To see the other types of publications on this topic, follow the link: Textbook reading.
Journal articles on the topic 'Textbook reading'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Textbook reading.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Rosita, Rita. "Meningkatkan Keterampilan Membaca Kritis Buku Teks dalam Belajar Sejarah Melalui Metode Search, Solve, Create and Share (SSCS)." FACTUM: Jurnal Sejarah dan Pendidikan Sejarah 9, no. 2 (2021): 175–90. http://dx.doi.org/10.17509/factum.v9i2.27155.
Full textAbstract:
Students’ critical reading skill is being decreasing, especially in learning history. In the other hand, students’ reading skill during learning history is important and has its significance to be developed. The indications can be seen from the ability on finding and comparing reading sources, analyzing readings, making notes from reading results, and sharing information from reading analysis results. Due to the significance of this research, author formulates some problems taken, those are: first, how to develop history learning using methods Search, solve, create, and share (SSCS). Second, how to implement the search, solve, create, and share methods (SSCS). Third, how to increase learning using the search, solve, create, and share methods (SSCS). Fourth, the efforts to overcome the obstacles arisen in the application of search, solve, create, and share (SSCS) method. This study aims to improve critical reading skills of student's history textbook during learning history. This study uses a classroom action research model with Kemmis and Taggart design consisting of planning, implementation, observation, and reflection. This study aspects of the textbook's Critical reading skills are selecting information from the historical textbook that corresponds to the discussion, finding information from the history textbooks, analyzing the content of the reading in the history textbooks, asking questions to the teacher or friends about the learning materials in the history textbooks, making notes based on the readings from the history textbook, sharing the work based on the reading results. Based on the results, this search, solve, create, and share (SSCS) may improve Students’ critical reading skill in history learning . This is indicated by the increase in the critical reading skill on textbook of the learning process in each cycle.
2
Fata, Ika Apriani, Endang Komariah, and Andira Riski Alya. "Assessment of Readability Level of Reading Materials in Indonesia EFL Textbooks." Lingua Cultura 16, no. 1 (2022): 97–104. http://dx.doi.org/10.21512/lc.v16i1.8277.
Full textAbstract:
The research aimed to assess the readability of reading material in two different English textbooks published by different publishers. Many pieces of research have been conducted to examine the reading materials in English textbooks, and it had been discovered that the reading materials were insufficiently adequate for the levels of students. The research applied a descriptive content analysis method to analyze, interpret, and describe the data. The Flesch Reading Ease formula was as an instrument. The research’s data were derived from the English textbook “Pathway to English” by Erlangga grade X and the English textbook “Bahasa Inggris” by The Ministry of Education and Culture grade X. Based on the findings of the research, five reading texts out of 15 match with students’ level (fairly difficult level) of grade X in the first textbook, while three texts out of 13 equal with students’ level (fairly difficult level) of grade X in the second textbook. Furthermore, the first textbook’s average readability score indicates that the texts are ‘standard’, whereas the second textbook indicates that the texts are ‘fairly difficult’. Based on the study findings, some recommendations for teachers are to use the readability formulas to provide appropriate reading material for students, as well as for other researchers to conduct a larger context about readability.
3
Lin, Yi-Hsuan, Mei-Rong Alice Chen, and Hsiao-Ling Hsu. "Fostering Low English Proficiency Learners’ Reading in a Freshman EFL Reading Class: Effect of Using Electronic and Print Textbooks on Taiwanese University Students’ Reading Comprehension." International Journal of English Linguistics 11, no. 1 (2020): 54. http://dx.doi.org/10.5539/ijel.v11n1p54.
Full textAbstract:
This study investigated differences in university students’ academic reading comprehension performance, reading strategy use, and perception of the effects of two textbook mediums. Eighty-one students participated in this study. Two textbook formats, hard copies and soft copies of the same textbook were used. A mixed-method research design was used for data collection with paired sample t tests adopted to compare the reading comprehension of two textbooks versions in immediate learning and summative learning on the same group of students, and a questionnaire and semi-structured interviews were employed to probe students’ perceptions. The results indicated that the participants performed no differently on the summative reading comprehension tests, but performed significantly better on immediate tests using the e-textbook. The questionnaire and the interviews showed that half of the respondents still preferred to use print compared to e-textbooks. This study concluded that e-textbooks were not yet positioned to replace print textbooks for university students in Taiwan. Nonetheless, pedagogically, since e-textbooks provide more interactive features than print, they should be considered an integral part of reading instruction.
4
Tiwari, Hari Prasad. "Exploring the Challenges Faced by the Bachelor’s level Students in Reading English Textbooks." Journal of NELTA Gandaki 5, no. 1-2 (2022): 55–63. http://dx.doi.org/10.3126/jong.v5i1-2.49280.
Full textAbstract:
Reading textbooks written in second or foreign language is considered more challenging than written in reader’s mother tongue. If the textbooks are written considering the level of the students, they read and comprehend the texts without extra effort. With this in mind, the study tries to explore the challenges faced by the bachelor level second year students while reading the textbook ‘Readings for the New Horizons’. The participants of this descriptive phenomenological study consisted of 15 students studying specialization English in Bachelor of Education (B.Ed.) second year. I employed purposive sampling to select the participants and unstructured interview to collect the data. The collected data was transcribed and thematized and findings of the study were presented and analyzed employing descriptive techniques of qualitative data analysis. The findings revealed that students consider unfamiliar words as the major challenge followed by length of the reading texts, less proficient in English, sentence structure, content included in the textbook, number of lessons or reading texts incorporated in the textbook and lack of reading habits. The teachers need to involve students in intensive reading to overcome the challenges and to develop the habit of reading texts written in second language.
5
Reichenberg, Monica. "Explaining Teachers’ Use of Textbooks." Journal of Educational Media, Memory, and Society 8, no. 2 (2016): 145–59. http://dx.doi.org/10.3167/jemms.2016.080208.
Full textAbstract:
In educational systems without comprehensive systems for regulating textbooks, teachers can exert considerable influence on the use of textbooks. However, existing research has not yet identified the mechanisms of this use. Accordingly, the aim of this article is to examine and explain teachers’ strategic use of textbooks. I administered a questionnaire to 313 Swedish teachers of years four to twelve (for pupils of ten to eighteen years of age). The results demonstrate a pathway between reading practices and strategic textbook use, mediated by textbook satisfaction. Pupils’ reading needs had a negative impact on strategic textbook use. Finally, teachers’ experience had a positive impact on reading practices but no effect on strategic textbook use.
6
Wulandari, Sintya, and Hendi Hidayat. "THE 21st-CENTURY SKILLS REPRESENTED IN READING TASKS OF JUNIOR HIGH SCHOOL ENGLISH TEXTBOOKS." ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 11, no. 2 (2020): 185–201. http://dx.doi.org/10.33373/as.v11i2.2813.
Full textAbstract:
The purpose of this research is to reveal the representation of the 21st-century skills in the reading tasks of junior high school English textbooks for grade VIII and compare the results of data between the textbook published by Erlangga publishing and the textbook published by the The Ministry of Education and Culture. The integration of the 21st-century skills in English textbook is important for students to deal with globalization. Using the descriptive qualitative method and content analysis, this research analyzed the representation of the 21st-century skills in reading tasks of Junior High School English textbooks “Bright an English” published by Erlangga and the textbook “When English Rings a Bells” published by The Ministry of Education and Culture for grade VIII for Junior High School based on the categories of 12 competencies from the framework for 21st-century learning. As a result, the researcher found that there were slightly different results from two English textbooks. Textbook 1 refers to the “Bright an English” textbook presents 9 skills. Meanwhile, textbook 2 refers to “When English Rings a Bells” textbook presents 8 skills which had fewer than textbook 1. The textbooks use the 2013 English curriculum materials. It also has fulfilled the criteria of a good textbook. This research definitively answers the question regarding the representation of 21st-century skills in the reading task of Junior High School English textbooks.
7
Shalihah, Maziyyatus, Dzul Fikri, and Mutmainnah Mustofa. "Analyzing higher order thinking skills (HOTS) questions of reading essay tasks in senior high school English textbook." English Education Journal 13, no. 1 (2022): 106–21. http://dx.doi.org/10.24815/eej.v13i1.23956.
