Textbooks In Terms Research Articles

ANALYSIS OF FOREIGN LANGUAGE TEXTBOOKS IN TERMS OF TRANSVERSAL SKILLS

In Europe in the second half of the 20th century, events such as radical economic and social change, globalisation and its expression in culture, politics, the economy and the environment, and progress in scientific and information technology had an impact on education. At school, today's students must be taught such knowledge and skills so that they can survive and be successful in the changing 21st century. Preparing students for life and work is in the spotlight in 21st-century education. The aim of the study is to explore and analyse the development of transversal skills in English language textbooks and to explore the possibilities in order to evaluate English language textbooks in terms of transversal skills. In this research, five English textbooks for 1st-3rd grade were analysed. Qualitative research, descriptive research and content analysis were used in this research. The author reveals that in the latest English textbooks, issued in 2017 and 2018, there are significantly more tasks, thus creating transversal skills for students. In turn, older English textbooks, issued in 2013, lack tasks based on a transversal skills approach. The result of this study shows which English textbooks of the five the author of this study recommends using at school in terms of their transversal skills. From this study, the author has created a recommended checklist for teachers in order to analyse foreign language textbooks in terms of communicative skills, collaborative skills, critical thinking and creativity skills.

2015 개정 교육과정에 기반한 영어 I 교과서의 어형론적 복잡성

This paper aims to investigate the use of derivational forms in five English Ⅰ textbooks based on the 2015 revised English national curriculum, which treats a base word and all of its derivatives as belonging to one word family. To this end, we first identified 15 representative derivational affixes for the five EnglishⅠ textbooks, based on Bauer and Nation’s (1993) levels and the frequency, dispersion and range of affixes. We then showed that the textbooks significantly differ concerning the use of affixes belonging to Bauer and Nation’s Levels 3-6 through a chi-square test of homogeneity, and measured the derivative sophistication for each textbook in terms of Advanced Derivative Index, which is calculated by dividing the number of derivative types containing Bauer and Nation’s Levels 5 and 6 affixes by the square root of the total number of derivatives. We also through chi-square tests showed that the textbooks significantly differ concerning derivational density, which is defined as the number of derivatives divided by the total number of words, as well as the frequency of derivatives classified by the number of affixes attached to a base, and concluded with the discussion of the findings.

Does Listening to Pop Music Help Build English Vocabulary?

Music has global appeal and provides an enjoyable and motivating medium for language learners, especially for those at the beginner level. To quantify its contribution for ESL (English as a Second Language) learners, this study compared the English pop music lyrics with 2 authoritative ESL textbooks in terms of word frequency by measuring their similarities to four linguistic scenarios of British National Corpus plus corpus extracted from Twitter. The results illustrated that pop music lyrics are similar more to the corpus of Twitter and Fiction and less to Academic and Conversation, while textbooks showed inverse performance. To test the robustness of this result, 4 different similarity measurements were used, which showed the same pattern. In brief, pop music and textbooks have complementary applicability in these scenarios, which may help us to answer the question of How does Listening to Pop Music Contribute to the Vocabulary Building, to an ESL learner.

An AN INVESTIGATION ON THE INDONESIAN CULTURAL ASPECTS IN ENGLISH TEXTBOOKS FOR SENIOR HIGH SCHOOLPUBLISHED BY KEMENDIKBUD

