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A Content Analysis of Integrated Learning Skills & Assessment in The Textbook Entitled “Grow with English” For the Sixth Grade of Elementary School Paulus Sainyakit
Acitya: Journal of Teaching and Education Vol 4 No 2 (2022): Acitya: Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Textbook helps the teachers to prepare the lessons. It is also course book used by teachers and students in order to facilitate the teaching – learning process. In terms of its role in learning, it is crucial in teaching and learning process. Related to textbooks, there should be covered by all learning skills and assessment in order to help the students to improve their ability in learning English. This research is aimed (1) to analyze all four learning skills in the textbook, (2) to find out the way four learning skills are implemented, (3) to investigate whether the textbook provides the assessment for students or not in the textbook Entitled “Grow with English” for The Sixth Grade of Elementary School. This research is included as qualitative research design. The sample of this research is an English textbook entitled “Grow with English”. The researcher uses the checklist as the instrument. In collecting and analyzing the data, the researcher does several steps. After that, the data would be calculated by using a formula. The results show that the textbook provided all learning skills differently. For the assessment, it was found that the textbook provided assessment every three chapters. In conclusion, the authors of English textbooks should implement all learning skills every chapter and the assessment at the end of every chapter in the textbooks

An analysis of higher order thinking skills on three English textbooks for senior high school Paulus Sainyakit; Yuyun Yulia
Journal of English Language and Pedagogy Vol 4 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i2.9236

Abstract: This research aims at finding the empirical evidence of the higher order thinking skill distribution based on revised edition of Bloom’s taxonomy in three English textbooks, namely: Pathway to English, Bahasa Inggris, and Buku Teks Pendamping Bahasa Inggris untuk SMA/MA/SMK/MAK revised edition for the eleventh-graders of senior high school students and investigating the difference among those three English textbooks related to the higher order thinking skills (HOTS). This research used content analysis method. In collecting data, this research used checklist table to collect qualitative data in form of words which were on essay questions. It employed analysis card as the instrument to analyze the data. The results found that each textbook had different distribution of the HOTS that consisted of three skills, namely: analyzing skills or C4, evaluating skills or C5, and creating skills or C6. The analyzed skill in Pathway to English textbook and Bahasa Inggris (Buku Teks Pendamping) obtained same portion of distribution which contained 23 questions while Bahasa Inggris textbook only obtained 2 questions. Further, evaluating skills in Bahasa Inggris textbook obtained the highest distribution among others with 34 questions, Pathway to English textbook as the second obtained 22 questions while Bahasa Inggris (Buku Teks Pendamping) obtained 11 questions. Finally, creating skills from the English textbooks obtained the lowest distribution. Pathway to English textbook obtained 5 questions, Bahasa Inggris textbook obtained 6 questions and Bahasa Inggris (Buku Teks Pendamping) obtained 1 question. This research concludes that the skills of the HOTS among three English textbooks that analyzed skill or C4, evaluated skill or C5, and created skill or C6 were conditionally different and unequal to each other related to the distribution. Keywords: English textbooks, essay reading exercise, higher order thinking skill.

A Classroom Interaction Analysis of Teacher and Students by Using FIACS Paulus Sainyakit; Yan Imam Santoso
Acitya: Journal of Teaching and Education Vol. 6 No. 1 (2024): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v6i1.3825

Classroom interaction plays an important role in the teaching and learning process. It is because it involves the interaction between teacher, student and student-student in which they influence each other in the classroom interaction. It is also said that classroom interaction gives a chance to ask, to guess, to think even to the course material in order to make interaction between the teacher and students their selves in the classroom. This research is aimed to analyze the classroom interaction by using FIACS. This research is included as a quantitative content analysis design. This research involves a teacher and the 2nd semester students of STKIP Terang Bangsa. The observation is employed in this research as the method of collecting data. After that, the data would be calculated by using a formula. The results show that the Teacher Initiated category is the highest dominant in the classroom interaction. It has 3.422 or 95,50% out of 3.583 interactions in the classroom. Then, the Student-Initiated category has 161 or 4,50% of the total. Lastly, the Student-student initiated category has no interactions. Due to the limitations of the research, the researcher suggests that future research on this topic should involve more participants in interacting not only teacher to student but student to student, so the conclusion can be drawn more valid.