Full textAbstract:
English textbooks, particularly for senior high school students, should provide competent English reading activities to help students improve their English skills by simultaneously training them in reading and vocabulary knowledge. The researcher aims to investigate the Higher Order Thinking Skills (HOTS) in essay reading exercises distributed in the English SMK/MAK textbook for grades X, XI, and XII. The researcher selected the English textbook published by Bumi Aksara. This study was carried out using the qualitative method.. The data analysis method was sequentially started from textbook observation, question selection, data reduction, and finally the HOTS data analysis. According to the results, there are 6 HOTS reading essay questions (C4: 2, C5: 4) in the English textbook for X grade, 7 HOTS reading essay questions (C4: 5, C5: 2) in the English textbook for XI grade, and 12 HOTS reading essay questions (C5: 12) in the English textbook for XII grade. It can be concluded from the findings that HOTS reading essay questions are distributed less than LOTS. These results may suggest to English teachers to be selective in utilizing English textbooks to improve student's critical thinking and for the further researcher to investigate HOTS effects on students’ achievement.
8
Kim, Misuk. "A Study on Developing of Korean Reading Digital Textbooks for Advanced Learners." Korean Society of Bilingualism 85 (December 31, 2021): 29–51. https://doi.org/10.17296/korbil.2021..85.29.
Full textAbstract:
The purpose of this study is to develop a digital reading textbook for advanced Korean learners. While research on textbooks for Korean language learners is being carried out steadily, most of the textbooks were published for intermediate and advanced levels published are integrated textbooks mainly used by language education institutes, textbooks for academic learners, and test books for preparing for TOPIK(Test of Proficiency in Korean) etc. However, there is a shortage of advanced textbooks for general purpose learners who are constantly learning Korean with interest in the Korean language and Korean culture. In particular, development of digital textbooks for the digital generation who are familiar with digital devices has not achieved much in terms of research achievements compared to the necessity. Digital textbooks are equipped with various learning materials, which further arouse learners’ interest, enable them to learn self-directedly, and facilitate the supply and demand of textbooks overseas. In this study, the development of reading materials containing various topics was suggested to improve learners’ reading ability. In particular, considering the characteristics of learners of the digital generation, I intend to develop digital textbooks that are easy to access even abroad. The content was based on a travel destination that learners may be interested in, and a theme-based textbook was developed by connecting it with reading texts on unfamiliar topics. In addition, reading strategies are included in the textbook to improve the reading skills of learners by learning reading strategies. In this study, a digital textbook was developed using a reading strategy, and it is expected that the discussion on digital textbooks will become more active in the future.
9
Bukhori, Baidi, Hamdan Said, Tony Wijaya, and Faizah Mohamad Nor. "The Effect of Smartphone Addiction, Achievement Motivation, and Textbook Reading Intensity on Students’ Academic Achievement." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 09 (2019): 66. http://dx.doi.org/10.3991/ijim.v13i09.9566.
Full textAbstract:
<h1>This study investigates the effect of smartphone addiction, achievement motivation, and textbook reading intensity on academic achievement. This quantitative study involved 720 students from two public universities. The cluster random sampling technique and three psychological scales namely Smartphone Addiction Scale, Achievement Motivation Scale, and Reading Textbook Intensity Scale were employed for data collection. The data were analyzed using path analysis technique. The study found that (i) smartphone addiction and achievement motivation directly affect the intensity of reading academic textbooks, and (ii) smartphones addiction, achievement motivation, and the intensity of reading academic textbooks directly affect the academic achievement. Although the intensity of reading academic textbook mediated the effect of smartphone addiction on academic achievement, it did not mediate the effect of achievement motivation on academic achievement.</h1>
10
Jemadi, Fransiskus, Yulian Juita Ekalia, Skolastika Neldis, and Mariani Mawasari Nadur. "The Thinking Questions in English Textbooks for Students: A Content Analysis." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 9, no. 1 (2025): 1. https://doi.org/10.26858/eralingua.v9i1.64288.
Full textAbstract:
Abstract. The reading comprehension question level in textbook is crucial because it provides teachers with a base on what to use in the teaching learning process. This study is concerned with evaluating and contrasting the distribution of question levels in reading comprehensions in two EFL textbooks used in Indonesian secondary schools: English for Nusantara for grade VI (hereinafter referred to textbook 1) and When English Rings A Bell for grade VI (hereinafter referred to textbook 2). Both were published by the Ministry of Education and Culture of the Republic of Indonesia, although for different curriculums. This study focused on assessing Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) in reading passages using the revised Bloom's taxonomy. This study was designed using the descriptive qualitative approach and data was collected using a checklist table. The data were collected and evaluated to determine the percentages and frequencies associated with each level of thinking skills for the questions. The results showed that in both textbooks, LOTS were more prevalent than HOTS. In textbook 1, the percentage of LOTS is 79%, and in textbook 2, the percentage is 84%, whereas the percentage of HOTS is 21% in textbook 1 and 16% in textbook 2. Furthermore, memorizing (C1) is the most common question in both textbooks, accounting for 62% in textbook 1 and 78% in textbook 2. The findings highlight the need for curriculum developers and educators to reevaluate the complexity and cognitive demands of reading comprehension questions in English textbooks. By fostering higher-order thinking skills through more challenging and diverse questions, students can better prepare for real-world language use and critical analysis. As results, this study underlines the importance of aligning educational materials with the goals of developing students' critical thinking and problem-solving abilities, which are essential for their academic and future professional success.Keywords: Thinking questions, coursebook evalaution, reading questions
11
Sabuna, Vicky Petra Kurnia, Eusabinus Bunau, and Wardah Wardah. "AN ANALYSIS OF LEXICAL DENSITY ON READING MATERIALS IN ENGLISH INTERLANGUAGE TEXTBOOK FOR THE TENTH-GRADE SENIOR HIGH SCHOOL." Journal of English Educational Study (JEES) 7, no. 1 (2024): 1–8. http://dx.doi.org/10.31932/jees.v7i1.2542.
Full textAbstract:
Reading is one of the important language skills students have to master. Some forms of reading materials are written in English, to mention some are books, articles, and textbooks. English Interlanguage Textbook for the Tenth-Grade Senior High School was one of the reading materials chosen as the focus of this research. In terms of the content of the textbook, the teacher should be able to decide whether it is informative or not. The objectives of this study were (1) to find out the lexical density of the reading materials in the English Interlanguage textbook, and (2) to describe the lexical density of the reading materials in the English Interlanguage Textbook. In this study, the researcher chose qualitative research as the methodology. The data collected from the textbook showed that there were 9 reading materials that were categorized into different kinds of text. Those were narrative text, recount text, descriptive text, and news item text. The lexical density of reading material in the English Interlanguage Textbook for the tenth-grade of Senior High School was around 40% - 60%. It infers that the lexical density was sufficient. Also, the reading materials were clear, understandable, and suitable for students.Keywords: Descriptive research, lexical density, textbook analysis
12
Noviyenti, Leffi. "Analysis of English Alive Textbook in Terms of Genres and Lexical Density." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (2021): 799–812. http://dx.doi.org/10.35445/alishlah.v13i2.587.
Full textAbstract:
The current study aimed at analyzing an English textbook titled English Alive used by English teachers from some senior high schools in Curup, Bengkulu, Indonesia. The textbook analysis was oriented towards two domains, namely genres and lexical density, by applying a content analysis method. This study revealed that the English Alive textbook had five genres: reading materials in the narrative, report, analytical exposition, spoof, and hortatory exposition. Those genres were embedded in sixteen passages distributed to the entire textbook, and those passages were mapped into ten units. Lexical density measurement indicated that most of the passages were categorized as easy to be comprehended, and a few passages were categorized as too easy to be comprehended. However, text genres in this textbook did not sufficiently conform to the distribution of English reading materials as suggested by the K-13 curriculum. Some reading passages did not seem contributive to students’ English acquisition according to comprehensible input theory and other related findings. Hence, the English Alive textbook could be used in today’s context and needs as supplementary material, but the primary reading materials should be resting upon K-13-driven English textbooks. Strength and weaknesses were also identified from the English Alive textbook. The former could be noted that this textbook adopted the constructivism theory and genre-based approach properly. However, the latter indicated that the provision of genre materials did not entirely conform to essential competencies formulated in the current K-13 curriculum of English education. Further studies could analyze more textbooks to help teachers choose appropriate English textbooks.
13
Yue, Qing. "The Use of Textbook Illustrations in Teaching English Reading in Junior Secondary School." Frontiers in Humanities and Social Sciences 3, no. 4 (2023): 17–22. http://dx.doi.org/10.54691/fhss.v3i4.4726.
