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Emancipating SLA Findings to Inform EFL Textbooks: A Look at Indonesian School English Textbooks

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Title: Emancipating SLA Findings to Inform EFL Textbooks: A Look at Indonesian School English Textbooks
Language: English
Authors: Syairofi, Ahmad, Mujahid, Zainul, Mustofa, Mutmainnah, Ubaidillah, M. Faruq (ORCID 0000-0002-0275-8283), Namaziandost, Ehsan
Source: Asia-Pacific Education Researcher. Apr 2023 32(2):177-188.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Textbooks, Content Analysis, Learning Activities, Linguistic Input, Interaction, Classroom Communication, Creativity, Instructional Design, Foreign Countries, Language Research, Generalization
Geographic Terms: Indonesia
DOI: 10.1007/s40299-022-00642-9
ISSN: 0119-5646
2243-7908
Abstract: Much empirical research on textbook analysis has been undertaken. However, little evidence with regard to the adoption of SLA findings in the textbook analysis was reported, particularly for the Indonesian EFL textbooks. To fill this void, this study aimed at analyzing a textbook endorsed by the Indonesian Ministry of Education and Culture, "Bahasa Inggris, When English Rings a Bell" revised edition 2017 for grade VII, to reveal as to how the activities in the textbook provide learners with the opportunities that facilitate second language acquisition. We employed content analysis (Mayring, 2000) in this study. Informed by Ellis' (2016) SLA framework and ten generalizations, the study's findings portray that all activities receive support from SLA theory. Most activities are output-prompting, and language learning is mostly intentional. In addition, the textbook exposes learners with language input (e.g., target language skills and linguistic forms) exclusively, although they are not required to process the input further (e.g., enacting more social interaction activities). The implication of this study suggests that although second language learning input is penetrated into a textbook, the role of interactional activities in the classroom that bridges the input into practice is worth-considering. Thereby, English teachers are encouraged to innovatively and creatively design learning activities in the class.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1369133
Database: ERIC
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  Value: <anid>AN0162135685;[gchw]01apr.23;2023Mar02.03:57;v2.2.500</anid> <title id="AN0162135685-1">Emancipating SLA Findings to Inform EFL Textbooks: A Look at Indonesian School English Textbooks </title> <p>Much empirical research on textbook analysis has been undertaken. However, little evidence with regard to the adoption of SLA findings in the textbook analysis was reported, particularly for the Indonesian EFL textbooks. To fill this void, this study aimed at analyzing a textbook endorsed by the Indonesian Ministry of Education and Culture, "Bahasa Inggris, When English Rings a Bell" revised edition 2017 for grade VII, to reveal as to how the activities in the textbook provide learners with the opportunities that facilitate second language acquisition. We employed content analysis (Mayring, 2000) in this study. Informed by Ellis' (2016) SLA framework and ten generalizations, the study's findings portray that all activities receive support from SLA theory. Most activities are output-prompting, and language learning is mostly intentional. In addition, the textbook exposes learners with language input (e.g., target language skills and linguistic forms) exclusively, although they are not required to process the input further (e.g., enacting more social interaction activities). The implication of this study suggests that although second language learning input is penetrated into a textbook, the role of interactional activities in the classroom that bridges the input into practice is worth-considering. Thereby, English teachers are encouraged to innovatively and creatively design learning activities in the class.</p> <p>Keywords: EFL textbook; Indonesian ELT curriculum; Second language acquisition; Textbook analysis and evaluation</p> <hd id="AN0162135685-2">Highlights</hd> <p></p> <ulist> <item> Most activities in the textbook are output-prompting, and language learning is mostly intentional.</item> <p></p> <item> Learners are exposed to the input (e.g., target skills and linguistic forms) massively, although they are not required to process the input further (e.g., more social interaction activities).</item> <p></p> <item> The implication of this study suggests that teachers must be aware of how language is better acquired and develop their capacity for professional development and reflective teaching.</item> </ulist> <hd id="AN0162135685-3">Introduction</hd> <p>It is widely accepted that a textbook is one of the educational artefacts which serves as an essential component in a classroom setting. Textbooks carry structured curriculum that provides instructional activities and tasks for learners and teachers in the classroom (Widodo, [<reflink idref="bib54" id="ref1">54</reflink>]). This implies that textbooks provide curriculum-based lessons and activities or tasks for students to be performed.</p> <p>Even though textbook analysis and evaluation have been extensively researched in the English as a foreign and second language contexts (e.g., Nguyen, [<reflink idref="bib39" id="ref2">39</reflink>]; Roohani & Sharifi, [<reflink idref="bib44" id="ref3">44</reflink>]; Vold, [<reflink idref="bib50" id="ref4">50</reflink>]; Weninger & Kiss, [<reflink idref="bib53" id="ref5">53</reflink>]), little is known about the ways learning activities facilitate language acquisition for learners. In Indonesia, several recent studies have examined textbooks from (multi)cultural values (Isnaini et al., [<reflink idref="bib27" id="ref6">27</reflink>]; Setyono & Widodo, [<reflink idref="bib45" id="ref7">45</reflink>]; Widodo, [<reflink idref="bib54" id="ref8">54</reflink>]), gender (Ariyanto, [<reflink idref="bib2" id="ref9">2</reflink>]; Damayanti, [<reflink idref="bib14" id="ref10">14</reflink>]; Emilia et al., [<reflink idref="bib21" id="ref11">21</reflink>]), and pedagogical issues (Elmiana, [<reflink idref="bib20" id="ref12">20</reflink>]). This literature indicates that many studies in the area of ELT materials have mostly taken place in the social, cultural, and educational elements of the textbook, although some other studies analyzed textbooks from the content issues (Meristiani, [<reflink idref="bib33" id="ref13">33</reflink>]; Putra & Lukmana, [<reflink idref="bib42" id="ref14">42</reflink>]). Also, there is a lack of empirical research on the design of an EFL textbook, which adopts a combination of a framework for textbook analysis and generalizations about SLA theory. At this moment, little is empirically revealed as to how the activities in the EFL textbook endorsed by the Indonesian Ministry of Education can facilitate language acquisition for learners. With this in mind, more research on textbook design, particularly the activities or tasks, is needed. In particular, there is a need for content analysis to analyze and evaluate one of the curricular documents in order to reveal in what ways the instructional activities or tasks facilitate language acquisition.