The Quality of the English Textbook Entitled

SPLASH Smart Path to Learning English

1
Huda Khaeru Sani *
1
Institution -Address

* Corresponding Author. E-mail: [email protected].

Abstract: The objective of this research is to to analyze the content of SPLASH Smart
Path to Learning English. The researcher focused on the quality of a good textbook
according to Cunningsworth’s theory also Kurikulum Merdeka. This study uses descriptive
qualitative research with content analysis. As the sample data of this study, the
researcher analyzed the contents of the book by adjusting the standards of a good
textbook according to Cunningworth and Kurikulum Merdeka then the researcher
comparing the findings with others’ research or sources. The object of this research is an
English text book entitled SPLASH Smart Path to Learning English published by Erlangga
Publisher.
This Textbook does not fully comply good textbook’s criteria by Cunningsworth and
Kurikulum Merdeka’s criteria. The paired skill that is separated from each other that is
listening – speaking pair. The listening – speaking pair is separated by reading – viewing
section. Other that this weird arrangement the contents organized according to the
current curriculum. The next, there is no teacher’s book for this textbook. There is benefit
of the absence teacher’s book existence such as saving teacher time in lesson planning,
providing extra materials, etc.
Keywords: English textbook, content analysis, cunningsworth’s criteria of good textbook

Introduction
Studying English textbooks is important as educators strive to enhance
teaching methods and optimize student learning experiences. By verifying the
textbooks' strengths and weaknesses, this analysis seeks to identify areas for
improvement and propose recommendations for curriculum enhancement or
acquisition of good textbooks for teaching and learning activities. Through this
research, a deeper understanding of the textbooks’ utility in English language
education can be gained, ultimately contributing to the improvement of teaching
practices and student outcomes.
The English language, as a fundamental tool for communication, plays a
vital role in our contemporary educational landscape. With the increasing
globalization, the ability to communicate effectively in English has become
essential for students in both their educational and professional pursuits. As
textbooks are considered one of the primary learning resources in English
language acquisition, an intricate analysis of these teaching aids is needed to
ensure their quality and effectiveness in facilitating language learning. This thesis
aims to provide a comprehensive examination of an English textbook, focusing
on several critical aspects such as content organization, linguistic features, skills
development, and assessment practices. The results of this analysis will not only
help teachers and curriculum designers in enhancing their instructional methods,
but also contribute to refining future versions of the textbook as we continuously
strive for improved educational outcomes.

This is an open access article under the CC–BY-SA license.

10.36597/jelp.v5i2.12719
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By analyzing an English textbook, this study seeks to contribute valuable

insights into the strengths and weaknesses of the material, enabling educators,
curriculum developers, and educational policymakers to make informed
decisions, leading to the development of more effective English language
learning resources.
The usage of English textbooks has been a major view of language learning and
teaching worldwide. These textbooks serve as essential resources for both
teachers and students in achieving language proficiency. However, despite their
significance, there has been a lack of comprehensive analysis conducted on
English textbooks. By examining the content, the thesis will evaluate the
adequacy and relevance of the materials provided within the textbooks.
Gómez-Rodríguez (2010) says that English textbooks without question are
important instructional tool for teachers and learners. Textbook functions include
integrating appropriate skills, featuring a progressive cultivation of language
functions and forms, and trying to provide problem-solving activities. Beside,
most English textbooks associate the language into the learners' interests and
goal, cover cross-cultural topics, incorporate language learning and teaching with
other subjects, offer through vocabulary based on students’ semantic and
context, and merge the current teaching approaches to help learners for using
English fluently.
In other words, a good book is irreplaceable in teaching English. While
learning English students are also expected to reflect on their own experience,
and the experience of others, express ideas and feelings, understand the various
nuances of meaning, familiar with the culture, and the culture of others, and
participate in the community that uses the language. In the teaching-learning
interaction, there is also interaction with the learning tool. One of them is a
textbook, as one of the tools or learning media for both students and teachers.
With the textbook, teachers and students will be helped in facilitating the
teaching and learning activities.
Just as written above textbook is one of the sources of students' and
teachers’ information on the subject. Therefore, a good book is indispensable in
teaching English. While learning English students are also expected to reflect on
their own experience, and the experience of others, express ideas and feelings,
understand the various nuances of meaning, familiar with the culture, and the
culture of others, and participate in the community who use the language. In the
teaching-learning interaction is not only needed a teacher and learners, but also
a learning tool. The importance of English textbooks is required since English is
used as an international language. To get a basic knowledge of communication
with the English language, the use of textbooks is much needed by the students.
Grant citied by McGrath (2016) says "perfect textbook does not exist, but
first class book available for teachers and their learners certainly exist". It means
that this textbook has a higher possibility of having weaknesses despite the
textbooks was published by a reliable and trusted publisher. That is why every
English textbook used in schools should undergo an analysis to find out whether
it meets or not some criteria of a qualified English textbook that will help
students improve their ability is use English as a second language. The
consideration is based on the result of whether the textbook that is used in every
classroom cater the needs of teaching’s aim, teacher’s syllabus, and the other
aspects.
Analyzing English textbooks reveals their remarkable effectiveness in
promoting language proficiency among learners. These textbooks are carefully
structured to envelope a huge range of skills such as; grammar, vocabulary, and
reading comprehension. By incorporating authentic texts and engaging