Full textAbstract:
Although the progress of modern information technology and society has made modern junior high school English textbooks gradually develop in the direction of multi-modality, in actual teaching, teachers make less use of textbook illustrations and have difficulties in using them. Based on the two dimensions of classification and function of illustrations, the article Save the Sharks! from the Unit 13 Reading section of the Grade 9 English textbook of PEP is used as an example to discuss the effective use of textbook illustrations in reading teaching in conjunction with actual teaching. Teachers can use the illustrations in the three stages of reading, namely pre-reading, while-reading and post-reading, to help them enrich the classroom content and present a better quality of reading classroom.
14
Перишић, Снежана. "АНАЛИЗА СТАНДАРДА ДИДАКТИЧКОГ ОБЛИКОВАЊА САДРЖАЈА НА ПРИМЕРУ БАСНИ У ЧИТАНЦИ ЗА ПРВИ РАЗРЕД ОСНОВНЕ ШКОЛЕ ИЗДАВАЧКЕ КУЋЕ ЕДУКА". ГОДИШЊАК ЗА ПЕДАГОГИЈУ 7, № 2 (2022): 85–101. http://dx.doi.org/10.46630/gped.2.2022.6.
Full textAbstract:
In this paper, we deal with the analysis of the quality standards of the didactic design of textbooks on the example of a reading book for the first grade published by Eduka (Jović and Jović, 2019). The analysis was performed according to general textbook quality standards (Ivić et al., 2009) and legal frameworks for regulating the quality of textbooks and textbook sets, using the example of fables that are part of the content of the analyzed source. The analysis of the achievement of standards in the field of didactic design in the paper will point out the possibilities of improving the existing didactic-methodical apparatuses that accompany fables. Keywords: textbook quality standards, didactic-methodical apparatus, textbook, reading book, fable
15
Gultom, Johannes Jefria, and Maryana Sitinjak. "MAPPING READING EXERCISES IN ENGLISH TEXTBOOK FOR ELEVENTH GRADE STUDENTS BASED ON HOTS." BAHAS 31, no. 4 (2020): 245. http://dx.doi.org/10.24114/bhs.v31i4.21912.
Full textAbstract:
AbstractThis study is about the cognitive level of reading exercises in an English textbook for eleventh grade students based on Revised Bloom’s Taxonomy. The objective of the study was to investigate the distribution of the higher order thinking skills in the reading exercises of students’ textbooks entitled Bahasa Inggris which is published by the Ministry of Education and Culture. This study was conducted by using descriptive qualitative method. The data of this study were the reading texts’ exercises in the textbook. The result of this study was the reading exercises in Bahasa Inggris textbook covered all of the cognitive levels, they are Remembering (43.90%), Understanding (20.73%), Applying (6.1%), Analyzing (1.83%), Evaluating (1.22%), and Creating (26.22%). Thus, the distribution of higher order thinking skills (analyzing, evaluating, and creating) in the textbook was 29.27%, and for the lower order thinking skills obtained 70.73%. Thus, reading exercises developed in Bahasa Inggris textbook provided Higher Order Thinking Skills questions to students at the eleventh grade.Key words: Higher Order Thinking Skills; Reading Exercises; Revised Bloom’s Taxonomy
16
Gurung, Regan A. R., and Ryan C. Martin. "Predicting Textbook Reading." Teaching of Psychology 38, no. 1 (2011): 22–28. http://dx.doi.org/10.1177/0098628310390913.
Full text
17
Wei, Yuehong, and Qinghan Lu. "A Study on Attitudinal Resources of Reading Texts in Chinese Senior High School English Textbooks: Taking Book 1 of Yilin Press AS an Example." Journal of Global Research in Education and Social Science 18, no. 3 (2024): 1–7. http://dx.doi.org/10.56557/jogress/2024/v18i38735.
Full textAbstract:
Reading plays an important role in senior high school English learning, and English textbooks are important resources for students to learn English and crucial means to improve students’ reading ability. Therefore, English teaching materials contain abundant attitudinal resources, which have important interpersonal significance and are important resources for cultivating students’ values. Based on the attitude system in Appraisal Theory of systemic functional linguistics, this study analyzes the attitudinal resources in the reading texts of a compulsory English textbook 1 of Yilin press for senior high schools in China. Through quantitative and qualitative analysis, the study also examines the distribution and functions of the attitudinal resources in the reading texts, and interprets the meaning conveyed by them. This research found that all three kinds of attitudinal resources are involved in these reading discourses and affect resources are used most. The textbook conveys positive values to students. This study is expected to provide a new perspective for the study of textbook reading texts, and provide inspiration for senior high school English teaching and textbook compilation.
18
CIBOROWSKI, JEAN. "Using Textbooks with Students Who Cannot Read Them." Remedial and Special Education 16, no. 2 (1995): 90–101. http://dx.doi.org/10.1177/074193259501600204.
Full textAbstract:
Too many students have difficulty comprehending information presented in the textbooks intended for their use. One reason for this is that textbooks are often organized so that the task of reading and thinking about them is made unduly difficult. Further, teacher editions offer little in the way of helping teachers improve the textbook's usability for students who struggle with reading. This article summarizes the existing literature on effective textbook instruction. The author then proposes how special educators and content instructors can combine their talents to compensate for poorly written books and maximize good books when teaching all their students, but particularly those students who do not learn in the expected ways.
19
HRYVKO, Antonina, and Oleksii SYTNYK. "TEXTBOOK AS A BASIS FOR THE DEVELOPMENT THE CROSS-CUTTING READING SKILLS : CURRENT CHALLENGES AND PROSPECTS." INNOVATIONS IN THE SCIENTIFIC, TECHNICAL AND SOCIAL ECOSYSTEMS 1, no. 2 (2022): 22–34. http://dx.doi.org/10.56378/ahos30122022.
Full textAbstract:
The purpose of the article is to consider scientifically sound provisions as factors in the transformation of modern school textbooks in terms of representation in them of opportunities for students to develop key skills, including reading; highlighting the results of the study of levels of students' reading skills, study of students' beliefs about the possibility of acquiring key reading skills through a textbook, as well as possible ways to improve the textbook in terms of tasks of forming students' literacy as one of the basic elements of key competencies. Research methodology. To achieve the goal of the study we conducted linear research, which included: studying the state of development of reading skills (as a basic element of learning) as students of 5th (N = 143) and 9th (N = 140) grades of secondary school; studying students' ideas about the role of the textbook in the development of reading skills 8th and 9th grades, N = 154); analysis of the need and possibilities of expanding the information and functional field of textbooks by means of information technology in the context of the development of readers' literacy. To conduct the study, the authors used veloped and tested tests to assess readers and a questionnaire using the Likert method. Statistical research methods were used to process the results. Conclusion. According to the results of the research, shortcomings in the reading skills of students of both 5th and 9th grades were identified and analyzed. The results of the survey allowed us to conclude that students recognize the significant role of the textbook in the formation of reading literacy, but at the same time there is a need to expand the information and functional field of the textbook. The authors have proposed some technologies to expand the information and functional field of the textbook as a means of developing reading skills, but their testing should be the subject of further research.
20
Lee, KyeongHwa. "2022 revised elementary Korean textbook development direction: Focusing on 1st and 2nd grade Korean textbooks." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 17 (2023): 533–43. http://dx.doi.org/10.22251/jlcci.2023.23.17.533.
Full textAbstract:
Objectives The purpose of this study is to describe the development direction of Korean text ooks according to the 2022 revised Korean language curriculum. Understanding the development direction of new textbooks will help drive changes in Korean language classes in elementary schools.
 Methods Through literature research, Schwab (1973)'s four common elements of development were analyzed in terms of subject, learner, teacher, and environment, and the new textbook's revision focus, unit composition system and development method were presented.
 Results The focus of revision of new textbooks is textbooks that reflect the fixedness and creation of Korean subjects at the subject level, textbooks that strengthen student initiative at the student level, textbooks that guarantee teacher autonomy in operating the curriculum at the teacher level, and language media Hankyung and Hankyung It is a textbook that covers a virtual environment. The structure of 『Korean』 is composed of preparation → sub-unit 1, sub-unit 2 → practice. And 『Korean Activities』 consisted of skill development → self-reading.
