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An Analysis of Textbook “Preparation for Academic English” in Relation to 21st Century Skills
Abstract
This research conducted to gather whether these textbook contained 21st century or not in communication, collaborative, critical thinking, flexibility and adaptability, leadership and responsibility, creativity and innovation are the skills that should be included in English tasks in 21st century skills. Then the researches will be spell out the textbook by using analysis. The purpose of this research is to detect what the preparation of academic English textbook coincide with the 21st century skills. Qualitative method was used in this research to reveal the analysis of the researcher. The sample of this research is analysis the content related to suitability of the textbook in 21stcentury.There are still few researchers who examine how 21st century skills is implemented in collage English textbook. As a final note, the researcher advises doing study on how published materials are utilized in courses, schools, and universities throughout the nation because she believes it is crucial to do so in order to achieve the intended learning objectives. Also make them more accurate to be learned for each student and teacher or lecturer. The researcher hopes the further research is more detail and conical to the similar problem to be analyses.
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Textbooks play an important role in language teaching practices as the core source of knowledge. Meanwhile, the 21st century demands students having more advanced skills to solve the multifaceted and complex life situation. In fact, there are still limited studies evaluating textbooks based on the inclusion of 21st century skills. Looking at the gap, this study aimed to analyze the representation of 21st century skills in an Indonesian EFL textbook. A content analysis research design was applied in this study. The subject of the study was an EFL textbook used by grade 7 students. The results of the study revealed that there were 12 out of 15 of the 21st century skills presented in the textbook. The most dominant skills were communication and collaboration. The representation of the skills was done through some learning tasks such as goals, inputs, procedures, teacher/learner roles, pictures and notes. Yet, the textbook did not include global awareness,
media and economic literacy. It also provided insufficient topics and materials about information, communication and technology (ICT). Therefore, it is suggested for further revision to consider the inclusion of global awareness, ICT, media, and economic literacy in the materials.
21st Century Learning is a student-centered learning process that has been introduced in Malaysia since 2014. This study aims to integrate the 4C elements, which are collaboration, communication, creativity, and critical thinking in the interventions to improve English writing skill among 3K class students. Also, the study was conducted to determine how peer guidance can help 3K class students, who were weak in writing, to improve their English writing skills. The action research was carried out based on Kurt Lewin's Model. The research instruments involved were pre-test, post-test, and semi-structured interview. A total of 32 students sat for both pre-test and post-test before and after the interventions. A semi-structured interview consisting of five questions was conducted after the student completed the post-test. Descriptive statistics involving mean and percentage scores were used to analyze pre-test and post-test findings, while the interview findings were summarized. The results showed that there was an improvement in their English writing skills, where the mean score for the pre-test was 19.34, while the mean score for post-test was 22.66. The findings indicate that weaker students agreed that guidance of students who possess better writing skills helped them improve their English writing skills. The results of the pre-test and post-test showed that the intervention conducted has successfully helped 3K class students to improve their English writing skills.
To help students successful in global future, 21stcentury skills have become important aspects to enable them to function appropriately and effectively within a global community of English language speakers. Students have to be facilitated with learning materials that are suitable with this demand. This study aims to reveal the 21stcentury skills that are integrated in the English textbook and to find out how those skills are integrated. The data were gathered using checklists and analyzed by calculating the number of occurrences of each skill of 21stcentury and identifying the strategies used in its integration. The results showed that there are 11 skills integrated in the textbook namely critical thinking and problem solving, communication, collaboration, creativity and innovation, information and communication technology (ICT), media literacy, leadership and responsibility, productivity and accountability, social and cross-cultural, initiative and self-direction, and flexibility and adaptability. Those skills are integrated through Nunan’s task components namely goals, inputs, procedures, teacher roles, learner roles, settings, and other strategies including notes, quotes, and points to ponder.
p>Research shows that the changing realities of the 21st century necessitate a fundamental shift in language education towards promoting 21st Century Skills. This paper investigates the extent to which three Moroccan ELT textbooks currently used in teaching second year Baccalaureate students in public high school provide activities that help learners build skills that match the needs of the 21st century. It also explores the types of activities that are used to promote these skills and eventually suggests some ways in which these skills could be promoted effectively in future textbooks. It draws the attention of teachers, educational policy makers, school inspectors and textbook designers to the importance of incorporating activities that facilitate the acquisition of a set of skills that meet the demands of the 21st century. The study adopts a concurrent triangulation design and used content analysis as a mixed method that combines quantitative and qualitative techniques. Quantitative findings show that textbooks tend to provide very little activities that enable learners to develop their ICT skills. Also, they do not encourage learners to think creatively and develop career and life-skills. Qualitative findings indicate that textbooks tend to present these skills in a traditional way that does not cater for the 21st century context. This paper concludes with suggesting activities that will help future textbooks present 21st Century Skills in ways that will facilitate the transfer of these skills to Moroccan English language learners.</p
The research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self-regulated learners. This refor-mulation is used to identify seven principles of good feedback practice that support self-regulation. A key argument is that students are already assessing their own work and generating their own feedback, and that higher education should build on this ability. The research underpinning each feedback principle is presented, and some examples of easy-to-implement feedback strategies are briefly described. This shift in focus, whereby students are seen as having a proactive rather than a reactive role in generating and using feedback, has profound implications for the way in which teachers organise assessments and support learning.
