Abstrak
A textbook is one of the teaching materials used by both teachers and students in the teaching and learning process. It is used to improve the quality of teaching and learning. The goal of this study is to see whether the reading material in the English textbook for seventh grade junior high school was suitable with the 2013 curriculum english textbook. A descriptive qualitative approach is used in this study. The data for this study will come in two Junior High School English textbooks, Book 1 from the Ministry of Education and Culture and Book 2 from Yudhistira. Sudijuno scores are calculated by the formula to assess three characteristics of reading material suitability based on the curriculum in 2 this English books. The findings of this study show that there is a difference in the percentage of research in the analysis of Book 1 and Book 2, namely (1) English textbook code 1 is relevant to the 2013 curriculum, because each items has been successfully applied in textbooks, with a total percentage score of 76% which is a s fair category, while the relevance aspect in Book 2 is categorized as fair too, with a percentage score of 76%. (2) For book 1, consistency aspects such as material accuracy, the depth of reading material based on the 2013 curriculum is still said to be poor because the reading teaching strategy in book 1 is not presented in detail and systematically and reading tasks for comprehension are still very few which got a percentage score of 16% on the consistency aspect of reading material with the 2013 curriculum which is categorized (Poor), while the total percentage of the consistency aspect in Book 2 is 82% categorized (Good) due to the very complete reading strategy and variety of reading tasks presented in Book 2 .It can be said that the consistency aspect is based on the 2013 curriculum.(3) The adequacy aspect in book 1 is 61%,because the reading material presented is sufficient to achieve the objectives of learning to read, it's just that this book 1 still requires additional presentation of explanations about reading ability to achieve reading comprehension. Therefore, book 1 is categorized as (Fair), while book 2 is also sufficient to meet the adequacy aspect in presenting reading materials based on the 2013 curriculum with a score of 64%. in such a way that it can improve reading skills in accordance with the learning objectives to be achieved. Therefore, the percentage in book 2 is said to be (Fair). Based on the findings of this study, the researcher suggests that English teachers and educational institutions should pay attention to and pay attention to the content of the textbook, not only its suitability with the current curriculum, but also its suitability to the needs of students.