Eight grade text book evaluation by Cunningsworth’s theory

Apriyani, Lia; Robiasih, Rr. Hasti

doi:10.36597/jelp.v2i2.4865

Cited by 5 publications

(5 citation statements)

References 9 publications

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“…In the digital era, information is available in huge amounts through various media such as the internet, podcasts, videos, and social media. Good listening skills enable learners to absorb and process this information effectively (Apriyani & Robiasih, 2019;Obaki, 2017). Listening is not just about hearing the words spoken by others, but also about understanding the message conveyed, including emotional nuances, purpose, and context.…”

Section: Discussionmentioning

confidence: 99%

Oral Language Skills of Elementary School Students to Support Multiliteracy Learning in the Digital Era

Lestari,

Kusumaningrum,

Anggraini

et al. 2024

ind. Values and character edu. j.

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Students' oral language skills are very important in the digital era, and technology and communication have developed rapidly by presenting spoken language content that is popular with students. Multiliteracy learning refers to the multicontext aspect, which means learning uses various contexts or broad topics. In the multimedia aspect, multiliteracy learning uses various media. This research uses a case study design with the aim of exploring the oral language skills of elementary school students in the digital era to support multiliteracy learning. The data in the research was collected through several collection techniques in the form of questionnaires, observations and interviews. The data of this study were analysed using a qualitative approach with thematic analysis techniques. The research results show that students' oral language skills in this digital era are still limited to non-formal speaking skills. Talking content comes from shows that are watched, namely short dramas, advice, food review videos, other entertainment content. The type of text used in oral language learning is only printed text, which in their daily lives students often watch content on social media such as WhatsApp, Tiktok, snackvideo and YouTube. Students prefer short, interesting videos, with a few activities that involve thinking skills. Listening and speaking activities through these sources can be included in learning according to a multiliteracy context so that it is more meaningful for students.

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Section: Discussionmentioning

confidence: 99%

Oral Language Skills of Elementary School Students to Support Multiliteracy Learning in the Digital Era

Lestari,

Kusumaningrum,

Anggraini

et al. 2024

ind. Values and character edu. j.

View full text Add to dashboard Cite

show abstract

“…Second, the activity's steps are integrated into one theme from the needles. A quality book presents a variety of topics and actions by integrating four skills (Apriyani & Robiasih, 2019;Knauer et al, 2020). After analyzing these indicators, results were obtained, including: in this indicator, 24 learnings have presented integrated and integrated learning activity steps related to other lessons.…”

Section: Closely Related To Other Lessonsmentioning

confidence: 99%

Greene and Petty's Criteria: The Quality of Grade II Students' Theme 4 Books

Mandala,

Sukartono

2023

JIPP

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A good knowledge book is a novel that can accommodate students in solving environmental cases, does not bring wrong thoughts, and can be presented to scientific laws. This book is very useful for teachers as a learning resource to improve student learning outcomes. Through the evaluation of Greene and Petty theory textbooks, this study intends to evaluate the caliber of grade II students' books on subject 4, Clean and Healthy Living, in primary schools. Researchers employed qualitative research methodologies and qualitative research analysis approaches in this study. According to Greene and Petty, the study used ten criteria for high-quality books. The data source used is the book of grade II student themes 4 of the 2013 curriculum. Data were collected during this study using documentation and observation techniques. The strategies used in this work for interactive model data analysis include data reduction, data storage, and data validation. The method used to collect data is sheet analysis, consisting of a set of data collection criteria and tools. Based on the study's results, grade II student books theme 4 of the 2013 curriculum scored 93,5% with high-quality categories.

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“…During the research, the researcher refers to several previous studies conducted by other researchers in the same field. The main areas are technology literacy for special education (Pandya & Ávila, 2016), technology literacy for higher/adult education (Sommer & Ritzhaupt, 2018;Amua-Sekyi & Asare, 2016, Lestari & Santoso, 2019, Julia & Isrokatun, 2019, technology literacy for teaching (Santoso & Lestari, 2019), technology literacy for vocational high school (Herman, Maknun, Barliana, & Mardiana, 2018), technology literacy for junior high school (experimental) (Mardiyya, Anwar, & Chandra, 2019), technology literacy for senior high school (Yuangga, Jasmani, & Sunarsi, 2018), and When English Rings a Bell textbook analyses (Lisa, 2018, Pratiwi, 2017, Apriyani & Robiasih, 2019, Putri & Komariah, 2018, Ardini, 2016, Sitorus et. al.…”

Section: Introductionmentioning

confidence: 99%

21st Century Technology Literacy in EFL Textbook: A Need Analysis

Akromi¹,

Fitriyanti

2023

ISS

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Background: Despite living in the modern era, the level of Indonesian students’ technology literacy is still low, especially in the stage of junior high school. Aim: This research attempts to investigate what 21st century English as Foreign Language (EFL) textbook need in order to develop students’ technology literacy since the book is the most recognized medium for learning and being technology literate will also help students learn English better. Method: The textbook chosen for this research is the one published by the Ministry of Education, When English Rings a Bell, for grade 8 of junior high school. As for the data, they were taken from every chapter’s directions. They were analysed by implementing content analysis to detect the presence of technology literacy indicators in the textbook’s directions. Findings: Based on the results of the analysis, EFL textbook directions need the author’s initiative to modify them so that they can fit the ICT development indicators by adding more sentences related to applying presentation software usage and sharing information through online platforms. It is because the more literate the students in operating, accessing, managing, integrating, and evaluating modern technologies, especially ICT, the bigger their chances become in learning English successfully.

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Eight grade text book evaluation by Cunningsworth’s theory

Cited by 5 publications

References 9 publications

Oral Language Skills of Elementary School Students to Support Multiliteracy Learning in the Digital Era

Oral Language Skills of Elementary School Students to Support Multiliteracy Learning in the Digital Era

Greene and Petty's Criteria: The Quality of Grade II Students' Theme 4 Books

21st Century Technology Literacy in EFL Textbook: A Need Analysis

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