Redesign of Indonesian Language Textbooks Based on Student Needs Analysis

Antonius Nesi; Yosefina Rosdiana Su; Rahayu Pristiwati

doi:10.35445/alishlah.v14i2.1611

Redesign of Indonesian Language Textbooks Based on Student Needs Analysis

Antonius Nesi, Yosefina Rosdiana Su, Rahayu Pristiwati

Abstract

The available Indonesian language textbooks, both compulsory and commercial, might not fully meet the students' future needs and industrial demands. This study examines the concept of redesigning Indonesian language textbooks based on students' needs analysis, presenting a critical review of several relevant studies from journals, conference articles, and other permanent references. This study reveals three primary results. First, teachers are responsible for evaluating the textbooks' content and determining how they can contextually adapt and modify it without losing the essence of curriculum demands. Secondly, teachers are supposed to be aware of the students' needs to facilitate the demands of the current context. A need analysis will help the teachers to get an overview of the aspects that must be adapted in Indonesian language textbooks. Thirdly, through a critical and in-depth review of the textbooks, it was found that it is necessary to redesign a model of Indonesian language textbooks, particularly the grammar textbook model, the listening and speaking skills textbook model, and the reading and writing skills textbook model. The expected product should be organized as an integrative textbook package and designed in a digital model that can be easily accessed through the network.

Keywords

Redesign, Indonesian textbooks, need analysis of students

Full Text:

PDF

References

Arnold, N. (2013). The role of methods textbooks in providing early training for teaching with technology in the language classroom. Foreign Language Annals, 46(2), 230–245. https://doi.org/https://doi.org/10.1111/flan.12020

Barrouillet, P. (2015). Theories of cognitive development: From Piaget to today. Developmental Review, 38, 1–12. https://doi.org/10.1016/j.dr.2015.07.004

BSNP. (2016). Dokumen kurikulum. Jakarta: Puskur Kemdikbud.

Daniati, N., Yarmi, G., Ardiasih, L. S. (2021). Hubungan Penguasaan Kosakata Dan Minat Membaca Dengan Keterampilan Menulis Narasi Siswa Sd Negeri Kelas V di Wilayah 3 Kelurahan Pegadungan Jakarta Barat. Jurnal Education And Development, 9(4), 537-543.

Daraini, A. M., Fauziyati, E., & Rochsantiningsih, D. (2021). Students’ Perception of The Implementation of Content and Language Integrated Learning (CLIL) at Senior High School. AL-ISHLAH: Jurnal Pendidikan, 13(1), 41–48. https://doi.org/10.35445/alishlah.v13i1.404

Del, N. O. M., & Elsa, T. (2018). Language Teaching : Task-supported Textbook Redesign. Barcelona Universitat.

Drake, S. M. (2013). Menciptakan Kurikulum Terintegrasi Berbasis Standar. PT Indeks.

Eltanahy, M., & Forawi, S. (2019). Science Teachers’ and Students’ Perceptions of the Implementation of Inquiry-Based Learning Instruction in a Middle School in Dubai. Journal of Education, 199(1), 13–23. https://doi.org/10.1177/0022057419835791

Feng, W. D. (2019). Infusing moral education into English language teaching: an ontogenetic analysis of social values in EFL textbooks in Hong Kong. Discourse, 40(4), 458–473. https://doi.org/10.1080/01596306.2017.1356806

Guldenoglu, B. N. D. (2021). A Qualitative Analysis of Language Textbooks from Students’ Perspectives. Shanlax: International Journal of Education, 9(2), 80–95. https://doi.org/https://doi.org/10.34293/ education.v9i2.3609

Gumono, G. (2021). Analisis Kebutuhan Materi Mata Kuliah Teknologi Informasi dan Komunikasi untuk Guru Bahasa pada Program Magister (S2) Pendidikan Bahasa Indonesia FKIP Universitas Bengkulu. Deiksis: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 8(1), 14–24. https://doi.org/http://dx.doi.org/10.33603/dj.v8i1.4547

Gunantar, D. A. (2017). Textbooks analysis: Analyzing English as a Foreign Language (EFL) textbooks from the perspective of Indonesian culture. Language Circle: Journal of Language and Literature, 11(2), 173–182. https://doi.org/https://doi.org/10.15294/lc.v11i2.9590

Islam, K. M. M., & Asadullah, M. N. (2018). Gender stereotypes and education: A comparative content analysis of Malaysian, Indonesian, Pakistani and Bangladeshi school textbooks. PLOS ONE, 13(1), e0190807. https://doi.org/10.1371/journal.pone.0190807

Kartini, E. R. (2020). Bts-Bi Application (Indonesian Student Text Book) Based on Android. AL-ISHLAH: Jurnal Pendidikan, 12(1), 158–175. https://doi.org/10.35445/alishlah.v12i1.174

Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205–218. https://doi.org/10.1111/flan.12318

Khusniyah, N. L. (2021). English Extensive Reading Material Needs in Digital Era. AL-ISHLAH: Jurnal Pendidikan, 13(1), 763–768. https://doi.org/10.35445/alishlah.v13i1.560

Kusni, K., Syamwil, S., Refnaldi, R. (2014). Diagnosing The Needs For English At Vocational Schools: Redesign The Curriculum 2013. International Conference on Languages and Arts, 300–307.

