Pub Date : 2022-12-24DOI: 10.36079/lamintang.jhass-0403.450
Ni Komang Ajeng Pratiwi
This is a conceptional article which the writer proposes a concept of implementation of teaching reading by using fiction. This is aimed to investigate how the fiction are used to materials in teaching reading. It shows that materials can be used to develop students’ reading skill. The pictures in the fiction are engaging and can help students by providing clear storyline as guidance to write story. In addition, the short story also part of fiction, it makes the students have shown their improvement such as they are able to comprehend the text well, the situation of the teaching reading process become more joyful and interesting. So, it can be concluded that the implementation of teaching reading by using fiction can improve the students’ reading skill.
{"title":"Implementation of Fiction in Teaching Reading","authors":"Ni Komang Ajeng Pratiwi","doi":"10.36079/lamintang.jhass-0403.450","DOIUrl":"https://doi.org/10.36079/lamintang.jhass-0403.450","url":null,"abstract":"This is a conceptional article which the writer proposes a concept of implementation of teaching reading by using fiction. This is aimed to investigate how the fiction are used to materials in teaching reading. It shows that materials can be used to develop students’ reading skill. The pictures in the fiction are engaging and can help students by providing clear storyline as guidance to write story. In addition, the short story also part of fiction, it makes the students have shown their improvement such as they are able to comprehend the text well, the situation of the teaching reading process become more joyful and interesting. So, it can be concluded that the implementation of teaching reading by using fiction can improve the students’ reading skill.","PeriodicalId":41415,"journal":{"name":"Khazar Journal of Humanities and Social Sciences","volume":"56 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81429930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-23DOI: 10.36079/lamintang.jhass-0403.439
Yatiman Karsodikromo, Mohd Razimi Husin, Abd Rahim Razali
Kajian ini bertujuan mengenal pasti pengaruh buli siber, kemurungan, kebimbangan dan tekanan terhadap pencapaian akademik murid. Kajian kualitatif ini meneroka implikasi buli siber ke atas lima orang murid mangsa buli siber dan telah dikenal pasti mempunyai tahap kemurungan, kebimbangan dan tekanan yang sangat tinggi melalui ujian soal selidik. Dapatan yang diperolehi melalui analasis tema menunjukkan antara implikasi yang dihadapi seperti tekanan perasaan, mudah tersinggung, bertindak keterlaluan, kesedihan, menyalahkan diri, merasa tidak dihargai, kecewa dan putus harapan, keinginan membunuh diri, malu, gangguan perasaan, bimbang dan takut, memendam perasaan, kurang yakin diri, kemarahan, hilang semangat dan implikasi akademik seperti tidak fokus dan ponteng sekolah. Kesimpulanya, buli siber membawa implikasi kemurungan, kebimbangan dan tekanan dari aspek emosi, psikologi dan fizikal. Penemuan daripada kajian ini dapat digunakan oleh pihak pemegang taruh khususnya dalam bidang pendidikan bagi merangka plan tindakan pemulihan ke atas mangsa buli siber. Implications of Cyber Bullying, Depression, Anxiety and Stress on Student Academic Achievement Abstract: This study aims to identify the influence of cyber bullying, depression, anxiety and stress on student academic achievement. This qualitative study explored the implications of cyberbullying on five students who were victims of cyberbullying and were identified as having very high levels of depression, anxiety and stress through a questionnaire test. Findings obtained through theme analysis show among the implications faced such as emotional stress, irritability, overacting, sadness, self-blame, feeling unappreciated, disappointed and hopeless, suicidal desire, shame, emotional disturbance, worry and fear, harboring feelings, lack of self-confidence, anger, loss of enthusiasm and academic implications such as lack of focus and skipping school. In conclusion, cyber bullying has implications for depression, anxiety and stress from emotional, psychological and physical aspects. The findings from this study can be used by stakeholders, especially in the field of education, to formulate a recovery action plan for victims of cyber bullying. Keywords: Anxiety, Cyberbullying, Depression, Stress.
