Content of Textbook Entitled “Pathway To English” for the Twelfth Grade of High School

Authors

  • David Ricardo Sianipar Universitas Prima Indonesia English Language Education, Indonesia
  • Rahel Lolita Ginting Universitas Prima Indonesia English Language Education, Indonesia
  • Kristina Elisabeth S Universitas Prima Indonesia English Language Education, Indonesia
  • Erikson Saragih Universitas Prima Indonesia English Language Education, Indonesia

DOI:

https://doi.org/10.33394/jollt.v8i1.2241

Keywords:

Textbook, Content Analysis, High School

Abstract

A Textbook has a big role to make the process of learning and teaching running well.  The good textbook will influence on the students’ ability toward the lesson in the classroom. Before getting an explanation from the teachers, the students will learn the material first in their homes. It will let them comprehend the material before being explained by their teachers. It will make the learners easily understanding the lesson which is explained by the teachers in the classroom. By doing so, it will not be complicated for the students in mastering each lesson. The purpose of this research is to know whether the textbook integrates all learning skills and to find out whether the textbook gives assessment or self-reflection to the students about each chapter. In order to do this research, the checklist and documentation method is used to investigate the content of the textbook. The result will be shown by using the table and explained clearly to avoid misunderstanding against the readers. Briefly, a good textbook used by teachers and students in the classroom plays a crucial role in the process of learning and teaching.

Author Biographies

David Ricardo Sianipar, Universitas Prima Indonesia English Language Education

Universitas Prima Indonesia
English Language Education

Rahel Lolita Ginting, Universitas Prima Indonesia English Language Education

Universitas Prima Indonesia
English Language Education

Kristina Elisabeth S, Universitas Prima Indonesia English Language Education

Universitas Prima Indonesia
English Language Education

Erikson Saragih, Universitas Prima Indonesia English Language Education

Universitas Prima Indonesia
English Language Education

References

Aprianoto, & Haerazi (2019). Development and assessment of an interculture-based instrument model in the teaching of speaking skills. Universal Journal of Educational Research 7(12) 2796-2805. https://doi.org/10.13189/ujer.2019.071230

Anderson, L., & Krathwohl, D. E. (2001). A Taxonomy for learning, teaching and assessing: A Revision of bloom’s taxonomy of educational objectives [Abridge Edition]. New York: Addison Wesley Longman, Inc.

Bogdan, R. C., & Biklen, S. K. (2003). Qualitative research in education: An introduction to theory and methods (4th ed.). Needham Heights, MA: Allyn & Bacon.

Creswell, John W. (2009) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 3rd Edition. Los Angeles: Sage Publications, Inc.

Edge, J. & Wharton, S. (1998). ‘Autonomy and Development: Living in the Materials World’. In B. Tomlinson (Ed.) (1998). Materials Development in Language Teaching (1st ed., pp.295-310). Cambridge: Cambridge University Press.

Forehand, M. (2005). Bloom’s taxonomy: Original and revised. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 29 November 2019, from http://projects.coe.uga.edu/eppltt

Graves, K. (2000). Designing Language Course, a Guide for Teachers. Boston. Heinle. Cengage Learning.

Haerazi, H., Irwansyah, D., Juanda, J., & Azis, Y. A. (2018). Incorporating intercultural competences in developing English materials for writing classes. Journal of Language Teaching and Research, 9(3), 540-547. http://dx.doi.org/10.17507/jltr.0903.13

Haerazi, Vikasari, R. M., & Prayati, Z. (2019). The use of scientific-based approach in ELT class to improve students’ achievement and classroom interaction. Register Journal, 141-157. https://doi.org/10.18326/rgt.v12i2.157-180

Haerazi, H., Prayati, Z., & Vikasari, R. M. (2019). Practicing contextual teaching and learning (CTL) approach to improve students’ reading comprehension in relation to motivation. English Review: Journal of English Education, 8(1), 139-146. https://doi.org/10.25134/erjee.v8i1.2011

Haerazi, H., & Irawan, L. A. (2019). Practicing genre-based language teaching model to improve students’ achievement of writing skills. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 4(1), 9-18. http://dx.doi.org/10.21093/ijeltal.v4i1.246

Hornby, A. (2000). Oxford advanced learners' dictionary (6th ed). New York: Oxford University Press.