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exercises, they provide the learners with bountiful chances to utilize their
language skills in real-life.
Moreover, the inclusion of interactive activities not only enhances
language proficiency but also fosters a much captivating and enjoyable learning
activities. Learners are probably stayed motivated and actively participate in
their learning and teaching activities when they have the opportunity to engage
in interactive and dynamic activities. This can lead to a more positive attitude
towards language learning and a greater sense of accomplishment.
A good English textbook provides a rich and dynamic learning experience.
By utilizing digital platforms, English textbooks can seamlessly integrate audio
recordings, video clips, interactive exercises, and games into their lessons. This
integration not only serves different learning styles but also allows learners to
engage with the language in a variety of ways.
Recently, there have been plenty of varieties of ELT textbooks widely used
in schools, especially in vocational high schools in Indonesia. Those textbooks are
published by various publishers; however, the government also publishes several
supporting textbooks that can be used in schools. The Analysis of English
textbooks is a study aimed at examining the content and structure of English
textbooks used in educational settings.
There are plenty of varieties of ELT textbooks mostly used in school,
especially in vocational high schools in Indonesia. Those textbooks are published
by various publishers; however, the government also publishes several
supporting textbooks that can be used in schools. One of the English textbooks
that make researchers feel interested in examining it is entitled SPLASH Smart
Path to Learning English. This English textbook entitled SPLASH Smart Path to
Learning English was written by Anik M. Indriastuti and was published by
Erlangga Publisher. Kurikulum Merdeka was arranged in 2020 and then in 2021
Kurikulum Merdeka still in the evaluation stage, the evaluation stage is in the
same year when this book was published. This is the reason the researcher
interested in this textbook that was released used Kurikulum Merdeka while the
curriculum was still in the evaluation stage and this textbook published not by
government instead by famous non-government related publisher in Indonesia,
Erlangga.

Literature Review
This part is entirely optional. If necessary, the Author may provide certain
theories that aid in the development and reinforcement of the written article.

Methods
This study applied descriptive qualitative content analysis as the research
design. A qualitative approach was implemented because this research deals
with symbolic material, a textbook, which requires interpretation. According to
Schreir in Nisa (2021) the quantitative research have little room for study, data in
qualitative research need an active effort of interpretation from the researchers.
Moreover, the submitted research question in this study is categorized as a
descriptive type that meets the qualitative content analysis criteria. According to
Schreir quoted by Nisa (2021) qualitative content analysis studies involved with
descriptive research questions, such as how an issue is represented in certain
sources. In this research, the qualitative content analysis was adopted to analyze
how the textbook SPLASH Smart Path to Learning English textbook fulfill the
criteria of good textbook by Cunningsworth (1995) and Kurikulum Merdeka. The

