Asia-Pacific Edu Res

https://doi.org/10.1007/s40299-022-00642-9

REGULAR ARTICLE

Emancipating SLA Findings to Inform EFL Textbooks: A Look

at Indonesian School English Textbooks
Ahmad Syairofi1,2 • Zainul Mujahid1 • Mutmainnah Mustofa1 • M. Faruq Ubaidillah3 •

Ehsan Namaziandost4,5

Accepted: 25 December 2021

 De La Salle University 2022

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 Cul-
ture, ‘‘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-con-
sidering. Thereby, English teachers are encouraged to inno-
vatively and creatively design learning activities in the class.
Keywords EFL textbook
Indonesian ELT curriculum

Second language acquisition

Textbook analysis and evaluation

& M. Faruq Ubaidillah

mfubaidillah@um.ac.id
Highlights
Ahmad Syairofi
ahmadsyairofi.as@gmail.com
• Most activities in the textbook are output-prompting,
and language learning is mostly intentional.
Zainul Mujahid
Ivanazm2012@gmail.com
• Learners are exposed to the input (e.g., target skills and
linguistic forms) massively, although they are not
Mutmainnah Mustofa
inamustofa@unisma.ac.id
required to process the input further (e.g., more social
interaction activities).
Ehsan Namaziandost
e.namazi75@yahoo.com
• The implication of this study suggests that teachers
must be aware of how language is better acquired and
1
Graduate Program in ELT, Universitas Islam Malang, develop their capacity for professional development
Malang, Indonesia and reflective teaching.
2
Doctoral Student in ELT, Universitas Pendidikan Indonesia,
Bandung, Indonesia
3
Center for Scientific Publication, Universitas Negeri Malang, Introduction
Malang, Indonesia
4
University of Applied Science and Technology (UAST), It is widely accepted that a textbook is one of the educa-
Khuzestan, Ahvaz, Iran tional artefacts which serves as an essential component in a
5
Mehrarvand Institute of Technolog, Abadan, Iran classroom setting. Textbooks carry structured curriculum

