“Universal Characteristics of EFL/ESL textbooks: A step towards systematic Textbook evaluation”

Hasan Ansary and Esmat Babaii

Criticized by : Khumaidah

In February 2002 a TESL journal “Universal Characteristics of EFL/ESL textbooks: A step towards systematic Textbook evaluation”, Hasan Ansary and Esmat Babaii at the Shiraz University presented the study about the common- core characteristics of standard EFL/ESL textbooks by using checklist approach. It discussed about whether or not a de facto consensus exists all over the world and what makes a good standard EFL/ESL textbook. Besides, the discussion is for looking for some theory-neutral, universal and broad consensus-reached characteristic of EFL/ESL textbooks and also for drawing up some guidelines for the generation as well as systematic evaluation of EFL/ESL textbooks and the last for a graphically represented mode of EFL/ESL textbook analysis.


Hasan Ansary and Esmat Babaii (Shiraz University), in his article “Universal Characteristics of EFL/ESL textbooks: A step towards systematic Textbook evaluation” say that no textbook is perfect. Teachers should be more careful in taking the materials for the students. They should base on the suitable purpose and needs and be used judiciously. By using the 10 EFL/ESL textbook evaluation schemes and 10 EFL/ESL textbooks reviews, the study has stated that there is a limitation to teach the materials which can be expected to do for us because for getting the complex satisfaction in managing the language learning is difficult to get. In this study the researcher has described that however perfect the textbook is, it is just tool in the hands of the teacher. It depends on the teacher what will be done with the textbook

Summary of 'The Country of the Blind'

Author: Herbert George Wells

Plot: 

In this tale a mountain climber falls off into a strange and isolated world which is inhabited by blind people who claim to have been in existence for about 15 generations and cut off from the rest of the world by an earthquake in the early years of founding. The intruder remembers an old rhyme and quickly decides that "In the Country of the Blind, the One-eyed Man is King."

However, his attitude seems wrong in a society which no longer knows the meaning of the word "see" and still operates perfectly, effectively and happily with their other senses tuned sensitively. Virtually imprisoned and relegated to serve them, the interloper begins to learn living with his disability - his sight. Eventually he falls in love with a woman. He gains the permission to marry her only if he is willing to abandon his eyes, which are deemed the course of the irrational outbursts which occurred in the beginning of his 'imprisonment', and have them removed. When he finally has to choose between his love and one of his most important senses, his sight, he chooses the latter one and decides to break out.

Interpretation: The whole story is a reversal of the idea of disability which shows us that the circumstances alone define the word disability. The experience of being an alien seems to be the major point of this story.

The visitor first thinks that he has got an advantage over the blind people, remembering an old phrase: "In the Country of the Blind, the One-eyed Man is King," but his advantage turns out to be in fact a disadvantage. The climax of the story is the end where he has to decide whether his sight is more important to him or love.

Values in English Language Teaching

Review of
Values in English Language Teaching

Author : Bill Johnston
Copyright : Book edition; Lawrence Erlbaum Associates, Inc. 2003
E-book edition; Taylor & Francis e-Library. 2008
Pages : xii + 139

A. Introduction
This book, Values in English Language Teaching, explores and explains the complex and often contradictory moral opinion or view of the language classroom, gradually revealing how teaching is not a matter of clear-cut choices but of wrestling with problems and making difficult decisions in situations often given with conflict. The author of this book, Johnston, examines the underlying values that teachers hold as individuals and as members of their profession, and demonstrates how those values is reflected in the real world of language classrooms. Matters addressed include connections between the moral and political dimensions in English language teaching, and between values and religious beliefs; relationships between teacher identity and values; the meaning of professionalism; and how it is associated with morality and values; the ways in which teacher development is a moral issue; and the marginality of English language teaching.
The focus of this book is on the values and morals that play a role in English language teaching (ELT), primarily concerning the role of the teacher. The author cautions the reader by stating that he is not in way using this book as a soapbox for imposing his personal values. Rather, the arguments of the book are taken from real-life examples in an attempt to raise English language teachers’ consciousness concerning their own values in the decisions they make concerning their teaching.