{"title":"Implikasi Buli Siber, Kemurungan, Kebimbangan dan Tekanan terhadap Pencapaian Akademik Murid","authors":"Yatiman Karsodikromo, Mohd Razimi Husin, Abd Rahim Razali","doi":"10.36079/lamintang.jhass-0403.439","DOIUrl":"https://doi.org/10.36079/lamintang.jhass-0403.439","url":null,"abstract":"Kajian ini bertujuan mengenal pasti pengaruh buli siber, kemurungan, kebimbangan dan tekanan terhadap pencapaian akademik murid. Kajian kualitatif ini meneroka implikasi buli siber ke atas lima orang murid mangsa buli siber dan telah dikenal pasti mempunyai tahap kemurungan, kebimbangan dan tekanan yang sangat tinggi melalui ujian soal selidik. Dapatan yang diperolehi melalui analasis tema menunjukkan antara implikasi yang dihadapi seperti tekanan perasaan, mudah tersinggung, bertindak keterlaluan, kesedihan, menyalahkan diri, merasa tidak dihargai, kecewa dan putus harapan, keinginan membunuh diri, malu, gangguan perasaan, bimbang dan takut, memendam perasaan, kurang yakin diri, kemarahan, hilang semangat dan implikasi akademik seperti tidak fokus dan ponteng sekolah. Kesimpulanya, buli siber membawa implikasi kemurungan, kebimbangan dan tekanan dari aspek emosi, psikologi dan fizikal. Penemuan daripada kajian ini dapat digunakan oleh pihak pemegang taruh khususnya dalam bidang pendidikan bagi merangka plan tindakan pemulihan ke atas mangsa buli siber. \u0000Implications of Cyber Bullying, Depression, Anxiety and Stress on Student Academic Achievement \u0000Abstract: This study aims to identify the influence of cyber bullying, depression, anxiety and stress on student academic achievement. This qualitative study explored the implications of cyberbullying on five students who were victims of cyberbullying and were identified as having very high levels of depression, anxiety and stress through a questionnaire test. Findings obtained through theme analysis show among the implications faced such as emotional stress, irritability, overacting, sadness, self-blame, feeling unappreciated, disappointed and hopeless, suicidal desire, shame, emotional disturbance, worry and fear, harboring feelings, lack of self-confidence, anger, loss of enthusiasm and academic implications such as lack of focus and skipping school. In conclusion, cyber bullying has implications for depression, anxiety and stress from emotional, psychological and physical aspects. The findings from this study can be used by stakeholders, especially in the field of education, to formulate a recovery action plan for victims of cyber bullying. \u0000Keywords: Anxiety, Cyberbullying, Depression, Stress.","PeriodicalId":41415,"journal":{"name":"Khazar Journal of Humanities and Social Sciences","volume":"18 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88909546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-23DOI: 10.36079/lamintang.jhass-0403.448
Analisa, Lilik Nurhidayah
This research is a field research, quantitative in nature which has two independent variables, namely Awareness of Paying Taxes (X1), Tax Sanctions (X2), and using one dependent variable, namely Willingness to Pay Taxes (Y). This study aims to determine: (1) The effect of Awareness of Paying Taxes and Tax Sanctions Simultaneously on Willingness to Pay Taxes. (2) the influence of Awareness of Paying Taxes and Tax Sanctions partially on Willingness to Pay Taxes. The population of this research is the taxpayer on income tax in Tabalong Regency. The sample using Convenience Sampling is 100 respondents. Data collection techniques using a questionnaire. The collected data were analyzed using validity test, reliability test, classical assumption test, and multiple regression. The results of this study indicate that: (1) there is no positive and significant effect on Awareness of Paying Taxes, Tax Sanctions on Willingness to Pay Taxes. Shown by the value of Fcount 1.120 < Ftable 2.70 and with a significance (0.345 > 0.050), (2) there is no positive and significant effect of Awareness of Paying Taxes on Willingness to Pay Taxes. Shown by the value of -0.358 < 1.66088 and with a significance (0.721 > 0.050), (3) There is no positive and significant effect of Tax Sanctions on Willingness to Pay Taxes. It is indicated by a value of 0.143 < 1.66088 with a significance (0.137 > 0.050).