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framework used in this research was based on an evaluation checklist by

Cunningsworth also by comparing to Kurikulum Merdeka’s criteria. This research
tried to analyze the textbook descriptively and evaluate its quality by comparing
to previous researches.
This research’s primary subject or data source is an English textbook
entitled SPLASH Smart Path to Learning English. It is one of the English textbooks
used for Grade 10th in Indonesia’s vocational senior high schools, the third and
the latest edition of the textbooks that was released in 2022. The textbook is
published by Erlangga and is written by Anik M. Indriastuti. The curriculum
implemented in the textbook is Kurikulum Merdeka.
The method section contains research designs, research subjects, instruments,
data collection procedures, and data analysis which are presented in the form
paragraph.
Paragraphs must be organized. All paragraphs must be written using justified
alignment, that is, both left aligned and right aligned.
This research’s primary data source was an English textbook that entitled
SPLASH Smart Path to Learning English. The textbook used as the object of this
research is the commercial one written, designed and published by private
commercial publisher. The English textbook was selected based on this research
is used in Vocational high school. It is one of the English textbooks used for Grade
10th in Indonesia’s vocational senior high schools. The textbook is published by
Erlangga and is written by Anik M. Indriastuti. The curriculum implemented in the
textbook is Kurikulum Merdeka.
This book consists of 214 pages, divided into six chapters for the first and the
second semester. Each chapter has a specific theme. The distribution can be
seen below:
1. Chapter 1: What Fables do you like to read?
2. Chapter 2: what is it?
3. Chapter 3: could you show me how to operate it?
4. Chapter 4: Which issues do you agree with?
5. Chapter 5: share your story
6. Chapter 6: how do you write report texts
In conducting this research, documentation was also used as an instrument.
According to Creswells (2017), documents are public and private materials
obtained by qualitative researchers regarding a site or research participants,
including newspapers, meeting minutes, personal journals, and letters. In
addition, the documentation in this research comprises the English textbook
entitled SPLASH Smart Path to Learning English and the English syllabus for the
10th Grade of Senior Vocational High School.

Results and Discussion

Findings
The topics of conversation inside the textbook are not very connected to the
lives of teenagers, even though this book is intended for vocational schools, but
general theme/topics that close to daily life are still needed. The speaking topics
are influenced by the reading texts presented by the textbook. The conversation
in speaking section of Chapter 3 presents two people, talking about how to make
pasta after one of them tired from working.

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Picture of conversation how to make pasta

In the listening section the textbook always provides codes that can be scanned
through the smartphone so both learners and teachers can access them. The
code can be scanned and accessed by the smartphone using a specific
application that was provided by the publisher and cannot be played in other
ways.
There is a weird in arrangement of section in this textbook. Speaking-
listening skill pair is separated by reading-viewing skill section. Only speaking-
listening pair that is separated meanwhile the other pairs is not.

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Picture speaking-listening pair separated by writing section

The SPLASH Smart Path to Learning English textbook contains various

texts, namely narratives, descriptions, procedures, analytical expositions,
recounts, reports in order, and many exercises for text identification. The
textbook presents the type of text following the Kurikulum Merdeka accordingly,
in the Chapter 1, immediately presents fable-themed text; that is a narrative
text then followed by descriptive text, procedure text, analytical exposition text,
recount text, and lastly report text.

Picture the textbook’s table of content

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In the viewing section, all the viewing sections contain assignments to watch
movies, TV series, dramas, or YouTube videos related to the chapters but then,
in the book, the questions only ask about the content of the movie, TV series,
drama, or YouTube video and or summarizing the movie, TV series, drama, or
YouTube video. It is different from listening and speaking section that provides a
scanable code in the viewing section. The book does not provide these things so
the teacher or learners have to search them (TV series, drama, or YouTube
video, etc) by themselves.

