THE 2013 CURRICULUM TEXTBOOK ANALYSIS: THE ORGANIZATION,

CONTENT, SUPPLEMENTARY MATERIALS, DIVERSITY ISSUES AND ALIGNMENT

WITH NATIONAL CURRICULUM

A Report of Curriculum Analysis

Submitted as the final assignment of EFL Curriculum Analysis
Lecturer: Dr. Wachyu Sundayana, MA.
By:
Iman Hilmansyah
1402203
hilmansyahiman@student.upi.edu
ABSTRACT
Textbook is very important to help teachers and students and it could be a main guidance for
them in in the teaching and learning process. But, sometimes we found out an inappropriate
textbook for both of teacher and learners. The inappropriateness maybe related to the aims and
approaches, design and organization, language content, skills, topic, methodology, teachers
needs, and practical consideration. The purpose of this research is to analyze an English textbook
for Grade X first Semester related to the 2013 curriculum which is devided into some aspects
such as organization, content, supplementary materials, diversity issues and alignment with
national curriculum. In analyzing the aspects the research used document analysis method. The
result shows that all chapters provide positive result in terms of organization, content,
supplementary materials, diversity issues and alignment with national curriculum. However, the
evaluation is still needed to make the use of textbook become more powerful. So in the end it
would help both of teacher and learners in teaching and learning process.

INTRODUCTION
This chapter discusses a general description of some fundamental reasons of the paper.
This part consists of background of the research in order to give some information related to the
topic that will be analyzed. Aim of the research is stated in this part to make clear understanding

related to the objective of this research. Moreover, the target of analysis is also stated in this part.
The methodology of the research is listed in the last part in order to give understanding about
how the research will be analyzed.
Background
In many TEFL activities textbook become the main tool as a source in delivering materials. The
fact that textbook is used in most TEFL activities is not without any reason. Related to this, Thai
(2009 p.8) says that textbook can help students to learn language from a functional and social
perspective, is therefore concerned with what learners do with text in context. Textbook also can
be said as a resource in achieving aims and objectives that have already been set in terms of
learners need (Cunningsworth, 1995 p. 7). Gained from those statement, textbook have a
significant roles as a resource and material supports in teaching and learning process, because it
can help teacher and students in achieving the aim of the study.
Harmer (2007 p. 181) states that a good text book usually prepared to offer a coherent syllabus,
satisfactory language control, motivating text, audio cassettes and other accessories, and extra
resources material. Moreover, Cunningsworth (1995, p. 3) says that there are so many aspects
that have to be included in a good textbook such as: appropriate with the objectives, have a good
design, language content should be relevant, the existence of four skills, good topic, good
methodology, appropriate for teacher, and have to be able to use. Those characteristics lead in to
the idea of analyzing the curriculum 2013 text book based on its organization, content,
supplementary materials, diversity issues and alignment with national curriculum.
Although the curriculum 2013 textbook has made by the government with extra effort based on
the 2013 curriculum framework, a deep analyzing on the textbook is still needed in order to give
control between the curriculum and the textbook itself. So, there will not be any gap between the
aspects on the textbook and the curriculum program.
Aim of the Research
The research is aimed to analyze an English textbook for Grade X first semester coherency in
term of the 2013 Curriculum context in several aspects such as the organization, content,
supplementary materials, diversity issues and alignment with national curriculum. The outcome

will give a detailed information whether the textbook aspects are in line with the 2013
curriculum program or not.
The Target Analysis Information
The target analysis on this research is a Grade X 1st Semester English textbook which is claimed
and prepared for the implementation of Curriculum 2013. The detail information related to the
textbook is presented in table 1 as follow.
Table 1.
The detail textbook information
Aspects
Title

Information
Bahasa Inggris SMA/MA/SMK/MAK Kelas X Semester 1

Authors

Utami Widiati, Zuliati Rohmah, dan Furaidah

Proofreader

Raden Safrina dan Helena I.R. Agustien.

