Reading Texts Sample Clauses

Reading Texts. There are 14 reading texts found in this book, and most of them are explanation texts. However, the researchers only found nine out of the 14 reading texts which concern cultural values. Principally, K-13 still uses genre-based approach as a method to teach English to master all skills (listening, speaking, reading and writing) through certain kinds of texts. In line with that statement, Xxx (2006) asserted that in terms of genre-based approach, teaching and learning stresses on the understanding and production of selected genre of texts. In addition, Xxx (2007) claimed that text-based instruction or genre-based approach is the kind of approach which emphasizes on communicative competence such as involving the mastery of different types of text. Although the cultural information and values in the textbook are mostly presented in explanation text type and only a few are in descriptive text type, the information still engages Higher Order Thinking Skills (HOTS) to the students. According to Xxxxx and Xxxxxx (2019), HOTS aims to “enhance the cognitive aspect of students in order to become creative, critical and reflective thinkers” (p. 13). In addition, their journal depicted the HOTS sequences from the lower level to the higher one consisting of knowledge, comprehension, application, analysis, synthesis, and evaluation. At this point, the students of senior high school grade X1 shall be able to access the information, comprehend, implement, analyze, and evaluate the cultural information from one explanation reading text to their skills. For instance, four out of nine reading texts show Indonesian contexts. They are about garbage and flooding, benefit of xxxxx, mutual assistance, and Mentawai Island. The students can use their comprehension and analysis to evaluate the Indonesian condition and culture, and link them to the current situation based on the text provided whether they are still relevant or not, or whether the information has successfully depicted the current culture of Indonesian. On the other hand, the students can use their background knowledge or associate the reading text information not only with the language classroom but also with other courses such as environment (garbage and flooding title), food (benefit of xxxxx title), norms (mutual assistance title), and tourism (Mentawai Island title). Moreover, it is quite fair that the book shows both strengths (food and mutual assistance) and weaknesses (garbage and flooding) of the Indonesian cul...
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