Abstract
 Cultural understanding is the core of language acquisition because language and culture can not be seperated with language. Culture can be understand through media either electronic or manual such internet, magazine, textbooks etc. Textbook is one of the media used most people in school. In textbooks, there are many cultural aspects presented for students. Therefore, this study aimed at presenting the cultural aspects, describing the frequency of cultural aspects and Indonesian cultural aspects in English textbooks of 2013 curriculum and describing the level of quality of English textbooks in terms of intercultural awareness.
 This study employed a qualitative research design. The data are the cultural aspects and Indonesian cultural aspects in English textbooks of 2013 curriculum grade X, XI and XII. The textbook of these grades has not analyzed by the other researchers. The results show that English textbooks grade X, XI and XII contained 490 cultural aspects consisting of 232 products, 75 practices, 11 perspectives and 172 persons (Yuen:2001).While Indonesian cultural aspects contained 127 consisting of 64 cultural aspects on grade X, 34 on grade XI, and 29 on grade XII.
 From the results of the study, it can be concluded that the presentation of cultural aspects and Indonesian cultural aspects are not balanced and does not provide student to have intercultural awareness. And third English textbooks are equality to use in terms of basic cultural awareness. Whereas, advanced cultural awareness and intercultural awareness leveldo not support students to have intercultural awareness. From the results above the authors of English textbooks should put the more cultural information explicitly Indonesian cultural aspects to enrich students cultural information.
 
 Keyword: Indonesian Cultural Aspects, English Textbooks, Kemendikbud

МІСЦЕ І РОЛЬ ПІДРУЧНИКА УКРАЇНСЬКОЇ МОВИ В ОРГАНІЗАЦІЇ СУЧАСНОГО ОСВІТНЬОГО СЕРЕДОВИЩА В ЛІЦЕЇ

In the article the author draws attention to topical issues related to the problem of creating an educational environment in the implementation of the Concept of the New Ukrainian School in the profile school. The main aspects, diversity of the semantic field of the definitions «environment», «educational environment» are outlined. The analysis of the latest scientific investigations, state normative documents on the research problem are carried out. It is stated that the organization of a safe developmental educational environment is considered in the inseparable unity with education, upbringing and development of students and is provided mainly by the individualization of the educational process and due to the variability of organizational forms of education. The focus is on the role and place of the competency-oriented textbook of the Ukrainian language in creating a modern educational environment in the lyceum. It is determined that the leading function of the textbook in terms of developmental orientation of the educational environment is the implementation of the principles of personality-oriented learning, namely: personal goal setting, choice of individual educational trajectory, meta-subject bases of learning process, learning productivity, learning situationality, learning reflection. The educational, coordination functions of the textbook on the example of textbooks of the Ukrainian language for 10th and 11th grades (authors Golub N. B., Goroshkina O. M., Novosоelova V. I.) are revealed, in which the content and methodical apparatus are aimed at ensuring the formation of students purposefulness, independence, selfdevelopment, responsibility for the results of their own educational activities, responsible attitude of students to the preservation and strengthening of their own health. It is substantiated that the efficiency of the educational environment is facilitated by solving specially selected tasks, thus creating optimal conditions for motivating students to study, forming and developing a competent speaker in and out of school, developing the need and ability for self-study and development, learning values, readiness for critical entry into society.

PBL-team teaching on developing vocational mathematics textbook

The textbook that is used today in some Vocational School in Cirebon region is a textbook of Mathematics for Vocational School from certain Publishers. Although the government once published textbooks for Vocational School, but almost no more teachers use it. Teachers generally complain about the available textbooks in terms of their practicality and effectiveness. According to them, the existing book has too broad a material coverage. In addition, there is no specific book available for use by vocational students to make vocational high school students are not motivated to learn math. This paper explores the development of mathematics textbook which can be used as one of learning resource for vocational students of competence of light vehicle engineering skill and business and motorcycle technique. The research method used is R & D. The research product was in the form of a mathematics vocational school textbook of Geometry & Measurement material designed according to the PBL model and presented through the team teaching method. The results showed that the book had a very valid level of validity. Through the use of this textbook, student can apply mathematical theory to vocational practice.