Publisher

Central of Curriculum and Books, Balitbang, Kemendikbud 2014

Method
This research use qualitative design by using document analysis as a method in analyzing the
data. Documents were useful in providing a behind-the scenes look at some aspects of the project
and follow-up activities that were not observed (Bowen, 2003a, p. 57). So this method is used to
find out the detail information related to the topic.
Procedures
In this part, the procedures started by finding out the theories related to the topic and foundation
of the 2013 curriculum. The theories related to this research is selected by reading the same
research. On the other hand, the information related to the 2013 curriculum is stated in
government policy (PERMENDIKBUD). After that, the research is continued by developing the
framework of analysis. This framework was made by combining the related theories on the 2013
curriculum and the textbook analysis framework. When the framework has been made, the
textbook is analyzed by using the list of questions based on the framework of analysis. The last,

the data results are presented in the form of description to give the clear information about the
research results.
LITERATURE REVIEW
This chapter discusses the theories and literatures related to the study which explain the basic
foundation in investigating the problem in this study. This section also focuses on theories which
are related text book organization, content, supplementary materials and diversity issues. As a
concluding remark, a synthesized framework of analysis is presented in the end of the section.
Textbook Organization
Organization is one of the most important aspects in textbook. A weel manage textbook can lead
in to a better understanding of how the textbook will be used. Moreover, Hidayet (2010) states
that a good organizational textbook is a set of materials which is not only teachable, but also fits
the needs of the individual teacher's approach as well as the organization's overall curriculum.
Based on that statement it can be said that textbook organization should be well manage, so it
would give a positive impact in helping the students to in gaining the information.
Content
Content of the textbook in one country should be relevant with the curriculum that has been
made by the government on that country. It is not different with the content in Indonesian
textbook which should follow the regulation that has been made by the policy maker. The
regulation of the derived from PP No. 69 Tahun 2013 tentang Kerangka Dasar dan Struktur
Kurikulum Sekolah Menengah Atas / Madrasah Aliyah (Government Regulation number 69 year
2013 about curriculum framework and structure for general and Islamic senior high school).
Based on this PP it is a must for all of the author and publisher to consider to this regulation
when they develop the textbook.
Supplementary Materials
Derived from Cloverleaf Home Education which is states that supplementary materials are any
instructional materials which relate to the curriculum and are available for teacher use and/or

student selection. So it can be said that supplementary materials are used to provide extension,
enrichment, and support to the curriculum.
Diversity Issues
Richard (2010, p. 1) believes that the meaning of diversity is so large. It could be meant
tolerance, acceptance, or perhaps an attitude. Moreover, for some people, diversity may mean
inclusion, numbers, or racial and gender differences. As a result, diversity refers to all of the
ways in which people are different. This includes individual, group, and cultural differences. Our
ability to recognize, understand, and adapt to these differences is a major focus of Diversity
Consciousness.
In the textbook context, diversity can be meant as how the contents of the textbook can show the
tolerance, acceptance, or perhaps attitude. As we know the second core competence of 2013
curriculum is about social factor. So the existence of diversity consciousness on the textbook
become very important.
Framework of Analysis
The framework of analysis is created based on the review of related literatures. Several
frameworks from different literatures were synthesized in order to get a complete framework to
analyze the textbook. Below is the framework that will be used in this research.
Table 2. The synthesized Framework of Analysis
Organization/Format
3
2
fully
mostly
evident evident

1
0
partially little or no Overall
evident
evidence
rating

Textbook provides a useful table of

contents, glossary & index

Layout is consistent and chapters

are arranged logically

Chapters contain clear and

comprehensive introductions and
summaries

Organizational feature

Textbook contains references,

bibliography and resources

Information is accurate & current

Reading level is appropriate for

age/grade

Size and format of print is

appropriate

Format is visually appealing &

interesting

Other (please specify)

.
Total: .

