scholarly journals Textbooks & Nationhood: A Content Analysis of Punjab Secondary Curriculum English Textbooks During Early Ayub Khan Era in Pakistan

2021 ◽  
Vol 7 (2) ◽  
pp. 269-278
Author(s):  
Sumaira Noreen ◽  
Aqsa Tahir
Keyword(s):  
Content Analysis ◽  
Indigenous Culture ◽  
Secondary Curriculum ◽  
Religious Ideology ◽  
Secondary Stage ◽  
English Textbooks

Textbooks are great artefacts in the hands of governments that help in fostering the sense of nationhood among students. The present study analyses aspects of nationhood as depicted in the Punjab’s secondary curriculum English textbooks of early Ayub Khan’s rule in Pakistan. Adopted as the main focal theme, the concept of nationhood is operationalized into three categories, including modernization, Pakistan society and culture, and glorious history. The sample textbooks include English textbooks of Short Poem Collection and Secondary Stage English that were Published by Punjab University Board during early 1960s. Based on content analysis of textbooks, data findings reveal that the notion of nationhood is taken up through progress-based modernization, promotion of indigenous culture and society as well as military glorious history, and not much on religious ideology as often claimed in scores of analytic writings about textbook contents of Pakistan.

scholarly journals AN EVALUATION OF WH-QUESTION IN ENGLISH IN MIND TEXTBOOK AN BRIGHT AN ENGLISH TEXTBOOK SEEN IN TERMS OF BLOOM’S NEW TAXONOMY

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Intan Kristen G. Takasana
Keyword(s):  
High School ◽  
Content Analysis ◽  
Junior High School ◽  
Lower Order ◽  
Cognitive Learning ◽  
Higher Order ◽  
Learning Objectives ◽  
Eighth Grade ◽  
Wh Questions ◽  
English Textbooks

The study aimed at identifying and analyzing the types and levels of WH-question in two English Textbooks namely, English in Mind Textbook (EIM) and Bright An English Textbook (BAE) for eighth grade junior high school. The objective of the analysis was to evaluate the WH –questions in the light of the Bloom’s New Taxonomy (1956) Taxonomy learning objectives ( Remembering, Understanding, Applying, Analyzing, Evaluating, Creating).Content analysis was used to conducted all the WH-questions in the two textbooks. All the WH-questions  were collected, listed, and analyzed according to Bloom’s New Taxonomy. The result from a total of 140 questions (70 questions in EIM and 70 questions in BAE) showed that most of the questions were align with remembering , understanding, and applying as the three lower – level categories, while analyzing, evaluating, and creating as the three higher-level categories constitude the lowest frequency in the two textbooks.Another result also for the proportion of higher-order questions in both Textbook showed that EIM received higher distribution while BAE constitute the highest distribution on lower-order questions. The result indicate that the textbooks failed to engage learners in the questions requiring higher levels  of cognitive learning objectives.In the light of the results, the researcher suggested to modified the questions in the textbooks to cover the six levels of Bloom’s new Taxonomy and to train teachers and author of textbook to use and write question following the Bloom’s new Taxonomy. Keywords : Bloom’s New Taxonomy, WH-questions, content analysis, English Textbook

scholarly journals Contribuição da pedagogia A’uwe Uptabi Xavante para a educação dos adolescentes: A palavra dos anciões – Mato Grosso/Brasil

2020 ◽  
Vol 28 ◽  
pp. 78
Author(s):  
Alberto Pari’Uptse’Wawe Moritu ◽  
Jarina Rodrigues Fernandes
Keyword(s):  
Qualitative Research ◽  
Content Analysis ◽  
Educational Practice ◽  
Alcoholic Beverages ◽  
Indigenous Culture ◽  
Mato Grosso ◽  
Methodological Procedures ◽  
Indigenous Educators ◽  
Indigenous Adolescents ◽  
Technological Products

The A’uwê Uptabi pedagogy, called by the non-indigenous person as the Xavante pedagogy, is practiced in interaction based on tradition. In this article, our goal is to analyze the contributions of the A’uwê Uptabi pedagogy to the Brazilian educational practice regarding the teaching of adolescents. We used the following methodological procedures for the qualitative research: circle of talks and field journal.  We performed the content analysis of the speech of the six participating elders around three axes: dreams on the education of adolescents; advice for Xavante adolescents and educators and advice for non-indigenous adolescents and educators. The elders pointed out the worries in their dreams regarding the influence of non-indigenous culture - technological products, alcoholic beverages, drugs, individualism - and the draining of tradition that can destroy the A’uwê Uptabi culture. As advice to the indigenous adolescents, the elders suggested they open up to understand their people’s culture and counseled the mentors and the whole community to commit to the education of new generations. The advice for the non-indigenous adolescents are similar to that given to Xavante teenagers, having as a key guidance for non-indigenous educators the setting up of groups of adolescents. 

