1
EXTERNAL OR MACRO EVALUATION
Focus No. Theory Concept Regulations
Materials 1 The purpose General language
of textbook instruction encompasses Keputusan Kepala
the principles of grammar, Badan Standar,
expressiveness, and Kurikulum Dan
phonetics and offers Penilaian Pendidikan
a foundation for potential No. 008/H/KR Th. 2022
future language study. On (Phase E / Class X)
the other hand, English for The objectives of English
specific purposes (ESP) Subject as follow:
contains specialized 1. Using a variety of
programs that are intended multimodal texts,
to help learners improve improve your English
their communicative use of communication skills
the language in a variety of (spoken, written, visual
professional, social, and and audio-visual).
other contexts1. 2. Develop intercultural
competency to
comprehend and value
cultural ideas, customs,
and goods from
Indonesia and outside.
3. Gain the self-assurance
to express yourself as a
self-reliant and
accountable person.
4. Develop your ability to
reason critically and
creatively.
1
Laimutė Kitkauskienė, ‘General English and English for Specific Purposes (ESP)’, Santalka: Filologija, Edukologija 2, no. 14 (2006): 89.
Book
1. There is a claim in the
textbook that the
textbook is designed to
achieve the learning
objectives as set by the
latest curriculum named
Merdeka Curriculum
(page iii).
2. The textbook presents
multimodal texts, such as
in page 7, 11, 15, 23, 27,
33, 50, 56, 60, 62, 63, 67,
82, 109, 110, 116, 117,
126, 132, 135, and 137,
3. The materials contain
cultural content. For
example, in page 81,
there are some pictures
of local food. Then, in
page 109, there is a
passage about graffiti
which originally comes
from ancient Roman.
4. In each chapter, there is a
game activity, individual
and group activities,
discussions, and others
which help the students
Content Analysis
Coding Frame Condensation
The purpose of Textbook The material of the
 General textbook fulfils the
o Reason objectives learning
1. The authors claim that of Merdeka
the textbook “Work in Curriculum as well
Progress” class tenth as its claim. More
is designed to achieve than that, there is
general English no specific
objectives which set in knowledge
Merdeka Curriculum. presented. There
2. The material is about is no material to
various multimodal teach particular
texts. purposes such as
3. The material focuses English for
on language skills, business, English
features, grammar and for tourism, etc.
text structure.
4. The textbook provides
the students with
intercultural contents.
5. The textbook provides
activities which
encourage the
students to develop
their thinking,
creativity, and their
self-potential.
 Specific
o Reason
 2

to learn English with ---

Materials 2 The When determining how and
organization whether the resources will
of unit fit into a specific
educational program, it is
important to take into
account the lengths of the
various units/lessons that
will be included in the
materials2. Therefore,
teachers must modify the
amount of content to be
taught in accordance with
the time provided in a
curriculum.
5.
Kepmendikbudristek 1.
No. 56/M/2022 (Class
X)
There are 54 lesson hours 2.
which allocated to teach
intracurricular English in
a year. Then, there are 18 3.
lesson hours which
allocated for project of
Pancasila profile
strengthening. In total,
there are 72 lesson hours
which allocated to teach
both of them. Each lesson
hour is 45 minutes long.
different topics.
At the end of the chapter,
there is an individual
project assignment.
There are six chapters The organization of unit The available time
which are contained in  Fit into Merdeka provided in the
the textbook. Curriculum Merdeka
Each of the chapter is o Reason Curriculum for
contained by 7 tasks and The length of lesson English subject
1 project assignment. hours provided in can be maximally
Each task has 1-5 Merdeka Curriculum for utilized to
activities. English subject is 54 complete all
lesson hours (each of chapters in the
them is 45 minutes). book.
Meanwhile, the textbook
has 6 chapters to be
finished. To complete
one chapter, there are 9
lesson hours (about 4
meetings).

 Does not fit into

Merdeka Curriculum
---
- Modification
---
Materials 3 The use of This will make it easier to Kepmendikbudristek 1. (The author claimed that The use of textbook The textbook is
textbook assess how successful they No. 56/M/2022 the textbook is created as  Main textbook designed for the
are in a particular subject Primary Textbooks are main textbook in the 1. The textbook is main source of
area and how much they textbooks that must be classroom) claimed as the main learning and it is
cost overall. However, if used in learning based on resources of English based on the

2
Jo McDonough, Christopher Shaw, and Hitomi Masuhara, Materials and Methods ELT, Third Edition (Blackwell, 2013), 55–56.

