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Vol. 7, No. 3, December 2024, pp. 191-208  

        https://doi.org/10.12928/eltej.v7i3.10978        http://journal2.uad.ac.id/index.php/eltej/index         eltej@pbi.uad.ac.id  

ELT materials transformed: Exploring outcome-based education 

elements in high school EFL textbooks 

Anni Holila Pulungan a, 1, Adib Jasni Kharisma b, 2,*, Joko Kusmanto c, 3, Pirman Ginting d, 4 

a Universitas Negeri Medan, Jl. Williem Iskandar Pasar V, Medan Estate, Medan and 20221, Indonesia 
b, d Universitas Muhammadiyah Sumatera Utara, Jl. Kapt. Mukhtar Basri No. 3, Medan Timur, Medan and 20238, Indonesia 
c Politeknik Negeri Medan, Jl. Almamater No. 1 kampus USU, Medan Baru, Medan and 20155, Indonesia 
1anniholila@unimed.ac.id;2adibjasnikharisma@umsu.ac.id*; 3jokokusmanto@polmed.ac.id; 4pirmanginting@umsu.ac.id 

* corresponding author   

  

A R T I C L E  I N F O 

 

A B ST R ACT   

 

 

Article history 

Received 12 October 2024 

Revised 12 November 2024 

Accepted 20 November 2024 

 Integrating outcome-based elements like advanced communication, 
productivity and accountability, critical thinking, creativity, 
collaboration, flexibility, and adaptability is considered vital in a 
textbook. However, evidence has shown gaps in specific areas of 
textbooks, as illustrated by the "Bahasa Inggris Grade XII" textbook, 
which lacked advanced teamwork and communication skills. This 
research aims to evaluate the incorporation of outcome-based 
education in the textbook through the application of Spady’s theory. 
Utilizing data on the text unit order, the current study employed a 
descriptive qualitative research framework and acquired data through 
a Likert scale. The findings disclose that various aspects of outcome-
based education are thoroughly addressed in this textbook. 
Nonetheless, the collaborative component and the intricate 
communication aspect are conspicuously absent as denoted in chapter 
3 and chapter 4. A mere forty-seven percent of the content in the 
textbook "Bahasa Inggris Grade XII" has been assessed and meets the 
criteria of outcome-based education. The textbook serves as an 
excellent case study to evaluate and enhance the integration of OBE 
principles in high school EFL materials in Indonesia, offering a basis 
for improving educational outcomes during a crucial period in students' 
academic and personal growth. This level of attainment, which falls 
below expectations, indicates a lack of complete adherence to the 
principles of outcomes-based education within the English textbook. 
As this ongoing research carries significant implications for those 
involved in developing and writing curricula. It is recommended that 
the textbook aligns with Spady's concept of Outcome-Based Education 
(OBE), addressing gaps such as the lack of emphasis on teamwork and 
complex communication aspects. To enhance the achievement of 
educational objectives, authors are advised to pinpoint areas for 
enhancement through collaboration with educators, students, and 
curriculum experts.  

© The Author(s) 2024. Published by Universitas Ahmad Dahlan  
This is an open access article under the CC–BY-SA license. 

    

 

 
Keywords 

Outcome-Based Education  

English Textbook  

Learning Materials  

Curriculum 

 

 

 

 

How to Cite: Pulungan, A. H., Kharisma, A. J., Kusmanto, J., & Ginting, P. (2024). ELT materials transformed: 
Exploring outcome-based education elements in high school EFL textbooks. English Language Teaching 
Educational Journal, 7(3), 191-208. https://doi.org/10.12928/eltej.v7i3.10978     

1. Introduction  

Textbooks play a crucial role in language learning, being primarily viewed as key sources of 
information (Damayanti et al., 2021). As commonly employed in educational settings such as schools, 
textbooks offer assignments and resources designed to facilitate both teaching and learning processes. 
They stand as a vital tool, providing valuable information and media to aid in achieving educational 

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goals and mastering essential competencies (Novitasari et al., 2019). An indispensable component of 
academic curricula (Melesse & Obsiye, 2022), a textbook is a required resource for formal education, 
facilitating students' comprehension of the material following the established curriculum Textbooks 
include an overview of particular topics, the outline of the curriculum, and offer essential learning 
strategies along with current materials. In addition, for they operate as an applicator of the curriculum 
and represent its implementation in classroom practices, textbooks should be more operational than 
conceptual and more practical than theoretical (Novitasari et al., 2019). In English as a Foreign 
Language (EFL) education, textbooks are essential in influencing teaching methods and supporting 
both educators and students (Tomlinson, 2011). Hence, it is crucial to select relevant textbooks with 
contents pertinent to the existing curriculum, given textbooks have a vital impact on teaching and 
learning practices. On top of that, considering that learning activities within them reflect the beliefs 
and values of the curriculum, it is vital to set benchmarks for choosing high-quality textbooks and 
engage in discussions with teachers regarding these criteria to gain insight into their challenges and 
perspectives (Munir et al., 2021). 

