the students’ success in learning.”AmiBLF-The contribution of appropriate textbooks selection to the success of teaching learning process-
Translation by the researcher
c. Action
In revealing the experience of textbooks selection process, Bu Ami revealed that she had never applied any systematic textbooks evaluation checklist.
She used her limited time to look through the textbooks, checked the contents, and
finally decided the textbooks to use. “I just took a glance of it. That is it. Indeed I did not have sufficient time
to see page by page. At least I checked chapter by chapter to know the contents.” AmiACT-Steps employed in selecting textbooks-Translation
by the researcher
A textbook with CD for listening as well as scripts and answer keys also became her criteria in choosing textbooks.
“The availability of speaking and listening activities is the most
important… the availability of CD. It would be much better if the tape scripts and answer keys are available too. They are included in textbook I
use right now. Answer keys give us certainty. Sometimes our ears are not accurate. So, if they scripts and answer keys are ready then the textbooks
are more preferable.” Ami ACT-Considerations underlain the choice - Translation by the researcher
Discussing about the teachers‟ autonomy in selecting textbooks, Bu Ami had several experience concerning textbooks selection process, with and without
control from the school administrators. “The sales persons met the teachers after getting permission. Then
teachers selected textbooks … It had ever been selected by the school
administrators. Or they gave their selected textbooks to the teachers to be reselected
.” AmiACT-Teacher‟s autonomy to select textbooks- Translation by the researcher
d. Feeling
Related to the feeling in selecting textbooks, it seemed that Bu Ami felt free to select textbooks as she was given autonomy from the schools
administrators. “The sales persons met the teachers after getting permission. Then
teachers selected textbooks … It had ever been selected by the school
administrators. Or they gave their selected textbooks to the teachers to be reselected
.” AmiFEL-Teacher‟s feeling in selecting textbooks- Translation by the researcher
Bu Ami told that she had ever experienced failures in selecting textbooks. The failures were caused by the limited time allocated to select the textbooks,
which finally influence the carefulness in checking through the whole contents of the textbook.
“There had ever been a complaint that the textbook was too difficult. Finally, I did not use the textbook in the following academic year. The
language was too sophisticated for students. I did not understand it well either. The students had already purchased the textbook so that I kept
using it. Consequently, I needed some more preparations. I did not have enough time to look trough the textbook. I only took a glace on some
parts of it. When I opened the textbook, I found it suitable. But when it was applied, I found out that many words were too literary
.” AmiFEL- Success and failure of conducting textbooks selection-Translation by the
researcher
e. Intention
Related to the teachers‟ intention on the future textbooks selection, Bu Ami intended to be more thoughtful and careful in the next textbooks selection so
that failure could be avoided.
“Of course I will be more careful, more different. It will depend on the time availability. If the textbook from the government has been ready, I will
stop using the textbook applied now.” AmiINT-Intentions to do in the future textbooks selection-Translation by the researcher
