A Critical Evaluation of Indonesian Kurikulum Merdeka: Alignment with Curriculum Goals for Receptive and Productive Language Skills
DOI:
https://doi.org/10.30587/inatesol.v2i2.10991Keywords:
textbook evaluation, EFL materials, receptive productive skills, Kurikulum Merdeka, communicative competenceAbstract
This study critically evaluates two Grade 12 English textbook Life Today used in Indonesia’s Kurikulum Merdeka to determine the extent to which the textbook aligns with curricular expectations for developing senior high school students’ receptive (reading, listening) and productive (speaking, writing) language skills. Anchored in the principles of textbook evaluation within English Language Teaching (ELT), the study examines how far the textbook operationalizes curriculum-mandated competencies and communicative goals. Using Williams’ (1983) ELT Textbook Evaluation Checklist and qualitative document analysis, the study examines the textbook’s linguistic content, instructional design, and methodological alignment. Findings show that the textbook strongly promotes receptive skills through contextualized reading passages, Genre-Based Approach (GBA) scaffolding, and communicative learning strategies. However, weaknesses are evident in productive skill development, including limited controlled grammar practice, insufficient distinction between receptive and productive vocabulary, and minimal guidance on pronunciation and L1–L2 contrasts. These gaps risk contributing to the receptive–productive imbalance commonly observed among Indonesian EFL learners. The study concludes that while the textbook offers rich input comprehension support, additional pedagogical intervention is required to strengthen learners’ speaking and writing proficiency.
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