Evaluating Topic Relevance in Splash English Textbook for Technology-Stream Vocational High School Students

Abstract

English textbooks serve as important resources in vocational education because their content should support students’ academic development, disciplinary learning, and preparation for workplace communication. This study aimed to evaluate the relevance of topics presented in the SPLASH English textbook for Grade XI Software Engineering students at SMKN Palang, Tuban, in relation to students’ learning contexts, curriculum objectives, and workplace requirements. The study employed a textbook evaluation design. Data were collected through document analysis, interviews with an English teacher, and student questionnaires. The data were then organized, coded, categorized, compared, and interpreted through source triangulation. The findings showed that the textbook was aligned with the Merdeka Curriculum through the integration of the Pancasila Student Profile, PISA-oriented critical-thinking activities, visual representations, mini-projects, structured assessments, scaffolding, and a genre-based approach. However, the topics remained relatively general and did not adequately address the authentic communication needs of the software industry. Students’ engagement, learning motivation, and preparedness for the business and industrial sectors depended on stronger connections between English learning and vocational contexts, including coding, UI/UX design, troubleshooting, technical documentation, and IT project communication. The study concluded that the textbook should be supplemented with English for Specific Purposes (ESP) materials, industry-based speaking and listening simulations, and Content and Language Integrated Learning (CLIL) approaches supported by collaboration between English and vocational subject teachers.