Kinasih, A.K. (2014). A Content Analysis on English Textbook for the Tenth Graders Look Ahead an English Course for Senior High School Students Year X and Pathway for Senior High School Student Grade X. Yogyakarta: Faculty of Language and Arts Yogyakarta. State University Yogyakarta. Retrieved from https://eprints.uny.ac.id/18505/1/Agni%20Kusti%20Kinasih%2007202244040.pdf

Kusumastuti, D. (2020). The analysis of a short story "untuk ibu": microstructural approach and practice of discourse. JOLLT Journal of Languages and Language Teaching, 7(1), 38-48. doi: https://doi.org/10.33394/jollt.v7i1.14377

Lail, H. (2019). Answering reading texts on English tryout test based on the 12th grade students' strategies at SMA Negeri 1 Kuripan Lombok Barat. JOLLT Journal of Languages and Language Teaching, 7(1), 3-5. doi:https://doi.org/10.33394/jollt.v7i1.1434

Mares, C. (2003). ‘Writing a Coursebook’. In B. Tomlinson (Ed), Developing Materials for Language Teaching (pp.130-140). London: Continuum.

Namaziandost, E., Shafiee, S., & Nasri, M. (2019). Investigating the impact of genre-based teaching (GBT) on EFL learners’ listening improvement. English Review: Journal of English Education, 8(1), 11-18. Doi: https://doi.org.10.25134/erjee.v8i1.1818

O’Neil, R. (1982). Why Use Textbooks?. ELT Journal 36(2), 104-111

Pamuji, K.D., Waring, R., & Kurniawan, E. (2019). EFL teachers’ experiences in developing l2 proficiency through extensive listening, TEFLIN Journal, 30( 2) July 2019, http://dx.doi.org/10.15639/teflinjournal.v30i2/257-273

Sevi-Biloon, J. (2018). Integrating EFL Skills for Authentically Teaching Specific Grammar and Vocabulary. Studies In English Language and, 5(2), 175-18. https://doi.org/10.24815/siele.v5i2.9705

Sheldon, L. E. (1987). Introduction in ELT Textbooks and Materials: Problems in Evaluating and Development. Modern English publication in association with the British Council.

Skedsmo, G. (2011). Formulation and realization of evaluation policy: inconcistencies and problematic issues. Journal of Educational assessment, Evaluation and Accountability, 23:5-20. https://doi.org/10.1007/s11092-010-9110-2

Wagner, B. J. (1985). Integrating the language arts (ERIC Digest). Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills. (ERIC Document Reproduction Service No. ED 263 627)

Wolf1, M. C., Muijselaar, M. M. L, Boonstra, • A. M., & de Bree, • E. H. (2018). The relationship between reading and listening comprehension: Shared and modality specific components, Reading and Writing, (2019) 32. Pp. 1747–1767 https://doi.org/10.1007/s11145-018-9924-8

Downloads

Published

2020-01-25

How to Cite

Sianipar, D. R., Ginting, R. L., Elisabeth S, K., & Saragih, E. (2020). Content of Textbook Entitled “Pathway To English” for the Twelfth Grade of High School. Journal of Languages and Language Teaching, 8(1), 60–71. https://doi.org/10.33394/jollt.v8i1.2241

Issue

Vol. 8 No. 1 (2020)

Section

Articles

Citation Check

License

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

  1. They are authorized by their co-authors to enter into these arrangements.
  2. 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.
  3. That it is not under consideration for publication elsewhere,
  4. 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.
  5. They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  6. They agree to the following license and publishing agreement.

Copyright
Authors who publish with JOLLT Journal of Languages and Language Teaching 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

JOLLT Journal of Languages and Language Teaching uses 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.