</p> <p>However, a national textbook, particularly for an English subject, does not always pedagogically fit with every educational setting in the Indonesian landscape. The design of the textbook should be supported and informed by successful teachers' experience in their classrooms, second language acquisition (SLA) theory and research, language pedagogy, or other relevant disciplines to help learners achieve the target language. As Tomlinson ([<reflink idref="bib49" id="ref15">49</reflink>]) suggests, materials development should be tailored to "what we know facilitates language acquisition as well as what we know parents, administrators, teachers, and students want from their coursebook" (p. 21). Therefore, an initiative to analyze and evaluate the design of the English textbook, particularly in the Indonesian context, needs to be continuously undertaken.</p> <hd id="AN0162135685-4">Literature Review</hd> <p></p> <hd id="AN0162135685-5">The Roles of SLA Theory and Research in Language Teaching and Learning</hd> <p>What has been revealed by SLA research provides us much information about the process of both L2 learning and teaching. As Cook ([<reflink idref="bib13" id="ref16">13</reflink>]) puts it, "SLA research helps in understanding how similar students react differently to the same teaching techniques while revealing the problems that all students share" (p. 9). Research has shown that motivation is central to language learning. L2 students' motivation can be enhanced by motivational teachers (Moskovsky et al., [<reflink idref="bib36" id="ref17">36</reflink>]). Motivation (e.g., intrinsic) the teachers have allows them to provide a motivational as well as an inspiring teaching (Lamb & Wedell, [<reflink idref="bib28" id="ref18">28</reflink>]).</p> <p>SLA research constitutes a source of information that can inform the teacher's method, technique, or design in teaching. For example, learning strategies created by the teachers to be employed in their classroom help language learners learn better (Baumann et al., [<reflink idref="bib5" id="ref19">5</reflink>], [<reflink idref="bib6" id="ref20">6</reflink>], [<reflink idref="bib7" id="ref21">7</reflink>]). Teachers' way to design, adopt, or adapt teaching methods to develop their learning strategies in language teaching can promote students' autonomy in learning (Herrera & Murry, [<reflink idref="bib26" id="ref22">26</reflink>]). Additionally, learning strategies employed help teachers understand their learners' styles of learning (Oxford, [<reflink idref="bib40" id="ref23">40</reflink>]).</p> <p>SLA also offers much empirical evidence as to how language learning is best practiced. It can strengthen the teaching process, show us how language teaching is enacted across nations, and tell us in what ways SLA findings are relevant to language pedagogy to some extent. Drawing on such contributions, SLA findings should be seen as a mirror that reflects the language teaching and language learning. However, it is essential to note that any feedback SLA research provided cannot make a prescription as to how language learning and language teaching are best practiced. Instead, it can only inform what works and does not work in language learning that we can see it as a perspective. As Ellis ([<reflink idref="bib19" id="ref24">19</reflink>]) suggests that SLA is not the only source of information for language learning. However, there are still other pertinent theories to inform language learning.</p> <hd id="AN0162135685-6">Enacting SLA Findings as an Analytic Lens for Textbook Analysis</hd> <p>Knowing that SLA theory is not an obsolete field of study that results in a different agreement among its practitioners, Lightbown ([<reflink idref="bib31" id="ref25">31</reflink>]) made his wise stance to it. He proposed a set of generalizations about SLA findings, which he claimed are still consistent with the recent research. Ellis ([<reflink idref="bib19" id="ref26">19</reflink>]) adopted this set of generalizations as a perspective then proposed his own "set of generalizations that can inform the design of work plans" (p. 204). What follows is the framework and SLA generalizations introduced by Ellis.</p> <p>Ellis proposes this framework as a way to explain what kind of activities provided in a textbook. In other words, the activities included in a textbook have a characteristic. It is this characteristic that provides sources for work plans (e.g., textbook, coursebook) analysis and evaluation. Ellis ([<reflink idref="bib19" id="ref27">19</reflink>]) maintains that "the framework specifies the methodological options that can be incorporated into a work plan" (p. 206).</p> <p>As can be seen in Fig. 1, the framework is divided into two categories: knowledge-oriented and use-oriented. Knowledge-oriented can be distinguished in terms of whether the activities in a textbook provide information about target features explicitly ("knowledge telling") or guidance to discover the target feature ("knowledge discovering"). Use-oriented provides more significant distinction. Activities offered in a textbook can be both in the forms of input and output. As their name suggests, input requires the textbook users to receive the feedback intended either they are needed "to process input to achieve an outcome of some kind, but can negotiate when they do not understand" (Ellis, [<reflink idref="bib19" id="ref28">19</reflink>], p. 207) or they just need to listen or read ("non-interactive").</p> <p>Graph: Fig. 1 Ellis' ([<reflink idref="bib19" id="ref29">19</reflink>]) Framework for Analyzing Work Plans</p> <p>A further distinction is made in a non-interactive option. It is called "restricted" when learners are given comprehension questions after the input activity, while it is "extended" when learners are given more than that (e.g., listen to another activity). Output prompting activities can be both "text-manipulation" and "text-creation". It concerns with different definitions between task and exercise (see Ellis, [<reflink idref="bib18" id="ref30">18</reflink>]). Ellis ([<reflink idref="bib19" id="ref31">19</reflink>]) distinguishes these two options in terms of language treatment. When "language is treated as an object to be studied or practiced" (p. 207), it is called text-manipulation, while it is text-creation when "language is treated as a tool for achieving some communicative outcome" (p. 208). It is important to note that this distinction is significantly related to textbook evaluation in terms of the ten generalizations.</p> <p>The generalizations are rooted in the view of L2 learning, cognitive-interactionist. Ellis ([<reflink idref="bib19" id="ref32">19</reflink>]) argued that the distinction between implicit and explicit knowledge is central to this view. The significant accounts to distinguish these terms is whether the learners are aware of applying the knowledge they have about language or not (see Ellis, [<reflink idref="bib17" id="ref33">17</reflink>]). In other words, we may be able to use the simple past tense to express experience automatically, or we first may draw the rules we have learned about simple past tense to remind us.