B. Content
I. Chapter One
In this chapter, the writer sets out the basic claim that he substantiate throughout the book: that ELT is a value-laden occupation; that the values underlying it are complex, conflicting, and rooted in the details of context; and that it is important to bring to consciousness the moral dimensions of English teaching.
The author gives a definition of important terms such as values and morals from a general educational perspective as well as in the context of English language instruction. The rationale for this book is that every teacher has a set of values that determines how he/she handles the various that occur in the classroom, but until now, there has not been a focus on such issues in the English language classroom. Based on the premise that it is impossible to teach without values, the author contends that “it is only by confronting the moral complexity and ambiguity of our teaching that we can hope to identify the good and right things to do in any given set of circumstances, that is, to know the right way to teach”.
Then the author ends this chapter by surveying existing research on the moral dimensions of teaching in general education and by suggesting that in some ways ELT is comparable but that in others it has its own peculiar moral aspects that must be explored and be understood on its own terms.

II. Chapter Two
This chapter focuses on moral decisions that English language teachers must make as they interact with students, with the curriculum and with their role as a representative of their school. These categories include such issues as classroom rules, teachers’ expectations of their students, cross-cultural issues between the culture of the teacher and that of the students, values in the textbook, choosing which variety of English will be taught and the teacher’s role as agent of the school or other institution versus the teacher to the students. Perhaps the most important argument made in this chapter is that teachers cannot make general, blanket decisions on these issues, but that decisions must be made based on the teacher’s own values along with how these values interact with each individual context or situation.
This chapter contains the author test of the moral dimensions of ELT classroom interaction. This includes things that teachers and students say and do, the ways in which they interact, and the materials they use. Johnston begins by taking a detailed look at the moral meanings encoded in examples of classroom discourse, focusing on four aspects: rules and regulations, curricular substructure, expressive morality, and voice. Then he looks at three aspects of the ELT curriculum that are charged with values: values in the textbook, moral choices that have to be made in pronunciation teaching, and the clash of values that underlies the process-product debate in the teaching of writing. Last, he analyzes an important yet often overlooked moral dynamic: the clash between the teacher’s role as individual and teacher and her position as de facto representative of the institution in and for which she teaches.

III. Chapter Three
In this chapter, the author explains the relationship of values with politics in ELT. The author defines politics as “anything that has to do with power and the control of resources of every conceivable kind.” (p. 53) He identifies and discusses five major areas where ELT is affected by politics: language education associated with colonization, the imposition of the English language on indigenous peoples, the education of immigrants and refugees, the use of the English language in the advancement of technology (for example the internet) and the use of English in the process of globalization. The author presents one potential approach to the problems that come with the politics of ELT: critical pedagogy, which is defined as education that has social change as its desired outcome. He cautions, however, that such an approach still requires certain moral choices which some may not find appropriate.
The author analyzes the moral aspects of an example of critical pedagogy in action in an ESL setting, and then he considers the moral underpinnings of the question of whether critical pedagogy can be enacted in EFL contexts. After presenting a short critique of critical pedagogy from the standpoint of values, he analyze the central Preface x moral dilemma that dwells in the political dimension of ELT: the clash between the good inherent in the act of teaching someone another language and our participation through this teaching in global processes of cultural, linguistic, and economic imperialism.
IV. Chapter Four
This chapter presents an in-depth analysis of the moral significance of one aspect of teachers’ work: testing and assessment. He begins by considering the value-laden nature of evaluation. He then looks at the moral dimensions of widely accepted forms of student evaluation practiced in ELT programs. The author moves on to consider the issues of values raised by standardized tests such as the Test of English as a Foreign Language (TOEFL) and the moral dilemmas that inhere in alternative forms of as-assessment.
The author presents two paradoxes that are a part of testing in ELT. The first is that testing will always be subjective regardless of the desire to make it objective. The second is that most teachers feel the need to evaluate their students, yet do not like giving tests for various reasons. There are several ways that testing is value-laden: it places a value on students (i.e. a grade), it compares students to others, it can affect their present and future lives and lastly, despite what one might think, testing is not just about the content being tested, but it includes the real world surrounding the student.
The author also argues that the distinction between formative and summative evaluation is rather blurry. The next section of this chapter explores various types of assessment, including how assessment is related to the teacher-student relationship, how to assess a student’s knowledge of the language, and even going beyond the student’s knowledge to assess the student’s effort, participation and attitude. The author also raises the dilemma of determining who is a good student and who is a bad student. The next section tackles standardized testing, and in particular TOEFL, claiming that the major problem with such tests is that it is impersonal and does not take into account any individual circumstances.
The final section of this chapter discusses the issue of alternative or authentic assessment, including such things as journals, portfolios, and other types of writing assignments. While the author admits that he believes this latter form of assessment to be more desirable, he acknowledges that it is also value-laden. The primary argument of the author is that the educational experience is contextual and individual, and assessment should also follow suit. The author closes this chapter by posing the question of whether morally justifiable forms of evaluation are possible.
V. Chapter Five
The author, Bill Johnston, considers three facets of teacher identity that particularly bound up with values and moral judgment. They are teacher-student relations, the professional role of the teacher and the place of religious beliefs in the classroom. The first argument is that each teacher will face the moral dilemma of how much to become involved in students’ lives. Some involvement is inevitable, but much of the teacher-student relationship is based on moral choices. Another choice teachers must make is to determine the balance between the authority and respect as the teacher and yet remain approachable to the students.
The issue of professionalism raises the question of how English language teachers see themselves, as well as how others (e.g. administrators and other colleagues) see English language teachers. Religion plays a part in teacher identity for several reasons. The author presents the historical background on religion and education in general. It is also noted that teachers’ personal beliefs do affect how they conduct their classes. Others may even make moral choices in deciding whether to talk about their religious beliefs and practices. Lastly, there are the issue of students’ beliefs and how teachers must prepare to students’ beliefs that is different from their.

