Reading Related Activities in English Textbook and How the Texts are Exploited in the Classroom
DOI:
https://doi.org/10.23887/jere.v6i3.48583Kata Kunci:
Reading-Related Activities, Exploitation Text, English TextbookAbstrak
Reading comprehension skill is an important requirement that must be possessed by students in learning English. To support students’ reading skill development, the role of the teacher and the learning materials are crucial. This study is an attempt to describe the reading related activities in English text book for Grade 9 and how the texts are exploited in the classroom by teacher. This study uses a descriptive qualitative which analyze the textbook used by the students and observe an English teacher who teach the ninth grade. The data of this research collected through document analysis, classroom observation, and interviews. The data were analyzed through four processes of data analysis which involved data collection, data reduction, data display and conclusion. The study found that, there are five types of reading related activities contain in English textbook namely: skimming/scanning activities, lexical items activity, linking words activity, activating activity, and questioning activity. Besides that, the most frequent exploited text done by the teacher in the class are completing activity in the form of fill the blank, grammatical words activity, and identifying order of event activity. This research was limited in time, number of subjects and data source so further research is suggested for more generable findings.
Referensi
Almeida, F. (2020). Strategies To Perform A Mixed Method Study. European Journal of Education Studies, 7(1), 326–337. https://doi.org/10.5281/zenodo.1406214.
Asmaryadi, I. (2021). Studi Strategi Guru Kelas Dalam Meningkatkan Kemampuan Membaca Permulaan Pada Proses Pembelajaran Daring Kelas Rendah Sdit Cahaya Hati: Teacher Strategy Study In Improving Beginning Reading Ability In The Process Of Learning In The Classroom Low. Urnal Pendidikan Tematik Dikdas, 6(2), 47–61. https://online-journal.unja.ac.id/JPTD/article/view/12927.
Ayu, M., & Indrawati, R. (2019). EFL Textbook Evaluation: The Analysis of Tasks Presented in English Textbook. Teknosastik, 16(1), 21. https://doi.org/10.33365/ts.v16i1.87.
Berek, F. X., Sutopo, S., & Munzil, M. (2016). Enhancement of Junior High School Students’ Concept Comprehension in Hydrostatic Pressure and Archimedes Law Concepts by Predict-observe-explain Strategy. Jurnal Pendidikan IPA Indonesia, 5(2), 230–238. https://doi.org/10.15294/jpii.v5i2.6038.
Bradley, V. M. (2020). Learning Management System (LMS) Use with Online Instruction. International Journal of Technology in Education, 4(1), 68–92. https://doi.org/10.46328/ijte.36.
Cheng, K., Thacker, B., & Cardenas, R. (2004). Using online homework system enhances students’ learning of physics concepts in an introductory physics course. American Journal of Physics, 72(11), 1447–1453. https://doi.org/10.1119/1.1768555.
Damanik, S. N. H., & Zainil, Y. (2019). The analysis of reading comprehension questions in English textbook by using high order thinking skill at grade X of SMAN 2 Padang. Journal of English Language Teaching, 8(1), 249–258. https://doi.org/10.24036/jelt.v8i1.103501.
de Lorenzo, W. E., Levine, D. R., & Adelman, M. B. (1983). Beyond Language: Intercultural Communication for English as a Second Language. The Modern Language Journal, 67(1), 100. https://doi.org/10.2307/326739.
Efriana, L. (2021). Problems of Online Learning during Covid-19 Pandemic in EFL Classroom and the Solution. Journal of English Language Teaching and Literature, 2(1), 38–47. https://jurnal.stkipmb.ac.id/index.php/jelita/article/view/74.
Fen, C., & Poh, K. (2015). A Review of Intrinsic and Extrinsic Motivations of ESL Learners. International Journal of Languages, Literature and Linguistics, 1(2), 98–105. https://doi.org/10.7763/ijlll.2015.v1.20.
Ferreira, J., Behrens, M., Torres, P., & Marriott, R. (2018). The necessary knowledge for online education: Teaching and learning to produce knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), 2097–2106. https://doi.org/10.29333/ejmste/86463.
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 1–18. https://doi.org/10.3390/soc10040086.