scholarly journals High frequency words in English textbooks for Indonesian senior high schools

2021 ◽  
Vol 8 (1) ◽  
pp. 181-196
Author(s):  
Rizki Meliani Rustan ◽  
Erna Andriyanti
Keyword(s):  
Content Analysis ◽  
High Schools ◽  
High Frequency ◽  
Teaching Strategy ◽  
Word List ◽  
Narrative Text ◽  
Analysis Study ◽  
English Textbooks ◽  
High Frequency Words ◽  
Reading Texts

This content analysis study focused on three main purposes, including to analyse the High Frequency Words (HFWs) of Dolch’s list in reading texts from three English textbooks of Indonesian senior high schools, to analyse the language features of HFWs in reading texts of the English textbooks, and to propose strategies that can be used in teaching HFWs. The reading texts were grouped into three types including recount text, narrative text, and descriptive text. The reading texts were further analysed using an online word-counter to find out the HFWs of Dolch’s list in the texts. The findings show that there were 124 words found as the HFWs. The HFWs found were mostly articles, prepositions, pronouns, nouns, verbs, adverbs, adjectives, and conjunctions. Those were the most frequent words that should be known by students. Moreover, the language features of HFWs in each text were varied according to its context and the types of the texts. Hence, some strategies could be applied to facilitate English teachers in teaching HFWs, such as the word card strategy and direct teaching strategy, so that their students master the HFWs. The implication of this study also suggested textbook writers to provide additional content in textbooks such as the word list of HFWs.

scholarly journals VOCABULARY AS PART OF LINGUISTIC COMPETENCE IN SMA ENGLISH TEXTBOOKS IN INDONESIA

2020 ◽  
Vol 8 (1) ◽  
pp. 39
Author(s):  
Silvester Goridus Sukur
Keyword(s):  
High School ◽  
Content Analysis ◽  
High School Students ◽  
Qualitative Content Analysis ◽  
Research Result ◽  
Senior High School ◽  
Kappa Statistics ◽  
School Students ◽  
English Textbooks ◽  
Senior High School Students

This research aims to reveal to what extent the textbooks developed for senior high school students all around Indonesia have provided or developed the materials for vocabulary learning purpose to promote students’ competence in using English for their daily communication. This qualitative content analysis research was conducted with the content analysis research method and was carried out in Yogyakarta Special Territory from 2018 to 2019. The research data were collected and managed with the help of NVivo 11 Plus and NVivo 12 Plus Software. The data were gathered from three English textbooks for Senior High School Students: Bahasa Inggris X, Bahasa Ingris XI, and Bahasa Inggris XII, all of which were specifically developed by the Indonesian Government to be used by all SMA (Senior High School) students all over Indonesia. To achieve reliability agreement level of data, the Kappa Statistics reliability test was used; the result of which was > 0.75 (excellent). The research result shows that the contents of the three textbooks selected for this research in terms of vocabulary-related materials are not consistent; Not all textbooks and not all chapters presented the materials for the students to learn and improve their vocabulary. It is advisable that the English textbooks prepared all SMA students all over Indonesia develop materials or topics particularly the vocabulary consistently.

scholarly journals Exploring the Role of Arts & Crafts Projected in Local and Foreign English Textbooks in Pakistani Context at Primary Level

2020 ◽  
Vol V (I) ◽  
pp. 199-207
Author(s):  
Muhammad Ahsan ◽  
Zahoor Hussain ◽  
Noshaba Younus
Keyword(s):  
Content Analysis ◽  
Data Collection ◽  
Instructional Material ◽  
Slight Modification ◽  
Arts And Crafts ◽  
Primary Level ◽  
English Textbooks ◽  
Artistic Talent

The purpose of the current study is exploring and comparing the representation style of arts & crafts which is projected in the local and foreign textbooks in Pakistani context at primary level. The content analysis was employed to find out percentages of categories and sub categories of reading passages and exercises of the prescribed English textbooks in this research. For relevant data collection an eclectic model was devised as some of the major categories with slight modification were taken from Stern, H.H. (1983) model. The analysis of the two selected textbooks revealed that the Oxford textbook tends to promote activities based on arts and crafts as they help the child to unfold his/her creativity, intelligence and sense of beauty and aesthetics. They help to enjoy the pleasure creativity and beauty through the study of music, pictures/paintings and sculptures. On the contrary the PTB textbook plays an inactive role as it offers insufficient instructional material to its learners in this indispensable area of learning. and activate their artistic talent.