 Conclusions Based on these results, the new textbook's revision points and unit composition system were presented. The unit of the new textbook has a unit structure, and the unit structure type is a mixture of goal-centered and text-centered types. in the meantime the unit composition type of Korean textbooks has been goal-centered for about 40 years, from the Korean textbook of the 5th curriculum period in 1987 to the Korean language textbook of the 2015 revised curriculum period. However, in this 2022 revision Korean textbook, the unit composition type has been changed to a mixed type of goal-centered type and text-centered type. changed to a mixed type. This change in unit composition is a big change in the historical aspect of elementary Korean textbooks.
21
Oh, Hyeanah. "A Study on the the Expression Items of ≪Reading Joseoneo≫ Textbooks for Students of Joseoneo as a Foreign Language in North Korea: Publications from Kim Hyong Jik University of Education." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 14 (2022): 67–76. http://dx.doi.org/10.22251/jlcci.2022.22.14.67.
Full textAbstract:
Objectives The purpose of this study is to analyze the expression items in the textbook of ≪Reading Joseoneo≫ for foreigners at Kim Hyung Jik University of Education in North Korea.
 Methods In Chapter 2, 2.1 of the second chapter, we looked at the list of expression items for the appearance of textbooks, and in 2.2, we tried to analyze the expression items presented in the textbook of ≪Reading Joseoneo≫ by dividing them into ‘language unit dimension, form dimension, and meaning dimension’.
 Results As a result, it was confirmed that much more expression items were presented in ≪Reading Joseoneo 3≫ (2016) than in ≪Reading Joseoneo 3≫ (2013). In 2.2, the analysis was conducted by dividing the expression items presented in the textbook of ≪Reading Joseoneo≫ into 1) language unit dimension, 2) form dimension, and 3) meaning dimension.
 Conclusions Through the above analysis, we were able to confirm the actual condition of the expression items presented in the high-level textbooks of Kim Hyung Jik University of Education, ≪Reading Joseoneo 3≫ (2013) and ≪Reading Joseoneo 3≫(2016). However, it is necessary to discuss in detail how expression items in North Korean language education for foreigners are actually taught and learned by international students.
22
Akbariski, Habib Safillah, Titik Harsiati, and Imam Agus Basuki. "Assessment of Critical Reading Ability Using Indonesian Language Textbooks for the 2013 Curriculum and the Merdeka Curriculum." Jurnal Ilmu Pendidikan 30, no. 1 (2024): 19. http://dx.doi.org/10.17977/um048v30i1p19-28.
Full textAbstract:
Critical reading ability is a type of reading skill that involves critical thinking. There is a positive correlation between critical reading urgency and critical reading tests. In this regard, it is necessary to study the evaluations of the curriculums currently being implemented in Indonesia, specifically the 2013 and Merdeka curricula. This study is a type of qualitative descriptive research. The data of this study includes the level, stimulation level, and format of reading comprehension questions in the Indonesian textbook for the 10th grade 2017 version of the 2013 curriculum and the Indonesian textbook for the 10th grade 2021 version of the Merdeka curriculum. The data collection technique implemented in this study is the documentation or note-reading technique. Research results show that (1) there are six levels of awareness of critical reading skills in Indonesian textbooks for the 2013 class X and Merdeka programs. The six cognitive levels are interpretation, analysis, inference, evaluation, explanation, and self-regulation. The Indonesian Textbook 10th Grade, 2013 syllabus found 64 questions containing important reading content. Meanwhile, the Indonesian Textbook for the 10th grade of Merdeka Curriculum has 76 questions containing important reading content. Significant differences exist in the number of items measuring critical reading skills; (2) the question stimuli used included text, images-texts, and infographics; and (3) variations in question format including multiple-choice, true-false, brief, and descriptive answers.
23
Rizky, Elyan, and Hesti Wahyuni Anggraini. "STUDENTS’ PERCEPTIONS OF THE USE OF DIGITAL AND PRINTED TEXTBOOKS." Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language 10, no. 1 (2023): 1–8. http://dx.doi.org/10.36706/jele.v10i1.19415.
Full textAbstract:
The introduction of technology has changed how students perceive and prefer learning and knowledge acquisition, specifically in choosing types of textbooks. In addition to the printed textbook, many textbooks are now also available in digital formats. The purposes of this study were, firstly, to determine how students perceived digital and printed textbooks and secondly to know their reading preference. Using purposive random sampling, qualitative data was obtained through interviews with six students from three different semesters of the English Education Study Program of Sriwijaya University Palembang, selected on the basis of their English ability level. The findings were analysed in terms of the frequency of students’ use of digital and printed textbook, the advantages and disadvantages, and students’ preferences of reading digital and printed textbooks. The findings indicated that the students perceived the importance of reading both paper and digital textbooks equally for their learning activities. Furthermore, students preferred to read both printed and digital textbooks. None of the students rated one format better than the other.
24
Rostykus, Nadiia, and Diana Kulchytska. "Applied aspect of the criteria for selecting illustrative didactic materials in the ukrainian language and reading textbooks." Visnyk of the Lviv University. Series Pedagogics, no. 36 (2022): 151–58. http://dx.doi.org/10.30970/vpe.2022.36.11562.
Full textAbstract:
The article considers the issue of textbook development in accordance with the reform the New Ukrainian School. It presents the essence of the concepts “textbook development” and “the didactic material” based on the scientific literature. The authors argue that the main task of a school textbook remains unchanged, though the changes occur due to the new functions of a book in modern society development. They compare general criteria for textbooks design in the works of Jan Amos Komensky and the criteria developed in alignment with The New Ukrainian School reform. The teachers today are given the opportunity to choose the textbook, which will help them to best implement the content of primary education. Thus, each teacher in schools with the instruction in the Ukrainian language has a wide range of the Ukrainian language and reading textbooks to choose from (10 textbooks (2018) recommended by the Ministry of Education and Science of Ukraine). The authors of the article focus on the practical aspects of the primary school teachers’ evaluation of the materials selected in the textbooks. In-depth analysis allowed specifying the criteria that teachers should pay attention to in choosing the Ukrainian language and reading textbook for the 1st grade based on the practical aspect of the selected didactic materials. The results of the primary school teachers’ survey on the issue of the didactic material selection are presented. The survey revealed that there is a need for special events (seminars, workshops, webinars etc.) aimed at the development of teachers’ quality skills to analyze the didactic content of the textbooks for their objective evaluation and selection. Keywords: textbook, textbook design, didactic material, illustrative material, selection criteria.
25
Setyowati, Fitri Andriani, Kristiani, and Tri Murwaningsih. "The Effectiveness of Visual Picture Economics Textbook Based on Problem Based Learning in Improving Reading Literacy Skills." Journal of Education Technology 6, no. 3 (2022): 380–89. http://dx.doi.org/10.23887/jet.v6i3.46435.
Full textAbstract:
The low reading literacy of Indonesian students is still a problem in the world of education in Indonesia. Testing the feasibility of reading literacy instruments and testing the effectiveness of visual picture economics textbook based on problem-based learning in improving reading literacy skills are the objectives of this study. This type of study is quasi-experimental, with a sample of 62 students divided into classes XI IPS1 and XI IPS2. The samples in this study used the cluster random sampling method. The data taken from this study used various techniques including (1) interviews, (2) observations, (3) questionnaires, and (4) questions. Data analysis uses several techniques including (1) quantitative descriptive analysis, (2) Inferential statistical analysis was preceded by a prerequisite test consisting of a normality test and a homogeneity test followed by a t-test, and (3) hypothesis testing. The results showed that the reading literacy instrument was declared feasible and valid, and the research data were normally distributed and homogeneous. In addition, based on the t-test, the results showed that H0 was rejected and H1 was accepted, which means that there is a difference in the level of students' reading literacy skills between using visual picture economics textbook based on problem-based learning and conventional economics textbooks. In the experimental class, the average reading literacy level was 68.74 and 60.52 in the control class. Based on these results, the use of an economic textbook with visual images based on problem-based learning is more effective in improving reading literacy compared to using conventional economics textbooks. This research implies increasing reading literacy skills by utilizing visual picture economics textbook based on problem-based learning.
26
Asnawi, Asnawi, Muhammad Muhkhlis, Ayu Rusmani, and Mukminati Zulfa. "Design of Material Needs Profile in Reading Learning Textbooks based Riau Malay Folklore." Jurnal Paedagogy 11, no. 2 (2024): 375. http://dx.doi.org/10.33394/jp.v11i2.11145.
