3.5 Data Analysis Perception

3.5 Data Analysis

3.5.1 Perception analysis

Perception is the organization, identification, and interpretation of sensory information in order to represent and understand the environment. All perception involves signals in the nervous system, which in turn result from physical or chemical stimulation of the sense organs. It can also be defined as the ability to see, hear, or become aware of something through the senses. In this research, the students’ perception was analyzed. Their perception was based on the picture which was shown in the class. The picture was used as a clue for them in guessing the topic of the text. Their perception would be assessed by the grading rubric which was proposed by Tareek Bahaa EL Deen (2014)

Coverage of the Topic Capture the Important information about the topic and increase the audience’ understanding Capture the Important information but the audience may need more information to understand fully. The statements of the topic are too general or incomplete. The audience needs more information to understand The details of the statements have little or nothing to do with the main topic

3.5.2 Prediction analysis

Prediction is a statement about what you think will happen in the future. On the other hand, it can be defined as a statement about an uncertain event. It is often, but not always, based upon experience or knowledge. There is no universal agreement about the exact difference between the two terms; different authors and disciplines ascribe different connotations. (Merriam Webster Dictionary). In this research, the students should have their own prediction about the topic of the story. Their predictions would be assessed by the prediction assessment which was proposed by H.Gebhardt (2013).

Table 3.5.2 Making Prediction

The first phase occurs when learners, initially, construct in their minds the basic ideas, principles and theories that are inherent in content. This is a process of internalization. The second phase occurs when learners effectively use those ideas, principles and theories as they become relevant in their lives. This is a process of application. Good teachers cultivate critical thinking at every stage of learning, including initial learning. The work of William Glasser, M.D., provides insight into nurturing the critical thinking process through the use of specific types of questions. Glasser’s quality schools approach uses the reality therapy questioning process to encourage students to process information analytically. By preparing a questioning strategy, teachers can present information in a manner that is conducive to promoting intellectually-engaged thinking.

Table 3.5.3 Creating Questions Rubric

Poor

(0 point) Fair

(2points) Good

(4points) Excellent

(6points)

Question Relevance Two or more questions are not relevant to the topic One question is relevant to the topic. Two questions are relevant to the topic. More than two questions written that are relevant to the topic

Question complexity Two or more of the questions do not form higher order thinking questions.

Refer to "thin" and "thick" questions handout. One question forms higher order thinking