Picture viewing section

The writing and presenting section in this book is clear. There is “steps” or “how
to” to write the texts in each type of text, in other words, there is a how to write
each chapter that is because each chapter contains one type of text that is
deepened. The textbook include illustration to explain, and giving direction, and
brainstorming the way to write texts.

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Picture brainstorming and steps in the writing section

The textbook’s aim is match closely with the aims of the teaching
programme and with the learners’ needs. The aims of the textbook correspond
closely with the aims of the teaching programme and with the needs of the
learners. The textbook’ writer writes aims of the textbook in each chapter as
learning objectives. There is also “Pancasila profile development” that is also
written in aim teaching and learning activities using the textbook

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.
Picture Learning Objectives and Pancasila Profile Development

The content of the textbook are organized nicely for learners and teachers. The
content of this book is not too organized either according to the syllabus or for
students and teachers. In the curriculum that used at the moment that is
Kurikulum Merdeka there are 3 elements, namely; Listening- Speaking, Reading
– Viewing, and Writing – Presenting each element is aligned with each other, but
in the SPLASH Smart Path to Learning English textbook, the listening – speaking
section is separated while the other 2 elements are close to each other in a
sequence like this; listening, reading, viewing, speaking, writing, and then
presenting.
The subject of the textbook are sequenced well. The reading text went
from narrative text into report text, from texts that contain a lot of content that
students know from their childhood into texts that contain news about an event
that contain lots of uncommon words. These are also applied to learnability; the
textbook was started by the topic that the students familiar with so the students
would understand the meaning as the results of prior knowledge activation It
makes the textbook’s grading and progression suitable for the learners.
There is lack of material in pronunciation. There is no explanation of sounds,
word stress, sentence stress, and intonation in the textbook instead the textbook
asks the teacher’s cooperation. There are tasks and assignment to do the
conversation using the text inside the textbook. The assignment request the
teacher to correct pronunciation also the learners can correct the other
pronunciation. The voices in recording for listening section’s pronunciation, word
stress, etc. are hard to distinguish. Lastly, the language style and language inside
the textbook is appropriate and are matched with social situations.
All four skills, in the Kurikulum Merdeka’s case its three pairs of skills four skills
added viewing and presenting that is six skills for totals, adequately covered in
the textbook and it in line with course aim and requirements. All the skills are
covered but not all of them in the line with curriculum’s requirements. Also there
are some additions skills such as viewing and presenting skills that are not
included in cunningsworth’s checklist.
The textbook has sufficient material that can interest to the learners because
most of them are taken from occurrence that happened recently. Also the
textbook has enough variety of topics. This topics help to expand students`
awareness and enrich their experience. Moreover, every change of chapter of
the topic provided requires more and more complicated vocabulary, which
causes students to increase their insights. The topics inside the textbook can be
somewhat complicated but the complexity of the vocabulary presented is not
excessive.
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The topic presented in the textbook enable the students to relate it to

social life and cultural context this can be seen by women portrayed and
represented equally with men in the textbook. Inside the recording for listening
there is equality between men and women, but the a little about ethnic, origin, or
disability represented inside the textbook, but there is reference in occupation.
There is no teacher’s book for this textbook. There is the role of teacher in
using textbook causing teacher’s book needed to makes teacher easier to
perform their role in using textbook. Especially this textbook was published in the
year the Kurikulum Merdeka implemented the teachers is still need to learn and
grasp the textbook’s details.
The textbook has decent price and does not represent good value for money.
The price of this book is affordable. The new books sold online by publishers for
Rp. 41,000. The quality of textbook (strong and long-lasting, attractive in
appearance) is long lasting, strong, and quite attractive. This book is very easy to
obtain because the publisher of this book, Erlangga, also sells the textbook
online. Parts of the package require particular equipment, such as language
laboratory, listening centre or video player.