</p> <p>In the first generalizations, it is said that to acquire an L2, learners need to develop implicit knowledge (G#1). Second, the role of explicit knowledge of an L2 has a place in L2 use and acquisition (G#2). Third, to acquire implicit knowledge of an L2, teachers should teach in an incidental way and direct learners' attention to form (G#3). Fourth, intentional language learning will lead to the acquisition of explicit knowledge (G#4). Fifth and Sixth, gradual and dynamic is the characteristic of implicit knowledge acquisition (G#5), while explicit knowledge acquisition is linear (G#6). Seventh and Eight, social interaction (G#7) and massive exposures to L2 input (G#8) will lead to the development of implicit knowledge. Ninth, the development of implicit and explicit knowledge is influenced by factors of individual learner such as motivation while language aptitude has a role for explicit knowledge (G#9). The last, young and adult learners will achieve different development of both types of knowledge (G#10). This framework and ten generalizations about SLA functioned as the basis for the present analysis of the design of the textbook endorsed by the Indonesian Ministry of Education and Culture.</p> <hd id="AN0162135685-7">The Roles of Textbooks in Indonesian ELT Classroom</hd> <p>In 2017, the Indonesian Ministry of Education revised the 2013 Curriculum, which is so-called as the curriculum 2013 revision 2017. This revision includes aspects of core competencies, basic competencies, and teacher and student's textbooks (Sulfasyah et al., [<reflink idref="bib47" id="ref34">47</reflink>]). As a consequence, this educational policy has impacted the production of new textbooks as one of the curriculum materials to be used nationally. It is believed that the production of such a textbook is a curriculum-driven lesson and set based on levels of education, such as primary and secondary education. This conceptual framework informs the design and use of a textbook for the classroom. Indeed, the textbooks are considered as prescribed curriculum materials by which they are lightening teachers' workloads.</p> <p>It is commonly seen in an Indonesian school context that textbook is one of the curriculum documents widely used in the classroom. Generally, teachers and students use textbooks as the primary source to learn. The lesson and activities found in the textbook help teachers teach particular lessons purposively to their students. In other situations, textbooks may also provide additional materials that students need based on the teachers' instruction.</p> <p>According to Richards ([<reflink idref="bib43" id="ref35">43</reflink>]), a textbook should be seen as a source of information that facilitates language learning. It should not be seen as a tool that replaces the role of teachers in the classroom. If this happens, there will be a reduction in the teacher's role, which so-called "deskilling" (Shannon, [<reflink idref="bib46" id="ref36">46</reflink>]). Indeed, Richards continues to suggest that teachers develop their skills in adapting any textbooks in their teaching context to avoid the over-dependent use of textbooks.</p> <p>In relation to the new curriculum where the aim of English language learning is to develop students' communicative competence in interpersonal, transactional, and functional discourses, the presence of textbooks is fundamentally needed as it can also be a tool to translate the objectives of the English curriculum.</p> <hd id="AN0162135685-8">Textbook Evaluation</hd> <p>As it may be impossible to have one textbook to all classroom settings, any innovation with regard to the design of the textbook is highly needed to support what teachers and learners need based on their contexts. To this end, several studies on textbook evaluation have been carried out (e.g., Baleghizadeh et al., [<reflink idref="bib4" id="ref37">4</reflink>]; Boers et al., [<reflink idref="bib8" id="ref38">8</reflink>]). A recent study (Nakata & Webb, [<reflink idref="bib37" id="ref39">37</reflink>]) examined in what ways the language materials can and cannot facilitate the acquisition of vocabulary. Using Nation's ([<reflink idref="bib38" id="ref40">38</reflink>]) guidelines, possible strengths and weaknesses of vocabulary learning activities were examined. The study suggests that teachers and material developers could determine the most suitable activities based on the learners' needs using the guidelines and develop the activities to avoid weaknesses that may be available. Other empirical studies (Baleghizadeh & Dargahi, [<reflink idref="bib3" id="ref41">3</reflink>]; Mishan, [<reflink idref="bib35" id="ref42">35</reflink>]) also explained that EFL textbooks rarely help learners develop their cognitive aspects and creativity. Grounded on these studies, it can be inferred that textbook evaluation provides information for classroom teachers when it comes to textbook selection to be one of their curriculum documents. Besides, such artefatcs also serve as an evaluation tool to see the extent to which the English learning objectives are translated into the textbooks. Knowing that textbook evaluation is essential to improve the suitability of the textbook with the learners' needs, future agenda of research for textbook evaluation still needs to be continuously taken into account.</p> <hd id="AN0162135685-9">Situating Previous Studies on Textbook Evaluation</hd> <p>There is a considerable body of studies specifically analyzing or evaluating the content of the English textbooks (e.g., Alsaif & Milton, [<reflink idref="bib1" id="ref43">1</reflink>]; Chan, [<reflink idref="bib11" id="ref44">11</reflink>]; Lee & Bathmaker, [<reflink idref="bib29" id="ref45">29</reflink>]; Weninger & Kiss, [<reflink idref="bib53" id="ref46">53</reflink>]). To some extent, the content is analyzed and evaluated from the textbook associated with general topics (e.g., cultural values, authenticity, lexical, theory in use, multimodality) and takes several perspectives (e.g., intercultural, teachers' beliefs, learners' beliefs, social semiotic). Drawing on online databases, the following section discusses previous studies that depict textbook analysis in English as a second/foreign language contexts.</p> <p>First, Suwarno et al. ([<reflink idref="bib48" id="ref47">48</reflink>]) enacted a critical discourse study and corpus linguistics analysis on the Indonesian government distributed English textbook. The critical micro-semiotic analysis was done to investigate the representation of gender in the textbook. Findings from the study document that gender equality is penetrated into the textbook by aligning unbiased vocabularies in it and male and female positionalities are fairly encapsulated. Despite these, the study reveals bias gender representation in the textbook in terms of academic and non-academic attainments and locally laden activities.