5. Sınıf Matematik Ders Kitabının Değerlerimiz Açısından İncelenmesi

Bir toplumun varlığını sürdürebilmesi için temel değerleri çocuklarına aşılaması gerekir. Bu aşılama okullarda ders ortamında öğretmen eşliğinde olabileceği gibi çocuğun okul dışı çalışma ortamında kendisinin bile farkında olmadan kitabıyla çalışırken bilinçaltında gerçekleşebilir. Dolayısıyla ders kitaplarında yer alan değerler önem kazanmaktadır. Bu araştırmada ortaokul 5. Sınıf matematik ders kitabının matematik öğretimi programında yer alan değerler açısından incelenmesi amaçlanmıştır. Bu değerler adalet, dostluk, dürüstlük, öz denetim, sabır, saygı, sevgi, sorumluluk, vatanseverlik ve yardımseverliktir. Araştırmada nitel araştırma yöntemi benimsenip doküman incelemesi ile veriler toplanmıştır. Verilerin çözümlenmesinde betimsel analiz tekniği kullanılmıştır. Elde edilen sonuçlara göre en çok değinilen değerler öz denetim, adalet, yardımseverlik ve sorumluluk değerleri olup en az değinilen değerler ise dostluk, dürüstlük, vatanseverlik, saygı ve sevgi değerleridir. Ünitelere göre değerlerin dağılımında düzensizlik olduğu görülmüş ve betimsel analizler örneklerle birlikte ayrıntılı bir şekilde verilmiştir.

ORTAOKUL BEŞİNCİ SINIF TÜRKÇE DERS KİTABINDAKİ OKUMA METİNLERİNİN DEĞERLER AÇISINDAN İNCELENMESİ

The aim of the study is to examine the reading texts in the 5th grade Turkish textbook in terms of the values in the Turkish Curriculum. For this purpose, the study was carried out in descriptive model. Since document analysis is used to collect data, the research has qualitative method characteristics. The content analysis method was used to determine whether the values in the curriculum were included in the 31 reading texts in the Turkish textbook, which values were included in the texts examined and how many values were included in each text. Two 5th grade teachers were also consulted on this subject. The consistency between the opinions of the researchers and the teachers was calculated with the reliability formula proposed by Miles and Huberman and the agreement percentage was found to be 87.07%. According to this percentage of agreement, it was concluded that the consistency was high. For this reason, the evaluations were made based on the opinions of the researchers. The data obtained at the end of the research are presented in tables by calculating frequency and percentage values from descriptive statistical methods. According to the findings; It was determined that the value of love was given the most in the examined texts, followed by the values of responsibility and helpfulness, the value of honesty and friendship were the least involved value, it was given the least value in some text and the text with most values was the text called Kucuk Aga. These results can be taken into consideration on selection of text for writing textbooks by the Ministry of National Education

Evaluating Critical Thinking Skills in Moroccan EFL Textbooks: Gateway to English 2 as a Case

The aim of this study is to evaluate critical thinking skills (CTS) in a Moroccan textbook of English as a foreign language entitled Gateway to English 2 (GTE2 henceforth) according to Bloom’s taxonomy. Alongside with this, a survey is conducted to investigate the perceptions and attitudes of a sample of Moroccan high school teachers towards CTS and their inclusion in the aforementioned textbook. The research design adopted in this study is the mixed methods research approach and three instruments are used to collect data: document analysis, a content analysis card and a questionnaire. The participants’ sample consists of 75 Moroccan high school teachers of English who use GTE2 textbook. The three instruments were intended to gather both quantitative and qualitative data. The findings of the study revealed that the current educational policy aims to foster the CTS of Moroccan students, but the textbooks used, namely GTE2, targets only lower order thinking skills, especially comprehension, and application at the expense of higher order thinking skills which will benefit students both academically and professionally. For this reason, the study suggests activities and materials to enrich the textbook in terms of thinking skills.

