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Vol. 4 No. 01, 2023  
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Textbook Analysis of "Grow with English Book 1"  
Najla Nurul Aulia 

Universitas Singaperbangsa Karawang, Indonesia 
1910631060112@student.unsika.ac.id 

 
Evi Karlina Ambarwati 

Universitas Singaperbangsa Karawang, Indonesia 
evi.karlina@fkip.unsika.ac.id 

 

Abstract  

Textbooks play an important role in teaching and learning. Hence, textbooks 

are required to meet the standard. The purpose of this study is to find out 

whether the book "Grow with English book 1" is appropriate to be used as 

teaching material. Content analysis was conducted by using the standard 

criteria from Badan Standar Nasional Pendidikan or National Education Standards 

Agency as well as the criteria of Cunningsworth (1995)'s theory. It was found 

the book met all the criteria, i.e. material, language, material presentation, and 

graphical aspects. It can be concluded that the book is suitable to be used in 

English classroom at elementary school level.  

Abstrak 

Buku teks memiliki peranan penting dalam pendidikan. Oleh karena itu, buku 

teks harus berkualitas dan berstandar. Tujuan penelitian ini adalah untuk 

mengetahui kelayakan buku “Grow with English book 1” sebagai bahan ajar. 

Penelitian ini menggunakan pendekatan penelitian kualitatif dengan 

menerapkan analisis isi terhadap buku. Kerangka analisis yang digunakan 

adalah standar acuan Badan Standar Nasional Pendidikan serta kriteria 

Cunningsworth (1995). Hasil analisis menunjukan bahwa buku ini memenuhi 

semua kriteria, yaitu aspek materi, bahasa, penyajian dan grafis. Oleh karena 

itu, dapat disimpulkan bahwa buku ini layak untuk digunakan di kelas bahasa 

Inggris di tingkat sekolah dasar.  

Keywords: Textbook analysis; Grow with English; Teaching English to Young 

Learners 

INTRODUCTION  
 A teacher needs teaching materials in order to be effective in teaching. 
The teaching process will be improved by utilizing teaching materials, and the 
material can be conveyed more effectively. teaching material is defined as 
learning material that is used to assist students in the process of learning 



 
 

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(Nurdiani, 2014). One example of the teaching materials is the utilization of a 
textbook. The textbook plays a crucial role in teaching and learning English 
because each chapter contains numerous teaching and learning activities. 
Learning material, tasks, dialogues, and activities are all part of the role. 
Textbooks contain activities that could hone learning skills, such as writing, 
reading, listening, and speaking skills. 
 
Textbooks are expected to have quality content following the applicable 
curriculum. The use of textbooks in Indonesia is very high; teachers in teaching 
often use textbooks. The government in Indonesia then issued books that were 
following the 2013 curriculum, which was distributed to schools in Indonesia 
free of charge. Besides that, there are still many books following the 2013 
curriculum published by other publishers with varying prices and content; 
Therefore, teachers need to sort out which books are right and appropriate for 
the level of their students. Each textbook has a unique design. The cover, the 
title, and the contents may all play a role in the books' varying appearance. The 
textbooks' quality will serve as another indicator of the variations between 
them. The textbook's author could present the material in a variety of ways. 
 
The textbook should be chosen carefully, and this is something that should 
concern both teachers and students. Teachers should think about a lot of stuff 
already included in the book. Several aspects are evaluated using the 
framework of the National Education Standards Agency (BSNP). These include 
the material and content, language, presentation of material, and graphics. They 
are all adjusted to meet the requirements of Ministerial Order Number 8 of 2016 
Concerning Books Used by Education Units.  
 
There have been some attempts to analyze textbooks. Ariebowo (2017) said that 
teachers in Indonesia must be able to conduct autonomous textbook evaluation 
in order to choose the teaching and learning materials for their classrooms, 
given the tendency of the Indonesian government to alter the curriculum 
whenever a new administration is elected. According to Bhowmik  et al., (2014) 
and Garinger (2001), textbooks can serve various functions for teachers, 
including as a primary resource, a source of supplementary material, an 
inspiration for classroom activities, and even as the curriculum itself. According 
to the findings of (Cunningsworth, 1995), a textbook is a resource that can help 
achieve goals and objectives that have already been established in terms of the 
needs of learners. There have been several studies done in the past that 
concentrate on content analysis. One of them is a thesis written by (Mumtaz, 
2020). The research was conducted to explain the criteria of general attributes 
and learning–teaching content in the English textbook. The second study was a 
journal article by Apriyani et al (2019) The objective of this study was to apply 
Cunningsworth's theory to evaluate particular eighth-grade English textbooks. 
The research was conducted in the same manner as this research, which 



 
 

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investigates the content of English textbooks used by teachers in the classroom. 
To make it different from the previous researches, the researcher is interested in 
analyzing the elementary school grade 1 textbook entitled grow with English 
book 1 because no one has ever analyzed this book before. In light of this 
context, the researcher formulated the following research question: 1) Based on 
the BSNP framework and Cunningsworth theory, how appropriate is it to teach 
book 1 of "Grow with English" to first-grade elementary school students? 
 
