(Lic.) Educación con mención en Idiomas Extranjeros con especialidad en Inglés - Francés

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Efecto del taller "DON'T PUT STUDENTS ON THE FEAR" basado en el método cooperativo para el desarrollo de la producción oral del idioma inglés en los estudiantes del 5to "A" y "C" del nivel secundario de la I.E. Nº 0004 - "Túpac Amaru
(Universidad Nacional de San Martín. Fondo Editorial, 2014) Vilca Linares, Ornela Jackeline; Sifuentes Valles, Erika Viviana; Navarro Macedo, Ronald
In the learning process, production in a second language is essential, because it demonstrates and highlights the level of oral production in most students in the English language. Learning should empower you to produce the best capabilities. However, the oral production in a second language is a potential problem, because students do not have vocabulary to do so, besides having stage fright when speaking. This research named: WORKSHOP "DON'T PUT STUDENTS ON THE FEAR" based in the cooperative method for development of the ORAL ENGLISH LANGUAGE PRODUCTION STUDENTS IN THE 5TH "A" and "C" SECONDARY LEVEL IE N º 0004 "Tupac Amaru”, was aimed to measure the influence in the oral production of the students. The field data collection was realized at l.E N º 0004 Tupac Amaru, obtaining as shown that 25 students from 5th grade section "A" as the experimental group and the 5th grade section "C" as a control group. To measure the students' oral production they placed a test: pre test at the beginning and a post test at the end of the eight educational workshops, which consisted of 12 items divided into 4 components fluency, coherence, cohesion and grammar. As for the results obtained from the research indicate that the DON'T PUT STUDENTS ON FEAR workshop has significantly influenced in the oral production of the students of 5TH "A" SECONDARY LEVEL IE N º 0004 "Tupac Amaru, according to the chart Nº 01 which shows a great improvement between the pre-test and post-test for this reason, in the results of the hypothesis test according to chart Nº 1 rejects the null hypothesis and accepts the researched hypothesis.
Efecto del taller “Writing is Funny” en el desarrollo de la producción escrita, en el idioma inglés en los estudiantes del segundo grado del nivel secundario de la Institución Educativa N° 0705 “Juanita Del Carmen Sánchez Rojas” Tarapoto, 2016
(Universidad Nacional de San Martín. Fondo Editorial, 2019) Carrion Paz, Gaby; Requejo Diaz, Jhonatan; Navarro Macedo, Ronald
La presente investigación tiene como objetivo general explicar cómo influye el taller “Writing is Funny” en el desarrollo de la producción escrita, componentes: Gramática, cohesión y coherencia del idioma inglés de los estudiantes del 2° grado del nivel secundario de la I.E N° 0705 “Juanita Del Carmen Sánchez Rojas”-Tarapoto, 2016”. Debido a la importancia que tiene la capacidad de producción de textos en el área de inglés, centramos nuestra investigación en el desarrollo del taller “Writing is Funny”, la cual proporciona diferentes estrategias para que el docente prepare sus clases. En la presente investigación se aborda dos variables: la variable independiente taller “Writing is Funny” y la variable dependiente producción escrita, ya que este trabajo de investigación está orientado a determinar el efecto del taller “Writing is Funny” en el desarrollo de la producción escrita del idioma inglés de los estudiantes del 2° grado del nivel secundario de la I.E “Juanita Del Carmen Sánchez Rojas”. La muestra de estudio está conformada por un grupo experimental conformada por 30 participantes que corresponde a los estudiantes del 2° grado de educación secundaria de la I.E Juanita del Carmen Sánchez Rojas, Tarapoto, 2016. Se aplicó un pre-test y post-test para medir el nivel de aprendizaje de los alumnos referente al área de inglés. El tipo de investigación es experimental, y el nivel es pre-experimental. Las técnicas e instrumentos que se emplearon para recolectar los datos consisten en técnica de observación, técnica de cuestionario, y test, así como la utilización de instrumentos que consisten en pre-test, post-test, ficha de observación y el diseño de los talleres. La escala que se usó para medir las variables es la escala tipo Likert. Queda concluido que el taller “Writing is Funny” tuvo una influencia significativa en el desarrollo de la producción escrita del idioma inglés como queda demostrado en las tablas N° 01 y N° 02.
