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All Journal Language and Education Journal Jurnal Pendidikan Bahasa Inggris Indonesia
N.W.S. Mahayanti
Universitas Pendidikan Ganesha
Education

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THE EFFECT OF E-CALF ON THE FIFTH GRADE STUDENTS’ READING COMPREHENSION AT SD LAB UNDIKSHA K.D. Septiyaningsih; N.W.S. Mahayanti; G.A.P. Suprianti
Language and Education Journal Undiksha Vol. 2 No. 2 (2019): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/leju.v2i2.20326

Abstract

e-CALF is an acronym for Electronic-Contextual, Attractive, Logic, and Fun - an electronic game developed as a learning medium to facilitate students' reading comprehension. This study aims to determine the effect of e-CALF on the reading comprehension of grade 5 elementary school students at SD Undiksha Lab. This study applies a post-test only control group as a design. The population of this study was the 5th grade students of Undiksha Elementary School. Selected 12 students from class 5A as an experimental group and 12 people from class 5B as a control group. Data were collected using a post-test instrument in the form of multiple choice. From the results of the SPSS analysis, the results showed that the average reading comprehension of the experimental group students was higher than the average reading comprehension of the control group students.
AN ANALYSIS OF DIFFERENTIATED LEARNING IN THE ENGLISH TEXTBOOK “MY NEXT WORDS GRADE 6” BASED ON EMANCIPATED CURRICULUM I.G.A.D. Pradnyandari; N.W.S. Mahayanti; P.K. Nitiasih
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 12 No. 2 (2024): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.3816

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.
Co-Authors G.A.P. Suprianti I.G.A.D. Pradnyandari K.D. Septiyaningsih P.K. Nitiasih