they are not going to make
up the bulk of the course,
it's possible that the
evaluator will choose other
resources out of pure
economic necessity3.
3
McDonough, Shaw, and Masuhara, 57.
3
the applicable curriculum “The main textbook is one learning in Merdeka applicable
and are provided by the of the main learning Curriculum. regulations.
Central Government free resources for use in 2. The textbook is
of charge. education units…” designed by referring
While the companion "... The book presentation to the applicable
textbook is a book that is designed in the form of regulations.
contains material to various learning activities
expand, deepen, and to achieve the  Supplementary
complement the main competencies in the textbook
material in the student Learning Outcomes. This o Reason
book. book is used in the ---
implementing education
unit implementation of
Merdeka Curriculum.”
2. The reference for the
preparation of the main
textbook is the Decree of
the Minister of
Education, Culture,
Research and
Technology Number
56/M/2022 Dated
February 10, 2022.
3. The textbook refers to
the learning outcomes in
the Merdeka Curriculum
which is stipulated
through the Decree of
Head of the Education
Standards, Curriculum
and Assessment Agency
 4

Number 008/H/KR/2022
dated February 15, 2022.
Materials 4 The In situations when a student Permendikbudristek 1. Each of the chapter The inclusion of The textbook
inclusion of may be working No. 7 Th. 2022 (Bhs. provides review either in additional materials provides
additional independently or outside of Inggris SMA sederajat) individual or peer review  Exist additional
materials the classroom, having these explains that the scope of in the ending part. 1. Vocabulary table materials, such as
(vocabulary included in the materials English Subject 2. In the first chapter, page 2. Self and peer vocabulary table,
list, self- may prove to be quite includes: 8 and 15, there is a table review understanding
check units, helpful. 1. interactional and of descriptive vocabulary 3. Glossary checking unit, and
an The impact of word transactional texts in which can help learners glossary. The
interaction knowledge on the context of self, in checking their  Does not exist students can use
appendix, a comprehension abilities is family, school, listening skill. o Modification them to enhance
vocabulary another way to illustrate the neighbourhood in 3. In chapter two, page 36, --- their knowledge.
appendix significance of word Indonesia and other there is a table of words.
with knowledge. Students' countries; The students should
phonetic comprehension skills 2. more complex guess the meaning based
spelling, a improve in direct multimodal texts, on the context used in the
list of proportion to the amount of fiction and nonfiction, text.
irregular word knowledge they in the context of 4. After the main materials,
verbs, and a possess4. oneself, family, school, there is additional
listening neighbourhood in material about
appendix) Indonesia and other vocabulary in the form of
countries; glossary (page 156-160).
3. specific vocabulary,
sentences, and
expressions used in
texts with the context
of self, family, school,
neighbourhood in
Indonesia and other
countries;

4
Sh. Yokubjonova, ‘The Importance of Teaching Vocabulary’, International Journal of Academic Pedagogical Research (IJAPR) 4, no. 12 (2020): 68.
 5

4. literal and figurative

language in the text;
5. nonverbal language
elements;
6. linguistic elements in
multimodal text
varieties;
7. cultural diversity in
Indonesia and other
countries in
multimodal texts;
8. visual effects in texts
and vocabulary
related to them;
9. strategies for analysing
and evaluating text
content; and
10. the process of writing
multimodal texts.
Materials 5 The use of Visual materials may serve PP Republik Indonesia 1.The first page of each The use of visual aids The textbook
visual aids as decorative or as No. 75 Th. 2019 article chapter is designed not  Supporting materials provides visual
supporting information that 38 1. The first chapter aids both for
only with written title,
is included into the text. The design rules as consist by 10 decorative purpose
When images were referred to in Article 35 but also decorated with supporting visual and for supporting
employed appropriately in letter c include: pictures which makes materials about great materials. For
English language classes, 1. layout (The book is the textbook more athletes. example, pictures,
students responded to the adapted to the target 2. The second chapter illustrations,
interesting.
lecture with enthusiasm, audience); consist by 17 portrait, and mind
which was a favourable and 2. typography (the book is 2.In page 5, 6, 11, 23, 27 supporting visual maps. Beside they
good reaction. Students adjusted to the use of there are some pictures materials about sport can help the
participated more actively type and font size); that can give students events. students’
in class by offering a 3. structure (the book is understanding,
an insight about the 3. The third chapter
variety of responses, paid adjusted to the page consist by 20 they also can make
greater attention to the hierarchy); and
material, and stimulate the students
 6

subject, and clearly 4. legibility and clarity the students to be more supporting visual interested to read
comprehended it5. (The book should focus as well as materials about and learn.
facilitate readability sports and health.
interested in further
and clarity visually). 4. The fourth chapter
learning. consist by 10
3. In page 22, there is a supporting visual
mind map as an materials about
healthy food.
example to make good
5. The fifth chapter
essay. This is useful for consist by 12
the students to build supporting visual
their own mind map materials about
graffiti.
and then can be
6. The sixth chapter
developed to be essay consist by 10
writing. supporting visual
In other words, the materials fractured
pictures are not all stories.
7. There are 79
integrated into the text,
supportive visual
but some of them are materials in the
only for decoration textbook.
purpose.
o Does not exist
- Modification
---
 Decorative
There is one decorative
visual material in each
chapter.

