The quality of the English textbook Entitled SPLASH Smart Path

to Learn English
 CHAPTER I

INTRODUCTION

A. Research Background

The study of English textbooks is important as educators strive to enhance

teaching methods and optimize student learning experiences. By examining the

strengths and weaknesses of these textbooks, this analysis seeks to identify areas

for improvement and propose recommendations for curriculum enhancement.

Through this research, a deeper understanding of the role of textbooks in English

language education can be gained, ultimately contributing to the improvement of

teaching practices and student outcomes.

In today’s modern society, the importance of English proficiency cannot

be overstated. English textbooks play a crucial role in shaping students’ language

skills and cultural understanding. In this thesis, we aim to conduct a

comprehensive analysis of English textbooks used in secondary schools, focusing

on their content, language complexity, and cultural representation. By analyzing

English textbooks through a critical lens, this research will offer a comprehensive

understanding of their impact on language learning and teaching, paving the way

for future advancements in textbook design and development.

The English language, as a fundamental tool for communication, plays a

vital role in our contemporary educational landscape. With the increasing

globalization, the ability to communicate effectively in English has become

essential for students in both their educational and professional pursuits. As

textbooks are considered one of the primary learning resources in English

language acquisition, an intricate analysis of these teaching aids is needed to

ensure their quality and effectiveness in facilitating language learning. This thesis

aims to provide a comprehensive examination of an English textbook, focusing on

several critical aspects such as content organization, linguistic features, skills

development, and assessment practices. The results of this analysis will not only

help teachers and curriculum designers in enhancing their instructional methods,

but also contribute to refining future versions of the textbook as we continuously

strive for improved educational outcomes.

By analyzing an English textbook, this study seeks to contribute valuable

insights into the strengths and weaknesses of the material, enabling educators,

curriculum developers, and educational policymakers to make informed decisions,

leading to the development of more effective English language learning resources.

The English language is one of the most widely spoken languages in the

world, and it is used for a variety of purposes. English textbooks serve as

important tools to help students learn the language and its various nuances. This

analysis will provide an overview of the content, structure, and design of a

particular English textbook, looking at how it contributes to students’ language

learning. By examining the textbook’s content, structure, and design, we can gain

insight into how the textbook can be used to effectively teach English.

Furthermore, this analysis will explore the strengths and weaknesses of the

textbook and will suggest potential improvements that could enhance its
effectiveness as a teaching tool. Ultimately, the goal of this analysis is to gain a

better understanding of the textbook and its potential for use in the classroom.

English language learning and teaching have been an integral part of

education systems worldwide for many years. One of the essential tools for both

learners and teachers is textbooks. Textbooks have become a crucial component

of English language teaching and learning, as they provide learners with a

structured and coherent way to study the language. Textbooks play a vital role in

English learning as they offer a range of benefits to learners. Textbooks provide

learners with a comprehensive outline of the language system, including grammar,

vocabulary, and pronunciation rules. Moreover, they help learners to improve

their reading, writing, listening, and speaking skills. Textbooks provide a wide

range of reading materials, including articles, stories, and dialogues, which help

learners improve their comprehension and vocabulary. A textbook plays a very

important role in the classroom in the context that when textbooks are interesting

or good. Chaudrin stated that when the textbooks are less interesting, students

tend to lose their interest in learning with the teachers or they just obey what their

teacher says. English textbooks play a vital role in facilitating language learning.

With their comprehensive content and practical approach, they serve as valuable

resources for learners aiming to enhance their language proficiency.

Textbooks are equally important in English teaching as they provide

teachers with a structured and coherent way to plan and deliver their lessons.

Textbooks provide teachers with a range of resources, including lesson plans,

activities, and tests, which help them to create engaging and effective lessons.
Moreover, textbooks provide teachers with a framework for their teaching, which

helps them to cover all the essential aspects of the language system. Textbooks

also help teachers to cater to the needs of different learners, as they offer a range

of activities and exercises that cater to different learning styles. Textbooks also

help teachers to save time on lesson planning. Textbooks usually come with pre-

prepared lesson plans, which teachers can modify and adapt to suit their needs.

This saves teachers time and allows them to focus on delivering high-quality

lessons.

The use of English textbooks has been a predominant aspect of language

learning and teaching worldwide. These textbooks serve as essential resources for

both teachers and students in achieving language proficiency. However, despite

their significance, there has been a lack of comprehensive analysis conducted on

English textbooks. By examining the content, the thesis will evaluate the

adequacy and relevance of the materials provided within the textbooks.

Gómez-Rodríguez said that English textbooks undoubtedly are valuable

instructional material for teachers and learners. Textbook functions include

integrating skills appropriately, featuring a progressive development of language

forms and functions, and trying to provide problem-solving activities. In addition,

most English textbooks relate the language to the learners' interests and

aspirations, embrace cross-cultural topics, integrate language studies with other

subjects, offer careful vocabulary based on semantic groups and context, and

combine current teaching approaches to help learners use English fluently.

 In other words, a good book is irreplaceable in teaching English. While

learning English students are also expected to reflect on their own experience, and

the experience of others, express ideas and feelings, understand the various

nuances of meaning, familiar with the culture, and the culture of others, and

participate in the community that uses the language. In the teaching-learning

interaction, there is also interaction with the learning tool. One of them is a

textbook, as one of the tools or learning media for both students and teachers.

With the textbook, teachers and students will be helped in facilitating the teaching

and learning process. The importance of English textbooks is required since

English is used as an international language. To get a basic knowledge of

communication with the English language, the use of textbooks is much needed

by the students.

Just as written above textbook is one of the sources of students' and

teachers’ information on the subject. Therefore, a good book is indispensable in

teaching English. While learning English students are also expected to reflect on

their own experience, and the experience of others, express ideas and feelings,

understand the various nuances of meaning, familiar with the culture, and the

culture of others, and participate in the community who use the language. In the

teaching-learning interaction is not only needed a teacher and learners, but also a

learning tool. The importance of English textbooks is required since English is

used as an international language. To get a basic knowledge of communication

with the English language, the use of textbooks is much needed by the students.
 Grant stated that "the perfect textbook does not exist, but the best book

available for you and your students certainly does". It means that this textbook has

a higher possibility of having weaknesses even though it was published by a

trustworthy publisher. That's why every English textbook used in schools should

undergo an analysis to find out whether it meets or not some criteria of a qualified

English textbook that will help students improve their ability is use English as a

second language. The consideration is based on the rejoinder whether the textbook

that is used in every classroom meets the needs of teaching’s goal and value,

teacher’s syllabus, and other significant aspects.

Analyzing English textbooks reveals their remarkable effectiveness in

promoting language proficiency among learners. These textbooks are carefully

structured to cover a wide range of language skills, including grammar,

vocabulary, and reading comprehension. By incorporating authentic texts and

engaging exercises, they provide learners with ample opportunities to apply their

language skills in real-life contexts.