VI. Chapter Six
The author raises the issue of teacher development as a moral choice. The author has defined teacher development from a European perspective. It is professional and personal growth “that teachers themselves undertake and that is guided by the teachers concerned.” (p. 120). This is in contrast to the typical North American teacher development which is usually conducted by a teacher educator, presented to teachers. Teachers make a moral choice for teacher development in order to become better teachers, to understand their students, what occurs in their classroom, and simply to care for themselves, not as teachers, but as individual people.
Teachers have been engaging in their own research over the last several years with the idea that university researchers are too removed from the classroom, allowing the teacher to gather information and then to make sense of the data. This type of research promotes collaboration with both colleagues and learners. The author states that this type of research brings with it a set of values about teaching and further allows teachers to explore the interaction of morals in the classroom that may not be apparent to outside researchers. One of the major themes of this chapter is the perception of ELT, on the part of the English language teacher and the outsider. One important question is: Is ELT a career/profession? The issue of the marginalization of ELT is also discussed. It is also expressed that many of the debates surrounding ELT and teaching as a whole are due to differing values. There is also the question of values in teacher education. Again, the author closes by considering some of the consequences of my perspective on language teaching for the practice of teacher education.

VII. Chapter Seven
This chapter contains a summary and conclusion to the book. The major dilemmas presented in the previous chapters are reviewed. In other words, this chapter constitutes a taking stock in which the author reflect on the significance of the analysis presented in this book for the practice of language teaching. In particular, he revisits and summarizes the principal moral dilemmas of the field that I have identified throughout the book; consider the foundational values underlying our decision making in situations of moral dilemmas; and revisit the teacher-student relation, the core of the moral life of the ELT classroom

C. Conclusion
Overall, this book is written with a nice balance between the scholarly support of current research literature and real-life situations of the author’s friends and colleagues. The author has written with a very personal style and very upfront about his own beliefs and experiences, without imposing those beliefs on the reader. The author admits that what is presented in this book is nothing new or surprising, but that English language teachers often avoid but need to address these issues openly. He also suggests that further research is needed on several of the issue raised in the book in order to understand further their impact on ELT.
The topics selected for this book are indeed important and popular topics in the profession of language teaching. While the author indicates that the book is addressed to practicing teachers, I believe this book would also be beneficial as a supplemental text in various types of language methods classes, in particular ESL/EFL methods. What is more, the author has included several discussion questions at the end of each chapter which would contribute to a classroom setting. The questions might also be used for introspection of the practicing teacher.
This book offers a new perspective on language teaching by placing moral issues--that is, questions of values--at the core of what it is to be a teacher. The teacher-student relation is central to this view, rather than the concept of language teaching as merely a technical matter of managing students acquisition of language. The message is that all language teaching involves an interplay of deeply held values, but in each teaching situation these values are played out in different ways. Johnston does not tell readers what to think, but only suggests what to think about.

