AN ANALYSIS OF DIFFERENTIATED LEARNING IN THE ENGLISH TEXTBOOK “MY NEXT WORDS GRADE 6” BASED ON EMANCIPATED CURRICULUM
Main Article Content
Abstract
The textbook is the main teaching material that teachers rely on to carry out English learning in the classroom. Based on the pioneering emancipated curriculum, the researcher aims to analyze the differentiated materials offered by the "My Next Word" textbook for grade six. In this study, the descriptive qualitative method is employed through document analysis. Specifically, the sixth grade "My Next Words" textbook is thoroughly examined to determine the extent to which it supports the VARK (Visual, Auditory, Read/Write, and Kinesthetic) learning styles in each of the six topics covered in semester 1. Additionally, two English teachers from two public elementary schools located in Denpasar were interviewed to gain a deeper understanding of their opinions regarding the textbook utilized. Because they had incorporated “My Next Words” as a learning resource into the school curriculum, both teachers were selected. The researcher employed the method proposed by Miles and Huberman (2014) which consists of four systematic activities, namely collecting data, condensing, presenting data, and drawing conclusions. The study's findings show how limited the ability of the textbook "My Next Word" to provide varied content based on VARK learning styles is. The book's material only partially supported the four learning styles of the students. In addition, the researcher found that the teacher is also not able to rely on the textbook well due to limited instructions so the material offered according to the teacher is less clear. Therefore, it can be concluded that the sixth grade "My Next Word" textbook published by the government has not been able to bridge teachers and students to create differentiated learning because it does not really support learning according to students' learning styles. This implies the need for a more thorough analysis of the "My Next Words" textbook that is already in use as well as the necessity to take into account the development of more trustworthy English teaching materials.
Article Details
References
Arisanti, D. A. K. (2022). Analisis Kurikulum Merdeka Dan Platform Merdeka Belajar Untuk Mewujudkan Pendidikan Yang Berkualitas. Jurnal Penjaminan Mutu, 8(02), 243–250. https://doi.org/10.25078/jpm.v8i02.1386
Ayu, M. (2020). Evaluation Cultural Content on English Textbook Used by EFL Students in Indonesia. JET (Journal of English Teaching), 6(3), 183–192. https://doi.org/10.33541/jet.v6i3.1925
Ayu, M., & Indrawati, R. (2019). EFL Textbook Evaluation: The Analysis of Tasks Presented in English Textbook. Teknosastik, 16(1), 21. https://doi.org/10.33365/ts.v16i1.87
Bogdan, R., & Biklen, S. K. (2003). Qualitative research for education (Vol. 368). Boston, MA: Allyn & Bacon.
Bulqiyah, D. A. A., & Ambarwati, E. K. (2023). a Content Analysis of ”My Next Words” English Textbook for Elementary Students. Jurnal Pendidikan Bahasa Inggris Indonesia, 11(1), 30–44. https://doi.org/10.23887/jpbi.v11i1.1776
Cahyati, S. S., Parmawati, A., & Atmawidjaja, N. S. (2019). Optimizing English Teaching and Learning Process to Young Learners (A Case Study in Cimahi). Journal of Educational Experts, 2(2), 2614–3518. https://doi.org/10.30740/jee.v2i2p107-114
Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Heinemann.