</p> <p>Second, Widodo ([<reflink idref="bib54" id="ref48">54</reflink>]) examined an English textbook approved by the Indonesian Ministry of National Education. This examination focused on the values (e.g., moral and character) depicted in the textbook based on the social semiotic perspective. He reported that the textbook does not provide value-based English learning activities that allow teachers and students to unpack the presented values in the text, both visually and verbally. The findings of this study suggest that a textbook writer incorporate character education, as one of the language policies in Indonesia, into a textbook. Indeed, there is a need to have a capacity in such a work.</p> <p>Third, Bouzid ([<reflink idref="bib9" id="ref49">9</reflink>]) analyzed three textbooks using a theoretical framework of a standards-based approach to see in what ways the textbooks facilitate students to meet the content standards included in the goal areas of the education ministry. He found that the textbooks do not provide sufficient activities to address several criteria from the Ministry of Education. He suggests that policy-makers encourage ELT practitioners (e.g., researchers, textbook designers, and teachers) to undertake a yearly evaluation of the textbooks to improve the quality of ELT textbooks and teaching–learning.</p> <p>Lastly, Vold ([<reflink idref="bib50" id="ref50">50</reflink>]) revealed the extent to which the design of the textbooks reflects the research findings of SLA. It also investigated how such textbooks help teachers facilitate grammar practice to students in meaningful and varied ways. He reported that the design of the textbooks in terms of grammar instruction is informed with what research findings of SLA tell about grammar teaching. In his conclusion, he suggests that there is still a need for teachers to add supplementary materials that draw on what has been revealed by SLA research in terms of teaching grammar.</p> <p>These previous studies regard the importance of analyzing and evaluating textbooks as one of the curriculum documents that play essential roles in language learning. The critical analysis and evaluation of textbooks are one of the ways to examine the design of the textbooks. The need to critically analyze and evaluate a textbook is a must, particularly for ELT practitioners, to support the development of ELT textbooks that facilitate language acquisition. As Tomlinson ([<reflink idref="bib49" id="ref51">49</reflink>]) puts it, " ... that most global coursebooks were much more likely to help learners acquire knowledge of the language than an ability to use it for communication" (p. 10).</p> <p>In conclusion, several limitations of those empirical studies are still found, which need to be addressed for future studies. The studies only focused on the cultural, social, and gender issues. What is missing in the previous studies is little content-based research was done on the instructional activities drew on SLA perspective to identify in what way the activities of a textbook facilitates language acquisition for learners, although Guilloteaux ([<reflink idref="bib24" id="ref52">24</reflink>]) has proposed a procedure for language textbook analysis from the perspective of SLA. With this in mind, the present study attempts to narrow this gap by analyzing the textbook drawing on a framework for textbook analysis and generalizations about SLA proposed by Ellis. Therefore, the present study aims to investigate the official ELT textbook from the perspective of second language acquisition.</p> <hd id="AN0162135685-10">Method</hd> <p>This study was designed to reveal as to how the activities in the textbook provide learners some opportunities that facilitate language acquisition. Informed with Ellis' ([<reflink idref="bib19" id="ref53">19</reflink>]) framework for textbook analysis and ten generalizations about SLA, the study analyzed the MONEC-endorsed EFL textbook (Bahasa Inggris, When English Rings a Bell revised edition 2017 for grade VII) which focused on its learning activities. The textbook is widely used in Indonesia as the enactment of a new curriculum (written based on the 2013 English curriculum and consisted of eight chapters, 194 pages).</p> <p>Content analysis technique (Mayring, [<reflink idref="bib32" id="ref54">32</reflink>]) was employed to assess in what ways the activities were supported by SLA theory and research. By utilizing the framework, each author read and analyzed each activity in the textbook ten times to predict in what ways the activities facilitate language learning. The coding scheme (see Table 1) helped us in collecting the data. Then, they were coded and sorted (Miles et al., [<reflink idref="bib34" id="ref55">34</reflink>]). Further, we opened up a space of discussion to compare our individual reviews to reach a consensus about the findings. Upon this agreement, we then analyzed the data to assess how these activities matched with SLA theory and research by relating them with the ten generalizations. We also sought to relate how these activities aligned with curriculum objectives.</p> <p>Table 1 Coding scheme</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left" /><th align="left"><p>Framework for analyzing activities</p></th><th align="left"><p>Operational definition</p></th></tr></thead><tbody><tr><td align="left"><p>1</p></td><td align="left"><p>Knowledge-oriented</p></td><td align="left" /></tr><tr><td align="left"><p>1.1</p></td><td align="left"><p>Knowledge telling</p></td><td align="left"><p>Providing information explicitly</p></td></tr><tr><td align="left"><p>1.2</p></td><td align="left"><p>Knowledge discovering</p></td><td align="left"><p>Guiding to discover information</p></td></tr><tr><td align="left"><p>2</p></td><td align="left"><p>Use-oriented</p></td><td align="left" /></tr><tr><td align="left"><p>2.1</p></td><td align="left"><p>Input providing</p></td><td align="left" /></tr><tr><td align="left"><p>2.1.1</p></td><td align="left"><p>Interactive</p></td><td align="left"><p>Requiring to process input (e.g., social interaction)</p></td></tr><tr><td align="left"><p>2.1.2</p></td><td align="left"><p>Non-interactive</p></td><td align="left" /></tr><tr><td align="left"><p>2.1.2.1</p></td><td align="left"><p>Restricted</p></td><td align="left"><p>Listening and reading comprehension activities</p></td></tr><tr><td align="left"><p>2.1.2.2</p></td><td align="left"><p>Extended</p></td><td align="left"><p>Listening and reading comprehension other activities</p></td></tr><tr><td align="left"><p>2.2</p></td><td align="left"><p>Output prompting</p></td><td align="left" /></tr><tr><td align="left"><p>2.2.1</p></td><td align="left"><p>Text-manipulation</p></td><td align="left"><p>Language treated as an object to be practised (typical exercise)</p></td></tr><tr><td align="left"><p>2.2.2</p></td><td align="left"><p>Text-creation</p></td><td align="left"><p>Language treated as a tool to achieve communicative outcomes (task)</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0162135685-11">Findings</hd> <p>In this section, we focus on analyzing activities in the textbook that facilitate second language learning. We employed Ellis' ([<reflink idref="bib19" id="ref56">19</reflink>]) SLA generalizations to identify the activities in the textbook. As an illustration, we included all activities on introducing linguistic repertoire as knowledge-oriented, while activities on receiving input and practicing output as use-oriented.