D. Comment
Overall, I like this book because of its simplicity and the topic itself, writing style, and the way the author explains his ideas. The subject had been rarely discussed before in ELT field, and thus this thoughtful discussion is very welcome. I regard this as being at least as significant as the 'critical approach' movement. As an awareness-raiser, and as a link to broader issues, the book will work very well among teacher groups, in courses, and in the profession in general.
It seems for me that this book will make a great contribution to the field of ELT. The author is convincing in his argument that moral values are an extremely important part of teaching even when we are not necessarily aware that we are acting on them.
The examples are taken from real-life teaching situations. The complexity and messiness of these situations are always acknowledged, including both individual influences and broader social, cultural, and political forces at play in English language classrooms. By using actual situations as the starting point for analysis, Johnston offers a philosophy based in practice, and recognizes the primacy of lived experience as a basis for moral analysis. Examples come from teaching contexts around the world, including Brazil, Thailand, Poland, Japan, Central African Republic, Turkey, and Taiwan, as well as various settings in the United States.
I think this book will change the way teachers see language classrooms, their own or those of others. It is a valuable resource for teachers of ESL and EFL and all those who work with them, especially teacher educators, researchers, and administrators. As a candidate teacher, I get a lot of knowledge from this book. So many thing that I need to understand, because there are so many subject of discussion in this book that are new for me.

Writing Thesis and Assignment

This book is designed to provide practical help and guidance to students at the tertiary level in their writing of essays, assignments, tutorial paper, reports, theses and dissertations. It should prove useful to both undergraduate and post graduate students.

Chapter 1 stresses the growing importance of written work in tertiary education. It differentiates between the requirements of assignments and theses and outlines the conventions of scholarly style.

Thorough planning is essential in assignment and theses writing. Chapter 2 is concerned with planning the assignment and chapter 3 with planning thesis. Important elements in the planning process are illustrated by a case study in scholarly writing by Professor W. Pauk, Director of the Reading Study Center at Cornell University. These four chapters together constitute Part I of this book.

Part II deals with details of format and presentation: the mechanics of scholarly writing. The student should read through chapter 5 to 11 to familiarize himself with these mechanics before he begins to write the first draft of his assignment or thesis. He will need to refer to these chapters constantly during the writing and revision stages.

Revision and editing of the final product is crucial importance. Part III places emphasis in the evaluation process and presents a series of checklists which should prove invaluable to student in his endeavor to produce a scholarly piece of writing.

PART ONE – Assignments and Theses at the Tertiary level

Chapter I

Writing at the Tertiary Level

There is an increasing tendency in formal education to place more emphasis in the submission of written work as part of normal course requirements and for purposes of students’ assessment. Many students are confronted with this task with insufficient preparation.

Assignment and Term Papers

Typically, written assignments and term papers are geared to course-work covered by a series of lectures or tutorials. The student is assigned a particular topic to write about or he is given a list of topics from which to choose.

Essay writing is means of gaining valuable experience in examination technique. It does not normally require original research and a relatively personal document which is used primarily for teaching.

Theses and Dissertation

Students enrolled for an honors degree, a post graduate diploma or a higher degree, are almost invariability required to submit a thesis or dissertation which in this book are taken to be synonymous.

A thesis is much more than a large term paper. Ot normally represents the culmination of a substantial piece of original work over a period of at least one year. Thesis abstracts are published and scholars throughout the world may borrow the thesis on library loan.

Conventions of Writing – the Question Style

An assignment is more limited in scope and shorter than a thesis and it is less likely to involve original research. Both assignments and theses require the use of scholarly style, and the recommendations in this section apply equally to assignment and thesis writing. Some teaching departments require theses to follow special forms quite different from those required elsewhere.

Chapter 2

Planning the Assignment

Whatever the case may be, your first task is to define and limit the problem.

Defining the Problem

Defining the problem involves determining what the question, assignment or essay requires you to do. Some commonly encountered words and their different shades of meaning are listed below:

1.      analyze

2.      compare

3.      contrast

4.      define

5.      describe

6.      discuss

7.      enumerate

8.      evaluate

9.      examine critically

10.  illustrate

11.  prove

12.  summarize

Limiting the Problem

A common mistake with undergraduate assignment is to be too ambitious and to attempt topics that are far too abroad. A problem is not limited by omitting important information, leaving out essential details or representing only part of the evidence. A problem is limited by reducing the scope of the investigation. A clear statement of the limits of the study or investigation is another mark of scholarly writing.

