Literature on Student Book and its Effect for Developing Elementary School Teaching Materials

Ningrum, Emi Febrina

doi:10.21512/lc.v12i2.4284

Cited by 2 publications

(6 citation statements)

References 10 publications

(6 reference statements)

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“…Everything that aids language acquisition, including videos, may be designated as materials that teachers employ in the teaching and learning process. It is in line with Ningrum (2018) and Nurhamsih and Syahrial (2019), who have agreed that language teaching material is anything that is used to help students learn and use the language better, such as videos, DVDs, email, YouTube videos, dictionary, grammar book, worksheet, or workbook.…”

Section: Resultssupporting

confidence: 73%

“…In order to develop English words, phrases, and sentences, they need to practice and then improve their listening skills. As hearing is a crucial ability for English language students to learn (Ningrum, 2018), the English Department at one university in Indonesia offers three semesters of three levels of listening courses. The purpose is to improve the students' listening abilities, and the program begins with the Listening course.…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of the Multimedia Coursebook Material in Listening 1 Course: Audio, Video, and Interactive Activities

Dezas Perdani

2023

Lingua Cultura

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The research aimed to evaluate the multimedia coursebook materials that had been applied in the Listening 1 course at one university in Indonesia, to know whether the coursebook used was presented well and still suitable to the student’s needs. The audio, video, and interactive activity provided in multimedia coursebook materials needed to be evaluated to determine their suitability for students, lecturers, and the institution. A qualitative method was applied, and the evaluation form was used to gather the data from two linguists of English Applied Linguistics, one Listening 1 lecturer, three students who had used the coursebook, and three students who had not used them. The data were summarized, analyzed, and qualitatively described. The finding shows that the audio, video, and interactive activity in the multimedia coursebook material applied in the Listening 1 course are presented well. To begin with, the audio provided is clear, and the accent is understandable. Then, the clarity of the video’s image, gestures, and facial expressions aid the students’ comprehension of the video’s content. The material, exercise, the application needed, and the link provided in the interactive activity are varied and appropriate to student needs and level of ability. The evaluation result can be used to improve the quality of multimedia coursebook material in the Listening 1 course. Finally, the research has the practical application of facilitating students’ learning needs by offering learning media resources in the form of multimedia coursebook materials.

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Section: Resultssupporting

confidence: 73%

Section: Introductionmentioning

confidence: 99%

Evaluation of the Multimedia Coursebook Material in Listening 1 Course: Audio, Video, and Interactive Activities

Dezas Perdani

2023

Lingua Cultura

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“…Previous research by Yulsafli and Fusrida [27], Soraya [28] and Kustina, et al [29] who conducted a study on Acehnese national heroes' story denoted that beside the portrayal of their courageous acts and immense influence as a national hero, there were still irrelevant values for children told in the stories such as an underage marriage, multiple marriages, hatred, as well as the act of harshness alongside each heroes' stories. Accordingly, scholars such as Srikandi [9] and Ningrum [3] agreed that stories should become a media where students can gain many moral values since it is a rich educational material to sharpen personality and character.…”

Section: A Phase 1: Formulating the Problemmentioning

confidence: 99%

“…In addition to knowledge and information, stories have been used to also transfer social norms and values [1,2]. In the context of education, stories play a fundamental role in developing children's imagination and sense of freedom of expression like giving suggestions and thinking creatively [3]. They increase children's reading ability, develop aspects of cognitive, affective, and psychomotor of the children [4].…”

Section: Introductionmentioning

confidence: 99%

“…A good book for children should be instructive or nutritive, which means that it should be informational, educational, and healthy for children to consume [8]. Its contents and language of stories should be consistent with the intellectual and emotional progress level of children [3] as they relate with children's cognitive aspects, idea precipitation, and maturity level (Sukri Syamsuri et al, 2018) [3,4]. In other words, the content of children's literature should be relevant with their background and environment as it plays a fundamental role as a part of children's growth.…”

Section: Introductionmentioning

confidence: 99%

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Fostering Peace and Harmony Through Indonesian Heroes’ Stories: A Systematic Review of Literature

Parlindungan¹,

Rifai²,

Nuthihar³

et al. 2023

Advances in Social Science, Education and Humanities Research

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In this article, we explored how the Indonesian national hero stories have been constructed and how the academic scholars perceive, critic, and encourage the development of Indonesian children's storybooks about national heroes. We conducted a systematic review of literature in the following steps: (1) formulating the problem, (2) searching the literature, (3) gathering information from studies, (4) interpreting the evidence and (5) presenting the results. We limited our search to stories and studies of national heroes that originally came from Aceh Province. This inclusion criteria narrowed our focus into six Acehnese national heroes; (1) Malahayati, (2) Cut Meutia, (3) Teuku Umar, (4) Cut Nyak Dien, (5) Teuku Nyak Arief, and (6) Teuku Muhammad Hasan. The findings show that the stories of those six Acehnese heroes with their courageous acts have been passed to generations of Indonesians to nurture patriotism. They have been told through school textbooks, movies, and other media. However, we found many of these stories generally tell the same storyline, lead to predictable ends, and expect singular perspective moral value. As the result, such telling of Indonesia's national heroes' stories has turned the national heroes into mythical, unrealistic beings which might make it hard for students to connect and relate. Additionally, the stories typically contain acts of violence with less value on peace and harmony. These findings indicate that Indonesian children's storybooks on national heroes, particularly on those six Acehnese heroes, need to be deconstructed and reconstructed. Children need alternatives to heroes' stories that challenge their critical perspective towards what it means to be a patriot and why maintaining peace and harmony is crucial in Indonesia.

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Literature on Student Book and its Effect for Developing Elementary School Teaching Materials

Cited by 2 publications

References 10 publications

Evaluation of the Multimedia Coursebook Material in Listening 1 Course: Audio, Video, and Interactive Activities

Evaluation of the Multimedia Coursebook Material in Listening 1 Course: Audio, Video, and Interactive Activities

Fostering Peace and Harmony Through Indonesian Heroes’ Stories: A Systematic Review of Literature

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