{"title":"The Effect of Awareness of Paying Taxes, Tax Sanctions on Willingness to Pay Income Tax in Tabalong Regency","authors":"Analisa, Lilik Nurhidayah","doi":"10.36079/lamintang.jhass-0403.448","DOIUrl":"https://doi.org/10.36079/lamintang.jhass-0403.448","url":null,"abstract":"This research is a field research, quantitative in nature which has two independent variables, namely Awareness of Paying Taxes (X1), Tax Sanctions (X2), and using one dependent variable, namely Willingness to Pay Taxes (Y). This study aims to determine: (1) The effect of Awareness of Paying Taxes and Tax Sanctions Simultaneously on Willingness to Pay Taxes. (2) the influence of Awareness of Paying Taxes and Tax Sanctions partially on Willingness to Pay Taxes. The population of this research is the taxpayer on income tax in Tabalong Regency. The sample using Convenience Sampling is 100 respondents. Data collection techniques using a questionnaire. The collected data were analyzed using validity test, reliability test, classical assumption test, and multiple regression. The results of this study indicate that: (1) there is no positive and significant effect on Awareness of Paying Taxes, Tax Sanctions on Willingness to Pay Taxes. Shown by the value of Fcount 1.120 < Ftable 2.70 and with a significance (0.345 > 0.050), (2) there is no positive and significant effect of Awareness of Paying Taxes on Willingness to Pay Taxes. Shown by the value of -0.358 < 1.66088 and with a significance (0.721 > 0.050), (3) There is no positive and significant effect of Tax Sanctions on Willingness to Pay Taxes. It is indicated by a value of 0.143 < 1.66088 with a significance (0.137 > 0.050).","PeriodicalId":41415,"journal":{"name":"Khazar Journal of Humanities and Social Sciences","volume":"134 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78093965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-22DOI: 10.36079/lamintang.jhass-0403.421
Christian Ashley Calica, Joseph T. Lobo
This study is aimed to describe dance's effect and its different forms on mental health. The respondents of this study are students taking Bachelor of Performing Arts at City College of Angeles. The Mental Effect of Dance Questionnaire was utilized to gather data through an online survey. The said questionnaire has undergone pilot testing α =.975 and .946, which confirms that the instrument can be utilized. Descriptive analyses were used to describe the effects of dance and its different forms on mental health. Independent T-Test Analysis, Mann-Whitney U, and Kruskal-Wallis H analyses were utilized to determine the difference between groups in the cognitive effect of the dance and its genre regarding gender and year level. After data were obtained from 83 students, the results showed that dance positively affects their mental health. On the other hand, there was no significant difference between groups regarding gender and year level regarding the mental effect of the dance and its genres. Results found that most BPeA students answered that dance has a good impact and benefits them, especially in their mental health. From the results obtained, this study suggests providing different seminars and exposures for the students to gain knowledge about the benefits of dance based on various dance forms to students' mental health. These findings provide new information to students and professionals interested in researching dance and mental health. Further investigation is also recommended to support this research study.
{"title":"Dance and Its Effect on the Mental Health of Performing Arts Students","authors":"Christian Ashley Calica, Joseph T. Lobo","doi":"10.36079/lamintang.jhass-0403.421","DOIUrl":"https://doi.org/10.36079/lamintang.jhass-0403.421","url":null,"abstract":"This study is aimed to describe dance's effect and its different forms on mental health. The respondents of this study are students taking Bachelor of Performing Arts at City College of Angeles. The Mental Effect of Dance Questionnaire was utilized to gather data through an online survey. The said questionnaire has undergone pilot testing α =.975 and .946, which confirms that the instrument can be utilized. Descriptive analyses were used to describe the effects of dance and its different forms on mental health. Independent T-Test Analysis, Mann-Whitney U, and Kruskal-Wallis H analyses were utilized to determine the difference between groups in the cognitive effect of the dance and its genre regarding gender and year level. After data were obtained from 83 students, the results showed that dance positively affects their mental health. On the other hand, there was no significant difference between groups regarding gender and year level regarding the mental effect of the dance and its genres. Results found that most BPeA students answered that dance has a good impact and benefits them, especially in their mental health. From the results obtained, this study suggests providing different seminars and exposures for the students to gain knowledge about the benefits of dance based on various dance forms to students' mental health. These findings provide new information to students and professionals interested in researching dance and mental health. Further investigation is also recommended to support this research study.","PeriodicalId":41415,"journal":{"name":"Khazar Journal of Humanities and Social Sciences","volume":"9 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85483961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-22DOI: 10.36079/lamintang.jhass-0403.402
H. Ali
Test and Error Correction Model were the tools that were used to estimate the relationship between the variables. Data is from the World Bank Development Indicators (WDI) online database, 2021, Official Gazettes of the Federal Republic of Nigeria, Federal Ministry of Education and Macrotrend, 2021. Empirical results showed that the ratio of human capital to government spending was positive at 5 per cent in the short term, in line with a previous expectation. The long-term relationship between human capital development, poverty and income inequality in Nigeria has been negative. The ECM has a weak rate of adjustment of 1.2 per cent and a 1 per cent significance of this imbalance is corrected annually. Therefore, among other things, it was recommended that the federal government should increase budget allocations for the education and health sectors, and improves living standards through empowerment and the acquisition of self-employment skills.