Recent research highlights the significance of incorporating OBE principles into EFL resources, 
especially in high school contexts where preparing students for academic and career success is 
essential (Graves, 2000). Integrating explicit learning objectives, evaluation standards, and practical, 
task-based activities into textbooks can improve language skills while promoting critical thinking, 
innovation, and teamwork (Nunan, 2004). It is widely acknowledged that Outcome-Based Education 
(OBE) has risen as a prevailing approach for transforming curricula in higher education worldwide in 
recent decades (Mufanti et al., 2024; Shaheen, 2019). OBE is a method of curriculum approach that 
place emphasis on student-centered learning and accomplishing specific learning objectives. 
Outcome-Based Education (OBE) is a teaching methodology that emphasizes achieving specific 
learning outcomes or competencies, focusing on what students can demonstrate or apply at the end of 
the educational experience, rather than solely emphasizing the teaching process (Sheikh, 2023). OBE 
can be described as a holistic method of structuring and managing an educational system, with a 
primary focus on the successful showcasing of learning by students (Spady, 1994). This method 
emphasizes not only gaining knowledge but also showcasing skills and abilities that are applicable in 
real-life situations. In contrast to conventional educational approaches, OBE acknowledges that 
students may not attain the same level of learning through similar methods or within identical 
timeframes (Khanna & Mehrotra, 2019). Outcome-Based Education (OBE) is designed to ensure that 
students not only gain essential knowledge but also develop the skills and attitudes needed for success 
after completing their education. By aligning curriculum objectives with real-world demands, OBE 
equips institutions to better prepare students for their careers or further academic pursuits. The focus 
on clearly defined, measurable outcomes pushes for improvements across higher education by making 
sure that educational programs, assessments, and teaching methods are directly tied to the 
competencies students are expected to master. The emphasis on concrete outcomes drives continuous 
improvement in educational practices, ensuring they remain relevant to the changing needs of society 
and the job market (Husein et al, 2022). Furthermore, OBE fosters an environment where educators 
can concentrate on achieving tangible, meaningful results instead of merely covering content. This 
approach reduces the disconnect between what is taught and what students will actually need in their 
professional and personal lives. Similarly, aligning English instruction with OBE principles fosters 
independent learning and practical communication skills, equipping students for societal and 
professional demands (Zhao, 2020). OBE’s focus on clear, defined goals leads to better-organized 
curricula, more accurate assessments of student performance, and an overall enhancement in the 
quality of teaching (Allo et al., 2024). By aligning assessments with specific outcomes, teachers can 
monitor student progress more effectively, providing targeted feedback that promotes further 
development. This results in a more enriching learning experience and increases the overall efficiency 
and accountability of educational systems, ensuring that students are not only academically prepared 
but also equipped with practical skills for their future careers. 

By integrating OBE principles, institutions are also encouraged to become more adaptable, 
regularly reviewing and updating their programs to ensure their relevance in a rapidly changing world. 
This dynamic, responsive approach strengthens the educational system, making it more capable of 
meeting the evolving needs of both students and society. According to Spady's (1994) research, 
utilizing a textbook as an educational resource is closely consistent with OBE principles that include 
aspects, such as complex communication, productivity and accountability, critical thinking, creativity, 
collaboration, flexibility, and adaptability highlighting the skills that students should proficiently 



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demonstrate by the end of their learning experiences, and the curriculum is tailored to assist them in 
attaining these proficiencies (Wahyudi & Wibowo, 2018). Considering this occurrence, assessing 
textbooks is essential to grasping their quality due to their substantial role for educators and learners 
(Akhmad et al., 2022). In consideration of this matter, the current research attempts to uncover the 
elements of Outcome-Based Education (OBE) as portrayed in the currently endorsed English as a 
Foreign Language (EFL) textbooks for twelfth-grade high school students, "Buku Bahasa Inggris 
Grade XII." This research can shed light on how effectively these instructional resources correspond 
with OBE objectives, potentially leading to more effective language instruction and improved student 
outcomes. Additionally, it may offer valuable recommendations for curriculum developers, educators, 
and policymakers on enhancing EFL teaching methods to better support student-centered learning and 
the accomplishment of specific educational goals. 

2. Literature Review 

A textbook is a crucial educational resource designed for a specific educational level and compiled 
by experts in the field. It significantly shapes the perspectives of teachers, students, and families 
regarding school subjects, making it an essential component of the educational curriculum. Textbooks 
are a type of educational text intended for use within a curriculum (Brown, 2001). According to 
Ravitch (2003) and Valverde et al. (2002), textbooks are vitally important as they play a significant 
role in shaping the views of teachers, students, and families about school subjects. They serve as key 
sources of ideas and activities (Cunningsworth, 1995, as cited in Sarem et al., 2013). They are crucial 
in bridging the gap between intentions and plans to actual classroom activities (Schmidt et al., 1997, 
as cited in Sarem et al., 2013). Classroom activities, as defined by Brown (2001), are a coherent set 
of student behaviors within a defined timeframe, guided by the teacher towards specific objectives. 

Outcome-based education is an educational approach centered around achieving learning 
outcomes through innovative, effective, and interactive learning processes. It emphasizes attaining 
desired outcomes within processes or programs, rather than solely improving activities or tasks. In 
today's context, achieving desired results and enhancing performance based on those outcomes is 
crucial. The results-based education approach promotes the use of data to guide decision-making and 
foster ongoing improvement in educational systems. By gathering and evaluating data concerning 
student performance, educators can pinpoint areas requiring enhancement and apply suitable strategies 
to elevate learning outcomes (Sharmin et al., 2021). The application of a results-based education 
(OBE) approach to literary composition within an independent curriculum can greatly enhance 
students' creativity and their ability to convey ideas through writing. This method, particularly in 
genres like poetry, short stories, and other creative writing forms, encourages students to follow a 
structured process where learning objectives-such as the development of creative skills and the ability 
to express emotions-are clearly outlined and evaluated. As noted by Rosidah et al. (2021), a results-
driven approach can stimulate creativity by focusing on measurable outcomes that improve students’ 
ability to articulate their thoughts and emotions through literary creation. From the perspective of 
textbooks, this approach enables a more organized and focused curriculum, where creative writing 
exercises and assignments are tailored to develop specific competencies, such as narrative structure, 
language use, and emotional depth in writing. The assessments tied to these defined outcomes allow 
instructors to monitor students' progress effectively, offering feedback that supports the development 
of their creative potential. 

The emphasis on measurable outcomes in an independent curriculum, which is central to OBE, 
also aligns with the goal of nurturing students’ abilities to express themselves in distinctive and 
original ways. Much like how OBE in other disciplines ensures that students acquire necessary 
knowledge and skills, in the field of literature, it allows students to refine their creative writing abilities 
while maintaining a focus on both form and originality. This synergy between results-based education 
and creative writing strikes a balance between critical thinking (used to refine ideas) and creative 
exploration (focused on generating innovative literary works), as discussed by both Rosidah et al. 
(2021) and other educational experts like Husein et al. (2022). By integrating OBE principles into 
literary composition, textbooks become a powerful tool to guide students through a structured, 
outcome-oriented process, boosting their ability to create meaningful literary works. With consistent 
feedback and targeted assessments, students are encouraged to express their thoughts, emotions, and 
creative ideas in ways that are both original and relevant to real-world contexts.  



