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All Journal Esteem Journal of English Study Programme Jurnal Abmas
Surya Aulia Sukarman
Universitas Pendidikan Indonesia
Education Social Sciences

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A CONTENT ANALYSIS OF ENGLISH LEARNING MODULE BY CUNNINGSWORTH’S THEORY Viera Safira; Yanti Wirza; Lenny Kristanti; Hana Shadrina; Surya Aulia Sukarman
Esteem Journal of English Education Study Programme Vol. 7 No. 2 (2024): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v7i2.14832

Abstract

The control over the materials used in the classroom rests with the schools. Because of this, some educational establishments decide to develop their own curricula. When developing the module, schools must follow educational guidelines in addition to ensuring that the learning resources align with the curriculum.  This study aims to evaluate and investigate the English curriculum used in one of the middle schools. This study will use a qualitative descriptive research method in conjunction with a qualitative research design. When evaluating an English module for third-grade junior high school students, the Cunningsworth evaluation checklist will offer a comprehensive framework for a general examination and analysis of the module. The research yielded several findings. The linguistic substance of the language style is appropriate for the pupils' grade level. This skill set does not include any writing or listening tasks. The topic analysis indicates that the programme is engaging and exciting, and that there is a significant overlap between the subject matter and the students' daily life. In theory as well as in practice, this research would be helpful. In theory, this study should enhance education, especially in the field of assessing instructional materials for the English language. Additionally, it might support or add to previous findings. It is hoped that this research's practical application will help educators evaluate instructional resources, and English language instructors will find value in the findings. This study examines and assesses English content produced by the school, filling the evaluation gap left by earlier studies that evaluated widely used or education government textbooks. It is expected to assist schools in evaluating their land as a source of instructional materials to facilitate effective instruction.
Pelatihan In-House tentang literasi media berbasis HOTS untuk guru bahasa Inggris (EFL) di Kabupaten Pangandaran Sri Setyarini; Rojab Siti Rodliyah; Lulu Laela Amalia; Pupung Purnawarman; Surya Aulia Sukarman
Jurnal Abmas Vol. 26 No. 1 (2026): Jurnal Abmas
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/abmas.v14i1.33

Abstract

The rapid development of digital technology has introduced new challenges in instructional practices, particularly in relation to media literacy. Empirical conditions in Pangandaran Regency indicate that many English teachers still utilize digital media primarily as instructional support tools, with limited integration of critical analysis and Higher Order Thinking Skills (HOTS) in classroom activities. This community engagement program aimed to enhance English teachers’ understanding and professional competence in implementing a HOTS-oriented media literacy instructional model. The program employed an action research approach conducted through four stages: preparation, implementation, evaluation, and follow-up. Data were collected qualitatively through in-depth interviews, participant observation, and analysis of training documents. The participants consisted of 60 individuals, including school supervisors, principals, and junior secondary English teachers affiliated with the teachers’ professional forum (MGMP). The findings demonstrate improvements in teachers’ conceptual understanding of media literacy, shifts toward more reflective and analytical instructional strategies, and increased awareness of ethical and social dimensions of media use. The program highlights that structured HOTS-based training contributes positively to strengthening teachers’ professional competence in responding to the demands of digital-era learning environments.
Co-Authors Hana Shadrina Lenny Kristanti Lulu Laela Amalia Purnawarman, Pupung Rojab Siti Rodliyah Sri Setyarini Viera Safira Yanti Wirza