{"title":"Human Capital Development, Poverty and Income Inequality in Nigeria (1985-2020)","authors":"H. Ali","doi":"10.36079/lamintang.jhass-0403.402","DOIUrl":"https://doi.org/10.36079/lamintang.jhass-0403.402","url":null,"abstract":"Test and Error Correction Model were the tools that were used to estimate the relationship between the variables. Data is from the World Bank Development Indicators (WDI) online database, 2021, Official Gazettes of the Federal Republic of Nigeria, Federal Ministry of Education and Macrotrend, 2021. Empirical results showed that the ratio of human capital to government spending was positive at 5 per cent in the short term, in line with a previous expectation. The long-term relationship between human capital development, poverty and income inequality in Nigeria has been negative. The ECM has a weak rate of adjustment of 1.2 per cent and a 1 per cent significance of this imbalance is corrected annually. Therefore, among other things, it was recommended that the federal government should increase budget allocations for the education and health sectors, and improves living standards through empowerment and the acquisition of self-employment skills.","PeriodicalId":41415,"journal":{"name":"Khazar Journal of Humanities and Social Sciences","volume":"15 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84335020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The escalation of plagiarism in universities and subsequent litigations by postgraduate students seeking to challenge universities’ decisions through courts of law worldwide are noticeably increasing. This article reviews trends in plagiarism-related litigations involving postgraduate students in universities in East Africa. The focus is on select universities in Kenya, Uganda and Tanzania. The objective is to determine the approaches that courts of law in the region, and those in other jurisdictions, have adopted in developing legal principles while determining plagiarism-related litigations. The recommendations advanced seek to assist courts in the region to determine cases in accordance with emerging and well-defined legal principles on plagiarism amplified in numerous precedents. The exposition can also inform university authorities to discharge their respective roles more effectively and diligently while dealing with plagiarism-related disciplinary cases. Potential student litigants can also be in a better position to make logical and informed choices with confidence on decisions arrived at by universities.
{"title":"Judicial Approaches in Plagiarism Litigation: Lessons for Universities in East Africa","authors":"H. Majamba","doi":"10.56279/jhss.v11i2.6","DOIUrl":"https://doi.org/10.56279/jhss.v11i2.6","url":null,"abstract":"The escalation of plagiarism in universities and subsequent litigations by postgraduate students seeking to challenge universities’ decisions through courts of law worldwide are noticeably increasing. This article reviews trends in plagiarism-related litigations involving postgraduate students in universities in East Africa. The focus is on select universities in Kenya, Uganda and Tanzania. The objective is to determine the approaches that courts of law in the region, and those in other jurisdictions, have adopted in developing legal principles while determining plagiarism-related litigations. The recommendations advanced seek to assist courts in the region to determine cases in accordance with emerging and well-defined legal principles on plagiarism amplified in numerous precedents. The exposition can also inform university authorities to discharge their respective roles more effectively and diligently while dealing with plagiarism-related disciplinary cases. Potential student litigants can also be in a better position to make logical and informed choices with confidence on decisions arrived at by universities.","PeriodicalId":41415,"journal":{"name":"Khazar Journal of Humanities and Social Sciences","volume":"2 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88277951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Non-Communicable Diseases (NCDs) are among the major public health problems facing the world today. Despite contributing to over half of all deaths worldwide, and being a major challenge in low- and middle-income countries, NCDs have received less attention. In Tanzania, studies focusing on the assessment of comprehensive knowledge of NCDs are lacking. This study aims to assess knowledge, attitudes and behaviour of the Dar es Salaam University College of Education (DUCE) community on selected NCDs. A cross-sectional study was conducted to assess knowledge, attitudes and practices on selected NCDs. The study involved both students and staff at the DUCE. A descriptive analysis was adopted for the quantitative data collected through structured questionnaires. The study findings show that the general knowledge of the DUCE community about some selected NCDs was generally high. However, there was a very low level of knowledge about risk factors, early symptoms and preventive measures. Regarding risk factors, a very small proportion of students (1.6%) and staff (3.1%) consumed tobacco products. Only 75 (13.1%) of students and 70 (36.5%) of staff consumed alcohol. The intake of fruits and vegetables among the community was insufficient. About 493 (86%) of the students and 135 (70.3%) of the staff added salt or salty sauce to their meals. As for physical activities, 234 (40.8%) of the students and 99 (51.6%) of the staff reported that they ran or participated in games and sports for at least one day in a week. The study concludes that while generally there is a high level of knowledge about NCDs, there is a very low level of knowledge about risk factors, early symptoms and preventive measures. The study underlines the need to increase the awareness of the DUCE population on risk factors associated with NCDs, early signs and preventive measures that people should take to prevent NCDs in the future.
