An Evaluation of Lexical Density in K13 English Textbooks: Aligning Text Complexity with Students' Proficiency Levels
DOI:
https://doi.org/10.52217/ijlhe.v7i2.1625Keywords:
English textbook, lexical density, students’ proficiency levels, text complexityAbstract
This study evaluates the lexical density of reading materials in the K13 English textbooks used in Indonesian secondary schools, focusing on the alignment of text complexity with students' cognitive abilities and language proficiency levels. A total of 10 reading texts from both junior and senior high school textbooks were analyzed, covering various genres including narrative, descriptive, expository, and functional texts. Lexical density, defined as the proportion of content words (nouns, verbs, adjectives, and adverbs) relative to the total word count, was calculated for each text. The results revealed significant variations in lexical density across genres, with descriptive and report texts exhibiting higher complexity, while genres like narratives and procedures showed a more balanced lexical composition. The study found that texts with higher lexical density may be challenging for lower-level learners, while more balanced texts are likely more accessible. These findings suggest that, while some texts are appropriately challenging, others may require adjustments to better cater to students' proficiency levels. The study highlights the importance of revising the K13 English textbooks to enhance their suitability for diverse learners and align more effectively with the goals of the K13 curriculum. The use of lexical density as an objective metric provides valuable insights for improving the readability and overall effectiveness of English language education in Indonesia. This research implies that curriculum designers and textbook authors should consider incorporating a wider range of text complexities to accommodate varying student proficiency levels, ensuring equitable learning opportunities and improved language development outcomes
References
Halliday, M. A. K. (1985). An Introduction to Functional Grammar. Edward Arnold.
Hastomo, T., & Aminatun, D. (2023). An Analysis of Metadiscourse Markers in Online News Media: Qualitative Research. Lexeme : Journal of Linguistics and Applied Linguistics, 5(1), 95–103.
Khusna, F. A. (2021). Content Analysis: Language Skills Comparison on the KTSP and K-13 English Textbooks. Journal of Language Intelligence and Culture, 3(1), 12-19.
Kim, S., & Paek, J. (2015). An analysis of culture-related content in English textbooks. Linguistic Research, 32, 83–104.
Lee, J. F., & Li, X. (2019). Cultural representation in English language textbooks: A comparison of textbooks used in mainland China and Hong Kong. Pedagogy, Culture & Society, 28(4), 605-623.
Rahman, M. A. (2019). Teaching language through literature: George Orwell’s “Shooting an Elephant” in the EFL classroom. Studies in English Language and Education, 6(1), 84-96.
Richards, J. C. (2021). Curriculum Development in Language Teaching. Cambridge University Press.
Richards, J. C. (2023). The Role of Textbooks in Language Learning: Issues and Insights. Cambridge University Press.
Sari, D. (2016). Measuring quality of reading materials in English textbook: The use of lexical density method in assessing complexity of reading materials of Indonesia’s curriculum–13 (K13) English textbook Dian Sari. JOALL (Journal of Applied Linguistics and Literature), 1(2), 30-39.
Singh, R., & Shaari, A. (2019). The analysis of higher-order thinking skills in English reading comprehension tests in Malaysia. Malaysian Journal of Society and Space, 15(1), 12-26.
Sulistiyo, U., Wulan, R., Al Arif, T. Z. Z., Efriza, D., & Anwar, K. (2021). A critical content analysis of English textbook for senior high school students in Indonesia. Studies in English Language and Education, 8(1), 84-98.
Susiati, & Mufidati, E. (2020). An Indonesian national English textbook for secondary level: Is it qualified enough? Varidika, 32(1), 117–124. https://doi.org/10.23917/varidika.v32i1.11511
Widagsa, R. (2022). An EFL Teacher Perspective on Implementation of Dual Curriculum (Cambridge and Indonesian K13 National Curriculum) at Mutiara Persada School, Yogyakarta. Journal of English Language Teaching and English Linguistics, 7(1).
