A CONTENT ANALYSIS OF THE SPEAKING MATERIALS IN THE EASY ENGLISH TEXTBOOK USED AT MA’HAD ALJAMI’AH UIN RADEN INTAN LAMPUNG

NURUL, HIDAYAH (2026) A CONTENT ANALYSIS OF THE SPEAKING MATERIALS IN THE EASY ENGLISH TEXTBOOK USED AT MA’HAD ALJAMI’AH UIN RADEN INTAN LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This study investigates the speaking materials in the Easy English textbook used at Ma'had Al-Jami'ah UIN Raden Intan Lampung, which serves as the primary instructional resource for mahasantri across four semesters but has never been systematically evaluated for quality and appropriateness. This study aims to identify the types and characteristics of the speaking materials and to evaluate their appropriateness based on Bao's framework, comprising four components: Linguistic Support, Content-Based and Affective Support, Skill Support, and Diversity and Flexibility, each serving as a criterion to assess how well the materials support students' speaking competence development. This study employed qualitative content analysis as the primary method, supplemented by descriptive statistics. The data source was the Easy English textbook, comprising 79 speaking materials across four semesters, analyzed using an analytical coding sheet adopted from Bao's framework. Stability (intracoder) reliability was established through re-coding at two separate points in time, measured using percentage agreement. The findings reveal four types of speaking materials vocabulary with pictures, grammar explanation, dialogue, and expression list with dialogue being the most dominant type across all semesters. The textbook shows considerable strength in Linguistic Support, particularly vocabulary provision and spoken language characteristics, but notable limitations in Content-Based and Affective Support, with visual support, improvisation conditions, and debate-oriented activities consistently absent. Skill Support is constrained by over-reliance on dialogue, with no group work, role play, or information gap activities present, while Diversity and Flexibility shows moderate coverage of proficiency levels but limited variety in activity types. The study concludes that while the textbook demonstrates strengths in linguistic input and cultural relevance to the Islamic and ma'had context, it requires substantial improvement in affective engagement, activity variety, and interactive skill-building to more fully support speaking competence development among mahasantri.

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