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that provides instructional activities and tasks for learners
and teachers in the classroom (Widodo, 2018). This implies
that textbooks provide curriculum-based lessons and
activities or tasks for students to be performed.
Even though textbook analysis and evaluation have been
extensively researched in the English as a foreign and second
language contexts (e.g., Nguyen, 2011; Roohani & Sharifi,
2015; Vold, 2017; Weninger & Kiss, 2013), little is known
about the ways learning activities facilitate language acqui-
sition for learners. In Indonesia, several recent studies have
examined textbooks from (multi)cultural values (Isnaini et al.,
2019; Setyono & Widodo, 2019; Widodo, 2018), gender
(Ariyanto, 2018; Damayanti, 2014; Emilia et al., 2017), and
pedagogical issues (Elmiana, 2019). 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, 2011; Putra & Lukmana,
2017). 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 lan-
guage acquisition.
However, a national textbook, particularly for an English
subject, does not always pedagogically fit with every educa-
tional 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 (2016) suggests, materials develop-
ment 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.
Literature Review
The Roles of SLA Theory and Research in Language
Teaching and Learning
What has been revealed by SLA research provides us much
information about the process of both L2 learning and
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A. Syairofi et al.
teaching. As Cook (2008) 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 moti-
vation is central to language learning. L2 students’ moti-
vation can be enhanced by motivational teachers
(Moskovsky et al., 2013). Motivation (e.g., intrinsic) the
teachers have allows them to provide a motivational as well
as an inspiring teaching (Lamb & Wedell, 2015).
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., 2002, 2003, 2005).
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, 2016). Additionally, learning strategies employed
help teachers understand their learners’ styles of learning
(Oxford, 2003).
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 prescrip-
tion 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 (2016) suggests that SLA is not the
only source of information for language learning. However,
there are still other pertinent theories to inform language
learning.
Enacting SLA Findings as an Analytic Lens
for Textbook Analysis
Knowing that SLA theory is not an obsolete field of study
that results in a different agreement among its practitioners,
Lightbown (2000) 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
(2016) 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.
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
Emancipating SLA Findings to Inform EFL Textbooks: A Look at Indonesian School English…
is this characteristic that provides sources for work plans
(e.g., textbook, coursebook) analysis and evaluation. Ellis
(2016) maintains that ‘‘the framework specifies the
methodological options that can be incorporated into a
work plan’’ (p. 206).
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 dis-
covering’’). Use-oriented provides more significant dis-
tinction. 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 inten-
ded either they are needed ‘‘to process input to achieve an
outcome of some kind, but can negotiate when they do not
understand’’ (Ellis, 2016, p. 207) or they just need to listen
or read (‘‘non-interactive’’).
A further distinction is made in a non-interactive option.
It is called ‘‘restricted’’ when learners are given compre-
hension questions after the input activity, while it is ‘‘ex-
tended’’ 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, 2014). Ellis (2016) 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
Fig. 1 Ellis’ (2016) Framework for Analyzing Work Plans
outcome’’ (p. 208). It is important to note that this dis-
tinction is significantly related to textbook evaluation in
terms of the ten generalizations.
The generalizations are rooted in the view of L2 learn-
ing, cognitive-interactionist. Ellis (2016) 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,
2009). 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.
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 develop-
ment 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
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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.
The Roles of Textbooks in Indonesian ELT
Classroom
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 stu-
dent’s textbooks (Sulfasyah et al., 2018). As a conse-
quence, 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.
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 par-
ticular lessons purposively to their students. In other situ-
ations, textbooks may also provide additional materials that
students need based on the teachers’ instruction.
According to Richards (1993), a textbook should be seen
as a source of information that facilitates language learn-
ing. 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 ‘‘des-
killing’’ (Shannon, 1987). Indeed, Richards continues to
suggest that teachers develop their skills in adapting any
textbooks in their teaching context to avoid the over-de-
pendent use of textbooks.
In relation to the new curriculum where the aim of
English language learning is to develop students’ com-
municative competence in interpersonal, transactional, and
functional discourses, the presence of textbooks is funda-
mentally needed as it can also be a tool to translate the
objectives of the English curriculum.
Textbook Evaluation
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
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carried out (e.g., Baleghizadeh et al., 2016; Boers et al.,
2016). A recent study (Nakata & Webb, 2016) examined in
what ways the language materials can and cannot facilitate
the acquisition of vocabulary. Using Nation’s (2013)
guidelines, possible strengths and weaknesses of vocabu-
lary 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 weak-
nesses that may be available. Other empirical studies
(Baleghizadeh & Dargahi, 2016; Mishan, 2016) 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 text-
book 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.
Situating Previous Studies on Textbook Evaluation
There is a considerable body of studies specifically ana-
lyzing or evaluating the content of the English textbooks
(e.g., Alsaif & Milton, 2012; Chan, 2013; Lee & Bath-
maker, 2007; Weninger & Kiss, 2013). 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 sec-
ond/foreign language contexts.
First, Suwarno et al. (2021) 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 rep-
resentation 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 attain-
ments and locally laden activities.
Second, Widodo (2018) examined an English textbook
approved by the Indonesian Ministry of National Educa-
tion. This examination focused on the values (e.g., moral
and character) depicted in the textbook based on the social
Emancipating SLA Findings to Inform EFL Textbooks: A Look at Indonesian School English…
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.
Third, Bouzid (2017) 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 educa-
tion 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.
Lastly, Vold (2017) 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.
These previous studies regard the importance of ana-
lyzing 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 develop-
ment of ELT textbooks that facilitate language acquisition.
As Tomlinson (2016) 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).
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 (2013) 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 gener-
alizations about SLA proposed by Ellis. Therefore, the
present study aims to investigate the official ELT textbook
from the perspective of second language acquisition.
Method
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’ (2016)
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).
Content analysis technique (Mayring, 2000) was
employed to assess in what ways the activities were sup-
ported 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., 2014).
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 curricu-
lum objectives.
Findings
In this section, we focus on analyzing activities in the
textbook that facilitate second language learning. We
employed Ellis’ (2016) SLA generalizations to identify the
activities in the textbook. As an illustration, we included all
activities on introducing linguistic repertoire as knowl-
edge-oriented, while activities on receiving input and
practicing output as use-oriented.
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.
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 A. Syairofi et al.

Table 1 Coding scheme

Framework for analyzing activities Operational definition

1 Knowledge-oriented
1.1 Knowledge telling Providing information explicitly
1.2 Knowledge discovering Guiding to discover information
2 Use-oriented
2.1 Input providing
2.1.1 Interactive Requiring to process input (e.g., social interaction)
2.1.2 Non-interactive
2.1.2.1 Restricted Listening and reading comprehension activities
2.1.2.2 Extended Listening and reading comprehension other activities
2.2 Output prompting
2.2.1 Text-manipulation Language treated as an object to be practised (typical exercise)
2.2.2 Text-creation Language treated as a tool to achieve communicative outcomes (task)

