In 2013, the government of Indonesia proposed a new curriculum for all subjects, including English. Through this new curriculum, the curriculum designers want to encourage communication patterns and interaction in the classroom that can stimulate learners to be confident, tolerant, critical, appreciative and creative in both spoken and written English (Sulistiyani, 2017). Curriculum 2013 posits language as a communicative tool, encompassing both written and oral modalities. Consequently, pedagogical practices are expected to offer ample opportunities for learners to utilize English for communication purposes (Permendikbud, 2013). The curriculum reform mandates essential resources to facilitate goal attainment, with textbooks being a central provision by the government. Recognizing the pivotal role of textbooks in this framework, the proposed research seeks to evaluate their adherence to quality standards and effectiveness in fulfilling the objectives outlined in Curriculum 2013. The course books were assessed using Littlejohn's (1998) checklist, focusing on elements like design, layout, subdivision, and units. Internal evaluation employed Daoud and Celce-Murcia's (1979) checklist, with Levin's (1981) typology utilized to determine illustration functions. The evaluation revealed notable shortcomings in the textbooks, including distracting illustrations, inadequate vocabulary support, absence of communicative tasks, lengthy instructions, and scarcity of authentic materials. The paper also offers suggestions to address these deficiencies.

Authors:
Fransiska Anggun Arumsari, Indian Institute of Technology Kanpur, India
N.P. Sudharshana, Indian Institute of Technology Kanpur, India

About the Presenter(s)
Fransiska Anggun Arumsari, a PhD candidate at IIT Kanpur, is a DIA award recipient sponsored by the Indian Government. Her PhD thesis focuses on enhancing undergraduates' speaking skills through Task-Based Language Teaching (TBLT).

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