A CONTENT ANALYSIS OF READING MATERIAL IN THE ENGLISH FOR NUSANTARA TEXTBOOK
DOI:
https://doi.org/10.31851/7zhd1n78Keywords:
reading materials; textbook evaluation; English for Nusantara; Cunningsworth's framework; content analysis; Merdeka CurriculumAbstract
This study evaluates the reading materials in the English for Nusantara Grade VIII textbook through Cunningsworth’s (1995) eight textbook evaluation criteria, with particular attention to reading texts and related activities in Chapters 1–5. Using a qualitative descriptive design and document-based content analysis, the study examined the selected chapters through a 22-item evaluation checklist derived from the eight criteria. Each indicator was categorized as “Fulfilled,” “Partially Fulfilled,” or “Not Fulfilled.” The findings show that 16 indicators were fulfilled, four were partially fulfilled, and two were not fulfilled. Overall, the reading materials correspond closely with the Phase D learning outcomes of Indonesia’s Merdeka Curriculum and demonstrate a consistent before-, during-, and after-reading structure. However, the integration of grammar, initial text exposure, and pronunciation support varies across chapters. The findings provide practical implications for EFL teachers adapting reading instruction, textbook developers revising English for Nusantara, and curriculum evaluators examining reading pedagogy at the junior high school level. Unlike previous comprehensive textbook evaluations that primarily examined individual language skills, this study applies Cunningsworth’s eight-criteria framework specifically and systematically to reading materials at the chapter and unit levels, revealing structural patterns that may otherwise remain overlooked.
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