{"title":"Knowledge, Attitude and Practices on Non-Communicable Diseases among Students and Staff at the Dar es Salaam University College of Education in Tanzania","authors":"S. Maluka, S. Sangeti","doi":"10.56279/jhss.v11i2.8","DOIUrl":"https://doi.org/10.56279/jhss.v11i2.8","url":null,"abstract":"Non-Communicable Diseases (NCDs) are among the major public health problems facing the world today. Despite contributing to over half of all deaths worldwide, and being a major challenge in low- and middle-income countries, NCDs have received less attention. In Tanzania, studies focusing on the assessment of comprehensive knowledge of NCDs are lacking. This study aims to assess knowledge, attitudes and behaviour of the Dar es Salaam University College of Education (DUCE) community on selected NCDs. A cross-sectional study was conducted to assess knowledge, attitudes and practices on selected NCDs. The study involved both students and staff at the DUCE. A descriptive analysis was adopted for the quantitative data collected through structured questionnaires. The study findings show that the general knowledge of the DUCE community about some selected NCDs was generally high. However, there was a very low level of knowledge about risk factors, early symptoms and preventive measures. Regarding risk factors, a very small proportion of students (1.6%) and staff (3.1%) consumed tobacco products. Only 75 (13.1%) of students and 70 (36.5%) of staff consumed alcohol. The intake of fruits and vegetables among the community was insufficient. About 493 (86%) of the students and 135 (70.3%) of the staff added salt or salty sauce to their meals. As for physical activities, 234 (40.8%) of the students and 99 (51.6%) of the staff reported that they ran or participated in games and sports for at least one day in a week. The study concludes that while generally there is a high level of knowledge about NCDs, there is a very low level of knowledge about risk factors, early symptoms and preventive measures. The study underlines the need to increase the awareness of the DUCE population on risk factors associated with NCDs, early signs and preventive measures that people should take to prevent NCDs in the future.","PeriodicalId":41415,"journal":{"name":"Khazar Journal of Humanities and Social Sciences","volume":"14 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75315135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research paper investigates sexism in Tanzania’s secondary school English language textbooks with a focus on the adjectives used to describe women and men in textbooks published between 2005 and 2014. The paper aims to reveal how women and men are described, uncover gender ideologies conveyed by adjective descriptions and characterise the gender ideologies as hegemonic or deviant. Data were collected through a critical textual review of eight (8) textbooks. This paper is anchored on the Feminist CDA theory; and Fairclough’s three-dimensional framework was used as the analytic tool whereby data were described, interpreted and explained. The findings indicate that women and men are perceived differently in terms of number and types of adjectives attributed to them despite some similar attributions. In particular, there are more adjectives describing men than women. It is also found out that women are described mostly by physical property adjectives than other personalities. The study also revealed that some ideologies conveyed by adjectives are hegemonic, while others are deviant. Generally, the adjectives used to represent women and men in Tanzania’s secondary English language textbooks portray a sexist attitude about women and men since many adjectives still indicate gender stereotypes despite some positive changes.