A Time Schedule

A suggested allocation of time that you may find useful is the following:

1)      defining and limiting problem, consulting source material and collecting information                      60%

2)      first draft                     20%

3)      revising, footnoting, referencing, writing the final draft, proofreading         20%.

Consulting Source Material

It is necessary to begin your reading early and to take notes. Very soon you learn who the accepted authorities in the filed are and this helps you to evaluate what you read. Then, check the library shelves or card catalogue for the books having the same classification number as the other books to which reference has been made. Other sources that you can use: encyclopedias, handbooks, yearbooks, indexes, abstracts, atlases, newspaper and journal.

Preparing a working Bibliography

The essential information required for all references is:

1.      author’s surname and initials

2.      the name of the article and/or journal of books

3.      the imprint (place of publication, publisher, and the date of publication)

4.      the call number the book or journal

5.      the library where the book ou journal may be located

6.      a phrase or sentence indicating the content

Taking notes

Here are some suggestions for taking notes:

1. use a separate card for each idea, fact or concept


2. put a heading at the top of each card


3. record sufficient information to identity each note


4. indicate whether you are paraphrasing or quoting verbatim

The Outline

The following is a suggested outline which you might find useful.

1.      Introduction                2.body                         3. conclusion

The First Draft

Armed with the assignment outline and reading notes you are ready to proceed top the writing of the first or rough draft. You will need to commence your first draft well before due date for submitting the assignment.

Chapter 3

Planning the Thesis

Selecting a Topic

The selection of a suitable topic for a thesis or dissertation is in many ways the most difficult task. The more one knows about a particular field, the more able one is to detect gaps in it and to recognize problem areas that require investigation.

A Source of Problems for Investigation

One of the best sources of problems for investigation is at the cutting edge where research is being carried out. The closest one can get to this edge is through direct contact with the personnel at a research institution.

Criteria for Selecting Topic

A list of question you should ask bout the topic:

1. Is there adequate supervision?


2. Does the topic really interest you?


3. Can the topic be completed in the required ti,e?


4. Is the necessary equipment available?


5. Are subjects available?


6. Are library facilities sufficient?


7. Is the study feasible?


8.  Is the problem a significant one?

Reviewing the Literature

The review of literature is a task that continues throughout the duration of the thesis. It begins with a search fro a suitable topic. This review of the literature is included in the final written thesis as a key section or chapter.

It is useful in initially surveying a filed to work from the general to the specific or to work from tertiary and secondary sources of information to primary sources.

Designing the Study

There are certain elements of research design common to the empirical and analytical study:

1. statement of hypotheses


2. statement of assumptions


3. statement of the limitations of the study


4. definition of terms


5. appropriateness of research design


6. description of population and sample


7. the control of error


8. reliability and validity

The Chapter Outline

The chapter in most theses and dissertations follow a fairly standard format. There is an introductory chapter and usually there is a chapter reviewing previous research. The next few chapters, the body of the thesis, vary according to the study. The empirical research study frequently has one or more chapter on procedures and techniques (hypotheses, sample, tests, and research design) and one or more chapter on result of the study. The final chapter is for conclusions.

                                                                                                                                   

Chapter 4

Scholarly Writing: A case Study

This chapter deals with a real case in scholarly writing of students whom taught by Professor Horst von Schlierman.

PART TWO - Writing the Thesis or Assignment

Chapter 5

The General Format

1. the Preliminaries


1. Title page


2. Preface, including acknowledgments (if desired or necessary)


3. Table of contents


4. List of tables


5. List of figure or illustrations

2. The Text


1. Introduction (introductory chapter


2. Main body of the report (usually divided in chapters and sections)


3. Conclusion (summary chapter)

3. the Reference Material


1. Bibliography


2. Appendix / appendixes


3. Index (if any)

Chapter 6

Page and Chapter Format

The method of indicating chapter divisions and subdivisions depends on the number of such divisions to be made. Each chapter has a chapter number and chapter heading. Conventionally, centered headings are used for major division and side and paragraph headings for subdivisions. The use of underlining and upper and lower case lettering indicates the hierarchy of heading.

Chapter heading

Every chapter begins a new page. This applies even if the last page of the preceding chapter has only two or three lines. Chapters are identified by a number and title.

Centered heading

Centered heading are used for major chapter divisions.

Side heading

Side headings, if used with centered heading, indicate chapter subdivisions; if used without centered heading, side headings indicate major chapter divisions.

