A critical content analysis of writing materials covered in Indonesian high school English textbooks

Renol Aprico Siregar, Didi Sukyadi, Fazri Nur Yusuf

Abstract


Despite many studies addressing writing materials in English language learning textbooks in the Indonesian context, few reported the conformity of the English writing materials in senior high school textbooks intended for the 2013 curriculum to the genre of written language paradigm. The present study critically analyzed the existing writing materials covered in Indonesian senior high school textbooks. The data sources for this research were three English textbooks designed for three levels of senior high school students in Indonesia. The writing materials were selected from the textbooks as the representatives of the analysis objects. The data were analyzed following content analysis by integrating Brown (2004) as the conceptual framework. The results reveal that the writing materials are consistent with the framework. The books cover all text genres, including academic, professional, and personal writing. However, not all framework-informed sub-categories of texts are reflected in the writing materials of the examined textbooks. In addition, the evaluated textbooks emphasize student exposure to intensive writing tasks (grammatical transformation, short-answer sentence completion, and picture-cued tasks) and extensive writing tasks (paragraph construction, guided question and answer, and paraphrasing). These results highlight the need to align textbooks with the curriculum genre of the written language paradigm and to balance intensive and extensive writing tasks to prepare students for real-life writing situations.

Keywords


English textbooks; textbook analysis; writing materials

Full Text:

PDF

References


Al Fadda, H. (2012). Difficulties in academic writing: From the perspective of King Saud University postgraduate students. English Language Teaching, 5(3), 123-130. https://doi.org/10.5539/elt.v5n3p123

Aqeel, M. Y., & Farrah, M. A. A. (2019). Eighth grade textbook reading comprehension questions and Barrett’s Taxonomy: Teachers’ perspectives at Hebron District Palestine. Hebron University Research Journal, 14(1), 229-260.

Arslan, S. (2016). An analysis of two Turkish EFL books in terms of cultural aspects. Procedia - Social and Behavioral Sciences, 232, 217-225. https://doi.org/10.1016/j.sbspro.2016.10.049

Badri, L., & Salehi, M. (2017). The effect of oral authentic materials on Iranian EFL learners’ motivation and listening comprehension ability. Technology of Education Journal (TEJ), 11(4), 313-322. https://doi.org/10.22061/jte.2017.730

Barker, A. (2010). Improve your communication skills (Rev. 2nd ed.). Kogan Page.

Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Longman.

Brown, H. D. (2004). Language assessment principles and classroom practice. Pearson Education.

Buendgens-Kosten, J. (2014). Authenticity. ELT Journal, 68(4), 457-459. https://doi.org/10.1093/elt/ccu034

Chen, A.-H. (2022). The effects of writing strategy instruction on EFL learners’ writing development. English Language Teaching, 15(3), 29-37. https://doi.org/10.5539/elt.v15n3p29

Cunningsworth, A. (1995). Choosing your coursebook. Macmillan Education.

Dinh, T. N., & Sharifian, F. (2017). Vietnamese cultural conceptualisations in the locally developed English textbook: A case study of ‘Lunar New Year’/‘Tet.’ Asian Englishes, 19(2), 148-159. https://doi.org/10.1080/13488678.2017.1279763

Djatmika, D., Santosa, R., Wiratno, T., Hari, A., & Sari, I. M. (2022). SFL-driven analysis of English reading materials within the textbooks for high school students in Indonesia. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 205-231.

Dörnyei, Z., & Griffee, D. T. (2010). Research methods in applied linguistics. Oxford University Press.

Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97-118. https://doi.org/10.1017/S0261444807004144

Graham, S., Gillespie, A., & McKeown, D. (2013). Writing: Importance, development, and instruction. Reading and Writing, 26(1), 1-15. https://doi.org/10.1007/s11145-012-9395-2

Harmer, J. (2006). How to teach writing. Pearson Education India.

