AN ANALYSIS OF THE READABILITY LEVEL IN LIFE TODAY TEXTBOOK FOR TWELFTH GRADE OF SENIOR HIGH SCHOOL USING FLESCH READING EASE FORMULA BY RUDOLF FLESCH

Maharani, Alya Az-zahra (2025) AN ANALYSIS OF THE READABILITY LEVEL IN LIFE TODAY TEXTBOOK FOR TWELFTH GRADE OF SENIOR HIGH SCHOOL USING FLESCH READING EASE FORMULA BY RUDOLF FLESCH. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This study analyzes the readability level of reading texts in the Life Today textbook for twelfth-grade senior high school students using the Flesch Reading Ease formula by Rudolf Flesch. The purpose of this research is to determine whether the reading texts in the textbook align with the reading comprehension level of the target students. A qualitative descriptive method was used in this study, with data collected from twelve selected reading texts in the textbook. The readability analysis was conducted by calculating the Average Sentence Length (ASL) and the Average Syllables per Word (ASW), which were then processed using the Flesch Reading Ease formula to determine the difficulty level of each text. The findings reveal that the textbook contains texts with varying levels of readability: three texts fall into the "standard" category, three texts are categorized as "fairly easy," five texts are classified as "fairly difficult," and one text is rated as "difficult." This indicates that while some texts are appropriate for twelfth-grade students, others may be too challenging, potentially affecting comprehension and learning outcomes. This research highlights the importance of selecting textbooks that match students’ reading levels to enhance their learning experience. The results are expected to provide useful insights for educators, curriculum developers, and publishers in designing textbooks that better align with students’ reading abilities and educational needs. Keywords: Readability, Flesch Reading Ease, English textbook, twelfth-grade students, text analysis

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