Na'imatul Husni

Suitability of Content in Textbook “English for Nusantara” for Junior High School

Introduction

Suitability of content in textbook “english for nusantara” for junior high school. Evaluate 'English for Nusantara' 9th-grade junior high textbook for Merdeka curriculum suitability using Tomlinson's theory. Mostly suitable, yet lacks balanced brain exercises.

Abstract

This research focuses on the analysis of textbooks intended for 9th-grade junior high school students, which are specifically designed according to the latest curriculum known as the Merdeka curriculum. The purpose of this study is to determine the suitability of the textbook content for 8th-grade students based on Thomlinson's theory. The main data source for this study is the English textbook "English for Nusantara SMP/MTS Grade IX”, published by the Ministry of Education, Culture, and Research in 2022. Using a descriptive approach and document analysis, this study focuses on the content of the textbook, examining elements such as impact, learner comfort, building confidence, relevance, language exposure, and more. The textbook's content was examined during data collection, and the analysis included subjective and objective evaluations based on Tomlinson's sixteen criteria for successful learning materials. The textbook mostly complied with Tomlinson's criteria, as evidenced by fifteen of the sixteen criteria being satisfied, such as engaging content, learner participation, and a variety of learning options. However, the textbook lacks facilitation of materials and exercises that can make students' left and right brains work in balance. Keywords: Textbook, Thomlinson’s Theory

Review

This study presents a timely and relevant analysis of the "English for Nusantara SMP/MTS Grade IX" textbook, a key resource designed for 9th-grade junior high school students under Indonesia's Merdeka curriculum. The research effectively utilizes Thomlinson's widely recognized theory of successful learning materials as its framework to assess content suitability. A significant strength of this work is its direct engagement with a recently published, nationally distributed textbook, providing valuable insights into its alignment with established pedagogical principles. The primary finding, indicating a high degree of compliance with Thomlinson's criteria, suggests that the textbook is largely well-designed for its target audience. The methodology employed, involving a descriptive approach and thorough document analysis, allowed for both subjective and objective evaluations of the textbook's content against Thomlinson's sixteen criteria. The detailed examination covered crucial elements such as impact, learner comfort, confidence building, relevance, and language exposure. The findings specifically highlight that fifteen of the sixteen criteria were successfully met, underscoring the textbook's strengths in areas like engaging content, fostering learner participation, and offering a variety of learning options. However, the study identifies a notable limitation: the textbook's apparent lack of materials and exercises designed to facilitate a balanced activation of students' left and right brains, a point crucial for holistic cognitive development. Overall, this research offers a valuable contribution to the field of material development and curriculum evaluation, particularly in the context of new educational reforms in Indonesia. The identification of both the textbook's strengths and its specific area for improvement provides actionable feedback for curriculum developers and future editions. Educators can use these findings to supplement the existing material where deficiencies are noted, while researchers might explore the pedagogical implications of the identified "left-right brain balance" gap. The study is well-executed within its stated scope, offering a clear assessment that informs both practice and future inquiry into textbook design.

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