The Incorporation of Twenty-first Century Skills into English Language Learning Activities: A Textbook Analysis.

Erningtyas, Erningtyas and Triastuti, Anita (2020) The Incorporation of Twenty-first Century Skills into English Language Learning Activities: A Textbook Analysis. S2 thesis, Program Pascasarjana.

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Abstract

This research is aimed at (1) discovering whether the activities in two selected English textbooks have incorporated the twenty-first century skills namely critical thinking and problem solving, creativity, communication, collaboration, and literacy including information/basic/visual, technology/ICT, and media; and (2) identifying the strengths and weaknesses of the textbooks entitled Buku Bahasa Inggris Kelas XI: Stop Bullying (T1) and Pathway to English (T2) This is a content or document analysis study in that its focus is to analyze and interpret the written materials (Ary et al., 2010; Krisppendorff, 2004). This study employed systematic steps in evaluating textbooks as proposed by Ellis (1997) including (1) choosing textbooks to evaluate, (2) planning the evaluation, (3) analyzing the textbooks, (4) reaching conclusions and making recommendations, and (5) writing reports. The data were obtained by evaluating the activities in the two English textbooks using modified checklists containing criteria of the implementation of twenty-first century outlined by the Ministry of Education and Culture (2017), OSPI (2017), and The Partnership for 21st Century (2017). The data analysis was carried out using basic descriptive statistics by adding the total points in each item which were converted to percentage and calculated to find the average score of each skill. Furthermore, the average score of each skill was calculated to attain the final score which was then rated using the category from Pusat Perbukuan BSNP. This study relied on evidence based on consensus and triangulation to ensure its credibility and trustworthiness. The results show that both textbooks have incorporated twenty-first century skills into the activities in different ways. Textbook 1 is categorized as “fair” (79%) while Textbook 2 is categorized as “good” (86%) in providing twenty-first century skills. Critical thinking and problem solving, communication, creativity, collaboration are found to be the most promoted skills in both textbooks. Meanwhile, literacy skills are found to be lacking especially media literacy and technology/ICT skills in both textbooks. Textbook 2 has provided more varied activities in promoting twenty-first century skills than Textbook 1. It is suggested that media literacy and technology/ICT literacy skills are incorporated into the activities throughout the textbooks.

Item Type: Thesis (S2)
Uncontrolled Keywords: twenty-first century skills, textbook evaluation, eleventh grade of senior high school
Subjects: Bahasa dan Sastra > Bahasa dan Sastra Inggris
Divisions: Program Pascasarjana > Pendidikan Bahasa Inggris
Depositing User: Perpustakaan Pascasarjana
Date Deposited: 28 Apr 2021 03:51
Last Modified: 28 Apr 2021 03:51
URI: http://eprints.uny.ac.id/id/eprint/70523

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