</p> <p>In general, each chapter of the book shares the same pattern, topic of the section, and a statement of learning activities along with its instructions. It is also supported by exposure of the target skills in the forms of dialog or monolog and illustrations. Figure 2 shows the example of the statement of learning activities, and Fig. 3 presents the example of the target skills, while Table 2 is the general pattern of all activities.</p> <p>Graph: Fig. 2 The statement of learning activities and its instruction (taken from Wachidah et al., [<reflink idref="bib52" id="ref57">52</reflink>], p. 4)</p> <p>Graph: Fig. 3 The example of the target skills in the form of monolog (taken from Wachidah et al., [<reflink idref="bib52" id="ref58">52</reflink>], p. 4)</p> <p>Table 2 The general pattern of all activities</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>1</p></th><th align="left"><p>Form of activities</p></th></tr></thead><tbody><tr><td align="left"><p>2</p></td><td align="left"><p>Listen, Repeat, and Role Play</p></td></tr><tr><td align="left"><p>3</p></td><td align="left"><p>Drill</p></td></tr><tr><td align="left"><p>4</p></td><td align="left"><p>Repeat after the teacher, make a table, write, and tell</p></td></tr><tr><td align="left"><p>5</p></td><td align="left"><p>Work in pairs, do an interview, and put in the table</p></td></tr><tr><td align="left"><p>6</p></td><td align="left"><p>Study (and copy) the example, listen, and say/copy and write/make statements, ask other learners, fill in the table, and write (and tell)</p></td></tr><tr><td align="left"><p>7</p></td><td align="left"><p>Play games</p></td></tr><tr><td align="left"><p>8</p></td><td align="left"><p>Discuss and decide things in the classroom, draw and name, and present</p></td></tr><tr><td align="left"><p>9</p></td><td align="left"><p>Show and explain things in the bag each other</p></td></tr><tr><td align="left"><p>10</p></td><td align="left"><p>Plan what to say what has been found and report</p></td></tr><tr><td align="left"><p>11</p></td><td align="left"><p>Identify and count facilities at school or buildings in the town or villages, use a dictionary, plan what to say, and report</p></td></tr><tr><td align="left"><p>12</p></td><td align="left"><p>Do like the example, ask and answer, listen and repeat</p></td></tr><tr><td align="left"><p>13</p></td><td align="left"><p>Read to analyze, rewrite and punctuate, read to check, write final form, and read the text to the class</p></td></tr><tr><td align="left"><p>14</p></td><td align="left"><p>Copy the text, add a picture, write the identity, and put on the wall</p></td></tr><tr><td align="left"><p>15</p></td><td align="left"><p>Observe the school, make statements, put on the wall, read, discuss, add a picture, write the character, put on the wall, and read</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0162135685-12">Knowledge-Oriented</hd> <p></p> <hd id="AN0162135685-13">Use-Oriented</hd> <p>The first activity illustrates a work plan that is use-oriented. It illustrates input-providing. Learners are required to listen to the teacher reading a text then to repeat after him/her. It provides learners an input about a name, origins, and home address. However, it does not require learners to process the input further (e.g., to perform social interaction). They need to do a role play, which directs their attention to the target skills or linguistic forms (i.e., what's your name, where are you from). This activity receives support from SLA theory as it exposes L2 input to learners massively through listening and repeating what the teacher has read and involves attention to the linguistic forms (G#3 and G#8). Leaners may memorize the words (e.g., what, where, live) and then structures (e.g., what is your name, where do you live) after some exposure or after the teacher taught them (G#6). Although learners can do a role play, the current activity does not provide them to perform social interaction like the next one.</p> <p>The second activity provides an example of use-oriented involving output-prompting. It is a text-manipulation activity. Learners are required to perform the target skills (e.g., to greet, to say goodbye, thanks and sorry) with a prompt. It provides learners an opportunity to practice what they already know or learn in the previous page. In other words, the linguistic forms are displayed first, and learners practice them in the form of drill activity. Admittedly, this activity takes place intentionally (G#4) as they need to practice the linguistic forms which are displayed first to be learned in a way (e.g., drill). The aim of drilling is to practice the target skills in order to use and acquire L2 (G#2).</p> <p>The next activity is an example of use-oriented, which involves a combination of input-providing and output-prompting. It is non-interactive as at the outset this activity only requires learners to repeat after the teacher. Then learners need to practice the target skill with some help of the example (text-manipulation) and perform the task to the class (text-creation). This activity exposes learners with the target skill they need to acquire through imitating the example read by the teacher (G#8). Undoubtedly, the teacher can repeat this practice several times to make students ready for upcoming activities. This means that learners are guided to develop their L2 gradually (G#2 and G#5). Then an example of the target skill is given to allow learners to practice. This shows that they need to focus on the form (G#3) and then perform what they have been done one by one (G#9).</p> <p>The next type of activity shows an example of use-oriented. It is categorized as output-prompting. Learners are required to work in pairs and to interview with a given example (text-manipulation). There is an outcome to be achieved. This activity allows learners to perform a social interaction as they need to interview with their partners (G#7 and G#1). As learners intentionally practice (G#4) the target skill -daily activities along with the time- in the form of an interview.</p> <p>In the fifth activity, learners need to learn the example first, which is an example of the input-providing framework. Then, they need to ask their classmates about their birthdays after copying the table (interactive activity). The activity also shows the output-prompting text-manipulation framework as learners are required to fill the table and write the statements with the given example. In general, the activity receives support from the SLA theory. It allows learners to have some exposure to the target skill through observing the example (G#8) and performing social interaction (G#7 and G#1). Besides, this activity focuses on intentional language learning (G#4) as learners need to pay attention to the target skill, which takes place linearly (G#6). It means that what they have learned in the previous activity (before the current activity in the chapter) is interrelated with this activity.