Hutagalung, D. H., Tampubolon, P. D. Y., Hutagalung, F. N. R., Simanjuntak, D. V., & Saragih, E. (2020). Analysis of writing material in English textbook for the first grade senior high school. Jurnal Perspektif Pendidikan, 14(2), 99-108. https://doi.org/10.31540/jpp.v14i2.1055

Hutchinson, T., & Torres, E. (1994). The textbook as agent of change. ELT Journal, 48(4), 315-328. https://doi.org/10.1093/elt/48.4.315

Ilieva, R. (2018). Textbooks. In J. I. Liontas & M. DelliCarpini (Eds.), The TESOL encyclopedia of English language teaching (pp. 1-13). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0666

Kim, H.-S. (2015). Using authentic videos to improve EFL students’ listening comprehension. International Journal of Contents, 11(4), 15-24. https://doi.org/10.5392/IJoC.2015.11.4.015

Kramsch, C. J. (1987). Foreign language textbooks’ construction of foreign reality. Canadian Modern Language Review, 44(1), 95-119. https://doi.org/10.3138/cmlr.44.1.95

Krashen, S. D. (2004). The power of reading: Insights from the research. ABC-CLIO.

Kress, G. R. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.

Krippendorff, K. (2019). Content analysis: An introduction to its methodology (4th ed.). SAGE.

Lindheim, T. (2022). Participant validation: A strategy to strengthen the trustworthiness of your study and address ethical concerns. In G. Espedal, B. J. Løvaas, S. Sirris, & A. Wæraas (Eds.), Researching values (pp. 225-239). Springer International Publishing. https://doi.org/10.1007/978-3-030-90769-3_13

Marphilinda, A. A., & Karani, E. (2020). An analysis of the writing material in the English textbook “Joyful English” for the fourth grade students of elementary school. Proceedings of the 4th INACELT, 4(1), 26-35.

Marzban, A., & Davaji, S. (2015). The effect of authentic texts on motivation and reading comprehension of EFL students at intermediate level of proficiency. Theory and Practice in Language Studies, 5(1), 85-91. https://doi.org/10.17507/tpls.0501.11

Mekheimer, M. (2011). The impact of using videos on whole language learning in EFL context. Arab World English Journal, 2(2), 5-39.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.

Morley-Warner, T. (2009). Academic writing is…: A guide to writing in a university context/Terri Morley-Warner. Association for Academic Language and Learning.

Na, E.-S., & Lee, H.-W. (2019). The analysis of writing tasks in high school English textbooks: A process-genre based approach. English Teaching, 74(4), 105-129.

Nation, I. S. (2008). Teaching ESL/EFL reading and writing. Routledge.

Nunan, D. (2003). Practical english language teaching. McGraw Hill.

Pasaribu, R. N., Tamba, E. E., & Saragih, E. (2021). Analysis of writing materials and activities in “When English Rings A Bell” in textbook. JISIP: Jurnal Ilmu Sosial dan Pendidikan, 5(2), 133-140. http://dx.doi.org/10.58258/jisip.v5i2.1936

Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press. https://doi.org/10.1017/CBO9780511667190

Roberts, J. T. (1996). Demystifying materials evaluation. System, 24(3), 375-389. https://doi.org/10.1016/0346-251X(96)00029-2

Saragih, N. A., Madya, S., Siregar, R. A., & Saragih, W. (2021). Written corrective feedback: Students’ perception and preferences. International Online Journal of Education and Teaching, 8(2), 676-690.

Sari, D. N., Wennyta, W., & Silfia, E. (2021). An analysis of writing tasks in “Pathway to English” textbook for twelfth grade of SMAN 5 Kota Jambi. JELT: Journal of English Language Teaching, 5(1), 71-75. http://dx.doi.org/10.33087/jelt.v5i1.76

Setyono, B., & Widodo, H. P. (2019). The representation of multicultural values in the Indonesian Ministry of Education and Culture-Endorsed EFL textbook: A critical discourse analysis. Intercultural Education, 30(4), 383-397. https://doi.org/10.1080/14675986.2019.1548102

Siregar, R. A., Fauziati, E., & Marmanto, S. (2020). An exploration on EFL teachers’ perceptions of effective 21st-Century pedagogical competencies. JEELS (Journal of English Education and Linguistics Studies), 7(1), 1-24. https://doi.org/10.30762/jeels.v7i1.1548

Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143-179. https://doi.org/10.1017/S0261444811000528

Yang, K.-L. (2013). A framework for analysing textbooks based on the notion of abstraction. For the Learning of Mathematics, 33(1), 33-39. https://www.jstor.org/stable/43894839




DOI: https://doi.org/10.24815/siele.v11i1.30169

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.


View Journal Stats