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For an effective communication of meaning, it usually entails complex linguistic structures, subtle 
phrases, and detailed concepts; productivity and accountability refer to the metrics of efficacy and 
efficiency in completing tasks or reaching objectives. It entails maximizing productivity, finishing 
tasks on schedule, and making effective use of available resources. Conversely, "accountability" 
denotes the sense of ownership and accountability that people have for their choices, actions, and 
results. It entails taking responsibility for one's actions and the results of one's decisions. 
Accountability might be highlighted in a textbook as an essential component of both professional and 
personal development. 

Complex communication often entails employing sophisticated language structures, nuanced 
expressions, and intricate concepts to convey ideas effectively. Productivity and accountability, on the 
other hand, encompass measures of efficiency and effectiveness in task completion or goal 
achievement. This includes optimizing output, meeting deadlines, and using resources efficiently. 
Furthermore, "accountability" denotes the responsibility and ownership individuals assume for their 
actions, decisions, and results. It involves being accountable for one's performance and the 
consequences of one's decisions. In a textbook, emphasizing accountability can be pivotal for fostering 
personal and professional development. Therefore, the capacity to impartially assess and examine 
data, claims, and concepts is known as critical thinking. It entails applying reasoned and methodical 
thinking, challenging presumptions, taking into account other viewpoints, and coming to well-
informed conclusions. Creativity, on the other hand, is the capacity to produce meaningful and unique 
concepts, answers, or statements. Collaboration is the process of collaborating with people to 
accomplish a similar objective or finish a shared task. It entails thinking beyond conventional 
boundaries, connecting seemingly unconnected concepts, and developing unique and imaginative 
outputs. In order to complete a task more effectively or efficiently than they could alone, people must 
pool their knowledge, skills, and resources and actively engage in coordination, cooperation, and 
communication. The terms flexibility and adaptability refer to the capacity to modify, adapt, or alter 
one's way of thinking, acting, or responding to new or changing situations. These attributes facilitate 
individuals in efficiently managing ambiguity, confronting obstacles, and seizing opportunities. 

3. Method 

Research design plans for data collection, measurement, and analysis are dependent on the study's 
research questions, according to Sekaran (2017). Qualitative descriptive methodologies are used in 
this study. This approach is used to analyze, comprehend, and characterize a research problem from 
the viewpoint of the research subject, which is scientific publications and articles. According to 
Nieswiadomy and Bailey (2018), qualitative research focuses on understanding the subjective 
meaning and experiences of individuals. Logan (2007) defines data as various pieces of information 
typically organized and stored to serve specific purposes. In this study, the data consist of texts 
containing elements of outcome-based education found in the Bahasa Inggris grade XII textbook. 

Then, the data source refers to the entity from which research data is gathered (Sujarweni, 2018). 
Therefore, the data source for this study is the English Textbook Assessment Instrument "Bahasa 
Inggris kelas XII," specifically focusing on the critical and creative thinking section for senior high 
school class XII. This textbook was chosen as the data source to ensure the research stays relevant, 
context-specific, and meaningful in exploring how ELT materials can facilitate the shift toward an 
outcome-based education approach in Indonesia. Data collection techniques are a critical step in 
research because the primary goal is to obtain accurate data (Sugiyono, 2018). Without understanding 
the appropriate data collection techniques, researchers may not gather data that meets rigorous 
standards. In this study, the researcher employed an assessment using a Likert Scale to evaluate the 
suitability of the book's content, which was adapted based on the instrument and description of the 
English Textbook Assessment Instrument "Bahasa Inggris kelas XII”. The instrument aligned with 
specific OBE-related components, including critical thinking, creative thinking, problem-solving, and 
practical real-world application. Each item evaluates the extent to which the textbook content 
incorporates and promotes these skills through its exercises and activities. Data analysis involves 
categorizing collected data according to established criteria to derive findings that align with the 
acquired data (Sugiyono, 2016). This process requires meticulous and systematic analysis of collected 
data to generate meaningful and pertinent insights. It encompasses stages such as gathering, 
organizing, processing, interpreting, and presenting data to facilitate informed decision-making. The 
Likert scale used in the instrument ranges from 1 to 5, strongly disagree, disagree, neutral, agree, and 



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strongly agree. Demonstrates that the element is thoroughly present and excellently incorporated into 
the textbook content.The scores are classified into criteria as follows: Very Good: Scores averaging 
4.5-5.0, Good: Scores averaging 3.5-4.4, and Less: Scores below 2.5. This classification aids in 
assessing the textbook's alignment with OBE elements and offers a structured framework for 
pinpointing areas that need improvement. Findings are frequently displayed in tables to enhance 
accessibility and ease of interpretation. 

4. Findings and Discussion 

Outcome-Based Education (OBE) is an educational framework that focuses on the competencies 
students should achieve by the conclusion of their learning journey. Spady's theory argues that 
Outcome-Based Education encompasses various elements such as advanced communication, 
productivity and accountability, critical thinking, creativity, collaboration, as well as flexibility and 
adaptability. In OBE, students are equipped to navigate complex interactions, express their ideas with 
clarity and accuracy, and tailor their communication styles to suit various audiences and contexts. 
Productivity focuses on delivering measurable outcomes in tasks, projects, or group efforts, whereas 
accountability highlights the importance of taking responsibility for one's actions and contributions. 
Critical thinking is fundamental to OBE, as it motivates learners to assess, analyze, and integrate 
information in order to make well-informed decisions. Creativity in OBE focuses on promoting 
innovation and inspiring learners to think creatively. This aspect encourages students to come up with 
new ideas, explore different solutions, and tackle problems from fresh angles-skills that are essential 
in today’s fast-paced, evolving world. Then, students are trained to foster positive relationships, 
manage group dynamics, and make valuable contributions to shared objectives, reflecting the 
collaborative nature of contemporary workplaces and communities. Flexibility entails being open to 
change and exploring new ideas, while adaptability refers to the ability to adjust to new roles, 
challenges, or situations without losing focus or efficiency. By highlighting these elements, they 
emphasize the comprehensive development of learners, ensuring they are equipped not just for 
academic achievement but also for making significant contributions to society and the global 
economy. The data analysis results are presented in Table 1, showcasing the findings derived from the 
conducted analysis. 