Full textAbstract:
This study aims to identify the needs for the content of textbooks for learning to read which contain texts from Riau Malay folklore. The approach used in this research was qualitative with a descriptive method. The data collection techniques were questionnaires and interviews. Based on an analysis of the content aspects of textbooks for learning to read, there are several conclusions. First, students want textbook material that includes depth of material and examples of material to facilitate learning; second, students want the accuracy of textbook material which includes examples of material so that it is easy to understand; third, students want up-to-date textbook material and in accordance with the psychological development of students; fourth, students want noble values in textbooks to benefit their readers; and fifth, students want to use cliche language in the content of Riau Malay folklore which is taught in textbooks, so that they can increase their knowledge of the cliché language used in Riau Malay folklore. In addition, students also want the text of Riau Malay folklore in textbooks to add new knowledge about this folklore.
27
Nargas Amanat, Aqsa Rana, and Mariam Chaudhry. "A REVIEW ARTICLE ON THE EFFECTIVENESS OF THE PCTB GRADE 9 ENGLISH TEXTBOOK IN ENHANCING LANGUAGE SKILLS." Journal of Applied Linguistics and TESOL (JALT) 8, no. 2 (2025): 1995–98. https://doi.org/10.63878/jalt815.
Full textAbstract:
This research explores the effectiveness of the Class 9 English Textbook by the Punjab Textbook Board in enhancing students' linguistic proficiency and literary comprehension. Employing a mixed-methods approach, the study assesses the textbook’s content, pedagogical framework, and alignment with educational standards. Quantitative data were gathered through standardized assessments administered to a sample of 10 English teachers. Findings indicate that the textbook significantly improves students’ reading, writing, and critical thinking skills. However, areas for improvement include the integration of more diverse cultural perspectives and interactive activities to engage a broader spectrum of learning styles. This study underscores the textbook's pivotal role in foundational English education and provides recommendations for its enhancement to better serve diverse student needs in the Punjab region.
28
Lasmita, Ritanti, Alamsyah Harahap, and Safnil Arsyad. "Lexical Bundles in Reading Passages of English Textbook for Senior High School: A Comparative Study Between Three Textbooks of Different Grades." Edu-Ling: Journal of English Education and Linguistics 6, no. 2 (2023): 157–64. http://dx.doi.org/10.32663/edu-ling.v6i2.3495.
Full textAbstract:
This study discusses lexical bundles in reading passages in English textbooks for senior high school. This study has two objectives, the first is to find out lexical bundles three-word and four-word are found in reading passages of English Textbook for senior high school for X, XI, and XII grade. Second, To find of lexical Category types found in reading passages of English Textbook for senior high school entitled ”Bahasa Inggris” for X, XI, and XII grade. In addition, this study used theory from Biber. According to Biber, the categories of lexical bundles are noun phrase, verb phrase and prepositional phrase. This study uses a quantitative descriptive method used reading passages in an English textbook for senior high school entitled "Bahasa Inggris". Data collection in this study was assisted by Antconc software to determine lexical bundles and analyze lexical bundles according the category of lexical bundles. From the results of the study there were 146 lexical bundles in X grade, 203 lexical bundles in XI grade, and 199 lexical bundles in XII grade. Then, 299 categories of lexical bundles noun phrases, 159 verb phrases, and 91 lexical bundles preposition phrases. Lexical bundles three-word and four-word are found in reading passages in English textbooks. Then, three-word lexical bundles have the highest occurrence rate. In addition, the noun phrase category has a level of occurrence that is often used in reading passages in English textbooks for senior high school.
29
Muhsinin, Muhsinin, Sahni Sahni, Soni Ariawan, and M. Zulpiani Hamdi. "Content analysis of thinking skills level in reading questions of tenth grade of EFL textbook in Indonesia." Journal of English Language Teaching Innovations and Materials (Jeltim) 7, no. 1 (2025): 35–53. https://doi.org/10.26418/jeltim.v7i1.60800.
Full textAbstract:
Textbooks play a pivotal role in education, serving as primary learning resources and guiding both teaching and learning activities. Despite their importance, limited research has examined the cognitive levels of reading comprehension questions in EFL textbooks. This study aimed to analyze the level and distribution of thinking skills reflected in the reading questions of the tenth-grade Indonesian EFL textbook Bahasa Inggris. Utilizing content analysis, the study employed coding tables and checklists based on the revised Bloom’s Taxonomy, which classifies cognitive skills into six categories: Remember, Understand, Apply, Analyze, Evaluate, and Create. A total of 123 reading questions were analyzed. The results reveal a strong dominance of lower-order thinking skills (LOTS), particularly the Remember category, which accounted for over 60% of all questions. Understand and Apply followed with 15.45% and 13.00%, respectively. Higher-order thinking skills (HOTS) were significantly underrepresented, with Analyze and Evaluate comprising only 1.63%, and no instances of Create were identified. Overall, LOTS constituted 96.74% of the questions, while HOTS made up just 3.24%. These findings indicate a lack of cognitive challenge in the textbook’s reading sections, highlighting the need for more balanced question design that promotes critical and creative thinking.How to cite this paper: Muhsinin, M., Sahni, S., Ariawan, S., Hamdi, M. Z. (2023). The level of thinking skills in reading questions of tenth grade EFL textbook in Indonesia. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(1), 35–53. https://doi.org/10.26418/jeltim.v7i1.60800
30
Angier, Kate. "‘Reading’ Textbooks." Annals of Social Studies Education Research for Teachers 3, no. 2 (2022): 37–47. http://dx.doi.org/10.29173/assert44.
Full textAbstract:
This paper demonstrates how history textbooks can be used in high school classrooms as ‘primary’ as well as ‘secondary’ sources, to develop learners as critical and curious readers of history. History textbooks, like any other historical account, are a form of discourse which present a selected and ideologically constructed interpretation of the past; however, school learners tend to view them uncritically as 'the truth'. Simple strategies of ‘annotation and tabulation’ provide scaffolding which enable learners to deconstruct the textbook extracts (literally and figuratively) and identify the similarities and differences between accounts given of the same event. This in turn make more visible the ideological construction of school textbooks and the authorial positionality of the writers, encouraging learners to ask questions about their provenance and purpose. The classroom activities described in this article encourage learners to consider the effect and affect of telling the stories of the past in different ways, and help them to develop their disciplinary skills of reading and thinking like a historian.
31
Heni Novita Sari. "STUDENT’S PERCEPTION IN READING INDONESIA FOLKLORES ON THEIR ENGLISH TEXTBOOK." ELLTER Journal 4, no. 2 (2023): 143–50. http://dx.doi.org/10.22236/ellter.v4i2.11878.
Full textAbstract:
This study investigates tenth grade students’ perceptions on English textbooks which contain Indonesian Folklores as its reading materials. This study focuses on finding out students’ original perspectives on Indonesian Folklores in English textbook which may have three possibilities; either positive, neutral, or negative views. To get the answer, this study applied both close- ended and open-ended questionnaires as instruments of the research within mix method research’s design (quantitative and qualitative). The respondents were 60 tenth grade students of Senior High Schools in Jabodetabek. The results of the close-ended questionnaire showed that 1) reading Indonesian Folklores is interesting, fun, and motivating with the mean of 43, and 2) Reading Indonesian Folklores emerge cultural awareness with the mean of 47 responses in positive agreement with Indonesian Folklores in English Textbook. It was followed by one item in the open-ended questionnaire to get more accurate perceptions about whether English textbooks containing folklore is useful in increasing interest in learning English reading as well as protecting cultural preservation. The findings reveal that students have positive perceptions of Indonesia folklores in English Textbook, which makes them motivated and builds their cultural awareness.
32
Can, Fatih. "An Examination of Reading Texts in a Journey to Turkish A1 and A2 Level Textbooks in Terms of Readability." Shanlax International Journal of Education 9, S2-Sep (2021): 139–49. http://dx.doi.org/10.34293/education.v9is2-sep.4379.
Full textAbstract:
Textbooks, which have a very important place in educational activities, are also a widely used material in teaching Turkish to foreigners. Therefore, the texts in these textbooks play an effective role in learning. For this reason, it is very important to determine the readability levels of Turkish teaching textbooks for foreigners. The aim of this research is to determine the readability levels of the reading texts in the Turkish Journey A1 and Turkish Journey A2 textbooks prepared for teaching Turkish to foreigners. Document analysis, one of the qualitative research methods, was used in the study. In the study, the syllable, word and sentence lengths of the reading texts in the textbooks were calculated. The obtained data were analyzed with the Flesch formula adapted to Turkish by Ateşman (1997) and the readability levels of the reading texts were determined. Then, the reading texts in the books were compared in terms of ease and difficulty. According to the results obtained, it has been determined that the reading texts of both textbooks are generally of medium difficulty, easy and very easy. In addition, it was determined that the Turkish Journey A2 textbook and the Turkish Journey A1 textbook consisted of more difficult texts. As a result, it was determined that both books consisted of reading texts suitable for A1 and A2 levels.
