The education curriculum in Indonesia continues to undergo updates to adapt to global
developments and the needs of the 21st century. One of the latest forms of curriculum
innovation is the Merdeka Curriculum, which emphasizes competency-based learning,
differentiation, and relevance to the real world. This curriculum encourages the use of learning
materials that not only focus on theory, but are also contextual and applicable, especially in
foreign language learning such as English (Kemendikbudristek, 2022). . In the context of English
language learning, this approach demands teaching materials that are more contextual and
applicable so that students are able to develop language skills in a complete and meaningful way.
However, in practice, the quality and quantity of English learning materials is still a challenge,
especially in terms of providing materials that suit the needs of students. Some textbooks tend to
contain repetitive material, lack of variety, and do not provide meaningful learning experiences.
This has an impact on students' low motivation and involvement in the learning process, as well
as the non-optimal achievement of their English language competence (Putra & Kurniawati,
2021). This can have an impact on students' low involvement in the learning process, as well as
not optimizing the mastery of functional English competencies.
Learning materials are an important component in the teaching-learning process as they are the
main source of delivering knowledge and developing skills. According to Richards (2001), good
learning materials should be able to guide students to develop learning strategies, improve
understanding, and motivate their involvement in the learning process. Good materials should
not only convey information, but also encourage students to think, explore, and develop
communication skills. Therefore, the selection and analysis of learning materials need to be done
critically so that they are relevant to the times and the needs of students.
In English language teaching, learning materials should be able to represent the real and
communicative use of language. Nunan (2004) emphasizes that materials in language learning
should display social and functional contexts, so that students can use language not only
grammatically, but also according to the situation at hand. Contextual materials will help students
understand the social function of language and develop the four language skills (listening,
speaking, reading and writing) in a balanced manner. This requires teachers to choose or develop
materials that are able to represent real communication situations.
One approach that is considered effective in English language learning is the use of authentic
materials. Authentic materials refer to teaching materials derived from real communication
situations, such as articles, advertisements, interviews or news broadcasts. According to Gilmore
(2007), the use of authentic materials not only improves students' understanding of language
structures, but also improves their ability to understand meaning contextually. In addition,
Berardo (2006) states that authentic materials can increase students' motivation because they
feel they are learning language that is actually used in real life. The use of this type of material
can increase students' motivation because it is considered more interesting and relevant to their
lives, and enriches the learning experience.
At SMA Negeri 9 Sijunjung, based on interviews with English teachers and some grade 11
students, it was found that the use of advanced English books has not fully accommodated
students' needs in terms of understanding the real context of language use. The teacher stated
that the material in the book tends to be academic and does not present many authentic
situations. Students also felt less challenged and considered some topics in the books irrelevant
to their daily lives. This phenomenon raises questions about the extent to which advanced
English books contain authentic materials needed for effective learning.
Seeing this condition, it is important to analyze the existence of authentic material in the 11th
grade advanced English book. This analysis is expected to provide an overview of the extent to
which the book supports the achievement of learning objectives in accordance with the Merdeka
Curriculum and answers students' needs in contextual and applicable English learning.
The education curriculum in Indonesia continues to undergo updates to adapt to global
developments and the needs of the 21st century. One of the latest forms of curriculum
innovation is the Merdeka Curriculum, which emphasizes competency-based learning,
differentiation, and relevance to the real world. This curriculum encourages the use of learning
materials that not only focus on theory, but are also contextual and applicable, especially in
foreign language learning such as English (Kemendikbudristek, 2022). . In the context of English
language learning, this approach demands teaching materials that are more contextual and
applicable so that students are able to develop language skills in a complete and meaningful way.
However, in practice, the quality and quantity of English learning materials is still a challenge,
especially in terms of providing materials that suit the needs of students. Some textbooks tend to
contain repetitive material, lack of variety, and do not provide meaningful learning experiences.
This has an impact on students' low motivation and involvement in the learning process, as well
as the non-optimal achievement of their English language competence (Putra & Kurniawati,
2021). This can have an impact on students' low involvement in the learning process, as well as
not optimizing the mastery of functional English competencies.
Learning materials are an important component in the teaching-learning process as they are the
main source of delivering knowledge and developing skills. According to Richards (2001), good
learning materials should be able to guide students to develop learning strategies, improve
understanding, and motivate their involvement in the learning process. Good materials should
not only convey information, but also encourage students to think, explore, and develop
communication skills. Therefore, the selection and analysis of learning materials need to be done
critically so that they are relevant to the times and the needs of students.
In English language teaching, learning materials should be able to represent the real and
communicative use of language. Nunan (2004) emphasizes that materials in language learning
should display social and functional contexts, so that students can use language not only
grammatically, but also according to the situation at hand. Contextual materials will help students
understand the social function of language and develop the four language skills (listening,
speaking, reading and writing) in a balanced manner. This requires teachers to choose or develop
materials that are able to represent real communication situations.