Influencia del material didáctico EXPLOSIÓN BOX en la comprensión lectora (niveles: literal, inferencial y crítico) de los estudiantes del 3er grado a nivel secundaria de la I.E. Tarapoto - 2013
(Universidad Nacional de San Martín. Fondo Editorial, 2014) Rimay Flores, Sara Erlita; Ruiz Arevalo, Karol Vanessa; Navarro Macedo, Ronald
The present research does not try to be a magical formula to salve learning problems that are presented in the classroom or to rule out other teaching strategies, but it is a novel and practical option to develop topics with greater difficulty in the learning of second language. The good managing of the didactic material EXPLOSION BOX is a way of motivating student to develop the reading comprehension of a second language, leaving behind the rote learning and allowing to the student of achievement of a significant knowledge, which can apply in his/her daily life by which can be of great help in the process of teaching - learning. This research was developed under the Kantiano approach and it is an experimental type with the purpose of verifying the influencia del material didáctico EXPLOSION BOX en el desarrollo de la comprensión lectora (niveles: literal, inferencia! y crítico) de los estudiantes del 3er grado "A" nivel secundaria de la l.E. "Tarapoto" Tarapoto - 2013. The population was shaped by 29 students of Tarapoto high school. To 29 students we apply to the students a pre - test of 52 items with respect to the levels of reading comprehension in the levels: literal, inferential and criticall. Where corroborate the difficulties that the student presents in reading comprehension. Fact this the worksheet Explosion box carried out, which consisted of 8 workshops that they had as objective to improve the reading comprehension in the levels above mentioned. At the end of the 8 workshops we applied a post - test to be contrasted with pre - test and perform the tabulation, description and corresponding data analysis. The respective comparison of scores gave like result a maximum difference of 20 and the minimum of 14 as shows the table N° 01 of the results. In this same table shows that the students of 3er grade "A" of the Tarapoto high school have improved significantly his/her reading comprehension.
Influencia del programa "WORDS BY SONGS" en el incremento del vocabulario del idioma inglés en estudiantes del 4to grado "A" y "B" del nivel primaria de la l.E. "Miguel Chuquisengo Ramírez" Tarapoto - 2014
(Universidad Nacional de San Martín. Fondo Editorial, 2015) Romero Tejada, Sindy Marisela; Lopez Estrella, Moises; Navarro Macedo, Ronald
The following research deals with a methodological proposal in the teaching of vocabulary through the use of songs in English from the view of the musical expression and the English language. This research has an interdisciplinary approach between music and language in order to achieve a meaningful learning for the student, with the attempt to increase the English vocabulary of these students. The proposal is based on the importance of singing as a motivating activity for the students. Besides, the Psychomotricity Stage makes an important contribution for the success of this investigation. Students express themselves with their body and at the same time they sing, this improves the learning process. The song as a fusion of music and language is the ideal way of developing the expression and communication among people. lt is an essential element of the daily musical behavior, therefore it is necessary for the students to know many songs so these can give them expressive variety and raises their interest, and it becomes one of the most meaningful learning. For making possible this goal, we have gathered information from an experimental group of students in the 4th Grade "B" a sample of ten (10) of the l.E Miguel Chuquisengo Ramirez - Tarapoto 2014, we have applied a pre-test based on questions related to the contents we develop during the program "WORDS BY SONGS" which are based on the simultaneous development of 6 other workshops which their main goal is to improve the vocabulary in English. By the end of the 6 learning activities, we have applied a post-test to be contrasted with the first pre-test and carry out the tabulation, description, and analysis corresponding to the data. The respective comparison of scores gave as result the increment on average in scores of 07 to 16 just as the chart Nº 11 shows. This graphic at the same time shows that students of the 4th grade "B" at l.E Miguel Chuquisengo Ramirez - Tarapoto 2014 have considerably improved the vocabulary.
