scholarly journals Specific Features of Three Newly Published English Textbooks for Elementary School in Japan – A Quantitative Study of the Textbooks

2021 ◽  
Vol 13 (1) ◽  
pp. 35-45
Author(s):  
Kiyomi Watanabe
Keyword(s):  
English Education ◽  
School Level ◽  
Size Analysis ◽  
School Life ◽  
Vocabulary Size ◽  
High School Level ◽  
Primary Level ◽  
Grade 5 ◽  
Quantitative Analyses ◽  
English Textbooks

As Japan starts English education at the primary level in 2020, the study looks at three sets of English textbooks for the primary level through quantitative analyses. The objective of the study is to find specific features of each textbooks through quantitative analyses, because quantitative studies are known to be useful objective information which qualitative studies often fail to miss. The vocabulary-size analysis shows the following. First, Crown Jr. textbooks have the largest vocabulary size, second, the Correspondence Analysis shows that Crown Jr. textbooks seem to contain some Jr. high school level grammar, and third, Grade 5 textbooks of Junior Sunshine and New Horizon Elementary focus on the alphabets, singing and chanting, and school life; that Grade 6 textbooks of New Horizon Elementary and Junior Sunshine have materials on international foods and culture, and that both grade 5 and 6 textbooks of Crown Jr. contain more third-person sentences. The study believes these findings would provide useful information for those who are engaged in primary and secondary English education in Japan.

Selected research on second-language teaching and acquisition published in Japan in the years 2000–2006

2007 ◽  
Vol 40 (2) ◽  
pp. 119-134 ◽  
Author(s):  
Steve Cornwell ◽  
Andrea Simon-Maeda ◽  
Eton Churchill
Keyword(s):  
High School ◽  
Junior High School ◽  
English Education ◽  
Language Education ◽  
School Level ◽  
High School Level ◽  
Cross Cultural Differences ◽  
Expanding Circle ◽  
Government Mandates ◽  
Junior High School Level

This review presents selected research on language education published in English in Japan from 2000 to 2006. In an attempt to show the academic diversity and intellectual depth of current research agendas in Japan, it looks at the following areas: LANGUAGE POLICY, in which recent government mandates are outlined, including a stronger focus on English education in elementary school; TEAM-TEACHING situations that are commonly found at the high school and junior high school level; TESTING and PLACEMENT, focusing on entrance exams and placement exams which can be a driving force behind many classroom practices and continue to be the focus of considerable criticism; BILINGUALISM, which is receiving more and more attention in Japan as the number of returnees, children of bi-cultural families and other English-speaking Japanese nationals increases; WORLD ENGLISHES, reflecting the reality that many adult Japanese speakers of English interact with speakers from Outer and Expanding Circle countries; INTERLANGUAGE PRAGAMATICS, which is attracting more and more researchers interested in cross-cultural differences and interlanguage development; MOTIVATION, which continues to receive a great deal of attention and has been examined in a more nuanced approach of late; WRITING, in light of its importance in many educational settings; and GENDER and its interconnectedness to EFL learning and use.

scholarly journals MODEL PENILAIAN KINERJA (PERFORMANCE APPRAISAL) KEPALA SEKOLAH MENENGAH PERTAMA NEGERI

2017 ◽  
Vol 14 (3) ◽  
pp. 387
Author(s):  
Dedy Achmad Kurniady ◽  
Sururi ◽  
Suryadi
Keyword(s):  
High School ◽  
Performance Appraisal ◽  
Junior High School ◽  
Junior High ◽  
School Level ◽  
School Life ◽  
High School Level ◽  
Actual Performance ◽  
Continuous Quality ◽  
Principal Performance

The role of the principal is important for directing school life to achieve school goals. The principal appointment is attained through formal and rational consideration, determined by procedures, requirements, and regulations. This study is concerned with the development of performance appraisal model of junior high school principals and is aimed to achieve the following aims: 1) to detect rules and system regarding principals performance appraisal; 2) to verify and describe components, process and measures results of principals appraisal, and 3) to analyse Performance Based required by principals; and 4) to generate hypothetical models of principal performance appraisals in junior high school level. In order to have principals with all standard criteria, efforts to improve principal professional capacities are needed to conduct in a well-planned manner through continuous quality improvement. These improvements are mapped out intermittently so that principals profiles based on measures results of Principals Performance Appraisal can be put into actual. Performance appraisal is designed to identify data on principals performance.