33
Dewi, Ni Made Yuni Karya, Luh Putu Artini, and Luh Gede Eka Wahyuni. "Reading-Related Activities in English Textbook for Grade 7th Junior High School and How Teacher Exploited Texts in the Classroom." Journal of Psychology and Instruction 6, no. 1 (2023): 1–8. http://dx.doi.org/10.23887/jpai.v6i1.49814.
Full textAbstract:
The use of textbook in the reading class is one of the efforts that can be done by teachers in helping students to improve their abilities, namely by applying reading-related activities contained in the textbooks to the learning process in the classroom. This study aims at analyzing reading-related activities that are available in English textbook entitled “Effective English; Bahasa Inggris untuk SMP/MTs Kelas VII” was used for 7th Grade students and describing how the reading texts were exploited by the English teacher in the classroom. This study employed a qualitative descriptive research design. The subjects of this study were seventh grade students and an English teacher at Junior High School. Data were collected through document analysis, class observations, and interviews. The data in this study were analyzed through the data analysis procedures which include data collection, data reduction, data presentation, and drawing conclusions. The results of this study indicate that there are only a few reading-related activities in the English textbook entitled, namely lexical items and questioning activity. Meanwhile, the teacher’s strategies in exploiting the reading texts were also limited as the teacher closely used reading-related activities available in the textbook. This study was limited in time, number of subjects, and data sources so that further research is suggested for more generalizable findings.
34
Riry, Jholie Grace Imanuella, and Sophia Binnendyk. "Analyzing Reading Comprehension Questions in English Textbooks Using Barrett’s Taxonomy." MATAI: International Journal of Language Education 5, no. 2 (2025): 144–54. https://doi.org/10.30598/matail.v5i2.18343.
Full textAbstract:
This study analyzes reading comprehension questions in the English textbook “Bahasa Inggris Tingkat Lanjut” using Barrett’s Taxonomy. The objective is to categorize and evaluate the cognitive demands of these questions, providing insights into the effectiveness of the textbook in developing students' reading comprehension skills. Through a qualitative content analysis of the questions, the study identifies the distribution of questions across the five levels of Barrett’s Taxonomy: Literal Comprehension, Reorganization, Inferential Comprehension, Evaluation, and Appreciation. The findings reveal a disproportionate distribution of cognitive levels questions in this textbook. There are 6 (14%) literal comprehension, 1 (3%) reorganization question, 19 (45%) inferential questions, 11 (26%) evaluation questions, and 5 (12%) appreciation questions. The analysis suggests that the textbook moderately promotes higher-order thinking skills, but lacks a balanced distribution recommended by educational standards. The study underscores the need for a more varied approach to question design in textbooks to foster comprehensive reading skills. Implications for educators, textbook authors, and curriculum designers include the necessity to incorporate a wider range of question types to better support students' cognitive and interpretive abilities. Future research should explore the impact of diversified questioning techniques on student learning outcomes across different educational contexts. Future editions of the textbook should include more balanced distribution of questions types, reducing the proportions of Essay question and increasing the number of multiple choices questions. The textbook also should include more types of questions, such as, Yes/No, True/False and WH questions.
35
Pertiwi Nurfebrianti and Hartono. "The Development of Non-Fiction Text Books for Class XI Vocational High Schools Based on the Cooperative Integrated Reading and Composition Learning Model." International Journal of Linguistics, Literature and Translation 6, no. 8 (2023): 18–24. http://dx.doi.org/10.32996/ijllt.2023.6.8.3.
Full textAbstract:
This study aimed to: (1) produce textbooks for reading comprehension of non-fiction texts for class XI SMK based on the Cooperative Integrated Reading and Composition learning model, (2) describe the results of the product validation of reading comprehension textbooks of non-fiction for class XI SMK based on the Cooperative Integrated Reading and Composition learning model by experts and teachers, and (3) describe the results of the assessment of the non-fiction textbook reading comprehension of class XI SMK based on the Cooperative Integrated Reading and Composition learning model by students. This development research used the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation), which consists of five stages: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. The needs analysis was carried out at three schools in the city of Yogyakarta, namely SMK Negeri 4 Yogyakarta, SMK Negeri 6 Yogyakarta, and SMK Perkebunan MM 52 Yogyakarta. Product validation was carried out by one expert lecturer and three teachers. The product trial was conducted on 52 students of class XI at SMK Negeri 6 Yogyakarta. The data collection techniques used questionnaires and interviews. The data collection instrument used a needs analysis questionnaire, a list of interview questions, a validation sheet, and a student response sheet. The data analysis technique used descriptive and quantitative analysis. The scale used is a Likert scale with a scale of 1-5. The results of this study produced a product in the form of a textbook reading comprehension of non-fiction texts for class XI SMK based on the Cooperative Integrated Reading and Composition learning model. This non-fiction reading comprehension textbook was developed based on the 2013 revised 2017 edition of the curriculum, which consists of procedure texts, explanatory texts, lecture texts, and review texts. Textbook products were printed in the form of package books. Based on the results of expert and teacher validation, this textbook was declared feasible to be used as teaching material for learning to read in the classroom. The expert gave a score of 4.06 in the "good" category, while the teacher gave a score of 4.35 in the "very good" category. Based on student responses, the book received a score of 4.04 in the "good" category.
36
Vander Waal Mills, Kristyn E., Mark Gucinski, and Kimberly Vander Waal. "Implementation of Open Textbooks in Community and Technical College Biology Courses: The Good, the Bad, and the Data." CBE—Life Sciences Education 18, no. 3 (2019): ar44. http://dx.doi.org/10.1187/cbe.19-01-0022.
Full textAbstract:
One challenge facing students today is high textbook costs, which pose a particularly difficult obstacle at community and technical colleges, where students typically have lower incomes and textbooks constitute a larger proportion of the overall cost of education. To address this, many advocate for using open-source textbooks, which are free in a digital format. However, concerns have been raised about the quality and efficacy of open textbooks. We investigated these concerns by collecting data from general biology classes at four community and technical colleges implementing traditionally published (non-open) and open textbooks. We compared student outcomes, textbook utilization methods, and perceptions of textbooks in these courses. In generalized linear statistical models, book type (open vs. non-open) did not significantly influence measured student outcomes. Additionally, survey results found that students and faculty perceived the open textbook as equal in quality to other textbooks. However, results also suggested that student textbook use did not always align with faculty expectations. For example, 30% of students reported reading their textbooks compared with 85% of faculty expecting students to read the textbook. Finally, faculty who implemented open textbooks expected the textbook to be used more often for reference and review compared with faculty who use traditional textbooks.
37
Fikri, Ahmad Futunul, Khofifah Khofifah, Fauziah Fauziah, and Muhajir Muhajir. "Representation of Religious Moderation Values in Arabic Language Textbooks of Madrasah Aliyah: Insights from the Ministry of Religious Affairs of the Republic of Indonesia." Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan 19, no. 3 (2025): 1514. https://doi.org/10.35931/aq.v19i3.4204.
Full textAbstract:
<p><em>Although much research has been conducted on the representation of religious moderation values in textbooks, there are still few who study it from the perspective of Arabic textbooks. Thus, this research aims to examine the representation of religious moderation values in the Madrasah Aliyah Arabic language textbook for class XI: insights from the Ministry of Religion of the Republic of Indonesia. This research uses a library research design with a qualitative approach. The research results show that the content of the Arabic textbook consists of 6 chapters covering shopping, health, travel, Hajj and Umrah, information and communication technology, and religion in Indonesia. The values of religious moderation in the class XI Arabic textbook are on page 57 with the theme "Umrah with my family" on listening skills and page 59 on reading skills. Tolerance is found on page 90 of the theme "religion in Indonesia" in reading skills and page 99 in speaking skills. Anti-violence is found on page 31 of the theme "health" in speaking skills and page 63 of the theme "Hajj and Umrah" in grammar rules skills. Accommodating to local culture is found on page 38 of the "travel" theme in reading skills. This textbook shows that the Madrasah Aliyah Arabic language learning materials for class XI represent the values of religious moderation namely national commitment, tolerance, non-violence, accommodating to local culture as shown through illustrative images, Not only is the material presented but elements of Indonesian cultural values are also depicted in the textbook. So Arabic is not just learning the language but also learning the cultural values in textbooks. Analysis of Arabic textbooks on moral issues, other Arabic books using thematic context analysis research and morphological analysis can be used for further research.</em></p>
38
Ariawan, Soni, Muh Azhar Kholidi, and Mulyono Putra. "The Level of Thinking Skills in the Reading Section of EFL Textbook in Indonesia." VELES: Voices of English Language Education Society 7, no. 1 (2023): 117–25. http://dx.doi.org/10.29408/veles.v7i1.7672.
