A CONTENT ANALYSIS OF “WORK IN PROGRESS” ENGLISH TEXTBOOK FOR HIGH SCHOOL STUDENTS’

Hafidzul, Isna Khoirul Hakim (2026) A CONTENT ANALYSIS OF “WORK IN PROGRESS” ENGLISH TEXTBOOK FOR HIGH SCHOOL STUDENTS’. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This research conducts a systematic content analysis of the "Work in Progress" English textbook for Grade X High School students, officially published by the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia to align with the Curriculum Merdeka. The primary objective of this study is to evaluate the textbook's alignment with the criteria for a high-quality English textbook as proposed by Cunningsworth (1995). Employing a qualitative descriptive method with a documentary analysis technique, the study focuses on four key aspects: Design and Organization, Topic, Language Content, and Skills. These criteria were selected to determine the textbook's suitability for implementation in English as a Foreign Language (EFL) classrooms. The findings reveal that the "Work in Progress" textbook achieved an overall fulfillment rate of 78.00%, placing it in the "Good" category for instructional use. The "Topic" aspect achieved a perfect score of 100.00%, demonstrating exceptional relevance to students' interests and cultural diversity through themes such as sports, healthy habits, and art. The "Skills" aspect scored 80.00%, highlighting effective task-based methodologies for developing reading, writing, and speaking competencies. However, the analysis identified lower scores in "Design and Organization" (75.00%) and "Language Content" (66.67%), which were categorized as "Fairly Contained". Despite its strengths in thematic relevance, the textbook exhibits critical weaknesses that challenge student autonomy and pedagogical efficacy. Most notably, the research identifies a complete omission of explicit pronunciation guidance and the inaccessibility of audio materials, which are reportedly of poor technical quality and held exclusively in the Teacher's Book. Furthermore, the lack of self-study aids, such as answer keys and dedicated grammar reference sections, limits the book's utility for independent learning. Consequently, while the textbook provides a viable foundation for the Curriculum Merdeka, successful implementation depends on teachers proactively providing supplementary materials to bridge these instructional gaps. Keywords: Content Analysis, English Textbook, Work in Progress, Curriculum Merdeka.

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