Abstract
This study aims to find the proper teaching method through Integrated English Thematic Textbooks for Young Students Based on Local Content with a Multiliterative Approach to Pronunciation and Vocabulary Mastery. The study used a quasi-experimental design using the Experimental and the control class. The research trials were conducted on students from various educational study programs at SD xyz for the 2020/2021 school year consisting of 27 class students. The results showed that the Eyl's thematic integrated textbook based on local original materials with multi-literacy approaches in vocabulary have positive effects on pronunciation and the cognate of the learners in experimental class.
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