Influencia del taller “Easy English” en la producción oral del Idioma Ingles de los estudiantes del 1° grado “b” nivel secundario del colegio particular “Simón Bolívar” Tarapoto– 2015
(Universidad Nacional de San Martín. Fondo Editorial, 2015) Garcia Flores, Marie Lisa; Navarro Macedo, Ronald
The following study was aimed to determine the influence 'EASY ENGLISH" workshop to improve the oral production of English language. The group was integrated from SIMON BOLIVAR high school students of the first year section “B”. The EASY ENGLISH workshop’s objective is that the student reaches a proper verbal communication. The variable being evaluated during the research was the oral production, which is divided in: fluency, coherence, concordance and grammar as the dependent variable, and the independent variable which is the EASY ENGLISH workshop also divided in: methodology, contents, materials and evaluation. The pretest results have shown that the SIMON BOLIVAR private school students scored low grades before the EASY ENGLISH workshop was applied. Nevertheless, the post test results have shown the students’ grades had a tremendous improvement after the workshop was applied. One of the main causes for the workshop “EASY ENGLISH “significantly influence in the oral production of English is the design of pre-test and post-test and the constructivist theory used for processing, because this considers the use of the communicative approach , using oral activities in situations simulated and contextualized. Consequently, it is shown that EASY ENGLISH workshop had a significant influence during the students schooling
Influencia del taller "ENGLISH ADVENTURE" en el desarrollo de la habilidad del speaking del idioma ingles en los estudiantes del 1° grado "A" del nivel secundaria de la I.E. José María Arguedas - distrito de Cacatachi - 2013
(Universidad Nacional de San Martín. Fondo Editorial, 2013) Flores Gonzales, Rosa Isabel; Lozano Hidalgo, Bety; Navarro Macedo, Ronald
The present research propose the educational strategy ENGLISH ADVENTURE, that contains a set of interactive oral activities for developing the speaking skill of the English language in the students from 1st grade "A' of the secondary level of the Jose Maria Arguedas School- Cacatachi. In this sense, is presented an applied research with experimental level. In theoretical basis of the research is taken as a starting point the Guided discovery learning theory of Bruner, Jerome (1970), as well as theories about strategies and techniques for developing this skill. The design of the research is preexperimental with two measurements: Pre-and Post-test with just one group. The population is constituted on 66 students from 1st grade "A" and "B" of the secondary level of the Jose Maria Arguedas School- Cacatachi taking as sample the 1st grade "A", which is constituted for 15 male and 18 female making 33 students as a total. With this research work is tried to offer a new way to know, improve and optimize the speaking skill of the English language in students, having a positive effect on their academic performance in the new language.
El método cooperativo en el Aprendizaje Cognitivo y Procedimental del idioma inglés de los estudiantes del 3er grado del nivel primario de la Institución Educativa Nº 0005 - Morales - 2011
(Universidad Nacional de San Martín. Fondo Editorial, 2013) Reyes Culqui, Juan Miguel; Vela Del Castillo, Rafael; Navarro Macedo, Ronald
The title of the following research Cooperative Method in Cognitive and Procedural Leaming of English Language for Students of the 3th Grade Elementary Level of Educational lnstitution Nº 0005 - from Morales district. To develop this investigation the following objective was considerad: to demonstrate the cooperative method in the students of third grade of elementary level of the educational institution Nº 0005 - Morales to improve the cognitive and procedural leaming of the English language, in 2011 . With the purpose to achieve our hypothesis is as it follows; The cooperative method has a significant influence in the cognitiva and procedurat learning of the English uages of the students of the third grade of the etementary tevet of the educational institution N° 0005 - Morales. In order to demonstrate the hypothesis, an experimental with quasi-experimental design research was developed and apptied, having a Pre-Test and a Post-Test as instruments of control. Twenty two (22) students, from the third grade · of the . etementary level, of the educational institution Nº 0005 - Morales, were the sample, which twenty two (22) students of third grade were "the experimental group". This group of students had a test before and after the experiment. The data analysis of the Pre-Test anda Post-Test of the experimental group attowed us demonstrate our hypothesis (H¡). There is a significant difference between the average of the seores of the pre and post- test of the experimental group from seven (7) to seventeen (17). The analysis and the interpretation of the resutts have been gotten to establish that the experimentation of the cooperativa method have been improved significantly in the cognitive and procedural learning of the English Language, in the students of the third grade of mentary level, of the educationat institution Nº 0005 - Morales, in 2011 .