5
Onesto Ilomo, ‘The Use of Visual Aids in Supporting English Language Teaching in English Medium Primary Schools: A Case Study in Meru District’, International Journal of
Contemporary Applied Researches 8, no. 5 (2021): 40.
 7

o Does not exist

- Modification
---
Materials 6 The clarity Some textbooks are well- PP Republik Indonesia 1. In the beginning of the The clarity of layout and The instruction of
of layout and researched and written, yet No. 75 Th. 2019 article chapter, there is presentation each task is clear,
presentation they are almost useless to 32 paragraph 2 instructional objectives  Clarity whether it is for
teachers and learners Fulfilment of Book which help students to 1. There is an individual or
because there is too much presentation know what they will instructional group task. The
material on every page. requirements as referred achieve. objectives task includes
Consequently, it is to in paragraph (1) 2. In page 6, there is a game 2. Each activity has an playing game,
necessary to strike a careful includes: activity with its steps to instruction listening,
balance between the two a. clarity (the Book is do. 3. Project assignment discussion, and
requirements (clarity of easily understood by 3. The other activities have has rubric score. writing as well as
instructions and the target readers) their own instructions,  Conciseness speaking
determining whether tasks b. conciseness (sentences whether individual, pair 1. There are 2 pictures activities. This
are successful)6. and paragraphs in the or group activities. of great athletes which will make the
Book are arranged 4. The project assignment arranged horizontally students
effectively); and is complemented by (two columns) in page comprehend the
c. linkage (the Book is instructions and rubric 5, 6, 38, 39, 56, 57, 68, materials easily.
presented coherently score. 81, 82, 132.
and related between 2. The instructions are
sections). no more than 5
sentences.

 Linkage
1. Chapter 1 (great
athletes), 2 (sport
events), 3 (sports and
health), and 4 (healthy
food) are in the same
theme, that is sports.

6
McDonough, Shaw, and Masuhara, Materials and Methods ELT, 57.
 8

2. Chapter 5 (graffiti)
and 6 (fractured
stories) has the same
theme, it is art.

o Does not concise

- Modification
---
Materials 7 The Cultural content must be Permendikbudristek 1.In the textbook, there The existence of cultural The textbook
existence of included in textbooks as No. 7 Th. 2022 (Bhs. are several cultural materials provides cultural
cultural well if you want students to Inggris SMA sederajat)  Local culture content, either
contents such as in
materials develop their intercultural 1. interactional and There are some local from local and
communication abilities. transactional texts in page 38 (pencak silat- cultures including abroad country.
An alternative point of view the context of self, local culture, hockey- pencak silat, local food Exposition text in
from a multicultural society family, school, western culture), (cendol, Aceh noodle, chapter 5 can help
must be represented in the neighbourhood in etc.), and Malin Kundang the students to
2. In page 81-82, there
implementation and Indonesia and other story. think critically and
development of English countries; are pictures of local enable them to
books and other 2. more complex food. o Does not exist have their own
instructional materials. multimodal texts, 3. Meanwhile, in page - modification perspective about
Students then participate in fiction and nonfiction, --- graffiti.
109-112, there are two
the process of identifying in the context of
exposition texts which
and addressing cultural oneself, family, school,  International culture
prejudices and promote the neighbourhood in have different There are some
use of intercultural Indonesia and other perspective. On the one international cultures,
education. There are three countries; side, graffiti is such as hockey, graffiti,
culture categories, namely 3. specific vocabulary, and Little Red Riding
considered as a piece
the source culture, the sentences, and Hood story.
target culture, and the expressions used in of art. On the other
international culture7. texts with the context hand, graffiti is o Does not exist
of self, family, school, - modification
neighbourhood in ---

7 Trifonia Fahik, ‘English Textbook: A Culture-Based Analysis’, Lingua Scientia 27, no. 1 (2020): 56.
 9

Indonesia and other considered as

countries; vandalism.
4. literal and figurative
4. In the last chapter, page
language in the text;
132, and page 135-140,
5. nonverbal language
elements; there are two different
6. linguistic elements in stories. Malin Kundang
multimodal text is originally come from
varieties; Indonesia, while Little
7. cultural diversity in Red Riding Hood is
Indonesia and other originally come from
countries in
abroad country.
multimodal texts;
8. visual effects in texts
and vocabulary related
to them;
9. strategies for analysing
and evaluating text
content; and
10. the process of writing
multimodal texts.
Materials 8 The The beliefs and PP No. 75 Th. 2019 1. In page 3, 5, 6, 29, 39, The presentation of The textbook
presentation presumptions that define article 11 paragraph 2 53, 55, 100, 103, there is minority groups presents various
of minority society are represented in explains, a picture of person who  exists kinds of minority
groups the language, which itself Requirements for the has dark skin color. 1. The textbook presents groups positively,
reflects society. Because of contents of the Book as 2. In those pages, there are pictures of people instead of
this, while selecting a referred to in paragraph 24 pictures of women from minority group discriminate them.
textbook, consideration (1) must: who are considered as with dark skin color.
should be given to gender a. not contrary to the minority than men. 2. The textbook presents
bias, representation of values of Pancasila; 3. Furthermore, in page 27, pictures of women.
ethnic variety, and b. not discriminatory there is a passage and 3. The textbook presents
sociolinguistic based on ethnicity, picture which tells about disabled people.
religion, race, and/or disable athlete.
intergroup;
 10

