Moral Analysis in the Videos of English Fairy Tales Channel and Its Relevance to Narrative Text Learning in Senior High School

This study analyzes the moral values of legends and fairy tales on the English Fairy Tales YouTube channel and examines its relevance to narrative text learning in schools. The approach used is qualitative research, with descriptive type. The sample videos taken from the English Fairy Tales channel are five videos. According to theory, analysis of moral values is carried out by looking at video samples and describing them. In contrast, relevance analysis will be carried out by reviewing the applicable learning syllabus. The research found that the videos analyzed contain values always to be grateful to God, care for others, be diligent, be brave, help each other, keep promises, and never give up. In addition, the moral values found in legends and fairy tales on the English Fairy Tales YouTube channel have relevance to the teaching of narrative texts in class X of Senior High School because the moral values contained in legends and fairy tales on the English Fairy Tales YouTube channel can support the use of English Fairy Tales channel videos as learning media that is in line with the learning competence.

China in Classics: Narrative Construction of Multiple Texts and the Value of the Times

As a spiritual wealth of the Chinese nation, traditional culture is the spiritual power and support for the survival and development of the Chinese people. In the new era, China emphasizes cultural confidence. Its inheritance and promotion of traditional culture have made cultural programs flourish. More recently, specific to multi-dimensional text, learning Chinese culture and extracting spiritual nutrients from TV programs has become an advantageous choice for the broad masses of people to enrich their spiritual life. Through the reconstruction of the text of classics and the narrative construction of the integration of multiple texts, China in Classic Books gives voice to ancient books. By expressing people’s humanistic feelings towards classics, it attracts young people’s attention and realizes mainstream values with its unique charm. Based on the creation rules and communication effects of China in Classics, this paper analyzes the exploration of the contemporary communication of traditional culture of TV programs.

Development of Descriptive Text Learning E-Module with a Constructivistic Approach

The main objective of this research is to develop learning e-modules in teaching English in the classroom as well as to produce and disseminate learning media. This e-module can be used on smartphones and this e-module uses a constructivist approach. The steps of the research model are defined, designed, developed, and disseminated/implemented. Participants in this study were teachers and students of MAN 3 Pontianak. The data collection technique in this study refers to the interview list guidelines, namely the questionnaire. Data collection tools are learning outcomes and questionnaire sheets. This study uses a qualitative descriptive approach for data analysis. The results showed that the design of the electronic module learning development in this study consisted of an analysis of curriculum and learning materials, an analysis of the characteristics of students and an analysis of student learning outcomes. The steps for developing an electronic module are by submitting a lot of learning materials and then being reviewed by experts according to their backgrounds as media experts and learning materials experts. The results of the expert review showed that the average score of the electronic module was 3.77 (range 1 - 4) and also the test given to students before applying it. The response of students after using the e-module showed 83.2% which means a positive response. This e-module can be applied to students because it has criteria such as self-instruction, stand alone, adaptive and user friendly. The learning outcomes of this research are that students are more active and construct themselves in learning descriptive texts in English class. The Minimum Completeness Criteria (KKM) in this study is 75 and the average is 79.04, which means that the use of e-modules in teaching descriptive texts is effective and can increase their scores.

Peningkatan Keterampilan Bahasa Inggris untuk Hiburan melalui Modul Pembelajaran Teks Narrative Berbentuk Fabel

The need for interactive and meaningful distance learning in English lessons is needed to improve students English skills including language skills and formative test-taking skills. This is done by the author through the use of interesting modules or for entertainment for students by utilizing narrative text material in the form of fables. The research method used is descriptive research on 32 students of class XI IPA 2 as a sample of research conducted at SMA Muhammadiyah 1 Taman. The results obtained in the form of observations of the achievement of English language skills including pronunciation, grammar, vocabulary, fluency, understanding are included in the intermediate or intermediate category with an average score of 2, 05. In addition, the students' English skills were also seen from the learning outcomes test data where the percentage of success of students who scored above the KKM (75) was 87.5%, namely 28 students while those who scored below the KKM were 4 students. The conclusion of this study is the achievement of students' English skills after using the narrative text learning module in the form of fables is included in the medium or intermediate category/level 2+ and the percentage of success of formative tests above the KKM is 87.5%.

Puppet Animation as a Modification of Anecdotal Text Learning Media for Class X SMA

Puppet animation is a modification of the appearance of puppet shows into a learning medium, especially for anecdote text material. This study aims to determine the utilization of puppet animation media for students anecdote writing skills. The method used in this research is descriptive qualitative. The subjects in this study were 36 anecdote texts written by students of Grade X Social Science 3 of the State Senior High School 11 of South Tangerang City, Academic Year 2020/2021. Data collection techniques in this research use four ways, such as observation, tests, interviews, and documentation. The assessment aspects used in this study are content, structure, language, as well as spelling and mechanics.This results indicate that there was a positive influence and anecdote writing skills of students using puppet animation media with an average grade of 83, which is well qualified. This proves that in general, students are capable in writing anecdote text well with puppet animation media .