Fadhila, N. A., Setyaningsih, N. W., Gatta, R. R., & Handziko, R. C. (2022). Pengembangan Bahan Ajar Menggunakan Model Addie Pada Materi Struktur Dan Fungsi Jaringan Tumbuhan Sma Kurikulum 2013. BIOEDUKASI (Jurnal Pendidikan Biologi), 13(1), 1. https://doi.org/10.24127/bioedukasi.v13i1.5298
Fleming, N., Developer, E., Baume, D., & Consultant, H. E. (2001). Educational developments. Journal of the Royal Institute of Chemistry, 82(AUGUST), 566–568. https://doi.org/10.7748/ns.6.2.51.s64
Herpika, F., & Mawardi, M. (2021). Validity of the Flipped Classroom Learning System Based on for Class X SMA/MA Students. International Journal of Progressive Sciences and Technologies (IJPSAT), 27(1), 232–236. https://doi.org/10.52155/ijpsat.v27.1.3062
Indarta, Y., Jalinus, N., Waskito, W., Samala, A. D., Riyanda, A. R., & Adi, N. H. (2022). Relevansi Kurikulum Merdeka Belajar dengan Model Pembelajaran Abad 21 dalam Perkembangan Era Society 5.0. Edukatif : Jurnal Ilmu Pendidikan, 4(2), 3011–3024. https://doi.org/10.31004/edukatif.v4i2.2589
Irawan, D. (2017). Developing process approach-based reading textbook for grade IV students. Jurnal Prima Edukasia, 5(2), 139–150. https://doi.org/10.21831/jpe.v5i2.13745
Kemendikbudristek. (2021). Kurikulum Untuk Pemulihan Pembelajaran. Pusat Kurikulum Dan Pembelajaran, 130.
Kemendikbudristek. (2022). Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia Nomor 7 Tahun 2022 Tentang Standar Isi Pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah. Kementerian Pendidikan, Kebudayaan, Riset, Dan Teknologi, 14.
Miftakhuddin, Kamil, N., & Hardiansyah, H. (2022). Implikasi Empat Modalitas Belajar Fleming Terhadap Penerapan Kurikulum Merdeka Di Sekolah Dasar. Journal The Elementary School Teacher Education, 1(2), 38–49. https://e-journal.upr.ac.id/index.php/SANGKALEMO/article/view/5110
Muzdalifa, E. (2022). Learning Loss Sebagai Dampak Pembelajaran Online Saat Kembali Tatap Muka Pasca Pandemi Covid 19. GUAU Jurnal Pendidikan Profesi Guru Agama Islam, 2(1), 187-192. https://studentjournal.iaincurup.ac.id/index.php/guau/article/view/152
Nainggolan, B. R., & Wirza, Y. (2021). Evaluation of an English Textbook. Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020), 546(Conaplin 2020), 51–59. https://doi.org/10.2991/assehr.k.210427.008
Novianti, P., & Ambarwati, E. K. (2023). A Textbook Analysis of “My Next Words” for the Fifth Grade Elementary School. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 10(1), 12. https://doi.org/10.33394/jo-elt.v10i1.6972
Nuralisa, N. (2023). Role Of Teaching Materials On English For Young Learners. Pustaka: Jurnal Bahasa dan Pendidikan, 3(4),1-12. https://doi.org/10.56910/pustaka.v3i4.664
Pertiwi, A. D., Nurfatimah, S. A., & Hasna, S. (2022). Menerapkan Metode Pembelajaran Berorientasi Student Centered Menuju Masa Transisi Kurikulum Merdeka. Jurnal Pendidikan Tambusai, 6(2), 8839–8848. https://doi.org/10.31004/jptam.v6i2.3780
Rosmana, P. S., Iskandar, S., Fauziah, H., Azzifah, N., & Khamelia, W. (2022). Kebebasan dalam Kurikulum Prototype. As-Sabiqun, 4(1), 115–131. https://doi.org/10.36088/assabiqun.v4i1.1683
Simonne, S. S. (2017). Melalui Penyediaan Fasilitas English Digital Library. 2015, 113–118.
Tomlinson, B. (2012). Materials development for language learning and teaching. Language teaching, 45(2), 143-179. https://doi.org/10.1017/S0261444811000528
Tomlinson, C. A. (1999). Mapping a route toward differentiated instruction. Educational leadership, 57, 12-17. https://eric.ed.gov/?id=EJ592911
Utami, A. R., Aminatun, D., & Fatriana, N. (2020). Student Workbook Use: Does It Still Matter To the Effectiveness of Students’ Learning? Journal of English Language Teaching and Learning, 1(1), 7–12. https://doi.org/10.33365/jeltl.v1i1.247