An Analysis of Language Skills’ Proportion in the English Textbook Grade XII Published by Kemendikbud 2014

Nanda, Muhammad Reza Dwika; Harahap, Alamsyah; Damayanti, Indah

doi:10.33369/jeet.3.4.438-451

Cited by 6 publications

(7 citation statements)

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“…In this research, the researcher used descriptive quantitative research design to analyze the data. Nanda (2019) states that quantitative analytical allow the reporting of summary results in numerical terms to be given with a specified degree of confidence. The writer used statistical calculation to determine the contribution of each level of Bloom's taxonomy, especially the level of higher-order thinking skills.…”

Section: Methodsmentioning

confidence: 99%

An Analysis on Higher Order Thinking Skill (HOTS) in Compulsory English Textbook for the Twelfth Grade of Indonesian Senior High Schools

Febriyani

Yunita

Damayanti

2020

JEET

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This research aimed to investigate the composition of higher order thinking skill (HOTS) in language tasks of the English textbook “Bahasa Inggris SMA/MA/SMK/MAK kelas XII Edisi revisi 2018”; and to explain the dominant cognitive dimension used in this textbook. The design of this research was descriptive quantitative. Instruments of data collection were a table checklist and an analysis card. This research classified used content analysis. The researcher separated all the tasks in the textbook depending on the topics. The researcher read all the textbook tasks to find out which tasks are the results. The table form was used to identify all the tasks. The researcher identified the higher order thinking skill contained in the table form. The analysis card was used as the guideline to bring the instruction questions into an acceptable portion of higher order thinking capacity. The results showed that the composition of Higher Order Thinking Skill (HOTS) presented in the language skill tasks on the English Textbook entitled “Bahasa Inggris SMA/MA/SMK/MAK kelas XII Edisi Revisi 2018” are lower than the Lower Order Thinking Skill (LOTS). In addition, the most dominant cognitive dimension used in the language skill tasks of this textbook is remember (C1) with 41%. Hence, it is not enough if the teacher just only uses the English textbook Bahasa Inggris SMA/MA/SMK/MAK Edisi Revisi 2018 as a teaching tool to improve students HOTS ability.

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Section: Methodsmentioning

confidence: 99%

An Analysis on Higher Order Thinking Skill (HOTS) in Compulsory English Textbook for the Twelfth Grade of Indonesian Senior High Schools

Febriyani

Yunita

Damayanti

2020

JEET

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“…He found out that the textbook used had fulfilled the criteria. Then, Nanda et al (2019) also did an analysis of a textbook. They found out that the textbook used was suitable to the standard established by the government.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…One of them is a thesis written by Mumtaz (2020), the research was intended to explain the criteria of general attributes and learning -teaching content in the English textbook. The second research was a thesis from Nanda et al, (2019), The research was aimed to find out the suitability of English textbook with the curriculum and the proportion of the language skills in the English textbook used by the students of grade XII published by Kemendikbud 2014. The research was the same with this research that is to analyze the content of English textbooks which used by teachers in classroom.…”

Section: 1introductionmentioning

confidence: 99%

A Content Analysis of Integrated Learning Skills & Assessment in The Textbook Entitled “Grow with English” For the Sixth Grade of Elementary School

Sainyakit

2022

acit.j.teach.educ.

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Textbook helps the teachers to prepare the lessons. It is also course book used by teachers and students in order to facilitate the teaching – learning process. In terms of its role in learning, it is crucial in teaching and learning process. Related to textbooks, there should be covered by all learning skills and assessment in order to help the students to improve their ability in learning English. This research is aimed (1) to analyze all four learning skills in the textbook, (2) to find out the way four learning skills are implemented, (3) to investigate whether the textbook provides the assessment for students or not in the textbook Entitled “Grow with English” for The Sixth Grade of Elementary School. This research is included as qualitative research design. The sample of this research is an English textbook entitled “Grow with English”. The researcher uses the checklist as the instrument. In collecting and analyzing the data, the researcher does several steps. After that, the data would be calculated by using a formula. The results show that the textbook provided all learning skills differently. For the assessment, it was found that the textbook provided assessment every three chapters. In conclusion, the authors of English textbooks should implement all learning skills every chapter and the assessment at the end of every chapter in the textbooks

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“…He asserted that the effectiveness of the textbooks can be evident from students' proficiency level and command on language. Nanda et al (2019) analyzed Grade 12 English textbooks being taught in Indonesian senior high schools published by the Ministry of Education and Culture, Kemdikbud, Indonesia, in 2014. The study investigated and compared the proportion of language skills with Indonesian curriculum.…”

Section: Literature Reviewmentioning

confidence: 99%

A Content Analysis of English Textbook of Punjab Textbook Board of Grade 8 in Pakistan

et al. 2021

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The present study analyzes the English textbook of Grade 8 published by Punjab Textbook Board in Pakistan in the light of student learning outcomes (SLOs) of four competencies: reading and thinking skills, writing skills, oral communication skills, and formal and lexical aspects of language of the latest English curriculum in Pakistan. Competency (C), standards (S), benchmarks (B), and SLOs are the parameters given in the National Curriculum. A semi-structured checklist was developed by the researchers, validated by three experts from the relevant field, and improved in the light of experts’ opinion and pilot study findings. To evaluate the textbook competencies and their SLOs, the evidence was sought from the textbook, and remarks were given in the last column (remarks/analysis) of the checklist. The results revealed that the textbook understudy focuses on reading comprehension only. There is thus a dire need to incorporate thinking skills, writing skills, oral/aural communication skills, and formal and lexical aspects of language in the textbook.

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An Analysis of Language Skills’ Proportion in the English Textbook Grade XII Published by Kemendikbud 2014

Cited by 6 publications

References 0 publications

An Analysis on Higher Order Thinking Skill (HOTS) in Compulsory English Textbook for the Twelfth Grade of Indonesian Senior High Schools

An Analysis on Higher Order Thinking Skill (HOTS) in Compulsory English Textbook for the Twelfth Grade of Indonesian Senior High Schools

A Content Analysis of Integrated Learning Skills & Assessment in The Textbook Entitled “Grow with English” For the Sixth Grade of Elementary School

A Content Analysis of English Textbook of Punjab Textbook Board of Grade 8 in Pakistan

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