliminary Instrument evaluation of the mentioned textbook and it is The data collection instrument consists of two also expected that the results of this parts. Therefore, by Mukundan, Nimehchisalem, and conclusions need to be verified by conducting Hajimohammadi This textbook similar studies across different universities. It evaluation checklist covers two major points, is assumed that teachers and students namely general attributes and learning- answered the questions honestly and with content.

From the two major points, there seriousness. Another limitation of this study is were 31 questions dealing the textbook which that the present study is a micro level is going to be evaluated.

The statements which is on the task level. In order to guarantee the questionnaires distribution to 3 academic reliability of the data, Focus Group writing teachers and 10 fifth semester Discussion FGD was also done among the students of English Education Study Program respondents and the researcher. Limitations The results are presented as follows: Table 1. The curriculum there general attributes cover the book in relation to mandates the materials that should be taught syllabus and curriculum, methodology, in Writing IV must deal with the ELT suitability to learners, physical and utilitarian research paper writing.

The The second aspect is methodology. There learning-teaching content covers general are two statements dealing with this aspect.

In this part, there are 5 textbook is excellent. The first aspect is The third aspect is the textbook suitability the book in relation to syllabus and to learners. This aspect covers four curriculum. From the table 1 above, it is statements, i. Therefore, the 7 it covers a variety of topics in ELT; 8 the conclusion is the aspect of textbook suitability book contain materials taken from ELT to learners still does not have good suitability research findings; and 9 the book covers to learners, since there are still some parts that materials of writing research paper.

This aspect involves two statement. For the second statement, it seen statements. The next is the them agree with the first statement. In them agree with the statement.

Then, the fifth conclusion, it can be said that the textbook statement was answered and results the same has good enough physical and utilitarian percentage with the fourth statement, it is attributes especially its layout. The attributes is supplementary materials. There is next is the sixth statement which deals with only one statement proposed to the the novelty of the materials.

The results show respondents dealing with this aspect. In this part, there The answer from respondents is the same as are also 5 aspects that were evaluated. They the eighth statement. Finally, it can be etc. However, if it is The first aspect that was evaluated from used for teaching and learning of academic this part is general aspects.

This is 3 statements dealing with this aspect. The first caused by the inexistence of the materials in statement is whether or not the load number the textbook which cover ELT research of new words in each lesson is appropriate to findings and research paper writing in which the level.

The second statement is whether or If it is analyzed further, this textbook is not there is a good distribution simple to relevant with the curriculum if it is used to complex of vocabulary load across chapters teach academic writing course in the terms of and the whole book. The last courses. According to Richards 1 statement is whether or not words are effective instructional materials in language efficiently repeated and recycled across the teaching are shaped by consideration of a book.

Teacher factors agree with the statement. Then, it is include the teacher language proficiency, concluded that the textbook is very good in training and experience, cultural background, vocabulary aspects.

Learner factors The fourth is grammatical aspect. The their language learning needs, interests, and first statement is whether or not the spread of motivations. Contextual factors include the grammar is achievable. The third statement is whether writing. The first The fourth statement is whether or not statement deals with achievable goals of the grammars are introduced explicitly.

The tasks and whether or not it has been taken into answers show the same results as the third consideration of learners. The results show statement. The statement. Then, from the results above, it is second statement deals with models of concluded that the respondents are not different genres provided by the textbook. The last aspect that was evaluated from Therefore, it can be concluded that the the point of teaching-learning content is textbook is very good in terms of academic exercises.

It covers 3 statements. They are writing aspects. Besides, partly agree with the statement. The if it is used for teaching and learning of conclusion is the textbook provides very good academic writing course Writing IV in exercise for every single topic discussed English Education Study Program of IKIP there.