Nivel de logro en el área de inglés en las capacidades: expresión y comprensión oral, comprensión de textos y producción de textos de los estudiantes del 5° A, B, C y D nivel secundario de la I. E. “Cleofé Arévalo Del Águila” Banda de Shilcayo – 2017
(Universidad Nacional de San Martín. Fondo Editorial, 2020) Saucedo Ruiz, Angelica Janett; Pinchi Pinedo, Leidy Isabel; Navarro Macedo, Ronald
La presente tesis es titulada: Nivel de logro de las capacidades en el Área de inglés de los estudiantes del 5° grado del nivel secundaria de la IE “Cleofé Arévalo del Águila, Banda de Shilcayo – 2017. El diseño utilizado fue el no experimental, el tipo de investigación fue descriptivo simple, para la recolección de datos se utilizó como instrumento la ficha de observación, la muestra poblacional fue de 84 estudiantes de ambos sexos. Los resultados obtenidos en el nivel de logro de las capacidades del idioma inglés de los estudiantes del 5° gado del nivel secundaria de la Institución Educativa “Cleofé Arévalo Del Águila” Banda de Shilcayo- 2017; el 48% (50) de los estudiantes se encuentran en el nivel de logro “Bajo”, el 39% (33) en el nivel de logro “Medio”, y el 13% (11) en el nivel de logro “Alto”; lo que demuestra que los alumnos tienen dificultades para aprender el idioma inglés, ya que no planifican su participación, ni describen lugares y otros hechos, asimismo, les cuesta organizar información de los textos en el idioma inglés, lo que ocasiona que no puedan redactar un texto de manera coherente en el idioma extranjero.
Nivel de producción oral del idioma inglés en las capacidades de producción de textos, comprensión de textos, expresión y comprensión oral de los estudiantes del 4to A, B, C y D nivel secundario, de la Institución Educativa Particular “Ciencias” Tarapoto – 2016
(Universidad Nacional de San Martín. Fondo Editorial, 2018) Rengifo Flores, Paquita Elena; Pusma Arevalo, Biky Dakelly; Navarro Macedo, Ronald
Esta investigación tiene como objetivo general determinar el nivel de producción oral del idioma ingles en las capacidades de producción de textos, comprensión de textos y expresión y comprensión oral de los estudiantes del 4°, “A”, “B”, “C” y “D”, nivel secundaria de la I.E.P. “ Ciencias”-Tarapoto-2016. El fundamento teórico científico se sustenta en los aportes filosóficos, psicopedagógicos y sociológicos de Goñé, Ausbel, Chomsky, Vygotsky y Bougle. La hipótesis de investigación (H_1) del proyecto plantea que el nivel de producción oral es intermedio, mientras que la hipótesis nula (H_0) plantea lo contrario. Por el tipo de investigación, el estudio reúne las condiciones metodológicas de una investigación pura o básica, por su nivel las características de un estudio descriptivo y tiene un “Diseño descriptivo”. En cuanto a los resultados obtenidos muestran que el nivel de producción oral del idioma ingles en sus tres capacidades es de nivel intermedio. En cuanto a las conclusiones se puede notar que en el proceso además de los aportes también hubo limitaciones. Sobre los resultados cuantitativos las cuatro secciones han obtenido calificaciones y porcentajes diferentes. Para mejorar los logros de aprendizaje hay 11 recomendaciones para el Director de la institución educativa.
