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All Journal ACITYA Journal of Teaching & Education Pustaka: Jurnal Bahasa dan Pendidikan
Paulus Sainyakit
STKIP Terang Bangsa
Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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A Content Analysis of Integrated Learning Skills & Assessment in The Textbook Entitled “Grow with English” For the Sixth Grade of Elementary School Paulus Sainyakit
Acitya: Journal of Teaching and Education Vol 4 No 2 (2022): Acitya: Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1340.454 KB) | DOI: 10.30650/ajte.v4i2.3319

Abstract

Textbook helps the teachers to prepare the lessons. It is also course book used by teachers and students in order to facilitate the teaching – learning process. In terms of its role in learning, it is crucial in teaching and learning process. Related to textbooks, there should be covered by all learning skills and assessment in order to help the students to improve their ability in learning English. This research is aimed (1) to analyze all four learning skills in the textbook, (2) to find out the way four learning skills are implemented, (3) to investigate whether the textbook provides the assessment for students or not in the textbook Entitled “Grow with English” for The Sixth Grade of Elementary School. This research is included as qualitative research design. The sample of this research is an English textbook entitled “Grow with English”. The researcher uses the checklist as the instrument. In collecting and analyzing the data, the researcher does several steps. After that, the data would be calculated by using a formula. The results show that the textbook provided all learning skills differently. For the assessment, it was found that the textbook provided assessment every three chapters. In conclusion, the authors of English textbooks should implement all learning skills every chapter and the assessment at the end of every chapter in the textbooks
A Content Analysis Of Blooms’ Revised Cognitive Taxonomy in The Textbook Entitled “Grow With English” for The Sixth Grade of Elementary School Paulus Sainyakit
PUSTAKA: Jurnal Bahasa dan Pendidikan Vol. 3 No. 2 (2023): April : Jurnal Bahasa dan Pendidikan
Publisher : BADAN PENERBIT STIEPARI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/pustaka.v3i2.674

Abstract

 The Objective of this research is to get empirical evidence of the distribution of higher order thinking skill based on revised edition of Bloom’s taxonomy in English textbook namely Grow with English Textbook. In this research, the researcher used content analysis method. In collecting data, the researcher used checklist table to collect qualitative data in form of words which were reading exercises. The researcher employed analysis card as the instrument to analyze the data. The researcher found that each textbook had different distribution of the HOTS. As the focus of this research, the HOTS consists of three skills namely; the create skill or C4, the evaluate skill or C5, and the create skill or C6. The results showed that the analyze skill in Grow with English textbook obtained 8,55%, then the evaluate skill obtained 8,17% and the create skill only obtained 1,85%. Finally, it can be said that the skills of the HOTS in the textbook provided in which the analyze skill or C4, the evaluate skill or C5, and the create skill or C6 were different and unequal to each other related to the distribution.
A Classroom Interaction Analysis of Teacher and Students by Using FIACS Paulus Sainyakit; Yan Imam Santoso
Acitya: Journal of Teaching and Education Vol. 6 No. 1 (2024): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v6i1.3825

Abstract

Classroom interaction plays an important role in the teaching and learning process. It is because it involves the interaction between teacher, student and student-student in which they influence each other in the classroom interaction. It is also said that classroom interaction gives a chance to ask, to guess, to think even to the course material in order to make interaction between the teacher and students their selves in the classroom. This research is aimed to analyze the classroom interaction by using FIACS. This research is included as a quantitative content analysis design. This research involves a teacher and the 2nd semester students of STKIP Terang Bangsa. The observation is employed in this research as the method of collecting data. After that, the data would be calculated by using a formula. The results show that the Teacher Initiated category is the highest dominant in the classroom interaction. It has 3.422 or 95,50% out of 3.583 interactions in the classroom. Then, the Student-Initiated category has 161 or 4,50% of the total. Lastly, the Student-student initiated category has no interactions. Due to the limitations of the research, the researcher suggests that future research on this topic should involve more participants in interacting not only teacher to student but student to student, so the conclusion can be drawn more valid.
Co-Authors Yan Imam Santoso