Moreover, the inclusion of interactive activities not only enhances

language proficiency but also fosters a more engaging and enjoyable learning

experience. Learners are more likely to stay motivated and actively participate in

their language learning journey when they have the opportunity to engage in

interactive and dynamic activities. This can lead to a more positive attitude

towards language learning and a greater sense of accomplishment.

A good English textbook provides a rich and dynamic learning experience.

By utilizing digital platforms, English textbooks can seamlessly integrate audio

recordings, video clips, interactive exercises, and games into their lessons. This

integration not only caters to different learning styles but also allows learners to

engage with the language in a variety of ways.

Recently, there have been plenty of varieties of ELT textbooks widely

used in schools, especially in vocational high schools in Indonesia. Those

textbooks are published by various publishers; however, the government also

publishes several supporting textbooks that can be used in schools.

The Analysis of English textbooks is a study aimed at examining the content and

structure of English textbooks used in educational settings.

There are plenty of varieties of ELT textbooks widely used in school,

especially in vocational high schools in Indonesia. Those textbooks are published

by various publishers; however, the government also publishes several supporting

textbooks that can be used in schools. One of the English textbooks that makes

researchers feel interested in examining it is entitled SPLASH Smart Path to

Learning English. This English textbook entitled SPLASH Smart Path to Learning

English was written by Anik M. Indriastuti and was published by Erlangga

Publisher.
 B. Problem Identification

As in other types of research, the first step that was taken by the researcher

was to identify the problem. This step is a decisive step. The problem can be

perceived as deficiencies in knowledge, skills, attitude, work ethic, smooth

communication, creativity, and so on. Since an English textbook book is

something vital and crucial existence, the content in it should really support the

teaching of English in the classroom. Therefore, by analyzing this English

textbook, the writer wanted to know whether the book is already complying with

the standard of competence of good teaching material for ESL.

A good textbook has certain criteria or specific standards such as its

relevance to the curriculum in force today, the suitability of the method with the

submitted materials, the content of the book, or the scientific angle that is whether

the theories used in the writing of this textbook is appropriate or not. Therefore, it

is necessary the hold an analysis of the textbooks.

The existence of textbooks to help learn the English language still sparked

debate until now. Prabhu (1989) suggests that because teaching must be matched

to the learners’ current knowledge, textbooks will not be effective because they

are not in touch with the state of this knowledge. But this opinion is contradicted

by the fact that one of the requirements of a good textbook should be made by the

issues that developed today. Even so, researchers find the fact that some English
textbooks used in vocational schools or high schools in some regions of Indonesia

an old editions reprinted by the publisher or the government. Of course, there are

improvements to the reprinted book, though not thoroughly cover the contents of

the book.

The problems identified in this thesis regarding the quality of an English

textbook for vocational school based on the Merdeka curriculum are:

a. There are differences in learning outcomes based on the availability of

textbooks in students' hands. The group of students who are available

textbooks is categorized as "good", obtaining higher learning outcomes

when compared with the group of students who are available for textbooks

are categorized as "fair" or "intermediate". While the student group the

availability of textbooks categorized as "enough" gained higher learning

outcomes when compared with the student group the availability of

textbooks categorized as "less".

b. Not all English textbooks used by vocational students are qualified as

good textbooks. This is because the curriculum set by the government

sometimes does not correspond to the student's needs in learning English.

Yet considering the needs of students is very important in the process of

preparing a good English textbook. According to Hutchinson and Waters,

they divide needs into target needs and learning needs.

c. The quality of English textbooks, content, layout, material, and language

determine the level of student success in learning English. Books with a

 good concept and also interesting to read, prompt the students to study

harder. Less good or bad quality textbooks make students reluctant to use

the book.

d. The English textbook especially that has been analyzed by the researcher

of course far from perfect, even if it is contained it already meets the

Kurikulum Merdeka’s curriculum standards imposed by the government.

Just for vocational students, contain analysis needs to be done to prepare

good textbooks in the future. This is because to vocational students who

have some different basic than regular high school, the contents in

textbooks do not yet fulfill the needs of students. The analysis makes sure

that the course will contain relevant and useful things to learn English as a

second language in the future.

 C. Limitation of problem

Textbooks become important and strategic factors in an effort to improve

the quality of education. Hence, it is necessary to improve the quality of textbooks

continuously to provide the best education services.

In this study, the researcher will restrict his research to the reading text as

the most dominant material in this textbook entitled SPLASH Smart Path to

Learning English. The research tried to find out if the reading text in this textbook

is a good textbook. A good English textbook should be developed based on

certain criteria.

There are some criteria for a good book. They are simple to complex and

prerequisite learning. Besides, the researcher also tries to figure out if this book

provides materials that support learners with opportunities to use the target

language to achieve the communication process. This study examined the

elements of language, the appropriateness of reading material, and the contents of

the book. , and its role in achieving communication competence.

Problem Formulation

Problem formulation is important to draw clear statements about the

findings of the study, to make it more specific and not widening unnecessary.

Some problems formulation while analyzing this English textbook are:

 [1.] To what extent does the English textbook fulfill Alan

Cunnigsworth’s criteria of good textbook? the Alan

Cunningsworth’s criteria of a good book Tomlinson?

[2.] What is the weakest criterion and how it should be developed

based on the related theories? How does the content of the

“SPLASH Smart Path to Learning English” textbook fulfill the

criteria of the textbook analysis and evaluation framework

proposed by Alan Cunningsworth?

Research Objectives

The objective of this study was to determine whether the English textbook

entitled SPLASH Smart Path to Learning English used in vocational school is in

conformity with the criteria of good ELT textbook material stated by Alan

Cunningsworth and to develop the weakest criterion based on the related theories.

Since textbooks are tools for students to understand and learn the things

that are read and to understand English, it has great power in affecting students'

brains and it can affect students' knowledge and some values. That is why it is

very necessary to find proper material for students in the form of good English

textbooks, while they are learning English as a second language.

This study was conducted to impose the standard of good and beneficial English

textbooks that fulfill the criteria of good textbook by Alan Cunningsworth. This
study was also expected to help future materials writers develop better materials

that help students develop their skills while learning English...

Research Significants

Textbook plays an important role in teaching that can students in learning

English, both in the classroom and outside the classroom. The better the quality of

textbooks, the more perfect the teaching subjects that are supported by the

textbook. If the textbook is of good quality, teachers should continue to use the

book in the English learning program. On the contrary, students and teachers

should stop using a textbook or switch to another book if they find out that the

previously used textbook is below standard.

