THE EVALUATION OF 8TH GRADE IMAM-HATIP SECONDARY SCHOOL ARABIC TEXTBOOK IN ACCORDANCE WITH TEACHER PERCEPTIONS (IN LIGHT OF QUALITATIVE DATA)

Abstract

Author(s): Sevim ZDEM?R

In this study, it is sought answers for the questions what are the weakest and most powerful aspects of 8th grade Arabic Textbook and what kinds of recommendations would you make to make the textbook better? The answers are gathered via an internet link created as https://docs.google.com/forms/d/e1FApQLS and with the participation of 56 teachers working at Imam-Hatip Secondary Schools and tutoring 8th grade Arabic lessons. The textbooks should be accepted by the Ministry of National Education (MoNE) and should also be appropriate for the curriculum. Although the textbooks are selected in this direction, the appropriateness or inadequacy of the textbooks becomes prominent during the lessons. From this point of view, it is tried to reveal the weak and strong aspects of the 8th Grade Arabic Textbook, taught in Imam-Hatip Secondary Schools. The teachers participated in this study are asked to express their opinions about what could be done to make the textbook better. According to the study results, the lack of enough grammar exercises in the book, the use of textbook being above the learners’ level, the absence of sufficient vowel points on the words, the integrity of the subjects, the absence of sufficient verb inflections and the lack of vocabulary sets are among the weaknesses of the textbook. The book takes the most credit about the visuals. Again, the book is deemed successful with the use of current words in terms of communicational aspects. Using from easy to difficult principle during the lessons is one of the positive aspects of the book. The book taking credit for writing and type size is also praised for being instructive and understandable. In order to make the book better, teachers make suggestions such as ensuring the integrity of the subjects, using enough vowel points on words, giving more space to grammar and pattern expressions, using different teaching techniques and supporting the book in EBA (Educational Informatics Network).

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