scholarly journals The Representation of Gender in a Textbook Entitled When English Rings a Bell

2021 ◽  
Vol 5 (1) ◽  
pp. 93
Author(s):  
Fenty Lidya Siregar ◽  
Henni Henni ◽  
Silvanni Comara
Keyword(s):  
Junior High School ◽  
School Level ◽  
Female Characters ◽  
High School Level ◽  
Gender Representations ◽  
Relational Processes ◽  
Male Characters ◽  
Gender Biases ◽  
English Textbooks ◽  
Junior High School Level

Abstract. Despite countless criticism that English textbooks contain gender biases, teachers still use textbooks in their teaching. This study investigated the representation of gender in an English textbook for junior high school level: When English Rings a Bell. Halliday’s transitivity system (Halliday & Matthiessen, 2004, 2014) is applied in this qualitative study to reveal how gender is represented. The result shows female characters dominate the roles of Participants. Regarding the types of Processes, the depictions of male and female characters are both significant in Relational processes; however, female characters are more frequently represented than male characters in other Processes. It is observed that both males and females are mostly attributed with positive personality adjectives. Only a few male characters are associated with negative traits. This study is expected to provide teachers and book authors with references of gender representations in the textbook so they can be aware of the imbalance and actively contribute to lessen this discrepancy. Keywords: Textbook, gender representation, English, ideology

scholarly journals Cultural education through the high school level English textbooks

2015 ◽  
Vol 3 (3) ◽  
pp. 95-103 ◽  
Author(s):  
Kouki Ookawa
Keyword(s):  
High School ◽  
Junior High School ◽  
School Level ◽  
Ministry Of Education ◽  
Intercultural Understanding ◽  
High School Level ◽  
High School English ◽  
Sports Science ◽  
English Textbooks ◽  
Materials Used

Abstract It cannot be denied that intercultural understanding is crucial in the process of learning English at elementary school, junior high school, high school, and beyond. This paper analyzes the high school English textbooks approved by the Ministry of Education, Culture, Sports, Science and Technology in Japan from the perspective of intercultural understanding. First, it elucidates the types of articles, the countries materials deal with, and the purposes of the materials used in the books. Then it considers important elements of intercultural education. The result of the research shows that the materials contain various kinds of categories, and many concern English-speaking countries. Furthermore, an important fact is that many materials concerning Japan, aimed at understanding its own culture, are shown in the textbooks as well. Finally, the paper suggests future direction for the use of materials in the textbooks in order to facilitate intercultural understanding.

scholarly journals English day and non-formal education

FLOBAMORA ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 72-78
Author(s):  
Gracia Otta
Keyword(s):  
Language Learners ◽  
English Language ◽  
Formal Education ◽  
Sunday School ◽  
School Level ◽  
School Teachers ◽  
High School Level ◽  
School Teaching ◽  
Physical Response ◽  
English Textbooks

Abstract This program is a combination of The Community Development Partnership Program (CDPP) and research. It is one of the obligations of the writer in carrying out the University of Nusa Cendana's three principles, namely teaching, researching, and serving the community. The point of this program is Sunday School teachers in 22 and 24 service area of the Imanuel Church Oepura in Kupang, who will apply the method in Sunday School teaching every two weeks. This program is implemented per semester. There are three goals to be achieved; first, to run the English Day program that launched by the Governor of NTT, Viktor B. Laiskodat, secondly, to refresh and to give new atmosphere and enthusiasm for Sunday School teachers to maintain English language skills when attending school several years ago, and finally to support global tourism programs in the coming years in East Nusa Tenggara. Based on the analysis of the situation of young language learners in Sunday School, the writer set the method of Total Physical Response (TPR) through Bible-themed songs and games in English to develop the spirit and ability to learn English. This classic method is also still reaping the pros and cons but in its implementation, it still play role to be something interesting and easy for young language learners to get vocabulary and pleasant learning experiences. In general, the material can be well received because of the education background of Sunday School teachers from the High School level, Vocational School, and Sarjana Degree. Based on the application on Sunday School 55 participants, in 6-14 year old group could follow the instructions appropriately. Furthermore, in 3-5 year olds group only followed the movement of songs or games but could not understand the instructions or the aims of the games. The output of this program is to gradually begin with learning the names of Bible characters, places, and books in English, vocabulary and other games and songs to increase English vocabulary in speaking, listening, reading, and writing skills in English that programmed in the curriculum also English Textbooks for Sunday School participants.