The purpose of the study is to analyze and evaluate the reading text

presented in this textbook. The analysis and evaluation of the textbook in this

study use the criteria of a good textbook that was delivered by Alan

Cunningsworth. The study analyzes the quality of content in an English textbook

using Allan Cunningsworth's way of choosing a textbook. This research is

expected to give a meaningful contribution to some parties:

• For the English teachers, this research hopefully can give ideas for

the ideal reading materials used in the English Language and

Literature Program.

• The teachers also can use this study as one of the sources of

teaching and learning process in the classroom.

• For the students of post graduate program of the English

Department, this research can be a reference if they want to deal

with the same field of study.

• For the students, it helps them to be more motivated in learning

English and get more exposure, particularly in reading skills that

can help them understand English dealing with their major.

• For other researchers, this research can be a reference for those

who are willing to make materials with the same topic.

• For the researcher, he can transfer his knowledge about designing

reading materials to English Language and Literature Program

students.
 CHAPTER II

THEORETICAL REVIEW AND THEORETICAL FRAMEWORK

A. Textbook

Each expert has their own opinion about the textbook’s definition.

[Link] Brown (2000) states that a textbook is a book used in some educational

in certain curriculum. According to Graves, the textbook is a stimulant or

equipment for teaching and learning. Hornby said that textbook is book that

teaches a particular subject and that is adopted especially in schools and colleges.

Textbook (In some references, using a textbook) is a produced material, that refers

to the textbook and other specially expanded instructional resources (Richards

and Schmidt 2010). Nunan, Terrell, and Brown (2003) state that a textbook is not

written for a certain group of people, but written for a generalized target group for

use in English or non- English speaking countries. By its purpose, and being an

significant source for the learners, textbooks help to extend students' ability

through reading it.

Based on those it is concluded that the textbook definition is varied according to

many theorists. In short, textbooks are books that contain learning material about

specific subject areas, which is the standard book that was compiled by experts in

certain departments for the instructional purpose and objectives, equipped with

harmoniously and easily understood teaching materials for users in schools or

colleges so as to support a teaching program.

Thus textbooks are used for specific subject, and the content of textbooks is based

on learning objectives of the said curriculum in that subject. The curriculum and

textbooks are an inseparable unity. When the curriculum changes, the textbook

must adjust itself. In essence, the curriculum is a tool for achieving educational

goals. The textbook is a learning tool that is commonly used in schools to bolster

a teaching program. Therefore, the curriculum and textbooks are always adjacent

and connected.

B. The Criteria of a Good Textbook

Textbooks are needed to the English learning process. Therefore, every teacher

and even more prospective teachers should supplement themselves with the

knowledge of textbook analysis. The use of textbook can help teachers and

students in facilitating the teaching and learning process. A teacher is expected to

have the knowledge and critical attitude toward the existence of textbooks as a

supporter of the curriculum that used. So, it is important to have an understanding

of the appropriate textbook criteria for learning English.

English textbooks cannot arbitrarily be created and distributed to teachers and

students. Given the importance of the role and the information contained in the

book, there are requirements that must be fulfilled in order for the English

textbooks could be called a good and qualified book. Textbooks are needed to

support learning activities. Teachers are expected to select the appropriate

textbooks for students. Garinger, in his article, states that good textbooks

should:

a) Match to the program and the course. We can observe this by

reviewing the goal and the curriculum of the program

b) Help the students acquire the necessary skills

c) Provide contributive, balanced, progressive, varied, and challenging

exercises/activities

d) Taking into account the practical concerns such as availability and the

cost.

Meanwhile, Pershing Vartanian has a bit different point of view about good

textbook criteria, such as:

a) The textbook ought not be used as a palliative to avoid facing the problem

of selecting a topics that meets classroom needs.

b) Technique and criteria should be established for the option of textbooks as

useful choices to the idea that nothing can be done to obtain better textbooks for

learners.

c) Teacher has a big responsibility in selecting a good textbook since they

will use it in the classroom. That is why teachers need to be more involved in the

preparation of textbooks, as for the publisher and author of textbooks, criticism

from the teachers is quite important to create an adequate textbook for the

students.

d) Textbooks are works of art, but they are also constructed as instruments of

usefulness. A textbook that involves the teacher to consume their time in its

interpretation fails its utility and is shabby work. As a textbook that liberate the
teacher to expand additional ideas within the class, makes the textbook increases

in its utilitarian value.

e) The usefulness of a textbook can be determined by the amount of liberty

from the need to interpret that it allow the teacher, by the degree of freedom it

gave the students, and by the method in that used to approaches classroom

realities in considering the varying levels of ability among the learners.

Pershing Vartanian has a bit different point of view about good textbook criteria,

such as:

a) The textbook should not be used as a palliative in order to prevent to face the

problem in choosing a text that meets learners’ needs.

b) Technique and criteria should be established for the option of textbook as a

helpful alternative to the notion that nothing can be done to obtain better

textbooks for the classroom.

c) The teacher has a big responsibility in selecting a good textbook since they will

use it in the classroom. That is why teachers need to be more involved in the

preparation of textbooks, as for the publisher and author of textbooks, critics from

the teachers are quite important to create an adequate textbook for the students.

d) Textbooks are works of art, but they are also constructed as instruments of

utility. A textbook that requires the teacher to consume time in its interpretation

fails its utility and is bad art. As a textbook frees the teacher to develop additional

ideas within the class period, the textbook increases in its utilitarian value.

e) The utility of a textbook can then be determined by the amount of freedom

from the need to interpret that it gives the teacher, by the degree of independence
it affords the students and the manner in which approaches classroom realities in

considering the varying levels of ability among students.

Another opinion that supports those statements above was delivered by Maman,

who stated that there are seven criteria and principles that apply in the writing of

textbooks. These include:

a) The textbook must have a clear and up-to-date point of view. A good textbook

is a book that has a strong and modern view of a lesson material and it should

exhibit an application teaching material.

b) Textbooks must contain sufficient material. A good book is the textbook, which

presents rich, varied, easy-to-read material; and by the interests and students

needed.

c) Textbooks should contain material arranged systematically and incremental.

Systematic in the sense of the material presented regarding students' ability to ease

their understanding of the explanation, depiction, and organizing which is

arranged systematically. The disclosure is performed in a straightforward

(uncomplicated). A foreign term should be explained for example; the use of

words and terms in foreign languages or regional languages that is not relevant

should be avoided. The presentation in a textbook should encourage each learner

to think and learn actively; challenging students to seek other sources followed by

a complete reference source.

d) Textbooks should contain material that presents the methods and means that

can stimulate students to be interested in reading their textbook.

e) Textbooks should contain in-depth material that allows students to solve

academic problems they face.

f) Textbooks should contain an evaluation tool that allows the student to

determine the competence that they have achieved. The level of achievement of

competence can be used as feedback for students, whether to deepen further

material or proceed to the other higher level.