Ghabanchi, Z., & Behrooznia, S. (2014). The impact of brainstorming on reading comprehension and critical thinking ability of EFL learners. Procedia-Social and Behavioral Sciences, 98, 513–521. https://doi.org/10.1016/j.sbspro.2014.03.447.
Giacomazzi, M., Fontana, M., & Camilli Trujillo, C. (2022). Contextualization of critical thinking in sub-Saharan Africa: A systematic integrative review. Thinking Skills and Creativity, 43(October 2020). https://doi.org/10.1016/j.tsc.2021.100978.
Hidayat, D., & Rohati, T. D. (2020). The Effect of Extensive Reading on Students Reading Comprehension. Wanastra: Jurnal Bahasa Dan Sastra, 12(1), 58–64. https://doi.org/10.31294/w.v12i1.7519.
Issitt, J. (2004). Reflections on the study of textbooks. History of Education, 33(6), 683–696. https://doi.org/10.1080/0046760042000277834.
Istri Aryani, I. G. A., & Rahayuni, N. K. S. (2016). Innovation of Teaching and Learning English Applied to Animal Sciences’ Student with the Combination of Computer Media and Audio Visual. International Journal of Linguistics, Literature and Culture, 2(1). https://doi.org/10.21744/ijllc.v2i1.5.
Jayadiningrat, M. G., & Widiani, N. K. (2021). Positive Impact of Balinese Folktale Literacy Learning on Students’ Social Attitudes and Reading Ability. ,. Jurnal Pendidikan Dan Pengajaran, 54(1), 190–198. https://doi.org/10.23887/jpp.v54i1.32424.
Kahraman, A. (2020). The use of short stories in English language teaching and its benefits on grammar learning. IJCI - International Journal Of Curriculum and Instruction, 12(2), 533–559. https://eric.ed.gov/?id=EJ1271141.
Kendeou, P., McMaster, K. L., & Christ, T. J. (2016). Reading comprehension: Core components and processes. Policy Insights from the Behavioral and Brain Sciences, 3(1), 62–69. https://doi.org/10.1177/2372732215624707.
Koch, H., & Spörer, N. (2017). Students Improve in Reading Comprehension by Learning How to Teach Reading Strategies. An Evidence-based Approach for Teacher Education. Psychology Learning and Teaching, 16(2), 197–211. https://doi.org/10.1177/1475725717700525.
Kusumawardhani, R., Kurniawan, I. S., & Ningrum, N. K. (2020). Pelatihan pemasaran digital dan manajemen usaha untuk akselerasi kinerja UKM pengrajin bambu di Desa Tirtoadi, Mlati, Sleman. Jurnal Pengabdian Pada Masyarakat, 5(1), 11–17. http://ppm.ejournal.id/index.php/pengabdian/article/view/306.
Louis., R., Berríos., G., Cartaya., N., Casart., Y., & Mayora., C. (2016). Focus on Reading. ELT Journal, 71(3), 384–385. https://doi.org/10.1093/elt/ccx016.
Mahayanti, N. W. S., Artini, L. P., & Jannah, N. (2017). the Effect of Big Book As Media on Students’ Reading Comprehension At Fifth Grade of Elementary School in Sd Laboratorium Undiksha Singaraja. International Journal of Language and Literature, 1(3), 2549–4287. https://doi.org/10.23887/ijll.v1i3.12544.
Mardiana, E., & Hidayat, N. (2019). The Effect of Extensive Reading on Students’ Reading Achievement Of Senior High School. Kontribusia (Research Dissemination for Community Development), 2(2), 16. https://doi.org/10.30587/kontribusia.v2i2.1004.
Mayer, I. (2015). Qualitative research with a focus on qualitative data analysis. International Journal of Sales, Retailing & Marketing, 4(9), 53–67. https://www.circleinternational.co.uk/wp-content/uploads/2021/01/IJSRM4-9.pdf#page=57.
Miles, M. B., & Huberman, A. M. (1984). Drawing valid meaning from qualitative data: Toward a shared craft. Educational Researcher, 13(5), 20–30. https://doi.org/10.3102/0013189X013005020.