Table 1.  The Percentages of OBE Elements in the English Textbook 

No. Aspects Scores Percentages 
(%) 

Criterias 

C H 
1 

C H 
2 

C H 
3 

C H 
4 

C H 
5 

C H 
6 

C H 
7 

C H 
8 

C H 
9 

C H 
10 

C H 
11 

  

1. Complex 
communication 

3 3 0 2 2 2 2 2 2 2 2 50 Less 

2. 
 

Productivity and  
accountability 

2 3 3 3 3 3 4 4 4 2 2 75 Good 

3. Critical thinking 3 4 4 4 4 3 4 4 4 3 4 93 Very Good 

4. Creativity 3 4 2 3 4 3 4 4 4 3 4 86 Very Good 

5. Collaboration 4 4 4 0 3 3 3 2 2 4 4 75 Good 

6. Flexibility and 
adaptability 
 

4 3 3 3 4 4 4 4 4 4 3 90 Very Good 

Total  78 Good 

 

 

Based on Table 1, the aspect of complex communication received 50%, which is the lowest among 
the other elements, as this aspect did not meet the criteria across all chapters, and it is categorized as 
'less'. In chapters 1 and 2, it only received a score of 3, while in chapter 3, it did not receive a score, 
and in chapters 4 to 11, it only received a score of 2. Based on the analysis, the complex 
communication elements only get 50% because each chapter did not fully discuss the exchange of 
information or ideas. Furthermore, each chapter did not have a value that met the criteria for the 
complex communication aspect, which focuses on dialogue or conversation between two or more 
people regarding a particular topic or information, with the exchange of ideas. On the other hand, the 



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productivity and accountability element get 75% result, which is considered 'good'. This is marked by 
the fact that 3 chapters (7, 8, and 9) were fully met with a score of 4, while a score of 2 was present in 
chapters 1, 10, and 11, and a score of 3 was present in chapters 2, 3, 4, 5, and 6. Based on our analysis, 
this element received 75%, which means it occupies a relatively high percentage, as each chapter 
discusses the measures of efficiency and effectiveness in relation to tasks or achieving a goal. 
Moreover, this aspect includes maximizing results, with students being given time to complete their 
tasks on time so that they can utilize resources efficiently. It also considers the expressions, reactions, 
and responses of students to the materials and tasks provided. 

The complex communication element was assigned a relatively low score of 50%, the lowest 
among the elements assessed. This indicates that although there were attempts to integrate 
communication activities, their depth and consistency were lacking. A detailed look at individual 
chapter scores shows that chapters 1 and 2 received a score of 3, chapter 3 scored nothing, and chapters 
4 to 11 scored consistently low at 2. This pattern reveals a common issue: there is a deficiency in 
meaningful dialogue or exchange of ideas between participants. Research in educational 
communication emphasizes the importance of dialogic teaching, where students engage in extended, 
purposeful conversations, as a critical tool for enhancing learning outcomes (Mercer, 2000; Nystrand, 
2006). In this case, the lack of structured dialogue-based tasks represents a missed opportunity to 
deepen students' understanding and promote critical thinking. 

Typically, the complex communication element involves discussions or conversations on specific 
topics, with an emphasis on the exchange of ideas among participants (Walsh, 2011). The findings 
suggest that the chapters failed to fully incorporate such exchanges, as indicated by their low and 
inconsistent scores. For students, participating in real-world communicative tasks like group 
discussions or debates is essential for developing advanced cognitive skills and language proficiency 
(Swain & Lapkin, 2002). The absence of complex communication in these chapters likely limited 
students' ability to engage meaningfully with the content and collaborate effectively. 

In contrast, the productivity and accountability element earned a higher score of 75%, classified as 
"good." This suggests that the chapters generally succeeded in fostering efficiency and effectiveness, 
particularly in relation to tasks designed to meet specific learning objectives. Chapters 7, 8, and 9 were 
fully aligned with the expected outcomes, receiving a score of 4, while the remaining chapters scored 
slightly lower (2 or 3). This indicates that the textbooks were generally effective in engaging students 
and ensuring efficient task completion, though there was variability in how these goals were 
emphasized across different chapters. 

In educational contexts, productivity and accountability often involve evaluating task completion, 
managing resources, and providing timely feedback (Boud, 2010). The higher scores in chapters 7, 8, 
and 9 suggest that these chapters included well-structured tasks that supported students in achieving 
optimal learning outcomes. Additionally, the analysis indicates that the chapters addressed key 
elements of resource utilization, such as time management and responsiveness to student reactions to 
the materials. These aspects are crucial for fostering student autonomy and self-regulation in the 
learning process (Zimmerman, 2002). However, the discrepancies in scores between chapters 1, 10, 
and 11 compared to chapters 7-9 indicate possible inconsistencies in task design or resource allocation. 

While the productivity and accountability element were generally strong, further attention should 
be given to ensuring consistency across chapters. It is important for each chapter to provide structured, 
time-sensitive tasks with clear objectives to sustain student engagement and ensure task completion. 
Future revisions could place more emphasis on promoting self-regulation and efficiency in task 
management, both of which are essential for cultivating independent learners (Boud, 2010). 

Then, the critical thinking element get a 93%, which is the highest among the elements and is 
considered 'very good'. After analysis, it was found that this aspect has been discussed in all chapters. 
The 93% was obtained because this element refers to the students' ability to think critically, namely 
whether they can analyze and evaluate the information provided, arguments, and ideas to form logical 
and systematic reasoning that is easy to understand. They can also question their assumptions, have 
different perspectives and ways of thinking, and draw accurate conclusions based on the appropriate 
context. The score for this aspect is 4 (fully met) in chapters 2, 3, 4, 5, 7, 8, 9, and 11, while a score 
of 3 is present in chapters 1, 6, and 10. They suggest that the application of critical thinking is not as 
strongly emphasized. Based on Bloom's Taxonomy (Anderson & Krathwohl, 2001), critical thinking 
serves as a cornerstone for advanced cognitive processes such as evaluation and synthesis, underscoring 



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the importance of its comprehensive integration throughout the curriculum to develop well-rounded 
learners. 

