Aspects Of Textbooks Research Articles

Analisis Literasi Kesehatan dalam Buku Pelajaran Bahasa Indonesia Kelas XI SMA

This study aims to describe the presentation and percentage of health literacy aspects in textbooks Indonesian grade XI high school. This research is qualitative descriptive research using content analysis methods. The data used is health literacy content in textbooks Indonesian grade XI high school. The data collection techniques used in this study were listening and note-taking techniques. Furthermore, the data analysis method used is a matching method using the Determining Element Sorting (PUP) technique with semantic and referential sorting methods. The data validity technique used is triangulation of theory with confidence levels through persistence and observation techniques. The results of the analysis showed that aspects of health literacy presented in textbooks Indonesian grade XI SMA consisted of aspects of food and drink, physical activity, physical violence/injury, sexual behavior, mental health, protective factors, environmental hygiene, hair hygiene, cigarette consumption, and illegal drug consumption. The lowest health literacy presentation is found in e-books Indonesian grade XI SMA (published by the Ministry of Education and Culture); That's 35% (enough). Next, health literacy in the "Pride of My Indonesian Nation" from the Triad is expressed in percentage 30% (sufficient). While the "Indonesian" of Yrama Widya is calculated at 36% (sufficient). The highest presentation of health literacy aspects in textbooks is the protective factor aspect with a percentage of 37% which is included in the sufficient category of the overall data

The Analysis of English Textbooks for Senior High School towards The Characteristics of Microlearning

The COVID-19 pandemic has fundamentally changed the face of English language teaching, creating both obstacles and opportunities for students and teachers. Since textbooks play an important role in providing organized and complete learning materials, this study aims to examine the requirements of English textbooks for twelfth-grade high schools that use microlearning features. The goal is to investigate the feasibility of using microlearning as an effective strategy for textbook use in English language teaching for twelfth-grade students in Indonesia. This study is an analytical study that focuses on several aspects of textbooks. The alignment with the curriculum, the relevancy of material, the appropriateness of teaching techniques, and the fit for the requirements and characteristics of twelfth-grade high school students are all key topics of inquiry. Furthermore, the study investigates the extent to which these textbooks meet local cultural norms and expectations, ensuring that Indonesian English learners have a meaningful learning experience. The outcomes of this study shed light on the strengths and shortcomings of the selected textbooks, offering useful insights into their effectiveness in supporting English language acquisition. Moreover, the report makes pertinent recommendations for prospective enhancements and future research paths

Indonesian and English Cultural Values in Buku Bahasa Inggris Textbook Grade 8

Textbooks play an important role in introducing students to various cultures. Majority of English teachers only concentrate on teaching four language skills rather than introducing culture to their students. It is critical to analyze cultural aspects in textbooks, particularly in English subjects, to ensure that the cultural values are represented in the English textbook. This study was conducted to find out multicultural values of the source culture and target culture that are represented in Buku Interaktif Bahasa Inggris, discover what techniques of multicultural values of the source culture and target culture are represented, and find out what culture is more represented in Buku Interaktif Bahasa Inggris. This study used content analysis method in order to collect and analyze the data. The result of this study shows that source culture is strongly represented in the textbooks, with National Geography as the multicultural value that mostly appears in the book, conveyed by Geographical Factors as the technique. This study could be useful for both teachers and authors as an input and evaluation so that cultural content can be included and considered in the textbooks or learning process.

Brunvata sist’emis sc’avlebisatvis sajaro sk’olashi /ბრუნვათა სისტემის სწავლებისათვის საჯარო სკოლაში [For Teaching the Case System in the Public School

