Text-based Teaching Research Articles

A Empirical Study on Critical Thinking Ability in College English Reading Teaching under CBI

In the context of the new liberal arts, the ordinary English teaching model is difficult to adapt to the development of college English teaching, and English reading, as a necessary part of cultivating students’ comprehensive language ability and critical thinking ability, has played an important role in college English teaching. As a text-based teaching method, Content-Based Instruction (CBI) is more in line with the learning of English reading. Based on Krashen’s input hypothesis and Swain’s output hypothesis theory, it selected 66 English major seniors from Y University as the research subjects, who subsequently are divided into control classes and experimental classes. Data was collected by survey questionnaires and reading tests. Based on the analysis and discussion of relevant data, it concludes that: firstly, the critical thinking ability of college students is at a moderate level. Secondly, the CBI teaching method is significantly positively correlated with students’ critical thinking ability. Thirdly, the CBI teaching method has a positive impact on students’ critical English reading skills.

Exploring english language needs: Non-english major students at University of Al-Qolam Malang

This research investigated English language needs for new students majoring in non-English who are taking courses in the Foreign Language Center program. This research approach used qualitative with descriptive methods. The subjects in this research were new students majoring in non-English. The data in this research was obtained through two stages, namely Focus Group Discussion (FGD) involving six students who were representatives from each study program; Indonesian Language Tadris, Mathematics Tadris, Islamic Religious Education, Sharia Economic Law, Ahwal Al-Shakhsyiyyah, and Islamic Teaching Communication, and distribution of questionnaires filled in by 127 students. Here the researcher found that most students (75%) who took part in the Foreign Language Center (English) program wanted to master all English language skills; listening, speaking, reading, and writing. Apart from that, the English components they need are vocabulary and grammar with a percentage (78%). Furthermore, regarding the abilities and components of English, students want the lecturer's strategy used in the learning process to be text-based teaching. Therefore, researchers provide recommendations so that learning is implemented using relevant methods such as the Grammar Translation Method (GTM), Direct Method (DM), Audio Lingual Method (ALM), and Communicative Language Teaching Method (CLT).

DIGITAL LEARNING MEDIA FOR DEAF STUDENTS IN LEARNING ENGLISH

Thus, this research aims to analyze the need for developing digital-based English learning media for deaf children. This qualitative research involved students and teachers at SLB-B Karya Ibu Palembang. A needs analysis was carried out to identify the sustainable situation of deaf children for the development of digital learning media for English lessons. Interview and observation techniques using two types of instruments in the form of interview guides, observation, and field notes were used to collect information about the English language learning needs of deaf students. Research findings identified several needs that underlie the development of digital learning materials for English lessons, namely inadequate English teachers, text-based teaching materials, and less than optimal teaching and learning processes because they are still textbook-based, while deaf students are visual learners. Therefore, the development of digital learning media is very necessary. One of the digital learning media that can be developed is E-books. By using e-books containing media such as pictures, animations, and videos, learning becomes more fun and easier for teachers and deaf students in teaching and learning English.

Pelatihan Pembelajaran Berbasis Teks Secara Digital Dalam Kerangka Penerapan Kurikulum Merdeka

Text-based teaching (TBT) has characterized and been emphasized in our national curriculum at elementary and secondary levels. As a consequence, English teaching is based on the TBT principles. Along with the vast development of technology, the implementation of TBT is also integrated with the use of digital technology that is to increase the quality of teaching and learning and to increase students’ technology literacy. This paper reports a workshop on digital TBT in the implementation of “Kurikulum Merdeka.” The objective is to find out teachers’ implementation of digital TBT for teaching English using “Kurikulum Merdeka.” The participants were 26 English teachers under Musyawarah Guru Mata Pelajaran (MGMP) Bahasa Inggris (an English Teachers Forum), Salatiga, Central Java. The methods used in this program were reflective practice and Focus Group Discussion (FGD). The findings revealed that most teachers used all the steps of the TBT cycle. All teachers applied Modelling of Text (MOT), but only a few applied Joint Construction of Text (JCOT). The findings on the use of technology for the TBT cycle demonstrated that the teachers used digital technology more in Building Knowledge of the Fields (BKOF) and Independent Construction of Text (ICOT).