{"title":"Sexism in Tanzanian Secondary School English Language Textbooks: Investigation of Adjective Attributions","authors":"Fides Pangani, Antoni Keya","doi":"10.56279/jhss.v11i2.7","DOIUrl":"https://doi.org/10.56279/jhss.v11i2.7","url":null,"abstract":"This research paper investigates sexism in Tanzania’s secondary school English language textbooks with a focus on the adjectives used to describe women and men in textbooks published between 2005 and 2014. The paper aims to reveal how women and men are described, uncover gender ideologies conveyed by adjective descriptions and characterise the gender ideologies as hegemonic or deviant. Data were collected through a critical textual review of eight (8) textbooks. This paper is anchored on the Feminist CDA theory; and Fairclough’s three-dimensional framework was used as the analytic tool whereby data were described, interpreted and explained. The findings indicate that women and men are perceived differently in terms of number and types of adjectives attributed to them despite some similar attributions. In particular, there are more adjectives describing men than women. It is also found out that women are described mostly by physical property adjectives than other personalities. The study also revealed that some ideologies conveyed by adjectives are hegemonic, while others are deviant. Generally, the adjectives used to represent women and men in Tanzania’s secondary English language textbooks portray a sexist attitude about women and men since many adjectives still indicate gender stereotypes despite some positive changes.","PeriodicalId":41415,"journal":{"name":"Khazar Journal of Humanities and Social Sciences","volume":"38 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84690653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reports the findings of a study on the utilisation of questions by lecturers in facilitating teaching and learning during lectures at the University of Dar es Salaam. Three objectives guided the study: (i) identifying the types of questions that lecturers use to facilitate teaching and learning; (ii) establishing the pattern of lecturers’ use of questions; and (iii) determining why lecturers use questions as a discourse strategy to convey information at a sophisticated level of academic rhetoric to facilitate knowledge delivery. Data used to demonstrate this linguistic practice were collected from eight (8) recorded lectures, and interviews with lecturers teaching first-year students in two departments of the University of Dar es Salaam: Political Science and Public Administration, and Sociology and Social Anthropology. Using the discourse analysis (DA) approach, the study identified and analysed the nature of questions as a discourse strategy for lecturers struggling to cope with rising numbers of undergraduate students, and as part of spoken registers generically applied in university teaching in Tanzania. The study found that lecturers used four types of questions: tag, rhetorical, closed-ended and open-ended questions. It further established that lecturers used the four types of questions as pedagogical strategy to stimulate students, involve them, and to manage a class. These four types of questions played a facilitative role in enabling knowledge transfer during lectures with large numbers of undergraduates being baptised to university teaching methods at the ‘deep-end’. Overall, this question pedagogical strategy proved to be useful at the University of Dar es Salaam that continues to witness a steady growth in the numbers of matriculating undergraduate students. This paper, therefore, broadens the understanding on how university lecturers utilise various discourse strategies to enhance knowledge delivery and understanding.
{"title":"Classroom Discourse in Populated Classes in Tanzania: Questions as Pedagogical Lecturing Strategy at the University of Dar es Salaam","authors":"E. Shartiely","doi":"10.56279/jhss.v11i2.3","DOIUrl":"https://doi.org/10.56279/jhss.v11i2.3","url":null,"abstract":"This paper reports the findings of a study on the utilisation of questions by lecturers in facilitating teaching and learning during lectures at the University of Dar es Salaam. Three objectives guided the study: (i) identifying the types of questions that lecturers use to facilitate teaching and learning; (ii) establishing the pattern of lecturers’ use of questions; and (iii) determining why lecturers use questions as a discourse strategy to convey information at a sophisticated level of academic rhetoric to facilitate knowledge delivery. Data used to demonstrate this linguistic practice were collected from eight (8) recorded lectures, and interviews with lecturers teaching first-year students in two departments of the University of Dar es Salaam: Political Science and Public Administration, and Sociology and Social Anthropology. Using the discourse analysis (DA) approach, the study identified and analysed the nature of questions as a discourse strategy for lecturers struggling to cope with rising numbers of undergraduate students, and as part of spoken registers generically applied in university teaching in Tanzania. The study found that lecturers used four types of questions: tag, rhetorical, closed-ended and open-ended questions. It further established that lecturers used the four types of questions as pedagogical