Full textAbstract:
The curricular implementations are represented in the textbook. The textbook is used by all students, who may have varying levels of thinking skill; however, it is a good opportunity to encourage students, regardless of their critical thinking skill level, to not only learn to know and understand, but also to apply, evaluate, and create such a product from their learning. The present study aims to investigates the level of thinking skills employed in the reading parts of EFL textbooks in Indonesia. The Ministry of Education and Culture officially printed the textbook for senior high school students in grade X. Content analysis was used to explore the level and frequency of thinking skills, focusing on the task and reading questions in the textbook. The data were quantitatively displayed in the form of a table. It was gained through the coding process based on the theoretical framework of Low Order Thinking Skills (LOTS) and High Order Thinking Skills (HOTS) introduced by Bloom. It was found that the textbook mostly included knowledge and comprehension levels of thinking in the reading tasks and questions. It means that LOTS-based tasks and questions are more dominant than HOTS.
39
Wen-Cheng, Wang, Lin Chien-Hung, and Lee Chung-Chieh. "Thinking of the Textbook in the ESL/EFL Classroom." English Language Teaching 4, no. 2 (2011): 91. http://dx.doi.org/10.5539/elt.v4n2p91.
Full textAbstract:
Textbooks provide novice teachers with guidance in course and activity design; it assures a measure of structure, consistency, and logical progression in a class; It meets a learner’s needs or expectations of having something concrete to work from and take home for further study; It may provide multiple resources: tapes, CDs, videos, self-study workbooks etc. While the quality of ESL reading textbooks has improved dramatically in recent years, the process of selecting an appropriate text has not become any easier for most teachers and administrators. Thus, the paper discusses for evaluating reading textbooks for use in ESL/EFL classrooms. Classroom teachers spend much time using textbooks in class, so choosing an appropriate one is important. And the paper describes the role of the textbook. Using this will make the textbook selection process more efficient and more reliable.
40
Dali, Ning. "The Construction of EAP Textbooks in Chinese Context from the Perspective of Eco-education Theory." English Language Teaching 10, no. 5 (2017): 214. http://dx.doi.org/10.5539/elt.v10n5p214.
Full textAbstract:
The increase of international exchange in education triggers strong demand for learning English language skills in various academic disciplines among Chinese students, which brings up a wide implementation of EAP (English for academic purposes) learning in universities in China. However, the teaching and learning result do not seem to be as satisfactory. A key factor to the disappointing situation is the lack of suitable textbooks. Currently, most of the few domestically designed EAP textbooks only focus on the reading and writing and cannot meet the learners’ needs of overall (listening, speaking, reading and writing) development. The adoption of textbooks designed abroad was found unable to cater to the needs and language proficiency of the learners in China. There is an urgent need of constructing localized textbook for EAP learning in Chinese context. Previous frameworks on textbook design are mainly based on linguistic theories, which though offer theoretical support of language study from the perspective of learning subjects did not pay attention to the interconnection of factors within the learning environment. This paper proposes the application of eco-education theory to the design of a localized EAP textbook. It stresses the importance of the interrelations between textbook, editor, researcher, teacher and student during the process of designing a localized textbook so as to promote a healthy and sustainable development of EAP learning in Chinese context.
41
Wu, Yang. "Do OER Textbooks Have Value Beyond Cost Savings?" Journal of Open Educational Resources in Higher Education 1, no. 1 (2022): 80–104. http://dx.doi.org/10.13001/joerhe.v1i1.7201.
Full textAbstract:
The study examines the use of Open Educational Resource (OER) textbooks by 704 students in 9 courses at an American public research university in their learning. It seeks to better understand the effectiveness of OER in comparison to traditional textbooks by surveying how often students read OER textbooks and examining how instructors in the courses are teaching using OER. The study found an alarming trend, the impact of OER has been limited because of students not reading assigned textbooks, and instructors not actively teaching with them. This may be reflective of a phenomenon not previously noticed by OER researchers, high textbook prices causing many instructors to abandon serious use of textbooks while students are still painfully purchasing them, causing students to develop a habit of not reading textbooks. Findings of the study suggests that student textbook use, their attitudes towards textbooks and how instructors are teaching with OER textbooks are important factors in assessing the effectiveness of OER.
42
Muhammad Anwar, Rashid Mustafa, and Dr. Javed Mustafa. "A Study on the Content Analysis of 5th Grade English Textbook in Punjab, Pakistan." Research Journal of Psychology 2, no. 3 (2024): 79–96. https://doi.org/10.59075/rjs.v2i3.27.
Full textAbstract:
This evaluative study was conducted to analyze the contents of fifth Grade English textbook published by the Punjab Textbook Board. Evaluation of the textbook was done by following Evaluation Criteria presented by Cunnings worth. Evaluation was done through content analysis. Aim of this research was to evaluate strengths and weaknesses regarding its alignment with educational standard. The evaluation identifies three primary weaknesses: inconsistency with Grade five learning levels, complex language structures that may hinder comprehension of fundamental concepts, and limited alignment of reading activities with the four foundational language skills (listening, speaking, reading, and writing). The study also explored decrease students’ motivation and learning outcomes due to vocabulary and grammar structures that exceed the cognitive abilities of typical Grade five learners. This study provides insights for educators and textbook developers to revisit the textbooks and inculcate the materials for enhancing English language instruction and the required language skills necessary for learners at primary level in Punjab. Key Words: Content Analysis, English Textbook, Fifth grade Level.
43
Alnofal, Abdulaziz Ibrahim S. "Cognitive Levels in Saudi EFL Teachers’ and Textbook Questions." Journal of Language Teaching and Research 9, no. 4 (2018): 695. http://dx.doi.org/10.17507/jltr.0904.04.
Full textAbstract:
This study aimed to investigate the thinking levels of questions asked by EFL instructors for first year English Department students at Al-Imam Mohammad ibn Saud Islamic University (IMSIU).The study also aimed to analyze the cognitive levels of the comprehension questions demonstrated by the reading and writing textbook (Unlock, Reading and Writing 1) taught for first year English Department students at IMSIU. In addition, the study examined the extent to which the instructors’ questions and the book they taught differ in the proportions of lower- and higher- thinking level questions. The sample of the study consisted of 15 reading and writing classes taught by EFL instructors. Furthermore, all of the questions in the textbook (Unlock, Reading and Writing 1) were classified according to the Revised Bloom’s taxonomy (Anderson et al., 2001). Descriptive and inferential analysis was used to analyze the data. Furthermore, Chi χ2 cross tabulation was used to show the differences among the levels of thinking in the two textbooks. The findings showed that the majority of the first year teachers' questions are lower-cognitive levels (knowledge, comprehension and application). Furthermore, the results of the textbook analysis also showed that there was a tendency towards lower-level cognitive skills in the two textbooks under the study.
44
Thunyalak, Polsuk, and K. Dennis Ph.D Nutprapha. "A REVIEW OF ENGLISH TEXTBOOK ENTITLED "SKILLFUL: READING AND WRITING, STUDENT'S BOOK 1" BY DAVID BOHLKE AND DOROTHY ZEMACH." INTERNATIONAL JOURNAL OF RESEARCH- GRANTHAALAYAH 5, no. 5 (2017): 116–24. https://doi.org/10.5281/zenodo.583903.
Full textAbstract:
This study aims to evaluate the usefulness of a commercial textbook entitle “Skillful: Reading & Writing, Student’s Book 1”, written by David Bohlke with Dorothy E. Zemach as a series consultant, published by Macmillan publisher. The study also explores the appropriateness for considering to teaching university EFL students. The result of this study assists English teachers in choosing textbooks which will be most appropriate to the learners at various level to develop their reading and writing skill. It is also a guideline for English teachers to evaluate the textbook they are using to teach EFL students in reading and writing class for their next semester. Moreover, the set of questions as research instrument in the study, English teachers can adapt into their curriculum for material development for other subjects of English learning. To conclude and answer research question, this textbook is appropriate to teach Thai university EFL students after considering by the researcher.