Next, the creativity element received 86%, which is the third highest, as this aspect is fully covered 
in several chapters and is considered 'very good'. Based on the analysis, this aspect received the third 
highest result because it has been explained in every chapter as an outcome produced based on the 
students' ideas and the solutions they provide in solving problems. In this aspect, students are required 
to create and produce new or innovative and useful products that can be used by everyone. The results 
from the textbook show that a score of 4 is present in chapters 2, 3, 5, 7, 8, 9, and 11, while a score of 
3 is in chapters 1, 4, 6, and 10, and a score of 2 is in chapter 3. Runco and Jaeger (2012) highlight the 
importance of creativity in fostering problem-solving and innovation, which are essential skills in today's 
fast-changing world. Although the textbook effectively incorporates creativity, its inconsistent 
representation points to areas for enhancement, especially in chapter 3, where its coverage is the weakest. 
On the one hand, the collaboration element received a 75% result, which is considered 'good', similar 
to the productivity and accountability aspects. This is because these two aspects have similarities in 
their discussions within the textbook. The collaboration element received a 75% result as it is partially 
fulfilled in some chapters, as it discusses tasks that are carried out collectively to see if they are 
completed together. From these group work results, the abilities of each individual can be assessed in 
terms of their knowledge, problem-solving skills, and participation in learning activities. This aspect 
is present in chapters 1, 2, 3, 10, and 11, with a score of 3 in chapters 5, 6, and 7, and a score of 2 in 
chapters 8 and 9. There is one chapter, chapter 4, that does not fulfill this aspect. Dillenbourg (1999) 
emphasizes that collaborative learning enhances understanding by facilitating the shared construction 
of knowledge. However, the inconsistent inclusion of this aspect across chapters could limit students' 
ability to develop strong collaborative skills, highlighting the need for a more cohesive approach. 

Finally, the flexibility and adaptability element received a 90% result, which means it is almost fully 
covered in all chapters and is considered 'very good'. This 90% result is due to the fact that this aspect 
is discussed in every chapter, involving the modification of ideas or habits with the students' 
capabilities. This element also addresses the high value of individuals, academically and in a 
professional context. It examines how students solve and resolve problems. The result for this aspect 
is a score of 4 in chapters 1, 5, 6, 7, 8, 9, and 10, and a score of 3 in chapters 2, 3, 4, and 11. The 
elements with the highest percentages are critical thinking and flexibility and adaptability, as they are 
present in almost all chapters. In contrast, the productivity, accountability, and collaboration aspects 
are only partially fulfilled in some chapters, and they have similar results. The creativity aspect has a 
relatively higher value compared to the previous aspects, as it is more widely applied across the 
chapters. The element with the lowest result is complex communication, which is not adequately 
addressed, with one chapter even lacking this aspect entirely. The overall frequency value is 78%, 
suggesting that the textbook meets the requirements as a suitable resource for students using an 
outcome-based approach. In conclusion, the outcome-based approach is effectively implemented in 
this 12th-grade English textbook, making it a suitable and high-quality teaching material and resource 
for students. 

4.1. Complex Communication 

Complex communication involves using spoken and written English, as well as listening, to engage 
with individuals, ideas, media, and electronic platforms as we may see in Figure 1. Complex 
communication involves sharing information or ideas that include intricate or sophisticated elements. 
It often requires using advanced language structures, nuanced expressions, and complex concepts to 
convey meaning effectively. Complex communication goes beyond basic information exchange, 
involving the communication of abstract ideas, expressing opinions persuasively, or engaging in 
critical thinking. This type of communication demands advanced linguistic skills and cognitive 
abilities. The complex communication aspect was categorized as "Less" due to its lowest percentage, 
specifically 50%. This score was influenced by chapter 3, where criteria for complex communication 
were not met, resulting in a score of zero. The classification of "Less" is attributed to the lack of multi-
dimensional communication observed in Chapter 3. Research in educational communication 
highlights that complex communication involves collaborative interactions, critical thinking, and 
problem-solving (Smith & Mancy, 2018). However, these components were absent in the analyzed 
instances, emphasizing the necessity for structured strategies to address the gap. 



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Fig. 1. Data of complex communication. 

On page 40, it is suggested to display information or exchange ideas, such as presenting group 
discussion outcomes, to fulfill the criteria. This interpretation involves communicating through visual 
representation of group discussion results. Page 40 highlights the importance of visual tools in 
enhancing communication effectiveness. Utilizing visual aids like charts, diagrams, or group 
presentations improves understanding and fosters greater engagement (Zhang et al., 2020). This 
supports the suggestion to present information and group discussion results visually to bridge the gap 
in complex communication. Based on the conducted analysis, it was observed the following exchange 
of information or ideas in Chapter 1. 

Dr. Nahda : You look terrible. What can I do for you?  

Fafa  : I can't go to school today. 

Dr. Nahda : Oh, I'm sorry to hear that. What's the problem? 

Fafa  : My stomach hurts terribly. I think I have a fever as well. 

During the conversation between Dr. Nahda and Fafa, there is a sharing of information and ideas, 
along with an offer of assistance. Dr. Nahda offers help to Fafa upon noticing his discomfort. Fafa 
mentions that she cannot attend school. Dr. Nahda expresses sympathy and inquiries about the issue. 
Fafa explains that she is experiencing severe stomach pain and fever, to which Dr. Nahda responds 
with empathy, expressing regret for her condition. Although this interaction showcases strong 
interpersonal communication, it falls short in terms of complexity. Research by Brown and Levinson 
(2021) indicates that while empathy and the exchange of information are essential for effective 
communication, they do not fully satisfy the requirements of complex communication, which 
demands deeper reasoning, collaborative discussions, and the integration of ideas. It is also found an 
element of complex communication in Chapter 2. 

