Action Bu Ami’s Individual Lived Experience

Next, he made sure the suitability of textbooks with his students‟ education background, whether the textbooks would be able to facilitate and motivate them in enhancing their capability and assist them to the goal demanded by the school administrators. Students personal needs especially in age, sex, interest, and cultural background were also his certain criteria to select a textbook. He paid attention to the layouts of the books, whether or not they were appropriate for the students YudUND-Criteria of a good textbook. According to Bu Ami, textbook is significant, both for teachers and the students Brewster et al., 2001. Bu Ami revealed that textbook influence the learning process in class as she applied textbook as the most-used teaching tools Grave, 2000. Bu Ami used textbook as the main source of the language practice which occur in class Richards, 2001. Besides, the application of textbook, according to Bu Ami, was related to the similarity of the discussion among the classes she taught AmiUND-Definition of textbooks selection for teacher. In selecting textbooks, Bu Ami focused on several things, which mostly pointed to the students needs. Bu Ami‟s first consideration was the materials and topics contained in the textbooks. In this consideration, it could be seen that Bu Ami considered the expected knowledge to be obtained by the students. Additionally, Bu Ami‟s consideration on the materials and the balance of all skills contained in the textbooks showed that she paid attention to the process and output of the students‟ learning. Furthermore, Bu Ami also mentioned the textbooks suitability with the students‟ level of ability as one of criteria in selecting textbooks. This showed that Bu Ami tried to facilitate as well as boost the students‟ proficiency based on the level that the students‟ already achieved so that there would not be a big gap between the students‟ present level and the expected one AmiUND-Criteria of a good textbook. Both teachers‟ statements showed that they really paid attention to the students‟, teachers‟, administrators‟ needs in conducting textbooks selection, as Masuhara 1998 suggests. Yet, Mr. Yudi showed more detail. He met most of the parties‟ needs, which proves that he had sufficient knowledge on the concept of textbooks selection. The teachers were shown to have different focuses in selecting textbooks. The fact that each teacher has their own teaching experience, teaching style, as well as perception might be the reasons. Although both Mr. Yudi and Bu Ami tried to perfectly meet the needs of students, the teachers, and also the administrators as suggested by Masuhara 1998 and Byrd 2001, the teachers‟ different understanding and beliefs of the teaching and learning as well as textbooks selection theory resulted the different needs addressed by the teachers. The table below is the detail of the needs addressed by Mr. Yudi and Bu Ami. Needs Category Source Mr. Yudi Bu Ami Students Personal needs Age √ √ Cultural background √ √ Financial background √ Interest √ √ Learning needs Language proficiency √ √ Learning style √ √ Learning goals and expectation of the course √ √ Future professional needs Future use of English language knowledge √ √ Future use of English competence √ Teachers Personal needs Interest √ √ Time √