</p> <p>The sixth activity shows an example of a text-manipulation framework. It requires learners to do a free task, which allows them to practice what they have learned in the previous activity in the same chapter. This activity can be said to receive support from the SLA theory. It is commonly known that to have learners play a game in the classroom will affect individual learner factors to learn. To have the right motivation to learn L2 is important (G#9). Besides, integrating the target skill with a game activity provides learners with incidental learning (G#3).</p> <p>In the next activity, learners are required to discuss and mention several things they have in the classroom. It is an example of output-prompting text-manipulation as they need to recall the knowledge they have learned in the previous activity in the same chapter of the textbook. This simple activity receives support from the SLA theory. Learners are exposed (G#8) with the input (i.e., vocabulary about things in the classroom) in a different way. In the previous activity, learners need to repeat after the teacher mentioning several things in the classroom based on the example while in the current activity, they need to draw and name things they have in their class. Inevitably, learners receive knowledge massively through repetition in different ways. In such ways, they probably have memorized the target knowledge in the previous meeting, and this activity repeats what they have learned. The SLA theory agrees with such activity as learners learn the target skill, and then they memorize and practice it in different ways (G#6).</p> <p>The eight activity shows an example of output-prompting. It illustrates text-manipulation. In this activity, learners are required to tell what they have in their bags with a given example. Their attention focus on specific forms of linguistic, and the target language is pre-determined. The activity provides learners with an opportunity to practice what they memorized after the teacher taught them in the previous meeting. This is what the SLA theory means by "the acquisition of explicit knowledge takes place linearly" (G#6). This learning process also takes place intentionally (G#4) as the target skill is shown both in the previous and the current activity. All the activities in the chapter are interrelated. Thus, learners can practice what they learned during their last activity.</p> <p>In the next activity, it illustrates a work plan that is use-oriented output-prompting. It shows text-manipulation as learners do not need to draw their own linguistic. Instead, they only need to do the activity which corresponds to the example. In this activity, learners are required to plan what to say based on the picture in the previous activity with some examples then to perform in front of the class. It provides learners an opportunity to process the input they receive from the last activity. However, it does not require learners to process the input further (e.g., to perform social interaction). Instead, they need to perform what they have planned in front of the class. In terms of how language is acquired, this activity surely takes place intentionally (G#4) as they need to practice the linguistic forms which are displayed both in the previous activity and in the current activity. Besides, language learning with such activity can be categorized as linear (G#6). Learners learn the knowledge in the previous meeting after the teacher taught them and practice it in the current activity in a different way.</p> <p>In the tenth activity, learners are required to identify and name the rooms and other facilities. Learners need to use a dictionary to find out the name. It is an example of use-oriented, which is output-prompting text-manipulation. Learners do not need to use their linguistic resources as this current activity provides them with an example. Using this example, then they need to plan what to say and report their findings. Overall, this activity can be said to receive support from the SLA theory. The language learning takes place intentionally (G#4) as the target skill (e.g., belonging "we have ...") is clearly stated although another instruction (e.g., using a dictionary, asking help from the teacher) serves as additional features of the activities. However, this other feature may affect the individual learners' factors (i.e., motivation) as well in language learning.</p> <p>In the next activity, it illustrates a work plan that is use-oriented input-providing. In this activity, learners are required to do an activity like the example. It provides learners an opportunity to process the input (e.g., number of things). However, it is categorized as restricted. It only allows learners to process the input (i.e., to do a role play), which restrictively directs their attention to pre-determined linguistic forms (i.e., how many plates are there, there are five plates). Interestingly, this pre-determined linguistic form will be continuously practiced in the next activities with different objects. The SLA theory agrees with this kind of activity. First, learners will be massively exposed to the input (G#8) as they need to practice the target skill with different objects. Second, the language learning surely takes place intentionally (G#4) with the pre-determined linguistic forms which continuously practiced in the next several activities. Also, it takes place linearly (G#6). Learners may memorize the target skill after the teacher taught them.</p> <p>The twelfth activity illustrates use-oriented input-prompting. It demonstrates non-interactive activity as only are learners required to read and rewrite some texts with correct punctuation. This activity provides learners an opportunity to identify a text, whether it is meaningful or not. However, it is categorized as a restricted activity. The linguistic forms are exposed without a need to expand them. It only allows learners to read, punctuate, and rewrite the texts. In other words, this activity does not require learners to process the input (i.e., describing people) further (e.g., to perform social interaction). As the target skill in this current activity is similar to the previous ones, this means that learners are given massive exposure to the input (G#8). Besides, this activity requires students to punctuate some texts which implicitly have already been introduced with the target skill in the previous activities. Learners incidentally have learned to focus their attention on a form that contains correct punctuation (G#3). Consequently, they may be able to identify a meaningful sentence or a sentence with correct punctuation in this current activity. Another essential thing to note is this activity is interrelated to previous activities. This means that language learning takes place intentionally (G#4) and gradually (G#5).</p> <p>The next activity shows an example of use-oriented input-providing. It illustrates non-interactive as learners are only required to rewrite the text and add their own identity without a need to process the input further (e.g., to make a social interaction). In terms of generalizations about L2 acquisition, this activity may provide learners with an opportunity for incidental learning, focusing their attention on linguistic forms (G#3). The text in this current activity is a group of sentences that initially comes from the previous activities. Thus, this can be said that this activity provides the learner with the input (i.e., describing things) again and again (G#8).