Table 2 The general pattern of all activities

1 Form of activities

2 Listen, Repeat, and Role Play

3 Drill
4 Repeat after the teacher, make a table, write, and tell
5 Work in pairs, do an interview, and put in the table
6 Study (and copy) the example, listen, and say/copy and write/make statements, ask other learners, fill in the table, and write (and tell)
7 Play games
8 Discuss and decide things in the classroom, draw and name, and present
9 Show and explain things in the bag each other
10 Plan what to say what has been found and report
11 Identify and count facilities at school or buildings in the town or villages, use a dictionary, plan what to say, and report
12 Do like the example, ask and answer, listen and repeat
13 Read to analyze, rewrite and punctuate, read to check, write final form, and read the text to the class
14 Copy the text, add a picture, write the identity, and put on the wall
15 Observe the school, make statements, put on the wall, read, discuss, add a picture, write the character, put on the wall, and read

Knowledge-Oriented
Use-Oriented
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.
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

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Emancipating SLA Findings to Inform EFL Textbooks: A Look at Indonesian School English…
Fig. 2 The statement of
learning activities and its
instruction (taken from
Wachidah et al., 2017, p. 4)
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).
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 tea-
cher 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).
The next type of activity shows an example of use-ori-
ented. 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.
In the fifth activity, learners need to learn the example
first, which is an example of the input-providing frame-
work. 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 inter-
action (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.
The sixth activity shows an example of a text-manipu-
lation 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).
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,
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Fig. 3 The example of the target skills in the form of monolog (taken from Wachidah et al., 2017, p. 4)
learners receive knowledge massively through repetition in
different ways. In such ways, they probably have memo-
rized 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).
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-deter-
mined. 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.
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
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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 cur-
rent 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.
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 sup-
port 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 instruc-
tion (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.
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
Emancipating SLA Findings to Inform EFL Textbooks: A Look at Indonesian School English…
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.
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).
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 pre-
vious activities. Thus, this can be said that this activity
provides the learner with the input (i.e., describing things)
again and again (G#8).
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, lan-
guage 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).
Overall, all activities in the textbook receive support
from the SLA theory. Mostly, the characteristics of activ-
ities are output-prompting, and the language learning
mostly takes place intentionally.
Discussion
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 lin-
guistic knowledge and input–output provision in the
classroom. In the case of a textbook, the activities provided
should also refer to the predetermined curriculum. There-
fore, this study unveils the activities in the textbook that
support second language learning.
The activities of the textbook under analysis are mainly
incorporated with use-oriented option, although the
knowledge-oriented option is also found in several activi-
ties (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 involve-
ment of L2 acquisition. Ellis (2016) maintains that implicit
knowledge helps learners in communication. The absence
of this knowledge will lead learners in difficult communi-
cational situations. However, these activities are not sup-
ported 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, 2001). They
need to be presented more natural language rather than just
a group of words to be drilled (Ghosn, 2016). The social
interaction activity is essential for the development of
implicit knowledge. Such a claim has been stressed by two
language experts, Halliday (1975) and Vygotsky (1978).
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 (2016) 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 ‘conscious-
ness-raising task’ (see Ellis, 2002).
123

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 (2012) 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.
In several activities found in chapters 4 to 6, learners are
provided an opportunity to practice the target skill inter-
actively involving social interaction learning. This is good
for the development of implicit knowledge as the acquisi-
tion of an L2 primarily involves with it. This concurs with
the findings reported by Dubravac (2013), 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 (2016) proved that game-based learning
support language acquisition when it is designed for sus-
tainable 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.
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 (2012) reported that a learning strategy to
use dictionary in language learning help learners compre-
hend and acquire vocabularies. Nevertheless, teachers must
guide the learners, as they are categorized as beginner
learners.
123
A. Syairofi et al.
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.
(2019) reported that motivational strategies provided by the
teachers affected learners’ engagement in the classroom
activities. Moreover, as generalizations about L2 acquisi-
tion states that implicit knowledge works better in social
interaction, teachers should provide tasks that allow
learners to communicate using what they have learned.
Conclusion
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 general-
izations about the SLA theory proposed by Ellis (2016).
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. Teach-
ers who are well-informed about the nature of how lan-
guage 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.
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.
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 anal-
ysis and evaluation proposed by other experts in different
fields. Therefore, further studies on textbook evaluation
using the same, different, or multiple frameworks need to
Emancipating SLA Findings to Inform EFL Textbooks: A Look at Indonesian School English…
be conducted with the same or different textbooks, pub-
lished by the Indonesian Ministry of the National Educa-
tion 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.
Generalization #10 about learners’ age receives very little
attention. Thereby, further investigation needs to be
included in the next research agenda.
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