The Students’ English Vocabulary By Using Total Physical Response A Literature Study Paulus Sainyakit
International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Vol. 2 No. 3 (2024): August : International Journal of Education, Language, Literature, Arts, Cultur
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/ijellacush.v2i3.918

The vocabulary is needed to be mastered by the students in learning English. But in teaching vocabulary, we need to use an appropriate method. It is because with an inappropriate method, it would be difficult for students to master the vocabulary. The purpose of this research is to determine the Total Physical Response (TPR) can improve the students’ English vocabulary. This research uses a literature research. The sources are from journals, theses, and book. The results of the research show that an improvement in the students’ learning of every source. The average percentage of all researches used in this research on the students’ English vocabulary through Total Physical Response (TPR) starts from the lowest 40,33% to the highest 73,3% with a difference of 32,97%. Furthermore, the average percentage before using Total Physical Response (TPR) is 30,76%. After that, the results are improved when used TPR method. It improves to 56,81% for overall improvement. Based on that, it can be concluded that the Total Physical Response (TPR) method can improve the students’ English vocabulary.

A Classroom Interaction Analysis of Teacher and Students by Using FIACS Sainyakit, Paulus; Santoso, Yan Imam
Acitya: Journal of Teaching and Education Vol. 6 No. 1 (2024): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v6i1.3825

Classroom interaction plays an important role in the teaching and learning process. It is because it involves the interaction between teacher, student and student-student in which they influence each other in the classroom interaction. It is also said that classroom interaction gives a chance to ask, to guess, to think even to the course material in order to make interaction between the teacher and students their selves in the classroom. This research is aimed to analyze the classroom interaction by using FIACS. This research is included as a quantitative content analysis design. This research involves a teacher and the 2nd semester students of STKIP Terang Bangsa. The observation is employed in this research as the method of collecting data. After that, the data would be calculated by using a formula. The results show that the Teacher Initiated category is the highest dominant in the classroom interaction. It has 3.422 or 95,50% out of 3.583 interactions in the classroom. Then, the Student-Initiated category has 161 or 4,50% of the total. Lastly, the Student-student initiated category has no interactions. Due to the limitations of the research, the researcher suggests that future research on this topic should involve more participants in interacting not only teacher to student but student to student, so the conclusion can be drawn more valid.

A STUDY OF THE APPLICATION OF DICTOGLOSS FOR VISUAL, AUDITORY, AND KINESTHETIC (VAK) STUDENTS IN ENGLISH LANGUAGE LEARNING Yan Imam Santoso; Sainyakit, Paulus; Bagiya, Bagiya; Sugiharto, Prasetyawan Aji; Najib, Muhammad Reza Ainun
Jurnal Ilmiah Spectral Vol. 11 No. 1 (2025): Vol. 11 No. 1 (2025): Jurnal Ilmiah Spectral
Publisher : LPPM STBA Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47255/jmyf5j54

The method of English learning has been developed a lot. This allows teachers to choose a suitable method to apply in class. Meanwhile, students’ characters and learning models differ from one another. Many teachers do not pay attention to this in classroom learning. This research aims to examine the Dictogloss method for Visual, Auditory, and Kinesthetic students as an optimization of English language learning. This mixed methods research uses questionnaires, tests, interviews, and observations. This research uses pre-tests and post-tests as a tool to measure student development before and after treatment which is assessed quantitatively. The questionnaire was used to determine the sample's learning style, while interviews and observations were used as further research to examine more deeply the use of dictogloss for visual, auditory, and kinesthetic students. From this research, it was found that the dictogloss method can be effectively applied to English language learning characterized by visual, auditory, and kinesthetic learning styles. It's just that several things need to be considered in its application, such as the use of videos, audio recordings, and products produced to facilitate students' learning characteristics. So from this research, it can be concluded that dictogloss can be applied to English language learning with the characteristics of visual, auditory, and kinesthetic learning styles.