Evaluation of EFL Textbook ‘Traveller Elementary’ from the Perspectives of Instructors and University Students

Undoubtedly, foreign language teaching intends to make students obtain the required competence so as to get the linguistic knowledge needed in a foreign language. With this respect, a textbook should supply to the users as much as possible, be satisfactory to fit into the syllabus, and meet all the needs and expectations of the students during the learning process in order to achieve required targets in foreign language learning. Particularly in English Language Teaching, textbooks as the basic instructional materials are expected to build learners’ four skills that are speaking, listening, reading and writing. Depending on this basic assumption, this study attempts to get in-depth evaluation of the textbook in terms of methodology and language content, language skills, practicality, topic, social and cultural values by taking into consideration university first year students and their instructors’ evaluations, observations, beliefs, and suggestions on the textbook. From the students’ perspectives, results reveal that the textbook is moderately efficient in terms of methodology and language content, language skills, practicality, topic, social and cultural values; however, instructors find some parts of the textbook weak; especially some aspects of language skills, practicality, social and cultural values. As a result, the textbook is neither completely insufficient nor perfectly adequate. At the end of the study some suggestions for instructors and material writers are provided.

Evaluation of EFL Textbook ‘Traveller Elementary’ from the Perspective of Instructors and University Students

Undoubtedly, foreign language teaching intends to make students obtain the required competence so as to get the linguistic knowledge needed in a foreign language. With this respect, a textbook should supply to the users as much as possible, be satisfactory to fit into the syllabus, and meet all the needs and expectations of the students during the learning process in order to achieve required targets in foreign language learning. Particularly in English Language Teaching, textbooks as the basic instructional materials are expected to build learners’ four skills that are speaking, listening, reading and writing. Depending on this basic assumption, this study attempts to get in-depth evaluation of the textbook in terms of methodology and language content, language skills, practicality, topic, social and cultural values by taking into consideration university first year students and their instructors’ evaluations, observations, beliefs, and suggestions on the textbook. From the students’ perspectives, results reveal that the textbook is moderately efficient in terms of methodology and language content, language skills, practicality, topic, social and cultural values; however, instructors find some parts of the textbook weak; especially some aspects of language skills, practicality, social and cultural values. As a result, the textbook is neither completely insufficient nor perfectly adequate. At the end of the study some suggestions for instructors and material writers are provided.

Exploring the quality of Grade 12 accounting education textbooks

The availability of quality textbooks is one of the critical factors in the enhancement of teaching and learning in accounting. What makes a high-quality textbook depends on the presence of certain characteristics for specific subject area and curriculum requirements. However, following the reintroduction of textbooks into the South African school curriculum, there appear to be limited studies on the quality of textbooks particularly in accounting. This article explores the quality of Grade 12 accounting textbooks in terms of content, structure and organisation, guidance and support and assessment tasks. Two Grade 12 accounting textbooks were purposively sampled because of their popularity and accessibility to analyse their quality using qualitative content analysis. Findings revealed that although Book B is found to be in line with the curriculum in terms of content, Book A had a greater propensity to engage and stimulate learning as it offered better guidance and support to the teachers and learners than Book B. The identified shortfalls mean that the teachers who are using Book B will have to consult other books as the book is lacking in fully supporting teachers. The recommendation is that at least two textbooks should be prescribed especially in Grade 12 to supplement each other. This article offers insight into the quality of Grade 12 accounting textbooks used in South African Schools. It is therefore imperative for accounting teachers and subject specialists to be circumspect when choosing prescribed textbooks. The article also has implications for textbook producers and the Department of Education in their quest to enhance learning.

Representations of people in foreign language textbooks

In recent years, English has further strengthened its dominant position in the field of foreign languages (FL); on the other hand, countries all over Europe are facing pluri-cultural and pluri-linguistic challenges. Therefore, the recognition of the value of FL has become more precious, and the FL textbook market is growing. FL textbooks are not only tools for learning, but they (need to) reflect cultural aspects, attitudes and social dynamics. The purpose of this study is to analyse several FL textbooks in terms of the representation of non-white people, as transmitted by their visual presence, aiming to reveal how images of ‘non-whites’ are integrated into the selected textbooks, pursuing (a) whether principles of choice are different in the chosen three different linguistic areas, (b) if there seems to be any awareness developed, and (c) if the findings might reveal that some series are biased in terms of ‘non-whites’ representation.