Taller “Write is learned by writing” para desarrollar la producción escrita del idioma inglés, componentes: gramática y coherencia de los estudiantes del 2° grado “c” nivel secundario de la I.E. “Cleofé Arévalo del Águila – Banda de Shilcayo – 2015.
(Universidad Nacional de San Martín. Fondo Editorial, 2018) Marina Vergara, Claudia Cristina; Navarro Cabrera, Deysi Fiorella; Navarro Macedo, Ronald
El presente trabajo de Investigación trata sobre la influencia del taller “WRITE IS LEARNED BY WRITING" en los estudiantes del 2do grado "C" secundaria de la I.E. Cleofé Arévalo del Águila, en el desarrollo de la producción escrita, componentes: Gramática y Coherencia. El estudio es de tipo Experimental, con diseño Pre- Experimental con dos grupos, en el que se aplicó el método cooperativo en el grupo Experimental y el método tradicional en el grupo control, para comprobar la influencia que tuvo el taller "WRITE IS LEARNED BY WRITING" en los estudiantes del grupo experimental. La investigación se centró en el enfoque Constructivista, que postula la necesidad de entregar al estudiante herramientas que le permitan crear sus propios conocimientos, utilizando el trabajo cooperativo. Después de haber realizado el procesamiento de datos y analizar los resultados se llegó a la conclusión que el taller tuvo una influencia significativa en la producción de textos de los estudiantes del grupo experimental, ya que en el post test los resultados fueron satisfactorios como se muestran en las tablas posteriores.
Taller Keep Calm and Speak en el desarrollo de la producción oral de los estudiantes del 2do Grado “A” del nivel secundario de la I.E. Juanita Del Carmen Sánchez Rojas-Tarapoto-2016
(Universidad Nacional de San Martín. Fondo Editorial, 2019) Gonzales Riva, Jempier Miguel; Valderrama Villafuerte, Zareli; Navarro Macedo, Ronald
La producción Oral es una actividad compleja y muy diferente a la producción escrita, es un proceso de elaboración y creación de expresiones de diferente tipo, con originalidad e imaginación. Al hablar se debe tener la capacidad de expresar ideas, emociones y sentimientos en el marco de la reestructuración previamente planificado. En este proceso se hace uso de las estructuras lingüísticas empleando componentes de cohesión y coherencia. La presente investigación titulada: “Taller Keep Calm and Speak en el desarrollo de la producción oral del idioma inglés, componentes: Vocabulario, Cohesión y Coherencia, en los estudiantes de 2do grado “A” nivel secundario de la I.E. Juanita del Carmen Sánchez Rojas” – Tarapoto 2016. Se orientó a medir la influencia del taller “Keep Calm and Speak” en la producción oral en los estudiantes con los componentes vocabulario, cohesión y coherencia. Para medir la producción oral de los estudiantes se aplicó una prueba de pre-test al inicio y post-test al final de los ocho talleres pedagógicos, el cual estuvo compuesto de 25 ítems dividido en tres componentes vocabulario, cohesión y coherencia. En cuanto a los resultados obtenidos en la investigación, muestran que el “taller Keep Calm and Speak, ha influenciado significativamente en la producción oral en los estudiantes del 2do “A” nivel secundario de la I.E. Juanita del Carmen Sánchez Rojas – Tarapoto 2016”, según el cuadro N° 01 donde se demuestra un gran progreso entre el Pre-test y el Post-test. Por esta razón en los resultados de la prueba de hipótesis según el gráfico N°11 rechaza la hipótesis nula y se acepta la hipótesis de investigación.
