Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal English Education and Applied Linguistics Journal (EEAL Journal)
Ririn Pusparini
Universitas Negeri Surabaya, Surabaya, Jawa Timur, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
A Content Analysis of Reading Texts in Let’s Speak English Book for 6th Grade Students Published by Antara Darojatul Aliyah; Ririn Pusparini
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 2 (2026): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/hc24jz48

Abstract

Reading texts play an important role in supporting students' English learning. However, the quality of reading texts in supplementary English textbooks for elementary school students has received limited attention based on material development principles. This study aims to analyze the quality of reading texts in the Let's Speak English Book for 6th Grade Students published by Antara based on material development principles, focusing on impact, relevance, self-investment, and ease. This study uses a qualitative approach with a document analysis method. The research data consists of all reading texts in Chapters 7 to 11 of the textbook. The data were analyzed by assessing the suitability of each text with the indicators of the material development principles. The results show that the reading texts have limitations in attracting students' attention due to the lack of supporting illustrations. Most texts relate to students' daily lives, although their connection to the local cultural context is still limited. The texts also demonstrate student engagement through sentences and words that involve students' imagination and feelings. In terms of ease, the reading texts are generally easy to understand although some texts contain dominant complex sentences. Overall, the reading texts have advantages in supporting student engagement but still need development, particularly in visual aspects and contextual relevance. The findings are expected to serve as a resource for teachers, teaching material developers, and future researchers in improving the quality of English teaching materials.  
Co-Authors Darojatul Aliyah