Comparing the Lower Secondary Textbooks of Japan and England: a Praxeological Analysis of Symmetry and Transformations in Geometry

This study is aimed at comparing the content in mathematics textbooks from Japan and England, focusing on symmetry and transformations at the lower secondary level. We adopted the concept of praxeology, a main construct of the Anthropological Theory of the Didactic (ATD). Using the ATD framework, our approach regarded textbooks as an empirical source which can reveal knowledge to be taught in the didactic transposition process. The praxeological analysis results indicated that symmetry and transformations in the Japanese textbooks were strongly influenced by the teaching of geometric proofs, while transformations in the textbooks from England had many connections to other contexts or contents across domains. These findings suggested the ways in which the knowledge of symmetry and transformations is differently situated in the two countries’ textbooks in terms of different praxeological organisations. We further discussed our findings for elaborating the theoretical and methodological aspects of this study, which can potentially contribute to future research on textbooks in mathematics education.

Investigation of Tales in Turkish Textbooks in Terms of Conveying Values

The aim of this study is to examine the tales in Turkish textbooks in terms of the values they convey. In this study, organized according to qualitative research method, the data have been obtained by document examination which is one of the qualitative data collection tools. A total of 29 tales in Turkish textbooks of 3-8 grades in the 2017-2018 academic year, were examined. Content analysis of qualitative data analysis techniques was conducted to analyze the data. In the analysis of the data the coding reliability was made and all the tales were analyzed together by two researchers. The total frequency of the sub-values determined in the examined tales is 70. When the distribution of lower values to the main values determined by MEB (2017) is examined, it is seen that there are 17 lower values related to responsibility main value, 11 lower values related to friendship and respect main values and 7 lower values related to self-regulation main value. While there is only 1 lower value for patience main value, there is no lower value for patriotism main value. Transfer method of 70 sub-values in the tales becomes different. These transfers were mostly positive sample behavior (f = 31), negative sample behavior (f = 21) and direct transfer (f = 12). The least used transfer method in tales is indirect transfer (f = 1). Almost all of the most frequently encountered humility sub-value is conveyed through negative examples; industriousness sub-value is mostly conveyed through direct (word) transfer. Among the main values (deep values) that are intended to be given in the whole of the tales in Turkish textbooks, friendship and responsibility take place 3 times; confidence, perseverance, humility, sense of mission, cooperation and empathy take place 2 times; and the other values take place once. When sub-values obtained from investigating tales as a whole are examined in the context of main values, it is seen that there is no sub-value reflecting the main value of justice and patriotism, and therefore no tale text was encountered on that.

The Pedagogical Evaluation of Q: Skills for Success Textbooks as Perceived by EFL Instructors at Taibah University

This study evaluated Q: Skills for Success textbooks for first year students from EFL instructors’ perspectives at Taibah University to find practical implications for stressing major strengths and avoiding weak points in these textbooks and consequently developing students’ growth in EFL learning. The participants consisted of fifty EFL instructors teach these textbooks at Taibah University. They were asked to answer the questionnaire which was developed by the researcher to discover their beliefs about adopting the new textbooks. The question of the study was about instructors’ beliefs regarding pedagogical value of Q: Skills for Success in terms of objectives, contents, methods, and evaluation. Results revealed that these textbooks helped students in improving their proficiency in English, developing self-confidence and improving their overall education. English instructors, according to their responses, agreed on the suitability of Q: Skills for Success textbooks in terms of objectives, contents, methods and techniques and ways of evaluation. However, the findings revealed some negative points concentrated on the appropriateness of content and pictures to the local culture of the students in addition to the absence of instructors’ participation in the selection of objectives. In light of the findings, the researcher suggested other researchers to conduct similar studies in other regions to find out if there are cultural differences concerning teaching Q: Skills for Success textbooks.