Mizbani, M., & Chalak, A. (2017). Analyzing Listening and Speaking Activities of Iranian EFL Textbook Prospect 3 Through Bloom’s Revised Taxonomy. Advances in Language and Literary Studies, 8(3), 38. https://doi.org/10.7575/aiac.alls.v.8n.3p.38.
Murris, K., & Haynes, J. (2018). Literacies, literature and learning: Reading classrooms differently. Routledge.
Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research, 19(2), 129–132. https://doi.org/10.1177/1362168815572747.
Norahmi, M. (2017). 21st-century teachers: The students’ perspectives. Journal on English as a Foreign Language, 7(1), 77. https://doi.org/10.23971/jefl.v7i1.538.
Oakhill, J., Cain, K., & Elbro, C. (2014). Understanding and teaching reading comprehension: A handbook. Routledge.
Pourhosein Gilakjani, A., & Sabouri, N. B. (2016). How Can Students Improve Their Reading Comprehension Skill? Journal of Studies in Education, 6(2), 229. https://doi.org/10.5296/jse.v6i2.9201.
Rahman, S., & Arju, S. (2008). Exploiting short stories in the EFL classroom. Stamford Journal of English, 4, 124–141. https://doi.org/10.3329/sje.v4i0.13493.
Ramadhan, S., Sukma, E., & Indriyani, V. (2019). Environmental education and disaster mitigation through language learning. IOP Conference Series: Earth and Environmental Science, 314(1), 0–9. https://doi.org/10.1088/1755-1315/314/1/012054.
Salikin, H., Bin-Tahir, S. Z., Kusumaningputri, R., & Yuliandari, D. P. (2017). The Indonesian EFL Learners’ Motivation in Reading. English Language Teaching, 10(5), 81. https://doi.org/10.5539/elt.v10n5p81.
Sangia, R. A. (2018). The Process and Purpose of Reading. Applied Linguistics.
Smith, M. A., & Karpicke, J. D. (2014). Retrieval practice with short-answer, multiple-choice, and hybrid tests. Memory, 22(7), 784–802. https://doi.org/10.1080/09658211.2013.831454.
Stender, A., Schwichow, M., Zimmerman, C., & Härtig, H. (2018). Making inquiry-based science learning visible: the influence of CVS and cognitive skills on content knowledge learning in guided inquiry. International Journal of Science Education, 40(15), 1812–1831. https://doi.org/10.1080/09500693.2018.1504346.
Sucipto, S., & Cahyo, S. D. (2019). A Content Analysis of the Reading Activities in “Bright 2”an English Textbook for Junior High School Students. English Language Teaching Educational Journal, 2(1), 13. https://doi.org/10.12928/eltej.v2i1.918.
Syamsi, K., Sari, E. S., & Pujiono, S. (2013). Pengembangan model buku ajar membaca berdasarkan pendekatan proses bagi siswa SMP. Jurnal Cakrawala Pendidikan, 5(1). https://doi.org/10.21831/cp.v5i1.1262.
Tayyeh, M. N., Prof, A., Hamza, S., Prof, A., & Aziz, H. (2021). An Analysis Of Reading Comprehension Questions In English Textbook" English For Iraq" According To Revised Bloom’s Taxonomy. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(7), 2868–2874. https://doi.org/10.17762/turcomat.v12i7.3880.
Thi, N., & Ngoc, M. (2015). the Essential Roles of Skimming and Scanning Techniques in Teaching Reading Comprehension. 196–198. http://nnkt.ueh.edu.vn/wp-content/uploads/2015/07/20.pdf.
Trinovita, D. (2020). Nilai-nilai ajaran tamansiswa yang terkandung dalam tiga buku teks bahasa inggris kelas x. Seminar Nasional Pendidikan, 11–21. https://www.jurnal.ustjogja.ac.id/index.php/semnas2020/article/view/7227.
Waring, H. Z. (2012). Yes-no questions that convey a critical stance in the language classroom. Language and Education, 26(5), 451–469. https://doi.org/10.1080/09500782.2012.656651.
Unduhan
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2022 Kadek Andre Karisma Dewantara, Luh Putu Artini, Luh Gede Eka Wahyuni
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Journal of Evaluation and Research in Education (JERE) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)