</p> <p>The last pattern of characteristics of the activities in this textbook illustrates use-oriented output-prompting. This can be both text-manipulation and text-creation as learners require to make five sentences describing their school. They may use the information they learned from previous activities or modify some sentences from the example given in each activity. This activity seems compatible with several generalizations about L2 acquisition. First, language learning takes place intentionally (i.e., writing five sentences about their school) by which it allows learners to recall their knowledge about the target skills they have learned in the previous activities (G#4 and G#6).</p> <p>Overall, all activities in the textbook receive support from the SLA theory. Mostly, the characteristics of activities are output-prompting, and the language learning mostly takes place intentionally.</p> <hd id="AN0162135685-14">Discussion</hd> <p>The curriculum of English language teaching in Indonesia is enacted in order to help learners with massive exposures in learning English. Such an aim is elaborated into linguistic knowledge and input–output provision in the classroom. In the case of a textbook, the activities provided should also refer to the predetermined curriculum. Therefore, this study unveils the activities in the textbook that support second language learning.</p> <p>The activities of the textbook under analysis are mainly incorporated with use-oriented option, although the knowledge-oriented option is also found in several activities (e.g., Chapter 1 page 3, Chapter 2 page 23). Each chapter has similar activities that involve input-providing and output-prompting. The findings reveal that the L2 input is exposed massively. This is good for the development of implicit knowledge, which becomes the primary involvement of L2 acquisition. Ellis ([<reflink idref="bib19" id="ref59">19</reflink>]) maintains that implicit knowledge helps learners in communication. The absence of this knowledge will lead learners in difficult communicational situations. However, these activities are not supported by some social interactions (e.g., real-world tasks). The interaction is limited to a role play activity. Learners need more than what to be taught (Cameron, [<reflink idref="bib10" id="ref60">10</reflink>]). They need to be presented more natural language rather than just a group of words to be drilled (Ghosn, [<reflink idref="bib23" id="ref61">23</reflink>]). The social interaction activity is essential for the development of implicit knowledge. Such a claim has been stressed by two language experts, Halliday ([<reflink idref="bib25" id="ref62">25</reflink>]) and Vygotsky ([<reflink idref="bib51" id="ref63">51</reflink>]).</p> <p>Another activity takes place intentionally. The target skill is exposed first and then practiced. This is good for the development of explicit knowledge. Learners practice the target skill in the form of drill, which allows them to have a repetition of the intended skill. As Ellis ([<reflink idref="bib19" id="ref64">19</reflink>]) puts it, "learners develop an understanding of the linguistic forms they attend to by consciously formulating rules that can account for their regularity" (p. 205). However, to practice the linguistic forms in the form of drill activity may influence learners' motivation. Their motivation may get reduced after some time of practice. Thus, the teacher needs to use another form of activity, such as 'consciousness-raising task' (see Ellis, [<reflink idref="bib16" id="ref65">16</reflink>]).</p> <p>In addition, in other activities, learners are provided with an opportunity to practice the target skill by repeating after the teacher. This is good for beginner learners who have little experience or knowledge about English. Then they are given the example to practice and perform in front of the class. However, it is essential to note that in the Indonesian classroom setting, not every learner has courage to act in front of the class. Besides, this inevitably affects to individual learner factor. Each learner has a different character. For example, one student may have excellent motivation with natural ability while others may not. Therefore, teachers must combine different methods. Pawlak ([<reflink idref="bib41" id="ref66">41</reflink>]) suggests that teachers need to consider a range of options when to teach from which learners can learn with most suitable and useful ways of learning.</p> <p>In several activities found in chapters 4 to 6, learners are provided an opportunity to practice the target skill interactively involving social interaction learning. This is good for the development of implicit knowledge as the acquisition of an L2 primarily involves with it. This concurs with the findings reported by Dubravac ([<reflink idref="bib15" id="ref67">15</reflink>]), which suggests that learners learn in an implicit way and later be taught explicitly. This means that implicit learning is suitable for elementary learners. The current textbook is intended for young learners who sit in Indonesian secondary school. However, it is also necessary for teachers to innovate the way learners practice interactively based on the setting and the condition. In another activities, learners are given a free task. They need to play a game that contains the previous target skill. It is as a mean of practicing linguistic forms in different ways. It is suitable for the learners' motivation. Ghazal and Singh ([<reflink idref="bib22" id="ref68">22</reflink>]) proved that game-based learning support language acquisition when it is designed for sustainable learning, which means it is motivating for learners. However, it is also necessary to control this kind of activity such as considering the time and effect from playing a game too often in language learning.</p> <p>Another type of activity found in chapters seven and eight, learners are exposed to the input several times in different ways. This is a good way to develop their L2 knowledge explicitly. However, teachers should consider each learner's character as they have different ways of learning. One way may work well for several learners and may not work for others. Another type of activity allows learners to use a dictionary to find the name of the things they have identified and to plan what to say using the given example. Dictionary use is indispensable in language learning. Chen ([<reflink idref="bib12" id="ref69">12</reflink>]) reported that a learning strategy to use dictionary in language learning help learners comprehend and acquire vocabularies. Nevertheless, teachers must guide the learners, as they are categorized as beginner learners.