Constraints and Challenges in Implementing Text-Based Teaching in Particular Contexts

This research focuses on exploring the constraints and challenges faced by teachers and students when implementing text-based teaching in specific contexts. Text-based teaching has been proven to have a significant impact on the principles of English as a Foreign Language (EFL) teaching and learning, improving students' ability to understand the meaning and fostering communication competence in authentic environments. However, despite its benefits, various obstacles and challenges hinder the successful implementation of this approach. These constraints include a lack of vocabulary and grammar acquisition, inadequate English language skills in context, low motivation, limited learning autonomy, and lack of cooperation among students. In addition, teachers also face challenges such as selecting appropriate authentic texts, modifying and adapting them to meet instructional objectives, designing appropriate tasks, and overcoming potential student boredom with routine activities. To overcome these barriers, teachers need to engage in comprehensive professional development to acquire the knowledge and skills necessary for effective implementation of text-based teaching. In addition, policymakers are encouraged to provide advanced training opportunities in this area, allowing teachers to improve their teaching practices.

Penerapan Pembelajaran Bahasa Indonesia Berbasis Teks di SDN 95/II Muara Bungo

Learning Indonesian in elementary schools (SD) plays an important role in developing language skills in students. One of the increasingly popular approaches to language learning is the text-based approach. This article reviews the application of text-based Indonesian learning in the elementary school environment. The purpose of this study is to explain the text-based teaching method applied in elementary schools and to analyze its relationship to students' ability to speak Indonesian. Research methods include class observation, curriculum analysis, and evaluation of student learning outcomes. The results of the study show that the application of text-based learning in elementary school provides an approach that is contextual and relevant to students' daily lives. This has the potential to increase students' interest and understanding of Indonesian material. Nonetheless, challenges in its implementation, such as curriculum adjustments and assessments, also need attention. This article concludes that the application of text-based Indonesian learning in elementary schools can be an effective alternative in improving students' language skills if supported by the right approach and careful planning.

Clustering Analysis of Online Teaching Cases and Evaluation of Teaching Results

To facilitate front-line teachers to provide more efficient cases for classroom teaching activities in limited teaching time, it is necessary to conduct clustering analysis of online teaching cases. The existing clustering study on text-based teaching resources focuses on the representation and fusion of different views of texts and the discovery of consistent clustering allocation, and ignores the high-dimensional sparsity of text data. To this end, this paper studies clustering analysis of online teaching cases and evaluation of teaching results. This paper gives the design flow of online teaching with case teaching as the core and proposes a text multi-view clustering algorithm based on case subject alignment, and presents a clustering model structure based on subject alignment. Based on the grey system theory, this paper compares online classroom teaching results before and after teachers use clustering algorithm to process teaching cases. Finally, the experimental setup is given, and the effectiveness of the proposed algorithm is verified by experiment.

Analisis Wacana Kritis pada Novel Tempurung Karya Oka Rusmini dan Implikasinya dalam Pembelajaran

This research aims to find, describe, interpret, and explain the ideology of women against the domination of patriarchy, myths and customs in Oka Rusmini's Tempurung novel as teaching materials for senior high school students. The approach used in this research is descriptive qualitative. This study uses critical discourse analysis as a blade of analysis. The data source in this study is the Tempurung novel by Oka Rusmini, published by PT. Gramedia Widiasarana Indonesia in 2017. The steps taken in data collection are as follows: read over and over the whole novel to understand its contents completely, record important words, sentences, or data related to the problem under study, record and collect relevant theories related to research, conduct research based on existing theories, and draw conclusions. The steps in data processing are as follows: data description, data classification, data analysis, data interpretation, and evaluation. The data analysis techniques used were: processing and presenting data, reading the entire data, coding the data and descriptions, interpreting and explaining the data. The findings in this study are that the Tempurung novel is a reflection of the ideology of women's resistance to the patriarchal system, the ideology of fighting against myths created by patriarchy, and the ideology of resistance to tradition. The resistence is done to obtain equality in their rights and obligations, so that women can get freedom like men. The female characters in the Tempurung novel fight against the domination of patriarchy, myths, and their own cultural customs in order to realize equal rights between men and women. These findings can be used in the creating of text-based teaching materials as learning materials in the senior high school. The application of the concept of critical discourse analysis in learning will contribute to students’ critical thinking in solving various problems in life.