Mom: If you don't put some cherries on it, your cake will look pale and dull.  

Etty: Yes, you're right. A cherry or two will help with the appearance. 

In this dialogue between the mother and Etty, ideas are exchanged as the mother suggests that adding 
cherries to the cake will prevent it from looking bland. Etty agrees, suggesting that one or two cherries 
will enhance the cake's appearance. Then, after conducting a more in-depth analysis, we also found the 
following aspects of complex communication in chapter 8: 

A: Which one do you like, the semisweet or the bittersweet one?  

B: I like the bittersweet one. 

According to the conversation between A and B, there is an exchange of information or ideas where 
A asks B about their preference between semisweet and bittersweet. B responded by stating a 
preference for bittersweet. 

4.2. Productivity and Accountability 

Productivity and accountability are closely linked. Accountability involves participating in the 
creation of a product and taking responsibility for its performance. It's crucial for young people to be 



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exposed to real-life examples of how productivity and accountability function, as there's no better 
way to learn than through practical demonstration. It is hoped that the current generation will witness 
firsthand how productivity and accountability operate through these examples in Figure 2. 

 

Fig. 2. Data of productivity and accountability. 

In the context of a textbook, "productivity" pertains to the degree of efficiency and effectiveness 
in accomplishing tasks or achieving objectives. It involves enhancing output, meeting deadlines, and 
maximizing the utilization of available resources. Productivity encompasses several elements such as 
time management, organization, prioritization, and the capability to produce high-quality work within 
defined constraints. This chapter gets a percentage of 75% which means "good" in implementing this 
aspect. In chapter 6, there is a score of 3 in the element of productivity and accountability, because 
there are several words to find synonyms to practice student agility found in the vocabulary builder 
section on page 82. This task says, "Write down the synonym of the following words". This section 
expects students to diligently complete the provided assignments. The task involves utilizing student 
productivity by finding synonyms and antonyms. Additionally, in chapter 7, there are tasks that 
emphasize aspects of productivity and accountability. For instance, on page 101, students are 
instructed to "briefly answer the following questions based on the news item in Task 1. "It implies 
that the assignment expects students to be productive in responding to questions. The term 'briefly' 
indicates efficiency in task completion, emphasizing the need to finish on schedule. Chapter 9 includes 
a rating of 4 for productivity and accountability elements, as it features a warm-up activity involving 
group discussions and questions about a specific topic found on page 120." 

 1.   Do you have something that is very special to you?  

2.   What is it? 

3.   Why is it so special to you? 

4.   Does the thing need special care? 

5.   How do you take care of it? 

These questions challenge students to think critically and push themselves to be productive 
in addressing it. 

4.3. Critical Thinking 

Critical thinking is the ability to think critically which means being able to examine and analyze, 
and take appropriate action after identifying assumptions accurately and validly and being able to see 
ideas and decisions taken from different perspectives as the following in Figure 3. 



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Fig. 3. Data of critical thinking. 

A textbook defines "critical thinking" as the capacity to impartially assess and judge information, 
arguments, and ideas. Critical thinking is a vital cognitive skill enabling individuals to make informed 
decisions, solve problems effectively, and participate in intellectual discussions. Thinking critically 
involves taking appropriate action after accurately and validly identifying assumptions, as well as 
being able to consider ideas and decisions from various perspectives. The critical thinking aspect was 
highly rated, achieving a score of 93% in the analysis. It means that almost all chapters implement 
critical thinking in their duties for good outcomes. Data that can be used as representative evidence of 
the implementation of critical thinking, for example in chapter 10. On page 144 there is a question 
that refers to identification. "Task: Identify the text structure. Read the explanation about text structure 
of procedure text below. Then, identify the structure of the previous text in sub E". It means that 
students are asked to study the structure of the text provided. This task promotes critical thinking by 
having students assess how various parts of the text interact with each other. Facione (2011) suggests 
that tasks encouraging students to analyze and recognize patterns within texts can greatly improve 
their critical thinking abilities. By identifying text structures such as procedures, cause-and-effect 
relationships, or chronological sequences, students strengthen cognitive skills like categorization, 
comparison, and inference. Indirectly, students are asked to think critically about the meaning of the 
existing text. Critical thinking helps students tackle problems in an organized manner, evaluate 
different viewpoints, and develop logical solutions. The 93% score in the analysis indicates that the 
curriculum provides ample opportunities for students to engage in these advanced cognitive processes, 
thereby fostering their intellectual development (Paul and Elder, 2006). 

In another section of this chapter, on page 148, there is a reflection exercise aimed at enhancing 
students' comprehension of the material covered. This reflection includes thought-provoking 
questions designed to stimulate students' thinking. The questions are presented as follows: 

1. Do you find it difficult to give instructions on how to use technological products? 

2. Do you find it difficult to follow instructions on how to use technological products? 

3. Write your answer in the following columns! 

Through this reflection, students will recall challenges encountered in giving or following 
instructions for a technological product. This process aids students in analyzing their learning 
experiences. In chapter 4, on page 51, there is a task that requires identifying key words from the text. 
The task instructs students as follows: "Write down your questions and take turns asking and 
answering them with your partner. Compare your answers with your partner's. Identify relevant words 
(data) from the text to support your answers." Students are prompted to formulate and articulate 
questions about the application letter, followed by identifying pertinent words (data) from the text. 
Here, identifying involves organizing and examining relevant words extracted from the text.   

4.4. Creativity 

Creativity involves harnessing the brain's capacity to generate novel concepts or inventions. 
Creativity is the brain's capacity to produce original ideas and solutions by integrating both divergent 
thinking (which generates numerous possibilities) and convergent thinking (which refines these 
possibilities into practical outcomes). This cognitive process is not confined to artistic pursuits but 



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plays a crucial role in problem-solving and innovation across various domains, from science and 
technology to business and everyday decision-making. Thus, creativity is the process of generating 
ideas that are not only new but also have practical applications in society. Here is the data in Figure 
4. 

