An Analysis of Reading Literacy Materials in English Textbooks for Students in Phase E

DOI

10.2991/978-2-38476-124-1_5How to use a DOI?

Keywords

Instructional material; Textbook; Reading Literacy; English language teaching

Abstract

PISA results have contributed to curriculum changes in Indonesia. That a new curriculum known as Merdeka curriculum was introduced, education stakeholders developed materials that support the curriculum implementation, including new textbooks. Hence, this study aims at investigating and comparing reading processes and types of activities that contribute to facilitate reading literacy found in English textbooks for tenth graders. Accordingly, a descriptive research was undertaken. The data were sourced from two textbooks compiled based on the Merdeka curriculum. In total, 16 materials related to reading and literacy were collected. The findings show that between the two textbooks, the one provided by the Indonesian Ministry of Education, Culture, Research and Technology is more supportive of developing reading literacy in terms of reading activities. The activities found in the textbook are various and require high level of cognitive and metacognitive processes in reading. Moreover, some of the lesson was also equipped with extensive reading activities to the web. Yet, activities related to learning novel vocabulary should be carried out before coming to reading texts, so that the students can read fluently from the beginning. Another textbook, on the other hand, has limited types of reading activities in one lesson and they were repetitive in other lessons. In addition, higher levels cognitive and metacognitive of reading processes were missing. The activities tend to focus only on locating and understanding the information in the texts. Further, the textbooks were not equipped with content materials that facilitate them to acquire knowledge about reading demands of a situation and reading strategies. Thus, it is suggested that teachers need to either use the national textbook or provide their students with other meaningful and useful activities and with supplementary materials that heighten their awareness of reading demands and reading strategies.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

TY  - CONF
AU  - Muflihatuz Zakiyah
AU  - Yuli Tiarina
PY  - 2023
DA  - 2023/10/24
TI  - An Analysis of Reading Literacy Materials in English Textbooks for Students in Phase E
BT  - Proceedings of the Eleventh International Conference on Languages and Arts (ICLA 2022)
PB  - Atlantis Press
SP  - 27
EP  - 33
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-124-1_5
DO  - 10.2991/978-2-38476-124-1_5
ID  - Zakiyah2023
ER  -