Content

Content criteria

0
3
2
1
little or
fully
mostly partially
no
Overall
evident evident evident evidence rating

Real-life applications are given

Information and directions are clearly

written and explained

Activities are developmentally

appropriate

Non text content (maps, graphs,

pictures) are accurate and well
integrated into the text

Lessons/activities are interdisciplinary

Activities apply to a diversity of

student abilities, interests and learning .
styles

Activities include guiding questions

which encourage the development of
higher-level thinking skills

Other (please specify)

Total: .
Teacher's Edition/Supplementary Materials

Criteria

3
2
1
0
fully mostly partiall little or
eviden eviden
y
no
Overall
t
t
evident evidence rating

Textbook provides a separate teacher's

edition with resource package

Teacher's edition is comprehensive,

organized and easy to use

References are readily available to the

specific TNCS and skills addressed in each .
activity

Supplementary materials listed below are

well organized, of high quality, and are
.
useful in enhancing instruction (rate all
that apply:)

Transparencies

Manipulatives

Prepared Kits

Student practice/workbook

Assessment materials

Videos

Software (CD-Roms, DVDs, Laserdiscs,

etc.)

Other (please specify)

.
Total: .

Inclusion/Equity/Diversity Issues

Criteria

3
2
1
0
fully mostly partiall little or Overal
eviden eviden
y
no
l
t
t
evident evidence rating

Women and minorities are featured in

important roles

Subject matter covers a spectrum of

accomplishments and contributions by all
sexes, races and physical conditions

All groups are presented in broad scope

Pronouns and descriptors of both sexes

are used equally

Nouns, adjectives, terms and illustrations

are non-stereotypical and non-prejudicial

Children of both sexes and various

cultures and physical conditions will use
the materials without feeling excluded,
estranged or diminished

References and timelines feature

events throughout various parts of the
world
Other (please specify)

Total: .
Alignment with District Curriculum, State standards, skills and assessments

Criteria
Textbook content aligns to distict
curriculum.
Please specify:
This textbook will be a useful resource in
preparing students to meet the
requirements of the TN state standards
and statewide assessments.

3
2
1
0
fully mostly partiall little or
eviden eviden
y
no
Overall
t
t
evident evidence rating

Please specify:
Total:

FINDINGS AND DISCUSSIONS

This chapter defines the findings and discussions of the study gained from aim of the research.
The result were analyzed by using the synthesized framework that gained from related literature
reviews. Moreover, the results will be discussed separately in order to give a clear understanding
for the reader.
Organization
Based on the data analyzed, the results show that the Textbook provides a useful table of
contents, glossary & index which can help the students in order to give them direction when they
want to find the specific topic or exercise. The layout of the textbook is consistent and chapters
are arranged logically from the easiest one in to the hardest one. Each chapters on the textbook
contain clear and comprehensive introductions and summaries. In every pictures and important
reading text, the textbook contains references, bibliography and resources which can be followed
up by the students when they try to do extensive learning. The Information on the textbook is
accurate & current. Reading level is appropriate for age/grade which make the students can
follow the instruction. Size and format of print on the textbook is appropriate which is meant the
text is understandable and appropriate for the learning process. However in the aspect of format
of the textbook, it is not really visually appealing and interesting doe to so many pictures or
graphic which is still too formal for their grade.
Content
In the content aspect, the results show that the textbook give the real-life applications. It can be
seen in every chapter on the textbook, the writer try to deliver every real life situation in order to
give the students view about the English use in the real life activity. Most of the information and
direction on the textbook are clearly written and explained although some of them still need