In parallel with the developing modern technologies, it becomes increasingly important to produce textbooks that are based on logical approaches. Our goal is to develop such ”standardized rules of the declension of nominals that will facilitate both analysis and synthesis of word forms of nominals in modern Georgian ”. The article deals with the issue of teaching the case system of Georgian by taking into consideration the 5th- and 7th-grade textbooks written by different authors using different approaches. In the available textbooks, Georgian cases are taught separately from the so-called postpositional forms of cases; this prevents the pupils from having a systemic understanding of the material. The origin of the problem should be sought in the definition of the category of case and the confusion of diachronic and synchronic aspects in textbooks: the history of the development of the grammatical phenomenon is one thing, the current state of it is another. The article deals with the classification of the case system in Georgian on the synchronic level based on logical rules – the approach is a particular novelty in terms of the methodology of teaching the case system of the Georgian language. The basic postulates are as follows: 1. The term “case” is defined as the morphological category of nominals, within the scope of which the formative suffix adds the grammatical function to a wordform (leaving the lexical meaning unchanged); 2. The case is a combination of a noun stem and a case marker; 3. The case marker may be simple (-ს [-s], -ის [-is], -ით[-it], ად[-ad], etc.) or complex//compound (-სში [-sši] “in”, -ისგან [-isgan] “from (anim.)”, -იდან [-idan] / -დან [-dan] from (inanimate), -ამდე [-amde] / -მდე [-mde] “up to”, etc.). According to the classification on the synchronic level, three logically differentiated types of cases are identified in the Georgian language: 1. a simple case: nominal stem + simple case marker (დედა-ს [deda-s] “mother/to mother”, ქვეყნ-ად [kveqnad] “on the earth”); 2. a complex (compound) case: nominal stem + complex (compound) case marker (ლომ-ივით [lomi-vit] “like a lion”, ხე-სთან [xe-stan] “at the tree”); a complex case marker is constructed by merging a simple case marker with a postposition and expresses additional grammatical or semantic nuances; 3. a case with a postposition: nominal stem + simple case marker + separate auxiliary word //postposition (კაც-ის მიერ / გამო [kac-is mier/gamo “by / because of a man”). The proposed approach will simplify the process of learning and understanding the paradigm of the noun in a systemic way, on the one hand, and will assist in developing the software for machine translation, on the other hand. საკვანძო სიტყვები: ქართული ენა, ბრუნვათა სისტემა, რთული და მარტივი ბრუნვები, თანდებულიანი ბრუნვები. Keywords: Georgian language, case system, simple and complex cases, cases with postpositions.

A Study on the Intercultural Communicative Competence Cultivation Strategy of International Secretarial Personnel under the Background of Globalization

Under the background of globalization, intercultural communicative competence of international secretarial personnel is becoming more and more important. Therefore, it is necessary for colleges and universities to follow the needs of society and explore how to develop the intercultural communicative competence cultivation strategy of international secretarial personnel. This paper argues that at present, colleges and universities are obviously insufficient in the training of international secretarial personnel, and still need to be optimized from the aspects of textbooks, curriculum, second class and teacher quality so as to promote the intercultural communicative competence of international secretarial personnel.

Spanish

Within the Spanish educational context, one of the most loyal and indisputable allies for teaching and learning foreign languages is the textbook. Several studies have been conducted on particular aspects of textbooks (Aguirre Lora, 2001; Escano, 2013; Autor, 2012; Jimenez Catalan, 2003; Nodarse Gonzalez & Mons Obermayer, 2013), but few of them carry out a holistic, diachronic and multimodal analysis. This study verifies the adequacy of textbooks for teaching and learning English as a foreign language to adults in a non-immersion context. Specifically, it analyzes the lexical level of the selected samples, the skills demanded by the activities, and the distribution of the lessons’ elements according to their semantics. The analytical tools used in the study include the lexical database English Vocabulary Profile , Bloom’s taxonomy (1956) and the principles of visual composition developed by Kress and van Leeuwen (2006). The main conclusions that can be drawn from this document are: the adequacy of the lexical level through the establishment of official standards, the common practice of lower order thinking skills rather than the higher ones, and the distribution of the elements around the horizontal axis, placing the already-known information on the left side and the new information on the right side. How to reference this article Gonzalez Romero, R. (2015). Analisis holistico, diacronico y multimodal de libros de texto de ingles como lengua extranjera: Una nueva forma de mejorar la comprension . Foro de Educacion , 13(19), 343-356. doi: http://dx.doi.org/10.14516/fde.2015.013.019.015