 

 

Fig. 4. Data of creativity 

According to the textbook, creativity involves the process of creating, crafting, or designing to 
produce a result or product from dedicated effort. The analysis conducted identified elements of 
creativity in chapter 5: "Generate your own questions about the two texts. Do you have any inquiries 
regarding the two texts? Record your questions and seek answers from your peers or instructor. "This 
instruction prompts students to generate their own questions about the two provided texts. If students 
encounter challenges understanding the structures within these texts, they are encouraged to seek 
clarification from their peers or teacher. The textbook encourages students to seek answers from their 
peers or instructors, promoting collaboration in the learning process. This collaborative element 
further fosters creativity by enabling students to explore different perspectives and engage in 
meaningful discussions. Research shows that collaborative learning boosts creativity by allowing 
students to exchange ideas, challenge each other’s thoughts, and deepen their understanding of 
complex concepts (Paulus & Nijstad, 2003). Creativity flourishes in environments that promote 
teamwork (Sawyer, 2006) When students collaborate to solve problems or discuss ideas, they are 
exposed to a range of viewpoints, which can spark new ideas and innovative solutions. This 
collaborative approach not only helps students cultivate their own creative ideas but also enhances 
their communication skills and ability to work effectively in teams-abilities that are highly valued in 
both academic and professional settings. 

Additionally, elements of creativity were identified in Chapter 7: "Compose a script for a new 
broadcast”. This directive requires students to develop a script for a fresh broadcast, leveraging the 
structure of the provided text and incorporating additional information to transform the script into a 
new broadcast. Furthermore, the data also found in chapter 9: "Write a procedural text of your own. 
Choose a goal that you are good at. You can go to the library or search on the internet to find help. Use 
these points when writing the text.” This task instructs students to compose their own procedural text 
that includes clear, step-by-step instructions, focusing on a skill they excel in. Students are encouraged 
to seek guidance or inspiration from the library or the internet to find examples of procedural texts. 
They can then use the key components to craft their procedural text. 

4.5. Collaboration 

Collaboration involves teams working together cooperatively, prioritizing the group's interests, 
and demonstrating effective teamwork, mutual respect, and appreciation among team members as 
depicted in Figure 5. 



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Fig. 5. Data of collaboration 

Based on the textbook, collaboration is the process of working in a group to collectively accomplish 
a task with a specific objective, relying on the cohesion of each member to achieve the goal. The 
textbook analysis identified collaboration elements in Chapter 1: "Work in groups of 4. Write a 
dialogue for each of the following situations." This instruction highlights the involvement of group 
work or collaborative efforts among peers to complete a dialog task as outlined. The group activity in 
Chapter 1 prompts students to collaboratively create a dialogue for specific scenarios, encouraging 
them to exchange ideas, work toward a shared objective, and collectively contribute to the final 
outcome. This approach aligns with Vygotsky's (1978) theory of social constructivism, which 
emphasizes that learning is most effective when it involves social interaction and cooperative 
problem-solving. By working together on the dialogue, students can capitalize on each other’s 
strengths, address any misunderstandings, and enhance their language and communication skills. 
Gillies (2004) also reinforces this perspective, showing that collaborative dialogue activities improve 
students' language proficiency and deepen their understanding of linguistic structures. Additionally, 
the process of crafting a dialogue in a group setting mirrors real-world communication practices, 
equipping students with valuable skills for collaborative environments beyond the classroom. 

The analysis also identified elements of collaboration in Chapter 2: "Work in groups of 3-5 
students. Find another text that contains 'if clauses.' Then, collectively identify the 'if clauses' in your 
text with your group. Analyze the patterns of these 'if clauses' and record the findings in the designated 
area." This instruction encourages students to collaborate in groups to identify and analyze "if clauses" 
within texts, fostering teamwork and shared exploration of linguistic patterns. The instruction in 
Chapter 2 to “work in groups of 3-5 students” to identify and analyze “if clauses” in a text 
demonstrates a more advanced form of collaborative learning. This activity not only fosters teamwork 
but also involves students in critical analysis and pattern recognition. Through joint examination of 
linguistic structures, students have the opportunity to learn from one another, exchange diverse 
perspectives, and collaboratively build their understanding. 

Webb (2009) underscores the benefits of collaborative group work, noting that it promotes higher-
order thinking skills by requiring students to articulate their reasoning, consider alternative 
viewpoints, and refine their knowledge through discussion. Analyzing “if clauses” encourages active 
cognitive engagement, as students collaborate to identify patterns and discuss their findings, 
strengthening their understanding of grammar and syntax in the process. 

Furthermore, the elements of collaboration found in Chapter 8: "Discussion with your friend in 
your groups about four difficulties that you have in giving instructions and in following instructions, 
and how to overcome them. "This interpretation indicates the presence of collaboration through group 
discussion about four difficulties encountered in giving and following instructions, as well as ways to 
overcome these challenges. 

4.6. Flexibility and Adaptability 

Flexibility and adaptability are essential qualities in effective teaching, enabling educators to cater 
to the varied needs of students. In educational contexts, "flexibility" and "adaptability" refer to the 
capacity to adjust, modify, or change one's thinking, approach, or behavior in response to evolving 
circumstances. These abilities empower individuals to navigate uncertainty, address challenges, and 



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capitalize on opportunities effectively. Flexibility and adaptability are highly prized in personal, 
academic, and professional environments for their role in fostering resilience, problem-solving 
capabilities, and overall achievement. The data found in Figure 6. 

 

Fig. 6. Data of Flexibility and adaptability. 

This element receives a score of 90% because nearly all chapters demonstrate flexibility and 
adaptability. The data indicates that chapters throughout the book incorporate flexibility and 
adaptability, including chapter 6. On page 83, there is an instruction for students to listen to and mimic 
their teachers to practice pronunciation. Students are encouraged to adjust their pronunciation 
according to their teacher's guidance, fostering the ability to adapt to the classroom leader's direction. 
On page 91, there are both elements on one page. In the task column there is a command, "cut any 
news from newspaper and bring it to class". This has the value of flexibility because students are free 
to choose any news to bring and the time given to bring the news is quite long and flexible. On the 
existing page there is also a task labeled "ask and answer with your friends". The section requires 
students to collaborate and work together, which means students implement adaptability. The students 
adapt to each other in Then, in chapter 8 on page 113 there is a follow direction to make Chocolate 
Dipped Strawberry and experiment to make it with friends. "Again, listen to your teachers’ instructions 
to make Chocolate Dipped Strawberries. Follow the instruction by doing some actions as if you really 
make the Chocolate Dipped Strawberries". This task implements flexibility because this task is free 
and you have free time to do it. 

