|
Department
|
1st
|
2nd
|
3rd
|
4th
|
5th
|
Total
|
Department of Drawing
|
7
|
10
|
9
|
9
|
13
|
31
|
Department of Music
|
6
|
7
|
7
|
6
|
4
|
30
|
Department of calligraphy
|
19
|
14
|
14
|
10
|
13
|
70
|
Department of Drama
|
16
|
13
|
7
|
12
|
10
|
58
|
Department of Sculpture
|
12
|
7
|
5
|
7
|
6
|
37
|
Department of Graphic
|
11
|
9
|
5
|
5
|
7
|
37
|
Department of Ceramics
|
7
|
7
|
8
|
5
|
9
|
29
|
Department of Design
|
21
|
12
|
13
|
8
|
10
|
64
|
Department of Audio and Video
|
16
|
14
|
11
|
6
|
5
|
52
|
Total
|
115
|
93
|
79
|
68
|
77
|
408
|
The sample of the present study is 4th year students enrolled at the Institute of Fine Arts for Girls-Baghdad Al-Karkh. One reason or justification for selecting the Institute as the sample is that the researcher is a staff member at the aforementioned Institute therefore facilitates can be easily provided for the researcher in order to achieve her study easily.
3.3 Equalization between the Two Groups
The aim of making equalization between the two groups is to neutralize any secondary or controlled variables in order to ensure that the scores obtained may not be affected by such variables. Therefore, the following variables have been controlled for both groups:
1- The Academic level of the father,
2- The Academic level of the mother,
3- Age of testees,
4- The testees' level on the pre-test.
These variables are discussed and shown in the following
3.5 The Instructional Material
To be fair, the experiment lasted actually for 8 weeks as distributed with the instructional material below:
3.5.1 The Behavioral objectives
The behavioral objectives are defined by the English syllabus of each stage of learning. They are classified in relation to the cognitive, affective and psychomotor domains. Thus, the receptive skills (listening and reading and the productive skills (speaking and writing) are specified and graded according to these taxonomies or classifications (Al-Mutawa and Kailani, 1989: 5).
So the behavioral objectives are explained in the next section below in relation to the lesson plans for each group in the present study.
3.5.2 Lesson Planning
For students, evidence of a plan shows them that the teacher has devoted time to thinking about the class. It strongly suggests a level of professionalism and a commitment to the kind of preparation they might reasonably expect. Lack of a plan may suggest the opposite of these teacher attributes. For the teacher, a plan however informal gives the lesson a framework an overall shape. It is true that he or she may end up departing from it at stages of the lesson, but at the very least it will be something to fall back on. Of course, good teachers are flexible and respond creatively to what happens in the classroom, but they also need to have thought ahead, have a destination they want their students to reach, and know how they are going to get their interests and desires. (Harmer, 2001: 121)
Teaching is best when the teacher is able to draw his lesson plans according to the needs, interests and capacities of the students involved. Lesson planning varies according to the subject the teacher intends to teach, Some subjects may necessitate detailed plans while others require a brief outline (Al-Mutawa and Kailani, 1989: 140).
Taking all the points above in consideration, the necessary lesson plans has been prepared before conducting the experiment. The experimental group lesson plan is worked out according to the independent variable, which is Project-work. The lesson starts by dividing the students into groups, 3 students each. Each group has been assigned one project: one for Islamic Art, the second about Turkish A while the third about Indian Art. The researcher asks each group to collect pictures, movies and topics from Internet about the three topics. In the week concerning Islamic Art, the researcher asks the assigned group to present the topic depending on what they have collected, then an oral discussion occurred, the researcher writes some expressions and vocabularies as notes and the students should write them later in their notebooks, and so on for the first two weeks, In the third week, the group who is responsible for the Turkish Art do the same thing for two weeks. Then the third group does the same procedure with Indian Art. The researcher adds some activities relating to the topic like grammar and vocabulary. At the end of the experiment, a post test is conducted for two the groups in order to know their performance in reading and writing.
As for the control group, the lesson plan is worked out according to the traditional technique, the lesson starts with reading the passage about Islamic Art and explaining its main idea to the students and also explaining the difficult vocabularies and write some of them on the board and ask students to repeat after the teacher, and then ask students to read the passage to improve their oral reading skill, after that, she ask some questions about the passage and do the exercises related to the passage and finally explain some grammatical forms. In the second lecture, she ask students to read the passage in order to correct their mistakes and ask them about difficult vocabularies, then do all the exercises related to the passage and continue with explaining some grammatical points relating to the passage as well. This procedure is followed with the rest of the topics taught to the control group.
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