appropriateness 8. The c. not contain elements of  Does not exist

materials should represent
minority groups or/and
woman positively. They
also must represent other
society or country in a
balance way.
Materials 9 The cost of What does incorporating
inclusion of digital materials cost? How
digital crucial are they to the
materials acquisition and
development of language?
Digital resources that are
accessible use the most up-
to-date assistive
technologies to make
content accessible to a
variety of learners. These
resources ought to be
simple for students to
access and work with their
individual digital devices.
They should also give the
pupils the chance to take
control, allowing for self-
paced learning. The
instructional material that is
offered in digital resources
must address certain
pedagogical goals, learning
theories, and language
learning demands. In order
pornography; o Modification
d. not contain elements of ---
violence; and
e. does not contain hate
speech.
Keputusan Kepala The digital materials The cost of inclusion of The students do
Badan Standar, which are contained in digital materials not have to pay
Kurikulum Dan  Paid more to get audio
the textbook is listening
Penilaian Pendidikan --- materials. So,
No. 008/H/KR Th. 2022 audio. Those materials  Free
they can learn by
(Phase E / Class X) are essential for the The textbook provides
themselves
The types of texts taught students to learn. The free audio listening as
in general English are
anywhere and
audio can be downloaded the digital materials.
diverse, for example, anytime.
narratives, descriptions, freely by scanning
expositions, procedures, barcode in the end part
arguments, discussions, of the textbook.
special texts (short
messages,
advertisement), and
authentic texts. These
various texts are
presented not only in
the form of written
texts, but also spoken
texts (monologues or
dialogues), visual texts,
audio texts, and
multimodal texts (texts
that contain verbal, visual

8
Marcus Otlowski, ‘Ethnic Diversity and Gender Bias in EFL Textbooks’, Asian EFL Journal, 2003, 3.
 11

for this to occur, the and audio aspects), both

pedagogical and personal authentic and texts
needs of both teachers and created for teaching
students must be carefully purposes, both single and
met9. multiple texts, produced
on paper or screen.
Materials 10 The For a number of reasons, Permendikbudristek 1. In page 7, there is a The inclusion of tests in The textbook
inclusion of assessments of foreign No. 22 Th. 2022 table of listening the teaching materials serves checking
tests in the language education and Standard Process and understanding about  Exists unit such as
teaching learning are conducted. It Guidelines for Book great athletes. The 1. The textbook provides enrichment,
materials first identifies the Release (Attachment enrichment assignment,
table has 4 statements
proportion of students who III) 2. The textbook provides reflection, and
which must be
have met their language The main part of assignment review. All of
answered with true or
learning goals, any learners textbook page contains 3. The textbook provides those are really
who are having difficulties, the core material of the false. reflection beneficial to
and the teaching methods book which is further 2. In page 12, the 4. The textbook provides measure the
that are most effective. divided into subchapters, students are asked by 6 evaluation or test in students’
Second, the instructor has sub-subchapters, and so questions related to the the form of questions comprehension.
the option of continuing the on. Especially for descriptive text of or review,
curriculum for teaching textbooks, subchapter great athlete. Then, it
foreign languages or not 10. elements can be added in is followed by a table  Does not exist
the form of: which asks about the o Modification
a. Enrichment ---
topic of each
b. Training or
paragraph as written in
assignments
the earlier section.
c. Summary/reflection;
and 3. Each of the chapter has
d. Evaluation enrichment materials,
questions. chapter review,
reflection, and
assignment.

9
Fatemeh Nami, ‘Digital Language Learning/ Teaching Materials: Simple Criteria and Productive Strategies for Evaluation’ 36, no. 2 (2022): 13–14.
10
Irfan Tosuncuoglu, ‘Importance of Assessment in ELT’, Journal of Education and Training Studies 6, no. 9 (15 August 2018): 163, https://doi.org/10.11114/jets.v6i9.3443.
 12