Pengembangan Bahan Ajar Teks Biografi Berbasis Nilai Etik di Era 4.0

The development of teaching materials is part of the task of educators in teaching and learning activities. Teaching materials are very important for the continuity of effective teaching. Teaching materials are independent, meaning that a teacher can find, search, compile and develop teaching materials that suit the needs of students without going out on the standard path of content. Developing teaching materials can assist students in maximizing the performance of their learning outcomes. Efforts to develop teaching materials must be in accordance with a scientific/scientific approach and follow the times. We are currently in the industrial era 4.0 marked by the emergence of digital-based industries such as computers and mobile which have spread to all levels of society. But in reality the role of educators is getting new challenges in the 4.0 era. Based on the results of a literature study conducted by researchers, the cultivation of life values regarding good and bad has not been carried out optimally. It is proven from electronic media (television) and print media (newspapers) criminal cases between students, brawls between students, damaging the surrounding environment, promiscuity, pornography. Efforts to make it happen, researchers conducted observations at SMP IT Ibnu Khaldun. The results of the researchers' observations from interviews with teachers, students and analysis of textbooks, that teachers lack understanding in developing teaching materials, then students tend to focus on devices at home so that school assignments are ruled out and learning outcomes are less than optimal and the textbooks do not reflect values ethics in it. The purpose of this research is the process of developing biographical text teaching materials based on ethical values in the 4.0 era. And how is the feasibility of developing biographical text-based teaching materials based on ethical values in the 4.0 era. The teaching material developed is biographical text. The test used to measure student learning outcomes is a test to find the ethical values of biographical figures. The type of research used is R & D research using the development model of Thiagarajan, Semmel and Semmel, namely the 4-D Model. The teaching materials developed must be appropriate and effective and can improve student learning outcomes and increase ethical values in life.

THE USE OF AUTHENTIC ASSESSMENT IN ENHANCING STUDENTS’ READING COMPREHENSION IN AN ONLINE LEARNING OF ENGLISH LITERATURE

This study aimed at investigating the use of authentic assessment in improving students' reading comprehension in online learning for English Literature courses. This study used a qualitative approach with the type of case study. The research data were online class observations (non-participant observations) and interviews (semi-structured). The participants in this study were selected purposively consisting of lecturers of English education at a university in West Java. The results of class observations showed that lecturer used authentic assessment in online learning for English Literature courses.The lecturer use text-based teaching methods and also some references from journals; and used learning media through WhatsApp groups Zoom Meetings. It showed that the use of authentic assessment can improve students' reading comprehension through evidence of responses to students’ written literary works as a form of presentation task.Keywords: Authentic Assessment, Reading Comprehension, English Literature

Improving Students’ Reading Skills in Understanding English Texts Using Culture-Based Text Teaching Materials

One of the factors causing the lack of success in reading comprehension in English in high school is the text used in learning that is set in a foreign culture. This study aims to describe the improvement of students' skills in understanding the contents of reading texts by using a model of text-based teaching materials based on local culture. This research uses classroom action research with implementation steps; (1) initial observations to determine research problems and data collection; (2) formulate research action plans, formulate models of teaching materials (3) development of teaching materials; (4) carry out the action; (5) collaborate with English teachers; (6) draw up a teaching plan; (7) reflection and revision of actions; (8) classroom action; (9) improvement of teaching materials. The subjects of this study were two English teachers and 28 high school students in class XI who were studying English with the topic of Reading Comprehension. The results showed an increase in student involvement in discussions, higher student initiative to ask questions, higher student activity in digging information. Learning outcomes indicated by the level of students' ability to answer questions are also getting higher. Learning becomes more effective and efficient in achieving learning objectives.