strategy to stimulate students, involve them, and to manage a class. These four types of questions played a facilitative role in enabling knowledge transfer during lectures with large numbers of undergraduates being baptised to university teaching methods at the ‘deep-end’. Overall, this question pedagogical strategy proved to be useful at the University of Dar es Salaam that continues to witness a steady growth in the numbers of matriculating undergraduate students. This paper, therefore, broadens the understanding on how university lecturers utilise various discourse strategies to enhance knowledge delivery and understanding.","PeriodicalId":41415,"journal":{"name":"Khazar Journal of Humanities and Social Sciences","volume":"146 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76000013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Imani Mwang'eka, Chrispina Alphonce, Adronis Selestino
This article analyses the basic morphosyntactic features of relative clause markers (RMs) in Chindali, spoken in Tanzania. A qualitative approach was employed with a descriptive research design in the process of generating, analysing data, as well as reporting the findings. The data for the study were collected through text collection. The researcher gathered sentences with relative clauses (RCs) from 10 informants by recording them with their consent, and three (3) written Chindali storybooks. Informants were sampled through the snowball technique. The study revealed that Chindali RCs are marked by free-standing relative pronouns that are bound by agreement. These RMs are classified based on the noun class system of the language. It further revealed that RMs can be formed morphologically with or without class agreement marker (CAM). Chindali RMs with CAM have the morphological structure of ‘CAM + stem-o’, whereas RMs without CAM have the morphological structure ‘stem (C/CC+O)’. RMs without CAM results from deletion process. RMs are distinguished phonologically by the reduplication of the consonants of the CAM(s), followed by a clitic ‘o’ which is the root of the marker. It is also distinguished by the affixation of the glides (G) ‘w’ and ‘y’ in some consonants, as well as the change of the vowel to clitic ‘o’. CAM has the phonological shape CVC (G) V. The relative clauses are introduced syntactically by the language’s relative markers placed at the beginning of a clause linking the RC and a head noun; thus, making the RC an NP syntactic modifier. In Chindali, relative clauses are externally headed postnominal relatives introduced by RMs with a NRC pattern expressing class agreement with the head noun. Semantically, relative markers influence the types of RCs that exist, whether they are restrictive or appositive relatives; and modify things, persons, animals or ideas. The study suggests further research into other aspects of Chindali’s relativization.
{"title":"Morphosyntactic Analysis of Relative Clause Markers in Chindali","authors":"Imani Mwang'eka, Chrispina Alphonce, Adronis Selestino","doi":"10.56279/jhss.v11i2.4","DOIUrl":"https://doi.org/10.56279/jhss.v11i2.4","url":null,"abstract":"This article analyses the basic morphosyntactic features of relative clause markers (RMs) in Chindali, spoken in Tanzania. A qualitative approach was employed with a descriptive research design in the process of generating, analysing data, as well as reporting the findings. The data for the study were collected through text collection. The researcher gathered sentences with relative clauses (RCs) from 10 informants by recording them with their consent, and three (3) written Chindali storybooks. Informants were sampled through the snowball technique. The study revealed that Chindali RCs are marked by free-standing relative pronouns that are bound by agreement. These RMs are classified based on the noun class system of the language. It further revealed that RMs can be formed morphologically with or without class agreement marker (CAM). Chindali RMs with CAM have the morphological structure of ‘CAM + stem-o’, whereas RMs without CAM have the morphological structure ‘stem (C/CC+O)’. RMs without CAM results from deletion process. RMs are distinguished phonologically by the reduplication of the consonants of the CAM(s), followed by a clitic ‘o’ which is the root of the marker. It is also distinguished by the affixation of the glides (G) ‘w’ and ‘y’ in some consonants, as well as the change of the vowel to clitic ‘o’. CAM has the phonological shape CVC (G) V. The relative clauses are introduced syntactically by the language’s relative markers placed at the beginning of a clause linking the RC and a head noun; thus, making the RC an NP syntactic modifier. In Chindali, relative clauses are externally headed postnominal relatives introduced by RMs with a NRC pattern expressing class agreement with the head noun. Semantically, relative markers influence the types of RCs that exist, whether they are restrictive or appositive relatives; and modify things, persons, animals or ideas. The study suggests further research into other aspects of Chindali’s relativization.","PeriodicalId":41415,"journal":{"name":"Khazar Journal of Humanities and Social Sciences","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90209871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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