4. In chapter 1 to 5, there
is a peer review
activity, while the last
chapter is individual
review (page 144 &
146).

INTERNAL OR MICRO EVALUATION
Focus No. Theory Concept
Materials 1 The presentationIt is important to look into
of the skills inhow well each language
the materials
skill is covered, how much
(proportion, of each skill is covered,
context, andand whether or not the
unity) amount of each skill is
appropriate for the context
in which we are working.
Do the skills get addressed
separately or all at once? If
the skills are provided too
much in isolation, for
instance. If they are
integrated, is this
integration natural? The
author's presentation and
handling of the skills may
conflict with the method
which is being used to
teach11.
Materials 2 The grade and Occasionally, Materials
sequence of the may be rated inside a unit,
materials or they may be graded
across units to provide for
a linear growth of
difficulty. There is
essentially no grading in
11
McDonough, Shaw, and Masuhara, Materials and Methods ELT, 59.
13
Content Analysis
Regulation Book
Coding Frame Condensation
Keputusan Kepala 1. Elements of listening – The presentation of the The textbook
Badan Standar, speaking is integrated skills in the materials covers all of the
Kurikulum Dan by discussion, sharing,  Integrated objectives skills
Penilaian Pendidikan No. and games. 1. Elements of listening such as listening,
008/H/KR Th. 2022 2. Elements of reading – – speaking reading viewing,
(Phase E / Class X) viewing is integrated by 2. Elements of reading – speaking, writing,
English learning is focused tasks which involve viewing and presenting.
on strengthening the reading and identifying, 3. Elements of writing -
ability to use English in understanding, presenting
six language skills, answering, analysing
namely listening, speaking, provided text.
reading, viewing, writing, 3. Elements of writing -
and presenting in an presenting is integrated
integrated manner, in by activities which
various types of texts. involve writing
producing texts,
correcting, and
presenting works.
PP No. 75 Th. 2019 1. Each chapter starts The grade and sequence All the materials
article 11 paragraph 3 with interesting of the materials are in accordance
explains that activity or game.  The grading of the with the
Book content eligibility 2. Then, it is continued materials curriculum. Then,
standards as referred to in by group discussion, The material provided in the activities
paragraph (1) for textbooks listening, peer the textbook is in which are
includes aspects of: assessment which can accordance with the contained in the
 14

other books that make this a. truth in terms of science; help students’ provisions in the textbook are well
claim by combining a set b. conformity with the understanding. curriculum, namely sequenced by the
of sections at about the national standards of 3. At the end of the multimodal text. level of difficulty.
same level. We must education and the chapter, there is a final
determine whether this is applicable curriculum; activity such as writing o Does not
accurate and how well c. conformity with the or producing texts appropriate
such a book will serve our development of science which is more - Modification
students12. and technology; challenging than the ---
d. suitability to the context earlier activities.
and environment; and 4. The main activity is  The sequence of the
e. cohesiveness between writing or producing materials
parts of the Book texts such as The materials are
content. descriptive, recount, sequenced from easy to
procedure, exposition challenging activities.
and narrative.
o Does not
appropriate
- Modification
---
Materials 3 The type of While intensive reading is Keputusan Kepala The reading materials are: The type of reading The textbook
reading limited to short texts and is Badan Standar, 1. Descriptive text (page materials provides intensive
materials done with the intention of Kurikulum Dan 11)  Extensive reading materials
fully comprehending the Penilaian Pendidikan No. 2. Recount text (page 34) --- in the form of
(extensive or too
reading's content, 008/H/KR Th. 2022 3. Simple Tips (page 62) multimodal texts.
much emphasize
extensive reading refers to (Phase E / Class X) 4. Procedure text (page  Intensive
on skills reading broadly and in big The types of texts taught in 84) 1. The textbook is
development) quantities with the general English are 5. Exposition text (page contained by
primary goal of enjoying diverse, for example, 109) various multimodal
reading activities. narratives, descriptions, 6. Narrative text (135) texts as the reading
Extensive and intensive expositions, procedures, The reading materials are materials.
reading can help students arguments, discussions, intensive reading because 2. The reading
learn material faster and special texts (short of some reasons: materials in the

12
McDonough, Shaw, and Masuhara, 59.
 15

with greater messages, advertisement), - Consist detail textbook are

comprehension if they are and authentic texts. These information. included into
used properly during the various texts are presented - Need depth- intensive reading.
learning process. ER and not only in the form of understanding.
IR are not same; ER is written texts, but also - Relatively short in term
viewed as an additional spoken texts (monologues of length and reading
method in addition to IR. or dialogues), visual texts, duration.
Therefore, integrating the audio texts, and - Emphasizing on
two is an excellent idea to multimodal texts (texts that grammar and structure.
improve learning results13. contain verbal, visual and
audio aspects), both
authentic and texts
created for teaching
purposes, both single and
multiple texts, produced
on paper or screen.
Materials 4 The authenticity Both of authentic and non- Keputusan Kepala The audio listening The authenticity of The recorded
of listening authentic listening Badan Standar, materials which are listening materials materials, dialogue
materials materials have its own Kurikulum Dan provided by the authors of  Authentic and monologue,
plus and minus. However, Penilaian Pendidikan No. the textbook are made for --- are recorded as the
Students who are exposed 008/H/KR Th. 2022 listening practices listening materials.
to the altered and artificial (Phase E / Class X) (artificial). Those  Inauthentic
language used in The types of texts taught in materials are monologue The provided listening
classrooms are likely to general English are and dialogue. All of the materials are artificial or
have trouble or even fail in diverse, for example, listening materials are created for learning
understanding the real narratives, descriptions, well recorded and have purpose, which are
language spoken by native expositions, procedures, clear pronunciation. Those dialogue and monologue.
speakers or the authentic arguments, discussions, materials are closely
language they hear. On the special texts (short related with topic of each
other hand, authentic messages, advertisement), chapter.
resources are particularly and authentic texts. These
helpful in second language various texts are presented

