Content Standard Analysis in the Formative Assessment of Textbook English for Nusantara

Abstract

This research analyzes the integration of formative assessment principles in the English for the Nusantara textbook for Grade VIII, which serves as the official learning resource in the Emancipated Curriculum. Using a qualitative content analysis approach, this study evaluates how the textbook's tasks across the four language skills listening, speaking, reading, and writing align with the principles of formative assessment and Phase D learning outcomes. The research findings indicate that the English for Nusantara Grade VIII textbook aligns with the objectives of the Emancipated Curriculum and demonstrates the integration of formative assessment principles through reflective and process-oriented learning activities. The inclusion of a “Learning Reflection” sheet in each chapter provides students with opportunities to observe their learning experience, recognize challenges, and reflect on their progress. However, while reflection and self-assessment components are well represented, structured feedback and revision opportunities are not yet consistently implemented across all tasks. Therefore, strengthening these formative elements would further enhance the textbook’s role in supporting continuous improvement and realizing the learner-centered vision of the Emancipated Curriculum. These findings contribute to the improvement of textbook design and offer insights for teachers, policy makers, and curriculum developers in improving formative practices in English language education.