Taller PRACTICE READING y su influencia en la comprensión lectora en los estudiantes de la asignatura de Historia de la Literatura de la lengua inglesa siglo XIX y XX de la Escuela Académico Profesional de Idiomas de la Universidad Nacional de San Martin - Tarapoto 2012
(Universidad Nacional de San Martín. Fondo Editorial, 2013) Jimenez Flores, Juana Josefa; Vasquez Vasquez, Mack Harvertt; Navarro Macedo, Ronald
In the learning process, to understand what it is read turns out to be fundamental, because the person tends to learn, in the most cases, through reading; therefore, the conduction of the teaching learning process should give him/her suitable capacities to understand a written text. The reading comprehension however, is a latent problem, since the students don't know how to understand a minimum of fluency what they read. This research named: PRACTICE READING WORKSHOP ANO ITS INFLUENCE IN THE READING COMPREHENSION IN THE STUDENTS OF HISTORY OF ENGLISH LANGUAGE LITERATURE ASIGNATURE OF XIX ANO XX CENTURY OF THE PROFESIONAL ACADEMIC LANGUAGE SCHOOL OF THE NATIONAL UNIVERSITY OF SAN MARTIN - TARAPOT0-2012 was aimed to measure the influence of PRACTICE READING workshop in the reading comprehension of students in the literal and inferential components. The field data collection was applied at San Martin National University, Faculty of Education and Humanities in the professional academic language school, obtaining as sample 27 students of 7th cycle of History of the English Language Literature nineteenth and twentieth century subject. To measure the students' reading comprehension was applied an exam of pre-test at the beginning and a post-test at the end of the eight pedagogical workshops, based on 40 questions, divided in two components, literal and inferential. As for the results obtained of the research indicate that the PRACTICE READING workshop has significantly influenced in the reading comprehension of the students of History of English Literature nineteenth and twentieth Century subject of the Professional Academic Language School of the San Martín National University - Tarapoto - 2012 , according to the chart Nº 01 which shows a great improvement between the pre-test and post-test. For this reason, in the results of the hypothesis test according to the chart Nº 6 rejects the null hypothesis and accepts the research hypothesis.
La técnica LINGUISTIC MIMICRY y su influencia en la producción oral del idioma inglés, componente: ritmo, entonación y stress en los estudiantes del curso de fonética del VI ciclo de la Escuela Académico Profesional de Idiomas de la UNSM-2013
(Universidad Nacional de San Martín. Fondo Editorial, 2015) Solorzano De La Cruz, Kity Keren; Navarro Macedo, Ronald
This research work was carried out in the UNSM-T Professional Academic Language School in 2013 in which the VI cycle phonetics course students participated. Thus, the purpose of this investigation was to determine the influence of LINGUISTIC MIMICRY for improving oral production of English, component; rhythm, intonation and stress in the VI cycle phonetics course students of the UNSM-T Professional Academic Language School 2013, being that a deficiency was observed in the students not being able to express themselves orally in a natural way and as a native speaker, for which the technique LINGUISTIC MIMICRY was used and the main teaching methodology. For this, it was necessary to first design the technique, then carries it out and finally, establishes the influence that the technique had. The research is based in a constructivist approach, the same that manifests the existence and prevalence of active processes in new knowledge construction. Methodologically, this research work is approached from the experimental study perspective; being as only one experimental group was tested, and a pre-experimental level with a design that incorporates the application of a pre and post test to this group. In which the population consisted of the UNSM-T Professional Academic Language School students taking the VI cycle phonetics course students as the sample, made up of 17 females and 8 males; making a total of 25 students. The observation technique was used in which a validated evaluation sheet containing a series of items that assessed the student's progress in the development of the learning activities; and the students were also given the opportunity to assess the activity itself by means of a survey. The data processing made it possible to determine that the students scored low in terms of oral production in the component: rhythm, intonation and stress before applying the technique LINGUISTIC MIMICRY, and scored higher at the end of the application. Upon completion of this research, it was concluded that the technique LINGUISTIC mimicry has influenced significantly in terms of improving the oral production of the English language component: rhythm, intonation and stress in the VI cycle phonetics course students; this is shown in the pre and post test tables and in the consolidated grades of the 8 Learning Activities. This was such, thanks to the coordinately designed methodology for teaching and learning a second language.

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