After obtaining the overall results, a comparison can be made with previous research by Wahyudi 
and Wibowo (2018).  They found an 80% graduation rate in the mechanical engineering study 
program using outcome-based education. In contrast, this study achieved 78% across all aspects, with 
the highest scores in critical thinking and flexibility/adaptability, and the lowest in complex 
communication. Thus, the textbook in this research meets the criteria for good quality and contains 
materials aligned with outcome- based education standards, making it suitable for teaching and 
learning purposes. Then, if it is compared to Damayanti et al. (2021) accordingly the overall module 
contents dimension results were 33.33%, which means that it does not meet the OBE qualification. 
The score is categorized as very poor. This is a fact that the module content needs many improvements 
soon. The module's language items should be improved, for the results of the overall module language 
items dimension is 50%, which indicates only half parts of the module that meet the qualification. It 
was still in the poor qualification category so that it needs a revisit immediately. The overall module 
presentation expediency results are 36.11%, which is categorized as very poor, as mostly it does not 
apply any OBE principles. In contrast to the research we conducted, the previous research is included 
in the very poor criteria while our research is included in the good criteria. This happens because no 
percentage meets the research. Based on the analysis of this research, it can be concluded that this 
research is not recommended for its outcome-based learning. So, this textbook is not recommended 
for students to use this textbook to apply the outcome-based system in teaching and learning activities. 
Meanwhile, Fiandi (2023) argued that there are 3 things that need to be considered, namely input, 
process, and output. This research also applies OBE can be done by understanding the structure of 
learning objectives, learning outcomes, and course learning outcomes. The results of our research are 
the implementation of OBE in the Grade 12 English textbook regarding the suitability of OBE 



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implementation the textbook has met the standards to become learning materials in the classroom. 
Moreover, Muzakir and Susanto (2023) said that there is an implementation of the outcome-based 
curriculum in the higher education system in the era of the revolution that has been considered by 
thinking about the obstacles and challenges that will occur in the future. This research involved 
applying outcome-based principles to the Grade 12 English textbook by using data input techniques 
and evaluating the overall results to determine the book's suitability. The findings indicate that the 
textbook is suitable and meets the standards of outcome-based aspects. 

5. Conclusion 

The study aims to analyze and evaluate the English textbook "English Book for Grade XII" within 
the framework of the Outcome-Based Education Curriculum. Textbooks play a crucial role in 
implementing new curricula and must align with Outcome-Based Education, as they account for 50% 
of the outcomes achieved based on its principles. This study identifies several essential characteristics 
that textbooks used by teachers and students must possess. These include Complex Communication: 
textbooks should enhance students' abilities to use more sophisticated language structures and convey 
complex ideas effectively; Productivity and Accountability: textbooks need to motivate students to be 
productive in completing tasks and reaching goals, as well as to take responsibility for their 
performance and learning outcomes; Critical Thinking: Textbooks should support the development of 
students' critical thinking skills, enabling them to objectively analyze and evaluate information, 
arguments, and ideas; Creativity: they should inspire students to generate original and valuable ideas, 
solutions, or expressions; Collaboration: they should promote teamwork and cooperation among 
students to achieve common goals or complete interconnected tasks; Flexibility and Adaptability: they 
should help students become flexible and adaptable when encountering changing situations or new 
challenges. 

Based on the achievement results and standards compliance, the performance is quite good, with 
a final score of 78%. It can be concluded that the English textbooks have largely met the standards, 
demonstrating alignment with the principles of Outcome-Based Education. However, further analysis 
and evaluation are necessary to ensure full compliance with these principles, including aspects such 
as communication complexity, productivity and accountability, critical thinking, creativity, 
collaboration, flexibility, and adaptability. This highlights the need to revise and enhance the English 
textbook to better align with the principles of the Outcome-Based Curriculum. Appropriate 
improvements can make the textbook a more effective learning tool and support the achievement of 
desired learning objectives. With an achievement score of 78%, the implementation of OBE principles 
is quite good, but there is room for improvement, particularly in the aspect of complex communication. 
Overall, the book meets quality standards, indicating a relatively high achievement. However, there 
is still a significant portion of potential that remains untapped. Therefore, additional efforts and 
improvements are necessary to elevate performance to a higher level. 

 

Acknowledgment 

The researchers convey profound appreciation to all individuals who contributed to the research 
endeavor, encompassing those engaged in data gathering and analysis, along with those who offered 
feedback. The researcher extends sincere thanks and appreciation to all who supported and encouraged 
the completion of this manuscript.  

 

Declarations  

Author contribution : Anni Holilla Pulungan was responsible for literature review, 
empirical data, drafting the manuscript, and overseeing the final 
manuscript revision. Joko Kusmanto contributed to final manuscript 
revision. Adib Jasni Kharisma and Pirman Ginting was responsible 
for conducting research, data collection, and data analysis. 

Funding statement : This study did not acquire any financial support. 

Conflict of interest : The authors declare no conflict of interest. 



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Ethics Declaration : We as authors acknowledge that this work has been written based on 
ethical research that conforms to the regulations of our university and 
that we have obtained permission from the relevant institutes when 
collecting data. We support ELTEJ Journal in maintaining high 
standards of personal conduct and practicing honesty in all our 
professional practices and endeavors. 

Additional information : No additional information is available for this paper. 

 

 

 

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	1. Introduction
	2. Literature Review
	3. Method
	4. Findings and Discussion
	4.1. Complex Communication
	4.2. Productivity and Accountability
	4.3. Critical Thinking
	4.4. Creativity
	4.5. Collaboration
	4.6. Flexibility and Adaptability

	5. Conclusion
	Acknowledgment
	Declarations


