This study aims to analyse the alignment of English textbooks with the Independent
Curriculum standards and current educational goals. The method employed in this
study is a qualitative descriptive approach, utilising document analysis and semi
structured interviews at UPTD SDN 1 Jorong. The participants in this study
comprised one (1) English teacher and two (2) students who actively used the
textbooks during the learning process. The data obtained were analysed using
document analysis and reflective thematic analysis. The findings revealed that the
textbooks support student-centred learning, adaptation to students’ abilities,
differentiated learning, language skills development, and digital literacy through
critical thinking and collaborative activities and contextual materials tailored to
students’ needs. Furthermore, the textbook is also in line with current educational
goals, particularly in strengthening critical thinking skills, collaboration, and
learning outcomes in the 21st century. It is recommended that educators make the
most of this textbook by integrating a variety of student-centred and technology
based learning activities to enhance student participation, critical thinking and the
development of their language skills. Furthermore, it is recommended that future
researchers conduct similar studies involving a larger number of participants,
various levels of education, and diverse learning contexts, in order to obtain more
comprehensive results and provide a deeper understanding of the effectiveness and
implementation of English textbooks within the Independent Curriculum. Overall,
the findings indicate that the English textbook is generally aligned with the
Independent Curriculum and supports current educational goals, although several
aspects require further improvement to optimize students’ learning outcomes.