An Analysis of Formative Assessment in English Textbook “English for Nusantara” Second Grade Junior High School Based on Content Standard of learning outcome elements in Emancipated Curriculum

Abstract

The objective of this study is to examine the alignment between the questions provided in the student textbook English for Nusantara for Grade VII Junior High School and the learning outcomes stated in the Emancipated Curriculum. This study employed a descriptive qualitative content analysis approach. The source of the data was the English for Nusantara student textbook for eighth graders, which was authored by the writing team of the Indonesian Ministry of Education and Culture. In this study, the assessments contained in the textbook were categorized based on the three main elements of the learning outcomes. The collected data were organized into a checklist table to facilitate comparison between the textbook assessments and the competencies required for eighth-grade students at the junior high school level. Subsequently, each assessment instruction was analyzed and evaluated in terms of its relevance to the learning outcomes of the Emancipated Curriculum, particularly those specified for Phase D