This research aims to evaluate a book for grade 1 elementary school students in 
Indonesia entitled "Grow with English" book 1 (Mukarto, Sujatmiko, Josephine 
S.M., & Widya Kiswara, 2016)  Published by Erlangga, the researcher chose this 
book because no one has ever analyzed it and other reasons include: that the 
2013 curriculum considers this book, that it is easily obtainable in both online 
and offline stores, and that it is frequently used in elementary schools in 
Indonesia.  The researcher evaluated the textbooks using Cunningsworth's 
theory because it encompasses all aspects, including the textbook's external and 
internal factors. The theory-based evaluation criteria include objectives and 
approaches, design and organization, language content, skills, topic, 
methodology, teacher's guides, and practical considerations. 
 

METHODS  

In this study, content analysis was used. Analyzing and drawing 

conclusions from text and other qualitative data is called content analysis. 

Qualitative methods are also utilized in research conducted in other fields, such 

as education, which is one of those fields (Puspitasari, 2021).  For qualitative 

studies, use of content analysis is common. There are many different research 

methods used to analyze text data, and QCA is just one of them. Qualitative 

researchers often rely on document analysis, which includes both public and 

private records, as a primary data source. In many types of investigations, 

documents serve as crucial sources of information. Primary source for this 

study is a textbook chosen by the researcher titled "Grow with English book 1." 

 

FINDINGS  
The appropriateness of the textbook based on aspects of the BSNP 

framework 

There are four aspects that are adjusted to the Ministry of Education and 

Culture Regulation Number 8 of 2016 concerning Books Used by Education 

Units including material aspects, language aspects, material presentation 

aspects, and graphical aspects. 

 

 



 
 

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Material Aspects 

a. There are several components in the material aspect; the first is that the 

book must maintain the truth and accuracy of the material, update data 

and concepts, and support the achievement of the goals of National 

Education. After analyzing the book "Grow with English" book 1, it can 

be assessed that it can maintain the truth and accuracy of the material, 

update data and concepts, and can support the achievement of national 

education goals, namely to function to develop capabilities and shape 

dignified national character and civilization in order to educate the 

nation's life, aiming to develop the potential of students to become 

human beings who believe in and fear God Almighty, have a noble 

character, is healthy, knowledgeable, capable, creative, and independent, 

it can be seen in the section "a letter from the authors". 

 
Figure 1. a letter from the authors 

 

b. The second component of the book must use theoretically and 
empirically correct material sources. after being analyzed in the reference 
section, this book can be assessed using theoretically and empirically 
correct source material based on expert research. 

 
Figure 2. references 



 
 

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c. A good textbook must have components that can encourage 

independence and innovation for learners. the grow with english book 1 
has lots of questions and games that students can work on and do 
individually or in groups with other students, so that they can encourage 
independence and innovation in students. 

 
Figure 3. group games in the book "grow with english" book 1 

 

 
Figure 4. individual activities that can encourage self-reliance and innovation for 

learners in the book "grow with english" book 1 

 
 

d. Learning materials must be able to motivate learners to develop 

themselves. After being analyzed, this book is quite capable of 

motivating students to develop themselves, because there are many 



 
 

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things in this book that can foster creativity, students' sociability, and 

knowledge that students have not gotten before. 

 
Figure 5. one of the materials that teaches students how to socialize in the book grow 

with english book 1 
 

e. The last component in the material aspect is that books must be able to 
maintain national unity and unity, accommodate diversity, mutual 
cooperation, and respect various differences. Can be seen from the 

illustrations in this book presenting pictures of children with different 
races and ethnicities but still side by side, there is also a lot of material in 
this book that requires students to work together in a group. This of 
course can foster mutual cooperation and respect. differences in 
students. 

 

 
Figure 6. illustrations on books featuring students of different races and 

ethnicities 
 



 
 

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Language 

a. The use of English in this book can be said to be precise and clear 
according to the developmental level of the age of grade 1 elementary 
school students. The choice of words that are simple and not too many 
and it makes this book easy to understand for low level elementary 
school students as can be seen on page 49. 