Lian, B., Oksatianti, B. R., Risdianto, E., & Mayub, A. (2021). Need Analysis of MOOCs-Based Learning Media Development to Improve Student Motivation. AL-ISHLAH: Jurnal Pendidikan, 13(2), 868–873. https://doi.org/10.35445/alishlah.v13i2.646

Libiawati, D., Indihadi, D., Nugraha, A. (2020). Analisis Kebutuhan Penyusunan Buku Ajar Mata Pelajaran Bahasa Indonesia Berbasis Menulis Teks Eksplanasi. Pedadidaktika: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar, 7(2), 77-82., 7(2), 77–82.

List, A. (2018). Strategies for comprehending and integrating texts and videos. Learning and Instruction, 57(1), 34–46. https://doi.org/https://doi.org/10.1016/j.learninstruc.2018.01.008

Lucy, L., Demszky, D., Bromley, P., & Jurafsky, D. (2020). Content analysis of textbooks via natural language processing: Findings on gender, race, and ethnicity in Texas US history textbooks. AERA Open, 6(3), 1–27. https://doi.org/https://doi.org/10.1177/2332858420940312

McCarthy, K. S., Goldman, S. R. (2019). Constructing interpretive inferences about literary text: The role of domain-specific knowledge. Learning and Instruction, 60(x), 245–251. https://doi.org/https://doi.org/10.1016/j.learninstruc.2017.12.004

Mestika, Z. (2014). Metode Penelitian Kepustakaan. Jakarta: Yayasan Obor Indonesia.

Mursida, I. (2019). Pengembangan Buku Ajar Bahasa Indonesia Bermuatan Nilai-Nilai Karakter Menggunakan Model Pembelajaran Berbasis Masalah. Edu-Kata, 5(2), 101–110. https://doi.org/https://doi.org/10.52166/kata.v4i2.1011

Nation, I. S. P.; Macalister, J. (2010). Language Curriculum Design. New York: Madison Ave.

Owen, P. M. (2015). Maximizing Student Motivation: A Course Redesign. Procedia - Social and Behavioral Sciences, 186, 656–659. https://doi.org/10.1016/j.sbspro.2015.04.097

Parlindungan, F., Rifai, I., Safriani, A. (2018). The representation of Indonesian cultural diversity in middle school English textbooks. Indonesian Journal of Applied Linguistics, 8(2), 289–302. https://doi.org/https://doi: 10.17509/ijal.v8i2.13276

Pranowo. (2009). Berbahasa secara Santun. Yogyakarta: Pustaka Pelajar.

Richards, J. C. (2001). Curriculum Development in Language Teaching. New York: Cambridge University Press.

Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and backward design. Relc Journal, 44(1), 5–33. https://doi.org/https://doi.org/10.1177/0033688212473293

Risager, K. (2020). Language textbooks: windows to the world. Language, Culture and Curriculum, 34(2), 1–14. https://doi.org/10.1080/07908318.2020.1797767

Senju, A., & Johnson, M. H. (2016). BIROn - Birkbeck Institutional Research Online by. Behavioral and Brain Sciences, 33(6), 458–459.

Shared, P. J. (2020). for child language development : a.

Sidik, E. J. (2013). Representation of communicative competence in English language textbooks in Indonesia. Script Journal: Journal of Linguistic and English Teaching, 3(2), 92–110. https://doi.org/https://doi.org/10.24903/sj.v3i2.201

Siegler, R. S. (2016). Continuity and Change in the Field of Cognitive Development and in the Perspectives of One Cognitive Developmentalist. Child Development Perspectives, 10(2), 128–133. https://doi.org/10.1111/cdep.12173

Simanjuntak, N., Thahar, H. E., Afnita, A. (2018). Hubungan Keterampilan Membaca Pemahaman Dengan Keterampilan Menulis Teks Deskripsi Siswa Kelas VII SMP Negeri 7 Padang. Pendidikan Bahasa Indonesia, 7(3), 249–256.

Sitepu, B. P. (2005). Memilih Buku Pelajaran. Jurnal Pendidikan Penabur, 4(4), 105–120.

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/https://doi.org/10.1016/j.jbusres.2019.07.039

Sodiq, S. (2015). Developing Language Learning Textbooks Enriched with Sense of Literacy: The Case of Junior High School in Indonesia. International Education Studies, 8(9), 120–125. https://doi.org/10.5539/ies.v8n9p120

Subyantoro, S. (2012). Pengembangan Buku Pembelajaran Bahasa Indonesia Bermuatan Kesantunan Berbahasa Lintas Budaya: Ancangan Psikolinguistik Pendidikan. Kajian Linguistik Dan Sastra, 24(2), 164–175. https://doi.org/https://doi.org/10.23917/kls.v24i2.95

Valieva, F., Sagimbayeva, J., Kurmanayeva, D., & Tazhitova, G. (2019). The socio-linguistic adaptation of migrants: The case of oralman students’ studying in kazakhstan. Education Sciences, 9(3). https://doi.org/10.3390/educsci9030164

Wang, F. (2010). The Necessity of Grammar Teaching. English Language Teaching, 3(2), 78–81.

Wang, T. (2019). Competence for Students’ Future: Curriculum Change and Policy Redesign in China. ECNU Review of Education, 2(2), 234–245. https://doi.org/10.1177/2096531119850905

Willingham, D. T. (2021). Why Don’t Students Like School? Why Don’t Students Like School?, 3–23. https://doi.org/10.1002/9781118269527.ch1

DOI: https://doi.org/10.35445/alishlah.v14i2.1611