C. Textbooks in English Language Teaching

A textbook is one source of learning and teaching materials that are widely used.

Textbooks even if it is quite conventional are indeed teaching material as well as

learning for students that is hardly replaced even till today. However, although

conventional and has been used for quite a while and many consider it as

traditional, textbooks are still quite able to give a good contribution to learning.

Textbooks have many functions, purposes and usefulness or benefits in supporting

the learning process. It does have an important role in learning in the school

system. Textbooks play a major role in language teaching in the classroom at all

educations level, both public and private, secondary schools and colleges, all over

the world. Teachers are free to choose the textbooks they will use.

Cunningsworth as stated in Richards summarize the role of materials (particularly

textbooks) in language teaching as follows:

a) A textbook is a source of presentation materials both written and spoken

b) Textbooks role as source of activities for learner practice and communicative

interaction
c) The third role as source of stimulation and ideals for classroom activities

d) The other textbook’s function is as a syllabus (where they reflect learning

objectives that have already been determined by the government)

e) Last, textbook role as a support for less experienced teachers who have yet to

gain in confidence.

Greene and Petty in Tarigan reveal that the role of textbooks in language learning

includes:

a) Reflecting a sophisticated and modern view of teaching and demonstrating its

application in the teaching material presented.

b) Presenting a rich, readable, and varied resource that suits the interests and

needs of students, as the basis for the suggested program of activities where

expressive skills are obtained under conditions that similar in student's real life.

c) Provides a well-organized and gradual source of expressional skills that address

key issues in communication

d) Methods and material presentation in textbooks must meet some conditions.

For example, should be interesting, challenging, stimulating, and varied so that

students are motivated to study the textbook.

e) Presenting a fixation (a deep feeling) initial need and also as a support for

exercises and practical tasks

f) In addition to being the source of material, the textbook also serves as a suitable

and appropriate source of evaluation and remedial teaching. As an educational

book, textbooks play an important role in learning. With textbooks, learning

programs can be implemented more regularly because teachers as education

implementers will obtain clear material guidelines. Teachers can find out the

material to be taught and learned. By reading textbooks, students will be

encouraged to think and act positively, for example, solve the problems posed in

the textbook. In addition, textbooks can serve as a control tool for knowing the

material that is mastered and as a learning tool outside the classroom.

a) as well as a complete teaching guide for the teacher, and also providing wealthy

and varied resources both for the teachers and students.

b) They are efficient. Textbooks that have advantages to save teacher’s time, help

each teacher more focuses in teacher rather than material’s products

D. Evaluation of English Textbooks

Textbooks need to be evaluated in a systematic and sustainable. A sustainable

evaluation consists of evaluating the textbooks that will be used in the classroom

and evaluating textbooks that will be used in a certain school. At every academic

year, the teachers of subjects must have textbooks that will be used to teach

certain subjects. The book selection is done through the evaluation of the books

from the publisher. To assist schools in selecting textbooks, even countries,

ministries, departments, or agency that are associated with education, will be

involved in evaluating textbooks which was published by commercial publishers.

Evaluation is an act of identifying to see if a program that has been planned is

accomplished, worthy, and effective. Evaluation involves value judgment.

Evaluation is the application of a variety of assessment ways and tools to gather

information as to how far the learning objectives or students’ competence have

been achieved. It is pointed out that evaluation involves making judgments

(concerning what is desirable) based on the gathered material. Evaluation looks at

all aspects of curriculum design to see if the course is the best possible with all the

parts of the curriculum design process (Macalister and Nation 2019).

According to Tomlinson, material evaluation refers to the attempt to measure the

value of materials. Analyzing every aspect of this textbook is expected to help us

determine the extent role of this textbook on learning systems; and help teachers

and students to understand the learning materials.

To achieve these objectives Tomlinson put forward the basic principles of second

language acquisition that are relevant to developing a material. Teaching material

is supposed to be arranged in the following points, such as:

a) Having a positive impact,

b) Making students feel comfortable,

c) Helping students develop confidence,

d) Something relevant and useful for students

e) Making students willing to try due its benefits,

f) Following preparedness or the provision that has been

owned by the students,

g) Contains language features that should be a student's concern

h) Provide an opportunity for students to use English to achieve

communicative purposes,

i) Consider the differences in the student's learning styles and their

affective traits,
j) Consider the possibility of a silent period (students should not be

forced to speak) at the beginning of learning, and maximizing

student's potential by involving intellectual, aesthetic, emotional

and can stimulate both right and left brain activity.

The textbook evaluation is one way to determine the textbook's quality that is

used in the learning system. Textbooks have an important role for teachers and

students other than as learning and reference materials as a tool to assist student

learning. Moreover, Tomlinson stated in McDonough and Shaw that material

evaluation is a procedure that involves measuring the value (or potential value) of

a set of learning materials.

 CHAPTER III

METHODOLOGY

This chapter discusses the methodology applied in this research. It

comprises four parts explaining the research design, the research subject, the

research instrument, the data collection and analysis technique.

A. Research Design

This study applied descriptive qualitative content analysis as the research

design. A qualitative approach was implemented because this research deals with

symbolic material, a textbook, which requires interpretation. According to Schreir

in Nisa (2021) Contrary to data in quantitative research (numbers and statistics)

that have little room for study, data in qualitative research require an active effort

of interpretation from the researchers. Moreover, the submitted research question

in this study is categorized as a descriptive type that meets the qualitative content

analysis criteria. According to Nisa (2021), Schreir stated that qualitative content

analysis studies involved with descriptive research questions, such as how a

particular issue is represented in certain types of sources. In this research, the

qualitative content analysis was adopted to analyze how the materials written in

the SPLASH Smart Path to Learning English textbook fulfill the criteria of

textbook analysis and evaluation framework proposed by Cunningsworth (1995).

Moreover, as the framework used was based on an evaluation checklist by

Cunningsworth, this research tried to analyze the textbook descriptively and

evaluate its quality by giving scores from the data obtained. In addition, in this
research utilized Cunningsworth’s adapted textbook evaluation checklist by (Nisa

2021) as an instrument to acquire the data.

This research’s primary subject or data source is an English textbook

entitled SPLASH Smart Path to Learning English. It is one of the English

textbooks used for Grade X10th in Indonesia’s vocational senior high schools, the

third and the latest edition of the textbooks that was released in 2022. The

textbook is published by Erlangga and is written by Anik M. Indriastuti. The

curriculum implemented in the textbook is curriculum merdeka.

B. Research Subject

This research’s primary subject or data source is an English textbook

entitled SPLASH Smart Path to Learning English. The object of the research is

English textbook’s reading text. To make it more specific, the textbook used as

the object of this research is the commercial one written, designed and published

by private commercial [Link] English textbook was selected based on

observation that this book is used in Vocational high school. It is one of the

English textbooks used for Grade 10thX in Indonesia’s vocational senior high

schools. The textbook is published by Erlangga and is written by Anik M.

