An analysis of the materials in the English textbook "Active English" through the lens of Tomlinson's theory

Fatimatuzzahro', Fatimatuzzahro' (2025) An analysis of the materials in the English textbook "Active English" through the lens of Tomlinson's theory. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Textbooks are a central component of English language teaching in Indonesia, especially in EFL contexts, where they often serve as the primary source of language input and guide student learning outcomes. However, many English textbooks may not fully reflect key principles of effective language acquisition. This study addresses whether the Active English X textbook aligns with pedagogically sound criteria based on Tomlinson’s theory of materials development. This study aims to evaluate how well the materials in Active English X reflect Tomlinson’s sixteen principles and explore students’ perceptions of the textbook’s effectiveness. The conceptual framework of this research is based on Tomlinson’s (2011) theoretical model, which emphasizes meaningful input, authenticity, learner engagement, and language use for communication. This research employs a qualitative content analysis method. Data were gathered from textbook analysis and student responses through a closed-ended questionnaire. Two textbook chapters were analyzed, and 90 responses were collected from Grade X students at MAN 1 Lombok Timur. The findings indicate that the Active English X textbook generally aligns with most of Tomlinson’s principles, particularly in promoting engagement, authentic input, learner autonomy, and communicative competence. Students’ responses also reflect a positive perception of its effectiveness. However, the analysis reveals certain limitations, especially in addressing affective factors (such as offering reflection opportunities) and accommodating diverse learning styles. These areas require improvement to enhance the textbook’s inclusivity and its support for holistic language learning. These findings may inform educators and material developers in selecting, adapting, or designing materials that more effectively address learners’ cognitive and emotional needs.

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