Paragraph heading

Paragraph headings are normally used to indicate divisions within subdivisions.

Spacing

The body text is normally double spaced, though longer theses sometimes use 1 ½ spacing.

Pagination

Every page in an assignment or thesis is given a number, although not every page has its page number typed on it.

Margin

Left                 : 1 ½ inches

Right               : ~ 1 inch

Top                  : 1 ¼ inches

Bottom            : 1 ¼ inches

Paragraph Indentation

It is recommended that each paragraph be indented five spaces.

Chapter 7

The Use of Quotations

During the research process, particularly during niter-taking, the research student may copy extracts from sources verbatim, with the intention that these extracts may be incorporated into his written research report; it is called “quotation”.

When to quote

1. Direct quotation would be used only when the original words of the author are expressed so concisely and convincingly that the student cannot improve on these words.


2. Direct quotation used for documentation of major argument where a footnote would not suffice.


3. direct quotation may be used when student want to comment upon, refute or analyze idea

What to Quote

1. the exact words from the sauces


2. if the tense of the quotation does not fit the introduction

 How to quote

General procedures to follow in quotation:

1. Short and Long quotation


2. ellipses


3. interpolations


1. sic


2. comment


3. supplying an antecedent


4. special quotations


1. quote within quotes


2. quoting poetry


3. quoting speech


4. quotations in footnotes

Chapter 8

Footnotes

Footnote are conventional validatory and explanatory procedures which should be used sparingly and only when the material being presented clearly need amplification or acknowledgment.

Use of footnotes

Footnotes are commonly used to:

1. Validate a point, statement or argument.


2. Explain, supplement, or amplify material that is included in the main body of a paper.


3. provide cross-references


4. provide sufficient information


5. acknowledge a direct/indeirect quotation

Place of footnotes

1. at the foot of a page


2. at the end of a chapter


3. at the end of a paper

Chapter 9

Tables and Figures

Tables and figures are used to convey information, but table or figure should not merely repeat information covered in the text.

Placement of tables and figures

A good general rule to follow about the placement of tables and figures is that if they occupy more than half a page, they should be presented on a new page without accompanying text, if they occupy less than half a page, they may be surrounded vy text or may have a complete page.

Numbering of Tables

The usual practice is to use Arabic numeral (1, 2, 3,…) and to number tables consecutively through the thesis. The word TABLE in capitals and its appropriate number is centered on the page. It is placed above the table.

Numbering of Figures

The same rules for numbering of tables except the word FIGURE is placed one double space below the Figure.

                                                                                                                                   

Chapter 10

Referencing

A bibliography is a list of published works, although by common usage both published and unpublished materials are listed in bibliography.  There are several different kinds of bibliography:

1. Works cited


2. Sources consulted


3. a selected bibliography


4. a brief annotated bibliography

Essential information

1. the author


2. the title and details concerning imprint

Chapter 11

Appendixes

By relegating supporting evidence to an appendix, the text of the thesis remains uncluttered yet the argument is not weakened because the interested reader can be directed to consult to particular pages of an appendix for further details.

                                                                                                         

PART THREE - Revising the Assignment or Thesis

Chapter 12

Editing and evaluating the final product

It is writer’s responsibility to ensure that the text is free from spelling and grammatical errors. It is useful in revising and editing the final draft to carry out a number of systematic checks on such points as the use of headings and subheading, quotations, footnotes, tables and figures, references, and appendixes. This book gives some example of points that we can check.

Throughout the revising and rewriting it is necessary to examine one’s work critically, to be detached and to see it as others might see it.

Purpose and Reason

I read this book based on my interest and need. I am writing a thesis right now and I find it so difficult without any guidance. So, hopefully, after reading this book I can write my thesis well organized. I think the purpose in selecting this book is my reason why I choose this book. Because in my opinion, the purpose of our choice is also our reason for choose.

What are you going to do after reading the book?

There is a list of things that I want to do after reading this book as the following:

1. Give back the book to the library because it is almost the due date, I have the copy already.


2. Read my copy again to get full understanding on it because I am going to applying the new knowledge I just get from the book.


3. Make a PowerPoint for myself to read when I am writing the thesis in case if there is something that I need to reread.


4. Make an outline for my thesis according to the guidance in the book


5. Hopefully, I can apply all of the step or guide I found in this in finishing my thesis


6. Then, I will share this new knowledge (because I just got it) to my friends especially to my close friends.