Indriastuti. The curriculum implemented in the textbook is curriculum merdeka.

This book consists of 214 pages, divided into six chapters for the first and the

second semester. Each chapter has a specific theme. The distribution can be seen

below:

1. Chapter 1: What Fables do you like to read?

2. Chapter 2: what is it?

3. Chapter 3: could you show me how to operate it?

4. Chapter 4: Which issues do you agree with?

5. Chapter 5: share your story

6. Chapter 6: how do you write report texts

C. Research Instrument

Creswell explains that instruments for research are used as a tool in data

measurement, observation, or documentation. Since this study is categorized as

qualitative research, the researcher becomes the primer instrument in collecting

the data. According to Sugiyono, qualitative researcher, as the human instrument,

has a function of stating the study aim, selecting informants as data sources,

compiling the data, judging the quality of the data, analyzing the data, interpreting

the data, and drawing conclusions about their findings. Nevertheless, there are two

other instruments to assist in collecting the data from the research subject. They

are a rubric assessment of textbook analysis by Siagian adapted from

Cunningsworth’s (1995) textbook evaluation checklist and documentation.

Documentation was applied because this research deals with recorded materials

such as textbooks to be analyzed.

For the data gathering, the researcher as a human instrument was assisted

by the rubric assessment of textbook analysis by Siagian, a developed textbook

analysis and evaluation framework created by Cunningsworth. The rubric’s form

is a checklist containing several aspects to be examined. The rubric was adopted

to aid the researcher in investigating how the SPLASH Smart Path to Learning
English textbook fulfills the criteria of a good textbook based on Cunningsworth’s

framework of textbook analysis and evaluation.

Cunningsworth initially suggests eight criteria as a quick reference to

textbook evaluation and selection in his book. They are: 1) Aims and approaches,

2) Design and organization, 3) Language content, 4) Skills, 5) Topic, 6)

Methodology, 7) Teachers’ books, and 8) Practical considerations. Siagian then

modified the checklist in adjustment with their research. On the other hand, this

research adopted the rubric assessment Siagian with a few adjustments because

this research centered only on examining the aims, language content, skills, and

topic aspects. Since each analyst or evaluator has different situations and

priorities on deciding a checklist, Cunningsworth suggests analysts or evaluators

should develop their checklist by adjusting the criteria in the framework according

to their needs and concern.

In this study, the data were acquired by analyzing the textbook’s contents

and identifying them to each criterion of the rubric assessment. Then, each

criterion in the rubric was measured by applying a 4-Point Likert Scale as follows:

a. Score 4 is given if the textbook materials fulfill 76%-100% of the

rubric assessment criteria.

b. Score 3 is given if the textbook materials fulfill 51%-75% of the

rubric assessment criteria.

c. Score 2 is given if the textbook materials fulfill 26%-50% of the

rubric assessment criteria.

d. Score 1 is given if the textbook materials fulfill 0%-25% of the

rubric assessment criteria.

Table 1

Rubric Assessment of Textbook Analysis

I. General attributes

A. The book in relation to syllabus and curriculum

1. It matches to the specifications of the syllabus.     

B. Methodology

2. The activities can be exploited fully and can embrace the various methodologies in ELT.     

3. Activities can work well with methodologies in ELT.     

C. Suitability to learners

4. It is compatible to the age of the learners.     

5. It is compatible to the needs of the learners.     

6. It is compatible to the interests of the learners.     

D. Physical and utilitarian attributes

7. Its layout is attractive.     

8. It indicates efficient use of text and visuals.     

9. It is durable.     

10. It is cost-effective.     

E. Efficient outlay of supplementary materials

11. The book is supported efficiently by essentials like audio-materials.     

II. Learning-teaching content

A. General

1. Most of the tasks in the book are interesting.     

2. Tasks move from simple to complex.     

3. Task objectives are achievable.     

4. Cultural sensitivities have been considered.     

5. The language in the textbook is natural and real.     

6. The situations created in the dialogues sound natural and real.     

B. Listening

7. The book has appropriate listening tasks with well-defined goals.     

8. Tasks are efficiently graded according to complexity.     

9. Tasks are authentic or close to real language situations.     

C. Speaking

10. Activities are developed to initiate meaningful communication.     

11. Activities are balanced between individual response, pair work and group work.     

D. Reading

12. Texts are graded.     

13. Texts are interesting.     

E. Writing

14. Tasks have achievable goals and take into consideration learner capabilities.     

15. Tasks are interesting.     

F. Vocabulary

16. The load (number of new words in each lesson) is appropriate to the level.     

17. There is a good distribution (simple to complex) of vocabulary load across chapters and     

the whole book.

18. Words are efficiently repeated and recycled across the book.     

G. Grammar

19. The spread of grammar is achievable.     

20. The grammar is contextualized.     

21. Examples are interesting.     

22. Grammar is introduced explicitly and reworked incidentally throughout the book.     

H. Pronunciation

23. It is contextualized.     

24. It is learner-friendly with no complex charts.     

 I. Exercises

25. They are learner friendly.     

26. They are adequate.     

27. They help students who are under/over-achievers.     

In conducting this research, documentation was also used as an instrument.

According to Creswell, documents are public and private materials obtained by

qualitative researchers regarding a site or research participants, including

newspapers, meeting minutes, personal journals, and letters. In addition, the

documentation in this research comprises the English textbook entitled SPLASH

Smart Path to Learning English and the English syllabus for the 10th Grade of

Senior Vocational High School.

D. Data Collection and Analysis Technique

Data collection principally is an activity to use methods and instruments

that have been determined and tested for validity and reliability. That mean data

collection is defined as a process or activity conducted by researchers to uncover

or encompass a wide range of phenomena, information or research site conditions

in accordance with the scope of research. In practice, data collection is carried out

through quantitative and qualitative research approaches. Under these conditions,

the understanding data collection is also interpreted as a process that describes the

data collection process that carried out in both quantitative and qualitative

research.
 Given this type of research is a qualitative study; the process of obtaining

data from the data source is by using a method of documentation. According

RiantoYatim documentation comes from the word that means the document of a

written stuff. Methods of documentation mean to collect data by recording data

that already exists. This means that the method of documentation pursued through

the implementation by collecting data from written material or written documents

The data in this research is textbook entitled SPLASH Smart Path to Learning

English. The researcher observed the textbook, writes down the relevant data,

classified and analyze data found in the textbook.