scholarly journals ENGLISH SENIOR HIGH SCHOOL TEXTBOOK ANALYSIS: ADDRESSING GENDER BIAS ISSUES

2018 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Nashriyah Nashriyah ◽  
Dini Khairul
Keyword(s):  
High School ◽  
Teaching Practice ◽  
Senior High School ◽  
School Level ◽  
High School Level ◽  
School Textbook ◽  
Generic Construction ◽  
The Difference ◽  
English Textbooks ◽  
Gender Presentation

Due to the imbalance gender presentation in English Senior High School textbook detected during teaching practice program, the researcher was interested in doing a research about the issue. Students might take much time to learn from textbooks to develop their gender roles at school, therefore, the proper textbooks which attain the objectives of gender equality are needed. The aim of this study is to investigate whether or not female and male are presented equally in the English Senior High School textbook. The object of this study is the English textbooks widely used by teachers in Banda Aceh Senior High School. First and second textbook entitled Bahasa Inggris X Semester 1 and Bahasa Inggris X Semester 2 were written by Utami Widyati, Zuliati Rohmah, and Furaidah in 2014. Third and fourth textbook entitled Bahasa Inggris XI Semester 1 and Bahasa Inggris XI Semester 2 were written by Mahrukh Bashir in 2014. The last textbook is Bahasa Inggris XII was written by Utami Widyati, Zuliati Rohmah, and Furaidah in 2015. All textbooks were published by Indonesian Ministry of Education and Culture. The focus of this study is the gender representation through five aspects which were also used by Amini and Parviz in their study in 2012. The five aspects are visibility, firstness, masculine generic construction, activity, and occupation. The result showed that four aspects were led by male in the term of quantity: visibility, firstness, masculine generic construction, and occupation while females were more visible in activity aspect. Even so, the difference of number was not too big in every aspect, except the visibility. However, in the term of quality, visibility and activity aspects showed that female and male are presented fair enough in English textbook at high school level by involving females in every aspect which may indicates that females are considered as important and useful as males nowadays.

scholarly journals THE EFFECT OF HAMBURGER STRATEGY ON STUDENTS’ READING COMPREHENSION OF RECOUNT TEXTS

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Ismalianing Eviyuliwati ◽  
Cesar Abi Sarwan
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
English Education ◽  
School Level ◽  
Teaching Reading ◽  
High School Level ◽  
Significant Difference ◽  
8Th Grade ◽  
Quasi Experimental ◽  
The Mean