South African history textbook research - A review of the scholarly literature

School history textbooks are seen to embody ideological messages about whose history is important, as they aim both to develop an ‘ideal’ citizen and teach the subject of history. Since the 1940s, when the first study was done, there have been studies of South African history textbooks that have analysed different aspects of textbooks. These studies often happen at a time of political change (for example, after South Africa became a republic in 1961 or post-apartheid) which often coincides with a time of curriculum change. This article provides an overview of all the studies of South African history textbooks since the 1940s. We compiled a data base of all studies conducted on history textbooks, including post graduate dissertations, published journal articles, books and book chapters. This article firstly provides a broad overview of all the peer-reviewed studies, noting in particular how the number of studies has increased since 2000. The second section then engages in a more detailed analysis of the studies that did content analysis of textbooks. We compare how each study has engaged with the following issues: the object of study, the methodological approach, the sample of textbooks and the theoretical or philosophical orientation. The aim is to provide a broad picture of the state of textbook analysis studies over the past 75 years, and to build up a database of these studies so as to provide an overview of the nature of history textbook research in South Africa.

어린이 영어 문화교육에 관한 분석

The purpose of this study is to guide efficient ways to teach cultural aspects in Korean elementary English education through analyzing many studies on elementary English culture education. In global era, English education must be performed based on understanding of other various cultures for authentic communication. However, Korean elementary students have difficulty to approach or to be exposed to the culture of English speaking countries. Elementary English culture education is neither well organized nor performed for some reasons. The reasons are as follows. Frist, English teachers are not confident with the culture and they consider themselves not having enough experiences and knowledge to teach. They were not taught cultural aspects and the cultural aspects were not emphasized. Second, there are not appropriate culture related teaching materials in the textbooks and teachers` guide books. Therefore, necessary cultural aspects should be selected by English education experts and provided in the textbooks and teachers` guide books. Those two books should be systematically connected. Elementary English teachers should have more opportunities to understand and experience other various cultures. Language is a part of culture and culture is a part of language. Acquiring the second language is acquiring its culture. The culture education for authentic communication is accomplished from managing cultural aspects in textbooks and cultivating English teachers with experience and understanding of target culture.

The Communicative Aspects of Textbooks’ Prefaces

The Communicative Aspects of Textbooks’ Prefaces

The Changing Readability of Introductory Political Science Textbooks: A Case Study of Burns and Peltason, Government by the People

It has been standard wisdom among academic professionals for several decades that educational standards in post-secondary institutions are declining: grade inflation, fewer written assignments, and less demanding syllabi are aspects of the typical complaint. Students, too, have come in for questioning. Their preparation for college work on a number of levels has been found wanting. At the post-secondary level, however, a gap remains in the literature of our discipline: what about the curriculum? Most of the attention to this question has been directed at the technicalities of teaching theory and empirical knowledge (Cushman 1993; Jordan and Sanchez 1994; Luna and McKenzie 1997; Opheim and Stouffer 1997). However, the substance of the curriculum itself—the textbooks that most of us use at least in our introductory-level courses—have not received a full examination. From the past 15 years, several articles have been published in this journal on various aspects of textbooks as teaching tools, including their prejudices, their effectiveness, or their ideological content (Goldstein 1985; Sanchez 1996); there has also been a puzzling lacuna. There is a quiet but oft-repeated suspicion in the profession that textbooks are not what they used to be—they do not have as much substantive or theoretical content, they are increasingly video-driven, and less space is dedicated to argument and information. We found nothing from the most recent 15-year period of PS publications that remotely addresses this question. Given common perceptions—correct or not—about the deterioration of student ability (and there are articles in recent issues of this journal about that topic), it is remarkable that textbooks have not been subjected to a parallel scrutiny within our profession. There are many reasons to consider the change in quality of textbooks over time: they are a core part of our instructional resources; writing them is frequently considered a part of our “research” activity; and, they are a primary way of introducing students (including potential members of our profession) to the discipline of political science. While there are many ways to measure change, we limit our focus in this preliminary study to the accessibility of written materials, to the increase or decrease in the readability of introductory texts over the past several decades. Readability is one measure of accessibility, making it a key factor in communicating ideas and ultimately in teaching political science.

Problems of assessing the readability of biology textbooks for first examinations

Aspects of textbooks' readability are discussed and some recommendations are made. The results of applying three readability tests to thirteen current textbooks are presented.