The process of collecting data is crucial in research. Creswell said that

Questionnaires, interviews, observations, documents, and audiovisual materials

are some examples of qualitative data. Since the research deals with materials in

an English textbook, the procedure of the data collection followed Creswell’s

guidelines in collecting documents as described below:

1. Determining the research subject to be analyzed, namely SPLASH Smart Path

to Learning English textbook published by Erlangga

2. Determining the research instrument. The rubric assessment of textbook

analysis adapted by Siagian is utilized to collect the data from the sample

3. Determining the research samples to be used in the research from the

fifteen chapters available in the textbook. The samples chosen are

Chapter 1, Chapter 2, Chapter 3, Chapter 4, Chapter 5, and Chapter 6

In other word all chapters

4. Reading and observing the contents from the selected chapters of the textbook

thoroughly

5. Identifying the content of materials from the selected samples

according to the checklist items described in the rubric assessment of

textbook analysis

6. Categorizing and arranging the data obtained into detailed descriptive

information that will be further analyzed and elaborated

7. Developing the weakest materials according to related theories

After data collection, the next phase is data analysis. In analyzing the data,

this study followed Miles and Huberman’s steps of qualitative data analysis,

namely data reduction, data display, and conclusion drawing/verification. Data

reduction is made by selecting the textbook, deciding which units to be analyzed,

and classifying them based on the criteria in the rubric assessment. Meanwhile,

data display is done by serving and organizing the information gathered through

tables and descriptive explanations. After data reduction and display, conclusions

are drawn to describe the result of how the textbook contents analyzed fulfill

Cunningsworth’s criteria of a good textbook. Developing the weakest materials

according to related theories.

 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, findings and discussions by study area are discussed. The data

are presented as a presentation of the SPLASH textbook, which was published by

Erlangga Publisher. This study's conclusion investigates whether the textbook is a

good textbook which refers to Cunningsworth. The discussion comprises an analysis

of the research data collected.

1. Analysis SPLASH textbook based on syllabus and teaching models

A. Menyimak- Berbicara

Pada akhir fase E, peserta didik menggunakan bahasa Inggris

untuk berkomunikasi dengan guru, teman sebaya dan orang lain dalam

berbagai macam situasi dan tujuan. Mereka menggunakan dan merespon

pertanyaan dan menggunakan strategi untuk memulai dan

mempertahankan percakapan dan diskusi. Mereka memahami dan

mengidentifikasi ide utama dan detail relevan dari diskusi atau presentasi

mengenai topik yang dekat dengan kehidupan pemuda. Mereka

menggunakan bahasa Inggris untuk menyampaikan opini terhadap isu

yang dekat dengan kehidupan pemuda dan untuk membahas minat.

Mereka memberikan pendapat dan membuat perbandingan. Mereka

menggunakan elemen non- verbal seperti bahasa tubuh, kecepatan bicara,

dan nada suara untuk dapat dipahami dalam sebagian konteks.

 Analysis: The researcher found that in the SPLASH textbook, chapter 1,

the readers are immediately faced with fable themed text while in many

modules made by the teacher it begins with the theme of self-introduction

for example module that written by Misianto and module that was written

in “Modul Ajar Bahasa Inggris Kelas X”, making this book can be said to

be unusable at the beginning of learning. The fable text does not fit the

introductory theme which is normally self-descriptive while the

description theme is in chapter 2. And then there are not many strategies in

maintaining conversations

The topics of conversation inside the textbook are not very

connected to the lives of teenagers, even though this book is intended for

vocational schools, but general theme/topics that close to daily life are still

needed.

B. Membaca – Memirsa

Pada akhir fase E, peserta didik membaca dan merespon berbagai

macam teks seperti narasi, deskripsi, prosedur, eksposisi, recount, dan

report. Mereka membaca untuk mempelajari sesuatu atau untuk

mendapatkan informasi. Mereka mencari dan mengevaluasi detil spesifik

dan inti dari berbagai macam jenis teks. Teks ini dapat berbentuk cetak

atau digital, termasuk diantaranya teks visual, multimodal atau interaktif.

Pemahaman mereka terhadap ide pokok, isu-isu atau pengembangan plot

dalam berbagai macam teks mulai berkembang. Mereka mengidentifikasi

 tujuan penulis dan mengembangkan keterampilannya untuk melakukan

inferensi sederhana dalam memahami informasi tersirat dalam teks.

Analysis: In the reading section, the content of this book has been

fulfilled. The SPLASH textbook contains various texts, namely

narratives, descriptions, procedures, analytical expositions, recounts, and

reports in order. Although many exercisesleaning into text identification.

Meanwhile, in the viewing section, the content is too simple. All

the viewing sections contain to watch movies, tv series, dramas, or

youtube videos related to chapters then in the book only contain questions

about the content of the movie, tv series, drama, or youtube video and to

summarize in writing the movie, tv series, drama, or youtube video.

C. Menulis – Mempresentasikan

Pada akhir fase E, peserta didik menulis berbagai jenis teks fiksi

dan non-fiksi, melalui aktivitas yang dipandu, menunjukkan kesadaran

peserta didik terhadap tujuan dan target pembaca. Mereka membuat

perencanaan, menulis, mengulas dan menulis ulang berbagai jenis

tipe teks dengan menunjukkan strategi koreksi diri, termasuk tanda baca

dan huruf besar. Mereka menyampaikan ide menggunakan kosa kata dan

kata kerja umum dalam tulisannya. Mereka menyajikan informasi

menggunakan berbagai mode presentasi untuk menyesuaikan dengan

pembaca/pemirsa dan untuk mencapai tujuan yang berbeda-beda, dalam

bentuk cetak dan digital

 Analysis: The writing section in this book is clear. There is step by step in

writing texts in each type of text, in other words, there is a how to write

each chapter that is because each chapter contains 1 type of text that is

deepened.

2.[1.] Analysis Splash Textbook based on Alan Cunningsworth’ evaluation

theory

A. General aims and communicative textbook

1. The aims of the textbook match closely with the aims of the teaching

programme and with the learners’ needs.

Analysis: yes, the aims of the textbook correspond closely with the

aims of the teaching programme and with the needs of the learners.

The textbook’ writer writes aims of the textbook in each chapter.

2. The materials of the textbook in line with the syllabus.

Analysis:

The material in the book is quite related to the syllabus, especially

about the written material (writing and reading) and some materials

such as speaking are all achieved in terms of strategies to start and

maintain conversations and discussions, although this is basic but still

necessary.
3. The textbook is flexible and it permits different teaching and learning

styles.

Analysis: Yes the book is allowing for using different teaching and

learning style

4. The textbook is in tune with the learning/teaching situation.

Analysis: the textbook not suited in area that has no connections to

internet because of some task in the textbook need to access the

internet.

5. The textbook is vast and it covers most or all of what is needed.

Analysis: Yes the book’s content covers most of all what is needed for

example such as texts for reading and recoding for listening.

6. The textbook is a fine resource for students and teacher.

Analysis:

This book is a good book as a resource for teachers and students,

especially in the explanatory section on types of texts gave students

easy understanding of the texts’ structures.