 

 
Figure 7. This book uses words that are age-appropriate 

 
b. The illustration material in this book is very appropriate to the 

developmental age level of grade 1 elementary school students, and the 
existing illustrations are seen to be able to clarify the material/content in 
the book, with illustrated material that is easily understood by readers 
who are in grade 1 elementary school make this book accessible for 
students to understand 

 

 
Figure 8. This book uses illustrations that can clarify the material 

 



 
 

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c. In addition to the simple choice of words, the use of communicative and 
informative language in this book enables readers to understand the 
positive messages conveyed. This book also uses vocabulary that has 
educative, polite, ethical, and aesthetic characteristics according to age 
development. 

 

 
Figure 9. This book uses communicative and informative language 

 
d. The title of this book is Grow with English, which means growing with 

English; this title suits elementary school students who are still in a 
period of growth and development. This title is also related to the 
content in the book, which is easily understood by elementary school 
students so that they can grow and develop. In addition, the chapter 
titles in the book are also aligned with the content in the chapter; for 
example, in the chapter "at the pet shop" which contains material about 
pets, it can be said that this title can attract interest to read and there is no 
provocative element in it. 

 



 
 

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Figure 10. the chapter titles in the book are also aligned with the content in the 

chapter 
 

Aspects of Material Presentation 

a. In this book, the material is presented interestingly so that the meaning 

to be conveyed is properly preserved and intact, which students can then 
understand. This book also has an interactive element because it contains 
a barcode to scan, which contains an audio listening file so that students 
not only learn to read but also learn to listen. 

 

 
Figure 11. Example of a page with a QR code to scan 

 
b. A good textbook must use illustrated material, both text and interesting 

pictures according to the developmental level of the reader's age and 
being able to clarify material / content and manners. Then, this book can 
be said that the text and pictures contained in this book are very 
interesting for lower-level students and can explain the material politely 
and there are no illustrations that contain elements of pornography, 



 
 

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views of extremism, radicalism, violence, SARA, gender, and other 
deviation values. 
 

 
Figure 12. examples of illustrations in pictures that are considered polite 

 
c. The presentation of the material in this book can stimulate students to 

think critically, creatively, and innovatively. As in the "draw and say" 
section, students are asked to describe animals and mention what 
animals they drew and how many animals they drew. 
 

 
Figure 13. examples of assignments that can make students think critically, 

creatively and innovatively 
 

d. This book contains contextual insight in that it is relevant to everyday life 

and can encourage learners to experience and find positive things for 
themselves that can be applied in everyday life, as seen in figure 9. 

e. The presentation of the material in this book can be said to be interesting 
so that it is fun for the reader and can foster a deep sense of curiosity. 



 
 

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Grade 1 elementary school students certainly liked the interesting 
presentation of material. 

 
Figure 14. fun activities in the book 

 
Graphic Aspects 

a. The Grow with English book 1, which is intended for grade 1 elementary 
school students, has a size appropriate to their age development level 
and book material/content, 17.50 cm x 25.00 cm, with a book weight of 
350 gr. 

 

 
Figure 15. book size "grow with english book 1" 

 
b. The appearance of the layout of the elements on the cover of the book 

can be said to be harmonious, and unity and is suitable for textbooks for 
young learners.  

 



 
 

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Figure 16. proper layout of the book cover 

 
c. The colors used in this textbook already look harmonious and can clarify 

functions; books with lots of consistent and harmonious colors can 
attract elementary school students' reading interest; it can be seen from 
almost all the pages of the book "grow with English book 1." 
 

 
Figure 17. harmonious colors in the book 

 
d. The use of letters and font sizes can be said to be following the age level 

of development in grade 1 elementary school students because they use 
fonts that look attractive to look at and the size is not too big and not too 
small so it is easy for grade 1 students to read them. 

 



 
 

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Figure 18. the use of letters and font sizes are appropriate 

 
e. The illustrations used in this book look clear and precise to clarify the 

message conveyed. The picture illustrates activities such as stand-up 
with illustrations of students standing and sit down with illustrations of 
students who are sitting. 

 

 
Figure 19. illustration in book that look clear and explain the meaning of the 

pictures 

DISCUSSSION  

Based on the results of the analysis of "Grow with English Book 1" using 

the BSNP instrument, it can be seen that this book also fits the textbook analysis 

criteria from Cunningsworth (1995): Aims & approaches, design and 

organization, language content, skills, topic, methodology, teachers book, 

practical consideration. 

 



 
 

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A. Aims & approaches 

In the book "Grow with English Book 1" the material is suitable for the 
purpose of teaching and according to the needs of learners. With a book 
intended for grade 1 elementary school students and light and fun material that 
makes this book easy for learners to understand, it can be said that this book is 
good enough to be taught to grade 1 elementary school students. Then, in it, 
there are many different learning and teaching styles that don't only focus on 
reading and writing; in this book, there is material that teaches listening and 
speaking, as well as several activities that allow students to hone creativity and 
independence. 