Multitext Learning: Efforts to Improve Literacy Students in Indonesia

Problem Statement: Development of literacy lists reading as the main literacy skill in the 21st century. Although society in general especially students are no longer illiterate, reading interest and reading literacy skills in Indonesia, based on PISA, OCED, and UNESCO, are still relatively low in terms of multi text study. For this reason, multi text-based learning is needed for improving the students’ literacy. Purpose: This study aims to describe how multi-text learning is taught to students to increase their interest in reading and literacy. Method: This research uses a qualitative research with literature study method. Data sources of this research are reference books and scientific journal articles that have relevance to the research. Results: Multi-literacy learning or also known as multiliteracy is one of the learning designs used in the context of 2013 curriculum. This concept is designed to meet the skills needed in the 21st century. Multiliteracy learning is created to connect 4 multiliteracy skills (reading, writing, spoken language, and, using IT). The stages of multi-text literacy learning cycle are as follows: 1) involving: 2) responding; 3) elaborating; 4) reviewing; 5) presenting. Conclusion: Multitext learning is still barely taught to students in Indonesia. Only 30% of students have multitext reading knowledge and skills. In fact, multitext learning can be used as an alternative solution to increase reading ability and interest. Multi-text learning needs to be supported by teacher's skills namely creating interesting and adequate multitext materials and ensuring decent reading sources according to its age of reader, as well as for parents, they have to be able to advise their children to choose multitext as the reading sources. Keywords: Literacy; Multitext Learning; Reading Abstrak Latar Belakang: Perkembangan literasi masih menempatkan membaca sebagai keterampilan utama litrasi sebagai keteramplan abad 21. Kendati para pelajar dan masyarakat pada umumnya sudah tidak lagi buta aksara, namun minat membaca dan kemampuan literasi membaca di Indonesia berdasarkan PISA, OCED, dan UNESCO masih terbilang rendah terutama jika dihadapkan pada kajian multiteks. Untu itu diperlukan pembelajaran berbasis multiteks bagi para siswa untuk meningkatkan kualitas literasi. Tujuan: Penelitian ini bertujuan mendeskripsikan bagaimana pembelajaran multiteks diajarkan kepada siswa sehingga mampu meningkatkan minat baca dan literasi siswa. Metode: Penelitian ini merupakan penelitian kualitatif dengan metode studi pustaka . Sumber data penelitian berupa buku-buku referensi dan artikel-artikel jurnal ilmiah yang memiliki relevansi dengan penelitian. Hasil: Pembelajaran mutiteks atau dikenal juga dengan multiliterasi merupakan salah satu desain pembelajaran yang digunakan dalam konteks kurikulum 2013. Konsep ini dirancang untuk menjawab kebutuhan keterampilan yang diperlukan di abad 21. Pembelajaran multiliterasi didesain untuk mampu menghubungkan 4 keterampilan multiliterasi (membaca, menulis, berbahasa lisan, dan ber-IT). Tahapan siklus pembelajaran literasi dengan multiteks antara lain: 1) melibatkan; 2)merespon; 3) elaborasi; 4) meninjau ulang; 5) mempresentasikan. Kesimpulan: Pembelajaran multiteks masih sangat minim diajarkan kepada para siswa di Indonesia. Hanya 30% siswa yang memiliki pengtahuan dan keterampilan membaca multiteks. Pembelajaran multiteks dapat dijadikan solusi alternatif menumbuhkan kemampuan dan minat baca. Pembelajaran multiteks ini perlu ditunjang oleh kemahiran guru dalam membuat multiteks yang menarik dan bermutu, keterjaminan sumber bacaan yang berkualitas dan sesuai dengan usia pembaca, serta peran orang tua yang harus mampu mengarahkan anak-anak memilih sumber bacaan sebagai multiteks Keywords: Literasi; Pembelajaran Multiteks; Membaca

Integrasi Keterampilan Berpikir Kritis dalam Buku Teks Bahasa Indonesia Kurikulum 2013 Berperspektif HOTS

This study aims to describe thinking skills in Indonesian Language Learning Textbook class X Curriculum 2013. The thinking skills in this study are oriented towards revising Bloom's learning taxonomy which divides thinking skills into two domains, namely Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS). The data in this study are in the form of text learning objectives written in Indonesian textbooks. The data is sourced from two revised editions of Indonesian textbooks, namely the 2014 revision and the 2017 revision. The data analysis method used in this study is referential matching and mapping of educational objectives based on the revised Bloom's taxonomy. The integration of thinking skills in Indonesian textbooks is manifested in the cognitive and knowledge dimensions. The cognitive dimension is dominated by the level of creation (C6) accumulated from two revised books. The knowledge dimension is dominated by conceptual knowledge. Based on this dominance, it can be concluded that the primary outcome of learning Indonesian is text creation. The text created is constructed from the concepts of text knowledge obtained in the learning process.

Exploring the relations between teachers’ cue-utilization, monitoring and regulation of students’ text learning

This study investigated teachers’ monitoring and regulation of students’ learning from texts. According to the cue-utilization framework (Koriat, in Journal of Experimental Psychology, 126, 349–370, 1997), monitoring accuracy depends on how predictive the information (or cues) that teachers use to make monitoring judgments actually is for students’ performance. Accurate monitoring of students’ comprehension is considered a precondition for adaptive regulation of students’ learning. However, these assumptions have not yet been directly investigated. We therefore examined teachers’ cue-utilization and how it affects their monitoring and regulation accuracy. In a within-subjects design, 21 secondary education teachers made monitoring judgments and regulation decisions for fifteen students under three cue-availability conditions: 1) only student cues (i.e., student’s name), 2) only performance cues (i.e., diagrams students completed about texts they had read), and 3) both student and performance cues (i.e., student’s name and completed diagram). Teachers’ absolute and relative monitoring accuracy was higher when having student cues available in addition to diagram cues. Teachers’ relative regulation accuracy was higher when having only performance cues available instead of only student cues (as indicated by a direct effect). Monitoring accuracy predicted regulation accuracy and in addition to a direct effect, we also found and indirect effect of cue-availability on regulation accuracy (via monitoring accuracy). These results suggest that accurate regulation can be brought about both indirectly by having accurate monitoring judgments and directly by cue-utilization. The findings of this study can help to refine models of teacher monitoring and regulation and can be useful in designing effective interventions to promote teachers’ monitoring and regulation.