TASK ANALYSIS IN ENGLISH TEXTBOOK AT ELEMENTARY SCHOOL IN THE FOURTH GRADE
Keywords:
Task analysis, English textbook, elementary education, cognitive demand, communicative competenceAbstract
This study investigates the nature and design of tasks in a fourth-grade English textbook used in Indonesian elementary schools, aiming to assess their alignment with curriculum objectives and language learning goals. Employing a descriptive qualitative method, the research utilizes Littlejohn’s (1998, 2011) Task Analysis Framework to examine 24 tasks across Units 1, 6, and 12 of the My Next Word textbook. The analysis reveals that tasks predominantly require scripted responses, emphasize form-meaning relationships, and rely on low-level cognitive operations such as repetition and recall. Interaction is mostly individual or whole-class based, with minimal peer collaboration or opportunities for spontaneous language use. Content is largely sourced from the textbook itself, focusing on controlled input and output without contextual or communicative variation. These findings highlight a strong reliance on input-driven activities with limited output demands, raising concerns about the textbook’s capacity to support communicative competence and higher-order language skills. The study underscores the importance of task variety, cognitive challenge, and interactional engagement in textbook design to better support the holistic development of learners’ English proficiency in primary education settings.
References
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
Aryani, F. A., Qodriani, L. U., & Setiawan, R. (2019). Critical review of tasks in English textbook (When English Rings a Bell). Journal of English Language Teaching and Linguistics, 4(2), 221–230. https://doi.org/10.21462/jeltl.v4i2.260
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
Brewster, J., Ellis, G., & Girard, D. (2002). The primary English teacher’s guide (2nd ed.). Penguin English.
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford University Press.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
Cunningsworth, A. (1995). Choosing your coursebook. Heinemann.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Gillies, R. M. (2007). Cooperative learning: Integrating theory and practice. Sage.
Haghverdi, H. R. (2012). American English File series evaluation based on Littlejohn’s evaluation framework. International Journal of Instruction, 5(2), 121–136. http://www.e-iji.net/dosyalar/iji_2012_2_9.pdf
Jazadi, I. (2008). The politics of curriculum: An interpretive study of English language curriculum in Indonesia. Mataram University Press.
Kemendikbud. (2022). Kurikulum Merdeka: Struktur Kurikulum SD/MI. Retrieved from https://kurikulum.kemdikbud.go.id
Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.
Littlejohn, A. (1998). The analysis of language teaching materials: Inside the Trojan Horse. In B. Tomlinson (Ed.), Materials development in language teaching (pp. 190–216). Cambridge University Press.
Littlejohn, A. (2011). The analysis of language teaching materials: Inside the Trojan Horse. In B. Tomlinson (Ed.), Materials development in language teaching (2nd ed., pp. 179–211). Cambridge University Press.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). Academic Press.
Mukundan, J., Nimehchisalem, V., & Hajimohammadi, R. (2011). Developing an English language textbook evaluation checklist: A focus group study. International Journal of Humanities and Social Science, 1(12), 100–106. https://www.ijhssnet.com/journals/Vol_1_No_12_September_2011/12.pdf
Nida, C. F. (2021). The perspective of SLA principles of materials analysis on a thematic English textbook for sixth-grade elementary school. EFL Journal, 6(1), 15–27. https://doi.org/10.21462/eflj.v6i1.342
Nunan, D. (1988). The learner-centred curriculum: A study in second language teaching. Cambridge University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Reinders, H., & White, C. (2010). The theory and practice of technology in materials development and task design. In N. Harwood (Ed.), English language teaching materials: Theory and practice (pp. 58–80). Cambridge University Press.
Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
Tomlinson, B. (2011). Materials development in language teaching (2nd ed.). Cambridge University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wahyuni, A. (2023). Textbook as teaching media in Indonesian EFL classrooms: A pedagogical analysis. International Journal of Language Education, 7(2), 44–56. https://doi.org/10.26858/ijole.v7i2.38975
