Writing Instructions in the English Textbook for the 11th Grade of High School: A Content Analysis of Bahasa Inggris Tingkat Lanjut Textbook

Oleh :
Ramadhan Aziz Laksana - K2221063 - Fak. KIP

RAMADHAN AZIZ LAKSANA. K2221063. Dra. Dewi Rochsantiningsih, M. Ed., Ph. D. Writing Instructions in the English Textbook for the 11th Grade of High School: A Content Analysis of Bahasa Inggris Tingkat Lanjut Textbook. A Thesis. Teacher Training and Education Faculty. Sebelas Maret University. June 2026. This study aims to analyze writing instructions in the English textbook entitled Bahasa Inggris Tingkat Lanjut for 11th Grade of High School by Rida Afrilyasanti. This study explores: 1) the types of writing indicators are represented in the writing instruction of the English textbook entitled “Bahasa Inggris Tingkat Lanjut for 11th Grade of High School” by Rida Afrilyasanti and 2) the elements of writing activities are enhanced by the writing instructions in the textbook of “Bahasa Inggris Tingkat Lanjut for 11th Grade of High School” by Rida Afrilyasanti. This study employed a descriptive qualitative method using content analysis. The data consisted of 31 writing instructions found across five units of the textbook. The data were analyzed using Jacobs et al.’s (1981) ESL Composition Profile, which consists of: 1) content, 2) organization, 3) vocabulary, 4) language use, and 5) mechanics, and Murray’s (1972) Process Writing Approach, which includes: 1) pre-writing, 2) drafting, 3) revising, 4) editing, and 5) publishing. The findings show that all five writing indicators are represented in the textbook, although the distribution is uneven. Content is the most dominant component with 14 occurrences or 29.8%, followed by organization with 13 occurrences or 27.7%, language use with 11 occurrences or 23.4%, mechanics with 8 occurrences or 17%, and vocabulary with only 1 occurrence or 2.1%. In terms of writing activities, pre-writing is the most frequently represented stage with 14 occurrences or 34.1%, followed by drafting and editing with 9 occurrences each or 22%, revising with 7 occurrences or 17.1%, and publishing with 2 occurrences or 4.9%. These findings indicate that the textbook supports students’ writing development, particularly in generating and organizing ideas. However, vocabulary and publishing activities need more attention to provide a more balanced and complete writing instruction. For textbook writers, the findings suggest the need to design more balanced writing instructions by adding explicit vocabulary-focused tasks and more publishing activities. Future researchers are suggested to analyze writing instructions in other English textbooks or investigate how teachers and students apply these instructions in real classroom practice.