Evaluation of Geography Textbooks in Terms of Misconceptions about Climate Topic

Evaluation of Geography Textbooks in Terms of Misconceptions about Climate Topic

PENGEMBANGAN BUKU AJAR EVALUASI PENDIDIKAN FISIKA BERBASIS PENDEKATAN KONSTRUKTIVISTIK

AbstractThis study aims to 1) Produce instructional textbook of physics education based on constructivistic approach, and 2) Knowing the quality of textbooks in terms of feasibility aspects of content, feasibility of presentation, language feasibility and feasibility grafika according to experts. This research is an R & D research with procedural model that adapted the procedure of ADDIE development which consists of three stages: analysis, design, and development. The research instrument is in the form of scale of textbook quality assessment using Likert scale made in the form of checlist. The subjects of textbook quality assessment are three material experts and three media experts. Textbook quality data obtained in the form of quantitative data is converted by product quality percentage scale. The result of this research are: (1) Developed instructional product in the form of textbook based on constructivistic approach as learning material of physics education evaluation in accordance with KKNI curriculum, and (2) The quality of textbook developed has excellent quality (SB) based on assessment of material experts with a percentage of 84.05% of ideal high score 148, and excellent quality (SB) based on media expert's judgment with a percentage of 82.56% of the ideal high score of 80.Keywords: textbooks, physical education evaluations, constructivistically

A Teacher-Based Evaluation of the English Language Textbook (Get Ready 1&2) for Saudi Fourth Grade Primary

This study aimed at evaluating the EFL textbook 'Get Ready 1&2' used in the fourth grade of primary school from the perspectives of male and female teachers in Arar city in Saudi Arabia. The textbook was published by Macmillan, and it was specially developed for use within Saudi Arabia’s cultural environment and for both boys’ and girls’ schools. The Ministry of Education has started using this textbook in schools in the current academic year 2013/2014. This study will focus on teachers’ perspectives, and it will be a macro evaluation. The researcher designed a mixed method study by gathering both quantitative and qualitative data. The researcher distributed a close-ended questionnaire consisted of 55 items and nine categories for 30 teachers to gather quantitative data and carried out an interview with five male teachers to gather qualitative data. The study evaluated the textbook in terms of the layout and design, objectives, skills, supplementary materials, topics and content, cultural values, structure and vocabulary, activities and tasks, and teachers’ manual. In general, the findings of the study revealed that teachers were satisfied about the textbook in all of the nine categories with some demerits. The cultural values category got the highest mean score of 4.54 out of 5.00 whereas the skills category got the lowest mean score of 3.47 out of 5.00. In the light of these findings, the researcher reports some recommendations to address the drawbacks of the textbook and other problems that have an impact on properly delivering the textbook.

Koncept udžbenika ruskog jezika struke - stanje i moguća rešenja

The paper discusses the possibility of designing an optimal model of the Russian language textbook for students of Social Sciences and the Humanities. The research starts from the analysis of the current situation - a critical overview of available textbooks, then points to certain shortcomings of textbooks in terms of their structure and content, and suggests certain corrections and modifications for improving the quality of textbooks and designing the most optimal model of the Russian language textbook for the above-mentioned educational profile. The textbook is examined from theoretical, conceptual and practical aspects. The theoretical-conceptual plan analyzes various structural components of textbooks at the macroand microlevels, examines the elements of its content and points to the functional specifics of the language for specific purposes textbooks in relation to the general foreign language textbooks. At practical level, the paper analyzes and evaluates the quality of the textbook contents and its functional compliance with the real needs of the profession and science. The results of the research should show whether the current textbooks of the Russian language for specific purposes are sufficiently functional, to what extent they are realistically involved in building professional communicative competencies of future experts in the sphere of Social Sciences and the Humanities, and whether they can offer a concept that would serve potential authors - methodologists and practitioners - as a guideline in creating the most optimal model of the Russian language for specific purposes textbook.