The Level of Thinking Skills in the Reading Section of EFL Textbook in Indonesia

Ariawan, Soni; Kholidi, Muh Azhar; Putra, Mulyono

doi:10.29408/veles.v7i1.7672

Cited by 3 publications

(2 citation statements)

References 31 publications

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“…Research by Ahmadian (2012) explores how language teaching uses this paradigm. Teachers hope to give students relevant language contexts by including realworld, practical projects and promote a more engaging, communicative learning environment and high thinking order (Ariawan et al, 2023). In addition, another aspect of language learning resources studied in recent research is authenticity.…”

Section: Introductionmentioning

confidence: 99%

Seeing Beyond Words: Metafunctions Analysis of Efl Textbooks

Darong

2023

LiNGUA J.

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This study carefully applies Systemic Functional Linguistics (SFL) to identify common linguistic patterns to examine English as a Foreign Language (EFL) textbooks. This descriptive qualitative study addresses the ideational, interpersonal, and textual metafunctions of English as a Foreign Language (EFL) textbooks as the research focus. The frequent use of material process, particular nominal group types such as Thing (T) and Numerative Thing (NT), the nuanced modality conveyed by "should," "would," and "will," and the use of narrative perspectives with third-person singular pronouns ("he" and "she") are noteworthy among these patterns. The identified linguistic features furnish invaluable pedagogical insights for the stakeholders of English learners, including the teachers, and provide guidance for targeted language instruction. Furthermore, these results are also invaluable for material development since the study highlights the importance of integrating SFL principles within the classroom discourse. The study also emphasizes the significance of SFL-based textbooks as learning facilitates. The study discovers that SFL-based textbook analysis provides well-informed instruction, allowing teachers to modify their teaching methods to meet students' communicative needs better. Despite limitations, the analysis remains a valuable tool in the classroom discourse as it better portrays the foreign language classroom discourse.

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Section: Introductionmentioning

confidence: 99%

Seeing Beyond Words: Metafunctions Analysis of Efl Textbooks

Darong

2023

LiNGUA J.

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“…A critical aspect of reading materials, as outlined by Ariawan et al (2023), is their ability to not only educate but also inspire students to learn, understand, apply, evaluate, and creatively engage with the content. Materials rooted in local culture have been shown to significantly enhance students' interest in reading and their comprehension skills.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Junior High School Literacy: Incorporating Luwu Cultural Heritage into Reading Materials

Tompo,

Sahraini,

Thayyib

2023

VELES

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Integrating local culture into language material leads to improving the students’ reading skills. Conducted in South Sulawesi's Luwu Regency, the research employs the ADDIE model for development and assessment. Participants included five English teachers and 25 eighth-grade students from (Junior High School) SMP Negeri 4 Belopa. During the analysis phase, teacher interviews and student questionnaires revealed a strong demand for culturally relevant materials, with 92% of students and 100% of teachers expressing a need for Luwu-based content. Subsequently, the design phase involved selecting texts reflective of local culture, guided by the needs analysis. The development phase produced an initial draft of a reading book comprising four chapters: "Heroes of Luwu," "Folklores of Luwu," "Enchantment of Luwu Tourism Objects," and "Traditional Foods of Luwu." Expert evaluations rated the content and language quality as 'good' with an average score of 83.75. Based on expert feedback, the draft underwent revisions. In the implementation phase, the revised reading materials were introduced in English classes at SMP Negeri 4 Belopa. Teachers rated the materials' effectiveness with an average score of 3.64 (agree), while student feedback was highly positive at 3.96 (strongly agree) on a 4-point scale, indicating the materials' practicality in an educational setting. The final evaluation phase involved refining the book based on teacher and student feedback, culminating in the dissemination of the final draft to several junior high schools within Luwu Regency. This study underscores the positive impact of culturally tailored educational materials on student engagement and skill development in language learning.

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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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The Level of Thinking Skills in the Reading Section of EFL Textbook in Indonesia

Cited by 3 publications

References 31 publications

Seeing Beyond Words: Metafunctions Analysis of Efl Textbooks

Seeing Beyond Words: Metafunctions Analysis of Efl Textbooks

Enhancing Junior High School Literacy: Incorporating Luwu Cultural Heritage into Reading Materials

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

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