An analysis of higher order thinking skills on three English textbooks for senior high school Sainyakit, Paulus; Yulia, Yuyun
Journal of English Language and Pedagogy Vol 4 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i2.9236

Abstract: This research aims at finding the empirical evidence of the higher order thinking skill distribution based on revised edition of Bloom’s taxonomy in three English textbooks, namely: Pathway to English, Bahasa Inggris, and Buku Teks Pendamping Bahasa Inggris untuk SMA/MA/SMK/MAK revised edition for the eleventh-graders of senior high school students and investigating the difference among those three English textbooks related to the higher order thinking skills (HOTS). This research used content analysis method. In collecting data, this research used checklist table to collect qualitative data in form of words which were on essay questions. It employed analysis card as the instrument to analyze the data. The results found that each textbook had different distribution of the HOTS that consisted of three skills, namely: analyzing skills or C4, evaluating skills or C5, and creating skills or C6. The analyzed skill in Pathway to English textbook and Bahasa Inggris (Buku Teks Pendamping) obtained same portion of distribution which contained 23 questions while Bahasa Inggris textbook only obtained 2 questions. Further, evaluating skills in Bahasa Inggris textbook obtained the highest distribution among others with 34 questions, Pathway to English textbook as the second obtained 22 questions while Bahasa Inggris (Buku Teks Pendamping) obtained 11 questions. Finally, creating skills from the English textbooks obtained the lowest distribution. Pathway to English textbook obtained 5 questions, Bahasa Inggris textbook obtained 6 questions and Bahasa Inggris (Buku Teks Pendamping) obtained 1 question. This research concludes that the skills of the HOTS among three English textbooks that analyzed skill or C4, evaluated skill or C5, and created skill or C6 were conditionally different and unequal to each other related to the distribution. Keywords: English textbooks, essay reading exercise, higher order thinking skill.

DEVELOPING THE STUDENTS’ WRITING SKILL BY USING TECHNOLOGY BASED LEARNING MODEL AT 1ST SEMESTER OF TERANG BANGSA UNIVERSITY Sainyakit, Paulus
Acitya: Journal of Teaching and Education Vol. 7 No. 2 (2025): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v7i2.4906

Writing can be a tool for extending the students’ knowledge. It means that it can be the ways of writing process which are in the form of ink streaks and messages form in the use of social medias. In doing so, we can use the technology-based learning in the teaching and learning process, especially for teaching and learning writing. This research is aimed to develop the students’ writing skill by using technology-based learning model at 1st semester of Terang Bangsa University. The research design applied in this research is Action Research. The approaches of this research are mixed methods. The Instruments are Observation and Test. The results show that all of the cycles have increased on Pre-Test and Post-Test. The results of the students’ Pre-Test, they got 34% in cycle 1, 49% in cycle 2 and 67% in cycle 3. Then, the results of the students’ Post-Test, they got 38% in cycle 1, 54% in cycle 2 and 71% in cycle 3. It is also found out that the students are motivated to learn the material of writing by using Technology-based learning model. Due to the limitations, the researcher suggests that the teacher can use these results for the teaching and learning process especially the use of technology-based learning to improve writing skill, for educational Institution, this research can address learning and teaching in order to improve the teachers’ professional attitude. Then, for the further researchers, this research can be a reference to do the research

A Content Analysis Of Blooms’ Revised Cognitive Taxonomy in The Textbook Entitled “Grow With English” for The Sixth Grade of Elementary School Sainyakit, Paulus
PUSTAKA: Jurnal Bahasa dan Pendidikan Vol. 3 No. 2 (2023): April : Jurnal Bahasa dan Pendidikan
Publisher : BADAN PENERBIT STIEPARI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/pustaka.v3i2.674

The Objective of this research is to get empirical evidence of the distribution of higher order thinking skill based on revised edition of Bloom’s taxonomy in English textbook namely Grow with English Textbook. In this research, the researcher used content analysis method. In collecting data, the researcher used checklist table to collect qualitative data in form of words which were reading exercises. The researcher employed analysis card as the instrument to analyze the data. The researcher found that each textbook had different distribution of the HOTS. As the focus of this research, the HOTS consists of three skills namely; the create skill or C4, the evaluate skill or C5, and the create skill or C6. The results showed that the analyze skill in Grow with English textbook obtained 8,55%, then the evaluate skill obtained 8,17% and the create skill only obtained 1,85%. Finally, it can be said that the skills of the HOTS in the textbook provided in which the analyze skill or C4, the evaluate skill or C5, and the create skill or C6 were different and unequal to each other related to the distribution.

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