scholarly journals The Sexist Occupational Representation in English Textbooks of Iranian High schools

2020 ◽  
Vol 9 (2) ◽  
pp. 138-147
Author(s):  
Masoumeh Bahman
Keyword(s):  
High Schools ◽  
High Status ◽  
Occupational Roles ◽  
English Textbooks

The present study aims to investigate the occupational roles assigned to women and men in three volumes of English textbooks of Iranian high schools (Birjandi, Soheili, Nowruzi, & Mahmoodi, 2006) using Hartman and Judd’s (1978) framework. The results of the inferential and descriptive analyses demonstrated that these textbooks were 99% sexist in regards to occupational roles as men were depicted in high-status jobs, but women were represented in low-status jobs. In addition, men were manifested in a greater range of occupations than women.                                                                                                                                                                                                 

English within Japanese

2019 ◽  
Vol 29 (2) ◽  
pp. 211-229
Author(s):  
Hironori Nishi
Keyword(s):  
High Schools ◽  
English Education ◽  
English Textbooks

Abstract The present study examined English textbooks used in Japanese middle and high schools, and analyzed to what extent the English words that are included in those textbooks are already integrated into the vocabulary pool of Japanese as loanwords. The findings of the present study showed that approximately 80% of the English words introduced in the first four years of English education in schools in Japan are already integrated into Japanese as loanwords. Based on this high percentage of English words with loanword counterparts in Japanese, the present study has argued that English loanwords in Japanese can be used as a resource for learning new vocabulary in the field of EFL education for L1 speakers of Japanese.

scholarly journals High frequency words in English textbooks for Indonesian senior high schools

2021 ◽  
Vol 8 (1) ◽  
pp. 181-196
Author(s):  
Rizki Meliani Rustan ◽  
Erna Andriyanti
Keyword(s):  
Content Analysis ◽  
High Schools ◽  
High Frequency ◽  
Teaching Strategy ◽  
Word List ◽  
Narrative Text ◽  
Analysis Study ◽  
English Textbooks ◽  
High Frequency Words ◽  
Reading Texts

This content analysis study focused on three main purposes, including to analyse the High Frequency Words (HFWs) of Dolch’s list in reading texts from three English textbooks of Indonesian senior high schools, to analyse the language features of HFWs in reading texts of the English textbooks, and to propose strategies that can be used in teaching HFWs. The reading texts were grouped into three types including recount text, narrative text, and descriptive text. The reading texts were further analysed using an online word-counter to find out the HFWs of Dolch’s list in the texts. The findings show that there were 124 words found as the HFWs. The HFWs found were mostly articles, prepositions, pronouns, nouns, verbs, adverbs, adjectives, and conjunctions. Those were the most frequent words that should be known by students. Moreover, the language features of HFWs in each text were varied according to its context and the types of the texts. Hence, some strategies could be applied to facilitate English teachers in teaching HFWs, such as the word card strategy and direct teaching strategy, so that their students master the HFWs. The implication of this study also suggested textbook writers to provide additional content in textbooks such as the word list of HFWs.

scholarly journals The Representation of Culture in English Textbooks Prescribed for High Schools in Indonesia

2015 ◽  
Vol 2 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Arnis Silvia
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Efl Teaching ◽  
English Textbooks ◽  
Target Culture

This study investigated the culture representation  of two prescribed English textbooks suggested by the Indonesian Curriculum and Publishing Centre (Puskurbuk) used in high schools in Indonesia. Its aim was to investigate whether the representation of culture supported the main goal of English as a Foreign Language (EFL) teaching, which is intercultural communicative competence (ICC). For this purpose, culture was classified as source, target, and international target culture (Cortazzi & Jin, 1990). A classification on the level of ICC was also conducted to these textbooks.  It was found that the prescribed English textbooks portrayed the culture of local (Indonesia), the culture of target countries (American and British), and the culture of other international countries in a quantitatively similar portion. However, qualitatively, the presented culture tended to be artificial instead of substantial. Comparison and contrast among cultures were not found, therefore, intercultural competence was not achieved.

scholarly journals Developing Vocational English Textbooks for Marine Developing High Schools

2013 ◽  
Vol 25 (6) ◽  
pp. 1273-1284
Author(s):  
Ji-Hyun Shim ◽  
Hyun-Mi Rha ◽  
Yoo-Won Lee
Keyword(s):  
High Schools ◽  
English Textbooks

scholarly journals ENGLISH TEXTBOOKS USED AT BANYUASIN SENIOR HIGH SCHOOLS: BASED ON CURRICULUM 2013

2018 ◽  
Vol 2 (1) ◽  
pp. 194
Author(s):  
Agus Wahyudi ◽  
Soni Mirizon ◽  
Rita Inderawati
Keyword(s):  
High Schools ◽  
Learning Process ◽  
Teaching And Learning ◽  
Quantitative Method ◽  
Teachers Perceptions ◽  
The Public ◽  
English Textbooks

The purposes of this research were to find out (a) to what extent the English textbooks used by the public senior high schools in Banyuasin matched the requirements of Curriculum 2013, (b) which textbooks met the objectives of TEFL based on Curriculum 2013, (c) what were the teachers’ perceptions of the English textbooks used by the public senior high schools in Banyuasin, (d) what were general qualities found out in the textbooks. Descriptive analytics and quantitative method were used in this research The samples were 22 teachers of English who taught at public senior high schools in Banyuasin. The data were based on (1) documentation, in terms of three English textbooks, (2) three questionnaires were used, a checklist for raters, teacher's evaluation, and teacher's ideas about general qualities. The results showed that (a) those three textbooks matched the requirement of the 2013 Curriculum, (b) the highest occurrence of the Kemendikbud textbook was 4.33 (good), Bumi Aksara was 3.87 (good), Erlangga was 3.49 (adequate) based on the scale which meant the textbooks met the objectives of TEFL stated in the newest curriculum, (c) teachers’ perceptions of the SMAN English textbooks were positive based on the requirements in the questionnaire of the three textbooks they evaluated, (d) there were some general qualities found out in the textbooks. Then, those three textbooks were recommended to use in the teaching and learning process.

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