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. Studies on the use of a digital storybook for teaching English to young learners have been abundant; however, the integration of independence values into the story for elementary school students in Indonesia has received limited attention. Independence is one of the characters that educate young learners to become responsible and self-reliant. This study aims to design a digital storybook that integrates independence value into English language learning materials for fifth-grade students. Using a qualitative Design-Based Research (DBR) approach, this study employed a design framework as the main research instrument, derived from character education theory, Teaching English to Young Learners (TEYL), and multimedia learning theory. Data were collected through the analyses of curriculum policies, English textbooks, children’s literature, character education, and multimedia learning. This study produced a digital storybook entitled Lisa Can Do It, which can be expected to become a medium to learn English and at the same time educate children about independence value. Findings indicate that character-based digital storybooks demonstrate the potential to integrate language learning with character education, providing a foundation for the design and implementation of digital learning materials integrated with character in English language education in elementary schools. Further research should focus on the implementation of the product to evaluate its impact on student learning outcomes.

This research focuses on the correlation between students’ reading habit and their reading comprehension in analytical exposition texts of eleventh grade students at SMA PGRI Pekanbaru. This research was motivated by the fact that some students face difficulties in reading English texts due to a lack of reading habit and challenges in understanding English texts, especially analytical exposition texts. This research employed a correlational design. The sample consisted of 37 eleventh grade students of SMA PGRI Pekanbaru in the academic year 2024/2025, selected through total sampling technique. To collect the data, the researcher used a questionnaire to measure students’ reading habit and an objective test to assess their comprehension of analytical exposition texts. Pearson Product-Moment correlation analysis showed a correlation coefficient (r_xy) of 0.501, indicating a moderate positive correlation between the two variables. With a significance value of 0.001, which is lower than 0.05, the correlation was statistically significant. Furthermore, since the r_value (0.501) was greater than the r_table value (0.344) for 37 respondents at the 5% significance level, the alternative hypothesis (Ha) was accepted. These findings indicate that students with better reading habits tend to have higher comprehension in understanding analytical exposition texts.

This study aims to examine the process and improvement of reading comprehension skills among slow learner students in Grade VII at SMP Negeri 2 Karangan through the use of interactive animation video media based on the Project Based Learning (PjBL) model. Employing the Classroom Action Research (CAR) method following the Kemmis and McTaggart model, the study was conducted in two cycles with six slow learner students as research subjects. The observation results indicated an improvement from 89.58% in Cycle I to 100% in Cycle II. The average reading comprehension score increased from 65 to 83, with the percentage of students achieving the minimum mastery criteria rising from 67.85% to 89.28% with a difference of 18 points increase. These findings demonstrate that interactive animation video media based on PjBL effectively enhances both student engagement and learning outcomes, particularly in understanding English texts. This success was supported by the active role of the teacher in adapting the PjBL syntax to meet the specific needs of the slow learner students.

This article explores the use of directive speech acts in dialogues presented in English textbooks. Drawing on the theoretical framework of speech act theory by Parker and Riley (1994), the study focuses on understanding how directives—utterances that seek to influence the behavior of the listener—are presented in various dialogues. It examines the various forms and functions of directives, their role in communication, and how they help learners of English understand and practice practical conversational strategies. The article highlights the importance of directive speech acts in both formal and informal contexts, with specific examples drawn from English language textbooks. This study uses qualitative descriptive research where data is found in dialogues in textbooks and then matched with theory and poured into a sentence. This study found that there are five types of directive speech acts, namely, orders, warnings, giving advice, suggestions, and recommendations. In this study, 7 command data, 3 warning data, 2 advice data, 8 suggestion data, and 1 recommendation data were found. In this study, two techniques were found in the delivery of speech acts, namely direct and non-direct. Non-direct techniques tend to contain an element of politeness rather than direct. In addition, the speech actions in this textbook can help students understand, and using directive speech acts effectively can significantly improve communicative competence in language learners.

Language serves as a crucial instrument for shaping communication and fostering understanding across diverse contexts. Effective text organization can prevent misunderstandings, making a deep understanding of English text systems and structures essential. Discourse analysis, which examines language use in social contexts to create meaning and facilitate communication, is vital for appreciating the subtleties of language and the strategies employed by speakers and writers. This study focuses on the role of references within discourse. Using Jane Austen’s Persuasion as a data source, this research applies Halliday and Hasan’s (1976) framework to analyze the types of anaphoric and cataphoric references. Through a descriptive qualitative methodology and document analysis, the study identifies a higher frequency of anaphoric references compared to cataphoric ones. This analysis provides insights into Austen’s storytelling techniques.

The objective of the study was to identify the content analysis according to Cunningsworth’s theory in the English textbook entitled “Pathway To English Phase E” used in first grade senior high school by Th.M. Sudarwati and Eudia Grace. This study was a descriptive qualitative research with a documentation technique as a data collection method. This study also used triangulation namely triangulation of data. This study used content analysis according to Cunningsworth’s theory to analyzed the data. According to the criteria for selecting a good textbook which are: 1) aims and approaches, 2) language and content, 3) skill, 4) topic, and 5) methodology. The research was conducted from Desember 2023 to January 2024. This study was conducted at the library. To analyze the data, the researchers used qualitative analysis data. The results of this study will be the criteria for a good textbook according to cunningsworth 5 out of 8 criteria are present. Among them are aims and approaches, language and content, skill, topic and methodology. The research show aims and approaches get 93,75%, language and content get 70,83%, skill get 95,83%, topic get 87,5 and methodology get 100%. The average points is 89,5%. Additionally, the study shows that data is transmitted in the form of texts, instructions and conversations.    

