Learning materials are critical components of the teaching and learning process. Among various learning tools, textbooks are frequently the only learning materials utilized in classrooms by teachers. Textbooks play a vital function in assisting with curriculum implementation. In the Merdeka Curriculum, learning English emphasizes reinforcing language skills so that students can achieve the ability to communicate in English as a part of life skills. To effectively communicate in English, one must be able to use a combination of four language skills. As textbooks are massively used for educational needs, it is necessary to integrate the language skills to assist students in developing English skills. Therefore, this research is aimed to find out whether the materials in “English for Nusantara” students’ textbook are integrated or not.

Textbook analysis is a research method that involves studying the quality and features of a textbook through detailed analysis. In this particular research, the researcher used a qualitative approach with a descriptive method to analyse an English textbook. The object of this research was an English textbook for seventhgrade Junior High School students entitled “English for Nusantara”. The instruments of this research were an observation checklist and documentation.

The findings indicated that the textbook met all twelve criteria from the checklist. These criteria were divided into four major points based on Cunningsworth’s theory (1995): four language skills, language skills in association, receptive and productive skills, and integrated tasks. In terms of the four language skills, it was found that there was an imbalance between reading and the other skills. Reading seemed to be the first priority in the textbook. It happened due to the textbook was designed to help students improving their reading abilities. Although not all chapters started with receptive and ended with productive skills, every chapter showed an interrelated sequence of activities that provided students with integrated tasks. For instance, the reading activities come together with listening activities and end with writing activities. Moreover, the textbook offered the students with the audio and the reading texts that cover in pronunciation practices to ensure the students receive the good spoken examples.

In conclusion, “English for Nusantara” textbook gave the activities that integrated the language skills. It showed through the balance of four language skills in which each of language skills activities was linked to one another. The textbook is highly recommended to use for seventh grade students. However, it is important to improve the recorded materials such as the audio for listening activities because there were two recorded materials in chapter IV of the textbook that could not be found.