This study analyzes the reading materials in the English textbook for
Nusantara Grade VIII based on Cunningsworth's (1995) eight textbook
evaluation criteria, focusing on the reading texts and reading-related tasks in
Chapters 1 to 5. This study employed a qualitative descriptive design with
document-based content analysis. Data were collected from Chapters 1–5 of
the textbook and analyzed using an evaluation checklist consisting of 22
indicators, which were developed based on Cunningsworth’s (1995) eight
criteria, with each indicator classified into one of the categories “Fulfilled,”
“Partially Fulfilled,” or “Not Fulfilled.” Sixteen of the twenty-two indicators
have been fulfilled, while four have been partially fulfilled and two have not
yet been fulfilled. The reading materials are closely aligned with the Phase D
learning outcomes of the Merdeka Curriculum Indonesia and follow a
consistent structure before, during, and after reading, although coverage of
grammar, initial exposure to the text, and pronunciation support remain
uneven across chapters. These findings are useful for English teachers who
want to adapt their reading instruction in the classroom, for textbook
developers who are revising the “English for Nusantara” textbooks, and for
curriculum evaluators who focus on the pedagogy of teaching English as a
foreign language (EFL) at the junior high school level in Indonesia. Unlike
previous studies that evaluated textbooks comprehensively while focusing on
individual skills, this study applied Cunningsworth’s comprehensive eightcriteria framework in a specific, in-depth manner to reading materials at the
chapter and unit levels, thereby revealing structural patterns that had not been
identified previously