This research aimed to analyze the content of the English textbook "English for International Tourism" by Peter Strutt using the approach proposed by Brian Tomlinson. The research utilized a qualitative descriptive technique through checklist observations of several indicators of book content criteria. The analysis focused on the relevance, coherence, learner engagement, suitability, readability, and creativity of the materials presented in both textbooks. The findings revealed that "English for International Tourism" successfully presented updated, varied, engaging, and challenging content that not only fostered learner engagement in the tourism industry but also aided in developing learners' confidence and relevant language skills. Moreover, this book met various criteria for effective language learning materials, including facilitating learner comfort, building confidence, providing relevant and useful content, and offering opportunities for communicative language use. The book also considered various learning styles, affective attitudes, and provided feedback for delayed positive instructional effects.

This study aims to evaluate the effectiveness of English textbooks for special purposes, particularly in the context of learning English for education. The content analysis method was used to evaluate the textbook with a focus on its purpose, content, methodology, and practical aspects. The results of the analysis showed strengths in purpose, approach, design and organization, as well as language aspects such as vocabulary and grammar. However, there were weaknesses in content coverage and integration of important components such as grammar and pronunciation. The implication is that this study emphasizes the importance of textbook evaluation to ensure the quality and effectiveness of learning, by adapting the materials to learners' needs and integrating methodologies that are in line with the latest educational developments.

This study is aimed to investigate the compatibility of materials in the textbook entitled "Cambridge English for Job-hunting" based on Tomlinson’s theory. The researcher used descriptive approach research as the type of the study. The data of the study were done by follows the process involved several stages, which are as follows: 1) The researcher selected an English textbook for analysis, 2) the researcher read the English textbook thoroughly, 3) the researcher carefully reviewed the content of the textbook, 4) the researcher gathered all the necessary materials from the textbook for analysis. The result of this study shows that the textbook substantially complies with Tomlinson's criteria for useful tools for language learning. It effectively engages students, builds confidence, offers appropriate information, uses actual speech, and accommodates a range of learning preferences and emotional conditions.    

This study examines the English textbook "English Class X for SMA/MA/SMK/MAK Revised Edition 2017" through the lens of Tomlinson's theoretical framework to ascertain its effectiveness in facilitating language acquisition. Using a descriptive approach and document analysis, the study focused on book contents, examining elements such as impact, learner comfort, confidence building, relevance, language exposure and more. Data collection involved examining the content of the textbook, while analysis included subjective and objective ratings based on Tomlinson's sixteen criteria for effective learning materials. Results showed that the textbook was generally in line with Tomlinson's standards, meeting fifteen of the sixteen criteria, including impactful materials, learner engagement, and diverse learning opportunities. However, the textbook was lacking in facilitating learner self-investment. In addition, the study suggests improvements in physical design to enhance attractiveness. The textbook "English Class X" overall meets the criteria as a quality learning resource with diverse and engaging content, supporting effective language learning. This analysis provides important insights for informed textbook selection that fit within a pedagogical framework, aiming to improve student learning outcomes.  

This research was aimed to find out whether the writing task in the “English Rings A Bell” textbook based on the criteria of writing task as suggested by Paul Nation theory. The method of this research was descriptive qualitative. To analysed the data, the researcher used the qualitative content analysis method. The researcher found 25 kinds of writing tasks divided into 1 task from experience task from the types draw and write with percentage (7,40%). 1 task from share task, 4 tasks from group composition with percentage (14,81%). 7 tasks from the guided task, 3 tasks (11,11%) from types look and write, 2 tasks (7,40%) from types complete the sentence and 1 task (3,70%) from types change the sentence. The last 13 tasks from the independent task with a percentage of 48,14%. Based on the percentage whether the tasks provided in the English textbook are based on the criteria of writing tasks as suggested by Paul Nation proposed by Arikunto are 22,22 %. The dominant writing task way found in this English textbook was Independent Task (48,14%).

The aim of this research is to analyse the suitable contents of the material in an English textbook entitled “Think Globally Act Locally” for ninth grade students of Junior High School focused on the accuracy of the materials based on BSNP (Badan Standar Nasional Pendidikan) by using rubric assessment. The research design of the research is content analysis with descriptive qualitative. The result of the research showed that not all chapters of the textbook entitled “Think Globally Act Locally” were appropriated by the criteria according to BSNP. The researcher found that only 68.75% of the materials that fulfilled the rubric criteria of BSNP focused on the accuracy of the materials. From the result, the researcher concludes that based on the rubric assessment, the accuracy of the materials in the English textbook entitled “Think Globally Act Locally” for ninth grade students of Junior High School appropriate with the content standard from BSNP and good to be used in the teaching learning process.

This study analyzed the writing skills in English expository text. There are five indicators in writing expository text: content, organization, grammar, vocabulary, and mechanics. This study aimed to investigate the students' writing skill on expository text related to the five indicators of English expositorytext and investigated the difficulties in writing English expository text. This research study used a descriptive quantitative research design. The participants were first semester students at English Literature Study Program of Universitas Trunojoyo Madura. The data collected from students' writing expository text test and analyzed by using Heaton’s theory. The result data analysis showed that: 1) 47% of students were average to good in writing content, 2) 51% of students were average to good in writing organization, 3) 31% of students were average to good in using grammar, 4) 36% of students were very good to excellent in using vocabulary, 5) 44% of students were very good to excellent in writing mechanics. This research found some difficulties the students when writing expository text. First, students cannot develop their ideas. Second, students are unable to develop their idea based on topic that they have to explain in expository text. Third, students struggle with grammatical structure of expository text. That means, they have to more understand about the simple present tense. Fourth, they were difficult to select appropriate vocabulary when writing expository text. The last, they miss-spelt words and were unsure of proper punctuation that was causing an error of mechanics.