The authenticity of narrative text in senior high school English textbooks

Authenticity is a crucial aspect of foreign language learning and teaching. It refers to applying materials that accurately reflect the language, culture and context of the target language. There has been a significant amount of recent research discussing the various kinds of authentic materials, both their advantages and disadvantages, without addressing the authenticity of these materials. This study aims to examine the narrative text in Senior High School English Textbooks with the criteria of authenticity. This research was conducted by analyzing three narrative texts to assess them through a table analysis sheet instrument. This present study, therefore, is undertaken through a qualitative content analysis with a qualitative research design. The sources of data assessed were documents collected from three English textbooks "Work in Progress", "English to Pathway", and "Let's Get Started" which were published by the Ministry of Education and Culture, Erlangga, and MGMP Surabaya. The research instrument is a table analysis sheet consisting of the authentication criteria regarding the authenticity continuum and the criteria for authentic text for classrooms. The results revealed that the narrative texts in the selected textbooks met the criteria of authenticity. The three narrative texts have all the components of the authenticity continuum, including individual, community, classroom, and real-world aspects, so that the text or the material can be said to be authentic from various perspectives. Although the third text from MGMP Surabaya is more prominent, it does not rule out the possibility that the other two texts have met the criteria for authenticity. Bearing in mind that the authenticity of materials can be compromised when they are adapted or simplified for language learners to match with students' needs and abilities. It indicated that relevant and meaningful materials might help students develop language skills naturally and engagingly. These results suggest material developers or textbook designers ensure the materials they distribute match the curriculum and students' needs. So that the learning objectives are achieved and provide experience in the real world.