B. Design and organizations

1. The content of the textbook are organized nicely for learners and

teachers.
 Analysis:

The content of this book is not too organized either according to

the syllabus or for students and teachers. In the syllabus there are 3

elements, namely; Listening- Speaking, Reading – Reading, and

Writing – Presenting each element is aligned with each other, but in

the SPLASH book, the listening element – speaks separately while the

other 2 elements are close to each other in a sequence like this;

listening, reading, watching, speaking, writing, and then presenting.

The researcher traced several learning modules designed by

teachers in these modules, many of the initial learning were filled with

self-introduction or everything related to oneself, for example: family.

The SPLASH book begins with a narrative text that has almost nothing

to do with the theme of "about self"

2. The subject of the textbook are sequenced well.

Analysis: Yes, The content of the textbook are sequenced well.

According to Cambridge dictionary complexity means “the state of

having many parts and being difficult to understand or find an

Analysis to” in this case the textbook complexity need to be started

from easy to complex, and yes the textbook contents for example the

reading text went from narrative text into report text, from texts that

contain a lot of content that students know from their childhood into

texts that contain news about an event that contain lots of uncommon
 words. These are also applied to learnability; the textbook was started

by something that student type of text they familiar with ended with

text that needs specific knowledge and usefulness; the textbook started

with text that not too used in daily life into text that can be useful in

life.

3. The grading and progression in textbook suitable for the learners.

Analysis:

4. The textbook permit the learners to complete the work needed to meet

any external syllabus requirements.

Analysis:

No, the textbook only contains what is syllabus requirements needed

5. The textbook has adequate recycling and revision

Analysis: Yes, especially in the assignments and questions section

their texts can be recycled and revised to be used in class

6. The textbook provided reference section for grammar, etc.

Analysis: This book contains many references to grammar, language

feature, definition, purpose, and structure of text in each chapter

written clearly.
7. The materials are suitable for individual study.

Analysis: The material from this book is not entirely suitable for

individual use. That means some parts are still needed to be explained

by the teacher although just a little.

C. Language Content

1. The textbook covers the main grammar items appropriate in each level.

Analysis: Yes, each grammar corresponds to the level in the each

chapter

2. The vocabularies are adequate in terms of quantity and range of

vocabulary, emphasis placed on vocabulary development and

strategies for individual learning.

Analysis: Yes, there are many new vocabularies that are suitable for

students.

3. The materials of pronunciation work are adequate in terms of

individual sounds, word stress, sentence stress, and intonation.

Analysis: Lack of material in pronunciation, there is no explanation of

sounds, word stress, sentence stress, and intonation in the book, in this

case, teacher cooperation is needed. There are task and assignment to

do the conversation using the text inside the textbook and the teacher

need to correct them and maybe the learners correct each other.
4. The language style and language is appropriate are matched with

social situations

Analysis: Yes, The language style and language appropriacy are

matched with social situations

D. Skills

1. All four skills adequately covered in the textbook and it in line with

course aim and syllabus requirements.

Analysis: All the skills are covered but not all of them in the line with

syllabus requirements. And to add that there are some additions skill

such as presentation, brainstorming, etc. this addition happen indicate

the textbook follows the syllabus.

2. The textbook has adequate materials for integrated skill work

Analysis: Yes, there is some integrated skills task inside the textbook.

3. Reading section and associated activities suitable for your students`

levels, interests, etc.

Analysis:

Yes, in reading section, but in viewing, it is less known because the

book does not provide visuals, instead the students or teachers need to

provide it themselves.
4. Listening materials are well recorded, as authentic as possible,

accompanied by background information, questions and activities

which help comprehension of the students

Analysis: Yes, the listening materials are well recorded but the male

actor has flat voice this can cause the listeners hard to understand their

emotions.

5. Material in English such as dialogues, roleplays, etc spoken well

designed to equip learners for real-life interactions.

Analysis:

Yes the materials for spoken English are well designed for learners in

real-life interactions

6. Writing activities suitable in terms of amount of guidance/control,

degree of accuracy, organization of longer pieces of writing (e.g.

paragraphing) and use of appropriate styles.

Analysis:

In terms of guidance, degree of accuracy, and the use of appropriate

styles the writing activities is suitable but still lacking in organization

of longer pieces of writing

E. Topic

1. The textbook has sufficient material of genuine interest to learners

Analysis: Yes, the topics in the book are interesting to students

according to interviews conducted with several students

2. The textbook has enough variety and range of topics

Analysis:

Yes, the book has a wide variety of topics that are different for each

chapter

3. The topics help expand students` awareness and enrich their

experience.

Analysis:

The topics in this book can develop awareness and enrich insights

for students because the variety of topics in each chapter is different

from other chapters. Moreover, every change of chapter of the topic

provided requires more and more complicated vocabulary, which

causes students to increase their insights.

4. The topics sophisticated enough in content, yet within the learners`

language level

Analysis:

Yes, the topics in the book can be said to be complicated but the
 complexity of the vocabulary presented is not excessive

5. The textbook make the students able to relate to the social and cultural

contexts

Analysis: Yes, the topic book presented can make students relate it to

social life and cultural context.

6. Women portrayed and represented equally with men in the textbook.

Analysis: Inside the recording for listening there is equality between

men and women

7. Other groups are represented in the textbook with reference to ethnic

origin, occupation, disability, etc.

Analysis: No ethnic, origin, or disability represented inside the

textbook, but there is reference in occupation

F. Methodology

1. Approach/approaches that are taken by the textbook is appropriate to the

learning/teaching situation

Analysis: Yes, but the approaches that taken mostly can be used in the place

that has internet connection, meanwhile in Indonesia some place has little acces

to internet.
2. Level of students that can be expected from the textbook match with students`

learning styles and expectations.

Analysis:

3. The techniques used for presenting/practising new language items are suitable

for learners` level

Analysis:

4. The communicative abilities developed well in the textbook

Analysis: Yes, the communicative abilities will be developed well by the task

inside the textbook. There are a lot task that gave learners to communicate to

each other.

5. The textbook expects the students to take a degree of responsilibility for their

own learning (e.g. by setting their own individual learning targets)

Analysis: Yes, there is section to give presentation about what the students

learn.

G. Teachers` books

There is no teacher’s book

H. Practical consideration

1. The textbook has decent price and does not represent good value for money.

Analysis:

The price of this book is affordable. New books sold online by publishers for

Rp. 41,000
 2. The quality of textbook (strong and long-lasting, attractive in appearance)

Analysis: The book is longlasting, strong, and quite attractive

3. The textbook is easy to obtain

Analysis:

This book is very easy to obtained because the publisher of this book also sells

online

4. Any parts of the package require particular equipment, such as language

laboratory, listening centre or video player.

