ANALYZING TEXTBOOKS USED IN TEACHING ORAL COMMUNICATION IN CONTEXT AND READING AND WRITING SKILLS IN SENIOR HIGH SCHOOL FROM THE PERSPECTIVES OF THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES

This study sought to analyze two textbooks used for teaching the core subjects Oral Communication in Context and Reading and Writing Skills to Senior High School students through the Common European Framework of Reference for Languages (CEFR). It involved determining the reference level of activities, content objective, and core language inventory alignment to CEFR. Employing embedded mixed-method research combining qualitative and quantitative methods in analyzing two textbooks published in 2016 and which have been used in senior high school, a researcher-made checklist and coding sheet were utilized. The findings revealed full alignment with CEFR’s assessment grid across various language skills to CEFR levels B1 and B2. Content alignment with CEFR language objectives ranged from full alignment in CEFR Level B2 to partial alignment. Non-language objectives exhibited full alignment in CEFR Level B2, partial alignment in A2, B1, and C1, and no alignment in A1 and C2. Process objectives were fully aligned with CEFR Levels B1 and B2, and partially aligned in other levels. Additionally, there is full alignment of the English language across functions, grammar, discourse markers, vocabulary, and topics from A1 to C1 levels while showing some partial alignment for functions. This study came up with an alignment matrix to CEFR with lesson exemplar that can help teachers make informed decisions regarding textbook selection and development. It implies enhancing the effectiveness of English language education, ensuring alignment with internationally recognized language standards that better prepares student for communication in diverse authentic contexts while also giving importance to ongoing evaluation and adaptation of educational materials in meeting the evolving needs of English language learners in the Philippines.