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Unveiling English textbook tasks: Littlejohn's second-level analysis evaluation Abdulali, Adim Muhammed Adim; Sacko, Makan; Sumekto, Didik Rinan
Journal of English Language and Pedagogy Vol 6 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v6i2.12826

This research was conducted to reveal the book evaluation based on level 2 analysis by Littlejohn criteria. This research aims to (1) analyze to what extent tasks in the textbook “The 21st Century English for Libya Preparatory 2” meet one of the criteria of a good textbook suggested by Littlejohn and (2) discover the strengths and the weaknesses of the textbook used by eight graders of Junior High School in Libya. This study is qualitative research data that was collected by analyzing the textbook using Littlejohn criteria. The level 2 analysis by Littlejohn was used to analyze the textbook by doing a checklist. One unit was analyzed as the evaluation sample, and it was named Unit 1. Two major findings emerged from the research using this level of analysis. Firstly, the tasks in “The 21st Century English for Libya Preparatory 2” are categorized as a good element to support the book as a good book. Secondly, the research found both strengths in the textbook. The strengths were discovered in the book. Based on level 2 of analyses from Littlejohn, the research found both strengths to the textbook. Every unit has tasks stated by Littlejohn, except songs. They can encourage students to speak and share their ideas and experiences with their classes. However, in terms of weaknesses, most of the tasks are not balanced – still dominated by receptive skills, reading, and listening. In addition, the activities outside class are also still rare served by the textbook. Based on the results above, it can be inferred that this evaluation is truly important to be done to know the quality of the textbook as an important element in the teaching and learning process.

Love in Translation: Analyzing Chapman’s Five Love Languages and Cultural Adaptation in Irish Wish Arbain; Sacko, Makan
New Language Dimensions Vol. 6 No. 1 (2025): New Language Dimension, June 2025
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v6n1.p16-28

Romantic films play a pivotal role in shaping global perceptions of love, yet little is known about how emotional expressions are adapted across cultures through translation. This study explores the intersection of Chapman’s Five Love Languages and translation strategies in the Indonesian subtitling of Irish Wish. Using a qualitative case study, 110 dialogues were purposively sampled from the official Netflix subtitles. Dialogues were classified into love language categories (Chapman, 2009) and analyzed through Molina and Albir’s (2002) translation framework. AntConc software assisted in text pattern identification, while expert validation ensured coding reliability. Findings reveal Words of Affirmation (75.45%) as the most dominant love language, followed by Acts of Service (15.45%), with minimal presence of Gifts, Quality Time, and Physical Touch. Literal translation, modulation, and established equivalents emerged as the most frequently applied strategies, supported by selective use of adaptation, reduction, and borrowing to maintain emotional nuance. The study highlights how translators balance linguistic fidelity and cultural resonance, ensuring emotional authenticity in Indonesian contexts. By integrating relationship psychology with translation studies, this research contributes to media localization scholarship and underscores the importance of culturally adaptive subtitling for cross-cultural empathy.

Project Based Learning Model: Can It Improve Dribbling Skills In Soccer Games? Hardinata, Riyan; Yosika, Ghana Firsta; Haïdara, Youssouf; Perdana, Rahmat Putra; Gustian, Uray; Suryadi, Didi; Sacko, Makan; Abidin, Muhamad Zainal
Indonesian Journal of Physical Education and Sport Science Vol. 3 No. 1 (2023): March: Indonesian Journal of Physical Education and Sport Science
Publisher : Indonesian Journal of Physical Education and Sport Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52188/ijpess.v3i1.387

Study purpose. The ability to dribble is a very important skill in soccer, because dribbling skills in soccer aim to be able to pass opponents so that players have the opportunity to provide bait. However, there are still many students who have difficulty in dribbling in soccer games. Materials and methods. This research uses a descriptive method in the form of Classroom Action Research. In this study using a learning tool, namely the Learning Implementation Plan (RPP). The data collection instrument is a test using periodical notes. The subjects in this study were all class XI students of State Senior High School 1, Merau District, Ketapang Regency, totaling 39 students Results. The results showed that there was an increase in cycle I of 25,6%, but this figure was still relatively low, so it was necessary to continue in cycle II. Based on the results in cycle II, it showed that 89.7% of students completed, and there was a difference in the increase in cycle I and cycle II, namely 64.1%. Based on these results, there is an increase in learning outcomes to dribble (soccer) through problem based learning models. Conclusion. The results of this study indicate that the problem based learning model can actually improve the learning outcomes of herding in soccer games. These results can be used as a reference in PJOK learning, especially in big ball game material (soccer).

Unveiling English textbook tasks: Littlejohn's second-level analysis evaluation Abdulali, Adim Muhammed Adim; Sacko, Makan; Sumekto, Didik Rinan
Journal of English Language and Pedagogy Vol 6 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v6i2.12826

This research was conducted to reveal the book evaluation based on level 2 analysis by Littlejohn criteria. This research aims to (1) analyze to what extent tasks in the textbook “The 21st Century English for Libya Preparatory 2” meet one of the criteria of a good textbook suggested by Littlejohn and (2) discover the strengths and the weaknesses of the textbook used by eight graders of Junior High School in Libya. This study is qualitative research data that was collected by analyzing the textbook using Littlejohn criteria. The level 2 analysis by Littlejohn was used to analyze the textbook by doing a checklist. One unit was analyzed as the evaluation sample, and it was named Unit 1. Two major findings emerged from the research using this level of analysis. Firstly, the tasks in “The 21st Century English for Libya Preparatory 2” are categorized as a good element to support the book as a good book. Secondly, the research found both strengths in the textbook. The strengths were discovered in the book. Based on level 2 of analyses from Littlejohn, the research found both strengths to the textbook. Every unit has tasks stated by Littlejohn, except songs. They can encourage students to speak and share their ideas and experiences with their classes. However, in terms of weaknesses, most of the tasks are not balanced – still dominated by receptive skills, reading, and listening. In addition, the activities outside class are also still rare served by the textbook. Based on the results above, it can be inferred that this evaluation is truly important to be done to know the quality of the textbook as an important element in the teaching and learning process.

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