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Darmiyati Zuchdy
Universitas Negeri Yogyakarta
Languange, Linguistic, Communication & Media

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The Compatibility between Philosophy Basis of ‘English in Mind’ Textbook and Curriculum 2013 Ida Megawati; Darmiyati Zuchdy
VELES Voices of English Language Education Society Vol 4, No 2 (2020): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles journal.v4i2.2555

Abstract

A textbook should reflect the curriculum being applied. The compability of the philosophical foundation between curriculum and textbook is needed to achieve educational goals. This study aims to find the philosophical foundation of the English in Mind Students' Book and the compability of the philosophical foundation between the curriculum and the textbook. This study is an inferential content analysis. The object is the English in Mind Students' Book. The procedure is the data making; physical and referential units, sampling; six chapters, data recording, data reduction, and withdrawal of inference.  This study used semantic validity and test-retest reliability. This study used analytic constructs as a reference for the meaning of data to be analyzed using conceptual domain analysis techniques. Based on data analysis, there are six philosophies namely philosophy of perennialism, progressivism, essentialism, existentialism, humanism, and social reconstruction in the English in Mind Students' book while there are six philosophies namely essentialism, humanism, social reconstruction, idealism, progressivism, and perennialism in curriculum 2013. There is a difference in philosophical foundation but this does not reduce the purpose and content of curriculum and textbooks. Both emphasize critical thinking skills, problem solving, communication and collaboration, creative and innovative and character development for students. 
Educational and Language Philosophy Principle: Content Analysis on “Basic English Handout” Yulia Agustina; Darmiyati Zuchdy
VELES Voices of English Language Education Society Vol 4, No 2 (2020): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles journal.v4i2.2261

Abstract

Educational and language philosophy compact between education and language philosophy. Education philosophy seeks the truth in education section. While, language philosophy is combination between linguistics and philosophy. Hence, language is as a vital medium in philosophyzing. The research was aimed to acertain the educational and language philosophy principle. This research used content analysis inferential. The data resource was ‘Basic English Handout’ for the first semester students of Early Childhood Education Program of Hamzanwadi University.  The data were collected by: data making, data reduction, inference, and analyzing the data. To ascertain valid and reliable data used semantic validation data and test-retest reliability. The researchers used analytical construct with qualitative conceptual domain in analyzing data. The results showed that educational and language philosophy principle on ‘Basic English Handout’ were: existentialism, reconstructionism, and humanism. Existentialism reffered to students’ activities on: committing oneself in learning concrete experience, dynamic, reflection observation, active experimentation, and creating thinking conceptualization. While, reconstructionism created students on: problem solving, focusing on transformation (direct participation), democracy, learning by doing, cooperation in learning and doing the exercises. Last, humanisme instructed students to: think inductively, explore  and   develop self-concept,  develop own experience and trials, actively participating, and dicipline in learning activities.
Co-Authors Ida Megawati Yulia Agustina