</p> <p>The last type of activity provides learners to process input again. They are required to make five sentences about their school. It assuredly enhances its current target skill. However, it is suggested that the teachers employ more motivational strategies during the learning process in order to engage learners more intensively in the class. Lee et al. ([<reflink idref="bib30" id="ref70">30</reflink>]) reported that motivational strategies provided by the teachers affected learners' engagement in the classroom activities. Moreover, as generalizations about L2 acquisition states that implicit knowledge works better in social interaction, teachers should provide tasks that allow learners to communicate using what they have learned.</p> <hd id="AN0162135685-15">Conclusion</hd> <p>This study has presented the analysis of the textbook from its characteristics of the activities, which was mainly based on the framework for textbook analysis and ten generalizations about the SLA theory proposed by Ellis ([<reflink idref="bib19" id="ref71">19</reflink>]). Although this study showed that almost all activities received support from the SLA theory, the role of the teacher is central to process the activities. That is to say, teachers who understand how language is acquired will lead learners successfully to process the activities. Teachers who are well-informed about the nature of how language is better acquired assuredly will apply the planned activities into the classroom. Also, they will innovate the activities based on the situation of their classrooms and learners rather than just performing the activities as they are.</p> <p>The study's findings also highlight that a textbook could engage learners in optimal second language learning opportunities through knowledge-based and use-based pedagogies. The former relates to the explicit information of linguistic repertoire of the target language included in the textbook, while the later provides both comprehensible input and output for learning the target language. As pointed earlier, many activities in the current textbook are supported by the SLA theory. However, a teacher must adapt and explore a wide range of activities relevant to their classroom setting and students' need. Besides, teachers should continue updating their knowledge about the SLA theory and research by engaging themselves in scholarly publications. This is one of the ways to develop the teachers' capacity for professional development and reflective practice.</p> <p>It is important to note that this study did not cover the evaluation issue as to how the activities are applied. Moreover, there are many frameworks for textbook analysis and evaluation proposed by other experts in different fields. Therefore, further studies on textbook evaluation using the same, different, or multiple frameworks need to be conducted with the same or different textbooks, published by the Indonesian Ministry of the National Education and Culture. Despite the findings shared, the present study is less critical. Thus, there is a need for more critical analysis into English textbooks from different grades. In addition, one generalization is less discussed in this study. 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  Data: Emancipating SLA Findings to Inform EFL Textbooks: A Look at Indonesian School English Textbooks
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Syairofi%2C+Ahmad%22">Syairofi, Ahmad</searchLink><br /><searchLink fieldCode="AR" term="%22Mujahid%2C+Zainul%22">Mujahid, Zainul</searchLink><br /><searchLink fieldCode="AR" term="%22Mustofa%2C+Mutmainnah%22">Mustofa, Mutmainnah</searchLink><br /><searchLink fieldCode="AR" term="%22Ubaidillah%2C+M%2E+Faruq%22">Ubaidillah, M. Faruq</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0275-8283">0000-0002-0275-8283</externalLink>)<br /><searchLink fieldCode="AR" term="%22Namaziandost%2C+Ehsan%22">Namaziandost, Ehsan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Asia-Pacific+Education+Researcher%22"><i>Asia-Pacific Education Researcher</i></searchLink>. Apr 2023 32(2):177-188.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 12
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+Input%22">Linguistic Input</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Research%22">Language Research</searchLink><br /><searchLink fieldCode="DE" term="%22Generalization%22">Generalization</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
– Name: DOI
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  Data: 10.1007/s40299-022-00642-9
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  Data: 0119-5646<br />2243-7908
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  Label: Abstract
  Group: Ab
  Data: Much empirical research on textbook analysis has been undertaken. However, little evidence with regard to the adoption of SLA findings in the textbook analysis was reported, particularly for the Indonesian EFL textbooks. To fill this void, this study aimed at analyzing a textbook endorsed by the Indonesian Ministry of Education and Culture, "Bahasa Inggris, When English Rings a Bell" revised edition 2017 for grade VII, to reveal as to how the activities in the textbook provide learners with the opportunities that facilitate second language acquisition. We employed content analysis (Mayring, 2000) in this study. Informed by Ellis' (2016) SLA framework and ten generalizations, the study's findings portray that all activities receive support from SLA theory. Most activities are output-prompting, and language learning is mostly intentional. In addition, the textbook exposes learners with language input (e.g., target language skills and linguistic forms) exclusively, although they are not required to process the input further (e.g., enacting more social interaction activities). The implication of this study suggests that although second language learning input is penetrated into a textbook, the role of interactional activities in the classroom that bridges the input into practice is worth-considering. Thereby, English teachers are encouraged to innovatively and creatively design learning activities in the class.
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  Data: 2023
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  Data: EJ1369133
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        Value: 10.1007/s40299-022-00642-9
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      – Text: English
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        PageCount: 12
        StartPage: 177
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: Content Analysis
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      – SubjectFull: Learning Activities
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      – SubjectFull: Linguistic Input
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      – SubjectFull: Interaction
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      – SubjectFull: Instructional Design
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Language Research
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      – SubjectFull: Generalization
        Type: general
      – SubjectFull: Indonesia
        Type: general
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      – TitleFull: Emancipating SLA Findings to Inform EFL Textbooks: A Look at Indonesian School English Textbooks
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