Evaluating an Indonesian ELT Textbook for Senior High School: A Qualitative Analysis Using Cunningsworth’s Framework

Abstract

This study assesses the suitability of an Indonesian English Language Teaching (ELT) textbook for senior high school students in relation to their needs and curriculum objectives. The study analyzes English for Change for Grade XI using Cunningsworth's (1995) textbook evaluation framework as the primary analytical lens. Data were collected through systematic document analysis of all units, learning objectives, and instructional activities in both the student material book and the accompanying teacher’s guide. The study was structured around five evaluative categories: aims and approaches, design and organization, language content, skills development, topics and methodology, supported by Bloom’s revised taxonomy as a means of investigating the cognitive demands of textbook-based tasks. The findings indicate that the textbook demonstrates alignment with the Emancipated Curriculum at the level of stated learning objectives and coverage of language skills. However, the practical implementation of these objectives is limited, as most learning activities primarily focus on lower-order thinking skills and provide minimal opportunities for integrated-skills training and the development of critical thinking. The study highlights the importance of teacher mediation and task modification in enhancing pedagogical effectiveness. By integrating textbook content analysis with considerations of classroom use, this study contributes to the evaluation of ELT materials in EFL contexts.