Text-based approach to teach English diphthongs

Spoken communication demands the students' intelligible pronunciation of English speech sounds since unintelligible pronunciation hampers successful communication. However, the pronunciation of English speech sounds is problematic for many EFL learners even after years of learning English. The pronunciation problem is more complex when the speech sounds occur in a text. This is because, in an English class, the focus of pronunciation practice is usually on isolated words, phrases and sentences. Thus, they find difficulties when they apply the words, phrases, and sentences in a text. This study focused on teaching English diphthongs using the text-based approach. It investigated how text-based teaching can enhance the EFL students� mastery to pronounce English diphthongs in a text. This study is an experimental design, comparing two groups of students� pronunciation competence taught with genre/text-based approach and conventional approach. The research results revealed the effectiveness of text-based teaching since there was a significant difference in the students' competence taught with text-based teaching compared to those taught with the conventional method. Drilling techniques which were also applied played a vital role in the pronunciation practice. Based on the conclusion above, it is recommended that English teachers apply the text-based approach and drilling techniques as an alternative strategy to teach English diphthongs.

Multimedia English Learning Materials for Deaf or Hard of Hearing (DHH) Children

In supporting learning for Deaf or Hard of Hearing/DHH children, it is not easy finding learning sources that are accessible online, especially in English. Furthermore, during the COVID-19 pandemic, when learning was required to be carried out online, there were no learning applications that included English sign language that could be used by teachers and students as learning media. Thus, this study aims to analyze the need for developing multimedia-based English learning materials for Deaf or Hard of Hearing (DHH) children. This qualitative study involved DHH students and instructors in Special School (SLB), Bali. The need analysis was conducted to identify the ongoing situation of DHH children in the context of developing English multimedia learning materials. Interview and observation techniques applying two types of instruments in the form of an interview guide and field notes were used to collect the information towards the English learning needs for DHH children. The results of the study identified several needs that underlie the development of English multimedia learning materials, namely inadequate English instructors, text-based teaching materials, and the less than optimal teaching and learning process during the COVID-19 pandemic. Therefore, the development of multimedia-based English learning materials is needed.

Text-Based Language Teaching in the New-Normal Era to Achieve Communicative Competence: Challenges for EFL Teachers

Abstract
 Background:
 To live in this communicative era, people need to have communicative competence. The main aim of ELT is to enable the students to communicate or to produce a text. Thus, EFL teaching needs to facilitate them to achieve communicative competence so that they can participate actively in their communities. EFL teachers can utilize text-based teaching to realize this. Text-based teaching involves the use of texts, which are context bases for achieving communicative competence. This paper is a reflection, describing the teachers' common problems in implementing text-based teaching, especially under the COVID-19 pandemic.
 Methodology: 
 This study is qualitative survey research to gain in-depth information about the topic of the study. The goal of this study is to describe the teachers' perception of Text-Based Approach in ELT and to describe their challenges to implement text-based online teaching. Open-ended survey questions were delivered to 15 research participants. To get a comprehensive understanding of the research participants' opinions, the researchers followed up their answers with an interview via a telephone call.
 Findings: 
 The questionnaire, interview, and teachers’ self-written reflection revealed the teachers’ common problems in implementing text-based teaching, i.e. in selecting texts, in adapting or in modifying texts, in designing tasks, in overcoming students’ boredom, besides the problems of online teaching.
 Conclusion: 
 The main root of the problems is the teachers' lack of knowledge of text-based approach. Thus, updating the teachers' knowledge can be one of the solutions to the problems.