development in order to make the textbook become more understandable. The delivered
activities in this textbook are appropriate with the students need and the basic competence in
2013 curriculum. The non-text content such as maps, graphs, and picture are accurate and well
integrated into the text which can engaged students motivation on learning using the textbook.
The lesson or activities in this textbook are not fully interdisciplinary. Most of the chapters only
discussed about the real life activities without any relation to other subjects. Besides, the
activities also do not really apply diversity of student abilities, interest and learning style. There
are only reading and writing activities that mostly come up in the textbook. Meanwhile, the
Activities in this textbook include guiding questions which encourage the development of
higher-level thinking skills.
Supplementary materials
Here, the textbook seems to lack in providing a separate teachers edition with resource package.
Only teachers book that available in this textbook; because there is lack of teachers edition on
this textbook, it couldnt say that the teachers edition is comprehensive, organized and easy to
use; However, the References are readily available to the specific TNCS and skills addressed in
each activity; although the textbook provide assessment materials, the textbook still doesnt
provided most of the supplementary material which is important of helping the students to learn
English using the textbook such as: prepare kits, students work book, videos and software (CD,
DVD, Cassete, etc).
Diversity Issues
In this aspect, the analysis results show that woman and minorities are featured in important rols.
We can see the fact that there are so many dialogue or text that put the woman as the main
characters; the subject matter covers a spectrum of accomplishments and contributions by all
sexes, races and physical conditions; moreover, all groups are presented in broad scope; in this
book, pronouns and descriptors of both sexes are used equally; in all of the chapters, nouns,
adjectives, terms and illustrations are non-stereotypical and non-prejudicial; in the other hand,
this book promote children of both sexes and various cultures and physical conditions will use
the materials without feeling excluded, estranged or diminished; however, the references and

timelines feature events through various parts of the world is lacked. Only several place in the
word that is showed in the book.
Alignment with district curriculum
Related to the allignment with the district curriculum, the textbook analysis results show that this
textbook content aligns to district curriculum. It means that the total basic competence for core
competence three and four are coherent. The book has cover all of the basic competence on
syllabus. Because all basic competence had been covered in the book, this textbook will be a
useful resource in preparing students to meet the requirements of the TN state standards and
statewide assessments.
CONCLUSION
Based on the textbook analysis result using the framework, it can be conclude that in terms of the
organization, this textbook has cover almost all of the aspects that is important to help the
students when they use the textbook. However, in terms of format this textbook still need
improvement so it can engage the students motivation when they use the textbook. In the content
aspects, the writer create the book in a complete package. Although in some chapters, the
information and directions sis not too clear and need to be improved. It also appears in the
Activities in some chapters which is the diversity of student abilities, interests and learning styles
still need improvement.
In terms of supplementary materials this textbook still need much improvement. It is because this
textbook doesnt provide the appropriate supplementary materials such as video, audio, etc. in
terms of diversity issues, the textbook perform a balance gender and culture. The last, related to
the alignment with district curriculum, this textbook had been build based on the 2013
curriculum because the textbook covers all of basic competence in the syllabus. So it can be
proved that the textbook is coherence with the 2013 curriculum.
Based on the explanation the writer can conclude that all chapters provide positive result in terms
of organization, content, supplementary materials, diversity issues and alignment with national
curriculum. However, the evaluation is still needed to make the use of textbook become more

powerful. So in the end it would help both of teacher and learners in teaching and learning
process.

REFERENCES
Bowen, G. A. (2003a). Social funds as a strategy for poverty reduction in Jamaica: An
exploratory study. Unpublished doctoral dissertation, Florida International University,
Miami
Bucher, Richard. (2010). Diversity Consciousness: Opening Our Minds to People, Culture and
Opportunities. Prentice Hall
Cloverleaf Home Education. (2015). Supplementary Curriculum. Cited on 5 January 2016 from
https://sites.google.com/a/dcsdk12.org/cloverleaf-home-education/announcements/supplementary-materials

Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Macmillan Education.

Harmer, Jeremy. 2007a. The Practice of English Language Teaching. Malaysia: Pearson
Education Limited.
Thai, MD. 2009. Text- Based language Teaching. Australia: NAZMANIA PRESS
T, Hidayet. (2010). TEFL Textbook Evaluation: From Teachers Perspective. Educational
Research and Review Vol. 5 (9), pp. 508-517, September 2010