AN EVALUATION STUDY OF THE ENGLISH SYLLABUS (PETRA) USED AT THE EIGHTH,

NINTH AND TENTH GRADES IN THE WEST BANK GOVERNMENT SCHOOLS

Author(s): AZIZ KHALIL and JEANNE KATTAN
Source: Bethlehem University Journal, Vol. 14 (1995), pp. 75-77
Published by: Pluto Journals
Stable URL: https://www.jstor.org/stable/26444824
Accessed: 03-01-2022 02:24 UTC

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Bethlehem University Journal, Vol. 14 (1995)

AN EVALUATION STUDY OF THE ENGLISH

SYLLABUS
(PETRA) USED AT THE EIGHTH, NINTH AND
TENTH
GRADES IN THE WEST BANK GOVERNMENT
SCHOOLS

AZIZ KHALIL*
JEANNE KATTAN *

This report summarizes the findings of an evaluation stu

effectiveness and suitability of PETRA materials used at the 8
10th Grades in the West Bank schools. (Khalil & Kattan, 1
questions were addressed by the study:

1- What is the English language teachers' evaluation of the

components of PETRA materials ?
2- What is the English language supervisors' evaluation
materials ?
3- What is the researchers' own evaluation of these materials
4- To what extent do these materials reflect the English
teaching objectives set by the Ministry of Education in
1989 ?

The sample of the study consisted of 255 school teachers of 8th,

9th and 10th Grades, representing 24.4% of teachers of English in
Hebron, Bethlehem, Ramallah, Nablus and Jerusalem. In Jerusalem,

* Dr. Aziz Khalil, Associate Professor of Applied Linguistics, English Department,

Bethlehem University
* Dr. Jeanne Kattan, Assistant Professor of Applied Linguistics and Chair of the English
Department, Bethlehem University.

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only UNRWA school teachers participated in the study.

Four data collection procedures were used:

1- Teacher Questionnaire that covered the seven components of

PETRA, namely, Teacher's Book, Student's Book, Reader,
Workbook, Role cards, Cassettes and Wall Pictures.
2- Interviews with Supervisors.
3- Researcher Questionnaire that covered the seven components.
4- Content analysis of PETRA materials and Ministry English language
teaching objectives.

Some teacher responses revealed the following disturbing facts.

1- 27.5%, 38.2% and 46.4% of 8th, 9th and 10th grade teachers,
respectively, reported that they RARELY/NEVER use the Reader.
2- 18.7%, 28.1% and 37.6% reported that they RARELY/NEVER use
Wall Pictures.
3- 62.7%, 64% and 64% reported that they RARELY/NEVER use Role
cards.
4- 13.2%, 15.7% and 28% reported that they RARELY/NEVER use
Cassettes.

With regard to PETRA training received by teachers, 79%, 78%

and 83% of 8th, 9th and 10th grade teachers, respectively, reported that
they had only 1-6 days of training, and 21%, 22% and 17% had 2-7
weeks of training.

The researchers' own analysis of PETRA revealed that the

majority of the listening and speaking activities are controlled/guided.
With regard to the reading activities, the majority of comprehension
questions are factual and straightforward. In contrast, inference
questions are very few in number. As for writing, free activities are
almost non-existent.

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 Based on the findings summarized above, the following
recommendations have been made. First, teacher development
workshops and courses should be organized. Emphasis should be placed
on the teaching of the listening and speaking skills, two essential
skills that are almost neglected in the schools. Besides, there should
be a demonstration of the effective and efficient use of Role cards and
Cassettes in the classroom. Second, English language supervisors should
help teachers to build their confidence by means of co-operative
activities that encourage teachers to be responsible for their own
personal and professional growth. Third, teachers should also be
encouraged to form Action Research groups whose task is to identify
problem areas for investigation in their classroom. Such practice-based
research would empower teachers to become teacher-researchers.
Fourth, since ongoing evaluation of the curriculum is an essential
component of curriculum development, the writers of PETRA materials
can benefit from the findings of this evaluative study in their revision,
adjustment and improvement of these materials as well as in the future
design and writing of materials for Grades 11 and 12. Finally, it is also
recommended that the Palestinian educational authorities design
systematic pre- and in-service teacher development workshops and
courses for Palestinian teachers .'-The findings of this study can function
as guidelines for the selection of the content to be covered in these
sessions. We must admit that the Post-graduate Teaching Diploma
programme, which should be a prerequisite for teaching certification, is
a step in the right direction.

Source: Khalil, A. & Kattan, J. (1994). An Evaluation Study of PETRA Materials Used at
the Eighth, Ninth and Tenth Grades in. the West Bank Government Schools.

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