Bright English Textbook Development for Primary School Grade 6 in Batu City

Abstract

Based on Indonesia’s current curriculum, English is no longer compulsory for primary school subject; it is only required to be taught starting at the secondary school level. However, in Batu city, the local government treats English as compulsory local content subject for their area development, which certainly raises several challenges for English teachers in Batu due to the lack of supplementary books and other supporting activities. Since 2019, the supplementary book writing project has been initiated, however, the draft still needs to be evaluated before being published, and this is the focus of this project. The study was projected to describe the development process of the Bright English textbook. This study employed a descriptive-analytical approach, involving primary school teachers, students, and an expert. Questionnaires were distributed to teachers and students to evaluate the overall display and content of the book, whereas an evaluation sheet was delivered to the expert to rate the language level and content. Adapting Richards (2001)’s material development theory, three stages of development were present; training, implementation, and evaluation-publication. The training stage facilitated teachers to better comprehend the textbook structures and varied activities relevant to Batu's wisdom and values, while the implementation stage encouraged more interactive and fun collaborative learning plans through synchronous offline and online meetings. The evaluation and publication phase perfected the textbook in various aspects such as its layout, font style selection, picture, instructions, number of pages, language mechanics, uniformity of graphic design, and placement inconsistency.

Pengembangan Buku Ajar Mata Kuliah Perencanaan Pembelajaran Pendidikan Islam Anak Usia Dini

“…Bahan ajar atau buku ajar yang dikembangkan sebaiknya disesuaikan dengan kurikulum serta sesuai kebutuhan siswa/mahasiswa dengan adanya latihan (Arifani, 2016;Draisma, 2018). Untuk itu, pengembangan bahan ajar hendaklah diuji dan dicoba dengan tujuan menjaga mutu pembelajaran (Abidasari et al, 2021;Buyung, 2018;Erfani, 2012;Even & Olsher, 2014).…”

“…Hasil penelitian menunjukkan bahwa bahan ajar yang dikembangkan oleh Abidasari et al, (2021) mampu membantu guru dalam menggunakan bahasa inggris dengan meningkatkan kesadaran nilai kearifan lokal. Selain guru, bahan ajar yang dikembangkan mampu mendorong anak untuk belajar aktif yang menyenangkan dirancang sesuai dengan kebutuhannya.…”

How is HOTS integrated into the Indonesian high school English textbook?

“…However, a textbook is one of many resources most frequently used in the classroom to support the teaching and learning process (Rahmawati, 2018). It provides features, such as texts, assignments, exercises, and activities to meet the student's needs (Abidasari et al, 2021). As a result, since a textbook is an essential teaching instrument, teachers tend to rely on a textbook for classroom instruction (Poedjiastutie et al, 2018).…”

Exploring Language Styles in Online Bedtime Stories for Children

“…In the vast landscape of knowledge transmission, books stand as indispensable resources, enriching a wide range of audiences from young children to adults (Abidasari et al, 2021). Within this rich literary spectrum, Bedtime Stories occupy a unique niche, weaving magical narratives that capture the imagination of children at the end of the day (Sapriyani, 2013).…”

“…The practice of sharing Bedtime Stories transcends the realm of routine storytelling; it fosters an intimate bond between children and their primary caregivers, often mothers, creating a nurturing environment that is conducive to emotional and psychological development (Fatin, 2014). This ritual extends beyond the strengthening of familial ties, sparking a child's inherent curiosity and laying a robust foundation for their lifelong engagement with literature and the broader world of learning (Abidasari et al, 2021). As children embark on their critical journey of learning to read and speak, Bedtime Stories play a pivotal role.…”