One approach that is considered effective in English language learning is the use of authentic
materials. Authentic materials refer to teaching materials derived from real communication
situations, such as articles, advertisements, interviews or news broadcasts. According to Gilmore
(2007), the use of authentic materials not only improves students' understanding of language
structures, but also improves their ability to understand meaning contextually. In addition,
Berardo (2006) states that authentic materials can increase students' motivation because they
feel they are learning language that is actually used in real life. The use of this type of material
can increase students' motivation because it is considered more interesting and relevant to their
lives, and enriches the learning experience.
At SMA Negeri 9 Sijunjung, based on interviews with English teachers and some grade 11
students, it was found that the use of advanced English books has not fully accommodated
students' needs in terms of understanding the real context of language use. The teacher stated
that the material in the book tends to be academic and does not present many authentic
situations. Students also felt less challenged and considered some topics in the books irrelevant
to their daily lives. This phenomenon raises questions about the extent to which advanced
English books contain authentic materials needed for effective learning.
Seeing this condition, it is important to analyze the existence of authentic material in the 11th
grade advanced English book. This analysis is expected to provide an overview of the extent to
which the book supports the achievement of learning objectives in accordance with the Merdeka
Curriculum and answers students' needs in contextual and applicable English learning.
The education curriculum in Indonesia continues to undergo updates to adapt to global
developments and the needs of the 21st century. One of the latest forms of curriculum
innovation is the Merdeka Curriculum, which emphasizes competency-based learning,
differentiation, and relevance to the real world. This curriculum encourages the use of learning
materials that not only focus on theory, but are also contextual and applicable, especially in
foreign language learning such as English (Kemendikbudristek, 2022). . In the context of English
language learning, this approach demands teaching materials that are more contextual and
applicable so that students are able to develop language skills in a complete and meaningful way.
However, in practice, the quality and quantity of English learning materials is still a challenge,
especially in terms of providing materials that suit the needs of students. Some textbooks tend to
contain repetitive material, lack of variety, and do not provide meaningful learning experiences.
This has an impact on students' low motivation and involvement in the learning process, as well
as the non-optimal achievement of their English language competence (Putra & Kurniawati,
2021). This can have an impact on students' low involvement in the learning process, as well as
not optimizing the mastery of functional English competencies.
Learning materials are an important component in the teaching-learning process as they are the
main source of delivering knowledge and developing skills. According to Richards (2001), good
learning materials should be able to guide students to develop learning strategies, improve
understanding, and motivate their involvement in the learning process. Good materials should
not only convey information, but also encourage students to think, explore, and develop
communication skills. Therefore, the selection and analysis of learning materials need to be done
critically so that they are relevant to the times and the needs of students.
In English language teaching, learning materials should be able to represent the real and
communicative use of language. Nunan (2004) emphasizes that materials in language learning
should display social and functional contexts, so that students can use language not only
grammatically, but also according to the situation at hand. Contextual materials will help students
understand the social function of language and develop the four language skills (listening,
speaking, reading and writing) in a balanced manner. This requires teachers to choose or develop
materials that are able to represent real communication situations.
One approach that is considered effective in English language learning is the use of authentic
materials. Authentic materials refer to teaching materials derived from real communication
situations, such as articles, advertisements, interviews or news broadcasts. According to Gilmore
(2007), the use of authentic materials not only improves students' understanding of language
structures, but also improves their ability to understand meaning contextually. In addition,
Berardo (2006) states that authentic materials can increase students' motivation because they
feel they are learning language that is actually used in real life. The use of this type of material
can increase students' motivation because it is considered more interesting and relevant to their
lives, and enriches the learning experience.
At SMA Negeri 9 Sijunjung, based on interviews with English teachers and some grade 11
students, it was found that the use of advanced English books has not fully accommodated
students' needs in terms of understanding the real context of language use. The teacher stated
that the material in the book tends to be academic and does not present many authentic
situations. Students also felt less challenged and considered some topics in the books irrelevant
to their daily lives. This phenomenon raises questions about the extent to which advanced
English books contain authentic materials needed for effective learning.
Seeing this condition, it is important to analyze the existence of authentic material in the 11th
grade advanced English book. This analysis is expected to provide an overview of the extent to
which the book supports the achievement of learning objectives in accordance with the Merdeka
Curriculum and answers students' needs in contextual and applicable English learning.
The education curriculum in Indonesia continues to undergo updates to adapt to global
developments and the needs of the 21st century. One of the latest forms of curriculum
innovation is the Merdeka Curriculum, which emphasizes competency-based learning,
differentiation, and relevance to the real world. This curriculum encourages the use of learning
materials that not only focus on theory, but are also contextual and applicable, especially in
foreign language learning such as English (Kemendikbudristek, 2022). . In the context of English
language learning, this approach demands teaching materials that are more contextual and
applicable so that students are able to develop language skills in a complete and meaningful way.
However, in practice, the quality and quantity of English learning materials is still a challenge,
especially in terms of providing materials that suit the needs of students. Some textbooks tend to
contain repetitive material, lack of variety, and do not provide meaningful learning experiences.
This has an impact on students' low motivation and involvement in the learning process, as well
as the non-optimal achievement of their English language competence (Putra & Kurniawati,
2021). This can have an impact on students' low involvement in the learning process, as well as
not optimizing the mastery of functional English competencies.