Analysis:

Yes, in the book there is a QR code to scan that contains conversations in

English. In addition, in the listening section, it is necessary to watch videos, so

a place is needed to listen clearly to conversations in English and to watch

videos

3.[2.] Discussion

A. Aims and approaches

The competence inside the SPLASH textbook and the Indonesian syllabus are

the same line . The textbook also uses the current curriculum in Indonesia that

is Kurikulum Merdeka. The textbook is appropriate for the phases and material

the learners’ need. Meanwhile, the culture that contained inside the textbook

and Indonesian culture is not in contradiction. So, the textbook is reliable to

 achieve objectives of local moral values. The materials are comprehensive

enough to be a resource in the first grade of vocational high school

surroundings because the explanation method is simple and understandable.

Meanwhile, this textbook also contains basic material based on the kurikulum

merdeka. Furthermore, the textbook is flexible for several ways of teaching but

not too good to used in individual learning. Material presentation aspect stated

about the way of presenting the material, the presenting of exercise and also

contain of material presentation as the items of evaluation. Those aspect are

fulfilled by SPLASH textbook because the items are comprehensive and

presented nicely.

B. Languange and content

Since the textbook follows the curriculum points, the grammar

used in the textbook is appropriate according to learner’s level. The

writing skill inside the textbook as well gives attention to vocabulary

expansion. The textbook also provide supplementary vocabulary for

learners. The textbook also rounded speaking and listening skill, but

not any specific pronunciation work. The textbook illustrate material

about expression in communication, arranging the sentences into a

paragraph, etc.

C. Skill

The textbook includes all of the main 4 skills in addition to that there is viewing,
 presenting, and brainstorming that are suitable for lesson objectives and syllabus

of kurikulum merdeka requirements. There is material for integrated skills work.

The reading section connected with activities are suitable since the topics was

considered by students’ grades and interesting thing presently. Agus Husein said

that there are some aspects in the standard of evaluation in skills case; there are

speaking skill, writing skill, grammar, reading skill, listening skill, vocabulary,

pronunciation, and communication. Especially about specific grammar, technical

vocabulary, general vocabulary, reading skill, listening skill, writing skill,

speaking skill, and communication skill as the details of analysis. Those aspects

are fulfilled by SPLASH textbook but for the pronunciation; it still needs teacher

and the other learner’s help.

D. Topic

The textbook has good enough material to interest the learners. There were many

interesting various and topics. We can see different topics on each chapters.

Examples of topics that could provide students’ experience are Exploring (filled

by provide activities in which students do exploration of the material),

Communicating (orally or in writing), Time for Fun (filled by game or videos

such as film or some short videos), and etc. The textbook is suitable enough for

students ability on that level. The textbook is made by Indonesian publisher for

Indonesian students based on Indonesian culture. So, there is no contradiction at

every aspect. Both of men and women are represented equal in this textbook

especially inside the conversation in listening section. Inside the textbook on the
 page 41 and 58, Indonesian tourism spots are mentioned there. In addition there

is no bad statement about those groups that live in the place mentioned above.

E. Methodology

The Textbook utilized learners as the focus of the learning process. The content

is not contradicted with Indonesian culture, which means appropriate to the

learning/teaching situation in some location. The topic is corresponding with the

learning styles and the expectations. This textbook frequently uses active

learning techniques that are suitable enough for learners that use the Kurikulum

Merdeka. The textbook split the skills into each part that follows the syllabus but

not all of them sequentially according syllabus. For communication skills that

include speaking skills and presentation, the textbook often uses dialogue to

develop it. There is a “For Your Information” section that is filled with

supplementary tips according to the material. There is a “Reflection” section to

make the students do reflection to their learning progress. There is a “Summary”

to sum what was students learn in simple way.

F. Design and organization

The topics inside the textbook are good, but the teacher cannot get

supplementary resources for example the teacher’s book, workbooks, and disks,

instead there are scan able code for listening section. The textbook’s contents are

mainly ordered by the syllabus before being separated by reading topics with

various skill activities and task. The textbook sequenced based on the
 complexity level, for example, at the 1st chapter that is titled “What Fable Do

You Like to Read” with narratives text that most of the contents was familiar to

learners such as fable and then continuing to chapter 2 “What Is It?” used

descriptive texts as material. Khoerun nisa stated about the textbook that the

content organized match to structure, purpose, topics, and skills that could be

the fundamental reason to determine the design and organization criteria. These

all are fulfilled well by SPLASH textbook since the structure is separated well,

the function to bolster the learning process is obvious, the topics are divers, and

skills are complete. The grading and progression are appropriate because the

textbook was clear and the content matched with the syllabus. There are

additional notes filled in the guide such as grammar corners, vocabulary, “For

Your Information” corner, summaries, reflection, etc. The textbook aid the

learners who intend to learn by themselves for example in the case about

material that doesn’t need a partner. The layout and material organization inside

the textbook are obvious and understandable. In addition, the design of the

cover, picture, and material that delivered is simple.

G. Teacher’s book

there is no teacher’s book for this edition

H. Practical consideration

The textbook cost i s about R p . 41.000 IDR the researcher concluded that is

for a student’s book standard price for textbook. In the case of quality of the
textbook, it uses the standard quality of papers for the cover and sheets. In the case of

the content the “SPLASH” textbook can be used as a source in the learning process in

the class that utilize kurikulum merdeka. The textbook’ looks is also appealing enough

since the cover depicts a learning process activity. To add that, there are considerable

illustrations to create the material description more attractive. There is electronic book

and online shop to obtain this book this can solve the problem if the learners or

teachers cannot find it in the nearest shop.

 CHAPTER V

CONCLUSION

A. Conslusion

After the researcher analyzed the content in SPLASH textbook, it sum up as

follow:

1. The researcher analyzed content in SPLASH textbook using

Cunningsworth theory. In this research, the research analyzed

all of the chapters of the textbook

2. The result of analysis has high result, it means that SPLASH

textbook has good quality and suitable in our educational

environment

B. Limitation of The Study

From the research above, the researcher concluded that there is

limitation about the study. It is about the the textbook that has no

several stuffs in its criteria

C. Suggestions

After the researcher finish the analysis, these are several

suggests that expected can be improvement :

1. For teacher

According to this research, it is sugested to English teacher to give more

 attention about the quality and suitability of the used textbook. As the

facilitator, it is important for teacher to be selective about the resources in

learning process, especially about textbook

2. For readers

For readers, especially who want do analysis about analysing textbook, it will

be a good idea to use textbook that suitable with the educational environment.

To know wheter the textbook is good enough or not, we can do a simple

analysis by ourselves to know some crucial aspects, such as curriculum,

topics, skills, etc inside the textbook. In the other hand, it is better if we use

certain theories of evaluating textbook to make it more accurate than just a

simple analysis