ABSTRACTThe study is aimed at finding whether or not the Hamburger Strategy is effective to use in teaching reading comprehension of recount texts at the eighth-grade students of a Junior High School level called MTs. Daarul Ma’arif in Jakarta, Indonesia. The samples of the study are 43 students who are divided into two groups, the experimental class (22 students) and the controlled class (21 students). The research method used is a quantitative method which employs a quasi-experimental design. The data collection is conducted through pretests and posttests. The validity and the reliability of the tests are measured by using ANATES. Furthermore, the collected data are analyzed using SPSS version 23 to find the t-value, i.e. to know whether there is a significant difference of the mean scores of posttests of the two groups. The finding shows that the mean score of the experimental class is 77.27 and that of the control class is 70.00. The t-value is 2.892. In addition, the hypothesis testing shows that at the sig. 2-tailed, probability  values (p) is 0.006, while alpha value (α) is 0.05. In other words, p < α, which indicates that Hѳ is rejected and Ha is accepted. In conclusion, the Hamburger Strategy is effective to use in teaching reading comprehension of recount texts at the 8th-grade students of MTs. Daarul Ma’arif, Jakarta, Indonesia. ABSTRAKPenelitian ini bertujuan untuk membuktikan apakah Strategi Hamburger efektif bila dipakai untuk mengajar Membaca Teks Recount pada siswa kelas 8 MTs Daarul Ma’arif Jakarta, Indonesia. Sampel penelitian ini terdiri dari 41 siswa yang terbagi dalam dua kelompok, kelompok ekperimen (22 siswa) dan kelompok kontrol (21 siswa). Penelitian ini adalah peneliatian kuantitatif dengan menggunakan desain kuasi-eksperimental. Pengumpulan data dilakukan dengan memberikan pretes dan postes. Validitas dan realibilitas tesnya diuji dengan ANATES. Setelah data terkumpul, dilakukan Uji-t melalui SPSS 23 untuk mengetahui adakah perbedaan yang signifikan pada rerata nilai postes kedua kelompok. Hasil penelitiannya menunjukkan bahwa rerata nilai postes kelompok eksperimen adalah 77,27, sedangkan kelompok kontrol mendapatkan rerata nilai postes sebesar 70,00. Nilai-t nya ditemukan 2,892. Sedangkan dalam uji hipotesa disebutkan nilai probabilitas (p) = 0,006 dan nilai alpha ((α) = 0.05. Dengan kata lain nilai p < nilai (α), yang artinya Hѳ ditolak dan Ha diterima. Kesimpulannya, Hamburger Strategi efektif digunakan dalam mengajar Membaca Teks Recount siswa MTs. Daarul Ma’arif Jakarta, Indonesia. How to Cite: Eviyuliwati., I., Sarwan, C. A.(2018). The Effect of Hamburger Strategy on Students’ Reading Comprehension of Recount Texts. IJEE (Indonesian Journal of English Education), 5(1), 49-60. doi:10.15408/ijee.v5i1.9880

scholarly journals EXPLORING LOCAL VALUES AND CULTURE IN ENGLISH TEXTBOOK

2017 ◽  
Vol 4 (2) ◽  
pp. 45
Author(s):  
Sri Supiah Cahyati ◽  
Cynantia Rahmijati
Keyword(s):  
High School ◽  
School Level ◽  
Religious Values ◽  
High School Level ◽  
Qualitative Descriptive ◽  
English Textbooks ◽  
Local Value

The purposes of this research, entitled "Exploring Local Values and Culture in English Textbook", are to identify and analyze the local values & culture in 8 English textbooks for high school level; to elaborate the scope of the values in English textbooks for high school level. The method used is a qualitative descriptive method.The results show that in the 8 English textbooks all contain local value and culture, they are value of religion, customs, governance/social, procedures, textual, buildings and religious values whereas the scopes of the values are traditional and modern values.Keywords: local values, English textbooks

scholarly journals The Comparison of Lexical Collocations in English Textbooks Used in Indonesia

2021 ◽  
Vol 11 (3) ◽  
pp. 441-450
Author(s):  
Nur Ifadloh ◽  
Warsono Warsono ◽  
Abdurrahman Faridi
Keyword(s):  
High School ◽  
Qualitative Method ◽  
Senior High School ◽  
School Level ◽  
Language Fluency ◽  
High School Level ◽  
Documentary Method ◽  
Lexical Collocations ◽  
Efl Students ◽  
English Textbooks

Teaching collocations becomes very important for ESL/EFL students to achieve language fluency since the students spend a great amount of time interacting with their textbooks. This study aims to investigate the comparison of lexical collocations used in two textbooks used regularly in senior high school level in Semarang namely Aim High Student’s Book 1 and Bahasa Inggris Kelas X. This study applied descriptive qualitative method. The documentary method was used in collecting the data. The data were analyzed based on collocation theories proposed by Benson, et al. (1997) and Lea (2002). The result showed that there were three similarities found regarding the lexical collocation occurrence in all parts of the textbooks, the highest frequency of the lexical collocations occurrence in the exercise part of the textbooks, and the highest frequency of the types of lexical collocations in the textbooks. Meanwhile, there are three differences found regarding the number of lexical collocation frequency in each textbook, the order in using lexical collocations from the highest to the lowest frequency, and the way the authors of the textbooks in introducing and teaching lexical collocations to the students. Furthermore, it was also found that Bahasa Inggris Kelas X produced some inaccurate lexical collocations.

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