A Content Analysis of the Reading Activities in “Bright 2”an English Textbook for Junior High School Students

Sucipto, Sucipto; Cahyo, Septian Dwi

doi:10.12928/eltej.v2i1.918

Cited by 4 publications

(6 citation statements)

References 9 publications

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“…When compared with the previous study, they have a very close finding, so it can also be said that these results are highly inspiring for future coursebooks. What is more surprising was the result of Sucipto and Cahyo's (2019) evaluation in terms of balance because they found that the coursebook Bright 2 was a perfect example of this. By having 51% of lower levels and 49% of the higher levels, this coursebook could promote learners' critical thinking development from the lower to higher levels successfully.…”

Section: Discussionmentioning

confidence: 99%

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An Evaluation of Reading Text Questions in the 7th Grade English Coursebook Based on Bloom’s Revised Taxonomy

REBLA,

BÜYÜKAHISKA

2023

Journal of Language Research

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The goal of the current research is to reflect critical thinking levels of reading activities in the 7th grade English coursebook. Moreover, it also aims to propose extra activities to complete the missing cognitive levels of the reading passages. Within this perspective, several questions are forwarded. Firstly, the extent of the reading activities was evaluated, so each level was described with an example from the coursebook. What is more, the homogeneity of the total activities was elaborated. Second question deals with the significance between the lower and higher levels. To answer these questions, content analysis was applied as a part of qualitative analysis. Also, Bloom's revised taxonomy was utilized in the coding process as a criterion to match the activities with the right cognitive level. The results showed that a very high percentage of the activities (95%) support lower levels with the predominance of the remembering level. Thus, it was not a homogeneous distribution. Also, a significant difference was found between lower and higher levels as a result of SPSS. Therefore, teachers need to make some adaptations in their lessons. They need to prepare extra materials to cover the missing levels. On the other side, coursebook developers need to make regular adaptations to keep up with the current needs.

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Section: Discussionmentioning

confidence: 99%

“…Firstly, they provide suitable content (Demir & Ertaş, 2014) to reflect on the curriculum in the best way. Along with the coursebook itself, the CD, flashcards, activity books and posters are included as a pack of sources (Sucipto & Cahyo, 2019). Therefore, learners get exposed to various kinds of activities.…”

Section: Coursebook Evaluationmentioning

confidence: 99%

An Evaluation of Reading Text Questions in the 7th Grade English Coursebook Based on Bloom’s Revised Taxonomy

REBLA,

BÜYÜKAHISKA

2023

Journal of Language Research

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“…According to Adi (2019), English is a foreign language in Indonesia, and due to that, textbooks have become an essential component of learning English. Textbooks are the most used teaching materials (Sucipto & Cahyo, 2019). According to Utami et al (2022), teachers tend not only to use textbook materials in their classroom teaching, but also to incorporate them extensively into daily activities and exercises for students.…”

Section: Introductionmentioning

confidence: 99%

The Content Analysis of Grammar Activities in 'Wider World 2' Student’s Book by Pearson for Grade Seven Students

Juniar

2024

icote

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The objective of this study is to use Bloom's revised taxonomy to analyze the context of the grammar activities in Wider World 2 Student’s Book. To achieve the research goal, a content analysis was performed. The researcher analyzed the textbook based on Bloom's revised taxonomy. According to the data, the textbook has dominant grammar activities, particularly on the cognitive process of "understand" and "remember" with 47% and 32% out of 189 grammar activities. Moreover, the data shows that the grammar activities in the textbook have an uneven distribution of higher and lower cognitive processes. There is a vast lower thinking skills percentage since most grammar activities focus on the "understand" aspect. While the second dominant aspect is "remember" which includes lower thinking skills. Therefore, Wider World 2 Students’ Book highlights Bloom’s revised taxonomy’s lower cognitive thinking process, represented by the “understand” and “remember” thinking processes.

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“…Providing students with reading-related activities in textbooks is not enough to ensure that students are involved with the reading process, especially in online learning (Ayu & Indrawati, 2019;Efriana, 2021;Margana & Widyantoro, 2017). Therefore, teachers can use reading texts in textbooks into the learning process as one of the best ways to do it (Sucipto & Cahyo, 2019;Surtikanti et al, 2020;Tayyeh et al, 2021). Text exploitation is the teacher's strategy or way of utilizing reading texts in reading activities in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Reading-Related Activities in English Textbook for Grade 7th Junior High School and How Teacher Exploited Texts in the Classroom

Dewi

Artini

Wahyuni

2023

JPAI

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The use of textbook in the reading class is one of the efforts that can be done by teachers in helping students to improve their abilities, namely by applying reading-related activities contained in the textbooks to the learning process in the classroom. This study aims at analyzing reading-related activities that are available in English textbook entitled “Effective English; Bahasa Inggris untuk SMP/MTs Kelas VII” was used for 7th Grade students and describing how the reading texts were exploited by the English teacher in the classroom. This study employed a qualitative descriptive research design. The subjects of this study were seventh grade students and an English teacher at Junior High School. Data were collected through document analysis, class observations, and interviews. The data in this study were analyzed through the data analysis procedures which include data collection, data reduction, data presentation, and drawing conclusions. The results of this study indicate that there are only a few reading-related activities in the English textbook entitled, namely lexical items and questioning activity. Meanwhile, the teacher’s strategies in exploiting the reading texts were also limited as the teacher closely used reading-related activities available in the textbook. This study was limited in time, number of subjects, and data sources so that further research is suggested for more generalizable findings.

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A Content Analysis of the Reading Activities in “Bright 2”an English Textbook for Junior High School Students

Cited by 4 publications

References 9 publications

An Evaluation of Reading Text Questions in the 7th Grade English Coursebook Based on Bloom’s Revised Taxonomy

An Evaluation of Reading Text Questions in the 7th Grade English Coursebook Based on Bloom’s Revised Taxonomy

The Content Analysis of Grammar Activities in 'Wider World 2' Student’s Book by Pearson for Grade Seven Students

Reading-Related Activities in English Textbook for Grade 7th Junior High School and How Teacher Exploited Texts in the Classroom

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