B. Design and Organization 

This book has a QR-scan feature on some of its pages. The QR code can 
then be scanned and contains an audio file that students can listen to while 
learning, which can hone their listening skills. The book's content can be 
described as well organized because it is divided into 8 chapters that cover a 
variety of material topics, and each chapter contains at least one section that 
focuses on one of the four skills (reading, writing, listening, and speaking). 

C. Language Content 

The main grammar that is still simple and contained in the book can be 
said to be suitable for students who are still at a low level. The vocabulary in the 
book is also a vocabulary that is still easy for students to understand, 
pronounce, and remember. There are several materials that make students able 
to dialogue with words that are still not difficult to pronounce. 

D. Skills 

This book has 8 chapters in which there must be material that aims to 
teach four different skills, for example, in the "listen and say" section of the 
book, which instructs students to listen and say the dialogue they hear, and in 
the "look and say" section. & write," which instructs students to see and write 
down what they see; in the "read and circle," which instructs students to read 
then round off the words they have read; in the "say a chant," which instructs 
students to chant a chant that exists. With skills-sharpening material that is still 
fairly basic and simple, it makes it easy for students with low levels to 
understand the material. 

E. Topic 

The topics presented in this book are spelled out well. The topics in this 
book are varied and aim to teach students about the material in different 
chapters. These topics are suitable for students who are in grade 1 of elementary 



 
 

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school; these topics are also of interest to young learners because they are still 
fairly easy topics to teach them. By providing content that is relevant to 
students' everyday lives, Grow with English Book 1 can help them become 
more self-aware and open up new avenues of learning.The topics are 
sufficiently sophisticated in terms of subject matter because the vast majority of 
students are familiar with them. 

F. Methodology 

This book focuses on learning to introduce English vocabulary and hone 
four skills (reading, writing, listening & speaking). not only that, this book also 
provides material on how to communicate and think critically, creatively and 
innovatively 

G. Teacher’s book 

This book offers improved direction and instruction for the teacher. The 
activities that are included in the textbook serve as the basis for the presentation 
of the material that is included in the teacher's manual. 

H. Practical consideration 

The book “grow with English book 1” can be said to be not too cheap. This book 
is a package book with a soft cover and paper suitable for grade 1 elementary 
school students, because the cover and paper are thicker, the textbook is 
durable and long-lasting. Moreover, this book can be purchased from a wide 
variety of stores, both offline and online. 

 

CONCLUSION AND SUGGESTION  

The conclusion of the research can be stated as follows, taking into 

account both the findings and the discussion of the research: This book is in 

accordance with the components of material aspects, language aspects, material 

presentation aspects, and graphical aspects of the BSNP and the eight criteria 

from Cunningsworth's theory (1995) so that this book can be said to be 

appropriate for a teacher's teaching material for first-grade elementary school 

students. This research still has a lot of shortcomings; for future researchers, it is 

hoped that they can review the book "Grow with English Book 1" in depth. 

REFERENCES 

Apriyani, L. A., & Robiasih, R. H. (2019). Eight grade text book evaluation by   
Cunningsworthâ€™ s theory. Journal of English Language and Pedagogy, 
2(2), 94-103. 



 
 

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Vol. 4 No. 01, 2023  
Available online at 

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Ariebowo, T. (2017). The Evaluation of The Seventh-Grade English Textbook  

When English Rings The Bell: A Survey Research (Doctoral dissertation, 
SANATA DHARMA UNIVERSITY). 

 
Bhowmik, S. K., Nolasco, R., Arthur, L., Rowland, L., Barrs, K., Charalambous, 

C. Y., & Quarterly, T. (2014). Textbook evaluation and ELT management: 
A south Korean case study. Asian EFL journal. ELT Journal. https://doi. 
org/10.1017/CBO9781107415324, 4. 

 
Cunningsworth, A. (1995). Choosing your coursebook. Macmillan. 
 
Garinger, D. (2001). Textbook evaluation. TEFL Web Journal, 1(1), 231-45. 
 
Mumtaz, I. (2020). A Content Analysis of “When English Rings a Bell”: An English 

Textbook for Seventh Grade (Ed. 2017) (Doctoral dissertation, IAIN 
Ponorogo). 

 
Puspitasari, D. (2021). Blended Learning Environment: Promoting Learners’  

Self-Efficacy. ELTALL: English Language Teaching, Applied Linguistic and 
Literature, 2(1), 39. 

 