Discussions
The competence inside the SPLASH Smart Path to Learning English textbook
and the Indonesian Kurikulum Merdeka are in line . The textbook also uses the
current curriculum in Indonesia that is Kurikulum Merdeka. The textbook is
appropriate for the phases and material the learners’ need. Meanwhile, the
culture that contained inside the textbook and Indonesian culture is not in
contradiction. So, the textbook is reliable to achieve objectives of local moral
values. The materials are comprehensive enough to be a resource in the first
grade of vocational high school surroundings because the explanation method is
simple and understandable. Meanwhile, this textbook also contains basic material
based on the Kurikulum Merdeka. Furthermore, the textbook is flexible for
several ways of teaching but not too good to use for individual learning.
Presenting section states about the way of presenting the material, the exercise
and also contain of material presentation as the items of evaluation. Those
aspects are fulfilled by SPLASH Smart Path to Learning English textbook because
the items are comprehensive and presented nicely.
The textbook includes all of the main 4 skills in addition to that there is viewing
and presenting, total of six, which are suitable for lesson objectives for
curriculum requirements. There is material for integrated skills work. The reading
section connected with activities are suitable since the topics was considered by
students’ grades and interesting thing presently. This is in the line with Sabiq &
Muflihah (2021) who says that aspects in the evaluation standard in skills are
speaking skills, writing skills, grammar, reading skills, listening skills, vocabulary,
pronunciation, and communication. Especially about specific grammar, technical
vocabulary, general vocabulary, reading skill, listening skill, writing skill,
speaking skill, and communication skill as the details of analysis. Those aspects
are fulfilled by SPLASH Smart Path to Learning English textbook but for the
pronunciation; it still needs teacher and the other learner’s help. The listening
materials are well recorded but the speakers have flat voice this can cause the
listeners hard to understand their emotions or word stress.
The textbook’s topic has good enough material to interest the learners. There
were various interesting topics. Different topics can be identified in each chapter.
The finding is in the line with research conducted by Margana (2009). They says
that sometimes English teachers serve students with texts or dialogs taken from
the English speaking countries so it can the reflect native speakers’ lives and
behaviors, this causing students difficult to understand the English materials as

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students have a little prior knowledge with the culture of the target language, the
selected materials can contradict to students’ beliefs, this can leading to
students’ unwillingness to learn English. This textbook is made by Indonesian
publisher for Indonesian students based on that the topic is related to Indonesian
culture or information, but the textbook mostly cover the culture and information
from English speaking countries.
The use culture and information of English speaking country in textbook is
actually good. The textbook also include various topics from English speaking
countries, creating balance for the 2 type of topics. This is in the same line as
research from Rahayu (2023), she says that both linguistic competence and
intercultural understanding are equally important for EFL learners to bridge the
gap between their own culture and other cultures.
The Textbook utilized learners as the focus of the learning process. It is in the
line as Larasati (2018), she says that student-centered learning is focused on the
student’s needs, abilities, interests, and learning styles with the teacher as a
facilitator of learning, this method assert student opinions as center in every
lesson. The content does not contradict with Indonesian culture, which means
appropriate to the learning/teaching situation in some location. The topic is
corresponding with the learning styles and the expectations. This textbook
frequently uses active learning techniques that are suitable enough for learners
that use the Kurikulum Merdeka. The textbook split the skills into each part that
follows the Kurikulum Merdeka but not all of them sequentially according to the
syllabus. For communication skills that include speaking skills and presentation,
the textbook often uses dialogue to develop it. There is a “For Your
Information” section that is filled with supplementary tips according to the
material. There is a “Reflection” section for the students to reflect on their
learning progress. Also there is a “Summary” to sum what was students learn in
simple way.
There is no teacher’s book for this edition. This is not in the same line as the
previous research by Anwari (2021), he says that smart way in using the textbook
the teacher should have some roles such as a controller, assessor, prompter,
observer ,organizer, participant, resource, and tutor. The quantities of roles that
teacher possesses in using textbook causing teacher’s book is needed to makes
teacher easier to perform their teaching and learning process. The new
curriculum can causing burden for teachers resulting the need of teacher’s book.
There is some benefit of teacher’s book existence such as saving teacher time in
lesson planning, providing extra materials, etc. their benefit though not a lot but
very useful for the teacher in preparing lesson using the textbook.
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