45
Sianipar, David Ricardo, Siti Wina Putri Lubis, Vienna Christanty Limbong, Dewi Sartika Sianturi, and Sri Ninta Tarigan. "CONTENT OF READING MATERIAL ON THE EIGHTH GRADE STUDENTS’ TEXTBOOK." Jurnal Bahasa Indonesia Prima (BIP) 2, no. 1 (2020): 76–84. http://dx.doi.org/10.34012/bip.v2i1.884.
Full textAbstract:
Textbook gives a big contribution to the students’ improvement in teaching process. One of the contents on the English textbook is reading. A good content of reading has several criteria. The criteria can be a clear explanation, easily to be understood, and giving new information to the students. This research aims to find out whether the content of textbook especially in reading materials fulfills criteria of good content. In conducting this research, interview and content analysis method were used to collect the data about the reading content on the textbook. After conducting the research, there were several findings about the reading content of the textbook such as the reading materials were implemented by using any various forms and perspective of English teachers of the school about the textbook. Briefly, content of textbook especially reading material contributes bigly to the students in order to enhance their skill in reading any kinds of text and other forms of reading material.
46
Abuloum, Amjad M., Adnan Farah, Esra Kaskaloglu, and Abduyah Yaakub. "College Students’ Usage of and Preferences for Print and Electronic Textbooks." International Journal of Emerging Technologies in Learning (iJET) 14, no. 07 (2019): 80. http://dx.doi.org/10.3991/ijet.v14i07.9871.
Full textAbstract:
Although print textbooks have been central for schooling for more than two centuries, electronic textbooks (e-textbooks) are steadily growing in popu-larity among students at all levels of education. This sharp growth has esca-lated the need for further research to enable a better understanding of the changing patterns of students’ usage of print and electronic media. The study explores college students’ usage of and preference for print and elec-tronic textbooks in Bahrain Teachers’ College, in Bahrain. The sample of the study consisted of 271 undergraduate students selected from courses that utilized both formats of textbook as clearly indicated in their syllabi. De-scriptive analyses were used to analyze data collected. Results indicate that regardless of textbook format, the highest percentage of students use their textbooks only when their instructors require them to do so. For print text-books, results show that the highest percentage of students spend between 1 to 3 hours a week on reading. However, for e-textbooks, the highest per-centage of students spend only less than 1 hour per week on reading. An in-teresting finding for this study is that compared to print textbooks, e-textbooks gain a higher percentage of students’ usage when it comes to spending higher numbers of hours of reading per week. The study affirms that students are in general positive to the use of electronic format but still show a preference for print format as the best medium for academic study. Lastly, the study uncovers reasonable findings as to why students prefer one textbook format over the other.
47
Ridzuwan, Anis Zulaikha, Lilia Halim, and Wan Muna Ruzanna Wan Mohammad. "A Conceptual framework of teacher and student strategies in the use of science textbooks through a systematic literature review." Jurnal Pendidikan Sains dan Matemaitk Malaysia 14, no. 2 (2024): 1–20. https://doi.org/10.37134/jpsmm.vol14.2.1.2024.
Full textAbstract:
Science education is a critical aspect in driving the progress of a country and Science textbooks play a role in its widespread use throughout the world. This systematic literature review aims to explore the strategies of teachers and students in the use of science textbooks. Therefore, this survey has analyzed 220 journal articles through four steps based on PRISMA, namely, identification, screening, eligibility, and inclusion. A total of 35 journal articles selected between 2014 and 2023 were obtained from Scopus, Web of Science (WoS), and ERIC databases. To identify themes from the data obtained, a thematic analysis was carried out. The results of the review of journal articles show several strategies and functions of textbooks in Science education. For teachers, textbooks are used as teaching guides, resources for teaching preparation, reading materials and training resources for students. Teachers also use other resources such as the Internet and YouTube as teaching support materials to the textbook content to address errors identified in textbook and for additional information. Meanwhile, students use school textbooks by reading, referencing diagrams, practice questions, and search for analogies. At the same time, students use various textbook as additional support materials and refer to online learning resources. A conceptual framework demonstrating the textbook usage strategies by teachers and students was established. A possible future research is to explore innovative teaching methods that use technology such as interactive digital sites that can support teaching and learning with school science textbooks.
48
Rizki Aria and Venni Arviani. "DEVELOPMENT OF INDONESIAN LANGUAGE TEXTBOOKS BASED ON LOCAL WISDOM TO IMPROVE STUDENTS' READING SKILLS." Jurnal Penelitian Progresif 4, no. 1 (2024): 40–45. https://doi.org/10.61992/jpp.v4i1.208.
Full textAbstract:
The development of Indonesian language textbooks is very important, especially textbooks that integrate local wisdom. Existing textbooks have not fully used local wisdom in their learning, especially in Indonesian language learning. This research aims to produce a product in the form of textbooks. The research method used is Thiagarajan's 4D research and development. The results showed that the textbook developed was suitable for use. The feasibility of the book products developed based on material assessment obtained 91.87 with very good criteria, media expert assessment obtained 91.35 with very good criteria, design expert assessment obtained 90 with very good criteria. Based on the acquisition of these validation results, it can be said that the textbook products developed are feasible and can be used in the field.
49
Surtikanti, Monika Widyastuti, Mustika Aji Hertanto, and Antonius Setyawan Sugeng Nur Agung. "Developing HOTS-Based Critical Reading Textbook for Junior High Schools in Ngabang." Metathesis: Journal of English Language, Literature, and Teaching 4, no. 2 (2020): 205. http://dx.doi.org/10.31002/metathesis.v4i2.2784.
Full textAbstract:
This study is a research and development under the issue of developing English textbook oriented to HOTS-Based Critical thinking for Junior High School Students especially for the seventh grade students in Ngabang, Landak, West Kalimantan. It is based on the evidence that the English teachers find difficulty in finding HOTS-based English textbook as one of the teaching tools. This issue is supported by the result of textbook evaluation. It reveals that most of the existing English textbooks used by the teachers still emphasizing on remembering and understanding level. These preliminary data led the researchers to develop HOTS-Based Critical Reading Textbook for the seventh grade students. The objectives of this study are to describe the materials needed by both teachers and students and to develop “Critical English”, the English textbook with HOTS and critical reading as the basis. In developing “Critical English” textbook, the researchers employed 7 stages of Research and Development study suggested by Borg and Gall (1983) namely need analysis, textbook evaluation, designing product specification, developing the product, expert validation, revision, try-out, and finalization. This study involved 2 English teachers and 20 (twenty) students of the seventh grade at SMP Negeri 2 Ngabang. The data were obtained through questionnaire, interview, classroom observation, expert judgment sheet, documents analysis, and focus group discussion. Then, the gathered data were analysed using a descriptive qualitative method. The research findings reveal that “Critical English” textbook facilitate the teachers to build the students’ critical thinking and the materials provided in the textbook trigger the students to develop their creativity and critical thinking so that the teaching and learning process can be more active and interesting.
50
Mengyao, Wu, Helmi Norman, and Nor Hafizah Adnan. "Comparative Analysis of Reading Text Readability in Chinese Junior High School English Teaching Textbook Based on Corpus." Arab World English Journal 14, no. 3 (2023): 431–44. http://dx.doi.org/10.24093/awej/vol14no3.28.
Full textAbstract:
Readability is one of the important factors for students to consider when choosing a text to read. Based on a self-built corpus of Junior High School textbooks in China, this paper mainly investigates the differences in readability between reading texts in junior high school English textbooks. From vocabulary, sentence, and comprehensive indicators, this study makes quantitative statistics on the factors that affect the readability of English textbook texts to understand the readability of different textbook texts and to explore whether there are differences in the readability of eight textbooks. Finally, the results show significant differences in the readability of the eight editions of English readers. The average word length and new words rate are the highest in Popular Science Press, which reach 4.43 words and 8.40%, respectively. Among the average sentence length and the frequency of compound sentences, the Shandong Education Press has the highest, going 11.36 words and 11.03%, and confirmed that the Shandong Education Press has the highest difficulty. The textbook arranger can take the difficulty of the reading text into account once they have determined the readability of the text. They can then arrange or select a textbook appropriate for students, enabling them to comprehend and master the text more effectively.