A Textbook Analysis of “My Next Words” for the Fifth Grade Elementary School

Authors

  • Pipit Novianti English Student, Universitas Singaperbangsa Karawang
  • Evi Karlina Ambarwati Universitas Singaperbangsa Karawang

DOI:

https://doi.org/10.33394/jo-elt.v10i1.6972

Keywords:

EFL Textbooks, Content Analysis, English for Young Learners

Abstract

Textbooks are one of the materials used in the teaching and learning process. Textbooks have many benefits and important components in achieving the goals of the needs of learners (Cunningsworth, 1995). A qualitative method was conducted in this study. In brief, a descriptive qualitative research design was used to analyze and investigated an English textbook entitled Student’s Book “My Next Words†for Elementary School published by the Ministry of Education and Culture. The research data were collected from the content of the English textbook. To reveal the English textbook's content and appropriateness, this present study explored and researched an English textbook entitled Student’s Book "My Next Words" for Elementary School that applied Merdeka Curriculum. Following the BSNP (2017) criteria, the textbook was appropriate for use in the teaching and learning process, particularly in teaching English to Young Learners. Even though the textbook was considered appropriate in all aspects, some aspects of the book could be improved.

References

Afriani, Z. L., Mirizon, S., & Sitinjak, M. D. (2019). Cultural content analysis of English textbooks used by tenth graders in Bengkulu Utara. LINGUA: Jurnal Bahasa dan Sastra, 20(1), 65-76.

Akbar, R. (2016). An analysis of selected eleventh grade English textbooks. Journal of English and Education, 4(1), 109-126.

Altbach, P. G. et al. (1991). Textbooks in American society: Politics, Policy, and Pedagogy. Suny Press.

Amerian, M., & Esmaili, F. (2014). Language and gender: A critical discourse analysis on gender representation in a series of international ELT textbooks. International Journal of Research Studies in Education, 4(2). https://doi.org/10.5861/ijrse.2014.963

Anderson, B. (2007). Pedagogical rules and their relationship to frequency in input: Observational and empirical data from French. Applied Linguistics, 28(2).

Ayu, M., & Inderawati, R. (2019). EFL textbook evaluation: The analysis of tasks presented in English textbook. Teknosastik, 16(1), 21-25.

Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.

Bogdan, R.C., & Biklen, S. K. (2003). Qualitative Research for Education: An Introduction to Theories and Method (4th ed.). New York: Pearson

Byrd, P. (2001). Textbooks: Evaluation for selection and analysis for implementation. In M. Celce-Murcia (Ed.) Teaching English as a second or a foreign language (3rd Ed). Boston: Heinle & Heinle Publishers

BSNP. (2017). Buku teks dan pengayaan: kelengkapan dan kelayakan buku teks kurikulum 2013 serta kebijakan penumbuhan minat baca siswa. Jakarta: Pusat Penelitian Kebijakan Pendidikan dan Kebudayaan, Balitbang, Kemendikbud, 2017. ISBN: 978-602-8613-74-3.

Cunningsworth, A. (1995). Choosing your coursebook. Macmillan.

Depdiknas. (2003). Undang-undang RI No.20 tahun 2003 tentang sistem pendidikan nasional.

EYLC. (2021). Students Book: My Next Words for elementary school. Pusat Perbukuan Badan Standar, Kurikulum, dan Asesmen Pendidikan: Kementrian Pendidikan Kebudayaan, Riset, dan Teknologi.

Gunantar, A. D. (2017). Textbooks Analysis: Analyzing English as a foreign language (EFL) Textbooks from the perspective of Indonesian culture. Journal of Language and Literature, 11(2), 173-182.

Guo, D., Wright, K. L., & McTigue, E. M. (2018). A Content Analysis of Visuals in Elementary School Textbooks. The Elementary School Journal, 119(2). https://doi.org/10.1086/700266

Hakim, A. A., Setyaningsih, E., & Cahyaningrum, D. (2021). Examining the readability level of reading texts in English textbook for Indonesian senior high school. Journal of English Language Studies, 6(1), 18-35.

Harmer, J. (2007). The Practice of English Language Teaching. Harlow: Longman.

Meliawati, M., & Hamied, F. A. (2020). Content analysis on English textbooks for class X title English for high school. Jurnal Penelitian Pendidikan, 20(1), 83-90.

Richards, J. C. (2019, November 11). Role of textbooks. Retrieved from https://www.professorjackrichards.com

Romdania, R. (2021). A cultural ontent analysis of English textbook entlitled “English Alive 3†for senior high school. Raden Intan State Islamic University.

Menteri Pendidikan dan Kebudayaan. (2016). Permendikbud Nomor 8, Tahun 2016, tentang Buku yang Digunakan oleh Satuan Pendidikan

Sarifah, V., & Ambarwati, E. K. (2023). An Analysis of the English Textbook “My Next Word Grade 4†for the Elementary School. Jurnal Pendidikan dan Konseling (JPDK), 5(1), 3448-3455.

Wong, R. M. H. (2009). Developing criteria for textbook evaluation. TESL Reporter, 42(1), 52-75

Yanti, M. S., & Wirza, Y. (2022, November). Gender representation in the textbook for vocational school students in the Indonesian EFL settings. In ELT Forum: Journal of English Language Teaching, 11(3), 217-228.

Downloads

Published

2023-06-30

How to Cite

Novianti, P., & Ambarwati, E. K. (2023). A Textbook Analysis of “My Next Words” for the Fifth Grade Elementary School. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 10(1), 12–25. https://doi.org/10.33394/jo-elt.v10i1.6972

Issue

Vol. 10 No. 1 (2023)

Section

Articles

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities “tacitly or explicitly“ of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and publishing agreement.

Copyright
Authors who publish with Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP agree to the following terms:

  1. Authors retain copyright and grant the journal 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.
  2. 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.
  3. 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.

Licensing for Data Publication

Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP use a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:

Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.