Journal of English Education and Teaching

Innovative E-Module for Poetry: Enhancing Reading Skills in High School Student

2024-11-12T20:22:37+00:00

Various innovations in current learning are still less able to improve the quality of learning including in the development of teaching materials in the form of modules. Therefore, this research was conducted in research and development of teaching materials as an effort to develop a product for use. The purpose of this study was designed to describe the results of the needs analysis, design, implementation, and evaluation of teaching materials for class X. This study is a Research and Development (R&D) study with the ADDIE development model which includes five stages, namely (1) product analysis; (2) product design; (3) product development; (4) product implementation; and (5) product evaluation. The results of the research on the development of e-module poetry reading teaching materials show that the needs of students and teachers for poetry teaching materials in the form of e-modules are very necessary in supporting and improving the quality of poetry reading learning. The development design is in the form of an initial section starting from the book cover to the table of contents, then the learning activity section contains learning activities in training and guiding students in poetry reading activities, and the closing section is evaluation. The development of this teaching material has been tested by experts in terms of language, design, and material with practical and valid results (0.75) teaching materials are ready to be used by students. Product implementation is carried out on students by looking at student responses to the teaching materials used which are practical and ready to be used. Evaluation of teaching materials is used through the results of the initial trial and final trial of learning in poetry reading learning (t-count > t-table or 4.59 > 1.70).

The Application of Consciousness Raising Activities in Senior High School English Textbooks

2025-03-10T14:05:46+00:00

This research project explores the application of Consciousness Raising (henceforth C-R) activities in senior high school English textbooks, focusing on their presence and extent of implementation. C-R activities are instructional strategies that encourage learners to develop an explicit understanding of language structures rather than simply memorizing rules. This study seeks to determine whether such activities have been integrated into high school English textbooks and, if so, to what extent they are applied throughout the lessons. The study employs a content analysis research method to systematically examine the inclusion of C-R activities within selected English textbooks used at the high school level. The analysis focuses specifically on the grammar lessons, identifying patterns in how C-R activities are incorporated into the instructional design. The findings indicate that all three textbooks examined consistently integrate C-R activities within their grammar lessons. Notably, these activities are most prominently featured in the Presentation stages of the lessons, where students are introduced to new grammatical structures. This suggests that the textbooks emphasize explicit awareness of grammar rules through structured exercises and discovery-based learning approaches.

Developing A 4C-Based English Supplementary Material: A Balinese Tourism Vocational School Context

2024-12-16T04:50:52+00:00

Currently, English teaching and learning in vocational high schools increasingly incorporates 4C skills—critical thinking, communication, collaboration, and creativity—into the teaching and learning process. The study aims to outline the development of English supplementary materials for eleventh-grade tourism service business students at a state vocational school in Bali, and assess the quality of these materials. Conducted as Design and Development (D&D) research, the study follows the ADDE (Analysis, Design, Development, and Evaluation) model. Utilizing various instruments such as observation sheets, interview guides, syllabus analysis matrices, supplementary material blueprints, resource sheets, and judgment rubrics, the research identified a seven-step development process: (1) material identification; (2) activity identification for 4C skills reinforcement; (3) element and picture sourcing; (4) Activity integration with Engaging Platforms; (5) combination of materials, activities, and elements into book content; (6) book cover design; and (7) layout finalization. The developed product was rated as "excellent" by two experts, and both teachers and students found the supplementary materials effective in enhancing 4C skills. The findings imply that well-structured supplementary materials can foster essential 21st-century skills among students. Moreover, this study shows that the incorporation of 4C skills into English supplementary materials potentially enhances not only students' language proficiency but also critical thinking abilities.