Textbooks Evaluation: To what Extent Do the English Textbooks Provide Learning to Promote Cognitive Skill?

Metathesis: Journal of English Language, Literature, and Teaching

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Field Value
 
Title Textbooks Evaluation: To what Extent Do the English Textbooks Provide Learning to Promote Cognitive Skill?
 
Creator Nursyahrifa, Nursyahrifa
Mukhaiyar, Mukhaiyar
Jufrizal, Jufrizal
 
Subject English Textbooks;Textbooks Evaluation; Cognitive Domain
 
Description This research mainly aims at conducting an extensive evaluation of the two English textbooks for senior high school grade tenth revised edition based on Kurikulum 2013 yang disempurnakan (curriculum 2013 revised edition). This study employed a descriptive qualitative study. The English textbooks for the tenth grade published by Erlangga and Ministry of Education and Culture were selected as the sources of data. The evaluation focuses on how far the textbooks provide learning to promote cognitive skill. Basic competencies in cognitive domain of curriculum 2013 were adapted as an instrument to evaluate the textbooks. Findings found that the textbooks’ authors of the two textbooks have tried to present opportunities for students to achieve core competencies in cognitive domain of curriculum 2013 in several units. Nevertheless, there are certain units that need additional instructions to provide more opportunities for students in acquiring low and high-order thinking skills. On the basis of the findings, the textbooks may revise or improve the textbooks’ content by adding more experiences for students to achieve the levels of taxonomy bloom expected in the core and basic competencies of curriculum 2013. The findings are also useful for teachers to add or modify the instructions that suit the purposes of curriculum 2013 specifically in cognitive domain. 
 
Publisher English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer
 
Contributor
 
Date 2019-06-10
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier http://jurnal.untidar.ac.id/index.php/metathesis/article/view/1250
10.31002/metathesis.v3i1.1250
 
Source Metathesis: Journal of English Language, Literature, and Teaching; Vol 3, No 1 (2019): Metathesis: Journal of English Language, Literature, and Teaching; 78-91
2580-2720
2580-2712
10.31002/metathesis.v3i1
 
Language eng
 
Relation http://jurnal.untidar.ac.id/index.php/metathesis/article/view/1250/952
 
Rights Copyright (c) 2019 Metathesis: Journal of English Language, Literature, and Teaching
http://creativecommons.org/licenses/by-sa/4.0
 

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