HOW TEXT-BASED TEACHING PROMOTE DIMENSIONS OF LITERACY SKILLS IN EFL CLASS

This case study aimed to reveal how high school teachers in a municipality of Central Java as participants promoted dimension of literacy in text-based teaching in EFL classrooms because they were responsible to equip students with literacy skills in order to be smart and have critical thinking. The data were collected by recording, structured open-ended interviews, and classroom observations. Teachers whose students’ English proficiency belonged to fair tent to promote linguistic dimensions of literacy. They spent most of the teaching session by discussing elements of language such as structure or vocabulary and aims of text as an effort to promote socio cultural dimension. Teachers whose students had a good English proficiency promoted linguistic, socio cultural, cognitive and developmental dimension of literacy. The practical pedagogical implication is that teachers’ awareness of integrated particular teaching methods in the classroom is needed to promote students’ proficiency of literacy dimensions and equip students with 21st literacy skills.

Fostering pre-service teachers’ knowledge of ‘teaching games for understanding’ via video-based vs. text-based teaching examples

ABSTRACT Background A topical research question is how pre-service teachers develop professional competencies with regard to game-centered approaches such as ‘Teaching Games for Understanding’ (TGfU). In this context, research on teacher education assumes reflection on teaching examples – including real-life classroom practices – to have positive effects on teachers’ professional development. The role of media used in such examples is unclear, however. While text-based teaching examples might be more favorable for novice learners due to a step-by-step presentation of information, video-based examples that capture the complexity and reality of teaching situations might better foster the learning of advanced pre-service teachers. Method In a field experiment, we taught principles of TGfU to 136 undergraduate physical education (PE) pre-service teachers and randomly assigned them to three conditions: they either reflected by themselves on a video-based or on a text-based teaching example or completed an open-ended planning-task. For the video-based example, a PE teacher and his class staged different scenes of a teaching unit following a script that focused on ‘badminton-like’ games considering steps and pedagogical principles of TGfU. The video-based example was transcribed and converted into a text-based example. Before the intervention, we assessed the pre-service teachers’ knowledge of game-centered approaches. After the intervention, we measured their knowledge of TGfU and affective-motivational variables (interest, challenge, enjoyment, annoyance). Results The participants had a (rather low) comparable knowledge before the intervention. After the intervention, we found that reflecting on the video-based example had increased the knowledge of TGfU more than reflecting on the text-based example or completing an open-ended planning-task (medium effect). We found no interaction effect of prior knowledge and condition on the knowledge of TGfU at posttest. Participants with a video-based example reported higher interest and enjoyment after the intervention (medium effect). All other affective-motivational variables did not show significant differences. Discussion Other studies concentrating on teaching in classrooms found that text-based examples fostered pre-service teachers’ competencies better than video-based examples if they had rather low prior knowledge. One explanation for the present finding could refer to the specific field of study: For novice PE pre-service teachers the supposed benefit of text-based teaching examples does not advance the learning process more than the supposed benefit of video-based examples (realistic display of constitutional aspects of PE). Since interest is closely related to (intrinsic) motivation, and the learners’ motivation is fostered by realistic and authentic context, our finding regarding the condition effect on interest and enjoyment is consistent with assumptions of situated learning theory. Higher motivation, in turn, could lead to a more elaborate analysis of the video-based example, which may ultimately explain the higher level of knowledge, too. Conclusion The current findings indicate that video-based examples are a very promising means for PE teacher education. This refers in particular to autonomous work in teacher education because in the present study the pre-service teachers reflected on the teaching examples by themselves.

Indonesian EFL teachers’ content conceptualization and course organization: A portray of text-based teaching

Frequent changes of Indonesian English as a Foreign Language (EFL) national curriculum have transformed EFL teachers’ role from that of serving merely as curriculum transmitters into curriculum adapters. Accordingly, this study intended to explore how a group of Indonesian EFL teachers conceptualize content and course organization as guided by the Indonesian national EFL curriculum. A qualitative multiple-case study (Miles, Huberman, Saldana, 2014; Stake, 2006; Yin, 2014) was employed to collect and analyze data. Purposive within- and cross-case sampling techniques were used to select six EFL teachers; three experienced and three inexperienced teachers of public junior high schools in the Special Territory of Yogyakarta, Indonesia. Sources of data included instructional curriculum design assessments and pre-lesson semi-structured interviews. Analysis of the data revealed these teachers’ content conceptualization focuses on blending texts and English language skills that characterize the implementation of text-based teaching in the Indonesian EFL context. Results of the data analysis for course organization showed teachers’ insufficient understanding on the selected organizing principles for teaching texts. Such understanding led to inconsistency between theory and practice. The findings of the study shed light on a misconception about implementing text-based teaching. Implications of the study address the need to equip Indonesian EFL teachers with both the conceptual and practical knowledge of implementing the methodology of text-based teaching.