scholarly journals Maximizing Indonesian Students’ Readability by Using English Textbooks

2020 ◽  
Vol 5 (2) ◽  
pp. 426
Author(s):  
John Pahamzah ◽  
Syafrizal Syafrizal ◽  
Nurhaedah Gailea ◽  
Zakaria Zakaria
Keyword(s):  
Qualitative Research ◽  
Content Analysis ◽  
Research Design ◽  
Good Book ◽  
Research Questions ◽  
English Competence ◽  
English Textbooks ◽  
Language Content

The objective of the research was to find out whether the textbook provided by teachers had fulfilled the criteria of having a good book. The researcher used qualitative research, particularly content analysis research design. To answer the research questions, the researcher analyzed the contents of textbooks, evaluated by using a checklist adapted from the Cunningsworth checklist and writing a report. The researcher interpreted data to determine whether the textbook met the criteria for a good textbook. The results of the analysis showed that there were no textbooks that met the criteria for good books. The first result showed that the Think Global Act Locally met the criteria with a percentage of 51.92%, the coverage was 66.67% for aims and approaches, 33.33% for design, 40% for language content, 55.56% for skills, 66.67% for topics, 80% for methodology, 0% for teacher's book and 75% for practical considerations. The second was "English on Sky 3" met the percentage of 59.62%, the coverage was 66.67% for aims and approaches, 50% for design, 60% for language content, 72.22% for skills, 66.67% for the topic, 80% for methodology, 0% for Teacher's book and 50% for practical considerations. Meanwhile, Practices Your English Competence 3 met the percentage of 42.31%, the coverage was 33.33% for aims and approaches, 50% for design, 60% for language content, 33.33% for skills, 66.67% for topics, 60% for methodology, 0% for teacher's book and 50% for practical. In conclusion, there were no criteria that achieved good criteria and three out of eight criteria were considered fair.

scholarly journals Comparative Study of Socio-Ideological Practices in English Textbooks in Pakistani Context

2020 ◽  
Vol V (I) ◽  
pp. 269-286
Author(s):  
Muhammad Ahsan ◽  
Tahira Asgher ◽  
Noshaba Younus
Keyword(s):  
Content Analysis ◽  
Gender Roles ◽  
Comparative Study ◽  
Private Schools ◽  
Instructional Materials ◽  
Grade 5 ◽  
Research Findings ◽  
English Textbooks ◽  
The Government ◽  
And Gender

The present study is an effort to examine and compare the way socio-ideological practices are projected in the Oxford English Textbook Grade 5 and the English Textbook 5 published by the Punjab (Pakistan) Textbook Board (PTB) prescribed for the government, semi-government and private schools of the Punjab province. The content analysis was employed to find out the percentages of categories and subcategories of reading passages and exercises of the prescribed English textbooks. Socio-Ideological statements were analyzed through the representation of patriotic values and gender roles in the context of local and foreign EFL textbooks. The research findings and results make it visible from the current instructional materials or prescribed English textbooks that the Oxford English textbook is superficial and shallow with respect to its treatment of the target (Pakistani) culture. The textbook is therefore inadequate to the task of teaching and transmitting socio-ideological practices in the deeper sense. Contrary to it, the PTB English textbook offers a limited ground for learning English at length.

scholarly journals The Representation of Multicultural Values in National Mandatory English Textbooks Used in Indonesian Secondary Schools

2021 ◽  
Vol 8 (1) ◽  
pp. 472
Author(s):  
Sangaji Yudhi Pratama ◽  
Joko Nurkamto ◽  
Agus Wijayanto
Keyword(s):  
Content Analysis ◽  
Cultural Diversity ◽  
Racial Discrimination ◽  
Three Dimensions ◽  
English Learning ◽  
Human Right ◽  
The Earth ◽  
The World ◽  
Critical Problems ◽  
English Textbooks

In last few years, there are some critical problems such as racial discrimination, terrorism, and radicalism. The issues appear in many countries such as America, UK, and Indonesia. Multicultural based English learning is essential in promoting students’ sense of tolerance, especially from English textbooks. This research aims to investigate the multicultural values represented in the official English textbook authorized by MONEC. This content analysis research uses Bennet's four multicultural dimensions to analyse multicultural values. The results of this study tell that three dimensions of multicultural values occur from the textbook, such as (1) acceptance and appreciation of cultural diversity; (2) respect for human dignity and universal human right; and (3) respect for the earth. The implications suggest that English has a progressively vital part as a lingua franca; multicultural resources from the inner and outer circle of countries are essential in EFL textbooks. As a result, it is necessary to add more aspects of multicultural values: the world community's responsibility, because it is less represented in the EFL textbooks.

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