13
Naely Muchtar, ‘Intensive and Extensive Reading in Improving Teaching Reading Comprehension’, Journal of English Teaching Studies 1, no. 2 (2019): 2.
 16

classrooms because they not only in the form of

expose students to real written texts, but also
discourse, which allows spoken texts (monologues
them to comprehend the or dialogues), visual texts,
correct language as the audio texts, and
native speakers' multimodal texts (texts that
pronunciations, stresses, contain verbal, visual and
tempo of speech, etc14. audio aspects), both
authentic and texts
created for teaching
purposes, both single and
multiple texts, produced
on paper or screen.
Materials 5 The naturality of
Classroom activities Keputusan Kepala The
In the first chapter, page naturality of
speaking typically concentrate on Badan Standar, 6, there is a game which speaking materials
materials (real artificial and mechanical Kurikulum Dan  Natural
involves the students to
interaction or
grammar issues that have Penilaian Pendidikan No. o Reason
little application in the real 008/H/KR Th. 2022 guest the athlete with o Evidence
artificial)
world. Furthermore, the (Phase E / Class X) their partners. This o The number of
intimate connection The minimum Learning activity will train the natural speaking
between speaking and the Outcomes for these six materials
students to speak
social setting is frequently English skills refer to the  Artificial
overlooked when teaching Common European English spontaneously o Reason
it. Due to this, despite their Framework of Reference and directly, instead of o Evidence
efforts in the language for Languages: Learning, speaking with dialogue o The number of
classroom, students Teaching, Assessment natural speaking
script. In other words,
frequently become (CEFR) and equivalent materials
frustrated because they are level B1. This criterion the speaking activity
unable to comprehend or looks at the student's represents real
be understood by others. ability to: interactions in
Therefore, interaction is

14
Arafat Hamouda, ‘The Perspectives and Effectiveness of Authentic Materials in Listening Comprehension of Saudi University Students’, British Journal of Education 8, no. 3 (30
March 2020): 42–44, https://doi.org/10.37745/bje/vol8.no3.pp41-75.2020.
 17

crucial since it happens a. sustain interaction and accordance with the use
whenever and wherever convey what is of language in life.
people are speaking, intended, in a variety of
acting, and reacting to one contexts with clear
another, including in a articulation;
classroom context 15. b. express the main point
to be conveyed
comprehensively; and
c. maintain
communication despite
occasional pauses
Materials 6 The connection In order to properly PP No. 75 Th. 2019 In chapter 1, the The connection of tests
of tests and prepare learning outcome article 11 paragraph 3 listening material in and exercises
exercises (the exams, it is important to explains that  Appropriate
page 7 is about
appropriateness
take into account the Book content eligibility o Reason
following factors: 1) standards as referred to in description of great o The number of tests
of context)
Learning outcome exams paragraph (1) for textbooks athlete. Then, it is or exercises
must evaluate the includes aspects of: followed by activity to
students’  Inappropriate
information in light of the a. truth in terms of science;
check
anticipated learning goals b. conformity with the o Reason
or results. 2) The exam is national standards of understanding. In page o modification
constructed to accurately education and the 11, there is a passage
reflect the subject matter applicable curriculum; which also tells about
that pupils have studied. 3) c. conformity with the
well-known soccer
The test questions should development of science
be tailored to the and technology; athlete which followed
components of the d. suitability to the by six questions to make
anticipated learning level. context and sure the students’
4) The test is developed environment; and comprehension. As well
with the intended use in
as in page 18, the
mind, such as pre-final

15
Elismawati Elismawati, ‘Classroom Interaction Analysis in the EFL Speaking Class: A Study at English Department of IAIN Imam Bonjol Padang’, Journal Polingua: Scientific Journal
of Linguistic Literatura and Education 5, no. 1 (29 March 2018): 25, https://doi.org/10.30630/polingua.v5i1.21.
 18

exams, mastery tests, e. cohesiveness between students are asked to

diagnostics, parts of the Book write descriptive text
accomplishment, content.
which they have learned
formative, or summative
purposes. 5) The test is before. In conclusion,
modified to reflect the the test is well
chosen measuring connected with what
strategy, whether it
have learned by the
applies to the group or the
criteria. 6) Assessments students.
should be used to enhance
learning16.
Materials 7 The suitability All learning activities Keputusan Kepala From what is found in The suitability for
for different should be supported by the Badan Standar, the first chapter, the fact different learning styles
learning styles resources, which should Kurikulum Dan  Suitable
is that the activities
(is it possible to
offer a diversity of Penilaian Pendidikan No. o Evidence
activities and learning 008/H/KR Th. 2022 which are designed by o Skills covered
learn
styles. Every learner has a (Phase E / Class X) the author are balance
independently?) unique learning style, such explains that both independent and  Does not suitable
as those who prefer Various texts are o Evidence
pair or group activities.
experiential learning presented not only in the o Modification
(more likely to understand form of written texts, but Those activities such as
certain knowledge from also spoken texts game, discussion and
reading a story with a (monologues or sharing, listening and
dominant grammatical dialogues), visual texts,
discussion, reading, etc.
feature), visual learners audio texts, and
(prefer to recognize the multimodal texts (texts 1. Independent
written language), that contain verbal, visual activities – (7-A), (8-
auditory learners (love and audio aspects), both C), (9-E), (11-B),
hearing the language), and authentic and texts (13-D), (15-A), (16-
kinaesthetic learners created for teaching

16
Suryati Sitepu, ‘Analisis Kesesuaian Materi Ajar Dengan Tes Hasil Belajar Mahasiswa Di Lingkungan FKIP UHN Medan’, Sepren 2, no. 1 (28 September 2020): 4,
https://doi.org/10.36655/sepren.v2i1.276.

