The Philosophy of Education Integrated in the English Module for Senior High School Entitled English Language Skill
DOI:
https://doi.org/10.33633/es.v6i02.8303Keywords:
contents; module; philosophy of education; teaching resourcesAbstract
Abstract. Teaching resources, such as textbooks and modules, play crucial roles in English language teaching. Thus, it is considered necessary to assess their contents in portraying the appropriateness with the English learning standards and criteria. However, most studies of printed teaching resources mainly focused on design and organization, grammar, vocabulary, language skills features, and practical organization. Those aspects are considered essential, yet the content analysis related to the philosophy of education is expected to be carried out as well since it holds several values that need to be embedded into English language teaching. Hence, the present study is projected to analyze the contents of the English module designed and created for the Senior High School grade X. This study utilizes the inferential type of content analysis. The data analysis discloses that the English module for Senior High School Grade X is recognized to incorporate three types of philosophy of education, namely pragmatism, existentialism, and progressivism. Each type of philosophy of education is considered able to develop the student’s English knowledge and skills. In addition, each philosophy of education incorporated in the English module is likely to assist the students in obtaining significant qualities for their future experiences.Keywords: contents; module; philosophy of education; teaching resourcesAbstrak. Sumber daya pembelajaran, seperti buku pelajaran dan modul, memainkan beberapa peran penting dalam pengajaran bahasa Inggris. Dengan demikian, dianggap perlu untuk menilai isinya dalam menggambarkan kesesuaian dengan standar dan kriteria pembelajaran bahasa Inggris. Namun, sebagian besar studi sumber daya cetak dicetak terutama berfokus pada desain dan organisasi, tata bahasa, kosa kata, fitur keterampilan bahasa, dan organisasi praktis. Aspek-aspek tersebut dianggap penting, namun analisis konten yang terkait dengan filsafat pendidikan diharapkan dilakukan juga karena memiliki beberapa nilai yang perlu dimasukkan ke dalam pengajaran bahasa Inggris. Oleh karena itu, penelitian ini diproyeksikan untuk menganalisis isi modul bahasa Inggris yang dirancang dan dibuat untuk kelas X SMA.Penelitian ini menggunakan tipe analisis konten inferensial. Analisis data mengungkapkan bahwa modul bahasa Inggris untuk Sekolah Menengah Atas Kelas X diakui untuk memasukkan tiga jenis filsafat pendidikan, yaitu pragmatisme, eksistensialisme, dan progresivisme. Setiap jenis filsafat pendidikan dianggap mampu mengembangkan pengetahuan dan keterampilan bahasa Inggris siswa. Selain itu, setiap filosofi pendidikan yang tergabung dalam modul Bahasa Inggris kemungkinan akan membantu siswa dalam mendapatkan kualitas yang signifikan untuk pengalaman masa depan mereka.Kata kunci: konten; modul; filosofi pendidikan; sumber daya pembelajaranReferences
Al-Ghazo, A., Smadi, O. (2013). A content analysis of the English reading text's authenticity in student's book of action pack eleven in Jordan. European Scientific Journal, Vol. 9(29), 342-359.
Ary, D., Jacobs, L., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education Eighth Edition. Canada: Wadsworth.
Aryani, D. (2016). Content analysis on English module “Bahasa Inggris”. Journal of English Language and Education, Vol. 2(1), 1-10.
Bielousova, R. (2016). Using Internet resources in English for specific purposes teaching. Education and Accreditation in GeoSciences. Retrieved at proquest.com on November 21, 2019.
Bolea, S. (2014). What is existentialism? A revision of contemporary definitions. STUDIA UBB. PHILOSOPHIA, Vol. 59(2), 63-72.
Carlsen, A., Mantere, S. (2007). Pragmatism. In S. R. Clegg, J. R. Bailey, C. Rhodes, C. R. Seal, Eds. International Encyclopedia of Organization Studies. Sage: London, 1298-1301.
Chen, Y. (2014). The application of multimedia computer-assisted language learning in English teaching. Advanced Materials Research, 926-930.
Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Macmillan Heinemann.
Majid, A. (2006). Perencanaan Pembelajaran. Bandung: PT.Remaja Rosdakarya.
Malabbad, A. (2010). Interactive computer/network-based program for teaching English as a foreign language in the elementary levels in Saudi Arabia. IEEE.
Mayring, P. (2014). Qualitative content analysis: theoretical foundation, basic procedures, and software solution. Austria: Klagenfurt.
Medrea, N., Rus, D. (2012). Challenges in teaching ESP: Teaching resources and students’ needs. Procedia Economics and Finance, 3, 1165-1169.
Mohammad, N., Bastani, G. (2022). The Philosophy of Education for the Future from the Point of View of Thomas De Koninck. Journal of Philosophical Investigations, 16(39): 166-185. DOI: http//doi.org/10.22034/jpiut.2022.52938.3340
Mudhofir, A. (2013). Filsafat sebagai wahana pendidikan menuju kemandirian bangsa. Cakrawala Pendidikan,Vol. XXXII (2), 240-249.
Muniroh. (2018). A content analysis of the English textbook entitled “When English Rings a Bell” for grade VII of the junior high school published by the Ministry of Education and Culture of Indonesia in the year 2016. Bachelor Thesis. Semarang: Walisongo State Islamic University.
Murtaufiq, S. (2014). Telaah kritis aliran-aliran filsafat pendidikan. Akademika, 8(2), 190-204. https://doi.org/10.30736/akademika.v8i2.85
Nasution, S. (2005). Berbagai Pendekatan dalam Proses Belajar dan Mengajar. Jakarta: PT. BumiAksara.
Rahmawati, L. (2018). A content analysis of the English textbook “Primary English as a Second Language”. Bachelor Thesis. Surabaya: Sunan Ampel State Islamic University.
Raosaheb, M. (2016). Existentialism: A philosophic standpoint to existence over essence. The South Asian Academic Research Chronicle, III (1), 13-20.
Richards, J. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
Rukiyati, Purwastuti, A. (2015). Mengenal filsafat pendidikan. Yogyakarta: Universitas Negeri Yogyakarta.
Rynanta, R., Ruslan, S. (2013). Content analysis on the English textbook entitled “English in Mind Starter Student’s Book”. Retrieved from journal-online.um.ac.id on November 12, 2019.
Shields, P. (1998). Pragmatism as a philosophy of science: A tool for public administration. Research in Public Administration, Vol. 4, 195-225.
Sitoresmi, W. (2017). A cultural content analysis of EFL textbooks-Challenge series: 2,3, and 4 published by Pearson. Bachelor Thesis. Jakarta: Syarif Hidayatullah State Islamic University of Jakarta.
Sprod, T. (2020). Philosophy in Classrooms and Beyond: New Approaches to Picture-Book Philosophy, by Thomas E Wartenberg. Journal of Philosophy in Schools 7 (2). 10.46707/jps.v7ii.126
Trohler, D. (2017). Progressivism. Oxford Research Encyclopedia of Education, 1-36.
Zhang, Y. & Wildemuth, B. “Qualitative Analysis of Content,” In B. M. Wildemuth, Ed., Applications of Social Research Methods to Questions in Information and Library Science, Libraries Unlimited, 2009, 1-12.
Zuchdi, D., Afifah, W. (2019). Analisis content etnografi & grounded theory dan hermeneutika dalam penelitian. Yogyakarta: Bumi Aksara.
Zuhri, F. (2018). Pengembangan modul English grammar untuk meningkatkan pemahaman tata bahasa Inggris di Program Studi Pendidikan Bahasa Inggris FBS UNESA 2018. Seminar Nasional PPM UNESA 2018.