The Development of Contextual Text Based Exposition Writing Teaching Materials of Class X Students in State 16 Senior High School, Medan

This paper deals with The Development of Contextual Text Based Exposition Writing Teaching Materials of Class X Students in State 16 Senior High School, Medan. The method used in the development of teaching material research is the Borg and Gall models which used to develop a product. The product of the learning module that was developed was a contextual text-based exposition writing material for class X students in state 16 Senior High School, Medan. This research and development refers to the theory of teaching material development proposed by Borg and Gall. The finding shows that Teaching Materials Development of Exposition Text Writing Based on Contextual is the development of teaching materials is needed by students and teachers in the learning process. This is due to improving the quality of learning to be better and more interesting. The use of contextual text-based teaching writing materials is considered more effective than the textbooks used by students. This is evidenced by better student learning outcome that is the use of textbooks (Pretest) 70.68% with sufficient categories while the use of teaching materials for exposition text writing is based on contextual (Posttest) 81.40% with good categories. The effectiveness of teaching material based on the results of the pretest to posttest exposition text writing increased with a difference of 10.72%. Based on this, the product developed has been good and tested in improving students' ability in writing exposition texts in class X students in state 16 Senior High School, Medan.

ANALISIS TEKS KOMPETENSI DASAR PADA SILABUS BAHASA INGGRIS SMA/MA/SMAK/MAK KEMDIKBUD 2017

Based on text-based teaching, the English syllabus emphasizes enhancing the learner's ability to use English in various types of texts. Text is learned not as a final goal, but as a tool for performing various activities in real life. At this intermediate level, teaching materials consist of simple texts. The purpose of this basic competence text analysis is to conduct mapping related to the basic competence of knowledge and to evaluate the content of basic competence in accordance with the context and needs of English learning. Types of text analysis using content analysis. The results of the analysis are expected to contribute to the development of a more systematic and comprehensive SMA / MA / SMAK / MAK syllabus

Progress in performance in teacher training through the work on own video- and text-based teaching cases? An intervention study in relation to the improvement of feedback for trainee PE teachers

Die Interventionsstudie untersucht die differenten Effekte der Arbeit an eigenen video- und textbasierten Unterrichtsfallen bezuglich der Verbesserung der feedbackbezogenen Performanzen (AV) bei angehenden Sportlehrkraften. Innerhalb eines Lehr-Lernarrangements arbeitete eine Videogruppe (n = 24) an eigenen videobasierten und eine Textgruppe (n = 9) an eigenen textbasierten Unterrichtsfallen. Beide Gruppen absolvierten zudem ein Schulpraktikum. Eine Kontrollgruppe (n = 23) realisierte nur das Schulpraktikum. Die Qualitat der feedbackbezogenen Performanzen der angehenden Sportlehrkrafte wurde vor und nach der Realisierung der jeweiligen Interventionen mittels Videovignetten festgehalten und anschliesend durch ein Fremdbeurteilungsverfahren (Expertinnen- und Expertenrating) bewertet. Die Ergebnisse zeigen, dass sich die Arbeit an video- und textbasierten Unterrichtsfallen als effektiv erwies, jedoch die videobasierte Vorgehensweise mit hoher praktischer Bedeutsamkeit wirksamer war. Die Kontrollgruppe konnte sich durch das Schulpraktikum nicht verbessern. Es wird dargestellt, wie die Ergebnisse fur die kunftige Ausbildung und Kompetenzdiagnostik genutzt werden konnen.