(prefer to perform an act
physical, like following
instructions), among
17
others .
Materials 8 The When selecting a Permendikbudristek No.  From the first chapter,  The attractiveness of
attractiveness of textbook, appearance
materials for becomes a factor. An
both of teacher
attractive layout is one in
which the layouts are
and students
neatly organized. The
(balance or not) reader is not confused
when reading the textbook
as a result. If the textbooks
included graphics and
photos, they ought to have
enough room18. At this
stage, it is helpful to think
about how the resources
may direct and 'frame'
teacher-learner interaction
and the teacher-learner
17
Azza Lutfiyyah Rambe, ‘An Analysis English Textbook for Second Grade Students at Senior High School Based on Tomlinson’s Principles’, Journal of Education, Linguistics,
Literature and Language Teaching 03, no. 02 (2020): 18.
18
Sri Handayani, ‘The Evaluation of English Textbook for Grade VII of Junior High School In Indonesia’, vol. 4, 2016, 332.
19
purposes, both single and B, C), (17-task 6),
multiple texts, produced (18-A), (19-C), (27-
on paper or screen. This is
Enrichment); totally
sought to facilitate learners
to be skilled in using 12 independent
technology (technological activities.
literacy), so as to improve
their ability to navigate Pair or group activities –
digital information. (5-A), (6- B, C), (7-D),
(8-B, D), (9-A), (12-C),
(14-A), (15-B), (17-D),
(19-B); totally 12 pair
or group activities.
22 Th. 2022 article 16 we can see that the materials for both of
explains that textbook is well teacher and students
Design standards as designed, not only the  Teacher
referred to in Article 13 activities, but also the o Attractive
letter care standards for: visual contents. This - Reason
a. the use of illustrations will make the students o not attractive
(fulfil the suitability with to be interested in the - Reason
the target readers, the learning process. The - Modification
accuracy of the instruction of every
illustration object, and task is clear and easily  Students
the attractiveness); understood either by o Attractive
b. the design of the contents teacher or students. So, - Reason
page (fulfilling the it will be easier for o not attractive
criteria of the anatomy of beginner teacher to - Reason
the clarity and handle the students in - Modification
his/her classroom.
 20

relationship. While some readability, and Since the Merdeka

materials may seem attractiveness); and curriculum is student-
appealing to the teacher c. Book cover design centred, the teacher's
but not be particularly (fulfils the criteria of role is not as a material
motivating for the book cover anatomy, provider, but as an
students, balance must be clarity and readability, intermediary between
19
achieved . and attractiveness). students. In conclusion,
the materials are
balance in term of
attractiveness for
teacher and students.

19 McDonough, Shaw, and Masuhara, Materials and Methods ELT, 60.

 21

OVERALL EVALUATION
Content Analysis
Focus No. Theory Concept Regulation Book
Coding Frame Condensation
Materials 1 The usability One of the crucial elements Permendikbudristek No. Merdeka curriculum has The usability factors
factor (the that affect how well 7 Th. 2022 (Bhs. Inggris several elements of  Can be integrated
integration of learning and teaching go is SMA sederajat) explains into syllabus
integrated skills, those are:
materials into the textbook. It is employed that the scope of English o Reason
particular to fulfil curriculum- Subject includes: 1. elements of listening –  Cannot be
syllabus) mandated learning 1. interactional and speaking integrated into
objectives. Therefore, it is transactional texts in the In task 2, page 7, there is a syllabus
expected that textbooks will context of self, family, o Reason
listening activity which is
have high-quality school, neighbourhood o Modification
information that adheres to in Indonesia and other followed by discussion
the relevant curriculum, countries; (speaking).
both in terms of content 2. more complex 2. elements of reading –
requirements and whether multimodal texts, fiction
viewing
or not the teaching materials and nonfiction, in the
are clear to both teachers context of oneself, In task 3, part B, page 11,
and students20. family, school, there is a descriptive text,
neighbourhood in then it is followed by 5
Indonesia and other questions based on the
countries;
passage which trains the
3. specific vocabulary,
sentences, and students to grasp the points.
expressions used in texts 3. elements of writing –
with the context of self, presenting
family, school,
In page 22, a project of
neighbourhood in
Indonesia and other writing is given for the
countries; students. The project is to
make a portrait about great

20
Reni Nurdeani, ‘Analisis Buku Teks Pelajaran Bahasa Inggris Berdasarkan Standar Penulisan Buku Teks Pelajaran’, Jurnal PEDADIDAKTIKA: Jurnal Ilmiah Pendidikan Guru Sekolah
Dasar 1, no. 1 (2017): 2.