Learning materials are an important component in the teaching-learning process as they are the
main source of delivering knowledge and developing skills. According to Richards (2001), good
learning materials should be able to guide students to develop learning strategies, improve
understanding, and motivate their involvement in the learning process. Good materials should
not only convey information, but also encourage students to think, explore, and develop
communication skills. Therefore, the selection and analysis of learning materials need to be done
critically so that they are relevant to the times and the needs of students.
In English language teaching, learning materials should be able to represent the real and
communicative use of language. Nunan (2004) emphasizes that materials in language learning
should display social and functional contexts, so that students can use language not only
grammatically, but also according to the situation at hand. Contextual materials will help students
understand the social function of language and develop the four language skills (listening,
speaking, reading and writing) in a balanced manner. This requires teachers to choose or develop
materials that are able to represent real communication situations.
One approach that is considered effective in English language learning is the use of authentic
materials. Authentic materials refer to teaching materials derived from real communication
situations, such as articles, advertisements, interviews or news broadcasts. According to Gilmore
(2007), the use of authentic materials not only improves students' understanding of language
structures, but also improves their ability to understand meaning contextually. In addition,
Berardo (2006) states that authentic materials can increase students' motivation because they
feel they are learning language that is actually used in real life. The use of this type of material
can increase students' motivation because it is considered more interesting and relevant to their
lives, and enriches the learning experience.
At SMA Negeri 9 Sijunjung, based on interviews with English teachers and some grade 11
students, it was found that the use of advanced English books has not fully accommodated
students' needs in terms of understanding the real context of language use. The teacher stated
that the material in the book tends to be academic and does not present many authentic
situations. Students also felt less challenged and considered some topics in the books irrelevant
to their daily lives. This phenomenon raises questions about the extent to which advanced
English books contain authentic materials needed for effective learning.
Seeing this condition, it is important to analyze the existence of authentic material in the 11th
grade advanced English book. This analysis is expected to provide an overview of the extent to
which the book supports the achievement of learning objectives in accordance with the Merdeka
Curriculum and answers students' needs in contextual and applicable English learning.
The education curriculum in Indonesia continues to undergo updates to adapt to global
developments and the needs of the 21st century. One of the latest forms of curriculum
innovation is the Merdeka Curriculum, which emphasizes competency-based learning,
differentiation, and relevance to the real world. This curriculum encourages the use of learning
materials that not only focus on theory, but are also contextual and applicable, especially in
foreign language learning such as English (Kemendikbudristek, 2022). . In the context of English
language learning, this approach demands teaching materials that are more contextual and
applicable so that students are able to develop language skills in a complete and meaningful way.
However, in practice, the quality and quantity of English learning materials is still a challenge,
especially in terms of providing materials that suit the needs of students. Some textbooks tend to
contain repetitive material, lack of variety, and do not provide meaningful learning experiences.
This has an impact on students' low motivation and involvement in the learning process, as well
as the non-optimal achievement of their English language competence (Putra & Kurniawati,
2021). This can have an impact on students' low involvement in the learning process, as well as
not optimizing the mastery of functional English competencies.
Learning materials are an important component in the teaching-learning process as they are the
main source of delivering knowledge and developing skills. According to Richards (2001), good
learning materials should be able to guide students to develop learning strategies, improve
understanding, and motivate their involvement in the learning process. Good materials should
not only convey information, but also encourage students to think, explore, and develop
communication skills. Therefore, the selection and analysis of learning materials need to be done
critically so that they are relevant to the times and the needs of students.
In English language teaching, learning materials should be able to represent the real and
communicative use of language. Nunan (2004) emphasizes that materials in language learning
should display social and functional contexts, so that students can use language not only
grammatically, but also according to the situation at hand. Contextual materials will help students
understand the social function of language and develop the four language skills (listening,
speaking, reading and writing) in a balanced manner. This requires teachers to choose or develop
materials that are able to represent real communication situations.
One approach that is considered effective in English language learning is the use of authentic
materials. Authentic materials refer to teaching materials derived from real communication
situations, such as articles, advertisements, interviews or news broadcasts. According to Gilmore
(2007), the use of authentic materials not only improves students' understanding of language
structures, but also improves their ability to understand meaning contextually. In addition,
Berardo (2006) states that authentic materials can increase students' motivation because they
feel they are learning language that is actually used in real life. The use of this type of material
can increase students' motivation because it is considered more interesting and relevant to their
lives, and enriches the learning experience.
At SMA Negeri 9 Sijunjung, based on interviews with English teachers and some grade 11
students, it was found that the use of advanced English books has not fully accommodated
students' needs in terms of understanding the real context of language use. The teacher stated
that the material in the book tends to be academic and does not present many authentic
situations. Students also felt less challenged and considered some topics in the books irrelevant
to their daily lives. This phenomenon raises questions about the extent to which advanced
English books contain authentic materials needed for effective learning.
Seeing this condition, it is important to analyze the existence of authentic material in the 11th
grade advanced English book. This analysis is expected to provide an overview of the extent to
which the book supports the achievement of learning objectives in accordance with the Merdeka
Curriculum and answers students' needs in contextual and applicable English learning.