The European Union Dataprev project reviewed work on mental health in four areas, parenting, schools, the workplace and older people. The schools workpackage carried out a systematic review of reviews of work on mental health in schools from which it identified evidence-based interventions and programmes and extracted the general principles from evidence-based work. A systematic search of the literature uncovered 52 systematic reviews and meta-analyses of mental health in schools. The interventions identified by the reviews had a wide range of beneficial effects on children, families and communities and on a range of mental health, social, emotional and educational outcomes. The effect sizes associated with most interventions were generally small to moderate in statistical terms, but large in terms of real-world impacts. The effects associated with interventions were variable and their effectiveness could not always be relied on. The characteristics of more effective interventions included: teaching skills, focusing on positive mental health; balancing universal and targeted approaches; starting early with the youngest children and continuing with older ones; operating for a lengthy period of time and embedding work within a multi-modal/whole-school approach which included such features as changes to the curriculum including teaching skills and linking with academic learning, improving school ethos, teacher education, liaison with parents, parenting education, community involvement and coordinated work with outside agencies. Interventions were only effective if they were completely and accurately implemented: this applied particularly to whole-school interventions which could be ineffective if not implemented with clarity, intensity and fidelity. The implications for policy and practice around mental health in schools are discussed, including the suggestion of some rebalancing of priorities and emphases.
The needs to know local cultural materials and skills for the future of students in the 21st century motivated researchers to concentrate more on them. In this recent research, an English textbook developed with Palembang local culture in mind and reviewed by students considers student needs. In SMK Negeri 3 Palembang, the travel agent competency program had 35 graders who completed a questionnaire with 45 questions. Questionnaires and semi-structured interviews were used to collect and quantitatively and qualitatively interpret the details. The findings showed: 1) English must be taught through technology to support students; (2) English is essential to students' future careers; (3) no existing English language education materials are included with local Palembang culture; and (4) two main reasons for integrating local Palembang culture into educational materials were to enhance the knowledge of students. Due to the queries, learning resources such as blogs, Twitter, video calls, and voice notes became important for the promotion of skills in the 21st century.
This study was aimed to evaluate the English textbook which focused on exercises provided, entitled Bahasa Inggris Kelas X (2017). This research used descriptive evaluative study in which all exercises were analyzed toward Revised Bloom;s Taxonomy as well as 2013 Curriculum in order to see its compatibility. Besides, it also examined the compatibility of 2013 Curriculum toward Revised Bloom’s taxonomy.The results of the study showed that (1) The exercises found in Bahasa Inggris textbook were compatible toward Revised Bloom’s Taxonomy. Besides, the knowledge dimensions (factual, conceptual, procedural and metacognitive) were manifested in the exercises. (2) With regard to the compatibility of the exercises toward 2013 Curriculum, the exercises found in Bahasa Inggris textbook were compatible. The exercises were designed according to the Core Competence and Basic Competence mentioned in 2013 Curriculum as they were divided according to the chapter/topic they belong to. (3) In regard to the compatibility of 2013 Curriculum toward Revised Bloom’s Taxonomy, the Core Competence and Basic Competence in 2013 Curriculum were well designed in line with the Revised Bloom’s Taxonomy. It was reflected in all basic competences that were hierachically put based on the taxonomy started from the lowest into the highest level. Furthermore, the learning activities found in 2013 Curriculum were done in Higher Order Thinking Skills. (4) Although the activities designed in the exercises are following Revised Bloom’s Taxonomy and Curriculum 2013, the material used were not too suitable with the need of vocational students in which they need more special need. The results of the study are expected to give a valuable contribution that the further study can extent the study to discuss about the quiz or test provided by school or institution to be examined toward the current curriculum and Bloom’s revised tanonomy as well as the students’ special needs in order to encourage the education practitioners to design good quiz or test for the students.
With the advances in innovation in the 21st century, the abilities needed to be effective in life have extensively changed. English, as a school subject, has assumed a main part in executing large numbers of the instructive changes and new methodologies in teaching since it is a worldwide language. Coursebooks, being a significant part of the educating and learning measure, impressively affect joining new methodologies into their schedules. Therefore, the current study aims to examine the 4Cs of 21st Century Skills – communication, collaboration, critical thinking, creativity, in English language teaching coursebooks. In view of this reason, a qualitative method – content analysis design – was employed. The data was collected through internal and external evaluation checklists, which were developed based on related literature and field experts’ opinions. The scope of the study was three 9th grade coursebook series designed by international publishing companies, namely English Plus by Oxford University, Excel by Express Publishing and Fall Blast by MM Publications. These coursebooks were chosen because these books are chosen by MES of RK and used in all schools. As the researcher works at school and teachers the 9th grade namely the 9th grade is taken for this study. According to the results of the study, it has been revealed that each coursebook series includes the 21st century skills to some extent mostly in project, speaking and writing tasks. According to the findings it was also revealed that there are limited number of outcomes in relation to creativity, responsibility, social and flexibility and adaptability skills. Furthermore, there are not any outcomes related to information literacy, innovation, problem-solving, media literacy, ICT, cross-cultural skills, productivity and accountability, initiative and self-direction and leadership. Keywords: 21st сentury sills, communication, collaboration, critical thinking, creativity, coursebook analysis, evaluation, ELT coursebooks.
This article puts forward ten principles for an extensive reading approach to teaching reading. They deal with the nature of extensive reading and the conditions and methodology necessary for its success. In the interests of professional development, the authors encourage teachers to use the principles as a tool to examine their beliefs about reading in general and extensive reading in particular, and the ways they teach reading. keywords: extensive reading, principles, teaching reading, professional development, teacher beliefs In an article published in 1986, Ray Williams discussed his top ten principles for teaching foreign language reading. He used his top ten to begin his reading seminars by asking participants to evaluate them and add new ones. His purpose, Williams wrote, was to get teachers to examine their own beliefs. The article had its desired impact on us. Now, years later, they remain as stimulating as when we first read them. Consider, for example, his first two principles:
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