Materials 2 The Perhaps not all the material
generalizability will be useful for a given
factor (is the use individual or group but
of ‘core’ features some parts might be21. So,
restricted?) we should take into
consideration whether some
of the materials are really
useful or all of them is
beneficial and need to be
learned by the students.
21
McDonough, Shaw, and Masuhara, Materials and Methods ELT, 61.
4. literal and figurative
language in the text;
5. nonverbal language
elements;
6. linguistic elements in
multimodal text
varieties;
7. cultural diversity in
Indonesia and other
countries in multimodal
texts;
8. visual effects in texts and
vocabulary related to
them;
9. strategies for analysing
and evaluating text
content; and
10. the process of writing
multimodal texts.
PP No. 75 Th. 2019
article 11 paragraph 3
explains that
Book content eligibility
standards as referred to in
paragraph (1) for
textbooks includes aspects
of:
a. truth in terms of science;
b. conformity with the
national standards of
education and the
applicable curriculum;
22
athlete which relevant with
the topic.
In short, the materials
contained in the textbook
can be integrated into
particular syllabus either
as core or supplementary.
Based on the finding, all of The generalizability
the material in the textbook is factors
useful for the students. This  Can be generalized
textbook provides the into syllabus
students with multimodal o Reason
texts combine two or more
forms of communication,  Cannot be
such as written text, spoken generalized into
language, sound, and visuals, syllabus
to convey meaning. This o Reason
material is the main focus of o Modification
the Merdeka curriculum. So,
the teacher can teach all of

Materials 3 The For instance, teaching
adaptability materials could be cohesive
yet not entirely appropriate
factor (can parts
in a given situation.
be modified for Although there is an
local external issue in this
circumstances?) situation, the internal
factors are okay.
Alternately, resources
might be largely adequate
for the instructional
environment, meeting the
external requirements, but
displaying evidence of a
disorganized organization -
an internal issue. Thus, to
adapt materials is to attempt
to combine the various
elements, whether they be
internal (choice of topics,
skills covered, proficiency
level, grading of exercises),
external (learner
characteristic, physical
environment, resources,
class size), or combinations
c. conformity with the
development of science
and technology;
d. suitability to the context
and environment; and
e. cohesiveness between
parts of the Book
content.
PP No. 75 Th. 2019
article 11 paragraph 3
explains that
Book content eligibility
standards as referred to in
paragraph (1) for
textbooks includes aspects
of:
a. truth in terms of science;
b. conformity with the
national standards of
education and the
applicable curriculum;
c. conformity with the
development of science
and technology;
d. suitability to the
context and
environment; and
e. cohesiveness between
parts of the Book
content.
23
them in the classroom
activities.
All the activities in the The adaptability
textbook are important and factors
already  Can be adapted
those are
o Reason
appropriate, while some
of them are not really  Cannot be adapted
appropriate and need to be o Reason
o Modification
modified. For example, in
page 8, there is an activity
which involves the
students in pairs. It will be
difficult if the number of
students is odd, of course
they can be grouped in 3
students. Then, if it seems
not really important, it can
be skipped to the next
activity which is more
essential. It is the same as
in task 3 (page 9).
 24

of them, so that they match

each other as closely as
possible22.
Materials 4 The flexibility A course book's flexibility Keputusan Kepala The sequence of the materials The flexible flexibility
factor (how rigid enables teachers to adapt Badan Standar, is flexible enough, started factors
is the sequencing materials to the context by Kurikulum Dan from easy to challenging  Flexible
and grading?) rearranging, managing Penilaian Pendidikan activities. However, some of o Reasons
time, using strategies, No. 008/H/KR Th. 2022 them can be exchanged to
choosing, diversifying, One of characteristics of one and other. The discussion  Not flexible;
blending, expanding, English subject is that activity is mostly in the o Reason
supporting, contextualizing, Teachers can decide beginning of the chapter o Modification
individualizing, and making which text types to teach (task 1) in order to stimulates
other choices that have the according to the the students and make them
greatest positive effects on conditions in the interested to learn.
teaching and learning. In a classroom. The lesson can Meanwhile, in task 3-
nutshell, flexibility refers to start with a text type that reading (page 9) can be
how simple it is for a contains a topic that the taught first then task 2 (page
teacher to modify the learners are already 7).
contents to fit a particular familiar with. Next, the
circumstance23. teacher can introduce
Can the materials be utilized learners with text types
differently or entered at that are new to learners.
separate points? Materials
that are not judged as highly
in certain situations give a
degree of flexibility that
enables them to be easily
incorporated into various
types of curriculum24.

22
McDonough, Shaw, and Masuhara, 65.
23
Dat Bao, ‘Flexibility in Second Language Materials’, The Europen Journal of Applied Linguistics and TEFL 04, no. 2 (2015): 42.
24 McDonough, Shaw, and Masuhara, Materials and Methods ELT, 61.